Articles

Background. Theatrical activity as a collective form of interaction and as a variant of “communication with art” can help adolescents develop the need to communicate with their peers, form novel cognitive and personality traits of the aesthetic sphere, promote creativity and self-awareness, meeting the needs of modern society.

Objective. The goal is to reveal the relationship between the adolescent’s preferences in forms of communication with “engagement with beauty” (of nature, art, moral behaviour), creative potential and the peculiarities of the self-awareness development among students in theatrical institutions.

Study Participants. The study involved 50 teenagers aged 13 to 16 years (M_age = 14.6; SD = 1.6), students of grades 7–9 of the Moscow school with theatrical training. Two contrasting groups of school students, engaged and not engaged in theatrical activities, were organized.

Methods. The research applied the “Questionnaire to determine the profile of participation in extracurricular activities”, “Assessment of a teenager’s relationship with the class”, the Russian version of “the Engagement with Beauty Scale”. Methods of activity products analysis included the modified and adapted version of “the Creativity Assessment Packet” and “Free self-description” on the topic “Who am I, what am I”.

Results. The study revealed facts indicating that adolescents involved in theatrical activities prefer collectivistic and pragmatic forms of communication with peers, come up with creative ideas more often, and have more pronounced structural characteristics of self-awareness. “Engagement with beauty” is better expressed at the level of the final scale score as compared to the results of the adolescents who are not engaged in theatrical activities, preferring collectivistic and individualistic forms of communication. Significant negative relationships were obtained between the individualistic form of communication and the subscales of “emotional engagement” and the beauty of moral actions, as well as with such characteristics of self-awareness as “social relations” and “time perspective”.

Conclusions. The study revealed significant relationships between forms of communication and indicators of cognitive and personality spheres: participation in beauty, creativity development, and structural characteristics of self-awareness for “theatrical” adolescents. The prospects of the study are related to increasing the reliability of the results obtained and expanding the research methods.

Background. An analysis of foreign literature covering the models of aesthetic experience (AE) revealed a number of limitations: the absence of nonlinear dynamics, multi-level processes and integration of personality traits; to overcome these limitations, we developed a System-Dynamic Model of AE (SDM-AE).

Objective. The aim is to conduct an empirical verification of the predictions of the SDM-AE, based on the material of new media art and non-academic erotic paintings.

Study Participants. The study involved 750 respondents aged from 16 to 38 years (MAge = 23.86; SD = 6.53), about 84% of them are women — students of Stroganov's University, Moscow Institute of Psychoanalysis and school students from Moscow.

Methods. The study engaged the structural equation modeling, as well as psychodiagnostics tools to measure the following constructs: aesthetic emotions, aesthetic judgments, art interest, aesthetic experience, engagement with beauty, attitudes towards technology, implicit theories of creativity and attitudes towards sex. Linear regression and mediation analyses were used to process the data.

Results. The mediation analysis showed that aesthetic judgments are mediating variables between attitudes towards sex, attitudes towards technology and aesthetic emotions, the integration of flow dispositions into SDM-AE is shown. Universal personal variables that are actualized regardless of the content of the material are revealed. It is shown that the AE of new media art directly predicts a positive attitude towards technology, aesthetic responsiveness and contributes to the development of implicit theories of creativity.

Conclusions. Empirical verification of the SDM-EO allows us to conclude that the model is valid, and the results obtained contribute to the development of Russian psychology of art.

Background. The involvement of the motor component in the perception of musical intonation is emphasised by leading researchers in this field of music psychology and musicology. However, these theoretical positions require empirical research and confirmation.

Objective. The aim of the study was to hypothesise the role of motor similarity in the formation of musical perception. It is presupposed that the emotional and personal involvement of the listener is increased due to the motor experience of music.

Study Participants. Seventy-six people took part in the study (10 men and 66 women with an average age of 30). 35 participants were involved in the main group and the other 41 respondents constituted the control group.

Methods. A between-groups comparison design was used: the control group listened to a lecture or conference papers on psychological topics between the first and second music listening sessions, while the core group participated in a musical movement masterclass. Participants in the experimental group were asked to respond to the music with a movement. Free descriptions were used and qualitatively evaluated by experts according to categories.

Results. The effect of the inter-factorial interaction (group factor and number of listening sessions) on the categories of emotional and personal involvement and perception of intonational development in music is shown. Pairwise comparisons of each participant's descriptions revealed that the main group had significantly more changes related to the change in perceptual position (from external to internal), the manner in which the music was described, and the transformation of the visual image were significantly more frequent in the main group.

Conclusions. The perception of music in improvisation with motor imitation is characterised by a greater emotional and personal involvement: the listener's attitude to music changes, as does their connection with and personal significance of the music they experience. The role of motor likeness in enabling the perception of intonational development in music is demonstrated. When participants who listened to music without movement listened to it again, the changes in their descriptions were mainly related to the transformation of visual images.

Background. The relevance of the subject is expressed in the analysis of the phenomenon of counter-emotion from the perspective of plot (actor's action) and storyline (its psychology) "short circuit". The biblical scene "Kiss of Judas", known for the moral transformation of one of the apostles, was selected to represent this phenomenon.

Objective. To detect Judas' counter-emotion in his be(haviour)trayal as depicted in European painting and sculpture.

Study Materials. For this study, European artifacts dating back to the period from late 13th to 16th centuries were selected, a time when the discussed subject was developing and reaching its classical stage. Additionally, works of the second half of the 19th century and throughout the 20th century were analyzed, where the fact of Judas' betrayal acquired a renewed tragic dimension.

Methods. In analyzing the Judas' personality, the method of Lev S. Vygotsky was applied, which the author initially defined as an aesthetic and psychological approach. However, it was later concluded that the most concise and comprehensive term would be the method of plot and storyline "short circuit". By problematizing the antagonist's connection to his actions, the author formulated a hypothesis regarding the differentiation of possible aspects of his emotional experience.

Results. Based on the analysis of visual archetypes established within the New Testament biblical topos "Kiss of Judas", the principles specific to its psychological component were identified: 1) accusatory and caricatural— "the cowardly turncoat"; 2) accusatory and tragic — the traitor-provoker; 3) accusatory and grotesque — the traitor characterized by greed or sadism.

Conclusions. The analysis of Judas' image in painting provides grounds to discuss a stable paradigm of understanding evil, which, in interaction with good, becomes a moral criterion in the individualization of author concepts as modeling one's own vision of the world. In the Judas' kissing, evil serves as a unique psychological index anticipating the growing tragedy of society.

Background. The article studies the relationship between Y.L. Moreno's psychodrama and post-dramatic theater in the context of modern sociocultural demands. A synthesis of therapeutic and artistic practices gains special importance with the growth of individualization, digitalization and emotional alienation. Both psychodrama and post-dramatic theater offer alternative ways of understanding human experience — through action, spontaneity and deep emotional engagement, making them powerful tools in an era of crisis in traditional forms of communication.Based on the analysis of modern theatrical forms, the points of intersection with psychodrama are identified, which expands its toolkit due to the integration of visual, spatial and technological elements. Psychodrama, created by Y.L. Moreno, and post-dramatic theater, described by H.-T. Lehman, represent complementary directions, combining dramatic action, emotional reflection and experiments with reality.

Objective. The purpose of the study is to identify the theoretical and practical intersections of psychodrama and post-dramatic theater, as well as to assess their potential for creating new therapeutic and artistic forms.

Methods. Theoretical analysis of works on psychodrama and post-dramatic theater.

Results. Theoretical analysis of psychodrama and post-dramatic theatre has identified significant points of intersection that create space for the creation of new interdisciplinary practices. These methods reinforce each other, opening up pathways for personal transformation and artistic expression, and create the conditions for deep emotional work in both therapeutic and theatrical contexts.

Conclusions. Post-drama theater enriches psychodrama with visual, spatial and technological tools, enhancing its therapeutic potential.

Background. The theoretical significance of the work is determined by the lack of research on small project groups. The practical significance is determined by the need to identify factors of effective interaction in conditions of intense creative activity in the context of the modern film production system. Studying the specifics of intra-group relations in a film crew can contribute to more effective interaction between team members, reduce conflicts and increase overall productivity on the set.

Objective. The goal is to study the peculiarities of intragroup relations in film crews, as well as to identify personal qualities characteristic of leaders in these groups.

Study Participants. 60 members of creative film crews from five different projects took part in the study.

Methods. To study intragroup relations, we used the technique "Sociometry", which included 12 questions concerning professional cooperation, interpersonal relations, and organizational abilities. The Kettell 16 PF questionnaire was used to diagnose personality traits.

Results. The specifics of the choice of leaders and outsiders in film groups, as well as the main personal characteristics of group members who are referred to these categories, are revealed. It is shown that in the sphere of professional relations and organizational abilities the leaders were the actual group leaders, while the outsiders were the representatives of different status and professional workshops. The personal profile of leaders is characterized by marked emotional sensitivity. The main difference between leaders and outsiders is related to the level of empathy development. The situations in which one and the same participant became both a leader and an outsider in different projects are considered with the instability of sociometric status in the conditions of temporary teams being outlined.

Conclusions. The findings emphasize the importance of personality factors in maintaining a productive climate in the film crew and can be used when forming teams and selecting key personnel in similar project teams.

Background. The article covers the problem of psychological content of theatrical pedagogy. The authors note that as theatrical pedagogy is widely used as a method, it is important to clarify the goals it can be aimed at.

Objective. The purpose of the article is a scientific discussion of the psychological effects that can be achieved with the help of theatrical pedagogy. The authors highlight at least six blocks of analysis.

Results. The article analyzes the results of using theatrical pedagogy in practical activities when working with children, as well as some studies devoted to the evaluation of this method of work. The authors consider the discussed results from the point of view of the cultural-historical approach proposed by L.S. Vygotsky.

Conclusions. As a result of the analysis, the authors come to the conclusion that theatrical pedagogy has enormous potential for the general mental and personal development of a person. Theatre pedagogy allows developing the cognitive sphere of the student, emotional processes, influencing the behavioral sphere, influencing the development of communication. In addition, theatre pedagogy allows developing skills of joint activity and reflection. Moreover, all these pedagogical results do not contradict each other, but can be achieved in parallel and simultaneously. At the same time, theatre pedagogy as a way of work has a very wide variability and flexibility. Depending on the goals set, this pedagogy can be implemented in different ways. However, with an incorrect goal setting and use of the method, theatrical pedagogy can be not only useless, but even harmful.

Background. Despite the interest of the scientific community in the phenomenon of self-presentation, the relationship between ideas about the profession and strategies of self-presentation of the individual remains insufficiently studied.

Objective. The study is aimed at identifying the relationship between ideas about the profession and self-presentation of street theater figures, with an emphasis on the specifics of the image of the profession of a street theater actor.

Study Participants. The study was conducted based on the analysis of 156 Internet self-presentations of contemporary Russian street theatre figures, posted on websites and official theatre pages in social networks; in public channels, theatre company chats and online communities of street theatre figures.

Methods. The main empirical methods of the study are content analysis, observation. When assessing the relationship between ideas about the profession and self-presentation, the method of classification of strategic self-presentation tactics by E. Jones and T. Pittman was used. The relationship between non-strategic self-presentation and ideas about the profession was assessed based on the dramaturgical approach to social interaction by E. Goffman and the concepts of "auto-involvement", "spoiled identity", "role-free behavior" developed by him. The method of metasemantic analysis by A.G. Kozintsev was used as a diagnostics of comic narratives of self-presentations. The basis for constructing a diagram of the relationship between ideas about the profession and self-presentation was the model of schismogenesis by G. Bateson.

Results. In numerical terms, strategic self-presentations significantly exceed non-strategic ones. Auto-parodic self-presentations are the least common form of communication among street theatre actors and the most popular form of creative business card for street theatre actors. Restrained reactions of members of the professional community to auto-parodic self-presentation signal a violation of the presenter's "communicative postulates", giving grounds to classify it as a type of auto-involvement that goes beyond strategic self-presentation.

Conclusions. The presence of self-parody, roleless or open behavior in the self-presentations of contemporary Russian street theater actors indicates a significant impact of comic roles of street theater actors in the formation of the image of the profession. The results of this study may be useful for street theater actors, theater company managers, and specialists studying the problems of self-presentation and professional identity.

Background. Despite growing interest in the psychological aspects of art perception, empirical studies on this subject remain scarce in both Russian and international psychology. This is particularly true regarding theatrical perception.

Objective. This study examines the emotional-semantic score of audience perception through an analysis of P.N. Fomenko’s theatrical play “An Absolutely Happy Village”.

Study Participants. The study involved 50 audience members (74% female, aged 16–60: 46% 19–25 y.o.; 30% 26–45 y.o.; 18% 46–60 y.o.). Over half of the respondents (54%) held higher education degrees, while 30% had incomplete higher education. Participants demonstrated high theater engagement: 72% had attended performances more than twice in the preceding six months.

Methods. The research is grounded in L.S. Vygotsky’s conceptual approach to aesthetic response analysis and the distinctive nature of cathartic art experiences. The study employed: (1) comparative analysis of literary text and its theatrical interpretation; (2) an original anonymous questionnaire assessing theater engagement and play-specific perceptions; (3) a custom semantic differential-based tool measuring emotional responses to performance episodes.

Results. Findings reveal how stage interpretation facilitates audience engagement with existential themes. The audience’s emotional score emerges from a dialectic conflict between two affective dimensions: wellbeing vs. distress (reflecting the classical tragic “transition from happiness to misfortune”) and social acceptance vs. rejection of narrative events. Shifts in these “emotional-semantic melodies” stem from the director’s use of dual narrative sequencing in episode construction, enabling viewers to experience the complex emotional score of tragic catastrophe and catharsis.

Conclusions. The study findings contribute to understanding the psychological mechanisms of theatrical impact by revealing patterns in the formation of emotional-semantic perception of stage performances.

Background. The article discusses the current socio-psychological problems of our time: some parallels in the images of love; the confrontation between the city, with its all-consuming civilization, and nature, reviving man; the theme of the creation (transformation) of a new world, initiated by a beloved beautiful woman; the values that save a modern man in a falling world) in the novels of Meir Shalev "Fontanella" and Anna Gavalda "Consolation Game of Petanque".

Objective. The goal is to identify the features of the life world concepts and of the mutual understanding in art. The author wonders why many readers do not understand Shalev and Gavalda. In order to understand this, an analysis of communication in art, presented in the "artistic communication scheme", is proposed.

Methods. To solve the problems posed, a comparative analysis, reconstruction of the positions and life world of the novels' characters, comprehension of situations and problems, as well as their solutions, are carried out.

Results. A scheme of artistic communication is outlined, containing four projections (plans): semiotic, artistic reality, socio-psychological and spiritual (speech), which are considered sequentially. Depending on the type of the work being studied, as well as the specifics of the research task, certain projections come to the fore, and the others are manifested in the structure of the content of these works. The interest of writers in the unusual love under consideration is discussed, as well as the reasons for the negative assessment of the analysed works.

Conclusions. The author suggests that in modern culture there is a search for a new concept of love that would, on the one hand, meet the realities and challenges of modernity, and on the other, overcome the shortcomings of romantic love and the ordinariness of family life. One of the scenarios (naturally for a certain audience) is a boy's love for an adult woman, which lasts throughout his life. The difficulties in understanding many works of art and their characters are connected with the experiments of writers who are in search of a new artistic form.

Background. The development of the aesthetic paradigm in modern psychology implies the convergence of the languages of science and art in the cognition of social phenomena in a changing society.

Objective. The aim is to reveal the performativity of art and artistic creativity in the logic of psychological aesthetics of L.S. Vygotsky. Artistic creativity not as much mimetically reflects but rather creates and models psychological states and social processes.

Methods. The methods of historical and comparative analysis of psychological and aesthetic concepts are used; the poetics of the "Silver Age" is interpreted from the standpoint of qualitative methodology in psychology, as the implementation of modernism in Russian culture, anticipating the radical revolutionary changes of 1917.

Results. Based on the conducted psychological study of the art of the "Silver Age" (literature, philosophy, painting, music, dance), the thesis is proved that art performs not mimetic functions of representing the past, present and even future, but above all performative functions. Art acts as a kind of crystallization of the collective experience of society and culture that gave rise to them; at the same time, the image of the world constructed in artistic creativity can have a reverse effect on social reality and transform it, as happened in the art of Russian modernism of the early twentieth century, which became an active participant in the fall of the tsarist regime.

Conclusions. The conducted theoretical and methodological analysis of the performative function of the psychology of art has important consequences for the further development of the concept of social cognition as the construction of the image of the social world in the transitive society. From the point of view of A.N. Leontiev, the image of the world is "scooped out" from reality, however, as G.M. Andreeva suggested, it can resist and even diverge from it under the influence of social changes. In such an epistemologically complex situation, social cognition through art, semiotically close to magic and magical thinking, which allow the subject to symbolically comprehend the transformations of his everyday life and restore mental control over it, acquires special significance.

Background. The shortage of research on children's perception of cartoons at preschool age defines the special relevance of the work.

Objective. The work is aimed at identifying the peculiarities of preschoolers' perception and understanding of the main cartoon characters: the content of their thoughts, emotional states, motives for actions. The research focuses on the analysis of the phenomena of dynamics of meaning formation in the attitude of children to the main characters in the context of events of the film narrative.

Study Participants. The study involved 60 children aged 5 to 7 years (from 60 months to 86 months; Mage = 72.3; SD=7.63): 30 boys (from 60 months to 86 months; Mage = 73.3; SD = 7.94) and 30 girls (from 62 months to 86 months; Mage = 71.3; SD = 7.31), attending kindergartens.

Methods. Half-structured interview with open-ended questions was applied. The cartoon "The Old Toy" directed by V. Samsonov (1971, running time: 9:42) was used as the research material. The script was written by V. Livanov.

Results. 1. By modeling the content of the character's thoughts in different scenes of the cartoon, children rely on his reflections on his physical disabilities; on the subsequent line of the character's behaviour within the framework of the film's plot; on the nature of the conflict with another character; on the content of the character's reflection on his experiences, on the moral and ethical aspects of behaviour. 2. Preschoolers' assessment of the character's emotional state in a conflict situation includes a wide range of the character's feelings: empathy, rejection, jealousy. 3. Preschoolers' explanation of motives of the character's actions is based either on objective reasons (it started raining, it got dark) or on subjective motivations: character's goals, his emotional states, attitude towards another character, reaction to actions and states of another character. 4. A number of phenomena related to the dynamics of meaning-formation processes in children's perception of cartoons have been identified: "lasting affect" (transferring the content of experiences from one episode of the film to another); "anticipatory experience" (emotional prediction of film events), "emotional release" (cathartic experience of opposite emotional tendencies).

Conclusions. A complex multilevel semantic structure of understanding cartoon characters including their thoughts, experiences, and motives for actions has been revealed. A number of phenomena of semantic formation in the process of children's cartoons perception are characterized, which make it possible to clarify the structural features of film storytelling and the functions of artistic techniques oriented at the emergence of a cathartic experience in a child.

Background. The article touches upon the acute psychological and pedagogical issue of the child's transition from preschool play to school education.

Objective. The goal is to show the possibility of such a transition in the process of teaching the author's course of developmental teaching in literature, aimed at educating a cultured reader capable of conducting a dialogue with the author, mediated by a literary text. In order to do this, the child has to master practically the interconnected positions of the author and the reader, as well as the auxiliary positions the "critic" and the "theorist".

Study Participants. 27 students of the Moscow school № 91 took part in the classes, held over two years (in the first and second grades) according to the programme "Literature as a subject of the aesthetic cycle" by G.N. Kudina and Z.N. Novlyanskaya.

Methods. The analysis of the psychological content of different types of children's play as a source of prerequisites for artistic development was applied along with the qualitative analysis of lesson protocols during classes ensuring the transition from play to learning.

Results. The article provides a brief psychological description of the mentioned positions. The difference between a game aimed at mastering conceptual content — and a game that develops into the creation of an artistic image is shown. The stages of development of children's play from subject-procedural to "directing" and the prerequisites for artistic development that a child acquires in each of them are considered. The stages of the child's gradual transition from the position of a participant in the game to the position of the author and reader (viewer) are described. The protocols of classes in the first and second grades are analyzed. Particular attention is paid to the moments of generation of the artistic concept, the task of the child's transition to the character's point of view, the appearance of a viewer absent in a regular game, and a discussion of the results of the game.

Conclusions. It is shown that under appropriate conditions, the game becomes a space for a smooth transformation of gaming activity into educational activity and introduces the child into the position of the author and reader of works of art. This outlines the path of such a transition from play to learning, in which the cognitive and emotional experience of a preschooler acquired in the game is not devalued, but is included in further development.

Background. The inner work of the personality, which makes a decisive contribution to personality development and can lead to equally significant results in overcoming personality crises, as well as psychotherapy, remains practically unrevealed. In particular, the role of works of art in the facilitation of the inner work remains unstudied.

Objective. The goal is to identify the conditions under which a literary text becomes or does not become a facilitator of the inner work of the personality, as well as to describe the process of facilitation in a dramatic improvisation group.

Study Participants. Sixth-year psychology students who participated in a dramatic improvisation group (N = 11) or independently read an excerpt from J. Cabret's novel "I Confess" (N = 6) were involved in the study.

Methods. The method of dramatic improvisation based on works of art, the analysis of reflexive responses of participants in a dramatic improvisation group, the analysis of a literary text, as well as the theoretical analysis of scientific literature were applied.

Results. The literary text we chose turned out to be emotionally "difficult" for psychology students and did not become a facilitator of the personality inner work for the study participants who simply read it. However, this same text turned out to be a facilitator of the personality inner work for all the study participants who worked with it in the format of a dramatic improvisation group. At the same time, the path of inner work when encountering the text in the format of such a group includes five stages: at the first stage, resistance is overcome before the immersion into the "difficult" text, at the second stage, the readers live through their experiences with the characters of the work, at the third stage, universal meanings, experiences and questions are revealed in the work, at the fourth stage, improvisation occurs, allowing one to feel one's own position in the value-semantic world of the work, at the fifth stage, a person begins to "read" the personal experience with the help of the work.

Conclusions. The notion of the inner work of the personality in the concept of A.N. Leontiev is comparable with a number of concepts used in modern psychotherapy and philosophical practice. A literary text can act as a facilitator of the personality inner work if the readers manage to see universal meanings and problems behind the story of specific characters and "read" their own experience through this prism. In the case of emotionally "difficult" texts, the practice of dramatic improvisation based on literary works can help pave the way from the text to the inner world of the reader.

Background. The archetypal approach in literary studies contributes to understanding the symbolic structure of literary texts. The study of archetypes in European and American literature of the early 20th century allows us to study the connection between the individual and collective unconscious.

Objective. The goal of this research is to consider the features of the construction of the conflict in the plot of Booth Tarkington's novel "Gentle Julia" in light of the concept of archetypes by C.G. Jung.

Methods. The study analyzes the activities of the characters in the fictional text from the standpoint of analytical psychology and the concept of archetypes by C.G. Jung.

Results. Archetypal analysis of literary characters allows us to identify the origin and reasons for the formation of universal behavioral patterns in accordance with the family environment, personal experience, the uniqueness of the cultural context, the education system, and biological factors. The materials of the article can be used in preparing lecture courses on the "History of World Literature" and "Psychology of Artistic Creativity".

Conclusions. The application of the theory of archetypes developed by C.G. Jung and his followers to the study of texts created in the era of modernism opens up new perspectives for understanding the deep meanings and cultural context of the era. Archetypes are not static; they are subject to transformation under the influence of a particular culture and idiostyle.

Background. The image of a "small", "minor" actor is of little interest to the audience and culture. This article focuses on an actor who remains in the shadow of genius, who does not bear the image of greatness, who is helpless and doomed. This actor plays roles that are far from characteristic, expressive and the sacred awe of the crowd. However, this is a person with ambitions, demands, which first turn into vain hopes, then into crisis decisions, revealing the horror of the stage existence.

Objective. The study aims to examine the self-perception of the "small" actor within the context of the role of emotions in cognitive processes and creativity, as they are intertwined with the history of ideas and the empiricism of artistic existence.

Methods. The solution of the tasks set in the article required an integrated approach to the development of the research methodology. The comparative-historical method allowed us to identify the patterns of development and evolution of the phenomenon of interest to us; to trace the continuity of literary practices in the aspect of aesthetically and ideologically motivated ideas about the problem of the "small" actor. We also use the comparative-contrastive method in analyzing the specifics of the artistic presentation of everyday or historical phenomena.

Results. The study is connected with the expansion of ideas about theatrical art in one of its dramatic aspects, it becomes a kind of a warning for actors, debunks the established mythology of stage craft and demonstrates the physical and mental metamorphoses of an actor who has not achieved recognition. The materials of the article can be used in the preparation of lecture courses on "The History of Theater" and "Psychology of Artistic Creativity".

Conclusions. The literary plot of the "minor" actor clearly demonstrates that the real order of things — the stage biography of the literary image of the actor — destroys the formula of K.S. Stanislavsky, turning it into a model of the impossible. If we follow the concept of the great director, we find an accentuation on the rise of the actor from a microscopic role to a grandiose stage victory. The literary history of the "small" actor clearly demonstrates the utopian nature of the statement of the classic of the theater, his focus on myth-making. The preference for deviant behaviour by "small" actors becomes an act of protective ritual, an instrument of communication with a world that does not want to accept you.

Background. The problem of contemplation has only recently begun to be developed by psychologists. However, contemplation itself as a phenomenon of spiritual and practical order and as a subject of philosophical comprehension has always attracted attention. At the same time, the understanding of its place and role in the knowledge of the world has been fundamentally different.

Objective. The article attempts to describe the specifics of contemplation in art and to show its leading role in artistic creativity.

Methods. Analysis of psychological, philosophical, theological literature on the topic of the study, self-reports and statements of masters of art were used.

Results. The methodological reasons that make it difficult to study contemplation by the methods familiar to science are considered. It is shown that understanding of this phenomenon and recognition of its reliability is possible in the presence of one's own similar experience. The analysis of self-reports and statements of outstanding masters of different kinds of art has shown that contemplation requires the artist to overcome the boundaries of the previous experience and gives the experience of direct unity with the world, which is a necessary condition for the origin of creative idea. The specificity of "artistic" contemplation lies in its sensual and supersensual nature and in the special meaning that the directly perceived image of an object or the world as a whole has in art.

Conclusions. Contemplation and activity are necessary and interrelated sides of the creative process. In the absence of the contemplative component, activity becomes reproductive. This conclusion is significant for the artist's self-education, as well as should attract the attention of art pedagogy, which is focused almost exclusively on the activity component of mastering art professions.

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.

Background. There are very few modern studies on the psychology of the actor and they are mainly based on the study of individual personality traits of actors. The current article discusses L.S. Vygotsky’s approach to the psychology of the actor and presents the results of a comprehensive study of the personal characteristics of student actors. Peculiarities of professional activity and the modern socio-cultural situation was taken into account in the interpretation.

Objectives. The research is a complex analysis of personal characteristics of actors during the early stage of mastering their professional activity.

Study Participants. The study involved second and third year students of the acting faculty of the Institute of Contemporary Art (Moscow); a total of 76 people (39 girls, 37 boys), with an average age of 20.2 years.

Methods. R.B. Cattell 16 PF personality questionnaire, Eysenck EPI personality questionnaire adapted by A.G. Shmelev, short Big Five portrait questionnaire “B5-10” (authors M.S. Egorova and O.V. Parshikova), short Dark Triad questionnaire (adapted by M.S. Egorova, M.A. Sitnikova, O.V. Parshikova), A.A. Megrabyan empathy questionnaire, and the integral indicator “expert assessment of abilities” were used in the study.

Results. As a result of a factor analysis of the respondents’ indicators for all the methods used, the following 10 factors describing 69.9% of the total cumulative dispersion were identified: F1 “emotional excitability, plasticity”, F2 “sensitivity to moral constraints”, F3 “empathy”, F4 “openness to experience, trying oneself out”, F5 “publicity”, F6 “frankness, sincerity”, F7 “emotional joining the group”, F8 “insightfulness”, F9 “individualism”, F10 “free-thinking”. The identified factors are interpreted as specific personal formations involved in the realisation of acting.

Conclusions. The personal characteristics discovered in the study are considered from the point of view of the content and organisation of the actors’ training process. They can act as an alternative to the traditional approach aimed at the development of actors’ individual mental functions. Consideration of specific psychological vectors of personal development of student-actors as a basis for the proposed in training etudes and exercises shifts the focus of training on the image of character as a semantic unit of psychotechnical training.

Background. The term “family pain” is used in family system psychotherapy to refer to the emotional state of members in a dysfunctional family. Despite the widespread use of this term in practical psychology, the structure of the phenomenon of “family pain” has not yet been described and introduced into clinical and family psychology. This study provides a scientific substantiation of the psychological construct “family pain” in the etiology and functioning of codependent behaviour based on the cultural-historical approach of L.S. Vygotsky.

Objectives. The aim is to characterize the concept of experiencing “family pain” based on a cultural-historical approach, and also to analyse the characteristics of experiencing “family pain” among people whose parents were alcoholics.

Study Participants. The sample included adults who were conditionally mentally healthy (N=52; 11 men and 41 women; Mage=24.5 years, SD=4.4), who grew up in alcoholic families and regularly attended the 12-step rehabilitation programme “Adult Children of Alcoholics”.

Methods. A phenomenological analysis of the motives for people applying to the 12-step rehabilitation programme “Adult children of alcoholics”.

Results. Individuals who grew up in alcoholic families describe “family pain” as a constant experience that accompanies them throughout their lives, due to traumatic childhood experiences in the past. Six motives for applying to the self-help rehabilitation programme “Adult Children of Alcoholics” for people who grew up in alcoholic families and experienced “family pain” were identified. They included: to overcome difficulties in communication, to cope with the death of parents, to find support and approval, to find people with similar experiences, to justify one’s own failures through the illness of a parent, to cope with current negative states connected to childhood experiences. It has been shown that attending rehabilitation programmes can both help a person to cope with the experience of “family pain” and strengthen fixation on the negative experiences of childhood.

Conclusions. The process of experiencing a common family problem by people whose parents were alcoholics can be presented and described as a special systemic psychological construct “family pain”.

Background. Vygotsky’s idea of the affect and intellect unity continues to be developed empirically. Much attention is paid to the child’s emotional development, which affects social and academic effectiveness. Knowledge regarding the relationship between language and emotional development within the social situation helps to better understand the developmental characteristics of preschool children in general and create the necessary corrective programs.

Objectives. The aim is to study the characteristics of the relationship between language and emotional development (based on the general and emotional vocabulary size) and the level of emotion understanding at preschool age.

Study Participants. The study involved 341 children aged 57 to 90 months (M = 75.42 months; SD = 7.65 months). 170 children were from the senior groups of the preschool educational institution (M = 69.09 months; SD = 4.4 months), and 171 children were from the preparatory groups of the preschool educational institution (M = 81.67 months; SD = 4.2 months).

Methods. To assess the general vocabulary size the Peabody Picture Vocabulary Test was used. To assess the volume of active and passive emotional vocabulary, the Roepstorff “Emotional Vocabulary” test was used. To assess ability to understand emotions in preschoolers, F. Pons’s “Test for Emotions Comprehension” method was used.

Results. It was found that age is significantly associated with indicators of general and emotional vocabulary size, as well as with the understanding of emotions in all identified aspects. Different levels of emotion understanding have different relationships with vocabulary, both general and emotional. An important result is the identification of the significance of the contribution of active rather than passive emotional vocabulary to emotion understanding, suggesting a significant role of verbalisation of the emotional state, helping preschoolers to better understand emotion.

Conclusions. The study showed that language development influenced the understanding of emotions in preschool age. At the same time, with age there is an increase in the size of children’s general and emotional vocabulary, as well as their ability to understand emotions.

Background. L.S. Vygotsky’s vision of teaching and learning, which enables child development, remains useful for problems face by the modern-day school. Today, one of the central duties of education is, from the beginning of schooling, to lay the foundations for obtaining the ability to learn. Ability to learn is demonstrated when a person is faced with meaningful task, understands what is needed to solve it and knows how to compensate for their own limitations. Ability to learn is one of the aspects of human agency i.e., the ability to have and the self-perception of the ownership over one’s behaviour. This ability is manifested in children at a very early age and education can both strengthen and weaken, or even totally preclude its development. Agency in learning, which is the basis for future ability to learn, can enter the zone of proximal development (ZPD) as early as primary school age, but only in certain educational environments.

Objective. The current research is focused on the relationship between the teaching, learning, and development of the child as a subject of learning activity in the scientific school of D.B. El’konin and V.V. Davydov, who advanced the culturalhistorical theory.

Methods. Clinical studies of setting and solving learning tasks in primary and secondary schools.

Results. This article describes the most significant characteristics of the educational environment, through which the ability to learn can be developed for the majority of students: the content and form of learning activity in the strict, original meaning of this concept, which does not correspond to its everyday use. We highlight the discrepancies between the scientific and everyday meanings of the concepts “learning activity” and “learning task” and clarify the relationship between the structure of the learning task and the structure of the ability to learn. We also describe the characteristic actions of an adult at the stage of designing the learning task and then at the stage of interpsychological interaction with children when setting a learning task and searching for the means to solve it.

Conclusion. Children’s initiative in constructing general methods of action and sensitivity to conceptual contradictions manifest themselves systematically, as an age-related tendency, only when students set and solve learning tasks aimed at discovering and mastering theoretical concepts. Education that provides readymade answers to unasked questions minimizes the opportunity for students to become self-learning agents.

Practical application of the results. The identified discrepancies between the scientific and everyday meanings of the concepts “learning activity” and “learning task” can protect these fruitful concepts from profanation and save their creative potential.

Background. The problem of translating scientific articles into other languages affects not only translators but also psychologists, since the accuracy of translation determines the adequacy of understanding and transferring of scientific concepts.

Objectives. The article focuses on the critical discussion of different variants in translating some concepts of L.S. Vygotsky’s cultural-historical theory into Portuguese.

Study Materials. This article discusses the concepts of the “zona blijaichego razvitia”, “learning”, and “speech”.

Results. The paper considers variations in the translations of L.S. Vygotsky’s concept of the cultural-historical theory into Portuguese. Insufficient attention of translators to the theoretical and methodological foundations of the original scientific text, which generates substantive errors in translation and distorts (simplifies) the content of the original approach, is critically discussed.

Conclusions. Both literary and scientific translation should be understood as an unfinished process that requires constant revision and improvement. The philosophical, ethical and historical ideas of the translated author should be the basis for this. Only in this case will translation contribute to the communication and connection of people speaking different languages.

Background. L.S. Vygotsky’s cultural-historical approach toward children’s psychological development was first developed around one hundred years ago. It now requires re-evaluation in light of new experimental studies that have shown complexity and diversity of the innate psychological abilities of new-borns and infants, as well as other theoretical approaches towards understanding the role of culture and learning in cognitive development. Such a re-evaluation aims to draw our attention to those aspects of human psychology that L.S. Vygotsky, due to the limited empirical knowledge available to him and his early death, was unable or did not have time to illuminate.

Objectives. The aim is to consider L.S. Vygotsky’s concept of natural psychological functions in a new perspective, as a forerunner of the ‘heart’ of human psychology — the living consciousness.

Methods. The research method is a comparative and logical analysis of concepts, illustrated by the results of the author’s and his colleagues’ long-term experimental research.

Results. A distinction between living consciousness, which includes subjective experiences (for example, perceptions, emotions, and creative thinking) and functions according to the laws of magic, and objectified consciousness, into which living consciousness is transformed for consumption by society and culture (for example, scientific concepts, logical thinking, and human artifacts) and which conforms to the laws of nature and formal logic, is proposed. It has been hypothesized that both living consciousness and higher mental functions are genetically related to natural mental functions. Differences between the structure, functions and methods of studying living and objectified consciousness are considered.

Conclusions. Natural mental functions are the psychological basis for two relatively independent but interconnected branches of mental development: living consciousness and higher mental functions. Living consciousness does not obey the laws of formal logic and is the primary source of creative ideas and truly selfless morality.

Background. The study of L.S. Vygotsky’s scientific heritage enables the clarification of the theoretical basis for the role of the social environment in children’s mental development and the key regularities of children’s mental development at varying ages and stages of development in the context of transitivity and the social uncertainty of modern society.

Objectives. The currently article analyses the significance of the social situation of development as an alternative to the understanding of the environment as a factor of development in L.S. Vygotsky’s doctrine of the structure and dynamics of psychological age.

Results. Experience is the indivisible “unit” of the social situation of development as a dynamic unity of personality and environment in the form of age-specific attitude. The experience acts as an integration of affective and intellectual components and acquires features of awareness and meaningfulness as the child’s thinking develops. The social environment contains ideal forms as a standard of historically developed human properties and abilities, determining the greatest originality of the child’s developmental path — the future is already represented in the present and sets the vector for development. The ideal form embodies the age-specific normative content of the developmental potential of higher mental functions at each age stage, being appropriated in the course of cooperation. Experience determines the individual trajectory and the result of development. A comparative analysis of the crises of three and seven years convincingly proves the change in the type of experience: from the child’s singling out of relations and himself as the subject of these relations to the singling out of experiences, their differentiation and realisation of the attitude to Self. The social situation of development determines the boundaries for the zone of the child’s proximal development (ZPD).

Conclusions. Experience realises the child’s active position in relation to the world through the prism of age characteristics. Transformation of the social situation of development, according to L.S. Vygotsky, occurs in the form of changes in the types and methods of experiencing in connection with the development of the motivation and need during the period of age-related developmental crises.

Background. The cultural-historical theory of the development of higher mental functions by L.S. Vygotsky remains relevant and continues to be discussed by specialists from various countries. Its usefulness is largely due to its employment of the dialectical method, the analysis of which is the focus of this article.

Objectives. The aim is to reveal the essence of the dialectical method which allowed L.S. Vygotsky to analyse mental development processes. The first task was to define units of analysis as well as to describe their role when applied to a method. The second task was to show two types of analysis: substantive and structural.

Methods. The dialectical method of analysis was applied in the process of solving theoretical problems. The current article systematically raises questions about the characteristics of the method, the requirements for units of analysis and their properties. Several difficulties with analysing units were summarized.

Results. Dialectical analysis as a method of cognition, as applied by L.S. Vygotsky, was based on an invariant structural representation of the processes of mental development. At the same time, the task of meaningful interpretation of the development of the child’s psyche remained. The solution to this problem was based on the search for units of content analysis that simultaneously had two possibilities: to be invariant to any content and to be included into any content. An analysis of the works of L.S. Vygotsky showed that he considered the relations of opposition as such units.

Conclusions. The use of dialectical analysis by L.S. Vygotsky was associated with the consideration of the studied material on two levels: structural and substantive, as well as in transitions from one level to another. To make such transitions, L.S. Vygotsky identified opposites in the content that interested him. Opposites had both substantive properties and represented formal invariant units independent of specific content, which made it possible to carry out transformations at the invariant (structural) level before returning to the substantive level. As soon as the content of the problem under study was transmitted into a structural plan, it was subjected to dialectical transformations, through the sequential implementation of various operations using opposites. These operations corresponded to the elementary dialectical structures, characteristic of both mental transformations and the processes of various entities in development. Content analysis, which included operating with opposites, allowed L.S. Vygotsky to describe the processes of development of complex structural systems of human consciousness.

Background. The relevance of the stated topic is determined by two circumstances: the need to determine the main directions of the theoretical and methodological reflection of modern social psychology and the task of explaining the socio-psychological aspects of cultural-historical theory.

Objective. Consideration of the relationship between the main ideas of the cultural-historical theory of L.S. Vygotsky and the subject field of social psychology.

Methods. The article uses methods of deductive (axiomatic and hypothetico-deductive) and comparative analyses.

Results. The main theses of cultural-historical theory set the development and instantiation of the subject field of social psychology, starting with the well-known discussions of the 1920s. The main provisions can be identified as follows: the idea of the internalisation of social relations as a constructive mechanism of human socialisation; understanding the process of communication as instrumentally mediated by a system of signs which act as a means for a social subject to master his social behaviour; approval of the idea of human activity in interaction, the finite task of which is the formation of a common system of meanings. Using the example of similarities and differences in the historical views of L.S. Vygotsky and J.G. Mead, the authors analyse the possible range of understandings of interaction contextuality. It was the attention of cultural-historical theory to the analysis of interaction that largely determined the further interest of social psychology in the problem of “personality and/or situation”, the solution to which is still debatable.

Conclusions. The determining role of L.S. Vygotsky’s position for universal social psychology as well as for Russian is associated with the unremitting attention of researchers to one of the fundamental problems in the analysis of man and society, namely, to the problem of human interaction with the surrounding socio-cultural environment. The requirement to consider the social context as a methodological imperative of modern social psychology sets the main direction for the further development of theoretical and methodological reflection. This main direction is the analysis of possible relationships between the social context and social changes, leading to the need for empirical development of two problems: the individual psychological foundations of social choice and a person’s ability to resist the power of the situation.

Background. The editorial article reflects the main concept of the issue of the journal, dedicated to the 90th anniversary of the death of L.S. Vygotsky - an outstanding Russian scientist, whose works had a noticeable influence on the development of psychology and pedagogy in the world.

Objectives. The goal is to demonstrate the relevance of the principles of the cultural-historical approach of L.S. Vygotsky at the current stage of development in psychological and pedagogical science and practice.

Results. The article reveals the content of the publications of the journal issue devoted to the sources of the emergence of Vygotsky’s scientific school, his biography, empirical and theoretical and methodological research carried out in line with the cultural-historical approach. It also displays Vygotsky’s invaluable contribution to the development of education and science in Russia and abroad.

Conclusion. The articles presented in this issue discuss the fundamental principles and postulates of the cultural-historical approach, as well as outline ways of research concretization of the idea of the systemic and semantic structure of consciousness. The significant contribution of the Faculty of Psychology of Moscow State University to the development of research in the field of cultural-historical psychology is especially noted. The wide presentation of the results to the scientific community and their introduction into pedagogical practice are highlighted.

Background. The study of the psychological resources of a person experiencing a life-threatening disease is important due to the increased number of social requests related to improving the quality of a patient’s full-fledged adaptation to life. The effectiveness of coping with the psychological consequences of a serious illness is determined by the system of internal conditions of the individual as well as by the age characteristics, due to which a subjective assessment of the psychotraumatic situation, the nature of a person’s appeal to potential opportunities are specified.

Objective. The study focuses on human resources when coping with the psychological consequences of post-traumatic stress, depending on age and the characteristics of the life-threatening brain disease (local or vascular pathology of the brain).

Study Participants. 125 people showing no signs of cognitive deficits and who have given their informed consent were involved in the study. Of those, 64 people had a diagnosis of benign meningioma (30–70 years), and 61 people were diagnosed with cerebrovascular disease (31–69 years).

Methods. To assess the level of psychotraumatization in respondents, the “Impact of Event Scale” technique was used, emotional and personal characteristics were studied using the Freiburg Personality Inventory and the “World assumptions scale” technique.

Results. It has been established that, regardless of the type of disease, caused by local or vascular pathology of the brain, and the age of a person, a common resource for coping with psychotraumatic experiences is, on the one hand, accepting the situation of the disease and on the other, distancing oneself from experiences that mark it as hopeless, causing despair. For people with symptoms of cerebrovascular disease coping with stress, it is more important to regulate relationships with the outside world and maintain their functionality. While for people with meningioma, a positive self-attitude and the focus on unlocking inner potential, which becomes especially relevant in older age, are more important.

Conclusions. The resourcefulness of a person in a situation of severe illness is determined by the rational nature of emotional self-regulation, including through selective appeal to social support. Specific resources associated with the peculiarities of the stressful situation of brain disease become more significant with age and manifest themselves in the specifics of the personality orientation (outward or inward).

Background. Improving the work on psychological prevention of stagnation in professional and personal development of employees (military personnel) as well as counteracting the spread of negative information and psychological effects provide for professional efficiency and reliability of the personnel of law enforcement agencies.

Objectives. The article is aimed at studying the issues of negative information and psychological impact as determinants of stagnation in professional and personal development of representatives of law enforcement agencies.

Study Participants. The study was conducted on a sample of 163 people (62 police officers, 87 military personnel, 14 employees of the penal enforcement system). The participants are men who have been in office for more than 3 years and are experiencing negative information and psychological effects; the average age is 32.4 years.

Methods. Questionnaire for studying the impact of negative information and psychological effects on the personnel of law enforcement agencies; questionnaires for assessing the stagnation of professional and personal development and assessing the information stress tolerance by V.E. Petrov’s employees were applied. Descriptive statistics, frequency analysis, evaluation of differences using the Mann-Whitney U-test, correlation analysis by Ch. Spearman were used for statistical processing of the empirical data.

Results. With intense negative information and psychological impact, representatives of law enforcement agencies expressed: a subjective feeling of stagnation, loss of motivation for self-realization, awareness of stagnation in development. Such characteristics of personality and behaviour as information intelligibility, moderate information activity and sensitivity to stress, stress regulation of behaviour act as protectors from stagnation under the influence of negative information and psychological effects.

Conclusions. The study found that representatives of law enforcement agencies integrate negative intensive informational and psychological impact into the overall assessment of the level of psychological stress in the service. The etiology and generalization of information stress and stagnation of professional and personal development among police officers, the penal enforcement system officers, and military personnel are largely similar. Countering negative information and psychological effects and overcoming stagnation phenomena in professional and personal development can serve as the basis for a system of prevention of deviant behaviours in the personnel of law enforcement agencies.

Background. The ability to regulate cognitive activity is an important quality of the subject of educational activity. The development of children’s cognitive activity is one of the main tasks of preschool education. Despite all the attention paid to cognitive activity in research, the question of its mediated forms remains open. The study of the influence of cultural means on the cognitive activity of preschoolers will allow solving the problems of its development through the creation of psychological and pedagogical conditions aimed not only at its appearance and support “here and now”, but also at the formation of the ability to independently regulate it.

Objective. The goal is to find out whether older preschool children can independently regulate their cognitive activity, and what cultural means contribute to this.

Study Participants. The study involved 60 children of the seventh year of life (M = 75 months), 25 of them were boys and 35 were girls attending preparatory kindergarten groups in Moscow. Each experimental group included 20 children.

Methods. An ascertaining experiment aimed at identifying the abilities of older preschool children to regulate cognitive activity was carried out. In two experimental groups, different means of regulation were introduced: figurative and verbal. In the third experimental group, the children simply completed the proposed tasks. In total, the children were offered 3 tasks: to make something out of 3 different sets of cubes. The Kruskal — Wallis criterion was used for statistical data processing.

Results. The results obtained in the study indicate that until the end of preschool childhood, the cognitive activity of children in the implementation of productive activities retains a pronounced situational dependence on the characteristics of the material they use. This dependence persists despite the introduction of figurative or verbal means of regulation. Only a small number of children have been found to be able to regulate cognitive activity, which manifested itself as stimulation of its dynamic component.

Conclusion. Most preschoolers 6–7 years have no experience of awareness and regulation of cognitive activity. The emergence of opportunities to regulate cognitive activity is facilitated by situations in which the child identifies oneself as a subject of activity. The most accessible means for older preschoolers to identify themselves as a subject of cognitive activity is an image.

Background. The technique “Emotional Attitude to Dangerous Situations” developed by the authors could become one of the tools for identifying the ability of adolescents and young adults with intellectual disabilities to behave safely, assessing the effectiveness of correctional and educational work on the development of safe behaviour, and also supplementing the ideas of the psychology of safety of various social groups with knowledge about the manifestations of safe behaviour of individuals with intellectual disabilities.

Objectives. The focus is on the development, testing and validation of the method Emotional Attitude to Dangerous Situations designed to study teenagers and adolescents with intact or impaired intelligence.

Study Participants. The adaptation of the technique was carried out on a sample of 117 students with intellectual disabilities: 71 adolescents (М = 12.8 years, SD = 0.82 years, 42 boys and 29 girls), 46 youth students (М = 16 years, SD = 0.5 years, 30 boys and 16 girls).

Methods. The “Emotional attitude to dangerous situations” method consists of 13 problematic situations reflecting the most probable dangers for students: dangers of the physical, social, informational and educational environment. To assess the reliability of the method, the Cronbach’s Alpha coefficient was used for each of the selected scales. To assess the criterion validity of the method, the correlation coefficient between the scales of emotional assessment of a dangerous situation and the way of behaviour in a dangerous situation (the “Emotional attitude to dangerous situations” technique) and the indicators of reaction types to dangers (Questionnaire for identifying the type of attitude to danger) was used.

Results. The technology “Emotional attitude to dangerous situations” has been developed. The results of standardization of the methodology, assessment of reliability and criterion validity are presented. The values of the selected scales according to Cronbach’s α showed a sufficient level of consistency (from 0.536 to 0.697). Significant interrelations of the scales of emotional assessment and behaviuor in dangerous situations (dangers of the physical, social, information and educational environment) with the types of response to dangers (adequate, uncertain, anxious, ignoring) in adolescent and young adult students with intellectual disabilities have been established.

Conclusions. The results of the psychometric assessment allow us to speak about a sufficiently high reliability, internal consistency of the scales in the sample, as well as the criterion validity of the developed method. The developed method can be used to identify the emotional attitude to dangerous situations and the way of behaviour in them of adolescents and young adults with intellectual impairments.

Background. Individual techniques, or decision-making styles, are included in the regulation of hierarchies of processes that mediate a person’s exit from situations of uncertainty. Diagnostics of these styles helps both to solve practical problems and to clarify theoretical issues — in particular, the issue of the generalization of styles and their connections with the intellectual and personal spheres.

Objective. The aim is to test and adjust the General Decision-Making Style Inventory questionnaire to a Russian sample.

Study Participants. 456 people aged 18 to 50 years (M = 24.80; SD = 7.61); of these, 74 were men (M = 22.96; SD = 4.88) and 358 were women (M = 25.25; SD = 8.08), 24 subjects did not indicate gender. 80% were university students, 20% were working employees.

Methods. The study included 3 stages: translation, assessment of structural validity and reliability on a Russian sample, assessment of convergent validity. 4 questionnaires were used: the General Decision-Making Style, Rational-Experiential Inventory, Personal Factors of Decision Making (PFDM), Impulsivity-7.

Results. A structural model of connections between the scales (factors) of the General Decision-Making Style Questionnaire has been constructed. The model demonstrated good fit to the data and Cronbach’s alpha reliability coefficients were acceptable (0.75 to 0.85). The convergent validity of the questionnaire scales was confirmed. Analysis of differences by gender revealed significantly higher scores for Intuitive and Dependent styles in women.

Conclusions. The General Decision-Making Styles Questionnaire has a 5-factor structure and acceptable psychometric properties. Convergent validity has been demonstrated primarily for the Rational and Intuitive styles when identifying their connections with other similar constructs. Both styles are not related to each other, but are related in the opposite way to the Spontaneous (Impulsive) style.

Background. Understanding of emotional aspects of painful experiences can significantly expand the therapeutic tools for both doctors and psychologists.

Objective. The focus is placed on the study of the relationship between psychological and somatic well-being of patients with pain syndrome.

Study Participants. Sample included 119 people: 57 men (average age 47.9 years) and 62 women (average age 46.5 years) from the number of outpatients of the treatment and prevention institution “City Health Center #12” (Minsk).

Methods. The study used: the Subjective Well-being Scale, the Numeric Pain Rating Scale (NPRS), the McGill Pain Questionnaire (MPQ), the Differential Emotion Scale, the Toronto Alexithymia Scale, and the Giessen Subjective Complaints List, GBB.

Results. The analysis of the correlations of emotional state and somatic complaints has revealed similarities and specificity of subjective experiences of patients in different conditions. The correlation analysis showed a certain relationship between emotional state and well-being, which is closely related to subjective well-being.

Conclusion. Subjective well-being of patients is related to psychoemotional state, health and somatic complaints, as well as, to some extent, to the level of alexithymia. Patients’ well-being is related to their emotional state and negative emotions.

Practical application of the results. Understanding the psychological state of the patient can be useful for developing a personalized approach to treatment and successful rehabilitation through intrapersonal resources.

Background. The study relevance is due to a decrease in publication activity in relation to the object of research in the last 10 years (according to the professional information database LENS.ORG) by 12% compared to the previous decade, while social demand remains high.

Objectives. The goal is to identify differences in the structural components of body image, as well as factors involved in its formation in adolescent girls with different body mass indexes and gynecological diseases.

Study Participants. 31 teenage girls aged 11–17 years (M age = 14.06, SD = 2.02 years), having a confirmed gynecological disease according to ICD-10 (menstrual irregularities, inflammatory diseases of the pelvic organs, benign tumors of the pelvic organs and mammary glands).

Methods. The study used the author’s questionnaire, consisting of 3 substantive blocks of questions (socio-demographic; somatic, socio-psychological data) and 4 psychodiagnostic techniques: Body Image Questionnaire by O.A. Skugarevsky and S.V. Sivukha; SIBID questionnaire (Thomas F. Cash) adapted by L.T. Baranskaya and S.S. Tataurova; Nonverbal technique for assessing satisfaction with body areas (SBS) Meshkova T.A., Neuropsychological tests for somatognosis (right-left orientation in the body diagram, idea of body size in space).

Results. Statistically significant differences in the level of dissatisfaction with both their own body and body parts were revealed between the groups of adolescent girls with different BMI values. At the level of somatosensory gnosis, both groups showed disturbances in quasi-spatial orientation (orientation in their own body), which manifested themselves in mirroring errors and difficulty transferring the spatial organization of hand posture in the horizontal and vertical planes of rightleft orientation. Statistically significant direct relationships were revealed between BMI values and indicators of dissatisfaction with their own body and situational dissatisfaction with body image. Significant relationships between BMI and the time spent in the digital space, the number of subscribers in social networks, school performance, and diet were revealed.

Conclusions. As a result of the conducted research, a significant correlation between body mass index indicators in adolescent girls with gynecological diseases with such indicators as satisfaction/dissatisfaction with their own body and their body image, time spent in the digital space and the number of subscribers, school performance, as well as diet was revealed.

Background. The problem of concept formation in the visual modality remains largely unexplored. There are many studies on the formation of verbal concepts in the learning process. However, it has not yet been fully investigated how concept formation occurs in conditions when both the signified and the signifier (sign) are represented only in the visual modality and what brain mechanisms are involved in this process.

Objectives. The aim of the present work was to identify the brain mechanisms of visual concepts formation, on the basis of EEG registration with subsequent localization of the sources of electrical activity. Another task is to evaluate the possibility of actualizing the process of indirect learning in the formation of visual concepts.

Study Participants. 26 Russian-speaking subjects without neurological disorders: 10 males and 16 females (aged 18 to 40 years, mean age 22.92 years, SD = 6.38) participated in the study.

Methods. Chinese hieroglyphs, unfamiliar to the subjects, were taken as signs. The designated ones were emoticons (schematic faces expressing various emotions). A total of 10 pairs of stimuli sign-designated were presented. A 19-channel electroencephalogram (EEG) was recorded in three successive series: 1) the initial perception of hieroglyphic signs without assigning them a category; 2) categorization of these signs in the process of associative learning, with only 8 designating stimuli-signs directly associated with the designated stimulus, while 2 stimuli-signs were never associated with the stimulus-designator, their meaning was established indirectly; 3) subsequent perception of signs with the meaning already assigned to them. All stimuli were presented to the subjects visually. A new method of localization of brain activity, “Virtually implanted electrode”, developed by A.V. Vartanov (patent RU No. 2 785 268) was applied.

Results. The analysis of the subjects’ responses showed that during the learning process all signs (including those formed indirectly) were assigned a certain meaning (designated). Differences in event-related potentials (ERP) were found in leads C3 and CZ. Significant differences in ERP as a result of learning were revealed in a number of brain structures. It was found that a number of functional connections between the left area of the secondary visual cortex and the right part of the cerebellum changed significantly as a result of learning.

Conclusions. The development of visual categories is ensured by the coordinated work of the right part of the cerebellum, parahippocampal gyrus and primary visual cortex, which is confirmed by the discovered differences in the corresponding ERPs.

Background. The study examines the role of control and autonomy support as two of the most important factors in parenting. A scientific analysis of the consequences of parental control and support for autonomy is necessary both to deepen theoretical understanding of the role of autonomy in relations between parents and children and to develop sound practical recommendations.

Objective. The goal is to analyse the direct and indirect (through academic motivation) links of autonomy support and parental control in childhood with the academic achievements of students.

Study Participants. Russian university students (N = 281, MA = 19.8, SD = 2.01, 78% female).

Methods. Parenting style in childhood (P-PASS), academic motivation, including scales of intrinsic motivation, extrinsic motivation and amotivation, and average academic performance were assessed.

Results. The main hypothesis about the positive association between parental autonomy support in childhood and the academic achievements of students, mediated by intrinsic academic motivation, was confirmed. It has been shown that the controlling style is a predictor of external motivation and amotivation, which in turn are negatively related to intrinsic motivation.

Conclusion. Results of the study indicate the important role of parental practices, differentiated within self-determination theory for the students’ (de) motivation and academic performance. In particular, the importance of autonomy support and the negative contribution of parental control are shown at much later stages of socialization, the stage of emerging adulthood.

Background. Outpatient observation, general principles in the treatment of chronic tonsillitis do not lead to a decrease in the incidence of this pathology as well as of other diseases of related nosologies. It is necessary to study the quality of life, attitude to the disease, adherence to treatment of patients with chronic tonsillitis to improve the effectiveness of interaction in the “doctor-patient” tandem.

Objective. The aim is to study the parameters of quality of life, type of attitude towards the disease, adherence to treatment in patients with different forms of chronic tonsillitis.

Study Participants. A total of 229 patients with chronic tonsillitis (67 men, 162 women, aged 18 to 63 years, average age 31.68 years, standard deviation 0.23 years) participated in the study. Of these, 76 people had a compensated form (14 men, 62 women), 153 people had a decompensated form of chronic tonsillitis (53 men, 100 women).

Methods. WHO Brief Questionnaire for Assessing Quality of Life, the “Type of Attitude to Disease (TOBOL)” method, the Russian universal questionnaire for the quantitative assessment of adherence to treatment (KOP-25).

Results. Patients with decompensated chronic tonsillitis, which has more severe clinical manifestations, perceive the symptoms of the disease through withdrawal into work, which is manifested in partial ignoring of symptoms and the desire to continue active work. As a result, they have low adherence to treatment in most of its manifestations. In patients with compensated chronic tonsillitis, which is characterized by less severe clinical manifestations of the disease, denial of the disease prevails. However, they have a relatively high adherence to treatment in many of its manifestations. Quality of life indicators are significantly lower in them as compared to those in patients with a decompensated form.

Conclusions. Patients with compensated chronic tonsillitis are characterized by denial of the disease, and lower quality of life indicators. However, they show higher adherence to treatment. Patients with decompensated chronic tonsillitis are characterized by withdrawal from the disease to work, low adherence to treatment, and high quality of life indicators.

Practical application of the results. The obtained results make it possible to justify elaboration of programmes for the work of a medical psychologist with patients suffering from chronic tonsillitis, and to organize interaction depending on the form of the disease.

Background. Along with toys that society offers for children’s play, the values of this society are broadcast. Children’s play turns out to be dependent on the ideology, adults’ ideas about its structure, meaning and place in children’s life. The attitude towards toys reflects the attitude of adults towards children, and changes along with the socio-cultural situation. The study of this dynamics is necessary not only to expand scientific understanding of toys, but also to understand what contribution adults make to the construction of the phenomenon of childhood.

Objectives. The aim is to study the dynamics of attitudes towards toys during the period from the late 19th to early 21st centuries.

Study Material. The study used 110 sources, 85 of which made up the final list of references.

Methods. Theoretical analysis of psychological and pedagogical literature of the late 19th — early 21st centuries devoted to the theme of children’s toys was conducted.

Results. Two shifts in attitude to toys have been found due to changes in the socio–cultural situation in Russia. The first shift is associated with the revolution and the emergence of the USSR, and the second one with the Perestroika and collapse of the USSR. In the late 19th and early 20th centuries, a child was understood as a subject of play activity, independently creating toys in accordance with their play ideas. So, a toy is any object that is used in play, a good toy is a homemade toy. Choosing the right toys requires observation of a child’s play. With the emergence of the USSR, play became a way of pedagogical influence on a child. Toys were regarded as means of education and training. Therefore, they were to be chosen based on the goals of communism: by playing with them, the child became a Soviet citizen. Toys are understood as created by adults for children with good toys being aimed at the development of a Soviet citizen. With the collapse of the USSR, the pluralism of opinions in the field of play and toys is growing. The number of studies in this area is increasing and there is an understanding of the need to create an objective tool for assessment of toys.

Conclusions. The study shows the dynamics of the attitude of teachers and psychologists to a toy in conditions of changing socio-cultural situations.

Background. Despite the depth of theoretical analysis of play activity there is a lack of empirical data on the choice of toys by modern children. A toy is a means of constructing play and, therefore, can largely influence its key characteristics.

Objectives. The study is a continuation of an earlier series of works aimed at experimentally clarifying children’s toy preferences and the relationship of these preferences to individual developmental performance.

Study Participants. 202 children aged 4-5 years were participants in the study. Previously published data obtained on a sample of 3–4-year-old children were used to analyze the age dynamics in toy preference.

Methods. The study used an experimental design with a multiple-choice forcedchoice method. Diagnostics of children’s mental development included assessment of the main components of regulatory functions and the ability to understand emotions and was performed using instruments standardised on a Russian sample.

Results. It was shown that children prefer highly realistic and detailed toys. In particular, such factors as the toy being detailed, the possibility of its use in playing through familiar plots, the adequacy of role-playing actions with it and the possibility to endow it with human features proved to be fundamentally important for children.

Conclusions. From the distribution of choices in experimental trials and children’s verbal explanations, it can be confidently concluded that play activity is based on the laws described in the works of Vygotsky, Elkonin, and Smirnova. It is also shown that children who choose the most realistic toys have better verbal working memory, but have a weaker ability in cognitive flexibility. According to the obtained data, as children grow older, they tend to choose less anthropomorphic toys.

Background. Determining the types of professional performance in police officers through correlating the effectiveness and “cost” of activities and identifying the expression of professionally important qualities for each of them allows us to develop and implement programmes of psychological support for employees to preserve their professional health and longevity.

Objectives. The aim of the study is to identify the professionally important qualities of Arkhangelsk police officers with different types of job performance, recommended for a higher position.

Study Participants. The study involved 78 employees of the Arkhangelsk police department (56 males, 22 females) aged from 24 to 55 years.

Methods. The parameters of effectiveness and “cost” of the activity were assessed using questionnaires, instrumental methods and the M. Luscher colour test. Professionally important qualities were diagnosed with a battery of psychological testing methods recommended for use at police departments. Statistical methods included descriptive statistics, two-stage cluster analysis, χ2 for contingency tables and multivariate analysis of variance.

Results. Four types of professional performance have been identified in police officers: 1) high performance, 2) average efficiency while saving resources, 3) efficiency due to the “cost” of the activity, 4) reduced performance. It has been established that there are no statistically significant differences between police officers with different types of professional performance regarding age, work experience, and professional orientation.

Conclusions. Police officers with different types of professional performance differ in their attitude to work, cognitive and intellectual abilities, socio-psychological, emotional-volitional and leadership qualities.

Background. The article presents a comparative analysis of diagnostic tools used to assess various aspects of psychological well-being. It also outlines trends in the development of modern survey methods for its assessment.

The objective of this study is to substantiate the advantages of the methods that allow diagnosing both the general level of psychological well-being and its separate components (eudemonic and hedonic), taking into account contextual and age-related aspects. The results of the validation of the questionnaire “Well-being Manifestations Measurement Scale (WBMMS)” on a sample of Russian students are presented.

Study Participants. The sample consisted of 435 Russian university students, the age ranging from 16 to 28 years (Mage = 19.72, SD = 1.67). Of these, 56.41% were female and 44.52% were male.

Methods. The following methods were employed: the scale of general level of subjective well-being (Life Satisfaction Scale) by E. Diener, the scale of optimism (Test of Dispositional Optimism, TDO-P), and the Depression Scale of the Center for Epidemiological Studies, CES-D.

Results. The results of the confirmatory factor analysis (CFA) supported our initial hypothesis that the well-being construct could be adequately represented by a single common factor, formed by two lower-order factors. These factors, eudemonistic and hedonistic, respectively, were significantly correlated with each other, and with the subjective well-being of participants. The instrument demonstrated good convergent validity with these variables, as indicated by the positive correlation with subjective well-being and the negative correlation with optimism. The questionnaire scales exhibited satisfactory reliability values. A comparison of female and male samples on the scales of the SPPB questionnaire indicated the necessity to consider gender in the development of the questionnaire norms.

Conclusions. The scale of manifestations of psychological well-being meets contemporary psychometric standards and allows for the assessment of psychological well-being in accordance with the latest theoretical approaches. The results obtained contribute to both the theoretical understanding of the construct of well-being and its measurement.

Background. The authors developed a specialized set of functional magnetic resonance imaging paradigms, based on data from general psychology, neuropsychology and previous studies, to diagnose the “covert cognition” phenomenon on a Russian-speaking sample of patients with chronic disorders of consciousness. Before using this set with patients, it is advisable to carry out testing on a group of healthy people with preserved consciousness in order to detect significant clusters of activation corresponding to paradigms and to assess their reproducibility at the individual level.

Objectives. The study is aimed at testing the proposed set of fMRI paradigms in order to detect the “covert cognition” phenomenon on a sample of healthy volunteers.

Study Participants. Sample included 10 healthy volunteers (3 men, 7 women, M = 44 years, SD = 17).

Methods. The study was performed on a magnetic resonance imaging scanner “Magnetom Verio”, “Siemens” with a magnetic field strength of 3 Tesla. The hierarchical set of nine passive and three active paradigms was presented to participants. Statistical analysis was carried out using SPM12.

Results. As a result of group analysis, significant clusters of activation were observed in six passive paradigms, covering the perception of tactile (“writing” a letter on the abdomen), auditory non-speech (alarm clock, two musical fragments without words) and speech stimuli. Auditory speech paradigms (audio fragment from the film with obscene language, testee`s name within the “cocktail party” effect) were the most reproducible paradigms at the individual level.

Conclusions. The obtained results allow us to apply the proven paradigms in further studies to detecting the “covert cognition” phenomenon on a Russianspeaking sample of patients with chronic disorders of consciousness. Data on brain activation in healthy volunteers in different paradigms enriches theoretical understanding of cerebral organization of cognitive functions.

Background. Raven’s Coloured Progressive Matrices (RCPMs) is a widely used instrument as one of psychometric measures of general intelligence in children. However, according to some researchers, the RCPM is heterogeneous and individual tasks may be associated with the assessment of various cognitive components.

Objective. This study is aimed to examine the influence of functions of visual and visuospatial processing, and executive functions on the productivity of RCPMs.

Study Participants. A total of 297 children from 6 to 9 years old participated in the study. Of these, 98 were preschoolers, 87 first graders and 112 second graders. A total of 152 boys and 145 girls participated in the study. All children had no diagnosed developmental and neurological disorders.

Methods. All the children accomplished the computerized version of RCPM in the Rosanova’s modification. They also passed a neuropsychological assessment adapted for 6–9-year-old children.

Results. Age differences were shown. They were the greatest when comparing preschoolers and first-grader. The differences between first-graders and secondgraders were less prominent. Hierarchical regression analysis showed that three parts of the matrices are related to separate groups of functions to different degrees. The first part of the test is most related to the state of visual information processing functions; the second part refers to the state of visual-spatial information processing and executive functions; and the third part to a greater extent deals with the state of executive functions.

Conclusion. The results indicate the heterogeneity of tasks in RCPM and the promise of a more detailed analysis of the structure of the technique, including the use of a neuropsychological approach.

Background. The explosion of digital technologies and gadgets acting as sociocultural tools, forming a new technologically rich ecosystem, raises more and more questions in the scientific community about considering technologies not only as tools, but as external extensions or additions of a person.

Objectives. The aim of the work is to develop and validate the Self-Management of Digital Daily Life (SMDDL) scale for digital extended personality.

Study Participants. The study sample consisted of 1,797 adolescents and youth aged 14–35 years.

Methods. The study utilized the SMDDL scale developed by the authors. The scale includes 3 subscales. To assess convergent and discriminant validity we used the self-assessment of user activity and online social capital, the Digital Competence Index, the Internet Addiction Scale, technique for assessing changes in psychological boundaries when using technical means MIG-TS-2, and the Attitude Towards Technology questionnaire.

Results. The structure of the scale was refined based on the results of exploratory and confirmatory factor analysis (subscales Digital Device Management, Digital Sociality, Experiencing Digital Daily Life, α = 0.80–0.88). Compared to youth, adolescents scored lower; males scored higher than females on the three subscales of the SMDDL. All of the SMDDL subscales are positively related to the user activity, technophilia, and a number of MIG-TS-2 scales. Of the three subscales, only Digital Device Management did not show a positive relationship with Internet addiction, but was positively related to digital competence and technorationalism.

Conclusions. Based on the data obtained, a conclusion was made about the reliability, consistency, and validity of the developed SMDDL scale. User activity and technophilia are the conditions for the formation of an extended digital personality, while digital competence and technorationalism become the tools of self-management of the diversity of digital extensions. Internet addiction as one of the risks for a technologically extended personality can be offset by the ability to self-manage one’s digital extensions.

Background. A comparative analysis of the personal characteristics, coping behaviour, and resilience of students who left the line of contact and students living on the territory bordering zone of special military operation is the theoretical basis for the justification of the programme for psychological support for refugees from the combat zone, as well as the population living on the line of fight contact.

Objectives. The study aims to compare the personal characteristics of students who left the line of fight contact and students living on the territory bordering the SMO zone.

Study Participants. First-year students of the Pedagogical Institute of the Belgorod State National Research University (n = 81) aged 18 to 20 years took part in the study. Of these, 40 students left the line of contact and 41 students were living on the territory bordering the SMO zone.

Methods. To study the coping strategy of behaviour, we used the test “Overcoming difficult life situations” (by V. Janke and G. Erdmann in the adaptation of N.E. Vodopyanova). R. Kettell’s 16-factor personality questionnaire was used to determine personal characteristics. The resilience of the subjects was studied using the resilience test (by S. Muddy in the adaptation of D.A. Leontiev and E.I.Rasskazova).

Results. It is proved that students living on the territory bordering on the zone of SMO have a higher level of resilience. Their involvement in the ongoing life events, the desire to actively act, acquire new skills and experience, increase their self-confidence and contribute to the formation of pleasure from their own activities, in contrast to the students who left the fight zone and are more likely to show self-doubt, distrust of the world, anxiety, irritability, a sense of helplessness and unproductive coping strategies.

Conclusions. The study identifies distinctive features in the personal qualities, coping behaviour and resilience of students who left the fightline and students living on the territory bordering the SMO zone. Students who left the combat zone are less resilient, more often use unproductive coping strategies, are more intellectual, anxious, irritable and tense, and more often show leadership potential, compared to the students who live in the territory bordering the combat contact line. The results obtained were taken into account when developing the “Resilient Personality” training; they form the basis of the programme for psychological support for refugees from the combat zone, as well as the population living in the territory bordering the SMO zone.

Background. Modern psychology of parenting offers various phenomena for study, including parental relations, parental attitudes, and parenting practices. The study of parental attitudes enables us to describe the cognitive aspect of the family environment in which the child develops. Previous studies have found a significant association between parental attitudes and the cognitive and socio-emotional development of children. However, their results are ambiguous and require further clarification.

Objectives. The aim of this study is to analyze the connection between parental attitudes regarding the necessity of structuring the environment or supporting the child’s spontaneous activity, and the indicators of the child’s cognitive and socio-emotional development. In addition, the study examines the presence of confrontation between parents regarding the characteristics of upbringing and fostering.

Methods. We developed three groups of statements to identify parental attitudes: 1) statements about the organization of the child’s life; 2) statements about the role of play activities; 3) statements about confrontational attitudes within the family. Indicators of children’s cognitive development were identified using J. Raven’s Colored Progressive Matrices and subtests of the NEPSY-II method. Social-emotional features were identified with the “Test for Understanding Emotions”.

Results. Most parents consider a structured environment to be more important for the well-being of their child. In addition, research has shown that attitudes towards the positive impact of a structured environment are a strong predictor of a child’s nonverbal intelligence. Similarly, attitudes towards the importance of spontaneous activity are predictors of auditory-verbal memory and the ability to switch tasks efficiently. Parental attitudes did not show any associations with the socio-emotional development of children.

Conclusions. Parental attitudes play a significant role in child development. The belief in the need to structure the child’s environment may have positive effects on the child’s cognitive development. However, it does not affect social-emotional development. On the other hand, the belief in the need for spontaneous activity is more likely to be associated with lower levels of executive functioning in the child.

Background. Psychological well-being ensures the positive functioning of theartist’s personality, which includes internal (subjective) and external (objective) factors. The dynamism of the art market, instability of demand and orders, displacement of individuality by mass art lead to emotional tension, increased anxiety and, as a consequence, to a decrease in the level of well-being and to the growth of psychological insecurity of artists. Psychosemantic space reflects social representations that reveal the most significant and prioritised sources of maintaining an optimal level of psychological well-being for artists.

Objectives. The aim of the study was to identify and describe meaning groups of sources of psychological well-being of artists.

Study Participants. The research participants were 57 people aged 19 to 60. Data processing was carried out by content analysis. The criterion for selecting the sample was the profile education obtained in a specialized secondary or higher education institution.

Methods. A survey with an open type of questions about well-being among artists was conducted. Data processing was carried out by content analysis and by the method of condensation of meaning.

Results. The most frequently occurring semantic groups of factors of psychological well-being are identified. External factors of psychological well-being of artists include environment, relationships, quality of life and educational environment. The internal factors of artists’ psychological well-being include: health and self-perception.

Conclusions. The selected semantic groups are reflections of emotional, communicative and behavioral components of external and internal sources of psychological well-being of artist. They determine the psychosemantic space of the studied phenomenon.

Practical application of the results. The findings give rise to the study of social representations of artists’ psychological well-being. These results can be used by artists to optimize their current state; by psychologists and teachers to develop psycho-corrective and psycho-prophylactic programmes aimed to increase the level of well-being through the actualization of artists’ personal resources.

Background. The article is dedicated to the 100th anniversary of the birth of Nina Fedorovna Talyzina (1923–2018) — a famous Russian (Soviet) psychologist, specialist in the field of didactics and psychology of teaching and learning, one of the students and followers of P.Ya. Galperin, author of the activity theory of learning, creator of the Department of Pedagogy and Educational Psychology at the Faculty of Psychology of Lomonosov Moscow State University.

Objectives. The focus of the article is on the restoration of the scientific biography of N.F. Talyzina as well as on the identification of the main directions of research carried out under her leadership and with her direct participation.

Methods. In this historical and psychological research, the oral and written speech es of N.F. Talyzina, as well as biographical and archival materials were analysed.

Results. The article presents the main stages of the scientific biography of N.F. Talyzina. N.F. Talyzina completed her Cand. Sci. (Psychology) thesis on the topic “Inferences in solving geometric problems” under the supervision of P.A. Shevarev at the graduate school of the Research Institute of Psychology of the Academy of Pedagogical Sciences of the RSFSR (now PI RAO). After defending the thesis in 1950 she began working at Moscow University. At Lomonosov Moscow State University N.F. Talyzina made her way from assistant (1950-1952), senior lecturer (1952–1960), associate professor (1960–1963) of the Department of Psychology of the Faculty of Philosophy to the head of the Department of Pedagogy of Human ities Faculties (1963–1966), and then head of the Department of Pedagogy and Educational Psychology (1966–1995) of the Faculty of Psychology created in 1966. In 1970, N.F. Talyzina defended her doctoral dissertation on the topic “Psychological foundations of managing knowledge acquisition.” In 1989, on the initiative of N.F. Talyzina a Training Center for retraining university employees in the field of psychological and pedagogical foundations of the educational process in higher education at the Faculty of Psychology of Lomonosov Moscow State University was created. In 1995 N.F. Talyzina left the post of the head of the department and for 20 years until 2015 she remained a professor at the above-mentioned Training Center. From 2015 until the end of her life N.F. Talyzina was a leading researcher at the Laboratory of Educational Psychology at the Department of Psychology of Education and Pedagogy.

Conclusions. The ideas about the controlled formation of concepts developed by N.F. Talyzina not only received experimental testing, but were also used in organizing school and vocational instruction.

Background. A number of well-known and leading theories of psychotherapy developed in the works of S. Freud, A. Adler, K. Jung, E. Fromm, K. Rogers, and V. Frankl unites a common theoretical provision that the most important prerequisites for many problems of psychotherapy clients who seek for help from a psychologist are the characteristics of their personality. However, all these authors lack a common understanding of what these personal prerequisites are, as well as they lack a common understanding of the purpose of psychotherapy.

Objectives. In this first of the four articles planned for publication, based on the works of E. Fromm, we are going to formulate the basic theoretical provisions that constitute the basis for integrative approach to understanding the personal prerequisites of the problems of clients of psychotherapy and its purpose. This would allow us to consider the different points of view on these issues of all these authors from a unified, common position.

Results. The analysis of the theory of humanistic psychoanalysis by E. Fromm made it possible to identify its main provisions characterizing human nature, productive and unproductive personality.

Conclusions. Based on these results, we have formulated three basic theoretical positions that form the basis of an integrative approach to understanding the personal prerequisites of the problems in psychotherapy and its purpose. The first of them characterizes the objective property of human life inherent in its very nature; the second refers to the typical personal prerequisites for the problems of clients of psychotherapy; the third describes the purpose of psychotherapy. In the next three publications, it will be shown that different ideas about the personal prerequisites of the problems of clients in psychotherapy and its purpose contained in the psychotherapeutic theories of Z. Freud, A. Adler, K. Jung, K. Rogers, and V. Frankl allow for considering them from a unified, common position set by these three basic provisions.

Background. The relevance of the study is due to the need for investigating the professional development of senior schoolchildren and students under the conditions of increasing influence of stress factors.

Objectives. The study set the purpose to review and analyze modern scientific ideas on the problem of psychological resources of professional self-determination in students under stress.

Methods. Search for and analysis of recent theoretical and empirical research publications was carried out. Abstraction, and generalization of obtained data relevant to the topic of the article were applied. Methods also included identification of theoretical foundations and promising directions for research into the problem of psychological resources of professional self-determination of students under stress.

Results. Analysis of the recent publications allowed to reveal conceptual differences in understanding the phenomenon of professional self-determination of the individual. It identified a variety of approaches to the study of human professional behaviour. The authors highlighted and characterized the main directions of modern research on the topic discussed, indicating the demand for studying human professional behaviour in the changing conditions of life. The study systematized theoretical foundations and empirical data on the psychological resources for students’ professional self-determination and for overcoming life stress.

Conclusions. The study revealed the potential of a resource-based approach to the study of the stress influence on the professional self-determination of students and substantiated the role of conscious self-regulation resources in choosing and mastering a profession.

Background. The phenomenon of revenge has been widely studied in psychology since the beginning of the 20th century. Acts of revenge are considered in psychoanalysis, social, family, criminal, legal and other areas of psychology. Nowadays behaviour based on the motive of revenge is found in virtual environment. There is an ambivalent attitude towards revenge. On the one hand, a person who does not get revenge seems weak. On the other hand, seeking for revenge can be perceived as an unconstructive way of behaving. Despite the prevalence of revenge, there is no generally accepted opinion in psychological science regarding the definition of revenge.

Objectives. The aim of this work is to analyze various ideas about revenge and to highlight the components of vengeful behaviour, based on which the form of reciprocal aggression can be classified as revenge. The problem of distinguishing between the concepts of “revenge”, “retribution”, “resentment” and “punishment” is considered.

Results. Revenge has a significant difference from other forms of aggressive behaviour. Revenge is always a reaction to previous aggression. The motivational component includes two aspects: the desire to take revenge (revenge seeking) and he desire to maintain a comfortable level of self-esteem. Society has a dual function in relation to revenge: as an initial motive influencing the choice of response to resentment, and as a deterrent factor. The willingness to forgive is determined by moral development, a number of personal characteristics and changes in the motivational sphere.

Conclusions. In psychological science, the phenomenon of revenge is subjected to a thorough theoretical analysis. Due to the fact that revenge is an intrapersonal phenomenon, the development of methodological tools, including psychodiagnostic techniques, is necessary for the development of revenge research.

Background. To date, a significant number of researchers have noted the shortage of highly qualified scientific personnel employed in research organizations. It is due to a number of reasons, among which emigration of scientists to those countries where highly qualified work is paid higher can be marked. In this regard, issues related to the international mobility of postgraduate students, including educational mobility, are very important.

Objective. The study focuses on the socio-psychological characteristics of postgraduate students’ attitudes to educational migration.

Study Participants. The study involved students of postgraduate schools at research organizations involved in the training of graduate students in the field of educational sciences, as well as pedagogical universities in Moscow, St. Petersburg, and other regions of the Russian Federation. A total of 803 respondents were interviewed.

Methods. The article is based on the materials of a monitoring questionnaire.

Results. The study revealed a connection between socio-demographic factors (gender, age) and attitudes related to educational migration: men more often indicate a desire to improve their professional qualifications abroad; with age, the number of graduate students wishing to study abroad decreases. In addition, the influence of socio-stratification factors (the income level of graduate students and the educational status of the family) on attitudes towards educational migration was revealed: high-income graduate students, as well as those graduate students whose parents have academic degrees, are more focused on professional development abroad. The study also showed that migration attitudes related to temporary educational migration are significantly more widespread among graduate students than among researchers.

Conclusion. The attitudes of graduate students related to educational migration are determined by the influence of a number of socio-demographic and sociostratification factors. At the same time, studying abroad is considered as a career elevator, primarily by those postgraduate students who do not plan to link their further professional activities with scientific work and teaching at budgetary institutions. Also, the larger migration mobility has been revealed in postgraduate students as a socio-professional group in comparison with researchers.

Background. Currently, the number of entrepreneurs who want to run a traditional business or a startup is growing rapidly. In scientific circles, there is also increasing interest in the phenomenon of entrepreneurship and, in particular, in the personality of the entrepreneur. The question arises as to which areas of research in the social psychology of entrepreneurship are relevant at the moment.

Objective. The study is aimed at creating a map of scientific landscape in the field of entrepreneurship, as well as at highlighting relevant areas of entrepreneurship research in social psychology.

Methods. Scientific mapping was carried out using the VOSviewer programme version 1.6.15. A scientometric analysis of keywords from 3,235 scientific articles published in the field of social psychology over the past 5 years was carried out (according to The Lens platform). The interpretation of the map in order to highlight the current directions was made using the metaphor of the city.

Results. Current research topics include personal and environmental aspects. Among the relevant areas of entrepreneur’s research are socio-psychological personality traits (optimism, enthusiasm, perseverance, traits of the dark triad, etc.), entrepreneurial intentions, motivation. When studying entrepreneurship, the question of the choice to become an entrepreneur as well as the process of entrepreneurial self-determination are important. At the same time, at this stage of research, the thematic bundle “identity-self-determination-intentions” is of interest only from the point of view of intentions.

Conclusions. Entrepreneurship as a phenomenon in modern social psychology is of scientific interest in terms of point constructs: entrepreneurial intentions, socio-psychological personality traits, values. It is the study of entrepreneurial identity that seems promising, since it will allow to predict the professional path of young people and their predisposition to entrepreneurship.

Background. Remote work has been gaining popularity for a long time. With the outbreak of the COVID-19 pandemic, remote work has become a necessity for many people. However, the personality traits of people for whom remote work is suitable are poorly understood.

Objectives. The study focuses on the personality traits of successful freelancers working remotely.

Study Participants. 184 Freelancers (115 females, 69 males, aged from 14 to 60) were recruited from Advego.com. Freelancers were divided into two groups of beginners and experts, based on the number of tasks completed. Groups were compared with each other. The group of experts was also compared with a group of 98 females (aged from 16 to 72) who were not freelancers.

Methods. An empirical study was carried out using a five-factor personality questionnaire by H. Tsuji in the version of A.B. Khromov.

Results. Significant differences were found between expert freelancers and women of different professions for the following personality traits: extraversion (p = 0.0001), agreeableness (p = 0.0001), openness to experience (p = 0.0001). The hypothesis that freelancers have a higher level of conscientiousness than non-freelance women was not confirmed.

Conclusions. The personality traits of freelancers who are successfully adapted to remote work are revealed including lower levels of extraversion, agreeableness, and openness to experience. The results obtained can be used to select staff for remote work.

Background. Problems of finding meaning of what is being read can accompany students’ already formed skills of fluent reading, reducing their academic success. The issues of reader’s literacy are in the focus of modern psychological and pedagogical research, and the consideration of the mechanisms of its formation at the initial stages of learning to read is therefore relevant.

Objectives. The study performs the analysis of the quality of children’s orientation in the initial period of learning to read and of the conditions for its actualization.

Study Participants. 26 subjects (6–7 years old) took part in the diagnostic examination, including 10 first-graders and 16 senior preschoolers who studied reading in the kindergarten preparatory group or as a part of preschool training. Experimental teaching for children aged 6–7 years was conducted in two preschool groups of 4 people and in one group of 6 first-graders.

Methods. The assessment of children’s capability to read meaningfully (the first part of the study) was carried out individually according to the modified technique of D.B. Elkonin “fusion of words” (Elkonin, 1998). To test and refine the designed training materials (the second part of the study), 30 half-hour classes were conducted within experimental teaching in each group.

Results. A qualitative analysis of the filled in diagnostic forms and videotaped children’s actions and reasoning allowed us to identify and describe reading strategies demonstrated by children, which we defined as formal (found in 73% of the subjects) and meaningful (27%) — in accordance with the nature of attempts to comprehend what they read, which participants resorted to in the process of deciphering the “fusion of words”. The results of our experimental teaching showed the effectiveness of the approach we developed to create some conditions for meaningful mediation of initial reading.

Conclusions. One of the important conditions for the formation of the meaningfulness in reading during the transition “from letters to words” is to provide the orientative function of referring to reality, standing both for the word itself and for the sentence in which it should be read correctly. The method of “end-forward” reading of deformed words and simplest texts, which we developed, can be considered as a resource for improving the literacy in initial reading.

Background. Today, there is a trend towards the introduction of online communication in the field of scientific research. The development of this trend in social psychology was accelerated by the COVID-19 pandemic and by the requirements of social distancing. These conditions make it difficult to apply qualitative methods in in-person format. The use of online focus groups became relevant for researchers even before the outbreak of the pandemic. However, now the practical importance of studying online focus groups is only increasing.

Objectives. The aim of the study is to identify the features of group discussion in in-person and online focus groups.

Study Participants. 29 people (27.9% men, 72.41% women) from 18 to 25 years old (M = 21.1; SD = 1.95) participated in in-person focus groups, and 24 people (37.5% men, 62.5% women) from 18 to 26 years old (M = 22.8; SD = 2.15).

Methods. The study involves qualitative content analysis of 10 transcripts of focus groups conducted in face-to-face and online formats between 2019 and 2021.

Results. As a result of qualitative content analysis, categories that reflect the features of interaction between participants at each stage of the group discussion in online and in-person focus groups were identified. The features of group discussion in in-person and online focus groups are revealed.

Conclusions. (1) In in-person focus groups, self-orientation is observed only at the beginning of the discussion, while in online focus groups, it prevails throughout the discussion; (2) in in-person focus groups, participants’ focus on others is expressed in frequent interaction and in asking participants questions; in online groups it manifests itself in giving participants the opportunity to express their opinions and in paying attention to other opinions; (3) in online focus groups, unlike in-person focus groups, participants do not have a psychological community of group members; (4) the effect of group discussion in in-person focus groups is an attempt to reach a single “average” opinion on the issue under discussion, whereas in online focus groups, the aim is in deepening discussion of the topic.

Background. Russian neuropsychology lacks a standardised set of methods for quantifying the development of higher mental functions (HMF) from pre-school to high school age. Its application could improve the objectivity of neuropsychological diagnosis.

Objectives. The study seeks 1) to create a psychometric battery of methods for multifactorial investigation of neuropsychological development (MIND) in children and adolescents aged 4–17; 2) to describe the trajectories of age-related development of HMF.

Sample. 860 participants aged 4–17 (M = 10; SD = 3.7), including 558 boys and 302 girls took part in the study.

Methods. Neuropsychological assessment was performed using 40 techniques and measuring 171 variables. These variables were standardised and age-adjusted. Exploratory and confirmatory factor analysis was used to find latent variables. The resulting model was applied to age-unadjusted variables to identify developmental trajectories.

Results. A model was built with 106 indicators and 21 factors. Four variables were used to construct an additional verbal-logical thinking scale. The general level of development can be reliably measured using 50 variables. These scales are described as age dependent.

Conclusions. The MIND psychometric battery for neuropsychological assessment of children and adolescents aged 4–17 has been created. The quantitative evaluation is based on a mathematical description of the age-related development of HMF components.

Background. Person’s civil and ethnic identity, which are components of social identity, develop during socialization under the influence of a number of factors. J. Berry identifies cultural, political, economic and historical factors as the basis for identity formation. The scientific novelty of the work lies in the study of the role of the cultural factor, namely the structure of values, in the formation of a positive civic and ethnic identity of Russians.

Objectives. The purpose of this work is to study the structure of the ethnic and civic identity of Russians as well as the influence of individual values on their formation.

Study Participants. The study was conducted with the participation of 1014 respondents, ethnic Russians, aged from 19 to 83 years (Mage = 41 years; SD = 13.04; 527 women and 487 men).

Methods. J. Finney’s MEIM-R methods were used to measure ethnic identity. S. Schwartz’s PVQ-R value structure questionnaire was also applied. Civic identity was measured using the methodology from the International Social Survey Program, adapted into Russian by L.K. Grigoryan.

Results. It was found that the civic identity of Russians as the individual’s awareness of belonging to the citizens of the country is more pronounced than ethnic identity. Nationalism is expressed more than the ideology of patriotism. The affective component of ethnic identity is more pronounced than the cognitive one. Among the surveyed respondents, the values of independence, security, reputation and benevolence prevail. The values of security, benevolence and universalism increase the level of civic identity in Russians. The key positive regressor in relation to both civic and ethnic identity is the value “Tradition”.

Conclusions. Socially oriented values (preservation and self-overcoming) have a positive impact on the formation of positive civic and ethnic identity of Russians. The values of personal orientation (openness to change and self-affirmation) have a negative impact on their formation.

Background. The necessity of studying perceptions of creativity in psychology cadets is conditioned by the fact that the “soft” skill of creativity is associated with the ability to go beyond the given conditions and to act effectively in uncertain situations, and also by the fact that the successful adaptation of a young specialist to work depends on whether his perceptions of his activity coincide with its real content.

Objectives. The research is meant to identify the peculiarities of representations of creativity in psychology cadets at the adept stage.

Study Participants. A total of 201 people (122 men and 79 women) participated in the study, including representatives of different professions: working professionals and trainees, students and cadets. The average age of the sample was 31 years.

Methods. Psychosemantic methods were used in the study: group associative experiment and card sorting method. They allow to construct a subjective semantic space reflecting the peculiarities of perceptions of creativity.

Results. As a result of the associative experiment, a list of 86 frequent words describing professional activity was obtained. Sorting of the obtained 86 words by cadet psychologists, psychology students, and psychologists of the scientific platoon revealed significant differences in the content and structure of representations of creativity. Comparison of the semantics of creativity in psychologists at the adept stage shows that university students have a more complex structure of representations in comparison with cadets, connected with the allocation of a separate cluster “hobby, interest, development” and at the same time similar in content to the representations of working psychologists on the proximity of “labor, work” with creativity. At the same time, the similarity of clusters in the description of creativity by students and cadets indicates that the ideas about it are laid down at the early stages of professional training.

Conclusions. Reconstruction of subjective semantics of creativity by the method of semantic spaces in psychology cadets is a promising qualitative description method for specific characteristics of professional activity.

Background. The relevance of the study is associated with the activation of malevolent creativity at the macro level in the form of information wars and isolation of Russia, which create threatening socio-political conditions, against the background of the special military operation in Ukraine.

Objectives. Objective of the study was to find out whether there are differences at the micro-level in different socio-political conditions in malevolent creativity as well as to identify its connections with personal characteristics: hostility, the trait of “Agreeableness”, and moral identity. The following hypotheses were formulated: 1. The level of antisocial creativity varies in different contexts and will be higher in threatening socio-political conditions and 2. the relationship between such personal characteristics as hostility, Agreeableness, moral identity, and malevolent creativity will be different in different socio-political conditions.

Study Participants. The study is a cross-sectional one. The first stage was carried out in 2019 with the participation of 81 young students from one of Moscow universities (mean age 19.2, SD = 1.2). 152 young students of the same Moscow university took part at the second stage in 2023 (mean age 19.1, SD = 1.29).

Methods. Participants filled out forms with the questionnaires “NEO-FFI” (a shortened version of the questionnaire “NEO PI-R”), BRAQ-24, moral identity questionnaire, “Behavioral features of antisocial creativity”.

Results. It is shown that there are differences in variables at the microsystem level in different sociopolitical conditions: MC and hostility are significantly lower, and moral identity and cooperation are significantly higher in the sample of 2023. The predictors of MC in the sample of 2023 were the traits of Agreeableness and hostility. In the sample of 2019, the trait of Agreeableness alone predicted MC. Differences in the strength of the relationship between the variables were revealed: in the sample of 2023, the relationship of hostility with antisocial creativity and the trait of Cooperation was significantly stronger than in the sample of 2019.

Conclusions. In threatening socio-political conditions, young people with high hostility and low level on the “Agreeableness” trait fall into the risk group, due to the high probability of the realization of creativity in behavior that harms other people, while realization of MC in behavior may be restrained through actualizing moral identity. In a calm and peaceful period, moral identity and hostility are less relevant for the implementation of MC in harmful behavior, since the development of “Agreeableness” is important in this case.

Background. Studying the types of perception of difficult life situations is a demanded task, since knowledge about the subject’s perception of ongoing events allows us to predict the characteristics of his interaction with the situation. The article presents a classification of the perception of difficult life tasks — situations that involve achieving a significant difficult goal. The basis for identifying types is the subject’s focus on approaching a difficult situation or avoiding it.

Objectives. Objective is an analysis of the desire for difficulty associated with the experience of drive, as a type of perception of difficult life task.

Study Participants. The study involved 611 respondents (M age = 25; SD = 5.8; 427 women), students and specialists of various professions. The type describing the desire for difficulty was identified in 11% of cases.

Methods. To collect data, we used the Structured Description of the Situation Technique (allowing us to obtain qualitative data) in combination with the “Types of Orientations in Difficult Situations” questionnaire (TODS). Based on the profile of the respondent on the questionnaire and the characteristics significant for the type, each description of the difficult life task was assigned to one of five types. The data processing procedure included content analysis and mathematical processing (Mann — Whitney U test, frequency analysis).

Results. The features of striving for difficulty as a type of perception of difficult life tasks are highlighted based on the analysis of categories characterizing the content of the situation, emotions, energy, appraisals of life tasks, coping, goals, possibilities and restrictions, worst-case scenario and best-case scenario. It is shown that this type involves the experience of positive emotions, fullness of energy and possibilities, the desire to achieve the best results, and goals of self-development. This is associated with a positive appraisal and reappraisal, approach coping, a sense of control over the situation. At the same time, a characteristic feature of the desire for difficulty is an ambivalent attitude towards a difficult task.

Conclusions. The study demonstrated a number of signs that reliably distinguish the desire for difficulty from other types of perception of difficult life tasks, which gives grounds to consider it a separate type.

Background. Postcovid syndrome or Long COVID is a new term introduced into medical practice by WHO after the COVID -19 pandemic. Long COVID affects patients who have recovered from COVID -19.

Objectives. The purpose of this work is to understand cognitive deficits caused by COVID-19 from the point of view of neuropsychology and pathophysiology.

Data Sources. Literature search was conducted in the following electronic databases: Pubmed, Google.scholar and Scopus databases. 63 articles were selected. Keywords for the literature review included “neuropsychiatry/neuropsychology”, “pathophysiology”, “COVID-19”, “SARS-CoV-2”.

Methods. Review and analysis of COVID-19 studies in terms of its relation to the appearance of cognitive deficits in patients.

Results. The SARS-CoV-2 virus enters the human body and affects the structures of the brain. Some of the symptoms such as fatigue, shortness of breath, problems with concentration and memory, loss or change of taste and smell, pain in muscles and joints as well as sleep disorders are preserved in post-COVID period and may be explained by the peculiarity of the virus interaction with central nervous system. Neuropsychological analysis of observed disorders based on the theory of three functional blocks of the brain by A. R. Luria helps to identify the affected zones of the functional systems of higher mental functions (HMF). Neuropsychological assessment makes it possible to plan rehabilitation programme or cognitive training, and help doctor in choosing an adequate drug therapy to compensate for cognitive impairment.

Conclusions. SARS-CoV-2 causes damage to brain structures such as the brainstem, limbic system, prefrontal cortex and olfactory tract, which explains the observed symptoms. Neuropsychological diagnostics makes it possible to identify the impaired component of the HMF in patients with post-COVID syndrome, to plan an adequate rehabilitation programme, as well as to choose drug therapy.

Background. The relevance of gender issues is associated with discussions outside the scientific field, while in the science itself, the popularity of gender studies is increasing every year.

Objectives. The present article aims at the application of the conceptual mechanism of the cultural-historical approach to gender issues.

Methods. Abstraction, analysis and synthesis of literary data, comparison of theoretical models, and generalization were used.

Results. Sex as a biological entity is divided into an innate “natural” category and a gender as a culturological one. A number of examples demonstrate the non-identity of sex and gender as well as variants of their combination and interaction. It is proposed to disidentify gender and gender identity as a psychological category. The latter is understood as an analogue of the higher mental function which forms intravitally under specific social conditions, it is mediated by gender signs (appearance, manners, norms, preferences, values, taboos, etc.) and is possible to self-regulate. In the meantime, the limitations in mastering one’s own behaviour are emphasized, since the origin of the gender identity is connected to the biological parameters of sex, inconsistency of gender norms and their wide field of influence. Here the field of cultural pathology in the sphere of gender identity and intersex interaction reveals itself.

Conclusions. The cultural-historical approach is seen to be heuristic in the multifactorial understanding of gender issues which include biological, cultural, psychological, and ontogenetic aspects.

Background. Modern development of psychological science in the field of studying work processes and formation of professional skills is impossible without reliance on the fundamental theoretical and methodological foundations of the concept of temporal paradigm developed by Y.K. Strelkov. It is important to analyze the temporal approach in the context of understanding subjectivity not only in relation to the category of time, but also to other important concepts, such as space, energy, movement, which are inseparable from the consciousness and experience of the subject.

Objective. The article aims to analyze the development of the main directions of Y.K. Strelkov’s scientific thought in the formation of the temporal paradigm of modern psychological science. Another aim is to determine the ways of development of the temporal approach in the context of modern psychological knowledge.

Methods. Theoretical, methodological, and comparative analysis of the temporal paradigm of Y.K. Strelkov in the context of modern psychological science.

Sample. The material was obtained on a sample of representatives of different professions: aviators, navigators, pilots, drivers, operators, dispatchers, and athletes of various qualifications.

Results. Scientific and methodological bases of Y.K. Strelkov’s concept formed the basis for the development of engineering psychology, occupational psychology, psychology of sport, transport psychology, psychology of professional skill development. It has laid the basic scientific and philosophical foundations, key concepts of the temporal paradigm in psychology, empirical approaches and research methods in the evaluation of temporal phenomena. Examples of the important role of temporal analysis in different professions are demonstrated. The necessity to elaborate and develop many psychological concepts, models, concepts used in modern psychological science was shown.

Conclusion. Further development of modern psychological knowledge in the field of studying professional mastery is possible within the framework of Y.K. Strelkov’s temporal paradigm. The ideas formulated by Yuri Konstantinovich formed the basis of modern multifunctional diagnostic-developmental complexes of professional development. Operational and semantic structures of professional experience served as a methodological basis for the concept of “system image representation” in the development of professional skills in athletes.

Relevance. The article provides a theoretical analysis of the requirements for an educational film from the point of view of psychology and pedagogy. The analysis of Russian and foreign studies in the field of perception of sound and video, as well as the semantic content of the educational film showed that they research general characteristics and mechanisms of processing for auditory and visual information in creating an image of reality. The main studies consider the focus of attention and semantic and cognitive attitudes.

Objective. The research aims to create a video course that allows a student with problems mastering mathematics to overcome the “learned helplessness”, to find meaning in studying algebra and geometry, to believe that learning mathematics is easy and interesting.

Methods. Content analysis, subject-subject dialogue, assessment and forecast of changes, conclusions from general to particular and from particular to general, comparative analysis.

Results. The project “Matstream” considering the main topics of algebra that students of primary school study in a series of video tutorials is presented. Taking into account the cognitive characteristics of modern fifth-ninth grade students is implemented in the presentation of educational material. Three blocks of videos are aimed at forming an attitude to the perception of abstract-logical information expressed in mathematical symbols, specific knowledge, skills and abilities.

Conclusion. In creating educational audiovisual products, it is necessary to take into account motivational, emotional, and cognitive components. Within the framework of the Matstream project, a program of assistance in teaching mathematics to schoolchildren is being implemented. It also involved developing attitudes to the perception of abstract-logical language of mathematical algorithms and overcoming difficulties in mastering mathematics.

Background. Distrust of technology is an important barrier to its implementation into human life. In the research of attitude to computers and automated systems, special attention in psychological science has been paid to attitudes towards technology: technophobia and technophilia.

Objective. The aim is to adapt two questionnaires to Russian sample in order to measure the technophobia and technophilia attitudes, as well as to evaluate their psychometric properties.

Methods. The adaptation of the questionnaires was carried out in accordance with the requirements of psychometric standards. As part of the work, the methods of exploratory and confirmatory factor analysis were used to assess the internal structure of the techniques. Correlation analysis was used to obtain evidence supporting questionnaires validity.

Sample. At the first stage of the study, 275 people filled out questionnaires on technophobia and technophilia, of which 194 were women (71 %) and 81 were men (29 %), the average age was 33.5 years (SD = 13.93). The second part of the study involved 545 employees of a large financial sector organization.

Results. The methods showed sufficient reliability indicators on the scales (the Cronbach’s α coefficient is higher than 0.8) and the expected correlation coefficients of the results on the questionnaires with each other and with questionnaires aimed at assessing personal anxiety, self-efficacy and personality traits (HEXACO). The internal structure of the adaptation of the questionnaires was analyzed with confirmatory and exploratory factor analysis. However, the hypothesis of the stability of the internal structure for each scale was not confirmed.

Conclusion. Adapted questionnaires can be used for research purposes. It is necessary to continue collecting empirical data on both questionnaires.

Practical application of the results. The proposed versions of the questionnaires can be used to assess technophobic and technophilic attitudes without dividing these scales into subscales. The authors have proposed an alternative version of dividing items into subscales for the technophobia questionnaire, while this version is considered as potentially more suitable, although it requires additional analysis on new data sets.

Background. Volunteering is an activity in which people are involved initiatively and voluntarily, in order to improve the living conditions of the community. Research shows the ever-increasing role of volunteers in solving social problems. However, the organizers of volunteer activity face with the problem of the insufficient level of sustainable involvement of people in volunteering. Student life is a period of active socialization when the volunteer activities of students allow them to acquire important qualities necessary for successful socialization. Emotions are the evidence of involvement ensuring the sustainability of motivation. Therefore, it is important to understand how students reflect volunteerism in their ideas which will allow the organizer of volunteer activities to form a sustainable motivation for participants.

Sample. The study involved 173 university students.

Objective. The goal is to identify the features of the emotional component of the image of volunteering in the perceptions of university students in psychological and educational areas.

Methods. The thesaurus of emotive vocabulary by L.G. Babenko was used to compile the profile. Data collection was carried out by the method of limited associations. The task of the respondents was to give nine associations to the word “volunteer” in the form of the principle parts of speech (three verbs, three nouns, three adjectives). As a result, the frequency of these associations by categories of emotive vocabulary was revealed and a rating of these categories was formed.

Results. The most frequent in terms of the number of associations used are the categories of emotive vocabulary: kindness, pity, sincerity, and joy. These emotive categories characterize the emotional component of the image of volunteering in the thesaurus of students. An analysis of denotative-ideographic groups, taking into account functional-semantic categories, shows that these categories are represented unevenly in students’ associations. The category of emotional attitude is the most pronounced while the categories of emotional impact and the emotional attitude are not represented at all. A rating of denotative-ideographic groups was built according to the frequency of associations about volunteering used by the respondents.

Conclusion. The categories of emotive vocabulary are complementary to the content of volunteer activities. The emotional component of the image, identified with the help of denotative-ideographic groups and functional-semantic categories, reflects both the characteristics of the emotional regulation of volunteer activity and the personal constructs of students.

Background. Stereotyping is an important part of social cognition. Therefore, it attracts a lot of attention from psychologists and sociologists. Ethnic stereotypes are not only a reflection of established prejudices and false ideas, but also a kind of social “barometer” indicating possible social problems. Modern studies have revealed the relationship between stereotypes and real ethnic diversity, and also indicate that the subjective feeling of disadvantage is a breeding ground for the emergence and existence of ethnic stereotypes.

Sample. The study involved 88 people, representatives of 4 countries.

Objective. The article aims to substantiate theoretically, to identify empirically, as well as to classify ethnic stereotypes in the perception of advertising by young people, representatives of four ethnic groups.

Methods. The study simulated a situation of interethnic interaction, in which the participants acted as the “authors” of 6 advertising messages and 3 commercials. They had to write stories selecting the “main characters”, whose participation would illustrate the attractiveness of the advertised product or service. A set of typical images of representatives of different ethnic groups was proposed. Psychological diagnostics was aimed at establishing differences between groups. were An express questionnaire “Tolerance Index” (G.U. Soldatova, O.A. Kravtsova, O.E. Khukhlaev, L.A. Shaigerova) and emotional empathy questionnaire (Emotional Empathic Tendency Scale, EETS) designed to determine the level of empathic tendencies, the ability to empathize as a personal trait by A. Mehrabian and N. Epstein were used.

Results. Areas of social practices where autostereotypes and heterostereotypes appear were identified. Themes where new stereotypes appear were identified. The diagnostics showed that there is no statistically significant difference in the indicators of tolerance and empathy between representatives of the 4 groups.

Conclusions. The results of the study can be explained by the fact that participants demonstrated the unity of social group, the youth. The results obtained can be interpreted as evidence that for modern young people, the decisive factor in the formation of stereotypes is information transmitted through various means, which clearly acquires a transnational character.

Background. In Moscow schools there is a programme for vocational guidance for schoolchildren. One of these projects includes specialized classes in the project “Mathematical Vertical” for schoolchildren of grades 7-9. However, at present, studies of various psychological aspects of the influence of education on the personal characteristics of adolescents in special classes providing professional orientation for schoolchildren are not enough.

Objective of the study was to assess school motivation, meaningfulness of life, assertiveness, as well ae to identify differences in these indicators between students in the 7th grade of the “Mathematical Vertical” project and their peers in the regular class, as well as to determine the correlations between the indicators under consideration.

Methods. The questionnaire “Assessment of the level of school motivation” by N.G. Luskanova; the test by D.A. Leontiev to assess the level of meaningful life orientations; the assertiveness test by V. Capponi and T. Novak were used.

Sample. The material was obtained for 50 students of the 7th grade. 28 adolescents (of which 50 % were boys) were students in a “regular” class, 22 subjects were students in a mathematical class (73 % were boys). The average age of adolescents was 13 years.

Results. A low level of educational motivation was revealed among students in both classes. Male teenagers from the advanced mathematics class had a higher level of meaningfulness in life than their peers from the regular class. There were no gender differences in assertiveness test scores, while the number of assertive students was higher in the regular class compared to the maths class. The work also showed direct correlations between the levels of school motivation and meaningfulness of life, between assertiveness and meaningfulness of life.

Conclusion. It seems appropriate to introduce a number of measures in various classes of the school with the purpose of the development of assertiveness, awareness and formation of life meanings and orientations, an active position in relation to one’s own life, which can positively affect the level of school motivation.

Background. The modern labor market is characterized by constant, not always predictable changes, which directly affect labor resources. In this regard, one of the priority tasks of career consultants is to constantly monitor these trends in order to timely adjust their work to them.

Objective. The article aims to analyse the tasks and challenges that career consultants face in their work in the conditions of dynamically changing labor market.

Methods. The research used the analysis of literature supplemented by the respondents’ qualitative answers. They were asked to express the opinion about requests, tasks and difficulties they had in their work in 2022.

Sample. The data was obtained through an online survey of career consultants (24 participants).

Results. The main characteristics of the BANI-world model and their reflection in the modern local labor market are considered. The main requests and tasks that career consultants are working with in the current conditions are identified. Career consultants’ work challenges, limitations, and possible ways to overcome them are formulated.

Conclusion. The research materials indicate increased requirements for professional consultants. They are to be ready to work with a wide range of career guidance issues, to provide deep and long-term psychological support for clients in the current socio-economic conditions. The results obtained could be used as the basis for further clarification of the local trends in the study of activity characteristics in modern career consultants, difficulties in their work, as well as assistance in resolving them.

Background. Identification of typological differences in abilities of students studying in various areas of specializations at university allows us to predict the trajectory of their development in professional preparation.

Objective. The purpose of the study is to identify and analyze typological differences in the general and special abilities of bachelors in preparation for socionomic professions.

Sample. The study has been conducted in 2021–2022 academic years for 98 1–4 courses’ students studying in the area of specialty 39.03.02 Social work.

Methods. The methods used included tapping test in M.K. Kabardov’s modification, a questionnaire of professional preferences by J. Holland, M. O’Sullivan and J. Guilford test, SMRP (SMIL), R. Kettell’s questionnaire, the techniques by L.P. Kalininsky (COAP), and T. Leary’s technique.

Results. The general and special abilities are established. The natural basis of the general abilities (motor indicators), cognitive (social intelligence), and personal characteristics (optimism, extraversion and responsiveness) of students, characteristic of all courses, are found. Differences in special abilities are revealed: in the 1st year, sensitivity and pessimism prevail; in the second year dependence (there is no independence) and responsiveness are observed; in the 3rd efficiency, focus of consciousness on the social goals of activity, dominance and self-confidence are identified; in the 4th research and conventional professionally oriented personality types’ abilities and traits such as social responsibility, ability to analyze and structure activities, independence are developed (0.01 < p < 0.05). A common type for all courses is “social”, characterized by cooperativeness, the ability to interact with people, psychological tact. From the 1st to the 4th year, there is a clear identification of the social worker’s profile and an increase in readiness for socionomic professions (p < 0.05).

Conclusion. It is shown that when preparing for socionomic professions, the most significant signs of the development of general and special abilities are four factors: natural prerequisites (primary-signal or second-signal type of higher nervous activity (HNA)) and social (cognitive and professional) characteristics of the individuals. Typological differences in component combinations of general and special abilities, determined by the orientation of the activity of the individual and the learning conditions, are revealed among students of different courses studying in the specialty “Social Work”.

Background. Teachers’ ideas about aggression and deviant behavior of adolescents is an extremely important source of information, scientific consideration of which can both clarify the internal picture of the difficulties in teachers’ professional activities and assess the specifics of the manifestation of problematic behavior in adolescents.

Objective. The purpose of this article is a theoretical and empirical consideration of the phenomenology of aggressive behavior in adolescents as represented in teachers’ ideas. Another goal is to identify the main lexical units with which occur in the conceptualization of typical manifestations of aggressive behavior in adolescence.

Methods. The article analyses teacher’s answers to the open question: “What are the three most typical manifestations of aggressive behavior in adolescents?” The question was asked separately about younger (11–14 years old) and older (15–19 years old) teenagers. To analyze the data obtained, the methodology of text analysis by means of the R programming language was applied. The methodology included several stages: (1) tokenization of statements, (2) stemmization of words, (3) removal of stop words for the Russian language, (4) sorting meaningful parts of words by frequency of use. To determine the differences in the frequency of use for different lexical units, the Student and Mann — Whitney criteria were used.

Sample. The study was implemented in the form of an anonymous online survey, which was filled in by teachers from five federal districts of the Russian Federation. The overwhelming majority of respondents are female (94 %). The average age of respondents is 44.5 (SD = 11.7). A sample of 7,042 teachers was used for the analysis.

Results. The most frequent lexical unit was “aggress” [aggression] in both groups. In the representations of teachers regarding younger adolescents, there are also lexical units and their components: «krik» [scream], «drak» [fight], «grub» [rude], «poveden» [behavior], «fizichesk» [physical], «emocionaln» [emotional] and «slez» [tears/crying]. In relation to the older teenagers «poveden» [behavior], «grub» [rude], «drak» [fight], «fizichesk» [physical] and «zamknut» [withdrawn] are used.

Conclusion. The study identified the most frequent lexical units and their components used by teachers to describe aggressive behavior in younger and older adolescents. It was shown that the most frequent units and their components reflect typical manifestations characteristic of both ages. At the same time, the least frequent seem to indicate the specific risks characteristic of the age groups considered.

Background. Suicidal risk in adolescence and youth refers to one of the actual forms of autodestructive behaviour associated with socio-psychological factors.

Objective. The aim was to reveal the relationship between subjective dissatisfaction with the interpersonal communication and signs of psychological difficulties (aggressive behavior, substance use, anxious and obsessive thoughts, suicidal thoughts) in adolescents and young people with different levels of suicidal risk.

Methods. Participants filled in the interpersonal needs questionnaire (INQ-15) and a questionnaire diagnosing signs of psychological difficulties.

Sample. 92 adolescents and young adults aged 12–21 years without experience of suicidal thoughts, 132 adolescents and young adults with experience of suicidal thoughts but not actions, as well as 55 adolescents and young people who were treated in crisis hospitals for suicidal acts took part in the study.

Results. The Russian version of the Interpersonal Needs Questionnaire is a reliable and factor valid technique to assess the feelings of burdensomeness and thwarted belongingness in adolescents and young adults. Suicidal risk in adolescents and young adults is associated with interpersonal failure, loneliness, longing, which leads into feelings of burdensomeness and thwarted belongingness. In adolescents and youth with different suicidal risk, these feelings of burdensomeness and thwarted belongingness are associated with the recognition of psychological problems, and feelings of burden are associated with the recognition of aggressive behavior. The feeling of thwarted belongingness is associated with aggressive behavior only in adolescents and young people with suicidal thoughts and actions.

Conclusion. The association of feelings of burdensomeness and thwarted belongingness with the recognition of psychological problems in different suicidal risk groups, and the association of feelings of burden with the recognition of aggressive behavior indicates the importance of interpersonal communication factors in understanding subjective well-being in adolescents and young adults in general

Background. Visual search is considered today as an active process, usually implemented with the participation of eye movements. Modern search models assume the influence of both stimulus and cognitive variables on its characteristics and effectiveness. However, in research, as a rule, only one type of variables is controlled, which requires the creation of new experimental paradigms that allow studying the influence of both types of factors and their interaction.

Objective. Investigation of the influence of factors of verbalizability and symmetry of the target stimulus on the effectiveness and speed of its search and characteristics of search eye movements.

Methods. The created stimuli were identical in basic stimulus characteristics (color, shape, size, slope, number of elements) but differed in the symmetry of configuration and the level of verbalizability. An intragroup experimental plan was used. Eye movements were recorded in the process of visual search with the SMI HiSpeed 1250 eye tracker.

Sample. The total sample of the study consisted of 48 participants: 18 people (10 men, 8 women, average age — 20) — at the stage of assessing the verbalizability of stimuli; 30 people (6 men, 24 women, average age — 20) — at the main stage.

Results. None of the factors affected the effectiveness of visual search, it remained at a high level. In the absence of the target stimulus in the matrix, the search for symmetrical targets with verbalizability was completed faster, the search for asymmetric stimuli with low verbalizability was the slowest. Both factors influenced the features of searching eye movements: the search for “simple” (symmetrical and/or highly verbalizable) stimuli was characterized by shorter fixations and wide-amplitude saccades than the search for “complex” targets. ANOVA showed that there is no interaction between the factors of verbalizability and symmetry.

Conclusion. The results generally support the hypothesis about the influence of symmetry and verbalizability on the visual search, testifying in favor of their independent influence on the dynamics of search eye movements.

Background. Executive functions are one of the factors that contribute to the balanced development of children and their success in the future. In this regard, the study of factors that may influence the development of executive functions is an urgent task. The study examines the role of the kindergarten attendance duration in the development of working memory, cognitive flexibility and inhibition as components of executive functions in preschool children.

Methods. The NEPSY–II battery subtests were used to test the level of development of regulatory functions. Data on the period of children’s kindergarten attendance were collected according to preschool attendance journal.

Sample. The study involved 947 children aged 53 to 86 months (Mage = 70.3; SDage = 4.3), 515 boys and 495 girls from Moscow, Kazan, and Sochi.

Results. As a result of comparison of averages using Welch’s criterion, significant differences were found in the development of regulatory functions in children with different periods of kindergarten attendance. The level of visual and verbal working memory development was significantly higher in children who attended kindergarten for more than two years as compared to children with shorter time of attendance. Physical inhibitory control is significantly lower in children who attend kindergarten for less than a year compared to those who attend kindergarten for longer periods of time. Significant differences were shown in the level of visual working memory development depending on the region and on the duration of attendance.

Conclusion. The study demonstrated significant differences in the level of visual working memory, verbal working memory, and physical inhibitory control in children depending on the duration of kindergarten attendance. The highest scores were found in preschoolers attending kindergarten for more than two years. Thus, the results of the study emphasize the importance of kindergarten educational environment for successful cognitive development of preschoolers.

Background. The COVID-19 pandemic is a unique situation in the global community which emerged for the first time. Research shows that the pandemic may have a long-term effect on children’s development. Inhibition control is one of the main components of executive functioning and a predictor to a child’s further academic success. However, there are few works devoted to the study of the impact of the pandemic on inhibition control in preschoolers.

The objective of the study was to identify dynamics of the development of inhibition control in children aged 5–8 years (from senior preschool to primary school age) during the COVID-19 pandemic. Indicators of the development of inhibition control in first-graders before and during the pandemic were compared.

Methods. Inhibition control was assessed three times (at 5, 6, and then at 7 years of age) with the NEPSY-II Inhibition subtest.

Sample. This longitudinal study involved children aged 5 to 8 years at the time of follow-up from 2019 to 2021 (N=101). Additionally, the sample included first-grade children who were trained in kindergarten and first grade before the pandemic (March 2019, N=84).

Results. The results of the analysis indicate that inhibition control successfully developed in children from the senior kindergarten group to the first grade of school during the pandemic. At the same time, the level of development of inhibition control in girls after the pandemic is higher than in girls before the pandemic, while no significant differences were found for boys.

Conclusion. The level of inhibitory control in preschoolers, whose education in the preparatory group of the kindergarten took place during the COVID-19 pandemic, despite the restrictions introduced and changes in the usual way of life, corresponds to the norms. It has been shown that the results of the development of inhibitory control in children who were caught up in the pandemic and those who were not caught up in the pandemic differ depending on gender.

Background. The study of professional identity in modern specialists is associated with the need to ensure their psychological well-being in an increasingly complicated professional environment because of the inclusion of information and computer means of work. The present research continues the construction of a conceptual model for the professional identity in the context of digitalization.

Objective. The present stage of our investigation is aimed at constructing a model of professional identity of the modern specialist that allows to outline trends and directions of its changes in the system of self-evaluation as a professional and to link those evaluations with experiencing psychological well-being.

Methods. The respondents are offered the questionnaire for demographic data, the “Trust in technology” questionnaire (Akimova, 2020), the semantic differential for assessing oneself as a professional (Serkin, 2016), C. Ryff ’s scale of psychological well-being in adaptation by T.D. Shevelenkova and T.P. Fesenko (2005), L.B. Schneider’s method for studying professional identity (2001), and free associations to the word “technique” to identify the respondents’ ideas about it.

Sample. 150 respondents (50 men, 100 women) with an average age of 40 years (from 21 to 63) and an average work experience of 18 years (from 2 to 45 years) who work in different professional digital fields.

Results. The present paper describes the structure of ideas about technology, the core of which includes such associations as “a computer”, “technology”, “progress”, convenience”, “telephone”, “innovation”, and “modernity”. The zone of changes includes “work”, “the future”, and “the new” which confirms the digitalization of life and activity of a modern specialist. Those data have been completed by a strong trust in technology and a high degree of its mastering. It identifies three clusters based on the level of psychological well-being which are not associated with the respondents’ statuses of professional identity but relate to the self-evaluation as a professional. A two–dimensional space constituted by two factors: the level of qualification and capacity for work has been constructed. In relation to them, the statuses of professional identity are distributed to determine vectors of possible changes.

Conclusion. The ideas of specialists about technology represent the main trends in the digitalization of professional tools: expanding the range of devices used and their positive assessment. Professional identity of 47 per cent of the respondents is precocious, characterized by the recognition of their own authority but, at the same time, the lack of their independence. Only each third person in this group shows a high level of well–being. The vector model of professional identity constructed in the factor space of self–evaluation as a professional enables to outline the main directions of change in the identity according to two parameters: professional one (content oriented) and individual-personal one (performance).

Practical application of the results. The obtained results broaden the existing ideas about the professional identity of working people with different levels of psychological well-being and allow to outline the directions of their psychological support.

Background. Language development is one of the most important tasks of education. Therefore, the study of those factors that affect it remains in demand. Though the relationship between language development and executive functions has been broadly studied recently, there is no data on their relationship in a longitudinal perspective in children aged 6 to 8 years. A comprehensive analysis of the relationship between language development and executive functions is of great importance for transition from kindergarten to primary school.

Objective. The study focuses on how narrative ability develops in children from preschool to the middle of elementary school and how it is associated with the level of executive functions.

Sample. The material was obtained during a three-year longitudinal study. The study sample data was collected in two sections: a) in kindergarten (n = 288, M = 6.59 years, SD = 4.11 months) and b) in the second grade of primary school (n = 210, M = 8.75 years, SD = 3.84 months).

Methods. The children’s executive functions were assessed with the NEPSY-II diagnostic toolkit, as well as with the DCCS method. The children’s narratives were assessed with the method of creating stories based on a series of pictures.

Results. 1) A statistically significant increase in micro- and macrostructure of narratives was found. 2) In kindergarten, girls demonstrate higher indicators in both macro- and microstructure of narrative than boys. However, by the 2nd grade, these significant differences are no longer observed. 3) Analysis of the relationship between narrative indicators and components of executive functions revealed that the strongest positive relationship is observed between auditory working memory and macro-microstructure in the preparatory group, however, by the 2nd grade, this relationship ceases to be significant. 4) It was shown that children who demonstrated higher rates in all executive functions at preschool age have higher results in narratives at school.

Conclusions. The important role of the development of executive functions during the preschool period of childhood in the development of narrative ability at school age is shown.

Background. Psychological well-being of a modern person is largely connected with his adaptation to the risks of the digital world. A review of modern studies into psychological consequences of everyday digitalization suggests that the latter affects all areas of the personality: motivational, cognitive, and affective ones, as well as the features of self-awareness.

Objective. The task of the pilot study was to determine the possible relationships between the level of psychological well-being and the content of personal dispositions related to it (hardiness and dispositional optimism) with the features of adaptation to digital everyday life.

Sample. The study was conducted on a youth sample of 131 people. The average age of respondents was 22.8 years (median age = 21), 118 females, 13 male respondents).

Methods. The paper uses standardized scales of psychological well-being, resilience, dispositional optimism and a questionnaire specially designed for the purposes of the study aimed at identifying the level of psychological adaptation to digitalization, which included the scales of digital anxiety, behavioral, communicative and normative adaptation.

Results. The check of reliability of the scales in the questionnaire of psychological adaptation to digitalization gave acceptable results. Indicators of digital anxiety are negatively associated with indicators of psychological well-being, resilience and dispositional optimism. Behavioral and normative adaptation to the risks of digital world are not associated with psychological well-being and dispositional optimism, though they do positively correlate with resilience. Indicators of communicative adaptation were not associated with any of the methods used.

Conclusion. Modern youth have a developed repertoire of skills to ensure their own digital security and to organize a conscious information search, though at the same time they follow certain norms of virtual interaction that are consonant with social norms. However, this does not increase confidence in the ability to protect oneself and influence one’s own digital everyday life, which explains the generally weak correlation of indicators of digital adaptation with psychological well-being, general resilience and dispositional optimism.

Background. Neuropsychology and neuroscience solve a number of general issues concerning the relationship between brain and psyche, the principles of the structural and functional brain organization, the cerebral basis of mental processes, patterns of damage and recovery of complex behavioral systems. Neuroscientific basis for higher brain function recovery allows us to explain the regularities of neuroplasticity. The neuropsychological basis makes it possible to build an adequate programme of neuropsychological rehabilitation, taking into account not only psychological but also biological patterns. Thus, it is necessary to strengthen the integration of neuroscientific and neuropsychological points of views in this domain.

Objective. The study aims to analyse the strengths and weaknesses of modular theory and the theory of system and dynamic localization of functions in solving the question of structural and functional brain organization and their reflection in approaches to neuropsychological rehabilitation.

Methods. Comparative analysis and the method of generalization were applied.

Results. Modular theory and the theory of system and dynamic localization of functions have a number of common key points. 1. The principle of the system (distributed) organization of higher cortical functions. 2. Horizontal-vertical structure of higher brain functions. 3. Сortical function is the constellation of factors/modules. 4 Functional unit (factor/module) is a structural element of different brain systems. 5. Damage of a functional unit leads to a selective damage of a certain group of cognitive processes. Theories differ in understanding the content of a functional unit of a brain, which leads to differing understandings of the typology in the ways to recovery. The study considers the role of subcortical structures in providing behavioral automatisms. The paper shows the importance of the intact conduction pathways in making rehabilitation prognosis.

Conclusion. The study reveals limitations of the concept of factor in explaining the variability and dissociative picture of a neuropsychological symptom. The content of factor as well as its structural elements are to be revised and described. Certain statements of the theory of system and dynamic localization of functions have to be modified in order to reflect the regularities of neuroplasticity in the methodology of neuropsychological rehabilitation.

Background. Against the background of increased attention to the category of generation in social psychology, the methodological possibility of studying generations and intergenerational differences is analyzed. The existing limitations of this kind of research are suggested and classified; methods for leveling these limitations are proposed.

Objective is to propose and test an empirically correct scheme for the study of generations in social psychology.

Sample. The material on which this scheme was tested was obtained in the course of an Internet survey (951 people).

Methods. The survey included a modified author’s Lifeline methodology to explore perceptions of cultural life scenarios. The method of analysis of the results involved the study of the possibility to apply APC (age-period-cohort) analysis to socio-psychological studies of intergenerational differences.

Results. A scheme for the study of intergenerational differences has been proposed and substantiated, including, in particular, the use of theoretical meta-analyses, the methodology of APC analysis and the study of complex attitudes of the cultural life script (CLS).

Conclusions. The conclusion is made on the need to abandon studies of traditional generations and the need to move to smaller units of analysis — quasi-generations in line with socio-psychological methodology.

Background. Due to global changes and growing socio-cultural uncertainty, it is important to determine which personal traits allow a person to maintain a high level of subjective well-being in modern conditions of living.

Objective. The article aims to determine the contribution of personal traits (perfectionism, coping strategies and tolerance for ambiguity) to the components of subjective well-being (life satisfaction and subjective happiness).

Sample. The study involved 142 respondents (123 females, 19 males), students of Moscow universities (mean age = 19,32, SD = 0,644).

Methods. Respondents were offered to complete 6 questionnaires: «Three-factor perfectionism questionnaire», «Proactive coping abbreviated questionnaire», «Diagnostic technique of stress coping» of D. Amirkhan, «Scales of tolerance and intolerance to ambiguity in modification of S. Badner’s questionnaire», «Subjective happiness scale» of S. Lyubomirsky, «The satisfaction with life scale » by E. Diener. Statistical processing of the data was performed using statistics system, IBM SPSS Statistics 23 macros PROCESS, using regression and moderator analyses.

Results. Regression analysis revealed the positive contribution of proactive coping and the negative contribution of the perfectionism component “negative selectivity and fixation on one’s own imperfection” both to individual components of subjective well-being and to its integral indicator. The proactive coping strategy “seeking social support” contributes to the cognitive component of subjective well-being and its integral indicator, while not affecting the emotional component. Moderator model shows an increase in subjective well-being when using a proactive coping strategy, regardless of the level of the perfectionism component “negative selectivity and fixation on one’s own imperfection”.

Conclusion. Such personal traits as proactive coping strategies (proactive coping, seeking social support) and the perfectionism component of “negative selectivity...” contribute to the level of subjective well-being. Proactive coping also levels the connection between perfectionism and subjective well-being.

Background. The problem of criteria for evaluating solution success is one of the most important for psychology of creative thinking. Evaluation of the solution by the subject during the process of thinking in the form of «confidence / doubt» can be criteria and basis for subject’s experiencing potential success or failure, which leads to continuation or stop in solving.

The objective. The study was to research the dynamics of intellectual confidence / doubt at different stages of problem-solving process.

Sample. The study involved 66 university students, specialists and non- specialists in relation to the content of the tasks.

Methods. The subjects solved 8 problematic tasks of scientific and artistic content with hints and estimate interest and confidence at different stages of solving with subjective scales. The following methods were used for intellectual characteristics “Raven’s Progressive Matrices”, “Complex Analogies”.

Results. 6 types of dynamics of intellectual confidence were identified, which correlated in various ways with the success of the solution. Successful solution of problematic scientific situations for specialists is associated with confidence at every stage, for non-specialists it is associated with doubts at the stages of understanding the problem and the formulation of solution. For problematic situations of artistic content solved by non-specialist, the following types of dynamics are associated with successful solution: «doubt — doubt — confidence», «confidence at all stages»; the latter was also observed with an unsuccessful solution. For this reason 2 types of confidence were identified: (1) reasonable, based on hints, leading to a successful solution, and (2) non- reasonable, without relying on a hint, not leading to a successful solution.

Conclusion. The procedural criteria to evaluate solution are the intellectual emotions of confidence or doubt that regulate the process of thinking. Depending on the stage of solution and the content of the task, intellectual confidence changes in different ways for specialists and non-specialists, performing the function of a preliminary assessment and regulation of solving process.

Background. Having turned from a simple technology into information and communication environment, virtualization affects all spheres of human life. To date, the expansion of its influence proceeds in two main interpenetrating directions: increasing the impact of virtuality on the real world and the virtualization of reality itself. Under the influence of network communication, the consciousness of the individual changes. A new networked way of thinking and existence is being formed. With sufficiently versatile studies of cybercommunication, there is no collective image of the category of virtual communication that would describe its structure for better and more effective interaction of users on the Internet.

Objective. The aim of the study is to determine the structure of ideas about virtual communication and to identify the relationship of individual ideas with the personal characteristics of social network users.

Methods. The material was obtained during a survey (23.09.2020–15.12.2021), which asked the subjects to bring as many free associations to the phrase «Virtual communication is ...» as possible. R.B. Kettell’s 16-factor personality questionnaire (Form A) was used to diagnose personality traits.

Sample. The sample consisted of 183 people aged 18–75 years (average age 38.7 years).

Results. The main attributes of the concept of «virtual communication» among users of social networks were identified. They included such attributes as «affective» with a division into «positive emotions» and «negative emotions», «motivational», «cognitive», «objectness», «subjectness», «alternative to reality», «self-realization», «space and time», and «perception». The interrelation of individual representations of the components of virtual communication with the personal characteristics of respondents is noted.

Conclusion. According to the results of the study, eleven categories have been identified, with the help of which the concept of “virtual communication” is described by network users. The features of the received categories in different age groups are analyzed. A five-factor model of cybercommunication was obtained, which included emotional-affective, perceptual, subjectivity, motivational, and cognitive-temporal factors. The connection of the selected categories of cybercommunication with the personal characteristics of users of social networks is revealed and described.

Background. Currently, the number of entrepreneurs who run traditional business or create a startup is growing. A startup is a special type of entrepreneurial activity that increases the risks of doing business. In this regard, the question of the personality traits of the entrepreneur who has a traditional business and the founder of the startup arises.

Objective. The aim is to identify distinctive professional values of entrepreneurs who prefer traditional business (hereinafter referred to as TB entrepreneurs) and startup entrepreneurs.

Methods. The hypotheses were tested by a survey including two test methods: the Rokich values method, a modified method from the Bushkova-Shiklina study. The paper compared the set of professional values of traditional business entrepreneurs (TB) and startup founders. Differences in values were checked through Pearson’s chi-square calculation (χ2 — Pearson consent criterion).

Sample. The sample consisted of 90 people. Of these, 46 participants (25 men and 21 women) are entrepreneurs, and 44 (27 men and 17 women) participants are startup founders living in Moscow and St. Petersburg. The age of respondents is from 20 to 40 years.

Results. Statistically significant differences in the values of TB entrepreneurs and startup founders could not be found. The set of common values of TB entrepreneurs and startup founders is the same: interest in work, financially secure life, development. However, each group of entrepreneurs has its own specific values. TB entrepreneurs emphasise professionalism while startup founders emphasise success.

Conclusions. TB entrepreneurs and startup founders have similar values. The personalities of TB entrepreneurs and startup founders have many similarities, similar values and directions in life, despite the fact that the activities of these two groups are not identical and have their own characteristics. A startup should be considered as a subtype of entrepreneurship. TB entrepreneurs demonstrate professionalism as a specific professional value. Startup founders have another specific professional value which is freedom.

Practical application of the results. The results of the study are useful for group and individual work with entrepreneurs, and also serve as a starting point for a more detailed study of the socio-psychological aspects of entrepreneur’s personality.

Background. This study discusses one of the last L.S. Vygotsky’s works — the fourth chapter in «Fascism in Psychoneurology» bulletin (1934). Motivation of the author to write this text is analyzed in the broad context of sociopolitical and personal aspects of his life: general growth of sociopsychological tension, repressions that touched L.S. Vygotsky’s family in 1930s, personally significant Jewish question and antisemitism in nazi Germany. In addition, joint letter from R.N. Vygodskaya and L.S. Vygotsky to D.I. Vygodsky published for the first time. This letter mentioned the arrest of Vygotsky’s cousin L.I. Vygodsky.

Objective. The aim of the study was to reconstruct personal meanings and circumstances of L.S. Vygotsky in writing a chapter for «Fascism in Psychoneurology» bulletin.

Methods. Elements of source analysis, search and analysis of archival documents, theoretical analysis of literature on L.S. Vygotsky’s biography.

Results. The analysis showed that L.S. Vygotsky and A.R. Luria’s criticism of Fascism in psychology is built around several topics: criticism of the basic anthro-pological idea of the Third Reich about the predestination of human development depending on «blood and race»; an analysis of the process of politicization and ideologization of science, exemplified by the concept of «Integrationstypologie» introduced by E.R. Jaensch, which L.S. Vygotsky criticizes; political self-defense of Soviet scientists against possible persecution; the issue of national self-determination of Soviet Jewish scientists.

Conclusion. Authors of this article suggested that this work may be seen not only as a scientific criticism and assertion of humanistic values in psychology but also as an act of political self-defense from sanctions and persecution that took place during the second half of the 1930s.

Background. The article deals with the problem of gender differences in the organization of cognitive processes, which is extremely relevant in theoretical and practical terms. The problem is considered on the example of interpretation and generalization of gender-relevant material by representatives of different gender identity and sex.

Objective. The aim is to identify the features of thinking activity which are based on different gender identities, as well as to study the content of such features in case they are found.

Methods. To form a sample, a test method for diagnosing gender identity was used (S. Bem, modified by V.A. Labunskaya and M.V. Burakova). Experimental methods were used to study thinking. The method «Interpretation of Proverbs» analyzed the results of interpretations of metaphorical sayings. The method «The Extra Fourth» analyzed the results of generalization of the images’ meaning.

Sample. 78 people with at least an incomplete higher education, 39 female and 39 male subjects took part in the study.

Results. Androgynous subjects demonstrate the least semantic, evaluative and aggressive distortions of the meaning of gender-relevant proverbs and the highest metaphorical level of their interpretation. Masculine subjects show a decrease in the level of generalization and the predominance of situational interpretations of proverbs based on their personal experience. Masculine women are more likely to have a misunderstanding of the meaning of the proverb. Masculine men are more likely to show aggressive distortions of meaning and evaluations.

Conclusions. There are features of mental activity associated with the GI of the subjects. They are selective in nature and are associated exclusively with the understanding and interpretation of gender-relevant material. The tendency to violate the objectivity of thinking is most clearly manifested in masculine subjects, especially in women — due to their discovery of clearer contradictions between their own social situation and the content of the material. A smaller percentage of selective distortions in feminine subjects may be explained by possible conformity, which reduces the importance of gender material, and in androgynous subjects it may be a sign of their internal non-conflict, meaningful harmony of this topic for them.

Background. Despite a significant number of studies of self-attitude, the specifics of self-attitude in high school students of different sexes remains insufficiently studied due to the peculiarities of their conscious (cognitive) and emotional regulation.

Objective. The target is to identify the relationship between the frequency of manifestations of cognitive-emotional conflict during the video dialogue with the parameters of self-attitude in high school students of different sexes.

Methods. Manifestations of cognitive-emotional conflict were recorded in a video dialogue and identified on the basis of formalized integral expert assessments. During the dialogue, questions or approval of the methodology “Research of self-relationship” by S.R. Pantileev were pronounced aloud by the experimenter. The respondent had to answer aloud in detail, and after the answer spontaneous clarifying questions and remarks of the experimenter, uttered in order to provoke a cognitive-emotional conflict and to increase emotionality of the dialogue were possible. The dialogue was conducted by an experienced psychologist (woman).

Sample. The study involved 37 people — schoolchildren, grades 8–11 (average age 15 years, standard deviation 1.5 years) from different cities of the Russian Federation (15 boys and 22 girls).

Results. As a result of correlation analysis of 9 parameters of self-attitude and the frequency of occurrence of cognitive-emotional conflict, it was shown that the frequency of conflict is associated with the nature of self-attitude and has a pronounced gender specificity. It was revealed that boys have a significant correlation only with the scale “closedness — openness”, while girls — with the scales “self-acceptance”, “self-attachment”, “internal conflict” and “self-accusation”.

Conclusions. It was found that the more are young men characterized by openness, reflection and self-criticism, the more often they manifest cognitive-emotional conflict in the experimental situation. In girls, the emergence of a cognitive-emotional conflict in a research situation is associated with a decrease in self-acceptance (a general negative background of self-perception), self-worth (dissatisfaction with oneself and the desire to change oneself), as well as a general high internal conflict and self-accusation.

Practical application of the results. The results obtained are important both for differentiated education and for organizing more effective psychological support for students in the framework of educational work at school.

Background. In recent years, the identification of individual style regulation of decision-making (DM) has become relevant, since DM is an integral characteristic of human life in a complex and uncertain world. As a new aspect, the cross-cultural commonality and specificity of the emotional and personal components of DM are highlighted.

Objective. The aim is to carry out a cross-cultural analysis of the decision-making style of Russian and Chinese samples according to productive and unproductive approaches to coping with uncertainty distinguished in the Melbourne Decision Making Questionnaire (MDMQ).

Sample. The sample consisted of 531 participants: 259 from Russia (М age= 27,67; 32,4 % men) and 272 from China (Мage= 27,76; 38,6 % men).

Methods. The four-factor structure of MDMQ for the Chinese sample was verified. In addition, the participants were presented with the Positive and Negative Affect Schedule — PANAS. All participants were tested through informed collaboration; in Russian sample it was conducted in person, in Chinese sample online testing through the Wen Zhuan Xing (䰞ধᱏ) platform was involved.

Results. Cross-cultural comparison of sample means revealed greater Vigilance in Russians and greater Back-Passing and Hypervigilance in Chinese participants. Correlation analysis has shown (1) similar interrelations of unproductive coping among Russians and Chinese men and differences in Chinese women; (2) positive relations of Vigilance with positive affect and positive relations of unproductive coping with negative affect.

Conclusions. Considering differences in the variables of personal regulation of decision making, we should speak about the generality of their correlation in the latent classes of the two cultural samples.

Relevance. The article is written in honor of the anniversary of the outstanding scientist. It examines the paradoxical nature of Leontiev’s creative path. He keenly felt the scale of unsolved problems facing psychology. A talented experimentalist, fascinated by concrete empirical phenomena, not only did he try it himself but urged his students to develop psychology “not into a forest but into a tree” as well. However, he framed his creative ideas with philosophical constructions somewhat superfluously.

Objective. Leontiev’s concepts are not discussed in the current article, but all their merits are presented. Despite the efforts of their creator, these concepts cannot be directly deduced from philosophical constructions and cannot be substantiated by them. Leontiev was aware of the tragic incompleteness of his own views. Since he had to adapt to the official government ideology, he had to use Aesopian language to deliver his concepts.

Results. Leontiev’s problem was his excessive and sincere fascination with the Marxist philosophy. However, it turned out to be a blessing for Soviet psychology since it allowed him to defend the young science in a country where Marxism was recognized as the only true doctrine and all other views were ostracized.

Conclusions. Leontiev’s talent for organization and passion for science contributed to the emergence of a powerful research school, famous for its brilliant students and followers. The fact that A.N. Leontiev’s school not only endures, in whatever directions it takes off, but also continues to have great influence on psychology is an indicator of the true greatness of its founder.

Background. This study examines risk factors for the mental health of a student in the condition of increased academic load. Introduction of new technologies and multilingualism in educational technologies influence emotional life of an adolescent. The overall excellent performance of a pupil may hide risks of adaptation disruption.

Objective is to discover anxiety and aggressiveness manifestations among adolescents studying under high academic load.

Methods. Analysis of the psychological characteristics of adolescents at risk for maladaptive perfectionism was carried out with quantitative and qualitative research methods. Applied techniques and methods involved the method by Prikhozhan to study the Self-Image of teens in the age group of 12–17 years; Buss — Perry Aggression Questionnaire as adapted by S.N. Yenikolopov; APS-R Perfectionism Scale as adapted by S.N. Yenikolopov; incomplete sentences; the Hand Test; pathopsychological test; extended clinical conversation; Torrance figurative subtests; Sociometry.

Sample. The study involved 245 students of the 8th grade of four schools. Two schools offered in-depth study of 2 foreign languages and the other secondary schools did not.

Results. According to the research, the markers of maladaptive behavior of a successful pupil are trait anxiety, maladaptive perfectionism, hostility, and anger. About 20% of the participants fall into the risk group for anxiety. Objectively, their performance is high, though teenagers have doubts about their success, demonstrate tendency for delaying, inability to start doing something. In this case the anxiety is caused by fear of failing to meet self-imposed high standards. Failure to comply with your requirements and рrocrastination is higher in schools with advanced studies of two foreign languages. Self-esteem anxiety is related to the components of Self-Image: intelligence, situation at school, communication, self-confidence. Non-conformity to self-imposed standards and procrastination are related to anger.

Conclusion. In two schools, the number of highly anxious teenagers ranges from 12 % to 20 %. In the gymnasium, only highly anxious teenagers were found. Anxiety correlates with various indicators of aggressiveness. Slaney’s procrastination/anxiety scores are positively correlated with adolescent anger and hostility. Indicators of maladaptive perfectionism according to Slaney are associated with the components of the Self-Concept. Objectively, the success of the students is good, but teenagers doubt their success, they show a tendency to procrastinate, an inability to take action. In this case, the anxiety is caused by the fear of not meeting the high standards set for oneself. The markers of the maladaptive state of a highly anxious student are maladaptive perfectionism, hostility, and anger. According to the results of qualitative research methods, destructive personality tendencies can be observed in highly anxious adolescents. The manifestations of anxiety and aggressiveness of the surveyed adolescents are similar in all schools. Failure to comply with your requirements and рrocrastination is higher in schools with advanced studies of two foreign languages.

Background. In the modern psychology of coping, there is a strong need to create a tool to measure appraisals of difficult life tasks (DLT). The DLT is one of the most common types of life situations associated with the achievement of significant goals.

Objective. The aim is to adapt the questionnaire, which measures the cognitive appraisal of difficult life situations, to research special types of difficulties (life tasks) and to estimate psychometric properties of the developed version of the questionnaire.

Sample. The study involved 1032 respondents aged 17 to 67 years (M_age = 23.86; SD = 6.53; 686 women), students and specialists of various profiles.

Methods. The research had a survey design. Three questionnaires were used in the work: “Appraisal Criteria of the Difficulty of One’s Life Situation”, “Types of Orientations in Difficult Situation”, “Ways of Coping” questionnaire. To process quantitative data we used confirmatory factor analysis, correlation analysis, Cronbach’s α coefficient, Student's t-test, Cohen's d coefficient. Content analysis was used to differentiate between the types of situations.

Results. A new structure of the questionnaire for appraisal criteria has been developed. This structure corresponds to empirical data on life tasks and includes 7 scales: 1) general features of difficult life tasks, 2) uncontrollability of the situation; 3) unclearness of the situation; 4) need for a quick and active response; 5) difficulty of making a decision (dilemma); 6) difficulty of predicting the situation; 7) negative emotions. The scales showed a sufficient consistency (Cronbach’s α value varied from 0.548 to 0.805). Correlations, descriptive statistics of the scales, and a pattern of score distribution are presented. Differences in the appraisal of the difficulties by men and women were revealed on the following scales: general features, negative emotions, unclearness of the situation, and difficulty of making a decision (women have higher scores on average). Convergent validity testing revealed expected relationships between the scales of the questionnaire and other constructs. General features of difficult life tasks include the significance of the situation and its consequences, great effort, anxiety, and subject’s influence on the consequences of the situation.

Conclusion. This study tested a questionnaire that measured subjective appraisal of a difficult life tasks. The reliability and validity of the questionnaire were confirmed. The questionnaire can be used to analyse and compare life tasks of different types, as well as to develop models that include parameters to assess difficulty and coping strategies.

Background. The concept of "professionally important quality" (PIQ) of a person, introduced in the beginning of the past century in industrial psychology, is now also used in psychology of professional sports. Modern studies of PIQ are based on an intuitive, empirical understanding of what the qualities or properties of a person are, how they arise, function and develop in sports acts, what the criteria of their importance in achieving high results in sports are. This concept of PIQ does not explain the correlation between particular qualities or their connections to indicators of success in performance. This creates the need and urgency of searching for and developing such a theory of PIQ, which would reveal their essence as well as the underlying correlations between possible psychological mechanisms of PIQ in connection with the success of sports acts.

Objective. The purpose of this study is to analyze the existing definitions of the concept of PIQ in professional activity and sports acts. The article seeks to formulate a theoretical concept of PIQ, as well as to justify the application of this concept not only to athletes, but also to other main components of sports activity (to their objects, tools, motives, goals, etc.). This goal also includes the description of the differences between the methods of constructing empirical and theoretical concepts.

Methods. When developing the theoretical concept of PIQ (as well as other concepts of the theory of acts), the method of constructing concepts "from the general to the particular" is used, which is similar to the method of "ascent from the abstract to the concrete" (Zinoviev, 2002). The concepts of "property", "quality" and PIQ are consistently built on the basis of a more general concept of "interaction" with the world, which is interpreted, as mutual influence, leading to a change in people and the world in some directions. Interaction is also considered as the main dynamic relationship between people and the world, in which social, psychological and other properties and relationships of people, including their PIQ, are generated, manifested and developed.

Results. The connection between the concepts of "property" and "interaction" is established in the article by identifying the properties of a person with the directions of the changes occurring in human interactions with the components of the world. The result of a person's change in the direction corresponding to a certain property correlates with the value of the property, which can be expressed in numbers or described in words.

When analyzing the concepts of PIQ developed in applied psychology, the following definition was formulated and justified: PIQ is the quality of the components of sports acts that is "necessary or useful" for their successful development or implementation and can be statistically significantly related to the indicators of success in the act. The concept of anti-PIQ is logically dual. This quality is "not necessary and harmful" to achieve success in mastering or performing a sports act. The proposed concept of PIQ expands the traditional idea of these qualities, which are usually correlated only with the subjects of professional acts. The article states the possibility to expand the "subject attribution" of the concept of PIQ, which contributes to more accurate and differentiated description and diagnosis. The concepts of professionally important conditions and methods of performing sports acts are considered on the example of their diagnostics on a simulator with the elements of virtual reality.

Conclusion. The main conclusion of the study is that empirical methods (correlation, etc.) of studying professionally important qualities of people can and should be supplemented by theoretical methods in studying these qualities. This will contribute to a more accurate diagnosis based on understanding of the mechanisms of their development and "binding" into individually specific systems.

Background. This article presents data from a longitudinal study of understanding mixed emotion in preschool and primary school-age children, as well as the relationship of emotion understanding to the development of thinking. Understanding mixed emotions is viewed as children's ability to recognize and interpret emotions consisting of two simultaneous emotions of different valences. In contrast to the majority of other works following Piaget's theory, our work, follows the structural-dialectical approach and examines how the understanding of mixed emotions is connected not only to formal operations, but also to dialectical actions which allow us to look into the way a child forms the unity of two opposite emotions.

Objective of the study was to analyze how understanding mixed emotions develops in children aged 5-6 and 7-8 and to assess the nature of changes in the relationship between understanding mixed emotions and indicators of cognitive development in these two age groups.

Sample. Data were obtained by diagnosing 80 children, including 42 boys (52.5%) between 2019 and 2022.

Methods. Preschoolers’ understanding of mixed emotions was assessed using a set of tasks consisting of three stories whose characters experienced atypical emotional experiences (Veraksa et al., 2022a). To diagnose the formal-logical thinking, the Probability, Scale and Cylinder methods (Piaget, Inhelder, 1951; Piaget et al., 1948), which were part of the classic Piaget tests, were applied. The development of dialectical thinking was assessed with the techniques “Drawing an Unusual Tree”, “What can be at the same time?”, and “Cycles” (Veraksa et al., 2022b).

Results. Analysis revealed that children in the first grade were more successful in completing mixed emotion tasks than children in the older preschool group. It was found that the success in comprehension tasks for mixed emotions among older preschoolers and first graders was related to the development of multiplication operations (formal-logical operations) and operations of mediation, serialization, and reference (dialectical operations).

Conclusion. The peculiarities of the connection between the understanding of mixed emotions and the development of formal and dialectical thinking in children aged 5-6 and 7-8 were revealed.

Background. The increase in migration flows and the general mobility growth in the modern world exacerbates the existing problems and causes a number of new ones in the sphere of interaction between cultures and religions. Former homogeneous in terms of cultural and religious background regions become multi-confessional and multicultural territories. Modern people are usually not so deeply rooted in traditional confessions in accordance, with their place of birth, but rather choose their religion themselves and can even construct an individualized religion based on the elements of various confessions. So, it is relevant to analyze individual trajectories of the religiosity development and the factors influencing them.

Objective. The study aims to qualitatively analyze individual religious and spiritual development and construct an empirical typology of religious trajectories in conditions of confessional and cultural diversity.

Methods. The qualitative research design was chosen. The method of semi-structured interview was used to collect data. Basing on the theory of faith development by J. Fowler, the concept of religious styles by H. Streib and the dynamic model by K. Reich we developed an analytical tool that combines macro- and micro-dynamics of individual religiosity. The study was carried out as a case study, cases were compared with each other and grouped into types based on the common features found in them. The final interpretation was obtained by integrating the interpretations of several researchers with different positions regarding religions.

Sample. In total, more than 40 semi-structured interviews with Christians and Muslims were conducted, transcribed and analyzed. The article presents 9 cases aged 20 to 38 (27.8±5.8; 6 women, 3 men) that represent two types.

Results. The article describes two (out of four developed in the study) types of individual religiosity dynamics: “religion as an individual choice” and “religion by inheritance”. The respondents of the first type, although they were christened in childhood according to the Orthodox tradition, were brought up in non-religious families. In their youth they choose a confession not typical for their parents, relatives and close friends. Their common feature is a certain distance from their peers during childhood and adolescence. The dynamics of their individual religiosity is associated with the search for their own “existential territory”, “spiritual home”. The respondents of the second type were brought up in religious families. The dynamics of their individual religiosity is determined by an intertwining of psychological factors (the need for separation from parents, overcoming infantile projections), and the actual religious (spiritual) search. The features, problems and challenges characterizing each of two types are analyzed.

Conclusion. The analytical tool proposed to construct typology makes it possible to explore the general psychological factors that determine the trajectories of development, without ignoring the importance of spiritual search. The results obtained in the study open up the room to conceptualize the ways of spiritual development in the context of two main processes related to each other — mastering tradition and separating from it.

Practical application of the results. The study describes the challenges and difficulties faced by young believers that may be helpful for psychological counseling for Christians and Muslims. The authors also hope that the article will be useful to those who are engaged in the fields of secular and religious education.

Background. Many studies have been devoted to the relationship between the perception of facial expression and emotional intelligence (EI). As a rule, the study of this issue involved the tasks of expression recognition with stimuli expressing strong basic emotions. However, differences in the success of expression recognition in groups with different levels of EI are not always significantly pronounced. This may be connected to the fact, that the recognition of basic expressions is too easy for subjects with both high and low EI scores. In order to conduct a more effective study of this issue, it is necessary to complicate the task of facial expressions recognition. To this end, one of the configurational effects of E. Brunswick stating that neutral faces with different configurations of facial features are perceived as emotionally colored, can be used. Under these conditions, a more adequate task is not to assess the success of expression recognition, but to assess the attractiveness of the face, which is closely related to the perceived facial expression. Thus, faces with positive expressions are more often rated as attractive, and vice versa. It is assumed that the study of the perception of neutral faces will reveal the features of the relationship between the perception of facial expression and EI.

Objective. The study is meant to explore the relationship between the perception of facial attractiveness and EI. It was assumed that subjects with different levels of EI would evaluate the attractiveness of neutral faces differently.

Sample. The experiment involved 49 people (20 men and 29 women, in the age range of 18–35 years).

Methods. Images of faces were presented on a monitor screen. Eye movements were recorded during stimuli presentation. The level of EI was assessed based on the results of the “Test of emotional intelligence” (TEI) (Sergienko et al., 2019). We calculated indicators of TEI for all branches of EI (the abilities to recognize, understand, manage, and use emotions), as well as the total score of EI. An analysis of face attractiveness scores as well as eye movement parametres (duration and number of fixations, duration of saccades) was carried out for two groups of subjects with high and low EI scores.

Results. It has been shown that there is an inverse correlation between the ability to recognize emotions and the average scores of facial attractiveness: subjects from the group with a high ability to recognize emotions rated the attractiveness significantly lower than the group in which this ability was less developed. Other EI ability branches (understanding emotions, managing emotions, and using emotions), as well as the total EI score, were not significantly associated with facial attractiveness scores. Various explanations of the resulting phenomenon were discussed. There were no significant differences in the duration and number of fixations, in the amplitude of saccades, as well as in the distribution of dwell time in the Areas of Interest (AOI) when looking at facial images between groups with high and low EI scores.

Conclusion. It was found that subjects with a higher ability to recognize emotions tend to perceive neutral faces as unattractive. Also, no significant differences were found in eye movement scores for groups with high and low EI scores. The absence of differences in eye movements in groups was most likely to be explained by weak relationship (or lack of relationship) between visual perception and such a high-level construct as EI.

Background. Symptoms of compulsive repetition or “intrusion” (unwanted thoughts, flashbacks, images, disturbing dreams, nightmares) are often considered as a distinctive feature of post-traumatic stress disorder (PTSD). Cognitive models claim that PTSD symptoms are stimulated and become chronic due to an overly negative assessment of the traumatic experience and/or its consequences. The relevance of the study is due to the possibility of using external assessments as an early psychological aid tool.

Objective. The work aims to repeat the study of the University of New South Wales (Australia) on the degree of influence caused by various types of external cognitive assessment of obsessive memories on the frequency and intensity of their subsequent occurrence. The research targets to create a precedent in Russia for the study of traumatic stress in the laboratory.

Sample. 30 healthy psychology students participated in the study. Their stress level results did not exceed the level of normative values.

Methods. The main method of research was the experiment. Participants who received one of two preliminary instructions giving either a benevolent or a control assessment of obsessive memories were offered to watch a film with scenes of a real car accident. Having watched a traumatic film, the participants solved a problem on cognitive interference. Then the presence/absence and intensity of intrusive memories were recorded with the use of the Intrusion subscale of the Traumatic Event Impact Assessment Scale (IES-R) and two questions on the beliefs about intrusions.

Results. The study showed that watching a traumatic film causes an equally low level of obsessive memories in groups with positive and control instructions.

Conclusion. The results of two studies (University of New South Wales and Lomonosov Moscow State University) showed similar trends regarding the level of intensity of obsessive memories for groups with benevolent and control instructions. The study provides initial causal evidence that a maladaptive external assessment can enhance the occurrence of obsessive memories, despite the fact that a benevolent or control interpretation of symptoms has no such side effect. This observation is important to take into account when conducting psychoeducation. The practice of studying traumatic stress in the laboratory is evaluated as positive and recommended for use in Russia.

Background. The uniqueness of human face perception mechanisms and their variability has become a subject for extensive investigation and wide discussion in the recent decades. While now the concept that human face is perceived as a whole is taken as a fact, the same cannot be said about the structure and methods to measure holistic processing. In the present study the factor of symmetry is investigated as one of the possible aspects of configural processing of facial perception.

Objective. The aim of the study was to apply the inversion method to the investigation of how distortion of facial configuration perception impacts the rating of its symmetry/asymmetry.

Sample. 54 participants (24 female and 30 male) aged 18 to 68 (mean age 26) took part in the study.

Method. An intra-individual experimental design was used. Participants rated asymmetry of normally oriented and inverted face-stimuli on a five-point scale. To set the symmetry level, left eye and/or mouth regions were rotated around their fiducial points, there were three rotation angles for each feature region. Zero asymmetry faces were created by blending halves of normal and mirror images of the sample face-stimulus. The mean asymmetry subjective ratings were submitted to repeated measures analysis of variance and paired samples t-test.

Results. The study revealed significant differences in the asymmetry ratings of upright and inverted faces: normal upright faces with rotated features were rated as more asymmetric compared to inverted. Thus, we may conclude that symmetry perception is affected by inversion. It was also revealed, that the effect of the eye region and the lips region rotation were not equivalent: the higher the level rotation of the eye area was the more significant the difference between the rates of upright and inverted faces was, while rotation of the lips area did not result in higher difference between the rates.

Conclusion. The observed face-inversion effect in the perception of symmetry in facial stimuli suggests that (a)symmetry is a component of holistic (configurative) processing of human face perception. At the same time, the contributions of individual features to the overall facial configuration may differ.

Background. The present study of professional identity in the representatives of the information technology sphere is connected to the problem of directing modern specialists in the world of work which is rapidly changing and structuring the system of tasks in a new way. This requires the compliance of the psychological characteristics of an employee with computerised forms of job functions. The present work aims to research the features of professional identity among representatives of the information technology sector with different job experience in order to understand identity transformations during the professionalization in a more profound way.

Methods. The respondents are offered to fill in a questionnaire for social status data, the «Trust in technology» questionnaire (Akimova, 2020), semantic differentials for the evaluation of one’s personal qualities (Ginetsinsky, 1994), and the evaluation of oneself as a professional (Serkin, 2016).

Sample. It has totaled to 52 respondents studying and working in the field of Network and System Management, Innovation, Information Systems and Technologies related to the IT sphere.

Results. The data demonstrate two statistically significant trends in the development of the professional identity in the representatives of the IT sphere: the linear and the structural ones. The first trend shows the gradual entry into one's own specialty which is expressed in a consistent complication of ideas about oneself as a professional, the growth in confidence in one's own qualification, competence, and knowledge. The second trend is supported by restructuring the emerging ideas about oneself in the profession with the growth of real practical experience. Unlike students, in working specialists, it is expressed in «ignoring» personal characteristics and emphasizing professionally important qualities against the background of a growing confidence in technology and the degree of mastery.

Conclusion. The common feature of all the participants under the study is a positive attitude towards the introduction of information technologies and experiencing difficulties in mastering them. Professional identity of the respondents belonging to the same professional field which is characterized by rapid and diverse change has got features that distinguish different stages of professionalisation.

The results obtained make it possible to adjust the training programmes of IT specialists, taking into account the required competences as well as personal characteristics in order to approach the model of a specialist in the IT field.

Background. The COVID-19 pandemic has created an unprecedented model for psychology to explore the factors of adherence to recommendations, vaccination and protective actions in a situation of uncertainty.

Objective. The aim of the study is to reveal the relationship between attitudes towards health and readiness for treatment with adherence to recommendations and protective actions during the pandemic.

Methods. In November-December 2020, 523 respondents aged 18 to 65 filled in scales to assess their tendency for monitoring information about the pandemic, level of anxiety caused by the pandemic, vaccination, and protective actions during the pandemic, their readiness for vaccination, illness-related locus of control, self-efficacy in relation to treatment, “hypochondriac discourse”, as well as readiness for treatment and ideas on the specifics of medication.

Results. Respondents were more willing to actively comply with safety recommendations if they (1) had external locus of control in treatment — this effect was both direct and indirect, which implied higher pandemic anxiety; (2) believed in alternative medicine methods; (3) declared readiness for treatment; and also (4) valued health care as a resource conservation, which influenced compliance indirectly — through the higher pandemic anxiety. Adherence to self-isolation was higher with health being more important as a means of protection against risk (both direct and indirect effects) and indirectly (because of greater pandemic anxiety) as well as with an external locus of control for treatment. Vaccination readiness depended on the internal locus of control for illness causes, lower internal and higher external locus of control for treatment, and also distrust toward the medical system. At the same time, mistrust in the medical system was characterized by two indirect effects in relation to lower readiness for vaccination: on the one hand, distrust was associated with greater anxiety about the pandemic and therefore greater readiness for vaccination, and on the other hand, with greater anxiety about vaccination and therefore less readiness for it. Respondents reported better lifestyle control in cases of more pronounced self-efficacy, confidence in the importance of taking care of health and resorting to the methods of alternative medicine, as well as declared readiness for treatment. Outdoor trips were associated with self-efficacy and confidence in the importance of treatment with alternative medicine. Both of these effects were not explained by pandemic anxiety and vaccination anxiety.

Conclusion. Active and passive adherence to recommendations, as well as other ways of caring for health, depend differently on attitudes towards health and readiness for treatment.

Background. Numerous studies show that coping plays a big role in a person's adaptation to stressful situations and becomes the center of psychological practice, which dictates the need to develop a reliable, valid and compact tool that allows you to identify certain coping strategies.

The aim of the study was to develop a brief version of the Russian-language methodology for evaluating coping strategies (COPE-30) based on the full Russian version.

Methods. The survey included socio-demographic indicators and an assessment of life situation difficulty. The following methods were used: COPE, Hardiness Survey, Personal Self-Activation Inventory, "Subjective appraisal of difficult life situation" technique. Descriptive statistics, correlation analysis, exploratory and confirmatory factor analysis, three-way ANOVA, and two-way ANCOVA were used as data processing methods.

Sample. Data were obtained from an online survey (2021–2022). In total, the study involved 1395 people aged 18 to 76 years (average 32 ± 11 years, median = 31 years), of which 72,5 % were female, 24,6 % male, and 2,9 % other.

Results. Psychometric indices indicate good internal consistency of the COPE-30 scales. The results of the confirmatory factor analysis confirm the correspondence of the 15-factor COPE-30 model to the data obtained under different instructions. Three second-order factors obtained on the basis of 15 coping strategies correlate with all the characteristics of a difficult life situation, self-activation and hardiness. Women more often use the coping strategies "Concentration on emotions and their active expression", "Religion" and "Emotional social support", and men — "Humor", even when controlling for the difficulty of the situation.

Conclusion. The proposed COPE-30 inventory is a sufficiently reliable, internally consistent and valid tool for determining individual coping strategies. It has the same good psychometric characteristics as the full version of the inventory, and works well with situational and dispositional approaches.

Background. A decrease in cognitive activity and the occurrence of various deficits with a general decrease in a positive attitude to learning creates difficulties in learning during the transition to high school. It becomes important to identify regulatory resources for development of cognitive activity and engagement during the period before the 9th grade, as well as at the beginning of high school.

Objective — to identify the dynamics of cognitive activity and engagement during the transition from middle to high school and to assess the contribution of conscious self–regulation of eighth graders to this dynamic in the 9th and 10th grades.

Sample. 156 eighth graders aged M=13.88; SD=0.445. In the 9th and 10th grades, repeated examinations were carried out using the same methods. As a result, longitudinal data was collected at three points.

Methods. "Attitude to learning in middle and high school" (I.N. Bondarenko, I.Yu. Tsyganov, V.I. Morosanova). "Multidimensional scale of school engagement" (T.G. Fomina, V.I. Morosanova). Questionnaire of V.I. Morosanova "Style of self-regulation of learning activity, SRLAQ-M" (V.I. Morosanova, I.N. Bondarenko).

Results. We revealed between individual differences in the trajectories of cognitive engagement, but they were not revealed for cognitive activity. It is shown that in order to successfully maintain cognitive activity and engagement in high school, it is important to achieve the maximum level of their development in the 8th grade, a year before the state exams. Longitudinal analysis has shown that school engagement is more associated with conscious self-regulation in comparison with cognitive activity, which significantly depends on external factors. Conscious self–regulation, fulfilling its resource role, on the one hand, makes a direct contribution to the level of development of these characteristics, on the other hand, prevents their sharp decline in case of difficulties or temporary failures.

Conclusion. The development of conscious self-regulation in secondary school is able to compensate for the negative trends of falling cognitive activity and engagement that occur in high school students.

Background. The article reveals acting as an activity, the definition of the method of "psychophysical actions" in the context of mastering the acting role as a process of development of higher mental functions of actors.

Objective. This article attempts to offer a psychological interpretation of the technologies of acting presented in the works of K.S. Stanislavsky, as well as his followers V.O. Toporkov, M.A. Chekhov, E.B. Vakhtangov, V.E. Meyerhold, M.O. Knebel, etc. from the point of view of L.S. Vygotsky's cultural-historical approach, A.N. Leontiev's theory of activity, psychological theories of communication and personality.

Methods. The authors of the article analyze stage communication and personality development during the development of the role from the point of view of the basics of social psychology and personality psychology, and also reveal scientifically based psychological interpretations of the acting profession as a conscious continuous activity aimed at achieving the credibility and organic existence of an actor on stage.

Results. The results of the theoretical analysis allow us to identify the mediation of theatrical activity by psychological patterns and technologies of analysis of the proposed circumstances of the role in the profession of the artist.

Conclusion. As a conclusion, a reasoned position is given on the need for scientific study of acting using the methodology of psychological science in order to develop the most effective method for the development of the acting profession as a process of formation of higher mental functions and the choice of adequate psychophysical actions in the proposed circumstances of the role.

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Background. Historically changing ideas about the social success of a person, its specificity for representatives of different social groups, the expansion of the number of criteria for describing this phenomenon are becoming a permanently relevant scientific and scientific-practical problem. Associated with it is the phenomenon of «resources», in the explanation of which there are many open questions.

Object of the study is to study the spatial characteristics of the conditions of the social micro- and mesoenvironment as potential resources for the social success of subjects.

Methods. Historical-theoretical analysis, empirical research (author's method — questionnaire «Dynamics of professional life style»), methods of parametric statistics.

Results. An analysis of the survey data of 482 men and women aged 30–50 years (132 civil servants, 129 engineers and heads of departments of industrial enterprises, 221 managers) showed that higher assessments of the subjective significance of environmental conditions as “professional factors” , updated as resources, and the largest number of intercorrelations (with r ≥ 0.300) took place in the sample of civil servants; smaller ones — engineers and heads of departments of industrial enterprises and in a sample of managers.

Conclusion. Different conditions of the social environment are not equally significant for all people (persons of different sex, age, working in different fields of activity, having different experience, etc.) in their positive and negative impact on various manifestations of a person's success. Differences in environmental conditions, reflected as the specificity of the correlation pleiades for each group, indicate a non-separate effect on the success of the subject. Both individual conditions and their combinations represent relatively stable, integral and closed spaces. The conditions of the parental family, one's family, formed by a person's activity in the spheres of his interpersonal relations, in their subjective perception and subjective significance for different people, act as different, isolated spaces.

Background. The present paper discusses the relevance of identifying oneself with a professionalism, the attitude to the profession and the role in the professional activity as an integral characteristic of the professional identity among representatives of different positions.

Objective. The identification of the relationship between the professional identity and satisfaction with professional activities (work process, working conditions, organization, choice of profession, etc.) and well-being in the workplace among representatives of various positions.

Sample. 11 558 employees (7,373 women, 63.8%, and 4,175 men, 36.2%) of a large energy company in the Russian Federation.

Methods. The participants filled in the questionnaire on the components of job satisfaction, the scales of the work involvement, the boredom at the workplace, the emotional exhaustion and initiative.

Results. The representatives of different positions are most satisfied with the benefits of their work for people, with their choice of profession and the profession itself and the labour process but they are less satisfied with the working conditions, payment, management and professional prospect. As for representatives of all the positions, involvement in the work, a low level of boredom and emotional exhaustion and initiative depend on not only the satisfaction with working conditions, payment, management and the professional prospect but also on the satisfaction with the choice of profession, the profession itself, its content, the benefit to people and the labour process.

Conclusion. Regardless of the position and satisfaction with working conditions, the satisfaction with the choice of profession, its content and benefits for people and the labour itself predict the involvement in work, initiative, a low level of emotional exhaustion and the boredom at work.

Background. Intercultural interaction is the basis of positive development in the modern world. However, situations of conflicts and crises seriously disrupt cross-cultural communication. An analysis of the results of studies conducted in different countries and in different situations makes it possible to identify the psychological foundations for overcoming the negative consequences of violations of intercultural interaction.

Objective. Present the experience of researching the problem of cross-cultural communication.

Methods. Review of foreign literature.

Results. An analysis of modern research on the problems of cross-cultural communication has shown that, with the unconditional recognition of the characteristics of the cultures to which the studied groups belong as the leading determinant of the study, there is no socio-psychological typology of cultures, which does not allow building a predictive analysis of the interaction of representatives of different cultures. The studies describe various types of indirect, substitutive contact, the conditions of which allow establishing positive relationships, which is especially important in situations of protracted systemic political and economic crises. Researchers believe that objective conditions have developed for the functioning of intercultural psychology and that broad interdisciplinary cooperation is necessary to evaluate the effectiveness of the means of cross-cultural communication offered by psychologists.

Conclusion. The role of the semiotic approach in the study of cross-cultural communication is revealed. Since cultural differences are combined at the level of cultural codes, the semantic aspect of the combination of different cultures is a source of possible misunderstandings and contradictions. Mediated, substitute, indirect contacts of people help to overcome misunderstandings and create a basis for active intercultural cooperation. In this case, conditions are created not only for understanding the representatives of contacting cultures, but the understanding of all representatives of a different culture improves. The attitude towards representatives of cultures that do not participate in substitutive contact also improves. This effect is considered as intercultural competence.

Background. How the bilingual children understand the false belief of other people is a relevantly new topic in the field of the developmental psychology. This question is very important one, because from it depends how early the bilingual children develop the «theory of mind». The literature shows controversial evidences regarding the age of bilingual children when exactly the start to develop the theory of mind. It seems it depends on the languages the children speak, their culture and the communication with the members of the families. Why is the development of understanding of false belief tasks in bilingual children so important? It is not important for specialists in developmental psychology only; the relevant research data will be useful for educators as well. Children who develop an understanding of other people's mental states are much better prepared for the process of mastering literacy in the primary grades.

Objectives of the paper is to examine the relation between the theory of mind and the development of some grammatical categories in the mother tongue and the second language of bilingual children.

Methods. The article analyzes the results of a study of 120 children from Bulgarian minority backgrounds. Among them were 60 children from Romani-Bulgarian families and 60 from families of Turkish-Bulgarian origin between the ages of 3 and 5. Classical tests were conducted, including two using non-verbal tests, a test with qualifying questions using the verb «to say» to express subjective attitudes, and an evidentiality test in both the native language (Turkish and Romani) and the second language (Bulgarian). Children with Turkish background live in a small town and Roma children live in a village. My hypothesis is that knowledge of certain grammatical categories can contribute to the development of the theory of mind (mental state) in children, and the place of residence influences this process.

Results. The data showed that Roma children did better on some tasks than children from Turkish families but were inferior on others. It was also found that the knowledge of grammatical categories does not affect the comprehension of the tasks of the theory of mind tests. The place of residence was also not related to the development of theory of mind of bilingual children belonging to national minorities.

Conclusion. The study led to the conclusion that in several cultures where oral traditions play an important role in the cognitive and language development of children, such as the Roma, classical tests to assess mental states are not sufficiently effective. In such cases, it would be more adequate to use tasks specifically adapted to cultural peculiarities.

Background. The article presents an overview and analytical study of the problem of perception of a person's face by ordinary people and famous artists. The relevance of the research is dictated by attempts to solve the problem of the connection between the perceiver and the perceived subjects of the cognition process. The subject of the study was both the perception strategies of the perceiver, and the characteristics of the perceived person according to his portrait, his worldview.

Objective. Review and analysis of studies devoted to the study of portrait perception strategies and the transmission of ideological characteristics by famous portrait artists.

Methods. Review and analytical study of scientific literature in the field of human perception by man, as well as analysis of the results of author's research using methods of subjective semantics — content analysis and subjective scaling.

Results. The first part of the article presents the results of experiments on the perception of the image of a person's face and its part, conducted within the framework of art studies, biology, technical sciences, pedagogy, various psychological schools, as well as by the author's team over the past 25 years. The second part of the article offers a theoretical analysis of the creative experience of famous artists in creating a portrait of a person. Special emphasis is placed on the transfer of a person's worldview and personality in creating a portrait.

Conclusion. In conclusion, the article identifies new problems and directions of psychological research on the problem of perception of the ideological essence of a person by his face.

Background. The concept of personality destructiveness describes the variety of widespread destructive and self-destructive phenomena in human life. The study of such phenomena caters to the needs of psychological counselling and psychotherapy, cause, in the long term, it can contribute to the prevention of the negative consequences of destruction for personality and others. In addition, such a study can be a way of rethinking the unambiguously negative interpretations of human destructiveness, since, according to many psychologists and philosophers of the 20th-century, destruction is associated with positive changes, development and “coming into being”.

Objective. The purpose of this study is to explore the psychological characteristics of a personality's experience of its own destructiveness.

Methods. A semi-structured interview and a survey with application of psychodiagnostic techniques (The Sixteen Personality Factor Questionnaire by R.B. Cattell and the I-Structural Test of G. Ammon) were used as research methods.

Sample. The sample consisted of 30 people aged 18 to 45, residents of St. Petersburg, Rostov-on-Don and other cities of the Russian Federation.

Results. Significant components of a personality's experience of typical situations connected with destructive manifestations were identified, which differ depending on the direction of destruction to oneself, to another person or to material objects. The experience of self-destructiveness is characterized by the predominance of mental assessments of the situation, negative emotions and unambiguously negative meanings, while destructiveness toward another corresponds to a more ambivalent emotional experience and ambiguous interpretation. The destruction of material objects is often accompanied by positive emotions and active behavior, the attributing a neutral meaning to the destruction. A connection between the measure of destructiveness as a personality trait and emotional instability, low sensitivity, nonconformism and the emotional content of experiencing destructiveness was found.

Conclusion. The research data indicate the ambiguity and multi-vector nature of the phenomenon of destructiveness, its connection with both negative and positive emotions (joy, interest), constructive meanings (protecting the boundaries of the Self, defending independence) and positive life changes in the personality’s representation.

Practical application of the results. Data on the personality's experience of its own destructiveness, its semantic content, meaning in a life context, as well as its connection with the structure of personality, are valuable for the practice of psychological counseling and psychotherapy and correspond to a wide range of client requests.

Background. Historically, the status of transgender identity in the classification of mental disorders is ambiguous and is conditioned by sociocultural factors that influence its perception. Recently, it has been seen as a variation of the norm, which is not a psychopathology, but is stigmatized. A reflection of the reconsidering of transgender identity was the development of ICD-11, the application of which requires research. .

Objective of the research is to study differences in the experience of distress associated with body image and gender identity.

Sample. The study included 256 respondents (119 with a masculine identity, 61 with a feminine identity, and 76 with a nonbinary identity). Age 21,6±6,4 years, range — 12–56 years. The sample is geographically, economically and ethnically diverse.

Methods. To study the contribution of socio-demographic characteristics to the experience of distress was explored using the χ2 test with a significance level of p ≤ 0.05. The use of qualitative analysis of content made it possible to highlight the key problems they faced.

Results. Many socio-demographic characteristics are associated with experienced distress, which is not specific. It is associated both with the bodily structures that determine it and with discrimination that affects the respondents. Most of the respondents faced micro-aggression (insults, incorrect use of pronouns), physical and psychological violence. To minimize distress, the respondents resorted to practices consistent with their gender identity and to wearing appropriate clothing.

Conclusion. Experience of distress among carriers of macro- and micro-identities has been studied. The results of the study will be practical in clinical-psychological practice where transgender and nonbinary identities are often pathologized.

Acknowledgements. The author thanks the assistant of the Department of Health Psychology and Neuropsychology of KSMU Nilufer Majid Kizi Khakhutadze for help in developing the questionnaire and to the reviewers, whose comments made it possible to improve the manuscript.

Background. The relevance of the study is due to the fact that the information society in the early 20s of the 21st century faced a new phenomenon of the social and labor environment — the ability to work outside offices, outside workplaces and posts. The psychology of such work has not yet been studied far enough, there is not enough data on its effectiveness, productivity, and most importantly, on the motivation of workers for whom such work has become possible and accessible.

Objective is analyzing the motivational structure, as well as highlighting the content haracteristics of the labor interests of both employees and managers working remotely (online)

Methods. Cluster analysis of structured interviews with employees and managers, F. Herzberg's methodology «Monitoring of labor motives», K. Zamfir's test for determining the motivational complex of employees and the author's methodology «Labor interests of employees» were used as methodological tools.

Samplе. The study sample consisted of 134 people working remotely in an online education company in different departments and in different positions (30% — managers, 70% — specialists).

Results. The study made it possible to identify what content of remote work should be in order for respondents to consider their work interesting. Three key factors of remote work were identified: variety and novelty of tasks for employees, opportunities for professional development, and emotional and personal attitude to functional duties. Intrinsic motivation turned out to be greater than outwardly positive and outwardly negative motivation in 65% of respondents. It was confirmed that the main motive for working remotely is the content of work and, additionally, career development and personal success. The leading labor interests turned out to be professional, career, group and corporate, and not at all economic.

Conclusion. The conducted research shows that the condition of remote work increases interest in the content of the activity and requires increased attention to intrinsic motivation.

Acknowledgements. Author is grateful to Volkov V.V. for assistance in data collection.

Background. Information technologies are developing intensively now. Problems related to their impact on human mental development are becoming relevant. The researchers are interested in one of the particular issues that is the interrelation between video games and aggression. Additionally, the researchers admit the inconsistency of the obtained results and the need for more comprehensive consideration of the problem.

Objective. To determine the specificities of the problem elaboration related to the interrelation between interest in video games and aggressive tendencies in the context of the topics it is reflected in.

Methods. This review is based on the material of the articles indexed in Scopus. Data were collected and analyzed using the data analysis tools from online platforms Scopus and SciVal.

Results. A general characterization of the articles, that are consistent with the link between interest in video games and aggression, is presented. The following topics were identified as those that represent this link in the most detail: «Media Violence; Video Games; Aggression», «Internet Use; Addiction; Gaming», «Online Games; Avatar; Gaming», «Cyberbullying; Crime Victims; Participant Roles», «Portrayal; Stereotypy; Media Representations». A detailed analysis of the articles, that reflect the considered issue in the context of these topics, is presented.

Conclusion. The researchers discuss the issues of more detailed elaboration of the interrelation between interest in video games and aggression. In particular they pay attention to the variables choice and control. Additionally, they conduct a critical analysis of existing concepts of aggression relatively to the considered issue and the possibility of using them. It is mentioned that the empirical data concerning aspects of video game use are generally collected on the basis of respondents' self-reports; their behavior and activities are rarely examined. Trends concerning the study of aggression in real and virtual environments (in particular, bullying and cyberbullying), racial and gender stereotypes, and aggressive tendencies related to gaming disorder are revealed.

Background. The study is devoted to cultural specificity of the personality value sphere, and from the point of view of its level ― explicit and implicit structure. The novelty of the study lies in the appeal to inaccessible and practically unexplored implicit levels of value presentation, whereas most studies research deals exclusively with the approximate levels of their presentation.

Objective of the study is a cross-cultural comparison of the structure of the value sphere of the individual from the point of view of its implicit and explicit level on the example of Russian and Uzbek culture.

Methods. The following methods were used: the refined S. Schwartz PVQ method, M. Etkind’s color test of relationships.

Sample. 190 subjects took part in the study ― 86 people of Uzbek culture and 104 of Russian culture.

Results. The study showed a significant coincidence of the leading and insignificant values of both cultures at the explicit level. The explicit differences are as follows: despite the leading nature, less significant in the Uzbek sample compared to the Russian were such values as independence of actions, independence of thought, personal security, well-being in interpersonal relations, tolerance for other people, and more significant ― life pleasures, reputation, public safety, responsibility to the loved ones. At the implicit level, the differences between cultures are less manifested, the following values are more significant on the Russian sample: diverse life experience, public safety. More significant the Uzbek sample is the responsibility to loved ones. Cross-cultural differences of some values are significantly evident at both levels. These are public safety (Uzbek subjects have higher significance at the explicit level and lower at the implicit level than Russians) and responsibility to loved ones (higher in Uzbek subjects at both levels). Public safety has shown to be implicitly insignificant value to both cultures.

Conclusion.

1. In representatives of both cultures, the structure of personality value sphere at the explicit and implicit levels does not coincide.

2. Intercultural differences in the structure of value sphere are observed both at the explicit and implicit levels.

3. At the explicit level, the leading and insignificant values among the representatives of the two cultures largely coincide. The differences found affect the degree of significance of values associated with independence, personal and public safety, and relationships with others.

4. At the implicit level, the differences between cultures consist of the following: more significant for the Russian sample are diverse life experience, social security. More significant for the Uzbek sample is responsibility to relatives.

5. Values were also found whose cross-cultural differences in significance are manifested at both levels. These are public safety (higher on the explicit and lower on the implicit level among the Uzbek subjects than among the Russians) and responsibility to relatives (more significant for Uzbek subjects at both levels). At the same time, public safety among the subjects of both cultures is an implicitly less insignificant value.

Practical application of the results. The results can be applied in the joint training and professional activities organization of representatives of different cultures.

Acknowledgements. The article was made within the framework of the grant "Cross-cultural differences in the ways of cognitive processing of verbal and figurative material" of the Russian Foundation for Basic Research, grant No. 20-013-00674.

Background of this study is determined by the increased interest in mathematical education in recent years. Teachers and researchers are concerned about the conditions and means of developing mathematical education. Along with this, there is no consensus on what constitutes mathematical abilities, what is their structure and development.

Objective of this study is to compare the development of mathematical skills of first-graders in different educational programs and to identify specific to each program features.

The study sample consisted of 434 first-graders of Moscow schools (54.8% of boys), among which: 37.1% of first-graders learn programs of increased complexity, 44% ― traditional programs, 18.9% ― developmental education program.

Methods. An author's set of tasks was developed to diagnose the mathematical skills of first-graders in this study. It included "classical" tasks children must perform regardless of the training program and "specific" tasks that test the awareness of meaning of the mathematical actions performed.

Results. The analysis showed that most of the classical mathematical skills are not related to the character of the program and it developed by all first-graders in the course of training. However, complex arithmetic skills (working with two-digit numbers and searching for an unknown sum component) developed more effectively in programs of increased complexity. Specific skills related to reasonable action with a number (tasks for a number line or measurement) showed an ambiguous development dynamic. It allows us to assume that the content of programs does not affect specific skills.

Conclusion. This study allows us to form a hypothesis that the selecting students for programs affects only the rate of development of a number of classical mathematical skills. Whereas specific skills are more dependent on the content of the program. It requires further study.

Backstage. There is a shortage of socio-psychological research devoted to the systematic consideration of the problem of teachers' attitude to changes in modern schools at three levels: organizational, interpersonal and individual-personal.

Objective of the study is to identify the interrelationships of change response styles with teachers' perception of organizational culture and conflicts in the school.

Methods. A questionnaire survey was conducted in a remote format using an online platform. Used: the questionnaire "Change response styles", "Methods of diagnosing the organizational culture of the school", the method "Conflicts in the educational environment".

Sample. The study involved 66 teachers of senior classes of secondary schools and lyceums in several regions of Russia (Zarechny city, Penzenskaya oblast; Lesnoy city Sverdlovskaya oblast; Novouralsk, Sverdlovskaya oblast).

Results. Teachers with a conservative change response style prefer a traditional stable environment and are focused on a resultive organizational culture of the school; they estimate the frequency of conflicts between teachers and pupils at school with the involvement of parents lower. Teachers with an innovative response style strive for constant progress and innovation and are guided by the innovative culture of the school; a positive correlation was revealed with the assessment of the frequency of conflicts between teacher and pupil with the participation of a parent. Teachers who are representatives of the reactive change response style have a hard time adapting to any type of change, prefer the role culture of the school; there is a positive relationship with the degree of emotional discomfort caused by several types of conflicts involving the teacher. Teachers with a realizing response style flexibly adapt to various changes and prefer innovative and family types of school culture; they have a negative relationship with emotional discomfort from conflicts involving the teacher.

Conclusion. The results obtained allow us to determine the perspective of further steps of the author's team, which consists in building a three–way model of the educational space "school ― pupil ― family" with the inherent properties of a systemic self-developing object.

Background. In the context of the development of modern society visual information is one of the ways of communication, which forms for social psychologists a research request to include visual modality in the analysis to identify the ways and content of interpretations of the facts of everyday reality, which are peculiar to people.

Objective. The present work presents the research potential of a multimodal approach to the analysis of representations of urban space. These representations are transformed as a result of transformations in the city itself and are reflected in the mental picture of its inhabitants. Thus, the main aim of the work is to reveal the advantages of a qualitative research strategy, where, through the use of verbal and visual modalities, it is possible to obtain meaningful textural data and describe the process of transformation of representations of Moscow, as well as to show the deep experiences that can accompany it. The empirical aim of the study is to describe the content of representations of Moscow and their transformation. The empirical object of the study is representations of Moscow. The empirical subject of the study is the transformation of representations about the urban space of Moscow.

Method. In order to fulfill aim, the research design was formed, where the photos were both: a means of reflecting of representations of the city and the stimulus material for the formation of narratives, which reflected and analyzed the dynamics of the residents' representations of their city.

The sample included two groups of respondents: 12 native residents of Moscow and 13 residents who moved to Moscow and lived for the last 5 years. The age of the subjects ranged from 24 to 30 years.

Results. Thanks to the implemented design of the study, where, due to photographs as a stimulus material, narratives turned out to be detailed in content and emotionally saturated with experiences, the presence of two lines of discourse in the representations of Moscow was revealed: Moscow-resting and Moscow-working. The mechanism of the personification of the city by residents is analyzed as an effect of the perception of urban space.

Conclusion. The use of a multimodal form of research made it possible, based on the analysis of photographs and narratives, to describe the content and transformations of representations of Moscow, as well as the outline of the perspective of the work performed.

Background. Artificial Intelligence is being actively introduced into the economic life of the country in the context of the digital economy. Features of economic decision-making based on programs based on Artificial Intelligence are becoming an extremely relevant area of research in social psychology.

Objective of the study was to identify the features of economic decision-making based on recommendations obtained using artificial intelligence.

Methods. The study took place in two stages: an interview and an experiment.

Sample. The sample of the first stage was 8 people (4 men and 4 women, age 18–45). At the second stage, the sample consisted of 289 people (48 men and 241 women), aged 18–25 years.

Results. At the first stage, possible factors of trust and distrust in Artificial Intelligence-based programs were formulated, including the context of economic decisions.

At the second stage, an experiment was conducted where participants were asked to play a stock exchange simulator. The game had the option of contacting an economic adviser. In the experimental group, the adviser was a program based on Artificial Intelligence, in the control group — a person. 5652 economic decisions of the participants were analyzed in terms of the degree of risk of these decisions.

Conclusion. 1. Using a recommendation in the process of making an economic decision has a significant impact on the willingness to risk a resource. 2. In case of agreement with the recommendation, if the source of the recommendation was a program based on Artificial Intelligence technology, then the willingness to take risks was higher. 3. Such an effect can be explained by the specifics of the situation of making an economic decision: the task is quite formal, the time to solve the problem is limited and the decision-making situation is accompanied by a high degree of uncertainty about the consequences of this decision.

Background. The history of the formation of social psychology is the history of the ongoing search for a methodologically reasonable and correct description of a person's relationship with the outside world. The changing realities of the modern world are transforming the strategies of human interaction with the reality, which creates the need to search for new languages ​​for describing both the surrounding world itself and human interaction with it.

Objective of the study. The article is devoted to the 50th anniversary of the creation of the Department of Social Psychology of Moscow State University, one of the most important directions in the work of which was the development of methodological problems. The desire to formulate and study the fundamental questions of the psychology of human "social being" has always been a distinctive feature of the activity of the Department of Social Psychology of Moscow State University. The subject of discussion in the article is the evolution of ideas about the relationship of a person with the outside world.

Results. The content of the problematic field of modern social psychology is connected with the tasks of developing ideas of a changing context and its cognition by a person. It is shown that the interest in the context of human life is common to a number of areas of modern psychological science. In modern personality psychology an interaction with the outside world is considered as a factor of dynamic functioning and development of personality. The problem fields of other areas of modern science, in particular existential psychology, also include the study of human relations with the outside world. Thus, the principle of contextual study and interpretation of psychological phenomenology acquires the status of a general methodological principle of psychological science

Conclusion. The main conclusion of the analysis is the statement that socio-psychological knowledge acquires the status of fundamental knowledge for a number of areas of modern psychological science and practice, the interaction of the problematic fields of social psychology and personality psychology, their common interest in the existence of a person in the modern world, in situational, life and existential contexts, creates prospects for the formation of an integral approach to the study of personality by modern psychological science.

Funding. The study has been supported by RNF project No. 22-28-00871, а on the topic «Target and situational determinants of the process of personality self-change».

Relevance. The article reveals the epistemological sources of the scientific school of G.M. Andreeva, which became both the basis and the trigger for the development of social psychology at Moscow University in the second half of the ХХ and early XXI centuries.

Goal. Show the relevance and heuristics of the concept of social psychology and social cognition worked out by G.M. Andreeva. This concept makes it possible to study the affective and cognitive aspects of perception and emotion experience of various vectors of sociocultural changes and crises, including situations of frustration and deprivation of a person's living space, digitalization and mediatization of society and culture.

Methods. The methods of historical hermeneutics, historical-genetic and categorical analysis are used, reconstructing the internal logic and the main stages in the development of the scientific school of social psychology and social cognition of G.M. Andreeva, her innovative research methodology and categorical apparatus.

Results. The socio-cultural and intellectual factors of the emergence and creative development of the G.M. Andreeva’s school for more than a half of century are analyzed. The epistemological prerequisites for constructing social psychology as a scientific discipline included in the real context of the life of society and culture are revealed; the main results of the research of social cognition in conditions of social instability and uncertainty are summarizes and construed. The potential of her ideas in the intellectual context of modern psychology is shown.

Conclusions. Transdisciplinary and fundamental openness of the methodological gestalt of the new scientific school of social psychology created by G.M. Andreeva became the key to its fruitful development in the unpredictably changing space of the modern world. The original author's concept of social cognition, proposed by G.M. Andreeva, unites the disciplinary traditions (paradigms) of psychological and sociological social psychology, which diverged in the twentieth century, and makes it possible to study complex psychological phenomena, patterns and mechanisms of modern society and culture.

Background of the study is related to the problem on the lack of psychodiagnostic tools allowing to operationalize the concept of "interoceptive awareness". The interoceptive awareness is an aspect of body awareness, focused on sensory bodily processes associated with the state of the internal environment of the body, and plays an important role in the regulation of emotional states.

Objective. To operationalize this concept, the Russian-language version of The Multidimensional Assessment of Interoceptive Awareness questionnaire (MAIA) (Mehling et al., 2012) was validated. The purpose of the study is to test the psychometric characteristics of MAIA-R and standardize it.

Methods. The study was conducted on a sample of 1100 people aged 16 to 66 years (M=26.9; SD=10.4); 19.3% men, 80.7% women. To assess the criterion validity, following contrasting groups with different levels of interoceptive awareness were identified: 1) psychotherapists (N=50), 2) professional athletes (N=103), 3) respondents with experience in bodily practices as a hobby (N=81), 4) with no experience in bodily practices (N=123). Processing of the received data was carried out by the methods of mathematical statistics (t-Student, factor analysis, one-factor analysis of variance, correlation analysis, Cronbach's alpha).

Results. The cultural specificity of the MAIA questionnaire was confirmed; the content of the factors, different from the original, is reflected in the titles: «Noticing», «Not-distracting», «Not-worrying», «Attention Regulation», «Awareness of a Negative Emotional State», «Self-regulation Based on Active “Listening” to the Body», «Trusting» and «Awareness of a Positive Emotional State». The orthogonal nature of the structural components of interoceptive awareness and their independence from the gender factor have been established. High rates of internal consistency and retest reliability were obtained.

Conclusion. The questionnaire can be used in psychotherapeutic research and practice, as well as in the work of sports psychologists to assess the level of awareness of bodily processes and the dynamics of self-regulation of athletes.

Funding. This paper has been supported by the Kazan Federal State University Strategic Academic Leadership Program» (Priority-2030).

Background. It is analyzed how the method of eye movement registration can be used to study the learning processes of children with hearing impairment. On the basis of oculomotor activity data, difficulties are identified that impede the learning of children with hearing impairment, which contributes to the discovery of effective ways of learning. A separate research issue is the search for the effective use of different forms of instruction.

Objective. Eye-tracking study of learning difficulties with different forms of instruction (as different forms of multimodal means of establishing joint attention).

Methods. A task was used in the form of a correction test to fill in the figures (according to the Pieron-Ruser method). To understand different forms of instruction in 4 series of the experiment, the combination of the speech form and the use of action in explaining the rule for filling in the figures varied. The main method is the method of eye movement registration using the PLabs portable tracker-the eye tracker.

Sample. The study sample consisted of 15 preschool children with hearing impairment (sensoneural hearing loss, class H90 according to ICD-11), eight girls, seven boys, mean age 5.4±0.8.

Results. The most important criterion for the effectiveness of different forms of instruction is the time from the beginning of the presentation of the instruction to the first fixation on the target object and the duration of attention delay in non-target areas. With multimodal instruction, longer fixations are observed in relevant areas and short fixations in irrelevant areas, fixations are more often and faster in relevant areas. With the transition to independent analysis, tasks at the beginning of fixation in relevant and irrelevant areas become reduced in time and quantity, and then begin to take on an increasingly long character.

Conclusion. A different form of instruction allows you to restructure the perception of a child with a hearing impairment, focusing attention on the elements that are relevant to the task. The most effective is the simultaneous use of multimodal means of explaining instructions to attract and regulate attention. 

Background. Media performs an important role in the social construction of an image of a disability. In its turn, that image influences the reader`s generated value orientation and behavioral attitudes towards the disabled persons. One of the main problems is that in most media articles disabled persons are not differentiated by sex. This raises the question of whether there is a description of the disabled persons` gender features in articles where their sex is specified.

Objective. To conduct a content-analysis of the news articles in order to reveal gender-specific features of the social construction of a disabled person`s image in aspects of behavior, social interaction and personality characteristics.

Sample. 107 media articles published during the period from December 2020 to August 2021 in the RBC, RIA Novosti, Rossiyskaya Gazeta, TASS, Izvestia.

Methods. The media article texts were analyzed using content-analysis. For this purpose, the authors selected 27 categories in a coordinated expert assessment. These categories are related to three parameters: disabled person's actions, interaction with a disabled person and personality characteristics. Contingency tables were constructed and frequency analysis of the categories used in the descriptions of the disabled men and women were conducted based on obtained data.

Results and conclusion. The frequency distribution of the categories used in media articles shows that description of disabled persons corresponds to gender social role stereotypes. At the same time, the ways of social interaction of disabled men and women are different. Disabled men are focused on communication with a principal-agent, while disabled women address those involved in some situation. When disabled women are described there are violations of the readers` expectations regarding their greater vulnerability. In other words disabled women are presented as more persistent compared to disabled men. 

Background. The use of digital devices and the Internet is an integral feature of modern everyday life, making children’s developmental situation “digitalized”. There are not many papers on the specifics, types and content of digital practices of schoolchildren, and questions about what and why children do online are often replaced by questions about how this “something” is related to different characteristics of well-being or cognitive and personality traits.

Objective. To review recent studies that focus on the practices of schoolchildren in different digital environments and to analyze them in terms of both results and approaches.

Methods. Review of the literature on the varieties of digital practices of modern-day schoolchildren. Articles on schoolchildren’ digital and online practices were selected from Scopus database using publication date range (2016 — 2021) and keywords, such as “digital/online behaviour/practices”, “schoolchildren/adolescents” etc. The initial selection was complemented by articles from key psychology and education journals in Russian from the same time span and also by relevant articles cited in the selected literature.

Results. When considering the ratio of online and offline activities in the life of modern schoolchildren, two main ideas stand out: combining online and offline environments into a single hybrid environment, or considering them as complementary and having their own specifics. The idea of hybridity changes the formulation of the question of the well-being of schoolchildren and the possibility of it being negatively impacted by digital technologies: constant involvement in online contexts ceases to be pathologized and can be viewed as primarily associated with “offline needs” and satisfying them in new ways. Methods for characterizing digital practices of schoolchildren are described: based on the kinds of behavior, the type of interaction with the content, the goals of interaction, as well as various ways of managing digital behavior on the part of the school and parents, which can become the basis for the emergence of new forms of digital inequality. Research shows that online environments are well suited to meet the age-related needs of adolescents.

Conclusion. Research in recent years has allowed to rethink a number of questions and to demonstrate the irrelevance of some attitudes regarding the use of digital technologies by children, which emphasizes the importance of conducting empirical research aimed at revealing the meaning and content of digital practices, and not limited to quantitative measurements.

Background. The quality of preschool education is of great importance for the subsequent adaptation and academic success. The ECERS-R methodology is available for Russian psychologists for assessing the quality of the educational environment of a kindergarten with a large array of accumulated data. ECERS-R is aimed at assessing more the material and subject arrangement of a preschool educational institution and the nature of the child's interaction with the environment (including social). At the same time, in our opinion, insufficient attention is paid to assessing the emotional climate of interactions between children and teachers and assessing the extent to which the proposed training is in the zone of proximal development of the child.

Objective. To compensate for the identified deficit, work was carried out to start adapting another tool for assessing the quality of the educational environment — the CLASS methodology, based on the ideas of L.S. Vygotsky about the optimal construction of the educational process.

Methods. The study was conducted in 41 preparatory groups of Moscow kindergartens. In these groups, to assess the quality of the educational environment, the CLASS methodology was used, which includes 10 dimensions combined into 3 main domains: Emotional support, Classroom Organization and Instructional support. Also, on a part of the sample (N=26 groups), the ECERS-R method was additionally used.

Results. Analysis of the internal reliability of the instrumentation showed satisfactory results. Although the scores for all three domains are related, the Instructional Support scores were significantly lower than the Emotional Support and Classroom Organization scores. Comparison of the results of the CLASS and ECERS-R methods showed a small number of relationships between the scores of the scales of the two methods. At the same time, the CLASS parameter Instructional support is more related to ECERS-R.

Conclusion. The data obtained confirm our assumption that the CLASS method provides significant information about the quality of interaction between a teacher and children in a kindergarten group, which complements the results of ECERS-R, which means that this tool will be useful for a full assessment of the quality of the educational environment in a kindergarten.

Background. The work is devoted to the study of age and gender characteristics of the relationship of emotional reflection by high school students of objects-values of school life and their awareness of the reasons for the need for schooling (motivations).

Objective of this work was to study the gender and age characteristics of the relationship of emotional reflection by high school students of the objects-values of school life and their awareness of the reasons for the need for schooling (motivations).

Methods. The structure of the emotional attitude to the values of school life was revealed with the help of factor analysis of assessments according to the method of Semantic Differential. Variants of explanations-motivators of the reasons for attending school (70 variants) were identified using a special questionnaire. The degree of relationship between the identified factors of emotional attitude and motivations was assessed by calculating Pearson's correlation coefficients.

Sample. Pupils in grades 8 — 11 (aged 15 — 17) of two Moscow schools with a traditional learning paradigm took part in the survey voluntarily (with the consent of their parents). According to method 1 (semantic differential), a total of 346 students were interviewed, of which only 197 students were interviewed using method 2 (questionnaire). As a result, data were obtained for four groups of students consisting of 1) 46 junior (grades 8 — 9) and 2) 51 older (grades 10 — 11) boys, 3) 48 junior (grades 8 — 9) and 4) 52 older (grades 10 — 11) girls who underwent both methods simultaneously.

Results. As a result, it was found that in younger and older girls four emotional-motivational factors are distinguished, while in younger boys only three. The motivation of boys becomes more differentiated as they grow up (four factors are distinguished). The revealed interrelations between factors-motives of emotional attitude and variants of conscious explanation of the reasons for studying at school (motivations) reveal significant differences between students of different sex and age.

Conclusion. The degree and nature of coordination during development is largely determined by the type of dominant motivation for learning activity. For students with achievement motivation, self-affirming educational and educational cognitive motivation, the emotional and verbal level of attitude to the values of school life is well coordinated.

Background. The Internet and social media play an important role in the mental and personal development of children and youth. Recent studies have shown that the daily Internet activity of the digital generation (creating a profile, chatting with friends, comments and likes, etc.) is associated with the establishment of personal identity, relationship with peers, social involvement, as well as self-expression. Thus, the analysis of social media becomes an important issue in the study of socialization and personality identity.

Objective. The relevance of a theoretical review in this area is due to the need to structure existing ideas on the role of culture in the development of identity in a digital society. One of the important tasks is to systematize the empirical data accumulated in different ethno-cultural contexts through traditional and innovative methods of research. Current research focuses on the impact of Internet activity in social media on the identity development in a member of the "digital society".

Results. Contemporary science around the globe has accumulated data on the cultural mediation of identity. The results of studies obtained in different sociocultural contexts indicate that the use of social networks by the younger generation, their behavior on the Internet, the influence of the Internet and social media on identity largely depend on the cultural characteristics of a particular society.

Numerous though often contradictory results require systematization and generalization, analysis of the possibilities and limitations of the methods used to study online identity. In particular, the methods of big data analysis, which are gaining popularity, are widely praised for the possibilities they can provide. However, the application of these methods in social and psychological research remains ambiguous, which becomes topical in connection with ethical issues, such as invasion of privacy through the collection of personal data of users (especially when children and adolescents are involved). Moreover, it seems hard to neglect doubts about objectivity and accuracy of these methods.

Conclusion. The article considers modern ideas on the identity development of the younger generation in its connection with Internet activity and the use of social media. The results of studies that confirm the cultural mediation of online identity are analyzed. Possibilities and limitations of the analysis of Internet activity and social media in the study of identity are demonstrated. Recommendations on the effective and ethical application of such analysis as well as on the combination of big data analysis with traditional socio-psychological research methods are summarized.

The review will contribute to an in-depth study of global and culturally determined trends in the identity development of the digital generation at the present stage of cultural and historical evolution of society. It will also outline the prospects for analyzing Internet activity and social media while studying these trends.

Background. The development of creative thinking in childhood is of great importance as a resource for further self-realization of the individual. The study of the mechanisms of formation of creative thinking is one of the permanently developing areas in psychology. In modern conditions around the world, the indicator of creativity as a skill of the 21st century acts as an indicator of the quality of the educational environment, which confirms the high degree of social demand for the study of the psychology of creative thinking.

Objective. A review of modern empirical research by foreign scientists on the development of creative thinking in childhood, carried out in recent years.

Methods. Critical analysis of the literature on the development of creative thinking in childhood.

Results. The analysis of sources shows that the predominant works are longitudinal studies of creative thinking in order to identify the most favorable period for its development. The E.Torrance test is used as the main method for identifying creative thinking. Among the indicators of creativity, scientists consider the divergence of thinking. Disunity of research lines of foreign and Russian scientists is noted, which is confirmed by the absence of references to the works of Russian authors in foreign articles on creativity.

Conclusion. A review of sources on the development of creative thinking in childhood makes it possible to identify general trends in research design, the prevailing methods used to diagnose children's creativity. The general line of research shows that most of them are longitudinal. Studies of creative thinking are aimed at identifying the causes that determine it. Creative thinking is considered in connection with the conditions of the educational environment and activities. In particular, the possibilities of organizing children's play activities for the development of creative thinking are being explored.

Backgroud. In conditions of extreme social challenges, human resource subjectivity is of particular importance. Therefore, it is necessary to understand how students with different characteristics, including ethnic ones, in the conditions of the North, studying on individual educational trajectories (hereinafter referred to as IET) and on traditional educational technology adapt in conditions of uncertainty, a pandemic (COVID-19), what personal resources are used by students.

Objective. To identify the features of resource subjectivity among students from among the indigenous peoples of the North (hereinafter referred to as the KMNS of Ugra, Ob Ugrians) studying under different educational models in conditions of extreme social challenges.

Methods. The study involved 72 students: 36 representatives of the Indigenous Minorities of Yugra, 36 Russians. The following data collection methods were used: 1) questionnaire of self-organization of N. Feather and M. Bond (Time Structure Questionnaire, adaptation by E.Y. Mandrikova); 2) scale of basic beliefs by R. Janoff-Bulman (World assumptions scale, adaptation by O. Kravtsova); 3) questionnaire of coping methods by S.Folkman, R.S.Lazarus (Way of Coping Questionare, adaptation by T.L. Kryukova, E.V. Kuftyak); 4) scale of psychological well-being by C.D. Ryff (The scales of psychological well-being, adaptation by T.D. Shevelenkova, T.P. Fesenko); 5) questionnaire of losses and acquisition of personal resources by N. Vodopyanova and M. Stein.

Results. A comparative analysis of students-representatives of the Ob Ugrians studying according to traditional educational technology and individual educational trajectories revealed differences in the parameters of planning resources. A comparison of students representing the Ob Ugrians with students identifying themselves by nationality as Russians showed that significant differences are observed only in terms of implementation resources and achievements (coping strategies).

Conclusion. Students studying in IET have high indicators of resource subjectivity, perseverance is most pronounced as a parameter of self-organization, which allows them to successfully overcome the negative consequences of stress in an academic context. In general, it is necessary to talk about the psychological acculturation of students-representatives of the Ob Ugrians. 

Background. This material will be very useful for Russian scientists, as it will allow them to evaluate the achievements of Chinese psychology. The authors of the article believe that Russian psychologists will be interested in the history, state of development and achievements of Chinese psychological science.

Objective. This article presents the history of the development of Chinese psychology in various historical periods, and also presents the results of psychology research in various periods in China. The authors try to separate the basic terms “Chinese psychology” and “psychology in China”.

Methods. Making the goal achievemental, we will use such general scientific methods as the analysis of scientific literature, the comparative method, the method of generalization.

Results. With the development of psychology, the importance of applied psychology has increased. The achievements of psychology are extremely important for such fields as education, medicine, and political science. In recent years, technological changes have affected all spheres of life, and the advent of the Internet has also given scope for new approaches and methods of theoretical and applied psychology research. Thanks to Internet technologies, Chinese psychology began to develop actively.

The article deals with the issue of ability to anticipate future events in preschool children with visual impairments. The relevance of the study is due to the fact that the development of the prognostic ability in older preschool age makes it an important condition for the process of socio-psychological adaptation of children with disabilities, including preschoolers with impaired vision.

The aim of the study was to revial the specifics of future events anticipation in visually impaired preschool children.

The study involved 60 preschoolers aged 5 to 7 years, including 30 children with visual impairments and 30 children with unimpaired vision.

As a result of the analysis of structural and functional components, it was found that visually impaired preschoolers predict actions more often, and they also have a lower level of the speech-communicative function as compared to the one in their normo-typical peers. In children with visual impairments, the ability to anticipate manifests itself more successfully in organized activities, as well as in their relationships with parents, rather than with surrounding adults or children.

The study revealed the specifics of the ability to anticipate future situations in visually impaired preschoolers with speech impairments. It was found that children of this nosology experience real difficulties in forming a prognosis, since visually impaired preschoolers have a lower level of development in regulatory, cognitive and speech-communicative functions compared to the one of their peers without visual impairments. Preschoolers with visual impairments can set and hold goals, as well as cope with the mental replay of various options for actions and are aware of the consequences of their implementation in relation to themselves and people around them. However, they have difficulties in understanding and defining both their own emotions and the emotions of people around them in predictable situations.

The present paper is relevant because it addresses, for the first time, the conceptual, methodological and typological aspects of the main developmental alternative didactic systems that emerged in the former Soviet Union from the 1950s onwards. Its main purposes are to analyze the concepts of didactic system, alternative didactic system and Soviet developmental alternative didactic systems, as well as identifying and classifying the most prominent among the last mentioned.

The research methodology is based on systemic thinking, as well as on the historical-logical and constructive-interpretative methods. The Zankovian, Galperin-Talizina and Elkonin-Davidov-Repkin systems were studied as the main developmental alternative systems.

The analysis points to the conclusion that a developmental alternative didactic system is any didactic and psychological system that opposes the official or traditional ones established or imposed by the State, and that aims to create the appropriate conditions in which learning will lead to the psychological development of students.

Introduction. Parent training programs developed in the late '60s of the last century are those recognized as an important component in work with children and adolescents in a psychiatric or social dysfunction context. The cases in which its application would be most necessary often have poor results, sometimes causing an insurmountable challenge for professionals. Therefore, new methodologies are needed, which will allow for greater efficiency.

Methods. We started by reviewing the unsuccessful processes in classical methodologies parent training programs at our institute, considered “unsuccessful” when after nine months of the program, parents' attitudes towards their children remained unchanged, continuing to show difficulty in being aware of the guiding role that parents play in their child's psychological ontogenesis. We designed an experimental methodology guided by Galperin's Theory of the Development of Human Mental Activity, which we tested in a series of 12 cases drawn randomly from those previously identified.

Results. The program's main objective was achieved in 11 of 12 cases in a reduced number of sessions. There was an average session count of 5.25, SD of 2.42, a minimum of 2 and a maximum of 8 sessions.

Discussion and some concluding remarks. The excellent results observed in this first study suggest that the used methodology can promote the quality of parental guidance carried out in psychiatric clinic processes and social cases. Thus, Galperin's Theory of the Development of Human Mental Activity can show in parent training as important results as those that over the years have already been shown in pedagogy.

Background. Traditional ways of developing practical work in chemistry classes mainly focus on providing narrow relations between theory and practice, following scripts without reflections on meanings for proposed actions, among other features. To improve chemistry learning, we propose a new model based on Activity Theory (AT), considering a Scheme for a Complete Orienting Basis of an Action (SCOBA) to guide experimental activities towards developing the students’ chemical thinking and creativity.

Aims. To propose a model based on the Activity Theory proposed by A. N. Leontiev to guide experimental activities directed to problem-solving situations and promote structured and creative learning in chemistry teaching and learning.

Methods. A formative experiment involved 23 first-year undergraduates (median age 19 years) in a General Chemistry discipline of a mechanical engineering course at a Cuban university. The formative experiment consisted of an initial diagnosis to guide the elaboration of models (SCOBA) to develop five experimental activities during the classes. Data were collected from classroom observations focused on using the proposed model by the undergraduates and written text elaborated by them as they were executing actions in the experimental activities. Data analysis considered three levels of performance by the undergraduates, which suggested the quality of learning for them: correctly (I), partially (II), and incorrectly (III) supported by SCOBA.

Results. We found an increasing percentage of undergraduates who correctly perform the experimental activity (EA) based on the established model for the activity (SCOBA), from EA2 to EA6. Considering that the SCOBA is elaborated to facilitate learning from the integral actions, this result suggests most undergraduates gradually reached a good appropriation of the chemistry contents related to the experimental activities (86.9% in Level I at EA6). Progressively, the undergraduates showed greater awareness, motivation, and independence for the experimental activities, improving productive social interactions, between pairs and with the instructor, during the classes.

Conclusions. The findings showed the potential of the organization of experimental activities based on the Activity Theory as an innovative proposal for more efficient teaching in professional training. Bringing together the problem-solving strategy as an experimental activity, developed under a basis of orientation for action, the students are given the possibility to engage consciously and creatively of solving problems, exploring, and deciding, being motivated protagonists of their learning.

Introduction. The learning process has always been one of the essential objects of psychological study, according to Activity Theory. Davidov (citation needed) has proposed differentiation between the general term of non-specific learning as any kind of social experience and the specific learning resulting from guiding and organized learning. Talizina (2018, 2019) has proposed a notion of organization of the process of learning according to Activity Theory, in particular, concerning the psychological notion of action formation by stages. This proposal might be understood straightforwardly for consideration of the process of teaching and learning according to Activity Theory.

The goal. This article aims to discuss the necessity of continuing the psychological study of the educational process as a dialectic and complex relation between the organization of the learning process and the results of this process as achievement in a child’s development.

Findings and proposals. This article offers a revision of the notion of organization of the learning process with original proposals. We propose two sub-periods or two methodological possibilities as the organization of the learning process. Firstly, initial primary school (first three grades of primary school), and further grades of primary school (second three grades of primary school), according to Davidov’s (citation needed) psychological notion of the school-age and learning as a leading activity of child’s development.

Conclusions. This article concludes that activity theory as a general theory with a variety of particular concepts, such as psychological age, leading activity and formation of mental actions are useful for positive solution of current problems which exist in education systems in different countries. 

Relevance. This paper analyzes the professional motives of teachers working at primary schools from the perspective of Activity Theory, considering that the teachers' motives are relevant for organizing the teaching-learning process.

Goals. This study aimed to analyze the professional motives of primary school teachers and their relationship with the teaching-learning process.

Methods and sample collection. Three sixth grade teachers participated in semi-structured interviews to analyze their motives and their impact on the teaching-learning process based on: a) teachers and b) school context and the interactions related to the teaching-learning process. The analysis of the motivational sphere was conducted utilizing the Activity Theory paradigm and the Cultural-Historical approach, researching the motives that underlay the teaching-learning process. The interviews were analyzed using the typology of motives proposed by Talizina (2019), according to specific indicators.

Results. We offer a classification of teachers’ motives regarding the teaching-learning process. These motives are distributed heterogeneously across our proposed indicators; some motives are similar for each teacher, and other motives exhibit great disparity. Also, we observed great differences between the profile of motives across two teachers, one working at a private school and the other working at a public school.

Conclusions. The findings suggest the existence of internal positive motives in the teacher’s professional activity.

Relevance. Self-regulation is a key skill that predicts successful life-long learning and fine career opportunities (John, Gross, 2004; Blair, Diamond, 2008; Cole, Deater-Dechard, 2009). Playworld as the space of self-regulation development, has been in the spotlight theoretically and practically in educational research for a while (Hakkarainen, et al., 2015; Fleer, Veresov, Walker, 2020; Colliver, Veraksa, 2021).

Goal. However, the pedagogical adult play strategies that help young children join collective make-believe play based on emotional self-regulation are still in question. This study is grounded in a cultural-historical perspective and places joint emotional regulation at the heart of the collective play process in the early years.

Methods. This study uses qualitative single case study design and video microanalysis to capture important changes in adult and child behavior during the critical entry to the playworld. 

Results reveal the micro-steps and strategies to help young players join and actively participate in the playworld. The findings outline that participation in play, as a cultural practice, is the key mediating activity that helps children develop their emotional self-regulation. However, young children need support; actively playing adult as a model of emotional regulation strategies in early childhood educational settings because the peer culture of neighbourhoods is in decline.

Relevance. Self-regulation is a key skill that predicts successful life-long learning and fine career opportunities (John, Gross, 2004; Blair, Diamond, 2008; Cole, Deater-Dechard, 2009). Playworld as the space of self-regulation development, has been in the spotlight theoretically and practically in educational research for a while (Hakkarainen, et al., 2015; Fleer, Veresov, Walker, 2020; Colliver, Veraksa, 2021).

Goal. However, the pedagogical adult play strategies that help young children join collective make-believe play based on emotional self-regulation are still in question. This study is grounded in a cultural-historical perspective and places joint emotional regulation at the heart of the collective play process in the early years.

Methods. This study uses qualitative single case study design and video microanalysis to capture important changes in adult and child behavior during the critical entry to the playworld. 

Results reveal the micro-steps and strategies to help young players join and actively participate in the playworld. The findings outline that participation in play, as a cultural practice, is the key mediating activity that helps children develop their emotional self-regulation. However, young children need support; actively playing adult as a model of emotional regulation strategies in early childhood educational settings because the peer culture of neighbourhoods is in decline.

Cultural-historical and activity theory has proposed many important theoretical ideas for the educational sciences, which inspired the creation of different pedagogical approaches and models around the world. It is worth noticing that many important theoretical concepts of the cultural-historical and activity theory have become universally accepted and used in the contexts of education regardless of the prevailing theoretical paradigms.

This is probably the cost that has to be paid for being widely known. It is not the first time when certain theoretical concepts become widespread, a deeper systemic understanding of psychological theory itself is lost. Despite the fact that such a fate befell many of the concepts of the cultural-historical activity theory, there are many interesting attempts to deepen and further develop the approach.

The introductory article introduces several important theoretical statements formulated by the creators of cultural-historical and activity theory that have significantly contributed to the development of pedagogical ideas and based on which important educational research is being conducted today. It discusses in detail how the ideas of Vygotsky, A.N. Leontiev, D.B. Elkonin, Davydov, Galperin, Talyzina, N.N. Podd'iakov and other Russian scholars were understood and further developed in Scandinavia, other countries, and especially in the educational research of Latin American scholars. The introductory article ends by introducing the topics and research problems of scientific articles published in this special issue of the journal.

The 1st of June, usually a joyful day dedicated to the protection of children by UNESCO, was a sad day this year. On this day in 2021 Professor Pentti Hakkarainen passed away. Pentti was a prominent psychologist and methodologist of activity theory and cultural-historical approach. Starting with the translation of Leontiev's book “Activity, Consciousness, and Personality” (1977) into Finnish, he continued to penetrate into the depths of activity and cultural-historical theory during his scientific career. 

Introduction. Within the framework of the actual problem of the ability to learn for a modern school the peculiarities of children's reading comprehension of edu-cational texts were studied. The analysis showed that the problem of reading com-prehension is not sufficiently developed from the standpoint of Cultural Activity Approach, since in existing studies (I.I. Ilyasov, I.V. Usacheva, O.E., Malskaya, etc.), the activity aspect is expressed only in a detailed description of the actions that provide reading comprehension and their structure, but these works do not “grasp” the general meaning of these actions related to the students' understanding of the indicative purpose of educational texts — that it is from their content that the indicative basis of the subject actions performed should be ex-tracted. The most clearly indicative purpose of a special type of educational text — the definition of a concept — is justified in studies of the formation of the recogni-tion action (RA) (P.Ya. Galperin, N.F. Talyzina, L.F. Obukhova, etc.), where the “understanding” of the definition is the ability to recognize the objects that are described by it. The goal: to study the ability of students to perceive educational texts (ordinary educational texts and definitions of concepts) as tools for completing of specific tasks. Methods and sample. A sample of students in grades 4–8 (N = 280) was conducted: 1) assessment of the formation of the ability to work with definitions of concepts (concept’ recognition tasks, developed on the basis of the principles of diagnostics by N.F. Talyzina), 2) assessment of the ability to highlight the main thing in the text (the method of O.E. Malskaya and A.A. Sidelnikova “Selection of main sentences” for grades 4–8), 3) assessment of the ability to structure the text (the task of selecting paragraphs and their heading), 4) two GIT subtests (“Execution of rules” and “Numerical series”). Results and conclusions. It was shown that the understanding of definitions significantly and positively correlates with the understanding of educational texts. It was also revealed that the level of formation of both the ability to work with definitions and the ability to work with texts does not significantly increase after the 4th grade and up to the 8th grade there is a “failure” in these parameters, despite the smooth positive dynamics in some intellectual abilities.

Acknowledgements:

The study was supported by the RFBR grant No. 19-013-00717 “Orientation to a given knowledge as an indicator of the ability to learn from schoolchildren” 

Relevance. Both speech and the affect are critically important for the development of the child, his academic achievements. The interrelation of these mental functions shows opportunities for the development of preschoolers.

Objective. Analytical review of classical and modern studies of Russian and foreign scientists on the types of relationship between speech and emotional development in preschool children.

Methods. Critical analysis of the literature on the emotional and speech development and their relationship.

Results. On the basis of the analyzed works, a conclusion is made about the close connection and interaction of the emotional and linguistic functions of the child in the process of ontogenesis. Particular attention is paid to the relationship between the emotional competence of the child (the ability to recognize and name emotions) and the level of development of the lexical aspect, especially the knowledge of words associated with the affect. Another significant area of intersection of language and emotions is the communication, which is the more successful for a child, the better his speech and emotions are developed. As an interpretation, several approaches are proposed — as well-established within the framework of the cultural-historical approach of L.S. Vygotsky and modern cognitive models.

Conclusions. This analysis allows to both get acquainted with the latest domestic and foreign works in the field of the relationship between speech and emotions of children, and to see the possibilities for the practical application of the approaches revised. In particular, to assess the contribution of speech functions to emotional regulation and self-regulation of the child, as well as to improve the development of the emotional vocabulary of children.

The relevance of the paper — discussing an area of modern cognitive psychology, namely, conceptual change approach. It examines the origins of this approach: 1) the transition from «naïve» to «scientific» thinking in children as an applied task of primary and secondary school education; 2) the basic concepts and theoretical principles of this approach, such as «domain specificity» and «misconception».

The goal. The study emphasizes the problems of implementation and theoretical analysis of the transition from one type of thinking to another, which the representatives of conceptual change approach/theory are faced with.

Methods. The analysis of the «naive» concepts as integral systems («everyday theories») allows us to highlight the fundamental difference between the two strategies of analyzing the transition to scientific concepts described by L.Vygotsky.

Results and conclusions. According to the first strategy, the scientific concepts supplant the everyday ones; the forms of everyday thinking (such as game) can be used to maintain weak original forms of scientific concepts. The opposite strategy, especially emphathized by L.Vygotsky, regards the process as not just a substitution, but a specific transformation of everyday theory. The closest approach to such transformation understanding is Elkonin-Davydov developmental education theory, which, nevertheless, implements this logic in a contradictory manner.

The relevance of the study of the socio-psychological well-being of graduate students (including such an indicator of social well-being as their assessment of the significance of various life fears and threats) is associated with the intensive changes taking place with the Institute of postgraduate studies in connection with the transition to the “economy of knowledge”, as well as with the socio-economic and socio-cultural processes that are transforming Russian society.

Objectives. The study of socio-psychological features of life fears of graduate students depending on the influence of socio-demographic, socio-stratification and socio-psychological factors.

Methods and selection. The article is based on the materials of an anonymous monitoring questionnaire conducted in 2019 by employees of the Information and analytical center of Russian Academy of education. The study involved students of post-graduate research organizations that train post-graduate students in the field of education Sciences, as well as pedagogical universities in Moscow and the regions of the Russian Federation. Empirical data were processed using mathematical statistics methods (statistical software packages SPSS and StatSoft Statistica).

Results. The paper analyzes the influence of socio-demographic, socio-stratification and socio-psychological factors on the assessment of life fears and threats by graduate students. The relationship between the assessment of life fears by postgraduate students and the assessment of their life prospects, material and family status, the level of education of parents, and the presence of emigration plans is shown. The correlation analysis revealed a stable, age-independent structure of fears and threats for graduate students.

Conclusions. Graduate students' assessment of the importance of life fears is determined by the influence of a number of socio-demographic, socio-stratification and socio-psychological factors. The conducted special correlation analysis showed that the basis of the structure of graduate students 'fears is a complex complex that includes six interrelated “centers”: “risk of losing health”, “economic failure”, “lack of professional prospects”, “lack of social protection”, “unemployment”, “tightening of the regime in the country”.

Relevance. The increasing complexity of technical devices used by humans and the high rate of emergence of new devices and their functions lead to the emergence of various practices and habits of working with them. It is possible to see a specific representation of what a personal computer (PC) consists of and how it works for each of these practices. This representation has developed in the process of working with a PC as its mental model. However, the task of reconstructing these models and comparing different respondents with each other according to the specifics of their understanding of the PC does not have the necessary methodological support. It is necessary to get representations of PC in a comparable form to effectively compare the different people`s/group`s representations of PC with each other and study their mental models, preserving the qualitative specifics of these “images of PC”.

The purpose of this work is to empirically approbate the technology of reconstructing the representations of PC users about the computer itself as a multidimensional psychological space of descriptions of its work.

Methods. Methods of group interviews and card sorting were used to collect descriptions of “how PC works”, multidimensional scaling methods were used to reconstruct representations of PC among groups of study participants.

Results. We have reconstructed and described the representations about the work of the PC of three groups of users — schoolchildren (N = 22), programmers (N = 22) and ordinary adults without special education (N = 21) as multidimensional spaces of descriptions of the work of the PC. We identified the bases of classification of PC operation descriptions for each group of users and develop a technology for analyzing the results of studying their representations about PC as latent characteristics that form the basis of classification of PC operation descriptions.

Actuality. In the light of the changes taking place in the Russian education system, the transition to the competence paradigm, the study of resources and potentials as components of the educational capital is of particular importance. This question has not yet been sufficiently investigated empirically.

Objective. To study the individual-intellectual integrations of students of humanities in 3 time periods: in the present, in the future, in the future as an updated present — both separately and together.

Methods. The research is based on the ideas of the cross-theoretical integration of the theory of integral individuality by V.S. Merlin (1986) and the structural-dynamic theory of intelligence by D.V. Ushakov (2011). The study involved 252 university students from Perm, including 190 girls and 62 boys aged 17 to 22 years. Structural modeling was in use to test the hypotheses. Four models tested individual-intellectual integrations based on the time criterion. In 3 models, they were studied separately in the present, in the future, and in the future as an updated present. In the 4th, mediation model of individual-intellectual integrations, the present, the future, and the future as the updated present entered together.

Results. Individual-intellectual integrations occurred in each time period separately. Results in the present led to the assumption that they reveal the resources, in the future as the background of realized potentials, in the future as an updated present as the source of updated resources. Taken together in all time periods, individual-intellectual integrations have also been found. They allowed to expand the idea of the “development spiral” based on the previous interpretation (Dorfman, Kalugin, 2020 a) and consider it according to the scheme “present — future — realized future (updated present)”.

Conclusions. The results of the study indicate that individual-intellectual integrations presented in three time periods (in the present, in the future, in the future as an updated present), both separately and jointly, evidence in favor of they are a basis of resources and potentials.

Acknowledgements: The reported study was funded by Russian Foundation for Basic Research (RFBR), project number 19-29-07046.

Relevance. The article discusses the actualization of the concept of “regional identity” for psychological science. In many ways, for the first time there is a comparison of the categorical structure of ideas about the country and about its own region.

Objective. Comparison of the image of Russia and the images of their own regions among young people living in various regions of the country.

Methods. Semantic scaling technique with further factorization of the obtained data. The study involved 318 respondents from 8 different macro-regions of the country.

Results. A 6-factor structure of representations of the image of Russia and the image of its own region was obtained. These structures have their own significant differences, both in the structure of factors itself, and in the degree of importance of the hierarchy of factors. The regional identity of youth, to a certain extent, determines the modality of the adoption of civic identity.

Conclusions. According to the results of the study, it can be argued that for those young people who developed a positive image of their own region, a positive image of the country as a whole was formed.

Acknowledgments. The reported study was funded by Russian Foundation for Basic Research (RFBR), project number 19-313-90069.

Special gratitude for help in organizing data collection Anastasia Zvezdina, head of the department of the Center for Youth Projects, ANO DPO “Corporate University of Russian Railways”.

Relevance. Studies of the psychological characteristics of migrant students in varying degrees of adaptation to the culture of a Russian university make it possible to establish factors affecting the level of adaptation to develop strategies that reduce the level of cumulative stress and, as a result, increase the level of students' knowledge assimilation and preserve the physical and psychological health of the student.

Goal. To study the level of stress and the factors that form it, among migrant students in varying degrees of adaptation to the culture of a Russian university.

Techniques and samples. The study included a group of 109 migrant students of 1–3 courses of study in adolescence from 17 to 20 years old (17.45±0.84), of which 76 (69.72%) men, 33 (30.28%) women; ethnic composition: 45 (41.28%) — Tajiks, 38 (34.86%) — Kyrgyz and 26 (23.86%) representatives of the Kazakh ethnic group. At the research stage, a questionnaire was applied to determine the level of acceptance of Russian culture and the following methods were used: a scale of perceived stress-10, a questionnaire of everyday stressors, a methodology “Life style index” and a questionnaire “Coping strategies” by Lazarus.

Results. The level of stress in migrant students is higher than the norm, and in the process of adaptation it increases, forming accumulative stress. The hierarchization of migrant students according to the criterion of awareness of Russian culture entails a different level of application of coping strategies adapted to the Russian society. Empirically, the dominance of such coping strategies as “planning a solution to the problem”, “taking responsibility” and “positive reappraisal” was revealed in the sample of more adapted migrant students.

Findings. The data obtained indicate that adaptation by the type of integration leads to the implementation of additional resources and an increase in the level of perceived stress.

Acknowledgments: The authors express their gratitude to the management of the federal state budgetary educational institution of higher education “Novosibirsk State Agrarian University” for their assistance in carrying out this study.

Relevance. Neuropsychological rehabilitation and assessment are the priority tasks in practice of a clinical psychologist. The modern rehabilitation system can be considered as a partnership between patients, their families and different specialists participating in the rehabilitation process. The existing approaches to neurorehabilitation are aimed at the earliest possible intervention. It`s of particular importance for patients with disorders of consciousness, whose number has been increasing in connection with the development of medicine in recent decades. This leads to the need to develop tools for specialized neuropsychological assessment and methods of neuropsychological rehabilitation of patients in the early stages of recovery of consciousness.

Objective. To summarize neuropsychological diagnostic and rehabilitation experience of working with patients with disorders of consciousness after brain lesions.

Methods. We analyze practical guidelines, applied research and our own hands-on experience of working with patients with disorders of consciousness after brain lesions.

Results. Based on the analysis, the recommended diagnostic tools are formulated that can be used to identify the current level of consciousness and to assess various parameters of psychic activity of patients with disorders of consciousness. In addition, the main directions and neuropsychological methods of rehabilitation work recommended for recovery of consciousness and continuing to be developed now are highlighted.

Conclusion. A new diagnostic and rehabilitation material is presented, which is recommended for use in neuropsychological practice by practicing clinical psychologists with patients with disorders of consciousness after brain lesions.

Acknowledgments: we would like to express our great appreciation to Professor Galina Ivanova, also Valentina Bykova and Olga Maksakova for comments that greatly improved the manuscript.

Relevance and purpose. In the context of modern social life and its reflection by science, the phenomenon of freedom is one of the fundamental theoretical and practical problems. Understanding the true causes of the formation of an asocial personality, far from extreme science paradigms, is one of the pressing problems of modern psychology. The purpose of this article is to analyze and consider the issues of freedom and aggressive behavior of adolescents in the modes of responsibility, negativism and care.

Research methods. Theoretical analysis and synthesis of relevant literature.

Research results. Aspects of freedom in connection with external and internal restrictions are considered, constructive and destructive types of freedom are distinguished. The problem of differentiating the desire for freedom and the risks of negativism are noted, active negativity and passive negativity are described. Aspects of hostile attribution bias as structural-motivational element of deviant and delinquent behavior are revealed. Egalitarian and traditional concepts of parenting and their connection with the development of autonomous, independent personality are considered. The conditions in association with the values of freedom, independence and care act as predictors of the subjective feeling of happiness in adolescents are noted.

Conclusions. Freedom is a prerequisite condition for the development of responsibility, personality with an internal locus of control. Freedom should be coupled аwith responsibility, parental supervision and providing of freedom for a teen to make a significant contribution to the socialization of freedom and responsibility. The phenomenon of emancipation in adolescence can be associated with the risks of negativism as a form of aggression. High partial self esteem (leadership ability and self esteem of one's “physical self”) correlate with negativism. One of the essential mechanisms for the formation and functioning of negativism is the hostile attribution bias, the tendency to which is associated with high risks of delinquent behavior. Children from families with freedom parenting style are characterized by deprivation of care, they are more often less satisfied with “family” childhood. At the same time, controlling parents can also play a negative role, increasing the risks of aggression.

Relevance. The present study examines attitudes to health supporting and medical prophylactic measures in students before and after the first stage of the COVID-19 pandemic.

Methodology and sample. The study was conducted using an online questionnaire with two stages, each involving more than 150 students.

Results. Students adhere to rational attitudes of health supporting and medical prophylactic, but their severity is insufficient. Hygiene rules are observed, a gentle regime for diseases is observed, health is monitored at home, contacts are limited. They are worried about their own health. Active forms of health supporting and medical prophylactic are insufficiently expressed. Vaccination, hardening, and medical examinations are particularly unpopular.

Attitudes before and after the first stage of the pandemic did not differ significantly. The trends towards an active lifestyle, hygiene rules and adequate behavior in the event of an illness have increased. The popularity of vaccinations has decreased. Egocentric motivation for the use of preventive measures prevails.

Key findings. 1. The commitment of the surveyed students to health supporting and medical prophylactic is assessed as insufficiently high, primarily in relation to active methods. Concerns about health, fears of getting sick are observed. However, these experiences do not activate, rather strengthen the restrictive attitudes.

The impact of the first stage of the pandemic on the attitude of students to health supporting and medical prophylactic was insignificant. There is an increase in skepticism about vaccination.

The motive for applying security measures is to reduce personal risk, social components are less significant. Among the reasons for refusing preventive measures are skepticism about efficiency, unwillingness to support “business on problems”. The reason for the refusal of vaccination is indicated by uncertainty in safety. 

Relevance. One of the negative consequences of the pandemic may be an increase in somatization. The analysis of statements about the pandemic makes it possible to identify peculiarities of attitude to the situation by people with different psychological problems.

The aim of the study was the identification of implicit characteristics of texts indicating the peculiarities of the opinion about the situation by people with a high level of somatization.

Materials and methods. The material was obtained in the online survey (03/23/2020 — 01/29/2021, 1188 people). The survey included an assessment of respondents’ condition, it was offered to express an opinion about what was happening in a free form. Used: SCL-90-R, COPE, Constructive Thinking Inventory (CTI).

The statements about the pandemic were divided into the two text arrays — “high somatization” and “low somatization”. The frequency of occurrence of vocabulary in these text arrays was estimated.

Results. The analysis showed an increase in somatization as the pandemic developed. The relationship between somatization and anxiety, sleep disturbances, and depression was revealed. Higher rates of somatization are associated with a decrease in emotional coping, an increase in categorical thinking and personal superstitious thinking. The connection between somatization and a number of non-constructive copings is shown. Lexical analysis showed a number of features of texts associated with high somatization, among them the number of pronouns of the first person, a decrease in the tonality of words, a vocabulary of suffering, negative, a decrease in the vocabulary of motivation and resistance, a decrease in vocabulary associated with the body.

Conclusions. The lexical features of statements, typical for respondents with a high level of somatization, were revealed. The connection between somatization and high emotional distress, which manifests itself in negative emotional vocabulary and is associated with a low level of emotional coping, is shown. In the group with high somatization, a contradiction was revealed in the needs and methods of their implementation — the need for help from others is combined with concentration on the self. The "representation" of the pandemic, presented in the text, is "divorced" from somatic manifestations, fear of illness and death. With this “splitting” of mental and somatic functioning, the somatization can perform the function of emotional coping.

Background. Current investigations shows substantial effect of personal experience on danger perception. During COVID-19 pandemic many people reported about psychological discomfort, anxiety, fear, comes from infection itself and collateral effects of pandemic. Investigations in psychology of risk indicate personal experience as one of components of risk perception. In the same time there are no clearance of the effect of experience of particular danger on wide spectrum of hazards.

Objective. Our aim was to clarify the effect of pandemic experience on perception of dangers of external world, to assess quantitative and quantitative differences in danger perception on different stages of coronavirus spread and restrictions rate in Russian sample.

Design. The research uses original diagnostic complex designed for danger perception assessment: Photo-test “Danger estimate test based on photos”, modified Drawn Apperceptive Test, DAT (itself a modification of Thematic Apperceptive Test), “unfinished sentences” test (original set). The research had two stages. The first stage was held before coronavirus start spreading in Russia (February 2020) and before restrictions were imposed. The second stage of research was held in the period of pandemic acceleration and hard restrictions (March-April 2020). The research was held online

Sample size: 57 undergraduates aged 18–24 years.

Results. Both qualitative and quantitative analyses were performed. In Photo-test integral score of perceived danger is higher on second stage (p ≤ 0.05) as well as anthropogenic score (p ≤ 0.01). Natural and social scores shows no significant differences. There are mentions of coronavirus are found in answers to unfinished sentences on the second stage of research.

Conclusion. Experience of danger situation substantially increases perceived risk score concerning actual hazard. Projective methods shows an actualization of the hazard theme. Experience of pandemic danger don’t effect on assessment of interpersonal relationships risks.

Relevance. Multitasking gets defined socially and dominating with the development of information technologies. It becomes the system of requirements and possibilities for combining, switching and alternating activities of different forms and contents within one complex activity. As a consequence of the technological development of the information society and a result of worldview transformations within the framework of the paradigm of multiplicity of the postmodern culture, the phenomenon of multitasking as a complex form of the activity in the technologized society becomes one of relevant objects of research in psychology and other sciences of man.

Purpose. The theoretical analysis of the phenomenon of multitasking as a reflection of a multifaceted nature and variability of the postmodern culture and a result of the entry of digital technologies of the information society into the daily life in the context of the concepts of multiplicity and complexity.

Method. The logic and methodology of the study is based on the cultural-historical and activity-based and semantic paradigm. The theoretical and comparative analyses and the method of generalization are employed to achieve the defined goals.

Results. The philosophical analysis of socio-cultural, worldview and technological factors that determine the nature of multitasking is carried out. It shows the role of certain philosophical constructs of the postmodern worldview, particular technologies of the information society in developing the basis for the emergence of the phenomenon of multitasking and also its technological embodiment — mediamultitasking.

Conclusions. At present, multitasking is the practice imposed by the specific nature of the information-communication activity under the technologization and complexity of the modern realities. Regardless of the attitude to this phenomenon, multitasking is an objective fact of the culture of the information society and, as a result, is one of the prerequisites for an efficient activity under its conditions.

Acknowledgements: the present study is supported by the Russian Foundation for Basic Research, project 19-29-14181 “Multitasking in the Structure of the Digital Socialization: Cognitive and Personal Factors of Efficiency in the Context of the Digitalization of General Education”.

The relevance of this work is associated with the lack in labor psychology of a sufficient number of tools that facilitate the study and assessment of the labor interests of workers.

Objective. The goal is to develop and validate a new methodology for researching the labor interests of workers in modern organizations.

Methods and sampling. A survey toolkit was proposed, the results of which were compared with individual scales of the methods "Studying the motivational profile of a person" (S. Richie and P. Martin), the methodology of F. Herzberg "Monitoring of labor motives" and the method "Motyp" V. Gerchikov. The sample for standardization purposes included workers in modern industries associated with industry 4.0 from 21 to 50 years with a work experience of 0 to 30 years (N = 210).

Results. The author's methodology "Labor interests of workers" has been developed, which includes 35 statements. The content of the statements reflects the theoretical classification of 7 groups of workers' interests: economic; professional; career; group; corporate; territorial and general civil. In assessing these scales, a 5-point gradation is used (from 1 point - not at all important to 5 - very important). The author's interpretation of the data obtained includes: the degree of expression of the labor interests of workers, the structure of labor interests in accordance with the above classification, the analysis of priority types of interests based on the ratings given by the respondents. Statistically significant correlations were obtained between the respondents' answers to individual statements of the methodology and the final result. Numerous direct correlations between indicators of motivation and labor interests were revealed. The reliability factor of the method is 0.662, which corresponds to the average bond strength.

Conclusions. The presented methodology is internally consistent, adequate to the research goal and reliable. The results indicate a high construct validity of this diagnostic tool.

Background. Professional experience is one of the most discussed problems in modern labor psychology. Researchers are trying to expose and describe the system of cognitive and metacognitive skills and abilities, which gives an advantage to experienced professionals. However, there is still a sufficient number of contradictions and unexplored aspects.

The aim of the study is to identify specific features of problem solving by chemists at different levels of professional experience by analyzing performance indicators and eye movements.

Techniques and sampling.The pilot study involved 35 experts and novices in the field of chemistry. They were asked to read descriptions, find errors and fill in gaps in chemical process diagrams. The tasks were based on technological regulations for the production of chemical products. We recorded the run time, errors and indicators of eye movements with the SMI Hi-Speed contactless video recording system with a 1200 Hz frequency.

The results showed that the run time and the number of errors were significantly lower for experts than for novices. In addition, the two groups featured significant differences in the average duration of blinking, indicating a higher emotional stress among novices. Other eye movement differences demonstrated that experts tend to favor focal type of cognitive processing. This is revealed in longer fixations, short and slow saccades. Also, the experts were characterized by an uneven distribution of attention and cognitive efforts relative to different parts of the task and by a smaller number of transitions between them. The general analysis showed that experts, solving problems, rely more on mental representations and previous knowledge, while novices are guided by the information presented on the slides.

Conclusions. The data demonstrate the superiority of experts in solving chemical problems and reveal the cognitive structure of professional experience.

Relevance.People are increasingly involved in mastering new types of work. It involves rebuilding the skills developed for a variety of occupations, both mental and motor. While the problem of forming new skills is sufficiently well-developed, the problem of their restructuring has attracted significantly less attention, although, judging by the experiences of participants, it sometimes leads to a slowdown, and in some cases to the rejection of innovation process.

The purpose of this study was to identify the causes of negative effects that female employees experienced when the spatial parameters of their workplaces were rationally changed.

Methods and sampling. The study was based on the analysis of the activities of 25 seamstresses (one team) in the familiar and the rationalized subject environment. It included two additional research methods:

1) vector-coordinate method of job evaluation; 2) graphic and verbal fixation of the dynamics of how the employees subjectively assessed their psychosomatic experiences in the process of changes.

Results. The rationalization of the spatial parameters of seamstresses’ workplaces was meant for optimizing their main working posturewithout affecting the semantic component of their activity. Nevertheless, it led to certain changes in their skill of performing stereotypical movements for grinding the parts of target production. This restructuring resulted in the appearance of long-term negative experiences of somatic discomfort (from 5 to 10 days) in the process of performing labor actions. But these experiences did not correspond to the experience of somatic comfort in the main working posture taken before starting work.

Conclusion. Despite the objective improvement of the psychosomatic state of female workers, the discrepancy in the experiences of psychosomatic state in statics and dynamics is naturally and well explained from the standpoint of the Bernstein model of movement construction. It is caused by the need to change the levels of motion control and the resulting need to restructure the previously established sensory synthesis. Such a result indicates the need for psychological support of the innovation process until the end of the negative experiences associated with it.

Background. The relevance of the study is determined by the search for the determinants of the subjective professional well-being of operators. Possibilities of operators' trust in equipment for achieving subjective professional well-being (SPWB) are considered.

Objective. The analysis of the features of manifestation of operators' trust in equipment as a psychological resource of subjective professional well-being was carried out.

Design. The author's questionnaire «Trust of the specialist to equipment (TSE)» was used to diagnose the level of trust of operators in equipment. Questionnaires: "Social and professional demand for personality", "Methods for assessing professional well-being", "Dominant state", "Passionate about work" were used to diagnose SPWB. Empirical data were translated into z-scores. Z-scores were subjected to multidimensional scaling (non-metric scaling, distance function - Euclidean distance). The results were displayed in the form of two-dimensional graphic models of the psychological space of SPWB. In the SPWB space, assessments of indicators of operators' trust in equipment and subjective professional well-being were reflected.

Research sample. The study involved 76 NPP operators (specialists), 100 locomotive driver – a total of 176 people. Work experience - from 1 to 35 years.

Results. The level of trust in the equipment among specialists is higher than among the locomotive drivers – 75,8 points and 62,4 points, respectively (p <0,001). Experts' assessments of indicators of trust in the equipment are located on the border of the SPWB space, far from the assessments of SPWB indicators. For locomotive drivers, assessments of indicators of trust in the equipment are located within the SPWB space next to 4 indicators of the SPWB. They reflected the desire for professional growth, satisfaction with the level of competence and professional achievements, the state of passion for work.

Conclusions. The trust of specialists in the equipment becomes a psychological resource of subjective professional well-being in critical working situations. The trust of locomotive drivers in the equipment is a constant psychological resource for maintaining subjective professional well-being.

Relevance. The article presents the results of published studies’ review and the empirical study, targeted to estimate job stressors and proactive coping strategies in nurses during COVID-19 pandemic. The research urgency is connected with the necessity to evaluate psychological availability of nurses to be resistant to high work strain and risk of SARS-CoV-2 contamination.

Objectives. The research aim: to compare stress level, job stressors evaluation and proactive coping strategies in nurses with high and low chronic states.

Methods. Diagnostic set included: Chronic stress and fatigue inventories by A.B. Leonova; Job stress survey by Ch. Spielberger; Professional burnout inventory by N.E. Vodopyaynova; Proactive coping inventory by E. Greenglass; checklist “Means states’ optimization” by A.S. Kuznetsova.

Sample. Hospital nurses (n = 306; age 43,2±10,9; service 20,7±11,5). 

Results. Revealed job stressors are typical for nurses: inadequate salary, insufficient time for breaks, excessive paperwork and increased responsibility. Strong differences in job stressors evaluation are found between nurses of risk group (with high level of chronic states) and nurses with no chronic states (well-to-do group): in risk group, perceived job stress is significantly higher. Proactive coping strategies are quite high. Regression analysis did not reveal coping strategies as stress predictors. Three months after well-to-do nurses still perceived no high job stress, while in risk group perceived job stress increased.

Conclusions.Under pressure of unmanageable pandemic strain, self-evaluation of proactive coping possibilities in risk group and well-to-do group significantly diverged. Most likely perceived stressors are connected with the inability to manage work strain and to minimize the impact of its negative effects.

Relevance. The article presents research results regarding personal and regulatory factors influencing the reliability of personnel in power plants. We discuss the possibility of integrating different psychological approaches to assessing functional reliability. We had assumed that including dynamic variables (acute and chronic stress manifestations, “internal cost” of activity) and stable personal factors in the analysis will permit to compare their contribution to psychological stability and reliability. 

Methods.The main indicators of the study include: personality traits (ITO, Sobchik, 1998); functional components of self-regulation (“SSPM with a reliability scale”, Morosanova, Bondarenko, 2015); occupational stress indices (IDIKS, Leonova, 2006). 

The number of errors in the cognitive microstructural tests “Attention Span” and “Stimuli Recognition”, S. Sternberg's model) was assessed as objective parameter of the operators’ reliability. 

The sample includes 378 employees of power plants (average age 41): 31 people are middle managers (chiefs and their deputies) and 347 are operational and technical personnel (engineers, electricians, controllers). 

The results indicate that the main psychological predictors of low occupational stress manifestation include: (1) regulatory processes and features (modeling performance conditions and assessing the result); (2) personality traits (high extraversion and emotional lability, moderate anxiety, sensitivity and self-sufficiency). The level of self-regulation determines differences in indicators of performance reliability of the operating personnel (error-free completion of microstructural tests).

Relevance. The article discusses the prospects for research paradigms shift in the study of employee attitudes towards organizational change. The transition from the traditional economy of production and consumption of material goods to the economy of knowledge, then to the economy of impressions, and in the very near future - to the digital economy, which took place during the last decades, and marks the full-scale deployment of the fourth industrial revolution, forces modern organizations to constantly change. The systemic nature of an organization assumes that transformations in any of its areas of activity are reflected in all other components. The leadership of every organization needs to be able to manage the process of change. At the heart of the change process are, first of all, changes in the interactions among employees of the organization.

Objectives. The purpose of the article is to trace how traditional ideas about the basic principles of organizational change management are changing. As a replacement for the traditional vector of management efforts aimed at timely diagnosis and subsequent overcoming of staff resistance to the changes being introduced, there comes an understanding of the possibility of identifying and supporting the psychological readiness of employees for organizational changes. 

Results. The growing concept of Positive Organizational Scholarship abandons the traditional interpretation of the relationship between change and resistance that needs to be overcome. It focuses on the positive perception by employees of organizational changes, on creating such conditions when change becomes a way for employees to unleash their potential, self-actualization and personal growth. The indicated change in research paradigms is traced in the article on the material of a number of empirical studies carried out with the participation and under the scientific guidance of the author. The studies were initially devoted to the study of socio-psychological factors of personnel resistance to organizational changes, and then to the identification of socio-psychological prerequisites for the formation of psychological readiness of employees for organizational changes. These studies were accompanied by the development and testing of appropriate methodological tools.

Relevance. Recruitment and organizational culture can be important strategic resources for retaining the most promising employees and reducing organizational turnover.

The purpose of the work is to search for predictors of the organizational culture' attractiveness among individual factors of personnel with access to forecasting staff turnover.

Methods and sampling. A comprehensive study of employees of three industrial enterprises was conducted. A total of 131 people, 105 men and 26 women, took part in the study. The package of standardized methods included: "Questionnaire for assessing subjectively important performance characteristics", "Career anchors", "Diagnostics of the motivational structure", "Attractiveness of organizational culture”, "Assessment of the subjective attitude to organizational culture" .

Results. The result of statistical analysis was received four factor structure of the organizational culture' attractiveness: motivational factor, communicative interaction, stable operation and the uncertainty. The contribution of employees' individual factors for assessing the organizational culture' attractiveness of industrial enterprises was revealed. In order to reduce the potential employees' turnover, it is necessary to select personnel with attitudes to the balance of personal and professional life and without a motivation for management. The organizational culture should be focused on providing conditions for sustainable functioning – working hours, wages, working conditions. These factors are crucial for making a decision to leave the organization.

Conclusions. The data obtained in our study can be useful for HR managers and managers of industrial organizations. They can influence the employees' turnover by changing the organizational culture or selecting personnel with certain motivation.

Relevance. The article analyzes the problems of modern researchers studying the "man - work" system from the standpoint of post-nonclassical models that develop the idea of "subjectivity" in the relationship between man and world. It is necessary to develop a methodological approach for an adequate noncontroversialdescription of the world of professionals. Such an approach should describe this system in a consistent way, allow for correlation of ideas about it with the reality itself and remove the limitations associated with the researcher’s abilities. 

Objective. The purpose of the paper is to discuss the possibilities of psychosemantic approach for studying professional activity on the example of two pieces of empirical research on the activities of medical workers employed by commercial and budgetary organizations and having to do with different contingents of patients.

Methods. In the studies conducted we used the survey methods "Integral Satisfaction with Work" (developed by V.A. Rozanova), “Professional Burnout” (N. E. Vodopyaynova, E.S. Starchenkova) and psychosemantic methods: semantic differential"My Work"; free associations; 10 unfinished sentences on the topic"My Work"; C. Osgood's 14-scale semantic differential modified by E.Yu. Artemyeva. 

Sample. The study involved 212 doctors with different career span, of which 66 people are employees of budget hospitals, 36 people work in commercial medical centers, 60 people are maternity hospital employees, and 50 people work in a hospice. 

Results. Semantic features such as “emotional tone of assessment”, “ratio of semantic coincidence between descriptions of different “types” of work object (in our case,“ Man” and“Patient”)”and “abstractness/concreteness of descriptions” reflect the conceptual characteristics of professional experience of doctors working in different organizations and with different contingents of patients. 

Conclusions. The psychosemantic approach to studying the "person - work" system, in which the activity approachof a person to the world is postulated, makes it possible to provide an adequate description of complex systems in a changing environment. The methods of psychosemantics, due to their "sensitivity" to shades of meaning of the words used by respondents, correspond to the idea of post-nonclassical models of mental determination, when external influences are mediated by the activity of a person and by the currentstructures of hisor hersubjective experience.

Relevance of the article is due to the need to predict changes in the characteristics of traditional and new occupations with regard to development of information technologies and automation tools. 

The aim of the work is to identify the main areas of optimization and support of professional activities in the conditions of informatization based on the forecast of changes in conditions and situations of activity.

Methods- theoretical analysis and systematization of ideas about the determinants of activity and their integration. 

Results. Stability and variability of professional activities are considered within the framework of situational approach, focused on the integration of external conditions and internal variables as the determinant of activities. The study clarifies the concept of activity conditions as characteristics of the environment. The definition of situation is limited to the relation of subjective interpretation and assessment of external conditions to evaluating personal resources in accordance with the purpose and actual experience, the mechanism of which is associated with reflexive regulation of activities. In accordance with the nature of subjective assessment of conditions, the types of situations are divided into ordinary and extreme. The situation is usual (standard) for a subject if the methods of action are well-established and assessed adequately, regardless of the conditions, which can be even dangerous, extreme and emergency. Unusual situations are characterized by a combination of novelty of conditions, on the one hand, and limited experience and resource assessment, on the other hand. According to the characteristics of resources (functional systems and the content of experience) it is suggested to distinguish between situations of tension, characterized by the need to act at the limit of one’s opportunities but within one’s experience, and situations of uncertainty. There are a number of arguments for limiting the notion of "uncertainty" and the corresponding situations to the characteristics of the internal subjective sphere, the source of which are components of activity, not elements of the environment. In situations of uncertainty, it is suggested to distinguish between the situations of problem solving and decisions making, actions that differ in psychological mechanisms, and to consider risk situations as a subcategory of decision making. The systemization of situations formed the basis for the forecast of their changes for traditional and new occupations in the context of advanced information technology, as well as the definition of the directions of software support for action and ensuring the preparedness. 

Conclusions. The probability of extreme and emergency situations involving danger for people is unlikely to change. Dangerous situations in professional environments can start to be assessed as ordinary if one forms an adequate concept of conditions and one’s own resources (readiness) by using training systems, including virtual reality tools. Information security problems are being studied intensively, both in terms of theoretical analysis of information environment characteristics and in the development of software protection and minimization of danger. It seems possible to reduce the situations of extreme. Minimizing problem situations can be obtained by creating experience and reducing uncertainty. In decision-making and risk situations it can be obtained through software and technical support for the choice and automation of assessment operations. The possibilities of using software and technology to reduce tension will also be expanded through automation of cognitive and executive operations, alignment of their parameters with the subject’s mental capabilities, formation of skills allowing one to work in a wide range of situations.

Relevance: History of science is a necessary component of its progressive development; however, the history of Russian applied psychology has not been sufficiently studied. 

Purpose of the work: to present the results of the author's historical and psychological works carried out on the basis of the subject-activity approach.

Research method: The study uses systemic methodology and the subject-activity approach based on the provisions of Marxist philosophy, theory of science and traditions of Russian psychology and its history (A.A. Bogdanov, E.A. Budilova, E.A. Klimov and others). It also uses analogies for a better understanding of the unity of consciousness principle and the activity of its subject (an individual scientist, a group of researchers and practitioners, society as a whole, as a collective subject). The study demonstrates the advantages of the methodology chosen in comparison with the one adopted by scientists who are limited by the cognitive resources of one-sided approaches (for example, the traditions of internalism or externalism) in historical and psychological research.

Sample: The article provides an overview of the author's most important publications on historical and psychological topics over the past 35 years.

Results: The study presents the author's research of the formation, development and transformation of applied psychology on the example of psychological sciences on labor and working people carried out in Russia from the end of the 19th to the beginning of the 21st century, in correlation with the events of the country's civil history. The author analyzes the development of certain scientific problems (problems of social psychology of labor, problems of working capacity and fatigue, the prehistory of competence-based approach in psychology, problems of safety psychology in ergatic systems, etc.). It also presents the analysis of the work done by a number of leading Russian psychologists in this field. The results of the research are included in the program of the special course "History of Applied Psychology".

Conclusions: The study formulates the main provisions of the subject-activity approach in historical and psychological research and the possibilities of its application in order to understand the past of psychology and predict the trends of its future development. 

Relevance. The development of information society technologies becomes a crucial point in the transformation of human labour. Technogenic processes of automation, robotization and development of artificial intelligence models have an impact on the transformation of human labour. The future of labour becomes inseparably linked to an ever-increasing complexity and irreplaceability of technological tools. The need to single out a special field of psychology in order to study and predict the relationship between man and technology in the cultural-historical context of information society is on the agenda.

Purpose. The study’s aim is to show the necessity to study the psychological mechanisms of interaction between man and technology in the information society. It is based on the analysis of the main predictive vectors of transformation of labour activity under the influence of high technologies.

Method. The logic of the present research corresponds to the cultural-historical and activity-semantic paradigm. To achieve these goals the author usestheoreticalanalysis, method of generalization, and mental modelling.

Results. The study analyses possible solutions to the problems posed within modern humanities and associated with the technological replacement of a number of professional activities. Along with the traditional philosophy of technology and the developing sociology of technology, it suggests that the psychology of technologyis singled out as an independent sphere of research. It could provide specialized psychological studies of the interaction between people and the technical tools they use.

Conclusions. The development of information society technologies and their integration into the habitual, everyday life, the processes of replacing natural abilities and historically developed kinds of labour activity with technical tools imply a number of problems, especially those having to do with understanding the complexity of relations within the system “Man-Machine”. The answers may be found within the framework of psychology of technology,the task of which is to provide the basis for studying conditions of interaction between man and the surrounding technologies and “smart machines”that are hard to understand for a human being. Understanding their nature becomes increasingly unattainable. The discipline in question also aims at providing a psychological assessment of the impacts of technological progress on the possibilities of human self-realization.

Relevance. June 11, 2020 marked the 90th anniversary of Evgeny Klimov (11.06.1930-31.05.2014) birth, Doctor of Psychology, Academician of the Russian Academy of Education, President of the Russian Academy of Education (1994-2003), Dean of the Faculty of Psychology Lomonosov Moscow State University.

Goal. The introductory note is dedicated to the 90th anniversary of the birth of E.A. Klimov (1930-2014). Fragments of memoirs about the personality of the scientist by his students and colleagues are presented. The contours of his scientific contribution to the development of Russian psychology, his activities as a science organizer and teacher are outlined.

Results. The authors prepared for publication the scientist's manuscript, his speech to the participants of the student conference at Moscow University in 2002. In the text of E.A. Klimov presented the main ideas for the successful professional development of young psychologists, among them: the idea of the social significance of the profession; focus on business, and not on your career; assistance in improving the psychological culture of the people; the desire to separate new scientific knowledge from the redesignation of traditional knowledge with new words; development of methods of empirical research, including methods of analysis of unique cases; the conditions for the progressive development of psychology are indicated.

Relevance. The paper outlines the main branches of research work and development projects carried out by researchers and lecturers of the Work and Engineering Psychology department, Faculty of Psychology. It studies the contribution of the four heads of the department (professors V.P.Zinchenko, E.A,Klimov, Yu.K.Strelkov, A.B.Leonova) to the development of the main research areas within psychology of work content and work environment, as well as in workers’ psychology. 

Results. The main research results obtained by the department's staff are arranged according to the main areas of scientific research supervised by the head of the department: 1) The 60s and 70s: studies of cognitive and senso-motor processes in the work of automated system operators — the birth of engineering psychology (V.P. Zinchenko) and the revival of labor psychology (Yu.V. Kotelova); 2) The 80-90s (E.A. Klimov) - problems of human psychology as subject of labor: research of professional consciousness, work motivation, mental regulators of labor based on the psychological interpretation of the subject of labor activity and its components; 3) The first decade of the XXI century (Yu. K. Strelkov) - research of transport professions, the formation of a temporal approach in engineering psychology, methods for studying the operational and semantic experience of a professional; 4) 2015-2020 (A.B. Leonova) - a series of studies of occupational stress and other functional states on the basis of structural-integrative approach; problems of organizational psychology and cognitive ergonomics. 

Conclusion. The study singles out and discusses prospective areas of future research, such as psychology of professional health, psychology of rest, psychology of security (of an individual, collective, organization, society as a whole); psychological study of the transformation of professionals’ psyche in the digital age, psychology of trust. 

The relevance of the study. The paper raises the problem of methods of psychological research, this problem is reflected in written and oral speeches of P. Ya. Galperin. The scientific significance of this problem is due to the fact that using the forming method allows us to obtain data concerning the laws of the formation of a new action in the conditions of not only controlled, but also spontaneous formation.

The purpose of the study is to obtain scientific psychological information concerning the forming method. The key concept of the theory of P. Ya. Galperin is the concept of orientation, which determines the success of the action.Polemizing with J. Piaget on the question of age capabilities of the child, P. Ya. Galperin experimentally showed that in the conditions of forming method "real mental actions and concepts" are formed much earlier than in the traditional spontaneous formation.If in the first case the process of formation becomes generally controllable, in the second it is only directed.The transition to the method of formation by stages, stressed P. Ya. Galperin, creates a basic for an appreciable improvement of the methods of instruction and means a radical change in the methods of psychological research.

Methods - historical and psychological analysis, comparative analysis.

The results. The publication consists of three parts. The main part (the middle one) is P.Ya.Galperin's article «The cross-sectional method and the method of formation by stages». It is published on the materials of the personal archive of P. Ya. Galperin.The article, written by P. Ya. Galperin on the results of his speech at the International psychological Congress in Moscow in 1966, was previously published in the journal "Voprosy psyikhologii", in this form article is a corrected version by P. Ya. Galperin.

The first part of the paper is a short introduction providing a general characteristic of the Piaget and Galperin discussion on Psychological Congress.In conclusion (the third part) an attempt is made to identify the main lines on which it is possible to compare the views of P. Ya. Halperin and J. Piaget.

The conclusion. The reference to the materials of Piaget and Galperin discussion is not only of historical and theoretical importance, but also allows us to outline the prospects of current scientific research in the field of genetic psychology.

The article is dedicated to the 55th anniversary of the XIX International Psychological Congress.

Relevance. Our work is devoted to the analysis of such factors of the psychological well-being of homosexual men as belief in a competitive world and internalized homophobia. The study of these factors is important, since they form the image of the world and the image of oneself, which create the foundation for the perception of one's achievements in the social world and self-acceptance. Since modern society maintains negative attitudes towards homosexuality, especially male homosexuality, we assume that along with the assimilation of these prejudices, an image of the world can be formed in which it is necessary to remain vigilant and expect a “dirty trick” from others, which will negatively affect the psychological well-being of gays. 

The aim of the study was to examine the influence of belief in a competitive world and internalized homophobia on psychological well-being among homosexual men.

Research methods and sampling: methods of K. Ryff “Psychological well-being”, J. Duckitt “Jungle world beliefs” and W. Mayfield “Internalized homonegativity”. The study involved 68 men who identified themselves as homosexuals.

The results of the study showed that internalized homophobia makes a greater contribution to psychological well-being, while the role of faith in a competitive world is significantly less important. At the same time, acceptance of one's homosexuality contributes to psychological well-being, understood by K. Ryff as a positive functioning of the individual, and faith in a competitive world negatively affects psychological well-being. The results obtained allow us to conclude that the social outlook and self-attitude of the individual play a significant role in psychological well-being.

Relevance: the problem of diagnosing perfectionism in sports activities is relevant for solving a large number of research issues related to the study of emotional states and factors of success in athletes, as well as practical tasks related to improving the efficiency and effectiveness of athletes. In this regard, the design of a method for diagnosing perfectionism in sports activities seems necessary and relevant.

Objective: to test the method “Sport Multidimensional Perfectionism Scale”, and to check the reliability and structural validity of this method.

Methods: testing was carried out on a sample (N=323) of Russian athletes of different kinds of sports. In the process of adapting the questionnaire, a direct and reverse translation of the questionnaire was performed, the factor structure of the questionnaire was checked using exploratory factor analysis, the internal consistency of the questionnaire scales and convergent validity using correlation analysis.

Results: a five-factor model of the method was identified. It included the following scales: “Organization and high personal standards“, “High parental expectations”, “Doubts about actions“, “ Concern over mistakes” and “High coaching expectations". Analysis of the reliability of the scales showed significant internal consistency of each of them. To assess convergent validity, a correlation analysis of the scales of the tested method and the “Three-factor perfectionism questionnaire” by N. G. Garanyan and A. B. Kholmogorova were performed. The results of the analysis showed that the method “Multidimensional perfectionism scale in sports” has the high convergent validity, which indicates a fairly predictive value of this tool.

Conclusions: for the first time in the field of Russian sports psychology, a tool for measuring perfectionism in athletes has been tested, which has shown high structural validity and reliability. In this regard, the method “Multidimensional perfectionism scale in sports” can be used for practical purposes to solve diagnostic and psychotherapeutic problems in the field of professional sports.

Relevance. In applied psychology, researchers are increasingly faced with the task of analyzing large amounts of text, both verbal and visual. For these purposes, various methods of analysis have been developed and various computer programs have been created.

Objective. The possibilities of computerized qualitative text analysis are analyzed. The spectrum of problems solved by various methods of qualitative text analysis is considered.

Methods. The theoretical analysis of classical methods of qualitative text analysis is carried out. The specificity of the method of computerized discourse analysis is analyzed. The Internet searched for the most popular programs for qualitative text analysis, considered the main options and requirements for working in the program.

Results. Methods of content-, discourse-, intent-analysis, conversion and narrative analysis are briefly characterized. The computerized discourse analysis (CMDA) approach is described. An approach to solving problems of various methods of qualitative analysis of text in computer analysis of qualitative data (Computer Assisted Qualitative Data Analysis; CAQDAS) is presented. The possibilities of some software packages developed within the CAQDAS approach are considered.

Conclusions. The advantages of using computerized discourse analysis are shown. The topic of research of methodological problems accompanying the use of CAQDAS is outlined.

Background. The article is devoted to the study of the mechanisms of face perception when using the technology of eye-tracking. In scientific literature, two processes are distinguished - analytical (perception of individual facial features) and holistic (perception of general configuration of facial features). It is assumed that each of the mechanisms can be specifically manifested in patterns of eye movements during face perception. However, there is disagreement among the authors concerning the eye movements patterns which reflect the dominance of the holistic or analytic processing. We hypothesized that the contradictions in the interpretation of eye movement indicators in the studies of face perception may be associated with the features of the eye-tracker data processing, namely, with the specifics of identifying areas of interest (eyes, nose, bridge of the nose, lips), as well as with individual strategies of eye movements.

Objective. Revealing the features of eye movements analysis in the process of facial perception.

Method. A method for studying analytical and holistic processing in the task of assessing the attractiveness of upright and inverted faces using eye-tracking technology has been developed and tested. The eye-tracking data were analyzed for the entire sample using three types of processing, differing in the marking of the areas of interest (AOIs), and separately for two groups differing in eye movement strategies. The distinction of strategies was considered based on differences in the mean values of the fixation duration and the amplitude of saccades.

Results. It was shown that: the presence of statistically significant differences of the dwell time in the AOIs between the condition of upright and inverted faces depended on the method of identifying these AOIs. It was shown that the distribution of the dwell time by zones is closely related to individual strategies of eye movements. Analysis of the data separately by groups showed significant differences in the distribution of the dwell time in the AOIs.

Conclusion. When processing eye-tracking data obtained in the studies of face perception, it is necessary to consider individual strategies of eye movements, as well as the features associated with identifying AOIs. The absence of a single standard for identifying these areas can be the reason for inconsistency of the data about the holistic or analytical processing dominance. According to our data, a more detailed type of marking the AOIs, in which not only the main features (eyes, nose, mouth) but also the area of the nose bridge and nose are distinguished, is most effective for the analysis of holistic processing.

Acknowledgements. The research was supported by the Russian Science Foundation(project No № 19-18-00474) and with the use of equipment purchased by Lomonosov Moscow State University Program of Development.

Relevance. Modern society creates the image of a successful person as actively interacting with different information flows, including an impressive stream of news content. This paper assumes that there is a personal need for tracking and spreading news that develops in the interaction between a person and digital world. The individual level of this need could explain the interaction with information (its critical and uncritical dissemination) and the subjective experience of its redundancy and inaccuracy, including those experiences and actions in a pandemic situation. 

The aim of the study was to reveal the relationship of the subjective need for news with personal values, beliefs about technologies (“technophilia”) and the dissemination of news about the pandemic. 

Method. 270 people (aged 18 to 61) filled out The short (Schwartz) Portrait Values Questionnaire (PVQ), Beliefs about New Technologies Questionnaire, Monitoring of Information about Coronavirus Scale as well as items on the subjective need for receiving and disseminating news, readiness for critical and non-critical dissemination of news about pandemics, subjective experiences of redundancy and distrust of pandemic-related information. 

Results. According to the results, the Need for News Scale allows assessing the subjective importance of receiving news and discussing them with other people and is characterized by sufficient consistency and factor validity. The need for regular news is more pronounced among men, older people, people with higher education, married people, people who have children, while the need to discuss news is not related to sociodemographic factors. For people who are more prone to technophilia it is more important to regularly receive and discuss news information with others, which, in turn, mediates the relationship between technophilia and monitoring news about coronavirus. The need for news dissemination mediates the relationship between technophilia and readiness for critical and non-critical dissemination of information about the pandemic.

Acknowledgement: The study was supported by the Russian Science Foundation, project No 18-18-00365 "Digital socialization of cultural-historical perspective: intragenerational and intergenerational analysis". 

Relevance.

Nowadays the researchers commonly use a limited set of standard procedures and statistical coefficients when they develop psychometric instruments and investigate their structure. The routine using of such procedures without taking into account the specific features of psychometric scales can lead to incomplete or even inadequate results. In this context detailed consideration of the structure of psychometric instruments seems to be important and it may demand various non-standard ways of statistical analysis. 

Objectives. 

To conduct detailed analysis of the results of two intelligent subtests at the item level and to assess the sufficiency and adequacy of using standard methods for estimation of reliability and structural validity for these subtests.

Methods.

We analyze the data collected in intelligence testing of a large sample of respondents (11335 young adults). The respondents passed the KR-3 battery. In this study we examine in detail the structure of the subtests "Syllogisms" and "Analogies". Specifically, we estimated the reliability of the scales by the Cronbach's alpha coefficient, and the structure at the item level using the confirmatory factor analysis.

Results and conclusions.

Estimation of the reliability of the scales by Cronbach's alpha coefficient showed the importance of taking into account the time limitation, which is commonly used in intelligence tests. On the other hand, a detailed analysis of each subtest items made it possible to find out an additional factor which was not originally proposed in the factor structure. It is the factor of higher-order abilities of abstract analysis, whilst the subtest originally aimed at esteeming the special abilities. Confirmatory factor analysis showed improvement of fit when this factor was added. The results allow to conclude that the researcher may miss important properties of scales if one does not perform a detailed analysis of testing procedures and the structure of subtest at the item level, and so one may draw incomplete or inadequate conclusions about their psychometric properties.

Background. Empathy is widely recognized as a multifaceted trait that includes cognitive and emotional components. The Questionnaire of Cognitive and Affective Empathy (QCEI) (Reniers et al., 2011) has been widely used in many countries. However, the question of its factor structure as applied to the Chinese samples was not resolved in two previous worksOur approbation allowed us to clarify its psychometric characteristics, which is important for its further application in China and in cross-cultural studies.

The problem of the relationship between the implicit theories (IT) of emotions and personality and empathy, which has not yet been investigated, is also relevant.

Objective. 1) re-adaptation of the QCEI questionnaire on a Chinese sample, 2) testing hypotheses about the connections of implicit theories of personality and the ability to control emotions with the cognitive and affective components of empathy (on a Chinese sample).

Design. 1,319 Chinese participants completed the QCEI questionnaire, of which 520 in person and 799 through online communication.Their data was randomly split into two samples. Exploratory factor analysis was carried out for the first sample, and confirmatory factor analysis was done for the second one.These 1319 people filled out the questionnaire of implicit theories of emotions (ITE). 520 participants filled out the questionnaire of implicit theories of personality (ITP) as well.To assess the convergent validity of our Chinese version of the QCAE questionnaire 799 participants also completed the M. Davis IRI empathy questionnaire.

Results. A four-factor QCAE model was established for the Chinese sample (as opposed to the author's five-factor model);IRI components are significantly positively correlated with QCAE components, which indicates the commonality of their nomological network.Based on the fact that the incrementality index for ITE is significantly and positively correlated with cognitive empathy, we accepted the hypothesis of the cognitive component as the leading one in the person's assumption about the possibility of controlling emotions.The ITP incrementality index positively correlates only with the “Adjustment” subscale, which indicates a lower representation of the cognitive component in ITP in the Chinese sample. It followsfrom our results that the hypothesis on the connection of the affective component of empathy with the IT of emotions and personality can be rejected.

Problem of the research. The review is devoted to the relationship between executive functions and metacognition in the context of a cultural-historical perspective. On the basis of the research carried out over the past 15 years, the commonality and differences of these constructs are shown. Special attention is paid to the development of executive functions and metacognition, their connection with the academic success of children, the role of the social aspect in their formation. The importance of an adult in the directed formation of metacognition and self-regulation is shown, which confirms the provisions of the cultural-historical theory. Within the framework of the cultural-historical paradigm, several mechanisms for the development of executive functions are considered: imitation based on understanding; sign mediation; as well as communication in a social developmental situation. L.S. Vygotsky noted that higher mental functions arise on the basis of real interactions of people, are interiorized, turning into psychological functions.

Main results and conclusions. The review showed that one of the most common models of the structure of executive functions is a model that includes such components as “working memory”, “inhibitory control” and “cognitive flexibility”.

Based on the analysis, it is possible to assert the influence of J. Piaget's concept on the development of executive functions. A certain difficulty is caused by the explanation of emotional regulation in the context of metacognitive problems. At the same time, L.S. Vygotsky spoke about the unity of affect and intellect, which suggests the existence behavioral control and, in particular, of emotional processes at the level of metacognitive processes.

Background. The study of the application of the competence-based approach in the professional training of specialists in the management sphere remains an urgent issue for many researchers, psychologists, educators and teachers. We began our consideration of this problem in a first approximation in a material published in the previous issue of the journal (Tolochek, 2020). The main issue is to identify the limitations of the competence-based approach as factors of its development and the conditions under which its implementation will be more constructive and effective. It is stated that, in line with the competence-based approach, there remains unresolved issues about the number and content of the qualities of subjects that affect the effectiveness of their activities; on the competencies of subjects performing different labor functions, working in organizations; about the place of competences in the structure of professionalism, about their role in career success.

Design: expert surveys, a differentiated and level analysis of frequency matrices of assessments (choices) of competencies by experts.  

Results. The cycle of studies of competencies and the specifics of their assessment included 69 managers differing in gender, age, seniority, managerial experience, positions in different companies. It was shown that out of 29 competencies, 19 were identified in at least 40% of experts; 8 were identified in at least 66% of experts. Competencies assessed as in demand are associated with individual features, with the evolution of managers as subjects and the characteristics of their activities.

Conclusions: 1. Only part of the competencies from the initial list of competencies described by foreign specialists were identified as relevant for managers by experts (employees of Russian companies). Among the competences, there is a “core” of basic, key qualities, and several “belts” (“shells”, “levels”) - less significant (universal) competencies associated with the effective activity of a manager in different areas. 2. Assessments of competencies relevant (important, significant and / or preferred) for managers differ depending on the individual characteristics of experts (gender, age, experience, position, career success, managerial potential) and the length of the list of assessed qualities. 3. Lists of competencies in the range of 15-20 qualities can be considered optimal for solving both scientific and applied problems. The basic list of 29 competencies can be considered “sufficient and redundant”; list of up to 19-20 competencies - “sufficient and necessary”; a list of 8-10 "nuclear" competencies - "essential basic".

Background. Currently, foreign researchers are actively developing the notion of‘everyday sadism’ is being developed. The study of the proposed subclinical form of sadism makes a significant contribution to the study of "dark" personality traits united in the concept of the Dark Triad, as well as related phenomena such as aggression, antisocial behavior, cruelty, etc.The active development of tools for measuring sadistic traits makes it possible to study both the external manifestations of sadism and its fundamental mechanisms.

Objective. The review of the modern Russian and foreign studies in the field of everyday sadism and its link with some relevant phenomena. 

Design. An analysis of current research on modern ideas about the new formalization of the phenomenon of sadism and an overview of the main English-language tools for measuring sadistic traits.

Results. The phenomenon of sadism has been in the focus of attention of researchers for many decades and has been conceptualized in various forms: from impairment disorders to personality disorders.Today, the term "ordinary sadism" is increasingly used, revealing the meaning of sadistic traits outside the clinical context.A large number of studies show the legitimacy of the existence of this construct.Its forms and external manifestations (direct / indirect, verbal / non-verbal sadism) are being actively studied. Possible psychological mechanisms of manifestation of sadism in everyday life and its connection with other relevant phenomena (aggression, types of affect, etc.) are being investigated.The question of potential inclusion of everyday sadism in the Dark triad of personality traits occupies a central place in the scientific debate. Furthermore, several valid measures of sadistic traits have been developed, some of which also allow the analysis of the structure of this phenomenon. 

Conclusion. The social relevance of everyday sadism determines the interest of many researchers in the study of its outward manifestations as well as its psychological mechanisms. The development and/or adaptation of the measure of sadistic tendencies is bound to open new ways of studying not only sadism per se, but also various related phenomena (e.g., dark personality traits, aggression, antisocial behavior, etc.).

Background. In political, economic, social and environmental crisis conditions, a great importance is given to the investigation and search for the human psychological resources, which make it possible to successfully cope with usual and challenging life tasks in the conditions when the world order and the life styles drastically change. 

Objective of this article is to summarize the results of theoretical and empirical research for developing the resource approach to the study of the conscious self-regulation of human activity considered as a system of psychological means of consciously setting the goals and managing their achievement. 

Design. The resource approach provisions were substantiated theoretically and verified empirically in the laboratory of the self-regulation psychology of the Federal State Budgetary Scientific Institution "Psychological Institute of the Russian Academy of Education." The studies were carried out on the large samples of schoolchildren, students, and professionals. Cognitive, personality and regulatory techniques included questionnaires and experimental tasks. Both cross-sectional and longitudinal design were applied. 

Results. The generalization of the empirical results made it possible to verify the developed scientific ideas of the conscious self-regulation of achieving goals as a system of the human universal and special regulatory resources, depending on the “globality” of the tasks they are intended for. The person’s regulatory competences implementing this system contribute to the productive aspects of achieving educational and professional goals. They also serve as a mechanism for mobilizing, coordinating, mediating and accumulating the entire palette of other individual resources and human reserves for solving various problems in human activity. Among these tasks are the personality self-development and self-education, professional self-determination, maintaining and increasing psychological well-being. 

The development of the conscious self-regulation resources contributes to successful learning and work in the context of rapid digitalization, serves as the basis for adaptation and formation of new self-organization of life, and also prevents acute stress reactions and negative emotional states under conditions of the coronavirus pandemic. 

Conclusions. Conscious self-regulation is a human meta-resource, since it not only makes a significant contribution to achieving the goals of practical activity, but also contributes to solution of the broader life tasks. 

Acknowledgments: The study was funded by Russian Science Foundation according to the research project № 20-18-00470 «Self-regulation and school engagement as psychological resources of academic success: a longitudinal study» 

Editorial Board of the scientific journal "Bulletin of Moscow University. Series 14. Psychology" expresses its gratitude to all expert reviewers who assisted in the analysis, evaluation and selection of the publication of manuscripts received in 2020.

Relevance. Professional reliability is a complex multidimensional construct that is used to predict the professional success of specialists working in extreme conditions. Such forecasting is possible in large-scale studies using complex multi-stage modeling, but the forecast will be abstract, not applicable to individual cases. An alternative is to predict certain aspects of success. At the same time, the components of “personal reliability” have the greatest predictive value, since with the development of civilization and changes in the “man-machine” relationship, the internal content of professional reliability shifted from a predominantly functional component to motivational, moral and socio-psychological, including the phenomenon of self-regulation. 

The purpose of the research is to study the components of personal reliability as possible predictors of certain aspects of professional success of rescuers. 

Sample:31 specialists (men), rescuers of one of the Subdivision Ministry of Emergency Situations AQUASPASS, aged 24 to 45 years. 

Research methods: expert assessment of professional success; self-assessment of the level of professionalism; case method; test questionnaire A.V. Zverkova and E.V. Eydman “Research of volitional self-regulation”; “11 personality factors”; test “Motivational Profile” by Ritchie S., Martin P.; Rosenzweig frustration test; “Express methodology” for studying the social and psychological climate in a team (OS Mikhalyuk and A.Yu. Shalyto); diagnostics of the attractiveness of labor (V.M. Snetkov). 

Conclusions (briefly): a) it is possible to use the indicator of success in a training situation as a predictor of professional success; b) the influence of each of the components of personal reliability on different aspects of professional success is differentiated, therefore, forecasting is more optimal also in differentiated options; c) the effectiveness of socio-psychological interaction makes an important contribution to professional success, and the components of the socio-psychological climate play different roles in this. 

Acknowledgments: The study was carried out with funding from grant 19-013-00799 A “Predictive model of adaptability and reliability of professionals in extreme working conditions”.

Relevance. Timely comprehensive diagnostics of psycho-social factors involved in the formation of cerebral palsy in children, their influence on the formation of child-parent relationships is relevant and practically significant. Inharmonious upbringing, emotional disorders and personal characteristics of the parent can affect the child's mental development, contribute to violations of psycho-social adaptation. 

Objective of the study: to reveal the psychological characteristics of children with cerebral palsy and those of their mothers, to determine the characteristics of upbringing and parent-child relationships, to conduct clinical and psychological support of children with this disabling disease and their parents with elements of cognitive-behavioral correction of the identified disorders. 

Methods of research. Clinical conversation and experimental psychological method including: “Assembling Figures” method according to the 4th Wechsler subtest; method of drawing associations by S. Rosenzweig (children's version) modified by N.V. Tarabrina(1978); René Gilles method, 1950; test “SMOL” ( V.P. Zaitsev, 1981); “PARI” method by E.S. Schaefer and R.K. Bell, adapted by T. V. Neshcheret (1984). Methods of statistical analysis were used as well. 

The sample consisted of: Group1 (n1) – 37 pre-school children with cerebral palsy aged 5–6 years (17 girls and 20 boys) and their mothers in the MCU of Samara RC “Zhuravushka”; Group 2 (n2) – 37 conditionally healthy children of the same age and gender in the SBU SAMARA city children's polyclinic No. 9. 

Research results. It was found that in children with cerebral palsy, emotional response in a situation of frustration is accompanied by high self-accusatory reactions, low socio-psychological adaptation and low self-esteem. Child-parent relationships are in the suboptimal emotional range. An effective program of clinical and psychological cognitive-behavioral psychological correction of emotional and behavioral cerebral palsy disorders in the parent-child group was carried out. 

Conclusions. Psychosocial factors affecting the adaptation processes of preschool children with cerebral palsy were identified. Families with children with chronic disabling diseases such as cerebral palsy, need to organize training and education, including psycho-corrective and correction-developmental classes. 

Relevance. Categorization, being one of the main cognitive processes, is involved in the perception and comprehension of objects with meaning, depending on the personal significance. Exceptional subjectivity of bodily experience makes it important to explore its structuring and mediating with sign through the analysis of bodily sensations categorisation in patients with complaints of pathological bodily sensations. 

Objective: description of specific characteristic features of categorization of bodily sensations in patients with excoriation disorder with impulsive actions.

Methods and Sample. 15 patients with excoriation disorder with impulsive actions (mean age 47±17 years) and 50 patients with depression with somatic symptoms (mean age 42±13 years) took part in the study. They were asked to perform psychosemantic test “Choice of intraceptive sensations descriptors” for describing all bodily sensations and health-related bodily sensations. 

Results. Patients with excoriation disorder with impulsive actions, when categorizing all bodily sensations and health-related bodily sensations, chose descriptors of actions with the skin and descriptors of negative emotional states. Significant differences were found in the choice of descriptors of emotional states. Their number was less in patients with excoriation disorder with impulsive actions in comparison with patients with depression with somatic symptoms who demonstrated a variety of choices of descriptors of different classes in response to both instructions of the test.

Conclusion. Bodily sensations categorisation study allowed to discuss the features of bodily experience in general and health-related bodily experience. In excoriation disorder with impulsive actions the bodily sensations categorisation was characterized by an attribution of actions with skin and emotions to bodily experience. The characteristics of bodily sensations choices in patients from different groups allowed to associate features of bodily sensations categorisation with clinical symptoms of these mental disorders. 

Relevance. Development and improvement of methodological tools to solve scientific and practical problems is an important issue in modern neuropsychology. This study examines consonant-vowel (СV) syllable test and word test, considers their different functional orientation and shows relevance of the dichotic listening task development. For the first time in Russian neuropsychology the authors developed the dichotic listening consonant-vowel syllables test taking into account the phonetic features of the Russian language.

Objective. Comparison of the equivalence of two dichotic listening tests: the word test that was first tested by B. S. Kotik and the two CV-syllable dichotic listening tests. 

Method. Two groups of respondents participated in the study. The first group of the participants (N = 88; M = 21.08; SD = 2.32) performed the word test and the first CV-syllable test. Participants of the second group (N = 44; M = 24.52; SD = 1.86) were presented with the word test and the second version of CV-syllable dichotic listening test. 

Results. The results confirmed the differences between the word test and the two CV-syllable dichotic listening tests. The differences and nonequivalence of the word test and the CV-syllable tests in laterality index (LI) and productivity coefficients (general productivity, right- and left-ear accuracy scores) are amplified as the stimulus material of CV-syllable dichotic listening is improved and modified. The increase of the load on working memory enhances right ear advantage (LI) and reduces performancewith an increase in the influence of working memory on the results of dichotic listening.

Conclusion. The study shows nonequivalence of the word test and the CV-syllable tests and their different functional orientation for the estimation of hemispheric specialization in audio-verbal domain.

The relevance of the article is due to the fact that the variety of research approaches and data obtained make it difficult to form a holistic picture of motherhood as a phenomenon of a woman's inner world. Scientific ideas about motherhood present a necessary basis for the formation of the demographic policy of the state, for the strengthening of family values in society and for the education of young people. 

The purpose of the article is to analyze and summarize modern studies concerning various aspects of the subjective picture of motherhood, to identify its main components, to comparatively analyze the determinants of the formation of a picture of motherhood, to describe the diversity in the ideas of motherhood.

 As a result of the analysis of Russian and foreign studies, the similarities and differences in the interpretations of many aspects of motherhood and the conditionality of the subjective picture of motherhood by a number of socio-cultural factors are described. The leading factors of readiness for motherhood, connection with childhood experiences, social ideas about motherhood, cultural and historical context of family life are reviewed. The article describes the woman's ideas about herself as a future mother, emphasizes the influence of relationships and emotional atmosphere in the parental family, the importance of identification with her own mother and her position in child-parent relationships. The peculiarities of accepting the role of the mother, the reasons for the deviations from the main role and conflicts of a woman as a result of the discrepancy between her behavior and the established (by society, others, family members, herself) role models are highlighted. Attention is payed to the results of empirical studies showing the possibility of harmonious coordination of a woman's maternal self-realization with other forms of self-realization. 

It is concluded that cultural traditions, the dominant value orientations in society, ideas about personal success, career, well-being have a significant impact on the subjective picture of motherhood but interpersonal relationships in a close social environment are of predominant importance. The subjective picture of motherhood can be viewed as part of a woman's attitude and worldview. It changes under the influence of life plans and circumstances, numerous external and internal factors. 

Acknowgements: The study was carried out with the financial support of the Russian Foundation for Basic Research, project No. 19-113-50583.

Relevance. The problem of homosexuality is constantly in the spotlight of the mass media, social media and politicians. Psychological studies of this phenomenon are easier to find in foreign rather than in Russian research. At the same time the cultural and national specificity of attitudes towards the phenomenon of homosexuality seems obvious as well as a significant polarization of opinions within society itself. This polarization can be gender, urban, class, and intergenerational, as evidenced by numerous sociological polls. With significant attention to this issue at the level of social strata, there are not many attempts to analyze the concept of homosexuality in line with the socio-psychological tradition.In a number of previous studies it was revealed that the modern Z Gen is distinguished by greater tolerance and freedom of views in terms of attitude towards traditionally segregated social groups. 

The purpose of this study was to identify perceptions of homosexuality among different generations of modern Russians. Homosexuality has been singled out among other sexual orientations (LGBT) as the most discussed in public discourse. The subject of the research is social perceptions of homosexuality, particularly among representatives of different generations. 

Methods. The methodological basis of the research was the study of the structure of social perceptions (metho P. Vergesse method). The research methods were the author's questionnaire aimed at identifying perceptions of homosexuality as well as a modified version of the RAHI questionnaire (Gulevich et al., 2016). The study sample consisted of 444 people (residents of the Russian Federation,16 to 65 years old). 

Results and Conclusions. The hypotheses of the study were confirmed: an inverse relationship between age (belonging to a generational cohort) and perceptions of homosexuality as normative was revealed. A significant difference was shown in the Z Gen perceptions in terms of tolerance of homosexuality. The so-called double standards were identified in terms of attitudes towards male and female homosexuality. The rooted concept of homosexuality as a relationship based on a sexual rather than a romantic-spiritual level, was stated. 

Relevance. Historically formed scientific traditions, approaches, concepts (including those called the “competency-based approach” – the K-approach) are formed in certain social conditions to solve certain social problems, beyond them they discover their limitations. Identification of the possibilities and limitations of the K-approach contributes to both its development and the refinement of the conditions under which its implementation will be more constructive and effective. 

Methods: historical and theoretical analysis. 

Results. “Open questions” of the problem are highlighted: inconsistencies in the judgments of specialists in listing the qualities that determine the success of the subject; the number of competencies “necessary and sufficient”; non-realization of holistic, integrated approach; the place of competencies in the structure of professionalism, their role in career success and professional longevity of people; the issue of “universal” / “specific competencies”; the question about the place of the phenomenon of “competence” and the K-approach in the system of psychological knowledge; the question about the validity of the methods and the measure of the predictive value of the estimates. 

Conclusions. The interpretation of competencies and the K-approach proposed by specialists are unsatisfactory and poorly coordinated with each other. The K-approach and the established earlier approach of professionally important qualities (PVC-approach) are historically transient scientific concepts (falling into the scale of “small theories”). Both approaches have their own limitations as well as opportunities for development and integration with others. The PVC approach is characterized by an initial extremely broad statement of tasks; the K-approach – by the pragmatism of the original goals and objectives, empiricism in assessing the qualities of the subject. It is possible and necessary to search and find areas of their mutual complementarity, taking into account their ultimate goals and conditions of formation. Ignoring the merits and limitations of any scientific approach is not the best solution. The transition to an open discussion of all complex issues is in demand. 

Relevance of the work is determined by the need to study the personality and psychological characteristics of students choosing full-time and distance learning to understand the general laws of the formation of the psychological culture of a graduate in the context of the active development of electronic educational space. 

The purpose of the study is to compare the individual characterological elements of the psychological culture of students choosing full-time and distance learning in the development of engineering specialties. 

Methods and sampling. The sample consisted of 84 respondents aged 18 to 22 years studying in the field of information technology. They were divided into two groups depending on the preferred form of education: distance learning (40 students) and full-time (44 students). The following tools were used: five-factor personality questionnaire by H. Tsuyi in the adaptation of A.B. Khromov; B. Bass technique for diagnosing the personality orientation, Yu.M. Orlov technique for identifying communication needs; viability test by S. Muddy; self-attitude test questionnaire (CCA) by V.V. Stolin and S.R. Pantileeva. 

Results. Distinctions in the reflexive-evaluative component, communicative features are highlighted. Students of distance learning have a lower level of the need for communication, lower levels of self-regulation and a more pronounced psychological distance in communication, associated with lower rates of self-acceptance, compared with full-time students. The choice of the method of organizing interpersonal interaction in the educational situation is affected by the psychological distance of the person in communication. In case of distance-learning students, the factor of “attachment-remoteness” appeared to be more significant compared to full-time students, who were characterized by a higher indicator of the need for other people to evaluate them. 

Conclusions. The active development of e-education requires to take into account the specifics of the personal characteristics of students and should not be limited only to the expansion of user competencies. This is determined by the distinguished differences in the characteristics of self-acceptance, the severity of the need for communication, as well as the psychological distance of the person in communication between students who prefer distance or full-time educational formats. 

The purpose(objective) of the empirical study is the measurement of the accuracy of expert-proctors in detecting cheating in online testing. 

Sample of the study. 35 test takers passed an online test of general knowledge on the basis of 30 multiple choice questions. Half of the subjects (18 persons) were “artificial cheaters” – they used cheat sheets with correct answers. 

Methods. The video recording of the testing process included a “screen capture” so that expert-proctors could observe all cursor movements, see a recording of the subject's facial expressions and a visual focus of attention in a separate window (recording from the front camera), and could listen to the subject pronouncing the task conditions and answers (“oral decision”). 14 experts took part in rating of video recordings, of which 8 experts showed satisfactory results in terms of the level of accuracy in detecting cheating (their accuracy that was measured using the Kappa coefficient was higher than 0.5). 

Conclusions. A high asymmetric validity of expert assessments is revealed. More accurate experts allowed a negligible (about 5 percent) number of errors of the “false alarm” type, but a relatively large number of errors of the “skip” type. Recommendations are made for the practical use of the expert assessment method in combination with automatic chronometric analysis of the degree of atypical protocols and subsequent control of face-to-face offline testing of all suspected subjects (examinees). 

Relevance. The COVID-19 pandemic reveals the problem of moral choices for a large number of people: who should be treated first; who can be considered as a subject for urgent vaccines and drugs testing; choice between personal convenience and observation of restrictions for the sake of the “common good.” 

The objective of the study was to evaluate whether the stress experienced by people during the COVID-19 pandemic can change moral decision making. 

Materials and methods. The data of an online survey conducted from March 30 to May 31 (311 people) were analyzed. The survey included sociodemographic questions, questions about assessing one’s current condition, the Simptom Check List-90-Revised (SCL-90-R), and the Moral Dilemmas Test, consisting of 30 dilemmas. 

The relationship of a number of utilitarian choices in personal moral dilemmas with sociodemographic characteristics, respondents' assessments of their state and psychopathological characteristics was analyzed. Solving personal moral dilemmas was considered within subgroups of respondents with a high level of somatization and a high level of psychopathological symptoms and it was reviewed separately. 

Results. The results showed a high level of distress throughout the survey and an increase of utilitarian choices in personal moral dilemmas by the end of the survey. The number of choices in personal dilemmas was lower among older respondents, higher among men, and positively correlated with psychopathological symptoms. In the subgroup with a high level of somatization, personal choices slightly decreased by the end of the survey. On the contrary, in the subgroup with high levels of psychopathological symptoms, the number of personal choices significantly increased. 

Conclusions. Against the background of quarantine, assessments of moral standards change. The level of stress ambiguously affects moral decisions. A high level of somatization leads to a decrease in utilitarian personal choices, and a higher level of psychopathological symptoms leads to an increase in utilitarianшchoices. Utilitarian personal choices are more often made by men and younger people. 

Relevance. The article defines the first-ever directions of psychological aid for children infected with COVID-19 in “red zone” in the context of illness of close adult people. 

The goal of the research is psychological state of children infected with COVID-19 in “red zone” in the context of illness of close adults and determination of the required psychological aid. 

Methods and sample. Analysis of 36 clinical cases of 7–17 years old children in the context of illness of close adults, who were in critical condition in intensive care department (first group – 28 children) or in satisfactory condition being treated at home (second group – 8 children). The research included the following: observation of medical records; screening diagnostics, which included the ‘Three Wishes” technique, an adapted method of “Unfinished sentences” (for adolescents), a drawing (any topic); 10-questions questionnaire focused on child's physical well-being, its wishes for organization of everyday life and leisure activities in hospital ward, etc. 

Results.The majority of patients appeared to be in unfavorable psychological state (close to acute stress or unstable state), which manifested itself in three different ways: severe anxiety; over-excitement, impaired mood. These symptoms were constant and illustrative for children whose relatives were in critical condition in the intensive care department. Children, whose relatives were in satisfactory condition and were treated at home were observed during periods when they were influenced by additional stressors. 

Conclusions. Taking into account psychological differences and other factors (such as age, level of psychological maturity, severity of physical condition) provides an opportunity to give children and adolescents in “red zone” differentiated psychological aid. 

Acknowledgments. This research was carried out with the aid of officers of FSAI “NMRC of Children’s Health” of the Ministry of Health of the Russian Federation and medical psychologists M.S. Afonina, M.B. Rabinovich, V.M. Sklyadneva, M.S. Erotievich, and N.N. Pavlova.

September 7, 1970 marks the 50th anniversary of Emelin Vadim Anatolyevich, doctor of Psychology, Professor of the Department of labor psychology and engineering psychology, Faculty of psychology, Lomonosov Moscow State University, Professor of RAO.

Relevance. The ability of children with hearing impairments to recognize and determine their own conditions and those around them, to build adequate forecasts determines the success in socializing, in their interaction with others, both adults and peers, and in establishing relationships with them, which determines the relevance of the study.

The objective of the study is to determine the specifics of the relationship between the processes of identifying mental states, predicting and criteria for the success of interaction between children and other people measured by communication skills and emotional well-being / distress. 

The following methods were used: "Emotional faces" (N.Y. Semago), "Ugadayka" (L.I. Peresleni and V.L. Podobed), "Methodology for determining the level of development of the communicative abilities of preschool children" (N.E. Veraksa), “Scale of emotional distress and atypical behavior” (A.M. Kazmin, N.A. Konovko, O.G. Salnikova, E.K. Tupitsina, E.V. Fedina). 

Sample. The study involved 15 preschoolers with hearing impairment , 100 preschoolers without hearing impairment, 16 children of primary school age with hearing impairment, and 40 - without hearing impairment. 

Results. It was found that the processes of predicting and identifying mental states are interrelated; the relationship is mediated by other variables (emotional well-being, communication skills), the structure of the relationship is deteriorating with age in children with and without hearing impairments. 

The following conclusions were drawn: the structure of prognosis for children with normotypical development and hearing impairment has a general tendency in dynamics ( secondary variables fallout) and specific signs, manifested in the level of complexity and completeness of the structure; having a common foundation (subjective experience) identification and forecasting processes are interconnected only in preschool age; with time their relationship is mediated by additional variables (emotional well-being and communication skills); children with hearing impairments have a less complex structure of the relationship between predicting and identifying mental states against emotional well-being and communication skills. 

Relevance. Underachieving schoolchildren are characterized by underdevelopment of higher mental functions (HMF) as compared to well-performing pupils. At the same time, there is a lack of explicit data on which dysfunctions are the most specific to underachievers.

It is unknown how much particular neurocognitive dysfunctions affect school performance and what are the possibilities to compensate for isolated defects. 

Objectives. To identify the predictors of poor academic performance in school and to evaluate capabilities for children with certain neurocognitive dysfunctions for better progress at school. 

Method. The neuropsychological examination was used to evaluate the characteristics of neurocognitive development. Four daily routine activities, fourteen HMF, and the overall level of neurocognitive development were assessed. The index of isolation-multiplicity of neurocognitive dysfunctions was calculated. To evaluate academic performance (average grade for all disciplines) interviews with pupils and their parents were conducted, school exercise-books and assignment books were thoroughly studied. The study involved 427 children (292 boys and 135 girls) aged from 6 to 17 years, (11.7 ± 3).

Results. The results of neuropsychological diagnostics explain 24% variance in the academic performance in school grades 1–4 and 18% variance in grades 5-11. Underachievement is predominantly related to the reduction in thinking, attention, audio-verbal memory, and overall level of neurocognitive development. Time orientation turns out to be more reduced than other everyday functions in underachievers. Certain mental functions in underperforming elementary school pupils can spontaneously improve through education. Isolated neurocognitive dysfunctions (up to 3) do not result in poor school performance.

Conclusion. Thinking, attention, and audio-verbal memory dysfunctions against the background of the low overall level of neurocognitive development are most specific to underachieving schoolchildren. Under-development of attention is the most significant predictor of poor school performance in 1–4 school grades, low level of thinking – in 5–11 grades. Isolated neurocognitive dysfunctions (up to 3) that can be compensated for have no negative impact on educational performance. 

Relevance. It can still be seen in contemporary studies that the difficulties of problem children are explored in an isolated manner, without any connection to the research on social-psychological practices of aid and correction. 

The goal of the article is to integrate the approaches aimed at understanding a problem child with main organizational practices of medical, psychological and pedagogical help. The phenomenon of a problem child is being looked at in the context of developing a project-oriented approach in cultural-historical psychology. 

Methods. The article uses the method of analyzing historically formed views on understanding a difficult child together with studying major views on organizing and structuring practical medical, psychological and educational help. The research was aimed at finding common features both in studies on different groups of problem children and that of different types of practices. 

Results and conclusions. In the course of the historical-analytical study the authors highlighted main principles in structuring the rehabilitation of problem children and adolescents, showed the directions of the latest research. These principles are described as social structures and may serve as basis for designing and later constructing required social-psychological and therapeutically-developing environments for problem children. These social structures are actively involved in shaping the child’s mental organization. They are expressed in the external social relations which can be described and later organized in a particular way to help a child to overcome the existing difficulties. These social relations can be described on different levels: microsocial (interpersonal relations) and macrosocial (different social groups and stratas, subcultures, mass social processes in the society). It allows to integrate the existing research in a cross-disciplinary field. In such systematic studies, one language can be used to describe difficulties of problem children as well as therapeutic environments most suitable for their correction. Thus, it opens up a new possibility to elaborate on project-oriented approach constructed on the basis of cultural-historical psychology.

The subject of this publication is the psychological analysis of the system of pedagogical correction (therapeutic pedagogy) developed by the famous Russian educator Vsevolod Petrovich Kashchenko, specialist in the field of education of difficult children. The author concentrates on some data of V.P. Kashchenko's scientific biography that are directly related to the opening of a unique medical and pedagogical institution in 1908 – a sanatorium-school for disabled children. It led to the emergence of a network of special institutions for children with developmental disabilities in the years to follow, especially in the Soviet period. 

The article analyzes the terms used by V.P. Kashchenko: “defective child”, “difficult child”, “special childhood”. The concept of “difficult child” was introduced by V.P. Kashchenko to denote a group of children with marked behavioral disorders and character traits that disrupt their successful socialization, and in particular cause problems in learning the curriculum, and often lead to asocial behavior in school years. Subsequently, the meaning of this term changed, but now it is used in a sense close to how it was regarded by V.P. Kashchenko. 

Methods. General characteristics of V.P. Kashchenko’s effective and practically proven system of education for children with behavioral disorders are given. An attempt is made to identify the psychological foundations of V.P. Kashchenko's pedagogical correction. The main principle is social conditioning of children's exclusivity, in particular difficult character traits, that are corrected by the complex system of methods developed by V.P. Kashchenko. The psychological analysis of V.P. Kashchenko's pedagogical system is based on the ideas of Russian scientists on the unity of education and development, the commonality of the laws of mental development of normal children and those with developmental disorders. 

Results. It is concluded that it is reasonable to refer to V.P. Kashchenko’s scientific heritage as a source of psychological and pedagogical information in the field of raising children with developmental disorders.

The article is dedicated to V.P. Kashchenko 150th anniversary celebrated this year. 

Relevance. The increase of children interest in entertainment TV programs, mobile applications and video games available on the internet causes a significant decrease in their physical activity: children get used to a sedentary or lying down lifestyle. The research problem lies in the contradiction that arises due tounderstanding of the positive effect of physical activity on the development of the regulatory functions of a preschooler, and a significant decrease in this activity in the digital conditions of the modern educational environment.The relevance and prospects of the study of the relationship between regulatory functions and physical activity of preschool children in new digital environment are not yet fully realized. 

The objective of the paper is to review the studies by foreign scientists in order to identify and describe relevant indicators of physical activity in preschool children interrelated with the main components of regulatory functions (inhibitory control, working memory, cognitive flexibility). 

Method. A theoretical review of research papers published over the past ten years (2010 –2020) on the subject of relationship of various physical activity indicators and regulatory functions in preschool children. 

Results. The paper provides a comparative analysis of studies conducted by foreign authors. It allows to reveal basic indicators of physical activity in children which are essential for the development of regulatory functions (sufficiency of physical activity; age-related appropriateness; the nature of physical activity; the form of physical activity arrangement), and particular indicators (the relationship of physical activity and regulatory functions in various sports, duration and intensity of physical activity, the availability of software for the development of physical activity in preschool children) as well. 

Conclusions. The review showed that the majority of the authors emphasized the significant role of basic physical activity indicators and their influence on regulatory functions. Aerobic exercises are the most effective in the development of regulatory functions in preschool children. Particular indicators are selected from the studies of the development of regulatory functions in specific sports (football, karate, yoga, mini-trampoline), and additional research on the duration and intensity of physical activity is needed.

Relevance. Research in the field of educational psychology is impossible without reliable and effective psycho-diagnostics methods for assessing students' motivational, emotional, cognitive, and behavioral characteristics. 

Objective. The article describes results of adaptation and validation of the Russian version of “Multidimensional School Engagement Scale” (Wang et al., 2019). School engagement is seen as the sustainable, purposeful, active participation of students in their school life manifested at the behavioral, emotional, cognitive, and social levels. 

Methods. A psychometric assessment of the method was carried out on a sample of the 6–11 grade students of Russian secondary schools (N = 687). In the process of adapting the questionnaire for Russian-speaking students, a direct and reverse translation of the questions was carried out and the factor structure of the questionnaire was investigated using confirmatory factor analysis, factor validity of the model invariance depending on gender, scales’ internal consistency and external validity was also checked. 

Results. The results of confirmatory factor analysis showed that original bi-factor structure of the questionnaire was preserved identifying two global factors: engagement and disengagement (χ2 (563) = 1252.66; p = 0.00; CFI = 0.938; GFI = .907; RMSEA = 0.042). The scales of the questionnaire have a sufficiently high reliability according to the internal consistency of their points (Alpha Cronbach from 0.63 to 0.90). The number of questions included in the Russian version corresponds to the original version of the questionnaire. 

Conclusions. The study results confirmed the relevancy of considering engagement a multidimensional construct including an assessment of behavioral, emotional, cognitive, and social aspects. The questionnaire can be used on the samples of students in grades 5 to 11. The article contains the text of the questionnaire, instructions and key. 

Relevance. There is growing interest in the market for educational applications in Russia. A significant number of these are aimed at preschoolers. Although much is known about the key features of preschoolers learning ( due to the cultural-historical approach as well ), there is still little research analyzing whether these features are taken into account in the design and methodology of mobile applications available on the market.

Objective. To analyze math apps for preschoolers from the standpoint of cultural-historical theory. 

Design. We went to Google Play and AppStore with the query “mathematics for preschoolers” and selected four apps that are most popular among users and recommended by experts. We analyzed them according to the following criteria: (1) adult engagement, (2) quality of the child’s interactions with the application content, (3) types of content, (4) forms of material presentation and the correspondence of the method of number concept formation to the preschool age specifics, (5) the quality of mathematical content, that ensures the principle of continuity with the primary school curriculum. 

Results. None of the apps was based on developmental learning methodology, and none used opportunities for involving an adult in a dialogue and joint activities with a child. Not all the apps considered the characteristics of the age group in their design of content and the child's interactions with the app. Only one of the apps provides continuity with the primary school curriculum. 

Conclusions. Scientific knowledge and practical achievements in the field of mathematical education for preschoolers are not always reflected even in the most popular programs. Our analysis allows to draw the attention of parents, teachers, and developers to important design elements that could make an app really educational for preschool children. 

Relevance. The spread of deviant behavior and violations of moral norms by adolescents increases in the transitive informational society with high variability of socialization forms and moral standards. These violations are declaratively accepted by teenagers while they maintain a positive moral self-esteem. The implementation of behavior that goes beyond the boundaries of accepted moral standards indicates a violation of moral self-regulation associated with a special attitude to one’s act according to the type of moral alienation. A. Bandura proposed a model to justify immoral behavior where moral disengagement mechanisms are highlighted, providing support for positive self-esteem and self-respect. The selected moral disengagement mechanisms are actively used in adolescents to explain their own and other people's immoral behavior. 

Objective: to determine the characteristics of the preferences of moral disengagement mechanisms in adolescence and youth. Research goals: analysis of preferences of the moral disengagement mechanisms, age dynamics analysis of moral disengagement mechanisms, gender differences analysis of preferences of the moral disengagement mechanisms, analysis of the psychometric parameters of the questionnaire of moral disengagement mechanisms.

The following methods were used in the study: the method of moral disengagement mechanisms by S. Moore in the Russian-language adaptation by Ledova Ya.A. and colleagues, the methodology “Justice and care” (author S.V. Molchanov). 

Participants. The study involved 551 adolescents aged 14 to 17 where 346 (62.8%) were boys and 205 (37.2%) were girls. It also surveyed 230 senior students of universities. 

The following results were obtained: the characteristics of preferences were analyzed and a hierarchy of mechanisms of moral disengagement mechanisms was identified; various groups were distinguished by the nature of preferences of moral disengagement mechanisms; age dynamics of preferences of moral disengagement mechanisms were determined ;gender differences in the preferences of moral disengagement mechanisms are highlighted; the psychometric parameters of the used methodology were analyzed; the possibilities of its use was demonstrated.

Relevance. Adolescence is an important stage in human life. It offers a lot of possibilities for personal development, but it also presents serious challenges, such as development of autonomy, the search for individuality. Parent-child relationships are generally considered a factor of the development of adolescent’s autonomy. Family psychology identifies adolescence as basis for a separate stage in the family life cycle. In this regard, it seems important to investigate the processes of separation and development of the autonomy of adolescents not only in parent-child relations, but in a wider family context. 

Objective. The goal of the research is to study the family factors of autonomy and separation processes development in adolescence. 

Method and participants. 51 adolescents in age from 13 to 18 years took part in the study. The following methods were used: questionnaires on autonomy and separation processes, family and child-parent relations, “Family Sociogram”, the incomplete sentences method. 

Main results. The main content of the ideas about independence and autonomy in adolescents is shown: adolescents determine their autonomy primarily through the behavioral aspect and alienation. Emotional differentiation goes difficult, and adolescents are often susceptible to emotional influence in relationships with significant people. Fear of losing sovereignty is negatively associated with family cohesion, expressiveness, and independence of family members. Neurotic denial of dependence on others is negatively associated with family cohesion, independence of family members, and transparency of family rules. Lack of acceptance of the adolescent, excessive emotional distancing and lack of consent and cooperation in the family is negatively connected with autonomy development and separation of adolescents. 

Conclusions. It is necessary to consider the development of autonomy and separation processes in adolescence in the context of family relations. Negative family factors are connected with separation difficulties and lack of autonomy in adolescence.

Relevance. In the correctional facilities the staff plays a special role in the life of juvenile offenders serving sentences and isolated from the society. It is not only the rehabilitation process in the juvenile correctional facility but also the success of resocialization after serving the sentence that is determined by their actions and the attitude towards the juvenile convicts. 

Objective. The aim of the study was to study exactly which indicators of mental health and emotional state of juvenile convicts are associated with perceived and received socio-psychological support from psychologists and caregivers of the juvenile correctional facility in comparison with support from other sources. 

Methods and participants. The study involved 657 adolescents serving sentences in nine juvenile correctional facilities, aged 14 to 19 years (564 boys and 93 girls).The study used the Multidimensional Scale of Perceived Social Support (MSPSS), an item specifically developed for identifying the frequency of seeking help from various categories of people present in respondents' lives; the Depression Anxiety Stress Scales - DASS-21); the Positive and Negative Affect Schedule (PANAS); and the Scale of Positive and Negative Experience (SPANE). 

Results. Differences were identified in the relationship between perceived social support from different sources and the frequency of seeking help for different categories with indicators of mental health and emotional state of young convicts. The study also identified the impact of different support sources on anxiety, stress, and the strength of positive and negative emotions.  The study emphasizes the special role of caregivers and psychologists compared to other categories of stuff in predicting the levels of depression, 

Conclusions. The perceived social support from the staff and the frequency of juvenile convicts asking psychologists and caregivers for help have a significant impact on mental health indicators and the emotional state of juvenile offenders. Peers and friends have the least impact on the mental health and emotional state of incarcerated youth, as opposed to free adolescents. On the contrary, “significant adults” represented by staff of correctional camps (educators and psychologists) make a significant contribution to reducing mental health disorders and improving the emotional state of offenders. Perceived social support from “significant others” helps reduce stress. Asking educators for help can be considered a predictor of lower levels of depression, anxiety, and stress in juvenile convicts. In turn, the level of positive emotions is mostly determined by seeking help from a psychologist. 

Relevance. The article is devoted to the study of adolescents who do not have evaluative and/or prescribed respect for their parents as well as presents factors associated with disrespectful attitude to their parents: gender, family composition, financial security of the family, social status of the parent, features of upbringing and child-parent relationships. The disrespect for parents has not yet been studied in detail. 

Objective. Identification of factors contributing to disrespectful attitude of adolescents towards their parents. 

Sample. In total, 294 people participated in the study: 218 adolescents aged 12 to 17 years; 76 parents of these adolescents aged 33 to 48 years.

Methods: Adolescents were offered the author's questionnaire “Respect for Parents”, the ADOR method – “Adolescents about Parents”, Parents answered questions from “Analysis of Family Relationships” (AFR). 

Results. Four groups of adolescents were identified based on cluster analysis of “Respect for parents” method: respectful, disrespectful, evaluatively respectful, and prescriptively respectful. It was found that boys do not respect their parents more often than girls. Adolescents from single-parent families are also more likely to disrespect their parents. The gender of the parent is not related to respect indicators. The social success of the parent and the financial security of the family are important factors associated with the respect of adolescents for their parents. The relationship of a large number of features of parenting and child-parent relations (both in the perception of adolescents – ADOR method and their parents – AFR method) with indicators of respect for parents among adolescents was analyzed. 

Conclusion. Adolescents may not have evaluative respect (conscious deference, the result of evaluating a person) or prescribed respect (the result of assimilating social norms of honoring elders) for their parents, or they may not fully respect them. Adolescents do not respect parents who lack psychological acceptance of children, lack parental feelings, and are hostile to them. Also, adolescents do not respect parents who show dominant hyperprotection

Relevance of current research is determined by insufficient focus on the prevention of deviant economic socialization in children and adolescents in the conditions of high uncertainty of socio-economic prospects for Russian society and high risks of economic shocks. 

Objective. To justify the importance of prevention of deviant economic identity at the stage of formation of the "economic ethos of culture" in the senior preschool age and the subsequent "technological ethos of culture" in primary school age and adolescence and to determine the main directions of prevention.

Method. Theoretical and methodological analysis, comparative and critical analysis, as means of clarifying the concept of "deviant economic identity" and defining its place in the context of such close concepts as "economic socialization," "economic deviance," "professional identity" etc.. 

Results. The concept of “deviant economic identity” is clarified. It is understood as the association of a person not only with a given economic activity or specific professionals (as role models to follow), but also with values and ideological positions underlying such activities. The "paradoxicality" of deviance can be a discrepancy between the norms of a particular society and general cultural norms, as well as the discrepancy between the generally accepted ideas about deviance and ideas about the deviance by the particular individual or group (at the level of families, collectives), which often provokes an identity crisis.

Conclusions. Psychological and educational work with children and adolescents in order to prevent deviant economic identity is especially important because of the susceptibility of this age to socially dubious variants of economic relations and weak propaganda of worthy examples of economic behavior in the society. The article highlights the psychological and pedagogical conditions for the emergence, development and prevention of deviant economic identity in children and adolescents, which can be used in the psychological practice, associated not only with an orientation towards established values, but also with the culture (method) of the search for these values.

Relevance. Specialists providing psychological assistance to children with developmental disorders use programs based on different determination models. Each model and the resulting technology solves a well-defined range of problems and has limitations. The content of the models, as a rule, is not reflected, which reduces their efficiency. 

Purpose of the work is to compare the models determining the development of the psyche and behavior as the basis for constructing programs of psychological assistance to children with special needs. 

Method. Theoretical critical analysis and synthesis of literature on the research problem. 

Results. The contents of determination models of the development of the psyche and behavior (classical, neo-classical, post-neo-classical) are compared according to 4 characteristics. The types of determination factors and psychological assistance programs for children with developmental disorders are analyzed. A comparative analysis of psychological assistance programs and deterministic models on the basis of which they are built is carried out. The limitations of the models when using them to build developing programs are highlighted and described. It is shown how groups of factors under study are taken into account in the content of training programs. The limitations of models are highlighted and described. An innovative technology and algorithm for studying the system of determination influences in the framework of the post-neo-classical model of the private level for their use in research and practice of helping difficult children is proposed. 

Conclusions. Determination models can be practically reviewed as clarifying and complementing each other. Understanding the possibilities and limitations of intervention technologies developed on the basis of different models expands the possibilities of providing psychological assistance to children and adolescents with developmental disabilities. 

The groups of external factors that determine the indicators of the development of "difficult" children do not fundamentally differ from those of normo-typical children.

Groups of internal factors related to the indicators of the viability of a child and adolescent with developmental disabilities can act as learning goals in the construction of programs for psychological and pedagogical assistance to difficult children.

The analysis of psychological assistance programs for children with special needs has shown that they are based on classical and neo-classical models and have both strengths and limitations due to the concepts of the systemic nature of the human psyche embedded in the models.

The relevance of the article is explained by crisis nature of modern childhood and the risks of informational socialization, reflected in loss of value in becoming mature, the loss of the leading role of education, and the growth of deviant behavior in children and adolescents. Social anomie and cultural deprivation create a diverse information environment that poses the risks of promoting the cult of violence, cruelty, extremism, suicidal behavior, involving children and adolescents in the consumption of psychoactive substances, the formation of Internet addiction and computer gaming addiction.

The purposeof the article is to analyze risk management capabilities of information socialization as a manifestation of a childhood crisis. 

Methods – theoretical and comparative analysis, generalization. 

The results.The risks of information socialization associated with a low level of information security are highlighted. Significant age-related psychological characteristics of the child are identified and analyzed. These characteristics determine the effect of the psychological impact of information products on the development of the child. They are specified for preschool, primary school age, younger and older adolescents. A comparative analysis of the features of cognitive activity and mental development is presented: the degree of vulnerability of the child to the effects of harmful content; preservation of psychological well-being; readiness to imitate the social patterns of behavior presented on the Internet. The tasks to ensure informational security of children and adolescents have been specified.

Conclusions. Accounting for age-related psychological characteristics will allow to create an effective risk management system for informational socialization of children. Such a system includes the tasks of the age classification of information products and building the developing content of the information environment. The creation of interdisciplinary science of social ecology of childhood will make it possible to make significant progress in overcoming the crisis of modern childhood. 

Background. This article considers the prediction ability (anticipation of future events) in preschool children with hearing impairment. The ability to anticipate the results of their interaction with the surrounding social world is by no means unimportant in the social adaptation of children with hearing impairment. Prediction in preschool children with hearing impairment is a rather poorly studied topic. There are studies about particular types of anticipation, such as emotional anticipation. Based on analysis of previous studies, a detailed study of the structural and functional characteristics of the prognostic ability of children with hearing impairment compared with children with neurotypical development is significant.

Objective. To learn about the ability of hearing-impaired preschoolers to anticipate future situations.

Design. The empirical study involved 50 children aged 5–7 years with hearing impairment and without developmental disabilities, attending preschool educational institutions of the Republic of Tatarstan. The following methods were used: “Ugadaika” [“Guessing Game”] (L.I. Peresleni, V.L. Podobed) and the authors' methodology “Prognostic Stories”, developed by teachers at Kazan Federal University.

Results. In children with hearing impairment, we identified ineffective methods of carrying out predictive activities, irrational forecasting strategies, forecasting difficulties in certain areas of relationships and activities, as well as problems of mastering the rules in a normative situation.

Conclusion. The study confirmed the importance of external regulation in the social life of a child with a hearing impairment, which helps the children to predict more successfully in organized activities than in free ones. The most developed relationships in children with hearing impairment are in the child – parent domain. In their own forecasting, children with hearing impairment are more characterized by a passive position; in most situations, the children pointed to other participants, most often adults, as the subjects of future events.

Background. Sex differences in the study of the cognitive domain are significant for the interpretation of data in different fields; however, the nature of the differences remains an open question. This article presents the results of a study of gender differences in cognitive performance in children of preschool and primary school age.

Objective. To study gender differences in the cognitive performance in children of preschool and primary school age.

Methods. The sample consisted of students from kindergartens and schools in Moscow (N = 301). Two versions of the Wechsler Test were used as the main instruments for diagnosing cognitive abilities: the Wechsler test for preschoolers (WPPSI-IV) and the Wechsler children's test (WISC-V). Analysis of the results used Student's t-test and a measure of the effect size (Cohen's d).

Results. The effect of gender on cognitive performance varies significantly depending on the age of the children. The most pronounced gender differences were identified among children of early preschool age: girls received significantly higher scores on the index of verbal comprehension and the general intelligence scale. In the children of middle and older preschool age, there were no statistically significant gender differences for any evaluated parameter. In the younger schoolchildren, differences between boys and girls were found in the speed of information processing and the vocabulary subtest. Girls were ahead of boys in completing tasks included in the information-processing speed index, while boys were better at completing the vocabulary subtest.