Formation Of Mental Actions Research Articles

Step-by-step formation of mental actions when teaching programming for schoolchildren

The use of a set of tasks developed in accordance with the basic provisions of the theory of step-by-step formation of mental actions in teaching programming to schoolchildren makes it possible to improve the quality of learning. At the first stage of the discovery of the algorithm, it is advisable to offer students a set of tasks and questions that will contribute to the independent identification of the orientation basis of the action. The tasks for filling in the trace table for specific numeric data correspond to the stage of the materialized action. At the stage of forming an action in external speech, students can be offered exercises to work with the formulation of the algorithm; for this, you can use tasks "with omissions" in the verbal description of the algorithm, tasks to establish the correspondence of the verbal description of the algorithm and the lines of the program code. The translation of the action into external speech "to yourself" will be facilitated by tasks to find an error in solving the problem, filling in a gap in the program code. To automate the described mental action, it is necessary for schoolchildren to perform a sufficient number of standard tasks for writing a program. To further develop the skill of applying the algorithm, it is necessary to use tasks in which this algorithm is one of the solution stages.

Conceptual Change and Education: The Neglected Potential of Developmental Teaching Approaches

Research on conceptual change (CC) has revealed that students face difficulties when learning that requires significant changes to their prior knowledge. Researchers have documented the challenges in education to promote CCs and concluded that conventional teaching does not facilitate these changes. However, while designing educational methods to address CC challenges is a central aim of CC research, it is an area of research that still requires refinement. I show that developmental teaching (DT) approaches, including El’konin-Davydov’s developmental education and Gal’perin’s method of stage-by-stage formation of mental actions and concepts, are promising for addressing CC challenges but are absent from CC research literature. I first review the CC challenges revealed in CC research, the way in which three CC research trends – framework theory, ontological theory, and knowledge-in-pieces theory – interpret them, and their educational recommendations to foster CC. Next, I present CC challenges and educational recommendations to foster CC from a DT perspective. I delineate convergences and divergences between the three CC research trends and DT research concerning both educational design and theories of CC. I conclude by suggesting articulations between DT research and CC research in general and the three CC research trends in particular.

The Galperin-Talyzina Method of Psychological Investigation of the Genesis of Cognitive Processes.

Piotr Ya. Galperin and his collaborator Nina F. Talyzina performed solid experimental work which led them to propose the theory of stage-by-stage formation of mental actions and concepts, as well as a method to investigate cognitive processes, whose conceptual and procedural streamlining demands analysis and systematization. To investigate the formative experiment of P.Ya. Galperin and N.F. Talyzina, with the aim of analyzing their contributions to the method of psychological investigation of cognitive processes. The article is part of a theoretical research project on developmental didactics systems, of which the Galperin-Talyzina system is one. Russian works by the two authors and their translations into English, Spanish, and Portuguese, as well as works by other psychologists and educators from the Galperin-Talyzina school, were sources of the work. The experiments of P.Ya. Galperin and N.F. Talyzina studied, promoted, and analyzed the assimilation of new knowledge and mental actions, by introducing different conditions. The article systematizes the stages and procedures of such experiments, as well as the series and steps of diagnosis of the developmental level and the formation of mental actions and concepts, in relation to the type of Orienting Basis of an Action (OBA). The theory was built on the basis of simultaneous production of a method to study the genesis of the cognitive processes and the theory of stage-by-stage formation of mental actions and concepts; it led us to define the method of P.Ya. Galperin and N.F. Talyzina as a gradual formation experiment.

On the Mastery of Elementary Geometric Concepts¤.

We publish here the report by N.F. Talyzina to a Conference on Psychology in 1955 and released two years later in the proceedings of that conference (N.F. Talyzina [1957]. In B.G. Anan′yeva et al. [Eds.], Materialy soveshchaniia po psikhologii. July 1–6, 1955. Moscow: Publishing House of the Academy of Pedagogical Sciences of the RSFSR.) This report is of particular interest, since it describes some of the first formative experiments based on the theory of planned stage-by-stage formation of mental actions; the text does not yet discuss the formation of actions, but only the application of the attributes of concepts to solving problems. The text presents the results of a study of the formation of elementary geometric concepts according to the theory of planned stage-by-stage formation of mental actions and concepts. Twenty-two subjects from grades 6–9 formed geometric concepts such as “line,” “angle,” “angle bisector,” “perpendicular,” “adjacent angles,” and “supplementary angles.” These attributes were formed in the process of their application to solving different types of problems. Observational and then formative (training) experiments were performed individually. The article contains excerpts from the subjects’ protocols as they solved the problems. It was shown that stage-by-stage development (identifying attributes from a definition, saying them aloud, and then applying them to solving problems) leads to mastery not only of the geometric concepts themselves, but also of the method of action with definitions in general, allowing students to transfer the method they have learned to concepts from another field of knowledge.

Galperin's theory of the stage-by-stage formation of mental actions

Galperin's theory of the stage-by-stage formation of mental actions

Психологічні аспекти засвоєння знань здобувачами вищої освіти

The purpose of the study In this work, special attention is paid to the examination and consideration of the psychological features of the following elements of the process of knowledge acquisition: the motivational sphere of learning; perception of new material; formation of scientific and theoretical thinking based on the understanding and generalization of educational material during the assimilation of scientific concepts and solving problems; consolidation of educational material and its application in practice; features of independent work, mental development and ability of students to learn. Material and methods. We used the following methods: analysis, generalization and systematization of information of scientific and methodical literature. Results. Assimilation of knowledge is a complex process that encompasses the mechanisms and ways of formation of individual experience by a student, which occurs throughout education and throughout life as a result of observation, generalization, decision-making and own actions, spontaneously or in special educational conditions. Learning is a complex intellectual activity of an individual that combines all cognitive processes, namely sensory-perceptual, mnemonic, thinking and metacognitive knowledge, which ensure meaningful processing, preservation and reproduction of material, which ensures the result of learning and educational activities. Knowledge is the result of the process of cognition and the adequate reflection of reality in the student's mind in the form of ideas, concepts, judgments, theories, verified by socio-historical practice and certified by logic. Studies can be pre-scientific, life, artistic (as a specific way of aesthetic mastering of reality), scientific (empirical and theoretical). Knowledge is characterized by such qualities as systematicity, generalization, awareness, flexibility, effectiveness, completeness, strength. The knowledge acquired in the process of studying in higher education institutions is characterized by a different depth of penetration of education seekers into their essence, which, in turn, is determined by the achieved level of knowledge of this field of phenomena, learning goals, individual characteristics of students, available stock of knowledge, the level of their mental development, the adequacy of acquired knowledge – the age of the individual. The assimilation of scientific knowledge by students takes place by solving educational mental tasks, moving from the abstract to the concrete and from the general to the individual. Having chosen the path of ascent from the abstract to the concrete, students must first learn the basic concepts – the components of the theory of science (of the subject), which gives an understanding of its general features and helps to reveal its partial manifestations. At the same time, this path must be combined with the reverse – from specific to general. Assimilation is the process of perceiving, processing and preserving the acquired knowledge and applying it in solving practical and theoretical tasks. It has a complex internal structure, which covers the acquisition of new information, transformation, adaptation of information to solving tasks, verification and control of results. The process of assimilation of new material is preceded by the readiness of students to participate in the learning process, the formation of an active and positive attitude to future cognitive activity, the creation of a motivational sphere, reliance on previous knowledge and experience, and focusing attention on the object of knowledge. Any activity is generated by certain motives and takes place under certain conditions, so that there is a desire to learn, in the educational situation there must be motives that direct the individual to master certain knowledge and skills. Conclusion. The process of assimilation of knowledge is an important component of the process of learning and educational activities, a necessary condition and the main mechanism of mental development of a person throughout his life, the basis of comprehensive development of a student's personality. This explains the large number of concepts and studies of the learning process in general and the process of knowledge acquisition in particular. The concept of the step-by-step formation of mental actions has gained special importance

The Scientific Biography of P.Ya. Galperin: Stages of Life and Creative Work.

This article is dedicated to the 120th anniversary of the birth of Piotr Yakovlevich Galperin (1902-1988), an outstanding Soviet psychologist, the author of an original psychological concept and scientific school, and an organizer of psychological science. To reconstruct the main stages of the scientific biography of Piotr Yakovlevich Galperin. The paper demonstrates the internal logic of P.Ya. Galperin's developing scientific views in creating the theory of stage-by-stage formation of mental actions and concepts, which analyzes the process of formation of the main components of mental activity and develops a system of conditions for transforming an objective action into a psychological phenomenon.This biography is based on Galperin's publications and speeches, memoirs of associates and family members, and numerous archival materials.All the periods of Galperin's life are presented, reflecting his participation, starting from the mid-1920s, in scientific and scientific-practical events. Particular attention is paid to Galperin's work at M.V. Lomonosov Moscow State University (MGU): 55 years of Galperin's professional and personal life (from 1943 until his death in 1988) were associated with the Philosophy Faculty, and then with the Psychology Faculty. The importance of preserving P.Ya. Galperin's scientific legacy is shown and steps taken in this direction are indicated.

On Several Problems with the Application of P.Ya. Galperin's Classical Theory.

The theoretical and applied works of Piotr Ya. Galperin have attracted the attention of scholars for more than 70 years. But what about the contemporary situation? Does the Galperin's "System of Psychology" have only historical significance, or does it deal with crucial problems of contemporary psychology? This article explores several opportunities for applying Galperin's System of Psychology and his theory of planned stage-by-stage formation of mental actions (PSFMA) as part of the System, in current conditions. There are three main areas where the concepts of P.Ya. Galperin's System of Psychology can be applied. The first is the application of the method of planned stage-by-stage formation to studying the formation and development of human mental activity. The second is the study of the theoretical and actual process of planned stage-by-stage formation as a psychological reality. The third area is the use of the provisions of the theory in the practice of teaching. We argue that the efficacy of the provisions of the main components of Galperin's System, and especially the PSFMA, is closely related to the solution of a number of purely theoretical issues today. The condition for the successful application of PSFMA principles is a harmonious combination of the basic psychological foundations of this process, taking into account the specifics of both the activity being formed, and of those socio-economic and technological parameters that create the space where such formation is carried out.

Orienting Activity of the Subject as a Mechanism for Instruction, Learning and Development.

The 120th anniversary was celebrated in 2022 of the birth of the outstanding Soviet scientist P.Ya. Galperin (1902-1988), who made a significant contribution to the development of Russian psychology. To analyze the significance of P.Ya. Galperin's concept of "orienting activity" for the study of processes of mental development, learning and instruction. The concept of "the zone of proximal development" (L.S. Vygotsky) is interpreted in light of the doctrine of orienting activity, presenting three examples from different areas of research, where the concept of orienting activity is used to analyze the phenomena of mental development in children and adults. 1. The concept of orienting activity makes it possible to substantially concretize the psychological content and mechanisms of "the zone of proximal development." 2. The subject's orienting activity plays a key role, which is implicitly present in the method of "cognitive learning" developed in the Geneva psychological school and reproducing (according to the followers of J. Piaget) "an autonomous process of constructing new operational structures". 3. The study examines the organization of orienting activity in the process of children's mastery of the concepts of combinatorial thinking in a learning experiment based on Galperin's method of stage-by-stage formation of mental actions and concepts. 4. The role of a client's orienting activity is explicated, and its special organization by the psychologist who is counseling parents on the mental development and upbringing of children and adolescents. P.Ya. Galperin's discovery regarding the structure of human activity and introduction of the concept of "orientation," and the creation of a method for studying the orienting component of action as distinct from the executive component, lead to a much deeper understanding of the central problem posed by L.S. Vygotsky: the interrelation and mechanisms of connection between the processes of learning, instruction (teaching) and development.

У истоков рефлексивно–деятельностного подхода: к 120–летию Петра Яковлевича Гальперина, к 90–летию Никиты Глебовича Алексеева

<p>The article is dedicated to the memory of the author's teachers in psychology, written in connection with the anniversaries of the outstanding Russian psychologists P.Ya. Galperin and N.G. Alekseev. Both scientists are the authors of the ideas underlying the reflective–activity approach (RAA) to assist students in overcoming learning difficulties, developed by the author. In 2022, practicians of the RAA celebrate 25 years since the birth of the approach, and this event prompts the author to turn to the origins of its occurrence, to the ideas on the basis of which the RAA technology is built. P.Ya. Galperin's ideas on internalization and the formation of mental actions are combined with N.G. Alekseev's ideas on reflection and reflective thinking based on the basic principles of cultural–historical psychology developed by L.S. Vygotskii. As a basis for uniting the ideas of L.S. Vygotskii, P.Ya. Galperin and N.G. Alekseev, their attitude to psychological practice becomes. The implementation of these ideas within the framework of the RAA is briefly considered on the example of three projects: summer schools, chess for general development, assistance to orphans with disabilities and severe somatic diseases.</p>

ФОРМУВАННЯ ОБЧИСЛЮВАЛЬНИХ НАВИЧОК В УЧНІВ ПОЧАТКОВОЇ ШКОЛИ В УМОВАХ НЕТРАДИЦІЙНИХ ТЕХНОЛОГІЙ НАВЧАННЯ

Розглянуто питання формування обчислювальних навичок учнів початкової школи в умовах нетрадиційних технологій, до який ми відносимо ментальну арифметику та ейдетику. Проаналізовано етапи формування обчислювальних навичок з точки зору теорії планомірно-поетапного формування розумових дій на матеріалі курсу ментальної арифметики. Встановлено, що виконання обчислень у ментальній арифметиці зводиться до знаходжень швидких результатів усних обчислень, які порівнюються з калькуляторними обчисленнями з тією відмінністю, що калькулятор переміщується у мозок дитини.

ЛИНГВОАКУСТИЧЕСКИЕ РЕСУРСЫ В ОБЪЕКТНО-ОРИЕНИРОВАННОЙ ДИНАМИЧЕСКОЙ СРЕДЕ

This article is devoted to the study of linguoacoustic resources, which are presented in an object-oriented dynamic environment as ready-to-use phrases. The systematization of linguoacoustic resources in the form of a phrasebook in an object-oriented dynamic environment determines the direction of a person in the study of a foreign language at a conscious level and supports this process with the standard of correct speech behavior, for which the acoustic component is primary. The formation of mental actions in an object-oriented dynamic environment occurs gradually due to the fragmentation of linguoacoustic material into doses, followed by assignment with immediate feedback. The presence of audiovisual components that serve as a guideline instead of rules-instructions, speaks of the acquiring of a foreign language at the functional level, which begins with obtaining a standard of speech behavior. The situation, which is given in the audiovisual presentation, contains everything that the linguistic unit contains, so that the learners acting as the characters depicted in the example have no doubts about what kind of speech action they should perform. As a result, the ability to perceive, understand and recognize speech structures in the given communication conditions is formed. In this way, the student becomes proficient due to a system, for which it is necessary not the rote learning, but the meaningful memorizing of learning material.

ОРГАНИЗАЦИЯ УЧЕБНОГО ПРОЦЕССА В СООТВЕТСТВИИ С ДЕЯТЕЛЬНОСТНОЙ ТЕОРИЕЙ: ПРАКТИЧЕСКОЕ ПРИМЕНЕНИЕ МЕТОДА

Introduction. Th e learning process has always been one of the essential objects of psychological study, according to Activity Th eory. Davidov (citation needed) has proposed diff erentiation between the general term of non-specifi c learning as any kind of social experience and the specifi c learning resulting from guiding and organized learning. Talizina (2018, 2019) has proposed a notion of organization of the process of learning according to Activity Th eory, in particular, concerning the psychological notion of action formation by stages. Th is proposal might be understood straightforwardly for consideration of the process of teaching and learning according to Activity Th eory. Th e goal. Th is article aims to discuss the necessity of continuing the psychological study of the educational process as a dialectic and complex relation between the organization of the learning process and the results of this process as achievement in a child’s development. Findings and proposals. Th is article off ers a revision of the notion of organization of the learning process with original proposals. We propose two sub-periods or two methodological possibilities as the organization of the learning process. Firstly, initial primary school (fi rst three grades of primary school), and further grades of primary school (second three grades of primary school), according to Davidov’s (citation needed) psychological notion of the school-age and learning as a leading activity of child’s development. Conclusions. Th is article concludes that activity theory as a general theory with a variety of particular concepts, such as psychological age, leading activity and formation of mental actions are useful for positive solution of current problems which exist in education systems in diff erent countries.

Reprint of: The system of planned, stage-by-stage formation of mental actions (PSFMA) as a creative design of psychological conditions for instruction

Piotr Galperin is a representative of cultural-historical psychology and a follower of Lev Vygotsky. His legacy considers the nature of human mental life, its origin and further development in the process of phylogenesis, anthropogenesis and ontogenesis. In addition, Galperin's contribution was in developing a system of psychological conditions, which enables the formation of mental actions, images and representations with prescribed outcomes. This system is defined as the system of planned stage-by-stage formation of mental actions (PSFMA). Among other applications, PSFMA can be used: i) as a method to study the formation and development of a person's mental activity, ii) to examine the relationship between the theoretically described and objectively occurring in practice the process of systematic formation of mental functions and iii) to design learning and teaching activity aimed at developing 21st century competences. In this paper, I argue, that the direct transfer and application of the mechanisms of PFSMA in classrooms gives satisfactory results only when the conditions of the theoretically planned formation closely correspond to the conditions of real situations in classrooms. In order to bridge the conditions outlined in PFSMA and the real educational practice, it is necessary to carry out several adjustments to account for the complexity of learning. To do so, three models of instructional design are presented in the paper: i) psychological, ii) psychological-pedagogical and iii) procedural or technological model. However, the three-model framework should be considered as an intellectual tool rather than as an algorithm that provides instructions for teachers' actions.

Sobre status científico e o significado de uma teoria psicológica

Desde o final da década de 1950, um número significativo de autores tentou usar a abordagem de Galperin (conhecida como a " Teoria da formação planejada por etapas das ações mentais " ou a Teoria PSFMA) para melhorar os processos e os resultados da escola. Olhando para os mais de cinquenta anos de história da sua abordagem, pode-se notar que, nos anos 1960 e no início dos anos 1970, houve um grande otimismo em relação à eficácia e eficiência da aplicação prática dessa teoria. Parecia possível transformar radicalmente o caminho e os resultados tradicionais do processo de ensino/aprendizagem. Ao comparar as publicações dos anos 60-70 e 80-90, foi possível descobrir facilmente a diminuição significativa de uma onda de otimismo em relação à aplicação da PSFMA. Além das óbvias razões socioeconômicas e sociopsicológicas, há uma razão metodológica relativa às formas e aos meios de uso da abordagem de Galperin. Historicamente, os resultados pedagógicos substanciais dessa teoria já tinham sido constatados, no entanto o entusiasmo dos proponentes por resultados realmente incomuns e esperançosos teve um lado oposto: levou a um sério mal-entendido sobre o status da abordagem de Galperin e a transformou em algum conhecimento absoluto, como uma espécie de "pedra filosofal". A aplicação bem-sucedida das declarações da PSFMA não significa uma reprodução literal de algum procedimento geral abstrato, mas um planejamento criativo de um sistema de condições psicológicas necessárias e suficientes, adaptadas a uma situação escolar concreta. A elaboração de tal procedimento ocupa uma posição intermediária entre o conhecimento psicológico fundamental e o processo real da escolarização. Considera-se que o sistema de três modelos preenche uma lacuna entre o conhecimento fundamental introduzido por Galperin e as circunstâncias reais da situação de ensino/aprendizagem.
 

Lecture 11. The phases of the formation of mental actions

Lecture 11. The phases of the formation of mental actions

The system of planned, stage-by-stage formation of mental actions (PSFMA) as a creative design of psychological conditions for instruction

Abstract Piotr Galperin is a representative of cultural-historical psychology and a follower of Lev Vygotsky. His legacy considers the nature of human mental life, its origin and further development in the process of phylogenesis, anthropogenesis and ontogenesis. In addition, Galperin's contribution was in developing a system of psychological conditions, which enables the formation of mental actions, images and representations with prescribed outcomes. This system is defined as the system of planned stage-by-stage formation of mental actions (PSFMA). Among other applications, PSFMA can be used: i) as a method to study the formation and development of a person's mental activity, ii) to examine the relationship between the theoretically described and objectively occurring in practice the process of systematic formation of mental functions and iii) to design learning and teaching activity aimed at developing 21st century competences. In this paper, I argue, that the direct transfer and application of the mechanisms of PFSMA in classrooms gives satisfactory results only when the conditions of the theoretically planned formation closely correspond to the conditions of real situations in classrooms. In order to bridge the conditions outlined in PFSMA and the real educational practice, it is necessary to carry out several adjustments to account for the complexity of learning. To do so, three models of instructional design are presented in the paper: i) psychological, ii) psychological-pedagogical and iii) procedural or technological model. However, the three-model framework should be considered as an intellectual tool rather than as an algorithm that provides instructions for teachers' actions.

A Base orientadora da ação para a leitura compreensiva de textos de Ciências: um estudo com estudantes de Pedagogia

Este estudo traz os resultados de uma investigação sobre a orientação da ação utilizada por estudantes de pedagogia para ler textos de conteúdo das ciências a fim de relacionar a base orientadora da ação com os conhecimentos profissionais para ensinar ciências. Tem como marco teórico a teoria da atividade de Leontiev e teoria da formação das ações mentais e dos conceitos de P. Ya. Galperin, como proposta metodológica realizou um estudo exploratório da temática a partir de um esboço do experimento formativo com a aplicação de uma prova pedagógica. Os resultados demonstram a caracterização da orientação dos futuros professores de ciências a partir das quais é possível compreender as dimensões cognoscitivas dos estudantes em relação à leitura compreensiva sendo possível constatar preliminarmente que a orientação da ação da maioria dos estudantes investigados não corresponde ao que se espera do ideal em relação ao sistema estrutural e operacional da ação

Resolução de Problemas como metodologia de aprendizagem por meio de jogo de trilha da Geometria Espacial, fundamentada na teoria de Galperin

O processo de ensino-aprendizagem deve estar fundamentado nas bases científicas da psicologia cognitiva, dotado de metodologias motivadoras que ative funções mentais no estudante e proporcione ao professor conduzir o processo docente de maneira problematizadora. Nessa perspectiva o presente artigo propõe analisar o processo de aprendizagem da Atividade de Situações Problema em Geometria Espacial realizado através de um jogo de trilha, fundamentada na teoria de formação por etapas das ações mentais de Galperin e ensino problematizador de Majmutov, com os estudantes da segunda série do Ensino Médio Integrado ao Técnico em Agropecuária, da Escola Agrotécnica da Universidade Federal de Roraima. A pesquisa utilizou dados qualitativos e quantitativos, tendo o enfoque principal no qualitativo a partir dos dados coletados pelos instrumentos de provas de lápis e papel e de interação com o jogo. Os procedimentos metodológicos da pesquisa foram divididos em quatro momentos: i) diagnóstico, ii) planejamento, iii) execução e iv) retroalimentação e correção. Diante das análises dos resultados qualitativo e quantitativo da avaliação diagnóstica, formativas e final, concluiu-se que as atividades e didáticas realizadas nos quatro momentos da pesquisa contribuíram para aprendizagem e compreensão na execução de cada ação realizada pelos estudantes, considerando que o rendimento da maioria dos estudantes foi bastante satisfatório e progressivo em relação ao conteúdo matemático de Geometria Plana e Espacial.

Controle e autorregulação da aprendizagem na teoria de P. Ya. Galperin

Durante as últimas décadas, a autorregulação da aprendizagem considerada um aspecto da personalidade relacionado aos mecanismos da atenção voluntária que o sujeito realiza sobre suas ações, tem sido uma preocupação relevante na investigação educacional. No caso da aprendizagem, a autorregulação diz respeito à atividade para aprender. Sendo assim, neste artigo, realiza-se uma discussão sobre o processo de formação do controle interno como forma de atenção e mecanismo da autorregulação da aprendizagem por parte dos estudantes, na educação escolar, com base na Teoria de Formação Planejada das Ações Mentais e dos Conceitos de P. Ya. Galperin, no contexto da Didática Desenvolvimentista.