دانلود مقاله ISI انگلیسی شماره 76125
ترجمه فارسی عنوان مقاله

ادعاهای دانش در تحقیقات رشد شناختی: مشکلات و جایگزین ها

عنوان انگلیسی
Knowledge claims in cognitive development research: Problems and alternatives
کد مقاله سال انتشار تعداد صفحات مقاله انگلیسی
76125 2016 12 صفحه PDF
منبع

Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)

Journal : New Ideas in Psychology, Volume 43, December 2016, Pages 16–27

ترجمه کلمات کلیدی
رشد شناختی ؛ توسعه مفهومی؛ روانشناسی استدلالی؛ شناخت عددی - تفکر عددی - کنش متقابل؛ معرفت شناسی
کلمات کلیدی انگلیسی
Cognitive development; Conceptual development; Discursive psychology; Numerical cognition; Numerical thinking; Interactivism; Epistemology
پیش نمایش مقاله
پیش نمایش مقاله  ادعاهای دانش در تحقیقات رشد شناختی: مشکلات و جایگزین ها

چکیده انگلیسی

Children's knowledge is often characterized in short propositional statements, e.g., a child may be claimed to know how counting works. This article analyzes the use of these knowledge claims in cognitive development research on children's understanding of numbers and counting. In this research, attempts to characterize children's knowledge in terms of knowledge claims are repeatedly invalidated by children's inconsistently normative uses of counting. This suggests that rather than describing cognitive structures/states, knowledge claims describe whether, in a certain domain, a person has a disposition to behave normatively (i.e., in a way that fits a consensually established standard of how things are appropriately done). Given that children's developing behavior is, by definition, inconsistently normative, knowledge claims can only characterize what research studies on children's conceptual knowledge presuppose—the incomplete normativity of children's behavior. Following the identification and explanation of this problem, several viable alternative approaches to the study of children's knowledge are described. The diversity of these alternatives reflects the need to disentangle descriptions from explanations, and discursive abstractions about cognitive processes from the processes themselves.