Self-Reflection and the Cognitive Control of Behavior: Implications for Learning

Autor/inn/en	Marcovitch, Stuart; Jacques, Sophie; Boseovski, Janet J.; Zelazo, Philip David
Titel	Self-Reflection and the Cognitive Control of Behavior: Implications for Learning
Quelle	In: Mind, Brain, and Education, 2 (2008) 3, S.136-141 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/j.1751-228X.2008.00044.x
Schlagwörter	Prior Learning; Recognition (Psychology); Item Analysis; Metacognition; Self Control; Cognitive Processes; Task Analysis; Preschool Children; Adults; Learning Processes + Suchen Sie Ihr Suchwort? Vorkenntnisse; Recognition; Wiedererkennen; Itemanalyse; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstbeherrschung; Cognitive process; Kognitiver Prozess; Aufgabenanalyse; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Learning process; Lernprozess
Abstract	In this article, we suggest that self-reflection and self-control--studied under the rubric of "executive function" (EF)--have the potential to transform the way in which learning occurs, allowing for the relatively rapid emergence of new behaviors. We describe 2 lines of research that indicate that reflecting on a task and its affordances helps children to respond flexibly in a more top-down fashion despite interference from prior learning or perceptually salient aspects of the task. Research on A-not-B tasks with infants and young children revealed that postswitch flexibility is an inverted U-shaped function of number of preswitch trials. Overlearning may provide additional opportunities for reflection, in part by freeing up cognitive resources as behavior becomes automatized. Findings from the Flexible Item Selection Task with preschoolers and adults revealed that, although labeling the relevant dimension facilitates performance, performance declines when participants are prohibited from labeling. Labeling one's perspective on a situation not only helps make that perspective an explicit object of consideration, but it may also help children access more abstract conceptual descriptions of a stimulus. Research on EF has broad implications for the way inInfants; which human learning differs from learning in other species and the way in which human learning may change over the course of development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10