In the first or second chapter of Wertsch 1981, there is an article written
by a student of Vygotsky about the development of *attention*. It strikes me
that attention is the necessary but not sufficient condition for learning to
occur. Although I haven't read the article referred to below, I think the
issue for CHAT is *how* we formulate or regard attention in our theory.
Also, although the neuropsychologists might think they have the monopoly on
explaining attention, it is where we go with (the absence of) it which is *
our* real theoretical and practical challenge.
On 04/03/07, maria judith <firstname.lastname@example.org> wrote:
> this paper interests me too because I work with disabled children.
> if it is possible, I also would love to read it.
> thank you
> ----- Original Message -----
> From: "Mike Cole" <email@example.com>
> To: "eXtended Mind, Culture, Activity" <firstname.lastname@example.org>
> Sent: Saturday, March 03, 2007 5:42 PM
> Subject: Re: [xmca] ADHD and CHAT
> I would love to see Wanda's paper, Steve.
> It has been some years since I last worked systematically on the issue of
> Ana, you might find relevant :
> Cole, M., & Traupmann, K. (1981). Comparative cognitive research: Learning
> from a
> learning disabled child. In W. A. Collins (Ed.), Minnesota Symposium on
> Development (Vol. 14). Hillsdale, NJ: Erlbaum.
> If you cannot get ahold of it, I can send a copy.
> The example here could not more clearly show that lack of executive
> is irrelevant
> to this particular child's case.
> The paper at http://lchc.ucsd.edu/Pubs/NEWTECHN.pdf is about children
> difficulty acquiring fluent reading
> and among them is a child for whom the difficulties might well be related
> executive functioning, but not ADHD.
> Overall the categories of dis -- ability are an enormous impediment to
> On 3/2/07, Steve Gabosch <email@example.com> wrote:
> > On ADHD research from a CHAT view, yes, Wanda
> > Rodriguez-Arocho of the University of Puerto
> > Rico. She spoke about her and her team's
> > research on ADHD in Puerto Rico at ISCAR in Spain
> > Sept 2005. I heard her talk, was very impressed,
> > and wrote her. She sent me a document and the
> > powerpoint presentation she gave there. She uses
> > a strong Vygotsky-Luria approach. She critiques
> > approaches to ADHD which view the executive
> > functions as impaired. Wanda emphasizes an
> > approach that views language and self-regulation as underdeveloped.
> > Here are a couple snips from the material she sent me.
> > "Executive Function, ADHD and Language. The idea
> > that self-regulation, and the higher
> > psychological processes or executive functions it
> > implies, are directly linked to language was
> > first stated by Vygotsky (1934/1962/1997). The
> > relationship between language and self-regulation
> > in children with ADHD has been the focus of
> > recent research and theorizing (Berk & Potts,
> > 1991; Díaz & Berk, 1995; Oram, Fine, Okamoto &
> > Tannock, 1999; Tannock & Schachar, 1996). A
> > specific link has been proposed between ADHD and
> > language problems (Beitchman, Tuckett & Batth,
> > 1987; Love & Tompsom, 1988; Cantwell & Baker, 1991; Tannock & Schachar,
> > 1996)."
> > "Language and Self-Regulation: From Vygotsky's
> > and Luria's ideas on their relationship to
> > current research
> > "Wanda Rodríguez-Arocho, University of Puerto Rico, Puerto Rico
> > "The acknowledgement of a relationship between
> > language, cognition and the regulation of behavior
> > and emotion was central to both Vytosky's and
> > Luria's theoretical contributions. Also central was
> > their focus on human development as a product of
> > social interactions in the form of private speech,
> > among other forms of mediation. However, in most
> > current citations of Luria's work the role of
> > language and the importance of the developmental
> > perspective have not received the same attention
> > as his ideas of the functional units of the
> > brain. In the same way, Vygotsky's ideas on the role of
> > language in self-regulation have been either
> > ignored or superficially considered as a conceptual
> > framework for the interpretation of current
> > research that links language, learning and behavior
> > problems. This presentation will give an overview
> > of this research, including our own research on
> > the development of executive function and
> > language. I will argue about the pertinence of
> > Vygotsky's and Lurias ideas to our effort to make
> > sense of current research findings."
> > Ana, if you like, I can write and ask Wanda if I
> > can forward the material she sent me and her
> > e-mail address to you, for you to pass on to your
> > student. She also shows up in a Google search,
> > and might already have posted this and other material somewhere.
> > - Steve
> > At 04:03 PM 3/2/2007 -0500, you wrote:
> > >Hi,
> > >Does anyone know of research on ADHD from the
> > >CHAT point of view? It could help one of my students with her project.
> > >Thank you
> > >Ana
> > >--
> > >//
> > >
> > >/Ana Marjanovic-Shane, Ph.D./
> > >/151 W. Tulpehocken St./
> > >
> > >/Philadelphia//, PA 19144///
> > >
> > >/(h) 215-843-2909/
> > >
> > >/firstname.lastname@example.org <mailto:email@example.com>/
> > >
> > >/http://www.speakeasy.org/~anamshane <
> > http://www.speakeasy.org/%7Eanamshane>/
> > >
> > >_______________________________________________
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