psy312 week 2
DESCRIPTION
PSY312 Week 2. Web address: Check it regularly www.utm.utoronto.ca/~w3psy312. Week 2 outline. Vygotsky: a bit of background His sociological theory Some articles discussing it Piaget’s theory. Lev Vygoysky. Lev Vygotsky 1896-1934. - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/1.jpg)
PSY312 PSY312 Week 2Week 2
Web address: Check it regularly
www.utm.utoronto.ca/~w3psy312
![Page 2: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/2.jpg)
Week 2 outlineWeek 2 outline
Vygotsky: a bit of backgroundHis sociological theorySome articles discussing itPiaget’s theory
![Page 3: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/3.jpg)
Lev VygoyskyLev Vygoysky
![Page 4: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/4.jpg)
Lev Vygotsky 1896-1934Lev Vygotsky 1896-1934
Started out as a lawyer with no psychology training, and was interested in the psychology of art
Lived during a time of great political tension, and so his ideas were kept locked up
![Page 5: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/5.jpg)
Lev Vygotsky 1896-1934Lev Vygotsky 1896-1934
Main concern: environment and people in the child’s life.
“Sociocultural” perspective, little emphasis on “hidden” processes
Vygotsky believed it was impossible to study development in a vacuum.
![Page 6: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/6.jpg)
Assumptions about HumansAssumptions about Humans
Distinguished between LMFs and HMFs
LMFs serve as a basis for HMFsExample of the intentional reach
![Page 7: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/7.jpg)
4 Levels of Development in Child’s 4 Levels of Development in Child’s EnvironmentEnvironment
1. Ontogenetic level• Individual’s development over the lifespan
2. Microgenetic level *• Small changes in specific abilities over time
3. Phylogenetic level• Changes at species level may affect what we do today
4. Sociohistorical level• Generational differences in context, eg advent of computers
Main focus is on level 2
![Page 8: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/8.jpg)
Definitions relevant to VygotskyDefinitions relevant to Vygotsky
Tools of Intellectual Adaptation– What our culture offers us as a means to learning
Collaborative Dialogues– Dialogues between novices and experts where the expert
models the activity and transmits verbal instructions Zone of Proximal Development
– When a task is too complex for a child to master alone, but can be accomplished with guidance and encouragement from a more skillful partner
![Page 9: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/9.jpg)
Definitions, ContinuedDefinitions, Continued
Scaffolding or Mediation– When an expert, who is instructing a novice, responds
contingently to a novice’s behaviour in a learning situation
Guided Participation– Introduced by Rogoff– Refers to when children’s modes of thinking are shaped
when participating with an adult in culturally relevant activities
![Page 10: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/10.jpg)
More Definitions…More Definitions… Context-Independent learning
– Learning that has no immediate relevance to the present context, i.e. learning that occurs in educational institutions
– Context-DEPENDENT learning makes us active members of society
Cooperative Learning– Situations where teachers arrange for their students to work
together– Works for 3 reasons:
More motivating Explaining own ideas can make them more explicit, understood Groups generate more ideas than individuals
![Page 11: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/11.jpg)
The Collaborative ClassroomThe Collaborative Classroom
This method of teaching is spreading to entire schools, and not just certain parts of the day
4 features:– Teachers and students have shared knowledge.– They have shared authority– The teachers act as mediators– Heterogeneous groups of students
![Page 12: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/12.jpg)
Collaborative classroom continuedCollaborative classroom continued
Teacher facilitates discussions between students Classroom is arranged in a way to promote
discussion Older, more experienced students model for the
younger students Student acts as goal-setter, assignment designer,
and assesses themselves and their own work.
![Page 13: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/13.jpg)
Potential Problems or ChallengesPotential Problems or Challenges
Classroom control– Can be very loud
Curriculum planningIndividual differences in students,
environment may not be nurturing for everyone– High achievers, low achievers, shy people
![Page 14: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/14.jpg)
Research ExamplesResearch Examples
Freeman & Somerindyke (2002) examined whether having computers in a preschool classroom is helpful
20 children participated in a daycare where computers were part of the curriculum
5 children emerged as computer “experts”, and were sought out by other less experienced classmates
Vygotsky-type peer-mediated learning took place – more knowledgeable students fostering the learning of the less-
knowledgeable students
![Page 15: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/15.jpg)
Example # 2Example # 2
Aram & Levin (2002) examined parental scaffolding in reading and writing
Believed that mother-mediated joint writing would help predict literacy achievement in kindergartners, even more than reading storybooks
Analyzed videotape of mothers and children writing together, and mother got a score for degree to which she helped
Better attention to the child’s ZPD was associated with better literacy
![Page 16: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/16.jpg)
Writing Situation #1Writing Situation #1
The following mother was working within her child’s ZPD:– “Mother encouraged or helped the child to retrieve and
phonological unit and link it with a letter name, for example: Mother points out the /p/ sound in apple, and asks for another word that starts with that sound, and what the letter is. Then she asks how it is written, and encourages the child to write it.”
![Page 17: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/17.jpg)
Writing Situation #2Writing Situation #2
The following mother was working below her child’s ZPD:
“Mother wrote down all the letters of the word for the child. Example: the boy sat in his mother’s lap holding a pencil. She held his hand, murmured the word to herself, and wrote the word by leading his hand. The child looked at the written word and looked at his mother.”
![Page 18: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/18.jpg)
QuestionsQuestions
Which situation may have been more helpful to the child, and why?
Would this ALWAYS be the case?
![Page 19: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/19.jpg)
Research Study #3Research Study #3
Levin et al. (1997) looked at potentially harmful effects of maternal mediation in homework.
Examined longitudinally the effects of maternal help with homework on academic achievement, how the mother felt about the help she gave, and changes in the amount of help received between grade 1 and grade 3
Results show possible negative consequences of maternal involvement
![Page 20: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/20.jpg)
Levin et al (1997) continued…Levin et al (1997) continued…
Mothers helping with homework had no effect at all on academic achievement.
Mothers helped less over time, and felt like they weren’t really being helpful
Mothers felt responsible when the child showed no improvement, and felt tense after a session where they tried to help but couldn’t (child also felt tense!)
Children with learning disabilities elicited the most help, but these mothers felt the least helpful, and the most tense
Over-Scaffolding is not beneficial!
![Page 21: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/21.jpg)
Vygotsky VS. PiagetVygotsky VS. Piaget
Believed cognitive development varies across cultures
Cognitive growth stems from social interaction, guided learning in the ZPD
Social processes become individual-psychological processes
Adults are especially important as agents of change
![Page 22: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/22.jpg)
Jean PiagetJean Piaget
![Page 23: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/23.jpg)
General List of Piaget’s Beliefs and General List of Piaget’s Beliefs and DefinitionsDefinitions
Coined term “Genetic Epistemology”, which refers to advent of knowledge
Believed in stage-like, discontinuous development Processing is domain-general Child is intrinsically Active Specific achievements needed to move through stages Stages are universal, no cultural variation Order of stages is fixed Development is characterized by changes in “Structures”
![Page 24: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/24.jpg)
Piaget ContinuedPiaget Continued
Development is self-mediated, NOT adult-mediated
Hierarchization 2 Functional Invariants: Organization = inborn tendency to combine and
integrate available schemes (or structures) into coherent systems or bodies of knowledge
Adaptation = inborn tendency to adjust to the demands of the environment – Comprised of Assimilation and Accommodation
![Page 25: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/25.jpg)
Example of Functional InvariantsExample of Functional Invariants Have an idea about birds in general
– Can fly, Have feathers, Some sing Have idea about specific birds
– Canaries can sing, Pigeons and seagulls are disgusting, Robins have red breasts, and all swans are white
Event not in agreement with current structures; Disequilibrium results
– See a black swan How to resolve?
– Could ignore it if not ready to change– Could assimilate it into structure by calling it another name entirely– Could accommodate structures to include black swans
![Page 26: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/26.jpg)
PIAGET’S STAGESPIAGET’S STAGES
Stage Definition
Sensorimotor (0-2 years) Infants are relying on behavioural schemes as a means of exploring and understanding the environment.
Preoperational (2-7 years)
children are thinking at a symbolic level, but are not yet able to use cognitive operations
Concrete Operations(7-11 years)
children acquire cognitive operations, can use them, and they think more logically about real objects and experiences
Formal Operations(11-12 + years)
individual beings to think more rationally and systematically about abstract concepts and hypothetical events
![Page 27: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/27.jpg)
The Sensorimotor Phase (0-2)The Sensorimotor Phase (0-2)
Substage 1: basic reflexes (0-1 Months)– All focussed on basic reflexes
Substage 2: Primary Circular reactions (1-4 months)– All coordination of movements in own limbs
Substage 3: Secondary Circular Reactions (4-8 months)– Effect of own movements on external environment
Substage 4: Coordination of Secondary circular reactions (8-12 months)– Goal-directed behaviour
Substage 5: Tertiary Circular reactions (12-18 months)– Trail and error, still limited to actions on objects
Substage 6: Mental Combinations (18-24 months)– Covert problem-solving, use of symbols
![Page 28: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/28.jpg)
Sensorimotor, con’dSensorimotor, con’d
Piaget believed that imitation was a key development during this period
Infants could not imitate until they were 8-12 months old specific things were happening at each of the 6 substages
with relation to imitation
![Page 29: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/29.jpg)
Development of ImitationDevelopment of Imitation
Substage Level of ImitationReflex Activity (0-1 month) Reflexive imitation of motor
responsesPrimary circular reactions (1-4 months)
Repeating own actions for own sake; someone may mimic
Secondary circular reactions (4-8 months)
Same as above; maybe realizing action has a consequence
Coordination of secondary circular reactions (8-12 months)
Gradual imitation of novel responses
Tertiary circular reactions (12-18 months)
Systematic imitation of novel responses; some deferred
Mental combinations (18-24 months)
Total deferred imitation
![Page 30: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/30.jpg)
Development of Object PermanenceDevelopment of Object Permanence
Substage Level of Object Permanence
Reflex Activity (0-1 month) Infant can track a moving object, but ignores disappearance
Primary circular reactions (1-4 months)
Infant looks where object disappeared, but loses interest
Secondary circular reactions (4-8 months)
Infant will search for partly, but not fully, concealed object,
Coordination of secondary circular reactions (8-12 months)
Searches for objects where they got them before: A-not-B error
Tertiary circular reactions (12-18 months)
Search for objects that were displaced in front of them
Mental combinations (18-24 months)
Search for objects surreptitiously displaced
![Page 31: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/31.jpg)
Preoperations (age 2-7)Preoperations (age 2-7)
Operations: General cognitive schemes that describe how children act on the world
Occurs in two substages– Preconceptual thought (2-4 years)– Intuitive thought (4-7 years)
![Page 32: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/32.jpg)
Preconceptual ThoughtPreconceptual Thought In this stage, use symbolism to let one object
represent another– Role of language
Pretend play was crucial to Piaget They can follow someone else’s pretend idea Plan and prepare games Play allows context for language, problem
solving, promotes social development Foster emotional development by allow them to
resolve conflicts
![Page 33: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/33.jpg)
Preconceptual thoughtPreconceptual thought
Preconceptual deficits include animism and egocentrism (inability to take perspective of another)
Also unable to make appearance/reality distinction
Difference between preconceptual and intuitive minimal, operations still not used, but egocentrism and animism are decreased, but child still relies on centered intuition to interpret the world
![Page 34: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/34.jpg)
Preoperations con’d: Intuitive thoughtPreoperations con’d: Intuitive thought
Intuitive thought most characterized by failure of conservation– Mass VS liquid VS number VS volume
Child dwells in a perceptual world, where they are easily misled, called centration
Water-Level task deficits
![Page 35: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/35.jpg)
Water Level TaskWater Level Task
Draw where the line would be if the glasses were half full of water
![Page 36: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/36.jpg)
Answer by Preoperational ChildAnswer by Preoperational Child
They are misled by the tilt of the glass!!
![Page 37: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/37.jpg)
Preoperations con’dPreoperations con’d
Intuitive thought most characterized by failure of conservation– number VS mass VS volume
Child dwells in a perceptual world, where they are easily misled, called centration
Water-Level task deficitsClassification, whole/part relations, class
inclusion deficits are another series of problems
![Page 38: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/38.jpg)
Class Inclusion ProblemClass Inclusion Problem
Are there more blue dots or more round dots?
What would a preoperational child say?
![Page 39: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/39.jpg)
Concrete Operations (age 7-12)Concrete Operations (age 7-12)
Children are no longer intuitive perceivers; they now show decentration, and look at all aspects of a display to solve problems (can solve conservation tasks; water-level task)
Can use operations (conservation, classification) Show mental seriation through relational logic (mentally
putting things in order) Show transitivity However, cannot yet think hypothetically, or in abstract
ways Fail second version of water-level task
![Page 40: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/40.jpg)
Formal Operations Water Level TaskFormal Operations Water Level Task
If I turn the glass upright, where will the water be?
![Page 41: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/41.jpg)
Formal Operations (age 12 +)Formal Operations (age 12 +)
Children now think hypothetically, and in the abstract– Third eye example
![Page 42: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/42.jpg)
Test your formal operations!!Test your formal operations!!(Shaffer, 1973)(Shaffer, 1973)
Complete the following assignment:
– Suppose that you were given a third eye, and that you could choose to place this eye anywhere on your body. Draw me a picture to show me where you would place this extra eye, and then tell me why you would put it there.
![Page 43: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/43.jpg)
ResultsResults
Younger children (most put eye on forehead)– Jim (9 ½ ) I would like an eye beside my two other eyes so that if
one of them went out, I could still see with two– Tanya (9 ½ ) I want a third eye so I can see you better.
Older children– Ken (11 ½ ) (draws eye at end of tuft of hair) I could revolve the
eye to look in all directions!– John (11 ½ ) (draws eye in palm of hand) I could see around
corners, and I could see what cookie I would get from the cookie jar.
Older children’s answers were more creative, and they had more fun; Younger children didn’t want to pretend, thought it was silly!
![Page 44: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/44.jpg)
Formal Operations (age 12 +)Formal Operations (age 12 +)
Children now think hypothetically, and in the abstract– Third eye example
Can use hypothetico-deductive reasoning; that is generate hypotheses and test them in a systematic fashion
Piaget believed that this was the final stage, and that no development occurred after this
We know he was wrong about some things…how wrong?
![Page 45: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/45.jpg)
Challenges to PiagetChallenges to Piaget Very small sample sizes of observation
– Usually observations of his own children Grossly underestimated capabilities of infants and
young children– Baillargeon’s work with very young infants– Hala & Chandler’s study of children’s deception of
another Overestimated abilities of concrete operations
children, and of all adults (formal operations)– Some high school students, and even adults have
trouble with second Water Level problem– Knowledge base is important
![Page 46: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/46.jpg)
Challenges to Piaget’s theoryChallenges to Piaget’s theory
Did not distinguish competence from performance
Is development really stage-like?Does Piaget explain cognitive
development?Too little attention to social and cultural
influences
![Page 47: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/47.jpg)
Quick Quiz: Say what stage is Quick Quiz: Say what stage is represented in each of the following:represented in each of the following:
“You killed him” Ben sobs as his mother destroys a clay pigeon while trap shooting.
Sarah flattens her hand on her playdough, making it into a pancake, and says “look! Now I have more!”
Judy blissfully contemplates how nice it would be if there were no racial prejudice
After seeing his brother throw a ball behind the sofa, Sammy looks for it in his toybox
John successfully arranges his seashells in order from largest to smallest
![Page 48: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/48.jpg)
Neo-Nativist theoriesNeo-Nativist theoriesBelieve that we are born equipped to
interpret the worldUsed idea that children everywhere develop
similarly and at the same rateBaillargeonWynnWe are symbolic from birth, which is a very
different idea from Piaget!
![Page 49: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/49.jpg)
““Theory” TheoriesTheory” Theories
Actually believed a lot of Piaget’s ideas about schemes and constructing knowledge
Believed we are born able to make sense of certain things, with some innate knowledge about objects and speech sounds
But we still need to construct reality by testing the theories we have about it.
![Page 50: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/50.jpg)
Important ContributionsImportant Contributions Founded the discipline of cognitive development Innovative ideas about child being active Actually tried to explain how development worked His descriptions of broad sequences of
developmental trends were probably right His ideas have had major implications on how we
think about social and emotional development and offered practical implications for educators
He asked important questions and drew a lot of research along with new theories
![Page 51: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/51.jpg)
Piaget and EducationPiaget and Education
Tailor education to children’s readiness to learn– Build on existing schemes
Be sensitive to individual differences– Encourage individual or small groups work
Promote discovery-based education– No lecturing, use crafts, puzzles and games
![Page 52: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/52.jpg)
Vygotsky VS. PiagetVygotsky VS. Piaget
Believed cognitive development varies across cultures
Cognitive growth stems from social interaction, guided learning in the ZPD
Social processes become individual-psychological processes
Adults are especially important as agents of change
Cognitive development is universal across cultures
Cognitive development stems from independent explorations where children construct own knowledge
Individual processes become social processes (eg imitation)
Peers are important agents of change
![Page 53: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/53.jpg)
Quick Quiz!!Quick Quiz!!
Who said “Children develop in spite of adults, not because of them”?
Who thought infants would derive much enjoyment playing alone with a mobile in their crib?
Are parents always qualified to scaffold their children’s learning? Are all instances of scaffolding beneficial?
Who would have agreed the most with the following statement: “Don’t tell me, show me”?
Who’s theory is better? Trick Question!!
![Page 54: PSY312 Week 2](https://reader031.vdocuments.us/reader031/viewer/2022020219/56815f6c550346895dce734b/html5/thumbnails/54.jpg)
Questions to think aboutQuestions to think about
What do Vygotsky and Piaget have in common re education?
What is the main difference?If you had to pick a cognitive phenomenon,
like language or memory, how would each say it develops?