Examining cognitive development from a conceptual change point of view: The framework theory approach

References

• Baddeley, A. D. (1996). Exploring the central executive. Quarterly Journal of Experimental Psychology, 49A, 5–28.
   Web of Science ®Google Scholar
• Baillargeon, R., & Carey, S. (2012). Core cognition and beyond: The acquisition of physical and numerical knowledge. In S.Pauen (Ed.), Early childhood development and later outcome (pp. 33–65). Cambridge: Cambridge University Press.
   Google Scholar
• Baillargeon, R., Li, J., Gertner, Y., & Wu, D. (2011). How do infants reason about physical events? In U.Goswami (Ed.), The Wiley-Blackwell handbook of childhood cognitive development (2nd. ed.) (pp. 11–48). Oxford: Blackwell.
   Google Scholar
• Blair, C., & Razza, P. R. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78, 647–663.
   PubMed Web of Science ®Google Scholar
• Carey, S. (2000). Science education as conceptual change. Journal of Applied Developmental Psychology, 21, 13–19.
   Web of Science ®Google Scholar
• Cepeda, C., Hurst, R. S., Altemus, K. L., Flores-Hernandez, J., Calvert, C. R., Jokel, E. S., & Levine, M. S. (2001). Facilitated glutamatergic transmission in the striatum of D2 dopamine receptor-deficient mice. Journal of Neurophysiology, 85, 659–670.
   PubMed Web of Science ®Google Scholar
• Chi, M. T. H. (2008). Three types of conceptual change: Belief revision, mental model transformation, and categorical shift. In S.Vosniadou (Ed.), Handbook of research on conceptual change (pp. 61–82). Hillsdale, NJ: Lawrence Erlbaum.
   Google Scholar
• Chomsky, N. (1988). Language and problems of knowledge. Cambridge: MIT Press.
   Google Scholar
• Clement, J. (1982). Students' preconceptions in introductory mechanics.The American Journal of Physics, 50, 66–71.
   Web of Science ®Google Scholar
• Davidson, M. C., Amso, D., Anderson, L. C., & Diamond, A. (2006). Development of cognitive control and executive functions from 4 to 13 years: Evidence from manipulations of memory, inhibition, and task switching. Neuropsychologia, 44, 2037–2078.
   PubMed Web of Science ®Google Scholar
• Dehaene, S., Dehaene-Lambert, G., & Cohen, L. (1998). Abstract representations of numbers in the animal and human brain. Trends in Neurosciences, 21, 355–361.
   PubMed Web of Science ®Google Scholar
• DeWolf, M., Grounds, M. A., Bassok, M., & Holyoak, K. J. (2013, June 10). Magnitude comparison with different types of rational numbers. Journal of Experimental Psychology: Human Perception and Performance, Advance online publication. https://doi.org/doi:10.1037/a0032916.
   PubMed Web of Science ®Google Scholar
• DeWolf, M., & Vosniadou, S. (2011). The whole number bias in fraction magnitude comparisons with adults. In L.Carlson, C.Hoelscher, & T. F.Shipley (Eds.), Proceedings of the 33rd annual conference of the cognitive science society (pp. 1751–1756). Austin, TX: Cognitive Science Society.
   Google Scholar
• Diamond, A., Barnett, S., Thomas, J., & Munro, S. (2007). Executive function can be improved in preschoolers by regular classroom teachers. Science, 318, 1387–1388.
   PubMed Web of Science ®Google Scholar
• diSessa, A. A. (1982). Unlearning Aristotelian physics: A study of knowledge-based learning. Cognitive Science, 6, 37–75.
   Web of Science ®Google Scholar
• Dunbar, K., Fugelsang, J., & Stein, C. (2007). Do naive theories ever go away? Using brain and behavior to understand changes in concepts. In M.Lovett & P.Shah (Eds.), Thinking with data (pp. 193–206). New York: Lawrence Erlbaum.
   Google Scholar
• Evans, J. StB. T., & Stanovich, K. (2013). Dual-process theories of higher cognition: Advancing the debate. Perspectives on Psychological Science, 8, 223–241.
   Web of Science ®Google Scholar
• Fischbein, E., Deri, M., Nello, S. M., & Marino, S. M. (1985). The role of implicit models in solving verbal problems in multiplication and division. Journal for Research in Mathematics Education, 16, 3–17.
   Google Scholar
• Fugelsang, J. A., & Dunbar, K. N. (2005). Brain-based mechanisms underlying complex causal thinking. Neuropsychologia, 43, 1204–1213.
   PubMed Web of Science ®Google Scholar
• Gallistel, C. R. (1990). The organization of learning. Cambridge, MA: Bradford Books/MIT Press.
   Google Scholar
• Gelman, R. (1990). First principles organize attention to and learning about relevant data: Number and animate-inanimate distinction as examples. Cognitive Science, 14, 79–106.
   Web of Science ®Google Scholar
• Gelman, R. (1991). Epigenetic foundations of knowledge structures: Initial and transcendent constructions. In S.Carey & R.Gelman (Eds.), The epigenesis of mind: Essays on biology and cognition (pp. 293–322). Hillsdale, NJ: Lawrence Erlbaum.
   Google Scholar
• Gelman, R. (1994). Constructivism and supporting environments. In D.Tirosh (Ed.), Implicit and explicit knowledge: An educational approach (pp. 55–82). New York: Ablex.
   Google Scholar
• Gelman, R. (2000). The epigenesis of mathematical thinking. Journal of Applied Developmental Psychology, 21, 27–37.
   Web of Science ®Google Scholar
• Gillard, E., Van Dooren, W., Schaeken, W., & Verschaffel, L. (2009). Dual processes in the psychology of mathematics education and cognitive psychology. Human Development, 52, 95–108. 10.1159/000202728.
   Web of Science ®Google Scholar
• Hughes, R. (1998). Considering the vignette technique and its application to a study of drug injecting and HIV risk and safer behaviour. Sociology of Health and Illness, 20, 381–400.
   Web of Science ®Google Scholar
• Inagaki, K., & Hatano, G. (2008). Conceptual change in naïve biology. In S.Vosniadou (Ed.), International handbook of research on conceptual change (pp. 240–262). New York: Routledge.
   Google Scholar
• Ioannides, C., & Vosniadou, S. (2002). The changing meanings of force. Cognitive Science Quarterly, 2, 5–62.
   Google Scholar
• Kallai, A. Y., & Tzelgov, J. (2009). A generalized fraction: An entity smaller than one on the mental number line. Journal of Experimental Psychology: Human Perception and Performance, 35, 1845–1864.
   PubMed Web of Science ®Google Scholar
• Kahneman, D. (2011). Thinking, fast and slow. New York: Farrar, Strauss, Giroux.
   Google Scholar
• Kallai, A. Y., & Tzelgov, J. (2012). When meaningful components interrupt the processing of the whole: The case of fractions. Acta Psychologica, 139, 358–369.
   PubMed Web of Science ®Google Scholar
• Keil, F. C. (1981). Constraints on knowledge and cognitive development. Psychological Review, 88, 197–227.
   Web of Science ®Google Scholar
• Keil, F. C. (1994). The birth and nurturance of concepts of domains: The origins of concepts of living things. In L.Hirschfeld & S.Gelman (Eds.), Mapping the mind: Domain specificity in cognition and culture (pp. 234–254). Cambridge, UK: Cambridge University Press.
   Google Scholar
• Khoury, H. A., & Zazkis, R. (1994). On fractions and non-standard representations: Preservice teachers' concepts. Educational Studies in Mathematics, 27, 191–204.
   Google Scholar
• Kinzler, K. D., & Spelke, E. S. (2007). Core systems in human cognition. Progress in Brain Research, 164, 257–264.
   PubMed Web of Science ®Google Scholar
• Malara, N. (2001). From fractions to rational numbers in their structure: Outlines for an innovative didactical strategy and the question of density. Proceedings of the European Research in Mathematics Education II, February 24–27, Czech Republic, pp. 35–46.
   Google Scholar
• Markman, E. M. (1989). and naming in children: Problems of induction. Cambridge, MA: MIT Press.
   Google Scholar
• Mazzocco, M. M., & Devlin, K. T. (2008). Parts and “holes”: Gaps in rational number sense in children with vs. without mathematical learning disability. Developmental Science, 11, 681–691. 10.1111/j.1467-7687.2008.00717.x.
   PubMed Web of Science ®Google Scholar
• Merenluoto, K., & Lehtinen, E. (2002). Conceptual change in mathematics: understanding the real numbers. In M.Limón & L.Mason (Eds.), Reconsidering conceptual change. Issues in theory and practice (pp. 233–258). Dordrecht: Kluwer.
   Google Scholar
• Merenluoto, K., & Lehtinen, E. (2004). Number concept and conceptual change: Towards a systemic model of the processes of change. Learning and Instruction, 14, 519–536.
   Web of Science ®Google Scholar
• Miyake, A., Friedman, N., Emerson, M., Witzki, A., Howerter, A., & Wager, T. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41, 49–100.
   PubMed Web of Science ®Google Scholar
• Moskal, B. M., & Magone, M. E. (2000). Making sense of what students know: Examining the referents, relationships and modes students displayed in response to a decimal task. Educational Studies in Mathematics, 43, 313–335.
   Google Scholar
• Moss, P. (2005). Toward “epistemic reflexivity” in educational research: A response to scientific research in education. Teachers College Record, 107, 19–29.
   Web of Science ®Google Scholar
• Ni, Y., & Zhou, Y. -D. (2005). Teaching and learning fraction and rational numbers: The origins and implications of whole number bias. Educational Psychologist, 40, 27–52.
   Web of Science ®Google Scholar
• O'Connor, M. C. (2001). Can any fraction be turned into a demical? A case study of a mathematical group discussion. Educational studies in Mathematics, 46, 143–185.
   Google Scholar
• Rabbitt, P. M. A. (1997). Methodologies and models in the study of executive function. In P. M. A.Rabbitt (Ed.), Methodology of frontal and executive function (pp. 1–38). Hove: Psychology Press.
   Google Scholar
• Schneider, M., & Siegler, R. S. (2010). Representations of the magnitudes of fractions. Journal of Experimental Psychology: Human Perception and Performance, 36, 1227–1238.
   PubMed Web of Science ®Google Scholar
• Shtulman, A., & Valcarcel, J. (2012). Scientific knowledge suppresses but does not supplant earlier intuitions. Cognition, 124, 209–215.
   PubMed Web of Science ®Google Scholar
• Smith, C., Maclin, D., Houghton, C., & Hennessey, M. G. (2000). Sixth graders' epistemologies of science: The impact of school science experiences on epistemological development. Cognition & Instruction, 18, 349–422.
   Web of Science ®Google Scholar
• Smith, C., Solomon, G., & Carey, S. (2005). Never getting to zero: Elementary school students' understanding of the infinite divisibility of number and matter. Cognitive Psychology, 51, 101–140.
   PubMed Web of Science ®Google Scholar
• Stafylidou, S., & Vosniadou, S. (2004). The development of students' understanding of the numerical value of fractions. In L. Verschaffel & S. Vosniadou (Guest Editors). Conceptual change in mathematics learning and teaching, Special Issue of Learning and Instruction, 14, 503–518.
   Web of Science ®Google Scholar
• Stanovich, K. E. (2011). Rationality and the reflective mind. New York: Oxford University Press.
   Google Scholar
• Stathopoulou, C., & Vosniadou, S. (2007). Exploring the relationship between physics-related epistemological beliefs and physics understanding. Contemporary Educational Psychology, 32, 255–281.
   Web of Science ®Google Scholar
• Tirosh, D., Fischbein, E., Graeber, A. O., & Wilson, J. W. (1999). Talking about rates conceptually, part I: A teacher's struggle. Journal for Research in Mathematics Education, 25, 279–303.
   Google Scholar
• Vamvakoussi, X., van Dooren, W., & Verschaffel (2012). Naturally biased? In search for reaction time evidence for a natural number bias in adults. The Journal of Mathematical Behavior, 31, 344–355.
   Google Scholar
• Vamvakoussi, X., & Vosniadou, S. (2004). Understanding the structure of the set of rational numbers: A conceptual change approach. In L. Verschaffel & S. Vosniadou (Guest Editors). Conceptual Change in Mathematics Learning and Teaching, Special Issue of Learning and Instruction, 14, 453–467.
   Web of Science ®Google Scholar
• Vamvakoussi, X., & Vosniadou, S. (2007). How many numbers are there in a rational numbers interval? Constraints, synthetic models and the effect of the number line. In S.Vosniadou, A.Baltas, & X.Vamvakoussi (Eds.), Re-framing the conceptual change approach in learning and instruction (pp. 265–282). Oxford: Elsevier.
   Google Scholar
• Vamvakoussi, X., & Vosniadou, S. (2010). How many decimals are there between two fractions? Aspects of secondary school students' reasoning about rational numbers and their notation. Cognition and Instruction, 28, 181–209.
   Web of Science ®Google Scholar
• van de Sluis, S., de Jong, P. F., & van der Leij, A. (2007). Executive functioning in children, and its relations with reasoning, reading, and arithmetic. Intelligence, 35, 427–449.
   Web of Science ®Google Scholar
• Vosniadou, S. (2013). Conceptual change in learning and instruction: The framework theory approach. In S.Vosniadou (Ed.), The international handbook of conceptual change (2nd ed.) (pp. 11–30). New York: Routledge.
   Google Scholar
• Vosniadou, S., & Brewer, W. F. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24, 535–585.
   Web of Science ®Google Scholar
• Vosniadou, S., & Brewer, W. F. (1994). Mental models of the day/night cycle. Cognitive Science, 18, 123–183.
   Web of Science ®Google Scholar
• Vosniadou, S., Chountala, A., Lepenioti, D., & Eikospentaki, K. (submitted). Assessing changes in categorization after exposure to science: The Re-Cat Task.
   Google Scholar
• Vosniadou, S., Ioannides, Ch., Dimitrakopoulou, A., & Papademitriou, E. (2001). Designing learning environments to promote conceptual change in science. Learning and Instruction, 11, 381–419.
   Web of Science ®Google Scholar
• Vosniadou, S., Lepenioti, D., Chountala, A., Eikospentaki, K., Pnevmatikos, D., & Makris, N. (in preparation). Learning science and mathematics requires inhibition of prior knowledge.
   Google Scholar
• Vosniadou, S., & Skopeliti, I. (2005). Developmental shifts in children's categorizations of the Earth. In B. G.Bara, L.Barsalou, & M.Bucciarelli (Eds.), Proceedings of the XXVII Annual Conference of the Cognitive Science Society (pp. 2325–2330). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Vosniadou, S., & Skopeliti, I. (2013, August). Conceptual change from the framework theory side of the fence. Science and Education. 10.1007/s11191-013-9640-3.
   Google Scholar
• Vosniadou, S., & Verschaffel, L. (2004). Extending the conceptual change approach to mathematics learning and teaching. In L. Verschaffel & S. Vosniadou (Guest Editors). The conceptual change approach to mathematics learning and teaching, Special Issue of Learning and Instruction, 14, 445–451.
   Google Scholar
• Wellman, H. M. (1990). The child's theory of mind. Cambridge, MA: MIT Press/A Bradford Book.
   Google Scholar
• Wellman, H., & Gelman, S. A. (1998). Knowledge acquisition in foundational domains. In D.Kuhn & R.Siegler (Eds.), Handbook of child psychology: Cognition, perception and language (Vol. 2, 5th ed.) (pp. 523–573). New York: Wiley.
   Google Scholar
• Wellman, H. M., & Gelman, S. A. (1992). Cognitive development: Foundational theories of core domains. Annual Review of Psychology, 43, 337–375.
   PubMed Web of Science ®Google Scholar
• Wiser, M., & Smith, C. L. (2008). Learning and teaching about matter in grades K-8: When should the atomic-molecular theory be introduced? In S.Vosniadou (Ed.), The international handbook of research on conceptual change (pp. 205–239). New York: Routledge.
   Google Scholar
• Zaitchik, D., Iqbal, Y., & Carey, S. (2013). The effect of executive function on biological reasoning in young children: An individual differences study. Child Development, 85, 160–175. 10.1111/cdev.12145.
   PubMed Web of Science ®Google Scholar