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

Contents: A. Fogel, M.C.D.P. Lyra, J. Valsiner, Introduction: Perspectives on Indeterminism and Development Part I:Determinacy and Indeterminacy: Theoretical and Philosophical Perspectives. P. van Geert, Que Sera, Sera: Determinism and Nonlinear Dynamic Model Building in Development. A. Gulerce, Change in the Process of Change: Coping With Indeterminism. A. Fogel, A.U. Branco, Metacommunication as a Source of Indeterminism in Relationship Development. M.C.D.P. Lyra, T. Winegar, Proccesual Dynamics of Interaction Through Time: Adult-Child Interactions and the Process of Development. G. Butterworth, Commentary: Determinacy and Indeterminacy: Theoretical and Philosophical Perspectives. Part II:Theoretical Approaches to Peer Interaction Processes. Z. de Moraes Ramos de Oliveira, J. Valsiner, Play and Imagination: The Psychological Construction of Novelty. M.I. Pedrosa, A.M.A. Carvalho, A. Imperio-Hamburger, From Disordered to Ordered Movement: Attractor Configuration and Development. A.L.B. Smolka, M.C.R. De Goes, A. Pino, (In)Determinacy and the Semiotic Constitution of Subjectivity. C. Lightfoot, Commentary: Transforming the Canonical Cowboy: Notes on the Determinacy and Indeterminacy of Children's Play and Cultural Development. G. Litvinovic, Commentary: The Semiotic Argument for Indeterminism in Development. Part III:Theoretical Approaches to Individual Developmental Processes. M.D. Lewis, Personality Self-Organization: Cascading Constraints on Cognition-Emotion Interaction. A. Roazzi, B. Campello de Souza, Epistemology of Cognitive Development Theory. M. Legerstee, Changes in Social-Conceptual Development: Domain-Specific Structures, Self-Organization, and Indeterminism. H. Hurme, Commentary: Cascades on an Epignetic River: Indeterminacy in Cognitive and Personality Development. H. Kojima, Commentary: Looking Backwards and Forward, and the Place for Indeterminism.

Dynamics and indeterminism in developmental and social processes

The catalyzing mind: Beyond models of causality

Contemporary psychology is remarkable for the discrepancy between the socially promoted beiief in the speedy advancement of the discipline, and the actually very slow progress in the basic ideas and understanding of the pertinent phenomena. The case of sociogenesis is exemplary in this respect: psychologists have been talking about the relevance of the social world for the formation of the psychological functions of persons for over a century, but still there is very little progress in building explicit theoretical models that could explain how the individual becomes a person via social relationships.

Bidirectional Cultural Transmission and Constructive Sociogenesis

Parental belief systems under the influence: Social guidance of the construction of personal cultures.

. . . All higher psychologicdl functions are internalized relationships of the social kind, and constitute the social structure of personality. Their composition, genetic structure, ways of functioning, in one word, all their nature is social. Even when they have become psychological processes, their nature remains quasisocial. The human being who is alone retains the function of interaction (Vygotsky, 1960, p.198).

Jaan Valsiner

Papers

Dynamics and indeterminism in developmental and social processes

The catalyzing mind: Beyond models of causality

Bidirectional Cultural Transmission and Constructive Sociogenesis

Parental belief systems under the influence: Social guidance of the construction of personal cultures.

On the Social Nature of Human Cognition: An Analysis of the shared intellectual roots of George Herbert Mead and Lev Vygotsky