Learning and the social nature of mental powers

Educational Philosophy and Theory

Volumn 37, Issue 5, 2005, Pages 635-647

  Davis, Andrew ^a  

^a DURHAM UNIVERSITY   (United Kingdom)

Author keywords

Ability; Assessment; Intelligence; Situated cognition

Indexed keywords

EID: 85068286314     PISSN: 00131857     EISSN: 14695812     Source Type: Journal    
DOI: 10.1111/j.1469-5812.2005.00148.x     Document Type: Article

References (41)

1. Archer, M., 1988. “ Realism and morphogenesis ”. In Critical Realism Edited by: Bhaskar, R., Routledge.
2. Bennett, N., and Dunne, E., 1992. Managing Classroom Groups Simon and Schuster.
3. Binet, A., and Simon, T., 1916. The Development of Intelligence in Children Williams and Wilkins.
4. Black, P., 1999. “ Assessment, Learning Theories and Testing Systems ”. In Learners, Learning and Assessment Edited by: Murphy, P., Paul Chapman.
5. Boaler, J., 1997. Experiencing School Mathematics Open University Press.
6. Burge, T. (1979) Individualism and the Mental, in: P.French, T.Uehling & H.Wettstein (eds), Midwest Studies in Philosophy, IV, pp. 73–121.
7. Ceci, S., 1996. On Intelligence Harvard University Press.
8. Chomsky, N., 1968. Language and Mind Harcourt Brace & World.
9. Cooper, B., and Dunne, M., 2000. Assessing Children's Mathematical Knowledge Open University Press.
10. Davidson, D., 1970. “ Mental Events ”. In Experience and Theory Edited by: Swanson, J., University of Massachusetts Press.
11. Davis, A., 1998. The Limits of Educational Assessment Blackwell.
12. 1998. The National Literacy Strategy DfEE.
13. 1999. The National Numeracy Strategy DfEE.
14. Ennis, R., 1990. The Extent to which Critical Thinking is Subject‐specific: further clarification. Educational Researcher, 19: 13–16.
15. Fay, B., 1996. Contemporary Philosophy of Social Science Blackwell.
16. Fodor, J., 1987. Psychosemantics MIT Press.
17. Galton, F., 1869. Hereditary Genius: An inquiry into its laws and consequences Macmillan.
18. Galton, M., and Hargreaves, L., 1999. Inside the Primary Classroom 20 Years on Routledge.
19. Gardner, H., 1984. Frames of Mind Heinemann.
20. Gardner, H., 1999. “ Assessment in Context ”. In Learners, Learning and Assessment Edited by: Murphy, P., Paul Chapman.
21. Geach, P., 1957. Mental Acts Routledge and Kegan Paul.
22. Goodman, N., 1970. “ Seven Strictures on Similarity ”. In Experience and Theory Edited by: Foster &, L., Duckworth.
23. Harré, R., 1978. “ Powers ”. In Dispositions Edited by: Tuemela, R., Reidel Publishing Company.
24. Hiebert, J., Carpenter, T., Fennema, E., and Fuson, K., 1999. “ Problem Solving as a Basis for Reform in Curriculum and Instruction: the case of mathematics ”. In Learners, Learning and Assessment Edited by: Murphy, P., Paul Chapman.
25. Howe, M., 1997. IQ in Question Sage Publications.
26. Jensen, A. 1979. g: Outmoded theory or unconquered frontier?. Creative Science and Technology, 2: 16–29.
27. Lave, J., and Wenger, E., 1991. Situated Learning. Legitimate peripheral participation Cambridge University Press.
28. Luntley, M., 1999. Contemporary Philosophy of Thought Blackwell.
29. Lycan, W., 2000. The Philosophy of Language Routledge.
30. McPeck, J., 1981. Critical Thinking and Education Martin Robertson.
31. McPeck, J., 1990. Teaching Critical Thinking Routledge.
32. Mackie, J., 1973. Truth, Probability and Paradox Clarendon Press.
33. Nash, R., 1990. Intelligence and Realism Macmillan.
34. Porpora, D., 1998. “ Four concepts of social structure ”. In Critical Realism Edited by: Bhaskar, R., Routledge.
35. Putnam, H., 1975. “ The Meaning of ‘Meaning’ ”. In Philosophical Papers Cambridge University Press.
36. Quinn, V., 1994. In Defence of Critical Thinking as a Subject. Journal of Philosophy of Education, 28: 101–111.
37. Richardson, K., 1999. The Making of Intelligence Weidenfeld and Nicholson.
38. Ryle, G., 1949. The Concept of Mind Hutchison.
39. Searle, J., 1995. The Construction of Social Reality Penguin.
40. Sternberg, R. J., 1999. Cognitive Psychology Harcourt Brace College Publishers.
41. Terman, L., 1921. Intelligence and its Measurement. Journal of Educational Psychology, 12: 127–133.