Vygotsky's Work (1930)

Vygotsky's Work (1930)

“The Biological Base of Affect.” I Want to Know Everything, 1930, nos. 15-16, pp. 480-481.

Foreword to materials collected by workers of the Institute of Scientific Education, April 13, 1930. Archives of the Academy of Pedagogical Sciences, USSR, fol. 4, vol. I, no. 103, pp. 81-82.

“Is It Possible to Simulate Extraordinary Memory?” I Want to Know Everything, 1930, no. 24, pp. 700-703.

“Imagination and Creativity in Childhood.” Private archives of L. S. Vygotsky. Manuscript.

Problems of Defectology, VI. L. S. Vygotsky, ed. 1930. (With D. I. Asbukhin and L. V. Zankov.)

Foreword to The Essay of Spiritual Development of the Child by K. Buhler. Moscow: The Worker of Education Publishing House, 1930.

“Extraordinary Memory.” I Want to Know Everything, 1930, no. 19, pp. 553-554.

“The Question of Speech Development and Education of the Deaf-Mute Child. Report to the Second National Conference of School Workers. Archives of the Institute of Defectology, Academy of Pedagogical Sciences, USSR. Manuscript, 2 pp.”

“The Problem of the Development of Interests in Adolescence.” Education of Workers, 1930, nos. 7-8, pp. 63-81.

“The Cultural Development of Abnormal and Retarded Children.” Report to the First Meeting for Investigation of Human Behavior, Moscow, Feb. 1, 1930. In Psychological Sciences in the USSR, pp. 195-196. Moscow-Leningrad: Medgiz, 1930.

“New Developments in Psychological Research.” Report to the Third National Meeting of Child Care, May 1930. The Internat, 1930, no. 7, pp. 22-27.

“Psychological Systems.” Report to the Neurology Clinic of the First Moscow State University, Oct. 9, 1930. Private archives of L. S. Vygotsky. Stenography.

“Tool and Sign.” Private archives of L. S. Vygotsky. Manuscript.

“The Behavior of Man and Animals.” Private archives of L. S. Vygotsky, 1929-1930. Manuscript.

“The Connection between Labor Activity and the Intellectual Development of the Child.” Pedology, 1930, nos. 5-6, pp. 588-596.

“The Behavior of Man and Animals.” Private archives of L. S. Vygotsky, 1929-1930. Manuscript.

Foreword to Teachers’ Guide to the Investigation of the Educational Process by B. R. Bekingem. Moscow: The Worker of Education Publishing House, 1930.

Foreword to Investigation of the Intellect of Anthropoids by W. Köhler. Moscow: Publishing House of the Communist Academy, 1930.

“The Problem of the Higher Intellectual Functions in the System of Psychological Investigation” Psychology and Psychophysiology of Labor, vol. 3 (1930), no. 5, pp. 374-384.

“The Mind, Consciousness, Unconsciousness.” In Elements of General Psychology, 4th ed., pp. 48-61. Moscow: Extension Division of the Second Moscow State University, 1930.

“The Development of the Highest Patterns of Behavior in Childhood.” Report to the First Meeting of Human Behavior, Jan. 28, 1930. In Psychoneurological Sciences in the USSR, pp. 138-139. Moscow-Leningrad: Medgiz, 1930.

“The Development of Consciousness in Childhood.” Private archives of L. S. Vygotsky. Stenography.

“Sleep and Dreams.” In Elements of General Psychology, pp. 62-75. Moscow: Extension Division of the Second Moscow State University, 1930.

“The Communist Reconstruction of Man.” Varnitso, 1930, nos. 9-10, pp. 36-44.

“Structural Psychology.”In Main Trends in Contemporary psychology by L. S. Vygotsky and S. Gellershtein, pp. 84-125. Moscow-Leningrad: Government Publishing House, 1930.

“Eidetics.” In Main Treads in Contemporary Psychology by L. S. Vygotsky and S. Gellershtein, pp. 178-205. Moscow-Leningrad: Government Publishing House, 1930.

“Experimental Investigation of the Highest Processes of Behavior.” Report to the First Meeting for Studying Human Behavior, Jan. 28, 1930. In Psychoneurological Sciences in the USSR. Moscow-Leningrad: Medgiz, 1930.

利維·維谷斯基 Лев Семёнович Выготский, Lev Semenovich Vygotsky (1896-1934)

利維·維谷斯基 (1896-1934)

Лев Семёнович Выготский,

Lev Semenovich Vygotsky

1. 蘇聯心理學家。文化-歷史學說 ( culture-history theory) 的創始人。

2. 受到皮亞傑的啟發，從他的理論發展出一套更完善的發展理論體系。

3. 由於他的政見與史達林相左，以及其理論不為當時蘇聯的心理學家所認同，他的作品在蘇聯一直被人忽視，並不為外人所瞭解。直到八十年代前蘇聯文件被解封之後，他的理論才廣為西方所知，並迅即被翻譯成各國文字；而他的學生亦借此機會前往美國講學，並宣揚他的理念。

4. 維谷斯基認為語文是兒童心智發展佔有主導的地位。他提出了「Constructive Theory」來描述兒童認知的發展過程。相對於皮亞傑的四個階段，維谷斯基提出了思想發展的四個過程：
(1) 知識構架
(2) 從學習帶領發展
(3) 與社會不可分割的發展，及
(4) 語言在認知發展所佔的主導角色。

5. 著作:

(1) Psychology of Art (1925)

(2) Language and Thought (1934)

(3) Mind in Society

相關連結: Vygotsky's texts online

資料來源: Wikipedia Wikipedia-1

圖片來源: Vygotsky