The Cambridge Handbook of Cultural-historical Psychology

Introduction: what is this book and what is it about? Anton Yasnitsky and Rene van der Veer; Part I. Theory: 1. Introducing Vygotsky's cultural-historical psychology Ronald Miller; 2. Vygotsky's idea of psychological tools Janette Friedrich; 3. The problem of consciousness in Vygotsky's cultural-historical psychology Ekaterina Zavershneva; Part II. Method: 4. Methodology of cultural-historical psychology Aaro Toomela; 5. Dynamic assessment in search of its identity Alex Kozulin; 6. Encountering the border: Vygotsky's zona blizhaishego razvitia and its implications for theories of development Jaan Valsiner and René van der Veer; Part III. Child: 7. Developmental education Galina Zuckerman; 8. Tracing the untraceable: the nature-nurture controversy in cultural-historical psychology Elena L. Grigorenko; 9. The 'magic of signs': developmental trajectory of cultural mediation Igor ¿. Arievitch and Anna Stetsenko; Part IV. Language and Culture: 10. Inner form as a notion migrating from West to East: acknowledging the Humboldtian tradition in cultural-historical psychology Marie-Cécile Bertau; 11. A review of inner speech in cultural-historical tradition Anke Werani; 12. Luria and Vygotsky: challenges to current developmental research Eugene Subbotsky; Part V. Brain: 13. There can be no cultural-historical psychology without neuropsychology. And vice versa Aaro Toomela; 14. Cultural-historical neuropsychological perspective on learning disability Tatiana Akhutina and Gary Shereshevsky; 15. Cultural-historical theory and cultural neuropsychology today Bella Kotik-Friedgut and Alfredo Ardila; Part VI. Beyond Psychology: Cultural-Historical Psychology and other Disciplines: 16. Cultural-historical psychotherapy Alexander Venger and Elena Morozova; 17. From expressive movement to the 'basic problem': the Vygotsky-Luria-Eisensteinian theory of art Oksana Bulgakowa; 18. The need for a dialogical science: considering the legacy of Russian-Soviet thinking for contemporary

Anton Yasnitsky is an independent researcher who specialises in the Vygotsky-Luria circle. Rene van der Veer is Professor of Education in the Department of Education at Leiden University. Michel Ferrari is a Professor in the Department of Applied Psychology and Human Development in the Ontario Institute for Studies in Education at the University of Toronto.