University of Illinois Urbana-Champaign

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

Brown, Ann L.; Reeve, Robert A.

Content Files
TR-336.pdf

Permalink

https://hdl.handle.net/2142/31279

Description

Title
Bandwidths of competence: The role of supportive contexts in learning and development
Author(s)
  • Brown, Ann L.
  • Reeve, Robert A.
Issue Date
1985-06
Keyword(s)
  • learning
  • development
  • Vygotskian perspective
  • bandwidth of competence
  • zone of proximal development
  • cognition
Date of Ingest
2012-05-30T17:42:27Z
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."
Publisher
  • Champaign, Ill. : University of Illinois at Urbana-Champaign, Center for the Study of Reading.
  • Cambridge, Mass. : Bolt Beranek and Newman, Inc.
Series/Report Name or Number
Center for the Study of Reading Technical Report ; no. 336
Type of Resource
text
Genre of Resource
Technical Report
Language
eng
Permalink
http://hdl.handle.net/2142/31279
Copyright and License Information
Copyright 1985 Board of Trustees University of Illinois

Owning Collections

Technical Reports - Center for the Study of Reading PRIMARY