ISSN:0022-4308    

DOI:10.1002/tea.3660020302

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1964

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660020303

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1964

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660020304

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1964

数据来源: WILEY

摘要:

AbstractThe author, Eleanor Duckworth, is a former student of Piaget at the Institute of Genetic Epislemology in Geneva, Switzerland. She served as Piaget's translator at both the Cornell and California Conferences. In “Piaget Rediscovered” Miss Duckworth has summarized Piaget's contributions at the, conferences with an emphasis on the implications of his approach for educational pract

ISSN:0022-4308    

DOI:10.1002/tea.3660020305

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1964

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660020306

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1964

数据来源: WILEY

摘要:

AbstractFollowing Piaget's opening remarks at Cornell University this paper was delivered for the purpose of summarizing American cognitive studies. The emphasis is on two current approaches to the study of cognitive growth in children—a modified stimulus‐response approach and the approach serving as the basis for the research effort in the Center for Cognitive Studies at Harvard University under the direction of Jerome Bruner. Similarities and differences in these two approaches and experimentation representative of each approach are presen

ISSN:0022-4308    

DOI:10.1002/tea.3660020307

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1964

数据来源: WILEY

摘要:

AbstractDoctor Mink, formerly of Cornell University and now with the Xerox Corporation, Rochester, New York, presents his findings on experience and cognitive structure using human and subhuman species. He explores the relationship of Ausubel's subsumption theory to Piagel's developmental approach. Throughout this paper he emphasizes the inadequacy of a strict interpretation of an SR model to the exclusion of cognitive structure variables. The paper concludes with a brief discussion of a research project at Cornell University and a model for researching the development of the learning process.

ISSN:0022-4308    

DOI:10.1002/tea.3660020308

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1964

数据来源: WILEY

摘要:

AbstractIn this paper Cronbach comments on the gap that exists between learning research and curriculum development. Essentially, Cronbach is saying that learning theories have not been particularly helpful in telling the curriculum maker about arranging an optimum sequence of experiences for children in school. Current curriculum reforms are proceeding on other bases. He finds Piaget's theory of cognitive development posing similar questions of bridging the gap between cognitive development and curriculum development, but not emerging with clear pedagogical answers.

ISSN:0022-4308    

DOI:10.1002/tea.3660020309

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1964

数据来源: WILEY

摘要:

AbstractIn this paper Langer discusses the implications of Piaget's theories for curriculum in theoretical terms. These implications are discussed in terms of communication between the “community” and the individual regarding forms of knowledge. This communication, this expression of the forms of accumulated knowledge is seen as influencing the, learning task. Several intriguing interpretations and extensions of Piaget's theories are offe

ISSN:0022-4308    

DOI:10.1002/tea.3660020310

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1964

数据来源: WILEY

摘要:

AbstractApproaches to the study of cognitive development and its assessment at the University of Minnesota are presented in this paper by Charlesworth. Using Piaget's theory of cognitive development as a base, some intriguing experimentation with the “surprise response” as an indicator of cognitive developmental level are reported. Charlesworth also speculates about teachers' use of this approach to facilitate cognitive developm

ISSN:0022-4308    

DOI:10.1002/tea.3660020311

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1964

数据来源: WILEY