{"product_id":"exploring-cognitive-development-9780631234586","title":"Exploring Cognitive Development","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis book uses the paradigm of the child as a problem solver to examine various theories of cognitive development.   * Provides balanced coverage of a broad range of contemporary theories.  * Focuses on collaborative tasks which are carried out with other children or adults.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"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.\" \u003ci\u003eProfessor Peter Bryant, Department of Experimental Psychology, University of Oxford\u003c\/i\u003e \u003cbr\u003e \u003cp\u003e\u003cbr\u003e \u003c\/p\u003e \u003cp\u003e\"With up-to-date coverage, excellent descriptions of research and a sociocultural approach to problem solving, this book fills an important niche.\" \u003ci\u003eRobert S. Siegler, Teresa Heinz Professor of Cognitive Psychology, Carnegie Mellon University\u003c\/i\u003e\u003cbr\u003e \u003c\/p\u003e \u003cp\u003e\"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.\" \u003ci\u003eGraeme Halford, Professor of Psychology, University of Queensland\u003c\/i\u003e\u003cbr\u003e \u003c\/p\u003e \u003cp\u003e\"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.\" \u003ci\u003eDr Jonathan Tudge, University of North Carolina at Greensboro\u003c\/i\u003e\u003cbr\u003e \u003c\/p\u003e \u003cp\u003e\"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.\" \u003ci\u003eScientific and Medical Network Review, Summer 2005\u003c\/i\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003ePreface vii\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1: Introduction 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eProblem Solving 3\u003c\/p\u003e \u003cp\u003eSocial Explanations for Cognitive Change 6\u003c\/p\u003e \u003cp\u003eChange in the Context of Interactive\/Collaborative Problem Solving 9\u003c\/p\u003e \u003cp\u003eDomain Specific Knowledge 10\u003c\/p\u003e \u003cp\u003eChildren’s Potential to Change 11\u003c\/p\u003e \u003cp\u003eTheories of Mind 13\u003c\/p\u003e \u003cp\u003eThe Way Forward 14\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2: Theoretical Overview 15\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePiaget and Vygotsky: Is There Any Common Ground? 17\u003c\/p\u003e \u003cp\u003ePeer Interaction: Various Perspectives 23\u003c\/p\u003e \u003cp\u003eImplications for Piagetian and Vygotskian Theories 33\u003c\/p\u003e \u003cp\u003eResearch on Collaboration: Beyond Social Interaction 34\u003c\/p\u003e \u003cp\u003eSociocultural Theory 36\u003c\/p\u003e \u003cp\u003eDynamic Systems 41\u003c\/p\u003e \u003cp\u003eNature of the Problem to be Solved 42\u003c\/p\u003e \u003cp\u003eHow Else Can Problem Solving be Described and Explained? 43\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3: Strategy Use and Learning in Problem Solving 44\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDomains 45\u003c\/p\u003e \u003cp\u003eDomains as Constraints on Cognitive Development 48\u003c\/p\u003e \u003cp\u003eInnateness and Domain-specificity 49\u003c\/p\u003e \u003cp\u003eDomains and the Social Environment 52\u003c\/p\u003e \u003cp\u003eStrategy Choice 53\u003c\/p\u003e \u003cp\u003eLearning New Strategies 66\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4: Social Problem Solving 69\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePeer Interaction and Problem Solving: A Theoretical Conundrum 70\u003c\/p\u003e \u003cp\u003ePeer Interaction in the Classroom 77\u003c\/p\u003e \u003cp\u003ePeer Interaction and Adult–Child Interaction 79\u003c\/p\u003e \u003cp\u003eTheory of Mind and Problem Solving 80\u003c\/p\u003e \u003cp\u003eSelf-regulation in Problem Solving 84\u003c\/p\u003e \u003cp\u003eHelp Seeking in Problem Solving 87\u003c\/p\u003e \u003cp\u003eThe Role of Talk in Collaborative Problem Solving 89\u003c\/p\u003e \u003cp\u003eConclusion 94\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5: What the Child Brings to the Task 96\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eReadiness to Benefit from Interaction 97\u003c\/p\u003e \u003cp\u003eCognitive Flexibility 97\u003c\/p\u003e \u003cp\u003eFriendship and Sociability 106\u003c\/p\u003e \u003cp\u003eMotivation to Collaborate 117\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6: Summary, Review and implications 120\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat and How Revisited 121\u003c\/p\u003e \u003cp\u003eDifficulties Yet to Be Surmounted 124\u003c\/p\u003e \u003cp\u003eImplications 126\u003c\/p\u003e \u003cp\u003eReferences 129\u003c\/p\u003e \u003cp\u003eAuthor Index 136\u003c\/p\u003e \u003cp\u003eSubject Index 138\u003c\/p\u003e","brand":"John Wiley and Sons Ltd","offers":[{"title":"Default Title","offer_id":49403458650455,"sku":"9780631234586","price":35.1,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780631234586.jpg?v=1730483532","url":"https:\/\/bookcurl.com\/products\/exploring-cognitive-development-9780631234586","provider":"Book Curl","version":"1.0","type":"link"}