KEL2300 (4+0): DEVELOPMENT OF A RESILIENT INDIVIDUAL

DPM –PJJ (F2F1)

INSTRUCTOR:SITI NOR BINTI YAACOB, PhD.

sitinor@upm.edu.my/012-2841844

TOPIC 3: COGNITIVE COMPETENCE

WHAT IS COGNITIVE COMPETENCE?

WHAT IS COGNITIVE COMPETENCE? Recent study indicates creative thinking and

critical thinking as core cognitive competence (Sun & Hui, 2012; Sun & Lau, 2006).

CREATIVE THINKING Creative thinking refers to stretching one's

spectacles, evaluating multiple ideas and alternatives, and generating novel and practical ideas.

CRITICAL THINKING “Critical thinking is the intellectually

disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, or communication, as a guide to belief and action” (Paul, 1993).

Critical thinking is purposeful, reasoned, and goal-directed.

Main cognitive skills in critical thinking: Reason Inference

STIMULI OF COGNITIVE COMPETENCE

CULTURAL ARTIFACTS Cultural artifacts includes symbols,

tools, and beliefs. Active engagement in learning to use

cultural tools will encourage for cognitive development among children.

COGNITIVE DOMAINS Gardner (1984) proposed three discrete

cognitive domains, which are:1. Realms of the physical world, 2. The world of man-made artifacts, and 3. The social world.

The manner in which cognitive domains are defined, constituted, and valued has profound consequences on the development of cognitive competence.

For example, western countries put more values in physical world (sciences), while eastern countries such as Japan put heavy merit on social world.

INTERPERSONAL CONTEXTS The individual-environment interactions can

contributes to development in cognitive competence.

For example, research indicates that early home environment is significantly correlates with cognitive competence in later years (Nievar, Moske, Johnson, & Chen, 2014).

INDIVIDUAL DIFFERENCES Several individual’s characteristics can

greatly influence the development in cognitive competence, such as gender and personal preferences (Ngwoke, Eskay, Iheakaghichi, Ngwoke, & Obikwelu, 2014).

COGNITIVE AND BEHAVIOR

REFERENCES Lämsä, A. M., & Savela, T. (2011). ePooki - The publications of research and development

work of Oulu University of Applied Sciences. Retrieved from http://www.oamk.fi/utils/opendoc_html.php?doc=tyokalut/julkaisut/37/oamk_tkjulkaisu_37.pdf

Ngwoke, D. U., Eskay, M., Iheakaghichi, O. I., Ngwoke, A. N., & Obikwelu, C. L. (2014). Influence of gender on cognitive competence among pupils and students in Abia State. International Journal of Scientific Research, 2(9), 17-20.

Nievar, M. A., Moske, A. K., Johnson, D. J., & Chen, Q. (2014). Parenting practices in preschool leading to later cognitive competence: A family stress model. Early Education and Development, 25(3), 318-337.

Paul, R. W. (1993). The logic of creative and critical thinking. American Behavioral Scientist, 37(1), 21-39.

Sun, R. C., & Hui, E. K. (2012). Cognitive competence as a positive youth development construct: A conceptual review. The Scientific World Journal, 2012.

Sun, R. C., & Lau, P. S. (2006). Cognitive competence as a positive youth development construct: Conceptual bases and implications for curriculum development. International Journal of Adolescent Medicine and Health, 18(3), 401-408.

Takala, S. (1987). Writing as a construct. Retrieved from http://eric.ed.gov/?id=ED343394 Wang, Q., Ceci, S. J., Williams, W. M., & Kopko, K. A. (2004). Culturally situated cognitive

competence: A functional framework. Retrieved from http://cbd.ucla.edu/announcements/culture&cognition.pdf