Vygotsky sociocultural approach Flashcards
1
Q
Vygotsky Theory - intro
A
- Mental processes can only be understood by looking at what they dev from + into
- inter personal social interaction is very important
2
Q
Wertsch’s 3 themes
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1 ) Reliance on a genetic method - High mental function(HMF) vs elementary MF
2) semiotic mediation- HMF mediated by culturally-derived sign systems (words)
3) social origin of higher order functions revealed in general genetic law of cultural dev
3
Q
Elementary Mental functions (EMF)
A
-dev along natural line
- Not specific to humans
- inaccessible to consciousness
- Non-mediated
- e-g-natural memory, non-voluntary attention
4
Q
Higher Mental function (HMF)
A
- dev along cultural line by interactions
- Human specific
- Accessible to consciousness
- Mediated by sign systems
-e-g. Memory, problem solving
5
Q
semiotic Mediation
A
- mediation of thought processes by words or cultural signs to create HMF
-interaction with others = dev knowledge of lang
6
Q
Forbidden colours task
A
-Leont’ev (1932)
- children asked questions. some about colour
- 2 colours become forbidden t can only be used ones
- given 9 coloured cards
- 5-6 year olds lots of errors, cards no help
-8- 13: cards = improvement through external mediation
- Adults: few errors, cards no help - internally mediated
7
Q
social origin of thinking
A
- fernyhough 1996-> thinking is a conversation in the head
- analysis for psychological investigation should be the dyad not the indiv
8
Q
General genetic Law of cultural development
A
- Any function in Childs cultural dev appears 2 x
- First on social plane (between people)
- then on psychological plane ( within child)
- social relations or relations among people genetically underlie all higher function
- 1981
9
Q
zone of proximal development (ZPD) definition
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- distance between actual dev level ( independent problem solving) + level of potential dev (problem solving under adult guidance)
- Vygotsky 1978
10
Q
Zone of Proximal dev- dev levels:
A
- Actual -> what learner can do unassisted
- Proximal dev
- Potential -> what learner can’t do yet
- smagorinsky -> entire ZPD is dynamic + moves with dev
11
Q
ZPD + implication for tutoring
A
- Black + William (2009) -> teaching should be aimed towards those aspects of cog functioning that are in active States of dev
- Guided ppt captures Childs broad opportunities to learn through interaction
-teachers should set tasks they cant do without assistance to max learning gains
12
Q
Tutoring zPD study + results
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- predict - evidence for a shift from outer-to-self regulation in children’s task performance
- wertysh et al (1980) - > 18 mother- child dyads engaged in copying a truck jigsaw puzzly
- Analysis of gaze showed increase in self-neg with age
13
Q
Occurrence of outer to self regulation - Wertsch + Hickman (1987)
A
- showed transfer from outer to self reg could occur with a short period of time
- Episode 9- mother says: What’s the next colour we need, child looks at model + responds
- Episode 11 - mother says: you’ve almost finished / child looks at Model and says now purple
14
Q
Scaffolding -Bruner et al 1983
A
- adults structure + simplify the env to facilitate a Childs learning + guide them through their ZPD
- optimum level of scaffolding can be provided when accurate assessment of Childs current level of functioning + their potential is made
15
Q
scaffolding in the classroom
A
- should be contingent (tailored + continually adjusted for each child)
-van de Pol et al -> 2 key principles:
1) fading = gradual withdrawal of support as understanding increases
2) Transfer of responsibility from teacher to learner - Bridging = support given to help students connect existing knowledge with new concepts
- contextualising = material presented in different contexts
- instructional conversations
16
Q
5 types of scaffolding - Kang, Thompson + Windschitl (2014)
A
- Drawing -> encourage free draw to illustrate explanation
- contextualising phenomena -> embedding science in real- world contexts
- checklist- ideas to include in answers
- Rubrics -> extended check list with marks for each component
-sentence frame - contextualised = better at predicting quality explanations
- Drawing = neg predictor
17
Q
Grouping of children to facilitate cog advances
A
-Schmitz + Winskel (2008) suggest higher ability should operate just beyond lower abilities functioning
- If operate too far beyond level, gains from lower- ability are not as good
18
Q
Indiv differences in tutoring - scaffolding (Bruner, 1975)
A
- Adjustments to bring it within indies ZPD
- wood et al 1976
19
Q
Indiv differences in tutoring - attatchment security
A
- Longitudinal study
- Attachment security assessed at 12 months
- Tutoring at age 3
- mothers told can give as much or as little as they like
- Assessed extent mothers feedback to alter instruction specificity
- secure mothers pitched intervention + gave specific feedback
- insecure mothers gave vague or intrusive feedback
20
Q
mothers support + tutoring study- wood et al 1978
A
- 5 categories of support from mothers:
1) general verbal prods -low maternal control
2) specific verbal instructions
3) indicates materials- helps child literally
4) Prepare - orienting puzzle
5) mother does task herself - Results:
- children with ZPD tutoring performed better
-children more successful if: failures met by increased control + success decreases mothers Control = contingent teaching
21
Q
Phenomenon of private speech - Piaget
A
- Piaget 1923- 45% of utterances of 2 - 6 year old boys had no communicative function
-Piaget - remarks not addressed to anyone + evoke no reaction - Egocentrism (private speech) -> social intellect/speech
22
Q
Egocentric + private speech
A
- Private speech was further evidence for child’s egocentricity
-incidence drops off in middle childhood when child reaches operation stage - Peak incidence is 3-7 years Old
23
Q
Vygotsky’s account of private speech
A
- lang dev from first day of life
- thought + lang are parallel systems for first 2 years of life
- At 2, systems inter-penetrate
-Then speech mediates thoughts - private speech is an essential mid-point stage in internalisation, USe of words to Control beh
- social interaction/speech-> private speech > indiv intellect (inner speech)
24
Q
A
25
evaluating Vygotsky + Private speech- predictions
-places too much emphasis on role of social interaction (Feldman fowler)
- Private speech is used to self-reg
- evidence of internalisation
- derived from social speech
- should be universal
26
Evidence for self-neg + private speech
- deliberate intro of obstacles to Childs task -> coefficient private speech almost doubles
- child solves task with help of eyes, hands + speech (Vygotsky + Luria, 1993)
27
Parasocial nature of private speech intro
- removing audience + social speech should reduce private speech
-deaf , foreign children have very ' low levels of private speech
28
modern Research- self-reg function of private speech
- Berk + Winsler (1992)
- evidence equivocal
- some haven't found private speech increasing with increasing task difficulty
- some haven't found private speech to relate to task success
- But private speech expressions of frustration associated with failure of a difficult task
- Private speech unnecessary if task is too easy
- Need to distinguish between task -related utterances + emotional expression
29
fernyhough + Fradley (2005) - modern research into self- reg private speech
- Assessed childrens private speech during tower of London task
- self-reg private speech common on moderate difficulty puzzles
- self-reg private speech associated with task success
29
Al-Namlah + Meins - preventing private speech study
- children struggle a lot with difficult tasks
- when allow them to use private speech again more successful
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Parasocial nature of private speech studies
- Kohlberg et al - its pos correlated with social speech
- Bivens + Hagstrom - its dialogic, mimicking convos in social speech (self answer to questions)
- Bark + Garvin- SOC where advlt-child verbal communication is restricted slows private speech dev
35
Internalisation of private speech study
- evidence private speech decreases with age
- against Piaget, it doesn't just disappear, there's an increase of external manifestations of inner speech
- Goudena 1992- abbreviation in 74% of utterances in 4.5 year olds
35
Berk (1986) - 3 levels indicating internalisation
1) Task irrelevant private speech
2) TaSk relevant, overt private speech
3) external manifestations of task- relevant inner speech (whispering)
35
Non-verbal tasks + lang intro
- can be used to help remember info (WM)
- used in non-verbal tasks such as recall designs
35
Bark + Garvin functions of private speech
1) egocentric communication
2) Affect expression
3) word play + repetition
4) fantasy play
5) Remarks to nonhuman objects
6) Describing own activity + self-guidance
7) self-answered questions
8) reading aloud
9) inaudible muttering
36
Blue-Walled room experiment
- Test of spatial memory
- Navigation is difficult after disorientation
- children up to 4 behave like rats (Hermer)
- Human adults use blue wall in room to aid search of reward
-children search like adults age 5-7
