Cognitive Flexibility

Name: Cognitive Flexibility | The Cornerstone of Learning
Brand: Polity
Price: 139.99 EUR
Availability: OnlineOnly

The Cornerstone of Learning

Evelyne Clement(Autor*in)

Polity (Verlag)

1. Auflage

Erschienen am 15. Februar 2022

256 Seiten

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978-1-119-90271-3 (ISBN)

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Inhalt

Cover
Half-Title Page
Title Page
Copyright Page
Contents
Introduction
Chapter 1. Measures of Flexibility
1.1. Introduction
1.2. Why measure flexibility?
1.2.1. Cognitive flexibility in everyday life
1.2.2. Associated pathologies
1.3. How can we measure flexibility?
1.3.1. The different types of assessment
1.3.2. Which measure for which flexibility?
1.4. Conclusion
1.5. References
Chapter 2. Development of Cognitive Flexibility
2.1. Introduction
2.2. Main study paradigms and some developmental points of reference
2.3. How can we account for perseveration behaviors in the preschool years?
2.4. Beyond perseveration
2.5. Flexibility: a question of goal management
2.5.1. Goal maintenance
2.5.2. The processing of goal cues
2.5.3. Toward an optimal sequencing of the information gathering process: from reactive to proactive control
2.5.4. Metacognition and processing of goal cues
2.6. From imposed flexibility to self-regulated flexibility
2.7. Conclusion
2.8. References
Chapter 3. Metacognition and Flexibility: What are the Theoretical Links and What Links have been Observed?
3.1. Introduction
3.2. Metacognition
3.3. Executive functions
3.4. The common features between metacognition and executive functions
3.4.1. Conceptual common features
3.4.2. Empirical results on the links between metacognition and executive functions
3.4.3. The links between flexibility and metacognition
3.5. Conclusion
3.6. References
Chapter 4. Critical Thinking and Flexibility
4.1. Introduction
4.2. Characterizing critical thinking to foster its development
4.2.1. Philosophical approaches
4.2.2. Psychological approaches
4.2.3. Forms of critical thinking education
4.3. The critical mind, a flexible mind?
4.3.1. The cognitive building blocks of critical thinking
4.3.2. Changing the perspective
4.3.3. The role of metacognition
4.3.4. Barriers to flexibility: the role of intuitive conceptions and inappropriate categorizations
4.4. Developing critical thinking skills through multiple categorization
4.4.1. Multiple categorization
4.4.2. Operationalization through research in a school context
4.5. Conclusion
4.6. References
Chapter 5. Successful Solution Discovery and Cognitive Flexibility
5.1. Introduction
5.2. Cognitive flexibility in problem solving
5.2.1. What is defined as a problem?
5.2.2. Familiar knowledge about the world, problem solving and transfer
5.2.3. Strategic flexibility, representational flexibility and solution discovery
5.3. Flexibility, creativity and academic performance
5.3.1. Flexibility and creativity: what links?
5.3.2. Cognitive flexibility and academic performance
5.3.3. Creativity and academic performance
5.4. Conclusion
5.5. References
Chapter 6. Transfer of Learning and Flexibility in Childhood
6.1. Introduction
6.1.1. The child who transfers: a little history
6.1.2. Surface, structure, context
6.2. Transfer of learning: a developmental overview
6.2.1. The transfer of perceptual properties
6.2.2. Transfer by imitation
6.2.3. Solution transfer by analogy
6.2.4. The transfer of cognitive strategies
6.3. Transfer and flexibility
6.3.1. Transfer and conceptual flexibility
6.3.2. Transfer and attentional flexibility
6.4. Conclusion
6.5. References
Chapter 7. Cognitive Flexibility and Analogy
7.1. Introduction
7.2. The role of prior knowledge in analogy
7.2.1. Analogy: encoding, retrieval and mapping
7.2.2. Prior knowledge and encoding
7.2.3. Prior knowledge and analogical retrieval
7.2.4. Prior knowledge and mapping
7.3. Cognitive flexibility as a key process in analogy-making
7.3.1. The abstract recoding process
7.3.2. Abstract recoding and the implementation of challenging analogies
7.3.3. Comparison to promote flexibility and analogy
7.4. Conclusion
7.5. References
Chapter 8. Context, Content Effects and Flexibility
8.1. Introduction
8.2. Context, concepts and flexibility
8.2.1. The categorical ambiguity of concepts
8.2.2. The role of prior knowledge
8.3. Representing situations and tasks
8.3.1. Problem solving in the service of the study of reasoning
8.3.2. The notion of problem representation
8.3.3. Content effects as mediators of flexibility?
8.3.4. Robust influences
8.4. Semantic recoding and cognitive flexibility
8.4.1. Semantic recoding, a lever for flexibility in school?
8.4.2. New perspectives to explore
8.5. Conclusion
8.6. References
List of Authors
Index
EULA

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