The Social Context of Cognitive Development

Mary Gauvain

ISBN 10: 1572306106 / ISBN 13: 9781572306103

Edité par Guilford Publications Nov 2000, 2000

A propos de cet article

Neuware - Traditional approaches to cognitive development can tell a great deal about the internal processes involved in learning. Sociocultural perspectives, on the other hand, provide insights into the influences on learning of relationship and cultural variables. This volume provides a bridge between these disparate bodies of research, examining the processes through which children internalize the lessons learned in social contexts.

N° de réf. du vendeur 9781572306103

Détails bibliographiques

• Titre: The Social Context of Cognitive Development
• Éditeur: Guilford Publications Nov 2000
• Date de parution: 2000
• Langue: anglais
• ISBN à 10 chiffres: 1572306106
• ISBN à 13 chiffres: 9781572306103
• Reliure: Taschenbuch
• État de l'article: Neu
• Dimensions: 226 L x 152 H x 18 P (en millimètres) 226 millimètres de largeur par 152 millimètres de hauteur par 18 millimètres de profondeur
• Poids: 354 grammes

A propos de ce titre

Synopsis

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.

À propos de l?auteur

Mary Gauvain, PhD, is Professor of Psychology at the University of California at Riverside. She received her master's degree in Sociology of Education from Stanford University and her doctoral degree in Developmental Psychology from the University of Utah. She is a fellow of the American Psychological Association and has served on the Executive Committee of the APA Division of Developmental Psychology. She is also a member of the Society for Research in Child Development. Her research on children's cognitive development in social and cultural contexts is widely published and has been funded by the National Institute of Child Health and Human Development and The Spencer Foundation, among others.