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Perspectives on activity theory
Activity theory and individual and social transformation
edited_book
Author(s):
Yrjö Engeström
Editor(s):
Yrjo Engestrom
,
Reijo Miettinen
,
Raija-Leena Punamaki
Publication date
(Online):
2009
Publisher:
Cambridge University Press
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There is no author summary for this book yet. Authors can add summaries to their books on ScienceOpen to make them more accessible to a non-specialist audience.
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Book Chapter
Pages
: 19-38
DOI:
10.1017/CBO9780511812774.003
SO-VID:
4ed8838a-3eae-4c9b-847e-a22d71c560a8
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Book chapters
pp. xiii
Series foreword
pp. 1
Introduction
pp. 19
Activity theory and individual and social transformation
pp. 39
The content and unsolved problems of activity theory
pp. 53
Knowledge as shared procedures
pp. 65
Activity theory in a new era
pp. 70
Society versus context in individual development: Does theory make a difference?
pp. 87
Cultural psychology: Some general principles and a concrete example
pp. 107
Laws, logics, and human activity
pp. 115
Collapse, creation, and continuity in Europe: How do people change?
pp. 133
Activity theory and the concept of integrative levels
pp. 147
The relevance to psychology of Antonio Gramsci's ideas on activity and common sense
pp. 165
The expanded dialogic sphere: Writing activity and authoring of self in Japanese classrooms
pp. 183
Improvement of schoolchildren's reading and writing ability through the formation of linguistic awareness
pp. 206
Psychomotor and socioemotional processes in literacy acquisition: Results of an ongoing case study involving a nonvocal cerebral palsic young man
pp. 231
Play and motivation
pp. 250
Drama games with 6-year-old children: Possibilities and limitations
pp. 264
Activity formation as an alternative strategy of instruction
pp. 282
Activity theory and history teaching
pp. 298
Didactic models and the problem of intertextuality and polyphony
pp. 314
Metaphor and learning activity
pp. 325
Transcending traditional school learning: Teachers' work and networks of learning
pp. 347
The theory of activity changed by information technology
pp. 360
Activity theory, transformation of work, and information systems design
pp. 377
Innovative learning in work teams: Analyzing cycles of knowledge creation in practice
pp. 407
Object relations theory and activity theory: A proposed link by way of the procedural sequence model
pp. 419
The concept of sign in the work of Vygotsky, Winnicott, and Bakhtin: Further integration of object relations theory and activity theory
pp. 435
From addiction to self-governance
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