On the nature of competence: Principles for understanding in a domain©

Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser

Volumn , Issue , 2018, Pages 125-186

  Gelman, Rochel ^a   Greeno, James G ^b  

^a UNIVERSITY OF PENNSYLVANIA   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85085436449     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781315044408-5     Document Type: Chapter

References (93)

1. Anderson, J. R. (1983). The architecture of cognition. Cambridge, MA: Harvard University Press.
2. Aronfreed, J. (1968). Conduct and conscience: The socialization of internalized control over behavior. New York: Academic Press.
3. Baroody, A. J. (1984). More precisely defining and measuring the order-irrelevance principle. Journal of Experimental Child Psychology, 38, 33-41.
4. Bransford, J. D., & Johnson, M. K. (1972). Contextual prerequisites for understanding: Some investigations of comprehension and recall. Journal of Verbal Learning and Verbal Behavior, 11, 717-726.
5. Briars, D. J., & Larkin, J. H. (1984). An integrated model of skill in solving elementary word problems. Cognition and Instruction, 1, 245-296.
6. Briars, D. J., & Siegler, R. S. (1984). A featural analysis of preschoolers’ counting knowledge. Developmental Psychology, 20, 607-618.
7. Brown, A. L., Bransford, J. D., Ferrara, R. A., & Campione, J. C. (1983). Learning, remembering, and understanding. In J. H. Flavell & E. M. Markman (Eds.), Handbook of child psychology: Vol. 3. Cognitive development (4th ed., pp. 420-494). New York: Wiley.
8. Brown, A. L., & Reeve, R. A. (1987). Bandwidths of competence: The role of supportive contexts in learning and development. In L. S. Liben (Ed.), Development and learning: Conflicts or congruence? (pp. 173-223). Hillsdale, NJ: Lawrence Erlbaum Associates.
9. Brown, J. S., & Burton, R. (1978). Diagnostic models for procedural bugs in basic mathematical skills. Cognitive Science, 2, 155-192.
10. Brown, R. (1973). A first language: The early stages. Cambridge, MA: Harvard University Press.
11. Bruner, J. S., & Koslowski, B. (1972). Visual preadaptive constituents of manipulatory action. Perception, 1, 3-14.
12. Case, R., Sandieson, R., & Dennis, S. (1986). Two cognitive developmental approaches to the design of remedial instruction. Cognitive Development, 1, 293-333.
13. Cheng, K., & Gallistel, C. R. (1984). Testing the geometric power of an animal’s spatial representation. In H. Roitblat, T. G. Bever, & H. Terrace (Eds.), Animal cognition (pp. 409-423). Hillsdale, NJ: Lawrence Erlbaum Associates.
14. Clark, H. H., & Lucy, P. (1975). Understanding what is meant from what is said: A study in conversationally conveyed requests. Journal of Verbal Learning and Verbal Behavior, 14, 56-72.
15. Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, MA: MIT Press.
16. Cooper, R. G., Jr. (1984). Early number development: Discovering number space with addition and subtraction. In C. Sophian (Ed.), The origins of cognitive skills. Hillsdale, NJ: Lawrence Erlbaum Associates.
17. DeLoache, J. S., Sugarman, S., & Brown, A. L. (1985). The development of error correction in young children’s manipulative play. Child Development, 56, 928-939.
18. Donaldson, M. (1978). Children’s minds. New York: Norton.
19. Dowty, D. R., Wall, R. E., & Peters, S. (1981). Introduction to Montague semantics. Dordrecht: D. Reidel.
20. Elbers, E. (1986). Interaction and instruction in the conservation experiment. European Journal of Psychology of Education, 1, 77-89.
21. Fitts, P. M. (1964). Perceptual motor skill learning. In A. W. Melton (Ed.), Categories of human learning. New York: Academic Press.
22. Flavell, J. H. (1970). Developmental studies of mediated memory. In H. W. Reese & L. P. Lipsitt (Eds.). Advances in child development (Vol. 5). New York: Academic Press.
23. Fromkin, V. A. (1973). Speech errors as linguistic evidence. The Hague: Mouton.
24. Fuson, K. C. (1982). Analysis of the counting-on solution procedure in addition. In T. P. Carpenter, J. M. Moser, & T. A. Romberg (Eds.), Addition and subtraction: A cognitive perspective. Hillsdale, NJ: Lawrence Erlbaum Associates.
25. Fuson, K. C. (1986, November). Effects of collection terms on class inclusion and number tasks. Paper presented at the meeting of the Psychonomics Society, New Orleans.
26. Fuson, K. C, & Hall, J. W. (1983). The acquisition of early number word meanings: A conceptual analysis and review. In H. P. Ginsburg (Ed.), The development of mathematical thinking. New York: Academic Press.
27. Fuson, K. C, Pergament, G. G., & Lyons, B. G. (1985). Collection items and preschoolers’ use of the cardinality rule. Cognitive Psychology, 17, 315-323.
28. Gelman, R. (1986). First principles for structuring acquisition. Presidential address, Division 7 of the American Psychological Association. Newsletter of Division 7, APA, Fall.
29. Gelman, R., & Brown, A. L. (1986). Changing views of cognitive competence in the young. In N. Smelser & D. Gerstein (Eds.), Discoveries and trends in behavioral and social sciences (pp. 175-207). Commission on Behavioral and Social Sciences and Education, Washington, DC: NRC Press.
30. Gelman, R., & Gallistel, C. R. (1978). The child’s understanding of number. Cambridge, MA: Harvard University Press.
31. Gelman, R., & Meek, E. (1983). Preschoolers’ counting: Principles before skill. Cognition, 13, 343-359.
32. Gelman, R., & Meek, E. (1986). The notion of principle: The case of counting. In J. Hiebert (Ed.), The relationship between procedural and conceptual competence (pp. 29-57). Hillsdale, NJ: Lawrence Erlbaum Associates.
33. Gelman, R., Meek, E., & Merkin, S. (1986). Conceptual competence in the numerical domain. Cognitive Development, 1, 1-29.
34. Ginsburg, H., & Russell, R. L. (1981). Social class and racial influences on early mathematical thinking. Monographs of the Society for Research in Child Development, 46(6, Serial No. 193).
35. Glaser, R. (1976). Cognitive psychology and instructional design. In D. Klahr (Ed.), Cognition and instruction (pp. 303-316). Hillsdale, NJ: Lawrence Erlbaum Associates.
36. Goffman, E. (1974). Frame analysis. Cambridge, MA: Harvard University Press.
37. Greeno, J. G., & Johnson, W. (1984). Competence for solving and understanding problems. Paper presented at the International Congress of Psychology, Acapulco, Mexico.
38. Greeno, J. G., Johnson, W., & Goldberg, A. (in progress). Competence for understanding language and reasoning with mental models.
39. Greeno, J. G., Riley, M. S., & Gelman, R. (1984). Conceptual competence and children’s counting. Cognitive Psychology, 16, 94-143.
40. Grice, H. P. (1975). Logic and conversation. In P. Cole & J. I. Morgan (Eds.), Speech acts: Syntax and semantics (Vol. 3). New York: Academic Press.
41. Hartnett, P., & Gelman, R. (1987, April). Inducing further numerical principles given some knowledge of principles of counting and addition. Paper presented at the meeting of the Society for Research in Child Development, Baltimore.
42. Heath, S. E. (1981). Questioning at home and school: A comparative study. In G. Spindler (Ed.), Doing ethnography: Educational anthropology in action. New York: Holt, Rinehart, & Winston.
43. Hudson, T. (1983). Correspondences and numerical differences between disjoint sets. Child Development, 54, 84-90.
44. Hull, C.L. (1937). Mind, mechanism and adaptive behavior. Psychological Review, 44, 1-32.
45. Hymes, D. (1967). Models of the interaction of language and social setting. Journal of Social Issues, 23, 2: 8-28.
46. Inhelder, B., & Piaget, J. (1959/1964). The early growth of logic in the child. New York: Harper & Row.
47. Inhelder, B., Sinclair, H., & Bovet, M. (1974). Learning and the development of cognition. Cambridge, MA: Harvard University Press.
48. Johnson-Laird, P. N. (1983). Mental models: Towards a cognitive science of language, inference and consciousness. Cambridge, MA: Harvard University Press.
49. KarmUoff-Smith, A., & Inhelder, B. (1974/75). If you want to get ahead, get a theory. Cognition, 3, 195-212.
50. Kellman, P. J., & Spelke, E. S. (1981). Perception of partly occluded objects in infancy. Cognitive Psychology, 15, 483-524.
51. Kintsch, W., & Greeno, J. G. (1985). Understanding and solving word arithmetic problems. Psychological Review, 92, 109-129.
52. Lampert, M. (1986). Knowing, doing and teaching multiplication. Cognition and Instruction, 3, 305-342.
53. Landau, B., & Gleitman, L. (1985). Language and experience: Evidence from the blind child. Cambridge, MA: Harvard University Press.
54. Mandler, J. M. (1983). Representation. In J. H. Flavell & E. M. Markman (Eds.), Handbook of child psychology: Vol. 3. Cognitive development (4th ed., pp. 420-494). New York: Wiley.
55. Mandler, J. M. (1984a). Stories, scripts and scenes: Aspects of schemata theory. Hillsdale, NJ: Lawrence Erlbaum Associates.
56. Mandler, J. M. (1984b). Representation and recall in infancy. In M. Moscovitch (Ed.), Infant memory. New York: Plenum.
57. Markman, E. M. (1979). Classes and collections: Conceptual organization and numerical abilities. Cognitive Psychology, 11, 395-411.
58. Markman, E. M. (1986). How children constrain the possible meanings of words. In U. Neisser (Ed.)., The ecological and intellectual basis of categorization. Cambridge, England: Cambridge University Press.
59. Markman, E. M., & Hutchinson, J. E. (1984). Children’s sensitivity to constraints on word meaning: Taxonomic vs. thematic relations. Cognitive Psychology, 16, 1-27.
60. Markman, E. M., & Seibert, J. (1976). Classes and collections: Internal organization and resulting holistic properties. Cognitive Psychology, 8, 561-577.
61. Massey, G. J. (1976). Tom, Dick, and Harry, and all the king’s men. American Philosophical Quarterly, 13, 89-107.
62. Miller, K., & Stigler, J. (1987). Counting in Chinese: Cultural variation in a basic cognitive skill. Unpublished manuscript. University of Texas at Austin.
63. Piaget, J. (1951). Play, dreams and imitation in childhood. New York: Norton.
64. Piaget, J. (1970). Piaget’s theory. In P. H. Mussen (Ed.), CarmichaeVs manual of child psychology: (Vol. 1). New York: Wiley.
65. Piaget, J. (1975). L Equilibration des structures cognitives: Probleme central du development. Etudes d’ epistemologie genetique (Vol. 33). Paris: Presses Universitaires de France.
66. Pirolli, P. L. (1987). A model of purpose-driven analogy and skiU acquisition in programming. Proceedings of the Cognitive Science Society Conference.
67. Premack, D. (1976). Intelligence in ape and man. Hillsdale, NJ: Lawrence Erlbaum Associates.
68. Premack, D., Woodruff, G., & Kennel, K. (1978). Conservation of liquid and solid quantity in chimpanzee. Science, 202, 991-994.
69. Resnick, L. B. (1976). Task analysis in instructional design: Some cases from mathematics. In D. Klahr (Ed.), Cognition and instruction (pp. 51-80). Hillsdale, NJ: Lawrence Erlbaum Associates.
70. Resnick, L. B. (1986). Cognition and instruction: Recent theories of human competence and how it is acquired. In B. L. Hammonds (Ed.), Psychology and learning: The master lecture series (Vol. 4 pp. 123-187). Washington, DC: American Psychological Association.
71. Resnick, L. B., & Omanson, S. F. (in press). Learning to understand arithmetic. In R. Glaser (Ed.), Advances in instructional psychology (Vol. 3). Hillsdale, NJ: Lawrence Erlbaum Associates.
72. Riley, M. S., Greeno, J. G., & Heller, J. I. (1983). Development of children’s problem-solving ability in arithmetic. In H. P. Ginsburg (Ed.), The development of mathematical thinking. New York: Academic Press.
73. Rose, S. A., & Blank, M. (1974). The potency of context in children’s cognition: An illustration through conservation. Child Development, 45, 499-502.
74. Ross, J. R. (1967). Constraints on variables in syntax. Unpublished doctoral dissertation, Massachusetts Institute of Technology, Cambridge.
75. Rozin, P., & Schull, J. (1987). The adaptive-evolutionary point of view in experimental psychology. In R. C. Atkinson, R. J. Herrstein, G. Lindzey, & R. D. Luce (Eds.), Handbook of experimental psychology. New York: Wiley-Interscience.
76. Schaeffer, B., Eggleston, V. H., & Scott, J. L. (1974). Number development in young children. Cognitive Psychology, 16, 28-64.
77. Schieffelin, B. B., & Ochs, E. (1986). Language socialization. Annual Review of An-thropology, 15.
78. Schneider, W., & Shiffrin, R. (1977). Controlled and automatic human information processing: I. Direction, search and attention. Psychological Review, 84, 1-66.
79. Schoenfeld, A. H. (1986). On having and using geometric knowledge. In J. Hiebert (Ed.), Conceptual and procedural knowledge: The case of mathematics (pp. 225-264). Hillsdale, NJ: Lawrence Erlbaum Associates.
80. Schwartz, S. (1979). Natural kind terms. Cognition, 7, 301-315.
81. Shatz, M. (1983). Communication. In J. Flavell & E. M. Markman (Eds.), Handbook of child psychology: Vol. 3. Cognitive development (4th ed., pp. 420-494). New York: Wiley.
82. Siegel, M, Waters, L. J., & Dinwiddy, L. S. (1987). Misleading children: Causal attributions for inconsistency under repeated questioning. Unpublished manuscript, University of Queensland, Australia.
83. Smith, B. C. (1983). Reflection and semantics in a procedural language. (Report MIT/LCS/TR-272). Laboratory for Computer Science, Massachusetts Institute of Technology.
84. Smith, D. A., Greeno, J. G., & Vitolo, T. M. (1985). Competence for procedures of counting. Unpublished manuscript, University of Pittsburgh.
85. Soja, N., Carey, S., & Spelke, E. S. (1985, April). Acquisition of scientific knowledge: The problem of reorganization. Paper presented at the meeting of the Society for Research in Child Development, Montreal.
86. Spelke, E. S. (1988). Where perceiving ends and thinking begins: The apprehension of objects in infants. In A. Yonas (Ed.), Perceptual development in infancy: Minnesota Symposium in child development (Vol. 20). Hillsdale, NJ: Lawrence Erlbaum Associates.
87. Starkey, P., Spelke, E. S., & Gelman, R. (1983). Detection of intermodal correspondences by human infants. Science, 222, 179-181.
88. Strauss, M. S., & Curtis, L. E. (1981). Infant perception of numerosity. Child Development, 52, 1146-1152.
89. Strauss, M. S., & Curtis, L. E. (1984). Development of numerical concepts in infancy. In C. Sophian (Ed.), The origins of cognitive skills. Hillsdale, NJ: Lawrence Erlbaum Associates.
90. vanDijk, T. A., & Kintsch, W. (1983). Strategies of discourse comprehension. New York: Academic Press.
91. Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.
92. Waxman, S., & Gelman, R. (1986). Preschooler’s use of superordinate relations in classification. Cognitive Development, 1, 139-156.
93. Wilkinson, A. C. (1984). Children’s partial knowledge of the cognitive skill of counting. Cognitive Psychology, 16, 28-64.