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Rethinking the Role of Peer Collaboration in Enhancing Cognitive Growth

机译:重新思考同伴协作在促进认知增长中的作用

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After several decades of prevalence of a Piagetian perspective on human development, with its emphasis on the child constructing knowledge in interaction with the physical world, the seventies witnessed an important paradigm shift: recognition of the pivotal role of the social world in the child's intellectual growth [Rogoff, 1990]. This 'social revolution' was partly a result of the rediscovery in the west of Vygotsky's [1978] seminal work, which gave rise to a surge of sociocultural accounts of psychological processes. Inherent in this approach is the notion that if we are to understand the nature of thinking, learning, and development we need to take account of the intrinsically social and communicative nature of human life [Vygotsky, 1978].
机译:在皮亚杰人关于人类发展的观点盛行数十年之后,其重点是儿童在与物质世界互动中建构知识,七十年代见证了一个重要的范式转变:认识到社会世界在儿童智力成长中的关键作用[Rogoff,1990]。这场“社会革命”部分是由于维果茨基(Vygotsky)[1978]开创性工作的西部重新发现的结果,这引起了对心理过程的社会文化描述的激增。这种方法的内在观念是,如果我们要理解思维,学习和发展的本质,我们就必须考虑到人类生活的内在社会和交往本质[Vygotsky,1978]。

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