Evelyne Clement

Cognitive Flexibility

The Cornerstone of Learning

• Gebundenes Buch

Produktbeschreibung

Cognitive flexibility is the cornerstone of learning and enables us to cope with a constantly changing environment. By adapting our knowledge and habits in order to respond to new situations, cognitive flexibility plays a fundamental role in learning.

This book proposes a study of the fundamental notions of cognitive flexibility: its measurement and development, its links with metacognition and critical thinking and the role of context in its expression, as well as its involvement in discovering solutions, transferring knowledge and processing analogies.

Convergent perspectives are also presented in order to paint a clear picture of cognitive flexibility and to discuss the issues at stake. Thanks to the combined views of specialists in cognitive and developmental psychology, Cognitive Flexibility suggests new educational possibilities based on the results of empirical work on the subject.

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Produktdetails

• Verlag: Wiley & Sons / Wiley-ISTE
• Artikelnr. des Verlages: 1W789450350
• 1. Auflage
• Seitenzahl: 256
• Erscheinungstermin: 19. April 2022
• Englisch
• Abmessung: 240mm x 161mm x 18mm
• Gewicht: 520g
• ISBN-13: 9781789450354
• ISBN-10: 1789450357
• Artikelnr.: 63401064

Autorenporträt

Evelyne Clement is Full Professor at CY Cergy Paris Université, France, and Deputy Director of the Paragraphe laboratory. Her research focuses on the cognitive and conative processes involved in learning and problem solving, and cognitive flexibility.

Inhaltsangabe

Introduction ix
Evelyne CLÉMENT

Chapter 1 Measures of Flexibility 1
Célia MAINTENANT and Gaëlle BODI

1.1 Introduction 1

1.2 Why measure flexibility? 1

1.2.1 Cognitive flexibility in everyday life 1

1.2.2 Associated pathologies 3

1.3 How can we measure flexibility? 3

1.3.1 The different types of assessment 4

1.3.2 Which measure for which flexibility? 13

1.4 Conclusion 16

1.5 References 16

Chapter 2 Development of Cognitive Flexibility 23
Agnès BLAYE

2.1 Introduction 23

2.2 Main study paradigms and some developmental points of reference 25

2.3 How can we account for perseveration behaviors in the preschool years? 29

2.4 Beyond perseveration 32

2.5 Flexibility: a question of goal management 35

2.5.1 Goal maintenance 35

2.5.2 The processing of goal cues 36

2.5.3 Toward an optimal sequencing of the information gathering process: from reactive to proactive control 38

2.5.4 Metacognition and processing of goal cues 41

2.6 From imposed flexibility to self-regulated flexibility 41

2.7 Conclusion 43

2.8 References 44

Chapter 3 Metacognition and Flexibility: What are the Theoretical Links and What Links have been Observed? 53
Valérie PENNEQUIN

3.1 Introduction 53

3.2 Metacognition 54

3.3 Executive functions 58

3.4 The common features between metacognition and executive functions 60

3.4.1 Conceptual common features 60

3.4.2 Empirical results on the links between metacognition and executive functions 63

3.4.3 The links between flexibility and metacognition 64

3.5 Conclusion 68

3.6 References 70

Chapter 4 Critical Thinking and Flexibility 77
Calliste SCHEIBLING-SÈVE, Elena PASQUINELLI and Emmanuel SANDER

4.1 Introduction 77

4.2 Characterizing critical thinking to foster its development 78

4.2.1 Philosophical approaches 78

4.2.2 Psychological approaches 80

4.2.3 Forms of critical thinking education 83

4.3 The critical mind, a flexible mind? 87

4.3.1 The cognitive building blocks of critical thinking 88

4.3.2 Changing the perspective 90

4.3.3 The role of metacognition 91

4.3.4 Barriers to flexibility: the role of intuitive conceptions and inappropriate categorizations 93

4.4 Developing critical thinking skills through multiple categorization 97

4.4.1 Multiple categorization 97

4.4.2 Operationalization through research in a school context 100

4.5 Conclusion 103

4.6 References 105

Chapter 5 Successful Solution Discovery and Cognitive Flexibility 113
Evelyne CLÉMENT

5.1 Introduction 113

5.2 Cognitive flexibility in problem solving 114

5.2.1 What is defined as a problem? 114

5.2.2 Familiar knowledge about the world, problem solving and transfer 115

5.2.3 Strategic flexibility, representational flexibility and solution discovery 121

5.3 Flexibility, creativity and academic performance 126

5.3.1 Flexibility and creativity: what links? 127

5.3.2 Cognitive flexibility and academic performance 129

5.3.3 Creativity and academic performance 131

5.4 Conclusion 134

5.5 References 135

Chapter 6 Transfer of Learning and Flexibility in Childhood 143
Jérôme CLERC and Laureen JOSSERON

6.1 Introduction 143

6.1.1 The child who transfers: a little history 144

6.1.2 Surface, structure, context 144

6.2