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Author: Masood Akhtar Publisher: GRIN Verlag ISBN: 3656591571 Category : Literary Collections Languages : en Pages : 20
Book Description
Seminar paper from the year 2013 in the subject English Language and Literature Studies - Linguistics, University of Sindh (Institute of English Language and Literature), language: English, abstract: Linguists with the collaborations of Psychologists have presented various theories of cognitive development and language learning since the time unknown, these theories have influenced the learners’ learning behavior in a particular area over a specific time when a particular theory was in force. These theories were not only followed but many of them empirical tested and tried which finally allowed the Linguists and Psychologist to impose them, simultaneously some of them were not empirically tested (Krashen’s Monitor Model) but remained in the practice due to their immense worth and importance or reliability among the linguists and educators in the cognitive set up. Lev Semyonovich Vygotsky (1896 – 1934) and Jean Piaget (1896-1980) were 20th century contemporary philosophers and psychologists, they presented their theories for the child’s cognitive development, however their theories were entirely different and opposite to each other except very little agreement, they exert a tremendous influence over the schooling environment of children. These theories were not only practiced but also remained in force time to time. Vygostky was Russian psychologist who died earlier at the age of 38, due to tuberculoses but he has written more than 100 articles and books, Vygostky’s major work remained in Russian language (until its translations in 1960) but some of the translations are available now, Vygostky wrote about language and thought, cognitive and learning development, psychology of art and educating the students with special needs.
Author: Masood Akhtar Publisher: GRIN Verlag ISBN: 3656591571 Category : Literary Collections Languages : en Pages : 20
Book Description
Seminar paper from the year 2013 in the subject English Language and Literature Studies - Linguistics, University of Sindh (Institute of English Language and Literature), language: English, abstract: Linguists with the collaborations of Psychologists have presented various theories of cognitive development and language learning since the time unknown, these theories have influenced the learners’ learning behavior in a particular area over a specific time when a particular theory was in force. These theories were not only followed but many of them empirical tested and tried which finally allowed the Linguists and Psychologist to impose them, simultaneously some of them were not empirically tested (Krashen’s Monitor Model) but remained in the practice due to their immense worth and importance or reliability among the linguists and educators in the cognitive set up. Lev Semyonovich Vygotsky (1896 – 1934) and Jean Piaget (1896-1980) were 20th century contemporary philosophers and psychologists, they presented their theories for the child’s cognitive development, however their theories were entirely different and opposite to each other except very little agreement, they exert a tremendous influence over the schooling environment of children. These theories were not only practiced but also remained in force time to time. Vygostky was Russian psychologist who died earlier at the age of 38, due to tuberculoses but he has written more than 100 articles and books, Vygostky’s major work remained in Russian language (until its translations in 1960) but some of the translations are available now, Vygostky wrote about language and thought, cognitive and learning development, psychology of art and educating the students with special needs.
Author: Nikolay Veraksa Publisher: Springer Nature ISBN: 3031057473 Category : Education Languages : en Pages : 209
Book Description
The book provides a comprehensive analyses of Vygotsky’s and Piaget’s theories implementation in modern preschool education. It analyzes the problem of the relationship between the natural and the cultural in the context of Vygotsky and Jean Piaget theories. Their discourses complemented each other: whereas Vygotsky developed his theory in the direction from society (culture) to the individual child, Piaget’s movement was the opposite: from individual child to society. These two approaches confront modern world with the need to analyze the problem of childhood: is childhood a period of cultural exploration or is it a special form of relationship in which both the egocentrism and consciousness of the child, and the egocentrism and consciousness of culture are represented? Readers will gain insight into the methodology that makes possible to unite up-to-date views based on Vygotsky and Piaget theories on child development and education.
Author: Riikka Alanen Publisher: Cambridge Scholars Publishing ISBN: 1527566021 Category : Language Arts & Disciplines Languages : en Pages : 470
Book Description
The Russian psychologist L. S. Vygotsky (1896–1934) has been one of the central figures in the recent shift from the cognitive to the social and the cultural in educational and psychological research. A. N. Leontiev’s (1903–1979) activity theory has had a similar impact in the West. A. A. Leontiev’s (1936–2004) psycholinguistic theories have also started to attract increasing attention. The ideas of these scholars have also made their mark on second and foreign language learning research outside Russia. However, there is no one widely accepted, monolithic Vygotskian or Leontievian theory. Furthermore, the nature and role of language in action and activity remain open for debate. This edited volume presents 19 chapters bringing together different views from a number of disciplines for a critical analysis and reappraisal of the relationship between language and action. The topics range from theoretical and methodological issues related to sociocultural and activity theoretical views of language to empirical research reports on classroom interaction, identity, language assessment, teacher education and second and foreign language learning. The overall aim of Language in Action: Vygotsky and Leontievian Legacy Today is to shed light on the nature of human action and activity and the role that language has in mediating and shaping what we think, do, and learn. At the same time, the book serves as a showcase of different socially oriented approaches to the study of what we as human beings are and what we do with language.
Author: Anastasia Tryphon Publisher: Psychology Press ISBN: 1317775155 Category : Psychology Languages : en Pages : 228
Book Description
This book is the outcome of a long and passionate debate among world experts about two of the most pivotal figures of psychology: Jean Piaget and Lev Vygotksy. The occasion was a week-long advanced course held at the Jean Piaget Archives in Geneva. The most interesting outcome of the meeting is that, in spite of differences in aims and scopes (epistemogenesis versus psychogenesis), in units of analysis (events versus action) and in social contents (Swiss capitalism versus Soviet communism) both Piaget and Vygotsky reached a similar conclusion: knowledge is constructed within a specific material and social context. Moreover, their views complement each other perfectly: where Vygotsky insists on varieties of psychological experiences, Piaget shows how, out of diversity, grows universality, so much so that the most communist of the two is not necessarily the one who was so labelled. This book is not only of interest to developmental, social and learning psychologists, but also deals with issues pertinent to education, epistemology, language, thought and cognition, anthropology and philosophy. It is likely to shed some light on the state of affairs in psychology for the general reader too, because it is clear and precise, straightforward and uses virtually no jargon.
Author: L. S. Vygotsky Publisher: Harvard University Press ISBN: 0674076699 Category : Psychology Languages : en Pages : 180
Book Description
The great Russian psychologist L. S. Vygotsky has long been recognized as a pioneer in developmental psychology. But somewhat ironically, his theory of development has never been well understood in the West. Mind in Society should correct much of this misunderstanding. Carefully edited by a group of outstanding Vygotsky scholars, the book presents a unique selection of Vygotsky’s important essays, most of which have previously been unavailable in English. The Vygotsky who emerges from these pages can no longer be glibly included among the neobehaviorists. In these essays he outlines a dialectical-materialist theory of cognitive development that anticipates much recent work in American social science. The mind, Vygotsky argues, cannot be understood in isolation from the surrounding society. Man is the only animal who uses tools to alter his own inner world as well as the world around him. From the handkerchief knotted as a simple mnemonic device to the complexities of symbolic language, society provides the individual with technology that can be used to shape the private processes of mind. In Mind in Society Vygotsky applies this theoretical framework to the development of perception, attention, memory, language, and play, and he examines its implications for education. The result is a remarkably interesting book that is bound to renew Vygotsky’s relevance to modern psychological thought.
Author: Peter A A Sutherland Publisher: SAGE ISBN: 1473914000 Category : Education Languages : en Pages : 219
Book Description
`At the end of the day, what is crucial is to enable educationalists to promote and apply their own metatheories and models of child development which they feel comfortable with and which enable children to develop. ... Peter Sutherland should be credited with making a significant contribution towards achieving this fundamental goal' - Educational Psychology in Practice ` ... this book deserves to become a classic in the field. Will appeal alike to academics and students in higher education, and to serving teachers- BPS: Educational Review Section This book provides a general outline of the dominant schools of thought on cognitive development, with a focus on Piaget. His views are outlined and a range of critical responses and alternatives are detailed. The author examines the application of these schools of thought to teaching pre-school, primary and secondary children. Each chapter includes a summary and questions for discussion. The book concludes with a glossary of terms.
Author: Lev S. Vygotsky Publisher: MIT Press ISBN: 026251771X Category : Psychology Languages : en Pages : 389
Book Description
A new edition of a foundational work of cognitive science that outlines a theory of the development of specifically human higher mental functions. Since it was introduced to the English-speaking world in 1962, Lev Vygotsky's Thought and Language has become recognized as a classic foundational work of cognitive science. Its 1962 English translation must certainly be considered one of the most important and influential books ever published by the MIT Press. In this highly original exploration of human mental development, Vygotsky analyzes the relationship between words and consciousness, arguing that speech is social in its origins and that only as children develop does it become internalized verbal thought. In 1986, the MIT Press published a new edition of the original translation by Eugenia Hanfmann and Gertrude Vakar, edited by Vygotsky scholar Alex Kozulin, that restored the work's complete text and added materials to help readers better understand Vygotsky's thought. Kozulin also contributed an introductory essay that offered new insight into Vygotsky's life, intellectual milieu, and research methods. This expanded edition offers Vygotsky's text, Kozulin's essay, a subject index, and a new foreword by Kozulin that maps the ever-growing influence of Vygotsky's ideas.
Author: Ronald Miller Publisher: Cambridge University Press ISBN: 1139501062 Category : Psychology Languages : en Pages : 467
Book Description
Lev Vygotsky has acquired the status of one of the grand masters in psychology. Following the English translation and publication of his Collected Works there has been a new wave of interest in Vygotsky, accompanied by a burgeoning of secondary literature. Ronald Miller argues that Vygotsky is increasingly being 'read' and understood through secondary sources and that scholars have claimed Vygotsky as the foundational figure for their own theories, eliminating his most distinctive contributions and distorting his theories. Miller peels away the accumulated layers of commentary to provide a clearer understanding of how Vygotsky built and developed his arguments. In an in-depth analysis of the last three chapters of Vygotsky's book Thinking and Speech, Miller provides a critical interpretation of the core theoretical concepts that constitute Vygotsky's cultural-historical theory, including the development of concepts, mediation, the zone of proximal development, conscious awareness, inner speech, word meaning and consciousness.
Author: Gale, Cengage Learning Publisher: Gale, Cengage Learning ISBN: 1410333388 Category : Literary Criticism Languages : en Pages : 67
Book Description
Perfect for research assignments in psychology, science, and history, this concise study guide is a one-stop source for in-depth coverage of major psychological theories and the people who developed them. Consistently formatted entries typically cover the following: biographical sketch and personal data, theory outline, analysis of psychologist's place in history, summary of critical response to the theory, the theory in action, and more.
Author: Masood Akhtar
Author: Masood Akhtar
Author: Nikolay Veraksa
Author: Riikka Alanen
Author: Anastasia Tryphon
Author: L. S. Vygotsky
Author: Peter Lloyd
Author: Peter A A Sutherland
Author: Lev S. Vygotsky
Author: Ronald Miller
Author: Gale, Cengage Learning