Cognitive Education and Testing: A Methodological Approach

Cognitive Education and Testing: A Methodological Approach

Cognitive Education and Testing: A Methodological Approach

Cognitive Education and Testing: A Methodological Approach

Synopsis

The immediate purpose of this study is to explain the essentials of a promising approach to measuring and improving cognitive performance, and to summarize the exceptional results obtained from years of experimental applications in the United States and abroad. The extended purpose is the glaring inadequacy of intellectual performance of those educated in the United States and elsewhere, compared to current needs. Meehan's study is significant for democratic societies in its claims that skill levels can be raised, regardless of IQ scores, or even grade point averages.

Excerpt

My immediate purpose here is to communicate to the reader as clearly and precisely as possible the essentials of a very promising approach to measuring and improving cognitive performance, and to summarize the excellent, and even exceptional, results obtained thus far from experimental applications, both in the United States and abroad. The approach depends primarily upon two basic constructs: (1) a concept labeled "cognitive skill" or "cognitive competence," which is identified with the individual's capacity to acquire, assess, and apply knowledge; and (2) a "theory of knowledge," which is limited in scope and focused on the development and use of knowledge in the conduct of human affairs. The theory serves to sharpen and constrain the meaning of cognitive competence, by specifying the structures and processes required in successful efforts to acquire, assess, and apply knowledge, and since it has been established on external grounds, provides a justification for accepting the overall approach as a legitimate point of departure. The concept of cognitive competence provides the needed focus for efforts to develop a measurement for, and ways to improve, overall cognitive performance.

My extended purpose, the reason for being concerned with measuring and improving cognitive competence, is to call attention to the glaring inadequacy of the intellectual performance of those educated in contemporary educational institutions, in the United States and elsewhere, compared to current needs. Regarded as a measure of that overall performance, the significance of cognitive competence in human affairs can hardly be exaggerated. That being the case, the need to produce a valid measure . . .

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