Advanced Organizer Cognitive Flexibility Theory: Theoretical Perspectives

Cecil Schmidt cecil.schmidt@washburn.edu

Central Claim Origins of CFT Factors CFT Proposes to Overcome Reductive Biases Remedies to Reductive Biases Goals of Advanced Knowledge Acquisition Antidotes to Oversimplification Tendencies Epistemic Cognition, CFT, and the Antidotes References
CFT (Schmidt) 2

12/11/2004

CFT (Schmidt)

12/11/2004

Central Claim
Avoiding inappropriate over-simplification overof content improves learning and the transfer of complex knowledge (Jacobson &
Spiro,1995)

Origins of CFT [1]

Spiro, R. J., Feltovich, R. P., Jacobson, M. J., & Coulson, R. L. (1992) Feltovich, Coulson,

Based on constructivist theory of learning CFT is more than the retrieval of organized packets of CFT requires a new element concerned with the flexible
acquisition, representation, and use of preexisting knowledge In CFT understandings (doubly constructive) knowledge in order to solve new problems

Formulated to address factors contributing

to failure to learn complex knowledge at advanced instructional levels (Spiro, R. J.,
Feltovich, R. P., Jacobson, M. J., & Coulson, R. L., 1992) Feltovich, Coulson,

are constructed by using prior knowledge to go beyond the information given Prior knowledge is itself constructed based upon a case-by-case case- bybasis

12/11/2004

CFT (Schmidt)

12/11/2004

CFT (Schmidt)

Origins of CFT [2]

(Spiro, et. al., 1992)

Factors CFT Proposes to Overcome

(Spiro, et. al., 1992)

Emphasizes real world-world complexity and illworldill

Traditional theories of learning and instruction Conceptual oversimplification Learning deficiencies related to domain Learner development of cognitively flexible Inability to provide the random access of
instruction
12/11/2004 CFT (Schmidt) 6

structured features of many knowledge domains An approach to instruction which considers

Constructive nature of understanding Complex and ill-structured features of many illknowledge domains Patterns of learning failure A theory of learning that addresses known patterns of learning failure

struggle with ill-structuredness illcomplexity and irregularities processing skills

12/11/2004

CFT (Schmidt)

Reductive Biases
Spiro, R. J., Coulson, R. L., Feltovich, P. J., & Anderson, D. K. (1988) Coulson, Feltovich,

Forms of Reductive Biases

Oversimplification of complex and irregular structure Overreliance on a single basis for mental representation Overreliance on top down processing Context-independent conceptual representation ContextOverreliance on precompiled knowledge structures Rigid compartmentalization of knowledge components Passive transmission of Knowledge

Pervasive role of oversimplification in the

development of misconceptions
The general tendency to reduce important aspects of complexity Misconceptions of advanced material come from: Interference from earlier, simplified treatments Prevailing mode of approaching the learning process in
general that fosters simplification strategies

12/11/2004

CFT (Schmidt)

12/11/2004

CFT (Schmidt)

CFT Reductive Biases Remedies [1]

Avoidance of Oversimplification
Take special measures to demonstrate complexities and irregularities Highlight component interactions Demonstrate patterns of conceptual combination

CFT Reductive Biases Remedies [2]

Multiple Representations
Have diversified set of ways of thinking about a conceptual topic Use multiple metaphors Use multiple precedent cases for a new case Use multiple organizational schemes for representing the same context material in our hypertexts Employ sets of integrated multiple analogies Introduce analogies which counteract specific negative effects of an earlier analogy
CFT (Schmidt) 10

12/11/2004

CFT (Schmidt)

12/11/2004

CFT Reductive Biases Remedies [3]

Centrality of Cases
Use of cases are key to understanding a complex domain Cases are more than necessary and not just nice to have Ill-structured domains by their nature have Illcases which are individually multidimensional and irregularly related to the other cases
12/11/2004 CFT (Schmidt) 11

CFT Reductive Biases Remedies [4]

Conceptual Knowledge as Knowledge-in-Use Knowledge- in Concepts must be tailored to their application context Role of abstract knowledge is highly intertwined with that of case-centered reasoning case Same concept will be used and applied differently across the varied set of cases Greater weight must be given to activating concepts in a new case by examination of family of resemblances across the features of past cases that have been labeled as that concept
12/11/2004 CFT (Schmidt) 12

CFT Reductive Biases Remedies [5]

Schema Assembly (from Rigidity to Flexibility)
Emphases shifts from retrieval of precompiled knowledge structures to assembly of knowledge from different conceptual and precedent case sources to fit situation As ill-structuredness increases, the use of rigid illknowledge structures must be replaced by flexible, recombinable knowledge structures For a single case, many small precompiled knowledge structures will need to be used Storage of fixed knowledge is devalued in favor of the mobilization of potential knowledge
CFT (Schmidt) 13

CFT Reductive Biases Remedies [6]

Noncompartmentalization of Concepts and Cases
(Mulitiple Interconnectedness)
To enable situation dependent, adaptive schema assembly from disparate knowledge sources, those multiple sources must be highly interconnected Use multidimensional vectors indicating a variety of conceptual dimensions to that case segment Use of small case segments or minicases to retain plurality of situations

12/11/2004

12/11/2004

CFT (Schmidt)

14

CFT Reductive Biases Remedies [7]

Active Participation, Tutorial Guidance,
and Adjunct Support for the Management of Complexity
Knowledge cannot just be handed to the learner Active learner involvement in knowledge acquisition accompanied by opportunistic guidance by export mentors Can be incorporated into a computer program
12/11/2004 CFT (Schmidt) 15

Goals of Advanced Knowledge Acquisition

Allow for an important role for multiple View learning as the multidirectional and
representations multiperspectival crisscrossing of cases that make up complex domains lanscapes lanscapes Foster the ability to reassemble diverse knowledge sources to adaptively fit the needs of a particular knowledge application situation

12/11/2004

CFT (Schmidt)

16

Five Antidotes to Oversimplification Tendencies

(Jacobson & Spiro,1995)

Use Multiple Conceptual Representations of Knowledge

Multiple themes Multiple schemas Multiple analogies Multiple intellectual points of view

1. Use Multiple Conceptual Representations 2. 3. 4. 5.

of Knowledge Link and Tailor Abstract Concepts to Different Case Examples Introduce Domain Complexity Early Stress the Interrelated Web-Like Nature Webof Knowledge Encourage Knowledge Assembly
CFT (Schmidt)

12/11/2004

17

12/11/2004

CFT (Schmidt)

18

Link and Tailor Abstract Concepts to Different Case Examples

Avoid conceptual knowledge that has no
context Use multiple case examples to illustrate abstract concepts Demonstrate variability through the examples

Introduce Domain Complexity Early

Introduce complexity early in a cognitively
functional way

Demonstrate the multifaceted interactions Deeper exploration of the topic should not
be qualitatively different

12/11/2004

CFT (Schmidt)

19

12/11/2004

CFT (Schmidt)

20

Stress the Interrelated Web-Like WebNature of Knowledge

Demonstrate conceptual interrelationships
in multiple contexts Avoid teaching isolated and abstracted knowledge that often produces inert knowlege

Encourage Knowledge Assembly

Learner should assemble relevant abstract
and case-specific knowledge components casefor a given problem Learner should not be required to recall large knowledge schemas for problem solving

12/11/2004

CFT (Schmidt)

21

12/11/2004

CFT (Schmidt)

22

Epistemic Cognition, CFT, and the Antidotes

(Jacobson & Spiro, 1995)

References
Jacobson, M. J., Maouri, C., Mishra, P., & Kolar, C. (1996). Learning with hpertext Maouri, Mishra, Kolar, learning environments: Theory, design, and research. Journal of Educational Multimedia and Hypermedia, 5(3/4), 239-281. 239Jacobson, M. J., & Spiro, R. J. (1995). Hypertext learning environments, cognitive environments, flexibility, and the transfer of complex knowledge: An empirical investigation. Journal of Educational Computing Research, 12(4), 301-333. 301Spiro, R. J., Coulson, R. L., Feltovich, P. J., & Anderson, D. K. (1988). Cognitive flexibility Coulson, Feltovich, theory: Advanced knowledge acquisition in ill-structured domains. (Technical Report illNo. 441). Champaign, Illinois: University of Illinois at Urbana-Champaign. UrbanaSpiro, R. J., Feltovich, R. P., Jacobson, M. J., & Coulson, R. L. (1992). Cognitive flexibility, Feltovich, Coulson, constructivism, and hypertext: Random access instruction for advanced knowledge advanced acquisition in ill-structured domains. In T. M. Duffy, & D. H. Jonassen (Eds.), illConstructivism and the technology of instruction: A conversation (pp. 57-76). 57Hillsdale, NJ: Erlbaum.

Epistemic Cognition: Student beliefs about the

nature of learning and the structure of knowledge Referred to as Epistemic Beliefs A belief favoring oversimplification of complex and ill-structured knowledge contributes to the illformation of conceptual misunderstandings at post-introductory stages of learning postCFT provides the antidote
CFT (Schmidt) 23

12/11/2004

12/11/2004

CFT (Schmidt)

24