Gleb D Emelin
Biographic Data
| ID | 10950250 |
|---|---|
| NAME | Gleb D Emelin |
| GIVEN NAMES | Gleb D |
| FAMILY NAME | Emelin |
| SIGNATURE | EMELIN G D |
| AFFILIATIONS | Lomonosov Moscow State University |
| ORCID | 0000-0002-0034-8467 |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Cultural-historical reflection on learning, place, and legacy of Vygotsky
Context and relevance. This reflective paper explores the significance of personal academic experience in advancing understanding of Cultural-Historical Theory (CHT) and Activity Theory (AT). Objective. Drawing on Rolfe’s (2001) reflective framework of What? So What? Now What? the paper situates the ten authors' participation in the Summer University and a visit to Lev Vygotsky’s grave as moments of both intellectual and affective engagement with…
Hostile Bias
The construct of hostile attribution bias—a general a priori tendency to process social signals as hostile — is becoming increasingly prominent in research on aggressive behavior. Contemporary models of hostile bias allow for a detailed analysis of aggressive behavior factors, yet they share a significant drawback: they fail to account for the role of personality traits in hostile bias processes. Incorporating personality dispositions — particula…
No prominent works on this page.
Hostile Bias
The construct of hostile attribution bias—a general a priori tendency to process social signals as hostile — is becoming increasingly prominent in research on aggressive behavior. Contemporary models of hostile bias allow for a detailed analysis of aggressive behavior factors, yet they share a significant drawback: they fail to account for the role of personality traits in hostile bias processes. Incorporating personality dispositions — particula…
Cultural-historical reflection on learning, place, and legacy of Vygotsky
Context and relevance. This reflective paper explores the significance of personal academic experience in advancing understanding of Cultural-Historical Theory (CHT) and Activity Theory (AT). Objective. Drawing on Rolfe’s (2001) reflective framework of What? So What? Now What? the paper situates the ten authors' participation in the Summer University and a visit to Lev Vygotsky’s grave as moments of both intellectual and affective engagement with…
Aggression (1 work) · Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes (1 work) · Attribution (1 work) · Attribution bias (1 work) · Big Five personality traits (1 work) · Bullying, Victimization, and Aggression (1 work) · Conceptual framework (1 work) · Embodied cognition (1 work) · Hostility (1 work) · Innovative Education and Learning Practices (1 work)