[xmca] self-regulation

[larry smolucha <lsmolucha@hotmail.com>]

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.
> > > >
> > > >
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