Interactive Minds: Life-span Perspectives on the Social Foundation of CognitionPaul B. Baltes, Ursula M. Staudinger Various theoretical models in psychology and the social sciences have emphasized the social foundation of the mind and the role that social interactions play in cognitive functioning and its development. In this volume the metaphor used to capture this is interactive minds - a term chosen because it emphasizes social transaction and communication between minds without implying particular mechanisms or outcomes. For instance, we include in our conceptualization of interactive minds both internal and external forms of interaction with others. In addition, we emphasize that not all products of interacting minds are positive. Besides focusing on the social foundation of cognition, Interactive Minds takes a life-span perspective, which is especially suitable for understanding interactive dynamics of behavior and human development. Each of the authors deals with a different topic and each presents a clear analysis of the basic dimensions of the problem. Among the issues addressed are biological-evolutionary aspects of cooperation, the role of social interaction in learning, the conceptualization of linguistic knowledge, peer problem solving, the psychological study of wisdom, gender dynamics, collaborative memory in adults and the elderly, cooperative construction of expert knowledge, and communities of practice in university study. |
Contents
The evolution of cooperation within and between generations | 35 |
Interacting minds in a lifespan perspective a culturalhistorical approach to culture and cognitive development | 59 |
Essentially social on the origin of linguistic knowledge in the individual | 88 |
Knowledge and the construction of womens development | 109 |
Research on ontogenetic development | 131 |
Peer interactive minds developmental theoretical and methodological issues | 133 |
Collaborative rules how are people supposed to work with one another? | 163 |
The lifelong transformation of moral goals through social influence | 198 |
Wisdom and the socialinteractive foundation of the mind | 276 |
Perspectives from cognitive and educational psychology | 317 |
Rationality why social context matters | 319 |
Styles of thinking | 347 |
Cooperative construction of expert knowledge the case of knowledge engineering | 366 |
Communities of practice toward expertise social foundation of university instruction | 394 |
reflections and future perspectives | 413 |
Author index | 441 |
Adults telling and retelling stories collaboratively Roger | 221 |
Planning about life toward a socialinteractive perspective | 242 |
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Common terms and phrases
activity adolescence adulthood analysis approach aspects Azmitia behavior biological Cambridge University Press cards chapter child cognitive apprenticeship cognitive development cognitive psychology cognitive science collaborative complex concepts construction cooperation cultural cultural psychology developmental psychology Dixon domain Erlbaum evaluation everyday evolution evolutionary example expert systems expertise function gender genetic Gigerenzer Goodnow Hillsdale Human Development ideas individual involved issue Jacqui Smith Journal knowledge engineer Labouvie-Vief language learning linguistic knowledge logic mental moral goals negotiation ontogenesis outcomes P. B. Baltes paradigm parents partners peer interactive minds performance person perspective Piaget planning problem solving propositional logic questions reasoning reciprocal altruism relationships Rogoff role selection shared situations social context social contract social influence social interaction Social Psychology social-interactive nature span specific Staudinger Sternberg stories strategies structure styles task theoretical theory thinking tion understanding wisdom wisdom-related knowledge York