GROUP 7

RIAS WITA SURYANI (16178070)

SUMMARY IV - LANDASAN ILMU PENDIDIKAN

CHAPTER 7
VYGOTSKYS THEORY COGNITIVE DEVELOPMENT
Comparison of Piaget and Vygotsky
Vygotsky and Piaget agreed that a dialectic approach best explains the development of
psychological processes. They also agreed that development involves qualitative
transformation of thought processes instead of gradual increment. However, they disagreed on
the relative importance of the social versus the physical-logical environment in determining
development on the means by which social factors influenced development and on the direction
of development.

Influences on Vygotskys Thought

Three assumptions from Marxist theory are incorporated into Vygotskys theory. First,
peoples activities in social contexts determine their consciousness. Second, development of
both societies and individuals occurs through a process of resolving dialectics conflict. Third,
understanding how society or individuals develop requires a cultural-historical approach.

Major construct in Vygotskys Theory

According to Vygotsky, higher mental functions are mediated by psychological tolls which
come from an individuals culture. These tools are used to gain master overs own behavior
and cognition. Psychological tools are semiotic that is consist of signs such as language. The
childs fist cognitions are non-mediated, natural mental function such as direct perception,
memory, and involuntary attention. Higher level thinking gradually emerges as these lower
function are transformed through the use of psychological tools. Vygotskys general genetic
law of cultural development describe how psychological tools are acquire by children. The law
states that any function in the childs development appears first on the social plane, where it is
used to regulate behavior between people, and on the psychological plane, where it is used to
regulate behavior within the individual.

Thought and Language

According to Vygotsky, there is relation between the development of speech and thought. He
believe that speech and thought are initially independent but eventually merge to form verbal
thought which becomes the individuals primary form of thought. He found that speech as well
as all mental operations using signs develops in four stages:

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Stages
Natural
Child is not capable of using
signs to regulate behavior
Naive Psychological
Beginnings of practical
intelligence manifested in
tool use
External Sign Use
Child uses external signs as
aids in solution of internal
problems
Ingrowth
External signs are transformed
into self-generated internal
signs
Operation
Speech Characteristics
Babbling, emotional release,
words learned through
conditioning
Child uses words to stand for
things but does not
understand symbolic
function of language
Child uses egocentric speech
first to accompany action
and then guide and plan
behavior
Egocentric speech goes
underground as it develops
into silent inner speech
which becomes the basis for
childs thinking
Memory Characteristics
Retention of mental images
of actual experiences and
objects
Child uses external sign to
cue recall only if the sign is a
direct representation of the
target memory
Child uses external signs
symbolically to aid in
retrieval of target memory
Child generated internal
mnemonics and logical
connections that mediate
recall

Relationship between Learning and Development

Vygotsky believe that learning is a necessary aspect of development. Learning creates the zone
of proximal development which is the distance between the childs actual developmental levels
as determined by independent problem solving under the guidance of a more capable partner.
He claimed that learning should precede and stimulate development.

American Research Spurred by Vygotsky Theory

Western research has validated Vygotskys view of the role of egocentric or private speech in
regulate the childs behavior. Cognitive behavior modification is a program of intervention
aimed at improving cognitive performance by changing the way students talk to themselves
when confronted with academic tasks. The concept of scaffolding is closely related to the
notion of the zone of proximal development. It defines as the process whereby an adult provides
support to a child learning to master a problem. Palincsar developed reciprocal teaching, it is
an instructional procedure that is explicitly based on Vygotskys theory. In this approach,
children acquire self-regulated comprehension strategies by participating in dialogue with a
small group of peers and adult teacher.

Implication of Vygotskys Theory for Instruction

- Encouraging appropriate task-related self-talk
- Engaging more dialogue with children where in scaffolded support, collaboration, and
transfer of responsibility to children are primary goals of teacher
- Using cooperative peer interaction to promote learning and development
- Focusing on skills that are ahead of childs development level.

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CHAPTER 8
BANDURAS SOCIAL LEARNING THEORY

Social learning theory is a framework that has encompassed the work of many theorists. The
major proponent of this approach to learning is Albert Bandura, whose social cognitive theory
incoporates features of both behavioral and cognitive explanations of human behavior.

Comparisons With Others Theoretical Approaches

Like behavioral theorist, bandura is concerned with behavioral change. However, he differs
from behavioral theorist in his claim that learning can occur throught observation as well as
through direct experiences and reinforcemnt is not necessary for learning. Like cognitive
theorist, Bandura postulates mental evants that intervene between stimuli and responses.
However, unlike cognitive theorist he is interested in mechanisms that translate cognition into
behavior.

Bandura sees behavior as being determined by factors in both the enviroment and in the person.
He called this three-way interaction between person, environment, and behavior as triadic
reciprocality.
Observational Learning
People acquire cognitive representation of behaviors by observing models. Modeled behavior
transmits information that can result in

- A new skill in the observer (observational learning effect)

- Inhinition or disinhibition of some previously learned behavior
- Facilitation of some already acquired behavior (elicitation effect)

Processes in Modelling
Bandura distinguishes between learning from observatin which entails attention, retention,
and reproduction processess, and performed of modeled activities which is governed by
motivational processess. Reinforcers can be direct, vicarious or self-generated, have both an
informative and a motivational functions rather than automatiocally strengthening the behavior
that they follow.

Self-efficacy refers to a persons sense that he can or cannot perform in a given situation. Such
perceptions influence one choice of activities, ones persistence on difficult task, and ones
thoughts and emotions while attempting tasks. Knowledge about ones efficacy comes from
performance attainment, vicarious experiences, verbal persuasion, and physiological states.

People can learn from physically present models or from symbolic models including books,
instuctions, pictures, and film or TV characters. The developmetal level of the learner influence
the relative effectiveness of live and symbolic models. Generally young children tend to learn
better from live models while older children and adult can learn either way or form verbal
descriptions without the physical presence of a model. Modelling is a good techniques for

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teaching cognitive strategies if model adequately portrays the covert mental processes involved
in the strategy.

Bandura posits a capcity for self direction that allows people to have control over their own
behavior through self-genarated consequences. Self-regulation involves observing ones own
behavior, judging that behavior against internal performance standard and then reacting either
positively or negatively to ones performance. Teacher can help studemts develop the capacity
for self-regulation by teaching them to set specific, proximal, and challenging goals to use
appropriate standard for judging their performance and to attributes their sucesses to ability
and effort.
Regarding to the core issues, Bandura assert that:

- We learn cognitive representations of behavior throught observing models.

- Learning is equally dtermined by the interaction of personal, environmental, and
behavioral factors.
- Learning can occur in the absence of incentives or even the itent to learn. However,
people are motivated to perform modeled activities when they expect desireable
outcome and when they believe they are capable of performing the behavior.
- Transfer occurs when cues in a new situation enable retrieval of a symbolic
representation of a behavior stored in long-term memory.
- The important variable in instructions are those that enhance the observational learning
processes of attention, retention, and reproduction, as well as as motivational variables
such as reinforcement and self-efficacy.

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