Words and Minds : How We Use Language to Think Together

By Neil Mercer. 2000

1,604 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Language and Linguistics, Social Psychology

View Paper: https://www.semanticscholar.org/paper/df78fc67c32140aab88171ff83eb9f14a642c43f

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Citations in the corpus

The discourse of collaborative creative writing: Peer collaboration as a context for mutual inspiration (2008, background): “…to explain how school-based peer interaction supports children’s intellectual development – and thus examine the ‘relationship between language and thinking’ (Mercer & Littleton, 2007) – Neil Mercer and colleagues have carried out extensive research on classroom discourse (Mercer, 1995, 2000).”
Beyond Construction: Five arguments for the role and value of critique in learning science (2015, background): “Thus, establishing the norms of such discourse is one of the a priori requirements for good classroom discourse (Mercer, 2000; Michaels, O’Connor, & Resnick, 2008).”
From visual reasoning to logical necessity through argumentative design (2012, background): “prompts have been organized in what Mercer calls ground rules (Mercer, 2000) that not only encourage children to interact, but also to inter-think (Mercer, 2000).”
Enhancing Students’ Engagement (2014, methodology): “We then selected instructional practices from theoretical (e.g., Urdan & Turner, 2005) and empirical research that could support student engagement, such as group work (Johnson & Johnson, 1989) and open-ended questioning and scaffolding student understanding (Mercer, 2000; Roth, 1996).”
Quality Talk: Developing Students’ Discourse to Promote High-level Comprehension (2018, background): “, an elaborated explanation is a statement of a claim that is based on at least two independent, conjunctive, or causally connected forms of support; Webb, 1991), collective reasoning, and/or exploratory talk (i.e., an instance of exploratory talk is where students co-construct knowledge together; M”
What the Discourse Tells Us: Talk and Indicators of High-Level Comprehension. (2008, methodology): “Ultimately, in a classroom that values a culture of dialogic inquiry, we would want to achieve the goal of students taking responsibility for co-constructing their understandings together, a process Mercer (2000) termed ‘‘interthinking.’’”
Talking and thinking together at Key Stage 1 (2005, background): “The notion that Exploratory Talk might be educationally productive first arose for us in the context of the SLANT (Spoken Language and New Technology) project (for review see Mercer, 1995, 2000 ).”
The effects of pupil grouping : literature review (2005, methodology): “Learning processes related to cognitive development (either new knowledge or application of knowledge) will be enhanced by effective social communication and support (Light & Littleton, 1994; Mercer 2000; and others).”
Improving the effectiveness of collaborative group work in primary schools: effects on science attainment (2007, neutral): “, 2000 ; Howe & Tolmie, 2003 ), the role of exploratory talk (Mercer, 2000 ), and peer tutoring (Topping, 1994 ).”
Re-Conceptualizing "Scaffolding" and the Zone of Proximal Development in the Context of Symmetrical Collaborative Learning. (2015, methodology): “(See Wegerif and Mercer, 2000 for more evidence to support this claim).”
Formative assessment – an optimistic but incomplete vision (2015, background): “…practices, the exploration of classroom dialogue has not been linked either to the detailed analysis by Alexander, or to the many studies of student–teacher dialogue which predated, and were not directly linked to, formative assessment issues (see e.g. Dillon, 1988; Halliday, 1993; Mercer, 2000).”
Let's get beyond community and practice: the many meanings of learning by participating (2005, background): “Located between them we find writers whose focus is the dialogic construction of meaning such as Mercer (1995, 2000) and Wells (1999) and a raft of work from US developmental psychologists (Saxe, 1990; Resnick et al., 1991; Rogoff, 1995).”
Experiencing mathematics classes: Ability grouping, gender and the selective development of participative identities (2007, positive): “A corresponding shift which aims to avoid the difficulties of working within the ZPD with many learners in the same classroom is that advocated by Mercer & Fisher (1998) of fostering a “community of inquiry” (see also Mercer, 2000).”
The Impact of Interactive Whiteboards on Teacher--Pupil Interaction in the National Literacy and Numeracy Strategies. (2006, neutral): “Barnes & Todd, 1995 ; Wells, 1999 ; Mercer 2000 ).”