Spiro & Jehng (1990, p. 165) state: "By cognitive flexibility, we mean the ability to spontaneously restructure one's knowledge, in many ways, in adaptive response to radically changing situational demands…This is a function of both the way knowledge is represented (e.g., along multiple rather single conceptual dimensions) and the processes that. Cognitive flexibility theory stresses the importance of multiple contexts in which the knowledge to be acquired is embedded. The theory is particularly relevant for research on expertise, because it mainly deals with advanced knowledge acquisition in ill-structured domains.
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Cognitive Flexibility Theory is thus contextualized as an instructional prescription to help students achieve more deep learning in authentic ill-structured contexts, to be able to think about this new knowledge flexibly, and to be able to apply this new knowledge to novel situations (Spiro et al., 1992). Cognitive flexibility [note 1] is an intrinsic property of a cognitive system often associated with the mental ability to adjust its activity and content, switch between different task rules and corresponding behavioral responses, maintain multiple concepts simultaneously and shift internal attention between them. [1] The main principles of the Cognitive Flexibility Theory are: Knowledge is "context-dependent". Knowledge cannot be perceived out of context. It is the context that allows learners to see any possible relationships between various components of the subject matter presented. Cognitive flexibility, the readiness with which one can selectively switch between mental processes to generate appropriate behavioral responses, develops in a protracted manner and is compromised in several prevalent neurodevelopmental disorders.
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Again, CFT is a theory which emphasizes an adaptively creative response to new situations, rather than the more mechanical following of routinized schemes that already exist in memory. • Goal 3: Changing underlying ways of thinking. CFT seeks not just to change the specific Societal Implications of Cognitive Flexibility Theory and Its Approach to Deliberately and Rapidly Developing Adaptive Skill: Preparation for Twenty-First-Century Jobs and Addressing Grand Social Challenges Societal Implications of Cognitive Flexibility Theory and Its Approach to Deliberately and Rapidly Developing Adaptive Skill:. Cognitive Flexibility Theory: Advanced Knowledge Acquisition in Ill-Structured Domains Authors: Rand Spiro Michigan State University Richard Lorne Coulson Clayton State University Paul J.. A theoretical orientation for more successful advanced knowledge acquisition in ill-structured domains, cognitive flexibility theory is sketched, which emphasizes the use of multiple mental and pedagogical representations and the need for participatory learning, tutorial guidance, and adjunct support for aiding the management of complexity. dvanced knowledge acquisition in a subject area is.
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Preparing to deal with such a world requires instructional features that promote and support the skill in the management of real-world complexity and the ability to deal adaptively with novel, ill-defined problems. Those have always been the main goals of Cognitive Flexibility Theory (CFT; Spiro et al. 1988, 1992, 2017, 2019; Spiro and Jehng 1990). Cognitive flexibility: theory, assessment, and treatment 2000;21 (2):121-32; quiz 133. doi: 10.1055/s-2000-7560. 10.1055/s-2000-7560 Adaptation, Physiological / physiology Cognition Disorders* / diagnosis Cognition Disorders* / etiology Cognition Disorders* / therapy Frontal Lobe / physiopathology* Head Injuries, Closed / complications
Cognitive flexibility refers to the ability to switch between thinking about two different concepts or to think about multiple concepts simultaneously. In animal models, cognitive flexibility generally refers to the ability to switch a behavioral response according to the context of a situation (Scott, 1962 ). "Cognitive Flexibility Theory is about preparing people to select, adapt, and combine knowledge and experience in new ways to deal with situations that are different than the ones they have encountered before," says Spiro, a professor of learning, technology and culture in the Department of Counseling, Educational Psychology and Special Edu.
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Cognitive flexibility or theory of mind (ToM) encompass aspects of cognition that allow us to psychologically approach new social interactions with openness knowing that our experience will be influenced by the others' state of mind. Cognitive flexibility also allows us to tolerate uncertainty when we interact with others. Cognitive flexibility refers to the ability to quickly reconfigure our mind, like when we switch between different tasks. This review highlights recent evidence showing that cognitive flexibility can be conditioned by simple incentives typically known to drive lower-level learning, such as stimulus-response associations.
