SUMMARIES
The hypothesis that
volitional attention is realized by performing several internal actions in mind
was experimentally proved. Volitional attention was tested in 29 children
3,9—4,3 years old; Bourdon's test was applied in three series. The first one
required finding and fixation of all the figures having the same form among 40
different figures. The second and the third series required finding and
fixation of two types of figures. For the first series it was necessary to
remember the form, to compare each figure to the image of given form, to fix
identical ones. For the second and the third series it was necessary to
remember two forms, to compare each given figure to these forms separately or
to compare each given figure to both forms simultaneously. There were twice as
much mistakes in identification with the second form as compared to the first.
Afterwards the children were taught to compare the figures one by one. The
retest has shown great progress in identification of one form in all the series
and small progress in identification of the second form in the second and third
series.
The results of
theoretical-experimental studies of essence, structure and individual style in
holistic learning activity are presented. The studies follow the principles of
V.S. Merlin's theory of integral personality. The results correspond to other
Russian investigations and to M. Apter's and C. Smith's reversivity theory.
The mist is
considered to be specific value relation of interacting subjects being
meaningful experience for both of them. Interacting subjects possess opposite
value-psychological trends — social and personal. The latter and their
corresponding (or discrepancy) give rise to different phenomena of personal
interaction due to the trust or its absence.
Situative motivation of drug abuse in adolescents
T.I. Petrakova, D.L. Limonova, E.S. Menshikova
Adolescents' reaction to the
offer to try drug in experimental hypothetical situation was studied. Three
types of motivation were found: impulsive (62,7 %), using information on drug
and means of its use (20,7 %) and evaluative without critical analysis (12,1
%). Preventive session resulted in motivational change though of short
duration.
Rational system of training exercises for computerized
school education
K.M. Sholomiy
The educational computerized
programs for training at school are discussed. It is demonstrated that
dominating now intuitive and behavioristic approach to training exercises leads
to defective knowledge and learning process disturbances. The hierarchical
model of learning knowledge using the mechanism of involuntary
self-optimization of thinking is recommended.
Subject's internal activity in individual
consciousness amplification
T.M. Buyakas, O.G. Zevina
General laws of subject's
internal activity in individual consciousness amplification by cultural
experience are outlined. The symbols play part of such an amplificator.
Intensive and stable concentration on them makes it possible to form subject's
symbolic sense of life. Such a formation presents creative search for the
transformation of one's emotional experience in order to make possible their
sense acceptance. Spontaneously born images, with which the subject enters upon
dialogue using the language of somatics, emotions, desires, are considered to
be basic means of this activity.
Naive realism in everyday life: Implications for the
dynamics of social conflict
L. Ross, A. Ward
The article suggests that the
person's social understanding rests on three related convictions about the
relation between his or her subjective experience and the nature of the
phenomena that give rise to that subjective experience (three tenets of naive
realism). These convictions create barriers to successful negotiation and dispute
resolution relevant to the pursuit and perception of equity, biased construal
and reactive devaluation. They also create the impression (often a false one)
of the difference and/or incompatibility in the parties' basic interests and
values. However the naive realism convictions that others share our way of
responding to the world can be helpful in some situations.
Individual-typological features of orienting
reaction: Their role in operator's adaptation prediction
N.N-Nesmelova
Four types of
individuality differing in extrovercy, neurotism, functional asymmetry,
vegetative regulation and activation of central nervous system are marked out.
The author argues that these types are characterized by different components of
orienting reflex and by different success in operator's adaptation.
Interhemispheric asymmetry and alcoholism
V.A. Moskvin
Certain individual
neuropsychological features are considered to be prerequisites of alcoholism's
development. These data can be used in prevention and diagnostics of this
disease.
Systematic-activity approach in development
psychology
P.A. Myasoed
Meta-theoretic scheme of
psychic development in ontogenesis is offered. It is worked out by
concretization employment to main categories of L.S. Vygotsky's works and describes
factors, sources, forms, specificity, motive powers of psychic development in
their correlation of life style.
The author presents his
personal reminiscenses on contacts with S.L. Rubinstein.
A.S. Pushkin and psychology of creativeness
A.A. Melik-Pashaev
Using A.S.
Pushkin's example the author analyses specificity of person's attitude to the
world and self, typical for creative personality. The artist when creating is
characterized by different vision and evaluation of events than in everyday
life. Dramatic manifestations of inner divarication and the ways of its
overcoming are considered.
Subjective-activity concept and functional system
theory
A.V. Brushlinsky
S.L. Rubinstein's subjective-activity
concept is compared to P.K. Anokhin's physiological functional system theory.
There are common features in two concepts — recognition and examination of
psychic and neurophysical regulation continuity — and differences — the
evaluation of subject's role and goals, of feed-back as integrative factor in
nervous and psychic activity. If physiological theory considers feed-back
necessary and sufficient as a mechanism of self-regulation, for the
subjective-activity concept it is necessary, but not sufficient, because the
subject, using visual-active connections, forms higher level of self-regulation
(theoretical thinking, freedom, etc.). Visual-sensoric images on this higher
level are not enough for the evaluation of adequacy of results but the subject
himself considers not evident meaning of sensory-perceptive data.
S.L. Rubinstein's contribution into psychological
education of teachers
E.I. Isaev
The author shows
that S.L. Rubinstein's study of pedagogics and psychology connections forms the
basis of psychological education of future teachers. S.L. Rubinstein has been
one of the authors of the first curriculum and textbook for pedagogical
students. S.L. Rubinstein's analysis of psychological education of teachers is
still important for modem psychological courses' formation.
Personal and cognitive features interaction in
experimental evaluation of creativity
O.M. Razoumnikova, O.S. Shemelina
The study of
personal and cognitive features interaction in technical students as connected
to experimental evaluation of creativity was conducted. The most informative
characteristics were found by means of dispersion analysis.