journal article
Culturally Mediated Learning and the Development of Self-Regulation by Survivors of Child AbuseHuman Development
Vol. 42, No. 1 (1999)
, pp. 1-17 (17 pages)
Published By: S. Karger AG
//www.jstor.org/stable/26763382
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Abstract
In his studies of handicapped and ‘difficult’ children, Vygotsky applied one of his basic assumptions in the domain of affective development: that human individuals try to master themselves from the ‘outside’ through the development of higher mental functions. His theoretical accounts provide both a conceptualization of the unique methods employed by abused children to compensate and a conceptual framework to study the way new psychological tools can assist the further development of abused children’s methods of compensation. In this respect, a Vygotskian therapeutic approach, together with current constructivist theories of the development of abused children, provides an alternative to psychodynamic and cognitive therapies that focus on the cause of ‘original’ traumatic experiences and the (cathartic) re-living of affective reactions to them. Clinical examples are discussed to illustrate this Vygotskian therapeutic approach.
Journal Information
Distinguished by its international recognition since 1958, Human Development publishes theoretical contributions and integrative reviews of lines of research in psychological development within conceptual, historical, and methodological frameworks. Contributions serve to raise theoretical issues, flesh out interesting and potentially powerful ideas, and differentiate key constructs. Contributions come primarily from developmental psychology, but are welcome from other relevant disciplines.
Publisher Information
Karger Publishers is a worldwide publisher of scientific and medical content based in Basel, Switzerland. It is independent and family-led in the fourth generation by Chairwoman and Publisher Gabriella Karger. Karger has been continuously evolving, keeping pace with the current developments and shifts in research and publishing. The publishing house is dedicated to serving the information needs of the scientific community, clinicians and patients with publications of high-quality content and services in health sciences.
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© 1999 S. Karger AG, Basel
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journal article
Talk and the Development of Reasoning and UnderstandingHuman Development
Vol. 51, No. 1, 50th Anniversary Special Issue: Celebrating a Legacy of Theory with New Directions for Research on Human Development (2008)
, pp. 90-100 (11 pages)
Published By: S. Karger AG
//www.jstor.org/stable/26763971
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Abstract
Wertsch’s clarification of Vygotsky’s claims about the role of social interaction in the development of children’s thinking made an important contribution to educational research. Revisiting that clarification, I suggest that ‘talk’ instead of ‘speech’ best describes Vygotsky’s concern with the functional dynamics of dialogue rather than the language system. Reviewing research on teacher-pupil interaction and collaborative activity amongst peers, I then consider what evidence has now emerged to support Vygotsky’s claims. The article ends with a brief summary of the current state of our understanding about the role of spoken dialogue in learning and development.
Journal Information
Distinguished by its international recognition since 1958, Human Development publishes theoretical contributions and integrative reviews of lines of research in psychological development within conceptual, historical, and methodological frameworks. Contributions serve to raise theoretical issues, flesh out interesting and potentially powerful ideas, and differentiate key constructs. Contributions come primarily from developmental psychology, but are welcome from other relevant disciplines.
Publisher Information
Karger Publishers is a worldwide publisher of scientific and medical content based in Basel, Switzerland. It is independent and family-led in the fourth generation by Chairwoman and Publisher Gabriella Karger. Karger has been continuously evolving, keeping pace with the current developments and shifts in research and publishing. The publishing house is dedicated to serving the information needs of the scientific community, clinicians and patients with publications of high-quality content and services in health sciences.
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This item is part of a JSTOR Collection.
For terms and use, please refer to our Terms and Conditions
© 2008 S. Karger AG, Basel
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