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Three-factor model of «significant others»
A. V. Petrovskiy
Three-factor model of
«significant others» employing as factors of importance authority, attraction and
referentiality of a subject is offered. The importance of a pupil to a
pedagogue and vice versa in different educative tactics' application (surveillance,
policy of dictation, collaboration, non-interference) is stressed.
Comprehension as a cognitive psychology problem
V. V. Znakov
The correlation of cognition
and comprehension in modern cognitive psychology is analyzed. The following
aspects of the problem are discussed: Is the comprehension one of cognition's
varieties? Is the forming of comprehension possible without cognition's actual
participation? Is cognitive activity when its subject does not understand its
intermediate results possible? The comprehension is interpreted as such a task
solving process in the course of which the meanings of task elements as well as
the meaning of its whole structure are formed. There are three possible forms
of situation comprehension depending on the type of a task to be solved. The
content and psychological mechanisms of each of these forms are shown.
The use of Torrance tests in creativity and its development in junior
schoolchildren studies
N. B. Shumakova, E. I. Shcheblanova, N. P. Shcherbo
The figural forms A and B of
Torrance tests of creative thinking were adapted in 1000 Moscow schoolchildren
(6—17 year olds) — 500 children for each form. New indices of answer's
originality were worked out. The tests were used for the evaluation of junior
schoolchildren's creative thinking development in the course of special program
for gifted. The comparison of the results shown before and after the program by
experimental and control groups demonstrated its effectiveness. After 6 months
of training experimental group as opposed to the control one had significantly
higher total score of creative thinking as well as for some of its parameters
(fluency, flexibility, elaboration, and especially originality).
The effects of collaboration and communication between peers (5—9 year
olds) on their cognitive development
J. R. H. Tudge
The impact of collaboration
and communication among 5—9 year olds on their cognitive development was
explored in the course of 3 experiments. Children worked on a task either as
individuals or in pairs. Each child's partner thought about the task at the
same level as him, at a higher level, or at a lower one. When no feedback was
provided (experiments I and II) only children whose partners reasoned at a
higher level were likely to improve. Those whose partner reasoned at a lower
level declined more than all other children. The same pattern of results was
obtained in an American and a Russian sample (experiment II). When feedback
from the task materials was provided however (experiment III), individuals
improved more than pairs. These results are discussed in terms of Piagetian and
Vygotskian theories.
The dialogue as the foundation of pedagogical communication
S. A. Shein
The questioning of 70
teachers acting as experts demonstrated 7 styles of pedagogical communication (confidential-dialogic,
altruistic, conformistic, passive-indifferent, conflict-oriented, reflective-manipulative,
monologic-authoritative). The differentiation of these styles is affirmed by T.
Leary's method and reflects two opposite directions of pedagogical
communication's development: mono-logic one counteracting valuable teacher's
and pupil's interaction and dialogic one promoting their equal collaboration.
A pedagogue, seeking new approaches: some outlines of psychological
portrait
F. M. Yusupov
The program and results of
experimental study aiming at expozure by test methods of pedagogue's
psychological qualities favourable to innovation's presentations are described.
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Nature and humankind:
psychological problems
A. I. Ryzhikov
Modern society, leaving
nature for technogenic world, is alienated to everything natural in its
consciousness. In ancient times humans were united to the nature by various
taboos, later by religious limitations. Nowadays nature's preservation is
possible only as a result of every citizen's high culture level. Law
regulations do not protect nature against pollution.
Concerning socio-cultural determination of musical-artistic taste
V. G. Mozgot
Artistic taste represents
one of the most important problems of modern psychological-pedagogical science
and art criticism. Being complex structure depending on aesthetic needs,
interests and ideals, it manifests itself in person's attitude to artistic
occurences and values accumulated by humankind in its social-historical
activity. Socio-cultural phenomenon of musical-artistic taste includes
different forms and directions of aesthetic appraisal by a person of eventual
dynamics of the world as well as the results of activity in musical and
artistic productions' perception in accordance with social-aesthetic norms.
Components and levels in functional structure of human activity
V. E. Milman
The general scheme of human
activity's functional structure dealing with psychological analysis of labour and
educational activity forms is considered. As a basic one A. N. Leontiev's
scheme is used. Such elements as motive, purpose and condition are distributed
on different levels of activity, action and operation. To the basic scheme
other structure components: object, means, composure, control, evaluation,
product are added, resulting in more completed one. It makes distinct and
corresponding levels, stages and substructures of human activity. The most
important part (as well as in Leontiev's scheme) is played by motive and
purpose interrelation; their correlation to activity's object is no less
important.
The notion of aggressiveness in modern Western psychology
T. G. Rumyantseva
The modern stage of
aggressiveness research is characterized by careful definition of the meaning
and sense of the term «aggression» and other connected to it notions. There are
controversies and difficulties in its practical application. The tendency to
overcome these by reaching qualitatively new level — making the notion of
aggressiveness multifactorial, synthetic and complex — is shown.
Concerning emotional context
of speech identification
A. H. Pashina
The peculiarities of
emotional context identification by an examinee listening to audio-taped actor's
utterances (joyous, sad, frightened, angry, and neutral) were studied in two
situations: when the phrases sounded naturally; and when their meaning was
impossible to understand, so that the listener had to use only extralinguistic
component of the utterance. The examinees' principal ability to identificate
emotional context by extra-linguistical component is shown. There are significant
individual differences in the probability of right identification.
Personal-situative mediation
of emotions' expression and identification
N. V. Vitt
The article reviews the
expression and auditory identification of emotions through intonational
(non-verbal), verbal, and content features of speech, and also presents
experimentally obtained data on emotional self-monitoring of speech. The latter
depends both on personality traits and communication situations, and it is
discussed as a phenomenon of a complex structure — having conscious and
unconscious levels, process and result aspects, its basic characteristics being
modality, direction (orientation), flexibility.
Correlation between the development of mental operations and emotional
experience in preschoolers during play
T. L. Telegina, M. L. Pigareva
Correlation between mental
development and emotional state in 5—7 years old children when constricting a
square was studied. The children were divided into two groups: with low level
of functional development (group A) and with high one (group B). For group A
emotional processes (assessed by speech changes) were more marked out and
labile than for group B. When negative emotion was formed by insoluble task in
the beginning of the experiment motivation level on the last stage of it was
dependent on individual ability to solve such a task. Group A children's
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actions were characterized
by spontaneity, action appraisal appeared at its final stage and was
accompanied by homogeneous, mostly negative, emotion. Group B children marked
out the objectives of their activity, evaluated its success and their emotions
were contradictory. Motivation for task solving decreased more in group A than
in group B.
The problem of cognition and
memory interrelation
E. F. Ivanova
By means of action's
interruption method the peculiarities of cognition and memory interrelation on
operational level were studied. It was established that cognitive operations
notable for content analysis and mnemonic ones characterized by material form
analysis, constantly superseded each other. Both these actions included the
features of another but in obliterated form. Ziegarnik's effect properties on
different stages of interruption of cognitive and mnemonic operations were
exposed. The process of these actions implementation was studied and its
components shown: productivity, content treatment of material quality, analysis
and transformation of its external form.
Style features of activity self-regulation study
V. I. Morosanova
Style features of activity
self-regulation determined as individual-stable way of activity components'
organization, guaranteing the process of self-regulation in different kinds of
activity were experimentally studied. The target sample comprised athletes —
expert shots. It is shown that personal trails influence successful sports training
through individual features of self-regulation in sports training. Every type
of personal accentuation corresponded to style peculiarities of self-regulation
complex, connected to different success in sports training. The latter was
ensured by the formation of such regulative properties, which compensated for
unfavourable personal accentuation.
Space cognition test: working out and application
I. S. Yakimanskaya, V. G. Zarhin, H-M. H. Kadayas
Space cognition test is described,
including 5 sub-tests requesting the examinees to manipulate the size and form
of objects in image creation process and to operate with the images in order to
mentally change the objects' position and structure or execute the composition
of these transformations. Sub-tests differ in material (drawing, geometry) and
in complexity level. The test can be used for the correction of individual
difficulties concerning images' manipulation in schoolchildren and students.
Infra-family factors' influence on individual formation
T. A. Dumitrashku
The results of large family
studies in foreign psychology are presented. It is shown that such family
factors as family size, sequence and intervals of births determine the child's
intellect, personality and character development. The increase of children's
number in a family leads to the intellectual potential deterioration: the
higher child's birth order the lower intellectual indices. It partly can be
compensated for by the increase of intervals between births. The first and the
last children in large family differ in such personal traits as anxiety,
introversion, communicability, independence, frustration, etc. Theoretical
notions concerning effects of family size and birth order are discussed.
Tomographs: psychological aspects
I. E. Lalayants, L. S. Milovanova
The use of different kinds
of tomography in psychological, physiological, and psychiatric research is
outlined. Some examples illustrating it are presented. Modern bibliography
concerning computer tomograph, nuclear magnetic resonance and positron emission
ones is reviewed.
The notion of horror and psychology of human perception of primates
V. B. Sapunov
Two forms of horror —
rational and irrational — are described. The first of them is based upon
logical comprehension of real danger, the latter — on inherited forms of
behavior. Innate horror concerning primates combining human and animal features
is its example. The hypothesis explaining it as a result of human forefathers'
and representatives' of parallel branch of humanity conflicts is presented. The
author's own observations and literary data suggest that some descendants of
this branch can still exist but stay unrevealed because of psychological
specificity of relations.