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Neo-Piagetian Theories Of Cognitive Development
Neo-Piagetian theories of cognitive development criticize and build upon Jean Piaget's theory of cognitive development. Overview The neo-Piagetian theories aim to correct one or more of the following weaknesses in Piaget's theory: * Piaget's developmental stage theory proposes that people develop through various stages of cognitive development, but his theory does not sufficiently explain why development from stage to stage occurs. Mansoor Niaz has argued that Piaget's stages were merely a heuristic for operationalizing his theory of equilibration. * Piaget's theory does not sufficiently explain individual differences in cognitive development. The theory does not account for the fact that some individuals move from stage to stage faster than other individuals. * The idea of rigid universal stages of cognitive development is incorrect. Research shows that the functioning of a person at a given age varies significantly from domain to domain (such as the understanding of social, ma ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Jean Piaget
Jean William Fritz Piaget (, ; ; 9 August 1896 – 16 September 1980) was a Swiss psychologist known for his work on child development. Piaget's theory of cognitive development and epistemological view are together called genetic epistemology. Piaget placed great importance on the education of children. As the Director of the International Bureau of Education, he declared in 1934 that "only education is capable of saving our societies from possible collapse, whether violent, or gradual". His theory of child development has been studied in pre-service education programs. Nowadays, educators and theorists working in the area of early childhood education persist in incorporating constructivist-based strategies. Piaget created the International Center for Genetic Epistemology in Geneva in 1955 while on the faculty of the University of Geneva, and directed the center until his death in 1980. The number of collaborations that its founding made possible, and their impact, ultimately le ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Mental Capacity
Intelligence has been defined in many ways: the capacity for abstraction, logic, understanding, self-awareness, learning, emotional knowledge, reasoning, planning, creativity, critical thinking, and problem-solving. It can be described as the ability to perceive or infer information and to retain it as knowledge to be applied to adaptive behaviors within an environment or context. The term rose to prominence during the early 1900s. Most psychologists believe that intelligence can be divided into various domains or competencies. Intelligence has been long-studied in humans, and across numerous disciplines. It has also been observed in the cognition of non-human animals. Some researchers have suggested that plants exhibit forms of intelligence, though this remains controversial. Etymology The word ''intelligence'' derives from the Latin nouns '' intelligentia'' or '' intellēctus'', which in turn stem from the verb '' intelligere'', to comprehend or perceive. In the Middl ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Michael Commons
Michael Lamport Commons (born 1939) is a theoretical behavioral scientist and a complex systems scientist. He developed the model of hierarchical complexity. Life and work Michael Lamport Commons was born in 1939 in Los Angeles and grew up in Hollywood. Commons holds two B.A.s from University of California at Los Angeles (UCLA), one in mathematics, the other in psychology. He earned his M.A., and M.Phil. and in 1973 received his Ph.D., in psychology from Columbia University. Currently, he is Assistant Clinical Professor, Department of Psychiatry at Beth Israel Deaconess Medical Center (a teaching hospital of Harvard Medical School), and Director of the Dare Institute, Cambridge, Massachusetts. His research interest is the quantitative analysis of psychological reality as it develops across the life span. With Francis Asbury Richards, Edward Trudeau, and Alexander Pekker, he developed the model of hierarchical complexity, a mathematical psychology model. He is one of the co ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Instructional Scaffolding
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning. This learning process promotes a deeper level of learning than many other common teaching strategies. Instructional scaffolding provides sufficient support to promote learning when concepts and skills are being first introduced to students. These supports may include resource, compelling task, templates and guides, and/or guidance on the development of cognitive and social skills. Instructional scaffolding could be employed through modeling a task, giving advice, and/or providing coaching. These supports are gradually removed as students develop autonomous learning strategies, thus promoting their own cognitive, affective and psychomotor learning skill ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Zone Of Proximal Development
The zone of proximal development (ZPD) is a concept in educational psychology that represents the space between what a learner is capable of doing unsupported and what the learner cannot do even with support. It is the range where the learner is able to perform, but only with support from a teacher or a peer with more knowledge or expertise. This person is known as the "more knowledgable other."Zone of proximal development. (2009). In ''Penguin dictionary of psychology.'' Retrieved from Credo Reference database The concept was introduced, but not fully developed, by psychologist Lev Vygotsky (1896–1934) during the last three years of his life.Yasnitsky, A. (2018)Vygotsky: An Intellectual Biography London and New York: RoutledgBOOK PREVIEW/ref> Vygotsky argued that a child gets involved in a dialogue with the "more knowledgeable other" and gradually, through social interaction and sense-making, develops the ability to solve problems independently and do certain tasks without h ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Internalization (psychology)
In psychology, introjection (also known as identification or internalization) is the unconscious adoption of the thoughts or personality traits of others. It occurs as a normal part of development, such as a child taking on parental values and attitudes. It can also be a defense mechanism in situations that arouse anxiety. It has been associated with both normal and pathological development. Theory Introjection is a concept rooted in the psychoanalytic theories of unconscious motivations. Unconscious motivation refers to processes in the mind which occur automatically and bypass conscious examination and considerations. Introjection is the learning process or in some cases a defense mechanism where a person unconsciously absorbs experiences and makes them part of their psyche. In learning In psychoanalysis, introjection () refers to an unconscious process wherein one takes components of another person's identity, such as feelings, experiences and cognitive functionin ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Lev Vygotsky
Lev Semyonovich Vygotsky (, ; ; – June 11, 1934) was a Russian and Soviet psychologist, best known for his work on psychological development in children and creating the framework known as cultural-historical activity theory. After his early death, his books and research were banned in the Soviet Union until Joseph Stalin's death in 1953, with a first collection of major texts published in 1956. His major ideas include: *''The social origin of mind'': Vygotsky believed that human mental and cognitive abilities are not biologically determined, but instead created and shaped by use of language and tools in the process of interacting and constructing the cultural and social environment. *''The importance of mediation'': He saw mediation as the key to human development, because it leads to the use of cultural tools and becomes a pathway for psychological development through the process of interiorization. *''The zone of proximal development'': Vygotsky introduced the concept, ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Kurt W
Kurt is a male given name in Germanic languages. ''Kurt'' or ''Curt'' originated as short forms of the Germanic Konrad/Conrad, depending on geographical usage, with meanings including counselor or advisor. Like Conrad, it can also a surname and less uncommon variations in Germanic languages including , Curd, , , Kord, Kort, Kurth, and Kurtu. In Turkish, Kurt means "wolf" and is a surname and less commonly a given name in numerous Turkic countries. Curt * Curt Boström (1926–2014), Swedish social democrat politician * Curt Casali (born 1988), American baseball catcher for the San Francisco Giants * Curt Gowdy (1919–2006), American sportscaster * Curt Hasler (born 1964), American baseball coach * Curt Hennig (1958–2003), American professional wrestler * Curt Jensen (born 1990), American shot put thrower * Curd Jürgens (1915–1982), German-Austrian actor * Wolf Curt von Schierbrand (1807–1888), German zoologist * Curt Schilling (born 1966), American baseba ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Transitive Relation
In mathematics, a binary relation on a set (mathematics), set is transitive if, for all elements , , in , whenever relates to and to , then also relates to . Every partial order and every equivalence relation is transitive. For example, less than and equality (mathematics), equality among real numbers are both transitive: If and then ; and if and then . Definition A homogeneous relation on the set is a ''transitive relation'' if, :for all , if and , then . Or in terms of first-order logic: :\forall a,b,c \in X: (aRb \wedge bRc) \Rightarrow aRc, where is the infix notation for . Examples As a non-mathematical example, the relation "is an ancestor of" is transitive. For example, if Amy is an ancestor of Becky, and Becky is an ancestor of Carrie, then Amy is also an ancestor of Carrie. On the other hand, "is the birth mother of" is not a transitive relation, because if Alice is the birth mother of Brenda, and Brenda is the birth mother of Claire, then it does ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Complexity
Complexity characterizes the behavior of a system or model whose components interact in multiple ways and follow local rules, leading to non-linearity, randomness, collective dynamics, hierarchy, and emergence. The term is generally used to characterize something with many parts where those parts interact with each other in multiple ways, culminating in a higher order of emergence greater than the sum of its parts. The study of these complex linkages at various scales is the main goal of complex systems theory. The intuitive criterion of complexity can be formulated as follows: a system would be more complex if more parts could be distinguished, and if more connections between them existed. , a number of approaches to characterizing complexity have been used in science; Zayed ''et al.'' reflect many of these. Neil Johnson states that "even among scientists, there is no unique definition of complexity – and the scientific notion has traditionally been conveyed using partic ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Mental Model
A mental model is an internal representation of external reality: that is, a way of representing reality within one's mind. Such models are hypothesized to play a major role in cognition, reasoning and decision-making. The term for this concept was coined in 1943 by Kenneth Craik, who suggested that the mind constructs "small-scale models" of reality that it uses to anticipate events. Mental models can help shape behaviour, including approaches to solving problems and performing tasks. In psychology, the term ''mental models'' is sometimes used to refer to mental representations or mental simulation generally. The concepts of schema and conceptual models are cognitively adjacent. Elsewhere, it is used to refer to the "mental model" theory of reasoning developed by Philip Johnson-Laird and Ruth M. J. Byrne. History The term ''mental model'' is believed to have originated with Kenneth Craik in his 1943 book ''The Nature of Explanation''. Georges-Henri Luquet in ''Le dessin enfant ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Analogical Reasoning
Analogy is a comparison or correspondence between two things (or two groups of things) because of a third element that they are considered to share. In logic, it is an inference or an argument from one particular to another particular, as opposed to deduction, induction, and abduction. It is also used where at least one of the premises, or the conclusion, is general rather than particular in nature. It has the general form ''A is to B as C is to D''. In a broader sense, analogical reasoning is a cognitive process of transferring some information or meaning of a particular subject (the analog, or source) onto another (the target); and also the linguistic expression corresponding to such a process. The term analogy can also refer to the relation between the source and the target themselves, which is often (though not always) a similarity, as in the biological notion of analogy. Analogy plays a significant role in human thought processes. It has been argued that analogy lies ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
