Cómo citar
Resumen
This paper summarizes a theory of cognitive development and discusses its educational implications. The paper first outlines a set of principles that might allow tuning developmental priorities with educational priorities. It postulates, in contrast to several classic developmental theories, that developmental priorities change with development. It outlines the cognitive profile of four successive developmental cycles and presents evidence showing that developmental priorities change from interaction control in infancy to representational control in preschool to inferential control in primary school to logical truth control in adolescence. Studies are then summarized showing that the cognitive priorities of each cycle are the best predictors of school achievement in this or later cycles. Finally, we show that learning in different domains, such as language and mathematics, depends on an interaction between the general cognitive processes dominating in each cycle and the state of the symbol systems associated with this domain. If command of any of these systems is deficient, specific learning deficiencies may emerge, as in dyslexia and dyscalculia. Principles for learning to learn in general and for ameliorating these conditions are outlined.
Terms: Cognitive development; developmental priorities; learning difficulties; learning to learn.
Citas
Bruner, J. (1973). Beyond the information given: Studies in the psychology of knowing. New
York. Norton.
Butterworth, B. (2010). Foundational numerical capacities and the origins of dyscalculia. Trends
in Cognitive Sciences, 14, 534–541. doi:10.1016/j.tics.2010.09.007
Carey, S. (2009). The Origin of Concepts. New York: Oxford University Press.
Carroll, J. B. (1993). Human cognitive abilities: A survey of factor-analytic studies; New York:
Cambridge University Press.
Christoforides, M., Spanoudis, G., Demetriou, A. (2016). Coping with logical fallacies: A
developmental training program for learning to reason. Child Development, 87,
-1876.
Clark, C. A., Pritchard, V. E., & Woodward, L. J. (2010). Preschool executive functioning abilities predict early mathematics achievement. Developmental Psychology, 46, 1176-1191.
Dehaene, S. (2011). The number sense (2nd ed.). New York: Oxford University Press.
DeLoache, J. S. (2000). Dual representation and young children’s use of scale models. Child
Development, 71, 329-338. doi:10.1111/1467-8624.00148
Demetriou A, & Efklides, A. (1989). The person's conception of the structures of developing 16 intellect: Early adolescence to middle age. Genetic, Social, and General Psychology Monographs, 115, 371-423.
Demetriou, A., Kazali, E., & Kazi, S. (2020). Predicting school performance from preschool
to primary school. Cognitive Development,
Demetriou, A., Kazi, S., Spanoudis, G., & Makris, N. (2019a). Predicting school performance
from cognitive ability, self-representation, and personality from primary school to senior high school. Intelligence 76, https://doi.org/10.1016/j.intell.2019.101381
Demetriou, A., Kazi, S., Spanoudis, G., Makris, N. (2020). Cognitive ability, cognitive self-
awareness, and school performance: From childhood to adolescence. Intelligence, in press.
Demetriou, A., Kazi, S., Spanoudis, G., Makris, N. (2019b). Predicting school performance
from cognitive ability, self-representation, and personality from primary school to senior high school. Intelligence, doi.org/10.1016/j.intell.2019.101381.
Demetriou, A., Makris, N., Kazi, S., Spanoudis, G., & Shayer, M. (2018a). The developmental
trinity of mind: Cognizance, executive control, and reasoning. WIREs Cognitive Science,
;e1461. https://doi.org/10.1002/wcs.1461
Demetriou, A., Makris, N., Tachmatzidis, D., Kazi, S., & Spanoudis, G. (2019a). Decomposing
the influence of mental processes on academic performance. Intelligence, 77,
doi.org/10.1016/j.intell.2019.101404.
Demetriou, A., & Spanoudis, G. (2018). Growing minds: A general theory of intelligence and
learning. London: Routledge.
Demetriou, A., Makris, N., Kazi, S., Spanoudis, G., Shayer, M., & Kazali, E. (2018b). Mapping
the dimensions of general intelligence: An integrated differential-developmental theory. Human Development, 61, 4-42. http://dx.doi.org/10.1159%2F000484450.
Demetriou, A., Spanoudis, G., Kazi, S., Mouyi, A., Žebec., M. S., Kazali, E., Golino, H. F.,
Bakracevic, K., & Shayer (2017). Developmental differentiation and binding of mental processes with re-morphing g through the life-span. Journal of Intelligence, 5, 23; doi:10.3390/jintelligence5020023.
Farrar, M. J., Ashwell, S., & Maag, L. (2005). The emergence of phonological awareness:
Connections to language and theory of mind development. First Language, 25, 157-172, DOI: 10.1177/0142723705051980
Gentner, D., & Hoyos, C. (2017). Analogy and abstraction. Topics in Cognitive Science, 9, 672–
, DOI: 10.1111/tops.12278.
Gustafsson, J.-E. (2008). Schooling and intelligence: Effects of track of study on level and
profile of cognitive abilities. In P. C. Kyllonen, R. D. Roberts, & L. Stankov (Eds.), Extending intelligence: Enhancement and new constructs (pp. 37-59). New York: Lawrence Erlbaum Associates.
Jensen, A. R. (1998). The g factor: The science of mental ability. Westport, CT: Praeger.
Kazi, S., Demetriou, A., Spanoudis, G., Zhang, X.K., & Wang, Y. (2012). Mind–culture
interactions: How writing molds mental fluidity. Intelligence, 40, 622–637.
Kazi, S., Kazali, E., Makris, N., Spanoudis, G., & Demetriou, A., (2019). Cognizance in
cognitive development: A longitudinal study. Cognitive Development, 52, https://doi.org/10.1016/j.cogdev.2019.100805
Kaufman, S. B., Reynolds, M. R., Liu, X., Kaufman, A. S., & McGrew, K. S. (2012). Are
cognitive g and academic achievement g one and the same g? An exploration on the Woodcock–Johnson and Kaufman tests. Intelligence, 40, 123-138.
Kharitonova, M., & Munacata, Y. (2011). The role of representations in executive function:
investigating a developmental link between flexibility and abstraction. Frontiers in Psychology,
Kintsch, W., & Rawson, K. A. (2007). Comprehension. In M. J. Snowling, & Hulme, C. (Eds.),
The science of reading: A handbook (pp. 209-226). Oxford: Blackwell.
Makris, N., Tahmatzidis, D., Demetriou, A., & Spanoudis, G. (2017). Mapping the evolving core
of intelligence: Relations between executive control, reasoning, language, and awareness. Intelligence, 62, 12-30.
Mussolin, C., Mejias, S., & Noël, M.-P. (2010). Symbolic and nonsymbolic number comparison
in children with and without dyscalculia. Cognition 115, 10-25.
Panagos, J., Quine, M., & Klich, R. (1979). Syntactic and phonological influences on children's
articulation. Journal of Speech and Hearing Research, 22, 841-848.
Papageorgiou, E., Christou, C., Spanoudis, G., & Demetriou, A. (2016). Augmenting intelligence: Developmental limits to learning-based cognitive change. Intelligence, 56, 16-27.
Paul, R., & Shriberg, L. D. (1982). Associations between phonology and syntax in speech-
delayed children. Journal of Speech, Language, and Hearing Research, 25, 536-547.
Piaget, J. (1970). Piaget’s theory. In P. H. Mussen (Ed.), Carmichael’s handbook of child development (pp. 703–732). New York, NY: Wiley.
Reigosa-Crespo, V., Valdes-Sosa, M., Butterworth, B., Estevez, R., Rodrıguez, M., Santos, E.,
Torres, P., Suarez, R., & Lage, A. (2012). Basic Numerical Capacities and Prevalence of Developmental Dyscalculia: The Havana Survey. Developmental Psychology, 48, 123-135, DOI: 10.1037/a0025356
Rubinstein, O., & Henik, A. (2006). Double dissociation of functions in developmental dyslexia and dyscalculia. Journal of Educational Psychology, 98, 854-867.
Siegler, R. S., & Braithwaite, D. W. (2017). Numerical development. Annual Review of
Psychology, 68: 12.1–12.27, 10.1146/annurev-psych-010416-044101
Sloutsky, V. M. (2010). From perceptual categories to concepts: What develops? Cognitive
Science, 34, 1244–1286.
Spanoudis, G., Demetriou, A., Kazi, S., Giorgala, K., & Zenonos, V. (2015). Embedding
cognizance in intellectual development. Journal of Experimental Child Psychology, 132, 32–50.
Thelen, E. & Spencer, J. P. (1998). Postural control during reaching in young infants: A dynamic
systems approach. Neuroscience and Biobehavioral Review, 22, 4, 507-514, DOI:10.1016/S0149-7634(97)00037-7
van Marle, K., Chu, F. W., & Geary, D. C. (2013). Acuity of the approximate number system and preschoolers’ quantitative development, Developmental Science, 17, 492-505, doi.org/10.1111/desc.12143
Zelazo, P. D. (2015). Executive function: Reflection, iterative reprocessing, complexity, and the developing brain. Developmental Review, 38, 55–68.