In the 1970s, Bruner, Wood, and Ross created the term "scaffolding" to add to sociocultural theory. Scaffolding describes the interaction between a child and an adult who helps them finish a task that they could not do alone. Scaffolding relates to Vygotsky's sociocultural theory because it recognizes the role of social interaction on learning and how other people affect the development of children. It involves changing the way a more skilled person helps a child in doing a task based on their available learning ability. Just like physical scaffolding is used to support buildings as they are being made, scaffolding in sociocultural theory helps support a child as their mental processes develop.