RE: [xmca] self-regulation

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Message from Francine, Larry, I will follow-up on the points you have made ( I find them interesting). I just haven't had time, yet.Thank you. > Date: Sun, 28 Apr 2013 09:12:16 -0700 > Subject: Re: [xmca] self-regulation > From: lpscholar2@gmail.com > To: xmca@weber.ucsd.edu > > 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: 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. > > > > > > > > > > > > > > > > > > > > __________________________________________ > > > > > > > _____ > > > > > > > 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 __________________________________________ _____ xmca mailing list xmca@weber.ucsd.edu http://dss.ucsd.edu/mailman/listinfo/xmca