scholarly journals From dynamic assessment of cognitive abilities to educational interventions: Trends in cognitive education

2015 ◽  
Vol 6 (1) ◽  
pp. 5-21
Author(s):  
Iveta Kovalčíková
Keyword(s):  
Cognitive Abilities ◽  
Dynamic Assessment ◽  
Educational Interventions ◽  
Cognitive Education

scholarly journals SPECIFIC EDUCATIONAL INTERVENTIONS IN THE REHABILITATION OF COGNITIVE CAPACITIES OF ADULTS DUE TO A CEREBROVASCULAR ACCIDENT (EXPERIMENTAL INVESTIGATION)

World Science ◽  
2020 ◽  
Vol 3 (6(58)) ◽  
pp. 46-49
Author(s):  
Aurelia Glavan
Keyword(s):  
Experimental Investigation ◽  
Cognitive Abilities ◽  
Cerebrovascular Accident ◽  
Cognitive Rehabilitation ◽  
Social Inclusion ◽  
Cost Effective ◽  
Educational Interventions ◽  
Mediated Learning ◽  
Post Stroke ◽  
The Social

An optimal cognitive functionality ensures the efficiency of day-to-day activities and a person's integration into the socio-economic environment. Cognition is not a unitary concept, it incorporates several domains: attention, memory, executive functions, perception and praxis, language. Cognitive functions are affected as a result of a cerebrovascular accident (CVA), manifested by a prevalence of 20% to 80% after a stroke. We have proposed an experimental investigation - the use of the Reuven Feuerstein theory in the cognitive rehabilitation of post-stroke individuals, thus overcoming the social disadvantage and contributing to improving their quality of life, through social inclusion. The principle of mediated learning has proven to be effective in improving the cognitive abilities of post-stroke individuals in addition to medical treatment, representing an alternative service offered by the specialists in cognitive therapy, thus being a quick and cost-effective way of recovering.

Mediated Learning Experience and Cognitive Modifiability

2013 ◽  
Vol 12 (1) ◽  
pp. 59-80 ◽  
Author(s):  
David Tzuriel
Keyword(s):  
Peer Mediation ◽  
Learning Experience ◽  
Dynamic Assessment ◽  
Teaching Style ◽  
Mediated Learning ◽  
Cognitive Education ◽  
Cognitive Modifiability ◽  
Research Findings ◽  
Mediated Learning Experience ◽  
The Impact

The focus of this article is on the effects of mediated learning experience (MLE) interactions on children’s cognitive modifiability. In this article, I discuss the MLE theory, and selected research findings demonstrating the impact of MLE strategies in facilita ting cognitive modifiability. Research findings derive from mother–child interactions, peer-mediation and cognitive education programs. Mediation for transcendence (expanding) was found consistently as the most powerful strategy predicting cognitive modifiability and distal factors in samples of children with learning difficulties directly predict cognitive modifiability. Findings of peer-mediation studies indicate that children in experimental groups participating in the Peer Mediation with Young Children program showed better mediational teaching style and higher cognitive modifiability than children in control groups. Application of dynamic assessment as a central evaluation method reveals that the contribution of the cognitive education program was not simply supporting the development of a particular skill practiced during the program; it also involved teaching children how to benefit from mediation in a different setting and consequently improve their cognitive performance across other domains.

The Breadth of Impacts from the Abecedarian Project Early Intervention on IQ Subtests

2020 ◽  
Author(s):  
Remy Pages ◽  
John Protzko ◽  
Drew H Bailey
Keyword(s):  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Educational Interventions ◽  
Early Childhood Intervention ◽  
Invariance Testing ◽  
Positive Effects ◽  
Multiple Indicators ◽  
Childhood Intervention ◽  
Iq Scores ◽  
Psychometric G

Early life interventions impacting cognitive abilities are most often followed by post-treatment fadeout. Some have hypothesized that persistence is unlikely when gains are specific to trained skills, or more specifically, distinguishable from impacts on general cognitive ability (classically modeled as a hierarchical factor, so-called psychometric g). Using measurement invariance testing and multiple indicators multiple causes models, we investigated impacts on IQ subtests from the Abecedarian early childhood intervention (n = 107). We found that 1) observed impacts on IQ scores from age 5 to age 21 were consistent with persistent positive effects on g; 2) subtest-specific variance that was differentiable from changes on g did fade. Together, these findings indicated that Abecedarian early impact persisted across a range of cognitive skills, providing some evidence for the hypothesis that breadth and persistence of impacts from educational interventions are related.

Dynamic Testing and Individualized Instruction: Helpful in Cognitive Education?

2013 ◽  
Vol 12 (1) ◽  
pp. 81-95 ◽  
Author(s):  
Wilma C. M. Resing
Keyword(s):  
Standardized Test ◽  
Dynamic Testing ◽  
Dynamic Assessment ◽  
Educational Practice ◽  
Potential Usefulness ◽  
Principal Characteristic ◽  
Group Instruction ◽  
Cognitive Education ◽  
The Individual ◽  
Assessment Context

An important theme in educational practice is to tailor instruction to the individual needs of children. Particular forms of group instruction may be effective for specific children; other children will profit most from a more individual approach. The contribution aims to focus on the question whether such tailored forms of instruction can be found in a dynamic assessment context and explores the potential usefulness of dynamic testing and instruction for cognitive education. The principal characteristic of dynamic testing or assessment is that children are explicitly provided with feedback, prompts, or training intended to enable them to show progress when solving cognitive tasks. Outcomes of dynamic testing and assessment could, in principle, provide educational psychologists or teachers with information regarding learning outcomes during intervention. Although it has been claimed that such approaches may have more to offer to psychologists or educationists than traditional standardized test outputs, not all approaches are suitable for this aim. This article focuses on the potential usefulness of the outcomes of the graduated prompts approach in dynamic testing and instruction. It can be concluded that a combination of both dynamic procedures is a very promising one, which needs further exploration in the future.

Current Views on Cognitive Education: A Critical Discussion and Future Perspectives

2013 ◽  
Vol 12 (1) ◽  
pp. 108-124 ◽  
Author(s):  
Marco G. P. Hessels ◽  
Christine Hessels-Schlatter
Keyword(s):  
Scientific Literature ◽  
Dynamic Assessment ◽  
Critical Discussion ◽  
Future Perspectives ◽  
Cognitive Education ◽  
The Future ◽  
Weak Points

This article is, first of all, a synthesis of the various views on cognitive education (CE) as presented by the guest authors of this issue, and it is also a critical discussion of the field. We discuss how Sternberg’s initial 5 questions were addressed by the authors, and we place these within the larger framework of the scientific literature on CE, metacognition, and dynamic assessment (DA). We try to unveil the strong and weak points of the various approaches, and we discuss some perspectives for the future.

Dynamic Assessment: Progress, Problems, and Prospects

2009 ◽  
Vol 8 (3) ◽  
pp. 228-237 ◽  
Author(s):  
Yuriy V. Karpov ◽  
David Tzuriel
Keyword(s):  
Critical Points ◽  
International Association ◽  
Dynamic Assessment ◽  
Cognitive Education ◽  
20Th Anniversary

The authors proceed from the presentations at the 20th anniversary conference of the International Association for Cognitive Education and Psychology (IACEP), “Dynamic Assessment: Progress, Problems, and Prospects,” to present their reflections on the major issues of dynamic assessment (DA). Among the topics discussed are the following: what DA actually assesses, how DA informs instruction and intervention, and if mediation should be grounded in the students’ culture. The authors also respond to some of the critical points raised against DA and discuss progress and prospects in the field of DA. Les auteurs utilisent les présentations de la Conférence du vingtième anniversaire de l’IACEP « évaluation dynamique: progrès, problèmes et perspectives » pour présenter leurs réflexions sur les résultats importants touchant l’évaluation dynamique. Les thèmes discutés sont les suivants: qu’est-ce que l’évaluation dynamique évalue vraiment? Comment l’évaluation dynamique informe-t-elle sur l’instruction et l’intervention? La médiation doit-elle s’ancrer dans la culture des élèves? Les auteurs répondent aussi à quelques critiques dirigées contre l’évaluation dynamique et discutent des progrès et des perspectives dans le champ de l’évaluation dynamique. Die Autoren gehen von den Darbietungen auf der 20. Jubiläumskonferenz der IACEP mit dem Motto “Dynamische Diagnostik: Fortschritt, Probleme und Aussichten” aus, um ihre Überlegungen zu wesentlichen Themen der dynamischen Diagnostik (DA, Dynamic Assessment) vorzustellen. Darunter sind die folgenden: Was DA wirklich erfasst, welch informativer Wert DA für Unterricht und Intervention zukommt, und ob Mediation in der Kultur des Lerners begründet sein sollte. Die Autoren beantworten auch einige kritische Einwände gegen DA und diskutieren Fortschritt und Perspektiven in diesem Gegenstandsbereich Los autores exponen las presentaciones de la Conferencia celebrada con motivo del 20 Aniversario de la IACEP sobre la “Evaluación Dinámica: Desarrollo, Problemas y Perspectivas” cuyo propósito es la presentación de su propias reflexiones acerca del estado actual de la Evaluación Dinámica (DA). Los principales tópicos que se analizan son: qué evalúa realmente la Evaluación Dinámica, cómo la Evaluación Dinámica ilumina la instrucción y la intervención, y si la mediación debería basarse en la cultura de los estudiantes. Los autores también responden a algunos de los puntos críticos que emergen contra la Evaluación Dinámica, e igualmente discuten su desarrollo y las perspectivas. Gli autori a partire dalle presentazioni fatte in occasione del 20° Anniversario della Conferenza IACEP “Valutazione Dinamica: progressi, problemi e prospettive” continuano le loro riflessioni sulle principali questioni della Valutazione Dinamica (DA). Tra gli argomenti discussi vi sono: che cosa la DA in realt à valuta, come la DA fornisce istruzioni e modalit à di intervento, se la mediazione debba essere ancorata alla cultura dello studente. Gli autori rispondono anche ad alcuni punti critici sollevati contro la DA e discutono i progressi e le prospettive nel campo della DA.

Introduction to Vygotsky’s “The Dynamics of the Schoolchild’s Mental Development in Relation to Teaching and Learning”

2011 ◽  
Vol 10 (2) ◽  
pp. 195-197 ◽  
Author(s):  
Alex Kozulin
Keyword(s):  
Teaching And Learning ◽  
Dynamic Assessment ◽  
Mental Development ◽  
Pivotal Role ◽  
Current Generation ◽  
Cognitive Education

Here, we present to Journal of Cognitive Education and Psychology readers the first in a series of “Classical Articles.” The purpose of this series is to reprint some of the articles that have played pivotal role in the development of the field of dynamic assessment and cognitive education. Some of these articles never appeared in English, and others were published in already defunct journals or proceedings. It seems important to make the current generation of researchers familiar with these texts so that our theoretical discussions can be carried out with full awareness of what has been done before us and how the classics of our field articulated their ideas.

Dynamic Assessment of Social Cognition in Individuals with Multiple Sclerosis: A Pilot Study

2015 ◽  
Vol 22 (1) ◽  
pp. 83-88 ◽  
Author(s):  
Helen M. Genova ◽  
Christopher J. Cagna ◽  
Nancy D. Chiaravalloti ◽  
John DeLuca ◽  
Jean Lengenfelder
Keyword(s):  
Multiple Sclerosis ◽  
Social Cognition ◽  
Pilot Study ◽  
Cognitive Abilities ◽  
Emotional Processing ◽  
Dynamic Assessment ◽  
Dynamic Task ◽  
Social Inference ◽  
The Social ◽  
Inference Test

AbstractIt has recently been reported that individuals with multiple sclerosis (MS) are impaired on tasks requiring emotional processing and social cognition, including tasks of Theory of Mind (ToM) and facial affect recognition. The current pilot study examined the ability of individuals with MS to understand and interpret lies and sarcasm using a dynamic task: The Awareness of Social Inference Test (TASIT). Fifteen individuals with MS and 15 healthy controls (HCs) performed the Social Inference-Enriched subtest of the TASIT, in which they viewed video-taped social interactions in which lies and sarcasm are presented. Additionally, tests of cognition were also administered to better understand the relationship between specific cognitive abilities and the ability to understand lies and sarcasm. The MS group showed impairments in the ability to interpret and understand lies and sarcasm relative to HCs. These impairments were correlated with several cognitive abilities including processing speed, working memory, learning and memory, and premorbid IQ. The results indicate that the TASIT is a sensitive measure of social cognition in individuals with MS. Furthermore, performance on the TASIT was related to cognitive abilities. Results are discussed in terms of social cognition deficits in MS and how they relate to cognitive abilities. (JINS, 2016, 22, 83–88)

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