Signs as borders and borders as signs

This article focuses on bordering as a fundamental semiotic process of human psychological functioning. First, we discuss similarities between semiosis and bordering and explore their relationships. In the perspective of cultural psychology of semiotic dynamics, psychic life is a process of purposeful production and interpretation of signs, carried out through cycles of culturally guided, selective internalization and externalization. Signs and borders are not only entities “out there”: they emerge in the purposeful movement of the organism in the course of future-oriented action in everyday life. Second, we discuss borders in mind and society as particular types of signs, through which humans regulate their own and others’ conduct. Finally, we propose a general genetic law of bordering development: borders are first conceived as tools created and established by humans as interpsychic activities. Later, the sign is internalized and begins to regulate psychological functioning. It also becomes a psychological tool for dealing with other humans and with the environment.

Change of Discourse Type in a Social Activity

In this study, we propose classroom discourse as a dynamic activity whereby the discourse shifts from one mode to another within one social activity when students are involved to complete the task. The data for this study consisted of audio and video-recordings of the sessions. The analysis transcribed verbal and non-verbal behaviors of the students emerging during social activity. In the analysis, a transcript of one whole episode was taken from a larger study of the data set to inform about the discourse type used by the students during the social activity. The purpose of selecting one episode was to show the change in different types of discourse during a session. The finding of the study implies that in the context of social activity exploratory type discourse is required for learning. This study agrees with the general genetic law of cultural development that links the social, psychological, and cultural aspects during collaborative activities.

Physiological Mechanism of Genetic Law of Quantitative Characters

Regarding the genetic laws of quantitative characters, In 1908, Nilsson-EhleH．a Swedish geneticist, put forward the polygene hypothesis, and it makes a reasonable explanation for the genetic law of quantitative characters on the perspective of cytology. By using the law of conservation of mass and Le Châtelier’s Principle, and proposed a point of view of a cyclical equilibrium system of chemical reactions to analyze and reason the physiological mechanism of genetic law of quantitative characters.

The emergence of artificial Intelligence through the prism of Haeckel’s biogenetic law

The article discusses the analogies between the formation of humanity as a collective subject, and the modern process of forming artificial intelligence, which should also have the features of a collective subject. It is shown that attempts to rely solely on the study of individual intelligence are unproductive. The isomorphism of anthroposociogenesis and the creation of AI is motivated by the following: AI is created by human civilization - therefore, its thinking will reproduce both the features of individual intelligence and the features of civilization that ensure the socialization of the individual. The problem of copying consciousness is difficult to analyze, therefore, the formation of subjectivity is considered. A technosubject is a collection of devices and programs that can determine their own future. It has been established that the bio-genetic law acts as a vector for the evolutionary variability of technical devices and sets the boundary conditions that must be met in the process of becoming a techno-subject. Copying the process of the emergence of the human mind and at the same time the practice of society in the accumulation and processing of information shows the path of development. Since now all functional mechanisms of the development of the mind and consciousness have not been revealed, it is necessary to correlate the new, computer mind with the form, with the external manifestations of the previous, natural, intelligence. There are also differences between these processes: 1) in comparison with the formation of human intelligence, the formation of AI is more reflexive, conscious, 2) the fundamentally different physicality of AI, due to the transfer of a large amount of information between machines, 3) the formation of techno-subject can be completely different in speed, since the learning ability of neural networks can exceed the learning ability of a person. Now, technological structures for storing information that we perceive in a socio-technological context can become elements of the body of a new subject. The Internet of things shows the possibility of a fundamentally new physicality, and communications in it are equivalent to unconscious biochemical processes in the human body. At the same time, copying the forms of the human body is redundant, but copying of manipulators and robot operators that can interact with the infrastructure created by man is necessary. It is shown that the Internet as a whole, as a single system, in modern conditions cannot become an AI carrier, it is more a medium than a subject. The carriers of AI should be the structural units of the technosphere, which will become the spokesmen of those contradictions that are sources of development. Probably, these will be technocenoses that will strive to achieve autotrophy, which will require extremely clear goal-setting from them, and, as a result, will lead them to the status of a techno-subject.

The Perception of Art as a Higher Mental Function

The concept of higher mental functions applied to the perception of artworks. Considering art as a system of means for mastering of emotions and feelings, the authorshows that this interpsychic system of means for mastering the feelings and emotions through the pro-cessing of aesthetic experience is a conscious, mediated by speech and arbitrary dynamic system of artistic images perception and the processing of aesthetic experience. Perception of artworks becomes arbitrary, if a person realizes the cultural norm of relation to the arts, representing the ability and desire of the viewer to see in the artwork of thoughts and feelings appropriate to the author. The formation of art perception, like any other higher mental functions takes place in accordance with genetic law of cultural development according to which “Every function in the cultural development of the child appears on stage twice” (Vygotsky, 1983, p. 145). The author shows that the perception of art as a higher mental function is formed on the entire life through the perception of works of art and the assimilation of aesthetic experience. The approach to the analysis of perception of works of art proposed by author can find application in di˙erent social practices, from art pedagogy to art therapy; it allows to select the period of development of this function in childhood and adolescence as requiring the greatest attention by teachers and parents. The approach is applicable also in a psychological counseling and art therapy for adolescents and adults.

Family as a context for development of formal operations

This paper is focused on the family as a context for development of formal thinking. Parents? mediation and cultural tools in family environment were investigated through relationship between formal thinking and the two basic dimensions of family interaction. Psychological autonomy-giving vs. psychological control and emotional exchange were examined in the context of the family's cultural status. For this purpose, the Scale of parents? mediation means was constructed, inspired by Piaget's concept of formal operations and by Vygotsky?s concept of genetic law. The scale quantifies forms of parent?s behaviors/attitudes towards the child that could serve as mediation means for specific development of formal thinking. The data show: (1) that there is no significant relationship between the two basic dimensions of family interaction and development of formal thinking; and (2) that cultural status of the family and specific parents? mediation are relevant for child's development of formal operations. .