Vygotsky wrote, "Lewin's demonstration of the great difficulty a small child has in realizing that he must first turn his back to a stone in order to sit on it illustrates the extent to which a very young child is bound in every action by situational constrains. It is hard to imagine a greater contrast to Lewin's experiment showing the situational constraints on activity than what we observe in play. It is here that the child learns to act in a cognitive, rather than an externally visual, realm by relying on internal tendencies and motives and not on incentives supplied by external things. A study by Lewin on the motivating nature of things for a very young child concludes that 'things' dictate to the child what he must do: a door demands to be opened and closed, a staircase to be climbed, a bell to be rung. In short, things have such an inherent motivating force with respect to a very young child's actions and so extensively to determine the child's behavior that Lewin arrived at the notion of creating a psychological topology: he expressed mathematically the trajectory of the child's movements in a field according to the distribution of things with varying attracting or repelling forces." (Vygotsky, 1978, Mind in Society, p. 96)
https://psychologie.fernuni-hagen.de/lernportal/Verzeichnisse/Video.html#Hanna
Köhler, W. (1973). The mentality of apes. London: Routledge and Kegan Paul.
https://psychologie.fernuni-hagen.de/lernportal/Verzeichnisse/Video.html#Affen
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