TY  - BOOK
AU  - Engeström,Yrjö
AU  - Miettinen,Reijo
AU  - Punamäki-Gitai,Raija-Leena
ED  - International Congress for Research on Activity Theory
TI  - Perspectives on activity theory
T2  - Learning in doing
SN  - 052143730X
AV  - BF619.5. P47 1999
U1  - 150.198 
PY  - 1999///
CY  - Cambridge, New York
PB  - Cambridge University Press
KW  - Intentionalism
KW  - Congresses
KW  - Action theory
N1  - Chiefly selected contributions from the Second International Congress for Research on Activity Theory, held in 1990 in Lahti, Finland; Includes bibliographical references and index; Part I; Theoretical Issues: --; 1; Activity theory and individual and social transformation; Yrjo Engestrom --; 2; The content and unsolved problems of activity theory; Vassily V. Davydov --; 3; Knowledge as shared procedures; Stephen Toulmin --; 4; Activity theory in a new era; Vladimir A. Letkorsky --; 5; Society versus context in individual development: does theory make a difference?; Charles W. Tolman --; 6; Cultural psychology: some general principles and a concrete example; Michael Cole --; 7; Laws logics and human activity; Antti Eskola --; 8; Collapse creation and continuity in Europe - how do people change?; Yrjo-Paavo Hayrynen --; 9; Activity theory and the concept of integrative levels; Eythel Tobach --; 10; The relevance to psychology of Antonio Gramsci's ideas on activity and common sense; Francesco Paolo Colucci --; Part II; Language and its Acquisition: --; 11; The expanded dialogic sphere: writing activity and authoring of self in Japanese classrooms; Yuji Moro --; 12; Improvement of school children's reading and writing ability through the formation of linguistic awareness; Kyoshi Amano --; 13; Psychomotor and socio-emotional processes in literacy acquisition: results from an ongoing case study involving a nonvocal cerebral palsic young man; Matthias Bujarski Martin Hildebrand-Nilshon and Jane Kordt --; Part III; Play Learning and Instruction: --; 14; Play and motivation; Pentti Hakkarainen --; 15; Drama games with six year old children: possibilities and limitations; Stig Brostrom --; 16; Activity formation as an alternative strategy of instruction; Joachim Lompscher --; 17; Activity theory and historic teaching; Mariane Hedegaard --; 18; Didactic models and the problem of intertextuality and polyphony; Jacques Carpay and Bert Van Oers --; 19; Metaphor and learning activity; Bernd Fichtner --; 20; Transcending traditional school learning: teachers' work and networks of learning; Reijo Miettinen --; Part IV; Technology and Work: --; 21; The theory of activity changed by information technology; Oleg K. Tikhomirov --; 22; Activity theory transformation of work and information systems design; Kari Kuutti --; 23; Innovative learning in work teams: analyzing cycles of knowledge creation in practice; Yrjo Engestrom --; Part V; Therapy and Addiction: 2 --; 4; Object relations theory and activity theory: a proposed link by way of the procedural sequence model; Anthony Ryle --; 25; The concept of sign in the work of Vygotsky, Winnicott and Bakhtin: further integration of object relations theory and activity theory; Mikael Leiman --; 26; From addiction to self-governance; Anja Koski-Jannes
ER  -