Psychology
Правильная ссылка на статью:
Subbotsky E. —
Vygotsky-Luria approach towards “Conscious Action” and current research on “Executive Function”
// SENTENTIA. European Journal of Humanities and Social Sciences.
– 2016. – № 1.
– С. 48 - 74.
DOI: 10.7256/1339-3057.2016.1.17387 URL: https:// nbpublish.com/library_read_article.php?id=17387
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Аннотация:
In this work the author compares the research of conscious action in the context of the Vygotsky and Luria theory, and modern research on executive function. With few exceptions the modern research in the West conceptualizes the notion of “executive function” independently from its original meaning established by Vygotsky and Luria, and in an ever increasing manner is being viewed as a function, or directly governed by neuronal processes taking place in the brain, or as a complex, “context-free” cognitive construct. But such approach towards willful behavior is contradicted by empirically established facts: high dependency of the level of willfulness of behavior experienced from the content of instruction and from culture in which the research is conducted. The scientific novelty of this research is substantiated by the fact that this work is first to compare the approach of Vygotsky and Luria on conscious action with the modern concept of executive action based on experimental research and practical work with children.
Ключевые слова:
Style of communication, Comparative analysis, Speech, Creativity, Willful behavior, Child development, Executive function, Conscious action, Luria, Vygotsky
Библиография :
Hughes, C. (1998). Executive function in preschoolers: Links with theory of mind and verbal ability. British Journal of Developmental Psychology, 16, 233–253.
Welsh, M.C., Pennington, B.F., & Groisser, D.B. (1991). A normative developmental study of executive function: A window on prefrontal function in children. Developmental Neuropsychology, 7, 131-149.
Brooks, P.J., Hanauer, J.B., Padowska, B., & Rosman, H. (2003). The role of selective attention in preschooler’s rule use in a novel dimensional card sort. Cognitive Development, 18, 195-215.
Zelazo, P. D., Muller, U., Frye, D., & Marcovitch, S. (2003). The development of executive function in early childhood. Monographs of the Society for Research in Child Development, 68(3), Serial No. 274.
Hughes, C., Russell, J., & Robbins, T. W. (1994). Evidence for executive dysfunction in autism. Neuropsychologia, 32, 477–492.
Ozonoff, S., & Schetter, P.L. (2007). Executuve disfunction in Autism Spectrum Disorders: From research to practice.
References (transliterated):
Hughes, C. (1998). Executive function in preschoolers: Links with theory of mind and verbal ability. British Journal of Developmental Psychology, 16, 233–253.
Welsh, M.C., Pennington, B.F., & Groisser, D.B. (1991). A normative developmental study of executive function: A window on prefrontal function in children. Developmental Neuropsychology, 7, 131-149.
Brooks, P.J., Hanauer, J.B., Padowska, B., & Rosman, H. (2003). The role of selective attention in preschooler’s rule use in a novel dimensional card sort. Cognitive Development, 18, 195-215.
Zelazo, P. D., Muller, U., Frye, D., & Marcovitch, S. (2003). The development of executive function in early childhood. Monographs of the Society for Research in Child Development, 68(3), Serial No. 274.
Hughes, C., Russell, J., & Robbins, T. W. (1994). Evidence for executive dysfunction in autism. Neuropsychologia, 32, 477–492.
Ozonoff, S., & Schetter, P.L. (2007). Executuve disfunction in Autism Spectrum Disorders: From research to practice.
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