Granott (human development, U. of Texas at Dallas) and Parziale (education, U. of Massachusetts) present 12 contributions exploring a process-oriented view of psychological development and learning. Pertaining to shorttime scales, microdevelopment is understood as the real-time evolution of skills and abilities of development and learning. Four main themes cut across the contributions from psychologists and cognitive scientists: the nature of variability in development and learning, mechanisms that create transitions to higher levels of knowledge in both processes, interrelations between changes in the short time scale of microdevelopment and the life-long scale of macrodevelopment, and the effect of context on microdevelopment. Annotation c. Book News, Inc., Portland, OR (booknews.com)
Microdevelopment is the process of change in abilities, knowledge and understanding during short time-spans. This book presents a new process-oriented view of development and learning based on recent innovations in psychological research. Instead of characterizing abilities at different ages, researchers investigate processes of development and learning that evolve through time to determine progressive changes. With contributions from the foremost researchers in the field, this study will be essential reading for all interested in cognitive and developmental science.
This book presents a new process-orientated view of development and learning based on recent innovations in psychology research.
Arvustused
"The task of attaining optimal outcomes for learners from a range of cultural backgrounds remains a major social challenge. The research program outlined in Microdevelopment could help us meet that challenge." - David MacLennan, Ph.D. The University College of the Cariboo
Muu info
This book presents a new process-orientated view of development and learning based on recent innovations in psychology research.
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vii | |
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x | |
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xi | |
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Microdevelopment: A process-oriented perspective for studying development and learning |
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1 | (30) |
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| Part I Variability |
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Microgenetic studies of self explanation |
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31 | (28) |
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Microdevelopment and dynamic systems: Applications to infant motor development |
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59 | (21) |
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Looking at the hands through time: A microgenetic perspective on learning and instruction |
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80 | (29) |
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| Part II Transition mechanisms |
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A multi-component system that constructs knowledge: Insights from microgenetic study |
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109 | (22) |
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Bridging to the unknown: A transition mechanism in learning and development |
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131 | (26) |
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Observing the dynamics of construction: Children building bridges and new ideas |
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157 | (26) |
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| Part III Micro- and macrodevelopment |
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Interacting time scales in personality (and cognitive) development: Intentions, emotions, and emergent forms |
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183 | (30) |
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How Microdevelopment creates macrodevelopment: Reiterated sequences, backward transitions, and the Zone of Current Development |
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213 | (30) |
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Macro- and microdevelopmental research: Assumptions, research strategies, constraints, and utilities |
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243 | (26) |
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| Part IV Context |
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Notebooks as windows on learning: The case of a science-into-ESL program |
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269 | (25) |
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Darwin's construction of the theory of evolution: Microdevelopment of explanations of variation and change in species |
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294 | (25) |
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Developmental dynamics, intentional action, and fuzzy sets |
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319 | (25) |
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| Author index |
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344 | (6) |
| Subject index |
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350 | |
Nira Granott is an assistant professor at the School of Human Development, University of Texas at Dallas, and director of the Microdevelopmental Lab at the UT Dallas. She has a Ph.D. from Massachusetts Institute of Technology, the Media Laboratory, and Ed.M. from Harvard University, the Graduate School of Education. She had taught in teachers' continuing education programs, at Harvard Graduate School of Education, and at UT Dallas. She had worked as an educational software designer, producer of multimedia projects in educational television, and consultant for software design projects. Her primary research interests are collaborative microdevelopment, the process of change in development and learning, pathways and mechanisms in the emergence of change, and the way people at different ages interact with each other to make change happen. Included in Who's Who in the World, 2001. Member of American Psychological Society, Society for Research in Child Development, Jean Piaget Society, and American Educational Research Association. Jim Parziale is a part-time professor at the Graduate School of Education at the University of Massachusetts, Boston, and a teacher and science resource teacher for Brookline Public School, Brookline, Massachusetts. He has an Ed.D. in human development and psychology from Harvard University and has won many awards for teaching excellence. His primary research interests are the process of knowledge construction during classroom science activities and the self-organization of children and adults' knowledge with interrelations to the environments in which problems are solved.
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