Mapping Mind-Brain Development: Towards a Comprehensive Theory

Spanoudis, George; Δημητρίου, Ανδρέας

doi:10.3390/jintelligence8020019

Cited by 20 publications

(13 citation statements)

References 183 publications

(143 reference statements)

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“…It may sound reassuring and confirming how research results on mind development and its brain correlates ( Spanoudis and Demetriou 2020 ) can unite the development of arithmetic skills and their accompanying metacognitive processes. Arithmetic operations belong to the realm of domain-specific skills, and due to the development of the mental representations and their corresponding brain regions, by the age of six, most children are ready for acquiring new representations.…”

Section: Educationally Relevant Answers In the Field Of Arithmetic Pe...mentioning

confidence: 61%

“…The observable change in the brain activity, i.e., changes in the mind–brain correlates, makes the transition from the first to the second level especially interesting and special. Spanoudis and Demetriou ( 2020 ) identified domain-specific brain networks that are specialized regions associated with various mental processes. The development of brain networks for domain-specific mental processes (such as quantitative reasoning, which is the fundamental basis for arithmetic performance) takes place early.…”

Section: Educationally Relevant Answers In the Field Of Arithmetic Pe...mentioning

confidence: 99%

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Metacognitive and Non-Metacognitive Processes in Arithmetic Performance: Can There Be More than One Meta-Level?

Csíkos

2022

J. Intell.

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The nature of the development of arithmetic performance has long been intensively studied, and available scientific evidence can be evaluated and synthesized in light of Nelson and Narens’ model of metacognition. According to the Nelson–Narens model, human cognition can be split into two or more interrelated levels. Obviously, in the case of more than two levels, cognitive processes from at least one level can be described as both meta- and object-level processes. The question arises whether it is possible that the very same cognitive processes are both controlled and controlling. The feasibility of owning the same cognitive processes—which are considered the same from an external point of view of assessment—as both meta- and object-level processes within the same individual opens the possibility of investigating the transition from meta-level to object-level. Modeling cognitive development by means of a series of such transitions calls forth an understanding of possible developmental phases in a given domain of learning. The developmental phases of arithmetic performance are described as a series of transitions from arithmetical facts to strategies of arithmetic word problem solving. For school learning and instruction, the role of metacognitive scaffolding as a powerful educational approach is emphasized.

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Section: Educationally Relevant Answers In the Field Of Arithmetic Pe...mentioning

confidence: 61%

Section: Educationally Relevant Answers In the Field Of Arithmetic Pe...mentioning

confidence: 99%

Metacognitive and Non-Metacognitive Processes in Arithmetic Performance: Can There Be More than One Meta-Level?

Csíkos

2022

J. Intell.

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“…Deficiencies in self-directed attention may cause difficulties in aligning representations according to a goal, undermining the abstraction of relations. Deficiencies in awareness and production of representations may handicap attention-guided alignment and rule induction related to the gic to glc transition (Demetriou et al, 2021;Spanoudis & Demetriou, 2020). These deficiencies may relate to genetic, brain, and social factors, which are beyond the present concerns.…”

Section: Development Of Cognitionmentioning

confidence: 84%

Cognitive and Personality Predictors of School Performance from Preschool to Secondary School: An Overarching Model

Δημητρίου¹,

Spanoudis²,

Christou³

et al. 2022

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In this article, existing research investigating how school performance relates to cognitive, self-awareness, language, and personality processes is reviewed. We outline the architecture of the mind, involving a general factor, g, that underlies distinct mental processes (i.e., executive, reasoning, language, cognizance, and personality processes). From preschool to adolescence, g shifts from executive to reasoning and cognizance processes; personality also changes, consolidating in adolescence. There are three major trends in the existing literature: 1) All processes are highly predictive of school achievement if measured alone, each accounting for ~20% of its variance; 2) When measured together, cognitive processes (executive functions and representational awareness in preschool and fluid intelligence after late primary school) dominate as predictors (over ~50%), drastically absorbing self-concepts and personality dispositions that drop to ~3-5%; and 3) Predictive power changes according to the processes forming g at successive levels: attention control and representational awareness in preschool (~85%); fluid intelligence, language, and working memory in primary school (~53%); fluid intelligence, language, self-evaluation, and school-specific self-concepts in secondary school (~70%). Stability and plasticity of personality emerge as predictors in secondary school. A theory of educational priorities is proposed, arguing that (a) executive and awareness processes; (b) information management; and (c) reasoning, self-evaluation, and flexibility in knowledge building must dominate in preschool, primary, and secondary school, respectively.

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“…Deeper understanding may result from new information being deeply connected to many memories by attentional function [21][22][23] . Working memory training also improves reading comprehension 24 .…”

Section: Discussionmentioning

confidence: 99%

Reading on smartphone causes sigh inhibition with brain overactivity and comprehension decline

Honma

Masaoka

Iizuka

et al. 2021

Preprint

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Electronic devices have become an indispensable part of our lives, while negative aspects have been reported. One downside is that reading comprehension is reduced when reading from electronic device, but the cause of this is unclear. In this study, we investigated a cause for the decline in comprehension by simultaneously measuring respiration and brain activity during reading from a smartphone medium, on thirty-four healthy individuals. Here we found that, compared to a paper medium, reading from the smartphone elicits a suppression of sigh, brain overactivity in prefrontal cortex, and decline in reading comprehension. Furthermore, a path analysis suggests that interactive relationship between sigh inhibition and overactivity in prefrontal cortex causes the comprehension decline. These findings provide new insight into a respiration-mediated mechanism of cognitive function.

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Mapping Mind-Brain Development: Towards a Comprehensive Theory

Cited by 20 publications

References 183 publications

Metacognitive and Non-Metacognitive Processes in Arithmetic Performance: Can There Be More than One Meta-Level?

Metacognitive and Non-Metacognitive Processes in Arithmetic Performance: Can There Be More than One Meta-Level?

Cognitive and Personality Predictors of School Performance from Preschool to Secondary School: An Overarching Model

Reading on smartphone causes sigh inhibition with brain overactivity and comprehension decline

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