Veraksa, A.N.
Doctor of Psychology
Deputy Director for Scientific and Organizational Development, Federal Scientific Center for Psychological and Interdisciplinary Research; Head of the Department of Psychology of Education and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University.
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The Relationship Between Vocabulary Size and Emotion Understanding in Children Aged 5–7 YearsLomonosov Psychology Journal, 2024, 4. p. 150-176read more59
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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.
Keywords: preschool age; emotions understanding; general vocabulary; emotional vocabulary DOI: 10.11621/LPJ-24-44
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Regularly Functions in Preschoolers Aged 4–7: the Impact of Kindergarten Attendance SpanLomonosov Psychology Journal, 2023, 4. p. 64-87read more1032
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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.
Keywords: executive functions; working memory; inhibition; cognitive flexibility; kindergarten; educational environment; preschoolers DOI: 10.11621/LPJ-23-39
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Interconnection of metacognition and executive functions in childhood: cultural-historical contextLomonosov Psychology Journal, 2021, 1. p. 79-113read more2430
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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.
Keywords: metacognition; regulatory functions; cultural-historical theory; metacognitive regulation DOI: 10.11621/vsp.2021.01.04
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Traditional and innovative trends in math education in preschoolers in russia: do they fit to educational criteria?Lomonosov Psychology Journal, 2020, 3. p. 166-193Aslanova Margarita S., Bukhalenkova, D.A. , Veraksa, A.N., Gavrilova, M.N., Ludmila N. Liutsko, Sukhikh, V.L.read more2471
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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.
Keywords: math apps; preschool education; elementary mathematical concepts; interaction with the app DOI: 10.11621/vsp.2020.03.08
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Testing of the methodology “Movement Imagery Questionnaire for Children”Lomonosov Psychology Journal, 2018, 1. p. 70-80read more4439
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Relevance. The relevance of the work due to the lack of a special method that could to assess the ability of young athletes to represent movements in the Russian psychological tools.
Objective. The aim of the work is to test the method “Movement imagery Questionnaire for Children”, which is developed by Canadian researchers (R. Martini and colleagues), on Russian athletes.
Method. The analysis of studies that demonstrate the importance of using mental images in the training process was described. Empirical study of the mental representation of movements in 112 Russian young athletes from age 7 to 12 years with the help of a pre-adapted technique MIQ-C was conducted.
Results. The main types of mental images that are most often used by young athletes have been revealed: first-person visualization, third-person visualization and visualization of muscle performance. The last one (kinesthetic) is the most difficult for children. The highest rates of use of all three methods were noted in children 9-10 years. In the process of the work it was compared the results obtained for the Russian sample, with the results of Canadian researchers. It was revealed that Russian athletes assess their capabilities for visualization higher than young athletes in Canada.
Conclusions. It is necessary to expand a sample, having picked up athletes of those sports which are not presented at this stage of work, and to carry out check of validity of the Russian version of this method on the expanded sample.
Keywords: sports psychology; mental training; mental imagery; mental representation; testing of the methodology; young athletes DOI: 10.11621/vsp.2018.01.70
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The development of the executive functions of preschool children in the educational processLomonosov Psychology Journal, 2015, 3. p. 65-73read more9298
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The article presents an overview of current research aimed at exploring the development of the executive functions of preschool children. The results of numerous studies indicate that executive functions influence different components of the academic success of children. In this regard, the question of the relationship between education and degree of development of the regulatory functions is of particular relevance. The article presents examples of individual and group approaches to the formation of executive functions in preschool age. It is shown that using a variety of strategies to work with preschool children possibly significant development of executive functions in the kindergarten. Special attention is paid to computerized programs of development of arbitrariness. Significant relationships between the quality of preschool education and the development of the executive functions were not found. Cultural characteristics have a much greater influence on the formation of arbitrariness.
Keywords: executive functions; preschool age; quality of preschool education DOI: 10.11621/vsp.2015.03.65
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Social aspect in the development of executive functions in childhood: Contemporary foreign research reviewLomonosov Psychology Journal, 2014, 4. p. 91-101read more9551
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The paper presents an overview of research aimed at understanding of the executive functions in childhood. The article shows that in studies focused on the role of the adult, and in the studies that pay attention to the interaction between peers and the impact of these processes on executive functions, it is clearly shown that executive functions are investigated in the line of the logic of cultural-historical theory (Vygotsky, Luria, Leontiev, Zaporozhets). It is shown that the importance of social interaction postulated by Vygotsky was experimentally justified in modern research. In these studies age dynamics in the formation of executive functions and the specific role of the adult in different stages of development are described. The communicative aspect of the interaction is emphasized, but role of an adult role as a carrier of cultural resources is not considered.
Keywords: preschool age; executive functions; joint attention; social interaction
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Bronfenbrenners’ ecological approach in sport psychologyLomonosov Psychology Journal, 2009, 4. p. 78-84read more4163
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Paper is devoted to the basic postulates of ecological theory (U. Bronfenbrenner). Survey of empirical studies conducted in the context of ecological approach in the field of sport psychology is presented in this work. It indicates on advisability to combine positions of ecological approach with objective diagnostic methods of sportsmen’s professional skills. The conclusion is that approach could be used in the solving problems that face sportsmen, their parents, coaches and sport psychologists.M
Keywords: ecological approach; sport psychology
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Psychological features of artistic gymnasts.Lomonosov Psychology Journal, 2011, 4. p. 134-147read more5993
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The results of investigation of psychological characteristics of 13 high-skilled rhythmic gymnasts are presented. The experimental procedure was conducted by means of “Sport imagery questionnaire” (SIQ) and objective methods (“Chronoscope-2006”, “Aktivaziometr”). It was shown that gymnasts prefer to use imageries of cognitive type but not motivational and use internal perspective of imagery versus external one. Participants were classified in all degree of movement’s coordination level, i.e. in spite of their professional high-level; they are varied in the way of mastering movement.
Keywords: sport psychology; sports psychology; temporality ; image; artistic gymnastic ; Sport imagery questionnaire
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The role of symbolic mediation in cognitive activity in primary school (acquisition of the function concept)Lomonosov Psychology Journal, 2009, 2. p. 31-44read more3759
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The paper discusses the possibilities of symbol application to the learning of function concept in primary school. Author differentiates symbol and sign mediation. . Symbolic mediation is divided into productive (which assists transfer to sign mediation) and unproductive. Three groups of children were learning concept of function according to three programs: traditional, based on sign mediation; experimental, based on productive symbolic mediation; experimental, based on unproductive symbolic . mediation. Experiment showed that symbolic mediation could be a productive way of learning concept of function if core relationships in image content of symbol that can bring to sign mediation are defined.
Keywords: mediation; sign mediation; orientation
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