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Bibliografias temáticas / Adaption to the zone of proximal development

Literatura científica selecionada sobre o tema "Adaption to the zone of proximal development"

Autor: Grafiati

Publicado: 23 de junho de 2021

Última modificação: 3 de fevereiro de 2022

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Artigos de revistas sobre o assunto "Adaption to the zone of proximal development":

1

De Marsico, Maria, Andrea Sterbini e Marco Temperini. "A Strategy to Join Adaptive and Reputation-Based Social-Collaborative E-Learning, Through the Zone of Proximal Development". International Journal of Distance Education Technologies 11, n.º 3 (julho de 2013): 12–31. http://dx.doi.org/10.4018/jdet.2013070102.

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The educational concept of “Zone of Proximal Development”, introduced by Vygotskij, stems from the identification of a strong need for adaptation of the learning activities, both traditional classroom and modern e-learning ones, to the present state of learner’s knowledge and abilities. Furthermore, Vygotskij’s educational model includes a strong bent towards social and collaborative learning. The joint answer to these two trends can be concretely implemented through a tight integration between personalized learning paths and collaborative learning activities. Along this line, the authors designed the combination of the functions of two pre-existing prototypes of web-based systems, to investigate how the above integration can merge adaptive and social e-learning. LECOMPS is a web-based e-learning environment for the automated construction of adaptive learning paths. SOCIALX is a web-based system for shared e-learning activities, which implements a reputation system to provide feedback to its participants. The authors propose a two-way tunneling strategy to integrate the above prototypes. The result is twofold: on the one hand the use of the student model supported by LECOMPS in an adaptive e-learning course is extended to support choosing exercise activities delivered through SOCIALX; on the other hand the reputation and the skills gained during social-collaborative activities are used to update the student model. Under the social perspective induced by the integration, the authors present a mapping between the student model and the definition of Vygotskij’s Autonomous Problem Solving and Proximal Development regions, with the aim to provide the learner with better guidance, especially in the selection of available social learning activities.

2

Synekop, Oksana. "DIFFERENTIATED INSTRUCTION OF ENGLISH PROFESSIONAL COMMUNICATION TO THE FUTURE IT SPECIALISTS: TYPES AND FORMS OF ASSESSMENT". Pedagogical Process: Theory and Practice, n.º 1-2 (2019): 60–69. http://dx.doi.org/10.28925/2078-1687.2019.1-2.6069.

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In the article the features of the assessment in differentiated instruction of English professional communication to the future IT specialists with different levels of foreign language proficiency and various learning styles are considered. Types and forms of control in differentiated instruction are characterized. Receptive, reproductive and productive ways of control are highlighted. The described two-stage model of assessment with partial involvement of adaptive testing includes: enter testing, which allows teachers differentiate students according to the levels of foreign language proficiency and learning styles; progressive adaptive testing, which is implemented in the zone of proximal development, helps to identify individual and group achievement points and needs to optimize test materials to meet students’ current needs; the final testing, which defines the level of foreign language proficiency at the end of the course. It is proposed to implement progressive adaptive testing by using mechanisms of adaptation, expansion and complication, improvement. Adaptive mechanism involves the effect of adapting to individual characteristics, based on the level of foreign language proficiency in the enter testing and a dominant learning style. The mechanism of expansion and complication aims at shifting the emphasis in the learning style of the students (not dominant learning styles), increasing the complexity of tasks for students providing them by various supports. The mechanism of improvement is focused on variations of learning styles, the development of English-language skills, as well as the wide usage of assessment strategies. The criteria for the complexity of the test task are analysed.

3

Tilkhonova, K. A. "Learning to Read in Primary School Children with ASD and Intellectual Disabilities at the «Reading and Speech Development» Class". Autism and Developmental Disorders 16, n.º 2 (2018): 38–41. http://dx.doi.org/10.17759/autdd.2018160205.

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Children with autism and intellectual disabilities are able to master the reading skill in the conditions of systematic prolonged and adaptive learning. A teacher who realizes present task is important to know and take into account not only actual, but also potential mental abilities of the student. It is important for the teacher to apply new techniques of correctional pedagogy in his work, supplementing them with classical evidencedbased and reliable ones with the reliance on the zone of proximal development and on the principles of special pedagogy, in particular: developing education, accessibility, visibility, systemic and individuality. It is important for a teacher to remember that he is not only teaches, but also forming the personality of the child as a whole. The experience of teaching children with autism spectrum disorders and moderate intellectual disabilities to read who are educating in the school of the Federal Resource Center for Organization of Comprehensive Support to Children with Autism Spectrum Disorders is described.

4

Navarro, Juan-José, e Catalina V. Mourgues-Codern. "Dynamic Assessment and Computerized Adaptive Tests in Reading Processes". Journal of Cognitive Education and Psychology 17, n.º 1 (dezembro de 2018): 70–96. http://dx.doi.org/10.1891/1945-8959.17.1.70.

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The development of novel educational assessment models founded on item response theory (IRT), as well as software tools designed to implement these models, has contributed to the surge in computerized adaptive tests (CATs). The distinguishing characteristic of CATs is that the sequence of items on a test progressively adapts to the performance levels of students as they are taking it. An important advantage of CATs is that they can reduce the duration of the assessment by automatically excluding in real time those items that are either too easy or too hard for a student’s capabilities. Furthermore, a CAT can provide real-time feedback to students based on their ongoing performance on the test. More recently, dynamic CATs have emerged that include special features (e.g., graduated prompts, pretest and posttest assessment items, cognitive scaffolding items) to assess the proximal development zone of the students. This allows test administrators to obtain information about the kind and level of mediation required by the students to reach their optimal performance. The following article presents some initial results from the experimental application of a computerized adaptive dynamic assessment battery of reading processes in a sample of Spanish-speaking elementary school students. Specifically, the aim was to analyze the effect of the graduated prompts implemented in a syntactic awareness test on the results obtained. In addition, preliminary results regarding the predictive and incremental validity of dynamic scores on reading competence are presented and discussed.

5

Bozhovich, E. D. "Zone of Proximal Development". Journal of Russian & East European Psychology 47, n.º 6 (novembro de 2009): 48–69. http://dx.doi.org/10.2753/rpo1061-0405470603.

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Grobecker, Betsey. "Reconstructing the Paradigm of Learning Disabilities: A Holistic/Constructivist Interpretation". Learning Disability Quarterly 19, n.º 3 (agosto de 1996): 179–200. http://dx.doi.org/10.2307/1511060.

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The paradigm for defining learning disabilities has evolved in relation to information-processing constructs of learning and intelligence. Assumptions regarding the nature of knowledge acquisition as well as assessment and remedial techniques that are derived from such a paradigm are currently being challenged. This article argues that learning differences can be best understood, and attended to, in relation to the holistic/constructivist theory of knowledge construction and the reciprocal evolution of cognitive structures. Knowledge is conceived of as being embedded in, and subordinated to, a spiral of mental structuring activity that guides relational thinking or logic. Symbols (i.e., language, numbers, and images) are tools that exercise mental structuring activity for the purpose of transforming and enriching individual learning spirals by coordinating and integrating its energy form. Reciprocally, greater depth and flexibility in knowledge bases evolve, which serve to transform persons and their cultures. It is in these spirals of mental structuring activity that learning differences are proposed to manifest themselves. Such a perspective shifts the focus of assessment and remediation away from specific skill development that attends to standard answers and ways of solving problems to an examination of the adaptive, transforming thinking activity (mental constructs) generated to solve for answers. By making contact with and guiding individually constructed realities through techniques such as graded learning loops in the zone of proximal development, learning behaviors become more adaptable and generalizable.

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Obukhova, L. F., e I. A. Korepanova. "The Zone of Proximal Development". Journal of Russian & East European Psychology 47, n.º 6 (novembro de 2009): 25–47. http://dx.doi.org/10.2753/rpo1061-0405470602.

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Zaretskii, V. K. "The Zone of Proximal Development". Journal of Russian & East European Psychology 47, n.º 6 (novembro de 2009): 70–93. http://dx.doi.org/10.2753/rpo1061-0405470604.

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Isaakian, Oksana, e Marina Lukyanenko. "Research on the social identity of adolescents with deviant behavior". E3S Web of Conferences 210 (2020): 19025. http://dx.doi.org/10.1051/e3sconf/202021019025.

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Introduction. The difficultly predictable socio-economic and socio-moral difficulties of modern society at the stage in the development of our society have exacerbated the problem of upbringing and formation of adolescents, which negatively affects the process of their adaptation and socialization. This issue is addressed at different levels: legal, medical, psychological, social. Theoretical justification In adolescence, identity goes through a phase of formation, being in the zone of proximal mental development. Identity and identification are important characteristics of self-awareness. Timely identification of identification disorders makes it possible to detect deviations in the formation of identity in adolescents, which is extremely important both for diagnosing the personality of adolescents with deviant behavior and for their correction. Results. The problem of the formation of the social identity of adolescents with deviant behavior puts before the authors of the article the need to search for directed and indirect technologies for working with adolescents, taking into account the characteristics of their personality. The authors proved the difference in the social identity of adolescents with normalized behavior and adolescents with deviant behavior and identified the features of the social identity of adolescents with deviant behavior, having received a qualitative assessment after using diagnostic methods and analysis of the data obtained. The discussion of the results. The analysis of psychological and pedagogical technologies for the formation of the social identity of adolescents with deviant behavior has shown the possibility of using patterns of successful, socially approved behavior for various aspects of adolescent life.

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Shen, Chengchun, e Aili Qi. "An Adaptive Learning Mode of “Public Psychology” Based on Creative Thinking with Virtual Simulation Technology". International Journal of Emerging Technologies in Learning (iJET) 15, n.º 23 (11 de dezembro de 2020): 131. http://dx.doi.org/10.3991/ijet.v15i23.18957.

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Due to the outbreak of COVID-19, the teaching of psychology in college has become especially important, posting higher requirements on the teaching content and purpose of the course of psychology. Nowadays, the traditional course of public psychology in college only focuses on the prevention and correction of psychological problems among college students, but educators ignore the importance of teaching students to understand psychological problems through relevant courses, making it impossible to achieve the expected effect of mental health education for students. Colleges should apply the notion of positive mental health education in the course of public psychology designed for college students. Students can better adapt to the society only when they have sound mental quality. According to requirement of “the zone of proximal development” a conceptual framework of the course was established in this study based on adaptation theory in which students are encouraged to think independently, as required by and an autonomous learning situation was created for students with psychological problems. At the same time, the education and teaching programming software named Scratch was adopted and integrated in the virtual simulated experimental teaching system of psychology. The integrated teaching system included the management of psychological teaching software, the monitoring of psychological experimental process, the query and analysis of psychological experimental data and the management of academic experimental resources, forming an integrated teaching environment with adaptive learning functions. In the end, the ant colony algorithm was used to mine a learning mode that is commensurate with the learner’s knowledge level, meets the learner’s resource preferences and satisfies the learner’s needs for learning activities, and this learning mode was identified as the best application mode for the learning of public psychology. It was revealed in practice that the adaptive learning mode of psychology based on virtual simulation technology can improve students’ learning initiative for the course of public psychology and increase their independent innovation ability.

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Teses / dissertações sobre o assunto "Adaption to the zone of proximal development":

1

Västerlund, Therese. ""Tänk hur många killar vi hade räddat om vi hade låtit dem läsa faktatext om bilar eller grodor" : En empirisk studie om lärares stöttning och utmaning i läsning av faktatexter i år 4 - 6". Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105242.

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Studiens syfte är att undersöka hur lärare från olika skolor arbetar med faktatexter i skolan utifrån ett teoretiskt ramverk som grundar sig i det sociokulturella perspektivet i kombination med Gibbons fyrfältsmodell bestående av olika zoner av lärande där den ultimata zonen för lärande är utvecklingszonen där eleverna får mycket stöttning i kombination med hög kognitiv utmaning. Genom semistrukturerade intervjuer med fem lärare verksamma i årskurserna 4 - 6 kunde studiens data samlas in och datan analyserades sedan utefter frågeställningarna som handlar om hur elever stöttas och utmanas i läsandet av faktatexter. Resultatet visade att lärarna stöttar eleverna på många olika vis, bland annat genom att välja texter kopplade till kontextuella sammanhang samt genom att ha gemensamma läsningar och genomgångar av texter. De utmanar elever på olika sätt, bland annat genom att välja en lite svårare text för att säkerställa att alla elever tar sig igenom en lärandezon. En slutsats är dock att mer fokus läggs på stöttning än på utmaning. Detta stämmer väl överens med tidigare forskning som visat hur elever får stöttning för att bygga upp de olika lässtrategier som behövs för att läsa och förstå en text, men också att det tycks finnas mindre kunskap om hur utmaningen ska gå till. Studiens didaktiska implikationer är att mer fokus bör läggas på hur elever kan utmanas i läsning av faktatexter för att säkerställa att alla elever hamnar i en lärandezon.

2

Luckin, Rosemary. "ECOLAB : explorations in the zone of proximal development". Thesis, University of Sussex, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388676.

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3

Carrig, Carol A. "An Intervention Specialist's Journey Through the Zone of Proximal Development". Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1460491585.

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4

Sluss, Dorothy Justus. "Play as the zone of proximal development: collaborative constructive block play". Diss., Virginia Tech, 1995. http://hdl.handle.net/10919/40230.

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5

Moore, Sofia A. Rhodes Dent. "Theoretical and practical perspectives on Vygotsky's concept of the zone of proximal development". Normal, Ill. : Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128283.

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Thesis (Ed. D.)--Illinois State University, 2004.
Title from title page screen, viewed Jan. 6, 2005. Dissertation Committee: Dent M. Rhodes (chair), Cathy Toll, Donna Adair Breault. Includes bibliographical references (leaves 199-213) and abstract. Also available in print.

6

Brėdikytė, M. (Milda). "The zones of proximal development in children’s play". Doctoral thesis, Oulun yliopisto, 2011. http://urn.fi/urn:isbn:9789514296147.

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Abstract This study investigates the relationship between play and child development. This work is the continuation of a thesis on children’s verbal creativity stimulated by dialogical drama intervention which I defended in 2001 at the Vilnius Pedagogical University, Lithuania. The first doctoral thesis in educology resulted in the main intervention method (Dialogical Drama with Puppets) used in this project. The theoretical framework of the study is based on cultural-historical theories developed by Vygotsky and his followers. This approach has influenced on the methodological choices of the study and the concept of the zone of proximal development is a central concept in Vygotskian theory of human cultural development. The concept has been elaborated in an earlier publication (Hakkarainen & Bredikyte 2008) and is now used as an analytic tool. Other theoretical concepts of Vygotsky like the social situation of development, the unit, environment and mechanism of development are used. This study is a small sample from the whole research project, which integrated research studies, theoretical courses and practice of master’s degree students in early education. For families and children the project was a play club. From the theoretical point of view the project was a “genetic experiment”, a “playworld” and intervention study aiming at joint creative play of adults and children. In cultural-historical theory (cultural) environment is the source of qualitative developmental changes of individuals, but each child has to be motivated and self carry out developmental acts. These theoretical principles require special forms of social interaction “mutual interventions”. The methodological approach opens a new perspective to the study of play and development. Individual play development of some children is followed up several years. Cumulative effects and qualitative changes can be detected easier in this setting. Multi-age child groups change our understanding about play development. Empirical part of this study consists of a few cases, which demonstrate what kind of developmental trajectories are possible. It is impossible to tell exactly what the effect of our play environment is, but observations and interpretations can guide further research activity. The results of this study demonstrate in which conditions narrative intervention in joint playworld environment can lead to creative acts, what steps are necessary in the development of joint play, how mutuality in adult-child play supports child development, and what elements are essential in play producing pedagogy and professional growth
Tiivistelmä Tämä tutkimus selvittää leikin ja lasten kehityksen välistä yhteyttä. Siinä työssä jatkuu tekijän edellisessä Vilnan pedagogisen yliopiston edukologian väitöskirjassa 2001 aloittama lasten luovuuden tutkimus dialogista draamaa käyttäen. Tämä tutkimus tuotti keskeisen intervention menetelmän (Dialoginen nukkedraama), jota nyt käytetään. Tämän tutkimuksen viitekehys perustuu Vygotskin ja hänen seuraajiensa kehittelemään kulttuuri-historialliseen teoriaan. Metodologiset ratkaisut ja Vygotskin kulttuurisen kehityksen teorian keskeinen käsite – lähikehityksen vyöhyke – ovat vaikuttaneet tutkimuksen toteutukseen. Tätä käsitettä on kehitelty aikaisemmassa julkaisussa (Hakkarainen & Bredikyte, 2008) ja sitä käytetään nyt analyyttisenä työvälineenä. Vygotskin muitakin teoreettisia käsitteitä kuten ”kehityksen sosiaalinen tilanne”, ”kehityksen analyysiyksikkö”, ”kehityksen ympäristö”, ja ”kehitysmekanismi” on otettu käyttöön. Tämä tutkimus on pieni siivu koko tutkimusprojektista, johon kytkeytyi varhaiskasvatuksen maisteriopiskelijoiden tutkimusopintoja, teoriakursseja ja harjoittelua. Perheiden ja osallistuvien lasten näkökulmasta projekti oli leikkikerho. Teoreettiselta näkökulmalta projektin ydin oli ”geneettinen eksperimentti”, ”leikkimaailma” ja ”interventiotutkimus”, joka pyrkii saamaan aikaan aikuisten ja lasten yhteistä luovaa leikkiä. Kulttuuri-historiallisessa teoriassa (psykologinen/ kulttuurinen) ymäristö on yksilön laadullisten kehityksen muutosten lähde, mutta jokaisen lapsen on oltava motivoitunut ja itse toteutettava kehittävät teot. Nämä teoreettiset periaatteet edellyttävät erityistä sosiaalisen vuorovaikutuksen muotoa ”vastavuoroista interventiota”. Käytetty metodologinen lähestymistapa avaa uuden mahdollisuuden tutkia leikkiä ja kehitystä. Joidenkin yksittäisten lasten leikin kehitystä on voitu seurata useita vuosia. Kasautuvat vaikutukset ja laadulliset muutokset voidaan todeta helpommin tällaisella tutkimusotteella. Eri-ikäisten lasten yhteiset leikkiryhmät auttavat ymmärtämään paremmin leikin olemusta ja kehitystä. Tutkimuksen empiirinen osa muodostuu yksitäistapauksista, jotka kertovat millaiset kehityskaaret ovat mahdollisia. Tarkkoja syitä ja seurauksia ei ole mahdollista leikkiympäristössä osoittaa, mutta havainnot ja tulkinnat ohjaavat jatkotutkimusta. Tutkimuksen tulokset kertovat millaisissa olosuhteissa narratiivinen interventio yhteisessä leikkiympäristössä voi johtaa luoviin tekoihin, miten yhteinen leikki voi kehittyä ja kehittää, millainen vastavuoroisuus aikuisen ja lasten leikissä tukee kehitystä sekä mitkä asiat ovat välttämättömiä leikin pedagogiikassa ja ammatillisessa kasvussa

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Rutland, Adam. "Measuring the zone of proximal development : studies of map-use in children with learning difficulties". Thesis, University of Stirling, 1993. http://hdl.handle.net/1893/3519.

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The value of measuring Vygotsky's 'zone of proximal development' (ZPD) is the main concern of this thesis. The theory and research described in the thesis examines the psychological and educational purpose of measuring the ZPD within the context of children's representational skills. The first chapter discusses the development of children's ability to understand and use spatial representations. Recent research in developmental psychology is criticised for measuring the ZPD and claiming that the ZPD corresponds to children's individual developmental level. The experiments in Chapter 2 show that previous research has overestimated the representational ability of young children and that a children's potential development is different from their actual development, as assessed by the ZPD. Chapter 3 examines the origins of Vygotsky's sociocultural theory and the ZPD within Soviet psychology and Hegelian philosophy. The next chapter presents contemporary interpretations of the ZPD which have to varying degrees attempted to extend this concept. The idea of dynamic assessment is introduced in this chapter and experiments using this notion are described in detail. Preliminary studies are described in Chapter 5, which examine the possible need for measurement of the ZPD and they also choose appropriate samples, methods and apparatus for future experiments which aim to measure the ZPD within a spatial task. The sixth chapter consists of three experimental studies, which all attempted to measure the ZPD using dynamic assessment techniques. These studies showed that measurement of the ZPD could provide important diagnostic information about children's spatial ability beyond that given by individual tests of intelligence. This was especially true in the case of children with learning difficulties. The results of all the experiments in the thesis are discussed in relation to measurement of the ZPD and its value within developmental psychology and educational psychology.

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Vellos, Renira Elyodi. "Re-engagement in learning contexts : negotiations between adults and youths in the zone of proximal development". Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/6349.

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Framed by sociocultural theory, this study used participant observations and active interviews to examine the classroom practices of adults and youths at one alternative high school. Constant comparative analysis and a participation framework used as a heuristic device to organize data foregrounded the social and discursive practices that both were constituted by and constitutive of an engaging learning context. This study advances a sociocultural model for engagement based on the community of difference that youths and adults co-constructed. It highlights the key role of adults and other mediational means in mediating relationships that promote engaging learning contexts. Though alternative high schools are symptomatic of the contradictions inherent in the process of schooling, for the adults and youths who participate in them, they are often rich learning communities.

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Abtahi, Yasaman. "Things Kids Think With: The Role of the Physical Properties of Mathematical Tools in Children's Learning in the Context of Addition of Fractions". Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35265.

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This research was designed to examine the role of the physical properties of the mathematical tools, in children’s learning in the context of adding two fractions. My two research questions were: (1) How does the feedback from the mathematical tools play a mediating role between the physical actions of the child with respect to the mathematical affordances of the tools and the child’s thinking about and learning and knowing of solving addition of fractions problems? And (2) What role is played by mathematical tools in the emergence of a Zone of Proximal Development during the child’s solving of addition of fractions problems? To address these questions, I interviewed 13 grade 7 students in Ottawa, Ontario, in groups of two and in three rounds of 30-minute interviews per group. The results showed that the physical properties of the tools play a role in how children perceived the mathematical affordances of the tool, attached mathematical meaning to the tools, created mathematical artefacts and solved the addition of fractions problems. Moreover, the findings show that in children’s interactions with mathematical tools, at times, the Zone of Proximal Development (ZPD) emerged, with the guidance provided by the tools. I conclude that children’s interaction with the tools provided them the possibility of learning newer forms of reflections, expressions and actions in relation to adding two fractions. This learning was a result of a complex and intertwined relationship between the immediate physical properties and affordances of the tool, the traces of the thoughts of the designer of the tools, as well as the children’s previous knowing of fractions. With this study, I extend the Vygotskian notion of the more knowledgeable other within the ZPD to include not only agents (children and adults) but also tools.

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Spielman-Davidson, Sylvia Justina. "Collaborative dialogues in the zone of proximal development, grade eight French immersion students learning the conditional tense". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/NQ53714.pdf.

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Livros sobre o assunto "Adaption to the zone of proximal development":

1

Steward, Elizabeth Petrick. Beginning writers in the zone of proximal development. Hillsdale, N.J: L. Erlbaum Associates, 1995.

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2

Guy, Williams. The zone of proximal development: The relationship between learning and development and its implications for assessment. Birmingham: Birmingham Polytechnic, 1992.

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3

Rowe, Ann E. How do settings foster and support the zone of proximal development in young children's learning?. Oxford: Oxford Brookes University, 2003.

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Steward, Elizabeth Petri. Beginning Writers in the Zone of Proximal Development. Routledge, 2012. http://dx.doi.org/10.4324/9780203062937.

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Petrick-Steward, Elizabeth. Beginning Writers in the Zone of Proximal Development. Routledge, 2012. http://dx.doi.org/10.4324/9780203052716.

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Petrick-Steward, Elizabeth. Beginning Writers in the Zone of Proximal Development. Taylor & Francis Group, 2011.

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Steward, Elizabeth Petri. Beginning Writers in the Zone of Proximal Development. Lawrence Erlbaum, 1994.

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8

Attwell, Graham. Searching, Lurking, and the Zone of Proximal Development (e-learning in small and medium enterprises in Europe). Editado por Graham Attwell. Pontydysgu (UK), 2007.

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9

Spielman-Davidson, Sylvia Justina. Collaborative dialogues in the zone of proximal development: Grade eight French immersion students learning the conditional tense. 2000.

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10

Carruthers, Peter. Language in Cognition. Editado por Eric Margolis, Richard Samuels e Stephen P. Stich. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195309799.013.0016.

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The article discusses the ways in which natural language might be implicated in human cognition. The Soviet psychologist Lev Vygotsky developed his ideas on the interrelations between language and thought, both in the course of child development and in mature human cognition. One of Vygostky's ideas concerned the ways in which the language deployed by adults can scaffold children's development, yielding what he called a ‘zone of proximal development’. He argued that what children can achieve alone and unaided is not a true reflection of their understanding. Vygotsky focused on the overt speech of children, arguing that it plays an important role in problem solving, partly by serving to focus their attention, and partly through repetition and rehearsal of adult guidance. Clark draws attention to the many ways in which language is used to support human cognition, ranging from shopping lists and post-it notes, to the mental rehearsal of remembered instructions and mnemonics, to the performance of complex arithmetic calculations on pieces of paper. Researchers have claimed that animals and pre-verbal infants possess a capacity for exact small-number judgment and comparison, for numbers up to three or four. There is also some evidence that natural language number-words might be constitutive of adult possession and deployment of exact number concepts, in addition to being developmentally necessary for their acquisition.

Capítulos de livros sobre o assunto "Adaption to the zone of proximal development":

1

Schoenherr, Jordan Richard. "Adapting the Zone of Proximal Development to the Wicked Environments of Professional Practice". In Adaptive Instructional Systems, 394–410. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50788-6_29.

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Murray, Tom, e Ivon Arroyo. "Toward Measuring and Maintaining the Zone of Proximal Development in Adaptive Instructional Systems". In Intelligent Tutoring Systems, 749–58. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-47987-2_75.

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3

Roth, Wolff-Michael. "Zone of Proximal Development". In Encyclopedia of Critical Psychology, 2101–5. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_334.

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4

Silverman, Sarah Kozel. "Zone of Proximal Development". In Encyclopedia of Child Behavior and Development, 1590. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_3131.

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5

Podolskiy, Andrey I. "Zone of Proximal Development". In Encyclopedia of the Sciences of Learning, 3485–87. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_316.

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6

Ness, Ingunn Johanne. "Zone of Proximal Development". In The Palgrave Encyclopedia of the Possible, 1–6. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-98390-5_60-1.

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7

Rowberry, Justin, Michael D. Powers, Lawrence David Scahill, Fred R. Volkmar e Thomas Fernandez. "Zone of Proximal Development (ZPD)". In Encyclopedia of Autism Spectrum Disorders, 3421. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1631.

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Volkmar, Fred R. "Zone of Proximal Development (ZPD)". In Encyclopedia of Autism Spectrum Disorders, 1–2. New York, NY: Springer New York, 2018. http://dx.doi.org/10.1007/978-1-4614-6435-8_1631-3.

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9

Volkmar, Fred R. "Zone of Proximal Development (ZPD)". In Encyclopedia of Autism Spectrum Disorders, 5254–55. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1631.

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Roth, Wolff-Michael. "Zone of Proximal Development in Mathematics Education". In Encyclopedia of Mathematics Education, 1–4. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-77487-9_156-7.

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Trabalhos de conferências sobre o assunto "Adaption to the zone of proximal development":

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Gutmann, Brianne, Gary Gladding, Morten Lundsgaard e Timothy Stelzer. "Mastery learning in the zone of proximal development". In 2017 Physics Education Research Conference. American Association of Physics Teachers, 2018. http://dx.doi.org/10.1119/perc.2017.pr.034.

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Anderson, Nicole, e Tim Gegg-Harrison. "Learning computer science in the "comfort zone of proximal development"". In Proceeding of the 44th ACM technical symposium. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2445196.2445344.

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Gailis, Janis, e Stig Nordheim. "INFORMATION SYSTEMS DEVELOPMENT: A HERMENEUTIC PERSPECTIVE ON STUDENTS’ ZONE OF PROXIMAL DEVELOPMENT". In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0833.

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Lavin, Richard. "OPERATIONALIZING THE ZONE OF PROXIMAL DEVELOPMENT IN FOREIGN LANGUAGE WRITING INSTRUCTION". In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1454.

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Sinclair, Arabella, Jon Oberlander e Dragan Gasevic. "Finding the Zone of Proximal Development: Student-Tutor Second Language Dialogue Interactions". In SEMDIAL 2017 (SaarDial) Workshop on the Semantics and Pragmatics of Dialogue. ISCA: ISCA, 2017. http://dx.doi.org/10.21437/semdial.2017-12.

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Zhang, Suojuan, Wenqian Lai, Jinyu Song, Xiaohan Yu, Xianglin Liao e Jiandong Hao. "Scaffolding Instruction Design Research Based on Zone of Proximal Development of Learning Community". In 2018 Seventh International Conference of Educational Innovation through Technology (EITT). IEEE, 2018. http://dx.doi.org/10.1109/eitt.2018.00061.

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Andreassen, Kristin, Wenche Lyche e Sigrid Haugen. "THE DIGITAL WORKSHOP ZONE OF PROXIMAL DEVELOPMENT – STUDENT SHOPPING AMONGST ADVANCED PRODUCTION PROCESSES". In 21st International Conference on Engineering and Product Design Education. The Design Society, 2019. http://dx.doi.org/10.35199/epde2019.89.

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De Beer, Josef. "THE ZONE OF PROXIMAL TEACHER DEVELOPMENT UNDER THE MICROSCOPE: REFLECTIONS OF A TEACHER EDUCATOR". In 4th Teaching & Education Conference, Venice. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/tec.2017.004.002.

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De Marsico, Maria, e Marco Temperini. "Average effort and average mastery in the identification of the Zone of Proximal Development". In 2013 17th International Conference on System Theory, Control and Computing (ICSTCC). IEEE, 2013. http://dx.doi.org/10.1109/icstcc.2013.6689034.

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Jie, Zhang, Yu Sunze e Marlia Puteh. "Research on Teacher's Role of Mobile Pedagogy Guided by the Zone of Proximal Development". In ICEIT 2020: 2020 9th International Conference on Educational and Information Technology. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3383923.3383965.

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