Cognitive Rigidity…or Processing Time Needed? - Part 2
What does “thinking” look like?
This post is a follow-up to last week’s post on the topic of Cognitive Rigidity vs. Processing Time - Part 1. This is a big topic and I will need a few posts to cover all that I am thinking about, while keeping it in manageable chunks for you! (Here is Part 3 if you are ready for it!).
I will get into specific strategies using declarative language and co-regulation as we go, but for today, I think it is important to establish a shared foundation:
How do we even know when someone is “processing” information?
Or another way to say this is:
How do we know when another person is “thinking”?
“Thinking” itself is not outwardly visible, but there are many verbal and nonverbal cues we can observe that indicate this important process is happening.
And, there are several reasons why it is crucial that we are mindful of “thinking” in this way.
First, as we protect and carve out space for our learners to think, it will support their ability to integrate new information as it arrives (or, in the words of Piaget, engage in assimilation, accommodation, and equilibration. I talked about this last week!). So, when we “observe” thinking, that is our cue to protect that space, for example, with silence.
Second, if you can recognize when your learner is “thinking”, you will be in a much better place to present new nuggets* of information, at a pace they can manage. *Nuggets of information could be anything from a spoken message about an upcoming event, to a nuanced facial expression or gesture.
Remember, perceived “rigidity” happens when our learners do not have adequate time - or the time they need - to process and integrate new information. Too much information, too fast, leads to stress, and stress can lead to challenging behaviors. Being thoughtful about our own pace, in conjunction with the pace our learner needs in each moment, really matters … for all of us.
This is also what co-regulation is all about.
Yes, this takes mindfulness on our part, but the benefits are long lasting and far reaching. As we present information at a pace that is manageable to our learner, we’ll help them develop cognitive flexibility … and they will feel safe enough to grow into outwardly flexible beings as well.
So, on that note, let’s get back to “thinking”.
We have to start by recognizing it when we see it.
“Thinking” can look a lot of different ways, depending on the learner and depending on the situation. You, as your learner’s guide and communication partner, will be in the best place to answer this question. So, if you haven’t yet paused to consider this idea or question specifically, now is the time:
What does “thinking” look like for your learner?
As we become in-tune with our learner’s nonverbal communication and cues, we learn to recognize when they are communicating a message such as, “I’m thinking and I’m NOT yet ready for more information” versus, “Okay! NOW I’m ready for more!”
To follow are some cues that I have observed, that have communicated to me an individual is thinking and probably not yet ready for more information. These are just some examples and not an exhaustive list. I am sure there are many more!
When I see any of these cues, I usually pause and wait quietly, or pause quietly to consider how and when to share the information I want to share, so that I present it at an optimal pace (for assimilation, accommodation and equilibration to occur).
Here goes…
These nonverbal and verbal cues, and actions, in my experience, can mean:
I’m thinking (i.e., processing new information) and I’m NOT yet ready for more:
Looking away
Body not physical close to mine
Looking up (“thinking gaze”)
Not responding when language is directed at them
Moving away
Pacing
Eyes closed
Eyes closed and smiling (sometimes I’ve seen this when the learner is especially enjoying mulling over a new nugget of information!)
Focused intently on something else
Body turned away from mine
Verbal protests such as, “No!”, “Stop it”, “I don’t want to talk about that”, “Stop talking.” or even “Shut up!”
A shout or outburst
Crying, melting down, or other indicators of overwhelm
Slamming a door
Hiding their face in their shirt or a blanket
I realize some of these may been viewed by others as “behaviors”, but that is not how I see them. Again, I see them through the lense of processing, or as stress responses that indicate my learner needs more time to think (and integrate a new piece of information).
And, I will be able to get to whatever it is I want to teach or share more successfully, and more positively, if I recognize this and allow them that time.
Then… importantly, are the cues that indicate a learner IS ready for more information!
Here are some examples that range from speaking to (sometimes nuanced) physical actions, and these can apply - in my experience - to learners at all stages of development.
When I see these cues, I receive them as indicators that my learner is ready for me to present new (or more) information:
They visually reference me (this is very different from “eye contact” and an idea I explain in Chapter 3 of Declarative Language Handbook).
They respond to my language or communicative bid with language or an action - for example with a comment, a follow-up question, or a gesture.
They come close to, or physically approach, me.
Their turn their body towards me.
They may touch my arm or shoulder.
They may gently touch something I am holding.
They may initiate communication with me through gestures, sounds, or language.
They join me in what I am doing or respond to my invitation.
So: What does it look like when your learner is thinking?
Recognizing “thinking” is the foundation for all that follows because reading these cues in the moment will help you decide how to proceed. Once you’ve got this, it is easier to build the rest.
And, I’ll ask it again because I really would love to know!
What does it look like when your learner is thinking?
If each of you takes a moment to share your thoughts and observations in the comments, we’ll have an amazing library of ideas from which we can all draw, as we continue to consider this important concept together.
Stay tuned for Part 3 in this series next week! And, you can read Part 1 here.
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