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  • Learning to Learn in Preschool Education: Effects on Later School AchievementGo to article: Learning to Learn in Preschool Education: Effects on Later School Achievement

    Learning to Learn in Preschool Education: Effects on Later School Achievement

    Article

    This paper is a report of an evaluation of the Bright Start program that has been designed to assist the cognitive development of children in the early school years. Children in both experimental and control groups lived in the same public housing project in North Marseilles, France, went to school in the same district, and were of the same chronological age. Analyses were conducted on two non-independent criterion variables: overall school achievement, and achievement scores in specific subject areas. The results of the study showed that it is possible to learn to learn at preschool. Pupils who received cognitive early education in kindergarten learned better and applied more effectively a range of new academic knowledge in the two years that immediately followed the intervention than did comparable children who did not receive cognitive early education.

    Source:
    Journal of Cognitive Education and Psychology
  • Mediation within a Neo-Piagetian FrameworkGo to article: Mediation within a Neo-Piagetian Framework

    Mediation within a Neo-Piagetian Framework

    Article

    Mediation is not prominently discussed in the writing of Piaget or of the Geneva cognitive group; nevertheless, it is a concept that is central to pedagogical methods based on Piagetian/constructivist principles.

    Knowledge consists of both contents and processes, i.e., conceptual knowledge and procedural knowledge, as well as metacognitive knowledge. What is mediated is cognitive operations, the savoir faire, “knowing how-to,” aspect of the knowledge hierarchy; in other words, a combination of metacognitive and procedural knowledge, but always with the goal of enhancing conceptual knowledge. The interposition of a more cognitively competent person between learners and the material that is to be learned sets the stage for mediation. Of the various metacognitive approaches that include a concept of mediation, the neo-Piagetian one is the least didactic; i.e., active, mediator-directed teaching is not seen often. The “how-to” question is answered more directly by a kind of discovery method, by placing opportunities in the path of learners, creating cognitive conflict and the need to know, and depending on the equilibration processes of assimilation and accommodation to resolve the cognitive conflict and thereby add to the individual’s store of knowledge. The role of “mediators” is essentially a steering, traffic-directing one rather than a direct teaching one.

    Self-mediation is both a developmental goal and a developmental milestone. Neo-Piagetian mediators construct their interactions so as to help children escape their dependence on external mediators.

    Teachers enhance the development of self-mediation by creating “the need to know,” and by deliberately teaching for transfer, in order to increase the number of everyday situations in which specific cognitive operations may be applied and to enhance the likelihood of their being selected and applied in new situations. They concentrate strongly on conceptual knowledge, using “explicitation” as a means of promoting conceptual knowledge and ultimately its application. Bien que la médiation n’ait jamais vraiment été discutée ni par Piaget ni par les auteurs piagétiens c’est toutefois un concept central dans les méthodes pédagogiques se réclamant du constructivisme piagétien.

    La connaissance est constituée de contenus et de processus (connaissances conceptuelles et procédurales) ainsi que de connaissances métacognitives. Ce sont les opérations cognitives qui sont médiatisées, l’aspect savoir-faire (savoir comment faire) de la hiérarchie des connaissances : une combinaison de connaissances procédurales et métacognitives mais toujours dans l’objectif de développer la compréhension conceptuelle. L’interposition d’une personne cognitivement plus compétente entre les apprenants et le matériel à apprendre constitue le cadre de la médiation. De l’ensemble des différentes approches métacognitives, l’approche néo-piagétienne est la moins didactique : un enseignement actif et dirigé est rarement présent. On répond davantage à la question « comment faire » par une méthode de découverte, en plaçant l’apprenant face à des occasion d’apprentissage, en créant des conflit cognitif et le besoin de savoir, et en cherchant à mettre en jeu les processus d’assimilation et d’accommodation pour résoudre les conflits cognitifs et ainsi augmenter les connaissances du sujet. Les médiateurs ont davantage un rôle de guidage et d’orientation que d’instruction proprement dite.

    L’autorégulation (self-mediation) est à la fois une étape développementale et un objectif du développement. Les médiateurs néo-piagétiens construisent leurs interactions de manière à aider les enfants à moins dépendre des médiations externes.

    Les enseignants augmentent l’autorégulation en créant le besoin de savoir et en enseignant de manière délibérée le transfert pour augmenter le nombre des situations quotidiennes dans lesquelles les opérations cognitives peuvent être appliquées et augmenter ainsi leur probabilité d’être choisie et appliquées dans de nouvelles situations. Ils insistent fortement sur l’apprentissage conceptuel, utilisant les procédures d’explicitation pour promouvoir l’apprentissage conceptuel et son utilisation. Mediation wird im Schrifttum von Piaget oder der Genfer kognitiven Gruppe nicht in herausgehobener Weise diskutiert; dennoch ist dies ein Konzept, das für pädagogische Methoden auf der Grundlage piagetianisch-konstruktivistischer Prinzipien zentral ist.

    Wissen besteht sowohl aus Inhalt als auch Prozessen, das heißt konzeptuellem und prozeduralem Wissen ebenso wie aus metakognitivem Wissen. Was mediiert wird, sind kognitive Operationen, der savoir faire bzw. “wissen wie”-Aspekt der Wissenshierarchie. In anderen Worten, eine Kombination von metakognitivem und prozeduralem Wissen, aber immer mit dem Ziel, das konzeptuelle Wissen zu verbessern. Das Dazwischentreten einer kognitiv kompetenteren Person zwischen Lerner und Lernmaterial bildet die Grundlage für Mediation. Unter den verschiedenen metakognitiven Ansätzen, die das Konzept der Mediation beinhalten, ist der neo-piagetianische der am wenigsten didaktische. Dies heißt, dass aktives, mediatoren-orientiertes Lernen nicht oft stattfindet. Die “wie zu”-Frage wird in direkterer Weise durch eine Art von Entdeckungsmethode beantwortet. Dies geschieht durch die Platzierung von Lerngelegenheiten und das Erzeugen kognitiven Konfliktes sowie des Bedürfnisses zu wissen. Es vollzieht sich in Abhängigkeit vom Equilibrationsprozess der Assimilation und Akkomodation, um den kognitiven Konflikt zu lösen und auf diese Art und Weise den Wissensbestand des Individuums zu vergrößern. Die Rolle von “Mediatoren” ist im wesentlichen eine steuernde, den Prozess eher leitende als eine direkt lehrende.

    Selbstmediation ist sowohl eine Entwicklungsziel als auch ein Meilenstein der Entwicklung. Neo-piagetianische Mediatoren gestalten ihre Interaktionen so, dass sie den Kindern dazu verhelfen, sich ihrer Abhängigkeit von externalen Mediatoren zu entziehen.

    Lehrer fördern die Entwicklung der Selbstmediation durch das Schaffen “des Bedürfnisses zu wissen” und indem sie gezielt Transfer lehren um die Anzahl der Alltagssituationen zu vergrößern, in denen spezifische kognitive Operationen angewandt werden können, um so die Wahrscheinlichkeit zu erhöhen, dass sie in neuen Situationen ausgewählt und benutzt werden. Lehrer konzentrieren sich stark auf konzeptuelles Wissen, indem sie “Explizitation” als Mittel zur Förderung konzeptuellen Wissens und letztlich seiner Anwendung fördern. La mediación no ha sido realmente analizada en los escritos de Piaget o del grupo cognitivo de Ginebra; no obstante, es un concepto central para los métodos pedagógicos basados en los principios constructivistas piagetianos.

    El conocimiento está formado tanto por conceptos como por procesos: conocimiento conceptual, procedimental y metacognitivo. La mediación se refiere a las operaciones cognitivas, al saber hacer, al “conocimiento sobre cómo hacer”, que es un aspecto de la jerarquía del conocimiento. En otras palabras, una combinación del conocimiento metacognitivo y procedimental, pero siempre con el objetivo de aumentar el conocimiento conceptual. La interposición de una persona más competente cognitivamente entre los aprendices y los materiales que han de ser aprendidos proporciona la situación mediadora. Desde distintas aproximaciones metacognitivas, que incluyen el concepto de mediación, la perspectiva neopiagetiana es al menos didáctica; por ejemplo: la enseñanza directa mediada y activa no es considerada a menudo. La cuestión sobre el”como hacer” es respondida más directamente por medio del método de descubrimiento, a través de la colocación de oportunidades en el camino de los aprendices, creando el conflicto cognitivo y la necesidad de conocer, y todo ello dependiendo de los procesos de equilibración, acomodación y asimilación para resolver el conflicto cognitivo y, en consecuencia, aumentando el almacén del conocimiento del individuo. El rol de los “mediadores” consiste esencialmente en una conducción supervisada más que en una enseñanza directa.

    La automediación es tanto un objetivo desarrollista como un hito. El constructo mediacional neopiagetiano, a través de sus interacciones, permite a los niños escapar de la dependencia externa de los mediadores.

    Los profesores mejoran el desarrollo de la automediación creando “la necesidad de conocer” y enseñando deliberadamente cómo transferir, con el fin de incrementar el número de situaciones de la vida diaria en las que las operaciones cognitivas específicas pueden ser aplicadas y, de esa forma, mejorar las probabilidades de seleccionarlas y de aplicarlas a nuevas situaciones. Los profesores se centran fuertemente en el conocimiento conceptual usando la “explicitación”, entendida como un medio de promocionar conocimiento conceptual y de su aplicación. Al tema della mediazione non viene assegnata attenzione preminente negli scritti di Piaget o del gruppo cognitivo di Ginevra; tuttavia, quello della mediazione è un concetto centrale per i metodi pedagogici basati su principi Piagetiani-costruttivisti.

    La conoscenza è formata sia dai contenuti che dai processi, vale a dire la conoscenza concettuale e la conoscenza procedurale, così come la conoscenza metacognitiva. Quello che viene mediato sono le operazioni cognitive, cioè l’aspetto del savoir faire, del know-how-to, del saper fare nella gerarchia della conoscenza; in altre parole, una combinazione di conoscenza metacognitiva e procedurale, che ha sempre come scopo il miglioramento della conoscenza concettuale. L’interposizione di una persona cognitivamente più competente tra chi apprende e il materiale oggetto dell’apprendimento prepara il terreno per la mediazione. Tra tutti i vari approcci metacognitivi che comprendono il concetto di mediazione, quello Neo-Piagetiano è l’approccio meno didattico; viene raramente analizzato, per esempio, l’insegnamento attivo e guidato da un mediatore. Alle domande relative al “come fare” viene data una risposta più diretta attraverso un particolare metodo di scoperta, offrendo agli allievi opportunità lungo il percorso, creando un conflitto cognitivo e il bisogno di sapere, e affidandosi ai processi di assimilazione e accomodamento per la risoluzione del conflitto, così da incrementare il patrimonio di conoscenza dell’individuo. Il ruolo del “mediatore” è sostanzialmente quello di una guida, una figura che dirige ed indirizza, piuttosto che insegnare direttamente.

    L’auto-mediazione è sia un obiettivo che una pietra miliare dello sviluppo. I mediatori Neo-Piagetiani impostano le loro interazioni in modo da aiutare i bambini a fuggire dalla dipendenza da mediatori esterni.

    Gli insegnanti migliorano lo sviluppo dell’auto-mediazione creando “il bisogno di conoscere” e insegnando intenzionalmente in vista del transfer, al fine di incrementare il numero di situazioni quotidiane in cui possano essere applicate specifiche operazioni e per aumentare la possibilità che queste operazioni siano scelte ed applicate in situazioni nuove. Essi si concentrano fortemente sulla conoscenza concettuale, utilizzando “l’esplicitazione” in modo da promuovere la conoscenza concettuale e, in definitiva, la sua applicazione.

    Source:
    Journal of Cognitive Education and Psychology
  • From the Editor: Current Concepts in Cognitive Development and Education: A Topical IssueGo to article: From the Editor: Current Concepts in Cognitive Development and Education: A Topical Issue

    From the Editor: Current Concepts in Cognitive Development and Education: A Topical Issue

    Article
    Source:
    Journal of Cognitive Education and Psychology
  • Three Levels of Psychological Civilization: A Review of Rumbaugh and Washburn’s Intelligence of Apes and Other Rational BeingsGo to article: Three Levels of Psychological Civilization: A Review of Rumbaugh and Washburn’s Intelligence of Apes and Other Rational Beings

    Three Levels of Psychological Civilization: A Review of Rumbaugh and Washburn’s Intelligence of Apes and Other Rational Beings

    Article
    Source:
    Journal of Cognitive Education and Psychology
  • Dynamic Assessment: A History of Fundamental IdeasGo to article: Dynamic Assessment: A History of Fundamental Ideas

    Dynamic Assessment: A History of Fundamental Ideas

    Article

    The development of dynamic assessment rests on the prior and successive appearance of a small number of fundamental ideas that are seen as essential and compelling. These include the concept of individual differences as a vital aspect of psychology and human development; the importance of assessing the very processes of systematic thinking, learning, and problem solving (rather than merely the products of these processes); the concepts of learning potential, educability, and the zone of proximal development; and the mediational nature of the intervention in dynamic assessment. These essential ideas are discussed in historical context as a cumulative enterprise. Prominent unsolved problems remain, including precise procedures for process assessment, bridging the gap between assessment of potential and subsequent classroom instruction, the relation of dynamic to static assessment, and the accompanying problems of reliability and validity.

    Source:
    Journal of Cognitive Education and Psychology
  • Learning to Learn in Preschool Education: Effects on Later School AchievementGo to article: Learning to Learn in Preschool Education: Effects on Later School Achievement

    Learning to Learn in Preschool Education: Effects on Later School Achievement

    Article

    This paper is a report of an evaluation of the Bright Start program that has been designed to assist the cognitive development of children in the early school years. Children in both experimental and control groups lived in the same public housing project in North Marseilles, France, went to school in the same district, and were of the same chronological age. Analyses were conducted on two non-independent criterion variables: overall school achievement, and achievement scores in specific subject areas. The results of the study showed that it is possible to learn to learn at preschool. Pupils who received cognitive early education in kindergarten learned better and applied more effectively a range of new academic knowledge in the two years that immediately followed the intervention than did comparable children who did not receive cognitive early education.

    Source:
    Journal of Cognitive Education and Psychology
  • What Is Cognitive Education? The View From 30,000 FeetGo to article: What Is Cognitive Education? The View From 30,000 Feet

    What Is Cognitive Education? The View From 30,000 Feet

    Article

    Cognitive education is defined and described according to aspects that are common to various curricula and programs as well as aspects that vary across programs. Its most basic and universal characteristic is its focus on processes of systematic logical thinking and especially the application of basic tools of learning. The application of fundamental cognitive and metacognitive concepts in teaching and learning is described with examples. Selected curricula, programs, and approaches are listed and briefly characterized. Criteria for evaluating cognitive education programs are proposed, and some examples of successful evaluation strategies are given. Evaluation of effectiveness across different cognitive education programs shows effects on cognitive development, IQ, school achievement, intrinsic motivation, and reductions in referral to special education, although such effects depend on age of learners, specific program characteristics, and effectiveness criteria.

    Source:
    Journal of Cognitive Education and Psychology
  • Twenty Years of IACEP, and a Focus on Dynamic Assessment: Progress, Problems, and ProspectsGo to article: Twenty Years of IACEP, and a Focus on Dynamic Assessment: Progress, Problems, and Prospects

    Twenty Years of IACEP, and a Focus on Dynamic Assessment: Progress, Problems, and Prospects

    Article

    This 20th anniversary address charts a brief history of the International Association for Cognitive Education and Psychology, from its organizational conference at Lake Louise in November 1988. International conferences, regional conferences, and successive presidents are listed (and pictured in the case of presidents). Introducing the theme of the conference, the history of dynamic assessment is outlined, with photographs of the pioneers and some present leaders. Problems with standard normative testing are listed. The principal argument is that appropriate assessment methods depend upon valid models of the nature of human abilities. One model, Haywood’s transactional perspective, is outlined briefly.

    Source:
    Journal of Cognitive Education and Psychology
  • Clinical Applications of Cognitive EducationGo to article: Clinical Applications of Cognitive Education

    Clinical Applications of Cognitive Education

    Article

    Applications of cognitive education have taken place primarily in schools, but applications outside the classroom can be equally rewarding. “Clinical” applications have so far included: (a) cognitive and motivational redevelopment of individuals with mental retardation; (b) psychological treatment of individuals with severe psychiatric disorders; (c) clinical treatment of persons with delays in language development; (d) treatment of children with learning disabilities, including ADD and ADHD; (e) cognitive and social redevelopment of persons with psychological and character disorders; (f) cognitive, motivational, and social redevelopment of persons who have sustained traumatic brain injuries. The last two of these applications, in psychotherapy and in neuropsychology, are especially promising and are examined in some detail.

    Source:
    Journal of Cognitive Education and Psychology
  • From the EditorGo to article: From the Editor

    From the Editor

    Article
    Source:
    Journal of Cognitive Education and Psychology

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