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.
