SUMMARIES
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.
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.