Background. In scientific research, there is an obvious lack of data on the differences in the dynamics of the functional states of loggers working in day and night shifts during the shift period, which is important for the development of practical recom- mendations on their optimisation. Objective. The goal is to identify and compare the dynamics of psychophysiological and psychological indicators of functional states, as well as the performance of loggers working day and night shifts, at different stages of the summer shift period in the Arctic zone of the Russian Federation. Study Participants. The study was carried out by means of scientific expeditions to two divisions of a logging enterprise in the Arkhangelsk region in July 2024, in which 47 male workers aged from 26 to 60 years (M = 42.13; SD = 9.95 years) took part. Methods. The functional states of loggers were assessed daily in the morning and in the evening using psychophysiological (variocardiointervalometry, complex visual-motor reaction, tonometer, AngioCode) and psychological (state scale, DASRWC, DASS-21) methods. Results. A comparative analysis of the dynamics of psychological and psychophysiological parameters of functional states revealed that loggers working day shifts have relatively less favourable states at the beginning and end of the shift period, while their endurance and functional capabilities of the cardiovascular system are higher than those of night shift workers. The per- formance per shift in the middle of the shift was higher, and at the end it was lower than that of night shift workers. The quality indicator in performance (sawlog yield) was higher in the middle and at the end of the shift period for loggers working day shifts. Conclusions. A relatively higher need for supporting functional states and increasing the productivity of loggers working day shifts in summer has been proven.
Background. The problem of predicting human behaviour in a conflict remains relevant in psychology. Within empirical studies in this discipline, the issue of how to measure the behaviour of conflict participants is still topical. Currently, most studies use the Thomas-Kilmann Conflict Mode Instrument for this purpose, though its application has certain limitations. Objective. The aims of the present study include testing a new method for assessing human behaviour in conflict situations using sociometry as well as building a predictive model of conflict behaviour based on character traits. Study Participants. The sample consisted of 80 respondents aged 18 to 58 years (M = 29.8), including 16 men and 64 women. Methods. The study was conducted using digital data collection services. A.Ya. Antsupov’s “Modular Sociotest” with an additional author’s scale was used to assess each respondent’s typical behaviour in conflict in terms of the “Cooperation–Competition” model developed by M. Deutsch. The Adult Character Traits Questionnaire (QCT-A) by V.M. Rusalov and O.N. Manolova was used to diagnose character traits. The Conflict Mode Instrument for the preferred style of behaviour in conflict by K. Thomas and R. Kilmann, adapted by S.V. Kardashina and N.V. Shangina, was used to obtain self-assessments of behaviour strategies in conflict. Results. Based on A.Ya. Antsupov’s “Modular Sociotest,” we developed a procedure for studying conflict behaviour in real work teams. Three regression models were obtained that predicted different sociometric assessments of conflict behaviour based on personality traits. The most suitable model (R² = 0.591) used the score from the additional author-developed scale “Acts Com- petitively — Acts Cooperatively” as the dependent variable, with Stuckness, Cyclothymia, and Demonstrativeness as predictors. Conclusions. A conclusion is made that the developed procedure is suitable for the empirical study of human behaviour in a situation of an interpersonal conflict and the character traits can be used as predictors in conflict behaviour.
Background. The logical and psychological aspects of forming complex scientific concepts occupy an important place in re- search on schoolchildren’s thinking. The early stages of learning science consistently reveal discrepancies between the scientific concepts acquired at school and the “spontaneous” (in Vygotsky’s terms) preceding mental notions. This leads to the acquisition of scientific concepts becoming merely formal or “verbal”. Learning can become a meaningful when the task of developing students’ scientific thinking is posed and solved exclusively in the context of the origin of concepts as special products of the cultural history of human activity. Objective. The article seeks to demonstrate the potential of model-based mediation of students’ learning activity during the propaedeutic period for mastering new scientific knowledge, aimed at resolving the contradiction between the theoretical, con- ceptual content of Archimedes’ principle and the students’ spontaneous, prescientific understanding. Methods. This study employs logical-subject analysis and activity-based reconstruction of the theoretical content of the con- cept of buoyancy. These methods inform the design of components, including digital ones, of a model environment to support students’ acquisition of the concept’s functional and operational content. Results. The functional content of Archimedes’ principle as a theoretical concept of buoyancy and density can be mastered through students’ own purposeful actions with objects in a digital model environment. The idea of the “equilibrium” of a body submerged in water, which provides genuine orienting power to new concepts in model problem-solving, becomes the key content of the propaedeutic module. Conclusion. The development of model means of the student’s actions based on a logical and subject matter analysis of a concept allows for the implementation of an activity-based interpretation of the path to mastering theoretical concepts “from above,” from definitions, which L.S. Vygotsky contrasted with empirical generalisation “from below,” from objects.
Background. This article addresses the methodological foundations for diagnosing consciousness in artificial systems against the background of rapidly advancing large language models (LLMs) and multimodal agentic architectures. Objective. We develop a functionalist hypothesis concerning the evolutionary function of consciousness as a mechanism of counterfactual modelling implemented via predictive coding. Methods. Comparing biological brains and transformer architectures through Marr’s three-level framework reveals that con- vergence at the level of computational theory does not require identity at the algorithmic or implementation levels, thereby neutralising the substrate argument of biological naturalism while preserving its substantive core. Within this framework, we critically analyse five C-tests — the ACT, narrative comprehension, mirror self-recognition, metacognitive opt-out tasks, and unlimited associative learning — with respect to their applicability to artificial agents and the aspect of the predictive function of consciousness each of them probes. Results. We show that the emergence of LLMs has reduced the diagnostic value of several classical behavioural tests while simultaneously revitalising the importance of architectural-mechanistic analysis. Five lines of theoretical controversy in the contemporary debate are systematised. Conclusions. A three-tier multi-criteria assessment model is proposed that integrates behavioural, functional, and architectural analysis to build a cumulative argument for the presence of functional analogues of consciousness under the conditions of an unresolved “hard problem”.
Background. The issue of the prevalence of academic dishonesty using digital technologies as a phenomenon distinct from traditional forms of academic dishonesty requires studying the psychological predictors of students’ moral choice in situations of academic dishonesty in the digital environment. Objective. To study the role of psychological factors (level of development of moral reasoning, emotional intelligence, approach to learning, values, life aspirations) in the direction (ethical/unethical) and moral orientation (ethics of justice / ethics of care) of students’ moral choice in situations involving academic dishonesty in the digital environment. Study Participants. 51 respondents (M = 21.6 years; SD = 4.3; 45 women), university students. Methods. Moral dilemma method (Author’s moral dilemmas) and survey method (“Justice — Care” questionnaire (Molchanov, 2003), the Russian version of “ASSIST” (Mozharovskii, Sukhotin, 2015), Schwartz Value Survey (Karandashev, 2004), short versions of “Aspirations Index” (Gordeeva et al., 2023) and EmIn (Pankratova et al., 2022)). Results. Emotional intelligence as an ability is not a predictor of students’ moral choice in situations of academic dishonesty in the digital environment. Predictors of ethical choices are strategic approach to learning, Universalism value, intrinsic goal Com- munity, extrinsic goal Appearance. Predictors of unethical choices are surface approach to learning, Stimulation and Security values, and extrinsic goal Fame. Positive predictors of choices of different directions depending on their moral orientation are Post-conventional level of moral reasoning, Conformity, Self-direction, Hedonism values, intrinsic goal Relationships. Conclusions. Our regression models expand the data on the factors regulating students’ moral choice in situations of academic dishonesty in the digital environment. Level of development of moral reasoning, approaches to learning, values and life aspira- tions predict the direction and moral orientation of students’ moral choice when making decisions in situations involving the possibility of committing academic fraud.
