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首页> 外文期刊>Journal of Russian and East European Psychology >Tomasello, Wittgenstein, and Vygotsky: The Problem of the Intermental
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Tomasello, Wittgenstein, and Vygotsky: The Problem of the Intermental

机译：托马塞洛，维特根斯坦和维果茨基：器乐问题

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The subject of this article is the early mental development of children in the light of research by two classical scholars from the last century and several of our contemporaries. L.S. Vygotsky contended that before the higher mental functions are mastered by a child, they are in a state distributed between the child and an adult "as an intermental category." However, he subsequently developed this productive notion in a very narrow sense, and the intermental was concretized as it was expressed in language. L. Wittgenstein persuasively showed that mastery of language is impossible without a practical "demonstration" of the meanings of words as part of "language games " within practical activities. At the same time, he argued that there could be no theory regarding this process. M. Tomasello, in works written already in this century, shows that "language games" are learned by the child long before mastering spoken language, based on gestures that in turn rely on joint intentions and joint attention-i.e. on the intermental in the sense in which one can interpret Vygotsky's comments. The article clarifies the principal difficulties of exploring the topic of the intermental in psychology. A function distributed between an adult and a child cannot be objectified (it was an attempt to objectify that resulted in a narrowing of Vygotsky s topic). Moreover, the interpretation of the inter subjective status of some forms of the psychic leads to the notion that any mental function remains intermental throughout one's lifetime. In the view of the author of the article, such an interpretation is essential, but requires serious advances in the philosophical-methodological development of the subject under study.
机译：本文的主题是根据上个世纪的两位古典学者以及我们当代的一些学者的研究得出的儿童的早期心理发展。 L.S.维果斯基认为，在儿童掌握较高的心理功能之前，它们处于处于儿童和成年人之间的状态，“作为一种精神上的分类”。但是，他后来在非常狭义的意义上发展了这种富有生产力的概念，并且语言间的融合是具体的。维特根斯坦（L. Wittgenstein）有说服力地表明，在实践活动中，如果不对单词的含义进行“示范”，即作为“语言游戏”的一部分，就不可能掌握语言。同时，他认为没有关于这一过程的理论。托马塞洛（M. Tomasello）在本世纪已经写过的作品中表明，“语言游戏”是孩子在掌握口语之前很久就学习的，而手势是基于手势的，而手势又依赖于共同的意图和共同的注意力。可以解释维果斯基的评论的意义上讲。这篇文章阐明了探索心理学间话题的主要困难。在成人和儿童之间分配的功能无法实现目标化（尝试进行目标化导致Vygotsky的话题变窄）。而且，对某些形式的心理学家的主观性状态的解释导致了这样一种观念，即任何心理功能在其一生中都保持着精神状态。文章作者认为，这种解释是必不可少的，但需要在研究对象的哲学方法发展上取得重大进展。

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