Bibliography of Works about Vygotsky in English
Editors' Note: Fairly extensive listings of works about Vygotsky are to be found in the bibliographies ofElhammoumi (1997) and Veresov (1999), which also include references in languages other than Eng/ish, especially Russian. A very large bibliography of works about Vygotsky (mostly Russian) is included at the end of Volume 6 of Collected Works (1999), which also gives an extensive bibliography ofVygotsky's writings, though likely incomplete. Much bibliographic scholarship on Vygotsky remains to be done. The list given here is simply meant to be a short, useful guide for the beginner.
Asmolov, A. G. (1998). 17gotsky today: On the verge o/nonclassical psychology. New York: Nova Science. Bain, B. (1978). Toward an integration of Piaget and Vygotsky: Bilingual considerations. Linguistics, 16, 5-19. Bakhurst, D. (1991). Consciousness and revolution in Soviet psychology: From the Bolsheviks to Evald Ilyenkov.
Cambridge: Cambridge University Press. Bauer, R. (1968). The new man in Soviet psychology. Cambridge: Harvard University Press. Bein, E. S., Vlasova, T. A., Levina, R. E., Morozova, N. G., & Shif, Zh. I. (1993). Afterword. In Collected
works, Volume 2: The fondamentals 0/ deftctology (abnormal psychology and learning disabilities) (R. W. Rieber & A. S. Carton, Eds.; pp. 302-314). New York: Kluwer Academic/Plenum.
Bell, R. Q (1968). A reinterpretation of the direction of effect in studies of socialization. Psychological Review, 75, 81-85.
Bell, R. Q. (1971). Stimulus control of parents or caretaker behavior by offspring. Developmental Psychology. 4, 63-72.
Berg, E. E. (1970). L. S. Vygotsky's theory of the social and historical origins of consciousness (Doctoral dissertation. University of Wisconsin).
Berk, E., & Winsler, A. (1995). Scaffolding children's learning: 17gotsky and early childhood education. Washington: NAEC.
Bernhardt, R. (Ed.) (1998). Curriculum leadership: Rethinking schools for the 21" century. Cresskill, NJ: Hampton Press.
Bickley, E. E. (1977). L. S. Vygotsky's contributions to a dialectical materialist psychology. Science and Society, 41, 191-207.
Bozhovich, L. I. (1977). The concepts of the cultural-historical development of mind and its prospects. Soviet Psychology, 16, 5-22.
Bronckart, J. P. (1973). The regulating role of speech: A cognitivist approach. Human Development, 16, 417-439.
Brown, A. L. (1979). Vygotsky: A man for all seasons. Contemporary Psychology. 24, 161-163. Brozek, J. (1973). Soviet psychology. In Systems and theories in psychology (M. H. Marx & W. A. Hillix,
Eds.; pp. 529-548). New York: McGraw-Hill. Brozek, J. (1977). Vygotskii, Lev Semenovich. In International encyclopedia o/psychiatry, psychology, psy
choanalysis, neurology (Vol. 11, B. B. Wolman, Ed.; p. 409). New York: Aesculapius PublisherslVan Nostrand Reinhold Co.
571
572 Bibliography of Works about Vygotsky in English
Bruner, J. S. (1962). Introduction. In Thought and Language by L. S. Vygotsky (pp. v-x). Cambridge: MIT Press.
Bruner, J. S., (1967). Preface to Vygotsky Memorial Issue. Soviet Psychology, 5, 3-5. Bruner, J. S. (1975). The beginning of intellectual skill: I and II. New Behavior, 1, 20-25, 58-61. Bruner, J. S. (1984). The Zone of Proximal Development: hidden agenda. In Children's learning in the
Zone of Proximal Development (B. Rogoff & J. V. Wensch, Eds.). San Francisco: Jossey-Bass. Buim, N., Runders, J., & Turnure, J. (1974). Early material linguistic environment of normal and Down's
syndrome language-learning children. American Journal of Mental Deficiency, 79, 52-58. Cole, M. (1977). Alexander Romanovich Luria: 1902-1977. American Psychologist, 32(11), 969-971. Cole, M. (1977). Introduction. In Sovietdevelopmentalpsychology: An anthology (pp. ix-xxii). White Plains,
NY: M. E. Sharpe. Cole, M. (1979). A portrait of Luria. In The making of mind: A personal account of Soviet psychology by
A R Luria (pp. 181-225). Cambridge, MA: Harvard University Press. Cole, M. (1980). The unmaking of mind behind the autobiography. Psychology Today, l4. 88-89. Cole, M. (1996). Cultural psychology: A once and foture discipline. Cambridge: Harvard University Press. Cole, M., & Bruner, J. (1971). Cultural difference and inferences about psychological process. American
Psychologist, 26(10), 867-876. Cole, M., & Maltzman, I. (1969). Introduction. In A handbook of contemporary Soviet psychology (pp.
3-38). New York: Basic Books. Cole, M., & Scribner, S. (1974). Culture and thought: A psychological introduction. New York: Wuey. Cole, M., & Scribner, S. (1978). Introduction. In Mind in Society: The development of higher psychological
processes by L. S. Vygotsky (pp. 1-15). Cambridge: Harvard University Press. Cole, M., & Wertsch, J. v. (1996). Contemporary implications ofVygotsley and Luria. Worcester, MA: Clark
University Press. Collins, C. (1999). Language, itleology and social consciousness: Developing a sociohistorical approach. Alder
shot, England: Ashgate. Cox, B. D., & Lightfoot, C. (Eds.) (1997). Sociogenetic perspectives on internalization. Mahwah, NJ:
Lawrence Erlbaum. Cumming, J. (1975). Vygotsky, Lev Semenovich. In Encyclopedia of psychology (Vol. 2, H. J. Eysenck, W.
J. Arnold, & R Meili, Eds.; p. 1170). Fontana: Collins. Daniels, H. (Ed.) (1993). Charting the agenda: Educational activity after Vygotsley. London: Routledge. Daniels, H. (Ed.) (1996). An introduction to Vygotsley. London: Routledge. Das, J. P. (1995). Some thoughts on two aspects ofVygotsky's work. Educational Psychologist, 30(2), 93-97. Davydov, V. v., & Radzikhovskii, L. A (1985). Vygotsky's theory and the activity- oriented approach in
psychology. In Culture, communication, and cognition: Vygotsltian perspectives 0. V. Wertsch, Ed.; pp. 35-66). Cambridge: Cambridge University Press.
Davydov, V. v., & Zinchenko, V. P. (1989). Vygotsky's contribution to the development of psychology. Soviet Psychology, 27(2), 22-36.
Delefosse, M. S., & Delefosse, J. M. O. (2002). Spielrein, Piaget and Vygotsky: Three positions on child thought and language. Theory and Psychology, 12, 723-747.
Dixon-Krauss, L. (Ed.) (1996). Vygotsley in the classroom: Mediated literacy instruction and assessment. White Plains, NY: Longman.
Elhammoumi, M. (1997). Socio-historicocultural psychology: Lev Semenovich Vygotslty, 1896-1934: Bibliographical notes. Lanham, MD: University Press of America.
Elsasser, N., & John-Steiner, V. (1977). An interactionist approach to advancing literacy. Harvard Educational Review, 47(3), 355-370.
Emerson, C. (2000). Bakhtin, Lotman, Vygotsky
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Emihovich. c.. & Lima, E. S. (1995). The many facets ofVygotsky: A cultural-historical voice from the future. Anthropology and Etiucation. 26(4). 375-383.
Engestrom. Y .• Miettinen. R.. & Punamaki. R. (Eds.) (1999). Perspectives on activity theory. Cambridge: Cambridge University Press.
Ervin. S. (1962). Incisive ideas from the Soviet Union. Contemporary Psychology. 7, 406-407. Etkind. AM. (1994). More on L. S. Vygotsky: Forgotten texts and undiscovered contexts. Journal ofRuss
ian and East European Psychology. 32(6). 22-36. Fodor. J. (1972). Some reflection on L. S. Vygotsky's Thought and Language. Cognition. 1(1). 82-95. Fosberg. I. (1948). A modification of the Vygotsky block test for the study of the higher thought processes.
American Journal of Psychology. 61, 558-561. Fraser. c.. & Roberts. N. (1975). Mothers' speech to children offour different ages. Journal of Psy
cholinguistic Research. 4. 9-16. Frawley. W. (1997). ~gotsky and cognitive science: Language and the unification of the social and computa
tional mind. Cambridge: Harvard University Press. Frederick. S. (1974). Vygotsky on language skills. The Classical World, 67, 283-290. Garai. L .• & Kocski. M. (1990). The psychological status of activity and social relationship: On the con
tinuity of the theories of Lev Vygotsky and Alexei Leontyev. Soviet Psychology. 11(5). 3-14. Gellatly. A. Rogers. D .• & Sloboda, J. (Eds.) (1989). Cognition and social world. Oxford: Oxford Univer
sity Press. Glassman. M. (1994). All things being equal: The two roads ofPiaget and Vygotsky. Developmental Review,
14(2). 186-214. Glick. J. (1983). Piaget. Vygotsky and Werner. In Toward a holistic developmental psychology (S. Wapner
& B. Kaplan. Eds.). Hillsdale. NJ: Erlbaum. Golden. M .• Montare. A .• & Bridger. W. (19n). Verbal control of delay behavior in two-year-old boys as
a function of social class. Child Development. 48, 1107-1111. Guimaraes-Lima, M. (1995). From aesthetics to psychology: Notes on Vygotsky's psychology of art. Anthro
pology and Etiucation, 26(4). 410-424. Gulutsan. M. (1967). Jean Piaget in Soviet psychology. Alberta Joumal of Educational Research, 13(3).
239-247. Hanfmann. E .• & Kasanin. J. (1937). A method for the study of concept formation. Journal of Psychology.
No.3, 521-540. Hanfmann. E .• & Kasanin. J. (1942). Conceptual thinking in schizophrenia. Nervous and Mental Disor
der Monogr"Phs, No. 67. Hanfmann. E .• & Vakar. G. (1962). Translators' preface. In Thought and Language by L. S. Vygotsky (pp.
xi- xiii). Cambridge: MIT Press. Harris. A (1975). Social dialects and language: Mother and child construct the discourse. In The devel
opment of dialectical operations (K. Riegel. Ed.; pp. 80-96). Basel: S. Karger. Hautamaki. A. (1982). Activity environment, social class and voluntary karning: An interpretation and "Ppli
cation of~gotsky's concepts. Helsinki: University of Joensuu. Hedegaard. M. (1992). The Zone of Proximal Development as basis for instruction. In ~gotsky and edu
cation: Instructional implications and applications of sociocultural psychology (L. C. Moll. Ed.; pp. 349-371). New York: Cambridge University Press.
Hewes. D .• & Evans. D. (1978). Three theories of egocentric speech: A contrastive analysis. Communication Monographs, 45,18-32.
Howe. A C. (1996). Development of scientific concepts within a Vygotskian framework. Science Etiucation, 80(1). 35-51.
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Jakobson, R. (1971). Anthony's contribution to linguistic theory. In Selected writings (Vol. 2, pp. 285-288). The Hague: Mouton.
Jakobson, R. (1978). Six lectures on sound and meaning. Cambridge: MIT Press. John-Steiner, v., & Souberman, E. (1978). Afterword and note. In Mind in Society: The development of
higher psychological processes by L. S. Vygotsky (pp. 121-140). Cambridge: Harvard University Press. Joravsky, D. (1987). L. S. Vygotskii: The muffled deity of Soviet psychology. In Psychology in twentieth
century thought and society (M. G. Ash & W. R. Woodward, Eds.; pp. 189-211). Cambridge: Cambridge University Press.
Joravsky, D. (1989). Russian psychology: A critical analysis. Oxford: Blackwell. Kim, M. H. (1994). Vygotsky's inner speech and ESL composing processes: A case study of two advanced
ESL students (Doctoral dissertation. University of Missouri-Columbia). Knox, J. E. (1989). The changing face of Soviet defectology: A study in rehabilitating the handicapped.
Studies in Soviet Thought, 37, 217-236. Knox, J. E., & Stevens, C. (1993). Vygotsky and Soviet Russian defectology: An introduction. In Collected
works, Volume 2: The fundamentals of deftctology (abnormal psychology and learning disabilities) (R. W. Rieber & A. S. Carton, Eds.; pp. 1-25). New York: Kluwer Academic /Plenum.
Kohlberg, L., Yaeger, J., & Hjerthol, E. (1968). Private speech: Four studies and a review of theories. Child Development,39,691-736.
Kowal, K. H. (1997). Rhetorical implicatiom of linguistic relativity: Theory and application to Chinese and Taiwanese interlanguages. New York: Peter Lang.
Kozulin, A. (1984). Psychology in Utopia. Cambridge: MIT Press. Kozulin, A. (1990). ~gotskys psychology: A biography of ideas. Cambridge, MA: Harvard University
Press. Kozulin, A. (1991). Introduction: Lev Vygotsky and contemporary social thought. Studies in Soviet Thought,
42,71. Kozulin, A. (1996). The concept of activity in Soviet psychology: Vygotsky, his disciples and critics. In An
introduction to ~gotsky (H. Daniels, Ed.; pp. 264-274). London: Routledge. Kozulin, A. (1998). Psychological tools: A sociocultural approach to education. Cambridge: Harvard Univer
sity Press. Kvale, S. (1975). Memory and dialectic. In The development of dialectical operatiom (K. Riegel, Ed.; pp.
181-193). Basel: S. Karger. Lantolf, J. P., & Appel, G. (Eds.) (1994). ~gotJkian approaches to second language research. Norwood, NJ:
Ablex. Lee, B. (1985). Intellectual origins ofVygotsky's semiotic analysis. In Culture, communication, and cog
nition: Vygotskian perspectives 0. V. Wertsch, Ed.). Cambridge: Cambridge University Press. Lee, C. D., & Smagorinsky, P. (Eds.) (2000). ~gotJkian perspectives on literacy research: Comtructing mean
ing through collaborative inquiry. Cambridge: Cambridge University Press. Leontiev, A. N. (1932). The development of voluntary attention in the child. Journal of Genetic Psychol-
o~ 40(2), 52-81. Leontiev, A. N. (1974-75). The problem of activity in psychology. Soviet Psycholo~ 2(13), 4-33. Leontiev, A. N. (1978). Activity, comciousness and personality. Engelwood Cliffs, NJ: Prentice-Hall. Leontiev, A. N. (1981). Problems in the development of mind. Moscow: Progress. Leontiev, A. N. (1981). The problem of activity of psychology. In The concept of activity in Soviet psy
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Leontiev, A. N., & Luria A. R (1968). The psychological ideas ofL. S. Vygotsky. In Historical roots ofcontemporary psychology (B. B. Wolman, Ed.). New York: Harper & Row.
Leontiev, A. N., & Luria, A. R (1972). Some notes concerning Dr. Fodor's" Reflection on L. S. Vygotsky's Thought and Language." Cognition, 1(2-3),311-316.
Levitin, K. (1982). Chapter 1: Ages and Days. In One is not born a personality: Profiles of Soviet education psychologists (pp. 16-101). Moscow: Progress.
Linn, M. (1973). The role of intelligence in children's response to instruction. Psychology in the Schools, 10,67-75.
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London, I. (1949). A historical survey of psychology in the Soviet Union. Psychological Bulletin, 46, 241-277.
Luria, A. R (1928). The problem of the cultural behavior of the child. Journal of Genetic Psychology, 35, 493-506.
Luria, A. R (1928). Psychology in Russia. Journal of Genetic Psychology, 35, 347-355. Luria, A. R (1930). The new method of expressive motor reactions in studying affective traces. In
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Luria, A. R (1931). Psychological expedition to Central Asia. Science, 74, 383-384. Luria, A. R (1932). The nature of human conflicts. New York: Liveright. Luria, A. R (1932). Psychological expedition to Central Asia. Journal of Genetic Psychology, 40, 241-242. Luria, A. R (1934). The second psychological expedition to Central Asia. Journal of Genetic Psychology,
44, 255-259. Luria, A. R (1936). The development of mental functions in twins. Character and Personality, 5, 35-47. Luria, A. R (1939). L. S. Vygotsky: A biographical sketch. Psychiatry, 2, 53-54. Luria, A. R (1961). The role of speech in the regulation of normal and abnormal behavior. New York: Liv
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Meichenbaum, D. (1975). Theoretical and treatment implications of developmental research on verbal control of behavior. Canadian Psychological Revitw, 16, 22-27.
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Moll, L. C. (Ed.) (1990). lrygotsky and tducation: Instructional implications and applications of so doh is torical psychology. Cambridge: Cambridge University Press.
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Netchine-Grynberg, G. (1995). The functionality of cognition according to Cassirer, Meyerson, Vygotsky, and Wallon: Toward the roots of the concept of cognitive tool. In Trmtis and issuts in thtomical psychology (I. Lubek, R. Van Hezewijk, G. Pheterson & C. Tolman, Eds.j pp. 207-223). New York: Springer.
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Radzikovskii, L. A. (1990). The language of description of holism and L. S. Vygotsky's notion of "units." Switt Psychology. 28(3), 5-22.
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Index
For fuller indexes, including names and authors, see the six-volume Colkcted \%rks.
Abstraction, 233, 242-244, 294, 319, 325, 389-393
Abstract thinking, 439-441, 464-466 concrete thinking merging with, 461-466 generalization vs. isolation in, 464 introspection and, 453 as a reflection of reality, 434 speech and, 425-426 syncretism in, 457-460 visual thinking separated from, 416
Acting "I," 485-487 Action
automatic vs. voluntary, 548-549 practical, 525-528 speech merging with, 473 stereotypical patterns of, 517-518 symbolic forms of thinking and, 515 syncretism of, 532-534 voluntary-purposeful, 548-549
Action thinking, 451-453 Activity
connection with speech, 52, 56-58 control of others,' 532-533 intellectual activity in the anthropoids, 58-59 perception and, 543 practical,528-531 sensory-motor function, 531-546 stereo typic, 518 symbolic, 523
Adlerian psychology, see Psychological science (individual)
Adolescence, 415-489, see also Higher mental functions; Personality; Thinking
Aesthetic reaction, see Reaction
Affect motor system and, 543 relationship to intellect, 51
Affective generalization, 493-494 Agnosticism, 290 Amnesia of early childhood, 488-489 Anthropoids, 514-517, 523, 548 Aphasia, 171, 518, 522, 545
higher mental functions with, 555-556 Apperception, 98 Applied psychology, psycho technics, see Psycho-
logical science Argument,206-207,472-473 Arithmetic problems, 453, 459 Art, see Psychological science (of art) Association, 256, 279-280, 336, 342 Association psychology, associationism, see Psy-
chological science Attention, 207, 486-487
581
in the abnormal child, 397-342 crisis at age seven and, 498 direct, 377 establishing attention, 388-390 involuntary, 379-385, 400 mastering attention, 383-384 mediated, 377-384, 393-394 method of double stimulation, 376-379 reconstruction of, 548-549 as a reflex, 375, 380 role in abstraction, 390-395 role of the sign, 389-395, 396 in the selection reaction, 384-400 sign operations and organization of higher
functions, 551-556
582
Attention (continued) stages of development, 381-382 voluntary, 378-396, 400
Autism, 29, 487-488 Auxiliary schools, see Special schools
Behavior animal, 229-231 development of behavior, 363-368
Behaviorism, see Psychological science Being and thinking, 251, 321-328 Binet-Simon test, 419, 450 Binet's scales, 153 Biogenetic theory, 197, 266, 426 Biological approach to character, 190, 197 Biological development, see Natural development Blind children, 154,207-210
compensation in, 157-160,213-215 cultural development in, 167 intellect in, 165-166 pedagogy of, 212-216
Body structure, character and, 189 Boys
self-consciousness in, 479-480 sexual maturation in, 479-480
Braille cultural development and, 167-169
Brain, 284-290, 315,327-328,335,419-420
Capitalism, 192, 198 Character development, 189-199, see also Person-
ality biological approach to, 190, 197 body structure and, 189 class and, 197-198 conditional reflexes and, 190-191 in difficult children, 178-182 goal-directed reflexes and, 192-194 social factors in, 191-192 statistical view of, 189
Child development, 239-274 Children
preschool-age, see Preschool-age children school-age, 489 thinking in, 414-422, 443-452
Child psychology, see Psychological science Class, 197-198
Coefficient of egocentric speech, 203-204 Collective, the, 201-219
Index
blind children and, 212-216 deaf-mute children and, 216-219 mentally retarded children and, 207-212
Combinative activity tests, 519-521 Comparative psychology, see Psychological
science Compensation, 156-161, 171
in blind children, 157-160,213-215 character development and, 193-197 the collective and, 213-214 in difficult children, 179-181 fictive, 179-180,214 intellect and, 165 in mentally retarded children, 159, 173,
184-186 motor deficiencies and, 162-163, 184 real, 180
Complex thinking, 423-424, 447 Concepts
formation of, 393, 422-444, 459-460, 464-468, 515, 520
scientific, 242-248, 270, 278, 300-301 Concrete thinking, 426-437, 458, 464-465
abstract thinking merging with, 459-464 verbal thinking, influence on, 460
Conditional reflexes, see Reflexes character development and, 190-191
Consciousness, 15 concept formation and, 434 self-consciousness distinguished from, 434
Control of others, 530-532 Crisis at age seven, 489-497
crisis at age three compared with, 489 differentiation of the internal and external in,
490,492 features characterizing, 491-492 neoformations and, 492 speech and, 491-492
Crisis in psychology, see Psychological science Cooperation
sociogenesis and higher mental functions, 564 and use of signs, 518
Cultural development, 166-171, 185 psychological tools in, 168-171 of thinking, 461
Index
Cultural forms of behavior. revolution of. 565-567
Cultural-historical theory. 223. 409-410. 499-509
Dactylology. 169 Dammed-up energy. law of. 156. 193 Deaf and mute children. 154.207-209.460.
462.515.520.545 character development in. 178-180 the collective and. 215-219 cultural development in. 166-170 dactylology and. see Dactylology intellect in. 165-166 pedagogy of. 215-219 sign language and. see Sign language social education of, 217-219 speech in. 48. 61. see also Speech development
Debiles. 183-185 cultural development in. 170 motor deficiencies in. 163. 184
Deduction. 247. 316.415.442-443.466-467 Defectology. 149-153 Descriptive psychology. see Psychological science Development. 2. 399-410
of higher forms of perception. 537-540 of mind. basic stages. 56-57 parallelogram of, 565 of practical intellect. 529-532 sign operations and. 549-554
Dialectics. 251-262. 288. 329-332. 337. 414. 431.438-439
Diapsychia.483-485 Difficult children. 177-187
character development in. 179-182 compensation in. 179-181 cultural development in. 185 giftedness in. 182-185 methodological dialectics on. 181-182
Directness. 489-490 Education
character development and. 193-198 of deaf-mute children. see Deaf-mute children
Egocentric speech. 203-206. 523-524. 531-535. 563-565
Egocentric thinking. 448. 467 Eidetic psychology. see Psychological science
E1ementaty mental functions. 418-422 Emotions. 19
of animals. 62-63 development. 133-137 higher and lower. 130 James-Lange theory. 336 pathological manifestations. 20. 138
583
Empirical psychology. see Psychological science Empiricism. 190.297-302 Enuresis. 196 Environment
crisis at age seven and. 492-496 unity of personality and. 493-494
Ethics. 476-478 Evolution. theoty of, 294 Exercise. 197 Experience
crisis at age seven and. 494-495 generalization of, 491-492 of meaning. 490-491
Experimental-genetic study fate of sign operations. 562-567 origin of sign operations. 559-562 relationship of perception to movement. 541 structure of sign operations. 555-559
Experiments. practical intellect. 512-521 Explanatory principle. 233-242. 252.266. 317.
325 Explanatory psychology. see Psychological science External speech. 456-457. 472-473
dialogic and monologic. 94-95 predictive nature of external speech. 90-91.
96-100 its relationship to inner speech. 54-57. 62.
77-81.85.88-90.97-104 its relationship to written speech. 93-97 semantic characteristics of external speech.
101-103
Factory Trade Apprentice School (F AS). 435-437
Fastasty philogenesis of thinking and speech. 43. 48.
51-52. 59--63 Feebleminded children. 207-210 Fictive compensation. 179-180.214 Finger spelling. see Dactylology
584
Formal logic and formal thinking. 438-450. 463-467
Freedom. 502-504 Freudian theory. see Psychoanalysis Functional psychology. see Psychological science Future
concept of. 534-535 reconstruction of memory and attention.
544-545
Games. 207 General psychology. see Psychological science Generalization. 438-445. 458-462 Genetic analysis. 559-562 Genetic (child) psychology. see Psychological science Genetic method
experimental. 541. 555-556 Genetic roots of thinking and speech. 43. 51-63 Gestalt psychology. see Psychological science Giftedness
character development and. 194-195 in difficult children. 182-185
Girls self-consciousness in. 479-480 sexual maturation in. 479-480
Goal-directed reflexes. 192-194 Group photograph analogy. 439-442
Habits and imitation. 369 relationship to the formation of concepts. 59
Higher forms of practical activity. 526-529 Higher mental functions. 343-354. 408-410.
418-422.470. see also Attention; Memory; Perception; Practical intellect
in blind children. 212-215 the collective and. 206-215 interiorization of. 564 in mentally retarded children. 207-209 sign operations and. 549-550; see also Signs. and
development of higher mental processes
"1." 475-485 acting. 484-485 personality development and. 474-475 reflecting. 484-485 self-consciousness and. 475. 484
Idealism in psychology. 43 Idiots. 163.210-211 Imagination. 21-22 Imbeciles. 154
the collective and. 210-211 motor deficiencies in. 163 Imitation. 428-429 of animals. 369 of a child. 369-370 connection to understanding. 370 as a formation of habit. 369 as a method of research. 370
Index
role in the development of speech. 47-49 Inferiority complexes. 159-160 Inner (internal) speech. 2. 185.206.456-458.
472-473 connection with conscious awareness. 82-83 development of inner speech. 54-58. 62 as the inner aspect of speech activity. 78-80 relationship to egocentric speech. 56. 62.
79-86.98-102 relationship to written speech. 94-97 semantics of inner speech. 98-103 as a special psychological formation. 79. 103 as "speech for oneself." 79-82 as "speech minus sound." 54. 57.78 syntax of inner speech. 89-99
Intellect. 164-166 in the anthropoids. 43-47. 63 in blind children. 165-166 in mentally retarded children. 164-165 practical. 57-58 and speech. 43-63
Interiorization of sign operations. 563-566 Introspection. 451-452. 457-458. 473
Language. see Speech Logic. 438-439. 465-466 Logical thinking. 422-430. 466-468. 484-485
argument and. 470-471 comparison of adolescent and child.
446-452 external forms of. 452 first appearance of. 442-444 introspection and. 451-452. 458 mastery and control in. 450 transition to. 417
Index
Lower mental functions. see Elementary mental functions
Manic-depressive psychosis. 189 Meaning
innate representations and. 515 sign and. 517-519
Memory. 17. 169.207.484-487.535 higher functions of, 518-519 in mentally retarded children. 186 logical. 59 reconstruction of memory and attention.
544-546 replacement of function. 566 sign operations and organization of higher
functions. 549-554 structure of sign operations. 555-559
Mental development cultural. 367-368
Mentally retarded children. 154. 172-174. 185-187.454-456. see also Debiles; Feebleminded children; Idiots; Imbeciles; Oligophrenia; Severely retarded children
the collective and. 207-212 compensation in. 173. 184-186 cultural development in. 167-171 higher mental functions in. 207-209 intellectin. 164-165 motor deficiencies in. 162-163. 183-184 practical intellect in. 184-186 primitivism and. 168 special schools for. see Special schools
Mental retardation. 515. 564-565 Metaphors. 460-461 Methodological dialectics. 181-182 Mildly retarded children. see Debiles Moral insanity. 161-162 Morons. see Debiles Motor deficiencies. 162--164. 171. 183-184 Movement. 44-45. 126-128
perception and. 541 sensory-motor function. 539-544
Natural development. 166-167 Neoformations
crisis at age seven and. 492 Neuroses. 195
585
Numerical operations. 552. 566
Objective psychology. see Psychological science Objects
developmental stages of perception. 538 socialization of practical intellect. 531
Oligophrenia. 162 Ontogenesis. 267. 274-276. 418-426
sign operations. 556 Oral speech
the collective and. 217 Organization of behavior
psychophysiological forms. 538 speech and. 524-526 symbolic activity and. 521-522
Organization of mental processes. sign operations and. 549-554
Outer speech. 206 Overcompensation. 157.214
character development and. 195 Ozeretskii's metric scales. 163
Parallelism (psychological). see Psychological science
Pathopsychology. see Psychological science Pedagogy. 5. 171-173. see also Education
of blind children. 212-216 character development and. 198 of the collective. 208-219 of deaf-mute children. 216-219 of mentally retarded children. 186
Pedological anarchy. 155 Pedology. 153-155. 172.239 People's Commissariat of Enlightenment. 173 Perception. 239. 244. 267-273. 281. 323. 415.
421.440 in animals. 50. 112 characteristics meaningful nature. 117-120 orthoscopic nature. 114-119 higher forms. development of, 537-540 laws of, 520-521 object. 539 relationship to movement. 541 sign operation and organization of higher
function. 549-554 speech and. 539-540
586
Perception (continued)
theories associative, 111-115 gestalt, 112
Personalism, see Psychological science Personality, 228-229, 240, 252, 261-267,
310-318,339-342,469-487, see also Character development
boundary between surrounding world and, 476
external and internal speech in, 472-473 motor deficiencies and, 163-164 primary and secondary traits in, 484-485 social structure of, 472 speech and, 472-474 tertiary traits in, 486 unity and environment and, 493-495
Phenomenology, see Psychological science Phylogenesis, 202, 267-276, 419, 426, 470,547,
552 Physiological (explanatory) psychology, see Psy-
chological science Picture description technique, 465-468 Planning function of speech, 533-535 Play, 197-198,261-289,341 Polyglossia, 217 Practical activity, 526-529 Practical intellect, 184-186,207,421,453
development, 529-532 experiments, 512-521 function of socialized and egocentric speech,
531-535 function of speech in use of tools, 520-523 higher forms of practical activity, 526-529 speech and practical action, 523-526
Practice (Praxis) 238,258,272-275, 283-289, 303-308,318,340
Preschool-age children, 445, 489 Primate experiments, 512-515, 521 Primitivism, 465, 470, 485
cultural development vs., 167-170, 185 difficult children and, 185 mentally retarded children and, 168
Psychiatry, 232, 261, 303-304 Psychoanalysis (Freudian theory), see Psychologi
cal science Psychological tools, 168-171
Index
Psychological science (branches and currents) animal (zoopsychology, comparative psychol
ogy)227-233,239,271-281, 301-342,512
applied, 227, 231, 303, 307 of art, 238-239,318,429 associationism, 18,22,69-70, 111,234-235,
291-301,338,341 behaviorism, 29, 109, 126,233,253-255,
273-284,289-309,333-339 causal, see explanatory child (genetic), 238-239, 266-268, 274, 290,
301,303,342,399-410,520 crisis in, 5, 221-224, 290 depth, see psychoanalysis descriptive (understanding, teleological),
300-340 differential, 232, 305, 310, 340 eidetic, 302-304, 315, 334-341, 429,
460-462 empirical (subjective), 229-239, 256,
263-266,277,288-303,309, 322-323,332-335,341
ethnic, 238-239 explanatory (Wundtian, physiological, causal),
292-316,333-336 functional, 283 general,227-232,241-242,251-254,266,
293-299,328-333 Gestalt psychology (structural), 16,223,
238-240,327-328,338 individual, 192,232,336-341 introspective, 233, 299 Marxist, 10,223,257,291,299,309-312,
327-331 objective, 255, 292, 305, 307, 368-369; see
also behaviorism; reflexology; reactology pathopsychology, 228-236 personalism, 43, 239,309-310,327-340 phenomenology, 289, 301-302, 315-316,
322-334,340 Piaget, 81-85, 347-349 psychoanalysis (Freudian theory, depth), 7,
233-240,255-264,290-301,329, 333,338
psychotechnics (industrial psychology), 239, 303-304
Index
Psychological science (continued)
reactology. 282-283. 333 reflexology. 228-240. 252-256. 263-268.
274.283.289-299.331-341 soci~.231-233.259.301.316.331.340
structur~. 69-71. 109-110. 112. 123 teleological. see descriptive theoretical. 227. 231. 243 Wiinburg school. 19.29.58.68.71. 109.
256.289.336 Psychophysical par~lelism. 287. 312. 324 Psychophysiology. 311-312. 538-539 Psychotechnics. see Psychological science
Reaction aesthetic. 318-319 of selection. 359. 382-386
Reactology. see Psychological science Recapitulation. 274-275 Reflecting "I.» 483-485 Reflections. 206-207.475-477. 482-486 Reflexes
associative. 373 condition~. 228. 234. 239. 246-248. 263.
318.373 correlative. 283 creative. 272 dominant. 373. 387-388 offreedom.273-285 inhibited. 263 of purpose. 285 s~ivary. 263 trace. 262-263 unconditioned. 193.387-388
Reflexology. see Psychological science Representation
in anim~s. 43-48 Revolution ofcul~ forms of behavior. 565-566 Rossolimo's profile. 153. 183
Schizophrenia body structure and. 189
Schizothymic person~ity. 189 Self-consciousness. 434. 475-487 Self-image. 476-484. 492 Self-observation. see Introspection Sensation. 268-281
Sensorimotor function. division of. 540-544 Sensory fields. 520. 524. 538. 541. 545
merging with motor fields. 535
587
verb~ized function of attention and. 544 Seven-year-olds. 445-448. see also Crisis at age
seven Severely retarded children. see also Imbeciles
the collective and. 210-211 intellect in. 165-166
Sexu~ maturation. 413-415. 420-424. 463. 467. 469.476-481.487.496
Shift. law of, 448-450 Sign language. 216. see also Dactylology Sign operations
an~ysis of, 555-567 in apes. 521 fate of, 562-567 interiorization of. 564-567 and organization of ment~ processes. 549-554 origin of sign operations. 559-562 structure of. 555-559
Signs. 53.276-290.334. 358.369-370. 374 artifici~. 359 concept formation. 520-521 and meaning. 393. 517-519 as mediating stimuli. 547 natur~ history of, 560 relationship of perception to movement.
541-543 use of. 359.516-519
Signs. and development of higher ment~ processes. 537-548
development of higher forms of perception. 537-540
reconstruction of memory and attention. 544-545
sensorimotor function. division of, 540-544 voluntary structure of higher ment~ func
tions.545-548 Soci~ and Leg~ Protection of Minors (SPON).
149-150 Soci~ class
concept formation and. 428-431 self-consciousness and. 475-482
Soci~ education. 174 character development and. 198 of deaf-mute children. 217-219
588
Social factors in character development, 191-192 in the development of the child's thinking, 43,
61--63 Social genesis of higher mental functions,
518-520, 551, 564 Social psychology, see Psychological science Socialization of practical intellect, 530-532 Socialized speech, 203, 531-535, 564 Sociocultural development, 478-481 Sound
of the anthropoids, 44, 47 of human speech, 44
Special schools, 159, 171-175 for mentally retarded children, 172-174,
186-187 Speech, 11,29,505,508
abstract thinking and, 425-426 animal, 43-51, 59--63 connection with thinking, 56 concept formation and, 435 crisis at age seven and, 493-496 development, 27-28, 370-37 egocentric, 55-56,61--63,80-90,98-103,
397,525-526,533-537,565-567 external, 458-459, 474-475, see also External
speech internal (inner), 12, 458-460, 474--475, see
also Inner speech and perception, 541-544 personality and, 474-476 planning function of, 535-537 and practical intellect, 522-525 and practical thinking, 515 reconstruction of memory and attention,
546-547 reflecting function of, 535-536 sign operations, 564 andsocialCcing,395,533-537,566 specialized,203 structural characteristics, 80-88, 98-103 symbolic, 523-524
Speech development, see also Oral speech the collective and, 216-219 cultural development and, 170 in deaf-mute children, 171,216-219
SPaN, see Social and Legal Protection of Minors
Stimuli artificial, 363 auxiliary, 379-381 stimuli-means, 362, 378-386 stimuli-objects, 362, 373-374 stimuli-signs, 363-367, 545-547
Index
Structural psychology (Gestalt), see Psychological science
Subconscious, see Unconscious Subjective (empirical) psychology, see Psychologi
cal science Syncretism, 449-461,532-534
concepts and complexes distinguished from, 426 understanding of proverbs and, 455-457
Tatar girl, 168-169 Teeth, thinking and, 421-422, 430 Teleological psychology, see Psychological science Theoretical psychology, see Psychological science Thinking, 2, 18,415-470,486
action, 450, 454 animals, 43-51, 60 in the apes, 44-49 autistic, 81-82, 86 biological relationship between different types
of,432-433 causal,469 comparison of adolescent and child, 416-424,
446-454 contradictory factors in content of, 432-433 crisis at age seven and, 495--496 cultural development of, 463 dialectical, 416, 432 egocentric, 450, 459 formal, 450-452, 465-469 introspection and, 453--460 means of thinking, 376 metaphysical character of, 430-431 origin, 53, 54, 61 pre-causal, 450, 469 primitive, 467-470, 472, 486-487 production of, 69-71 relations between form and content of,
419-432,440 relationship to sensation, 110 relationship to speech, 43--44, 50--60, 76,
104-110
Index
Thinking (continued) speech (verbal) and, 27-30, 53-54, 57-63,
66-67,97,100 Stern's theory of, 448-454, 462-464 theories, 81 verbal, 450-4451,522
Time, 546-547; see also Future; Memory Tool use, 10,500-513,516,522-528,543,546
by apes, 45-51, 59
Unconscious (subconscious), 7, 228, 232-240, 247,253-272,277,287-290,295-296, 323-326
Understanding (descriptive) psychology, see Psychological science
Verbal thinking, 423, 450-451, 460-462,515, 522, see also Inner speech
Visual field, 522, 536, 540, 543, 547 Visual thinking, 416, 423, 450-457, 462-468 Vocational training, 171 Volition(al), see Will Voluntary structure of higher mental functions,
539-550
589
Will (volition), 23, 258, 314, 361-368,547-550 Word (s)
first, 52-53,62 mastery of the symbolic function of. 53-54 as a means of socializing, 395 relationship to consciousness, 109-110 relationship to object, 53, 60-63, 101-110
Word meaning development, 66-76 as generalization, 66-72 relationship to object reality, 67 as the unity of thinking and speech, 66
Written speech relationship to inner speech, 92-97 relationship to oral speech, 93-94
Wiirzburg school, set Psychological science
Zone of proximal development (ZPD), 4, 12, 351-352
Zoopsychology (animal psychology), see Psychological science