Exploring Cognitive Development – The Child As Problem Solver

Preface.
<p>1. Introduction:.</p>
<p>Problem Solving.</p>
<p>Social Explanations for Cognitive Change.</p>
<p>Change in the Context of Interactive/Collaborative Problem Solving.</p>
<p>Domain Specific Knowledge.</p>
<p>Children s Potential to Change.</p>
<p>Theories of Mind.</p>
<p>The Way Forward.</p>
<p>2. Theoretical Overview:.</p>
<p>Piaget and Vygotsky: Is There Any Common Ground?.</p>
<p>Peer Interaction: Various Perspectives.</p>
<p>Implications for Piagetian and Vygotskian Theories.</p>
<p>Research on Collaboration: Beyond Social Interaction.</p>
<p>Sociocultural Theory.</p>
<p>Dynamic Systems.</p>
<p>Nature of the Problem to be Solved.</p>
<p>How Else Can Problem Solving be Described and Explained?.</p>
<p>3. Strategy Use And Learning In Problem Solving:.</p>
<p>Domains.</p>
<p>Domains as Constraints on Cognitive Development.</p>
<p>Innateness and Domain–Specificity.</p>
<p>Domains and the Social Environment.</p>
<p>Strategy Choice.</p>
<p>Learning New Strategies.</p>
<p>4. Social Problem Solving:.</p>
<p>Peer Interaction and Problem Solving: A Theoretical Conundrum.</p>
<p>Peer Interaction In the Classroom.</p>
<p>Peer Interaction and Adult–Child Interaction.</p>
<p>Theory of Mind and Problem Solving.</p>
<p>Self–regulation In Problem Solving.</p>
<p>Help Seeking In Problem Solving.</p>
<p>The Role of Talk In Collaborative Problem Solving.</p>
<p>Conclusion.</p>
<p>5. What The Child Brings To The Task:.</p>
<p>Readiness to Benefit From Interaction.</p>
<p>Cognitive Flexibility.</p>
<p>Friendship and Sociability.</p>
<p>Motivation to Collaborate.</p>
<p>6. Summary, Review And Implications:.</p>
<p>What and How Revisited.</p>
<p>Difficulties Yet to be Surmounted.</p>
<p>Implications.</p>
<p>References.</p>
<p>Author Index.</p>
<p>Subject Index</p>