Re: [xmca] self-regulation

[Larry Purss <lpscholar2@gmail.com>]

Greg, Francine,

Your question about *resemblance* of gestures and icons as tied to the
local situation, whereas words can be beyond the local situation is a way
of asking the question which Elena Cufferi is exploring.
Elena referenced Merleau Ponty's work and his concepts of *sedimentation*
and *spontaneous* in her exploring the *meaning* of gestures.
Exploring gesture within the deaf community is clearly entering *language*
and *sedimentation* AS cultural historical and not merely spontaneous.
Elena's question is much more radical. She is asking if gesture for a 12
month old can be used for guided/mediated self referencing within the
cultural historical world as *self* regulation that is extra local, and
therefore sedimented.
In other words *Gestures* in their own* essence* have BOTH qualities of
sedimentation AND qualities of spontaneity.
Our bodies are *communicating with our *self* and participating within life
worlds AS sedimented gestures at 12 months and may be primordial for
developing language with which it shares *resemblance*??

The developmental stage of *private speech* as a visible expression of
*self* regulation of actions without reference to another person can then
be interpreted AS another developmental skill  within gestural expressions
as developing BOTH sedimented and spontaneous *actions* within cultural
historical worlds?

This then returns us to questions of imaginal play as using *props* or
*pivots* AS ways of *referencing* events.
The question of *resemblance* (as structure, as function) within PLAY may
also be expressing BOTH sedimented (guided, mediated) *self* regulation
which is analogical (carrying over or carrying through).

This question of *identity* (a equals b) and its relation to *resemblance*
(as relation) ) is a question I see being asked in the inquiries of other,
co and self regulation and executive functioning.

Larry



On Sat, Apr 27, 2013 at 11:15 PM, Greg Thompson
<greg.a.thompson@gmail.com>wrote:

> Francine,
> Do you think that Vygotsky was right in positing that:
> "the spoken word has a unique function in self-regulation because it can be
> totally separate from the referent, whereas gestures and iconic-pictorial
> illustrations bear some element of resemblance."
> Most particularly, do you think that ASL is purely gestural and
> iconic-pictorial?
> Makes me wonder what kind of sign language Vygotsky would have been
> studying.
> Home sign?
> Maria Coppolla (sp?), among others, has done some really great work on
> Nicaraguan Sign Language. The upshot of it is that when sign language
> develops in a community, signs develop a fully *symbolic* capacity (cf.
> Peirce on "symbol") that does this work of being totally separate from the
> referent ("arbitrary", we might say, to use Saussurean terminology).
>
> But, importantly, you only get this when you have a numerous and dense
> community of deaf people who can develop such arbitrary signs (and this is
> a fascinating population to think about language genesis with! And guess
> where these numerous and dense communities have typically been found:
> Schools!). Without a significantly large and dense community of deaf
> people, deaf are stuck making up signs for hearing people who rely too
> heavily on spoken word to be able to imagine that one can do the same thing
> with gestures.
>
> What do you think?
> -greg
>
>
>
>
> On Sat, Apr 27, 2013 at 1:05 PM, larry smolucha <lsmolucha@hotmail.com
> >wrote:
>
> > Message from Francine:
> > Larry,
> > You might find something useful in a 1992 book edited by Diaz and
> > Berktitled Private Speech (Erlbaum) - I wrote Chapter 5 on the Social
> > Originsof Private Speech in pretend Play.
> > Bodrova and Leong's Tools of the Mind Preschools have been recocognized
> > fortheir success in using verbally guided pretend play to develop
> > self-regulation.They are currently doing a joint research project with
> > University of Chicago researchers.Adele Diamond, a neuropsychologist, has
> > documented neurological correlatesas self-regulation developed in Tool of
> > the Mind Preschoolers.
> > In regard to the use of gesture for self-regulation as early as infancy:A
> > few years ago I was giving my usual lecture on how Vygotsky
> > transitionedfrom teaching the deaf to researching the role of speech in
> > self-regulation.I said that Vygotsky realized that the teaching of sign
> > language to the deafwas only done to teach communication with others, but
> > that speech in the hearinghad two functions 'communication and
> > self-regulation.' A related question is how tohelp the deaf to use sign
> > language for self-regulation. Well, there happended to bea deaf woman in
> > the class with another woman who would sign my lectures to her. It was a
> > moment of truth, I turned to them and asked if the deaf woman ever signs
> to
> > herself to direct her own thoughts - her answer was yes, even in her
> dreams.
> > Never-the-less, Vygotsky is quite clear that the spoken word has a unique
> > functionin self-regulation because it can be totally separate from the
> > referent, whereasgestures and iconic-pictorial illustrations bear some
> > element of resemblance.
> > In regard to the Vancouver school's goal of teaching self-regulatory
> > private speech,I can think of simple ways to help the teachers how to
> >  identify the types of self-regulatoryspeech that students at different
> > grade levels need  per subject area. [I just revieweda journal article
> from
> > the Zoology department at a University in New Zealand thatwas looking at
> > verbal self-regulation in graduate students.]
> > Meichenbaum's  work on Cognitive-Behavioral Modification  was inspred by
> > Vygotskyand Luria's writings, so basic steps in using private speech to
> > focus attentioncan be found in that area of research and therapy
> (beginning
> > in the 1960's).
> > I get the sense that Vygotskian researchers have become estranged from
> one
> > another(and from the associated research literatures) because of
> artificial
> > theoretical boundariesthat have been drawn.
> >
> > > Date: Tue, 23 Apr 2013 10:06:55 -0700
> > > Subject: Re: RES: [xmca] "semiotic/semantic [semicheskyj] analysis".
> Can
> > you  help me?
> > > From: lpscholar2@gmail.com
> > > To: xmca@weber.ucsd.edu
> > >
> > > Hi Francine
> > > Thanks for the reference to Winsler's edited book, "Private Speech,
> > > Executive Function".
> > > I have read the excerpt on Google books and two topics were intriguing.
> > > The notion of *self-reflection* in 12 month old infants who were
> > privately
> > > self-regulating THROUGH gesture previously modeled by adults.
> > > The 2nd intriguing question is that literature may profoundly influence
> > > (constitute) a distinct TYPE of self-regulation.
> > >
> > > I would appreciate if you could email some relevant literature on
> > > developing self regulation through private speech.
> > >
> > > If you send to
> > >
> > > lplarry@live.com
> > >
> > > I would be grateful.
> > >
> > > Francine, the concept of *self-regulation* and *social-emotional
> > learning*
> > > is becoming a central focus in public schooling and in the Vancouver
> > school
> > > system has been highlighted as a central goal that all teachers must
> > > *teach*.
> > >
> > > THIS topic of *private speech* I see as a fulcrum or pivot around which
> > to
> > > enter dialogue at the school level.
> > >
> > > Thanks for your generous offer.
> > >
> > > Larry
> > >
> > >
> > > On Tue, Apr 23, 2013 at 9:05 AM, larry smolucha <lsmolucha@hotmail.com
> > >wrote:
> > >
> > > > Message from Francine,
> > > > We had to surrender copyright to the publisher,which is the case for
> > most
> > > > academic books and journals.Since the book was just published, I do
> not
> > > > think they would let the paperbe posted on-line just yet.
> > > > But if you send me  your private e-mail address, I can e-mail copies
> of
> > > > similarpapers.
> > > >
> > > > > From: jbmartin@sercomtel.com.br
> > > > > To: xmca@weber.ucsd.edu
> > > > > Subject: RES: [xmca] "semiotic/semantic [semicheskyj] analysis".
> Can
> > you
> > > >      help    me?
> > > > > Date: Tue, 23 Apr 2013 08:05:56 -0300
> > > > >
> > > > > Do you can send the paper Smolucha, L. and Smolucha, F. (2012)
> > Vygotsky's
> > > > > Theory of Creativity inContemporary Perspectives on Research in
> > > > Creativity
> > > > > in Early Childhood Education(Information Age Publishing, pp.63-88)
> to
> > > > xmca?
> > > > >
> > > > > Thanks
> > > > >
> > > > > Joao
> > > > >
> > > > > -----Mensagem original-----
> > > > > De: xmca-bounces@weber.ucsd.edu [mailto:
> xmca-bounces@weber.ucsd.edu]
> > Em
> > > > nome
> > > > > de larry smolucha
> > > > > Enviada em: terça-feira, 23 de abril de 2013 07:42
> > > > > Para: eXtended Mind, Culture, Activity
> > > > > Assunto: RE: [xmca] "semiotic/semantic [semicheskyj] analysis". Can
> > you
> > > > help
> > > > > me?
> > > > >
> > > > > Message from Francine Smolucha:
> > > > > Achilles,
> > > > > The most direct application of Vygotsky is to observe (and
> document)
> > > > howthe
> > > > > verbal guidance of a more knowledgeable person is internalized
> > assilent
> > > > > self-guiding inner speech. This is done through discourse
> > > > analysis.Sometimes
> > > > > there is an intermediate step where the learner speaks parts of
> > theverbal
> > > > > guidance outloud to him(her)self ( Social Speech - Private Speech
> > -Inner
> > > > > Speech).[Note Vygotsky used the term egocentric speech instead of
> the
> > > > > contemporary term private speech]. It would be great to use neural
> > > > imaging
> > > > > techniques to documenthow the cortical functions of the prefrontal
> > > > cortices
> > > > > change as the executivefunction emerges as the self-guiding speech
> is
> > > > > employed and internalized.
> > > > > Two excellent books that deal with this process are Private Speech,
> > > > > Executive Functioning, and the Development of VerbalSelf-Regulation
> > by
> > > > > Winsler, A,. et. al. ( Cambridge, 2009) The Prefrontal Cortex by
> > Joaquin
> > > > > Fuster  (Academic Press, 2009).[Pages 369-371 discuss the
> > development of
> > > > > creativity as prefrontal self-regulationof imagination with direct
> > > > reference
> > > > > to the work of both Vygotsky and Luria. Thisis consistent with my
> > > > > interpretation of Vygotsky's theory of creativity -  seeSmolucha,
> L.
> > and
> > > > > Smolucha, F. (2012) Vygotsky's Theory of Creativity inContemporary
> > > > > Perspectives on Research in Creativity in Early Childhood
> > > > > Education(Information Age Publishing, pp.63-88)] Hope this was of
> > some
> > > > help.
> > > > >
> > > > > > From: achilles_delari@hotmail.com
> > > > > > To: xmca@weber.ucsd.edu
> > > > > > Date: Tue, 23 Apr 2013 04:28:38 +0000
> > > > > > Subject: [xmca] "semiotic/semantic [semicheskyj] analysis". Can
> you
> > > > help
> > > > > me?
> > > > > >
> > > > > > Greetings for all,
> > > > > >
> > > > > > Please, I understand that I have a major methodological problem
> in
> > my
> > > > > nearest research project: "how to understand human making-sense
> > through
> > > > the
> > > > > concrete acts of a person's speech?". Along many years I had
> thought
> > > > about
> > > > > Vygotsky's claim that "“Semiotic [and/or "semantic" = semicheskyj]
> > > > analysis
> > > > > is the only adequate method for the study of the systemic and
> > semantic
> > > > > structure of consciousness.” (see
> > > > >
> > > >
> >
> http://www.marxists.org/archive/vygotsky/works/1934/problem-consciousness.ht
> > > > > m). But it is not so clear how to proceed "Semiotic/semantic
> > analysis".
> > > > > Then, if you pleased, could somebody help me, shining my mind about
> > the
> > > > > (im)possibilities about somebody really learn *how to do* such kind
> > of
> > > > > analysis? Here in Brazil, close to me, there is nobody working with
> > > > > something in this direction, then I have no local resources to ask
> > for...
> > > > > Forgive me about the naive character of the question, but I really
> > want
> > > > to
> > > > > learn about.
> > > > > >
> > > > > > Thank you very much, once more. Best wishes.
> > > > > >
> > > > > > Achilles from Brazil.
> > > > > >
> > > > > >
> > > > > __________________________________________
> > > > > > _____
> > > > > > xmca mailing list
> > > > > > xmca@weber.ucsd.edu
> > > > > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > > > >
> > > > > __________________________________________
> > > > > _____
> > > > > xmca mailing list
> > > > > xmca@weber.ucsd.edu
> > > > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > > > >
> > > > > __________________________________________
> > > > > _____
> > > > > xmca mailing list
> > > > > xmca@weber.ucsd.edu
> > > > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > > >
> > > > __________________________________________
> > > > _____
> > > > xmca mailing list
> > > > xmca@weber.ucsd.edu
> > > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > > >
> > > __________________________________________
> > > _____
> > > xmca mailing list
> > > xmca@weber.ucsd.edu
> > > http://dss.ucsd.edu/mailman/listinfo/xmca
> >
> > __________________________________________
> > _____
> > xmca mailing list
> > xmca@weber.ucsd.edu
> > http://dss.ucsd.edu/mailman/listinfo/xmca
> >
>
>
>
> --
> Gregory A. Thompson, Ph.D.
> Visiting Assistant Professor
> Department of Anthropology
> 883 Spencer W. Kimball Tower
> Brigham Young University
> Provo, UT 84602
> http://byu.academia.edu/GregoryThompson
> __________________________________________
> _____
> xmca mailing list
> xmca@weber.ucsd.edu
> http://dss.ucsd.edu/mailman/listinfo/xmca
>
__________________________________________
_____
xmca mailing list
xmca@weber.ucsd.edu
http://dss.ucsd.edu/mailman/listinfo/xmca