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What Is Cognitive Readiness?

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Teaching and Measuring Cognitive Readiness

Abstract

In this book there are multiple views of cognitive readiness. The purpose of this chapter is to review the various definitions of cognitive readiness. The construct of cognitive readiness will also be briefly compared and contrasted with twenty-first century skills. Cognitive readiness denotes the mental preparation for effective changes in response to altered or unpredictable situations in this fast-changing world. The key constructs in our model are knowledge, skills, and attributes. Knowledge includes domain-specific knowledge for developing cognitive readiness in specific content/process domains as well as prerequisite skills. There are five skills—adaptability, adaptive problem solving, communication, decision making, and situation awareness—and four attributes, i.e., adaptive expertise, creative thinking, metacognition, and teamwork. This chapter will also offer the reader a window into the recent literature regarding these constructs. Several training strategies are proposed to teach cognitive readiness, as well as several strategies to assess cognitive readiness. A feasibility study is presented to show how we investigated the goal of teaching and assessing selected cognitive readiness skills in the context of a Navy simulation. The chapter closes with implications for future research.

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Acknowledgements

The work reported herein was supported at the University of Southern California by the Office of Naval Research under Award No. N00014-08-0126 at UCLA (TMT2) and ONR Award No. N00014-09-C-0813. The work was supported by subcontract from UCLA. The opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not reflect the views of the Office of Naval Research. We would like to thank Rear Admiral Thomas S. Rowden, USN, Captain Jeffery S. Jones, USN, Captain David Monroe, USN (Ret), Captain George Ponselle, USN (Ret), Captain David Davis, USN (Ret), Captain Carol Hottenrott, USN, Dr. William Bewley, and Dr. John Lee of CRESST. In addition we would like to thank Ms. Joanne Michiuye, Mr. Rob Sitter, and Ms. Laquita Stewart for their excellent preparation of this manuscript.

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Authors and Affiliations

  1. National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of Southern California, Los Angeles, CA, USA

    Harold F. O’Neil

  2. University of Southern California, Los Angeles, CA, USA

    Joan (Yuan-Chung) Lang, Donna Escalante & F Sutter Fox

  3. Office of Naval Research, Arlington, VA, USA

    Ray S. Perez

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  1. Harold F. O’Neil
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  4. Donna Escalante
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  5. F Sutter Fox
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Correspondence to Harold F. O’Neil .

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  1. , National Center for Research on Evaluati, University of Southern California, Longbow Drive 15366, Los Angeles, 91403, California, USA

    Harold F. O'Neil

  2. Office of Naval Research, Inglewood Ct. 2431, Arlington, 22043, Virgin Islands, USA

    Ray S. Perez

  3. National Center for Research on Evaluati, Standards, and Student Testing, CRESST/UCLA, Charles E. Young Drive North 301, Los Angeles, 90095-1521, California, USA

    Eva L. Baker

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O’Neil, H.F., Lang, J.(C., Perez, R.S., Escalante, D., Fox, F.S. (2014). What Is Cognitive Readiness?. In: O'Neil, H., Perez, R., Baker, E. (eds) Teaching and Measuring Cognitive Readiness. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-7579-8_1

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