The role of tutoring in problem solving.¶
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89-100.
Cited by¶
8 citations across 8 artifacts.
Each citation links to the sentence it supports in the citing article.
Primes¶
- Cognitive Apprenticeship
- Not simple demonstration or modeling: While modeling is foundational, cognitive apprenticeship requires the systematic integration of coaching, scaffolding, articulation, reflection, and exploration—drawing on the scaffolding lineage formally introduced by Wood, Bruner, and Ross (1976); pure expert performance without these components degenerates to traditional observation-based learning.
This sourceCoins 'scaffolding' as contingent tutorial support — supports the scaffolding-lineage claim at D48-004. Verified existing and supporting (DOI resolves).
- Not simple demonstration or modeling: While modeling is foundational, cognitive apprenticeship requires the systematic integration of coaching, scaffolding, articulation, reflection, and exploration—drawing on the scaffolding lineage formally introduced by Wood, Bruner, and Ross (1976); pure expert performance without these components degenerates to traditional observation-based learning.
- Constructivist Learning
- … formalized by Wood, Bruner, and Ross (1976) as the calibrated tutorial support that brings tasks within a learner's reach—is gradually removed as competence grows (fading), a pattern Sawyer (2006) treats as a unifying motif of the modern learning sciences in the Cambridge Handbook of the Learning Sciences.
This sourceCoins "scaffolding" as the contingent tutorial-support move within the larger tutorial loop (supports D48-056).
- … formalized by Wood, Bruner, and Ross (1976) as the calibrated tutorial support that brings tasks within a learner's reach—is gradually removed as competence grows (fading), a pattern Sawyer (2006) treats as a unifying motif of the modern learning sciences in the Cambridge Handbook of the Learning Sciences.
- Fading
- A claim that "we faded the help" is empty unless there was help to fade and a schedule on which it came down.
This sourcecoins 'scaffolding' as contingent support enabling a novice to exceed unassisted performance, with reduction-in-degrees-of-freedom that presupposes a prior support phase; grounds the crutch-vs-scaffold distinction and the 'next small reduction' iterable hand-off.
- A claim that "we faded the help" is empty unless there was help to fade and a schedule on which it came down.
- Mediator Availability Constraint
- The constraint is that quality craft education depends on direct demonstration, correction, and presence—a contingent, real-time scaffolding process Wood, Bruner, and Ross (1976) characterize as the irreducible core of expert tutoring; it cannot be replaced by lectures, videos, or peer learning without substantial loss.
This sourceCoins "scaffolding" as the contingent support move inside the larger tutorial loop — the canonical structural distinction between the support tactic and the surrounding pedagogical loop that the prime relies on to separate scaffolding (child) from pedagogy (umbrella).
- The constraint is that quality craft education depends on direct demonstration, correction, and presence—a contingent, real-time scaffolding process Wood, Bruner, and Ross (1976) characterize as the irreducible core of expert tutoring; it cannot be replaced by lectures, videos, or peer learning without substantial loss.
- Pedagogy
- Finally, the prime clarifies the relationship between teaching and learning by making explicit that pedagogy is the agent-side practice and learning is the patient-side change, a distinction Wood, Bruner, and Ross (1976) made structurally crisp when they coined "scaffolding" as the contingent support move inside the larger tutorial loop rather than as the loop itself.
This sourceCoins "scaffolding" as the contingent support move inside the larger tutorial loop — the canonical structural distinction between the support tactic and the surrounding pedagogical loop that the prime relies on to separate scaffolding (child) from pedagogy (umbrella).
- Finally, the prime clarifies the relationship between teaching and learning by making explicit that pedagogy is the agent-side practice and learning is the patient-side change, a distinction Wood, Bruner, and Ross (1976) made structurally crisp when they coined "scaffolding" as the contingent support move inside the larger tutorial loop rather than as the loop itself.
- Scaffolding
- The metaphor was introduced by Wood, Bruner, and Ross (1976) in a study of adult-child tutoring interactions
This sourceCoins "scaffolding" as the contingent support move inside the larger tutorial loop — the canonical structural distinction between the support tactic and the surrounding pedagogical loop that the prime relies on to separate scaffolding (child) from pedagogy (umbrella).
- The metaphor was introduced by Wood, Bruner, and Ross (1976) in a study of adult-child tutoring interactions
- Zone of Proximal Development (ZPD)
- … child can do with help today becomes what she can do alone tomorrow, and the ZPD names the zone where this social-to-individual transformation is actively occurring. Scaffolding, in the canonical formulation of Wood, Bruner, and Ross (1976), is the specific interactional support that makes ZPD-range tasks accessible;
This sourceCoins "scaffolding" as the contingent support move inside the larger tutorial loop — the canonical structural distinction between the support tactic and the surrounding pedagogical loop that the prime relies on to separate scaffolding (child) from pedagogy (umbrella).
- … child can do with help today becomes what she can do alone tomorrow, and the ZPD names the zone where this social-to-individual transformation is actively occurring. Scaffolding, in the canonical formulation of Wood, Bruner, and Ross (1976), is the specific interactional support that makes ZPD-range tasks accessible;
Mechanisms¶
- Training and Support Package
- Built as scaffolding
This sourceDefines scaffolding as tutor control of elements beyond a learner’s capacity so the learner can complete otherwise unattainable tasks and develop competence.
- Built as scaffolding
Verification¶
This reference passed the adversarial substantiation pipeline: it was checked to exist and to support the claim it is attached to. See how references were verified.
Registry ID ref:c30f78a9a0ba · see in the full table