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In this work the contributors examine ways in which cognition is embedded in everyday, meaningful activities and the role of social context and cultural symbol symptoms, such as language and text influence children's developing concepts and thought.
List of contents
Contents: Preface. J.A. Hudson, J. Lucariello, R. Fivush, P.J. Bauer, Katherine Nelson's Vision of the Mediated Mind. J.M. Mandler, Two Kinds of Knowledge Acquisition. J. Lucariello, New Insights Into the Functions, Development, and Origins of Theory of Mind: The Functional Multilinear Socialization (FMS) Model. J.W. Astington, J. Peskin, Meaning and Use: Children's Acquisition of the Mental Lexicon. R. Fivush, Voice and Silence: A Feminist Model of Autobiographical Memory. P.J. Bauer, M.M. Burch, Developments in Early Memory: Multiple Mediators of Foundational Processes. J.A. Hudson, The Development of Future Thinking: Constructing Future Events in Mother-Child Conversation. S. Engel, A. Li, Narratives, Gossip, and Shared Experience: How and What Young Children Know About the Lives of Others. K.E. Nelson, P.L. Craven, Y. Xuan, M.E. Arkenberg, Acquiring Art, Spoken Language, Sign Language, Text, and Other Symbolic Systems: Developmental and Evolutionary Observations From a Dynamic Tricky Mix Theoretical Perspective. B.D. Homer, Literacy and the Mediated Mind. J. Bruner, Katherine Nelson: Contextual Functionalist. M. Donald, The Virtues of Rigorous Interdisciplinarity.
About the author
Joan M. Lucariello, Judith A. Hudson, Robyn Fivush, Patrica L. Bauer
Summary
This is a festschrift for Katherine Nelson, an NYU professor who was a pioneer in infant perception and memory. The "mediated mind" is a term coined by Dr. Nelson and it refers to how cognitive development is mediated by the sociocultural context, includ
