Intellectual Development of Elementary Schoolchildren and Their Performance on the Vygotsky-Sakharov Method-Reference-Cited by-同舟云学术

Intellectual Development of Elementary Schoolchildren and Their Performance on the Vygotsky-Sakharov Method

Published:2020 Issue:4 Volume:16 Page:63-71
ISSN:1816-5435
Container-title:Cultural-Historical Psychology
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Author:

Vucicevic B.¹^ORCID,Shumakova N.B.²^ORCID

Affiliation:

1. Moscow State University of Psychology & Education

2. Psychological Institute of the Russian Academy of Education

Abstract

An attempt was made to reproduce L.S. Vygotsky’s study on development of concepts, in order to identify ways that contemporary 7- and 9-year-olds use to solve the task of the Vygotsky’s cubes (double stimulation technique). The assumption about the relationship between the dominant method of abstraction used by elementary schoolchildren and their level of intellectual development was tested. For the purposes of the study 197 children enrolled in 1st (n = 102) and 3rd classes (n = 95) were tested. Our results partially coincide with those obtained by other authors, and the differences and similarities are discussed. Qualitative differences in performance on the double stimulation technique were also found between the children scoring high versus low scores on the Raven’s SPM test, showing different thinking processes between those groups. We discuss the significance for further research of obtained relationship between the elementary schoolchildren approach to the double stimulation technique and the level of their intellectual development.

Publisher

Federal State-Financed Educational Institution of Higher Education Moscow State University of Psychology and Education

Subject

Psychology (miscellaneous),Social Psychology,Developmental and Educational Psychology,Cultural Studies,Applied Psychology

Link

https://psyjournals.ru/files/117787/chp_2020_n4_Vucicevic_Shumakova.pdf

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