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Yuriy Karpov, Ph.D.
Professor of Psychology and Education,
Associate Dean |
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Education
Dr. Karpov received his BA, MA, and PhD degrees in Educational and Developmental Psychology from Moscow State University, Russia. After he moved to the United States in 1991, he guest lectured at different Universities, later becoming a Visiting Associate Professor of Psychology and Human Development at Peabody College of Vanderbilt University. Since 1994, he has been an Associate Professor of Psychology and Education (since 2001 - Professor of Psychology and Education) and Associate Dean for Graduate Study at the Graduate School of Education and Psychology of Touro College. His fields of scientific interest include the study of children's cognitive and metocognitive development from the Vygotskian perspective, and the implementation of Vygotsky's ideas in education and assessment.
Major publications in English
- Karpov, Y. (2005). The neo-Vygotskian approach to child development.
Cambridge: Cambridge University Press.
- Karpov, Y. (2005). Psychological tools, internalization, and mediation:
The neo-Vygotskian elaboration of Vygotsky’s notions. Newsletter of the
International Society for the Study of Behavioural Development, 1 (47),
pp. 4 – 7.
- Karpov, Y. (2003). Development through 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 (pp. 138-155).
Cambridge: Cambridge University Press.
- Karpov, Y. (2003).Vygotsky’s doctrine of scientific concepts: It’s 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: Cambridge University Press.
- Karpov, Y. (2003). Internalization of children's problem solving and
individual differences in learning. Cognitive Development, 18, 377 –
398.
- Karpov, Y. (2003). Vygotsky’s concept of mediation. Journal of
Cognitive Education and Psychology, 3(1), 46-53.
- 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.(pp.133-154). Oxford, UK: Elsevier
Science.
- Karpov, Y. (1999). Why do children develop? Contemporary Psychology,
44(1), 40-42.
- Karpov, Y., & Haywood, H. C. (1998). Two ways to elaborate Vygotsky's
concept of mediation: Implications for instruction. American
Psychologist, 53(1), 27-36.
- Karpov, Y. (1996). Didactic teaching or guided discovery? A third
alternative.
The Thinking Teacher, 11(1), 2-7.
- Karpov, Y., & Bransford, D. (1995). L.S.Vygotsky and the doctrine of
empirical and theoretical learning. Educational Psychologist, 30, 61-66.
- Karpov, Y. (1995). L.S.Vygotsky as the founder of a new approach to
instruction. School Psychology International, 16, 131-142.
- Karpov, Y. & Talyzina, N. (1986). Criteria of intellectual development
in children. Soviet Psychology, 24(3), 77-92.
Memberships and Affiliations
American Educational Research Association
International Association for Cognitive Education
Journal of Cognitive Education and Psychology: Editorial Board
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