Biblioteca UNAE

Your cart is empty.

Context And Cognition: ways Of Learning And Knowing.[Libro Electrónico] por Paul Light y George Butterworth

By: Light, Paul [Autor(a)]
Contributor(s): Butterworth, George [Autor(a)]
Material type: TextTextLanguage: English Series: Psychology Library EditionsPublisher: London: Routledge, 2016Description: 195 páginas: centímetrosContent type: texto Media type: computer Carrier type: online resourceISBN: 9781317237716Subject(s): Procesos mentales | InteligenciaDDC classification: 153 Online resources: Click here to access online
Incomplete contents:
Cover Half Title Title Page Copyright Page Original Title Page Original Copyright Page Table Of Contents 1.— Context And Cognition In Models Of Cognitive Growth 2.— Social Class, Context And Cognitive Development 3.— Culture, Context And The Construction Of Knowledge In The Classroom 4.— Proportional Reasoning In And Out Of School 5.— Word Problems: A Microcosm Of Theories Of Learning 6.— Sociocultural Processes Of Creative Planning In Children'S Playcrafting 7 Desituating Cognition Through The Construction Of Conceptual Knowledge 8.— The Pragmatic Bases Of Children'S Reasoning 9.— Contexts And Cognitions: Taking A Pluralist View Index
Abstract: Originally published in 1993, the study of cognitive development in children had moved from a focus on the intellectual processes of the individual studied in relative isolation, as in the classic work of Piaget, to a concern in the 1970s and 1980s with social cognition characterized by Vygotsky's views. In the years following, the trend toward an understanding of the situated nature of cognition had evolved even further and the extent to which thinking and knowing are inextricably linked to contextual constraints was at last being defined. Experts of international repute, the authors of this important book examine the recent literature on situated cognition in children. They explain contextual sensitivity in relation to ecological theories of cognition, and contrast intuitive reasoning in mathematical and other scientific domains with the failure of such reasoning in formal school contexts. Centrally concerned with the question of generalizability and transfer of knowledge from one situation to another, the contributors point to practical implications for understanding how intellectual competence can be made to generalize between'informal'and'formal'situations.
Tags from this library: No tags from this library for this title. Log in to add tags.
    Average rating: 0.0 (0 votes)
No physical items for this record

Cover Half Title Title Page Copyright Page Original Title Page Original Copyright Page Table Of Contents 1.— Context And Cognition In Models Of Cognitive Growth 2.— Social Class, Context And Cognitive Development 3.— Culture, Context And The Construction Of Knowledge In The Classroom 4.— Proportional Reasoning In And Out Of School 5.— Word Problems: A Microcosm Of Theories Of Learning 6.— Sociocultural Processes Of Creative Planning In Children'S Playcrafting 7 Desituating Cognition Through The Construction Of Conceptual Knowledge 8.— The Pragmatic Bases Of Children'S Reasoning 9.— Contexts And Cognitions: Taking A Pluralist View Index

Originally published in 1993, the study of cognitive development in children had moved from a focus on the intellectual processes of the individual studied in relative isolation, as in the classic work of Piaget, to a concern in the 1970s and 1980s with social cognition characterized by Vygotsky's views. In the years following, the trend toward an understanding of the situated nature of cognition had evolved even further and the extent to which thinking and knowing are inextricably linked to contextual constraints was at last being defined. Experts of international repute, the authors of this important book examine the recent literature on situated cognition in children. They explain contextual sensitivity in relation to ecological theories of cognition, and contrast intuitive reasoning in mathematical and other scientific domains with the failure of such reasoning in formal school contexts. Centrally concerned with the question of generalizability and transfer of knowledge from one situation to another, the contributors point to practical implications for understanding how intellectual competence can be made to generalize between'informal'and'formal'situations.

There are no comments on this title.

to post a comment.

Gracias por visitarnos

Ver Información de Accesos