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Perspectives on activity theory / eds Yrjo Egestrom ; Reijo Miettinen ; Raija-Leena Punamaki Nível de parte analítica: Activity theory and individual and social transformation • The content and unsolved problems of activity theory • Knowledge as shared procedures • Activity in a new era • Society versus context in individual development : does theoory make a difference? • Cultural psychology : some general principles and a concrete example • Laws, logics, and human activity • Collapse, creation, and continuity in Europe : how do people change? • Activity theory and the concept of integrative levels • The relevance to psychology of Antonio Gramsci's ideas on activity and common sense • The expanded dialogic sphere : writing activity and authoring of self in Japanese classrooms • Improvement of schoolchildren's reading and writing ability through the formation of lçinguistic awareness • Play and motivation • Drama games with 6-year-old children : possilities and limitations • Activity formation as an alternative strategy of instruction • Activity theory and history teaching • Didactic models and the problem of intetextuality and polyphony • Metaphor and learniing activity • Transceding traditional achool learning : teachers' work and networks of learning • The theory of activity changed by information technology • Activity theory, transformation of work, and information systems design • Inovative learning in work teams : analysisng cycles of knowledge creation in practice • Object relations and activity theory : a proposed link by way of the the procesural sequence model • The concept of sign in the work of Vygotsky, Winnicott , and Bakhtin : further integration of object relations theory and activity theory • From addiction to self-governance • Psychomotor and socioemotional processes in literacy acquisition : results of an ongoing case study involving a nonvocal cerebral palsic young manPublicação: Cambridge : Cambridge University Press, 1999Descrição: 462 p.Disponibilidade:
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Mind, culture, and activity : seminal papers from the laboratory of comparative human cognition / compil. Michael Cole ; co-aut. Yrjo Engestrom ; co-aut. Olga Vasquez Nível de parte analítica: Just say no : responsibility and resistance • Why must might be right? observations on sexual herrschaft • Learning to be deaf : conflicts between hearing and deaf cultures • Wisdom from the periphery : talk, thought, and politics in the ethnographic theater of john millington synge • Politics of representation • Coordination, cooperation, and communication in the courts : expansive transitions in legal work • Mind in action : a functional approach to thinking • Mediation and automatization • Selling candy : a study of cognition in context • Low-income children's preschool literacy experiences : some naturalistic observations • Performance before competence : assistance to child discourse in the zone of proximal development • But it's important data! making the demands of a cognitve experiment meet the educational imperatives of the classroom • Functional environments for microcomputers in education • Kanji help readers of japanese infer the meaning of unfamiliar words • Organization of bilingual lessons : implications for schooling • Competence/incompetence paradox in the education of minority culture children • Students interactional competence in the classroom • Collective memory : issues from a sociohistorical perspective • Invention of writing and the development of numerical concepts in sumeria : some implications for developmental ... • Non-cartesian artifacts in dwelling activities : steps towards a semiotic ecology • Sound of the violin • Activity consciousness and communication • One developmental line in european activity theories • Early history of the vygotskian school : the relationship between mind and activity • Body analogy and the cognition of rotated figures • Looking for big bird : studies of memory in very young children • Sociolinguistic structure of word lists and ethnic-group differences in categorized recall • What's special about experiments as contexts for thinking • Concepts of ecological validity : their differing implications for comparative cognitive research • Plying frames can be dangerous : some reflections on methodology in cognitive anthropology • When isa context? some issues and methods in the analysis of social competencePublicação: Cambridge : Cambridge University Press, 1997Descrição: 501 p.Disponibilidade:
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