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Resumen
Resumen
How do children acquire the vast array of concepts, strategies, and skills that distinguish the thinking of infants and toddlers from that of preschoolers, older children, and adolescents? In this new book, Robert Siegler addresses these and other fundamental questions about children's thinking. Previous theories have tended to depict cognitive development much like a staircase. At an early age, children think in one way; as they get older, they step up to increasingly higher ways of thinking. Siegler proposes that viewing the development within an evolutionary framework is more useful than a staircase model. The evolution of species depends on mechanisms for generating variability, for choosing adaptively among the variants, and for preserving the lessons of past experience so that successful variants become increasingly prevalent. The development of children's thinking appears to depend on mechanisms to fulfill these same functions. Siegler's theory is consistent with a great deal of evidence. It unifies phenomena from such areas as problem solving, reasoning, and memory, and reveals commonalities in the thinking of people of all ages. Most important, it leads to valuable insights regarding a basic question about children's thinking asked by cognitive, developmental, and educational psychologists: How does change occur?
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Siegler proposes a paradigmatic shift in the field of child development, away from the study of "essences" and toward the study of change. The prevailing metaphor for development has been that of a staircase, relatively stable periods of characteristic functioning interspersed with short periods of rapid change. Research based on the staircase model was directed toward describing the essence of behavior at each stage, rather than to the variability within the individual. He suggests that a better, more accurate metaphor would be that of overlapping waves. Rather than demonstrating a single mode of thought at a particular age, the child has a variety of options, or problem solving strategies, available. Which option is chosen depends upon the child's perception of task demands, strategies needed and their novelty and ease of execution, etc. Some choices are more adaptive than others, and eventually, through a kind of Darwinian selection, some strategies become more prevalent than others. Several options are always available, and behavior is variable from one trial to another, as well as from problem to problem. Siegler describes a trial-by-trial analysis of ongoing behavior as a way to test the efficacy of his new metaphor. The results are intriguing and perhaps revolutionary--must-reading for professionals in the field of cognition. Upper-division undergraduates through professionals. K. L. Hartlep; California State University, Bakersfield
Tabla de contenido
| 1 Whose Children are we Talking About? |
| 2 Evolution and Cognitive Development |
| 3 Cognitive Variability: The Ubiquity of Multiplicity |
| 4 Strategic Development: Trudging up the Staircase or Swimming with the Tide |
| 5 The Adaptivity of Multiplicity |
| 6 Formal Models of Strategy Choice or Plasterers and Professors |
| 7 How Children Generate New Ways of Thinking |
| 8 A New Agenda for Cognitive Development |