|Knowledge: Knowledge is the awareness or understanding of something. It can be acquired through experience, or education. Knowledge can be factual, procedural, or conceptual. See also Propositional knowledge, Knowledge how._____________Annotation: The above characterizations of concepts are neither definitions nor exhausting presentations of problems related to them. Instead, they are intended to give a short introduction to the contributions below. – Lexicon of Arguments. |
Jean Piaget on Knowledge - Dictionary of Arguments
Upton I 94
Knowledge/Piaget/VsPiaget/Upton: It has also been proposed that younger children’s thinking is hindered by a lack of general knowledge. According to Johnson-Laird (1993)(1), problem solving is not based upon existing mental structures of logical thought, but depends instead on factual knowledge and our understanding of the world around us. We construct mental models – mental images of the problems to be solved – that are based on our factual understanding of the world. The difficulty for children is that they have less knowledge and information about the world – the problem is therefore a quantitative, not a qualitative, one.
>Development stages, >Logic/Piaget, >Logic/Philosophy, >Understanding/Psychology.
1. Johnson-Laird, P.N. (1993) How the mind thinks, in Harman, G. (ed.) Conceptions of the Mind: Essays in honor of George A. Miller. Hillsdale, NJ: Lawrence Erlbaum._____________Explanation of symbols: Roman numerals indicate the source, arabic numerals indicate the page number. The corresponding books are indicated on the right hand side. ((s)…): Comment by the sender of the contribution. Translations: Dictionary of Arguments The note [Concept/Author], [Author1]Vs[Author2] or [Author]Vs[term] resp. "problem:"/"solution:", "old:"/"new:" and "thesis:" is an addition from the Dictionary of Arguments. If a German edition is specified, the page numbers refer to this edition.
The Psychology Of The Child 2nd Edition 1969
Developmental Psychology 2011