nach der Bestellung gedruckt Neuware - Printed after ordering - 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.

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Detalles bibliogr�ficos

T�tulo

Context and Cognition : Ways of Learning and Knowing

Editor

Routledge

Fecha de publicaci�n

2018

Idioma

Ingl�s

ISBN 10

1138646911

ISBN 13

9781138646919

Encuadernaci�n

Taschenbuch

Estado

Neu

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Sinopsis

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.

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Paul Light, George Butterworth

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