Emerging Minds: The Process of Change in Children's Thinking by Robert S. Siegle

Description: Emerging Minds by Robert S. Siegler How do children acquire the vast array of concepts, strategies, and skills that distinguish the thinking of infants and toddlers from that of pre-schoolers, older children, and adolescents? This book addresses these and other questions about childrens thinking. FORMAT Paperback LANGUAGE English CONDITION Brand New Publisher Description 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 childrens 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 toincreasingly 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 forgenerating 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 childrens thinking appears to depend on mechanisms to fulfill these same functions. Sieglers 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. Mostimportant, it leads to valuable insights regarding a basic question about childrens thinking asked by cognitive, developmental, and educational psychologists: How does change occur? Author Biography Robert S. Siegler, Professor of Psycholoy, Carnegie Mellon University. Table of Contents 1: Whose Children are we Talking About?2: Evolution and Cognitive Development3: Cognitive Variability: The Ubiquity of Multiplicity4: Strategic Development: Trudging up the Staircase or Swimming with the Tide5: The Adaptivity of Multiplicity6: Formal Models of Strategy Choice or Plasterers and Professors7: How Children Generate New Ways of Thinking8: A New Agenda for Cognitive Development Review "Siegler proposes a paradigmatic shift in the field of child development, away from the study of `essences and toward the study of change. . . . The results are intriguing and perhaps revolutionary--must-reading for professionals in the field of cognition."--Choice"This is one of those rare books that promises to change the way that psychologists view the central problem of developmental psychology. . .Siegler provides a cogent and convincing argument that variability is a constant in thought at all levels and provides the key to cutting through to the problem of cognitive change. . . Few will be able to read it without considering how to apply this model and methods to their own domain of interest." --Kevin Miller,University of Illinois at Urbana-Champaign"Siegler proposes a paradigmatic shift in the field of child development, away from the study of essences and toward the study of change. . . . The results are intriguing and perhaps revolutionary--must-reading for professionals in the field of cognition."--Choice"This is one of those rare books that promises to change the way that psychologists view the central problem of developmental psychology. . .Siegler provides a cogent and convincing argument that variability is a constant in thought at all levels and provides the key to cutting through to the problem of cognitive change. In addition to providing a wide range of examples showing the centrality of adaptive variability in childrens thinking at all levels, Sieglerdescribes a methodology for describing developmental change as it progresses. Few will be able to read it without considering how to apply this model and methods to their own domain of interest. Thisbook will serve as a handbook for anyone who wants to take up the challenge of taking development seriously."--Kevin Miller, University of Illinois at Urbana-Champaign"Digital clocks are the reason that small children now say things that nobody else does, like its 2:58 instead of its 3 oclock, or its 7:43 instead of its time for bed. They say those things because, thanks to digital clocks, a child who can read numerals can tell you what time it is. But, cautions Robert Seigler [i.e. Siegler], thats not the same thing as telling time. Telling time involves learning new concepts--the relationship between minutesand hours, the way that hours progress. That learning doesnt happen quickly or early and it probably doesnt happen with a digital clock. Typically, children first learn to tell the hours, then thehalf-hours, said Seigler [sic], author of Emerging Minds . . . and Childrens Thinking . . . He is a professor of psychology at Carnegie Mellon University in Pittsburgh. That typically happens in second grade, and a lot of children are able to do that long before anything else. The quarter-hours come next."--Deseret News"In Emerging Minds, Siegler designs a clear, thorough, and well-defined map for the new paradigm...Siegler shows the prevalence of variability and its eminent role in development. Other researchers adhering to process-oriented approaches also highlight the importance of variability, but Sieglers account is outstanding in its thoroughness and scope. Siegler reviews years of research, numerous domains of study, research done by him and many others, andpopulations involving the whole age range from infancy to adulthood. He shows that variability prevails not only between domains, as domain specificity advocates have claimed, but also within a domain (bothacross children and in a single child)...In addition, he provides the reader with an extensive set of future questions, outlines directions for further research within the new terrain, and designs a new agenda for cognitive development."--Human Development Long Description 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 childrens 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 toincreasingly 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 ofpast experience so that successful variants become increasingly prevalent. The development of childrens thinking appears to depend on mechanisms to fulfill these same functions. Sieglers 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 childrens thinking asked bycognitive, developmental, and educational psychologists: How does change occur? Review Text "Siegler proposes a paradigmatic shift in the field of child development, away from the study of `essences and toward the study of change. . . . The results are intriguing and perhaps revolutionary--must-reading for professionals in the field of cognition."--Choice"This is one of those rare books that promises to change the way that psychologists view the central problem of developmental psychology. . .Siegler provides a cogent and convincing argument that variability is a constant in thought at all levels and provides the key to cutting through to the problem of cognitive change. . . Few will be able to read it without considering how to apply this model and methods to their own domain of interest." --Kevin Miller,University of Illinois at Urbana-Champaign"Siegler proposes a paradigmatic shift in the field of child development, away from the study of essences and toward the study of change. . . . The results are intriguing and perhaps revolutionary--must-reading for professionals in the field of cognition."--Choice"This is one of those rare books that promises to change the way that psychologists view the central problem of developmental psychology. . .Siegler provides a cogent and convincing argument that variability is a constant in thought at all levels and provides the key to cutting through to the problem of cognitive change. In addition to providing a wide range of examples showing the centrality of adaptive variability in childrens thinking at all levels, Sieglerdescribes a methodology for describing developmental change as it progresses. Few will be able to read it without considering how to apply this model and methods to their own domain of interest. This book will serve as a handbook for anyone who wants to take up the challenge of taking developmentseriously."--Kevin Miller, University of Illinois at Urbana-Champaign"Digital clocks are the reason that small children now say things that nobody else does, like its 2:58 instead of its 3 oclock, or its 7:43 instead of its time for bed. They say those things because, thanks to digital clocks, a child who can read numerals can tell you what time it is. But, cautions Robert Seigler [i.e. Siegler], thats not the same thing as telling time. Telling time involves learning new concepts--the relationship between minutesand hours, the way that hours progress. That learning doesnt happen quickly or early and it probably doesnt happen with a digital clock. Typically, children first learn to tell the hours, then the half-hours, said Seigler [sic], author of Emerging Minds . . . and Childrens Thinking . . . Heis a professor of psychology at Carnegie Mellon University in Pittsburgh. That typically happens in second grade, and a lot of children are able to do that long before anything else. The quarter-hours come next."--Deseret News"In Emerging Minds, Siegler designs a clear, thorough, and well-defined map for the new paradigm...Siegler shows the prevalence of variability and its eminent role in development. Other researchers adhering to process-oriented approaches also highlight the importance of variability, but Sieglers account is outstanding in its thoroughness and scope. Siegler reviews years of research, numerous domains of study, research done by him and many others, andpopulations involving the whole age range from infancy to adulthood. He shows that variability prevails not only between domains, as domain specificity advocates have claimed, but also within a domain (both across children and in a single child)...In addition, he provides the reader with an extensive set offuture questions, outlines directions for further research within the new terrain, and designs a new agenda for cognitive development."--Human Development Review Quote "This is one of those rare books that promises to change the way thatpsychologists view the central problem of developmental psychology. . .Sieglerprovides a cogent and convincing argument that variability is a constant inthought at all levels and provides the key to cutting through to the problem ofcognitive change. In addition to providing a wide range of examples showing thecentrality of adaptive variability in childrens thinking at all levels, Sieglerdescribes a methodology for describing developmental change as it progresses.Few will be able to read it without considering how to apply this model andmethods to their own domain of interest. This book will serve as a handbook foranyone who wants to take up the challenge of taking developmentseriously."--Kevin Miller, University of Illinois at Urbana-Champaign Details ISBN0195126637 Author Robert S. Siegler Language English ISBN-10 0195126637 ISBN-13 9780195126631 Media Book Format Paperback Subtitle The Process of Change in Childrens Thinking Short Title EMERGING MINDS Affiliation Carnegie Mellon University, Pittsburgh, PA Carnegie Mellon University Pages 288 Position Associate Dean and Professor of Social Work Imprint Oxford University Press Inc Place of Publication New York Country of Publication United States DOI 10.1604/9780195126631 UK Release Date 1999-06-24 AU Release Date 1999-06-24 NZ Release Date 1999-06-24 US Release Date 1999-06-24 Edited by Philip G. Zimbardo Birth 1938 Death 1979 Qualifications QC Publisher Oxford University Press Inc Year 1999 Publication Date 1999-06-24 DEWEY 155.413 Illustrations line figures, tables Audience Undergraduate We've got this At The Nile, if you're looking for it, we've got it. With fast shipping, low prices, friendly service and well over a million items - you're bound to find what you want, at a price you'll love! 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