157
SUMMARIES
The experience of a study:
subject activity of a student
A.K. Osnitsky
The theoretical prerequisitions of subject behavior in main kinds of human activity are studied. The categories of «subject» and «subjectiveness», «conscious self-regulation» and «subjective experience» are discussed. Theoretical analysis is accompanied by the results of practical examination of students in their learning activity and vocational self-determination. The strategy of a study of subjectiveness features, which guarantee activity success in different aspects of social adaptation is presented.
Psychological content of
adolescence
K.N. Polivanova
Psychological content of adolescent development is
analyzed. A hypothesis on leading action: author's action — and leading
activity: projective activity — is presented. The hypothesis is based on
previously published data on adolescent crisis settlement stages. Special
attention is paid to adolescent's designation of own behavior and new ways of
educative organisation are offered.
The types of linguistic and
communicative abilities and competence
M.K. Kabardov,
E.V. Artsyshevskaya
Complex study in 13—14 years old adolescents
demonstrated two types of language abilities: speech-communicative and
cognitive-linguistic. The differences in strategies of foreign language
mastering are considered to manifest themselves in: 1) communicative behavior
characteristics during education; 2) learning abilities characteristics; 3)
natural prerequisites (bio-electrical indices, hemispheric symmetry or
asymmetry). Specific correlation of these substructures forms the types of
language abilities. The students possessing two types of language abilities,
being equal intellectually, need different educative technologies: those with
cognitive-linguistic type succeed using traditional educative system and those
with speech-communicative one are better off in intensive (communicative)
system.
Minority as a source of social
influence
M.Yu. Tokareva, A.I. Dontsov
West-European studies on minority being a source of social influence are reviewed. Experimental data are analysed for the evaluation of the possibility and scale of such an influence. There are important factors: behavior stability, minority's image as perceived by audience, group belonging, etc. Inner mechanisms of majority's and minority's influence are analysed and their similarity and differences are shown.
Vocational identity formation in
cultural-historical perspective
N.S. Pryazhnikov
Psychological criterion of origin in culture of
vocational orientation is marked out. It is a necessity for a lot of people to
choose professional activity and to organize one's life as a whole. Russian
experience is used as an example of vocational identity formation (as specific psychologic-pedagogic field) dependence on the level of
real freedom in society in cultural-historical perspective.
Individual differences from the
point of view of evolutional-synergic approach
I.N. Trofimova
The possibility to use formal parameters supplied
by the theory of infinite dynamic systems as basic for individuality typology
is considered. Different approaches are analyzed using system-evolutional and
synergic terms.
Why was G.I. Chelpanov
discharged? (Historiography of the fact)
Traditional Soviet historiography of psychology
has shown G.I. Chelpanov's discharge (1923) from the
post of the head of Moscow Psychological Institute as a natural result of his
defeat in the theoretical discussion with K.N. Kornilov.
However historical facts (such as A. Zaikind's and P.
Efrussy's articles and newspaper reports on the First
All-Russian psychoneurological congress,
Gifted students identification
as the first stage in longitude study of giftedness
E.I. Shcheblanova,
I.S.
The first results of Moscow longitude giftedness
study designed to bring to light the characteristics of intellectual, creative
and personal development in gifted school-children (I—XI forms) as compared to
their peers are presented. The methods of gifted schoolchildren identification
were worked out, the stability of differences in intellectual and creative
potential, achievements and motivation demonstrated.
Dynamics of the formation of
psycho-physical scales in schoolchildren
I.V. Augenberg
Dynamics of the formation of psycho-physical
scales in 7—16 years old school-children is studied by means of psycho-physical
(subjective) scaling. It is shown that formation of a scale goes through three
stages corresponding to junior, middle and senior school age. The first stage
is characterized by the formation of interval scales, the second — by a
transition to relational scales, the third — by final cycle of transition to
mentioned scales. The character of changes in psycho-physical scaling shows
that more advanced level (or less advanced one) is achieved after attaining a
maximum. These parameters, changing with age, clearly mirror specificity of
children's development, so the given method can be used in developmental psychology
and psycho-physiology.
The comparison of dichotic test
results in junior schoolchildren (boarding school for blind children and common
school pupils)
L.G. Bykova,
K.G. Kravtsov, O.A. Gulinskaya,
M.A. Kulikov
Brain activity study by means of dichotic
listening test in 39 blind and visually impaired junior schoolchildren and in
55 their healthy peers is analyzed. Left hemisphere dominance in verbal
function is observed in about 50% of children (both groups) in the beginning of
the first school year and it significantly increases to the end of the third
school year (both groups too). Memory and its effectiveness are negatively
correlated to the number of errors and this effect is more marked in the group
of blind children (significantly increasing in this group from the first to the
third school year). Some schoolchildren show positive correlation between
memory and its effectiveness and academic progress. Practical measures for
individualized education based on dichotic test results are offered.
The study of psychological
mechanism of preschooler's thinking flexibility
E.S. Ermakova
Preschooler's thinking flexibility is considered
to be connected to the development of figurative thinking means mirroring the
objects as combination of their, features and connections (complex notions). It
is shown experimentally that complex notion usage have been guaranteed by
specific abilities of apprehension. The latter's features are studied and the
possibility to develop child's thinking flexibility by way of forming stable
complex notions is demonstrated.
Personal identity in foreign
social psychology
N.V. Antonova
Modern state of personal identity problem in
foreign social psychology is reviewed. Some historical perspective is offered:
the identity as perceived in psychoanalysis, interactionism,
cognitivism is described. Different views on personal
and social identity correlation are discussed. The changes in social
environment and communication are important for identity development.
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