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| Topic: | Re:Re:Re:Re:Re:Re:Re:Do stage theories discuss when/how children learn strategies? |
| Posted by: | Michael Lamport Commons |
| Date/Time: | 2010/7/6 20:24:53 |
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What I think what happens is that people in a very haphazard way at first put together new orders of actions from the previous stage.?Some of these actually work and are reinforced by solving the problem or successfully addressing the task at hand.?But these are often very limited in scope and as Fischer pin the study of procedures but these stages of the steps of increasing difficulty conflict with the idea that activity re-organizes and reconstructs its logical-mathematical forms such that both the assimilations and accommodations are transformed. Behaviorism conflicts with the idea that activity re-organizes and reconstructs its logical-mathematical forms such that both the assimilation and accommodations are transformed. MLC:?How can that be??Read Commons & Pekker, 2008.?The tree conditions as stated hundreds of times here are that the higher order actions is defined in terms of the lower order ones, organizes them and in an non arbitrarily way.?In a paper last year, I should how higher stage could not be reduced to lower stage paper.?So how can the higher stage behavior not be transformative??The world does not look the same after stage change.?Remember, the MHC is a mathematical system.?It is just not speculative as to the mind In short, for developmental epistemology, stages are about the differences in the form of the regulators of the system as they develop logical-mathematical properties. For behaviorism, stages are about the measured difficulty of behaviors. |