Showing papers by "Jaan Valsiner published in 1996"

Comparisons in Human Development: Understanding Time and Context

Abstract: 1 Introduction Part I Metatheoretical Approaches to Developmental Comparison: 2 Developmental comparison Lucien Winegar 3 Developmental concepts across disciplines Michael J Shanahan, Jaan Valsiner and Gilbert Gottlieb 4 Ecological perspectives in human development: a comparison of Gibson and Bronfenbrenner Jonathan Tudge, Jacquelyn Gray and Diane Hogan Part II Paradigmatic Statements: 5 Nested comparisons in the study of historical change and individual adaptation Michael J Shanahan and Glen H Elder, Jr 6 The value of comparisons in developmental psychology Debra Mekos and Patricia A Clubb 7 Implications from developmental cross-cultural research for the study of acculturation in Western civilizations Beth Costes, Rona McCall and Wolfgang Schneider Part III Comparisons at the Level of Data: 8 The co-development of identity, agency and lived worlds Dorothy C Holland and Debra G Skinner 9 Sociocultural promotions constraining children's social activity: comparisons and variability in the development of 'friendships' Paul A Winterhoff 10 The everyday experiences of North American preschoolers in two cultural communities: a cross-disciplinary and cross-level analysis Jonathan Tudge and Sarah Putnam Part IV Commentaries: 11 Developmental science: a case of the bird flapping the wing, or the wing flapping the bird?: commentary on Winegar's chapter Jeanette A Lawrence 12 Conceptual transposition, parallelism and inter-disciplinary communication: commentary on Shanahan, Valsiner, and Gottlieb's chapter Jeanette A Lawrence and Agnes E Dodds 13 The 'ecological' approach: when labels suggest similarities beyond basic concepts in psychology Angela Branco 14 Problems of comparison: methodology, the art of story-telling, and implicit models Hideo Kojima 15 The promise of comparative, longitudinal research for studies of productive-reproductive processes in children's lives William A Corsaro 16 Integrating psychology into social science: a commentary on Tudge and Putnam, and Holland and Skinner James Youniss

The Structure of Learning Processes

Abstract: Theoretical Foundations Structure of Learning and Structure of Environment Discourse and the Structure of Learning: The Process of Co-construction in Human Development Prospective Conceptual Orientations Epilogue

Culture and cognition in developmental perspective.

Abstract: In this chapter we focus on the relation between culture and cognition from a developmental perspective, emphasizing learning to read as a way of illustrating the co-constructive nature of development. The ideas expressed in the previous chapters have provided the perfect context within which to provide a developmental approach to this issue. Magnusson and Cairns's first proposition stated, “An individual develops and functions psychologically as an integrated organism. Maturational, experiential, and cultural contributions are fused in ontogeny. Single aspects do not develop and function in isolation, and they should not be divorced from the totality in analysis” (Magnusson & Cairns, Chap. 2). This proposition was illustrated nicely by Gottlieb (Chap. 4), who focused primarily on interactions (or coactions) at the genetic level, but persuasively argued that human functioning cannot be understood without consideration of the complexity of interactions at all levels, from the cellular to the cultural. In fact, many of the points raised by Gottlieb with reference to geneticorganismic interaction would apply equally to the relation between individuals and culture. For example, his statements, “Genetic activity (expression) can be influenced by events inside and outside the cell, including the environment of the organism” and “Considerable morphological and behavioral ‘evolution’ can occur without changing the genetic composition of an interbreeding population,” could with little difficulty be rewritten to account for the development of individuals in cultures, including change from within the culture and without.

Presuppositions in tutoring : Rhetorics in the concept

Abstract: Dans cet article, les auteurs examinent les presuppositions des theories de l'instruction qui ont ete elaborees par Bruner Wertsch, Wood et d'autres, se basant sur les theories de Vygotsky Dans les discours theoriques on trouve au moins les presuppositions suivantes : (1) il y a des formes de connaissances generales, (2) les enfants sont creatifs, mais leur creativite connait des limites, (3) l'instruction est une forme d'interaction particuliere, et (4) l'instruction est une activite qui a ete construite historiquement. Un examen critique montre que ces presuppositions ne peuvent pas etre maintenues. Par consequent, les theories de l'instruction, et leurs consequences concernant le developpement doivent etre revisees. Les auteurs suggerent un cadre pour cette revision, qui laisse une place a des formes variees d'instruction, et qui permet d'integrer developpement et sociogenese.