Social and Cognitive Development During Collaborative Reasoning

Jingjing Sun, Richard C. Anderson, Tzu-Jung Lin, Joshua Morris

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter has two goals. The first is to describe research about the potential of an approach to dialogic interaction, called Collaborative Reasoning, to promote children’s social and cognitive development. A distinctive feature of the research is that development was assessed in situ on the basis of changes over time in children’s talk and behavior as they engaged in dialogic interaction. The second goal of the chapter is to advance understanding of the mechanisms by which dialogic interaction facilitates learning and development. The hallmark of our thinking about mechanisms is that children abstract generic structures, or schemas, that represent the
Original languageEnglish (US)
Title of host publicationSocializing Intelligence Through Academic Talk and Dialogue
EditorsLauren B Resnick, Christa S C Asterhan, Sherice N Clarke
PublisherAmerican Educational Research Association
Pages63-76
Number of pages14
ISBN (Print)9780935302707
StatePublished - 2015

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    Sun, J., Anderson, R. C., Lin, T-J., & Morris, J. (2015). Social and Cognitive Development During Collaborative Reasoning. In L. B. Resnick, C. S. C. Asterhan, & S. N. Clarke (Eds.), Socializing Intelligence Through Academic Talk and Dialogue (pp. 63-76). American Educational Research Association. http://www.jstor.org/stable/j.ctt1s474m1.8