ABSTRACT
Recent chapters in the Annual Review of Psychology closely related to the general subject matter of teaching and learning (Glaser & Bassok 1989, Sandoval 1995, Snow & Swanson 1992, Voss et al 1995) have generally examined issues of cognition from an individualistic perspective. Voss et al (1995) indicated that the recent decade has witnessed the “sociocultural revolution,” with its focus on learning in out-of-school contexts and on the acquisition of intellectual skills through social interaction (p. 174). In this review, I examine the nature and consequences of this revolution.
