Cognitive flexibility theory
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Definition
- "Spiro, et al. (1992) offer a constructivist theory of learning and instruction that emphasizes the need to treat complex, ill-structured knowledge domains differently from simple, well-structured domains. Examples of ill-structured domains such as history, medicine, law, literary interpretation, and teacher education are prime targets for flexible instruction, in part because learners must apply what they have learned to novel and unique situations." (quoted from Boger-Mehall)
Cognitive Flexibility Theory and Educational Technology
- see Hypertext
References
- Stephanie R. Boger-Mehall, Cognitive Flexibility Theory: Implications for Teaching and Teacher Education,
- 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.
- Spiro, R. J., Feltovich, P. J., Jacobson, M. J., & Coulson, R. L. (1991). Knowledge representation, content specification, and the development of skill in situation-specific knowledge assembly: Some constructvist issues as they relate to cognitive flexibility theory and hypertext. Educational Technology,31 (9), 22-25.