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Convergent cognition

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Abstract

In an attempt to address shortcomings revealed in international assessments and lamented in legislation, many schools are reducing or eliminating elective courses, applying the rationale that replacing “non-essential” subjects with core subjects, such as mathematics and language arts, will better position students in the global market. However, there is evidence that systematically pairing a core subject with another, complementary subject, may lead to greater overall learning in both subjects. In this paper, we analyze two subject area pairs—first and second language, and computer programming and mathematics—to demonstrate in what ways two subjects might complement each other. We then analyze the relationships between these pairs to better understand the principles and conditions that encourage what we call convergent cognition, the synergistic effect that occurs when a learner studies two complementary subjects.

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Authors and Affiliations

  1. Instructional Psychology & Technology, Brigham Young University, 150K MCKB, Provo, UT, 84602, USA

    Peter J. Rich

  2. Mathematics Education, Brigham Young University, 193A TMCB, Provo, UT, 84602, USA

    Keith R. Leatham

  3. Technology & Engineering Education, Brigham Young University, 230 SNLB, Provo, UT, 84602, USA

    Geoffrey A. Wright

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  1. Peter J. Rich
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  2. Keith R. Leatham
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  3. Geoffrey A. Wright
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Correspondence to Peter J. Rich.

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Rich, P.J., Leatham, K.R. & Wright, G.A. Convergent cognition. Instr Sci 41, 431–453 (2013). https://doi.org/10.1007/s11251-012-9240-7

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