Оглавление
Evelyne Clement. Cognitive Flexibility
Table of Contents
List of Illustrations
List of Tables
Guide
Pages
Cognitive Flexibility. The Cornerstone of Learning
Introduction
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
1.3.1.1. Direct evaluations. 1.3.1.1.1. Historical and classical tasks
1.3.1.1.2. Executive function assessment batteries
1.3.1.1.3. More playful tasks
1.3.1.2. Indirect assessments
1.3.2. Which measure for which flexibility?
1.4. Conclusion
1.5. References
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
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
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
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. 5.2.2.1. The crucial role of prior knowledge
5.2.2.2. Positive, negative or no transfer
5.2.3. Strategic flexibility, representational flexibility and solution discovery
5.2.3.1. Research in mathematics education
5.2.3.2. Research conducted in psychology
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
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
6.3.2.1. Strategic transfer and flexibility
6.3.2.2. A special case: transfer utilization deficiencies
6.4. Conclusion
6.5. References
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
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. A
B, C
D, E
F
G, I
L, M
P
R, S
T
U, W
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