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

Bibliography ofWorka about Vygotsky in English 573

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.

574 Bibliography of Works about Vygotsky in English

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

chology 0. V. Wertsch, Ed.). New York: Sharpe, Armonk. Leontiev, A. N. (1989). The problem of activity in the history of Soviet psychology. Soviet Psychology,

27(1),22-39.

Bibliography of Works about Vygotsky in English 575

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.

Lloyd, P., & Fernyhough, C. (Eds.) (1999). Lev \'ygotsky: Critical assessments (Vols. 1-4). New York: Rout­ledge.

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

Ninth International Congress of Psychology, held at Yale University, New Haven, Connecticut, Septem­ber 1st to 7th, 1929, Proceedings and Papers O. M. Cattell, Ed.). New York: Psychological Review.

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

eright. Luria, A. R (1965). L. S. Vygotsky and the problem oflocalization off unctions. Neuropsychology, No.5,

387-392. Luria, A. R. (1974). Autobiography. In A history of psychology in autobiography (G. Lindzey, Ed.; pp.

251-292). Englewood Cliffs, N]: Prentice-Hall. Luria, A. R (1974). Towards the basic problems of neurolinguistics. Brain and Language, No.1, 1-14. Luria, A. R. (1976). Cognitive development, its cultural and social foundations (M. Lopez-Morillas & L.

Solotaroff, Trans.). Cambridge: Harvard University Press. Luria, A. R (1978). Biographical note on L. S. Vygotsky. In Mind in Society: The development of higher

psychological processes by L. S. Vygotsky (pp. 15-16). Cambridge, MA: Harvard University Press. Luria, A. R (1979). Higher cortical fUnctions in man. New York: Basic Books. Luria, A. R (1979). The making of mind: A personal account of Soviet psychology (S. Cole & M. Cole, Eds.).

Cambridge: Harvard University Press. Luria, A. R., & Majovski, L. V. (1977). Basic approaches used in American and Soviet clinical neu­

ropsychology. American Psychologist, 32, 959-968. Markova, I. (1990). The development of self-consciousness: Baldwin, Mead, and Vygotsky. In Reconsid­

ering psychology: Perspectives from continental philosophy O. E. Faulconer & R. N. Williams, Eds.; pp. 151-174). Pittsburgh: Duquesne University Press.

Mason,]. M. (1992). Emerging literacy in the early childhood years: Applying a \'ygotskian modeloflearn­ing and development. Champaign: University ofIllinois at Urbana-Champaign.

576 Bibliography of Works about Vygotsky in English

McCagg. W. 0., & Siegelbaum, L. (Eds.) (1989). Tht disabled in tht Switt Union: Past and prtstnt thtory and practict. Pittsburgh: University of Pittsburgh Press.

Meacham, J. (1972). The development of memoty abilities in the individual and in society. Human Devtl­opmt!nt, 15. 205-228.

Meece, R., & Rosenblum, R. (1965). Conceptual thinking of sixth-grade children as measured by Vygot­sky block test. Psychological Revitw, 72, 195-202.

Meichenbaum, D. (1975). Theoretical and treatment implications of developmental research on verbal control of behavior. Canadian Psychological Revitw, 16, 22-27.

Minick, N. (1987). The development ofVygotsky's thought: An introduction. In Tht coiiecttd works ofL S. lrygotsk, W,lumt! 1: Problems of general psychology (R. W. Rieber & A. S. Canon, Eds.j pp. 17-36). New York: Kluwer AcademidPlenum.

Moll, L. C. (Ed.) (1990). lrygotsky and tducation: Instructional implications and applications of so doh is tor­ical psychology. Cambridge: Cambridge University Press.

Moore, T. (1968). Language and intelligence: A longitudinal study of the first eight yearsj Pan II: Envi­ronmental correlates of metal growth. Human Devtlopmtnt, II, 1-24.

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.

Newman, E, & Holzman, L. (1993). Ltv lrygotsky: Revolutionarysdtntist. London: Routledge. Papadopoulos, D. D. (1996). Observation on Vygotsky's reception in academic psychology. In Problems

ofthtortticai psychology (c. Tolman, E Cherty, R. V. Hezewijk & I. Lubek, Eds.j pp. 145-155). North York, Canada: Captus.

Penuel, w., & Wertsch, J. v. (1995). Vygotsky and identity formation: A sociocultural approach. Educa­tional Psychologist, 30(2), 83-92.

Pesic, J., & Bauca, A. (1996). Vygotsky and psychoanalysis. Journal of Russian and East Europtan Psy­chology. 1(34),33-39.

Phillips, S. (1977). The contribution ofL. S. Vygotsky to cognitive psychology. AibtrtaJournaJ ofEdu­cational Restarch, 23, 31-42.

Piaget, J. (1962). Comments on Vygotsky's critical remarks concerning "The language and thought of the child and reasoning in the child." In Thought and Languagt by L. S. Vygotsky (pp. 169-183). Cam­bridge: MIT Press.

Radzikovskii, L. A. (1990). The language of description of holism and L. S. Vygotsky's notion of "units." Switt Psychology. 28(3), 5-22.

Radzikovskii, L. A. (1991). The historical meaning ofthe crisis in psychology. Sovitt Psychology. 29(4), 73-99.

Radzikovskii, L. A., & Khomskaya, E. (1981). A. R. Luria and L. S. Vygotsky: Early years of their collab­oration. Sovitt Psychology, 20(1), 3-21.

Rahmani, L. (1966). Studies on the mental development of the child. In Prtsmt-day Russian psychology (N. O'Connor, Ed.j pp. 152-177). Oxford: Pergamon Press.

Rahmani, L. (1973). Switt psychology: Philosophical thtorttical and txptrimtntal issuts. New York: Inter­national University Press.

Ratner, C. (1991). lrygotskys sodohistorical psychology and its conttmporary applications. New York: Plenum. Ratner, C. (1994). The unconscious: A perspective from sociohistorical psychology. Journal of Mind and

Bthavior, 15,323-342. Ratner, C. (1996). Activity as a key concept for cultural psychology. Cu/turt and Psychology. 2, 407-434.

Bibliography of Works about Vygotsky in English 577

Ratner, C. (1997). Cultural psychology and qualitativ~ m~thodology: Th~oretical and ~pirical considerations. New York: Kluwer Academic/Plenum.

Ratner, C. (1999). Three approaches to cultural psychology: A critique. Cultural Dynamics, 11,7-31. Ratner, C. (2000). A cultural-psychological analysis of emotions. Culture and Psychology, 6, 5-39. Ratner, C. (2002). Cultural psychology: Th~ory and mnhod. New York: Kluwer Academic/Plenum. Riegel, K. F. (1973). Dialectic operations: The final period of cognitive development. Human Dro~lop-

ment, 16, 346-370. Riegel, K. F. (1975). Toward a dialectical theory of development. Human Dro~lopment, 18, 50-64. Riegel, K. F. (1976). Dialectical operations of cognitive development. In Contributions to human droelop-

ment (Vol. 2, pp. 60-71). Basel: S. Karger. Riegel, K. F. (1979). Foundations of dialectical psychology. New York: Academic Press. Rogoff, B. (2003). The cultural nature of human dev~lopment. New York: Oxford University Press. Rogoff, B., & Wertsch, J. V. (Eds.) (1984). Children's learning in th~ Zone of Proximal Droelopment. San

Francisco: Jossey-Bass. Sahakian, W. S. (1975). History and systems of psychology. New York: Wiley. Sameroff, A. (1975). Transactional models in early social relations. In Th~ development of dialectical oper­

ations (K. F. Riegel, Ed.; pp. 65-79). Basel: S. Karger. Scheerer, E. (1980). Gestalt psychology in the Soviet Union; Part 1: The period of enthusiasm. Psycholog­

ical Res~arch, 41, 113-132. Schneuwly, B. (1994). Contradiction and development: Vygotsky and paedology. European Journal ofPsy­

chology of Education, 9(4). 181-191. Schubert, F. C. (1975). Vygotsky test. In Encyclop~dia of psychology (Vol. 2, H. S. Eysenck, W. J. Arnold,

& R Meili, Eds.; p. 1170). Fontana: Collins. Scribner, S. (I985). Vygotsky's use of history. In Culture, communication, and cognition: \rygot:!kian perspec­

tives 0. Wertsch, Ed.). Cambridge: Harvard University Press. Scribner, S., & Cole, M. (1973). Cognitive consequences offormal and informal education. Science,

No. 182, 553-559. Scribner, S., & Cole, M. (1981). The psychology of literacy. Cambridge: Harvard University Press. Semeonoff, B., & Laird, A. (1952). The Vygotsky test as a measure of intelligence. British Journal of Psy­

chology, 43, 94-102. Shchedrovitskii, L. P. (1994). L. S. Vygotsky's "Tragedy of Hamlet Prince of Denmark." Journal ofRuss­

ian and East Europ~an Psychology, 32(2), 49-65. Shotter, J. (1993). Vygotsky: The social negotiation of semiotic mediation. New Ideas in Psychology, 11(1),

61-75. Sinclair, H. (1972). Some comments on Fodor's "Reflections on L. S. Vygotsky's Thought and Language."

Cognition, 1,317-318. Smith, L., Dockrell, J., & Tomlinson, P. (Eds.) (1997). Piag~t, \1gotsky and beyond: Futur~ issues for

developmental psychology and education. London: Routledge. Snow, C. E. (1972). Mothers' speech to children learning language. Child Droelopment, 43, 549-565. Sobkin, A., & Leontiev, D. (1992). The beginning of a new psychology: Vygotsky's psychology of art.

In Em~rging visions of the aesth~tic process: Psychology, s~iology, and philosophy (G. J. Cupchik & G. Laszlo, Eds.). New York: Cambridge University Press.

Stewin, L., & Martin, J. (1977). The development stages ofL. S. Vygotsky and J. Piaget: A comparison. Alberta Journal of Educational Research, 23, 31-42.

Still, A., & Costal!, A. (1991). The mutual elimination of dualism in Vygotsky and Gibson. In Against cognitivism: Alternative foundations for cognitive psychology (A. Still & A. Costall, Eds.; pp. 225-236). London: Harvester Wheatsheaf

578 Bibliography of Works about Vygotsky in English

Stutton, A. (1980). Cultural disadvantage and Vygotskii's stages of development. Educational Stud~s, 6(3), 199-209.

Toulmin, S. (1978, September 28). The Mozart of psychology [Review of the book Mind in Society). New }Ork Review of Books, 51-57.

Toulmin, S. (2002) Vygotsky's psychology: A biography of ideas. Common Knowkdge, 8, 209. Tryphon, A., & Voneche, J. (Eds.) (1996). Piaget-Vygotsky: The sodalgenesis of thought. Hove, UK: Psy­

chology Press. Tudge, J., & Rogoff, B. (1989). Peer influences on cognitive development: Piagetian and Vygotskian per­

spectives. In Interaction in human development: Crosscurrents in contemporary psychology (M. H. Bornstein &J. S. Bruner, Eds.; pp. 17-40).

Hillsdale, NJ: Erlbaum. Tudge, J., & Winterhoff, P. (1993). Vygotsky, Piaget, and Bandura: Perspectives on the relations between

the social world and cognitive development: Human Development, 36(2), 61-81. Valsiner, J. (1988). Developmental psychology in the Soviet Union. Bloomingron: Indiana University Press. Valsiner, J., & van der Veer, R. (1988). On the social nature of human cognition: An analysis of the shared

intellectual roots of G. H. Mead and L. Vygotsky. Journal for the Theory of Social Behavior. 18, 117-136.

Valsiner, J., & van der Veer, R. (1993). The encoding of distance: The concept of the Zone of Proximal Development and its interpretations. In The development and meaning of psychological distance (R. Rodney, K Cocking & A. Renninger, Eds.). Hillsdale, NJ: Erlbaum.

Valsiner, J., & van der Veer, R. (2000). The social mind: Construction of the idea. Cambridge: Cambridge University Press.

van der Veer, R. (1987). From language and thought to thinking and speech. Journal of Mind and Behavior. 8, 175-171-

van der Veer, R. (1991). Understanding Vygotsky: A quest for synthesis. Oxford: Blackwell. van der Veer, R. (1994). The concept of development and the development of concepts: Educarion and

development in Vygotsky's thinking. European Journal of Psychology of Education, 9(4), 293-300. van der Veer, R., & Valsiner, J. (1991). Understanding Vygotsky: A quest for synthesis. Oxford: Blackwell. van der Veer, R., & Valsiner, J. (Eds.). (1994). The Vygotsky reader. Oxford: Blackwell. Veresov, N. N. (1999). Undiscovered Vygotsky: Etudes on the pre-history of cultural-historical psychology. Euro­

pean Studies in the History of Science and Ideas, vol. 8. Frankfun-am-Main: Peter Lang. Vygodskaya, G. L., & Lifanova, T. M. (1988). L. S. Vygotsky: Life and work. In Proceedings of the Seventh

European CHEIRON Conftrence (pp. 733-739). Budapest: Hungarian Psychological Association. Weinreich, V. (1963). Review of the book Thought and Language. American Anthropologist, 65(6), 1401-1404. Wells, C. G. (1999). Dialogic inquiry: Towards a sodocultural practice and theory of education. Cam­

bridge: Cambridge University Press. Wertsch, J. V. (Ed.) (1978). Recent trends in Soviet psycholinguistics. White Plains, NY: M. E. Sharpe. Wertsch, J. v. (1979). From social interaction to higher psychological processes: A clarification and appli­

cation ofVygotsky's theory. Human Development, 22, 1-22. Wertsch, J. v. (1980). The significance of dialogue in Vygotsky's account of social egocentric and inner

speech. Contemporary Educational Psychology. 5, 150-162. Wertsch, J. V. (Ed.) (1981). The concept ofactiviey in Sov~t psychology. Armonk, NY: M. E. Sharpe. Wertsch, J. v. (1983). The role of semiosis in L. S. Vygotsky's theory of human cognition. In The sodo­

genesis of language and human conduct (B. Bain, Ed.). New York: Plenum. Wertsch, J. V. (Ed.) (1985). Culture, communication, and cognition: Vygotskian perspectives. Cambridge:

Cambridge University Press. Wertsch, J. v. (1985). Vygotsky and the sodalformation of mind. Cambridge: Harvard University Press.

Bibliography of Works about Vygotsky in English 579

Wertsch, J. v. (1991). ~ices of the mind' A sociocultural approach to mediated action. Cambridge: Harvard University Press.

Wertsch, J. v. (2002). ~ices of collective remembering. Cambridge: Cambridge University Press, 2002. Wertsch, J. v., del Rio, P., & Alvares, A. (Eds.) (1995). Sociocultural studies of mind New York: Cambridge

University Press. Wensch J. v., & Sohner, R. (1995). Vygo[sky on learning and deve\opmem. Human Development,

38(6) 332-337. Wilson, A., & Weinstein, 1. (1992). An invesdgadon imo some implicadons of a Vygo[skian perspec£ive

on [he origins of mind. Journal of the American Psychoanalytic Association, 40, 349-380. Wilson, A., & Weinstein, 1. (1996). The transference and [he Zone of Proximal Developmem. Journal of

American Psychoanalytic Association, 44(1), 167-200. Wozniak, R. H. (1996). Qu'es[-ce que l'imelligence? Piage[, Vygmsky, and [he 1920s crisis in psychology.

In Piaget-Vygotsky: The social genesis of thought (A. Tryphon & J. Voneche, Eds.; pp. 11-24). Hove, UK: Psychology Press.

Yaroshevsky, M. G. (1994). 1. S. Vygo£sky-Vicdm of an "opdeal illusion." Journal of Russian and East European Psychology. 32(6), 35-43.

Yaroshevsky, M. G. (1996). Marxism in Soviet psychology: The social role of Russian science. In Post­Soviet perspectives on Russian psychology (V. A. Kol[sova, Yu. Oleinik, A. Gilgen, & K. Gilgen, Eds.; pp. 161-186). Westport, CT: Greenwood.

Yoo, Y. (Ed.). (1980). Soviet education: An annotated bibliography and reader's guide to works in English. Westport, CT: Greenwood Press.

Zinchenko, V. P. (1985). Vygo£sky's ideas aboU[ units for [he analysis of mind. In Culture, communication, and cognition: Vygotskian perspectives 0. V. Wensch, Ed.; pp. 94-118). Cambridge: Cambridge Uni­versi ty Press.

Zinchenko, V. P. (1990). The problems of [he "formadve" e1emems of consciousness in [he acdvi[y [he­oty of mind. Soviet Psychology. 28(2),25-40.

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