Understanding Cognition and
Learning
March 2013
http://behavioursupports.wikispaces.com
What is Cognition?
• Cognition refers to the
various brain and mental
processes which allow us
to think and problem solve.
• Refers to neurological
functioning and brain
pathway efficiency.
Current Theory of Cognition
Fluid
Reasoning
Crystallized
Intelligence
Visual
Processing
Auditory
Processing
Cognitive
Abilities
Processing
Speed
Long Term
Retrieval
Working
Memory
What is Academic Achievement?
• Reading, spelling, and math skills
are the “big” academic
achievement skills.
• KTEA measures academic
achievement.
• Achievement tests simply report
that a student is falling behind in
academic tasks.
It does not tell us “why”.
Relationship Between Cognition and
Achievement
• Cognition is what powers
achievement.
• An individual can show a deficit in
reading, writing, or math and NOT
have a learning disability.
• Various reasons for academic
deficits.
Deficits in achievement can be due to:
–
–
–
–
–
–
Mental health
Emotional problems
Environment
Insufficient instruction
Medical conditions
EAL
- Cognitive Impairments (LD or ID)
The difference between a learning disability and
an intellectual disability has to do with cognition,
not academic achievement.
A person with a LEARNING
disability
A person with an
INTELLECTUAL disability
• Will have deficits in one or two
cognitive processes
• Will have deficits in most
cognitive process areas
Their abilities in the other
cognitive areas will be average
or above average.
They will have an overall
cognitive profile which is below
average.
• Learning Disability requires one or two cognitive
process deficits in the presence of an otherwise
normal profile.
• Intellectual Disability requires most, if not all,
cognitive processes to be impaired.
A student with an LD and a student with an ID MAY PRESENT
WITH SIMILAR ACADEMIC ACHIEVEMENT DEFICITS AND
PATTERNS. However, the treatment is very different.
LD Based in Fluid Reasoning
Fluid
Reasoning
Crystallized
Intelligence
Visual
Processing
Auditory
Processing
Cognitive
Abilities
Processing
Speed
Long Term
Retrieval
Working
Memory
Fluid Reasoning
(Visual Problem Solving)
• Ability to think about new ideas
• Ability to figure out tasks that
have not been seen before
(Deductive and Inductive
Reasoning)
• Ability to reason with
information that is visual
Fluid Reasoning
Deficits manifest in the following areas:
•General problem solving, with or without words
•Reading comprehension
•Math calculations and Math problem solving
•Written expression
Fluid Reasoning
Interventions
• Provide graphic organizers
• Teach “Big Picture” concepts
and ideas
• Provide specific and
targeted feedback on
performance and faulty
assumptions
• Teach meta-cognitive
strategies
LD Based in Crystallized Intelligence
Fluid
Reasoning
Crystallized
Intelligence
Visual
Processing
Auditory
Processing
Cognitive
Abilities
Processing
Speed
Long Term
Retrieval
Working
Memory
Crystallized Intelligence (Verbal comprehension)
Crystallized Intelligence (Verbal comprehension)
• Ability to use and understand
words
• Ability to think and problem
solve using words
• Ability to use words to express
ideas and explain concepts
Crystallized Intelligence
Deficits manifest in the following areas:
•
•
•
•
Understanding at grade level
Ability to manage content
Following instructions
All academic subject areas
Crystallized Intelligence
Interventions
• Provide graphic webs and
maps (Kidspiration, Inspiration)
• Pre-teach new vocabulary
before teaching
• Use visual cues and strategies
• Ensure that information is
provided in context and that
student can relate to content
LD Caused by
Working Memory Deficits
Fluid
Reasoning
Crystallized
Intelligence
Visual
Processing
Auditory
Processing
Cognitive
Abilities
Processing
Speed
Long Term
Retrieval
Working
Memory
Working Memory
• Remembering things you
have just seen or heard
• Jot notes of the brain
• Able to hold information in
memory and do something
with it within a few seconds
Working Memory
Deficits manifest in the following areas:
• Affects all academic areas
• Difficulty remembering instructions
• Difficulty following directions
• Difficulty with sight word reading and phonetic
decoding
• Reading comprehension
• Math calculations and math reasoning
Research suggests that working memory is
more predictive of academic success than IQ
in the early years (Alloway & Alloway, 2010).
Working Memory
Interventions
• Write directions and
pertinent information down
• Review and repeat
• Teach memory strategies
• Keep directions short
• Provide class notes
• Memory games to help
strengthen skills
• CogMed and Jungle
Memory
LD Caused by Long Term Retrieval Deficits
Fluid
Reasoning
Crystallized
Intelligence
Visual
Processing
Auditory
Processing
Cognitive
Abilities
Processing
Speed
Long Term
Retrieval
Working
Memory
Long Term Retrieval
• Ability to retrieve learned
information
• Ability to store information
into long term memory
Long Term Retrieval
Deficits manifest in the following areas:
•
•
•
•
•
Recalling information taught earlier
Remembering facts and details
Affects all academic subjects areas
Reading fluency affected
Affects ability to perform consistently
Long term Retrieval
Interventions
• Focus on overall themes instead of
details
• DRILL AND PRACTICE
• Review learning frequently
• Ask recognition questions instead of
those that require straight recall
• Schedule exams first thing in am or right
after lunch or study break
• When possible, use an open book exam
or alternative way of evaluating
understanding
• Memory games and practice to
strengthen skills
LD Caused by Processing Speed Deficits
Fluid
Reasoning
Crystallized
Intelligence
Visual
Processing
Auditory
Processing
Cognitive
Abilities
Processing
Speed
Long Term
Retrieval
Working
Memory
Processing Speed
• Relates to how fast you
can think and do things
that are well learned
• Processing speed does not
require problem solving
skills per se
• Most tasks have a motor
component
Processing Speed
Deficits manifest in the following areas:
• Significantly impacts ability to copy board
notes and write assignments
• Difficulty working at appropriate speed
• Adhering to deadlines
• Completing tasks on time
• Fluency in all academic subject areas
Processing Speed
Interventions
• Understand what is causing the
processing speed problem
(cognition, motor or both)
• Reduce assignment length NOT
difficulty
• Eliminate all expectation of board
notes
• Increase time limit or due date
• No timed tests
LD Caused by Auditory Processing Deficits
Fluid
Reasoning
Crystallized
Intelligence
Visual
Processing
Auditory
Processing
Cognitive
Abilities
Processing
Speed
Long Term
Retrieval
Working
Memory
Auditory Processing
• Ability to discriminate and
manipulate the sounds in words
• Ability to perceive and learn
sound-symbol relationships
• Ability to understand words
under noisy conditions
Auditory Processing
Deficits manifest in the following areas:
• Accurately perceiving verbal information
• Ability to hear instruction in presence of
background noise
• Decoding (reading through phonics)
• Encoding (spelling)
• Reading comprehension and written
expression
Auditory Processing
Interventions
• Provide explicit instruction in phonemic
awareness and phonics
• Do not lecture or instruct while others
are talking
• Use a sound field system
• Ensure that only one person talks at a
time
• Provide instruction and content in
written form
LD Based in Visual Processing Deficits
Fluid
Reasoning
Crystallized
Intelligence
Visual
Processing
Auditory
Processing
Cognitive
Abilities
Processing
Speed
Long Term
Retrieval
Working
Memory
Visual Processing
• Ability to perceive and
manipulate visual
information
• Important in depth
perception, visual memory
and visual orientation.
• Necessary for processing
spatial information
Visual Processing
Deficits manifest in the following areas:
•
•
•
•
•
Ability to organize visual information
Ability to follow and understand visual cues
Math calculations
Organization of written work
May skip lines when reading
Visual Processing
Interventions
• Use verbal instruction and prompts
• Help organize desk and belongings, teach
organization strategies
• Clear visual borders on papers, use grid lines for math,
using a ruler for reader
• Practice visual spatial tasks such as puzzles, Lego,
Discovery Toys, or computer games such as Tetris
Intellectual Disability (ID)
ID is a disability characterized by the following:
 Significant limitations in intellectual functioning (IQ
under 70)
 Significant deficits in adaptive behaviour as expressed in
conceptual, social, and practical daily living skills.
This disability originates before the age of 18.
Typical profile of a person
with an Intellectual Disability
Fluid
Reasoning
.
Crystallized
Intelligence
Visual
Processing
Certainly, not all areas will
necessarily be significantly
below the average range, but
the majority of cognitive
processes, including all areas
of reasoning, must be
significantly impaired to make
this diagnosis.
Auditory
Processing
Cognitive
Abilities
Processing
Speed
Long Term
Retrieval
Working
Memory
Fluid
Reasoning
Fluid
Reasoning
Crystallized
Intelligence
Visual
Processing
Auditory
Processing
Cognitive
Abilities
Processing
Speed
Long Term
Retrieval
Intellectual Disability
Working
Memory
Crystallized
Intelligence
Visual
Processing
Auditory
Processing
Cognitive
Abilities
Processing
Speed
Long Term
Retrieval
Learning Disability
Working
Memory
Can cognitive problems be fixed?
New brain research is suggesting that some
cognitive processes may be able to be
changed.
Computer Programs
• Fast ForWord
• Arrowsmith
Book: “The Brain that Changes Itself”
Remember……
…Achievement tests and academic performance
simply report that a student is falling behind in
academic tasks. It does not tell us “why”.
…An individual can show a deficit in reading, writing,
or math and NOT have a learning disability.
…A student with an LD and a student with an ID MAY
PRESENT WITH SIMILAR ACADEMIC ACHIEVEMENT
DEFICITS AND PATTERNS. However, the treatment is
very different.
Have a wonderful day!