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

The Life Space of the Urban Child: Perspectives on Martha Muchow's Classic Study

It was hypothesized that the parents, the child, other people, the environment, and chance are salient causes in adults' causal schemata of accidents in childhood and that their assessments of the likelihood of such accidents in connection with the supervision of children depend on the strength attributed to these causes. In support of the hypothesis, ratings by 72 adult nonparents (undergraduates) of the likelihood that children in different ages (2–4, 5–6, 7–9, and 10–12 yr.) become seriously injured by poisonings, drownings, traffic accidents, home fires, medical mistreatments, and tornadoes correlated with their ratings of the strength attributed to the causes. The analysis also showed differences in the causal schemata for the different types of accidents with respect to how much causal strength was attributed to the parents and the child as a function of the child's age.

Adults' assessments of children's accident risks

Rating: Mature Archive Warning: Choose Not To Use Archive Warnings, No Archive Warnings Apply Category: F/M Fandom: Princess Tutu, Classical Ballet, Fairy Tales & Related Fandoms Relationship: Ahiru | Duck/Fakir, Ahiru | Duck/Rue (Friendship), Fakir/Mytho (Friendship), Mytho/Rue, Autor/Lillie Character: Ahiru | Duck, Fakir (Princess Tutu), The Knight: Aaron, The Knight: Aaron (Original Character), Original Characters, Rue, Rue (Princess Tutu), Mytho (Princess Tutu), Autor (Princess Tutu), Lillie (Princess Tutu) Additional Tags: Swan Lake Freeform, the swan princess Freeform, Ugly Duckling, Ballet, Palace, Castles, Swords & Sorcery, Demons, Gods, Humans, changlings, Magic, Magical Girls, posession, Magical Realms, Babies, Pregnancy, Libraries, Books, Writing, magical writing, Dancing, Romance, Family, Friendship, Love, Ghosts, Manipulating, swan ballet, other dimensions, Made For Each Other, Lovers, Soulmates, Falling In Love, Idiots in Love, Love Confessions, Friendship/Love, Love Triangles, True Love, Brotherly Affection, Affection, Public Display of Affection, In Character, Canon, Sisterly Affection, Funny, idiot Series: Part 1 of The \"Our Hearts Are One\" Stats: Published: 2016-04-05 Updated: 2018-03-15 Chapters: 19/? Words: 84116

https://journals.sagepub.com/doi/pdf/10.1177/1354067X06064574

Once Upon a Time... Again

This Special Issue sets the stage for constructive integration of psychology with relevant phenomena it needs to study, and with its interdisciplinary collaboration possibilities. Based on a regular submission of an analysis of the conceptual network of psychology (Zagaria et al. 2020) an international constructive discussion ensued, with charting out three potential future pathways to psychology as science: (1) theoretical elaboration of the person-centered and idiographic approaches and move from “evidence-based” to experience-based research; (2) advancement of general developmental science perspective beyond the traditions of evolutionary psychology along the lines of the genetic logic of James Mark Baldwin, and (3) building interdisciplinary synthesis between psychology and semiotics in the domain of cultural psychology. The progress in contemporary biology (epigenetics) and qualitative mathematics can provide the epistemological support for this move.

/pdf/from-clay-feet-to-new-psychology-starting-the-move-e1bpqpz9kd.pdf

From Clay Feet to New Psychology: Starting the Move.

Three innovations are necessary in psychology if it were to become person-oriented: (1) looking for the universal in the particulars, (2) accepting the irreversibility of developmental life events, and (3) conceptualizing transformation of complexity in terms of qualitative structures of dynamic hierarchical order. Psychology can only be a science if it resolves its ideological opposition to conceptualizing the work of general developmental principles in each and every particular instance of human experience. Wilhelm Windelband's introduction of the concepts of nomothetic and idiographic perspectives in science in the 1890s has been misinterpreted in psychology by treating these as if they were irreconcilable opposites, while the original intention was to show how generalizations can be possible precisely on the basis of single specimens. Each experience—given the irreversibility of time—is necessarily unique (with maximum frequency of occurrence 1). Considering similarity of the new with what had occurred before leads to looking at qualitative transformation of psychological phenomena—hence allowing a focus on development. Person-Oriented developmental psychology has the chance to study the emergence and disappearance of Gestalts of various levels of organization- as was suggested by Christian von Ehrenfels hundred years ago- through considering the temporal unification of the real (what has already emerged) and the imaginary (what might emerge-leading the possible emergence). This requires a radical change in the formal languages used in developmental science. An extension of the use of number system from real to complex numbers is suggested, with a focus on the dynamics of vector movements in the plane of the complex number.

Jaan Valsiner

Papers

The Life Space of the Urban Child: Perspectives on Martha Muchow's Classic Study

Adults' assessments of children's accident risks

Once Upon a Time... Again

From Clay Feet to New Psychology: Starting the Move.

The Nomothetic Function of the Idiographic Approach: Looking