Nikolay Veraksa
Datos Biográficos
| ID | 6828254 |
|---|---|
| NOMBRE | Nikolay Veraksa |
| NOMBRES | Nikolay |
| APELLIDO | Veraksa |
| FIRMA | VERAKSA N |
| AFILIACIONES | Lomonosov Moscow State University |
| ORCID | 0000-0003-3752-7319 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 19 |
| TOTAL DE CITAS | 11 |
| TOTAL COMO AUTOR | 19 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2015 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
The relationship between irony comprehension, behavior regulation and theory of mind in preschool age
Context and relevance. Cultural-historical psychology makes it possible to describe the phenomenon of irony and the specific features of its comprehension in terms of social and cultural norms. In recent years, the search for effective tools of children’s socialization has increasingly turned to the study of how children understand irony, particularly irony used as an indirect evaluation of a child’s behavior. The regulation of preschoolers’ beha…
Birth order or screen time
The majority of screen time recommendations differ among parents of toddlers, preschoolers, and schoolchildren. In families with more than one child, it becomes more difficult for parents to apply these recommendations to each child individually because of the age difference between siblings. Currently, how screen time is affected by the birth order has been poorly studied. Therefore, this study aims to investigate birth order and screen time as …
The Child’s Position in the Educational Situation and the Development of Coherent Speech
The question of the child's position in the educational process is one of the controversial ones, since the answer to it determines the learning paradigm. The purpose of this study was to determine the influence of a child's position in an educational situation on the development of coherent speech. A randomized control experiment was conducted with the participation of 125 preschoolers (M = 70 месяцев, SD = 3,6, 50,4% male), final sample – 87 ch…
Interaction with Culture in the Preschool Education as a Space for Development
The article is devoted to the analysis of the process of interaction of a child with culture. Domestic psychologists, including L.S. Vygotsky, A.N. Leontiev, D.B. Elkonin, A.V. Zaporozhets and others, assigned a decisive role in the development process to the development of culture by the child as a source of development. One of the issues that is specifically considered in this paper is related to the analysis of situations that allow a child to…
Psycho-aesthetic Concept of A.V. Bakushinsky and Periodization of Human Ontogenesis
Interest in the work of A.V. Bakushinsky stems from the significance of his psycho-aesthetic concept for contemporary developmental psychology. This concept outlines the stages of mental development associated with a child's perceptual capabilities within the context of global fine art. The article presents an argument supporting A.V. Bakushinsky’s commitment to the cultural-historical approach in evaluating ontogenesis. A.V. Bakushinsky illustra…
Means Problem in Cultural-Historical Theory
The article presents a dialectical analysis of psychological means as one of the problems within cultural-historical psychology. The author raises the question of what properties psychological means must have in order to serve as a tool for influencing the actor's behavior. As means are considered those presented in L.Vygotsky's works: sign, symbol, visual diagram, concept of opposition. This study offers a solution to a number of theoretical pro…
Psychology of Laughter in a Structural-Dialectical Approach
The article is devoted to the discussion of the psychology of laughter from the perspective of its functional purpose in culture. Addressing the topic of laughter is needed to describe its counterintuitive nature, consisting of dialectical contradictions. The study of the formation of laughter in children's subculture and its inclusion in the subject area of developmental psychology is of immediate interest. The purpose of the study is to determi…
Cultural Actions In The Play Of Preschool Children
The article is devoted to the analysis of the key mechanisms of children's development in the play – the correlation of cultural actions and the conditions of their formation that arise in the process of children's play. A detailed analysis of the concepts of "situation" and "normative situation" is given. According to L.S. Vygotsky, a special role in children’s play is assigned to the imaginary situation, which determines the subjective nature o…
“Complete the Drawing!”
An indirect connection between executive functioning and imagination was revealed earlier in the study of pretend play. This study aimed to explore the relationship between imagination and executive functions in children. Two-hundred-six typically developing children aged 6–7 years were assessed with main executive functions (working memory, inhibition, and cognitive flexibility) and nonverbal imagination (imagination flexibility, image detailedn…
Exploring the development of executive functions in children in a digital world
Development of Formal-logical and Dialectical Thinking in Children of 5-8 Years Old
This article presents the longitudinal study results dedicated to evaluation of formal-logical and dialectical thinking development in senior preschool children (5—6 and then 6—7 years old) as well as in elementary school children (7—8 years old). The formal—logical thinking study included 58 children. We used Piaget tests: “Probability”, “Scales” and “Cylinder”. The dialectical thinking study included 92 children. We evaluated three techniques: …
The Relationship Between Dialectical Thinking and Emotion Understanding in Senior Preschool Children
This study aims to clarify the methodological status of the category “activity Theoretical foundations of the relationship between child’s cognitive and emotional development were formulated in the works of Russian and international authors. We consider a child's dialectical thinking genesis as one of the cognitive development lines. This research aimed to study the relationship between dialectical thinking and emotion understanding in older pres…
Short- and Long-Term Effects of Passive and Active Screen Time on Young Children’s Phonological Memory
The purpose of this study was to fill this gap by examining the relationship between phonological memory in preschool children and their passive (watching TV) and active screen time with using of Smart Screen Technologies such as tablets and phones with a touch screen interface. Study was conducted in two stages: in Time 1, the association between children’s phonological memory, passive and active screen time and family factors was examined; in T…
Assessing the Effectiveness of Differentiated Instructional Approaches for Teaching Math to Preschoolers with Different Levels of Executive Functions
Previous studies have found that the development of mathematical abilities, along with the development of executive functions, predict students’ subsequent academic performance. The present study aimed to assess the effectiveness of teaching the concept of area to preschool children with different levels of cognitive processes (CP) including executive functions and short-term memory. The experiment introduced the concept by using three different …
Modern Problems of Children's Play
The purpose of this article is to analyze the state of modern research on children’s play, approaches to its study, as well as existing methods of its evaluation. The relevance of the topic is due to the leading role of the play in preschool childhood and the complexity of this phenomenon. Play is actively studied, and play interventions are often used. However, the analysis of the literature shows confusion and uncertainty of terminology due to …
The aim of the game
Dialectical Thinking
The article is devoted to the relation of logic and psychology of dialectical thinking. It provides three lines of understanding of dialectical thinking: dialectical thinking as a form of developing content, based on the resolution of oppositions; dialectical thinking as postformal stage of intelligence; dialectical thinking as a form of operating relationships of the opposites. Each approach has its own applications to the organization of educat…
Child Development
There are two ways of comprehending child development. The first one stresses the cultural essence of man. It regards the child as a human being that has not yet acquired culture and is faced with the task of its acquisition. The important part of culture is the system of norms, including various means and patterns, the so-called ‘ideal forms’. The bearer of these ideal forms and culture is the adult. The zone of proximal development is not for i…
Representation of Objective Situations in Preschool Children
The paper focuses on the types of representations of objective situations, that is, situations which are defined independently of the subject, by certain external perceptible circumstances and social expectations or rules. The author distinguishes between three types of objective situations in which children act: normative, developing and ambiguous. For each of these types there is a corresponding form of representation: sign, dialectical and sym…
Child Development
There are two ways of comprehending child development. The first one stresses the cultural essence of man. It regards the child as a human being that has not yet acquired culture and is faced with the task of its acquisition. The important part of culture is the system of norms, including various means and patterns, the so-called ‘ideal forms’. The bearer of these ideal forms and culture is the adult. The zone of proximal development is not for i…
Cultural Actions In The Play Of Preschool Children
The article is devoted to the analysis of the key mechanisms of children's development in the play – the correlation of cultural actions and the conditions of their formation that arise in the process of children's play. A detailed analysis of the concepts of "situation" and "normative situation" is given. According to L.S. Vygotsky, a special role in children’s play is assigned to the imaginary situation, which determines the subjective nature o…
Representation of Objective Situations in Preschool Children
The paper focuses on the types of representations of objective situations, that is, situations which are defined independently of the subject, by certain external perceptible circumstances and social expectations or rules. The author distinguishes between three types of objective situations in which children act: normative, developing and ambiguous. For each of these types there is a corresponding form of representation: sign, dialectical and sym…
Modern Problems of Children's Play
The purpose of this article is to analyze the state of modern research on children’s play, approaches to its study, as well as existing methods of its evaluation. The relevance of the topic is due to the leading role of the play in preschool childhood and the complexity of this phenomenon. Play is actively studied, and play interventions are often used. However, the analysis of the literature shows confusion and uncertainty of terminology due to …
Representation of Objective Situations in Preschool Children
The paper focuses on the types of representations of objective situations, that is, situations which are defined independently of the subject, by certain external perceptible circumstances and social expectations or rules. The author distinguishes between three types of objective situations in which children act: normative, developing and ambiguous. For each of these types there is a corresponding form of representation: sign, dialectical and sym…
Child Development
There are two ways of comprehending child development. The first one stresses the cultural essence of man. It regards the child as a human being that has not yet acquired culture and is faced with the task of its acquisition. The important part of culture is the system of norms, including various means and patterns, the so-called ‘ideal forms’. The bearer of these ideal forms and culture is the adult. The zone of proximal development is not for i…
The aim of the game
Dialectical Thinking
The article is devoted to the relation of logic and psychology of dialectical thinking. It provides three lines of understanding of dialectical thinking: dialectical thinking as a form of developing content, based on the resolution of oppositions; dialectical thinking as postformal stage of intelligence; dialectical thinking as a form of operating relationships of the opposites. Each approach has its own applications to the organization of educat…
Assessing the Effectiveness of Differentiated Instructional Approaches for Teaching Math to Preschoolers with Different Levels of Executive Functions
Previous studies have found that the development of mathematical abilities, along with the development of executive functions, predict students’ subsequent academic performance. The present study aimed to assess the effectiveness of teaching the concept of area to preschool children with different levels of cognitive processes (CP) including executive functions and short-term memory. The experiment introduced the concept by using three different …
Modern Problems of Children's Play
The purpose of this article is to analyze the state of modern research on children’s play, approaches to its study, as well as existing methods of its evaluation. The relevance of the topic is due to the leading role of the play in preschool childhood and the complexity of this phenomenon. Play is actively studied, and play interventions are often used. However, the analysis of the literature shows confusion and uncertainty of terminology due to …
Short- and Long-Term Effects of Passive and Active Screen Time on Young Children’s Phonological Memory
The purpose of this study was to fill this gap by examining the relationship between phonological memory in preschool children and their passive (watching TV) and active screen time with using of Smart Screen Technologies such as tablets and phones with a touch screen interface. Study was conducted in two stages: in Time 1, the association between children’s phonological memory, passive and active screen time and family factors was examined; in T…
“Complete the Drawing!”
An indirect connection between executive functioning and imagination was revealed earlier in the study of pretend play. This study aimed to explore the relationship between imagination and executive functions in children. Two-hundred-six typically developing children aged 6–7 years were assessed with main executive functions (working memory, inhibition, and cognitive flexibility) and nonverbal imagination (imagination flexibility, image detailedn…
Exploring the development of executive functions in children in a digital world
Development of Formal-logical and Dialectical Thinking in Children of 5-8 Years Old
This article presents the longitudinal study results dedicated to evaluation of formal-logical and dialectical thinking development in senior preschool children (5—6 and then 6—7 years old) as well as in elementary school children (7—8 years old). The formal—logical thinking study included 58 children. We used Piaget tests: “Probability”, “Scales” and “Cylinder”. The dialectical thinking study included 92 children. We evaluated three techniques: …
The Relationship Between Dialectical Thinking and Emotion Understanding in Senior Preschool Children
This study aims to clarify the methodological status of the category “activity Theoretical foundations of the relationship between child’s cognitive and emotional development were formulated in the works of Russian and international authors. We consider a child's dialectical thinking genesis as one of the cognitive development lines. This research aimed to study the relationship between dialectical thinking and emotion understanding in older pres…
Psychology of Laughter in a Structural-Dialectical Approach
The article is devoted to the discussion of the psychology of laughter from the perspective of its functional purpose in culture. Addressing the topic of laughter is needed to describe its counterintuitive nature, consisting of dialectical contradictions. The study of the formation of laughter in children's subculture and its inclusion in the subject area of developmental psychology is of immediate interest. The purpose of the study is to determi…
Cultural Actions In The Play Of Preschool Children
The article is devoted to the analysis of the key mechanisms of children's development in the play – the correlation of cultural actions and the conditions of their formation that arise in the process of children's play. A detailed analysis of the concepts of "situation" and "normative situation" is given. According to L.S. Vygotsky, a special role in children’s play is assigned to the imaginary situation, which determines the subjective nature o…
Interaction with Culture in the Preschool Education as a Space for Development
The article is devoted to the analysis of the process of interaction of a child with culture. Domestic psychologists, including L.S. Vygotsky, A.N. Leontiev, D.B. Elkonin, A.V. Zaporozhets and others, assigned a decisive role in the development process to the development of culture by the child as a source of development. One of the issues that is specifically considered in this paper is related to the analysis of situations that allow a child to…
Psycho-aesthetic Concept of A.V. Bakushinsky and Periodization of Human Ontogenesis
Interest in the work of A.V. Bakushinsky stems from the significance of his psycho-aesthetic concept for contemporary developmental psychology. This concept outlines the stages of mental development associated with a child's perceptual capabilities within the context of global fine art. The article presents an argument supporting A.V. Bakushinsky’s commitment to the cultural-historical approach in evaluating ontogenesis. A.V. Bakushinsky illustra…
Means Problem in Cultural-Historical Theory
The article presents a dialectical analysis of psychological means as one of the problems within cultural-historical psychology. The author raises the question of what properties psychological means must have in order to serve as a tool for influencing the actor's behavior. As means are considered those presented in L.Vygotsky's works: sign, symbol, visual diagram, concept of opposition. This study offers a solution to a number of theoretical pro…
Birth order or screen time
The majority of screen time recommendations differ among parents of toddlers, preschoolers, and schoolchildren. In families with more than one child, it becomes more difficult for parents to apply these recommendations to each child individually because of the age difference between siblings. Currently, how screen time is affected by the birth order has been poorly studied. Therefore, this study aims to investigate birth order and screen time as …
The Child’s Position in the Educational Situation and the Development of Coherent Speech
The question of the child's position in the educational process is one of the controversial ones, since the answer to it determines the learning paradigm. The purpose of this study was to determine the influence of a child's position in an educational situation on the development of coherent speech. A randomized control experiment was conducted with the participation of 125 preschoolers (M = 70 месяцев, SD = 3,6, 50,4% male), final sample – 87 ch…
The relationship between irony comprehension, behavior regulation and theory of mind in preschool age
Context and relevance. Cultural-historical psychology makes it possible to describe the phenomenon of irony and the specific features of its comprehension in terms of social and cultural norms. In recent years, the search for effective tools of children’s socialization has increasingly turned to the study of how children understand irony, particularly irony used as an indirect evaluation of a child’s behavior. The regulation of preschoolers’ beha…
Psychology (16 obras) · Developmental psychology (10 obras) · Epistemology (10 obras) · Computer Science (8 obras) · Philosophy (8 obras) · Philosophy (8 obras) · Psychology of Development and Education (8 obras) · Educational Methods and Teacher Development (7 obras) · Cognition (6 obras) · Sociology (6 obras)