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…

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…

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…

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…

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…

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.…

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…

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)

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)

Third in a series of five essays on Piaget, this article examines the dynamic, functional aspects of Piagetian theory through an identification and analysis of two major models for understanding interaction and change: assimilation/accommodation and scientific inquiry. (Author/CM)

Notes that the pragmatist approach to the study of mind is represented in psychology by Piaget's action orientation. Believes, however, that American empiricists regularly misinterpreted Piaget's approach. Generally supports Barrouillet and Poirier's advocacy of Piaget's orientation, but presents some disagreements with Barrouillet and Poirier as…

Criticizes the distinction between lower and higher psychological processes in Vygotsky's cultural-historical theory. Shows that Vygotsky separated these processes too sharply and that his conception of lower processes as "natural" and "passive" is false. Suggests that these shortcomings can be overcome within the…

Proposes a three-level model of cognitive processing to account for complex monitoring when individuals are faced with ill-structured problems (i.e., problems on which opposing or contradictory evidence and opinion exists). (Author/RH)

Drawing on Piaget's own work and some contemporary studies of social interaction, the author concludes that one may reinterpret Piaget's descriptive psychology in terms of the infant's growing communicative competency. (Author/MP)

Interviews with adolescents revealed that they have a complex "divided metaphysics" of subjectivity, based on a dualistic view of reality versus appearance. Certain conceptual methodological issues surrounding research into self identity are discussed. (Author/DB)