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时间:2019-03-07
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1、MINDINSOCIETYTheDevelopmentofHigherPsychologicalProcessesPortraitofL.S.Vygotskyatage35FragmentofVygotsky’snotefirstsuggestingmediationasthebasisofhigherpsychologicalprocesses.(“NB.Theessenceoftheinstrumentalmethodresidesinthefunctionallydifferentuseoftwostimuli,whichdifferentiallyd
2、eterminebehavior;fromthisresultsthemasteryofone’sownpsychologicaloperations.Alwaysassumingtwostimuli,wemustanswerthefollowingquestions:1.HowdoesonerememberstimulusS1withtheaidofstimulusS2(whereS1istheobjectandS2istheinstrument).2.HowisattentiondirectedtoS1withtheaidofS2.3.Howisawor
3、dassociatedwithS1retrievedviaS2andsoon.”)L.S.VYGOTSKYMindinSocietyTheDevelopmentofHigherPsychologicalProcessesEditedbyMichaelColeVeraJohn-SteinerSylviaScribnerEllenSoubermanHarvardUniversityPressCambridge,MassachusettsLondon,EnglandCopyright©1978bythePresidentandFellowsofHarvardCol
4、legeAllrightsreserved2019LibraryofCongressCataloginginPublicationDataVygotskiĭ,LevSemenovich,1896–1934.Mindinsociety.Includesindex.1.Cognition.2.Cognitioninchildren.1.Cole,Michael,1938—II.Title.BF311.V931978155.4’1377-26023ISBN0-674-57629-2(paper)TothememoryofAlexanderRomanovichLur
5、iaEditors’PrefaceLevSemyonovichVygotskyhasfiguredprominentlyinAmericanpsychologysincethepublicationin1962ofhismonographThoughtandLanguage.Fiveyearsago,attheurgingofVygotsky’sstudentAlexanderLuria,weagreedtoeditacollectionofVygotsky’sessayswhichwouldreflectthegeneraltheoreticalenter
6、priseofwhichthestudyoftherelationbetweenthoughtandlanguagewasoneimportantaspect.LuriamadeavailabletousroughtranslationsoftwoofVygotsky’sworks.Thefirst,“ToolandSymbolinChildren’sDevelopment”(1930),hadneverbeenpublished.ThesecondwasatranslationofamonographentitledTheHistoryoftheDevel
7、opmentofHigherPsychologicalFunctions,whichappearedinthesecondvolumeofVygotsky’swritingspublishedinMoscowin1960.AcursorystudyoftheseessaysquicklyconvincedusthatthescopeofVygotsky’sworkreachedconsiderablybeyondThoughtandLanguage.Furthermore,wecametobelievethattheimageofVygotskyasasor
8、tofearlyneobehavioristofco
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