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Showing papers by "Jaan Valsiner published in 1991"


Book
01 Jan 1991
TL;DR: The first years in Moscow 1924-1928: pedagogical psychology defectology the role of psychoanalysis the context of Vygotsky's entrance into psychology - Konstantin Kornilov and reactology crisis in psychology Vygotky and Gestalt psychology as discussed by the authors.
Abstract: Part 1: Lev Vygotsky literature and art. Part 2 The first years in Moscow 1924-1928: pedagogical psychology defectology the role of psychoanalysis the context of Vygotsky's entrance into psychology - Konstantin Kornilov and reactology crisis in psychology Vygotsky and Gestalt psychology. Part 3 The cultural-historical theory 1928-1932: cultural-historical theory the expedition to Central Asia the universe of words - Vygotsky's view on concept formation. Part 4 Moscow, Kharkov and Leningrad 1932-1934: Vygotsky the paedologist education and development emotions - in search of a new approach a final word criticisms.

735 citations


Journal ArticleDOI
TL;DR: The question of how cognitive processes emerge, develop and reach their fully functional states has been replaced by the question of whether persons can be shown to possess specific mental functions that are adaptive in specific task settings.
Abstract: Developmental theorizing in psychology is shown to be based on axiomatic grounds that are antithetical to those of `the cognitive revolution'. Therefore it is not surprising that cognitivism has had a very limited impact upon our knowledge of developmental processes. Instead, it has had curious `side-effects'-it has kept the investigators' attention away from the processes of development, and has fortified the historically strong emphasis on the study of those psychological functions that have already developed. The question of how cognitive processes emerge, develop and reach their fully functional states has been replaced by the question of whether persons (at different age levels) can be shown to 'possess' specific mental functions that are adaptive in specific task settings.

76 citations



Book
01 Jan 1991
TL;DR: The emergence of the action theory within European developmental psychology was the result of a growing dissatisfaction during the mid seventies with existing theories and theoretical constructs concerning social (cognitive) and moral development as mentioned in this paper.
Abstract: The emergence of the action theory perspective within European developmental psychology was the result of a growing dissatisfaction during the mid seventies with existing theories and theoretical constructs concerning social (cognitive) and moral development. Since that time, a number of arguments have been brought out to justify a shift from prevailing theoretical constructs to a new theory and/or paradigm based on the representation of man as an active and acting organism. This book addresses a variety of questions raised by developmental psychologists around the concept of action. Its aim is to integrate, theoretical aspects from several disciplines with the reality of psychological phenomena; to trace the history of action-theory ideas and discuss their applications; and to discuss current conceptions of developmental psychology as a scientific discipline over the last century. This monograph on developmental psychology and social psychology is intended for researchers.

28 citations


BookDOI
01 Jan 1991

18 citations



Book ChapterDOI
01 Jan 1991
TL;DR: Joachim Wohlwill’s contribution to this volume remains his ‘scientific testament’ — for his colleagues and disciples to study, understand, and to advance further.
Abstract: On July 11,1987, the menace of our modern busy world — a heart attack — claimed the life of Joachim Wohlwill. Wohlwill’s contribution to this volume remains his ‘scientific testament’ — for his colleagues and disciples to study, understand, and to advance further. Wohlwill’s contribution to the methodology of developmental psychology ranges over 25 years, from his earlier work on the uses of scaling (Wohlwill, 1963a) and empirical extensions of Piagetian research (Wohlwill, 1963b), to the publication of his major monograph The study of be- havioral development (Wohlwill, 1973), and beyond — ending with his contribution to this volume. Wohlwill’s concerns about methodology that would fit the needs of developmental research advanced with great continuity over these decades. He understood the need for reorganization of the scientific method for the purposes of developmental psychology. His contribution to the present volume provides multiple lines of thought for further development of his ideas.

6 citations


Journal ArticleDOI
TL;DR: Basov was one of the co-founders of the State Institute of Scientific Pedagogics (or GINP) as discussed by the authors and became the Chair of Pedology at the Pedagogical Institute (now called the A.I. Herzen State Pedagogue Institute) in Leningrad.
Abstract: Mikhail Iakovlevich Basov was born on 3 November 1892 in a village near Pskov. After receiving his secondary-school diploma, he moved, in 1909, to St. Petersburg and entered Bekhterev's Psychoneurological Institute in order to study natural sciences. The formative years of Basov as a developmental psychologist were spent at that institute—first, as a student, later, as a research associate. It was in the mid-1920s that Basov moved to other institutions in the same city (by that time renamed Leningrad). First—in 1924/25—he became one of the cofounders of the State Institute of Scientific Pedagogics (or GINP—Gosudarstvennyi Institut Nauchnoi Pedagogiki); subsequently (also in 1925), he became the Chair of Pedology at the Pedagogical Institute (now called the A.I. Herzen State Pedagogical Institute—Gosudarstvennyi Pedagogicheskii Institut imeni A.I. Gertsena).

2 citations