Higher Mental Functions Research Articles

Personal characteristics of troubled adolescents in residential care

ABSTRACT Background Personal characteristics of troubled adolescents are affected by psychological deprivation, which contributes to the manifestation of deviant and delinquent behavior in individuals. Aim This study comprehensively examines structural units of self-consciousness, higher mental functions, and the emotional sphere of troubled adolescents (girls and boys) in residential care as well as develops a program for their psychological support. Methods and Results The results of the biographical method, observation, and psychological testing with the VI.ZI.ES Alpha test produced generalized psychological profiles of the adolescents. The methodology “Phenomenology of a Person’s Development and Being” underpinned development of their higher mental functions and structural units of self-consciousness. The obtained data formed the basis for a psychological support program for the personal development of troubled adolescents, with both traditional (discussions, trainings) and innovative (initiation, reflection) methods included. Conclusion The psychological support program allows educational psychologists to correct adolescents’ deviant and delinquent behavior.

Development, Imagination, and Art: Contributions to Research Practices in School Contexts

This theoretical-reflective paper aims to contribute with the expansion of the discussion and analysis of human development assuming Cultural-Historical Psychology as the theoretical and methodological framework. Inspired by the concepts of the Psychology of Art, as proposed by Vygotsky, it is argued that human development is a dramatic and revolutionary process in which imagination assumes a central role. The capacity to transgress the limits of the self and, concomitantly, to preserve its characteristics outlines imagination both as a higher mental function and as a product of its own activity. Throughout the present article, this conceptualization is articulated with the notions of the Psychology of Art in order to defend the use of different art forms to promote imaginative processes and agency, hence drama, development, and transformation. Finally, an excerpt of a field journal illustrates how art can be used to promote the creation of dialogical spaces with high school students as part of a research committed to the transformation of public school contexts in Brazil.

Od małego „Dyzia” do dorosłego „rycerza z La Manchy”. Analiza problemu marzycielstwa u dzieci i młodzieży z perspektywy kulturowo-historycznej teorii rozwoju

This study describes the issue of maladaptive daydreaming. This phenomenon is becoming a contemporary educational problem because it limits the development potential of children and adolescents as well as their interpersonal relations. The field of possible understanding of maladaptive daydreamingin relation to terms related in meaning was outlined, as well as the current attempts at its scientific conceptualization. In my analysis, I go beyond the dualistic understanding of the children’s real and imaginary world, referring to the cultural-historical theory of the development of creative imagination as a higher mental function as an internalized system of social relations. From this perspective, the phenomenon of daydreaming in children and adolescents, in relation to reality, is not treated in a dichotomous way, but as a social development situation.

Demographic and functional differences among social security disability claimants.

Sociodemographic characteristics may influence responses on self-reported measures. Differential item functioning (DIF) is when individuals expected to have the same ability level on a construct of interest have a different probability of endorsing an item on an item response theory (IRT) scale due to population characteristics. The goal of this study was to identify DIF for items in an outcome instrument by sociodemographic factors and, one controlling for DIF, assess true differences in function by those same factors. The Work Disability Functional Assessment Battery 2.0 (WD-FAB 2.0) is an IRT-based self-reported measure of activity limitations relevant to work. Two samples from WD-FAB developed were used: 3793 SSA disability claimants randomly drawn from a pool of 16,500 claimants and a general sample if 2100 working age adults. We used a two-step IRT-based DIF method for three pairs of respondent characteristics: age, gender, and race/ethnicity, and calculated the weighted absolute difference between item characteristic curves. Independent two-group T-tests assessed differences in scores across groups. Seventeen items displayed DIF. Men had higher scores than women on two physical and two mental function scales. Older respondents had lower physical and higher mental function scores. The lower education group had lower mental function scores. DIF impacts function measurement and is important when assessing psychometric characteristics of instruments. Self-report measures should include diverse samples to conduct similar analyses. WD-FAB 2.0 scores are now reflections of function with reduced bias related to gender, race/ethnicity, or age.

Фізична терапія та ерготерапія для осіб похилого віку із хворобою Альцгеймера

Деменція розглядається як стійке порушення когнітивних функцій людини, що виникає внаслідок захворювань або травм головного мозку. Хвороба Альцгеймера є первинною дегенеративною деменцією, яка супроводжується постійним прогресуванням певних порушень і призводить до тотального недоумства. Серед основних клінічних проявів захворювання є: прогресуючі порушення вищих психічних функцій, а саме пам’яті, уваги і мислення, погіршення в некогнітивній сфері і поведінкової діяльності, які дезадаптують людину в соціальному, професійному та побутовому середовищі. Мета. Теоретично обґрунтувати та розробити комплексну програму фізичної терапії та ерготерапії для осіб похилого віку з хворобою Альцгеймера. Методи. Теоретичний аналіз і узагальнення матеріалів науково-методичної літератури; контент-аналіз медичної документації (результатів об’єктивних досліджень, протоколів обстежень, листів спостереження, результатів лабораторних аналізів); педагогічні (спостереження).Результати. У представленій роботі узагальнені дані щодо основних та супутніх порушень у стані здоров’я пацієнтів із хворобою Альцгеймера. Визначено роль, мету та завдання фізичної терапії та ерготерапії у процесі реабілітаційного втручання. Розкрито структуру програми реабілітації та її змістово-процесуальне наповнення. Висновки. З урахуванням основних та супутніх порушень у пацієнтів із хворобою Альцгеймера, у процесі дослідження нами було розроблено комплексну програму фізичної терапії та ерготерапії, яка включала: ранкову гігієнічну гімнастику, лікувальну гімнастику, працетерапію, лікувальну дозовану ходьбу. Метою реабілітаційного втручання було: поліпшення фізичного здоров’я та якості життя осіб похилого віку з хворобою Альцгеймера. Досягнення поставленої мети конкретизується у поставленихзавданнях, серед яких: підвищення психоемоційного стану або зниження рівня перезбудження; підвищення рівня добової рухової активності; розвиток основних фізичних якостей: загальної витривалості, м’язової сили, координаційних здібностей (орієнтація у просторі, рівновага) та збільшення амплітуди рухів у суглобах; уповільнення прогресування когнітивних порушень. Дослідження проводилося упродовж 2018–2019 рр. на базі Комунальної установи Сумської обл. ради «Лебединський психоневрологічний інтернат», у якому взяли участь 14 осіб, серед них 9 жінок та 6 чоловіків віком від 65–66 років із хворобою Альцгеймера. Впровадження розробленої нами програми відбувалося упродовж п’яти місяців із дотриманні загальнодидактичних (активності, поступовості, доступності, наочності та ін.) і специфічних принципів, та відповідно до функціональних можливостей пацієнтів (щадному та щадно-тренувальномурухових режимах).

Intervenção pedagógica e mediação: convergências entre teoria histórico-cultural e Yves Lenoir

Este artigo tem por objetivo apresentar uma revisão de literatura sobre o conceito de intervenção pedagógica e sua relação com o conceito de mediação proposto pela teoria histórico-cultural. Fundamentar a intervenção pedagógica e, especialmente, o conceito de mediação é uma questão atual. Para discutir estes temas, fizemos uma breve abordagem histórica do termo intervenção e buscamos aproximar pressupostos da teoria histórico-cultural, principalmente em Lev Semyonovich Vigotski, com as dimensões empírica, pragmática e operacional, do termo intervenção pedagógica, conforme proposto por Yves Lenoir. Abordamos os argumentos utilizados pelos autores e, em seguida, identificamos aspectos de convergência entre eles. Os resultados indicam similaridades entre as abordagens. Identificamos três elementos que permitem relacionar os termos: desejo, indicando a intenção da regulação; práxis, pois é uma ação refletida por um problema advindo da prática; interdisciplinaridade, já que envolve diversas dimensões do ser humano. Assim como, observamos a importância de compreender os conceitos relacionados à intervenção. Nesse sentido, intervir é mediar e regular para o desenvolvimento das funções psíquicas superiores.

Применение нейропсихологического подхода в коррекции общего недоразвития речи у детей старшего дошкольного возраста

Theoretical and methodological analysis substantiated the expediency of using a neuropsychological approach in correctional, developmental and speech therapy work with children with specific language impairment. The features of the functioning of the higher mental functions of a child with disabilities are considered. The analysis of the development of higher mental functions, mental processes, formation of cognitive and motor spheres of a child with disabilities allows to identify the potential of their development, relying on preserved mental functions. This makes it possible to make a more detailed prognosis of development, an individual plan of correctional and developmental and speech therapy work based on an integrated approach, using a complete system analysis of the child’s higher mental functions. We analyze in the context of the application of neuropsychological technologies the process of correcting the specific language impairment among older preschool children. The neuroscience has a huge role in solving problems of related scientific fields: pedagogy, psychology, defectology. The use of neuropsychological technologies and techniques is effective in correctional and speech therapy work with children with specific language impairment. The application of the neuropsychological approach makes it possible to in-depth analysis of the structure of the speech defect, allows to identify both the symptoms of speech disorders and the insufficiency of higher mental functions of the child. Therefore, the neuropsychological approach in correcting the specific language impairment among older preschoolers allows to get a more complete picture of the possibilities of developing higher mental functions of the child and organize speech therapy based on preserved mental functions.

Neuropsychology of the unconscious: current state of the problem

Introduction. The sphere of the unconscious includes many phenomena that have a strong influence on human behaviour and cognitive activity. Although the importance of taking into account the unconscious is evident to most psychotherapists, its role is visibly underestimated in neuropsychology. In this regard, the present state of research on brain organization of unconscious processes is of interest. Objective. The review aims to describe the current state of research on brain mechanisms of the unconscious. Procedure. The present paper describes a variety of unconscious phenomena. It also outlines widespread points of view on the correlation between consciousness and unconscious and discusses the freewill problem. The question posed is whether the research programme of neuropsychology allows studying the unconscious phenomena. The study analyses the subject matter of neuropsychology and discusses the historical change of A.R. Luria’s views on psychology of the unconscious. The paper describes the studies of brain mechanisms underlying a variety of unconscious manifestations that have been conducted within different psychological schools. The aim is to consider the essential principles of neuropsychological research of the unconscious. Conclusion. In foreign neuroscience there are numerous studies in the field of brain mechanisms of unconscious processes. Up to now, the leading positions in the sphere are taken by neuropsychoanalysis and cognitive neuroscience. In Russian neuropsychology the unconscious is barely investigated because it does not comply with the traditional research object, that is, the higher mental functions. However, in the current conditions, the research programme of neuropsychology allows studying the unconscious. The paper highlights the advantages of investigating the unconscious phenomena from the neuropsychological standpoint considering its evolutionary purpose.

Aphasia: Conversion/dissociation or organic etiology?

Aphasia: Conversion/dissociation or organic etiology?

Современные зарубежные нейрокогнитивные подходы к использованию музыкообогащенной среды в реабилитации афазических расстройств и деменций альцгеймеровского типа

This paper presents an analysis of current foreign trends in neurocognitive rehabilitation of cognitive disorders in Alzheimer's dementia (AD) and neuropsychological rehabilitation of the most common form of vascular cognitive disorders (VCD) - aphasia. Two approaches to the restoration of higher mental functions (HMF), based on a different understanding of the neuroplasticity mechanisms, are described. The description presents non-invasive and functional methods of direct stimulation of HMF. Various methods of transcranial brain stimulation and Intensive Language-Action Therapy (ILAT) are reviewed and analyzed. The data of experimental studies present the application of these methods to the restoration of Broca's aphasia. The paper also considers an approach to neurorehabilitation based on the methodology of "workaround" recovery of HMF using sensory-enriched environment. The article describes and analyzes the theoretical foundations of Music Intonation Therapy (MIT), Thérapie mélodique est rythmée) (TMR), palliative MIT, Music Therapy (MT). The paper carries out an analytical review of the implementation of abovementioned methods in aphasics. Also, programs and neurocognitive correction methods in mild cognitive impairment (MCI) are considered. The paper describes the possibilities of using active and passive MT, STAM-DEM Therapy, and Multimodal Cognitive Enhancement Therapy (MCET) in AD. The study presents the data of systematic and meta-analytical reviews on their use in MCI. The paper describes the methodology of "musical" neuropsychological diagnostics in dementia.

Развитие высших психических функций посредством занятий музыкой: нейрокогнитивные аспекты музыкального обучения

The article contains theoretical material on higher mental functions and neurocognitive mechanisms involved in providing various forms of musical learning (playing a musical instrument, singing, working with rhythm). The article provides a niveau identification of the areas of the cerebral cortex involved in the perception and processing of musical impressions, in the implementation of highly coordinated motor activity, auditory control, perception of melody and rhythm. The neurocognitive features are indicated that are formed in a child during active music playing and during passive listening to music. The article provides information on the formation of certain competencies during music lessons and the possibilities of their subsequent improvement in other aspects of educational activities, in sports, in the study of foreign languages, in the development of emotional intelligence, in the training of adaptability and cognitive flexibility.

Do the results of the sensomotor response reflect the typological properties of the central nervous system?

Introduction.During the study, we tried to find out whether the temporal characteristics of sensory-motor response can reflect the typological properties of the central nervous system. Such research is essential to reveal the mechanisms of development of higher mental functions and mental capacity.Purpose.To establish the relationship between the speed characteristics of visual-motor reaction different complexity and individual-typological properties of the central nervous system.Methods.Individual differences of sensorimotor reaction and the properties of the main nervous processes were determined by the method of M. V. Makarenko [8] using the computer system "Diagnost-1". 32 teenagers aged 10-11 were examined. During the study, the indicators of latent periods of simple (SVMR) and complex visual-motor reactions of choice (RC1-2, RC2-3), functional mobility of nervous processes (FMNS) were investigated. Results.Speed characteristics of simple (SVMR) and complex visual-motor reactions of choice of one (RC1-3) and choice of two (RC2-3) excitatory and inhibitory signals were studied in order to 202177use them to assess individual typological properties of the central nervous system (CNS) in adolescents 10-11 years old. There is no evidence of a relationship between the rate of SVMR with different levels of functional mobility (FMNS) of nervous processes in adolescents 10-11 years old.The reaction rate did not differ statistically and was the same in representatives with high, medium and low levels oftypological properties of nervous system. The results of the correlation analysis between SVMR and FMNP were r = 0.13 (p = 0.59), which indicated no relationship between them. The relationship of sensorimotor response time with individual-typological features of the CNS was established in complex information differentiation RC2-3. The temporal characteristics of RC2-3 were dependent on the individual-typological properties of the CNS.The reaction rate of RC2-3 was higher in adolescents 10-11 years old with high levels of -3 were r = 0.35 (p = 0.034).The results show that the velocity characteristics of complex neurodynamic acts, in contrast to simple ones, can be used as quantitative characteristics of the typological properties of the CNS.Originality.The results of our research may be evidence that the indicator RC2-3 can be used as an additional informative criterion for assessing the individual-typological properties of the higher parts of the central nervous system.Conclusion. The temporal characteristics of SVMR and RC1-3 cannot be considered as informative criteria for assessing the individual-typological properties of CNS in adolescents 10-11 years. Time characteristics of RC2-3 differentiation reactions can be used as additional indicators for assessing the individual-typological properties of higher nervous activity in adolescents 10-11 years, namely, the level of functional mobility of nervous processes.Key words:processing of information of various complexity, speed characteristics of simple reactions, motor acts of choice and differentiation, individual-typological properties, functional mobility of nervous processes

Assessment of higher mental functions in patients with idiopathic (genetic) generalized epilepsies

The article reviews the influence of idiopathic (genetic) generalized forms of epilepsy on higher mental functions. It is a common view that those forms have the least impact on the maturation of mental functions in children and adolescents and on the neuropsychological status of adult patients. The results of the higher mental functions dynamics assessment in patients with idiopathic generalized epilepsies are heterogeneous for a number of reasons that are analyzed in the article (the most important reasons are the lack of a unified methodology for cognitive functions evaluation, the lack of separation of the effects of epilepsy and antiepileptic drugs, the lack of differentiation of genetic generalized forms of epilepsy when processing the results). According to the authors, the following mental functions decrease to a greater extent: memory, executive functions, visual-spatial gnosis and speech.

Изменение полной мощности бета- и тета-диапазонов при использовании ЭЭГ-биоуправления у младших школьников с трудностями произвольной регуляции

This article presents the results of the study on spectral electroencephalogram (EEG) characteristics in 7–10-year-old children (8 girls and 22 boys) having difficulties with voluntary regulation of activity after 10 and 20 neurofeedback sessions using beta-activating training. Brain bioelectric activity was recorded in 16 standard leads using the Neuron-Spectrum-4/VPM complex. The dynamics was assessed by EEG beta and theta bands during neurofeedback. An increase in the total power of beta band oscillations was established both after 10 and after 20 sessions of EEG biofeedback in the frontal (p ≤ 0.001), left parietal (p ≤ 0.036), and temporal (p ≤ 0.003) areas of the brain. A decrease in the spectral characteristics of theta band oscillations was detected: after 10 neurofeedback sessions in the frontal (p ≤ 0.008) and temporal (p ≤ 0.006) areas of both hemispheres, as well as in the parietal area of the left hemisphere (p ≤ 0.005); after 20 sessions, in the central (p ≤ 0.004), frontal (p ≤ 0.001) and temporal (p ≤ 0.001) areas of both hemispheres, as well as in the occipital (p ≤ 0.047) and parietal (p ≤ 0.001) areas of the left hemisphere. The study into the dynamics of bioelectric activity during biofeedback using EEG parameters in 7–10-year-old children with impaired voluntary regulation of higher mental functions allowed us to prove the advisability of 20 sessions, as the increase in high-frequency activity and decrease in low-frequency activity do not stop with the 10th session. Changes in these parameters after 10 EEG biofeedback sessions are expressed mainly in the frontotemporal areas of both hemispheres, while after a course of 20 sessions, in both the frontotemporal and central parietal areas of the brain.

Развитие связной речи детей старшего дошкольного возраста средствами проектной деятельности

The resent research featured psychological and pedagogical approaches to determining the essential characteristics of coherent speech as a higher mental function. The article focuses on coherent speech development in senior preschoolers and project activities that improve it. The research objective was to study related scientific sources and experimentally justify the efficiency of project activities that improve various parameters of coherent speech in children of senior preschool age. The paper introduces qualitative characteristics of coherent speech development in senior preschoolers. Its specific features include variability in the formation levels of skills to generate simple and complex sentences, as well as to retell and compose texts. The article describes various technologies of coherent speech development, including project activities in the process of interaction between an adult and a child. The experiment confirmed a positive impact of project activities on the coherent speech of senior preschoolers.

Systemic Nature of Human Psyche and Psychology of Education

The aim of the article is to study the paradigm of systemic nature of human psyche in psychology. Methods of the research. The following research methods were used to solve the tasks formulated in the article: observation, systematization, analysis, modeling, genetic modeling method. The results of the research. The article presents the results of a systemic study of the human psyche. Genetic methods and mechanisms of personality design are considered. The methodological component is determined, according to which the personality is a form of existence of the human psyche. It is the integrity to self-development, self-determination, conscious subject activity and self-regulation and has its own unique inner world. The genetically ascending contradictory unit of personality that is constantly evolving and forming is a need (the author’s term «nuzhda» by S. D. Maksymenko). It acts as an information and energy property of a human, which consists in the expansion of life in ontogenesis and phylogeny. The principles of construction of EGM (experimental-genetic method) and Genetic-modeling methods (GMM) are substantiated. It is proved that these methods are the most adequate in psychology (along with longitudinal), which make it possible to study both higher mental functions and personal qualities. Conclusions. On the basis of theoretical and methodological analysis and experimental-empirical materials the idea of scientific and applied productivity of genetic methods (EGM, GMM), research of a paradigm of system of systemic nature in science is confirmed. It is proved that these methods are the area of psychological knowledge that can predict the development of the systemic psyche of the personality. The author’s concept of «need» («nuzhda») is singled out, its nature and attributive semantic features of this concept are characterized. Genetic and psychological analysis of theories of personality, and the most importantly the dynamic unity of biological and social as a contradictory unit of personality, fixed in need («nuzhda»), allows us to talk about the development of real theoretical foundations of the genetic model of existence and psychological growth of personality.

THE DIALECTICS OF THE ABSTRACT AND SPECIFIC IN L.S.VYGOTSKY’S WORKS

The article analyzes the complex interaction of the abstract and specific in L.S.Vygotsky’s works. The specific is analyzed as a unity in diversity, as a complex, contradictory, heterogeneous and nonlinear-logic unity. We have proven that L.S.Vygotsky, searching for such content-rich specific that can be a «cell» in psychology, implemented actually the idea of systematicity in psychology. The advantages of «unit analysis» are explicated in view of the fact that a “unit” (unlike an “element”) includes the most simple as well as learnable form of everything that in its “unfolded” state (mentally, on the basis of accumulated scientific facts) allows getting truly specific knowledge. The general way of cognition is pointed out: a philosophical and methodological idea about an object (abstract) - contemplation - analysis – finding of specific-universal - practice - new methodology etc. – the spiral of cognition. A task (supertask) of L.S.Vygotsky’s cultural and historical theory was to build (to unfold) the specific human psychology as a modus (“unit”) of substance. Methodological principles of monism, indeterminism and systematicity are described as fundamental ones in psychology. L.S.Vygotsky’s works highlight Spinoza’s understanding of eternal development, so the concept of development becomes even not a principle but the fabric of a study subject in Vygotsky’s theory. The inner unity of psychology is explained as the most complex relationship of biological and psychical attributes and connections within the psychological domain. Inter-functional psychological systems include not only components of higher mental functions but also natural, biological and cultural ones, namely everything that is covered by “a human being’s psychological life” as a concept. There are many systems, but they are interconnected, forms semantic dynamic systems after emergence of conceptual thinking. We should mention that relations embrace all human personality, they are constantly changes as for their essence and they are the main key to understanding of a human being. “Affect – intellect” antinomy is understood in the sense that all the phenomena from both conscious and unconscious domains, being actualized into an event.

Functional Features of the Brain Blocks and Prevailing Strategies of Information Processing in Adults

The statutory meanings of higher mental functions in adults remained understudied for a long time. The present research was based on a neuropsychological analysis of the functional capacities of three brain blocks and favored strategies of information processing in adults. The analysis made it possible to distinguish five main types: 1 – with relatively weak functions of the dynamic praxis; 2 – with a moderate deficit of the left hemisphere functions; 3 – with relatively weak visualspatial functions; 4 – with a moderate deficit of brain block I resulting in the general deterioration of higher mental functions; 5 – with no functional deficit. The neuropsychological indexes showed that subgroup 1 had the lowest values of the functions of brain block III and a high level of processing of visual, auditory, and visual-spatial information. In subgroup 2, the index of the state of left hemisphere functions was law, which resulted in weak analytical strategy for processing auditory information, verbal-perceptual problems, and a slight decrease in brain block I. This meant a decrease in the voluntary regulation of activity. Subgroup 3 had the lowest index of right hemisphere functions and a deficiency of right hemispheric holistic information processing strategies. Subgroup 4 had low functional capacities of brain block I and other indicators, especially those associated with the processing of auditory, visual-spatial information, planning, and control. The adults in subgroup 5 showed good for all the indicators.

Communication in Crises: How Dialogues Mediate Actions

Personnel from the armed forces, police, and health services are subject to split-second bias when interacting in crises, however, when it comes to communication and negotiations, deep knowledge about the dialogues is still unexplored. Our objective in this article is to achieve a better understanding of how emergency personnel use dialogue to mediate other peoples’ actions in critical situations, and how the new knowledge can help these professionals to increase their impact. Our research has been guided by the following research question: When in a crisis, how do emergency personnel’s utterances function as auxiliary stimuli to mediate other peoples’ higher-order thinking and voluntary action? Using a multiple case study design, emergency personnel from the armed forces, the police and the health services in Norway shared their experience from crises, encompassing three cases: (1) The Coaching in Crossfire, (2) The Axe Desperado and (3) The Still Face. Analysis of the qualitative data revealed the following findings, divided into five categories: (1) Unlocking Situations, (2) The Chain of Utterances, (3) The Impact of Auxiliary Stimulus, (4) The Mediation of Higher Mental Functions and (5) Renewed Volitional Action. We discuss our findings in the light of established perspectives associated with expertise, relations, emotions, and the Pygmalion Effect. Our research improves the knowledge on the potential of dialogue as a shared relational process, even when people are in a crisis situation. Thus, our research has practical implications for emergency personnel in relation to crisis management, as well as for human relations when a crisis suddenly occurs.

Memory, Imagination, and Meaning-Making in Learning Scientific Concepts: a Case Study About the Concept of Substance in Chemistry

To understand the relation between memory, imagination, and learning, I consider that it is necessary to adopt alternative models for these cognitive processes. For instance, in learning, instead of the traditional view that knowledge is transferred from the teacher to the students, I adopt the sociocultural constructivist model, in which learning is a meaning-making process with a social nature mediated by signs. In regard to imagination, I consider it as a higher mental function that creates possible scenarios in the Zone of Proximal Development for the future. At last, for memory, I highlight the theory of remembering, in which memory is understood as a meaning-making reconstruction process. This reconstruction is characterized by a few features, such as transformations, transferences, elaborations, and importations. In this chapter, I present a few illustrations of the relation between memory, imagination, and meaning-making (focusing on remembering) from a case in which two students try to answer questions about chemical substances by recalling information from prior sources and knowledge. The analysis showed that the building of meanings occurs from modifications in memory through the emergence of remembering features (transformation, importation, transference, and elaboration) and new meanings appear on the Zone of Proximal Development projected by imagination. Thus, it is possible to understand how students build new meanings about scientific concepts by analyzing how they remember prior knowledge and prospect for new meanings through imagination.