Constructs to describe individual knowledge / Constructos para describir el conocimiento individual

Abstract

The basic unit of any cognitive model that attempts to describe individual knowledge and its manifestations must be chosen carefully, as the resulting position on learning, teaching and, in general, of the psychological research subject depends largely on this choice. The objective is to assess and contrast two constructs of enormous significance in cognitive psychology that have been used as cognitive units under different theoretical contexts: the concept in its classical sense, and the scheme in its organismic version. Arguments are presented to show that the latter is more consistent with constructivist assumptions and is more respectful of psychological data such as the Gestalt and prototype effects or the existence of procedural and implicit knowledge.