Christina E. Erneling – författare
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4 produkter
4 produkter
1 522 kr
Skickas inom 5-8 vardagar
Are all cognitive sciences equal? The contributors of this book argue that the answer is no, because only neurophysiology and cultural psychology are suited to account for the mind's ontology. The papers collected here have been chosen to clarify these alternatives. In particular, because other books have emphasized the neuroscience alternative, this book highlights the cultural solution.
393 kr
Skickas inom 7-10 vardagar
As technology continues to advance, the use of computers and the Internet in educational environments has immensely increased. But just how effective has their use been in enhancing children's learning? In this thought-provoking book, Christina E. Erneling conducts a thorough investigation of scholarly journal articles on how computers and the Internet affect learning. She critiques the influential pedagogical theories informing the use of computers in schools - in particular those of Jean Piaget and 'theory of mind' psychology. Erneling introduces and argues for a discursive approach to learning based on the philosophy of Ludwig Wittgenstein and the psychology of Lev Vygotsky. This book not only addresses an urgent pedagogical problem in depth, but also challenges dominant assumptions about learning in both developmental psychology and cognitive science.
567 kr
Skickas inom 7-10 vardagar
As technology continues to advance, the use of computers and the Internet in educational environments has immensely increased. But just how effective has their use been in enhancing children's learning? In this thought-provoking book, Christina E. Erneling conducts a thorough investigation of scholarly journal articles on how computers and the Internet affect learning. She critiques the influential pedagogical theories informing the use of computers in schools - in particular those of Jean Piaget and 'theory of mind' psychology. Erneling introduces and argues for a discursive approach to learning based on the philosophy of Ludwig Wittgenstein and the psychology of Lev Vygotsky. This book not only addresses an urgent pedagogical problem in depth, but also challenges dominant assumptions about learning in both developmental psychology and cognitive science.
392 kr
Tillfälligt slut
How is language acquisition possible? How is it that humans, within a few years of birth, can speak and understand language, transcending both its limited experience and biological limitations?In this challenge to the narrow confines of psychology and philosophy, Christina Erneling argues that language acquisition results from the interaction between linguistic creativity inherent in language and a biological and social framework of learning.Erneling explains and critically analyzes the idea that language acquisition requires a meaningful "language of thought," contrasting this with Wittgenstein's ideas on language and learning. Erneling shows that the assumptions in J. Fodor's development of Chomky's ideas into a theory of "language of thought" have significantly influenced developmental theories, yet fail to resolve the conflict between linguistic creativity and the necessity of a framework for learning. She argues that the later Wittgenstein was more concerned with the conditions of learning than is generally appreciated and shows how his remarks can be developed into an alternative approach to language learning.Understanding Language Acquisition has profound implications for evaluating hidden metatheoretical assumptions, as well as for empirical research and methods for teaching language and treating language disorders.