Two ways to elaborate Vygotsky's concept of mediation.

L. S. Vygotsky's (1978, 1981, 1983, 1934/1988) writings suggest 2 major types of mediation as the main mechanism of children's learning and development. Metacognitive mediation refers to the acquisition of semiotic tools of self-regulation. Cognitive mediation refers to the acquisition of scientific concepts representing the essence of some class of phenomena. Some approaches taken by American researchers, characterized as guided discovery in a community of learners, are relevant to L. S. Vygotsky's concept of metacognitive mediation but are in sharp contrast to his concept of cognitive mediation. The "theoretical learning" approach taken by Russian followers of L. S. Vygotsky incorporates his concept of cognitive mediation but fails to emphasize adequately the concept of metacognitive mediation. Analysis of these approaches shows that it is advisable to develop an instructional procedure that incorporates both of L. S. Vygotsky's types of mediation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)