Keywords: cultural-historical paradigm, interiorisation, semiotic mediation, theory of learning activity,
social-genetic theory
Abstract
The article reviews main methodological theses/clauses/provisions of the cultural-historical paradigm. Owing to the concept of semiotic mediation introduced by L.S. Vygotsky, the analysis of mental functions development can be carried out in two ways. In the first case sign appears as a means of perceiving objects and phenomena of the world. This interpretation has been developed within the framework of V.V. Davydov's theory of learning activity that makes a special emphasis on the concept of measure as a means of analysing essential characteristics of the world. In the other case sign appears as an instrument of organising the cognitive activity itself (as an element of metacognition). This interpretation has been developed within V. V. Rubtsov's social-genetic theory that introduces a concept of reflection representing the form of acquiring collective, distributed activity.
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For Reference:Yermakova I.V., Kondakov I.M.
Cultural-Historical Paradigm: Context of Development // Cultural-Historical Psychology. 2007 #2. – P. 49-55
