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1.
This essay first summarizes an overarching theory of cognitive organization and development. This theory claims that the human
mind involves (1) several specialized structural systems dealing with different domains of relations in the environment, (2)
a central representational capacity system, (3) general inferential processes, and (4) consciousness. These systems interact
dynamically during development so that changes in each are related to changes in others. The changes in all systems and the
change mechanisms are described. This theory integrates research and theorizing from cognitive, developmental, and differential
psychology. Based on this theory, a model for education is proposed that specifies, first, educational priorities for different
phases of development according to the cognitive developmental milestones associated with each phase. The theory also specifies
how education can educate students to (1) construct mental models for the sake of conceptual change, (2) use their central
representational capacity efficiently, (3) advance analogical and deductive reasoning, (4) learn how to learn, and (5) become
critical and creative thinkers. The theory is offered as an overarching paradigm for the architecture, the development, and
the education of the human mind. 相似文献
2.
Since the early 1980s we have been engaged in the design, implementation, and evaluation of “cognitive acceleration” programs, which claim to enhance students’ general intellectual processing skills. We have published extensive data showing long-term effects of these programs on students’ cognitive development and academic achievement. In this paper the theory base of cognitive acceleration will be briefly outlined and some typical results re-presented. The main body of the paper will be devoted to a discussion of a number of issues which arise from the analysis of long-term effects. Although the examples will be drawn from the cognitive acceleration programs, the issues are general ones which might apply to any long-term study. 相似文献
3.
心理理论是认知发展研究的一个热点问题,心理理论是指对他人心理状态的感知与推理能力。本文梳理了心理理论发展三十多年以来主要的研究内容及相关研究成果,介绍了心理理论的研究方法,心理理论研究的发展趋向等,以期使读者对心理理论有更为深刻的认识。 相似文献
4.
5.
The development of flexible, transferable problem-solving skills is an important aim of contemporary educational systems.
Since processing limitations of our mind represent a major factor influencing any meaningful learning, the acquisition of
flexible problem-solving skills needs to be based on known characteristics of our cognitive architecture in order to be effective
and efficient. This paper takes a closer look at the processes involved in the acquisition of flexible problem-solving skills
within a cognitive load framework. It concludes that (1) cognitive load theory can benefit from putting more emphasis on generalized
knowledge structures; (2) there are tradeoffs between generality and power with respect to specific versus generalized knowledge
structures; (3) generalized knowledge structures of “medium” generality are essential for flexible expertise; and (4) cognitive
load theory could provide a valuable framework for considering essential attributes of flexible expertise. 相似文献
6.
Precursors of metamemory in young children: the role of theory of mind and metacognitive vocabulary 总被引：1，自引：0，他引：1
This paper describes findings of a longitudinal study that was carried out to examine relationships among different aspects
of young children's cognitive development, namely, theory of mind, metacognitive vocabulary, and metamemory, which seem theoretically
connected but so far have not been studied simultaneously. In total, 174 children were included in the present analyses who
were about 4;6 years of age at the first measurement point. Children were tested at four time points, separated by a testing
interval of approximately half a year. At the first time of testing, children completed a set of theory of mind tasks. At
each of the following measurement points, measures of metacognitive vocabulary and general vocabulary as well as metamemory
were given. Overall, the findings show that theory of mind performance assessed at the age of 4;6 predicts metacognitive knowledge
assessed about one and a half years later. Furthermore, they point to a reciprocal relationship between metacognitive vocabulary
and metamemory in that comprehension of metacognitive vocabulary predicted later metamemory and, conversely, metamemory significantly
predicted later comprehension of metacognitive verbs.
This research was supported by a grant from the German Research Foundation (SCHN 315 /20–7) to the German Research Group on
Cognitive Development. 相似文献
7.
儿童心理理论研究的皮亚杰理论基础 总被引：1，自引：0，他引：1
丁芳 《山东教育学院学报》2002,17(6):18-22
儿童心理理论发展的研究起源于皮亚杰对儿童认知发展的研究。皮亚杰的自我中心主义、道德判断、泛灵论、梦、模仿和游戏等理论对心理理论研究产生了影响。同时,也有与之不同的看法,如关于领域一般性与特殊性、心理表征的观点。“存大同求小异”,这应该是我们在研究儿童心理理论发展时对等皮亚杰研究的态度。 相似文献
8.
中国和英语国家存在着巨大的文化差异,伦理观则是其中之一。该文探讨了因为伦理观的不同,导致双方汉英语同辈亲属称谓的不同。因为中国长期存在着重男轻女的思想,所以在中文中,指陈对象"男"的称谓要多于指陈对象"女"的称谓。而正是由于同一指陈对象有两个及两个以上的词汇,故在中国,同一指陈对象产生的不同词汇在人们的心理距离上有远近差别。指陈对象"男"的称谓在人们心理中的距离要近于指陈对象"女"的称谓。而在英语国家,由于长期奉行的男女平等观念,所以在同辈亲属词汇的创造上不存在指陈对象"男"方面的词汇大于指陈对象"女"方面的词汇,当然也不存在同一指陈对象有两个或两个以上的不同词汇及在人们的心理距离有远近的不同。 相似文献
9.
韦开军 《福建教育学院学报》2010,11(3):35-37
儿童心理理论发展的研究是认知发展领域里一个新的研究热潮。该文从心理理论概念入手,介绍了心理理论知识发展的有关理论以及研究成果,认为影响儿童心理理论形成的有家庭、语言、同伴交往、文化环境等因素,并提出要对儿童进行思维训练以更好的帮助儿童发展心理理论能力,最后对心理理论的未来研究提出了一些看法。 相似文献
10.
Thirty-seven mothers and fathers were observed in their homes interacting with their 2- and 4-year-old-children at Time 1 and 2 years later. Parental mental state talk to children varied as a function of children's age, the context in which talk occurred, and the gender of the parent. Four-year-old children, with an older sibling, produced and heard more cognitive talk and less desire talk than children without an older sibling. Cognitive and feeling talk by family members at Time 1 predicted change in younger children's cognitive and feeling talk (respectively) 2 years later, after controlling for initial levels of younger children's talk and general language ability. Findings are discussed in the context of theory of mind understanding and family talk about the mind. 相似文献
11.
Students frequently engage in note-taking to improve the amount of information they remember from lectures. One beneficial effect of note-taking is known as the encoding effect, which refers to deeper processing of information as a consequence of taking notes. This review consists of two parts. In the first part, four lines of research on the encoding effect are summarized: 1) manipulation of the lecture material, 2) manipulation of the method of note-taking, 3) the importance of individual differences, and 4) the testing procedure used in the empirical studies. This review highlights the fragmented nature of the current literature. In the second part of this review five forms of cognitive load that are induced by note-taking are distinguished. Cognitive load theory is used to integrate the divergent results in the literature. Based on the review, it is concluded that cognitive load theory provides a useful framework for future theory development and experimental work. 相似文献
12.
心理理论(theory of mind)的研究是认知发展研究领域里的一个新热点,是心理知识发展研究中的新思路。近年来在心理理论研究领域成果丰硕,逐步形成了一些基本的理论,主要包括理论论、模块理论、匹配理论、模仿论和社会文化决定论。在对以上理论进行基本的综述后将重点放在对心理理论研究存在的诸多亟待解决的问题的讨论之上,因为这些问题代表着心理理论研究前进的方向和未来研究的主要趋势,也是关系到心理理论自身发展的重大问题。 相似文献
13.
徐欣颖 《上海师范大学学报(哲学社会科学版)》2008,37(2):27-32
以3—5岁幼儿为被试,采用自然实验法探讨幼儿心理理论能力的任务特性问题。研究的结果再次支持3—5岁为幼儿心理理论发展的关键时期这一论点,并发现对于事实真相的双重抑制比传统的错误信念任务需要更多的认知加工,任务难度也随之显著提高。还讨论了心理理论各项任务之间既存在显著的一致性、又具有一定的特异性方面的问题。 相似文献
14.
广义心灵哲学论纲 总被引：2，自引：0，他引：2
高新民 《华中师范大学学报(人文社会科学版)》2000,39(4):5-12
本文从我国意识论研究的现状、有关前沿自然科学和现当代西方心灵哲学的发展出发 ,提出了在我国开展心灵哲学研究的基本构想 ,认为 :在新的起点、以开放的视野大力深入开展对心理的哲学研究 ,既是我国哲学进一步发展的内在必然 ,又是人类生存现状所提出的客观要求。历史和现实所提供的难得机遇与条件 ,不仅能使我们缩小该领域的差距 ,而且还能使我们扬长避短 ,突破英美心灵哲学单纯从科学精神、语言分析出发只注重对心灵之“体”的研究的偏颇 ,把东方传统的从人文精神出发重视对心灵对于人的生存之“用”的探讨的优势继承过来 ,并加以改造升华 ,发扬光大 ,建立以心灵之“体用”为研究对象的广义的心灵哲学。文章还就其思想渊源、逻辑思路、应予研究的主要问题等阐述了看法。 相似文献
15.
中美地学专业本科生培养模式的比较及其启示 总被引：1，自引：1，他引：0
本文在培养目标、课程体系、课程选择、专业选择及培养方法等几个方面对中美地学专业本科生培养模式进行了比较,并得到以下几点启示：解放思想,树立科学的地学人才培养理念;加强通识教育课程建设;构建适应地球科学和社会发展需求的课程体系;增加学生选择或转换专业的自主性。 相似文献
16.
中学化学学习中的负迁移现象是指学生已有化学知识对学习内容的消极干扰作用。其在中学化学学习中的成因主要有七种:记忆定势、思维定势、理解定势、类比定势、直觉定势、操作定势和图示定势。化学教学过程中,教师应该从创设认知冲突、加强概念教学、概念转变学习、构建知识体系和重视方法教学五个方面制定对策,减少负迁移现象的发生。 相似文献
17.
18.
美国大学生生涯发展与就业指导理论评述 总被引：34，自引：2，他引：34
生涯发展与就业指导是心理学研究的一个重要方面,也是高校学生培养的一项重要工作.在美国,生涯发展与就业指导理论经历了从人职匹配的职业指导阶段到关注全人发展和终生发展的生涯指导阶段,产生了如类型学、发展性、社会学习以及认知信息加工等理论.本文较为详细地介绍了这几种应用较为普遍的理论,旨在促进针对我国大学生生涯发展理论的研究. 相似文献
19.
论认知结构与信息加工过程 总被引：5，自引：0，他引：5
沃建中 《北京师范大学学报(社会科学版)》2000,(1):80-86
认知结构是指认知活动的组织形态与信息加工的方式。包含了在认知活动中的组成成分及成分之间的相互作用等一系列的操作过程, 即心理活动的机制。心理系统由感受、效应系统、操作系统、贮存系统、自动控制系统、动力系统、情绪系统组成; 认知结构是整个心理系统的一个子系统; 信息加工的过程分为连续加工的四个阶段： 编码－ 匹配－ 选择－ 反应; 随着年龄的增长, 信息加工速度的发展具有相同的阶段和变化模式, 但不同的加工内容, 其加工阶段的变化是不同的 相似文献
20.
王薇 《天津市教科院学报》2021,(2):74-81
基于图式理论、可视化理论、认知加工层次理论等理论基础,对托尼·博赞的思维导图进行改造,形成基于中小学教学视域的思维导图教学策略。思维导图是学生有意义学习的主动建构过程,成为知识建构的概念支架和思维深度加工的外显表征。思维导图可划分为线性结构、放射结构和平面结构,在教学应用时应秉持不同内容设计不同结构、不同年龄选用不同方式、不同时机具有不同作用的原则,按照明确绘制要求—提取关键概念—构建系统化内容—展示交流成果的方法予以实施。 相似文献