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

2010 ◽  
Vol 9 (2) ◽  
pp. 116-138 ◽  
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.

Distinguishing The Cognitive Processes Of Mindfulness: Developing A Standardised Mindfulness Technique For Use In Longitudinal Randomised Control Trials

2019 ◽  
Author(s):  
Ben Isbel ◽  
Mathew J Summers
Keyword(s):  
Cognitive Processes ◽  
Mindfulness Training ◽  
Mindfulness Practice ◽  
Explanatory Framework ◽  
Cognitive Faculty ◽  
Metacognitive Processes ◽  
Capacity Model ◽  
Developmental Progression ◽  
Open Monitoring ◽  
Randomised Control Trials

A capacity model of mindfulness is adopted to differentiate the cognitive faculty of mindfulness from the metacognitive processes required to cultivate this faculty in mindfulness training. The model provides an explanatory framework incorporating both the developmental progression from focussed attention to open monitoring styles of mindfulness practice, along with the development of equanimity and insight. A standardised technique for activating these processes without the addition of secondary components is then introduced. Mindfulness-based interventions currently available for use in randomised control trials introduce components ancillary to the cognitive processes of mindfulness, limiting their ability to draw clear causative inferences. The standardised technique presented here does not introduce such ancillary factors, rendering it a valuable tool with which to investigate the processes activated in this practice.

Focused Tasks, Mental Actions and Second Language Learning. Cognitive and Connectionist Accounts of Task Effectiveness

2006 ◽  
Vol 152 ◽  
pp. 35-53 ◽  
Author(s):  
Machteld Moonen ◽  
Rick de Graaff ◽  
Gerard Westhoff
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Processes ◽  
Second Language Learning ◽  
Theoretical Framework ◽  
Future Research ◽  
Depth Of Processing ◽  
Mental Actions ◽  
Involvement Load Hypothesis

Abstract This paper presents a theoretical framework to estimate the effectiveness of second language tasks in which the focus is on the acquisition of new linguistic items, such as vocabulary or grammar, the so-called focused tasks (R. Ellis, 2003). What accounts for the learning impact offocused tasks? We shall argue that the task-based approach (e.g. Skehan, 1998, Robinson, 2001) does not provide an in-depth account of how cognitive processes, elicited by a task, foster the acquisition of new linguistic elements. We shall then review the typologies of cognitive processes derived from research on learning strategies (Chamot & O'Malley, 1994), from the involvement load hypothesis (Laufer & Hulstijn, 2001), from the depth of processing hypothesis (Craik & Lockhart, 1972) and from connectionism (e.g Broeder & Plunkett, 1997; N. Ellis, 2003). The combined insights of these typologies form the basis of the multi-feature hypothesis, which predicts that retention and ease of activation of new linguistic items are improved by mental actions which involve a wide variety of different features, simultaneously and frequently. A number of implications for future research shall be discussed.

scholarly journals Development and Validation of a Faith Scale for Young Children

Religions ◽  
2021 ◽  
Vol 12 (3) ◽  
pp. 197
Author(s):  
Sungwon Kim
Keyword(s):  
Factor Analysis ◽  
Early Childhood ◽  
Statistical Analysis ◽  
Pilot Study ◽  
Young Children ◽  
Christian Education ◽  
Faith Development ◽  
Education Programs ◽  
Confirmatory Factor ◽  
Development And Validation

The purpose of this study is to develop and validate a faith scale for young children. Data were collected from 424 young children, who had not yet entered elementary school, with their parents rating their faith level. Sixty-five preliminary questions were formulated under three domains―knowing, loving, and living—that were based on existing studies related to faith. The questions were reduced to 40 through a content validity test conducted by a seven-member panel. These questions were subsequently refined through pilot study, main survey, and statistical analysis. After exploratory and confirmatory factor analysis, the scale was finalized, comprising 25 questions that can be categorized into three factors: confessional faith life, missional life, and distinctive life. This scale is expected to measure early childhood faith and prove the effectiveness of Christian education programs on a young child’s faith development.

Developing Metacognitive Thinking in Young Children: A Case Study

1998 ◽  
Vol 13 (1) ◽  
pp. 23-27 ◽  
Author(s):  
Tom Lowrie
Keyword(s):  
Young Children ◽  
Point Of View ◽  
Folk Tale ◽  
Metacognitive Processes ◽  
Questioning Techniques

This article reports a case study involving a talented Year 1 (aged 6) child who was challenged to “take another person's point of view” when responding to a series of questions based on a well-known folk tale. It is argued that the use of effective questioning techniques allowed the child to develop a variety of metacognitive processes.

Computer Presentational Features for Young Children's Preferential Selection and Recall of Information

1989 ◽  
Vol 5 (1) ◽  
pp. 35-49 ◽  
Author(s):  
Sandra L. Calvert ◽  
J. Allen Watson ◽  
Vickie M. Brinkley ◽  
Barbara Bordeaux
Keyword(s):  
Young Children ◽  
Computer Software ◽  
Practical Application ◽  
Linguistic Information ◽  
Preferential Selection ◽  
Computer Microworld ◽  
Integral Component ◽  
Educational Computer ◽  
Interference Hypothesis

Preschool children's preferential selection and recall of words presented in a computer microworld was assessed as a function of action and sound. Forty preschoolers, equally distributed by sex, were randomly assigned to one of four versions of a microworld. Within each version, twenty-four sprite objects were randomly assigned properties of action and sound. The design was counterbalanced so that across the four versions, each sprite assumed all possible factorial combinations of action and sound. As expected, children preferentially selected and later recalled more words presented with action than words presented without action. Although children selected sounds, sounds interfered with children's recall of linguistic information. Results support an action superiority hypothesis and an auditory interference hypothesis. The practical application is to use action as an integral component of educational computer software designed for young children.

Evidence from young children regarding emotional responses to music

2008 ◽  
Vol 31 (5) ◽  
pp. 581-582 ◽  
Author(s):  
Steven John Holochwost ◽  
Carroll E. Izard
Keyword(s):  
Pilot Study ◽  
Young Children ◽  
Facial Expressions ◽  
Emotional Response ◽  
Emotional Responses ◽  
Theoretical Framework ◽  
Future Research

AbstractJuslin & Västfjäll (J&V) propose a theoretical framework of how music may evoke an emotional response. This commentary presents results from a pilot study that employed young children as participants, and measured musically induced emotions through facial expressions. Preliminary findings support certain aspects of the proposed theoretical framework. The implications of these findings on future research employing the proposed framework are discussed.

Emotional Intelligence as the Subject of Studying Metacognitive Processes in Universities

2021 ◽  
pp. 89-100
Author(s):  
Marina Vladimirovna Melnichuk ◽  
◽  
Marina Anatolievna Belogash ◽  
Keyword(s):  
Emotional Intelligence ◽  
Academic Success ◽  
University Students ◽  
Learning Strategies ◽  
Cognitive Skills ◽  
Cognitive Task ◽  
Emotional Awareness ◽  
Emotional States ◽  
Metacognitive Skills ◽  
Metacognitive Processes

In the context of modern digital transformation of all aspects of the socioeconomic environment, training university students for analytical processing of increasing inflows of data and dealing with complex cognitive tasks driven by metacognition has become of particular importance. The research is aimed to review the structure of metacognitive processing, the development factors of metacognitive skills, the relation of metacognitive skills to emotional and cognitive skills, and to determine their role in the achievement of academic success of university students. Methodology. The research is undertaken on the basis of theoretical investigation and comprehensive analysis of theoretical conceptualization of intelligence. The authors have researched the derivation of metacognition, the structure of self-regulating metacognitive processes and their interaction with cognitive and affective processes. The research findings confirm that the metacognitive experience provides self-reflection, emotional awareness of feelings, estimating relationships between emotional states and the degree of implementation or attainability of a cognitive task. The authors conclude that emotional intelligence is manifested in metacognitive skills and predicts academic success. Also, teaching and learning strategies are required to be refined taking into account the development of emotional and metacognitive skills of university students.

An Examination of the Nature of Trust in Buyer–Seller Relationships

1997 ◽  
Vol 61 (2) ◽  
pp. 35-51 ◽  
Author(s):  
Patricia M. Doney ◽  
Joseph P. Cannon
Keyword(s):  
Theoretical Model ◽  
Cognitive Processes ◽  
Supplier Selection ◽  
Theoretical Framework ◽  
Purchase Intentions ◽  
Supplier Performance ◽  
Several Variables ◽  
Integrate Theory ◽  
Selection Decision ◽  
The Impact

The authors integrate theory developed in several disciplines to determine five cognitive processes through which industrial buyers can develop trust of a supplier firm and its salesperson. These processes provide a theoretical framework used to identify antecedents of trust. The authors also examine the impact of supplier firm and salesperson trust on a buying firm's current supplier choice and future purchase intentions. The theoretical model is tested on data collected from more than 200 purchasing managers. The authors find that several variables influence the development of supplier firm and salesperson trust. Trust of the supplier firm and trust of the salesperson (operating indirectly through supplier firm trust) influence a buyer's anticipated future interaction with the supplier. However, after controlling for previous experience and supplier performance, neither trust of the selling firm nor its salesperson influence the current supplier selection decision.

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