From Social Interaction to Higher Psychological Processes
From Social Interaction to Higher Psychological Processes
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从社会互动到高级心理过程
作者：
J. Wertsch
维果茨基关于言语、语言和思想的概念最近开始在西方受到更多的关注，但他的一些基本区别还没有得到很好的理解。本文的第一部分涉及到由于对维果茨基的一般理论框架的不准确翻译和误解而产生的一些混乱。本文分析的重点是维果茨基对语言和言语的区分。本文的第二部分论述了个体发育中自我调节能力的出现--这是维果茨基及其追随者工作中的一个中心主题。有人认为，他们关于自我调节的想法可以正确理解，只有当我们进行遗传分析，回到自我调节的起源。这些起源可以在成人与儿童的互动中找到，成人为儿童提供执行任务所必需的“其他调节”。我们认为，这是来的功能，在涉及他人调节的沟通环境中，儿童可以发展自我调节能力。这些自我调节的能力被认为是由于儿童接管了以前由成人承担的沟通和调节责任而出现的。维果茨基在研究高级心理功能的个体发生时，最有趣的观点之一是他所谓的“近端发展区”。他把它定义为：. .独立解决问题所确定的实际发展水平与在成人指导下或与更有能力的同龄人合作解决问题所确定的潜在发展水平之间的距离“（Vygotsky，1978，第86页）。他在试图阐明学习与智力发展之间的关系时提出了这一观点。而不是限制他的帐户的心理发展，以评估詹姆斯V.韦奇语言学系西北大学埃文斯顿，IL 60201（美国）传真41 61 306 12 34电子邮件karger@karger.ch www.karger.com © 2008 S。Karger AG，巴塞尔0018- 716 X/08/0511-0066$24.50/0可在线查阅：www.karger.com/hde 1本文的早期版本是在伊利诺伊州芝加哥心理社会研究中心举行的语言和思想的社会基础工作会议上提出的，1978年9月8日至10日。作者感谢Michael科尔、Maya Hickmann、Benjamin Lee、Addison Stone、Stephen Toulmin和Bernard Weissbourd对本文观点的评论和批评，感谢Nancy Budwig、Gillian Dowley、Joan McLane和Phyllis Schneider在收集和分析母子互动研究数据方面的帮助。作者希望感谢斯宾塞基金会对本文准备工作的支持。
Vygotsky’s notions of speech, language and thought have recently begun to receive more attention in the west, but some of his basic distinctions are not well understood. The first part of this paper deals with some of the confusions that have arisen due to inaccurate translation and misunderstanding of Vygotsky’s general theoretical framework. The focus of this analysis is on Vygotsky’s distinction between language and speech. The second part of the paper deals with the emergence of selfregulative capacities in ontogenesis – a central theme in the work of Vygotsky and his followers. It is argued that their ideas about selfregulation can be properly understood only if we conduct a genetic analysis that goes back to the origins of self-regulation. These origins are to be found in adult-child interaction where adults provide the ‘other-regulation’ necessary for a child to carry out a task. We argue that it is by coming to function in communicative settings involving other-regulation that the child can develop self-regulative capacities. These self-regulative capacities are seen as emerging as the result of the child’s taking over the communicative and regulative responsibilities formerly carried out by the adult. One of Vygotsky’s most interesting ideas in his study of the ontogenesis of higher mental functions is what he called the ‘zone of proximal development’. He defined it as: ‘. . . the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers’ (Vygotsky, 1978, p. 86). He proposed this idea in his attempt to elucidate the relationship between learning and mental development. Rather than restricting his account of mental development to assessing James V. Wertsch Department of Linguistics Northwestern University Evanston, IL 60201 (USA) Fax 41 61 306 12 34 E-Mail karger@karger.ch www.karger.com © 2008 S. Karger AG, Basel 0018–716X/08/0511–0066$24.50/0 Accessible online at: www.karger.com/hde 1An earlier version of this paper was presented at the Working Conference on the Social Foundations of Language and Thought held at the Center for Psychosocial Studies, Chicago, Ill., September 8–10, 1978. The author is indebted to Michael Cole, Maya Hickmann, Benjamin Lee, Addison Stone, Stephen Toulmin and Bernard Weissbourd for comments and criticisms of the ideas included in this paper, and to Nancy Budwig, Gillian Dowley, Joan McLane and Phyllis Schneider for their assistance in collecting and analyzing data for the mother-child interaction study. The author wishes to thank the Spencer Foundation for support in the preparation of this paper.