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Dartnall, Terry – Cognitive Science, 2007
Active externalism (also known as the extended mind hypothesis) says that we use objects and situations in the world as external memory stores that we consult as needs dictate. This gives us economies of storage: We do not need to remember that Bill has blue eyes and wavy hair if we can acquire this information by looking at Bill. I argue for a…
Descriptors: Memory, Schemata (Cognition), Perception, Concept Formation
Kellman, Philip J.; Garrigan, Patrick; Shipley, Thomas F.; Keane, Brian P. – Psychological Review, 2007
Presents some additional comments from the current authors regarding their original article Interpolation processes in object perception: Reply to Anderson (2007). As this exchange concludes, we believe that the account of interpolation and object formation proposed by Kellman and Shipley (1991), further developed in recent years (Kellman, 2003;…
Descriptors: Models, Reader Response, Perception, Identification
Blok, Sergey V.; Newman, George E.; Rips, Lance J. – Psychological Review, 2007
Responds to comments made by Rhemtulla and Xu on the current authors' original paper Concepts of individual objects (e.g., a favorite chair or pet) include knowledge that allows people to identify these objects, sometimes after long stretches of time. In an earlier article, the authors set out experimental findings and mathematical modeling to…
Descriptors: Identification, Evaluative Thinking, Classification, Concept Formation

Coffey, Carolie – Language in Society, 1984
Discusses language as the essential key to the social construction of reality, that is, as a factor which has the power to both create and transform social realities. Explores the linguistic implications for transformations in language usage as applied to gender-role and the cultural ideal of equality. (SED)
Descriptors: Concept Formation, Language Usage, Role Perception, Sex Bias
Odiemo, Luke Okunya – Education, Knowledge & Economy: A Journal for Education and Social Enterprise, 2008
The main hypothesis here is that the notion of economic and social development has been misconceived by most stakeholders in matters of development. This misconception is the main cause of underdevelopment in Kenya, which leads to all the reasons most authors and commentators have given to explain Kenya's situation. Therefore, it is only possible…
Descriptors: Curriculum Development, Foreign Countries, Social Development, Economic Development

Language Arts, 1982
Provides teachers with an understanding of how sighted children develop concepts about print and how blind children develop concepts about braille. Prereading activities designed to extend young children's concepts about print are adapted for blind children. (HTH)
Descriptors: Blindness, Braille, Childhood Attitudes, Concept Formation

Austin, Helena – Language and Education, 1997
Presents a part of a larger study attempting to retrieve the versions of the child implicit in the everyday life of a literature classroom. Focuses on a children's novel, "Magpie Island" (Thiele, 1974), and the classroom talk about that novel. Findings reveal that the version of the child implicit in the novel and that enacted in the classroom…
Descriptors: Children, Class Activities, Classification, Classroom Communication

Forrest, Erik – Art Education, 1986
This article addresses the difficulties associated with identifying and communicating about colors. Specific attention is devoted to the color red as it is symbolized in British and American cultures. Concludes that there is a great deal more to the learning of color than having students learn a vocabulary of color terms and designating correctly…
Descriptors: Art, Art Education, Color, Concept Formation

Chambers, John H. – Australian Journal of Education, 1979
It is argued that, like scientific and moral statements, art statements shape the world we know. This thesis indicates the need for art encounters and developmental teaching techniques, since the knowledge of art statements can only be apprehended through engagement in art and from discussing art and its qualities. (Author/SJL)
Descriptors: Art Appreciation, Art Education, Concept Formation, Educational Principles
Samples, Bob – Media and Methods, 1979
A continuation of the exploration of the various ways that knowledge and insight are achieved. Explains that even instruction in basic skills can benefit from this appreciation. Provides descriptions of classroom activities that demonstrate how the various modes of knowing can be used for conceptual exploration. (FL)
Descriptors: Basic Skills, Cognitive Style, Concept Formation, Elementary Secondary Education

Belcastro, Frank P. – RE:view, 1989
The article suggests that Belcastro rods, which retain the basic properties of Cuisenaire rods but allow instant identification by touch, may be useful in teaching mathematical concepts to blind children. Drawings illustrate use of the rods in teaching such concepts as addition and subtraction. (Author/DB)
Descriptors: Blindness, Cognitive Development, Concept Formation, Elementary Secondary Education

Smith, Linda B.; Jones, Susan S. – Cognitive Development, 1993
Responds to four commentaries on the article by Jones and Smith in this issue. Suggests that the comments derive from the possibility that stable concepts might not exist and from the difficulty of imagining what cognition could be without represented concepts. Discusses traditional approaches to stability and variability, and considers what…
Descriptors: Child Language, Cognitive Processes, Concept Formation, Early Childhood Education
Trumbull, Deborah J. – 1988
This paper presents a critique of current research on functional understanding of thinking and teaching. Three trends in cognitive research are examined. The "reification of mind" (the assumption that "mind" is an entity just as is body) is examined as a research trend that accepts knowledge as existing independent of the biographies, the…
Descriptors: Affective Objectives, Cognitive Processes, Cognitive Structures, Concept Formation

Hawkins, Graham – Environmental Education and Information, 1985
Identifies the principle types of cognitive and affective influences which contribute to the development of an individual's conceptual framework. Explains how external influences affect a child's interpretation of the environment. Urges that multidimensional experiences be offered to children and that students' perceptual levels, personal…
Descriptors: Cognitive Development, Cognitive Style, Concept Formation, Elementary Secondary Education

Mandler, Jean M. – Cognitive Development, 1993
Comments on the article by Jones and Smith in this issue. Responds to the theses that perceptual information is as much at the core of concepts as is nonperceptual information and that concepts are not represented as such but are computed on-line when needed. Presents a view of the relationship between perception and conceptual knowledge…
Descriptors: Child Language, Cognitive Processes, Concept Formation, Early Childhood Education
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