Cognitive Change as Strategy Change  

Oleh:

Torbeyns, Joke ; Arnaud, Laurence ; Lemaire, Patrick ; Verschaffel, Lieven

Jenis: Article from Books - E-Book
Dalam koleksi: Cognitive Developmental Change Theories, Models and Measurement, page 186-216.
Topik: Cognitive Change; Strategy Change
Fulltext: Cognitive Change as Strategy Change.pdf (440.76KB)

Isi artikel

The goal of this chapter is to epitomize the contribution of the informationprocessing perspective to cognitive development. A key feature of this perspective is its focus on (changes in) mental structures and processes that help us understand (changes in) cognitive performance. In the ?rst section of the chapter we examine several theoretical and methodological issues that the information-processing perspective of cognitive development has made important to address. We begin with a brief discussion of the conceptual framework of Siegler and collaborators as a prototypical example of this perspective. The overlapping waves theory (Siegler 1996, 2000), the model of strategy change (Lemaire and Siegler 1995) and the strategy choice and discovery simulation (Shrager and Siegler 1998) are presented. In the second part of the ?rst section we discuss two research methods and tools that are typical for the informationprocessing perspective on human learning and development, namely the microgenetic method (Siegler and Crowley 1991), and the choice/no-choice method (Siegler and Lemaire 1997). In the second section the above-mentioned theoretical and methodological approaches are exempli?ed by means of two recent studies. The ?rst study (Chen and Siegler 2000) illustrates howthe microgenetic method can be applied successfully to study changes in toddlers’ strategy use in the domain of problem solving. The second study (Lemaire and Lecacheur 2002a) deals with changes in children’s and adults’ strategy characteristics in the domain of computational estimation, using the choice/no-choice method. Strengths and weaknesses of the information-processing approach – in comparison to some other current theoretical and methodological approaches to cognitive development – and some indications for its further development and integration with other approaches are discussed in the ?nal section.

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