This paper helps to clarify the role of empirical evidence in psychological and epistemological theories. Following Galileo's idealization, epistemological theories do not describe the behavior of individuals in the real world. It is only when the "impediments" of the real subjects are gradually removed by experimental manipulation that…

Outlined are similarities between the developmental system of J. Piaget and the system of N. Kephart. Considered are views of the two men in areas such as organization and adaptation, early development, and mental structures. The author concludes that for learning disabled children, Kephart's conceptions lead more clearly to educational programs…

Based on the idea that mastery of reading is a complex problem to be solved by a child, the author discusses the learning-to-read process as a series of discoveries of solutions to subproblems, all of which are then ordered into a total system. As a child's attempted solutions approximate more closely the reality of each aspect of the reading…

Discusses and refutes Novak's arguments against Piaget's theory of intellectual development in favor of Ausubel's theory of meaningful verbal learning. (GA)

The purpose of this paper is to show that the explanations of understanding as a nonknowledge concept, an "attainment" in behavior, and as a kind of theoretical knowing or "knowing that" which is exhibited by means of language propositions, are inadequate. It is also shown that the following assumption regarding understanding…

Two influential theories of intellectual development are reviewed and analyzed: the psychometric framework, based on the factorial composition of intelligence, and the Piagetian model, based on assimilation and accomodation through four stages of intellectual development. A third concept is the componential theory of intelligence, based on…

The purpose of this study was to determine (1) whether the development of combinatorial schema as defined by Piaget is dependent on, or independent of, instruction, and (2) whether or not a prescribed treatment compatible with contemporary learning theories can develop the combinatorial operational abilities of students who are in a transitional…

This book deals with cognitive development from the perspective of the author's theory of conceptual learning and development (CLD) and from a Piagetian perspective. Chapter I provides an overview of CLD theory and also identifies and discusses the Piagetian constructs of stage, groupement structures, and equilibration. Chapter II focuses on the…

Psychological research on race and ethnic stereotypes and attitudes has been carried out from two points of view -- a social learning view and a psychodynamic view. Neither of these grasp essential components of young children's ethnic attitudes or prejudices, nor do they detail the major developmental factors leading to the growth of tolerance…

Underlying mental processes are common to all people in spite of individual differences in capability, intelligence, attitude, and motivation. When these processes are combined to form a single, observable entity, they can be interpreted as a universal action pattern of the mind. Educators, psychotherapists, and other individuals interested in…