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ÐÅÇÞÌÅ ÍÀ ÀÍÃËÈÉÑÊÎÌ ßÇÛÊÅ
V. I. LENIN'S HERITAGE AND POLITICAL PSYCHOLOGY
(to the 110-th anniversary of V. I. Lenin)
Yu. A. Sherkovin, Ye. B. Stolboun
The authors analyze V. I. Lenin's heritage from the point of view of its importance for the contemporary stage in the development of political psychology—one of the booming branches of social psychology. V. I. Lenin's ideas are regarded 1) in the general context of development of the social-psychological knowledge, 2) as a due extension of the marxist theory, and 3) as important tools to be used at the modern stage of the ideological struggle with the bourgeois political-psychological theories. It is shown in the article that the Marxist-Leninist political psychology has rich roots in the classical marxist literature. V. I. Lenin's views concerning" the place of an individual in political life, and the process of political socialization are particularly analyzed.
PROBLEMS OF PERSONALITY DEVELOPMENT IN THE LIGHT OF V. I. LENIN'S IDEAS (to the 110-th anniversary of V. I. Lenin)
D. I. Feldstein
The article tells about the organic links between the contemporary Soviet psychology studying causes, laws, mechanisms, and peculiarities of development of the fully developed personality, and V. I. Lenin's ideas on the role and place of an individual in society, on the social-economical conditions and possibilities of his development as a' personality, on conditions for transformation of the need-motivational sphere of the personality of a developing individual, and on the forms of the child's-self-manifestation in the activity performed for the sake of others.
EMOTIONS IN THE REGULATION OF THINKING
Î. K. Tikhomirov, V. Ye. Klotchko
The article deals with the problem of the functional role of emotions in thinking. Three types of relations between the regulators of thinking are considered: subordination, contiguity, and coordination. A hypothesis is put forward that emotions are not an independent regulatory apparatus, but perform their regulatory function through coordination of the development and functioning of other regulators belonging to different levels. It is assumed by the authors that emotions first appear in the process of evolution as organizers of the non-routine behavior, and at the level of the thinking personality achieve the highest level of development where they play a significant role in the organization of flexible and at the same time stable and goal-directed activity of thinking.
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PSYCHOTHERAPEUTIC SESSION AND SOME PSYCHOLOGICAL STATES IN STUTTERERS
Yu. B. Nekrasova
In the paper the group psychotherapy session is presented as the central stage in a complex logo-therapeutical cycle of treatment of adult stutterers. The psychotherapeutical session is regarded by the author as a means to provoke and bring to light specific psychological states. Analysis of the states enables the therapist to choose proper set of therapeutical methods to be used in the very course of the session. All in all nine specific states were revealed: 7 in the "participant"—subjects, and 2 in the '' spectator "—subjects.
TO THE PROBLEM OF THE NEUROPHYSIOLOGICAL MECHANISM OF THE "EGO"—FEELING
V. T. Bakhour
The undifferentiated and irrelative feeling of "being in the world", of existing in it, underlies the phenomenon of subjectiveness of the individual consciousness. This feeling can be fully ensured by the subcortical and stem mechanisms of the brain. The neurophysiological systems which ensure the feeling develop completely automatically, they are genetically predetermined. It is only later in ontogenesis that the feeling gradually becomes "personified", reaches the level of consciousness and turns into a completely conscious feeling of personal existence, belonging to the structure of the individual "Ego"—world.
WAYS OF INVESTIGATING THE LEARNING MOTIVATION IN SCHOOL—CHILDREN
A. K. Markova
The author discusses the general possibility of developing motivation in the course of the learning activity of school—children. An attempt is made to show that development of motivation is determined by social factors: the children's previous experience of acting with things, and the history of their social interactions with other people. Different aspects of motivation are dealt with—needs, motives, goals, interests as well as dynamic and meaningful characteristics of motivation. Several strategies of studying the learning motivation are presented, and some advantages of the formative experiment in this respect are given. The author outlines the psychological-pedagogical conditions which can enable the teacher to develop in school-children active behavior at the lesson facilitating development of the learning behavior in them.
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COMMON ACTIVITY AS A CONDITION FOR THE HUMANE ATTITUDE OF A PRESCHOOL CHILD TO A CHILD OF HIS AGE
V. V. Abramenkova
The author makes an attempt to trace from the view-point of the activity-mediation theory (A.V. Petrovsky) genesis of the humane attitudes as preconditions of the efficient emotional identification in group. It is assumed that the humane attitudes are mainly determined by the interactional behavior based on cooperation of children and not on interaction of the co-activity type based on the "beside-but-not-together" principle. New procedures are suggested which simulate situations 4 which require the interactional and the co-activity type behavior, and also include frustration factors. It has been found out that the humane attitude, "the attitude to the other as to oneself", develops in the common activity of the interactional type; the role of age, and sex factors in that development has been also revealed. The data obtained in the study prove the heuristical value of the activity-mediation theory as well as the applicability of the corresponding principles to the analysis of the dynamics of interrelations in groups of school children.
EFFECT OF CONCRETE MATERIAL AIDS ON THE DEVELOPMENT OF KNOWLEDGE
N. G. Miloradova
Experimental analysis of the place and role of the concrete object in the process of formation of different kinds of knowledge (abstract notions and knowledge of the outward features of objects) revealed that efficiency of conctere material aids was determined not by the specificity of the knowledge to be formed but by the method of the knowledge introduction. The efforts to teach subjects to recognize and classify concrete objects on the basis of their external characteristics were efficient only in those cases when the subjects prior to the analysis of the concrete material were to work with its schematic representations, and to deduce rules of recognition.
PSYCHOLOGICAL ANALYSIS OF THE MECHANISM OF CLASSIGICATION
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 of an object to be classified are singled out on the phenomenological level: no attempt to
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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.
ON PSYCHOPHYSIOLOGICAL MECHANISMS OF ANALYSIS AND GENERALIZATION OF WORDS' MEANINGS
D. I. Ramendik
The experiments reported in the paper show that the process of analysis and generalization of word' meanings includes both verbal and imaginary processing of information. Time and efficiency of the process correlate with the frequencly of the words in the subjects' vocabulary. The more frequent a word is, the more standard its connections with other words are, and the poorer its figurative content is. On the contrary in rare words concrete characters prevail which prevents them from being generalized at the higher levels of processing.
DEVELOPMENT OF THE PHONEMATIC HEARING IN SCHOOLCHILDREN AS THE MAIN CONDITION FOR THE EFFECTIVE ACQUISITION OF SPELLING AND PHONETICS
L. F. Tkatcheva
A new method of teaching the pre-school children to perform phonematic analysis and to spell, developed by the author, is described. The experimentally obtained data show that the pre-school age (5—7 years) is the sensitive period for the development of the phonematic hearing at the level of conscious mastering, when it is possible to efficiently develop in children sensitivity for the orthography, and when they reveal readiness to master the elements of it.
It has been also found out that ability to perform the phonematic analysis as well as sensitivity for the orthography are the basic preconditions for the efficient mastering of spelling, writing and pronunciation at school.
EFFECT OF THE FORM OF COMMUNICATION WITH ADULTS ON THE EFFICIENCY OF LEARNING IN PRE-SCHOOL CHILDREN
Ye. O. Smirnova
Three forms of the pre-school child's communication with adults (situational-occupational, extra-situational-cognitive, and extra-situational-personal) have been experimentally tested in order to establish which off
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them is the most efficient tool of education. The extra-situational-personal form turned out to be the most promising. This form of communication prepares the child for learning situations to be met at school and for the organized learning in general.
REFLEXIVE-PERSONALITY ASPECT OF TEACHING HOW TO SOLVE CREATIVE PROBLEMS
V. K. Zaretsky, I. N. Semenov, S. Yu. Stepanov
The urgent psychological-pedagogical problem of the development of creative thinking is dealt with. Proceeding from the fact of dependence of the productivity of thinking on the organization of it the authors consider possible ways of enhancing the former by means of exerting influence on the reflexive-personality components of thinking. Consequently effects of the individual disposition (productive, reproductive, etc.) and of the peculiarities of the reflexive realization of this position on the organization and productivity of thinking in solving creative problems are studied and discussed. Application of different techniques stimulating development of the productive disposition results in increased efficiency of the problem solving in the experimental series as compared with the control series, and is accompanied by corresponding changes in the organization and dynamics of thinking. The importance and necessity to take into account the reflexive-personality aspects of thinking in order to increase the efficiency of the cognitive activity has been therefore experimentally shown.
STUDY OF THE PERSONALITY ASPECTS OF THINKING
T. N. Ovtchinnikova
The author puts before herself the task of studying the personality aspects of thinking, i. e. of studying the latter as an activity the content and the dynamics of which are determined by the dispositions of the person. The author shares the conceptual approach which has been developed by N. I. Nepomniashiaya, and where the central (constitutive) characteristic of the personality sphere is the "value orientation".
Three groups of the junior school-children with different value orientations are described. Corresponding thinking strategies were studied by means of newly developed experimental procedures. The study revealed different strategies of thinking in each group and considerable qualitative inter-group differences. A conclusion is made that in order to explain the peculiarities of the task performance by an individual child the researcher has to include this particular activity into the general flow of life activities of the child and consider those aspects of the latter which the child -considers significant.
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CORRELATION BETWEEN SIGNALLING SYSTEMS AND INDIVIDUAL PECULIRITIES OF REGULATION OVER COGNITIVE AND SENSO-MOTOR ACTS
N. Ya. Bol'shounova
Some experimental evidences of the relation between the individual differences in the level of development of the signalling systems and the peculiarities of the involuntary and voluntary regulation of behavior are presented. Development of the signalling systems was diagnosed by means of M. N. Borisova's and D. Vechsler's tests. The voluntary and involuntary regulation was studied in relation to the cognitive and senso-motor behavior.
It has been shown that the individuals with relatively higher functional levels of the first signalling system manifest higher efficiency of the involuntary regulation, while the individuals with relatively better developed second signalling systems are characterized by better voluntary control.
ON SOME PECULIARITIES OF THE SENSO-MOTOR ACTIVITY IN PERSONS DIFFERING BY THE PROPERTIES OF THE NERVOUS SYSTEM
G. N. Deriugina
Review of the experimental studies of the individual-typological differences enables the author to conclude that at every level of activity (the voluntary one including) we may find manifestations of the properties of the nervous system (best of all they are manifested in the dynamic characteristics of activity).
SIMULATION OF VISUAL ILLUSIONS AS A METHOD OF STUDYING PERCEPTION
G. A. Golitsin
A method of studying perception based on simulation of subjective-images proceeding from objective stimuli, is suggested. Correspondingly a general principle of perception is hypothesized and presented in mathematical terms. An experimental optical system with the stimulus at the input and the subjective image at the output has been developed. The image can be either visually observed or registered on a photographic plate. Static black-and-white pictures were used as stimuli. The principle of perception realized in the study can be formulated in the photooptical terms in the following way: subjective image is the sum of the positive: and the washed out negative.
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PREDICTION OF READINESS FOR AN URGENT ACTION IN STRESS
L. S. Nersesian, A. B. Khavin
The paper is devoted to the problem of prediction of the operator's reliability under stress conditions on the basis of his personal characteristics. In a modelling experiment the preparedness for an urgent action served as a criterion of the reliability. Personal qualities were studied through Rosenzweig's technique. The results obtained in the study prove the hypothesis that the motivational-personal factor occupies an important place in the structure of the preparedness for an urgent action.
ON CORRECT APPLICATION OF THE FACTOR ANALYSIS AND ON THE CRITERIA OF FACTORIZATION
N. G. Levandovsky
In Soviet psychology the factor analysis is used during the last twenty years. However it is not always used properly. Especially often the researchers do not meet the principle of a simple structure suggested by Thurstone, and analytically realized for the uncorrelating factors by G. Keiser. The most difficult part of the factor analysis procedure is selection of meaningful factors. This is the only problem which is still beyond the power of computers.