L I Bozhovich
Biographic Data
| ID | 6828486 |
|---|---|
| NAME | L I Bozhovich |
| GIVEN NAMES | L I |
| FAMILY NAME | Bozhovich |
| SIGNATURE | BOZHOVICH L I |
| AFFILIATIONS | a Scientific Research Institute of Educational and General Psychology, APN SSSR, Moscow |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1968 |
| LATEST PUBLICATION YEAR | 2007 |
| H-INDEX | 1 |
Psychology of Children's Imitation (Experimental Psychological Research Conducted in 1929)
This is the second part of an early work by L.I. Bozhovich and L.S. Slavina. Imitation is considered within the context of higher mental functions development. The paper presents the results of the empirical research on imitation development in children of different ages. The research was carried out using a special technique (applied in pairs) for studying children's ability to imitate mediation. The authors substantiate that there are three sta…
Stages in the Formation of the Personality in Ontogeny
The crisis of adolescence differs considerably from the earlier crises we have examined. (1) It is the most acute and most prolonged of all the developmental crises marking transitional stages in the ontogenetic development of the child's personality. Essentially, the entire adolescent period is a protracted transition from childhood to maturity
Stages in the Formation of the Personality in Ontogeny
In an earlier essay (1) we examined the first two critical periods in the formation of a child's personality: the one-year and three-year age crises. In the present paper we shall examine the seven-year age crisis, which is the transitional period from preschool to school age
Stages in the Formation of the Personality in Ontogeny
It may now be considered an established fact that in the course of ontogeny, qualitatively new structures, which cannot be reduced to elementary psychological functions, emerge in the child's mind
The Psychology of Acquiring Factual Knowledge by Schoolchildren
The learning of factual knowledge is a central problem in psychology and pedagogy; and study of the principles governing this process and of methods for organizing it is directly related to one of the chief tasks of schooling — imparting complete and solid factual knowledge to children
The Concept of the Cultural-Historical Development of the Mind and its Prospects
Vygotsky's concept of the cultural and historical development of the mind, which he worked out together with his coworkers and students, never achieved finished form. It did, however, contain basic ideas that, when later systematically developed, opened paths toward knowledge about what Vygotsky considered to be the most important problem of psychology — knowledge of the human personality
Some Psychological Aspects of School Readiness
A child's life and the development of his personality take an abrupt turn when he enters school. The preschool period ends and the school-age period begins when he assumes the tasks of systematic school study
Fifty Years of Soviet Psychology of Upbringing
The beginning of the twentieth century is characterized by the emergence among progressively oriented pedagogs of a tendency to depend on data from the science of psychology and to build the pedagogical process in line with characteristics of the psychological development of children. It is in just this period that pedagogical psychology was separated off as an independent branch of scientific knowledge
Psychology of Children's Imitation (Experimental Psychological Research Conducted in 1929)
This is the second part of an early work by L.I. Bozhovich and L.S. Slavina. Imitation is considered within the context of higher mental functions development. The paper presents the results of the empirical research on imitation development in children of different ages. The research was carried out using a special technique (applied in pairs) for studying children's ability to imitate mediation. The authors substantiate that there are three sta…
Fifty Years of Soviet Psychology of Upbringing
The beginning of the twentieth century is characterized by the emergence among progressively oriented pedagogs of a tendency to depend on data from the science of psychology and to build the pedagogical process in line with characteristics of the psychological development of children. It is in just this period that pedagogical psychology was separated off as an independent branch of scientific knowledge
The Concept of the Cultural-Historical Development of the Mind and its Prospects
Vygotsky's concept of the cultural and historical development of the mind, which he worked out together with his coworkers and students, never achieved finished form. It did, however, contain basic ideas that, when later systematically developed, opened paths toward knowledge about what Vygotsky considered to be the most important problem of psychology — knowledge of the human personality
Some Psychological Aspects of School Readiness
A child's life and the development of his personality take an abrupt turn when he enters school. The preschool period ends and the school-age period begins when he assumes the tasks of systematic school study
Stages in the Formation of the Personality in Ontogeny
It may now be considered an established fact that in the course of ontogeny, qualitatively new structures, which cannot be reduced to elementary psychological functions, emerge in the child's mind
The Psychology of Acquiring Factual Knowledge by Schoolchildren
The learning of factual knowledge is a central problem in psychology and pedagogy; and study of the principles governing this process and of methods for organizing it is directly related to one of the chief tasks of schooling — imparting complete and solid factual knowledge to children
Stages in the Formation of the Personality in Ontogeny
The crisis of adolescence differs considerably from the earlier crises we have examined. (1) It is the most acute and most prolonged of all the developmental crises marking transitional stages in the ontogenetic development of the child's personality. Essentially, the entire adolescent period is a protracted transition from childhood to maturity
Stages in the Formation of the Personality in Ontogeny
In an earlier essay (1) we examined the first two critical periods in the formation of a child's personality: the one-year and three-year age crises. In the present paper we shall examine the seven-year age crisis, which is the transitional period from preschool to school age
Psychology of Children's Imitation (Experimental Psychological Research Conducted in 1929)
This is the second part of an early work by L.I. Bozhovich and L.S. Slavina. Imitation is considered within the context of higher mental functions development. The paper presents the results of the empirical research on imitation development in children of different ages. The research was carried out using a special technique (applied in pairs) for studying children's ability to imitate mediation. The authors substantiate that there are three sta…
Psychology (8 works) · Social Psychology (6 works) · Psychology of Development and Education (5 works) · Developmental psychology (4 works) · Educational Methods and Teacher Development (4 works) · Epistemology (4 works) · Personality (4 works) · Ontogeny (3 works) · Period (music) (3 works) · Sociology (3 works)