| المستخلص: |
In this study the growth of human cognitive abilities appears in a new light, not as an inherited outstanding development of some natural cognitive functions, but as a facility in using cultural signs, tools, and technology. All cultures contain all elements nec¬essary for adequate and sufficient cognitive growth and intellectual development of their own children, when the transmission of cul¬tural signs and tools from one generation to the next is interrupted by social injustice, social oppression, poverty, famine, dis-crimination, segregation, racism, unemployment, urban ghetto, war, colonization, etc., the intellectual development of children, as well as other members of society, is inevitably affected. One of the most highly developed skills in contemporary psychological Sci¬ence is dissection, the split-up of human activity patterns and other kinds of rule-governed human action into their smallest possible elements (cognition, metacognition, meta- metacognition, schemes, etc.) contemporary psychologists are good at it. So good, they often forget to put the elements or the fragments of human activity pat¬terns back together again. Not satisfied, however, with merely tak¬ing human activity patterns apart, socio-historicocultural psychologists (Michael Cole, Harry Daniels, Luciano Mecacci, Gaby Netcltine-Grynberg, Anne Nelly Perret-Clermont, Angel Riviere, Barbara Rogoff, Bernard schneuwly, Ethel Tobach, Jonathan Tudge, Jaan Valsiner, Rene Van Der Veer, James Wertsch, among others) continue expanding the conceptualization of Vygotsky- Luria-Luria-Leontiev ’s ideas.
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