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Anna Stetsenko is a developmental psychologist. She is a professor of psychology and of urban education at the City University of New York.
Stetsenko received her doctorate in general and developmental psychology from Moscow State University, [1] and spent several years in research at the University of Moscow.[ citation needed ] She also conducted research at the Institute of General and Education Psychology of the Russian Academy of Education.[ citation needed ] In Berlin, she worked as a postdoctoral research fellow at the Max Planck Institute; she was an Invited Visiting Fellow at the Center of Cultural Studies in Vienna, and Assistant Professor at the Department of Developmental Psychology, University of Bern, Switzerland.[ citation needed ] She began work at the City University of New York in 1999. [1]
Stetsenko has outlined a socio-cultural activity theory and its potential positive and negative outcomes within the human development and learning. She has carried out extensive empirical research on adolescents and social development, closely related to issues of gender, self-concept and motivation. Her works are closely connected with the social-cultural interaction and daily activities of adolescents and children. Stetsenko's writings have a strong emphasis on multicultural theories in developmental psychology. She has also conducted research on the works of Vygotsky, Leontiev and Alexander Luria. [2] Stetsenko has published numerous book chapters, textbooks, and journal articles in German, English, and Russian.[ citation needed ]
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Lev Semyonovich Vygotsky was a Soviet psychologist, known for his work on psychological development in children. He published on a diverse range of subjects, and from multiple views as his perspective changed over the years. Among his students was Alexander Luria and Kharkiv school of psychology.
Lawrence Kohlberg was an American psychologist best known for his theory of stages of moral development.
Jerome Seymour Bruner was an American psychologist who made significant contributions to human cognitive psychology and cognitive learning theory in educational psychology. Bruner was a senior research fellow at the New York University School of Law. He received a B.A. in 1937 from Duke University and a Ph.D. from Harvard University in 1941. He taught and did research at Harvard University, the University of Oxford, and New York University. A Review of General Psychology survey, published in 2002, ranked Bruner as the 28th most cited psychologist of the 20th century.
Activity theory is an umbrella term for a line of eclectic social-sciences theories and research with its roots in the Soviet psychological activity theory pioneered by Sergei Rubinstein in the 1930s. It was later advocated for and popularized by Alexei Leont'ev. Some of the traces of the theory in its inception can also be found in a few works of Lev Vygotsky. These scholars sought to understand human activities as systemic and socially situated phenomena and to go beyond paradigms of reflexology and classical conditioning, psychoanalysis and behaviorism. It became one of the major psychological approaches in the former USSR, being widely used in both theoretical and applied psychology, and in education, professional training, ergonomics, social psychology and work psychology.
Urie Bronfenbrenner was a Russian-born American psychologist who is most known for his ecological systems theory. His work with the United States government helped in the formation of the Head Start program in 1965. Bronfenbrenner's ability research was key in changing the perspective of developmental psychology by calling attention to the large number of environmental and societal influences on child development.
Cultural-historical psychology is a branch of psychological theory and practice associated with Lev Vygotsky and Alexander Luria and their Circle, who initiated it in the mid-1920s–1930s. The phrase "cultural-historical psychology" never occurs in the writings of Vygotsky, and was subsequently ascribed to him by his critics and followers alike, yet it is under this title that this intellectual movement is now widely known. The main goal of Vygotsky-Luria project was the establishment of a "new psychology" that would account for the inseparable unity of mind, brain and culture in their development in concrete socio-historical settings and throughout the history of humankind as socio-biological species. In its most radical forms, the theory that Vygotsky and Luria were attempting to build was expressed in terms of a "science of Superman", and was closely linked with the pronouncement for the need in a new psychological theory of consciousness and its relationship to the development of higher psychological functions. All this theoretical and experimental empirical work was attempted by the members of the Vygotsky Circle.
Leona Elizabeth Tyler was an American psychologist and President of the American Psychological Association in 1973.
Gerald Samuel Lesser was an American psychologist who served on the faculty of Harvard University from 1963 until his retirement in 1998. Lesser was one of the chief advisers to the Children's Television Workshop in the development and content of the educational programming included in the children's television program Sesame Street. At Harvard, he was chair of the university's Human Development Program for 20 years, which focused on cross-cultural studies of child rearing, and studied the effects of media on young children. In 1974, he wrote Children and Television: Lessons From Sesame Street, which chronicled how Sesame Street was developed and put on the air. Lesser developed many of the research methods the CTW used throughout its history and for other TV shows. In 1968, before the debut of Sesame Street, he led a series of content seminars, an important part of the "CTW Model", which incorporated educational pedagogy and research into TV scripts and was used to develop other educational programs and organizations all over the world. He died in 2010, at the age of eighty-four, and was survived by his wife, a daughter, a son, and a grandchild.
Laboratory of Comparative Human Cognition (LCHC) is a social science laboratory located at the University of California, San Diego (UCSD) since 1978. Scholars at LCHC pursue research focused on understanding the complex relationship between cognition and culture in individual and social development. Such research requires collaboration among scholars from a variety of research disciplines, including cognitive science, education, linguistics, psychology, anthropology, and sociology. LCHC also functions as a research and training institution, arranging for pre-doctoral, doctoral, and post-doctoral training, as well as research exchanges with scholars throughout the world. In addition, LCHC sponsors a journal, Mind, Culture and Activity: An International Journal (MCA), and an open internet discussion group, XMCA.
Melanie Killen is a developmental psychologist and Professor of Human Development and Quantitative Methodology, and Professor of Psychology (Affiliate) at the University of Maryland, and Honorary Professor of Psychology at the University of Kent, Canterbury, UK. She is supported by funding from the National Institute of Child Health and Human Development (NICHD), and the National Science Foundation (NSF) for her research. In 2008, she was awarded Distinguished Scholar-Teacher by the Provost's office at the University of Maryland. She is the Director of the Social and Moral Development Lab at the University of Maryland.
In the framework of the Cultural-Historical Activity Theory (CHAT) the leading activity is the activity, or cooperative human action, which plays the most essential role in child development during a given developmental period. Although many activities may play a role in a child's development at any given time, the leading activity is theorized to be the type of social interaction that is most beneficial in terms of producing major developmental accomplishments, and preparing the child for the next period of development. Through engaging in leading activities, a child develops a wide range of capabilities, including emotional connection with others, motivation to engage in more complex social activities, the creation of new cognitive abilities, and the restructuring of old ones.
Margaret Beale Spencer is an American psychologist whose work centers on the effects of ethnicity, gender, and race on youth and adolescent development. She currently serves as the Marshall Field IV Professor of Urban Education in the Department of Comparative Human Development at the University of Chicago. Dr. Spencer's career spans more than 30 years and consists of over 115 published articles and chapters, stemming from work funded by over two-dozen foundations and federal agencies.
Cultural-historical activity theory (CHAT) is a theoretical framework which helps to understand and analyse the relationship between the human mind and activity. It traces its origins to the founders of the cultural-historical school of Russian psychology L. S. Vygotsky and Aleksei N. Leontiev. Vygotsky's important insight into the dynamics of consciousness was that it is essentially subjective and shaped by the history of each individual's social and cultural experience. Especially since the 1990s, CHAT has attracted a growing interest among academics worldwide. Elsewhere CHAT has been defined as "a cross-disciplinary framework for studying how humans purposefully transform natural and social reality, including themselves, as an ongoing culturally and historically situated, materially and socially mediated process". Core ideas are: 1) humans act collectively, learn by doing, and communicate in and via their actions; 2) humans make, employ, and adapt tools of all kinds to learn and communicate; and 3) community is central to the process of making and interpreting meaning – and thus to all forms of learning, communicating, and acting.
Robert L. Selman is an American-born educational psychologist and perspective-taking theorist who specializes in adolescent social development. He is currently a Professor of Education and Human Development at the Harvard Graduate School of Education, and a Professor of Psychology in Medicine at Harvard University.He is also known as the author of the 1980's G.I. Joe public service announcements.
Amina Abubakar is an Associate Professor of Psychology and Public Health at Pwani University. She is a research fellow at the Kenya Medical Research Institute. Her research considers the developmental delay in children who suffer from HIV, malnutrition and malaria. She is an honorary fellow at the University of Oxford.
Nancy E. Hill is an American developmental psychologist. She is the Charles Bigelow Professor of Education at the Harvard Graduate School of Education. Hill is an expert on the impact of parental involvement in adolescent development, cultural influences on minority youth development, and academic discourse socialization, defined as parents' academic beliefs, expectations, and behaviors that foster their children's academic and career goals.
Adriana Galván is an American psychologist. She currently serves as a professor of psychology at the University of California, Los Angeles and is the Jeffrey Wenzel Term Chair in Behavioral Neuroscience. She is known for her research in the field of brain development, which focuses on how cognitive and social behaviors change from childhood to adulthood. She also currently holds the position of director of the Galván Laboratory for Developmental Neuroscience at UCLA.
Candice Lynn Odgers is a developmental psychologist who studies adolescent and child development. Her research focuses on how early adversity and exposure to poverty and inequality shapes adolescent mental health and development. Her team team has developed new methodologies and approaches for studying health and development using mobile devices and online tools, with a focus on how digital tools and spaces can be improved to support children and adolescents. Odgers is currently a professor of Psychological Science at the University of California, Irvine and a Research Professor at Duke University. Odgers is also the Co-Director of Child Child and Brain Development Program at the Canadian Institute for Advanced Research.
Yulia Kovas is a geneticist and psychologist - currently a Professor of Genetics and Psychology at Goldsmiths, University of London, and a visiting professor at UCL, King’s College, Sussex and New York Universities - in the United Kingdom. She received British Academy Wiley Prize in Psychology in 2012. Kovas is the director of InLab at Goldsmiths; the director of the Laboratory for Cognitive Investigations and Behavioural Genetics at Tomsk State University (TSU); and also co-directs the International Centre for Research in Human Development, TSU. She directs the Russian School Twin Registry (RSTR) and leads the genetically-informative mathematics research in the Twins Early Development Study (TEDS) at King’s College, London. She is also a scientific director of the Applied Cognitive Psychology and Neuroscience research direction at the Sirius Science and Technology University.
Alexander N. Poddiakov, born on March 21, 1962 in Moscow, is a Russian psychologist, doctor of psychology and professor.
