ENTRIES A–Z
Philip Winn in Dictionary of Biological Psychology, 2003
The Wisconsin card-sort task involves the presentation to subjects of cards that require sorting into a particular category: cards are discriminated by form (that is, they may have shapes on them—circles, squares or triangles for example), colour (the shapes may be yellow, green or red for instance) or number (there may be one, two or three exemplars of each shape on the card). Subjects have to sort the cards into sets (for example, 'all the cards with triangles', 'all the yellow cards' or 'all the cards with three shapes on') discovering the rule that governs sorting from the feedback that the examiner gives. In this form, this is a test of concept formation. However, it can also be used as an ATTENTIONAL SET-SHIFTING task. It has been widely used in NEUROPSYCHOLOGY, particularly to assess the abilities of patients with FRONTAL LOBE damage or DYSEXECUTIVE SYNDROME.
Tailoring Teaching to the Elderly in Home Care
Barbara J. Horn in Facilitating Self Care Practices in the Elderly, 2019
Problems solving and concept formation are not clearly divided. However, problem solving is viewed as a diverse set of procedures. Concept formation is a subset of problem solving in which learning is said to occur by categorization and labeling of objects as belonging or not belonging to a concept. In Giambra & Arenberg’s (1980) review of 18 research reports, several approaches to testing age differences in problem solving were noted. Studies that used solving anagram problems, finding embedded figures in pictures, plus a wide range of different problem solving tasks —found no age differences.
Epistemology, medical science and problem-based learning
Caragh Brosnan, Bryan S. Turner in Handbook of the Sociology of Medical Education, 2009
PBL thus is meant to instil generic competencies such as problem-solving, communication and team-working skills. But although students start with individual examples, the goal in learning is to be able to use the specifics of these cases to arrive at general principles, which can then presumably be applied in other, differing contexts. Its promotion of active engagement with knowledge is seen as fostering clinical reasoning and decision-making abilities. Its integrative character is held to assist in the organization of knowledge and even concept formation.
Language processing fluency and verbal working memory in prelingually deaf long-term cochlear implant users: A pilot study
Published in Cochlear Implants International, 2018
William G. Kronenberger, Shirley C. Henning, Allison M. Ditmars, David B. Pisoni
The causal relationship between language and EF in children with CIs is likely to be bidirectional, with language contributing to the development of EF and, conversely, EF contributing to the development of language (Kronenberger and Pisoni, in press). Language may contribute to EF development in several ways (Vygotsky et al., 1990): Language skills serve as tools for actively controlling the contents of WM (Gathercole and Baddeley, 1993) and for maintaining goal-related information in mind (Barkley, 2012). Language also supports inhibition and focused behavior with self-directed speech (Barkley, 2012). Concept formation is dependent on language to provide explicit verbal labels for categories and relations between categories that can be learned or communicated to others (Castellanos et al., 2015).
Identifying set-switching difficulties in autism spectrum disorder using a rule following task
Published in International Journal of Developmental Disabilities, 2021
Helen Sawaya, Maggie McGonigle-Chalmers, Iain Kusel
Other tasks have also been used to evaluate cognitive flexibility in ASD. Using the visual search-and Navon task, Richard and Lajiness-O’Neill (2015) found psychomotor slowing in the ASD group but no set-shifting cost compared to the TD group. Using a probabilistic reversal learning task, D’Cruz et al. (2013) found that individuals with ASD reverted to the previously preferred choice that was no longer reinforced, more often than controls. This was not related to perseverative errors but was related to clinically observed rigid and repetitive behaviors, which the authors suggested involved the dorsal and ventral striatum. Other tasks related to cognitive flexibility include sorting tasks, which require participants to think in terms of broad categories or dimensions (Greenaway and Plaisted 2005). Concept formation was found to be impaired in individuals with ASD, using the Goldstein-Scheerer object sorting test (Minshew et al.2002). Shulman et al. (1995) reported significantly reduced success in the sorting of conceptual items by children with ASD and Gastgeb et al. (2009) have reported slower recognition by ASD participants when viewing atypical exemplars of categories. Individuals with ASD have also been found to avoid thinking in terms of suitable abstract categories in sorting tasks (Ropar and Peebles 2007) and the twenty questions task (Alderson-Day and McGonigle-Chalmers 2011).
Regarding Hannah Arendt’s valuable contribution to occupational science: Some tensions with her approach to philosophy, politics and science
Published in Journal of Occupational Science, 2018
The difference between thinking and study, concept formation or making sense, is that the latter are prerequisites of educated thought, but they are not themselves thinking. They provide a conceptual structure but the structure does not itself think. A conceptual structure can be derived from anywhere. A great difficulty in understanding Arendt’s thought comes about if her thinking is simply regarded as being derived from Aristotelian, medieval and some modern sources, and this would be worsened if the uptake of her thought was merely a way of importing various of her concepts into a pre-existing scientific framework. Her thought was not simply obtained from reading some philosophy books, picking up on some key ideas and putting them under general terms.
Related Knowledge Centers
- Behaviorism
- Classical Conditioning
- Cognitive Psychology
- Factor Analysis
- Inductive Reasoning
- Neural Network
- Exemplar Theory
- Dual-Coding Theory
- Schema
- Neuroscience