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O metodakh issledovaniya ponyatij
A. Luria (1936)
THE DEVELOPMENT OF MENTAL FUNCTIONS IN TWINSJournal of Personality, 5
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Praktikum po eksperimental'noj psikhologii
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The history of the development of higher mental functions
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Handbook of international psychology
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Aleksandr Luria (1935)
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Tool and Sign in the Development of the Child
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Vygotsky and Education: Instructional Implications and Applications of Sociohistorical Psychology
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Memories of A. N. Leont'evJournal of Russian and East European Psychology, 23
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Deyatel'nost', soznanie, lichnost
EF Ivanova (2002)
Khar'kovskaya psikhologicheskaya shkola 1930-x godov: istoriya sozdaniya i metodologicheskie printsipy [Kharkov psychological school of the 1930s: the history of organization and methodological principles]Visnyk Kharkivs'koho universytetu, 550
The name of Lev Vygotsky (1896-1934) is well-known among contemporary psychologists and educators. The cult of Vygotsky, also known as “Vygotsky boom”, is probably conducive to continuous reinterpretation and wide dissemination of his ideas, but hardly beneficial for their understanding as an integrative theory of human cultural and biosocial development. Two problems are particularly notable. These are, first, numerous gaps and age-old biases and misconceptions in the historiography of Soviet psychology, and, second, the tendency to overly focus on the figure of Vygotsky to the neglect of the scientific activities of a number of other protagonists of the history of cultural-historical psychology. This study addresses these two problems and reconstructs the history and group dynamics within the dense network of Vygotsky’s collaborators and associates, and overviews their research, which is instrumental in understanding Vygotsky’s integrative theory in its entirety as a complex of interdependent ideas, methods, and practices.
Integrative Psychological and Behavioral Science – Springer Journals
Published: Jun 11, 2011
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