Lower Mental Functions Innate and depend primarily on maturation to develop Sensation: using any of the 5 senses in mental processing Reactive attention: attention that is dominated by strong environmental stimuli Spontaneous or associative memory: the ability to remember something after 2 stimuli are presented together many times Sensorimotor intelligence: problem-solving in situations that involve physical or motor manipulations and trial and error Bodrova & Leong, 2007

Higher Mental Functions Cognitive processes acquired through teaching and learning Different from lower mental functions in that they involve the use of mental tools Mediated perception: the ability to distinguish between two objects of the same category (the color blue) and perceive them differently (turquiose blue and sky blue) Focused attention: the ability to concentrate on any stimulus whether or not it is exceptionally salient or striking Deliberate memory: the use of memory strategies to remember something Logical thinking: the ability to solve problems mentally using logic and other strategies Bodrova & Leong, 2007

Mental Tools Internalized tools that extend mental abilities, helping us to remember, attend, and solve problems. Different in each culture and are taught to succeeding generations. Help the child master his own behavior. Examples: Mediators Language Bodrova & Leong, 2007

Mental Tools Mediators Stand as an intermediary between the child and the environment and facilitate a particular behavior. Serve two functions: Help children solve problems at hand and make it possible for them to perform independently in situations that previously required direct adult guidance. Contribute to the re-structuring of children’s minds by promoting the transformation of lower mental functions into higher mental functions. Bodrova & Leong, 2007

Impacts thinking and the acquisition of new knowledge. Mental Tools Language A cultural tool that enables us to think logically and to learn new behaviors. Facilitates the conversion of external experience into internal representations of that experience. Impacts thinking and the acquisition of new knowledge. Helps children perform a behavior and to think. Bodrova & Leong, 2007

Mental Tools Language Speech directed outward (public speech) enables us to communicate with other people Speech directed inward (private speech) allows us to communicate to ourselves, to regulate our own behavior and thinking Inner speech is internal, nonaudible, and self-directed (one hears words but does not say them outloud) and eventually becomes verbal thinking Bodrova & Leong, 2007

Play Play promotes cognitive, emotional, and social development Vygotsky’s definition of play was limited to that of dramatic or make-believe play of preschoolers and primary school-age children Play influences development in several ways: Creates a ZPD for many areas of intellectual development Facilitates the separation of thought from actions and objects Facilitates the development of self-regulation Impacts motivation Facilitates decentration Bodrova & Leong, 2007