The Social Context of Cognitive DevelopmentTraditional 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. |
Contents
Introduction | 3 |
THE SOCIAL FOUNDATION OF THE MIND | 5 |
REMEMBERING CHILDHOOD | 8 |
CONCLUDING THOUGHTS | 17 |
Processes of Change The How of Cognitive Development | 19 |
WHAT ARE THE MECHANISMS OF COGNITIVE DEVELOPMENT? | 20 |
WHAT EXTERNAL FACTORS HAVE BEEN IMPLICATED AS MECHANISMS OF COGNITIVE CHANGE? | 24 |
SOCIAL PROCESSES AS MECHANISMS OF INTELLECTUAL GROWTH | 30 |
Remembering The Social Construction of the Past | 102 |
WHAT IS MEMORY AND WHY IS IT IMPORTANT? | 104 |
EARLY EVIDENCE OF REMEMBERING | 106 |
THE SOCIAL CONTEXT OF MEMORY DEVELOPMENT | 109 |
SOCIAL INFLUENCES ON THE DEVELOPMENT OF EVENT AND STRATEGIC MEMORY | 114 |
CONCLUDING THOUGHTS | 136 |
Solving and Learning to Solve Problems in Social Context | 137 |
WHAT IS PROBLEM SOLVING? | 139 |
SOCIAL PROCESSES OF COGNITIVE DEVELOPMENT | 34 |
CONCLUDING THOUGHTS | 40 |
The Sociocultural Context of Cognitive Development | 43 |
COGNITIVE DEVELOPMENT IN CULTURAL CONTEXT | 44 |
IDENTIFYING THE ORIGINS OF HIGHER MENTAL FUNCTIONS IN SOCIAL ACTIVITY | 47 |
WHOS INVOLVED? | 55 |
CONCLUDING THOUGHTS | 62 |
THE DEVELOPMENT OF SPECIFIC HIGHER MENTAL FUNCTIONS IN SOCIAL CONTEXT | 65 |
Acquiring Knowledge Intersubjectivity Joint Attention and Social Referencing | 67 |
ATTENTION AND ITS DEVELOPMENT | 71 |
SOCIAL EXPERIENCE AND EARLY ATTENTIONAL PROCESSES | 77 |
CONCLUDING THOUGHTS | 101 |
SOCIAL INTERACTION AND THE DEVELOPMENT OF PROBLEM SOLVING | 140 |
THE SOCIAL CONTEXT OF PROBLEM SOLVING INTERACTION | 163 |
CONCLUDING THOUGHTS | 169 |
Constructing the Future Planning in Social Context | 172 |
PLANNING AND ITS DEVELOPMENT OVER CHILDHOOD | 174 |
SOCIAL INTERACTION AND THE DEVELOPMENT OF PLANNING | 177 |
SOCIAL PROCESSES THAT REGULATE CHILDRENS OPPORTUNITIES TO LEARN ABOUT PLANNING FROM EXPERIENCE WITH OTHERS | 198 |
CONCLUDING THOUGHTS | 205 |
Conclusions and Future Directions | 207 |
217 | |
239 | |
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actions activity theory adult-child adults approach aspects autobiographical memory behaviors caregivers chil child children learn children's planning cial cognitive change cognitive development cognitive skills context of cognitive contributions coordinate devel Developmental Psychology discussed dren dren's dyads early emerging emotional ence especially event everyday examine experienced partners fants Fivush functioning Gauvain goal 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 metacognitive middle childhood months of age mothers object observed occurs opportunities organized parents peer interaction Piaget play 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
Popular passages
Page 225 - RADER, N. 1979. Attention: the perceiver as performer. In GA Hale & M. Lewis, eds., Attention and cognitive development. New York: Plenum.