Psychological Laws Research Articles

МАССОВОЕ СОЗНАНИЕ КАК ОБЪЕКТ РЕАЛИЗАЦИИ МАНИПУЛЯТИВНОГО ВОЗДЕЙСТВИЯ

The work examines various approaches to the concept of consciousness manipulation, the main elements of manipulative influence, highlights the main features and methods of implementing manipulative technologies in the political sphere. Also, the main characteristics of the masses and mass consciousness are considered as an object of the implementation of manipulative influence. The main feature of the mass is the temporality of its existence. It is functional and dynamic, and its emergence and functioning is carried out on the basis of internal, psychological laws, although external influencing factors can act as prerequisites for its emergence. From the point of view of content, knowledge, ideas, norms, values and patterns of behavior are imprinted in the mass consciousness, which are shared by a given mass. As a rule, they are developed in the process of communication between people and the joint perception of any socio-political information. At the same time, the structure of mass consciousness is divided into two main levels: the emotional-effective level (extreme experience of any social problem, which is expressed in emotions and feelings that supplant habitual norms, values and patterns of behavior) and the rational level (includes cognitive components - public knowledge, massively discussed and shared information). The rational level of mass consciousness contains several blocks, and, in this context, the block of socio-political values, which has a dominant influence on the perception of the existing reality by the mass consciousness, is of undoubted interest from the point of view of manipulative influence. In this connection, it seems to the authors appropriate to consider the manipulative possibilities of the influence of political ideology on the mass consciousness, as one of the sources of the formation of value orientations

Retracted] A Study on the Application of Music Education to Improve College Students’ Mental Health in the Context of 5G

This paper provides an in‐depth study and analysis of music education to improve the mental health of college students in the context of 5G and for practical application. How to explore the ideas and methods of using music education to channel and resolve the psychological problems of this student group and then help them shape a healthy and upward psychological state, based on field research on the psychological and emotional health of contemporary higher education students, becomes an important issue that needs to be solved in front of most music educators. Musical emotions are not only related to the acoustic properties of music but also closely related to the age, gender, musical background, and social cognition of individuals. To explore the neural mechanisms by which musical rhythm affects emotional processing, it is necessary not only to achieve reasonable manipulation of rhythmic variables but also to effectively control for relevant additional variables, to clarify the relationship between rhythm and musical emotion from a theoretical perspective, and to provide operational guidance significance for bringing into play the mental health value of musical emotion. Discuss the commonalities and mutual assistance between the interactional music classroom and humanistic and positive psychology in terms of ideological connotations. Discuss the practical implications of humanistic psychology and its derivation of positive psychology in terms of self‐actualization, student‐centered view of education, associated integration and developmental educational values, psychological fluency experience, positive emotions, positive self, and positive motivation, which have common ideas with the philosophical theory of interaction, for the interactive music classroom. The characteristics and role of the music teacher in the interacting music classroom from a psychological perspective are described in terms of both teacher psychological construction and teaching attitudes. The enrichment of the ideas, psychological laws, and experiences in humanistic and positive psychology on the model of the interacting music classroom guided by the philosophical theory of interaction is discussed, divided into four subsections: suggestions for classroom goal setting, suggestions for teaching methods, teacher‐student evaluation, and teaching fragment design, aimed at making teachers and students interact easily and happily and live soberly and creatively.

Elements of Völkerpsychologie in Hermann Cohen’s Mature Ethical Idealism

This paper challenges the hitherto common distinction between Hermann Cohen’s early phase of Völkerpsychologie and his later phase as a critical idealist. Recently, it has been claimed that Cohen’s turn was not a rapid conversion but a development that was already inherent to his early view. This paper argues that even in Cohen’s mature critical idealism, a thin basis of Völkerpsychologie continues to exist. Cohen’s critical programme is presented as having a twofold aim: On the one hand, it strives to give an account of pure, formal, and logical laws that regulate critical thinking; on the other hand, it offers a reading of Kant’s dualism between matter and form that allows critical thinking to be seen as inevitably embedded in causal laws of psychology, history, and physiology. Concerning the latter, the paper argues that Cohen remained in the tradition of Völkerpsychologie in his mature ethical thought.

The meaning and significance of psychological law theories in the history of legal thought

The meaning and significance of psychological law theories in the history of legal thought

Winnie’s personality in Natalie Babbit’s tuck everlasting a scientific publication

This research is entitled” Winnie’s Personality In Natalie Babbit’s Tuck Everlasting.” The object of this study is to see the personalities of the character in the novel. This research is based on the awareness psychological approach to the type study and laws of psychology are applied to literary works. In this research, the researcher applied psychological approach and Individual psychological theory. Through the objective approach the researcher see the personalities of the character in the novel. The method of the research is descriptive qualitative method. The main data are taken from words, phrases, and sentences of the novel. The supporting data are taken from some books, articles, and internet. The results of this study are clearly explained as follows. The researcher found six personalities in the novel: fictional finalism, social interest, inferiority feeling, striving superiority, style of life, and creative power. From the six analysis of Adler’s individual psychological is connected to each other and builds a unity from the main character’s personality.

An Analysis of the Role of Learning Theory in Educational Psychology in Teaching English

With the continuous development of the times, the form of education, teaching and research is also constantly innovating, and the learning theory in educational psychology is increasingly valued by English teaching and research personnel and English teachers. The purpose of this article is to study and analyze the teaching theory of educational psychology to English teaching and its effect. This article is from the perspective of English teaching guidance at the University, based on relevant research backgrounds and theories to promote the analysis of the role of learning theory in educational psychology to English education guidance. This article selects 100 English major students from the University, which are divided into experimental teaching classes (N=50) and comparative teaching classes (N=50) for practical teaching. The same English teacher is used for a week of practical teaching. Use questionnaires to get results and study its guiding role and methods. Experimental research results show that, in order to give full play to one’s talents and potentials in teaching and learning, one must follow the laws of human psychology and educational development. Therefore, the influence of psychology and pedagogy on English teaching cannot be ignored.

On the Goal of Social Responsibility Cultivation from the Psychology of Responsibility

The goal of individual social responsibility cultivation shall conform to the physical and mental developments of people in the modern society while the goal establishment shall also accord with the laws of responsibility psychology. The psychological quality of responsibility is an intrinsic psychological structure and the responsibility itself is a mental process. The psychology of responsibility development reveals a gradual advancement of individual social responsibility, in the process of which key elements move, change, and develop to form a relatively stable social responsibility. Therefore, the goal establishment of individual social responsibility cultivation shall as well follow the laws of responsibility psychology.

English

Learning by doing (or learning curves) is a well-known law in economics and psychology, but no consensus has been achieved on the “qualified” models for more than a century. This article explores the expression of learning by doing in a way where the expression is not involved with changing the prime factors of a learning process. If one prime factor changes dramatically during the course of a learning process, the result of the regression is actually an approach to link two different learning curves. If the two curves are distinguishable, they each obey the law of learning by doing, which will progress rapidly at the initial phase and gradually slow down to a flat end. This article presents two functions as the law of learning by doing: The general exponential model is 0.79:0.21 better than the exponential delay model, whereas the later has the ability to investigate the change of loading factors. This ability makes the models a powerful tool for entrepreneurs and managers in investment and production planning.   Key words: Learning by doing, function expression, single equation models, firm behavior, empirical analysis.

Artificial Neural Network Simulations of Human Learning Suggest the Presence of Metastable Attractors in Visual Memory

The attractor hypothesis states that knowledge is encoded as topologically-defined, stable configurations of connected cell assemblies. Irrespective to its original state, a network encoding new information will thus self-organize to reach the necessary stable state. To investigate memory structure, a multimodular neural network architecture, termed Magnitron, has been developed. Magnitron is a biologically-inspired cognitive architecture that simulates digit recognition. It implements perceptual input, human visual long-term memory in the ventral visual pathway and, to a lesser extent, working memory processes. To test the attractor hypothesis a Monte Carlo simulation of 10,000 individuals has been run. Each simulated learner was trained in recognizing the ten digits from novice to expert stage. The results replicate several features of human learning. First, they show that random connectivity in long-term visual memory accounts for novices’ performance. Second, the learning curves revealed that Magnitron simulates the well-known psychological power law of practice. Third, after learning took place, performance departed from chance level and reached a minimum target of 95% of correct hits; hence simulating human performance in children (i.e., when digits are learned). Magnitron also replicates biological findings. In line with research using voxel-based morphometry, Magnitron showed that matter density increases while training is taken place. Crucially, the spatial analysis of the connectivity patterns in long-term visual memory supported the hypothesis of a stable attractor. The significance of these results regarding memory theory is discussed.

EMPLOYEES’ PSYCHOLOGICAL BARRIERS AT PERCEPTION OF INNOVATIONS

Continuous changes, innovations, which ensure the survival of organizations in the ever-changing environment, are not always painless for employees, often evoke tension, lead to stressful conditions. The socio-psychological research on the phenomenon of psychological barriers to innovations has been performed for a long time; however, many aspects of this problem have remained little studied till now. Therefore, the search for the psychological objective laws of assimilation of innovations lies in the focus of studies on an individual’s attitudes to the new. The reasons for difficulties in innovation introducing is the non-innovative environment, conservative instructions, an outdated system of work organization and control, ambiguous orders, employees’ routine experience, so they do not understand how to use innovations, their overly confident idea on their professionalism and reluctance to learn something new. There are many reasons underlying the non-acceptance or rejection of innovative changes in professional work: economic, technical, organizational, vocational, managerial and psychological. All the above reasons are prerequisites for psychological barriers to the perception of innovative changes. Thus, the psychological barrier toward innovative changes is a combination of employees’ actions, judgments, conclusions and emotional experiences, which express the employees’ socio-psychological states caused by innovations consciously or unconsciously, latently or explicitly, intentionally or unintentionally. The most psychological barriers in its essence are related to human emotional and personal sphere and resulted in emotional tension or high stress. A. Massanov notes the importance of the personal basis of psychological barriers, and suggests directions for its improvement. He emphasizes individual psychological characteristics are an important factor affecting the dynamics of psychological barriers. Namely such characteristics determine whether an individual is ready for the perception of something new and it adoption; how easily innovations will be introduced in the workplace; what emotions and relationship with others will accompany this process. Basing on the personal characteristics of professional agents identified by O. Starovoit, we examined and described the whole spectrum of their possible manifestation in the professional environment. Since individual characteristics of each employee are included, in a certain way, into the group psychology and the psychology of its members, they actively influence on the work effectiveness and determine employees’ attitudes to innovations. We focus not only on psychological barriers, but also on a set of objective and subjective descriptors that determine employees’ attitude towards innovation. This set includes types and stages of an innovation process, expectations of positive and negative consequences from innovations, specific composition of employees and their relationships in a group, before and during innovative application.

A Psychometric Approach to the VIKOR Method for Eliciting Subjective Public Assessments

Based on the concepts of sensory thresholds, the Weber-Fechner Law in psychology has usually been applied to sensory dimensions. However, some neurophysiological studies have shown that assessment of mental numbers or numerical information also follows this law. Therefore this paper proposes a modification of VIKOR that reflects the Weber-Fechner law to account for nonlinearity in evaluation scales as perceived by decision-makers. The model is applied to a case where public approval of two different types of public bus operation systems considering six criteria is pursued. The results are compared with those obtained from the multi-attribute value method (MAVT). The suggested method inflates the relative attractiveness of the alternatives that are closer to the best solutions (used by VIKOR). A numerical example is also provided to illustrate the applicability of the approach. This method can be a useful tool where public opinions based on subjective perceptions in a public participation process are of particular interest rather than assessing verifiable facts, i.e., observable, measurable data.

ВИКОРИСТАННЯ ТЕХНОЛОГІЙ ВІЗУАЛІЗАЦІЇ В ДИСТАНЦІЙНОМУ НАВЧАННІ УКРАЇНСЬКОЇ МОВИ В ЗАКЛАДАХ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ

The article highlights the features of the use of visualization technologies during distance learning of the Ukrainian language in general secondary education. Scientific works on the coverage of the outlined problem in them are analyzed. It is proved that an effective learning tool, a productive methodological tool for intellectual development of students is the visualization of educational material. The peculiarities of the preparation of educational information are determined, which in a visually accessible for perception and understanding form can provide students with basic or necessary information. It is emphasized that the principle of cognitive visualization is based on psychological laws, according to which the effectiveness of learning increases through the connection to the process of perception of the «figurative» right hemisphere. The peculiarities of using the technology of visualization of educational material, in particular in distance learning, are substantiated. Techniques of structuring and visualization of educational material are described. Emphasis is placed on compliance with certain recommendations to achieve the goals set in the implementation of visualization technologies. It is emphasized that when working on the visualization of educational material, it is necessary to take into account certain patterns of perception of visual aids by students. The typical mistakes that are most often made in the process of visualization of educational material are analyzed, recommendations are given to eliminate them. It was found that the use of distance and blended learning and the significant potential of multimedia learning tools encourage teachers to use visualization in the educational process, which contributes to the intensification of the process of learning. Examples of realization of various pedagogical technologies of visualization in the process of teaching the Ukrainian language in general secondary education institutions in a distance format are given.

A Proof of the Falsity of Methodological Individualism

The French version of this paper can be found at https://ssrn.com/abstract=3601905. An ideology is a set of lies, deceptive theories and dogmas that is set up as a system and shared by a community of meaning. Methodological individualism becomes a constituent of scientistic ideology when it ceases to be an approach to be hypostatized. The problem is that once it is hypostatized, the concepts required to understand social phenomena that cannot be reduced to the concepts and laws of individual psychology disappear from the conceptual toolbox. We will prove that such reductionism is erroneous by exhibiting an essentially holistic public statement, that is, one that cannot be reduced to a sum of private statements.

Formation of Professional Competencies in Future Teachers of Physical Education in the Conditions of Interactive Interaction

The dynamics of development of the modern world causes progressive changes in education, reflecting the creative search for the most effective forms of organization and technology of learning. Recent studies outline the strategy of practical constructions, involving the education system in the development of the value-semantic sphere of personality on a pedagogical basis. In the offered article the authors consider actual problems of formation of professional competence which is considered as the integrated property of the person possessing a complex of professionally significant for the future teacher of physical culture qualities. The study identified the concept of professional competence of the future teacher, value orientations. The classification of value orientations of the future teacher of physical education which allows to adapt more successfully masters to modern educational processes is proved. The importance of the teacher's value orientations in the modern process of forming the moral beliefs of future teachers is determined. One of the possible ways of forming professional competence in the process of training future physical education teachers through interactive interaction is presented. It is this system of training allows by determining the general laws of psychology and pedagogy, specifying their basic provisions to determine the specifics of coaching.

Сonditions of Formation of Professional Competence in Future Teachers of Physical Education

Globalization processes, current educational trends, changing values, rapid development of science, increasing requirements for professional qualities of coaching activities necessitate the formation of professional competence in future teachers of physical education and other representatives of education. The proposed article discusses the actual problems of the formation of professional competence, which is considered as an integrated property of the personality, possessing a complex of professionally important qualities for the future teacher of physical culture. During the study the concept of professional competence of the future teacher was defined. The stages of professional development of the future physical education teacher, which is the basis for successful adaptation to modern educational processes, are substantiated. One of the possible ways of forming professional competence in the process of preparing future teachers of physical education for professional activity, which is to use the model of formation of psychological and pedagogical skills, is presented. It is this system of training that allows to determine the specifics of coaching activities by knowing the general laws of psychology and pedagogy, specifying their basic provisions.

Радикализация в местах заключения: подход социальной идентичности

The article analyzes research on the spread of extremist ideology in prisons and uses the theory of social identity to understand the mechanism of radicalization in conditions of isolation. The urgency of addressing this problem is explained by the fact that since the events of September 11, 2001, it is the radicalization in prisons that has turned into a serious threat to the security of different countries. In addition measures to counter terrorism necessarily rely on knowledge of the psychological laws by which radicalization occurs; equally, like the development of preventive measures aimed at convicts as well as the creation of deradicalization programs, are based on an understanding of the mechanisms of social behavior. The focus of the work is on the concept of modern terrorism proposed by J. Baudrillard, the problem of radicalization and the spread of the ideology of extremism in prisons is studied, the importance of social identity in connection with the process of radicalization in a situation of isolation is demonstrated. A special role is given to the ideas of M. Hogg’s theory of uncertainty-identity (the motivational direction of the approach of social identity). According to her, experiencing uncertainty, people become inclined to the division of radical ideas and membership in the corresponding groups, because in this way they receive direct and unambiguous answers to their questions. The way to reduce uncertainty is belonging to a group, since the latter is the basis for self-determination, that is, individuals in it acquire the desired social identity, receive norms and rules of behavior, direction of thoughts and feelings. In conclusion the possibilities of the social identity approach for diagnosing persons vulnerable to involvement in terrorist activities are explained.

ПСИХОЛОГІЧНИЙ СУПРОВІД СУЧАСНОГО ВИХОВНОГО ПРОЦЕСУ

Констатується ситуація, яка за пріоритет покладає раціоналізм як жорстко нормовану стратегію в освітньому процесі. У цих умовах зростаюча особистість формується лише частково, оскільки нейтралізуються фактори повноцінного інтелектуального розвитку та духовності у їх цілісності.Згадана ситуація може бути трансформована за умови утвердження цінності як одиниці різнобічного розвитку особистості. З огляду на це провідним механізмом ціннісного осягнення світу зростаючою особистістю виступає психологічний супровід освіти, зокрема виховного процесу. Пропонується наступна дефініція. Сутністю психологічного супроводу доцільно вважати освітню дію (рівною мірою і навчальну, і виховну), індикатором якої виступає глибока наукомісткість, що складається з ряду наукових закономірностей педагогічної психології, психології спілкування, психології мотивації, психолінгвістики. Означені дисципліни роблять освітню дію більш ефективною у пізнавальному і розвивальному плані, а традиційний освітній метод, збагачений психологічним супроводом, підноситься до рівня технології у вузькому розумінні цього терміну.Під духовно-моральним розвитком пропонується розуміти набуття вихованцем нових за природою, тобто вищих переживань справедливості, честі, вірності, любові, альтруїзму тощо. Означена розвивальна ідея, яка ґрунтується на психологічному супроводі, кваліфікується як інноваційна парадигма. Її конструктивна побудова має здійснюватися на основі діалектичного дискурсу як несуперечливому сходженні від філософського бачення до конкретних виховних методик. Відповідно психологічний супровід організовувався на чотирьох рівнях: філософському, методологічному, теоретичному та методичному. Принципові положення філософсько-методологічного й теоретичного рівнів об’єктивуються у певних розвивальних методах.

Teaching physics students of humanitarian-oriented groups in the Middle Years Programme (basic school) of the International Baccalaureate

Problem and goal. In 1968, an international non-governmental organization of the International Baccalaureate with consultative status with UNESCO was established in Switzerland [11; 26; 27; 29-31]. The methodological basis of the International Baccalaureate is intercultural communication, communication, self-development, conceptual thinking, learning efficiency, etc. The International Baccalaureate is an internationally recognized curriculum and is implemented worldwide, including in Russia (Vladivostok, Moscow, Moscow region, Perm, Samara, Saint Petersburg, Ulyanovsk). In addition, International Baccalaureate diplomas are recognized by many foreign educational institutions. In the process of teaching physics to students of humanitarian-oriented groups on the Middle Years Programme (MYP) (basic school) of the International Baccalaureate, some students have difficulties both in mastering the theoretical material and in solving educational text problems. In this connection, to improve the efficiency of training of such students it is advisable not only to carry out a theoretical justification of the possibility of using methods of adaptation of texts of problems in physics and to develop adapted educational tasks with their subsequent inclusion in the content of training, but also to use modern information technologies both in the presentation of theoretical material to students (multimedia teaching tools, electronic resources, etc.) and to teach students to use computer programs (“Live physics”, “Laboratory L-micro”, “1C: Tutor in physics”, “Physics course of the XXI century”, “Open physics”, “Physics in animations”, “Physics. Grades 7-11. Workshop”, etc.). Obviously, that it is necessary in the future to carry out experimental and pedagogical activities revealing the effectiveness of teaching physics. Methodology. The effectiveness of teaching physics to schoolchildren of humanitarianoriented groups under the MYP (basic school) of the International Baccalaureate will be largely provided by the developed content of training, the implementation of didactic principles of training, the implementation of a system-activity approach in teaching, the informatization of training, linguistic analysis of the content of educational tasks, the implementation of technological approach to the design of the educational process, taking into account the peculiarities of psychological laws of formation of mental actions of schoolchildren in the process of solving physical problems [1; 3; 7-9; 12-16; 19; 20; 28]. Results. Application of the method of adaptation of the text of educational tasks, the use of informatization tools, the use of various algorithms for solving physical problems, linguistic analysis of the content of educational tasks helps to improve the quality of teaching physics to students of humanitarian-oriented groups under the MYP (basic school) of the International Baccalaureate. Conclusion. The use of an adapted format for the presentation of educational problems, various algorithms for solving physical problems, the use of modern information technologies for teaching physics to students of humanitarian-oriented groups under the MYP (basic school) of the International Baccalaureate contributes to the increase in students’ interest in learning and the formation of their fundamental system of subject knowledge in physics.

Anatoliy Vasylyovych Kalabukhin: the phenomenon of a creative personality

Anatoliy Vasylyovych Kalabukhin: the phenomenon of a creative personality

A PSYCHOLOGICAL ANALYSIS OF THE MAIN CHARACTER IN MARSIRAJI THAHIR’S KABAR BUNGA

This paper aims to describe the female characters in the novel Kabar Bunga by Marsiraji Thahir, the conflicts and its causes, and the impact of the conflicts experienced by women in the novel Kabar Bunga by Marsiraji Thahir. This novel is examined by a psychological approach in literature, a literary approach that emphasizes the psychological aspects of the types and laws of psychology that can be applied to literary works. The data is qualitative since the purpose of this research is to explain or describe the phenomena of the researches deeply. The data were obtained by categorizing all the related dialogues in the story, then psychologically analyzed. Triangulation was used to validate the data. After finishing all the steps of analyzing data, the interpretations were made based on the data and the theory. The results of the research were, psychologically, the main character in this novel is described as a person who often feels worried, frightened, keeping the reality up, and she is burdened by the problems faced. This portrayal is the representation of Wulan as a woman and woman emotionally and mentally is depicted as a weakness persona without having the ability to solve the problems.