Which of the following is true regarding the shift from concrete operational to formal operational thinking?

The shift from concrete operational to formal operational thinking signifies a significant cognitive development milestone in adolescents, typically occurring around the age of 11 or 12. This transition is characterized by an individual's newfound ability to engage in abstract thinking and hypothetical reasoning. At the formal operational stage, individuals can think logically about abstract concepts, formulate and test hypotheses, and systematically plan for future possibilities.

In contrast to concrete operations—where thinking is limited to tangible, real-world situations—formal operational thinking allows for greater flexibility and complexity in thought processes. This cognitive advancement enables learners to tackle problems that require abstract reasoning and the manipulation of concepts without needing concrete examples. Understanding this shift is essential for grasping how adolescents approach problems, make decisions, and engage with the world around them in higher education and beyond.

The other options do not accurately describe this developmental transition. For instance, the concept of conservation is linked to concrete operational thinking, while the age range specified does not align with the formal operations stage. Additionally, while cognitive development does interact with moral reasoning, the formal operational stage itself is distinctly focused on cognitive capabilities rather than directly addressing moral development.