Re: RES: [xmca] "semiotic/semantic [semicheskyj] analysis". Can you help me?

[Larry Purss <lpscholar2@gmail.com>]

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.
> > >
> > >
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