Levels of analysis

Fueling Vygotsky's theory of cognitive-mediation was the idea that individual and social processes are dynamically interdependent. Human development occurs in a cultural context, is mediated by tools like language, and is best understood by understanding the historical development of the individual and the species (John-Steiner & Mahn, 1996). This presenting three levels of analysis for cognitive mediation theory: ontogenetic, historical, and phylogenetic (Goldhaber, 2000).

Ontogenetic level

On the ontogenetic level, understanding individual development requires understanding the history of the individual's development. The tools individuals acquire come from culture and the previous learning of the species. Individuals acquire cognitive tools, like language, through conditioning. However, once the individual acquires a tool, the tool mediates between the environment and the individual leading to higher-order cognition (M. W. Watson, 2002).

Historical level

On a historical level, understanding an individual's developmental history requires understanding the historical evolution of the individual's culture (Goldhaber, 2000). Society passes culture to children through adults. Culture incorporates with an individual's cognitive process as tools that influence development (M. W. Watson, 2002).

Phylogenetic level

On a phylogenetic level, understanding the historical evolution of an individual's culture requires an understanding of the evolution of the individual's species (Goldhaber, 2000). Vygotsky believed that people share lower mental functioning with other animals, but that humans are different because they have the psychological tools that allow them to think.

To Vygotsky, the influence of culture is deeper than social influence and conditioning; individuals cannot function as adults without culture providing the necessary tools for being an adult. "A colt is already a horse; a human baby is only a candidate to become a human being" (Watson, 2002).