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Cognitive Education in the Digital Age: Bridging the Gap Between Theory and Practice

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Today's children are living in a digital age, surrounded by computers as sources of information even before they reach school. In response to this reality, scholars and educators are being asked to rethink the role of cognitive education in preparing children for this technological world. The first half of this article, written for this special issue, examines some of the attendant issues within the context of learning for the future. It discusses the need to turn to cognitive theories as the wellsprings for programs capable of training children for a reality where new digital platforms appear daily. The article's second part focuses on cognitive theories that may provide appropriate foundations for educational programs promoting self-regulated learning (SRL) in the digital age. This article closes by presenting an intervention for peer-mediated learning with computers—a program that emerged from integration of the theories mentioned. Research-based findings indicating the program's effectiveness are presented.
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Document Type: Research Article

Publication date: 2013-02-01

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  • Research on the mechanisms of human cognition is leading to a deeper understanding of how the processes of thinking, problem solving, attention, perception, and memory affect learning and have led to effective strategies to enhance learning in educational settings ranging from pre-K to adult education environments. The Journal of Cognitive Education and Psychology (JCEP) presents in-depth articles on theory and empirical research as well as current practice and effectiveness of cognitive assessment, cognitive rehabilitation, cognitive education, and psychology around the world. Readers include those in education, cognitive psychology, special education, adult education, educational psychology, school psychology, speech and language, and public policy.
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