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Lev Semyonovich Vygotsky (Russian: Лев Семёнович Выготский, [vɨˈɡotskʲɪj]; Belarusian: Леў Сямёнавіч Выгоцкі; November 17 [O.S. November 5] 1896 – June 11, 1934) was a Russian and Soviet psychologist, best known for his work on psychological development in children and creating the framework known as cultural-historical activity theory.
Vygotsky argued that the relationship between a human subject and an object is never direct but must be sought in society and culture because they evolve historically, rather than evolving in the human brain or individual mind unto itself. Vygotsky saw the past and present as fused within the individual, that the "present is seen in the light ...
The Vygotsky Circle (also known as Vygotsky–Luria Circle [1] [2]) was an influential informal network of psychologists, educationalists, medical specialists, physiologists, and neuroscientists, associated with Lev Vygotsky (1896–1934) and Alexander Luria (1902–1977), active in 1920-early 1940s in the Soviet Union (Moscow, Leningrad and Kharkiv).
[2] [3] [4] The main goal of Vygotsky-Luria project was the establishment of a "new psychology" that would account for the inseparable unity of mind, brain and culture [5] in their development (and/or degradation) in concrete socio-historical settings (in case of individuals) and throughout the history of humankind as socio
Cultural mediation describes a profession that studies the cultural differences between people, using the data in problem solving. It is one of the fundamental mechanisms of distinctly human development according to cultural–historical psychological theory introduced by Lev Vygotsky and developed in the work of his numerous followers worldwide.
Vygotsky founded cultural-historical psychology, a field that became the basis for modern AT; Leont'ev, one of the principal founders of activity theory, both developed and reacted against Vygotsky's work. Leont'ev's formulation of general activity theory is currently a strong influence in post-Soviet developments in AT, which have largely been ...
Although Vygotsky himself never mentioned the term, scaffolding was first developed by Jerome Bruner, David Wood, and Gail Ross, while applying Vygotsky's concept of ZPD to various educational contexts. [4] According to Wass and Golding, giving students the hardest tasks they can do with scaffolding leads to the greatest learning gains. [16]
Psychological tools are one of the key concepts in Lev Vygotsky's sociocultural perspective. Studies on increasing the use of student discussion in the classroom both support and are grounded in theories of social constructivism. There is a full range of advantages that results from the implementation of discussion in the classroom.