Modelo Estudiantes del siglo XXI 8º-11º
Flexibilidad Cognitiva
La Flexibilidad Cognitiva, un componente de la función ejecutiva, es la habilidad de cambiar de manera flexible la Atención entre tareas. Es nuestra capacidad para reconocer cuando las reglas cambian, permitiéndonos pensar de nuevas maneras, actuar creativamente y resolver problemas. La Flexibilidad Cognitiva también se puede llamar cambio de juego o cambio de tarea ya que implica desviar la atención de una idea o componente de tarea y responder a una nueva o diferente idea o componente de tarea, y apoya nuestra capacidad para ver las cosas desde las perspectivas de otras personas. Utilizamos la Flexibilidad Cognitiva para adaptar eficazmente nuestro comportamiento al enfrentar ambientes cambiantes y demandas de tareas: por ejemplo, en la escuela, los estudiantes deben considerar y cambiar entre diferentes reglas y estrategias para completar tareas de aprendizaje. La Flexibilidad Cognitiva es fundamental para la Creatividad, la resolución de problemas y el aprendizaje.
Ideas Principales
La flexibilidad cognitiva se desarrolla rápidamente en la primera infancia y continúa desarrollándose hasta la adolescencia, lo que refleja en parte el desarrollo madurativo en otras áreas del funcionamiento ejecutivo que la sustentan. Los adolescentes muestran mayores niveles de flexibilidad en situaciones sociales que los adultos, probablemente porque las habilidades sociales son fundamentales durante este período de desarrollo. Si bien algunos desarrollos o experiencias pueden afectar ciertos aspectos de la flexibilidad cognitiva, tareas complejas como la formación musical o la alternancia entre idiomas también pueden favorecer su desarrollo. Los estudiantes con menor exposición a estas oportunidades, que han experimentado Experiencias Adversas o que presentan diferencias cerebrales en el desarrollo de su función ejecutiva pueden necesitar apoyo adicional en el aula. Por ejemplo, investigaciones han demostrado que los estudiantes con TDAH suelen tener dificultades para cambiar de tarea, posiblemente debido a una Inhibición reducida. Esta menor flexibilidad cognitiva puede dificultar que los estudiantes consideren soluciones alternativas a un problema y autorregulen su aprendizaje. Por lo tanto, la instrucción explícita sobre el establecimiento de objetivos y la resolución de problemas puede ser un apoyo valioso. Además, aunque la flexibilidad cognitiva generalmente se desarrolla con la práctica y la maduración, algunas investigaciones sugieren que intervenciones como el entrenamiento de atención plena pueden favorecer el cambio de atención y, a su vez, la flexibilidad cognitiva.
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