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The essays in Mind in Context serve as a bridge between the work of radical constructivists, who propose that all cognition depends on interaction with the outside world, and traditional cognitive scientists, who feel that all cognition resides in the mind. Here, concepts of distributed cognition and situated learning are translated into constructs and methodologies that are accessible to a broad range of psychology researchers and students. The volume is divided into three main parts, containing chapters by leaders in the fields of education, the study of intelligence, and psychometrics. Part I, dealing with performances in academic and test-like tasks, includes essays on novelty and intelligence, and the effects of context on cognition. Part II addresses everyday tasks, with essays on cognitive tests in job selection; and leader intelligence, interpersonal stress, and task performance. In Part III the essays move toward constructing an integrative framework for understanding the volume as a whole. This volume is essential reading for cognitive psychologists, social psychologists, educational psychologists as well as scholars interested in situated learning.
- Sales Rank: #1751865 in Books
- Brand: Brand: Cambridge University Press
- Published on: 1994-01-28
- Released on: 1994-03-31
- Original language: English
- Number of items: 1
- Dimensions: 9.21" h x .59" w x 6.14" l, .82 pounds
- Binding: Paperback
- 262 pages
- Used Book in Good Condition
Review
"...the present volume sparkles with quality, virtuosity, inspiration, vision, and a wealth of critical information. The contributors are a distinguished band of leading theorists and researchers, well-known and respected, and they have given, on the whole, fine performances of some of their best works." David Henry Feldman, Contemporary Psychology
From the Back Cover
Mind In Context has been produced to serve as a bridge between the work of radical constructivists, who propose that all cognition depends upon interaction with the outside world, and traditional cognitive scientists, who feel that all cognition resides in the mind.
About the Author
Robert J. Sternberg is Professor of Human Development at Cornell University, New York. Formerly, he was IBM Professor of Psychology and Education at Yale University, Connecticut. He won the 1999 James McKeen Cattell Fellow Award and the 2017 William James Fellow Award from APS. He is editor of Perspectives on Psychological Science. His main fields of interest are in intelligence, creativity, wisdom, ethics, love and hate. His PhD is from Stanford University, California and he has thirteen honorary doctorates. He is a member of the National Academy of Education and the American Academy of Arts and Sciences. Sternberg is the author of roughly 1600 publications and has been cited over 102,000 times with an h index of 154.
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