Article
The dialogic mind: A dialogic approach to the higher mental functions

https://doi.org/10.1016/0732-118X(95)00024-BGet rights and content

Abstract

Drawing on the work of Vygotsky, Bakhtin, Wertsch and others, I outline a framework for the study of the higher mental functions that views them as dialogic processes derived from interpersonal activity. According to this view, the higher mental functions develop through the progressive internalization of semiotically manifested perspectives on reality, such that mature functioning involves the simultaneous coming-into-conflict of differing internalized perspectives. I suggest that such an approach goes some way to account for the open-ended and unconstrained nature of higher mental functioning. I also consider some implications of this approach for current research in developmental psychology, with particular reference to the role of care-givers in mental development, the emergence of perspective-taking and mentalizing abilities in early childhood, and the deficits associated with early childhood autism.

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      Citation Excerpt :

      While it is often portrayed as being similar to overt speech production, it has a number of unique phenomenological properties (Jones and Fernyhough, 2007a). Based in part on the developmental theory of Lev S Vygotsky (Fernyhough, 2008, 1996), the ‘Varieties of Inner Speech Questionnaire’ (VISQ) (McCarthy-Jones and Fernyhough, 2011) and its revised version (VISQ-R) (Alderson-Day et al., 2018) assess the frequency of these properties. In the VISQ, they are the qualities of ‘dialogicality’, ‘condensation’, ‘other people’, and ‘evaluative/motivational’ (with the latter being replaced by ‘evaluative/critical’ and ‘positive/regulatory’ factors in the VISQ-R).

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