Background. Reflection, determining the boundaries of knowledge and ignorance, is an essential component of the ability to learn and to overcome the limits of one’s own ignorance. The determining reflection can be developed in primary school students through a full range of educational activities: in the area of subject-conceptual action responding to the question “How can I do this?”; in the area of collaboration answering the question “How do others do this?”; and in the area of self-awareness replying to the questions “Can I do this? What do I need to do this?” Objective. The goal is to expand the arsenal of educational tools aimed at developing the reflective capabilities of primary school students by adding a tool that addresses the self-awareness of students when completing the teacher’s assignment. The article is meant to investigate the effectiveness of a new tool for reflective action. Study Participants. The experimental sample included 78 second-graders (47% girls); their curriculum, from the very first grade, included a new reflective development tool. The control sample comprised 55 second-graders (47% girls). Both samples studied at the same school using the same curriculum developed within the Elkonin — Davydov educational system. Methods. Genetic-modelling experiment with built-in systematic diagnostics of intermediate results was conducted. Results. Even before learning the concept of “orthogram,” children in the experimental sample ask more intelligent questions when uncertain about their spelling (hereinafter, intelligent questions are those that indicate a real problem of choice, where the person asking has no basis for making that choice). Only in the experimental sample, both before and after learning the con- cept of “orthogram,” the number of spelling errors for weak phoneme positions reveals the significant negative correlation with the number of intelligent questions concerning orthogram spelling. Conclusion. Children’s search initiatives centre on situations of uncertainty requiring a clear distinction between the known and the unknown and a request for missing information. We supplemented these “simulators” for determining reflection with the sign of doubt as a tool in educational communication. Initial evidence has been obtained that the sign of questioning, or doubt has begun to function fully, both operationally and technically, as a marker of uncertainty, and semantically, as a self- message: “I know that I don’t know this.” In the follow-up, we will proceed with the studies of the evolution of the function of doubt, the transition from interpsychic interaction in the educational community to the individualised ability to recognise one’s ignorance characteristic of a person who knows how to learn.
Background. Contemporary authors emphasise the importance of play for the development of preschool-aged children. According to L.S. Vygotsky and D.B. Elkonin, the influence of play on the development of preschoolers is comparable to the role of educational activity in the development of schoolchildren; in both cases, the zone of proximal development is cre- ated. In this context, studying the structure of play as well as considering the concepts of an imaginary situation, play role, rules and opportunities in the play are relevant for understanding child development and improving pedagogical approaches in preschool institutions. Objective. The aim of the study was to examine a specific developmental line of role-playing games associated with the con- struction of a possibility space. Methods. Theoretical analysis of the problem of play as a situation of interaction between a child and society, in the works of L.S. Vygotsky, D.B. Elkonin and other authors, thematic synthesis of ideas about play in the context of the concept of possibility. Results. It was shown that preschoolers distinguish between normative and imaginary situations. One of the findings of the analysis was that a rule is viewed not only as a prescription for action but also as an opportunity to act in a certain way, i.e., as a sanctioned opportunity. In this case, culture appears as a space of objectified possibilities. In play, the role adopted by the child, through the corresponding role-rules, determines the paths to their realisation, which form the basis of the play culture of the kindergarten as a space of possibilities. In play, two types of possibilities are defined: those set by adults and those discovered by the child. According to A.N. Leontiev, the process of activity can occur at three levels - the operational level, the level of action, and the level of activity, which presupposes the presence of corresponding possibilities. Accord- ingly, the possibilities of play activity also differ by level. Objective or objectified play possibilities are distinguished. They are set by adults in relation to play objects (toys) and are of a levelled nature. In addition, subjective possibilities, established by children, are also distinguished. Conclusions. The concept of opportunity allows us to systematically describe play in the logic of interaction between the child and society. Subjective possibilities can be objectified in play activities depending on the development of children’s abilities, allowing children to go beyond the established objective play possibilities and develop the play space.
Background. Emotional development and stress levels in preschool children largely determine their future academic and social success. Therefore, devising programmes aimed at developing emotional competence and reducing stress are considered one of the important directions in preschool education. Objective. The goal is to evaluate experimentally the effectiveness of the “Look. See. Discuss” programme, devised for emo- tional development and reduction of behavioural manifestations of stress in preschool children through a structured discussion of paintings. Study Participants. The study participants were 62 children aged 5–6 years (M = 5.34, SD = 0.35; 34 boys, 28 girls), randomly assigned to experimental (n = 30) and control (n = 32) groups. Methods. An experimental study involved a control group and two diagnostic assessments (pre-test and post-test). Children's emotional development was assessed with the Test of Emotion Comprehension; an adapted version of the Perceived Stress Scale for Children was used to assess behavioural manifestations of stress; a parent questionnaire was administered to collect necessary demographic data about the study participants. At the stage of statistical data analysis, one-way analysis of covariance (ANCOVA) with the correction for multiple comparisons was used as the main criterion. Results. After completing the “Look. See. Discuss” programme, participants in the experimental group demonstrated a statisti- cally significant greater increase in emotion understanding and a significantly greater reduction in behavioural manifestations of stress compared to the control group. Conclusions. The “Look. See. Discuss” programme is an effective tool for emotional development and reduction of behavioural stress indicators in preschoolers. The work contributes to the development of the cultural-historical approach by demonstrating the possibility of operationalising the phenomenon of perezhivanie in the design of a formative experiment.
Background. Recent studies show a significant increase in childhood mental disorders. This indicates the need for early differentiation between psychological well-being and maladjustment through the use of validated and reliable tools to enable subsequent psychological support for the groups at-risk. Objective. This study aims to identify the factor structure, validity, and reliability of the Strengths and Difficulties Questionnaire based on the maternal assessment of behavioural characteristics in preschool and early school-age children. Study Participants. The final sample comprised 884 participants. 686 were mothers of preschoolers whose age was between 24 to 50 years (M = 35.90, SD = 4.92) — their children being aged 55 to 91 months (M = 72.87, SD = 4.70), 51% of which were boys. The other 198 participants were mothers of first-graders whose age was between 26 to 52 years (M = 38.43, SD = 5.01) — their children aged 82 to 104 months (M = 94.71, SD = 4.56), 48% of which were boys. Methods. Data collection was performed using the Strengths and Difficulties Questionnaire (SDQ), the Childhood Executive Functioning Inventory (CHEXI), and the Perceived Stress Scale for Children. Data analysis was performed using exploratory, confirmatory, and multi-group factor analysis, reliability coefficients (McDonald’s omega, Cronbach’s alpha, Guttman’s lambda), descriptive statistics, correlation analysis (Spearman’s coefficient), and comparative analysis (Mann — Whitney U test). Results. The three-factor structure of the SDQ demonstrated the most acceptable indices compared to the five-factor model. The SDQ showed measurement invariance across the child’s gender and age, while reliability and validity analyses of its scales yielded acceptable results. The SDQ scales showed associations with both the child’s level of perceived stress and regulatory characteristics. Gender and age differences were found: first-graders and girls of all ages showed lower level of externalising problems. Moreover, girls demonstrated a higher level of prosocial behaviour than boys. Conclusions. The three-factor structure of the SDQ, which comprises the scales of externalising behaviour problems, internalising behaviour problems, and prosocial behaviour, is more appropriate for identifying psychological well-being at preschool and early school age.
Background. The question of the nature of magical thinking has long remained a subject of debate in psychology. The classical view of J. Piaget, which regards magical thinking as a dominant feature of preschool age that disappears with maturation, con- tradict the findings of contemporary research. The relevance of this study is driven by the need to reconsider the role of magical thinking in cognitive development and everyday life, as well as to explore possibilities for its practical application in education, communication, and advertising, given the persistence of magical and superstitious beliefs even in highly industrialised societies. Objective. The aim of this study is to analyse the phenomenon of magical thinking in children and adults, to examine the func- tions of magical thinking and belief in the magical, and to investigate the potential practical applications of this phenomenon. Methods. The study employed a review of classical and contemporary research on the phenomenon of magical thinking, includ- ing cross-cultural comparisons. Results. It is demonstrated that magical thinking does not disappear with age but rather undergoes transformation, coexisting with rational beliefs. In preschool-aged children, despite verbal rejection of magic, they exhibit genuine belief in it through practical actions. Among educated adults, magical thinking persists in a latent form, becoming activated in situations of high uncertainty or personal significance (such as health or life risks). Key functions of magical thinking are identified: the fulfill- ment of unrealised desires, the liberating role of fantasy, animism as a mechanism for understanding the world, the creation of meaning, and the illusion of control. It is shown that incorporating magical elements into tasks fosters creativity and improves the distinction between fantasy and reality in children, while in adults, it enhances brand recall in advertising. Conclusions. Magical thinking is a fundamental feature of the human psyche that persists throughout life and coexists with rational thought. Magical thinking performs numerous positive functions and may find practical applications in psychotherapy, education, commercial advertising, medicine, politics, and the entertainment industry.
Background. In recent years, stress levels have been steadily rising worldwide, leading to negative consequences such as reduced self-regulation, conflicts, and lower academic performance in schoolchildren. It is necessary to identify cultural tools for coping with such situations as early as preschool and primary school age. A sense of humor is one coping strategy that helps children deal with stress and it also improves social connections. The development of a sense of humor is becoming a pressing issue, as humor is one of the most productive and environmentally friendly cultural means of self-regulation. Objective. The study aims to identify the factors that make the greatest contribution to the development of a sense of humor (e.g., humor production) in children of older preschool and primary school age. Study Participants. The study involved 390 children aged 52 to 116 months, divided into two groups: 154 preschoolers (76 boys) and 236 primary schoolchildren (111 boys) from educational institutions in Moscow and Kazan. Methods. The children underwent assessments of executive functions and theory of mind, emotion comprehension, dialectical thinking skills, and imagination. They also constructed stories based on a series of pictures and invented funny stories based on pictures. The obtained data were statistically processed to build regression models of the contribution of the considered factors to humor production in children, separately for preschool and primary school age groups. Results. The results showed that the factors making the greatest contribution to the development of humor production in preschool- ers are age, working memory, inhibitory control, coherent speech skills, and imagination. In primary schoolchildren, the greatest contribution to humor production is made by dialectical thinking, emotion comprehension, and verbal working memory. Conclusions. The study demonstrated how cognitive and emotional factors contribute to the development of humor production at different stages of childhood, which can facilitate the development of effective tools for fostering humor in children aged 5 to 9 years.
Background. The article is written on the eve of the 100-th anniversary of L.S. Vygotsky’s monograph “The Historical Mean- ing of the Psychological Crisis” (HMPC), in which the issue of building a general psychology occupies a significant place. The appeal to L.S. Vygotsky’s ideas is especially relevant against the background of the loss of general psychology’s leading posi- tions in the modern system of psychological knowledge and the transfer of the function of generalising scientific knowledge to interdisciplinary research. Objective. The article is focused on the consideration of Vygotsky’s concept of general psychology in the context of the ideas and criticism of general psychology of his time and in connection with the current state of psychological science. Methods. The methods of theoretical reconstruction and comparative analysis are used. Results. Vygotsky’s call for the construction of a general psychology was put forward in the context of the crisis of existing general psychology. As an alternative, programmes of real psychology (A.R. Luria) and concrete, or dramatic psychology (G. Politzer) were suggested. Vygotsky’s approach was focused on retaining the category of the general in psychology and finding the general principle for explaining all mental phenomena. Vygotsky’s understanding of the general changed from the “abstract-general” in the HMPC to the “concrete-general” in the cultural historical theory. There is a division of cultural psychological functions into elementary (common to most people) and higher (personality functions). This corresponds to the ideas of existentialists about two modes of human existence — anonymous and private. The question of the relationship between general psychology and personality psychology remains unresolved. Conclusions. Vygotsky’s concept of general psychology is one of the options to understand general psychology in the history of science. This project was not implemented either by Vygotsky himself nor by his followers. Moreover, in the works written after the HMPC, Vygotsky puts forward the idea of creating a discipline general to the group of sciences, including psychology. This allows us to consider L.S. Vygotsky as the forerunner of an interdisciplinary approach in modern psychology. At the same time the functions of general psychology in the system of scientific disciplines need to be re-interpreted.
Background. In contemporary school education, as well as in adult education, there is a noticeable shift in the attitude towards learners’ errors. Both researchers and practitioners increasingly argue that errors are beneficial, as they provide insight into the di- rection for further progress. However, there is no unified understanding of the exact mechanism through which an error leads to a new method or new knowledge. At a theoretical level, the issue of error functions reflects the current state of the problem of the development of scientific concepts, originally posed by L.S. Vygotsky, since the development of concepts presupposes a change in prior, erroneous conceptions. Objective. The goal is to identify the main functions of errors in the process of learning, on the one hand, and in the process of creative thinking, on the other, from the perspective of L.S. Vygotsky’s Cultural-Historical approach. Methods. A comparative analysis of psychological theories and studies of learning and thinking from the perspective of the role attributed to errors in the process of problem-solving. Results.The analysis identified functions of errors common to both learning and thinking research: (1) the absence of a positive function (error as an artifact that hinders the search for a solution); (2) the stopping function (error signals an incorrect action and requires its termination); (3) the specifying function (error allows for clarifying the boundaries of the applicability of the method being used); and (4) the transformational function (analysis of the content of the error leads to the generation of a new method).It is demonstrated that in most approaches, errors primarily serve to refine and specify “prior” knowledge or method. Only the transformational function ensures a substantive transition from the old to the new, a process identified in Marxist dia- lectics and the cultural-historical approach as “sublation” (Aufhebung / snyatie). Conclusions. A comparison of studies on learning and thinking reveals a similar understanding of the functions of errors within them, among which the transformative function should be considered as the most interesting. The implementation of this func- tion in education requires a shift from simply provoking errors to designing learning tasks in which the error becomes a source of transforming an old way of task solving into a new one. Further development of this problem is connected with turning to the category of ‘sublation’ (Aufhebung / snyatie) as a mechanism for transition between systems of concepts.
Background. Most research on play focuses on peer interactions or educational contexts, whereas the phenomenon of parent-child co-play remains understudied. It is this co-play that is a key factor in emotional well-being, providing emotional connectedness and establishing a foundation for parent-child communication. The adult, by organising the play environment, acts as a cultural mediator: in the process of interaction, values, beliefs, and behavioural models that influence the child’s personality develop- ment are transmitted. Objective. To identify types of family gaming practices that differ in the degree of congruence between the preferences of parents and preschool-aged children. Study Participants. 42 864 parents (96.9% women) of children aged 2–7 years (M = 4.68). Methods. Congruence of gaming preferences was analysed based on parents’ responses to two survey questions. Firstly, about the child’s gaming preferences and secondly, about their own preferences for co-play. Additionally, questions about parenting style, leisure activities, and attitudes toward play were used. Latent family profiles were identified based on 12 binary indicators of congruence; the χ² test was used to compare clusters (using SPSS 27). Results. Five clusters were identified. Cluster 1 (58.9%) is characterised by minimal overlap between parents’ and children’s game preferences, a tendency towards authoritarian parenting styles, and a preference for passive forms of leisure. Cluster 2 (“creative”, 5.7%) reflects a gender-specific pattern of socialisation for girls. Cluster 3 (“intellectual”, 22.4%) focuses on structured games such as puzzles and board games. Cluster 4 (4.2%) records the maximum coincidence of game preferences, democratic parenting style, and high parental involvement. Cluster 5 (“physically active”, 8.8%) reflects the gender-specific pattern of boys’ socialisation. Conclusions. The degree of interest congruence is associated with parenting style and leisure organisation. Polar models range from perceiving play as a child’s space to a field of partnership. Gender stereotypes influence the content of parent-child interac- tion. The identified types allow for the identification of family practices to develop recommendations for expanding shared play experiences and enhancing psychological well-being.
Background. The assessment of auditory-verbal functions in children is important for understanding the general patterns of their development. It is also necessary for identifying children with weaknesses in this area and providing them with appropriate correction and development. Despite the existence of numerous diagnostic methods for evaluating these functions, the develop- ment of novel tools and the estimation of their sensitivity persist as significant and pertinent endeavours. Objective. The objective of this study is to assess the effectiveness of a developed procedure for reproducing pseudo-words (PW) in evaluating the state of auditory-verbal functions in primary school children. Study Participants. The study involved 129 elementary school students, including 54 second graders and 32 third graders without learning disabilities (LD) and 23 second graders and 20 third graders with LD. Methods. All children completed the “Pseudowords” methodology developed by the authors. This method included two sets of PW with varying degrees of similarity to real words, varying in length (two- and three-syllable PW) and number (presented individually or in pairs). The auditory stimuli were presented to the subjects, who were instructed to reproduce them with the maxi- mum degree of accuracy. The responses of the subjects were recorded and subsequently analysed. The children also underwent a neuropsychological assessment including evaluation of their auditory-verbal information processing and executive functions. Results. An analysis of the data demonstrated that, in general, children with learning disabilities tend to reproduce PW less accurately. In addition, the success of reproduction decreased with increasing length of the stimuli and their number in both groups. However, this effect was more pronounced in the LD group. A comparison of the two types of PW — those similar to real words and those dissimilar to real words — revealed that PW close to real words are reproduced better than those far from real words. Furthermore, the effects of PW length and number are more pronounced when reproducing PW that are dissimilar to real words. The expected correlations between the results of the method and neuropsychological indicators of auditory-verbal information processing and executive functions were also identified. Conclusion. The proposed method demonstrates sensitivity to the evaluation of auditory-verbal information processing func- tions in children with developmental disorders. Due to the variety of stimuli (pseudowords of different types and lengths), it can be utilized to study the patterns of development and conduct a detailed assessment of the state of auditory-verbal information processing functions in primary school children with normal and abnormal development.
Background. The phenomenon of disease perception is of interest to modern specialists in the field of psychogastroenterology due to the fact that it largely determines the course and outcome of therapeutic interventions. The study of how the perception of the disease, its causes and consequences are related to somatic and psychological distress in persons with digestive diseases is a promising line of research in this direction. Objectives. The study focuses on the perception of the disease in people with digestive diseases and its relationships with symptoms of somatic and psychological distress. Study Participants. The study involved 138 persons who participated in online groups of patients with digestive diseases and medical forums with consultations of gastroenterologists. The participants were adults and had at least one digestive disease confirmed at a full-time appointment with a gastroenterologist (gastritis, pancreatitis, cholecystitis, etc.). Methods. To test the participants, a questionnaire was compiled containing the Revised Illness Perception Questionnaire (RIPQ), Somatic Symptom Scale-8 (SSS-8), Generalised Anxiety Disorder-7 (GAD-7), and Patient Health Questionnaire-9 (PHQ-9). Results. The perception of the disease was closely related to the symptoms of somatic and psychological distress in persons with digestive diseases. A more positive perception of the disease was associated with a lower burden of somatic, anxious, and depressive symptomatology, and by contrast, a more negative perception of the disease was associated with a greater burden of somatic, anxious, and depressive symptomatology. The nature of the cause of distress turned out to determine person’s tendency to somatic and psychological attributions: with somatic distress. People tended to “somatise” the causes of digestive diseases, linking the development of the disease with the loss of immunity; those, experiencing psychological distress, tended to “psychologise” the causes of digestive diseases, explaining the development of the disease by stress, anxiety, tension, and emotional state. Conclusion. The significant role of the disease perception in somatic and psychological distress in persons with digestive diseases determines the importance of developing preventive and therapeutic interventions to maintain a more positive perception of person’s chronic diseases.
Background. The relevance of the study is due to the availability of a few scientific papers studying the dynamics of the emotional state of mothers during the first year after the birth of a premature baby. Objectives. The aim of this study was to identify the dynamics of emotional state in mothers of infants born significantly prematurely. Study Participants. The long-term study involved 30 women in the situation of giving birth significantly prematurely (28–31 weeks) at the age of 29 to 41 years. Methods. The longitudinal study was conducted in 2 stages: during the first week after the birth of a premature baby and after 12–14 weeks. The following techniques were used in the study: The Perinatal Anxiety Screening Scale — PASS-R in the adaptation of M.A. Korgozha and A.O. Evmenenko, Edinburgh Scale of postpartum depression in the adaptation of G.E. Maso, L.I. Wasserman, M.V. Shamanina, clinical questionnaire for the identification and evaluation of neurotic states by K.K. Yakhin and D.M. Mendelevich. Results. In the emotional state of mothers during the first week after the birth of a significantly premature baby, symptoms of anxiety and specific fears characteristic of the perinatal period are present. After 12–14 weeks, a more pronounced pattern of symptoms is observed. At the second stage of the study, 12–14 weeks after giving birth, the emotional state of women showed symptoms of postpartum depression, asthenia, and autonomic disorders. Conclusions. An analysis of changes in the emotional state of mothers of children born significantly prematurely, including an analysis of symptoms of perinatal anxiety, postpartum depression and asthenia, shows that 12–14 weeks after the birth of the child, mothers have deviations from the average normative values for all the studied indicators. The conducted research substantiates the need for the further study of the indicator dynamics in the emotional state of mothers, taking into account the category of prematurity of children by the time of birth, which will make it possible to identify targets in providing comprehensive medical and psychological assistance to mothers both at the hospital and at the outpatient stage of medical rehabilitation.
Background. Children’s success in school requires a high level of cognitive abilities. Chess training, the popularity of which among children is growing, can help promote cognitive development. Research on the relationship between cognitive abilities and chess skills is becoming relevant, especially in the view of the recommendations for the integration of chess into educational programmes for children. However, research findings on the relationship between chess skills and cognitive ability are inconsistent. Objectives. The aim of the current work was to classify and systematize empirical studies aimed at investigating the relationship between cognitive abilities and chess training in children 5–12 years old. Methods. A literature review was conducted using the PRISMA method. 273 English-language and 90 Russian-language articles corresponding to the search query were found. As a result of screening and selection, 18 studies were included in further qualitative analysis. Results. Two main approaches to studying the relationship between chess classes and cognitive abilities in children were identified in the analysis: general cognitive abilities and special cognitive abilities. It was shown that children who attend additional chess classes have higher levels of intelligence and visual-spatial abilities. In addition, teaching children chess promotes the development of mathematical problem solving and mental numeracy skills in schoolchildren. However, there has been a lack of research on the relationship between chess lessons and regulatory functions in children, despite the significant predictive value of these cognitive abilities. Conclusions. The conducted theoretical review demonstrated the significance of chess in children's cognitive development, on the one hand; and, on the other hand, allowed us to outline the prospects for further research in this area, in order to obtain reliable and less ambiguous results. The materials of the article can be useful for planning research in the field of child development and educational psychology.
Background. This article delves into the evolution of extra-familial childcare in France since the 19th century, reflecting on the socio-economic pressures and societal values that have shaped its development. It highlights how France's approach to childcare is deeply interwoven with its social policies, economic developments, and changing family structures. Objective. The main aim is to analyze the historical trajectory and current state of childcare systems in France, addressing the dynamic interplay among policy, societal needs, and economic factors. It also assesses how these elements influence the quality and availability of childcare. Methods. The study reviews existing data on childcare utilization, policy impacts, and demographic trends affecting children under three years of age in France. The methodology includes a comprehensive review of historical documents, policy analyses, and current statistical data from organizations like ONAPE (l’Observatoire national de la petite enfance) and DREES (Direction de la recherche, des études, de l'évaluation et des statistiques) to construct a detailed picture of the childcare landscape in France. Results. The research reveals that France has one of the highest childcare coverage rates in the OECD, facilitated by a mix of public and private provisions. However, recent shifts towards privatization have sparked debates concerning the quality of care and commercialization risks. Current systems face challenges due to economic constraints and changing demographic patterns, with a notable trend towards increased private sector involvement in childcare services. Conclusions. While France has made significant strides in providing childcare, ongoing economic pressures and evolving social norms continue to shape its landscape. The balance between public welfare and private enterprise, alongside the quality of childcare, remains a critical area for future policy and societal debate. As France continues to adapt to these challenges, the trajectory of its childcare systems will likely serve as a bellwether for broader social policy shifts in the country.
Background. The problem of the relationship between thinking and speech is fundamental for psychological science: it underlies the understanding of formation and functioning of human consciousness, marked by its speech form. The study of aphasia is one of the promising areas of research into the relationship between these functions, which also has important practical significance in the field of neuropsychological rehabilitation. Objective. The aim of the study was to compare the views of two researchers working within cultural-historical psychology on the subject of the relationship of thinking and speech, using the example of sensory aphasia. Methods. The principles underlying the supposed mechanism of aphasia were compared to the principles of the relationship between thinking and speech, as revealed in general psychology. From the side of aphasic disorders, the main emphasis was placed on the analysis of the works of A.R. Luria and the disciples of his school, while a more general analysis of the connection between thinking and speech is based on the classical works of L.S. Vygotsky and his student R.E. Levina. The history of the development of the view on the problem of thinking and speech in the works of representatives of structuralism, functionalism, gestalt theory, and other schools was also briefly considered. Results. As a result, a discrepancy in understanding the relationship between these two mental functions was revealed: according to L.S. Vygotsky’s view, thinking and speech are in unity and mediate each other, therefore different forms of aphasia are different variants of the impairment of this unity. While, based on the analysis of A.R. Luria’s works, it can be concluded that aphasia is a primary impairment of speech with or without slight secondary thinking disorder. Conclusion. The difference in the approaches of the two scientists to the problem of relationship between thinking and speech revealed in the work allows us to move on to the further application of L.S. Vygotsky’s ideas about the inextricable unity of speech thinking in the study of aphasia. Variants of aphasic disorder can be understood as various forms of disturbance of mental-speech unity, and not as a primary speech disorder.
Background. Contemporary researchers explore the perception of a situation by analysing the cues of an environment and the subjective meaning attributed to the cues by an individual. A recent study has shown that people with various attitudes to life changes describe the indications of a situation of change with similar frequency; however, they differently interpret and evaluate these indications. Continuing this rationale, this work is focussed on resolving the issue of a qualitative analysis of such indications and the structure of a perceived situation. Objectives. The study aims to develop a model of perception of life changes, the stages of adaptation to change are defined. Study Participants. The study involved 216 participants aged 17 to 55 years, mean age 28.5±9.8; 182 females, 34 males. Methods. Data were collected using open-ended questions to self-report a person’s interaction with a situation of change and the indications of change (qualitative data) and the questionnaire Types of Response to a Situation of Change (TRSC, quantitative data). Three groups of participants were formed based on the TRSC data. The qualitative data were analysed to identify recurring patterns and a process-oriented coding approach was used. Results. A concept model of the structure of a perceived situation of change has been substantiated. The model includes the following components: the perceived signals used by an individual to categorise life changes; appraisals of the changes, emotions towards them, coping strategies and “prospective adaptations”. Based on a qualitative analysis, the structure of the situation of changes for three groups of participants is described: 1) those who accept change, 2) those who do not accept change, and 3) those whose attitudes to change are ambivalent. Four stages of adaptation to change have been identified: 1) avoidance, 2) change in the perception of the situation, 3) acceptance, 4) desire for change. These stages describe a repertoire of human responses in the process of adapting to life changes. Conclusions. The proposed model presuming that coping shall be considered in the structure of a perceived situation, enables the explanation of the functions of coping in the three groups of individuals who have various patterns of response to change and who perceive the situations differently
Background. Non-suicidal self-harming behaviour (NSSHB) is now widespread among young people in the world, the number of acts of which, including the one-time ones, can reach, according to various estimates, up to a quarter of the total number of students. Objectives. The study achieved three goals: to study methods and differences in the models of non-suicidal self-harming behaviour (NSSHB) in a sample of students from different subject areas, possible links between non-suicidal self-harming behaviour (NSSHB) and various cognitive impairments, and to study the mechanisms of various cognitive impairments that support NSSHB. Study Participants. The study involved 617 respondents aged 17 to 25 years (Mage = 23.4; SD = 6.53; 475 women (77%) and 142 men (23%), students of various profiles, 400 students of psychological profile of higher education. Methods. The study was carried out on the basis of a survey design using three questionnaires: the scale for the degree of depressing rumination (I-RS), coping styles (CSQ-3), the Toronto alexithymia assessment scale (TAS), and the NSSHB questionnaire. To process quantitative data, regression analysis is used — logistic regression Omnibus test, Cronbach’s α coefficient, Student’s t-criterion. Results. Participants with NSSHB scored significantly higher on maladaptive coping styles and psychology students on alexithymia. These differences were especially noticeable among students with recurrent and recent NSSHB. The maladaptive orientation of thinking and the factor of alexithymia turned out to be the most significant predictors of self-harm behaviour. About 10% of students with NSHB committed self-harm for the first time while studying directly at a university. Psychological profile students are more characterized by NSSHB than students of other profiles (χ2 = 5.54; df = 1; p = 0.019). Conclusions. The results confirm the importance of psychological support services in universities, and the need for further research into the psychological mechanisms of NSSHB. Students who have difficulty recognizing their own emotional states are less able to identify and apply strategies for enduring distress or solving underlying psychological problems.
Background. Identity with the place of residence is an important factor in psychological well-being, however, despite the large number of studies of individual aspects of this issue, to date there is no consistent empirical data on the influence of identity with the city on the psychological well-being of residents. Objectives. The aim is to study the value bases of identity with the city and the impact on psychological well-being in groups of respondents with different lengths of residence in the city. Study Participants. The study involved 431 respondents, residents of Krasnodar. The sample was divided into three groups according to the length of residence in the city. The first group consisted of native residents of Krasnodar, 185 people (Mage = 26.7; SD = 9.1); the second group included respondents who moved to the city for permanent residence, 135 people (Mage = 24.7; SD = 6.8); the third group involved respondents living in the city temporarily, 111 people (Mage = 20.1; SD = 3.7). Methods. To study the identity with the city, the scale of O. Droseltis and V.L. Vignoles was used in the author’s translation; to study values a shortened version of the “Personality Questionnaire for the Study of Individual Values” was used; the psychological well-being scale by K. Ryff was applied to study psychological well-being. Descriptive statistics, dispersion analysis, correlation analysis, regression analysis, multigroup path analysis were used for mathematical and statistical processing of the data. Results. The value determinants of identity with the city, typical for all respondents (the values of Tradition and Benevolence), as well as specific to respondents with different lengths of residence in the city were revealed. The values of Self-Transendence are the predictors of identity with the city for native city dwellers. Self-Enhancement predicts identity in the respondents who chose Krasnodar as a place of residence. For temporary residents, Coservation and Openness to Change are the core of identity. The opportunity to achieve career and financial success and social recognition in the urban environment is a significant factor in the psychological well-being of all groups of respondents. Forming a deep emotional connection with the city and the simultaneous awareness of the temporary nature of their stay in the city negatively affects the level of psychological well-being of respondents. Conclusions. Values are significant predictors of identity with the city, with scales of identity with the city being significant predictors of psychological well-being of respondents with different lengths of residence in the city
Background. Teachers’ perceptions of adolescents who engage in aggressive behaviour provide a valuable context for understanding the areas where we can develop comprehensive and effective prevention strategies for aggression in educational settings. Objective. The aim of the study is to investigate the differences in the levels of aggression among teachers in relation to their beliefs about the consequences of adolescent involvement in aggressive situations as victims. Study Participants. The sample consists of 5,086 teachers from 7 different regions of the Russian Federation (94% are female, with the average age of 44.6 years (SD = 13.6)). Methods. To investigate the specific aspects of teachers’ perceptions of students’ deviating behaviour, a standardized survey was developed by A.A. Rean’s research team. This article analyzes the responses to the question “What do you think could be the consequences of being a victim of aggression for a teenager?” (7 statements, multiple-choice). Indicators of teacher aggressiveness were assessed using the Buss — Perry Aggression Questionnaire (adapted by S.N. Enikolopov and N.P. Tsibulsky), the differences were evaluated using the t-test. To ensure the stability of the results, the procedure was carried out through multiple repetition (100 times) with equaling the samples. Results. According to the data obtained, teachers mostly evaluate the consequences of aggression towards teenage victims negatively. However, every fifth teacher also sees involvement in aggression as potential for victim development. It has been established that teachers who disagree with statements about the negative consequences of aggression (auto-aggression, communication difficulties, school failure, and risk of a negative life trajectory) are more likely to be prone to physical aggression. Significant differences were also found in the scales of “physical aggression” and “hostility” when choosing the category of “psychological difficulties”. Educators who are prone to anger have a different pattern when considering the consequences of engaging in aggression: choosing one consequence or another is linked to a higher level of anger. Conclusion. The results obtained support the thesis regarding the need to enhance the skills of teachers in preventing destructive behaviour among students, including reducing pedagogical aggression, addressing the risks of normalized adolescent aggression, and supporting the implementation of interventions in difficult situations.
Background. In recent years, attention to the state of emptiness has intensified, as phenomenologically similar experiences increasingly appear among the persistent sequelae of coronavirus infection and other critical conditions. In psychology, emptiness is typically regarded as a symptom of mental disorder or existential crisis. However, in philosophy and religion, such experiences are interpreted as a natural and inherent part of human inner life. A promising direction appears to be the psychological study of the state of emptiness grounded in the cultural-historical paradigm. Objectives. The aim of this study is to carry out a phenomenological investigation into the natural experience of sustained states of emptiness, focusing on their content-related and process and dynamic characteristics. This involved developing a model that accounts for the phenomenon in terms of its significance for personal transformation. Study Participants. Twenty-three respondents (17 females and 6 males) between the ages of 18 and 55 (mean age 24.95; standard deviation 9.06) participated in the study. Methods. The study utilized phenomenological descriptive analysis (PDA) to identify key characteristics of the experience of emptiness and to propose a dynamic model of this state. Results. The study provides a phenomenological description of the experience of emptiness and identifies its dynamic structure. The actualization of this experience unfolds along two vectors: (1) the deepening of the state of emptiness, accompanied by a loss of subjectivity and attempts to escape from the experience; and (2) the mindful engagement with thoughts and reminiscences emerging into consciousness, accompanied by a dialogical orientation, which enables individuals to avoid being overwhelmed by emptiness and facilitates the integration of the experience. The experience of emptiness is characterized by a distinctive spatiotemporal organization—referred to as the “chronotope of night” or the “absolute” chronotope—and can be understood in terms of a transitional state between lived worlds. Conclusions. The cultural-historical approach to the analysis of research findings allows for interpreting experiences of emptiness as one of the stages in the process of personal transformation, characterized by the loss of a previous meaning system. The study’s results may be valuable in counselling practice in order to foster a deeper understanding of clients encountering the experience of emptiness.
