Psyel mod 5

Lower Mental Functions

Basic ways of learning and responding to the environment; biologically built-in.

Higher Mental Functions

Cognitive processes (e.g., reasoning, memory) that develop through interaction with society and culture.

Self-talk

When children talk aloud to themselves during learning; early stage of thought-language connection.

Inner Speech

Internalized form of self-talk; children think to themselves instead of speaking aloud.

Internalization

Process where social activities become internal mental processes.

Appropriation

Internalizing and adapting cultural tools or strategies for personal use.

Actual Development Level

What a child can do independently without help.

Potential Development Level

What a child can do with the help of a more competent person.

Zone of Proximal Development (ZPD)

Tasks a child can perform with guidance but not yet alone.

Qualitative Changes in the Nature of Thought

Children’s thinking evolves and becomes more complex as they age.

Challenge (Piaget)

Disequilibrium prompts development.

Challenge (Vygotsky)

Growth occurs within the ZPD.

Readiness

Children are cognitively prepared for some experiences, not all, depending on development stage.

Importance of Social Interaction (Piaget)

Social conflict fosters growth.

Importance of Social Interaction (Vygotsky)

Interaction is essential for thought development.

Mediated Learning Experience

Adults help children interpret experiences, promoting meaning-making.

Scaffolding

Temporary support structures to help learners accomplish challenging tasks.

Guided Participation

Novices learn through observation and engagement at the edge of expert tasks.

Community of Practice

Group with shared goals/interests that collaboratively builds knowledge.

Apprenticeship

Intensive mentorship where a novice learns from an expert over time.

Cognitive Apprenticeship

Learning the thinking process behind expert performance.

Modeling

Mentor demonstrates task while verbalizing thoughts.

Coaching

Mentor gives feedback, hints, and encouragement during learner’s task performance.

Articulation

Learner explains reasoning and strategies aloud.

Reflection

Learner compares performance to expert models.

Increasing Complexity and Diversity of Tasks

Mentor progressively gives more difficult and varied tasks.

Exploration

Learner begins posing own questions and solving problems independently.

Dynamic Assessment

Evaluates what learners can do with guidance; often shows more potential than standard tests.

Intersubjectivity

Shared understanding between individuals; foundation for learning.

Embodiment

Cognitive processes are tied to the body and physical context.

Distributed Cognition

Spreading thinking across people, tools, or the environment.

Physical Objects (Distributed Cognition)

External tools (e.g., diagrams) to support memory and thinking.

Organizing & Interpreting Facts (Distributed Cognition)

Using concepts, strategies, tools to analyze information.

Sharing with Others (Distributed Cognition)

Collaborative learning by pooling knowledge.

Urie Bronfenbrenner

Proposed a model outlining environmental layers that affect child development.

Microsystem

Immediate settings (e.g., family, school, friends).

Mesosystem

Interactions between microsystems (e.g., parent-teacher communication).

Exosystem

Indirect influences (e.g., parent’s workplace policies).

Macrosystem

Cultural values, laws, customs, beliefs.

Chronosystem

Development over time; how systems change through life.

Authentic Activities

Real-world tasks that mirror challenges students will face.

Problem-Based Learning

Learning through solving realistic and complex problems.

Service Learning

Projects that benefit the community while supporting student learning.

Class Discussions

Open-ended dialogue to explore ideas and interpretations.

Reciprocal Teaching

Teacher + students take turns leading reading discussions.

Summarizing

Identifying main ideas.

Questioning

Asking clarifying or deep questions.

Clarifying

Resolving confusion using prior knowledge or rereading.

Predicting

Anticipating what comes next in a text.

Cooperative Learning

Small groups working toward shared academic goals.

Base Groups

Long-term groups lasting a semester or year.

Jigsaw Technique

Each member teaches part of the material to the group.

Scripted Cooperation

Pairs where one summarizes and the other corrects and elaborates.

Guided Peer Questioning

Structured peer questioning to deepen understanding.

Peer Tutoring

Students teaching peers who need help.

Communities of Learners

Collaborative knowledge-building between teacher and students.

Knowledge Building

Advancing group understanding, like real-world researchers.

Technology-Based Collaborative Learning

Using digital tools to share ideas and work together.