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Social Processes in Children's Learning-Cambr
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eBay-Artikelnr.:326357457786
Artikelmerkmale
- Artikelzustand
- ISBN
- 9780521593083
Über dieses Produkt
Product Identifiers
Publisher
Cambridge University Press
ISBN-10
0521593085
ISBN-13
9780521593083
eBay Product ID (ePID)
1092766
Product Key Features
Number of Pages
142 Pages
Language
English
Publication Name
Social Processes in Children's Learning
Publication Year
2000
Subject
Developmental / Child, Social Psychology, Philosophy, Theory & Social Aspects
Type
Textbook
Subject Area
Education, Psychology
Series
Cambridge Studies in Cognitive and Perceptual Development Ser.
Format
Hardcover
Dimensions
Item Height
0.6 in
Item Weight
12.7 Oz
Item Length
9.3 in
Item Width
6.2 in
Additional Product Features
Intended Audience
Scholarly & Professional
LCCN
99-019464
Reviews
"The studies presented and discussed have a gentle progession from the simple to the more complex, thus taking along the average reader. The material is compact and scholarly with helpful illustrations. It is well referenced and it is itself a very valuable reference on the impact of social interaction on learning in school age children." The Canadian Child and Adolescent Psychiatry Review
Dewey Edition
21
Series Volume Number
Series Number 4
Illustrated
Yes
Dewey Decimal
370.1523
Table Of Content
Dedication; List of figures; Preface; 1. Peer interaction and learning: perspectives and starting points; 2. Peers and puzzles: a first series of studies; 3. Computers and learning; 4. Pirates and honeymonsters: a second series of studies; 5. Gender agendas; 6. Social comparison and learning; 7. Interaction and learning: rethinking the issues; References.
Synopsis
This book, first published in 2000, is about children's learning and problem-solving behaviour. It reflects the increasingly close integration seen in recent years between social and cognitive approaches to researching the learning process. In particular, Paul Light and Karen Littleton examine the ways in which interactions between children influence learning outcomes. They begin by placing this topic in a broad theoretical and empirical context and go on to present a substantial series of their own experimental studies, which focus on children of late primary and early secondary school age. These investigations address peer facilitation of problem solving, social comparison effects on learning and social context effects upon the interpretation of tasks. Many of the studies involve computer-based learning but the findings have implications both for classroom practice and the understanding of the learning process. This book will be a valuable tool for researchers, teachers and practitioners interested in the social processes of children's learning., This book, first published in 2000, is about children's learning and problem-solving behaviour, and addresses the ways in which interactions between children influence learning outcomes. It describes a series of experiments conducted with groups of school children by the authors. The findings have implications for classroom practice and the understanding of the learning process., This book is about children's learning and problem-solving behavior. Paul Light and Karen Littleton address, in both theoretical and empirical terms, the ways in which interactions between children influence learning outcomes. The authors describe a series of their own experiments conducted with groups of school children. Many of the studies involve computer-based learning and problem-solving, but the findings are of more general significance. In particular, they have implications both for classroom practice and the understanding of the learning process. This book is a valuable tool for psychologists and educationists.
LC Classification Number
LB1060 .L533 1999
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