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Thought and language.

Author: L S Vygotskiĭ
Publisher: Cambridge, M.I.T. Press, Massachusetts Institute of Technology, 1962.
Series: Studies in communication (Cambridge, Mass.)
Edition/Format:   Print book : EnglishView all editions and formats
Database:WorldCat
Summary:
"The present volume ties together one major phase of Vygotsky's work, and though its principal theme is the relation of thought and language, it is more deeply a presentation of a highly original and thoughtful theory of intellectual development. Vygotsky's conception of development is at the same time a theory of education. The book is, in many ways, more programmatic than systematic. It is at times distressingly  Read more...
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Additional Physical Format: Online version:
Vygotskiĭ, L.S. (Lev Semenovich), 1896-1934.
Thought and language.
Cambridge, M.I.T. Press, Massachusetts Institute of Technology, 1962
(OCoLC)662224337
Document Type: Book
All Authors / Contributors: L S Vygotskiĭ
OCLC Number: 316164
Notes: "Comments on Vygotsky's critical remarks concerning The language and thought of the child, and Judgment and reasoning in the child, by Jean Piaget": 14 p. in pocket.
Description: xxi, 168 pages 24 cm.
Contents: The problem and the approach --
Piaget's theory of child language and thought --
Stern's theory of language development --
The genetic roots of thought and speech --
An experimental study of concept formation --
The development of scientific concepts in childhood --
Thought and word.
Series Title: Studies in communication (Cambridge, Mass.)
Other Titles: Myshlenie i rechʹ.
Responsibility: Edited and translated by Eugenia Hanfmann and Gertrude Vakar.

Abstract:

"The present volume ties together one major phase of Vygotsky's work, and though its principal theme is the relation of thought and language, it is more deeply a presentation of a highly original and thoughtful theory of intellectual development. Vygotsky's conception of development is at the same time a theory of education. The book is, in many ways, more programmatic than systematic. It is at times distressingly swift in coming to conclusions that are reasonable in that special twilight shed by commonsense observation. But even then, the common sense Vygotsky brings to his task is not from the armchair but from incessant observation of children learning to talk and learning to solve problems. Vygotsky's untimely death cut off a developing stream of experiments; yet his work is only now beginning to be reflected in the vigorous activity of contemporary Soviet psychologists and linguists. This book includes a comment section at the end by Jean Piaget." (PsycINFO Database Record (c) 2006 APA, all rights reserved).

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