By Tan Oon Seng and Alice Seok-Hoon Seng
Cognitive modifiability is a thorough thought in response to the assumption that people benefit from the infrequent capability of turning into changed in quite a few cognitive skills (Feuerstein, 1980), i.e., we turn into very adaptive to the altering calls for in lifestyles occasions. The modifiability of cognition is additional supported through contemporary study and improvement within the fields of neuroscience and studying sciences. a variety of cognitive modifiability study experiences and courses, provided during this ebook, truly display how such confident alterations and improvement can happen. those cutting edge and powerful techniques are grounded in cognitive theories. The debts of those experiences have been written to supply beneficial info on academic interventions and the dynamic studying procedure vital for tutorial fulfillment. This publication adopts the multidisciplinary process with contributions from a number of famous learn associations. The discussions are dependent below components: cognitive modifiability in studying and cognitive modifiability in evaluate. each one half offers a suite of reviews with examples from the laboratory in addition to from longitudinal reviews. The individuals are from a world pool of hugely skilled and certified researchers and practitioners.
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Additional resources for Cognitive Modifiability in Learning and Assessment: International Perspectives
Gathercole, S. , & Pickering, S. J. (2000a). Assessment of working memory in six- and seven-year-old children. Journal of Educational Psychology, 92, 377–390. Gathercole, S. , & Pickering, S. J. (2000b). Working memory deﬁcits in children with low achievements in the national curriculum at 7 years of age. British Journal of Educational Psychology, 70, 177–194. Gathercole, S. , Pickering, S. , & Wearing, H. (2004). The structure of working memory from 4 to 15 years of age. Developmental Psychology, 40, 177–190.
2004), we focused on the relationship between working memory, literacy, non-verbal IQ, and performance on algebraic word problems. 7 years) located in the central and western zones of Singapore participated in the study. All pupils were functionally bilingual with the majority of children having received 7 years of schooling in English. All children were administered (1) the Working Memory Test Battery for Children (WMTB-C, Pickering & Gathercole, 2001), (2) a literacy battery, consisting of subtests from the Wechsler Objective Reading and Language Dimensions (Rust, 2000) and the vocabulary subtest of the Wechsler Intelligence Scale for Children—Third Edition (WISC III, Wechsler, 1991), (3) a non-verbal IQ test (block design from the WISC-III, and (4) a mathematical test consisting of ten algebraic word problems.
Working Memory and Cognitive Modiﬁcation 37 Ng, S. , & Lee, K. (2004). Model method—A window into pupils’ mental worlds. Manuscript in preparation. Passolunghi, M. , & Siegel, L. S. (2001). Short-term memory, working memory, and inhibitory control in children with diﬃculties in arithmetic problem solving. Journal of Experimental Child Psychology, 80, 44–57. Passolunghi, M. , & De Liberto, S. (1999). Working memory and intrusions of irrelevant information in a group of speciﬁc poor problem solvers.
Cognitive Modifiability in Learning and Assessment: International Perspectives by Tan Oon Seng and Alice Seok-Hoon Seng