Publications for Yuriy Karpov ykarpov@touro.edu

Karpov, Y. V. (2015). Neo-Vygotskian developmental theory. In J. D. Wright (Ed.), International encyclopedia of the social & behavioral sciences (2nd ed., Vol. 16, pp. 511-517). Oxford, England: Elsevier. doi:10.1016/B978-0-08-097086-8.23098-5

Karpov, Y. V. (2014). Vygotsky for educators. New York, NY: Cambridge University Press.

Karpov, Y. V. (2013). A way to implement the neo-Vygotskian theoretical learning approach in the schools. International Journal of Pedagogical Innovations, 1(1), 25-35. This material can be found here.

Karpov, Y. (2010). [Review of the book Dynamic assessment in practice: Clinical and educational applications by H. C. Haywood & C. S. Lidz]. Journal of Psychoeducational Assessment, 28(2), 163-166. doi: 10.1177/0734282909347604

Karpov, Y., & Tzuriel, D. (2009). Dynamic assessment: Progress, problems, and prospects. Journal of Cognitive Education and Psychology, 8(3), 228-237. This material can be found here.

Karpov, Y. (2008). Do all dynamic assessment techniques assess learning potential? Journal of Cognitive Education and Psychology, 7(3), 411-418.

Karpov, Y. (2008). Review of the Cambridge companion to Vygotsky. Journal of Cognitive Education and Psychology, 7(1), 116-122.

Karpov, Y. (2007). Alexander R. Luria: His life and work. The American Journal of Psychology, 120(1), 153-159.

Karpov, Y. (2006). Neo-Vygotskian activity theory: Merging Vygotsky's and piaget's theories of cognitive development. In Michael A. Vanchevsky (Ed.), Frontiers in cognitive psychology. Hauppauge, NY: Nova Science. 31-51. This material can be found here.

Karpov, Y. (2005). Psychological tools, internalization, and mediation: The Neo-Vygotskian elaboration of Vygotsky's notions. International Society for the Study of Behavioral Development Newsletter, 1(47), 4-7.

Karpov, Y. (2005). The Neo-Vygotskian approach to child development. Cambridge, England: Cambridge Univesity Press (reprinted 2006; 2007; 2008; 2009). This material can be found here.

Karpov, Y. (2003). Developent throught the Lifespan: A Neo-Vygotskian approach. In A. Kozulin, V.S. Ageyev, S.M. Miller, & B. Gindis (Eds.), Vygotsky's educational theory in cultural context. Cambridge, England: Cambridge University Press. 138-155.

Karpov, Y. (2003). Internalization of children's problem solving and individual differences in learning. Cognitive Development, 18(3), 377-398.  doi:10.1016/S0885-2014(03)00042-X

Karpov, Y. (2003). Vygotsky's concept of mediation. Journal of Cognitive Education and Psychology, 3(1), 46-53. This material can be found here.

Karpov, Y. (2003). Vygotsky's doctrine of scientific concepts: Its role for contemporary education. In A. Kozulin, V. S. Ageyev, S. M. Miller, & B. Gindis (Eds.), Vygotsky's educational theory in cultural context (pp. 65-82). Cambridge, England: Cambridge University Press. This material can be found here.

Karpov, Y., & Gindis, B. (2000). Dynamic assessment of the level of internalization of elementary school children's problem-solving activity. In C. Lidz & J. Elliott (Eds.), Dynamic Assessment: Prevailing models and applications. Oxford, England: Elsevier Science. 133-154. This material can be found here.

Karpov, Y. (1999). Why do children develop? Contemporary psychology, 44(1), 40-42. This material can be found here.

Karpov, Y., & Haywood, H. C. (1998). Two ways to elaborate Vygotsky's concept of mediation: Implication for instruction. American Psychologist, 53(1), 27-36. This material can be found here.

Karpov, Y. (1996). Didactic teaching or guided discovery? A third alternative. The Thinking Teacher, 11(1), 2-7.

Karpov, Y. (1995). L.S. Vygotsky as the founder of a new approach to instruction. School Psychology International, 16(2), 131-142.

Karpov, Y., & Bransford, D. (1995). L. S. Vygotsky and the doctrine of empirical and theoretical learning. Educational Psychologist, 30(2), 61-66. This material can be found here.

Karpov, Y., & Talyzina, N. (1986). Criteria of intellectual development in children. Soviet Psychology, 24(3), 77-92.