Context and Cognition Ways of Learning and Knowing

Light, Paul und George Butterworth:

ISBN 10: 0745010601 / ISBN 13: 9780745010601

Published by Prentice-Hall, 1992

About this Item

250 Seiten Innen sauberer, guter Zustand. Softcover, Broschur mit den üblichen Bibliotheks-Markierungen, Stempeln und Einträgen, innen wie außen, siehe Bilder. Leichte Gebrauchspuren. - Inside clean, good condition. Softcover, pamphlet with the usual library markings, stamps and inscriptions, inside and out, see pictures. Slight traces of use. - Developing Body & Mind Series. B11-02-01I|A59 Sprache: Englisch Gewicht in Gramm: 296.

Seller Inventory # 70938

Bibliographic Details

• Title: Context and Cognition Ways of Learning and Knowing
• Publisher: Prentice-Hall
• Publication Date: 1992
• Language: English
• ISBN 10: 0745010601
• ISBN 13: 9780745010601
• Binding: 22,5 x 15 cm
• Edition: 1. Auflage.
• Condition: Gut
• Seller catalogs:
  • Modernes Antiquariat

About this title

Synopsis

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.