Was the task in the children's zones of proximal development? Explain why it was or was not.
What will be an ideal response?
Ques. 2What evidence would be necessary to determine if internalization occurred?
What will be an ideal response?
Ques. 3The term primacita, which the boys' father used to represent the process of correctly stacking the tomatoes, is best described as:
a. an internal structure.
b. a form of scaffolding.
c. an example of development.
d. a cognitive tool.
Ques. 4According to Vygotsky, of the following, the best description of what occurred when the boys ultimately incorporated their understanding of how to stack tomatoes is:
a. internalization.
b. enculturation.
c. transformation.
d. accommodation.
Ques. 5According to Vygotsky, students can benefit from help if:
a. they are at the stage of concrete operational or higher.
b. their inner speech is developed past preoperational.
c. tasks are in their zones of proximal development.
d. they are capable of transformation and reversibility.
Ques. 6Natalie can do her math problems when her mother helps her but becomes frustrated when she has to work alone. Which best describes her?
a. The task is below her zone of proximal development because she needs help to be able to solve them.
b. The task is beyond her zone of proximal development because she becomes frustrated.
c. The task is within her zone of proximal development because her mother's help is beneficial.
d. The task is beyond her zone of proximal development because external aid is necessary.
Ques. 7The task is below which student's (or students') zone of proximal development?
a. Steve
b. Norma
c. Dawn
d. Steve and Norma
Ques. 8The task is still beyond which student's (or students') zone of proximal development?
a. Steve
b. Norma
c. Dawn
d. Norma and Dawn
Ques. 9Of the following, which best describes Vygotsky's concept of zone of proximal development?
a. Tasks learners can complete if they're given help
b. Children's awareness of how much they understand
c. Tasks learners can complete on their own
d. The extent to which learners are able to internalize the knowledge of others
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