30 30 30 1 1896-1934
1998 AA 1930 1930 1929 1990 137 // 2003 p.283 AA 1929 1929 / 2003 AA 1930 MG SM 1984 334 LS 1926 28 AG VP L S 6-7
1928 / 2003 1930 / 1982 // 1987 1930 / 1984 // 2002 1930 / 1993 // 1987 1931 / 1983 // 1972 1934 / 1982 // 1962 2001 238 30 AN 1982 DB 1983 / 1989 30 2004a 2004b 2004c AN 1982 37 1933 34 1931 1930 1930 1930 / 1982 110 2 1982 37-38
1932-34 / 1984 // 2002 1931 34 3 1983 / 1989 1 7 1935 / 1983 // 1982 2 3 1 AN 1935 / 1983 255 // 1982 p.166 1934 / 1982 357 // 1962 2001 p.427 1931 33 1984 83 AN82 1925
LS 1983 / 1989 415 1989 17 AN 30 3 1927 / 1982 // 1987 16 1927 / 1982 397 // 1987 p.230
1925 1930b / 1982 1930b / 1982 137 18 1930b / 1982 138 3 2
2004a p.19 The task of new psychology was to comprehend personality in terms that would capture the integral quality of man as a corporealspiritual being uniting in his flesh and blood the natural and the socio-cultural Yaroshevsky Mikhail 1989 p 312-313
430 30 30 1 1 2 3-4- 5 3
6 2 1 2 15 1931 / 1983 314 // 1972 6 11 12 14 15 1931 / 1983 315-316 // 1972
30 2 1931 / 1983 145 // 1972 p.212 1932-34 / 1984259-260 // 2002p.30-32
1 1 2 1 2 3 3 30 AN 1 2 1982 20
1 2 1960 / 1984 1964 /1984 3 2 2 2 1931 / 1983 30-31 // 1972 p.44-452 2 1931 / 1983 31 // 1972p.45 2 2 1931 / 1983 33 // 1972 p.48-49
2 3 1931 / 1983 34 // 1972 p.49 2 30 2 2 1931 / 1983 36 // 1972 p.52 2 2 1931 / 1983 39 // 1972 p.56 2 3 4
2 2 34 (1) 5 30 C BA A B B A C
ED C 1983 / 1989 5 E A 2 Yet one doubts whether a developmental theory of emotions can benefit from the study of Spinoza' s writings, for a developmental perspective seems to be entirely lacking in his work Calhoun and Solomon 1984 and Spinoza' s writings have a reductionist flavor Harre 1986 p.3 One can also question the value of Vygotsky' s solution for the general ontological problem of body and mind Is his hierarchical theory of mind in which the lower psychological processes are superseded by higher really relevant to the ontological problem of mind-body dualism? Is not some form of dualism retained in the distinction between lower and higher psychological processes? These questions remain unanswered.van der Veer Rene Valsiner Jaan 1991 p. 359 1 1930 / 1982 125
2 4 1983 / 1989. 1983/. 1989 1960 / 1984 1960 / 1984 1964 / 1984 1964 / 1984 2004a 5 2004 2004b 23 1 2004 2004c 39 2004 1990 // 2003 1990 // AA2003 1982 1 1982 2002, 2002 19981998 16771951. Van der Veer Ren Valsiner Jaan 1991 Understanding Vygotsky Blackwell 1991 1927 / 1982 // 1987
1927 / 1 1982// 1987 1928 / 2003 1928 /, -, 2003 1929 / 2003 1929 / -2003 1930 / 1982 // 1987 1930 / 1 1982 // 1987 1930 / 1982 1930 / 11982 1930b / 1982,, 1930 / 1 1982 1930 / 1984 // 2002, 1930 / 6 1984 // 2002 1930 / 1993 // 1987 1930 / - 1993 // 1987. 1931 / 1983 // 1972 1931 / 3 1983 // 1972 15 1 5 6 15 1931-33 / 1984 1931-33 / 6 1984 20 1 10 4 2003 11 14 5 2004 20 1932-34 / 1984 // 2002 1932-34 / 41984// 2002 1934 / 1982 // 1962 2001 1934 / 2 1982 // 1962 2001. 1935 / 1983 // 1982 1935 / 5 1983
// 1982. 1984 61984 YaroshevskyMikhail1989Lev Vygotsky MProgress Publisher1989. 2004 10 15