Skip to main content
SpringerLink
Log in

Vygotsky Circle as a Personal Network of Scholars: Restoring Connections Between People and Ideas

  • Regular Paper
  • Published:
Integrative Psychological and Behavioral Science Aims and scope Submit manuscript

Abstract

The name of Lev Vygotsky (1896-1934) is well-known among contemporary psychologists and educators. The cult of Vygotsky, also known as “Vygotsky boom”, is probably conducive to continuous reinterpretation and wide dissemination of his ideas, but hardly beneficial for their understanding as an integrative theory of human cultural and biosocial development. Two problems are particularly notable. These are, first, numerous gaps and age-old biases and misconceptions in the historiography of Soviet psychology, and, second, the tendency to overly focus on the figure of Vygotsky to the neglect of the scientific activities of a number of other protagonists of the history of cultural-historical psychology. This study addresses these two problems and reconstructs the history and group dynamics within the dense network of Vygotsky’s collaborators and associates, and overviews their research, which is instrumental in understanding Vygotsky’s integrative theory in its entirety as a complex of interdependent ideas, methods, and practices.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5

Similar content being viewed by others

Notes

  1. I focus on just two individuals: movie director and film theorist Sergei Eisenstein and Gestalt psychologist Kurt Lewin. However, a number of other individuals are of great importance for the complete reconstruction of Vygotsky’s “peripheral circle” of his “invisible college”. Among these are psychotechnic and physiologist Nikolaj Bernstein, poet Osip Mandelstam, Georgian psychologist Dimitry Uznadze (Usnadze), philosopher and psychologist Sergei Rubinstein, and psychotechnic Solomon Gellerstein, to mention but a few.

References

  • Adams, M. B. (2001). Networks in action: the Khrushchev era, the Cold War, and the transformation of Soviet science. In G. E. Allen & R. M. MacLeod (Eds.), Science, history, and social activism: A tribute to everett mendelsohn (pp. 255–276). Dordrecht: Kluwer Academic.

    Google Scholar 

  • Artemov, V. A., Bernstein, N. A., Vygotsky, L. S., Dobrynin, N. F., & Luria, A. R. (1927a). Praktikum po eksperimental'noj psikhologii [Experimental psychology practicum]. Moscow-Leningrad: Gosudarstvennoe izdatel'stvo.

    Google Scholar 

  • Artemov, V. A., Vygotsky, L. S., Dobrynin, N. F., & Luria, A. R. (Eds.). (1927b). Psikhologicheskaya khrestomatiya [The reader on psychology]. Moscow-Leningrad: Gosudarstvennoe izdatel'stvo.

  • Birenbaum, G. V. (1934). K voprosu ob obrazovanii perenosnykh i uslovnykh znachenij slova pri patologicheskikh izmeneniyakh myshleniya [To the issue of figurative and conditional words meanings in cases of pathological alterations of thought]. In Novoe v uchenii ob agnozii, apraksii i afazii. Moscow: OGIZ.

  • Birenbaum, G. V. & Zeigarnik, B. V. (1935). K dinamicheskomu analizu rasstrojstv myshleniya [To dynamic analysis of thought disturbances]. Sovetskaya nevropatologiya, psikhiatriya i psikhogigiena, 4(6).

  • Blanck, G. (1990). Vygotsky: the man and his cause. In L. Moll (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp. 31–58). Cambridge: Cambridge University Press.

    Google Scholar 

  • Boskis, R. M. (1939). O razvitii slovesnoj rechi glukhonemogo rebjonka [On the development of verbal speech of the deaf-mute child]. Moscow: Uchpedgiz.

    Google Scholar 

  • Boskis, R. M., & Levina, R. E. (1936). Ob odnoj iz form akusticheskoj agnozii: Kosnoyazychie v rechi i pis'me [On one of the forms of acoustic agnosia: Incoherent oral and written speech]. Nevropatologiya, psikhiatriya i psikhogigiena, 5(5), 829–838.

    Google Scholar 

  • Boskis, R. M., & Levina, R. E. (1936/2006). Ob odnoj iz form akusticheskoj agnozii: Kosnoyazychie v rechi i pis'me [On one of the forms of acoustic agnosia: Incoherent oral and written speech]. Kul'turno-istoricheskaya psikhologiya(3), 85–92.

  • Boskis, R. M., & Levina, R. E. (1938). K probleme ovladeniya foneticheskoj storonoj rechi v detskom vozraste [To the problem of mastering phonetic component of speech in the childhood]. Sovetskaya pedagogika, 6(5), 144–154.

    Google Scholar 

  • Bozhovich, L. I. (1935/2006a). Rech' i prakticheskaya intellektual'naya deyatel'nost' rebyonka (eksperimental'no-psikhologicheksoe issledovanie) [Speech and practical intellectual activity of a child. (An experimental-theoretical study) (part 1)]. Kul'turno-istoricheskaya psikhologiya, (1), 65–76.

  • Bozhovich, L. I. (1935/2006b). Rech' i prakticheskaya intellektual'naya deyatel'nost' rebyonka (eksperimental'no-psikhologicheksoe issledovanie) [Speech and practical intellectual activity of a child. (An experimental-theoretical study) (part 2 & 3)]. Kul'turno-istoricheskaya psikhologiya, (2), 121–135.

  • Bozhovich, L. I. (1935/2006c). Rech' i prakticheskaya intellektual'naya deyatel'nost' rebyonka (eksperimental'no-psikhologicheksoe issledovanie) [Speech and practical intellectual activity of a child. (An experimental-theoretical study) (part 4)]. Kul'turno-istoricheskaya psikhologiya, (3), 101–113.

  • Bozhovich, L. I. (1937). Psikhologicheskij analiz upotrebleniya pravil na bezudarnye glasnye kornya (Eksperimental'no-psikhologicheskoe issledovanie) [Psychological analysis of the use of grammatical rules on spelling unstressed vowels in a word root (Experimental psychological study)]. Sovetskaya pedagogika, (5-6), 181–193.

  • Bozhovich, L. I. (1940). Obuchenie pravopisaniyu i psikhologiya [Spelling instruction and psychology]. Sovetskaya pedagogika(8), 28–-31.

  • Bozhovich, L. I. & Slavina, L. S. (1929/2007a). Psikhologiya detskogo podrazhaniya (eksperimental'no-psikhologicheskoe issledovanie) [The psychology of the child's imitation (An experimental-psychological study) (part 1)]. Kul'turno-istoricheskaya psikhologiya, (2), 101–106.

  • Bozhovich, L. I. & Slavina, L. S. (1929/2007b). Psikhologiya detskogo podrazhaniya (eksperimental'no-psikhologicheskoe issledovanie) [The psychology of the child's imitation (An experimental-psychological study) (part 2)]. Kul'turno-istoricheskaya psikhologiya, (3), 112–121.

  • Bozhovich, L. I. & Slavina, L. S. (1929/2007c). Psikhologiya detskogo podrazhaniya (eksperimental'no-psikhologicheskoe issledovanie) [The psychology of the child's imitation (An experimental-psychological study) (part 3)]. Kul'turno-istoricheskaya psikhologiya, (4), 113–120.

  • Bozhovich, L. I. & Slavina, L. S. (1929/2008). Psikhologiya detskogo podrazhaniya (eksperimental'no-psikhologicheskoe issledovanie) [The psychology of the child's imitation (An experimental-psychological study) (part 4)]. Kul'turno-istoricheskaya psikhologiya, (1), 101–107.

  • Brock, A. (Ed.). (2006). Internationalizing the history of psychology. New York: New York University Press.

  • Bruner, J. (1995). Reflecting on Russian consciousness. In L. M. Martin, K. Nelson, & E. Tobach (Eds.), Sociocultural psychology: Theory and practice of doing and knowing (pp. 67–85). New York: Cambridge University Press.

    Google Scholar 

  • Bulgakowa, O. (1989). Sergei Eisenstein i ego "psikhologicheskij Berlin" - mezhdu psikhoanalizom i struktrunoj psikhologiej [Sergei Eisenstein and his "psychological Berlin" - between psychoanalysis and structural psychology]. Kinovedcheskie zapiski, (2), 174–191.

  • Cattell, J. M. (Ed.). (1930). Ninth International Congress of Psychology held at Yale University, New Haven, Connecticut September 1st to 7th, 1929. Princeton, NJ: Psychological Review Company.

  • Clegg, J. W. (Ed.). (2009). The observation of human systems. Lessons from the history of anti-reductionistic empirical psychology. New Brunswick-London: Transaction Publishers.

  • Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge: Harvard University Press.

    Google Scholar 

  • Cole, M. (2004). Prologue: Reading Vygotsky. In R. W. Rieber & D. K. Robinson (Eds.), The essential Vygotsky (pp. vii–xii). New York: Kluwer Academic/Plenum.

    Google Scholar 

  • Cole, M., & Levitin, K. (2006). Luria in personal context: reconciling contradictions. In M. Cole, K. Levitin, & A. R. Luria (Eds.), The autobiography of Alexander Luria. A dialogue with "The making of Mind" (pp. 255–273). Mahwah: Erlbaum.

    Google Scholar 

  • Danyushevskii, I. I., & Zankov, L. V. (Eds.). (1941). Voprosy vospitaniya i obucheniya glukhonemykh i umstvenno-otstalykh detej [Some issues of unpbringing and teaching deaf-mute and mentally retarded children]. Moscow: Uchpedgiz.

    Google Scholar 

  • Davydov, V. V., & Radzikhovskii, L. A. (1980). Teoriya L.S. Vygotskogo i deyatel'nostnyj podkhod v psikhologii [Vygotsky's theory and activity-oriented approach in psychology]. Voprosy psikhologii, (6), 48-59.

  • Davydov, V. V., & Radzikhovskii, L. A. (1980/1985). Vygotsky's theory and the activity-oriented approach in psychology. In J. Wertsch (Ed.), Culture, communication, and cognition: Vygotskian perspectives (pp. 35–65). New York: Cambridge University Press.

    Google Scholar 

  • Davydov, V. V., & Radzikhovskii, L. A. (1981). Teoriya L.S. Vygotskogo i deyatel'nostnyj podkhod v psikhologii [Vygotsky's theory and activity-oriented approach in psychology]. Voprosy psikhologii, (1), 67–80.

  • Dembo, T. (1931). Der Aerger als dynamisches problem [Anger as a dynamic problem]. Psychologische Forschung, 15(1), 1–144.

    Article  Google Scholar 

  • Dubinin, A. M., & Zeigarnik, B. V. (1940). K voprosu o travmaticheskom slaboumii [To the issue of traumatic dementia] Nevropatologiya i psikhiartiya, (7-8), 53–59.

    Google Scholar 

  • Eisenstein, S. M. (1937/2000). Montazh [Montage]. Moscow: Muzej kino.

  • Eisenstein, S. M. (2002a). Metod [Method] (Vol. 1. Grundproblem). Moscow: Muzej kino.

    Google Scholar 

  • Eisenstein, S. M. (2002b). Metod [Method] (Vol. 2. Tajny masterov [Mysteries of the masters]). Moscow: Muzej kino.

    Google Scholar 

  • Eisenstein, S. M. (2004). Neravnodushnaya priroda [Nonindifferent nature] (Vol. 1. Chuvstvo kino [Feeling of cinema]). Moscow: Muzej kino.

    Google Scholar 

  • Elkonin, D. B. (1983). Vospominaniya o soratnike i druge [Memoirs of a brother-in-arms and a friend]. In A. V. Zaporozhets, V. P. Zinchenko, O. V. Ovchinnikova, & O. K. Tikhomirov (Eds.), A. N. Leont'ev i sovremennaya psikhologiya (pp. 244–250). Moscow: MGU.

    Google Scholar 

  • Elkonin, D. B. (1983/1984). Reminiscences of a Companion in Arms and a Friend. Soviet psychology, 23(1).

  • F.G. (1936). O sostoyanii i zadachakh psikhologicheskoj nauki v SSSR [On the state and the tasks of psychological science in the USSR]. Pod znamenem marksizma(9), 87–99.

  • Feigenberg, I. M. (Ed.). (2004). Nikolai Bernstein. Ot refleksa k modeli budushchego [Nikolai Bernstein. From reflex to the model of the future]. Moscow: Smysl.

  • Feofanov, M. P. (1932). Teoriya kul'turnogo razvitiya v pedologii kak elektricheskaya [sic] kontseptsiya, imeyushchaya v osnovnom idealisticheskie korni [The theory of cultural development in pedology as an electric [sic] theory that has mainly idealistic roots]. Pedologiya(1–2), 21–34.

  • Galperin, P. I. (1983). K vospominaniyam ob A. N. Leont'eve [To the memoirs of A. N. Leontiev]. In A. V. Zaporozhets, V. P. Zinchenko, O. V. Ovchinnikova, & O. K. Tikhomirov (Eds.), A. N. Leont'ev i sovremennaya psikhologiya (pp. 240–243). Moscow: MGU.

    Google Scholar 

  • Galperin, P. I. (1983/1984). Memories of A. N. Leont'ev. Soviet psychology, 23(1).

  • Haenen, J., & Galperin, P. I. (1989). An interview with P. Ya. Gal'perin. Soviet psychology, 27(3), 7–23.

    Google Scholar 

  • Ivanova, E. F. (1995). Istoriya psykhologiji 19–20 stolittya (na materiali rozvytku psykhologiji na Slobozhanshchyni) [History of psychology in 19–20th centuries (development of psychology in Slobozhanshchyna, Ukraine)]. Kharkiv: KhDU Press.

    Google Scholar 

  • Ivanova, E. F. (2002). Khar'kovskaya psikhologicheskaya shkola 1930-x godov: istoriya sozdaniya i metodologicheskie printsipy [Kharkov psychological school of the 1930s: the history of organization and methodological principles]. Visnyk Kharkivs'koho universytetu, 550(1), 97–99.

    Google Scholar 

  • Joravsky, D. (1989). Russian psychology: a critical history. Cambridge: Blackwell.

    Google Scholar 

  • Kaganovskaya, E. L., & Zeigarnik, B. V. (1935). K psikhopatlogii negativisma pri epidemicheskom entsefalite [To psychopathology of negativism in epidemic encephalitis]. Sovetskaya nevropatologiya, psikhiatriya i psikhogigiena, 4(8).

  • Karsten, A. (1928). Psychische Saettigung [Mental Satiation]. Psychologische Forschung, 10(1), 142–254.

    Article  Google Scholar 

  • Khomskaya, E. D., Tsvetkova, L. S., & Zeigarnik, B. V. (1982). A.R. Luria i sovremennaya psikhologiya (Sbornik statej pamyati A.R. Luria) [A.R. Luria and contemporary psychology (A collection of papers to the memory of A.R. Luria)] Moscow: MGU.

  • King, D. B., & Wertheimer, M. (2005). Max Wertheimer and Gestalt theory. New Brunswick: Transaction Publishers.

    Google Scholar 

  • Kolbanovskii, V. N. (1934). Predislovie redaktora [Editor's introduction]. In V. N. Kolbanovskii (Ed.), Vygotsky, L. S. Myshlenie i rech’ [Thinking and speech] (pp. iii-v). Moskva: Sotsekgiz.

    Google Scholar 

  • Korsunskaya, B. D., & Morozova, N. G. (1939). O postanovke ponyatij v mladshikh klassakh shkoly glukhonemykh [On concepts formation in the elementary grades of the school for the deaf-mute children]. Moscow: Uchpedgiz.

    Google Scholar 

  • Kozulin, A. (1984). Psychology in Utopia: Toward a Social History of Soviet Psychology. Cambridge: MIT Press.

    Google Scholar 

  • Kozulin, A. (1986). The concept of activity in Soviet psychology: Vygotsky, his disciples and critics. The American Psychologist, 41, 264–274.

    Article  Google Scholar 

  • Kozulin, A. (1990). Vygotsky's psychology: a biography of ideas. Cambridge: Harvard University Press.

    Google Scholar 

  • Krementsov, N. L. (1997). Stalinist science. Princeton: Princeton University Press.

    Google Scholar 

  • Lebedinskii, M. S. (1931). Razvitie vysshej motoriki u rebyonka [Development of higher motorics in the child]. Moscow: Uchpedgiz.

    Google Scholar 

  • Lebedinskii, M. S. (1932). Problemy nasledstvennosti v psikhologii i metod bliznetsov [The problems of heredity in psychology and the twin method]. Psikhologiya(1–2), 163–201.

  • Lebedinskii, M. S. (1936). Psikhologicheskij analiz sluchaya senzornoj afazii [A psychological analysis of a case of sensory aphasia]. Nevropatologiya, psikhiatriya i psikhogigiena, 5(4), 580–586.

    Google Scholar 

  • Lebedinskii, M. S. (1938). K voprosu o rechevykh rasstrojstvakh u shizofenikov [To the issue of speech disorders in schizophrenics]. Sovetskaya psikhonevrologiya(3), 56–64.

  • Lebedinskii, M. S. (1940). Dinamicheskaya kharakteristika dejstvij shizofrenikov [Dynamic characteristics of the actions of schizophrenics]. Sovetskaya psikhonevrologiya(1), 57–66.

  • Lebedinskii, M. S. (1941). Afaziya, apraksiya, agnoziya [Aphasia, apraxia, agnosia]. Kharkov: Izdatel'stvo Ukrainskogo psihonevrologiheskogo instituta.

    Google Scholar 

  • Lebedinsky, M. S., & Luria, A. R. (1929). Die Methode der abbildenden Motorik in der Untersuchung der Nervenkranken. Archiv für Psychiatrie und Nervenkrankheiten, 87(1), 471–497.

    Article  Google Scholar 

  • Leontiev, A. A. (1983). Tvorcheskii put' Alekseya Nikolaevicha Leont'eva [Creative path of Alexei Nikolaevich Leontiev]. In A. V. Zaporozhets, V. P. Zinchenko, O. V. Ovchinnikova & O. K. Tikhomirov (Eds.), A. N. Leont'ev i sovremennaya psikhologiya. Moscow: MGU.

  • Leontiev, A. A. (2003). Zhiznennyi i tvorsheski put’ A.N. Leont’eva [The life and creative path of A.N. Leontiev]. Moscow: Smysl.

    Google Scholar 

  • Leontiev, A. A. (2003/2005). The life and creative path of A.N. Leontiev. Journal of Russian and East European Psychology, 43(3), 8–69.

    Google Scholar 

  • Leontiev, A. A., & Leontiev, D. A. (2003). Mif o razryve: A.N. Leontiev i L.S. Vygotskii v 1932 godu [The myth of separation: A.N. Leontiev and L.S. Vygotsky in 1932]. Psikhologicheskii zhurnal, 24(1), 14–22.

    Google Scholar 

  • Leontiev, A. A., Leontiev, D. A., & Sokolova, E. E. (2005). Aleksei Nikolaevich Leontiev. Deyatel'nost', soznanie, lichnost'. [Aleksei Nikolaevich Leontiev. Activity, consciousness, personality]. Moscow: Smysl.

  • Leontiev, A. N. (1931). Razvitie pamyati [Development of memory]. Moscow: Uchpedgiz.

    Google Scholar 

  • Leontiev, A. N. (1934). Lev Semenovich Vygotskii. Sovetskaya psikhonvrologiya, (6), 188–190.

  • Leontiev, A. N. (1937). Psikhologiya i pedagogika [Psychology and pedagogy]. Sovetskaya pedagogika, (2), 54–67.

  • Leontiev, A. N. (1937/1998). Uchenie o srede v pedologicheskikh rabotakh L.S. Vygotskogo (kriticheskoe issledovanie) [Study of the environment in the pedological works of L.S. Vygotsky (a critical study)]. Voprosy psikhologii, (1), 108–124.

  • Leontiev, A. N. (1937/2005). Study of the environment in the pedological works of L.S. Vygotsky (a critical study). Journal of Russian and East European Psychology, 43(4), 8–28.

    Google Scholar 

  • Leontiev, A. N. (1940). Psikhika [Psyche]. In O. Y. Schmidt (Ed.), Bol'shaya sovetskaya entsiklopediya (Vol. 47, pp. 497–501). Moscow: Sovetskaya entsiklopediya.

    Google Scholar 

  • Leontiev, A. N. (1976/1986). Problema deyatel'nosti v istorii sovetskoi psikhologii [The problem of activity in the history of Soviet psychology]. Voprosy psikhologii, (4).

  • Leontiev, A. N., & Leontiev, A. A. (1976/2005). Ustnaya avtobiografiya A.N. Leontieva [Oral autobiography of A.N. Leontiev]. In A. A. Leontiev, D. A. Leontiev, & E. E. Sokolova (Eds.), Aleksei Nikolaevich Leontiev. Deyatel'nost', soznanie, lichnost' [Aleksei Nikolaevich Leontiev. Activity, consciousness, personality] (pp. 367–385). Moscow: Smysl.

    Google Scholar 

  • Leontiev, A. N., & Luria, A. R. (1941). Rech' [Speech]. In O. Y. Schmidt (Ed.), Bol'shaya sovetskaya entsiklopediya (Vol. 48, pp. 702–705). Moscow: Sovetskaya entsiklopediya.

    Google Scholar 

  • Leontiev, A. N., & Luria, A. R. (1976). Iz istorii stanovleniya psikhologicheskikh vzglyadov L.S. Vygotskogo [From the history of the development of psychological views of L.S. Vygotsky]. Voprosy psikhologii, (6), 84–93.

  • Leontiev, A. N., & Rozenblyum, A. I. (1935/1999). Psikhologicheskoe issledovanie deaytel'nosti i interesov posetitelei Tsentral'nogo Parka kul'tury i otdykha imeni Gor'kogo [Psychological investigation of activity and interests of the visitors of the Gorky Central Park of Culture and Leisure]. In A. E. Voiskunskii, A. N. Zhdan, & O. K. Tikhomirov (Eds.), Traditsii i perspektivy deyatel'nostnogo podxoda v psikhologii: shkola A. N. Leontieva (pp. 370–425). Moscow: Smysl.

    Google Scholar 

  • Levina, R. E. (1936). K psikhologii detskoj rechi v patologicheskikh sluchayakh (avtonomnaya detskaya rech') [To the psychology of children's speech in pathological cases (children's autonomous speech)]. Moscow.

  • Levina, R. E. (1940). Nekotorye voprosy obucheniya gramote (Rol' ustnoj rechi v obuchenii gramote) [Some issues in spelling instruction (The role of oral speech in spelling instruction)]. Sovetskaya pedagogika, (10), 36–42.

  • Levina, R. E. (1968). Idei L.S. Vygotskogo o planiruyushchej rechi rebenka [Ideas of L.S. Vygotsky about the planning speech of teh child]. Voprosy psikhologii, (4), 105–115.

  • Levina, R. E. (1968/1981). L. S. Vygotsky's ideas about the planning function of speech in children. In J. V. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 281–299). Armonk: M. E. Sharpe.

    Google Scholar 

  • Luchkov, V. V., & Pevzner, M. S. (1981). Znachenie teorii L.S. Vygotskogo dlya psikhologii i defektologii [Contribution of L.S. Vygotsky's theory to psychology and defectology]. Vestnik Moskovskogo universiteta. Seriya 14. Psikhologiya, (4), 60–70.

  • Luria, A. R. (1928/2003). Psikhologiia v opredelenii sledov prestupleniia [Psychology for detecting the traces of the crime]. In A. R. Luria (Ed.), Psikhologicheskoe nasledie: Izbrannye trudy po obschej psikhologii [Psychological heritage: Selected works on general psychology] (pp. 106–125). Moscow: Smysl.

    Google Scholar 

  • Luria, A. R. (1929). Psikhologiya i klinika [Psychology and clinical research]. Psikhologiya, 2(1), 33–58.

    Google Scholar 

  • Luria, A. R. (1929/1930). The new method of expressive motor reactions in studying affective traces. In J. M. Cattell (Ed.), Ninth International Congress of Psychology held at Yale University, New Haven, Connecticut September 1st to 7th, 1929 (pp. 294–296). Princeton, NJ: Psychological Review Company.

  • Luria, A. R. (1931). K probleme nevrodinamicheskogo razvitiya rebenka [To the problem of neuro-dynamic development of the child]. Pedologiya, (2), 18–29.

  • Luria, A. R. (1932). The nature of human conflicts. New York: Liveright.

    Google Scholar 

  • Luria, A. R. (1935a). L.S. Vygotsky. Character and personality, pp. 238–240.

  • Luria, A. R. (1935b). Professor L.S. Vygotsky (1896-1934). Journal of Genetic Psychology, pp. 224–226.

  • Luria, A. R. (1935/2003). O L've Semenoviche Vygotskom. Rech', proiznesennaya na traurnom zasedanii v pamyat' L.S. Vygotskogo 6 yanvarya 1935 goda [About Lev Semenovich Vygotskii. Speech delivered at commemorative meeting for L.S. Vygotsky on January 6, 1935]. In A. R. Luria (Ed.), Psikhologicheskoe nasledie: Izbrannye trudy po obschej psikhologii [Psychological heritage: Selected works on general psychology] (pp. 275–282). Moscow: Smysl.

  • Luria, A. R. (1936). The development of mental functions in twins. Journal of Personality, 5(1), 35–47.

    Article  Google Scholar 

  • Luria, A. R. (1937). Vues psychologiques sur le développement des états oligophrènes. In M. Leconte (Ed.), Premier Congrès international de psychiatrie infantile. Paris, 24 juillet au 1er août 1937 (Vol. IV. Comptes rendus, pp. 135–145). Lille: S.I.L.I.C.

  • Luria, A. R. (1940). Psikhoanaliz [Psychoanalysis]. In O. Y. Schmidt (Ed.), Bol'shaya sovetskaya entsiklopediya (Vol. 47, pp. 507–510). Moscow: Sovetskaya entsiklopediya.

    Google Scholar 

  • Luria, A. R. (1960). Izuchenie mozgovykh porazhenij i vosstanovleniya narushennykh funktsij [Study of brain lesions and rehabilitation of deranged functions]. In B. G. Anan'ev, G. S. Kostyuk, A. N. Leontiev, A. R. Luria, N. A. Menchinskaya, S. L. Rubinshtein, A. A. Smirnov, B. M. Teplov & F. N. Shemyakin (Eds.), Psikhologicheskaya nauka v SSSR (Vol. 2, pp. 428-458). Moskow: APN RSFSR.

  • Luria, A. R. (1962). Ob izmenchivosti psikhicheskikh funktsij v protsesse razvitiya rebyonka. Voprosy psikhologii, (3), 15–22.

  • Luria, A. R. (1979). The making of mind: A personal account of Soviet psychology. Cambridge: Harvard University Press.

    Google Scholar 

  • Luria, A. R. (1982). Etapy projdennogo puti. Nauchnaya avtobiografiya [The stages of the path passed. Scientific autobiography]. Moscow: MGU.

    Google Scholar 

  • Luria, A. R. (1987). The mind of a mnemonist. Cambridge: Harvard University Press.

    Google Scholar 

  • Luria, A. R., & Leontiev, A. N. (1940). Psikhologiya [Psychology]. In O. Y. Schmidt (Ed.), Bol'shaya sovetskaya entsiklopediya (Vol. 47, pp. 511–548). Moscow: Sovetskaya entsiklopediya.

    Google Scholar 

  • Luria, A. R., & Mirenova, A. N. (1936a). Eksperimental'noe razvitie konstruktivnoj deyatel'nosti. Differentsial'noe obuchenie odnoyajtsevykh bliznetsov. Soobshchenie III. Ustojchivost' effekta obucheniya [Experimental development of constructive activity. Differential teaching of monozygotic twins. Communication III. Stability of the effect of training]. In Trudy Mediko-biologichekogo instituta (Vol. 4, pp. 487–505). Moscow-Leningrad: Biomedgiz.

  • Luria, A. R., & Mirenova, A. N. (1936b). Issledovanie eksperimental'nogo razvitiya vospriyatiya metodom differentsial'nogo obucheniya odnoyajtsevyx bliznetsov [The study of the experimental development of perception using the method of differential teaching of monozygotic twins]. Nevrologiya i genetika, 407–441.

  • Luria, A. R., Mirenova, A. N., & Morozova, N. G. (1936). Razvitie psikhologicheskikh funktsij v svyazi s eksperimental'nymi vozdejstviyami issledovaniya na odnoyajcevykh bliznetsov. Konferentsiya UPNA po voprosam konstitutsii, nasledstvennosti i izmenchivosti v nevrologii i psikhiatrii 29-30 yanvarya 1936 g. [Psychological functions development related to the experimental impact of the study on monozygotic twins]. In L. L. Rokhlin (Ed.), Ukrainskaya psikhonevrologicheskaya akademiya. Nauchno-informatsionnye materialy (Vol. 1, pp. 9–10). Kharkov: UPNA.

  • Luria, A. R., & Yudovich, F. I. (1956). Rech' i razvitie psikhicheskikh protsessov u rebenka. Eksperimental'noe issledovanie [Speech and the development of mental processes in the child. Experimental investigation]. Moscow: APN RSFSR.

  • Luria, A. R., & Yudovich, F. I. (1956b). Speech and the development of mental processes in the child. London: Staples Press.

    Google Scholar 

  • Luria, E. A. (1994). Moy otets A. R. Luriya [My father A. R. Luria]. Moscow: Gnozis.

  • Marrow, A. J. (1969). The practical theorist: The life and work of Kurt Lewin. New York: Basic Books.

    Google Scholar 

  • Mirenova, A. N. (1932). Obuchenie i rost u odnoyajtsevykh bliznetsov (OB) [The learning and growth of monozygotic twins (MT)]. Psikhologiya, (4), 119–122.

  • Mirenova, A. N. (1934). Psikhomotornoe obuchenie doshkol'nika i obshchee razvitie [Psychomotor learning of the preschooler and general development]. In Trudy Mediko-biologicheskogo instituta (Vol. 3, pp. 86–104). Moscow-Leningrad: Biomedgiz.

  • Mirenova, A. N., & Kolbanovskii, V. N. (1934). Sravnitel'naya otsenka metodov razvitiya kombinatornykh funktsij u doshkol'nika. Nekotorye eksperimenty na bliznetsakh [Comparative assessment of the ways of combinatory functions development in the preschoolchild. Several experiments on twins]. In Trudy Mediko-biologicheskogo instituta (Vol. 3, pp. 105–118). Moscow-Leningrad: Biomedgiz.

  • Mirenva [sic], A. N. (1935). Psychomotor education and the general development of preschool children: Experiments with twin controls. Pedagogical Seminary and Journal of Genetic Psychology, 46, 433–454.

    Google Scholar 

  • Orlov, A. B. (2003). A.N. Leont'ev - L.S. Vygotskii: ocherk razvitiya skhizisa [A.N. Leontiev - L.S. Vygotsky: an essay on the development of the schism]. Voprosy psikhologii(2).

  • Pawlik, K., & Rosenzweig, M. R. (Eds.). (2000). International handbook of psychology. Thousand Oaks: Sage.

    Google Scholar 

  • Pevzner, M. S. (1941). Klinika psikhopatij v detskom vozraste (opyt lechebno-pedagogicheskoj raboty) [Clinical view on psychopathies in children (experience of clinical-pedagogical work)]. Moscow: Uchpedgiz.

    Google Scholar 

  • Radzikhovskii, L. A. (1979). Analiz tvorchestva L.S. Vygotskogo sovetskimi psikhologami [Analysis of L.S. Vygotsky's legacy by Soviet psychologists]. Voprosy psikhologi(6), 58–67.

  • Razmyslov, P. (1934). O "Kul'turno-Istoricheskoj Teorii Psikhologii" Vygotskogo i Luriia [About "cultural-historical theory of psychology" of Vygotsky and Luria]. Kniga i Proletarskaya Revolyutsiya(4), 78–86.

  • Razmyslov, P. (1934/2000). On Vygotsky's and Luria's Cultural-Historical Theory of Psychology. Journal of Russian and East European Psychology, 38(6), 45–58.

    Article  Google Scholar 

  • Sakharov, L. (1928). Obrazovanie ponyatii u umstvenno-otstalykh detei (Referat) [The formation of concepts in mentally retarded children (A synopsis)]. Voprosy defektologii, 2, 24–33.

    Google Scholar 

  • Sakharov, L. (1930). O metodakh issledovaniya ponyatij [Methods for investigating concepts]. Psikhologiya, 3(1), 3–33.

    Google Scholar 

  • Sakharov, L. (1930/1994). Methods for investigating concepts. In R. v. d. Veer & J. Valsiner (Eds.), The Vygotsky reader (pp. 73–98). Oxford: Blackwell.

  • Samukhin, N. V., Birenbaum, G. V., & Vygotsky, L. S. (1934). K voprosu o dementsii pri bolezni Pika [To the issue of dementia in Pick's disease]. Sovetskaya nevropatologiya, psikhiatriya i psikhogigiena, 3(6).

  • Shif, Z. I. (1935). Razvitie zhitejskikh i nauchnykh ponyatij [Development of everyday and scientific concepts]. Moscow: Uchpedgiz.

    Google Scholar 

  • Slavina, L. I. (1939). Psikhologicheskij analiz obucheniya punktuatsii [Psychological analysis of teaching puncuation]. Sovetskaya pedagogika(1), 127–136.

  • Sokolova, E. E. (2001). "Neklassicheskaya" psikhologiya A. N. Leont'eva i ego shkoly ["Non-classical" psychology of A. N. Leontiev and his school]. Psikhologicheskii zhurnal(6), 14–24.

  • Sokolova, E. E. (2005). Introduction. The formation of activity psychology. Journal of Russian and East European Psychology, 43(4), 3–7.

    Google Scholar 

  • Sokolova, E. E. (2007). Linii razrabotki idej L.S. Vygotskogo v Khar'kovskoj psikhologicheskoj shkole [Paths of the development of L.S. Vygotsky's ideas in Kharkov School of psychology]. Kul'turno-istoricheskaya psikhologiya(1), 3–12.

  • Solov’ev, I. M. (1935). O tak nazyvaemom "psikhicheskom nasyshchenii" i ego osobennostyakh u umstevnno otstalykh detej [On the so-called "mental instantiation" and its pecularities in metally retarded children]. In L. S. Vygotsky & I. I. Danyushevskii (Eds.), Umstvenno otstalyj rebjonok. Moscow: Uchpedgiz.

    Google Scholar 

  • Stetsenko, A. (2003). Alexander Luria and the cultural-historical activity theory: Pieces for the history of an outstanding collaborative project in psychology. Review of E. D. Homskaya (2001), Alexander Romanovich Luria: A scientific biography. Mind, Culture, and Acitivity, 10(1), 93–97.

    Article  Google Scholar 

  • Stetsenko, A. (2004). Introduction to "Tool and Sign in the Development of the Child". In R. Rieber & D. Robinson (Eds.), The Essential Vygotsky. New York: Kluwer Academic/Plenum Publishers.

    Google Scholar 

  • Stetsenko, A., & Arievitch, I. (2004). Vygotskian collaborative project of social transformation: History, politics, and practice in knowledge construction. The International Journal of Critical Psychology, 12(4), 58–80.

    Google Scholar 

  • Stevens, M. J., & Gielen, U. P. (Eds.). (2007). Toward a global psychology: Theory, research, intervention, and pedagogy. Mahwah: Erlbaum.

    Google Scholar 

  • Stevens, M. J., & Wedding, D. (Eds.). (2004). Handbook of International Psychology. New York: Brunner-Routledge.

    Google Scholar 

  • Talankin, A. A. (1931). O povorote na psikhologicheskom fronte [About the breakthrough on the psychological front]. Sovetskaya psikhonevrologiya(2–3), 8–23.

  • Talankin, A. A. (1931/2000). On the Vygotsky and Luria Group. Journal of Russian and East European Psychology, 38(6), 10–11.

    Article  Google Scholar 

  • Todes, D. P. (2002). Pavlov's physiology factory: Experiment, interpretation, laboratory enterprise. Baltimore: Johns Hopkins University Press.

    Google Scholar 

  • Toomela, A., & Valsiner, J. (Eds.). (2010). Methodological thinking in psychology: 60 years gone astray? Charlotte: Information Age Publishing, Inc.

    Google Scholar 

  • Valsiner, J. (1988). Developmental psychology in the Soviet Union. Brighton, Sussex: Harvester Press.

    Google Scholar 

  • Valsiner, J., & Van der Veer, R. (2000). The social mind: Construction of the idea. Cambridge: Cambridge University Press.

    Google Scholar 

  • Van der Veer, R. (2000). Tamara Dembo: Working with Lewin and Buytendijk. Journal of the History of the Behavioral Sciences, 36(2), 109–126.

    Article  PubMed  Google Scholar 

  • Van der Veer, R., & Valsiner, J. (1991). Understanding Vygotsky: A quest for synthesis. Cambridge: Blackwell Publishers.

    Google Scholar 

  • Van der Veer, R., & Valsiner, J. (1994). The Vygotsky reader. Cambridge: Blackwell Publishers.

    Google Scholar 

  • Van Elteren, M. (1992). Kurt Lewin as filmmaker and methodologist. Canadian Psychology, 33(3), 599–608.

    Article  Google Scholar 

  • Veresov, N. (2007). Kul'turno-storicheskaya psikhologiya L.S. Vygotskogo: trudnaya rabota ponimaniya (Zametki chitatelya) [L.S. Vygotsky's cultural-historical psychology: a difficult work of understanding (Readers' notes)]. Novoe literaturnoe obozrenie, 85.

  • Voiskunskii, A. E., Zhdan, A. N., & Tikhomirov, O. K. (Eds.). (1999). Traditsii i perspektivy deyatel'nostnogo podkhoda v psikhologii: shkola A. N. Leontieva [Traditions and perspectives of the activity approach in psychology: the school of A.N. Leontiev]. Moscow: Smysl.

  • Voloshin, P. V. (1994). Istoriya Ukrainskogo nauchno-issledovatel'skogo instituta klinicheskoj i eksperimental'noj nevrologii i psikhiatrii [The history of Ukrainian Scientific Institute of Clinical and Experimental Neurology and Psychiatry] [Electronic Version]. Retrieved March 6, 2007 from http://www.psychiatry.org.ua/books/history/paper01.htm.

  • Vygodskaya, G. L., & Lifanova, T. M. (1996). Lev Semenovich Vygotskii. Zhizn'. Deyatel'nost'. Shtrikhi k portretu [Lev Semenovich Vygotsky: Life, Career, Brushstrokes of a Portrait]. Moscow: Smysl.

    Google Scholar 

  • Vygodskaya, G. L., & Lifanova, T. M. (1996/1999). Lev Semenovich Vygotsky. Journal of Russian and East European Psychology, 37(2–5).

    Google Scholar 

  • Vygotsky, L. S. (1930). Problema vysshikh intellektual'nykh funktsij v sisteme psikhotekhnicheskogo issledovaniya [Problem of the superior intellectual functions in the system of the psychotechnical investigation]. Psikhotekhnika i fiziologiya truda, 3(5), 373–384.

    Google Scholar 

  • Vygotsky, L. S. (1931). B. E. Varshava (1900-1927). In B. E. Varshava & L. S. Vygotsky (Eds.), Psikhologicheskij slovar' [Psychological dictionary] (pp. 3–6). Moscow: Gosudarstvennoe uchebno-pedagogicheskoe izdatel'stvo.

  • Vygotsky, L. S. (1931/1997). The history of the development of higher mental functions. In R. W. Rieber (Ed.), The collected works of L. S. Vygotsky (Vol. 4). New York, NY: Plenum.

  • Vygotsky, L. S. (1935a). Osnovy pedologii [Foundations of pedology]. Leningrad: Gosudarstvennyj pedagogicheskij institut imeni A. I. Gerzena.

    Google Scholar 

  • Vygotsky, L. S. (1935b). Umstvennoe razvitie detej v protsesse obucheniya [Children's mental development in the process of learning]. Moscow-Leningrad: Uchpedgiz.

    Google Scholar 

  • Vygotsky, L. S. (1935/1994). The problem of the environment. In R. van der Veer & J. Valsiner (Eds.), The Vygotsky reader (pp. 338–354). Cambridge: Blackwell.

    Google Scholar 

  • Vygotsky, L. S. (1936). Diagnostika razvitiya i pedologicheskaya klinika trudnogo detstva [Diagnostics of development and paedological clinic of difficult childhood]. Moscow: Izdatel'stvo EDI.

    Google Scholar 

  • Vygotsky, L. S. (1978). Mind in society: the development of higher psychological processes. Cambridge: Harvard University Press.

    Google Scholar 

  • Vygotsky, L. S. (1996). Lektsii po pedologii [Lectures on pedology]. Izhevsk: Izdatel'stvo Udmurtskogo universiteta.

    Google Scholar 

  • Vygotsky, L. S. (2001). Lektsii po pedologii [Lectures on pedology]. Izhevsk: Izdatel'skii dom "Udmurtskii universitet".

  • Vygotsky, L. S., & Danyushevskii, I. I. (Eds.). (1935). Umstvenno otstalyj rebenok [Mentally retarded child]. Moscow: Uchpedgiz.

  • Vygotsky, L. S., & Luria, A. R. (1925a). Vvedenie [Introduction]. In S. Freud (Ed.), Po tu storonu principa udovol'stviya [Beyond the pleasure principle] (pp. 3–16). Moscow: Sovremennye problemy.

    Google Scholar 

  • Vygotsky, L. S., & Luria, A. R. (1925b). Vvedenie [Introduction]. In R. Schultz (Ed.), Praktika eksperimental'noj psikhologii, pedagogiki i psikhotekhniki (pp. 3–5). Moscow: Voprosy truda.

    Google Scholar 

  • Vygotsky, L. S., & Luria, A. R. (1929/1930). The function and fate of egoncentric speech. In J. M. Cattell (Ed.), Ninth International Congress of Psychology held at Yale University, New Haven, Connecticut September 1st to 7th, 1929 (pp. 464–465). Princeton: Psychological Review Company.

    Google Scholar 

  • Vygotsky, L. S., & Luria, A. R. (1930). Etyudy po istorii povedeniya. Obez'yana. Primitiv. Rebjonok. [Studies in the history of human behavior. Ape, primitive, child]. Moscow: Gosudarstvennoe izdatel'stvo.

    Google Scholar 

  • Vygotsky, L. S., & Luria, A. R. (1930/1993). Studies in the history of human behavior: Ape, primitive, and child. Hillsdale: Lawrence Erlbaum.

    Google Scholar 

  • Vygotsky, L. S., & Luria, A. R. (1930/1994). Tool and symbol in child development. In R. van der Veer & J. Valsiner (Eds.), The Vygotsky reader (pp. 99–174). Oxford: Blackwell.

    Google Scholar 

  • Vygotsky, L. S. (2004). Pis'ma k uchenikam i soratnikam [Letters to students and collaborators]. Vestnik MGU. Series 14. Psychology, 3, 3–40.

    Google Scholar 

  • Vygotsky, L. S. (2007). Letters to students and colleagues. Journal of Russian and East European Psychology, 45(2), 11–60.

    Article  Google Scholar 

  • Vygotsky, L. S. (1932/2007). Zapisnaya knizhka. Oktyabr' 1932 goda [Note book. October, 1932]. Novoe literaturnoe obozrenie, 85.

  • Yaroshevskii, M. G., & Zeigarnik, B. V. (1988). V shkole Kurta Levina (Iz besed s B.V. Zeigarnik) [In the school of Kurt Lewin (From the conversations with B.V. Zeigarnik)]. Voprosy psikhologii(3).

  • Yasnitsky, A. (2008). Ocherk istorii Khar'kovskoj psikhologicheskoj shkoly: period 1931-1936 gg. [An outline of the history of the Kharkov school: the period of 1931-1936]. Cultural-Historical Psychology(3), 92–102.

  • Yasnitsky, A. (2009). Ocherk istorii Khar'kovskoj psikhologicheskoj shkoly: pervaya nauchnaya sessiya Khar'kovskogo gosudarstvennogo instituta i poyavlenie "Khar'kovskoj shkoly psikhologii" (1938) [An outline of the history of the Kharkov school: first scientific session of the Kharkov state pedagogical institute and the emergence of the "Kharkov school of psychology" (1938)]. Cultural-Historical Psychology(2), 95–106.

  • Yasnitsky, A. (2011a). Izolyatsionizm sovetskoi psikhologii? Nauka kak deyatel’nost’, sotsial’nyi institut i migratsiya znaniya [Isolationism of Soviet psychology? Science as activity, social institute, and migration of knowledge] (in three parts). Voprosy psikhologii.

  • Yasnitsky, A. (2011b). Lev Vygotsky: Philologist and Defectologist, A Socio-Intellectual Biography. In W. E. Pickren, M. C. Wertheimer, & D. A. Dewsbury (Eds.), Portraits of pioneers in developmental psychology (Vol. 7, pp. 105-129). New York: Taylor & Francis.

  • Yasnitsky, A., & Ferrari, M. (2008a). From Vygotsky to Vygotskian psychology: Introduction to the history of the Kharkov school. Journal of the History of the Behavioral Sciences, 44(2), 119–145.

    Article  PubMed  Google Scholar 

  • Yasnitsky, A., & Ferrari, M. (2008b). Rethinking the early history of post-Vygotskian psychology: the case of the Kharkov school. History of Psychology, 11(2), 101–121.

    Article  PubMed  Google Scholar 

  • Zankov, L. V. (1930). Aktivnoe zapominanie u umstvenno-otstalogo rebenka (debilika) [Active remembering in the mentally retarded child (moron)]. In D. I. Azbukin, L. S. Vygotsky, & L. V. Zankov (Eds.), Pedologiia umstvenno-otstalogo i fizicheski-efektivnogo detstva (pp. 3–21). Moscow: GIZ.

    Google Scholar 

  • Zankov, L. V. (1935). Ocherki psikhologii umstvenno-otstalogo rebenka [Etudes on the psychology of the mentally-retarded child]. Moscow.

  • Zankov, L. V. (1939). Psikhologiia umstvenno-otstalogo rebenka [Psychology of the mentally-retarded child]. Moscow: Uchpedgiz.

    Google Scholar 

  • Zankov, L. V., & Danyushevskii, I. I. (Eds.). (1940). Voprosy psikhologii glukhonemykh i umstvenno-otstalykh detej [Some issues of psychology of the deaf-mute and mentally retarded children]. Moscow: Uchpedgiz.

  • Zankov, L. V., & Solov’ev, I. M. (1940). Ocherki psikhologii glukhonemogo rebenka [Etudes on the psychology of the deaf-mute child]. Moscow.

  • Zaporozhets, A. V., & Elkonin, D. B. (1979). Vklad rannikh issledovanij A.N. Leontieva v razvitie teorii deyatel'nosti [The contribution of A.N. Leontiev's early stydies to the formation of activity theory]. Vestnik MGU. Serija 14. Psikhologiya(4), 14–24.

  • Zaporozhets, A. V., Zinchenko, V. P., Ovchinnikova, O. V., & Tikhomirov, O. K. (Eds.). (1983). A. N. Leontiev i sovremennaya psikhologiya [A. N. Leontiev and contemporary psychology]. Moscow: Moscow University.

    Google Scholar 

  • Zavershneva, E. (2007). "Put' k svobode" (K publikatsii materialov iz semejnogo arkhiva L.S. Vygotskogo) ["The road to freedom" (To the publication of the materials from the family archive of L.S. Vygotsky)]. Novoe literaturnoe obozrenie, 85.

  • Zavershneva, E. (2008). Zapisnye knizhki, zametki, nauchnye dnevniki L.S. Vygotskogo: rezul'taty issledovaniya semejnogo arkhiva [Notebooks, notes, scientific diaries of L.S. Vygotsky: the results of the investigation of the family archive, part 1]. Voprosy psikhologii(1), 132—145.

  • Zavershneva, E. (2010). The Vygotsky Family Archive (1912–1934). New findings. Journal of the Russian and East European Psychology, 48(1), 14–33.

    Article  Google Scholar 

  • Zeigarnik, B. V. (1934). K probleme ponimaniya perenosnykh slov ili predlozhenij pri patologicheskikh izmeneniyakh myshleniya [To the problem of understanding figurative words or sentences in cases of pathological alterations of thought]. In Novoe v uchenii ob agnozii, apraksii i afazii. Moscow: OGIZ.

  • Zeigarnik, B. V., & Birenbaum, G. V. (1935). K probleme smyslovogo vospriyatiya [To the problem of semantic perception]. Sovetskaya nevropatologiya, psikhiatriya i psikhogigiena, 4(6).

  • Zhdan, A. N. (2007). L.S. Vygotskij i nauchnye shkoly Moskovskogo Universtiteta: edinstvo v mnogoobrazii [L.S. Vygotsky and scientific schools of Moscow State University: Unity in diversity]. Kul'turno-istoricheskaya psikhologiya(1), 29–34.

Download references

Author information

Authors and Affiliations

  1. Department of Human Development and Applied Psychology, Ontario Institute for Studies in Education, University of Toronto, 252 Bloor Street W., Toronto, ON, M5S 1V6, Canada

    Anton Yasnitsky

Authors
  1. Anton Yasnitsky
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Anton Yasnitsky.

Appendix: Vygotsky Circle Collaborators

Appendix: Vygotsky Circle Collaborators

(the list does not include some of Luria’s collaborators of 1920-30s and those members of the Kharkov group of researchers who did not work directly with Vygotsky; for an overview of the so-called “Kharkov school of psychology” see Yasnitsky and Ferrari 2008a, 2008b)

Artemov, Vladimir Alekseevich (1897-1982)—Vygotsky’s collaborator at the Institute of Psychology in mid-1920s, with whom Vygotsky coedited and coauthored two textbooks in 1927

Averbukh, Roza Abramovna (1883-date of death unknown)—medical doctor (Berne, Geneva, Kazan); along with Luria, a member of Kazan Psychoanalytical Society in early 1920s; when Luria left Kazan in 1923, followed him to Moscow where they joined Russian Psychoanalytical Society; later joined Vygotsky’s team, and, in collaboration with Eidinova (see Eidinova, Mariya Borisovna), conducted research on “hypoboulic mechanisms” (unpublished study, referred to by Luria in 1960); according to Vygotsky’s notes, participated in the group’s research meetings in October 1933 with a presentation on the topic of “Environment—experiencing (perezhivanie)—character”

Bassin, Filipp Veniaminovich (1905-1992)—medical doctor (Kharkov, 1931), along with Luria, Lebedinskii and others worked at the Clinical Psychology department of Ukrainian Psychoneurological Academy, where he, following Vygotsky’s research on thinking in schizophrenia, conducted a study on the alteration of word meanings in schizophrenia (unpublished manuscript of 1935), in 1936 moved to Moscow, worked in All-Union Institute of Experimental Medicine (VIEM); collaborated with Bernstein (see Bernstein, Nikolai Aleksandrovich)

Bernstein, Nikolai Aleksandrovich (1897-1982)—prominent physiologist and psychotecnic, Vygotsky’s collaborator at the Institute of Psychology in mid-1920s, with whom Vygotsky coedited and coauthored a textbook in 1927, and whose work was one of the main inspirations for most Vygotsky’s followers research from the end of 1930s onwards

Bein (Bejn), Esfir’ Solomonovna (1906-1981)—neurologist, defectologist, under Vygotsky’s supervision conducted research on pathology of speech and perception

Birenbaum, Gita Vasil’evna (1903—1952)—former Berlin student of Kurt Lewin (see Lewin, Kurt), returned to Soviet Union around 1930, under the supervision of Vygotsky conducted experimental and theoretical studies in clinical settings in Moscow in early 1930s, after Vygotsky’s death in collaboration with Zeigarnik (see Zeigarnik, Bluma Vul’fovna) and Samukhin (see Samukhin, Nikolai Vasil’evich) published several papers that creatively integrate Vygotsky’s and Kurt Lewin’s theoretical work

Boskis Rakhil’ Markovna (1902-1976)—medical doctor (Kiev), in 1931 moved to Moscow, under Vygotsky’s supervision conducted research on thinking and speech in deaf children at the Defectological Institute in Moscow

Bozhovich, Lidiya Il’inichna (1908-1981)—Vygotsky’s student at Pedological Department of the 2nd Moscow State University (1925-1930), the member of the “pyaterka” (“the five”) of his students; research on children’s imitation in late 1920s (in collaboration with Slavina, Liya Solomonovna), various research projects in Moscow, Kharkov, and Poltava in 1930s

Danyushevskii Izrail’ Isaakovich (1890-1950)—Vygotsky’s collaborator of Gomel’ period and in Defectological Institute in Moscow, defectologist, coedited with Vygotsky a posthumously published book on defectology (1935)

Dobrynin, Nikolai Fedorovich (1890-1981)—Vygotsky’s collaborator at the Institute of Psychology in mid-1920s, with whom Vygotsky coedited and coauthored two textbooks in 1927

Eidinova, Marina Borisovna (dates of birth and death unknown)—medical doctor, neurologist, around 1930, in Vygotsky’s research team, conducted studies on degradation of mental functions in hysteria and, in collaboration with Averbukh, on “hypoboulic mechanisms” (unpublished study, referred to by Luria in 1960); later, research on cerebral palsy in children and its treatment

Eisenstein, Sergei Mikhailovich (1898-1948)—Soviet film director and film theorist; peripheral participant of Vygotsky-Luria Circle from 1925-6 onwards

El’konin Daniil Borisovich (1904-1984)—former student and associate of prominent psychologist M.Ya. Basov (Leningrad), Vygotsky’s student and collaborator in Leningrad Herzen Pedagogical Institute (in 1931-1934), research on children’s play

Fradkina, Frida Iosifovna (dates of birth and death unknown)—Leningrad student and collaborator of Vygotsky, research on children’s play and speech development

Gellerstein, Solomon Grigor’evich (1896—1967) —Vygotsky’s collaborator at the Institute of Psychology in mid-1920s, with whom Vygotsky coauthored two textbooks in 1927

Geshelina, Liya Solomonovna (1892— date of death unknown)—medical doctor, member or Russian Psychoanalytic Society (up to 1930); Vygotsky’s collaborator in 1930s, around 1930 conducted a study of visual thinking and perception, in 1930s worked with Vygotsky in clinical settings

Kaulina, Nina Nikolaevna (dates of birth and death unknown)—former Berlin student of Kurt Lewin (see Lewin, Kurt), returned to Soviet Union around 1930, possibly took part in pathopsychological studies in Moscow along with Birenbaum (see Birenbaum, Gita Vasil’evna) and Zeigarnik (see Zeigarnik, Bluma Vul’fovna), after Vygotsky’s death participated in “topological” psychological research in Gorky Park in Moscow along with A.N. Leontiev (see Leontiev, Aleksei Nikolaevich), A.I. Rozenblum, L.I. Bozhovich (see Bozhovich, Lidiya Il’inichna), and others

Kogan, Vladimir Mikhailovich (1903—1985)—Vygotsky’s graduate student at the Institute of Psychology in 1925-1929; after graduation affiliated mainly with psychotechnics (industrial psychology) projects

Konnikova, Tat’yana Efimovna (1909-1975)—Vygotsky’s student and collaborator in Leningrad Herzen Pedagogical Institute (in 1931-1934), doctoral research on the earliest stages in the development of children’s speech conducted under the supervision of Vygotsky and his associate Levina (see Levina, Mira Abramovna)

Kotelova, Yuliya Vladimirovna (1903-1980)—psychotecnic; in collaboration with Pashkovskaya (see Pashkovskaya, E.I.) and under supervision of Vygotsky continued studies on concepts formation (in 1927-1930) after Sakharov’s death (see Sakharov, Leonid Solomonovich)

Lebedinskii (Lebedinsky), Mark Samuilovich (1895-1980)—medical doctor, neurologist, Vygotsky and Luria’s collaborator in Moscow (from mid-1920s) and in Kharkov (from 1931), where he conducted and supervised a wide range of developmental, psychogenetic, and clinical psychological studies, mainly on aphasia and schizophrenia

Levina, Mira Abramovna (dates of birth and death unknown)—former student and associate of prominent psychologist M.Ya. Basov (Leningrad), Vygotsky’s collaborator (in 1931-1934) in Leningrad Herzen Pedagogical Institute, where she was the Head of Pedological Department; edited posthumous Vygotsky’s book Foundations of pedology (Leningrad, 1935)

Levina, Roza Evgen’evna (1908-1989)—Vygotsky’s student at Pedological Department of the 2nd Moscow State University (1927-1932), the member of the “pyaterka” (“the five”) of his students; research on the planning role of “egocentric speech” (late 1920s), “autonomous speech” (early 1930s), and speech pathology (from mid-1930s onwards)

Leontiev, Aleksei Nikolaevich (1903-1979)—Vygotsky’s close associate, along with Aleksander Luria (see Luria, Aleksander Romanovich), the member of the “trojka” (“the three”); research on the development of mediated remembering and attention (late 1920s, under the supervision of Vygotsky, the book published in 1931); various research projects of the 1930s

Lewin, Kurt (1890-1947)—German-American Gestalt-psychologist; peripheral participant of Vygotsky-Luria Circle from 1925-6 onwards

Luria, Aleksander Romanovich (1902-1977)—Vygotsky’s closest associate and collaborator, the co-creator of the “theory of the cultural-historical development of higher mental functions”; along with Aleksei Leontiev (see Leontiev, Aleksei Nikolaevich), the member of the “trojka” (“the three”)

Menchinskaya, Nataliya Aleksandrovna (1905-1984)—Vygotsky’s graduate student at the 2nd Moscow State University in 1927-1930; under Vygotsky’s supervision conducted doctoral research on development of arithmetic operations in schoolchildren, an excerpt from the study published in 1931

Morozova, Nataliya Grigor’evna (1906-1989)—Vygotsky’s student at Pedological Department of the 2nd Moscow State University (1925-1930), the member of the “pyaterka” (“the five”) of his students; various research projects under the supervision of Vygotsky and Luria

Pashkovskaya, E.I. (full name and dates of birth and death unknown)—in collaboration with Kotelova (see Kotelova, Yuliya Vladimirovna) and under supervision of Vygotsky continued studies on concepts formation (in 1927-1930) after Sakharov’s death (see Sakharov, Leonid Solomonovich)

Pevzner, Mariya Semenovna (1901-1989)—medical doctor (in Saratov), psychiatrist and defectologist, in 1931 moved to Moscow in order to study psychopathic disorders in children under Vygotsky’s supervision in Experimental Defectological Institute

Sakharov, Leonid Solomonovich (1900-1928)—Vygotsky’s student, and initiated studies on concept formation using modified method of Narziss Ach (1871-1946), presently known as the method of “double stimulation” or “Sakharov-Vygotsky’s method”

Samukhin, Nikolai Vasil’evich (dates of birth and death unknown)—researcher at All-Union Institute of Experimental Medicine (VIEM), conducted a series of clinical studies on dementia, published a research paper in collaboration with Vygotsky and Birenbaum (see Birenbaum, Gita Vasil’evna)

Shein, A.A. (full name and dates of birth and death unknown)—Vygotsky’s collaborator around 1930; research on the transition from external to internal speech; edited Leontiev’s book “Development of memory” (1931)

Shmidt (Schmidt), Vera Fedorovna (1889-1937)—the wife of academician O.Yu. Shmidt, active member and secretary of Russian Psychoanalytical Society, worked at Psychoanalytical Institute in Moscow (experimental psychoanalytical boarding school and research laboratory that were closed down in 1925), provided research data for Vygotsky and Luria’s Etudes on the history of behaviour (1930), from around 1930 employee of Defectological Institute and a member of Vygotsky’s defectological research team

Shif, Zhozefina Il’inichna (1904-1978)—Vygotsky’s graduate student and collaborator in Leningrad Herzen Pedagogical Institute (in 1931-1933) and Moscow Defectological Institute (from 1933 onwards), doctoral research on thinking and scientific concepts development in children, defended in Leningrad in 1933, published as a book in 1935 with Vygotsky’s posthumous introduction of February 1934; co-edited (with Zankov, Leonid Vladimirovich) the posthumous publication of Vygotsky’s “Thinking and speech” (1934)

Slavina, Liya Solomonovna (1906-1988)—Vygotsky’s student at Pedological Department of the 2nd Moscow State University (1925-1930), the member of the “pyaterka” (“the five”) of his students; research on children’s imitation in late 1920s (in collaboration with Bozhovich)

Solov’ev (alias Solov’ev-El’pidinskii), Ivan Mikhailovich (1902-1986)—defectologist, Vygotsky’s graduate student (in 1925-1929) and, along with Zankov (see Zankov, Leonid Vladimirovich), collaborator from mid-1920s; notably, under Vygotsky’s supervision in early 1930s replicated Anitra Karsten’s study on satiation (Sättigung) that was originally done in Berlin group of Kurt Lewin (see Lewin, Kurt)

Varshava, Boris Efimovich (1900-1927)—Vygotsky’s collaborator of 1920s and co-author of Psychological Dictionary (published in 1931, after Varshava’s death)

Veresotskaya, K.I. (full name and dates of birth and death unknown)—defectologist, around 1930 conducted research on voluntary attention and voluntary remembering, visual thinking and eidetic memory, Vygotsky’s collaborator in Defectological Institute in 1930s

Zankov, Leonid Vladimirovich (1901-1977)—defectologist, Vygotsky’s graduate student and, along with Solov’ev (see Solov’ev, Ivan Mikhailovich), collaborator from mid-1920s, most notable research conducted under Vygotsky’s supervision is a series of studies on memory and remembering in normal and mentally retarded children; co-edited (with Shif) the posthumous publication of Vygotsky’s “Thinking and speech” (1934)

Zaporozhets, Alexander Vladimirovich (1905-1981)—Vygotsky’s student at Pedological Department of the 2nd Moscow State University (1925-1930), the member of the “pyaterka” (“the five”) of his students; various research projects under the supervision of Vygotsky and Luria in Moscow, and Luria, Leontiev, and Lebedinskii in Kharkov; Head of Department of Psychology of the Kharkov State Pedagogical Institute (from 1938) and the leader of the Kharkov group from mid-1930s

Zeigarnik, Bluma Vul’fovna (1900-1988)—former Berlin student of Kurt Lewin (see Lewin, Kurt), returned to Soviet Union in 1931, under the supervision of Vygotsky conducted experimental and theoretical studies in clinical settings in Moscow in early 1930s, after Vygotsky’s death in collaboration with Birenbaum (see Birenbaum, Gita Vasil’evna) and Kaganovskaya published several papers that creatively integrate Vygotsky’s and Kurt Lewin’s theoretical work

Rights and permissions

Reprints and permissions

About this article

Cite this article

Yasnitsky, A. Vygotsky Circle as a Personal Network of Scholars: Restoring Connections Between People and Ideas. Integr. psych. behav. 45, 422–457 (2011). https://doi.org/10.1007/s12124-011-9168-5

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s12124-011-9168-5

Keywords

Search

Navigation