Lomonosov Psychology Journal, 2013, 3, 144.

In this paper authors discuss the problem of the fi rst stage of professional psychologists’ socialization, existing in the modern system of higher education and indicate the status of the problem in modern psychological literature. Provided the description of the course off ered by the authors “Professional socialization of psychologist”, listed educational goals and the basic principles of the discipline, described the content of fi ve sections, indicated forms of control knowledge. Analyzed the results of a survey of fi rst-year students conducted by the authors aft er the course. Discussed three main aspects: the overall students’ experience about the course, formal and informal learning eff ects. Th e conclusion about the role of the developed course in the professional socialization of psychologists. Based on two years of work created a list of prospective directions of further improvement of the course in order to increase its effi ciency in dealing with the identifi ed problems of the fi rst stage of professional socialization of psychologists.

The aim of this study is to find out the reason why intellectually gifted adolescents may have poor academic achievements. Comprehensive analysis of psychometric intelligence, conscious self-regulation of learning activities and academic achievements relationships was carried out on a sample of 87 students aged 14—16 years. All of them attended school for gifted adolescents Sozvezdie and enrolled in a special academic program (A Gifted Child). A comparison of KFT and SSUDM questionnaires average values (on standardization and study samples) showed that gifted adolescents have higher levels of conscious self-regulation and regulatory processes of planning, modeling, and programming than their ordinary peers. The relationships between all regulatory processes, overall level of conscious self-regulation and IQ level with academic achievements in humanities and sciences were established. It was also proved that conscious self-regulation mediates students’ academic achievement. It can be concluded that high self-regulation of educational activity is as important for academic achievements as high IQ-level. Only the students who are initiative in regulating learning process as well as their activity in school can achieve the highest results. Thus, initiativity and autonomy are the link between the motivational sphere, IQ and the system of conscious self-regulation of educational activities.

The article presents the results of investigation of a study of motivational readiness and competency of the graduate teaching high school for future careers. Th e main indicators of readiness: 1) presence of a positive professional motivation (PM); 2) positive expert opinion leaders about the practice bases of formation and manifestation of student competence in the implementation of professional activities; 3) the successful delivery of the student fi nal examinations. Trends in the PM of students during the period of teaching practice were identifi ed with the help of “Motivation techniques of professional activity” by K. Zamfi r in the modifi cation of A. Rean. To determine the success of the internship was used developed by the authors “list of expert assessments”, which includes job practices and competencies generated in the process of learning activities. These procedures allow tracking of the respondents (n=9) identify a positive trend in the change of PM and competence exhibited by them in the course of teaching practice. It is concluded that the possibility of using this technique in any pedagogical high school and has a profi le of preparation, “Applied Psychology in Education”.

The article cites the work of justifying the legality of the search dependencies between morphometric indicators of MT and indicators of functional asymmetry of the brain. In the experimental studies aimed at the investigation of these dependencies, with mixed results. Studies on the eff ect of the male hormone on the size of MT are analyzed in the fi rst section. In the second section of the article discusses the work of trying to fi nd regularities between the size of MT and the degree of functional asymmetries. Th e results of these studies are interesting in the discussion about the function (braking and/or exciting) MT and its infl uence on the formation of anatomical and functional asymmetries. Of particular interest are the works of the third section, as they assumptions of dependence of the size of MT from the coincidence of speech and manual asymmetries.

The task of this study was an analysis of the diff erent features of memory and of their relationship with the data of magnetic resonance spectroscopy. According to the results of neuropsychological examination we identifi ed options for detailed analysis of mnestic activities (through forms of memorization, types of errors and others) that enhance the structural characteristics of the memory obtained by means of neuroimaging. Th e subjects were 20 women aged 24 to 75 years, mostly over 52 years. Th e magnetic resonance spectroscopy data were analyzed through the age of the subjects and areas of the brain. We analyzed the components of the spectrum: Glutamine; Glycine; Glycerophosphocholine; Creatine; N-acety aspartate/Malate; Methionine; N-acetyl aspartate; Proline; Lactate/Th reonine. Th e signifi cant diff erences were found, that indicate the possible role of the right inferior parietal cortex in mnestic activities (we identifi ed numerous signifi cant correlations of memory parameters with the spectrum of N-acetyl aspartate in this region). We found also the relations between the mnestic activities and the spectra Glycerophosphocholine and Creatine in the left hippocampus: an increase in their concentration correlates with improved productivity and stability of memorization, as well as a decrease of errors. Lactate, Th reonine in the right hippocampus are likely to have the opposite eff ect on mnestic activity – the corresponding signifi cant correlations were found.

Th is article discusses the fundamental principles of qualitative research: contextual sensitivity, understanding, interpretative reconstruction and refl exivity. Th e principle of contextual sensitivity focuses on qualitative research study of the phenomenon in its socio-cultural and dialogical setting, and the principle of understanding — the study of subjective values and meaning in the positions of the various groups. Th e principles of interpretation of refl exivity give an answer to the question about the methodological tool for qualitative research — how to connect data and formulated analytical synthesis, validity assessment which involves tracking and monitoring impact of refl exive attitudes of the researcher. Th ese principles are formulated on the basis of theoretical analysis and practical experience with qualitative methods and prove the relevancy of combining them into a single methodological approach that is implemented in various directions and strategies of qualitative data analysis. Th e authors emphasize conceptual unity of qualitative research and the underlying common methodology.

Reliable identification of intentional visual commands is a major problem in the development of eye-movements based user interfaces. This work suggests that the presence of focal visual fixations is indicative of visual commands. Two experiments are described which assessed the effectiveness of this approach in a simple gaze-control interface. Identification accuracy was shown to match that of the commonly used dwell time method. Using focal fixations led to less visual fatigue and higher speed of work. Perspectives of using focal fixations for identification of visual commands in various kinds of eye-movements based interfaces are discussed.

In the memory of Yuriy Konstantinovich Strelkov.

There is a growing interest in psychiatry and somatic medicine to the cognitive approach in psychology was associated with an increased interest in the psychological and behavioral factors involved in the etiology and pathogenesis of hypochondriacal disorders (HD). Th e paper gives a review of modern psychological approaches to hypochondriasis. First, we analyze the role of psychological phenomena in the diagnostics of HD demonstrating necessity of hierarchical and system relationships between development and dynamics of unexplained somatic symptoms, generalized anxiety and health anxiety. Second, four factors possibly precipitating, triggering or perpetuating disease are analyzed: somatosensory amplifi cation, health anxiety, motivational and personality factors, illness behavior, “hypochondriac” discourse adopted in contemporary society. The dynamics of hypochondriacal symptoms when each of the four factors dominate in the clinical picture is discussed from body regulation psychology approach and cultural-historical approach in psychosomatics. Possibilities of developing and validating a psychological model of hypochondriasis are suggested.

In article the characteristic of criminality of minors (a condition and tendencies) in Republic Kazakhstan, ways of psychological profi ling and correction of teenagers with criminal behavior is given.

This article presents the results of the formative experiment on the develop- ment of emotional intelligence (EI) for future psychologists. Тhe results of the experiment were obtained by socially-psychological training. 102 psychology students of third and fourth course of studies of the Sevastopol Institute of Humani- ties took part in the scientifi c research (52 — the experiment group, 20 — control group). Th e training program include theoretical part which about the problems of emotion and EI and the practical part which content tasks and exercises, which used for development of EI, actor faculties and identity track. Developed by author tasks and exercises are also used. Th e next methodologies were used for EI diagnostics before and aft er training: N. Hall’s technique of estimation of EI, D. Lusin’s test “EmIn”, V. Boyko’s Communicative tolerance methodology, the authors’ modifi cation of G. Dale’s methodology “Th e Facial Meaning Sensitive Test”. Under the infl uence of socially-psychological training on development of emotional intelligence there was an expansion of emotional experience of students that, in turn, has led to decrease in control of emotions.

This article presents the views of the author of the theory of problem situations on the process of creative problem solving (A.M. Matyushkin). In the article there are comparative analysis of the problem situation and creative problems; identifi es structural, procedural and contextual diff erences. In this case we can consider the creative problem as a specifi c object of thinking, generating new phenomenology. Empirical studies of creative problem solv- ing in the context of real professional activities of subject (using the interview method) revealed a number of process features. So, for the subject of creative thinking, along with the subjective criteria of novelty of the process and the result, expressing his interest to problem, are important the objective criteria of novelty and signifi cance for creative product and possibilities for it profes- sional realization.