General Psychology Research Articles

Years. People. Books: Scientific-publishing Activity of the Institute of Psychology of the RAS: Scientific-organizational and Bibliometric Aspects (1972–2021)

The article presents a thematic and linguistic analysis of scientific publications of the staff of the Institute of Psychology of the Russian Academy of Sciences for 1972–2021. The most frequent terms (by groups of history, theory and methodology, general psychology, social and economic psychology, personality psychology, engineering psychology, labor and organizational psychology, psychophysiology, development psychology) and specific key words are identified; the measure of lexical similarity of text corpus of publications from different decades is determined. On the basis of the obtained data, the dominant research directions of the staff of the Institute of Psychology in 1972–1981, 1982–1991, 1992–2001, 2002–2011, and 2012–2021 are established. The presented indicators are substantiated as a program and a set of procedures for quantitative analysis of the publication activity of a scientific organization.

Педагогические конструкты в научно-педагогическом поиске, научном цитировании, теоретизации и интерпретации продуктов научного исследования

The article defines the possibilities of using pedagogical constructs in the structure of theorization of the foundations, ideas and technologies for providing opportunities for studying and implementing scientific and pedagogical research. The foundations of the formation and use of the formed experience of the individual are taken into account, which is singled out from the position of general pedagogy, professional pedagogy, pedagogy and psychology of personality development. A typology of pedagogical constructs is singled out, facilitating the possibilities of using scientific and pedagogical search, citation, theorization and interpretation of the results of scientific activity in the adaptive and productive development of the personality. The pedagogical conditions for the correctness and optimality of the use of scientific and pedagogical search, citation, theorization and interpretation of results in scientific and pedagogical research are determined. The prospects for the level (SVE, HE and FVE) development of software support for the use of modern methods of scientific search and scientific research in the analysis of the quality and relevance of pedagogical constructs in scientific and pedagogical search, scientific citation, theorization and interpretation are outlined.

Prospects of The Network Approach in Psychology

The article is devoted to the author's reflection and analysis of the consequences of the introduction of the network approach into the methodological and conceptual basis of psychology proposed in the article by A.L Zhuravlev and E.A. Sergienko, published in the “Psykhologicheskii zhurnal”. The timeliness and effectiveness of the inclusion of the conceptual basis of the network approach in psychology are shown. Its capabilities in solving problems arising in complex social environments under the influence of communication flows and control information processed using artificial intelligence technologies are shown. New directions and tasks of research in the field of general, experimental and social psychology arising from the adoption of the network paradigm are discussed.

The Development of General and Pedagogical Psychology in Cooperation WIth the Academic Philosophy of Ensuring Creative Professionalism (to the 100th Anniversary of N. V. Kuzmina)

The article analyzes the interaction of the St. Petersburg and Moscow scientific schools of psychological and pedagogical study and the development of professionalism from the standpoint of its systemic-acmeological concept developed by the elder of Russian human studies N.V. Kuzmina in cooperation with one of the founders of Russian social psychology E.S. Kuzmin. In connection with the centenary of the author of this concept, the article for the first time characterizes the main milestones of the life of the outstanding Russian scientist N.V. Kuzmina and summarizes the fundamental and applied and organizational and pedagogical achievements of her activities from the standpoint of the interaction of subject-activity and institutional-personological approaches to the study of scientific creativity. The constructive contribution of N.V. Kuzmina to the socio-pedagogical study of the actual problems of the development of professionalism by such innovative means as psychological and acmeological knowledge and methods of psychodidactics developed by her is shown.

Reducing Stress Among College Students: Mindfulness Meditation Versus Adult Coloring

College students report a wide variety of stressors including academic difficulties, uncertainty about future career plans, conflict with roommates, family pressure, and financial worries (Aselton, 2012). It is important to research not only stress reduction interventions for college students, but also effective ways to disseminate these programs to students, especially given how busy they are. The purpose of this study was to compare a brief two-week peer-delivered mindfulness meditation intervention with an adult coloring intervention and a psychoeducation intervention that consisted of general stress reduction tips. Participants were randomly assigned to one of the three intervention conditions. Participants’ levels of stress, psychological distress, anxiety, and mindfulness were measured via pre-and post-treatment assessments (online self-report surveys). All interactions with participants were conducted remotely through Zoom and email. Participants were 74 General Psychology students who enrolled via Sona Systems, a participant pool management system, as part of their class participation. Researchers found that all three interventions were equally beneficial in reducing stress and psychological distress among college students. Both the mindfulness and psychoeducation interventions led to significant decreases in anxiety compared to the adult coloring intervention. Contrary to expectations, the psychoeducation intervention showed significant increases in mindfulness compared to the adult coloring and mindfulness interventions. Mindfulness meditation, adult coloring, and psychoeducation all show the potential to be effective in helping college students manage their stress.

Hudobný zážitok v kontexte osobnostného rozvoja človeka

Artistic experiences, especially musical ones, are of justified importance for increasing the personal integrity of each person. They not only stimulate communication between lots of brain parts but also enable the development and harmonization of affective and cognitive functions. The present atricle names, on the basis of physiological, psychological and pedagogical research, the content and meaning of the phrase musical experience in the context of experiencing as an area of the inner state of man, which is also decisive in contemporary general psychology. It deals with the support of personal and social development of the individual with regard to ethical and prosocial behavior and emotional development of personality.

Integration of Psychological, Pedagogical and Special Training of a Teacher-Choreographer in the Educational Process of a Pedagogical University

The article deals with the problem of integration and adaptation of the disciplines of the psychological, pedagogical and subject blocks in the process of preparing a teacher-choreographer in a pedagogical university. The concept of “integrationˮ in science has been clarified. A theoretical substantiation of the importance of having the psychological and pedagogical training of a teacher-choreographer equally with special training, as a single educational process in a pedagogical university, is given. The characteristics of these two areas of training are given and the need for their interdisciplinary connection is argued. As a result of scientific and theoretical analysis, it was concluded that the educational process in a pedagogical university and in modern social conditions cannot be limited to borrowing the cultural component from universities of culture and art, and the pedagogical component remains identical to non-creative teachers, therefore, a detailed study of the methodological part is relevant. the issue of integration of psychological, pedagogical and special training in relation to the choreography teacher. At the same time, it is noted that the integration in the educational process of a teacher-choreographer in a pedagogical university is a process, and the result of this process is the ability of a specialist to adapt and apply the means and methods of general pedagogy and psychology in practical choreographic activities.

SCORING/ INTERPRETATION OF THEMATIC APPERCEPTIVE TECHNIQUES (TATS): A REVIEW

This paper highlights the importance of Thematic Apperceptive Techniques (TATs) in personality assessment and emphasizes that these techniques facilitate articulation, predict behavior in real life settings, contribute to incremental validity, less prone to faking or deliberate deception, and useful in intervention. Also, some issues affecting scientific credentials of these techniques are highlighted, viz., unsystematic use, false assumptions in critical literature, false information in general psychology textbooks, and some general issues which are hindrance in development of these techniques. Need for supportive research is highlighted, and as a step in this direction, this paper presents various scoring/interpretive approaches to TATs, retrieved using two large bibliographic databases, viz., SCOPUS and Google Scholar (GS). This paper is useful for researchers and clinicians who can gain by having knowledge of approaches to TATs evaluation. No such review exists which consolidates TATs in terms of scoring/ interpretation since its introduction, i.e., 1935. Finally, some suggestions for future research are also given.

On the Place and Role of Astronomy and Astrophysics in the Emerging New Model of Education

Developing digital technologies as an evolutionary leap, we are clearly facing a crisis in traditional education system. We are close, or are already at the bifurcation point of techno-cultural evolution. Systems Theory (Bertalanffy (1968)) and the concept of Purposeful Systems (Ackoff & Emery (2009), Ackoff et al. (2006)) focuses on the design of a new model of education. The main difficulty of education is caused by contradictions between the fuzzy logic (Zadeh (1973)) of the humanities and the clear logic of natural sciences. Lingvistic variables of fuzzy logic, reflecting and classifying the multiplicity of objects and connections, allow fuzzy interpretation of reality. The concepts of number and measure achieve convergence in the identification of objects, in their study and in the creation of new objects of reality. Problems arise in the process of combining these two logics in education. Psychology, responsible for understanding of teaching-learning processes, encounters difficulties in solving these problems. Ethology, studying the social behavior of animals and humans, firmly argue that without solving the problems of education as a form of intelligence development, we become an endangered biological species if the environment we have created will be destroyed. We will return to the primitive, animal form of social behavior, since the form of social organization are transmitted genetically and lie deep in our subconscious (Dolnik (2009), Lorenz (1963, 1971)). The digitalization and standardization of education started replacing part, or all of the intelligence with the ability to use databases of” recipes” for recognizing situations and appropriate behavior. Repetitions of each such recipe creates a fixed set of unconscious behavior (Uznadze (1995)) turning people into state of cybernetic organism. This perspective causes some blurred models of the present and gloomy forecasts and plans of social reconstruction. There is the need to clearly describe the reality in which our biological species exists and to transfer this knowledge into the process of education in the form of intellectual development. Astronomy and astrophysics have created the most fully formulated model of the Universe, that becomes an essential part of culture and practice. The analysis of the intellectual activity of our civilization identifies astronomers and astrophysicists as a special group of purposeful and advanced carriers of intellect which the great potential for formation of a new model of education. The development of astronomy and astrophysics can be represented as a continuous process of transforming the concepts of fuzzy logic into constructing the model the Universe as observable, measurable and clearly described system. The specificity of the subject of study, the need to constantly develop complex specific technologies for remote research and the need to use the most advanced methods for describing, interpreting and understanding the results, created conditions for specific Cerebral Sorting (Saveliev (2016)) and formation of advanced intellectual, professional and social community. All significant results in General Psychology have been achieved in cooperation with exact and natural sciences. It is reasonable to offer astronomers and astrophysicists ideas explaining their intellectual activity and consistent with the concepts and ideas of General Psychology. This knowledge may became the part of activity technology and motivation to form a system based on astronomy and astrophysics as a model of cognition and education. Such a model based on General Psychological Theory of Set (Nadirashvili (2007), Uznadze (1995)) is proposed for discussion and use.

Federal Funding and Citation Metrics of US Biomedical Researchers, 1996 to 2022

Both citation and funding metrics converge in shaping current perceptions of academic success. To evaluate what proportion of the most-cited US-based scientists are funded by biomedical federal agencies and whether funded scientists are more cited than nonfunded ones. This survey study used linkage of a Scopus-based database on top-cited US researchers (according to a composite citation metric) and the National Institutes of Health RePORTER database of federal funding (33 biomedical federal agencies). Matching was based on name and institution. US-based top-cited scientists who were allocated to any of 69 scientific subfields highly related to biomedicine were considered in the main analysis. Data were downloaded on June 11, 2022. Proportion of US-based top-cited biomedical scientists who had any (1996-2022), recent (2015-2022), and current (2021-2022) funding. Comparisons of funded and nonfunded scientists assessed total citations and a composite citation index. There were 204 603 records in RePORTER (1996-2022) and 75 316 US-based top-cited scientists in the career-long citation database; 40 887 scientists were included in the main analysis. The proportion of US-based top-cited biomedical scientists (according to career-long citation impact) who had received any federal funding from biomedical research agencies was 62.7% (25 650 of 40 887) for any funding (1996-2022), 23.1% (9427 of 40 887) for recent funding (2015-2022), and 14.1% (5778 of 40 887) for current funding (2021-2022). Respective proportions were 64.8%, 31.4%, and 20.9%, for top-cited scientists according to recent single-year citation impact. There was large variability across scientific subfields (eg, current funding: 31% of career-long impact top-cited scientists in geriatrics, 30% in bioinformatics and 29% in developmental biology, but 0% in legal and forensic medicine, general psychology and cognitive sciences, and gender studies). Funded top-cited researchers were overall more cited than nonfunded top-cited scientists (median [IQR], 9594 [5650-1703] vs 5352 [3057-9890] citations; P < .001) and substantial difference remained after adjusting for subfield and years since first publication. Differences were more prominent in some specific biomedical subfields. In this survey study, biomedical federal funding had offered support to approximately two-thirds of the top-cited biomedical scientists at some point during the last quarter century, but only a small minority of top-cited scientists had current federal biomedical funding. The large unevenness across subfields needs to be addressed with ways that improve equity, efficiency, excellence, and translational potential.

Creating Conspiracy Beliefs: How Our Thoughts Are Shaped

Creating Conspiracy Beliefs: How Our Thoughts Are Shaped

Intensity and perceived quality of L2 engagement: Developing a questionnaire and exploring engagement of secondary school language learners in England

Learner engagement has gained increasing interest in recent years in general educational psychology and the field of language learning. However, challenges in defining and operationalising the concept have resulted in overlapping notions and large variation in its measurement, making it challenging to compare findings across studies (Fredricks & McColskey, 2012). This study aims to address some of these challenges by developing and piloting a questionnaire measuring intensity and perceived quality of engagement in L2 classrooms. The questionnaire was piloted with 378 learners in England and the findings suggest that engagement could be measured with five scales: intensity of effort in learning, intensity of social engagement, perceived quality of engagement with the teacher, perceived quality of engagement with peers and perceived quality of engagement with learning activities. A further examination of the data indicates that learners score higher in the intensity of effort than the social aspects of learning or the perceived quality of their participation. Overall, this study shows that the proposed instrument may provide a reliable tool for measuring L2 engagement in this context, providing a new, clearer way to further our understanding of the concept and ensuring greater validity of research.

Why motivated learners might not engage in language learning: An exploratory interview study of language learners and teachers

Learner engagement has been the focus of a growing amount of research in recent years both in general educational psychology and the field of second language acquisition (SLA). However, while recent contributions on learner engagement in language classrooms have provided valuable insights, the field is still only at the early stages of understanding the complexity of the concept and creating a strong empirical evidence base. This study is intended to contribute to our current understanding by investigating both learners’ and teachers’ perceptions on what might prevent motivated second language (L2) learners from engaging with language learning in and out of classrooms. A total of 39 learners and teachers were interviewed in two countries, England and Finland, and the results indicate a variety of potential reasons for motivated learners’ disengagement, including disengaging classroom tasks and activities, the challenge of language learning, as well as competing priorities in learners’ lives. These findings point to potential practical ways of ensuring that learners’ motivation translates into engagement.

Creativity and partnership

Creativity and partnership

STUDY OF MENTAL OPERATIONSAS BASIS FOR PLANNING CORRECTIONAL COMPONENT AT GEOGRAPHY LESSONS

The article deals with specifying the level of development of mental operations of senior pupils with mental disorders (MD). To study mental operations methods of general and special psychology have been applied. These methods have been adapted according to the geographical material and peculiarities of cognitive activity of children with MD. One hundred and twenty pupils of the 9th grade have been involved into the research. The methodology by E. Rogova “Exclusion of words” have been adapted and used to evaluate the pupils’ skills of generalization and abstraction. To this end, the level of verbal-logical thinking of a pupil has been determined. The adaptation lies in substituting standard words for geographical names in each set of tasks. The methodology is aimed at pupils with MD, aged fourteen to seventeen.The educational curricula in geography for special secondary establishments have been used in the investigation. We have introduced four markers (high, intermediate, low and very low) of the level of the skill development of pupils in terms of generalization and abstraction according to their number of points. Both qualitative and quantitative evaluation have been implemented. The qualitative evaluation presupposes the mistake analysis. To diagnose the pupils’ level of development of analysis and synthesis we have adapted and used the methodology of “Anagram” substituting the standard words for geographical names and decreasing the number of words from 30 to 15.To find out arbitrariness and differentiation of associations of respondents the methodology “Opposites” has been adapted and used. It has been found out in pupils with MD the low level of mental operations development prevails. Among the reasons are underdevelopment of speech functions and their disconnection with practice, absence of flexibility and connection between different types of activity.The teacher is also considered to be responsible for the pupils’ level of MD, in particular he/she does not use enough illustrative-practical methods of teaching and does not stimulate concrete-imagery thinking in pupils. Partly responsible are the absence of the special means of teaching as well as distant form of education. Thus, in teaching geography the correctional component needs much improvement.&#x0D; Keywords: pupils with mental disorders (MD); mental operations; cognitive activity; geography; correctional component; corrective and developmental work; adaptation; educational process.

ПСИХОЛОГІЧНЕ ЗАБЕЗПЕЧЕННЯ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ ВИКЛАДАЧІВ МУЗИЧНОГО МИСТЕЦТВА ПІД ЧАС НАВЧАННЯ У МАГІСТРАТУРІ (НА ПРИКЛАДІ ДИСЦИПЛІНИ «МУЗИЧНА ПСИХОЛОГІЯ»)

The article raises the issue of psychological professional training provision of future music art teachers during their master's studies at a pedagogical institution of higher education. The relevance of this problem is determined by the need for the disciplines of the psychological and pedagogical cycle in the general professional and creative training of masters, solving the main task – the training of highly qualified specialists in musical art who meet the standards and requirements of a modern specialist. The article proves the necessity of studying the discipline «Music Psychology» in preparing masters of education for the qualitative implementation towards the professional functions of a performer and musical art teacher in the system of general and additional music education. The author's approach to the content and teaching methods during the study of the specified discipline is highlighted. It is emphasized that the construction of the thematic material of the course is based on a dynamic approach, which most accurately reflects the specifics of the mental processes of an individual interacting with music. This approach is implemented through the sequence that is most often found in general psychology: the nature of sound, cognitive processes, the emotional and volitional sphere, individual characteristics of the personality, the specificity of artistic creativity. It is emphasized that the construction of the thematic material of the course is based on a dynamic approach, which most accurately reflects the specifics of the mental processes of an individual interacting with music. This approach is implemented through the sequence that is most often found in general psychology: the nature of sound, cognitive processes, the emotional and volitional sphere, individual characteristics of the personality, the specificity of artistic creativity. Attention is focused on the author's vision of the discipline content, supported by 15 years of experience in teaching the course «Psychology of Art» for students of art specialties of a pedagogical high educational institution. The article outlines a logical presentation of the course material aimed at making master's students about following the importance of psychological training at the university, forming their professional motivation. To reinforce the last day of the entrance questionnaire on the specified questions. The article presents the main issues about meaningful modules as indicative and sufficient for the formation of competencies and learning outcomes regarding education seekers, determined by the educational and professional program. Examples of exercises for use in practical classes are given in order to make master's students aware towards the specifics of the course and its differences from traditional psychological disciplines. Key words: music psychology, professional training of masters, cycle of professional training, entrance questionnaire, psychological and pedagogical disciplines.

Review of The Evolution of Life Worth Living: Why we choose to live

Soper’s pain-brain theory, based on evolutionary biology, represents a provocative breakthrough for both suicidology and positive psychology. The main thesis of the book is that the evolved way of choosing to live rather than to die in the face of unbearable suffering is to develop a zest for happiness and meaning. His new theory can be summed up by a two-by-two matrix of “pain-type” versus “brain-type” of reducing pain, and the “keeper” versus “fender” levels of protecting us from suicide. My main critique is that the brain versus pain distinction is confusing because the brain is the center for all the functions needed for to reduce pain and keep us alive. Similarly, his football metaphor of two levels of defense(“keeper” and “fender”) is incomplete because the best defense is offence, when a good last line of defense can be quickly turned into offence. Therefore, a more fluid way of conceptualizing this distinction may be the dialectically interactive dual systems of life protection (Yin) and life expansion strategies (Yang) (Wong, 2012). Soper’s pain-brain theory is similar to Wong’s general existential positive psychology theory of flourishing through suffering (Wong, 2020a, 2021a). Both approaches emphasize the centrality of suffering and posit that whether suffering results in mental illness and suicide or mental health and flourishing depends on whether we have the wisdom of the soul and the necessary social support.

The Sources of the Psychology of Art and Its Place among the Disciplines That Study Art and Creativity

The goal of this article is to analyze, on the basis of today’s research strategies and the sources that deal with the psychology of Western art during the 20th century, the emerging field of the psychology of art and of its component, the psychology of the creative process, in different national traditions and in various fields of the humanities (aesthetics, the philosophy of art, experimental and general psychology, physiology, psychiatry, psychoanalysis, art history). Through comparative analysis, this article reveals how German-speaking countries, France, Great Britain, the United States, and the Soviet Union changed their attitude toward the artist, his creative potential, creative work, the creative process, and other problems of the psychology of art. The author devotes special attention to highlighting the distinctive ideas, theoretical positions, and main categories of the psychology of art in the West and in the great civilizations of the East (India, China, Japan). All of this has acquired exceptional importance in today’s metacivilizational culture, in which, as never before, there is active interaction between the ideas of various Eastern and Western peoples about the psychology of art. Finally, on the basis of a comparative analysis of today’s main national traditions relating to the psychology of art, this article highlights its place, functions, and role in the disciplines that study art.

Memories on Professor V. S. Filatov and my distribution to Yaroslavl State University

The history of acquaintance of A.L. Zhuravlev, a fifth-year student of the Faculty of Psychology of the Leningrad State University, with the founders of the Faculty of Psychology of the Yaroslavl State University (the head of the department, professor V.S. Filatov and dean, associate professor V.V. Novikov) in the autumn of 1971 is described. The events that followed Zhuravlev’s consent to go to work at YarSU are given: a trip to Yaroslavl, the work of the commission for the distribution of graduates, preparations for teaching the course "Psychology of Personality". The details of the meeting of the Department of General Psychology of the YarSU, which became the last for professor Filatov, are considered. Zhuravlev shares in detail his impressions of interaction with the professor and a sincere person.

Communicating Unexpected and Violent Death: The Experiences of Police Officers and Health Care Professionals.

Background: The notification of unexpected and violent death represents a challenging experience for police officers and health workers. These professionals are exposed to very intense emotions during this task. Aim: We aimed to investigate the degree of preparation, and the emotions and attitudes of police officers and health professionals while communicating such a death. Method: An ad hoc online questionnaire was created and disseminated through Qualtrics software. The participants were recruited through the institutional channels of Police, the College of Physicians, the ONG De Leo Fund and the Department of General Psychology of the University of Padua. In this qualitative study, thematic content analysis was used to examine the responses. Results: A total of 155 individuals participated in the study (44 females, 111 males): 102 individuals were police officers, 23 were doctors and were 30 nurses. Five main themes were identified: (1) how the communication took place; (2) the experiences during the communication; (3) the difficulties encountered; (4) coping strategies, and (5) forms of support. Most communications were performed in person, and most represented an intense emotional experience for the notifiers. There is a generalised lack of specific preparation and training for this practice. The recipient’s characteristics (culture of origin, language, age, health conditions, psychological vulnerability) may add to the difficulties of the notification process. Professionals unload their tension by practicing sport, relying on their hobbies or interacting socially. The presence of other colleagues during and after the death notification is usually able to alleviate the burden of the communication. Conclusions: Communication modalities can have a profound impact on the recipients and intensify the trauma of the loss; however, they also have the possibility of mitigating it. The notification of a violent and unexpected death remains a difficult and challenging task for the notifier, which is potentially stressful and emotionally charged. The topic is of great relevance and more research should be promoted in this area.