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[46] [47] [48] This new phase in Piaget's work was less stage-dependent and reflected greater continuity in human development than would be expected in a stage-bound theory. [49] This advance in his work took place toward the end of his very productive life and is sometimes absent from developmental psychology textbooks.
Moreover, Piaget claimed that cognitive development is at the centre of the human organism, and language is contingent on knowledge and understanding acquired through cognitive development. [6] Piaget's earlier work received the greatest attention. Child-centred classrooms and "open education" are direct applications of Piaget's views. [7]
Gordon H. Bower was a cognitive psychologist. His main areas of study include human memory, mnemonic devices, retrieval strategies, recording strategies, and category learning. He was interested in cognitive processes, emotion, imagery, language and reading comprehension as they relate to memory. [2]
Bandura was born in Mundare, Alberta, an open town of roughly four hundred inhabitants, as the youngest child, in a family of six.The limitations of education in a remote town such as this caused Bandura to become independent and self-motivated in terms of learning, and these primarily developed traits proved very helpful in his lengthy career. [10]
The following is a list of centenarians – specifically, people who became famous as educators, school administrators, social scientists and linguists – known for reasons other than their longevity. For more lists, see lists of centenarians.
Antonie van Leeuwenhoek. Traditional religion attributed the origin of life to deities who created the natural world. Spontaneous generation, the first naturalistic theory of abiogenesis, goes back to Aristotle and ancient Greek philosophy, and continued to have support in Western scholarship until the 19th century. [15]
Science played an important role in Enlightenment discourse and thought. Many Enlightenment writers and thinkers had backgrounds in the sciences and associated scientific advancement with the overthrow of religion and traditional authority in favour of the development of free speech and thought. [33] There were immediate practical results.
The application to education has a large robust research tradition similar to that of therapy, with studies having begun in the late 1930s and continuing today (Cornelius-White, 2007). Rogers described the approach to education in Client-Centered Therapy and wrote Freedom to Learn devoted exclusively to the subject in 1969.