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Journal articles on the topic 'Vygotskii'

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Published: 4 June 2021

Last updated: 12 February 2022

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1

Amico, Stephen. "‘The most Martian of Martianesses’: Zhanna Aguzarova, (post-)Soviet rock ‘n’ roll, and the musico-linguistic creation of the ‘outside’." Popular Music 33, no. 2 (April 8, 2014): 243–67. http://dx.doi.org/10.1017/s0261143014000294.

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AbstractThis article focuses on the Soviet/post-Soviet singer Zhanna Aguzarova, as both frontwoman for the seminal Russian rock ‘n’ roll bandBravoand as a solo artist. Contextualising her musical output within the singer's frequent allusions to and performances of extraterrestrialism, and drawing upon works of Kristeva and Vygotskii, I contend that Aguzarova's voice and frequent use of vocables contributed to a creation of a performative space ‘outside’ of and in contradistinction to the linguistically over-determined ‘official’ Soviet space. In conclusion, however, I problematise the creation of a simple binary, showing how Aguzarova's musical Russianness, as well as her emigration from and return to Russia, constitute a type of ‘rooted Otherness’.

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2

Stepanova, M. A. "The Problem of Instruction and Development in the Works of L.S. Vygotskii and P. Ia. Gal'perin." Russian Education & Society 45, no. 6 (June 2003): 73–87. http://dx.doi.org/10.2753/res1060-9393450673.

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3

S. Mali, Nagina, and Smt Saraswati A. Kamble. "Curricular Engagement with Reference to Vygotski’s Thoughts." Jurnal Ilmiah LISKI (Lingkar Studi Komunikasi) 6, no. 1 (February 3, 2020): 1. http://dx.doi.org/10.25124/liski.v6i1.2517.

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Education helps to learner’s personal, social and academic development. Society is the community that provides positive environment to school where learner learns. It is universal expectation from learner that they should become active and make interaction with society. Nowadays, students are becoming active, creative and collaborative. But how learner learns is a valuable dimension of learner’s social development. Where learner is unable to learn individually, in that case there is need of peers, adults and assisted media that can promote and help in learning joyfully. Vygotski's thoughts are related to learner’s social development. His ZPD (Zone of Proximal Development) is a valuable contribution in education. He considers learner’s language, culture, intellectual level, peers, media and adult affects on learner’s development. Curricular Engagement is one of the Teaching-Learning approach that involves in learner’s social development. It is interactions between school, learner, society, teacher and media. Interaction builds knowledge, creates healthy relationship, leads to win-win approach and provides cultural environment. The similarities of Vygotski’s theory and Curricular Engagement both are emphasizes on interaction with peer, teacher, media and adult. In this conceptual paper researchers have explained how Vygotskian thoughts support to curricular engagement with multicultural, multilingual context.

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4

Yasnitsky, Anton, and Michel Ferrari. "From Vygotsky to Vygotskian psychology: Introduction to the history of the Kharkov School." Journal of the History of the Behavioral Sciences 44, no. 2 (2008): 119–45. http://dx.doi.org/10.1002/jhbs.20303.

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5

Barroco, Sônia Mari Shima. "Vygotski’s theories on Defectology: contributions to the special education of the 21st century." Educação 41, no. 3 (December 30, 2018): 374. http://dx.doi.org/10.15448/1981-2582.2018.3.31826.

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This text exposes the pertinence of L. S. Vygotski’s (1896-1934) theoretical-methodological assertions to the Soviet Defectology at its original birth, when our today’s Basic Education universalization did not exist yet, to Special Education of the 21st century, when the right to Education in democratic states is regarded as a means of social and educational inclusion. The author turns out to be revolutionary for subsidizing an integrated vision of the constitution of the human psychic activity, defending the plain possibility of humanization, the formation of cultural building of human species in both ableb and disabled people. *** Teorizações de Vygotski sobre a Defectologia: contribuições à educação especial do século XXI ***O texto expõe a pertinência das asserções teórico-metodológicas de L. S. Vygotski (1896-1934) à Defectologia Soviética em seu contexto original, quando a Educação Básica não era universalizada, e as coloca em perspectiva para o século XXI, quando a Educação é assumida como direito para todos, nos Estados democráticos e sob a perspectiva da inclusão social e educacional. O autor revela-se revolucionário por subsidiar uma visão integrada da constituição do psiquismo humano, por defender a possibilidade de humanização, a formação do edifício cultural nas pessoas com e sem deficiências.Palavras-chave: Vygotski; Educação Especial; Defectologia.

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6

BRÅTEN, IVAR. "Vygotsky as Precursor to Metacognitive Theory: III. Recent Metacognitive Research within a Vygotskian Framework." Scandinavian Journal of Educational Research 36, no. 1 (January 1992): 3–19. http://dx.doi.org/10.1080/0031383920360101.

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7

Sveshnikov, Alexander Vyacheslavovich. "L.S. Vygotsky On Psychological Properties of Art Form Organization." Journal of Flm Arts and Film Studies 7, no. 2 (June 15, 2015): 84–96. http://dx.doi.org/10.17816/vgik7284-96.

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The article discusses central concepts of artistic perception and creativity theory as presented in L.S. Vygotskys treatise The Psychology of art which focuses primarily on artistic feeling and catharsis as distinct psychological phenomena. Unlike a widely accepted view, Vygotskys work shows that form and content in art do not necessarily need to correspond. The perceptual conflict staged by contradictory relationship between the original artistic premises within these two categories is an essential requirement for, and is resolved by, the resulting integrated aesthetic experience. Based on Vygotskys reasoning, the current article suggests a set of criteria that identify the main characteristics of the compositional organization of a piece of art. The psychological aspects of artistic perception described by Vygotsky argue for objective existence of aesthetic values. Vygotskys reasoning emphasizes true aesthetic value of a piece of art and thus provides the foundation for sound argumentation against evaluation approaches based mainly on its worth on the collectors market. This article highlights the parts of his theory that describe the psychological patterns used to resolve perceptive inconsistencies and harmonize personal value systems. The concepts discussed in Vygotskys works, in particular his theory of catharsis, reveal deep psychological mechanisms of artistic perception. Such mechanisms reflect the organisational complexity of an art form which may at first glance seem to only be a means of pleasure and entertainment.

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8

Van Der Veer, R. "Vygotsky's Developmental Psychology." Psychological Reports 59, no. 2 (October 1986): 527–36. http://dx.doi.org/10.2466/pr0.1986.59.2.527.

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Contemporary child psychologists make increasing use of ideas formulated by the Soviet psychologist Lev S. Vygotsky. Only part of his work, however, has been Translated into English. This makes our impression of Vygotsky's developmental psychology incomplete. The present paper seeks to provide additional relevant information, as yet unknown in Anglosaxon countries. The purpose is to complete our knowledge of Vygotskian ideas and to show that part of his theory is still relevant to present research in developmental psychology.

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9

Sève, Lucien. "Actuel Vygotski." Actuel Marx 2, no. 2 (1987): 103. http://dx.doi.org/10.3917/amx.002.0103.

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10

Schwartz, Yves. "Vygotski/Spinoza." Revue philosophique de la France et de l'étranger 140, no. 4 (2015): 561. http://dx.doi.org/10.3917/rphi.154.0561.

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11

Sévérac, Pascal. "Consciousness and Affectivity: Spinoza and Vygotsky." Stasis 5, no. 2 (2017): 80–109. http://dx.doi.org/10.33280/2310-3817-2017-5-2-80-109.

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12

Kloetzer, L. "Concrete Psychology and the Activity Clinic Approach: Implications for Interventionist Research in the XXIst Century." Cultural-Historical Psychology 16, no. 2 (2020): 42–50. http://dx.doi.org/10.17759/chp.2020160206.

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This paper discusses the project of concrete psychology, anchored in vital human drama, both for Vygotsky and Politzer, and its methodological implications, especially from within an interventionist, developmental, transformative perspective. How are the concepts of concrete psychology and drama related for Politzer and Vygotsky? How can we push the agenda of concrete psychology foward? What are the methodological implications of a Vygotskian concrete psychology for us today? After discussing both Vygotsky’s and Politzer’s views on concrete human psychology, we will introduce the French tradition of Activity Clinic, and argue that this approach, and its “organized frameworks,” offers the potential to move one step forward in the direction of a concrete human psychology. We will analyze a short sequence of Cross Self Confrontation as a dramatic interaction potentially contributing to development. We conclude by reflecting on the implications of concrete psychology for XXIth century researchers. The paper thus aims at contributing to an urgent need to rethink an epistemology of psychology, which strongly anchors research in practice.

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13

Sobkin, V. S., and T. A. Klimova. "Lev Vygotsky: Who Are We? Where Do We Come From and Where Are We Heading For?(On the Question of National and Religious Identity)." Cultural-Historical Psychology 14, no. 1 (2018): 116–25. http://dx.doi.org/10.17759/chp.2018140113.

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The paper presents the text of the article by L. S. Vygotsky "Avodim hoinu" (1917) along with detailed comments to it. This article is the last in what may be called a Vygotskian triptych of early works devoted to the problem of complex relationships between national and religious traditions and contemporary times. The text of the article, along with the comments, provides an insight into personal attitudes of the young Vygotsky in a situation of political uncertainty as well as uncertainty of values and norms. It helps to reconstruct the features of socio-political and national-ethical self-determination of the scientist; to clarify the grounds that determine the value foundation of the cultural-historical approach. The comments to the article highlight the original character of Vygotsky’s attitude towards the events of Russia’s pre-October period of 1917. We emphasize the philosophical and cultural scale and polyphonic character of the multilevel dialogue that involves Vygotsky as the author of this article. There is a certain connection between the topics raised in the article (experience, the problem of choice, volitional behavior, consciousness) and the topics that would appear in Vygotsky’s works in psychology later. A separate line in our comments focuses on the style and composition analysis of the article.

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Veggetti, M. S. "Cultural-historical psychology and the activity approach in the studies of modern education: сomments." Cultural-Historical Psychology 13, no. 1 (2017): 37–43. http://dx.doi.org/10.17759/chp.2017130103.

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With reference to the Presentation of the colleague Lucisano of the Sapienza University, the author stresses the still great meaning of the KIP by Vygotskij for a correct understanding of today’s needs for education and instruction in Europe. Expecially the further analysis and deepening of KIP by Davydov predisposes a full understanding of the learning activity as a way not for competing, but for attaining a general growth of the entire human personality. The project for a new Programme on “Historical cultural psychology and Activity Theory Approach in Instruction”, existing in Moscow at the Psycho-pedagogical University and cared for by a team of Vygotskian followers engaged in the realizing of it, demonstrates the strong potential connection between the KIP theory and the social needs of present-day society. Moreover, a new historical-cultural school was projected and will be opened in Russia.

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15

Zazzo, René. "Vygotski (1896-1934)." Enfance 42, no. 1 (1989): 3–9. http://dx.doi.org/10.3406/enfan.1989.1872.

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16

Winkler Müller, M. I. "Lev Semionovich Vygotski." Revista de Psicología 6 (January 1, 1997): 93. http://dx.doi.org/10.5354/0719-0581.1997.18662.

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17

del Río, Pablo, and Amelia Álvarez. "Vygotsky and beyond: horizons for the future of psychology /Vygotski y más allá: horizontes para el futuro de la psicología." Estudios de Psicología 38, no. 1 (January 2, 2017): 63–114. http://dx.doi.org/10.1080/02109395.2017.1281580.

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18

Maciel, Talita Santana, and Anna Augusta Sampaio de Oliveira. "As contribuições dos estudos de Vygotski à educação: notas sobre um pensamento revolucionário." Revista Educação e Emancipação 11, no. 2 (August 10, 2018): 83. http://dx.doi.org/10.18764/2358-4319.v11n2p83-107.

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Localiza-se em Vygotski o precursor das elaborações teóricas do que atualmente denomina-se como Enfoque Histórico-Cultural, o qual, com base nos escritos de Marx, coloca o estudo da condição social da gênese da consciência humana como o núcleo central de seu estatuto epistemológico. Ao se debruçar sobre a Psicologia e sobre o desenvolvimento humano, o pensamento de Vygotski trouxe implicações revolucionárias para o campo da educação. Portanto, o objetivo deste texto é apresentar elementos teóricos que possam viabilizar ao leitor a compreensão de algumas das ideias sistematizadas por este pensador soviético, e contribuir, sobretudo, no que concerne à educação escolar. Assim, ao descrever sua trajetória e os pilares que sustentam sua teorização, pretende-se evidenciar o impacto de sua obra para o cotidiano escolar e a centralidade da educação na constituição de funções psicológicas superiores, as quais permitem ao gênero humano o autodomínio de sua vontade e ações.Palavras-chave: Teoria Sócio-Histórico-Cultural. Epistemologia da Aprendizagem. Educação Escolar. The contributions of Vygotski studies to education: notes on a revolutionary thoughtABSTRACTVygotsky is the precursor of the theoretical elaborations of what is now called the Historical-Cultural Approach, which, based on Marx’s writings, places the study of the social condition of the genesis of human consciousness as the central nucleus of its epistemological statute. In dealing with psychology and human development, Vygotsky’s thought brought revolutionary implications to the fi eld of education. Therefore, the objective of this text is to present theoretical elements that can enable the reader to understand some of the ideas systematized by this soviet thinker, and to contribute, above all, to school education. Thus, when describing its trajectory and the pillars that support its theorization, it is tried to evidence the impact of its work to the school quotidian and the centrality of the education in the constitution of superior psychological functions, which allow to the human genus the auto dominion of its will and actions.Keywords: Historical-Cultural Approach. Epistemology of Learning. School Education. Las contribuciones de los estudios de Vygotski para la educación: notas acerca de un pensamiento revolucionarioRESUMENSe encuentra en Vygotsky el precursor de las elaboraciones teoréticas de lo que actualmente se conoce como el Enfoque Histórico-Cultural, que, basada en los escritos de Marx, pone el estudio de la condición social de la génesis de la conciencia humana como núcleo central de su estatuto epistemológico. Al inclinarse sobre la psicología y sobre el desarrollo humano, el pensamiento de Vygotsky trajo implicaciones revolucionarias para el campo de la educación. Por lo tanto, el objetivo de este trabajo es presentar los elementos teóricos que pueden permitir al lector a entender algunas de las ideas sistematizadas por este pensador soviético, y contribuir, especialmente para la educación escolar. De esta forma, al describir su trayectoria y los pilares que sostienen su teoría, se pretende poner de relieve el impacto de su obra para la rutina de la escuela y la centralidad de la educación en la formación de las funciones psicológicas superiores, que permiten a la humanidad el autocontrol de su voluntad y acciones.Palabras clave: Teoría Socio-Histórico-Cultural. Epistemología de Aprendizaje. Educación Escolar.

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19

Lantolf, James P., and Tracy G. Beckett. "Sociocultural theory and second language acquisition." Language Teaching 42, no. 4 (October 2009): 459–75. http://dx.doi.org/10.1017/s0261444809990048.

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Second language acquisition (SLA) research informed by sociocultural theory (henceforth, SCT) began in earnest with the publication of Frawley & Lantolf's (1985) article on L2 (second language) discourse (described in the timeline proper). Since then, well over 300 journal articles, book chapters and doctoral dissertations have appeared in the research literature. Although the term ‘sociocultural’ is often applied to a wide array of approaches to research that seeks to understand what it means to be a human being, in the present timeline, we restrict its interpretation to refer to the specific theory of psychological development proposed by Vygotsky (1986). Other approaches that have appropriated the term, such as those emanating from the writings of Bakhtin (1981), while compatible in many respects with Vygotskian theory, have a different focus and are not strictly speaking psychological or psycholinguistic theories. To be sure, Vygotsky rarely used the term ‘sociocultural’, preferring instead ‘cultural psychology’ or ‘cultural-historical psychology’ to refer to his theory. Wertsch (1985) is generally credited with having coined the term ‘sociocultural’ as a way of capturing the notion that human mental functioning results from participation in, and appropriation of, the forms of cultural mediation integrated into social activities.

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20

Oliveira, Z. M. R. "Vygotski: Interação e Brincadeiras." Revista de Educação do Cogeime 4, no. 6 (June 30, 1995): 78–81. http://dx.doi.org/10.15599/0104-4834/cogeime.v4n6p78-81.

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21

Jellab, Aziz. "Clot, Y. ‒ Avec Vygotski." L’Orientation scolaire et professionnelle, no. 29/1 (March 15, 2000): 213–17. http://dx.doi.org/10.4000/osp.13272.

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22

de La Ville, Valérie-Inès, Bernard Leca, and Jean-Louis Magakian. "Vygotski aujourd'hui en management." Management & Avenir 42, no. 2 (2011): 78. http://dx.doi.org/10.3917/mav.042.0078.

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23

Kozulin, Alex. "Vygotsky for Historians, Vygotsky for Educators." Contemporary Psychology: A Journal of Reviews 38, no. 8 (August 1993): 855–57. http://dx.doi.org/10.1037/033632.

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24

Moll, Henrike, and Michael Tomasello. "Cooperation and human cognition: the Vygotskian intelligence hypothesis." Philosophical Transactions of the Royal Society B: Biological Sciences 362, no. 1480 (February 12, 2007): 639–48. http://dx.doi.org/10.1098/rstb.2006.2000.

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Nicholas Humphrey's social intelligence hypothesis proposed that the major engine of primate cognitive evolution was social competition. Lev Vygotsky also emphasized the social dimension of intelligence, but he focused on human primates and cultural things such as collaboration, communication and teaching. A reasonable proposal is that primate cognition in general was driven mainly by social competition, but beyond that the unique aspects of human cognition were driven by, or even constituted by, social cooperation. In the present paper, we provide evidence for this Vygotskian intelligence hypothesis by comparing the social-cognitive skills of great apes with those of young human children in several domains of activity involving cooperation and communication with others. We argue, finally, that regular participation in cooperative, cultural interactions during ontogeny leads children to construct uniquely powerful forms of perspectival cognitive representation.

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25

Beck, Sarah. "Editor's Reviews of VYGOTSKIAN PERSPECTIVES ON LITERACY RESEARCH: CONSTRUCTING MEANING THROUGH COLLABORATIVE INQUIRY and INSIDE CITY SCHOOLS: INVESTIGATING LITERACY IN MULTICULTURAL CLASSROOMS." Harvard Educational Review 71, no. 2 (July 1, 2001): 296–310. http://dx.doi.org/10.17763/haer.71.2.c10541380w62g260.

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Studies of cognition in education continue to suggest that learners acquire and internalize knowledge through social interaction with others. A term often used to describe this model of knowledge acquisition is inquiry, as in "inquiry-based learning." This model assumes that knowledge results from a process of constructing answers to questions about which learners are genuinely curious and in which they have some personal or professional investment. Two recent books from prominent literacy researchers illustrate the value of inquiry as an analytic approach to understanding how people learn about literacy. Vygotskian Perspectives on Literacy Research: Constructing Meaning through Collaborative Inquiry, edited by Carol Lee and Peter Smagorinsky, expands upon and illustrates the theories of the Soviet psychologist Lev Vygotsky through analysis of literacy learning and literacy research in communities of practice.

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26

Kang, Echeol. "Scaffolding Strategies for Instructional Events using Vygotsky's Intervention Strategy." Journal of Educational Technology 20, no. 3 (September 30, 2004): 21–52. http://dx.doi.org/10.17232/kset.20.3.19.

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27

Sève, Lucien. "Dialectique et psychologie chez Vygotski." Enfance 42, no. 1 (1989): 11–16. http://dx.doi.org/10.3406/enfan.1989.1873.

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Vila, Ignasi, and Humbert Boada. "Vygotski et l'ontogenèse du langage." Enfance 42, no. 1 (1989): 67–73. http://dx.doi.org/10.3406/enfan.1989.1880.

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29

Kostulski, Katia. "L. Vygotski. Conscience, inconscient, émotions." L’Orientation scolaire et professionnelle, no. 33/2 (June 15, 2004): 339–40. http://dx.doi.org/10.4000/osp.2188.

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30

Faure, Sylvia. "Lev Vygotski, Psychologie de l'art." Sociologie de l'Art OPuS 8, no. 1 (2006): 203. http://dx.doi.org/10.3917/soart.008.0203.

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31

Clot, Yves. "Bakhtine, Vygotski et le travail." Travailler 6, no. 2 (2001): 9. http://dx.doi.org/10.3917/trav.006.0009.

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Nonnon, Élisabeth. "CLOT Yves (dir.). Vygotski maintenant." Revue française de pédagogie, no. 180 (July 15, 2012): 131–33. http://dx.doi.org/10.4000/rfp.3827.

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Clot, Yves. "Vygotski: a consciência como relação." Psicologia & Sociedade 26, spe2 (2014): 124–39. http://dx.doi.org/10.1590/s0102-71822014000600013.

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O ensaio apresenta uma discussão de textos de Vygotski traduzidos para o francês no livro Conscience, inconscient, émotions. O primeiro, "A consciência como um problema da psicologia do comportamento", publicado em 1925, é uma conferência, proferida em 1924, no Instituto de Psicologia de Moscou. O segundo, "A psique, a consciência e o inconsciente" foi publicado em 1930. Ambos figuram no primeiro tomo da edição russa, em seis volumes, das obras de Vygotski. O terceiro, "As emoções e seu desenvolvimento na infância", é uma das conferências sobre psicologia feitas no Instituto Pedagógico Superior de Leningrado, em 1932, que figura no segundo tomo das referidas obras. Escritos entre 1924 e 1932, os textos acompanham oito anos de uma década prodigiosa da produção de Vygotski e são debatidos à luz de publicações recentes, sobretudo, na Psicanálise. Nesse debate, a consciência aparece como um trabalho de conexão, sempre sujeito à desconexão.

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34

Weinstein, Edwin A. "Vygotsky Revisited." Contemporary Psychoanalysis 26, no. 1 (January 1990): 1–15. http://dx.doi.org/10.1080/00107530.1990.10746635.

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Sinha, Chris. "Reading Vygotsky." History of the Human Sciences 2, no. 3 (October 1989): 309–31. http://dx.doi.org/10.1177/095269518900200302.

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Bakhurst, David. "Understanding Vygotsky." Learning, Culture and Social Interaction 5 (June 2015): 1–4. http://dx.doi.org/10.1016/j.lcsi.2014.06.001.

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Dolya, Galina, and Sue Palmer. "Exploring Vygotsky." Practical Pre-School 2009, no. 100 (May 2009): 21–22. http://dx.doi.org/10.12968/prps.2009.1.100.41937.

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Pound, Linda. "Lev Vygotsky." Nursery World 2015, no. 23 (November 16, 2015): 26–27. http://dx.doi.org/10.12968/nuwa.2015.23.26.

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Dolya, Golina, and Sue Palmer. "Introducing Vygotsky." Early Years Educator 9, no. 3 (June 2007): 40–42. http://dx.doi.org/10.12968/eyed.2007.9.3.23925.

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40

Luntley, Michael. "Forgetski Vygotsky." Educational Philosophy and Theory 49, no. 10 (November 17, 2016): 957–70. http://dx.doi.org/10.1080/00131857.2016.1248341.

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Beizer, Laura. "An Introduction to Vygotsky.:An Introduction to Vygotsky." Anthropology Education Quarterly 29, no. 1 (March 1998): 140–42. http://dx.doi.org/10.1525/aeq.1998.29.1.140.

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Poehner, Matthew E., Rémi A. van Compernolle, Olga Esteve, and James P. Lantolf. "A Vygotskian Developmental Approach to Second Language Education." Journal of Cognitive Education and Psychology 17, no. 3 (October 1, 2018): 238–59. http://dx.doi.org/10.1891/1945-8959.17.3.238.

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This article considers the pedagogical research informed by the writings of L. S. Vygotsky concerned with the teaching and learning of languages beyond the first (L2). Following a brief overview of developments in the application of Vygotskian theory to explicating processes of L2 development in instructional settings, we consider more recent scholarship that has employed the theory as a principled basis for reconceptualizing L2 education. Three lines of research are brought into focus: Concept-Based Instruction (CBI), Dynamic Assessment (DA), and a Vygotskian approach to the preparation of L2 teachers. This work follows the distinctions that have been proposed between, on the one hand, cognitive and meta-cognitive mediation (Karpov & Haywood, 1998), and on the other hand symbolic and human mediation (Kozulin, 2003), and brings these together in a coherent manner to support learner L2 development. Specifically, cognitive mediation through symbolic means centers on the importance of high-quality conceptual knowledge relating to the object of educative activity (e.g., vocabulary, grammar, reading, and writing), while meta-cognitive mediation through human interaction stresses the quality of cooperative engagement among teachers and students. Cognitive mediation is brought to the fore in L2 CBI work, which has been strongly influenced by the teaching–learning experiments conceived by Piotr Gal'perin (1967) in his efforts to uncover processes involved in internalization (see Talyzina, 1981). Beginning with Negueruela's (2003) longitudinal L2 CBI project, this framework has attracted considerable attention among L2 researchers and has led to numerous projects involving a range of different languages. We give particular attention to uses of CBI concerned with pragmatics of language use (e.g., van Compernolle, 2014)as this work involves the integration of features of language during communicative activity. The meta-cognitive component of language instruction is emphasized in DA as a tester/teacher (or mediator) engages cooperatively with learners when they encounter tasks beyond their independent ability. DA draws specifically on the Zone of Proximal Development (Vygotsky, 1978), according to which the quality of support learners require to identify and overcome problems indicates the extent of their emerging capabilities. Thus, DA offers a diagnosis of the full range of development, including abilities that have fully formed and those that are just “ripening” (Vygotsky, 1986). Early research on L2 DA examined dialogic mediation during dyadic interaction (Poehner, 2007, 2008). Subsequent work has extended L2 DA to group and whole-class formats (Poehner, 2009; van Compernolle & Williams, 2012) as well as computerized testing (Leontjev, 2016). Finally, we turn to the preparation of L2 teachers, where significant advances are being made that build upon both cognitive and meta-cognitive mediation to reorient (student) teachers to teaching–learning activity by beginning with their existing knowledge and experiences and moving beyond them through the introduction of theoretical concepts and principles of developmental education (Esteve, 2018; Johnson & Golombek, 2016).

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Poehner, Matthew E. "Dynamic Assessment as a Dialectical Framework for Classroom Activity: Evidence From Second Language (L2) Learners." Journal of Cognitive Education and Psychology 8, no. 3 (October 2009): 252–68. http://dx.doi.org/10.1891/1945-8959.8.3.252.

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First introduced to the West by Vygotsky’s colleague, Luria (1961), the zone of proximal development (ZPD) has inspired an approach to evaluating learning potential known as dynamic assessment (DA). However, Vygotsky (1986) also conceived of the ZPD as a guiding principle for teaching to optimally affect learner development, a notion that has been enthusiastically researched in education. The field of applied linguistics takes as its point of departure a dialectical reading of Vygotsky, understanding assessment of the ZPD and teaching in the ZPD to be a unified process. To date, this work has focused on classroom contexts where the provision of mediation during teacher–learner interactions may simultaneously illuminate learner abilities and promote development. Examples are presented involving learners of French. D’abord introduite à l’Ouest par un collègue de Vygotsky, Luria (1961), la Zone Proximale de Développement (ZPD) a inspiré une approche visant à évaluer le potentiel d’apprentissage connue sous le nom d’Évaluation Dynamique (DA). Pourtant, Vygotsky (1986) concevait aussi la ZPD comme un principe capable de guider un enseignement visant à influencer de manière optimale le développement de l’élève, une notion qui a été explorée avec enthousiasme dans le domaine de l’éducation. Le champ de la linguistique appliquée prend comme point de départ une lecture dialectique de Vygotsky, comprenant l’évaluation de la ZPD et l’enseignement dans la ZPD dans un même processus. Jusqu’au présent, ce travail s’est centré sur les contextes de classe où l’offre de médiation au cours des interactions enseignant-élè ve peut simultanément éclairer des capacités de l’élève et promouvoir leur développement. Les exemples présentés concernent des élèves qui apprennent le français langue seconde. Zunächst von Vygotskys Kollegen Luria (1961) in der westlichen Welt vorgestellt, hat die Zone der proximalen Entwicklung (ZPE) einen Ansatz zur Untersuchung des Lernpotentials inspiriert, der als dynamische Diagnostik (Dynamic Assessment, DA) bekannt geworden ist. Vygotsky (1986) hat jedoch die ZPE auch als Leitprinzip für ein Lehren konzipiert, das optimalen Einfluss auf die Entwicklung des Lerners haben soll, eine Idee, die enthusiastisch im pädagogischen Feld untersucht wurde. Der Bereich der angewandten Linguistik nimmt als ihren Ausgangspunkt eine dialektische Auslegung von Vygotsky, bei dem die Erfassung der ZPE und das Unterrichten in dieser Zone als einheitlicher Prozess aufgefasst werden. Derzeit fokussiert diese Arbeit auf Klassenraumkontexten, wo die Bereitstellung von Mediation während Lehrer-Lerner-Interaktionen in simultaner Weise die Fähigkeiten der Lerner aufhellen kann und gleichzeitig Entwicklung fördert. Beispiele von Schülern aus dem Fremdsprachenunterricht werden vorstellt. La Zona de Desarrollo Próxima, introducida primeramente en occidente por Luria (1961), que fue discípulo de Vygotsky, ha inspirado un enfoque para evaluar el potencial de aprendizaje, entendido como una Evaluación Dinámica. Sin embargo, Vygotsky (1986) concibió la Zona de Desarrollo Próxima como una guía para la enseñanza y para optimizar el impacto del desarrollo del aprendiz, una noción que ha sido investigada de forma enfática en educación. El campo de la lingüística aplicada toma como punto de partida una lectura dialéctica de Vygotsky, una evaluación comprensiva de la Zona de Desarrollo Próxima y una enseñanza en dicha Zona para convertirlo en un proceso unificado. Este trabajo se ha focalizado en el contexto del aula, donde la provisión de la mediación se ha producido durante las interacciones entre el profesor y los estudiantes, lo cual permite iluminar simultáneamente las habilidades de los estudiantes e incrementar su desarrollo. Se presentan ejemplos relativos a estudiantes de Francés. La Zona di Sviluppo Prossimale (ZPD), sin dalla sua prima presentazione in Occidente da parte di Luria (1961) collega di Vygotsky, ha ispirato l’approccio di valutazione del potenziale di apprendimento noto come Valutazione Dinamica (DA). Tuttavia Vygotsky (1986) aveva anche concepito la ZPD come un principio guida per un insegnamento che abbia un impatto ottimale sullo sviluppo dello studente, una idea che è stata oggetto di ricerche entusiastiche in educazione. Il campo della linguistica applicata considera come punto di partenza una lettura dialettica di Vygotsky, intendendo la valutazione della ZPD e l’insegnamento nella ZPD come un processo unificato. Finora questo lavoro si è focalizzato sui contesti di classe, in cui la mediazione durante le interazioni docente-studente pu ò nello stesso tempo mettere in luce le abilit à dello studente e promuovere lo sviluppo. Vengono presentati esempi che coinvolgono studenti francesi.

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Ladd, Rosalind Ekman. "Natasha: Vygotskian Dialogues." Teaching Philosophy 21, no. 2 (1998): 210–11. http://dx.doi.org/10.5840/teachphil199821228.

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Holzman, Lois. "“Vygotskian-izing” Psychotherapy." Mind, Culture, and Activity 21, no. 3 (November 6, 2013): 184–99. http://dx.doi.org/10.1080/10749039.2013.828312.

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THOMPSON, R. BRUCE, THOMAS COTHRAN, and DANIEL MCCALL. "Gender and age effects interact in preschoolers' help-seeking: evidence for differential responses to changes in task difficulty." Journal of Child Language 39, no. 5 (January 5, 2012): 1107–20. http://dx.doi.org/10.1017/s030500091100047x.

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ABSTRACTThis study explored preschool age and gender differences in help-seeking within the theoretical framework of scaffolded problem-solving and self-regulation (Bruner, 1986; Rogoff, 1990; Vygotsky, 1978; 1986). Within-subject analyses tracked changes in help-seeking among 62 preschoolers (34 boys, 28 girls, mean age 4.22 years) solving a challenging puzzle with an adult. The goal was to document whether age and gender interact with fluctuating difficulty to affect children's spontaneous help-seeking. ANOVAs indicated that girls used more help-seeking during difficult segments of the task, despite performance equal to the boys. This pattern was strongest among older girls, who outperformed all other children and used the most help-seeking. Partial correlations, controlling for solving time, indicated that age predicted children's help-seeking during the most difficult segments of the task, but only among girls. Gender differences in social–linguistic maturation and cognitive development are discussed within the framework of Vygotskian theory and related educational practice.

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Yau, Jia-ling Charlene. "Roles of mental translation in first and foreign language reading." International Journal of Bilingualism 15, no. 4 (November 18, 2010): 373–87. http://dx.doi.org/10.1177/1367006910380038.

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This study integrates both quantitative and qualitative approaches to examine the roles that mental translation plays in reading classical Chinese and English as a foreign language among Taiwanese high school students. Gadamer’s theory of hermeneutic experience and the Vygotskian social-cultural theory provide the theoretical frameworks for this study. The quantitative data consist of reading comprehension tests and translation surveys, while the qualitative data are composed of think-aloud protocols and interviews with the participating students and their teachers. At least two prominent findings emerge from the data analyses: (1) mental translation appears to have positive and significant associations with reading comprehension across two languages; (2) ambivalent perceptions of and attitudes toward the employment of mental translation for reading classical literary Chinese and English are discerned. The findings support Gadamer’s contention that humans learn to translate as they are learning a language. The views and ideas expressed by the participating teachers and students uncover a sociocultural dimension of reading, as proposed by Vygotsky.

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Wilson, Arnold, and Lissa Weinstein. "An Investigation into Some Implications of a Vygotskian Perspective on the Origins of Mind: Psychoanalysis and Vygotskian Psychology, Part I." Journal of the American Psychoanalytic Association 40, no. 2 (April 1992): 349–79. http://dx.doi.org/10.1177/000306519204000203.

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The Russian psychologist Lev Vygotsky proposed an analysis of language, thought, and internalization that has direct relevance to the current concerns of psychoanalysts. Striking methodological and conceptual similarities and useful complementarities with psychoanalysis are discovered when one peers beneath the surface of Vygotskian psychology. Our adaptation of Vygotsky's views expands upon Freud's assigned role to language in the topographic model. We suggest that the analysand's speech offers several windows into the history of the individual, through prosody, tropes, word meaning, and word sense. We particularly emphasize Vygotsky's views on the genesis and utilization of word meanings. The acquisition of word meanings will contain key elements of the internal climate present when the word meaning was forged. Bearing this in mind, crucial theoretical questions follow, such as how psychoanalysis is to understand the unconscious fantasies, identifications, anxieties, and defenses associated with the psychodynamics of language acquisition and later language usage. We propose that the clinical situation is an ideal place to test these hypotheses.

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Oittinen, Vesa. "L. S. Vygotskij – Filosofija, psikhologija, iskusstvo." Mind, Culture, and Activity 25, no. 3 (June 19, 2018): 192–94. http://dx.doi.org/10.1080/10749039.2018.1480634.

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Lanwer, Willehad. "Lev S. Vygotskij – zur kulturhistorischen Psychologie." Zeitschrift für Individualpsychologie 44, no. 3 (July 8, 2019): 235–52. http://dx.doi.org/10.13109/zind.2019.44.3.235.

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