Process Structure of Semiotic Mediation in Human Development

By J. Valsiner. Human Development, 2001

268 citations recorded by the source corpus.

Subfields: Astronomy and Astrophysics, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/0d9a77920f19222a0ebf0e8bbdf43ed987ab85dc

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In Astronomy and Astrophysics

In Developmental and Educational Psychology

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Citations in the corpus

Verbal Mediation of Problem Solving in Pre-Primary and Junior Primary School Children (2012, background): “In the socio-cultural approach, which was founded by the work of the prominent Russian scholar, Lev Vygotsky, mediation is conceptualised as the major determinant of human development (Karpov, 2005) and is seen as a central explanatory construct (Cole & Engestrom, 2007; Fernyhough, 2008; Valsiner, 2”
Vygotsky's Zone of Proximal Development: Instructional Implications and Teachers' Professional Development (2010, background): “In other words, the zone of proximal development gave a better indication for predicting or understanding future intellectual development than a measure of independent performance because it focuses on maturing functions ( Valsiner,2001).”
Integration of dynamic assessment and instructional conversations to promote development and improve assessment in the language classroom (2013, background): “By attending to a learner’s responsiveness to mediating prompts, a teacher may gain a clearer understanding of that student’s future (Valsiner, 2001; Vygotsky, 1978).”
Making Personal Sense (2003, background): “Sarah now has a sense of her own position, and possibly an overwhelming desire (an overgeneralized affect, Valsiner, 2001a) to try out shoplifting for herself.”
Student Collaboration and Teacher-Directed Classroom Dynamic Assessment: A Complementary Pairing (2013, background): “…pushes the language development of the student forward by simultaneously assessing current performance, identifying the presence of certain maturing abilities in the language, and providing meaningful intervention (Chaiklin, 2003; Lantolf & Poehner, 2004; Lidz & Gindis, 2003; Valsiner, 2001).”
Beyond Social Representations: A Theory of Enablement (2003, unknown): “The semiotic mediator can grow into a hierarchical system of signs (Valsiner, 2001a).”
Dynamic assessment in the language classroom (2005, background): “Concern is with the ‘process of the present (actuality), on the basis of anticipation of immediate future possibilities and through construction of reality out of these anticipated possibilities’ (Valsiner, 2001: 86).”
Narrative and the Cultural Psychology of Identity (2008, background): “…Menon & Shweder, 1997; Shweder, 1985, 1994; Shweder & Haidt, 2000), culturally and semiotically mediated activity (e.g., Rogoff & Angelillo, 2002; Valsiner, 2001, 2002), and the cultural meaning of morality, values, and practices (e.g., Haidt, Koller, & Dias, 1993; Shweder, 2002; Shweder,…”