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Exploring Cognitive Development
The Child As Problem Solver
Alison F. Garton (Author)
9780631234586, Wiley
Paperback / softback, published 24 February 2004
160 pages
22.9 x 15.2 x 1.2 cm, 0.245 kg
"This is an exciting and provocative account of children’s intellectual activities. Alison Garton makes a persuasive case that, in order to understand intellectual development, we must study the social context in which it takes place." Professor Peter Bryant, Department of Experimental Psychology, University of Oxford "With up-to-date coverage, excellent descriptions of research and a sociocultural approach to problem solving, this book fills an important niche." Robert S. Siegler, Teresa Heinz Professor of Cognitive Psychology, Carnegie Mellon University "Well grounded in the work of Piaget and Vygotsky, Alison Garton’s wide-ranging account of children’s problem solving encompasses the latest cognitive developmental and social cognitive theories. As well as having conceptual depth, the book is enjoyable to read." Graeme Halford, Professor of Psychology, University of Queensland "Alison Garton’s new book is an excellent, highly readable, examination of children as problem solvers. Garton provides a refreshing account of the social aspects of problem solving as she examines not only the effects of collaboration but also the processes whereby children’s learning is enhanced (bringing about cognitive change) and ultimately their longer-term cognitive development. Equally important, she nicely covers what it is that individual children bring to the collaborative experience—their personal characteristics (flexibility, motivation, sociability, friendship with the social partner, etc.) that can have a dramatic impact on the problem-solving experience and consequences. While acknowledging the influence of Piaget’s and Vygotsky’s theories, and highlighting some of the best research based on these theories, Garton persuades us of the importance of going beyond them. This book should find a home on the bookshelves of all who are interested in children’s cognitive development." Dr Jonathan Tudge, University of North Carolina at Greensboro "A course book with the approach of the child as problem solver both in a social, collaborative sense and in relation to their own intrinsic skills. It explores in particular ways in which collaboration influences the cognitive outcome. It reviews the theories of Piaget and Vygotsky and proposes that a frutiful approach lies in examining characteristics of children that may lead them to benefit from collaboration." Scientific and Medical Network Review, Summer 2005
This book uses the paradigm of the child as a problem solver to examine various theories of cognitive development.
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
Subject Areas: Psychology [JM]
