Class Cognition, Creativity and Learning

  • Presentation


    The CU aims to study the higher order cognitive functions.

  • Code


  • Syllabus


    1. Introduction

    1.1. The concept of Learning and the relation with Neoteny

    1.2. The controversy Nature versus Nurture

    1.3. Myths and implicit theories of learning and intelligence

    1.4. Intelligence - limits, and perspectives

    2. Cognitive Processes and Motivation

    2.1. Perception, Attention, and Memory

    2.2. Reasoning, decision-making, and problem-solving

    2.3. Motivation

    3. Creativity

    3.1. Creative thinking - analogue thinking and divergent thinking

    3.2. Theories of creativity (Sternberg, Amabile, and Csikszentmihalyi)

    3.3. Psychological and social determinants in the development of creativity

     4. Giftedness

    4.1. Theoretical conceptions of giftedness

    4.2. Characteristics of gifted students

    5. Identification, evaluation, and measures to promote mathematical reasoning and creativity

  • Objectives


    The learning objectives are as follows: (1) Identify and understand the myths and implicit theories about learning and intelligence; (2) Critically analyse the theoretical perspectives and conceptual models in intelligence, creativity, and giftedness; 3) Discuss the psychological and social determinants in the development of creativity; 4) Examine measures of identification and intervention to promote intelligence and creativity and their adaptation to the educational context.

  • Teaching methodologies and assessment

    Teaching methodologies and assessment

    Theoretical classes: Theoretical-practical classes: exposition of theoretical contents, demonstrative method with videos, reflection and personal development activities, punctual discussions, summaries, construction of concept maps, deconstruction of scientific articles, consultations of databases. 

  • References


    • Abdulla, A. M., Cramond, B. (2017). After six decades of systematic study of Creativity. What do teachers need to know about what it is and how it is measured. Roeper Review, 3, 9-23.
    • Geake, J. (2008). Neuromythologies in Education. Educational Research, 50(2), pp123-133.
    • Ibérico Nogueira, S., Almeida, L., & Lima, T. S. (2017). TTT- Two Tracks of Thought: A structural model of the Test for Creative Thinking-Drawing Production (TCT-DP). Creative Research Journal, 29(2), 206-211. doi: 10.1080/10400419.2017.1303312
    • Reis, S. M., Maxfield, L. R. (Eds.) (1998). In S. M. Reis Baum. Nurturing the gifts and talents of primary grade students. Mansfield Center, Creative Learning Press.
    • Sternberg, R. J. (2003). Creative thinking in the classroom. Scandinavian Journal of Educational Research, 47(3), 325-339.


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