Cognitive Structure and Process in Highly Competent Performance. [Report No.: LRDC-1986/15

Autor/inn/en	Rabinowitz, Mitchell; Glaser, Robert
Institution	Pittsburgh Univ., PA. Learning Research and Development Center.
Titel	Cognitive Structure and Process in Highly Competent Performance. [Report No.: LRDC-1986/15
Quelle	(1986), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Information; Association (Psychology); Cognitive Ability; Cognitive Processes; Cognitive Psychology; Cognitive Structures; Comparative Analysis; Exceptional Child Research; Generalization; Gifted; Knowledge Level; Learning Processes + Suchen Sie Ihr Suchwort? Assoziation; Denkfähigkeit; Cognitive process; Kognitiver Prozess; Kognitive Psychologie; Cognitive structure; Kognitive Struktur; Begabter, Hoch Begabter; Wissensbasis; Learning process; Lernprozess
Abstract	The pamphlet reviews cognitive and developmental psychology research in which skilled and less skilled performance patterns and mechanisms have been compared. Knowledge has been described, in theory, in terms of an associative network in which concepts are represented as the nodes of the net, and relations between concepts serve as associative links. Variations in knowledge may be described in terms of amount, organization, and accessibility. Competent performance is often indexed by the ability to retrieve information easily. The initial representation that one constructs during a task is an important determinant of performance characteristics. Individuals with outstanding abilities develop representational competence that leads to high-quality performance and to abilities that enable them to predict, derive questions, and quickly get to main points. Increased automaticity in cognitive processing provides easy accessibility to relevant knowledge and frees up attentional resources which can then be directed toward other aspects of the task. Research needs to be conducted on the differences between gifted and average individuals in the acquisition of knowledge and related cognitive skills, in the accessibility of information, in the representation of problem situations, and on how such differences determine the properties of outstanding performance. (JW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01