Articles

Background. Displaced aggression is currently a common occurrence when a person is not able to respond directly to the offender, loosing temper at other uninvolved people. The Displaced Aggression Questionnaire was introduced as the first technique to assess differences in the severity of displaced aggression.

Objective. The study is aimed at adapting a questionnaire designed to measure the tendency towards displaced aggression.

Study Participants. The study involved 364 respondents aged from 18 to 69 years (M_age = 22; SD = 12.2; 243 women).

Methods. Three questionaries were used: the "Displaced Aggression Questionnaire" being adapted, the "BPAQ-24" questionnaire, which allows to measure three traits (anger, hostility, and physical aggression), and the "Vengeance and Forgiveness Questionnaire" ("The Vengeance scale") intended to measure characteristics of vengeance and forgiveness. For the psychometric properties of the adapted questionnaire, confirmatory factor analysis, correlation analysis, Cronbach's α coefficient, and Student's t-test are used.

Results. The Russian version of the Displaced Aggression Questionnaire includes three subscales. The scales "angry rumination" (Cronbach's α = 0.884) and "displaced aggression" (Cronbach's α = 0.909) have a structure, similar to the original structure of the questionnaire and include 10 items each. The "revenge planning" scale has a modified structure, including 6 items (Cronbach's α = 0.876). Correlation analysis revealed significant positive relationships of displaced aggression with anger and hostility. Gender differences were revealed: women are more prone to angry rumination and displaced aggression, while men are more prone to revenge planning.

Conclusions. Psychometric analysis supports the reliability-consistency and validity of the Russian version of the "Displaced Aggression Questionnaire". The instrument is recommended for application as a diagnostic tool for displaced aggression, angry rumination and revenge planning.

Background. The developmental potential of play in the context of mental development of preschool children is recognized by almost all specialists in the field. However, the lack of common understanding of play and the variety of proposed classifications of play types make them currently poorly comparable, complicating significantly further clarification of scientific data on the influence of specific aspects of play activity on the indicators of children's development.

Objective. The study was aimed at examining the preferences of preschool children in different age groups when choosing between role play toys and play figures, as well as the potential impact of the preferred type of play on the development of executive functions.

Study Participants. The study involved 180 children aged 4 to 7 years (M = 5.96 years; SD = 0.69).

Methods. Toy preferences for role-playing or directing play were revealed in an experimental paradigm using the forced-choice experimental paradigm. Executive functions were assessed with a set of neuropsychological tests.

Results. It was shown that 4-5-year-old children were significantly more likely to choose role play toys, and 6-7-year-old children chose to play figures. When controlling for gender and age, preference for play figures was significantly associated with higher visual-spatial working memory scores.

Conclusions. The developmental potential of directing play with figures can be seen as higher for the development of visual-spatial working memory as compared to the potential of the role-play.

Background. AI algorithms have rapidly entered everyday life in the last few years, which caused the appearance of a large number of both texts and images generated by neural networks. Nevertheless, the perception of artificially generated images has not yet been studied. The relevance of the study is to observe the possibility of using artificially generated images to plan experiments in psychology of perception.

Objective. The study investigated the differences in visual search for various stimuli types: photographs and AI-generated images.

Study Participants. Thirty participants (21 females) between 18 and 43 years old (M = 21.29, SD = 5.18) took part in the study.

Methods. The study had an experimental design with two factors and two dependent variables. The subjects' task was to find the target stimulus among distractors; the stimulus material included images of objects generated using a neural network and photographs. The number of objects on the screen also varied. The accuracy of the subjects' responses and reaction time were measured.

Results. No differences in detection accuracy were found between photorealistic and AI-generated stimuli, nor were there any differences in reaction times.

Conclusions. It was shown that the type of stimulus (AI-generated or photorealistic) does not affect the speed and accuracy of finding them. The perspectives of this study are related to the possibilities of using artificially generated stimuli for planning experiments in cognitive psychology.

Background. Applied for defensive justification of immoral actions, the mechanisms of moral disengagement (MD), on the one hand, provoke unethical behaviour, and on the other hand, prevent its direct correction. Thus, the study of the factors underlying these mechanisms is relevant from both theoretical and practical points of view.

Objective. The aim of the study is to identify cognitive and personal factors in the choice of MD strategies (loci).

Study Participants. The study involved 618 respondents aged 17 to 52 years (M = 23.08, SD = 6.32), including 450 women; 410 are students from various universities and specialties, 208 are employees of enterprises and organizations of various profiles.

Methods. Data were collected using valid questionnaires: Short Scale of Moral Disengagement, Dark Tetrad Short Questionnaire, Questionnaire of Cognitive and Affective Empathy, and Short Form of the Emotional Intelligence Questionnaire.

Results. It was found that the most preferred MD strategy is the locus of victim, and the least preferred one is the disregard (or distortion) of the behaviour consequences locus. The main personality predictors of MD are high values of psychopathy and Machiavellianism, as well as low empathy and a weak ability to recognize one’s own feelings. The contribution of personality traits is most significant for the integrative indicator of MD and its behavioral locus, and the least significant for the actor locus (situational justification of immoral acts). Distortion of the victim image is better predicted by the "dark" traits—psychopathy and Machiavellianism—than by low empathy and emotional intelligence. On the contrary, the distortion of the behaviour consequences is better predicted by cognitive empathy and worse by the expression of "dark" traits.

Conclusions. Based on the obtained results, it can be concluded that moral disengagement most often manifests itself through the defense mechanism of victim blaming, which is likely due to the greater cognitive ease of its formation. The contributions of personality traits, empathy, and emotional intelligence to different loci of MD vary in strength and quality. Thus, the behaviour locus is determined to a greater extent by personality characteristics, the actor locus by cognitive qualities, and the victim locus is determined by both personality and cognitive peculiarities. The discovered patterns can be useful in practical work with beliefs that justify immoral behaviour.

Background. In recent decades, there has been a rapid increase in the importance of the Internet in adolescents' lives. However, data on the relationship between screen time duration and various risks of well-being are inconsistent. Therefore, further clarification of this relationship is needed, particularly in the context of specifying types of aggression.

Objective. The aim of the study is to investigate the relationship between different types of adolescent aggression, including physical aggression, anger, hostility and the time they spend in front of screens.

Study Participants. The study involved 10,980 adolescents from 10 regions of the Russian Federation aged 15 to 18 years (M_age = 15.9 years; SD = ±0.92; 6,096 girls).

Methods. The level of adolescent aggression was assessed with the Buss-Perry Aggression Questionnaire (BPAQ). Adolescents' internet activity was evaluated by analyzing their responses to the question "How much time do you spend on the Internet every day?" To analyze and process quantitative data we used descriptive statistics, crosstabs, correlation analysis and one-way analysis of variance (A posteriori comparisons were performed using the Student's t-test with the Bonferroni correction for multiple comparisons).

Results. The study found that adolescents' online activity is quite high. Additionally, one in six adolescents aged 15 to 18 years has a high propensity for physical aggression and anger, while one in seven has a tendency towards hostility. The results of the comparative analysis demonstrate a statistically significant correlation between aggression and online activity. It has been shown that adolescents with high levels of aggression manifestations spend significantly more time online as compared to those with low or medium levels.

Conclusions. The study established a correlation between teenagers' screen time and the severity of manifestation of various types of aggression. Based on this, there is a need to develop and implement strategies to help teens resist the negative effects of excessive screen time and reduce aggression, while promoting positive individual development.

Background. With the current course for development on a national scale, the demand for an active, self-determining personality is growing. In this regard, the issue of self-determination becomes not only a theoretical construct of interdisciplinary discourse, but also represents a very clear practical interest from the standpoint of devising educational practices that ensure the development of subjectivity.

Objective. This work aims at carrying out the primary empirical analysis of the psychosemantic space of self-determination. The main objective of the study is to identify and describe the factor structure of the psychosemantic space of perception of self-determination situations.

Study Participants. At the stage of testing the semantic differential, 300 students in humanities and science of Tyumen universities participated, including 230 women (76.6%) and 70 men (23.4%). The average age is 24.8 years.

Methods. A special version of the semantic differential with 25 unipolar evaluation features was used to assess self-determination situations.

Results. Four factors were identified. The first factor includes a set of variables that allow us to characterize the perception of self-determination positively and experience positive emotions and feelings. The second factor includes variables that characterize self-determination situations from the standpoint of situational analysis and rationality. The third factor as a set of variables indicates management of activity content within a given framework. The fourth factor is bipolar, including two variables: indifference and activity.

Conclusions. The identified factors can be interpreted within the context of V.A. Ganzen's system description principles. Moreover, the factor structure is comparable with the model of Ch. Osgood. Correlation with these models allows us to characterize the structural and functional aspects of self-determination.

Background. The formal, shallow assimilation of school knowledge is studied in psychological and pedagogical science under different terms, each of which has a separate research area. Naive concepts, a “superficial” learning approach, functional illiteracy, the gap between knowledge and application — within the framework of this far from complete list, the same phenomenon of formalism is studied. In fact, overcoming the formalism is one of the key tasks of modern school education.

Objective. This paper compares different approaches to the analysis of the functional meaning of formalism mistakes, highlights the specifics of the activity approach to student mistakes, and describes the prospects for this approach.

Methods. In order to study the formalism of knowledge within the approaches, outlined above, functional analysis was applied as “the analysis of a mental phenomenon in relation to the performed socially-determined function”.

Results. The analysis shows that the errors of the formalism of school knowledge in most approaches are viewed negatively as something that must be avoided. However, from the point of view of the activity-based approach, the formalism mistakes are a necessary type of feedback for teachers and programme developers, pointing to specific areas of modification of the learning process, thus acting as one of the most important means of identifying key psychological and pedagogical conditions for the effective assimilation of new concepts.

Conclusions. Based on the work carried out, the need for further research of formalism within the framework of the activity approach is substantiated — an analysis of existing curricula from the perspective of which specific conditions for effective assimilation and development are supported in them and which are not. The theoretical significance of the proposed approach to the study of the formalism of knowledge is to highlight the prospects for the development of modern psychology of teaching.

Background. The growing interest in the historical development of social systems requires an assessment of the possibilities for a quantitative comparison of psychological characteristics in a person and society of different eras.

Objective. The study aims to reveal the structure of social values and features of contemporary images according to verbal and visual texts of the cultures in the past.

Methods. Behavior characteristics describing G. Hofstede’s basic cultural dimensions (Hofstede, 1980) were used to encode texts. Psychosemantic assessment of the works of art perception was carried out with the use of a scale based on the multifaceted Five Factor Model of personality by P. Costa, R. McCrae (FFM; NEO-PI-R questionnaire adapted by V.E. Orel et al.) and the scale of individual image perception in media communication by L.V. Matveeva et al.

Sample. A) Ancient Greek and Roman texts of 7^th c. BC — 4^th c. AD, Old Russian texts of 11^th–17^th centuries, Byzantine texts of 5^th–15^th centuries and texts of medieval European culture according to the 17^th c. — a total of 205 separate texts.

B) Visual stimulus material on cultures: Ancient Greece (7^th–1th c. BC); Ancient Rome (7th c. BC — 4th c. AD); Byzantium (5^th–15^th cc.); Russia (11–19 cc.); Europe (9^th, 11^th–17^th cc.) was assessed by respondents of different ages from 14 to 70 (N = 68).

Results. Reliability analysis and confirmatory factor analysis generally supported the structure of the five-factor model of personality and the basic dimensions of culture by G. Hofstede on the material of historical texts and works of art. The least stable dimensions are Hofstede’s Masculinity and Openness to Experience factors of the personality model. An exploratory factorial analysis of data on historical texts yielded a factor structure reflecting specific aspects of Hofstede’s dimensions. In general, the correlations between personality traits and basic cultural dimensions described by G. Hofstede and R. McCraе (Хофстеде, МакКрэй, 2010) are reproduced. The differences mainly relate to the FFM factor “Extraversion”. The features of social situations described in historical narratives that are not fixed by the characteristics of behavior that describe the basic dimensions of culture according to Hofstede are discussed.

Conclusion. The subdimensions of modern models of personality and cultural values make it possible to obtain a fairly adequate quantitative assessment of the cultures of the past.

Background. In recent years, the resting state of the subject in the absence of obvious external sensory stimuli and cognitive tasks has become the subject matter of extensive study. Interest in studying the subjective aspect of calm wakefulness has increased since the emergence of neuroimaging studies indicating the existence of a cerebral network that increases its activity in resting state. There is a variety of methodological approaches to assess the content of the stream of thoughts in calm wakefulness. The issue of elaborating a universal tool to register the subjective aspect of the restful state remains relevant.

Objective. The study aims to analyze the existing methodological approaches to the research of the subjective part of the resting state.

Methods. Review and analysis of existing research into the content of the stream of thoughts in calm wakefulness.

Results. Studies of the free stream of consciousness in a state of calm wakefulness, such as questionnaires, structured interview, reports on the current state at the time of a random signal have been analysed in the current work.

Conclusion. The conducted literature review demonstrated the methodological diversity of assessment approaches to the subjective aspect of the restful state, and also showed the need to take into account various factors affecting the reliability of the results obtained. The necessity of applying additional methods to solve specific research problems as well as the possibility of developing a high-quality universal diagnostic tool to analyze the content of the stream of consciousness in rest are being discussed.

Relevance. The question of the role of the feelings of guilt in the rehabilitation process of people whose parents were alcohol addicts remains controversial. In cognitive behavioral therapy, the feeling of guilt is associated with taking the responsibility. In the humanistic approach, the feelings of guilt and shame are considered as emotions that hinder the acceptance of responsibility and the search for social support. The study of the experience of the feelings of guilt can help formulate the goals of rehabilitation and identify the resource factors of people whose parents were alcohol addicts.

Objective. The purpose of this study was to study the relationship between the responsibility and the feelings of guilt experienced by people whose parents were alcohol addicts.

Methods. Sample: 1) people whose parents were alcohol addicts (N = 52; M age = 24.5); 2) control group (N = 50; M age = 24.2). We used a phenomenological analysis of the statements of the participants in the twelve-step recovery program, “The Interpersonal Guilt Questionnaire” (O'Connor, Berry), “The Guilt Inventory Questionnaire” (Kugler, Jones), “Coping strategies” (Lazarus, Folkman), the content analysis of the family resource factors.

Results. People whose parents suffered from chronic alcoholism characterize the feelings of guilt as a familiar family process, as a result of increased responsibility for other people, as a result of taboo aggression towards their parents and as a result of experiencing a real or expected loss of their parents. An increased feeling of guilt is associated with avoiding finding a solution to a problem and is not associated with taking increased responsibility. Resource factors contributing to overcoming the feeling of guilt: keeping a diary, self-observation of negative emotions, communication with friends and healthy relatives, participation in rehabilitation programs. The participants in the control group are less inclined to experience the feelings of guilt and shame, and identify the confidential communication with family and friends, and sport as resource factors.

Conclusions. The feelings of guilt experienced by people whose parents were alcohol addicts is not associated with the acceptance of increased responsibility for their lives and does not contribute to the acceptance of the social support.

The Savoring Beliefs Inventory (SBI) is a measure to assess individuals’ beliefs about their capacity to savor positive life experience. Studies showed positive association of savoring with happiness and well-being. The Russian adaptation of the SBI will help to expand research in the fields of psychological well-being and emotion regulation.

Objective. The present study aimed to validate the Russian version of the SBI and determine its factorial structure.

Method. The participants were 490 adults mainly from Moscow. The following measures were used: the Russian version of the SBI, the life orientation test, the attributional style questionnaire, the Rosenberg self-esteem scale, the gratitude scale, the positive and negative affect scale, the satisfaction with life scale, the subjective happiness scale, and the Riff’s scale of psychological well-being.

Results. Confirmatory factor analysis has supported the theoretically expected three-factor structure of the measure. Three factors of savoring the moment, anticipation and reminiscence were moderately related. The validity of the methodology is confirmed by correlations of savoring with indicators of psychological well-being, happiness, dispositional optimism, optimistic attributional style for positive events, gratitude, positive affect, life satisfaction and self-esteem. All three subscales of savoring and total savoring score showed high level of internal consistency. The convergent and structural validity of the method was proved.

Relevance: in the last decade, virtual reality (VR) technologies have been actively introduced into the training process in various types of sprints. At the same time, there are studies showing the inconsistency of VR for the formation of sports skills and their transfer to real conditions. But despite this, the use of VR can be useful for practicing specific motor skills and cognitive functions, for example, anticipation.

Objective: to develop VR-PACE technology (VR Technology for training Puck hitting And HOSKE skill Effectiveness) using virtual reality aimed at diagnosing and analyzing the skill level of a hockey player, as well as their training.

Methods: within the framework of the study, a simulation virtual environment was developed that simulates a hockey field (ice arena in Sochi) and sets four difficulty levels (four blocks) depending on the speed of the puck and the distance to it. The study involved 22 people, 13 of whom were professional hockey players (Mage=20±2.5), and seven were beginners in hockey (Mage=20±1.4).

Results: it was found that professional hockey players have a significantly smaller amplitude of head vibrations during the reflection of pucks, that is, they understand the position of their body well enough during certain actions, and they do not need to observe the full trajectory of the puck. There were also significant differences in the speed of response to the presented washers in the block with the fastest speed of presentation of 2 washers. The results obtained may indicate a better formation of technical and tactical, temporal and spatial factors in professional hockey players.

Conclusions: the adequacy of the developed tools for the analysis of professional skills of hockey players was demonstrated. It was also shown that the skill level of a hockey player is determined by the formation of a set of parameters, including spatial, temporal, technical and tactical abilities. This is manifested in the automation of a number of skills, as well as the optimization of motor responses: 1) higher and more stable amplitude of movements over the entire observation interval and minimization of unnecessary movements; 2) higher reaction speed to more complex pucks (close to real game situations); 3) concentration of attention on significant signals, anticipation.

The relevance of the stated issue is connected with the incompleteness of the transformation in modern education, which requires the search for innovative tools and methods to solve existing problems. The application of cosmism methodology to pedagogical practice seems important in the context of educational system modernization based on the principles of personality-oriented education and universal values. Taking into account the insufficient knowledge of the ontology of pedagogical cosmism, the chosen direction of research seems to be relevant.

The purpose of the work is to study practice-oriented application of the ideas of cosmism in the framework of humanistic paradigm development to student-centered education in modern educational environment.

Results. The most significant results of the study, characterizing its scientific novelty, are the following:

1. The methodological basis of the concept of cosmism lies in the assumption of the organic unity of Man, Mankind and the Cosmos, supporting the legitimacy of cosmic consciousness as a concept, defining Man as a unique Microcosm.

2. In the framework of the pedagogical concept of cosmism, the main direction is the spiritual education of the child, which consists in the discovery of the “higher self”, controlling all spheres of the personality. It also involves the improvement of the emotional, mental, physical and spiritual spheres of personality in order to form a unique quality, elevating a person to the next stage of spiritual evolution.

3. Modern trends in educational policy are consonant with the ideas, formed in pedagogical concept of cosmism. They include systemic integrity of the tasks, principles and directions of education and upbringing, regarding education as a process of development, and the ability of self-improvement of the individual.

4. Application of the ideas of cosmism is focused on solving the problems that modern education faces, including the ethical problem of education and the search for the best solutions to develop talents. These problems also include pedagogical assistance to self-improvement, and foundation of a new type of school, supporting sustainable and continuous development.

Conclusion. On the basis of the concept of cosmism and of the methodological guidelines of cosmopedagogy, analyzed in the work, it was concluded that comprehensive development of the individual is possible through the disclosure of creative energy aimed at harmonizing the inner world.

Introduction. During the period of modern socio-economic reform, the requirements for the professional qualities of employees in all spheres of life are increasing. In this context, the professional qualities of specialists in extreme professions attract the attention of researchers in order to find answers to the in-demand requests coming from both practitioners and society (M.Sh. Magomed-Eminov, V.D. Nebylitsyn, V.V. Rybnikov, Yu.S. Shoigu, etc.). The study of the development of reliability as a personal and professional quality of employees at the Russian Emergencies Ministry remains a little-studied and urgent issue for psychological science.

The goal is to identify psychological determinants that contribute to/hinder the development of reliability of employees at the Russian Emergencies Ministry in the course of their professional activities.

Methods and sample. The sample consisted of 156 people (men, aged 20 to 45 years, active employees of fire and rescue units of the EMERCOM of Russia, in Moscow).

Research methods included expert assessments, a Mini-cartoon test, a 16-factor personality questionnaire by R. Kettell, Leary's Interpersonal Behavior Circle, a “Trust-distrust” technique (A.B. Kupreichenko), a “Subjective assessment of interpersonal relations” technique (S.V. Dukhnovsky).

Results and conclusions. Psychological determinants that contribute to/hinder the development of reliability of employees of the Emergencies Ministry of Russia, as well as personal characteristics of employees that negatively affect the content and mechanisms of reliability development were identified. As a result of the conducted research, we can draw a general conclusion that the socio-psychological training resulted in forming personal self-regulation skills in extreme conditions, ensuring psychological stability, stimulating activity, developing communication skills, team building, updating the resource potential of the individual, expanding models of constructive interaction. The development of motivation, goals, values of professional activity succeeded, as evidenced by qualitative, quantitative and statistical results.