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.

/pdf/being-there-putting-brain-body-and-world-together-again-31tt4y51ml.pdf

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

The measurement of meaning

How we Think

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

Comparisons in Human Development: Understanding Time and Context

Children within environments : toward a psychology of accident prevention

In this article, I review main directions in innovative ideas that have been presented on the pages of Culture & Psychology over its 25 year history. The field of cultural psychology has become est...

Culture & Psychology: 25 Constructive years:

Methodologie ist kein mit unterschiedlichen Methoden gefullter "Werkzeugkasten", aus dem Forschende bestimmte Methoden aufgrund personlicher oder sozialer Praferenzen auswahlen: Was wir von den ganzheitspsychologischen Traditionen des letzten Jahrhunderts gelernt haben ist, dass bei der wissenschaftlichen Untersuchung von Entwicklungsprozessen das gesamte Phanomen berucksichtigt werden muss. Im vorliegenden Beitrag werfen wir einen Blick auf die fundamentale Ideologie, die qualitativen und quantitativen Methodologien in entwicklungsspezifischen Kontexten unterliegt. Hierbei nehmen wir auch die Bedeutung von "Entwicklung" nochmals genauer unter die Lupe, d.h. die direktionale Transformation von Ganzheiten. Neben einer kurzen geschichtlichen Ubersicht uber "verlorene" Entwicklungsperspektiven sprechen wir auch die Moglichkeit einer Unifikation von qualitativen und quantitativen Methoden an. Letztendlich hoffen wir zu verdeutlichen, dass Methodologie Teil eines epistemologischen Prozesses ist. Methodologie kann dabei die empirische Realitat im Prozess der Wissenskonstruktion auf-, aber ebenso leicht verdecken. Die Koordination der verschiedenen Perspektiven hangt schlussendlich vom Verstandnis des Phanomens sowie von der genauen Forschungsfrage ab.
URN: urn:nbn:de:0114-fqs060189

https://www.qualitative-research.net/index.php/fqs/article/download/72/148

Qualitative Developmental Research Methods in their Historical and Epistemological Contexts

This unusual collection explores the development of ideas in psychology's past, and shapes them into a valuable resource for ideas in the discipline's future, with particular emphasis on holistic traditions in psychology. Diriwachter and Valsiner focus on developmental holistic psychology as advocated by the second school of Leipzig in Germany. Although largely neglected, this school of thought has provided some of the fundamental ideas necessary for a truly holistic approach in psychology.This volume includes Leibniz's dynamic holism and Ehrenfels' discussion about Gestalt qualities, which has generally been acknowledged as a major milestone in the formation of Gestalt psychology. Each chapter looks at the possible future of holistic psychology. "Striving for the Whole" contains several well-though out discussions on possible elaborations of holistic psychology by contrasting it with Ernst Boesch's cultural psychology, Pierre Janet's theory on emotions, and Jan Smuts holistic approach to personality theory. Discussions of holistic approaches in biology and evolutionary psychology, as well as a renewed look at Lloyd Morgan's comparative methodology, complete the volume." Striving for the Whole" has been written by an international group of authors and will be of interest to students of the social sciences and intellectual history, and anyone who wants to dive deeper into holistic approaches that maintain their ties with empirical methodology. It is ideal for graduate and upper-level undergraduate courses in psychology.

Jaan Valsiner

Papers

Comparisons in Human Development: Understanding Time and Context

Children within environments : toward a psychology of accident prevention

Culture & Psychology: 25 Constructive years:

Qualitative Developmental Research Methods in their Historical and Epistemological Contexts

Striving for the Whole : Creating Theoretical Syntheses