City Libraries, City of Gold Coast

Emerging minds, the process of change in children's thinking, Robert S. Siegler

Label
Emerging minds, the process of change in children's thinking, Robert S. Siegler
Language
eng
Bibliography note
Includes bibliographical references and index
Illustrations
illustrations
Index
index present
Literary Form
non fiction
Main title
Emerging minds
Medium
electronic resource
Nature of contents
bibliography
Responsibility statement
Robert S. Siegler
Sub title
the process of change in children's thinking
Summary
The author's theory on how children change from infant to adolescent in their ability to think is based on evidence and is presented in a clear way that focuses on change whilst reviewing the strengths and weaknesses of other competing theories., How do children acquire the vast array of concepts, strategies, and skills that distinguish the thinking of infants and toddlers from that of preschoolers, older children, and adolescents? In this new book, Robert Siegler addresses these and other fundamental questions about children's thinking. Previous theories have tended to depict cognitive development much like a staircase. At an early age, children think in one way; as they get older, they step up to increasingly higher ways of thinking. Siegler proposes that viewing the development within an evolutionary framework is more useful than a staircase model. The evolution of species depends on mechanisms for generating variability, for choosing adaptively among the variants, and for preserving the lessons of past experience so that successful variants become increasingly prevalent. The development of children's thinking appears to depend on mechanisms to fulfill these same functions. Siegler's theory is consistent with a great deal of evidence. It unifies phenomena from such areas as problem solving, reasoning, and memory, and reveals commonalities in the thinking of people of all ages. Most important, it leads to valuable insights regarding a basic question about children's thinking asked by cognitive, developmental, and educational psychologists: How does change occur?
Table Of Contents
1: Whose Children are we Talking About?; 2: Evolution and Cognitive Development; 3: Cognitive Variability: The Ubiquity of Multiplicity; 4: Strategic Development: Trudging up the Staircase or Swimming with the Tide; 5: The Adaptivity of Multiplicity; 6: Formal Models of Strategy Choice or Plasterers and Professors; 7: How Children Generate New Ways of Thinking; 8: A New Agenda for Cognitive Development
Target audience
specialized
Classification

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