Debora Aranovskaya-Dubovis

Debora Aranovskaya-Dubovis

Soviet and Ukrainian psychologist
Date of Birth: 27.03.1910
Country: Ukraine

Content:
  1. Early Life and Education
  2. Academic Journey
  3. Early Research Focus
  4. Post-War Contributions
  5. Formation of Logical Thinking
  6. Conditions for Effective Learning

Early Life and Education

Maria Grigorievna Aravanskaya, a prominent Soviet and Ukrainian psychologist, was born in Kremenchuk, Ukraine. She embarked on her educational journey at the Kremenchuk Pedagogical College, graduating in 1930. Her passion for pedagogy led her to pursue a teaching career.

Academic Journey

Aravanskaya's academic pursuits continued in 1934 when she joined the Department of Psychology at the Kharkiv Pedagogical Institute as an aspiring researcher. Under the guidance of renowned psychologist Aleksei Leontiev and his colleague Aleksandr Zaporozhets, she became the first doctoral student of Zaporozhets.

Early Research Focus

Aravanskaya's pioneering research in the 1930s centered on the genesis of aesthetic perception in children and their understanding of fairy tales. Her work in this field made significant contributions to the understanding of cognitive development.

Post-War Contributions

Following the Second World War, Aravanskaya joined a research team led by O.M. Kontseva and E.V. Gordon. Together, they delved into the study of logical reasoning and memory development in children of preschool and school age.

Formation of Logical Thinking

Aravanskaya's groundbreaking work focused on the formation of logical thinking in young schoolchildren during the process of learning to write a plan for a text they had read. Through meticulous psycho-pedagogical experiments, she identified the sequential stages involved in children's mastery of this cognitive skill.

Conditions for Effective Learning

Aravanskaya's research also highlighted the importance of specific learning conditions for fostering children's ability to compose a text plan. She discovered that providing external manipulation of the text, verbalization of actions, and other strategies significantly enhanced the learning process.

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