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[xmca] ISCAR EARLI & Cultural-historical psych wikipedia pages
Hi all
I've just created pages on Wikipedia for ISCAR and EARLI. They've got very
minimal content at the moment, they probably don't need huge detail (I
modelled the EARLI one at least on AERA's page) but if there are good
sources and further info to add then that'd be great.
I also note the cultural-historical psych page
http://en.wikipedia.org/wiki/Cultural-historical_psychology is a) a bit
slim, and b) a bit obscure(?). It might also be better linked to other
theory pages (or at least, a discussion re: that be opened on the talk
page).
The 'sociocultural theory' page (blank) was redirecting to 'cultural
psychology'. Based on content of that page I have changed this to now direct
to 'cultural-historical psychology' - perhaps though there are nuances
which mean it should have a page of its own, or should be directed
elsewhere?
Happy to assist with editing &/or discuss via email or on the Wikipedia talk
pages, - it'd be good to work on this as a 'public face' for our area (and
great to get some experts on it, which I'm certainly not). The LCHC one is a
good page example (although I note some 'citation needed' tags which could
be addressed).
Thanks
Simon
@sjgknight
http://people.kmi.open.ac.uk/knight/
-----Original Message-----
From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu] On
Behalf Of xmca-request@weber.ucsd.edu
Sent: 28 April 2013 20:00
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Subject: xmca Digest, Vol 95, Issue 26
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Today's Topics:
1. self-regulation (larry smolucha)
2. Re: self-regulation (Greg Thompson)
3. AERA panels (Greg Thompson)
4. Re: self-regulation (Larry Purss)
5. Re: self-regulation (Greg Thompson)
----------------------------------------------------------------------
Message: 1
Date: Sat, 27 Apr 2013 14:05:07 -0500
From: larry smolucha <lsmolucha@hotmail.com>
Subject: [xmca] self-regulation
To: "xmca@weber.ucsd.edu" <xmca@weber.ucsd.edu>
Message-ID: <BLU161-W503DCC2935870C8B743067A1B00@phx.gbl>
Content-Type: text/plain; charset="Windows-1252"
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: terga-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.
> > > >
> > > >
> > > __________________________________________
> > > > _____
> > > > xmca mailing list
> > > > xmca@weber.ucsd.edu
> > > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > >
> > > __________________________________________
> > > _____
> > > xmca mailing list
> > > xmca@weber.ucsd.edu
> > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > >
> > > __________________________________________
> > > _____
> > > xmca mailing list
> > > xmca@weber.ucsd.edu
> > > http://dss.ucsd.edu/mailman/listinfo/xmca
> >
> > __________________________________________
> > _____
> > xmca mailing list
> > xmca@weber.ucsd.edu
> > http://dss.ucsd.edu/mailman/listinfo/xmca
> >
> __________________________________________
> _____
> xmca mailing list
> xmca@weber.ucsd.edu
> http://dss.ucsd.edu/mailman/listinfo/xmca
------------------------------
Message: 2
Date: Sun, 28 Apr 2013 00:15:52 -0600
From: Greg Thompson <greg.a.thompson@gmail.com>
Subject: Re: [xmca] self-regulation
To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
Message-ID:
<CAHH++P=4b6oaryEk_gxWFMuOBut55DEaMWZTyr4+TuJZgaGgJg@mail.gmail.com>
Content-Type: text/plain; charset=windows-1252
Francine,
Do you think that Vygotsky was right in positing that:
"the spoken word has a unique function in self-regulation because it can be
totally separate from the referent, whereas gestures and iconic-pictorial
illustrations bear some element of resemblance."
Most particularly, do you think that ASL is purely gestural and
iconic-pictorial?
Makes me wonder what kind of sign language Vygotsky would have been
studying.
Home sign?
Maria Coppolla (sp?), among others, has done some really great work on
Nicaraguan Sign Language. The upshot of it is that when sign language
develops in a community, signs develop a fully *symbolic* capacity (cf.
Peirce on "symbol") that does this work of being totally separate from the
referent ("arbitrary", we might say, to use Saussurean terminology).
But, importantly, you only get this when you have a numerous and dense
community of deaf people who can develop such arbitrary signs (and this is
a fascinating population to think about language genesis with! And guess
where these numerous and dense communities have typically been found:
Schools!). Without a significantly large and dense community of deaf
people, deaf are stuck making up signs for hearing people who rely too
heavily on spoken word to be able to imagine that one can do the same thing
with gestures.
What do you think?
-greg
On Sat, Apr 27, 2013 at 1:05 PM, larry smolucha
<lsmolucha@hotmail.com>wrote:
> 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: terga-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.
> > > > >
> > > > >
> > > > __________________________________________
> > > > > _____
> > > > > xmca mailing list
> > > > > xmca@weber.ucsd.edu
> > > > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > > >
> > > > __________________________________________
> > > > _____
> > > > xmca mailing list
> > > > xmca@weber.ucsd.edu
> > > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > > >
> > > > __________________________________________
> > > > _____
> > > > xmca mailing list
> > > > xmca@weber.ucsd.edu
> > > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > >
> > > __________________________________________
> > > _____
> > > xmca mailing list
> > > xmca@weber.ucsd.edu
> > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > >
> > __________________________________________
> > _____
> > xmca mailing list
> > xmca@weber.ucsd.edu
> > http://dss.ucsd.edu/mailman/listinfo/xmca
>
> __________________________________________
> _____
> xmca mailing list
> xmca@weber.ucsd.edu
> http://dss.ucsd.edu/mailman/listinfo/xmca
>
--
Gregory A. Thompson, Ph.D.
Visiting Assistant Professor
Department of Anthropology
883 Spencer W. Kimball Tower
Brigham Young University
Provo, UT 84602
http://byu.academia.edu/GregoryThompson
------------------------------
Message: 3
Date: Sun, 28 Apr 2013 00:53:11 -0600
From: Greg Thompson <greg.a.thompson@gmail.com>
Subject: [xmca] AERA panels
To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
Message-ID:
<CAHH++PmDg87uQp+hSKpDTxteh7Y3i0Gyuuto22-6efzx-_KCRw@mail.gmail.com>
Content-Type: text/plain; charset=windows-1252
[I hope you won't mind this bit of shameless Self-(and Other-!)promotion
here.]
I'm on two panels at AERA on Tuesday (with lots of other CHAT/XMCA
affiliated folks).
Since both of my panels are not in CHAT-sig sessions, I though I'd mention
some quick details (sundry details are pasted below):
First panel is:
The Dance of Stance: Affective/Epistemic Stance and the Problem of
Interiority in Pedagogical Encounters
Tue., Apr. 30 - 5:05-6:35
Bldg: Parc 55 - Second Level - Haight
Discussant: Jay Lemke
Panelists: Adam Lefstein / Julia Snell, Kevin O'Connor / Louisa Harris,
Lynda Stone, and yours truly
Second panel is:
Participation, Performance, and Process: Innovative Methods for Engaging
and Researching with Youth
Tue., Apr. 30 - 10:20-11:50am
Bldg.: Grand Hyatt - Theatre Level - Orpheum
Panelists: Anne M. Galletta, Valerie A. Futch, Hanna Jones / Ben R.
Kirshner, and last but not least, c'est moi.
I think that this second (but earlier) panel will be of interest to many
CHAT/MCA folk - particularly because of the focus on Youth Participatory
Action Research (YPAR) - research in which (as the name suggests), the
youth are active participants in DOING the research. I'll be doing a goofy
little paper on play, but the other very thoughtful papers are focused on
YPAR.
Anyway, it would be really wonderful to meet folks from the CHAT/XMCA world
that I have only known through email. (and I hope to meet people at the
CHAT-sig business meeting on Tue. night as well!).
Very best,
greg
SUNDRY DETAILS FOLLOW
FIRST PANEL:
*Title Displayed in Event Calendar: *The Dance of Stance:
Affective/Epistemic Stance and the Problem of Interiority in Pedagogical
Encounters<http://convention2.allacademic.com/one/aera/aera13/index.php?clic
k_key=1&cmd=Multi+Search+View+Program+Load+Box+To+View&program_box_id=138594
&PHPSESSID=ve8b4o2ur0skhglsna6cq4f9o1>
*Scheduled Time:* Tue Apr 30 2013, 5:05 to
6:35pm<http://convention2.allacademic.com/one/aera/aera13/index.php?click_ke
y=1&cmd=Multi+Search+View+Program+Load+Scheduled+Times&schedule_day=2013-04-
30+18%3A35%3A00&highlight_box_id=138594&PHPSESSID=ve8b4o2ur0skhglsna6cq4f9o1
#box_tag>
*Building/Room:* Parc 55, Second Level - Haight
Abstract
Employing a sociocultural approach, this symposium analyzes
teaching/learning encounters with the linguistic anthropological notion of
stance. The five papers in this symposium show the crucial role that
stance plays in the work of learning as it occurs in five very different
teaching/learning encounters, including: a kindergarten classroom, a high
school test-prep tutoring session, a college engineering class, an
upper-primary literacy lesson, and a tele-mentored physics lesson of a high
schooler. These papers additionally demonstrate that stance is a useful
analytic for educational researchers because it provides a relational,
social, and emergent perspective on what have traditionally been seen as
static, individual, and reified phenomena such as psychological states and
traits, and because it provides novel insights into how learning happens.
*Managing the Affective, Cognitive, and Aesthetic Dimensions of Dialogic
Teaching<http://convention2.allacademic.com/one/aera/aera13/index.php?click_
key=1&cmd=Multi+Search+Search+Load+Publication+For+Extra&publication_id=6204
98&PHPSESSID=ve8b4o2ur0skhglsna6cq4f9o1>
(download<http://convention2.allacademic.com/one/aera/aera13/index.php?cmd=D
ownload+Document&key=view_paper_file&file_index=1&pop_up=true&no_click_key=t
rue&attachment_style=inline&PHPSESSID=ve8b4o2ur0skhglsna6cq4f9o1>
)*
Julia Snell (King's College London -
julia.snell@kcl.ac.uk.)<http://convention2.allacademic.com/one/aera/aera13/i
ndex.php?click_key=1&cmd=Multi+Search+Load+Person&people_id=3036968&PHPSESSI
D=ve8b4o2ur0skhglsna6cq4f9o1>
, Adam Lefstein (Ben Gurion University of the Negev -
lefstein@bgu.ac.il)<http://convention2.allacademic.com/one/aera/aera13/index
.php?click_key=1&cmd=Multi+Search+Load+Person&people_id=3140223&PHPSESSID=ve
8b4o2ur0skhglsna6cq4f9o1>
*Affect as a Resource for Regulating
Learning<http://convention2.allacademic.com/one/aera/aera13/index.php?click_
key=1&cmd=Multi+Search+Search+Load+Publication+For+Extra&publication_id=6204
99&PHPSESSID=ve8b4o2ur0skhglsna6cq4f9o1>
*
Lynda D. Stone (California State University - Sacramento -
lstone@csus.edu)<http://convention2.allacademic.com/one/aera/aera13/index.ph
p?click_key=1&cmd=Multi+Search+Load+Person&people_id=3100736&PHPSESSID=ve8b4
o2ur0skhglsna6cq4f9o1>
*Affective and Epistemic Stance and Appeals for Assistance in a Tutoring
Session<http://convention2.allacademic.com/one/aera/aera13/index.php?click_k
ey=1&cmd=Multi+Search+Search+Load+Publication+For+Extra&publication_id=62050
0&PHPSESSID=ve8b4o2ur0skhglsna6cq4f9o1>
*
Greg Thompson (University of California - San Diego -
greg.a.thompson@gmail.com)<http://convention2.allacademic.com/one/aera/aera1
3/index.php?click_key=1&cmd=Multi+Search+Load+Person&people_id=3137522&PHPSE
SSID=ve8b4o2ur0skhglsna6cq4f9o1>
*Stance as a Resource for Constructing and Contesting Engineering
Identities<http://convention2.allacademic.com/one/aera/aera13/index.php?clic
k_key=1&cmd=Multi+Search+Search+Load+Publication+For+Extra&publication_id=62
0501&PHPSESSID=ve8b4o2ur0skhglsna6cq4f9o1>
*
Kevin O'Connor (University of Colorado - Boulder -
kevin.oconnor@colorado.edu)<http://convention2.allacademic.com/one/aera/aera
13/index.php?click_key=1&cmd=Multi+Search+Load+Person&people_id=3141085&PHPS
ESSID=ve8b4o2ur0skhglsna6cq4f9o1>
, Louisa Harris (University of Colorado - Boulder -
Louisa.Harris@colorado.edu)<http://convention2.allacademic.com/one/aera/aera
13/index.php?click_key=1&cmd=Multi+Search+Load+Person&people_id=3138408&PHPS
ESSID=ve8b4o2ur0skhglsna6cq4f9o1>
Chair: Greg Thompson (University of California - San
Diego)<http://convention2.allacademic.com/one/aera/aera13/index.php?click_ke
y=1&cmd=Multi+Search+Load+Person&people_id=3137522&PHPSESSID=ve8b4o2ur0skhgl
sna6cq4f9o1>
greg.a.thompson@gmail.comChair: Lynda D. Stone (California State
University -
Sacramento)<http://convention2.allacademic.com/one/aera/aera13/index.php?cli
ck_key=1&cmd=Multi+Search+Load+Person&people_id=3100736&PHPSESSID=ve8b4o2ur0
skhglsna6cq4f9o1>
lstone@csus.eduDiscussant: Jay L. Lemke (University of California - San
Diego)<http://convention2.allacademic.com/one/aera/aera13/index.php?click_ke
y=1&cmd=Multi+Search+Load+Person&people_id=3065882&PHPSESSID=ve8b4o2ur0skhgl
sna6cq4f9o1>
jalemke@ucsd.edu
SECOND PANEL:
Sponsor:
SIG-Out-of-School Time
Schedule Information:
*Scheduled Time:* Tue Apr 30 2013, 10:20 to
11:50am<http://convention2.allacademic.com/one/aera/aera13/index.php?click_k
ey=1&cmd=Multi+Search+View+Program+Load+Scheduled+Times&schedule_day=2013-04
-30+11%3A50%3A00&highlight_box_id=138286&PHPSESSID=ve8b4o2ur0skhglsna6cq4f9o
1#box_tag>
*Building/Room:* Grand Hyatt, Theatre Level - Orpheum
*Title Displayed in Event Calendar: *Participation, Performance, and
Process: Innovative Methods for Engaging and Researching With
Youth<http://convention2.allacademic.com/one/aera/aera13/index.php?click_key
=1&cmd=Multi+Search+View+Program+Load+Box+To+View&program_box_id=138286&PHPS
ESSID=ve8b4o2ur0skhglsna6cq4f9o1>
Abstract
What is the role of voice and agency in work with youth? How can
collaborative and participatory methods more effectively address issues of
inequality in youth experiences? In this interactive session we present
four projects with after-school programs that engage these questions to
argue that youth-centered methods and a critical inquiry of youth voice
offer important lenses for understanding a range of inequalities that exist
in the lives of youth and that out-of-school spaces offer a unique setting
for studying these topics. Recognizing that poverty stems primarily from
imbalances of power, we suggest that voice and participation are valuable
tools for addressing such imbalances and invite the audience to engage in a
dialogue around the challenges inherent in such work.
Session Participants:
*Playing With Voice in
Adolescence<http://convention2.allacademic.com/one/aera/aera13/index.php?cli
ck_key=1&cmd=Multi+Search+Search+Load+Publication+For+Extra&publication_id=6
18333&PHPSESSID=ve8b4o2ur0skhglsna6cq4f9o1>
*
Greg Thompson (University of California - San Diego -
greg.a.thompson@gmail.com)<http://convention2.allacademic.com/one/aera/aera1
3/index.php?click_key=1&cmd=Multi+Search+Load+Person&people_id=3137522&PHPSE
SSID=ve8b4o2ur0skhglsna6cq4f9o1>
*What Happened to Our Sense of Justice? Agency, Inquiry, and Action in a
Youth Participatory Action Research (YPAR)
Project<http://convention2.allacademic.com/one/aera/aera13/index.php?click_k
ey=1&cmd=Multi+Search+Search+Load+Publication+For+Extra&publication_id=61833
4&PHPSESSID=ve8b4o2ur0skhglsna6cq4f9o1>
*
Anne M. Galletta (Cleveland State University -
a.galletta@csuohio.edu)<http://convention2.allacademic.com/one/aera/aera13/i
ndex.php?click_key=1&cmd=Multi+Search+Load+Person&people_id=3097440&PHPSESSI
D=ve8b4o2ur0skhglsna6cq4f9o1>
*Dancing to the Beat of Different Drums? Exploring Process in a Youth
Participatory Evaluation
Project<http://convention2.allacademic.com/one/aera/aera13/index.php?click_k
ey=1&cmd=Multi+Search+Search+Load+Publication+For+Extra&publication_id=61833
5&PHPSESSID=ve8b4o2ur0skhglsna6cq4f9o1>
*
Valerie A Futch (University of Virginia -
vfutch@virginia.edu)<http://convention2.allacademic.com/one/aera/aera13/inde
x.php?click_key=1&cmd=Multi+Search+Load+Person&people_id=3279887&PHPSESSID=v
e8b4o2ur0skhglsna6cq4f9o1>
*Variations in Youth Explanations of Success and Failure: A Critical
Perspective on Student
Voice<http://convention2.allacademic.com/one/aera/aera13/index.php?click_key
=1&cmd=Multi+Search+Search+Load+Publication+For+Extra&publication_id=618336&
PHPSESSID=ve8b4o2ur0skhglsna6cq4f9o1>
*
Hannah Jones (University of Colorado - Boulder -
joneshr21@gmail.com)<http://convention2.allacademic.com/one/aera/aera13/inde
x.php?click_key=1&cmd=Multi+Search+Load+Person&people_id=3127286&PHPSESSID=v
e8b4o2ur0skhglsna6cq4f9o1>
, Ben R. Kirshner (University of Colorado -
ben.kirshner@colorado.edu)<http://convention2.allacademic.com/one/aera/aera1
3/index.php?click_key=1&cmd=Multi+Search+Load+Person&people_id=3141058&PHPSE
SSID=ve8b4o2ur0skhglsna6cq4f9o1>
Chair: Valerie A Futch (University of
Virginia)<http://convention2.allacademic.com/one/aera/aera13/index.php?click
_key=1&cmd=Multi+Search+Load+Person&people_id=3279887&PHPSESSID=ve8b4o2ur0sk
hglsna6cq4f9o1>
vfutch@virginia.edu
--
Gregory A. Thompson, Ph.D.
Visiting Assistant Professor
Department of Anthropology
883 Spencer W. Kimball Tower
Brigham Young University
Provo, UT 84602
http://byu.academia.edu/GregoryThompson
------------------------------
Message: 4
Date: Sun, 28 Apr 2013 09:12:16 -0700
From: Larry Purss <lpscholar2@gmail.com>
Subject: Re: [xmca] self-regulation
To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
Message-ID:
<CAGaCnpxBeezOkM7YSwUXn9H0PmM58z2a+aF82eR_tWz0gRyz0Q@mail.gmail.com>
Content-Type: text/plain; charset=windows-1252
Greg, Francine,
Your question about *resemblance* of gestures and icons as tied to the
local situation, whereas words can be beyond the local situation is a way
of asking the question which Elena Cufferi is exploring.
Elena referenced Merleau Ponty's work and his concepts of *sedimentation*
and *spontaneous* in her exploring the *meaning* of gestures.
Exploring gesture within the deaf community is clearly entering *language*
and *sedimentation* AS cultural historical and not merely spontaneous.
Elena's question is much more radical. She is asking if gesture for a 12
month old can be used for guided/mediated self referencing within the
cultural historical world as *self* regulation that is extra local, and
therefore sedimented.
In other words *Gestures* in their own* essence* have BOTH qualities of
sedimentation AND qualities of spontaneity.
Our bodies are *communicating with our *self* and participating within life
worlds AS sedimented gestures at 12 months and may be primordial for
developing language with which it shares *resemblance*??
The developmental stage of *private speech* as a visible expression of
*self* regulation of actions without reference to another person can then
be interpreted AS another developmental skill within gestural expressions
as developing BOTH sedimented and spontaneous *actions* within cultural
historical worlds?
This then returns us to questions of imaginal play as using *props* or
*pivots* AS ways of *referencing* events.
The question of *resemblance* (as structure, as function) within PLAY may
also be expressing BOTH sedimented (guided, mediated) *self* regulation
which is analogical (carrying over or carrying through).
This question of *identity* (a equals b) and its relation to *resemblance*
(as relation) ) is a question I see being asked in the inquiries of other,
co and self regulation and executive functioning.
Larry
On Sat, Apr 27, 2013 at 11:15 PM, Greg Thompson
<greg.a.thompson@gmail.com>wrote:
> Francine,
> Do you think that Vygotsky was right in positing that:
> "the spoken word has a unique function in self-regulation because it can
be
> totally separate from the referent, whereas gestures and iconic-pictorial
> illustrations bear some element of resemblance."
> Most particularly, do you think that ASL is purely gestural and
> iconic-pictorial?
> Makes me wonder what kind of sign language Vygotsky would have been
> studying.
> Home sign?
> Maria Coppolla (sp?), among others, has done some really great work on
> Nicaraguan Sign Language. The upshot of it is that when sign language
> develops in a community, signs develop a fully *symbolic* capacity (cf.
> Peirce on "symbol") that does this work of being totally separate from the
> referent ("arbitrary", we might say, to use Saussurean terminology).
>
> But, importantly, you only get this when you have a numerous and dense
> community of deaf people who can develop such arbitrary signs (and this is
> a fascinating population to think about language genesis with! And guess
> where these numerous and dense communities have typically been found:
> Schools!). Without a significantly large and dense community of deaf
> people, deaf are stuck making up signs for hearing people who rely too
> heavily on spoken word to be able to imagine that one can do the same
thing
> with gestures.
>
> What do you think?
> -greg
>
>
>
>
> On Sat, Apr 27, 2013 at 1:05 PM, larry smolucha <lsmolucha@hotmail.com
> >wrote:
>
> > 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: terga-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.
> > > > > >
> > > > > >
> > > > > __________________________________________
> > > > > > _____
> > > > > > xmca mailing list
> > > > > > xmca@weber.ucsd.edu
> > > > > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > > > >
> > > > > __________________________________________
> > > > > _____
> > > > > xmca mailing list
> > > > > xmca@weber.ucsd.edu
> > > > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > > > >
> > > > > __________________________________________
> > > > > _____
> > > > > xmca mailing list
> > > > > xmca@weber.ucsd.edu
> > > > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > > >
> > > > __________________________________________
> > > > _____
> > > > xmca mailing list
> > > > xmca@weber.ucsd.edu
> > > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > > >
> > > __________________________________________
> > > _____
> > > xmca mailing list
> > > xmca@weber.ucsd.edu
> > > http://dss.ucsd.edu/mailman/listinfo/xmca
> >
> > __________________________________________
> > _____
> > xmca mailing list
> > xmca@weber.ucsd.edu
> > http://dss.ucsd.edu/mailman/listinfo/xmca
> >
>
>
>
> --
> Gregory A. Thompson, Ph.D.
> Visiting Assistant Professor
> Department of Anthropology
> 883 Spencer W. Kimball Tower
> Brigham Young University
> Provo, UT 84602
> http://byu.academia.edu/GregoryThompson
> __________________________________________
> _____
> xmca mailing list
> xmca@weber.ucsd.edu
> http://dss.ucsd.edu/mailman/listinfo/xmca
>
------------------------------
Message: 5
Date: Sun, 28 Apr 2013 10:42:55 -0600
From: Greg Thompson <greg.a.thompson@gmail.com>
Subject: Re: [xmca] self-regulation
To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
Message-ID:
<CAHH++PkqTmS8FS+Fx26=y=w_3bW0k4Hkb8SjauyuvzXcsgnHxQ@mail.gmail.com>
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Larry,
What I was pointing to is something quite different from "sedimentation" in
gesture in infancy. Full-fledged sign language is a completely and totally
different thing from children's gesture.
In my post I was pointing out that in a full-fledged sign language (yes,
Language!), the gesture becomes symbolic, no longer tied to its iconic or
indexical features, and thus it has the same formal features of spoken
language in that it does not merely function indexically (as temporal or
spatial collocation - like the Vervet monkeys' predator calls which are
only heard when a predator is present) or icononically (as in onomatopoeia
- "buzzzzz").
To put it in perspective, we could flip Vygotsky's argument and imagine a
Vygotsky of the sign community saying how limited us spoken language folks
are because every word that we use has to "sound like" the thing that it
represents. In parallel fashion to the spoken language Vygotsky, the
sign-language Vygotsky might say: "the signed word has a unique function in
self-regulation because it can be totally separate from the referent,
whereas temporal-spatially collocated and onomatopoetic language always
bear some element of resemblance."
Not true for us, not true for them!
We are functionally more alike than we think...
Or so I would argue...
-greg
On Sun, Apr 28, 2013 at 10:12 AM, Larry Purss <lpscholar2@gmail.com> wrote:
> Greg, Francine,
>
> Your question about *resemblance* of gestures and icons as tied to the
> local situation, whereas words can be beyond the local situation is a way
> of asking the question which Elena Cufferi is exploring.
> Elena referenced Merleau Ponty's work and his concepts of *sedimentation*
> and *spontaneous* in her exploring the *meaning* of gestures.
> Exploring gesture within the deaf community is clearly entering *language*
> and *sedimentation* AS cultural historical and not merely spontaneous.
> Elena's question is much more radical. She is asking if gesture for a 12
> month old can be used for guided/mediated self referencing within the
> cultural historical world as *self* regulation that is extra local, and
> therefore sedimented.
> In other words *Gestures* in their own* essence* have BOTH qualities of
> sedimentation AND qualities of spontaneity.
> Our bodies are *communicating with our *self* and participating within
life
> worlds AS sedimented gestures at 12 months and may be primordial for
> developing language with which it shares *resemblance*??
>
> The developmental stage of *private speech* as a visible expression of
> *self* regulation of actions without reference to another person can then
> be interpreted AS another developmental skill within gestural expressions
> as developing BOTH sedimented and spontaneous *actions* within cultural
> historical worlds?
>
> This then returns us to questions of imaginal play as using *props* or
> *pivots* AS ways of *referencing* events.
> The question of *resemblance* (as structure, as function) within PLAY may
> also be expressing BOTH sedimented (guided, mediated) *self* regulation
> which is analogical (carrying over or carrying through).
>
> This question of *identity* (a equals b) and its relation to *resemblance*
> (as relation) ) is a question I see being asked in the inquiries of other,
> co and self regulation and executive functioning.
>
> Larry
>
>
>
> On Sat, Apr 27, 2013 at 11:15 PM, Greg Thompson
> <greg.a.thompson@gmail.com>wrote:
>
> > Francine,
> > Do you think that Vygotsky was right in positing that:
> > "the spoken word has a unique function in self-regulation because it can
> be
> > totally separate from the referent, whereas gestures and
iconic-pictorial
> > illustrations bear some element of resemblance."
> > Most particularly, do you think that ASL is purely gestural and
> > iconic-pictorial?
> > Makes me wonder what kind of sign language Vygotsky would have been
> > studying.
> > Home sign?
> > Maria Coppolla (sp?), among others, has done some really great work on
> > Nicaraguan Sign Language. The upshot of it is that when sign language
> > develops in a community, signs develop a fully *symbolic* capacity (cf.
> > Peirce on "symbol") that does this work of being totally separate from
> the
> > referent ("arbitrary", we might say, to use Saussurean terminology).
> >
> > But, importantly, you only get this when you have a numerous and dense
> > community of deaf people who can develop such arbitrary signs (and this
> is
> > a fascinating population to think about language genesis with! And guess
> > where these numerous and dense communities have typically been found:
> > Schools!). Without a significantly large and dense community of deaf
> > people, deaf are stuck making up signs for hearing people who rely too
> > heavily on spoken word to be able to imagine that one can do the same
> thing
> > with gestures.
> >
> > What do you think?
> > -greg
> >
> >
> >
> >
> > On Sat, Apr 27, 2013 at 1:05 PM, larry smolucha <lsmolucha@hotmail.com
> > >wrote:
> >
> > > 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: terga-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.
> > > > > > >
> > > > > > >
> > > > > > __________________________________________
> > > > > > > _____
> > > > > > > xmca mailing list
> > > > > > > xmca@weber.ucsd.edu
> > > > > > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > > > > >
> > > > > > __________________________________________
> > > > > > _____
> > > > > > xmca mailing list
> > > > > > xmca@weber.ucsd.edu
> > > > > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > > > > >
> > > > > > __________________________________________
> > > > > > _____
> > > > > > xmca mailing list
> > > > > > xmca@weber.ucsd.edu
> > > > > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > > > >
> > > > > __________________________________________
> > > > > _____
> > > > > xmca mailing list
> > > > > xmca@weber.ucsd.edu
> > > > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > > > >
> > > > __________________________________________
> > > > _____
> > > > xmca mailing list
> > > > xmca@weber.ucsd.edu
> > > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > >
> > > __________________________________________
> > > _____
> > > xmca mailing list
> > > xmca@weber.ucsd.edu
> > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > >
> >
> >
> >
> > --
> > Gregory A. Thompson, Ph.D.
> > Visiting Assistant Professor
> > Department of Anthropology
> > 883 Spencer W. Kimball Tower
> > Brigham Young University
> > Provo, UT 84602
> > http://byu.academia.edu/GregoryThompson
> > __________________________________________
> > _____
> > xmca mailing list
> > xmca@weber.ucsd.edu
> > http://dss.ucsd.edu/mailman/listinfo/xmca
> >
> __________________________________________
> _____
> xmca mailing list
> xmca@weber.ucsd.edu
> http://dss.ucsd.edu/mailman/listinfo/xmca
>
--
Gregory A. Thompson, Ph.D.
Visiting Assistant Professor
Department of Anthropology
883 Spencer W. Kimball Tower
Brigham Young University
Provo, UT 84602
http://byu.academia.edu/GregoryThompson
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