Re: [xmca] Fwd: Digital Vygotsky En Espana

[Mike Cole <lchcmike@gmail.com>]

See
http://en.wikipedia.org/wiki/Reactive_attachment_disorder

On Fri, Sep 4, 2009 at 10:57 AM, Peter Smagorinsky <smago@uga.edu> wrote:

> Something of possible interest in the thread of the social origins of
> cognition:
> I've recently had reason to learn about reactive attachment disorder,
> briefly defined as follows:
> Reactive Attachment Disorder follows from a failure to form normal
> attachments to primary caregivers in early childhood, possibly due to
> severe
> early experiences of neglect, abuse, abrupt separation from caregivers in
> the first three years of life, frequent change of caregivers, or a lack of
> responsiveness to the child's efforts to communicate. Those with RAD
> exhibit
> disturbed and developmentally inappropriate ways of relating socially in
> most contexts.
>
> We've talked a bit in the last year or so about affect, emotions, and
> perezhivanie, all of which are viewed in the work of LSV, Damasio, and
> others as implicated in the development and act of cognition. RAD appears
> to
> illustrate the consequences for cognition when the affective environment of
> infancy is absent consistent, loving human contact. Another factor in the
> development of cognitive frameworks is nutrition, both in utero and in
> infancy, the lack of which may produce cognitive developmental problems. So
> there's a whole lot going on that exceeds semiotics and cognitive
> frameworks. It seems that love and care really matter too in how one
> subsequently develops.
>
> Peter
>
>  Hi Mike,
>
> Suspect you know this project but in case not:
>
> Duration: 2009-2011. Funding: Ministerioa de Ciencia e Innovacion
> (Spain).The research project is with focus on socio-constructivist
> approaches that, following Vygotsky, have maintained that the development
> of
> higher mental functions is sociogenetic, thus arguing that cognitive
> development is first the result of exposure to the social plane and then to
> the psychological plane, a move that is semiotically mediated in social
> interaction. This conception of human cognitive development offers insights
> into the relations between mind development, education processes and
> socio-cultural and technological implications. Due to its inherent
> characteristics, language is the most pervasive modality for social
> interaction, and thus for semiotic mediation. In our research we draw
> attention to the material vehicles of language, focusing on the multimodal
> forms that are becoming common place in Computer Mediated Communication. We
> claim that acts of production, distribution and reception of cultural
> objects form the very symbolic structure of cultural phenomena, and that
> these performances are located in the materiality of informational
> exchanges. Furthermore, we indicate that discursive practices and images
> form the complex multimodal network of signifying practices that constructs
> realities, rather than simply representing them, and that socially
> constructed meaning or what we call "culture" takes place through the
> negotiation of stories, images, and meanings, that is, through
> performative,
> jointly-constructed agreements, power relations, and the authorisation and
> legitimating of social positions. Finally, we claim that the study of art
> is
> a powerful metacognitive tool, staging the kind of power-relations that
> students can find in everyday life situations. This claim is further
> enhanced with the use of multimodal forms of support. Thus, our final aim
> is
> to work towards a new framework on multimodal social semiotics and its
> implications for the study of Computer Mediated Communication and
> Humanities
> Studies. A) This theoretical framework should focus on the following
> points:
> 1) a semiotic study of multimodal formats and their differences; 2)
> historiographical discussions on the changing discursive patterns in
> structural textuality -from intertextuality to intermediality- and how this
> patterns can be found in previous aesthetic and representational responses
> to changing technological patterns, particularly in the avant-gardes; 3)
> reflections on the impact of popular culture on changing media patterns; 4)
> reflections on aspects of globalization and technology; 4) studies on the
> changing role of producer/author and consumer/receiver into a new blended
> category of the collective networked co-user/participant, and the emergence
> of social software; 5) research on the role of translation and
> re-mediation,
> since digital texts, images, audio, video and cultural objects in general
> undergo continuous medial alterations, appropriations and re-appropriations
> (re-mediation) that find their way across their territorial point of origin
> with everyone now appropriating and changing the culture of everyone else
> through the increasingly interactive potential of networked computing; 6)
> the development of interculturalism in a growing global informational world
> where the degree of autonomy of each culture is significantly reduced; 7)
> the influence of education in the creation of an intercultural conscience
> tending towards cooperation; aspects of intercultural didactics,
> interpersonal relations and also accessibility.B) The practical result of
> the project is a new generation social software online environment, a
> Website, bilingual English-Spanish first with possibility of including
> other
> European languages if funding increases. Some materials will be translated
> from George Landow?s websites. The translation process will take place
> using
> a Wiki and we have requested separate funding for this, receiving it from
> Universidad Complutense and Comunidad de Madrid. Papers presented at
> various
> conferences and coming out from the project will be published in
> peer-reviewed collected volumes in English and Spanish.PARTICIPANTS in the
> project are: Brillenburg, Kiene (Utrecht U)
>
> http://www2.let.uu.nl/solis/literatuurwetenschap/webpagekiene/~Kiene.Brillen<http://www2.let.uu.nl/solis/literatuurwetenschap/webpagekiene/%7EKiene.Brillen>
> burgpersonalfinall.htmChapple<
> http://www2.let.uu.nl/solis/literatuurwetensch
> ap/webpagekiene/%7EKiene.Brillenburgpersonalfinall.htmChapple<http://www2.let.uu.nl/solis/literatuurwetensch%0Aap/webpagekiene/%7EKiene.Brillenburgpersonalfinall.htmChapple>
> >,
> Freda (U of Sheffield)
> http://www.sheffield.ac.uk/till/staff/profiles/chapple.htmlGarca Villalba,
> Luis Javier (Complutense U Madrid)
> http://www.criptored.upm.es/miembros/miembro_150.htmLandow, George (Brown
> U)
> http://www.landow.com/Lpez Garca, Dmaso (Complutense U Madrid)
> http://www.dialnet.unirioja.es/servlet/extaut?codigo=46257Lpez-Varela,
> Isabel (ONCE)http://www.fundaciononce.es/WFO/Ingles/default Ochiaga Plaza,
> Terri (Complutense U Madrid)
> http://www.sentinelpoetry.org.uk/slq2.2/essays/terri_ochiagha.htmPradoPrez,
> Jos Ramn (U Jaume I)http://www.clr.uji.es/Tortosa, Virgilio (U of
> Alicante)
> http://www.cervantesvirtual.com/FichaAutor.html?Ref=3759Ttsy de Zepetnek,
> Steven (U of Halle-Wittenberg & National Sun Yat-sen U)
> http://docs.lib.purdue.edu/clcweblibrary/totosycv2) Three panels of four
> presentations each on "Culture, Intermedialities, and Education"
> http://www.acla.org/acla2009/?p=116 at the annual conference of the
> American
> Comparative Literature Association, 26-29 March 2009, at Harvard
> University.
> The panels are organized by Steven Totosy de Zepetnek (National Sun Yat-sen
> U and U of Halle-Wittenberg), I-chun Wang (National Sun Yat-sen U), and
> Asoncion Lopez-Varela Azcarate (Complutense U Madrid). Selected papers from
> the panels and papers from other sources will be published in peer-reviewed
> collected volumes.
>
> take care,
>
> geof
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