These articles represent an interdisciplinary discussion to characterize a maximally favorable setting for education, upbringing, and development. (DE)

Explored the relationship between knowing how to think and teaching students to think. The findings indicated that development of pupil's intellectual capacities depend on an adequate assimilation of general methods of thinking and that psychology, logic, and pedagogy can today provide the teacher with the technical resources necessary to make…

The author examines current techniques used to teach elementary school children how to analyze and compare. Emphasis is placed upon developing these modes of mental activity while teaching biological concepts. (DE)

The case for integrating the problem-solving approach to learning with traditional explanatory and demonstrative approaches, but not replacing them, when teaching biology is presented. (ND)

Developing learning-teaching procedures is only possible if one knows the internal processes to be formed. Two 'psycho-logical' models and activity algorithms for foreign language teaching are discussed. Construction of such operational models for grammatical action has a high diagnostic value for research and development in FL teaching. See FL…

Experiments by Russian educators on teaching algebra in elementary grades are summarized by the author. The algebra taught consisted of generalized solutions to concrete problems that are usually presented with fixed numerical values. (JP)

Observation of practices in V. V. Davydov's laboratory school suggests that students proceed from concrete example to abstract generalization--rather than from abstract to concrete, as Davydov has claimed. (GDC)

Describes the psychological analysis of the instruction of the concept of multiplication in the former Soviet Union. Presents a system of instructional situations in introducing multiplication and the main results of instruction for grade two. (MDH)

This document is an English-language abstract (approximately 1,500 words) of a book containing the results of many years of experimental research aimed at ascertaining the intellectual ability of students in the junior grades to assimilate theoretical knowledge. Chapter one analyzes the problem of the age peculiarities of children. The author…

This document is an English-language abstract (approximately 1,500 words) of a monograph providing a comprehensive clinical, educational, and psychological study of children in special schools for the blind and poorly sighted. It summarizes investigations aimed at planning ways of differentiating teaching procedures for children with severe visual…

Research conducted at the Institute of General and Pedagogical Psychology of Moscow, and based on the premise that the development of thought processes is a direct product of the social environment, is described. As a corollary to this premise, Piaget's view that the development of the thinking process occurs in orderly fashion is questioned.…

This is volume 6 of the series of translations of books from the Soviet literature on research in the psychology of mathematics instruction and on teaching methods influenced by the research. This book contains both a theoretical examination of the connection between instruction and the development of children, and experimental data on a definite…

This is volume 4 of the series of translations of books from the Soviet literature on research in the psychology of mathematics instruction and on teaching methods influenced by the research. The introduction to this English language translation highlights the fact that significant advances have been made in the understanding of both the…

Presents the fifth chapter ("Learning Activity in the Younger School-age Period") of V. V. Davydov's "Problems of Developmental Teaching," published in 1986. Covers the history of learning activity issues and the content and structuring of learning activity. Argues elementary level developmental teaching should promote a…

Provides chapter six from V. V. Davydov's "Problems of Developmental Teaching." Discusses research done on the link between learning activity theory and the structuring of elementary level curricula. Reviews teaching methods for mathematics and the Russian language based on Davydov's theories. (CH)