Promoting Cognitive Change Through Social Conflict
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| Author | : Felicisima C. Serafica |
| Publisher | : Psychology Press |
| Total Pages | : 267 |
| Release | : 2015-06-19 |
| Genre | : Psychology |
| ISBN | : 1317540174 |
The relationship between the cognitive and social spheres of human functioning and their context has long been regarded by social and behavioural scientists as a central theoretical issue. By the early 1980s a number of empirical studies had further elucidated the nature of this relationship but no attempt had been made to present a coherent picture of the research and developments in this increasingly popular area of study. Originally published in 1982, the topics covered in this book filled the gap admirably. They present a view of the development of aspects of the self and of self-other relations and how these two lines of development interact within a given context. All the contributions attempt to portray the child’s developing awareness of the self in relation to the social world, but all consider it from different perspectives and in varying degrees of detail. This useful collection, by a number of well-known contributors, should still be of great value to students of developmental and social psychology.
| Author | : Steve Easterbrook |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 222 |
| Release | : 2012-12-06 |
| Genre | : Computers |
| ISBN | : 1447119819 |
Computer supported cooperative work (CSCW) systems will undoubtedly play an important role in the application of information systems in the 1990s and beyond. The term "cooperative" is often taken for granted and it is assumed that CSCW users are willing and able to cooperate without any difficulty. This assumption ignores the possibility of conflict and, as a result, the expression, management and resolution of conflict are not supported. CSCW: Cooperation or Conflict? arose from a one-day meeting on computer supported cooperative work which examined the role of conflict in collaborative work. The aim of the meeting was to examine what people actually do when they say they are cooperating, and to assess how this affects the design of systems. The chapters of this book are fuller accounts of the work presented during the meeting. The first chapter presents a survey of studies of conflict in social psychology and related fields, providing both a summary of the main findings and a set of pointers into the literature. The subsequent chapters each present a different view of conflict, focussing particularly on the social and organizational settings, and the factors which lead to conflict. The earlier chapters provide conceptual frameworks for the study of various types of conflict, while the later chapters concentrate on the implications for CSCW. The book is the first to examine conflict from a CSCW perspective. It offers a unique snapshot of current research work in this exciting field, and establishes the importance of the issue. For the designer of CSCW systems, it offers insights into the role of conflict, and an analysis of some of the assumptions on which existing CSCW sytems have been based. For the student and researcher, it provides both an introduction to the area, and a set of in-depth studies suitable to inform future research.
| Author | : Harry Daniels |
| Publisher | : Routledge |
| Total Pages | : 303 |
| Release | : 2002-09-11 |
| Genre | : Psychology |
| ISBN | : 1134795521 |
First published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.
| Author | : Carolyn U. Shantz |
| Publisher | : Cambridge University Press |
| Total Pages | : 468 |
| Release | : 1995-02-24 |
| Genre | : Psychology |
| ISBN | : 9780521483773 |
This book focuses on the role of conflict in psychological and social development.
| Author | : |
| Publisher | : |
| Total Pages | : 348 |
| Release | : 1992-02 |
| Genre | : Education |
| ISBN | : |
| Author | : Peter Lloyd |
| Publisher | : Taylor & Francis |
| Total Pages | : 496 |
| Release | : 1999 |
| Genre | : Psychology |
| ISBN | : 9780415111553 |
| Author | : Robin Alexander |
| Publisher | : Routledge |
| Total Pages | : 881 |
| Release | : 2012-08-06 |
| Genre | : Education |
| ISBN | : 1136328718 |
The Cambridge Primary Review Research Surveys is the outcome of the Cambridge Primary Review – England’s biggest enquiry into primary education for over forty years. Fully independent of government, it was launched in 2006 to investigate the condition and future of primary education at a time of change and uncertainty and after two decades of almost uninterrupted reform. Ranging over ten broad themes and drawing on a vast array of evidence, the Review published thiry-one interim reports, including twenty-eight surveys of published research, provoking media headlines and public debate, before presenting its final report and recommendations. This book brings together the twenty-eight research surveys, specially commissioned from sixty-five leading academics in the areas under scrutiny and now revised and updated, to create what is probably the most comprehensive overview and evaluation of research in primary education yet published. A particular feature is the prominence given to international and comparative perspectives. With an introduction from Robin Alexander, the Review’s director, the book is divided into eight sections, covering: children’s lives and voices: school, home and community children’s development, learning, diversity and needs aims, values and contexts for primary education the structure and content of primary education outcomes, standards and assessment in primary education teaching in primary schools: structures and processes teaching in primary schools: training, development and workforce reform policy frameworks: governance, funding, reform and quality assurance. The Cambridge Primary Review Research Surveys is an essential reference tool for professionals, researchers, students and policy-makers working in the fields of early years, primary and secondary education.
| Author | : D. J. Bearison |
| Publisher | : Psychology Press |
| Total Pages | : 280 |
| Release | : 2014-01-14 |
| Genre | : Psychology |
| ISBN | : 1317768345 |
First published in 1985. The purpose of this book reflects the 1983 Piaget Society decision to contribute some ideas to a critical problem in psychology: how the structure and function of intelligence and affectivity are developmentally related. Although this is a fundamental question in psychology, it has largely been ignored at different periods in its history. With the maturing of the cognitive sciences in the past quarter of a century, there today is a recrudescence of interest in the ways in which affect influences cognition.
| Author | : Leslie Smith |
| Publisher | : Routledge |
| Total Pages | : 666 |
| Release | : 2002-09-26 |
| Genre | : Psychology |
| ISBN | : 1134786131 |
Critical Readings on Piaget is a follow-up to Piaget: Critical Assessments a collection of eighty-three papers dealing with the critique of Piaget's work in psychology, education and philosophy during the period 1950-90. This new collection tracks developments in the most recent published work during the period 1990-95, with an integral guide and editorial commentary by Leslie Smith. Starting with Piaget's epistemology, a major intellectual resource in departmental psychology and eduction, Leslie Smith sets out the main elements of Piaget's position in relation to twenty one papers, dealing with equilibration and equilibrium, education and social development, reasoning development, number development and modal knowledge. A conclusion examines the psychological and educational assessment of Piaget's epistemology. This collection of distinctive studies during the last five years provides high-profile and engaging examples from current research in this area. It will provide a useful and compact text for undergraduate and postgraduate students and researchers.
| Author | : Angela M. O'Donnell |
| Publisher | : Routledge |
| Total Pages | : 411 |
| Release | : 2014-04-08 |
| Genre | : Education |
| ISBN | : 1135688184 |
The contribution of this volume to the literature on peer learning is its focus on approaches that reflect a common concern with cognitive processes based in developmental, information processing, or more generally, constructivist perspectives on peer learning. Although the clear importance of the social context of peer learning is not ignored, the volume's emphasis is on the cognitive growth that occurs within the learning environment. Any discussion of peer learning involves consideration of who is learning, how the role of peers with whom one works can be conceptualized, what it is that peers learn together, what changes as a result of the interaction, and how we can know what occurs in groups or what has been learned. The chapters in this book speak to these questions. The key question underlying many of these others is why we should worry about the intricacies of peer interaction. Both the practical and theoretical reasons for doing so are delineated. The developmental theory presented in the Introduction lays the foundation for the later descriptions of specific techniques, though many of the techniques reflect a range of other influences as well. Part I presents the implications of the work of two major theorists in cognitive development, Piaget (Ch. 1) and Vygotsky (Ch. 2). In Part II, six chapters describe a variety of peer learning techniques or models of collaboration, many of which are influenced by the work of Piaget and Vygotsky. The chapters in Part III consider the role of the teacher and the skills needed when using peer learning as an instructional strategy. The Conclusion points to areas in which further research is needed. This volume is based on original papers presented by the contributing authors in November 1996 at the Rutgers Invitational Symposium on Education on Cognitive Skills and Learning With Peers.
