Cognitive Education Programs

Cognitive education is defined and described according to aspects that are common to various curricula and programs as well as aspects that vary across programs. Its most basic and universal characteristic is its focus on processes of systematic logical thinking and especially the application of basic tools of learning. The application of fundamental cognitive and metacognitive concepts in teaching and learning is described with examples. Selected curricula, programs, and approaches are listed and briefly characterized. Criteria for evaluating cognitive education programs are proposed, and some examples of successful evaluation strategies are given. Evaluation of effectiveness across different cognitive education programs shows effects on cognitive development, IQ, school achievement, intrinsic motivation, and reductions in referral to special education, although such effects depend on age of learners, specific program characteristics, and effectiveness criteria.

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Use of Dynamic Assessment in Evaluation of Cognitive Education Programs

Dynamic Assessment of Young Children ◽

10.1007/978-1-4615-1255-4_9 ◽

2001 ◽

pp. 177-207

Author(s):

David Tzuriel

Keyword(s):

Dynamic Assessment ◽

Education Programs ◽

Cognitive Education

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Drug Education: Reasons and Failures

Journal of Drug Education ◽

10.2190/f490-1q6n-hqu4-e654 ◽

1971 ◽

Vol 1 (4) ◽

pp. 373-389 ◽

Cited By ~ 2

Author(s):

Cameron V. Smith

Keyword(s):

Drug Abuse ◽

Political System ◽

Drug Education ◽

Education Programs ◽

Short Term ◽

Or Groups ◽

Cognitive Education ◽

Corporate System ◽

The Face

This paper contains 50 “reasons” which various individuals or groups have used to explain increasing drug abuse by youth. The reasons, listed generally from simple to complex, are grouped into 10 categories: criminal elements, minorities, youth, adults, homes, schools, churches, corporate system, political system and society. The implication is clear that the interplay of reasons for increasing drug abuse in our society is extremely complicated and that educational or remedial programs built upon simplistic cause-models will be relatively ineffective. Contributions that cognitive education can make to eliminating the problem of drug abuse are limited and may be counterproductive. The species-adaptive curiosity and gambling instinct (attraction to try for possible short term gain in the face of possible long term damage) will not be educated from mankind and evaluation of drug abuse education programs based upon eliminating drug abuse is unrealistic. In spite of this, the conclusion is developed that thorough, honest drug education is necessary.

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Development of a Theoretical Framework and Practical Application of Games in Fostering Cognitive and Metacognitive Skills

Journal of Cognitive Education and Psychology ◽

10.1891/1945-8959.9.2.116 ◽

2010 ◽

Vol 9 (2) ◽

pp. 116-138 ◽

Cited By ~ 7

Author(s):

Christine Hessels-Schlatter

Keyword(s):

Intellectual Disability ◽

Young Children ◽

Cognitive Processes ◽

Theoretical Framework ◽

Metacognitive Skills ◽

Practical Application ◽

Education Programs ◽

Metacognitive Processes ◽

Cognitive Education ◽

Metacognitive Intervention

In this article, traditional games are proposed as complementary tools for metacognitive intervention. Games allow addressing various cognitive and metacognitive processes and strategies involved in learning and thinking. They are easily available, stimulating for students who usually exhibit resistance to learning, and represent valuable learning devices for students for whom few cognitive education programs are available (young children and students with intellectual disability). A framework for analyzing games with regard to the (meta)cognitive processes involved is presented and criteria for mediation are formulated. Two adolescents with intellectual disability participated in an intervention based on this model. The students progressed on a procedural level as well as on different untrained tasks. Results were maintained after 8 weeks. This study, although not generalizable, illustrates the relevance of using games in a metacognitive perspective.

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