THE ARGUMENTS OF VYGOTSKY ON THOUGHT AND LANGUAGE: A CRITICAL VIEW TO PIAGET.
The aim of this a... more THE ARGUMENTS OF VYGOTSKY ON THOUGHT AND LANGUAGE: A CRITICAL VIEW TO PIAGET.
The aim of this article is to examine the arguments of Vygotsky on the thought and language development of child and to provide a socio-cultural oriented framework on the cognitive development of child by presenting Vygotsky’s criticism to Piaget’s genetic model. This article summarizes one of Vygotsky’s books, “Thought and Language” (1965), and is divided into three sections: egocentrism of child, the role of maturation and education on the child development, and the concept development of the child. Also, Vygotsky’s one of the best-known contributions to developmental psychology, the concept of “ the zone of proximal development” is examined. The aim of speech, for Vygotsky, is to enable communication between the child and his/her social environment since infancy. Contrary to Piaget’s thought and language development model “autistic, egocentric, social”; Vygotsky’s model consists of three consecutive phases: “social, egocentric, and inner” speech. Therefore for Vygotsky, the direction of thought and language development is to reach individualism through sociability, not the other way around. As a result, Vygotsky gave the thought of the child the position it deserves. He also caused a radical change on the methods of education, pointing out that child can be successful with help when the level of education is higher than his/her level of maturation.
Türk Psikoloji Yazıları (Turkish Psychological Articles) , Dec 1, 2011
Cultural Myths Related to Rape and Factors Affecting the Acceptance of Myths.
The purpose of thi... more Cultural Myths Related to Rape and Factors Affecting the Acceptance of Myths.
The purpose of this article is to examine rape myths and the factors which affect the acceptance of rape myths by reviewing theoretical and practical studies. Rape myths include prejudicial, stereotyped, or false beliefs about rape, rapists, and rape victims, and create a hostile climate for rape victims. Rape myths facilitate denial and justify male sexual aggression against women. Rape myths are the results of sexism, gender role stereotypes, hostility towards women, and acceptance of interpersonal violence and sexual conservatism as the components of social norms. The acceptance of rape myths is affected by the perception of the victim’s sexual respectability, his/her race, ethnic identity, and sexual orientation. Rape myths are not only individual false beliefs, but are also social norms. They cause neutralization of the meaning of rape, stigmatization of the victim, and relative feelings of sympathy towards the
rapist. Moreover, they prevent the victim from filing charges against the rapist because of self-blame, they cause the reliability of the victim to be questioned by the court, and provide protection to the rapist, hindering his punishment or having him sentenced to a lighter penalty in the court case. In this article, the definition of rape myths and the factors of their acceptance, examples of scales of the rape myths, and also how these myths are removed from communal memory will be discussed.
Keywords: Rape myths, sexism, hostility towards women, gender stereotypes, sexual conservatism
THE ARGUMENTS OF VYGOTSKY ON THOUGHT AND LANGUAGE: A CRITICAL VIEW TO PIAGET.
The aim of this a... more THE ARGUMENTS OF VYGOTSKY ON THOUGHT AND LANGUAGE: A CRITICAL VIEW TO PIAGET.
The aim of this article is to examine the arguments of Vygotsky on the thought and language development of child and to provide a socio-cultural oriented framework on the cognitive development of child by presenting Vygotsky’s criticism to Piaget’s genetic model. This article summarizes one of Vygotsky’s books, “Thought and Language” (1965), and is divided into three sections: egocentrism of child, the role of maturation and education on the child development, and the concept development of the child. Also, Vygotsky’s one of the best-known contributions to developmental psychology, the concept of “ the zone of proximal development” is examined. The aim of speech, for Vygotsky, is to enable communication between the child and his/her social environment since infancy. Contrary to Piaget’s thought and language development model “autistic, egocentric, social”; Vygotsky’s model consists of three consecutive phases: “social, egocentric, and inner” speech. Therefore for Vygotsky, the direction of thought and language development is to reach individualism through sociability, not the other way around. As a result, Vygotsky gave the thought of the child the position it deserves. He also caused a radical change on the methods of education, pointing out that child can be successful with help when the level of education is higher than his/her level of maturation.
Türk Psikoloji Yazıları (Turkish Psychological Articles) , Dec 1, 2011
Cultural Myths Related to Rape and Factors Affecting the Acceptance of Myths.
The purpose of thi... more Cultural Myths Related to Rape and Factors Affecting the Acceptance of Myths.
The purpose of this article is to examine rape myths and the factors which affect the acceptance of rape myths by reviewing theoretical and practical studies. Rape myths include prejudicial, stereotyped, or false beliefs about rape, rapists, and rape victims, and create a hostile climate for rape victims. Rape myths facilitate denial and justify male sexual aggression against women. Rape myths are the results of sexism, gender role stereotypes, hostility towards women, and acceptance of interpersonal violence and sexual conservatism as the components of social norms. The acceptance of rape myths is affected by the perception of the victim’s sexual respectability, his/her race, ethnic identity, and sexual orientation. Rape myths are not only individual false beliefs, but are also social norms. They cause neutralization of the meaning of rape, stigmatization of the victim, and relative feelings of sympathy towards the
rapist. Moreover, they prevent the victim from filing charges against the rapist because of self-blame, they cause the reliability of the victim to be questioned by the court, and provide protection to the rapist, hindering his punishment or having him sentenced to a lighter penalty in the court case. In this article, the definition of rape myths and the factors of their acceptance, examples of scales of the rape myths, and also how these myths are removed from communal memory will be discussed.
Keywords: Rape myths, sexism, hostility towards women, gender stereotypes, sexual conservatism
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Papers by Eda Erdener
The aim of this article is to examine the arguments of Vygotsky on the thought and language development of child and to provide a socio-cultural oriented framework on the cognitive development of child by presenting Vygotsky’s criticism to Piaget’s genetic model. This article summarizes one of Vygotsky’s books, “Thought and Language” (1965), and is divided into three sections: egocentrism of child, the role of maturation and education on the child development, and the concept development of the child. Also, Vygotsky’s one of the best-known contributions to developmental psychology, the concept of “ the zone of proximal development” is examined. The aim of speech, for Vygotsky, is to enable communication between the child and his/her social environment since infancy. Contrary to Piaget’s thought and language development model “autistic, egocentric, social”; Vygotsky’s model consists of three consecutive phases: “social, egocentric, and inner” speech. Therefore for Vygotsky, the direction of thought and language development is to reach individualism through sociability, not the other way around. As a result, Vygotsky gave the thought of the child the position it deserves. He also caused a radical change on the methods of education, pointing out that child can be successful with help when the level of education is higher than his/her level of maturation.
The purpose of this article is to examine rape myths and the factors which affect the acceptance of rape myths by reviewing theoretical and practical studies. Rape myths include prejudicial, stereotyped, or false beliefs about rape, rapists, and rape victims, and create a hostile climate for rape victims. Rape myths facilitate denial and justify male sexual aggression against women. Rape myths are the results of sexism, gender role stereotypes, hostility towards women, and acceptance of interpersonal violence and sexual conservatism as the components of social norms. The acceptance of rape myths is affected by the perception of the victim’s sexual respectability, his/her race, ethnic identity, and sexual orientation. Rape myths are not only individual false beliefs, but are also social norms. They cause neutralization of the meaning of rape, stigmatization of the victim, and relative feelings of sympathy towards the
rapist. Moreover, they prevent the victim from filing charges against the rapist because of self-blame, they cause the reliability of the victim to be questioned by the court, and provide protection to the rapist, hindering his punishment or having him sentenced to a lighter penalty in the court case. In this article, the definition of rape myths and the factors of their acceptance, examples of scales of the rape myths, and also how these myths are removed from communal memory will be discussed.
Keywords: Rape myths, sexism, hostility towards women, gender stereotypes, sexual conservatism
The aim of this article is to examine the arguments of Vygotsky on the thought and language development of child and to provide a socio-cultural oriented framework on the cognitive development of child by presenting Vygotsky’s criticism to Piaget’s genetic model. This article summarizes one of Vygotsky’s books, “Thought and Language” (1965), and is divided into three sections: egocentrism of child, the role of maturation and education on the child development, and the concept development of the child. Also, Vygotsky’s one of the best-known contributions to developmental psychology, the concept of “ the zone of proximal development” is examined. The aim of speech, for Vygotsky, is to enable communication between the child and his/her social environment since infancy. Contrary to Piaget’s thought and language development model “autistic, egocentric, social”; Vygotsky’s model consists of three consecutive phases: “social, egocentric, and inner” speech. Therefore for Vygotsky, the direction of thought and language development is to reach individualism through sociability, not the other way around. As a result, Vygotsky gave the thought of the child the position it deserves. He also caused a radical change on the methods of education, pointing out that child can be successful with help when the level of education is higher than his/her level of maturation.
The purpose of this article is to examine rape myths and the factors which affect the acceptance of rape myths by reviewing theoretical and practical studies. Rape myths include prejudicial, stereotyped, or false beliefs about rape, rapists, and rape victims, and create a hostile climate for rape victims. Rape myths facilitate denial and justify male sexual aggression against women. Rape myths are the results of sexism, gender role stereotypes, hostility towards women, and acceptance of interpersonal violence and sexual conservatism as the components of social norms. The acceptance of rape myths is affected by the perception of the victim’s sexual respectability, his/her race, ethnic identity, and sexual orientation. Rape myths are not only individual false beliefs, but are also social norms. They cause neutralization of the meaning of rape, stigmatization of the victim, and relative feelings of sympathy towards the
rapist. Moreover, they prevent the victim from filing charges against the rapist because of self-blame, they cause the reliability of the victim to be questioned by the court, and provide protection to the rapist, hindering his punishment or having him sentenced to a lighter penalty in the court case. In this article, the definition of rape myths and the factors of their acceptance, examples of scales of the rape myths, and also how these myths are removed from communal memory will be discussed.
Keywords: Rape myths, sexism, hostility towards women, gender stereotypes, sexual conservatism