Vygotsky and Research

By Harry Daniels. 2008

296 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/91d659979afe421946378e324d9696bf1fe92f78

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Neil Mercer
2. Christine Howe
3. N. Veresov
4. Robyn M. Gillies

In Education

1. Neil Mercer
2. Christine Howe
3. N. Veresov
4. Robyn M. Gillies

In Human Factors and Ergonomics

1. N. Veresov
2. Christine Howe
3. Neil Mercer

Citations in the corpus

• Perezhivanie as a Phenomenon and a Concept: Questions on Clarification and Methodological Meditations (2016, background): “Over the past two decades, the concept of perezhivanie has attracted increasing attention by various researchers working within the cultural-historical tradition [1; 4; 7; 8; 9).”
• Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory (2012, background): “Daniels (2001, 2008), Wertsch (1991a,b), Wells and Claxton (2002) and others have provided excellent accounts of the nature and origins of this theory, and how it relates to pedagogical theory and educational enquiry.”
• The Social Brain, Language, and Goal-Directed Collective Thinking: A Social Conception of Cognition and Its Implications for Understanding How We Think, Teach, and Learn (2013, methodology): “…on classroom research has been the emergence of a sociocultural theory of education and cognitive development derived from Vygotsky’s work (as described, e.g., by Daniels, 2001, 2008; it is also known as cultural-historical activity theory: van Oers, Elbers, van der Veer, & Wardekker, 2008).”