learning and development
Author(s)
Bibliographic Information
learning and development
（Educational psychologist, v. 28,
Lawrence Erlbaum Associates, 1993
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Includes bibliographical references
Description and Table of Contents
Description
There has been considerable debate about definitions of learning and development and their places in theories of psychology and educational practice. Much of what is said about definitions of learning and development depends on the theory of the speaker's persuasion. This special issue addresses a wide variety of domains and a range of theoretical positions including: nativism, behaviorism, structuralism, information processing, the naive theories approach, the sociohistorical approach, and two interstitial theories -- a neo-Piagetian and a nonuniversal developmental theory.
The editor suggests that the notions of learning and development are not fixed and agreed on, but rather they are defined by the theory in which they are embedded. Within this issue, these various positions are arranged as they pertain to theories that imbue cognitive, developmental, and educational psychology. Subsequently, the tensions between these positions and educational practice are addressed.
Table of Contents
Volume 28, Number 3.Contents: S. Strauss, Guest Editor's Comment: Theories of Learning and Development for Academics and Educators. C. Wainryb, E. Turiel, Conceptual and Informational Features in Moral Decision Making. R. Case, Theories of Learning and Theories of Development. S. Carey, C. Smith, On Understanding the Nature of Scientific Knowledge. A. Kozulin, Literature as a Psychological Tool. R.D. Pea, Learning Scientific Concepts Through Material and Social Activities: Conversational Analysis Meets Conceptual Change. S. Strauss, Teachers' Pedagogical Content Knowledge About Children's Minds and Learning: Implications for Teacher Education.
by "Nielsen BookData"