journal article Show Human Development Vol. 42, No. 1 (1999) , pp. 1-17 (17 pages) Published By: S. Karger AG https://www.jstor.org/stable/26763382 Read and download Log in through your school or library Alternate access options For independent researchers Read Online Read 100 articles/month free Subscribe to JPASS Unlimited reading + 10 downloads Read Online (Free) relies on page scans, which are not currently available to screen readers. To access this article, please contact JSTOR User Support. We'll provide a PDF copy for your screen reader.With a personal account, you can read up to 100 articles each month for free. Get StartedAlready have an account? Log in Monthly Plan
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Abstract In his studies of handicapped and ‘difficult’ children, Vygotsky applied one of his basic assumptions in the domain of affective development: that human individuals try to master themselves from the ‘outside’ through the development of higher mental functions. His theoretical accounts provide both a conceptualization of the unique methods employed by abused children to compensate and a conceptual framework to study the way new psychological tools can assist the further development of abused children’s methods of compensation. In this respect, a Vygotskian therapeutic approach, together with current constructivist theories of the development of abused children, provides an alternative to psychodynamic and cognitive therapies that focus on the cause of ‘original’ traumatic experiences and the (cathartic) re-living of affective reactions to them. Clinical examples are discussed to illustrate this Vygotskian therapeutic approach. Journal Information Distinguished by its international recognition since 1958, Human Development publishes theoretical contributions and integrative reviews of lines of research in psychological development within conceptual, historical, and methodological frameworks. Contributions serve to raise theoretical issues, flesh out interesting and potentially powerful ideas, and differentiate key constructs. Contributions come primarily from developmental psychology, but are welcome from other relevant disciplines. Publisher Information Karger Publishers is a worldwide publisher of scientific and medical content based in Basel, Switzerland. It is independent and family-led in the fourth generation by Chairwoman and Publisher Gabriella Karger. Karger has been continuously evolving, keeping pace with the current developments and shifts in research and publishing. The publishing house is dedicated to serving the information needs of the scientific community, clinicians and patients with publications of high-quality content and services in health sciences. Rights & Usage This item is part of a JSTOR Collection. journal article Talk and the Development of Reasoning and UnderstandingHuman Development Vol. 51, No. 1, 50th Anniversary Special Issue: Celebrating a Legacy of Theory with New Directions for Research on Human Development (2008) , pp. 90-100 (11 pages) Published By: S. Karger AG https://www.jstor.org/stable/26763971 Read and download Log in through your school or library Alternate access options For independent researchers Read Online Read 100 articles/month free Subscribe to JPASS Unlimited reading + 10 downloads Read Online (Free) relies on page scans, which are not currently available to screen readers. To access this article, please contact JSTOR User Support. We'll provide a PDF copy for your screen reader.With a personal account, you can read up to 100 articles each month for free. Get StartedAlready have an account? Log in Monthly Plan
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Abstract Wertsch’s clarification of Vygotsky’s claims about the role of social interaction in the development of children’s thinking made an important contribution to educational research. Revisiting that clarification, I suggest that ‘talk’ instead of ‘speech’ best describes Vygotsky’s concern with the functional dynamics of dialogue rather than the language system. Reviewing research on teacher-pupil interaction and collaborative activity amongst peers, I then consider what evidence has now emerged to support Vygotsky’s claims. The article ends with a brief summary of the current state of our understanding about the role of spoken dialogue in learning and development. Journal Information Distinguished by its international recognition since 1958, Human Development publishes theoretical contributions and integrative reviews of lines of research in psychological development within conceptual, historical, and methodological frameworks. Contributions serve to raise theoretical issues, flesh out interesting and potentially powerful ideas, and differentiate key constructs. Contributions come primarily from developmental psychology, but are welcome from other relevant disciplines. Publisher Information Karger Publishers is a worldwide publisher of scientific and medical content based in Basel, Switzerland. It is independent and family-led in the fourth generation by Chairwoman and Publisher Gabriella Karger. Karger has been continuously evolving, keeping pace with the current developments and shifts in research and publishing. The publishing house is dedicated to serving the information needs of the scientific community, clinicians and patients with publications of high-quality content and services in health sciences. Rights & Usage This item is part of a JSTOR Collection. What is the term that Vygotsky used to describe the support of learning?Vygotsky scaffolding, commonly referred to as scaffolding, is a process used in the classroom in which a teacher or capable student helps a student within their ZPD.
What did Vygotsky say about preschoolers talking to themselves?In this kind of uniquely resourceful way, humans have invented a method for satisfying a profound need. Vygotsky would propose that "talking to yourself" is a net positive for the learner indeed a necessary step in normal cognitive processing.
How did Vygotsky say children learn?Social Influences on Cognitive Development
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.
What does Vygotsky's theory say?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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