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Cultural-Historical Psychology - №2 / 2022
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  Previous issue (2022. Vol. 18, no. 1)

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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935

DOI: https://doi.org/10.17759/chp

License: CC BY-NC 4.0

Published since 2005

Published quarterly

Free of fees
Open Access Journal

Affiliated ISCAR

 

Cultural-Historical Psychology  |  Columns

Problems of Cultural-Historical and Activity Psychology

 

Cultural-Historical Psychology: Traditions and Innovations  |  Yudina T.A., Alekhina S.V.

Age Dynamics of Social Situation of Development in Elementary School Students in Inclusive Education

Theory and Methodology  |  Daniels H.

Applying Activity Theory in Multiagency Settings

Social Psychology  |  Kholmogorova A.B., Sergienko A.I., Gerasimova A.A.

Attitude to Support the Child's Subjective Position and Posttraumatic Growth in Parents of Children with Disabilities

Lago L, Mattos C.R.

Bridging Concept and Activity: a Dialectical Synthesis Proposal

Cultural-Historical Psychology: Traditions and Innovations  |  Fragkiadaki G., Fleer M., Rai P.

Collective Imagining: The Early Genesis and Development of a sense of Collectiveness during Infancy

Kloetzer L.

Concrete Psychology and the Activity Clinic Approach: Implications for Interventionist Research in the XXIst Century

Cultural-Historical Psychology: Traditions and Innovations, History of Psychology, Social Psychology  |  Hedegaard M., Lyberth N.

Construction of a Scale for Investigating Pre-School Children’s Social Situations of Development: Focusing on Activities instead of Abilities

Developmental Psychology, History of Psychology  |  Rubtsova O.V.

Contemporary Adolescence through the Prism of the Cultural-Historical Theory: on the Issue of Experimenting with Roles

Cultural-Historical Psychology: Traditions and Innovations  |  Stetsenko A.P.

Critical Challenges in Cultural-Historical Activity Theory: the Urgency of Agency

Theory and Methodology  |  Dafermos M.

Critical Reflection on the Reception of Vygotsky’s Theory in the International Academic Communities

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