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Volitional attention formation in preschoolers

S.G. Yakobson, N.M. Safonova

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.

Individual style of learning activity in junior schoolchildren

A.A. Volochkov, B.A. Vyatkin

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.

Mutual trust as a basis of personal interactions

T.P. Skripkina

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.

 

A word about S.L.Rubinstein
 V.P.Zinchenko

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.