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Understanding Literacy and Cognition

Author: C.K. Leong
Publisher: Springer Science & Business Media
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What does it me an to be literate? What does it mean to be a cognizing individual? What is the nature of cognizing? These are not new questions. They have been treated as "philosophical puzzles" to be pondered systema tically in the hope of some eventual solution. They have also been viewed as sets of "language games" with their own rules to enable the individual to understand the world. These age-old and significant issues gain renewed meaning with our advances in technology and neurosciences. Psychologists and educators would need to be aware of the explicit knowledge needed to prepare their students to be literate individuals. These were some of the questions that a small number of psychologists, educators, and computer scientists attempted to answer when they gathered for the Symposium Literacy and Cognition, which was held at the University of Saskatchewan, Saskatoon, Canada from 29th to 31st October, 1987. The occasion also marked the sixtieth anniversary of the College of Education of the University, which had as its beginning the Normal School for the Province of Saskatchewan. We are grateful to the presenters for their presentations and their written papers, and also to our other colleagues from the United States and Sweden for their contributions to the multi faceted theme of literacy and cognition. There are many other people whom we would like to thank. These include: Dr. Sylvia Fedoruk, Chancellor of the University and Lieutenant Governor of Saskatchewan, for her opening remarks at the Symposium; Dr.


ESL ELL Literacy Instruction

Author: Lee Gunderson
Publisher: Routledge
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This comprehensive text applies research to practice, providing both ESL and mainstream teachers with the background and expertise necessary to plan and implement reading programs that match the particular needs and abilities of their students from kindergarten through adult levels.


The Sociocultural Turn in Psychology

Author: Suzanne Kirschner
Publisher: Columbia University Press
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The sociocultural turn in psychology treats psychological subjects, such as the mind and the self, as processes that are constituted, or "made up," within specific social and cultural practices. In other words, though one's distinct psychology is anchored by an embodied, biological existence, sociocultural interactions are integral to the evolution of the person. Only in the past two decades has the sociocultural turn truly established itself within disciplinary and professional psychology. Providing advanced students and practitioners with a definitive understanding of these theories, Suzanne R. Kirschner and Jack Martin, former presidents of the American Psychological Association's Division of the Society for Theoretical and Philosophical Psychology, assemble a collection of essays that describes the discursive, hermeneutic, dialogical, and activity approaches of sociocultural psychology. Each contribution recognizes psychology as a human science and supports the individual's potential for agency and freedom. At the same time, they differ in their understanding of a person's psychological functioning and the best way to study it. Ultimately the sociocultural turn offers an alternative to overly biological or interiorized theories of the self, emphasizing instead the formation and transformation of our minds in relation to others and the world.


Knowing Knowledge and Beliefs

Author: Myint Swe Khine
Publisher: Springer Science & Business Media
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Bringing together prominent educators and researchers, this book focuses on conceptual and methodological issues relevant to the nature of knowledge and learning. It offers a state-of-the-art theoretical understanding of epistemological beliefs from both educational and psychological perspectives. Readers discover recent advances in conceptualization and epistemological studies across diverse cultures. This is an unbeatable resource for academics and researchers alike.


Thinking and Literacy

Author: Carolyn N. Hedley
Publisher: Routledge
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This volume explores higher level, critical, and creative thinking, as well as reflective decision making and problem solving -- what teachers should emphasize when teaching literacy across the curriculum. Focusing on how to encourage learners to become independent thinking, learning, and communicating participants in home, school, and community environments, this book is concerned with integrated learning in a curriculum of inclusion. It emphasizes how to provide a curriculum for students where they are socially interactive, personally reflective, and academically informed. Contributors are authorities on such topics as cognition and learning, classroom climates, knowledge bases of the curriculum, the use of technology, strategic reading and learning, imagery and analogy as a source of creative thinking, the nature of motivation, the affective domain in learning, cognitive apprenticeships, conceptual development across the disciplines, thinking through the use of literature, the impact of the media on thinking, the nature of the new classroom, developing the ability to read words, the bilingual, multicultural learner, crosscultural literacy, and reaching the special learner. The applications of higher level thought to classroom contexts and materials are provided, so that experienced teacher educators, and psychologists are able to implement some of the abstractions that are frequently dealt with in texts on cognition. Theoretical constructs are grounded in educational experience, giving the volume a practical dimension. Finally, appropriate concerns regarding the new media, hypertext, bilingualism, and multiculturalism as they reflect variation in cognitive experience within the contexts of learning are presented.


Public Understanding of Science

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Handbook of Cross cultural Psychology Basic processes and human development

Author: John W. Berry
Publisher: Allyn & Bacon
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This three volume set is edited and authored by the world-renowned authorities in this rapidly expanding field of psychology. It is absolutely comprehensive, thoroughly revised, and accurately reflects all of the changes in the field itself. Each chapter is followed by extensive references, making this series the most comprehensive reference and bibliography on cross-cultural psychology available today. This second edition of this best-selling three volume series incorporates the views of editors and authors from a variety of nations, cultures, traditions, and theoretical perspectives, and introduces material in a number of areas not covered in the previous edition. The second volume in the set, "Basic Processes and Human Development" summarizes research in the areas of basic processes and developmental psychology as reported in the previous edition, but also introduces new perspectives on psychological development, including a more dynamic, constructivist, and socio-historical approach. New contributions include an exploration of the "developmental niche" concept, the idea of co-construction of identity by developing individuals and other members of their culture, and the continuity of culture-individual co-construction across adulthood and the life span. The remainder of the volume examines specific aspects of development in a cross-cultural context, including a new chapter on "everyday cognition" and a new theoretical paradigm for the development of moral j


Alberta Journal of Educational Research

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Cultural Psychology

Author: Michael Cole
Publisher: Belknap Press
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In a rare synthesis of the theory and empirical work shaping the field, distinguished psychologist Michael Cole, known for his pioneering work in literacy, cognition, and human development, offers a multi-faceted account of what cultural psychology is, what it has been, and what it can be.


International Journal of Communication

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