TY - JOUR
T1 - Not just Piaget; not just Vygotsky, and certainly not Vygotsky as alternative to Piaget
AU - Shayer, M
PY - 2003/10
Y1 - 2003/10
N2 - There have been many interpretations published on the relative importance of the work of both Vygotsky and Piaget: often to the detriment of the latter. This article represents an attempt to discover the meaning and intention of the former by going back to the specifics of what he said and wrote. By reference to what they said of each other it is argued that by the early 30s they had reached almost identical positions regarding child development, and that the work of each is complementary to that of the other. The implications of this position for a theory of intervention for cognitive acceleration are then discussed. (C) 2003 Elsevier Science Ltd. All rights reserved.
AB - There have been many interpretations published on the relative importance of the work of both Vygotsky and Piaget: often to the detriment of the latter. This article represents an attempt to discover the meaning and intention of the former by going back to the specifics of what he said and wrote. By reference to what they said of each other it is argued that by the early 30s they had reached almost identical positions regarding child development, and that the work of each is complementary to that of the other. The implications of this position for a theory of intervention for cognitive acceleration are then discussed. (C) 2003 Elsevier Science Ltd. All rights reserved.
UR - http://www.scopus.com/inward/record.url?scp=11844265233&partnerID=8YFLogxK
U2 - 10.1016/S0959-4752(03)00092-6
DO - 10.1016/S0959-4752(03)00092-6
M3 - Article
VL - 13
SP - 465
EP - 485
JO - LEARNING AND INSTRUCTION
JF - LEARNING AND INSTRUCTION
IS - 5
ER -