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Cognition and Instruction
Cognition and Instruction focuses on the relationship of knowledge acquisition processes with instruction, including reading, writing, mathematics, curriculum design and reform, and reasoning. The selection first takes a look at the issues in cognitive psychology and instruction, reading, and writing. Discussions focus on the processes of knowledge acquisition, cognitive prescriptions for teaching, cognitive components of reading, instruction in reading, distinctive nature of higher order mental activity in written composition, and knowledge-transforming procedures within the general context of higher order skills. The publication also offers information on second language and mathematics. The text ponders on science, social studies, and art. Topics include psychological research related to curriculum design, science curriculum reform, curriculum and instructional components of social studies and social sciences, evidence for individual styles in young children, educational considerations, and concept of style. The text then examines music and reasoning. The selection is a valuable source of data for readers and cognitive psychologists pursuing research on the relationship of cognition and instruction.
- GenresPsychology
390 pages, Paperback
First published May 12, 1988
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March 8, 2021
“Cognition & Intelligence” is not exactly an easy book for a layman to read. I am, however, quite interested in knowing as much as I can about what distinguishes a highly intelligent person from an “average” person, with respect to what particular properties of brain functions are found in to prevail to what degree for each level of intelligence.
The “Preface” to this book (page x) states that: “This book is written for upper division undergraduate students, graduate students, career professionals, and anyone else who wishes to understand the current landscape with respect to the study of cognition and intelligence.”
I am neither a student nor a professional psychologist, neuroscientist, or researcher. I found this book to have quite a lot of challenging essays (it consists of 16 essays – chapters – by different authors), and some of those are technical enough that only a professional in the respective field of study would likely genuinely grasp the details of the expositions.
Professionals, of course, debate over exactly what it is that constitutes intelligence, and yet further debates arise over questions pertaining to the degrees of heritability of intelligence, influences of environment, etc. Additional deficiencies in knowledge about intelligence arise from a lack of understanding of what neural correlates determine intelligence – to the extent to which neural correlates are the decisive factor. If certain neural properties correlate with intelligent functioning, then which particular neural properties are the ones that foster intelligent behaviors? It appears that neuroscience, psychology, psychometrics, etc. are not advanced enough to answer such questions. One might suppose that they could, in principle, be answered, even if current knowledge, techniques, and skills do not facilitate such feats.
From my perspective, the book, although somewhat challenging reading, was sufficiently interesting and enlightening to make it a quite worthwhile read.
The “Preface” to this book (page x) states that: “This book is written for upper division undergraduate students, graduate students, career professionals, and anyone else who wishes to understand the current landscape with respect to the study of cognition and intelligence.”
I am neither a student nor a professional psychologist, neuroscientist, or researcher. I found this book to have quite a lot of challenging essays (it consists of 16 essays – chapters – by different authors), and some of those are technical enough that only a professional in the respective field of study would likely genuinely grasp the details of the expositions.
Professionals, of course, debate over exactly what it is that constitutes intelligence, and yet further debates arise over questions pertaining to the degrees of heritability of intelligence, influences of environment, etc. Additional deficiencies in knowledge about intelligence arise from a lack of understanding of what neural correlates determine intelligence – to the extent to which neural correlates are the decisive factor. If certain neural properties correlate with intelligent functioning, then which particular neural properties are the ones that foster intelligent behaviors? It appears that neuroscience, psychology, psychometrics, etc. are not advanced enough to answer such questions. One might suppose that they could, in principle, be answered, even if current knowledge, techniques, and skills do not facilitate such feats.
From my perspective, the book, although somewhat challenging reading, was sufficiently interesting and enlightening to make it a quite worthwhile read.
Displaying 1 of 1 review