Description
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.
