Summary
Theoretical views on social nature of human development have habitually accepted a limited perspective (that of unidirectional model) on culture transmission as their core. Simultaneously, the rest of psychology has attempted to eliminate cultural organization from its theoretical core, reducing it to the use of culture as an index variable. In contemporary developmental theorizing one can find a constructive return to the theoretical heritages of a number of sociogenetic (Baldwin, Vygotsky) and constructionist (Piaget, Stern) authors. At the same time, new traditions of cultural psychology can be detected on the mindscape of psychology. Connections of the co-constructionist theorizing with both developmental ideas of the past, and cultural psychologies of the present are charted out. Co-constructionist theory constitutes a radical synthesis of the sociogenetic and constructionist perspectives, as it conceptualizes the open-systemic nature of human development.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Allport, G.W. (1937). The personalistic psychology of William Stern. Character & Personality, 5, 231–246.
Amann-Gainotti, M. (1992). Jean Piaget, student of Pierre Janet (Paris 1919–1921). Perceptual & Motor Skills, 74, 1011–1015.
Amann-Gainotti, M., & Ducret, J.-J. (1992). Jean Piaget eleve de Pierre Janet: L’influence de la psychologie des conduites et les rapports avel la psychanalyse. L’Information Psychiatrique, No. 6, 598–606.
Apostel, L. (1986). The unknown Piaget: From the theory of exchange and cooperation toward the theory of knowledge. New Ideas in Psychology4, 1, 3–22.
Bakhtin, M. (1981). The dialogic imagination. Austin: University of Texas Press.
Baldwin, J.M. (1892a). Suggestion and will. International Congress of Experimental Psychology. Second Session (pp. 49–54). London: Williams & Norgate.
Baldwin, J.M. (1892b). Origin of volition in childhood. Science, 20 (No. 511), 286–287.
Baldwin, J.M. (1894). Personality-suggestion. Psychological Review, 1, 274–279.
Baldwin, J.M. (1895). Mental development in the child and the race. New York: MacMillan.
Baldwin, J.M. (1897). Social and ethical interpretations in mental development. New York: MacMillan.
Baldwin, J.M. (1898). On selective thinking. Psychological Review, 5, 1, 1–24.
Baldwin, J.M. (1908) Knowledge and imagination. Psychological Review, 15, 181–196.
Baldwin, J.M. (1911). The individual and society. Boston: Richard G. Badger.
Baldwin, J.M. (1926). Between two wars 1861–1921. Vol. 1–2. Boston, Ma: The Stratford Company.
Baldwin, J.M. (1930). James Mark Baldwin. In C. Murchison(Ed.), A history of psychology in autobiography Vol. 1. (pp. 1–30). New York: Russell & Russell.
Bartlett, F.C. (1920a). Some experiments on the reproduction of folk-stories. Folk-Lore, 31, 30–47.
Bartlett, F.C. (1920b). Psychology in relation to the popular story. Folk-Lore, 31, 264–293.
Basov, M. (1929). Structural analysis in psychology from the standpoint of behavior. Journal of Genetic Psychology, 36, 267–290.
Basov, M. (1931). Obshchie osnovy pedologii. Moscow-Leningrad: Gosudarstvennoe Isdatel’stvo.
Basov, M. (1991). The organization of processes of behavior. In J. Valsiner&R. Van der Veer (Eds.), Structuring of conduct in activity settings: The forgotten contributions of Mikhail Basov. Part 1. Soviet Psychology, 29, 5, 14–83.
Bateson, G. (1972). Metalogue: What is an instinct? In G. Bateson, Steps to an ecology of mind (pp. 38–58). New York: Ballantine Books.
Berry, J. W., Poortinga, Y.H., Segall, M.H., & Dasen, P.R. (1992). Cross-cultural psychology: Research and applications. Cambridge: Cambridge University Press.
Bergson, H. (1911). Creative evolution. New York: Henry Holt & Co.
Boesch, E.E. (1983). Das Magische und das Schöne: zur Symbolik von Objekten und Handlungen. Stuttgart: Frommann.
Boesch, E.E. (1991). Symbolic action theory and cultural psychology. New York: Springer.
Bourdieu, P. (1973). Cultural reproduction and social reproduction. In R. Brown (Ed.), Knowledge, education, and cultural change (pp. 71–112). London: Tavistock Publications.
Bourdieu, P. (1985). The social space and the genesis of groups. Social Science Information, 24, 2, 195–220.
Broughton, J.M. (1981). The genetic psychology of James Mark Baldwin. American Psychologist, 36, 4, 396–407.
Cahan, E.D. (1984). The genetic psychologies of James Mark Baldwin and Jean Piaget. Developmental Psychology. 20, 1, 128–135.
Cairns, R.B. (1980). Developmental theory before Piaget: the remarkable contributions of James Mark Baldwin. Contemporary Psychology, 25, 6, 438–440.
Cairns, R.B. (1992). The making of a developmental science: the contributions and intellectual heritage of James Mark Baldwin. Developmental Psychology, 28, 1, 17–24.
Chapman, M. (1988a). Constructive evolution. Cambridge: Cambridge University Press.
Chapman, M. (1992). Equilibration and the dialectics of organization. In H. Beilin & P. Pufall (Eds.), Piaget’s theory: prospects and possibilities (pp. 39–59). Hillsdale, N.J.: Erlbaum.
Cole, M. (1975). An ethnographic psychology of cognition. In R.W. Brislin, S. Bochner, & W. Lonner (Eds.), Cross-cultural perspectives on learning (pp. 157–175). New York: Wiley.
Cole, M. (1985). The zone of proximal development: where culture and cognition create each other. In J.V. Wertsch (Ed.), Culture, communication, and cognition: Vygotskian perspectives (pp. 146–161). Cambridge: Cambridge University Press.
Cole, M. (1990). Cultural psychology: a once and future discipline? In J. Berman (Ed.), Nebraska Symposium on Motivation. Vol. 37 (pp. 279–336). Lincoln: University of Nebraska Press.
Cole, M. (1992). Context, modularity and the cultural constitution of development. In L.T. Winegar & J. Valsiner (Eds.), Children’s development within social context. Vol. 2. Research and methodology (pp. 5–31). Hillsdale, N.J.: Erlbaum.
Cole, M. & Bruner, J.S. (1971). Cultural differences and inferences about psychological processes. American Psychologist, 26, 867–876.
Crawford, J., Kippax, S., Onyx, J., Gault, U. & Benton, P. (1992). Emotion and gender: Constructing meaning from memory. London: Sage.
Csikszentmihalyi, M., & Rochberg-Halton, E. (1981). The meaning of things: Domestic symbols and the self Cambridge: Cambridge University Press.
Danziger, K. (1990). Constructing the subject. Cambridge: Cambridge University Press.
Eckensberger, L. (1979). A metamethodological evaluation of psychological theories from a cross-cultural perspective. In L.H. Eckensberger, W.J. Lonner, & Y.H. Poortinga(Eds.), Cross-cultural contributions to psychology (pp. 255–275). Lisse: Swets & Zeitlinger.
Eckensberger, L.H. (1991). Moralische Urteile als handlungsleitende normative Regelsysteme im Spiegel der kulturvergleichenden Forschung. In A. Thomas (Ed.), Einführung in der kulturvergleichende Psychologie. Göttingen: Hogrefe.
Eyferth, K. (1976). The contribution of William and Clara Stern to the onset of developmental psychology. In K.F. Riegel & J.A. Meacham (Eds.), The developing individual in a changing world. Vol. 1 (pp. 9–15). The Hague: Mouton.
Fabricius, W.V. (1983). Piaget’s theory of knowledge: Its philosophical context. Human Development, 26, 325–334.
Festinger, L., Riecken, H., & Schachter, S. (1956). When prophecy fails. Minneapolis: University of Minnesota Press.
Firth, R. (1973). Symbols: public and private. London: Allen & Unwia
Girod, R. (1966). La sociologie fondamentale et ouverte de M. Jean Piaget. In F. Bresson & M. de Montmollin (Eds.), Psychologie et epistemologie genetiques: Themes Piagetiens (pp. 361–368). Paris: Dunod.
Grossman, K.E. (1986). From idiographic approaches to nomothetic hypotheses: Stern, Allport, and the biology of knowledge, exemplified by an exploration of sibling relationships. In J. Valsiner (Ed.), The individual subject and scientific psychology (pp. 37–70). New York: Plenum.
Hardesty, F.P. (1976). Louis William Stern: A new view of the Hamburg years. Annals of the New York Academy of Sciences, 270, 31–44.
Ivic, I. (1978). Covek kao animal symbolicum. Belgrade: Nolit. [in Serbian]
Ivic, I. (1988). Semiotic systems and their role in ontogenetic mental development. Paper presented at the 3rd European Conference on Developmental Psychology, Budapest, June.
Jahoda, G. (1984). Do we need a concept of culture? Journal of Cross-Cultural Psychology, 15, 139–151.
Janet, P. (1925). Psychological healing. New York: MacMillan.
Janet, P. (1926). De l’angoisse a l’extase: un delire religieux la croyance. Paris: Felix Alcan.
Kindermann, T., & Valsiner, J. (1989). Research strategies in culture-inclusive developmental psychology. In J. Valsiner (Ed.), Child development in cultural context (pp. 13–50). Toronto: Hogrefe & Huber.
Ron, I.S. (1988). Rebenok i obshchestvo. Moscow: Nauka.
Kozulin, A. (1990). Vygotsky’s psychology: A biography of ideas. Cambridge, Ma.: Harvard University Press.
Kreppner, K. (1992a). William L. Stern. Developmental Psychology, 28 (4), 539–547.
Kreppner, K. (1992b). William L. Stern and his concept of individual-environment exchange: Transactional thoughts in the 1910s and 1920s. Paper presented at the First Conference on Socio-Cultural Studies, Madrid, September.
Krewer, B. (1992). Kulturelle Identität und menschiliche Selbsterforschung. Saarbrucken: Breitenbach.
Lamiell, J.T. (1991). Great psychologists resurrected: William Stern. Paper presented at the 99th Annual Convention of the American Psychological Association, San Francisco, August.
Lawrence, J. A. & Valsiner, J. (1993). Social determinacy of human development: An analysis of the conceptual roots of the internalization process. Human Development, 36, 150–167.
LCHC (1983). Culture and cognitive development. In W. Kessen (Ed.), Handbook of child psychology. Vol. 1. History, theory & methods (pp. 295–356). New York: Wiley.
Leontiev, A.N. (1981). The problem of activity in psychology. In J.V. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 37–71). Armonk. N.Y.:Sharpe.
Luria, A.R. (1979). The making of mind: A personal account of Soviet psychology. Cambridge, Ma.: Harvard University Press.
Lyra, M.C., & Rossetti-Ferreira, M.C. (1994). Transformation and construction in social interaction: a new perspective of analysis of the mother-infant dyad. In J. Valsiner(Ed.), Child development in culturally structured environments. Vol. 3. Norwood, N.J.: Ablex.
Maier, R. (Ed.). (1992). Internalization: conceptual issues and methodological problems. Utrecht: ISOR.
Mead, G.H. (1903). The definition of the psychical. Decennial Publications of the University of Chicago, 3 (first series), 77–112.
Mead, G.H. (1910). What social objects must psychology presuppose? Journal of Psychology, 7, 174–180.
Moessinger, P. (1978). Piaget on equilibration. Human Development, 21, 255–267.
Moore, W.E., & Tumin, M.M. (1949). Some social functions of ignorance. American Sociological Review, 14, 787–795.
Morgan, C.L. (1892). The law of psychogenesis. Mind, 1 (as.), 72–93.
Moscovici, S. (1981). On social representations. In J.P. Forgas (Ed.), Social cognition (pp. 181–209). London: Academic Press.
Moscovici, S. (1982). The coming era of representations. In J.-P. Codol & J.-P. Leyens (Eds.), Cognitive analysis of social behavior (pp. 115–150). The Hague: Martinus Nijhoff.
Moscovici, S. (1988). Crisis of communication and crisis of explanation. In W. Schönpflug (Ed.), Bericht uber der 36. Kongress der Deutschen Gesellschaft fur Psychologie in Berlin. Vol. 2 (pp. 94–109). Göttingen: Hogrefe.
Mueller, R.H. (1976). A chapter in the history of the relationship between psychology and sociology in America: James Mark Baldwia. Journal of the History of the Behavioral Sciences, 12, 240–253.
Newman, D., Griffin, P., & Cole, M. (1989). The construction zone: Working for cognitive change in school. Cambridge: Cambridge University Press.
Obeyesekere, G. (1990). The work of culture: symbolic transformation in psychoanalysis and anthropology. Chicago: University of Chicago Press.
Paulhan, F. (1928). Qu’est-ce que le sens des mots. Journal de Psychologie, 25, 289–329.
Piaget, J. (1952). Jean Piaget. In E.G. Boring, H. Werner, H.S. Langfeld &R.M. Yerkes (Eds.), A history of psychology in autobiography. Vol 4 (pp. 237–256). Worcester, Ma.: Clark University Press.
Piaget, J. (1962). Comments on Vygotsky’s critical remarks. Cambridge, Ma.: MIT Press.
Piaget, J. (1965). Psychology and philosophy. In B.B. Wolman & E. Nagel (Eds.), Scientific psychology: Principles and approaches (pp. 28–43). New York: Basic Books.
Piaget, J. (1970a). Epistemologie des sciences de l’homme. Paris: Gallimard.
Piaget, J. (1970b). Piaget’s theory. In P. Mussen (Ed.), Carmichael’s handbook of child psychology (pp. 703–732). New York: Wiley.
Piaget, J. (1971a). Insights and illusions of philosophy. London: Routledge & Kegan Paul.
Piaget, J. (1971b). Biology and knowledge. Chicago: University of Chicago Press.
Piaget, J. (1980). The psychogenesis of knowledge and its epistemological significance. In M. Piatelli-Palmarini (Ed.), Language and learning: The debate between Jean Piaget and Noam Chomsky (pp. 23–34). Cambridge, Ma.: Harvard University Press.
Piaget, J. (1986). Essay on necessity. Human Development, 29, 301–314.
Piaget, J., & Voyat, G. (1979). The possible, the impossible, and the necessary. In F.B. Murray (Ed.), The impact of Piagetian theory on education, philosophy, psychiatry, and psychology (pp. 65–85). Baltimore: University Park Press.
Ratner, C. (1991). Vygotsky’s sociohistorical psychology and its contemporary applications. New York: Plenum.
Rio, P. del, & Alvarez, A. (1990). Puntos de convergencia en la psicologia historico-cultural de lengua española. Infancia y Aprendizaje, 51–52, 15–40.
Rio, P. del, & Alvarez, A. (1992). Tres pies al gato: Significado, sentido y cultura cotidiana en la educacion. Infancia y Aprendizaje, 59–60.
Rommetveit, R. (1979). On common codes and dynamic residuals in human communication. In R. Rommetveit & R. Blakar(Eds.), Studies of language, thought and verbal communication (pp. 163–175). London: Academic Press.
Robinson, J. A. (1988). “What we’ve got here is a failure to communicate”: The cultural context of meaning. In J. Valsiner (Ed.), Child development within culturally structured environments. Vol. 2. Social co-construction and environmental guidance of development (pp. 137–198). Norwood, N.J.: Ablex.
Rogoff, B. (1990). Apprenticeship in thinking. New York: Oxford University Press.
Rogoff, B. (1992). Three ways of relating person and culture: Thoughts sparked by Valsiner. Human Development, 35, 5, 316–320.
Rohner, R.R (1984). Toward a conception of culture for cross-cultural psychology. Journal of Cross-Cultural Psychology, 15, 111–138.
Rowell, J. A. (1983). Equilibration: Developing the hard core of the Piagetian research program. Human Development, 26, 61–71.
Scribner, S. (1976). Situating the experiment in cross-cultural research. In K.F. Riegel & J. A. Meacham (Eds.), The developing individual in a changing world. Vol 1 (pp. 310–321). The Hague: Mouton.
Scribner, S., & Cole, M. (1981). The psychology of literacy. Cambridge, Ma.: Harvard University Press.
Sherif, M. (1935). A study of some social factors in perception. Archives of Psychology, No. 187, 1–60.
Sherif, M. (1936). The psychology of social norms. New York: Harper & Brothers.
Sherif, M. (1937). An experimental approach to the study of attitudes. Sociometry, 1, 1–2, 90–98.
Shweder, R. (1977). Likeness and likelihood in everyday thought: magical thinking in judgments about personality. Current Anthropology, 18, 4, 637–648.
Shweder, R. (1980). Rethinking culture and personality theory. Part III. From genesis and typology to hermeneutics and dynamics. Ethos, 8, 1, 60–94.
Shweder, R. (1984). Anthropology’s romantic rebellion against the enlightenment, or there is more to thinking than reason and evidence. In R. Shweder & R. A. Le Vine (Eds.), Culture theory (pp. 27–66). Cambridge: Cambridge University Press.
Shweder, R. (1990). Cultural psychology: what is it? In J. W. Stigler, R.A. Shweder and G. Herdt(Eds.), Cultural psychology (pp. 1–43). Cambridge: Cambridge University Press.
Shweder, R. (1992). Ghost busters in anthropology. In R. D’Andrade&C. Strauss (Eds.), Human motives and cultural models (pp. 45–57). Cambridge: Cambridge University Press.
Shweder, R., & Bourne, E. (1984). Does the concept of person vary cross-culturally? In R. Shweder & R. A. LeVine (Eds.), Culture theory (pp. 158–199). Cambridge: Cambridge University Press.
Shweder, R., Mahapatra, M., & Miller, J. G. (1987). Culture and moral development. In J. Kagan & S. Lamb (Eds.), The emergence of morality in young children (pp. 1–83). Chicago: University of Chicago Press.
Shweder, R., & Sullivan, M. (1993). Cultural psychology: who needs it? Annual Review of Psychology, 44. [in press]
Shweder, R., & Much, N. (1987). Determinations of meaning: discourse and moral socialization. In W.M. Kurtines and J.L. Gewirtz (Eds.), Moral development through social interaction (pp. 197–244). New York: Wiley.
Simmel, G. (1906). The sociology of secrecy and of secret societies. American Journal of Sociology, 11, 4, 441–498.
Simmel, G. (1908). Vom Wesen der Kultur. Österreichische Rudschau, 15, 36–42.
Spencer, H. (1864). First principles. London.
Stern, W. (1906). Person und Sache: System der philosophischen Weltanschauung. Leipzig: J.A. Barth.
Stern, W. (1918). Grundgedanken der personalistische Philosophie. Berlin: Reuther & Reichard.
Stern, W. (1919). Die menschliche Persönlichkeit. (2nd ed.). Leipzig: J.A. Barth.
Stern, W. (1930). William Stern. In C. Murchison (Ed.), A history of psychology in autobiography Vol. 1 (pp. 335–388). Worcester, Ma.: Clark University Press.
Stern, W. (1935). Allgemeine Psychologie auf personalistischer Grundlage. Haag: Martinus Nijhoff.
Stern, W. (1938). General Psychology from the Personalist Standpoint. New York: Macmillan.
Tulviste, P. (1991). The cultural-historical development of verbal thinking. Commack, N. Y.: Nova Science Publishers.
Valsiner, J. (1984). Conceptualizing intelligence: From an internal static attribution to the study of the process structure of organism-environment relationships. International journal of Psychology19, 363–389.
Valsiner, J. (1987). Culture and the development of children’s action. Chichester: Wiley.
Valsiner, J. (1988). Ontogeny of co-construction of culture within socially organized environmental settings. In J. Valsiner (Ed.), Child development within culturally structured environments. Vol. 2. Social co-construction and environmental guidance of development (pp. 283–297). Norwood, N.J.: Ablex.
Valsiner, J. (1989a). Human development and culture. Lexington, Ma.: DC. Heath.
Valsiner, J. (1989b). Collective coordination of progressive empowerment. In L.T. Winegar (Ed.), Social interaction and the development of children’s understanding (pp. 7–20). Norwood, N.J.: Ablex.
Valsiner, J. (1989c). From group comparisons to knowledge: A lesson from cross-cultural psychology. In J.P. Forgas & J.M. Innes (Eds.), Recent advances in social psychology: An international perspective (pp. 501–509). Amsterdam: Elsevier.
Valsiner, J. (1991a). Building theoretical bridges over a lagoon of everyday events. Human Development, 34, 307–315.
Valsiner, J. (1991b). Construction of the mental: From the “cognitive revolution” to the study of development. Theory & Psychology, 1, 2, 477–494.
Valsiner, J. (1991c). Integration of theory and methodology in psychology: The legacy of Joachim Wohlwill. In P. van Geert & L. Mos (Eds.), Annals of theoretical psychology. Vol. 7 (pp. 161–175). New York: Plenum.
Valsiner, J. (1992a). Social organization of cognitive development: Internalization and externalization of constraint systems. In A. Demetriou and E. Efklides (Eds.), Neo-Piagetian theories of cognitive development (pp. 65–70). London: Routledge.
Valsiner, J. (1992b). James Mark Baldwin and his impact: social development of cognitive functions. Paper presented at the First Socio-Cultural Studies Conference, Madrid, Spain, September.
Valsiner, J. (1992c). Narratives in the making of histories in psychology. Paper presented at the First Socio-Cultural Studies Conference, Madrid, Spain, September.
Valsiner, J. (1993). Making of the future: Temporality and the constructive nature of human development. In G. Turkewitz & D. Devenney (Eds.), Timing as initial condition of development (pp. 13–40). Hillsdale, N.J.: Erlbaum.
Valsiner, J. (1994a) Introduction: Social co-construction of psychological development from a comparative-cultural perspective. In J. Valsiner (Ed.), Child development within culturally structured environments. Vol. 3 Comparativecultural and constructionist perspectives. Norwood, N.J.: Albex.
Valsiner, J. (1994b). Epilogue: Comparative-cultural co-constructionism and its discontents. In J. Valsiner (Ed.), Child development within culturally structured environments. Vol. 3. Comparative-cultural and constructionist perspectives. Norwood, N.J.: Ablex.
Valsiner, J. (1994c). Uses of common sense and ordinary language in psychology, and beyond: A co-constructionist perspective and its implications. In J. Siegfried (Ed.), The status of common sense in psychology. Norwood, N.J.: Ablex.
Valsiner, J. (1994d). Bi-directional cultural transmission and constructive sociogenesis. In W. de Graaf & R. Maier (Eds.), Mechanisms of sociogenesis. New York: Springer.
Valsiner, J., & Van der Veer, R. (1988). On the social nature of human cognition: An analysis of the shared intellectual roots of George Herbert Mead and Lev Vygotsky. Journal for the Theory of Social Behavior, 18, 117–135.
Valsiner, J., & Van der Veer, R. (1993). The encoding of distance: The concept of the “zone of proximal development” and its interpretations. In R.R. Cocking & K.A. Renninger (Eds.), The development and meaning of psychological distance (pp. 35–62). Hillsdale, N.J.: Erlbaum.
Valsiner, J., & Cairns, R.B. (1992). Theoretical perspectives on conflict and development. In C.U. Shantz & W. W. Hartup (Eds.), Conflict in child and adolescent development (pp. 15–35). Cambridge: Cambridge University Press.
Van der Veer, R., & Valsiner, J. (1988). Lev Vygotsky and Pierre Janet: On the origin of the concept of sociogenesis. Developmental Review, 8, 52–65.
Van der Veer, R., & Valsiner, J. (1991). Understanding Vygotsky: A quest for synthesis. Oxford: Basil Blackwell.
Van Hoorn, W., & Verhave, T. (1980). Wundt’s changing conceptions of a general and theoretical psychology. In W.G. Bringmann & R.D. Tweney (Eds.), Wundt studies (pp. 71–113). Toronto: Hogrefe.
Van Geert, P. (1988). The concept of transition in developmental theories. In Wm. J. Baker, L.P. Mos, H.V Rappard & H.J. Stam (Eds.), Recent trends in theoretical psychology (pp. 225–235). New York: Springer.
Van Oers, B. (1988). Activity, semiotics and the development of children. Comenius, No. 32, pp. 398–406.
Vygotsky, L.S. (1931). Paedology of the adolescent. Moscow-Leningrad: Gosudarstvennoie uchebno-pedagogicheskoe izdatel’stvo.
Vygotsky, L.S. (1934). Thinking and speech. Moscow-Leningrad: Gosudarstvennoe Sotsialno-eknomicheskoe Izdatel’stvo. [in Russian]
Vygotsky, L.S. (1933/1966). Play and its role in the mental development of the child. Voprosy psikhologii, 12, 6, 62–76. In English translation: in J. Bruner, A. Jolly & K. Sylva (Eds.), Play (pp. 537–554). Harmondsworth: Penguin.
Vygotsky, L.S. (1987). The collected works of L.S. Vygotsky. Vol. 1. Problems of general psychology. New York: Plenum.
Werner, H. (1938). William Stern’s personalistics and psychology of personality. Character and Personality. 7, 109–125.
Werner, H. (1957). The concept of development from a comparative and organismic point of view. In D.B. Harris (Ed.), The concept of development (pp. 125–147). Minneapolis: University of Minnesota Press.
Wertheimer, M. (1912). Über das Denken der Naturvölker. Zeitschrift für Psychologie, 60, 321–378.
Wertsch, J.V. (1979). From social interaction to higher psychological processes: A clarification and application of Vygotsky’s theory. Human Development, 22, 1–22.
Wertsch, J.V. (1981). The concept of activity in Soviet psychology: An introduction. In J. V. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 3–36). Armonk, N.Y.: Sharpe.
Wertsch, J.V. (1983). The role of semiosis in L.S. Vygotsky’s theory of human cognition. In B. Bain (Ed.), The sociogenesis of language and human conduct (pp. 17–31). New York: Plenum.
Wertsch, J.V. (1984). The zone of proximal development: Some conceptual issues. In B. Rogoff & J.V. Wertsch (Eds.), Children’s learning in the “zone of proximal development” (pp. 7–17). No. 23. New Directions for Child Development. San Francisco: Jossey-Bass.
Wertsch, J.V. (1985a). Vygotsky and the social formation of mind. Cambridge, Ma.: Harvard University Press.
Wertsch, J.V. (1985b). Adult-child interaction as a source of self-regulation in children. In S.R. Yussen (Ed.), The growth of reflection in children (pp. 69–97). Orlando, Fl.: Academic Press.
Wertsch, J.V. (1985c). The semiotic mediation of mental life: L.S. Vygotsky and M.M. Bakhtin. In E. Mertz & R.J. Parmentier (Eds.), Semiotic mediation: Sociocultural and psychological perspectives (pp. 49–71). Orlando, Fl.: Academic Press.
Wertsch, J.V. (1990). The voice of rationality in a sociocultural approach to mind. In L.C. Moll (Ed.), Vygotsky and education (pp. 111–126). Cambridge: Cambridge University Press.
Wertsch, J.V. (1991). Voices in the mind. Cambridge, Ma.: Harvard University Press.
Wertsch, J.V. (1993). Commentary. Human Development, 36, 168–171.
Wertsch, J.V., & Stone, C.A. (1985). The concept of internalization in Vygotsky’s account of the genesis of higher mental fonctions. In J.V. Wertsch (Ed.), Culture, communication, and cognition: Vygotskian perspectives (pp. 162–179). Cambridge: Cambridge University Press.
Wertsch, J.V., Minick, N. (1990). Negotiating sense in the zone of proximal development. In M. Schwebel, C.A. Maher, &N.S. Fagley (Eds.). Promoting cognitive growth over the life span (pp. 71–88). Hillsdale, N.J.: Erlbaum.
Wertsch, J.V., Minich, N., & Arns, F.J. (1984). The creation of context in joint problem-solving. In B. Rogoff & J. Lave (Eds.), Everyday cognition: Its development in social context (pp. 151–171). Cambridge, Ma.: Harvard University Press.
Wertsch, J.V., & O’Connor, K. (1992). The cognitive tools of historical representation: A sociocultural analysis. Paper presented at the First Socio-Cultural Studies Conference, Madrid, Spain, September.
Winegar, L.T. (1988). Children’s emerging understanding of social events: Co-construction and social process. In J. Valsiner (Ed.), Child development within culturally structured environments, Vol. 2. Social co-construction and environmental guidance of development (pp. 3–27). Norwood, N.J.: Ablex.
Winegar, L.T., Renninger, K. A., & Valsiner, J. (1989). Dependent-independence in adult-child relationships. In D. A. Kramer & M.J. Bopp (Eds.), Transformation in clinical and developmental psychology (pp. 157–168). New York: Springer.
Winegar, L.T., & Valsiner, J. (1992). Re-contextualizing context: Analysis of metadata and some further elaborations. In L.T. Winegar & J. Valsiner (Eds.), Children’s development within social context. Vol. 2. Research and methodology (pp. 249–266). Hillsdale, N.J.: Erlbaum.
Wittgenstein, L. (1968). Philosophical investigations. Oxford: Basil Blackwell.
Wohlwill, J.F. (1985). Marta Muchow, 1892–1933: Her life, work, and contribution to developmental and ecological psychology. Human Development, 28, 198–209.
Wozniak, R. (1982). Metaphysics and science, reason, and reality: The intellectual origins of genetic epistemology. In J.M. Broughton & D.J. Freeman-Moir (Eds.), The cognitive-developmental psychology of James Mark Baldwin (pp. 13–45). Norwood, N.J.: Ablex.
Wozniak, R. (1986). Notes toward a co-constructive theory of the emotion-cognition relationship. In D.J. Bearison & H. Zimiles (Eds.), Thought and emotion: Developmental Perspectives (pp. 39–64). Hillsdale, N.J.: Erlbaum
Wundt, W. (1916). Elements of folk psychology: Outlines of a psychological history of the development of mankind. London: George Allen & Unwia
Youniss, J. (1987). Social construction and moral development: Update and expansion of an idea. In W.M. Kurtines & J.L. Gewirtz (Eds.), Moral development through social interaction (pp. 131–148). New York: Wiley.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1994 Springer Science+Business Media New York
About this chapter
Cite this chapter
Valsiner, J. (1994). Culture and Human Development: A co-constructionist perspective. In: van Geert, P., Mos, L.P., Baker, W.J. (eds) Annals of Theoretical Psychology. Annals of Theoretical Psychology, vol 10. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-9194-5_12
Download citation
DOI: https://doi.org/10.1007/978-1-4757-9194-5_12
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4757-9196-9
Online ISBN: 978-1-4757-9194-5
eBook Packages: Springer Book Archive