From Social Interaction to Individual Reasoning: An Empirical Investigation of a Possible Socio-Cultural Model of Cognitive Development.

Wegerif, Rupert; Mercer, Neil; Dawes, Lyn

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Peer reviewed

ERIC Number: EJ596349

Record Type: CIJE

Publication Date: 1999

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0959-4752

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From Social Interaction to Individual Reasoning: An Empirical Investigation of a Possible Socio-Cultural Model of Cognitive Development.

Wegerif, Rupert; Mercer, Neil; Dawes, Lyn

Learning and Instruction, v9 n6 p493-516 Dec 1999

Findings from observations of 64 8- and 9-year olds show that the use of exploratory talk, talking in which joint reasoning is made explicit, can improve group reasoning and that this exploratory talk can be taught and can transfer between educational contexts. Teaching exploratory talk also improved results on a nonverbal reasoning test. (SLD)

Descriptors: Cognitive Development, Dialogs (Language), Elementary Education, Elementary School Students, Group Membership, Interaction, Models, Nonverbal Ability, Speech Communication, Thinking Skills, Transfer of Training

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Note: Research supported by the Economic and Social Research Council, reference number R000221868.