2004'5, p.33
Stepanova M. A.
Mental development under "non-developing" instruction

The practice of traditional school instruction shows that in most cases it does not contribute to mental development. The author raises the question of whether in this case mental development occurs at all and, if so, which factors contribute to it. On the basis of ideas of leading national psychologists of the XX century L.S.Vygotsky, P.Ya.Galperin, A.V.Zaporozhets and V.V.Davydov and generalizing findings of a longitudinal empirical study, the author puts forward a hypothesis concerning factors of the educational process determining mental development of children under conditions of traditional school instruction.