Search results for "Cognitive development"
showing 10 items of 97 documents
Systems thinking and adult cognitive development
2020
This chapter explores the links between scientific systems approaches and adult cognitive development. First, it describes the premises and basic concepts of systems thinking. It then continues to give an overview of the history of systems approach and the development of the main models and theories from its roots, which lie in the natural sciences. This is followed by an examination of the three systems paradigms, namely, Closed Systems, Open Systems, and Dynamic Systems and their implications to research and operational interests, in addition to their explanatory power in today’s world. Second part of the chapter focuses on describing the intersections between the Dynamic Systems paradigm…
Infant Manipulative Actions upon Customary and Uncustomary Objects in Independent and Joint Activity
1999
Eight 12 month‐olds acting on objects were observed in two sessions: 1) the objects were home objects; 2) they were brought by the observer as new exemplars of previous toys. Infants were observed manipulating objects independently and with their mothers. Type and cognitive level of infant's actions were coded. Conventional actions were more frequent in joint than independent activity. In independent activity, conventional actions were more frequent with customary objects. High cognitive level was more frequent with customary objects. Acting with an adult is the major influential factor in promoting conventional usage of an object. However, acting on customary objects influences both conven…
Systematic reasoning: Formal or postformal cognition?
1995
The focus of this study was to investigate the relationship between formal and postformal systematic metasystematic reasoning. Shayer's (1978) chemicals task and a modified version of Kuhn and Brannock's (1977) plant task were used to measure formal thinking and Commons, Richard, and Kuhn's (1982) multisystem task and balance-beam task to detect postformal reasoning. Subjects were university students from the humanities and social sciences (N=35). For each subject, a composite score was defined by taking into account the highest score in the tasks measuring the same developmental stage. Findings indicated that composite scores of formal and postformal reasoning were significantly correlated…
Using Technologies to Teach Different Age Groups Meaningfully
2018
Increasing use of technologies in schools is inevitable as technologies provide new opportunities for innovative ways of learning and naturally attract students’ attention as modern and even playful tools. However, use of technologies can be most effective if the tasks are suitable for the specific age of students. It is necessary for teachers to be aware of cognitive development of children in different age groups in order to offer teaching methods and tasks that can be well-perceived by students and that foster the development of their cognitive abilities. This chapter provides a brief overview of cognitive development of children at different school ages, including development of executi…
From Deep Learning to Deep University: Cognitive Development of Intelligent Systems
2018
Search is not only an instrument to find intended information. Ability to search is a basic cognitive skill helping people to explore the world. It is largely based on personal intuition and creativity. However, due to the emerged big data challenge, people require new forms of training to develop or improve this ability. Current developments within Cognitive Computing and Deep Learning enable artificial systems to learn and gain human-like cognitive abilities. This means that the skill how to search efficiently and creatively within huge data spaces becomes one of the most important ones for the cognitive systems aiming at autonomy. This skill cannot be pre-programmed, it requires learning…
Development of conditional reasoning and Wason's selection task
2004
Influent theories on human reasoning have suggested that Wason's selection task is so difficult because it involves heuristic and implicit processes. However, recent studies have demonstrated the implication of deductive activities. Poor performance on this task would thus result from some of its characteristics that impede the use of deductive processes. In the present experiment, we hypothesised that a modified abstract selection task that induces analytic and deductive processes should lead to better performance than the standard version of the task. Moreover, deductive activities are strongly affected by development (Markovits et Barrouillet, 2002). Thus, we predicted a strong developme…
The interaction of language and thought in children's language acquisition: a crosslinguistic study
1997
The purpose of this research was to investigate the potential interaction of conceptual representations and linguistic systems in the process of language acquisition. Language–thought interactions were studied in 80 American, 48 Finnish and 48 Polish preschool children. The research focused on the conceptual and linguistic development of space and time. The spatial and temporal conceptual tasks were designed to measure the transition from experiential to inferential knowledge of space/time representations. In the linguistic domain, comprehension and production tests were used to evaluate the children's capacity to understand mono- and bi-referential location in space and time, where mono-re…
The importance of physical education and health to be a core subject: Arguments and postures concerning the curricular modifications in Chile
2021
This study is focused on the declarations made by different Chilean institutions regarding the modifications affecting the subject Physical Education and Health (PEH), which were approved by the National Education Council. Purpose: The main aim was to analyse the speech generated and gather data around the curricular modifications in the 3rd and 4th course of the middle education in 2020, specifically the choice of leaving the subject PEH as an elective subject. Design: A qualitative, pragma-dialectic approach was used, focusing on the point of view and main arguments of the institutions on the topic. Results: 23 declarations were reviewed, pertaining 6 to health institutions, 12 to educati…
Dimensions of executive functioning: Evidence from children
2003
This study investigated dimensions of executive functioning in 8- to 13-year-old children. Three tasks from the Cambridge Neuropsychological Test Automated Battery (CANTAB), two tasks from the NEPSY battery and some additional executive function (EF) tests were administered to 108 children. In line with earlier work, modest correlations among EF measures were obtained (r < .4). Both exploratory and confirmatory factor analyses yielded three interrelated factors, which resembled those obtained by Miyake et al. (2000) and which were—with some reservations—labelled Working Memory (WM), Inhibition and Shifting. Age correlated with performance on most individual EF measures as well as Shifting a…
PERFORMANCE ASSESSMENT IN SCIENCE NATIONAL LEVEL DIAGNOSTIC TESTS
2018
National Centre of Education of the Republic of Latvia in 2016 lunched national project of the renewal of the curriculum for education funded by the European Social Fund. One of the key priorities of successful implementation of the new education curriculum is transforming national level assessment system.Assessment system measuring student performance must meet different requirements from the traditional measurement instrument assessing content knowledge.Analysing 2017 national level science assessment diagnostic tests of 15-16 years old students, it is impossible to discriminate student different level of performance. Student, demonstrating singly stored pieces of knowledge, integrating p…