Skip to main content
×
×
Home
  • Print publication year: 2005
  • Online publication date: September 2009

9 - Accelerating the development of general cognitive processing

Summary

The problem space

I should preface this chapter by making the context of our work clear. Our main aim over twenty years of working on ‘cognitive acceleration’ has been an educational one, to improve the life chances of large numbers of students in the education system by increasing their ability to think effectively and so increase their general problem-solving ability and their academic achievement. To be sure, in order to achieve this aim we have had to consider in some detail theoretical models of cognition and of cognitive development, and it may be that the empirical results we have obtained will throw some light on these theoretical models, but the development of theory has not been our primary purpose. It follows that this chapter will be somewhat pragmatic and will take an eclectic view of models of cognition, drawing ideas from a number of sources as they appear to offer fruitful avenues towards our goal of devising educational methods for the acceleration of cognitive development.

Furthermore, I should clarify the particular aspects of ‘cognition’ and of ‘acceleration’ which will be addressed. Cognition will be used here quite specifically to refer to general processing capability, that is, a function of the mind which can be applied across all contexts. While it would be difficult to deny the predictive validity of multilevel models of the mind which include context-specific abilities and domain-specific talents as well as a general processing mechanism, it is the last of these which is the particular concern of our cognitive acceleration programmes.

Recommend this book

Email your librarian or administrator to recommend adding this book to your organisation's collection.

Cognitive Developmental Change
  • Online ISBN: 9780511489938
  • Book DOI: https://doi.org/10.1017/CBO9780511489938
Please enter your name
Please enter a valid email address
Who would you like to send this to *
×
REFERENCES
Adey, P., Hewitt, G., Hewitt, J., and Landau, N. (2004). The professional development of teachers: practice and theory. Dordrecht: Kluwer Academic
Adey, P., Robertson, A. and Venville, G. (2001). Let's Think! Slough, UK: NFER-Nelson
Adey, P., Robertson, A. and Venville, G. (2002). Effects of a cognitive stimulation programme on Year 1 pupils. British Journal of Educational Psychology, 72, 1–25
Adey, P. and Shayer, M. (1993). An exploration of long-term far-transfer effects following an extended intervention programme in the high school science curriculum. Cognition and Instruction, 11(1), 1–29
Adey, P. and Shayer, M. (1994). Really raising standards: cognitive intervention and academic achievement. London: Routledge
Adey, P., Shayer, M. and Yates, C. (2001). Thinking science: the curriculum materials of the CASE project (3rd edn). London: Nelson Thornes
Anderson, M. (1992). Intelligence and development: a cognitive theory. London: Blackwell
Antonietti, A., Ignazi, S. and Perego, P. (2000). Metacognitive knowledge about problem-solving methods. British Journal of Educational Psychology, 70, 1–16
Baddeley, A. (1990). Human memory: theory and practice. London: Lawrence Erlbaum
Binet, A. (1909). Les idées modernes sur les enfants. Paris: Ernest Flammarion
Brown, A. L. (1987). Metacognition, executive control, self-regulation and other more mysterious mechanisms. In R. Kluwe and F. Weinert (eds.) Metacognition, motivation and understanding (pp. 65–116). London: Lawrence Erlbaum
Bruer, J. T. (1997). Education and the brain: a bridge too far? Educational Researcher, 26(8), 4–16
Burt, C. (1927). The measurement of individual capacities: a review of the psychology of individual differences. London: Oliver and Boyd
Byrne, R. (1995). The thinking ape: evoloutionary origins of intelligence. Oxford: Oxford University Press
Carroll, J. B. (1993). Human cognitive abilities. Cambridge: Cambridge University Press
Case, R. (1974). Structures and strictures: some functional limits to cognitive growth. Cognitive Psychology, 6, 544–74
Case, R. (1984). The process of stage transition – a neo-Piagetian view. In R. J. Sternberg and W. H. Freeman (eds.) Mechanisms of cognitive development. New York
Case, R. (1985). Intellectual development: birth to adulthood. New York: Academic Press
Case, R. (1992). The role of central conceptual structures in the development of children's scientific and mathematical thought. In A. Demetriou, M. Shayer and A. Efklides (eds.) Neo-Piagetian theories of cognitive development. London: Routledge
Demetriou, A., Christou, C., Spanoudis, G., and Platsidou, M. (2002). The development of mental processing: efficiency, working memory, and thinking. Monographs of the Society for Research in Child Development, 67
Demetriou, A., Gustafsson, J.-E., Efklides, A. and Plastidou, M. (1992). Structural systems in developing cognition, science, and education. In A. Demetriou and M. Shayer and A. Efklides (eds.) Neo-Piagetian theories of cognitive development. London: Routledge
Driver, R., Squires, A., Rushworth, P. and Wood-Robinson, V. (1994). Making sense of secondary science. London: Routledge
Epstein, H. T. (1986). Stages in human brain development. Developmental Brain Research, 30, 114–19
Epstein, H. T. (1990). Stages in human mental growth. Journal of Educational Psychology, 82, 876–80
Gardner, H. (1993). Frames of mind (2nd edn). New York: Basic Books
Greenfield, S. (1995). Journey to the centers of the mind. New York: W. H. Freeman
Greenhough, W. T., Black, J. E. and Wallace, C. S. (1987). Experience and brain development. Child Development, 58, 539–59
Hebb, D. O. (1949). The organization of behavior. New York: John Wiley
Herrnstein, R. and Murray, C. (1994). The Bell curve: intelligence and class structure in American life. New York: Free Press
Inhelder, B. and Piaget, J. (1958). The growth of logical thinking. London: Routledge and Kegan Paul
Inhelder, B. and Piaget, J. (1964). The early growth of logic in the child: a classification and seriation. London: Routledge and Kegan Paul
Jensen, A. (1973). Educability and group differences. London: Methuen
Johnson, M. H. (1993). Brain development and cognition. Oxford: Blackwell
Karmiloff, K. and Karmiloff-Smith, A. (2001). Pathways to language; from fetus to adolescent. Cambridge, MA: Harvard University Press
Kintsch, W. (1998). Comprehension: a paradigm for cognition. Cambridge: Cambridge University Press
Kyllonen, P. (2002). ‘g’: Knowledge, speed, strategies, or working memory capacity? A systems perspective. In R. Sternberg and E. L. Grigorenko (eds.) The general factor in intelligence: how general is it? Mahwah, NJ: Lawrence Erlbaum Associates
Larkin, S. (1999). An exploration of metacognition in five- and six-year-olds. London: British Psychological Society
Larkin, S. (2001). Creating metacognitive experiences for 5- and 6-year old children. In M. Shayer and P. S. Adey (eds.) Learning intelligence. Buckingham: Open University Presss
Logie, R. H. (1999). Working memory. The Psychologist, 12(4), 174–8
Nelson, K. (1996). Language in cognitive development. Cambridge: Cambridge University Press
Novak, J. (1977). A theory of education. Ithaca: Cornell University Press
Pascual-Leone, J. (1976). On learning and development, Piagetian style. Canadian Psychological Review, 17(4), 270–97
Perkins, D. N. and Saloman, G. (1989). Are cognitive skills context bound? Educational Researcher, 18(1), 16–25
Pfundt, H. and Duit, R. (1988). Bibliography: students' alternative frameworks and science education (5th edn). Kiel: IPN
Piaget, J. (1977). The development of thought: equilibration of cognitive structures. Oxford: Blackwell
Sánchez, J. M. (1998). Nature and modes of metacognition. In J. M. Martínez, J. Lebeer and R. Garbo (eds.) Is intelligence modifiable? (pp. 23–48). Madrid: Bruño
Shayer, M. (1996). Long term effects of cognitive acceleration through science education on achievement: November 1996. Centre for the Advancement of Thinking
Shayer, M. and Adey, P. (eds.) (2002). Learning intelligence: cognitive acceleration across the curriculum from 5 to 15 years. Milton Keynes: Open University Press
Shayer, M., Küchemann, D. and Wylam, H. (1976). The distribution of Piagetian stages of thinking in British middle and secondary school children. British Journal of Educational Psychology, 46, 164–73
Shayer, M. and Wylam, H. (1978). The distribution of Piagetian stages of thinking in British middle and secondary school children. II – 14- to 16-year olds and sex differentials. British Journal of Educational Psychology, 48, 62–70
Smith, L. (1992). Necessary knowledge: Piagetian perspectives on constructivism. London: Lawrence Erlbaum
Styles, I. (1995). Evidence of phrenoblysis. Perth, WA: Murdoch University
Styles, I. and Andrich, D. (1997). Faire le lien entre variables psychométriques et variables cognitivo-développementales régissants le fonctionnement intellectuel. Psychologie et Psychométrie, 18(2/3)
Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press