From social interaction to individual reasoning: an empirical investigation of a possible socio-cultural model of cognitive development   总被引：2，自引：0，他引：2  

Rupert Wegerif  Neil Mercer  Lyn Dawes 《Learning and Instruction》1999,9(6):593

This study explores the theory that individual reasoning ability, as measured using standard reasoning tests, has part of its origin in dialogue with others. In the study, 64 eight- and nine-year-old children were taught the use of ‘exploratory talk’, a type of talk in which joint reasoning is made explicit. The relationship between the talk of the children and the solving of Raven's test problems was studied using discourse analysis of groups working together. The findings of the study support four claims: that use of exploratory talk can improve group reasoning, that exploratory talk can be taught, that the teaching of exploratory talk can successfully transfer between educational contexts and that individual results on a standard non-verbal reasoning test significantly improved as a result of the intervention teaching exploratory talk. Our results offer support for the hypothesis that experience of social reasoning can improve scores on measures of individual reasoning. The stronger hypothesis that general cognitive development is a product of induction into social reasoning remains in doubt.  相似文献   

Guided Inquiry: Learning in the 21st Century | Guided Inquiry: Learning in the 21st Century,Carol C. Kuhlthau,Leslie K. Maniotes,Ann K. Caspari,Libraries Unlimited,Westport, CT (2008), 188p. $40.00, ISBN: 978-1-5915-8435-3     

Justine Alsop-Cotton 《The Journal of Academic Librarianship》2009,35(1):102-103

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The disenchantments of educational TV     

John Mercer  Sam Becker 《Educational technology research and development : ETR & D》1955,3(3):173-182

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Religious Education Under Quarantine     

Joyce Ann Mercer Editor 《Religious education (Chicago, Ill.)》2020,115(3):219-220

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The Ocular Communicator: A Device to Enable Persons with Severe Physical Disabilities to Communicate Using Eye Movements     

James L. Parker  R.B. Mercer 《International Journal of Disability, Development & Education》1987,34(3):221-226

This report describes the Ocular Communicator(OC) and its use with a person who is severely physically disabled. The device is designed for persons who have minimal motor function and employs eye movements for the operation of a printer or computer keyboard.  相似文献   

Computer use within a play-based early years curriculum     

Justine Howard  Gareth E. Miles  Laura Rees-Davies 《International Journal of Early Years Education》2012,20(2):175-189

Early years curricula promote learning through play and in addition emphasise the development of computer literacy. Previous research, however, has described that teachers feel unprepared to integrate Information and Communication Technology (ICT) and play. Also, whereas research has suggested that effective computer use in the early years is associated with adult direction, further research suggests adult presence can inhibit play and reduce children's engagement. Focusing on 12 settings following the Welsh play-based Foundation Phase, this paper explores teachers' experiences of integrating computer use into classroom practice, children's levels of engagement with computer activities and how playful children perceive computer use to be. Teachers confidently delivered a variety of computing experiences. Children consistently rated these activities as play regardless of adult presence and demonstrated moderate to high levels of engagement. Findings and the features of observed practice are discussed in relation to the teachers' role as a play partner and the successful co-construction of the play-based curriculum.  相似文献   

Characterizing the sexual abuse experiences of young adolescents     

Sonya Negriff  Janet U. Schneiderman  Caitlin Smith  Justine K. Schreyer  Penelope K. Trickett 《Child abuse & neglect》2014

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Intergroup Relations in Teacher Education     

Walter A. Mercer 《College Teaching》2013,61(2)

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Knowledge development in adult learning groups     

Neil Mercer  Derek Edwards 《Open Learning》2013,28(2):22-28

Adult learning groups have often been studied in terms of the inter‐personal relations and problems which they generate. But how do adults develop, and build on, a shared understanding in such groups ‐ which is, after all, their main purpose ‐ and how can tutors best facilitate these processes? Neil Mercer, of the Open University's School of Education, and Derek Edwards, of Loughborough University's Social Sciences Department, address these questions here by applying research methods developed in schools. A tutor group at a recent Open University summer school is analysed as an example, but the implications of the study are more general.  相似文献   

Early Journals and Their Influences on the Development of Gerontology     

Lorraine Mercer  Lorraine Carter 《Educational gerontology》2013,39(9):616-626

This examination of early gerontology journals identifies the multidisciplinary backgrounds of contributors, methods of investigation, nascent theory development, and formative themes and controversies. Through use of content, thematic, and critical analyses of second year issues of The Gerontologist, Educational Gerontology, Research on Aging, Journal of Applied Gerontology, and Canadian Journal on Aging, this study highlights the influence of these journals on the formation of the discipline of gerontology. The analyses indicate that education and awareness of ageism, policy planning to address changing demographic patterns, cultural diversity, and disciplinary development were key themes in these early publications. The study also reveals that researchers and scholars in the social sciences and health sciences established the foundations of the discipline. Controversies were evident in various debates about knowledge formation and dissemination. The early journals further included diverse perspectives, theories, research methods, directions, and critiques of issues of age, aging, and the aged.  相似文献