Cognitive Teaching Methods for Special Education: Development of Approaches for Intervention and Assessment in Germany     

Gerhard W. Lauth  Karl H. Wiedl 《International Journal of Disability, Development & Education》1989,36(3):187-202

FOLLOWING a short introduction to historical aspects of the development of cognitive teaching methods, four current areas of research are described: cognitive behaviour modification with a focus on problem solving and metacognitive abilities, comprising the methods of cognitive modelling and self‐instruction; intelligence training based on the theoretical propositions of inductive thinking; attempts at applying Piagetian concepts as a conceptual framework for education and training; dynamic testing, focussing on modifiability of performance and thus bridging the gap between diagnostic assessment and education. Basic theoretical assumptions, methods and applications are separately discussed for each of these fields. Empirical data are presented for evaluation of their level of development Summarizing the results, it seems, that promising effects of training and fruitful application of diagnostic procedures can be obtained; however, implementation of the respective methods in special education settings does not show great progress. It is, thus, concluded that research on implementation is indispensable.  相似文献   

The role of cognitive flexibility in young children’s potential for learning under dynamic testing conditions     

Stad  Femke E.  Wiedl  Karl H.  Vogelaar  Bart  Bakker  Merel  Resing  Wilma C. M. 《European Journal of Psychology of Education - EJPE》2019,34(1):123-146

The aim of the current study was to investigate to what extent children’s potential for learning is related to their level of cognitive flexibility. Potential for learning was measured through a dynamic testing procedure that aimed to measure how much a child can profit from a training procedure integrated into the testing process, including the amount and type of feedback the children required during this training procedure. The study followed a pre-test–training–post-test control group design. Participants were 153 6–7-year-old children. Half of this group of children were provided with a standardised graduated prompts procedure. The other half of the participants performed a non-inductive cognitive task. Children’s cognitive flexibility was measured through a card sorting test and a test of verbal fluency. Results show that cognitive flexibility was positively related to children’s performance, but only for children in the practice-only condition who received no training. These outcomes suggest that dynamic testing, and more in particular, the graduated prompting procedure, supports children’s cognitive flexibility, thereby giving children with weaker flexibility the opportunity to show more of their cognitive potential as measured through inductive reasoning.

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