Alison F. Garton is Professor of Psychology and Associate Dean at Edith Cowan University in Western Australia. She is the author of Learning to be Literate (Blackwell Publishing, Second Edition, 1998) and Social Interaction and the Development of Language and Cognition (1992), and the editor of Systems of Representation in Children (1993).

• Preface vii1: Introduction 1Problem Solving 3Social Explanations for Cognitive Change 6Change in the Context of Interactive/Collaborative Problem Solving 9Domain Specific Knowledge 10Children’s Potential to Change 11Theories of Mind 13The Way Forward 142: Theoretical Overview 15Piaget and Vygotsky: Is There Any Common Ground? 17Peer Interaction: Various Perspectives 23Implications for Piagetian and Vygotskian Theories 33Research on Collaboration: Beyond Social Interaction 34Sociocultural Theory 36Dynamic Systems 41Nature of the Problem to be Solved 42How Else Can Problem Solving be Described and Explained? 433: Strategy Use and Learning in Problem Solving 44Domains 45Domains as Constraints on Cognitive Development 48Innateness and Domain-specificity 49Domains and the Social Environment 52Strategy Choice 53Learning New Strategies 664: Social Problem Solving 69Peer Interaction and Problem Solving: A Theoretical Conundrum 70Peer Interaction in the Classroom 77Peer Interaction and Adult–Child Interaction 79Theory of Mind and Problem Solving 80Self-regulation in Problem Solving 84Help Seeking in Problem Solving 87The Role of Talk in Collaborative Problem Solving 89Conclusion 945: What the Child Brings to the Task 96Readiness to Benefit from Interaction 97Cognitive Flexibility 97Friendship and Sociability 106Motivation to Collaborate 1176: Summary, Review and implications 120What and How Revisited 121Difficulties Yet to Be Surmounted 124Implications 126References 129Author Index 136Subject Index 138

"This is an exciting and provocative account of children’s intellectual activities. Alison Garton makes a persuasive case that, in order to understand intellectual development, we must study the social context in which it takes place." Professor Peter Bryant, Department of Experimental Psychology, University of Oxford "With up-to-date coverage, excellent descriptions of research and a sociocultural approach to problem solving, this book fills an important niche." Robert S. Siegler, Teresa Heinz Professor of Cognitive Psychology, Carnegie Mellon University "Well grounded in the work of Piaget and Vygotsky, Alison Garton’s wide-ranging account of children’s problem solving encompasses the latest cognitive developmental and social cognitive theories. As well as having conceptual depth, the book is enjoyable to read." Graeme Halford, Professor of Psychology, University of Queensland "Alison Garton’s new book is an excellent, highly readable, examination of children as problem solvers. Garton provides a refreshing account of the social aspects of problem solving as she examines not only the effects of collaboration but also the processes whereby children’s learning is enhanced (bringing about cognitive change) and ultimately their longer-term cognitive development. Equally important, she nicely covers what it is that individual children bring to the collaborative experience—their personal characteristics (flexibility, motivation, sociability, friendship with the social partner, etc.) that can have a dramatic impact on the problem-solving experience and consequences. While acknowledging the influence of Piaget’s and Vygotsky’s theories, and highlighting some of the best research based on these theories, Garton persuades us of the importance of going beyond them. This book should find a home on the bookshelves of all who are interested in children’s cognitive development." Dr Jonathan Tudge, University of North Carolina at Greensboro "A course book with the approach of the child as problem solver both in a social, collaborative sense and in relation to their own intrinsic skills. It explores in particular ways in which collaboration influences the cognitive outcome. It reviews the theories of Piaget and Vygotsky and proposes that a frutiful approach lies in examining characteristics of children that may lead them to benefit from collaboration." Scientific and Medical Network Review, Summer 2005