These files are maintained strictly for historical reference, research, and recordkeeping purposes,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.
These files are maintained strictly for historical reference, research, and recordkeeping purposes,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.
Simon,
Very cool!
An important way of getting on the radar of a younger generation...
Would it be worth including some more of the history of cultural-historical
psychology? Seems like Marx is a glaring omission, but don't know what
makes sense to include/exclude. Maybe someone can include one of those
lovely schematics of CHAT lineage. A picture is worth...
Just a thought.
Very glad that someone created this page!
Kudos Simon!
-greg
On Sun, Apr 28, 2013 at 1:25 PM, 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
> xmca@weber.ucsd.edu
>
> To subscribe or unsubscribe via the World Wide Web, visit
> http://dss.ucsd.edu/mailman/listinfo/xmca
> or, via email, send a message with subject or body 'help' to
> xmca-request@weber.ucsd.edu
>
> You can reach the person managing the list at
> xmca-owner@weber.ucsd.edu
>
> When replying, please edit your Subject line so it is more specific
> than "Re: Contents of xmca digest..."
>
>
> 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
>
>
> ------------------------------
>
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>
> End of xmca Digest, Vol 95, Issue 26
> ************************************
>
> __________________________________________
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> xmca@weber.ucsd.edu
> http://dss.ucsd.edu/mailman/listinfo/xmca
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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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