CiNii 図書 - Exploring cognitive development : the child as problem solver

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.

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.

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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Exploring cognitive development : the child as problem solver

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