Реферат: Vygotsky’s psychological views

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<span Book Antiqua",«serif»;color:black; letter-spacing:1.5pt;mso-ansi-language:EN-US">Report on Psychology.

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<span Book Antiqua",«serif»;color:black; letter-spacing:1.5pt;mso-ansi-language:EN-US">“Vygotsky’s psychological views

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<span Book Antiqua",«serif»;color:black;letter-spacing: 1.5pt;mso-ansi-language:EN-US">                                                       RuslanZinatullovich.

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<span Bookman Old Style",«serif»; text-transform:uppercase;letter-spacing:1.5pt;mso-ansi-language:EN-US">Contents<span Bookman Old Style",«serif»;text-transform:uppercase;letter-spacing: 1.5pt;mso-ansi-language:EN-US">

<span Book Antiqua",«serif»; mso-ansi-language:EN-US"> TOC o «1-3» h z u

<span Bookman Old Style",«serif»; mso-ansi-language:EN-US">Preface… PAGEREF _Toc125009879 h 3

<span Bookman Old Style",«serif»; mso-ansi-language:EN-US">A  BiographicalSketch… PAGEREF _Toc125009880 h 5

<span Bookman Old Style",«serif»; mso-ansi-language:EN-US">Vygotsky’s Theoretical Approach… PAGEREF _Toc125009881 h 9

<span Bookman Old Style",«serif»; mso-ansi-language:EN-GB">Conclusion… PAGEREF _Toc125009882 h 12

<span Bookman Old Style",«serif»;mso-ansi-language: EN-US">Bibliographic List… PAGEREF _Toc125009883 h 13

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<span Bookman Old Style",«serif»; text-transform:uppercase;mso-ansi-language:EN-US">Preface<span Bookman Old Style",«serif»;text-transform:uppercase;mso-ansi-language: EN-US">

<span Book Antiqua",«serif»;mso-ansi-language: EN-US">Like the humanities and other social sciences, psychology is supposed totell us something about what it means to be human.

<span Book Antiqua",«serif»;mso-ansi-language: EN-US">However, many critics, including such eminent members of the disciplineas J.S. Bruner (1976), have questioned whether academic psychology hassucceeded in this endeavor. One of the major stumbling, blocks that hasdiverted psychology from this goal is that psychologists  have too often isolated and studied phenomenain such a way that they cannot communicate with one another, let alone with membersof other disciplines. They have tended to lose sign of the fact that theiruntimate goal is to contribute to some integrated, holistic picture of humannature.

<span Book Antiqua",«serif»;mso-ansi-language: EN-US">This intellectual isolation is nowhere more evident than in the divisionthat separates studies of individual psychology from studies of thesociocultural environment in which individuals live. In psychology we tend toview culture of society as a variable to be incorporated into models ofindividual functioning. This represents a kind of reductionism which assumesthat sociocultural phenomena can ultimately be explained on the basis ofpsychological processes. Conversely, sociologists and social problems becausethe derive straightforwardly from social phenomena. This view may not involvethe kind of reductionism found in the work of psychologists, but it is no lessnaïve. Many aspects of psychological functioning cannot be explained byassuming that they derive solely and simply from the sociocultural milieu.

<span Book Antiqua",«serif»;mso-ansi-language: EN-US">This disciplinary isolation is not attributable simply to a lack ofcooperation among various scholars. Rather, those interested in socialphenomena and those interested in psychological phenomena have defined theirobjects of inquiry in such different ways that they have almost guaranteed theimpossibility of mutual understanding. For dec­ades this problem has been ofconcern to those seeking to construct a unified social science. Criticaltheorists such as T. Adorno and J. Habermas (1979) have struggled with it sincethe 19405. Ac­cording to Adorno, “the separation of sociology and psychology isboth correct and false” (1967, p. 78). It is correct because it recognizesdifferent levels of phenomena that exist in reality; that is, it helps us avoidthe pitfalls of reductionism. It is false, however, because it too readily “encouragesthe specialists to relinquish the attempt to know the totality”.

<span Book Antiqua",«serif»;mso-ansi-language: EN-US">Keeping sight of this totality while examining particular levels ofphenomena in social science is as elusive a goal today as earlier in thetwentieth century. Indeed the more progress we make in studying particularphenomena, the more distant this goal seems to become. My purpose here is toexplicate and extend a theoretical approach that tried to avoid thispitfall—the approach of the Soviet psychologist and semiotician Lev Semenovich Vygotsky(1896-1934).

<span Book Antiqua",«serif»;mso-ansi-language: EN-US">Vygotsky, of course, did not make his proposals in order to deal withtoday's disciplinary fragmentation, but many of his ideas are rel­evant to thequandaries we face. To harness these ideas, they must first be interpreted inlight of the milieu in which they were developed. Hence I shall explicate thecultural and historical setting in which Vygotsky worked and then extend hisideas in light of theoretical — advances made during the half-century since hisdeath.

<span Book Antiqua",«serif»;mso-ansi-language: EN-US">Vygotsky is usually considered to be a developmental or educationalpsychologist. Much of what I shall have to say, however, is based on theassumption that it is incorrect to categorize him too readily as apsychologist, at least in today's restricted sense. It is precisely because hewas not only a psychologist that he was able to approach this dis­ciplinewith a fresh eye and make it part of a more unified social science. In fact theSoviet philosopher and psychologist G. P. Shchedrovitskii has argued that one ofthe main reasons for Vygotsky’s success in reformulating psychology in the <st1:place w:st=«on»><st1:country-region w:st=«on»>USSR</st1:country-region></st1:place>is that he was not trained as a professional psychologist.

<span Book Antiqua",«serif»;mso-ansi-language: EN-US">Under normal circumstances an outsider is not given the opportunity toreformulate a discipline such as psychology in a major country. Vygotsky,however, did not live in normal circumstances: he entered adulthood just as hiscountry was experiencing one of the greatest social upheavals of the twentiethcentury—the Russian Revolution of 1917. This event provided two decades or so ofwhat is perhaps the most exciting intellectual and cultural setting of ourtime. It was largely because of this setting that Vygotsky was able to develophis ingenious ideas and that these ideas could have a significant impact.

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<span Bookman Old Style",«serif»; text-transform:uppercase;mso-ansi-language:EN-US">A  Biographical Sketch<span Bookman Old Style",«serif»;text-transform:uppercase;mso-ansi-language: EN-US">

<span Book Antiqua",«serif»;mso-ansi-language: EN-US">Vygotsky’s biography can be divided into two basic periods: the first,from his birth in 1896 until 1924, the year in which he made his initialappearance as a major intellectual figure in the <st1:place w:st=«on»><st1:country-region w:st=«on»>USSR</st1:country-region></st1:place>; the second, from 1924 untilhis death from tuberculosis in 1934.

<span Book Antiqua",«serif»; mso-ansi-language:EN-US">Vygotsky was born on November 17, <st1:metricconverter ProductID=«1896, in» w:st=«on»>1896, in</st1:metricconverter> Orsha, a town notfar from <st1:City w:st=«on»>Minsk</st1:City> in <st1:country-region w:st=«on»><st1:place w:st=«on»>Belorussia</st1:place></st1:country-region>. Vygotsky changed hisname from Vygodsky in the early 1920s because he believed that it derived fromthe name Vygotovo, where his family had its origins. Other members of hisfamily, such as his daughters retained the “d” in the spelling of their name.

<span Book Antiqua",«serif»; mso-ansi-language:EN-US">The picture that emerges from information aboutVygotsky’s early years is one of a happy, intellectually stimulating life — inspite of the fact that, like other members of his family, he was excluded fromseveral avenues of opportunity because he was Jewish.

<span Book Antiqua",«serif»;mso-ansi-language: EN-US">Instead of attending public schools, Vygotsky studied with a privatetutor for several years and then finished his secondary education in a Jewishgymnasium. He profited enormously from his early years of study with his tutor,Solomon Ashpiz. Ashpiz’s pedagogical technique was apparently grounded in aform of ingenious Socratic dialogue, which left his students, especially one asgifted as Lev Semenovich, with well-developed, inquisitive minds.

<span Book Antiqua",«serif»;mso-ansi-language: EN-US">By the age of fifteen Vygotsky had become known as the “little professor”,because he often led student discussions on intellectual matters. For example,he ex­amined the historical context of thought by arranging debates and mocktrials in which his peers played the role of figures such as Aristotle andNapoleon. These debates were a manifestation of one of Vygotsky’s maininterests during that period of his life — philosophy.

<span Book Antiqua",«serif»; mso-ansi-language:EN-US">While still a child in <st1:City w:st=«on»><st1:place w:st=«on»>Gomel</st1:place></st1:City>, Lev Semenovich also began to showfervent interest in the theater and in literature.

<span Book Antiqua",«serif»; mso-ansi-language:EN-US">Vygotsky graduated from his gymnasium in 1913 with agold medal. Though widely recognized as an outstanding student, he had greatdifficulty entering the university of his choice — largely because he wasJewish.

<span Book Antiqua",«serif»;mso-ansi-language: EN-US">During this period there was a quota on the number of Jews who couldenter <st1:City w:st=«on»>Moscow</st1:City> and <st1:City w:st=«on»><st1:place w:st=«on»>Saint Petersburg</st1:place></st1:City> universities: no more than 3percent of the student bodies could be Jewish. As Levitin points out, thismeant that all the Jewish gold medalists and about half the silver medalistswould be admitted. Since Lev Se­menovich had every reason to expect a goldmedal, his matriculation to the university of his choice seemed assured.

<span Book Antiqua",«serif»; mso-ansi-language:EN-US">Midway through Vygotsky's deputy examinations, however,the tsarist minister of education decreed a change in procedures by which Jewswould be chosen for <st1:City w:st=«on»>Moscow</st1:City> and <st1:City w:st=«on»><st1:place w:st=«on»>Saint Petersburg</st1:place></st1:City> universities. The 3 percentquota was maintained, but Jewish applicants were now to be selected by castinglots, a change apparently designed to dilute the quality of Jewish students atthe best universities. But then the incredible happened: late in August, theVygodskys received a cable from their friends in <st1:City w:st=«on»><st1:place w:st=«on»>Moscow</st1:place></st1:City> telling them that Lev had beenenrolled at the University by the draw.

<span Book Antiqua",«serif»; mso-ansi-language:EN-US">In 1914, while in <st1:City w:st=«on»>Moscow</st1:City>as a student, Vygotsky also began at­tending the Shanyavskii People'sUniversity, an unofficial school that sprang up in 1911 after a minister ofeducation had expelled most of the students and more than a hundred of the facultyfrom <st1:place w:st=«on»><st1:PlaceName w:st=«on»>Moscow</st1:PlaceName> <st1:PlaceType w:st=«on»>University</st1:PlaceType></st1:place> in a crackdown on anantitsarist movement.

<span Book Antiqua",«serif»;mso-ansi-language: EN-US">Vygotsky graduated from <st1:place w:st=«on»><st1:PlaceName w:st=«on»>Moscow</st1:PlaceName> <st1:PlaceType w:st=«on»>University</st1:PlaceType></st1:place> in 1917 with adegree in law. Although he received no official degree from <st1:place w:st=«on»><st1:PlaceName w:st=«on»>Shanyavskii</st1:PlaceName> <st1:PlaceType w:st=«on»>Uni­versity</st1:PlaceType></st1:place>,he profited greatly from his studies in psychology, philosophy, and literature.He returned to <st1:City w:st=«on»><st1:place w:st=«on»>Gomel</st1:place></st1:City>after his graduation to teach literature and psychology.

<span Book Antiqua",«serif»;mso-ansi-language: EN-US">Very little information is available about the impact of the 1917Revolution on Lev Semenovich. Lev Semenovich continued living in <st1:City w:st=«on»><st1:place w:st=«on»>Gomel</st1:place></st1:City>'s relativelypeaceful set­ting for seven years after his return in 1917. With his cousinDavid Vygodsky he taught literature at a school in <st1:City w:st=«on»><st1:place w:st=«on»>Gomel</st1:place></st1:City>. He also conducted classes onaesthetics and the history of art in a conservatory and gave many lectures onliterature and science. Furthermore, he organized a psychology laboratory atthe Gomel Teacher's College, where he de­livered a series of lectures thatprovided the groundwork for his 1926 volume, Pedagogical Psychology.

<span Book Antiqua",«serif»;mso-ansi-language: EN-US">In 1920 Vygotsky was in poor health. The disease that was eventually tokill him, tuberculosis, had begun to take its toll. It was already a seriousenough threat to Vy­gotsky’s life in 1920 that he spent a brief period in asanatorium and asked one of his former professors from Shanyavskii Universityto publish his collected manuscripts in the event of his death. He recoveredfrom this bout of tuberculosis, however, and continued his projects in <st1:City w:st=«on»><st1:place w:st=«on»>Gomel</st1:place></st1:City>. In 1924 he marriedRoza Smekhova. They had two daugh­ters.

<span Book Antiqua",«serif»;mso-ansi-language: EN-US">In retrospect all this work seems to have been preparation for an eventin 1924 that was to change Vygotsky’s life irrevocably. This turning point,which separates the two major periods of Vygotsky’s biography, was hisappearance on January 6, 1924, at the Second All-Russian PsychoneurologicalCongress in <st1:City w:st=«on»><st1:place w:st=«on»>Leningrad</st1:place></st1:City>.There he made a presentation, «Methods of Reflexological and PsychologicalInvesti­gations.»

<span Book Antiqua",«serif»;mso-ansi-language: EN-US">Vygotsky’s brilliant, performance so impressed the director of thePsychological Institute in Moscow, K. N. Kornilov, that he immedi­ately invitedthis «Mozart of psychology» to join himself and others inrestructuring the institution. Lev Semenovich accepted and later that year left<st1:City w:st=«on»><st1:place w:st=«on»>Gomel</st1:place></st1:City> to beginhis new career.

<span Book Antiqua",«serif»;mso-ansi-language: EN-US">In 1925 Lev Semenovich completed his dissertation, “The Psy­chology ofArt.” During the fall of that year he received permission to have a publicdefense, but a renewed and serious bout of tuberculosis made that impossible.Recognizing this fact, the qualifying commission excused him from a publicdefense, and he was passed.

<span Book Antiqua",«serif»;mso-ansi-language: EN-US">The years between 1924 and 1934 were extremely busy and pro­ductive forVygotsky. Soon after his arrival in <st1:City w:st=«on»><st1:place w:st=«on»>Moscow</st1:place></st1:City>,Aleksandr Romanovich Luria (1902-1977) and Aleksei Nikolaevich Leont’ev(1904-1979) joined him as students and colleagues. Together these three becameknown as the «troika» of the <st1:place w:st=«on»><st1:PlaceName w:st=«on»>Vygotskian</st1:PlaceName> <st1:PlaceType w:st=«on»>School</st1:PlaceType></st1:place>.Several other students and followers eventually joined the school, but it wasLuria and Leont’ev who were destined to be the major developers of Vygotsky’sideas after his death.

<span Book Antiqua",«serif»;mso-ansi-language: EN-US">The excitement that Vygotsky generated among his students and colleaguesis perhaps impossible to appreciate in today’s setting.

<span Book Antiqua",«serif»;mso-ansi-language: EN-US">In 1925 he produced the written version of his 1924 presentation at theSecond All-Russian Psychoneurology Congress; between Novem­ber of 1925 and the springof 1926, while in the hospital with another attack of tuberculosis, he wrote amajor philosophical critique of the theoretical foundations of psychology, “TheHistorical Significance of the Crisis in Psychology”.

<span Book Antiqua",«serif»;mso-ansi-language: EN-US">Between 1931 and 1934 Vygotsky produced manuscripts for re­views,articles, and books at an ever accelerating pace. He edited and wrote a longintroduction for the 1932 Russian translation of Piaget's volume Le langageet la pensée chez l’enfant (1923). His introduction was later toserve as the second chapter of his posthumous volume Thinking and Speech (1934).During Vygotsky’s last few years of life, he lectured and wrote at an almostfrenetic pace.

<span Book Antiqua",«serif»;mso-ansi-language: EN-US">Throughout this period Vygotsky’s bouts of tuberculosis becameincreasingly frequent and severe. His protracted, terrifying spells of coughingled to exhaustion for several days, but instead of resting, he tried to reachas many of his goals as possible. In the spring of 1934 his health grew muchworse. His doctors insisted that he enter the hospital, but he refused becauseof work he needed to complete by the end of the school year. One May 9 he had avery severe attack at work and was brought home. At the end of May his bleedingbegan again, and on June 2 he was hospitalized in Serebryanii Bor Sanatorium.Shortly after midnight on June 11 he died. He was buried in <st1:PlaceName w:st=«on»>Novodevechii</st1:PlaceName> <st1:PlaceType w:st=«on»>Cemetery</st1:PlaceType>in <st1:City w:st=«on»><st1:place w:st=«on»>Moscow</st1:place></st1:City>.

<span Book Antiqua",«serif»;mso-ansi-language: EN-US">In all, Vygotsky produced approximately 180 works.

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<span Bookman Old Style",«serif»; text-transform:uppercase;mso-ansi-language:EN-US">Vygotsky’s TheoreticalApproach<span Bookman Old Style",«serif»;text-transform: uppercase;mso-ansi-language:EN-US">

<span Book Antiqua",«serif»;mso-ansi-language: EN-US">The three themes that form the core of Vygotsky's theoretical frameworkare (1) a reliance on a genetic or developmental method; (2) the claim thathigher mental processes in the individual have their origin in socialprocesses; and (3) the claim that mental processes can be understood only if weunderstand the tools and signs that mediate them.

<span Book Antiqua",«serif»;mso-ansi-language:EN-US">Each of these themes can befully understood only by taking into account its interrelationships with theothers.

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<span Book Antiqua",«serif»;mso-ansi-language:EN-GB">Vygotsky originated thecultural and historical concept in psychology which has received furtherdevelopment in psychological theories of the activity worked out by A. N.Leont’ev, A. R. Luria, P. Ya. Gal’perin, D. B. El’konin and others. The mainidea of Vygotsky’s creative work is thesis about the socio-historical nature ofhuman mentality, human consciousness as opposed to naturalism with its variousforms.

<span Book Antiqua",«serif»;mso-ansi-language:EN-GB">Following the idea of thesocio-historical nature of mentality, Vygotsky interpreted the socialenvironment not as “factor”, but as “source” of person’s development. Inchild’s development, he said, there are two bound lines. The first is naturalmaturing. The second consists in mastering the culture, ways of behaviour andthinking. Systems of signs, symbols (for example, language, script, notation,etc.) are auxiliary methods of organization of the behaviour and thinking whichthe mankind has created during the historical development.

<span Book Antiqua",«serif»;mso-ansi-language:EN-GB">Vygotsky introduced thesisabout higher mental processes (thinking in concepts, reasonable speech, logicmemory, voluntary attention, etc.) as specifically human form of mentality.

<span Book Antiqua",«serif»;mso-ansi-language:EN-GB"> Child’s mastering the connection between signand value, use of speech by application of instruments marks occurrence of newpsychological functions, systems underlying higher mental processes whichdistinguish person’s behaviour from animal’s one.

<span Book Antiqua",«serif»;mso-ansi-language:EN-US">Vygotsky made his mostimportant and unique contribution with the concept of mediation. The notion ofmediation (oposredovanie) became increasingly important and wellformulated in Vygotsky's theory of human mental functioning.

<span Book Antiqua",«serif»; mso-ansi-language:EN-GB">Mediation of the development of human mentality bymeans of “psychological instruments” is also characterized that operation ofthe sign use, standing in the beginning of development of each of higher mentalprocesses, primordially has the form of external activity, i.e. turns frominterpsychic in intrapsychic.

<span Book Antiqua",«serif»;mso-ansi-language:EN-GB">This transformation passes somestages. Initial one is connected with the other person (adult) with the help ofthe certain means operates behaviour of the child, directing realization of hisany «natural», involuntary function. At the second stage the childhimself becomes the subject and, using given psychological instrument, directsbehaviour of another (believing him as object). At the following stage thechild starts to apply to himself (as to object) those ways of management of behaviourwhich others applied to him, and he — to the others. Thus, Vygotsky wrote, eachmental function appears on the stage twice — at first as collective, socialactivity, and then as an inner way of child’s thinking. Between these two“appearances” is located the process of interiorization, the function “takingroots” inside.

<span Book Antiqua",«serif»;mso-ansi-language:EN-GB">Back process of interiorizationis also possible – process of exteriorization — removal outside the results ofcerebration which are carried out all over again as an intention in theinternal plan.

<span Book Antiqua",«serif»;mso-ansi-language:EN-GB">Transition from interpsychic tointrapsychic functions occurs in cooperation with other children and in child’sdialogue with the adult. Vygotsky emphasized the important role of relationsbetween the child’s person and the social environment surrounding him at eachage step. These relations vary from age to age and make “completely original,specific to the given age, exclusive and unique relation between the child andthe reality surrounding him, first of all social one. We shall name thisrelation a social situation of development at the given age ». From researchesof child’s mental development appeared a new approach to studying the relationbetween development and training.

<span Book Antiqua",«serif»;mso-ansi-language:EN-GB">Higher mental processes have asthe source cooperation and training. The conclusion about the leading part oftraining in mental development has been made. It means that training goes aheadof development. The area accessible to the child in cooperation has receivedthe name of a zone of the nearest development; area self-administered is anarea of actual development. “The zone of the nearest development has moredirect value for changes of intellectual development and success of training,than an actual level of their development ».

<span Book Antiqua",«serif»;mso-ansi-language:EN-GB">Vygotsky thought, these researchesshould be put in the basis of student teaching: “the pedagogic should beguided not on yesterday, but tomorrow’s day of children's development”, — wrote L. S. Vygotsky.

<span Book Antiqua",«serif»;mso-ansi-language:EN-GB">In Vygotsky’s views the personhas social character. It does not cover all attributes of individuality, butputs an equal-sign between child’s person and his cultural development. Theperson “is not congenital, but appears as the result of cultural development”.Developing, person masters own behaviour. However, the necessary preconditionof this process is person’s education, because development of this or thatfunction is always derived from person’s development as a whole and caused byit”.

<span Book Antiqua",«serif»;mso-ansi-language:EN-GB">In person’s development passesa number of changes having the stage nature. Owing to destruction of one socialsituation of development and occurrence another, more or less stabledevelopments are replaced by the critical periods in person’s life during whichthere is a rough forming of new psychological formation. Crises arecharacterized by unity of negative (destructive) and positive (constructive)parties and play a role of steps on a way of further child’s development.

<span Book Antiqua",«serif»;mso-ansi-language:EN-GB">Arisen during this or thatperiod new formations qualitatively change person’s psychological functioning.For example, occurrence of teenager’s reflection completely reconstructs hismental activity. New formation is the third level of self-organizing:“Alongside with primary level of an individual mentality (inclinations,heredity) and secondary level of his education (environment, acquiredcharacteristics) here (during puberty) act tertiary conditions (reflection,self-

<span Book Antiqua",«serif»; mso-ansi-language:EN-US"> <span Book Antiqua",«serif»;mso-ansi-language:EN-GB">mounting)”.Tertiary functions make a basis of consciousness. Finally, they too representthe psychological relations that transferred in the person, earlier it wasrelations between people. However, connection between the socio-culturalenvironment and consciousness is more difficult and consists not only ininfluence of environment on rates of consciousness development, but also inconditionality of the type of consciousness, character of his development. <span Book Antiqua",«serif»; mso-fareast-font-family:«Times New Roman»;mso-bidi-font-family:«Times New Roman»; mso-ansi-language:EN-GB;mso-fareast-language:RU;mso-bidi-language:AR-SA">
<span Bookman Old Style",«serif»; text-transform:uppercase;mso-ansi-language:EN-GB">Conclusion<span Bookman Old Style",«serif»;text-transform:uppercase;mso-ansi-language: EN-GB">

<span Book Antiqua",«serif»;mso-ansi-language: EN-US">Vygotsky managed to tie various strands of inquiry together into aunique approach that does not separate individuals from the sockA culturalsetting in which they function. This integrative approach to social, semiotic,and psychological phenomena has substantial relevance today, a half centuryafter his death.

<span Book Antiqua",«serif»; mso-fareast-font-family:«Times New Roman»;mso-bidi-font-family:«Times New Roman»; mso-ansi-language:EN-US;mso-fareast-language:RU;mso-bidi-language:AR-SA">
<span Bookman Old Style",«serif»; text-transform:uppercase;mso-ansi-language:EN-US">Bibliographic List<span Bookman Old Style",«serif»; text-transform:uppercase;mso-ansi-language:EN-US">

<span Book Antiqua",«serif»;mso-fareast-font-family: «Book Antiqua»;mso-bidi-font-family:«Book Antiqua»;mso-ansi-language:EN-US">1)<span Times New Roman"">                

<span Book Antiqua",«serif»;mso-ansi-language:EN-US">Fred Newman, LoisHolzman. Lev Vygotsky: Revolutionary Scientist. – <st1:place w:st=«on»><st1:City w:st=«on»>New York</st1:City>, <st1:country-region w:st=«on»>USA</st1:country-region></st1:place>:Psychology, 1993 – 192 p.

<span Book Antiqua",«serif»;mso-fareast-font-family: «Book Antiqua»;mso-bidi-font-family:«Book Antiqua»;mso-ansi-language:EN-US">2)<span Times New Roman"">                

<span Book Antiqua",«serif»;mso-ansi-language:EN-US">James V. Wertsch.Vygotsky and the social formation of mind. – <st1:City w:st=«on»>London</st1:City>,<st1:country-region w:st=«on»>England</st1:country-region>: <st1:place w:st=«on»><st1:PlaceName w:st=«on»>Harvard</st1:PlaceName> <st1:PlaceType w:st=«on»>University</st1:PlaceType></st1:place>Press, 1985 – 262p.

<span Book Antiqua",«serif»;mso-fareast-font-family:«Book Antiqua»; mso-bidi-font-family:«Book Antiqua»">3)<span Times New Roman"">                

<span Book Antiqua",«serif»">Ждан А. Н. История психологии: от античности ксовременности: Учебник для студентов психологических факультетов университетов.Изд. третье, исправленное. – М.: Педагогическое общество России, 2003 – 512с.