Vygotsky, Piaget, and Bandura
Perspectives on the Relations between the Social World and Cognitive Development
Bibliographic Data
| ID | 20293256 |
|---|---|
| Authors | Jonathan R H Tudge, Jonathan Tudge (0000-0003-4242-8067, University of North Carolina at Greensboro), Paul A Winterhoff (University of North Carolina at Greensboro) |
| Year | 2010 |
| Volume | 36 |
| Issue | 2 |
| Pages | 61-81 |
| Publication date | 2010-01-15 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Human Development (JOURNAL) |
| Journal identifiers | ISSN: 0018-716X • E-ISSN: 1423-0054 |
| Publisher | S. Karger AG (PUBLISHER • CH) |
| DOI | 10.1159/000277297 |
| OpenAlex | W1972129537 |
| Language | EN |
| Citations received | 31 |
In this article we examine the theories of Vygotsky, Piaget, and Bandura as they deal with the relation between the social world and cognitive development. The prevailing belief is that these theories are quite different from each other. We consider a number of factors that contribute to this belief. One is the easy categorization afforded by current ‘world views’ in psychology – root conceptualizations of the nature of development that are believed to be incompatible. A second factor is that although the theories are far more complex than much of the empirical work based on them, researchers have concentrated on relatively narrow aspects of each theory, in the process magnifying differences between them. We conclude that although the theories have more in common than simple categorizations in much of the research literature suggests, some basic differences nonetheless exist in each theorist’s conceptualization of the relations between social and individual factors in development
Categorization · Cognition · Cognitive development · Cognitive psychology · Concept learning · Conceptualization · Epistemology · Piaget's theory of cognitive development · Cognitive Science and Mapping · Educational and Psychological Assessments · Innovative Teaching and Learning Methods · Psychology · Social Psychology
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Can young children benefit from collaborative problem solving? Tracing the effects of partner competence and feedback
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| Unique citing works | 31 |
|---|---|
| Citations per year | 0,94 |
| Citation span | 1993 - 2025 (33) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 29 |