Cognitive Flexibility In School

Introduction:

Cognitive Flexibility is described as the ability to switch your thinking between two or multiple different subjects at the same time. It also considered a component of a collection of cognitive processes essential for higher order mental function which includes working memory, attention, cognitive flexibility and impulse control.

Researches first started applying the Cognitive Flexibility on School Students because of the School Environment considers rich example to see the ability of students to switch between different subjects in the classroom. It shows different levels between students and their abilities to switch smoothly between subjects.

Examples:

 Transition “stream-of-thoughts” and attention: Cognitive flexibility

For example, let’s say you’re looking at an object and notice that it’s a reddish color. In addition to the color, you may consider a multitude of other descriptors such as the: shape, cost, fragility, texture, density, etc. Your ability to connect certain observable aspects may be considered cognitive flexibility by some.

 Deconstructing thoughts: When posed with a complex thought or problem, cognitive flexibility can help deconstruct the complexity into smaller chunks. The ability to shift between specific elements of a larger problem in effort to solve it is an example of cognitive flexibility. Interjection of new perspectives, simplification, and/or understanding how smaller pieces contribute to the larger problem may be considered cognitive flexibility.

 Expanded awareness: Some have suggested that cognitive flexibility is the ability to be consciously aware of all possible choices and alternatives in a specific scenario. For example, someone playing a game of poker may understand that although he has a “Full House,” other players could have a superior hand (e.g. 4-of-a-Kind) or an inferior hand (e.g. a “High

It is also shows the ability to go through a process of learning from the nature of task performed by mind in switching thoughts in which that will need the experience as a main factor. This experience will involuntarily lead to effect on the level of adaptation per individual so that the activities of cognitive flexibility whether it applied on children or adults. The capacity of adaptation differs in receiving and addressing the thoughts which refers to the occurrence of facing the new and unexpected environmental changes from childhood through adulthood. The changes in complex behavior are to keep the mind to opt to go through and able to respond in solving a problem in accordance to the sequence of operations which search through a problem