000			02830nac a2200289 i 4500
005			20200805092324.0
008			200428s2017 enk 000 0 eng d
020			_a9781317237716
040			_aUnae _bspa _erda
041	0		_aeng
082	0		_a153
100	1		_923087 _aLight, Paul _eAutor(a)
245			_aContext And Cognition: _b ways Of Learning And Knowing.[Libro Electrónico] _cpor Paul Light y George Butterworth
264		1	_aLondon: _bRoutledge, _c2016.
300			_a195 páginas: _ccentímetros
336			_2rdacontent _atexto _btxt
337			_2rdamedia _acomputer _bc
338			_2rdacarrier _aonline resource _bcr
490			_aPsychology Library Editions
505	1		_aCover 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
520	3		_aOriginally 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.
650			_aProcesos mentales _922866
650			_aInteligencia _9349
700	1		_aButterworth, George _eAutor(a) _923088
856			_uhttp://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1286140&lang=es&site=ehost-live
942			_cEBK _2ddc _zjp
999			_c61225 _d61225