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Cunliffe, Ann L. – Management Learning, 2002
Discusses the need to ground critique by incorporating reflexive dialogical practice in management learning as a way of developing more critical and responsive practitioners. Reconstructs learning as reflective/reflexive dialogue in which participants connect tacit knowing and explicit knowledge. (Contains 75 references.) (Author/YDS)
Descriptors: Administrator Education, Cognitive Development, Instruction, Learning
Winch, Christopher – Educational Philosophy and Theory, 2002
Jim McKenzie's reply to the author's paper suggests that there are substantial areas of disagreement between US. McKenzie appears to agree with the central philosophical point that the author wished to make, that internal representationalism is incoherent. The author's target was that set of doctrines known as "cognitivism", which is based on the…
Descriptors: Brain, Cognitive Development, Education, Instruction

Benson, Garth D.; Griffith, Bryant E. – Journal of General Education, 1991
Examines the epistemological bases of general education, arguing that current curricular models generate a static, absolutist vision of knowledge. Advocates a curriculum based on the processes of knowing and of learning skills and concepts--across all domains and disciplines--rather than on the knowledge base itself. (DMM)
Descriptors: Cognitive Development, Curriculum Development, Epistemology, General Education

Penrose, William O. – 1979
Jean Piaget's theories about the development of intelligence and their implications for educational practice are explored. Before Piaget began studying the intellectual processes of children, researchers regarded them as "little adults." He derived his early fame from his theory of the "cognitive stages" of childhood. He…
Descriptors: Child Development, Children, Cognitive Development, Intellectual Development

Davis, Robert B. – Journal of Mathematical Behavior, 1986
How physiological disciplines can contribute to the study of how people learn mathematics is considered. Manipulative and experiential learning, sequential versus hierarchical organization, declarative versus procedural knowledge, and short-term versus long-term memory are among the points discussed. (MNS)
Descriptors: Cognitive Development, Educational Theories, Learning, Mathematical Concepts

Kendler, Howard H. – Merrill-Palmer Quarterly, 1981
Challenges assumptions made by Sigel that change is a measure of progress, that Piaget's theory was a major factor in the "cognitive revolution," and that cognitive psychology and behaviorism are necessarily opposing positions. (Author/RH)
Descriptors: Child Development, Cognitive Development, Cognitive Processes, Developmental Psychology

Sigel, Irving E. – Merrill-Palmer Quarterly, 1981
Sigel replies that Kendler's reactions to his article appear more appropriate to psychology as a field rather than to developmental psychology, in particular, since the 1970s. (Author)
Descriptors: Child Development, Cognitive Development, Cognitive Processes, Developmental Psychology

Raftopoulos, Athanassios – Human Development, 1997
Argues that the limited resources with which organisms start their development make possible certain kinds of learning which otherwise would be highly problematical. Discusses limitations of the cognitive structure of the organism, learning, and its problems in connectionism. Maintains that the knowledge gained from efforts to overcome problems…
Descriptors: Cognitive Development, Cognitive Structures, Developmental Psychology, Individual Development

Parisi, Domenico – Human Development, 1997
Comments on Raftopoulos article (PS 528 649) on facilitative effect of cognitive limitation in development and connectionist models. Argues that the use of neural networks within an "Artificial Life" perspective can more effectively contribute to the study of the role of cognitive limitations in development and their genetic basis than…
Descriptors: Cognitive Development, Cognitive Structures, Developmental Psychology, Individual Development

Joseph, R. – Developmental Review, 2000
Presents information on prenatal brain development, detailing the functions controlled by the medulla, pons, and midbrain, and the implications for cognitive development. Concludes that fetal cognitive motor activity, including auditory discrimination, orienting, the wake-sleep cycle, fetal heart rate accelerations, and defensive reactions,…
Descriptors: Brain, Cognitive Development, Emotional Development, Learning

Howe, Mark L. – Journal of Experimental Child Psychology, 1994
Notes advantages of using dynamic models to understand cognitive functioning: (1) they are specifically intended to represent changes that systems undergo as they evolve; (2) they can capture change in a continuous fashion; (3) they can account for development of behavior that appears orderly at times and disorderly at others, and (4) chaotic…
Descriptors: Behavior Development, Chaos Theory, Cognitive Development, Developmental Stages
O'Brien, Thomas C. – Phi Delta Kappan, 1983
Argues the need to use computers for developing active intelligence and dynamic knowledge (versus static copying). Also suggests utilizing computers to solve problems for which they are most appropriate and to assist personal development through "dissonance" (presenting challenges to each individual's equilibrium). (JBM)
Descriptors: Adjustment (to Environment), Cognitive Development, Computer Assisted Instruction, Creative Development

Engel, Martin – Art Education, 1979
After reviewing the purposes and methods of educational research, the author outlines the areas of basic research relevant to arts education: cognitive and developmental theory, learning, and teaching as a human interaction. He briefly considers the role of the National Institute of Education in delineating and supporting research. (SJL)
Descriptors: Art Education, Cognitive Development, Educational Research, Learning

Shively, Joe E. – AEDS Journal, 1984
Presents concerns from the literature relating to the effects of computer language learning, computer programing, and the cognitive consequences of computer assisted instruction. It is argued that further research is needed to address these issues if computers are to retain their place in education. Fifty-five references are listed. (MBR)
Descriptors: Cognitive Development, Computer Literacy, Computers, Educational Research

Thwaites, G. N. – Mathematics in School, 1979
This discussion centers around the dangers in making too precise a particular concept in educational psychology that distinguishes between two types of understanding, instrumental and relational. (MP)
Descriptors: Cognitive Development, Cognitive Processes, Comprehension, Concept Formation
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