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Papers by Andreas Demetriou
Proceedings of the Annual Meeting of the Cognitive Science Society, 2002
Advances in Psychology, 1994
Publisher Summary This chapter provides an overview of a meta-Piagetian theory. The theory aspire... more Publisher Summary This chapter provides an overview of a meta-Piagetian theory. The theory aspires to accommodate the architecture and development of human intelligence, mind, and reasoning. For reasons of convenience, from this point onwards, the chapter uses the term “mind” to refer to all of these three aspects of human knowing. As a theory about the architecture and the dynamics of the mind, it involves propositions, assertions, and hypotheses about (a) the structural organization of human knowledge acquisition and problem solving devices and capabilities, (b) the condition of these devices and capabilities at different ages, and (c) the causes and mechanisms which are responsible for their change along with age. The theory has originated in the Piagetian tradition. In addition, testing, in the psychometric tradition is based on the assumption that thought activity is organized along a number of specifiable ability dimensions which can be used to differentiate individuals. In turn, it is assumed that individual differences are signs indicating the boundaries between cognitive structures. Furthermore, the chapter provides the propositions of the theory about the structure of human mind.
Methodology of educational measurement and assessment, Sep 28, 2016
This chapter summarizes a comprehensive theory of intellectual organization and growth. The theor... more This chapter summarizes a comprehensive theory of intellectual organization and growth. The theory specifies a common core of processes (abstraction, representational alignment, and cognizance, i.e., AACog) underlying inference and meaning making. AACog develops over four reconceptualization cycles (episodic representations, realistic representations, rule-based inference and principle-based inference starting at birth, 2, 6, and 11 years, respectively) with two phases in each (production of new mental units and alignment). This sequence relates to changes in processing efficiency and working memory (WM) in overlapping cycles such that relations with efficiency are high in the production phases and relations with WM are high in the alignment phases over all cycles. Reconceptualization is self-propelled because AACog continuously generates new mental content expressed in representations of increasing inclusiveness and resolution. Each cycle culminates into an insight about the cycle’s representations and underlying inferential processes that is expressed into executive programs of increasing flexibility. Learning addressed to this insight accelerates the course of reconceptualization. Individual differences in intellectual growth are related to both the state of this core and its interaction with different cognitively primary domains (e.g. categorical, quantitative, spatial cognition, etc.). We will also demonstrate that different levels of intelligence expressed through IQ measures actually correspond to different types of representational and problem-solving possibilities as expressed through the AACog reconceptualization cycles.
Proceedings of the Annual Meeting of the Cognitive Science Society, 2002
Advances in Psychology, 1994
Publisher Summary This chapter provides an overview of a meta-Piagetian theory. The theory aspire... more Publisher Summary This chapter provides an overview of a meta-Piagetian theory. The theory aspires to accommodate the architecture and development of human intelligence, mind, and reasoning. For reasons of convenience, from this point onwards, the chapter uses the term “mind” to refer to all of these three aspects of human knowing. As a theory about the architecture and the dynamics of the mind, it involves propositions, assertions, and hypotheses about (a) the structural organization of human knowledge acquisition and problem solving devices and capabilities, (b) the condition of these devices and capabilities at different ages, and (c) the causes and mechanisms which are responsible for their change along with age. The theory has originated in the Piagetian tradition. In addition, testing, in the psychometric tradition is based on the assumption that thought activity is organized along a number of specifiable ability dimensions which can be used to differentiate individuals. In turn, it is assumed that individual differences are signs indicating the boundaries between cognitive structures. Furthermore, the chapter provides the propositions of the theory about the structure of human mind.
Methodology of educational measurement and assessment, Sep 28, 2016
This chapter summarizes a comprehensive theory of intellectual organization and growth. The theor... more This chapter summarizes a comprehensive theory of intellectual organization and growth. The theory specifies a common core of processes (abstraction, representational alignment, and cognizance, i.e., AACog) underlying inference and meaning making. AACog develops over four reconceptualization cycles (episodic representations, realistic representations, rule-based inference and principle-based inference starting at birth, 2, 6, and 11 years, respectively) with two phases in each (production of new mental units and alignment). This sequence relates to changes in processing efficiency and working memory (WM) in overlapping cycles such that relations with efficiency are high in the production phases and relations with WM are high in the alignment phases over all cycles. Reconceptualization is self-propelled because AACog continuously generates new mental content expressed in representations of increasing inclusiveness and resolution. Each cycle culminates into an insight about the cycle’s representations and underlying inferential processes that is expressed into executive programs of increasing flexibility. Learning addressed to this insight accelerates the course of reconceptualization. Individual differences in intellectual growth are related to both the state of this core and its interaction with different cognitively primary domains (e.g. categorical, quantitative, spatial cognition, etc.). We will also demonstrate that different levels of intelligence expressed through IQ measures actually correspond to different types of representational and problem-solving possibilities as expressed through the AACog reconceptualization cycles.