Not just Piaget; not just Vygotsky, and certainly not Vygotsky as alternative to Piaget

By Michael Shayer. 2003

156 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/d3b077ace671fe31c1793a59c8877a7d28e7763e

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In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

“Vygotsky’s Neglected Legacy”: Cultural-Historical Activity Theory (2007, background): “The latter increasingly is used as a descriptor of instances of scaffolded teaching and learning situations from units as small as dyads (parent– child) to larger groupings such as classrooms (Kozulin, Gindis, Ageyev, & Miller, 2003; Shayer, 2003).”
Can we be intelligent about intelligence?: Why education needs the concept of plastic general ability (2007, background): “Long ago Vygotsky claimed that all learning in school from the early years onward should be directed as much to children’s cognitive development as to their subject learning (Shayer, 2002).”
Learning How to Learn and Assessment for Learning: a theoretical inquiry (2006, background): “Collaboration is an important element of the learning process because peer scaffolding is also important to learning and, as Shayer (2003) argues, peer-to-peer mediation requires of teachers a different skill from normal instruction.”
Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory (2012, result): “Vygotsky's account of development has often been contrasted with that of Piaget; but as Smith, Dockrell, and Tomlinson (1996), Shayer (2003) and others have argued, there are good reasons to treat them as complementary rather than contradictory.”
Road Maps for Learning: A Guide to the Navigation of Learning Progressions (2011, unknown): “The socialconstructivist approach underlying our explanation of formative assessment should not be seen as inconsistent with this (see Shayer, 2003).”
Predicting at-risk students in general chemistry: comparing formal thought to a general achievement measure (2007, background): “In general, researchers have recommended the use of active learning practices to avoid over-dependence on lectures (Chandran et al., 1987; Shayer, 2003).”
Fostering Cognitive Development Through the Context of Mathematics: Results of the CAME Project (2007, background): “Or, if a Vygotskian perspective is being taken (Shayer, 2003), one could judge just how far ahead of student’s present ability to select their learning so as to promote their intellectual development.”