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Lee, Chwee Beng – Human Development, 2010
This paper is an initial effort to review the reciprocity between the theoretical traditions of "conceptual change" and "knowledge building" by discussing the underlying epistemological assumptions, objectives, conceptions of concepts and ideas, and mechanisms that bring forth the respective goals of these two traditions. The basis for generating…
Descriptors: Concept Formation, Change, Learning, Epistemology
Sorsana, Christine; Trognon, Alain – Human Development, 2011
This theoretical paper discusses some conceptual and methodological obstacles that one encounters when analyzing the contextual determination of thinking in psychology. First, we comment upon the various representations of the "cognitive" individual that have been formed over the years--from the epistemic subject to the psychological subject, and…
Descriptors: Psychological Studies, Barriers, Research Methodology, Cognitive Processes
Gillard, Ellen; Van Dooren, Wim; Schaeken, Walter; Verschaffel, Lieven – Human Development, 2009
Research in the psychology of mathematics education has been confronted with the fact that people blatantly fail to solve tasks they are supposed to be able to solve correctly given their available domain-specific knowledge and skills. Also researchers in cognitive psychology have encountered such phenomena. In this paper, theories that have been…
Descriptors: Mathematics Education, Cognitive Psychology, Problem Solving, Epistemology
Amin, Tamer G. – Human Development, 2009
This paper argues that the metaphorical representation of concepts and the appropriation of language-based construals can be hypothesized as additional sources of conceptual change alongside those previously proposed. Analyses of construals implicit in the lay and scientific use of the noun "energy" from the perspective of the theory of conceptual…
Descriptors: Figurative Language, Energy, Epistemology, Concept Formation
Vergnaud, Gerard – Human Development, 2009
The theory of conceptual fields is a developmental theory. It has two aims: (1) to describe and analyse the progressive complexity, on a long- and medium-term basis, of the mathematical competences that students develop inside and outside school, and (2) to establish better connections between the operational form of knowledge, which consists in…
Descriptors: Individual Development, Epistemology, Mathematical Concepts, Concept Formation
Hoyles, Celia; Noss, Richard – Human Development, 2009
This paper examines the extent to which mathematical knowledge, and its related pedagogy, is inextricably linked to the tools--physical, virtual, cultural--in which it is expressed. Our goal is to focus on a few exemplars of computational tools, and to describe with some illustrative examples, how mathematical meanings are shaped by their use. We…
Descriptors: Mathematics Education, Epistemology, Mathematics Instruction, Mathematical Concepts

Fabricius, William V. – Human Development, 1983
Sketches the epistemologies of the 17th and 18th century movements of rationalism, empiricism, and romanticism. Discusses Immanuel Kant's revolutionary conclusions concerning reality and the knowing process, and points out some parallels and areas of divergence between the Kantian and Piagetian theories of knowledge. (Author/BJD)
Descriptors: Epistemology
Ginsburg, Herbert P. – Human Development, 2009
The developmental psychology of mathematical thinking and the clinical interview method can make major contributions to education by transforming the process of formative assessment--the attempt to use information concerning student performance, knowledge, learning potential, and motivation to inform instruction. The clinical interview is a…
Descriptors: Interviews, Mathematics Education, Student Evaluation, Formative Evaluation

Mounoud, Pierre – Human Development, 1984
Explores contradictions arising from Piaget's transposition of the phylogenetic problem of the appearance of new forms to the ontogeny of knowledge. Discussion focuses on development as the organization of contents by preformed structures, on early development as a succession of representational organizations, and on concepts of structure and…
Descriptors: Biology, Cognitive Development, Epistemology, Theories

Labouvie-Vief, Gisela; Lawrence, Renee – Human Development, 1985
Discusses the logical discontinuity between object and personal knowledge. Proposes an extension of Piaget's subject-object equilibrium to a dialogic situation between an ego and an alter. Suggests that this structural model provides a scheme by which differences in adulthood between adaptive and maladaptive cognitive change can be clarified.…
Descriptors: Adolescents, Adults, Cognitive Development, Epistemology

Gash, Hugh – Human Development, 1983
Argues that Vico's constructivist epistemology is germane to contemporary cognitive developmental psychology, first in clarifying the meaning of the environment in Piaget's theory and second by providing, through the description of mental operations, a way of overcoming directions to the overly formal quality of Piaget's basic concrete-operational…
Descriptors: Cognitive Development, Epistemology, Realism, Theories

Furth, Hans G. – Human Development, 1983
Attempts to interpret Piaget's developmental theory of knowledge and Freud's metapsychology through a common focus on the human capacity for symbolic knowing. A sketch for a unified epistemological synthesis is presented.(Author/RH)
Descriptors: Comparative Analysis, Epistemology, Symbolism, Synthesis

Furth, Hans – Human Development, 1982
An overview of 17 theses of John Macmurray's philosophy of the person is presented as a framework for a comprehensive study of human development and for a constructive-relational theory of knowledge. (Author)
Descriptors: Epistemology, Individual Development, Interpersonal Relationship, Philosophy

Moessinger, Pierre; Poulin-Dubois, Diane – Human Development, 1981
Reviews and discusses Piaget's recent work on abstract reasoning. Piaget's distinction between empirical and reflective abstraction is presented; his hypotheses are considered to be metaphorical. (Author/DB)
Descriptors: Abstract Reasoning, Cognitive Development, Cognitive Processes, Epistemology

Broughton, J.M. – Human Development, 1981
Argues that the reduction of competence models to performance models is countered both by epistemological arguments and by examining the weakness of supposed refutations of Piaget's logical competence model. Points out flaws in Piaget's position. (Author/RH)
Descriptors: Cognitive Development, Competence, Developmental Psychology, Epistemology