The Social Context of Cognitive Development

1. Auflage 2000
ISBN: 978-1-57230-610-3
Verlag: Guilford Publications

Buch, Englisch, 249 Seiten, Format (B × H): 152 mm x 226 mm, Gewicht: 354 g

Reihe: Guilford Series on Social and Emotional Development

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.

Zielgruppe

Professional and Professional Practice & Development

Autoren/Hrsg.

Gauvain, Mary

Fachgebiete

• Sozialwissenschaften Psychologie Allgemeine Psychologie Sozialpsychologie
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Kinder- und Jugendpsychologie
• Sozialwissenschaften Psychologie Allgemeine Psychologie Kognitionspsychologie

Inhaltsverzeichnis

I. The Social Foundations of Cognitive Development
1. Introduction
2. Processes of Change: The How of Cognitive Development
3. The Sociocultural Context of Cognitive Development
II. The Development of Specific Higher Mental Functions in Social Context
4. Acquiring Knowledge: Intersubjectivity, Joint Attention, and Social Referencing
5. Remembering: The Social Construction of the Past
6. Solving and Learning to Solve Problems in Social Context
7. Constructing the Future: Planning in Social Context
8. Conclusions and Future Directions

Über Autor(innen)

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.