Social influences on cognitive strategies and cognitive development: The role of communication and instruction

Turnure, James E.

doi:10.1016/0160-2896(87)90028-6

Cited by 9 publications

(3 citation statements)

References 22 publications

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“…The first account of our results would suggest that this analytic strategy is impaired in children with DS, as supported by the literature describing the individuals with intellectual disability as processing information in a mainly non‐analytic way (e.g. Belmont & Mitchell, 1987; Turnure, 1987). Kinder et al (2003) showed that participants may switch to a non‐analytic strategy, when using an analytic strategy turns out to be inefficient, and may process the ‘familiarity’ of the case presented at test.…”

Section: Discussionsupporting

confidence: 80%

Implicit and explicit motor learning in children with and without Down's syndrome

Vinter

Detable

2008

British J of Dev Psycho

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This paper reports a study investigating the degree of dissociation between performance shown by children with or without Down's syndrome (DS), matched on non‐verbal MA‐level, following an implicit or explicit learning procedure. Task‐specific factors were tightly controlled using the same task for both modes of learning. The implicit learning task was based on the manipulation of a graphic production principle. Our procedure trained participants to reverse the principle. In the explicit task, participants had to learn the two rules that account for this reversed principle. Whether they were trained implicitly or explicitly, participants then performed the same test in which the impact of their training was assessed. Children with DS performed as well as controls in the implicit learning condition. They benefited less from the explicit learning condition than controls. They appeared to be impaired in the ability to recollect explicit information about the implicit training situation in comparison with controls. These results are discussed in the light of the current literature on the implicit and explicit modes of learning, and hypotheses are formulated about specific information processes that may be impaired in individuals with DS.

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Section: Discussionsupporting

confidence: 80%

Implicit and explicit motor learning in children with and without Down's syndrome

Vinter

Detable

2008

British J of Dev Psycho

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“…Extensions of research in language and communication may provide a social basis for analyzing instruction in terms of communication theory and pragmatics and may provide a culturally sensitive and individually responsive approach to more general studies of knowledge and skill acquisition in schools (cf. Turnure, 1987). Certainly the diversity of views expressed in the present papers cited indicates that a mindful pluralism is the dominant order of the day in special education research and policy, and that it may expect a long reign.…”

Section: The Present Papersmentioning

confidence: 80%

Individual Differences and Research Pluralism

Turnure

1990

J Spec Educ

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“…The basic idea that effective instruction is very different than that found in the default classroom, is represented in the recent important work done by Ann Brown, Reuven Feuerstein, Anne Marie Palinscar, Barbara Rogoff, Addison Stone, Tharp and Gallimore, Wertsch, and others, all of whom emphasize that excellent instruction involves social interactions sensitive to the child's level of functioning and cognitive needs. I believe we need a term to refer to student-sensitive communication process-the intellectualization process (Turnure, 1967(Turnure, , 1976(Turnure, , 1985(Turnure, , 1987. Wertsch (1985) has reported that Vygotsky had a similar conceptualization of intellectualization, although Wertsch still refers to 'the socialization of mental functioning' (1991: p. 86) when describing the social agentive aspect of cognitive instruction.…”

Section: J E Turnurementioning

confidence: 99%

Toward the clarification of classroom contexts: Pragmatic aspects of effective instruction

Turnure

1995

Applied Cognitive Psychology

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Recent research and theory devoted to developing the socio-historical context of educational innovation may be enhanced and invigorated by considering some overlooked theoretical precursors in the educational and child development literature. These sources converge on the centrality of communication in clarifying recent advances in both experimental and schoolbased research and development. Focusing on student sensitive communication, a basic developmental process called intellectualization is proposed to establish that there are social agent-intellectual system relations to be investigated just as with the social agent-personality relations intrinsic in the ubiquitous socialization process. Relevant background literature is identified, and exemplary recent research is noted.

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Social influences on cognitive strategies and cognitive development: The role of communication and instruction

Cited by 9 publications

References 22 publications

Implicit and explicit motor learning in children with and without Down's syndrome

Implicit and explicit motor learning in children with and without Down's syndrome

Individual Differences and Research Pluralism

Toward the clarification of classroom contexts: Pragmatic aspects of effective instruction

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