Jonassen, Ambruso & Olesen (1992) describe an application of cognitive flexibility theory to the design of a hypertext program on transfusion medicine. of Cognitive Flexibility Theory, see Spiro et al. What does Cognitive flexibility mean? Cognitive Flexibility Theory focuses on the nature of learning in complex and ill structure domain. According to Godshalk et al (2004: 510), Cognitive Flexibility Theory “maintains that instruction in complex, ill-structured domains must allow the learner to "crisscross" the domain knowledge by comparing and contrasting information gained from different perspectives and themes pertinent to the domain. The learning environment presents multiple perspectives on the content, is complex and ill-defined, and emphasizes the construction of knowledge by the learner. This article or chapter is incomplete and its contents need further attention. Meaning of Cognitive flexibility. The construing–constructing distinction is critical, and it became an issue because the French verb construire can be translated as either “to construe” (i.e., to integrate elements to make sense of) or “to construct” (i.e., to build something). Cognitive flexibility has been described as the mental ability to switch between thinking about two different concepts, and to think about multiple concepts simultaneously. Graddy, Duane B. Cognitive Flexibility Theory as a Pedagogy for Web-Based Course Design. Cognitive Flexibility Theory: Themes of Advanced Knowledge Acquisition Where has our research on the problems of advanced knowledge acquisition led us? Cognitive flexibility is strengthened when your brain has more neural pathways and connections. Cognitive Flexibility Theory is a prescriptive instructional design theory which suggests that non-linear learning environments such as hypertext or hypermedia support complex learning and avoidance of oversimplification in learning. The Cognitive Flexibility Theory was introduced by Spiro and Jehng in 1990. Extensive research has been done on this theory, particularly in regards to children and the way they adapt in classroom settings. What is … Cognitive flexibility theory, which was introduced in 1988, examines how learners adapt to changing situations. The Cognitive Flexibility Theory, introduced by Spiro, Feltovich, and Coulson in 1988, is about how learning takes place in “complex” and “ill-structured domains”. Learning is seen in terms of integration of new information into existing structures through processes of internal codification. https://learningdiscourses.com. A synthesized research definition of cognitive flexibility is a switch in thinking, whether that is specifically based on a switch in rules or broadly based on a need to switch one's previous beliefs or thoughts to new situations. Definition of Cognitive flexibility in the Definitions.net dictionary. & Jehng, J. C. (1990). ), Constructivism and the technology of instruction: A conversation (pp. It is the mind’s ability to process new or changing information and the flexibility to change thinking or action to accommodate updated information(Bilgin, 2009, Bock, 2009). In other words, learners must be flexible in their understanding of a topic to apply important concepts.”. The aspect of Cognitive Flexibility Theory that … Spiro and Jehng explained that cognitive flexibility means that students have the ability to restructure their knowledge as a response to the cognitive demands of various learning situations. Davis, B., & Francis, K. (2020). Cognitive flexibility is the human ability to adapt the cognitive processing strategies to face new and unex-pected conditions in the environment (Cañas et al. According to ‘‘conversion theory’’ (Moscovici, 1980), majority members resolve this tension by trying to ‘‘validate’’ the minority position, which involves considering its relation to the issue itself. Cognitive Flexibility Theory (CFT) suggests that deep learning requires learners to engage with new content from multiple perspectives and in flexible ways of thinking. In essence, it’s a theory that strives to determine how the human mind can obtain and manage knowledge and how it restructures our existing knowledge base, based on the new information received. Spiro, R. J., Feltovich, P. J., Jacobson, M. J., & Coulson, R. L. (1992). Gratitude enhances cognitive flexibility through the following mechanisms; The broaden-and-build theory of positive emotions. If you’re unfamiliar with Cognitive Flexibility (CF), it is essentially the brain’s ability and ease to switch one’s thinking (or train of thought) from one task to another in order to respond or adapt to new stimuli. “Cognitive flexibility theory suggests that learners grasp the nature of complexity more readily by being presented with multiple representations of the same information in different contexts. Spiro, R. J. © 2021 Copyright Discourses on Learning in Education. Attempts at validation lead majority members to discover new dimensions of the-S (),, AND. (1987, 1988), Spiro and Jehng (1990) and Feltovich et al. (Sprio, Feltovich, Jacobson & Coulson, 1991). Its primary applications have been literary comprehension, history, biology and medicine. Cognitive flexibility, constructivism, and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains. And in restructured contexts, for various purposes, and from different conceptual perspectives. Cognitive flexibility can be seen from a variety of viewpoints. It reinterprets the relation between language and theory of mind in terms of language-related effects on cognitive flexibility. 163-205). Its primary applications have been literary comprehension, history, biology and medicine. ), Cognition, education, and multimedia: Exploring ideas in high technology (pp. Information and translations of Cognitive flexibility in the most comprehensive dictionary definitions resource on the web. This cognitive theory of learning is systematically applied to an instructional theory, Random Access Instruction, which in turn guides the design of nonlinear computer learning environments we refer to as, http://www.ipfw.edu/as/tohe/2001/Papers/graddy/graddy.htm, http://edutechwiki.unige.ch/mediawiki/index.php?title=Cognitive_flexibility_theory&oldid=21967. The goal is for the learner to understand the interconnection of domain concepts and to avoid "oversimplification" and "rigid" thinking regarding the content area. The goal is for the learner to understand the interconnection of domain concepts and to avoid "oversimplification" and "rigid" thinking regarding the content area. The cognitive flexibility theory was created by Rand J. Spiro, Richard L. Feltovitch and Paul J. Coulson. In T. M. Duffy & D. H. Jonassen (Eds. Despite some disagreement in the literature about how to operationally define the term, one commonality is that cognitive flexibility is a component of executive functioning. By seeing multiple representations of the same phenomenon learners develop the mental scaffolding necessary for considering novel applications within the knowledge domain. Developed in late 80's by Dr. Rand Spiro (educational psychologist @ Michigan State University) What is it? Cognitive flexibility can be seen from a variety of viewpoints. Why the risk of cognitive flexibility is lack of identity? [.... ] Cognitive flexibility hypertext fosters the development of knowledge-transfer skills by confronting the learner with multiple representations of case-events. And knowledge also restrict the recognition of new information into existing structures processes... 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