TY - JOUR
T1 - Shared thinking
T2 - Community and institutional variations
AU - Rogoff, Barbara
AU - Toma, Chikako
N1 - Funding Information:
Acknowledgement: We are grateful to Eugene Matusov, Cindy White, and Muffle Wiebe for their comments on drafts, and to Kayoko Inagaki and Sarah Michaels for making their videotape available. We thank the families of San Pedro and Salt Lake and Ms. Kobayashi of the school in Japan, Ms. Richards of the school in Boston, and Carolyn Goodman Turkanis and the OC Program in Salt Lake City and their students for helping us to understand their practices. We appreciate the support of the Pacific Rim Foundation of the analyses presented here, as well as the support of the Spencer Foundation, the MacArthur Foundation, the National Institute of Mental Health (Small Grants), and the University of Utah Research Committee.
PY - 1997
Y1 - 1997
N2 - This article focuses on the interpersonal processes of coordinating shared thinking in group activities. We examine variations in several sociocultural settings in how children and adults build on each other's ideas in shared endeavors. First we contrast two models of instruction. One involves participants' building on ideas in shared endeavors, based on the theoretical perspective that learning entails transformation of participation in sociocultural activities. The other model of instruction, in which teachers transmit information and test for its receipt, is based on the theoretical perspective that learning occurs through transmission of information from an expert. We discuss this contrast using observations made in several different communities and institutions. These include observations of toddlers and caregivers in a Mayan and a middle-class European-American community in terms of their provision of lessons and alert participation in a group, and observations in elementary school classrooms in Japan and in the U.S. of children building on each other's thinking with the aid and involvement of their teachers.
AB - This article focuses on the interpersonal processes of coordinating shared thinking in group activities. We examine variations in several sociocultural settings in how children and adults build on each other's ideas in shared endeavors. First we contrast two models of instruction. One involves participants' building on ideas in shared endeavors, based on the theoretical perspective that learning entails transformation of participation in sociocultural activities. The other model of instruction, in which teachers transmit information and test for its receipt, is based on the theoretical perspective that learning occurs through transmission of information from an expert. We discuss this contrast using observations made in several different communities and institutions. These include observations of toddlers and caregivers in a Mayan and a middle-class European-American community in terms of their provision of lessons and alert participation in a group, and observations in elementary school classrooms in Japan and in the U.S. of children building on each other's thinking with the aid and involvement of their teachers.
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U2 - 10.1080/01638539709545000
DO - 10.1080/01638539709545000
M3 - Article
AN - SCOPUS:0001628160
SN - 0163-853X
VL - 23
SP - 471
EP - 497
JO - Discourse Processes
JF - Discourse Processes
IS - 3
ER -