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Re: [xmca] ISCAR EARLI & Cultural-historical psych wikipedia pages
this is very helpful. Thank you so much.
Regards
Lemwang
On Mon, Apr 29, 2013 at 2:25 AM, Simon Knight <sjgknight@gmail.com> wrote:
> 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
> To: xmca@weber.ucsd.edu
> Subject: xmca Digest, Vol 95, Issue 26
>
> Send xmca mailing list submissions to
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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>
> Content-Type: text/plain; charset=windows-1252
>
> 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
>
>
> ------------------------------
>
> _______________________________________________
> xmca mailing list
> xmca@weber.ucsd.edu
> http://dss.ucsd.edu/mailman/listinfo/xmca
>
>
> End of xmca Digest, Vol 95, Issue 26
> ************************************
>
> __________________________________________
> _____
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--
Lemwang Chuhwanglim
"There is always a victory to be achieved"
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