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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

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

Beilin, Harry – Human Development, 1996
Piaget's theory has been characterized as descriptive and not explanatory, not qualifying as causal explanation. Piaget was consistent in showing how his theory was both explanatory and causal. Vygotsky also endorsed causal-genetic explanation but, on the basis of knowledge of only Piaget's earliest works, he claimed that Piaget's theory was not…
Descriptors: Cognitive Development, Criticism, Epistemology, Hermeneutics

Zimmerman, Barry J. – Human Development, 1995
Notes contemporary models of human development have expanded to address a wider set of issues underlying personal change. Discusses the social cognitive model of self-regulatory development. Emphasizes the crucial development of self-regulatory competence: the point at which the processes of development become fully and reciprocally interactive…
Descriptors: Cognitive Development, Cognitive Processes, Developmental Psychology, Epistemology

Pascual-Leone, Juan – Human Development, 1995
Sees learning as a component of development. Explains how cognitive growth can result from dialectical interactions among modes of learning and attentional mental capacity, and that these modes and components of attention relate to contextual function areas which, being neuropsychological units, can be clarified as to function by connectionist…
Descriptors: Attention Span, Change Agents, Cognitive Processes, Developmental Continuity

Valsiner, Jaan – Human Development, 1996
Considers the mind of the epistemic psychologist, a constructivist knowledge creator within a scientific framework, guided by the social world of scientific institutions. Suggests that Piaget and Vygotsky shared respect for complexity of phenomena and were consistently developmental in their theories. A reconsideration of their common heritage…
Descriptors: Cognitive Development, Cognitive Psychology, Cognitive Structures, Constructivism (Learning)

Brockmeier, Jens – Human Development, 1996
Examines two prominent positions in the epistemological foundations of psychology--Piaget's causal explanatory claims and Vygotsky's interpretive understanding; contends that they need to be placed in their wider philosophical contexts. Argues that the danger of causally explaining cultural practices through which human beings construct and…
Descriptors: Cognitive Development, Cognitive Psychology, Comprehension, Concept Formation

Meacham, Jack – Human Development, 1996
Uses example of racism to compare Vygotsky's and Piaget's perspectives on the development of mind within the framework of questions regarding the mutual influence of societies and individuals. Notes that Vygotsky emphasizes knowledge transmission from older to younger, whereas Piaget emphasizes construction of new knowledge with potential for…
Descriptors: Cognitive Development, Cognitive Psychology, Concept Formation, Constructivism (Learning)