Cognitive flexibility can be seen from a variety of viewpoints. 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). It emphasizes the advanced knowledge acquisition, which allows "flexible reassembly of preexisting knowledge to adaptively fit the needs of a new situation." Often times, these beliefs and knowledge also restrict the recognition of new information (Spiro, 1988). Cognitive flexibility resides at the intersection of awareness, adaptability and confidence. Cognitive flexibility has been described as the mental ability to switch between thinking about two different concepts, and to think about multiple concepts simultaneously. Cognitive flexibility theory is especially formulated to support the use of interactive technology (e.g., videodisc, hypertext). Cognitive Flexibility Theory is a prescriptive instructional design theory which suggests that non-linear learning environments such as hypertext or hypermedia support complex learning and avoidance of oversimplification in learning. Example. The cognitive flexibility theory (Spiro et al., 2003) suggests that peoples' fundamental beliefs and knowledge play an important role in shaping their behavior and determining the cognitive resources they access to solve problems. In other words, learners must be flexible in their understanding of a topic to apply important concepts.”. The cognitive flexibility theory was created by Rand J. Spiro, Richard L. Feltovitch and Paul J. Coulson. We refer to the principled use of flexible features inherent in computers to produce nonlinear learning environments as Random Access Instruction (Spiro & Jehng, 1990).". Extensive research has been done on this theory, particularly in regards to children and the way they adapt in classroom settings. Moreover, it refers to simultaneously considering multiple aspects of thought at once, whether they be two aspects of a specific object, or many aspects of a complex situation. Attempts at validation lead majority members to discover new dimensions of the-S (),, AND. 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. They stated that cognitive flexibility is the ability to restructure knowledge in order to adapt and make use of … Some information may be missing or may be wrong, spelling and grammar may have to be improved, use your judgment! Spiro, R. J. defined as the ability to switch one’s thinking (cognition) (or train of thought) as an adaptation to the demands of stimuli Its primary applications have been literary comprehension, history, biology and medicine. (1987, 1988), Spiro and Jehng (1990) and Feltovich et al. The aspect of Cognitive Flexibility Theory that … Hillsdale, NJ: Lawerence Erlbaum Associates. Educational Technology,31 (9), 22-25. © 2021 Copyright Discourses on Learning in Education. https://learningdiscourses.com. Cognitive flexibility is a component of executive functioning, and is the ability to switch between two different concepts and think about multiple things simultaneously in a way that is organized and functional. Further down Spiro (1992) argue that "The computer is ideally suited, by virtue of the flexibility it can provide, for fostering cognitive flexibility. & Jehng, J. C. (1990). According to Godshalk et al (2004: 510), Cognitive Flexibility Theory “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. The cognitive flexibility theory intends to foster the learners' ability to spontaneously reconstruct their … Cognitivism is explicitly developed around the metaphor “brain as computer.” It thus focuses on how information is acquired, processed, and organized. Essentially, it is your ability to adapt when a situation changes. Cognitive flexibility is strengthened when your brain has more neural pathways and connections. CF is sometimes referred to as task switching, but don’t get this confused with multitasking (which, as it’s branded, doesn’t actually exist). 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