(a.k.a. the method of triads) is a technique for exploring a person's system of personal cosntructs
"The basis of Kelly's CRT, also known as the method of triads, is to provide an activity where the person is asked to make discriminations (i.e., to construe the world) without necessarily having to explicitly apply criteria… Kelly considered that, as his system concerns bipolar constructs, the simplest approach was to present three elements [a triad] to be discriminated … in effect, which two fit together best; and which is the odd one out? Kelly would prepare a deck of cards for this activity, from which various triads could be selected for presentation." (Taber, 2020)
see the constructive repertory test
a perspective on the development of science as akin to one single puzzle that is collectively solved piece by piece
this model was discussed by George Kelly who rejected it in favour of what he called constructive alternativism
"Kelly posited two models of how science might be imagined to proceed. One he described as 'accumulative fragmentalism', which saw science as analogous to a collective endeavour to complete a vast jig-saw puzzle, where each piece in turn needed to be found and carefully verified and fitted into its right place, before moving on to the next piece.This matched a commonly held image (perhaps even caricature) of the work of science, but Kelly preferred a different description, indeed a 'philosophical position', that he called 'constructive alternativism'… In this model, there is no sense that we might soon finish the jigsaw picture of nature" (Taber, 2020)
is that 'knowledge' we can apply without being consciously aware of, i.e., implicit knowledge – such as is used in making intuitive evaluations
Whereas "Explicit conceptions can be accessed deliberately for conscious reflection, and verbalised and/or visualised. However, much of our cognition relies on intuitions that are the result of knowledge elements represented in the brain, and which are active in cognition, albeit preconscious cognition." (Taber, 2019, p.454)
a means of construing something. George Kelly based his personal construct theory on constructs rather than concepts/conceptions, seeing constructs as having a wider range – although in practical use in educational work the terms may often be used synonymously
"constructs encompassed the cognitive, affective and conative…and were bipolar continua…any personal constructs would be more idiosyncratic, and would not always have communicable labels that would be readily understood by others. Indeed, a key feature of many personal constructs is that as well as not having explicit labels, the very construct itself may be tacit" (Taber, 2020)
was developed by George Kelly, from his position of constructive alternativism, and is a version of personal contructivism
"Kelly set out his theory as a set of principles or tenets, described as a basic postulate and a series of corollaries…Kelly's theory is constructivist in the way that it suggests that an individual person understands the world through developing a system of constructs that are personal to that individual, and which are the basis for interpreting experience." (Taber, 2020)
a philosophical perspective mooted by George Kelly, and used to develop his personal construct theory suggested we can always entertain alternative construals of experience
This can be seen as an example of a constructivist perspective (i.e., a flavour of personal constructivism)
"Kelly was arguing that given that there is generally some uncertainty about our existing understandings, we should be open to considering other options, alternative conceptualisations, even when they seem inconsistent with aspects of our current thinking." (Taber, 2020)
See: Personal construct theory
of learning is a process to support learners working productively beyond their current capabilities
"A key notion developed from Vygotsky' ideas is that of 'scaffolding' learning…by definition, a student given a task considered beyond their ZAD, in their ZPD, will fail: unless they are given suitable support… So, learning activities need to be both beyond the ZAD, and yet mediated to allow success with suitable support. Scaffolding is structure put in place to enable the learners to succeed in such a way that they will learn new competencies." (Taber, 2020)
[Read more about scaffolding learning here]
or zone of next development is a key idea in Vygosky's theory of learning and development, and refer to an imaginary 'zone' 'outside' the zone of a person's capabilities where they can benefit from working on tasks beyond their current capabilities with more advanced others
Read about "The zone of proximal development"
Read about "The social development theory of Lev Vygotsky"
Cognitive development refers to the changes in the general cognitive structures or skills as a person matures and develops. Cognitive development may be understood to be somewhat a natural process of maturation, although possibly requiring certain types of experiences to proceed. Theorists differ in the extent to which they see human cognitive development to have a strong cultural component such that development may take different paths in different societies.
refers to the ways someone's conceptual understanding of some specific concept / concept area changes over time, and is sometimes distinguished cognitive development
Example of use:
"Vygotsky saw conceptual development as an interaction between spontaneous and scientific concepts. Spontaneous concepts, with their experiential grounding, allow scientific concepts to be understood as more than just formal definitions – so, in effect, the student can develop a 'feel' for what is meant by technical notions such as momentum or density or combustion or excretion, or indeed (by building up layers of concepts ultimately grounded in spontaneous concepts) what is meant by atomic orbital, electromagnetic induction, or cellular respiration). Scientific concepts provide sophisticated tools for thinking and communicating about spontaneous concepts. So, spontaneous concepts abstracted from perceived regularities in experience can come to be understood in terms of, for example, friction or viscosity or thermoregulation." (Taber, 2020)