History of Psychology

Marxist and non-Marxist aspects of the cultural-historical psychology of L. S. Vygotsky

It was not only Marxism which influenced Vygotsky. He was a child of the Silver Age of Russian culture and philosophy and the influence of this should not be underestimated. Some traits in Vygotsky’s theory, traditionally considered as Marxist – such as the concept of the social origins of mind or sign as psychological tool have deeper and wider roots in works of Shpet, Blonsky, Sorokin and Meierhold. As for Marxism as such, it must be mentioned that during all three periods of his creative evolution Vygotsky had different approaches to what was true Marxist psychology and how it should be built. These are items this paper is focused on.

Family Psychology

Specific of emotional experience of child-parent relations and child-parents interactions in older preschoolers

There is a wide range of classifications of family upbringing types and the corresponding diagnostic tools in Russia as well as worldwide. But the counseling practice requires age-specific models of child-parent interactions that take into consideration a child’s own activity, his (her) emotional experience of relationships with his (her) parents. The scope of the research is the connection between actual child-parent interactions and specific of the child’s emotional experience of his (her) relations with the parents. The article also mentions several innovative diagnostical tools.

Developmental Psychology

The zone of proximal development in play and learning

The concept of the ZPD is characterized in a different way in two separate contexts (school and play) in Vygotsky's cultural-historical psychology. Creative and motivational aspect of learning is emphasized in development supported by play. In play context personality development is focused on and development of psychological functions in problem solving at school. We proposed an extended concept of the ZPD, which integrates the two definitions and includes an additional distance from potentials to personality changes. In play development from the crisis of the third year to the next crisis at seven we suggest three different types of the ZPD depending on the play initiatives.

Discussions and Discourses  |  Guruzhapov V.A.

On the phenomenology of setting and solving the educational task in developmental learning: an attempt to integrate the ideas of V.V. Davydov and J. Dewey

Discussions and Discourses  |  Venger A.L.

Twenty Years After (Brooding over the book by A.A. Puzirey «Psychology. Psychotechnique. Psychagogy»))

Discussions and Discourses  |  Yermakova I.V., Kondakov I.M.

Cultural-Historical Paradigm: Context of Development

Memorable Dates, Psychology of Art  |  Poleva N.S.

Colour as Painting Language in N.N. Volkov's Art Psychology

Discussions and Discourses  |  Pechenkov V.V.

Individuality: The Unity of Incompatible

Psychology of Art  |  Martsinkovskaya T.D.

Art in Modern World: New Forms and New/Old Mechanisms of Influence

Developmental Psychology  |  Liberman A.A.

Concept of Leading Activity: Its Place and Possible Functions

Psychology of People with Special Needs  |  Kiselyov S.Yu., Permyakova M.Ye., Lapshina Yu.Yu.

Research on Neuropsychological Profile of Children with Specific Speech Disorders

Educational Psychology, Developmental Psychology  |  Goutkina N.I.

Learning Motivation Development in First- and Second-Year Pupils of Modern Elementary School (A Longitudinal Research)

Developmental Psychology  |  Elkoninova L.I., Bazhanova T.V.

Form and Material of Role Play in Preschool Children