Vygotsky’s sociocultural theory of cognitive development with respect to the argument
for the nurture view of intelligence of learners in Singapore schools
One major issue in the nature-nurture view of intelligence considers how the
contribution of genetics and environment causes the differences in intelligence of individuals.
Intelligence has been defined as the capacity to acquire knowledge, ability to think in
abstract, and capability for solving problems (Sternberg, 1986, as cited in Tan, Parsons,
Hinson, & Sardo-Brown, 2011). The extreme nature view of intelligence claims that
intelligence is primarily influenced by hereditary factors, and researches on heritability of IQ
distinguish effects of heredity and environment by studying adopted children, as well as
twins separated at birth (Zimbardo, Johnson, & McCann, 2014). However, IQ test scores may
not give an accurate picture of a student’s learning potential, as experience and past exposure
influenced an individual’s ability to answer test questions (Eggen & Kauchak, 2016).
The nurture view of intelligence argues that, with the right experiences, students
could become “smarter”. According to Thurstone (1938, as cited in Tan et al., 2011),
intelligence may be multi-dimensional, and not a singular trait. Cattell (1963) proposed two
forms of intelligence: fluid intelligence, which is the ability to adapt to new conditions and
learn knowledge easily, in contrast with crystallized intelligence that depends on life
experience. Crystallized intelligence would increase as we obtain new skills and knowledge.
Eight independent dimensions of intelligence is identified in Gardner’s theory of multiple
intelligences, and he proposes for teachers to represent content in a variety of ways that
utilise each of the different intelligences, in order to aid students in recognising their
strengths and weaknesses (Eggen & Kauchak, 2016).
Vygotsky’s sociocultural theory of cognitive development emphasises the function of
social interaction on a child’s development. The theory proposes that cognitive development
takes place when children learn knowledge and skills unique to a particular culture through
language and social interaction, with the help of more knowledgeable others, such as parents
and teachers (Eggen & Kauchak, 2016). According to Leontiev (1981, as cited in Eggen &
Kauchak, 2016), children need not re-invent a culture’s knowledge by themselves, but rather
this knowledge should be internalised through social interaction. The learners would acquire
understanding that they would be unable to comprehend on their own when they interact with
more learned others. Likewise, the concept of activity is fundamental in sociocultural theory,
and Vygotsky put forward that children should be actively involved when they learn (Eggen
& Kauchak, 2016).
