Talk and the Development of Reasoning and Understanding

Autor/in	Mercer, Neil
Titel	Talk and the Development of Reasoning and Understanding
Quelle	In: Human Development, 51 (2008) 1, S.90-100 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-716X
DOI	10.1159/000113158
Schlagwörter	Stellungnahme; Educational Research; Interpersonal Relationship; Interaction; Cognitive Development; Verbal Communication; Teacher Student Relationship; Team Teaching; Abstract Reasoning; Cognitive Processes; Comprehension; Inferences; Role + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Kognitive Entwicklung; Teacher student relationships; Lehrer-Schüler-Beziehung; Teamteaching; Abstraktes Denken; Denken; Cognitive process; Kognitiver Prozess; Verstehen; Verständnis; Inference; Inferenz; Rollen
Abstract	Wertsch's clarification of Vygotsky's claims about the role of social interaction in the development of children's thinking made an important contribution to educational research. Revisiting that clarification, I suggest that "talk" instead of "speech" best describes Vygotsky's concern with the functional dynamics of dialogue rather than the language system. Reviewing research on teacher-pupil interaction and collaborative activity amongst peers, I then consider what evidence has now emerged to support Vygotsky's claims. The article ends with a brief summary of the current state of our understanding about the role of spoken dialogue in learning and development. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10