Date: Tuesday Nov 18 at 9am Pacific Time (no longer daylight saving time).
Guest Speaker: Aleksey Bukinich, PhD in Psychology, Lomonosov Moscow State University
Zoom Link: https://zoom.us/j/98564124237
Meeting ID: 985 6412 4237
Passcode: Vygotsky
Summary:
Alexander R. Luria developed a highly useful framework for analyzing the units of mental functions. He integrated ideas from the Vygotskian cultural-historical approach with data from brain lesion studies to formulate his theory of the systemic and dynamic localization of mental functions. Today, this theory is applied to better understand the nature of learning disabilities in children, particularly those primarily related to cognitive dysfunction. This approach enables psychologists, neurologists, psychiatrists, teachers, and parents to understand the causes of learning disabilities and to plan effective interventions.
However, Luria’s legacy includes both strengths and limitations of the neuropsychological approach to psychodiagnostics. It is primarily quantitative and relies heavily on the diagnostician’s education and experience. Current research in this area aims to integrate a more nuanced qualitative approach with principles from Item Response Theory (IRT) – a robust framework considered essential in modern psychodiagnostics.
A proposed five-factor model for child neuropsychological investigation has been developed to integrate these qualitative and quantitative approaches. The five factors are:
- Executive functions
- Auditory-verbal information processing
- Visuospatial information processing
- Hypoactivity and sluggishness
- Hyperactivity and impulsivity
This model incorporates Vygotsky’s concept of syndrome structure, the established structural validity of neuropsychological batteries, and the possibility of comparing children to developmental norms.
Readings (unfortunately, only one is in English, but the key idea is described):