關於本有聲書
Children of different ages live in different worlds. This is partly due to learning: as children learn more and more about the world they experience it in different ways. But learning cannot be the whole story or else children could learn anything at any age—which they cannot.
Michael Tomasello argues that children of different ages live and learn in different worlds because their capacities to cognitively represent and operate on their experience change in significant ways over the first years of life. These capacities change because they are elements in a maturing cognitive architecture evolved for agentive decision making and action, including in shared agencies in which individuals must mentally coordinate with others. The developmental proposal is that from birth infants are goal-directed agents who cognitively represent and learn about actualities; at 9-12 months toddlers become intentional (and joint) agents who also imaginatively and perspectively represent and learn about possibilities; and at 3-4 years children become metacognitive (and collective) agents who also metacognitively represent and learn about objective/normative necessities. These developing agentive architectures—originally evolved in humans' evolutionary ancestors for particular types of decision making and action—help to explain why children learn what they do when they do.
Michael Tomasello argues that children of different ages live and learn in different worlds because their capacities to cognitively represent and operate on their experience change in significant ways over the first years of life. These capacities change because they are elements in a maturing cognitive architecture evolved for agentive decision making and action, including in shared agencies in which individuals must mentally coordinate with others. The developmental proposal is that from birth infants are goal-directed agents who cognitively represent and learn about actualities; at 9-12 months toddlers become intentional (and joint) agents who also imaginatively and perspectively represent and learn about possibilities; and at 3-4 years children become metacognitive (and collective) agents who also metacognitively represent and learn about objective/normative necessities. These developing agentive architectures—originally evolved in humans' evolutionary ancestors for particular types of decision making and action—help to explain why children learn what they do when they do.
為這本有聲書評分
歡迎提供意見。
聆聽資訊
智慧型手機與平板電腦
筆記型電腦和電腦
您可以使用電腦的網頁瀏覽器閱讀從 Google Play 購買的書籍。
