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Cognitive Development - Its Cultural And Social Foundations (Paperback, Revised)
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Cognitive Development - Its Cultural And Social Foundations (Paperback, Revised)
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Alexander Romanovich Luria, one of the most influential
psychologists of the twentieth century, is best known for his
pioneering work on the development of language and thought, mental
retardation, and the cortical organization of higher mental
processes. Virtually unnoticed has been his major contribution to
the understanding of cultural differences in thinking. In the early
1930s young Luria set out with a group of Russian psychologists for
the steppes of central Asia. Their mission: to study the impact of
the socialist revolution on an ancient Islamic cotton-growing
culture and, no less, to establish guidelines for a viable Marxist
psychology. Lev Vygotsky, Luria's great teacher and friend, was
convinced that variations in the mental development of children
must be understood as a process including historically determined
cultural factors. Guided by this conviction, Luria and his
colleagues studied perception, abstraction, reasoning, and
imagination among several remote groups of Uzbeks and Kirghiz-from
cloistered illiterate women to slightly educated new friends of the
central government. The original hypothesis was abundantly
supported by the data: the very structure of the human cognitive
process differs according to the ways in which social groups live
out their various realities. People whose lives are dominated by
concrete, practical activities have a different method of thinking
from people whose lives require abstract, verbal, and theoretical
approaches to reality. For Luria the legitimacy of treating human
consciousness as a product of social history legitimized the
Marxian dialectic of social development. For psychology in general,
the research in Uzbekistan, its rich collection of data and the
penetrating observations Luria drew from it, have cast new light on
the workings of cognitive activity. The parallels between
individual and social development are still being explored by
researchers today. Beyond its historical and theoretical
significance, this book represents a revolution in method. Much as
Piaget introduced the clinical method into the study of children's
mental activities, Luria pioneered his own version of the clinical
technique for use in cross-cultural work. Had this text been
available, the recent history of cognitive psychology and of
anthropological study might well have been very different. As it
is, we are only now catching up with Luria's procedures.
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