HCC class lecture 5 comments John Canny 2/2/05

Administrivia

Genetic domains Vygotsky: “concentrate not on the product of development but the very process by which higher forms (of thought) are established” Ontogenesis: Psychological development of the individual. Socio-historical: Development of cultural practices in a society. Micro-genesis: Development of single competencies. Phylogenesis: Evolution of the human species. Vygotsky viewed the “developmental approach” as an approach to all of psychology, not just development.

Qualitative shifts The key to understanding of development is not just small changes, but “revolutionary” shifts which change the nature of development itself. e.g. the development of speech radically changes how the child acquires knowledge. e.g. The development of new meta-cognitive skills will change the learner’s learning from that time on.

Mediation Human’s rely on “mediation” with tools for many of their achievements. Language is one of these tools. Vygotsky argued that acquisition of new mediational means can radically transform development (cause qualitative shifts).

Elementary & Higher Mental Functions Elementary (Natural) Functions: directly driven by perception. Akin to Piaget’s sensori-motor operations. Higher (Cultural) Functions: Acquired by learning in the society. Reading, maps, numbers, charts, rituals,… The higher functions are consciously managed, social in nature, and use signs (language etc.) for mediation.

Socio-cultural development Vygotsky himself did not take this very far, but it was the genesis of several very important HCI methods: Activity Theory, developed by Vygotsky’s own student Leont’ev “Peripheral participation,” developed by Lave and Wenger years later, which lead to “Communities of practice”

Internalization Vygotsky also argued that “internalization” is a complex process that involves creation of an internal “conscious” representation for an external, social reality. The evolution of the concept extends well beyond the first “appearance” of the concept, i.e. beyond the time the child first begins to use a new word.

Discussion topics What kinds of “qualitative shifts” have you encountered in your own learning? How did they reshape your learning? Discuss the changes that happen “after” you acquire a new concept. How does that concept continue to develop?

Reading for next time Applications of the last few lectures of theory to instruction and instructional technology (the NRC book) Volunteer?