The Dominant as a Model of Chronogenic Change: The Relevance of A. A. Ukhtomsky’s and L. S. Vygotsky’s Traditions for Systemic Cognitive Studies

Differing times and differing measures: Dimensions of historical time in Vygotsky’s work

“…A contemporary example of an application of this approach can be found in recent neuropsychological investigations (Kurismaa & Pavlova, 2016) based on Vygotsky’s and Ukhtomsky’s traditions. According to Kurisma & Pavlova (2016, p. 142), “regardless of external similarity, activities can have psychologically and physiologically different internal structure both across individuals and within the same individual over time. This makes chronogenetic, i.e., developmental and intrapersonal analyses, inevitable parts of human cognitive science”.…”

“… 4. We are aware of the controversy involving the use of the apparently dichotomizing terminology “lower” vs. “higher” functions, and how the concepts developed in Vygotsky’s works (see Kurismaa & Pavlova, 2016; Toomela, 2016). We use these terms here and afterwards in this paper for two reasons: first, from the beginning, we are using the terms in the sense explained here, i.e., differentiating these kinds of functions only makes sense in terms of the logic of functional systems; second, although this is not the “better way” to set up this distinction it was the established one in the literature, so we continue to use this terminology. …”