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This term has emerged from the actual process in which cognitive shifting is encouraged or even provoked in a client or any other person. The person states clear intent through a specially-worded focus phrase—and then experiences the inner shift that the focus phrase elicits. Another term sometimes used for focus phrases is "elicitor statements".
Since cognitive flexibility is a vital component of learning, [4] deficits in this area might have other implications. Two common approaches to studying of cognitive flexibility focus on the unconscious capacity for task switching and conscious ability of cognitive shifting.
Theorists like John Dewey, Jean Piaget and Lev Vygotsky, whose collective work focused on how students learn, have informed the move to student-centered learning.Dewey was an advocate for progressive education, and he believed that learning is a social and experiential process by making learning an active process as children learn by doing.
It was theorised by earlier behavioral psychologists that individuals were empty vessels and new experiences would be created by being repeatedly exposed and/or rewarded in relation to certain things (such as in rote learning of times tables). [4] The cognitive shift however, demonstrated that thoughts also play an integral process.
Task switching, or set-shifting, is an executive function that involves the ability to unconsciously shift attention between one task and another. In contrast, cognitive shifting is a very similar executive function, but it involves conscious (not unconscious) change in attention.
Bredo (1994) depicts situated cognition as "shifting the focus from individual in environment to individual and environment". [34] In other words, individual cognition should be considered as intimately related with the context of social interactions and culturally constructed meaning. Learning through this perspective, in which knowing and ...
Once the person had accurately identified this felt sense in words, new words would come, and new insights into the situation. There would be a sense of felt movement—a "felt shift"—and the person would begin to be able to move beyond the "stuck" place, having fresh insights, and also sometimes indications of steps to take.
More researchers are accounting for attentional control in studies that might not necessarily focus on attention by having participants fill out an Attentional Control Scale (ACS) [30] or a Cognitive Attentional Syndrome-1 (CAS1), [32] both of which are self-reporting questionnaires that measure attentional focus and shifting. [30]