For those interested, a paper by Elkonin on periodisation can be found
at the following link.
On Jan 16, 2004, at 1:03 AM, Peter Moxhay wrote:
> Good questions! Referring again to the viewpoint of Russian learning
> theorists who studied under
> Davydov, even in early adolescence things get very complicated because
> "learning activity" is
> no longer the leading activity but still remains important. I wonder
> how they would approach something
> like second language learning in adulthood, where the structure of the
> adult's overall life activity may be
> even more complicated (and age-dependent?). It would certainly be
> interesting to know if anyone has made
> any headway (or not) in understanding _adult_ learning by referring to
> an Elkonin-like periodization,
> leading activities and so on. How is the character of adult learning
> determined by the place of learning within the
> adult's hierarchy of activities?
>> ... For adults who are using their first language as a mediational
>> tool for learning another language (i.e. where higher concepts are
>> matured/already maturing), I wonder what hypotheses are being made?
>> Obviously different to young school children, but what qualitative
>> differences to adults?
This archive was generated by hypermail 2b29 : Sun Feb 01 2004 - 01:00:10 PST