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Psychology - Child & School Psychology | Children’s Discovery of the Active Mind - Phenomenological Awareness, Social Experience, and Knowledge

Children’s Discovery of the Active Mind

Phenomenological Awareness, Social Experience, and Knowledge About Cognition

Pillow, Bradford H.

2012, XI, 99p. 1 illus..

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  • Reviews vast literature on children’s understanding of cognition from early childhood to adolescence
  • Traces development from concepts of mental states to knowledge of cognitive activity and epistemological thought
  • Draws upon theories of consciousness, metacogniton, and sociocultural learning
  • Views learning through introspection and social interaction as intertwined rather than alternative processes
  • Identifies sources of information for learning about cognition

During the past 25 years, a great deal of research and theory has addressed the development of young children’s understanding of mental states such as knowledge, beliefs, desires, intentions, and emotions.  Although developments in children’s understanding of the mind subsequent to early childhood has received less attention, in recent years a growing body of research has emerged examining understanding of psychological functioning during middle and late childhood. Combined with the literature on adolescent epistemological development, this research provides a broader picture of age-related changes in children’s understanding of the mind.

Guided by the goals of describing developmental changes in children’s concepts of cognitive functioning and identifying sources of information that contribute to learning about cognition, Children’s Discovery of the Active Mind organizes empirical literature concerning the development of children’s knowledge of cognitive activities from early childhood to adolescence and presents a conceptual framework that integrates children’s introspective activities with social influences on development.  Bringing together theoretical and empirical work from developmental, cognitive, and social psychology, the author argues that rather than depending upon a single source of information, developmental progress is driven by combinations of children’s conceptual knowledge of mental functioning, children’s phenomenological awareness of their own cognitive activities, and children’s social experience.

Content Level » Research

Keywords » Academic and social skills - Cognitive monitoring and development - Conceptual development - Epistemological thought and development - Metacognition and theory of mind - Metamemory - Phenomenological awareness and experience - Self-awareness and social interaction - Social cognition and introspection - Social influences on development

Related subjects » Child & School Psychology - Cognitive Psychology - Personality & Social Psychology - Psychology

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