Tool and symbol in child development

By L. Vygotsky, A. Luria. 2008

407 citations recorded by the source corpus.

Subfields: Education, Cognitive Science & Psychology

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Citations in the corpus

Inner Monologue: Embodied Reasoning through Planning with Language Models (2022, background): “This raises an intriguing possibility: beyond their ability to interpret natural language instructions, can language models further serve as reasoning models that combine multiple sources of feedback and become interactive problem solvers for embodied tasks, such as robotic manipulation? Prior studi”
Vygotskian Autotelic Artificial Intelligence: Language and Culture Internalization for Human-Like AI (2022, background): “33–35 Following his vision, many psychologists, 36–38 linguists, 39–41 and philosophers 42–45 argued for the importance of socio-cultural interactions in the development of human intelligence.”
Grounding Language to Autonomously-Acquired Skills via Goal Generation (2021, positive): “Inspired by the framework of Zone of Proximal Development that describes how parents organize the learning environment of their children (Vygotsky, 1978), we let a social partner facilitate DECSTR ’s exploration by providing non-trivial initial conﬁgurations.”
A Latent Variable Approach to Determining the Structure of Executive Function in Preschool Children (2012, background): “Similarly, from a Vygotskian perspective (Vygotsky & Luria, 1994; see Fernyhough, 2010), it might be expected that EF becomes increasingly integrated with the internalization of speech and semiotic mediation of elementary EF processes.”
Language and Executive Functions: The Effect of Articulatory Suppression on Executive Functioning in Children (2012, result): “The notion that language plays a central role in goal-directed, complex, and flexible cognitive operations is in line with the theoretical assumption of Vygotsky and Luria (1994).”
The Cambridge Companion to Vygotsky (2007, background): “Vygotsky and Luria (1994) conceived of the perceptual field as a field in which a child’s attention is enslaved by the external flow of stimuli, but in which an adult constructs voluntary attention by highlighting the structurally relevant elements.”
“No! He starts walking backwards!”: interpreting motion graphs and the question of space, place and distance (2009, background): “Consonant with some contemporary views of cognition as reflective engagement with cultural practices (Ilyenkov 1977; Leont’ev 1978; Vygotsky and Luria 1994; Wartofsky 1979) and the mediating role of artifacts and the body (Arzarello 2006; Bartolini Bussi and Mariotti 2008; Edwards 2009; Radford…”
Position exchange: The social development of agency (2012, background): “More precisely: if the experimenter takes care that the stick is not visible to the animal when gazing directly at the objective – and that, vice-versa, a direct look at the stick excludes the whole region of the objective from the field of vision – then, generally speaking, recourse to this…”
Hiding in Plain Sight: The Stages of Mastery/Self-Regulation in Vygotsky's Cultural-Historical Theory (2009, methodology): “In other words, the child creates a verbal structure in which the parts form a functional relationship, a process referred to as the “sign function of auxiliary stimuli” (Vygotsky & Luria, 1994, p. 145).”