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RE: [xmca] Fwd: Notebooks of LSV
Louise:
Your son's progress sounds promising. Anything assisting your son in
volition of vocabulary and the goal oriented activity of mutual
communiciation is huge! Is he going to have the same teacher for a number
of years? It has been my experience that consistancy over a number of
years is the key to development.
Thank you for sharing your son's expereinces on XMCA.
eric
"Louise Hawkins" <l.hawkins@cqu.edu.au>
Sent by: xmca-bounces@weber.ucsd.edu
07/16/2009 06:12 PM
Please respond to "eXtended Mind, Culture, Activity"
To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
cc:
Subject: RE: [xmca] Fwd: Notebooks of LSV
Eric,
Thanks for your reply. I believe that my son is actively seeking to
communicate. He started adding 's' to the end of words verbally after he
had first learnt to do this through writing. I think that the written word
(writing or reading) provides him with information that is not transient.
He can look at it as many times as he needs to to make sense of it (though
he rarely reads work more than once before being able to answer the
comprehension questions correctly).
He is very much a visual learner - he learnt the alphabet phonetically
with the aid of pictures. The first day of success at school, was when his
teacher provided cartoon pictures of each of the activities he had to do
for the day. Up until this point he had been oppositional. As soon as the
pictures were introduced he knew what he was required to do, so he would
go to the activity. He understood that a boy reading a book meant that he
was to get a book (initially the teacher did the reading), a picture of a
boy with colouring pencils meant colouring in a picture, etc. This was an
instantaneous change. When he had finished a particular activity the
picture went away and he selected the next picture/activity.
His hearing if fine, his non-verbal IQ is 103, where as his verbal IQ is
in the bottom 0.1% for his age (though as the doctor said, that just means
that the IQ verbal scale does not show what verbal ability he has). If he
has a picture, then he learns to match the verbal word to the
picture/written word. He can tell me practically everything about Pokemon!
:)
My theory is that talking/comprehending may be natural for the majority of
children, but children like my son learn things in a different order.
Regards
Louise Hawkins
Lecturer - School of Management & Information Systems
Faculty Business & Informatics
Building 19/Room 3.38
Rockhampton Campus
CQUniversity
Ph: +617 4923 2768
Fax: +617 4930 9729
-----Original Message-----
From: ERIC.RAMBERG@spps.org [mailto:ERIC.RAMBERG@spps.org]
Sent: Thursday, 16 July 2009 10:15 PM
To: eXtended Mind, Culture, Activity
Subject: RE: [xmca] Fwd: Notebooks of LSV
Hello Louise:
In The History of the Development of Higher Mental Functions (Collected
Works 1997) Vygotsky writes,
"In the experiment (sorry, don't know specifically what experiment), the
child creates tallies, that is, numerical records suchy as are widely used
by people, without knowing how to count. Cards, chips, strings and cubes
lie before him and he discovers the required functional meaning of these
objects. . .Most essential is the fact that the child carries out a series
of operations externally in order to solve the internal problem of
remembering. This result, which seems banal at first glance, which we all
seem to kow, which consists of remembering with the aid of writing, is
disclosed in the experiment as a genetic fact. We are now able for the
first time to pinpoint the moment of transition itself, the moment of
inventing writing, and second, to explain at once the profound change that
takes place in the child in the transition from direct to mediated
remembering. (p.188)
The use of the word 'genetic' is so profound in his descrition of how a
person develops higher psychological functioning. Not in the imbedded in
DNA type genetics but in the essence of there being an actually
documentable (word?) 'AHA!' moment. The goal oriented activity of writing
for your son has mediated this jump in vocabulary. I am curious, do you
perceive this increase in vocabulary to be for your son's entertainment or
is he actively seeking interactive communication?
eric
"Louise Hawkins" <l.hawkins@cqu.edu.au>
Sent by: xmca-bounces@weber.ucsd.edu
07/15/2009 06:27 PM
Please respond to "eXtended Mind, Culture, Activity"
To: <mcole@weber.ucsd.edu>, "eXtended Mind, Culture,Activity"
<xmca@weber.ucsd.edu>
cc:
Subject: RE: [xmca] Fwd: Notebooks of LSV
I found the first section of the Notebook very interesting as it discussed
written language as compared to spoken language. My son has aspergers, and
the his verbal vocabulary has been increasing as he learns to write. He
appears to be learning to talk, by first learning to write and read......
Regards
Louise Hawkins
Lecturer - School of Management & Information Systems
Faculty Business & Informatics
Building 19/Room 3.38
Rockhampton Campus
CQUniversity
Ph: +617 4923 2768
Fax: +617 4930 9729
-----Original Message-----
From: Mike Cole [mailto:lchcmike@gmail.com]
Sent: Thursday, 16 July 2009 02:24 AM
To: eXtended Mind, Culture,Activity
Subject: [xmca] Fwd: Notebooks of LSV
Attached is the PDF file from Soviet Psychology. Achilles thought it might
be of general interest.
mike
PS-- Basov!! There is a double issue of Soviet Psych on his work. Nice
that Valsiner could nail the M.A. Levina ref.
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