Alexander Luria

Alexander Luria
Born	(1902-07-16)16 July 1902 Kazan, Russian Empire
Died	14 August 1977(1977-08-14) (aged 75) Moscow, Soviet Union
Nationality	Soviet
Alma mater	Kazan State University
Scientific career
Fields	Psychology Neuropsychology

Alexander Romanovich Luria (Russian: Алекса́ндр Рома́нович Лу́рия; 16 July 1902 – 14 August 1977) was a Soviet neuropsychologist and developmental psychologist. He was one of the founders of Cultural-Historical Psychology, and a leader of the Vygotsky Circle. Luria's magnum opus was his textbook on neuropsychology, Higher Cortical Functions in Man (1962), which has been translated into multiple languages and which he supplemented with The Working Brain in the 1970s. Apart from his work with Vygotsky, Luria is widely known for two extraordinary psychological case studies: of a man with a highly advanced memory, published as "The Mind of a Mnemonist", and of a man with traumatic brain injury, published as "The Man with a Shattered World". During his career Luria worked in a wide range of scientific fields at such institutions as the Academy of Communist Education (1920-1930s), Experimental Defectological Institute (1920-1930s, 1950-1960s, both in Moscow), Ukrainian Psychoneurological Academy (Kharkiv, early 1930s), All-Union Institute of Experimental Medicine, and the Burdenko Institute of Neurosurgery (late 1930s).

Life and career

Early life and childhood

Luria was born to Jewish parents in Kazan, a regional center east of Moscow. Many of his family were in medicine. According to Luria's biographer Evgenia Homskaya, his father, Roman Albertovich Luria "worked as a professor at the University of Kazan; and after the Russian Revolution, he became a founder and chief of the Kazan institute of Advanced Medical Education." Two monographs of his father's writings were published in Russian under the titles, Stomach and Gullet Illnesses (1935) and Inside Look at Illness and Gastrogenic Diseases (1935). His mother, Evgenia Viktorovna Haskin (maiden name), became a practicing dentist after finishing college in Poland. Luria was one of two children; his younger sister Lydia became a practicing psychiatrist.

Early education and move to Moscow

Luria finished school ahead of schedule and completed his first degree in 1921 at Kazan State University. While still a student in Kazan, he established the Kazan Psychoanalytic Association and exchanged letters with Sigmund Freud; he was also published in Bekterev's scientific journal before reaching the age of twenty. He studied further at Kharkiv Medical Institute. Late in 1921, he moved to Moscow, where he lived on Arbat Street. His parents lived nearby. He continued his studies at1st Moscow Medical Institute. Simultaneously, he was "offered a position at the Moscow Institute of Psychology, run at that time by Professor K.N. Kornilov." Luria wrote three books during the 1920s after moving to Moscow, The Nature of Human Conflicts, Speech and Intellect in Child Development, and Speech and Intellect of Urban, Rural and Homeless Children. Only this second title was published in the 1920s, in 1928, while the other two were published in the 1930s. Luria met a large number of scholars in Moscow during the 1920s, including Leontiev, Zaporozhets, Vygotsky, Slavina, Levina, Bozhovich, and Morozova, some of whom would remain lifelong colleagues. During the writing of these three books during the 1920s, Homskaya reports that "Luria demonstrated that syntagmatic verbal connections appear earlier in ontogenetic development than paradigmatic connections. This was an important discovery for neurolinguistics." In 1923, his work with reaction times related to thought processes earned him a position at the Institute of Psychology in Moscow.

While at the Institute of Psychology in Moscow, Luria developed the "combined motor method," which helped diagnose individuals' thought processes, creating the first ever lie-detector device. This research was published in the US in 1932 as The Nature of Human Conflicts (published in Russian for the first time only in 2002, other than Luria's defense of it as a doctoral dissertation at the Institute of Tbilisi in 1937). In 1924, Luria met Lev Vygotsky, who would influence him greatly. Along with Alexei Nikolaevich Leont'ev, these three psychologists launched a project of developing a psychology of a radically new kind. This approach fused "cultural", "historical", and "instrumental" psychology and is most commonly referred to presently as cultural-historical psychology. It emphasizes the mediatory role of culture, particularly language, in the development of higher mental functions in ontogeny and phylogeny within the domain of cognitive-mediation theory.

Multiculturalism and neurology

The 1930s were significant to Luria because his prescient studies of indigenous people opened the field of multiculturalism to his general interests. This interest would be revived in the later twentieth century by a variety of scholars and researchers who began studying and defending indigenous peoples throughout the world. Luria's work continued in this field with psychological expeditions to Central Asia. Under the supervision of Vygotsky, Luria investigated various psychological changes (including perception, problem solving, and memory) that take place as a result of cultural development of undereducated minorities. In this regard he has been credited with a major contribution to the study of orality.

Also, Luria decided to pursue a degree as a physician, which he completed with honors in the summer of 1937. After rewriting and reorganizing his manuscript for The Nature of Human Conflicts, he defended it as a doctoral dissertation at the Institute of Tbilisi in 1937, and was appointed Doctor of Pedagogical Sciences. "At the age of thirty-four, he was one of the youngest professors of psychology in the country." In 1933, Luria married Lana P. Lipchina, a well-known specialist in microbiology with a doctorate in the biological sciences. The couple lived in Moscow on Frunze Street, where their only daughter Lena (Elena) was born.

Luria also studied identical and fraternal twins in large residential schools to determine the interplay of various factors of cultural and genetic human development. In his early neuropsychological work in the end of the 1930s as well as throughout his postwar academic life he focused on the study of aphasia, focusing on the relation between language, thought, and cortical functions, particularly on the development of compensatory functions for aphasia.

World War II and aftermath

For Luria, the war with Germany that ended in 1945 resulted in a number of significant developments for the future of his career in both psychology and neurology. He was appointed Doctor of Medical Sciences in 1943 and Professor in 1944. Of specific importance for Luria was that he was assigned by the government to care for nearly 800 hospitalized patients suffering from traumatic brain injury caused by the war. As Homskaya states, Luria's treatment methods dealt with "dysfunctions (which) varied from minor problems of sensitivity and perception to severe intellectual disabilities." He kept meticulously thorough notes on these patients and defined three possibilities for functional recovery: "(1) disinhibition of a temporarily blocked function; (2) involvement of the vicarious potential of the opposite hemisphere; and (3) reorganization of the function system", which he described in a book titled Functional Recovery From Military Brain Wounds, (Moscow, 1948, Russian only.) A second book titled Traumatic Aphasia was written in 1947 in which "Luria formulated an original conception of the neural organization of speech and its disorders (aphasias) that differed significantly from the existing western conceptions about aphasia." Soon after the end of the war, Luria was assigned a permanent position in General Psychology at the central Moscow State University in General Psychology, where he would predominantly stay for the remainder of his life; he was instrumental in the foundation of the Faculty of Psychology, and later headed the Departments of Patho- and Neuropsychology. By 1946, his father, the chief of the gastroenterological clinics at Botkin Hospital, had himself died of stomach cancer. His mother survived him by several years, dying in 1950.

Luria in the 1950s

Following the war, Luria continued his work in Moscow's Institute of Psychology. For a period of time, he was removed from the Institute of Psychology, mainly as a result of a flare-up of anti-Semitism, and in the 1950s he shifted to research on intellectually disabled children at the Defectological Institute in the 1950s. Here he did his most pioneering research in child psychology, and was able to permanently disassociate himself from the influence that was then still exerted in the Soviet Union by Pavlov's early research. Luria said publicly that his own interests were limited to a specific examination of "Pavlov's second signal system" and did not concern Pavlov's simplified primary explanation of human behavior as based on a "conditioned reflex by means of positive reinforcement". Luria's continued interest in the regulative function of speech was further revisited in the mid-1950s and was summarized in his 1957 monograph titled The Role of Speech in the Regulation of Normal and Abnormal Behavior. In this book Luria summarized his principal concerns in this field through three succinct points summarized by Homskaya as: "(1) the role of speech in the development of mental processes; (2) the development of the regulative function of speech; and (3) changes in the regulative functions of speech caused by various brain pathologies."

Luria's main contributions to child psychology during the 1950s are well summarized by the research collected in a two-volume compendium of collected research published in Moscow in 1956 and 1958 under the title of Problems of Higher Nervous System Activity in Normal and Anomalous Children. Homskaya summarizes Luria's approach as centering on: "The application of the Method of Motor Associations (which) allowed investigators to reveal difficulties experienced by (unskilled) children in the process of forming conditioned links as well as restructuring and compensating by means of speech ... (Unskilled) children demonstrated acute dysfunction of the generalizing and regulating functions of speech." Taking this direction, already by the mid-1950s, "Luria for the first time proposed his ideas about the differences of neurodynamic processes in different functional systems, primarily in verbal and motor systems." Luria identified the three stages of language development in children in terms of "the formation of the mechanisms of voluntary actions: actions in the absence of a regulative verbal influence, actions with a nonspecific influence, and, finally, actions with a selective verbal influence." For Luria, "The regulating function of speech thus appears as a main factor in the formation of voluntary behavior ... at first, the activating function is formed, and then the inhibitory, regulatory function."

Cold War

In the 1960s, at the height of the Cold War, Luria's career expanded significantly with the publication of several new books. Of special note was the publication in 1962 of Higher Cortical Functions in Man and Their Impairment Caused by Local Brain Damage. The book has been translated into multiple foreign languages and has been recognized as the principal book establishing Neuropsychology as a medical discipline in its own right. Previously, at the end of the 1950s, Luria's charismatic presence at international conferences had attracted almost worldwide attention to his research, which created a receptive medical audience for the book.

Luria's other books written or co-authored during the 1960s included: Higher Brain and Mental Processes (1963), The Neuropsychological Analysis of Problem Solving (1966, with L.S. Tzvetkova; English translation in 1990), Psychophysiology of the Frontal Lobes (first published in 1973), and Memory Disorders in Patients with Aneurysms of the Anterior Communicating Artery (co-authored with A.N. Konovalov and A.N. Podgoynaya). In studying memory disorders, Luria oriented his research to the distinction of long-term memory, short-term memory, and semantic memory. It was important for Luria to differentiate neuropsychological pathologies of memory from neuropsychological pathologies of intellectual operations. These two types of pathology were often characterized by Luria as; "(1) the inability to make particular arithmetical operations while the general control of intellectual activity remained normal (predominantly occipital disturbances)... (2) the disability of general control over intellectual processes (predominantly frontal lobe disturbances." Another of Luria important book-length studies from the 1960s which would only be published in 1975 (and in English in 1976) was his well-received book titled Basic Problems of Neurolinguistics.

Late writings

Luria's productive rate of writing new books in psychology remained largely undiminished during the 1970s and the last seven years of his life. Significantly, volume two of his Human Brain and Mental Processes appeared in 1970 under the title Neuropsychological Analysis of Conscious Activity, following the first volume from 1963 titled The Brain and Psychological Processes. The volume confirmed Luria's long sustained interest in studying the pathology of frontal lobe damage as compromising the seat of higher-order voluntary and intentional planning. Psychopathology of the Frontal Lobes, co-edited with Karl Pribram, was published in 1973.

Luria published his well-known book The Working Brain in 1973 as a concise adjunct volume to his 1962 book Higher Cortical Functions in Man. In this volume, Luria summarized his three-part global theory of the working brain as being composed of three constantly co-active processes, which he described as the; (1) Attentional system, (2) Mnestic system, and (3) Cortical activational system. The two books together are considered by Homskaya as "among Luria's major works in neuropsychology, most fully reflecting all the aspects (theoretical, clinical, experimental) of this new discipline." Among his late writings are also two extended case studies in which he presented some of the results of major advances in the field of clinical neuropsychology in a manner directed toward the popular press and a general readership; these two books are among his most popular writings. In The Mind of a Mnemonist (1968), Luria studied S.V. Shereshevskii, a Russian journalist with a seemingly unlimited memory, sometimes referred to in contemporary literature as "flashbulb" memory, in part due to his fivefold synesthesia. In The Man with the Shattered World (1971) he documented the recovery under his treatment of the soldier L.S. Zasetsky, who had suffered a brain wound in World War II.

In 1974 and 1976, Luria presented successively his two-volume research study titled The Neuropsychology of Memory. The first volume was titled Memory Dysfunctions Caused by Local Brain Damage and the second Memory Dysfunctions Caused by Damage to Deep Cerebral Structures. Luria's book written in the 1960s titled Basic Problems of Neurolinguistics was finally published in 1975, and was matched by his last book, Language and Cognition, published postumously in 1980. Luria's last co-edited book, with Homskaya, was titled Problems of Neuropsychology and appeared in 1977. In it, Luria was critical of simplistic models of behaviorism and indicated his preference for the position of "Anokhin's concept of 'functional systems,' in which the reflex arc is substituted by the notion of a 'reflex ring' with a feedback loop." In this approach, the classical physiology of reflexes was to be downplayed while the "physiology of activity" as described by Bernshtein was to be emphasized concerning the active character of human active functioning.

Luria's death is recorded by Homskaya in the following words: "On June 1, 1977, the All-Union Psychological Congress started its work in Moscow. As its organizer, Luria introduced the section on neuropsychology. The next day's meeting, however, he was not able to attend. His wife Lana Pimenovna, who was extremely sick, had an operation on June 2. During the following two and a half months of his life, Luria did everything possible to save or at least to soothe his wife. Not being able to comply with this task, he dies of a myocardial infarction on August 14. His funerals were attended by an endless number of people -- psychologists, teachers, doctors, and just friends. His wife died six months later."

Main areas of research

In her biography of Luria, Homskaya summarized the six main areas of Luria's research over his lifetime in accordance with the following outline: (1) The Socio-historical Determination of the Human Psyche, (2) The Biological (Genetic) Determination of the Human Psyche, (3) Higher Psychological Functions Mediated by Signs-Symbols; The Verbal System as the Main System of Signs (along with Luria's well-known three part differentiation of it), (4) The Systematic Organization of Psychological Functions and Consciousness (along with Luria's well-known four part outline of this), (5) Cerebral Mechanisms of the Mind (Brain and Psyche); Links between Psychology and Physiology, and (6) The Relationship between Theory and Practice.

Scientific influence of Vygotsky

Lev Vygotsky was a pioneering psychologist and his major works span multiple volumes from Psychology of Art (1925) to Thought and Language [or Thinking and Speech] (1934). Vygotsky's interests in the fields of developmental psychology, child development, and education were extremely diverse. Vygotsky's friendship as both an associate and colleague would have an immense influence upon Luria for the rest of his life. Luria would outlive Vygotsky by several decades following Vygotsky's premature death in the 1930s. There are three areas in Vygotsky studies which had an enduring impact on the course of Luria's research during the remainder of this life which included the subjects of (a) cultural mediation and internalization, (b) the effect of Vygotsky's book titled Thought and Language, and (c) Vygotsky's theory of proximal development, each of which is briefly outlined below.

Cultural mediation and internalization

Vygotsky studied child development and the significant roles of cultural mediation and interpersonal communication. He observed how higher mental functions developed through these interactions also represented the shared knowledge of a culture. This process is known as internalization.

Internalization can be understood in one respect as "knowing how". For example, riding a bicycle or pouring a cup of milk are tools of the society and are initially outside and beyond the child. The mastery of these skills occurs through the activity of the child within society. A further aspect of internalization is appropriation, in which the child takes a tool and makes it his own, perhaps using it in a way unique to himself. Internalizing the use of a pencil allows the child to use it very much for his own ends rather than drawing exactly what others in society have drawn previously. This early research would have an immense impact upon Luria's early studies on Uzbecki tribal linguistics and cultural psychology.

Thought and Language

Perhaps Vygotsky's most important contribution concerns the inter-relationship of language development and thought. This concept, explored in Vygotsky's book Thought and Language, (Russian: Myshlenie i rech, alternative translation: Thinking and Speaking) establishes the explicit and profound connection between speech (both silent inner speech and oral language), and the development of mental concepts and cognitive awareness. Vygotsky described inner speech as being qualitatively different from normal (external) speech. Although Vygotsky believed inner speech developed from external speech via a gradual process of internalization, with younger children only really able to "think out loud," he claimed that in its mature form inner speech would be unintelligible to anyone except the thinker, and would not resemble spoken language as we know it (in particular, being greatly compressed). Hence, thought itself develops socially.

Language starts as a tool external to the child used for social interaction. The child guides personal behavior by using this tool in a kind of self-talk or "thinking out loud." Initially, self-talk is very much a tool of social interaction and this tapers to negligible levels when the child is alone or with deaf children. Gradually, self-talk is used more as a tool for self-directed and self-regulating behavior. Because speaking has been appropriated and internalized, self-talk is no longer present around the time the child starts school. Self-talk "develops along a rising not a declining, curve; it goes through an evolution, not an involution. In the end, it becomes inner speech" (Vygotsky, 1987, pg 57).

Speaking has thus developed along two lines: the line of social communication and the line of inner speech, by which the child mediates and regulates his or her activity through their thoughts. The thoughts, in turn, are mediated by the semiotics (the meaningful signs) of inner speech. This is not to say that thinking cannot take place without language, but rather that it is mediated by it and thus develops to a much higher level of sophistication. Just as the birthday cake as a sign provides much deeper meaning than its physical properties allow, inner speech as a sign provides much deeper meaning than the lower psychological functions would otherwise allow. Luria's three books dealing with the subject of language would be directly influenced by this early research done by Vygotsky.

Zone of proximal development

"Zone of proximal development" (ZPD) is Vygotsky’s term for the range of tasks that a child is in the process of learning to complete. The lower limit of ZPD is the level of skill reached by the child working independently (also referred to as the child’s actual developmental level). The upper limit is the level of potential skill that the child is able to reach with the assistance of a more capable instructor.

Vygotsky viewed the ZPD as a way to better explain the relation between children’s learning and cognitive development. Prior to the ZPD, the relation between learning and development could be boiled down to the following three major positions: 1) Development always precedes learning (e.g., constructivism): children first need to meet a particular maturation level before learning can occur; 2) Learning and development cannot be separated but instead occur simultaneously (e.g., behaviorism): essentially, learning is development; and 3) learning and development are separate but interactive processes (e.g., gestaltism): one process always prepares the other process, and vice versa. Vygotsky rejected these three major theories because he believed that learning always precedes development in the ZPD. In other words, through the assistance of a more capable person, a child is able to learn skills or aspects of a skill that go beyond the child’s actual developmental or maturational level. Therefore, development always follows the child’s potential to learn. In this sense, the ZPD provides a prospective view of cognitive development, as opposed to a retrospective view that characterizes development in terms of a child’s independent capabilities.

Scaffolding is a concept closely related to the idea of ZPD, although Vygotsky never actually used the term. Scaffolding is changing the level of support to suit the cognitive potential of the child. Over the course of a teaching session, one can adjust the amount of guidance to fit the child’s potential level of performance. More support is offered when a child is having difficulty with a particular task and, over time, less support is provided as the child makes gains on the task. Ideally, scaffolding works to maintain the child’s potential level of development in the ZPD. An essential element to the ZPD and scaffolding is the acquisition of language. According to Vygotsky, language (and in particular, speech) is fundamental to children’s cognitive growth because language provides purpose and intention so that behaviors can be better understood. Through the use of speech, children are able to communicate to and learn from others through dialogue, which is an important tool in the ZPD. In a dialogue, a child's unsystematic, disorganized, and spontaneous concepts are met with the more systematic, logical and rational concepts of the skilled helper. Empirical research suggests that the benefits of scaffolding are not only useful during a task, but can extend beyond the immediate situation in order to influence future cognitive development. For instance, a recent study recorded verbal scaffolding between mothers and their 3- and 4-year-old children as they played together. Then, when the children were six years old, they underwent several measures of executive function, such as working memory and goal-directed play. The study found that the children’s working memory and language skills at six years of age were related to the amount of verbal scaffolding provided by mothers at age three. In particular, scaffolding was most effective when mothers provided explicit conceptual links during play. Therefore, the results of this study not only suggest that verbal scaffolding aids children’s cognitive development, but that the quality of the scaffolding is also important for learning and development. Large portions of Vygotsky's research on proximate development would influence significant portions of Luria's study of executive control in the higher cortical functions in man.

Main trends in principal areas of research

As examples of the vigorous growth of new research related to Luria's original research during his own lifetime are the fields of linguistic aphasia, anterior lobe pathology, speech dysfunction, and child neuropsychology.

Linguistic aphasia

Luria's neuropsychological theory of language and speech distinguished clearly between the phases that separate inner language within the individual consciousness and spoken language intended for communication between individuals intersubjectively. It was of special significance for Luria not only to distinguish the sequential phases required to get from inner language to serial speech, but also to emphasize the difference of encoding of subjective inner thought as it develops into intersubjective speech. This was in contrast to the decoding of spoken speech as it is communicated from other individuals and decoded into subjectively understood inner language. In the case of the encoding of inner language, Luria expressed these successive phases as moving first from inner language to semantic set representations, then to deep semantic structures, then to deep syntactic structures, then to serial surface speech. For the encoding of serial speech, the phases remained the same, though the decoding was oriented in the opposite direction of transitions between the distinct phases.

Neuropsychological research of the anterior (frontal) lobes

Luria's studies of the frontal lobes were concentrated in five principal areas: (1) attention, (2) memory, (3) intellectual activity, (4)emotional reactions, and (5) voluntary movements. Luria's mian books for investigation of these functions of the frontal lobes are titled, (a) The Frontal Lobes (1966), Problems of Neuropsychology (1977), and (c) Functions of the Frontal Lobes (1982, postumously published).

Neuropsychological research of speech dysfunction

Luria's research on speech dysfunction was principally in the areas of (1) expressive speech, (2) impressive speech, (3) memory, (4) intellectual activity, and (5) personality.

Child neuropsychology

This field was formed largely based upon Luria's books and writings on neuropsychology integrated during his experiences during the war years and later periods. In the area of child neuropsychology, "The need for its creation was dictated by the fact that children with localized brain damage were found to reveal specific different features of dissolution of psychological functions. Under Luria's supervision, his colleague Simernitskaya began to study nonverbal (visual-spatial) and verbal functions, and demonstrated that damage to the left and right hemispheres provoked different types of dysfunctions in children than in adults. This study initiated a number of systematic investigations concerning changes in the localization of higher psychological functions during the process of development." Luria's general research was mostly centered on the treatment and rehabilitation "of speech, and observations concerning direct and spontaneous rehabilitation were generalized." Other areas involving "Luria's works have made a significant contribution in the sphere of rehabilitation of expressive and impressive speech (Tzvetkova, 1972), 1985), memory (Krotkova, 1982), intellectual activity (Tzvetkova, 1975), and personality (Glozman, 1987) in patients with localized brain damage."

Luria-Nebraska Neuropsychological Test

Main article: Luria-Nebraska neuropsychological battery

The Luria-Nebraska is a standardized test based on Luria's theories regarding neuropsychological functioning. Luria was not part of the team that originally standardized this test; he was only indirectly referenced by other researchers as a scholar who had published relevant results in the field of neuropsychology. Anecdotally, when Luria first had the battery described to him he commented that he had expected that someone would eventually do something like this with his original research.

Books

• Luria, A.R. (1932). The Nature of Human Conflicts - or Emotion, Conflict, and Will: An Objective Study of Disorganisation and Control of Human Behaviour. New York: Liveright Publishers.
• Luria, A.R. (1962) Higher Cortical Functions in Man. Moscow University Press. Library of Congress Number: 65-11340
• Luria, A.R. (1963). Restoration of Function After Brain Injury. Pergamon Press.
• Luria, A.R. (1966). Human Brain and Psychological Processes. Harper & Row.
• Luria, A.R. (1970). Traumatic Aphasia: Its Syndromes, Psychology, and Treatment. Mouton de Gruyter. ISBN 90-279-0717-X. Summary at BrainInfo
• Luria, A.R. (1973). The Working Brain. Basic Books. ISBN 0-465-09208-X.
• Luria, A.R. (1976). The Cognitive Development: Its Cultural and Social Foundations. Harvard University Press. ISBN 0-674-13731-0.
• Luria, A.R.; (1987). The Mind of a Mnemonist: A Little Book About A Vast Memory. Harvard University Press. ISBN 0-674-57622-5.{{cite book}}: CS1 maint: extra punctuation (link) CS1 maint: multiple names: authors list (link)
• Luria, A.R.; Solotaroff, Lynn (1987). The Man with a Shattered World: The History of a Brain Wound. Harvard University Press. ISBN 0-674-54625-3.{{cite book}}: CS1 maint: multiple names: authors list (link)
• Luria, A.R. (2005). Autobiography of Alexander Luria: A Dialogue with the Making of Mind. Lawrence Erlbaum Associates, Inc. ISBN 0-8058-5499-1.

In cinema

• Chris Doyle's auteur film Away with Words is largely inspired by Luria's The Mind of a Mnemonist.
• Jacqueline Goss's 28-minute feature How to Fix the World (2004) is a digitally animated lighthearted parody that "draws from Luria's study of how the introduction of literacy affected the thought-patterns of Central Asian peasants"—description taken from the cover of the DVD Wendy and Lucy (2008), OSC-004, which includes it as an independent supplement to the unrelated feature film. Educational parody.

See also

• Elkhonon Goldberg
• Lev Vygotsky
• Solomon Shereshevskii (The Mnemonist)
• Cultural-historical psychology

References

• The Conscious Brain by Steven Rose, Vintage Books, NY, 1976, pp. 268–9
• Mecacci, L. (2005). Luria: A unitary view of human brain and mind, Cortex, 41, 816-822.

External links

• A.R Luria Archive at marxists.org
• A.R. Luria Archive @ Laboratory of Comparative Human Cognition at lchc.ucsd.edu
• Translation by Fusion Writer" A free translation from the original Russian available in ePub, PDF or Rich Text format
• Alexander Luria - The Mind of a Mnemonist Jerome Brunner 1987 Harvard University Press
• Luria's Areas of the Human Cortex Involved in Language Illustrated summary of Luria's book Traumatic Aphasia.
• Yasnitsky, A. (2011). Vygotsky Circle as a Personal Network of Scholars: Restoring Connections Between People and Ideas. Integrative Psychological and Behavioral Science, doi:10.1007/s12124-011-9168-5 pdf