Cognitive Development
II
Vygotsky
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Higher order mental activities
(attention, memory, and problem
solving, etc) begin with ones social
behavior and then are internalized.
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Not really stage-like, but more
continuous: from simple to more
complex
Socio-cultural
Perspective
• Sensory and perceptual abilities at
birth
– but culture transforms them into more
complex forms.
Key points in Vygotskian
theory
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The adult (or more experienced learner)
is the agent of change
Learning occurs through guidance
Guided Participation
Active participation in culturally relevant
activities beside a more skilled partner
an apprenticeship in thinking and how to use
“tools” of the culture.
Has to do with the relationship between
teacher & learner.
Key points in Vygotskian
theory
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Zone of Proximal Development
independently vs with the help
Scaffolding- Tailoring instruction enough to be
successful. Method of teaching
Cognitive development occurs within social
interactions
Language- Language drives cognitive
development
primary vehicle of culture and participation in cultural
activities
Pertinence of Theory on
Education
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Standardized tests, IQ tests?
Testing what we already know?
…Or what we are close to
knowing?
When we test, where are we testing
on the zone of proximal development?
Comparison of Piaget and
Vygotsky
• See website under “handouts”