Introduction

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Abstract
On the basis of results from many years of experimental and theoretical research, it is impossible not to conclude that the problems of developmental teaching and upbringing are of significance to contemporary psychology, and particularly to such areas as age-related psychology and educational psychology. The overall orientation of educational thought and practice will largely depend upon the successful elaboration of those problems. Their essence may be concisely expressed as follows: do the teaching and upbringing a person is given determine the processes of his mental development, and, if so, might it then be possible to establish the nature of the link that connects teaching and upbringing with mental development? In other words, is it possible to confirm the existence of developmental teaching and upbringing and, if so, to establish what its regularities are? In everyday life, these problems are sometimes articulated in this form: is it possible by means of teaching and upbringing to shape in a person certain mental abilities or qualities that he previously did not possess?
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