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  1. In Moral Relationship with Nature: Development and Interaction.Peter H. Kahn - 2022 - Journal of Moral Education 51 (1):73-91.
    ABSTRACT One of the overarching problems of the world today is that too many people see themselves as dominating other groups of people, and dominating nature. That is a root problem. And thus part of a core solution builds from Kohlberg’s commitment to a universal moral orientation, though extended to include not only all people but the more-than-human world: animals, trees, plants, species, ecosystems, and the land itself. In this article, I make a case for this form of ethical extensionism, (...)
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  • An Approach to Cognitive Dissonance Theory in Terms of Ordinary Language.Richard Totman - 1973 - Journal for the Theory of Social Behaviour 3 (2):215–238.
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  • Five Classrooms: Different Forms of 'Democracies' and Their Relationship to Cultural Pluralism(S).Michael Glassman & Min Ju Kang - 2011 - Educational Philosophy and Theory 43 (4):365-386.
    This paper explores the issue of democracy and the role of the democratic classroom in the development of society in general, and the way in which educators understand and deal with diversity in particular. The first part of the paper explores different meanings of democracy and how they can be manifested in the classroom. We argue that the idea of a ‘democratic classroom’ is far too broad a category; democracy is defined in action and can have realist or pragmatic characteristics, (...)
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  • Piaget's Social Psychology.Richard F. Kitchener - 1981 - Journal for the Theory of Social Behaviour 11 (3):253–277.
    Piaget's social psychology is not widely discussed among psychologists, partly because much of it is still contained in untranslated French works. In this article I summarize the main lines of Piaget's social psychology and briefly indicate its relation to current theories in social psychology. Rejecting both Durkheim's sociological holism and Tarde's individualism, Piaget advances a sociological relativism in which all social facts are reducible to social relations and these, in turn, are reducible to rules, values and signs. Piaget's theory of (...)
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  • Children's Visual Descriptions.Jean Hayes - 1978 - Cognitive Science 2 (1):1-15.
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  • The Development of Children's Problem Solving in a Gears Task: A Problem Space Perspective.Kathleen E. Metz - 1985 - Cognitive Science 9 (4):431-471.
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  • The Progressive Construction of Mind.Robert W. Lawler - 1981 - Cognitive Science 5 (1):1-30.
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  • Emergence in Cognitive Science.James L. McClelland - 2010 - Topics in Cognitive Science 2 (4):751-770.
    The study of human intelligence was once dominated by symbolic approaches, but over the last 30 years an alternative approach has arisen. Symbols and processes that operate on them are often seen today as approximate characterizations of the emergent consequences of sub- or nonsymbolic processes, and a wide range of constructs in cognitive science can be understood as emergents. These include representational constructs (units, structures, rules), architectural constructs (central executive, declarative memory), and developmental processes and outcomes (stages, sensitive periods, neurocognitive (...)
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  • Autonomy in Action: Linking the Act of Looking to Memory Formation in Infancy Via Dynamic Neural Fields.Sammy Perone & John P. Spencer - 2013 - Cognitive Science 37 (1):1-60.
    Looking is a fundamental exploratory behavior by which infants acquire knowledge about the world. In theories of infant habituation, however, looking as an exploratory behavior has been deemphasized relative to the reliable nature with which looking indexes active cognitive processing. We present a new theory that connects looking to the dynamics of memory formation and formally implement this theory in a Dynamic Neural Field model that learns autonomously as it actively looks and looks away from a stimulus. We situate this (...)
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  • Race and Theory: Culture, Poverty, and Adaptation to Discrimination in Wilson and Ogbu.Mark Gould - 1999 - Sociological Theory 17 (2):171-200.
    This article provides the theoretical resources to resolve a number of conundrums in the work of William Julius Wilson and John Ogbu. Contrary to what Wilson's and Ogbu's work sometimes imply, inner-city blacks are not enmeshed in a "culture of poverty," but rather are generally committed to mainstream values and their normative expectations. Activities that deviate from these values derive from the cognitive expectations inner-city blacks have formed in the face of their restricted legitimate opportunity structures. These expectations, which suggest (...)
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  • Structure, Function, and Variability in Cognitive Development: The Piagetian Stage Debate and Beyond.Thomas R. Bidell & Kurt W. Fischer - 1994 - Philosophica 54 (2):43-87.
     
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  • What Can Piaget Offer Lonergan's Philosophy of Biology?Chris Friel - 2015 - Zygon 50 (3):692-710.
    In Insight, Bernard Lonergan provides, albeit schematically, a unique philosophy of biology which he takes as having “profound differences” with the world view presented by Darwin. These turn on Lonergan's idea of “schemes of recurrence” and of organisms as “solutions to the problem of living in an environment.” His lapidary prose requires some deciphering. I present the broad lines of his philosophy of biology and argue that Jean Piaget's structuralism can shed light on Lonergan's intentions in virtue of his use (...)
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  • Moral Thinking in Religion — A Note on Goldman.David Attfield - 1976 - Educational Studies 2 (1):29-32.
  • Genetic Epistemology, History of Science and Genetic Psychology.Richard F. Kitchener - 1985 - Synthese 65 (1):3 - 31.
    Genetic epistemology analyzes the growth of knowledge both in the individual person (genetic psychology) and in the socio-historical realm (the history of science). But what the relationship is between the history of science and genetic psychology remains unclear. The biogenetic law that ontogeny recapitulates phylogeny is inadequate as a characterization of the relation. A critical examination of Piaget's Introduction à l'Épistémologie Généntique indicates these are several examples of what I call stage laws common to both areas. Furthermore, there is at (...)
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  • Process, Structure, and Form: An Evolutionary Transpersonal Psychology of Consciousness.Allan Combs & Stanley Krippner - 2003 - International Journal of Transpersonal Studies 22 (1):47-60.
    In the spirit of William James, we present a process view of human consciousness. Our approach, however, follows upon Charles Tart’s original systems theory analysis of states of consciousness, although it differs in its reliance on the modern sciences of complexity, especially dynamical systems theory and its emphasis on process and evolution. We argue that consciousness experience is constructive in the sense that it is the result of ongoing self-organizing and self-creating processes in the mind and body. These processes follow (...)
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  • Experimenting in Relation to Piaget: Education is a Chaperoned Process of Adaptation.Jeremy Trevelyan Burman - 2008 - Perspectives on Science 16 (2):pp. 160-195.
    This essay takes—as its point of departure—Cavicchi’s (2006) argument that knowledge develops through experimentation, both in science and in educational settings. In attempting to support and extend her conclusions, which are drawn in part from the replication of some early tasks in the history of developmental psychology, the late realist-constructivist theory of Jean Piaget is presented and summarized. This is then turned back on the subjects of Cavicchi’s larger enquiry (education and science) to offer a firmer foundation for future debate. (...)
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  • On Kuhn’s Case, and Piaget's: A Critical Two-Sited Hauntology.Jeremy Trevelyan Burman - 2020 - History of the Human Sciences 33 (3-4):129-159.
    Picking up on John Forrester’s disclosure that he felt ‘haunted’ by the suspicion that Thomas Kuhn’s interests had become his own, this essay complexifies our understanding of both of their legacies by presenting two sites for that haunting. The first is located by engaging Forrester’s argument that the connection between Kuhn and psychoanalysis was direct. However, recent archival discoveries suggest that that is incorrect. Instead, Kuhn’s influence in this regard was Jean Piaget. And it is Piaget’s thinking that was influenced (...)
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  • On the Parallel Between Piagetian Cognitive Development and the History of Science.Harvey Siegel - 1982 - Philosophy of the Social Sciences 12 (4):375-386.
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  • Doing It With Feeling: The Emotion in Early Socioemotional Development.Ross A. Thompson - 2015 - Emotion Review 7 (2):121-125.
    Carroll Izard’s theoretical and research contributions to the study of early socioemotional development are profiled. His studies of early emotional expression and the formulations of differential emotions theory have stimulated contemporary inquiry into the organization of early emotional life, the developmental processes by which distinct feelings and facial expressions become progressively concordant, and how the emotional expressions of others become imbued with emotion meaning. His work on emotion, attachment, and emotion–cognition relations has contributed to contemporary study of the emotional bases (...)
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  • Enactive Cognitive Science. Part 2: Methods, Insights, and Potential.K. McGee - 2006 - Constructivist Foundations 1 (2):73-82.
    Purpose: This, the second part of a two-part paper, describes how the concerns of enactive cognitive science have been realized in actual research: methodological issues, proposed explanatory mechanisms and models, some of the potential as both a theoretical and applied science, and several of the major open research questions. Findings: Despite some skepticism about "mechanisms" in constructivist literature, enactive cognitive science attempts to develop cognitive formalisms and models. Such techniques as feedback loops, self-organization, autocatalytic networks, and dynamical systems modeling are (...)
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  • Review. [REVIEW]Richard F. Kitchener - 1991 - British Journal for the Philosophy of Science 42 (2):285-290.
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  • Entwicklungstheorien der Religiosität als Determinanten des Religionsunterrichts: Exemplifiziert an der Parabel von den Arbeitern im Weinberg.Anton A. Bucher - 1992 - Archive for the Psychology of Religion 20 (1):36-58.
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  • On the Power of Fine Arts Pictorial Imagery in Science Education.Igal Galili - 2013 - Science & Education 22 (8):1911-1938.
  • A Neo-Kohlbergian Approach to Morality Research.James R. Rest, Darcia Narvaez, Stephen J. Thoma & Muriel J. Bebeau - 2000 - Journal of Moral Education 29 (4):381-395.
    Kohlberg's work in moral judgement has been criticised by many philosophers and psychologists. Building on Kohlberg's core assumptions, we propose a model of moral judgement (hereafter the neo-Kohlbergian approach) that addresses these concerns. Using 25 years of data gathered with the Defining Issues Test (DIT), we present an overview of Minnesota's neo-Kohlbergian approach, using Kohlberg's basic starting points, ideas from Cognitive Science (especially schema theory), and developments in moral philosophy.
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  • Aristotelian Society Supplementary Volume.Aaron Sloman - 1967 - In Aristotelian Society Supplementary Volume. Aristotelian Society. pp. 77-94.
    http://www.cs.bham.ac.uk/research/projects/cogaff/62-80.html#1967-01.
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  • Objects, Relations, Potential and Change.Bart Nooteboom - 2020 - Open Philosophy 3 (1):53-67.
    This article attempts to develop further the conception of dynamics in Object-Oriented Ontology : its model of how objects develop and change. Objects are affected by relations between them, and have the potential both to produce and undergo effects, as realised in interaction with other objects. To elaborate on the change of objects in OOO, an idea is adopted from transcendental ontology. A key Hegelian question in this article is how the realisation of existing potential can produce new potential. Stated (...)
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  • Memory and Cognition: An Information Processing Model of Man.Kenneth Deffenbacher & Evan Brown - 1973 - Theory and Decision 4 (2):141-178.
  • Individual Learning Style and the Learning Style Inventory.Bo Heffler - 2001 - Educational Studies 27 (3):307-316.
    According to experience learning theory learning is a process. ELT conceives of learning as a four-stage cycle including four learning modes: concrete experience, reflective observation, abstract conceptualization and active experimentation. The learning style inventory invented from ELT provides a framework for examining one's approach to learning situations. The aim of the present study was to collect data with the LSI and present: the test-retest reliability coefficients for the different learning modes; the correlation between different learning modes and age; gender differences (...)
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  • Unified Theories of Cognition. Cambridge, MA: Harvard University Press. Plunkett, K., & Marchman, V.(1990). From Rote.T. R. Shultz, D. Buckingham & Y. Oshima-Takane - 1990 - Cognition 7:99-123.
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  • Event Categorization in Infancy.Renée Baillargeon & Su-hua Wang - 2002 - Trends in Cognitive Sciences 6 (2):85-93.
  • Television News and Fear: A Child Survey.Allerd L. Peeters, Patti M. Valkenburg & Juliette H. Walma Van Der Molen - 2002 - Communications 27 (3):303-317.
    Using telephone interviews among a random sample of 537 Dutch children aged 7–12 years old, we investigated the prevalence of fear reactions to television news among younger and older children and among boys and girls, what types of news items children in different age and gender groups refer to as frightening, and whether children's fear reactions to regular adult television news differed from their fear reactions to a special children's news program. Overall, 48.2 % of the children who reported watching (...)
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  • Necker Cube Reversals as a Function of Age and IQ.Gary L. Holt & Johnny L. Matson - 1974 - Bulletin of the Psychonomic Society 4 (5):519-521.
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  • Apples and Oranges: The Pitfalls of Comparative Intelligence.Anne Savage & Charles T. Snowdon - 1989 - Behavioral and Brain Sciences 12 (3):605-606.
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  • Understanding the Nature of the General Factor of Intelligence: The Role of Individual Differences in Neural Plasticity as an Explanatory Mechanism.Dennis Garlick - 2002 - Psychological Review 109 (1):116-136.
  • Kohlberg and Piaget: Aspects of Their Relationship in the Field of Moral Development.Helen Weinreich - 1975 - Journal of Moral Education 4 (3):201-213.
    Kohlberg's system of moral judgment development has some important links with Piaget's work on moral judgment, though Piaget's work is not the only influence on Kohlberg's ideas. Piaget's system of moral growth is briefly examined, and the extent to which subsequent research has validated it, is noted, thus placing Kohlberg in a historical context. The ways in which Kohlberg extends or departs from Piaget's system of moral growth are examined. The concept of stages and the nature and processes of stage (...)
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  • Sex Differences in Mathematics Attainment at GCE Ordinary Level.Robert Wood∗ - 1976 - Educational Studies 2 (2):141-160.
  • Protocentrism Will Prevail: A Reply to Krueger , Mussweiler , and Sedikides.Rachel Karniol - 2003 - Psychological Review 110 (3):595-600.
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  • Sex Differences in Mathematics: Differences in Basic Logical Skills?Barbara J. Kaplan & Barbara S. Plake - 1982 - Educational Studies 8 (1):31-36.
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  • The Effects of Sex‐Role Orientation and Cognitive Skill on Mathematics Achievement.Barbara J. Kaplan & Barbara S. Plake - 1981 - Educational Studies 7 (2):123-131.
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