The Development of Thought: Equilibration of Cognitive Structures

Handling Uncertainty Levels of Analysis of Decision Problems

The human baby is bom with 'hard wiring' that loads the baby to pay attention to certain things in the environment, especially the communications of canegivers. These inborn predispositions are gradually shaped by the environment of the family, a 'curriculum for babies' which is rich on communication and making sense of the world. Day care and nursery education can complement and enhance the child's learning, especially if they are of high quality. Research has shown again and again that early learning has lasting effects on development although they are rarely irreversible.

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Critical periods in childhood learning

Pluralities of personality schemas reside across different Maruyama universes suggesting incommensurability and isolation. Schemas may migrate across Maruyama universes given appropriate means. As illustration, the MBTI schema for personality temperament is migrated into a sociocognitive schema through the intermediary of knowledge cybernetics. MBTI is a type approach that operates with polar opposites; however, conceptually there is no reason for it not to be associated with a trait space. Supposing that MBTI has traits at some horizon of meaning, then since traits are responsible for the creation of enduring states, sociocognitive explanations should be able to explain the stable states consistent with a variation of the McCrae and Costa proposition. As a result this paper formulates for the first time a link between the MBTI type schema, a trait space, and a capacity for sociocultural descriptions. In part 2 of this paper it will be shown how the sociocognitive theory of temperament can have other complementary partner theories that are today simply considered as different and competitive. This has the potential of pointing towards a general theory of personality. This paper received the Highly Commended Award Winner at the Literati Network Awards for Excellence 2010.

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https://papers.ssrn.com/sol3/Delivery.cfm/SSRN_ID1617998_code1211894.pdf?abstractid=1617998&mirid=1

Migrating Personality Theories Part 1: Creating Agentic Trait Psychology?

Eighty first-grade childen were pretested on a variety of conservation tasks. Subjects who were either nonconservers or intermediate conservers were randomly assigned to one of three conditions: social interaction, social observation, and individual control. Subjects in the social interaction condition worked collaboratively on conservation tasks with a same sex partner. Subjects in the social observation condition individually observed pairs of subjects working together and control subjects worked individually on conservation tasks. The purpose of the social observation condition was to control for the effects of task relevant information that was expressed during dyadic interactions. All subjects were individually post-tested on conservation tasks that were the same form but different content than the pretest items.



Subjects in the social interaction condition had significantly greater cogntive change scores (post-test less pretest) than subjects in the social observation and control conditions. There were no significant differences between change scores of subjects in the latter two conditions. Also, subjects in the social interaction condition gave significantly more novel explanations for conservation judgments than subjects in the social observation condition. These findings supported a socio-cognitive conflict model of cognitive development in young children.

Social interaction, social observation, and cognitive development in young children

We have been experimenting with web based electronic conferencing (CMC) at the
Educational Science Department of Utrecht University for a period of nearly 10 years now.
Obstacles such as insufficient participation, the low quality of messages and the integration of
CMC in a course have been overcome and nowadays many of our students appear actively
engaged with knowledge construction activities (Veerman, 2000). While we may have succeeded
in organizing interesting computer conferences, things are missing that relate to the affordances
of computer conferencing for collaborative learning. It seems that at the level of individual
courses we have reached limits we cannot move beyond. In order to understand this problem and
its possible solutions, this paper discusses some of our data concerning the role of computer
conferencing in higher education.

The Development of Thought: Equilibration of Cognitive Structures

Citations

Handling Uncertainty Levels of Analysis of Decision Problems

Critical periods in childhood learning

Migrating Personality Theories Part 1: Creating Agentic Trait Psychology?

Social interaction, social observation, and cognitive development in young children

Collaboration in Computer Conferencing

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