Cognitive flexibility hypertext

Draft

Definition

According to Godshalk et al (2004:211) Cognitive flexibility theory “as conceived by Spiro et al. (1987) suggests the following:

• Using multiple case studies to insure that a variety of possible situations are presented.
• Focusing on cross-case differences in how concepts and principles are applied.
• Consideration of multiple perspectives (individual points of view) as an aid to understanding the connected nature of the domain concepts and promoting flexible knowledge building.”

According to Spiro and Jehng (1990), this crisscrossing connection of concepts and cases is most readily accomplished using the ability of hypertext systems (such as theWWW)to explicitly link information. The key to deciding how to link concepts is to provide themes and perspectives that may be considered across the cases.

References

• Godshalk, Veronica M., Douglas M. Harvey, Leslie Moller (2004). The Role of Learning Tasks on Attitude Change Using Cognitive Flexibility Hypertext Systems, Journal of the Learning Sciences, 13 (4) 507-526.

LEA restricted access

• Spiro, R. J. & Jehng, J. C. (1990). Cognitive flexibility and hypertext: Theory and technology for the nonlinear and multidimensional traversal of complex subject matter. In D. Nix & R. Spiro (Eds.), Cognition, education, and multimedia: Exploring ideas in high technology (pp. 163-205). Hillsdale, NJ: Lawrence Erlbaum Associates.

• Spiro, R. J., Feltovich, P. J., Jacobson, M. J., & Coulson, R. L. (1992). Cognitive flexibility, constructivism, and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains. In T. M. Duffy & D. H. Jonassen (Eds.), Constructivism and the technology of instruction: A conversation (pp. 57-76). Hillsdale, NJ: Lawerence Erlbaum Associates. HTML reprint