965:, that was published posthumously in 1934. The book was a collection of essays and scholarly papers that Vygotsky wrote during different periods of his thought development. It was edited by his closest associates Kolbanovskii, Zankov, and Shif. The book established the connection between speech and the development of mental concepts and awareness. Vygotsky described silent inner speech as being qualitatively different from verbal external speech, but both equally important. Vygotsky believed inner speech developed from external speech via a gradual process of "internalization" (i.e., transition from the external to the internal), with younger children only really able to "think out loud". He claimed that in its mature form, inner speech would not resemble spoken language as we know it (in particular, being greatly compressed). Hence, thought itself developed socially.
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by the child working independently (also referred to as the child's developmental level). The upper limit is the level of potential skill that the child is able to reach with the assistance of a more capable instructor. In this sense, the ZPD provides a prospective view of cognitive development, as opposed to a retrospective view that characterizes development in terms of a child's independent capabilities. The advancement through and attainment of the upper limit of the ZPD is limited by the instructional and scaffolding-related capabilities of the more knowledgeable other (MKO). The MKO is typically assumed to be an older, more experienced teacher or parent, but often can be a learner's peer or someone their junior. The MKO need not even be a person, it can be a machine or book, or other source of visual and/or audio input.
937:" (ZPD) is a term Vygotsky used to characterize an individual's mental development. He originally defined the ZPD as "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers." He used the example of two children in school who originally could solve problems at an eight-year-old developmental level (that is, typical for children who were age 8). After each child received assistance from an adult, one was able to perform at a nine-year-old level and one was able to perform at a twelve-year-old level. He said "This difference between twelve and eight, or between nine and eight, is what we call
854:, he had read a number of his works and agreed on some of his perspectives on learning. At some point (around 1929–30), Vygotsky came to disagree with Piaget's understanding of learning and development, and held a different theoretical position from Piaget on the topic of inner speech; Piaget thought that egocentric speech follows from inner speech and "dissolved away" as children matured. Vygotsky showed that egocentric speech became inner speech, and then called "thoughts". Piaget only read Vygotsky's work after his death and openly praised him for his discovery of the social origin of children's thoughts, reasoning, and moral judgements.
773:- First All-Russian Pedological Congress, Moscow: Vygotsky works as co-editor of the section on difficult childhood, and also presents two reports: "The development of a difficult child and its study" and "Instrumental method in pedology"; these two articles together with Zankov's report "Principles for the construction of complex programs of an auxiliary school from a pedological point of view" and Luria "On the methodology of instrumental-psychological research" become the first public presentation of "Instrumental Psychology" as a research method associated with the names of Vygotsky and Luria;
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mental functions, the matter must be presented as being quite the opposite. Functions initially are formed in the group in the form of relations of the children, then they become mental functions of the individual. Specifically, formerly it was thought that every child was capable of reflection reaching conclusions, proving, finding bases for whatever position. From the collision of such reflections, argument was generated. But the matter is actually something else. Studies show that reflection is generated from argument. The study of all other mental functions brings us to the same conclusion.
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1982 and was presented by the editors as one of the most important of
Vygotsky's works. In this early manuscript, Vygotsky argued for the formation of a general psychology that could unite the naturalist objectivist strands of psychological science with the more philosophical approaches of Marxist orientation. However, he also harshly criticized those of his colleagues who attempted to build a "
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605:": at the time a three percent Jewish student quota was administered for entry in Moscow and Saint Petersburg universities. He had an interest in the humanities and social sciences, but at the insistence of his parents he applied to the medical school at Moscow University. During the first semester of study, he transferred to the law school. In parallel, he attended lectures at
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psychological functions. Between the stimulus and the reaction of a person (both behavioral and mental), an additional connection arises through a mediating link - a stimulus-means, or a sign. Signs are tools that mediate higher psychological functions and control one's own behavior. A word could direct attention, create personal meaning, form a concept and coordinate.
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628:. Vygotsky moved to Moscow with his new wife, Roza Smekhova, with whom he would have two children. He began his career at the Psychological Institute as a "staff scientist, second class". He also became a secondary school teacher, covering a period marked by his interest in the processes of learning and the role of language in learning.
941:" He further said that the ZPD "defines those functions that have not yet matured but are in the process of maturation, functions that will mature tomorrow but are currently in an embryonic state." The zone is bracketed by the learner's current ability and the ability they can achieve with the aid of an instructor of some capacity.
995:'s death in 1953, with a first collection of major texts published in 1956. A small group of his collaborators and students were able to continue his lines of thought in research. The members of the group laid a foundation for the systematic development of Vygotskian psychology in such diverse fields as the psychology of memory (
737:- Vygotsky, in absence (due to illness), was awarded the title of senior researcher, equivalent to the modern degree of candidate of sciences for defense of the dissertation "Psychology of Art". The contract for the publication of The Psychology of Art was signed on November 9, 1925, but the text was published only in 1965;
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From 1926 to 1930, Vygotsky worked on a research program investigating the development of higher psychological functions, i.e. culturally governed lower psychological functions such as voluntary attention, selective memory, object-oriented action, and decision making. During this period he gathered a
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After his release from the hospital, Vygotsky did theoretical and methodological work on the crisis in psychology, but never finished the draft of the manuscript and interrupted his work on it around mid-1927. The manuscript was published later with notable editorial interventions and distortions in
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Inner speech, according to
Vygotsky, develops through the accumulation of long-term functional and structural changes. It branches off from the child's external speech along with the differentiation of the social and egocentric functions of speech, and, finally, the speech functions acquired by the
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According to
Vygotsky, through the assistance of a more knowledgeable other, a child is able to learn skills or aspects of a skill that go beyond the child's actual developmental or maturational level. This assistance is defined as 'scaffolding'. The lower limit of ZPD is the level of skill reached
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may be understood in one respect as "knowing how". For example, the practices of riding a bicycle or pouring a cup of milk, initially, are outside and beyond the child. The mastery of the skills needed for performing these practices occurs through the activity of the child within society. A further
719:- during II Congress of the Social and Legal Protection of Minors in Moscow, a turn of Soviet defectology to social education was officially announced and collection of articles and materials edited by Vygotsky "Issues of the upbringing of blind, deaf and mentally retarded children" was published;
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His most important and widely known contribution is his theory for the development of "higher psychological functions," which emerge through unification of interpersonal connections and actions taken within a given socio-cultural environment (i.e. language, culture, society, and tool-use). It was
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The child acts and speaks at the same time, both are intertwined in one continuous operation for him. In this way, a blend of speech and action arises, a peculiar mixture from an adult's point of view, but a completely natural state for the child, who from the very first days of life, due to his
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Formerly, it was assumed that the function exists in the individual in a ready, semi-ready, or rudimentary form and in the group it unfolds, becomes complex, advances, is enriched, or, conversely, is inhibited, suppressed, etc. At present, we have a basis for assuming that in relation to higher
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The hypothesis put forward by
Vygotsky was a paradigm shift in psychology. He was first to propose that all psychological functions that govern mental, cognitive and physical actions of the individual are not immutable but have a history of cultural development (in human history and in everyone
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paradox. A problematic situation of choosing between two equal possibilities, interested
Vygotsky primarily from the point of view of solving it through a coin flip - redelegating decision to the outside object - an example of using cultural tools to govern one's own psychological function of
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during this period that he identified the play of young children as their "leading activity", which he understood to be the main source of preschoolers' psychological development, and which he viewed as an expression of an inseparable unity of emotional, volitional, and cognitive development.
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Vygotsky posits the existence of lower and higher mental functions. The latter have social origins and complex system structure, mediated by cultural tools and controlled by an individual. Vygotsky came to the conclusion that consciousness is possible because of the mediated nature of higher
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By the end of 1925, Vygotsky completed his dissertation titled "The
Psychology of Art", which was not published until the 1960s, and a book titled "Pedagogical Psychology", which apparently drew on lecture notes he prepared in Gomel while he was a psychology instructor at local educational
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But since we wanted to express all this in one short formula, in one sentence, we might put it thus: if at the beginning of development there stands the act, independent of the word, then at the end of it there stands the word which becomes the act, the word which makes man's action
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Vygodskaya, G. L., & Lifanova, T. M. (1996). Lev
Semyonovich Vygotsky: Zhizn', deyatel'nost', shtrikhi k portretu. Moscow: Smysl. Translated in Vygodskaya, G. L., & Lifanova, T. M. Lev Semenovich Vygotsky, Journal of Russian and East European Psychology, volume
785:- after a conflict with the director of the Institute of Experimental Psychology (GIEP) K. N. Kornilov, the research activities of the Vygotsky-Luria group were curtailed in this organization, and experimental research was transferred to the Academy of Communications.
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Psychology" as an alternative to the naturalist and philosophical schools. He argued that if one wanted to build a truly
Marxist Psychology, there were no shortcuts to be found by merely looking for applicable quotes in the writings of
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Vygotsky believed that human mental and cognitive abilities are not biologically determined, but instead created and shaped by use of language and tools in the process of interacting and constructing the cultural and social
767:- appointed as the head of the Medical and Pedagogical Station of the Glavsotsvos of the People's Commissariat of Education of the RSFSR, remained in this position until October 1928 (dismissed on his own will);
1627:Завершнева Е.Ю., Осипов М.Е. Основные поправки к тексту «Исторический смысл психологического кризиса», опубликованному в 1982 г. в собрании сочинений Л.С. Выготского // Вопросы психологии, 2010. №1. С. 92—103.
707:- meeting Luria at the II Psychoneurological Congress in Petrograd, moving from Gomel to Moscow, enrolling in graduate school and taking position at the State Institute of Experimental Psychology in Moscow;
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In the last years of his life, Vygotsky paid most of his attention to the study of the relationship between thought and word in the structure of consciousness. This problem was explored in
Vygotsky's book,
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personally) through interiorization of cultural tools. Therefore, the process of transformation which is happening when current cultural tools are interiorized becomes the focus of psychological research.
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in 1962. Since then, the majority of his texts have been translated, and his ideas have become influential in some modern educational approaches. The first proponents of
Vygotsky in the USA were
749:- Vygotsky's first book, Pedagogical Psychology, was published; writes notes and essays that would be published years later under the title "The Historical Meaning of the Psychological Crisis";
713:- the beginning of work as the head of the sub-department of the education of physically and intellectually disabled children in the department of social and legal protection of minors (SPON);
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establishments. In the summer of 1925 he made his first and only trip abroad to a London congress on the education of the deaf. Upon return to the Soviet Union, he was hospitalized due to
779:- Vygotsky's second book "Pedology of School Age" was published, along with a number of articles establishing "Instrumental Psychology" approach in Russian and English language journals;
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He saw mediation as the key to human development, because it leads to the use of cultural tools and becomes a pathway for psychological development through the process of interiorization.
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and would remain an invalid and out of work until the end of 1926. His dissertation was accepted as the prerequisite of a scholarly degree, which was awarded to Vygotsky in autumn 1925
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E. Iu. Zavershneva and M. E. Osipov. Primary Changes to the Version of "The Historical Meaning of the Crisis in Psychology" Published in the Collected Works of L. S. Vygotsky.
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which refers to the gap between a child's current level of development and the level they are capable of reaching with tools provided by others with more knowledge.
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1572:Завершнева Е.Ю. «Ключ к психологии человека»: комментарии к блокноту Л.С. Выготского из больницы «Захарьино» (1926 г.) // Вопр. психол. 2009. №3. С. 123—141.
791:- freelance scientific consultant, head of psychological laboratories at the Experimental Defectological Institute (transformed Medical-pedagogical station)
609:. Vygotsky's early interests were in the arts and, primarily, in the topics of the history of the Jewish people, the tradition, culture and Jewish identity.
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In this work, Vygotsky points out the genesis of the development of thinking and speech and that the relationship between them is not a constant value.
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A culture-historical approach, studying how social and cultural patterns of interaction shape forms of mediation and developmental trajectories
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Zavershneva, E. 2009. Issledovanie rukopisi L.S. Vygotskogo "Istoricheskii smysl psikhologicheskogo krizisa" . Voprosy psikhologii (6):119-137.
731:- the only trip abroad: went to London for a defectology conference; on the way passed through Germany, where he met with German psychologists
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Vygotsky died of a relapse of tuberculosis on June 11, 1934, at the age of 37, in Moscow. One of Vygotsky's last private notebook entries was:
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and with his help received an invitation to become a research fellow at the Psychological Institute in Moscow which was under the direction of
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Vygotsky was a pioneering psychologist with interests in extremely diverse fields: his work covered topics such as the origin and the
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Vassilieva, J. (2010). "Russian psychology at the turn of the 21st century and post-Soviet reforms in the humanities disciplines".
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die at the summit, having glimpsed the promised land but without setting foot on it. Farewell, dear creations. The rest is silence.
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Vygotsky viewed play as a crucial aspect of children's development, as the best sandbox to build and develop practice of mediation.
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helplessness, finds himself in conditions where the path from him to things and from things to him goes through another person.
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extraction. His father Simkha Leibovich (also known as Semyon Lvovich) was a banker and his mother was Tsetsilia Moiseevna.
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The instrumental approach, which aimed to understand the ways humans use objects as mediation aids in memory and reasoning.
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Zavershneva, E. "The Key to Human Psychology". Commentary on L.S. Vygotsky's Notebook from the Zakharino Hospital (1926).
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van der Veer, R. & Zavershneva, E. (2011). To Moscow with Love: Partial Reconstruction of Vygotsky's Trip to London.
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Zavershneva, E. Investigating the Manuscript of L.S. Vygotsky's "The Historical Meaning of the Crisis in Psychology".
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and additionally analyzed phenomena such as using a knot in the handkerchief for remembering and finger counting.
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November 5] 1896 – June 11, 1934) was a Russian and Soviet psychologist, best known for his work on
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Kozulin, Alex. 1986. "Vygotsky in Context" in Vygotsky L. "Thought and Language", MIT Press. pp. xi - lvii
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Kozulin, A. (1986). "The concept of activity in Soviet psychology: Vygotsky, his disciples and critics".
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The Art of Teaching Science: Inquiry and Innovation in Middle School and High School
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A Dialectical Pedagogy of Revolt: Gramsci, Vygotsky, and the Egyptian Revolution
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Theories in Educational Psychology: Concise Guide to Meaning and Practice
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This is the final thing I have done in psychology – and I will like
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Pickren, Wade E.; Dewsbury, Donald A.; Wertheimer, Michael (2012).
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for unclear reasons) was born on November 17, 1896, in the town of
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Mind in Society: The Development of Higher Psychological Processes
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group of collaborators including Alexander Luria, Boris Varshava,
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Ape, Primitive Man, and Child: Essays in the History of Behaviour
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Vygotsky studied child development and the significant roles of
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An Essay Towards a Real Character, and a Philosophical Language
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Vygotsky's sociocultural theory in the context of globalization
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Parallel Paths to Constructivism: Jean Piaget and Lev Vygotsky
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Early Childhood Education: History, Philosophy and Experience
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Lev Simkhovich Vygodsky (his patronymic was later changed to
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Chronology of the most important events of life and career
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Annotated bibliography of scholarly histories on Vygotsky
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Gonzalez-DeHass, Alyssa R.; Willems, Patricia P. (2013).
1330:(New ed.). London: Andrews UK Limited. p. 51.
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Rieber, Robert W.; Robinson, David K. (March 20, 2013).
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Play and its role in the Mental development of the Child
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Consciousness as a problem in the Psychology of Behavior
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Daniels, H., Wertsch, J. & Cole, M. (Eds.) (2007).
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Nutbrown, Cathy; Clough, Peter; Selbie, Philip (2008).
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Theories of Human Development: A Comparative Approach
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The Problem of the Cultural Development of the Child
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Zavershneva E. Vygotsky's Notebooks, Springer 2018.
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1275:Portraits of Pioneers in Developmental Psychology
969:child become the main functions of his thinking.
827:development, play as a psychological phenomenon,
2032:Zavershneva, E., & Van der Veer, R. (2018).
2000:Van der Veer, R. & Valsiner, J. eds (1994).
1552:Integrative Psychological and Behavioral Science
1199:Laboratory of Comparative Human Cognition (LCHC)
839:of knowledge. Vygotsky introduced the notion of
2276:Neo-Piagetian theories of cognitive development
1638:Journal of Russian and East European Psychology
1616:Journal of Russian and East European Psychology
1584:Journal of Russian and East European Psychology
974:
921:
876:Vygotsky illustrated his idea of mediation via
865:
683:
1648:
1646:
1354:Fifty Key Thinkers on Language and Linguistics
1105:Historical meaning of the crisis in Psychology
586:) into a non-religious middle-class family of
3163:
2308:
2101:
1988:Understanding Vygotsky. A quest for synthesis
1514:Understanding Vygotsky. A quest for synthesis
1512:Van der Veer, R., & Valsiner, J. (1991).
1248:The Oxford Handbook of Culture and Psychology
8:
1981:Vygotsky's Psychology: A Biography of Ideas
823:, concept formation, interrelation between
87:Learn how and when to remove these messages
3170:
3156:
3148:
3032:Wittgenstein on Rules and Private Language
2315:
2301:
2293:
2108:
2094:
2086:
1986:Van der Veer R. & Valsiner J. (1991).
1969:. Cambridge, MA: Harvard University Press.
1194:Cultural-Historical Activity Theory (CHAT)
607:Shanyavsky Moscow City People's University
369:Shanyavsky Moscow City People's University
294:
276:
225:. Please do not remove this message until
3600:Academic staff of Moscow State University
2079:, Advances in the History of Psychology,
1967:Vygotsky and the social formation of mind
1305:. Springer Science & Business Media.
1165:, 1971 (English translation by MIT Press)
620:). After the Congress, Vygotsky met with
263:Learn how and when to remove this message
245:Learn how and when to remove this message
184:Learn how and when to remove this message
3395:Constructivism (philosophy of education)
1697:Vygotsky, L. S. & Luria, A., (1930)
1465:. Rowman & Littlefield. p. 64.
999:), perception, sensation, and movement (
221:Relevant discussion may be found on the
3615:Tuberculosis deaths in the Soviet Union
1530:. Thousand Oaks, CA: SAGE. p. 57.
1251:. Oxford University Press. p. 67.
1237:
1117:The Fundamental Problems of Defectology
543:Vygotsky introduced the concept of the
1983:. Cambridge, Harvard University Press.
1131:, A. R. Luria and L. S. Vygotsky, 1930
894:Cultural mediation and internalization
831:, and abnormal human development (aka
3595:20th-century deaths from tuberculosis
3530:Constructivism (psychological school)
3385:Cognitivism (philosophy of education)
3380:Behaviorism (philosophy of education)
2282:Evolutionary developmental psychology
2027:Rethinking Cultural-Historical Theory
1995:Lev Vygotsky: Revolutionary Scientist
1671:Hassard, Jack; Dias, Michael (2013).
1215:PsyAnima, Dubna Psychological Journal
1175:The Collected Works of L. S. Vygotsky
813:methodology of psychological research
510:psychological development in children
491:
7:
1815:Tool and symbol in child development
1735:Kurt, Dr Serhat (October 22, 2022).
1699:Tool and symbol in child development
1405:Smet, Brecht De (January 27, 2015).
1245:Valsiner, Jaan (December 15, 2013).
1135:Tool and symbol in child development
771:December 28, 1927 to January 4, 1928
512:and creating the framework known as
122:adding citations to reliable sources
2020:The Cambridge Companion to Vygotsky
1763:"Vygotsky | Simply Psychology"
1381:Vygotsky: An Intellectual Biography
1351:Thomas, Margaret (April 27, 2012).
1077:Cultural-historical activity theory
593:Vygotsky was raised in the city of
514:cultural-historical activity theory
3405:Humanism (philosophy of education)
2071:Lev Vygotsky archive, marxists.org
1712:Genesis of Higher Mental Functions
1378:Yasnitsky, Anton (June 14, 2018).
1011:), personality (Lidiya Bozhovich,
25:
3605:Imperial Moscow University alumni
2034:Vygotsky's notebooks: A selection
1492:. Psychology Press. p. 258.
1278:. Psychology Press. p. 114.
1171:, 1978 (Harvard University Press)
939:the zone of proximal development.
741:November 21, 1925 to May 22, 1926
541:The Zone of Proximal Development:
68:This article has multiple issues.
2138:Cognitive development of infants
2058:
2046:
1432:Pass, Susan (November 1, 2004).
1107:, unfinished and aborted in 1927
200:
98:
57:
2204:Theory of cognitive development
2117:Human psychological development
1761:McLeod, Saul (August 5, 2019).
1640:, vol. 50(4), July–August 2012.
1123:The Socialist alteration of Man
1055:(psychotechnique), in general.
405:
109:needs additional citations for
76:or discuss these issues on the
27:Soviet psychologist (1896–1934)
3590:Moscow State University alumni
3545:Literacy and society theorists
2972:Tractatus Logico-Philosophicus
2214:Cultural-historical psychology
379:Cultural-historical psychology
324:, Russian Empire (now Belarus)
1:
3620:Tuberculosis deaths in Russia
2853:Principle of compositionality
2274: (b. 1950), and others (
1189:Cognitivism (learning theory)
1138:
915:aspect of internalization is
32:Eastern Slavic naming customs
3002:Philosophical Investigations
1956:Resources in other libraries
1937:Resources in other libraries
1047:) and psychology of action (
935:Zone of Proximal Development
929:Zone of Proximal Development
841:zone of proximal development
535:The Importance of Mediation:
383:zone of proximal development
3535:Developmental psychologists
3495:People from Orshansky Uyezd
2843:Modality (natural language)
2254:Stages of moral development
1145:Paedology of the Adolescent
904:interpersonal communication
227:conditions to do so are met
3641:
3610:20th-century psychologists
3324:Educational existentialism
2982:Language, Truth, and Logic
2722:Theological noncognitivism
2607:Contrast theory of meaning
2602:Causal theory of reference
2333:Index of language articles
2163:Positive adult development
2148:Positive youth development
1990:. Oxford, Basil Blackwell.
1843:10.1037/0003-066X.41.3.264
1618:, 50(4), July–August 2012.
1516:. Oxford: Basil Blackwell.
1357:. Routledge. p. 185.
1053:psychological intervention
858:Cultural-historical theory
601:by mere ballot through a "
528:The Social Origin of Mind:
365:Imperial Moscow University
30:In this name that follows
29:
3575:Jewish Russian scientists
3550:Philosophers of education
3540:Educational psychologists
3449:
3122:
3067:Philosophy of information
2667:Mediated reference theory
2330:
2244:Ecological systems theory
1951:Resources in your library
1932:Resources in your library
850:While Vygotsky never met
616:(soon thereafter renamed
551:The Significance of Play:
523:His major ideas include:
501:
487:
468:
415:
314:November 5] 1896
293:
286:
3359:Social reconstructionism
3329:Educational perennialism
3319:Educational essentialism
3273:Student-centred learning
2992:Two Dogmas of Empiricism
2224:Psychosocial development
2194:Psychosexual development
2125:Developmental psychology
2011:Van der Veer R. (2007).
1587:50(4), July–August 2012.
1153:, oral presentation 1933
803:, development of higher
795:Major themes of research
504:; November 17 [
475:Lev Semyonovich Vygotsky
3525:Communication theorists
3520:Cognitive psychologists
3294:Contemplative education
3179:Philosophy of education
2793:Use–mention distinction
2637:Direct reference theory
1788:L. S. Vygotsky (1934).
1438:. IAP. pp. 40–41.
815:, the relation between
488:Лев Семёнович Выготский
437:Moscow State University
307:Lev Simkhovich Vygodsky
3400:Criticism of schooling
2727:Theory of descriptions
2662:Linguistic determinism
2324:Philosophy of language
2063:Quotations related to
2036:. Singapore, Springer.
2029:. Singapore, Springer.
1972:Yaroshevsky M. (1989)
1965:Wertsch J. V. (1985).
1813:Vygotsky L., Luria A.
1302:The Essential Vygotsky
1099:Educational Psychology
1019:), will and volition (
979:
926:
870:
691:
449:The Psychology of Art
356:Russian and Belarusian
310:November 17 [
3585:Systems psychologists
3510:Belarusian scientists
3373:How and whom to teach
3349:Progressive education
2838:Mental representation
2773:Linguistic relativity
2657:Inquisitive semantics
2025:Dafermos, M. (2018).
1890:Marginson S. and all
1858:History of Psychology
1831:American Psychologist
1790:"Thinking and Speech"
1411:. BRILL. p. 13.
1221:Social constructivism
1209:Organization Workshop
1163:The Psychology of Art
829:learning disabilities
809:philosophy of science
502:Леў Сямёнавіч Выгоцкі
493:[vɨˈɡotskʲɪj]
3555:Soviet psychologists
3515:Cognitive scientists
3410:Montessori education
3390:Compulsory education
3314:Democratic education
3022:Naming and Necessity
2932:De Arte Combinatoria
2731:Definite description
2692:Semantic externalism
2055:at Wikimedia Commons
2004:. Oxford, Blackwell.
825:language and thought
118:improve this article
3580:Jewish philosophers
3072:Philosophical logic
3062:Analytic philosophy
2868:Sense and reference
2747:Verification theory
2702:Situation semantics
2266: (1943–2020),
2252: (1927–1987) (
2242: (1917–2005) (
2232: (1907–1990) (
2222: (1902–1994) (
2212: (1896–1934) (
2202: (1896–1980) (
2192: (1856–1939) (
2002:The Vygotsky Reader
1979:Kozulin A. (1990).
1722:Vygotsky L. (1930)
1677:. Oxon: Routledge.
1157:Thinking and Speech
1065:Thinking and Speech
963:Thinking and Speech
955:Thinking and Speech
626:Konstantin Kornilov
576:Mogilev Governorate
566:and his surname to
322:Mogilev Governorate
214:of this article is
3625:Russian scientists
2922:Port-Royal Grammar
2818:Family resemblance
2737:Theory of language
2712:Supposition theory
2015:. Continuum Books.
1993:Holzman L. (1993)
1976:. Progress, Moscow
1328:How Children Learn
1326:Pound, L. (2019).
900:cultural mediation
759:September 17, 1927
3560:Soviet scientists
3490:People from Orsha
3467:
3466:
3436:Cognitive science
3420:Waldorf education
3339:Popular education
3309:Critical thinking
3299:Critical pedagogy
3145:
3144:
2647:Dynamic semantics
2290:
2289:
2270: (b. 1946),
2262: (b. 1939),
2234:Attachment theory
2158:Adult development
2143:Child development
2073:: all major works
2051:Media related to
1918:Library resources
1769:on August 5, 2019
1741:Education Library
1684:978-1-135-88999-9
1537:978-1-4129-4497-7
1499:978-1-317-34319-6
1472:978-1-4758-0231-3
1445:978-1-60752-928-6
1418:978-90-04-26266-9
1391:978-1-317-61534-7
1364:978-1-136-70750-6
1337:978-1-909280-73-1
1312:978-0-387-30600-1
1285:978-1-84872-896-7
1258:978-0-19-936622-4
1079:" (aka CHAT) or "
821:human development
801:psychology of art
765:December 19, 1927
599:Moscow University
472:
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417:Scientific career
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3107:Formal semantics
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805:mental functions
783:December of 1928
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887:ex ungue leonem
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661:Alexei Leontiev
622:Alexander Luria
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1025:A. N. Leont'ev
1017:A. N. Leont'ev
1009:A. N. Leont'ev
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3282:What to teach
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3092:Scholasticism
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2707:Structuralism
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2632:Descriptivism
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2612:Contrastivism
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2178:Theorists and
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2161:
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1710:Vygotsky L.,
1707:
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1384:. Routledge.
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1073:James Wertsch
1070:
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1059:United States
1058:
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920:
918:
917:appropriation
913:
909:
905:
901:
893:
891:
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888:
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879:
878:Buridan's ass
874:
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864:
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665:Leonid Zankov
662:
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518:Joseph Stalin
515:
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398:Roza Smekhova
395:
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347:
343:
333:June 11, 1934
332:
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305:
301:
297:
292:
288:Лев Выготский
285:
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152:
149:
145:
142:
138:
135: –
134:
130:
129:Find sources:
123:
119:
113:
112:
107:This article
105:
101:
96:
95:
90:
88:
81:
80:
75:
74:
69:
64:
55:
54:
49:
45:
42: and the
41:
37:
33:
19:
3249:
3244:
3187:Philosophers
3040:
3030:
3020:
3010:
3000:
2990:
2980:
2970:
2950:
2940:
2930:
2920:
2910:
2892:
2833:Metalanguage
2828:Logical form
2783:Truth-bearer
2742:Unilalianism
2652:Expressivism
2479:Wittgenstein
2473:
2424:von Humboldt
2341:Philosophers
2209:
2067:at Wikiquote
2065:Lev Vygotsky
2053:Lev Vygotsky
2013:Lev Vygotsky
1974:Lev Vygotsky
1944:
1923:Lev Vygotsky
1922:
1898:
1886:
1861:
1857:
1851:
1834:
1830:
1809:
1797:. Retrieved
1783:
1773:September 1,
1771:. Retrieved
1767:the original
1756:
1744:. Retrieved
1740:
1730:
1718:
1706:
1701:marxists.org
1693:
1675:
1672:
1666:
1657:
1637:
1632:
1623:
1615:
1610:
1601:
1592:
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1373:
1353:
1346:
1327:
1321:
1301:
1294:
1274:
1267:
1247:
1240:
1213:
1069:Michael Cole
1064:
1062:
1037:P. Zinchenko
1029:P. Zinchenko
997:P. Zinchenko
990:
987:Soviet Union
975:
971:
967:
962:
959:
954:
948:
938:
932:
922:
916:
911:
897:
886:
883:
875:
871:
866:
861:
849:
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781:
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775:
770:
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763:
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752:
751:
746:
745:
740:
739:
734:
733:
728:
727:
722:
721:
716:
715:
711:July of 1924
710:
709:
704:
703:
698:
697:
684:
680:
657:
644:
637:
634:tuberculosis
630:
611:
592:
567:
563:
561:
550:
540:
534:
531:environment.
527:
522:
474:
473:
448:
433:Institutions
416:
387:inner speech
346:Soviet Union
342:Russian SFSR
335:(1934-06-11)
281:Lev Vygotsky
274:
259:
241:
232:
210:
180:
171:
161:
154:
147:
140:
128:
116:Please help
111:verification
108:
84:
77:
71:
70:Please help
67:
47:
39:
3505:Soviet Jews
3485:1934 deaths
3480:1896 births
3415:Unschooling
3077:Linguistics
3042:Limited Inc
2962:On Denoting
2788:Proposition
2439:de Saussure
2404:Ibn Khaldun
2153:Young adult
1997:. Routledge
1746:October 23,
1147:, 1929-1931
1049:Zaporozhets
1021:Zaporozhets
1001:Zaporozhets
945:Scaffolding
852:Jean Piaget
833:defectology
723:May 9, 1925
639:in absentia
564:Semyonovich
353:Citizenship
44:family name
40:Semyonovich
3570:Spinozists
3474:Categories
3459:Discussion
3441:Psychology
3344:Pragmatism
3289:Classicism
3225:Pestalozzi
3220:Montessori
3137:Discussion
3132:Task Force
3082:Pragmatics
2873:Speech act
2803:Categories
2717:Symbiosism
2672:Nominalism
2584:Watzlawick
2464:Bloomfield
2384:Chrysippus
1799:January 9,
1233:References
881:volition.
498:Belarusian
427:Psychology
235:April 2019
212:neutrality
174:March 2023
144:newspapers
73:improve it
36:patronymic
3114:Semiotics
3102:Semantics
2952:Alciphron
2888:Statement
2823:Intension
2763:Ambiguity
2642:Dramatism
2622:Cratylism
2374:Eubulides
2369:Aristotle
2349:Confucius
2272:Demetriou
2133:Antenatal
1902:Cole, M.
618:Leningrad
614:Petrograd
558:Biography
480:‹See Tfd›
223:talk page
79:talk page
3454:Category
3334:Idealism
3261:Concepts
3245:Vygotsky
3235:Rousseau
3210:Humboldt
3127:Category
3087:Rhetoric
2912:Cratylus
2883:Sentence
2858:Property
2778:Language
2756:Concepts
2594:Theories
2559:Strawson
2544:Davidson
2534:Hintikka
2529:Anscombe
2474:Vygotsky
2429:Mauthner
2399:Averroes
2389:Zhuangzi
2379:Diodorus
2359:Cratylus
2250:Kohlberg
2210:Vygotsky
2181:theories
2168:Maturity
1878:20533768
1182:See also
817:learning
811:and the
568:Vygotsky
340:Moscow,
216:disputed
48:Vygotsky
3429:Related
3354:Realism
3251:more...
3240:Steiner
3205:Herbart
2894:more...
2798:Concept
2539:Dummett
2514:Gadamer
2509:Chomsky
2494:Derrida
2484:Russell
2469:Bergson
2454:Tillich
2414:Leibniz
2354:Gorgias
2264:Fischer
2260:Commons
2220:Erikson
699:1922-24
648:Marxist
584:Belarus
578:of the
484:Russian
410:
402:
158:scholar
3364:Theism
3230:Piaget
3200:Fröbel
3046:(1988)
3036:(1982)
3026:(1980)
3016:(1967)
3006:(1953)
2996:(1951)
2986:(1936)
2976:(1921)
2966:(1905)
2956:(1732)
2946:(1668)
2936:(1666)
2926:(1660)
2916:(n.d.)
2878:Symbol
2579:Searle
2569:Putnam
2519:Kripke
2504:Austin
2489:Carnap
2434:Ricœur
2419:Herder
2409:Hobbes
2230:Bowlby
2200:Piaget
1920:about
1876:
1681:
1534:
1496:
1469:
1442:
1415:
1388:
1361:
1334:
1309:
1282:
1255:
1177:, 1987
1159:, 1934
1125:, 1930
1119:, 1929
1113:, 1929
1101:, 1926
1095:, 1925
993:Stalin
982:Legacy
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