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РЕЗЮМЕ НА АНГЛИЙСКОМ ЯЗЫКЕ
THE THEORY OF MENTAL REFLECTION, REFLECTORY ACTIVITY OF THE BRAIN, AND AWARENESS OF SENSATIONS IN MAN
N.I. Chiuprikova
It is assumed in the paper that the most fundamental and substantial characteristic of reflexes consist in the manifestation of properties of the stimulus-objects in the form of specific spatial-temporal and qulitatively different patterns of the nervous activity which develop in corresponding reflectory centers. This conception of the reflex is, in good agreement both with a large amount of empirical data and with the dialectical-materialistic assumption that the basic function, and therefore activity, of the brain is that of reflection. The author's approach makes it possible also to understand the awareness of sensations and percepts as a function of the brain. Different stimuli lead to the development of a number of specific patterns of excitation in the cerebral cortex which get associated with a corresponding word. All that multitude of various paterns associated with words is to be treated as the real nervous substratum of the wealth of conscious sense impressions which a man picks up both from the external world and from his own body.
SOME PROBLEMS OF THE EXPERIMENTAL STUDY OF THE NATIVE PREREQUISITES OF GENERAL CAPACITIES
E. A. Goloubeva
The article is a discussion of the problem of native endowments underlying the development of general capacities in man. The author considers some experimental data obtained in differential psychology and in psychophysiology which force the researchers to include into the structure of the endowment certain lasting typological unconditional components of the orienting reflex, of the sensory-perceptual processes, and of the regulatory functions.
It is suggested in the paper that the primary directions of the experimental study of the problem of the differential-psychological aspects of the human capacities are as follows: study of the correlation between general biological and specifically human properties of the higher nervous activity, study of the role of summetry/asymmetry of the hemispheres in the development of capacities, study of the influence of the individual stock of unconditional responses on the development of capacities, and psychophysiological study of individual gifts.
COMMON ACTIVITY AS A FACTOR OF THE INTERPERSONAL PERCEPTION IN GROUP
A. I. Dontsov, Sh. V. Sarkisian
The article deals with the role of parameters of shared group activity in development of the interpersonal perception in small groups. The authors provide some hypothesis, descriptions of experimenta procedures, as well as some results of corresponding psychological studies. The data
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obtained by the authors drive them to a conclusion that form and content of the common activity organization are the primary factors determining the direction of development of interpersonal relations in groups.
SENSORY-PERCEPTUAL PROCESSES AND THE PERSONALITY
G. S. Tarasov
A new approach to the study of sensory-perceptual processes is suggested. Two forms of sensory-perceptual regulation of activity are presented: at the level of the subject as a whole and at the level of the personality. Both forms signify that sensory-perceptual processes are related to the sphere of the personality. Beside the function of orientation, these processes, being included into the purpose-motivational context of activity of the individual, function as indicators of his activity, of the form of representation of his meaningful structures and intentions, and also as means of subjective control over emotive states. Aspects of the sensory-perceptual processes which are related to the personality are of particular importance in the study of the psychology of artistic perception and creativity.
PSYCHOLOGICAL PROBLEMS OF THE PERSONALITY DEVELOPMENT IN ADOLESCENTS IN THE SOCIALLY USEFUL WORK
D. I. Feldstein
Socially useful work is a particular kind of activity. Its motivation consists in provision of a benefit to the society; at the same time the individual seeks to satisfy in it his need for self-actualization as a person who creatively participates in a common cause. The author shows that adolescence is the period in human development which is particularly sensitive in relation to the socially useful work; at this age children strive to establish new social positions and to win the recognition on the part of adults.
The paper provides detailed description of the process of development of the need for socially useful work in adolescence, as well as the basic principles, methods and conditions of the development. All these questions are considered in the light of the problem of transformation of the need-motivational sphere of the personality of adolescents, of the problem of turning the so-called "understood" motives into the "actually operative" motives. The basic idea (and the basic result) behind the formation of the need consists in the fact that in the socially useful work there develops a great wealth of forms of communication which are gradually acquired by the adolescent and which lead to the development in him of the necessary attitudes to the society's standards of morality and to other people.
ROLE OF COOPERATION IN DEVELOPMENT OF INTELLECT IN CHILDREN
V. V. Roubtsov
The author studied interdependence between the cooperation and coordination of individual acts of subjects engaged in group activity and
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the organization of intellectual (thinking) structures in them. Group activity of children in the situation which required inclusion of a particular subset of objects into a general class was analysed. Three types of cooperation and correspondingly three types of interrelations between the participants were established. The results obtained in the study were compared with J. Piaget's data on the operation of inclusion in children. It has been found out that there is a certain connection between the relations which develop between participants in the common activity and the relations which characterize the logic of the corresponding intellectual structure. A conclusion is made that form of cooperation (type of the activity distribution and of the exchange of methods of acting) functions as a specific representation of the content of the intellectual structure in the structure of relations between the participans themselves.
STUDY OF SELF-APPRAISAL IN JUNIOR SCHOOL-CHILDREN IN THE PROCESS OF LEARNING
A. V. Zakharova, T. Yu. Androushchenko
The article deals with the role of learning activity in development of the self-appraisal skill in junior school-children. The experimenters set before themselves two tasks: to assess the level of development of the learning activity (acceptance of the instructional task and corresponding orientation of the school-child to the acquisition of generalized methods of operation were used as indices), and to assess the specificity of self-appraisal in school-children. Different types of correlation between the level of development of learning activity and the parameters of self-appraisal were established. It was shown that purposeful formation of learning activity in junior school-children resulted in a more stable set of the self-appraisal components, and in a higher reliability of self-appraisal as a means of self-regulation. Another finding consisted in the fact that the level of development of learning activity directly determinated the choice of criteria to be used in self-appraisal.
PSYCHOLOGICAL PRINCIPLES OF THE CHOICE OF EXERCISES TO BE USED IN DEVELOPMENT OF THE PUNCTUATION HABITS AND SKILLS
G. G. Granik
The choice of exercises depends on the psychological theory on which the education is based and which they are called to prove. Contemporary methods of development of skills and habits are based on the idea that gradual increase in the difficulty of tasks will correspondingly result in gradual "adjustment" of mental operations which have been developed while working with a prepared language material to independently generated texts. However this theoretical approach is in conflict with the fact that whenever we change the conditions of the activity directed to the achievement of the given aim the operational structure of the activity also changes.
The study reported in the paper enabled the author to suggest a model of the psychological mechanism of development of habits and skills, and to define basic requirements to the exercises.
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LOGICAL-PSYCHOLOGICAL ANALYSIS OF THE MECHANISM OF CLASSIFICATION
S. D. Maksimenko, I. D. Bekh
The logical aspect of classification is sufficiently well investigated by now. The most fundamental logical operation which makes classification possible is that of finding a proper concept. Logical classification develops in stages: from the emotional-perceptual one to that of conceptualization.
Classification as an activity may be based on different psychological mechanisms representing those types of learning within which they developed. Empirical Knowledge of things corresponds to the formal-logical type of classification. Here properties and features X>1 an object to be classified are singled out on the phenomenological level: no attempt to understand the nature of the object is made; only those properties of the object are used in classification which are provided by perception and empirical thinking.
Theoretical classification develops on the basis of the purposeful operation method applicable to all members of the given class. Subjects who mastered theoretical classification can independently find a proper way of dealing with a new object because they possess a general method of analysis suitable to any object of the class.
PSYCHOLOGICAL ASPECTS OF THE ORGANIZATION OF COMMON LEARNING ACTIVITY IN SCHOOL-CHILDREN
A. Yu. Korostelev
The paper presents results of an experimental study of the co-operative learning operations. A group of children were to learn to set before themselves the problem of acquisition of task solution methods and to select corresponding means. The author designed a special diagnostic procedure in order to reveal the methods used by the children engaged in group operations. The data obtained in the study enables the author to conclude that the ability of the school-children to set before themselves the problem of acquisition of task solution methods is related to their ability to organize common activity directed to understanding, fixation and simulation of contradictions which appear in the process of common work.
PSYCHOLOGICAL PECULIARITIES OF THE ADAPTATION TO WORK IN INDUSTRY OF THE GRADUATES OF THE GENERAL EDUCATIONAL AND OF THE TECHNICAL VOCATIONAL SCHOOLS
A. A. Kiril'tseva
The article deals with the problem of adaptation of the graduates of the general educational and technical vocational schools to the work within industry. In particular such subjective aspects of the attitude to work as self-appraisal and satisfaction with one's work are considered. Some data concerning the first half-year of the work in industry are presented. The data confirmed the author's hypothesis that the graduates
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of the two above mentioned kinds of school should differ in the ability to adapt to the real-life work: graduates of the general educational schools are more satisfied with the work as compared with the graduates from the technical vocational schools. The former also appraise higher their personality and business qualities (but not the level of the professional craftsmanship) than the latter. The differences should be explained by the social-psychological peculiarities of the two groups of youth: they have unequal social-psychological positions in the working process and different intentions concerning future professional work in the sphere of industrial production.
METHODOLOGICAL PROBLEMS OF THE STUDY OF THE INTERPERSONAL CONFLICT IN THE SMALL GROUP
T. A. Polozova
The author presents basic experimental procedures for the study of the interpersonal conflict in the small group. Special attention is paid to the game-theoretical approach to the study of the conflict; some inherent limitations of the method in the understanding of the nature of the conflict are revealed and discussed. An original quantitative method of assessment of the intergroup conflictability is suggested, as well as convenient analytical tools to deal with the empirical data which can be obtained by means of it.
PERCEPTION AND THE NON-RETAINING PHENOMENA
A. G. Liders
Two techniques are suggested that can be used for the study of the role of perception and of visualization in the development of the phenomenon of disappearance of a class when compared with a sub-class: (a) elimination in the task situation of all the visualization factors which can provoke incorrect responses in children; (b) purely verbal presentation of tasks on class retaining. Results of the corresponding experiments performed by the author are provided and discussed. A conclusion is made that perception and visualization as such are not responsible for the non-retaining of the class. Perception is nothing but that ideal medium where there take place those activity processes which naturally force the children to make wrong conclusions.
EFFECT OF SCHOOL EDUCATION ON THE DEVELOPMENT OF MEMORY IN CHILD
A. L Fedotchev
The study reported in the article was performed on the pre-school and 6-7-year-old school-children with the view to reveal the dynamics of a number of physiological and mnemic characteristics during the school year. It has been found out that in the school-children, as compared with the pre-school-children, regular instructional load produces greater increase in the capacity of the short-term memory, greater adequacy and speed of voluntary acts, as well as much better correlation between
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different mnemic characteristics. The differences revealed are in a larger degree manifested in the six-year-old children than in the seven- year-olds.
CORRELATION BETWEEN THE LATENT PERIOD AND THE MOTOR PHASE OF THE SIMPLE MOTOR RESPONSE
A. A. Gazeyev
The author studied correlation between the latent period of a single motor reaction and different parameters of the movement as such by means of an original experimental device. The data obtained in the study revealed rather complicated relations between the two phases of the motor response which require further investigation. It is obvious though that intensity of stimuli and external conditions of their presentation heavily influence the parameters of the motor response.