Cognitive functions of students entering higher education

Abstract

Exploratory and descriptive study, based on the theory of Cognitive Modifiability of Reuven Feuerstein (1991), on the self-perception of cognitive functions (CF) and its development in students entering the University of La Serena, Chile, given that their development it is crucial to the complexity of university learning. A sample of 112 students who responded to a CF pattern in the three phases of the mental act: entrance, elaboration, and exit. Reliability was calculated by Cronbach's alpha (0.954) and construct validity was determined by confirmatory factor analysis. The findings reveal that regardless of the program to which students enter and the year of  entry into Higher Education, there is similarity in their self-perception  regarding the decrease of some CF; for example, accuracy and precision, attention to two or more sources of information, width of the mental field, visual transport and disinhibition of the response, which have been caused by schooling. Activating the development of these functions is relevant to the acquisition of deep learning. It requieres from their professors  mediated learning experiences (MLE) so as to  cognitively modify themselves.