scholarly journals Cognitively Demanding Tasks: Supporting Students and Teachers during Engagement and Implementation

2022 ◽  
Vol 17 (1) ◽  
pp. em0671
Author(s):  
Christopher W. Parrish ◽  
Kelly O. Bryd
2021 ◽  
Vol 42 (6) ◽  
pp. 1805-1828
Author(s):  
Daniele Mascali ◽  
Marta Moraschi ◽  
Mauro DiNuzzo ◽  
Silvia Tommasin ◽  
Michela Fratini ◽  
...  

Author(s):  
Amber Grace Candela

This chapter will provide readers with an overview of professional development created and enacted to support teachers' selection and implementation of cognitively demanding tasks using the Instructional Quality Assessment as the professional development tool. This case study seeks to give voice to mathematics teachers in third through eighth grades who participated in the professional development as they share their perspectives on using the instructional quality assessment rubrics and structure of professional development. The goal of this chapter is to provide an overview of the structure of the professional development, and share the aspects of the professional development the teachers identified as supportive or a hindrance when planning and implementing tasks in their mathematics classrooms. With this information, the article concludes by discussing ideas for future professional development aimed at providing teachers with instructional practices to incorporate into classrooms.


i-Perception ◽  
2018 ◽  
Vol 9 (2) ◽  
pp. 204166951876062
Author(s):  
Shuhei Shima ◽  
Yuki Murai ◽  
Kenichi Yuasa ◽  
Yuki Hashimoto ◽  
Yuko Yotsumoto

In recent years, several studies have reported that the allocation of spatial attention fluctuates periodically. This periodic attention was revealed by measuring behavioral performance as a function of cue-to-target interval in the Posner cueing paradigm. Previous studies reported behavioral oscillations using target detection tasks. Whether the influence of periodic attention extends to cognitively demanding tasks remains unclear. To assess this, we examined the effects of periodic attention on the perception of duration. In the experiment, participants performed a temporal bisection task while a cue was presented with various cue-to-target intervals. Perceived duration fluctuated rhythmically as a function of cue-to-target interval at a group level but not at an individual level when the target was presented on the same side as the attentional cue. The results indicate that the perception of duration is influenced by periodic attention. In other words, periodic attention can influence the performance of cognitively demanding tasks such as the perception of duration.


2017 ◽  
Vol 22 (7) ◽  
pp. 406-419
Author(s):  
Justin D. Boyle ◽  
Sarah B. Kaiser

All students should be provided with opportunities to develop conceptual understanding prior to procedural fluency (NCTM 2014; CCSSI 2010). To develop students' conceptual understanding, teachers must learn such skills as how to select, plan, and enact cognitively demanding tasks (CDT) (Lambert and Stylianou 2013; Smith, Bill, and Hughes 2008) and to evaluate evidence of student learning (Hiebert et al. 2007). Therefore, teachers need opportunities to develop these skills to maximize their students' learning outcomes. Starting with a well-designed CDT is essential. In other words, before planning the Justin D. Boyle and Sarah B. Kaiser enactment of a task, teachers should analyze the task and make revisions to align it with student learning goals that promote conceptual understanding (Hiebert et al. 2007; Smith and Stein 2011).


2018 ◽  
Vol 111 (5) ◽  
pp. 366-373
Author(s):  
Keith Nabb ◽  
Erick B. Hofacker ◽  
Kathryn T. Ernie ◽  
Susan Ahrendt

Selecting and sequencing student work with cognitively demanding tasks in a group environment can teach important mathematical ideas.


2008 ◽  
Vol 41 (4) ◽  
pp. 497-508 ◽  
Author(s):  
Keiko Koda ◽  
Pooja Reddy

Research on reading skills transfer has taken shape in two major disciplines: second language (L2) acquisition and reading. Inevitably, its evolution reflects major conceptual shifts in their respective research sub-fields. In L2 research, as a case in point, transfer was initially viewed as interference stemming from first language (L1) structural properties. This view, however, was significantly altered by the subsequent postulation that the language proficiency underlying cognitively demanding tasks, such as literacy and academic learning, is largely shared across languages, and therefore, once acquired in one language, it promotes literacy development in another (Cummins 1979). Reflecting the latter view, the current conceptualizations of transfer uniformly underscore the facilitative nature of previously learned competencies as resources available to L2 learners (e.g. Genesee et al. 2007; Koda 2008).


Author(s):  
Jesper Kristiansen ◽  
Line Mathiesen ◽  
Pernille Kofoed Nielsen ◽  
Åse Marie Hansen ◽  
Hitomi Shibuya ◽  
...  

2021 ◽  
Author(s):  
Shabnam Behrangrad ◽  
Farshad Mansouri ◽  
Maryam Zoghi ◽  
Shapour Jaberzadeh

Our ability to interact flexibly with the surrounding environment and achieve an adaptive goal-directed response is one of the necessities of balance control. This study aimed to examine the interaction between cognitive demand and the necessity for keeping balance in unstable conditions. We examined the effects of performing two cognitive tasks, namely the Stroop test and Wisconsin Card Sorting Test (WCST), on postural balance in healthy young adults. Stroop and the WCST test assess selective attention and cognitive flexibility in shifting between rules, respectively. Thirty-two healthy adults were included in two experimental conditions (control and treatment) in random order, separated by at least seven days. Standing balance was evaluated by the Sway Medical Mobile application in eyes open (EO) and eyes closed (EC) in different stance positions: feet apart, feet together, semi-tandem, tandem, and single-leg stance (SLS). Balance was evaluated before and after the cognitive test in each experimental condition. Our findings indicate that performing cognitively demanding tasks adversely affected the balance ability in more demanding balance tests such as the SLS with EC (P ˂ 0.05). However, no significant changes were seen in other balance tests (P ˃ 0.05). Additionally, no significant changes were seen in balance ability after the Stroop or Wisconsin card sorting test alone. These results confirm that performing cognitively demanding tasks significantly reduced the ability to keep balance in less stable conditions. These findings have significant implications in understanding and preventing falls and incidents resulting from an impaired balance in complex and cognitively demanding conditions.


2018 ◽  
Author(s):  
Richard F. Betzel ◽  
Maxwell A. Bertolero ◽  
Danielle S. Bassett

Brain networks exhibit community structure that reconfigures during cognitively demanding tasks. Extant work has emphasized a single class of communities: those that are assortative, or internally dense and externally sparse. Other classes that may play key functional roles in brain function have largely been ignored, leading to an impoverished view in the best case and a mischaracterization in the worst case. Here, we leverage weighted stochastic blockmodeling, a community detection method capable of detecting diverse classes of communities, to study the community structure of functional brain networks while subjects either rest or perform cognitively demanding tasks. We find evidence that the resting brain is largely assortative, although higher order association areas exhibit non-assortative organization, forming cores and peripheries. Surprisingly, this assortative structure breaks down during tasks and is supplanted by core, periphery, and disassortative communities. Using measures derived from the community structure, we show that it is possible to classify an individual’s task state with an accuracy that is well above average. Finally, we show that inter-individual differences in the composition of assortative and non-assortative communities is correlated with subject performance on in-scanner cognitive tasks. These findings offer a new perspective on the community organization of functional brain networks and its relation to cognition.


Sign in / Sign up

Export Citation Format

Share Document