1. Introduction 2. The emergence of learning activity as a historical form of human learning 3. The zone of proximal development as the basic category of expansive research 4. The instruments of expansion 5. Toward an expansive methodology 6. Epilogue.

Learning by expanding: An activity-theoretical approach to developmental research

Part I. Experimental Studies: 2. Experiment in psychology 3. Experiments on perceiving III Experiments on imaging 4-8. Experiments on remembering: (a) The method of description (b) The method of repeated reproduction (c) The method of picture writing (d) The method of serial reproduction (e) The method of serial reproduction picture material 9. Perceiving, recognizing, remembering 10. A theory of remembering 11. Images and their functions 12. Meaning Part II. Remembering as a Study in Social Psychology: 13. Social psychology 14. Social psychology and the matter of recall 15. Social psychology and the manner of recall 16. Conventionalism 17. The notion of a collective unconscious 18. The basis of social recall 19. A summary and some conclusions.

Remembering. A Study in Experimental and Social Psychology, Cambridge (University Press) 1964.

From the Publisher:
The old opposition of matter versus mind stubbornly persists in the way we study mind and brain. In treating cognition as problem solving, Andy Clark suggests, we may often abstract too far from the very body and world in which our brains evolved to guide us. Whereas the mental has been treated as a realm that is distinct from the body and the world, Clark forcefully attests that a key to understanding brains is to see them as controllers of embodied activity. From this paradigm shift he advances the construction of a cognitive science of the embodied mind.

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Being There: Putting Brain, Body, and World Together Again

The measurement of meaning

How we Think

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.

Understanding Vygotsky. A quest for synthesis

Foreword S Anandalakshmy Preface Approaches to Culture: Semiotic Bases for Cultural Psychology Society and Community: Interdependence of Social Webs Making Oppositions: Dialogical Self and Dualities in Meaning Making Minimal Communities and their Organization: Kinship Groups, Families and Marriage Forms Culture Wholes on the Move: Maintenance and Crossing of Boundaries in the Semiotic Universe Thinking as a Cultural Process Semiotic Fields In Action: Affective Guiding of the Internalization/Externalization Process Methodology for Cultural Psychology: Systemic, Qualititative and Idiographic Conclusion: Culture in Minds and Societies References Index

Culture in Minds and Societies: Foundations of Cultural Psychology

Introduction: Why Cultural Psychology? Making the human condition meaningful Chapter 1: Human Experience through the Lens of Culture: An invitation to psychology in a new key Chapter 2: What is culture? And -- why human psychology needs to be cultural? Chapter 3: Co-constructing the Mind Socially: Beyond a communion Chapter 4: Mutuality of Internalization and Externalization Chapter 5: Creating Ourselves: Signs, myths, and resistances Chapter 6: Sign Hierarchies: Their construction, use, and demolition Chapter 7: How Culture is Made Through Objects Chapter 8: Cultivating Environments: Over-determination by meaning Chapter 9: Weaving Social Textures Together: Personal and collective culture in action Chapter 10: Signs as Organizers: Maintaining and innovating tensions Epilogue: Cultural psychology as a science of universality of culture

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An Invitation to Cultural Psychology

Preface. Introduction. 1. Introduction to the Russian translation of Freuda s Beyond the pleasure principle: Lev Vygotsky and Alexander Lurina. 2. Principles of social education for deaf and dumb children in Russia: Lev Vygotsky. 3. The methods of reflexological and psychological investigation: Lev Vygotsky. 4. The problem of the cultural behaviour of the child: Alexander Luria. 5. The problem of the cultural development of the child: Lev Vygotsky. 6. Methods for investigating concepts: Leonid Sakharov. 7. Tool and Symbol in child development: Lev Vygotsky and Alexander Luria. 8. The socialist alteration: Lev Vygotsky. 9. The development of thinking and concept formation in adolescence: Lev Vygotsky. 10. Imagination and creativity of the adolescent: Lev Vygotsky. 11. The development of voluntary attention in the child: Aleksej Leonta ev. 12. Thought in schizophrenia: Lev Vygotsky. 13. Fascism in psychoneurology: Lev Vygotsky. 14. The problem of the environment: Lev Vygotsky. 15. The development of academic concepts in school aged children: Lev Vygotsky. Name Index. Subject Index.

The Vygotsky Reader

General introduction 1. Development of ideas in sciences: intellectual interdependency and its social framework 2. Social suggestion and mind 3. Pierre Janet's world of tensions 4. James Mark Baldwin's theoretical heritage 5. Pragmatism and the social mind: an American context 6. George Herbert Mead's development of the self 7. Striving towards the whole: losing development in the course of history 8. Vygotsky's world of concepts 9. The social person today: continuities and interdependencies 10. General conclusion: social mind in action: socially guided intellectual interdependency in science.

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Jaan Valsiner

Papers

Understanding Vygotsky. A quest for synthesis

Culture in Minds and Societies: Foundations of Cultural Psychology

An Invitation to Cultural Psychology

The Vygotsky Reader

The Social Mind: Construction of the Idea