This article is a supplement to the podcast episode: Infracognition Will Change How We See and Value Intelligence
Abstract
This paper delineates the stages of infracognition and compares them to metacognitive processes across different levels of cognitive ability. By exploring infracognition as "thinking about feeling," we gain a comprehensive understanding of how our minds process information, make decisions, and interact with the world. Through two case studies, this paper illustrates the cognitive and emotional experiences of neurodivergent twice-exceptional (2e) students and neurotypical students, highlighting their distinct learning needs and challenges within the current educational system.
Introduction
Infracognition represents a fundamental cognitive process integrating somatic, emotional, and cognitive elements, particularly pronounced in individuals with exceptional abilities. While metacognition involves thinking about thinking and the conscious regulation of cognitive processes, infracognition involves thinking about feeling and the seamless integration of emotions and bodily sensations with cognitive functions. This paper aims to explore these processes through the experiences of two distinct students: a neurodivergent 2e student and a neurotypical student.
Stages of Infracognition
Sensory-Emotional Integration: Sensory input is immediately tagged with emotional information, forming the foundation of perception and understanding.
Intuitive Pattern Recognition: Rapid, subconscious identification of patterns based on previous experiences and innate tendencies.
Embodied Simulation: Mentally simulating experiences or concepts using bodily states and sensations.
Pre-verbal Conceptualization: Formation of concepts or ideas before they are articulated in language.
Emotional-Somatic Resonance: The body's physical response to emotional or cognitive stimuli, informing decision-making and understanding.
Implicit Learning Integration: Incorporation of implicitly learned information into cognitive processes without conscious awareness.
Intuitive Synthesis: Combining various pieces of information or experiences to form new insights or understanding without conscious deliberation.
Comparative Analysis: Infracognition vs. Metacognition
Aspect | Infracognition | Metacognition |
Nature | Subconscious, intuitive | Conscious, deliberate |
Processing Speed | Rapid | Slower, more methodical |
Verbalization | Pre-verbal or non-verbal | Often verbalized |
Emotional Component | Integral | Can be separate |
Body Involvement | Highly embodied | Can be abstract |
Accessibility | Often challenging to access consciously | More easily accessible to consciousness |
Role in Learning | Implicit, experiential | Explicit, strategic |
Decision Making | Intuitive, gut feelings | Analytical, reasoned |
Case Study 1: Neurodivergent Twice-Exceptional (2e) Student
Background
Alex, a 12-year-old twice-exceptional (2e) student, excels in mathematics and music but struggles with written expression and social interactions. Diagnosed with ADHD and sensory processing sensitivity, Alex experiences heightened sensitivity to environmental stimuli and exhibits pronounced emotional intensity.
Stages of Infracognition in Alex
Sensory-Emotional Integration: Alex often feels overwhelmed in noisy, brightly lit classrooms, as sensory inputs are immediately tagged with strong emotional reactions, affecting his ability to concentrate.
Intuitive Pattern Recognition: In mathematics, Alex quickly grasps complex patterns and solutions without needing detailed step-by-step instructions.
Embodied Simulation: While playing the piano, Alex uses his bodily sensations to simulate and anticipate musical sequences, leading to exceptional performance.
Pre-verbal Conceptualization: Alex forms complex mathematical and musical ideas before being able to articulate them verbally, often expressing frustration when trying to explain his thoughts.
Emotional-Somatic Resonance: During stressful situations, Alex experiences physical symptoms like stomachaches or headaches, which serve as indicators of his emotional state.
Implicit Learning Integration: Alex absorbs information from his surroundings effortlessly, often surprising teachers with knowledge he has not explicitly studied.
Intuitive Synthesis: Alex combines insights from music and mathematics to create innovative compositions, showcasing his ability to synthesize information intuitively.
Challenges in the Educational System
The traditional classroom setting poses significant challenges for Alex. The linear, methodical approach of System 2 thinking fails to accommodate his rapid, intuitive cognitive style. Standardized tests do not capture his deep understanding and pattern recognition abilities, leading to underestimation of his potential. Furthermore, sensory overload in the classroom often results in emotional and physical discomfort, hindering his learning process.
Case Study 2: Neurotypical Student
Background
Emily, a 12-year-old neurotypical student, performs consistently well in all subjects. She follows instructions meticulously and excels in tasks requiring detailed, step-by-step problem-solving.
Stages of Metacognition in Emily
Planning: Emily meticulously plans her study schedule, breaking down tasks into manageable steps.
Monitoring: She constantly monitors her understanding and progress, making adjustments as needed.
Evaluating: After completing a task, Emily evaluates her performance, identifying areas for improvement.
Reflecting: Emily regularly reflects on her learning strategies, seeking ways to enhance her efficiency.
Strategizing: She develops explicit strategies for tackling different types of problems, often using mnemonic devices and other aids.
Self-Regulation: Emily exercises strong self-regulation, staying focused and motivated even during challenging tasks.
Verbalization: She articulates her thought processes clearly, both during and after problem-solving activities.
Advantages in the Educational System
The traditional educational system aligns well with Emily's cognitive style. The emphasis on sequential learning, detailed instructions, and standardized testing plays to her strengths. Emily thrives in an environment that values methodical, deliberate thinking and explicit verbalization of cognitive processes.
Discussion
The contrast between Alex and Emily illustrates the diverse cognitive and emotional landscapes of students in today's classrooms. Alex's infracognitive processes enable rapid, intuitive insights but are often misunderstood and undervalued in a system designed for metacognitive processes. Emily's metacognitive strengths, on the other hand, align seamlessly with the current educational framework, allowing her to excel.
Systemic Weaknesses
Traditional educational systems are fundamentally misaligned with the needs of 2e learners like Alex. These systems:
Emphasize standardized testing, which fails to capture the depth and complexity of infracognitive processes.
Favor sequential, cognitive-first learning approaches that do not accommodate the holistic, somatic, and emotional integration crucial for 2e students.
Lack teacher training to recognize and support highly integrated cognitive styles, leading to misidentification of giftedness and misdiagnosis of learning disabilities​
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