Cognitive holding power

Cognitive holding power is a concept introduced and measured by John C. Stevenson in 1994 using a questionnaire, the Cognitive Holding Power Questionnaire (CHPQ). This tool assesses first- or second-order cognitive processing preferences as a result of the characteristics of the learning environment.[1][2]

Impact

Studies involving cognitive holding power have been able to suggest improvements to mathematical education.[3]

Notes

Stevenson, John (October 1998). "Performance of the cognitive holding power questionnaire in schools". Learning and Instruction. 8 (5): 393–410. doi:10.1016/S0959-4752(97)00029-7.
Stevenson, John C.; Evans, Glen T. (June 1994). "Conceptualization and Measurement of Cognitive Holding Power". Journal of Educational Measurement. 31 (2): 161–181. doi:10.1111/j.1745-3984.1994.tb00441.x.
Xin, Ziqiang; Zhang, Li (January 2009). "Cognitive holding power, fluid intelligence, and mathematical achievement as predictors of children's realistic problem solving". Learning and Individual Differences. 19 (1): 124–129. doi:10.1016/j.lindif.2008.05.006.

This article is issued from Wikipedia. The text is licensed under Creative Commons - Attribution - Sharealike. Additional terms may apply for the media files.

[1] Stevenson, John (October 1998). "Performance of the cognitive holding power questionnaire in schools". Learning and Instruction. 8 (5): 393–410. doi:10.1016/S0959-4752(97)00029-7.

[2] Stevenson, John C.; Evans, Glen T. (June 1994). "Conceptualization and Measurement of Cognitive Holding Power". Journal of Educational Measurement. 31 (2): 161–181. doi:10.1111/j.1745-3984.1994.tb00441.x.

[3] Xin, Ziqiang; Zhang, Li (January 2009). "Cognitive holding power, fluid intelligence, and mathematical achievement as predictors of children's realistic problem solving". Learning and Individual Differences. 19 (1): 124–129. doi:10.1016/j.lindif.2008.05.006.