Abstract
In this chapter we focus on the role of mediational tools in organizing social and psychological processes in instructional settings. We begin by introducing the approach of Vygotsky and Shpet to instruction and learning where the focus is on the mastery of cultural tools by the learners. Drawing on this framework we then analyze episodes of teacher-student interaction and student-student interaction in a science classroom as students organize the plant-height data on a given graph paper in order to answer specific questions about the data, such as the central tendency and the variability.
The writing of this chapter was assisted by a grant from the Spencer Foundation to the first author. The statements made and the views expressed are solely the responsibility of the author.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Bechtel, W., & Abrahamsen, A. (1991). Connectionism and the mind: An introduction to parallel processing in networks. Oxford: Blackwell.
Lotman, Yu. M. (1988). Text within a text. Soviet Psychology, XXVI, 32–51.
Peirce, C. S. (1955). Philosophical writings of Peirce. New York: Dover. (selected and edited with an introduction by J. Buchler).
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. Cambridge: Cambridge University Press.
Rommetveit, R. (1974). On message structure: A framework for the study of language and communication. New York: Wiley.
Rommetveit, R. (1979). On the architecture of intersubjectivity. In R. Rommetveit & R. M. Blakar (Eds.), Studies of language, thought, and verbal communication (pp. 93–108). London: Academic Press.
Rumelhart, D., Smolensky, P., McClelland, J. L., & Hinton, G. E. (1986). Schemata and sequential thought processes in PDP models. In D. E. Rumelhart & J. L. McClelland (Eds.), Parallel distributed processing: Explorations in the microstructure of cognition (Vol. 2: Psychological and Biological Models, pp. 7–57). Cambridge, MA: MIT Press.
Ryle, G. (1949). The concept of mind. London: Barnes and Noble Books/Harper Row.
Salomon, G. (1993). Distributed cognitions: Psychological and educational considerations. Cambridge: Cambridge University Press.
Sapir, E. (1921). Language: An introduction to the study of speech. New York: Harcourt, Brace.
Schutz, A. (1951). Choosing among projects of action. Philosophical and Phenomenological Research, 12, 161–184.
Shpet, G. G. (1927). Vnutrennyaya forma slova [The internal form of the word]. Moscow: Gosudarstvennaya Akademiya Khudozhestvennykh Nauk.
Shpet, G. G. (1991). Appearance and sense. Phenomenology as the fundamental science and its problems. Dordrecht, Boston: Kluwer Academic Publishers. (translated by Thomas Nemeth).
Taylor, C. (1985). Theories of meaning. In C. Taylor (Ed.), Human agency and language: Philosophical papers I. Cambridge: Cambridge University Press.
Vygotsky, L. S. (1978). In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Vygotsky, L. S. (1987). In N. Minick (Ed. & Trans.), The collected works of L.S. Vygotsky. Volume 1. Problems of general psychology. Including the volume thinking and speech. New York: Plenum.
Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.
Wertsch, J. V. (1998). Mind as action. New York: Oxford University Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2011 Springer Science+Business Media, LLC
About this chapter
Cite this chapter
Wertsch, J.V., Kazak, S. (2011). Saying More than You Know in Instructional Settings. In: Koschmann, T. (eds) Theories of Learning and Studies of Instructional Practice. Explorations in the Learning Sciences, Instructional Systems and Performance Technologies, vol 1. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-7582-9_9
Download citation
DOI: https://doi.org/10.1007/978-1-4419-7582-9_9
Published:
Publisher Name: Springer, New York, NY
Print ISBN: 978-1-4419-7581-2
Online ISBN: 978-1-4419-7582-9
eBook Packages: Humanities, Social Sciences and LawEducation (R0)