Perspectives of the empiricial research of internalization processes in congnitive development : from intermental to intramental activity.

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  • Tetsuya Nada
    Graduate School of Human-Environment Studies, Kyushu University

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  • 認知発達を促す"精神間活動から精神内活動への｢内面化｣過程"に関する実証研究の展望
  • ニンチ ハッタツ オ ウナガス セイシン カン カツドウ カラ セイシン ナイ カツドウ エ ノ ナイメンカ カテイ ニ カンスル ジッショウ ケンキュウ ノ テンボウ

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Abstract

In resent years, there has been a growing interest in an intellectual social-constructionism standpoint has been got attention that cognitive development in children is not intellectual activities within the child (intramental), but between people and situation (intermental). The underlying assumption of the view point come from Vygotsky's claim, "Intellectual development follows the process of internalization in ehich intermental activities transformed intramental activities." A majority of variables affecting child development had been explained and discussed through the concepts of internalization. Other research, too, speculated that an internalization process exists, from observation where the changes of involvement can be detailed. Namely, empirical research had not been executed exclusively. Therefore, current research centers heavily on the empirical examination of the internalization process itself. This paper highlights literature reviews focusing primarily on internalization process and discusses the future research and suggestions as well as addressing the problems.

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