Cognizance in cognitive development: A longitudinal study

Kazi, Smaragda; Kazali, Elena; Makris, Nikolaos; Spanoudis, George; Δημητρίου, Ανδρέας

doi:10.1016/j.cogdev.2019.100805

Cited by 32 publications

(29 citation statements)

References 58 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In line with this assumption, recent longitudinal evidence showed that cognizance drives developmental momentum of executive and reasoning processes from 4 to 11 years ( Kazi et al 2019 ). Bottom-up mediation is stronger early in development; in the period from about 4 to 7 years, executive processes, attention control, and working memory in particular, generate awareness of mental processes that is used in managing reasoning.…”

Section: Developmentmentioning

confidence: 75%

“…Metarepresentation is a fundamental component of cognizance in that it encapsulates the results of abstraction and alignment into new mental units and encodes them into new representations that may be retrieved as such (e.g., a new word, a new personal mental image, or a new arbitrary symbol). A series of studies suggested that cognizance is an integral component of general intelligence ( Demetriou and Kazi 2006 ), it recycles in development with the cognitive processes dominating in each cycle ( Demetriou et al 2017 ), and it drives transitions across developmental cycles ( Kazi et al 2019 ).…”

Section: Architecturementioning

confidence: 99%

“…Children become explicitly aware of inference as a tool for creating knowledge and linking representations. ( Kazi et al 2019 ). They differentiate between easy and difficult memorization tasks, suggesting awareness of the relation between complexity of representations and learning ( Chevalier and Blaye 2016 ).…”

Section: Developmentmentioning

confidence: 99%

See 2 more Smart Citations

Mapping Mind-Brain Development: Towards a Comprehensive Theory

Spanoudis

Δημητρίου

2020

J. Intell.

Self Cite

View full text Add to dashboard Cite

The relations between the developing mind and developing brain are explored. We outline a theory of intellectual development postulating that the mind comprises four systems of processes (domain-specific, attention and working memory, reasoning, and cognizance) developing in four cycles (episodic, realistic, rule-based, and principle-based representations, emerging at birth, 2, 6, and 11 years, respectively), with two phases in each. Changes in reasoning relate to processing efficiency in the first phase and working memory in the second phase. Awareness of mental processes is recycled with the changes in each cycle and drives their integration into the representational unit of the next cycle. Brain research shows that each type of processes is served by specialized brain networks. Domain-specific processes are rooted in sensory cortices; working memory processes are mainly rooted in hippocampal, parietal, and prefrontal cortices; abstraction and alignment processes are rooted in parietal, frontal, and prefrontal and medial cortices. Information entering these networks is available to awareness processes. Brain networks change along the four cycles, in precision, connectivity, and brain rhythms. Principles of mind-brain interaction are discussed.

show abstract

Section: Developmentmentioning

confidence: 75%

Section: Architecturementioning

confidence: 99%

See 1 more Smart Citation

Mapping Mind-Brain Development: Towards a Comprehensive Theory

Spanoudis

Δημητρίου

2020

J. Intell.

Self Cite

View full text Add to dashboard Cite

show abstract

“…This makes Theory of Mind (ToM) possible (Spanoudis et al, 2015). Children have a ToM when they understand that one's actions relate to one's own representations which derive from one's own perception (Demetriou et al, 2018a;Kazi et al, 2019). Flexibility and abstraction are linked at this age: when children abstract a pattern from several stimuli are also flexible in switching across them.…”

Section: Cognitive Profiles and Priorities Change With Developmentmentioning

confidence: 99%

Bridging Educational Priorities with Developmental Priorities: Towards a Developmental Theory of Instruction

Δημητρίου¹,

Greiff²,

Makris³

et al. 2020

Preprint

Self Cite

View full text Add to dashboard Cite

This paper summarizes a theory of cognitive development and discusses its educational implications. The paper first outlines a set of principles that might allow tuning developmental priorities with educational priorities. It postulates, in contrast to several classic developmental theories, that developmental priorities change with development. It outlines the cognitive profile of four successive developmental cycles and presents evidence showing that developmental priorities change from interaction control in infancy to representational control in preschool to inferential control in primary school to logical truth control in adolescence. Studies are then summarized showing that the cognitive priorities of each cycle are the best predictors of school achievement in this or later cycles. Finally, we outline developmental changes in general problem-solving skills and show that learning in different domains, such as language and mathematics, depends on an interaction between the general cognitive processes dominating in each cycle and the state of the symbol systems associated with this domain. If command of any of these systems is deficient, specific learning deficiencies may emerge, as in dyslexia and dyscalculia. Principles for ameliorating these conditions are outlined.3 4 Bridging Educational Priorities with Developmental Priorities: Towards a Developmental Theory of Instruction delays in grasping and consolidating the concepts and skills of interest (Demetriou & Spanoudis, 2018). We focus on general problem-solving processes and learning and problem solving in two domains, language and mathematics. Table 1 summarizes developmental priorities, educational priorities, and learning goals across age periods and domains, Education has looked for direction and teaching practices in psychological theories since the early 20 th century. The interaction between education and psychology met with both successes and failures. Here, we will not discuss or evaluate in detail psychological theories, which have been important for education in the past. However, we attempt a brief overview of the main ideas drawn from them and evaluate their contribution to the development of education of our time. We will then present a comprehensive model drawing on the successes and failures of the past and capitalizing on recent research.

show abstract

“…According to Piaget's theory of the development of the ability for children to be conveyed that there are stages of the development of the child's ability to learn. According to him, children aged 2-7 years are still in the pre-operational stage at this stage, the child is not able to think abstractly [12]. Therefore, the media will help the message conveyed by the teacher to be more easily accepted by the child.…”

Section: B) Analysis Of Children Characteristicsmentioning

confidence: 99%

Toilet Training Guidebook for the Independent Character in Preschoolers

Adhe¹,

Khotimah²,

Wahyu³

et al. 2019

Proceedings of the 3rd International Conference on Education Innovation (ICEI 2019)

View full text Add to dashboard Cite

This research develops toilet training guidebook with paired storybook. Specifically, this study aims to (1) to develop a toilet training guidebook on the independence of early childhood, (2) to find out the feasibility of developing a toilet training guidebook on the independence of early childhood, (3) to describe the effectiveness of toilet training guidebooks on children's independence early age. This type of research method Research and Development. The subjects in this study were 40 children in 4 Play Groups in Surabaya. Data collection techniques used were interviews, questionnaires, and observations. Based on the results of the study, proper development that used to guide the teacher in choosing an alternative class setting to be used in his class of 84%. Based on the value of the initial field, the main field trials and operational field trials (3,4) of the 1-4 scale, the toilet training manual on early childhood independence to increase children's knowledge about the way children do proper toilet training. The effectiveness of guidebook toilet training are teacher activities scored 85% with very good categories. Student activities showed a score of 86% in the good category. Therefore, this guidebook is worth using to facilitate the toilet training process of early childhood.

show abstract

Cognizance in cognitive development: A longitudinal study

Cited by 32 publications

References 58 publications

Mapping Mind-Brain Development: Towards a Comprehensive Theory

Mapping Mind-Brain Development: Towards a Comprehensive Theory

Bridging Educational Priorities with Developmental Priorities: Towards a Developmental Theory of Instruction

Toilet Training Guidebook for the Independent Character in Preschoolers

Contact Info

Product

Resources

About