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Journal articles on the topic 'Sociocultural approach in Psychology'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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1

Pesic, Jelena. "Sociocultural approach to textbook." Psihologija 38, no. 4 (2005): 369–81. http://dx.doi.org/10.2298/psi0504369p.

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The aim of this paper is to present an overview of textbook research at the Institute of psychology, intended to postulate socio-cultural approach to textbook. Shifting the textbook from classical pedagogical-psychological context into the broader and more inspiring cultural context, has led to the conceptualization of textbook as a cultural-supportive system of individual development. We consider firstly, the theoretical background of this conception, founded in Vygotskian idea of cultural mediation of development and then, its operationalization through the concept of cultural-supportive too

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Zittoun, Tania. "A Sociocultural Psychological Approach to Religion." Integrative Psychological and Behavioral Science 53, no. 1 (2018): 107–25. http://dx.doi.org/10.1007/s12124-018-9457-3.

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Comas-Diaz, Lillian. "Mainland Puerto Rican women: A sociocultural approach." Journal of Community Psychology 16, no. 1 (1988): 21–31. http://dx.doi.org/10.1002/1520-6629(198801)16:1<21::aid-jcop2290160105>3.0.co;2-h.

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Penuel, William R., and James V. Wertsch. "Vygotsky and identity formation: A sociocultural approach." Educational Psychologist 30, no. 2 (1995): 83–92. http://dx.doi.org/10.1207/s15326985ep3002_5.

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Arievitch, Igor M., and Jacques P. P. Haenen. "Connecting Sociocultural Theory and Educational Practice: Galperin's Approach." Educational Psychologist 40, no. 3 (2005): 155–65. http://dx.doi.org/10.1207/s15326985ep4003_2.

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6

Miller, John Laurence. "Voices of the mind: A sociocultural approach to mediated action." New Ideas in Psychology 12, no. 1 (1994): 61–71. http://dx.doi.org/10.1016/0732-118x(94)90058-2.

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Bucholtz, M. "Identity and interaction: a sociocultural linguistic approach." Discourse Studies 7, no. 4-5 (2005): 585–614. http://dx.doi.org/10.1177/1461445605054407.

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Cai, Huajian, Virginia S. Y. Kwan, and Constantine Sedikides. "A Sociocultural Approach to Narcissism: The Case of Modern China." European Journal of Personality 26, no. 5 (2012): 529–35. http://dx.doi.org/10.1002/per.852.

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Using large Internet samples, we examined the possible influence of sociodemographic factors on the Chinese self–concept and in particular, on the level of narcissism. We found that (i) younger persons are more narcissistic than older ones; (ii) persons from higher socioeconomic classes are more narcissistic than those from lower socioeconomic classes; (iii) persons from only–child families are more narcissistic than those from families with multiple children; (iv) persons from urban areas are more narcissistic than those from rural areas; and (v) individualistic values are predictive of indiv

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Robbins, Jill. "The More he Looked inside the More Piglet wasn't there: What Adopting a Sociocultural Perspective can help us see." Australasian Journal of Early Childhood 28, no. 1 (2003): 24–30. http://dx.doi.org/10.1177/183693910302800106.

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Unlike the Piagetian notion of children actively constructing their own understandings, sociocultural theory emphasises that it is through involvement in activities with others that development occurs. Thus, it is important to consider the contexts in which children are developing; the socioculturally relevant activities within those contexts; the participation with, guidance and support of others, and how this changes through involvement in activities and prepares children for future involvement in similar experiences. This article, drawing on research into young children's understandings of

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Robbins, Jill. "The More he Looked inside the More Piglet wasn't there: What Adopting a Sociocultural Perspective can help us see." Australasian Journal of Early Childhood 28, no. 2 (2003): 1–7. http://dx.doi.org/10.1177/183693910302800202.

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Unlike the Piagetian notion of children actively constructing their own understandings, sociocultural theory emphasises that it is through involvement in activities with others that development occurs. Thus, it is important to consider the contexts in which children are developing; the socioculturally relevant activities within those contexts; the participation with, guidance and support of others, and how this changes through involvement in activities and prepares children for future involvement in similar experiences. This article, drawing on research into young children's understandings of

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Muller, Mirza. "Culture, emotions and narratives in education for cultural diversity: A sociocultural approach." Psihologija 49, no. 4 (2016): 415–29. http://dx.doi.org/10.2298/psi1604415m.

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Developing a reflexive stance on personal emotions and experiences relating to otherness is one of the main goals of innovative pedagogical activities designed to combat racism. This novel socio-constructivist approach to cultural diversity in education seems an interesting alternative to essentialist approaches, as it involves the learner and uses reflexivity to foster change. However, little is yet known about the psychosocial effects of introducing emotions and personal experiences into the learning environment. In this paper, adopting a sociocultural theoretical framework, we describe two

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Wagoner, Brady, and Ignacio Brescó de Luna. "Culture, history, and psychology: Some historical reflections and research directions." Culture & Psychology 24, no. 3 (2018): 294–309. http://dx.doi.org/10.1177/1354067x18779033.

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Psychologists have typically narrated their discipline’s history so as to glorify an experimental method, which analyzes the mind independently of cultural and historical factors. In line with Jahoda’s sociocultural sensitivity to psychology, this article critically interrogates the plausibility for this vision of psychology as cut off from wider social processes, and offers an alternative based on a re-appropriation of concepts and methods from psychology’s past that highlight cultural processes. This approach is illustrated with a study of how people remember history narratives on the basis

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Tulviste, Peter. "Book Review: Psychological Tools: A Sociocultural Approach to Education." Mind, Culture, and Activity 8, no. 1 (2001): 124–26. http://dx.doi.org/10.1207/s15327884mca0801_13.

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Wertsch, James, and Leslie Rupert. "The Authority of Cultural Tools in a Sociocultural Approach to Mediated Agency." Ethics & Behavior 11, no. 3 (1993): 227–39. http://dx.doi.org/10.1207/s1532690xci1103&4_4.

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15

Lukic, Petar. "Moving between two paradigms - sociocultural approach to research of conspiracy theories." Sociologija 62, no. 2 (2020): 193–216. http://dx.doi.org/10.2298/soc2002193l.

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Social sciences and humanistic disciplines that showed an interest in conspiracy theories are dominantly relying on either a cultural perspective (e.g. history, anthropology, ethnology, sociology, cultural studies, literature, etc.) or a positivistic perspective (psychology and political science). Between these two perspectives lays a gap in the way the nature of the phenomenon is understood, as well as its manifestation, the methodology used and how they interpret results and their implications. In this paper we are aiming to show that this topic is in its core a sociocultural question and th

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Baker-Sennett, Jacquelyn, Barbara Rogoff, Nancy Bell, and James V. Wertsch. "Voices of the Mind: A Sociocultural Approach to Mediated Action." American Journal of Psychology 105, no. 3 (1992): 506. http://dx.doi.org/10.2307/1423207.

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LLOYD, PETER. "Psychological tools: A sociocultural approach to education. By Alex Kozulin." British Journal of Psychology 91, no. 4 (2000): 595–96. http://dx.doi.org/10.1348/000712600162014.

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Panagiotou, Elisavet, and Irini Kadianaki. "From cognitive dissonance to cognitive Polyphasia: A sociocultural approach to understanding meat‐paradox." Journal for the Theory of Social Behaviour 49, no. 2 (2019): 235–53. http://dx.doi.org/10.1111/jtsb.12201.

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Zittoun, Tania. "Imagination in people and societies on the move: A sociocultural psychology perspective." Culture & Psychology 26, no. 4 (2020): 654–75. http://dx.doi.org/10.1177/1354067x19899062.

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This paper proposes a sociocultural psychology approach to mobility. It distinguishes geographical mobility, drawing on mobility studies, from symbolic mobility, that can be achieved through imagination. After the presentation of a theoretical framework, it examines the possible interplay between geographical and symbolic mobility through three case studies: that of people moving to a retirement home, that of a young woman’s trajectory through the Second World War in the UK, and that of families in repeated geographical mobility. The paper thus shows that imagination may expand or guide geogra

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Matusov, Eugene. "Response: Dialogue with Sociohistorical Vygotskian Academia about a Sociocultural Approach." Culture & Psychology 14, no. 1 (2008): 81–93. http://dx.doi.org/10.1177/1354067x07085814.

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Garbula, Joanna Maria, and Małgorzata Kowalik-Olubińska. "Sociocultural constructs of children and childhood." Problemy Opiekuńczo-Wychowawcze 578, no. 3 (2019): 3–10. http://dx.doi.org/10.5604/01.3001.0013.2263.

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Interpretations of the concepts of children and childhood have significantly changed over the past centuries. In the eighteenth century childhood was ascribed a status of a separate phase of human life in which human beings learn, grow and develop. Research conducted within the developmental psychology paradigm based on the notion of childhood’s ‘naturalness’ and on the necessity and normality of development has contributed to the emergence of a universal vision of the child and childhood. This vision has been challenged by the research conducted within the sociocultural paradigm in which chil

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Krau, Edgar. "The crystallization of work values in adolescence: A sociocultural approach." Journal of Vocational Behavior 30, no. 2 (1987): 103–23. http://dx.doi.org/10.1016/0001-8791(87)90012-1.

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Lee, Hyun Ju, and Seong-Yeon Park. "Environmental orientation in going green: A qualitative approach to consumer psychology and sociocultural factors of green consumption." Journal of Global Scholars of Marketing Science 23, no. 3 (2013): 245–62. http://dx.doi.org/10.1080/21639159.2013.788366.

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Kelman, Celeste Azulay, and Angela Uchoa Branco. "Deaf Children in Regular Classrooms: A Sociocultural Approach to a Brazilian Experience." American Annals of the Deaf 149, no. 3 (2004): 274–80. http://dx.doi.org/10.1353/aad.2004.0026.

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Бакиева, Диана Айратовна. "SOCIOCULTURAL APPROACH AS AN IMPERATIVE OF THE EDUCATIONAL ACTIVITIES OF A MODERN MUSEUM." Pedagogical Review, no. 2(36) (April 14, 2021): 118–23. http://dx.doi.org/10.23951/2307-6127-2021-2-115-123.

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Рассматривается социокультурный подход как основание современного образования, ориентированного на личность в полноте ее культурно-воспроизводительной деятельности. Исследуется связь социокультурного подхода и музея, обусловливающая изменение образовательной деятельности последнего. Актуализируется проблема расширения образовательных возможностей музея, обострившаяся в условиях социальной необходимости поиска альтернативных методов взаимодействия с личностью. Обращение к социокультурному подходу как методологии деятельности музея позволяет изменить конфигурацию общения, в качестве цели обознач

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Hong, Ying-yi, Sheri R. Levy, and Chi-yue Chiu. "The Contribution of the Lay Theories Approach to the Study of Groups." Personality and Social Psychology Review 5, no. 2 (2001): 98–106. http://dx.doi.org/10.1207/s15327957pspr0502_1.

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This special issue highlights the contribution of the lay theories approach to the study of groups. Six articles address the nature, development, and consequences of a variety of lay theories for group perception and behavior. First, these articles illuminate the structural, functional, and dynamic properties of lay theories as well as their scope. Second, the articles address the development of lay theories from diverse theoretical perspectives, including evolutionary, cognitive, developmental, and sociocultural learning. Third, each article documents the consequences of different lay theorie

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Eun, Barohny. "The culturally gifted classroom: a sociocultural approach to the inclusive education of English language learners." Educational Psychology in Practice 32, no. 2 (2016): 122–32. http://dx.doi.org/10.1080/02667363.2015.1116060.

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Titchener, Gerald D., and Stephen G. Sapp. "A COMPARISON OF TWO APPROACHES TO UNDERSTANDING CONSUMER OPINIONS OF BIOTECHNOLOGY." Social Behavior and Personality: an international journal 30, no. 4 (2002): 373–81. http://dx.doi.org/10.2224/sbp.2002.30.4.373.

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Two approaches to risk communication about complex and controversial technology are compared through analysis of responses to a nationwide survey of 2,070 consumers conducted in the United States. Results indicate that key components of the cognitive science approach, which emphasizes the importance of information exchange, and the sociocultural approach, which emphasizes the importance of trust and perceived ethical legitimacy, complement one another as determinants of consumer opinion formation regarding complex and controversial technology. Implications for risk communication approaches reg

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Xu, Fan. "Review and Evaluation on the Sociocultural Theory and Bottleneck Hypothesis." Review of Educational Theory 3, no. 4 (2020): 58. http://dx.doi.org/10.30564/ret.v3i4.2404.

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Over the past three decades, a growing number of different theories in second language acquisition field have come out in an effort to provide explanations as to how language learning takes place, to figure out what variables are effective for second language acquisition as well as to offer guidance to mass second language learners and language teachers. Because behind every teaching approach exists certain kind of theory of language acquisition and good theory in turn can help students master language skills in an effective and efficient way.Each theory is considered to have contributed to th

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Barkow, Jerome H. "Vertical/compatible integration versus analogizing with biology." Behavioral and Brain Sciences 29, no. 4 (2006): 348–49. http://dx.doi.org/10.1017/s0140525x06239086.

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Vertical/compatible theoretical integration provides an alternative way of unifying sociocultural anthropology and related disciplines. It involves analyzing theoretical statements for their implicit and explicit assumptions at multiple levels of analysis and then determining whether these assumptions are compatible with consensus in the relevant disciplines (e.g., does the sociological theory include an assumption at odds with consensus psychology?). Incompatibilities indicate a need for further research. This approach is much more likely to salvage the bulk of humanities-oriented anthropolog

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Lim, Cher Ping, and Sally Barnes. "A Collective Case Study of the Use of ICT in Economics Courses: A Sociocultural Approach." Journal of the Learning Sciences 14, no. 4 (2005): 489–526. http://dx.doi.org/10.1207/s15327809jls1404_2.

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Turatosheva Sadoqat, Alikarieva Alokxon,. "Sociological Approach to Modeling the Quality of Higher Education." Psychology and Education Journal 58, no. 2 (2021): 332–40. http://dx.doi.org/10.17762/pae.v58i2.1846.

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The article analyzes the specificity of sociological modeling of higher education. The article deals with the conceptualization of the sociological model of quality higher education in the context of different methodological approaches. In particular, it points to the relevance of addressing the sociocultural dimension of quality. The article examines the procedural characteristic (the effectiveness of the educational process) as the degree of the ratio of the goal - means - the result of the organization of the educational process, which is evaluated in terms of the activity of the collective

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Gube, Jan. "Sociocultural trail within the dialogical self: I-positions, institutions, and cultural armory." Culture & Psychology 23, no. 1 (2016): 3–18. http://dx.doi.org/10.1177/1354067x16650812.

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This paper discusses the interface of dialogical self-theory and institutional context with reference to the schooling of ethnic minorities. It proposes a more nuanced approach to identifying cultural resources within institutions that contribute to dialogical movements and positioning, thereby advancing the application of dialogical self-theory within institutionalized spaces. Drawing on sociocultural concepts of identity construction, the discussion outlines how I-positions are tethered to social practices, relationships, power, and relations within institutions. These cultural resources are

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Kloetzer, Laure, Simon Henein, Ramiro Tau, Susanne Martin, and Joëlle Valterio. "Teaching through performing arts in higher education: Examples in engineering and psychology." Scenario: A Journal for Performative Teaching, Learning, Research XIV, no. 2 (2020): 1–25. http://dx.doi.org/10.33178/scenario.14.2.1.

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This paper introduces two courses making use of performing arts at university level. The first course, taught by Prof. Simon Henein and his colleagues, called Improgineering, aims to teach collective creation through improvisation to master’s degree students in engineering at the EPFL (Ecole Polytechnique Fédérale de Lausanne, Switzerland). The second course, taught by Prof. Laure Kloetzer and her colleagues, aims to introduce the Psychology of Migration via a sociocultural approach to bachelor’s degree students in psychology and education at the University of Neuchâtel (Switzerland). After br

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Cromdal, Jakob. "Discovering traces of the past: Studies of bilingualism among school pupils in Finland and in Sweden. Olli Kuure. Oulu: Oulu University Press, 1997. Pp. 182." Applied Psycholinguistics 20, no. 4 (1999): 589–97. http://dx.doi.org/10.1017/s0142716499214063.

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This is a courageous book. Published as the author's doctoral thesis, this work strives retrospectively to “determine the significance of age in the acquisition of a second language” (p. 26). It has explicit interdisciplinary ambitions to integrate concepts and practices from various disciplines in which bilingual development is studied: notably, sociocultural theory, developmental psychology, psycholinguistics, text linguistics, and pragmatics. These multifaceted theoretical aims are anchored in an equally broad empirical ground, drawing on various types of data. Not surprisingly, the result

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Grauerholz, Liz. "An Ecological Approach to Understanding Sexual Revictimization: Linking Personal, Interpersonal, and Sociocultural Factors and Processes." Child Maltreatment 5, no. 1 (2000): 5–17. http://dx.doi.org/10.1177/1077559500005001002.

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37

Belikova, Ekaterina. "Tolerance as a Value in the Socio-Cultural Landscape of the Region." Logos et Praxis, no. 1 (December 2020): 107–16. http://dx.doi.org/10.15688/lp.jvolsu.2020.1.11.

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The paper analyzes Russian and foreign experience in studying the problems of interethnic and interreligious tolerance. Special attention is paid to the essence of the sociological approach to the concept of "tolerance". Different approaches to this term by domestic and foreign scientists make it possible to determine the multidimensionality of this concept and differentiate it by the problem principle, highlighting the social, interethnic, interreligious, gender, cultural components, which are associated with political, ethnic and cultural spheres of social interaction. The author focuses on

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Park, Soeun, Megan Foley-Nicpon, Alyssa Choate, and Mallory Bolenbaugh. "“Nothing Fits Exactly”: Experiences of Asian American Parents of Twice-Exceptional Children." Gifted Child Quarterly 62, no. 3 (2018): 306–19. http://dx.doi.org/10.1177/0016986218758442.

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Parents of high-ability students with disabilities (i.e., twice-exceptional) play a crucial role in their children’s home and educational environments. In addition, parents’ sociocultural contexts, including race and ethnicity, can influence their parenting practice. We conducted interviews with 10 Asian American parents from diverse ethnic backgrounds and analyzed the interview transcripts by using a phenomenological framework and general inductive approach. Themes identified included the parents’ recognition of and reaction to twice-exceptionality, challenges and efforts in supporting their

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Ryan, Timothy P., and Jonathan Duckworth. "2K-Reality and the Compliant Sports Augmentation Framework for Grassroots Sports." Proceedings 49, no. 1 (2020): 83. http://dx.doi.org/10.3390/proceedings2020049083.

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In this paper, we introduce the Compliant Sports Augmentation Framework (CSAF), which aims to promote a sociocultural approach to the design of sports technology for grassroots sports. The CSAF design criteria advocate enhancing the experiential qualities of grassroots sports by respecting, protecting and cultivating existing practices, meanings and values. We developed the CSAF by synthesising the theory, practice and evaluation components of our 2K-Reality design research project that sought to enhance the enjoyment of playing and watching pickup basketball with digital technology. The disci

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Osin, E. N. "The concept of alienation in educational psychology: History and perspectives." Cultural-Historical Psychology 11, no. 4 (2015): 79–88. http://dx.doi.org/10.17759/chp.2015110407.

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The paper focuses on the explanatory power and limitations of the concept of alienation in educational research. Psychological studies of the phenomena associated with alienation (burnout, extrinsic motivation, cynicism, etc.) are limited by the context of individual mind, whereas the concept of alienation refers to a set of processes unfolding at both individual and sociocultural levels. The paper demonstrates the heuristic possibilities offered by the cultural-historical activity approach to meaning and meaning regulation in the analysis of alien-ation phenomena. The author reviews the findi

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Abi-Hashem, Naji. "Resiliency and Culture: An Interdisciplinary Approach." RUDN Journal of Psychology and Pedagogics 17, no. 4 (2020): 586–603. http://dx.doi.org/10.22363/2313-1683-2020-17-4-586-603.

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In recent years, the topics of psychosocial resiliency and cultural competency have been on the forefronts of many academic disciplines and human-care services. This article explores the meaning, nature, and function of resiliency and provides an overview of its foundational role and integrative place in the fields of psychology, pedagogy, physiology, psychotherapy, spirituality, and community. All these explorations and discussions are presented from a sociocultural and interdisciplinary perspective. Most areas of learning and spheres of knowledge could further be advanced if they continue to

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Coulter, Tristan J., Clifford J. Mallett, Jefferson A. Singer, and Cornelia Wrzus. "A Three–Domain Personality Analysis of A Mentally Tough Athlete." European Journal of Personality 32, no. 1 (2018): 6–29. http://dx.doi.org/10.1002/per.2129.

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The current study adopted McAdams’ multilayer framework as the basis to develop a psychological portrait of an elite athlete who was identified as being particularly ‘mentally tough’. The aim was to use this single case as an exemplar to demonstrate the utility of McAdams’ framework for understanding the complexity of sport performers across three domains of personality: dispositional traits, characteristic adaptations, and narrative identity. We operationalised these domains through the development of specific research questions and, subsequently, the collection and integration of the partici

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Liu, James H., and Sammyh S. Khan. "Implications of a Psychological Approach to Collective Remembering: Social Representations as Cultural Ground for Interpreting Survey and Experimental Results." Journal of Pacific Rim Psychology 15 (January 2021): 183449092110079. http://dx.doi.org/10.1177/18344909211007938.

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Psychology has become connected to the “memory boom” in research, that highlights the concept of social representations, defined as a shared system of knowledge and belief that facilitates communication about social objects where culture is conceptualized as a meta-system of social representations mediated by language, symbols, and their institutional carriers. Six articles on collective remembering, including survey results, text analysis, and experiments, are summarized in this introduction. All rely on content-rich meanings, embedded in sociocultural contexts that influence the results of t

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Khoroshilov, D. A. "The continuity of the knowledge in Social Psychology, could it be possible? Commemoration to the 95th anniversary of G.M. Andreeva." Social Psychology and Society 10, no. 3 (2019): 196–201. http://dx.doi.org/10.17759/sps.2019100313.

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This paper is dedicated to the memory of Galina Mihailovna Andreeva, who was a creator of the Russian school of Social Psychology at the faculty of Moscow State University. Adreeva suggested that the psychologist’s main objective was to integrate scientific knowledge into the context of social changes and issues. She determined the main problem of Social Psychology as the problem of social cognition. Social cognition represents constructing the image of the social world, which is vicariously lived by people in their everyday life. This definition unites such theories as sociocultural approach

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Ferreira, Maria Cristina, Ronald Fischer, Juliana Barreiros Porto, Ronaldo Pilati, and Taciano L. Milfont. "Unraveling the Mystery of Brazilian Jeitinho." Personality and Social Psychology Bulletin 38, no. 3 (2011): 331–44. http://dx.doi.org/10.1177/0146167211427148.

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Two studies explore the structure and psychological makeup of jeitinho, a Brazilian indigenous construct associated with problem-solving strategies in strong hierarchies. Study 1 used a scenario approach with nonstudent participants and demonstrated that jeitinho can be described by a three-dimensional structure: corruption, creativity, and social norm breaking. Study 2 used individual and social norm scenarios in nonstudent samples and demonstrated that moral leniency is associated with more corruption and social norm breaking. Furthermore, only in the personal but not the social norm conditi

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Bergener, M., and E. U. Kranzhoff. "Measurement in Psychogeriatrics." International Psychogeriatrics 4, no. 3 (1992): 101–15. http://dx.doi.org/10.1017/s1041610292001194.

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Stake's concept of Responsive Evaluation is applied in evaluating the chain of psychogeriatric services of a general psychiatric hospital. Central to the approach presented are methodological considerations in describing individual treatment courses in their objective and subjective features. This can only be accomplished by establishing multidimensional strategies, incorporating biological, mental, psychological, and sociocultural aspects.

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Matusov, Eugene. "Applying a Sociocultural Approach to Vygotskian Academia: `Our Tsar Isn't Like Yours, and Yours Isn't Like Ours'." Culture & Psychology 14, no. 1 (2008): 5–35. http://dx.doi.org/10.1177/1354067x07085808.

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Storm, Louise Kamuk. "Creating a Sustainable Talent-Development Culture: Context-Driven Sport Psychology Practice in a Danish Talent Academy." Case Studies in Sport and Exercise Psychology 4, no. 1 (2020): 58–66. http://dx.doi.org/10.1123/cssep.2019-0034.

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This case study describes a 1-year intervention aiming at creating a sustainable talent-development culture by actively involving the director and leading coaches of the Danish Talent Academy in a research process, thus broadening their horizons, developing their self-reflexivity, and empowering them to improve their situation. The intervention proceeded in five phases. Phase 1 was exploring and reflecting on previous experiences and understanding needs. Phase 2 was about understanding past, present, and future values and strategies to gain a foothold and stability in the new context. Phase 3

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Rubtsov, V. V., M. Cole, J. V. Wertsch, et al. "Human Development and the Creative Potential of Culture (Roundtable of the methodological seminar supervised by V.V. Rubtsov and B.D. Elkonin)." Cultural-Historical Psychology 14, no. 4 (2018): 41–51. http://dx.doi.org/10.17759/chp.2018140406.

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On May 25, 2018 the Moscow State University of Psychology and Education hosted a methodological seminar “Human Development and the Creative Potential of Culture” (supervised by V.V. Rubtsov and B.D. Elkonin) that was dedicated to the 80th birthday of the renowned American psychologist professor Michael Cole, the disciple of A.R. Luria and the successor of the cultural-historical and activity approaches in psychology. Michael Cole has and continues to put a lot of effort into the internationalization and development of these acknowledged Russian approaches all over the world. The seminar was or

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N. Ivanenko, I., G. M. Nikitin, and T. A. Mokhovaya. "ONTOLOGICAL AND SOCIO-CULTURAL FOUNDATIONS OF THE INTER-GENERATED DISCOURSE IN THE MODERN INFORMATION SOCIETY." Humanities & Social Sciences Reviews 7, no. 6 (2019): 906–10. http://dx.doi.org/10.18510/hssr.2019.76136.

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Purpose of the study: The article is devoted to understanding the problems of intergenerational discourse and its transformation in ontological and sociocultural reality. The paper substantiates the need to maintain the mechanism of accumulation and reproduction of the experience of ancestors. It is shown that the violation of the transfer of knowledge and traditions leads to the distortion or disappearance of universal cultural codes. Methodology: In this article, cultural, demographic, and psychological approaches are used to study the ontological and sociocultural foundations of inter

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