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269 > Vygotsky > Flashcards

Vygotsky Flashcards

1
Q

4 Infant Elementary Functions

A

Attention
Sensation
Perception
Memory

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2
Q

Vygotsky believed infants are born with what functions (4)

A

Attention
Sensation
Perception
Memory

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3
Q

Vygotsky believed that how we think is a…

A

Function of the social/cultural world we grew up in

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4
Q

How might socio-culture influence child’s play?

A

Because children often imitate in play

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5
Q

Socio-culture determines the (2)

A
  1. Type of activity we engage in

2. The things we learn

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6
Q

Morelli et al., (2003)

Observed toddlers in 3 different communities:

A
  1. US
  2. The Efe people (Congo)
  3. Indigenous Mayan group
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7
Q

Morelli et al., (2003)

Method

A

Observation of toddlers in 3 communities

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8
Q

Morelli et al., (2003)

Findings

A

Efe/Mayan children imitated adult work in their play more

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9
Q

How might socio-culture influence problem-solving?

A

Influences how familiar we are with thinking/reasoning about certain topics

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10
Q

Cole et al., 1971

Problem Solving

Participants (2)

A

The Kpelle people of Liberia

US participants

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11
Q

Cole et al., 1971

Problem Solving

Findings

A

US - better at estimating length

Kpelle - better at estimating rice quantities

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12
Q

Cole et al., 1971

Problem Solving

Why were the Kpelle people better at estimating rice quantities?

A

Daily activity for them

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13
Q

Luria (1979)

Participants (2 groups)

A

Group 1 - traditional unschooled farmers

Group 2 - farmers with formal schooling

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14
Q

Luria (1979)

Method

A

Showed 4 pics

Asked to pick 3 that went together

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15
Q

Luria (1979)

Findings (educated farmers)

A

Made an ‘abstract category’

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16
Q

Luria (1979)

Findings (non-educated farmers)

A

Made decisions based on practical situations

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17
Q

Luria (1979)

What was the ‘abstract category’ made up of

A

Spade, axe, saw

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18
Q

Chen, Mo + Honomichl (2004)

Method

A

Pps given 2 problems

One analogous to Hansel and Gretel, one analogous to The Elephant Tale

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19
Q

Chen, Mo + Honomichl (2004)

Coming up with a ‘Hansel and gretel’ like idea is an example of

A

A culturally specific solution (West)

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20
Q

Chen, Mo + Honomichl (2004)

Which condition were the US participants better at?

A

Hansel and Gretel-like tale

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21
Q

Chen, Mo + Honomichl (2004)

Which condition were the Chinese participants better at?

A

The one analogous to ‘The Elephant Tale’

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22
Q

Language

Subtle differences in language can lead to….

A

Noticeable differences in cognition e.g. maths

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23
Q

Gordon, 2004

What was found regarding the Amazonian languages?

A

No number words for > 5

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24
Q

Gordon, 2004

In two Amazonian languages there are no words for >5. As a result

A

Individuals from this culture can only solve math problems easily <5

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25
Q

Gordon, 2004

However, if children from the Amazonian culture learn a language…

A

With number words >5, they become better at solving math problems

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26
Q

Gordon, 2004

Children become better at math if they learn a language with number words >5. This supports

A

The idea that language can influence numerical skills

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27
Q

Zuber et al., 2009

German speaking children often…

A

Have problems converting spoken numbers to written numbers

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28
Q

What did Vygotsky believe is an important tool for the speech–> thought transition?

A

Self-speech

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29
Q

Inessential for children’s cognitive development

A

Self-speech

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30
Q

Vygotsky

Children’s behaviour is first controlled

A

By adults instructions

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31
Q

Vygotsky’s Inner Speech stages (3)

A
  1. Behaviour first controlled by adults
  2. In private, speech said out loud
  3. Monologues become internalised
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32
Q

At what age does Inner Speech emerge?

A

7 years

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33
Q

Inner speech, otherwise known as

A

Thought

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34
Q

Two pieces of evidence suggesting Vygotsky was right about self-speech?

A

Berk (1992)

Behrend et al., (1992)

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35
Q

Berk (1992)

When do children engage in more self-speech? (3)

A
  1. Challenging
  2. Making mistakes
  3. Confused about what to do
36
Q

Behrend et al., (1992)

Children who engage in self-speech…

A
  • More attentive

- Perform better on cog. tasks

37
Q

A central concept in Vygotsky’s work: the zone

A

Of proximal development

38
Q

Children’s cognition improves through…

A

Interacting with people

39
Q

Children’s cognition improves through interaction, especially those who

A

Are more experienced or knowledgeable

40
Q

The zone of proximal development

A

Increase in development a child can reach through assistance with a more competent person

41
Q

Vygotsky believed children work best in

A

The zone of proximal development

42
Q

Vygotsky’s ZOPD was developed further by Bruner, who introduced

A

Scaffolding

43
Q

Bruner (1983)

A

Scaffolding

44
Q

What does Bruner’s (1983) scaffolding theory suggest?

A

Children’s learning is enhanced when competed people provide a ‘framework’ that supports it at a higher level

45
Q

Scaffolding is _______ as the child becomes more capable

A

Adjusted

46
Q

3 ways of Scaffolding

A
  1. Modelling an action
  2. Suggesting a strategy
  3. Restructuring into manageable chunks
47
Q

Wood et al., (1976)

Proposed

A

5 important aspects of scaffolding

48
Q

Wood et al., (1976)
5 aspects of scaffolding

  1. Recruitment
  4. 5.
A
  1. Reduction of DOF
  2. Direction maintenance
  3. Marking critical features
  4. Demonstration
49
Q

Wood et al., (1976)

What does the ‘recruitment’ stage involve?

A

You need to engage a child’s interest

50
Q

Wood et al., (1976)

What does the ‘reduction of degrees of freedom’ stage involve?

A

Reduce number of steps needed to arrive at solution

51
Q

Wood et al., (1976)

What does the ‘direction maintenance’ stage involve?

A

Need to maintain a child’s motivation

52
Q

Wood et al., (1976)

What does the ‘marking critical features’ stage involve?

A

Highlighting important features

53
Q

Wood et al., (1976)

What does the ‘demonstration’ stage involve?

A

Model the solution

So learner can imitate

54
Q

Behrend et al., (1992)

What was found regarding scaffolding?

A

Scaffolding (supportive learning environment) –> more private speech –> more successful children

55
Q

Behrend et al., (1992)

Supported both (1) and (2)

A

Self-speech

Scaffolding

56
Q

Devine, Bignardi + Hughes (2016)

Parental scaffolding while children did a jigsaw puzzle…

A

Predicted academic attainment 1 year later

57
Q

Devine, Bignardi + Hughes (2016)

Parental scaffolding during jigsaw predicted academic attainment 1 year later. WHY?

A

Supported development of high-level cognitive skills (i.e. WM)

58
Q

Aside from parents, what else can help scaffold learning?

A

Computers

59
Q

Why can computers be useful scaffolding partners (2)

A

Feedback

Access to knowledge

60
Q

van Rosmalen et al., (2007)

How can computers enable productive peer tutoring?

A

Sharing knowledge/exchanging competencies/emotional support

61
Q

Freund (1995)

RQ:

A

Do Vygotskian educational methods help?

62
Q

Freund (1995)

Participants

A

3-5 year olds

63
Q

Freund (1995)

Conditions (2)

A
  1. Alone with Fback from experimenter

2. With mother through guided learning

64
Q

Freund (1995)

Method

A

Help a puppet decide which furnishings they should put in rooms of a dollhouse

65
Q

Freund (1995)

Which participants performed better on final task?

A

Children who worked with mothers

66
Q

(Johnson + Johnson, 1989)

Suggested motivation is enhanced when….

A

Working with another person

67
Q

Co-operative learning means the child has to (3)

A

Explain
Persuade
Resolve conflicts

68
Q

Teasley (1995)

Collaborative learning increases

A

Self-speech

69
Q

Tudge (1992)

When is collaborative learning NO MORE EFFECTIVE than working alone?

A

If peers don’t modify their behaviour (scaffold)/aren’t competent

70
Q

Ratner, Foley + Gimpert (2002)

Repeated _______ task

A

Freund’s (1995) dollhouse

71
Q

Ratner, Foley + Gimpert (2002)

Repeated Freund’s dollhouse task and found

A

Many 5 y/o’s in the collab condition thought THEY had made certain actions when it was in fact the adult

72
Q

Ratner, Foley + Gimpert (2002)

Many children incorrectly thought it was them who made certain decisions. What is this called?

A

Attribution errors

73
Q

Ratner, Foley + Gimpert (2002)

Interestingly, the attribution errors led to

A

Greater learning (better memory for location of furniture)

74
Q

Ratner, Foley + Gimpert (2002)

What was the conclusion?

A

Collaboration = greater learning

75
Q

Major difference between Piaget’s and Vygotsky’s theories?

A 
Piaget = child's OWN EFFORTS
Vygotsky = child's SOCIOCULTURAL ENVIRONMENT
76
Q

Piaget would suggest that self-speech is

A

Egocentric

77
Q

Piaget

Does culture influence development?

A

NO

78
Q

Children learn best when they are in their ___________ and when ________________

A

Zone of proximal development

Peers/adults use scaffolding

79
Q

While Piaget would say self-speech is a sign of egocentricity, Vygotsky would say it

A

Marks a transition between language for communication and language for thought

80
Q

Piaget and Vygotsky were both…

A

Constructivists

81
Q

“Progresses in distinct, discontinuous stages”

Vygotsky or Piaget

A

Piaget

82
Q

“Progresses more flexibly and continuously”

Vygotsky or Piaget

A

Vygotsky

83
Q

“The order of development is influenced by various factors”

Vygotsky or Piaget

A

Vygotsky

84
Q

“The order does not differ between children”

Vygotsky or Piaget

A

Piaget

85
Q

Ratner, Foley + Gimpert (2002)

Collaboration –>

A

Attribution errors –> Greater learning/memory

86
Q

Co-operative learning means the child has to explain ideas/resolve conflicts. This involves (2)

A
  1. Examining own ideas

2. Greater articulation

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