Hostname: page-component-78c5997874-dh8gc Total loading time: 0 Render date: 2024-11-05T11:04:45.688Z Has data issue: false hasContentIssue false

Enhancement of Cognitive Functioning and Self-Regulation of Learning in Adolescents

Published online by Cambridge University Press:  10 April 2014

María Luisa Sanz de Acedo Lizarraga*
Affiliation:
Public University of Navarra
Mª Dolores Iriarte Iriarte
Affiliation:
Public University of Navarra
*
Correspondence concerning this article should be addressed to: María Luisa Sanz de Acedo Lizarraga, Departamento de Psicología y Pedagogía. Campus de Arrosadia s/n.Universidad Pública de Navarra. 31006 Pamplona (Spain). Fax: 948-169169. E-mail: [email protected]

Abstract

This study assessed the effects of the administration of a package of activities, known as Portfolio, on adolescents' cognitive functioning and self-regulation of learning. The study was carried out with a group of 109 students (mean age 15 years old) from the first level of Vocational Training. The students had learning difficulties, were unmotivated to study, and had behavior problems. A quasi-experimental pretest-posttest design was employed. The intervention involved group sessions in which certain, specially selected tasks from the psychopedagogic Instrumental Enrichment Program, the Philosophy for Children Program, and Project Intelligence were carried out. The intervention tasks were distributed over the entire school year. Statistically significant differences were observed between the experimental and the control groups on measures of general intelligence, cognitive flexibility, and metacognitive strategies (all p < .01). Statistically significant gains were observed for the experimental group on measures of decision making, problem solving, and self-regulation of learning (all p < .01).

El trabajo evaluó los efectos de la aplicación de un paquete de actividades, conocido como Portafolio, en el funcionamiento cognitivo y en la autorregulación del aprendizaje de adolescentes. El estudio se llevó a cabo con una muestra de 109 alumnos del primer nivel de Formación Profesional que presentaban dificultades de aprendizaje, desmotivación hacia el estudio y problemas de conducta (edad media 15 años). Se utilizó un diseño cuasi-experimental, con mediciones pretest y postest. La intervención consistió en la ejecución de algunas tareas, seleccionadas ad hoc, de los programas psicopedagógicos Enriquecimiento Instrumental, Filosofía para Niños y Proyecto Inteligencia, a lo largo de un curso escolar en sesiones de grupo. Se observaron diferencias estadísticamente significativas entre el grupo experimental y el grupo control en las medidas de inteligencia general, flexibilidad cognitiva y estrategias metacognitivas (p < .01 en todos los casos). Se observaron ganancias estadísticamente significativas en el grupo experimental en las medidas de toma de decisiones, solución de problemas y autorregulación del aprendizaje (p < .01 en todos los casos).

Type
Articles
Copyright
Copyright © Cambridge University Press 2001

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Blagg, N. (1991). Can we teach intelligence? London: Erlbaum.Google Scholar
Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7, 161186.CrossRefGoogle Scholar
Borkowski, J.G., Estrada, M.T., Milstead, M., & Hale, C.A. (1989). General problem-solving skills: Relations between metacognition and strategic processing. Learning Disability Quarterly, 12, 5770.CrossRefGoogle Scholar
Brody, N. (1992). Intelligence. New York: Academic Press.Google Scholar
Calderhead, J. (1996). Teachers: Beliefs and knowledge. In Berliner, D. & Calfee, R. (Eds.), Handbook of educational psychology (pp. 709725). New York: Macmillan.Google Scholar
Cattell, R.B. (1973). Measuring intelligence with culture fair test (Manual for Scale 2 and 3). Champaign, IL: Institute for Personality and Ability Testing.Google Scholar
Cattell, R.B., & Cattell, A.K.S. (1961). Culture Fair Intelligence Test (Scale 2, Forms A & B). San Antonio, TX: Guidance Testing Associates.Google Scholar
Chipman, S., Siegel, J., & Glaser, R. (1985). Thinking and learning skills: Current research and open questions (Vol. 2). Hillsdale, NJ: Erlbaum.Google Scholar
De Bono, E. (1983). The Cognitive Research Trust (CORT) thinking program. In Maxwell, W. (Ed.), Thinking: The expanding frontier (pp. 115127). Hillsdale, NJ: Erlbaum.Google Scholar
Detterman, D.K., & Thompson, L.A. (1997). What is so special about special education? American Psychologist, 52, 10821090.CrossRefGoogle ScholarPubMed
Ennis, R.H. (1986). A taxonomy of critical thinking dispositions and abilities. In Baron, J.B. & Sternberg, R.S. (Eds.), Teaching thinking skills: Theory and practice (pp. 926). New York: Freeman.Google Scholar
Feuerstein, R.F., Klein, P.S., & Tannenbaum, A.J. (1991). Mediated Learning Experience (MLE): Theoretical, psychosocial, and learning implications. London: Freund.Google Scholar
Feuerstein, R.F., Miller, R., Hoffman, M.B., Rand, Y., Mintzker, Y., & Jensen, M.R. (1981). Cognitive modifiability in adolescence: Cognitive structure and the effects of intervention. The Journal of Special Education, 15, 269286.CrossRefGoogle Scholar
Feuerstein, R.F., Rand, Y., Hoffman, M., & Miller, R. (1980). Instrumental Enrichment: An intervention program of cognitive modifiability. Baltimore, MD: University Press.Google Scholar
Frisby, C.L., & Braden, J.P. (1992). Feuerstein's dynamic assessment approach: A semantic, logical, and empirical critique. Journal of Special Education, 26, 281301.CrossRefGoogle Scholar
García, T., & Pintrich, P.R. (1994). Regulating motivation and cognition in the classroom: The role of self-schemas and self-regulatory strategies. In Schunk, D.H. & Zimmerman, B.J. (Eds.), Self-regulation of learning and performance: Issues and educacional applications (pp. 127153). Hillsdale, NJ: Erlbaum.Google Scholar
Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.Google Scholar
Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books.Google Scholar
Gaskins, Y., & Elliot, T. (1991). Implementing cognitive strategy training across the school: The benchmark manual for teachers. Cambridge, MA: Brookline Books.Google Scholar
Greenspan, S., & Driscoll, J. (1997). The role of intelligence in a broad model of personal competence. In Flanagan, D.P., Genshaft, J.L., & Harrison, P.L. (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (pp. 131150). New York: Guilford Press.Google Scholar
Hacker, D.J., Dunlosky, J., & Graesser, A.C. (1998). Metacognition in educational theory and practice. Mahwah, NJ: Erlbaum.CrossRefGoogle Scholar
Halpern, D.F. (1998). Teaching critical thinking for transfer across domains. American Psychologist, 53, 449455.CrossRefGoogle ScholarPubMed
Herrnstein, R.J., Nickerson, R.S., Sánchez, M., & Swets, J.A. (1986). Teaching thinking skills. American Psychologist, 41, 12791289.CrossRefGoogle Scholar
Howe, M.J.A. (1997). IQ in question: The truth about intelligence. London: Sage.CrossRefGoogle Scholar
Iorio, J., Weinstein, M.L., & Martin, J.F. (1984). A review of District 24's Philosophy for Children Program. Thinking: The Journal of Philosophy for Children, 5, 2835.Google Scholar
Klauer, K.J. (1989). Cognitive training program for children. Göttingen, Germany: Hogrefe.Google Scholar
Klauer, K.J. (1998). Inductive reasoning and fluid intelligence: A training approach. In Kingma, J. & Tomic, W. (Eds.), Advances in cognition and educational practice (pp. 261289). London: JAI Press.Google Scholar
Lipman, M. (1974). Harry Stottlemeier's discovery. Montclair, NJ: Institute for the Advancement of Philosophy for Children, Montclair State College.Google Scholar
Lipman, M. (1976). Lisa. Montclair, NJ: Institute for the Advancement of Philosophy for Children.(Spanish translation: Lisa. Madrid: Ediciones de la Torre, 1988.)Google Scholar
Lipman, M., Sharp, A.M., & Oscanyan, F. (1980). Philosophy in the classroom. Philadelphia, PA: Temple University Press.Google Scholar
LOGSE (1990). Ley Orgánica de Ordenación General del Sistema Educativo. Madrid: Escuela Española.Google Scholar
Manuel, H.T. (1962). Test of General Ability: Inter-American series (Level 4, Forms A & B). San Antonio, TX: Guidance Testing Associates.Google Scholar
Nickerson, R.S., Perkins, D.N., & Smith, E.E. (1985). Teaching thinking. Hillsdale, NJ: Erlbaum.Google Scholar
Nisbet, J. (1993). The thinking curriculum. Educational Psychology, 13, 281290.CrossRefGoogle Scholar
Otis, A.S., & Lennon, R.T. (1977). Otis-Lennon School Ability Test (Intermediate Level 1, Form R). New York: Harcourt Brace.Google Scholar
Paris, S.G., & Cross, D.R. (1983). Ordinary learning: Pragmatic connections among children's beliefs, motives, and actions. In Bisanz, J. & Kail, R. (Eds.), Learning in children. New York: Springer-Verlag.Google Scholar
Perkins, D.N. (1995). Outsmarting IQ: The emerging science of learnable intelligence. New York: Free Press.Google Scholar
Perkins, D.N., Goodrich, H., Tishman, S., & Mirman-Owen, J. (1994). Thinking connections: Learning to think and thinking to learn. Menlo Park, CA: Addison-Wesley.Google Scholar
Perkins, D.N., & Grotzer, T.A. (1997). Teaching intelligence. American Psychologist, 52, 11251133.CrossRefGoogle Scholar
Perkins, D., Jay, E., & Tishman, S. (1993). New conceptions of thinking: From ontology to education. Educational Psychologist, 28, 6785.CrossRefGoogle Scholar
Pinillos, J.L. (1981). La mejora científica de la inteligencia. Análisis y Modificación de Conducta, 14–15, 115154.Google Scholar
Pressley, M. (1995). More about the development of self-regulation: Complex, long-term, and thoroughly social. Educational Psychologist, 30, 207212.CrossRefGoogle Scholar
Psychological Corporation. (1978). Metropolitan Achievement Tests (5th ed.). Cleveland, OH: Psychological Corporation.Google Scholar
Rand, Y., Tannenbaum, A.J., & Feuerstein, R. (1979). Effects of Instrumental Enrichment on the psychoeducational development of low-functioning adolescents. Journal of Educational Psychology, 71, 751763.CrossRefGoogle ScholarPubMed
Resing, W.C.M. (1997). Learning potential assessment: The alternative for measuring intelligence? Educational and Child Psychology, 14, 6886.Google Scholar
Resnick, L.B. (1987). Education and learning to think. Washington, DC: National Academy Press.Google Scholar
Román, J.M., & Gallego, S. (1994). Escalas de estrategias de aprendizaje. Madrid: TEA.Google Scholar
Sanz de Acedo, M.L. (1989). Efectos del Programa de Enriquecimiento Instrumental en la comprensión de la lectura, en el rendimiento escolar y en la habilidad general. Revista Vasca de Psicología, 2, 1931.Google Scholar
Sanz de Acedo, M.L. (1994). Desarrollo de nuevos estilos de vida en adolescentes: una intervención en rasgos de personalidad y factores cognitivos. Revista de Ciencias de la Educación, 157, 2943.Google Scholar
Scardamalia, M., & Bereiter, C. (1985). Fostering the development of self-regulation in children's knowledge processing. In Chipman, S.F., Segal, J.W., & Glaser, R. (Eds.), Thinking and learning skills: Research and open questions (Vol. 2, pp. 563577). Hillsdale, NJ: Erlbaum.Google Scholar
Schraer, R., & Stolze, J. (1987). Biology: The study of life. Newton, MA: Allyn & Bacon.Google Scholar
Schunk, D.H., & Zimmerman, B.J. (1994). Self-regulation in education: Retrospect and prospect. In Schunk, D.H. & Zimmerman, B.J. (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 305314). Hillsdale, NJ: Erlbaum.Google Scholar
Segal, J.W., Chipman, S.F., & Glaser, R. (1985). Thinking and learning skills: Relating instruction to research (Vol. 1). Hillsdale, NJ: Erlbaum.Google Scholar
Seisdedos, N. (1994). Test de flexibilidad cognitiva. Madrid: TEA.Google Scholar
Shipman, V.C. (1983). Evaluation replication of the Philosophy for Children Program. Thinking: The Journal of the Philosophy for Children, 5, 4547.Google Scholar
Simpson, M., Hynd, , , C., Nist, S., & Burrel, K. (1997). College academic assistance programs and practices. Educational Psychology Review, 9, 3987.CrossRefGoogle Scholar
Sternberg, R.J. (1985). Beyond IQ: A triarchic of human intelligence. Cambridge, MA: Cambridge University Press.Google Scholar
Sternberg, R.J. (1986). Intelligence applied: Understanding and increasing your intellectual skills. San Diego, CA: Harcourt Brace.Google Scholar
Sternberg, R.J., & Wagner, R.K. (1986). Practical intelligence: Nature and origins of competence in the everyday world. New York: Academic Press.Google Scholar
Swartz, R.J. (1987). Teaching for thinking: A developmental model for the infusion of thinking skills into mainstream instruction. In Baron, J. & Sternberg, R. (Eds.), Teaching thinking skills: Theory and practice (pp. 106126). New York: Freeman.Google Scholar
Swartz, R.J. (1991). Structured teaching for critical thinking and reasoning in standard subject area instruction. In Voss, J.F., Perkins, D.N., & Segal, J.W. (Eds.), Informal reasoning and education (pp. 415450). Hillsdale, NJ: Erlbaum.Google Scholar
Swartz, R.J., & Parks, S. (1994). Infusing the teaching of critical and creative thinking into content instruction. Pacific Grove, CA: Critical Thinking Press & Software.Google Scholar
Swartz, R.J., & Perkins, D.N. (1989). Teaching thinking: Issues and approaches. Pacific Grove, CA: Midwest Publications.Google Scholar
Tishman, S., Perkins, D.N., & Jay, E. (1995). The thinking classroom. Boston; MA: Allyn & Bacon.Google Scholar
Tomic, W., & Kingma, J. (1996). Three theories of cognitive representation and criteria for evaluating training effects. Educational Practice and Theory, 18, 1535.CrossRefGoogle Scholar
Tomic, W., Kingma, J., & Tenvergert, E.M. (1993). Training in measurement. Journal of Educational Research, 86(6), 340348.CrossRefGoogle Scholar
Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. (Cole, M., John-Steinerm, V., Scribner, S. & Souberman, E., Eds.). Cambridge, MA: Harvard University Press.Google Scholar
Whimbey, A. (1975). Intelligence can be taught. New York: Dutton.Google Scholar
Whimbey, A., & Lochhead, J. (1982). Problem solving and comprehension. Hillsdale, NJ: Erlbaum.Google Scholar
Wigfied, A., Eccles, J., & Pintrich, P.R. (1996). Development between the ages of 11 and 25. In Berliner, D. & Calfee, R. (Eds.), Handbook of educational psychology (pp. 148185). New York: Macmillan.Google Scholar
Williams, W., Blythe, T., White, N., Li, J., Sternberg, R.J., & Gardner, H. (1996). Practical intelligence for school handbook. New York: Harper Collins College Publishers.Google Scholar