For those who are interested, here's a corrected version of the
contents of the LSV collected works, with page numbers.
Peter
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The Collected Works of L. S. Vygotsky
Volume 1
Problems of General Psychology
Including the Volume Thinking and Speech
Editors’ Foreword p. v
Prologue to the English Edition p. 1
Jerome Bruner
The Development of Vygotsky’s Thought: An Introduction p. 17
Norris Minick
Thinking and Speech
Preface p. 39
Chapter 1. The Problem and the Method of Investigation p. 43
Chapter 2. The Problem of Speech and Thinking in Piaget’s Theory p. 53
Chapter 3. Stern’s Theory of Speech Development p. 93
Chapter 4. The Genetic Roots of Thinking and Speech p. 101
Chapter 5. An Experimental Study of Concept Development p. 121
Chapter 6. The Development of Scientific Concepts in Childhood p. 167
Chapter 7. Thought and Word p. 243
Lectures on Psychology
Lecture 1. Perception and Its Development in Childhood p. 289
Lecture 2. Memory and Its Development in Childhood p. 301
Lecture 3. Thinking and Its Development in Childhood p. 311
Lecture 4. Emotions and Their Development in Childhood p. 325
Lecture 5. Imagination and Its Development in Childhood p. 339
Lecture 6. The Problem of Will and Its Development in Childhood p. 351
Afterword to the Russian Edition p. 359
A. R. Luria
Notes to the Russian Edition
Thinking and Speech p. 375
Lectures on Psychology p. 384
Notes to the English Edition p. 387
Author Index p. 391
Subject Index p. 393
Volume 2
The Fundamentals of Defectology
(Abnormal Psychology and Learning Disabilities)
Foreword and Acknowledgments p. v
Vygotsky and Soviet Russian Defectology: An Introduction p. 1
Jane Knox and Carol B. Stevens
Part I: General Problems of Defectology
Introduction: Fundamental Problems of Defectology p. 29
Chapter 1: Defect and Compensation p. 52
Chapter 2: Principles of Education for Physically Handicapped Children
p. 65
Chapter 3: The Psychology and Pedagogy of Children’s Handicaps p. 76
Part II: Special Problems of Defectology
The Blind Child p. 97
Principles of Social Education for the Deaf-Mute Child p. 110
Compensatory Processes in the Development of the Retarded Child p. 122
The Difficult Child p. 139
Moral Insanity p. 150
The Dynamics of Child Character p. 153
Defectology and the Study of the Development and Education of Abnormal
Children p. 164
Part III: Questions at the Forefront of Defectology
The Study of the Development of the Difficult Child p. 173
Bases for Working with Mentally Retarded and Physically Handicapped
Children p. 178
Fundamental Principles in a Plan of Pedological Research in the Field
of “Difficult Children” p. 184
The Collective as a Factor in the Development of the Abnormal Child p.
191
Introduction to Ia. K. Tsveifel’s book, Essay on the Behavioral
Characteristics and Education of the Deaf-Mute p. 209
Introduction to E. K. Gracheva’s book, The Education and Instruction of
Severely Retarded Children p. 212
The Problem of Mental Retardation p. 220
The Diagnostics of Development and the Pedological Clinic for Difficult
Children p. 241
From Addresses, Reports, etc. p. 292
Afterword p. 302
Notes to the Russian Edition p. 315
References to Volume 1 of This Series p. 331
References to This Volume p. 333
Author Index p. 339
Subject Index p. 343
Volume 3
Problems of the Theory and History of Psychology
Translator’s Foreword and Acknowledgments p. v
Prologue
Vygotsky’s “Crisis,” and its Meaning Today p. vii
R. W. Rieber and Jeffrey Wollock
Some Major Themes in Vygotsky’s Theoretical Work. An Introduction p. 1
René van der Veer
On Vygotsky’s Creative Development p. 9
A. N. Leont’ev
Part 1: Problems of the Theory and Methods of Psychology
Chapter 1: The Methods of Reflexological and Psychological
Investigation p. 35
Chapter 2: Preface to Lazursky p. 51
Chapter 3: Consciousness as a Problem for the Psychology of Behavior p.
63
Chapter 4: Apropos Koffka’s Article on Self-Observation (Instead of a
Preface) p. 81
Chapter 5: The Instrumental Method in Psychology p. 85
Chapter 6: On Psychological Systems p. 91
Chapter 7: Mind, Consciousness, the Unconscious p. 109
Chapter 8: Preface to Leont’ev p. 123
Chapter 9: The Problem of Consciousness p. 129
Chapter 10: Psychology and the Theory of Localization of Mental
Functions p. 139
Part 2: Developmental Paths of Psychological Knowledge
Chapter 11: Preface to Thorndike p. 147
Chapter 12: Preface to Bühler p. 163
Chapter 13: Preface to Köhler p. 175
Chapter 14: Preface to Koffka p. 195
Chapter 15: The Historical Meaning of the Crisis in Psychology: A
Methodological Investigation p. 233
Epilogue p. 345
M. G. Yaroshevsky and G. S. Gurgenidze
Notes to the English Edition p. 371
Notes to the Russian Edition p. 393
References p. 409
Author Index p. 417
Subject Index p. 421
Volume 4
The History of the Development of the Higher Mental Functions
Prologue p. v
Joseph Glick
Chapter 1: The Problem of the Development of Higher Mental Functions p.
1
Chapter 2: Research Method p. 27
Chapter 3: Analysis of Higher Mental Functions p. 65
Chapter 4: The Structure of Higher Mental Functions p. 83
Chapter 5: Genesis of Higher Mental Functions p. 97
Chapter 6: The Development of Speech p. 121
Chapter 7: Prehistory of the Development of Written Language p. 131
Chapter 8: Development of Arithmetic Operations p. 149
Chapter 9: Mastering Attention p. 153
Chapter 10: The Development of Mnemonic and Mnemotechnical Functions p.
179
Chapter 11: Development of Speech and Thinking p. 191
Chapter 12: Self-Control p. 207
Chapter 13: Cultivation of Higher Forms of Behavior p. 221
Chapter 14: The Problem of Cultural Age p. 231
Chapter 15: Conclusion; Further Research; Development of Personality
and World View in the Child p. 241
The Question of Multilingual Children p. 253
Epilogue p. 261
Notes to the Russian Edition p. 279
References p. 287
Author Index p. 289
Subject Index p. 291
Volume 5
Child Psychology
Prologue p. v
Carl Ratner
Part 1: Pedology of the Adolescent
Chapter 1: Development of Interests at the Transitional Age p. 3
Chapter 2: Development of Thinking and Formation of Concepts in the
Adolescent p. 29
Chapter 3: Development of Higher Mental Functions during the
Transitional Age p. 83
Chapter 4: Imagination and Creativity in the Adolescent p. 151
Chapter 5: Dynamics and Structure of the Adolescent’s Personality p. 167
Part 2: Problems of Child (Developmental) Psychology
Chapter 6: The Problem of Age p. 187
Chapter 7: Infancy p. 207
Chapter 8: The Crisis of the First Year p. 243
Chapter 9: Early Childhood p. 261
Chapter 10: The Crisis at Age Three p. 283
Chapter 11: The Crisis at Age Seven p. 289
Epilogue p. 297
Notes to the Russian Edition p. 319
References p. 335
Author Index p. 343
Subject Index p. 347
Errata to Volume 4 p. 361
Volume 6
Scientific Legacy
Prologue p. v
Dorothy Robbins
Tool and Sign in the Development of the Child
Chapter 1: The Problem of Practical Intellect in the Psychology of
Animals and the Psychology of the Child p. 3
Experiments on the Practical Intellect of the Child p. 4
The Function of Speech in the Use of Tools. The Problem of Practical
and Verbal Intellect p. 12
Speech and Practical Action in the Behavior of the Child p. 14
Development of Higher Forms of Practical Activity in the Child p. 17
The Path of Development in Light of Facts p. 20
The Function of Socialized and Egocentric Speech p. 22
Change in the Function of Speech in Practical Activity p. 23
Chapter 2: The Function of Signs in the Development of Higher Mental
Processes p. 27
Development of Higher Forms of Perception p. 27
Division of the Primary Unity of the Sensory-Motor Function p. 30
Reconstruction of Memory and Attention p. 34
The Voluntary Structure of Higher Mental Functions p. 35
Chapter 3: Sign Operations and Organization of Mental Processes p. 39
The Problem of the Sign in the Formation of Higher Mental Functions p.
39
Social Genesis of Higher Mental Functions p. 41
Basic Rules of Development of Higher Mental Functions p. 41
Chapter 4: Analysis of Sign Operations of the Child p. 45
The Structure of Sign Operations p. 45
Genetic Analysis of the Sign Operations p. 49
Further Development of Sign Operations p. 52
Chapter 5: Methods of studying Higher Mental Functions p. 57
Conclusion p. 61
The Problem of Functional Systems p. 61
The Use of Tools by Animals and Man p. 63
Word and Act p. 65
The Teaching about Emotions. Historical-Psychological Studies
Sections 1-20 pp. 71-235
On the Problem of the Psychology of the Actor’s Creative Work p. 237
Epilogue p. 245
Notes to the Russian Edition p. 267
References p. 279
Works of L. S. Vygotsky p. 283
Works about L. S. Vygotsky p. 305
Author Index p. 327
Subject Index p. 331
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