Browsing by Author "Whitebread, David"

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    Creativity and the Wandering Mind: Spontaneous and Controlled Cognition
    (Academic Press, 2020) Barnett, Paul Joseph; Kaufman, James C.; Barr, Nathaniel; Beaty, Roger; Seli, Paul; Zedelius, Claire M.; Schooler, Jonathan W.; Palmiero, Massimiliano; Villena González, Mario; Cosmelli, Diego; Prochazkova, Luisa; Hommel, Bernhard; Jay Lynn, Steven; Polizzi, Craig; Miskovic, Vladimir; Aksen, Damla; Woolley, Jacqueline D.; Bunce, Louise; Boerger, Elizabeth A.; Whitebread, David; O’Sullivan, Lisha; Russ, Sandra W.; Beghetto, Ronald A.; Schuh, Kathy L.; Dobson, Charles; Christoff, Kalina; Preiss, David D.; Colm Hogan, Patrick; Preiss Contreras, David Daniel; Cosmelli, Diego; Kaufman, James C.
    Creativity and the Wandering Mind: Spontaneous and Controlled Cognition summarizes research on the impact of mind wandering and cognitive control on creativity, including imagination, fantasy and play. Most coverage in this area has either focused on the negative consequences of mind wandering on focused problem solving or the positive effect of mindfulness, but not on the positive consequences of mind wandering. This volume bridges that gap. Research indicates that most people experience mind wandering during a large percentage of their waking time, and that it is a baseline default mode of brain function during the awake but resting state. This volume explores the different kinds of mind wandering and its positive impact on imagination, play, problem-solving, and creative production.
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    Self and social regulation of learning during collaborative activities in the classroom: The interplay of individual and group cognition
    (PERGAMON-ELSEVIER SCIENCE LTD, 2012) Grau, Valeska; Whitebread, David
    The purpose of the present research was to advance the development of knowledge regarding social aspects of self-regulated learning (SRL). The study had the objective of exploring the occurrence of self and social aspects of regulation during collaborative activities within regular primary science classes. Through a multiple case study approach, 8 children organised in two work groups were videotaped working in collaborative activities during one academic semester. The findings show a general increase of SRL activity within the groups during the semester, and positive relationships between focus of the activity and type of social regulation. The study sheds light on the advantages of combining analytical and holistic analysis when researching collaborative activities in the classroom. Implications for practice and future research are discussed. (C) 2012 Elsevier Ltd. All rights reserved.
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    Self-regulated Learning and Conceptual Development in Young Children: The Development of Biological Understanding
    (SPRINGER, 2012) Whitebread, David; Grau Cárdenas, Valeska Valentina; Zohar, A; Dori, YJ
    Within an understanding of metacognition as a process embedded within the self-regulated learning construct, this chapter presents a review of different theoretical models relating the concepts of self-regulated learning and metacognitive skills to models of conceptual change and learning in a domain. This review stresses a developmental perspective and an in-depth analysis of these relationships within the scientific domain. In this context, theories of self-regulated learning and intentional conceptual change are analysed and discussed in the light of recent evidence from empirical studies. Evidence will also be presented from an empirical study, carried out by the authors, which illustrates the relationship between these constructs in the early years of schooling in relation to the biological domain. Through a multiple case study approach and a microgenetic perspective, eight cases belonging to the third grade of primary school were followed during one academic semester. The data collected involved observations of the children in the multiple contexts of collaborative group work activities within the classroom and individual activities and assessments which varied in their demands upon domain-specific knowledge and cognitive strategies. Implications for the relationship between self-regulated learning and conceptual change in science learning are discussed, including theoretical implications and practical suggestions to foster learning through interventions in the science classroom. The predominant type of metacognition observed in this study was of on-line regulation, namely, planning, monitoring, control and reflection during students learning. The article also examines the interrelationships between metacognition and intentional conceptual change (ICC) and between metacognition and self-regulation.