The importance of the specific environment for understanding the microgenesis of psychological processes is well documented. It can be argued, however, that the theoretical framework of cultural psychology which is usually referred to as cultural-historical activity theory (CHAT) underconceptualizes this aspect, thereby hampering its ability to…

This paper discusses the distinct meanings of "internalization" and "interiorization" as ways of rendering intelligible the social constitution of the psychological in a line of research that started with Piaget and extended into a post-Piagetian reformulation of intelligence in successive generations of studies of the relations between social…

Examines Gal'perin's contribution to the analysis of internalization. Notes that Gal'perin believed mental processes are neither internal faculties nor a reflection of brain processes but external object-related actions. States that the concept of internalization can avoid internal-external dualism while emphasizing the human character of mental…

Comments on the article by Arievitch and van der Veer in this issue, focusing on two issues. First, states that replacing the term "internalization" with another term such as "mastery" or "appropriation" is not merely terminological but actually does address distinctions between internal and external processes.…

Toward the end of his life, George Herbert Mead developed a theory of perspectives that may be used to reinterpret his social, developmental psychology. This paper attempts such a reinterpretation, leading to the emergence of a theory of perspective taking in early childhood that looks quite different from that which is assumed in most extant work…

Criticizes the distinction between lower and higher psychological processes in Vygotsky's cultural-historical theory. Shows that Vygotsky separated these processes too sharply and that his conception of lower processes as "natural" and "passive" is false. Suggests that these shortcomings can be overcome within the…

Piaget's and Marx's cognitive theories of development are briefly compared and contrasted. This provides background for a critical look at Buck-Morss' interpretation of cross-cultural differences in performance on Piagetian abstract formal reasoning tests. (MS)

The concept of group dialectics is considered within a temporal framework. Long-term groups are considered in terms of such temporal concepts as continuity, change, goal direction, attachment and groups in process. A conceptualization of small group dynamics based on time factors is presented. (BD)