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Vygotsky, Luria, and the Social Brain
Open accessAbstract
This chapter considers the potential value of Vygotsky's and Luria's functional systems approach for our understanding of the developmental linkages between executive functioning and social understanding. It proposes that such linkages are best explained through taking an interfunctional approach to both classes of psychological process, according to which both executive functioning and social understanding are constituted of functional systems developmentally structured by social experience, and shaped by a general transition towards semiotic mediation of cognition and behavior in the preschool years. In addressing the significance of this view for the developing neuroanatomical localization of such functions, this chapter considers these relations in light of Luria's co-constructivist approach to neurodevelopment which allowed for bidirectional causal influences between biology and social environment.
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In the citing paper
“Owing to the transformations accompanying internalization [94], private speech will already be functionally and formally distinct from its precursor, social speech, thus necessitating the refinement of predictive processing models of IS that conceive of it as attenuated social speech.”
From Inner speech as language process and cognitive tool (2023) · cites this paper as [94]
In the citing paper
“In Vygotsky's theory [6,93], IS develops in childhood through the gradual internalization of linguistically mediated exchanges with others, allowing the individual to begin to employ language previously used to regulate the behavior of others in the autoregulation of cognition and behavior”
From Inner speech as language process and cognitive tool (2023) · cites this paper as [93]
In the citing paper
“More generally, conceptualizing IS as a functional system provides a neurocognitive model for understanding how the core language system can interact with other neural systems to flexibly augment a range of processes such as social cognition, executive functioning, and autobiographical memory [94,126,127].”
From Inner speech as language process and cognitive tool (2023) · cites this paper as [94]
In the citing paper
“Vygotsky's [6,93] original conception of such language as a 'psychological tool' has been supported by a wealth of empirical evidence that talking silently to oneself can enhance cognition.”
From Inner speech as language process and cognitive tool (2023) · cites this paper as [93]
In the citing paper
“Prelinguistic intelligence is thus reshaped by language to create what Vygotsky and his student Luria termed a “functional system,” a key concept in their antimodularist view of functional localization in the brain (Fernyhough, 2010; Luria, 1965; Vygotsky, 1934/1987).”
From Inner Speech: Development, Cognitive Functions, Phenomenology, and Neurobiology (2015) · cites this paper as Fernyhough, 2010
In the citing paper
“A functional systems approach thus entails shifting relations among constituent neural systems over the course of development which will not necessarily represent their eventual pattern of interaction in adulthood (Fernyhough, 2010).”
From Inner Speech: Development, Cognitive Functions, Phenomenology, and Neurobiology (2015) · cites this paper as Fernyhough, 2010
Citations
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Cited by
Sorted by citations
Inner Speech: Development, Cognitive Functions, Phenomenology, and Neurobiology
Alderson-Day, B., & Fernyhough, C. (2015) · Psychological Bulletin · doi:10.1037/bul0000021 · Cited by 864
“Articulatory suppression to interfere with inner speech on cognitive tasks has been widely used in children and adults (Baldo et al., 2005; Hermer-Vazquez, Spelke, & Katsnelson, 1999; Lidstone, Meins, & Fernyhough, 2010).”
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Self-citationA penny for your thoughts: children’s inner speech and its neuro-development
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Self-citation
Metadata
- Authors
- Fernyhough, C.
- Affiliations
- Durham University (GB)
- Corresponding author
- Fernyhough, Charles
- ORCID
- Fernyhough, Charles
- Venue
- Self- and Social-Regulation
- Publisher
- Oxford University PressNew York
- Published
- 2010-02-04
- Pages
- 56-79
- OpenAlex
- W2487367783
- Cited by
- 40
- References
- 11
- Citations by year
- 2025: 2 · 2024: 5 · 2023: 3 · 2022: 1 · 2021: 3 · 2020: 1 · 2019: 6 · 2018: 3 · 2017: 1 · 2015: 4 · 2014: 3 · 2013: 1 · 2012: 2
- FWCI
- 5.60
- Type
- book chapter
- Language
- en
- Open access
- Licence
- cc-by
- Locations
- Durham Research Online (Durham University) (submittedVersion, cc-by)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Psychology of Development and Education
- Social Sciences › Psychology › Social Psychology › Social Representations and Identity
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Keywords
- Vygotsky, Luria, executive function, social understanding, social brain, semiotic mediation, preschool development, neuroanatomical localization, brain development, social experience
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