Information in this table is drawn from Adey and Shayer, Feuerstein and Lidz. The cognitive thinking skills and non-intellective factors are shown in the table below. Feuerstein called these non intellective factors. It relates to how we deal with things emotionally. What do we mean by the affective element? Basically, this involves emotions, feelings and attitudes. One important part of Feuerstein’s work was that he recognised the importance of the affective elements of learning. Output: the cognitive thinking skills that the learner needs to show what they have learned.Elaboration: the cognitive thinking skills that the learner needs to complete a task or solve a problem.Input: the cognitive thinking skills that the learner needs to gather all the information that they need to complete a task or solve a problem.He organised his list of cognitive thinking skills into three areas. Feuerstein’s original list was of deficient cognitive functions but later this list was turned round to describe what we should, rather than what we shouldn’t see. These cognitive functions are what we might also call thinking skills, learning-to-learn skills, cognitive processes, cognitive ability or cognitive skills. Professor Reuven Feuerstein's work, mentioned above, led him to draw up a list of what he called cognitive functions. The bricks that make up the house of cognition are the cognitive thinking skills that all individuals develop and use. It also helps us to understand some of the factors involved in successful – and unsuccessful – learning. How can we support and promote cognitive thinking skills? The idea of the house of cognition is one way of providing a structure for this support. Professor Reuven Feuerstein’s experiences in the 1950s working with young people who were Holocaust survivors led him to suggest that intelligence wasn’t fixed, because the young people he worked with had to put all their energies into coping with their trauma, resulting in a reduction in their capacity for reasoning and problem-solving. For example, dealing with trauma or the lasting effects of ACEs (adverse childhood experiences). Our thinking, reasoning and problem-solving skills can be affected by many factors.
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