Joe Becker
Biographic Data
| ID | 5760244 |
|---|---|
| NAME | Joe Becker |
| GIVEN NAMES | Joe |
| FAMILY NAME | Becker |
| SIGNATURE | BECKER J |
| AFFILIATIONS | University of Illinois Chicago |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2008 |
| H-INDEX | 1 |
Conceptualizing Mind and Consciousness
Philosophers and scientists seeking to conceptualize consciousness, and subjective experience in particular, have focused on sensation and perception, and have emphasized binding – how a percept holds together. Building on a constructivist approach to conception centered on separistic-holistic complexes incorporating multiple levels of abstraction, the present approach reconceptualizes binding and opens a new path to theorizing the emergence of c…
Similarity and Distinction across Scheme-Scheme and Scheme-Object Actions
Reconsidering the Role of Overcoming Perturbations in Cognitive Development
Constructivist theory must choose between the hypothesis that felt perturbation drives cognitive development (the priority of felt perturbation) and the hypothesis that the particular process that eventually produces new cognitive structures first produces felt perturbation (the continuity of process). There is ambivalence in Piagetian theory regarding this choice. The prevalent account of constructivist theory adopts the priority of felt perturb…
Piaget’s Early Theory of the Role of Language in Intellectual Development
In the March 1997 Educational Researcher, Rheta DeVries presented a thought-provoking account of the social factors in Piaget’s conceptualization of intellectual development, primarily in his early works. However, DeVries ignored the fact that in these early writings Piaget made language an integral part of his ideas on intellectual development. DeVries’s elision is unfortunate for two reasons. First, it raises an issue of validity: Are we justif…
The Problematic Relation between Developmental Research and Educational Practice
Distinguishing necessary and contingent knowledge
Teaching Beyond the Progressive–Traditional Dichotomy
We explore teaching and learning beyond the familiar dichotomy between the authoritarian concept of the hard place of traditional teaching (in which the individual’s experiential knowledge is neglected) and the abdication of authority inherent in the soft place of progressive teaching (in which the achieved cultural knowledge of the teacher is regarded as an embarrassment). Our need to theorize this different place, or a different positioning of …
Teaching Beyond the Progressive—Traditional Dichotomy
We explore teaching and learning beyond the familiar dichotomy between the authoritarian concept of the hard place of traditional teaching (in which the individual's experiential knowledge is neglected) and the abdication of authority inherent in the soft place of progressive teaching (in which the achieved cultural knowledge of the teacher is regarded as an embarrassment). Our need to theorize this different place, or a different positioning of …
Young children's numerical use of number words
Preschooler's use of counting in many-to-one situations was assessed in 2 tasks. Children's performances on these tasks demonstrate that, given a perceptually available set of dolls, children can use number words to determine the quantity of a hidden or nonexistent set of items in a known ratio to the present set (2 or 3 items for each doll). Children's appropriate use of counting in these many-to-one situations develops during the period from 4 …
Young children's numerical use of number words
Preschooler's use of counting in many-to-one situations was assessed in 2 tasks. Children's performances on these tasks demonstrate that, given a perceptually available set of dolls, children can use number words to determine the quantity of a hidden or nonexistent set of items in a known ratio to the present set (2 or 3 items for each doll). Children's appropriate use of counting in these many-to-one situations develops during the period from 4 …
Young children's numerical use of number words
Preschooler's use of counting in many-to-one situations was assessed in 2 tasks. Children's performances on these tasks demonstrate that, given a perceptually available set of dolls, children can use number words to determine the quantity of a hidden or nonexistent set of items in a known ratio to the present set (2 or 3 items for each doll). Children's appropriate use of counting in these many-to-one situations develops during the period from 4 …
Teaching Beyond the Progressive–Traditional Dichotomy
We explore teaching and learning beyond the familiar dichotomy between the authoritarian concept of the hard place of traditional teaching (in which the individual’s experiential knowledge is neglected) and the abdication of authority inherent in the soft place of progressive teaching (in which the achieved cultural knowledge of the teacher is regarded as an embarrassment). Our need to theorize this different place, or a different positioning of …
Teaching Beyond the Progressive—Traditional Dichotomy
We explore teaching and learning beyond the familiar dichotomy between the authoritarian concept of the hard place of traditional teaching (in which the individual's experiential knowledge is neglected) and the abdication of authority inherent in the soft place of progressive teaching (in which the achieved cultural knowledge of the teacher is regarded as an embarrassment). Our need to theorize this different place, or a different positioning of …
The Problematic Relation between Developmental Research and Educational Practice
Distinguishing necessary and contingent knowledge
Piaget’s Early Theory of the Role of Language in Intellectual Development
In the March 1997 Educational Researcher, Rheta DeVries presented a thought-provoking account of the social factors in Piaget’s conceptualization of intellectual development, primarily in his early works. However, DeVries ignored the fact that in these early writings Piaget made language an integral part of his ideas on intellectual development. DeVries’s elision is unfortunate for two reasons. First, it raises an issue of validity: Are we justif…
Similarity and Distinction across Scheme-Scheme and Scheme-Object Actions
Reconsidering the Role of Overcoming Perturbations in Cognitive Development
Constructivist theory must choose between the hypothesis that felt perturbation drives cognitive development (the priority of felt perturbation) and the hypothesis that the particular process that eventually produces new cognitive structures first produces felt perturbation (the continuity of process). There is ambivalence in Piagetian theory regarding this choice. The prevalent account of constructivist theory adopts the priority of felt perturb…
Conceptualizing Mind and Consciousness
Philosophers and scientists seeking to conceptualize consciousness, and subjective experience in particular, have focused on sensation and perception, and have emphasized binding – how a percept holds together. Building on a constructivist approach to conception centered on separistic-holistic complexes incorporating multiple levels of abstraction, the present approach reconceptualizes binding and opens a new path to theorizing the emergence of c…
Psychology (9 works) · Epistemology (6 works) · Philosophy (6 works) · Cognitive psychology (5 works) · Social Psychology (5 works) · Developmental psychology (4 works) · Cognitive science (3 works) · Law (3 works) · Law (3 works) · Philosophy (3 works)