Cognitive Flexibility: The Cornerstone of Learning

ISBN-13: 9781789450354 / Angielski / Twarda / 2022 / 256 str.

Evelyne Clement

Spis treści

Introduction ixEvelyne CLÉMENTChapter 1 Measures of Flexibility 1Célia MAINTENANT and Gaëlle BODI1.1 Introduction 11.2 Why measure flexibility? 11.2.1 Cognitive flexibility in everyday life 11.2.2 Associated pathologies 31.3 How can we measure flexibility? 31.3.1 The different types of assessment 41.3.2 Which measure for which flexibility? 131.4 Conclusion 161.5 References 16Chapter 2 Development of Cognitive Flexibility 23Agnès BLAYE2.1 Introduction 232.2 Main study paradigms and some developmental points of reference 252.3 How can we account for perseveration behaviors in the preschool years? 292.4 Beyond perseveration 322.5 Flexibility: a question of goal management 352.5.1 Goal maintenance 352.5.2 The processing of goal cues 362.5.3 Toward an optimal sequencing of the information gathering process: from reactive to proactive control 382.5.4 Metacognition and processing of goal cues 412.6 From imposed flexibility to self-regulated flexibility 412.7 Conclusion 432.8 References 44Chapter 3 Metacognition and Flexibility: What are the Theoretical Links and What Links have been Observed? 53Valérie PENNEQUIN3.1 Introduction 533.2 Metacognition 543.3 Executive functions 583.4 The common features between metacognition and executive functions 603.4.1 Conceptual common features 603.4.2 Empirical results on the links between metacognition and executive functions 633.4.3 The links between flexibility and metacognition 643.5 Conclusion 683.6 References 70Chapter 4 Critical Thinking and Flexibility 77Calliste SCHEIBLING-SÈVE, Elena PASQUINELLI and Emmanuel SANDER4.1 Introduction 774.2 Characterizing critical thinking to foster its development 784.2.1 Philosophical approaches 784.2.2 Psychological approaches 804.2.3 Forms of critical thinking education 834.3 The critical mind, a flexible mind? 874.3.1 The cognitive building blocks of critical thinking 884.3.2 Changing the perspective 904.3.3 The role of metacognition 914.3.4 Barriers to flexibility: the role of intuitive conceptions and inappropriate categorizations 934.4 Developing critical thinking skills through multiple categorization 974.4.1 Multiple categorization 974.4.2 Operationalization through research in a school context 1004.5 Conclusion 1034.6 References 105Chapter 5 Successful Solution Discovery and Cognitive Flexibility 113Evelyne CLÉMENT5.1 Introduction 1135.2 Cognitive flexibility in problem solving 1145.2.1 What is defined as a problem? 1145.2.2 Familiar knowledge about the world, problem solving and transfer 1155.2.3 Strategic flexibility, representational flexibility and solution discovery 1215.3 Flexibility, creativity and academic performance 1265.3.1 Flexibility and creativity: what links? 1275.3.2 Cognitive flexibility and academic performance 1295.3.3 Creativity and academic performance 1315.4 Conclusion 1345.5 References 135Chapter 6 Transfer of Learning and Flexibility in Childhood 143Jérôme CLERC and Laureen JOSSERON6.1 Introduction 1436.1.1 The child who transfers: a little history 1446.1.2 Surface, structure, context 1446.2 Transfer of learning: a developmental overview 1476.2.1 The transfer of perceptual properties 1486.2.2 Transfer by imitation 1486.2.3 Solution transfer by analogy 1496.2.4 The transfer of cognitive strategies 1506.3 Transfer and flexibility 1526.3.1 Transfer and conceptual flexibility 1526.3.2 Transfer and attentional flexibility 1556.4 Conclusion 1616.5 References 163Chapter 7 Cognitive Flexibility and Analogy 175Lucas RAYNAL7.1 Introduction 1757.2 The role of prior knowledge in analogy 1767.2.1 Analogy: encoding, retrieval and mapping 1767.2.2 Prior knowledge and encoding 1787.2.3 Prior knowledge and analogical retrieval 1817.2.4 Prior knowledge and mapping 1847.3 Cognitive flexibility as a key process in analogy-making 1887.3.1 The abstract recoding process 1887.3.2 Abstract recoding and the implementation of challenging analogies 1907.3.3 Comparison to promote flexibility and analogy 1937.4 Conclusion 1957.5 References 196Chapter 8 Context, Content Effects and Flexibility 203Hippolyte GROS and Katarina GVOZDIC8.1 Introduction 2038.2 Context, concepts and flexibility 2058.2.1 The categorical ambiguity of concepts 2058.2.2 The role of prior knowledge 2078.3 Representing situations and tasks 2098.3.1 Problem solving in the service of the study of reasoning 2098.3.2 The notion of problem representation 2108.3.3 Content effects as mediators of flexibility? 2148.3.4 Robust influences 2168.4 Semantic recoding and cognitive flexibility 2198.4.1 Semantic recoding, a lever for flexibility in school? 2198.4.2 New perspectives to explore 2228.5 Conclusion 2248.6 References 226List of Authors 233Index 235

O autorze

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.