Cognitive development, genetics problem solving, and genetics instruction: A critical review

1992 ◽  
Vol 29 (7) ◽  
pp. 701-713 ◽  
Author(s):  
Mike U. Smith ◽  
O. Suthern Sims
Keyword(s):  
Cognitive Development ◽  
Problem Solving ◽  
Critical Review ◽  
Genetics Instruction

scholarly journals Processos de estudo e avaliação da aprendizagem no desenvolvimento da expertise

2018 ◽  
Vol 29 (71) ◽  
pp. 386
Author(s):  
Gustavo Danicki Aureliano Rosa ◽  
Afonso Celso Tanus Galvão
Keyword(s):  
Cognitive Development ◽  
Problem Solving ◽  
Educational Assessment ◽  
Learning Processes ◽  
Learning Assessment ◽  
Verbal Protocols ◽  
Expertise Development ◽  
Educational Objectives ◽  
Assessment Of Learning ◽  
Palabras Clave

<p>Desenvolve-se uma análise de protocolos verbais de processos de estudo, tendo como inspiração a taxonomia de objetivos educacionais de Bloom et al. (1977), para a geração de subsídios para a avaliação educacional. Os protocolos foram gerados a partir da entrevista com seis indivíduos que realizaram o estudo com materiais de domínio e não domínio inferido. Os resultados da pesquisa sugerem que: i) informações importantes para o realinhamento das ações em uma situação de ensino e aprendizagem podem ser obtidas, tais como termos-chave que tenham significado para os indivíduos e que estejam inseridos em materiais de não domínio; e ii)  uma categorização como a proposta neste estudo para a tomada de decisão pode contribuir para o trabalho efetivo do estudante em situações adequadas ao seu nível de desenvolvimento rumo ao domínio completo de determinado material de estudo.</p><p><strong>Palavras-chave:</strong> Avaliação da Educação, Taxonomia, Resolução de Problemas, Desenvolvimento Cognitivo.</p><p>  </p><p><em><strong>Procesos de estudio y evaluación del aprendizaje en el desarrollo de la expertise</strong></em></p><p><em>Se desarrolla un análisis de protocolos verbales de procesos de estudio, cuya inspiración es la taxonomía de objetivos educacionales de Bloom et al. (1977), a fin de generar subsidios para la evaluación educacional. Los protocolos se originaron a partir de la entrevista con seis individuos que realizaron el estudio con materiales de dominio y no dominio inferido. Los resultados de la investigación sugieren que: i) se pueden obtener informaciones importantes para la realineación de las acciones en una situación de enseñanza y aprendizaje, tales como términos clave que tengan significado para los individuos y que estén insertos en materiales de no dominio; y ii)  una categorización como la propuesta en este estudio para la toma de decisión puede contribuir para el trabajo efectivo del estudiante en situaciones adecuadas a su nivel de desarrollo rumbo al dominio completo de un determinado material de estudio.</em></p><p><em><strong>Palabras clave:</strong> Evaluación de la Educación, Taxonomía, Resolución de Problemas, Desarrollo Cognitivo.</em></p><p><em>  </em></p><p><em><strong>Learning processes and learning assessment for expertise development</strong></em></p><p><em>An analysis of verbal protocols of learning processes, and their categorization based on Bloom’s et al. (1977) taxonomy of educational objectives, is developed to generate subsidies for an educational assessment of learning processes. The participants were six academics who were observed while solving problems involving domain and non-domain material. Results suggest that: i) knowledge that is relevant for the realignment of actions in situations of teaching, such as keywords that are meaningful for individuals that can be obtained even when inserted into nondomain materials; and ii) categorizations such as the ones proposed for this study can contribute to the effectiveness of students’ learning processes in situations that are appropriate for their level of development and towards the mastery of study content.</em></p><p><em><strong>Keywords:</strong> Educational Assessment, Taxonomy, Problem Solving, Cognitive Development.</em></p>

Cognitive Early Education

2020 ◽  
Author(s):  
H. Carl Haywood
Keyword(s):  
Information Processing ◽  
Cognitive Development ◽  
Problem Solving ◽  
Executive Functions ◽  
Early Education ◽  
Self Regulation ◽  
Learning Tools ◽  
Mediated Learning ◽  
Cognition And Learning ◽  
The Mind

Cognitive early education, for children between ages 3 and 6 years, is designed to help learners develop and apply logic tools of systematic thinking, perceiving, learning, and problem-solving, usually as supplements to the content-oriented preschool and kindergarten curricula. Key concepts in cognitive early education include metacognition, executive functions, motivation, cognition, and learning. Most programs of cognitive early education are based on conceptions of cognitive development attributed to Jean Piaget, Lev S. Vygotsky, A. R. Luria, and Reuven Feuerstein. Piagetians and neoPiagetians hold that children must construct their personal repertoire of basic thinking processes on the basis of their early experience at gathering, assimilating, and reconciling knowledge. Vygotskians and neoVygotskians believe that cognitive development comes about through adults’ mediation of basic learning tools, which children internalize and apply. Adherents to Feuerstein’s concepts likewise accord a prominent role to mediated learning experiences. Followers of Luria believe that important styles of information processing underlie learning processes. Most programs emphasize, to varying degrees, habits of metacognition, that is, thinking about one’s own thinking as well as selecting and applying learning and problem-solving strategies. An important subset of metacognition is development and application of executive functions: self-regulation, management of one’s intellectual resources. Helping children to develop the motivation to learn and to derive satisfaction from information processing and learning is an important aspect of cognitive early education. Widely used programs of cognitive early education include Tools of the Mind, Bright Start, FIE-Basic, Des Procedures aux Concepts (DPC), PREP/COGENT, and Systematic Concept Teaching.

scholarly journals Can you teach an old parrot new tricks? Cognitive development in wild kaka (Nestor meridionalis)

2021 ◽  
Author(s):  
J Loepelt ◽  
Rachael Shaw ◽  
Kevin Burns
Keyword(s):  
Cognitive Development ◽  
Problem Solving ◽  
Royal Society ◽  
Behavioural Response ◽  
The Novel ◽  
Behavioural Flexibility ◽  
Age Related ◽  
Innovation Ability ◽  
Parrot Species ◽  
Problem Solvers

© 2016 The Author(s) Published by the Royal Society. All rights reserved. Despite recent efforts to characterize innovative individuals within a species, we still know very little about the ontogeny of innovation ability. A number of studies have found that innovation rates are correlated with personality traits, such as neophilia and exploration. Juvenile birds are frequently more neophilic and explorative, yet few studies have found evidence of age-related differences in innovative problem-solving success. Here,we showconsistently higher innovation efficiency in juveniles of a wild, omnivorous parrot species across a variety of tasks and contexts.We tested 104 kaka (Nestor meridionalis), ranging in age from four months to 13 years. Twenty-four individuals participated in all three of our problem-solving tasks, two of which involved a familiar feeder and one an entirely novel apparatus. Juveniles were the most efficient problem-solvers in all three tasks. By contrast, the adults’ success was context dependent and limited to the novel apparatus, which did not require modification of a pre-learned behavioural response. This suggests greater behavioural flexibility in the juvenile birds, who also showed higher persistence and exploratory diversity than adults. These traits may enable young kaka to discover efficient foraging techniques, which are then maintained throughout adulthood.

Mental Images and the Cognitive Development of the Congenitally Blind

1981 ◽  
Vol 75 (7) ◽  
pp. 281-285 ◽  
Author(s):  
Amanda Hall
Keyword(s):  
Cognitive Development ◽  
Problem Solving ◽  
Spatial Reasoning ◽  
Cognitive Tasks ◽  
Review Of The Literature ◽  
Mental Images ◽  
Modes Of Representation ◽  
Congenitally Blind ◽  
Verbal Problem

This review of the literature examines studies of the use of mental images by the blind in such cognitive tasks as verbal problem solving and spatial reasoning. It proposes that because mental images available to them are not adequate for certain cognitive tasks, the congenitally blind may rely on different modes of representation to compensate for their limited perception of and experience with the environment.

Enhancing Cognitive Development through Physics Problem Solving: A Taxonomy of Introductory Physics Problems

2008 ◽  
Author(s):  
Raluca Teodorescu ◽  
Cornelius Bennhold ◽  
Gerald Feldman ◽  
Charles Henderson ◽  
Mel Sabella ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Problem Solving ◽  
Introductory Physics ◽  
Physics Problems

scholarly journals Associations between breastfeeding and cognitive function in children from early childhood to school age: a prospective birth cohort study

2020 ◽  
Author(s):  
Min Kyoung Kim ◽  
Jae-Won Choi
Keyword(s):  
Cognitive Function ◽  
Cognitive Development ◽  
Problem Solving ◽  
Expressive Language ◽  
Breastfeeding Duration ◽  
Categorical Variables ◽  
Birth Cohort Study ◽  
Continuous Variables ◽  
Expressive Vocabulary ◽  
Ages And Stages Questionnaire

Abstract Background: Despite evidences of breastfeeding for preventing acute physical illnesses in infants, the evidence for the association between breastfeeding and long-term cognitive development is not yet convincing.Methods: The data of nationwide representative sample of 1,752 children born between 2008 and 2009 in Korea were prospectively assessed from the fetal period to examine the benefits of breastfeeding and cognitive development. Breastfeeding duration was prospectively assessed by parents. The Korean Ages and Stages Questionnaire and the Korean version of Denver II were used to assess early development annually from 5.5 to 26.2 months of age. Language development at 3 years of age was assessed with Receptive and Expressive Vocabulary Tests. Cognitive function at 8 years of age was assessed using multifactorial intelligence test.Results: In the analysis of categorical variables, children who were breastfed for >1 and ≤3 months displayed significantly higher odds ratios for delayed development assessed with Korean Ages and Stages Questionnaire at 14.1 months than those breastfed for >3 and ≤6 months (OR=2.21; 95% CI: 1.08, 4.50), but no significant differences in other rounds of assessments. In the analysis with continuous variables, there were significant differences among six groups of breastfeeding duration in communication (F=3.72; p<0.002) and problem solving (F=3.09; p<0.009) at 14.1 months, expressive language (F=3.74; p=0.002) at 3 years, and calculation (F=2.43; p<0.033) at 8 years. When analyzed by two groups, children breastfed for >3 months scored significantly higher on the communication (F = 17.71; p < 0.001) and problem-solving (F = 11.26; p < 0.001) subscales at 14.1 months, and expressive language (F=12.85; p<0.001) at 3 years, and vocabulary (F=6.78; p=0.009) and language inference (F=5.62; p=0.018) at 8 years, compared to children breastfed for 3 months or less. Conclusion: We found that cognitive development was improved in children that were breastfed for >3 months. Although these results are supported by previous studies, it is important to note that other factors were reported as larger determinants of cognitive development than breastfeeding. Future studies that examine the underlying mechanism for the association between breastfeeding and cognitive development are warranted.

Emerging Minds

1996 ◽  
Author(s):  
Robert S. Siegler
Keyword(s):  
Cognitive Development ◽  
Problem Solving ◽  
Children And Adolescents ◽  
Past Experience ◽  
Basic Question ◽  
Early Age ◽  
Infants And Toddlers ◽  
Older Children ◽  
Vast Array ◽  
Children’S Thinking

How do children acquire the vast array of concepts, strategies, and skills that distinguish the thinking of infants and toddlers from that of preschoolers, older children, and adolescents? In this new book, Robert Siegler addresses these and other fundamental questions about children's thinking. Previous theories have tended to depict cognitive development much like a staircase. At an early age, children think in one way; as they get older, they step up to increasingly higher ways of thinking. Siegler proposes that viewing the development within an evolutionary framework is more useful than a staircase model. The evolution of species depends on mechanisms for generating variability, for choosing adaptively among the variants, and for preserving the lessons of past experience so that successful variants become increasingly prevalent. The development of children's thinking appears to depend on mechanisms to fulfill these same functions. Siegler's theory is consistent with a great deal of evidence. It unifies phenomena from such areas as problem solving, reasoning, and memory, and reveals commonalities in the thinking of people of all ages. Most important, it leads to valuable insights regarding a basic question about children's thinking asked by cognitive, developmental, and educational psychologists: How does change occur?

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