Asset Details
Do you wish to reserve the book?
CHILDREN'S PROBLEM-SOLVING AS INTER-INDIVIDUAL OUTCOME
Hey, we have placed the reservation for you!
By the way, why not check out events that you can attend while you pick your title.
Oops! Something went wrong.
Looks like we were not able to place the reservation. Kindly try again later.
Are you sure you want to remove the book from the shelf?
CHILDREN'S PROBLEM-SOLVING AS INTER-INDIVIDUAL OUTCOME
Do you wish to request the book?
CHILDREN'S PROBLEM-SOLVING AS INTER-INDIVIDUAL OUTCOME
Please be aware that the book you have requested cannot be checked out. If you would like to checkout this book, you can reserve another copy
We have requested the book for you!
Your request is successful and it will be processed during the Library working hours. Please check the status of your request in My Requests.
Oops! Something went wrong.
Looks like we were not able to place your request. Kindly try again later.
Dissertation
CHILDREN'S PROBLEM-SOLVING AS INTER-INDIVIDUAL OUTCOME
1983
Overview
This study explores the relation between the \"cognitive\" domain and the \"social.\" It seeks to differentiate the ideas of Piaget and Vygotsky concerning the child's developing understanding of physical relationships (embodied in balance scale problems) and social relationships (embodied in the interactions between children who are working simultaneously). It examines cognitive theorists (R. Siegler, N. Anderson) who analyze domains of knowledge as task analyses, Piagetian research (A. N. Perret-Clermont) specifying the relation between operations and co-operations, and recent work (V. V. Rubtsov) in the Vygotskian tradition, in which the problem-solving activity dictated by the task arrangement is varied. In the present study a comparison was made of children's performance at balance scale problems while working individually with the experimenter and while working in small groups. Three group conditions were organized to model theoretical accounts of how social interactions are related to cognitive problems. Data from the interactions and from individualized tests were evaluated by five theoretical models. Results of multiple partial correlation analyses showed that changes in individual children's performance on balance scale problems, following group interactions, were best predicted by a model that included the contribution of group members' skill levels and the extent to which individuals engaged in particular types of verbal exchange. Engaging in fruitful verbal exchange was shown to be dependent on task arrangement. Individual cognitive measures failed to account for changes as well as is predicted by traditional models of development. It was concluded that, in a general way, the kinds of interactions a child engaged in are complementary to the child's cognitive level. In the case of a specific task domain, however, it is the inter-individual transactions which allow a child to engage in on-task activity and to acquire the goal of problem-solving. In the concluding chapter the implications of assuming social origins to problem-solving activity for the study of cognitive development are discussed.
