Exploring cognitive development : the child as problem solver
著者
書誌事項
Exploring cognitive development : the child as problem solver
Blackwell Pub., 2004
- : pbk
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注記
Includes bibliographical references (p. [129]-135) and indexes
内容説明・目次
- 巻冊次
-
ISBN 9780631234579
内容説明
This book uses the paradigm of the child as problem solver to explore various theories of cognitive development. Focusing on collaborative tasks that are undertaken with other children or adults, the author explores a broad range of contemporary theoretical perspectives that could account for children's thinking and learning. In particular, she asks whether social interaction is the key to improvement in problem-solving skills, or whether the skills and abilities that the child brings to the task are paramount. The book draws on several studies, including the author's own research into dyadic problem solving.
目次
Preface 1. Introduction: Problem SolvingSocial Explanations for Cognitive ChangeChange in the Context of Interactive/Collaborative Problem SolvingDomain Specific KnowledgeChildren's Potential to ChangeTheories of MindThe Way Forward2. Theoretical Overview: Piaget and Vygotsky: Is There Any Common Ground? Peer Interaction: Various PerspectivesImplications for Piagetian and Vygotskian TheoriesResearch on Collaboration: Beyond Social InteractionSociocultural TheoryDynamic SystemsNature of the Problem to be SolvedHow Else Can Problem Solving be Described and Explained? 3. Strategy Use And Learning In Problem Solving: DomainsDomains as Constraints on Cognitive DevelopmentInnateness and Domain-SpecificityDomains and the Social EnvironmentStrategy ChoiceLearning New Strategies4. Social Problem Solving: Peer Interaction and Problem Solving: A Theoretical ConundrumPeer Interaction In the ClassroomPeer Interaction and Adult-Child InteractionTheory of Mind and Problem SolvingSelf-regulation In Problem SolvingHelp Seeking In Problem SolvingThe Role of Talk In Collaborative Problem SolvingConclusion5. What The Child Brings To The Task: Readiness to Benefit From InteractionCognitive FlexibilityFriendship and SociabilityMotivation to Collaborate6. Summary, Review And Implications: What and How RevisitedDifficulties Yet to be SurmountedImplicationsReferencesAuthor index Subject index
- 巻冊次
-
: pbk ISBN 9780631234586
内容説明
This book uses the paradigm of the child as a problem solver to examine various theories of cognitive development.
Provides balanced coverage of a broad range of contemporary theories.
Focuses on collaborative tasks which are carried out with other children or adults.
Asks whether social interaction is the key to improvement in problem solving skills, or whether it is the skills and abilities that the child brings to the task that are paramount.
Draws on a wide range of research, including the author's own research into dyadic problem solving.
目次
Preface vii
1: Introduction 1
Problem Solving 3
Social Explanations for Cognitive Change 6
Change in the Context of Interactive/Collaborative Problem Solving 9
Domain Specific Knowledge 10
Children's Potential to Change 11
Theories of Mind 13
The Way Forward 14
2: Theoretical Overview 15
Piaget and Vygotsky: Is There Any Common Ground? 17
Peer Interaction: Various Perspectives 23
Implications for Piagetian and Vygotskian Theories 33
Research on Collaboration: Beyond Social Interaction 34
Sociocultural Theory 36
Dynamic Systems 41
Nature of the Problem to be Solved 42
How Else Can Problem Solving be Described and Explained? 43
3: Strategy Use and Learning in Problem Solving 44
Domains 45
Domains as Constraints on Cognitive Development 48
Innateness and Domain-specificity 49
Domains and the Social Environment 52
Strategy Choice 53
Learning New Strategies 66
4: Social Problem Solving 69
Peer Interaction and Problem Solving: A Theoretical Conundrum 70
Peer Interaction in the Classroom 77
Peer Interaction and Adult-Child Interaction 79
Theory of Mind and Problem Solving 80
Self-regulation in Problem Solving 84
Help Seeking in Problem Solving 87
The Role of Talk in Collaborative Problem Solving 89
Conclusion 94
5: What the Child Brings to the Task 96
Readiness to Benefit from Interaction 97
Cognitive Flexibility 97
Friendship and Sociability 106
Motivation to Collaborate 117
6: Summary, Review and implications 120
What and How Revisited 121
Difficulties Yet to Be Surmounted 124
Implications 126
References 129
Author Index 136
Subject Index 138
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