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Shtulman, Andrew – Educational Psychologist, 2009
Why is conceptual change difficult yet possible? Ohlsson (2009/this issue) proposes that the answer can be found in the dynamics of resubsumption, or the process by which a domain of experience is resubsumed under an intuitive theory originally constructed to explain some other domain of experience. Here, it is argued that conceptual change is…
Descriptors: Concept Formation, Evaluation, Science Education, Scientific Concepts
Amin, Tamer G. – Human Development, 2009
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…
Descriptors: Figurative Language, Energy, Epistemology, Concept Formation

Overton, Willis F.; Muller, Ulrich – Human Development, 1998
Replies to commentaries by Mandler (1988) and Rochat and Striano (1988), focusing on Mandler's comments. Maintains that their disagreements are the result of deep meta-theoretical differences regarding a representational theory of mind rather than misrepresentations of fact. Discusses how their meta-theoretical differences result in several basic…
Descriptors: Children, Cognitive Development, Cognitive Structures, Concept Formation
Leavens, David A. – Infant and Child Development, 2006
What capabilities are required for an organism to evince an "explicit" understanding of gaze as a mentalistic phenomenon? One possibility is that mentalistic interpretations of gaze, like concepts of unseen, supernatural beings, are culturally-specific concepts, acquired through cultural learning. These abstract concepts may either require a…
Descriptors: Eye Movements, Infants, Cognitive Development, Neurological Organization
Sandhofer, Catherine M.; Thom, Emily E. – Journal of Experimental Child Psychology, 2006
The experiments described in the lead articles by Kowalski and Zimiles and by O'Hanlon and Roberson examine factors that lead to color term acquisition. These experiments touch on the debate regarding the relative contributions of language and concepts in word learning. In this reflection, we examine how conclusions concerning the debate depend…
Descriptors: Color, Language Acquisition, Vocabulary Development, Concept Formation

Craig, Robert P. – Reading Horizons, 1983
Suggests practical applications of Piagetian theory to reading instruction. (FL)
Descriptors: Cognitive Development, Concept Formation, Educational Theories, Primary Education

Becker, Joe – New Directions for Child and Adolescent Development, 2000
Examines the distinctions and interrelations between necessary and contingent knowledge and relates these concepts to the distinction between scientific and empirical validity. Considers how these distinctions can be applied to an understanding of morality, arguing for a relational rather than absolutist approach to questions of necessity. (JPB)
Descriptors: Cognitive Development, Concept Formation, Moral Development, Moral Values

Gelman, Rochel – Child Development, 2000
Maintains that there are core-specific and non-core-specific domains of knowledge, but that only the core-specific domains benefit from innate skeletal structures. Asserts that core skeletal domains are universally shared, even though their particular foci may vary. Emphasizes that individuals vary in terms of the noncore domains they acquire.…
Descriptors: Children, Cognitive Development, Cognitive Structures, Concept Formation

Ellis, Michael V. – Counselor Education and Supervision, 1988
Responds to Biggs' article on the case presentation approach in clinical supervision, commending the author for drawing together two areas of psychology: case presentation in counselor supervision and cognitive development. Discusses three major contributions of, and three concerns with, Biggs' model. (NB)
Descriptors: Cognitive Development, Concept Formation, Counselor Training, Reader Response

Metz, Kathleen – Human Development, 1980
Presents a model of the development of desociocentering, decentering relative to the social group, which is based on Piagetian research and theory and Wernerian concepts. (Author/SS)
Descriptors: Cognitive Development, Concept Formation, Developmental Stages, Ethnocentrism

Corrigan, Roberta; Denton, Peggy – Developmental Review, 1996
Argues that causal understanding is a developmental primitive: children develop core concepts of causality at a very early age, causality plays a necessary role in subsequent development across many domains, and basic causal processes can be activated automatically or implicitly. (HTH)
Descriptors: Attribution Theory, Cognitive Development, Cognitive Processes, Concept Formation

Perner, Josef – Cognition, 1995
Contrasts Fodor's theory of children's Very Simple Theory of Mind, with the view that children's concepts cross-cut the adult conceptual system: young children do not distinguish between the state of affairs a belief is about and how this state of affairs is thought of, which puts a severe limit on their understanding of belief as distinct from…
Descriptors: Age Differences, Beliefs, Child Development, Cognitive Development
Reese, Hayne W. – 1981
In the Soviet theory of cognitive development, originated by Vygotsky and elaborated by Leont'ev, acts occur at three levels of abstraction: activities, actions, and operations. According to this theory, an activity has an associated motive and may function directively as a motive. While many activities are possible, one activity tends to…
Descriptors: Activities, Behavior, Behavior Theories, Cognitive Development

Lunzer, Eric A. – Educational Review, 1979
This paper examines the nature of concepts and conceptual processes and the manner of their formation. It argues that a process of successive abstraction and systematization is central to the evolution of conceptual structures. Classificatory processes are discussed and three levels of abstraction outlined. (Author/SJL)
Descriptors: Abstract Reasoning, Classification, Cognitive Development, Concept Formation

Sprod, Tim; Jones, Brian L. – Australian Journal of Early Childhood, 1997
Interviews with 4- to 8-year olds indicated that children's understanding of how it is that they can see object develops gradually. This article presents a map of this development in terms of two distinct modes of cognitive functioning, the ikonic mode and concrete symbolic mode, drawn from the interviews and the SOLO (Structure of Learning…
Descriptors: Cognitive Development, Cognitive Processes, Concept Formation, Concept Teaching