This article continues the analysis and description of the authors' experimental data, which was started in the first part. Two series of experiments (N = 28; N = 51) were conducted using a task for distinguishing short time intervals, aimed at assessing the dynamics of behavioral indicators (psychophysical: d' indicator and decision criterion beta, as well as response time) during learning and skill improvement. This article examines the aspect of assessing the nature of learning and improvement processes as discrete and continuous. It has been shown that the epochs corresponding to the processes of learning and improvement can be characterized as continuous rather than discrete. It is concluded that the processes of systemogenesis and changes in intersystem relations are continuous and are not limited to the time of the first successful implementation of a behavioral act.
There is currently a significant need for accurate and objective assessment of a person's psycho-emotional state. Alongside classical psychodiagnostic tools, electrophysiological methods can be used, one of which is the assessment of electrodermal activity (EDA). The aim of this study was to identify patterns in EDA behavior when viewing emotionally charged images from a standardized database of affective stimuli, as well as during the completion of psychodiagnostics questionnaires. Various parameters of EDA dynamics were evaluated, such as the frequency and amplitude of the phasic component. An assessment was also made of the relationships between EDA parameters and the individual characteristics of the participants. Correlations were found between EDA phasic activity and such personality characteristics as anxiety, lability, and plasticity. Differences were also found in EDA activity when viewing affective images and when taking personality questionnaires. In the first case, the frequency of phasic bursts was higher, but in the case of taking the questionnaires, higher amplitude indices were recorded. Thus, the obtained data show the possibility of objective monitoring of a person's psychoemotional state. It can also be assumed that the EDA analysis in the future can be used as a biological marker in psychodiagnostics.
This article summarizes the fundamental scientific achievements of Nina Nikolaevna Korzh, a veteran of the Institute of Psychology Russian Academy of Sciences (USSR/RAS), in the fields of psychophysics and psychology of sensory/perceptive processes. She conducted experimental and theoretical research on sensory memory and color perception and led a group studying these processes, establishing a new scientific field: the study of memory in various sensory-perceptual modalities using psychophysical methods. The article reveals the dynamics of sensory standards manipulation in memory, as well as the paradoxical effect of higher recognition accuracy during long-term storage than immediately after presentation. The role is also revealed of individual significance, emotional, semantic, and aesthetic attitudes toward perceived sensory material in the memorization and reproduction of it. It is established that a "simple" sensory signal acts as a complex, multidimensional formation integrated into a system of past experience. Subjective spaces of color perception are constructed. N.N. Korzh's significant contribution is also reflected to the development of international collaboration between domestic and foreign psychologists.
The article is dedicated to the 105th anniversary of the birth of Evgeny Sergeevich Kuzmin (1921-1995), one of the founders of social psychology in Russia, Doctor of Psychology, Professor, Head of the Department of Social Psychology from 1968 to 1989, participant of the Great Patriotic War, awarded medals for the Victory over Nazi Germany. The scientific achievement of E.S. Kuzmin was the creation of a national school of social psychology at Leningrad State University. upholding its status as an independent science. He developed the theory and methodology of social psychology, substantiated its basic principles and structure. Under the leadership of E. S. Kuzmin, the first empirical studies of socio-psychological problems at industrial enterprises were carried out. In 1962, he organized the first laboratory of social psychology in our country at Leningrad State University, and in 1968, Evgeny Sergeevich founded the first department of social psychology in the USSR at Leningrad State University, developed a training program for specialists, and founded a specialization in social psychology. Under his scientific supervision, dissertations for the degrees of Doctor and Candidate of Psychological Sciences were defended. E.S. Kuzmin logically proved that the subject of social psychology is the communication of people with each other, and the object is the individual, small and large social groups. E.S. Kuzmin's contribution to science is as follows: he explained the historical development of the social on the basis of physiological and psychological processes; created the conceptual apparatus of social scientific of social described the of developed the basics of the methodology of social psychology; organized empirical research at industrial enterprises of our country; developed a classification of small groups and a classification of socio-psychological types of personality; He trained many talented scientists and teachers in the field of social psychology. E.S. Kuzmin is the author of the first textbooks on social psychology (1967, 1979), methods of social psychology (1977), social psychology of communication and socio-psychological training (1988).
The article presents materials revealing sex and age differences in disorders of certain body functions in people who have had a new coronavirus infection (NCI). Based on the analysis of diverse scientific publications from foreign and Russian studies, it was found that the frequency of NCI infection is higher in men. It was shown that changes in lifestyle associated with quarantine restrictions triggered the process of accelerated brain aging, especially in adolescent girls, whose brains aged by 4.2 years during the lockdown period, compared to adolescent boys, whose brains aged by 1.4 years. The coronavirus caused more severe cognitive impairment in men than in women. It was found that the pandemic had a significant impact on the perception of time and the formation of complex temporal cognitive models. Post-COVID syndrome (long COVID) affected most of the body systems in men and women, young girls, and young boys.
This article discusses the work of Yu.N. Oleinik and A.L. Zhuravlev on the issue of continuity and traditions in the history of psychology ("Scientific Traditions as a Mechanism for the Continuity of Psychological Knowledge", Psychological Journal, 2024, N0(-). 3-4). It continues the discussion of scientific traditions that has unfolded on the pages of the journal. Special attention is paid to examining the possibilities and limitations of the theoretical model for studying traditions proposed by Yu.N. Oleinik and A.L. Zhuravlev. Emphasis is placed on methods for identifying scientific traditions, and it is suggested that methods developed and tested for identifying scientific schools can also be useful for identifying scientific traditions. Using the example of the institutionalization of Soviet psychology at different stages of societal development, the difficulty of periodizing this process without taking into account the continuity of knowledge is demonstrated. The need for a qualitative analysis of the institutional forms of the identified traditions themselves is raised. It is noted that for the correct selection of a methodological apparatus for identifying and recording scientific traditions, it is necessary to differentiate the concepts of "scientific school" and "scientific tradition", as well as to use a number of constructive ideas expressed during the discussion.
This article examines the scientific and creative legacy of Ivan Vladimirovich Strakhov, an outstanding Soviet psychologist and one of the founders of the Saratov scientific school. His school is renowned for its comprehensive research on personality, interpersonal relationships, and interaction across various contexts of human existence, as well as on pedagogy, the learning process, and literary-artistic creativity. It reflects the key stages of the formation and development of the scientist's scientific views, as well as the positions that formed the basis of his research position and determined the vector of work of his students and followers. The author notes the breadth of the problem field developed by the scientist over the years, the organizational role of Ivan Vladimirovich in the formation of the Saratov Psychological School. The article also traces the continuity and development of Strakhov's ideas in the works of contemporary researchers within his scientific school. The subject matter and content of modern research carried out in line with the scientific tradition established by the scientist are analyzed. The appealto the scientist's legacy allows not only to restore the historical picture of the development of Russian psychology, but also to identify promising areas for further research and solving urgent problems of psychological science and practice.
The article discusses the problem of traditions in the study of the history of Soviet psychology, raised in the article by Yu.N. Oleinik and A.L. Zhuravlev "Scientific Traditions as a Mechanism for the Continuity of Psychological Knowledge" (2024). Attention is drawn to the relevance of the topic raised in the article. The problem of scientific traditions is considered as a specific example that provides a clear idea of the state of affairs in the modern Russian historiography of psychology in general and in the study of the history of Soviet psychology in particular. It is proposed to distinguish two types of traditions: (1) traditions as a subject of study (subject traditions, traditions-material) and (2) traditions as a research tool (instrumental traditions, traditions-tool). The article touches on the question of which instrumental traditions in the study of the history of Soviet psychology can be found in the works of Russian authors. In conclusion, it is concluded that the article by Yu.N. Oleinik and A.L. Zhuravleva is the starting point for the further development and institutionalization of the domestic history of psychology as a branch of psychology and a separate psychological discipline.
The article is a response to "Scientific Traditions as a Succession Mechanism of Psychological Knowledge" (the work in two parts) by Yu.N. Oleynik and A.L. Zhuravlev. The author highlights the significance of the work as it revealed the paradox of the situation of studying traditions in psychology and formed theoretical and methodological bases for their further systemic investigation in history and methodology of psychology and within the scope of historical and social psychology. The author suggests considering the tradition as a social and psychological phenomenon. The article draws attention to the existential essence of the tradition as the premise of existence and development of group and individual subjectness. The article analyzes the potential for studying scientific traditions as the succession mechanism and global factor of the development of psychological thought.
This study extends prior research on the intentional space of online discourse and focuses on the identification and description of users' positive intentions and their discursive markers. The empirical material consists of 63 posts on diverse topics and their discussions (4324 comments) across various online platforms between 2015 and 2024. The methodological basis is intent analysis, applied as an expert approach to assessing the psychological content of discourse, enabling the identification of users' intentions in process of interaction. The intentional space of online discourse is shown to comprise 43 intentional categories (7550 instances), with negative and neutral intentions prevailing. Eleven categories of positive intentions were identified, among which "praise", "expressing agreement", and "self-presentation" occurred most frequently. The distribution of three groups of positive intentions reveals a consistent pattern: the orientation toward providing a positive evaluation of the interlocutor's or third parties' actions outweighs the tendency to share positive emotions or to characterize oneself. Such shift of positive intention profiles is revealed across discussions of different topics. It points to users' sustained interest in the interlocutor and in joint engagement with the topic. Context-dependent discursive markers of positive intentions are described, including lexical, semantic, graphic, and punctuation means. Various nonverbal resources amplify expression of positive assessment intentions, which is uncharacteristic of neutral and negative intentions. The realization of positive intentions is marked by heightened emotionality, bringing them closer to negative intentions such as criticism and discreditation.
The relevance of studying anxiety-depressive syndrome is due to the spread, as well as the risk of developing depressive disorders with persistent impairment of cognitive and emotional functions, leading to impaired social adaptation. The aim is to diagnose cognitive and emotional disorders in patients with anxiety-depressive syndrome and to evaluate the effectiveness of a comprehensive cognitive training course of comprehensive cognitive training using the DASS-21 scale and EEG analysis. The aim is to diagnose cognitive and emotional disorders in patients with anxiety-depressive syndrome and to evaluate the effectiveness of a comprehensive cognitive training course using the DASS-21 scale and high-frequency EEG bands analysis. Methodology. Patients with anxiety-depressive syndrome (32 people) and a control group (20 people), aged 20-35 years. Methods: comprehensive cognitive training, assessment using the Hamilton scale; DASS-21 test scales; EEG monitoring, analysis of the spectral power of high-frequency bands responsible for the mental activity and emotional sphere of patients. The results of 4-fold testing of depression, anxiety and stress levels using the DASS-21 scale were analyzed. Depending on the stage of the training, patients have a significant decrease in the number of points. The maximum number of points is on day 1 of the training, and the minimum is at the end of the course, in case of regular attendance of training sessions. These scales correlate with the results of spectral activity of high-frequency bands. In patients, the maximum power is observed on day 1 of training in the temporal and parietal regions on the left and in the occipital region (lead group 2), and in the control group in the frontal region on the right (lead group 1). Depending on the day of training, patients experience a decrease in power in the area of group 2 leads and an increase in the area of group 1, which brings the data obtained closer to the control group. DASS-21 data correlate with EEG results, confirming its compliance with the set objectives. Evaluation methods have shown the effectiveness of the comprehensive training to restore impaired emotional and cognitive functions, which contributes to improving the quality of life and maintaining working capacity.
The study is aimed to overcome the contradiction between the relevance of the resource potential of various types of social identity (including ethnic identity) research among modern Russian high schoolers and the lack of appropriate methodological tools in Russian. The aim of the study is to develop and validate the psychological questionnaire for identifying the motivational potential of ethnic identity among Russian high schoolers. The concept of "motivational potential of ethnic identity" unites the motives of identity (the selfesteem, the belonging, the continuity, the meaning, the distinctiveness, the efficacy motives) presented in the theory by V. Vignoles. The authors of the article identify the motivational potential of ethnic identity as the possibility of ethnic identity to meet the individual's significant needs. The sample included 329 Russian high schoolers aged 15 to 18 years old, who were Russian citizens and identify themselves as representatives of Russian ethnicity. In the sample 156 high school students were from Smolensk (average age = 16.3, SD = 0.49; 37% male) and 173 high school students were from Khabarovsk (average age = 16.8, SD = 0.71; 34% male). Empirical data was collected in an anonymous survey in May 2023. The research questionnaire contained the items of the developed questionnaire "Motivational potential of ethnic identity", the modified version of the Identification with All Humanity Scale (IWAH) by S. McFarland in T. Nestik's adaptation, the questions on Russian citizenship and belonging to the Russian ethnic group and the questions on socio-demographic parameters of respondents (gender, age). For statistical analysis we used SPSS Statistics version 23 and AMOS version 23 software. We used Cronbach's Alpha criterion to assess reliability and internal consistency of the questionnaire scale. We assessed the construct validity and equivalence of the developed questionnaire in two regional samples using a multigroup confirmatory factor analysis. We used the Pearson correlation coefficient to test the convergent validity of the questionnaire. The results of the study showed that the developed questionnaire can be used for research purposes as a method for assessing the motivational potential of ethnic identity among Russian high schoolers.
The various stages of the formation of Chinese scientific psychology are analyzed in the context of the special influence of Soviet scientific psychology on the scientific picture of the world of China, and, in particular, the so-called "Vygotsky phenomenon". It is noted that the key provisions of L.S. Vygotsky's cultural and historical approach occupy an important methodological position in the Chinese psychological and educational paradigms. The influence of L.S.'s ideas is emphasized. Vygotsky's contribution to the development of such branches of psychology in China as the history of psychology, general psychology, developmental psychology, art psychology, child psychology, educational psychology, etc. A brief historical overview of the representation of L.S. Vygotsky's ideas in Chinese psychology is given, and a comparative analysis of the reflection of the stages of formation of Soviet scientific psychology in the formation of the methodology of Chinese psychology is presented. The article describes the current state of the methodology of scientific psychology in China, as well as the relevance of the role and significance of L.S. Vygotsky's ideas for it. The prospects and trends of the development of Chinese psychology are outlined, taking into account the cultural and historical approach.
This article examines the interaction between theory and history in psychology. It is demonstrated that the history of psychology fulfills various theoretical functions and also has methodological potential. The problem of methodological analysis of psychological theories from past historical periods is substantiated, describing its focus on identifying methods for theory development and the prospects for its methodological application. The positions of Soviet and contemporary Russian philosophers and scientific methodologists are served as the foundations of historical and methodological research. The program for historical-methodological analysis is presented, consisting of identifying the levels of methodology, levels of knowledge, and functions of psychological theory.
The article is focused on the study of the relationship between children's theory of mind and the characteristics of their interaction with the caregiver in family. Based on the ideas about young children developing at an early age in the "mother-child" system, it was assumed that there is a correlation between the indicator of the theory of mind and the characteristics of interaction on the side of the mother, the child, and in the dyad. The study participants were 31 children without medical and biological risk factors aged 12 to 50 months (M(SD) = 28.6(8.98) months) and their mothers (30.7(6.38), 20 to 45 years old) with above-average education level, living mostly with an only child in a full family with average and above-average income. To assess the theory of mind, items extracted from the personal-social scale section of the BDI method ("Battelle Developmental Inventory") were used, and a 5-minute videotape of their interaction was analyzed using the PCERA method (" The Parent-Child Early Relational Assessment") to study the mother-child interaction. The results indicate a significant positive relationship of the theory of mind indicator in children with the characteristics of interaction on the part of mothers (expression of pleasure toward child during interaction, social initiatives, absence of negative physical contact), on the part of children (self-organization/self-regulation, adaptive abilities, persistence in achieving the goal, ability to focus and sustain attention, absence of focusing on the mother`s emotional state) and in dyad (absence of tension and anxiety). The findings are discussed in terms of the forming of children's understanding of mental states in the context of their primary socio-emotional environment.
A key challenge of contemporary psychology is to overcome the contradictions between scientific knowledge and practice-oriented activity, recognizing the complementarity of theoretical inquiry and action-transformative embodiment. On the basis of the conceptual theory of "interaction and development", Y.A. Ponomarev carried out a more complete interpretation of the results of experimental activity in solving creative problems, showed a wide application of the law of transformation (the law of SLS). The essence of the law is presented in the heuristic model of the psychological mechanism of behavior (creativity) with its "two-pole organization of interacting systems", in the limit constituting the organic and inorganic pole of the Universe. In the space of these poles the evolution and new semantic filling of the term "interaction" are shown. The stage-based development of psychological theory underpins the theoretical and practical implementation of action-transforming strategy of behavior. The possibility of practical application of the action-transformative approach in personality-cholic psychology is shown. The paper shows the vectors of development of action-transformative strategy through the interdisciplinary integration of psychology and artificial intelligence. Based on the stage approach and the concept of "interaction", the transition from description to modeling and behavioral management in the digital environment is substantiated. A dual-circuit model for analyzing and interpreting the behavior of users of the digital environment is presented. The first circuit includes neural network methods for predicting the academic and professional success of an individual on the basis of his/her digital footprints. The second circuit is focused on the interpretation of the textual content of digital environment participants by means of large language models with the subsequent reflexive optimization of classification criteria. The possibilities of valid operationalization of behavioral indicators and their theoretical interpretation within the framework of modern psychological methodology are shown.
Reconstruction of the continuity of the contribution to the formation of the scientific tradition of the Psychological Institute is important for a critical understanding of the history of the Soviet psychology's formation. In order to characterize the historiography of the formation of the institute scientific tradition under the leadership of G.I. Chelpanov and L.S. Vygotsky conducted a comparative analysis of specialized monographs published by Russian, American and European historians of psychology. It is revealed that Western authors note the role of G.I. Chelpanov both in creating the organizational base of psychological education and experimental work, and in providing conditions for comprehensive research, the coexistence of different approaches and laboratories in the structure of the institute. Already in the 1950s in American historiography there was an idea about the development of the problem of consciousness by L.S. Vygotsky's as a return, at a new level, to ideas rejected during the criticism of G.I. Chelpanov's position. And in the 1980s, the tradition of openness to different research strategies, laid down by G.I Chelpanov, was defined as a condition for the development of L.S. Vygotsky's system of views. In Soviet historiography, the scientific position of G.I. Chelpanov was criticized as "idealistic", his scientific tradition was not analyzed, and even his organizational efforts began to be recognized only in the last third of the century. The results of the analysis allow us to enrich Russian historiography with an idea of the role of G.I. Chelpanov in the formation of the scientific tradition of the Psychological Institute in its object interpretation. For the productive research work of the next generation of employees, including under the leadership of L.S. Vygotsky, it was important to have and own such objects of the scientific tradition laid down by G.I. Chelpanov as the organizational structure, material and technical base, personnel, and such methodological principles of scientific activity as orientation to the experimental method of studying mental processes, solving the problem of consciousness and openness to the development of various scientific approaches.
Using the task of distinguishing short time intervals, two series of experiments (N = 28; N = 51) were conducted to assess the dynamics of behavioral indicators (psychophysical: indicator d' and decision criterion beta, as well as the variable "response time") in learning and improving a skill (assessment of the dynamics of the interrelationships of these indicators). From the standpoint of the system-evolutionary approach, learning is considered as the process of acquiring a new element of experience, integrating it into the existing structure of an individual's experience under a new system and existing systems, and skill improvement as a further reorganization of experience by changing intersystem relationships. It is shown that the era corresponding to learning is characterized by a higher relationship between performance and decision-making criteria. The era corresponding to improvement is characterized by a missing relationship between performance and decision-making criteria (before and after improvement - direct or absent). It has been shown that the era corresponding to learning is characterized by a lack of connection with the response time, and corresponding to improvement, by the presence of feedback.
This article examines the fundamental premises of understanding psychic reality based on David Bohm's concept of the implicative order. Arguments are presented for expanding the classical mechanistic paradigm. It is shown that psychic reality can be viewed as a unique multidimensional structure that folds and unfolds during an individual's interaction with the world. Particular attention is given to D. Bohm's concept of "cold motion" and the relationship between implicit states of consciousness and explicit phenomena, including through analogy with the holographic principle and quantum concepts of nonlocality. This holistic approach opens up prospects for rethinking the "inherent ontology" of the psyche. The final section discusses how the proposed ideas can be applied in modern scientific psychology to clarify and develop theoretical constructs (for example, "cognitive resource"), as well as to form an integrative paradigm in which the mental and physical aspects of reality are interpreted as aspects of a single, multidimensional whole.
This article presents the results of the third stage of studying A.L. Zhuravlev's publication activity in the history of psychology. Following on from the previous section, which included the results of a bibliometric analysis of the scholar's historical and psychological publications (the first two stages of the study), this paper presents the results of a qualitative, substantive study. Using thematic analysis, the main sections that unite the scholar's historical and psychological publications on specific issues and areas have been identified and characterized. It is substantiated that all of A.L. Zhuravlev's publications in the history of psychology and his works with a historical and psychological focus can be divided into the following thematic blocks: the study of personalities, the history of scientific organizations and centers, the history of scientific trends and schools, the theory and methodology of the history of psychology, and the event-based history of psychology. It is concluded that the scholar's historical and psychological interests are connected with all the main sections of traditional research in the history of psychology, which allows us to speak of A.L. Zhuravlev's serious involvement and important contribution in the study of key objects and the development of leading directions in the history of Russian psychology.
