Vygotsky as Precursor to Metacognitive Theory: II. Vygotsky as Metacognitivist

In this article it is demonstrated that topics discussed in contemporary metacognitive research are integral parts of Vygotsky's (1978, 1986) theory of cognitive development. This conclusion is reached through a discussion of Vygotsky's views of self‐regulation, the relationship between self‐awareness and self‐regulation, and the relationship between awareness/regulation on the one hand and cognitive process on the other. The uniqueness of a Vygotskian approach to metacognition is also specified. This uniqueness resides in Vygotsky's focus on the sign system of human language, on the linguistic tools of thought and the central role they play in mediating cognitive performance.     

Forgetski Vygotsky

This paper argues that sociocultural accounts of learning fail to answer the key question about learning—how is it possible? Accordingly, we should adopt an individualist bootstrapping methodology in providing a theory of learning. Such a methodology takes seriously the idea that learning is staged and distinguishes between a non-comprehending engagement with things and a comprehending engagement. It suggests that, in the light of recent work in psychology (Carey) with insights from Wittgenstein, there is rich scope for a bootstrapping account of learning. The paper also argues that sociocultural approaches when pushed, either require some such bootstrapping account, or they collapse into an obscure Ficthean metaphysics in which individual abilities are ‘summoned into being’ by the attitudes of others.     

Versions of Vygotsky

The current prominent influence of the theories of L. S. Vygotsky on studies of education, particularly of pedagogic practice, requires a re-examination. The dominance of deficient editions of his writings has had regrettable consequences such as a misplaced reading of the 'one of proximal development' The publication of his recent, albeit incomplete, Collected Works in English affords an opportunity to reassess Vygotsky' work. Potential areas for such rethinking include: a comparison between his work and influence with that of Piaget; Vygotsky' own epistemology and methodology; and the relevance of his approach to contemporary concerns.     

Psychologies of Art and Literature: A comparison of the work of I.A. Richards and L.S. Vygotsky

Beyond the fact that both were born in the 1890s, the English literary critic I.A. Richards and the Soviet psychologist L.S. Vygotsky would appear to have very little in common. Nonetheless, during the early 1920s, both were engaged in an identical intellectual project: formulating a new theory of art and literature founded upon psychological principles. The texts which arose from this work - Richards' Principles of Literary Criticism and Vygotsky's The Psychology of Art - were completed within a few weeks of each other. This essay sets out to explore the similarities and differences between the two texts, and to account for why two intellectuals working in apparently very different contexts should have both been engaged at the same time in using the tools of psychology to build a new theory of art and literature. As such, it builds on the two previous essays published by the author in this journal.     

Not just Piaget; not just Vygotsky,and certainly not Vygotsky as alternative to Piaget

There have been many interpretations published on the relative importance of the work of both Vygotsky and Piaget: often to the detriment of the latter. This article represents an attempt to discover the meaning and intention of the former by going back to the specifics of what he said and wrote. By reference to what they said of each other it is argued that by the early 30s they had reached almost identical positions regarding child development, and that the work of each is complementary to that of the other. The implications of this position for a theory of intervention for cognitive acceleration are then discussed.     

列夫·托尔斯泰的精神重生与《复活》

列夫·托尔斯泰在50岁那年发生了思想观念的巨大转变,此次精神危机也使他获得了精神的“重生”。他对精神生命的强烈追求,在小说《复活》的男女主人公的精神复活的过程中得到了再现和阐释。     

Of dogs and martyrs. Sherrington,Richards, Pavlov and Vygotsky

I. A. Richards' psychological account of the poet's experience was central to his The principles of literary criticism. He aimed to ‘rehabilitate’ English criticism through perspectives gained from scientific discoveries in psychology after the Great War. A chief source for this was the work of the neurophysiologist, C. S. Sherrington. The title of this piece refers to a remark made by Sherrington to the Russian physiologist, Ivan Pavlov: ‘the animal [a dog] seemed to me in a state of persecution best comparable with that of a Christian martyr’. Paradoxically, Vygotsky retold the story within a critique of Pavlov's limiting accounts of human behaviour. Richards' picture of the complexity of the poet's experience—the balancing of conflicting impulses—also relied on an essentially reductive account of behaviour, in which the ‘extraordinary’ quality of the poet's experience is traceable to the workings of the brain and the nervous system. In contrast, Vygotsky offered a powerful picture of semiotically mediated consciousness, dependent on human agency and purpose. The story restores neglected European historical perspectives to a key development in English studies.     

Contradiction and development: Vygotsky and paedology

In Vygotsky’s theory, development is conceived of as selfpropulsion creating new higher psychological functions by reorganising lower ones; at the same time, psychological functions being historical-cultural constructions based on semiotic functions, they can come only from exterior. The article shows that the concept of zone of proximal development is the theoretical attempt to bring these two apparently contradictory postulates together. It is the contradiction between internal possibilities and external needs that constitutes the driving force of development.     

维果茨基对现代西方心理学的影响

维果茨基对现代西方心理学产生了巨大而广泛的影响,融入了蔚为壮观的“维果茨基现象”。他提出了与西方迥然不同的理论体系与方法论思想,丰富了心理学的理论宝库,广泛影响了心理学发展的众多领域;激发了心理学的文化转向,促进了跨文化心理学、文化心理学等心理学分支学科的发展;迁入并影响了后现代心理学,从工具论和方法论等方面启发了社会建构论心理学的孕育和发展。     

维果茨基的语言与思维观

维果茨基,20世纪卓越的心理学家,着重研究思维和语言、儿童语言学习与发展的关系。本文评介了维果茨基如何从实验数据出发,厘清了语言与思维的关系:语言和思维有不同的遗传根源,只是在特定的发生学发展阶段语言和思维才相互汇合,从此这两种功能互相影响共同发展;最后,指出维果茨基的时代局限性。     

日本对维果茨基的研究初探

维果茨基是前苏联著名的心理学家 ,其社会文化历史理论受到了心理学界的广泛关注 ,也引起了日本心理学者的广泛兴趣。日本学者对他的研究可分为 :对维果茨基的介绍和初期评价、研究的深入和涉及领域的扩大、对维果茨基研究在认知领域的活跃及对维果茨基理论的再评价三个阶段。维果茨基的理论不仅促进了日本心理学的本土化和国际化 ,而且也加速了其心理学基础理论的发展。近来围绕维果茨基的理论是否是活动理论的争论异常激烈 ,成为日本心理学基础理论研究的一个热点     

皮亚杰与维果斯基知识建构观的比较

皮亚杰的认知建构论与维果斯基的心理发展理论都深刻影响着建构主义理论的形成和发展。本文在分析两种理论的基础上,对两者的知识建构观进行了深入的比较,并进一步阐释了它们对于教育实践活动的指导意义和作用。     

Compare and Contrast the Theories of Piaget and Vygotsky

正Cognitive developmental theories deal with the processes ofthinking progress,including memory,attention,problem solvingand decision-making,from childhood through adolescence to adult-hood.In this essay I will compare and contrast the developmentaltheories of Piaget and Vygotsky,both of which play an importantroleintheresearchofcognitive development.Piaget's developmental theory is a cognitive developmentaltheory which is mainly about the nature and development of human     

Vygotsky,Hasan and Halliday: Towards Conceptual Complementarity

Vygotsky measured his ‘zone of proximal development’ in years. To do this, he needed a scheme of age periods, and a set of tasks that could diagnose the next age period without defining it. In this paper, we compare the age periods in his late lectures with Halliday’s categories of logico-semantic expansion as used by three adolescent writer/speakers. We find that the tendency to elaborate and embed clauses grows with expertise, while the tendency to tell stories wanes. We take this as evidence of the development of synoptic-dynamic complementarity in adolescents – and also in the theories of Halliday and Vygotsky.