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Individual and collective perspectiv...

Johanyak, Michael F.

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Individual and collective perspectives of problem solving as a semiotic information-processing activity (Lev Semenovich Vygotskii).

Record Type:	Electronic resources : Monograph/item
Title/Author:	Individual and collective perspectives of problem solving as a semiotic information-processing activity (Lev Semenovich Vygotskii)./
Author:	Johanyak, Michael F.
Description:	264 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1705.
Contained By:	Dissertation Abstracts International65-05A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3133680
ISBN:	0496809180

Individual and collective perspectives of problem solving as a semiotic information-processing activity (Lev Semenovich Vygotskii).
Johanyak, Michael F.

Individual and collective perspectives of problem solving as a semiotic information-processing activity (Lev Semenovich Vygotskii). - 264 p.

Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1705.

Thesis (Ph.D.)--Kent State University, 2004.

During the 1920s, cultural-historical theorist Lev Vygotsky warned his colleagues to avoid the tautology of explaining consciousness with consciousness and behavior with behavior. He advocated studying higher mental functions identified with consciousness via the mediation of signs and the explanatory principles of purposeful, problem-solving activity. Vygotsky's resulting research in consciousness and behavior privileged the investigation of activity from the perspective of an individual who interacts with himself and with the world. This interaction was accomplished by means of a stimulus-response mechanism mediated culturally through the use of technical (material) tools and psychological (semiotic) tools. Because reactology and semiotics fell out of favor in the Soviet Union during Stalin's rule, later iterations of Vygotsky's method concentrated on the collective nature of activity by addressing the social mediation of higher mental functions as opposed to their semiotic mediation. A focus on practical activity (i.e., learning the use of material and ideal objects through individual and social practice), however, eventually led to the tautologies about which Vygotsky warned. While these investigations of consciousness and behavior help us to understand the cognitive processes of individuals engaged in activity, they cannot explain and illustrate how people solve problems by interacting with and processing information about the world as individuals within a larger, more complex sociocultural setting. This dissertation develops a unified approach to the interrelatedness of consciousness and behavior, one that considers problem solving as a semiotic information-processing activity from both individual and group perspectives, thus bringing reactology, semiotics, and practical activity into convergence. Charles Sanders Peirce's sign system, driven by Vygotsky's conception of a culturally-mediated stimulus and response schema, addresses the mental and behavioral effects of semiotic mediation within individual and social contexts. In addition to its theoretical value, the practical significance of this unified approach lies in its application as a conceptual framework for investigating collective problem-solving situations without sacrificing individual perspectives of reality. The dissertation concludes with an example of how individual and collective perspectives of problem solving are used as a tool for developing strategies to help negate the pull toward editing that word processors have on student writing processes.

ISBN: 0496809180Subjects--Topical Terms:

1018115
Education, Language and Literature.

Individual and collective perspectives of problem solving as a semiotic information-processing activity (Lev Semenovich Vygotskii).
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245 1 0 $a Individual and collective perspectives of problem solving as a semiotic information-processing activity (Lev Semenovich Vygotskii).
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500 $a Directors: Lawrence J. Starzyk; Gayle L. Ormiston.
502 $a Thesis (Ph.D.)--Kent State University, 2004.
520 $a During the 1920s, cultural-historical theorist Lev Vygotsky warned his colleagues to avoid the tautology of explaining consciousness with consciousness and behavior with behavior. He advocated studying higher mental functions identified with consciousness via the mediation of signs and the explanatory principles of purposeful, problem-solving activity. Vygotsky's resulting research in consciousness and behavior privileged the investigation of activity from the perspective of an individual who interacts with himself and with the world. This interaction was accomplished by means of a stimulus-response mechanism mediated culturally through the use of technical (material) tools and psychological (semiotic) tools. Because reactology and semiotics fell out of favor in the Soviet Union during Stalin's rule, later iterations of Vygotsky's method concentrated on the collective nature of activity by addressing the social mediation of higher mental functions as opposed to their semiotic mediation. A focus on practical activity (i.e., learning the use of material and ideal objects through individual and social practice), however, eventually led to the tautologies about which Vygotsky warned. While these investigations of consciousness and behavior help us to understand the cognitive processes of individuals engaged in activity, they cannot explain and illustrate how people solve problems by interacting with and processing information about the world as individuals within a larger, more complex sociocultural setting. This dissertation develops a unified approach to the interrelatedness of consciousness and behavior, one that considers problem solving as a semiotic information-processing activity from both individual and group perspectives, thus bringing reactology, semiotics, and practical activity into convergence. Charles Sanders Peirce's sign system, driven by Vygotsky's conception of a culturally-mediated stimulus and response schema, addresses the mental and behavioral effects of semiotic mediation within individual and social contexts. In addition to its theoretical value, the practical significance of this unified approach lies in its application as a conceptual framework for investigating collective problem-solving situations without sacrificing individual perspectives of reality. The dissertation concludes with an example of how individual and collective perspectives of problem solving are used as a tool for developing strategies to help negate the pull toward editing that word processors have on student writing processes.
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