The Zone of Proximal Development (ZPD) held “great practical significance” for education as it identified how instruction can optimally impact learner development: by aligning mediation not to abilities that have already fully formed but to those that are emerging or “ripening” [30]. Despite being one of the most well-known and influential features of Vygotsky’s writings, it has also been subject to critique. For instance, it is [25] suggested that Vygotsky introduced a “methodological paradox” in formulating the ZPD: it endeavors to bring into focus proximal or future psychological functioning by engaging in teaching-learning activity in the present. In their view, this means that direct, empirical study of the ZPD is not possible as it can only be inferred retrospectively, once future abilities have become the new present [25]. Moreover, Valsiner and van der Veer [25] charged that Vygotsky’s depiction of the ZPD did not reflect his commitment to dialectical thinking because the concept does not allow for the creation of anything new but implies “mere transposition from the interindividual to the intraindividual domain” [25, p. 48]. Supporting our arguments with examples from research in our field of second language (L2) studies, we propose that attention to changes in the quality of mediation learners require during ZPD activity offers a means of observing the future as the abilities in question shift from ‘ripening’ to ‘developed.’ In this way, future independent performance is brought into the present during dialectical activity wherein tension between learner actual abilities and the demands of the task are resolved through mediator-learner cooperation. We propose this process as a way of realizing ‘the methodological imperative’ that was sought after by Vygotsky [26]. We then consider the importance of the relationship between learner transposition of ideal language features presented through instruction and the development of the ability to creatively manipulate these features in order to shape how others construe objects and events in accordance with the user’s personal perspective.
最近发展区(ZPD)对教育具有“重大的现实意义”，因为它确定了教学如何以最佳方式影响学习者的发展:通过调整调解，而不是针对已经完全形成的能力，而是针对那些正在出现或“成熟”的能力[30]。尽管它是维果茨基作品中最著名和最有影响力的特征之一，但它也受到了批评。例如，有人[25]认为维果茨基在制定ZPD时引入了一个“方法论悖论”:它试图通过参与当前的教与学活动来关注近端或未来的心理功能。在他们看来，这意味着对ZPD的直接实证研究是不可能的，因为它只能回顾性地推断，一旦未来的能力成为新的现在[25]。此外，Valsiner和van der Veer[25]指责维格茨基对ZPD的描述并没有反映出他对辩证思维的承诺，因为这个概念不允许创造任何新的东西，而意味着“仅仅是从个体间到个体内部领域的转换”[25，第48页]。为了支持我们在第二语言研究领域的研究，我们提出，关注调解学习者在ZPD活动中所要求的质量变化，提供了一种观察未来的方法，因为所讨论的能力从“成熟”转变为“发展”。这样，在辩证活动中，学习者的实际能力与任务要求之间的紧张关系通过中介-学习者的合作得到解决，从而将未来的独立表现带入当下。我们提出这个过程作为实现维果茨基[26]所追求的“方法论命令式”的一种方式。然后，我们考虑了学习者通过教学呈现的理想语言特征的转换与创造性地操纵这些特征的能力的发展之间的关系的重要性，以便根据用户的个人观点塑造他人如何解释物体和事件。
{"title":"The ZPD, Second Language Learning, and the Тransposition ~ Transformation Dialectic","authors":"M. E. Poehner, J. Lantolf","doi":"10.17759/chp.2021170306","DOIUrl":"https://doi.org/10.17759/chp.2021170306","url":null,"abstract":"The Zone of Proximal Development (ZPD) held “great practical significance” for education as it identified how instruction can optimally impact learner development: by aligning mediation not to abilities that have already fully formed but to those that are emerging or “ripening” [30]. Despite being one of the most well-known and influential features of Vygotsky’s writings, it has also been subject to critique. For instance, it is [25] suggested that Vygotsky introduced a “methodological paradox” in formulating the ZPD: it endeavors to bring into focus proximal or future psychological functioning by engaging in teaching-learning activity in the present. In their view, this means that direct, empirical study of the ZPD is not possible as it can only be inferred retrospectively, once future abilities have become the new present [25]. Moreover, Valsiner and van der Veer [25] charged that Vygotsky’s depiction of the ZPD did not reflect his commitment to dialectical thinking because the concept does not allow for the creation of anything new but implies “mere transposition from the interindividual to the intraindividual domain” [25, p. 48]. Supporting our arguments with examples from research in our field of second language (L2) studies, we propose that attention to changes in the quality of mediation learners require during ZPD activity offers a means of observing the future as the abilities in question shift from ‘ripening’ to ‘developed.’ In this way, future independent performance is brought into the present during dialectical activity wherein tension between learner actual abilities and the demands of the task are resolved through mediator-learner cooperation. We propose this process as a way of realizing ‘the methodological imperative’ that was sought after by Vygotsky [26]. We then consider the importance of the relationship between learner transposition of ideal language features presented through instruction and the development of the ability to creatively manipulate these features in order to shape how others construe objects and events in accordance with the user’s personal perspective.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"10 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74513079","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}
This study examines the mediating role of perceived threat from other ethnic groups in the relationship between social capital and acculturation expectations of the host population. Consistent with Stephans’ theory, the article examined the impact of three types of perceived threat: economic, cultural, and physical. The sample consists of ethnic Estonians born and living in Estonia (N = 309). The study examined how the perceived threat affects the relationship between social capital indicators (general trust, ethnic tolerance, binding and uniting social capital) and acculturation expectations (“multiculturalism”, “melting pot”, “seg regation”). The results showed that physical perceived threat was a mediator of the relationship between ethnic tolerance and “multiculturalism”. With the increase in physical threat, the preference for “multiculturalism” decreased. Economic threat has been shown to mediate the relationship between general trust and “segregation”, as well as connecting social capital and “segregation”. In these two cases, the economic threat increased the likelihood of a preference for “segregation” by the host population. The mediative role of cultural threat was not confirmed in the present study.
{"title":"The Relationship Between Social Capital and Acculturation Expectations of Estonians in Estonia: Perceived Threat as a Mediator","authors":"G. Rodionov","doi":"10.17759/chp.2021170408","DOIUrl":"https://doi.org/10.17759/chp.2021170408","url":null,"abstract":"This study examines the mediating role of perceived threat from other ethnic groups in the relationship between social capital and acculturation expectations of the host population. Consistent with Stephans’ theory, the article examined the impact of three types of perceived threat: economic, cultural, and physical. The sample consists of ethnic Estonians born and living in Estonia (N = 309). The study examined how the perceived threat affects the relationship between social capital indicators (general trust, ethnic tolerance, binding and uniting social capital) and acculturation expectations (“multiculturalism”, “melting pot”, “seg regation”). The results showed that physical perceived threat was a mediator of the relationship between ethnic tolerance and “multiculturalism”. With the increase in physical threat, the preference for “multiculturalism” decreased. Economic threat has been shown to mediate the relationship between general trust and “segregation”, as well as connecting social capital and “segregation”. In these two cases, the economic threat increased the likelihood of a preference for “segregation” by the host population. The mediative role of cultural threat was not confirmed in the present study.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"186 ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72444306","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}
The article is devoted to the anniversary dates of the outstanding Russian psychologists V.P. Zinchenko and V.M. Munipov, who have worked together for many years in the field of ergonomics and psychology. Their activities contributed to the formation of ergonomics as a scientific discipline, a change in the thinking of work designers, a shift in the focus of attention from the technical properties of products to their ergonomic properties, to the design of human activities. The article contains a short story about the formation of ergonomics as a scientific discipline in the USSR and about the role of the tandem "V.P. Zinchenko—V.M. Munipov". Their role is shown in the formation of not only ergonomics, but also practical psychology, in the maintenance, development and further transmission of the tradition of cultural-historical psychology.
{"title":"To the 90th Anniversary of V.P. Zinchenko and V.M. Munipov — the “Fathers” of Ergonomics","authors":"V. Zaretsky","doi":"10.17759/chp.2021170415","DOIUrl":"https://doi.org/10.17759/chp.2021170415","url":null,"abstract":"The article is devoted to the anniversary dates of the outstanding Russian psychologists V.P. Zinchenko and V.M. Munipov, who have worked together for many years in the field of ergonomics and psychology. Their activities contributed to the formation of ergonomics as a scientific discipline, a change in the thinking of work designers, a shift in the focus of attention from the technical properties of products to their ergonomic properties, to the design of human activities. The article contains a short story about the formation of ergonomics as a scientific discipline in the USSR and about the role of the tandem \"V.P. Zinchenko—V.M. Munipov\". Their role is shown in the formation of not only ergonomics, but also practical psychology, in the maintenance, development and further transmission of the tradition of cultural-historical psychology.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"60 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88514041","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}
According to cultural historical activity theory motivation, adaptability, study-related experience (“perezhivanie”), and moral codes may be considered as prerequisites for Digital educational environment (DEE) acceptance. To measure the attitudes towards DEE a Scale for Assessing University Digital Edu¬cational Environment was used (AUDEE Scale by M. Sorokova, M. Odintsova, and N. Radchikova). Aca¬demic motivation was evaluated by “Academic Motivation Scales” Questionnaire (by T. Gordeeva, O. Sy¬chev, and E. Osin). Study-related experiences were measured by Activity-Related Experiences Assessment technique (AREA) developed by D. Leontiev and his colleagues. Moral behavior was evaluated with the help of Moral Disengagement Questionnaire (MD-24) adapted by Y. Ledovaya and her colleagues. Stu¬dents’ adaptability was accessed by a questionnaire developed by T. Dubovitskaya and A. Krylova. 406 stu¬dents of Moscow State University of Psychology and Education took part in the investigation (90,1% fe¬male). The average age was 28,7±9,6 years (median = 24 years) varying from 19 to 72 years. The results showed that it is possible to distinguish two groups based on the results of AUDEE scale: Acceptance group and Resistance group. Acceptance group has higher scores in almost all motivation indicators, study-related experiences of pleasure and meaning, adaptability to educational activities, and lower scores in five out of seven moral disengagement strategies. Statistical analysis (classification trees) showed that motiva¬tion (both external and internal) and study-related experience are key resources for the DEE acceptance.
根据文化历史活动理论，动机、适应性、学习相关经验(“perezhivanie”)和道德规范可以被认为是接受数字教育环境(DEE)的先决条件。为了测量学生对数字化教育的态度，我们使用了大学数字化教育环境评估量表(由M. Sorokova、M. Odintsova和N. Radchikova编写的AUDEE量表)。学术动机采用“学术动机量表”问卷(T. Gordeeva, O. sychev, E. Osin)进行评估。研究相关体验采用由D. Leontiev及其同事开发的活动相关体验评估技术(AREA)进行测量。道德行为评估采用由Y. Ledovaya及其同事改编的道德脱离问卷(MD-24)。学生的适应能力通过T. Dubovitskaya和a. Krylova编制的问卷进行调查。莫斯科国立心理与教育大学的406名学生参加了调查(90.1%为男性)。平均年龄28.7±9.6岁(中位24岁)，19 ~ 72岁不等。结果表明，根据AUDEE量表的结果可以区分两组:接受组和抵抗组。接受组在几乎所有动机指标、与学习相关的快乐和意义体验、对教育活动的适应性方面得分较高，在7项道德脱离策略中的5项得分较低。统计分析(分类树)表明，动机(外部和内部)和学习相关经验是DEE接受的关键资源。
{"title":"Prerequisites for Accepting the Digital Educational Environment in New Cultural and Historical Conditions","authors":"N. Radchikova, M. Odintsova, M. Sorokova","doi":"10.17759/chp.2021170315","DOIUrl":"https://doi.org/10.17759/chp.2021170315","url":null,"abstract":"According to cultural historical activity theory motivation, adaptability, study-related experience (“perezhivanie”), and moral codes may be considered as prerequisites for Digital educational environment (DEE) acceptance. To measure the attitudes towards DEE a Scale for Assessing University Digital Edu¬cational Environment was used (AUDEE Scale by M. Sorokova, M. Odintsova, and N. Radchikova). Aca¬demic motivation was evaluated by “Academic Motivation Scales” Questionnaire (by T. Gordeeva, O. Sy¬chev, and E. Osin). Study-related experiences were measured by Activity-Related Experiences Assessment technique (AREA) developed by D. Leontiev and his colleagues. Moral behavior was evaluated with the help of Moral Disengagement Questionnaire (MD-24) adapted by Y. Ledovaya and her colleagues. Stu¬dents’ adaptability was accessed by a questionnaire developed by T. Dubovitskaya and A. Krylova. 406 stu¬dents of Moscow State University of Psychology and Education took part in the investigation (90,1% fe¬male). The average age was 28,7±9,6 years (median = 24 years) varying from 19 to 72 years. The results showed that it is possible to distinguish two groups based on the results of AUDEE scale: Acceptance group and Resistance group. Acceptance group has higher scores in almost all motivation indicators, study-related experiences of pleasure and meaning, adaptability to educational activities, and lower scores in five out of seven moral disengagement strategies. Statistical analysis (classification trees) showed that motiva¬tion (both external and internal) and study-related experience are key resources for the DEE acceptance.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"84 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80379321","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}
The papers describes results of theoretical within activity approach analysis and experimental moni¬toring research of developed in educational institutions abilities. Authors propose theoretical conclusions that ability is determined by the individual acquisition of the ukturl way of action in joint activity when solving an educational problem. But at the same time ability is not identical with the revealed and recon¬structed way of action on that it is based. It is the abilities under formation that are being mastered by the student in the educational process represent one of the leading mechanisms, the protagonists of the development of human subjectivity. The papers presents results the monitoring diagnostics of the ability to understand in different age groups of schoolchildren. Diagnostics of the ability to understand was consid¬ered on the basis of students mastering 6 different methods and techniques of understanding. Authors claim сomplex activity diagnostics of the development of understanding, along with diagnostics of other abilities (reflection, theoretical thinking, mutual understanding, goal-setting, self-determination, etc.) makes it pos¬sible to assess the quality of national education.
{"title":"Mastering Way of Action as an Integral Indicator of the Development of Intellectual Abilities in Learning: to the Problem of Constructing an Activity Diagnostics of Abilities","authors":"O. Glazunova, Y. Gromyko","doi":"10.17759/chp.2021170309","DOIUrl":"https://doi.org/10.17759/chp.2021170309","url":null,"abstract":"The papers describes results of theoretical within activity approach analysis and experimental moni¬toring research of developed in educational institutions abilities. Authors propose theoretical conclusions that ability is determined by the individual acquisition of the ukturl way of action in joint activity when solving an educational problem. But at the same time ability is not identical with the revealed and recon¬structed way of action on that it is based. It is the abilities under formation that are being mastered by the student in the educational process represent one of the leading mechanisms, the protagonists of the development of human subjectivity. The papers presents results the monitoring diagnostics of the ability to understand in different age groups of schoolchildren. Diagnostics of the ability to understand was consid¬ered on the basis of students mastering 6 different methods and techniques of understanding. Authors claim сomplex activity diagnostics of the development of understanding, along with diagnostics of other abilities (reflection, theoretical thinking, mutual understanding, goal-setting, self-determination, etc.) makes it pos¬sible to assess the quality of national education.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"91 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80529072","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}
Анализируется понятие «обращение», с введением которого связан один из фундаментальных вкладов Ф.Т. Михайлова в философию и теоретическую психологию. Раскрывается исторический и биографический контекст поисков Ф.Т. Михайлова, за которыми стоит классическая диалектическая традиция понимания человека и его творения — культуры. Многолетняя работа в психологии и контакты с психологами позволили по-новому реализовать эту традицию в ходе осмысления основ психологического знания в рамках культурно-исторического и деятельностного подходов. С точки зрения Ф.Т. Михайлова культура предстает как сфера воплощенных обращений людей (человеческих общностей) друг к другу. В логике этих обращений понимается процесс как творения культуры в истории, так и ее освоения в ходе индивидуального развития. Индивидуальное обращение, рассчитанное на «всеобщий» отклик лежит в основе любого человеческого действия. В адресных потоках взаимных обращений, «зовов-отзывов» (не только вербальных), выражающих жизненную необходимость людей друг в друге, и рождается человеческая общность, внутри которой люди становятся «естественными органами жизнедеятельности».
他们分析了“治疗”这个词，它与f.t. mihailov对哲学和理论心理学的基本贡献有关。mihailov搜索的历史和传记背景暴露了，这是理解人类和他的文化的经典辩证传统。多年的心理学工作和与心理学家的接触使这一传统得以在文化历史和行动方法的基础上重新实现。在f . t . mihailov看来，文化是人类(人类社区)相互交流的领域。这些呼吁的逻辑包括创造历史上的文化以及在个人发展过程中掌握文化的过程。个人的“普遍”反应是任何人类行为的基础。在互访的地址流中，“呼召-反馈”(不仅仅是口头的)表达了人们对彼此的需要，人类的共同之处诞生了，人类在其中成为“生命的自然器官”。
{"title":"F.T. Mikhailov: Appeal as a Cultural and Psychological Phenomenon","authors":"V. Kudryavtsev","doi":"10.17759/CHP.2021170102","DOIUrl":"https://doi.org/10.17759/CHP.2021170102","url":null,"abstract":"Анализируется понятие «обращение», с введением которого связан один из фундаментальных вкладов Ф.Т. Михайлова в философию и теоретическую психологию. Раскрывается исторический и биографический контекст поисков Ф.Т. Михайлова, за которыми стоит классическая диалектическая традиция понимания человека и его творения — культуры. Многолетняя работа в психологии и контакты с психологами позволили по-новому реализовать эту традицию в ходе осмысления основ психологического знания в рамках культурно-исторического и деятельностного подходов. С точки зрения Ф.Т. Михайлова культура предстает как сфера воплощенных обращений людей (человеческих общностей) друг к другу. В логике этих обращений понимается процесс как творения культуры в истории, так и ее освоения в ходе индивидуального развития. Индивидуальное обращение, рассчитанное на «всеобщий» отклик лежит в основе любого человеческого действия. В адресных потоках взаимных обращений, «зовов-отзывов» (не только вербальных), выражающих жизненную необходимость людей друг в друге, и рождается человеческая общность, внутри которой люди становятся «естественными органами жизнедеятельности».","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"03 1","pages":"5-11"},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86476856","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}
More than 400 thousand Russians remain in Kyrgyzstan and Tajikistan after the collapse of the USSR. They have to adapt to the changing conditions, and it is important to study the factors that determine their psychological well-being. This study focuses on the moderating role of perceived security in the relationship between acculturation attitudes and psychological well-being of the Russians in the two Central Asian countries. The sample included 578 respondents. In the study, we used scales from the MIRIPS questionnaire and carried out analysis using the moderation models 1 and 3. The results showed that for the Russians in both countries, when perceived security was low, separation attitudes promoted self-esteem, while assimilation attitudes decreased it. The study also revealed the role of the context: in Tajikistan (less favorable context for the Russians), assimilation attitudes contributed to life satisfaction in situations of high perceived security, while in Kyrgyzstan (more favorable context) it was integration attitudes that determined life satisfaction when perceived security was high or medium. We may conclude that the context determines the preference of acculturation strategy that provides the Russians with life satisfaction in the situation of perceived security: the assimilation strategy in Tajikistan, and the integration strategy in Kyrgyzstan.
{"title":"Acculturation Attitudes and Psychological Well-Being of Russians in Kyrgyzstan and Tajikistan: The Moderating Role of Perceived Security","authors":"V. Galyapina","doi":"10.17759/chp.2021170404","DOIUrl":"https://doi.org/10.17759/chp.2021170404","url":null,"abstract":"More than 400 thousand Russians remain in Kyrgyzstan and Tajikistan after the collapse of the USSR. They have to adapt to the changing conditions, and it is important to study the factors that determine their psychological well-being. This study focuses on the moderating role of perceived security in the relationship between acculturation attitudes and psychological well-being of the Russians in the two Central Asian countries. The sample included 578 respondents. In the study, we used scales from the MIRIPS questionnaire and carried out analysis using the moderation models 1 and 3. The results showed that for the Russians in both countries, when perceived security was low, separation attitudes promoted self-esteem, while assimilation attitudes decreased it. The study also revealed the role of the context: in Tajikistan (less favorable context for the Russians), assimilation attitudes contributed to life satisfaction in situations of high perceived security, while in Kyrgyzstan (more favorable context) it was integration attitudes that determined life satisfaction when perceived security was high or medium. We may conclude that the context determines the preference of acculturation strategy that provides the Russians with life satisfaction in the situation of perceived security: the assimilation strategy in Tajikistan, and the integration strategy in Kyrgyzstan.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"32 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80122846","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}
In 2019 a multidisciplinary research project "Digital Storytelling Theater" was launched in Moscow State University of Psychology and Education. The project aims at elaborating, evaluating, and introducing drama technologies into secondary school settings with the goal of applying them as a powerful tool for learning and development. The article focuses on the ways, in which drama can be used for constructing the zone of proximal development in adolescence. It is argued that not any kind of drama-based activities is consistent with the principles of a developing environment in the framework of the Cultural-Historical Paradigm. Creating such a setting is a challenging research task, which requires organization of such types of activity and interaction as role exchanges and reflexive communication. On the example of creating a play with a class of adolescents, it is demonstrated how drama, based on role experimenting, can contribute to overcoming group contradictions, boosting learning motivation and turning personal "pereghivanije" into a resource for development (on the experience of living through the pandemic of COVID-19).
{"title":"Experimenting with Roles in Adolescence: Applying Drama for Constructing the Zone of Proximal Development","authors":"O. Rubtsova","doi":"10.17759/chp.2021170210","DOIUrl":"https://doi.org/10.17759/chp.2021170210","url":null,"abstract":"In 2019 a multidisciplinary research project \"Digital Storytelling Theater\" was launched in Moscow State University of Psychology and Education. The project aims at elaborating, evaluating, and introducing drama technologies into secondary school settings with the goal of applying them as a powerful tool for learning and development. The article focuses on the ways, in which drama can be used for constructing the zone of proximal development in adolescence. It is argued that not any kind of drama-based activities is consistent with the principles of a developing environment in the framework of the Cultural-Historical Paradigm. Creating such a setting is a challenging research task, which requires organization of such types of activity and interaction as role exchanges and reflexive communication. On the example of creating a play with a class of adolescents, it is demonstrated how drama, based on role experimenting, can contribute to overcoming group contradictions, boosting learning motivation and turning personal \"pereghivanije\" into a resource for development (on the experience of living through the pandemic of COVID-19).","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"400 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74334309","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}
The article is devoted to the problem of the functional structure of communicative action. Based on theoretical analysis and many years of pedagogical experience of working with children with affective pathology (autism spectrum disorders), the author recreates and refines the studies of cultural-historical theory and answers its main question — a method problem: the influence of holistic interfunctional analysis on overcoming semantic bias (central defect and syndrome-forming factor of psychopathology) and the development of a more universal communication form — verbal communication in non-speaking children with autism spectrum disorders in preschool age (by means of restructuring the way the impaired function is realized). The described conditions can be taken into account when constructing an intermediary (lively communicative action) both in the practice of general education (to prevent the occurrence of motivational disorders and increase the age limit) and in working with children with affective pathology (especially with children with autism spectrum disorders).
{"title":"Overcoming the Semantic Barrier and Developing the Ability to Use Communicative Tools Part I. Issue. Method","authors":"E. Soldatenkova","doi":"10.17759/chp.2021170308","DOIUrl":"https://doi.org/10.17759/chp.2021170308","url":null,"abstract":"The article is devoted to the problem of the functional structure of communicative action. Based on theoretical analysis and many years of pedagogical experience of working with children with affective pathology (autism spectrum disorders), the author recreates and refines the studies of cultural-historical theory and answers its main question — a method problem: the influence of holistic interfunctional analysis on overcoming semantic bias (central defect and syndrome-forming factor of psychopathology) and the development of a more universal communication form — verbal communication in non-speaking children with autism spectrum disorders in preschool age (by means of restructuring the way the impaired function is realized). The described conditions can be taken into account when constructing an intermediary (lively communicative action) both in the practice of general education (to prevent the occurrence of motivational disorders and increase the age limit) and in working with children with affective pathology (especially with children with autism spectrum disorders).","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"21 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83263404","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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