Re: [xmca] Fwd: Notebooks of LSV

[Mike Cole <lchcmike@gmail.com>]

Neat to see how real life issues and academic discourse can come together in
helpful ways.
Its all too easy to treat the chat hear, like CHAT in academia as JUST about
ideas or JUST about macro-level changes in our environments. It is so
clearly about real people chatting about real issues that matter to them,
even if the mattering can not always be usefully interpreted or inflected by
the CHATters.
mike

On Fri, Jul 17, 2009 at 6:31 AM, <ERIC.RAMBERG@spps.org> wrote:

> 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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