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1 COGNITIVE SKILLS 101 Welcome to today s webinar. The webinar will start promptly at 11:00 a.m. Central time. Until then, you may hear periodic announcements of our start time, but don t worry if you hear silence for a while. We are here and look forward to sharing today s topic with you. Did you do a system check before you joined the webinar today? If not, please visit to ensure you have the best experience. MAY 23, 2017
2 COGNITIVE SKILLS 101 MAY 23, 2017
3 AGENDA What are cognitive skills? How cognitive skills relate to academics The difference between cognitive ability and cognitive capacity Why we all have cognitive strengths and weaknesses Assessing cognitive skills Improving cognitive skills
4 WHAT ARE COGNITIVE SKILLS? The processes our brains use to take in, understand, store and retrieve information, as well as to focus, think, change our thinking, reason and decide.
5 COGNITIVE PROCESSING MODEL Perception Organization Retrieval Sight Hearing Touch Taste R E C E P T O R S Smell Sensory Memory Working Memory Long-Term Memory Information not transferred to next stage = forgotten!
6 SENSORY MEMORY It receives information coming into the brain through the senses. It discards approximately 99% of this incoming sensory data. It generally attends only to that information that it considers to be relevant (selective attention).
7 SENSORY MEMORY It receives information coming into the brain through the senses. It discards approximately 99% of this incoming sensory data. It generally attends only to that information that it considers to be relevant (selective attention). Two cognitive skills relevant to these processes: Visual Span Selective Attention
8 VISUAL SPAN EXAMPLE
9
10 OOGL OOGL OOGL OOGL OGOL OOGL
11
12 OOGL OOGL OOGL OOGL OGOL OOGL
13 VISUAL SPAN
14 DIFFERENT TYPES OF ATTENTION Sustained attention Selective attention Divided attention Flexible attention
15 WHAT ARE YOU PAYING ATTENTION TO RIGHT NOW?
16 SELECTIVE ATTENTION EXAMPLE
17 COGNITIVE PROCESSING MODEL Perception Organization Retrieval Sight Hearing Touch Taste R E C E P T O R S Smell Sensory Memory Working Memory Long-Term Memory Information not transferred to next stage = forgotten!
18 WHAT DO YOU SEE? 18
19 NOW WHAT DO YOU SEE? 19
20 AND NOW? 20
21 COGNITIVE PROCESSING MODEL Perception Organization Retrieval Sight Rehearsal Hearing Touch Taste R E C E P T O R S Smell Sensory Memory Working Memory Long-Term Memory Information not transferred to next stage = forgotten!
22 WORKING MEMORY It is the vehicle for the retrieval/activation of all information that is needed to carry out a particular task. The amount of information it can hold is correlated with general intelligence and is a good predictor of the ability to learn and to solve problems. One of its most important jobs is rehearsal. The better information is actively rehearsed, the more likely it is to be transferred to longterm memory.
23 WORKING MEMORY EXAMPLE
24 WORKING MEMORY EXAMPLE
25 WORKING MEMORY EXAMPLE
26 WORKING MEMORY AT WORK
27 WORKING MEMORY AT WORK
28 WORKING MEMORY AT WORK
29 WORKING MEMORY EXAMPLE
30 WORKING MEMORY AT WORK
31 WORKING MEMORY AT WORK
32 WORKING MEMORY AT WORK
33 WORKING MEMORY AT WORK
34 WORKING MEMORY AT WORK
35 WORKING MEMORY AT WORK
36 WORKING MEMORY AT WORK
37 WORKING MEMORY AT WORK
38 WORKING MEMORY AT WORK
39 WORKING MEMORY AT WORK
40 WORKING MEMORY AT WORK
41 WORKING MEMORY AT WORK
42 WORKING MEMORY AT WORK
43 COGNITIVE SKILLS AND ACADEMICS
44 COGNITIVE PROCESSES ASSOCIATED WITH READING Decoding Fluency Comprehension Sustained Attention, Visual Discrimination, Sequential Processing, Auditory Discrimination Visual Span, Flexible Attention, Processing Speed Planning, Visualization, Working Memory Anthony & Francis, 2005; Evans, Floyd, McGrew & Leforgee, 2001; Florelloet al., 2006; Volker, Lopata, & Cook-Cottone, 2006)
45 COGNITIVE PROCESSES ASSOCIATED WITH MATH Spatial Representations Information Manipulation Logical Problem-Solving Spatial Memory, Visualization, Directionality Working Memory, Sequential Processing, Selective Attention Planning, Working Memory, Inference Iguchi, 2008; Geary, 2004; Murphy, Mazzoco, Hanich& Early, 2007
46 COGNITIVE ABILITY VS COGNITIVE CAPACITY Ability: our propensity to change or modify the structure of our cognitive functioning to adapt to the changing demands of our environment (plasticity). Capacity: the developed capacity of our cognitive functions to handle cognitive load (what we ve done with that plasticity).
47 FACTORS AFFECTING COGNITIVE DEVELOPMENT Socio- Economic Status Genetics Stress Environment Age- Related Cognitive Decline Disease / Injury
48 ASSESSING COGNITIVE SKILLS For Fun Tons and tons of online cognitive games/tests No real value other than entertainment To inform instruction and suggest strategies Nationally normed with connection to instruction and learning strategies Mindprint Learning For diagnostic and treatment purposes Nationally normed and often correlated with other cognitive assessments Administered and interpreted by a clinician
49 IMPROVING COGNITIVE SKILLS For Fun Tons and tons of online brain games No real value other than entertainment To cognitive skills within a domain or more broadly Learning challenging new skills (playing an instrument, playing a complex game (e.g., chess), learning a new language Computer-based cognitive training supported by research (e.g., BrainWare SAFARI, SkateKids) Clinical therapy (which may use various training tools)
50 COGNITIVE TRAINING SUPPORTED BY RESEARCH 90% is Expected RPI of Normally Developing Student Control Pre-Test Control Post-Test BrainWare Pre-Test BrainWare Post-Test Executive Functions Visual Working Memory Verbal Working Memory Processing Short Term Speed Memory Auditory Processing Broad Attention "Effect of Neuroscience-Based Cognitive Skill Training on Growth of Cognitive Deficits Associated with Learning Disabilities Sarah Abitbol Avtzon. Learning Disabilities: A Multidisciplinary Journal. 2012
51 ACADEMIC IMPACT OF COGNITIVE SKILLS IMPROVEMENT 90% is Expected RPI of Normally Developing Student RPI Relative Proficiency Index Average RPI Scores Cognitive Reading Math Control Pre-Test Control Post-Test BrainWare Pre-Test BrainWare Post-Test "Effect of Neuroscience-Based Cognitive Skill Training on Growth of Cognitive Deficits Associated with Learning Disabilities Sarah Abitbol Avtzon. Learning Disabilities: A Multidisciplinary Journal. 2012
52 AN INTERCONNECTED HIERARCHY OF SKILLS Academic Performance Educational Attainment Workplace Performance Lifetime Income Health Outcomes Legal & Safety Literacy Skills Phonics/Phonemic Awareness, Word Decoding, Fluency, Vocabulary, Comprehension Numeracy Skills Number Sense, Operation Sense, Computation, Measurement, Probability Technology Skills Digital Media Use, Productivity Tools, Programming, Systems Thinking Higher Order Executive Functions Reasoning, Problem-Solving, Planning, Critical Thinking, Creativity, Communication Core Executive Functions Working Memory, Inhibitory Control, Cognitive Flexibility Foundational Cognitive Skills Attention (Sustained, Selective, Flexible), Visual Processing (Visual Discrimination, Visual Span, Visual Form Consistency, Visualization), Auditory Processing, Sensory Integration (Processing Speed, Timing and Rhythm, Visual-Auditory Integration, Simultaneous and Sequential Processing), Memory (Immediate Short-Term, Short-Term, Long-Term)
53 QUESTIONS?
54 THANK YOU! Betsy Hill President, BrainWare Learning Company Did you learn anything during this webinar? Find out with our quiz:
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