Microdevelopment: Transition Processes in Development and Learning

doi:10.1017/CBO9780511489709

Microdevelopment is the process of change in abilities, knowledge and understanding during short time-spans. This book presents a new process-orientated view of development and learning based on recent innovations in psychology research. Instead of characterising abilities at different ages, researchers investigate processes of development and learning that evolve through time and explain what enables progress in them. Four themes are highlighted: variability, mechanisms that create transitions to higher levels of knowledge, interrelations between changes in the short-term scale of microdevelopment and the crucial effect of context. Learning and development are analysed in and out of school, in the individual's activities and through social interaction, in relation to simple and complex problems and in everyday behaviour and novel tasks. With contributions from the foremost researchers in the field Microdevelopment will be essential reading for all interested in cognitive and developmental science.

"The task of attaining optimal outcomes for learners from a range of cultural backgrounds remains a major social challenge. The research program outlined in Microdevelopment could help us meet that challenge." - David MacLennan, Ph.D. The University College of the Cariboo

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Contents

Frontmatter
pp i-iv
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Contents
pp v-vi
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List of figures
pp vii-ix
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List of tables
pp x-x
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List of contributors
pp xi-xii
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Microdevelopment: A process-oriented perspective for studying development and learning
pp 1-28
- By Nira Granott, School of Human Development, University of Texas at Dallas, Jim Parziale, University of Massachusetts at Boston
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Part I - Variability
pp 29-30
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1 - Microgenetic studies of self-explanation
pp 31-58
- By Robert S. Siegler, Department of Psychology, Carnegie Mellon University
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2 - Microdevelopment and dynamic systems: Applications to infant motor development
pp 59-79
- By Esther Thelen, Department of Psychology, Indiana University, Daniela Corbetta, Department of HKLS & Department of Psychological Sciences Purdue University
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3 - Looking at the hands through time: A microgenetic perspective on learning and instruction
pp 80-106
- By Susan Goldin-Meadow, Department of Psychology, University of Chicago, Martha Wagner Alibali, Department of Psychology, University of Wisconsin-Madison
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Part II - Transition mechanisms
pp 107-108
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4 - A multi-component system that constructs knowledge: Insights from microgenetic study
pp 109-130
- By Deanna Kuhn, Teachers College, Columbia University
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5 - Bridging to the unknown: A transition mechanism in learning and development
pp 131-156
- By Nira Granott, Assistant Professor School of Human Development, University of Texas at Dallas; Director of the Microdevelopmental Lab UT Dallas, Kurt W. Fischer, Harvard Graduate School of Education, Harvard University, USA, Jim Parziale, Part-Time Professor Graduate School of Education, University of Massachusetts, Boston; Classroom Teacher and Science Resource Teacher for Brookline Public School Brookline, Massachusetts
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6 - Observing the dynamics of construction: Children building bridges and new ideas
pp 157-180
- By Jim Parziale, Part-Time Professor Graduate School of Education, University of Massachusetts, Boston; Classroom Teacher and Science Resource Teacher for Brookline Public School Brookline, Massachusetts
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Part III - Micro- and macrodevelopment
pp 181-182
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7 - Interacting time scales in personality (and cognitive) development: Intentions, emotions, and emergent forms
pp 183-212
- By Marc D. Lewis, Department of Human Development and Applied Psychology, Ontario Institute for Studies in Education, University of Toronto
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8 - How microdevelopment creates macrodevelopment: Reiterated sequences, backward transitions, and the Zone of Current Development
pp 213-242
- By Nira Granott, Assistant Professor School of Human Development, University of Texas at Dallas; Director of the Microdevelopmental Lab UT Dallas
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9 - Macro- and microdevelopmental research: Assumptions, research strategies, constraints, and utilities
pp 243-266
- By Kang Lee, Department of Psychology, Queen's University, Kingston, Annette Karmiloff-Smith, Neurocognitive Development Unit, University College London
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Part IV - Context
pp 267-268
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10 - Notebooks as windows on learning: The case of a science-into-ESL program
pp 269-293
- By Rochel Gelman, Psychology and Cognitive Science, Rutgers University, Laura Romo, University of California Los Angeles, Wendy S. Francis, Department of Psychology, University of Texas at El Paso
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11 - Darwin's construction of the theory of evolution: Microdevelopment of explanations of variation and change in species
pp 294-318
- By Kurt W. Fischer, Harvard Graduate School of Education, Zheng Yan, Harvard Graduate School of Education
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12 - Developmental dynamics, intentional action, and fuzzy sets
pp 319-343
- By Paul van Geert, Department of Psychology, University of Groningen
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Author index
pp 344-349
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Subject index
pp 350-354
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Microdevelopment

Transition Processes in Development and Learning

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Contents

Frontmatter
pp i-iv

Contents
pp v-vi

List of figures
pp vii-ix

List of tables
pp x-x

List of contributors
pp xi-xii

Microdevelopment: A process-oriented perspective for studying development and learning
pp 1-28

Part I - Variability
pp 29-30

1 - Microgenetic studies of self-explanation
pp 31-58

2 - Microdevelopment and dynamic systems: Applications to infant motor development
pp 59-79

3 - Looking at the hands through time: A microgenetic perspective on learning and instruction
pp 80-106

Part II - Transition mechanisms
pp 107-108

4 - A multi-component system that constructs knowledge: Insights from microgenetic study
pp 109-130

5 - Bridging to the unknown: A transition mechanism in learning and development
pp 131-156

6 - Observing the dynamics of construction: Children building bridges and new ideas
pp 157-180

Part III - Micro- and macrodevelopment
pp 181-182

7 - Interacting time scales in personality (and cognitive) development: Intentions, emotions, and emergent forms
pp 183-212

8 - How microdevelopment creates macrodevelopment: Reiterated sequences, backward transitions, and the Zone of Current Development
pp 213-242

9 - Macro- and microdevelopmental research: Assumptions, research strategies, constraints, and utilities
pp 243-266

Part IV - Context
pp 267-268

10 - Notebooks as windows on learning: The case of a science-into-ESL program
pp 269-293

11 - Darwin's construction of the theory of evolution: Microdevelopment of explanations of variation and change in species
pp 294-318

12 - Developmental dynamics, intentional action, and fuzzy sets
pp 319-343

Author index
pp 344-349

Subject index
pp 350-354

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Microdevelopment

Transition Processes in Development and Learning

Book description

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