The Spiral and the Lattice: Changes in Cognitive Learning Theory with Implications for Art Education
The Spiral and the Lattice: Changes in Cognitive Learning Theory with Implications for Art Education
复制标题
螺旋和格子：认知学习理论的变化对艺术教育的影响
DOI：
10.2307/1320905
复制
发表时间：
1995
期刊：
影响因子：
--
通讯作者：
A. Efland
中科院分区：
文献类型：
--
作者：
A. Efland
Recent views of learning and cognition are contrasted with the cognitive learning theories of the late 1950s and early 1960s. In particular, Bruner's ideas are contrasted with current theoretical efforts. Bruner's ideas led to what he termed the spiral curriculum, a representation of cognitive structures based on the notion of hierarchy, in which early learning provides the foundation for later learning. Current cognitive views, though still indebted to Bruner, differ markedly, suggesting that a sufficient base of knowledge must be in place before advanced knowledge acquisition is fruitful. Earlier cognitive theories had a developmental focus while current theory and research examines the cognitive basis for expertise within specific domains of knowledge. Current work also studies the conditions that may impede learning or foster the formation of misconceptions. In this paper a curricular model is discussed as a lattice-like structure, inviting differing paths of exploration. The model describes changes i...
