Découverte de solution et flexibilité cognitive

Abstract

A la lumière des recherches menées en éducation et en psychologie cognitive, ce chapitre traite du rôle de la flexibilité dans la découverte de solution. Il explore les liens entre flexibilité, créativité et performances académiques. Il souligne l’intérêt pour les apprentissages scolaires d’élaborer et dévaluer des dispositifs éducatifs favorisant la flexibilité et la créativité.

Goal choice in preschoolers is influenced by context, cognitive flexibility, and metacognition

“…This conceptual understanding of the task implies anticipating several points of view on the task in order to choose the optimal strategy, independently of the signals from the environment. It thus implies more spontaneous flexibility which manifests itself by a disengagement from the action, this disengagement representing a change which is not constrained by the situation, but on the contrary, anticipated by the individual ( Clément, 2006 , 2021 ).…”

Cognitive Flexibility Or Flexibilities? Insights From A Classroom Study.

“…It should be noted, however, that these conclusions stem from generalizations drawn from observations gathered using a narrow range of cognitive flexibility tasks. Indeed, many behaviors are deemed flexible (including adapting responses to a rule change, problem-solving, generating new ideas, word learning, Deák, 2003;Clément, 2009;Ionescu, 2012), but as noted by Clément (2022), rule-shifting and switching paradigms were designed with the aim to train and assess a general ability, not the full extent of what cognitive flexibility actually is. Implicitly, these tasks operate under the assumption that cognitive flexibility is a domaingeneral process relying on set shifting (the shift of attention between two tasks).…”

“…It requires divergent thought. Reactive flexibility is mostly assessed with the switching and rule-shifting tasks described above, while spontaneous flexibility is typically grasped with divergent thinking and verbal fluency paradigms (Clément, 2009(Clément, , 2022Eslinger & Grattan, 1993). Divergent thinking tasks require imagining a variety of new uses for an object commonly used for a specific purpose (e.g., a brick, a pencil, a hanger, Gilhooly et al, 2007).…”

“…In our constantly changing environment, adapting behaviors to varying external demands is an everyday challenge. By directing attention to relevant contextual information, cognitive flexibility makes it possible to change one's way of thinking, to adapt to new circumstance, and to modify representations or strategies according to different goals (e.g., Chevalier et al, 2012;Clément, 2009;Deák, 2003;Diamond, 2013;Ionescu, 2012Ionescu, , 2017Miyake et al, 2000;Zelazo et al, 2003). For instance, adapting to a change of instructions while performing a task, grasping an unexpected opportunity, or coming up with an original idea, are adaptive behaviors that all rely on cognitive flexibility.…”

“…Cognitive flexibility has been shown to support the development of several skills from a young age, such as creative thinking (e.g., Arán Filippetti & Krumm, 2020;Ebersbach & Hagedorn, 2011;Pan & Yu, 2018;Runco, 2004), lexical and conceptual knowledge (e.g., Blaye & Bonthoux, 2001;Blaye & Maintenant, 2008;Deák, 2003;Duvignau et al, 2007), problem solving (Clément, 2009(Clément, , 2022Gros, Thibaut, & Sander, 2020;Raynal, 2022;Zelazo & Frye, 1998), as well as many aspects of school achievement such as mathematics, reading, and literacy (e.g., Arán Filippetti & Richaud, 2017;Bull & Scerif, 2001;Gros & Gvozdic, 2022;Iacono, Gros, & Clément, 2022;Titz & Karbach, 2014;Yeniad et al, 2013). For instance, it has been suggested that cognitive flexibility development contributes to reading fluency in early readers by helping them to switch between phonological and semantic word properties (Cartwright et al, 2019).…”