Development and Learning

This volume juxtaposes two different domains of developmental theory: the Piagetian approach and the information-processing approach.

Author: Lynn S. Liben

Publisher: Psychology Press

ISBN: 9781134733187

Category: Psychology

Page: 278

View: 208

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This volume juxtaposes two different domains of developmental theory: the Piagetian approach and the information-processing approach. Articles by experts in both fields discuss how concepts of development and learning, traditionally approached through cognitive-developmental theories such as Piaget's, are analyzed from the perspective of a task analytic, information-processing approach.

Development and Learning

Conflict Or Congruence? Lynn S. Liben. The Jean Piaget Symposium Series Available from LEA SIGEL I. E., BRODZINSKY, D. M., & GOLINKOFF, R. M. (Eds.) • New Directions in Piagetian Theory and Practice OVERTON, W. F. (Ed.) • Relationships ...

Author: Lynn S. Liben

Publisher: Psychology Press

ISBN: 9781134733255

Category: Psychology

Page: 278

View: 560

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This volume juxtaposes two different domains of developmental theory: the Piagetian approach and the information-processing approach. Articles by experts in both fields discuss how concepts of development and learning, traditionally approached through cognitive-developmental theories such as Piaget's, are analyzed from the perspective of a task analytic, information-processing approach.

National Library of Medicine Current Catalog

8907410 Development and learning : conflict or congruence ? / edited by Lynn S. Liben . Hillsdale , N.J .: L. Erlbaum Associates , 1987 . XV , 261 p . : ill . ( The Jean Piaget symposium series ) Based on the 14th Annual Symposium of ...

Author: National Library of Medicine (U.S.)

Publisher:

ISBN: MINN:31951D00419854T

Category: Medicine

Page:

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High Quality Early Learning for a Changing World

Bandwiths of competence: The role of supportive contexts in learning and development. In L. S. Liben (Ed.), The Jean Piaget Symposium series. Development and learning: Conflict or congruence? (pp. 173–223).

Author: Beverly Falk

Publisher: Teachers College Press

ISBN: 9780807776933

Category: Education

Page: 189

View: 510

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This is a concise overview of the fundamentals of teaching in early childhood settings (pre-K–2). Beginning with what the research tells us about how young children develop and learn, Falk shows how to create learning environments, plan, teach, and assess in ways that support children’s optimal development. “This text is a portrait of what it means to be an early childhood professional and to take seriously the job of establishing meaningful relationships with children, families, and professional colleagues.” —From the Foreword by Jacqueline Jones, Foundation for Child Development “No less than a manual for creating growth-enhancing experiences in early childhood, Beverly Falk has distilled years of experience into practical advice and well-researched lessons.” —Samuel J. Meisels, founding executive director, Buffett Early Childhood Institute, University of Nebraska “Brilliantly challenges us to translate what we know into what we do in order to improve school and life outcomes for ALL children.” —Maurice Sykes, Early Childhood Leadership Institute “Falk brings us critical knowledge about early childhood in this superb book.” —Ann Lieberman, Stanford Center for Opportunity Policy in Education

Emergent Practices and Material Conditions in Learning and Teaching with Technologies

Journal of Engineering Education, 95, 123–138. Resnick, L. B. (1987). Constructing knowledge in school. In L. S. Liben (Ed.), The Jean Piaget Symposium series. Development and learning: Conflict or congruence? (pp. 19–50).

Author: Teresa Cerratto Pargman

Publisher: Springer

ISBN: 9783030107642

Category: Education

Page: 278

View: 174

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This book explores the complexities of interacting with digital technologies in the everyday flow of practices in schools, museums, and the home. In particular, the authors pay attention to the material conditions of such practices via the exploration of media discourses on information and communication technologies in the classroom; the ongoing digitization of the school; the use of video chat for language learning; the instantiation of CrossActionSpaces in an urban science classrooms; the development of symbolic technologies such as the Carbon Footprint Calculator; the design of apps and virtual museums for learning science; the use of text message tools for collaborative learning in teacher education and the design, implementation, and evaluation of Augmented Reality apps in outdoor learning. The book is grounded in case studies presented by scholars at the workshop, “Changing Teaching and Learning Practices in Schools with Tablet-Mediated Collaborative Learning: Nordic, European and International Views” and the workshop “Emergent Practices and Material Conditions in Tablet-mediated Collaborative Learning and Teaching” both of which have been held at the Computer-Supported Collaborative Learning conference (CSCL). This volume brings together inspirational and high-quality chapters that raise a range of important ideas and showcase the importance of looking beyond technology-enhanced learning. Taken together, this volume unpacks a variety of everyday situations by engaging with what is really happening with digital technologies rather than what is expected to happen with them in educational settings. The take-away message is a call for research on learning, teaching, and digital technologies that enables engagement with the materiality of educational practices and, in particular, their constitutive relationships that configure the contemporary educational practices of the digital age.

How People Learn

Brown, A.L., and R.A. Reeve 1987 Bandwidths of competence: The role of supportive contexts in learning and development. Pp. 173-223 in Development and Learning: Conflict or Congruence? The Jean Piaget Symposium Series, L.S. Liben, ed.

Author: National Research Council

Publisher: National Academies Press

ISBN: 9780309070362

Category: Education

Page: 384

View: 364

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First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.

Conceptual Development

The Jean Piaget Symposium Series Available from LEA OVERTON, W. F. (Ed.) 0 The Relationship Between Social and ... (Ed.) 0 Development and Learning: Conflict or Congruence FORMAN, G. & PUFALL, P. B. (Eds) O Constructivism in the ...

Author: Ellin Kofsky Scholnick

Publisher: Psychology Press

ISBN: 9781135686932

Category: Psychology

Page: 360

View: 614

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This book examines a key issue in current cognitive theories - the nature of representation. Each chapter is characterized by attempts to frame hot topics in cognitive development within the landscape of current developmental theorizing and the past legacy of genetic epistemology. The chapters address four questions that are fundamental to any developmental line of inquiry: How should we represent the workings and contents of the mind? How does the child construct mental models during the course of development? What are the origins of these models? and What accounts for the novelties that are the products and producers of developmental change? These questions are situated in a historical context, Piagetian theory, and contemporary researchers attempt to trace how they draw upon, depart from, and transform the Piagetian legacy to revisit classic issues such as the child's awareness of the workings of mental life, the child's ability to represent the world, and the child's growing ability to process and learn from experience. The theoretical perspectives covered include constructivism, connectionism, theory-theory, information processing, dynamical systems, and social constructivist approaches. The research areas span imitation, mathematical reasoning, biological knowledge, language development, and theory of mind. Written by major contributors to the field, this work will be of interest to students and researchers wanting a brief but in-depth overview of the contemporary field of cognitive development.

Developmental Social Cognitive Neuroscience

The Jean Piaget Symposium Series Series Editor: Ellin Scholnick University of Maryland Available from Psychology Press / Taylor and Francis Overton, ... Liben, L.S. (Ed.): Development and Learning: Conflict or Congruence?

Author: Philip David Zelazo

Publisher: Psychology Press

ISBN: 9781136647987

Category: Psychology

Page: 368

View: 264

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This volume in the JPS Series is intended to help crystallize the emergence of a new field, "Developmental Social Cognitive Neuroscience," aimed at elucidating the neural correlates of the development of socio-emotional experience and behavior. No one any longer doubts that infants are born with a biologically based head start in accomplishing their important life tasks––genetic resources, if you will, that are exploited differently in different contexts. Nevertheless, it is also true that socially relevant neural functions develop slowly during childhood and that this development is owed to complex interactions among genes, social and cultural environments, and children’s own behavior. A key challenge lies in finding appropriate ways of describing these complex interactions and the way in which they unfold in real developmental time. This is the challenge that motivates research in developmental social cognitive neuroscience. The chapters in this book highlight the latest and best research in this emerging field, and they cover a range of topics, including the typical and atypical development of imitation, impulsivity, novelty seeking, risk taking, self and social awareness, emotion regulation, moral reasoning, and executive function. Also addressed are the potential limitations of a neuroscientific approach to the development of social cognition. Intended for researchers and advanced students in neuroscience and developmental, cognitive, and social psychology, this book is appropriate for graduate seminars and upper-level undergraduate courses on social cognitive neuroscience, developmental neuroscience, social development, and cognitive development.

Art and Human Development

The Jean Piaget Symposium Series Series Editor: Ellin Scholnick University of Maryland Available from Psychology Press / Taylor & Francis Overton, W.F. (Ed.): The ... Liben, L.S.(Ed.): Developmentand Learning: Conflict or Congruence?

Author: Constance Milbrath

Publisher: Psychology Press

ISBN: 9781136643040

Category: Education

Page: 302

View: 893

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This interdisciplinary volume explores art, its development, and its role in the construction of knowledge. Presenting theory and research on artistic development as a cultural and creative endeavor, contributors examine the origins of human art during the Paleolithic cultural revolution, as part of a modern cultural transformation, in the growth of a creative artist, and in developing children. Target chapters expressing the disciplinary perspectives of psychology, archaeology, communications, education, and the performing arts are followed by commentaries from internationally acclaimed scholars of human development. Part 1 explores how cultures harness and exploit the arts to give expression to values, social practices, and traditions. This section traces the emergence of new art forms that arose during social unrest, including the symbolization of spiritual beliefs expressed on the walls of Paleolithic caves, and the racial identity and cultural values expressed in the media of the hip-hop generation. Part 2 examines the journeys of a composer and a group of students to highlight the process of becoming an artist and the role education plays in its development. The book concludes with a focus on the development of aesthetic appreciation and artistic activity in childhood and adolescence, including, for example, how a child’s developing theory of mind affects appreciation for the arts, and how developing empathy and emotional regulation contribute to the cognitive and affective underpinnings of acting in adolescence. As a whole contributors explore the developmental, sociocultural, and evolutionary processes that make the creation and experience of art possible. Intended for researchers and advanced students in both human development and the arts, this book will also serve as a textbook for advanced courses on psychology and the arts and/or special topics courses in cognitive and/or human development.