Mental Images and the Cognitive Development of the Congenitally Blind

1981 ◽  
Vol 75 (7) ◽  
pp. 281-285 ◽  
Author(s):  
Amanda Hall
Keyword(s):  
Cognitive Development ◽  
Problem Solving ◽  
Spatial Reasoning ◽  
Cognitive Tasks ◽  
Review Of The Literature ◽  
Mental Images ◽  
Modes Of Representation ◽  
Congenitally Blind ◽  
Verbal Problem

This review of the literature examines studies of the use of mental images by the blind in such cognitive tasks as verbal problem solving and spatial reasoning. It proposes that because mental images available to them are not adequate for certain cognitive tasks, the congenitally blind may rely on different modes of representation to compensate for their limited perception of and experience with the environment.

Effects of Cooperative, Competitive, and Individualistic Conditions on Children’s Problem-solving Performance

1980 ◽  
Vol 17 (1) ◽  
pp. 83-93 ◽  
Author(s):  
David W. Johnson ◽  
Linda Skon ◽  
Roger Johnson
Keyword(s):  
Problem Solving ◽  
Spatial Reasoning ◽  
First Grade ◽  
The Other ◽  
High Ability ◽  
Competitive Condition ◽  
Verbal Problem ◽  
Males And Females ◽  
High Ability Students ◽  
Problem Solving Task

The effects of interpersonal cooperation, competition, and individualistic efforts were compared on a categorization and retrieval, a spatial-reasoning, and a verbal problem-solving task. Forty-five first-grade children were randomly assigned to conditions stratified on the basis of sex and ability, so that an approximately equal percentage of males and females and high, medium, and low ability children were included in each condition. The results indicate that on all three tasks students in the cooperative condition achieved higher than did those in the individualistic condition, and on two of the three tasks students in the cooperative condition achieved higher than did those in the competitive condition. There were no significant differences between the competitive and individualistic condition. Students in the cooperative condition used higher quality strategies on the three tasks than did those in the other two conditions, and they perceived higher levels of peer support and encouragement for learning. High ability students in the cooperative condition generally achieved higher than did the high ability students in the competitive and individualistic conditions.

Children Must Learn to Draw Diagrams

1989 ◽  
Vol 36 (7) ◽  
pp. 15-19 ◽  
Author(s):  
Anna V. Yancey ◽  
Charles S. Thompson ◽  
John S. Yancey
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
School Mathematics ◽  
Mental Images ◽  
Elementary School Mathematics ◽  
Mathematics Problem Solving ◽  
Verbal Problem ◽  
Mathematics Problem

General agreement can be found that verbal problem solving is one of the most important yet one of the most difficult-to-teach topics in elementary school mathematics. Many authors have expressed the opinion that children perform better in mathematics problem-solving situations when diagrams or pictures of the problems are provided by the teacher to elicit appropriate mental images (e.g., Driscoll 1979; Nelson 1974; Riedesel 1969; Threadgill-Sowder and Sowder 1982).

Studying the effect of Heartfulness Meditation on Brain Activity

2018 ◽  
Author(s):  
Pallavi Gupta ◽  
Jahnavi Mundluru ◽  
Arth Patel ◽  
Shankar Pathmakanthan
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
Brain Activity ◽  
Cognitive Task ◽  
Thinking Skills ◽  
Cognitive Tasks ◽  
Logical Thinking ◽  
Meditation Practice ◽  
Guided Relaxation

Long-term meditation practice is increasingly recognized for its health benefits. Heartfulness meditation represents a quickly growing set of practices that is largely unstudied. Heartfulness is unique in that it is a meditation practice that focuses on the Heart. It helps individuals to connect to themselves and find inner peace. In order to deepen ones’ meditation, the element of Yogic Energy (‘pranahuti’) is used as an aid during meditation. The purpose of this study was to determine whether consistent EEG effects of Heartfulness meditation be observed in sixty experienced Heartfulness meditators, each of whom attended 6 testing sessions. In each session, participants performed three conditions: a set of cognitive tasks, Heartfulness guided relaxation, and Heartfulness Meditation. Participants during the cognitive portion were required to answer questions that tested their logical thinking (Cognitive Reflective Test) and creative thinking skills. (Random Associative Test) The order of condition was randomly counter balanced across six sessions. It was hypothesized that Heartfulness meditation would bring increased alpha (8-12Hz) brain activity during meditation and better cognitive task scores in sessions where the tasks followed meditation. Heartfulness meditation produces a significant decrease in brain activity (as indexed by higher levels of alpha during the early stages of meditation. As the meditation progressed deep meditative state (as indexed by higher levels of delta) were observed until the end of the condition.  This lead to the conclusion that Heartfulness Meditation produces a state that is clearly distinguishable from effortful problem solving. 

Cross-cultural Piagetian Research: An Experimental Perspective

1975 ◽  
Vol 45 (4) ◽  
pp. 475-506 ◽  
Author(s):  
Patricia Teague Ashton
Keyword(s):  
Cognitive Development ◽  
Cross Cultural ◽  
Cognitive Tasks ◽  
Stage Theory ◽  
Cognitive Growth ◽  
Genetic Epistemology ◽  
Basic Assumptions ◽  
The World ◽  
Different Cultures ◽  
Apparent Conflict

Over the last twenty-five years children around the world have observed and responded to researchers who pour water from beaker to beaker, roll plasticene into snake-like figures, and arrange matchsticks into a potpourri of shapes. These cross-cultural experiments have been undertaken to test Piaget's theory of genetic epistemology, which posits a hierarchical, universal, and invariant sequence of stages of cognitive development. Piagetian research in varying cultures has revealed both striking similarities and marked differences in performance on cognitive tasks, some in apparent conflict with the basic assumptions of Piagetian stage theory. In this article Professor Ashton reviews a range of cross-cultural Piagetian research, analyzes the sometimes divergent findings from this research, and suggests methodological improvements which may help to resolve past dilemmas and to further future understanding of cognitive growth in different cultures.

Interpersonal conflict at work: Age and emotional competence differences in conflict management

2018 ◽  
Vol 8 (4) ◽  
pp. 195-227 ◽  
Author(s):  
Lena A. Beitler ◽  
Sonja Scherer ◽  
Dieter Zapf
Keyword(s):  
Problem Solving ◽  
Conflict Management ◽  
Older Workers ◽  
Interpersonal Conflict ◽  
Emotional Competence ◽  
Review Of The Literature ◽  
Potential Mediator ◽  
Age Related ◽  
Management Behaviors

Previous research has illustrated that older workers have high emotional competence (EC) that could enable them to effectively manage interpersonal conflict. However, it is still unclear whether age, potentially via EC, also influences a variety of conflict management behaviors. To address this question, we present a systematic review of the literature on the direct relationships between age, EC, and conflict management, and on EC as a potential mediator. We classify conflict management behaviors using the dual concern model (e.g., De Dreu, Evers, Beersma, Kluwer, & Nauta, 2001), and identified 15 studies on age-related conflict management, and 14 studies on EC and conflict management. Unfortunately, we found that none of the previous studies examined EC as a mediator between age and conflict behaviors. Overall, our review does reveal a positive age trend for EC, avoiding, compromising, and problem-solving, and a negative age trend for forcing. Additionally, EC seems to be positively related to problem-solving, compromising, and yielding. We discuss potential moderators and the role of EC as a potential mediator.

scholarly journals Processos de estudo e avaliação da aprendizagem no desenvolvimento da expertise

2018 ◽  
Vol 29 (71) ◽  
pp. 386
Author(s):  
Gustavo Danicki Aureliano Rosa ◽  
Afonso Celso Tanus Galvão
Keyword(s):  
Cognitive Development ◽  
Problem Solving ◽  
Educational Assessment ◽  
Learning Processes ◽  
Learning Assessment ◽  
Verbal Protocols ◽  
Expertise Development ◽  
Educational Objectives ◽  
Assessment Of Learning ◽  
Palabras Clave

<p>Desenvolve-se uma análise de protocolos verbais de processos de estudo, tendo como inspiração a taxonomia de objetivos educacionais de Bloom et al. (1977), para a geração de subsídios para a avaliação educacional. Os protocolos foram gerados a partir da entrevista com seis indivíduos que realizaram o estudo com materiais de domínio e não domínio inferido. Os resultados da pesquisa sugerem que: i) informações importantes para o realinhamento das ações em uma situação de ensino e aprendizagem podem ser obtidas, tais como termos-chave que tenham significado para os indivíduos e que estejam inseridos em materiais de não domínio; e ii)  uma categorização como a proposta neste estudo para a tomada de decisão pode contribuir para o trabalho efetivo do estudante em situações adequadas ao seu nível de desenvolvimento rumo ao domínio completo de determinado material de estudo.</p><p><strong>Palavras-chave:</strong> Avaliação da Educação, Taxonomia, Resolução de Problemas, Desenvolvimento Cognitivo.</p><p>  </p><p><em><strong>Procesos de estudio y evaluación del aprendizaje en el desarrollo de la expertise</strong></em></p><p><em>Se desarrolla un análisis de protocolos verbales de procesos de estudio, cuya inspiración es la taxonomía de objetivos educacionales de Bloom et al. (1977), a fin de generar subsidios para la evaluación educacional. Los protocolos se originaron a partir de la entrevista con seis individuos que realizaron el estudio con materiales de dominio y no dominio inferido. Los resultados de la investigación sugieren que: i) se pueden obtener informaciones importantes para la realineación de las acciones en una situación de enseñanza y aprendizaje, tales como términos clave que tengan significado para los individuos y que estén insertos en materiales de no dominio; y ii)  una categorización como la propuesta en este estudio para la toma de decisión puede contribuir para el trabajo efectivo del estudiante en situaciones adecuadas a su nivel de desarrollo rumbo al dominio completo de un determinado material de estudio.</em></p><p><em><strong>Palabras clave:</strong> Evaluación de la Educación, Taxonomía, Resolución de Problemas, Desarrollo Cognitivo.</em></p><p><em>  </em></p><p><em><strong>Learning processes and learning assessment for expertise development</strong></em></p><p><em>An analysis of verbal protocols of learning processes, and their categorization based on Bloom’s et al. (1977) taxonomy of educational objectives, is developed to generate subsidies for an educational assessment of learning processes. The participants were six academics who were observed while solving problems involving domain and non-domain material. Results suggest that: i) knowledge that is relevant for the realignment of actions in situations of teaching, such as keywords that are meaningful for individuals that can be obtained even when inserted into nondomain materials; and ii) categorizations such as the ones proposed for this study can contribute to the effectiveness of students’ learning processes in situations that are appropriate for their level of development and towards the mastery of study content.</em></p><p><em><strong>Keywords:</strong> Educational Assessment, Taxonomy, Problem Solving, Cognitive Development.</em></p>

Studies of Verbal Problem Solving. 2. Prediction of Performance from Sentence-Processing Scores

1978 ◽  
Author(s):  
Nicholas A. Bond ◽  
Donald McGregor ◽  
Kathy Schmidt ◽  
Mary Lattimore ◽  
Joseph W. Rigney
Keyword(s):  
Problem Solving ◽  
Sentence Processing ◽  
Verbal Problem
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