The model of hierarchical complexity as a measurement system.

Commons, Michael Lamport; Gane-McCalla, Robin; Barker, Cory; Li, Eva Yujia

doi:10.1037/h0100583

Cited by 29 publications

(44 citation statements)

References 21 publications

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“…It is hard to define solely as 'neo-Piagetian' the many trends which have subsequently been described in adult development research. Some of the models definitely ascribe alternative conceptualizations to Piaget, with descriptions of hierarchically advanced levels of complexity of thinking (Commons et al 2014), or with hierarchies of skills (Mascolo and Fischer 2015). These two models may be most well adapted for a description of cognitive development into adulthood.…”

Section: Discussionmentioning

confidence: 99%

“…New, neo-Piagetian models have been created to refine the complexity of actions or skills, explicating more or less dependency on the Piagetian theory (e.g. Commons et al 2014; e.g. Mascolo and Fischer 2015).…”

Section: Research Building On and Diverging From Jean Piaget's Theorymentioning

confidence: 99%

“…Perry's research and the problems and weaknesses in Piagetian theory outlined above have brought up many new models, and a new adult developmental stage, known as 'postformal thinking' , has been assumed to exist. 4 Besides the already mentioned Mascolo and Fischer (2015) and Commons (Commons et al 2014) models, the most important of these new models currently are those put forward by Michael Basseches (1984), Gisela Labouvie-Vief (2015), Robert Kegan (1982Kegan ( , 1994 and Sinnott (2011-see also Young 2011. Each of them has essentially its own definition and constructions, but scholars claim they basically share a similar threephase assumption of development following Perry's model (absolutism, relativism and dialectical thinking) (Kramer 1983, Marchand 2001.…”

Section: Postformal Thinking: Relativistic-dialectical Thoughtmentioning

confidence: 99%

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From causal thinking to wisdom and spirituality: some perspectives on a growing research field in adult (cognitive) development

Kallio

2015

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This article concentrates on the latest international trends in the research on psychological development of adults, and especially on the development of cognition. The field of research has been very fragmented, and researchers have kept creating new models one after another to describe their own lines of thought and also seeking for empirical evidence for their models. This has created a rather equivocal picture of the phenomenon itself. The present article attempts to identify the historical roots of the field, and introduces descriptive factors that could conceptually determine the gist of the phenomenon. In this context we will discuss, mainly, research going back to Piaget and Perry, epistemic development, integration of emotion and cognition, plus diverse research in the fields of wisdom and spirituality. The main claim is that these models follow similar a tendency towards holism and progress towards integrative thinking on various domains and fields of human psyche.

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Section: Discussionmentioning

confidence: 99%

Section: Research Building On and Diverging From Jean Piaget's Theorymentioning

confidence: 99%

Section: Postformal Thinking: Relativistic-dialectical Thoughtmentioning

confidence: 99%

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From causal thinking to wisdom and spirituality: some perspectives on a growing research field in adult (cognitive) development

Kallio

2015

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“…Using the MHC, Commons and colleagues have shown that there are 17 OHCs [7]. The numbering of the orders and behavioral-developmental stages correspond with each other [8].…”

Section: The Model Of Hierarchical Complexitymentioning

confidence: 99%

“…Participants are required to view a table depicting what has already happened (informational episodes) and then make predictions about what will happen in a new episode. Based on this method of construction, the DMI then consisted of tasks at the Preoperational Order 7, Primary Order 8, Concrete Order 9, Abstract Order 10, Formal Order 11, Systematic Order 12, Metasystematic Order 13, and Paradigmatic Order 14 in the MHC [7].…”

Section: The Decision-making Instrumentmentioning

confidence: 99%

Using Matching “Smarts” and Interest to Successfully Address Depression Caused by Existential Crisis

Commons¹,

Shah²,

Keffer³

2020

Cognitive Behavioral Therapy - Theories and Applications

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This chapter outlines the background, nature, and explanations of existential crises. An unresolved existential crisis commonly causes depression. Crises occur in periods throughout the life cycle. They usually involve careers, relationships, or identity. The resolution often requires a development of a new stage of intellectual functioning, through which people can reflect on their interests and stage. The Existential Crisis Assessment measures severity of an existential crisis. A factor analysis showed the most important items in a person's existential crisis. My life, life in the universe, and relationships were the most important factors determining the severity of a person's existential crisis. The first solution is to match a person to a career. Another solution is to match one person to another. Three scales are used to match people to careers and partners: (1) decision-making measures how well a person addresses tasks of increasing difficulty; (2) perspective-taking predicts how well a person understands behavior of self and others; (3) core complexity interest scale identifies the reinforcement value of engaging. A further solution is that of cognitive behavioral therapy that can be used to both treat depression and offer training on social perspective-taking, a key ingredient to resolving one's crisis.

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Authorised cheat sheets in undergraduate biology: Using pictographic organisers to foster student creative cognition

Oliveira

Brown

Day

et al. 2022

Review of Education

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Science student development of creative thinking ability is not sufficiently promoted and can even be inadvertently discouraged by current methods of instruction. Aimed at addressing this issue, the present study examined an undergraduate biology course in which scientific content instruction and creative drawing were integrated through use of authorised cheat sheets (personalised visual aids that students draw to bring for consultation during course examinations). Through a mixed‐method analysis, we sought to identify the forms of student cognition that resulted, and how effective this pedagogical strategy was in promoting student creativity. Results indicate predominance of intermediary levels of student creative performance centred on the alteration of ideas and images encountered during the course (83% of drawings). In contrast, creation of original and novel images was considerably less frequent (only 6% of drawings). Authorised cheat sheets were found to be effective as a pedagogical tool for promoting student creativity in the form of structured imagination. Rather than limitless and unconstrained, the resulting student creativity was structured (constrained) by existing conceptual knowledge. Illuminating the relationship between pedagogical tools in a science classroom and students' emergent creativity, the present study underscores the critical need for educators to support student development as future creative professionals.

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The model of hierarchical complexity as a measurement system.

Cited by 29 publications

References 21 publications

From causal thinking to wisdom and spirituality: some perspectives on a growing research field in adult (cognitive) development

From causal thinking to wisdom and spirituality: some perspectives on a growing research field in adult (cognitive) development

Using Matching “Smarts” and Interest to Successfully Address Depression Caused by Existential Crisis

Authorised cheat sheets in undergraduate biology: Using pictographic organisers to foster student creative cognition

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