Chapter Three Presentation Prisca

445 views

Published on

Vygotsky's third chapter in Mind and society (memory and thinking)

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
445
On SlideShare
0
From Embeds
0
Number of Embeds
4
Actions
Shares
0
Downloads
5
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Chapter Three Presentation Prisca

  1. 1. L.S. Vygotsky’s Mind in society Chapter three: Mastery of memory and thinking Presenters: Soim Shin; Prisca Rodriguez
  2. 2. Introduction <ul><li>Vygotsky and his colleagues carried out a series of experiments to determine if “other operations not related to practical intellect would show the same laws of development discovered when analyzing practical intellect.” </li></ul><ul><li>He then presents their discoveries by discussing memory and the social origin of signs. </li></ul>
  3. 3. Social origins of indirect (mediated) memory <ul><li>There are two types of memory: </li></ul><ul><ul><li>Natural memory: </li></ul></ul><ul><ul><ul><li>Is very close to perception </li></ul></ul></ul><ul><ul><ul><li>Arises out of the direct influence of external stimuli </li></ul></ul></ul><ul><ul><ul><li>Is characterized by the retention of actual experiences </li></ul></ul></ul><ul><ul><li>Generated (created) memory: </li></ul></ul><ul><ul><ul><li>Is the product of specific conditions of social development </li></ul></ul></ul><ul><ul><ul><li>Memory is generated by artificial stimuli known as signs </li></ul></ul></ul><ul><ul><ul><li>The signs become the immediate causes of behavior </li></ul></ul></ul>
  4. 4. Structure of sign operations <ul><li>Elementary forms of behavior presuppose a direct reaction to the task. </li></ul><ul><li>S R </li></ul><ul><li>Sign operations require an intermediate link between the stimulus and the response and possess reverse action </li></ul><ul><li>S R </li></ul><ul><li> X </li></ul>
  5. 5. Early sign operations in children <ul><li>Vygotsky, colleagues and A.N. Leontiev conducted experiments that demonstrated the role of signs in voluntary attention and memory </li></ul><ul><ul><li>First task: answer a set of questions without using certain words </li></ul></ul><ul><ul><li>Second task: additional rules (do not repeat words) </li></ul></ul><ul><ul><li>Third task: added nine cards as aids </li></ul></ul><ul><ul><li>Fourth task: same as third, but repeated instructions </li></ul></ul>
  6. 6. Early sign operations in children <ul><li>The results of the experiments indicated three basic stages in the development of mediated remembering: </li></ul><ul><ul><li>First stage (pre-school): the child is not capable of mastering his/her behavior by organizing special stimuli </li></ul></ul><ul><ul><li>Second stage: external stimuli raises the effectiveness of the child’s activity </li></ul></ul><ul><ul><li>Third stage (adults): auxiliary stimuli are emancipated from primary external forms. Internalization takes place. </li></ul></ul>
  7. 7. Questions <ul><li>1. Should the knowledge of the three stages described by Vygotsky affect our teaching? How? </li></ul><ul><li>2. Based on the information provided in this chapter, how can we help our students learn effective ways of studying, as opposed to cramming? </li></ul>

×