Volume 1 | |
Including the Volume Thinking and Speech | |
Prologue to the English Edition, Jerome Bruner | 1 |
The Development of Vygotsky’s Thought: An Introduction, Norris Minick | 17 |
THINKING AND SPEECH | |
Preface | 39 |
Chapter 1. The Problem and the Method of Investigation | 43 |
Chapter 2. The Problem of Speech and Thinking in Piaget’s Theory | 53 |
Chapter 3. Stern’s Theory of Speech Development | 93 |
Chapter 4. The Genetic Roots of Thinking and Speech | 101 |
Chapter 5. An experimental Study of Concept Development | 121 |
Chapter 6. The Development of Scientific Concepts in Childhood | 167 |
Chapter 7. Thought and Word | 243 |
LECTURES ON PSYCHOLOGY | |
Lecture 1. Perception and Its Development in Childhood | 289 |
Lecture 2. Memory and Its Development in Childhood | 301 |
Lecture 3. Thinking and Its Development in Childhood | 311 |
Lecture 4. Emotions and Their Development in Childhood | 325 |
Lecture 5. Imagination and Its Development in Childhood | 339 |
Lecture 6. The Problem of Will and Its Development in Childhood | 351 |
Afterword to the Russian Edition, A. R. Luria | 359 |
Volume 2 | |
Vygotsky and Soviet Russian Defectology: An Introduction, Jane Knox and Carol B. Stevens | 1 |
Part I: General Problems of Defectology | |
Introduction: Fundamental Problems of Defectology | 29 |
Chapter 1: Defect and Compensation | 52 |
Chapter 2: Principles of Education for Physically Handicapped Children | 65 |
Chapter 3: The Psychology and Pedagogy of Children’s Handicaps | 76 |
Part II: Special Problems of Defectology | |
The Blind Child | 97 |
Principles of Social Education for the Deaf-Mute Child | 110 |
Compensatory Processes in the Development of the Retarded Child | 122 |
The Difficult Child | 139 |
Moral Insanity | 154 |
The Dynamic of Child Character | 153 |
Defectology and the Study of the Development and Education of Abnormal Children | 164 |
Part III: Questions at the Forefront of Defectology | |
The Study of the Development of the Difficult Child | 173 |
Bases for Working with Mentally Retarded and Physically Handicapped Children | 178 |
Fundamental Principles in a Plan of Pedological Research in the Field of “Difficult Children” | 184 |
The Collective as a Factor in the Development of the Abnormal Child | 191 |
Introduction to Ia. K. Tsveifel’s book, Essay on the Behavioral Characteristics and Education of the Deaf-Mute | 209 |
Introduction to E. K. Gracheva’s book, The Education and Instruction of Severely Retarded Children | 212 |
The Problem of Mental Retardation | 220 |
The Diagnostics of Development and the Pedological Clinic for Difficult Children | 241 |
From Addresses, Reports, etc. | 292 |
Afterword | 302 |
Volume 3 | |
Some Major Themes in Vygotsky’s Theoretical Work. An Introduction, René van der Veer | 1 |
On Vygotsky’s Creative Development, A. N. Leont'ev | 9 |
Part 1: Problems of the Theory and Methods of Psychology | |
Chapter 1: The methods of reflexological and psychological investigation | 35 |
Chapter 2: Preface to Lazursky | 51 |
Chapter 3: Consciousness as a problem in the Psychology of Behavior | 63 |
Chapter 4: Apropos Koffka’s Article on Self-Observation (Instead of a Preface) | 81 |
Chapter 5: The Instrumental Method in Psychology | 85 |
Chapter 6: On Psychological Systems | 91 |
Chapter 7: Mind, Consciousness, the Unconscious | 109 |
Chapter 8: Preface to Leont'ev | 123 |
Chapter 9: The Problem of Consciousness | 129 |
Chapter 10: Psychology and the Thery of Loclaization of Mental Functions | 139 |
Part 2: Developmental Paths of Psychological Knowledge | |
Chapter 11: Preface to Thorndike | 147 |
Chapter 12: Preface to Bühler | 163 |
Chapter 13: Preface to Köhler | 175 |
Chapter 14: Preface to Koffka | 195 |
Chapter 15: The Historical Meaning of the Crisis in Psychology: A Methodological Investigation | 233 |
Epilogue, M. G. Yaroshevsky and G. S. Gurgenidze | 371 |
Volume 4 | |
Chapter 1: The problem of the Development of Higher Mental Functions | 1 |
Chapter 2: Research Method | 27 |
Chapter 3: Analysis of Higher Mental Functions | 65 |
Chapter 4: The Structure of Higher Mental Functions | 83 |
Chapter 5: Genesis of Higher Mental Functions | 97 |
Chapter 6: The Development of Speech | 121 |
Chapter 7: Prehistory of the Development of Written Language | 131 |
Chapter 8: Development of Arithmetic Operations | 149 |
Chapter 9: Mastering Attention | 153 |
Chapter 10: The Development of Mnemonic and Mnemotechnical Functions | 179 |
Chapter 11: Development of Speech and Thinking | 191 |
Chapter 12: Self-Control | 207 |
Chapter 13: Cultivation of Higher Forms of Behavior | 221 |
Chapter 14: The problem of Cultural Age | 231 |
Chapter 15: Conclusion; Further Research; Development of Personality and World View in the Child | 241 |
The Question of Multilingual Children | 253 |
Epilogue | 261 |
Volume 5 | |
Part 1: Pedology of the Adolescent | |
Chapter 1: Development of Interests at the Transitional Age | 3 |
Chapter 2: Development of Thinking and Formation of Concepts in the Adolescent | 29 |
Chapter 3: Development of Higher Mental Functions during the Transitional Age | 83 |
Chapter 4: Imagination and Creativity in the Adolescent | 151 |
Chapter 5: Dynamics and Structure of the Adolescent’s Personality | 167 |
Part 2: Problems of Child (Developmental) Psychology | |
[See Vygotsky's Unfinished Theory of Child Development, by Andy Blunden] | |
Chapter 6: The Problem of Age | 187 |
Chapter 7: Infancy | 207 |
Chapter 8: The Crisis of the First Year | 243 |
Chapter 9: Early Childhood | 261 |
Chapter 10: The Crisis at Age Three | 283 |
Chapter 11: The Crisis at Age Seven | 289 |
Epilogue | 297 |
Volume 6 | |
Tool and Sign in the Development of the Child | |
Chapter 1: The Problem of Practical Intellect in the Psychology of Animals and Psychology of the Child | 3 |
Chapter 2: The Function of Signs in the Development of Higher Mental Processes | 27 |
Chapter 3: Sign Operations and Organization of Mental Processes | 39 |
Chapter 4: Analysis of Sign Operations of the Child | 45 |
Chapter 5: Methods of studying Higher Mental Functions | 57 |
Conclusion | 61 |
The Teaching about Emotions. Historical-Psychological Studies | |
Sections 1-20 | 71-235 |
On the Problem of the Psychology of the Actor’s Creative Work | 237 |
Epilogue | 245 |
Texts not included in the Collected Works | |
Lectures on Pedology (1933-34) Russian | |
Part I. The foundations of Pedology | |
Lecture 1: The object of pedology | |
Lecture 2: The characteristics of the method of the pedology | |
Lecture 3: The study of the heredity and the environment | |
Lecture 4: The Problem of the Environment | |
Lecture 5:The general laws of the psychological development of the child | |
Lecture 6: The general laws of the physical development of the child | |
Lecture 7: The laws of the development of nervous system | |
Part II. The Problem of Age | |
The concept of pedological age | |
The problem of the periodization of children's development dependent on age | |
The structure and dynamics of the age | |
The problem of age and the diagnostics of development | |
The crisis of age 3-7 | |
The negative phase of the transitional age | |
The school age | |
Thinking of the schoolchild | |
The Psychology of Art (1917) | |
Educational Psychology (1926) | |
Ape, Primitive Man and the Child (1930) | |
Play and its role in the Mental development of the Child (1933) | |
In the Vygotsky Reader | |
Introduction to Freud's Byond the Pleasure Principle, with Luria | |
Principles of Social Education for deaf-dumb children | |
The Socialist Alteration of Man | |
Thought in Schizophrenia | |
Fascism in Psychoneurology | |