Outlines a general model about the dynamic organization and development of the mind and draws the implications of this model for learning and instruction by presenting 10 postulates about the organization of the mind and 1 general postulate about the dynamic relations between systems of the mind and the mind and education. (SLD)

A cognitive or internal representation refers to an organized system of information which reflects certain, but not all, of the information about reality being represented. This paper considers various opinions, controversies, and debates about what representation is, how it comes about, and what forms of representation can be distinguished. The…

Reviews Dreyfus's writings about human cognition and artificial intelligence (AI), and explains some of the implications of his position, particularly in education. Topics include Dreyfus' critique of AI, representationlaism and expertise, technology and its role in instruction, computer-assisted instruction, and intelligent tutoring systems. (JKP)

Describes a theoretical framework for the analysis of conceptual change that considers conceptual knowledge as a generative cognitive tool for the creation of more specific mental representations. Argues that a task-oriented interaction between propositional structures and mental models can help learners evaluate the consistency of their…