189
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LEVELS OF EXPERIENCE REPRESENTATION, AND METHODS OF PSYCHOLOGICAL HELP
F.
Ye. Vasiliuk
Analysis started by the author with theoretical differentiation of levels at which there occurs conscious representation of experience led him to postulation of a set of «psychotechnical units». Specificity of the psychotechnical approach consists in the fact that such units are conceived not as a sum of activities of the psychologist and the client, and not as a "S-R" (diagnosed problem—exerted influence) block of the consultation exchange, but as a peculiar "microworld", a system of interrelations and interactions which equally incorporates the client and the psychologist.
THE PROBLEM OF CONCEPTUAL-METHODOLOGICAL REPRESENTATION OF THE PROCESS OF THINKING
S. Yu. Stepanov
Analysis makes it possible to establish three consecutive types of representation of the innovation process: stage-by-stage, or linear; graph/ flow-charted; structural-hierarchical. All of them implicitly assume that thinking mechanism is essentially monological, which means that thought is a specific entity ever in a process of qualitative modulation corresponding to particular stage, or operation, or level of the thinking process. Methodological use of the dialogical paradigm instead allows one to represent the reflective-innovative thinking (developing under conditions of both individual and group decision-making) as a polyphonic process, and also to suggest some of the analytical instruments to study it.
TASKS AND SUBJECT-MATTER OF THE PSYCHOLOGICAL SERVICE AT SCHOOL
I. V. Doubrovina
A conception is outlayed
according to which psychological service at school must be designed as a
system integrating 3 aspects: scientific, applied, and practical. There can be
foreseen 2 lines of its development. The first (or actual) one concerns all
questions of the day and primarily those connected with learning difficulties
and with deviations in behavior and communication patterns of schoolchildren,
and also with a variety of problems which may arise in the educational context;
the second (perspective, or long-range) one is aimed at promoting conditions
for healthy individualization of every child, for developing in them
psychological preparedness for creative life in the society.
DEVELOPMENT OF SYNTHETIC READING IN 6-YEAR-OLD CHILDREN
N. S. Starzhinskaya
Syntactical relations between elements in a sentence constitute the subject-matter of the activity of a reader at the synthetic reading stage. In order a pupil could master smooth and intelligent reading he must be first taught to notice grammatical features of words and to understand their role in connecting words. He must also be able to predict how the text he reads will develop and, at the same time, to perform connected reading and perceive meaningful divisions in the sentence. A procedure is suggested which makes it possible for 6-year-olds to master the rudiments of synthetic reading. One of the basic products of its employment is elementary comprehending by children of the communicative-syntactic relations.
VISUAL-FIGURATIVE REGULATION IN JOINT PROBLEM-SOLVING
N. I. Polivanova
A method is suggested for diagnostical study of visual-figurative components of the problem-solving process as it occurs in a group of schoolchildren. Some trends in the generation and use of visual-figurative representations which are developed by group members as a means of regulation of joint activity are described, as well as corresponding psychological and operational functions such representations perform.
PSYCHOPHYSIOLOGICAL AND PSYCHOLOGICAL PRE-REQUISITES OF PEDAGOGICAL ABILITIES
N. A. Aminov
A hypothesis is set forth that ability to be an efficient teacher depends on the capacity to withstand the feeling of satiety when working with children, and on the capacity to maintain emotional restraint in communication. Correlations between pedagogical efficiency and neuropsychological properties which constitute the basis of the above capacities established in the study prove the hypothesis.
190
SCHOOLCHILDRENS MOTIVATION FOR THE STUDY OF THE INFORMATION SCIENCE
L. I. Zemtsova, O. Yu.
Yermolayev
Psychological-pedagogical analysis of motives behind attitudes of schoolchildren to a new subject "Basics of the information science and computers" has been performed. An attempt is made to represent them as a motivational system and to relate elements of the latter to such socially approved qualities (in the personality of the schoolchild) as industriousness and love for work, collectivism, responsibility, creative attitudes to work, discipline, social activity. A conclusion is made that enhancing motivation for the study of computers can be done not only through improvements in the curriculum and in the subject-matter as such but also through activating corresponding personality traits and values.
COMPUTER
ANALYSIS OF THINKING MOTIVATION: POSSIBILITIES AND LIMITATIONS
O. N. Arestova, L. N.
Babanin, Î. Ê. Tikhomirov
Specificity and potentialities in the use of computers for the study of motivation for intellectual activities are discussed. A new method of establishing motivation of a subject on the basis of his goal-setting strategies in described. Experimental approbation of the method provided opportunities for better understanding possibilities and limitations of the computerized experiment paradigm in the study of the goal-setting process and of corresponding motives: use of computers in the psychological experiment makes it possible to study both goal-setting and motivation dynamics in the absence of direct external/social control which makes, thus, the psychodiagnostical data more genuine and more individualized.
UNDERSTANDING OF A FOREIGN TEXT AS A FUNCTION OF CONDITIONS OF PERCEIVING IT
L. L. Yakovleva
Attention is drawn to the experimentally obtained fact that present-day school methods of teaching foreign languages do not result in development of strong associations between word's semantics and its phonetics and graphics. Some suggestions are offered as to how better transfer between corresponding skills can be achieved through introduction of improved and modified instructional materials and methods.
PSYCHOLOGICAL INERTIA OF ACTIONS IN TECHNICAL CREATIVITY OF PUPILS
A. P. Zverik
Contitions instrumental in appearance of inertia of actions, as a psychological phenomenon leading to monotonous perseverance of preceding activities finally fixed in the form of a mental habit, has been experimentally studied. Two levels of technical creativity of pupils can correspondingly be established: before and after the formation of the habit. Resulting changes in the emotionality and personality are described.
USE OF SOCIAL-PSYCHOHOLOG1CAL TRAINING IN THE EDUCATIONAL-INSTRUCTIONAL WORK WITH SENIOR SCHOOLCHILDREN
M. N. Grigoriyeva, A.
Parktal
Efficient teaching ethical and psychological subjects can be achieved only through equality-based co-operation between the teacher and the pupil, through mutual, reciprocal dialogue where both parties are equally active. Social-psycohological training is a procedure where both requirements can be satisfied. Practical experience of the authors is reported, together with corresponding recommendations, description of programmes and of particular techniques, etc.
ON L. S. VYGOTSKY’S CULTURAL-HISTORICAL CONCEPTION AND ITS SIGNIFICANCE FOR THE PSYCHOLOGICAL STUDY OF PERSONALITY
L. I. Bozhovitch
In commemoration of 80-th
anniversary of L. I. Bozhovitch the magazine publishes her report prepared for
Conference "L. S. Vygotsky's creative heritage and contemporary
psychology" which took place in December, 1981 after Bozhovitch's death.
The report is a brief summary of her studies in the field of personality
development and, at the same time, a homage paid to L. S. Vygotsky, her
scientific teacher and authority, and a sketch of developments in Soviet
psychology since Vygotsky.
SOME ASPECTS OF INTUITION AND OF ATTITUDES
E. Geraskov
A possibility is
hypothesized to build a general-theoretical model which would unite two
relatively independent lines of fundamental research — study of intuition and
study of attitudes (sets).
191
PSYCHOSEMANTIC ANALYSIS OF UNDERSTANDING BY THE VIEWER OF WHAT MOTIVATES THE BEHAVIOR OF CHARACTERS IN FILMS
A. M. Gratchiova, A.
A. Nistratov, V. F. Petrenko, V. S. Sobkin
A procedure is presented for the study of
comprehension by viewers of the motivation behind the behavior of film
characters. At the core of the procedure is a list of possible motives
(possible causes of the characters' acts) which are to be assessed, and
ascribed. Factor-analysis is used in order to establish basic motivational
units, to reveal their hierarchical structure which supposedly corresponds to
the personality structure of the assessed character. Psychosemantic studies
performed with the help of the described procedure can supply data which would
essentially supplement the material traditionally used by art critics.
ACCURACY OF EMOTION IDENTIFICATION AS A FUNCTION OF LOCALIZATION OF FACIAL EXPRESSIONS
V.
A. Barabantschikov, T. N. Malkova
A research has been
performed which makes it possible for the authors to determine factors
responsible for accurate identification of emotions in photographic faces (1),
to classify emotions from the viewpoint of the identification difficulty (2), to
specify areas where facial expressions are the most difficult to accurately
assess (3). Corresponding data are presented. Results of the study can be of
use in a variety of practical tasks requiring visual assessment of mans'
emotions (particularly when they are simulated, suppressed, or masked).
SIMULATION OF EMOTIONS BY MEANS OF MUSIC
V. I. Petroushin
Some principles of representing emotions by musical means are suggested (two basic parameters of simulation are scale and time). Lists of pieces of music expressing similar emotions are given to illustrate the viability of the suggested approach. Some recommendations are given concerning efficient development of the emotional sphere in pupils.
CHANGES WITH AGE AND STABILITY OF INDIVIDUAL MNESTIC CHARACTERISTICS IN SCHOOLCHILDREN
A.
I. Fedotchev, S. I. Soboleva
A group of 34 schoolchildren
was tested twice: in the beginning (1-st grade) and in the end (10-th grade) of
schooling. Subjects' memory for pictures, their electrographic (GSR, EEG, ECG)
reactions in a modified "same-different" task, and academic
achievements were analysed. In 10-gra-ders significant enhancement of memory
and positive changes in heart rate and EEG data were observed as well as
progressive growth of inter-correlations between these characteristics. Correlations
between the results of initial and repeated testing were significant within the
set of characteristics concerning physiological parameters and academic
achievements, but not memory. However, those 10-graders who had shown good
memory for pictures in the 1-st grade performed persistently better in tasks
requiring incidental learning of modality-specific information.
DETERMINANTS OF ASYMMETRY IN
CREATIVITY: EXPERIENCE OF PERFORMING QUANTITATIVE ANALYSIS
G. A Golitsyn,
O. N. Danilova, V. S. Kamenskiy, V. M. Petrov
The idea of functional
asymmetry of the brain has been used as a starting point in the study of
creative works of 20 composers. By means of expert categorizations 11 features
have been established which make in possible to identify composers with either
left-hemisphere or right-hemisphere orientation. An «asymmetry index» is
suggested to be used for identification of left/right hemisphere composers on
the basis of their measures on 7 scales.
PROCEDURES, HARD– AND SOFTWARE TO
BE USED FOR AUTOMATIC PROCESSION OF ELECTROOCULOGRAMS (EOG)
A. V. Polyakov,
A. V.Romanov, O. V. Zhernavkov, A. V. Marasanov
Provisions for efficient use
of computers in psychological studies of the eye are discussed. A procedure is
suggested good for the study of 3 classes of tasks. Stages in automatic (computerized)
procession of EOG are described, as well as some necessary pre-computer
operations and instruments.
PRESENT – DAY STATE OF
PSYCHOANALYTIC TREATMENT OF CHILDREN
V. M. Sloutskiy
Present-day methods employed for psychoanalytical treatment of mental and nervous disorders in children as well as experimental ways of testing basic psychoanalytical assumptions are described. A conclusion is made that psychoanalysis, as a theoretical system, hardly allows of any empirical testing.