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A.N. Leontiev developed the second generation of activity theory, which is a collective model. In Engeström's [ 12 ] depiction of second-generation activity, the unit of analysis includes collective motivated activity toward an object, making room for understanding how collective action by social groups mediates activity.
For Leontiev, the psychological [3] of 'activity' consisted of those processes "that realize a person's actual life in the objective world by which he is surrounded, his social being in all the richness and variety of its forms" (Leontiev 1977). The core of Leontiev's work is the proposal that we can examine human processes from the perspective ...
Activity theory (AT; Russian: Теория деятельности) [1] is an umbrella term for a line of eclectic social-sciences theories and research with its roots in the Soviet psychological activity theory pioneered by Sergei Rubinstein in the 1930s.
A leading activity is conceptualized as joint, social action with adults and/or peers that is oriented toward the external world. In the course of the leading activity, children develop new mental processes and motivations, which "outgrow" their current activity and provide the basis for the transition to a new leading activity (Kozulin, Gindis, Ageyev, & Miller 2003: 7).
Other notable areas of theory and practice that are in the dialogue with the cultural-historical tradition of Vygotsky and Luria are psychotherapy, [20] theory of art, [21] "dialogical science", [22] cognitive science, [23] semiotics [24] and, in the words of Oliver Sacks, somewhat vague perspective, mindset and philosophy of "romantic science".
In psychology, the four stages of competence, or the "conscious competence" learning model, relates to the psychological states involved in the process of progressing from incompetence to competence in a skill. People may have several skills, some unrelated to each other, and each skill will typically be at one of the stages at a given time.
The 'locus' [56] of activity-based LGC is the Organization Workshop(OW), [57] a learning event where participants, applying social division of labor principles, [58] master new organizational knowledge and skills through a learning-by-doing approach. In OW-learning, the trainer's role is merely subsidiary (known as "scaffolding" in Activity ...
The theory is distinguished from alternative views of learning which define learning as the acquisition of propositional knowledge. [3] Lave and Wenger situated learning in certain forms of social co-participation and instead of asking what kinds of cognitive processes and conceptual structures are involved, they focused on the kinds of social ...