LLMs as a Modern Partner in Vygotsky’s Zone of Proximal Development

Since my student days, I’ve been fascinated by Vygotsky’s theory. I worked as a researcher on it and never imagined that I would one day apply it to robotics, artificial intelligence, and LLM models.

In this short article, I have tried to link the key concepts in Vygotsky’s theory to LLM systems and briefly explain some practical applications and challenges. Let me know what you think before sharing the next piece. This article would be a proposal for experimental research about AI, Vygotsky-based.

Biography and main ideas of Vygotsky

As usual, let me briefly explain the fundamental concepts of Vygotsky‘s theory while inviting you to read a brief description of his thought and biography. (Please see this link:

Many educational specialists are familiar with Vygotsky’s theory as a socio-cultural perspective on the psychology of transformation and education.

Interestingly, Vygotsky was contemporary with Jean Piaget, an influential European biologist. Still, as much as Piaget’s theory influenced the intellectual and scientific currents of that time, Vygotsky‘s theory was abandoned and somewhat unknown.

This theory is known as the sociocultural perspective. Why is it called sociocultural theory?

Social environmental conditions and facilities guide human cognitive evolution, and the components of culture and society are mediating variables in these processes. According to Vygotsky, cognitive development consists of three layers.

Unlike Piaget’s theory, which is strongly stage-oriented, Vygotsky‘s theory relies on developmental layers, including cognition, movement, and social culture. It is the highest social and cultural layer. This means that the highest cognitive actions grow in the heart of the environment and the course of action with environmental facilities and stimuli.

Technology and modernity are one of these possibilities! In comparison with Jean Piaget, who considers genetics and biology more effective than anything else in the development of human thought and cognitive mechanisms, Vygotsky emphasizes social changes, cultural background, and even the historical age of the human mind.

This atmosphere of culture and society includes different layers, which generally include the context of the family and influential people, the context of peers and school, and the context of society and the macro cultures surrounding all subcultures.

The idea that different social and cultural layers surround us is a good indication of the fact that human potential and biases are easily influenced by the stimulating, driving, and underlying factors of the environment and can, by applying the challenges caused by these factors, the maximum possible growth in cognitive abilities occurs. One of the key concepts of Vygotsky’s theory is the approximate zone of growth. This concept has the most connection with LLM! Let this concept be discussed first, and then the connection and application of this concept in the age of LM.

The Key Concept: Zone of Proximal Development (ZPD)

The fundamental concept guiding learning and development in Vygotsky’s theory is the Zone of Proximal Development (ZPD). ZPD is the distance between what a learner can accomplish independently and what they can achieve with the help of a more knowledgeable guide or collaboration with capable peers.

While Vygotsky introduced other concepts related to human growth and learning, ZPD is the core focus of his theory. It connects directly to modern technological tools like artificial intelligence and LLMs. Vygotsky also introduced the concept of scaffolding to describe how a learner’s current abilities can be supported and developed to a higher level, transforming essential cognitive functions into more advanced ones under appropriate social conditions. Understanding this strategy is crucial to appreciating how LLMs can enhance learners’ cognitive development.

What is Scaffolding?

My favorite concept in Vygotsky’s theory is scaffolding, which serves as a key strategy within the ZPD.

Through scaffolding, Vygotsky explained the flexibility of learning and teaching, suggesting that we can surpass existing human capacities and enhance mental abilities far beyond what is naturally present at birth.

But how can we bridge the gap and develop learners to their maximum potential?

This involves a two-way interaction between individuals and their environment, including technological advancements. An enriched and challenging environment helps transform a learner’s minimum cognitive potential into their maximum capacity.

A person with such enhanced abilities, in turn, influences their environment. Technology itself is a product of such a mind. Scaffolding refers to breaking down complex information into smaller, more manageable units, making learning more accessible with the help of both technology and more knowledgeable individuals. As learners master these more straightforward concepts, they gradually understand more complex ideas.

The Connection Between LLM and Cognitive Transformation via Scaffolding

So, how do LLMs connect to scaffolding and cognitive transformation?

Let’s explore this briefly:

1. LLM as a Scaffolding System LLMs function like expert tutors.

They assess the learner’s initial capabilities and provide quick feedback at each step of progress. Through an interactive environment, LLMs personalize the learning experience based on the learner’s individual efforts and abilities rather than relying on standardized external criteria.

2. Learning as mutual interaction Learning is inherently a process of dialogue and interaction.

Vygotsky emphasized that learning strategies, conversation, and interpersonal feedback are essential to cognitive development. LLMs enable a collaborative learning process where users can achieve results they couldn’t obtain independently.

3. The Role of Language in Cognitive Growth In Vygotsky’s theory, language mediates learning and cognitive transformation.

Similarly, LLM systems use language as the primary tool to scaffold learners, helping to move them from basic functions to higher cognitive abilities.

Probably Challenges

The Missing Link Between LLM and Emotions While LLMs and ZPD share deep connections, technologists must address a missing link: emotions.

Vygotsky’s social layer doesn’t just involve mechanical interactions; it emphasizes the emotional and affective connections between learners, peers, and teachers. These emotional dynamics play a crucial role in guiding the learning process. If LLM systems can incorporate emotional intelligence by drawing on psychological research, they would become even more effective as scaffolding tools, fostering better human-technology interaction.

Such studies would need to be conducted ethically and carefully considering the emotional aspects of human-AI collaboration. 

Conclusion

In summary, years before the rapid advancements in artificial intelligence and robotics, Vygotsky proposed an influential and flexible theory on human learning mechanisms, providing a hopeful perspective on cognitive development.

This flexibility avoids emphasizing biological limitations. LLMs extend this flexibility, with virtual scaffolding highlighting the importance of the Zone of Proximal Development (ZPD).

Since Vygotsky’s era, scaffolding has evolved. In addition to peer and teacher support, learners now benefit from virtual partners with no time or informational constraints.

These advanced systems can guide learners moment by moment, assess their progress, provide immediate feedback, and help them understand their potential from the start.

This is an unheard form of scaffolding that enhances human cognition, cognitive abilities, and smartness.

If stakeholders focus on integrating emotional and affective elements into LLMs, the challenge of creating better human-AI interaction may become less scary. More research into the psychological aspects of artificial intelligence is inevitable to realize the full potential of these tools.