caa a22 4500 445329610 CHVBK 20180317142733.0 cr unu---uuuuu 170323e20111201xx s 000 0 eng 10.1007/s10648-011-9178-3 doi (NATIONALLICENCE)springer-10.1007/s10648-011-9178-3 Educating the Developing Mind: Towards an Overarching Paradigm [Elektronische Daten] [Andreas Demetriou, George Spanoudis, Antigoni Mouyi] This essay first summarizes an overarching theory of cognitive organization and development. This theory claims that the human mind involves (1) several specialized structural systems dealing with different domains of relations in the environment, (2) a central representational capacity system, (3) general inferential processes, and (4) consciousness. These systems interact dynamically during development so that changes in each are related to changes in others. The changes in all systems and the change mechanisms are described. This theory integrates research and theorizing from cognitive, developmental, and differential psychology. Based on this theory, a model for education is proposed that specifies, first, educational priorities for different phases of development according to the cognitive developmental milestones associated with each phase. The theory also specifies how education can educate students to (1) construct mental models for the sake of conceptual change, (2) use their central representational capacity efficiently, (3) advance analogical and deductive reasoning, (4) learn how to learn, and (5) become critical and creative thinkers. The theory is offered as an overarching paradigm for the architecture, the development, and the education of the human mind. The Author(s), 2011 Assessment nationallicence Cognitive development nationallicence Conceptual change nationallicence Consciousness nationallicence Critical thinking nationallicence Education nationallicence Intelligence nationallicence Learning to learn nationallicence Mental models nationallicence Metarepresentation nationallicence Reasoning nationallicence Working memory nationallicence Demetriou Andreas Department of Psychology, University of Cyprus, P. O. Box 537, 1678, Nicosia, Cyprus aut Spanoudis George Department of Psychology, University of Cyprus, P. O. Box 537, 1678, Nicosia, Cyprus aut Mouyi Antigoni Center for Educational Research and Evaluation, Nicosia, Cyprus aut Educational Psychology Review Springer US; http://www.springer-ny.com 23/4(2011-12-01), 601-663 1040-726X 23:4<601 2011 23 10648 https://doi.org/10.1007/s10648-011-9178-3 text/html Onlinezugriff via DOI 1 review-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10648-011-9178-3 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Demetriou Andreas Department of Psychology, University of Cyprus, P. O. Box 537, 1678, Nicosia, Cyprus aut NATIONALLICENCE 700 1- Spanoudis George Department of Psychology, University of Cyprus, P. O. Box 537, 1678, Nicosia, Cyprus aut NATIONALLICENCE 700 1- Mouyi Antigoni Center for Educational Research and Evaluation, Nicosia, Cyprus aut NATIONALLICENCE 773 0- Educational Psychology Review Springer US; http://www.springer-ny.com 23/4(2011-12-01), 601-663 1040-726X 23:4<601 2011 23 10648 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer