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Intrapersonal communication is a relatively new phenomenon for
communication study and still lacks the grounding of a sound
theoretical base. The first to present a developed theory of this
discipline, this book's goal is to provide graduate students and
professionals with an organized point of departure for their
research. The theoretical section begins with an intrapersonal
communication theory derived from the sociogenetic views of George
Herbert Mead and L.S. Vygotsky. This theory emphasizes social
interaction, the developmental nature of mind, and the crucial role
of speech in creating a self, a culture, and a mind which then
interact in human intrapersonal communication. This section also
provides the reader with a coherent interdisciplinary knowledge
base taken from speech communication, biology, neurology, cultural
psychology, anthropology, sociology, speech pathology, and
linguistics. The integrated theoretical perspective that results
makes the study compatible with communication scholarship focusing
on the social, cultural, cognitive, or performance aspects of
communication phenomena. The applications section examines
neurophysiological/intrapersonal communication research methods and
studies to date, together with specific applications of
intrapersonal communication theory to childhood language
acquisition, to the establishment of gender identities, and to
intrapersonal competence. The final chapter presents pedagogical
guidance on how we can influence intrapersonal competence and
performance as well as commenting on the current state of this
study and its future prospects. The editor's interstitial
commentary facilitates access by readers wishing to constuct their
own theory.
Intrapersonal communication is a relatively new phenomenon for
communication study and still lacks the grounding of a sound
theoretical base. The first to present a developed theory of this
discipline, this book's goal is to provide graduate students and
professionals with an organized point of departure for their
research.
The theoretical section begins with an intrapersonal communication
theory derived from the sociogenetic views of George Herbert Mead
and L.S. Vygotsky. This theory emphasizes social interaction, the
developmental nature of mind, and the crucial role of speech in
creating a self, a culture, and a mind which then interact in human
intrapersonal communication. This section also provides the reader
with a coherent interdisciplinary knowledge base taken from speech
communication, biology, neurology, cultural psychology,
anthropology, sociology, speech pathology, and linguistics. The
integrated theoretical perspective that results makes the study
compatible with communication scholarship focusing on the social,
cultural, cognitive, or performance aspects of communication
phenomena.
The applications section examines neurophysiological/intrapersonal
communication research methods and studies to date, together with
specific applications of intrapersonal communication theory to
childhood language acquisition, to the establishment of gender
identities, and to intrapersonal competence. The final chapter
presents pedagogical guidance on how we can influence intrapersonal
competence and performance as well as commenting on the current
state of this study and its future prospects. The editor's
interstitial commentary facilitates access by readers wishing to
constuct their own theory.
First published in 1986. This study contains an examination of
Alexander Luria's translated research of over half a century on
language and human psychological processes. Alexander Romanovich
Luria began his career prior to the Russian Revolution, while still
an enthusiastic teenager, imbued with the ideals of Russian
activist humanism and burning with a desire to apply science to the
improvement of his countrymen. He died a world famous professor in
his country's most prestigious university more than half a century
later. His published works have the subject matter included
experimental studies of the relation between cognition and affect,
the impact of cultural and social conditions on cognitive
development, the role of genetic influences in development, mental
retardation, aphasia, the restoration of function following brain
lesions, and the psychophysiology of mind. More important than the
variety of his efforts was their unity; the scientific goals he set
himself as a young man remained those he was pursuing when he died.
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