Introduction. There is a consensus among practitioners teaching art to children that the very process of art education develops children’s creativity. However, in scientific psychology, there is no consensus on the advantages of children being involved in art, as evaluated by the generally accepted criteria for measuring creativity. The purpose of the study is to identify differences in creativity indicators in children involved and not involved in art, as well as the characteristics of creativity in different types of art. Materials and Methods. Our purpose was to clarify in which types of art study the indicators of creativity are higher. The Torrance Test of Creative Thinking was used to assess creativity. The sample comprised 312 children with an average age of 9.4 years. Participants were divided into three subgroups: children engaged in music, drawing, or dance; and children not engaged in any art forms. The study was conducted at supplementary education institutions and secondary schools focusing on children with at least two years of experience in their chosen art form to ensure developed skills. Results. Results showed that children participating in art programs displayed significantly higher levels of creativity, particularly in terms of detail, originality, and abstract thinking, compared to children without such involvement. However, the scores for originality and fluency were lower for the children involved in the arts. There were differences in the intensity of creativity indicators between the different types of art. Children engaged in art showed higher scores on the creativity scales associated with non-verbal intelligence. Those not involved in art were more creative in expressing ideas - verbal intelligence. Discussion and Conclusion. The results obtained by the authors contribute to the development of problems of creativity of children involved in art. The findings of this article are of practical importance for teachers of music and art schools, psychologists and teachers in the field of educational psychology and art.

Introduction. Inhibitory control is one of the components of executive functions in children. Through the ability of inhibition, a child can control attention and stop his or her automatic reactions. The results of numerous studies demonstrate the relationship between inhibition and music lessons. However, the role of inhibition in the development of musical ability in children taking music lessons remains incompletely understood. Therefore, the purpose of this study was to identify the relationship between inhibitory control and musical ability and the role of inhibition in teachers' assessment of musical ability in children taking music classes. Methods. The study involved 198 children aged from 64 to 108 months (M=79.28; SD=6.46), studying music in children's music and art schools in Moscow and Krasnodar. To test the level of development of cognitive inhibitory control we used the "Inhibition" subtest of the NEPSY-II complex. To test the level of physical inhibitory control, the "Statue" subtest of the same diagnostic complex was used. To assess children's musical abilities, teachers completed the questionnaire "Assessment of Children's Musical Abilities". Correlation analysis and linear regression were applied to process the obtained data. Results. The Spearman's correlation analysis revealed significant interrelations between inhibition and teachers' estimates of children's musical abilities such as sense of rhythm (r=0,200, p<0,01), pitch hearing (r=0,394; p<0,01), harmony sense (r=0,167; p<0,05) and emotional sensitivity (r=0,282; p<0,01). In addition, the results of regression analysis demonstrate a significant effect of the ability to inhibit spontaneous intentions and follow instructions on the assessments of musical ability. Conclusion. The conducted study confirmed that the children have better skills of response to meaningful tasks and rejection of insignificant ones, the higher teachers evaluate in such children the ability to identify melody's intonational and rhythmic characteristics, as well as the sensitivity to changes in its mood.

Background. The study of the professional activities of actors from the standpoint of modern psychological theories is an urgent task for psychology of art. In particular, the question of whether there is a significant difference in the functioning of cognitive processes in actors as a result of training in acting techniques is considered. The answer can be revealed not only by classical measurements of the development of higher mental functions using standardized methods, but also, to a large extent, by the assessment of cognitive abilities in special conditions of virtual reality. Objectives. The study is aimed at measuring success parameters for actors performing tasks to assess the level of cognitive functioning in virtual reality in comparison with a group of students who are not actors. Methods. During the experiment, the control (students who are not actors) and experimental (novice actors) groups were asked to complete tasks to assess the level of cognitive functioning in two-dimensional and virtual reality formats. In order to do this, the experiment participants first performed two-dimensional tests to assess visual attention and working memory, and then did tasks to assess attention and memory in the HTC Vive Pro virtual reality helmet in a special virtual environment “Upgrade VR”. Sample. Two groups of subjects took part in the experiment. The experimental group consisted of 10 students of the O. Tabakov School (average age 17 years). The control group included 20 subjects (18 women, 2 men, average age 18 years) — students of the Faculty of Psychology at Lomonosov Moscow State University. Results. Comparing the performance of actors before and after immersion in virtual reality on two-dimensional computerized task assessing working memory, no significant differences were found (t = –1.35, df = 9, p = 0.209). Also, no significant differences were found when comparing the results of actors performing tasks to assess attention parameters (t = –0.070, df = 9, p = 0.946). When comparing the results of actors and students in performing tasks in virtual reality, significant differences were revealed in the success of completing a spatial orientation task (t = –4.44, df = 28, p < 0.001) and a task assessing working memory (t = –2.34, df = 28, p = 0.027). In addition, significant differences were identified in the average success rates in completing two-dimensional tasks between actors and students before immersion in VR according to the results of the N-back technique (t = 2.4, df = 28, p < 0.023) and the SART technique (t = –3.95, df = 28, p < 0.001). Conclusions. The study revealed differences in parameters of cognitive functioning between actors and students, especially noticeable when performing tasks in virtual reality related to spatial orientation and working memory. The use of virtual reality allows you to simulate a stage situation and create training conditions for the development of cognitive skills, reactions to unexpected events and emotional expression of actors. The results of the study showed that the use of digital technologies in art opens up new opportunities for the creative process and for the construction of unique artistic images.

Executive functions have been shown to develop through various extra classes in preschool age. But the optimal for executive functions development system of such classes has not yet been explored. The present exploratory study aimed to examine the difference in the executive functions development within a year between children attending the system of extra classes (music, choreography, art, foreign language, literacy, math, computer science, and science) twice a week for 4 h in a preschool education center and children who did not take no extra classes. There were 60 children who attended extra classes and 64 children who did not take extra classes. In each group, approximately 17% were boys. The first assessment of executive functions was performed in the penultimate year of kindergarten, when the children were 5-6 years old. The second was performed 1 year later. The executive function level was assessed using NEPSY-II subtests "Inhibition," "Statue," "Memory for Designs," "Sentences Repetition," and "Dimensional Change Card Sort." Mothers also reported about their children's attendance in extra classes, their children's screen time, the level of maternal education, and the level of family income. The study revealed that children attending the system of the extra classes showed a higher verbal working memory development within a year than the children taking no extra classes. The obtained data plays an important role for the design of further research of the topic and for the practical recommendations for parents and teachers.

Previous studies have shown that there is a positive correlation between attending music classes regularly and the development of executive functions. This paper discusses the results of a pilot study dedicated to determining the difference in the level of development of the components of executive functions (inhibitory control, cognitive flexibility, and working memory), between 5–6-year-old children taking extra music classes, and children who participated only in general music and dance education in kindergarten. A total of 94 senior preschoolers from Moscow kindergartens took part in the study. Children were selected into an “extra music lessons” group and a “general preschool music and dance lessons” group based on the results of a questionnaire on supplementary education, which was filled in by parents prior to the research starting. The respondents from the “extra music and dance lessons” group attended music classes in art schools at least two times a week, both in individual and group formats. The current study revealed that children attending regular extra music classes had a higher level of inhibitory control, audio–verbal working memory, cognitive flexibility, and general coordination of the development of all executive functions. The obtained results support the value of regular extra music classes at preschool age. Moreover, this pilot study allows us to articulate the recommendations for further research in this direction.

Relevance.In the context of the pandemic, the current psychological state and the likely delayed deterioration of the mental health of medical personnel, regardless of their professional duties, are of concern. Taking into account the stressful circumstances in which the pandemic has placed all medical workers, assessing the level of perceived stress, as well as identifying risk factors and factors that mitigate stress, is an urgent task, the solution of which will contribute to the effective organization of psychological support for medical personnel.Methods.The study used a shortened version of the Perceived Stress Scale (PSS10) as the main methodology – a tool designed to study a person's attitude to stressful situations and determine the degree to which life is assessed as stressful and uncontrolled (Cohen et al., 1988). The methodology is widely used by the scientific community, including during the pandemic, and the original English version of the PSS has been translated into many languages and adapted in different countries. The study was conducted through an online survey.Respondents.The study, conducted in the period from May 9 to June 26, 2020, when there was a steady increase in SARS-CoV 2 virus infections in Russia, involved 1,287 employees of medical institutions in various subjects of the federation (1,079 women and 208 men) aged 19 to 80 years. The sample of the study is represented by doctors, middle and junior medical staff, heads of medical departments and institutions, as well as volunteers.Results.A high average overall index of perceived stress among employees of medical institutions was revealed. The highest level of stress is observed in the youngest age group (from 19 to 30 years), and with age, the level of stress decreases. There were no differences in the level of stress between male and female health workers in any of the considered stress indicators. Protective factors against increased stress are the presence of children and living with family members or relatives, while the presence of a spouse / partner does not affect the overall indicator of perceived stress. From different categories of medical workers, the index of perceived stress is higher in managers and doctors compared to middle and junior medical personnel. There were no significant differences in the level of stress between the staff working and not working in the "red zone". Differences in the level of stress of medical workers depending on the current situation (the number of infected and dead) in the region of residence were revealed: the level of stress is higher for those specialists who are forced to work in stressful conditions due to the complex epidemiological situation. The relationship between different beliefs about COVID19 and the level of stress is shown: the level of stress is higher in those who take its danger more seriously. In terms of the sources of stress, the most likely predictors are anxiety about exposure to COVID19 at work and the likelihood of infecting loved ones, fear of catching it yourself and getting sick, inability to meet the usual personal needs and economic instability.Conclusions.Practical interventions, the provision of psychological support and the development of actions to reduce stress for staff during a pandemic, should take into account the role of factors in increasing stress among staff working in specific conditions and focus on the prevailing beliefs and stressors in specific categories of medical factors.

The review presents the results of studies of the impact of music training on the cognitive development of preschool and junior school children. It is shown that music lessons can contribute to the development of reading, writing, listening and speaking as well as mathematical skills, memory, intelligence, and executive functions. After analyzing a number of relevant studies, the authors came to the following conclusions: (1) the impact of music lessons on the development of the cognitive sphere in children is associated with concomitant factors, such as: parental involvement in music lessons and home musical environment, age when a child begins to take music lessons and their duration, socioeconomic status of the family; and 2) it is systemic music training, which includes singing, playing musical instruments and solfeggio, that can have a beneficial effect on cognitive development. The mechanisms by which music training promote the cognitive development of children were also examined. While a vast body of work confirms the beneficial effects of music training in this regard, there are a number of studies showing no such effects. Special consideration is also given to the reasons why positive research results can be erroneous. In conclusion, the authors give recommendations for designing further research on this topic as well as for organizing music lessons for children of preschool and junior school age.

СОдержанИе И СтеПень ГармОнИчнОСтИ ПредСтавЛенИй О матерИнСтве И ОтцОвСтве в ЮнОШеСКОм вОзраСте а.Г. долгих, е

The purpose of the present study is to explore the contents of the image of motherhood in women in youth. There are two stages in this research: the first stage is devoted to determining the contents of the image of motherhood, and the second stage is to identify a preferable image of motherhood. 184 women aged from 18 to 23 years have been examined. The analysis of the essay "I am as a future mother" is conducted during the first stage. The results indicate that for the subjects the main functions of maternity are the emotional support of the child, formation of harmonious relationships within the family and provision of children's conducive emotional state. Based on some descriptions in the works, the typology of the seven images of mothers is proposed. During the second stage of the study the peculiarities of the preferable type of the realization of the maternal role are discovered. The most attractive image for women in youth are mothers focused on caring and building friendly relations with the child, and partner-oriented mothers who are in good relations with the man, that is, the father of the child. Summarizing the results obtained, the authors note that the preferable image of motherhood is associated with the existence of harmonious relationships, both conjugal and child-parent, and implies a supportive attitude of the mother toward the child. (c) 2018 Published by Future Academy www.FutureAcademy.org.UK

We carried out the conditions analysis of the development of emotional and meaningful attitude to motherhood among student-age girls in connection with low fertility and ambiguous attitude of young people to parenting — a pressing problem in present-day Russia. The presented results of the empirical study (N=230) identify five types of girls ‘ attitude to motherhood and show their relationship with the peculiarities of parent-child interaction in the parent family. The unfavorable tendency of negative and ambivalent attitude to motherhood was revealed in a significant part of the sample. The formation of positive emotional and meaningful attitudes towards the birth of children in girls is facilitated by parental acceptance, cooperation, closeness, consent, as well as the authority of parents and satisfaction with relations with them. Disharmonious child-parent relationships are more often found in girls that reject a mother’s role. The role of a sibling position is considered, as well as a factor of girls’ living together with parents or separately.