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181.
Understanding Imaginative Thinking During Childhood: Sociocultural Conceptions of Creativity and Imaginative Thought 总被引:2,自引:0,他引:2
Understanding imagination as both a cognitive and affective endeavor is crucial in order for educators to promote creative
and imaginative thinking in informal and formal learning environments. It is the primary aim of this paper to develop the
theoretical discussion of Vygotsky’s writings on young children’s imaginative abilities launched by Gajdamaschko (Teach Educ
16(1):13–22, 2005) and Lindqvist (Res J 15(2&3):245–251, 2003). This paper illustrates Vygotsky’s writings on the cognitive
processes involved in children’s imagination and creativity and concludes with a discussion focused on the components of an
educational environment that can either support or stifle children’s imaginative abilities. It is through this continuing
discussion that, as researchers, we hope to extend and challenge current conceptions of the role of imaginative thinking in
early education. 相似文献
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In two experiments, one hundred and sixty-two 6- to 8-year-olds were asked to reason counterfactually about events with different causal structures. All events involved overdetermined outcomes in which two different causal events led to the same outcome. In Experiment 1, children heard stories with either an ambiguous causal relation between events or causally unrelated events. Children in the causally unrelated version performed better than chance and better than those in the ambiguous condition. In Experiment 2, children heard stories in which antecedent events were causally connected or causally disconnected. Eight-year-olds performed above chance in both conditions, whereas 6-year-olds performed above chance only in the connected condition. This work provides the first evidence that children can reason counterfactually in causally overdetermined contexts by age 8. 相似文献
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