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  3. Social Processes in Children's Learning
  • Cited by 4
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    • Publisher:
      Cambridge University Press
      Publication date:
      September 2009
      February 2000
      ISBN:
      9780511489860
      9780521593083
      9780521596916
      DOI:
      https://doi.org/10.1017/CBO9780511489860
      Dimensions:
      (228 x 152 mm)
      Weight & Pages:
      0.355kg, 142 Pages
      Dimensions:
      (228 x 152 mm)
      Weight & Pages:
      0.2kg, 142 Pages
      • Subjects:
      Social Psychology, Developmental Psychology, Psychology
      Series:
      Cambridge Studies in Cognitive and Perceptual Development (4)
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    • Selected: Digital
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    Subjects:
    Social Psychology, Developmental Psychology, Psychology
    Series:
    Cambridge Studies in Cognitive and Perceptual Development (4)
    Information

    Book description

    This book, first published in 2000, is about children's learning and problem-solving behaviour. It reflects the increasingly close integration seen in recent years between social and cognitive approaches to researching the learning process. In particular, Paul Light and Karen Littleton examine the ways in which interactions between children influence learning outcomes. They begin by placing this topic in a broad theoretical and empirical context and go on to present a substantial series of their own experimental studies, which focus on children of late primary and early secondary school age. These investigations address peer facilitation of problem solving, social comparison effects on learning and social context effects upon the interpretation of tasks. Many of the studies involve computer-based learning but the findings have implications both for classroom practice and the understanding of the learning process. This book will be a valuable tool for researchers, teachers and practitioners interested in the social processes of children's learning.

    Reviews

    "The studies presented and discussed have a gentle progession from the simple to the more complex, thus taking along the average reader. The material is compact and scholarly with helpful illustrations. It is well referenced and it is itself a very valuable reference on the impact of social interaction on learning in school age children." The Canadian Child and Adolescent Psychiatry Review

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