Treatment and therapy
Rosa Angela Fabio, Tindara Caprì, Gabriella Martino in Understanding Rett Syndrome, 2019
Vygotsky stated that a child follows an adult’s example and gradually develops the ability to do certain tasks without help or assistance. Vygotsky’s often-quoted definition of the zone of proximal development presents it as the distance between the actual developmental level as determined by independent problem-solving and the level of potential development as determined through problem-solving under adult guidance, or in collaboration with a more capable peer. Vygotsky among other educational professionals believes the role of education is to provide children with experiences which are in their ZPD, thereby encouraging and advancing their individual learning. The lower limit of ZPD is the level of skill reached by the child working independently. The upper limit is the level of additional responsibility the child can accept with the assistance of an able instructor. The ZPD captures the child’s cognitive skills that are in the process of maturing and can be accomplished only with the assistance of a more skilled person.
The Social Identity Approach to Education and Learning
Kenneth I. Mavor, Michael J. Platow, Boris Bizumic in Self and Social Identity in Educational Contexts, 2017
Education-based learning is a fundamentally collaborative endeavour that centres on the capacity for individuals to participate in self-development through more or less constructive engagement with instructors and instructional systems. From the outset, it is important to acknowledge that this collaboration is no mean feat. Indeed, given the manifest dissimilarities (e.g., in power, status, expertise, age, experience) that routinely exist between teachers and learners, one might well wonder how it is that knowledge and skills – and, more particularly, the motivation to use them as a basis for agentic self-expansion – are ever passed on from one to the other. Consequently, as Vygotsky (1978) recognises (e.g., in his writings on the importance of the zone of proximal development; Chaiklin, 2003), understanding the psychological underpinnings of this accomplishment stands as something of a master problem for the field of educational psychology – if not psychology as a whole.
Multicultural Assessment for the Twenty-First Century
Walter J. Lonner, Dale L. Dinnel, Deborah K. Forgays, Susanna A. Hayes in Merging Past, Present, and Future in Cross-Cultural Psychology, 2020
The third system of assessment to examine is the Feuerstein methodology, and particularly the Learning Potential Assessment Device (LPAD) with its programmatic follow-up in Instrumental Enrichment. Feuerstein’s methodology epitomizes a departure from the conventional views of intelligence. In sharp contrast to Spearman’s view that tended to imply an immutable IQ fixed by genetic endowment at the moment of birth, Feuerstein derives his definition of intelligence from Vygotsky who perceives intelligence as a dynamic process that changes with development and learning. Although genetic factors have some relevance, other significant factors in the development of intelligence emanate from cultural environment, home influences, and conditioning within the school and social environment. As the learner interacts with other people, his or her learning stimulates cognitive development. As cognitive development proceeds, “a zone of proximal development” can be depicted to reflect the gap between the learner’s actual development and the learner’s developmental potential. It is this potential that enables the counselor, psychologist or teacher to help in the remedial and reconditioning process to raise the learner’s ability to function. Testing is intentionally dynamic and geared to a remedial program whereby cognitive gaps are identified and instructional procedures are designed to enhance cognitive functioning.
Navigating complexity: The importance of design-based research for faculty development
Published in Medical Teacher, 2021
Weichao Chen, John Sandars, Thomas C. Reeves
Our vision of FD is informed by the concept of Zone of Generativity (ZoG), proposed by Arnetha F. Ball (2012) based upon her extensive research and practice in professional development. The concept of ZoG is informed by two perspectives:First, is Erik Erikson’s theory of psychosocial development, in which the achievement of generativity is considered to be the central mission of middle adulthood. Adults seek generativity through taking responsibility for the needs of the wider community and nurturing ideas that endure beyond themselves. This pursuit of generativity is necessary for the adult’s further growth.Second, is Lev Vygotsky’s concept of Zone of Proximal Development, a metaphor that refers to the distance between one’s current level of understanding and the potential higher level that one can achieve if guidance and support are available.
Participant characteristics predicting communication outcomes in AAC implementation for individuals with ASD and IDD: a systematic review and meta-analysis
Published in Augmentative and Alternative Communication, 2023
J. B. Ganz, James E. Pustejovsky, Joe Reichle, Kimberly J. Vannest, Margaret Foster, Lauren M. Pierson, Sanikan Wattanawongwan, Armando J. Bernal, Man Chen, April N. Haas, Ching-Yi Liao, Mary Rose Sallese, Rachel Skov, S. D. Smith
Vygotsky’s theory spawned the Zone of Proximal Development (ZPD; Vygotsky & Cole, 1978), which has direct implications for interventionists. ZPD can be described as an area of learning that occurs when a person is assisted by a teacher or peer with a higher skill set and speaks to the importance of considering efficient prompting strategies in establishing new communicative behavior. Development can be described as the person’s actual performance combined with how susceptible the learner is to types of assistance available, the manner in which the assistance is sequenced, the flexibility or rigidity of previously formed stereotypes, and the learner’s collaboration. In this theory, the importance of choosing optimal prompts and the sequencing and fading of those prompts becomes central to generating evidence supporting the theory.
Cognitive load theory for training health professionals in the workplace: A BEME review of studies among diverse professions: BEME Guide No. 53
Published in Medical Teacher, 2019
Justin L. Sewell, Lauren A. Maggio, Olle ten Cate, Tamara van Gog, John Q. Young, Patricia S. O’Sullivan
Overall, intrinsic load was largely studied in a descriptive manner, with few studies attempting to modulate intrinsic load in workplace settings. This approach, coupled with clear inverse links between CL and performance, and lack of measures of actual learning, could tacitly promote an overly simplistic notion that lower intrinsic load is better for learning. However, as the goal of CLT is to optimize, not minimize, intrinsic load, this assertion lacks support from CLT, except perhaps among very novice learners (i.e. when the whole task is too complex and overwhelming for learning to occur). If CLT is to better inform workplace learning in HPE, it is imperative that future studies assess how to best optimize intrinsic load in HPE workplaces, in particular, how to match intrinsic load to learners’ prior experience and competence, as has been discussed in classroom settings (Bannert 2002), so that levels of intrinsic load are neither too high (which may cause cognitive overload) nor too low (in which case there may be “nothing to learn” which might induce boredom and apathy toward learning). Such adaptive instruction has shown benefit for training effectiveness in experimental non-workplace settings (Camp et al. 2001; Corbalan et al. 2008). Studies have further suggested that, with training, students may themselves be able to select learning tasks appropriate for their zone of proximal development (Kostons et al. 2012). Although potentially more challenging in workplace settings, these two concepts may be adaptable for some HPE workplaces and tested as means to optimize intrinsic load.
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