Process Structure of Semiotic Mediation in Human Development

Abstract

Development of semiotic mediation of psychological functions entails construction and use of signs to regulate both interpersonal and intrapersonal psychological processes. The latter can be viewed as regulated through a hierarchy of semiotic mechanisms. It is demonstrated that semiotic mediation leads to the creation of psychological problems as well as to their solutions. Semiotic mediation guarantees both flexibility and inflexibility of the human psychological system, through the processes of abstracting generalization and contextualizing specification, which operate through the layers of the semiotic regulation hierarchy. Context specificity of psychological phenomena is an indication of general mechanisms that generate variability. Much has been written about the role of signs – semiotic mediators – in psychology over recent decades. Usually more or less elaborate claims in favor of the importance of signs – semiotic mediators, words, ‘voices’, meanings – in human psychological worlds have been made [Cole, 1996; Shweder, 1995; Wertsch, 1991, 1998]. That importance is here taken for granted, and the question addressed moves beyond the discourse about the social nature of the human individual psyche [Valsiner & Van der Veer, 2000]. In which ways could one conceptualize the functioning of signs in the regulation of psychological processes? The present elaboration is based on previous work along similar lines [Valsiner, 1996, 1997a, 1998a, 1999]. By a focus on regulation, a systemic perspective is immediately evoked. The system that is being regulated entails psychological processes of intra- and interpsychological communication. These processes are mutually related in a hierarchical organizational order – some of them (higher psychological functions, based on the operation of signs) controlling others (lower, nonintentional psychological functions, or flow of personal experience). The hierarchy can be viewed as open to changes [including reversals, or formation of intransitive order – see Valsiner, 1997d]. The person is viewed as inclusively separated from its environment [Valsiner, 1997a, 1998c]. The intrapsychological system is cultural through the inclusion of semiotic regulators into the hierarchy of psychological processes [Valsiner, 1998a]. How that system works in its immediate relatedness with the environment is the target of the present theoretical construction.

The challenge to professionals of using social media: teachers in England negotiating personal-professional identities

“…Owen et al, 2015). This paper offers evidence for the different 'internalised' and then 'externalised' responses teachers make to such expectations (Hermans & Hermans-Konopka, 2010;Valsiner, 2001). For example comparing teachers such as Jane and Blazer.…”

“…The teachers' accounts in this paper demonstrate that individuals are exerting control over their connectivity and hence a sense of agency, through 'externalisation' of expectations of them (Hermans & Hermans-Konopka, 2010;Valsiner, 2001). Thinking with teachers about the identities (or i-positions) they hold when interacting in social networks can be helpful, especially in recognising the importance of context both externally and locally to the expression of these identities (Beijard et al, 2013;Day et al, 2005).…”

“…A study of English school leaders (Fox, 2011) looked for evidence of identity building using Wenger's communities of practice model (Wenger, 1998) and found that teachers developed multiple identities simultaneously and dynamically; some relating to identities from beyond work, such as mother, musician, and others from within work, such as leader or teacher. Psychologists explain that the identity work individual teachers engage in when relating their personal to the social/cultural positions is negotiated through internal dialogue (Akkerman & Meyer, 2011;Hermans & Hermans-Konopka, 2010;Valsiner, 2001). Such psychologists explain that this involves individuals in making sense of social messages about expectations of them as professionals (by internalisation) and using these understandings to engage with society (by externalisation).…”

Pedagogía Vocal Holística: una propuesta original para la enseñanza y el aprendizaje humanísticos del canto

“…Esperar que ocurra tal o cual cosa choca con la naturaleza misma de la performance. Al interior de la performance existe cierto principio de incertidumbre que permite la emergencia de novedades, la rotación semiótica del significado de ciertas creencias y disposiciones para la acción (Jacob Lizska, 2016;Valsiner, 2001). …”

Vol. 2, No. 4, in December 2009

“…In line with Vygotsky's perspective of the ZPD, Feuerstein understood the future in a radically different way from how it is seen in NDA. Valsiner (2001) provides a useful means of conceptualizing this difference in his review of three general perspectives on the future that characterize research in developmental psychology. In the first perspective, embraced by proponents of innatist theories of mind, the future is uninteresting because it is assumed that humans are atemporal beings who mature rather than develop.…”