Computers, Cognition and Development: Issues for Psychology and EducationJulie C. Rutkowska, Charles Crook Presents the implications of recent advances in information technology for applications in the field of psychology. Brings together work from researchers in artificial intelligence, education, and developmental psychology. Discusses issues posed by the increasing spread of information technology into society, including the effects on young children. Explains how insights that arise from the achievements of artificial intelligence may help define new computer environments for human learning. In particular, attention is focused on the debate between the advocates of the procedural language, LOGO, and those of the logic-programming language, PROLOG. Looks at computational metaphors of mental activity in cognitive science and developmental psychology. |
Contents
Editorial Introduction | 3 |
MARTIN HUGHES Ann BRACKENRIDGE ANd Hamish MaCLEOD | 9 |
CHARLES CROOK | 35 |
Copyright | |
12 other sections not shown
Other editions - View all
Common terms and phrases
ability activity algorithm analysis application approach argued Artificial Intelligence beginners behaviour Bower chapter child claims classroom cognitive development cognitive science collaborative communication computational models computational theories computer program computer-based concepts concerned context data compression database developmental psychology discussed domain effects evaluation example experience explore function human important infant infer instruction intelligent tutoring systems interviews involved issues kind knowledge learner learning environments logic LOGO machine learning mal-rules mechanisms mental mental psychology methods Microcomputers nature notional machine novices O'Shea object offer operations Papert particular peer interaction performance perspective Piaget Piagetian possible potential powerful ideas predicate logic Press problem problem-solving procedures processes production system programming language PROLOG pupils question reasoning representation rules Rutkowska schema seriation skills Sleeman social solving specific structure studies suggest task teaching techniques theory thinking tool understanding University of Exeter Wiley Yazdani