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CAS Tracking

Improving cognitive steering

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Human Ecology Education’s CAS Tracking Programme is the only one of its kind in the world with research-based technology to measure, improve and track cognitive steering in students.

Steering Cognition has been consistently shown to contribute up to 15% of academic outcomes over and above the influence of general intelligence. Unlike a student’s CAT score, Steering Cognition can be improved by the unique CAS Tracking classroom and coaching strategies.

Steering Cognition is the ability to steer one’s mind to the optimal state for the learning task in hand. Research has shown that English, Maths and Science subjects require different cognitive states for academic success. Poor student Steering Cognition lowers academic outcomes, by disrupting the accurate acquistion, retention, retrieval and use of a student’s learned knowledge.

CAS Tracking has been evidenced, by studies, to improve secondary and university student academic performance.

INFORMATION FOR SCHOOLS

THE FOUR ROADSIGNS

    Danger       Go

Statistics

AVERAGE ACADEMIC OUTCOMES EXPLAINED BY CAT

55%

ACADEMIC OUTCOMES EXPLAINED BY CAT + COGNITIVE STEERING

70%

 

 

 

INFORMATION FOR SCHOOLS

 

CAS Tracking is in trial and will be launched in 2017.

In a series of investigations between 2012-15, Walker showed that steering cognition consistently contributed a unique component of around 15% to academic outcomes over and above algorithmic cognitive ability, which is measured by standardised IQ tests. In the studies, steering cognition enabled a student’s attention to be steered and regulated optimally for the demands of different curriculum tasks.

Unlike algorithmic cognition,  steering cognition can both be trained and improved in students (Walker 2014) and is directly affected by the quality of the teaching environment that a school provides. The work of Human Ecology Education contributes to a global research programme Mind.World, to measure and improve steering cognition, a uniquely human component of the mind.

For more information about the contribution, and improvement, of steering cognition in the educational outcomes of primary, secondary and tertiary students, please contact us.

 

CONTACT US

" The one who knows how to learn will always surpass the one who simply knows. "
unattributed

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