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Journal articles on the topic 'Vygotskii'

Author: Grafiati

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

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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

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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 specie

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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 Vy

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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 tradit

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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-d

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14

Veggetti, M. S. "Cultural-historical psychology and the activity approach in the studies of modern education: сomments". Cultural-Historical Psychology 13, № 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

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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 pensa

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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 spec

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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 hyp

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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 abo

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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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28

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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32

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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33

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 Superio

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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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35

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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36

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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37

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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38

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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39

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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41

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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42

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

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43

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

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44

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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45

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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46

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,

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47

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 find

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48

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

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49

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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50

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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