Articles

Background. The syndromic analysis methodology allows to discover the mechanisms underlying a particular neuropsychological syndrome and helps to deter mine the means and methods to overcome difficulties.

Objectives. The objective of the present study was to carry out the neuropsychological diagnosis process for an adolescent with difficulties in school learning and epilepsy, with an assessment before and after the application of a neuropsychological intervention programme.

Study Participants. The case study refers to a Mexican 13-year-old male student, left-handed.

Methods. The type of study was a single case study based on the theoretical methodological assumptions of historical-cultural neuropsychology.

Results. The syndromic analysis methodology allowed us to identify symptomatology related in two aspects: a) difficulties in the planning, regulation and control mechanism of conscious activity, and b) primary motor difficulties with muscle tone impairment. The impact of the applied intervention programme was positive which is expressed not only in the improvement of the difficulties reported in the initial diagnosis (pre-intervention), but also in improvements in the performance of graphic-perceptual and school tasks such as reading, writing and mathematical operations.

Conclusions. The effectiveness of neuropsychological treatment is based on the development of a specific intervention programme, tailored to the case study, which contemplates the altered mechanisms, lying at the basis of the cognitive symptoms of a child or an adolescent.

Background. The excessive use of users’ personal data in advertising targeting gives rise to the paradox of personalization: on one hand, individuals desire to receive tailored offers, yet on the other hand, they experience discomfort from excessively personalized messages. The personalization paradox diminishes the effectiveness of advertising campaigns, thus necessitating the exploration of new solutions in advertising personalization.

Objective. The aim is to identify the correlation between the appeal of advertising on social networks and consumer personality traits.

Study Participants. The preliminary survey collected data from 159 respondents between the ages of 21 and 60. The average survey completion time was 8.5 minutes. During the main data collection phase, a survey was conducted involving 543 respondents. The average age of the sample was 26.5 years (ranging from 17 to 67 years), with 60% of the respondents being female. The average survey completion time during this phase was 5.5 minutes.

Methods. The study employed a survey-based data collection method. A novel approach was proposed for determining the relevance of advertising layouts to consumers. Euclidean distance and Chebyshev metrics were used as measures of similarity.

Results. The collected data enabled the authors to measure similarity between the characteristic profile of an individual and the attribute profile of an image, which were pre-assigned by independent raters. There was a consistent trend revealed: individuals with more pronounced traits of “agreeableness” and “conscientiousness” generally found the advertising layouts more appealing. Additionally, the obtained results demonstrate a significant positive relationship between the perceived attractiveness of an advertising layout and its personalization based on personality traits.

Conclusions. Personalization based on the Big Five can be used as a tool to make advertising more appealing to consumers. Based on the obtained results, recommendations that may be useful for marketers in designing advertising campaigns were developed. The study’s findings contribute to the discussion on the effectiveness of personalized advertising based on consumer personality traits.

Background. In psychological science, the concepts of subjects about the prospects of their life activity have not yet been sufficiently studied. There is also a lack of knowledge about the intra-system relationships of life goals, which can be established using correlation analysis. The obtained data on the subjective significance of the life goals in high school students will expand the understanding of the content of the worldview of modern youth.

Objective. The purpose of the study is to conduct a comparative empirical analysis of the significance of the subjective life goals in modern high school students.

Study Participants. 50 students of the 10th grade of secondary school (average age 16.1 years). Of these, 27 are boys (54%) and 23 are girls (46%).

Methods. Theoretical analysis of scientific literature on the problem of studying the life goals of high school students, an empirical study of the subjective significance of the life goals of high school students using the questionnaire “Life Goals” by E. Deasy, R. Ryan, adapted by N.V. Klyueva and V.I. Chirkovа.

Results. A theoretical analysis of the scientific literature made it possible to compare and describe the concepts of life goals and the worldview of a personality in the context of young people’s ideas about future life prospects. The high importance of the subjective goals of material success and the formation of good health among boys and girls is shown. There were no statistically significant differences when comparing the ranking indicators of life goals in the groups of boys and girls. A correlation analysis of the interrelationships of the subjective life goals in high school students found that the goals of achieving freedom and democracy had positive correlations with the subjects’ aspirations for autonomy, and negative correlations with the prospects for personal growth and attractiveness of their person. The goals of achieving safety and security positively correlated with the goals of achieving good health. The desire for attractiveness in high school students negatively correlates with the goal of achieving autonomy.

Conclusions. Boys and girls in high school declare similar life goals. Their life goals of high importance are material success and good health. The prospects of serving people and learning about spiritual and religious life are the least significant for high school students.

Background. In contemporary psychology, there are practically no diagnostic techniques that are sensitive to the severity of visual neglect as a function of the structure of the visual field and its loading with stimuli that take this structure into account.

Objectives. The aim is to develop and approve a methodology that will enable the severity of manifestations of the neglect syndrome in the visual field to be analyzed, depending on its being structured and loaded with stimuli.

Study Participants. The study involved 50 respondents aged 29 to 75 years (Mage = 58.5; SD = 18.82; 14 women), patients with neurological disorders of various etiologies of the right cerebral hemisphere, including 30 patients with neglect syndrome.

Methods. The study was conducted using a comprehensive neuropsychological examination according to the scheme of A.R. Luria. This included an assessment of higher mental functions, the implementation of quantitative methods to evaluate neglect syndrome, and the utilization of the “Red Shapes” test. The test consists of three series, presented sequentially on a portable tablet. The series include a set of red-coloured geometric figures. The number of stimuli presented in the right half of the screen differs from series to series.

Results. The “Red Shapes” test aimed at diagnosing the syndrome of neglect in the visual sphere has been developed. The psychometric properties of the test were evaluated. The scales demonstrated a satisfactory level of consistency with regard to the identified figures on the left and the time of search (Cronbach’s α scores vary from 0.716 to 0.881). All test scales exhibited a non-normal distribution according to the Kolmogorov-Smirnov criterion (p < 0.001), with the exception of the time scale in series 3 (p = 0.2). The correlations and descriptive statistics of the scales are presented.

Conclusions. In order to investigate the syndrome of neglect in the visual sphere, a methodology is proposed which allows for the assessment of disorders in this sphere with varying degrees of structuredness and stimulus load in the visual field. The evidence obtained supports the reliability and validity of the methodology.

Background. The network principle of brain realization of cognitive phenomena assumes the self-organization of distributed neuronal elements into a network for processing information demanded by the organism at a given moment. Cerebral networks that are formed during rest and are associated with spontaneous associative flows are of particular interest. One of the key structures of resting-state networks is the hippocampus.

Objective. The aim of this research was to investigate spontaneous associative flows at rest in the context of left or right-sided compression of the hippocampal area.

Study Participants. The research involved 16 patients with benign meningiomas that mildly compress the medio-basal regions of the temporal lobe in the area of the hippocampus. The mean age was 47.5 years (SD = 8.3; 12 females; all participants were right-handed). One group comprised 9 patients diagnosed with left-sided tumor location (referred to as “grLS”), while the other group included 7 patients with right-sided tumor location (“grRS”). The groups were comparable in terms of morphometric characteristics of the tumors, degree of hemisphere compression, and socio-demographic factors.

Methods. The study consisted of two sessions at rest, each lasting 3 minutes. Prior to each session, the patient listened to a voice record of a modulating instruction. Immediately after the session, the patient gave a spontaneous narrative and a structured interview about spontaneous associations during rest. The entire conversation was recorded and subsequently transcribed into text format.

Results. Spontaneous associative flows had lateral specificity. In cases of left hemisphere compression, spontaneous thoughts, emotions, and memories were typically linked to the awareness of the moment of their formation, associated with specific events, and had a conscious border with fantasy plots. With right hemisphere compression, the flow was less controllable, associations were related to generalized memories, in which one’s own experience was mixed with information from any other sources and fantasy elements, and transitions had no boundaries. In the left hemisphere group (grLS), associations were predominantly visual and verbal in nature, whereas in the right hemisphere group (grRS), polymodal flows were recorded.

Conclusions. When the right hemisphere is compressed, the flow of associations is poorly controlled, transitions between real and fantasy elements have no boundaries, being combined in the same plot. When the left hemisphere is compressed, memories, as a rule, are tied to specific episodes of one’s own experience, the arbitrariness component is more pronounced in them, and the flow elements have conscious boundaries.

Background. Digital transformations have significantly changed the everyday life of modern man, which has determined the ever-increasing attention of society and researchers to the role of digital technologies in the psychological well-being of an individual, various groups, and entire generations, primarily young people — the most active Internet users.

Objectives. The paper examines the role of access to technology, user activity, attitudes towards technology, digital competence, self-management of digital tools and resilience in life satisfaction in the virtual and real worlds among young people.

Study Participants. The sample comprised 368 respondents aged between 18 and 39 years old (M = 23.6 ± 4.9 years), of whom 66.6% were female.

Methods. The following methods were used: Digital Competence Index (screening), Self-Management of Digital Everyday Life, Attitudes towards technology, Psychological Hardiness Scale (screening), Satisfaction with Life Scale and its modification for virtual life, as well as self-assessment of user activity and satisfaction with access to technology. Data were processed using ANOVA, Pearson correlation coefficient, regression analysis, and mediation analysis.

Results. Satisfaction with life in the real world is strongly related to satisfaction with digital life. At the same time, satisfaction with life in both the real and virtual worlds is moderately associated with digital device management, satisfaction with access to technology, technophilia and techno-rationalism, and weakly associated with digital competence. Satisfaction with life in the real world is also weakly associated with technopessimism. Predictors of satisfaction with online life were digital device management, technopessimism and satisfaction with real life. Predictors of satisfaction with real life included digital life involvement and satisfaction, as well as user activity, satisfaction with access to digital technology and technopessimism. The results are refined based on mediation analysis.

Conclusions. Life satisfaction among young people in the virtual and real worlds are interrelated, providing further evidence of the convergence of these worlds within a single individual’s experience of a mixed online-offline reality. At the same time, the specificity of predictors of life satisfaction shows the need for a comprehensive analysis of psychological well-being in digital and real life spaces.

Background. The study of psychological resources for academic achievement and subjective well-being in students is a significant area in educational sciences. This article presents the results of an empirical study in which conscious self-regulation, teaching quality subjectively assessed by students, and school engagement are considered as such resources.

Objective. The goal of this study was to reveal the influence of these phenomena on the subjective well-being and academic achievement of students, and to establish indirect and mediating effects of this influence.

Study Participants. The study involved adolescent students (N = 559, 53% girls, average age 12.96, standard deviation 0.91).

Methods. The instruments included: Morosanova’s “Self-Regulation Profile of Learning Activity Questionnaire” (Morosanova, Bondarenko, 2017); E. Irving’s questionnaire for assessing teaching quality adapted by Lunkina et al. (2023); “Multidimensional Students’ Life Satisfaction Scale” (O.A. Sychev et al., 2018). Academic performance was assessed by the average grade in the main subjects for the previous academic term.

Results. It has been shown that teaching quality, school engagement, and conscious self-regulation are significantly associated with student well-being and academic success. School engagement is a significant predictor to both academic performance and satisfaction with school; psychological support and self-regulation make a significant direct contribution into students’ well-being. Application of the methods of structural modelling revealed that teacher’s psychological support more effectively influences student engagement when mediated by conscious selfregulation: the higher the development of mindful self-regulation, the greater the positive impact on academic performance, well-being, and school engagement. The contributions of self-regulation and perceived psychological support are roughly comparable, while the contribution of school engagement is more substantial. The age of the students is a significant moderating factor.

Conclusions. The results are discussed in the context of developing effective strategies to improve the quality of education, maintain the subjective well-being, and engage modern school students. Subjectively assessed psychological support from teachers acts as both a direct positive predictor of school subjective well-being and indirectly influences it through self-regulation and engagement. Results have been obtained substantiating the meta-resource role of mindful self-regulation in determining academic achievement and well-being of students.

Background. Professional career is an actively evolving socio-psychological phenomenon, which has been studied since the middle of the 20th century as a permanently relevant scientific and scientific-practical issue of high importance for an individual, organization, and state. In established scientific approaches, the phase of a person’s active career is often the subject of research. In the practice of career-oriented work with young people, active learning methods are widely used, though the socio-demographic characteristics of students, which are prerequisites for the formation of their career trajectories, are not taken into account.

Objective. The research is aimed at studying professional career as a phenomenon and the features of its conceptual explications as a subject of research.

Study Participants. 603 people aged 30–50 (61 private security guards, 142 nurses, 89 correspondence students of a technical university and 58 students of a humanitarian university, 36 university teachers, 121 civil servants, 96 teachers) took part in the research.

Methods. Historical and theoretical analysis, empirical research (author’s methodology — questionnaire “Dynamics of professional life style”) were applied.

Results. The analysis of the survey data showed the links between career success (“vertical career”) and a number of socio-demographic characteristics of people (their parents’ positions and education, place of birth and place of residence, birth and upbringing in a complete or incomplete family, self-realization in the family sphere: status and length of marriage, number of children, experience in management). Probably, the value orientations and motives for a person’s choice of different professional spheres (with “high” and “flat” hierarchy) and the career success are associated with the above characteristics.

Conclusions. The content of the life activity space-time in representatives of different professional spheres (the level of the position held and the education of parents, the position/education ratio, reflecting the social activity and managerial potential of parents; the relationship of the place of residence to the place of birth as the measure of geographical and social mobility; birth and upbringing in a complete or incomplete family; the completeness of a person’s self-realization in the family sphere; the ratio of age, length of service and length of management experience) shows the stability of the combination of socio-demographic and official characteristics for the subjects of each professional sample, probably determine their value orientations and motives for choosing a field of activity and success in it.

Background. The social and political world situation of recent years has reawakened mass interest in the topic of psychotrauma. Studying this phenomenon, researchers raise questions about the ways to cope with the consequences of a traumatic experience. Humor is recognized as one of the important coping strategies in this case. However, this issue evokes a discussion on the appropriateness and effectiveness of using different variations of humor in traumatic situations.

Objective. The study aimed to examine possible positive and negative effects of humor when processing a traumatic experience.

Methods. The research engages theoretical analysis and generalisation of research results described in modern relevant scientific literature.

Results. Research data suggest that humor can both be an effective mechanism of psychological defense in crisis, traumatic and extreme situations, and may as well prevent successful interpersonal interaction, reducing the necessary level of social support. In particular, the use of dark humor, as well as aggressive and self-defeating humor styles, in psychotrauma is controversial. Numerous studies confirm the special role of dark humor for professionals at “high-risk” jobs.

Conclusions. Humor is indeed an important coping mechanism but the variety of its functions, types and styles, as well as different contexts of its use, do not allow us to oversimplify and unambiguously consider its effects. There are both positive and negative effects of humor when processing traumatic experiences. The question of the coping potential of dark humor, as well as aggressive and self-defeating humor styles, remains open and promising for study. It is known that they play an important role for coping in extreme situations in “high-risk” professions, but they can also be an indicator of burnout in case of fixation.

Background. Very scarce works are devoted to the study of hockey players' brain activity, which is connected, among other things, with the large amount of motor activity in athletes and the complexity of EEG registration.

Objective. The aim of the study was to investigate electroencephalographic markers (in alpha, beta, and theta EEG bands) during a puck kicking task of varying difficulty under virtual reality conditions in ice hockey players compared to freestyle wrestlers.

Methods. The previously developed VR-PACE technology was used for the study, which allows practicing puck reflection skills in hockey in a virtual scene. In the study, pucks were presented in blocks (five blocks in total), the difficulty increased from block 1 to block 4, in block 5 the subjects only observed the pucks. EEG recordings were made using a wireless electroencephalograph BrainScanner V3.1 (research edition) by “NeuroDrive” throughout the entire task, analyzed by 20-second segments in each block and in each of the backgrounds (before and after). Twenty-two male subjects (average age=20, SD=2.4 years) participated in the study.

Results. The results showed significant differences between the groups, as well as significant within-group differences between the “before” and “after” conditions of the experiment in terms of the Individual Alpha Frequency (IAF), as well as the average and total power of theta, alpha, and beta rhythms. The overall trend in both groups is similar (after the experiment, there is a decrease in IAF, an increase in alpha rhythm power in central and parietal electrodes, and a decrease in occipital electrodes; a decrease in theta rhythm power in frontal and occipital electrodes; and a decrease in beta rhythm across all electrodes). However, the hockey group exhibits significantly more pronounced shifts in EEG, indicating greater alertness and attention (higher powers of theta, alpha, and beta rhythms both before and after the experiment), as well as greater relaxation (higher power of mu rhythm after the experiment).

Conclusions. The study examined the electroencephalographic correlates (IAF, power in the alpha, beta, and theta frequency bands of EEG) in hockey players and freestyle wrestlers while performing a task of deflecting a puck in virtual reality (VR). The dynamics of the EEG indicators indicate more efficient brain function in hockey players when performing the puck reflection task in a virtual reality setting, confirming the hypothesis of neural efficiency.

Background. The article discusses the current problem of the methodological foundations of psychological science. The article argues that the dangerous crisis for psychology, which was analysed by L.S. Vygotsky has not gone away, but moved from an acute form to a chronic one. “Methodological pluralism” in modern psychology is the triumph of blatant eclecticism. The authors see the main reason for the impasse which psychology has reached as the desire of this science to become like positive sciences from the field of natural science.

Objective. The purpose of the article is to substantiate the point of view according to which L.S. Vygotsky created the only possible scientific psychology of the future, which will rightfully be classical.

Method. The article discusses the fundamental principles and postulates of the cultural-historical approach, and outlines ways of research conceptualising the idea of a systemic and semantic structure of consciousness.

Results. The authors analysed the methodological and philosophical foundations of psychological science. Based on the analysis carried out, the article highlights the approach proposed by L.S. Vygotsky. Comparison of the scientific fate of Galileo with the scientific fate of L.S. Vygotsky allowed the authors to assert that neither one nor the other discoverer of a fundamentally new method of comprehending reality had like-minded people during their lifetime. Their theoretical and methodological bar was raised too high, which made their work inaccessible to understanding by their contemporaries. The article concludes that the legacy of L.S. Vygotsky is not the historical past of psychological science, but its only possible and most promising future.

Background. The relevance of the work is connected with the significance of L.S. Vygotsky’s early studies both for the formation of the foundations of the cultural-historical approach in psychology and theoretical and methodological principles of modern research on the psychology of art.

Objectives. The aim is to determine the peculiarities of the approach to the study of aesthetic response in Vygotsky’s work “The Psychology of Art”. Identification of substantive aspects concerning Vygotsky’s research “method” is important for studying the psychological uniqueness of artistic experience. The theoretical and ideological contexts that determine the ambiguity of assessments of “The Psychology of Art” by Russian psychologists are established.

Study Participants. The original text of Vygotsky’s dissertation “The Psychology of Art. Analysis of Aesthetic Reaction” (archive of the Vygodsky family), subsequent editions of “The Psychology of Art”, critical articles by leading Russian psychologists on the “The Psychology of Art”.

Methods. Critical historical theoretical analysis, comparative textual analysis of the original text of Vygotsky’s dissertation “The Psychology of Art. Analysis of Aesthetic Response” (archive of the Vygotsky family), subsequent editions of “The Psychology of Art”, critical articles by leading Russian psychologists regarding “The Psychology of Art”.

Results. It is shown that in “The Psychology of Art” when studying the peculiarities of aesthetic reaction and cathartic experience Vygotsky uses not only the principles of structural, functional and genetic analysis of the artwork, but also a wide range of psychotechnical techniques aimed at interpreting the meaning of the artwork. At the same time, the peculiarity of his use of methodological principles of reactological and psychoanalytical approaches, models of mental experiment in analyzing psychological features of the artwork impact are revealed. It is revealed that the subsequent critical evaluations of “The Psychology of Art” were clearly influenced not only by the theoretical attitudes of various authors, but also by ideological connotations (“ideological filters”, “mechanisms of social protection of the text”, etc.). A shift in the substantive critical assessments of the work was recorded: from the dynamic analysis of artistic experience (“waste of energy”, “explosive reaction”) to the tasks of personal meaning to resolve affective contradictions arising in the perception of different levels of the organization of the artwork. It is shown that it is the attitude to the socio-biological type of human development that determines the pathos of the study of “The Psychology of Art” as a “social technique of feelings”.

Conclusions. In “The Psychology of Art” the main range of questions about the mechanisms of sign mediation of emotional mental processes and meaning-making is fundamentally worked out.

Background. The current publication presents the text of three previously unknown letters from L.S. Vygotsky to E.I. Heifetz, which were written by him in 1918, 1920 and 1921. A psychological analysis of the letters was carried out in the context of the author’s life at the time of their writing.

Objectives. The goal is to disclose previously unknown aspects regarding the personal and professional development of L.S. Vygotsky.

Methods. Analysis of archival documents in comparison with biographical materials from the period of Vygotsky’s life under study.

Results. The letters represent a unique source for understanding the experiences and moral and ethical views of the young Vygotsky: in them he provides reflections on his “Life’s Work”, the personal choices and social “sacrifices” required for its realisation and talks about the mystery of personal feelings. The analysis shows how these feelings and Vygotsky’s life views changed over time.

Conclusions. The analysed letters, along with characteristics of relationships within the family and in the microsocial environment, reveal the uniqueness of Vygotsky’s self-perception and personal self-determination in his youth.

Background. Currently, different versions of Russian and foreign concepts are being developed in a single scientific field. In this context, the high heuristic potential of L.S. Vygotsky’s concept is revealed as his ideas are in tune with the challenges of information culture.

Objectives. The goal of the current work is to present the integrity of L.S. Vygotsky’s concept of culture and the variability of his ideas about emotional experience, sign and tools, the social situation of development, crises at different periods and in different situations in the development of science. The connection between continuity and change over time makes Vygotsky’s concept flexible and productive for a digital society.

Methods. The historical-genetic approach, historical hermeneutics and categorical analysis are used to trace the internal logic and stages of the formation of L.S. Vygotsky’s scientific views, as well as to outline his opponents and the origins of his methodology and discoveries.

Results. Personal and sociocultural (temporary) factors in the emergence and development of the concept of L.S. Vygotsky were analysed. The role of the initial works on the psychology of culture and theatre in the formation of psychological concepts of emotional experience and personality was shown. A holistic picture of the dynamics of the scientist’s views on the development of psyche, the role of the tool-sign, the social situation of development and crises, as factors that determine the boundaries of possible personality changes, the connection between affect and intelligence throughout ontogenesis was presented. The transformation of the concept of interiorisation, which becomes one of the central ones for the development of the psyche in a digital society, was revealed.

Conclusions. Variability over time and, simultaneously, the fundamental integrity of L.S. Vygotsky’s approach to culture in its various forms (word, sign, emotional experience, theatre, society) are the basis for the high productivity and creative potential of his ideas, which make it possible to transform them in different social situations of the development of science. The personality of the creator in the context of his life and the life of his ideas gives possibility to interpret it in terms of the psychology of drama, expanding the boundaries of analysis and incorporation of the scientific worldview and concepts of L.S. Vygotsky in modern psychology.

Background. The identification of key periods of development in cultural-historical theory is not just a task of historical interest. It may help to reconstruct the logics and the moving forces in the development of Vygotsky’s theoretical approaches at different periods and may thereby help to improve understanding of key concepts and principles. The area of dialogue to which this article contributes is contemporary perception of cultural-historical theory.

Objective. The aim is to analyse and reconstruct the evolution of theoretical thought of L.S. Vygotsky.

Methods. The research involved analysis of texts by L.S. Vygotsky, relating to different stages of his scientific path, biographical materials, analytical publications of authors studying the works of L.S. Vygotsky.

Results. As literature shows, there is a tendency to highlight some periods of Vygotsky’s theoretical path while underestimating others. In some cases, this limits the development of a holistic evolutionary approach to cultural-historical theory. The article begins with a description of the key stages of Vygotsky’s theoretical evolution with an emphasis on continuity and discontinuity. Then it presents and critically discusses two examples of perception of Vygotsky’s legacy, which are Gonzales Rey’s (2011) identification of “defining moments in Vygotsky’s work”, and Engeström’s (1987, 1990) account of “three generations of CHAT”.

Conclusions. Cultural-historical theory is a powerful living and developing theory which provides rich and strong theoretical and experimental tools for contemporary generations of researchers. New dialogues are required: however, a holistic evolutionary approach to the history of cultural-historical theory should remain on the agenda.