Literaturnachweis - Detailanzeige
| Autor/in | Phye, Gary D. |
|---|---|
| Titel | Individual Differences Assessment of Prior Knowledge (Both Semantic and Episodic) as Predictor of Cognitive Flexibility |
| Quelle | (2017), (18 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Semantics; Problem Solving; Retention (Psychology); Cognitive Ability; Memory; Prior Learning; Short Term Memory; Learning Processes; Task Analysis; Individual Differences; Undergraduate Students; Models; Teaching Methods |
| Abstract | Within the context of complex cognitive processing and educational interventions, Woolfolk (2016) makes reference to problem solving acquisition, problem solving retention, and problem solving transfer. In each of the aforementioned types of problem solving activities, problem identification and problem representation (reflecting procedural knowledge) are critical cognitive competencies reflecting individual differences. A case is made for including an individual differences approach (longitudinal cohort) in combination with experimental and quasi-experimental data collection designs in the systematic study of problem solving, of which cognitive flexibility is critical. Problem solving can be approached from two quite different perspectives. On the one hand, an instructional perspective focuses on the teaching of new knowledge. On the other hand, once appropriate knowledge has been acquired and is a permanent part of a person's knowledge base, the focus changes to a consideration of how to assess a person's ability to use that knowledge strategically in a new or novel problem solving situation (Presenter B, 1992, 2001, 2005, Under review) that may require flexibility in thinking. This is essentially an assessment or measurement issue. While a better understanding of retrieval processing under various instructional conditions is very important, it does not enhance our understanding of the cognitive competencies that successful problem solvers' bring to the task, including searching the appropriate knowledge base. In the current problem solving literature what has been lost is the question, "where have I seen this or read about it"? The decision to include evidence from both episodic and semantic memory search is that the first stage in the problem solving process is problem identification. This initiates a search of autobiographical memory for any declarative or procedural knowledge that furthers the second stage problem representation. This requires not only a search of semantic memory for prior knowledge, but a search that is also based on successful problem solvers' going "back in time" and taking advantage of episodic memory encoding (autobiographical memory), as well as semantic memory encoding. Implications for instruction will be elaborated at the presentation. (As Provided). |
| Anmerkungen | AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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