Overcoming the Semantic Barrier and Developing the Ability to Use Communicative Tools Part I. Issue. Method

Soldatenkova E.N.

doi:10.17759/chp.2021170308

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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

Published since 2005

Published quarterly

Free of fees
Open Access Journal

Affiliated ISCAR

RU In Russian

Cultural-Historical Psychology
2021. Vol. 17, no. 3, 51–57
doi:10.17759/chp.2021170308
ISSN: 1816-5435 / 2224-8935 (online)

Overcoming the Semantic Barrier and Developing the Ability to Use Communicative Tools Part I. Issue. Method ⁶²

Soldatenkova E.N.
psychologist of the School and Preschool Department of the Federal Resource Center for the Organization of Comprehensive Support for Children with Autism Spectrum Disorders , Moscow State University of Psychology and Education, Moscow, Russia
ORCID: https://orcid.org/0000-0001-6901-4396
e-mail: ElenaSol08@mail.ru

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The article is devoted to the problem of the functional structure of communicative action. Based on theoretical analysis and many years of pedagogical experience of working with children with affective pathology (autism spectrum disorders), the author recreates and refines the studies of cultural-historical theory and answers its main question — a method problem: the influence of holistic interfunctional analysis on overcoming semantic bias (central defect and syndrome-forming factor of psychopathology) and the development of a more universal communication form — verbal communication in non-speaking children with autism spectrum disorders in preschool age (by means of restructuring the way the impaired function is realized). The described conditions can be taken into account when constructing an intermediary (lively communicative action) both in the practice of general education (to prevent the occurrence of motivational disorders and increase the age limit) and in working with children with affective pathology (especially with children with autism spectrum disorders).

Keywords: developmental psychology, experimental genetic method, mediating (live communicative) action, activity approach in education, emotional volitional disorders, autism spectrum disorders

Column: Language and Communication Through the Prism Of CHT

DOI: https://doi.org/10.17759/chp.2021170308

For Reference

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