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Bandwidths of competence: The role of supportive contexts in learning and development

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Title: Bandwidths of competence: The role of supportive contexts in learning and development
Author(s): Brown, Ann L.; Reeve, Robert A.
Subject(s): learning development Vygotskian perspective bandwidth of competence zone of proximal development cognition
Abstract: In this paper we examine the relationship between learning and development from a Vygotskian perspective. While many contemporary developmental theorists have avoided taking a stand on this controversial relationship, we believe that the notion of "bandwidth of competence, or Vygotsky's "zone of proximal development," provides a useful framework for considering the relationship between learning and development. A basic theme of this paper concerns the concept of bandwidth of competence created by contexts which vary in degree of support for cognitive activity. We suggest that these contexts can be overtly social, as in the case of adult or peer assistance, or covertly social in the case of responding to an imagined or internalized audience. We also contend that children create their own zones of competence by working recursively on their own theories of cognition. Finally, we stress the importance of studying processes of change in children's thinking by observing cognition over time.
Issue Date: 1985-06
Publisher: Champaign, Ill. : University of Illinois at Urbana-Champaign, Center for the Study of Reading.Cambridge, Mass. : Bolt Beranek and Newman, Inc.
Series/Report: Center for the Study of Reading Technical Report ; no. 336
Genre: Technical Report
Type: Text
Language: English
URI: http://hdl.handle.net/2142/31279
Rights Information: Copyright 1985 Board of Trustees University of Illinois
Date Available in IDEALS: 2012-05-30
Identifier in Online Catalog: 5305244
OCLC Identifier: 17847818
 

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