Search results
Results From The WOW.Com Content Network
The core of the theory is (a) the concept of skill as the capacity to control thinking, feeling, and action within particular contexts and domains of action, and (b) a framework for tracking the dynamic structure of skilled actions through 13 developmental levels.
Kurt Fischer studies cognitive and emotional development and learning from birth through adulthood, combining analysis of the commonalities across people with the diversity of pathways of learning and development.
Dr. Fischer's dynamic skill theory is a comprehensive theory of human development that not only describes mechanisms of development and a developmental sequence, but also considers the impact of contextual and interpersonal factors on learning (Fischer, 1980; Fischer & Bidell, 2006).
Harvard Professor Kurt Fischer has combined several avenues of research to converge on a model for learning that links stages of development—beginning with actions, then moving to representations, and finally arriving at abstractions—across all disciplines.
The theory suggests a common framework for integrating developmental analyses of cognitive, social, language, and perceptual-motor skills and certain behavioral changes in learning and problem solving.
The core of the theory is (a) the concept of skill as the capacity to control thinking, feeling and action within particular contexts and domains of action, and (b) a framework for tracking the dynamic structure of skilled actions through 13 developmental levels.
Drawing on a theory of the dynamic development of skills, the discussion first addresses the coactive nature of sensorimotor-affective development in infancy. It then illustrates alternative trajectories in the coactive development of integrative structures of moral thinking, feeling, and acting as they occur within particular moral domains and ...
In this chapter, we outline an integrative model of psychological development from the standpoint of dynamic skill theory. From this view, psychological structures consist of dynamic coordinations of cognition, conation, and affect within particular contexts.
Dynamic Skill Theory explains skill acquisition differences through transformation rules, specifying change processes and developmental sequences. Children progress through small steps until achieving full intercoordination at the next developmental level.
Dynamic structural analysis provides a framework and tools for analyzing the variation and detecting the order in it – the dynamic organization of self-constructed, socially embedded skills and activities (actions, thoughts, and emotions).