• Students will be able to compare and contrast the explanations that Skinner, Piaget, and Vygotsky might state for the learning of new behavior by an infant.
• Students will be able to define and provide an example of scaffolding from an instructional perspective.
• Students will understand the 4 assumptions upon which Vygotsky’s theory rests.
• Students will understand the processes underlying complex mental functions.
• Students will be able to discriminate between primitive and higher mental functions.
• Students will be able to provide examples of the components of instruction and how they are implemented in an instructional plan.

• Vygotsky- in a nutshell

        *One problem working on the web is that visiting a link creates a change in the color of future cases of that link.  Therefore, as in the case of the following examples, you can predict answers based on which links change colors and which do not.  To stop this so that your learning remains at its maximum- it is necessary to change the color of all links prior to you starting. Click here to change the color of all practice links

• 1) Primitive mental functions, such as simple memory, are governed by

• (1) identification


(2) perception

(3) signification

(4) signalization
 

2) Unlike animals the development of unique human abilities cannot be explained by evolution.
• TRUE


FALSE
 

3) Mastery of the environment and the associated social relations determines the nature of human thought.
• TRUE


FALSE
 

4) The basic form of matter is movement and change.
• TRUE


FALSE
 

5) Psychological processes must be studied as dynamic ongoing events.
• TRUE


FALSE
 

6) The creation and use of arbitrary stimuli change the nature of thinking.
• TRUE


FALSE
 

7) According to Vygotsky, the "psychological cell" that is the key to cognitive development is
• (a) self-regulation


(b) signalization

(c) tool use

(d) word meaning
 

8) Learning that a large round red object is a "ball" is an example of
• (a) categorical perception


(b) conceptual logic

(c) signification

(d) signalization
 

9) Simple mental functions such as simple perception and involuntary attention are represented by the
• (a) Gestalt perspective


(b) structuralist perspective

(c) semiotic model

(d) S-R model
 

10) According to Vygotsky, egocentric speech is
• (a) an indicator of self-centeredness


(b) a beginning phase in self-guidance

(c) a brief development associated with make-believe play

(d) an indicator of intuitive or primitive thinking
 

Questions 11-16 are related to the concepts of primitive mental functions, and higher psychological functions. Each statement is a characteristic of one or the other- choose the correct response.

11) conditioned primarily by biological characteristics

• Primitive Mental Functions


Higher Psychological Functions
 

12) controlled by the individual
• Primitive Mental Functions


Higher Psychological Functions
 

13) linked directly to action
• Primitive Mental Functions


Higher Psychological Functions
 

14) tied to concrete experience
• Primitive Mental Functions


Higher Psychological Functions
 

15) make use of "object stimuli" and "means stimuli"
• Primitive Mental Functions


Higher Psychological Functions
 

16) make use of natural memory
• Primitive Mental Functions


Higher Psychological Functions
 

17) The key to maximum learning and development is
 
• (a) collaborative problem solving


(b) independent problem solving

(c) intersubjectivity

(d) spontaneous concept learning
 

18) Readiness is defined by Vygotsky as the
• (a) cultural context for learning


(b) intersubjectivity of learning

(c) scaffolding of the learning task

(d) zone of proximal development
 

19) According to Vygotsky, good learning
• (a) follows development


(b) leads development

(c) collaborates with development

(d) is unrelated to development
 

20) The highest level of cognitive development is that of
• (a) learning the meaning of signs


(b) using signs to aid recall

(c) creating signs to direct learning

(d) using signs to direct attention

• Socio Cultural Theory at University of Colorado-Denver
• The Vygotsky Project
• Constructivism and Vygotsky
• Social Constructivism
• On Lower Mental Functions and Higher Mental Functions
• Celebrities in Cognitive Science