Understanding Cognition and Learning

Understanding Cognition and Learning

March 2013

http://behavioursupports.wikispaces.com

http://behavioursupports.wikispaces.com/

What is Cognition?

• Cognition refers to the various brain and mental processes which allow us to think and problem solve.

• Refers to neurological functioning and brain pathway efficiency.

Current Theory of Cognition

Cognitive

Abilities

Fluid Reasonin

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ce

Visual Processin

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WorkingMemory

Long Term

RetrievalProcessing Speed

Auditory Processin

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What is Academic Achievement?

• Reading, spelling, and math skills are the “big” academic achievement skills.

• KTEA measures academic achievement.

• Achievement tests simply report that a student is falling behind in academic tasks.

It does not tell us “why”.

Relationship Between Cognition and Achievement

• Cognition is what powers achievement.

• An individual can show a deficit in reading, writing, or math and NOT have a learning disability.

• Various reasons for academic deficits.

Deficits in achievement can be due to:

– Mental health– Emotional problems– Environment– Insufficient instruction– Medical conditions– EAL

- Cognitive Impairments (LD or ID)

The difference between a learning disability and an intellectual disability has to do with cognition, not academic achievement.

A person with a LEARNING disability

• Will have deficits in one or two cognitive processes

Their abilities in the other cognitive areas will be average or above average.

A person with an INTELLECTUAL disability

• Will have deficits in most cognitive process areas

They will have an overall cognitive profile which is below average.

• Learning Disability requires one or two cognitive process deficits in the presence of an otherwise normal profile.

• Intellectual Disability requires most, if not all, cognitive processes to be impaired.

A student with an LD and a student with an ID MAY PRESENT WITH SIMILAR ACADEMIC ACHIEVEMENT DEFICITS AND

PATTERNS. However, the treatment is very different.

LD Based in Fluid Reasoning

Cognitive

Abilities

Fluid Reasonin

gCrystalliz

ed Intelligen

ce

Visual Processin

g

WorkingMemory

Long Term


Auditory Processin

g

Fluid Reasoning(Visual Problem Solving)

• Ability to think about new ideas

• Ability to figure out tasks that have not been seen before (Deductive and Inductive Reasoning)

• Ability to reason with information that is visual

Fluid Reasoning

Deficits manifest in the following areas:

• General problem solving, with or without words

• Reading comprehension• Math calculations and Math problem solving• Written expression

Fluid ReasoningInterventions

• Provide graphic organizers

• Teach “Big Picture” concepts and ideas

• Provide specific and targeted feedback on performance and faulty assumptions

• Teach meta-cognitive strategies

LD Based in Crystallized Intelligence

Cognitive

Abilities

Fluid Reasonin

gCrystalliz

ed Intelligen

ce

Visual Processin

g

WorkingMemory

Long Term


Auditory Processin

g

Crystallized Intelligence (Verbal comprehension)

Crystallized Intelligence (Verbal comprehension)

• Ability to use and understand words

• Ability to think and problem solve using words

• Ability to use words to express ideas and explain concepts

Crystallized Intelligence


• Understanding at grade level• Ability to manage content• Following instructions• All academic subject areas

Crystallized IntelligenceInterventions

• Provide graphic webs and maps (Kidspiration, Inspiration)

• Pre-teach new vocabulary before teaching

• Use visual cues and strategies

• Ensure that information is provided in context and that student can relate to content

LD Caused by Working Memory Deficits

Cognitive

Abilities

Fluid Reasonin

gCrystalliz

ed Intelligen

ce

Visual Processin

g

WorkingMemory

Long Term


Auditory Processin

g

Working Memory

• Remembering things you have just seen or heard

• Jot notes of the brain

• Able to hold information in memory and do something with it within a few seconds

Working Memory

Deficits manifest in the following areas:• Affects all academic areas• Difficulty remembering instructions• Difficulty following directions• Difficulty with sight word reading and

phonetic decoding• Reading comprehension• Math calculations and math reasoning

Research suggests that working memory is more predictive of academic success than IQ in the early years (Alloway & Alloway, 2010).

Working MemoryInterventions

• Write directions and pertinent information down

• Review and repeat • Teach memory strategies • Keep directions short • Provide class notes • Memory games to help

strengthen skills• CogMed and Jungle Memory

LD Caused by Long Term Retrieval Deficits

Cognitive

Abilities

Fluid Reasonin

gCrystalliz

ed Intelligen

ce

Visual Processin

g

WorkingMemory

Long Term


Auditory Processin

g

Long Term Retrieval

• Ability to retrieve learned information

• Ability to store information into long term memory

Long Term Retrieval


• Recalling information taught earlier• Remembering facts and details• Affects all academic subjects areas• Reading fluency affected• Affects ability to perform consistently

Long term RetrievalInterventions

• Focus on overall themes instead of details• DRILL AND PRACTICE• Review learning frequently• Ask recognition questions instead of those

that require straight recall• Schedule exams first thing in am or right

after lunch or study break• When possible, use an open book exam or

alternative way of evaluating understanding

• Memory games and practice to strengthen skills

LD Caused by Processing Speed Deficits

Cognitive

Abilities

Fluid Reasonin

gCrystalliz

ed Intelligen

ce

Visual Processin

g

WorkingMemory

Long Term


Auditory Processin

g

Processing Speed

• Relates to how fast you can think and do things that are well learned

• Processing speed does not require problem solving skills per se

• Most tasks have a motor component

Processing Speed


• Significantly impacts ability to copy board notes and write assignments

• Difficulty working at appropriate speed• Adhering to deadlines• Completing tasks on time• Fluency in all academic subject areas

Processing SpeedInterventions

• Understand what is causing the processing speed problem (cognition, motor or both)

• Reduce assignment length NOT difficulty

• Eliminate all expectation of board notes

• Increase time limit or due date• No timed tests

LD Caused by Auditory Processing Deficits

Cognitive

Abilities

Fluid Reasonin

gCrystalliz

ed Intelligen

ce

Visual Processin

g

WorkingMemory

Long Term


Auditory Processin

g

Auditory Processing

• Ability to discriminate and manipulate the sounds in words

• Ability to perceive and learn sound-symbol relationships

• Ability to understand words under noisy conditions

Auditory Processing


• Accurately perceiving verbal information• Ability to hear instruction in presence of

background noise• Decoding (reading through phonics)• Encoding (spelling)• Reading comprehension and written

expression

Auditory ProcessingInterventions

• Provide explicit instruction in phonemic awareness and phonics

• Do not lecture or instruct while others are talking

• Use a sound field system• Ensure that only one person talks at

a time• Provide instruction and content in

written form

LD Based in Visual Processing Deficits

Cognitive

Abilities

Fluid Reasonin

gCrystalliz

ed Intelligen

ce

Visual Processin

g

WorkingMemory

Long Term


Auditory Processin

g

Visual Processing

• Ability to perceive and manipulate visual information

• Important in depth perception, visual memory and visual orientation.

• Necessary for processing spatial information

Visual Processing


• Ability to organize visual information• Ability to follow and understand visual cues• Math calculations• Organization of written work• May skip lines when reading

Visual ProcessingInterventions

• Use verbal instruction and prompts

• Help organize desk and belongings, teach organization strategies

• Clear visual borders on papers, use grid lines for math, using a ruler for reader

• Practice visual spatial tasks such as puzzles, Lego, Discovery Toys, or computer games such as Tetris

Intellectual Disability (ID)

ID is a disability characterized by the following:

Significant limitations in intellectual functioning (IQ under 70)

Significant deficits in adaptive behaviour as expressed in conceptual, social, and practical daily living skills.

This disability originates before the age of 18.

Typical profile of a person with an Intellectual Disability

.

Certainly, not all areas will necessarily be significantly below the average range, but the majority of cognitive processes, including all areas of reasoning, must be significantly impaired to make this diagnosis.

Cognitive

Abilities

Fluid Reasonin

gCrystalliz

ed Intelligen

ce

Visual Processin

g

WorkingMemory

Long Term


Auditory Processin

g

Intellectual Disability Learning Disability

Cognitive

Abilities

Fluid Reasonin

gCrystallize

d Intelligenc

e

Visual Processing

WorkingMemory

Long Term RetrievalProcessing

Speed

Auditory Processing

Cognitive

Abilities

Fluid Reasonin

gCrystallize

d Intelligenc

e

Visual Processin

g

WorkingMemory

Long Term RetrievalProcessin

g Speed

Auditory Processin

g

Can cognitive problems be fixed?

New brain research is suggesting that some cognitive processes may be able to be changed.

Computer Programs• Fast ForWord• Arrowsmith

Book: “The Brain that Changes Itself”

Remember……

…Achievement tests and academic performance simply report that a student is falling behind in academic tasks. It does not tell us “why”.

…An individual can show a deficit in reading, writing, or math and NOT have a learning disability.

…A student with an LD and a student with an ID MAY PRESENT WITH SIMILAR ACADEMIC ACHIEVEMENT DEFICITS AND PATTERNS. However, the treatment is very different.

Have a wonderful day!

Documents

Understanding Cognition and Learning