Table 1 from Cognitive Flexibility Theory and its Application to Learning Resources Semantic
Cognitive flexibility refers to the ability to switch between thinking about two different concepts or to think about multiple concepts simultaneously. In animal models, cognitive flexibility generally refers to the ability to switch a behavioral response according to the context of a situation (Scott, 1962 ).
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Cognitive flexibility is a potentially important construct for understanding brain function, with implications for clinical remediation as well as education, creativity and conceivably, political attitudes. In this issue of Brain, Kim and colleagues 1 add to evidence that patients with obsessive-compulsive disorder (OCD) may owe some of their.
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Cognitive flexibility refers to the ability to quickly reconfigure our mind, like when we switch between different tasks. This review highlights recent evidence showing that cognitive flexibility can be conditioned by simple incentives typically known to drive lower-level learning, such as stimulus-response associations.
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Cognitive flexibility: theory, assessment, and treatment 2000;21 (2):121-32; quiz 133. doi: 10.1055/s-2000-7560. 10.1055/s-2000-7560 Adaptation, Physiological / physiology Cognition Disorders* / diagnosis Cognition Disorders* / etiology Cognition Disorders* / therapy Frontal Lobe / physiopathology* Head Injuries, Closed / complications
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Cognitive Flexibility Theory: Advanced Knowledge Acquisition in Ill-Structured Domains Authors: Rand Spiro Michigan State University Richard Lorne Coulson Clayton State University Paul J..
Cognitive Flexibility TheoryKohler
"Cognitive Flexibility Theory is about preparing people to select, adapt, and combine knowledge and experience in new ways to deal with situations that are different than the ones they have encountered before," says Spiro, a professor of learning, technology and culture in the Department of Counseling, Educational Psychology and Special Edu.
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Cognitive flexibility [note 1] is an intrinsic property of a cognitive system often associated with the mental ability to adjust its activity and content, switch between different task rules and corresponding behavioral responses, maintain multiple concepts simultaneously and shift internal attention between them. [1]
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A theoretical orientation for more successful advanced knowledge acquisition in ill-structured domains, cognitive flexibility theory is sketched, which emphasizes the use of multiple mental and pedagogical representations and the need for participatory learning, tutorial guidance, and adjunct support for aiding the management of complexity. dvanced knowledge acquisition in a subject area is.
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Cognitive flexibility, the readiness with which one can selectively switch between mental processes to generate appropriate behavioral responses, develops in a protracted manner and is compromised in several prevalent neurodevelopmental disorders.
Cognitive Flexibility TheoryKohler
Cognitive flexibility or theory of mind (ToM) encompass aspects of cognition that allow us to psychologically approach new social interactions with openness knowing that our experience will be influenced by the others' state of mind. Cognitive flexibility also allows us to tolerate uncertainty when we interact with others.
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Spiro & Jehng (1990, p. 165) state: "By cognitive flexibility, we mean the ability to spontaneously restructure one's knowledge, in many ways, in adaptive response to radically changing situational demands…This is a function of both the way knowledge is represented (e.g., along multiple rather single conceptual dimensions) and the processes that.
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Cognitive Flexibility Theory 555 Recapitulation: A Shift From Single to Multiple Representations and From Generic Schema Retrieval to Situation-Specific Knowledge Assembly In general, we argue that the goals of advanced knowledge acquisition in complex and ill-structured domains can best be attained (and the problems we have identi- fied.
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Cognitive Flexibility Theory is thus contextualized as an instructional prescription to help students achieve more deep learning in authentic ill-structured contexts, to be able to think about this new knowledge flexibly, and to be able to apply this new knowledge to novel situations (Spiro et al., 1992).
PPT Cognitive Flexibility Theory PowerPoint Presentation, free download ID6910289
The main principles of the Cognitive Flexibility Theory are: Knowledge is "context-dependent". Knowledge cannot be perceived out of context. It is the context that allows learners to see any possible relationships between various components of the subject matter presented.
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Again, CFT is a theory which emphasizes an adaptively creative response to new situations, rather than the more mechanical following of routinized schemes that already exist in memory. • Goal 3: Changing underlying ways of thinking. CFT seeks not just to change the specific
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Societal Implications of Cognitive Flexibility Theory and Its Approach to Deliberately and Rapidly Developing Adaptive Skill: Preparation for Twenty-First-Century Jobs and Addressing Grand Social Challenges Societal Implications of Cognitive Flexibility Theory and Its Approach to Deliberately and Rapidly Developing Adaptive Skill:.