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These files are maintained strictly for historical reference, research, and recordkeeping purposes,
and the content has not been altered or updated since archiving.
Content on this site may not meet current digital accessibility standards.
If you require an alternative, accessible format of any information found on this site,
please contact Bruce Jones, bjones@ucsd.edu to request an accommodation.
Hi Mike and Andy I was just re-reading the article you and Natalia wrote in the edited book "The Sociocultural Turn in Psychology" The title was "Vygotsky and Context: Towards a Theoretical Resolution" I wanted to return to this article after reading Andy's 2 articles posted, - on the historical development of the concept "Gestalt" and his article on the concept of activity. [I would recommend others read these three articles together] Mike, you and Natalia referenced a study by Nielsen and Dissanayake which shows that young children can hold and act upon a false belief in their PEER PLAY but could not act upon the false belief when participating in a standard false belief task. Their cognitive abilities in play were more advanced. My question is if Andy's notion of a COLLABORATIVE project [for these children a play context] can give an explanation of this phenomena. Also I want to link the centrality of syncronic contexts with my musings on 2nd person and 3rd person perspectives. Is it possible that standard false belief tasks require a 3rd person stance on the task whereas the play setting supports 2nd person perspectives [which are "shared mind" contexts that are fundamentally intersubjective]. If this is possible then synchronic zpd's that developmentally "hold" shared mind co-constructions [2nd person contexts] PRECEDE the development of 3rd person objective spectator false beliefs and 1st person experiences of false belief. Larry __________________________________________ _____ xmca mailing list xmca@weber.ucsd.edu http://dss.ucsd.edu/mailman/listinfo/xmca