Then the pivotal role of subject matter concepts in cognitive development, their relationship to logical thinking, and levels of thinking (pseudoconcepts, preconcepts, true conceptual thinking) are discussed. This article first describes the original misconception of the ZPD, current extrapolations, and discrepancies between Vygotsky's thinking and those views of the ZPD.
Determining the capability of Vygotsky's cultural-historical theory to fulfill key functions of educational theory (such as revealing the complexity of apparently simple events) has been hindered primarily by the following factors: (a) inaccurate information about a minor discussion, the zone of proximal development (ZPD), attracted attention early on and became identified as a major aspect of his theory (b) the unavailability of accurate translations of his complete theory for several years and (c) the lack of key information in popular discussions of Vygotsky's work on scientific (subject matter) concepts, a major factor in cognitive development.
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