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Vygotsky’s psycho-semiotics

Theories, instrument and interpretive analyses- In collaboration with Frith Luton

Charlotte Hua Liu

Reviewing and elaborating L. S. Vygotsky’s view of language mediated development, this work presents an extension of the Russian thinker’s developmental psycho-semiotics to an educational psycho-semiotics. Interpreting original discussions of tool-mediation as developmental mechanism, this book addresses the question of what occurs in the interpersonal environment that enables the internalisation of tool and the development of thinking. Filling in a gap in Vygotsky’s theoretical framework, it discusses in detail inter-psychological processes as the social origins of changes in the intra-psychological domain.
Besides theoretical descriptions, this book also offers an original instrument for educational research or practitioners’ reflection of micro-genetic processes of interaction and change. This instrument is then applied in interpretive analyses of real-life classroom exchanges.

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People and Subject Index 231

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PEOPLE AND SUBJECT INDEXX A abbreviation, 26–27, 31, 40, 73, 102 academic discourse, 57, 64 acausal mechanism, 5, 17, 33, 38, 48, 51, 55, 58, 83, 105, 114, 116, 122, 124, 190–191, 194, 196, 198, 201–202 Ach, of Wurzburg School, 54–55 allusions, 40, 74 Allwright, D., 101 apperception, 76, 112, 194 in children’s pretend play, 36 and learning, 33–37 in mental updating process, 35 and socialisation, 38–41 speech mediation of thinking, 58 Vygotsky’s views, 34–35 archetypal historical inheritance, 9, 17–19, 66, 105 authenticity classroom socialisation, 76–77, 146, 171, 179, 189, 192 interpsychological encounters, 77, 79, 104 verbal thinking, 73, 101 B Bakhtin’s multiple voice theory, 40 Bernstein, B., 57 C causality, 3, 190 infl uence of language on learning, 5–6, 13–14, 17, 23, 53–55, 58, 61, 91, 104, 114, 119, 123, 155, 177, 180 ‘cause-and-effect’ relationships, 155–156 child development apperception, 36 egocentric speech, 38–39 inner speech, 24–25 language, 23 classroom processes conceptual teaching activity, 148–159, 192 curriculum activities, 125–128 external level of task and participation structure, 57–58, 135–136, 143, 145–146, 191–192 internal level of task and participation structure, 58–61, 137, 143–144, 146–147, 191–192 internal order of interaction, 176–190, 192–193 interpsychological encounters, 161– 175, 192 interpsychology of classroom tasks and participation, 53–57 mental development tasks, 55 microgenetic analyses, 128–190 psychological mechanism of educa- tional mediation, 196–199 socialisations, study of, 125–190...

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