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Social Processes in Children's Learning

$33.00 ( ) USD

Part of Cambridge Studies in Cognitive and Perceptual Development

  • Date Published: January 2005
  • availability: This ISBN is for an eBook version which is distributed on our behalf by a third party.
  • format: Adobe eBook Reader
  • isbn: 9780511039140

$ 33.00 USD ( )
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About the Authors
  • This book is about children's learning and problem-solving behavior. Paul Light and Karen Littleton address, in both theoretical and empirical terms, the ways in which interactions between children influence learning outcomes. The authors describe a series of their own experiments conducted with groups of school children. Many of the studies involve computer-based learning and problem-solving, but the findings are of more general significance. In particular, they have implications both for classroom practice and the understanding of the learning process. This book is a valuable tool for psychologists and educationists.

    • Documents an extended series of research studies investigating the social processes of children's learning
    • Draws upon UK, North American and European research traditions
    • Relevant to both psychologists and educationalists
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    Reviews & endorsements

    "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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    Product details

    • Date Published: January 2005
    • format: Adobe eBook Reader
    • isbn: 9780511039140
    • availability: This ISBN is for an eBook version which is distributed on our behalf by a third party.
  • Table of Contents

    Dedication
    List of figures
    Preface
    1. Peer interaction and learning: perspectives and starting points
    2. Peers and puzzles: a first series of studies
    3. Computers and learning
    4. Pirates and honeymonsters: a second series of studies
    5. Gender agendas
    6. Social comparison and learning
    7. Interaction and learning: rethinking the issues
    References.

  • Authors

    Paul Light, Bournemouth University

    Karen Littleton, The Open University, Milton Keynes

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