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¶
15 citations across 15 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)
- 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).
- Scaffolding, in the canonical formulation of Wood, Bruner, and Ross (1976), is the specific interactional support that makes ZPD-range tasks accessible;
Mechanisms¶
- Guided Practice
- This is instructional scaffolding in its original sense
This sourceIntroduces scaffolding as tutor control that lets a novice complete what is beyond unassisted effort.
- This is instructional scaffolding in its original sense
- Joint Practice with Corrective Feedback
- Its strength is teaching embodied skill and felt standards that can only be learned by doing — correction delivered inside a learner's zone of proximal development, with support that fades as competence grows, is close to the canonical picture of how supported practice produces independent skill.
This sourceDescribes contingent scaffolding that enables a learner to perform beyond unassisted capacity and withdraws assistance as successful performance increases.
- Its strength is teaching embodied skill and felt standards that can only be learned by doing — correction delivered inside a learner's zone of proximal development, with support that fades as competence grows, is close to the canonical picture of how supported practice produces independent skill.
- Learning Scaffold Sequence
- This is instructional scaffolding
This sourceDefines tutoring as contingent temporary support that enables tasks beyond unaided ability and is reduced as control transfers to the learner.
- This is instructional scaffolding
- Supervised Practice
- The staged fading of support as competence grows is scaffolding in the developmental sense.
This sourceIntroduces scaffolding as contingent tutorial support that is withdrawn as a learner gains control of the task.
- The staged fading of support as competence grows is scaffolding in the developmental sense.
- Support-Fading Checklist
- Its strength is that it prevents the premature removal that collapses a fragile, half-formed skill, and it keeps fading evidence-based rather than optimistic — it is the operational discipline behind instructional scaffolding, where temporary support is deliberately withdrawn, or "faded," only as competence grows.
This sourceDescribes scaffolding as temporary tutoring support whose interventions vary with the learner’s developing competence.
- Its strength is that it prevents the premature removal that collapses a fragile, half-formed skill, and it keeps fading evidence-based rather than optimistic — it is the operational discipline behind instructional scaffolding, where temporary support is deliberately withdrawn, or "faded," only as competence grows.
- Supported Problem-Solving Session
- It is scaffolding in Vygotsky's sense: support pitched at the gap between what the actor can do alone and what they can do with help, and designed to be withdrawn as that gap closes.
This sourceDefines scaffolding as assistance enabling performance beyond unaided capacity and as support that recedes as the learner becomes more capable.
- It is scaffolding in Vygotsky's sense: support pitched at the gap between what the actor can do alone and what they can do with help, and designed to be withdrawn as that gap closes.
- Temporary Scaffold and Taper
- Temporary support withdrawn as competence grows is the logic of scaffolding: hold the learner only until they can hold themselves.
This sourceDefines scaffolding as temporary, contingent assistance that is reduced as the learner becomes able to perform independently.
- Temporary support withdrawn as competence grows is the logic of scaffolding: hold the learner only until they can hold themselves.
- 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¶
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