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ERIC Number: ED359528
Record Type: Non-Journal
Publication Date: 1993-Apr
Pages: 12
Abstractor: N/A
Reference Count: N/A
Two Negatives Equal a Positive: Semiotic Mediation in Peer Tutoring.
Mulvaney, Mary Kay
Peer tutoring sessions involving two eighth-grade girls were recorded and analyzed through a Vygotskian lens. A "microgenetic analysis" of particular protocol excerpts from the tutoring sessions was conducted. When a lapse of intersubjectivity existed, participants frequently launched into narrative as a mediating device to negotiate a shared sense of reality. When the tutee became capable of independently solving problems involving the scientific concept of operations with negative numbers, none of the verbiage, none of the semiotic mediators were necessary any longer. The role of language as a mediating factor in the learning process can be seen in the process of an anthropology undergraduate attempting to enter an academic discourse community. What is particularly intriguing are the multivoices within the presentation of the Native American ritual "Vision Quest." This phenomenon of multi-voices points to several Bakhtinian notions. In Vygotskian terms, all learning experiences are first inter-psychological or social in nature before they are internalized as a part of the intra-psychological plane of consciousness. (Excerpts from the undergraduate student's journal entries, a portion of a taped interview with the student, and an excerpt from the script are attached.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A