In this study, language is considered as mediating mean in science teaching within socioculturally diverse settings. It assesses how language can work in activity theory terms to understand scientific concepts. The particular interest concerns the nature of the Greek language which can give chances to approach more systematically scientific concepts. This research was conducted in two different classes of 5th grade pupils with socioculturally diverse characteristics in a Greek primary school through a discourse analysis tool that was used in other researches about science teaching. Language use took place in the context of activity theory, being a mediating mean. The results of the present study, lead to the conclusion that use of language in science teaching even in socioculturally diverse classroom settings can contribute to a better understanding of the scientific concepts, making scientific language familiar to pupils and facilitating them to appropriate it more effectively.
{"title":"Assessing Use of Language as Mediating Mean in Science Teaching in Activity Theory Terms: A Discourse Analysis in Socioculturally Diverse Classroom Settings in Greece","authors":"D. Lathouris","doi":"10.17759/chp.2022180410","DOIUrl":"https://doi.org/10.17759/chp.2022180410","url":null,"abstract":"In this study, language is considered as mediating mean in science teaching within socioculturally diverse settings. It assesses how language can work in activity theory terms to understand scientific concepts. The particular interest concerns the nature of the Greek language which can give chances to approach more systematically scientific concepts. This research was conducted in two different classes of 5th grade pupils with socioculturally diverse characteristics in a Greek primary school through a discourse analysis tool that was used in other researches about science teaching. Language use took place in the context of activity theory, being a mediating mean. The results of the present study, lead to the conclusion that use of language in science teaching even in socioculturally diverse classroom settings can contribute to a better understanding of the scientific concepts, making scientific language familiar to pupils and facilitating them to appropriate it more effectively.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"9 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78442100","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 problem of toy expertise is that a cultural object comes with no “instruction manual”. The goal of the article is to reveal both potential and limitations of the cultural-historical psychology and activity theory as a conceptual framework for doll expertise and test the cultural form of pretend play as a criterion of its developmental function using the example of Barbie and Monster High dolls. The article proves the necessity of cultural and psychological analysis of doll play to assess the developmental potential of a doll. The work demonstrates that the image of a doll determines how a child plays with it, i.e. how the doll itself plays with that child (F. Boitendijk). For the first time it also describes how the unit of analysis of pretend play - its two-step form (Challenge + Reply to Challenge) is used as a tool to examine the function of these dolls in child development. An exploratory empirical study of children’s play has shown how the images of Barbie and Monster High dolls define the way they are played with and answered negatively the following questions: does Barbie arouse premature interest in adult sexuality among preschoolers, and does playing with Monster High dolls blur the lines between good and evil.
{"title":"Psychological Assessment of a Doll within the Framework of Cultural-Historical Psychology: Possibilities and Limitations","authors":"L. Elkoninova, P.A. Kryzhov","doi":"10.17759/chp.2022180305","DOIUrl":"https://doi.org/10.17759/chp.2022180305","url":null,"abstract":"The problem of toy expertise is that a cultural object comes with no “instruction manual”. The goal of the article is to reveal both potential and limitations of the cultural-historical psychology and activity theory as a conceptual framework for doll expertise and test the cultural form of pretend play as a criterion of its developmental function using the example of Barbie and Monster High dolls. The article proves the necessity of cultural and psychological analysis of doll play to assess the developmental potential of a doll. The work demonstrates that the image of a doll determines how a child plays with it, i.e. how the doll itself plays with that child (F. Boitendijk). For the first time it also describes how the unit of analysis of pretend play - its two-step form (Challenge + Reply to Challenge) is used as a tool to examine the function of these dolls in child development. An exploratory empirical study of children’s play has shown how the images of Barbie and Monster High dolls define the way they are played with and answered negatively the following questions: does Barbie arouse premature interest in adult sexuality among preschoolers, and does playing with Monster High dolls blur the lines between good and evil.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"18 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78783233","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}
M. Terskova, N.I. Bogatyreva, A. Ivanov, M.O. Romanova, A.O. Bykov, V. Ankushev
This article presents the results of the adaptation of the scale for perceived collective continuity in Russian, the construct of which was initially developed by Sani and colleagues in 2007. The phenomenon of perceived collective continuity reflects the perception of groups as entities that are stable over time and transmit traditions from generation to generation. The perception of collective continuity is based on two main dimensions: perceived cultural continuity (perceived continuity of norms and traditions) and perceived historical continuity (perceived relationship between different historical eras and events). Six hundred thirty-seven Russians took part in testing the methodology. The methodology fit well the empirical data, highlighting the two-factor structure of the construct and validity of its scale. In general, the method of perceived collective continuity demonstrates good psychometric indicators and can be used for research in the field of intergroup relations as a reliable and stable toolkit.
{"title":"Perceived Collective Continuity: Scale Adaption for the Russian Context","authors":"M. Terskova, N.I. Bogatyreva, A. Ivanov, M.O. Romanova, A.O. Bykov, V. Ankushev","doi":"10.17759/chp.2022180214","DOIUrl":"https://doi.org/10.17759/chp.2022180214","url":null,"abstract":"This article presents the results of the adaptation of the scale for perceived collective continuity in Russian, the construct of which was initially developed by Sani and colleagues in 2007. The phenomenon of perceived collective continuity reflects the perception of groups as entities that are stable over time and transmit traditions from generation to generation. The perception of collective continuity is based on two main dimensions: perceived cultural continuity (perceived continuity of norms and traditions) and perceived historical continuity (perceived relationship between different historical eras and events). Six hundred thirty-seven Russians took part in testing the methodology. The methodology fit well the empirical data, highlighting the two-factor structure of the construct and validity of its scale. In general, the method of perceived collective continuity demonstrates good psychometric indicators and can be used for research in the field of intergroup relations as a reliable and stable toolkit.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"42 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87063371","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 research is devoted to the problem of organization of language learning in the zone of proximal development by means of actualization of language intuition. Hypotheses are tested: training to translate texts containing quasi-words in the zone of proximal development leads to growth of the level of language competence; under specific conditions, training in a small group in the zone of proximal development is no less effective compared to the individual teaching of each pupil. The sample consisted of 74 children under 12 years old. An intergroup two-factor experiment was conducted (presence / absence of training — individual / group work). The author's technique "Translation of texts consisting of quasi-words into Russian " was used. The teacher's assistance in translating quasi-words into Russian in the form of reflexive cooperation with the child, encouraging him to recreate the integral meaning of the text in combination with checking the meanings of quasi-words for compliance with the morphological / grammatical context is the optimal strategy for teaching using quasi-texts. Training leads to improved skills of completing unfinished words in sentences in Russian. The effectiveness of training in a small group indicates the possibility of taking into account the zone of proximal development of each child in group work.
{"title":"Comparative Analysis of the Effectiveness of Individual and Group Forms of Language Learning in the Zone of Proximal Development in Middle School Age","authors":"D. Chernov","doi":"10.17759/chp.2022180407","DOIUrl":"https://doi.org/10.17759/chp.2022180407","url":null,"abstract":"The research is devoted to the problem of organization of language learning in the zone of proximal development by means of actualization of language intuition. Hypotheses are tested: training to translate texts containing quasi-words in the zone of proximal development leads to growth of the level of language competence; under specific conditions, training in a small group in the zone of proximal development is no less effective compared to the individual teaching of each pupil. The sample consisted of 74 children under 12 years old. An intergroup two-factor experiment was conducted (presence / absence of training — individual / group work). The author's technique \"Translation of texts consisting of quasi-words into Russian \" was used. The teacher's assistance in translating quasi-words into Russian in the form of reflexive cooperation with the child, encouraging him to recreate the integral meaning of the text in combination with checking the meanings of quasi-words for compliance with the morphological / grammatical context is the optimal strategy for teaching using quasi-texts. Training leads to improved skills of completing unfinished words in sentences in Russian. The effectiveness of training in a small group indicates the possibility of taking into account the zone of proximal development of each child in group work.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"26 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85536316","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 deals with the problem of children’s play from the standpoint of the Cultural-Historical Psychology. The fact that developed forms of play are rather rare in the life of contemporary children is considered from the position of the absence in their life of the ideal form of the play, which inevitably leads to the impossibility of appropriating the corresponding activity. The distortion and loss of the ideal form of play has a long history and did not occur immediately. Based on the analysis of documentary sources (methodical letters, periodicals, scientific literature, etc.), it is shown how teachers’ ideas about children’s play changed, what forms of play were broadcast to children in educational organizations and what other channels of assigning play experience were at the disposal of children in different historical periods. The article describes the developed forms of play and indicates what conditions are necessary for their emergence.
{"title":"Children’s Play in Cultural-Historical Psychology: Substitution, Loss and Recreation of the Ideal Form of Activity in the Educational Space","authors":"E. V. Trifonova","doi":"10.17759/chp.2022180301","DOIUrl":"https://doi.org/10.17759/chp.2022180301","url":null,"abstract":"The article deals with the problem of children’s play from the standpoint of the Cultural-Historical Psychology. The fact that developed forms of play are rather rare in the life of contemporary children is considered from the position of the absence in their life of the ideal form of the play, which inevitably leads to the impossibility of appropriating the corresponding activity. The distortion and loss of the ideal form of play has a long history and did not occur immediately. Based on the analysis of documentary sources (methodical letters, periodicals, scientific literature, etc.), it is shown how teachers’ ideas about children’s play changed, what forms of play were broadcast to children in educational organizations and what other channels of assigning play experience were at the disposal of children in different historical periods. The article describes the developed forms of play and indicates what conditions are necessary for their emergence.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"379 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76451897","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 problem of transforming everyday concepts of a child into scientific concepts and their interaction posed by L.S. Vygotskii is still relevant. This article analyzes the transformation of the everyday concept of breathing and respiration to the scientific concept, starting with the ideas of a preschooler and up to the end of school age. The material of the experimental teaching within the framework of a five-year biology course for middle school is presented in comparison with the traditional introduction of the scientific concept. Teaching-learning processes are investigated as a series of mediation acts. Analysis of the students learning activity and their learning difficulties demonstrates the dynamics of conceptual changes. It is possible to see the relationship between the initial (‘everyday’) and the emerging scientific concept. Observations are analyzed from the point of view of Lev Vygotskii and his scientific school and other investigators also. The conditions for overcoming the ‘encapsulation’ of scientific concepts in human consciousness are discussed. The way of development and final appropriation of a scientific concept is shown. The nature of the transformation of an everyday concept in interaction with the scientific concept are discussed.
{"title":"«Difficult Breathing»: to the Problem of Overcoming the Natural in the Cultural","authors":"E. Chudinova, V.Ye. Zaitseva","doi":"10.17759/chp.2022180106","DOIUrl":"https://doi.org/10.17759/chp.2022180106","url":null,"abstract":"The problem of transforming everyday concepts of a child into scientific concepts and their interaction posed by L.S. Vygotskii is still relevant. This article analyzes the transformation of the everyday concept of breathing and respiration to the scientific concept, starting with the ideas of a preschooler and up to the end of school age. The material of the experimental teaching within the framework of a five-year biology course for middle school is presented in comparison with the traditional introduction of the scientific concept. Teaching-learning processes are investigated as a series of mediation acts. Analysis of the students learning activity and their learning difficulties demonstrates the dynamics of conceptual changes. It is possible to see the relationship between the initial (‘everyday’) and the emerging scientific concept. Observations are analyzed from the point of view of Lev Vygotskii and his scientific school and other investigators also. The conditions for overcoming the ‘encapsulation’ of scientific concepts in human consciousness are discussed. The way of development and final appropriation of a scientific concept is shown. The nature of the transformation of an everyday concept in interaction with the scientific concept are discussed.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"53 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83728938","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 study examines the role of inner speech measured by verbal representation scale in assessment of category judgments and in transfer from the category example to the whole category. We used the conventionality effect of the category label, meaning that people perceive judgments containing commonly used category labels as more convincing even when the category itself is new, and its label is artificial [11]. We proposed that this effect can be enhanced if to use a metaphorical label for the category that emphasizes its feature. We also tested whether the metaphorical label could enhance the transfer of the feature from the category example to the whole category. We hypothesized that the conventionality effect and transfer of the trait will be different in participants depending on their level of verbal representation. In the first part of the study, we adapted the Internal Representation Questionnaire [16] and used verbal representation scale from it to divide participants into groups by their level of inner speech. The results show that participants with higher level of verbal representation were less influenced by the conventionality effect of the label. We also found that participants with lower level of verbal representation were more prone to transfer information of the metaphorical labels. Otherwise, participants with higher level of verbal representation were more inclined to transfer category information of non-metaphorical labels. The findings indicate the relationship between individual differences in verbal representation level and evaluation of category judgments.
{"title":"The Role of Verbal Representation in Assessment of Category Judgments","authors":"A. Kotov, I. Aslanov, Yu.V. Sudorgina","doi":"10.17759/chp.2022180207","DOIUrl":"https://doi.org/10.17759/chp.2022180207","url":null,"abstract":"The study examines the role of inner speech measured by verbal representation scale in assessment of category judgments and in transfer from the category example to the whole category. We used the conventionality effect of the category label, meaning that people perceive judgments containing commonly used category labels as more convincing even when the category itself is new, and its label is artificial [11]. We proposed that this effect can be enhanced if to use a metaphorical label for the category that emphasizes its feature. We also tested whether the metaphorical label could enhance the transfer of the feature from the category example to the whole category. We hypothesized that the conventionality effect and transfer of the trait will be different in participants depending on their level of verbal representation. In the first part of the study, we adapted the Internal Representation Questionnaire [16] and used verbal representation scale from it to divide participants into groups by their level of inner speech. The results show that participants with higher level of verbal representation were less influenced by the conventionality effect of the label. We also found that participants with lower level of verbal representation were more prone to transfer information of the metaphorical labels. Otherwise, participants with higher level of verbal representation were more inclined to transfer category information of non-metaphorical labels. The findings indicate the relationship between individual differences in verbal representation level and evaluation of category judgments.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"31 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81129920","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 dedicated to one of the basic concepts of Russian neuropsychology — the concept of the “neuropsychological syndrome”, uniquely associated with the name of Alexander Romanovich Luria. Earlier, A.R. Luria became world famous by virtue of his works devoted to the study of deep, unconscious, and even taboo phenomena of the psyche. This area of Luria’s work, which is close to the psychoanalytic paradigm, was interrupted in the late 1930s in the USSR for ideological reasons. A.R. Luria redirecting the field of research into the connections between the psyche and the brain to such sections of medicine as neurology and neurosurgery. The syndromic approach to the analysis of disorders of mental functions in local lesions of the brain becomes the method of studying this problem. To date, the ideas about the reasons for its variability within the textbook typology remain insufficiently covered and systematized. Recently, the problem of properly understanding and describing syndromes of mental disorders in the Lurian approach became especially relevant due to the expansion of neuropsychological diagnostic applications. This article analyzes the main stages in the development of the concept of the neuropsychological syndrome in the works of A.R. Luria. It also describes the main factors that determine the variability of the syndromes of disorders of brain function.
{"title":"Variants of Neuropsychological Syndrome and Stages of Genesis of A.R. Luria’s Concept of the Brain Organization of Mental Functions","authors":"Российская Федерация","doi":"10.17759/chp.2022180309","DOIUrl":"https://doi.org/10.17759/chp.2022180309","url":null,"abstract":"The article is dedicated to one of the basic concepts of Russian neuropsychology — the concept of the “neuropsychological syndrome”, uniquely associated with the name of Alexander Romanovich Luria. Earlier, A.R. Luria became world famous by virtue of his works devoted to the study of deep, unconscious, and even taboo phenomena of the psyche. This area of Luria’s work, which is close to the psychoanalytic paradigm, was interrupted in the late 1930s in the USSR for ideological reasons. A.R. Luria redirecting the field of research into the connections between the psyche and the brain to such sections of medicine as neurology and neurosurgery. The syndromic approach to the analysis of disorders of mental functions in local lesions of the brain becomes the method of studying this problem. To date, the ideas about the reasons for its variability within the textbook typology remain insufficiently covered and systematized. Recently, the problem of properly understanding and describing syndromes of mental disorders in the Lurian approach became especially relevant due to the expansion of neuropsychological diagnostic applications. This article analyzes the main stages in the development of the concept of the neuropsychological syndrome in the works of A.R. Luria. It also describes the main factors that determine the variability of the syndromes of disorders of brain function.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"26 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81646107","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 article develops the ideas of M.M. Mukanov about the importance of a psychological approach to the product of oral creativity in ethnico-historical terms. Ethnic mentality corresponds to social and historical realities of the life of the ethnos creating a unique culture. An important part of the manifestation of ethnic mentality belongs to the works of oral creativity – the product of the mental activity of many generations. John M. Dienhart (Dienhart) argued that riddles "can serve as a useful identifier of cultural norms and worldview" [34]. Thus, the article discusses riddles as a specific element of Kazakh culture, as a special cultural tradition; the role of riddles in the translation of cultural and historical experience; how exactly the peculiarities of mentality manifest themselves in riddles; what the specificity of the guessing process is. In conclusion, we discuss what the common and the different in guessing riddles compared to solving educational and creative tasks. It is shown that the difficulties of guessing are associated with the disguise of the sought under the shell of the ethnic context and a special way of "stamping" the riddle. In a creative task, the most important moment is a reflexive effort aimed at awaring and changing the way of action. And the Kazakh riddle combines the correlation of two contents according to gestalt, thinking by analogy, transduction and ethno-cultural context. In this sense, guessing the Kazakh riddle is "three in one": mastering cultural and historical experience (the enclosed content), mastering the method of metaphorical thinking (thinking in modeling representations), mastering the ethno-cultural context. Thus, it corresponds to Archer Taylorꞌs thesisthat the riddle is a universal art [38].
这篇文章发展了M.M.穆卡诺夫的观点，即在种族-历史的条件下，心理学方法对口头创造力产物的重要性。民族心理符合民族生活的社会历史现实，形成了独特的民族文化。民族心理表现的一个重要组成部分是口头创作作品，它是几代人心理活动的产物。John M. Dienhart (Dienhart)认为，谜语“可以作为文化规范和世界观的有用标识符”。因此，本文论述了谜语作为哈萨克文化的一个特定元素，作为一种特殊的文化传统;谜语在文化历史经验翻译中的作用心理的特殊性是如何在谜语中表现出来的;猜测过程的特殊性是什么。最后，我们讨论了与解决教育和创造性任务相比，猜谜题的共同点和不同点。结果表明，猜谜的难度与民族语境的外壳下的求知者的伪装和谜语的特殊“盖章”方式有关。在创造性任务中，最重要的时刻是旨在意识到并改变行动方式的反思性努力。哈萨克语谜语结合了格式塔、类比思维、转导和民族文化语境两种内容的关联。从这个意义上说，猜哈萨克谜语是“三合一”:掌握文化和历史经验(封闭的内容)，掌握隐喻思维方法(塑造表征的思维)，掌握民族文化语境。因此，它符合阿彻·泰勒的论点，即谜语是一种普遍的艺术。
{"title":"Kazakh Traditional Riddles as a Specific Form of Translation of Cultural-Historical Experience","authors":"A. Nurgaliyeva, K.A. Nourgaliev","doi":"10.17759/chp.2022180406","DOIUrl":"https://doi.org/10.17759/chp.2022180406","url":null,"abstract":"This article develops the ideas of M.M. Mukanov about the importance of a psychological approach to the product of oral creativity in ethnico-historical terms. Ethnic mentality corresponds to social and historical realities of the life of the ethnos creating a unique culture. An important part of the manifestation of ethnic mentality belongs to the works of oral creativity – the product of the mental activity of many generations. John M. Dienhart (Dienhart) argued that riddles \"can serve as a useful identifier of cultural norms and worldview\" [34]. Thus, the article discusses riddles as a specific element of Kazakh culture, as a special cultural tradition; the role of riddles in the translation of cultural and historical experience; how exactly the peculiarities of mentality manifest themselves in riddles; what the specificity of the guessing process is. In conclusion, we discuss what the common and the different in guessing riddles compared to solving educational and creative tasks. It is shown that the difficulties of guessing are associated with the disguise of the sought under the shell of the ethnic context and a special way of \"stamping\" the riddle. In a creative task, the most important moment is a reflexive effort aimed at awaring and changing the way of action. And the Kazakh riddle combines the correlation of two contents according to gestalt, thinking by analogy, transduction and ethno-cultural context. In this sense, guessing the Kazakh riddle is \"three in one\": mastering cultural and historical experience (the enclosed content), mastering the method of metaphorical thinking (thinking in modeling representations), mastering the ethno-cultural context. Thus, it corresponds to Archer Taylorꞌs thesisthat the riddle is a universal art [38].","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"125 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79518429","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 work is aimed at the theoretical reconstruction of the genesis of articulate speech and main abilities of consciousness based on evolutionary regularities and socio-psychological mechanisms. The basic concepts of the conceptual apparatus of reconstruction are presented: “abilities”, “attitudes”, “interiorization”, “interactive ritual”, “niches”, “social orders”, group and individual “concerns”, “communicative concerns”, “supporting structures”, including "magic wands" with a special potential for flexibility and multifunctionality. In ontogeny, human attitudes and abilities are formed through the mechanisms of interiorization (according to Leo Vygotsky) and interactive ritual (according to E. Durkheim, E. Goffman, R. Collins). To reconstruct human traits folding in anthropogenesis is to represent a regular stepwise transformation of the most ancient hominids’ initial ingredients, probably like the apes’ features. Particular attention is paid to pre-rituals that form the internal and behavioral attitudes of apes, as well as their abilities for sign communication and learning new signs. It is shown what sequence of challenges and responses, new concerns and supporting structures led hominids to the formation of joint intentionality (M. Tomasello), self-domestication (D. K. Belyaev, R. Wrangham), normative rituals, the first group rules and internal normative attitudes (C. Lovejoy, D. Dor et al.). This complex phenomenon of normativity, the corresponding social orders and renewed communicative concerns became the main drivers of articulate speech development and closely associated with it consciousness abilities.
这项工作的目的是在进化规律和社会心理机制的基础上，对清晰的言语和意识的主要能力的起源进行理论重建。提出了重建概念装置的基本概念:“能力”、“态度”、“内化”、“互动仪式”、“小生境”、“社会秩序”、群体和个人“关注”、“交流关注”、“支持结构”，包括具有特殊灵活性和多功能性潜力的“魔杖”。在个体发生学中，人的态度和能力是通过内在化(维果茨基)和互动仪式(涂尔干、戈夫曼、柯林斯)的机制形成的。在人类形成过程中，对人类特征进行折叠重建，就是对最古老的原始人的原始成分进行有规律的逐步转变，可能就像类人猿的特征一样。特别关注的是形成猿类内部和行为态度的前仪式，以及他们的符号交流和学习新符号的能力。它显示了挑战和反应，新的关注和支持结构的顺序导致原始人类形成联合意向性(M. Tomasello)，自我驯化(D. K. Belyaev, R. Wrangham)，规范性仪式，第一个群体规则和内部规范性态度(C. Lovejoy, D. Dor等)。这种复杂的规范性现象、相应的社会秩序和更新的交际关注成为清晰语言发展的主要驱动力，并与意识能力密切相关。
{"title":"Formation of speech and consciousness in anthropogenesis: evolutionary drivers and socio-psychological mechanisms","authors":"N. Rozov","doi":"10.17759/chp.2022180411","DOIUrl":"https://doi.org/10.17759/chp.2022180411","url":null,"abstract":"The work is aimed at the theoretical reconstruction of the genesis of articulate speech and main abilities of consciousness based on evolutionary regularities and socio-psychological mechanisms. The basic concepts of the conceptual apparatus of reconstruction are presented: “abilities”, “attitudes”, “interiorization”, “interactive ritual”, “niches”, “social orders”, group and individual “concerns”, “communicative concerns”, “supporting structures”, including \"magic wands\" with a special potential for flexibility and multifunctionality. In ontogeny, human attitudes and abilities are formed through the mechanisms of interiorization (according to Leo Vygotsky) and interactive ritual (according to E. Durkheim, E. Goffman, R. Collins). To reconstruct human traits folding in anthropogenesis is to represent a regular stepwise transformation of the most ancient hominids’ initial ingredients, probably like the apes’ features. Particular attention is paid to pre-rituals that form the internal and behavioral attitudes of apes, as well as their abilities for sign communication and learning new signs. It is shown what sequence of challenges and responses, new concerns and supporting structures led hominids to the formation of joint intentionality (M. Tomasello), self-domestication (D. K. Belyaev, R. Wrangham), normative rituals, the first group rules and internal normative attitudes (C. Lovejoy, D. Dor et al.). This complex phenomenon of normativity, the corresponding social orders and renewed communicative concerns became the main drivers of articulate speech development and closely associated with it consciousness abilities.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84190815","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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