RE: [xmca] self-regulation

[larry smolucha <lsmolucha@hotmail.com>]

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.
> > > > > > >
> > > > > > >
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> >
> > --
> > Gregory A. Thompson, Ph.D.
> > Visiting Assistant Professor
> > Department of Anthropology
> > 883 Spencer W. Kimball Tower
> > Brigham Young University
> > Provo, UT 84602
> > http://byu.academia.edu/GregoryThompson
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