Children's Development Within Social Context: Metatheory and theoryLucien T. Winegar, Jaan Valsiner Psychology Press, 1992 - 224 pages These companion volumes bring together research and theoretical work that addresses the relations between social context and the development of children. They allow for the in-depth discussion of a number of vital metatheoretical, theoretical, and methodological issues that have emerged as a result of increased investigation in these areas. For example: Which methodological and statistical procedures are appropriate and applicable to studies of social context and processes of development? Should the nature of social context be reconceptualized as something more than different levels of some social independent variable? Are theories of development that do not consider social context incomplete? Will the increasingly finer definitions of social context lead to extreme situationism and contextualism? As developmental theory and investigation continues to address relationships between social and cognitive development, it becomes increasingly important that issues concerning social context be elaborated and discussed. |
Contents
A CulturalHistorical Context for Social Context | 1 |
CONTEXTUALIZING CONTEXT PHILOSOPHICAL | 15 |
Epistemic Bravado and the Problem With Objectivity | 39 |
How Does the Environment Affect the Person? | 63 |
Language Culture and the Development | 93 |
SPECIFYING CONTEXTS APPROACHES | 119 |
Discourse Intersubjectivity and the Development | 143 |
The Mass Media as a Symbolic Context | 183 |
Conclusion | 203 |
213 | |
Common terms and phrases
activity Adamson adolescence analysis argued aspects autobiographical discourse Bakhtin behavior Bickhard Bruner Cambridge Carnap's chapter Child Development cognitive development communication concept constitute constraint construction correspondences cultural developmental psychology dialogue differentiations domain domain of discourse emergence emotion empirical encodings environment epistemic epistemology example experience family's focus focuses genetic Gestalt psychology Gilligan girls Harvard University individual infants inferences influence inner interac internal interpersonal interpretation intersubjectivity Jakobson Karl Buhler knowledge language learning Lev Vygotsky levels logical positivism mathematical meaning mediated ment messages metatheory moral development moral functioning moral voices notion object parents particular peer collaboration person perspective Piaget problem Randolph-Macon College rational reality relations relationship representation role Roman Jakobson scaffolding selection pressures semiotic social context social interaction sociocultural specific speech event structure subroutine symbolic Tappan television theoretical theory thought tion tive transition understanding Valsiner velopment Vygotsky Wertsch words York