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SUMMARIES

 

PRESENT STATE AND PERSPECTIVES OF EDUCATIONAL, DEVELOPMENTAL AND CHILD PSYCHOLOGY

A. M. Matyushkin, N. V. Kuzmina

Results of studies in educational, developmental and child psychology have been reviewed, and the tasks which have their source in decisions of the June 1983 Plenum of the Central Committee of the CPSU are stated. The following can be named among major achievements of phychologists: elaboration of psychological aspects of education in group, study of psycho-physiological prerequisites of individual differences (particularly of abilities in children), elaboration of methods of diagnosis of mental development in children, organization of the psychological consultation service for the school and family, advancements in understanding of psychological bases of the education of 6-year-olds, etc. However there still exist weak points as well—in the theoretical sphere the nesessity is particularly noted to restrict the concept of object activity and to promote studies of such forms of children's activity as play and communication which possess a structure of their own and specific psychological regularities of development. It is also very important to further work out diagnostical tools in the field of mental development and improve existing experimental methods. The most fundamental aim of all these efforts consists in formulation of laws governing man's psychological development at all stages of his life.

 

PSYCHOLOGY AND PRACTICAL WORK IN AUTOMATED INSTRUCTION

V. Ya. Liaudis, Î. Ê. Tikhomirov

A few problems which evolved in practical work concerning development and application of automated teaching systems (ATS) are considered with particular emphasis on main trends in establishment of contacts between psychology and automated instruction. Some purely psychological aspects in the study of the following lines of using computers in education have been set forth: provision of adequate attitude to the computerization of the instructional work, comparative estimation of the efficiency of instruction with and without a computer, comparative estimation of the principles to be used in design of the data banks for ATS's, estimation of new dimensions in the teacher's behavior provided by the computer-mediated system of teacher-student interactions, statement of requirements to the organization of groups comprising ATS development engineers, programmers, teachers, didactics experts, and psychologists.

 

PSYCHOLOGICAL PECULIARITIES OF THE LABOUR ACTIVITY IN SENIOR SCHOOL-CHILDREN

F. I. Ivashchenko

By its functions and psychological contents (goals, motivation, etc.) the labour activity in senior schoolchildren occupies an intermediate place between learning and typical adult-type work. Ability to produce real consumer's goods is both a means to develop in schoolchildren psychological readiness for work and a way of general education of them. Since the activity in question takes place before actual selection of a profession for himself, the schoolchild can not get completely involved into it. This contradiction is to be overcome by special emphasis in corresponding programs on scientific fundamentals of the modern industry, on development in children of general-type habits, skills, and abilities, of traits and qualities typical of the go ahead workers.

 

PERSONAL MEANING OF LEARNING FACTORS FOR SCHOOLCHILDREN

A. I. Lipkina

Three factors mostly reflect a schoolchild's position in relation to his school work: 1) time spent, 2) general attitude (conscientiousness, diligence), 3) intellectual efforts. Conscious investment of mind's work into learning is governed by particular motivation which is intrinsically connected with the needs for self-actualization and self-assertion through obtaining of personally meaningful results in one's own activity. On the other hand such results obtain their meaningfulness through reference to opinions of meaningful others which—when explicitly shown or stated—provide a child with the feeling of competence and self-assuredness.

 

INDICES OF INTELLECTUAL SCHOOL READINESS OF 6 YEARS OLD CHILDREN

P. Kees

The concept of school readiness, and its most important aspect—the intellectual school readiness are defined. School readiness without any doubt is a complex concept, and its specific attributes are interrelated and constitute a single dialectical whole. Factors determining school readines are discussed. Five collective non-verbal school readiness tests standardized on 1919 children aged 6 to 6,5 have been devised for estimation of the intellectual school readiness in children entering school. Analysis of the data obtained in application of the tests, from different viewpoints and on the basis of different statistics, is presented.

 

EXPERIMENTAL ORGANIZATION OF PSYCHOLOGICAL-PEDAGOGICAL CONSULTATION IN SCHOOL

E. D. Bozhovich

Experience of practical collaboration of a psychologist-pedagogue with the teachers' collective is reported. The work was organized as

 

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psychological-pedagogical consultation of the psychological service type. It has been found out that looking for psychological cause of difficulties in teaching and education as well as for corresponding pedagogical means of correction acquires real significance for teachers only if they themselves directly participated in survey under general control of a psychologist. In such cases examination—of "difficult" classes in particular—enables the members of the consultation group to set forth psychologically sound objectives for the consequent educational work with those classes.

 

DEVELOPMENT OF METHODS OF COMMUNICATION IN STUDENTS AND INSTRUCTORS

N. D. Tvorogova

Different forms of communication used by students of high school and their instructors at different levels of curriculum and extra-curriculum activity have been systematically studied with the view to establish reliable correlations between the' level of development of an individual's communicative skill and corresponding motivation, adequacy of social perception, status aspirations, level of general adaptation, learning and professional efficiency, etc. Some conditions facilitating spontaneous appearance and intentional cultivation of better communicational techniques are suggested.

 

EFFECT OF THE PERSONALITY SETS ON PERCEPTION OF OTHERS

S. I. Kuryachy

An assumption has been made that perception of the other is controlled by sets of two levels—pertaining to meaning and to operations. Meaning sets determine actualization of operational sets—suppressing those which do not correspond to them. An experimental study is reported where senior schoolchildren asked to perceive pictures of familiar and strange teachers manifested influence of sets of both types: whenever meanings were actualized in the process of perceiving others they determined specificity of perception—particularly they subjugated the images being formed to themselves and distorted them irrespective of objective characteristics of the perceived personality. In cases when actualization of meaning sets did not take place perception was determined by operational sets of different degree of fixedness with the result that the image development process was heavily influenced by perception stereotypes.

 

ON DEVELOPMENT OF A SUBJECTIVE STANDARD AS A FUNCTIONAL COMPONENT IN THE SYSTEM OF ACTIVITY SELF-REGULATION

O. A. Konopkin, I. L. Engels, V. I. Stepansky

The process of developing a standard to be used for subjective estimation of activity has been studied. Subjects were asked to go on assessing the size of an experimental object until they were completely sure of the correctness of assessment. It has been found out that in the process subjects first develop an orienting, standard, than a preliminary standard, and in the long run a final standard with which every single measurement is compared. During performance of the task the standard can be modified following the dynamics of the subjective idea of the "real" size. The data obtained makes it possible to conclude that consecutive results of an assessment series are standard-dependent and do not merely represent random oscillation round a certain mean value, which must not be ignored in professional estimation-practice.

 

INTER-HEMISPHERIC COOPERATION DURING SPEECH IN BILINGUALS

B. S. Kotik

Theoretical problems of neuropsychology of bilinguism are considered and dichotic experimental data on Spanish-Russian and Vietnameesse-Russian bilinguals are presented. Emphasis on the process of language acquisition permits to differentiate developmental stages of bilingualism and correspondent patterns of inter-hemispheric cooperation: tendency to right-hemispheric dominance at the very begining stages of second language acquisition, later much stronger than in vernacular left hemispheric dominance, and similar patterns of lateralization for both languages in balanced bilinguals.

 

ACTIVITY: STRUCTURE, GENESIS, ANALYTICAL UNITS

L. A. Radzikhovsky

One aspect in the relationship between the problems of communication and activity consists in the fact that within the theory of activity there is no place for the analysis of activity's social means and tools — and particularly semiotic tools. Proceeding from L.S. Vygotsky's and M.M. Bakhtin's works the author suggests a structural-genetical unit of activity: the social (common) act of an individual. At every moment a social act is directed to a material object (object-bound). At the same time a social act performed by an individual finishes not at the moment of acquisition of the corresponding object, but at the start of a correlated act of some other individual. Ontogenetically the social act is a point of departure. It certainly includes both communication and signs since it is directed at an "other", and has therefore to contain a sygnal for this other. In the process of interiorization the structure of the social act is getting curtailed and as a result of corresponding transformations produces fundamental social structures determining development of the whole totality of psychic processes. Finally the social act is a universal element of both individual and common activity being activity and communication to the same extent.