| 000 | 01570cam a2200205 4500500 | ||
|---|---|---|---|
| 005 | 20250121055327.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aPerret, Patrick _eauthor |
| 245 | 0 | 0 | _aFostering the development of intelligence: Cognitive education and cognitive intervention |
| 260 | _c2016. | ||
| 500 | _a1 | ||
| 520 | _aIntelligence can be defined as the broad ability to comprehend our surroundings in order to adapt. It involves the ability to learn from experience, to reason, and to solve problems. Cognitive education refers to the mediated learning experiences implemented by adults in order to enhance children’s cognitive development. This article focuses on three main issues that influence intervention strategies: 1. What are the central components of intelligence that may constitute priority targets for interventions? 2. What kind of adult mediational style might help children adopt a more favorable cognitive attitude in learning and problem-solving situations? 3. What are the conative variables that should be taken into account during interventions in order to promote transfer beyond the mediated learning experience itself? These issues are examined from several theoretical perspectives in developmental psychology. | ||
| 690 | _acognitive interventions | ||
| 690 | _aintelligence | ||
| 690 | _acognitive development | ||
| 690 | _acognitive education | ||
| 786 | 0 | _nEnfance | o 1 | 1 | 2016-03-01 | p. 85-111 | 0013-7545 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-enfance2-2016-1-page-85?lang=en&redirect-ssocas=7080 |
| 999 |
_c472171 _d472171 |
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