Book contents
- Frontmatter
- Contents
- List of contributors
- Preface and acknowledgements
- Introduction: the what, how and why of developmental change: the emergence of a new paradigm
- 1 Mind, intelligence and development: a cognitive, differential and developmental theory of intelligence
- 2 Types of cognitive change: a dynamical, connectionist account
- 3 Developmental patterns in proportional reasoning
- 4 Building general knowledge and skill: cognition and microdevelopment in science learning
- 5 Cognitive change as strategy change
- 6 The emergence of mind in the emotional brain
- 7 Practices of quantification from a socio-cultural perspective
- 8 Contributions of central conceptual structure theory to education
- 9 Accelerating the development of general cognitive processing
- 10 Dealing with change: manifestations, measurements and methods
- 11 Dynamic modelling of cognitive development: time, situatedness and variability
- 12 Modelling individual differences in change through latent variable growth and mixture growth modelling: basic principles and empirical examples
- Index
- References
5 - Cognitive change as strategy change
Published online by Cambridge University Press: 22 September 2009
Book contents
- Frontmatter
- Contents
- List of contributors
- Preface and acknowledgements
- Introduction: the what, how and why of developmental change: the emergence of a new paradigm
- 1 Mind, intelligence and development: a cognitive, differential and developmental theory of intelligence
- 2 Types of cognitive change: a dynamical, connectionist account
- 3 Developmental patterns in proportional reasoning
- 4 Building general knowledge and skill: cognition and microdevelopment in science learning
- 5 Cognitive change as strategy change
- 6 The emergence of mind in the emotional brain
- 7 Practices of quantification from a socio-cultural perspective
- 8 Contributions of central conceptual structure theory to education
- 9 Accelerating the development of general cognitive processing
- 10 Dealing with change: manifestations, measurements and methods
- 11 Dynamic modelling of cognitive development: time, situatedness and variability
- 12 Modelling individual differences in change through latent variable growth and mixture growth modelling: basic principles and empirical examples
- Index
- References
Summary
The goal of this chapter is to epitomize the contribution of the information-processing perspective to cognitive development. A key feature of this perspective is its focus on (changes in) mental structures and processes that help us understand (changes in) cognitive performance. In the first section of the chapter we examine several theoretical and methodological issues that the information-processing perspective of cognitive development has made important to address. We begin with a brief discussion of the conceptual framework of Siegler and collaborators as a prototypical example of this perspective. The overlapping waves theory (Siegler 1996, 2000), the model of strategy change (Lemaire and Siegler 1995) and the strategy choice and discovery simulation (Shrager and Siegler 1998) are presented. In the second part of the first section we discuss two research methods and tools that are typical for the information-processing perspective on human learning and development, namely the microgenetic method (Siegler and Crowley 1991), and the choice/no-choice method (Siegler and Lemaire 1997). In the second section the above-mentioned theoretical and methodological approaches are exemplified by means of two recent studies. The first study (Chen and Siegler 2000) illustrates how the microgenetic method can be applied successfully to study changes in toddlers' strategy use in the domain of problem solving. The second study (Lemaire and Lecacheur 2002a) deals with changes in children's and adults' strategy characteristics in the domain of computational estimation, using the choice/no-choice method.
- Type
- Chapter
- Information
- Cognitive Developmental ChangeTheories, Models and Measurement, pp. 186 - 216Publisher: Cambridge University PressPrint publication year: 2005
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