Lev Vygotsky: The Origin And Background Of Inner Speech

Lev Vygotsky developed a theory of cognitive development in children and young adults. His theory of cognitive development states that people’s mental structures are based on their interactions with OTHERS. Basically he says that other people create our thinking processes and cognitive structures as we interact with them, which begins particularly at a young age. Vygotsky supported sociocultural theory, “which states that the role of development in children happens through their community and interactions” (Woolfolk 59). This is referring to peoples ways of thinking and behaving in other words. Vygotsky notes three themes that explain how these social interactions dictate people thoughts. The three themes are co-constructed, cultural tools, and private speech. “Every function in a child’s cultural development appears twice: first, on the social level and later on the individual level; first between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, logical memory, and to the formation of concepts. All the higher functions originate as actual relations between human individuals” (Woolfolk 59). Higher mental processes and thinking through problems are first co-constructed during activities between children and another person. The child internalizes the process and it becomes part of their activities with other people. It means that together they figure something out, then later on the child can use that interaction to regulate their own behavior. This can be applied in a classroom for a lot of problem solving situations. For intense if I gave a math word problem, and asked the class a serious of questions as to help them figure out the problem, they would be able to answer the question. This would help them to answer this kind of math problem in the future, without my help. Vygotsky believed that children’s cognitive development happens through interactions with people who have a higher, more advanced thinking, people such as PARENTS or TEACHERS. This could be applied in the classroom, because children learn from their teachers, who have a more advanced thinking and they help their students solve problems, and questions, and

The main reason that Boroditsky’s argument that language shapes our minds is valid is that the research she did with her teams covers a wide variety of aspects on this topic while still keeping her article cohesive. The first research Boroditsky introduces to her audience is the research on the Kuuk Thaayorre, which is an

our concepts, ideas, and feelings” (Hall 1997a, p. 1). He contends that “language is one of the

Vygotsky, a contemporary of Piaget, argued that social interaction is crucial for cognitive development. According to Vygotsky the child's learning always occurs in a social context in cooperation with someone more skillful (MKO). This social interaction provides language opportunities and language is the foundation of

“Psychologist Lev Vygotsky 's theory of cognitive development posits that information from the external world is transformed and internalized through language. Since language is both a symbolic system of communication and a cultural tool used to transmit culture and history, play is an essential part of both language development and a child's understanding of the external world. When a child is at play, he or she is in a constant dialogue either with self or others.” Lev Vygotsky is a world renowned child psychologist who is created the social development theory and wanted to know the way the human mind worked in the same way a machine does. Having learned this in a child development class in high school has convinced me to pursue this career choice. I started to view my own life and the instances in my life that have related and could affect me now. For example, both my parents work tough hours so it was hard to get the one-on-one hours with them. Being a child of divorce has also influenced me to become a child

The journal will examine cognitive development of a child in an environment guided by the information provided by asking questions. It will discuss Vygotsky's perspective of intersubjectivity between the parent and the child by reflecting on one of the examples from the personal life experiences.

A basic concept of Vygotsky’s socio-cultural theory is its claim that the human mind is the go-between and plays a significant role for what he calls tools‟ in humans‟ understanding of the world and themselves (Cole.1978). Vygotsky defends the theory that people do not act directly on the physical world without the intermediary of tools. Vygotsky describes cognitive development first occurs in a social context amongst people as "inter" and within the individual, as "intra." Thus meaning, according to Vygotsky as, "Every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first between people (inter-psychological) and then inside the child (intra- psychological) (Cole.1978).”

This stage called silent period (pre- production) also it known (holophrastic stage) when children not really production language but they are repeat everything you say, they will be able to respond to pictures and other visuals round them, also they begin make basic statement such as "daddy bye" through this stage children begin naming things with single words and then move on to relating objects with other things (place, and people), and here they don't have much vocabulary so they use intonation ask a question. Children use words to express what they need such as

Vygotsky focused on the connections between people and the sociocultural context in which they act and interact in shared experiences (Crawford, 1996). According to Vygotsky, humans use tools that develop from a culture, such as speech and writing, to mediate their social environments. Initially children develop these tools to serve solely as social functions, ways to communicate needs. Vygotsky believed that the internalization of these tools led to higher thinking skills.

Speech granted our species the ability to share thoughts and ideas between one another. This in turn gave way into a new age of truth. We could explore our perplex existence. Hobbes proclaimed there were four primary approaches man expresses speech. First, through communication, such as thought through the means of oral or written form, second through

In his Philosophical Investigations Wittgenstein states that language is by nature external and community driven, therefore the notion of a private language is impossible. Wittgenstein argues that in a private language, “the words of this language are to refer to what the speaker can know- to his immediate private sensations. So another person cannot understand the language”(PI 243). Wittgenstein contends that among other reasons private language is flawed in that there is no way that the speech community can verify to see if the language is being used correctly. Wittgenstein’s argument that you cannot have an internal language is flawed because it overlooks the crucial internal functions of the brain that facilitate language, both

The key to internalization for Vygotsky resides in imitation, which does not just refer to physical behavior but also includes symbolic mediation. It relies on our ability to understand the intentional acts. It also has an important part in acquiring the language.

“The way we speak determines how we think”. Critically evaluate this statement, drawing on the key theories and research that describe the relationship between language and thought.

Gee & Haynes argue that language is not only oral and written it can be a dialogue of the mind. When we think to ourselves we use an interesting aspect of language that is not oral, written or digitally enhanced, it is visual . Gee & Haynes express “There is a mental language all people process and use; our thought process” (Gee, P. & Haynes, E., 2011). I became aware that when I am thinking I am using speech patterns, to investigate a problem, sort through an idea or outline daily tasks, and I am using imagery to do it. Gee & Haynes state “that humans think through images and experiences…not abstractions and generalisations”(Gee & Haynes, 2011 p.12).

Verbal rehearsal of material, like reciting your grocery list to yourself, is an essential part of the working memory system, but for certain individuals, talking to one’s self goes much further: it is an essential part of the way some people think. Durham University’s british professor of Psychology, Charles Fernyhough, studies “inner speech” and identifies himself as a self speaker. He even recalls a time of self consciousness when he was caught laughing out loud to a voice in his head. He claims that his voices even have different accents and pitches. Fernyhough bases his research on his theory that talking to yourself and hearing voices have a deeper function and he even has a book out to explain his case.