Tomasello,Wittgenstein, and Vygotsky: The Problem of the Intermental

The subject of this article is the early mental development of children in the light of research by two classical scholars from the last century and several of our contemporaries. L.S. Vygotsky contended that before the higher mental functions are mastered by a child, they are in a state distributed between the child and an adult “as an intermental category.” However, he subsequently developed this productive notion in a very narrow sense, and the intermental was concretized as it was expressed in language. L. Wittgenstein persuasively showed that mastery of language is impossible without a practical “demonstration” of the meanings of words as part of “language games” within practical activities. At the same time, he argued that there could be no theory regarding this process. M. Tomasello, in works written already in this century, shows that “language games” are learned by the child long before mastering spoken language, based on gestures that in turn rely on joint intentions and joint attention—i.e. on the intermental in the sense in which one can interpret Vygotsky’s comments. The article clarifies the principal difficulties of exploring the topic of the intermental in psychology. A function distributed between an adult and a child cannot be objectified (it was an attempt to objectify that resulted in a narrowing of Vygotsky’s topic). Moreover, the interpretation of the intersubjective status of some forms of the psychic leads to the notion that any mental function remains intermental throughout one’s lifetime. In the view of the author of the article, such an interpretation is essential, but requires serious advances in the philosophical-methodological development of the subject under study.     

Basic Principles of a Psychological Analysis in the Theory of Activity

The general psychological theory of activity created by L. S. Vygotsky, A. N. Leontev, A. R. Luria, and their disciples has entered a critical phase in its development. An external sign of the advent of this phase is the increased frequency of discussions of the role of the category of activity in building the conceptual apparatus of psychology. One hears ever more insistently the idea that the category of activity is threatening to become a kind of monster, ready to devour all other psychological concepts [4,14,37,45]A.n internal sign of the advent of this critical phase in the development of the theory of activity is the discrepancy between the tremendous amount of factual material accumulated in the various special areas of psychology in which the theory of activity plays a special role and the initial principles of this theory, formulated very early, when it was just being developed. As a result, a paradox has emerged: a theory engendered by the exigencies of practice is beginning to be perceived as a theory independent of practice. A critical phase in the development of any theory, like a crisis in the development of the life of a child, means the beginning of a new stage in its existence. For such a critical phase to occur, at least the following steps are, I think, necessary. The first step is enumerating the original principles of the theory of activity. The second involves an analysis, through the prism of these original principles, of all the factual material accumulated in the special areas of psychology and in general psychology. This analysis will overcome the discrepancy between the key principles of the theory of activity and the factual material, and will also help to refine and modify those principles. Finally, the third stage is the development of prospects for basic and applied research, i.e., defining the area for the most immediate development of a psychology built on the basis of a general psychological theory of activity.     

The Cultural-Historical Foundations of the Zone of Proximal Development

This theoretical article attempts to locate the concept of a zone of proximal development within the holistic context of cultural-historical theory. In order to analyze the psychological content of processes taking place within the zone of proximal development, special content of personality and mental development has been singled out. We propose methodologically correlating the concept "zone of proximal development" and personality development. It has been demonstrated that neoformations and leading activity, which serve as indicators of child development, also define the zone of proximal development at each specific psychological age. The article argues that only education that influences the zone of proximal development's boundaries is developmental education (as understood by L. S. Vygotsky).     

Significance of Games Involving a Plot and Role-Playing for the Development of Moral Behavior

Games involving a plot and role-playing are the dominant activity of preschool-age children; they "are responsible for fundamental changes in mental processes and in the psychological characteristics of the child's personality" (Leont'ev, 1959. P. 412). As has been demonstrated by L. S. Vygotsky (1966), D. B. El'konin (1978), A. V. Zaporozhets (1965), and others, in play children assimilate information and skills to the extent that social situations and typical relationships are modeled in their play. In the view of these authors, however, the most essential point is that games involving a plot and role-playing have a general developmental effect. In a number of studies by Zaporozhets (1948), Z. M. Istomina (1948), Z. V. Manuilenko (1948), T. V. Endovitskaya (1948), and others, the importance of play for the development of voluntary memory, voluntary maintenance of a pose, sensory processes, etc., has been demonstrated empirically.     

The Problem of the "Formative" Elements of Consciousness in the Activity Theory of the Mind

The problem of the structure and psychological mechanisms of consciousness has a rich history, to which M. M. Bakhtin, G. G. Shpet, L. S. Vygotsky, and, later, A. N. Leont'ev and S. L. Rubinshtein all made significant contributions. It is our purpose in the present article to discuss only one aspect of this problem: the structure of individual consciousness. Pursuing the line of research delineated by Vygotsky, Leont'ev (1977) posed some cardinal questions: Of what is consciousness composed? How does it arise? What are its components? He called the latter the "formative elements" of consciousness. According to Leont'ev, there are three such "forming" elements: the sensory fabric of perception (or of an image), meaning, and sense. The inclusion of the sensory fabric in the structure of consciousness along with ostensive meaning and sense was a definite step forward along the path toward the ontologization of conceptions of consciousness.¹ But I think that individual consciousness construed in this way is still insufficiently ontological. Leont'ev's three "formative elements" do not completely account for the connection between consciousness and being (see M. M. Bakhtin, for whom consciousness "participates" in being and is essential for life). One might even reproach Leont'ev for a certain inconsistency: activity, although it is the source of consciousness, is itself not one of its "formative elements." Of course, he could answer this reproach by saying that the "formative elements" are structural elements, constituents, not generative elements. However, it seems to me that the distinction between constitutive and generative is very, very relative in any analysis of living consciousness, which is continually in the process of being constructed.     

The Unknown Vygotsky: On the Experience of a Literary Translation from Hebrew

Following is the first publication of a previously unknown translation by L.S. Vygotsky from Hebrew of a fictional short story by M.J. Berdyczewski, a Jewish writer popular at the beginning of the twentieth century. The commentary by the authors of this article reconstructs the context of Vygotsky’s life situation during the prerevolutionary period. Particular attention is focused on the questions of ethnic and cultural self-determination that were confronting him. The cultural contexts essential for an understanding and interpretation of the artistic and world-view features of the text of the short story are explored. A comparison is drawn to show the connection between the themes addressed in the story and the substantive problems that Vygotsky would subsequently deal with as a professional psychology: the artistic inner experience, moral choice, and cultural mediation.     

The Phase Structure of the Speech Act and the Nature of Plans

The notion of the phase structure of the speech act—or to be more precise—the special structure of the "inner speech" stage in utterance production, belongs to L. S. Vygotsky. Vygotsky conceptualized the process of speech production, the progress from thought to word to external speech, as follows: "from the motive that engenders a thought, to the formulation of that thought, its mediation by the inner word, and then by the meanings of external words, and finally, by words themselves"¹ Elsewhere he said, "Thought is an internally mediated process. It moves from a vague desire to the mediated formulation of meaning, or rather, not the formulation, but the fulfillment of the thought in the word." And finally, "Thought is not something ready-made that needs to be expressed. Thought strives to fulfill some function or goal. This is achieved by moving from the sensation of a task—through construction of meaning—to the elaboration of the thought itself."²     

The Zeus of Kharkov Psychology

The controversial questions of the relations between L.S. Vygotsky’s theory of development of higher mental functions and A.N. Leontiev’s activity theory are considered in the context of the theoretical principles of the research of P.I. Zinchenko. In the author’s view, these theories are mutually complementary and potentially could be combined into a single theory. A survey of the key results of the research conducted by Zinchenko in voluntary and involuntary mediated memory is presented. Thanks to the high heuristic potential of the cultural-historical and activity-based approaches, original methodologies were developed and empirical studies were performed on fundamental mnemic effects, which much later were independently “rediscovered” in cognitive psychology (including the generation effect and the depth-of-processing effect). The patterns identified by P.I. Zinchenko in the development of mediated voluntary and involuntary memory are also of great importance in the context of current research in the age-related development of memory.     

Coexperiencing Psychotherapy as a Psychotechnical System

The main challenge of contemporary psychology is to fill the increasing split between research psychology and psychological practice. A creative response to this challenge is found in a general methodological approach, which L.S. Vygotsky called the “philosophy of practice” or “psychotechnics.” This article describes a psychotechnical system called “coexperiencing psychotherapy.” This psychotechnical system combines science, practice, and education. From the perspective of general psychological theory the article describes a model of an “integral unit of psychological analysis,” in which the main general psychological categories (activity, set, relationship, and communication) are synthesized. In addition, the article presents a theoretical interpretation of experiencing (perezhivanie) as a productive meaning-generating activity. Finally, conceptual models of levels, registers, and structures of consciousness are proposed. From a psychotherapeutic practice perspective, a system of a “psychotechnical unit” of the psychotherapeutic process and structure of situation is given. The general method of coexperiencing psychotherapy is “understanding.” The educational dimension of the psychotechnical system remains outside the scope of the current article.     

Vygotsky's Crisis: Argument, context, relevance

Vygotsky’s The Historical Significance of the Crisis in Psychology (1926–1927) is an important text in the history and philosophy of psychology that has only become available to scholars in 1982 in Russian, and in 1997 in English. The goal of this paper is to introduce Vygotsky’s conception of psychology to a wider audience.I argue that Vygotsky’s argument about the “crisis” in psychology and its resolution can be fully understood only in the context of his social and political thinking. Vygotsky shared the enthusiasm, widespread among Russian leftist intelligentsia in the 1920s, that Soviet society had launched an unprecedented social experiment: The socialist revolution opened the way for establishing social conditions that would let the individual flourish. For Vygotsky, this meant that “a new man” of the future would become “the first and only species in biology that would create itself.” He envisioned psychology as a science that would serve this humanist teleology.I propose that The Crisis is relevant today insofar as it helps us define a fundamental problem: How can we systematically account for the development of knowledge in psychology? I evaluate how Vygotsky addresses this problem as a historian of the crisis.     

"The Key to Human Psychology"

This article investigates the notebook kept by Lev Vygotsky during the first half of 1926. In addition to discussing the notebook's structure, content, and time frame, the article analyzes its significance within the context of the development of Vygotsky's ideas. Among the notebook's content discussed here are: supplementary material to The Psychology of Art; a preliminary outline for "The Historical Meaning of the Crisis in Psychology"; the first propositions of cultural-historical theory associated with the idea of sign mediation; an outline for the unwritten monograph "Zoon politikon"; as well as thoughts on a general psychological theory of consciousness that assigns a key role to speech and communication in the genesis of consciousness. Particular attention is paid to Vygotsky's remarks on the ontological status of mental reality and the problem of the psychophysical.     

Experiencing of Music as the Basis of the Effectiveness of Music Therapy

In transposing the discussion of L.S. Vygotsky’s ideas to the cross-cultural area of science, the authors summarize the contexts and positions regarding the contribution of the Russian psychological school to the substantiation of musical therapeutic theory and practice. The analysis by Dr. Mastnak of European and American academic periodicals in psychology and music therapy showed that Western science does not have access to all of the content and achievements of Russian and Russian-language psychology. Reading Vygotsky’s works from a musical therapeutic perspective and, in addition, in a cross-cultural interpretation, the authors discuss the abundance of the psychological scientist’s methodological ideas that could provide a theoretical substantiation of effective music therapy.     

The Study of Children’s Play within the Context of Cultural-Historical Psychology: Experience and Prospects

The paper reconstructs the history of the problem of mental development using material from children’s play. This study shows how researchers in the school of cultural-historical psychology identified the developmental function of play, established a qualitative leap in its development and attempted to re-create it, beginning with the works of L.S. Vygotsky, then of his followers (the activity-based approach in the interpretation of narrative role-playing: A.N. Leontiev, D.B. Elkonin, N.Ia. Mikhailenko, N.A. Korotkova, etc.), and, finally, of the researchers who studied a specific act of development in play (L.I. El’koninova, T.V. Bazhanova, K.O. Iur’eva). This research presents the view that the concept of the cultural form of play, containing a Challenge (defined by the boundaries of the possibilities of action and by risk) and the subsequent Response is the basis not only of narrative role-playing but also of games with rules, as well as computer games. The Challenge entails action that changes the action situation; it typifies all forms of play, which are supposed to tie together what is disjointed in a child’s daily life into a semantic knot.     

L.S. Vygotsky and the Theater

The article presents the analysis of L.S. Vygotsky's works dedicated to the theater arts and is organized according Vygotsky's different life and work stages. Meanwhile special attention is paid to the Gomel period during which a large number of reviews were written by Vygotsky and published in “Nash ponedel'nik” and “Polesskaia pravda” newspapers. Biographical facts are widely used in this analysis and help to clarify Vygotsky's interest in art. It is shown that even at the beginning of his oeuvre, he was interested not only in a range of problems in art, but also psychological problems related to art perception and creativeness. Vygotsky's usage of structural concept ideas about the peculiar properties of literary text composition are also explored. Vygotsky analyzes the socio-psychological mechanisms of theatrical art effect. Furthermore, those areas which are widely used by Vygotsky in determining the characteristics of cast reincarnation are examined. Special emphasis is placed on the different elements of the actor techniques (speech, movement, emotional expression, acting personality and etc.). Materials are widely used in this study and help identify the socio-cultural context that defined Vygotsky's values at different stages of his work, related to his drama criticism and his formation as a professional psychologist.     

2. Personality Factors in Perception

2. Personality Factors in Perception The role of personality factors is no less significant in the process of perception. From the theoretical positions of L. S. Vygotsky, A. R. Luria, and A. V. Zaporozhets it follows that the development of perception is determined by new tasks that arise during ontogenesis. Perception advances as perceptual actions develop that manifest the subject's activity (B. C. Anan'yev, 1960; Yu. B. Gippenreiter, 1958; J. Piaget, 1961; L. A. Venger, 1969; A. V. Zaporozhets, 1960; V. P. Zinchenko, 1967). The cited works show how perceptual actions develop and examine their role in constructing an image. They enumerate the developmental stages of perceptual actions and their orienting and regulating functions. The skill and operations that constitute perceptual actions, the child's perceptual development, and the methods for studying the level of perceptual development have all been researched by L. A. Venger (1969).* All of these works characteristically approach perception as an activity that includes a basic feature of the human mind, namely, its selectivity (A. N. Leont'yev).     

L. S. Vygotsky and the Problem of Functional Localization

Forty years ago, in the middle of the 1920's, a young Soviet psychologist, still under thirty, came to the Clinic of Nervous Diseases, at first to observe, later to conduct his own independent research. His name was L. S. Vygotsky.     

L.S. Vygotsky: In Memoriam

On the night of 11 June, death took from the ranks of our country's outstanding scientists Professor Lev Semenovich Vygotsky. In him Soviet psychology has lost not only a great scientist and brilliant educator, not only a person with remarkable personal qualities, but also one of those people whose appearance in our science has been of tremendous importance for its development, whose life and death are as much a part of the history of psychological knowledge as of his personal biography. Indeed, the system of theoretical psychological ideas Vygotsky created requires an understanding of the biography of its creator to be fully grasped. Yet the opposite is also true: only analysis of this system can provide the real key to understanding the personality of the deceased.     

Logical-Semantic Analysis and the Development of L.S. Vygotsky's Ideas About “Units” and “Elements” of Psychological Systems

Based on an analysis of L.S. Vygotsky's concepts of “units” and “elements” of psychological systems, this article highlights five of their attributes. It shows that these attributes are logically symmetrical, since in their wording they can be converted into one another by negation or by replacing some words with their opposites. This suggests that the concepts of the “unit” and “element” of a system are different poles of one theoretical construct of the activity of human psychology. Thus methods for the study of psychological systems by breaking them down into elements or by separating them into units can be seen as complementary. The article describes differences among the concepts of “unit,” “minimal unit,” and “cell” of a psychological system. It reviews several problems that are solvable using the “method of units,” as well as some concepts of the theory of psychological systems that are understood as holistic, conceptual, and active processes and/or results of human interaction with the world. Among the examples of such systems are “systems of psychological functions” (according to Vygotsky), as well as separate activities (according to A.N. Leontiev), human actions and operations (interactions with the world on the level of objects and mental or physical means). The “component” of a psychological system is defined as any “something” that in some sense belongs to or is included in human interaction with the world. A component that belongs to the system is called an “element” of it, but a component that is included in the functioning and development of the system is called a “part” of it. The article presents the mathematical and psychological foundation of these definitions. It identifies and discusses the substantial (independently existing) components of psychological systems and their attributes (properties and conditions). It describes the relationships between them using the bipolar theoretical constructs “part-element” and “substantial-attributive” component of a system.