Contrasting Ohlsson's Resubsumption Theory with Chi's Categorical Shift Theory

Autor/inn/en	Chi, Michelene T. H.; Brem, Sarah K.
Titel	Contrasting Ohlsson's Resubsumption Theory with Chi's Categorical Shift Theory
Quelle	In: Educational Psychologist, 44 (2009) 1, S.58-63 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
Schlagwörter	Stellungnahme; Educational Philosophy; Learning Processes; Developmental Psychology; Cognitive Psychology; Recognition (Psychology); Beliefs; Evolution; Cognitive Science + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Learning process; Lernprozess; Entwicklungspsychologie; Kognitive Psychologie; Recognition; Wiedererkennen; Belief; Glaube; Kognitionswissenschaft
Abstract	Ohlsson's proposal of resubsumption as the dominant process in conceptual, or nonmonotonic, change presents a worthy challenge to more established theories, such as Chi's theory of ontological shift. The two approaches differ primarily in that Ohlsson's theory emphasizes a process of learning in which narrower, more specific concepts are subsumed by more general, abstract categories through recognition of similarities, whereas Chi's theory emphasizes the dissociation of overly general categories through the recognition of differences. We examine the evidence for both theories and consider the educational implications of each. Overall, though subsumption almost certainly plays a role in nonmonotonic change, we maintain, on the basis of evidence from cognitive science and developmental psychology, that dissociation accounts for a greater portion of the re-representational processes underpinning changes in the structure of learner's knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10