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Vygotsky vs. Gibson Pro/Contra PresentationAssignment 3 Advanced Motivation and Developmental TheoryDr. M. Gail Derrick
Group 4Geertina Ellis, Jacqueline Higgins, Margaret Gibson-Gutierrez, Harriet Watkins
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A Contrast in Theories …Welcome to our presentation. In the following slides, we present two starkly different theories of development.
Eleanor Gibson’s theory of perceptual development and Lev Vygotsky’s socio cultural approach.
We hope to demonstrate the pros and cons of each theory and synthesize the works applying them to the K-12 school environment
Short example of Gibson’s theory
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CONTRAST OF THEORIESPro
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Lev Semyonovich Vygotsky (1896-1934)
A socio-cultural approach:
The child-in-cultural context
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Vygotsky’s Views
Children ‘s quantitative and qualitative developmental patterns of behavior vary across cultures, subcultures and/or historical time. This is the worldview to which Vygotsky’s socio-cultural approach ascribes (Miller, 2002).
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Socio-cultural ApproachAssumptions
Child – in Activity – in Cultural-Context: the unit of study
The Zone of Proximal Development
The Socio-cultural Origins of Mental Functioning
Cultural Tools Mediate Intellectual Functioning
Socio-cultural Methodology
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Child-in-Activity-in Cultural Context
The “zone”: child’s actual development level based on independent problem solving vs. their potential development level with help
Immature functions that are in the
process of maturation state are defined
Learning and internal development
“awaken” with implicit and explicit interaction with peers and others through inter-subjectivity or common goals
Interaction affects behavior between children and adults through collaboration
Focus is on the child-in-context or the child and his/her activities in the larger and sub-culture
The child, other people and the cultural setting collectively impact each other and shape experiences
The communication of feelings and desires are the essence of cognition and part of everyday life
Emphasis is on how children manipulate organized cultural opportunities and activities such as family structures, rituals and narratives
Zone of Proximal Development
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The Sociological Origins of Individual Mental Functioning:
Internalized in child’s mind
Interaction between a child,
adult or older child
Intermental (between minds)
Intramental (within minds)
is
EXTERNALINTERACTION
INTERNAL INTERACTIO
N
becomesMovement
from intermental
to intramental explains
Why child-in-activity—in context is smallest unit to study; intermental/intramental activity between child and adult can’t be separated
Children internalize problem solving mode that was supported socially
Learning to converse with others leads to ability to problem solve within one’s self
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Cultural Tools that Mediate Intellectual Functioning
Counting systems
Writing
Diagrams, maps, conventional
signs
Works of art
Strategies for learning, attending
or memorizing
Language systems: most important
(Miller, 2002, p. 383)
Impact on
Improve spatial skills
Control thought or behavior
Transforms elementary mental function into higher mental functions (e.g. attention & logical and abstract thinking)
Utilization of cultural system of meaning
Connects children Directs thinking
(Miller, 2002, p. 384)
PSYCHOLOGICAL TOOLS INTELLECTUAL FUNCTIONING
Different cultures emphasize different tools
Tools mediate between the child and environment
Points to Consider
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Socio-cultural MethodologyMethods to capture the uniqueness of Development and Social Interaction
DYNAMIC ASSESSMENT
CONTEMPORARY MICROGENETIC METHOD
The favored Vygotsky method
Measures children’s readiness for learning, instead of standardized intelligence
Zone of proximal development is better intellectual reflection versus what can be done alone
Dyads and larger groups vs. single children are observed
Ethnographies & other cultural anthropology methods used
(Miller, 2002, p. 387)
Adopted by information- processing psychologists
The developmental process is captured; and problem solving process is studied
Tries to obtain a “developmental moment” (Miller, 2002, p. 387)
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Applications of Vygotsky’s theoryin the K-12 setting
Problems in the current educational system:
too much focus on cognitive development
too much focus on imparting knowledge without the possibility of discovery and exploration
too much focus on cognitive skill acquisition without meaning
Solutions based on Vygotsky’ s theory:
Assess what a child can learn and understand with help vs. standardized assessment
Base schooling on child readiness rather than actual level – teach them where they are
Shift from teacher regulated activity to child self-regulation
Utilize unconventional tools vs. conventional tools
(Miller, 2002 p. 406)
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Eleanor J. Gibson“perceptual learning”
An ecological approach:
The function of perception in real life
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Perception The senses are used to extract
information from the environment (Gibson, 1991)
Adaptive Active
Differentiation, not enrichment is the basis of perceptual learning (Pick, 1992)
Focus on distinctive features Discovery of invariant relations Extraction of (higher-order) structure
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Developmental growthDevelopment depends both on a quantitative increase in differentiation
as well as on discovery of meaning in the environment
Utility of objects/ aspects in the environment for the developing child (Pick, 1991).
Reciprocal relationship between child and environment• Objective • Subjective
“affordances”
Perception becomes more precise and efficient (Miller, 2002)
Attention becomes more active and selective (Miller, 2002)
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Gibson’s ecological theory as a model for K-12 schoolsReasons why Gibson’s theory should
be the basis for curriculum and instruction:
Children actively explore their environment in accordance with their motor development
Children will seek uses and meaning for objects in the environment
Thinking and perceiving are adaptive and functional: our goal is to live our life
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Applications of Gibson’s theoryin the K-12 setting
Solutions based on Gibson’ s theory:
Learning occurs through the senses (“multimodal stimulation” Miller, 2002)
Learning occurs when objects can be utilized in different ways (“discovering contingencies” Miller, 2002)
Learning occurs through perception of new things in the same learning environment (“Differentiation”)
Problems in the current educational system:
too much focus on cognitive development
too much focus on imparting knowledge without the possibility of discovery and exploration
too much focus on cognitive skill acquisition without meaning
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Contrast of theoriesCon
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Vygotsky vs. Gibson Dynamic Assessment vs. Static Assessment.
Gibson provides a contrasting view of formal assessment with the “visual-cliff” example, proving that children develop depth perception at 6 or 7 months of age.
The Zone of Proximal Development is vague. Gibson counters this belief by showing how information for perception is
specified in stimulation and the active nature of human perceivers. Culture and Interaction Drives Development.
Gibson posits that development happens through the child's perception of the environment and as perception becomes increasingly differentiated.
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Ecological theory of perceptual development and the socio cultural approachSynthesis
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Comparison & ContrastVygotsky Gibson
Vygotsky
Gibson
Contextual Worldview
Behaviors are explained in social-historical contexts
Learning occurs for children with interaction and collaboration with peers, people and the environment
Organismic Worldview
Children formulate knowledge through affordances & repetitive experiences
Learning is individual, based upon successful extraction of affordances
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SummaryVygotsky Development is social in nature and both qualitative and
quantitative Development comes form the internalizing of intermental
interactions Cultural tools mediate intellectual functioning Gibson The senses are used to extract information from the
environment Development is the process of differentiation in perception Growth is both the increase of differentiation and discovery
of meaning in the environment
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Synthesis of the ecological and socio-cultural approach• The child is an active explorer and
participant in the learning process:
• Learning occurs in social interactions when new meaning is found
• Developmental growth is a dialectical process of differentiation of efficient perception and selective attention
Assess perceptual level and type of affordances : combination provides zone of proximal development
Emphasis on culture
Emphasis on kinesthetic learning and gathering of meaningful information
Both theories emphasis important aspect of development and offer solid solutions to current
problems in the K-12 setting
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ReferencesGibson, E.J. (1991). An odyssey in learning and perception. Learning,
development, and conceptual change. Cambridge, Mass: MIT Press.
Miller, P.H. (2002). Theories of developmental psychology (4th ed). New York: Worth Publishers.
Pick, H.L. (1992). Eleanor J. Gibson: Learning to perceive and perceiving to learn. Developmental Psychology (28)5, 787-794.