Vygotsky in Perspective

Ronald Miller

doi:10.1017/CBO9780511736582

References

Bibliography

Ageyev, V. S. (2003). ‘Vygotsky in the mirror of cultural interpretations’, in Kozulin, et al. (2003, pp. 433–49)

Archer, M. S. (1995). Realist Social Theory. Cambridge University Press

Archer, M. S. (2000). Being Human: The Problem of Agency. Cambridge University Press

Bacon, F. (1854). Aphorisms from the Novum Organum. Vol. III. Philadelphia: Parry & MacMillan

Bakhtin, M. M. (1981). The Dialogic Imagination: Four Essays by M. M. Bakhtin, ed. Holquist, M.; trans. Emerson, C. and Holquist, M.. Austin: University of Texas Press

Bakhtin, M. M.(1986). Speech Genres and Other Late Essays, ed. Holquist, M.; trans McGee, V. W.. Austin: University of Texas Press

Bakhurst, D. (1991). Consciousness and Revolution in Soviet Philosophy: From the Bolsheviks to Evald Ilyenkov. Cambridge University Press

Bakhurst, D.(1997). ‘Activity, consciousness, and communication’, in Cole, M., Engeström, Y. and Vasquez, O. (eds.), Mind, Culture, and Activity (pp. 147–63). Cambridge University Press

Bakhurst, D.(2007). ‘Vygotsky's demons’, in Cole, Daniels and Wertsch, (2007, pp. 50–76)

Bernstein, B. (1993). ‘Foreword’, in Daniels (1993, pp. xiv–xxiii)

Berthoud-Papandropoulou, I., and Kilcher, H. (1996). ‘Relationships between the clinical method and the zone of proximal development in a constructivist approach to language acquisition’, in Tryphon and Vonèche (1996, pp. 171–87)

Bhaskar, R. (1979). The Possibility of Naturalism. Brighton: Harvester Press

Brockmeier, J. (1996). ‘Construction and interpretation: exploring a joint perspective on Piaget and Vygotsky’, in Tryphon and Vonèche (1996, pp. 125–42)

Bronckart, J-P. (1996). ‘Units of analysis in psychology and their interpretation: social interactionism or logical interactionism’, in Tryphon and Vonèche (1996, pp. 85–106)

Bronfenbrenner, U. (1989). Social Foundations of Thought and Action: A Social Cognitive Theory. New Jersey: Prentice Hall

Bruner, J. (1984). ‘Vygotsky's zone of proximal development: the hidden agenda’, in Rogoff, B. and Wertsch, J. V. (eds.), Children's Learning in the ‘Zone of Proximal Development’ (pp. 93–7). San Francisco: Jossey-Bass

Bruner, J.(1986). Actual Minds, Possible Worlds. Cambridge, MA: Harvard University Press

Bruner, J.(1987). ‘Prologue to the English edition’, in Vygotsky, (1987, pp. 1–16)

Bruner, J.(2003). ‘Self-making narratives’, in Fivush, R. and Haden, C. A. (eds.), Autobiographical Memory and the Construction of a Narrative Self (pp. 209–26). New Jersey: Lawrence Erlbaum Associates

Burgess, R. V. (2000). ‘Reuvan Feuerstein: propelling the change, promoting continuity’, in Kozulin, A. and Rand, Y. (eds.), Experience of Mediated Learning: An Impact of Feuerstein's Theory in Education and Psychology (pp. 3–20). Oxford: Pergamon Press

Burgess, T. (1993). ‘Reading Vygotsky’, in Daniels, (1993, pp. 1–29)

Cazden, C. (1981). ‘Performance before competence: assistance to child discourse in the zone of proximal development’, Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 3: 5–8

Chaiklin, S. (2003). ‘The zone of proximal development in Vygotsky's analysis of learning and instruction’, in Kozulinet al. (2003, pp. 39–64)

Clark, A. (1993). Associative Engines: Connectionism, Concepts, and Representational Change. Cambridge, MA: MIT Press

Clark, A.(1997). Being There: Putting Brain, Body, and World Together Again. Cambridge, MA: MIT Press

Coetzee, J. M. (2009). Summertime. London: Harvill Secker

Cole, M. (1995). ‘Socio-cultural-historical psychology: some general remarks and a proposal for a new kind of cultural-genetic methodology’, in del Río, Wertsch and Alvarez, (1995, pp. 187–214)

Cole, M.(1996). Cultural Psychology: A Once and Future Discipline. Cambridge, MA: Harvard University Press

Cole, M.(2004). ‘Prologue: reading Vygotsky’, in Rieber and Robinson (2004, pp. vii–xii)

Cole, M., and Gajdamaschko, N. (2007). ‘Vygotsky and culture’, in Cole, Daniels and Wertsch, (2007, pp. 193–211)

Cole, M., Hood, L., and McDermott, R. (1982). ‘Ecological niche picking’, in Neisser (1982, pp. 366–73)

Cole, M., and Wertsch, J. V. (1996). ‘Beyond the individual–social antinomy in discussions of Piaget and Vygotsky’, Human Development, 39: 250–6

Daniels, H. (2001). Vygotsky and Pedagogy. London: RoutledgeFalmer

Daniels, H.(2008). Vygotsky and Research. London: RoutledgeFalmer

Daniels, H.(ed.) (1993). Charting the Agenda. London: Routledge

Daniels, H., Cole, M., and Wertsch, J. V. (eds.) (2007). The Cambridge Companion to Vygotsky. Cambridge University Press

Davydov, V. V., and Radzikhovskii, L. A. (1985). ‘Vygotsky's theory and the activity-oriented approach in psychology’, in Wertsch (1985b, pp. 35–65)

Davydov, V. V., and Zinchenko, V. P. (1993). ‘Vygotsky's contribution to the development of psychology’, in Daniels (1993, pp. 93–106)

Dennett, D. C. (1988). ‘Quining qualia’, in Marcel, A. J. and Bisiach, E. (eds.), Consciousness in Contemporary Science (pp. 42–77). Oxford University Press

Dennett, D. C.(1993). Consciousness Explained. London: Penguin

Dennett, D. C.(1997). Kinds of Minds: Towards an Understanding of Consciousness. London: Phoenix

Duncker, K. (1945). ‘On problem solving’, Psychological Monograph, 58: 1–270

Edwards, A. (2007). ‘An interesting resemblance: Vygotsky, Mead, and American pragmatism’, in Cole, Daniels and Wertsch, (2007, pp. 77–100)

Engels, F. (1940). Dialectics of Nature. New York: International Publishers

Engeström, Y. (1987). Learning by Expanding: An Activity-Theoretical Approach to Developmental Research. Helsinki: Orienta-Konsultit. Available online: lchc.ucsd.edu/MCA/Paper/Engestrom/expanding/toc.htm (visited September 2010)

Engeström, Y.(2001). ‘Expansive learning at work: toward an activity theoretical reconceptualization’, Journal of Education and Work, 14(1): 133–56

Fay, B. (1996). Contemporary Philosophy of Social Science: A Multicultural Approach. Malden, MA: Blackwell Publishers

Feuerstein, R., Rand, Y., and Hoffman, M. (1979). The Dynamic Assessment of Retarded Performers. Baltimore: University Park Press

Feuerstein, R., Rand, Y., Hoffman, M., and Miller, R. (1980). Instrumental Enrichment. Baltimore: University Park Press

Flanagan, O. (1994). Consciousness Reconsidered. Cambridge, MA: MIT Press

Fodor, J. (2009). ‘Where is my mind? Review of Supersizing the Mind: Embodiment, Action and Cognitive Extension by Andy Clark’, London Review of Books, 32(3): 13–15

Freeman, M. (1993). Rewriting the Self: History, Memory, Narrative. London: Routledge

Freeman, M.(2010). Hindsight: The Promise and Peril of Looking Backward. Oxford University Press

Gadamer, H-G. (1975). Truth and Method. New York: Crossroad

Geertz, C. (1975). The Interpretation of Cultures. London: Hutchinson

Geertz, C.(1983). Local Knowledge. New York: Basic Books

Giddens, A. (1976). New Rules of Sociological Method. London: Hutchinson

Gindis, B. (2003). ‘Remediation through education’, in Kozulinet al. (2003, pp. 200–21)

Ginsburg, M., and Opper, S. (1979). Piaget's Theory of Intellectual Development. New Jersey: Prentice Hall

Glick, J. (1997). ‘Prologue’, in Vygotsky (1997b, pp. v–xvi)

Glick, J.(2004). ‘Section introduction’, in Rieber and Robinson (2004, pp. 345–57)

Gruber, H. E., and Vonèche, J. (eds.). (1977). The Essential Piaget. London: Routledge & Kegan Paul

Hallin, D. C. (1992). ‘Sound bite news: television coverage of elections, 1968–1988’, Journal of Communication, 42(2): 5–24

Harré, R. (1998). The Singular Self. London: Sage Publications

Hasan, R. (2005). ‘Semiotic mediation, language and society: three exotripic theories – Vygotsky, Halliday and Bernstein’, in Weber, J. J. (ed.), Language, Society and Consciousness: Ruqaiya Hasan (pp. 46–67). London: Equinox

Heidegger, M. (1962). Being and Time. Oxford: Basil Blackwell

Hoffman, E. (2004). After Such Knowledge: A Meditation on the Aftermath of the Holocaust. London: Secker & Warburg

Holquist, M. (1981). ‘The politics of representation’, in Greenblatt, S. (ed.), Allegory in Representation: Selected Papers from the English Institute (pp. 163–83). Baltimore: Johns Hopkins University Press

Hutchins, E. (1995). Cognition in the Wild. Cambridge, MA: MIT Press

Ilyenkov, E. V. (1977). ‘The problem of the ideal’, in Philosophy in the USSR: Problems of Dialectic Materialism (pp. 71–99). Moscow: Progress

Ilyenkov, E. V.(1979). ‘Problema ideal'nogo’ (‘The problem of the ideal’), In two parts. Voprosy Filosofii (Questions of Philosophy), 6: 145–58; and 7: 128–40

Ilyenkov, E. V.(2007a). ‘Our schools must teach how to think!’, Journal of Russian and East European Psychology, 45(4) (July–August): 9–49

Ilyenkov, E. V.(2007b). ‘A contribution on the question of the concept of “activity” and its significance for pedagogy’, Journal of Russian and East European Psychology, 45(4) (July–August): 69–74

Ingold, T. (1986). Evolution and Social Life. Cambridge University Press

James, W. (1962). Psychology: Briefer Course. New York: Collier Books

Joravsky, D. (1987). ‘L. S. Vygotskii: the muffled deity of Soviet psychology’, in Ash, M. G. and Woodward, W. R. (eds.), Psychology in Twentieth-Century Thought and Society (pp. 189–211). Cambridge University Press

Jowett, B. (trans. and ed.) (1953). The Dialogues of Plato. Oxford: Clarendon Press

Kamin, L. J. (1974). The Science and Politics of IQ. Potomac, MD: Lawrence Erlbaum Associates

Karmiloff-Smith, A. (1992). Beyond Modularity. A Developmental Perspective on Cognitive Science. Cambridge, MA: MIT Press

Karpov, (2003). ‘Development through the lifespan’, in Kozulin, et al. (2003, pp. 138–55)

Keller, H. (1990). The Story of My Life. New York: Bantam Dell

Kozulin, A. (1984). Psychology in Utopia. Cambridge, MA: MIT Press

Kozulin, A.(1990). Vygotsky's Psychology: A Biography of Ideas. Cambridge, MA: Harvard University Press

Kozulin, A.(2003). ‘Psychological tools and mediated learning’, in Kozulinet al. (2003, pp. 15–38)

Kozulin, A.(ed.) (1989). Thought and Language, by L. S. Vygotsky. Cambridge, MA: MIT Press

Kozulin, A., and Gindis, B. (2007). ‘Sociocultural theory and education of children with special needs: from defectology to remedial pedagogy’, in Cole, Daniels and Wertsch, (2007, pp. 332–62)

Kozulin, A., Gindis, B., Ageyev, V. S. and Miller, S. M. (eds.) (2003). Vygotsky's Educational Theory in Cultural Context. Cambridge University Press

Kuhn, T. (1962). The Structure of Scientific Revolutions. University of Chicago Press

,Laboratory of Comparative Human Cognition (1982). ‘Culture and intelligence’, in Sternberg, R. J. (ed.), Handbook of Human Intelligence (pp. 642–720). Cambridge University Press

Lee, C. D. (2003). ‘Cultural modeling: CHAT as a lens for understanding instructional discourse based on African American English discourse patterns’, in Kozulinet al. (2003, pp. 393–410)

Leont′ev, A. N. (1983). Izbrannye Psikhologicheskie Proizvedeniya. Tom 1 (Selected Psychological Works, Vol. I). Moscow: Gospolitizdat

Leont′ev, A. N.(1994). ‘The development of voluntary attention in the child’, in Van der Veer and Valsiner (1994, pp. 289–312)

Leont′ev, A. N.(1997). ‘On Vygotsky's creative development’, in Vygotsky (1997a, pp. 9–32)

Levina, R. E. (1979). ‘L. S. Vygotsky's ideas about the planning function of speech in children’, in Wertsch, J. V. (ed.), The Concept of Activity in Soviet Psychology (pp. 279–99). New York: M. E. Sharpe

Lewontin, R. C. (1982). ‘Organism and environment’, in Plotkin, H. C. (ed.), Learning, Development, and Culture (pp. 151–70). New York: Wiley

Luria, A. R. (1928). ‘The problem of the cultural development of the child’, Journal of Genetic Psychology, 35: 493–506

Luria, A. R.(1987). ‘Afterword to the Russian edition’, in Vygotsky (1987, pp. 359–73)

Malinowski, B. (1922). Argonauts of the Western Pacific. New York: E. P. Dutton & Co.

Martí, E. (1996). ‘Mechanisms of internalization and externalization of knowledge in Piaget's and Vygotsky's theories’, in Tryphon and Vonèche (1996, pp. 57–83)

Marx, K. (1867). Capital. Vol. I, chapter 7, section 1: The labour process or the production of use-values. Available online: www.marxists.org/archive/marx/works/1867–c1/ch07.htm (visited September 2010)

Mauss, M. (1989). ‘A category of the human mind: the notion of the person; the notion of self’, in Carrithers, M., Collins, S. and Lukes, S. (eds.), The Category of the Person (pp. 1–25). Cambridge University Press

Mead, M. (1928). The Coming of Age in Samoa: A Psychological Study of Primitive Youth for Western Civilization. New York: Morrow

Miller, R. (1990). ‘A critique of Bhaskar's transformational model of social activity’, in Mouton, J. and Joubert, D. (eds.), Knowledge and Method in the Human Sciences (pp. 26–38). Pretoria: Human Sciences Research Council

Minick, N. (1987). ‘The development of Vygotsky's thought: an introduction’, in Vygotsky (1987, pp. 17–36)

Neisser, U. (1982). Memory Observed. San Francisco: W. H. Freeman & Co.

Neisser, U.(ed.) (1967). Cognitive Psychology. New York: Appleton-Century-Crofts

Newman, F., and Holzman, L. (1993). Lev Vygotsky: Revolutionary Scientist. London: Routledge

Ollman, B. (1993). Dialectical Investigations. London: Routledge

Ortega y Gasset, J. (1941). Towards a Philosophy of History. New York: Norton

Ortega Y Gasset, J.(1957). Man and People. New York: Norton

Ortega Y Gasset, J.(1960). What is Philosophy?New York: Norton

Overton, W. F. (2008). ‘Embodiment from a relational perspective’, in Overton, W. F., Müller, U., and Newman, J. L. (eds.), Developmental Perspectives on Embodiment and Consciousness (pp. 1–18). New York: Lawrence Erlbaum Associates

Palincsar, A. S., and Brown, A. L. (1984). ‘Classroom dialogues to promote comprehension’, in Brophy, J. (ed.), Advances in Research on Teaching. Vol. I (pp. 35–72). Greenwich, CT: JAI Press

Peirce, C. S. (1960). Collected Papers. Vols. I–VIII. Cambridge, MA: Harvard University Press

Piaget, J. (1923). Le langage et la pensée chez l'enfant (Language and Thought in the Child). Neuchâtel, Paris: Delachaux et Niestlé

Piaget, J.(1924). Le jugement et le raisonnement chez l'enfant (Judgement and Reasoning in the Child). Neuchâtel, Paris: Delachaux et Niestlé

Piaget, J.(1932). ‘Predeslovie k Rouskomou Izdanio’ (‘Preface to the Russian edition’), in Piaget, J., Rietch i michlenie ribienka. Moscow: Itchliedgiz

Piaget, J.(1952). The Origins of Intelligence in Children. New York: International Universities Press

Piaget, J.(1967). Six Psychological Studies. University of London Press

Piaget, J.(1969). Mechanisms of Perception. New York: Basic Books

Piaget, J.(1970). Genetic Epistemology. New York: Columbia University Press

Piaget, J.(1971). Structuralism. London: Routledge & Kegan Paul

Piaget, J.(1972). The Principles of Genetic Epistemology. London: Routledge & Kegan Paul

Piaget, J.(1976). The Psychology of Intelligence. New Jersey: Littlefield, Adams & Co.

Piaget, J.(1977). The Grasp of Consciousness: Action and Concept in the Young Child. London: Routledge & Kegan Paul

Piaget, J.(1995). Sociological Studies. London: Routledge

Pinker, S. (1997). How the Mind Works. New York: Norton

Polkinghorne, D. E. (1988). Narrative Knowing and the Human Sciences. Albany: State University of New York Press

Popper, K. R. (1968). The Logic of Scientific Discovery. New York: Harper Torchbooks

Ratner, C. (1997). Cultural Psychology and Qualitative Methodology. Theoretical and Empirical Considerations (pp. v–xv). London: Plenum Press

Ratner, C.(2004). ‘Section introduction’, in Rieber and Robinson (2004, pp. 401–13)

Ricoeur, P. (1983). Hermeneutics and the Human Sciences. Cambridge University Press

Rieber, R. W. (2004). ‘Section introduction’, in Rieber and Robinson (2004, pp. 27–31)

Rieber, R. W., and Robinson, D. K. (eds.) (2004). The Essential Vygotsky. New York: Kluwer Academic / Plenum Publishers

Rogoff, B. (1995). ‘Observing sociocultural activity on three planes: participatory appropriation, guided participation, and apprenticeship’, in del Río, Wertsch and Alvarez, (1995, pp. 139–64)

Rommetveit, R. (1974). On Message Structure: A Framework for the Study of Language and Communication. London: Wiley

Rommetveit, R.(1979). ‘On the architecture of intersubjectivity’, in Rommetveit, R. and Blaker, R. (eds.), Studies of Language, Thought, and Verbal Communication (pp. 93–108). London: Academic Press

Ruben, P. (1981). ‘From moralization to class society or from class society to moralization: philosophical comments on Klaus Eder's hypothesis’, in Jensen, U. J. and Harré, R. (eds.), The Philosophy of Evolution (pp. 120–36). Brighton: Harvester Press

Ryle, G. (1949). The Concept of Mind. New York: Barnes & Noble

Saxe, G. B., Gearhart, M., Note, M., and Paduano, P. (1993). ‘Peer interaction and the development of mathematical understandings: a new framework for research and educational practice’, in Daniels (1993, pp. 107–44)

Schurig, V. (1976). Die Entstehung des Bewusstseins (The Emergence of Consciousness). Frankfurt am Main: Campus

Scribner, S. (1985). ‘Vygotsky's uses of history’, in Wertsch (1985, pp. 119–45)

Scribner, S. (1997). ‘Mind in action: a functional approach to thinking’, in Cole, M., Engeström, Y. and Vasquez, O. (eds.), Mind, Culture, and Activity (pp. 354–68). Cambridge University Press

Seth, V. (1999). An Equal Music. London: Phoenix

Shweder, R. A. (1991). Thinking Through Cultures: Expeditions in Cultural Psychology. Cambridge, MA: Harvard University Press

Smith, L. (1996). ‘The social construction of rational understanding’, in Tryphon and Vonèche (1996, pp. 107–24)

Smolka, A. L. B., Goes, M. C. R., and Pino, A. (1995). ‘The constitution of the subject: a persistent question’, in Wertsch, del Río and Alvarez, (1995, pp. 165–84)

Stetsenko, A. (2004). ‘Section introduction’, in Rieber and Robinson (2004, pp. 501–12)

Tharp, R. G., and Gallimore, R. (1988). Rousing Minds to Life: Teaching, Learning, and Schooling in Social Context. New York: Cambridge University Press

Tolstoy, L. (1903). Pedagogicheskie Statli (Pedagogical Writings). Moscow: Kushnerev

Toulmin, S. (1960). The Philosophy of Science: An Introduction. New York: Harper Torchbooks

Tryphon, A., and Vonèche, J. (eds.) (1996). Piaget–Vygotsky: The Social Genesis of Thought. Hove: Psychology Press

Valsiner, J., and Veer, R. (2000). The Social Mind: Construction of the Idea. Cambridge University Press

Veer, R., and Valsiner, J. (1991). Understanding Vygotsky: A Quest for Synthesis. Oxford: Basil Blackwell

Veer, R. and Valsiner, J.(eds.) (1994). The Vygotsky Reader. Oxford: Basil Blackwell, Inc.

Volosinov, V. N. (1973). Marxism and the Philosophy of Language. New York: Seminar Press

Vonèche, J. (2008). ‘Action as the solution’, in Overton, W. F., Műller, U., and Newman, J. L. (eds.), Developmental Perspectives on Embodiment and Consciousness (pp. 69–98). New York: Lawrence Erlbaum Associates

Vygotsky, L. S. (1956). Selected Psychological Investigations. Moscow: Progress Publishers

Vygotsky, L. S.(1962). Thought and Language, eds. and trans. Hanfmann, E. and Vakar, G.. Cambridge, MA: MIT Press

Vygotsky, L. S.(1978). Mind in Society: The Development of Higher Psychological Processes, eds. Cole, M., John-Steiner, V., Scribner, S. and Souberman, E.. Cambridge, MA: Harvard University Press

Vygotsky, L. S.(1979). ‘The instrumental method in psychology’, in Wertsch, J. V. (ed.), The Concept of Activity in Soviet Psychology (pp. 134–43). New York: M. E. Sharpe

Vygotsky, L. S.(1982). L. S. Vygotskii. Sobraniye Sochinenii. Tom Pervyi. Problemy Teorii I Istorii Psikhologii (The Collected Works of L. S. Vygotsky). Vol. I. Moscow: Pedagogika

Vygotsky, L. S.(1983). L. S. Vygotskii. Sobraniye Sochinenii. Psikhologii (The Collected Works of L. S. Vygotsky). Vol. V. Moscow: Pedagogika

Vygotsky, L. S.(1986). Thinking and Speech, ed. Kozulin, A.. Cambridge, MA: MIT Press

Vygotsky, L. S.(1987). The Collected Works of L. S. Vygotsky. Vol. I: Problems of General Psychology, eds. Rieber, R. W. and Carton, A. S.. New York: Plenum Press

Vygotsky, L. S.(1993). The Collected Works of L. S. Vygotsky. Vol. II: The Fundamentals of Defectology, eds. Rieber, R. W. and Carton, A. S.. New York: Plenum Press

Vygotsky, L. S.(1994a). ‘The methods of reflexological and psychological investigation’, in Van der Veer and Valsiner (1994, pp. 27–45)

Vygotsky, L. S.(1994b). ‘The problem of the environment’, in Van der Veer and Valsiner (1994, pp. 338–54)

Vygotsky, L. S.(1997a). The Collected Works of L. S. Vygotsky. Vol. III: Problems of the Theory and History of Psychology, eds. Rieber, R. W. and Wollock, J.. New York: Plenum Press

Vygotsky, L. S.(1997b). The Collected Works of L. S. Vygotsky. Vol. IV: The History of the Development of Higher Mental Functions, ed. Rieber, R. W.. New York: Plenum Press

Vygotsky, L. S.(1998). The Collected Works of L. S. Vygotsky. Vol. V: Child Psychology, ed. Rieber, R. W.. New York: Plenum Press

Vygotsky, L. S.(1999). The Collected Works of L. S. Vygotsky. Vol. VI: Scientific Legacy, ed. Rieber, R. W.. New York: Plenum Press

Vygotsky, L. S.(2004). ‘The development of thinking and formation of concepts in the adolescent’, in Rieber and Robinson (2004, pp. 415–70)

Vygotsky, L. S., and Luria, A. (1994). ‘Tool and symbol in child development’, in Van der Veer and Valsiner (1994, pp. 99–174)

Wertsch, J. V. (1979). ‘From social interactions to higher psychological processes: a clarification and application of Vygotsky's theory’, Human Development, 22(1):1–22

Wertsch, J. V.(1984). ‘The zone of proximal development: some conceptual issues’, in Rogoff, B. and Wertsch, J. V. (eds.), Children's Learning in the ‘Zone of Proximal Development’ (pp. 7–18). San Francisco: Jossey-Bass

Wertsch, J. V.(1985a). Vygotsky and the Social Formation of Mind. Cambridge, MA: Harvard University Press

Wertsch, J. V.(1991). Voices of the Mind: A Sociocultural Approach to Mediated Action. Cambridge, MA: Harvard University Press

Wertsch, J. V.(1993). ‘Commentary on J. A. Lawrence and J. Valsiner, “Conceptual roots of internalization: from transmission to transformation”’, Human Development, 36(3): 168–71

Wertsch, J. V.(1995a). ‘Commentary on I. Arievitch and R. Van der Veer, “Furthering the internalization debate: Gal'perin's contribution”’, Human Development, 38(2): 127–30

Wertsch, J. V.(1995b). ‘The need for action in sociocultural research’, in del Río, Wertsch and Alvarez, (1995, pp. 56–74)

Wertsch, J. V.(1998). Mind as Action. Oxford University Press

Wertsch, J. V.(2007). ‘Mediation’, in Cole, Daniels and Wertsch, (2007, pp. 178–92)

Wertsch, J. V.(ed.) (1985b). Culture, Communication, and Cognition: Vygotskian Perspectives. Cambridge University Press

Wertsch, J. V., del Río, P., and Alvarez, A. (eds.) (1995). Sociocultural Studies of Mind. Cambridge University Press

Wertsch, J. V., Minick, N., and Arns, F. J. (1984). ‘The creation of context in joint problem solving’, in Rogoff, B. and Lave, J. (eds.), Everyday Cognition: Its Development in Social Contexts (pp. 151–71). Cambridge, MA: Harvard University Press

Wertsch, J. V., and Smolka, A. L. B. (1993). ‘Continuing the dialogue: Vygotsky, Bakhtin, and Lotman’, in Daniels (1993, pp. 69–92)

Wertsch, J. V., Tulviste, P., and Hagstrom, F. (1993). ‘A sociocultural approach to agency’, in Forman, E. A., Minick, N., and Stone, C. A. (eds.), Contexts for Learning: Sociocultural Dynamics in Children's Development (pp. 336–56). New York: Oxford University Press

Williams, M. (1985). ‘Wittgenstein's rejection of scientific psychology’, Journal for the Theory of Social Behaviour, 15(2): 203–23

Wilson, M. (2002). ‘Six views of embodied cognition’, Psychonomic Bulletin and Review, 9(4): 625–36

Wittgenstein, L. (1972). Philosophical Investigations, trans. Anscombe, G. E. M.. Oxford: Blackwell

Wood, D., Bruner, J. S., and Ross, G. (1976). ‘The role of tutoring in problem solving’, Journal of Child Psychology and Psychiatry, 17: 89–100

Wozniak, R. H. (1996). ‘Qu'est-ce que l'intelligence? Piaget, Vygotsky, and the 1920s crisis in psychology’, in Tryphon and Vonèche (1996, pp. 11–24)

Yaroshevsky, M. G., and Gurgenidze, G. S. (1997). ‘Epilogue’, in Vygotsky (1997a, pp. 345–69)

Zinchenko, V. P. (1985). ‘Vygotsky's ideas about units for the analysis of mind’, in Wertsch (1985b, pp. 94–118)

Zinchenko, V. P.(1995). ‘Cultural-historical psychology and the psychological theory of activity: retrospect and prospect’, in Wertsch, del Río and Alvarez, (1995, pp. 37–55)

Zinchenko, V. P.(2007). ‘Thought and word: the approaches of L. S. Vygotsky and G. G. Shpet’, in Cole, Daniels and Wertsch, (2007, pp. 212–45)

Vygotsky in Perspective

This Book has been cited by the following publications. This list is generated based on data provided by Crossref.

Book description

Reviews

Refine List

Actions for selected content:

Contents

Frontmatter
pp i-vi

Contents
pp vii-viii

Preface and acknowledgements
pp ix-xiv

1 - Introduction
pp 1-18

2 - A thematic overview
pp 19-64

PART I - Vygotsky at home
pp 65-66

3 - The development of concepts
pp 67-94

4 - The development of scientific concepts
pp 95-135

5 - The development of scientific concepts: critique
pp 136-176

6 - Thought and word
pp 177-202

PART II - Vygotsky in America
pp 203-204

7 - Michael Cole: artefact-mediated action – setting the record straight
pp 205-228

8 - James V. Wertsch: cultural tools and mediated action – getting it wrong
pp 229-280

9 - James V. Wertsch: mediation and the zone of proximal development
pp 281-315

10 - The essential commentators
pp 316-366

PART III - Vygotsky over the rainbow
pp 367-368

11 - Vygotsky: mediation
pp 369-417

Bibliography
pp 418-427

Index
pp 428-451

Metrics

Altmetric attention score

Full text views

Book summary page views

Accessibility standard: Unknown

Why this information is here

Accessibility Information

Vygotsky in Perspective

Book description

Reviews

Refine List

Actions for selected content:

Save Search

Contents

Metrics

Altmetric attention score

Full text views

Book summary page views

Accessibility standard: Unknown

Why this information is here

Accessibility Information