300 likes | 692 Views
Lev Vigotsky. Born in 1896Active in Russian revolutionGraduated with law degreeWhen Bolsheviks took power, became teacherEventually professor of education and theory completely self taught!Studied with Luria and KornilovAvid supporter of Russian revolutionDie hard communistBelieved that s
E N D
1. Vigotsky’s Sociohistorical Psychology
2. Lev Vigotsky Born in 1896
Active in Russian revolution
Graduated with law degree
When Bolsheviks took power, became teacher
Eventually professor of education and theory
completely self taught!
Studied with Luria and Kornilov
Avid supporter of Russian revolution
Die hard communist
Believed that socialism/communism could improve the lot of people, and worked for classless society that would elminate social conflict and exploitation
3. Communism influences? Cannot underestimate influence of his political views on his theory
Explicitly sought to develop Marxist psychology
“Marxist psychology is not a school amidst schools, but the only genuine psychology as a science. A psychology other than this cannot exist. And the other way around: everything that was and is genuinely scientific belongs to Marxist psychology” (Vygotsky, 1997a, p.341).
Sought to apply tenets of Marxism to discover nature of human psychology.
4. How did this influence his theory? At Moscow State University:
Saw ravages of war
Worked with individuals with war trauma
Believed these patients could be treated with social artifacts
Social artifacts included
Braille
Sign language
Social support (direct aid, guidance, encouragement)
All of these helped compensate for losses
Socially mediated compensations enable individuals to engage in psychological functions
Reading
Communicating
Reasoning
Remembering
Called his work “defectology”
Psychological phenomena such as intelligence, reasoning, language, memory, personality, perception, madness and emotions all rest on “cultural means”
5. Nature of psychologica phenomena Psychological phenomena are social in two respects:
Depend on/originate in social experience and treatment
Embody cultural artifacts
Social behavior includes manner in which people
stimulate and direct one’s attention
Model behavior
Respond to behavior (via encouragement, imitation, discouragement)
Control bodily movements
Organize spatial relations among individuals
Cultural artifacts include
Signs
Symbols
Linguistic terms
Humanly produced objects and instruments (furniture, books)
Social treatment and socially produced artifacts generate and shape psychological phenomenon
6. Example: Child rearing MKO: More Knowledgeable Other
refers to anyone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept.
a teacher, coach, or older adult, also peers, a younger person, or even computers.
MKO or Parents control when, where, how child responds to the world:
Modeling
Encouragement
Discouragement
Parents control spatial relationships:
Where sleep
Where sit at table
How hold a baby (facing parent, or facing out)
this determines the kinds/intensity of emotions that a child develops
7. Cultural artifacts Structure psychological phenomena by mediating person’s relation wit the world
Sitting in chairs to eat vs. standing vs. sitting on floor
Creates segregated spaces between food, people, etc.
Living in rectangles, living in “cubicles”
living in nuclear vs. extended families
8. Symbolic cultural artifacts Often occur in form of socially constructed concepts of what, how, why things are
Organize psychological phenomena
Way we conceptualize or understand an event determines our emotional reaction to it
Perception of size, distance, weight, color, motion also depend on cues whose significance is socially construed
What is good or bad personal space
What are good or bad colors
Weddings are white? Red?
Meaning of black and white
9. Symbolic cultural artifacts Misperceptions and unconsciousness also structured by social concepts
Particular social values structure perceptions in a way that highlights certain characteristics
May preclude noticing other aspects of the self or others
Even psychological dysfunctions are organized by social concepts
Mental illness varies by culture
Acceptable vs. unacceptable behavior varies
10. Relation between culture, consciousness and psychological phenemona
11. What role does biology play? Psychological phenomena also involve biological processes
The role of biological processes varies across the lifespan
Infant reactions entirely biological
Biological roles diminish as child matures
In adulthood: cultural processes dominate
This process is called sociogenesis of psychological phenomenon.
12. Very Piagetian here In infancy
Reflexes, instincts, hormones, other natural mechanisms determine behavior
Simple, stereotyped, nonconcscious, involuntary, stimulus-bound, transient behaviors
Elementary or lower processes
Are not true psychological phenomenon
13. Very Piagetian here Psychological phenomenon require that organism is differentiated from world
In childhood,
begin to break natural ties between individual and world
Complex set of mental processes then begins to mediate between the organism and the world
Our consciousness understands, interprets, anticipates features of stimuli, and decides how to respond to the stimuli.
14. Significant cultural reconstruction In childhood: child must shift from stage of primitive perceptions to stage of competent forms of adaptation to external world
Is a cultural reconstruction
Other people must promote, guide, reward, punish, restrain, imitate, model the child’s behavior
Also must teach child to use cultural artifacts to organize his/her behavior
Biological changes accompany these changes
Lower brain functions replaced by higher cortical function
Cortex begins to take over most cognitive functioning
Social relationships stimulate this process
15. Social experience Provides cultural means for regulating elementary processes and placing them under conscious control
This allows transformation into psychological processes
Zone of Proximal Distance:
distance between a student’s ability to perform a task under adult guidance and/or with peer collaboration and the student’s ability solving the problem independently.
learning occurred in this zone.
16. Social experience MKO’s or Care takers must take active role in shaping behavior of child
Channel behaviors
Help child discover new stimuli and how to control them
Bridge the zone of proximal distance
A child’s behavior
loses involuntary, impulsive, stereotyped, mechanical qualities
instead becomes controlled by conscious decisions and understanding
Attention transformed from orientation reflex to conscious, voluntary, psychological process
17. Memory Also is culturally reconstructed from natural process into psychological ones
Young children: memorize objects put in front of them without organization
Older children: use socially devised mnemonic devices in form of symbolic associations and reminders
Organize and operate on the objects/processes
Vast cultural differences in memory exist because of different cultural mnemonic systems
What is important for your culture is what you remember
What culture emphasizes is that is emphasized in our learning and memory
18. Reduction of biological determinism Social development of consciousness transforms an individual’s biology
In early childhood: biological processes conduct information AND determine how info is processed/organized
Change in middle childhood:
biological processes only conduct information, not determine how information is processed or organized
Psychological processes provide organization
Reduction in biological determinism of reactions = prerequisite for emergence of psychological phenomenon.
Begins at about 6 months
19. Reduction of biological determinism Note that world does not directly determine perception,
Rather it is the psychological processes that organize perception:
Social experiences
Cultural artifacts
Perception is indirect, not direct
But: argues that socially organized psychological functions enable individual to comprehend environment MORE REALISTICALLY than biologically determined processes
Biological = automatic, fixed
Psychological = flexible, allow adaptation, not distorted
20. Symbolic systems Verbal and written symbols:
Allow enrichment of individual by enabling him/her to utilize fruits of many people’s efforts
Allow shared or collective experiences
What symbolic systems and psychological processes you develop depends on your experiences
Uses mathematics as an example
Symbolic system “invented” by humans to explain natural world
Allows us to make sense of complicated phenomena and explain, organize and predict these phenomena
Results in new way of conceiving and treating the world
21. Vigotsky and Play 3 principal developmental aspects of play
Intellectual development
Moral development
Activity development
Most psychologists emphasize the last two, not first
Play = subject-generalization development
Helps develop structure of meaning
Development of higher mental functions
Verbal learning/acquisition: semiotics
22. What is important about play? Child can create “pretend play” situation
Allows child to model what he/she saw
Allows tendency to release desires that cannot be fulfilled in real activity, releases imagination
Separates visual field from field of sense
First step to developing higher mental functions
Allows child to control his own activity
Allows child to control his/her world and outcomes
E.g., Using a stick as a horse:
Moves away from defined meaning of stick
Imposes child’s structure on the world, not the other way around
Free manipulation leads to abstract thinking
23. Play items as signs Play items have three roles
The object itself
Representation
Interpretant
Using three roles together allows emergence of thought, abstract thinking
Child learns to link a sign and an object
24. Play items as signs Three kinds of signs
Iconic: exhibits similarly or analogy to subject of discourse
Index: demonstrative or relative, forces attention to particular object intended without describing it
Symbols: general name or symbol describes object by means of association of ideas/habitual connection between name and object
Pretending based on process of generalization or extraction of meaning that is mediated by a concrete object
Object is generalized according to extracted feature
Complex of such features creates the pseudoconcept of the given object
Child moves from concrete interaction with object to developing symbols for the object, including qualities about the object’s behavior, meaning and interactions
Moves from basic reflexive or simple biological interactions to words and language about the object
25. Play is important because: assume that child brings:
desire to act effectively and independently
capacity to develop higher-level mental functioning to her encounters with the culture (as experienced in interactions with others),
Those goals and means to reach them = culturally determined and learned.
The child active in learning process, but does not act alone (PDZ!!)
learns to think by:
constructing or co-constructing,
by internalizing progressively more adequate versions of the intellectual tools of the culture
These tools are modeled or actively taught by more advanced others.
All of these behaviors are intimate part of play process
26. Teacher/parent role: Interactions that promote development may involve
Active scaffolding
guided participation
building bridges
Adult or more experienced peer must do the guiding and building
The more experienced person, the MKO
assists the child by providing prompts, clues,
Modeling
Questions
Provides strategies, and other supports that allow the child to accomplish tasks that cannot yet accomplish independently
27. Successful learning/teaching: To be effective in promoting the development of the child’s own independent, self-regulated action,
assistance must be provided in zone of proximal development
This differs with gender and according to the individual school and its characteristics (Silva, L. et all, 1995).
Language also primary vehicle for thought and voluntary self-regulation.
28. Successful learning/teaching: also emphasized importance of language for cognitive development
when children provided with words and labels, they form concepts more readily.
believed that thought and language converge into meaningful concepts, and assist the thinking process.
language = primary means through which culture is transmitted
Language also primary vehicle for thought and voluntary self-regulation.
29. A Vygotskyan classroom Vygotskyan classroom should be one in which:
Teachers/staff/peers are all MKOs
Idea is to bridge ZPD
social interaction is encouraged
teachers converse with children and use language to mediate learning
Children encouraged to express themselves both orally and in writing
onversation among members of the group encouraged and valued
30. Criticisms and Critiques Communism’s influence often quickly forgotten
Is a very socialistic approach
Understanding the background helps understand the theory, however
Not a traditional learning theorist
Not S-R or R-S
More Tolman-like
Little experimental evidence, as difficult concepts to demonstrate
Scaffolding of skills is important
Importance of language, symbols is supported
Has had a tremendous influence on many early childhood classrooms
Interestingly, flies in face of later elementary education, where lose the hands on approaches.