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Clinical Psychology and Special Education
2022. Vol. 11, no. 1, 215–220
https://doi.org/10.17759/cpse.2022110111
ISSN: 2304-0394 (online)

Scientific Contribution of Professor Tamara Bogdanova in the Development of the Psychology of the Deafness. To the Anniversary.

 
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Abstract

The article presents the professional path and scientific interests of a psychologist, psychologist (psychology of deafness), doctor of psychological sciences, professor Tamara Bogdanova. Main scientific interests of the scientist are singled out, among which are problems of exploration of the mental activity of a normal person and with developmental disorders. Other interests are connected to theoretical and methodological problems of special psychology, teaching and education concerns of children with developmental disabilities, including those with hearing impairment of different ages. Many years author work is reflected in a brief review of publications of recent years. The staff of special education and psychology department of the Moscow State Pedagogical University cordially congratulates Tamara Gennadievna Bogdanova on her glorious anniversary and wishes her good health and further success in the development of sign language psychology, special psychology and in the training of speech pathologists.

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Keywords: Tamara Bogdanova, psychology of deafness, thinking activity, hearing impairment

Journal rubric: Chronicle

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OpenAlex trends: Psychology of Development and Education, Human Health and Disease, Psycholinguistics and Behavioral Studies

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Psychology of Development and Education

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

Number of works: 77902  |  Total number of citations: 232078

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Human Health and Disease

This cluster of papers focuses on the assessment and management of health risks in children and adolescents, covering factors such as environmental exposure, oxidative stress, educational technologies, nutrition, and physical development. The research also delves into hygienic assessments, epidemiological wellbeing, and the impact of socioeconomic factors on child health.

Number of works: 109807  |  Total number of citations: 360775

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Psycholinguistics and Behavioral Studies

This cluster of papers explores the components of Education 4.0, focusing on topics such as 21st Century Skills Frameworks, distance learning, teacher training, psychological safety, digital technology, STEM education, inclusive education, pedagogical skills, biomedical science, and global education.

Number of works: 9405  |  Total number of citations: 9130

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Article type: personalities

DOI: https://doi.org/10.17759/cpse.2022110111

Received 18.03.2022

Accepted

Published

For citation: Nazarova, N.M., Valyavko, S.M. (2022). Scientific Contribution of Professor Tamara Bogdanova in the Development of the Psychology of the Deafness. To the Anniversary. . Clinical Psychology and Special Education, 11(1), 215–220. (In Russ.). https://doi.org/10.17759/cpse.2022110111

© Nazarova N.M., Valyavko S.M., 2022

License: CC BY-NC 4.0

References

  1. Bachina O.V., Bogdanova T.G, Morgacheva E.N. i dr. Problemy istorii, teorii i metodologii spetsial'noi pedagogiki (k yubileyu N.M. Nazarovoi) [Problems of history, theory and methodology of special pedagogy (on the anniversary of N.M. Nazarova)]. Spetsial'noe obrazovanie=Special Education, 2020, no. 3 (59). P. 178–194. DOI: 10.26170/ sp20-03-13 (In Russ., abstr. in Engl.)
  2. Bogdanova T.G. Psikhologicheskiye osobennosti lits s narusheniyami slukha. Sovremenniye zarubezhniye issledovaniya [Psychokogical features in persons with hearing impairments. Current foreign studies]. Мoscow: Sputnik-plyus, 2021.135 p. (In Russ.)
  3. Bogdanova T.G. Sootnoshenie verbal'nykh i neverbal'nykh komponentov intellekta u detei s narusheniyami slukha [The ratio of verbal and non-verbal components of intelligence in children with hearing impairments]. Vestnik MGU. Seriya 14. Psikhologiya=Bulletin of Moscow State University. Series 14. Psychology, 2008, no. 2,
    pp. 169–179. (In Russ.)
  4. Bogdanova T.G. Struktura intellekta lits s narusheniyami slukha [The structure of the intellect of persons with hearing impairments]. Vestnik Universiteta Rossiiskoi akademii obrazovaniya. Psikhologiya i Sotsiologiya=Bulletin of the University of the Russian Academy of Education. Psychology and Sociology, 2009, no. 2, pp. 78–83. URL: https: //cyberleninka.ru/article/n/struktura-intellekta-lits-s-narusheniyami-sluha (Accessed: 18.03.2022). (In Russ.)
  5. Bogdanova T.G. Surdopsikhologiya: ucheb. posobiya dlya studentov vysshikh pedagogicheskikh uchebnykh zavedenii [Deaf psychology: textbook. manuals for students of higher pedagogical educational institutions]. Moscow: Akademiya, 2002. 220 p. (In Russ.)
  6. Bogdanova T.G., Nazarova N.M. Osobye obrazovatel'nye potrebnosti kak osnova ispol'zovaniya obrazovatel'nykh tekhnologii [Special educational needs as a basis for the use of educational technologies]. In E.V. Tkachenko, M.A. Galaguzovf (eds.), Ponyatiinyi apparat pedagogiki i obrazovaniya: kollektivnaya monografiya=Conceptual apparatus of pedagogy and education: a collective monograph. Ekaterinburg: Publ. of Ural State Pedagogical University, 2017, pp. 347–357. (In Russ.)
  7. 7. Bogdanova T.G.,      N.M. Nazarova.          Evalyuatsiya kak instrument upravleniya kachestvom inklyuzivnykh protsessov v obrazovanii [Evaluation as a tool for managing the quality of inclusive processes in education]. Spetsial'noe obrazovanie= Special Education, 2020, no. 3, pp. 24–39. DOI: 10.26170/sp20-03-02 (In Russ., abstr. in Engl.)
  8. Bogdanova T.G., Shchurova Yu.E. Osobennosti intellektual'nogo razvitiya slaboslyshashchikh shkol'nikov [Features of the intellectual development of hearing-impaired schoolchildren]. Korrektsionnaya pedagogika=Correctional Pedagogy, 2008, no. 2 (26), pp. 22–26. (In Russ.)

Information About the Authors

Natalia M. Nazarova, Doctor of Education, Professor, Professor of the Department of Special Pedagogy and Complex Rehabilitation, Institute of Special Education and Psychology, Moscow City University, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-8052-9849, e-mail: nazarova.natalie@yandex.ru

Svetlana M. Valyavko, Candidate of Science (Psychology), Associate Professor, Department of Clinical and Special Psychology, Moscow City University, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0001-7195-6374, e-mail: valyavko@yandex.ru

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