Anna
Stetsenko
Developmental Psychology Subprogram Head
Email: astetsenko@gc.cuny.edu
phone : 212.817.8715
[back to faculty page]
- Published Books & Book Chapters
- Published Journal Articles
- Invited Lectures/Colloquia & Invited Symposia
- Editorial Activities
- Chaired Symposia & Workshops
Anna Stetsenko is a Professor at the Graduate Center, City University of New York, with joint appointments in Developmental Psychology and Urban Education. Before coming to CUNY in 1999, she has worked and taught in Universities and research centers in Switzerland, Germany, Austria, and Russia. Dr. Stetsenko's research interests revolve around the issues of self, agency, identity, gender, and social transformation, particularly in application to development and learning in educational contexts and social institutions such as schools, after-school programs, families, communities, and child welfare system. In her research, Dr. Stetsenko employs the model of "activist scholoarship" focusing on developing theory and research tools to study and promote development and learning as relational and collaborative processes contingent on social interaction and equitable access to social resources and cultural mediators.
Dr. Stetsenko's theoretical background is in Vygotsky's cultural-historical activity theory. She currently works to expand it within a Transformative Activist Stance, and approach at the intersection of activity theory, critical pedagogy and feminist studies. It encompasses developments in dynamic systems theory, distributed and situated cognition, and participatory learning framework and is articulated in a series of Dr. Stetsenko's recent publications such as Personhood: An activist project of historical Becoming through collaborative pursuits of social transformation (New Ideas in Psychology, 2010), Teaching-learning and development as activist projects of historical Becoming: Expanding Vygotsky's approach to pedagogy (Pedagogies: An International Journal, 2010), and From relational ontology to transformative activist stance: Expanding Vygotsky's (CHAT) project (Cultural Studies of Science Education, 2008).
Anna Stetsenko is curently engaged in an NSF-sponsored project (with Drs. S. Kirch and C. Milne, NYU) that seeks to understand the experiences and condition that facilitate elementary science students learning and conceptual development. Recent topics that she has worked on together with several students in the Developmental Program and Urban Education, include
- implementing sociocultural activity theory to developing educational programs that make learning meaningful to students;
- learning and development as processes of collaborative Becoming through contribution to social practices;
- disability as a social phenomenon not confined to individual deficits;
- identity development and learning.
Published Books & Book Chapters
Stetsenko, A. (in press). Darwin and Vygotsky on development: An exegesis on human nature. In M. Kontopodis, Ch. Wulf & B. Fichtner (Eds.), Children, Culture and Education. (To be published in 2010, in Springer/ Series: International Perspectives on Early Childhood Education and Development). New York: Springer.
Stetsenko, A. (2010). Standing on the shoulders of giants: A balancing act of dialectically theorizing conceptual understanding on the grounds of Vygotsky's project. In W.-M. Roth (ed.), Re/structuring science education: ReUniting Psychological and Sociological Perspectives (pp. 53- 72). New York: Springer.
Stetsenko, A. & Arievitch, I. (2010). Cultural-historical activity theory: Foundational worldview and major principles. In J. Martin and S. Kirschner (Eds.), The Sociocultural Turn in Psychology: The Contextual Emergence of Mind and Self (pp. 231-253). New York, NY: Columbia University Press.
Stetsenko, A. (2009). Vygotsky and the conceptual revolution in developmental sciences: Towards a unified (non-additive) account of human development. In M. Fleer, M. Hedegaard, J. Tudge & A. Prout (Eds.) World Year Book of Education. Constructing childhood: Global–local policies and practices (pp. 125-142). Routledge.
Stetsenko, A., & Vianna, E. (2009). Overcoming the gap between theory and practice in research on teaching, learning and development: Lessons from Vygotskian project. In O. Barbarin and B. H. Wasik (Eds.), Handbook of Child Development and Early Education. Research to Practice (pp. 38-54). New York, NY: Guilford Press.
Stetsenko, A. (2006). [Cultural-historical activity theory in today's context: Non-classical approach to non-classical psychology]. In A. A. Leotniev (Ed.), Psihologicheskaja teorija dejatelnosti: Vchera, segodnja, zavtra [Psychological theory of activity: Yesterday, today, tomorrow] (pp. 16-39). Moscow: Smisl.
Stetsenko, A. & Arievitch, I. (2005). Expanding Vygotsky's perspective on teaching, learning, and development. Cambridge University Press.
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Stetsenko, A. (2005). The birth of consciousness: Early stages in the development of systems of meanings [Rozhdenie soznanija: rannie etapi v razvitii sistemi znachenij]. Moscow: CheRo Press. |
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Robbins, D., & Stetsenko, A. (2002) (Eds.). Vygotsky's psychology: Voices from the past and present. NY: Nova Science Press. |
Stetsenko, A. (2002). Vygotsky's cultural-historical activity
theory: Collaborative practice and knowledge construction process. In
D. Robbins and A. Stetsenko (Eds.), Vygotsky's psychology: Voices from
the past and present. NY: Nova Science Press.
Stetsenko, A. (2002). Sociocultural activity as a unit of analysis: How
Vygotsky and Piaget converge in empirical research on collaborative cognition.
In D. Bearison and B. Dorval (commentary chapter), Collaborative cognition:
Children negotiating ways of knowing (pp. 122-135). Westport, CT: Ablex.
Stetsenko, A., & Arievitch,
I. M. (2002). Learning and development: Contributions from post-Vygotskian
research. In G. Wells and G. Cluxton (Eds.) Learning for life in the 21st
century: Sociocultural perspectives on the future of education (pp. 84-97).
London etc.: Blackwell. http://people.ucsc.edu/~gwells/CHATbook/Ch7.StetsenkoArievitch.html
Stetsenko, A. (2002). Adolescents in Russia: Trends and developments.
In B. Bradford Brown & R. Larsson (Eds.), The world of adolescence:
Changing paths to adulthood around the globe. New York etc.: Cambridge
University Press.
(The book has been awarded with the SRCD prize in 2002 as the best book
of the year).
Stetsenko, A. (1999). Social interaction, cultural tools, and the zone
of proximal development: In search of a synthesis. In M. Hedegaard, S.
Chaiklin, S. Boedker, & U. J. Jensen (Eds.), Activity theory and social
practice. Proceedings of the ISCRAT 1998: Keynote speeches and panels
(pp. 235-253). Aarhus: Aarhus University Press.
Grob, A., Stetsenko, A., Sabatier, C., Botcheva, L., & Macek, P. (1999).
Across-national model of subjective well-being in adolescence. In F. D.
Alsaker & A. Flammer (Eds.), The Adolescent Experience: European and
American Adolescents in the 1990s (pp. 115-131). New York: Lawrence Erlbaum.
Stetsenko, A. (1998). Teorii tvorchestva: sotsiokulturnij podhod [Theories
of creativity: Views from a sociocultural perspective]. In D. B. Bogojavlenskaja
(Ed.), Teorii tvorchestva [Theories of creativity] (pp. 315-328). Moscow:
Molodaja Gvardija.
Stetsenko, A., & Arievitch, I. (1996). The zone of proximal development.
In J. Lompscher (Ed.), Entwicklung und lernen aus kulturhistorischer Sicht
[Development and learning from a cultural-historical point of view] (pp.
81-93). Marburg: BdWi-Verlag.
Stetsenko, A. (1995). The psychological functions of children's drawing:
A Vygotskian perspective. In G. Thomas and Ch. Lange-Küttner (Eds.),
Drawing and Looking (pp. 147-158). New York etc.: Harvester Wheatsheaf.
[Also appeared in Italian translation: La funzione psicologica del disegno
infantile: una prospettiva Vygotskiana (2000). In Bambini, Anno XVI, n.
4, pp. 19-31. Translation and foreword by Prof. Mariolina Bartolini-Bussi].
Stetsenko, A. (1991). Naturalisticheskaja i sotsio-kulturnaja paradigmi
v issledovanijah fenomena odarennosti [Naturalistic and sociocultural
research paradigms in the study of giftedness]. In A. Matjushkin (Ed.),
Obshestvennije dvizhenija i sotsialnaja aktivnost molodezhi [Social trends
and activities in modern youth and adolescence] (pp. 203-215). Moscow:
Institute of Sociology Press.
Stetsenko, A. (1990). Printsip predmetnosti v teorii dejatelnosti [The
principle of object-relatedness in the theory of activity]. In V. V. Davydov
& D. A. Leontjev (Eds.), Dejatelnostnij podhod v psihologii: Problemi
i perspektivi [Activity approach in psychology: Problems and perspectives]
(pp. 20-35). Moscow: USSR Academy of Pedagogical Sciences Press.
[also published in English translation in Journal of Russian and East
European Psychology, 1995, 33, 54-69].
Stetsenko, A. (1988). O diahrinicheskom printsipe istoriko-psihologicheskogo
analiza nauchnih kontsepsij [Some principles in the historical analysis
of psychological conceptions]. In A. Zhdan (Ed.), Izuchenije traditsij
i nauchnih shkol v istorii sovetskoj psihologii [Scientific schools and
traditions in the history of Soviet psychology] (pp.46-51). Moscow: Moscow
University Press.
Stetsenko, A. (1986). Issledovatelskaja zadacha i struktura psihologicheskogo
znanija [Research task and the structure of psychological knowledge].
In A. Barabanchikov (Ed.), Metodologija psihologicheskogo issledovanija
[Methodology of Psychological Research] (pp. 10-23). Moscow: USSR Academy
of Sciences Press.
Arievitch I., & Stetsenko, A. (1988). Dejatelnostnij podhod k probleme
soznanija [Activity-based approach to the analysis of consciousness].
In A. Prokhorov et al. (Eds.), Genezis, struktura i funktsii individualnogo
soznanija [Development, structure and functions of individual consciousness]
(pp. 3-7). Ivanovo: University Press.
Stetsenko, A. (1981). Vygotskij i porblema znachenija [L. S. Vygotsky
and the concept of meaning]. In V. V. Davydov (Ed.), Nauchnoe tvorchestvo
L. S. Vigotskogo i sovremennaja psihologija [Scientific works of L. S.
Vygotsky and modern psychology] (pp. 148-151). Moscow: USSR Academy of
Pedagogical Sciences Press.
Published Journal Articles
Stetsenko, A. (2010b). Personhood: An activist project of historical Becoming through collaborative
pursuits of social transformation. New Ideas in Psychology (invited paper for the Special Issue on Personhood, edited by
Jack Martin and John Bickhart).
Stetsenko, A. (2007). Being-through-doing: Bakhtin and Vygotsky in dialogue.
Cultural Studies of Science Education, 2, 25-37.
Stetsenko, A. (2006). Agency and society: Lessons from the study
of social change. Guest commentary article to appear in International
Journal of Psychology; Special Issue on Agency and Social Change (guest
editor R. Silbereisen).
Vianna, E., & Stetsenko, A.
(2006). Embracing History through transforming it: Contrasting Piagetian
versus Vygotskian (Activity) theories of learning and development to expand
constructivism within a dialectical view of history. Theory and Psychology
(Special Issue on Activity Theory; guest editor - Lois Holzman), Vol.
16, 1, pp. 81-108.
Stetsenko, A. (2005). Activity as
object-related: Resolving the dichotomy of individual and collective types
of activity. Mind, Culture, and Activity (Special Issue on the principle
of object-relatedness, guest editors V. Kaptelinin and R. Miettinen),
Vol. 12 (1), 70-88.
Stetsenko, A., & Arievitch, I. (2004). Vygotskian collaborative project
of social transformation: History, politics, and practice in knowledge
construction. International Journal of Critical Psychology, 12 (4), 58-80.
Stetsenko, A. (2004). Perspektivi teorii dejatelnosti v svete sovremennih
tendentsij v psihologii [Perspectives of activity theory in the context
of today's psychology]. Vestnik MGU, Psychology Series, January-March,
pp. 23-39.
Stetsenko, A., & Arievitch, I. (2004). The self in cultural-historical
activity theory: Reclaiming the unity of social and individual dimensions
of human development. Theory and Psychology, 14 (4), 475-503.
Stetsenko, A. (2003). Alexander Luria and the cultural-historical activity
theory: Pieces for the history of an outstanding collaborative project
in psychology. Review of E. D. Homskaya (2001), Alexander Romanovich Luria:
A scientific biography. Mind, Culture, and Acitivity, 10 (1), pp. 93-97.
Stetsenko, A. (2002). The illusive nature of social change: Whence is
a change and how it relates to human development? Review of Lisa J. Crockett
and Rainer K. Silbereisen (2000) (Eds.), Negotiating adolescence in times
of social change. Cambridge: Cambridge University Press. Contemporary
Psychology, 47 (2), 151-153.
Arievitch, I. M. & Stetsenko, A. (2000). Development through learning:
Galperin's contribution. Human Development, 43, 69-93.
Stetsenko, A., Little, T., Gordeeva,
T., Grasshof, M., & Oettingen, G. (2000). Gender effects in children's
beliefs about school: A cross-cultural study. Child Development, 73, pp.
517-527.
[reproduced in Michele A. Paludi (Ed), Human Development in Multicultural
Contexts: A Book of Readings, 2002 ].
Stetsenko, A. (2000). Adolescent girls and gender issues in Russia. Society
for Research on Adolescence Newsletter, Spring issue, 4-10.
Little, T. D., Stetsenko, A., & Maier, H. (1999). Action-control beliefs
and school performance: A longitudinal study of Moscow children and adolescents.
International Journal of Behavioral Development, 23, 799-823.
Stetsenko, A., & Arievitch, I. (1997).
Constructing and deconstructing the self: Comparing post-Vygotskian and
discourse-based versions of social constructivism. Mind, Culture, and
Activity, 4, 160-173.
Stetsenko, A. (1997). The role of the principle of object-relatedness
in the theory of activity. Journal of Russian and East European Psychology.
Special Issue: The Legacy of A. N. Leont'ev, 33, 25-39.
Stetsenko, A. (1997). The notes on L.S. Vygotsky's popularity in Western
universities. Voprosi Psychologii [Russian Journal of Psychological Issues],
January-February, 107-109.
Stetsenko, A., Little, T. D., Oettingen, G., & Baltes, P. B. (1997). Razvitije predstavlenij o shkolnoj dejatelnosti u detej: Kross-kulturnoe issledovanije [Development of children's conceptions about school performance: A cross-cultural study]. Voprosi Psihologii [Russian Journal of Psychological Issues], 6, 3-25.
Grob, A., Little, T. D., Wanner, B., Wearing, A. J., & Stetsenko,
A. (Euronet) (1996). Adolescents' well-being and perceived control across
fourteen sociocultural contexts. Journal of Personality and Social Psychology,
71, 785-795.
Stetsenko, A., Little, T., Oettingen, G., & Baltes, P. B. (1995).
Control, agency and means-ends beliefs about school performance in Moscow
children: How similar are they to beliefs of Western children? Developmental
Psychology, 31, 285-299.
Little, T. D., Oettingen, G., Stetsenko, A., & Baltes, P. B. (1995).
Children's action-control beliefs and school performance: How do American
children compare with German and Russian children? Journal of Personality
and Social Psychology, 69, 686-700.
Stetsenko, A. (1995). Review of the Defectology and mental deficiency
by Lev S. Vygotsky (in French). Swiss Journal of Psychology, 54 (4), 305-305,
1995.
Stetsenko, A. (1993). Vygotsky: Reflections on the reception and further
development of his thought. Multidisciplinary Newsletter for Activity
Theory, 13/14, 38-45.
Stetsenko, A. (1990). O roli i statuse metodologicheskogo znanija v sovremennoj
Sovetskoj psihologii [The role and status of methodological knowledge
in modern Soviet psychology]. Vestnik Moskovskogo Universiteta: Serija
Psihologii [Journal of Moscow State University: Psychological Series],
2, 39-49.
Stetsenko, A. (1989). The concept of an "Image of the World"
and some problems in the ontogeny of consciousness. Soviet Psychology,
27, 6-24.
Leontjev, D. A., Stetsenko, A. & Eidman, E. (1989). Scientific heritage
of Vygotsky and world Psychology. Voprosi Psychologii [Russian Journal
of Psychological Issues], 2, March-April, 171-175.
Arievitch I., Stetsenko, A. (1989). From Vygotsky to Galperin: Development
of a cultural-historical approach. Storia della Psicologia [History of
Psychology], 1, 111-114.
Stetsenko, A. (1987). Nekotorije napravlenija v izuchenii yazika i kommunikatsii
v Zapadnoj psihologii: Obzor Serii Springer [Some trends in studies of
language and communication in Western psychology: Review of the Springer
Series]. Voprosi Psychologii [Russian Journal of Psychological Issues],
3, 158-165.
Stetsenko, A. (1987). Review of Child's talk. Learning to use language
by Jerome S. Bruner. Voprosi Psychologii [Russian Journal of Psychological
Issues], (4), July-August, 159-161.
Stetsenko, A. (1983). K probleme psihologicheskoj klassifikatsii znachenij
[Psychological classifications of meaning].Vestnik Moskovskogo Universiteta:
Serija Psihologii [Journal of Moscow State University: Psychology Series],
1, 22-30.
Kaptelinin, V., & Stetsenko, A. (1989). Computer-aided cognitive development:
Microworlds and reality. In: Children in the information age: Human Development
and emerging Technologies (pp. 305-316). Proceedings of the 3d International
Conference on Human Development and Engineering Technology. Sofia, Bulgaria.
Invited Lectures/Colloquia & Invited Symposia
(selected list; full list of conference presentations is available upon
request)
Activity Theory Perspective on Language and Development. Invited lecture
and
workshop tutorial at the Conference LANGUAGE IN ACTION - VYGOTSKY AND
LEONTIEVIAN LEGACY TODAY, June, 8-10, 2006. University of Jyvaskyla, Finland
The dialectics of history: The relevance of Vygotsky's approach
for the 21st century education. The Fifth Martin and Cindy Spector Endowed
Lecture, The Penn State University, Center for Language Acquisition, October
10, 2005.
Psychology of Gender: The Challenge of Social Change in a Gendered World.
Invited talk at the ISSBD workshop in Moscow, June 19-21, 2005.
Activity Theory in the context of today's world psychology. Invited Panel
Talk at the International Conference "Theory of activity: Fundamental
science and social practice" (devoted to the centennial of A. N.
Leontjev), Moscow, May 28-30, 2003.
Non-classical approach to Vygotskian theory. Invited lecture at the joint
colloquium of Departments of General Psychology and Psychology of Personality,
Moscow University, Moscow, June 2003.
CHAT: Collaborative investigative project in psychology. Invited talk
at the joint colloquium of Developmental, Environmental and Social/Personality
Programs, Graduate Center, CUNY, April 2003.
Cultural-Historical Activity Theory: A Promising Paradigmatic Shift in
Psychology. Invited talk at the Center for Developmental Neuroscience
(CDN), College of Staten Island, CUNY, May 2002.
Cultural-Historical Activity Theory. Invited lecture at the Eastern Psychological
Association Meeting, Boston, March 2002.
Language development form a cultural-historical perspective. Invited talk
in colloquium series at the PhD Program in Linguistics, Graduate Center,
CUNY, November 2001.
Teaching, Learning, and Development: Sociocultural perspectives. Keynote
address at the III Congress of the Brazilian Society for Developmental
Psychology, Niteroi, Brazil, July 2000.
The centrality of cultural tools in learning and development: Implications
for developmental psychology. Invited Panel talk at the Fourth Congress
of the International Society for Cultural Research and Activity Theory
(ISCRAT), Aarhus, Denmark. 1998, June.
Human agency in cultural-historical approaches: Problems and perspectives.
Invited Symposium at the Fourth Congress of the International Society
for Cultural Research and Activity Theory (ISCRAT), Aarhus, Denmark. 1998,
June.
Gender differences in children's academic self-concept: What does a cross-cultural
comparison reveal? Invited Lecture at the Workshop "Areas of cultural-psychological
research" of the German Society for Cultural Psychology, University
of Erlangen-Nürnberg, Germany. 1998, May.
Guest Lecture "Discourse-based and Vygotskian Versions of Social
Constructivism in Developmental Psychology" at the International
Center for Cultural Studies, Vienna, Austria. 1996, October.
Invited lecture "The Zone of Proximal Development: Resolving the
Contradiction between Idea and Method in Post-Vygotskian Psychology"
at the "Wygotski-Konferenz", Potsdam, Germany. 1996, June.
Invited symposium Semiotic Systems and Psychological Functions. Held at
the 2d Conference for Socio-Cultural Research "Vygotsky and Piaget",
Geneva, Switzerland. Together with A. Raiethel. 1996, September.
Invited lecture "Vygotsky as a pioneer of cultural-psychological
thinking" at the meetings of the German Society for Cultural Sciences
"Pioniere des Kultur-psychologischen Denkens" [Pioneers of the
sociocultural approach], Tramelan, Switzerland. 1996, May.
Keynote address "Social Constructivism in Developmental Psychology:
Post-Vygotskian versions" at the Meetings of the German Psychological
Society, Leipzig, Germany. 1995, September.
Philosophical foundations of psychology: What has to be re-thought in
the discipline? Invited talk at the workshop "Rethinking - The Enlightenment",
organized by Prof. Ehuda Elkana (Israel) at the Max-Planck-Institute for
the History of Science, Berlin, Germany. 1995, November.
The Concept of Competence and Developmental Change in the Framework of
neo-Piagetian and neo-Vygotskian Theories. Invited talk at the 2d German-Italian
Conference on Developmental and Educational Psychology, Menaggio, Italy.
Together with M. Keller, 1994, September.
Vygotsky on education: Too much of intervention? Invited colloquium held
at the Institute of Empirical Education and Educational Psychology (Ordinarius:
Prof. Hans Mandl), University of Muenchen, Germany. Together with I. Arievitch
(1994, December).
Vygotsky's perspectives on development in infancy. Talk at the NIH, Laboratory
of Infant Development (Prof. M. Bornstein), Washington, DC. 1992, March.
Vygotsky's psychology. Invited talk for the Center for Human Development
at the Max Planck Institute for Human Development and Education. Berlin,
Germany, 1992, June.
Editorial Activities
Member, Editorial Board:
Mind, Culture, and Activity, 1998 - till present;
Psycholinguistic Research, 2002- till present
Reviewer For:
- Human Development; Journal of Personality and Social Psychology; European
Journal of Psychology of Education; International Journal of Behavioral
Development; Mind, Culture, and Activity: An International Journal; Journal
of Psycholinguistic Research; Jacobs Foundation Research Grant Committee;
Objects: International journal. Also reviewer for Oxford university Press,
Cambroidge University Press.
Chaired Symposia & Workshops
Stetsenko, A. (Chair and Organizer). Lessons from Vygotsky's project
for sociocultural practices of today: Issues of history, ideology and
social justice. Symposium organized at the First International Congress
of ISCAR, Seville, Spain, September 2005.
Stetsenko, A. (Chair and Organizer, together with Eduardo Vianna). Practicing
psychology committed to social justice: Implications from the Vygotskian
project. Symposium organized at the 34th Annual Meeting of the Jean Piaget
Society, June 3-5, 2004, Toronto, Canada.
Stetsenko, A. (Chair and Organizer). Activity Theory and the Embodied
Mind (talk The embodied mind in its conceptualization within the cultural-historical
activity theory). Symposium organized at the 32d Annual Meeting of the
Jean Piaget Society, Philadelphia, PA, June 6-8, 2002.
Stetsenko, A. (Chair and Organizer). Cultural-Historical Activity Theory
in the context of today's challenges: Understanding its meaning, status,
and liberating potential. Symposium at the Fifth Congress of the International
Society for Cultural Research and Activity Theory (ISCRAT), Amsterdam,
June 2002.
Stetsenko, A. (Chair, together with Larry Nucci) (April, 2001). The self
and the dynamics of social change. Symposium at the 2001 Biennial Meeting
of the Society for Research in Child Development, Michigan.
Stetsenko, A., & Ho, Hsiu-Zu (Chairs) (1998, July). Gender and Culture:
Investigating the Interactions. Symposium at the XVth Biennial ISSBD Meetings,
Bern, Switzerland.
Stetsenko, A. (Chair) (1998, June). Human Agency: Perspectives from Sociocultural
Research. Symposium at the 4th International Congress of ISCRAT (International
Society for Cultural Research and Activity Theory), Aarhus, Denmark.
Stetsenko, A. (Chair, together with Anna Maciel) (July, 1993). A life-span
approach to exceptionality: Exceptional people, exceptional performance,
exceptional lives. Symposium at the 12 Biennial Meetings of the International
Society for the Study of Behavioral Development, Recife, Brazil.
Stetsenko, A. (Chair, together with E. Witruk) (July, 1993). Social changes
in Europe and their impact on personality development. Symposium at the
VI European Conference on Developmental Psychology, Bonn, Germany.
Stetsenko, A. (Chair, together with A. Flammer) (September, 1992). Adolescence
in Europe. Poster Workshop at the 5th European Conference on Developmental
Psychology, Seville, Spain.
Stetsenko, A. (Chair, together with F. van der Vijver) (July, 1991). Cross-cultural
Studies of Cognitive Development. Symposium at the 1X Meetings of The
International Society for Cross-Cultural Psychology, Debrecen, Hungary.