Discusses the need to ground critique by incorporating reflexive dialogical practice in management learning as a way of developing more critical and responsive practitioners. Reconstructs learning as reflective/reflexive dialogue in which participants connect tacit knowing and explicit knowledge. (Contains 75 references.) (Author/YDS)

This study investigated 3- and 4-year-old's understanding of the relationship between pretense and mental awareness. In Experiments 1 and 2, only a subset of 4-year-olds recognized that sleeping characters and characters ignorant of their appearance were not pretending. However, these experiments had certain linguistic demands, which potentially…

The author argues that the gap between theory of mind and moral reasoning research may be more apparent than real. The wider gap is between sociomoral cognitions and real-world behavior. She calls for research on the relation of children's mental state and moral understanding to their sociomoral behavior.

Research to date has demonstrated that networking can be an effective strategy for supporting meaningful learning. However, studies have shown that learners encounter difficulties using it. In an attempt to understand and thus reduce these difficulties, this study examined learners' underlying cognitive processes and activities while networking.…

Substantial evidence suggests that young children reason about illnesses using biological causal principles and that, with increasing age, children provide more explicit accounts of mechanisms underlying different conditions. To investigate these claims, sixteen 7-8 year-old children and sixteen 11-12 year-old children with attention…

Two experiments are described that investigate the ability to infer the number of items in one-to-one corresponding sets for two age groups. We assess the influence of set size, the visibility of sets, and the way in which set equivalence is derived - pairing versus sharing - using a repeated-measures design. Three-year-olds are largely restricted…

Based on close observations of two 4-year-old children responding to their parents' requests for quantitative comparisons, we offer a "participationist" account of the origins and development of numerical thinking, one that portrays numbers as a product rather than a pregiven object of human communication. In parallel, we propose a…

Some arguments are presented why Developmental Science should be seen as integrative part of a general anthropology. This is the reason that developmental science is a boundary opening framework for anthropology, history, cultural sciences and philosophy. The relation between a more culturalistic and naturalistic orientation of developmental…

As one means to combat the dis-integration of the undergraduate experience, the authors make a case for the kinds of integrated education needed to prepare students to respond creatively and with commitment to our society's most critical challenges.

This study tested a sample of 63 children twice in a longitudinal design over 14 months to examine their theory-of-mind (ToM) understanding in relation to their number of child-aged siblings (1-12 years). Age-appropriate batteries of ToM tests emphasising false belief were given at the start of the study, when children had a mean age of 4-2…

The most common behavioral technique used to study infant perception, cognition, language, and social development is some variant of looking time. Since its inception as a reliable method in the late 1950s, a tremendous increase in knowledge about infant competencies has been gained by inferences made from measures of looking time. Here we examine…

It is argued that cognitive development has to be understood in the functional perspective provided by actions. Actions reflect all aspects of cognitive development including the motives of the child, the problems to be solved, and the constraints and possibilities of the child's body and sensorimotor system. Actions are directed into the future…

Background: Little research has been carried out on empathy and theory of mind in offenders with intellectual disability (ID) and these concepts are often poorly defined. Method: Various models of empathy and theory of mind are discussed and scores on 2 empathy and 3 theory of mind tasks are compared for 25 offenders with ID and 25 non-offenders…

Any science about human beings will inevitably entail the integration of various fields of knowledge--philosophy, biology, medicine, anthropology, psychology, pedagogy, and so on. The term that is coming into increasingly widespread use is "humanitarian knowledge," which makes it possible to focus first and foremost on the study of the…

The notion of general cognitive ability (or "intelligence") is explored and why the time might now be ripe for educators to re-consider the power offered by a general intellectual capacity which is itself amenable to educational influence. We review existing knowledge concerning general intelligence, including the cohabitation of general and…