COGNITIVE FLEXIBILITY: THEORY, ASSESSMENT, AND TREATMENT

2000 ◽  
Vol Volume 21 (Number 02) ◽  
pp. 0121-0153 ◽  
Author(s):  
Barbara Rende
Keyword(s):  
Cognitive Flexibility ◽  
Cognitive Flexibility Theory ◽  
Assessment And Treatment

scholarly journals Task Variation and Mental Models Divergence Influencing the Transfer of Team Learning

2018 ◽  
Vol 49 (5) ◽  
pp. 545-575 ◽  
Author(s):  
Andra F. Toader ◽  
Thomas Kessler
Keyword(s):  
Mental Models ◽  
Cognitive Flexibility ◽  
Cognitive Flexibility Theory ◽  
Problem Solving Skills ◽  
Student Teams ◽  
Initial Task ◽  
Task Variation ◽  
Structured Problems ◽  
Instructional Literature ◽  
External Intervention

We investigate how teams develop and transfer general problem-solving skills across two ill-structured problems. We draw on cognitive flexibility theory in the instructional literature and propose that teams will achieve a higher performance on a novel task or transfer when they receive an external task intervention (i.e., task variation) and when the internal mechanisms (i.e., divergent mental models) are developed to make sense of the external intervention. To test these predictions, we designed a longitudinal experiment with 17 student teams that encountered task variation during their work on an initial task. Consistent with our predictions, we found that teams that experienced variations and whose mental models diverged during their work on an initial task achieved higher performance on a novel task than teams that experienced variation and whose mental models converged. Implications for the transfer of learning in teams on ill-structured problems are discussed.

Shifting to Online Learning Through Cognitive Flexibility

2021 ◽  
pp. 82-102
Author(s):  
Ali Erarslan ◽  
Irina E. Beliakova ◽  
Marina Kecherukova
Keyword(s):  
Online Learning ◽  
Information Processing ◽  
Executive Function ◽  
Distance Learning ◽  
Cognitive Flexibility ◽  
Faculty Members ◽  
Cognitive Flexibility Theory ◽  
Pedagogical Tool ◽  
Creative Solutions

The chapter presents a review of the approaches to cognitive flexibility as an ability, behaviour, and executive function in psychology and neuroscience. In education, it was used to develop cognitive flexibility theory, which is treated as a pedagogical tool to enhance learners' information processing skills. The chapter also stresses the importance of cognitive flexibility in the context of transformation to distance learning in two universities of Russia and one in Turkey during the coronavirus pandemic in Spring-Fall 2020 when faculty members were forced to use flexible and creative solutions and approaches to resume the discontinued in-person learning online and maintain it.

Contextualization, Cognitive Flexibility, and Hypertext: The Convergence of Interpretive Theory, Cognitive Psychology, and Advanced Information Technologies

1994 ◽  
Vol 42 (1_suppl) ◽  
pp. 146-157
Author(s):  
Robert Alun Jones ◽  
Rand J. Spiro
Keyword(s):  
Cognitive Psychology ◽  
Political Theory ◽  
Cognitive Flexibility ◽  
Information Technologies ◽  
Richard Rorty ◽  
Special Interests ◽  
Cognitive Flexibility Theory ◽  
History Of ◽  
Interpretive Theory

Contextualization—particularly as exemplified in the history of social and political theory—has been the predominant theme in intellectual historiography for the last quarter of a century. In particular, pragmatists like Quentin Skinner and Richard Rorty have encouraged us to view the text as having as many meanings as there are contexts within which the text might be placed, and the contexts themselves as reflecting the special interests and purposes of the interpreter. Meanwhile, scholars in the humanities have been relatively slow to apply advanced information technologies to the problem of interpreting such texts; but the emergence of more powerful hypertext systems has led writers like George Landow and Jay Bolter to suggest a convergence between this technology and our understanding of the problems of interpretation. Still more recently, work based on cognitive flexibility theory suggests that there are good reasons to believe that people actually can learn and understand certain kinds of texts better through the use of these systems. In sum, there appears to be a convergence between cognitive psychology, interpretive theory, and advanced information technologies.

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