HOW DO YOU THINK? THEORIES OF COGNITION AND DEVELOPING A COGNITIVE - - PowerPoint PPT Presentation
HOW DO YOU THINK? THEORIES OF COGNITION AND DEVELOPING A COGNITIVE PROFILE Presentation of Masters Project Adler Graduate School Cory Hermann The beginning Identify differences in thought Neurotypical (Normal) vs. Autistic - The
THEORIES OF COGNITION AND DEVELOPING A COGNITIVE PROFILE
Presentation of Masters Project – Adler Graduate School – Cory Hermann
Three Theoretical Perspectives
Reflection – Impulsivity & Field Dependent – Field Independent
Recognition assists in:
Field Dependence = Focus on the whole then details Field Independence = Focus on details then the whole
Recognition assists in:
Theory of Types & Gregorc’s Energic Style
(thinking – feeling – perception – intuition)
(rational judging functions = thinking & feeling) (irrational perceiving functions = intuition & sensation)
Recognition assists in:
(step by step & ordered vs. personalized & fluid)
Use of Space (perceiving) = concrete or abstract Use of Time (ordering) = sequential or random
Recognition assists in:
VARK Learning Styles & Kolb Experiential Learning Theory
visual, aural (auditory), reading/writing, kinesthetic
to mode” where they learn most effectively
Recognition assists in:
transformation of experiences
thinking, and doing
Recognition assists in:
learning
stuck or does not progress
Theory of Mind Executive Function Theory Central Coherence Theory Intense World Theory
to interrupt and understand the minds of others
Recognition assists in:
communication and understanding
Recognition assists in:
effective integration
Recognition assists in:
experiences creating a tendency for very rigid interpretation of new experiences
Recognition assists in:
experiences and repeating behaviors and responses to similar experiences
differences
starting point for identifying and understanding differences
Keirsey Temperament Sorter VARK Learning Styles Questionnaire
Adlerian Concepts
dimensions; use of space and use of time
concrete or abstract
random
sequential, abstract random, abstract sequential, and concrete random
preferred way of ordering/intake of information
based on the idea that human behavior can be classified into four different groups or temperaments
Idealists
dimensions
interacting within their environment
learning style in the domains of; visual, reading or written, and kinesthetic
determining how an individual best learns or their preference
well as development of learning tasks and skills can be tailored to the specific individual needs
individual perceives the world as well as what they value most and would most like to avoid in life
in doing so illuminates an individual’s psychological life style
which can be made aware to self and used to overcome challenges to movement and progress
Compensation/Overcompensation – Drive to overcome feelings of inferiority and perceived experiences of inferiority. Can be seen as striving for power and to be better than others in order to reduce or mask personal feelings of perceived inadequacy. Purpose is not to be equal to others but to be better than others. Identification of tendencies to compensate and overcompensate can assist in developing insight into personal level of competence and awareness of limitations Discouragement – Result of feelings of infirmity, lack of significance, meaninglessness and struggles to find success in life tasks Common reaction to disappointment and perceived negative experience Encouragement – Support in changing beliefs and behaviors and empowering the individual to do so from their own perspective and on their own. Use as a therapeutic technique helps to build a relationship and to foster client change. Fictional Final Goal – An over arching largely unconscious concept based not in reality yet a fictional creation of the individual of an imagined ideal situation of perfection, completion, or overcoming. Represents a subjective, fictional view of the future that guides the person in the present, causing them to strive for perfection and overcome inferiorities. Identification within thought process can assist in determining drive and purpose. Inferiority Feelings – A conscious awareness of perceived insufficiencies in approach to normal, everyday tasks, especially when and individual compares themselves to others and the awareness of not being able to function in a way that they wish Challenging feelings of inferiority can be used to redirect comparison of self to others Life Style – An account of and an explanation for behaviors and how they fit together to form and individuals unique approach to life and consistency in their actions and can be similar to describing and individuals personality. Useful in identifying an individual’s approach based on their expenses and perspective
Mistaken Beliefs – Self-defeating aspects of individuals' lifestyle that may affect their later behavior. Include avoidance of others, seeking power, a desperate need for security, or faulty values. Identifying mistake beliefs can assist in removal of barriers due to incorrect assumptions or information Private Logic – An individual’s concept of self, others, and life and unconscious reasons for thinking, feeling, and behaving as they do and can give meaning to seemingly meaningless behaviors and actions a person exhibits in various situations. Acceptance of validity of one’s private logic can assist in developing perspective and processing of personal experience Safeguarding – Behaviors and attitudes used by an individual to protect their feelings of self-worth, and self-esteem, may be in reaction to a perceived threat or experience that could cause feelings of inferiority; perceived or
appear as; distancing or avoiding, hesitation or ambivalence, detouring
Identifying and developing awareness of an individual’s use of safeguarding can help to identify fears related to goals and out comes as well as barriers to making decisions insight. Striving – An individual’s drive to overcome challenges and approach life tasks can be either vertical or horizontal. Vertical – Over others, possibly at the expense of others Horizontal - In harmony with others and promoting the betterment of all Identification of either horizontal or vertical striving can assist in changing approaches to situations Wasting Behavior – Self-defeating style of life where an individual fails to engage in meeting tasks of life. Difficulty in development of cooperative and contributing relationships to others, limited use of given talents and abilities and relatively unchallenged by life. Insight into the purpose of such behavior can identify multiple avenues for development of goals as well as identification of skills and abilities perhaps unknown to a individual What is the purpose? – All behavior is goal directed and has a purpose as well as a desired result or outcome; conscious or unconscious to the individual. Use as a therapeutic technique can assist in developing recognition of behavior and
awareness, preferred modes of thinking, and learning
and individual uniqueness
understanding by considering additional factors and viewing a Cognitive Profile within individuals’ unique context.
related issues, you will be better able to understand their Cognitive Profile through the perspective of the disorder
utilizing the tools in the manual and provides a snapshot of an individuals’ preferred mode
provides space for development of a Profile Narrative, a brief summary in paragraph form intended to provide a description of an individuals’ profile from the perspective of the assessor.
identify areas where challenges may occur and where additional steps may be added to
knowledge of the Cognitive Profile can be used
Thought Flowchart - Initial
process)
Gregorc Style Delineator
Concrete – Random
Keirsey Temperament Sorter
Healer – INFP (Introversion, Intuitive, Feeling, Perceiving)
VARK Learning Style
Strong Kinesthetic preference
Pew Priority
Priority - Superiority – Avoids Meaninglessness
Adlerian Concepts
Private Logic
Wasting Behavior
Encouragement/Discouragement
Importance and usefulness of understanding
about things
problem solving
Akinci, C., & Sadler-Smith, E. (2013). Assessing individual differences in experiential-intuitive and rational-analytical cognitive styles. International Journal Of Selection & Assessment, 21(2), 211-221. doi:10.1111/ijsa.12030 Alic, M. (2009, December 23). Theory of Mind - Education.com. Retrieved from http://www.education.com/reference/article/theory-of-mind/ Ancillotti, J. (1985). Dimension réflexive–impulsive de la personnalité et fonctionnement cognitif. = Reflection-impulsivity (conceptual tempo) and cognitive functioning. Cahiers De Psychologie Cognitive/Current Psychology Of Cognition, 5(6), 667-686. Are rates of autism spectrum disorders increasing? Expanded diagnostic criteria and greater public awareness may explain why. (2010). The Harvard Mental Health Letter / From Harvard Medical School, 26(7), 6. Baio, J. (2010). Prevalence of autism spectrum disorder among children aged 8 years - autism and developmental disabilities monitoring network, 11 sites, United States,
Bargar, R. R., & Hoover, R. L. (1984). Psychological Type and the Matching of Cognitive Styles. Theory Into Practice, 23(1), 56-63. Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a 'theory of mind'?. Cognition, 21(1), 37-46. doi:10.1016/0010-0277(85)90022-8 Bokoros, M. A., & Golsdtein, M. B. (1992). Common factors in five measures of cognitive styles. Current Psychology, 11(2), 99 Burnette, C., Mundy, P., Meyer, J., Sutton, S., Vaughan, A., & Charak, D. (2005). Weak Central Coherence and Its Relations to Theory of Mind and Anxiety in Autism. Journal Of Autism & Developmental Disorders, 35(1), 63-73. doi:10.1007/s10803-004-1035-5 Davies, M. F. (1982). Field dependence-independence and the differentiation of self and others. Journal of Psychology, 112, 109-112. doi:10.1080/00223980.1982.9923542 Energic - definition of energic by the free dictionary. (n.d.). Retrieved from http://www.thefreedictionary.com/energic Evans, C., Richardson, J. E., & Waring, M. (2013). Field independence: Reviewing the evidence. British Journal Of Educational Psychology, 83(2), 210-224. doi:10.1111/bjep.12015
Fleming, N., & Bonwell, C. (2006). VARK: Learning styles: Visual, auditory, read/write. kinesthetic. Retrieved from http://www.southwesterncc.edu/sites/default/files/Tutor_Program/Learning%20Styles%20-%20VARK.pdf Fleming, N. D., & Mills, C. (1992). Not another inventory, rather a catalyst for reflection. To Improve the Academy, 11, 137-155. Gregorc, A. (n.d.). Mind Styles - Anthony Gregorc. Retrieved from http://web.cortland.edu/andersmd/learning/Gregorc.htm Gregorc, A. F. (1985). Inside styles: Beyond the basics : questions and answers on style. Maynard, MA: Gabriel Systems. Gregorc, A. (1999). Gregorc style delineator - self-assessment instrument for adults. Retrieved from http://gregorc.com/instrume.html Hall, G. (2012). Applying psychological-type theory to faith: Spirituality, prayer, worship and scripture. Mental Health, Religion & Culture, 15(9), 849-862. doi:10.1080/13674676.2012.685619 Happé, F. (1999). Autism: Cognitive deficit or cognitive style?. Trends In Cognitive Sciences, 3(6), 216-222. doi:10.1016/S1364-6613(99)01318-2 Hawk, T. F., & Shah, A. J. (2007). Using learning style instruments to enhance student learning. Decision Sciences Journal of Innovative Education, 5(1). doi:10.1111/j.1540- 4609.2007.00125.x Joseph, R. M. (1999). Neuropsychological frameworks for understanding autism. International Review Of Psychiatry, 11(4), 309-324. doi:10.1080/09540269974195 Kagan, J., Rosman, B. L., Day, D., Albert, J., & Phillips, W. (1964). Information processing in the child: Significance of analytic and reflective attitudes. Psychological Monographs: General And Applied, 78(1), 1-37. doi:10.1037/h0093830 Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Retrieved from http://www.learningfromexperience.com/images/uploads/process-of-experiential-learning.pdf! (31.05.2006)
Ledzinska, M., Battala, J., & Stolarski, M. (2014). Cognitive styles could be implicitly assessed in the internet environment: Reflection-impulsivity is manifested in individual manner of searching for information. Journal of Baltic Science Education, 13(1), 133-145. Lotter, V. (1966). Epidemiology of autistic conditions in young children. Social Psychiatry and Psychiatric Epidemiology. doi:10.1007/BF00584048 Malamud, W. (1923). Review of 'Psychological Types, or The Psychology of Individuation'. The Journal Of Abnormal Psychology And Social Psychology, 18(2), 167-180. doi:10.1037/h0066013 Matthes, J., Wirth, W., Schemer, C., & Kissling, A. (2011). I see what you don't see: The role of individual differences in field dependence-independence as a predictor of product placement recall and brand liking. Journal Of Advertising, 40(4), 85-99. McCaulley, M. H. (2000). Myers—briggs type indicator: A bridge between counseling and consulting. Consulting Psychology Journal: Practice and Research, 52(2), 117-132. doi:10.1037//1061-4087.52.2.117 McCleod, S. (2010). Kolb's learning styles and experiential learning cycle | simply psychology. Retrieved from http://www.simplypsychology.org/learning-kolb.html Markram, K., & Markram, H. (2010). The Intense World Theory—A unifying theory of the neurobiology of autism. Frontiers In Human Neuroscience, 4doi:10.3389/fnhum.2010.00224 Narayanan, M. (2012). Assessment of learning using fleming and mills vark learning styles (AC2012-2949). American Society for Engineering Education. O'Brien, T. P. (1991). Relationships among selected characteristics of college students and cognitive style preferences. College Student Journal, 25(1), 492-500. Teunisse, J., Cools, A. R., van Spaendonck, K. M., Aerts, F. M., & Berger, H. C. (2001). Cognitive Styles in High-Functioning Adolescents with Autistic Disorder. Journal Of Autism And Developmental Disorders, 31(1), 55-66. Tonn, R., & Obrzut, J. (2005). The Neuropsychological Perspective on Autism. Journal Of Developmental & Physical Disabilities, 17(4), 409-419. doi:10.1007/s10882-005- 6623-6
Rajendran, G., & Mitchell, P. (2007). Cognitive Theories of Autism. Developmental Review, 27(2), 224-260. Rozencwajg, P., & Corroyer, D. (2005). Cognitive processes in the reflective-impulsive cognitive style. Journal of Genetic Psychology, 166(4), 451-463. doi:10.3200/GNTP.166.4.451-466 Rutter, M. (2005). Incidence of autism spectrum disorders: Changes over time and their meaning. Acta Paediatrica, 94(1), 2-15. doi:10.1080/08035250410023124 Sanders, P., & Conti, G. (2012). Identifying individual differences: A cognitive styles tool. Journal of Adult Education, 41(2), 43-63. Seidel, L. E., & England, E. M. (1997). Gregorc's Cognitive Styles: Preferences for Instructional and Assessment Techniques in College Students. Sewall, T. (1986). The measurement of learning style: A critique of four assessment tools. Retrieved from http://files.eric.ed.gov/fulltext/ED267247.pdf Sheinkopf, S. J. (2005). Hot topics in autism: cognitive deficits, cognitive style, and joint attention dysfunction. Medicine And Health, Rhode Island, 88(5), 152. Sternberg, R. J., & Grigorenko, E. L. (1997). Are cognitive styles still in style? American Psychologist, 52(7), 700-712. doi:10.1037/0003-066X.52.7.700 Tendy, S. M., & Geiser, W. F. (1997). The Search for Style: It All Depends on Where You Look. Witkin, H. A., Moore, C. A., Goodenough, D. R., & Cox, P. W. (1977). Field-dependent and field-independent cognitive styles and their educational implications. Review of Educational Research, 47(1), 1-64. doi:10.2307/1169967 Witkin, H. A., Moore, C. A., Oltman, P. K., Goodenough, D. R., Friedman, F., Owen, D. R., & Raskin, E. (1977). Role of the field-dependent and field-independent cognitive styles in academic evolution: A longitudinal study. Journal Of Educational Psychology, 69(3), 197-211. doi:10.1037/0022-0663.69.3.197