Fostering Engineering Ethics Problem Solving Through Cognitive Flexibility Hypertext: An Application Of Multiple Perspectives, Making Connections And Crisscrossing

Too often, we teach students what to think but not how to think. This quote embodies the concept of metacognition and its importance to student learning. Students frequently do not use learning techniques to truly learn information and develop long-term understanding of the curriculum at hand. Instead they memorize information for exams without understanding the depth of what they have studied. This in turn can create a pseudo-understanding of the curriculum. The metacognitive strategies we teach students allow them to become good learners. In this chapter we discuss the relationships between metacognition and critical thinking, problem solving, motivation, and academic performance. Specifically, the STEM area of mathematics is discussed. The chapter brings together multiple perspectives on metacognition and the importance of engaging students in metacognitive activities and strategies to improve learning outcomes.

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‘The view from above’: a theory of comparative philosophy

Religious Studies ◽

10.1017/s0034412519000362 ◽

2019 ◽

Vol 56 (1) ◽

pp. 32-48

Author(s):

JESSICA FRAZIER

Keyword(s):

Problem Solving ◽

Comparative Philosophy ◽

Multiple Perspectives ◽

Ways Of Thinking

AbstractWhat if doing philosophy across cultures is always implicitly a matter of metaphilosophy – of articulating more clearly the nature of philosophy itself? What if it forces us to ‘stand back’ hermeneutically and map out a ‘view from above’ of the underlying fabric of ideas – in their constitutive concepts, their relations to other ways of thinking, and their potential to be configured in alternative fascinating and fruitful ways?This article incorporates existing approaches to comparative philosophy within a single scheme of complementary philosophical activities, and a single overarching metaphilosophical project. These approaches are (1) ‘archival’ (exploring parallel but separate philosophical traditions), (2) ‘equivalentist’ (comparing traditions in terms of analogies and contrasts), and (3) ‘problem-solving’ (using multiple traditions to provide philosophical solutions). I situate these within (4) the overarching hermeneutic project of ‘mapping’ concepts and their possibilities. This entails the theory that philosophies drawing on multiple perspectives are always implicitly engaged in mapping out the underlying eidetic structure upon which philosophy does its work, and charting the conceptual possibilities surrounding any idea.

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Executive functions disorders in high functioning autism and rehabilitation implications

European Psychiatry ◽

10.1016/j.eurpsy.2017.01.427 ◽

2017 ◽

Vol 41 (S1) ◽

pp. S435-S435

Author(s):

A. Di Santantonio ◽

M. Manfredini ◽

N. Varucciu ◽

M. Fabbri ◽

M.C. Cutrone ◽

...

Keyword(s):

Working Memory ◽

Problem Solving ◽

Executive Functions ◽

Cognitive Flexibility ◽

High Functioning Autism ◽

Wisconsin Card Sorting Test ◽

Autism Spectrum ◽

Cognitive Screening ◽

Card Sorting ◽

High Functioning

IntroductionThe term executive functions (EFs) includes a set of cognitive processes such as planning, working memory, attention, problem solving, inhibition, mental flexibility, multi-tasking, and initiation and monitoring of actions. EFs are the higher order control processes to guide behaviour.Some studies on the relationship between EFs and autism spectrum disorder (ASD) showed deficit in the cognitive flexibility and speed processing, particularly with Asperger syndrome. Recently, Merchán-Naranjo et al. [1] supported that children's and adolescents with autism without intellectual disability are insufficient in at least 5 domains: attention, working memory, cognitive flexibility, inhibitory control and problem-solving.AimsOur work is aimed at verifying if the presence of a dysexecutive syndrome significantly impacts on the adaptive functioning of people with high functioning autism.MethodsA group of young adults with ASD were administered traditional neuropsychological assessment, specific assessment, focusing on the planning strategies for solving problems (Test Tower of London), abstraction and categorization (Wisconsin Card Sorting Test), and the Dysexecutive Questionnaires.ResultsThe results showed the presence of a specific deficit in the executive functioning in an average cognitive functioning.ConclusionsIntegrate the standard cognitive screening with a specific EFs assessment resulted to be very useful for the clinician to realize neuropsychological and psychotherapeutic individualized treatment.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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