1. KEL2300 (4+0): D EVELOPMENT OF A R ESILIENT I NDIVIDUAL DPM –PJJ ( F 2 F 1) INSTRUCTOR: SITI NOR BINTI YAACOB, PhD. sitinor@upm.edu.my/012-2841844 TOPIC 3: C OGNITIVE C OMPETENCE

2. W HAT I S C OGNITIVE C OMPETENCE ? The cognitive ability to encode meanings and intentions Takala (1987) The cognitive processes that comprise creative thinking and critical thinking. Sun and Hui (2006) The ability to acquire, process and store information as well as conceptualize information and experiences. Lämsä and Savela (2011)

3. W HAT I S C OGNITIVE C OMPETENCE ? Recent study indicates creative thinking and critical thinking as core cognitive competence (Sun & Hui, 2012; Sun & Lau, 2006). Cognitive Competence Creative Thinking Critical Thinking

4. C REATIVE T HINKING Creative thinking refers to stretching one's spectacles, evaluating multiple ideas and alternatives, and generating novel and practical ideas.

5. C RITICAL T HINKING “Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, or communication, as a guide to belief and action” (Paul, 1993). Critical thinking is purposeful, reasoned, and goal-directed. Main cognitive skills in critical thinking: Reason Inference

6. S TIMULI OF C OGNITIVE C OMPETENCE Cognitive Competence Cultural artifacts Cognitive domains Interpersona l contexts Individual DIfferences

7. C ULTURAL A RTIFACTS Cultural artifacts includes symbols, tools, and beliefs. Active engagement in learning to use cultural tools will encourage for cognitive development among children. Symbols Signs Dress code Tools Language Proverbs Technology Beliefs Shared values Law Philosophy

8. C OGNITIVE D OMAINS Gardner (1984) proposed three discrete cognitive domains, which are: 1. Realms of the physical world, 2. The world of man-made artifacts, and 3. The social world. The manner in which cognitive domains are defined, constituted, and valued has profound consequences on the development of cognitive competence. For example, western countries put more values in physical world (sciences), while eastern countries such as Japan put heavy merit on social world.

9. I NTERPERSONAL C ONTEXTS The individual-environment interactions can contributes to development in cognitive competence. For example, research indicates that early home environment is significantly correlates with cognitive competence in later years (Nievar, Moske, Johnson, & Chen, 2014).

10. I NDIVIDUAL DIFFERENCES Several individual’s characteristics can greatly influence the development in cognitive competence, such as gender and personal preferences (Ngwoke, Eskay, Iheakaghichi, Ngwoke, & Obikwelu, 2014).

11. C OGNITIVE AND B EHAVIOR Cognitive Competence Criminal Behaviour Disruptive Behaviour Depression Aggressive Behaviour

12. R EFERENCES Lämsä, A. M., & Savela, T. (2011). ePooki - The publications of research and development work of Oulu University of Applied Sciences. Retrieved from http://www.oamk.fi/utils/opendoc_html.php?doc=tyokalut/julkaisut/37/oamk_tkjulkaisu_37.pdf Ngwoke, D. U., Eskay, M., Iheakaghichi, O. I., Ngwoke, A. N., & Obikwelu, C. L. (2014). Influence of gender on cognitive competence among pupils and students in Abia State. International Journal of Scientific Research, 2 (9), 17-20. Nievar, M. A., Moske, A. K., Johnson, D. J., & Chen, Q. (2014). Parenting practices in preschool leading to later cognitive competence: A family stress model. Early Education and Development, 25 (3), 318-337. Paul, R. W. (1993). The logic of creative and critical thinking. American Behavioral Scientist, 37 (1), 21-39. Sun, R. C., & Hui, E. K. (2012). Cognitive competence as a positive youth development construct: A conceptual review. The Scientific World Journal, 2012. Sun, R. C., & Lau, P. S. (2006). Cognitive competence as a positive youth development construct: Conceptual bases and implications for curriculum development. International Journal of Adolescent Medicine and Health, 18 (3), 401-408. Takala, S. (1987). Writing as a construct. Retrieved from http://eric.ed.gov/?id=ED343394 Wang, Q., Ceci, S. J., Williams, W. M., & Kopko, K. A. (2004). Culturally situated cognitive competence: A functional framework. Retrieved from http://cbd.ucla.edu/announcements/culture&cognition.pdf