How Culture Transforms Mind: A Process of Internalization

Abstract

In this article a new definition of internalization is proposed, according to which internalization is a process whereby two different mechanisms of information processing, non-verbal ('sensory') thinking and conventional language, that have been differentiated from the 'natural' processes in the course of development become united within a new mental structure. The result of internalization is the development of semiotically mediated, 'cultural' mental operations. Components of the definition, the concept of a structure, of dynamicity (development), of natural and cultural processes, and of semiotic mediation are discussed in relation to one another. The result allows the conceptualization of what makes human environments specific so that only that environment is sufficient for the development of human mind; and what makes human children specific so that only they take advantage of what the human environment affords in a manner not attainable by other animal species.

Noncognitive correlates of education

“…Theoretically, the human mind should be influenced by a cognitive factor, the way in which humans organize the world around them mentally (Toomela, 1996(Toomela, , 2003a. Human adults rely heavily on symbols, especially words.…”

“…In human cultures of today, the most common types of word meaning structures are so-called "everyday concepts" (or "complexes") and "scientific concepts" (Vygotsky, 1996;Vygotsky & Luria, 1994). These two types of WMS have been differentiated in developmental psychology (e.g., Luria, 1979;Nelson, 1996;Toomela, 2003b), in cultural psychology (e.g., Luria, 1979;Toomela, 1996Toomela, , 2003a, and in neuropsychology (e.g., Funnell, 2001;Luria, 1979;Toomela, Tomberg, Orasson, Tikk, & Nômm, 1999). Words of the Everyday Concept type encode information on the basis of perceptual attributes of word referents and on the basis of the observation of events in everyday life; word meanings are tied to immediate sensory experiences (e.g., "'car' and 'bicycle' go together because both have round wheels").…”

A Structural Systemic Theory of Causality and Catalysis

“…I will give only a brief outline of the issue here (see Toomela 1996Toomela , 2010aToomela , e, 2012, in press-a for more details). Shortly followingAristotle (e.g., 1941d), scientific knowledge could be defined as knowledge of causes.…”

The Metaphor of the Triangle in Theories of Human Development

“…More recently, Vygotsky's concept of internalisation has attracted a criticism that it implies a subject-object dualism, because, it has been argued, something moves from the external world to a distinct internal realm [Wertsch & Stone, 1985;Lawrence & Valsiner 1993Toomela, 1996;Tomasello, 1999]. This critique has motivated several researchers to cease referring to the intrapsychological, and instead to focus upon clearly observable activities and shared activities [Lave & Wenger, 1991;Rogoff, 1995Rogoff, , 2003] and a new, single, subject-medium-object triangle has emerged.…”