Phoster

Research and Development

Planning and Generating Sequences of Exercises for the Assessment and Development of Cognition

Developmental Cognitive Neuroscience, Educational Neuroscience and Cognitive Modeling

Developmental cognitive neuroscience, educational neuroscience and cognitive modeling will continue to advance and curricula should expand to include computer-mediated exercises and activities which are designed to activate, strengthen, coordinate and integrate specific regions and processes of the developing human brain.

Automatic Exercise Generation and Sequencing

Exercises and activities for cognitive development and enrichment can be generated by computer technology. Both human- and machine-generated exercises can be sequenced and scheduled by computer technology.

Exercise Variety and Student Engagement

A focus on cognitive development results in a variety of exercises and activities. Variety also arises from mixing exercises and activities from multiple courses during coursework. Variety and the strategic sequencing and scheduling of exercises and activities promote student engagement.

Affect and Student Engagement

Student affect should be monitored during the performance of exercises and activities. So doing facilitates the strategic sequencing and scheduling of exercises and activities. Sequencing and scheduling can be responsive to student affect; for example, scheduling categories of exercises known to be enjoyable to specific students to elevate mood.

Cognitive Load

Cognitive load refers to the total amount of effort being used in the working memory. Advancements to student modeling and cognitive modeling will facilitate better estimation of cognitive load during the performance of exercises and activities.

Multitasking and Task Switching

Discussion of the topics of variety in the sequencing and scheduling of exercises and activities entails a consideration of multitasking and task switching during problem solving. Modeling multitasking and task switching facilitates smoother experiences during and transitions between groups of exercises and activities.

Transfer of Learning

Transfer of learning refers to how learning resulting from one category of exercise or activity effects performance in others. As developmental cognitive neuroscience, educational neuroscience and cognitive modeling continue to advance, so too will our knowledge of transfer of learning and the cognitive neuroscience thereof.

Preparing Conceptual and Procedural Knowledge and Proficiency in Advance

The objectives of longer-scale exercise and activity sequencing and scheduling include preparing students for coursework days, weeks, months or years in advance. Students can, for example, enjoy: exercises and activities with boxes for arithmetical values, preparing them for eventual curricular topics from algebra; exercises and activities involving 3D visuospatial reasoning, preparing them for eventual curricular topics from trigonometry and geometry; and various exercises and activities designed to introduce concepts from calculus.