ERIC Number: ED211968
Record Type: RIE
Publication Date: 1981-Dec
Reference Count: 0
Other to Self-Regulation: Vygotsky's Theory of Cognitive Development and Its Implications for Improving Comprehension Instruction for Unsuccessful Students.
Educators have relied on the work of Jean Piaget for many years in an effort to understand the intellectual capabilities of children and adolescents. Piaget, however, did not consider instruction and school experiences to be factors that influenced children's conceptual development. The Soviet psychologist, Lev Vygotsky, proposed the opposite: that instruction in and mastery of subject-matter knowledge are primary forces underlying cognitive growth. According to Vygotsky, high level cognitive processes emerge through student-teacher interactions. From these interactions students acquire knowledge as well as routines for regulating their use of that knowledge. Vygotsky describes self-regulation as an "inner-speech" function students internalize from the language that teachers use to mediate learning. His description of inner-speech functions mirrors American researchers' descriptions of metacognitive insights and skills. While results of American research indicate that students differ in their ability to monitor and control their own comprehension and learning, the researchers have not been able to explain why some students can control their own learning better than others. Vygotsky's theory suggests that American researchers may not be able to explain these differences because they have not examined the concepts students are expected to learn or the way teachers have mediated student learning. (FL)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Vygotsky (Lev S)
Note: Paper presented at the Annual Meeting of the American Reading Forum (2nd, Sarasota, FL, December 10-12, 1981).