The Adult-Child Dyad as a Problem-solving System

Wertsch, James V.; McNamee, Gillian Dowley; McLane, Joan B.; Budwig, Nancy

doi:10.1111/j.1467-8624.1980.tb02672.x

Cited by 98 publications

(102 citation statements)

References 2 publications

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“…They influence school achievement by providing important learning experiences and encouraging their children's use of strategies (Sigel, 1982). Parents respond flexibly to their children's developing skills; for instance, they decrease the amount of on-task instruction as their children develop and internalize metacognitive information (Moore, Mullis, & Mullis, 1986;Wertsch, McNamee, McLane, & Budwig, 1980). Hence, parents can make unique contributions to their children's metacognitive development by providing enriched home environments and stimulating learning experiences.…”

Section: University Of Notre Damementioning

confidence: 99%

Strategy acquisition and transfer among American and German children: Environmental influences on metacognitive development.

Carr¹,

Kurtz²,

Schneider³

et al. 1989

Developmental Psychology

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This study explored the differential effects of strategy training on German and American elementaryschool children and assessed the role of parents in the development of their children's strategic behavior and metacognition. 184 German and 161 American children were pretested on memory and metamemory tasks. Children were then assigned to either an organizational strategy training condition or a control condition. All children were tested on the maintenance and far-transfer of the strategy and task-related metamemory 1 week following training. Parents completed questionnaires about strategy instruction in the home. Strategy maintenance and metacognition were reassessed 6 months following training. German children were more strategic than American children. Instructed children performed better than control children. German parents reported more instruction of strategies in the home. These data suggest that formal education is responsible for aspects of cognitive development that have sometimes been viewed as a function of age.

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Section: University Of Notre Damementioning

confidence: 99%

Strategy acquisition and transfer among American and German children: Environmental influences on metacognitive development.

Carr¹,

Kurtz²,

Schneider³

et al. 1989

Developmental Psychology

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“…1990;Vy gotsky. 1978;Wertsch, 1985], For example, mothers and children initiate a problem-solv ing activity first by focusing on a part of the problem, before relating it to the general pur pose of the activity Gauvain, 1986: Wertsch. 1984], Similarly, children ne gotiate with one another about how to expand their pretend play after adopting a topic of joint interest and familiarity [Sutton-Smith, 1980].…”

Section: Defining Intersubjectivitymentioning

confidence: 99%

Development of Intersubjectivity in Social Pretend Play

Göncü¹

1993

Human Development

113

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An analysis of social pretend play as an intersubjective activity suggests three processes involved in the development of shared pretend representations. These are adoption of a shared pretend focus for interaction, metacommunication to define the activity as pretend play, and communication within pretend play. In light of this analysis, the claim made by previous authors that children’s play becomes intersubjective only after 3 years of age is examined, and it is concluded that intersubjectivity in peer pretend play emerges earlier than 3 years of age. Suggestions are made for future research to examine the early origins and development of intersubjectivity in peer interaction.

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“…The theoretical framewo 'k adopted in this study recognizes the usefulness of a dialectical interpretatlon of development such as has long been accepted in the Soviet union (Cole & Scribner, 1978;Luria, 1979;Vygotsky, 1978) and is recently being given more serious consideration by Western scholars in a varlet y of areas, including intelligence testing (for example, Brown & French, 1979;Campione, Brovm, l'errara, & Bryant, 1984;Day, 1983), memory (for example, Rogoff & Gardner, 1984), and problem-solving (for example, Wertsch, 1978;Wertsch, McNamee, McLane, & BUdwig, 1980;Wood et al, 1976),…”

Section: Introductionmentioning

confidence: 99%

Deafness and mother–child interaction: Scaffolded instruction and the learning of problem‐solving skills

Jamieson

Pedersen

1993

Early Dev. Parent.

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This study examines the effects of maternaI teaching style on the developing problem-solving abilities of deaf and hearing preschool children. Mothers and chlldren from three matched groups, hearing mother-deaf child, hearing mother-hearing child, and deaf mother-deaf child, were videotaped while the mother taught the child to construct a small pyramid from 21 interlocking blocks and ag~in when the child atternpted the task independently. The tapes were coded and analyzed to examine maternaI instructional style and subsequent independent child performance. The mothers in the deaf mother-deaf child and hearing mother-hearing child dyads used appropria te scaffolding behavior significantly more often than the other mothers; their children were significantly more adept and independent problem-solvers than the deaf children of hearing mothers.The more contingent the mother's instructions, the more independent and successful the child. Scaffolding i6 discussed in terms of its benefits for instructing deaf children.

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The Adult-Child Dyad as a Problem-solving System

Cited by 98 publications

References 2 publications

Strategy acquisition and transfer among American and German children: Environmental influences on metacognitive development.

Strategy acquisition and transfer among American and German children: Environmental influences on metacognitive development.

Development of Intersubjectivity in Social Pretend Play

Deafness and mother–child interaction: Scaffolded instruction and the learning of problem‐solving skills

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