Interaction between learning and development

By L. Vygotsky. 1978

Subfields: Cognitive Science & Psychology

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Science & Psychology

Citations in the corpus

What can the brain teach us about building artificial intelligence? (2016, background): “It is clear the DL nets are not normally trained with anything like the experiences had by the developing child, whose learning is based on broad multisensory experience and is cumulative with new motor and cognitive skills building on old (Vygotsky, 1978).”
Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE). (2015, background): “This difference between what students can perform by themselves and what they can perform with others is Vygotsky’s “zone of proximal development” (Ally, 2004; Anderson, 2004; Ashcraft, Treadwell, & Kumar, 2008; Hrastinski, 2009; Stacey, 2002; Vygotsky, 1978; Woo & Reeves, 2007).”
Vygotsky, Piaget, and Education: a reciprocal assimilation of theories and educational practices (2000, unknown): “In one lecture given in 1933 or 1934, and published in French, Vygotsky (1935) specified the necessity to take into account the fact that the child up to the age of three years " learns while following his own program " (p. 35) and that by school age (7 years in Russia) he is able to learn…”
Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 (2013, background): “Social constructivists, like Vygotsky (1978) focus on the way that the learning community supports learning.”
The Effect of Flipped Classroom Strategy on Students Learning Outcomes (2019, background): “Vygotsky (1978) formulate that authentic professional tasks are designed to invoke active inquiry, problem solving and social interaction in real life of lifelike circumstances.”
Academic music: music instruction to engage third-grade students in learning basic fraction concepts (2012, background): “Influenced largely by Vygotsky’s work (see Vygotsky, 1978), mathematical development has been viewed as learning tools and signs that are elements of specific communicative systems, which vary by culture.”
The Cambridge Companion to Vygotsky (2007, methodology): “We know that he was critical of what he read (erroneously) as the literal meaning that Dewey gave to the term and also of the use of tool as metaphor (Vygotsky, 1978).”
How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students? (2020, unknown): “This type of communication in a learning community is consistent with the social-constructivist educational paradigm, which claims that learners build understanding by interacting with a teacher/lecturer and with more advanced peers (Vygotsky, 1978).”
Connecting Universal Design for Learning With Culturally Responsive Teaching (2018, background): “By varying instructional groupings and encouraging students to engage in oral discourse with their peers, students increased engagement, new language, vocabulary, and the zone of proximal development (Doran, 2015; Vygotsky, 1978).”
Coactive Vicarious Learning: Toward a Relational Theory of Vicarious Learning in Organizations (2017, background): “this meaning is co-created with their interaction partners, making these interactions fundamental to learning (e.g., Dewey, 1938; Vygotsky, 1978).”
Malleability, plasticity, and individuality: How children learn and develop in context1 (2019, background): “The constructive web enables us to better understand and link the principles of proximal development defined by Vygotsky (1978), the approach to accelerated mastery defined by Bloom (1984), the context dependency described in Bornstein’s specificity principle (Bornstein, 2017), and the…”
The Effect of Cooperative Learning on Students' Achievement and Views on the Science and Technology Course (2015, background): “Vygotsky’s "ZPD" concept refers to the distance between the current development level of independent problem solving skills and the potential development level of problem solving skills with cooperation with a more skillful peer or under the supervision of an adult (Vygotsky, 1978).”
Connecting Sociocultural Theory and Educational Practice: Galperin's Approach (2005, background): “In this study, Galperin followed Vygotsky (1978), who had articulated differences in the use of tools between children and apes, and attributed an important role to speech, signs, and symbols as uniquely human.”
Enhancing Higher Order Thinking Skills Among Inservice Science Teachers Via Embedded Assessment (2009, background): “This theory maintains that learning is a socially-mediated experience for which individuals construct knowledge based on interactions with their social and cultural environments (Tobin et al. 1990; Vygotsky 1978).”
Who teaches children to forage? Exploring the primacy of child-to-child teaching among Hadza and BaYaka Hunter-Gatherers of Tanzania and Congo (2020, background): “…skilled at teaching other children because they are closer in development, and thus, have privileged knowledge of another child's “Zone of Proximal Development”, defined as the distance between what a child can accomplish on their own and what a child can accomplish with help (Vygotsky, 1978).”
Virtual reality and augmented reality in social learning spaces: a literature review (2020, background): “Dewey referred to this as “genuine education” (Dewey 1938), Vygotsky highlights that “this process is a social process mediated through a culture’s symbols and language”(Merriam and Bierema 2013; Vygotsky 1978).”