The paper is devoted to analysis of the potential of P.Ya.Galperin’s theory of gradual development of human intellectual activity for studying social cognition in children. In this area of studies the theory of gradual development of human intellectual activitycan be used to understand the child ability to manage the interpersonal situation of conflicts and to develop complex communicative skills.
There are three main areas that can employ the notions of P.Ya.Galperin’s theory. The first one relies on this method in teaching practice. The second one is devoted to the study of how social interaction in developing mental actions affects the process of gradual development of human intellectual activity and the characteristics of this activity. Within the third area, this method can be used to study the development of social knowledge in childhood.
The paper includes the examples of the experimental modeling of communicative situations as conditions for unfolding orientation processes and subsequent development of social and intellectual strategies for resolving problem in communicative situations.
The theory and method of gradual development of human intellectual activity allows to outline new directions in the research of social cognition in childhood according to three areas, namely, change of conventional practices of training communicative skills in childhood; development of the cognitive component of social emotional and communicative competence; description and elaboration of age-specific and developmental abilities to survive in complex communicative situations and plan future actions, which is a necessary condition for the development of social intelligence.
The experiments carried out within the framework of the research analysed participants’ ability to manage interpersonal relations in communicative situations. The orientational strategies used by children ib the course of the experiments were closely studied and classified.
PDF: Download
Keywords: the method of systematic and gradual formation of mental actions; orientation in interpersonal situations; Social cognition; social intelligence; Galperin P.Y.; P.Ya. Galperin’s theory;
Available Online 10.10.2017
Adler, A. & Schuckers, M. E. (2007) Comparing human and automatic face recognition performance. IEEE Transactions on Systems, Man, and Cybernetics, Part B: Cybernetics. 37(5), 1248–1255. doi: 10.1109/TSMCB.2007.907036
Adolphs, R. (1999) Social cognition and the human brain. Trends in Cognitive Sciences, 3, 12. doi: 10.1016/S1364-6613(99)01399-6
Allport, A. (1985). The historical background of social psychology. G. Lindzey & E. Aronson (Eds.). Handbook of social psychology (Vol. 1, 3rd ed., 1–46). New York, Random House.
Andreeva, G.M. (1996) Social psychology. Moscow, Aspekt Press.
Arievich, I. M., & Stetsenko, A. (2000). The quality of cultural tools and cognitive development: Galperin’s perspective and its implications. Human Development, 43, 69–92. doi: 10.1159/000022661
Arievitch, I. & Van der Veer, R. 1995. Furthering the internalization debate: Gal’perin’s contribution. Human Development, 38(2), 113–126. 10.1159/000278304
Arievitch, I. M. (2003). A potential for an integrated view of development and learning: Galperin’s contribution to sociocultural psychology. Mind, Culture & Activity, 10(4), 278–288. doi: 10.1207/s15327884mca1004_2
Arievitch, I. M., & Haenen, J. P. P. (2005). Connecting sociocultural theory and educational practice: Galperin’s
Bandura, A. (1965). Behavioral modification through modeling practices. In L. Krasner & I. Ullman (Eds.) Research in behavior modification. New York, Holt, Rinehart & Winston, 310–340.
Charlesworth, W. (1996) Co-operation and competition: Contributions to an evolutionary and developmental model. International Journal of Behavioral Development, 19, 25–39. doi: 10.1177/016502549601900103
Chesnokova, O. (1994) The role of interaction in mental action formation. J Ter laak, Heymans P., & Podolsky A.(Eds) Developmental tasks: A cultural Analysis of Human Development / Developmental tasks: Towards a cultural Analysis of Human Development. Dortreht, Boston, London, 96–106. doi: 10.1007/978-94-015-8108-0_8
Chesnokova, O.B. (1989) The role of communication in the course of gradual development of human intellectual activity. Ph.D. in Psychology. Moscow, MGU.
Chesnokova, O.B. (1996) The study of social knowledge in childhood. [Poznanie, obshchestvo, povedenie], Moscow, IP RAN, 54–77.
Chesnokova, O.B. (2005) Age Approach to the Study of Social Intelligence in Childhood. [Voprosy psikhologii], 6, 35–45.
Chesnokova, O.B., & Subbotsky, E.V. (2010) Social Intelligence in Conditions of Complex Social Systems. National Psychological Journal, 2(4), 22–29.
Chesnokova, O., & Subbotsky, E. (2014) Social Creativity in Primary-school Children: How to Measure, Develop and Accept it. Procedia – social and behavioral sciences. Elsevier, 146, 141–146.
Chesnokova, O.B., & Tarasova, K.S. (2016) Are all children ready for competition? [Sovremennoe doshkol’noe obrazovanie: teoriya i praktika], 6, 46–57.
Chesnokova, O.B., Martirosova, Yu.V., & Subbotsky, E.V. (2011) Interaction of schoolchildren with different levels of social intelligence in the situation of an induced conflict of interests. [Vestnik MGU]. Series 14, Psychology, 2, 48–58.
Christie, R., & Geis, F. (1970) Stadies in Machiavellianism. New York, Academic press.
El’konin, D.B. (1989) Selected psychological works. Moscow, Pedagogika.
Gal’perin, P.Ya. (1965) “On the actual psychological content of human activity”- excerpts from the report of P. Ya. Galperin presented for the degree of Doctor of Psychology The main results of research on the development of mental actions and concepts”. Moscow.
Galperin, P.Ya. (1966) The psychology of thinking and the theory of gradual development of human intellectual activity. [Issledovaniya myshleniya v sovetskoy psikhologii]. Moscow, Nauka, 236–277.
Galperin, P. Ya. (1968). Towards research of the intellectual development of the child. International Journal of Psycholog, 3(4), 257–271. doi: 10.1080/00207596808246649
Galperin, P.Ya. (1969). Stages in the development of mental acts. In M. Cole & I. Maltzman (Eds.) A handbook of contemporary soviet psychology. New York: Basic Book, 249–273.
Galperin, P.Ya. (1989). Organization of mental activity and effectiveness of learning. Soviet Psychology, 27(3), 65–82. doi: 10.2753/RPO1061-0405270365
Galperin, P.Ya. (1992). Stage by stage formation as a method of psychological investigation. Journal of Russian and East European Psychology, 30(4), 60–80. doi: 10.2753/RPO1061-0405300460
Galperin, P.Ya. Introduction to Psychology: A Textbook for Higher Education. Moscow, Knizhnyy dom «Universitet», 1999 \ 1977. Galperin P.Ya. (1977) Introduction to psychology. Moscow, Izdatel’stvo Moskovskogo Universiteta.
Green, V., & Rechis, R. (2006) Children’s cooperative and competitive interactions in limited resource situations. Applied Developmental Psycholog, 27, 42–59. doi: 10.1016/j.appdev.2005.12.002
Greeno, J. G. (1997). On claims that answer the wrong questions. Educational Researcher. 26(1), 5–17. doi: 10.3102/0013189X026001005
Haenen, J., (Ed.) (1992) P.Ia. Galperin and the content of Soviet Psychology. Journal of Russian and East European Psychology, 30(4).
Haenen, J. (1996) Piotr Galperin. Psychologist in Vygotsky Footsteps. Nova Science Publishers, Inc. Commack NY.
Hawley, P. (1999) The ontogenesis of social dominance: a strategy-based evolutionary perspective. Developmental Review, 19, 97–132. doi: 10.1006/ drev.1998.0470
Huitt, W. (2006). Social cognition. Educational Psychology Interactive. Valdosta, GA, Valdosta State University.
Izotova, E.I., & Nikiforova, E.V. (2004) Emotional sphere of the child: Theory and practice. Moscow, Izdatel’skiy tsentr “Akademiya”.
J. O’Toole, F. Jiang, D. Roark, & H. Abdi (2006) Predicting human performance for face recognition. Face Processing: Advanced Methods and Models. Elsevier, Amsterdam.
Karabanova, O.A. (2002) Social situation of child development (structure, dynamics, principles of correction). Doctor of Psychology Thesis. Moscow, MGU.
Karabanova, O.A. (2010). Social Situation of Child’s Development - the Key Concept in Modern Developmental Psychology. Psychology in Russia: State of the Art, 3, 130–153. doi: 10.2753/RPO1061-040530043
Karabanova, O.A. (2012) Oriention image in the structure of the social situation of child development: from L.S. Vygotsky to P.Ya. Galperin. [Vestnik Moskovskogo universiteta]. Series 14. Psychology, 4, 73–82.
Kritt, D. & Winegar, L. (Eds.) (2007) Education and Technology: Critical Perspectives, Possible Futures. Lexington Books.
LaFreniere, P., & MacDonald, K. (1996) Evolutionary perspectives on children’s resourse-directed behavior in peer relationships: an introductions. International Journal of Behavioral Development, 19(1), 1–5.
Lisin, M.I. (1986) Issues of communication ontogeny. Moscow, Pedagogika.
Lu, C., & Tang, X. (2014) Learning the Face Prior for Bayesian Face Recognition. Fleet D., Pajdla T., Schiele B., & Tuytelaars T. (eds) Computer Vision – ECCV 2014. ECCV 2014. Lecture Notes in Computer Science, Vol. 8692. Springer, Cham. doi: 10.1007/978-3-319-10593-2_9
Lu, C., & Tang, X. (2014) Surpassing Human-Level Face Verification Performance on LFW with GaussianFace. Retrieved from: arxiv.org/abs/1404.3840
Lyusin, D.V., & Ushakov, D.V. (Eds.) (2009) Social and emotional intelligence: from process to measurement. Moscow, Izdatel’stvo IP RAN.
Martirosova, Yu.V. (2010) Peculiarities of the child orientation in the communication situation of interests divergence with the partner. Ph.D. in Psychology, thesis. Moscow, MGU.
Nechaev, N.N. (1975) On the mechanism for managing the gradual development of human intellectual activity. [Teoreticheskie problemy upravleniya poznavatel’noy deyatel’nost’yu cheloveka]. Moscow, MGU, 124–133.
Obukhova, L.F. (1996) Unfinished disputes: P.Ya. Galperin and J.Piaget. [Psikhologicheskaya nauka i obrazovanie], 1, 31–41.
Parkhomenko, K.S. (2015) Analysis of approaches to assessing social emotional competence in preschool and junior school age. [Teoreticheskaya i eksperimental’naya psikhologiya], 8(2), 69–73.
Pellegrini, A., & Bartini, M. (2001) Dominance in early adolescent boys: affiliative and aggressive dimensions and possible functions. Merrill-Palmer Quarterly, 47, 142–163. doi: 10.1353/mpq.2001.0004
Pellegrini, A.D. (2008) The roles of aggressive and affiliative behaviors in resource control: a behavioral ecological perspective. Developmental Review, 28, 461–487. doi: 10.1016/j.dr.2008.03.001
Petrovskaya, L.A. (1989) Competence in communication. Moscow, Izdatel’stvo MGU.
Podolskij, A.I. (1993). Psychological theory as base of instructional design and as part of curriculum in post graduate education. In C.Terlouw (Ed.) Instructional development in higher education: Theory and practice. Amsterdam, Thesis Publisher, 66–78.
Podolskij, A.I. (1997). Instructional design for schooling: developmental issues. In: S. Dijkstra et al. (Eds.) Instructional Design: International Perspectives, 2, 289–314. HillsLawrence Erlbaum.
Podolskij, A.I. (2003). On scientific status of the Gal’perin’s psychological approach. Hungarian Journal of Psychology, 4, 78–96.
Podolskiy, A. I. (2012). Development and Learning. In: N. Seel (Ed.) International Encyclopedia on of Sciences of Learning. New York, Springer, 944–950.
Podolsky, A.I. (2012) The psychological concept of P.Ya. Galperin: some directions and prospects for further development. [Vestnik MGU]. Series 14. Psychology, 4, 4–27.
Pogozhina, I.N. (1912) Activity group training is a new way of developing complex communicative skills based on P.Ya.Galperin’s method. [Vestnik MGU]. Series 14. Psychology, 4, 123–132.
Pronyaeva, S. V. (1999) The development of communicative skills in preschool children: Ph.D. in Pedagogy. Ekaterinburg.
Puttalaz, M., & Sheppard, B. (1990) Social status and children’s orientations to limited resource situation. Child Development, 61, 2022–2027. doi: 10.2307/1130855
Rambusch, J. (2006) Situated learning and Galperin’s notion of object-oriented activity. Proceedings of the 28th Annual Conference of the Cognitive Science Society, volumes 1998–2003, 1998–2003.
Renshaw, P.D., & Asher,S.T. (1983) Children’s goal and strategies for social interaction. Merrill-Palmer Quarterl,. 29, 353–374.
Rogoff, B. (1990) Apprenticeship in thinking – cognitive development in social context. New York, Oxford University Press.
Sergeenko, E.A., Lebedeva, E.I., & Prusakova, O.A. (2009) The model of the psychic in the human ontogenesis. Moscow, RAN.
Smirnova, E.O. (1987) Developing ideas of oneself and of others in communication of preschoolers. [Obshchenie i dialog v praktike vospitaniya i psikhologicheskogo konsul’tirovaniya]. Moscow, 122–127.
Smirnova, E.O. (2000) Features of the community with preschoolers. Moscow, Akademiya.
Smirnova, E.O., & Utrobina, V.G. (1996) The development of attitudes towards a peer in preschool age. [Voprosy psikhologii], 3, 34–49.
Sternberg, R. (1988) The triarchic mind: A new theory of intelligence. NY, Viking Press.
Sternberg, R. (1994). In search of the human mind. Fort Worth: Harcourt Brace College Publishers.
Subbotsky, E.V., Chesnokova, O.B. (2011) Social intelligence and moral development of the child. 5, 88–93.
Thomaz, A. L., Berlin, M. & Breazeal, C. (2005) “An Embodied Computational Model of Social Referencing”. Proceedings of Fourteenth IEEE Workshop on Robot and Human Interactive Communication (Ro-Man-05), Nashville, TN. 591–598. doi: 10.1109/ROMAN.2005.1513844
Vasilyuk, F.E. (1992) From psychological practice to psychotechnical theory. Moscow, Psikhotherapevticheskiy Zhurnal, 1, 15–32.
Vygotsky, L. S. (1981) The genesis of higher mental functions. In Wertsch J. V. (Ed.) The concept of activity in Soviet psychology. New York, NY, Sharpe, 144–188.
Vygotsky, L. S. (1986) Thought and language. Cambridge, MA, MIT Press.
Vygotsky, L. S. (1987) The collected works of L. S. Vygotsky. Volume I: Problems of general psychology. New York, NY, Plenum Press.
Vygotsky, L.S. (1983) Defectology and teaching on the development and education of an abnormal child. Collection of papers in 6 vols. Vol. 5. Moscow, Pedagogika.
Vygotsky, L.S. (1984) Issues of childhood (developmental) psychology. Collection of papers in 6 vols. Vol. 4. Moscow, Pedagogika, 243–385.
Wertsch, J. V. (1985) Vygotsky and the social formation of mind. Cambridge, Harvard University Press.
Zhukov, Yu.M., Petrovskaya, L.A., & Rastyanikov, P.V. (1990) Diagnosis and development of competence in communication. Moscow, MGU.
Chesnokova O.B., Martirosova Yu.V. (2017). Heuristic potential of the gradual development of human intellectual activity theory for studying social cognition in children. National Psychological Journal. 3, 103-112.