Theoretical studies

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. 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. 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. 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.

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. 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 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.

Background. The study explores two main processes of perception of facial expression: analytical (perception based on individual facial features) and holistic (holistic and non-additive perception of all features). The relative contribution of each process to facial expression recognition is still an open question.

Objective. To identify the role of holistic and analytical mechanisms in the process of facial expression recognition.

Methods. A method was developed and tested for studying analytical and holistic processes in the task of evaluating subjective differences of expressions, using composite and inverted facial images. A distinctive feature of the work is the use of a multi-dimensional scaling method, by which a judgment of the contribution of holistic and analytical processes to the perception of facial expressions is based on the analysis of the subjective space of the similarity of expressions obtained when presenting upright and inverted faces.

Results. It was shown, first, that when perceiving upright faces, a characteristic clustering of expressions is observed in the subjective space of similarities of expression, which we interpret as a predominance of holistic processes; second, by inversion of the face, there is a change in the spatial configuration of expressions that may reflect a strengthening of analytical processes; in general, the method of multidimensional scaling has proven its effectiveness in solving the problem of the relation between holistic and analytical processes in recognition of facial expressions.

Conclusion. The analysis of subjective spaces of the similarity of emotional faces is productive for the study of the ratio of analytical and holistic processes in the recognition of facial expressions.

Relevance. The term “family pain” is used in family psychotherapy to refer to the emotional state of dysfunctional family members. Research on this phenomenon in dysfunctional alcoholic families can expand the understanding of the family system and allow us to formulate the goals of psychotherapy with such families.

Objective. To investigate the “family pain” experienced by adult children of alcoholics.

Methods. The sample consisted of 52 people who were in a recovery program for adult children of alcoholics (ACA), and 50 controls. We implemented a phenomenological analysis of ACA groups, a content analysis of images of “family pain”, and factor analysis of the characteristics of “family pain”.

Results. The study showed significant differences between the images of “family pain” experienced by adults who were raised and still live in alcoholic families, by those whose parents were alcoholics and had died by the time of the survey, and by those whose parents were not alcoholics. People who live with their alcoholic parents describe “family pain” as a familiar, long process with effects on the whole family. The experience of “family pain” includes anger, shame, and self-pity. People whose parents were alcoholics and have died describe “family pain” as a feeling of guilt towards their parents and a process of experiencing their parents’ death. The control group had difficulty describing “family pain”, or described it as a process of experiencing their parents’ death.

Conclusions. Representations of “family pain” are associated with the subjective meaning of family dysfunction for the participant and the experience of negative emotions in the family.

Relevance. The spread of coronavirus infection is accompanied by the dissemination of information messages in the form of radical beliefsaffecting people’s behaviour. 

The aim of the study was to reveal the relationship between beliefs about coronavirus and its treatment, magical thinking, anxiety and the protective behaviour against to the pandemic. Methods. 402 adults aged 18–64 years old filled checklist including beliefs about causes, manifestations, consequences and control of the pandemic, Illness and Treatment Locus of Control Scale, Treatment Self-Efficacy Scale, Magical Ideation Scale as well as scales measuring anxiety and protective behaviour in pandemic and monitoringof information about coronavirus. 

Results. Factor analysis revealed three groups of radical beliefs about coronavirus: negligence as the cause of the occurrence and spread of coronavirus, a particular meaning of morbidity and negative consequences of the pandemic. 

Conclusion. Belief inthe negligence as a cause of coronavirus was more typical for people with an intrinsic locus of causes of the causes of illness but extrinsic locus of control of treatment and for those who were prone to protective behaviour in the pandemic. Belief about the particular meaning of coronavirus was associated with the magical thinking, the intrinsic locus of control of the causes of illness, less anxiety about infection and poorer compliance with self-isolation. Radical beliefs about the consequences of the pandemic were related to more frequent monitoring of the information about the pandemic, extrinsic locus of control of treatment but intrinsic locus of control of causes of illness and a pronounced anxiety regarding future negative consequences of the pandemic.

We present the results of an empirical study of the relationship between self-assessment of creative abilities, originality of creativity (verbal and social) and values. The relevance of the research is related to the demand for creativity as an important competence in the labor market. The ambiguity of the relationship between different types of creativity and self-assessment of creativity, as well as the discrepancy between the results of diagnostics of creative potential using various methods, actualizes the problem of realizing creative potential.

The aim of the work was to study the relationship between different types of creativity, self-assessment of creativity and values, as well as to identify the ratio of creativity indicators diagnosed using the Real Word Divergent Task (RWDT) method and tasks for verbal creativity.

The study involved adolescents aged 15–16 years (N = 50; 26 – men) – students of one of Moscow school. The following methods were used: “Self-assessment of creative abilities” (E. Tunik), tasks on verbal creativity and creativity in social interaction of positive and negative connotations of RWDT, Portrait value questionnaire of Sh. Schwartz.

According to the results, originality is higher in tasks for verbal creativity compared to situations in social interaction; originality in situations of lies and prosocial situations in social interaction significantly correlate; there is no correlation between self-esteem of imagination and creativity indicators measured using the RWDT method and tasks for verbal creativity; self-esteem of creative abilities has a positive relationship with the highest value of “Openness to change”; the predictor of self-esteem of imagination is the value of “Independence of thought”. The results confirmed the hypotheses about specificity of creativity, about the absence of a link between creativity measured as self-report and objective methods; about the presence of a direct link between the highest values of “Openness to change” and the components of creativity measured by self-report, and did not confirm assumption about the absence of a direct link between originality in prosocial situations and situations with negative connotations.

Conclusions are made that 1) creativity is specific in various areas, 2) creativity in situations of lies and prosocial situations in social interaction is a single construct; 3) self-esteem of imagination is not associated with divergent thinking, measured using the RWDT method and tasks for verbal creativity; 4) high self-esteem of imagination is mediated by the motivational goal of thinking creatively, having original ideas, learning new things and phenomena.

Relevance. The study of the self-motion (“vection”) illusion is an important task for modern psychology and neuroscience due to the widespread use of virtual reality systems. The study of psychophysiological mechanisms of this phenomenon has particular importance as an example of intersensory interactions.

Objective. To study the psychophysiological mechanisms of the self-motion illusion in a virtual reality system using electroencephalography.

Methodology. Eleven healthy subjects took part in the experiment. The stimulation was a virtual opto-kinetic drum that rotated clockwise and counterclockwise around a vertical axis with angular velocities of 30, 45 and 60 angular deg/s. The duration of each rotation was 60 seconds. The subjects were presented with 18 rotations; there was a series with instructions for free viewing of the visual scene (3 speeds × 2 directions × 2 repetitions) and a series with instructions to fix the gaze in the center of the virtual scene (3 speeds ×2 directions × 1 repetition). After each rotation, the subjects filled out the “Simulator Sickness Questionnaire” and evaluated the intensity of the illusion on a 10-point scale. Stimulation was presented in the HTC Vive virtual reality helmet. Electroencephalogram recording during the observation of cylinder rotations was performed using Mitsar-EEG-10/70-201.

Results. Significant differences were found in the intensity of the illusion, the total score on the questionnaire, and the power of the alpha rhythm in the parietal zones, depending on the speed of rotation. The higher the rotational speed, the greater the values of these dependent variables. Large values for beta-rhythm power in the occipital areas were found in the series with fixed eyes, in the subjects with high values for the intensity of the illusion.

Conclusions. Differences were shown in the bioelectrical activity of the brain during the experience of the self-motion illusion, related to mechanisms of visual-vestibular integration and greater attention to the performance of the motor task of gaze fixation.

Background. This study examined a set of personality traits related to self-control or willpower, (WP), and how self-ratings of these self-control traits are influenced by the cognitive constructs of action (versus state) orientation and meaningfulness.

Design. The subjects were 943 university students, aged 17–29 (M = 19.5 years), who volunteered to complete J. Kuhl's (1996) Action-State Orientation (ASO) scale, a Russian adaptation of the Purpose In Life test (PIL) as a measure of meaningfulness and sense-making capacity, and self-ratings of self-control traits, such as “persistence”, “decisiveness”, and “self-discipline” that produced an aggregate measure of WP and four willpower factors reflecting (1) emotional regulation, (2) commitment to action, (3) energy, and (4) execution.

Results. State-oriented ineffective sense-makers (those who scored low on both ASO and PIL) rated themselves the lowest on WP. Conversely, action-oriented effective sense-makers (high scorers on both ASO and PIL) produced the highest WP self-ratings. Mediator-modelling regression analyses showed ASO and PIL to be predictive of self-rated WP – both independently, and by mediating each other’s influence on aggregate WP ratings. However, the predictive power of PIL was substantially higher than that of ASO, and the overall pattern of prediction varied across the four willpower sub-factors.

Relevance. Research into the factors determining attraction between people is the most generally accepted paradigm in modern social psychology. The principal innovation of this study is its differentiation of the factor of the similarity of attitudes (both positive and negative), which was not introduced in previous works, either theoretical or empirical. At the same time, it seems apparent that “similarity of attitudes” is too global a characterization and requires further discrimination. Distinguishing between positive and negative attitudes makes obvious empirical sense: To what extent is similarity in some negative attitudes more important than in positive ones?

Objective. To determine the impact of coinciding negative and positive attitudes on attraction to strangers in women.

Methods. The study involved two stages. The sample at the first stage comprised 162 women, at the second there were 47; the average age of the participants was 19 years. The main methodological technique was a modified version of D. Byrne’s “fake stranger”. Statistical processing of the data included one-way analysis of variance and subsequent assessment of the significance of the differences in the dynamics of the attraction obtained by introducing additional information in the form of positive and negative attitudes corresponding to respondents' own attitudes.

Results. The introduction of additional information about attitudes that coincide with those of the respondent had a significant impact on attraction. The differences between the coincidence of the so-called positive and negative attitudes were analyzed. The authors propose a number of interpretations of the results in line with concepts relevant to modern socio-psychological science, relating to various theoretical orientations (psychoanalysis, cognitivism, interactionism, etc.).

Conclusion. In the case of coinciding negative attitudes, the increase of the resulting attraction to the object is more significant than in the case of coinciding positive attitudes.

Relevance. The study of the "pole" of a group as an object is important for a more complete understanding of the patterns of the group’s development. Information about the incompleteness and impermanence of the subjective manifestation of a group has not yet been considered from the standpoint of different forms of its function as an object. Understanding of the essence of groups that have not developed subjective potential is limited.

Objective. To develop an appropriate system-subject approach to the theoretical foundations of the study of the group as an object.

Method. Theoretical analysis of the group as an object from the standpoint of a system-subject approach.

Results. The article describes the features of the group as an object, reflecting not only internal but also external connections, the underdevelopment of various forms of activity, and moral and psychological damage to the community and its social environment. External and intra-group factors of the group as an object were considered, showing the effect of the protective mechanisms of its development. The forms of the group as an object were identified, taking into account the coverage of group life, the stability of its manifestation, and the stage of group functioning.

Conclusion. A comprehensive analysis of intra- and inter-group factors and attributes of the group as an object allows us to test whether its manifestations are signs of its immaturity or of its destruction. The stability of “objectness” as a variant of immaturity or of destruction of the group is a promising direction of study.

The study performed a comprehensive examination of interrelationships among intelligence, motivation, and personality traits in problem solving that requires a combination of prognostic activity and following logical rules.

Objective. To determine the role of motivation, personality traits, and intelligence in predicting choice of strategies and the effectiveness of problem solving (using the Wason selection task). 

Method. Seventy-five undergraduate and graduate students from Moscow and Saint Petersburg participated in the study (age M = 21.2, SD = 2.6) and were asked to perform a problem-solving task on a computer. They also received a set of questionnaires: the Ten Item Personality Inventory (Big Five), Personal Preferences Schedule (motivation), two subtests aimed at measuring verbal crystallized intelligence (Mill-Hill and Verbal Analogies) and fluid intelligence (Three-Dimensional Rotation, Matrix Reasoning).

Results. Fluid intelligence showed a positive correlation with extraversion, while verbal intelligence showed a negative correlation with agreeableness and conscientiousness. These three personality traits were also related to problem-solving effectiveness. Fluid intelligence showed a negative correlation with guilt, while verbal intelligence showed a positive correlation with achievement motivation. Intelligence scores were not related to the success of problem solving in the Wason selection task, and neither were emotional stability and openness to experience. 

Effectiveness and the duration of decision making in different attempts to perform the task were correlated with motivation of autonomy, guilt, aggression, and, at the statistical trend level, with motivation of achievement and intraception.

Conclusion. The data largely supported the general hypothesis regarding the role of non-specific motivational tendencies in solving the Wason selection task. For this deterministic problem, we found positive correlations of decision making with motivation of autonomy and endurance, whereas negative correlations were obtained for motivation of aggression.

Background. The digitalization of society is making changes in the lifestyle of the whole population today. However, while the older generation uses the Internet as a tool, the teenagers, youth, and young adults perceive it to be a full-fledged living environment. Today, Internet resources are the main way of involving young people in extremist groups, and radicalizing them. The role of the Internet as a means of socialization is actively discussed in scientific discourse, and questions about the prevention of the negative impact of the Internet environment are being raised, as well as about the technologies and mechanisms used for exerting extremist influence. However, it is important to understand that the features of the sense of identity of the recipient are essential for the formation of sensitivity to Internet exposure, including to extremism.

Objective. The aim of our study was to identify personal predictors of the involvement of teenagers, youth, and young adults with the Internet, as well as to analyze their personality traits and vulnerabilities for extremist influence via the Internet.

Design. Our research methods included a sociological questionnaire for analyzing the involvement of respondents in the Internet environment, and adaptations of the psycho-diagnostic methods HEXACO, “The Dark Triad,” and a modified projective technique “Houses.” Our study sample was comprised of 2051 people (528 teenagers 13-15 years old, 686 youth 16-20 years old, and 836 young adults 21-29 years old).

Results. The results of the study showed that 16.9% of respondents are characterized by maximum involvement and immersion in the digital environment. Compared with the contrasting group of respondents who are less actively immersed in the Internet environment, the “involved teenagers, youth, and young adults” are characterized by a stable complex of personal characteristics (narcissism, “Machiavellianism,” inability to forgive, lack of organization, negative mood patterns, etc.). Also, behavioral markers and zones of vulnerability are defined for respondents who are characterized by maximum involvement and immersion in the digital environment while experiencing extremist influence on them.

Conclusion: The identified personal characteristics of teenagers, youth, and young adults actively involved in the Internet environment allow us to define and specify measures to prevent the radicalization of this group.

Background. The relevanceof this study is determined by society’s growing interest in the process of socialization of persons with mental disorders, which determines the need to find new means and methods of support for them based on modern technology.

Objective. To determine the possibilities of using virtual and augmented reality in the educational environment for children with mental disorders.

Design. The authors carried out a pilot study, including a survey of teachers and an evaluation of the perception of children with mental disorders of images of augmented and virtual reality. The mental disorders referred to in the article are understood to be autism spectrum disorders, combined with mental retardation. In total, 10 teachers and 14 children of the study group were interviewed.

Results. Data from the survey of teachers showed that children with mental disorders have difficulty in processing visual information; they like the interactivity of forms, and they can be attached to certain things (books, places), which should be considered when developing scenarios for using devices with hyperreality. Data from the survey of the children showed that they like the most familiar objects, and that they usually don’t perceive complex images and unknown symbols; they tend to pay attention to the small details of objects. They usually select images which use primary colors and cool tones. Observations have shown that children with mental disorders often navigate the interface of unfamiliar devices faster than the owners of the devices. By changing the size of the image, they seem to help themselves find the answer to the question.

Conclusion. Our data confirmed the possibility of using hyperreality in the education of persons with mental disorders, and concretized ideas about the features of pattern recognition in virtual and augmented reality. Particular attention was paid to the characteristics of the form of not only the images, but also the technical devices, since the design is interpreted as an "adapter" of virtual and augmented reality images to the current state of the recipient.

Background. This article is devoted to the study of the phenomenon of “clip thinking.” The connection of this topic with modern sociocultural processes is indicated. The methodological foundations of the study are the cultural-historical approach and the "style paradigm" of the study of cognitive processes. The most significant conceptual ideas and experimental data in the study of “clip thinking” in recent years have been highlighted.

It is noted that so far, there has not been an unambiguous scientific understanding of the phenomenon of “clip thinking,” and there are not enough techniques for studying it.

Objective. The main objective was the study of the “clip-integrity” thinking of high school and university students.

Design. The article describes the author’s method of studying the “clip-integrity” of thinking, as well as the results of its testing on a sample of senior schoolchildren (89 people) and university students (76 people).

Results. The study revealed that the proportion of university students with systemic (holistic) thinking is significantly higher than in the sample of schoolchildren. In schoolchildren, expressed “clip” thinking occurs one and a half times more often than among university students. The authors consider the age-typical characteristics of the respondents and the characteristics of the socio-cultural development situation, characterized, inter alia, by a change in the main information medium, as the main factors determining the identified features of thinking.

Conclusion. The possibilities of the methodology they developed allowed the authors to clarify the tasks of studying the cognitive characteristics of high school students and university students as relates to the phenomenon of “clip thinking” and its relationship with “holistic thinking,” and to set new research objectives.

Background. The socialization of personality in the modern world occurs on the Internet and social networks, transforming traditional methods of communication on the basis of ethical standards for constructing interpersonal Internet communication. The basic rules are: personal responsibility for actions performed on the network, including illegal actions; respect and equality of partners; confidentiality; copyright protection; and privacy. The relevance of the problem of ethical standards in Internet communication in adolescence is due to its importance for youth and their formation of moral consciousness as a developmental task.

Objective. This study is aimed at identifying attitudes toward ethical standards of Internet communication among youth users with different levels of moral consciousness. Our research goals were: 1) elaboration and testing of the author's technique “Ethical Dilemmas in Internet Communication” (EDI); 2) discovering attitudes towards ethical standards in Internet communication and strategies for resolving ethical dilemmas; and 3) study of the relationship between the level of the moral consciousness of respondents and their orientation toward following the basic ethical standards in Internet communication.

Design. The methods used were the author’s EDI technique, including ethical dilemmas, and the questionnaire "Justice-Care" (S.V. Molchanov). The sample consisted of 61 subjects.

Results. We found an ambiguous attitude by users of the Internet network toward the ethical standards of communication and a differentiated attitude toward following ethical standards. A high level of willingness to follow the norm was identified for copyright protection, but a low one for respecting the inviolability of personal life and taking personal responsibility for actions performed on the network. The strategies for solving ethical dilemmas in Internet communication were clear. The hypothesis about the connection of the level of moral competence and the attitude toward following basic ethical standards in Internet communication was verified.

Background. The transition from the analog economy to the digital one has been accompanied by the digitalization of all spheres of life, in particular the sphere of education, and according to the decree of the government of the Russian Federation, it requires a revision of goals, educational content, and the development of new tools that provide for lifelong learning, as well as the construction of new competency models.

Objective. To carry out a comparative logical-categorical analysis of various models describing digital competencies based on a review of domestic and foreign studies, and determine the content and place of digital competencies in modern competency models.

Design. Critical analysis and synthesis of the literature on the problems of digital competence.

Results. The vector of economic development in the Russian Federation will shift to the development of the knowledge economy over the next 10 years. This transition creates a number of problems: 1) The students are much more savvy than their teachers in the use of digital technologies, as they were immersed in the digital environment from early childhood; and 2) There is no single approach to the definition of the term "digital competence." The first part of this paper presents an analysis of the existing definitions, content, and types of digital competency. The second is a comparison of different models of digital competencies. The third part is about the inconsistency of the results of empirical research on the benefits and harms of digital technology for the mental development of children.

Conclusions. 1. Ubiquitous digitalization creates the need to develop a new competency model for the knowledge economy. 2. The concept of "digital literacy" is included in the concept of "digital competence" on the principle of "part-whole." 3. Science provides more and more evidence of the positive impact of the digital environment on the development of the psyche and human behavior. 4. A systematic approach to the formation of digital competence is needed in the form of specialized educational programs based on generalized instructions (indicative principles of action), taking into account the age characteristics of students.

Background. Digital texts have become widespread in today’s society, both in day-to-day and professional life, as well as in education. Still there is some risk and we cannot realize all the potential outcomes since psychology has not thoroughly explored their use.

Objective. We studied the differences between the effectiveness of reading parallel and consequent texts.

Design. Our sample was 45 adults of ages 18 to 59. We adapted “Similarities,” the “Analytic-Holistic” cognitive style scale, and “Complex analogies” for online use.

Results. We found individual preferences for either parallel or consequent text presentation. The results of the parallel text presentation were worse than those with the consequent, and positively correlated with holistic style and verbal intellect. Success in working with parallelly presented text depends on the individual’s cognitive features and abilities. Parallel reading is a comprehensive cognitive task and requires more cognitive skills and higher intellect than consequent reading.

Background. Virtual reality technologies (VR) allow users to absorb a lot of visual information in a short time and have become an important feature in education. The advisability of using virtual reality as a tool to improve the learning processes in the modern digital environment is an open question. Despite some studies devoted to assessing the effectiveness of virtual reality applications to the education process, there are no clear conclusions on this issue.

Objective. The study of features of foreign language learning material using VR.

Design. 29 young participants (22 females, 7 males) with a high level of foreign language competence were selected. They received three types of stimuli: text, 2D video, and VR. The efficiency of their learning was tested with questions before and after each experiment. VR stimuli were presented by Samsung Gear VR.

Results. It was shown that “VR” and “Text” conditions were the most efficient material for foreign language learning as compared to the “2D-video” condition. The results also showed a strong negative correlation between the participants’ baseline level of knowledge and their knowledge gain under all experimental conditions.

Conclusion. VR offers an effective method for improving the process of learning, but traditional teaching methods still play an important role in education. Young people in the modern world have developed ways to use the VR as an educational tool.

Acknowledgments: The study was supported by the Russian Federal Property Fund grant No. 18-29-22049.

Background. The relevance of this study is associated with the widespread use of social media by adolescents with a high risk of turning to aggression and violence.

Objective. The purpose of the study is to investigate the characteristics of adolescents' perceptions of peer profiles in social networks that vary in degrees of “security,” and their readiness to carry out various communicative actions depending on their psychological characteristics. We hypothesized that: 1) There is a connection between the psychological characteristics of adolescent users of a social network, and their ability to differentiate profiles of peers-users of social networks and communicative actions in social networks; and 2) The oculomotor activity of adolescent users of social networks is associated with the degree of attractiveness of a peer profile.

Design. We used the methods of “Peer attachment” (G. Armden, M.T. Greenberg, 1987 as adapted by G.V. Burmenskaya, 2015); Emotional intelligence (D.V. Lyusin, 2009); Recognition of emotions by sight (S. Baron-Cohen et al., 2001); cognitive methods for assessing social information (S.V. Molchanov et al., 2018); eye-tracking technique; and conversation. The study included 40 adolescents 14 to 17 years old.

Results.We distinguished three groups which differed in their attachment to peers, emotional intelligence, and cognitive methods of processing social information; they comprised three types – “idealizing,” “selective,” and “cautious.” We showed that the "selective type" is characterized by the highest degree of differentiation of "dangerous" and "safe" profiles of peers in social networks, and high selectivity in implementing various communicative actions. The greater attractiveness of the main information in a peer’s profile is reflected in more fixations, fixation time, and returns to the zone. 

Acknowledgments.This work was financially supported by the Russian Federal Property Fund No. 18-013-01080 “Cognitive methods for processing social information from the Internet as a factor in the formation of adolescents' ideas about the moral regulation of relations in the modern information society”.

Background. The widespread use of personal computers in everyday life has led to the need for their use in the programs of children's institutions. However, so far little is known about the impact of the use of personal computers on the cognitive abilities of preschoolers.

Objective. The goal of the study to analyze key empirical data presented in the current scientific literature and to identify the relationship between the use of information technology and the cognitive abilities of preschool children.

Design. We used three tests that, in our opinion, allow us to assess the cognitive abilities of children in this age group: “TV,” “Your vocabulary,” and “Labirint”.

Results. Our results reveal the nature of the relationship between cognitive changes in children and their user activity on a personal digital device (computer) which is firmly established in the life of not only the family, but also a preschool educational organization. As a result of the deep theoretical analysis of the data presented in foreign and domestic literature and electronic sources, we were able to structure a study, the logic of which, along with the use of mathematical statistics, allows us to come to reliable conclusions.

Conclusion. From the perspective of the development of cognitive skills in children of preschool age, the results showed that the time spent at the computer has a positive effect which is cumulative, since it has an impact on test results one year later.

Relevance. In modern medicine, the question of an individual approach to the prevention and treatment of patients with dental diseases becomes relevant. Consideration of the personal characteristics of patients is necessary both for building a successful communication with a doctor and for predicting their adherence to medical recommendations.

Objectives. The study of the relationship of individual-personal characteristics of patients undergoing dental treatment, with a commitment to follow the recommendations of the doctor.

Methods and sampling. The study involved patients who underwent examination and therapeutic treatment in the dental clinic (63 women and 35 men). The study took place in two stages. At the first stage, the level of dental health was measured (by 5 indices) and a psychodiagnostic study was conducted to determine the individual and personal characteristics of patients (type of interpersonal relationships, character accentuation, extraversion / introversion); a questionnaire on attitudes towards dental health, developed by the staff at Pavlov’s University. Patients were given detailed instructions on proper oral hygiene. At the second stage (in a month), dental health indices were re-measured in patients.

Results. Adherence to the implementation of the recommendations of the dentist is associated with such personality characteristics as hyperthymic and demonstrative character traits, altruistic and authoritarian types of behavior in interpersonal relationships and extroversion. Insufficient level of care for dental health and low commitment to follow the recommendations of the dentist are associated with such personality features as anxious, fearful and dysthymic types of character accentuations and introversion.

Conclusion. The ability to predict patient behavior regarding compliance with the recommendations of the dentist based on the diagnosis of the psychological profile of patients opens up prospects for developing personalized prevention programs for each type of patient and introducing case management into the dental practice, in which an individual treatment plan is developed for each patient personal and social characteristics.

Relevance. The results of the interaction of man and the environment are fixed and function in the mind with the help of signs and symbols. The need to study the patterns of mastering the subject content presented in a symbolic form, as well as socialization in general, makes it important to appeal to the fundamental question of the correlation of symbolic function with the structure and work of consciousness.

Objective. This article represents the processual model of consciousness allowing to consider the symbolic function as a moving force of human connection with the surrounding world. The essence of this connection is cognitive. 

Methods. Analysis, synthesis and modeling. The study was carried out in the concept of a semiotic approach.

Results. Social origin of consciousness allows to model its structure. The following components of consciousness can be distinguished: the sensual fabric of an image; biodynamic fabric of the movement and action; meaning; sense.  

The symbolic function should be studied within the concept of the processual model consciousness. Logic of processual model imposes studying of signs and symbols moving from the separate nominal condition through the systemic organization to the reflection.

Conclusions. Consciousness can be studied through the processual model, where the main characteristic of its elements is the interaction and mediation by signs and symbols. The primacy of a sign or symbol is determined by the degree of orientation of the subject in the situation. The transition of a sign into a symbol occurs as a result of the inclusion of a separate sign in an increasing number of sign-symbolic systems. This is possible in the process of personal temporal and spatial inclusion in the general vector of the “chronotope”.

Relevance. Cartoons carry the information about the world, human relations, norms of behavior and values to children, forming a kind of information "zone of the nearest development" of a child in the terminology of L.S. Vygotsky. In a situation of intercultural competition, it is important to understand what symbols, values, meanings, norms of behavior, perceived from domestic and foreign cartoons, can positively and/or negatively transform the process of socialization and development of the child's personality.

Objective. Research of specificity of perception of esthetic and moral characteristics of heroes of domestic and foreign animated films by children of preschool and primary school age. 

Methods. Focus group interview, expert survey, semantic differential.

Sample. 24 kids 4-5 years; 30 pupils of primary school 8-9 years. Kindergarten teachers and teachers of primary school, 10 females 36-50 years.

Results. Foreign cartoons in the perception of children surpass domestic in quality of performance, modernity and attractiveness of the behavioral patterns of the characters, but lose in depth of the topic revelation. For preschoolers, the main carriers of values are the main characters of cartoons. Categories: "mind", "force", “beauty”, "kindness", "danger", "justice" are leadingin assessments of behavior of characters. Children record social distance through the categories of "Senior – Junior" and "Big – Small". Younger pupils do not see the moral background of the behavior of the small character of “Tom and Jerry” cartoon.

Conclusion. The results show that children are able to distinguish cartoon characters by cognitive categories, aesthetic category and also by moral. The content of the information environment, in which children immersed today, can inhibit the development of communication abilities of children and their emotional intelligence.

Relevance. Knowledge of the spontaneous development of learning skills (LS) of University students is important and relevant, because the lack of LS adversely affects the success of independent learning, reducing the level of social and professional mobility of students and their competitiveness in the labor market.

Objective. Determining the dynamics and extent of spontaneous development of basic and additional LS students with an engineering profile in usual side developmental   nature of learning at the University, as well as of their relationship with academic performance.

Methods. For the diagnosis of basic LS specially designed tasks to build knowledge on the material of technical disciplines were used. Additional LS were tested using the author's questionnaire with scaling.  

Sample. 135 students of the 1st, 4th and 6th courses of technical universities of Moscow: 89 boys and 46 girls aged 18 to 33 years.

Results.  During the full 6-year course of study, students of engineering profile showed an increase in the level of basic LS: non-independent knowledge building (+31.25%), independent knowledge building (+12%), mixed knowledge building (+81.96%). The growth of additional skills as conscious work with the cognitive sphere (+2.8%) and with emotional states (+13.33%) was established, but the ability to work with motives and volitional regulation decreased (-8.18%),  as well as to work with knowledge as learning objectives (-16.12%), and to plan the order and time of activities (-10.21%).

Conclusion. It is necessary to take into account the reduced opportunities of students in decoding and generalization in the process of obtaining knowledge from messages with their ambiguity and a large amount of specific content. These types of basic LS need to be purposefully developed. The negative dynamics in the development of a number of additional LS also indicates the need for their special development at the University.

Relevance. The designing of tools to identify a psychological distress in network is one of the most significant challenges of the era of information technology. There are evidences of certain peculiarities of the speech and textual activity of frustrated person. However, for texts in Russian, any tool for monitoring of the intensity of frustration in online content does not currently exist. 

Objective. The purpose of our work is the listing of text features to carry out automatic analysis of the network content for detecting texts of frustrated users.

Methods. The material of the study is a set of posts and comments of 2-10 sentences collected in social networks LiveJournal, Pikabu and Facebook were written by 100 Russian-speaking users aged 27-64 years. The texts were divided as written by unexcited persons (500 texts) and by frustrated persons (500 texts). For automatic text analysis, the "RSA Machine" created in Federal Research Center "Computer Science and Control" of Russian Academy of Sciences was used, which allows to determine 197 text features, to compare texts, and to identify the most important dividing features. Mathematically, the texts were classified using the machine learning.

Results. The Random Forest method with a preliminary binarization procedure revealed the most significant features of text written by frustrated person: the sentiment; the frequency of punctuation, negative word forms and first-person pronouns; the number of semantic roles causative, liquidative and destructive; number of particles, invectives and words from the vocabulary of resistance.

Conclusions. Using the identified features the network texts written by frustrated person can be confidently determined; it is applicable for monitoring in order to ensure information and psychological security.

Relevance. There are set of terms and theories, that describe human`s experience of interaction with the outside world. This leads to difficulties in comparing and analyzing the results of empirical studies of human representations of the world. This phenomenon is clearly manifested in the study of human concepts of the personal computer, actively developed by psychologists and specialists in human-computer interfaces design.

Objective. In this work we pretend to explain the requirements for empirical study of personal computers mental models (MM) structure in the framework of cultural-activity paradigm, based on the analysis of the history of MM research in various areas of cognitive psychology and cultural activity approach.

Results. We discussed the main approaches to the study of mental models in psychology, characteristics of MM and specificity of methods of their study. The concept of MM is compared with similar constructs developed in various areas of psychology: "cognitive map", "scheme", "mental representation", "meaning", "image of the world". We also analyzed the possibility of operationalization of this construct. The MM concept are compared with the A.N. Leontiev`s concept of the «image of the world» and features of the MM researches in cultural activity paradigm was showed. The concept of MM is discussed in the context of different approaches to the study of meanings in linguistics and psychology: the approach of fixed meanings and research of embodied cognition. Finally, we describe the main characteristics of MM, which should be taken into account to plan an empirical study of human representations of personal computers.

Conclusion. In the construction of empirical research of personal computer`s MM we should require special attention to such characteristics of MM, as their consistency, cultural dependency and integrity; methods of such study should take into account the own activity of the subject.

Relevance. Individual’s entire life is accompanied by jealousy, whether or not the individual recognizes the presence of jealousy.The study of jealousy is continued near the half of century while relations between love and jealousy have stayed unclear. The link between jealousy and partnership satisfaction, especially with such important element as a sexual satisfaction, remain unclear also. 

Objective. The clarification of these links, taking into account the dramatic increase of virtual communications between real or potential partners. Our aim was to verify too the construct validity of the Russian and Latvian versions of the new jealousy scale by Dijkstra, Barelds, and Groothof.

Methods. For this reason besides the scale of Dijkstra and his colleagues were used the 45-item scale of Love by Sternberg, the 16-item Marital Satisfaction Questionnaire by Herman, the 25-item Revised Self-Report Jealousy Scale, he Frequency Index of Sexual Satisfaction by Breslav. The sample of the study comprised 75 participants aged 22 to 57 who had stayed in a more or less long-time romantic relationships.

Results. The hypothesis about the correlation between love, satisfaction with partnership relations and sexual satisfaction was confirmed. A significant positive correlation of love and jealousy was also revealed on the 42-item scale used to measure the proneness to reactive jealousy in real and virtual environment.

Conclusion. The correlation between proneness to reactive jealousy, love, and satisfaction with partnership relations found in the study suggests a certain potential of the protective function of this type of jealousy and charges researchers with new tasks in understanding the nature of jealousy and its consequences.

Relevance. In modern psychology, coping is understood as a multicomponent phenomenon. Research conducted using questionnaires allows you to study only one of the components. The proposed simulation puzzle game models the situation of solving group problems and opens up the possibility of observing and research poorly studied aspects, in particular, the ratio of individual and group coping, the dynamics of overcoming a difficult situation.

Objective. The goal is to test a simulation puzzle game as a tool for studying coping with a difficult situation, analyzing the possibilities of a technique for studying human activities to solve difficult life tasks.

Method. A group of 3 people are invited to collect on the proposed silhouette 3 identical figures of 12 elements of pentamino. In the course of the game, a protocol is kept and the video is recorded. At the end of the game is debriefing. The study involved 72 people.

Results. The analysis of signs of a difficult life task in comparison with conditions of game and results of supervision is carried out. A categorical apparatus for content analysis of replicas of participants elaborated.Selected indicators of the coping process: number of proposed solutions, content of replicas, ways of coping, role (individual indicators); time of collecting the puzzle, the emotional background, the implementation of successful initiatives, satisfaction of participants with the game (group indicators). The possibilities of debriefing to analyze the experience of problem solving are described.

Conclusions. Asimulation puzzle game allows you to study the processes of individual and group copying. Using the game model, conditions are created in which the experience of interaction with difficult life situations is reproduced.

Relevance. The article discusses the possibility of a new technique for testing the professional knowledge. This is a technique of "matrix testing" (or semantic scaling). In the introduction, the author introduces a distinctive system of constructs that allows to localize a new technique in the context of a number of traditional (testing method) and non-traditional methods of assessing educational achievements and professional knowledge.

Objective. The author has set the purpose to reveal potential of "semantic scaling" for a quantitative assessment (measurement) of student competence.

Method. The method of semantic scaling was applied by the author to scale sports with the help of special scales-criteria that denote different types of interaction between athletes and motivational regulation of their activities and thus turn the technique into "psychosemantic scaling". The study was conducted on 150 senior students of the faculty of psychology of MSU, who attended a special course of the author on "Psychology of competition".

Results. The main result (the insignificant correlation coefficient between the success of this technique and the total efficiency of students during the course) does not allow to conclude that the main goal is achieved. More interesting were the additional results from the application of this technique, namely: subset of sport species, obtained by cluster analysis, allow us to talk about the "psychological classification" of these species, or at least on the "psychosemantic classification". This classification is much closer to the classical "Olympic classification", but has a number of specific features.

Conclusion. The positive result of the study can be considered a high similarity of the obtained matrices with the reference matrix (ideal model), from which it can be concluded that the technique of "psychosemantic scaling" contributes to the conceptual learning of students-psychologists – their independent work on mastering the system of concepts in this subject area.

Relevance. Knowledge of the laws of emotion dynamics has not only theoretical, but also practical meaning: this knowledge is necessary to provide psychological assistance in solving the problem of maintaining relationships, to develop of emotional intelligence and regulation of emotions, to diagnose disorder of the emotion dynamics that underlies a number of affective disorders (such as depression).

Objective. Consideration of large (in terms of the number of experiments, subjects and factors studied) studies of Verduyn's group at the University of Leuven (Belgium) and Maastricht University (Netherlands). This group studied the duration of subjective experience of emotions of different types.

Methods. Review and analysis of modern Western studies of the duration of emotions and its determinants, their results and methods.

Results. The integration of data on the absolute and relative duration of emotions of certain types, as well as the contribution of such factors as the emotional intensity, the flow pattern, cognitive assessments, emotion regulation strategies, the social sharing, the cognitive processing of information about the emotional event  has been done. The possibilities and limitations of the main methods of studying the emotion dynamics are revealed.

Conclusions. It is necessary to continue the research of the emotion dynamics of on the material of other age, professional, cultural groups. Also, a perspective direction is the study of the dynamics of other components (not just a subjective experience) of emotion.

Relevance. The problem of self-esteem contingenciesis currently less studied empirically than the level and the stability of self-esteem. But at the same time self-esteem contingencies is verypromising topic that allows to better understanding the problems of the psychological well-being and personal maturity of the adolescent.

Objective. The study is devoted to the connection of such types of self-esteem contingencies of adolescent as self-esteem based on competence, self-esteem based on teacher approval, self-esteem based on parental approval and compensatory self-esteem with various aspects of adolescent well-being and satisfaction of basic psychological needs by parents.

Methods. 223 adolescents were recruited for the study. Techniques were filled during school lesson. It was used Rosenberg’s self-esteem scale, the multidimensional scale of schoolchildren’s life satisfaction, the scale of basic psychological needs satisfaction in family and an author’s scale for diagnosing self-esteem contingencies.

Results. It was shown that the types of self-esteem contingenciesmake a different contribution to psychological well-being. Self-esteem based on competence contributes to self-satisfaction, self-esteem based on the approval of parents - family satisfaction, and self-esteem based on the approval of teachers - satisfaction by school. Compensatory self-esteem although leads to self-satisfaction, hinders satisfaction with family and school. At the same time, adolescents whose parents satisfy their basic psychological needs are more satisfied and have more authentic types of self-esteemcontingencies.

Conclusions. The self-esteem based on competence and self-esteem based on obtaining approval and support from significant people are more authentic, healthy and contributing to psychological well-being than compensatory one. The findings provide grounds for adolescent’s training aimed at developing psychological competencies that promote self-esteem such skills of constructive thinking, formulation and advocacy of their position, self-evaluation and coping with distress. As well as for counseling with parents and teachers to build relationships based on the provision of autonomy, support and respect for adolescents.

Relevance.The effects of self-organization of subjects and groups in their joint activities are not well understood. The purpose of the work is to analyze and systematize the facts of manifestations of self-organization in the professional activity of people in a limited social space and historical time (in organizations, in a profession, in professional specialization, etc.).

Objectives. 1) A description of the facts of self-organization as a phenomenon of “psychological niches” in the models of the labor activity of subjects in similar and in different areas. 2) Identification of the determinants of the effects of self-organization of human activity.

Method. Analysis and synthesis of diagnostic data by the method of 16 PF R.B. Cattell, more than 700 professionals (drivers, private security guards, heads of departments of large industrial enterprises) obtained in the author’s studies (1994–2017), and more than 400 civil servants in the diagnostic data in 1995 and 2000, by the method of 16 PF.

Results. It is shown that the personal characteristics of the subjects are associated with their professionally important qualities, typical psycho-physiological states, value orientations, and meanings of work. Self-organization in the professional activity of individual subjects and groups as a phenomenon of “psychological niches” is a manifestation: not of a single, but of a particular and typical; the multi-level relationship of social, psychological and biological adaptation mechanisms of interacting people in a dynamic social environment; “Multipolarity” of high activity areas of subjects, time consistency of periods of their interactions; effects that are more evident not in the productivity of people’s work, but in satisfaction with it, etc.

Conclusion. Finding ways to manage the processes of group self-organization of labor subjects, enhancing the positive effects generated by human interactions, and stopping (weakening, correcting) negative ones can contribute to the development of new resources for increasing the productivity of individual and collective labor.

Relevance. The relevance of identifying methodological problems in the study of bilingualism and its impact on individual and social processes is due to the economic, political and socio-psychological characteristics of modern multicultural and multilingual societies. The special significance of the study of bilingualism acquire in the Russian language context. It is characterized by the need to find a balance between raising the status of the Russian language (as the main unifying factor of civil identity) and the development and preservation of the languages of the peoples of Russia (as an important component of the ethnocultural identity of their representatives).

Objective. The work is aimed at the analysis of the main methodological problems that arise during the research of bilingualism, identifying its impact on cognitive processes and the relationship of bilingualism with ethnocultural identity.

Method. From the point of view of the system approach and cultural-historical psychology, a critical analysis of studies of bilingualism, its impact on cognitive processes and the relationship with ethno-cultural identity was carried out.

Results and conclusions. Methodological problems that complicate the study of bilingualism, systematization and generalization of their results, and the application of the results in various spheres of social practice are identified. A number of methodological challenges need to be overcome in the field of studying the impact of bilingualism and multilingualism in order to obtain valid and reliable research results and implement practical, socially significant tasks in the field of preserving the languages of the peoples of Russia along with strengthening the status of the Russian language. The need for interdisciplinary studies of bilingualism and its impact on cognitive processes and ethnocultural identity based on the application of a systematic approach, including in the Russian multilingual context, is shown.

This year marks the 70th anniversary of the publication of the monograph by N.A. Bernshtein "On the construction of movements" and 60 years since the publication of his eighth essay "The urgent problems of the regulation of motor acts". In these works, for the first time, the problem of uncertainty in the organization (and dynamics of behavior) of all systems, which we now designate as homeostatic or systems of the third type, according to W. Weaver's classification, was first raised. This problem was voiced by N.A. Bernstein as the hypothesis of "repetition without repetition", within which it is possible (as suggested by Bernstein) to describe any motor acts. After a detailed study of the various types of motion in biomechanics, we ascertained that modern deterministic-stochastic science has approached its developmental boundary in the study of living systems, since the main thesis about the repeatability and predictability of the state of the biosystem (neuronets of the brain, the human psyche) is violated. We turn to the study of systems that are in a continuous chaotic regime of changes of any parameters x_i of such (unstable) systems. The Eskov-Zinchenko effect, which is a quantitative proof of Bernshtein’s hypothesis of "repetition without repetition", is that the successively obtained samples x_i (in one, unchanged state) demonstrate a kaleidoscope of statistical distribution functions f(x), i.e. f_j(x_i)≠f_j+1(x_i) for two neighboring registered (from one person) registered samples x_i (i.e., for the jth and j+1th). This erases the boundaries between arbitrary and involuntary movements from the standpoint of their objective, statistical evaluation. Statistical instability of any received samples of parameters x_i, which describe homeostatic systems, requires new concepts and new models - models of homeostasis.

The object of research — destructive manifestations in professional activity and labor behavior, as well as the processes of deprofessionalization of individual and group subjects of labor. The definitions of “professional deformations” and “professional destructions” are analyzed. The difference in the essence of these concepts, reflecting the effect of different psychological mechanisms, is shown. “Professional deformation” leads to distortions in the structure of work activity or personality traits. “Professional destruction” leads to destruction (or destructive construction) of the structure of activity (changing its focus on other goals and results) or personality (orientation to the opposite labor and life values). The destructive effect is connected with the meaning-forming function of the motive that replaces the normative goal of the performed professional activity with another goal — personally significant and useful for the given performer, but socially harmful. “Pseudo-professionalism” (“false” professionalism) of the individual and group subject of labor is analyzed. Deprofessionalization of the subject is associated with the loss of professional identity, the destruction or non-acceptance of professional values. The problems of adaptation of a true professional in the group of pseudo-professionals (professional marginals) are considered. Conclusion: A profession as a social institution can counteract destructive processes of deprofessionalization of subjects of labor (primarily group ones) through the implementation of expert functions of professional associations.

Objectives of the study: to analyze the social, psychological and biological determinants of the activity and success of athletes; Describe the phenomenon of "psychological niches" on the model of sport. The article analyzes the results of a survey of more than 150 people - high-ranking sportsmen, freestyle wrestlers, classical and judo; Polls of coaches of the highest category (12 people); Materials of literary sources. The study showed that in the sport of higher achievements (SHA), the effects of joint activity of the subjects are systematically manifested, the consequence of which is the selection and fixing of athletes with certain individual psychological features (physique, typological properties of the nervous system, functional asymmetry, personal characteristics, styles of activity) in Certain types and specializations. In different sports and specializations, stable proportions of representatives of different types (physique, nervous system properties, functional asymmetry, personal characteristics, and styles) are preserved, as well as the success characteristic of each type in tournaments and different "ranges" of their success. Formed among athletes different types of activity styles are focused on the actualization of different stable segments of "activity spaces". These effects, determined by the interaction of social, psychological and biological conditions, are called "psychological niches", the characteristic features of which are: ordering in space and time of interactions of subjects; A limited set of mutually complementary types of adaptation of subjects in a dynamic environment; Manifestations are not single, but special, typical; Adaptation of subjects to a part of environmental conditions, as a sufficient and necessary condition for their success; Propensity to master subjects by typical operational complexes (systems, "blocks" of actions); Orientation on typical features of partners and environmental conditions; Success with interactions with typical partners (rivals), etc.

This article considers the possibilities of bringing together of the two psychological scientific fields: pathopsychology and social psychology. The realization of that approach will enable to expand opportunities of analyzing the irrational and destructive forms of social behaviour and registering various forms of pathological adaptation described in pathopsychology quite clearly. As a possible variant, there are notions of modern psychoanalysis about different types of personality structure which form in the course of interpersonal relationships during individual ontogeny. Within the framework of the proposed hypothesis about the possibility of employing pathopsychological explanatory constructs in relation to social-psychological phenomena, psychoanalytical model is transferred onto social relations. It discusses the possibilities of making use of the pathological phenomena (delusional formations, psychological defenses, addictions) for the interpretation of inadequate relations between a subject and society. The principal structures of personality organization correspond to different variants of social relationships.

The article describes the methodological analysis of three tendencies of the psychological cognition development for last three decades. Firstly, the author analyzes the psychological studies of the information processing during the human thought, sometimes based on intuitive experience or logical knowledge. It is shown that a person has two different but interacting systems for the information processing according to the dual-process theories of human thinking.

One system is focused on the heuristics, producing intuitive responses and the other one is based on analytical processing. Their descriptions correspond to the psychologists’ ideas of the Cognitive-Experiential Self-Theory (CEST) by S. Epstein and two cognition styles — rational and intuitive ones. Such scientific ideas are indissolubly linked with the existence of the integrated continuum of the methods for the world understanding: from paradigmatic to narrative and then to thesaurus. Secondly, it is proved that a modern person lives in the multidimensional world, consisting of the empirical, socio-cultural and existential realities. The events and situations in these realities are understood by people after the types “understanding-knowledge”, “understandinginterpretation” and “understanding-comprehension”. Thirdly, it is reasoned that a subject does not cognize the existential reality but comprehend. Therefore, the existential experience of a subject naturally includes not only unconscious knowledge and experiences, but also incomprehensible and mysterious things. It is proved that the incomprehensibility of the reality is one of the attributes of the being. The incomprehensibility does not mean the essential impossibility of understanding. Comprehension represents such type of understanding which is focused on the phenomena and the objects of the world, requiring extraordinary efforts to be understood. Comprehension is such apprehending of the whole thing, the parts of which a subject cannot cognize and describe in details for any reasons. Mystery was analyzed as a scientific and psychological but not mystical and fantastic phenomenon. Mystery is defined on the basis of psychology of thought in which a problem situation and a problem differ.

According to modern concepts, the idea of a paradigm is associated with a certain common approach within the natural sciences in description of a large class of processes, objects, systems. If we’re talking about a global paradigm, this means such (global) paradigm should cover the huge classes of objects in nature and society. Today we highlight three global paradigms throughout modern science, which cover three global clusters of all processes and objects of living nature and inanimate nature. W. Weaver was first who proposed such statements in 1948 in his famous publication “Science and complexity”. However, during nearly 70 years almost no one paid any attention to these statements (though he spoke very simply about the most important things). W. Weaver has divided all objects and systems in nature into three giant clusters: the simplest systems (simplicity), which are described now in the framework of deterministic theories and models, unorganized complexity (stochastic system) and system of third type — organized complexity (organized complexity). Under the system of the third type he understood all living systems, but no special features in their organization has been identified and learned by W. Weaver. It is now clear that he could not do the study within the framework of modern science because this requires a different (third) paradigm and different science.

The results of the development of a new computer guidance method for senior schoolchildren on the basis of “Formulas of the profession” (E.A. Klimov) and a modern scheme for the analysis of professions (N.S. Pryazhnikov) are presented. The main stages of obtaining expert estimates are shown, which made it possible to correlate the components of professional activity with the official list of enlarged specialties of the Ministry of Education and Science of the Russian Federation. The advantage of 3-level grades of schoolchildren (“I want”, “I can now” and “could in the future”) is considered before the traditional assessment of schoolchildren’s actual preferences. In the process of choosing a profession, the preferred characteristics of future work activity are set not in the form of direct estimates of their traditional designations (subject, purpose, means, conditions, etc.), but through paired comparisons of the main labor activities and training activities. The computer-based online testing system works with the methodology through the Web-interface on modern software platforms — Windows, Android, MacOS, iOS, Linux.

The article presents the results of a study of professional development stages of crises in the choice of profession, vocational training, and at the initial stage of professional activity. We used the methods of a comprehensive program aimed at studying the performance of educational and professional development, the severity of the crisis experiences, personality traits and coping strategies. The sample included high school students, university students, and budding professionals. In total 1,500 people aged 15 to 28 years old. The study revealed a high prevalence of crises in all the studied stages of professional development. The content and extent of the crisis is determined by the stage of development experiences, personal resources, and social situation of development. It is shown that increasing the importance of the choice of profession stage for the subsequent stages of professional development.

Attitude to work and features of the manifestation of burnout syndrome in management activities are considered in the context of the problem of psychological provision of occupational health. The article discusses the results of an empirical study aimed at studying the characteristics of attitudes toward work in the development of the burnout syndrome in management activities, which acts as one of the key criteria for the professional health of managers. It is shown that in general, the average level of burnout syndrome is characteristic for managers, the most significant contribution to the development of which is made by such functional components as lack of help and lack of psychological support of colleagues in work, as well as problems of professional development and self-improvement. Gender differences in the development of burnout syndrome among managers are analyzed. The obtained results can be used in the development and implementation of programs for early prevention and correction of burnout of managers based on the subject-resource approach to the psychological provision of occupational health of work subjects.

The article analyzes the concepts of “Ability”, “Professional suitability”, “Professional psychological selection”, in the development and understanding of which a significant contribution was made by E.A. Klimov. Professional psychological selection is considered as a system, the systemforming factor of which is the professional suitability of a person who chooses a specific profession. The content of the concept of ability includes the motivation and experience (knowledge, skills, and abilities) of the individual, by analogy with the dynamic functional structure of personality developed by K.K. Platonov. Its own definition of the term “Abilities” is presented.

To analyze the stages of mastering professional actions, an eco-psychological model of the formation of subjectivity is used. As an initial prerequisite for the development of this model, the notion of continuum “spontaneous activity — activity in the form of an action” is used. A description is given of the seven stages of development of subjectivity as the ability to be a subject of professional action.

Proceeding from his own concept of professional creativity, the author consistently analyzes the concepts of profession and specialty, as well as professionalism, pointing to the factors that led socially and historically to changes in the world of professional activity and the corresponding changes in vocational training. On a vast array of material, it is shown that the process of professional development as the search for non-trivial ways of development of activities should become the basis of professional training in any field.

Professional communication in the jury trial is seen as communion lawyers in complex communicative space with two circuits and two foci. We analyze the communicative tasks of lawyers and describe the possible difficulties in communicating in a professional jury, as well as some results of the study of the difficulties of understanding between lawyers and jurors in the trial.

We propose an approach to the analysis of the psychological mechanism of downshifting on the basis of the model of subjective quality of life. The use of the concept subjective quality of life allows us to approach the development of a model of the psychological mechanism of downshifting and conduct on her holistic analysis of this phenomenon. The model of subjective quality of life criteria are emotional and rational life satisfaction. A necessary condition for the downshifting is a low level of emotional life satisfaction, while the level of rational life satisfaction may be at a high enough level. An important element of objective analysis of downshifting is to modify the subjective component of quality of life as human potential, which determines the rating of the downshifting of the subject his social environment.

The problem of age-psychological aspects of professional civil servant destruction is considered. The main stages of development of moral readiness of the worker for work with strong risks of professional destructions are singled out. Characteristics of “forced” and “natural” professional destruction by civil servants are given.

The article discusses the problem of responsibility in the exercise of professional self-determination in adolescence. The value of the moral values of the personality as the basis of professional self-determination and the assumption of responsibility for the choice is discussed. The personal components of responsibility are singled out - autonomy and moral character.

The article discusses the problem of understanding the construct of “employee engagement in the organization” in scientific and practical literature. It is shown that the concept of “organizational commitment”, “organizational citizenship behavior”, “organizational identification” and “work engagement” are often seen as overlapping with the construct of “employee engagement in the organization”. There is also a variety of concepts describing the relationship of the employee with the organization, which creates terminological confusion and difficulties for their practical use. It is proposed to merge the concept of “identification”, “commitment to organization” and “work engagement” in a more general notion of “involvement of employees in the organization”. Briefly describe the results of two empirical studies that partly confirm the heuristic character of this approach.

The purpose of the cycle of works — analysis of the syndromes of occupational stress, developing in the context of the implementation of the various modern types of labor, and individually-personal characteristics of the working of the human factors that determine resistance to stressful conditions of activity on the part of ensuring the success of the work safety of mental health and personal well-being. Describes two developed in the framework of structural-integrative approach to the stress analysis of a comprehensive technology for stress management: “Integrated assessment and correction of stress” and “Individual assessment of stress resistance”. Characterized by their application to solve practical problems in the prevention and correction of stress conditions of different types of labor.

The article presents the results of a study of the relationship of parent-child relationships teenagers and young men with the status of identity in professional identity. Revealed that the predominant identity statuses in the professional sphere in youth are achieved identity, moratorium and predestination; in adolescence — a moratorium, predestination and diffuse identity. Significant differences in the nature of the parent-child relationship in groups with statuses predestination, achieved identity, moratorium and diffused identity. For teenagers and young men with low status (diffuse identity, predestination) is characterized by the experience of the integrity of the relationship with the family in direct command of a parent and low autonomy of children. Adolescents with the status of the moratorium relationships with parents are characterized by a high level of autonomy and differentiation from the parental home often combined with high conflict and confrontation. Integration with family at a sufficiently high autonomy, respect the opinions of parents of typical teenagers and young men with the status of achieved identity. The gender specificity, reflecting the different roles of the mother and father in the formation of identity among girls and boys is revealed. The results show the decisive role of the father in the formation of identity statuses for both gender groups.

This study focuses on the perception of own career on the stage of its completion. Respondents: 30 women and men at the age from 52 to 67 years, professionals in different fields of professional activities. Research methods: interviewing, questionnaires, more options for methods of “Ranking of life values” and “Incomplete sentences”. The resulting materials were subjected to qualitative thematic analysis. The main priorities of respondents in this age group, the strategy and motivation of their professional conduct, resources for employment, and requests for psychological assistance are identified. External and internal factors influencing the formation of strategy of behavior in retirement are established. The material characterizing the image of career in the final stage can be used in psychological consulting practice.

The phenomenon of presence is the subjective sense of realistic interaction with the virtual environment. Presence is an important factor in the effectiveness of the use of virtual reality systems. On the occurrence and severity of presence phenomenon influenced by both technological and psychological factors, including cognitive control. Special influence on the emergence of the phenomenon of presence can have a system of monitoring and correction of errors associated with detection and neutralization of differences between expected and actual results of the cognitive activities. It examined the extent to which the effectiveness of monitoring and error correction (estimated through the effects of slowing down after an error and adapt to the conflict) is related to the aspects of the presence phenomenon. For high-immersive (CAVE) and lowimmersive (standard display) environments, it was shown that (1) efficient error correction prevents the negative physical effects associated with the working in a virtual environment, and (2) effective detection of cognitive conflicts prevent the emergence of the phenomenon of presence through detecting unnatural virtual scenario. In low-immersive environment conflict detection also prevented the formation of emotional involvement in a virtual scenario.

The article discusses the main ideas and provisions of the phenomenological-hermeneutic approach to professional development as opposed objectivism psycho-diagnostic methods (tests) and formative approaches. The principle of subjectivity/authorship and moral relationship to ongoing activities are introduces. Available psycho-technics guides and supports the efforts of the “adept” (people who chose the field of their future professional activity) on personal relation to the objectives and the course of his professional development.

The article presents the results of a study of ideas about life success of teenagers. The sample of our study consisted of 500 students of 10-11 classes of the Moscow schools and gymnasiums. The greatest attention is paid to the analysis of success in the profession on the implementation of subjects of projective techniques. The analysis of examples of successful people has allowed highlighting the most significant areas of professional activity, as well as basic assessment criteria of success. So, the most popular examples of successful people for teenagers are the businessmen who have earned the status with the development of computer technologies, representatives of show-business and politics. Analysis of representations of teenagers about their future in 15 years allowed identifying criteria that are most important for the adolescents in the assessment of the future success of their professional activities. Gender differences in perceptions of professional and life success are analyzed.

The article discusses the possibility of using the subjective semantics as a basis for the proposed E.A. Klimov classification of occupations based on the differentiation of working relations of man to the objects of the world. In the scientific school of E.Yu. Artemieva this classification is understood as a typology of a replacement reality, which is revealed through the ways of free descriptions of objects and metaphorical interpretation of semantic differential scales. Correlation of semantics with a professional affiliation will allow us to predict the degree of conformity of man to the world of professions.

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

Limited applicability of stochastics and comparing it with the new methods of multidimensional phase space were showed. Quantitative measures of the parameters are quasi-attractors for evaluation of chaotic dynamics on the example of the little finger abductor muscle. Method of multidimensional phase space carried out the study and modeling of complex biological objects (complexity). The state of the neuromuscular system is studied in two modes: a weak muscle tension and strong, almost the maximum force. Used quasi-attractors volumes of multidimensional phase spaces, which provide the identification of real changes in the parameters of the functional state with weak muscles (F1=5 daN) and strong (F2=10 daN) static stress. Analysis of the timebase signal x1(t) obtained with myograph, and autocorrelation functions A(t) signal showed their unrepeatability. Comparative analysis of the biomechanical system is made on the basis of registration of quasi-attractor’s volume, as well as on the basis of analysis of the Shannon’s entropy E. Volume of quasi-attractor’s movements x1(t) и x2(t)=dx1/dt at low load is slightly less than similar amounts of displacement of vector (х1, х2)Т  under a heavy load of musculus abductor digiti mini. The values ??of the Shannon entropy under a heavy load are statistically unchanged. Values of the Shannon entropy under heavy load, not statistically vary on the advisability of entropy approach in the assessment of muscular efforts and the impossibility of application of the theorem of Glansdorff—Prigogine (thermodynamics of nonequilibrium systems) in psychophysiological research. Overall, restricting the use of methods of stochastics and the possibility of using the method of multidimensional phase spaces, have been demonstrated in the Eskov—Zinchenko effect.

The paper analyzes the emergence of the concept of motive in Alexey N. Leontiev’s early writings and its correspondence to Kurt Lewin’s ideas and to the distinction of intrinsic versus extrinsic motivation and the concept of the continuum of regulation in the present day self-determination theory of E. Deci and R. Ryan. The distinctions of extrinsic motivation based on reward and punishment versus “natural teleology” in K. Lewin’s works and of (extrinsic) motive versus interest in early A. N. Leontiev’s texts are explicated. The relationships between motive, goal, and personal meaning in the structure of activity regulation are analyzed. The author introduces the concept of quality of motivation referring to the degree of correspondence between motivation and one’s needs and authentic Self at large; the complementarity of activity theory approach and self-determination theory as regards the quality of motivation issue is highlighted.

The article discusses the possibilities of use of the most important categories and principles of the cultural activity approach in the field of health psychology. Biological and psychological understanding of health is compared in it. Besides, modern scientific definition of human health is given. Main methodological approaches to the study of person’s health are considered too. On the bases of Vygotsky’s ideas the view of health as a higher mental function (HMF) is proposed and substantiated. The contents of the concept of HMF, its connection with traditional system and level approaches are revealed. Understanding of health as HMF is compared with existing directions based on Vygotsky’s and cultural historical ideas in the field of health psychology and in clinical psychology of physicality in particular. The final part of the article is devoted to issues of occupational health. The connection of the structure, development and individual style of activity and occupational health, issues of improvement health motivation are investigated with view of activity approach. The methodological potential of the concept of health as HMF and activity approach ideas to health psychology and psychological science in general is emphasized.

Process of generation of activity with allocation of problems which it is possible to correlate with concepts need, motive, motivation, prompting to activity is analyzed. Affirms, that generation of activity assumes presence at the subject of the behavioral problem arising at actualization of needs, at acceptance by the person of requirements of a society or under the decision of the person. The motivation is understood as mental maintenance for the process of activity generation.

Th is article discusses the fundamental principles of qualitative research: contextual sensitivity, understanding, interpretative reconstruction and refl exivity. Th e principle of contextual sensitivity focuses on qualitative research study of the phenomenon in its socio-cultural and dialogical setting, and the principle of understanding — the study of subjective values and meaning in the positions of the various groups. Th e principles of interpretation of refl exivity give an answer to the question about the methodological tool for qualitative research — how to connect data and formulated analytical synthesis, validity assessment which involves tracking and monitoring impact of refl exive attitudes of the researcher. Th ese principles are formulated on the basis of theoretical analysis and practical experience with qualitative methods and prove the relevancy of combining them into a single methodological approach that is implemented in various directions and strategies of qualitative data analysis. Th e authors emphasize conceptual unity of qualitative research and the underlying common methodology.

This article is the study of manual motor activity (his spatial and dynamic organization, interhemispheric transfer and coordination). The study of 58 children (healthy and with the Down syndrome), demonstrate the genesis of cerebral asymmetry and interhemispheric coordination, and the grave disturbances of these functions in dysontogenesis.

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.