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1. Introduction 2. The emergence of learning activity as a historical form of human learning 3. The zone of proximal development as the basic category of expansive research 4. The instruments of expansion 5. Toward an expansive methodology 6. Epilogue.

Learning by expanding: An activity-theoretical approach to developmental research

Attachment--and loss.

Evolutionary-biological reasoning suggests that individuals should be differentially susceptible to environmental influences, with some people being not just more vulnerable than others to the negative effects of adversity, as the prevailing diathesis-stress view of psychopathology (and of many environmental influences) maintains, but also disproportionately susceptible to the beneficial effects of supportive and enriching experiences (or just the absence of adversity). Evidence consistent with the proposition that individuals differ in plasticity is reviewed. The authors document multiple instances in which (a) phenotypic temperamental characteristics, (b) endophenotypic attributes, and (c) specific genes function less like “vulnerability factors” and more like “plasticity factors,” thereby rendering some individuals more malleable or susceptible than others to both negative and positive environmental influences. Discussion focuses upon limits of the evidence, statistical criteria for distinguishing differential susceptibility from diathesis stress, potential mechanisms of influence, and unknowns in the differentialsusceptibility equation.

/pdf/beyond-diathesis-stress-differential-susceptibility-to-5357tarjg7.pdf

Beyond Diathesis Stress: Differential Susceptibility to Environmental Influences.

http://gruberpeplab.com/3131/Kreibig_2010.pdf

Autonomic nervous system activity in emotion: A review

The article sketches the history of the study of Vygotsky’s legacy in the Soviet Union and the West and then switches to a brief discussion of the origin of the book Understanding Vygotsky published 30 years ago. Several features and shortcomings of the book are discussed and it is shown that recent publications partly fill the gaps in our knowledge. This is illustrated by a succinct discussion of the contributions to the special issue which show that Vygotsky’s legacy continues to inspire the modern researcher.

/pdf/vygotsky-s-legacy-understanding-and-beyond-50n3h3pxx3.pdf

Vygotsky's Legacy: Understanding and Beyond.

The Cambridge Handbook of Cultural-Historical Psychology: Introduction

Mikhail Iakovlevich Basov was born on 3 November 1892 in a village near Pskov. After receiving his secondary-school diploma, he moved, in 1909, to St. Petersburg and entered Bekhterev's Psychoneurological Institute in order to study natural sciences. The formative years of Basov as a developmental psychologist were spent at that institute—first, as a student, later, as a research associate. It was in the mid-1920s that Basov moved to other institutions in the same city (by that time renamed Leningrad). First—in 1924/25—he became one of the cofounders of the State Institute of Scientific Pedagogics (or GINP—Gosudarstvennyi Institut Nauchnoi Pedagogiki); subsequently (also in 1925), he became the Chair of Pedology at the Pedagogical Institute (now called the A.I. Herzen State Pedagogical Institute—Gosudarstvennyi Pedagogicheskii Institut imeni A.I. Gertsena).

Mikhail Basov: An Intellectual Biography

The transnational history of Vygotskian science would be very helpful in the discussion of some problems of transnational Vygotskian science, and specifically, the issue of the translations of Vygotsky's works. The interest in Vygotsky's works in the English-speaking world during that period was close to non-existent. The enormous global network of many actors from all walks of life and different theoretical outlooks included a considerable number of individuals who particularly favored the Vygotskian strand in Soviet psychology and did their best to promote it outside the Soviet Union. It is important to realize that in translating a historical author there are multiple sources of error and that in the case of Vygotsky the situation was aggravated for ideological or political reasons. Under the heading of inaccuracies are included all those changes of the original texts that were unintended or intended with the idea of 'clarifying' Vygotsky's ideas or making him more palatable to contemporary taste.

René van der Veer

Papers

Vygotsky's Legacy: Understanding and Beyond.

The Cambridge Handbook of Cultural-Historical Psychology: Introduction

Mikhail Basov: An Intellectual Biography

Translating Vygotsky : Some problems of transnational Vygotskian science

Structuring of Conduct in Activity Settings The Forgotten Contributions of Mikhail Basov Parti