Book contents
- The Cambridge Handbook of Cultural-Historical Psychology
- The Cambridge Handbook of Cultural-Historical Psychology
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Introduction
- Part I Theory
- Part II Method
- Part III Child
- Part IV Language and culture
- Part V Brain
- Part VI Beyond psychology
- 16 Cultural-historical psychotherapy
- 17 From expressive movement to the “basic problem”
- 18 The need for a dialogical science
- 19 Cognition and its master
- 20 Cultural-historical theory and semiotics
- 21 Luria and “Romantic Science”
- Index
19 - Cognition and its master
New challenges for cognitive science
from Part VI - Beyond psychology
Published online by Cambridge University Press: 05 October 2014
Book contents
- The Cambridge Handbook of Cultural-Historical Psychology
- The Cambridge Handbook of Cultural-Historical Psychology
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Introduction
- Part I Theory
- Part II Method
- Part III Child
- Part IV Language and culture
- Part V Brain
- Part VI Beyond psychology
- 16 Cultural-historical psychotherapy
- 17 From expressive movement to the “basic problem”
- 18 The need for a dialogical science
- 19 Cognition and its master
- 20 Cultural-historical theory and semiotics
- 21 Luria and “Romantic Science”
- Index
Summary
The second half of the twentieth century has become an epoch of the explosive development of cognitive psychology and cognitive science. This chapter demonstrates the current "scientific ways of thought" in cognitive science. Adding a developmental aspect of cognitive studies, which is also currently experiencing a tremendous growth, thus providing for a 3E+2D formula, the chapter focuses on Vygotsky's ambitions to show how a child and its cognition "become both socialized and enculturated". Spatial cognition studies are increasingly frequently carried out in natural environments. The very term "social cognition" has recently received a wider spread and acceptance, as it broadens the idea of "distributed cognition" to the investigation of cognitive aspects of any social interaction, as well as of social influences upon cognitive processes. Another aspect of social enrootment of cognition has been emphasized in Michael Cole's manifesto titled Culture and cognitive science.
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- The Cambridge Handbook of Cultural-Historical Psychology , pp. 474 - 487Publisher: Cambridge University PressPrint publication year: 2014
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