Source:
Csapó, Benő: Kognitív pedagógia [Cognitive pedagogy]. Akadémiai Kiadó, Budapest, 1992.
Cover text

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• INTRODUCTION

 
• 1. COGNITIVE SCIENCES
 
• 1.1 A philosophical framework
• 1.2 Domains of cognitive sciences
• 2. COGNITIVE PSYCHOLOGY
 
• 2.1 The cognitive revolution in psychology
• 2.2 Research topics in cognitive psychology
• 2.3 Theories of cognitive development
• 3. DEVELOPMENTAL TENDENCIES OF COGNITIVE PEDAGOGY
 
• 3.1 Development and branches of pedagogy
• 3.2 A conceptual framework of cognitive pedagogy
• 3.3 The main fields of cognitive pedagogy
• 4. MODELS OF KNOWLEDGE
 
• 4.1 The structure of knowledge
• 4.1.1 Representation of knowledge
• 4.1.2 Types of knowledge
• 4.2 Information
• 4.2.1 Images
• 4.2.2 Verbal information
• 4.2.3 A model of the integrated system of information
• 4.3 Procedural/operative knowledge
• 4.3.1 Attributes of operative knowledge
• 4.3.2 The abilities of thinking
• 4.4 Integrated systems of human knowledge
• 5. CHANGES OF KNOWLEDGE
 
• 5.1 Basic problems of the changes of knowledge
• 5.2 Development of the system of information
• 5.2.1 The processes of information acquisition
• 5.2.2 Acquisition of coherent information
• 5.2.3 Acquisition of unstructured information
• 5.3 Development of operative knowledge
• 5.3.1 Characteristics of the development of abilities
• 5.3.2 Structural and procedural approaches
• 5.3.3 Phenomenological approaches
• 5.4 The balance between information acquisition and ability development
• 6. COGNITION AND AWARENESS
 
• 6.1 Characteristics of knowing about knowledge
• 6.2 Meta-cognition
• 6.3 Learning to learn
• 7. THE CONDITIONS OF THE CHANGES OF KNOWLEDGE
 
• 7.1 Internal conditions of the change of knowledge
• 7.1.1 Cognitive conditions
• 7.1.2 Affective conditions
• 7.2 Cognitive development and school instruction
• 7.3 Cognitive development and social surroundings
• 8. INDIVIDUAL DIFFERENCES IN COGNITION
 
• 8.1 Measurable differences
• 8.2 Qualitative differences
• 8.3 Individual differences and school instruction
• 9. COGNITIVE DEVELOPMENT AND THE CONTENT OF TEACHING
 
• 9.1 The role of the content
• 9.2 Teaching material as a tool for developing abilities
• REFERENCES