The developmental trinity of mind: Cognizance, executive control, and reasoning

Δημητρίου, Ανδρέας; Makris, Nikolaos; Kazi, Smaragda; Spanoudis, George; Shayer, Michael

doi:10.1002/wcs.1461

Cited by 44 publications

(64 citation statements)

References 56 publications

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“…In Piaget's (2001) theory, abstraction is the engine of equilibration, the central mechanism of cognitive development. In our theory, abstraction is part of a tripartite system involving, additionally, alignment processes generating relations feeding abstraction, and cognizance, awareness of mental processes and their products, allowing metarepresentation yielding abstracta (Demetriou et al 2018a). Levels of cognitive development reflect the ontogeny of abstraction.…”

Section: Abstraction In Learning and Developmentmentioning

confidence: 99%

Abstraction: An alternative neurocognitive account of recognition, prediction, and decision making

Reyna

Broniatowski

2020

Behav Brain Sci

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Gilead et al. offer a thoughtful and much-needed treatment of abstraction. However, it fails to build on an extensive literature on abstraction, representational diversity, neurocognition, and psychopathology that provides important constraints and alternative evidence-based conceptions. We draw on conceptions in software engineering, socio-technical systems engineering, and a neurocognitive theory with abstract representations of gist at its core, fuzzy-trace theory.

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Section: Abstraction In Learning and Developmentmentioning

confidence: 99%

Abstraction: An alternative neurocognitive account of recognition, prediction, and decision making

Reyna

Broniatowski

2020

Behav Brain Sci

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“…In more technical language, this factor is defined by a mixture of (i) processing speed, (ii) attention control and flexibility, (iii) working memory, (iv) inductive reasoning allowing generalization and extrapolation of information and deductive reasoning allowing to validly fill in gaps in information based on inference, and (v) cognizance, (i.e., awareness of perceptual and inferential origins of knowledge, awareness of cognitive processes, and self-evaluation) (Demetriou et al, 2018a(Demetriou et al, , 2019bMakris et al, 2017;Spanoudis et al, 2015).…”

Section: Make Connections By Inference If Information Is Missing Anmentioning

confidence: 99%

“…This makes Theory of Mind (ToM) possible (Spanoudis et al, 2015). Children have a ToM when they understand that one's actions relate to one's own representations which derive from one's own perception (Demetriou et al, 2018a;Kazi et al, 2019). Flexibility and abstraction are linked at this age: when children abstract a pattern from several stimuli are also flexible in switching across them.…”

Section: Cognitive Profiles and Priorities Change With Developmentmentioning

confidence: 99%

Bridging Educational Priorities with Developmental Priorities: Towards a Developmental Theory of Instruction

Δημητρίου¹,

Greiff²,

Makris³

et al. 2020

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This paper summarizes a theory of cognitive development and discusses its educational implications. The paper first outlines a set of principles that might allow tuning developmental priorities with educational priorities. It postulates, in contrast to several classic developmental theories, that developmental priorities change with development. It outlines the cognitive profile of four successive developmental cycles and presents evidence showing that developmental priorities change from interaction control in infancy to representational control in preschool to inferential control in primary school to logical truth control in adolescence. Studies are then summarized showing that the cognitive priorities of each cycle are the best predictors of school achievement in this or later cycles. Finally, we outline developmental changes in general problem-solving skills and show that learning in different domains, such as language and mathematics, depends on an interaction between the general cognitive processes dominating in each cycle and the state of the symbol systems associated with this domain. If command of any of these systems is deficient, specific learning deficiencies may emerge, as in dyslexia and dyscalculia. Principles for ameliorating these conditions are outlined.3 4 Bridging Educational Priorities with Developmental Priorities: Towards a Developmental Theory of Instruction delays in grasping and consolidating the concepts and skills of interest (Demetriou & Spanoudis, 2018). We focus on general problem-solving processes and learning and problem solving in two domains, language and mathematics. Table 1 summarizes developmental priorities, educational priorities, and learning goals across age periods and domains, Education has looked for direction and teaching practices in psychological theories since the early 20 th century. The interaction between education and psychology met with both successes and failures. Here, we will not discuss or evaluate in detail psychological theories, which have been important for education in the past. However, we attempt a brief overview of the main ideas drawn from them and evaluate their contribution to the development of education of our time. We will then present a comprehensive model drawing on the successes and failures of the past and capitalizing on recent research.

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“…Specifically, intelligence is a three-level hierarchical structure involving three types of systems: (i) several broad domains of ability, such as spatial, verbal, and quantitative reasoning; (ii) domaingeneral systems of inferential and representational processes, such as fluid intelligence (Gf; basically inductive reasoning allowing processing of similarities and relations at increasing levels of abstraction) and crystallized intelligence (Gc; knowledge and skill systems crystallizing learning and experience that may be activated for understanding and problem solving; (ii) a general factor (g) mainly associated with processing efficiency, attention control, mental flexibility, and working memory (Carroll, 1993;Flynn, 2009;Jensen, 1998;Hunt, 2011). Cognizance was recently added as a major background process of g. This includes self-monitoring of mental and behavioral processes, representation and awareness of them, and systematic modification of them, including metarepresentation which generates new mental and behavioral constructs (Demetriou & Spanoudis, 2018, 2018a, 2018b.…”

Section: The Organization Of Cognition and Personality: Commonalitiesmentioning

confidence: 99%

Mind-Personality Relations from Childhood to Adolescence

Δημητρίου¹,

Spanoudis²,

Žebec³

et al. 2018

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We present three studies which investigated the relations between cognition and personality from 7 to 20 years of age. The first investigated developmental relations between three reasoning domains (inductive, deductive, and scientific) and Eysenck’s four personality dimensions in a design where 260 9-14-year-olds received the cognitive tests 3 and the personality test 2 times. It was found that initial social likeability and extroversion significantly shape developmental momentum in cognition and vice-versa, especially in the 9 to 11 years period. The second study involved 438 participants from 7 to 17 years, tested twice on attention control, working memory, reasoning in different domains, and once by a Big Five Factors inventory. Extending the findings of the first, this study showed that progression in reasoning is affected negatively by conscientiousness and positively by openness, on top of attention control and working memory influences. The third study tested the relations between reasoning in several domains, the ability to evaluate one’s own cognitive performance, self-representation about the reasoning, the Big Five, and several aspects of emotional intelligence, from 9 to 20 years of age (N=247). Network, Hierarchical Network, and Structural Equation modeling showed that cognition and personality are distinct but related, interfaced by the ability of self-knowing. Emotional intelligence was not an autonomous dimension. All dimensions but emotional intelligence influenced academic performance. A developmental model for mind-personality relations is proposed.

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The developmental trinity of mind: Cognizance, executive control, and reasoning

Cited by 44 publications

References 56 publications

Abstraction: An alternative neurocognitive account of recognition, prediction, and decision making

Abstraction: An alternative neurocognitive account of recognition, prediction, and decision making

Bridging Educational Priorities with Developmental Priorities: Towards a Developmental Theory of Instruction

Mind-Personality Relations from Childhood to Adolescence

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