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van Oers, Bert – Human Development, 2012
The article describes a theory-driven approach to meaningful learning in primary schools, based on the Vygotskian cultural-historical theory of human development and learning. This approach is elaborated into an educational concept called "developmental education" that is implemented in the Netherlands in many primary schools. In this…
Descriptors: Foreign Countries, Cultural Education, Learning, Elementary Education

Vosniadou, Stella – Human Development, 1994
Comments on the articles presented in this issue devoted to the Japanese perspectives on conceptual change. Discusses the overall conveyed message: The human cognitive system is a thematically organized knowledge base with agentive causality as the main mechanism for explain phenomena and analogy as the main mechanism for promoting conceptual…
Descriptors: Abstract Reasoning, Cognitive Development, Cognitive Processes, Interpersonal Relationship

Larreamendy-Joerns, Jorge; Chi, Michelene T. H. – Human Development, 1994
Comments on the articles presented in this issue devoted to the Japanese perspectives on conceptual change. Suggests that different approaches to knowledge acquisition and conceptual change should be carefully examined in light of their implications for the teaching of science. Discusses critically the issues advanced from the Japanese…
Descriptors: Abstract Reasoning, Cognitive Development, Cognitive Processes, Interpersonal Relationship

Moshman, D. – Human Development, 1995
Offers a theoretical account of moral rationality within a rational constructivist paradigm examining the nature and relationship of rationality and reasoning. Suggests progressive changes through developmental levels of moral rationality. Proposes a developmental moral epistemology that accommodates moral pluralism to a greater degree than does…
Descriptors: Abstract Reasoning, Cognitive Development, Epistemology, Inferences

Kahn, P. H., Jr. – Human Development, 1995
Suggests that constructivist rationality may be more pervasive across cultures than Moshman commits to. Proposes that rationality is not always adequate, and there is a need for essentially moral labor, such as differentiating moral from nonmoral or analyzing differing moral constructs and their potential coexistence, coordination, and structural…
Descriptors: Abstract Reasoning, Cognitive Development, Epistemology, Inferences

Murayama, Isao – Human Development, 1994
Proposes causal field theory as a model of causal reasoning. Suggests that anomaly detection through comparison with natural events triggers causal reasoning. This anomaly is interpreted in terms of agency; therefore, natural phenomena can be understood through an appeal to agency. The mechanism proposed never changes with development, whereas…
Descriptors: Abstract Reasoning, Attribution Theory, Children, Cognitive Development

Suzuki, Hiroaki – Human Development, 1994
Proposes analogy as the central mechanism of knowledge acquisition in formal domains. Discusses experimental data on preschoolers' knowledge of one-to-one correspondence and college students' understanding of force decomposition. Suggests that a knowledge base domain is a thematically organized knowledge structure and that thematic relations in a…
Descriptors: Abstract Reasoning, Cognitive Development, Cognitive Processes, Force