Perspective historico-culturelle du développement humain et Approche centrée sur la personne
The Person-Centered Approach offers a well-elaborated theory of human development (HD) that serves as a foundation for modern psychotherapeutic, educational and organizational practice as well as for research. However, this theory does not profoundly consider the role cultural environment and cultural norms play in human development. In order to broaden this perspective authors suggest to incorporate Cultural-Historical approach developed by Lev Vygotsky and his followers into the Person-Centered scope. This theory encompass the role ‘culture’ (in a broad sense) and personal history play in HD.
Incorporation of the Vygotskian concept into the PCA enriches both theoretical and practical aspects of the PCA offering a systemic view that combines developmental conditions with the general cultural-historical context
The author refl ects upon the book The Sources of cultural-historical psychology: philosophical-humanitarian context by V. Zinchenko, B. Pruzhinin, T. Schedrina. Moscow, 2010.
The field of cultural-historical psychology originated in the work of Lev Vygotsky and the Vygotsky Circle in the Soviet Union more than eighty years ago, and has now established a powerful research tradition in Russia and the West. The Cambridge Handbook of Cultural-Historical Psychology is the first volume to systematically present cultural-historical psychology as an integrative/holistic developmental science of mind, brain, and culture. Its main focus is the inseparable unity of the historically evolving human mind, brain, and culture, and the ways to understand it. The contributors are major international experts in the field, and include authors of major works on Lev Vygotsky, direct collaborators and associates of Alexander Luria, and renowned neurologist Oliver Sacks. The handbook will be of interest to students and scholars in the fields of psychology, education, humanities and neuroscience.
The article addresses the views of G. Shpet, L. Vygotsky, M. Bakhtin andothers on art's influence on one's personality andcognitive andaffective spheres. They hadtheir own understanding of the whole issue andof catharsis in particular. The authors focuses on the analysis of inner andouter forms of works of art andassumes that, if reached, the inner form has the strongest influence on man: it enriches andbroadens one's own inner form of active contemplator of work of art.
Art, cultural consciousness, cultural-historical psychology, inner andouter form, Perception, Understanding, catharsis
The article deals with the clauses or preconditions of language and culture acquisition. Following G. G. Shpet, A. A. Uchtomsky, M. Heidegger, N. A. Bernshtein and V. V. Bibikhin, the author qualifies them as «pre-experiential origin». This «origin» is regarded as direct intelligible intuition, spiritual integral, non-differentiated unity: I understand, I think, I can. Spontaneous character of this origin does not mean its primitiveness. Non-mediated pre-experiential origin develops in its differentiation that comes to life in joint activity, in interflowing communication giving birth to multiple forms of culture-mediated behavior. Development of these forms hampers perception and understanding of the world in its immediacy but also enriches these acts. Interchange and interaction of the immediate and the mediated is regarded as a necessary condition of human development and productive activity. The author questions the idea of division psychological functions into natural and cultural (higher), assumed in cultural-historical psychology.
Essay on the theory of consciousness in Vygotsky's cultural-historical psychology
The chapter summarizes the long-term research of the Vygotsky family archive
The chapter discusses convergence in the development of cognitive science (emergence of such new research areas as embodied cognition, embedded cognition, emotional cognition, distributed cognition and new studies in cognitive development) and the fundamental principles of cultural-historical psychology.
The distractive effects on attentional task performance in different paradigms are analyzed in this paper. I demonstrate how distractors may negatively affect (interference effect), positively (redundancy effect) or neutrally (null effect). Distractor effects described in literature are classified in accordance with their hypothetical source. The general rule of the theory is also introduced. It contains the formal prediction of the particular distractor effect, based on entropy and redundancy measures from the mathematical theory of communication (Shannon, 1948). Single- vs dual-process frameworks are considered for hypothetical mechanisms which underpin the distractor effects. Distractor profiles (DPs) are also introduced for the formalization and simple visualization of experimental data concerning the distractor effects. Typical shapes of DPs and their interpretations are discussed with examples from three frequently cited experiments. Finally, the paper introduces hierarchical hypothesis that states the level-fashion modulating interrelations between distractor effects of different classes.
This article describes the expierence of studying factors influencing the social well-being of educational migrants as mesured by means of a psychological well-being scale (A. Perrudet-Badoux, G.A. Mendelsohn, J.Chiche, 1988) previously adapted for Russian by M.V. Sokolova. A statistical analysis of the scale's reliability is performed. Trends in dynamics of subjective well-being are indentified on the basis the correlations analysis between the condbtbions of adaptation and its success rate, and potential mechanisms for developing subjective well-being among student migrants living in student hostels are described. Particular attention is paid to commuting as a factor of adaptation.