Exploring Cognitive Development
The Child as Problem Solver
Published on 24. February 2004
Book
Hardback
160 pages
978-0-631-23457-9 (ISBN)
Description
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.
More details
Language
English
Place of publication
Oxford
United Kingdom
Publishing group
John Wiley and Sons Ltd
Target group
upper level students and researchers of cognition, cognitive development, developmental psychology and educational psychology in departments of psychology and education
Illustrations
2
Dimensions
Height: 16229 mm
Width: 152 mm
Thickness: 19 mm
Weight
363 gr
ISBN-13
978-0-631-23457-9 (9780631234579)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Person
Alison F. Garton is Professor of Psychology and Associate Dean at Edith Cowan University in Western Australia. She is the author of Learning to be Literate (Blackwell Publishing, Second Edition, 1998) and Social Interaction and the Development of Language and Cognition (1992), and the editor of Systems of Representation in Children (1993).
Content
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