Developing the Ideas of the Scientific School of L.S. Vygotsky: Scientific Publications of the Journal “Cultural-Historical Psychology” (2005—2016)



The article presents the analysis of the development of the ideas of L.S. Vygotsky’s school using the example of the publications in the international scientific journal “Cultural-Historical Psychology” (for the period 2005 through 2016). Over the period from 2005 to the end of 2016, 595 articles of 524 authors from 32 countries have been published in the journal “Cultural-Historical Psychology.” The study of the subjects of the articles published in the journal was held within the framework of the following criteria: scientometric publication indicators; group of authors; themes of the publications; relevance of the articles for their readers. The research uses the following sources: Russian Science Citation Index (RSCI); repository data of the psychological editions of; report data on the activities of the journal “Cultural-Historical Psychology.” The citation frequency of the journal’s publications peaks in 2007, 2009 and 2006. Empirical findings comprise major part of the publications. The most developed areas are the studies of speech and thinking, personality, and communication.

General Information

Keywords: cultural-historical psychology, L.S. Vygotsky, bibliometric analysis, Web of Science, RSCI, speech, personality, socialization, scientific publications

Journal rubric: Problems of Cultural-Historical and Activity Psychology

Article type: scientific article


For citation: Shvedovskaya A.A. Developing the Ideas of the Scientific School of L.S. Vygotsky: Scientific Publications of the Journal “Cultural-Historical Psychology” (2005—2016). Kul'turno-istoricheskaya psikhologiya = Cultural-Historical Psychology, 2016. Vol. 12, no. 3, pp. 47–57. DOI: 10.17759/chp.2016120304.


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Information About the Authors

Anna A. Shvedovskaya, PhD in Psychology, Head of Department of Information & Publishing Projects, Associate Professor, Age Psychology Department named after L.F. Obukhova, Moscow State University of Psychology and Education, Moscow, Russia, ORCID:, e-mail:



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