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Author Index
Aidarova, L. I., 187
Ainsworth, M. D. S., 96–98
Anderson, J. R., 189, 192, 196, 197, 200
Arend, R., 95
Arievitch, I. M., 188
Arnett, J. J., 203, 219, 222–226
Arthur, J., 220
Ausubel, D. P., 197
Baldwin, A. L., 68
Ball, D., 196
Balogh, S. A., 234
Bankert, C. L., 61
Bard, K. A., 47, 48
Barry, H., III., 222
Bassok, M., 188–189
Bates, J. E., 95, 131
Baxter, A., 97
Bayles, K., 131
Beck, B., 51
Beizer, L., 127
Belmaker, R. H., 239
Belsky, J., 118
Benjamin, J., 239
Bereiter, C., 193, 198
Bering, J. M., 51
Berk, L. E., 9, 31–32, 114, 152, 159
Berkowitz, M. W., 216
Berry, J. W., 175
Biederman, I., 189
Bijou, S. W., 4, 5, 38
Biro, D., 47
Birren, J. E., 8
Bivens, J. A., 31
Bjorklund, D. F., 2, 51
Black, J. E., 235
Blackwell, P. J., 188
Blair, C., 160, 167–168
Blasi, A., 215
Bodrova, E., 160, 167
Boesch, C., 47, 48
Bondioli, A., 122, 128
Boomsma, D. I., 236
Borkowski, J. G., 21
Bornstein, M. H., 116, 127, 131
Borys, R. H., 137
Bowlby, J., 6, 77, 79–80, 81, 83, 95–98
Boysen, S. T., 47
Bozhovich, L. I., 153, 154, 166–167, 209–211, 213
Brainerd, C. J., 164
Bransford, J. D., 21
Bretherton, I., 116, 128
Brown, A. L., 21, 34, 62–63, 192–197
Brown, B. B., 203, 219–220, 225
Bruer, J. T., 179–181, 184, 185, 198–199
Bruner, J. S., 10, 95, 106–107, 131, 185
Bugrimenko, E., 113, 126, 133–134
Bühler, K., 2, 3
Burns, S. M., 164
Byrne, R. W., 50
Camak, L., 47, 48
Campione, J. C., 21, 34, 62–63, 192–197
Campos, J., 97
Carlton, M. P., 166
Case, R., 7, 8
Cattell, R. B., 237
Chaiklin, S., 34
Chang, G. L., 193
Chang-Wells, G. L. M., 192, 195–196
Cheah, C. S. L., 152–153
Chi, M. T. H., 191
Christie, J. F., 142
Clayton, V. P., 8
Cobb, P., 193, 195, 196
Cognition and Technology Group at Vanderbilt, 193, 196
Colby, A., 215
Cole, M., 2, 9, 83, 175–177, 178, 227
Cole, S. R., 83, 177, 178, 227
Connolly, J. A., 164
Connolly, K., 49
Cooper, C. R., 221
Cosmides, L., 3
Cowles, J. T., 64
Cyphers, L., 127
Dale, N., 114, 123
Dalgleish, M., 49
Damon, W., 218, 219, 222
Darwin, C., 17
Dasen, P. R., 175
Davis-Dasilva, M., 47, 48
Davydov, V. V., 168, 180–181, 183–184, 186, 187, 189, 190, 201
de Blauw, A., 102
de Geus, E. J. C., 236
DeFries, J. C., 236
DeLoache, J. S., 21
Denisova, M. P., 81–83
Detterman, D. K., 189, 236
Dewey, J., 185, 193
Diaz, R. M., 31
DiSessa, A. A., 183
Dixon, D., 146, 150, 159
Doise, W., 10
Donaldson, M., 162
Doyle, A. B., 164
Dragunova, T. V., 209–213
Dubrovina, I. V., 209–211
Dumas, C., 131
Dunn, J., 114, 115, 122–123, 164
DuPaul, G. J., 61
Dush, D. M., 61
Dyachenko, O. M., 161–162
Ebstein, R. P., 239
Elagina, M. G., 129, 130
Elias, C. L., 159
Elkind, D., 141–142
Elkonin, D. B., 12, 45, 49, 57, 62, 69, 70, 72, 74, 80, 81, 85–86, 87, 89, 91, 92, 94, 101, 102, 109–114, 117–121, 125, 126, 129, 132, 134–135, 139–141, 144, 150, 152–157, 161, 163, 166–168, 180–181, 187, 201, 209–213, 230–232, 234
Elliott, J. G., 35
Emde, R. N., 97
Emerson, P. E., 78
Engels, F., 17
Erikson, E. H., 4, 8, 77, 139, 156, 203, 205, 207, 210, 217
Ervin, R. A., 61
Eysenck, H. J., 236–237
Fantuzzo, J., 156, 170
Farrar, J., 131
Fayans, S., 90
Fein, G. G., 113–115, 126–127, 151, 164
Feinman, S., 97, 102
Feitelson, D., 119
Feldman, S., 169
Feltovich, P. J., 191
Fenson, L., 128
Ferrara, R. A., 21, 192
Field, J., 89
Fiese B., 127
Figurin, N. L., 81–83
Filippova, E. V., 164
Fisher, E. P., 152
Flavell, J. H., 21
Fradkina, F. I., 109, 111, 113, 117–118, 126, 129, 134
Fraiberg, S. H., 83
Frankel, K. A., 95
Franklin, B., 17
Frauenglass, M. H., 31
Freud, A., 139, 156, 222
Freud, S., 3, 8, 77, 78, 80, 139, 156, 203
Fulker, D. W., 236
Gagné, R. M., 189
Gaiter, J., 118
Galperin, P. Ya., 12, 45–47, 52, 56–58, 62, 89, 132, 168, 181, 183, 186, 187
Galton, F., 236
Gardiner, H. W., 224
Garvey, C., 114, 122–123
Gauvain, M., 12, 102, 106
Gay, J., 175
Gazdag, G. E., 132
Geary, D. C., 3, 193
Geffen, G. M., 236
Geffen, L. B., 236
Gellerier, G., 36, 172
Germond, J., 97, 98
Gesell, A., 2, 5
Gibbs, J. C., 215, 216
Gilbride, K., 102
Ginzburg, M. R., 155
Glaser, R., 191
Glaubman, R., 141, 147, 165
Glick, J. A., 175
Golding, G., 215
Göncü, A., 164
Goodall, J., 47
Goodman, J., 61
Gordon, A., 195, 197
Greenough, W. T., 235
Gregor, T., 119
Griffing, P., 143
Grotevant, H. D., 220
Guay, F., 167
Guddemi, M., 142
Guerney, L., 220
Gunnar, M. R., 97
Gurkina, A. P., 211
Haan, N., 215
Haenen, J., 188
Haight, W. L., 116, 122, 127–128, 131
Hall, G. S., 2, 222
Ham, R., 50
Hanson, N. R., 189
Harlow, H. F., 78, 80
Harlow, M. K., 78, 80
Harmon, R., 118
Harris, P. L., 128
Harris, S., 215
Hart, D., 218, 219, 222
Harter, S., 217–218, 221, 223, 227
Haywood, H. C., 35, 237
Heller, J. I., 195, 197
Henning, K. H., 216
Hetherington, E. M., 1
Hiebert, J., 181
Higgins, E. T., 114
Himes, G. T., 47
Hirt, M. L., 61
Holyoak, K. J., 188–189
Homskaya, E. D., 177
Honzik, C. H., 5
Horn, J. M., 236
Howes, C., 127
Hsieh, K. F., 97
Humle, T., 47
Hunter, W. J., 215
Huttenlocher, J., 114
Inhelder, B., 191, 203, 206
Inoue-Nakamura, N., 47, 48
Istomona, Z. M., 151
Jambor, T., 142
Jamieson, J. R., 31
Jennings, K., 118
Jensen, A. R., 236, 238
Johnson, J. E., 142, 145, 146–147, 150, 159
Johnson, V., 215
John-Steiner, V., 188
Johnston, T. D., 4, 79
Jones, H., 132
Jones, M., 137
Kagan, J., 239
Kagan, S. L., 166
Kahana, B., 61
Kandel, D. B., 220
Karmiloff-Smith, A., 7, 8
Karpov, Y. V., 161, 188
Karpova, S. N., 152
Kashi, G., 141, 147, 165
Katchadourian, H. A., 227
Kavanaugh, R. D., 128
Kaverina, E. K., 130
Keislar, E. R., 192
Kholmovskaya, V. V., 166–168
Kim, K., 132
Kistyakovskaya, M. U., 6, 82, 90, 95
Kitahara-Frisch, J., 47, 48
Kluwe, R. H., 21
Kohlberg, L., 8, 203, 214–215
Köhler, W., 5, 16–17, 53
Koresh, R., 141, 147, 165
Koroleva, N. V., 144, 150, 152
Koslowski, B., 95
Kosmitzki, C., 224
Kozulin, A., 12, 56, 59, 188, 191, 212
Kravtsov, G. G., 166–169
Kravtsova, E. E., 166–169
Krettenauer, T., 216
Kruger, A. C., 50
Kuczaj, S. A., II., 137
Kuhn, D., 39
Kurtz, B. E., 21
La Paro, K. M., 166, 169
Ladygina-Kohts, N. N., 46–47
Lamb, M. E., 97
Lamon, M., 193, 198
Lancy, D. F., 119
Landau, S., 31
Langer, J., 36, 172
Larson, R., 223, 225
Lave, C., 175
Lekhtman-Abramovich, R. Ya., 109, 111, 113, 117–118, 126
Leonard, L., 137
Leong, D. J., 160, 167
Leontiev, A. N., 12, 13, 24–27, 45, 52, 54–60, 62–65, 67–72, 74, 90, 117, 132, 139, 141, 156, 167, 168, 181–182, 201, 230–232, 234
Lerner, R. M., 203, 220
Lesser, G. S., 220
Levin, D., 145
Levin, H., 78, 80
Lewis, M., 97
Lidz, C., 35
Lieberman, M., 215
Lisina, M. I., 69–70, 80, 81, 85–87, 90–95, 98, 100–102, 109, 111, 129, 130
Loehlin, J. C., 236
Luciano, M., 236
Lukov, G. D., 134
Luria, A. R., 24, 26–28, 31, 45, 60, 136, 173–175, 177, 208–209, 211, 234–235
Lyamina, G. M., 130
Lysyuk, L. G., 152
Maccoby, E. E., 78, 80
Maher, A., 193
Main, M., 95
Maksimov, L. K., 191
Malkin, C., 102
Mangelsdorf, S., 97
Manuilenko, Z. V., 126, 158–159
Markova, A. K., 212
Marshall, H. R., 146
Martin, N. G., 236
Marx, K., 17
Matas, L., 95
Matsuzawa, T., 47, 48
Mayer, R. E., 192
McClain, K., 193
McCune-Nicolich, L., 126
McGrew, W. C., 47
McIntyre, C. W., 1
McWayne, C., 156, 170
Mead, M., 119, 222, 224
Meichenbaum, D. H., 61
Meins, E., 80
Mescheryakova, S., 92
Mikhailenko, N. Ya., 111, 113, 114, 121, 134
Miller, P. J., 114, 116, 122–123, 127–128, 131
Mistry, J., 97, 98
Morgan, G., 118
Morine, G., 192
Morine, H., 192
Moshman, D., 213, 215, 217, 218, 221
Moss, E., 131
Most, R. K., 118
Muir, D., 89
Mussen, P. H., 215
Nagell, K., 47, 48
Narvaez, D., 215
Nedospasova, V. A., 163–164
Nelson, L. J., 152–153
Newson, J., 102
Ninio, A., 131
Norikoshi, K., 47, 48
Normandeau, S., 167
Novick, L. R., 191
O’Connell, B., 116
O’Reilly, A. W., 116, 127
Ochs, E., 232
Ogino, M., 127
Olguin, K., 47, 48
Olson, S. L., 131
Ormrod, J. E., 36, 169
Painter, M., 141
Palincsar, A. S., 62–63, 192
Palkes, H., 61
Panofsky, C. P., 188
Pantina, N. S., 186–187
Parritz, R. H., 97
Pascual-Leone, J., 7
Petersen, A. C., 222–224, 226
Piaget, J., 5–8, 10, 19, 30–32, 36–37, 56, 87–89, 94–96, 109, 113–115, 123–124, 129, 137, 139, 151, 156, 162–163, 172, 176, 185, 191, 193, 203, 206, 214, 216, 229–230, 232
Pianta, R. C., 166, 169
Plekhanov, G., 17
Plomin, R., 236
Poortinga, Y. H., 175
Popova, M. I., 130
Posthuma, D., 236
Pratt, M. W., 215
Prawat, R. S., 200
Provenzo Jr., E. F., 142
Pushkin, V. N., 189, 190
Pushkina, A. G., 189, 190
Pyle, R. P., 166
Radziszewska, B., 97, 98
Ragan, P., 51
Reder, L. M., 189, 192, 196, 197, 200
Reeve, R. A., 192
Reimer, J., 215
Rest, J. R., 215
Richards, B. S., 214
Richards, M. H., 223, 225
Richardson, K., 3, 7
Roberts, D., 97
Rochat, P., 128
Rogoff, B., 9, 97, 98, 102
Rosen, C. E., 164
Rowe, D. C., 235
Roy, C., 141
Rozengard-Pupko, G. L., 6, 81–84, 86, 87, 90, 91, 95, 130, 135
Rubin, K. H., 115, 152–153, 164
Russon, A. E., 50–51
Rutherford, E., 215
Salmina, N. G., 188
Saltz, E., 146, 150, 159
Savage-Rumbaugh, S., 50
Sawyer, D., 97
Scardamalia, M., 193, 198
Scarr, S., 3, 4, 37, 236, 239
Schaffer, H. R., 78
Schieffelin, B. B., 232
Schlegel, A., 222
Schmittau, J., 188
Schoenfeld, A. H., 193, 196
Schroeder, H. E., 61
Scribner, S., 175
Sears, R. R., 78, 80
Segall, M. H., 175
Sena, R., 131
Sharp, D. W., 175
Shefatya, L., 120, 123, 140, 142–143, 145–149, 152–153, 161, 164–165, 169–170
Shiffrar, M., 189
Shore, A. N., 235
Shulman, L. S., 192
Siegler, R. S., 36, 129
Sigman, M., 131
Simon, H. A., 189, 192, 196, 197, 200
Sinclair, H., 126
Singer, D., 146
Singer, J., 146
Skinner, B. F., 4, 38, 53
Slade A., 127
Slavina, L. S., 113, 114, 117–118, 121
Smilansky, S., 120, 123, 140, 142–143, 145–149, 152–153, 161, 164–165, 169–170
Smirnova, E., 113, 126, 133–134
Smith, G. A., 236
Smolucha, F., 115, 126, 128
Smolucha, L., 126, 128
Snarey, J. R., 215
Snidman, N., 239
Snow, C., 102
Sokhina, V. P., 188
Sokoliansky, I. A., 83
Sokolova, N. D., 114, 121
Spitz, R. A., 6, 79, 82, 90, 95
Spuhl, S. T., 31
Sroufe, L. A., 95
Steinberg, L., 219
Stenberg, C., 97
Sternberg, R. J., 236
Stetsenko, A., 188
Stewart, M., 61
Striano, T., 128
Sumita, K., 47, 48
Swanson, D., 97
Sylva, K., 141
Takeshita, H., 47
Talyzina, N. F., 166–168, 180–181, 183, 186, 187
Tamis-LeMonda, C. S., 127, 131
Taylor, J. H., 216–217
Thorndike, E. L., 4, 38
Tietjen, A. M., 215
Tizard, B., 141
Toda, S., 127
Todd, J., 131
Tolman, E. C., 5
Tomasello, M., 47–50, 102–103, 105–107, 128, 131, 137
Tonooka, R., 47
Tooby, J., 3
Trevarthen, C., 102–105
Tudge, J., 196
Tulviste, P., 60, 175–177
Tzuriel, D., 35, 237
Unger, O., 127
Usova, A. P., 117–118, 139, 141
Valsiner, J., 9
Van den Daele, L., 164
Van der Veer, R., 98
van Hooff, J. A. R. A. M., 47
van Ijzendoom, M. H., 98
van Roosmalen, G., 102
Vandenberg, B., 115, 164
Vauclair, J., 49, 50
Vaught, S., 237
Venger, A. L., 155, 167
Venger, L. A., 166–168, 188
Villarruel, F. A., 203, 220
Vygodskaya, G. L., 95
Vygotsky, L. S., 9–13, 15–43, 45, 46, 56–61, 63, 71–80, 87, 92, 100–101, 103, 106–107, 109, 113, 116, 119, 123–125, 127, 129, 132, 135, 138, 139, 151–152, 156–160, 167–168, 171–173, 177–179, 181, 182, 185–186, 193–194, 200–201, 204–210, 212–214, 216–217, 227, 229–230, 232–234
Wachs, T. D., 116
Walden T. A., 97
Walker, L. J., 214–216
Warren, S. F., 132
Watson, J. B., 4, 38
Wearne, D., 181
Wehner, J. M., 234
Weiss, R., 215
Wells, G., 131, 192–196
Welteroth, S., 117
Wertsch, J. V., 9, 57, 60
Whiten, A., 48, 50
Willerman, L., 236
Windschhitl, M., 193, 196–197
Winnicott, D. W., 165
Winsler, A., 32, 114, 152, 166
Wolfe, J. B., 64
Wolman, B. B., 220, 221, 224–226
Wood, T., 193
Woodard, C. Y., 145
Wooding, C., 115, 122
Wright, M. J., 236
Wylie, R. C., 217
Yackel, E., 193
Yamakoshi, G., 47
Yarrow, L., 118
Yawkey, T. D., 142
Yoder, P. J., 132
Youngblade, L. M., 164
Yudovich, F. Ya., 136
Zak, A. Z., 191
Zalogina, V. P., 152
Zaporozhets, A. V., 12, 45, 57, 62, 69, 70, 72, 74, 80, 81, 85–87, 90–91, 93–95, 100–101, 109, 111, 113, 132, 139, 141, 171, 181, 201, 230–231, 234
Zarbatany, L., 97
Zeigarnik, B. V., 65
Zhurova, L. E., 188
Subject Index
actions, 54, 63, 70. See also conversion of actions into activities; object-centered actions
activity
child–adult joint, 62, 63, 70, 73, 74, 127, 231, 239
child independent exploratory, 5, 6, 19, 229
difference between animal and human, 15–17, 45–46, 52–55, 63–68
leading, 71–73, 75–76, 231–233, 239
See also adolescence, peer interactions as leading activity in; conversion of actions into activities; emotional interactions of infants and caregivers as leading activity in infancy; learning at school as leading activity in middle childhood; object-centered activity as leading in toddlerhood; sociodramatic play as leading activity in early childhood
activity theory
as an elaboration of Vygotsky’s theory, 12–13, 71–76, 229–233
disregard of the role of heredity in, 14, 26–28, 76, 213, 228, 233–235, 238–239
adolescence
and self-consciousness. See identity formation and self-consciousness
and identity formation. See identity formation
and mediation. See mediation in adolescence
and moral development. See adolescent moral development
and motives. See adolescent motives
neo-Vygotskian analysis of, 204, 208–213, 217, 221–222, 226–227
peer interactions as leading activity in, 210–212, 227–228
and puberty, 204, 206, 213, 222–223, 227–228, 239
and “the self.” See identity formation and “the self”
and “storm and stress.” See adolescent “storm and stress”
Vygotsky’s view of, 204–207, 212–213
Western approaches to analysis of, 203–204, 205, 206, 213–227
adolescent moral development
role of adults and peers in, 216–217
role of cognitive factors in, 214–215
adolescent motives
neo-Vygotskian failure to explain, 201–202, 227–228
Vygotsky’s explanation of, 40–41, 204–207, 227–228, 234
adolescent “storm and stress”
nativist explanation of, 222–223
neo-Vygotskian explanation of, 211–212
role of cognitive factors in, 222–224
role of socio-cultural factors in, 224–226
attachment, 77
its explanation by
behaviorists, 78–80
Bowlby, 79–81
neo-Vygotskians, 80–85
psychoanalysts, 78–80
Vygotsky, 77–78, 80
as a prerequisite for joint-object centered activity
Bowlby’s position, 95–97
neo-Vygotskians’ position, 85, 86, 92, 98–99
Piaget’s position, 94–95
cognitive mediation, 22–28
concepts
scientific, 12, 56, 60, 171–172, 180–186, 195, 197–198, 200
spontaneous, 171–172, 185, 193, 195, 197
conversion of actions into activities, 65–71, 84
conversion of goals into motives, 65–73, 76, 84, 87, 89, 230–231
determinants of child development, 2–11
in behaviorism, 4, 7–10
in nativism, 2–3, 7–10, 37, 222–223, 235, 237
in the neo-Vygotskian approach, 9–11, 74, 230, 234, 238, 239. See also mediation
in Piaget’s approach, 5, 7–10, 19, 229
in Vygotsky’s approach, 9–11, 15, 20–39, 43, 73, 229–230, 233–234
See also mediation
discovery (empirical) learning, 183–185, 188, 192, 197
as leading to misconceptions, 183–185, 192–193, 195
as promoted by traditional school instruction, 183–185
egocentrism
as a characteristic of preschooler thinking, 162, 163
its overcoming as a component of school readiness, 168–169
and sociodramatic play, 162–165
neo-Vygotskian view, 163
Piaget’s view, 163
Western studies, 164–165
emotional interactions of infants and caregivers
development of, 81–86
as leading activity in infancy, 84, 106–108
as leading to attachment, 80–85
and means of communication. See means of communication in infancy
and mediation. See mediation in infancy
motive of, 84, 86
and motive of object-centered activity. See motive of object-centered activity
as preparation for object-centered activity, 85–87, 91–94, 98–99, 107–108, 110–111
formal–logical thought
cross-cultural studies of, 173–178
as a prerequisite for transition to adolescence, 201, 205–209, 218
role of schooling in development of, 172–178, 201, 214–215
theoretical learning and development of, 189–192, 201
traditional school instruction and development of, 178–179
goals, 54, 63, 70. See also conversion of goals into motives
guided discovery learning, 192–200, 212
learning outcomes of, 196–200
theoretical assumptions of, 34, 192–196, 200
identity formation
and self-consciousness, 205, 207, 209–211, 213, 226
role of adults in, 209–210, 218–220, 227
role of cognitive factors in, 205–209, 218
role of peers in, 210–213, 220–221, 227
and “the self,”
internalization, 10–11, 19–20, 33–34, 58–59, 62, 73, 186, 210–211, 219. See also memory; self-regulation; tools psychological
interrelationships between instruction and development, 36–39
in behaviorism, 38
in nativism, 37
in Piaget’s approach, 36–37, 172
in Vygotsky’s approach, 37–39, 171–172, 178–179, 182, 189–192, 201, 214–215
knowledge
conceptual. See concepts
procedural, 180–187, 198, 199
scientific, 182–187, 193–195, 200, 201, 212
learning
discovery. See discovery (empirical) learning
empirical. See discovery (empirical) learning
guided discovery. See guided discovery learning
theoretical. See theoretical learning
learning at school
and development of formal–logical thought. See formal–logical thought, role of schooling in development of
during adolescence, 212
as leading activity in middle childhood, 201–202, 232
and mediation. See mediation in middle childhood
its motive. See motive to study at school
its preparation during early childhood, 153–170
See also knowledge; traditional school instruction
means of communication in infancy, 99–105
to express physiological needs, 99
gestural, 100–103, 106–107, 111
to serve emotional interactions, 86, 99–100
to serve object-centered activity, 86, 87, 100–102, 111
nativist explanation of, 103–105
mechanisms of child development, 2–11
in behaviorism, 4, 8
in nativism, 3–4, 8
in neo-Piagetian theories, 7, 8
in the neo-Vygotskian approach, 11, 13, 76, 230–231, 232. See also conversion of actions into activities; conversion of goals into motives
in Piaget’s approach, 5–8, 10, 230
in Vygotsky’s approach, 11, 43, 74–75, 230
mediation, 10–11, 12, 19, 20–39, 41, 42–43, 49, 50, 60–63, 69–73, 76, 110, 127, 229–235, 237–239
in adolescence, 209–213, 217, 221–222, 227
in early childhood, 141–150, 152–153, 161–162, 164
in infancy, 82–86, 90–94, 95, 98–103, 106, 107–108
in middle childhood, 37–39, 40, 56, 171–172, 181–182, 185–192, 201–202
in toddlerhood, 110–121, 126–132, 134, 140–141
See also cognitive mediation; metacognitive mediation
memory, 22–28, 57–59, 238
and children with mental retardation, 26
and quipus as mediators, 22–23
role of heredity in the development of, 26–28, 235
mental processes, 10–11, 15, 17–20, 40, 42–43, 45–46, 47, 49–50, 55–56, 70–71, 73–76, 231
higher, 12, 18–19, 20–21, 33–34, 56–57, 233–234
lower, 18, 233–234
See also memory; self-regulation; symbolic thought; tools psychological; zone of proximal development of mental processes
metacognitive mediation, 28–33
misconceptions. See discovery (empirical) learning as leading to misconceptions
model of child development
neo-Vygotskian, 72–73, 76, 230, 231, 239
Vygotsky’s, 41–43, 74–75, 230
motive of object-centered activity
facilitation of, 90–91
neo-Vygotskian explanation of, 86–91, 98, 106, 110
in orphanage children, 90
Piaget’s explanation of, 88
motive of role-play, 117–123, 138
and ethnographic observations, 119
neo-Vygotskian explanation of, 117–121, 139–140
its study in Western psychology, 121–123, 140
motive to study at school
as a component of school readiness, 167
and sociodramatic play, 153–156
motives, 39–43, 52–54, 63–70, 71, 74–75, 230–231
leading, 73, 76, 231
misunderstandings of Vygotsky’s view of, 39, 204
and physiological maturation, 40–41, 43, 74, 76
See also adolescent motives; emotional interactions of infants and caregivers, motive of; conversion of goals into motives; motive of object-centered activity; motive of role- play; motive to study at school
object-centered actions
as different with physical and social objects, 49, 93, 97–98, 109–110
neo-Vygotskians on origins of, 85, 87, 92–93
Piaget on origins of, 87–88, 94–95
object-centered activity
and communicative language, 132, 138, 140, 232
development of, 111–114
and development of symbolic thought. See symbolic thought and language; symbolic thought and object substitutions
as leading in toddlerhood, 111, 137–138, 232
and mediation. See mediation in toddlerhood
its motive. See motive of object-centered activity
and motive of role-play. See motive of role-play
and object substitutions. See symbolic thought and object substitutions
its preparation during infancy, 85–87, 91–92, 94, 98–99, 107–108, 110–111
as preparation for sociodramatic play, 117–123, 137–138, 140–141
play
Piaget’s view of, 114–115
role -, 113–114. See also motive of role- play; sociodramatic play
its study by Western psychologists, 114–117
symbolic (make-believe, imaginative, fantasy, dramatic, pretend), 113. See also symbolic thought and language; symbolic thought and object substitutions
Vygotskian view of, 114, 117
reciprocal teaching, 62–63
school readiness, 165–170
self-regulation, 28–33, 233, 238
and caregivers’ use of language, 29, 140
as a component of school readiness, 167–168
and egocentric (private) speech, 30–32, 61, 132, 138
and indicatory (pointing) gesture, 29, 106
and mutual regulation, 32, 156–160
and self-instructional training, 60–62
social referencing, 96–98, 112
social situation of development, 42–43, 74–75
social smiling, 83–84
sociodramatic play
as creating the zone of proximal development of mental processes, 151–152, 158, 159
definition of, 139
and development of self-regulation. See self-regulation and mutual regulation
and development of symbolic thought. See symbolic thought and sociodramatic play
its explanation in Western psychology, 139, 142
its extinction in Western societies, 141–143, 160
as leading activity in early childhood, 165–169, 232, 233
and low-SES children, 143, 147–150
and mediation. See mediation in early childhood
its motive. See motive of role-play
and motive to study at school. See motive to study at school
neo-Vygotskian explanation of. See motive of role-play
and overcoming of egocentrism. See egocentrism and sociodramatic play
its preparation during toddlerhood, 117–123, 137–138, 139, 140–141
and school readiness. See school readiness
its study by Western psychologists, 141–143, 145–150, 152–153, 159
symbolic thought, 123–124, 138
as a component of school readiness, 168
and language, 132–137
and object substitutions, 112–113, 124, 133–135, 160–162
Piaget’s view, 124
Vygotskian view, 113, 124–126, 140
Western studies, 126–128
and sociodramatic play, 160–162
theoretical learning, 186–192, 212
as the avenue for acquisition of scientific knowledge, 186–188, 201, 238
developmental outcomes of, 189–192, 201
and concordant ideas of American psychologists, 188–189
tools
psychological, 10–11, 12, 17–20, 33–34, 56, 60, 62, 63, 70, 73–74, 76, 107, 132, 135, 181–182, 210–211, 222, 229–230, 231, 237. See also memory; mental processes; self-regulation
technical (or physical, or practical), 17, 18, 45, 46–49, 52, 54–55, 57
used by apes, 16–17, 45, 46–51, 52, 53
traditional school instruction
its criticism by proponents of guided discovery, 193–194
and development of formal–logical thought, 178–179
shortcomings of, 179–185, 201.
See also discovery (empirical) learning as promoted by traditional school instruction; knowledge
zone of proximal development of activities, 71
zone of proximal development of mental processes, 12, 33–39, 62, 71, 107, 110, 211, 216–217, 221
and assessment, 35
and instruction. See interrelationships between instruction and development in Vygotsky’s approach
misunderstandings of Vygotsky’s notion of, 34, 194
and sociodramatic play. See sociodramatic play as creating the zone of proximal development of mental processes
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