Vygotsky theory Flashcards
What is Vygotsky’s Theory of Cognitive Development?
learning occurs through interactions with more knowledgeable others and is mediated by cultural tools such as language.
How does Vygotsky’s theory differ from Piaget’s?
While both theorists agree that reasoning abilities develop sequentially, Vygotsky stresses that development is socially mediated and heavily reliant on language and cultural context, whereas Piaget emphasizes individual discovery and maturation.
What is the Zone of Proximal Development (ZPD)?
the range between what a child can do independently (current ability) and what they can achieve with guidance (potential ability), representing the optimal “sweet spot” for learning.
What is scaffolding in Vygotsky’s theory?
the temporary support provided by a more knowledgeable other to help a learner complete tasks within their ZPD. This support is gradually removed as the learner gains competence.
What role does language play in Vygotsky’s theory?
Language is a primary cultural tool in Vygotsky’s theory. It begins as external speech for communication, evolves into egocentric speech for self-guidance, and is eventually internalized as inner speech that underpins internal thought and reasoning.
What does internalization mean in this context?
the process by which external, social interactions and language are transformed into internal cognitive functions, forming the basis for higher mental processes.
What are Vygotsky’s stages of concept formation?
the Vague-Syncretic Stage (a trial-and-error approach), the Complex Stage (using systematic strategies without yet isolating key attributes), the Potential Concept Stage (identifying individual attributes), and the Mature Concept Stage (integrating multiple attributes into an abstract concept).
What are some strengths of Vygotsky’s theory
emphasis on social interaction and cultural context in cognitive development, strong empirical support for concepts such as scaffolding and the ZPD, and its direct applicability to educational practices.
What are some limitations of Vygotsky’s theory
vague explanation of the process of internalization, an underemphasis on biological factors in cognitive development, and challenges in accounting for universal patterns of intellectual growth across different cultures.
How does Vygotsky’s theory apply to educational practice?
informs teaching strategies by advocating for guided instruction within a student’s ZPD, the use of scaffolding to support learning, and the gradual transfer of responsibility from teacher to learner.
What empirical studies support Vygotsky’s key concepts?
Studies such as Roazzi & Bryant (1998) (improved estimation with MKO support), Conner & Cross (2003) (adaptive maternal assistance), and Van Keer & Verhaeghe (2005) (enhanced learning via peer tutoring) provide empirical backing for Vygotsky’s concepts.
What evidence challenges the universality of Vygotsky’s theory?
Research by Liu & Matthews (2005) indicates that high academic performance can occur in large classrooms with minimal individual scaffolding, suggesting that cognitive development may also thrive under less structured conditions.
How are higher cognitive functions developed according to Vygotsky?
Higher cognitive functions, such as logical reasoning and self-regulation, are built upon basic mental functions through guided social interactions and the gradual internalization of language and external support.
What is the role of cultural tools in cognitive development?
Cultural tools—including language, writing, art, number systems, and social practices—serve as symbolic systems that are passed down through generations and are internalized through social interaction, thereby shaping cognitive development.
How does reasoning development occur in Vygotsky’s view?
Reasoning development advances beyond just factual knowledge by relying on social collaboration and guided learning, where higher mental functions are acquired through interactions with more knowledgeable others.
Vygotsky’s Theory of Cognitive Development
A theory that posits cognitive development is a social process influenced by cultural interactions, language, and guidance from more knowledgeable others (MKOs).
Piaget’s Theory of Cognitive Development
theory emphasizing stages of individual cognitive development where learning occurs through independent exploration and maturation.
Sociocultural Theory of Cognitive Development
An approach that highlights how social interactions, cultural tools, and community contexts shape cognitive growth.
Zone of Proximal Development (ZPD)
The range between what a learner can do independently and what they can achieve with guidance, representing the optimal space for learning.
Scaffolding
Temporary, supportive guidance provided by an MKO to help a learner progress through their ZPD, with support gradually removed as competence increases.
More Knowledgeable Others (MKO)
Individuals (such as teachers, parents, or peers) who possess greater knowledge or expertise and assist learners in acquiring new skills or understanding.
Internalization
The process by which external social interactions and language are transformed into internal cognitive functions.
External Speech
Speech used to communicate with others, serving as a precursor to internal thought processes.
Egocentric Speech
Self-directed speech that children use to guide their actions and problem-solve before it becomes internalized.
Inner Speech
The silent, internal dialogue that supports reasoning and self-regulation, emerging from the internalization of external speech.
stages of Concept formation
The progressive phases through which a child develops abstract thinking, including the Vague-Syncretic, Complex, Potential Concept, and Mature Concept stages.
Potential Concept Stage
A stage where children start identifying individual attributes or features of a concept, moving toward a clearer understanding.
Mature Concept Stage
The final stage where a child integrates multiple attributes into a well-defined and abstract concept that can be applied flexibly.
Child as Scientist
children actively explore, experiment, and construct knowledge about the world through discovery.
Child as apprentice
children learn effectively through guided instruction and social interaction, much like an apprentice learning from a mentor.
Cultral tools
Artifacts, symbols, and systems (such as language, writing, art, and number systems) developed by a culture that mediate cognitive processes.
Mediation
The process by which cultural tools and social interactions facilitate learning and cognitive development.
Social Interaction
exchange between individuals that contributes to cognitive growth through shared experiences and communication.
Attention
selectively focusing on specific information or stimuli in the environment.
Perception
organizing, interpreting, and making sense of sensory input from the environment.
Sensation
initial detection and processing of sensory stimuli by the sensory organs.
Memory
cognitive function involving the encoding, storage, and retrieval of information.
Logical Reasoning
ability to think abstractly, solve problems, and understand relationships between concepts using systematic processes.
Self-Regulation
capacity to manage one’s own thoughts, emotions, and behaviors in order to achieve goals.
Metacognition
Awareness and understanding of one’s own cognitive processes, often involving reflection and self-monitoring of learning.
Higher Cognitive Functions
Advanced mental processese.g. reasoning, problem-solving, planning, and self-regulation that develop from basic cognitive skills.
Domain-General Skills
Cognitive skills that develop concurrently across various areas of learning, not specific to one domain .
Domain-Specific Skills
Cognitive skills that are unique to particular areas which Vygotsky viewed as playing a crucial and distinct role in cognitive development.
