Instruction and Cognitive Development: Coordinating Communication and Cues
- 1 October 1986
- journal article
- research article
- Published by SAGE Publications in Exceptional Children
- Vol. 53 (2) , 109-117
- https://doi.org/10.1177/001440298605300202
Abstract
A major new premise guiding much of contemporary cognitive instructional research is that the development of “cognition” is in many ways a social phenomenon. Therefore, the development of any higher mental process should be analyzed in terms of social influences on its expressions both in general experience and everyday life as well as in schools and experimental situations. The centrality of communication in social affairs indicates that insights into instruction and learning could emerge from research on language and communication, examples of which are provided.Keywords
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