Educating the Developing Mind: A Developmental Theory of Instruction

Cover
Half Title
Title Page
Copyright Page
Table of Contents
Preface
Chapter 1: Introduction
	Main Ideas
	Constraints for Learning
		Genetic Constraints
		Biological Constraints
		The Nativism–Empiricism Debate
	How the Book Is Organized
Chapter 2: Architecture
	Historical Considerations
	Systems of the Human Mind
		Modules and Domains
			Categorical Thought
			Quantitative Thought
			Spatial Thought
			Causal Thought
			Social Thought
			Language
		Executive Processes
			Processing Speed and Attention Control
			Working Memory
		Central Meaning-Making Mechanism: AACog
			Relational Integration
			The AACog Mechanism
			Reasoning: Languages of Thought
			Inductive Reasoning
			Analogical Reasoning
			Deductive Reasoning
		Awareness and Consciousness
			The Evolutionary Value of Consciousness
			Levels of Consciousness
			Aspects of Consciousness
	Conclusions
Chapter 3: Development
	Historical Considerations
	Developmental Boundaries
	Cognitive Profiles across Cycles
	Developmental Cycles
		Episodic Thought
			Episodic Representation and Relational Integration
			Episodic Awareness
			Episodic Control
			Episodic Memory
		Realistic Representational Thought
			Realistic Symbolic Representation
			Representational Control and Awareness
			Representational Working Memory
		Rule-Based Thought
			Rule-Based Representation and Integration
			Inferential Control
			Rule-Based Working Memory
		Principle-Based Thought
			Principle-Based Reasoning
			Principle-Based Control
			Principle-Based Awareness
		The Epistemic and Dialectical Mind
			Epistemic Control
	Representational Units across Cycles
		Changes in Informational and Control Power of Representational Units
		Changes in Quality of Intelligence
	Conclusions
Chapter 4: Personality
	Historical Considerations
	Personality and Cognition
	Personality Development
	Conclusions
Chapter 5: Individuals
	Historical Considerations
	IQ Across Developmental Cycles
	Individual Differences in Development
		Explaining Transitions
		Developmental Profiles and Individual Differences
	Conclusions
Chapter 6: Brains
	Brain Networks and Mind
	Brain Networks and Development
	Brains and Individual Differences
	Conclusions
Chapter 7: Predicting School Performance
	Historical Considerations
	Disentangling Predictors
		From Preschool to Primary School
		From Primary to Secondary School
		Cognition, Cognizance, and Personality
		Cognition, Personality, and Emotional Intelligence
	Conclusions
Chapter 8: Increasing Intelligence
	Historical Considerations
		Boosting Intelligence
		Developmental Theories
		Conceptual Change Theories
	Tuning Education with Developmental Priorities
		Accelerating Cognitive Development
			Training Deductive Reasoning
			Training Mathematical Thought
			Transfer across Domains
			Training Scientific Reasoning
	Conclusions
Chapter 9: Developmental Priorities in Education
	Developmental Profiles and Educational Demands
	Gaps between Individual Development and Educational Demands
	Evaluating and Satisfying Educational Priorities
		Evaluation
			Preschool
				Attention Control
				Cognitive Flexibility
				Awareness of Mental Processes
			Primary School
				Working Memory
				Reasoning
				Linguistic Awareness
			Secondary School
				Reasoning
				Cognizance
				Self-Representation
				Self-Evaluation
				Personality Evaluation
		Cognitive Training
			Preschool
				Executive Control
				Cognizance and Theory of Mind
			Primary School
				Working Memory
				Reasoning
	Dealing with Different Levels of Ability
	Conclusions
Chapter 10: Problem Solving
	Definition and Historical Considerations
	Educational Relevance of Problem Solving
	The Defining Components of Problem Solving
	Cognitive Characteristics
	Cognitive Attitudes
	Developmental Aspects
	Conclusions: Making Students Good Problem Solvers
Chapter 11: Learning in Specific Domains
Chapter 12: Language
	Historical Considerations
	Levels in Language Learning
	Conclusions: Principles for Curriculum in Language Learning
Chapter 13: Mathematics
	Historical Considerations
	Core Processes of Mathematical Thinking
	Curriculum for Teaching Mathematics
		Number Sense and Skills in Preschool
		Preschool and Early Primary School
		From ANS and MNL to Precise Mathematical Estimation
		Algebra
		Geometry
	Problem-Solving, Mathematical Strategies and Metacognition
	Conclusions
Chapter 14: Learning Difficulties
	Historical Considerations
	Special Education
	Developmental Priorities and Developmental Difficulties
		Developmental Disabilities in Central Processes
			Autism Spectrum Disorder
			Attention-Deficit/Hyperactivity Disorder
		Developmental Difficulties in Specific Domains
			Language, Reading Difficulties, and Dyslexia
			Dyscalculia
		Common and Distinct Characteristics
		Personality and Developmental Difficulties
	Conclusions
Chapter 15: Contextual Perspectives
	Learning as a Social Phenomenon
	Classroom as an Immediate Development Environment
	School in Society
	Dealing with SES: Social, Cultural, or Genetic?
	Conclusions
Chapter 16: Learning from 1750 to 2050
	Learning over the Centuries
	The Smart Classroom of the Future
References
Index