Literaturnachweis - Detailanzeige
| Autor/in | Zimmerman, Barry J. |
|---|---|
| Titel | A Social Learning Explanation for Age-Related Changes in Children's Conceptual Behavior. |
| Quelle | (1977), (18 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Cognitive Development; Cognitive Processes; Concept Formation; Conservation (Concept); Developmental Stages; Literature Reviews; Research; Socialization; Theories |
| Abstract | This paper offers a social learning explanation for age-related changes in children's cognitive functioning. Three hypotheses have been derived from the assumption of Piaget that structures play the preeminent role in cognitive development: (1) a child can not profit from or even appreciate experiences which are meaningful at a higher stage of development; (2) developmental changes in reasoning proceed according to an invariant sequence, never skipping a stage or reversing; (3) reasoning is assumed to be qualitatively homogeneous once a child is in a particular phase. Recent research relating to these hypotheses is reviewed. An argument is presented for a social learning formulation which assumes that concepts arise from experience, primarily of a social sort. Stage-like notions are rejected in the sense that stages are considered structurally discrete and homogeneous, and notions of immutable invariant sequences are eschewed. Logical rule-governed aspects of children's performance are not ignored or minimized. Rules are assumed to be acquired experientially, but to be much more limited in scope than in Piaget's model. However, prior rules are considered to affect subsequent experience. In general, this cognitive constructionist explanation is believed to be compatible with most of Piaget's notions. (MS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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