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Article de revue:
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Clé de citation BibTeX: Vosniadou1996
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Vosniadou, S. (1996). Towards a revised cognitive psychology for new advances in learning and instruction. Learning and Instruction, 6(2), pp. 95–109.
Ajoutée par: Sterenn Audo 2008-02-04 13:09:23
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Résumé
Cognitive psychological research has produced rich descriptions of the mental representations and
processes that underlie performance in many school-related subject matter areas, making it possible
to be much more precise than before in our descriptions of the outcomes of learning. Nevertheless,
the epistemology of cognitive psychology has not been helpful in providing fruitful hypotheses
about the environmental variables that facilitate learning and the acquisition of expertise. For this
reason, an applied science of learning developed, where instructional interventions and experiments
became the means of developing a theory of learning almost in a trial and error fashion. As we am
now evaluating the results of these research findings it becomes obvious that a new theoretical
framework is needed to further guide research on learning and instruction. It is argued that such a
theoretical framework can be found in cognitive psychology if the original epistemology that guided
cognitive psychological research is revised. What is needed is a new conception of the mind, not as
an individual information processor, but as a biological, developing system that exists equally well
within an individual brain and in the tools, artifacts, and symbolic systems used to facilitate social
and cultural interaction. With such a revised epistemology, coupled with the methodology of experimental
psychology and of cognitive task analysis, cognitive psychology can be a much more powerful
theoretical framework than we ever had before, capable of leading us to new insights about
learning and instruction. Copyright 0 1996 Elsevier Science Ltd
Ajoutée par: Sterenn Audo
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Idées
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Ajoutée par: Sterenn Audo
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