Based on the critical examination of existing models of the psychological analysis of the lesson (PAL), we suggest a model of PAL, developed from the positions of the activity approach (A.N. Leontiev, P.Ya. Galperin, N.F. Talysina, V.V. Davydov, D.B. Elkonin). As the critical review shows, the basic models of the PAL in traditional didactics are related to the evaluation of the degree of implementation in the lesson of conditions for the effective functioning of students' mental processes. This model is based on the idea of a quality lesson as a lesson that maximizes the use of various types of mental processes (processes of thinking, memory, attention, imagination, etc.). From the point of view of the activity approach, psychological analysis should presuppose an assessment of the extent to which the activities that children realize in the lesson are adequate to the goals of the lesson set by the teacher. So a quality lesson is a lesson in which students carry out activities psychologically adequate to the goals set. The article proposes five criteria for the PAL, which correspond to the principles of the activity approach: 1) the specifics of setting the objectives of the lesson, 2) the adequacy of the actions performed by the students, the stated goals; 3) the features of action means, 4) the features of control and feedback and 5) the features of assessing the performance of students' actions. An example of a lesson analysis scheme developed on the basis of the proposed model is given.

The step-by-step concretization of a basic abstract system S–O has been done in the article. The main phenomena of team labor were identified through this process and basic forms of team work integration such as organization culture, exchange relationships, procedural and distributive justices as well as integration by labor objects were disclosed. The full range of ergatic systems’ forms was exposed as result of concept modeling. The ergatic system model has shown sufficient logical base for integration of subjects of ergonomics and organizational psychology. It also demonstrates the full opportunities of activity approach as general theory for wide scope of humanitarian sciences.

The article was written in the context of creative legacy of A.A. Leontiev (1936—2004). Responding to the scientist’s call to intensify psychological methodology work and enhance “the criticism of notions”, the author analyzes the history and development of the notion of “functional organ” in the psychology of activity. Contrary to the popular recent trend defining mentality (psyche, mind) as a functional organ of individual or soul, the author insists on defining mentality (psyche, mind) as a functional organ of activity, which corresponds rather to the spirit than to the letter of activity approach in psychology by interpretation of A.N. Leontiev School . Such understanding may help to bring psychology out of dichotomy of mechanistic and spiritualistic theories. Even L.S. Vygotsky used to note that without overcoming this barrier the normal development of psychological science and practice is impossible.

The aim of presented paper is to outline the future direction of autobiographical memory (AM) research in the frame of cultural-historical and activity approaches. Future study in mediation of AM should focus on: a) sub-cultural models of AM, which coexist in the same language context; b) inner dynamics of cultural life scripts; c) parameters of self-constructed tools for AM mediation. Activity approach considers voluntary memories as actions and involuntary memories as operations. The future study of involuntary memories should analyze the way of how conscious memories become unconscious and via versa. Looking at AM at the level of activity allow to understand reestablishing AM for personal development. 

Possibilities of the human activity approach in psychological research are discussed. The paper states about the necessity of subsequent development of psychological human activity theory: first of all the general structure of human activity is to be specified. Particular importance must be given to diachronic aspect of its structural analysis. The system of essentially different components that constitute its process must be described, and their interdependencies must be revealed. The author emphasizes the significance of the final component of the human activity, i.e. the action of satisfying the initial drive of the subject. Regarding this action as the activity “realization phase” can give the key to the problem of reinforcement. The pair of notions — “orientation” and “execution” — will be of value when solving the problem of set consciousness.

Students’ mistakes in problem solving are analyzed from the positions of activity approach. Each type of students’ mistakes is connected to certain conditions of students’ activity organization during the lesson. We analyzed the mistakes, which students make when they do not turn to the knowledge obtained before problem solving. It has been demonstrated that students from different educational systems have differences in the frequency of mistakes in question.