Cognitive science questions for cognitive development: The concepts of learning, analogy, and capacity

Halford G.S. and Mccredden J.E. (1998) Cognitive science questions for cognitive development: The concepts of learning, analogy, and capacity. Learning and Instruction, 8 4: 289-308.

Author Halford G.S.
Mccredden J.E.
Title Cognitive science questions for cognitive development: The concepts of learning, analogy, and capacity
Journal name Learning and Instruction   Check publisher's open access policy
ISSN 0959-4752
Publication date 1998
Sub-type Article (original research)
Volume 8
Issue 4
Start page 289
End page 308
Total pages 20
Subject 3204 Developmental and Educational Psychology
3304 Education
Abstract New concepts from cognitive science have fundamentally changed our view of cognitive development. In this paper we explore the implications of three concepts from cognitive science. These are learning (and induction), analogy, and capacity. New conceptions of learning have enabled us to understand how representations of the world are acquired. New models of analogical reasoning have suggested that "logical" inferences are often made by mapping the problem into a mental model, or schema, induced from ordinary life experience. A model of analogical reasoning, based on neural nets, provides a natural basis for capacity limitations, and specifies changes in representations over age that explain phenomena previously thought to be stage-related.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Unknown

Document type: Journal Article
Sub-type: Article (original research)
Collection: Scopus Import
 
Versions
Version Filter Type
Citation counts: Scopus Citation Count Cited 0 times in Scopus Article
Google Scholar Search Google Scholar
Created: Tue, 12 Jul 2016, 00:49:12 EST by System User