The Awards for Distinguished Scientific Contributions are presented to persons who, in the opinion of the Committee on Scientific Awards, have made distinguished theoretical or empirical contributions to basic research in psychology. The 2016 recipients of the APA Scientific Contribution Awards were recognized by the 2015 Board of Scientific Affairs and selected by the 2015 Committee on Scientific Awards. Members of the committee were Scott M. Monroe, PhD (Chair); Susan Goldin-Meadow, PhD; James Grau, PhD; Hazel R. Markus, PhD; Karen A. Matthews, PhD; and Linda Smith, PhD. (PsycINFO Database Record

I want to start with the compelling subject of ‘culture and mind’ and how it emerged in psychology and with what subsequent effects. Obviously, one would have to mention Vygotsky in such an account. But I mostly want to speculate about how psychology turned toward cultural explication – even in the early but polite attacks on Freud by the ‘culture-and-personality’ people like Ruth Benedict and Margaret Mead. What was going on in the world culturally and politically in those years? Migration into radically different cultures by refugees from Europe who were awakened to the impact of culture? The rise of more subjective anthropology in America, aided by the political subjectivism of our great Franklin Delano Roosevelt as expressed in his famous ‘Four Freedoms’? But let me be more specific about changes that were taking place in psychology around the world – including the contribution of Vygotsky. For deep changes were also taking place in Germany with the rise of Gestalt psychology, in America (as mentioned) with the growth of such topics as ‘culture-and-personality’, and in Britain with the leadership of Sir Frederic Bartlett and his famous book Remembering. There was a worldwide movement in psychology against mindless, mechanistic theory. The new heroes were much more holistic, much less reductionist. So, for example, the worldwide major figures in the field of developmental psychology were now Lev Vygotsky and Jean Piaget. But the big difference between those two was that Piaget was indifferent to the role of cultural factors in mental activity, while Vygotsky was preoccupied with them, though both had rejected mechanistic approaches to mental functioning and mental growth. (I might mention in passing that on my visits to Piaget in Geneva, he was always eager to discuss my ideas about the impact of culture on mind, as if he wanted to find out what he had been omitting from his theoretical and experimental work. Indeed, his chief collaborator, Baerbel Inhelder, came to Harvard for a year as a Visiting Fellow to get a

Distinguished colleagues, ladies and gentlemen. I am deeply honored and personally moved to be the Heinz Werner Lecturer. For Heinz Werner was a man whose stature and purpose give dignity and substance to the study of development.

The APA Awards for Distinguished Scientific Contributions are presented to persons who, in the opinion of the Committee on Scientific Awards, have made distinguished theoretical or empirical contributions to basic research in psychology. The 2015 recipients of the APA Scientific Contribution Awards were recognized by the 2014 Board of Scientific Affairs and selected by the 2014 Committee on Scientific Awards. The winners for 1956 through 2015 are listed here. The 2015 award winners are Stanislas Dehaene, Edna B. Foa, and Michael Tomasello. (PsycINFO Database Record

Agradecimientos Quisiera comenzar mi intervención dando las gracias por su invitación. La acepté cuando me la hizo llegar el Profesor Florencio Vicente. Me sentí profundamente honrado por ello y me habría gustado dirigirme a Vds. en persona, aquí en Badajoz. Pero mi médico me desaconseja enfáticamente realizar un viaje tan largo en avión. Y he decidido obedecer su consejo. Agradezco a mi viejo amigo Josetxu Linaza que les haga llegar mis reflexiones, al tiempo que les deseo un muy fructífero VII Congreso Internacional de Psicología y Educación y XXI Congreso de INFAD. Ojalá tenga la oportunidad de visitar Extremadura en un futuro no muy lejano. ¡¡Gracias!!

Contents: J.S. Bruner, M.H. Bornstein, On Interaction. Part I:Interaction in Cognitive Development. J. Tudge, B. Rogoff, Peer Influences on Cognitive Development: Piagetian and Vygotskian Perspectives. M. Bovet, S. ParratDayan, J. Voneche, Cognitive Development and Interaction. D. Wood, Social Interaction as Tutoring. Part II:Interaction in Language Acquisition C.E. Snow, Understanding Social Interaction and Language Acquisition: Sentences Are Not Enough. S. Curtiss, The Independence and Task-Specificity of Language. E.A. Schegloff, Reflections on Language, Development, and the Interactional Character of Talk-in-lnteraction. Part III:Child-Caretaker Interaction. C.S. Bergeman, R. Plomin, Genotype-Environmental Interaction. F.F. Strayer, E. Moss, The Co-Construction of Representational Activity During Social Interaction. M.H. Bornstein, Between Caretakers and Their Young: Two Modes of Interaction and Their Consequences for Cognitive Growth. Part IV:How to Formulate the Interaction Problem? R.M. Lerner, Developmental Contextualism and the Life-Span View of Person-Context Interaction. R. Bakeman, L.B . Adamson, P. Strisik, Lags and Logs: Statistical Approaches to Interaction C.J.Lumsden, The Gene-Culture Connection: Interaction Across Levels of Analysis.