Emerging Capabilities Across Domains Related to Cognition- Metacognition,

Creativity and Ethic

We live in an amazing world. The greatest of all the creations is man himself,
the wonderful machine—specific and resourceful. Perhaps the most
enthralling and pertinent scientific exploration is with the human brain, being
the most complex structure in the universe and also the greatest wonder of
creation. Did you ever wonder what was going on inside our heads? Just how
does the information taking in become actual knowledge? Well, wonder no
more, because today we're going to walk through the process of how we learn
through cognition. The brain weighs only 1500 grams, but contains more than
10,000 million nerve cells. Each nerve cell creates new connections and trains
up your cognitive processes.

Cognition refers to the ways the mind goes about perceiving, remembering
and thinking. Cognition is "the mental action or process of acquiring
knowledge and understanding through thought, experience, and the senses".
It includes processes such as knowledge, attention, memory, judgment and
evaluation, problem solving and decision making, comprehension and
production of language. Human cognition is conscious and unconscious,
concrete or abstract, as well as intuitive (like knowledge of a language) and
conceptual (like a model of a language).

Origin of Cognition
The word Cognition dates back to the 15th century, meaning "thinking and
awareness". Attention to the cognitive process came about more than
eighteen centuries ago, beginning with the humans interest in the inner
workings of the mind and how they affect the human experience. The Greek
philosopher, Aristotle focused on cognitive areas pertaining to memory,
perception, and mental imagery. Later when psychology became an important
field of study, other scientists like Wilhelm Wundt, Herman Ebbinghaus, Mary
Whiton Calkins, and William James offered their contributions to the study of
cognition. Cognitive psychology emerged in the late 1950's as the opposition
to the prevalent behaviorism of the time. Authors such as Piaget and
Vygotsky revolutionized the scientific panorama with their theories about
development and cognitive learning, which are still relevant today. Starting in
the 60s, interest in cognition and cognitive skills grew exponentially, and the
research that it generated allowed us to learn more about these processes.

What is cognition?
Cognition is the scientific term for the process of thought. Usage of the term
varies in different disciplines, for example in psychology and cognitive
science, it usually refers to an information processing view of an individual's
psychological functions. The term cognition (Latin: Cognoscere, "to know", "to
conceptualize" or "to recognize") refers to a faculty for the processing of
information, applying knowledge, and changing preferences. Cognitive
processes can be natural or artificial, conscious or unconscious. These
processes are analyzed from different perspectives within different contexts,
notably in the fields of linguistics, anesthesia, neurology, psychology,
philosophy, anthropology, systemic and computer science. In general
Cognition refers to the mental functions and mental processes.

The most accepted definition of cognition is the ability to process information

through perception, knowledge acquired through experience, and our
subjective characteristics that allow us to integrate all of this information to
evaluate and interpret our world. Cognition can be understood as the ability
that we have to assimilate and process the information that we receive from
different sources like perception, experience and beliefs and convert them into
knowledge.

What are cognitive processes?

Cognitive processes use existing knowledge and generate new knowledge.
Different cognitive functions play a role in these processes: perception,
attention, memory, reasoning. Each of these cognitive functions work together
to integrate the new knowledge and create an interpretation of the world
around us.

 Perception
Cognitive perception helps us to organize and understand the world
through stimuli that we receive from our different senses, like sight,
hearing, taste, smell, and touch. While most people are familiar with
the common senses, there are some other, less-known senses, like
propioception (stimuli which unconsciously perceives our position in
space and judges spatial orientation) and interoception (which is the
perception of our organs in our bodies. It is what allows us to know
when we're hungry or thirsty). Once the stimuli are received, our brain
integrates all of the information, creating a new memory.
 Attention
Attention is the cognitive process which helps us to concentrate on a
stimuli or activity in order to process it more thoroughly later. Attention
is a fundamental cognitive function considered a mechanism that
controls and regulates the rest of the cognitive processes: from
perception to learning and complex reasoning.
 Memory
Memory is the cognitive process that helps us to code, store, and
recover information from the past. Memory is a basic process for
learning, as it is what allows us to create a sense of identity. There are
many types of memory, like Short-term memory, which is the ability to
retain information for a short period of time and long-term memory,
which are all of the memories that we keep for a long period of time.
Other types of memory are auditory memory, contextual memory,
naming, and recognition.
 Thought
Thought is fundamental for all cognitive processes. It allows us to
integrate all of the information that we've received and establish
relationships between events and knowledge using reasoning,
synthesis, and problem solving (executive functions).
 Language
Language is the ability to express our thoughts and feelings through
spoken word. It is a tool that we use to communicate and organize and
transmit information that we have about ourselves and the world.
Language and thought are developed together and are closely related,
they mutually influence each other.
 Learning
Learning is the cognitive process that incorporates new information into
our prior knowledge. Learning includes things as diverse as behaviours
or habits, like brushing our teeth or learning how to walk, and
knowledge that we learn through socialization. Piaget and other
authors have talked about cognitive learning as the process of
information entering our cognitive system and changing it. The
 cognitive processes can occur naturally or artificially, or consciously or
unconsciously, but it usually happens fast, they work constantly and we
do not even realise it.

Differentiating cognition and metacognition is a tough job. They are

closely related and can often overlap. Flavell described an example
such as ―Asking yourself questions about the chapter might function
either to improve your knowledge (a cognitive function) or to monitor it
(a metacognitive function)‖.

Metacognition
Metacognition means thinking about thinking. The term has been part of the
vocabulary of educational psychologists for the last couple of decades and the
concept for as long as humans have been able to reflect on their cognitive
experience.

According to Flavell (1987), metacognition consists of both metacognitive

knowledge and metacognitive experiences. Metacognitive knowledge refers
to acquiring knowledge about cognitive processes. Metacognitive
experiences refers to the experiences that have something to do with the
ongoing cognitive endeavor.

Metacognition is essential to successful learning because it enables

individuals to better manage their cognitive skills and to determine
weaknesses that can be corrected by constructing new cognitive skills.

Metacognition has two aspects: knowledge about cognition and monitoring

and regulating the cognition. Several frameworks have been developed for
categorizing the types of knowledge about cognition. The three types are
―person‖ knowledge, which includes anything one believes about the nature of
human beings as cognitive processors; ―task‖ knowledge, which includes
knowledge about the demands of different tasks; and ―strategy‖ knowledge,
which is knowledge about the types of strategies likely to be most useful.
Components

 Metacognition consists of two components: knowledge and regulation.

Metacognitive knowledge includes knowledge about oneself as a
learner and the factors that might impact performance, knowledge
about strategies, and knowledge about when and why to use
strategies. Metacognitive regulation is the monitoring of one‘s cognition
and includes planning activities, awareness of comprehension and task
performance, and evaluation of the efficacy of monitoring processes
and strategies.

Knowledge of Cognition:
Knowledge of Cognition is how learners know about themselves as a learner,
and resources before beginning the task. According to Schraw and Dennison
Knowledge of Cognition has three sub-components namely declarative
knowledge, procedural knowledge and conditional knowledge.

 Declarative Knowledge:
It is how learners know about themselves as a learner, about their own
weaknesses and strengths, and about their relationships with the tasks
that they want to accomplish, such as learning or problem solving.
  Procedural Knowledge:
It is to know how and what strategies learners can use to accomplish
their tasks.
 Conditional Knowledge:
It is to know when and under what conditions learners can use a
particular strategy to achieve their goals.

Regulation of Cognition:
Regulation of Cognition is to control the cognition. It consists of five
subcomponents: such as Planning, Information Management Strategies,
Comprehension Monitoring, Debugging Strategies, and Evaluation.

 Planning:
Planning, goal setting and allocating resources prior to learning.
 Information Management Strategies:
It includes skills to process information, such as organizing and
elaborating.
 Comprehension Monitoring:
It entails assessing one‘s comprehension and learning process,
whether the reading materials make sense or not.
 Debugging Strategies:
It is to look for help when encountering difficulties.
 Evaluation:
It is to assess oneself to see whether he or she has accomplished
his/her jobs.

Creativity
The word creativity comes from the Latin term creō ‗to create, make‘: its
derivational suffixes also come from Latin. Creativity is a phenomenon
whereby something new and somehow valuable is formed. The created item
may be intangible (such as an idea, a scientific theory, a musical composition,
or a joke) or a physical object (such as an invention, a literary work, or a
painting). Creativity is the backbone of allowing a student to see the breadth
of a single idea and how that can be pushed to its limits.

Four Components of Creativity

The Four Components of Creativity as described by Psychologist Ellis P.
Torrance: Fluency, Flexibility, Originality and Elaboration.

Fluency is the ability to produce a number of different ideas. Fluency can be

enhanced by providing children with plenty of opportunities that stimulate the
thought process. Ask open ended questions and questions that ask the child‘s
opinion. Encourage the child to explore and experiment and this will enhance
cognitive growth.

Flexibility is the ability to approach different situations and develop solutions

from a number of different perspectives. Flexibility can be fostered by allowing
a lot of opportunities to explore and experiment. Allowing children to
experiment and make mistakes unleashes their creative thinking and a sense
of wonder.

Originality is the ability to have a new or novel idea. To promote originality,

provide a variety of supplies and experiences in which children can use their
imagination and create.
Elaboration is the ability to extend ideas. Give children new ways of doing old
ideas and activities.

Four Stages of Creativity Preparation:

This is the stage where the thinker formulates the problem and collects the
facts and materials considered necessary for finding new solutions. Many
times the problem cannot be solved even after days, weeks or months of
concentrated efforts. Failing to solve the problem, the thinker moves away
from it initiating next stage.

Incubation
During this period some of the ideas that were interfering with the solution will
tend to fade. It seems that the overt activity and sometimes even thinking
about the problem is absent in this stage, but the unconscious thought
process is at work during this period. The thinker may be busy in other
activities like reading, or playing games. Inspite of these activities the desire
to find a solution to problem will be going on in the thinker‘s mind.

Illumination
Following the period of incubation the creative ideas occur suddenly.
Consequently the obscure thing becomes clear. This sudden flash of solution
is known as illumination and is similar to ‗aha (eureka)‘ experience. For
example, this stage could be connected to the way by which Archimedes
found solution to the crown problem.

Verification
Even if the solution is found in illumination stage, it is necessary to verify
whether that solution is correct or not. Hence in this last stage evaluation of
the solution is done. If the solution is not satisfactory the thinker will go back
to creative process from the beginning.
Relationship between Creativity and intelligence

There are multiple theories accounting for their relationship, with the 3 main
theories as follows:

 Threshold Theory – Intelligence is necessary, but not sufficient

condition for creativity. There is a moderate positive relationship
between creativity and intelligence until IQ ~120.
 Certification Theory – Creativity is not intrinsically related to
intelligence. Instead, individuals are required to meet the requisite level
of intelligence in order to gain a certain level of education/work, which
then in turn offers the opportunity to be creative.
 Interference Theory – Extremely high intelligence might interfere with
creative ability.
Sternberg and O‘Hara proposed a framework of 5 possible
relationships between creativity and intelligence:

1. Creativity is a subset of intelligence

2. Intelligence is a subset of creativity
3. Creativity and intelligence are overlapping constructs
4. Creativity and intelligence are part of the same construct
(coincident sets)
5. Creativity and intelligence are distinct constructs (disjoint sets)
Ethics and Morality
Morality refers to the way people choose to live their lives according to a set
of guidelines or principles that govern their decisions about right versus wrong
and good versus evil.

At the present time, ethical or moral issues are as important as scientific and
technological activities and progress. Science and technology provides us
with the capacity to possess systematic knowledge of natural and human
realities and to improve the conditions of our material life.

Majority of the people are of the opinion that today‘s generation lacks moral
values and are not sure of the ethical values. The youngsters or adolescents
are the future of tomorrow so the lack of moral values especially among them,
the most important section of the society is a serious issue.

The reasons for the lack of moral values among adolescents are many. The
most important one is the disturbances in their families as family is the key
factor behind moral crises because children acquire moral values from the
family. When the family is unstable and parents are emotionally distant from
their children due to any reason maybe they are pre-occupied with their own
problems or due to work pressure, the process of acquiring moral values is
disrupted and difficult.

Globalisation is responsible for the transitional period, which includes longer

schooling due to career consciousness, earlier puberty, late marriages,
separation from adults and parents. At the stage of adolescence they believe
that they can try anything for the sake of their pleasure or do anything what
they want to do, hardly matter what parents suggest. At that stage the role of
parents and teachers should come. There is cooperation and partnership
between elders and adolescents instead of obedience and hierarchy. In that
senses, it is important to emphasize that the higher the closeness between
the children and their parents, the bigger the acceptance of values in them. It
clearly indicates a big failure of parents and they are just shifting their
responsibility in the heads of teachers which is a joint responsibility of both. In
order to remove the problem, the suggested measures are discussed as :

Parental Interactions
Children learn the basic values of behavior and living from their parents.
Children in fact learn by example, and whatever home they are actually living
in will shape how they make moral decisions. When children experience
interactions inside and outside the home in which they feel safe and cared for
and where anger and hostility are not present, they develop a strong sense of
self which develops into a strong moral base.

Role Models‘ Interactions

Other than parents, teachers and schools play a pivotal part in shaping the
morals of the next generation. They place a high value on character traits
such as honesty, integrity, and compassion, and teachers who exhibit these
attributes will naturally pass them along. Inconsistency and hypocrisy on the
part of teachers and parents alike can cause real harm to a child‘s moral
development. Children need guidance in choosing proper role models that will
best shape their moral development. Parents have the greatest influence in a
child‘s life.
Social Interactions
Children need various forms of social interaction to develop into well-rounded
adults.

These include interacting with other adults, family members, and other
children, older and younger than they.

Each interaction will reinforce or challenge a child‘s preconceived ideas about

what is morally acceptable. To inculcate moral values among adolescents it
should be an ongoing process and should start as soon a child takes birth.

Teens must make moral judgments on a daily basis. When children are
younger, their family, culture, and religion greatly influence their moral
decision-making. However, during the early adolescent period, peers have a
much greater influence. Peer pressure can exert a powerful influence
because friends play a more significant role in teens' lives. Furthermore, the
new ability to think abstractly enables youth to recognize that rules are simply
created by other people.

By late adolescence most teens are less rebellious as they have begun to
establish their own identity, their own belief system, and their own place in the
world. Some youth who have reached the highest levels of moral
development may feel passionate about their moral code; as such, they may
choose to participate in activities that demonstrate their moral convictions. As
the youngsters cognitive, emotional, social development continues to mature,
their understanding of morality expands and their behavior becomes more
closely aligned with their values and beliefs. Lacking a moral compass, these
youth may never reach their full potential and may find it difficult to form
meaningful and rewarding relationships with others. Ethics may find difficult or
challenging to follow, it is important to remember that this developmental step
is essential to their children's wellbeing and ultimate success in life.