Model of Formation of Cognitive Strategy in Children of 7-11 Years, Specifically Taught Memorisation Techniques

Abstract

The article aims to analyse the results of the implementation of extra-curriculum classes of mnemonics, logical reasoning, and analytical reading in primary school. The results of children who went through the course are compared against the results of those who did not. The results show a considerably more serious competency level of children who took the classes. Reasons of success of them are scrutinized. A system is described in detail, examples of exercises and games are provided. Author offers a list of techniques for teaching. Structure of the course is included. Criteria for results evaluation is offered. A cognitive model of transformation of visual memory into logical reasoning is proposed. Author describes the psychological principles that underlie mnemonics and reading strategies of children and puts forward a cognitive model of dimensional memorisation as well as dimensional comparison. The author seeks to explain the qualitative difference between innovative approach of teaching children to memorise specifically and the old approach, by which this skill is not taught and accepted as natural. The article lends credence to the theory of strong connection between cognition, memory and intellect.

DOI: 10.5901/mjss.2015.v6n5s1p159