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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935

DOI: https://doi.org/10.17759/chp

License: CC BY-NC 4.0

Started in 2005

Published quarterly

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Open Access Journal

Affiliated ISCAR

 

Experimental-Genetic Method and Psychology of Consciousness: In Search of the Lost (Part Two) 4561

Veresov N.N.
PhD in Psychology, Associate Professor, Faculty of Education, Monash University, Melbourne, Australia
e-mail: nveresov@hotmail.com

Abstract
Vygotsky's works provide a number of general ideas that form the methodological base of experimental-genetic method. However, more specific principles of organizing and constructing the experimental exploration of the higher mental functions development for the most part remain unclear and undefined. This paper attempts to fill this methodological gap. It describes the main principles underlying genetic research method¬ology that constitute the methodological base upon which experimental investigations may then be construct¬ed. These principles represent a synthesis of theoretical assumptions, concepts and ideas proposed within the framework of cultural-historical theory, and the basic features of the research method. Following these princi¬ples in any experimental study on development helps to fulfill two important tasks. First, this creates a unity of object and method, making it possible to experimentally explore the very process of higher mental functions development in such aspects that correspond with the tasks of a particular research. Second, it provides an opportunity to experimentally reveal and capture the differences between organic and cultural processes of development and maturation, between two genetic layers quite different both in their essence and in their nature and, therefore, between two principally different series of patterns that shape these two lines in child development.

Keywords: consciousness, higher mental functions, methodology, cultural-historical theory, experimental-genetic method

Column: Discussions And Discourses

DOI: https://doi.org/10.17759/chp.2015110113

For Reference

References
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  2. Vygotskii L.S. Umstvennoe razvitie detei v protsesse 5. Vygotskii L.S. Sobranie sochinenii [The Collected obucheniya [Mental development of children in the process of Works]: V 6 t. T. 4, Moscow: Pedagogika, 1984. 432 p. learning]. Moscow-Leningrad, 1935, 135 p. 6. Vygotskii L.S. Sobranie sochinenii [The Collected
  3. Vygotskii L.S. Sobranie sochinenii [The Collected Works]: V 6 t. T. 6, Moscow: Pedagogika, 1984. 396 p. Works]: V 6 t. T. 1, Moscow: Pedagogika, 1982. 486 p. 7. Vygotskii L.S. Lektsii po pedologi [Lectures on pedolo­
  4. Vygotskii L.S. Sobranie sochinenii [The Collected gy]. Izhevsk: 2001. 303 p. Works]: V 6 t. T. 2, Moscow: Pedagogika, 1982. 417 p.
 
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