Throughout his work, Lev S. Vygotsky （1896-1934） pursued the objective of reformulating psychological theory. His historical-cultural analysis of the ＂crisis in psychology＂ showed that, beyond contradictions betwe...Throughout his work, Lev S. Vygotsky （1896-1934） pursued the objective of reformulating psychological theory. His historical-cultural analysis of the ＂crisis in psychology＂ showed that, beyond contradictions between the two main methodological currents---＂objective/explanatory＂ and ＂subjective/intuitive＂--psychology is primarily influenced by its empirical-sensory foundations. This influence is actually at the origin of the disagreement since it maintains the obligation for the two currents to make reference to empirical-sensory data. Only a general model of the developing human being, assessed by its usefulness, will allow reorienting psychology towards a broader science. This would lead to a general theory of psychology, which could then facilitate the search for tools for an indirect method enabling it to go beyond empiricism.展开更多
This brief paper will attempt to present some of the more important contributions of Vygotsky to understand cognitive development and implications for computer gaming summarized through five relevant studies that have...This brief paper will attempt to present some of the more important contributions of Vygotsky to understand cognitive development and implications for computer gaming summarized through five relevant studies that have investigated various aspects of Vygoskyan concepts in child and adolescent cognitive development.Each of these selected scoping reviewed,and historical studies contributes to the understanding of social transmission of cognitive and reasoning skills in and out of family context.These may be extended to computer gaming and role play experiences at various stages of development.The selected studies offer some confirmation of Vygotsky’s theorized concepts of the social and interactional aspects of cognitive development in a variety of contexts.Although there are some methodological considerations for each study with respect to generalizability and replication,each offers some support for the social and interactional model of development and as these would apply to implications for computerized gaming as an aspect of development.展开更多
Embodied cognition is an approach to cognition that departs from traditional Descartes’ mind-body dualism for its emphasis on bodily interactions with the environment. The paper firstly describes three distinctive fe...Embodied cognition is an approach to cognition that departs from traditional Descartes’ mind-body dualism for its emphasis on bodily interactions with the environment. The paper firstly describes three distinctive features of embodied cognition. Furthermore, from the perspective of philosophical methodology, the paper outlines Vygotsky’s socio-cultural theory and his contributions to the development of cognitive science. Three basic themes of Vygotsky’s writings are specifically described： genetic forces as a foundation of the study of mind, social origin of higher mental functioning, and mediation of sign systems in inter-mental and intra-mental functioning. Against the background of Vygotsky’s sociocultural theory, we further discuss the interface between embodied cognition and Vygotsky’s socio-cultural theory. It is claimed that bodily states and body-environment interactions are closely connected to sense-making. Embodied cognition should emphasize on the unity of body, mind, and cultural environment. Finally, the paper concludes with the influence of sociocultural theory on the study of embodied cognition.展开更多
Vygotsky and Bruner’s theory,as a significant guidance in the field of education,make a influence for many students and teachers.This paper uses the ways of description and discussion to explore the implication from ...Vygotsky and Bruner’s theory,as a significant guidance in the field of education,make a influence for many students and teachers.This paper uses the ways of description and discussion to explore the implication from Vygotsky and Bruner’s theory on teaching and learning.展开更多
An ethnography study was conducted among five villages in Kotagiri district of Tamil Nadu,to identify“how globalisation affects the food behaviour of Badagas”.The research is a qualitative study,having implemented V...An ethnography study was conducted among five villages in Kotagiri district of Tamil Nadu,to identify“how globalisation affects the food behaviour of Badagas”.The research is a qualitative study,having implemented Vygotsky’s socio-cultural theory.The traditional food processed and prepared by women of Badagar community is intimately connected to their socio-cultural,ecological,and spiritual life and health.The processing and preparation of ethnic foods demonstrate not only the creativity and treasure of food heritage of tribal women,but also their incremental learning to sustain the life and ecosystem as a whole.Looking to the diversities in ethnic foods,an attempt has been made to explore the ethnic foods from five different villages in Kotagiri district.The food choices made by people,either as individuals or as a group,can reveal views,passions,background knowledge,assumptions,and personalities.Food choices tell stories of families,migrations,assimilation,resistance,changes over times,and personal as well as group identity.In each place,the processing method of these foods is somewhat different based on the growing international trade,migration,tourism,and globalisation.The food used in the dietary system was found to be nutritionally rich and culturally important in various festivals and ceremonies.Ethnic food prepared and consumed by women in the past cannot be seen in the isolated mode,instead it is a complex dynamics in which nutrition,health,food security,culture,ethics,subsistence economy,and ecological sustainability are integral components.This paper thereby determines and defines the behaviour and practice of food among the respondents,its change,and cause.展开更多
This paper elaborates on some of Saussure’s reflections on the structure of signs,and the role these signs play in the constitution of conscious thought.In the notes of La double essence,Saussure argued that the sign...This paper elaborates on some of Saussure’s reflections on the structure of signs,and the role these signs play in the constitution of conscious thought.In the notes of La double essence,Saussure argued that the sign “creates” and “guides” thought,but as part of a reflection that is both complex and hesitant.To clarify this position and examine its relevance,we first analyze the general conception of the status of signs and semiotics,that Saussure developed in his Course II.We then examine the way in which,in the twentieth century,the problem of how human thought is constituted was tackled by Piaget and Vygotsky.Finally,drawing on the notes of La double Essence,we try to highlight the arguments that led Saussure to adopt the position quoted below,and we will show how Saussure’s approach provides decisive arguments in support of the social interactionist position inherited from Vygotsky.展开更多
文摘Throughout his work, Lev S. Vygotsky （1896-1934） pursued the objective of reformulating psychological theory. His historical-cultural analysis of the ＂crisis in psychology＂ showed that, beyond contradictions between the two main methodological currents---＂objective/explanatory＂ and ＂subjective/intuitive＂--psychology is primarily influenced by its empirical-sensory foundations. This influence is actually at the origin of the disagreement since it maintains the obligation for the two currents to make reference to empirical-sensory data. Only a general model of the developing human being, assessed by its usefulness, will allow reorienting psychology towards a broader science. This would lead to a general theory of psychology, which could then facilitate the search for tools for an indirect method enabling it to go beyond empiricism.
文摘This brief paper will attempt to present some of the more important contributions of Vygotsky to understand cognitive development and implications for computer gaming summarized through five relevant studies that have investigated various aspects of Vygoskyan concepts in child and adolescent cognitive development.Each of these selected scoping reviewed,and historical studies contributes to the understanding of social transmission of cognitive and reasoning skills in and out of family context.These may be extended to computer gaming and role play experiences at various stages of development.The selected studies offer some confirmation of Vygotsky’s theorized concepts of the social and interactional aspects of cognitive development in a variety of contexts.Although there are some methodological considerations for each study with respect to generalizability and replication,each offers some support for the social and interactional model of development and as these would apply to implications for computerized gaming as an aspect of development.
文摘Embodied cognition is an approach to cognition that departs from traditional Descartes’ mind-body dualism for its emphasis on bodily interactions with the environment. The paper firstly describes three distinctive features of embodied cognition. Furthermore, from the perspective of philosophical methodology, the paper outlines Vygotsky’s socio-cultural theory and his contributions to the development of cognitive science. Three basic themes of Vygotsky’s writings are specifically described： genetic forces as a foundation of the study of mind, social origin of higher mental functioning, and mediation of sign systems in inter-mental and intra-mental functioning. Against the background of Vygotsky’s sociocultural theory, we further discuss the interface between embodied cognition and Vygotsky’s socio-cultural theory. It is claimed that bodily states and body-environment interactions are closely connected to sense-making. Embodied cognition should emphasize on the unity of body, mind, and cultural environment. Finally, the paper concludes with the influence of sociocultural theory on the study of embodied cognition.
文摘Vygotsky and Bruner’s theory,as a significant guidance in the field of education,make a influence for many students and teachers.This paper uses the ways of description and discussion to explore the implication from Vygotsky and Bruner’s theory on teaching and learning.
文摘An ethnography study was conducted among five villages in Kotagiri district of Tamil Nadu,to identify“how globalisation affects the food behaviour of Badagas”.The research is a qualitative study,having implemented Vygotsky’s socio-cultural theory.The traditional food processed and prepared by women of Badagar community is intimately connected to their socio-cultural,ecological,and spiritual life and health.The processing and preparation of ethnic foods demonstrate not only the creativity and treasure of food heritage of tribal women,but also their incremental learning to sustain the life and ecosystem as a whole.Looking to the diversities in ethnic foods,an attempt has been made to explore the ethnic foods from five different villages in Kotagiri district.The food choices made by people,either as individuals or as a group,can reveal views,passions,background knowledge,assumptions,and personalities.Food choices tell stories of families,migrations,assimilation,resistance,changes over times,and personal as well as group identity.In each place,the processing method of these foods is somewhat different based on the growing international trade,migration,tourism,and globalisation.The food used in the dietary system was found to be nutritionally rich and culturally important in various festivals and ceremonies.Ethnic food prepared and consumed by women in the past cannot be seen in the isolated mode,instead it is a complex dynamics in which nutrition,health,food security,culture,ethics,subsistence economy,and ecological sustainability are integral components.This paper thereby determines and defines the behaviour and practice of food among the respondents,its change,and cause.
文摘This paper elaborates on some of Saussure’s reflections on the structure of signs,and the role these signs play in the constitution of conscious thought.In the notes of La double essence,Saussure argued that the sign “creates” and “guides” thought,but as part of a reflection that is both complex and hesitant.To clarify this position and examine its relevance,we first analyze the general conception of the status of signs and semiotics,that Saussure developed in his Course II.We then examine the way in which,in the twentieth century,the problem of how human thought is constituted was tackled by Piaget and Vygotsky.Finally,drawing on the notes of La double Essence,we try to highlight the arguments that led Saussure to adopt the position quoted below,and we will show how Saussure’s approach provides decisive arguments in support of the social interactionist position inherited from Vygotsky.
