Cognitive Flexibility. Evelyne Clement

      

Table of Contents

      1  Cover

      2  Title Page

      3  Copyright

      4  Introduction

      5  1 Measures of Flexibility 1.1. Introduction 1.2. Why measure flexibility? 1.3. How can we measure flexibility? 1.4. Conclusion 1.5. References

      6  2 Development of Cognitive Flexibility 2.1. Introduction 2.2. Main study paradigms and some developmental points of reference 2.3. How can we account for perseveration behaviors in the preschool years? 2.4. Beyond perseveration 2.5. Flexibility: a question of goal management 2.6. From imposed flexibility to self-regulated flexibility 2.7. Conclusion 2.8. References

      7  3 Metacognition and Flexibility: What are the Theoretical Links and What Links have been Observed? 3.1. Introduction 3.2. Metacognition 3.3. Executive functions 3.4. The common features between metacognition and executive functions 3.5. Conclusion 3.6. References

      8  4 Critical Thinking and Flexibility 4.1. Introduction 4.2. Characterizing critical thinking to foster its development 4.3. The critical mind, a flexible mind? 4.4. Developing critical thinking skills through multiple categorization 4.5. Conclusion 4.6. References

      9  5 Successful Solution Discovery and Cognitive Flexibility 5.1. Introduction 5.2. Cognitive flexibility in problem solving 5.3. Flexibility, creativity and academic performance 5.4. Conclusion 5.5. References

      10  6 Transfer of Learning and Flexibility in Childhood 6.1. Introduction 6.2. Transfer of learning: a developmental overview 6.3. Transfer and flexibility 6.4. Conclusion 6.5. References

      11  7 Cognitive Flexibility and Analogy 7.1. Introduction 7.2. The role of prior knowledge in analogy 7.3. Cognitive flexibility as a key process in analogy-making 7.4. Conclusion 7.5. References

      12  8 Context, Content Effects and Flexibility 8.1. Introduction 8.2. Context, concepts and flexibility 8.3. Representing situations and tasks 8.4. Semantic recoding and cognitive flexibility 8.5. Conclusion 8.6. References

      13  List of Authors

      14  Index

      15  End User License Agreement

      List of Illustrations

      1 Chapter 2Figure 2.1. The Dimensional Change Card Sorting (DCCS) task (from Zelazo et al. ...Figure 2.2. Preschool Attentional Switching Task (PAST) proposed by Chevalier an...Figure 2.3. Distribution of eye fixation patterns as a function of age and type ...

      2 Chapter 4Figure 4.1. Two representations of the two trains and bird problem

      3 Chapter 7Figure 7.1. Experimental stimuli¹ reproduced from Goswami and Brown (1990)

      4 Chapter