Cognitive Early Education

2020 ◽  
Author(s):  
H. Carl Haywood
Keyword(s):  
Information Processing ◽  
Cognitive Development ◽  
Problem Solving ◽  
Executive Functions ◽  
Early Education ◽  
Self Regulation ◽  
Learning Tools ◽  
Mediated Learning ◽  
Cognition And Learning ◽  
The Mind

Cognitive early education, for children between ages 3 and 6 years, is designed to help learners develop and apply logic tools of systematic thinking, perceiving, learning, and problem-solving, usually as supplements to the content-oriented preschool and kindergarten curricula. Key concepts in cognitive early education include metacognition, executive functions, motivation, cognition, and learning. Most programs of cognitive early education are based on conceptions of cognitive development attributed to Jean Piaget, Lev S. Vygotsky, A. R. Luria, and Reuven Feuerstein. Piagetians and neoPiagetians hold that children must construct their personal repertoire of basic thinking processes on the basis of their early experience at gathering, assimilating, and reconciling knowledge. Vygotskians and neoVygotskians believe that cognitive development comes about through adults’ mediation of basic learning tools, which children internalize and apply. Adherents to Feuerstein’s concepts likewise accord a prominent role to mediated learning experiences. Followers of Luria believe that important styles of information processing underlie learning processes. Most programs emphasize, to varying degrees, habits of metacognition, that is, thinking about one’s own thinking as well as selecting and applying learning and problem-solving strategies. An important subset of metacognition is development and application of executive functions: self-regulation, management of one’s intellectual resources. Helping children to develop the motivation to learn and to derive satisfaction from information processing and learning is an important aspect of cognitive early education. Widely used programs of cognitive early education include Tools of the Mind, Bright Start, FIE-Basic, Des Procedures aux Concepts (DPC), PREP/COGENT, and Systematic Concept Teaching.

scholarly journals L’autorégulation conjointe de la cognition et des émotions : quel impact sur les apprentissages ?

2015 ◽  
Vol 12 (1) ◽  
pp. 82-103 ◽  
Author(s):  
Bastien Wagener
Keyword(s):  
Problem Solving ◽  
Self Regulation ◽  
Global Scale ◽  
Specific Situation ◽  
Self Awareness ◽  
Self Regulated Learning ◽  
Positive Effects ◽  
Holistic Approaches ◽  
Key Aspects ◽  
The Mind

Les apprentissages consistent à résoudre des problèmes et à acquérir de nouvelles connaissances et compétences par le biais d’un ensemble de processus relevant de l’autorégulation. Deux aspects principaux rentrent en ligne de compte lorsque l’on cherche à améliorer la résolution de problèmes : la dimension émotionnelle et la métacognition. Les émotions, en tant que réactions organisées et utiles à une situation donnée, peuvent être tour à tour un atout ou un handicap lorsqu’il s’agit d’apprendre. Par ailleurs, la métacognition est constituée d’un ensemble de processus et de savoirs qui s’articulent autour de la prise de conscience et de la régulation de son propre fonctionnement, qu’il soit cognitif ou émotionnel. Grâce aux pratiques de l’attention (PA), issues de traditions permettant un travail sur la conscience et la régulation psychologique et physiologique, il est possible d’agir conjointement sur les cognitions et les émotions. Plusieurs travaux ont montré les nombreux bénéfices que présentent de telles approches et nous constatons également que les effets positifs sur l’autorégulation commencent à être de plus en plus étayés. Nous proposons donc de nouvelles approches holistiques permettant un travail global sur l’autorégulation qui prendraient en compte le traitement métacognitif des sphères cognitive et émotionnelle au bénéfice des apprenants. Simultaneous self-regulation of cognition and emotions and its consequences on learning Abstract: The learning process relies on problem-solving activities and the acquisition of knowledge and skills through self-regulation. Emotions and metacognitions are some of the key aspects that allow the improvement of problem-solving. The emotional dimension consists of structured and useful reactions in regard to a specific situation. Emotions can either be an asset or a disadvantage when one is involved in a learning situation. As for metacognition, it’s a compound of processes and knowledge (of cognitive or emotional nature) connected through self-regulation and self-awareness. Thanks to attentional practices (AP), one can regulate both cognitions and emotions. These AP come from various traditions focused on the exploration of the mind and self-regulation of psychological and physiological activities. Many studies show the positive effects of such practices on health, and some recent studies also report improvements in self-regulation thanks to AP. In this paper, we suggest that the creation of new holistic approaches would allow us to work on metacognition and emotions on a global scale, in order to improve the ability of individuals to engage in self-regulated learning efficiently.

Executive Functions in Digital Games

2013 ◽  
pp. 19-46 ◽  
Author(s):  
Elizabeth Boyle ◽  
Melody M. Terras ◽  
Judith Ramsay ◽  
James M. E. Boyle
Keyword(s):  
Information Processing ◽  
Problem Solving ◽  
Executive Functions ◽  
Game Design ◽  
Digital Games ◽  
Perceptual Processing ◽  
Cognitive Systems ◽  
Higher Level Thinking ◽  
Information Processing Perspective ◽  
Learning Research

Despite enhanced appreciation of the nature and scope of the cognitive advantages of playing games, our understanding of the actual mechanisms responsible for generating and maintaining these remains limited. In this chapter, the authors propose that viewing these changes from the information processing perspective of executive functions will help to elucidate the psychological infrastructure that underpins these gains. They apply Anderson’s model of executive functions to understanding how games support visual-perceptual processing and higher-level thinking and problem solving. As well as extending our appreciation of how digital games can support learning, research on executive functions highlights the implications of the limitations of our cognitive systems for game design.

Executive Functions in Digital Games

2016 ◽  
pp. 542-569
Author(s):  
Elizabeth Boyle ◽  
Melody M. Terras ◽  
Judith Ramsay ◽  
James M. E. Boyle
Keyword(s):  
Information Processing ◽  
Problem Solving ◽  
Executive Functions ◽  
Game Design ◽  
Digital Games ◽  
Perceptual Processing ◽  
Cognitive Systems ◽  
Higher Level Thinking ◽  
Information Processing Perspective ◽  
Learning Research

Despite enhanced appreciation of the nature and scope of the cognitive advantages of playing games, our understanding of the actual mechanisms responsible for generating and maintaining these remains limited. In this chapter, the authors propose that viewing these changes from the information processing perspective of executive functions will help to elucidate the psychological infrastructure that underpins these gains. They apply Anderson's model of executive functions to understanding how games support visual-perceptual processing and higher-level thinking and problem solving. As well as extending our appreciation of how digital games can support learning, research on executive functions highlights the implications of the limitations of our cognitive systems for game design.

scholarly journals A comparative study of executive functions among children with attention deficit and hyperactivity disorder and those with learning disabilities

2020 ◽  
Vol 27 (1) ◽  
Author(s):  
Heba Essam Abou El Wafa ◽  
Soha Abd El Latif Ghobashy ◽  
Aya Maged Hamza
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Executive Functions ◽  
Intervention Program ◽  
Spatial Working Memory ◽  
Self Regulation ◽  
Executive Dysfunction ◽  
Learning Disorders ◽  
Control Group ◽  
Group I

Abstract Background Both ADHD and learning disorders have been found to be associated with executive dysfunctions; the executive functions’ (EFs) construct generally involves a series of components—planning, cognitive flexibility, inhibition, attention control, and verbal and visuo-spatial working memory—that work independently in many ways but are closely related. There were no significant studies comparing both disorders and excluding the drug’s effects on executive functions. In our study, we used BDEFS-CA to assess executive functions among a sample of 340 children divided in to four groups: group 1 (100 children), ADHD only; group II (80 children), LD only; group III (60 children), combined ADHD and LD; and group IV (100 children), control group. We included children aged from 6 to 13 of both sexes of average IQ and all had to be drug naive with no sensory impairment or disabling neurological disorder and after their parents’ consent. Results The results showed that there was significant higher affection of the five executive functions domains in the first three groups more than the fourth control group. Furthermore, the self-restraint (response-inhibition) executive dysfunction was the most commonly affected EF in group I while time management EF and self-regulation and problem solving EF were the most commonly affected EF in the LD group. Conclusions Complete executive function profile assessment should be done for children diagnosed with ADHD or learning disability and EF intervention program should be included in the management plan for better outcomes mainly self-restraint EF in case of ADHD and problem solving and self-organization EF in case of learning disabilities

The Assessment and Development of Potential of High School Pupils in the Third World Context of Kwa-Zulu/Natal

1988 ◽  
Vol 5 (3) ◽  
pp. 132-137 ◽  
Author(s):  
Harvey B. Adams ◽  
Belle Wallace
Keyword(s):  
High School ◽  
Information Processing ◽  
Social Context ◽  
Problem Solving ◽  
Third World ◽  
Mediated Learning ◽  
Theory Of Intelligence ◽  
The Third ◽  
Cognitive Modifiability ◽  
The Third World

Part III of this series of articles describes an approach to the teaching of Thinking and Problem-Solving, presenting a rationale and framework for a pilot course designed for pupils of 15+ years. The course is entitled TASC: Thinking and Action in a Social Context and is derived from Vygotsky's seminal work which argues that the development of higher levels of thinking is dependent on social transaction. In addition Feuerstein's theory of cognitive modifiability and the concept of mediated learning experiences together with Sternberg's theory of intelligence as information processing and problem-solving have provided major influences.

Genetic and Environmental Influences on Executive Functions and Intelligence in the ABCD Study

2020 ◽  
Author(s):  
Samantha M Freis ◽  
Claire Morrison ◽  
Jeffrey M. Lessem ◽  
John K. Hewitt ◽  
Naomi P. Friedman
Keyword(s):  
Cognitive Development ◽  
Executive Functions ◽  
Genetic Correlation ◽  
Middle Childhood ◽  
Middle Age ◽  
Environmental Influences ◽  
Genetic Correlations ◽  
Twin Studies

Executive functions (EFs) and intelligence (IQ) are phenotypically correlated and heritable; however, they show variable genetic correlations in twin studies spanning childhood to middle age. We analyzed data from over 11,000 children (9-10-year-olds, including 749 twin pairs) in the Adolescent Brain Cognitive Development (ABCD) Study to examine the phenotypic and genetic relations between EFs and IQ in childhood. We identified two EF factors – Common EF and Updating-Specific, which were both related to IQ (rs = .64-.81). Common EF and IQ were heritable (53-67%), and their genetic correlation (rG = .86) was not significantly different than 1. These results suggest that EFs and IQ are phenotypically but not genetically separable in middle childhood.

scholarly journals Eye contact effect: The role of vagal regulation and reactivity, and self-regulation of attention

2021 ◽  
Author(s):  
Alicja Niedźwiecka
Keyword(s):  
Executive Functions ◽  
Cognitive Performance ◽  
Self Regulation ◽  
Eye Contact ◽  
Autonomic Regulation ◽  
Face To Face ◽  
Effective Strategies ◽  
Contact Effect ◽  
The Individual

AbstractEye contact is a crucial aspect of social interactions that may enhance an individual’s cognitive performance (i.e. the eye contact effect) or hinder it (i.e. face-to-face interference effect). In this paper, I focus on the influence of eye contact on cognitive performance in tasks engaging executive functions. I present a hypothesis as to why some individuals benefit from eye contact while others do not. I propose that the relations between eye contact and executive functioning are modulated by an individual’s autonomic regulation and reactivity and self-regulation of attention. In particular, I propose that individuals with more optimal autonomic regulation and reactivity, and more effective self-regulation of attention benefit from eye contact. Individuals who are less well regulated and over- or under-reactive and who do not employ effective strategies of self-regulation of attention may not benefit from eye contact and may perform better when eye contact is absent. I present some studies that justify the proposed hypothesis and point to a method that could be employed to test them. This approach could help to better understand the complex mechanisms underlying the individual differences in participant’s cognitive performance during tasks engaging executive functions.

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