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Журнал » Journal_eng » Journal 25 : Ju. Shulekina, A POLYCODE TEXT COMPREHENSION IN PRESCHOOLERS

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A POLYCODE TEXT COMPREHENSION IN PRESCHOOLERS

 

Ju. Shulekina,

MCU, Мoscow

 

It is shown that polycode texts are popular texts in the primary classroom, particularly in the initial stages of schooling. A vivid example polycode text (hypertext) is the textbook, the availability and the efficiency with which in speech therapy and educational psychology are shown in single studies. At the same time, in the didactic literature for preschoolers found a lot of options of polycode texts (comics, diagram, rebus, etc.), but there is a total deficit in the methodological developments concerning their application in teaching children. This makes the researchers face the fundamental task to study the processes of understanding a variety of polycode texts by preschoolers with disabilities to ensure the educational process new technologies of work with the educational text material.

The article discusses the possibilities of integration polycode technologies in methodical device of special support of students with disabilities. Known types of polycode texts are considered as effective means of the special educator and psychologist in the training of preschool and primary school children this category to master academic competencies.

The author presents the latest experimental data on the specifics of understanding polycode texts by children with general speech underdevelopment, shows how the text’s types(fiction and educational) impact on the natureof the semantic perception of its polycode shell and a transcript of its contents, and also proves the existence of significant differences in the perception and understanding polycode texts in preschoolers with normal  development, and in preschool children with general speech underdevelopment.

 

Keywords: polycode text; commix; text comprehension; mental-speech strategies; general speech underdevelopment; learning competences; special education.

 

For citation: Shulekina Ju. A polycode text comprehension in preschoolers // Systems psychology and sociology. 2018. № 1 (25). P. 36–44.


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Журнал » Journal_eng » Journal 25 : Е. A Ponomareva, MCU, Moscow, D. I. Ponomareva, T. A. Afonskaya, THE FEATURES OF PERSONAL DETERMINATION AND CORRECTION OF THE AGGRESSIVENESS IN ADOLESCENTS

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THE FEATURES OF PERSONAL DETERMINATION AND CORRECTION OF THE AGGRESSIVENESS IN ADOLESCENTS

 

 

Е. A Ponomareva,

MCU, Moscow,

D. I. Ponomareva,

T. A. Afonskaya,

MAI, Moscow

 

This article presents a study of the structure of adolescent impulses to clarify the content of the problems and evaluate the effectiveness of psychological treatment of various forms of teenage aggression. The objectives of the present study were: 1) the identification of incentive determinants of aggressive behavior of teenagers whose parents have repeatedly appealed to the clinical psychologist for advice; 2) analysis of the results on the basis of a projective test of L. Sondhi, as well as methods of «personal aggression and conflict» of E. P. Ilin – P. A. Kovalev — before and after the correction of psychological identity of minors. It is the contents the author’s methodology of training for the formation of a constructive (non-aggressive) behavior and the complex psycho-technical exercises for the correction of behavior in stressful situations. The study suggests that the target group at the significant level expressed by the following models of aggressive behavior: negative due to low self-esteem as a specific form of self-denial (vector «self-concept»); affective (paroxysmal vector). In the course of correctional training the most successfully managed to work through extreme variants of negative sexual and vectors; A positive dynamics of decrease on the scale of «intolerance of the opinions of others», «offensive», «obstinacy», «temper», «negative aggressiveness». It is noted that after the application of psycho methods exposure level in the target group of suspicion, vindictiveness, and totals of positive aggressiveness is not significantly changed. These final psychological diagnosis demonstrate the need to develop and apply additional measures of psychological adjustment for the results obtained. The possibility of using projective techniques L. Sondhi the practical psychologist with difficult teenagers allow a detailed assessment of the current state of the sphere of instincts, and to identify motivation — as a reactive nature, arising in response to the needs and frustrations of a teenager in a social environment, and the endogenous nature of having an internal cause genetic or other source that is not associated with the current situation. Methods of psychological correction impact applied during the study may contribute to the formation of teenagers the skills of effective behavior in difficult situations.

 

Keywords: adolescents; aggressiveness; aggressive behavior; personal determination; motivation; psychological correction; training; conflict; stress; projective method of L. Sondhi.

 

For citation: Ponomareva E. A., Ponomareva D. I., Afonskaya T. A. The features of personal determination and correction of the aggressiveness in adolescents // Systems psychology and sociology. 2018. № 1 (25). P. 26–35


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Журнал » Journal_eng » Journal 25 : O. A. Shamshikova, N. M. Klepikova, G. S. Taygulova, PSYCHOMETRIC ANALYSIS OF THE QUESTIONNAIRE «DIAGNOSTICS OF SELF-AWARENESS FORMS» BY Z. ZABOROWSKI AND A. OLESZKIEWICZ

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PSYCHOMETRIC ANALYSIS OF THE QUESTIONNAIRE «DIAGNOSTICS OF SELF-AWARENESS FORMS» BY Z. ZABOROWSKI AND A. OLESZKIEWICZ

 

O. A. Shamshikova,

N. M. Klepikova,

G. S. Taygulova,

NSPU, Novosibirsk

 

The article presents one approach to the study of the problem of self-awareness based on the attribution theory. The attribute perspective of the problem of self-awareness includes self-awareness contents and the four forms of its processing: individual, defensive, outer and reflective. That view is known as «the theory of contents and forms of self-awareness» (briefly: the CF theory) by Z. Zaborowski.

Theoretical description and experimental verification of the CF theory maid by Z. Zaborowski and A. Oleszkiewicz led to the creation of the «Diagnostics of forms of self-awareness» method [19], intended for measuring the intensity of the four forms of self-awareness focused on evaluation of four processes that foster person’s image of himself.

The first form — individual — includes the current information processing presenting the core content of self-awareness as a personality component, and it contributes to the strengthening and integration of the personality structure. The second form — outer — is based on objective information processing within social norms and standards, and it serves for solving problems of social adaptation.

The third one — defensive form — may get involved against a background of a sense of danger, frustration of needs and it reflects defense mechanisms for the information processing when there is a discrepancy between a person’s self-image and social norms and expectations.

The fourth form — reflective self-awareness — involves abstract symbolic processing of information about oneself and the world; promotes the formation of identity, the development of life plans and lifestyle.

The article represents the results of adaptation of West-European methods on a Russian sample (n = 121).

In the first phase the translation procedure of the questionnaire was implemented, the research version of the questionnaire was developed, in the second phase the psychometric characteristics of the methodology were analyzed: 1) the correlations between the responses (evaluating the suitability of statements); the questionnaire discriminative is revealed; 2) evaluating the reliability: the internal consistency of scales (The SpearmanBrown prediction formula, Cronbach’s alpha coefficient) and the resistance to retesting with two weeks interval (The Spearman’s rank-order correlation or rs-Spearman coefficient); 3) the structure validity is grounded.

 

Keywords: content of self-awareness; differentiation of self-awareness content; forms of self-awareness; reliability; validity; questionnaire discriminative.

 

For citation: Shamshikova O. A., Klepikova N. M., Taygulova G. S. Psychometric analysis of the questionnaire «diagnostics of self-awareness forms» by Z. Zaborowski and A. Oleszkiewicz // Systems psychology and sociology. 2018. № 1 (25). P. 13–25.


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Журнал » Journal_eng » Journal 25 : S. M. Valyavko, M. S. Staroverova, VOLUNTARY REGULATION IN PRESCHOOLERS WITH DISABILITIES IN THE CONTEXT OF PSYCHOLOGICAL COUNSELLING

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VOLUNTARY REGULATION IN PRESCHOOLERS WITH DISABILITIES IN THE CONTEXT OF PSYCHOLOGICAL COUNSELLING

 

S. M. Valyavko,

M. S. Staroverova,

MCU, Moscow

 

The article is devoted to the problem of voluntary regulation in the context of activity approach as an integrative characteristic of a child’s mental activities, identified under the conditions of a psychological experiment. The influence of voluntary regulation on the degree of successful realization of a background of future leading activities in preschoolers is justified here. There are very few special studies on voluntary regulation in preschoolers with disabilities and it is typically possible to find a very general overview about this issue only.

To study the given problem a diagnostic program was created and a representative sample of subjects was selected on the base of Moscow pre-elementary educational institutions. The authors received primary data on the voluntary regulation level of activities in older preschoolers with speech underdevelopment — that is one of the most numerous group of children with disabilities. The revealed peculiarities in the manifestation of voluntary regulation of the cognitive activity in preschoolers of this category can be considered as a manifestation of the modal-nonspecific patterns of disrupted development. For this kind of children referrals for psychological counselling are recommended, involving a psychic regulatory-building of a child to optimize the personal development of children with speech underdevelopment.

 

Keywords: activity; voluntary regulation; voluntary emotion regulation; self-regulation; regulatory component of educational activities; learning difficulties; preschool age; general speech underdevelopment.

 

For citation: Valyavko S. M., Staroverova M. S. Voluntary regulation in pre-schoolers with disabilities in the context of psychological counselling // Systems psychology and sociology. 2018. № 1 (25). P. 5–12.


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Журнал » Journal_eng » Journal 24 : Contents #24

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CONTENTS

 

 

Theory and method of Systems psychology

 

Ryzhov B. N. A system structure of personality

Zobkov A. V. System-structural organization of self-regulation by the subject of educational activity

 

 

 

Psychological researches

 

Romanova E.S., Makshantseva L. V. On the problem definition of a psychological expert opinion about a negative impact of the information products on adolescents: theoretical aspect

Sheinov V. P. On the relation between the mindset types in lecturers and students and their personal characteristics

Shilova T. A., Kostereva L. I. The system of social interaction and homeschooled high-school students’ self-esteem

Romanova E. S., Shubin S. B. The features of young people’s use of video games and social networks 

Sharova S. S. The creative features in students with manual asymmetries and hearing impairment

 

History of psychology and psychology of history

 

 

Ivanov D. V. Psychological idea in Russia in 30-th years of the XIX century. I. D. Yakushkin

Bershedova L. I., Nabatnikova L. P. A family, marriage and creativity in E. Zamyatin’s life

 

 

Sociological researches

 

 

Ananishnev V. M., Yugay S. V., Ovsov A. P. The prospects of inclusion of Russian pedagogical universities into the global university rankings

Rychikhina E. N. The role of the school mediation services in the conflictological education

 

 

Information

 

 

The anniversary of academician of the RAS, professor Irina Petrovna Anokhina!

 

Authors of the journal «Systems psychology and sociology», 2017, № 3 (23)


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Журнал » Journal_eng » Journal 24 : E. N. Rychikhina THE ROLE OF THE SCHOOL MEDIATION SERVICES IN THE CONFLICTOLOGICAL EDUCATION

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THE ROLE OF THE SCHOOL MEDIATION SERVICES IN THE CONFLICTOLOGICAL EDUCATION

 

E. N. Rychikhina

MCU, Moscow

 

The growth of conflicts at schools leads to a necessity to develop the conflict resolution skills of all parties involved into the education process, and school mediation services play the main role in this activity. This article reviews educational capabilities of counselling and its role in forming the conflict resolution competency.

The urgency of this article is in its review of a new area in Russian education — the area of school mediation services. The author has analyzed the functioning of

school counselling in Russia and showed its unstable development. Based on the monitoring results the author sees the necessity to develop a conflict resolution competency for all parties involved into the education process.

A level of teacher’s conflict resolution competency is critical for school mediation service development. Also the author reviews circumstances that help to increase a teacher’s role in school mediation service. If teachers’ conflict resolution competency is formed properly, that will allow them to use the school mediation service to work closely with students and their parents to advance their conflict resolution skills.

The author shows how to form the conflict resolution competency using the process of recovery mediation. The article highlights the importance to involve the students into the school mediation service work, where they could have an experience to work with conflicts, receiving the theoretical and practical knowledge of rules regulating conduct in conflict situations.

This article identifies and describes the components of conflict resolution competency that includes legal, social, psychological, communicatory and conflict resolution components. The author describes the heuristic model to develop the conflict resolution competency that consists of two approaches: theoretical and practical. Each approach has its own methods of education. The main advantage of this model is a distinct differentiation of theoretical and practical approaches during the educational process.

This article pays special attention to methods used in the process of forming the conflict resolution competency and conflict resolution education. The author highlights the main component of the conflict resolution competency — the interactive methods of education. At the end, the author makes a conclusion that the usage of various forms and methods of the school mediation service allows to improve the possibility to educate teachers, students and their parents.

The review of data and system-oriented analysis allowed the author to highlight the importance for schools to employ a professional conflict resolution specialist with a mediation tra

Keywords: school mediation services; remedial mediation; teacher’s professional competency; conflict resolution competency; methods of education.


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Журнал » Journal_eng » Journal 24 : V. M. Ananishnev, S. V. Yugay, A. P. Ovsov, THE PROSPECTS OF INCLUSION OF RUSSIAN PEDAGOGICAL UNIVERSITIES INTO THE GLOBAL UNIVERSITY RANKINGS

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THE PROSPECTS OF INCLUSION OF RUSSIAN PEDAGOGICAL UNIVERSITIES INTO THE GLOBAL UNIVERSITY RANKINGS

 

 

V. M. Ananishnev,

S. V. Yugay,

A. P. Ovsov,

MCU, Moscow

 

The concept of modernization of higher education places one of the priority areas for Russian universities to move to a higher position in international rankings. This task is impossible without effective monitoring of scientific activity on the basis of a system of indicators unified with international standards. Management of this process is determined by the peculiarities of the international rating systems of the THE, QS, ARWU, in which the level of scientific activity of the university is the dominant factor.

The internationalization of education in the conditions of the globalization taking place in the world caused the need to compare the higher educational institutions of individual countries on certain lists of indicators. These lists are compiled by international rating agencies and are universally recognized in Western countries. However, in Russia the need for cooperation with foreign rating agencies was not recognized for a long time. The importance to the international assessment

of the activities of universities was attached only in the 2010s.

Meanwhile, joining the global rating systems not only contributes to the country's prestige, but also stimulates the work on improving the national educational system by bringing it in line with world standards. Therefore, Russia, which was traditionally considered one of the planetary leaders in the field of education development, was forced to respond to global demands and new world trends in the scientific and educational fields. In the last decade, Russia has for the first time set the task of getting its best universities to take significant positions in international ratings.

On May 7, 2012, the President of the Russian Federation signed Decree № 599 «On measures to implement state policy in the field of education», supplemented on March 16, 2013 by Government Decision № 211 «On Measures of State Support for Leading Universities of the Russian Federation with a view to improving their competitiveness among the world's leading scientific and educational centers». In accordance with these normative acts, the «Project 5-100» was developed, designed for the period until 2020 and aimed at including at least five Russian universities in the list of one hundred of the best universities according to one of the three global rankings - The University of the World Times rating (THE) , World Universities World Ranking (QS) and Academic Ranking of Universities of the World (ARWU). The importance of Russia's inclusion in international studies of the quality of education is confirmed in the Concept of the Federal Targeted Program for the Development of Education for 2016-2020, adopted on December 29, 2014.

According to the decision of the Government, the Council on increasing the competitiveness of the leading universities of the Russian Federation among the world's leading scientific and educational centers began to function in 2013. It was officially announced that the universities that are taking active steps to enter the global ratings will receive subsidies for the implementation of the activities necessary for taking part in the project from the state on a competitive basis. The first to the "Project 5-100" was joined by universities of technical and natural-science profile and only then - humanitarian. The desire of many

one of the three largest world ratings indicates that the Russian system of higher education has the potential for development, the capacity for self-reform and the readiness to compete for the restoration of lost prestige. The problem is reduced only to the reinforcement of ambitions by thoughtful and effective management.

For pedagogical universities as educational institutions of a broad profile, the problem is especially urgent. First, they do not have one clear focus in their activities, training specialists in the teaching of both humanitarian and natural science subjects. Secondly, as a rule, they are little known abroad. Therefore, the prospects for the entry of Russian pedagogical universities into world ratings have not yet been fully clarified. At the same time, it seems that pedagogical universities have certain opportunities to build their work on a competitive basis in accordance with the requirements of international rating agencies.

The article examines the issue of the possibility of Russia's pedagogical universities to get into the global rating.

Keywords: pedagogical higher education institutions; international university rankings; criteria and indicators; monitoring of universities activity; quality of higher education; indicators of education; THE; QS; ARWU.


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Журнал » Journal_eng » Journal 24 : L. I. Bershedova, L. P. Nabatnikova A FAMILY, MARRIAGE AND CREATIVITY IN E. ZAMYATIN’S LIFE

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A FAMILY, MARRIAGE AND CREATIVITY IN E. ZAMYATIN’S LIFE

 

L. I. Bershedova,

L. P. Nabatnikova

MCU, Moscow

 

The article is devoted to the issues of a choice of a family-life pattern, emotional harmony between the spouses depending on the system influence of the parental family and parent-child relations together with an actual political situation in a society and different complex psychical status of personality on the example of E. Zamyatin’s life, who has left in his literature works some deeply fateful ideas for his grateful readers.

The article explains the role of the grandparents’ emotional relationship to their grandchildren for forming family pattern in grandchildren. This fact is also related to the issues of interpersonal interactions between the close relatives who perform the family patterns and transfer them through the generation. Grandmothers are granted a special role in children care: they also educate, support, assist and approve their grandchildren. The same was with Zamyatin’s grandmother, she took an active part in his (and his sister too) process of socialization. On the basis of these Zamyatin’s biographical facts can be justified the idea that any grandparent family acquires motivational value to build an individual model of the family for any future generation.

The meaning and significance of the family in Zamyatin’s life can be seen as a value since his childhood. The writer’s education was filled with understanding what is good and what is proper attitude towards other person. The family gave to the writer a strong sense of high responsibility for his life, choices, including his

marriage choice and the motives for his behavior. It was important for him and his wife to value their personality in each other giving the feeling of love, true matrimony and reliability to marriage and family relations. Zamyatin’s marriage existes as an open system that interacts with the literary community in Russia and Europe. Zamyatin’s and his wife’s loyalty and fidelity to each other can serve as a model of marriage and family relations for young people making the decision about marriage.

Key words: family; system; parents; family values; marriage; emmigration; personality; creativity.


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Журнал » Journal_eng » Journal 24 : D. V. Ivanov, THE PSYCHOLOGICAL IDEA IN RUSSIA IN 30TH YEARS OF THE XIX CENTURY. I.D. YAKUSHKIN

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THE PSYCHOLOGICAL IDEA IN RUSSIA IN 30TH YEARS OF THE XIX CENTURY. I.D. YAKUSHKIN

 

 

D. V. Ivanov,

NSPU, Novosibirsk

 

The article considers the main scientific views about an active conductor of ideas of the Russian enlightenment, decembrist Ivan Dmitrievich Yakushkin (1793/1794–1857), who «had become wise by his bitter experience» and contributed a lot to the development of Russian psychological thought in the 30-th years of the XIX century. Yakushkin is a prominent organizer of the Decembrist movement and he has remained in Russian history as the author of notes, articles and letters shedding the light on the Russian philosophy of the enlightenment epoch. The image of Yakushkin-fighter, his spiritual needs, remaining at a rather high level, despite of all life's difficulties, confirms his own idea about a human’s life force and his personal manifestation.

Yakushkin's views, reflected in his works, are interested to understand the common genesis of the development of Russian philosophical and psychological thoughts of a human, his capacities and ideals. Yakushkin considers the development of a man from the natural science approaches of his time. He sees a man in his unfolding opportunities ready to realize himself and achieve greater success in the development in comparison with the surrounding world of nature. A Russian thinker insists on the need of understanding the world of nature, whereby the latter is also able to know its own identity. He believes in «reasonable» man as a creator of culture, who is able to a social life. «Yakushkin's man» becomes a person, he constructs his life, struggles to achieve significant results in it basing on the experience of previous generations and his own. The story of one man's life becomes part of his people's history and the history of the whole mankind.

In the context of the history of psychological thought Yakushkin is the follower of the Enlightenment epoch – the philosophical century (by A. S. Pushkin), who considered the humanity (as well as morality) the top every individual will have to achieve.

Yakushkin is a close friend of the outstanding Russian philosopher and philosophizing psychologist P. Y. Chaadaev. Their dyad «Chaadaev – Yakushkin» has become important to understand the main achievements of the Russian philosophy and psychology in the 30-th years of the XIX century. The letters touching upon their scientific preferences and views are of great interest for better understanding of the history of psychological thought.

Yakushkin's psychological views allocated on the general background of his philosophical positions are valuable to our contemporaries in terms of their historical and psychological reconstruction and interpretation.

This article uses historical and psychological reconstruction, the bibliographic method, promoting the systematization of the basic materials and sources as well as the psychological interpretation of the ideas of Russian philosophers about human nature, a human, his struggle and the principles allowing the Russian educator to describe psychological phenomena.

Keywords: human nature; system of psychological concepts; scientific approach; personality; vitality; fighting; a fighting man; intelligence; sensibility; virtue.


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Журнал » Journal_eng » Journal 24 : S. S. Sharova, THE CREATIVE FEATURES IN STUDENTS WITH MANUAL ASYMMETRIES AND HEARING IMPAIRMENT

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THE CREATIVE FEATURES IN STUDENTS WITH

MANUAL ASYMMETRIES AND HEARING IMPAIRMENT

 

S. S. Sharova,

College of small business № 4,

Moscow

 

Verbal creativity in high-school students (aged 15–21) with hearing impairment and manual asymmetries has its own features. All students were divided into 2 groups: left-handed and right-handed. This option has defined the following selections to be compared: students with normal hearing, students with hearing impairment, hard-of-hearing and deaf students. The research about the verbal creativity has revealed ambiguous results. The Fluency parameter decreases with the increase of loss of hearing, and often in left-handed students this decrease is more expressed than in their right-handed students of the same age. There is no clear distinction between right-handed and left-handed students on the Flexibility parameter, but at the same time Flexibility is almost twice higher in students with normal hearing in comparison with the hard-of-hearing and deaf students. The hard-of-hearing and deaf right-handed students obviously expressed a decrease by the Originality parameter. Among the left-handed students the Originality parameter declines only in deaf students while in hard-of-hearing students this parameter is higher than in students with normal hearing. There is a significant correlation between the level of verbal creativity and the level of hearing: the level of verbal

creativity decreases with the increase of loss of hearing. The profile of students’ verbal creativity with normal hearing and with impaired hearing differs — among the students with normal hearing the right-handed students have the higher level and among the students with hearing impairment the higher level is in left-handed students. Statistically significant correlation between a level of hearing and all parameters of verbal creativity has been revealed: the values of all parameters of verbal creativity decrease with the hearing decline. All parameters of the verbal creativity authentically correlate to each other.

Keywords: manual asymmetries; left-handed student; right-handed student; ambidexter, hearing impairment; normal hearing; deaf person; hard-of-hearing; verbal creativity.


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