Constructivism and Social Origins of the Mind  PSYC 525 Developmental Research Paper Assignment Instructions Overview Description: This assignment requires you t

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 Constructivism and Social Origins of the Mind 

PSYC 525

Developmental Research Paper Assignment Instructions

Overview

Description: This assignment requires you to use empirical research to evaluate a developmental issue during 1 segment of the lifespan.

Purpose: Throughout this course, it has been emphasized that developmental psychology is a science. While theory construction is important, the testing of theory with empirical research is what sets developmental psychology apart from mere opinion or advice. This assignment will allow you to practice reviewing empirical literature to evaluate an issue in human development.

Instructions

Details:

1. Select a topic.

a. Pick a domain that’s interesting to you (e.g., development of selective attention, attachment, autonomy, self-regulation, etc.)

b. Focus on 1 developmental stage (e.g., early/middle/late childhood, adolescence, emerging adulthood, etc.)

2. Locate 5

empirical studies in peer-reviewed journals
 that address 1 aspect of the domain identified above (e.g., environmental predictors of job satisfaction in young adulthood).

3. Read the articles, taking notes on the methods, results, and conclusions.

4. Write the paper (see format below).

5. The instructor will not proofread papers, but it is acceptable for a friend to proofread for clarity, grammar, and spelling. In addition, the Liberty University Online Writing Center can help with overall writing and flow. You can find the link to the Online Writing Center on the
Developmental Research Paper Assignment Instructions page under
Developmental Research Paper Resource.

Format:

1. Include a title page, abstract, references page, and 5 pages of content.

2. For the introduction, be sure to set up the importance of this particular issue, situating it briefly in context. At the end of the introduction should be a thesis statement that guides the following synthesis of research.

3. For the body, be sure to include empirical details from each study, including design, participants, measures, findings, and interpretations. Synthesize the findings into a coherent narrative. Use transition statements as you move from 1 main idea to the next.

4. For the conclusion, summarize your analysis and note the practical implications/applications.

5. Avoid first and second person pronouns, and be sure to use past tense when describing completed research.

6. Current APA standards must be followed.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Developmental Psychology
1992. Vol. 28, No. 4. 548-557

Copyright 1992 by the American Psychological Association, Inc.
0O12-1649/92/S3.0O

L. S. Vygotsky and Contemporary Developmental Psychology

James V Wertsch
Clark University

Peeter Tulviste
University of Tartu, Tartu, Estonia

Central themes from L. S. Vygotsky’s writings that have particular relevance for contemporary
developmental psychology are outlined, and these ideas are extended in light of recent theoretical
advances in the social sciences and humanities. The discussion focuses primarily on Vygotsky’s
claims about the social origins and social nature of higher (i.e., uniquely human) mental functioning
and on his understanding of culture. His claims about the social origins of individual mental
functioning have implications for the definition of terms such as “cognition” and ” memory” as well
as for how empirical research on these processes can be pursued. His understanding of culture is
shown to be derivative of his account of the “psychological tools” that mediate human mental
functioning. It is argued that efforts need to be made to elaborate a notion of culture within a
Vygotskian framework that takes into account contemporary ideas and findings in the social
sciences and humanities.

Over the past decade there has been a major upsurge of inter-
est in the ideas of Lev Semenovich Vygotsky (1896-1934). This
is reflected in the dramatic rise in citations of Vygotsky’s publi-
cations (Belmont, 1988), in the spate of new translations of his
writings (Vygotsky, 1978,1981a, 1981b, 1981c, 1986,1987, in
press), and in several new volumes about his life and work (Ko-
zulin, 1990; A. A. Leont’ev, 1990; Minick, Forman, & Stone, in
press; Moll, 1990; Puzerei, 1986; Ratner, 1991; van der Veer &
Valsiner, in press; Wertsch, 1985a, 1985b, 1991; Yaroshevskii,
1989).

The reasons for the new interest in Vygotsky in the United
States are not altogether clear, but several factors seem to have
played a role. One of them is the recent publication or republi-
cation of most of his writings in Russian (Vygotsky, 1982a,
1982b, 1983a, 1983b, 1984a, 1984b) and the subsequent transla-
tion of these items into English (Vygotsky, 1987, in press). An-
other is that increased scholarly exchanges between the United
States and the former Soviet Union and the emigration of sev-
eral Soviet psychologists to the West have provided a coterie of
experts who can deal authoritatively with these writings. “Vet a
third is the fact that many of Vygotsky’s ideas seem directly
relevant to issues in education and other applied fields (Moll,
1990). And perhaps the most important factor is that Western
scholars, especially those in the United States, have been ac-
tively searching for new theoretical frameworks and Vygotsky’s
ideas seem to address many of the issues that have motivated
their quest.

Our goal in this artic

 Constructivism and Social Origins of the Mind  PSYC 525 Developmental Research Paper Assignment Instructions Overview Description: This assignment requires you to use empirical research to evaluate a developmental issue during 1 segment of the lifespan. Purpose: Throughout this course, it has been emphasized that developmental psychology is a science. While theory construction is important, the testing of theory with empirical research is what sets developmental psychology apart from mere opinion or advice. This assignment will allow you to practice reviewing empirical literature to evaluate an issue in human development. Instructions Details: 1. Select a topic. a. Pick a domain that’s interesting to you (e.g., development of selective attention, attachment, autonomy, self-regulation, etc.) b. Focus on 1 developmental stage (e.g., early/middle/late childhood, adolescence, emerging adulthood, etc.) 2. Locate 5 empirical studies in peer-reviewed journals that address 1 aspect of the domain identified above (e.g., environmental predictors of job satisfaction in young adulthood). 3. Read the articles, taking notes on the methods, results, and conclusions. 4. Write the paper (see format below). 5. The instructor will not proofread papers, but it is acceptable for a friend to proofread for clarity, grammar, and spelling. In addition, the Liberty University Online Writing Center can help with overall writing and flow. You can find the link to the Online Writing Center on the Developmental Research Paper Assignment Instructions page under Developmental Research Paper Resource. Format: 1. Include a title page, abstract, references page, and 5 pages of content. 2. For the introduction, be sure to set up the importance of this particular issue, situating it briefly in context. At the end of the introduction should be a thesis statement that guides the following synthesis of research. 3. For the body, be sure to include empirical details from each study, including design, participants, measures, findings, and interpretations. Synthesize the findings into a coherent narrative. Use transition statements as you move from 1 main idea to the next. 4. For the conclusion, summarize your analysis and note the practical implications/applications. 5. Avoid first and second person pronouns, and be sure to use past tense when describing completed research. 6. Current APA standards must be followed. Note: Your assignment will be checked for originality via the Turnitin plagiarism tool. Developmental Psychology 1992. Vol. 28, No. 4. 548-557 Copyright 1992 by the American Psychological Association, Inc. 0O12-1649/92/S3.0O L. S. Vygotsky and Contemporary Developmental Psychology James V Wertsch Clark University Peeter Tulviste University of Tartu, Tartu, Estonia Central themes from L. S. Vygotsky’s writings that have particular relevance for contemporary developmental psychology are outlined, and these ideas are extended in light of recent theoretical advances in the social sciences and humanities. The discussion focuses primarily on Vygotsky’s claims about the social origins and social nature of higher (i.e., uniquely human) mental functioning and on his understanding of culture. His claims about the social origins of individual mental functioning have implications for the definition of terms such as “cognition” and ” memory” as well as for how empirical research on these processes can be pursued. His understanding of culture is shown to be derivative of his account of the “psychological tools” that mediate human mental functioning. It is argued that efforts need to be made to elaborate a notion of culture within a Vygotskian framework that takes into account contemporary ideas and findings in the social sciences and humanities. Over the past decade there has been a major upsurge of inter- est in the ideas of Lev Semenovich Vygotsky (1896-1934). This is reflected in the dramatic rise in citations of Vygotsky’s publi- cations (Belmont, 1988), in the spate of new translations of his writings (Vygotsky, 1978,1981a, 1981b, 1981c, 1986,1987, in press), and in several new volumes about his life and work (Ko- zulin, 1990; A. A. Leont’ev, 1990; Minick, Forman, & Stone, in press; Moll, 1990; Puzerei, 1986; Ratner, 1991; van der Veer & Valsiner, in press; Wertsch, 1985a, 1985b, 1991; Yaroshevskii, 1989). The reasons for the new interest in Vygotsky in the United States are not altogether clear, but several factors seem to have played a role. One of them is the recent publication or republi- cation of most of his writings in Russian (Vygotsky, 1982a, 1982b, 1983a, 1983b, 1984a, 1984b) and the subsequent transla- tion of these items into English (Vygotsky, 1987, in press). An- other is that increased scholarly exchanges between the United States and the former Soviet Union and the emigration of sev- eral Soviet psychologists to the West have provided a coterie of experts who can deal authoritatively with these writings. “Vet a third is the fact that many of Vygotsky’s ideas seem directly relevant to issues in education and other applied fields (Moll, 1990). And perhaps the most important factor is that Western scholars, especially those in the United States, have been ac- tively searching for new theoretical frameworks and Vygotsky’s ideas seem to address many of the issues that have motivated their quest. Our goal in this artic

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