Catalogue

COVID-19: Updates on library services and operations.

The development of young children's social-cognitive skills [electronic resource] /
Michael A. Forrester.
imprint
Hove (UK) ; Hillsdale (USA) : Lawrence Erlbaum Associates, c1992.
description
x, 215 p. : ill.
ISBN
0863772323 (hbk), 9780863772320 (hbk)
format(s)
Book
More Details
imprint
Hove (UK) ; Hillsdale (USA) : Lawrence Erlbaum Associates, c1992.
isbn
0863772323 (hbk)
9780863772320 (hbk)
restrictions
Licensed for access by U. of T. users.
catalogue key
10749832
 
Includes bibliographical references (p. 179-199) and indexes.
A Look Inside
Full Text Reviews
Appeared in Choice on 1993-03:
One of a series of essays from England in developmental psychology. Forrester presents an alternative framework that he believes will provide the necessary conceptual and methodological tools for understanding young children's social-cognitive skills, a framework not found in other approaches. For Forrester, the site for emerging social-cognitive skills is in conversation of infants and young children as they begin to participate in and make sense of the social world. "The focal concerns are with the theoretical, methodological and empirical issues surrounding the development of communicative abilities" (p.91). Using an ecostructure framework, Forrester posits a model of children's overhearing in conversational contexts that then affords the child a future opportunity for participating in conversation. He presents his own research data to support his position; the final chapter is a well-developed synopsis. The book is written in scholarly, complicated, sometimes awkward style. Diagrams, tables, charts; current international references. Of interest to the advanced graduate-level cognitive scientist, linguist, and clinical and developmental psychologist. E. Pearson; Marywood College
Reviews
This item was reviewed in:
Choice, March 1993
To find out how to look for other reviews, please see our guides to finding book reviews in the Sciences or Social Sciences and Humanities.
Summaries
Back Cover Copy
Understanding how young children begin to make sense out of the social world has become a major concern within developmental psychology. Over the last 25 years research in this area has raised a number of questions which mirror the confluence of interests from cognitive-developmental and social-developmental psychology. The aims of this book are to consider critically the major themes and findings within this growing social-cognitive developmental research, and to present a new theoretical framework for investigating children's social cognitive skills. Beyond being the first major review of the literature in this area, this synopsis articulates why contemporary theoretical ideas (e.g. information processing, Piagetian and social interactionist) are unlikely ever to provide the conceptual basis for understanding children's participative skills. Building upon ideas both within and beyond mainstream developmental psychology, the "eco-structural" approach advocated seeks to draw together the advantages of the ecological approach in perceptual psychology with the considerable insights of the conversational analysts, child language researchers and Goffman's analysis of social interaction. This convergence is centred around the dynamic and participatory realities of engaging in conversational contexts, the locus for acquiring social cognitive skills. The framework provides the building blocks for models of developmental social cognition which can accommodate dynamic aspects of children's conversational skills. This book then is a review of an important area of developmental psychology, a new perspective on how we can study children's participatory social-cognitive skills and a summary of supporting research for the framework advocated.
Table of Contents
Social-Cognitive Development
Individualistic Social-Cognitive Development
Interactionist Social-Cognitive Development
Conversational Contexts: The Site for Emerging Social-Cognitive Skills
A Framework for Investigating Social-Cognitive Skills
Illustrating the Framework: Overhearing and the Development of Social-Cognitive Skills
Overhearing as ""Attention Focusing."" Overhearing as Conversation Monitoring
Investigating and Understanding Children's Social-Cognitive Skills: A Synopsis
Table of Contents provided by Publisher. All Rights Reserved.

This information is provided by a service that aggregates data from review sources and other sources that are often consulted by libraries, and readers. The University does not edit this information and merely includes it as a convenience for users. It does not warrant that reviews are accurate. As with any review users should approach reviews critically and where deemed necessary should consult multiple review sources. Any concerns or questions about particular reviews should be directed to the reviewer and/or publisher.

  link to old catalogue

Report a problem