Vygotsky on Concepts

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Would anyone like to comment or critique my talk on Vygotsky's ideas about concepts before he comes to true concepts? https://vimeo.com/groups/129320/videos/35393145

 
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Note that URLs can be posted with responses but not with the first post.
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I responded somewhere with the question: Your characterization of concept development starts with kids who are about 4 or so. What about 4 months.

The evidence for infants being able to use categorical information (for example, intentional vs mechanical movement, after a few months.
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As I recall, I touch on syncretic concepts and I make the point that potential concepts are pre-intellectual and can be acquired by a trained parrot. I think that you can't really talk about "concepts" before the first attempts at language use, which Vygotsky situates at about 12 months. But there is no reason to be dogmatic about that. Anything that is part of the process of development of true concepts can in that precise sense merit the name of "concept." As you know I am not an experimental psychologist. All I am trying to do here is to clarify Vygotsky's concepts.
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I am not asking you to become an experimental psychologist. But you do not have to be a blank slate empiricist up to the age of, say, three years.

It undermines the authority of what you write unless really, all you want to do is explicate LSV.

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My experience and interest is in social change, Mike, and I am looking for a collaboration with psychologists. I have no experience or special interest in infants in themselves, other than as part of the understanding of psychology for which I rely on the concepts I believe I share with Vygotskyist psychologists.
But can I ask, Mike, do you think that differential response to machines or living things by an infant is an indicator that the infant has a concept of "living thing"?
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Also Mike, in your contribution to Paula's "video symposium" on Vygotsky's concepts, you noted (correctly in my view) that all the forms of action which Vygotsky mentions in connection with ontogenesis, also feature in the development and experience of concepts among mature adult citizens. It would help me a great deal if you could show me what distinguishes the differential behaviour observed in infants from what Vygotsky calls "potential concepts" and just how they figure in your understanding of the intellectual actions of adult citizens. I would also like to know in what sense these new observations undermine Vygotsky's concepts.
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