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

Imagining a new science of psychology

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.

Presuppositions in tutoring : Rhetorics in the concept

How iduiographic science could create its own terminology

Introduction:: Mathematical Models and Social Representation

Sensuality—feeling into the Umwelt in subjectively appreciative ways—is present in human lives of many ordinary situations In this chapter, I use Dutch genre paintings of seventeenth century to analyze the hyper-generalized meaning fields of sensuality A woman is knitting some garment in a warm home setting when a hunter comes and gives her a present The act of giving a present may be just that—a present—which could be viewed sensually (“what nice poulet you bring us as a gift! We will enjoy our dinner!”) or as a part of sensual beginning of a sexual solicitation (“you bring me a bird but I know what you really want”) which could be accepted, neutralized, or actively rebuked A painting carries a double message—unity of what is depicted and what is being implied (AS-IF) The viewer of the painting—or a person relating with another person in everyday life—is constantly navigating the dynamic movement between the AS-IS and AS-IF domains within the general field of sensuality That movement—happening in irreversible time—is inherently ambiguous I elaborate Vaihinger’s AS-IF domain by first positing its locus (in the future, in the structure of irreversible time that operates in PAST-PRESENT-FUTURE basis) and then creating a normative complement to further structure this domain The latter leads to an interesting recognition—because of human living within irreversible time all normative regulations of our feelings and conduct are projected into the not-yet-known future Thus the place where societal norms meet the actions that are targets of regulation is in the immediate future, and all discourses about normative nature of one or another action are hypothetical (in Vaihinger’s terms) The norms themselves, however, may be represented as dogmas

Jaan Valsiner

Papers

Imagining a new science of psychology

Presuppositions in tutoring : Rhetorics in the concept

How iduiographic science could create its own terminology

Introduction:: Mathematical Models and Social Representation

Sensuality In-Between: Dialogical Negotiation of Feeling Fields