Effects of brain-based instruction on executive function and habits of mind among young children at-risk for learning disabilities

Rasheed, Loul Saleh Al; Hanafy, Ali Abdelnabbi Mohamed

doi:10.1080/21622965.2022.2161904

Cited by 2 publications

(1 citation statement)

References 30 publications

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“…In order to apply mental frameworks both teachers and students must be agile and willing. Cognitive flexibility is an executive function that enables individuals to adjust their thoughts and behaviors to meet changing situational demands and has been identified as a necessary skill for personal and professional success in the 21st century (Diamond, 2013;Saleh, 2019;Van Laar et al, 2020;González-Pérez and Ramírez-Montoya, 2022). In an educational context, flexible thinking enables learners to transfer knowledge to new situations, adapt to different learning environments, and find novel solutions (Diamond, 2013).…”

Section: Flexible Thinking Via Executive Functionsmentioning

confidence: 99%

A Theory of Mental Frameworks

Tokuhama-Espinosa,

Simmers,

Batchelor

et al. 2023

Front. Psychol.

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Problem-solving skills are highly valued in modern society and are often touted as core elements of school mission statements, desirable traits for job applicants, and as some of the most complex thinking that the brain is capable of executing. While learning to problem-solve is a goal of education, and many strategies, methodologies, and activities exist to help teachers guide the development of these skills, there are few formal curriculum structures or broader frameworks that guide teachers toward the achievement of this educational objective. Problem-solving skills have been called “higher order cognitive functions” in cognitive neuroscience as they involve multiple complex networks in the brain, rely on constant rehearsal, and often take years to form. Children of all ages employ problem solving, from a newborn seeking out food to children learning in school settings, or adults tackling real-world conflicts. These skills are usually considered the end product of a good education when in fact, in order to be developed they comprise an ongoing process of learning. “Ways of thinking” have been studied by philosophers and neuroscientists alike, to pinpoint cognitive preferences for problem solving approaches that develop from exposure to distinct models, derived from and resulting in certain heuristics used by learners. This new theory paper suggests a novel understanding of the brain’s approach to problem solving that structures existing problem-solving frameworks into an organized design. The authors surveyed problem-solving frameworks from business administration, design, engineering, philosophy, psychology, education, neuroscience and other learning sciences to assess their differences and similarities. This review lead to an appreciation that different problem-solving frameworks from different fields respond more or less accurately and efficiently depending on the kinds of problems being tackled, leading to our conclusion that a wider range of frameworks may help individuals approach more varied problems across fields, and that such frameworks can be organized in school curriculum. This paper proposes that explicit instruction of “mental frameworks” may help organize and formalize the instruction of thinking skills that underpin problem-solving–and by extension–that the more such models a person learns, the more tools they will have for future complex problem-solving. To begin, this paper explains the theoretical underpinnings of the mental frameworks concept, then explores some existing mental frameworks which are applicable to all age groups and subject areas. The paper concludes with a list of five limitations to this proposal and pairs them with counter-balancing benefits.

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Section: Flexible Thinking Via Executive Functionsmentioning

confidence: 99%

A Theory of Mental Frameworks

Tokuhama-Espinosa,

Simmers,

Batchelor

et al. 2023

Front. Psychol.

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Neurodevelopmental Language Disorders in School Context

Zerva,

Koundourou

2023

Developmental Language Disorders in Childhood and Adolescence

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Literacy is a basic demand of modern civilization. Educational systems promote reading and writing as a primary requirement of schooling. In children with Νeurodevelopmental Disorders, language development is very often affected, and obstacles emerge that are also strongly reflected in writing and reading skills. The difficulties to develop such skills are identified already from the first years of schooling, they are of great concern to the educational community and the school context is called upon to either manage and support these students or implement appropriate interventions to deal with these difficulties. Especially, in early school years but also later, when students develop metacognitive strategies, teaching plays a crucial role in literacy. The ways of pedagogical management and intervention in children with neurodevelopmental disorders and more specifically with Special Learning Disorders that focus on reading and writing skills are a valuable tool for teachers. This chapter will highlight where the various interventions in the school context should be aimed and how important is the role of Executive Functions.

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Effects of brain-based instruction on executive function and habits of mind among young children at-risk for learning disabilities

Cited by 2 publications

References 30 publications

A Theory of Mental Frameworks

A Theory of Mental Frameworks

Neurodevelopmental Language Disorders in School Context

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