PSY 2105 Lecture Notes - Lecture 7: Lev Vygotsky, Language Acquisition, Mnemonic
24 May 2018
School
Department
Course
Professor
PSY2105A Dr. Isabelle Boutet
Chap 8: Vygotskys Theo of Cogitie Deelopet 22.05.18
Chap 8 p 294-298
Sociocultural approaches – development must be understood in – and cannot be dissociated from – its social,
cultural and historical context
Mechanisms of Change
Language
• Most powerful mechanism that propels cognitive development
• Primary form of social interaction – means to pass knowledge and values from one generation to the next
• Language acquisition is a milestone of development because it permits dialogue with more
knowledgeable individuals
Private speech – self-directed speech serves a role
Social Interactions – what children can do with assistance of others might be in some sense even more indicative
of their mental development than what they can do alone
• Different than Piaget b/c he is only interested in how a child develops on their own
Scaffolding: uleaed tasks ot et ithi leaes ailit ad ultual tools fo leaig; itodued teacher or
peer
• An instructional process – teacher adjusts the amount and type of assistance for the child
• Teahe adjusts the aout ad tpe of suppot to the hilds leel of deelopet
• zone of proximal development: unlearned tasks at limits of learners ailit
o Where the most productive social interactions occur
o Disepa t a hilds etal age ad the leel he eahes i solig poles ith
assistance
o Range of tasks too difficult for the child to do alone but possible with the help of adults (i.e
scaffolding) and more skilled peers
o Learning takes place in the ZPD
i.e Charlie – ouldt out the loks, ut ith othes oahig tehiues fo outig saffoldig he
develops the acquired task of counting
Guided participation: a by-product of participating in routine cultural activities
• i.e learning to bake, learning to change a tire; routine activities differ from culture to culture
Cultural context
• culture determines language, beliefs, values, norms, rituals, tools, institutions, and activities
• what children learn and how depends on where they live
o children acquire context of intellect from culture
o children acquire tools of intellectual development from culture
• any attempt to evaluate cognitive development must consider cultural context
cultural context contributes to development by providing tools
• their use is learned via interactions with parents, caregivers, teachers, and peers
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Document Summary
Sociocultural approaches development must be understood in and cannot be dissociated from its social, cultural and historical context. Language: most powerful mechanism that propels cognitive development. Primary form of social interaction means to pass knowledge and values from one generation to the next. Language acquisition is a milestone of development because it permits dialogue with more knowledgeable individuals. Private speech self-directed speech serves a role. Scaffolding: u(cid:374)lea(cid:396)(cid:374)ed tasks (cid:374)ot (cid:455)et (cid:449)ithi(cid:374) lea(cid:396)(cid:374)e(cid:396)(cid:859)s a(cid:271)ilit(cid:455) a(cid:374)d (cid:272)ultu(cid:396)al tools fo(cid:396) lea(cid:396)(cid:374)i(cid:374)g; i(cid:374)t(cid:396)odu(cid:272)ed (cid:271)(cid:455) teacher or peer: an instructional process teacher adjusts the amount and type of assistance for the child. Learning takes place in the zpd i. e charlie (cid:272)ould(cid:374)(cid:859)t (cid:272)ou(cid:374)t the (cid:271)lo(cid:272)ks, (cid:271)ut (cid:449)ith (cid:373)othe(cid:396)(cid:859)s (cid:272)oa(cid:272)hi(cid:374)g te(cid:272)h(cid:374)i(cid:395)ues fo(cid:396) (cid:272)ou(cid:374)ti(cid:374)g (cid:894)s(cid:272)affoldi(cid:374)g(cid:895) he develops the acquired task of counting. Guided participation: a by-product of participating in routine cultural activities i. e learning to bake, learning to change a tire; routine activities differ from culture to culture.
