The Collected Works of L.S. Vygotsky: Fundamentals of Defectology (Abnormal Psychology and Learning Disabilities) by L.S. Vygotsky

Author:L.S. Vygotsky [Vygotsky, L.S.]
Language: eng
Format: epub
Published: 2008-09-03T13:40:00+00:00

Mentally Retarded Children

4. The basic principle for studying a mentally retarded child is the position that each defect creates compensatory stimuli. Therefore, a dynamic study of a retarded child cannot be limited to an assessment of the degree and severity of the deficit but, without fail, must take into account the child's developmental and behavioral processes of compensation (substitution, restructuring, and equalization). It might be useful to accept the threefold manifestations of compensation certain authors have proposed-that is, the three possible reactions of organisms to defects, as follows: (1) a compensated defect, (2) a subcompensated defect, and (3) a decompensated defect (compare classification tbc.). This definition of a child's defect still tells the pedologist nothing (cf. Weinmann [no ref], K. Birnbaum [no ref], L. Lindworsky [1919], W. Stern [19211, W. Eliasberg [1925], Peirce [no ref], Feisen [no ref], and many others).

5. It is of exceptional importance to study a mentally retarded child from the viewpoint of his motor activity. Motor delay, motor debility, and motor infantilism (T. Heller [no ref], Dupre [no ref], A. Homburger [ 1926]), along with motor idiocy, may accompany, in varying degrees, all forms of mental retardation and may give unique shape to the child's development and behavior. These motor deficiencies may be absent in cases of mental retardation and, on the contrary, may occur in the absence of mental deficiency. The principle of psychogenetic unity (F. Schultz [no ref]) in child development and behavior necessarily demands dual characterization (intelligence and motor ability) in any study of a mentally retarded child. By itself motor retardation to a large degree allows for compensation of a deficiency (A.Homburger, Nadoleczny [no ref], T. Heller), and everything stated in proposition 4 [above] wholly applies here. Working on its own, relatively independent of higher intellectual functions, and easily trainable, exceptional motor ability often represents the main area of compensation for an intellectual defect and of equalization of behavior. In investigative and practical work, Dr. N. I. Ozeretskii's [no ref] metrical scale may be taken as the point of departure for the study of exceptional motor capability.

6. Practical intellect-the ability to act rationally and purposefully, that is, practical, natural intelligence (praktische natuerliche Intelligenz)-seems to border on exceptional motor ability. Judging by its psychological nature, however, practical intelligence must be placed in a special category of research on mentally retarded children. This research must take as its starting point the work of 0. Lipmann or W. Stern and, without fail, must also be based on the principle advanced by W. Koehler and Lipmann. Representing a particular qualitative type of activity, practical intellect can be combined to a varying degree with other forms, each time creating a unique picture of development and behavior. Practical intellect can serve as the fulcrum for compensation, as the means of neutralizing other intellectual defects. Without consideration of this fact, the entire picture of development will be incomplete and often inaccurate.

7. The higher types of mental activity (usually affected in cases of feeblemindedness), which are sometimes called theoretical, gnostic

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