Psychology Dictionary of Arguments

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Knowledge: Knowledge is the awareness or understanding of something. It can be acquired through experience, or education. Knowledge can be factual, procedural, or conceptual. See also Propositional knowledge, Knowledge how.
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Annotation: The above characterizations of concepts are neither definitions nor exhausting presentations of problems related to them. Instead, they are intended to give a short introduction to the contributions below. – Lexicon of Arguments.

 
Author Concept Summary/Quotes Sources

Lev S. Vygotsky on Knowledge - Dictionary of Arguments

Upton I 16
Knowledge/thinking/Vygotsky/Upton: Vygotsky thesis: ways of thinking are transmitted to children through social interaction and are then appropriated by children.
VygotskyVsPiaget: Our knowledge and understanding of the world is therefore constructed in a social context, not, as Piaget thought, by children acting on the environment alone. Vygotsky also argued that the child follows the adult’s example at first, gradually developing the ability to do tasks without help. He called the difference between what a child can do with help and what he or she can do alone the zone of proximal development (ZPD).
>Learning
, >Stages of Development, >Cultural tools.

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Explanation of symbols: Roman numerals indicate the source, arabic numerals indicate the page number. The corresponding books are indicated on the right hand side. ((s)…): Comment by the sender of the contribution. Translations: Dictionary of Arguments
The note [Concept/Author], [Author1]Vs[Author2] or [Author]Vs[term] resp. "problem:"/"solution:", "old:"/"new:" and "thesis:" is an addition from the Dictionary of Arguments. If a German edition is specified, the page numbers refer to this edition.

Vygotsky I
L. S. Vygotsky
Thought and Language Cambridge, MA 1986

Upton I
Penney Upton
Developmental Psychology 2011


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