The Social Context of Cognitive Development
Guilford Press, 2001年1月1日 - 249 頁
Traditional approaches to cognitive development can tell us a great deal about the internal processes involved in learning. Sociocultural perspectives, on the other hand, provide valuable insights into the influences on learning of relationship and cultural variables. This volume provides a much-needed bridge between these disparate bodies of research, examining the specific processes through which children internalize the lessons learned in social contexts. The book reviews current findings on four specific domains of cognitive development--attention, memory, problem solving, and planning. The course of intellectual growth in each domain is described, and social factors that support or constrain it are identified. The focus throughout is on how family, peer, and community factors influence not only what a child learns, but also how learning occurs. Supporting her arguments with solid empirical data, the author convincingly shows how attention to sociocultural factors can productively complement more traditional avenues of investigation.
讀者評論 - 撰寫評論
THE SOCIAL FOUNDATION OF THE MIND
Processes of Change The How of Cognitive Development
WHAT ARE THE MECHANISMS OF COGNITIVE DEVELOPMENT?
WHAT EXTERNAL FACTORS HAVE BEEN IMPLICATED AS MECHANISMS OF COGNITIVE CHANGE?
SOCIAL PROCESSES AS MECHANISMS OF INTELLECTUAL GROWTH
Remembering The Social Construction of the Past
WHAT IS MEMORY AND WHY IS IT IMPORTANT?
EARLY EVIDENCE OF REMEMBERING
THE SOCIAL CONTEXT OF MEMORY DEVELOPMENT
SOCIAL INFLUENCES ON THE DEVELOPMENT OF EVENT AND STRATEGIC MEMORY
Solving and Learning to Solve Problems in Social Context
WHAT IS PROBLEM SOLVING?
SOCIAL PROCESSES OF COGNITIVE DEVELOPMENT
The Sociocultural Context of Cognitive Development
COGNITIVE DEVELOPMENT IN CULTURAL CONTEXT
IDENTIFYING THE ORIGINS OF HIGHER MENTAL FUNCTIONS IN SOCIAL ACTIVITY
THE DEVELOPMENT OF SPECIFIC HIGHER MENTAL FUNCTIONS IN SOCIAL CONTEXT
Acquiring Knowledge Intersubjectivity Joint Attention and Social Referencing
ATTENTION AND ITS DEVELOPMENT
SOCIAL EXPERIENCE AND EARLY ATTENTIONAL PROCESSES
SOCIAL INTERACTION AND THE DEVELOPMENT OF PROBLEM SOLVING
THE SOCIAL CONTEXT OF PROBLEM SOLVING INTERACTION
Constructing the Future Planning in Social Context
PLANNING AND ITS DEVELOPMENT OVER CHILDHOOD
SOCIAL INTERACTION AND THE DEVELOPMENT OF PLANNING
SOCIAL PROCESSES THAT REGULATE CHILDRENS OPPORTUNITIES TO LEARN ABOUT PLANNING FROM EXPERIENCE WITH OTHERS
Conclusions and Future Directions
actions activity activity theory adult-child adults approach autobiographical memory behaviors caregivers chil child children learn children's planning cial cognitive change cognitive development cognitive skills context of cognitive contributions coordinate developmental developmental psychology discussed dren dren's dyads early emerging emotional ence especially event everyday examine experienced partners fants functioning Gauvain goals help children human important individual infants influence intellectual intersubjectivity involved joint attention joint problem solving knowledge learn about planning mechanism of cognitive memory strategies ment mental middle childhood months of age mothers object observed occurs opportunities organized parents participation peer interaction Piaget play portunities posttest preschool provide children proximal development quipu remembering rience Rogoff role shared social and cultural social context social experience social interaction social partners social processes social referencing social world social-cognitive sociocultural suggests talk task thinking tion tive types understanding velopment Vygotsky young children zone of proximal
第 225 頁 - RADER, N. 1979. Attention: the perceiver as performer. In GA Hale & M. Lewis, eds., Attention and cognitive development. New York: Plenum.