![]() ![]() Group situations are commonly used in today’s classrooms. In the educational field there has been interest in the potential of group work for fostering learning for several decades. Social processes mediate learning in several ways. A progression from imitation through instruction to collaborative learning in early childhood is seen as vital to cultural learning. This involves understanding the purposes and intentions of others in learning situations as well as the capacity to appropriate their point of view in shared activities. In the preface, several important points are made, which form an introduction and a foundation for appreciation of these studies: Humans are distinctive cultural beingswith the capacity for socially grounded learning. The authors draw mainly on their own research done in collaboration with others to look at how “social interactions between learners influences the learning experience.” They indicate that the work draws both from education and psychology. The book comprises seven chapters whose titles reflect a logical progression from the introductory “Peer Interaction and Learning: Perspectives and Starting Points” through chapters that review “Peers and Puzzles: A First Series of Studies”, “Computer and Learning Gender Issues” “Social Comparison and Learning” to “Interaction and Learning: Rethinking the Issues.” ![]() In seven compact chapters the authors present their research showing how various structured situations, defining the interaction among participants, affect the problem solving approach and, in turn, the learning process in individuals and pairs. It underlies such controversial issues as bussing and mainstreaming in order to integrate children previously schooled apart. This book is part of a series of the Cambridge Studies in Cognitive and Perceptual Development, which aims “to provide a scholarly forum for current theoretical and empirical issues in cognition and perceptual development.” This particular book is about the effect of social interaction on learning and problem solving behaviour in children of late primary and early secondary school age.įor the last thirty years the question of the significance of social interaction on learning was at the heart of the debate about the mixing of children of different genders, classes, and intellectual levels in the same learning environments. ![]()
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