Âû íàõîäèòåñü íà ñàéòå æóðíàëà "Âîïðîñû ïñèõîëîãèè" â âîñåìíàäöàòèëåòíåì ðåñóðñå (1980-1997 ãã.).  Çàãëàâíàÿ ñòðàíèöà ðåñóðñà... 

SUMMARIES

 

 

From classic psychology to organic one

V.P. Zinchenko

The article continues the text published in the previous issue.

 

Methodological sense of psychological split

F.E. Vasilyuk

The fate of Russian psychology depends on methodological interrelations of psychological practice and science. Present situation is characterized by their split. It can be overcome in the course of psychotecnic studies development not only correcting the situation but realizing "genetic" code of L.S. Vygotsky's cultural-historical approach. The basic pivot of psychotecnic approach is made of three categories: consciousness - practice - culture. The credit for psychotecnic working out of the practice category must be given to psychoanalysis. Psychotecnic category of consciousness have been developed by L.S. Vygotsky. Working out of psychotecnic culture category is an actual goal of modern psychology.

 

Written speech: dialogue with L.S. Vygotsky

A.M. Lobok

Some L.S.Vygotsky's ideas on written speech are developed by the author. The results of learning experiment are presented: there was an attempt to form free written speech in first-graders. Its sense was to make children accomplish written speech as author's text and not as the result of learning training. In such circumstances children master written speech in the course of expression.

 

The unity principle of affect and intellect

as a basis for personal approach in the education

G.G. Kravtsov

Experimental and theoretical author's experience is summarized. Its central idea is the possibility to build a new psychological science as applied to education on the basis of L.S. Vygotsky's ideas. The most important notions are psychological age, leading activity, central mental function, social situation of development, age-specific psychological new formations. The most attention is paid to the problem of sense and meaning and to corresponding L.S. Vygotsky's notion of system and sense structure of consciousness.

 

Psychological new formations of pre-school age

E.E. Kravtsova

L.S. Vygotsky's notions of age-specific psychological new formations let solve pressing problems of pre-school education theory and practice. Its structure oriented to special features of age-specific psychological new formations presents the ways of harmonical personality development and enables the child to successfully achieve transition to next age-specific stage.

 

Child - adult communication problem

in L.S. Vygotsky's and M.I. Lisina's works

E.O. Smirnova

Comparative analysis of L.S.Vygotsky's and M.I.Lisina's approaches to child - adult communication problem is presented. The most important M.I. Lisina's achievements, rendering concrete L.S. Vygotsky's concepts, are micro-periodization of infancy, the study of communication influence on cognitive and personal child's development, the analysis of personal age-specific new formations. The discrepancies between activity and cultural-historical approaches to communication are analyzed.

 

L.S. Vygotsky's distinction between lower and higher mental functions and recent studies

on infant cognitive development

E.V. Subbotsky

One of L.S. Vygotsky's most important concepts - that of lower and higher mental functions - is discussed. The author argues that new data on relative inner complexity of some new-borns' and infants' mental functions do not cast any doubts on qualitative differences between lower and higher mental functions. The extraordinary capacities of infants that are now being displayed in a growing number of studies, all though complex, are still lower mental functions and have to go through the route of development.

 

Making meaning with text: A genetic approach

to the mediating role of writing in activity

G. Wells

In offering a Vygotskian perspective on writing the author considers relationship between writing and speech. There are three interrelated themes in L.S. Vygotsky's theory of learning and development that are of continuing relevance for education: 1) the role of tools, both material and symbolic, in the mediation of human activity; 2) the social provenance of individual intellectual abilities; 3) the necessity of adopting a "genetic" approach in attempting to understand development - whether of individual, or of the social activities in which he or she engages. As must be expected, given its centrality in education, these three themes are also critical for an understanding of the development of writing and each would merit detailed consideration. It is the genetic approach that the author takes as major theme.

 

M.M. Bakhtin and L.S. Vygotsky: internalization as a «boundary phenomenon»

J. Shotter

The author argued that rather than having a mechanical and systematic character, our «inner lives» function in essentially the same communicative terms as our ordinary, everyday transactions with other people out in the world. This account is further extended: Making use of M.M. Bakhtin’s writings, it is claimed that instead of functioning in terms of already well-formed mental representations at the center of our being, awaiting codification in words, our mental activities are only «given form» at the time of their expression, in a moment by moment process of «ethically sensitive negotiation» at the boundaries of our being. This gives rise to a nonreferential, responsive view of speech, and suggests that when we speak of as our selves or as our ideas, rather than being real origins, or extralinguistic points of reference «outside» of our discourses, are created as a part of them.

 

L.S. Vygotsky and special psychology

V.I. Lubovsky

L.S. Vygotsky laid the foundation for the uniting of different directions in the studies of developmental anomalies into special psychology as a branch of psychological science. These foundations are: special features of mental activity characteristic for different types of developmental anomalies; marking out of study objects and working out of special methods of examination. L.S. Vygotsky’s ideas make possible the realization of a new approach to differentiated psychological diagnostics of developmental anomalies.

 

The affective unconscious and the cognitive unconscious

J. Piaget

J. Piaget’s address, made at conference, is published.

 

N.A. Bernstein’s intuition: Movement is a living thing

V.P. Zinchenko

The theses of author’s address on N.A. Bernstein’s traditions in the studies of movement (Pennsylvania university, August 22—25, 1996) are presented.

 

The breadth of creativeness, calling, fate

N.S. Leytes

The article is dedicated to life and scientific work of outstanding Russian psychologist B.M. Teplov (1896—1965). His fundamental works (especially on abilities and giftedness) are described. His views were against contemporary ideological directives which denied the role of individuality. Controversy and dramatics of B.M. Teplov’s fate are shown as well as peculiarity of his personality and creativeness.