000			02864nam a2200277 i 4500
003			MIUC
005			20200221152029.0
008			170727s1978 maua|||| |||| 001 | eng d
020			_a0674576292
040			_aMIUC _beng _cMIUC
082	0		_a155.413
100	1		_93254 _aVygotskiĭ, L. S. _d1896-1934 _q(Lev Semenovich),
245	1	0	_aMind in society : _bthe development of higher psychological processes / _cL. S. Vygotsky ; edited by Michael Cole, Vera John-Steiner, Sylvia Scribner, Ellen Souberman.
260			_aCambridge ; _aLondon : _bHarvard University Press, _c1978.
300			_axi, 159 p. : _bill. b&w ; _c24 cm.
504			_aIncludes bibliographical references and index.
505	0		_aPt. 1. Basic theory and data -- Ch. 1. Tool and symbol in child development -- Ch. 2. The development of perception and attention -- Ch. 3. Mastery of memory and thinking -- Ch. 4. Internalization of higher psychological functions -- Ch. 5. Problem of method -- Pt. 2. Educational implications -- Ch. 6. Interaction between learning and development -- Ch. 7. The role of play in development -- Ch. 8. The prehistory of written language.
520			_aThe great Russian psychologist L. S. Vygotsky has long been recognized as a pioneer in developmental psychology. But somewhat ironically, his theory of development has never been well understood in the West. Mind in Society should correct much of this misunderstanding. Carefully edited by a group of outstanding Vygotsky scholars, the book presents a unique selection of Vygotsky's important essays, most of which have previously been unavailable in English. The Vygotsky who emerges from these pages can no longer be glibly included among the neobehaviorists. In these essays he outlines a dialectical-materialist theory of cognitive development that anticipates much recent work in American social science. The mind, Vygotsky argues, cannot be understood in isolation from the surrounding society. Man is the only animal who uses tools to alter his own inner world as well as the world around him. From the handkerchief knotted as a simple mnemonic device to the complexities of symbolic language, society provides the individual with technology that can be used to shape the private processes of mind. In Mind in Society Vygotsky applies this theoretical framework to the development of perception, attention, memory, language, and play, and he examines its implications for education. The result is a remarkably interesting book that is bound to renew Vygotsky's relevance to modem psychological thought.
650		0	_981 _aCognition
650		0	_93255 _aCognition in children
700	1		_4edt _93256 _aCole, Michael, _d1938-
700	1		_4edt _93257 _aJohn-Steiner, Vera, _d1930-2017
700	1		_4edt _93258 _aScribner, Sylvia
700	1		_4edt _93259 _aSouberman, Ellen
942			_2ddc _cBK