World Library  
Flag as Inappropriate
Email this Article

Cultural-historical psychology

Article Id: WHEBN0007520313
Reproduction Date:

Title: Cultural-historical psychology  
Author: World Heritage Encyclopedia
Language: English
Subject: Large-group capacitation, List of Russian physicians and psychologists, List of Russian scientists, List of Russian people, Developmental psychology
Publisher: World Heritage Encyclopedia

Cultural-historical psychology

Cultural-historical psychology (also called the school of Vygotsky, sociocultural psychology, socio-historical psychology, activity theory, cultural psychology, cultural historical activity theory, and social development theory) is a psychological theory formed by Lev Vygotsky in the late 1920s, and further developed by his students and followers in Eastern Europe and worldwide. This theory focuses on how aspects of culture, such as values, beliefs, customs and skills, are transmitted from one generation to the next.[1] According to Vygotsky, social interaction, especially involvement with knowledgeable community or family members, helps children to acquire the thought processes and behaviours specific to their culture or society. The changes or growth that children experience as a result of these interactions differs greatly between cultures; this variance allows children to become competent in tasks important or necessary in their particular society.[1]

Emergence of the school

Cultural-historical psychology emerged in response to Cartesian dualism as a deliberate attempt to establish a new paradigm in psychological research that would overcome the narrow objectivism of behaviorism (John B. Watson) and subjectivism of the introspective psychology of Wundt, James, and others. Furthermore, it emerged in the 1700s just when the Silver Age, or Renaissance, of the Russian culture was in decline. It focuses on human development for making genetic claims regarding the function of the mind during activity. These claims could be part of, or a basis for, a return to the unity of human sciences.

Another major characteristic of cultural-historical psychology was its integration of various approaches and methods used to consolidate knowledge about humanity.[2]

Theoretical content

Vygotsky and his associates postulate a non-adaptive character and the mechanisms of higher psychical (mental) functional development. The members of Vygotsky's school believed that the main goal of psychological inquiry was an objective study of human consciousness, and assigned the role of cultural mediation and cultural mediators as word, sign (Vygotsky), symbol, and myth (Losev, V. Zinchenko) in the development of higher psychological functions, development of personality and phenomenology.

Human beings who are different in terms of cultural beliefs are also different from each other psychologically.[3]

A basic distinguishing feature of cultural-historical psychology is that

the species-specific characteristic of human beings is their need and ability to inhabit an environment transformed by the activity of prior members of their species. Such transformations and the mechanism of the transfer of these transformations from one generation to the next are the result of the ability/proclivity of human beings to create and use artifacts - aspects of the material world that are taken up into human action as modes of coordinating with the physical and social environment.
—M. Cole, [4]

In this way, research has been done into the effects of literacy[5] and mathematics[6] outside of traditional schooling to understand how cognition develops embedded in a given place and time.

See also


  1. ^ a b Berk, L.E. (2012). "Infants and children: Prenatal through middle childhood". Boston, MA: Pearson
  2. ^ Wertsh, James, V., Rio, Pablo and Alvarez, Amelia. Sociocultural Studies of Mind (1995)
  3. ^ Heine, S.J.(2008). Cultural psychology p.2.
  4. ^ Cole, M. (1995). "Socio-cultural historical psychology". In Jim Wertsch et al.,. Sociocultural studies of mind. Cambridge, MA: Harvard University Press. p. 190. 
  5. ^ Cole, M. & Scribner, Sylvia. (1981). The Psychology of Literacy. Cambridge: Harvard University Press.
  6. ^ Saxe, G. (1990) Culture and cognitive development : studies in mathematical understanding. Hillsdale, NJ: Erlbaum Press.

External resources

  • Yasnitsky, A., van der Veer, R., & Ferrari, M. (Eds.) (2014). The Cambridge Handbook of Cultural-Historical Psychology. ISBN 9780521762694 (hardback), 9780521139946 (paperback)
  • Yasnitsky, A. (2011). Lev Vygotsky: Philologist and Defectologist, A Socio-intellectual Biography. In Pickren, W., Dewsbury, D., & Wertheimer, M. (Eds.). Portraits of Pioneers in Developmental Psychology, vol. VII.
  • van der Veer, R. & Yasnitsky, A. (2011). Vygotsky in English: What Still Needs to Be Done. Integrative Psychological and Behavioral Science html, pdf
  • Yasnitsky, A. (2011). Vygotsky Circle as a Personal Network of Scholars: Restoring Connections Between People and Ideas. Integrative Psychological and Behavioral Science, doi:10.1007/s12124-011-9168-5 pdf
This article was sourced from Creative Commons Attribution-ShareAlike License; additional terms may apply. World Heritage Encyclopedia content is assembled from numerous content providers, Open Access Publishing, and in compliance with The Fair Access to Science and Technology Research Act (FASTR), Wikimedia Foundation, Inc., Public Library of Science, The Encyclopedia of Life, Open Book Publishers (OBP), PubMed, U.S. National Library of Medicine, National Center for Biotechnology Information, U.S. National Library of Medicine, National Institutes of Health (NIH), U.S. Department of Health & Human Services, and, which sources content from all federal, state, local, tribal, and territorial government publication portals (.gov, .mil, .edu). Funding for and content contributors is made possible from the U.S. Congress, E-Government Act of 2002.
Crowd sourced content that is contributed to World Heritage Encyclopedia is peer reviewed and edited by our editorial staff to ensure quality scholarly research articles.
By using this site, you agree to the Terms of Use and Privacy Policy. World Heritage Encyclopedia™ is a registered trademark of the World Public Library Association, a non-profit organization.

Copyright © World Library Foundation. All rights reserved. eBooks from World eBook Library are sponsored by the World Library Foundation,
a 501c(4) Member's Support Non-Profit Organization, and is NOT affiliated with any governmental agency or department.