Description
Book SynopsisAlthough current views of cognitive development owe a great deal to Jean Piaget, this field has undergone profound change in the years since Piaget''s death. This can be witnessed both in the influence connectionist and dynamical system models have exerted on theories of cognition and language, and in how basic work in cognitive development has begun to influence those who work in applied (e.g., educational) settings. This volume brings together an eclectic group of distinguished experts who collectively represent the full spectrum of basic to applied aspects of cognitive development.
This book begins with chapters on cognition and language that represent the current Zeitgeist in cognitive science approaches to cognitive development broadly defined. Following a brief commentary on this work, the next section turns to more applied issues. Although the focus here is on arithmetic learning, the research programs described have profound implications for virtually all aspects of e
Table of ContentsContents: Preface. L.B. Smith, Self-Organizing Processes in Learning to Learn Words: Development Is Not Induction. B. MacWhinney, F. Chang, Connectionism and Language Learning. K. Freeman, G. Deák, Systems Learning Symbol Systems: Commentary on MacWhinney and Smith. L.B. Resnick, Inventing Arithmetic: Making Children's Intuition Work in School. J.W. Stigler, C. Fernandez, Learning Mathematics From Classroom Instruction: Cross-Cultural and Experimental Perspectives. H.W. Stevenson, Mathematics Achievement of American Students: First in the World by the Year 2000? K.E. Kremer, E.K. Adam, S.R. Jimerson, Research and Reform for U.S. Mathematics Education: What Counts? A Commentary on Stevenson, Stigler and Fernandez, and Resnick. W.R. Charlesworth, An Evolutionary Approach to Cognition and Learning. J.E. Turnure, The Evolution of Mind and Culture: A Commentary on Charlesworth.
