Abstract
Whether we examine histories of societies or lives of individuals, we can review ample evidence of the cues that are erected to prevent forgetting. Statues, notes, and even knots can help to remind us of particular events in the past or to cue us to perform designated actions in the future. Vygotsky was interested in the socialized construction of these cultural artifacts and personal signs as mental cues that serve parallel functions in sociohistory and memory development. The “essence” in both is “purposely building” “so as not to forget.” The intentional selection of cues and mnemonic tactics to aid remembering is a developmental accomplishment that is part of higher mental functions according to Vygotsky (1978). Remembering, planning, and other forms of directed reasoning extend basic psychological processes through the use of signs and tools in the broadest sense of cognitive instruments.
It has been remarked that the very essence of civilization consists of purposely building monuments so as not to forget. In both the knot and the monument we have manifestations of the most fundamental and characteristic feature distinguishing human from animal memory. (Vygotsky, 1978, p. 51).
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Paris, S.G., Newman, R.S., Jacobs, J.E. (1985). Social Contexts and Functions of Children’s Remembering. In: Pressley, M., Brainerd, C.J. (eds) Cognitive Learning and Memory in Children. Springer Series in Cognitive Development. Springer, New York, NY. https://doi.org/10.1007/978-1-4613-9544-7_3
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