Bibliography of Works about Vygotsky in English

Editors' Note: Fairly extensive listings of works about Vygotsky are to be found in the bibliogra• phies 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 exten• sive bibliography ofVygotsky's writings, though likely incomplete. Much bibliographic schol• arship on Vygotsky remains to be done. The list given here is simply meant to be a short, use• ful guide for the beginner.

Asmolov, A. G. (1998). 17gotsky today: On the verge o/nonclassical . 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 Psychol• ogy. 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. Wash• ington: 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 ofProximal 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 ofMental 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 ofmind: A personal account ofSoviet 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 ofcontemporary 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 ofhigher 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 ofpsychology (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: Bibli• ographical notes. Lanham, MD: University Press of America. Elsasser, N., & John-Steiner, V. (1977). An interactionist approach to advancing literacy. Harvard Educa• tional 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 . 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 ofPsychology. 61, 558-561. Fraser. c.. & Roberts. N. (1975). Mothers' speech to children offour different ages. Journal ofPsy• cholinguistic Research. 4. 9-16. Frawley. W. (1997). ~gotsky and cognitive science: Language and the unification ofthe 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 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 (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). in Soviet psychology. Alberta Joumal ofEducational Research, 13(3). 239-247. Hanfmann. E.• & Kasanin. J. (1937). A method for the study of concept formation. Journal ofPsychology. 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 ofdialectical 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 ofsociocultural 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. Communica• tion Monographs, 45,18-32. Howe. A C. (1996). Development of scientific concepts within a Vygotskian framework. Science Etiuca• tion, 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: Cam• bridge 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 ofdeftctology (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 oflinguistic 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 ofideas. 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 ofdialectical 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 ofGenetic 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 ofmind. Moscow: Progress. Leontiev, A. N. (1981). The problem of activity of psychology. In The concept ofactivity 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 ofcon• temporary 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. Vygot• sky'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 ofSoviet 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: Rout• ledge. 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 ofGenetic Psychology, 35, 493-506. Luria, A. R (1928). Psychology in Russia. Journal ofGenetic Psychology, 35, 347-355. Luria, A. R (1930). The new method of expressive motor reactions in studying affective traces. In Ninth International Congress ofPsychology, held at Yale University, New Haven, Connecticut, Septem• ber 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 ofhuman conflicts. New York: Liveright. Luria, A. R (1932). Psychological expedition to Central Asia. Journal ofGenetic Psychology, 40, 241-242. Luria, A. R (1934). The second psychological expedition to Central Asia. Journal ofGenetic 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 ofspeech in the regulation ofnormal and abnormal behavior. New York: Liv• eright. Luria, A. R (1965). L. S. Vygotsky and the problem oflocalization offunctions. Neuropsychology, No.5, 387-392. Luria, A. R. (1974). Autobiography. In A history ofpsychology 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 ofhigher 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 ofmind: A personal account ofSoviet 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 modeloflearn• ing 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 Devtl• opmt!nt, 15. 205-228. Meece, R., & Rosenblum, R. (1965). Conceptual thinking of sixth-grade children as measured by Vygot• sky 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 ofgeneral 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 ofso doh is tor• ical psychology. Cambridge: Cambridge University Press. Moore, T. (1968). Language and intelligence: A longitudinal study of the first eight yearsj Pan II: Envi• ronmental correlates of metal growth. Human Devtlopmtnt, II, 1-24. Netchine-Grynberg, G. (1995). The functionality of cognition according to Cassirer, Meyerson, Vygot• sky, and Wallon: Toward the roots of the concept of cognitive tool. In Trmtis and issuts in thtom• ical 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. Educa• tional Psychologist, 30(2), 83-92. Pesic, J., & Bauca, A. (1996). Vygotsky and psychoanalysis. Journal ofRussian and East Europtan Psy• chology. 1(34),33-39. Phillips, S. (1977). The contribution ofL. S. Vygotsky to cognitive psychology. AibtrtaJournaJ ofEdu• cational 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). Cam• bridge: 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 collab• oration. 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: Inter• national 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 ofMind 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 ofdialectical psychology. New York: Academic Press. Rogoff, B. (2003). The cultural nature ofhuman dev~lopment. New York: Oxford University Press. Rogoff, B., & Wertsch, J. V. (Eds.) (1984). Children's learning in th~ Zone ofProximal Droelopment. San Francisco: Jossey-Bass. Sahakian, W. S. (1975). History and systems ofpsychology. New York: Wiley. Sameroff, A. (1975). Transactional models in early social relations. In Th~ development ofdialectical 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 ofEducation, 9(4). 181-191. Schubert, F. C. (1975). Vygotsky test. In Encyclop~dia ofpsychology (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 ofliteracy. Cambridge: Harvard University Press. Semeonoff, B., & Laird, A. (1952). The Vygotsky test as a measure of intelligence. British Journal ofPsy• 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 ofthe 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 ofEducational 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

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For fuller indexes, including names and authors, see the six-volume Colkcted \%rks.

Abstraction, 233, 242-244, 294, 319, 325, Affect 389-393 motor system and, 543 Abstract thinking, 439-441, 464-466 relationship to intellect, 51 concrete thinking merging with, 461-466 Affective generalization, 493-494 generalization vs. isolation in, 464 Agnosticism, 290 introspection and, 453 Amnesia of early childhood, 488-489 as a reflection of reality, 434 Anthropoids, 514-517, 523, 548 speech and, 425-426 Aphasia, 171, 518, 522, 545 syncretism in, 457-460 higher mental functions with, 555-556 visual thinking separated from, 416 Apperception, 98 Acting "I," 485-487 Applied psychology, psycho technics, see Psycho- Action logical science automatic vs. voluntary, 548-549 Argument,206-207,472-473 practical, 525-528 Arithmetic problems, 453, 459 speech merging with, 473 Art, see Psychological science (of art) stereotypical patterns of, 517-518 Association, 256, 279-280, 336, 342 symbolic forms of thinking and, 515 Association psychology, associationism, see Psy- syncretism of, 532-534 chological science voluntary-purposeful, 548-549 Attention, 207, 486-487 Action thinking, 451-453 in the abnormal child, 397-342 Activity crisis at age seven and, 498 connection with speech, 52, 56-58 direct, 377 control of others,' 532-533 establishing attention, 388-390 intellectual activity in the anthropoids, 58-59 involuntary, 379-385, 400 perception and, 543 mastering attention, 383-384 practical,528-531 mediated, 377-384, 393-394 sensory-motor function, 531-546 method of double stimulation, 376-379 stereo typic, 518 reconstruction of, 548-549 symbolic, 523 as a reflex, 375, 380 Adlerian psychology, see Psychological science role in abstraction, 390-395 (individual) role of the sign, 389-395, 396 Adolescence, 415-489, see also Higher mental in the selection reaction, 384-400 functions; Personality; Thinking sign operations and organization of higher Aesthetic reaction, see Reaction functions, 551-556

581 582 Index

Attention (continued) Coefficient of egocentric speech, 203-204 stages of development, 381-382 Collective, the, 201-219 voluntary, 378-396, 400 blind children and, 212-216 Autism, 29, 487-488 deaf-mute children and, 216-219 Auxiliary schools, see Special schools mentally retarded children and, 207-212 Combinative activity tests, 519-521 Behavior Comparative psychology, see Psychological animal, 229-231 science development of behavior, 363-368 Compensation, 156-161, 171 Behaviorism, see Psychological science in blind children, 157-160,213-215 Being and thinking, 251, 321-328 character development and, 193-197 Binet-Simon test, 419, 450 the collective and, 213-214 Binet's scales, 153 in difficult children, 179-181 Biogenetic theory, 197, 266, 426 fictive, 179-180,214 Biological approach to character, 190, 197 intellect and, 165 Biological development, see Natural development in mentally retarded children, 159, 173, Blind children, 154,207-210 184-186 compensation in, 157-160,213-215 motor deficiencies and, 162-163, 184 cultural development in, 167 real, 180 intellect in, 165-166 Complex thinking, 423-424, 447 of, 212-216 Concepts Body structure, character and, 189 formation of, 393, 422-444, 459-460, Boys 464-468, 515, 520 self-consciousness in, 479-480 scientific, 242-248, 270, 278, 300-301 sexual maturation in, 479-480 Concrete thinking, 426-437, 458, 464-465 Braille abstract thinking merging with, 459-464 cultural development and, 167-169 verbal thinking, influence on, 460 Brain, 284-290, 315,327-328,335,419-420 Conditional reflexes, see Reflexes character development and, 190-191 Capitalism, 192, 198 Consciousness, 15 Character development, 189-199, see also Person- concept formation and, 434 ality self-consciousness distinguished from, 434 biological approach to, 190, 197 Control of others, 530-532 body structure and, 189 Crisis at age seven, 489-497 class and, 197-198 crisis at age three compared with, 489 conditional reflexes and, 190-191 differentiation of the internal and external in, in difficult children, 178-182 490,492 goal-directed reflexes and, 192-194 features characterizing, 491-492 social factors in, 191-192 neoformations and, 492 statistical view of, 189 speech and, 491-492 Child development, 239-274 Crisis in psychology, see Psychological science Children Cooperation preschool-age, see Preschool-age children sociogenesis and higher mental functions, 564 school-age, 489 and use of signs, 518 thinking in, 414-422, 443-452 Cultural development, 166-171, 185 Child psychology, see Psychological science psychological tools in, 168-171 Class, 197-198 of thinking, 461 Index 583

Cultural forms of behavior. revolution of. E1ementaty mental functions. 418-422 565-567 Emotions. 19 Cultural-historical theory. 223. 409-410. of animals. 62-63 499-509 development. 133-137 higher and lower. 130 Dactylology. 169 James-Lange theory. 336 Dammed-up energy. law of. 156. 193 pathological manifestations. 20. 138 Deaf and mute children. 154.207-209.460. Empirical psychology. see Psychological science 462.515.520.545 Empiricism. 190.297-302 character development in. 178-180 Enuresis. 196 the collective and. 215-219 Environment cultural development in. 166-170 crisis at age seven and. 492-496 dactylology and. see Dactylology unity of personality and. 493-494 intellect in. 165-166 Ethics. 476-478 pedagogy of. 215-219 Evolution. theoty of, 294 sign language and. see Sign language Exercise. 197 social education of, 217-219 Experience speech in. 48. 61. see also Speech development crisis at age seven and. 494-495 Debiles. 183-185 generalization of, 491-492 cultural development in. 170 of meaning. 490-491 motor deficiencies in. 163. 184 Experimental-genetic study Deduction. 247. 316.415.442-443.466-467 fate of sign operations. 562-567 Defectology. 149-153 origin of sign operations. 559-562 Descriptive psychology. see Psychological science relationship of perception to movement. 541 Development. 2. 399-410 structure of sign operations. 555-559 of higher forms of perception. 537-540 Experiments. practical intellect. 512-521 of mind. basic stages. 56-57 Explanatory principle. 233-242. 252.266. 317. parallelogram of, 565 325 of practical intellect. 529-532 Explanatory psychology. see Psychological science sign operations and. 549-554 External speech. 456-457. 472-473 Dialectics. 251-262. 288. 329-332. 337. 414. dialogic and monologic. 94-95 431.438-439 predictive nature of external speech. 90-91. Diapsychia.483-485 96-100 Difficult children. 177-187 its relationship to inner speech. 54-57. 62. character development in. 179-182 77-81.85.88-90.97-104 compensation in. 179-181 its relationship to written speech. 93-97 cultural development in. 185 semantic characteristics of external speech. giftedness in. 182-185 101-103 methodological dialectics on. 181-182 Directness. 489-490 Factory Trade Apprentice School (F AS). Education 435-437 character development and. 193-198 Fastasty of deaf-mute children. see Deaf-mute children philogenesis of thinking and speech. 43. 48. Egocentric speech. 203-206. 523-524. 531-535. 51-52. 59--63 563-565 Feebleminded children. 207-210 Egocentric thinking. 448. 467 Fictive compensation. 179-180.214 Eidetic psychology. see Psychological science Finger spelling. see Dactylology 584 Index

Formal logic and formal thinking. 438-450. Idealism in psychology. 43 463-467 Idiots. 163.210-211 Freedom. 502-504 Imagination. 21-22 Freudian theory. see Psychoanalysis Imbeciles. 154 Functional psychology. see Psychological science the collective and. 210-211 Future motor deficiencies in. 163 concept of. 534-535 Imitation. 428-429 reconstruction of memory and attention. of animals. 369 544-545 of a child. 369-370 connection to understanding. 370 Games. 207 as a formation of habit. 369 General psychology. see Psychological science as a method of research. 370 Generalization. 438-445. 458-462 role in the development of speech. 47-49 Genetic analysis. 559-562 Inferiority complexes. 159-160 Genetic (child) psychology. see Psychological science Inner (internal) speech. 2. 185.206.456-458. Genetic method 472-473 experimental. 541. 555-556 connection with conscious awareness. 82-83 Genetic roots of thinking and speech. 43. 51-63 development of inner speech. 54-58. 62 Gestalt psychology. see Psychological science as the inner aspect of speech activity. 78-80 Giftedness relationship to egocentric speech. 56. 62. character development and. 194-195 79-86.98-102 in difficult children. 182-185 relationship to written speech. 94-97 Girls semantics of inner speech. 98-103 self-consciousness in. 479-480 as a special psychological formation. 79. 103 sexual maturation in. 479-480 as "speech for oneself." 79-82 Goal-directed reflexes. 192-194 as "speech minus sound." 54. 57.78 Group photograph analogy. 439-442 syntax of inner speech. 89-99 Intellect. 164-166 Habits in the anthropoids. 43-47. 63 and imitation. 369 in blind children. 165-166 relationship to the formation of concepts. 59 in mentally retarded children. 164-165 Higher forms of practical activity. 526-529 practical. 57-58 Higher mental functions. 343-354. 408-410. and speech. 43-63 418-422.470. see also Attention; Memory; Interiorization of sign operations. 563-566 Perception; Practical intellect Introspection. 451-452. 457-458. 473 in blind children. 212-215 the collective and. 206-215 Language. see Speech interiorization of. 564 Logic. 438-439. 465-466 in mentally retarded children. 207-209 Logical thinking. 422-430. 466-468. 484-485 sign operations and. 549-550; see also Signs. and argument and. 470-471 development of higher mental processes comparison of adolescent and child. 446-452 "1." 475-485 external forms of. 452 acting. 484-485 first appearance of. 442-444 personality development and. 474-475 introspection and. 451-452. 458 reflecting. 484-485 mastery and control in. 450 self-consciousness and. 475. 484 transition to. 417 Index 585

Lower mental functions. see Elementary mental Numerical operations. 552. 566 functions Objective psychology. see Psychological science Manic-depressive psychosis. 189 Objects Meaning developmental stages of perception. 538 innate representations and. 515 socialization of practical intellect. 531 sign and. 517-519 Oligophrenia. 162 Memory. 17. 169.207.484-487.535 Ontogenesis. 267. 274-276. 418-426 higher functions of, 518-519 sign operations. 556 in mentally retarded children. 186 Oral speech logical. 59 the collective and. 217 reconstruction of memory and attention. Organization of behavior 544-546 psychophysiological forms. 538 replacement of function. 566 speech and. 524-526 sign operations and organization of higher symbolic activity and. 521-522 functions. 549-554 Organization of mental processes. sign operations structure of sign operations. 555-559 and. 549-554 Mental development Outer speech. 206 cultural. 367-368 Overcompensation. 157.214 Mentally retarded children. 154. 172-174. character development and. 195 185-187.454-456. see also Debiles; Fee• Ozeretskii's metric scales. 163 bleminded children; Idiots; Imbeciles; Oligophrenia; Severely retarded children Parallelism (psychological). see Psychological sci• the collective and. 207-212 ence compensation in. 173. 184-186 Pathopsychology. see Psychological science cultural development in. 167-171 Pedagogy. 5. 171-173. see also Education higher mental functions in. 207-209 of blind children. 212-216 intellectin. 164-165 character development and. 198 motor deficiencies in. 162-163. 183-184 of the collective. 208-219 practical intellect in. 184-186 of deaf-mute children. 216-219 primitivism and. 168 of mentally retarded children. 186 special schools for. see Special schools Pedological anarchy. 155 Mental retardation. 515. 564-565 Pedology. 153-155. 172.239 Metaphors. 460-461 People's Commissariat of Enlightenment. 173 Methodological dialectics. 181-182 Perception. 239. 244. 267-273. 281. 323. 415. Mildly retarded children. see Debiles 421.440 Moral insanity. 161-162 in animals. 50. 112 Morons. see Debiles characteristics Motor deficiencies. 162--164. 171. 183-184 meaningful nature. 117-120 Movement. 44-45. 126-128 orthoscopic nature. 114-119 perception and. 541 higher forms. development of, 537-540 sensory-motor function. 539-544 laws of, 520-521 object. 539 Natural development. 166-167 relationship to movement. 541 Neoformations sign operation and organization of higher crisis at age seven and. 492 function. 549-554 Neuroses. 195 speech and. 539-540 586 Index

Perception (continued) Psychological science (branches and currents) theories animal (zoopsychology, comparative psychol• associative, 111-115 ogy)227-233,239,271-281, gestalt, 112 301-342,512 Personalism, see Psychological science applied, 227, 231, 303, 307 Personality, 228-229, 240, 252, 261-267, of art, 238-239,318,429 310-318,339-342,469-487, see also associationism, 18,22,69-70, 111,234-235, Character development 291-301,338,341 boundary between surrounding world and, behaviorism, 29, 109, 126,233,253-255, 476 273-284,289-309,333-339 external and internal speech in, 472-473 causal, see explanatory motor deficiencies and, 163-164 child (genetic), 238-239, 266-268, 274, 290, primary and secondary traits in, 484-485 301,303,342,399-410,520 social structure of, 472 crisis in, 5, 221-224, 290 speech and, 472-474 depth, see psychoanalysis tertiary traits in, 486 descriptive (understanding, teleological), unity and environment and, 493-495 300-340 Phenomenology, see Psychological science differential, 232, 305, 310, 340 Phylogenesis, 202, 267-276, 419, 426, 470,547, eidetic, 302-304, 315, 334-341, 429, 552 460-462 Physiological (explanatory) psychology, see Psy- empirical (subjective), 229-239, 256, chological science 263-266,277,288-303,309, Picture description technique, 465-468 322-323,332-335,341 Planning function of speech, 533-535 ethnic, 238-239 Play, 197-198,261-289,341 explanatory (Wundtian, physiological, causal), Polyglossia, 217 292-316,333-336 Practical activity, 526-529 functional, 283 Practical intellect, 184-186,207,421,453 general,227-232,241-242,251-254,266, development, 529-532 293-299,328-333 experiments, 512-521 Gestalt psychology (structural), 16,223, function of socialized and egocentric speech, 238-240,327-328,338 531-535 individual, 192,232,336-341 function of speech in use of tools, 520-523 introspective, 233, 299 higher forms of practical activity, 526-529 Marxist, 10,223,257,291,299,309-312, speech and practical action, 523-526 327-331 Practice (Praxis) 238,258,272-275, 283-289, objective, 255, 292, 305, 307, 368-369; see 303-308,318,340 also behaviorism; reflexology; reactology Preschool-age children, 445, 489 pathopsychology, 228-236 Primate experiments, 512-515, 521 personalism, 43, 239,309-310,327-340 Primitivism, 465, 470, 485 phenomenology, 289, 301-302, 315-316, cultural development vs., 167-170, 185 322-334,340 difficult children and, 185 Piaget, 81-85, 347-349 mentally retarded children and, 168 psychoanalysis (Freudian theory, depth), 7, Psychiatry, 232, 261, 303-304 233-240,255-264,290-301,329, Psychoanalysis (Freudian theory), see Psychologi• 333,338 cal science psychotechnics (industrial psychology), 239, Psychological tools, 168-171 303-304 Index 587

Psychological science (continued) Sensorimotor function. division of. 540-544 reactology. 282-283. 333 Sensory fields. 520. 524. 538. 541. 545 reflexology. 228-240. 252-256. 263-268. merging with motor fields. 535 274.283.289-299.331-341 verb~ized function of attention and. 544 soci~.231-233.259.301.316.331.340 Seven-year-olds. 445-448. see also Crisis at age structur~. 69-71. 109-110. 112. 123 seven teleological. see descriptive Severely retarded children. see also Imbeciles theoretical. 227. 231. 243 the collective and. 210-211 Wiinburg school. 19.29.58.68.71. 109. intellect in. 165-166 256.289.336 Sexu~ maturation. 413-415. 420-424. 463. 467. Psychophysical par~lelism. 287. 312. 324 469.476-481.487.496 Psychophysiology. 311-312. 538-539 Shift. law of, 448-450 Psychotechnics. see Psychological science Sign language. 216. see also Dactylology Sign operations Reaction an~ysis of, 555-567 aesthetic. 318-319 in apes. 521 of selection. 359. 382-386 fate of, 562-567 Reactology. see Psychological science interiorization of. 564-567 Recapitulation. 274-275 and organization of ment~ processes. 549-554 Reflecting "I.» 483-485 origin of sign operations. 559-562 Reflections. 206-207.475-477. 482-486 structure of. 555-559 Reflexes Signs. 53.276-290.334. 358.369-370. 374 associative. 373 artifici~. 359 condition~. 228. 234. 239. 246-248. 263. concept formation. 520-521 318.373 and meaning. 393. 517-519 correlative. 283 as mediating stimuli. 547 creative. 272 natur~ history of, 560 dominant. 373. 387-388 relationship of perception to movement. offreedom.273-285 541-543 inhibited. 263 use of. 359.516-519 of purpose. 285 Signs. and development of higher ment~ s~ivary. 263 processes. 537-548 trace. 262-263 development of higher forms of perception. unconditioned. 193.387-388 537-540 Reflexology. see Psychological science reconstruction of memory and attention. Representation 544-545 in anim~s. 43-48 sensorimotor function. division of, 540-544 Revolution ofcul~ forms of behavior. 565-566 voluntary structure of higher ment~ func• Rossolimo's profile. 153. 183 tions.545-548 Soci~ and Leg~ Protection of Minors (SPON). Schizophrenia 149-150 body structure and. 189 Soci~ class Schizothymic person~ity. 189 concept formation and. 428-431 Self-consciousness. 434. 475-487 self-consciousness and. 475-482 Self-image. 476-484. 492 Soci~ education. 174 Self-observation. see Introspection character development and. 198 Sensation. 268-281 of deaf-mute children. 217-219 588 Index

Social factors Stimuli in character development, 191-192 artificial, 363 in the development of the child's thinking, 43, auxiliary, 379-381 61--63 stimuli-means, 362, 378-386 Social genesis of higher mental functions, stimuli-objects, 362, 373-374 518-520, 551, 564 stimuli-signs, 363-367, 545-547 Social psychology, see Psychological science Structural psychology (Gestalt), see Psychological Socialization of practical intellect, 530-532 science Socialized speech, 203, 531-535, 564 Subconscious, see Unconscious Sociocultural development, 478-481 Subjective (empirical) psychology, see Psychologi• Sound cal science of the anthropoids, 44, 47 Syncretism, 449-461,532-534 of human speech, 44 concepts and complexes distinguished from, 426 Special schools, 159, 171-175 understanding of proverbs and, 455-457 for mentally retarded children, 172-174, 186-187 Tatar girl, 168-169 Speech, 11,29,505,508 Teeth, thinking and, 421-422, 430 abstract thinking and, 425-426 Teleological psychology, see Psychological science animal, 43-51, 59--63 Theoretical psychology, see Psychological science connection with thinking, 56 Thinking, 2, 18,415-470,486 concept formation and, 435 action, 450, 454 crisis at age seven and, 493-496 animals, 43-51, 60 development, 27-28, 370-37 in the apes, 44-49 egocentric, 55-56,61--63,80-90,98-103, autistic, 81-82, 86 397,525-526,533-537,565-567 biological relationship between different types external, 458-459, 474-475, see also External of,432-433 speech causal,469 internal (inner), 12, 458-460, 474--475, see comparison of adolescent and child, 416-424, also Inner speech 446-454 and perception, 541-544 contradictory factors in content of, 432-433 personality and, 474-476 crisis at age seven and, 495--496 planning function of, 535-537 cultural development of, 463 and practical intellect, 522-525 dialectical, 416, 432 and practical thinking, 515 egocentric, 450, 459 reconstruction of memory and attention, formal, 450-452, 465-469 546-547 introspection and, 453--460 reflecting function of, 535-536 means of thinking, 376 sign operations, 564 metaphysical character of, 430-431 andsocialCcing,395,533-537,566 origin, 53, 54, 61 specialized,203 pre-causal, 450, 469 structural characteristics, 80-88, 98-103 primitive, 467-470, 472, 486-487 symbolic, 523-524 production of, 69-71 Speech development, see also Oral speech relations between form and content of, the collective and, 216-219 419-432,440 cultural development and, 170 relationship to sensation, 110 in deaf-mute children, 171,216-219 relationship to speech, 43--44, 50--60, 76, SPaN, see Social and Legal Protection of Minors 104-110 Index 589

Thinking (continued) Will (volition), 23, 258, 314, 361-368,547-550 speech (verbal) and, 27-30, 53-54, 57-63, Word (s) 66-67,97,100 first, 52-53,62 Stern's theory of, 448-454, 462-464 mastery of the symbolic function of. 53-54 theories, 81 as a means of socializing, 395 verbal, 450-4451,522 relationship to consciousness, 109-110 Time, 546-547; see also Future; Memory relationship to object, 53, 60-63, 101-110 Tool use, 10,500-513,516,522-528,543,546 Word meaning by apes, 45-51, 59 development, 66-76 as generalization, 66-72 Unconscious (subconscious), 7, 228, 232-240, relationship to object reality, 67 247,253-272,277,287-290,295-296, as the unity of thinking and speech, 66 323-326 Written speech Understanding (descriptive) psychology, see Psy• relationship to inner speech, 92-97 chological science relationship to oral speech, 93-94 Wiirzburg school, set Psychological science Verbal thinking, 423, 450-451, 460-462,515, 522, see also Inner speech Zone of proximal development (ZPD), 4, 12, Visual field, 522, 536, 540, 543, 547 351-352 Visual thinking, 416, 423, 450-457, 462-468 Zoopsychology (animal psychology), see Psycho• Vocational training, 171 logical science Volition(al), see Will Voluntary structure of higher mental functions, 539-550