Choose the statement below that most accurately reflects recent research findings concerning Piaget'stheory of cognitive development. Show
Get answer to your question and much more When neo-Piagetian theorists suggest that working memory capacity increases with age, they meanthat as children get older, they: Get answer to your question and much more Central to Vygotsky's theory of cognitive development is the idea that children make sense of theirworld: Get answer to your question and much more Which one of the following statements best describes Piaget's view of how children acquire knowledgeabout the world? Get answer to your question and much more From Vygotsky's perspective, what important role does inner speech play? Get answer to your question and much more Larger systems of mental processes are known as: Operations Piaget's sensorimotor stage is characterized by: Get answer to your question and much more If you were to criticize Vygotsky's theory of cognitive development in a way that contemporarytheorists sometimes do, which one of the following would you be most likely to say? Get answer to your question and much more According to Piaget, three of the following are essential for cognitive development. Which one is not? Get answer to your question and much more Which of the following is not a concept described by Piaget? Get answer to your question and much more At what age does intersubjectivity become more complex and take the form of joint attention? Get answer to your question and much more It is difficult for children to think about too many things all at the same time-a fact that reflects: Get answer to your question and much more Which of the following can teachers do that will be most likely to encourage self-regulated learning? Get answer to your question and much more 
You can have more than one multiple choice module, this one is accessible from a "group" called assessment. With Multiple Choice you need to provide the following:
It is ideal to have 10-20 questions per chapter This activity contains 15 questions.Answer choices in this exercise appear in a different order each time the page is loaded. The work of Lev Vygotsky (1934) has become the foundation of much research and theory in cognitive development over the past several decades, particularly of what has become known as sociocultural theory. Vygotsky's sociocultural theory views human development as a socially mediated process in which children acquire their cultural values, beliefs, and problem-solving strategies through collaborative dialogues with more knowledgeable members of society. Vygotsky's theory is comprised of concepts such as culture-specific tools, private speech, and the Zone of Proximal Development. Vygotsky's theories stress the fundamental role of social interaction in the development of cognition (Vygotsky, 1978), as he believed strongly that community plays a central role in the process of "making meaning." Unlike Piaget's notion that childrens' development must necessarily precede their learning, Vygotsky argued, "learning is a necessary and universal aspect of the process of developing culturally organized, specifically human psychological function" (1978, p. 90). In other words, social learning tends to precede (i.e., come before) development. Vygotsky believed that cognitive development was founded on social interaction. According to Vygotsky, much of what children acquire in their understanding of the world is the product of collaboration with others. Vygotsky’s theory has profound implications for classroom learning. Teachers guide, support and encourage children, yet also help them to develop problem-solving strategies that can be generalised to other situations. Children learn best not when they are isolated, but when they interact with others, particularly more knowledgeable others who can provide the guidance and encouragement to master new skills. Lev Vygotsky was a seminal Russian psychologist best known for his sociocultural theory. He constructed the idea of a zone of proximal development, which are those tasks which are too difficult for a child to solve alone but s/he can accomplish with the help of adults or more skills peers. Vygotsky has developed a sociocultural approach to cognitive development. He developed his theories at around the same time as Jean Piaget was starting to develop his ideas (1920's and 30's), but he died at the age of 38, and so his theories are incomplete - although some of his writings are still being translated from Russian. No single principle (such as Piaget's equilibration) can account for development. Individual development cannot be understood without reference to the social and cultural context within which it is embedded. Higher mental processes in the individual have their origin in social processes. Vygotsky's theory differs from that of Piaget in a number of important ways:This contradicts Piaget's view of universal stages and content of development (Vygotsky does not refer to stages in the way that Piaget does). Hence Vygotsky assumes cognitive development varies across cultures, whereas Piaget states cognitive development is mostly universal across cultures. (i) Vygotsky states the importance of cultural and social context for learning. Cognitive development stems from social interactions from guided learning within the zone of proximal development as children and their partner's co-construct knowledge. In contrast, Piaget maintains that cognitive development stems largely from independent explorations in which children construct knowledge of their own. (ii) For Vygotsky, the environment in which children grow up will influence how they think and what they think about. According to Piaget, language depends on thought for its development (i.e., thought comes before language). For Vygotsky, thought and language are initially separate systems from the beginning of life, merging at around three years of age, producing verbal thought (inner speech). For Vygotsky, cognitive development results from an internalization of language. Adults transmit their culture's tools of intellectual adaptation that children internalize. In contrast, Piaget emphasizes the importance of peers, as peer interaction promotes social perspective taking. Effects of Culture: - Tools of intellectual adaptationVygotsky claimed that infants
are born with the basic abilities for intellectual development called 'elementary mental functions' (Piaget focuses on motor reflexes and sensory abilities). Elementary mental functions include –
Eventually, through interaction within the sociocultural environment, these are developed into more sophisticated and effective mental processes which Vygotsky refers to as 'higher mental functions.' Each culture provides its children tools of intellectual adaptation that allow them to use the basic mental functions more effectively/adaptively. Tools of intellectual adaptation is Vygotsky’s term for methods of thinking and problem-solving strategies that children internalize through social interactions with the more knowledgeable members of society. For example, memory in young children this is limited by biological factors. However, culture determines the type of memory strategy we develop. For example, in western culture, children learn note-taking to aid memory, but in pre-literate societies, other strategies must be developed, such
as tying knots in a string to remember, or carrying pebbles, or repetition of the names of ancestors until large numbers can be repeated. Vygotsky, therefore, sees cognitive functions, even those carried out alone, as affected by the beliefs, values, and tools of intellectual adaptation of the culture in which a person develops and therefore socio-culturally determined. The tools of intellectual adaptation, therefore, vary from culture to culture - as in the memory example. Social Influences on Cognitive DevelopmentLike Piaget, Vygotsky believes that young children are curious and actively involved in their own learning and the discovery and development of new understandings/schema. However, Vygotsky placed more emphasis on social contributions to the process of development, whereas Piaget emphasized self-initiated discovery. According to Vygotsky (1978),
much important learning by the child occurs through social interaction with a skillful tutor. The tutor may model behaviors and/or provide verbal instructions for the child. Vygotsky refers to this as cooperative or collaborative dialogue. The child seeks to understand the actions or instructions provided by the tutor (often the parent or teacher) then internalizes the information, using it to guide or regulate their own performance. Shaffer (1996) gives the example of a young girl who is given her first jigsaw. Alone, she performs poorly in attempting to solve the puzzle. The father then sits with her and describes or demonstrates some basic strategies, such as finding all the corner/edge pieces and provides a couple of pieces for the child to put together herself and offers encouragement when she does so. As the child becomes more competent, the father allows the child to work more independently. According to Vygotsky, this type of social interaction involving
cooperative or collaborative dialogue promotes cognitive development. In order to gain an understanding of Vygotsky's theories on cognitive development, one must understand two of the main principles of Vygotsky's work: the More Knowledgeable Other (MKO) and the Zone of Proximal Development (ZPD). More Knowledgeable OtherThe more knowledgeable other (MKO) is somewhat self-explanatory; it refers to someone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept. Although the implication is that the MKO is a teacher or an older adult, this is not necessarily the case. Many times, a child's peers or an adult's children may be the individuals with more knowledge or experience. For example, who is more likely to know more about the newest teenage music groups, how to win at the most recent PlayStation game, or how to correctly perform the newest dance craze - a child or their parents? In fact, the MKO need not be a person at all. Some companies, to support employees in their learning process, are now using electronic performance support systems. Electronic tutors have also been used in educational settings to facilitate and guide students through the learning process. The key to MKOs is that they must have (or be programmed with) more knowledge about the topic being learned than the learner does. Zone of Proximal DevelopmentThe concept of the more knowledgeable other is integrally related to the second important principle of Vygotsky's work, the Zone of Proximal Development. This is an important concept that relates to the difference between what a child can achieve independently and what a child can achieve with guidance and encouragement from a skilled partner. For example, the child could not solve the jigsaw puzzle (in the example above) by itself and would have taken a long time to do so (if at all), but was able to solve it following interaction with the father, and has developed competence at this skill that will be applied to future jigsaws. As a result of shared dialogues with more knowledgeable others, who provide hints and instructions as well as encouragement, the child is able to internalize the ‘how to do it’ part of the task as part of their inner or private speech. This can then be used by the child on later occasions when they tackle a similar task on their own. Vygotsky (1978) sees the Zone of Proximal Development as the area where the most sensitive instruction or guidance should be given - allowing the child to develop skills they will then use on their own - developing higher mental functions. Vygotsky also views interaction with peers as an effective way of developing skills and strategies. He suggests that teachers use cooperative learning exercises where less competent children develop with help from more skillful peers - within the zone of proximal development. Evidence for Vygotsky and the ZPDFreund (1990) conducted a study in which children had to decide which items of furniture should be placed in particular areas of a dolls house. Some children were allowed to play with their mother in a similar situation before they attempted it alone (zone of proximal development) while others were allowed to work on this by themselves (Piaget's discovery learning). Freund found that those who had previously worked with their mother (ZPD) showed the greatest improvement compared with their first attempt at the task. The conclusion being that guided learning within the ZPD led to greater understanding/performance than working alone (discovery learning). Vygotsky and LanguageVygotsky believed that language develops from social interactions, for communication purposes. Vygotsky viewed language as man’s greatest tool, a means for communicating with the outside world. According to Vygotsky (1962) language plays two critical roles in cognitive development: 1: It is the main means by which adults transmit information to
children. 2: Language itself becomes a very powerful tool of intellectual adaptation. Vygotsky (1987) differentiates between three forms of language: social speech which is external communication used to talk to others (typical from the age of two); private speech (typical from the age of three) which is directed to the self and serves an intellectual function; and finally private speech goes underground, diminishing in audibility as it takes on a self-regulating function and is transformed into silent inner speech (typical from the age of seven). For Vygotsky, thought and language are initially separate systems from the beginning of life, merging at around three years of age. At this point speech and thought become interdependent: thought becomes verbal, speech becomes representational. When this happens, children's monologues internalized to become inner speech. The internalization of language is important as it drives cognitive development.
Vygotsky (1987) was the first psychologist to document the importance of private speech. He considered private speech as the transition point between social and inner speech, the moment in development where language and thought unite to constitute verbal thinking. Thus private speech, in Vygotsky's view, was the earliest manifestation of inner speech. Indeed, private speech is more similar (in its form and function) to inner speech than social speech. Private speech is 'typically defined, in contrast to social speech, as speech addressed to the self (not to others) for the purpose of self-regulation (rather than communication).' Unlike inner speech which is covert (i.e., hidden), private speech is overt. In contrast to Piaget’s (1959) notion of private speech representing a developmental dead-end, Vygotsky (1934, 1987) viewed private speech as: 'A revolution in development which is triggered when preverbal thought and preintellectual language come together to create fundamentally new forms of mental functioning.' (Fernyhough & Fradley, 2005: p. 1) In addition to disagreeing on the functional significance of private speech, Vygotsky and Piaget also offered opposing views on the developmental course of private speech and the environmental circumstances in which it occurs most often (Berk & Garvin, 1984). Through private speech, children begin to collaborate with themselves in the same way a more knowledgeable other (e.g., adults) collaborate with them in the achievement of a given function. Vygotsky sees "private speech" as a means for children to plan activities and strategies and therefore aid their development. Private speech is the use of language for self-regulation of behavior. Language is, therefore, an accelerator to thinking/understanding (Jerome Bruner also views language in this way). Vygotsky believed that children who engaged in large amounts of private speech are more socially competent than children who do not use it extensively. Vygotsky (1987) notes that private speech does not merely accompany a child’s activity but acts as a tool used by the developing child to facilitate cognitive processes, such as overcoming task obstacles, enhancing imagination, thinking, and conscious awareness. Children use private speech most often during intermediate difficulty tasks because they are attempting to self-regulate by verbally planning and organizing their thoughts (Winsler et al., 2007). The frequency and content of private speech are then correlated with behavior or performance. For example, private speech appears to be functionally related to cognitive performance: It appears at times of difficulty with a task. For example, tasks related to executive function (Fernyhough & Fradley, 2005), problem-solving tasks (Behrend et al., 1992), schoolwork in both language (Berk & Landau, 1993), and mathematics (Ostad & Sorensen, 2007). Berk (1986) provided empirical support for the notion of private speech. She found that most private speech exhibited by children serves to describe or guide the child's actions. Berk also discovered than child engaged in private speech more often when working alone on challenging tasks and also when their teacher was not immediately available to help them. Furthermore, Berk also found that private speech develops similarly in all children regardless of cultural background. Vygotsky (1987) proposed that private speech is a product of an individual’s social environment. This hypothesis is supported by the fact that there exist high positive correlations between rates of social interaction and private speech in children. Children raised in cognitively and linguistically stimulating environments (situations more frequently observed in higher socioeconomic status families) start using and internalizing private speech faster than children from less privileged backgrounds. Indeed, children raised in environments characterized by low verbal and social exchanges exhibit delays in private speech development. Childrens’ use of private speech diminishes as they grow older and follows a curvilinear trend. This is due to changes in ontogenetic development whereby children are able to internalize language (through inner speech) in order to self-regulate their behavior (Vygotsky, 1987). For example, research has shown that childrens’ private speech usually peaks at 3–4 years of age, decreases at 6–7 years of age, and gradually fades out to be mostly internalized by age 10 (Diaz, 1992). Vygotsky proposed that private speech diminishes and disappears with age not because it becomes socialized, as Piaget suggested, but rather because it goes underground to constitute inner speech or verbal thought” (Frauenglass & Diaz, 1985). Classroom ApplicationsVygotsky's approach to child development is a form of social constructivism, based on the idea that cognitive functions are the products of social interactions. Vygotsky emphasized the collaborative nature of learning by the construction of knowledge through social negotiation. He rejected the assumption made by Piaget that it was possible to separate learning from its social context. Vygotsky believed everything is learned on two levels. First, through interaction with others, and then integrated into the individual’s mental structure.
Teaching styles based on constructivism mark a conscious effort to move from ‘traditional, objectivist models didactic, memory-oriented transmission models’ (Cannella & Reiff, 1994) to a more student-centred approach. A contemporary educational application of Vygotsky's theory is "reciprocal teaching," used to improve students' ability to learn from text. In this method, teachers and students collaborate in learning and practicing four key skills: summarizing, questioning, clarifying, and predicting. The teacher's role in the process is reduced over time. Also, Vygotsky theory of cognitive development on learners is relevant to instructional concepts such as "scaffolding" and "apprenticeship," in which a teacher or more advanced peer helps to structure or arrange a task so that a novice can work on it successfully. Vygotsky's
theories also feed into the current interest in collaborative learning, suggesting that group members should have different levels of ability so more advanced peers can help less advanced members operate within their ZPD. Critical EvaluationVygotsky's work has not received the same level of intense scrutiny that Piaget's has, partly due to the time-consuming process of translating Vygotsky's work from Russian. Also, Vygotsky's sociocultural perspective does not provide as many specific hypotheses to test as did Piaget's theory, making refutation difficult, if not impossible. Perhaps the main criticism of Vygotsky's work concerns the assumption that it is relevant to all cultures. Rogoff (1990) dismisses the idea that Vygotsky's ideas are culturally universal and instead states the concept of scaffolding - which is heavily dependent on verbal instruction - may not be equally useful in all cultures for all types of learning. Indeed, in some instances, observation and practice may be more effective ways of learning certain skills. Download this article as a PDF Content is rigorously reviewed by a team of qualified and experienced fact checkers. Fact checkers review articles for factual accuracy, relevance, and timeliness. We rely on the most current and reputable sources, which are cited in the text and listed at the bottom of each article. Content is fact checked after it has been edited and before publication. Saul Mcleod, PhD, is a qualified psychology teacher with over 17 years' experience of working in further and higher education. He has been published in psychology journals including Clinical Psychology, Social and Personal Relationships, and Social Psychology. Mcleod, S. (2022, May 05). Vygotsky's Sociocultural Theory of Cognitive Development. Simply Psychology. www.simplypsychology.org/vygotsky.html Behrend, D.A., Rosengren, K.S., & Perlmutter, M. (1992). The relation between private speech and parental interactive style. In R.M. Diaz & L.E. Berk (Eds.), Private speech: From social interaction to self-regulation (pp. 85–100). Hillsdale, NJ: Erlbaum. Berk, L. E. (1986). Relationship of elementary school children's private speech to behavioral accompaniment to task, attention, and task performance. Developmental Psychology, 22(5), 671. Berk, L. & Garvin, R. (1984). Development of private speech among low-income Appalachian children. Developmental Psychology, 20(2), 271-286. Berk, L. E., & Landau, S. (1993). Private speech of learning-disabled and normally achieving children in classroom academic and laboratory contexts. Child Development, 64, 556–571. Cannella, G. S., & Reiff, J. C. (1994). Individual constructivist teacher education: Teachers as empowered learners. Teacher education quarterly, 27-38. Diaz, R. M., & Berk, L. E. (1992). Private speech: From social interaction to self-regulation. Lawrence Erlbaum. Frauenglass, M. & Diaz, R. (1985). Self-regulatory functions of children's private speech: A critical analysis of recent challenges to Vygotsky's theory. Developmental Psychology, 21(2), 357-364. Fernyhough, C., & Fradley, E. (2005). Private speech on an executive task: Relations with task difficulty and task performance. Cognitive Development, 20, 103–120. Freund, L. S. (1990). Maternal regulation of children's problem-solving behavior and its impact on children's performance. Child Development, 61, 113-126. Ostad, S. A., & Sorensen, P. M. (2007). Private speech and strategy-use patterns: Bidirectional comparisons of children with and without mathematical difficulties in a developmental perspective. Journal of Learning Disabilities, 40, 2–14. Piaget, J. (1959). The language and thought of the child (Vol. 5). Psychology Press. Rogoff, B. (1990). Apprenticeships in thinking. New York: Oxford University Press. Schaffer, R. (1996). Social development. Oxford: Blackwell. Vygotsky, L. S. (1962). Thought and language. Cambridge MA: MIT Press. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Vygotsky, L. S. (1987). Thinking and speech. In R.W. Rieber & A.S. Carton (Eds.), The collected works of L.S. Vygotsky, Volume 1: Problems of general psychology (pp. 39–285). New York: Plenum Press. (Original work published 1934.) Winsler, A., Abar, B., Feder, M. A., Schunn, C. D., & Rubio, D. A. (2007). Private speech and executive functioning among high-functioning children with autistic spectrum disorders. Journal of Autism and Developmental Disorders, 37, 1617-1635. Which one most accurately describes Vygotsky's view of cognitive development?Which one of the following statements most accurately describes Vygotsky's theory of cognitive development? Children progress, in part, by working on difficult tasks with the assistance of more competent individuals.
What does Vygotsky say about the zone of proximal development?Vygotsky believed that when a student is in the zone of proximal development for a particular task, providing the appropriate assistance will give the student enough of a "boost" to achieve the task.
What is Vygotsky theory of cognitive development?Vygotsky's Cognitive Development Theory argues that cognitive abilities are socially guided and constructed. As such, culture serves as a mediator for the formation and development of specific abilities, such as learning, memory, attention, and problem solving.
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Which one of the following statements most accurately describes Vygotskys theory of cognitive development zone of proximal development )?
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