Pub Date : 2014-12-08DOI: 10.2753/RPO1061-0405340157
Mary Cecilia Bacalarski
Although Vygotsky's extensive use of evolutionary approaches and linguistic analysis has been replaced to a certain extent by cultural analysis and linguistic and cultural relativism, his perspective on the differences in developmental processes at work in the various genetic domains is still inestimable, providing the researcher with efficient tools for clarifying and possibly redirecting the ongoing developmental process in computer-mediated communication (CMC), shedding a new light on Internet exchanges and other CMC activities.
{"title":"Vygotsky's Developmental Theories and the Adulthood of Computer-mediated Communication","authors":"Mary Cecilia Bacalarski","doi":"10.2753/RPO1061-0405340157","DOIUrl":"https://doi.org/10.2753/RPO1061-0405340157","url":null,"abstract":"Although Vygotsky's extensive use of evolutionary approaches and linguistic analysis has been replaced to a certain extent by cultural analysis and linguistic and cultural relativism, his perspective on the differences in developmental processes at work in the various genetic domains is still inestimable, providing the researcher with efficient tools for clarifying and possibly redirecting the ongoing developmental process in computer-mediated communication (CMC), shedding a new light on Internet exchanges and other CMC activities.","PeriodicalId":198083,"journal":{"name":"Journal of Russian and East European Psychology","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116265954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2000-11-01DOI: 10.2753/RPO1061-040538063
René Van der Vee
To be and remain a professional psychologist in the Soviet Union of the 1920s and 1930s required considerable skills, flexibility, and luck. In all the books about the history of Soviet psychology (e.g., Graham, 1987; Joravsky, 1989; McLeish, 1975; Rahmani, 1973), we can read about the orchestrated debates that dominated the scientific agenda (e.g., on reductionism, dialectic, dualism, practice). Individual psychologists had to take the right stance on these issues or risk suffering the consequences. In the 1930s in particular, the ideological pressure turned into genuine state terror, and no scholar could be sure that he or she had expressed the one and only "correct" viewpoint on a particular topic. Unfortunately, the infallible official viewpoints on these topics shifted repeatedly. That is why many intellectuals were prepared for the worst and always had a packed suitcase ready in case the secret police should arrest them (they invariably came during the night).
{"title":"Editor's Introduction Criticizing Vygotsky","authors":"René Van der Vee","doi":"10.2753/RPO1061-040538063","DOIUrl":"https://doi.org/10.2753/RPO1061-040538063","url":null,"abstract":"To be and remain a professional psychologist in the Soviet Union of the 1920s and 1930s required considerable skills, flexibility, and luck. In all the books about the history of Soviet psychology (e.g., Graham, 1987; Joravsky, 1989; McLeish, 1975; Rahmani, 1973), we can read about the orchestrated debates that dominated the scientific agenda (e.g., on reductionism, dialectic, dualism, practice). Individual psychologists had to take the right stance on these issues or risk suffering the consequences. In the 1930s in particular, the ideological pressure turned into genuine state terror, and no scholar could be sure that he or she had expressed the one and only \"correct\" viewpoint on a particular topic. Unfortunately, the infallible official viewpoints on these topics shifted repeatedly. That is why many intellectuals were prepared for the worst and always had a packed suitcase ready in case the secret police should arrest them (they invariably came during the night).","PeriodicalId":198083,"journal":{"name":"Journal of Russian and East European Psychology","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128021981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-11-01DOI: 10.2753/RPO1061-0405370631
D. El'konin
The motives of play activity constitute a key question. It is no accident that views on play diverge most conspicuously with regard to the the stimuli leading to play. Theories of satisfaction, pleasure, internal primary drives and self-affirmation—all "in-depth theories"—are essentially theories of the motivating forces that give rise to play. The principal flaw in these conceptions is how they construe the motivating forces of play: they are situated in the subject, in the child and in the child's experiences. These theories discount the fact that these experiences are but secondary to an activity, i.e., they are symptomatic in that they indicate the activity is indeed taking place, but they tell us nothing about the real, objective, stimuli of the activity.
{"title":"The Development of Play in Preschoolers: Roles and pretend situations: Their significance and the motivation of play activity","authors":"D. El'konin","doi":"10.2753/RPO1061-0405370631","DOIUrl":"https://doi.org/10.2753/RPO1061-0405370631","url":null,"abstract":"The motives of play activity constitute a key question. It is no accident that views on play diverge most conspicuously with regard to the the stimuli leading to play. Theories of satisfaction, pleasure, internal primary drives and self-affirmation—all \"in-depth theories\"—are essentially theories of the motivating forces that give rise to play. The principal flaw in these conceptions is how they construe the motivating forces of play: they are situated in the subject, in the child and in the child's experiences. These theories discount the fact that these experiences are but secondary to an activity, i.e., they are symptomatic in that they indicate the activity is indeed taking place, but they tell us nothing about the real, objective, stimuli of the activity.","PeriodicalId":198083,"journal":{"name":"Journal of Russian and East European Psychology","volume":"491 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1999-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116194688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-11-01DOI: 10.2753/RPO1061-0405370671
D. El'konin
The statement that educational science is lagging behind the demands of practice is all but a commonplace. One can generally agree that the principal shortcoming of the modern art and methods of teaching—the fulcrum of educational science—is the weakness of theory. However, it is useless merely to state this fact without exploring its true causes. What, in our view, is the cause of this underdevelopment of the principal theoretical questions in today's teaching methodology, and why is it that work on them goes so extraordinarily slowly?
{"title":"On the Theory of Primary Education","authors":"D. El'konin","doi":"10.2753/RPO1061-0405370671","DOIUrl":"https://doi.org/10.2753/RPO1061-0405370671","url":null,"abstract":"The statement that educational science is lagging behind the demands of practice is all but a commonplace. One can generally agree that the principal shortcoming of the modern art and methods of teaching—the fulcrum of educational science—is the weakness of theory. However, it is useless merely to state this fact without exploring its true causes. What, in our view, is the cause of this underdevelopment of the principal theoretical questions in today's teaching methodology, and why is it that work on them goes so extraordinarily slowly?","PeriodicalId":198083,"journal":{"name":"Journal of Russian and East European Psychology","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1999-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133577322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-11-01DOI: 10.2753/RPO1061-0405370611
D. El'konin
The problem of stages' in the mental development of the child is the fundamental problem of child psychology. Elaboration of this problem has important theoretical significance since it is by determining the stages of mental development and by discovering the patterns of transition from one stage to the next that psychology will eventually solve the problem of the motive forces of mental development. We contend that every conception of the motive forces of mental development must first be tested on the "proving grounds" of the theory of developmental stages.
{"title":"Toward the Problem of Stages in the Mental Development of Children","authors":"D. El'konin","doi":"10.2753/RPO1061-0405370611","DOIUrl":"https://doi.org/10.2753/RPO1061-0405370611","url":null,"abstract":"The problem of stages' in the mental development of the child is the fundamental problem of child psychology. Elaboration of this problem has important theoretical significance since it is by determining the stages of mental development and by discovering the patterns of transition from one stage to the next that psychology will eventually solve the problem of the motive forces of mental development. We contend that every conception of the motive forces of mental development must first be tested on the \"proving grounds\" of the theory of developmental stages.","PeriodicalId":198083,"journal":{"name":"Journal of Russian and East European Psychology","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1999-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128595098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-11-01DOI: 10.2753/RPO1061-0405370684
D. El'konin
The child's mind develops through learning. All that a child acquires during the course of his mental development is given to him in "ideal" form and within the context of a social reality, which is the source of development. Active learning is the lynchpin.
{"title":"On the Structure of Learning Activity","authors":"D. El'konin","doi":"10.2753/RPO1061-0405370684","DOIUrl":"https://doi.org/10.2753/RPO1061-0405370684","url":null,"abstract":"The child's mind develops through learning. All that a child acquires during the course of his mental development is given to him in \"ideal\" form and within the context of a social reality, which is the source of development. Active learning is the lynchpin.","PeriodicalId":198083,"journal":{"name":"Journal of Russian and East European Psychology","volume":"148 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1999-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134023475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-11-01DOI: 10.2753/RPO1061-0405370693
D. El'konin
I had occasion, in the late 1930s, to address directly the question of how to teach beginners to read. By then I was a relatively mature psychologist and a pupil of Vygotsky, and had already been teaching for several years in the primary grades. My practical work convinced me of the difficulties of teaching beginners to read and of the deep contradictions between method and the scientific data accumulated in linguistics and psychology—ideas that could be tested only many years later.
{"title":"How to Teach Children to Read","authors":"D. El'konin","doi":"10.2753/RPO1061-0405370693","DOIUrl":"https://doi.org/10.2753/RPO1061-0405370693","url":null,"abstract":"I had occasion, in the late 1930s, to address directly the question of how to teach beginners to read. By then I was a relatively mature psychologist and a pupil of Vygotsky, and had already been teaching for several years in the primary grades. My practical work convinced me of the difficulties of teaching beginners to read and of the deep contradictions between method and the scientific data accumulated in linguistics and psychology—ideas that could be tested only many years later.","PeriodicalId":198083,"journal":{"name":"Journal of Russian and East European Psychology","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1999-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132499441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-11-01DOI: 10.2753/RPO1061-040537063
P. Hakkarainen, N. Veresov
This issue of the Journal of Russian and East European Psychology consists wholly of works by D.B. El'konin (1914-1984). His entire scientific career, spanning more than fifty years, was devoted to study of the fundamental problems of child and educational psychology. His pen is responsible for writings dedicated to such questions as the history of childhood, the development of children at different ages and its periodizaton, the psychology of play and learning activity, psychodiagnostics, the development of children's speech, and how children learn to read. They are truly a priceless resource in Russian and world psychology.
{"title":"Editors' Introduction: D.B. El'konin and the Evolution of Developmental Psychology","authors":"P. Hakkarainen, N. Veresov","doi":"10.2753/RPO1061-040537063","DOIUrl":"https://doi.org/10.2753/RPO1061-040537063","url":null,"abstract":"This issue of the Journal of Russian and East European Psychology consists wholly of works by D.B. El'konin (1914-1984). His entire scientific career, spanning more than fifty years, was devoted to study of the fundamental problems of child and educational psychology. His pen is responsible for writings dedicated to such questions as the history of childhood, the development of children at different ages and its periodizaton, the psychology of play and learning activity, psychodiagnostics, the development of children's speech, and how children learn to read. They are truly a priceless resource in Russian and world psychology.","PeriodicalId":198083,"journal":{"name":"Journal of Russian and East European Psychology","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1999-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117004723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-09-01DOI: 10.2753/RPO1061-040537053
G. L. Vygodskaia, T. M. Lifanova
In the autumn I had to begin school. I don't know how it happened but, as I remember now, Father was more bothered by this event than I was.
秋天，我不得不开始上学。我不知道事情是怎么发生的，但我现在记得，父亲比我更为这件事烦恼。
{"title":"Through A Daughter's Eyes","authors":"G. L. Vygodskaia, T. M. Lifanova","doi":"10.2753/RPO1061-040537053","DOIUrl":"https://doi.org/10.2753/RPO1061-040537053","url":null,"abstract":"In the autumn I had to begin school. I don't know how it happened but, as I remember now, Father was more bothered by this event than I was.","PeriodicalId":198083,"journal":{"name":"Journal of Russian and East European Psychology","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1999-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123164633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-07-01DOI: 10.2753/RPO1061-040537043
G. L. Vygodskaia, T. M. Lifanova
Introduction College is mostly head work read, write, memorize, regurgitate, then read and write some more. Theres little opportunity for reflection, even less for human connection. This time-honored method may work more or less for the study of microbes, or legal briefs, or gravitational forces, or cost-benefit analyses. But if youre trying to learn about people, it doesnt cut it. To understand how people live, what motivates them, what infuriates them, what brings out their best selves you have to get to know them, listen to them, see things through their eyes.
{"title":"Through The Eyes Of Others","authors":"G. L. Vygodskaia, T. M. Lifanova","doi":"10.2753/RPO1061-040537043","DOIUrl":"https://doi.org/10.2753/RPO1061-040537043","url":null,"abstract":"Introduction College is mostly head work read, write, memorize, regurgitate, then read and write some more. Theres little opportunity for reflection, even less for human connection. This time-honored method may work more or less for the study of microbes, or legal briefs, or gravitational forces, or cost-benefit analyses. But if youre trying to learn about people, it doesnt cut it. To understand how people live, what motivates them, what infuriates them, what brings out their best selves you have to get to know them, listen to them, see things through their eyes.","PeriodicalId":198083,"journal":{"name":"Journal of Russian and East European Psychology","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1999-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130595593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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