Cognitive Psychology And Reading In The Ussr
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Author | : J. Downing |
Publisher | : Elsevier |
Total Pages | : 486 |
Release | : 1988-01-01 |
Genre | : Psychology |
ISBN | : 0080867030 |
The ideas of Soviet specialists on the psychology and teaching of reading are here made available in English.The volume gives an overview of psychology and education in the U.S.S.R., and presents translations of the work of major Soviet authors, such as Elkonin and Luria. The contributions offer many valuable proposals for teaching literacy which are quite unique outside of the Soviet Union. A concluding chapter provides a commentary, tracing the links between these specialist contributions and the general cognitive theories of Vygotsky.The result of ten years of research, this book was completed by Professor Downing shortly before he passed away in June 1987.
Author | : Gregory Bedny |
Publisher | : Psychology Press |
Total Pages | : 506 |
Release | : 2014-02-25 |
Genre | : Psychology |
ISBN | : 1317779983 |
The opening of the former Soviet Union to the West has provided an opportunity to describe Russian human factors/ergonomics and to compare American theories and methods with it. Although this book is principally dedicated to describing the theory of activity as it applies to issues of design and training, it is also offered to a general audience of psychologists and interested lay readers. This theory studies the goal-directed behavior of man and attempts to integrate the cognitive, motivational, and behavioral aspects of activity into a holistic system. Such fundamental notions as goal, action, and self-regulation are described and analyzed from totally different theoretical points of view. This is the first comprehensive, systematic description of the theory of activity in the English language. Existing attempts to translate the theory of activity into English suffer from certain limitations. Among them, the theory of activity -- considered one of the more important accomplishments of Soviet psychological science -- has an extensive history dating back to the work of Vygotsky and his students. Subsequent development of the theory by other well-known Soviet psychologists and psychophysiologists took place within different schools with some significant differences. In the former Soviet Union, psychological theory could not be advanced unconnected to Marxist-Leninist ideology. Accordingly, theoretical formulations were subject to their own version of "political correctness." Books published in this field were addressed only to other scientists with backgrounds in the field. Moreover, the translation of the technical terms in Russian psychology frequently resist translation in the absence of the context of the debates in which they were being used. Thus, simple translation of books in this field as they were written in a specialized and politicized environment for Russian audiences is really not a particularly sensible or worthwhile undertaking. This book is addressed in the first instance to Western psychologists. It compares, among other things, analyses of work from the former Soviet Union with the work from the West. Applications of activity theory to design and learning were paramount in the Soviet Union. Using their own theoretical perspective, the authors provide a comparative analysis of the various schools working in activity theory. They hope that this book may facilitate the exchange of ideas between Russian psychological scientists and Western psychologists working in ergonomics, human factors, industrial/organizational psychology, education, learning, and related areas where the theory of activity may find general application. This book's authors attempt to provide a contribution not only to science but also to history. Western researchers have strongly influenced Russian work, but because of negative political pressure in the former USSR, the flow of concepts was one-sided. Russian ergonomists received so much from American and Western sources that it is now important to give something back. Despite the considerable similarity between Russian and American theories and methods, the special "spin" the former put on their work may stimulate new thinking on the part of their American colleagues.
Author | : Richard Jackson Harris |
Publisher | : |
Total Pages | : 463 |
Release | : 2009 |
Genre | : Psychology |
ISBN | : 9780415993128 |
"This book is addressed in the first instance to Western psychologists. It compares, among other things, analyses of work from the former Soviet Union with the work from the West. Applications of activity theory to design and learning were paramount in the Soviet Union. Using their own theoretical perspective, the authors provide a comparative analysis of the various schools working in activity theory. They hope that this book may facilitate the exchange of ideas between Russian psychological scientists and Western psychologists working in ergonomics, human factors, industrial/organizational psychology, education, learning, and related areas where the theory of activity may find general application."--BOOK JACKET.
Author | : Brian Simon |
Publisher | : Taylor & Francis |
Total Pages | : 314 |
Release | : 1998 |
Genre | : Social Science |
ISBN | : 0415178142 |
First Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.
Author | : David Corson |
Publisher | : Springer Science & Business Media |
Total Pages | : 298 |
Release | : 1997 |
Genre | : Language acquisition |
ISBN | : 9780792345954 |
Made up of eight volumes, the Encyclopedia of Language and Education is the first attempt at providing an overview of the subject.
Author | : D. N. Bogoiavlenski |
Publisher | : Taylor & Francis |
Total Pages | : 308 |
Release | : 1998 |
Genre | : Education |
ISBN | : 9780415178105 |
Author | : James V. Wertsch |
Publisher | : |
Total Pages | : 295 |
Release | : 1981 |
Genre | : |
ISBN | : |
Author | : John T. Zepper |
Publisher | : Routledge |
Total Pages | : 642 |
Release | : 2014-02-04 |
Genre | : Education |
ISBN | : 1135838259 |
Volume 9 in the series of Reference Books in International Education. This bibliography is intended to provide a reference aid to mature Russian-Soviet scholars, to those beginning a life-long study of this field, and to students in Russian-Soviet Studies and allied fields. This title provides a resource to scholars, students, and professionals seeking to understand the role played by education in various societies or regions of the world.
Author | : Alex Kozulin |
Publisher | : Cambridge University Press |
Total Pages | : 496 |
Release | : 2003-09-15 |
Genre | : Education |
ISBN | : 9780521528832 |
This 2003 book comprehensively covers all major topics of Vygotskian educational theory and its classroom applications.
Author | : Igor M. Arievitch |
Publisher | : Springer |
Total Pages | : 176 |
Release | : 2017-08-24 |
Genre | : Education |
ISBN | : 9463511040 |
The book outlines a fundamental alternative to the rising wave of aggressive biological reductionism and brainism in contemporary psychology and education. It offers steps to achieving a daunting and elusive goal: constructing a coherently non-reductionist account of the mind. The main obstacle to such a construction is identified as the centuries-old contemplative fallacy that leads to entrenched dualisms and shackles major theoretical frameworks. The alternative agentive activity perspective overcomes this fallacy by advancing the core principles of the cultural-historical activity theory. This innovative perspective charts a consistently non-mentalist and non-individualist view of psychological processes without discarding the individual mind. A vast body of research and theories, from Piaget and Dewey to sociocultural and embodied cognition approaches are critically engaged, with a special focus on Piotr Galperin’s contribution. The notion of the embodied agent’s object-directed activity serves as a pivotal point for re-conceptualizing the mind and its role in behavior. In a radical departure from both the traditional mentalist and biologically reductionist frameworks, psychological processes are understood as taking place “beyond the brain” – as constituted by the agent’s activities in the world. From this standpoint, many of Vygotsky’s key insights, including semiotic mediation, internalization, and cognitive tools are given a fresh scrutiny and substantially revised. The agentive activity perspective opens ways to offer a bold vision for education: developmental teaching and learning built on the premise that real knowledge is not “information storage and retrieval” and that education is not about “knowledge transmission” but instead it is about developing students’ minds.