Psychological Processes 

Vygotsky viewed psychological processes as the result of the most highly organized forms of matter, which, following the principles of dialectical materialism are constantly changing and developing.  That is, what goes on in humnas is dynamic and always changing.  There is no static reality.

He viewed all of the experimentation which was occurring during his lifetime as based in an S-R model.  This model depicted a static reality that was constant across culture and time.  Because Vygotsky did not believe in this static conceptualization, he believed that psychology must base its study on the premise that psychological foundations change under the influence of sociocultural experience.



To study psychological processes, he proposed the Experimental-Genetic Method.  This approach consisted of several variations on a common theme.
    (a) Change common problems that children must resolve by introducing an obstacle.  Then study the ways in which the problems are handled.
    (b) Ask children who speak different langauges to accomplish a shared task, and study the manner in whcih the children interact and problem solve.
    (c) Ask children to complete a task too complex for them to solve on their own, then provide helpful props.

Each of these designs allow the observer to understand the processes used by the child.



Key points to remember:

(1) Natural or primitive development: Biological development accounts for development of central nervous system and physical growth, including perception, simple memory, and involuntary attention.

(2) Sociohistorical development: Begins with the first use of culturally laden symbols. This is the basis of differences between animals and humans, and is the key element in the development of the child's cognitive growth:

(a) Child inherits the symbol system of the culture. If the system is basic, child develops rudimentary skills (e.g. counting, simple addition or subtraction) or complex skills (e.g. opeating with differential functions and advanced probability). In Papua New Guinea counting is performed using body parts. The system starts with the right thumb, then moves around the hand, arm, shoulder, right ear, eyes, then down the left side. In this manner, 29 is the maximum number to which individuals can count. As a result of this cultural adaptation, even simple math is unknown.
 
(3) Sociohistorical factors influence development of the species and the child but ontogeny does not recapitulate phylogeny (G.Stnaly Hall said it did). In cultural development, humans create sign systems; in child development they master these existing systems.

(4) Cultural development displaced biological development in humans, this development of culture subordinates biological development in the individual.

(5) Since no single principle can explain human behavior, Vygotsky propposed 2 lines of development: biological and cultural.



 
 

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