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inner speech. Piaget theorized that language depends on thought for its development. Finally,
according to Vygotsky, adults are an important source of cognitive development in children.
Piaget places more emphasis on peers and peer interaction.
One criticism of Vygotskys theory is that there is too much emphasis on the social aspect
and not enough on the individual (Liu & Matthews, 2005). For example, gifted students may
excel without the help of a more knowledgeable other. Another criticism is that Vygotsky
implied that his theory is applicable to all cultures and abilities; however, inequalities can exist
among individuals. For example, a student with autism may not get the same results from a
group project as a student without autism (Liu & Matthews, 2005). Another problem with
Vygotskys theory is that ZPD is not clearly defined and does not contain an accurate picture of a
childs learning style, current ability level, or motivational factors. It also does not explain the
process of development or how development occurs; the concept is very vague (Woodland,
Bowes & Roth, n.d.). According to Woodland, Bowes, and Roth (n.d.), the biggest
disappointment is that it appears to be somewhat incomplete, likely due to his early death;
however, it cannot be ignored that Vygotsky made invaluable contributions to psychology and
education.
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