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A Conception of TeachingConceptions of Students’ Cognitive Capabilities and Motivation

A Conception of Teaching: Conceptions of Students’ Cognitive Capabilities and Motivation Chapter 6 Conceptions of Students’ Cognitive Capabilities and Motivation The process and content of teaching must be appropriate to two major categories of factors – the students’ cognitive capabilities and the students’ motivation. Concern with students’ cognitive capabilities and motivation should take place early in any teacher’s thinking about the process and content of teaching. Two Components of Cognitive Capabilities Cogniti ve capabilities are two-sided. They comprise (a) the student’s intelligence and (b) the student’s prior knowledge of what is being taught. The intelligence component applies to content in general . Prior knowledge consists of what students know, before being taught, about some specific kind of content. Intelligence We also call intelligence by such other names as intelligence quotient (IQ), general intellectual capability, scholastic aptitude, cognitive ability (Carroll, 1993), and multiple intelligences (Gardner, 1983). It has a general form – general intelligence – that applies to all kinds of cognitive tasks, and a number of more specific forms that apply to more specific kinds of intellectual tasks, such as verbal, mathematical, and spatial. The special abilities have been identified in two ways: (a) factor analysis – “a mathematical procedure for reducing a set of intercorrelations to a small number http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Conception of TeachingConceptions of Students’ Cognitive Capabilities and Motivation

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Publisher
Springer US
Copyright
© Springer-Verlag US 2009
ISBN
978-0-387-09445-8
Pages
101 –112
DOI
10.1007/978-0-387-09446-5_6
Publisher site
See Chapter on Publisher Site

Abstract

Chapter 6 Conceptions of Students’ Cognitive Capabilities and Motivation The process and content of teaching must be appropriate to two major categories of factors – the students’ cognitive capabilities and the students’ motivation. Concern with students’ cognitive capabilities and motivation should take place early in any teacher’s thinking about the process and content of teaching. Two Components of Cognitive Capabilities Cogniti ve capabilities are two-sided. They comprise (a) the student’s intelligence and (b) the student’s prior knowledge of what is being taught. The intelligence component applies to content in general . Prior knowledge consists of what students know, before being taught, about some specific kind of content. Intelligence We also call intelligence by such other names as intelligence quotient (IQ), general intellectual capability, scholastic aptitude, cognitive ability (Carroll, 1993), and multiple intelligences (Gardner, 1983). It has a general form – general intelligence – that applies to all kinds of cognitive tasks, and a number of more specific forms that apply to more specific kinds of intellectual tasks, such as verbal, mathematical, and spatial. The special abilities have been identified in two ways: (a) factor analysis – “a mathematical procedure for reducing a set of intercorrelations to a small number

Published: Oct 28, 2008

Keywords: Cognitive Load; Intelligence Quotient; Special Ability; Negative Reinforcement; Metacognitive Knowledge

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