•  75
    Nuyen contrasts the natural sciences with the human sciences, contending that the latter has an objectivity that derives from its detachment and its generalization and abstraction from the particularity of individual objects and situations. In contrast the present paper offers a perspective which sees in the natural sciences an essential relation between knower and known similar to that attributed by Nuyen to the human sciences. Furthermore, it specifies the function of generalization in the n…Read more
  •  149
    Philosophers and scientists seeking to conceptualize consciousness, and subjective experience in particular, have focused on sensation and perception, and have emphasized binding – how a percept holds together. Building on a constructivist approach to conception centered on separistic-holistic complexes incorporating multiple levels of abstraction, the present approach reconceptualizes binding and opens a new path to theorizing the emergence of consciousness. It is proposed that all subjective e…Read more
  •  44
    Constructivist theory must choose between the hypothesis that felt perturbation drives cognitive development (the priority of felt perturbation) and the hypothesis that the particular process that eventually produces new cognitive structures first produces felt perturbation (the continuity of process). There is ambivalence in Piagetian theory regarding this choice. The prevalent account of constructivist theory adopts the priority of felt perturbation. However, on occasion Piaget has explicitly …Read more
  •  4
    Semiotic aspects of cognitive development: Illustrations from early mathematical cognition
    with Maria Varelas
    Psychological Review 100 (3): 420-431. 1993.
    The premise of this article is that cognitive development involves both conceptual and semiotic achievements. From this perspective, the authors emphasize the distinctness of the semiotic issues and develop a differentiated appreciation of the semiotic aspects of cognition, particularly in the field of elementary mathematical cognition. The authors provide semiotic analyses of the differences between counting, adding, and multiplying and of the conventional place-value system. The authors introd…Read more