The Development of Artistic Perception in Schoolchildren

The elements of the material of a work of art (in literature these are the individual words or individual facts used by the author) make no aesthetic sense outside of a context. In themselves they are understandable in the particular cultural-historical environment and cause no difficulties in perception during the course of reading.¹     

Toward the Problem of Stages in the Mental Development of Children

The problem of stages' in the mental development of the child is the fundamental problem of child psychology. Elaboration of this problem has important theoretical significance since it is by determining the stages of mental development and by discovering the patterns of transition from one stage to the next that psychology will eventually solve the problem of the motive forces of mental development. We contend that every conception of the motive forces of mental development must first be tested on the "proving grounds" of the theory of developmental stages.     

Toward the Problem of Stages in the Mental Development of the Child

D. B. El'konin is one of the Soviet Union's most prominent developmental psychologists. In addition to carrying out an ambitious experimental program of curriculum innovation, he has continued to write on theoretical problems of child development.     

Physical Development and Condition of Psychophysiological Functions in Junior Schoolchildren

The authors studied the correlation between the physical development level and condition of psychophysiological functions in junior schoolchildren. They 104 examined pupils (53 girls and 51 boys) of the fourth form of a secondary school between the ages of nine and ten over the school year. To evaluate the children's physical development, the authors measured the subjects' anthropometric and functional indices. Their results show that the physical development level correlates with the condition of psychophysiological functions.     

The Problem of Development in the Non-Western World

Victims of Progress. John H. Bodley .
Politics and Society in the Third World. Jean-Yves Calvez . M. J. O'Connell, trans.
The Sociology of the Third World: Disparity and Involvement. J. E. Goldthorpe .
Enterprise: Industrial Entrepreneurship in Development: Based on Case Studies from the Sudan. K. A. Hammeed .
La Pluralité des mondes: Théorie et pratiques du développement. Institut D'Etudes du Développement .
Economic Development, Peace and International Law. Wil D. Verwey . Preface by B. V. A. Roling, Polemological Studies.     

The Problem of Mental Retardation (A Tentative Working Hypothesis)

Within the general problem of mental retardation, the focus has traditionally been on the child's intellectual inadequacy, his feeblemindedness. This is entrenched in the very term used to designate these children, who are usually called feebleminded, or mentally retarded. All the other aspects of the personality of such a child are usually seen as phenomena arising secondarily as a function of the basic intellectual defect. Many investigators do not even see any essential affective and volitional differences between these children and normal children. …     

The Development of the Mental Representations of the Magnitude of Fractions

We investigated the development of the mental representation of the magnitude of fractions during the initial stages of fraction learning in grade 5, 6 and 7 children as well as in adults. We examined the activation of global fraction magnitude in a numerical comparison task and a matching task. There were global distance effects in the comparison task, but not in the matching task. This suggests that the activation of the global magnitude representation of fractions is not automatic in all tasks involving magnitude judgments. The slope of the global distance effect increased during early fraction learning and declined by adulthood, demonstrating that the development of the fraction global distance effect differs from that of the integer distance effect.     

The Problem of Development in Psychology

1. The problem of development in psychology hinges on the problem of the subject matter of psychology. This dependency is discernible in the old psychology and in its contemporary trends as well. Accordingly, the definition of the subject matter of psychology expressed by the formula "man as an active agent in the environment" will lead to a specific understanding of psychological development.     

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 Cultural-Historical Development of Mental Processes and the Theory of Stepwise Formation of Mental Actions and Concepts

The article examines the problem of the relationship between universal and specific forms of cultural–historical development of mental processes. From different methodological approaches, the author prefers an activity approach which emphasizes genetic primacy of external practical activity. This approach allows, according to the author, universality of internalization and at the same time ethnic uniqueness of mental processes. The article clarifies the problem of internalization through two practical examples: 1) the development of mental counting actions and 2) the process of human goal setting.     

The Unknown Role of Mental Health in Global Development

In this paper, the author contrasts the substantial impact of mental health problems on global disability with the limited attention and resources these problems receive. The author discusses possible reasons for the disparity: Compared to physical disorders, mental health problems are considered less important, perhaps due to lower priority of disorders that primarily cause dysfunction rather than mortality, and skepticism that mental disorders are treatable in low-resource countries. He argues that achieving improved global health and development requires addressing problems causing disability, particularly mental health problems among populations in which the common mental disorders are frequent due to deprivation, war, and disasters. The author contends that services addressing the common mental disorders could be made widely and relatively cheaply accessible if provided by non-professional workers at the community level.     

The Problem of Child Development In Soviet Psychology

The problem of child development was central in Soviet psychology from the start. Interest in child development arose, on the one hand, in connection with the needs of pedagogical practice, for the reconstruction and improvement of the educational system for the new generation, and, on the other hand, as a result of the theoretical importance of the problem in working out a genetic approach to the study of the human mind [psikhika].     

The Problem of the Development of the Intellect and Learning in Human Psychology

The definition of word from which Shpet proceeds embraces every linguistic phenomenon, both autosemantic and synsemantic. The definition includes every isolated word ("dictionary material") as well as a coherent period or sentence and any organic member or arbitrarily established part of them: "Indeed, whatever specific part of a whole in human speech we isolate, it will contain, if only virtually, the properties, functions, and relations of the whole" (Shpet, 1989. P. 402).     

Psychological Characteristics of the Work Activity of Older Schoolchildren

The Resolution of the June 1983 Plenum of the CPSU Central Committee entitled "Current problems of party ideological and mass political work".