defined as the ability to switch one’s thinking (cognition) (or train of thought) as an adaptation to the demands of stimuli Various thematic elements can criss-cross numerous cases that seem quite dissimilar in an overt context but add to the learner\u2019s cognitive development.”, “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. “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. In T. M. Duffy & D. H. Jonassen (Eds. The cognitive flexibility theory was created by Rand J. Spiro, Richard L. Feltovitch and Paul J. Coulson. 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. “Cognitive Flexibility Theory” in Discourses on Learning in Education. Davis, B., & Francis, K. (2020). Please cite this article as: 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). Jonassen, Ambruso & Olesen (1992) describe an application of cognitive flexibility theory to the design of a hypertext program on transfusion medicine. When students are working through problem-solving activities they might have to apply multiple concepts or ways of thinking to find a solution. In particular, multidimensional and nonlinear hypertext systems, if appropriately designed to take into account all of the considerations discussed above, have the power to convey ill-structured aspects of knowledge domains and to promote features of cognitive flexibility in ways that traditional learning environments (textbooks, lectures, computer-based drill) could not (although such traditional media can be very successful in other contexts or for other purposes). The Cognitive Flexibility Theory was introduced by Spiro and Jehng in 1990. Information and translations of Cognitive flexibility in the most comprehensive dictionary definitions resource on the web. Gratitude as a positive emotion can broaden the scopes of attention and cognition; by expanding an individual’s focus to process a wide range of information. © 2021 Copyright Discourses on Learning in Education. In other words, learners must be flexible in their understanding of a topic to apply important concepts.”. The Cognitive Flexibility Theory, introduced by Spiro, Feltovich, and Coulson in 1988, is about how learning takes place in “complex” and “ill-structured domains”. 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. This article is filled with a lot of background information to help you to build a strong foundation. Let's identify the key elements of cognitive flexibility theory. The goal is for the learner to understand the interconnection of domain concepts and to avoid "oversimplification" and "rigid" thinking regarding the content area. Cognitive Flexibility theory and education, Cognitive Flexibility Theory and Educational Technology, “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. Cognitive flexibility theory, which was introduced in 1988, examines how learners adapt to changing situations. Attempts at validation lead majority members to discover new dimensions of the-S (),, AND. Developed in late 80's by Dr. Rand Spiro (educational psychologist @ Michigan State University) What is it? Boger-Mehall, Stephanie R. Cognitive Flexibility Theory: Implications for Teaching and Teacher Education. Cognitive Flexibility Theory focuses on the nature of learning in complex and ill structure domain. ), Cognition, education, and multimedia: Exploring ideas in high technology (pp. Why the risk of cognitive flexibility is lack of identity? According to Spiro (1992): Any effective approach to instruction must simultaneously consider several highly intertwined topics, such as: Therefore: see Cognitive flexibility hypertexts but also case-based learning. This article or chapter is incomplete and its contents need further attention. Research on the Cognitive Flexibility Theory … 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. 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). & Jehng, J. C. (1990). What is … Knowledge is … repertoire of established facts, Knowing is … flexible application of understandings, Learner is … a meaning-maker (individual). , Douglas M. Harvey, Leslie Moller ( 2004 ) acquisition led us in... Built into their school day restricted access, the educational technology and digital learning wiki and medicine as aid... M. 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