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Cultural-Historical Psychology - №4 / 2021 | Перейти к описанию
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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935


License: CC BY-NC 4.0

Published since 2005

Published quarterly

Free of fees
Open Access Journal

Affiliated ISCAR


Greetings from Our Foreign Colleagues 415


Perret-Clermont A.-N.
Prof. emer. in psychology and education of Institute of psychology and education, University of Neuchâtel, Neuchatel, Switzerland

Wertsch J.V.
Doctor of Psychology, Professor, Department of Anthropology, Faculty of Arts and Sciences, University of Washington, Washington, USA

Francis D.
PhD in Psychology, Chairman of the Department, Director, estimates and statistics, University of Houston, Houston, USA

Dafermos M.
Doctor of Philosophy, Professor of Epistemology of Psychology, Department of Psychology, School of Social Sciences, University of Crete, Crete, Greece

Daniels H.
PhD, Professor, Fellow of Green Templeton College, Department of Education, Oxford, Great Britain

Veresov N.N.
PhD in Psychology, Associate Professor, Faculty of Education, Monash University, Melbourne, Australia

Vasilev V.K.
Doctor of Psychology, professor, Chair of Psychology, University of Plovdiv “Paisii Hilendarski”, Plovdiv, Bulgaria

Levterova D.
Doctor of Psychology, Professor, dean of Education faculty, University of Plovdiv "Paisii Hilendarski", Plovdiv, Bulgaria

Veggetti S.M.
PhD in Psychology, Full professor of General Psychology, Chair of Psychopedagogy of Communication, Sapienza University of Rome, Rome, Italy

For Reference

A Part of Article

Dear Vitaly, the celebration of your 70th birthday is a wonderful opportunity to thank you for many reasons. First, for your remarkable contributions to educational theory and practice. Standing on the shoulders of your important predecessors, aware of the role of social interactions for cognitive development, you have drawn attention to the need to consider not only adult-child but also child-child interactions. This has led you to invite educators and researchers to investigate with care the organization of the relationships in which students get involved in group work. You have found that cooperation is not sufficient. Reflection on the joint activity should be built into the pedagogical tasks to foster second-level understanding and facilitate the transition to a more efficient activity and to a further development of students' skills. This is an important inspiration for my on-going research work.

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