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Журнал » Journal_eng » Journal 28 : T. V. Pryakhina, G. A. Mishina,THE INFLUENCE OF THE EMOTIONAL STATE ON THE PROCESSING OF EMOTIONAL INFORMATION

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THE INFLUENCE OF THE EMOTIONAL STATE

ON THE PROCESSING OF EMOTIONAL INFORMATION

 

T. V. Pryakhina,

RANEPA, Moscow,

G. A. Mishina,

RSUH, Moscow,

 

Introduction. Since the middle of the last century, the issue of the influence of emotions on the work of cognitive processes studied in psychology. There are two types of studies: the processing of emotionally stimuli and other research is the influence of emotions on attention, categorization, or creative thinking.

As a result, there is the idea that processes such as processing emotional information can be mediated by the current emotional state of a person. This hypothesis confirmed, for example, in people with depression there is a shift in attention toward anxious stimuli in comparison with healthy people. Psychologists use various methods to assess the processing of emotional information (the paradigm of «rapid visual sequential  presentation», «dot-probe task», etc.).

Methodology. In our study, the hypothesis of the influence of the current emotional state (happy or sad) on the processing of emotional information (dot-probe task) is tested. During the experiment, the participants divided into two groups: each group was induced a certain emotional state with the help of an autobiographical method (people were asked to recall the «joyful» or «sad» event from his life), then it was suggested to pass the «sample with a dot» technique, emotional state was given a self-report.

Results. With the help of statistical analysis, the differences between groups were calculated; however, none of the hypotheses was confirmed. However, the results obtained may be because the significance of this effect is weak and static power is not high.

Conclusion. The autobiographical method of inducing the necessary emotional state is effective. This method may be used in further studies. It is worth noting that the procedure is simple for the experimenter.

The use of dot probe procedure allowed us to develop a computer version of this paradigm, which makes it possible to further apply it. Obviously, the development of such experimental techniques is necessary because it allows us to study the role of emotions in cognition.

 

Keywords: emotions; emotional processing information; emotional attention; effect of congruency; task dot probe.

For citation: Pryakhina T. V., Mishina G. A. Tthe influence of the emotional state on the processing of emotional information // Systems Psychology and Sociology. 2018. № 4 (28). P. 55–63.


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Журнал » Journal_eng » Journal 28 : L. E. Semenova, V. E. Semenova, PSYCHOLOGICAL WELL-BEING OF PRESCHOOL TEACHERS

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PSYCHOLOGICAL WELL-BEING OF PRESCHOOL TEACHERS

 

L. E. Semenova,

V. E. Semenova,

Nizhny Novgorod Institute of Education Development,

Nizhny Novgorod

 

Introduction. The article analyzes the problem of psychological well-being of teachers of preschool educational institutions. The main approaches of modern researchers to the consideration of the phenomenon of individual well-being, its main characteristics and structure are briefly outlined and on this basis the question of differentiation of the concepts of «psychological well-being» and «subjective well-being» is touched upon.

A General assessment of the degree of study of psychological well-being of the individual in the domestic psychology of recent decades is given. The article substantiates the urgency of the problem of psychological well-being of teachers of preschool educational institutions as one of the leading conditions of their successful professional activity and positive changes in the Russian education.

Organization and methods of research. An empirical study was carried out to study the characteristics of some professional characteristics of preschool teachers with different levels of psychological well-being, which included two stages. First, a comparative analysis of the degree of expression of the main components and the overall level of psychological well-being of preschool teachers working in groups with children with developmental disabilities, and their colleagues working in groups without children with disabilities.

Secondly, the comparison of the prevailing style of pedagogical communication and the status of professional identity in respondents with different levels of psychological well-being.

Research result. It is established that for preschool teachers working with children with disabilities, unlike their colleagues working in groups without children with disabilities, are characterized by lower rates, as most of the main components, and the overall level of psychological well-being. The data testifying that for psychologically successful preschool teachers in most cases are characterized by the predominance of the democratic style of interaction with children and the status of positive professional identity, while their less prosperous colleagues noted the predominance of the authoritarian style of pedagogical communication and the status of diffuse professional identity.

Conclusion. It is concluded that at a low level of psychological well-being preschool teachers are at risk for the manifestation of destructive styles of interaction with pupils and the lack of clear professional guidelines  and a sense of satisfaction with their professional development. However, such respondents are a minority, while many preschool teachers have personal characteristics that allow them to meet the guidelines and requirements of modern education.

 

Keywords: psychological well-being; professional characteristics; status of professional identity; styles of pedagogical communication; preschool teachers.

 

For citation: Semenova L. E., Semenova V. E. Psychological well-being of preschool teachers // Systems Psychology and Sociology. 2018. № 4 (28). P. 40–54.


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Журнал » Journal_eng » Journal 28 : A. N. Ryzhov, L. B. Smolovskaya, THE TECHNIQUE FOR SYSTEM DIAGNOSTICS OF A PERSON’S MOTIVATION AND VALUES: M-TEST

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THE TECHNIQUE FOR SYSTEM DIAGNOSTICS

OF A PERSON’S MOTIVATION AND VALUES: M-TEST

 

A. N. Ryzhov,

L. B. Smolovskaya,

MCU, Moscow

 

The article is devoted to the description of a new psychodiagnostic technique for system diagnostics of a person’s motivation and values (M-test). The methodological background for the test is based on a system typology of motivation that allows to identify 8 special types of motivation, including 4 types of motivation for the development of biological and social systems (vital motivation, reproductive and cognitive motivation, motivation of self-realization), and 4 types of motivation to maintain the order in these systems (motivation of self-preservation, protection of «Self», altruistic and moral motivation).

In 2010 year a system motivation profile Test (SMT) was offered, composed of step-by-step ranking of 32 values, correlated with the main system types of motivation, divided into 4 tables with 8 values in each. To expand the capabilities of the test, its modification — M-test — is proposed that allows to add the profile of a person’s values to his motivation profile and the coefficient of the retest reliability to the results of the study.

Both types of the technique can be used in paper and electronic versions. The striking feature of the new test modification is the presence of the fifth table, that contains two values from each of the 4 tables, where the values received the highest ranks after the finishing of the basic testing stage. Thus, the fifth table summarizes the 8 most significant values for the person. The person ranks the values following the same logic as in previous testing version. Based on the results of this part of the work the structure of the person’s values is determined. The double ranking procedure of the most significant human values in the new version of the technique also allows to determine the retest reliability of the results.

The validation test was carried out in 2015–2018 years on the basis of a comparative assessment of the students’ results at three Moscow universities (Moscow city university, Russian state social university and Moscow institute for psychoanalysis) and the results of expert assessments of the students’ motivation  profile participated in the study. The curators of the groups, that accompanied students during their training, served as the experts. In total 610 people participated in the study. The correlation between the test data and the expert assessments was equal to 0.81, that indicates the validity of the proposed technique.

 

Keywords: motivation; motivation and values of a person; system psychology; motivation profile; values; the ranking of values.

 

For citation: Ryzhov B. N., Smolovskaya L. B. The technique for system diagnostics of a person’s motivation and values: M-test // Systems psychology and sociology. 2018. № 4 (28). P. 26–39.


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Журнал » Journal_eng » Journal 28 : V. A. Medintsev, G. S. Kostiuk QUESTIONS OF PSYCHOLOGICAL KNOWLEDGE INTEGRATION IN THE CONTEXT OF SYSTEMIC DESCRIPTION OF CULTURE

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QUESTIONS OF PSYCHOLOGICAL KNOWLEDGE INTEGRATION

IN THE CONTEXT OF SYSTEMIC DESCRIPTION OF CULTURE

 

V. A. Medintsev,

G. S. Kostiuk

Institute of Psychology of the National Academy

of Pedagogical Sciences of Ukraine, Kiev

 

One of the possible prospects for the development of psychological science is the integration of the knowledge accumulated in it and the creation of a universal methodology for theoretical and experimental studies.

The article briefly outlines the modern scientific context of integration in psychology, emphasizes the its implementation difficulties. The presented methodological positions of G. A. Ball and the author of the article concern with integrative problems and the prospect of the nearest stage of research. It is shown that research on the integrative-personal approach, the cultural function of psychological science and the systemic nature of psychological knowledge can become a theoretical basis for the methodological development of a complex problems of psychological knowledge integrating. The main results are embodied in the developments of: a system of concepts for describing culture as a modi structure and personality as characteristics of a personal psychological modus; theoretical and methodological tools for a formalized description of the interaction of psychological science as a culture modus with its other modi; method of the set-theoretical description for processes (ST-method) and its applications in psychological research. In order to substantiate and develop the concept of psychological knowledge integration on this methodological basis, it is necessary to solve a number of research problems. Among the priorities: to overcome the difficulties on universalization of the representation of scientific-psychological knowledge; to propose a version of the synthesis of the results obtained within the framework of the natural-science and humanitarian paradigms. The main question that must be answered when carrying out these studies is formulated: what methodological tool for a universal description of the objects of psychological research and the presentation of scientific-psychological knowledge may be acceptable to the psychological community.

 

Keywords: natural-science and humanitarian paradigms; psychological science; culture; modus of culture; formalized descriptions in psychology; psychological knowledge integration.

 

For citation: Medintsev V. A. Questions of psychological knowledge integration in the context of systemic description of culture // Systems psychology and sociology. 2018. № 4 (28). P. 14–25.

 


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Журнал » Journal_eng » Journal 28 : A. A. Tyukov,SYSTEM ANALYSIS OF SUBJECT CATEGORIES IN THE HUMAN-SCIENCES

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SYSTEM ANALYSIS OF SUBJECT CATEGORIES IN THE HUMAN-SCIENCES

 

A. A. Tyukov,

MCU, Moscow

 

Introduction. Development prospects of the modern general anthropology are driven by attempts to reach a consensus for subject positions in the study of the human being phenomenon. As a basis for such a consensus, the authors consider the system analysis of the status and contents of the original categories and notions derived from the disciplines that comprise a complex of sciences of a human being.

Methodology. The article investigates the prospects of integrating the methodology of systemic and integrative approaches to the system psychological sciences. In light of the modern systematology, systemic psychology by B. N. Ryzhov (1999) and the concept of integrative development psychology by АА. Tyukov (1998), the article focuses on the contents and technologies of systemic analysis in all spheres of the psychological knowledge. The methodological principle of a systemic psychological analysis underpins a statement of the integrated perception of personal, mental and activity-related characteristics of a human being in their joint development and manifestation. In the systemic analysis, in terms of the interpretation logics, there appear layers and levels that are on a mutually reflexive basis reflected in the theoretical description of the system. The systemic analysis includes a description of processes, on the one hand, and of structures, morphology and material as a mechanism constituting the processes described, on the other hand.

The essence of the psycho is determined as an endogenous, internal and subjective activity of an individual. Thus, individuality should be analyzed as an integral characteristic of a specific individual in the dialectical view of its development from birth to death. The idea of narrative psychology aims to offer a generalized systemic characteristic of the life history of a man. In addition, the tasks of such generalized suppose that a typological classification should be applied to identify specific individual features of a person.

Conclusion. It has become possible to postulate a categorical nucleus of general psychology due to the applied psychometry of personal attributes of a man, its mind and abilities at every stage of its ontogenesis.

Systemic typology of life activities, typology of mental activity in terms of mind scale, scope and speed, and typology of abilities for life activity as mastered and interiorized means of communication finally give a psychological characteristic of a real human individuality.

 

Keywords: System as an organic integrity; layers of systemic analysis; categorical nucleus of development psychology; systemic typologies; category of life activity; motivation; targeting; individuality as a notion of scientific psychology.

 

For citation: Tyukov A. A. System analysis of subject categories in the human-sciences // Systems Psychology and Sociology. 2018. № 4 (28). Р. 5–13.


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Журнал » Journal_eng » Journal 27 : CONTENTS #27

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CONTENTS #27

 

Theory and Metod of Systems Psychology

 

Ryzhov B. N., Smolovskaya L. B. The Technique for Self-Appraisal of Emotional Tone and Activity SETA

Sheinov V. P. Development of the Test «Psychological Factors of the Risk of Adult-Individual Victimization»

 

Psychological researches

 

Romanova E. S., Bershedova L. I. Information and Psychological Security for Adolescents: Systemic and Psychological Analysis

Valyavko S. M. The Development of a Gender Identity in Children of Senior Preschool Age

Berezina I. Yu., Sumskiy L. I., Mikhailov A.Yu. Assessment of Memory in Transient Global Amnesia

Martynenko I. V., Rondukova S. V. Special Features in Development of Communicative Readiness for Schooling in Preschoolers with System Speech Disorders

Karpov A. B. Employee Engagement — a Factor of Work Motivation

Brazgun S. N., Tkacheva V. V. Issue of Dysfunctionality of the Families Who are Parenting Children with Disability

Ivanova V. P. Intellectual Culture as a System Approach in Education

 

History of psychology and psychology of history

 

Ivanov D. V. Psychological Idea in Russia in the End of the XVIII – the Beginning of the XIX Century. V. F. Malynovsky

 

Sociological researches

 

Perevozkina Yu. M., Fedosov V. G., Prusse F. Functional Organization of Impasa-Role Socialization of Youth: Metasystemic Approach

 

Information

 

Authors of the Journal «Systems Psychology and Sociology», 2018, № 3 (27)

Author Guidelines

 


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Журнал » Journal_eng » Journal 27 : «SYSTEMS PSYCHOLOGY AND SOCIOLOGY» AUTHORS, 2018, № 3 (27)

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«SYSTEMS PSYCHOLOGY AND SOCIOLOGY» AUTHORS, 2018, № 3 (27)

 

ROMANOVA Evgeniya Sergeevna — doctor of psychology, full professor. Deputy Director of the Institute of Psychology, Sociology and Social Relations at the Moscow City University. Head of the department of General and Practical Psychology at IPSSR at the Moscow City University. Honoured Teacher of the Russian Federation, Honorary Worker of Higher Professional Education of the Russian Federation. Laureate of the President of the Russian Federation Education Award in 1998. Laureate of the Russian Federation Government Education Award in 2009. Honorary Professor of the Moscow City University, member of the Presidium of Educational and Methodological Consolidation of the Universities of the Russian Federation. Honoured Worker of Higher School of the Russian Federation. E-mail: RomanovaES@mgpu.ru


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Журнал » Journal_eng » Journal 27 : Yu. M. Perevozkina, V. G. Fedosov, F. Prusse, FUNCTIONAL ORGANIZATION OF IMPASA-ROLE SOCIALIZATION OF YOUTH: METASYSTEMIC APPROACH

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FUNCTIONAL ORGANIZATION OF IMPASA-ROLE SOCIALIZATION OF YOUTH:

METASYSTEMIC APPROACH

 

Yu. M. Perevozkina,

V. G. Fedosov,

Novosibirsk State Pedagogical University, Novosibirsk,

F. Prusse,

Ernst-Moritz-Aredt University, Greifswald, Germany

 

The work develops the problem of impasa-role socialization of youth, being the most active part of society, ensuring progress and innovational transformations. The article purpose is determination of functional organization of impasa-role socialization of youth. The youth socialization is viewed in terms of symbolic interactionism. The particulate case of socialization — impasa-role socialization — is expected to be a system with integrated metasystemic level. A hypothesis resides in the fact that the wider and more sensible the complex of role imposits (basic role models) in the personality structure is represented, the more effective the social functioning of youth is. The experimental research which supposes studying of the experimental program influence (the purpose of which was the expansion of role repertory) on the effectiveness of social functioning of the youth with unsuccessful socialization is planned in order to provide the model empiric evidence. The research was performed on a number of students (N = 400). 98 students with unsuccessful socialization were selected on the basis of cluster analysis, and then were divided into two groups — control (N = 49) and experimental (N = 49). Their age range was varied from 17 to 25 years old. The methods for studying of the special features of socialization and role functioning of youth were used as the research methods.

The data about statistically important changes in the display of role direction, coherence, position constriction, role conflict and special features of subjective well-being, social frustration in the experimental group before and after the influence of p < 0,05 (Student t-test and χ2 McNemar test) is provided.

It is stated that youth role repertory expansion increases the social opportunities of the subjects in successful social functioning, which reflects the increase of general well-being, social involvement and subjective well-being.

The impasa-role socialization is the system with open metasystematic level, which the unique role compositions determine the individual role functioning at is concluded on the basis of the results obtained.

 

Keywords: youth socialization, role imposits, role behavior, metasystem, role conflict locus, subjective well-being.

 

For citation: Perevozkina Yu. M., Fedosov V. G., Prusse F. Functional Organization of Impasa-Role Socialization of Youth: Metasystemic Approach // Systems psychology and sociology. 2018. № 3 (27). P. 138–144.


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Журнал » Journal_eng » Journal 27 : D. V. Ivanov, THE PSYCHOLOGICAL IDEA IN RUSSIA IN THE LATE XVIII – EARLY XIX CENTURY. V. F. MALINOWSKI

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THE PSYCHOLOGICAL IDEA IN RUSSIA

IN THE LATE XVIII – EARLY XIX CENTURY. V. F. MALINOWSKI

 

D. V. Ivanov,

NSPU, Novosibirsk

 

In the history of Russian psychological thought up to the present time there are still many “white spots”, many names without proper coverage of their creative and scientific heritage. At the turn of the XVIII–XIX centuries one of the important figures for the national psychology, staying, however, in the shadow of the ideas of its own socio-political thought is Vasily Fedorovich Malinovsky (1765–1814), a very prominent Russian educator, the author of the famous work “Reasoning about war and peace” (1790–1798). Malinovsky is traditionally considered to be a diplomat and a teacher. He is the first Director of the Tsarskoye Selo Lyceum, teacher and mentor of the Russian genius Alexander Pushkin. The creative ascent of Malinovsky to the heights of life can be divided into three main stages. The first stage of his life is “apprenticeship”, the introduction to the philosophical and psychological traditions of both Western European and national social thought. The second stage is connected with his “service” to his Fatherland in the diplomatic field. The third stage, a small but very significant in the fate of this enlightener period is “mentoring”, where there are still, as the bibliographic analysis of materials about him shows, unnoticed his psychological views and theories, which became the basis for the understanding of human nature, and also his “Tsarskoye Selo” model of education of the individual.

Historical and psychological reconstruction and psychological interpretation of Malinovsky’s treatises, articles and letters show the presence of psychological concepts that allow us to point that this educator had psychological views and theories relating to man, his interactions with the society of his kind and with the world. Malinovsky had formed a holistic view of the person, which was not limited to logical conclusions, as it was also based on figurative-emotional, ethnic, historical reflections. Malinovsky is a follower of the national “psychology of the heart” or a cardiognostic principle in Russian psychology, he believes in the virtue of a kind person and the possibility of his appropriate development and education. In human behavior the intelligence, sensibility and will are organically revealed. Human society is able, according to this educator, to form a virtuous world order, which is beyond envy, hostility and war. Malinovsky advocated for the priority of ethic values, where moral ideals and highly moral qualities of people are fundamental. People can fight for their own self-improvement and the society should contribute to it.

With his views he supported the ideas of moral psychology, which was developing in the general philosophical and psychological reflection of the Enlightenment. The consideration of the system of Malinovsky’s psychological concepts shows the diversity of positions and interests of Russian enlighteners, helps to create a “smooth fabric” of the history of psychological thought in Russia in the late XVIII – early XIX centuries.

 

Keywords: moral psychology; cardiognostic principle; human nature; the system of psychological concepts; war; fighting; man fighting; intelligence; sensibility; will; “Tsarskoye Selo” model of education; virtue.

 

For citation: Ivanov D. V. Psychological Idea in Russia in the End of the XVIII – the Beginning

of the XIX Century. V. F. Malynovsky // Systems psychology and sociology. 2018. № 3 (27). P. 110–129.


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Журнал » Journal_eng » Journal 27 : V. P. Ivanova, INTELLECTUAL CULTURE AS A SYSTEM APPROACH IN EDUCATION

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INTELLECTUAL CULTURE AS A SYSTEM APPROACH IN EDUCATION

 

V. P. Ivanova,

Kyrgyz-Russian Slavic University,

Bishkek, Kyrgyz Republic

 

The application of a systematic approach to the development of the intellect and personality in their interaction made it possible to discover systemic qualities that were synthesized into a holistic phenomenon, designated as an intellectual culture of the individual. How Intellectual culture, being a psychological phenomenon, is systematically determined, and acts as a relatively independent system and at the same time, it enters as a subsystem in the structure of both the general and psychological cultures. Intellectual culture as a concept is quite often encountered in scientific research, but there is still no generally accepted definition of it, since each author uses it in a certain context (philosophical, methodological, pedagogical), based on his own positions, using his own cognitive abilities in defining his semantic loading.

The study provides a theoretical justification for the category “intellectual culture”. The basis for revealing the psychological essence of intellectual culture was served by separate theoretical positions, which allowed to present it as a holistic phenomenon. The forms and functions of intellectual culture, as well as those based on intellectual resources, personal qualities, acquired mainly in the learning process, are defined and disclosed — all this in its interdependence determines the formation of the intellectual culture of the individual.

A three-level structural hierarchical model is developed in which intellectual resources constitute the energy level as the basis for the emergence and development of intellectual culture, the knowledge level as the realization the previous level and as a result — intellectual and personal qualities.

Intellectual culture is an integral system in which all its components are not only structurally interrelated, but also interdependent, which forms a network that changes even when one parameter is changed. For intellectual culture as a systemic phenomenon is characterized by internal dynamics of system-forming properties, leading to a change in its quality characteristics, that is, changes occur at the level of its essence.

 

Keywords: system; integrity; personality; intellect; basic intellectual qualities; intellectual culture; students.

 

For citation: Ivanova V. P. Intellectual culture as a system approach in education // Systems Psychology and Sociology. 2018. № 3 (27). P. 99–109.


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