Learning and development as dialectical factors in cognitive growth

Journal/Book: Hum Develop. 1995; 38: Allschwilerstrasse 10, CH-4009 Basel, Switzerland. Karger. 338-348.

Abstract: Cognitive growth results from dialectical interactions among different modes of learning and mental attentional capacity. These interactions explain truly novel (creative) performances. The different modes of learning, as well as the functional components making up mental attention, relate to the function of different areas in the human cortex. Organismic schemes are neuropsychological units; principles governing their functioning can be clarified by connectionist modeling. Learning is a manifold memorial storage of patterns of schemes that are coactivated and cofunctional. Four dimensions of learning art discussed: (a) operative/procedural versus figurative/declarative, (b) LM/symbolic versus LC/signalic. (c) conceptual versus experiential, and (d) learning in facilitating versus misleading situations.

Note: Article J Pascualleone, York Univ, Dept Psychol, 4700 Keele St, Downsview, on, Canada

Keyword(s): cognitive neuroscience; dialectical constructivism; development; learning; mental attention; signal; symbol; NEURAL NETWORKS; HUMAN INFANTS; PERCEPTION; MUSICIANS

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