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During the age of adolescence, Vygotsky attributed the changes to sexual maturation and other forms of physiological maturation. In this case, sexual maturation refers to the emergence of new stimuli and needs. This refers to the aspects that determine change in a system of interests. Vygotsky also emphasized on the fact that the development of interests is dependent on the content of social-cultural development.
There are a number of shortcomings of using this theory. Vygotsky does not outline the reason for the occurrence of the new motives in adolescents. According to Vygotsky, change in motives results from the reconstruction of adolescent sexual desires and needs. This occurs because adolescents have the ability to operate at levels of formal logical thought. However, he does not explain the mechanisms used during the reconstruction (Karpov, 2009). Additionally, the idea of motives contradicts his earlier theoretical notions. This theory can be criticized based on the fact that Vygotsky leans on the mental development of the motives.
The second Neo-Vygotsky’s area of research that will be analyzed is idea of development through social interactions. According to Neo-Vygotsky, adolescents learn through their interactions with their environment or society. Their interactions with their environment enable them to learn about moral norms and values. However, the transformation of social consciousness to self-consciousness is not a passive process of adoption. Neo-Vygotsky theorists argue that the components of social consciousness are internalized and mastered through the application of problem solving strategies. In this case, adolescents test their moral norms and values based on their interactions with their peers. These are also based on their ability to internalize mental processes and make small variations to original processes. Social interaction during the period of adolescence
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