Exploring Cognitive Development: The Child As Problem Solver
This book uses the paradigm of the child as a problem solver to examine various theories of cognitive development.
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The Child as Problem Solver 2 THEORETICAL OVERVIEW
The Child as Problem Solver 3 STRATEGY USE AND LEARNING IN PROBLEM SOLVING
The Child as Problem Solver 4 SOCIAL PROBLEM SOLVING
The Child as Problem Solver 5 WHAT THE CHILD BRINGS TO THE TASK
ability children achievement active adult analysis argued balance beam behaviours benefit Blaye Chapter characterised chil child’s children learn children’s cognitive development children’s problem solving children’s thinking classroom cognitive change cognitive load collaborative problem solving competence complex conflict constrained context cultural demonstrated described devel developmental developmental psychology discussion domain domain-specific dren dren’s Druyan dyads dynamic system environment examined experimental explanations facilitate feedback flexibility focus friendship game complexity Garton Gauvain Gelman gender generalisation goal greater groups help-seeking individual influence interpreted intersubjectivity Kruger Kuhn language measured ment metacognitive microgenetic outcome pairs participants particular partner peer interaction performance perspective Piaget and Vygotsky Piagetian pre-test predicted problem solving task regarded relevant representations Rogoff role Siegler skills sociable children social environment social interaction socio-cognitive solution solving problems specific strategy choice theoretical theory of mind tion tive Tudge understanding variability vary verbal Vygotsky’s theory Winterhoff