Chapter+5++Complex+cognition

[|Chapter 5 Complex cognition] This concept map organizes the ideas of complex cognition covered on pages 119-141 in M. Martinez 2010. Notice that meta-cognition is found in the center circle, because it overlaps into all four categories of complex cognition. Deanne This is a diagram to help teachers promote higher levels of cognition in the classroom. (Brittany)
 * LEARNING AIDS**



_ I was having trouble remembering the names of the four principles of complex cognition, so this mneumonic device helps: (Problem Solving, Critical Thinking, Inferential Reasoning, Creative Thinking--and I didn't even have to look back :) ) -Erin _
 * P ** olite ** C ** rimes ** I ** mpress ** C ** ritics

In a series of three experiments, gorillas, chimpanzees, bonobos and orangutans were presented with two hollow tubes and one tube contained a reward while the other did not. Researchers then observed as the great apes attempted to retrieve a reward. [|Great Apes Know They Could Be Wrong, Research Suggests]
 * RELATED RESEARCH**
 * Judy Rohrer**
 * This research implies that apes use an information processing system that is complex, flixibile and controlled. This is what is known as metacognition which is the locus of what causes us to have complex thoughts about ideas and actions. According to Martinez, there are four major categories of complex cognition: Problem Solving, Critical Thinking, Inferential Reasoning, and Creativity (Martinez, 151).**

==="most of real mathematics is problem solving" (Martinez, 127). Martinez suggested some strategies of problem solving in mathematics but Dr Lio Moscardini, in Strathclyde's Faculty of Humanities & Social Sciences did a research study about problem solving. Dr. Lio found that when students use their strategies of problem solving, they do better "rather than being instructed" by their instructors. (Nourah) === [|problem solving]


 * WEB LINKS**


 * The following web link is helpful for both those seeking to further their knowledge base on cognition, specifically metacognition, but it also has specific strategies that are geared toward those wishing to use metacognative strategies in the classroom.**


 * [|Metacognition Study Strategies...Motivation]**


 * For those of you who are more visually enticed for acquiring knowledge...**

A video from the ever-so-popular YouTube: Chapter 5 Complex cognition

by Sabrina Allen (Gravely) - Group 1 Chapter 5 - Complex Cognition Psy510 - Gywnn Mettetal, IUSB

Synesthesia
Though synesthesia is a small section of the creativity section of the chapter, it is extremely interesting to consider the cognitive implications of such a condition. According to the chapter, there are possible cognitive advantages to being a synesthete. If this is the case, there may be more of a connection between color and learning than previously considered. Though synesthesia is extremely rare, the use of colors and other cross sense stimuli may be very helpful when teaching a variety of subjects and concepts. Though not actually how synesthetes see music, letters, and numbers, this video is a representation of synesthesia:


 * []**

Synesthesia (Martinez, 2010, p. 141)


 * -Raymond Ramirez III**


 * Problem Solving**

media type="youtube" key="yHZzObQUgE8" height="390" width="480"

This funny video shows the problem solving in math with the common mistakes those students easier to make and build the wrong basic knowledge through working memory to long-term memory. And, then, that wrong knowledge drives the erring direction for higher- levels problem solving/ thinking. While presenting the wrong math computing parts, it also shows trying to use different ways to find out/ prove the correct results. It is the important step when we do the problem solving. This video gives the great example for math classes, which is when students do solving the math problems; the teacher needs to pay more attention to the solving steps whether they are in the right way. If students got the incorrect concept, it would be the time for teacher to correct them and help students to re-build the correct knowledge.

Problem Solving (Martinez, 2010, pp.124-125)

Yi-Niu