Basov - Um programa para uma entrevista com crianças para o estudo do seu conhecimento social

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Series Editor: Professor George Butterworth, Department ofPsychology, University of Stirling.

Designed for a br oad readership in the E nglish-speaking world, thismajor series represents the best of contemporary research and theory inthe cognitive, social abnormal and biological areas of development.

(~l. Infancy and Epistemology: A ~ Piaget's Theory

~?17 George Butterworth (ed.) ~------_ .._=--~J) 2. Social Cognition: Studies o n t h e Development of U nderstand~George Butterworth and Paul Light (eds.) ":;:./

The Mental and Social Life r:.LBabies:How Parents Create P ersonsKenneth Kaye...... ._-

Evolutio(J and Developmental Psychology George Butterrworth,

Julie Rutkowska and Michael Scaife (eds.)The Child's Point of View: The Development of Cognition and

umguaguage M . V. C ox

6. Developmental Psychology in the Soviet Union

Jaan Valsiner

~c~illes q)elari 1 f u n i o r

DevelopmentalPsychology in the

Soviet Union

Department of PsychologyUniversity of North California at Chapel Hill

Forthcoming:

.(,// lAnguage and Representation: Socia-Naturalistic Approac h t o

"'\\ ~anceptua~~\).Chris Sinha


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First published in Great B r itain in 1988 by

THE HARVESTER PRESS UMITED

1 (iShIp Street, Brighton, Sussex

List of Figures

List of Tables

PrefaceValsiner, Jaan

Developmental psychology in the Soviet

Union.-(The Developing body and mind; 6 ).

I. Developmental psychology-Soviet Union

I. Title II .. Series

155'.0947 BF713

Introduction: Understanding of Development and itsSocial-Historical ContextSoviet psychology: why is it of interest?

Science and society:a general outline of their shared history

Constraints on the understanding of development

Summary: the relevance, and difficulty of learning about

Soviet developmental psychology

The Historical Context: Some Aspects of the Past of

Russian Society 20Soviet developmental psychology and its historical context 20

Russian society and empire before 1917 22

The influence of European natural sciences on Russian thought 30

Developmental ideas in Russian social thought 34

Conclusions: Russian cultural history and developmental ideas 38

Developmental Ideas and the History of Psychology inRussian/Soviet Society 39Evolutionary theory and Russian developmental psychology 40

Russian neurophysiology and issues of development 48

The nature of the social change in Soviet society in the 1920s 66

The history of Soviet psychology in the 1920s 77

The 'great break' in Soviet social sciences and its mechanism 89

Soviet society and science, 1930s-1950s 98

'Pavlovization' of Soviet psychology 110

Conclusions: ideas of development and the turmoils ofhistory 115

IV 1.S. Vygotsky and Contemporary DevelopmentalPsychology 117The cultural-historical beginnings of Vygorsky's role in

Soviet psychology 118

Vygorsky's Marxism, and the study of development 124

Criticism of psychology's experimental methodologies 125

The process of internalization 140

Vygotsky's ideas and Western psychology 150

Conclusions: VygOtsky and contemporary developmental

psychology 165


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VI Delleiopmental Psychology in the Soviet Union

V Mikhail Basov and the Structural-dynamicPerspective on Child Development 166Basov's life and activities 168Basov's theotetical system 170Basov's dynamic structutalism 188Methodological integration: retrospective unity of extro- and

introspection 203Summary: Basov's relevance in developmental psychology 204

V I Studies on the Development ofChildren's Action,Cognition, and Perception 207The 'Kharkov school' and research on cognitive development 208Piagetian studies and Soviet cognitive-developmental psychology 222Moral cognition and personality developm~nt 223Development of speech and its functions in psychological

development 227Development of visual-motor actions and perception in in fancy 229A.M. Fonarev's research on infants' visual-orienting reaaions 230Research on infants' eye movements by A. A. Mit'kin

and his colleagues 233Summary: interdependence of action, cognition and perception 238

V I I Social Organization of Child Development 240Research on so cial in teraction 241

Studies of interaction in infancy: M,I.Lisina and her laboratory 242Socialclass and child development in Soviet psychology 252Social formation ofc hildren's world views 253Individuals in co llectives: social groups, their environments,

and social development of children 266Socialclass,child development, and its environment 278Conclusions: lessons from Soviet research on social development 282

V I I I Cultural Contexts of Child Development andPsychological Research 284The natsmen problem and psychological research in the 1920s 285Paedological expeditions of 1929 287

'Cultural-historical' expeditions to Central Asia 294Extinction of psychological research on natsmen child development 298Re-emergence of comparative-cultural research in the 1970s 299Conclusions

307

IX Cultural Heterogeneity of Developmental Psychologyin the Soviet Union

309Why ispsychology in the USSR seen as homogeneous? 309Geographical heterogeneity of developmental psychology

in the USSR313

Conclusion: developmental psychology in the USSR is

geo-culturally heterogeneous323

Conclusions: Development of DevelopmentalPsychology in the USSR

The modernizing funaion of historical analysis

The developmental nature of Soviet psychology

Heterogeneity of paradigms, and its s ocial regulation

General conclusions: society and t'le science ofr1evelopmem

Bibliography 33 6

Appendix A: A Programme for an Interview with Childrenfor the Study of their Social Knowledge 38 7

Index 395

cA c h lte s q ]e l ri ~u~


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Zhukovskaia, Z.M. (1930). 'The study of active haptic manipulation by

. blmd children'. Voprosy izuchenia i vospitania lichnosti, 9,1-2,86-90.

Zimmerman, C. C. (1968). Sorokin, the world's greatest sociologist.

Saskatoon: University ofSaskatchewan Press.

Zinchenko, P.I. (1961). Involuntary remembering (Neproizvol'noe

zapominanie). Moscow: Izd. ANP RSFSR.

Zinchenko, P.I. (1983-84). The problem of involuntary memory'. Soviet

.psychology, 22, 2, 55-111 (Russian original, 1939).

Zmchenko, V.P., Van-Tzi Tsin, & Tararkanov, V.V. (1962). 'Theformation and development ofperceptual actions'. Voprosi psihologii,

No.3.

Zinchenko, V. P. &Vergiles, N.Yu. (1969). The formation of the visual

image. (Formirovanie zritel'nogo obraza). Moskva: Izdatel'sevo MGU.

APPENDIX A: A Programme for anInterview with Children for the Study oftheir Social Knowledge*

The first part

1. Physical causality

1. (a) Where does wind come from? (b) Why does it blow?

2. You have seen clouds moving in the sky.Why do they move?

How does it happen?

3. (a) Does rlleSun move or not? Why does it move? How does

it happen? (b) Does the moon move or not? Why does it

move? What makes it move? (c) Do the stars move or not?

Do the clouds move or not?4. (about shadow): (a) Do you know what this is? (b) Why did

the shadow appear? (c) Can you make ashadow with abook?

How should one do it? Where will the shadow from the book

fall? Why?

5. (a) Why does this thing fall? What makes it f all? (b) Why

dOl1'tcolourful air ballons that are sold ~ the street fall?What

,holds them up, in the air? (c) Is an aeroplane heavy or light?

(d) Why does it not fall? (e) Why do the sun, the moon and

the stars not fall on to Earth? What olds them up?

II. Boundaries and f res of life and being alive(What is considered alive and not alive. What objects have .consciousness and capability of feeling paiQL;~~+ ~.I)\;

1. Which objects are called 'living' and which 'not-living'?2. Are the following living or not living: a stone, a stick,a tree, a

flower, a worm, a fly,water, clouds, the Moon, an aeroplane?Why? .

3. Can the following objects think: (same list as above)? Why?4. Will the following objects feel pain, ifonehits them: (same list

as above)? Why?

*Source: Basov (1931a), pp 747-50

L/~~4~\j~

~-~ H at


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5. What do you want: to live or to die? Why? For what ~edo you want to live?

6. Do other people want to live arnot? Why do you think so?For what purpose do they want to live?

7. Do animals want to live or not? Why do you think so? (Ifanswer is that they do): For what purpose do they rant tolive? Do they know, for what purpose they live? Why do you

think so?8. Do plants live or not? Why do y ou think so? (If yes): Do theywant to live? For what purpose? Do they know for what

purpose they live? Why do you think so?

III. The origins of things existing1. Where do people originate (come from)? Where did you come

from? Where did your father come from? Where did otherpeople come from?

2. Where did horses, birds, fish, flies... come from?3. Where did B.ra~~s om ~from?4. Where do eart -: stones come from? Where do iron and glass

come from?5. Where do clouds originate? How did they appear in the sky?>Where is the sky from? Where is the snow, rain from?

6. Where do rivers originate? Where did water come from?Where did seas come from?

7. Where did the Sun originate? How did it appear in the sky?Where did the Moon originate? Where did the stars originate?Have they always been the wa_they are today? Have thefollowing always been like today: people, animals, plants, theSun, the Moon, stars, or Earth? Was there a time when therewas nothing? (If yes): What was then? .

10. Have youdream~d in your sleep? How did you see it-as you

can see now, or in a different way?11. Can one see with closed eyes, while not sleeping? Why?

12. What you dream about-can you touch it with your hands?

Why?13. What is it that you dream about in your sleep?

14. Have you heard about the soul? Do you have asoul? ~hat_is it

like?Where is it?15. Do the plants have souls? Where are they located?

16. And other objects?17. (If the soul is said to exi st): Does it die together with the

person (animal), or plant?18. (If not), what happens to it after death? How does it survive

after death? L.. , ().t~

V. Religion ., .1. What is the sky? Has it always eXisted?How did Itemerge?

2. Does God exist?,Why do you think so? (If yes: What ishe like?

Where is he? What does he do? Does he work?) Is there

anything that is created by God? What exactly?

3. Should one pray to God? Why? Can God punish peop~e? For

what? How? ~~;,ot,,,,. ~4.Ao/V

4. Do all people believe that God ex ists and pray to him? (If no:

Which people do you like better? Why?).

5. Does the devil exist? Why doyou think so?If'yes':What is he

like? Where is he? What does he do? Does he work? Is there

anything that is created by the devil? What exactly? Can the

devil punish people? How? For what? What should one do to

avoid punishment?IV. The psychological and the physical

1. Can you think?2. Think now about something.

3. What did you think about?

4. How do you think?

5. With the help of what do you think?

6. Can one think with closed mouth, ears, eyes?

7. Can you see your thoughts? Can you touch them with yourhands? Why can you not do i t?

8. Can Isee your thoughts?

9. How doyou know what youare thinking about?

The second part

I. Work1. Does your father (mother) work? Do youwork? How?

2. What does it mean 'to work'? Does the teacher work? Why do

~ you think so?Does an engineer wo.rk? Anartist? J : militiaman1'" ,(~ on iliul)? Why do you thall< so? Do children work?

'y:oJ~ When do they work and when do they not work? Do t~ey\ n( work when t hey are playing ball or checkers, or somethlOg

else? Why do \you think so?

~>~"~~


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). Why do people work? If allpeople had as much money asthey

WJnt,could they livewithout working? Why do you think so?

-I. Do all people work? Who does not work? Why is it that some

work and others don't? (If the first question isanswered 'all'):

Has it always been in our country that everybody works?

When was it different? Who did not work then? Why?

J. Doall people abroad (in other countries) work? Who does not

work? Why?() Can everybody do the work th~ want to? Why do you think

so?Can an..xbodybe tau ht to do any work? Why do you thinks~ ~

7 When you grow_up-how would you like to live: with work\working) or without work, doing nothing? If you had enough

money to last for your whole life, would you want to work?

Why? What would you do then?

8. Whom would you like to be most-rich or poor? Why?

Bourgeois, worker, or peasant? Why?

Ill. Class struggle1. Do the workers andbourgeoisi~ )jJ~!}~~~~ony? Why? How

do workers and peasants get%~ong with eachother-are they

in harmony or not? Why? How do peasants and the

bourgeoisie live-in harmony or not? Why? "",;:J! ,(j.Ij>


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communist? For what purpose did the communists organize

their party? Can everybody be a communist? Who benefitsfrom communists-the bourgeoisie, workers, or peasants?

Whom do they harm? Areall workers communists? Why?

And peasants? Why? And bourgeoisie? Why? Do t he

communists accept any kind of a person into their party? (If

'no': Who are not accepted? Why?).

3. Are there communist parties abroad? What do foreigncommunists want? Are there other parties too? What do they

want? Do the communists live in harmony with other parties?

Why? And our communists with foreign ones-are they in

harmony or not? Why? Do our communists meet foreign

ones? Why do they meet? What is Komintern?

4. Can a communist in all cases act as he wishes? But if the party

orders him to act in the opposite way, what should he do?

Why? If a communist acts as he wishes and not according to

the wish of the party, what should happen? Why?

5. What is the leader of the party called? Why do parties have

leaders? Which leaders of communist parties do you know?Why did they become leaders? Who was the first and the

highest leader of the communist party during the Revolution?

Who is now? If the communists had no Lenin, could the

Revolution have taken place?

6. Do you want to be a communist? Why? And a Komsomol? A

Pioneer? Why? (If already a member: Are you satisfied with

being a member of the organization? What are you satisfied

with, and with what are you dissatisfied?).

peasants? The Russians have their workers and bourgeoisie.

the French and the Germans have them too-so tell us whom

doRussian workers like more: Russian bourgeoisie or GermJn

or French workers? Why do you think so?Whom doGerman

or French workers like best-their own bourgeoisie orRussian

workers? Why?5. To which nationality do youbelong? To which would you like

tobelong? Why?

V. The nationality question

1. What nationalities do you know?2. Which nationality you consider the best? Why do you think

so? And which ,nationality is the next best? Why? And the

next? And which nationality is the least good? Why do you

think so? What other nationality isnot good? Why?

3. Are all nationalities in the USSR equal, or are some against

others? (If unequal: Which nationality ispushing others aside?

Why? Who are being pushed aside? Why do you think so?).

Was it the same before the Revolution as i t isnow? How wasit then? Why?

4. Do all nationalities have their bourgeoisie, workers, and

VI. The state1. Why do militiamen stand in the streets? Who set them out

there? If somebody rides ina streetcar and jumps offwhen itis

moving, a militiaman charges him I rouble-why does he do

that? Who permitted him to take money from people) Can

one not listen to him and not give him money? What will he

do then? Why? Will he be right, or not? Why?

2. What do the Red Army soldiers do? How did they become

soldiers? For what purpose does the Red Army exist? Who

organized it? Who gives money for it?Do all people becomesoldiers? If one does not want tobe a soldier, can he not go to

serve in the Red Army, or not? Why? Could the Army not

exist? Why (If'yes' then: When will that happen? What must

bedone for that?).

3. Do you know what t h e court is? What is done in court? For

what reasons are people tried? Who made up courts? Why) Is

it possible to live without courts? What is aprison? Who, and

for what, is sent to prison?4. Do you know what lawsare? Who makes laws? For what) Do

all people have to follow laws? Can one not follow them)

Why?5. What are the Soviets? What isdone in the Soviets? How are

Soviets made up? Who works in the Soviets? Have the Soviets

always existed? If'no' then: When were they not present and

why? Are there Soviets like ours in other countries? If 'no,

Why not? Will there be some time? When?

6. What is the name of our country? Who directs our country/

Whom do you know in our government? Why do they direct

everything, and others f ollow them? Can one not follow an

order from the government? Why?7. Who has more power inourgovernment: the bourgeoisie. the


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workers, or peasants? Why do you think so? In other countries,

abroad, is it the same as in ours or different? Why?

Vll. Morality and law

1. Have you ever been punished? Who did it? For what? How?

Were they right to punish you? Why? Do other children get

punished? Who do? For what? How? Is it right that they get

punished? Why? Are adults punished? Who are? For what? Isthat right? Why?

2. May one lie? Why d o you think so? Should one always tell the

truth? If your comrade in class did something wrong (e.g.,

spoiled a thing), would you tell your teacher about it? Why? (If

'no' then: But what i f t he t eacher asks you who did it-what

will you say then? Why?)

3. May one take flnother's things without permission (steal)?

May one take communal (public) property without per-

mission? Why? But ifanother person has many of such things

and he h as no ne ed f or th os e, ma y o ne ta ke (s tea l) t he m

without permission? Why? If one person has much bread andthe other none at all and is starving-may he steal bread from

the first? Is it good to d o s o or not? Why? During the

revolution the wor ker s took faccories from the bourgeoisie-

did they act properly doing so? Why?

4. May one kill people? Why? Is it prohibited to kill any people?

(If not all: Who can be killed? Who may kill them?). May you

kill aperson? (If 'no': But if you were a soldier in war, could you

kill or not? Would you act properly if you killed a person

during war? Why?). Can the cou rt or de r th e ki lli ng o f a

person? (If 'no': Why?; if 'yes': When can it do so? Is that

good, or not? Why?)

5. Are people always put to prison for bad deeds? Can one be

sent to prison for a good deed? (If 'yes': Who can? For what

good deed?). Are communists these days sent to prison or not?

Why? Is it well done that they are not imprisoned? But before

the Revolution, under the czar, were they sent to prison or

not? Why? Was it well don e that they were imprisoned? (If

'not well done' then: Who did it then in such a bad way? Why

were they not sent to prison?). In our country, communists are

not now imprisoned, but how is it in other countries? Why?

Do they act in a good way abroad? Why do you think so?

activity 53

theory of (Leontiev) 216-22

attention

involuntary, 150

voluntary, 150

analysis

conditional-genetic 130

into elements

'differential' 174-6

'real' 174-6

and synthesis 178into units (minimal gestalts)

130, 173-9

aromorphosis 47

behaviourism 85-6

integration with cognitive/-

affective study, 169, 179,

186-8

overcoming of 88-9

Bekhterev's 'principles'

of continuous change 57-8

differentiation 59of evolution 58-9

of historical sequence 59

'biogenetic law', the (Haeckel)

44

children

drawings 53, 197,321

in early Soviet Union 68-71

homeless 69-70, 260-1

play :48-9, 169, 180, 199,

201-2

religiosity 256-9

understanding ofsocial

phenomena, 254, 260-4,

387-94

cognition 207-8

'actional' (Basov) 172

and action 146-7,208-12,216-22

cultural dependence of 293,298,

300-3

formation of 212-16

world views 253-4, 264-6

and interaction 248-51

moral 223-6

Piagetian studies 222-3

collectives

definition 270-1

organization of 275-7

reflexological approaches to,

267-8

complexity 130, 182-3

consciousness 106-7, 109-10,186-8

degeneration 47

development

active construction of 132, 137,

139,254-5

concept of 14,115-16

conditional nature of 132

constraints in understanding of

logical 13-15

encification 15-16

homogenizati on 16-17

dialectical thinking about 17-18,

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Basov - Um programa para uma entrevista com crianças para o estudo do seu conhecimento social