Vygotsky's distinction between lower and higher mental functions¶

Theory · All theories
Evidence · no claims cited

Description¶

The article enumerates Vygotsky's first central concept as a distinction between two kinds of cognitive processes. Lower mental functions are biologically built-in ways of learning and responding that many species exhibit, with discovering what foods to eat given as an example. Higher mental functions are described as "dilate, focused cognitive process that enhance learning, memory, and logical reasoning" and are exhibited only by human beings, with society and culture described as critical to their development.

Design Implications¶

Context¶

Requirements¶

• Society and culture are critical to the development of higher mental functions, per the article's account

Constraints¶

Target Learners¶

• children across development

Target Learning Objectives¶

• development of higher mental functions such as memory and logical reasoning

Claims¶

Related Theories¶

• Internalization and appropriation: complex mental processes begin as social activities and are gradually internalized and adapted
• Vygotsky's account of mediated activity: three classes of mediators and the Zone of Proximal Development
• Vygotsky's sociocultural theory: development is historically situated, culturally determined, and proceeds through internalization of social interaction
• Sociocultural Theory

Examples¶

-

Key Sources¶

• Costley, K. C. (2012). An Overview of the Life, Central Concepts, Including Classroom Applications of Lev Vygotsky. https://eric.ed.gov/?id=ED529565