14 found
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  1. A theory of cognitive development: The control and construction of hierarchies of skills.Kurt W. Fischer - 1980 - Psychological Review 87 (6):477-531.
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  2. Mind, brain, and education.Christina Hinton, Kurt W. Fischer & Catherine Glennon - forthcoming - Mind.
  3. How Emotions Develop and How they Organise Development.Kurt W. Fischer, Phillip R. Shaver & Peter Carnochan - 1990 - Cognition and Emotion 4 (2):81-127.
  4. Ethical issues in educational neuroscience: Raising children in a brave new world.Zachary Stein, Bruno Della Chiesa, Christina Hinton & Kurt W. Fischer - 2011 - In Judy Illes & Barbara J. Sahakian (eds.), Oxford Handbook of Neuroethics. Oxford University Press.
     
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  5.  11
    Structure, Function, and Variability in Cognitive Development: the Piagetian Stage Debate and Beyond.Thomas R. Grimes & Kurt W. Fischer - 1994 - Philosophica 54.
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  6.  5
    The Educated Brain: Essays in Neuroeducation.Antonio M. Battro, Kurt W. Fischer & Pierre J. Léna (eds.) - 2008 - Cambridge University Press.
    The emerging field of neuroeducation, concerned with the interaction between mind, brain and education, has proved revolutionary in educational research, introducing concepts, methods, and technologies into many advanced institutions around the world. The Educated Brain presents a broad overview of the major topics in this new discipline: Part I examines the historical and epistemological issues related to the mind/brain problem and the scope of neuroeducation; Part II provides a view of basic brain research in education and use of imaging techniques, (...)
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  7. Structure, Function, and Variability in Cognitive Development: the Piagetian Stage Debate and Beyond.Thomas R. Bidell & Kurt W. Fischer - 1994 - Philosophica 54 (2):43-87.
     
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  8. The role of cognitive structure in the development of behavioral control: a dynamic skills approach.Thomas R. Bidell & Kurt W. Fischer - 2000 - In Walter J. Perrig & Alexander Grob (eds.), Control of Human Behavior, Mental Processes, and Consciousness: Essays in Honor of the 60th Birthday of August Flammer. Erlbaum. pp. 183--201.
     
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  9.  29
    Discontinuity and variability in relational complexity: Cognitive and brain development.Donna Coch & Kurt W. Fischer - 1998 - Behavioral and Brain Sciences 21 (6):834-835.
    Relational complexity theory has important virtues, but the present model omits key aspects and evidence. In contrast, skill theory specifies (1) a detailed series of developmental changes in relational complexity from birth to age 30, (2) processes of interaction of content and structure that produce variability in complexity, (3) the role of cortical development, and (4) empirical criteria for complexity levels, including developmental discontinuities. Many findings support these specifications.
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  10.  17
    Human cognitive development in the first four years.Kurt W. Fischer - 1982 - Behavioral and Brain Sciences 5 (2):282-283.
  11.  12
    Structural explanation of developmental change.Kurt W. Fischer - 1978 - Behavioral and Brain Sciences 1 (2):186-187.
  12. Thomas R. Bidell.Kurt W. Fischer - 2000 - In Walter J. Perrig & Alexander Grob (eds.), Control of Human Behavior, Mental Processes, and Consciousness: Essays in Honor of the 60th Birthday of August Flammer. Erlbaum. pp. 167.
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  13. and Morality.Zachary Stein & Kurt W. Fischer - 2011 - In Kathryn E. Patten & Stephen R. Campbell (eds.), Educational neuroscience. Malden, MA: Wiley-Blackwell. pp. 23--55.
     
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  14.  46
    Directions for Mind, Brain, and Education: Methods, Models, and Morality.Zachary Stein & Kurt W. Fischer - 2011 - Educational Philosophy and Theory 43 (1):56-66.
    In this article we frame a set of important issues in the emerging field of Mind, Brain, and Education in terms of three broad headings: methods, models, and morality. Under the heading of methods we suggest that the need for synthesis across scientific and practical disciplines entails the pursuit of usable knowledge via a catalytic symbiosis between theory, research, and practice. Under the heading of models the goal of producing usable knowledge should shape the construction of theories that provide comprehensive (...)
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