CULTURAL-HISTORICAL PSYCHOLOGY: AN EXPERIENCE IN
AMPLIFICATION
V. P. Zinchenko
The author, highly estimating L. S. Vygotsky's cultural-historical
theory of personality development makes an attempt to reconstruct moral and
scientific context of its formation. It is shown that corresponding notions
have been developed in physiology (A. A. Uhtomsky, N. A. Bernstein, A. G.
Gurvich), in philosophy (M. M. Bahtin, A. F. Losev). Attention is paid to the
concept of ideal form preceding human development, and to the problem of
mediators (sign, word, symbol, myth) of the development.
J. Carpay, B. van
Oers
L. S. Vygotsky's approach to school dialogue with special accent on
forming and development of definite communicative relations is described
regardless to predicted results and standard educational terminology. The
authors show that personality development is achieved by interactions in social
groups.
I. V. Boiko
Standardized personality
questionnaire of Bass — Darkle and
Wagner's "Hand test" were used as diagnostic method for assessment of
aggressiveness in female delinquents under age. Some results of the study are
presented.
A COMPANY OF
DRUNKEN ADOLESCENTS
S. G. Klimova
Comparative results of three studies of adolescents and their drinking
traditions are presented. It is found that social differentiation of adolescent
drunkenness has increased. Some negative tendencies are marked out: the
adolescents more often use alcohol out of home and use more strong spirits.
Negative emotions as a reason for drinking play more pronounñed role. Some ways
to improve situation are offered.
AGAIN ABOUT L. S.
VYGOTSKY:
FORGOTTEN TEXTS
AND UNSUSPECTED CONTEXTS
A. M. Etkind
A new understanding of L. S. Vygotsky's intellectual biography is
offered. His attitude to Jewish problem, to post-symbolist philological
discussions, to Trotsky's project of human re-making is reconstructed on the
foundation of early and forgotten publications. Special attention is paid to
persona] and intellectual connections of Vygotsky to a psychoanalyst Sabine
Spielrein and a poet Osip Mandelstam.
L. S. VYGOTSKY —
A VICTIM OF "OPTICAL ILLUSION"
M. G. Yaroshevsky
The author's polemics with A. M. Etkind's understanding of L. S.
Vygotsky's creative achievements as a result of different psychological schools
interaction (A. Adler, S. Spielrein) and L. Trotsky's influence and
Judeo-Christian tradition is presented. Vygotsky's works and archive data show
the inadequacy of such a view. L. S. Vygotsky's concepts assimilated
natural-scientific (I. P.
Pavlov, A. A. Uhtomsky) and cultural-historical (A. A. Potebnya,
"formal" philological school. K. S. Stanislavsky) achievements of
Russian mind, which were put into Marxist context in its application to
psychology.
CONGRUENT EMPATHY
PHENOMENON
Yu. B.
Gippenreiter, T. D. Karyagina, E. N. Kozlova
It is impossible to state teacher's empathy towards a student when the
latter does not feel the former's understanding, when the teacher cannot show
his attitude to the student's problem verbally or non-verbally. It is
impossible as well to state 'teacher's empathy in case of deficient congruence.
'Both these circumstances demonstrate pseudo-empathy characterized by teacher's
personal inconsistency.
Russian and foreign psychological-pedagogical literature presents
contraversary notions of the term "empathy" and especially
"pedagogic empathy". The term "congruent empathy" enables
one to state the meaning of "empathy" more strictly.
The article presents detailed commentary to Yu. B. Gippenreiter, T. D.
Karyagina and E. N. Kozlova publication. The analysis of different aspects of
empathy and congruence shows that they are separate psychological phenomena and
cannot be brought together. As a result the notions of "congruent
empathy" and "pseudo-empathy" are cast doubt on.
THE THEORY AND
PRACTICE IN SCHOOL PSYCHOLOGIST ACTIVITY
P. A. Myasoed
"Handbook for school
psychologist" is critically analyzed in its connection to school
psychological service concept, to psychologist's functions and goals, his
position at school and professional apparatus. System of interactions of
children and adults in their joint activity as a psychologist object is marked
out. Psychologist's role of a mediator enables him to make this activity
optimum and humane. Beside individual contacts, a psychologist influences
child's social connections. School psychologist needs real scientific
assistance.
PSYCHOLOGICAL
EDUCATION AT MOSCOW UNIVERSITY
A. N. Zhdan
The article describes the development of psychological education at
Moscow University and its connection to the foundation of Psychological
institute.
GENERAL
PSYCHOLOGICAL THEORY OF ACTIVITY: PERSPECTIVES AND LIMITATIONS
S. D. Smirnov
A. N. Leontiev's concept of activity development at .Moscow University
Psychology Department for the last 15 years is analyzed. The notion of
"world image" presented by Leontiev in his late works and used by his
followers enables one to broaden the potentialities of the concept and to use
it not only for genetic approach but functional one as well. The notions of
need, motive, sense, volition, experience acquire new facets in this context.
The author substantiates the impossibility to use general psychological theory
of activity for adequate analysis of interpersonal relations and communications
because of activity's subject-object nature.
ACTIVITY PARADIGM
AND MEMORY PROBLEM IN P. 1. ZINCHENKO'S WORKS (TO THE 90-TH ANNIVERSARY)
A. N. Laktionov,
G. K. Sereda
Methodological and theoretical foundations, the research of memory as
activity in the works of P. I. Zinchenko, a representative of the Kharkov
psychological school, are analyzed. Prospects for further research of the
memory problem are set out.
THE POSSIBILITIES
OF COGNITIVE ACTIVITY STRUCTURE EXAMINATION BY PROGNOSTICATION CHARACTERISTICS
IN CHILDREN
L. I. Peresleni
Original methods is used for the examination of prognostication
activity in schoolchildren (V—Õ forms). It is found that adequate prognosis
formation concerning the order of element alternation in 3 cyclic sequences
changes conforming to the age. Quantitative and qualitative analysis of
prognostication characteristics allows not only to show the principles of
changes in cognitive activity according to age but to form the means of
imprinting and reproduction of information and to expose cognitive style
specificity. The method can be used for diagnostics of regulative and cognitive
processes in intellectual activity and their failures.
THE METHODS OF
THE STUDY: INDIVIDUAL—TYPICAL EMOTIONAL REACTION
E. V. Zaika, 0.
G. Kartashov
The mechanism of qualitative assessment and of quantitative estimation
of individual — typical emotional reaction of a person is offered. It is based
on the analysis of emotional preferences and rejections of so called simple
forms (a line, an angle, some geometrical figures) in its corresponding to
certain principles of harmony (symmetry, steadiness, vertical). The methods can
be used for the study and diagnostics of emotional sphere.