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2006 results in Cognitive Psychology

Page 22 of 101

The Cambridge Handbook of Cultural-Historical Psychology
  • Edited by Anton Yasnitsky, René van der Veer, Michel Ferrari
  • Published online:
    05 October 2014
    Print publication:
    30 September 2014
  • The field of cultural-historical psychology originated in the work of Lev Vygotsky and the Vygotsky Circle in the Soviet Union more than eighty years ago, and has now established a powerful research tradition in Russia and the West. The Cambridge Handbook of Cultural-Historical Psychology is the first volume to systematically present cultural-historical psychology as an integrative/holistic developmental science of mind, brain, and culture. Its main focus is the inseparable unity of the historically evolving human mind, brain, and culture, and the ways to understand it. The contributors are major international experts in the field, and include authors of major works on Lev Vygotsky, direct collaborators and associates of Alexander Luria, and renowned neurologist Oliver Sacks. The Handbook will be of interest to students and scholars in the fields of psychology, education, humanities and neuroscience.

  • 10 - Inner form as a notion migrating from West to East

  • from Part IV - Language and culture
  • Edited by Anton Yasnitsky, University of Toronto, René van der Veer, Universiteit Leiden, Michel Ferrari, University of Toronto
  • Book:
    The Cambridge Handbook of Cultural-Historical Psychology
    Published online:
    05 October 2014
    Print publication:
    30 September 2014, pp 247-271

  • Summary

    This chapter traces the origins of the idea in Lev Vygotsky's thought in the early 1930s. The notion of zona blizhaishego razvitia ZBR had great promise for developmental psychology and education. For Vygotsky, the use of the ZBR concept was descriptive rather than explanatory. Vygotsky perceived the process of imitation as the mechanism of development. Vygotsky developed the idea of heterochronic emergence of different psychological functions. It is interesting that the origin of the notion of the zone of proximal development (ZPD) can be found in Henri Bergson's thinking. The ZBR-in the form of the ZPD-is assumed to exist as an entity among other psychological functions (e.g. cognitive characteristics). Its focus on the dynamic process of emergence has become translated into a static depiction of some process of teaching and learning-usually with the focus on the relevance of the "more experienced" partner in the educational interaction.

  • 13 - There can be no culturalhistorical psychology without neuropsychology. And vice versa

  • from Part V - Brain
  • Edited by Anton Yasnitsky, University of Toronto, René van der Veer, Universiteit Leiden, Michel Ferrari, University of Toronto
  • Book:
    The Cambridge Handbook of Cultural-Historical Psychology
    Published online:
    05 October 2014
    Print publication:
    30 September 2014, pp 315-349

  • Summary

    This chapter examines the powerful role of cultural mediation in human development. It reviews Lev Vygotsky's thinking on the topic of cultural mediation, including its hallmark achievements and also aspects that require further elaboration. The chapter presents arguments for a developmental account of cultural mediation and discusses its potential to demystify the power of signs to greatly enhance human psychological abilities. It summarizes that the contemporary research continues to struggle with the question about the unique role that signs might play in the operations of the human mind. Many scholars outside the cultural-historical framework make advances in answering this question but leave substantial gaps in their resulting conceptions. Finally, the chapter outlines the developmental continuum of emerging mediational means of growing complexity. The approach developed by Vygotsky can be used to advance a dialectial perspective on the link between the human mind and the world of culture.

  • 20 - Cultural-historical theory and semiotics

  • from Part VI - Beyond psychology
  • Edited by Anton Yasnitsky, University of Toronto, René van der Veer, Universiteit Leiden, Michel Ferrari, University of Toronto
  • Book:
    The Cambridge Handbook of Cultural-Historical Psychology
    Published online:
    05 October 2014
    Print publication:
    30 September 2014, pp 488-516

  • Summary

    This chapter talks about the cultural-historical approaches developed by Lev Vygotsky and Luria in contemporary neuropsychology. Systemic-dynamic Lurian analysis of the working brain is based on the Vygotskian concept of higher mental functions. The chapter focuses on cross-cultural neuropsychological research, neuropsychological aspects of illiteracy, and culture-related aspects of interhemispheric integration and the interaction of neurobiological and socio-cultural systems. Structural and functional imaging studies have shown that the development of new skills or the strengthening of previous ones is associated with brain reorganization. Vygotsky stated the problem of differences in new language learning between children and adults and concluded that they use different learning strategies. Today, cultural-historical approach seems self-evident that neuropsychological analysis must necessarily take into account cross-cultural similarities and differences. Cross-cultural neuropsychology has become one of the most promising research and clinical areas in the twenty-first century.

  • 1 - Introducing Vygotsky’s cultural-historical psychology

  • from Part I - Theory
  • Edited by Anton Yasnitsky, University of Toronto, René van der Veer, Universiteit Leiden, Michel Ferrari, University of Toronto
  • Book:
    The Cambridge Handbook of Cultural-Historical Psychology
    Published online:
    05 October 2014
    Print publication:
    30 September 2014, pp 9-46

  • Summary

    Lev Vygotsky's cultural-historical psychology is a "grand theory" that attempts to provide a unifying approach for the discipline of psychology. This chapter introduces Vygotsky's cultural-historical psychology without oversimplifying the theoretical ideas but at the same time making his sometimes complex ideas accessible. Vygotsky traces the development of various forms of speech from external social speech through to internal private speech to show how humans develop the ability to master themselves, to control and regulate their own mental functions. The significance of Vygotsky's psychological tools is that they provide a bridge between the development of human culture and the cultural development of the human child. According to Vygotsky, the potential concept is a "pre-intellectual formation arising very early in the development of thinking". Vygotsky identified different structures or kinds of generalization that arise during the course of development of concepts.

  • 16 - Cultural-historical psychotherapy

  • from Part VI - Beyond psychology
  • Edited by Anton Yasnitsky, University of Toronto, René van der Veer, Universiteit Leiden, Michel Ferrari, University of Toronto
  • Book:
    The Cambridge Handbook of Cultural-Historical Psychology
    Published online:
    05 October 2014
    Print publication:
    30 September 2014, pp 403-422

  • Summary

    Lev Vygotsky's cultural-historical theory emphasizes the role of historical and social contexts in psychological development. Vygotsky's interpretation of the development of pointing has been rediscovered in the current studies of social referencing in infants. The relationship between higher and lower mental functions in Vygotsky's theory was not strictly determined. Vygotsky's concept of lower mental functions (LMFs) shows the limitations of the infants' precocious abilities: the lack of conscious awareness, language mediation, executive ability, and systemic coordination. At the same time, the discoveries of infants' precocious abilities challenge Vygotsky's theory of LMFs and his general understanding of what cognitive development is. The purpose for future research is to evaluate the original Vygotsky-Luria model of Executive function (EF) as social skill of "tool mediated" self-regulation derived from interactive activities, and to examine it in relation to the contemporary accounts of executive functioning.

  • 19 - Cognition and its master

  • from Part VI - Beyond psychology
  • Edited by Anton Yasnitsky, University of Toronto, René van der Veer, Universiteit Leiden, Michel Ferrari, University of Toronto
  • Book:
    The Cambridge Handbook of Cultural-Historical Psychology
    Published online:
    05 October 2014
    Print publication:
    30 September 2014, pp 474-487

  • Summary

    This chapter begins by providing a theoretical foundation for conceptualizing learning disabilities and the methodology of remediation, based on the Vygotsky-Luria cultural-historical theory of development of the higher mental functions and its applications. It then reviews certain important aspects of the Vygotsky-Luria neuropsychological approach and its applications in the diagnosis and remediation of learning disabilities. The chapter stresses the usefulness of Vygotsky's theory of dynamic and systemic localization of higher psychological functions to the science-based advancement of the practice of developmental clinical neuropsychology and school neuropsychology. The chapter describes three important types of learning disabilities and discusses the conditions for optimal strategy of remediation, and the use of numerical sequences in the remediation of executive functions. The uneven development of higher mental functions can be seen in the widely used assessment of mental functioning by psychologists all over the world namely, Wechsler intelligence tests.

  • 18 - The need for a dialogical science

  • from Part VI - Beyond psychology
  • Edited by Anton Yasnitsky, University of Toronto, René van der Veer, Universiteit Leiden, Michel Ferrari, University of Toronto
  • Book:
    The Cambridge Handbook of Cultural-Historical Psychology
    Published online:
    05 October 2014
    Print publication:
    30 September 2014, pp 449-473

  • Summary

    This chapter shows that Vygotsky-Luria's cultural-historical approach to neuropsychology is engaged with promises for many new discoveries that may lead to fundamental changes in our understanding of the human mind. Cultural-historical neuropsychology is an approach to studying higher psychological functions. Vygotsky-Luria's theory is based on the idea that specifically human higher psychological functions develop in the process of communication and material activity of a developing person in a socio-cultural environment. The chapter concludes that modern studies concentrate too much on single regions of the brain and/or on performance of isolated psychological tasks. Principles of systemic organization remain unrevealed by such studies. The developmental dynamics of the functional localization is even less well understood. The relation of the functional organization of the brain to the cultural environment needs to be studied.

  • 12 - Luria and Vygotsky

  • from Part IV - Language and culture
  • Edited by Anton Yasnitsky, University of Toronto, René van der Veer, Universiteit Leiden, Michel Ferrari, University of Toronto
  • Book:
    The Cambridge Handbook of Cultural-Historical Psychology
    Published online:
    05 October 2014
    Print publication:
    30 September 2014, pp 295-312

  • Summary

    The notion of "developmental education" or the image of "education that leads development", as any other notion, has discriminative power only until it allows us to see something that otherwise would remain unnoticed. This chapter explores the levels of micro- and macro-analysis of the interrelation between learning, instruction, and development and interprets the development (of higher psychological functions) with the help of a conceptual toolkit of cultural-historical theory as simultaneous transition. It provides macro-analysis of developmental education on the scale of the system of education and discusses the types of interaction or pedagogical facilitation that every educational system uses in order to provoke and support children's independence in mastering and using various cultural tools. The type of interaction that is predominant in each specific system of education determines its developmental affordances and its limitations at the same time.

  • 11 - A review of inner speech in cultural-historical tradition

  • from Part IV - Language and culture
  • Edited by Anton Yasnitsky, University of Toronto, René van der Veer, Universiteit Leiden, Michel Ferrari, University of Toronto
  • Book:
    The Cambridge Handbook of Cultural-Historical Psychology
    Published online:
    05 October 2014
    Print publication:
    30 September 2014, pp 272-294

  • Summary

    Research on inner speech ranks among the central topics of psycholinguistics. Even Humboldt expressed an interest in the inner form of language. The aspect of the social nature and the mediatedness of mental functions by signs are essential to the cultural-historical view of psycholinguistics. This chapter is devoted to the description of the phenomenon of inner speech in the Vygotskian tradition. In the literature of Soviet psychology, inner speech is extensively covered. Vygotsky laid the foundation of the research on inner speech, which was taken up by the authors mentioned and modified according to their centers of attention. Concerning the genesis of inner speech, Vygotsky assumes that every higher mental function is originally distributed between two people. The chapter concludes, by quoting Vygotsky, "speech is not only a means to understand others, but also a means to understand oneself".

  • 2 - Vygotsky’s idea of psychological tools

  • from Part I - Theory
  • Edited by Anton Yasnitsky, University of Toronto, René van der Veer, Universiteit Leiden, Michel Ferrari, University of Toronto
  • Book:
    The Cambridge Handbook of Cultural-Historical Psychology
    Published online:
    05 October 2014
    Print publication:
    30 September 2014, pp 47-62

  • Summary

    This chapter shows how Lev Vygotsky introduced and developed the concept of psychological tools. The goal of using psychological tools consists in "the active use of the natural properties of brain tissue". Vygotsky summarizes the specificity of psychological tools with the help of the paired concepts natural and artificial and not, as one might have expected, by the pair natural and cultural. The specificity of psychological tools is examined through an example that Vygotsky developed in Concrete human psychology. The chapter discusses two Vygotskian ideas that are mutually interdependent. The first postulates that all higher mental functions are mediated by psychological tools. The second specifies that all psychology should be concrete in its analysis of psychological tools, both as used to transfer social relations to the psychological realm, and within individuals who use them to impact their own mental processes.

  • 5 - Dynamic assessment in search of its identity

  • from Part II - Method
  • Edited by Anton Yasnitsky, University of Toronto, René van der Veer, Universiteit Leiden, Michel Ferrari, University of Toronto
  • Book:
    The Cambridge Handbook of Cultural-Historical Psychology
    Published online:
    05 October 2014
    Print publication:
    30 September 2014, pp 126-147

  • Summary

    This chapter identifies the main conceptual aspects of dynamic assessment (DA) and elaborates the relationships between various DA approaches and the Lev Vygotskian theoretical tradition. Vygotsky connected the task of studying the emergent psychological functions with two additional phenomena, "sensitive periods" and imitation. The chapter introduces the early attempts to challenge the predominantly static approach to assessment associated with the intelligence-testing tradition. It discusses the role of Vygotsky's notion of the Zone of Proximal Development (ZPD) in shaping DA approaches together with an elaboration of the different paths taken in Russia and the West by the DA concept. The "technique" of ZPD assessment sketched by Vygotsky included modeling, starting the task, providing hints, etc. The developmental aspect of ZPD is related to DA of cognitive modifiability that focused on the qualitative changes in the child's cognition and the emergence of the new forms of reasoning and problem solving.

Page 22 of 101