|  UAM Ediciones  |  UAM

No. 3 (1993)
Studies

The representation and learning of concepts

pdf (Español (España))
  • María Rodríguez Moneo
María Rodríguez Moneo
ICE de la UAM
Published March 1, 1993

Keywords:

Concept, Category, Declarative knowledge, Procedural knowledge, Conceptual theories, Conceptual learning, Teaching of concepts
How to Cite
Rodríguez Moneo, M. (1993). The representation and learning of concepts. Tarbiya, Revista De Investigación E Innovación Educativa, (3), 59–79. Retrieved from https://revistas.uam.es/tarbiya/article/view/17450

Abstract

The purpose of this anide is to examine the emergence of concept formation theories in relation to concept learning and instruction. First, going from the notion of concept and category, declarative and procedural knowledge embedded in conceptual knowledge is analyzed. Second, some insights are provided about concept representation and concept structures. Third, the main theories about concept learning and concept formation are described in more detail with a particular focus on the relationship between concept formation and different domains of knowledge. Finally, the instructional implications are discussed.

pdf (Español (España))

Downloads

Download data is not yet available.

References

ALLWOOD, J.; ANDERSSON, L.G. y DAHL, O. (1977): Logic in linguistics. Cambridge: Cambridge University Press.

ANDERSON, J.R. (1978): Arguments concerning representations for mental imagery. Psychological Review, 85, 249-277. Trad. cast. de C. del Barrio: Argumentos acerca de las representaciones mediante la capacidad para formar imágenes mentales. En M.V. Sebastián (Comp.): Lecturas de psicología de la memoria. Madrid: Alianza Universidad Textos, 1983.

ANDERSON, J.R. (1980): Cognitive Psychology and Its Implications. New York: Freeman and Company.

ANDERSON, J.R. (1983): The Architecture of Cognition. Cambridge, MA.: Harvard University Press.

ANDERSON, J.R.; GREENO, J.G. y KLINE, P.J. (1981): Acquisition of Problem-Solving Skill. En J.R. Anderson (Ed.): Cognitive Skills and their acquisition. Hillsdale, N.J.: LEA.

ANDERSON, J.R. y BOWER, G.H. (1973): Human Associative Memory. Washington, D.C.: Winston.

ANGLIN, J.M. (1977): Word, object and conceptual development. New York: Norton.

ATTNEAVE, F. (1957): Transfer of experience with a class schema to identification of patterns and shapes. Joumal of Experimental Psychology, 54, 81-88.

AUSUBEL, D.P. (1968): Educational Psychology: A Cognitive View. Nueva York: Holt.

AUSUBEL, D.P.; NOVAK, J.D. y HANESIAN, H. (1978): Educational Psychology: A Cognitive View. New York: Holt, Rinehart and Winston.

BERLIN, B. y KAY, P. (1969): Basic Color Terms: Their Universality and Evolution. Berkeley: University of California Press.

BRUNER, J.S.; GOODNOW, J.J. y AUSTIN, G.A. (1956): A Study of Thinking. New York: Wiley.

CARRETERO, M.; LÓPEZ MAJON, A.; POZO, J.I.; LEÓN, J.A.; PÉREZ ECHEVERRÍA, P. y ASENSIO, M. (1992): Psicología de la instrucción, razonamiento y conocimientos específicos. Infancia y Aprendizaje, 50-60, 11-29.

CLARK, E. (1983): Meanings and concepts. En P.H. Mussen (Ed.): Handbook of child psychology, Vol. 3. New York: Wiley.

CHI, M.T.H.; GLASER, R. y REES, E. (1982): Expertise in Problem Solving. En R. Sternberg (Ed.): Advances in the Psychology of Human Intelligence. Vol 1. Hillsdale, N.J.: LEA.

DELVAL, J. (1983): Crecer y pensar: La construccióndel conocimiento en la escuela. Barcelona: Paidós.

FREGE, G. (1960): On sense and reference. En P. Geach y M. Black (Eds.): Philosophical writings of Gottlob Frege (2 ed.) Oxford: Blackwell.

GAGNÉ, E.D. (1985): The cognitive psychology of school learning. Glenview, SFC. Trad. cast. de P. Linares y J.C. Gómez: La psicología cognitiva del aprendizaje escolar. Madrid: Aprendizaje Visor, 1991.

GAGNÉ, R.M. y BRIGGS, L.J. (1974): Principies of Instructional Design. New York: Holt, Rinehart and Winston.

GARNER, W.R. (1974): The processing of information and structure. New York: Wiley.

GARNER, W.R. (1978): Aspects of a Stimulus: Features, Dimensions, and Configurations. En E. Rosch y B.B. Lloyd (Eds.): Cognition and Categorization. Hillsdale, N.J.: LEA.

GELMAN, S.A. y COLEY, J.D. (1990): The Importance of Knowing a Dodo Is a Bird: Categories and Inferences in 2-Year-Oid Children. Developmental Psychology, 26, 5, 796-804.

GELMAN, S.A. y MARKMAN, E.M. (1987): Young Children's Inductions from Natural Kinds: The Role of Categories and Appearances. Child Development, 58, 1532-1541.

GELMAN, S.A. y WATSON, A. (1988): Children's Inductive lnferences within Superordinate Categories: The Role of Language and category Structure. Child Development, 59, 876-887.

GLASS, A.L. y HOLYOAK, K.J. (1986): Cognition. New York: Random House.

GLEITMAN, L.; ARMSTRONG, S.L. y GLEITMAN, H. (1983): On Doubring the Concept «Concept». En E.K. Scholnick (Ed.): New Trends in Conceptual Representation: Challenges to Piagets Theory? Hillsdale, N.J.: LEA.

HEIDER, E.R. (1971): «Focal» color areas and the development of color names. Developmental Psychology, 4, 447-455.

HEIDER, E.R. (1972): Universals in color naming and memory. Journal of Experimental Psychology, 93, 10-20.

HOWARD, R.W. (1987): Concepts and Schemata. An Introduction. London: Casell.

JOHNSON-LAIRD, P.N. y WASON, P.C. (1977): Thinking. Readings in Cognitive Science. Cambridge: Cambridge University Press.

KOSSLYN, S.M. (1978): Imagery aod Internal Representation. En E. Rosch y B.B. Lloyd (Eds.): Cognition and Categorization. Hillsdale, N.J.: LEA.

KOSSLYN, S.M.; BALL, T.M. y REISER, B.J. (1978): Visual images preserve metric spatial information: Evidence from studies of image scanning. Journal of Experimental Psychology: Human Perception and Performance, 4, 47-60.

LABOV, W. (1973): The boundaries of words and their meanings. En C.-J.N. Bailey y R.W. Shuy (Eds.): New Ways of Analysing Variations in English. Washington: Georgetown University Press.

LARKIN, J.H. (1981): Enriching formal knowledge: A model for Learning to solve textbook physics problems. En J.R. Anderson (Ed.): Cognitive Skills and their Acquisition. Hillsdale, N.J.: LEA.

LARKIN, J.H. (1985): Understanding, problem representation and skill in physics. En S.F. Chipman; J.W. Sega! y R. Glaser (Eds.): Thinking and Leaming Skills. Hillsdale, N.J.: LEA.

MAHLER, S.; HOZ, R.; FISCHL, D.; TOV-LY, E. y LERNAU, O. (1991): Didactic use of concept mapping in higher education: applications in medica! education. Instructional Science, 20, 25-47.

MEDIN, D.L. (1989): Concepts and conceptual structure. American Psychologist, 44, 1469-1481.

MEDIN, D.L. y SCHAFFER, M.M. (1978): A context theory of classification learning, Psychological Review, 85, 207-238.

MERRILL, M.D. (1983): Component display theory. En C.M. Reigelurh (Ed.): Instructional-Design Theories and Models: An Overview of their Current Status. Hillsdale, N.J.: LEA.

MINSKY, M. (1975): A framework for representing knowledge. En P.H. Winston (Ed.): The Psychology of Computer Vision. New York: McGraw-Hill.

NELSON, K. (1985): Making Sense. The Acquisition of Shared Meaning. New York: Academic Press. Trad. cast. de T. del Amo: El descubrimiento del sentido. La adquisición del significado compartido. Madrid: Alianza Psicología, 1988.

NOSOFKY, R. M. (1986): Attention, similarity and the identification-categorization relationship. Journal of Experimental Psychology: General, 115, 39-57.

NOSOFKY, R.M. (1991): Typicality in logically definided categoríes: Exemplar-similarity versus rule instamiation. Memory and Cognition, 19, (2), 131-150.

NOSOFKY, R.M.; KRUSCHKE, J.K. y McKINLEY, S.C. (1992): Combining Exemplar-Based Category Representations and Connectionist Learning Rules. Journal of Experimental Psychology: Learning, Memory and Cognition, 18, (2), 211-233.

NOVAK, J.D. y GOWIN, D.B. (1984): Learning how to learn. Cambridge: Cambridge University Press. Trad. cast. de J.M. Campanario; E. Campanario y J. Otero: Aprendiendo a aprender. Barcelona: Martínez Roca, 1988.

PAIVIO, A. (1971): Imagery and verbal processes. New York: Holt, Rineharr y Winston.

POSNER, M.I. y KEELE, S.W. (1968): On the genesis of abstraer ideas. Journal of Experimental Psychology, 71, 353-63.

POSNER, M.I. y KEELE, S.W. (1970): Retention of abstract ideas. ]ournal of Experimental Psychology, 83, 304-308.

POZO, J.I. (1989): Teorías cognitivas del aprendizaje. Madrid: Morata.

PYLYSHYN, Z.W. (1973): Whar rhe mind's eye tells the mind's brain: A critique of mental imagery. Psychological Bulletin, 80, 1-24.

PYLYSHYN, Z.W. (1983): La naturaleza simbólica de las representaciones mentales. En M.V. Sebastián (Comp.): Lecturas de psicología de la memoria. Madrid: Alianza Universidad Textos.

REED, S.K. (1972): Pattern recognition and categorizat1on. Cognitive Psychology, 3, 382-407.

RIVIERE, A. (1986): Razonamiento y representación. Madrid: Siglo XXI.

ROSCH, E. (1973): On the internal structure of perceptual and semantic categories. En T.E. Moore (Ed.): Cognitive development and the acquisition of language. New York: Academic Press.

ROSCH, E. (1975): Cognitive Reference Poims. Cognitive Psychology, 7, 532-547.

ROSCH, E. (1977): Classification of real-world objects: Origins and representations in cognition. En P.N. Johnson-Laird y P.C. Wason (Eds.): Thinking. Readings in Cognitive Science. Cambridge: Cambridge University Press.

ROSCH, E. (1978): Principies of Categorization. En E. Rosch y B.B. Lloyd (Eds.): Cognition and Categorization. Hillsdale, N.J.: LEA.

ROSCH, E. (1983): Prototype Classification and Logical Classification: The Two Systems. En E.K. Scholnick (Ed.): New Trends in Conceptual Representation: Challenges to Piaget's Theory? Hillsdale, N.J.: LEA.

ROSCH, E.; MERVIS, C.; GRAY, W.; JONSON, D. y BOYES-BRAEM, P. (1976): Basic Objects in natural categories. Cognitive Psychology, 8, 382-439.

ROSCH, E. y MERVIS, C.B. (1975): Family Resemblances: Studies in the Internal Structure of Categories. Cognitive Psychology, 7, 573-605.

RUMELHART, D.E. y NORMAN, D. A. (1981): Analogical processes in learning. En J.R. Anderson (Ed.): Cognitive Skills and their Acquisition. Hillsdale, N.J.: LEA.

RUMELHART, D.E. y ORTONY, A. (1977): The representation of Knowledge in Memory. En A.C. Anderson; R.J. Spiro y W.E. Montague (Eds.): Schooling and the acqusition of knowledge. Hillsdale, N.J.: Erlbaum. Trad. cast. de E. Rubí y S. Tarrat: La representación del conocimiento en la memoria. Infancia y aprendizaje, 1982, 19-20, 115-158.

SCHANK, R.C. y ABELSON, R. (1977): Scripts, Plans, Goals, and understanding. Hillsdale, N.J.: LEA.

SIMON, D.P. y SIMON, H.A. (1978): Individual differences in solving physics problems. En R. Siegler (Ed.): Children's thinking: What develops? Hillsdale, N.J.: LEA.

SOTO, P. (1981): Adquisición de términos y formación de conceptos. Un estudio evolutivo. Tesis doctoral inédita, Universidad Complutense de Madrid.

SOTO, P. y SEBASTIAN, M.V. (1983): Conocimiento y memoria. En M. V. Sebastián (Comp.): Lecturas de psicología de la memoria. Madrid: Alianza Universidad Textos.

WITTGENSTEIN, L. (1953): Philosophical Investigations. New York: Macmillan.