Embedding cognizance in intellectual development

Mapping the Dimensions of General Intelligence: An Integrated Differential-Developmental Theory

“…They influence inductive reasoning more than deductive and spatial reasoning. Moreover, this effect was primarily mediated by working memory [Spanoudis et al, 2015].…”

“…In this phase, children also recognize that knowledge may be constructed by inferential extrapolation as well (i.e., I know because I can reason on what I saw, heard, etc.). Thus, in this phase, cognizance of the inferential aspects of knowledge takes over as the mediator between attention control and working memory, on the one hand, and reasoning, on the other [Spanoudis, Demetriou, Kazi, Giorgala, & Zenonos, 2015]. However, at this age, children do not yet explicitly differentiate between mental functions, such as memory and reasoning, nor do they explicitly associate each with specific processes (rehearsal vs. inference).…”

“…This is possible at 8-10 years [Paulus, Tsalas, Proust, & Sodian, 2014], when there is an explosion of awareness of the mental world. Children in this phase differentiate between the metaphorical and literal meaning of verbal statements [Olson & Astington, 2013], master second-order theory of mind (e.g., "I know that George knows that Mary knows that …" [Wellman, 2014]), and recognize that lags in knowledge may be compensated by inference (e.g., "He sorted by color, so blue objects would be in the blue box" [Spanoudis et al, 2015]). …”

“…Thus, this condition addressed awareness of inductive extrapolation as a source of knowledge. That is, that this not-seen-before object must be in a same-colour box, given that the figure is placing objects in same-colour boxes [for details, see Demetriou & Spanoudis, 2018;Spanoudis et al, 2015]. Bottom-up and top-down mediation of cognizance between processing efficiency and reasoning was modelled in the fashion described above for children 4-6 and 7-10 years old.…”

Constructivist developmental theory is needed in developmental neuroscience

“…Piaget would have equated constructivist learning with 'psychogenetic/developmental intelligence,' a construct that, for him, had four main causal factors: maturation; specific learning; general/social learning; and equilibration. Demetriou and colleagues 67,68 call 'Cognizance' a related encompassing construct that, unlike Piaget's own, seems to give primary causal power to consciousness. The analysis of causal organismic factors has been a concern of developmental constructivists, Demetriou among them.…”