Exploring Cognitive Processes of Knowledge Acquisition to Upgrade Academic Practices release_skumwon53zgpnnmkknc4x3omjq

by Deepa Cherukunnath, Anita Puri Singh

Published in Frontiers in Psychology by Frontiers Media SA.

2022   Volume 13, p682628

Abstract

The development of cognitive functions follows certain pathways through brain maturation. Concepts taught at school can be reinforced by understanding the related cognitive functions that enhance learning. The cultural and social diversities faced by the education system worldwide can be solved by understanding the unifying cognitive processes of learning. This knowledge can be effectively used to devise better curriculum and training for students. Cognition, conation, and emotional regulation are the main components that determine an individual's efficiency to deal with various situations. How the brain receives input, perceives, and organizes these information lays the foundation for learning. The objectives of the study were (i) to explore age-group specific inputs for knowledge acquisition, (ii) to relate knowledge organization to the cognitive processes, and (iii) to identify factors that strengthen the knowledge ensemble through subject-domain allied training. The review focused on studies related to elementary school age (below 7 years), middle school age (7–12 years), and high school age (12 years and above). Published journal articles related to the objectives were randomly reviewed to establish a possible relationship. The findings of this review can help to advance student learning practices and instructional strategies. The findings are listed below. (i) Acquisition of knowledge during early childhood is based on sensory-motor integration on which attentional, perceptual, memory, language, and socialization systems develop. As brain development progresses toward adolescence, meta-awareness and social-emotional cognition influence the student learning process. (ii) Knowledge representations can be strengthened by domain-specific training inputs. (iii) Associational integration of the developmental, cognitive, and conative processes are indicators of curriculum strength. (iv) The strengthening of cognitive processes by rerouting through complementary neural circuitry, such as music, arts, real-life-based experiments, and physical exercises, is an effective way to improve child-friendly instructions.
In application/xml+jats format

Archived Files and Locations

application/pdf  239.3 kB
file_25b6wllvrbcq5h2ulta2rlxn64
fjfsdata01prod.blob.core.windows.net (publisher)
web.archive.org (webarchive)

Web Captures

https://www.frontiersin.org/articles/10.3389/fpsyg.2022.682628/full
2022-05-07 08:51:25 | 25 resources
webcapture_u6gouul5dza7lj2q45rj2mlm6m
web.archive.org (webarchive)
Read Archived PDF
Preserved and Accessible
Type  article-journal
Stage   published
Date   2022-05-06
Language   en ?
Container Metadata
Open Access Publication
In DOAJ
In ISSN ROAD
In Keepers Registry
ISSN-L:  1664-1078
Work Entity
access all versions, variants, and formats of this works (eg, pre-prints)
Catalog Record
Revision: e8f488d2-20fe-450a-a6c3-fcf87a1ee585
API URL: JSON