Journal of Russian & East European Psychology最新文献

{"title":"Using Play to Overcome Negative Emotional States in Preschoolers","authors":"L. A. Abramian","doi":"10.1080/10610405.2020.1760765","DOIUrl":"https://doi.org/10.1080/10610405.2020.1760765","url":null,"abstract":"One aspect of research into children’s social emotions is the study of negative emotions that, given the wrong circumstances, can lead to the development of emotional problems and the formation of ...","PeriodicalId":308330,"journal":{"name":"Journal of Russian & East European Psychology","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131230018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of Emotions in Children","authors":"A. Zaporožhets","doi":"10.1080/10610405.2020.1760760","DOIUrl":"https://doi.org/10.1080/10610405.2020.1760760","url":null,"abstract":"It has long been traditional to preface discussions of the problem of emotions by pointing out that it is one of the least explored areas of psychology. However, the theoretical and practical impor...","PeriodicalId":308330,"journal":{"name":"Journal of Russian & East European Psychology","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128770210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Chapter 1: Set of Exercises Designed to Improve the Neurodynamic Indicators of Mental Activity","authors":"A.V. Suntsova, E.V. Kuziarina, P. A. Auzan","doi":"10.1080/10610405.2020.1686265","DOIUrl":"https://doi.org/10.1080/10610405.2020.1686265","url":null,"abstract":"Parents who bring their children in to be seen at the Pediatric Neuropsychology Research Center frequently complain that their children are extremely lazy and do not want to do anything, but if the...","PeriodicalId":308330,"journal":{"name":"Journal of Russian & East European Psychology","volume":"154 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116391850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Chapter 4: Methods of Psychological Remediation of Emotional Disorders on Children","authors":"A. Soboleva, S. Egorova, V. Savenko","doi":"10.1080/10610405.2020.1717848","DOIUrl":"https://doi.org/10.1080/10610405.2020.1717848","url":null,"abstract":"Parents usually come to the A.R. Luria Pediatric Neuropsychology Research Center (PNRC) with children with learning difficulties that are manifested in attentional defects; difficulties assimilating the school program; impaired interaction with teachers and peers; behavioral abnormalities; emotional immaturity; and lack of formation of a sense of responsibility, communication skills and adaptive behavior. It is well known from discussions with parents that before coming to the Center most of them attempted to improve their children’s academic performance with the aid of supplemental educational activities (in school or with tutors), tightening discipline, or resorting to medical care. None of these methods, however, was successful: for a short time the quality of the children’s behavior and learning would improve, but then would return to the previous level, which would create a constant reason for rebukes from teachers and the school administration. As a result, the parents were forced to look for other means of assistance, and this search brought them to the PNRC. When parents come to the PNRC with a child, the work is structured as follows: at the first meeting with a psychologist, the Center’s specialists not only study the medical and pedagogical documentation, examining the child’s level of performance and the nature of his mistakes in written work, but also analyze (with the aid of a specially designed questionnaire) the history of the child’s prenatal, perinatal, and early postnatal development in order to identify the psychological, biological, and social mechanisms of the difficulties being experienced by the child. The child is then sent for an examination to a neuropsychologist and a psychologist who specializes in emotional and personality problems. This examination is aimed at","PeriodicalId":308330,"journal":{"name":"Journal of Russian & East European Psychology","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127597134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Chapter 3: Developing Programming, Regulatory, and Control Functions","authors":"E.E. Pechak, O.M. Savkina, M. Rotar, I. A. Shevchenko","doi":"10.1080/10610405.2020.1717847","DOIUrl":"https://doi.org/10.1080/10610405.2020.1717847","url":null,"abstract":"A person’s mental activity combines several aspects (or, as per A.R. Luria [1973/2003], functional units). The first aspect is maintenance of the necessary level of activity; the second, the recept...","PeriodicalId":308330,"journal":{"name":"Journal of Russian & East European Psychology","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126568545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Selected Bibliography","authors":"","doi":"10.1080/10610405.2020.1732771","DOIUrl":"https://doi.org/10.1080/10610405.2020.1732771","url":null,"abstract":"Aizenk, G. [Eysenck, H.] 1972. Prover’te svoi sposobnosti. Moscow: Mir. Akhutina, T.V., and N.M. Pylaeva. 2008. Preodolenie trudnostei ucheniia: neiropsikhologicheskii podkhod. St. Petersburg: Piter. El’konin, D.B. 1989. Izbrannye psikhologicheskie trudy. Moscow: Pedagogika. Glozman, Zh.M. (ed.). 2006. Igrovye metody korrektsii shkol’nykh trudnostei. Moscow: TTs Sfera. Glozman, Zh.M. (ed.). 2010. Prakticheskaia neiropsikhologiia. Pomoshch’ neuspevaiushchim shkol’nikam. Moscow: Eksmo. Glozman, Zh.M. 2009. Neiropsikhologiia detskogo vozrasta. Moscow: Akademiia. Glozman, Zh.M. 2002. Obshchenie i zdorov’e lichnosti. Moscow: Akademiia. Glozman, Zh.M., I.V. Ravich-Shcherbo, and T.V. Grishina. 2007. “Neirodinamicheskie faktory individual’nykh razlichii v uspeshnosti shkol’nogo obucheniia.” In Neiropsikhologiia i psikhofiziologiia individual’nykh razlichii: Vyp. 2. Ed. V. A. Moskvin. Moscow; Belgorod: Politerra, pp. 103– 113. Glozman, Zh.M., S.V. Kurdiukova, and A.V. Suntsova. 2010. Razvivaem myshlenie. Moscow: Eksmo. Gordon, D. 1995. Terapevticheskie metafory. St. Petersburg: Belyi krolik. Halstead, W.C. 1947. Brain and Intelligence. Chicago. Iakovleva, N.G. 2001. Psikhologicheskaia pomoshch’ doshkol’niku. St. Petersburg: Valeri-SPD. Iung, K.G. [Jung, C.G.]. 1994. Konflikty detskoi dushi. Moscow: Kanon (Sobranie sochinenii). “Iz zapisok-konspekta L.S. Vygotskogo k lektsiiam po psikhologii detei doshkol’nogo vozrasta.” 1978. In El’konin [Elkonin], D.B. Psikhologiia igry. Moscow: Pedagogika, pp. 289– 294 (Appendix). Khomskaia, E.D. 1972. Mozg i aktivatsiia. Moscow: Izd-vo MGU. Khomskaia, E.D. 2005. Neiropsikhologiia. 4th ed. St. Petersburg: Piter. Kopytin, A.I., and E.E. Svistovskaia. 2007. Art-terapiia detei i podrostkov. Moscow: Kogito-Tsentr. Korsakova, N.K., Iu.V. Mikadze, and E.Iu. Balashova. 2001. Neuspevaiushchie deti: neiropsikhologicheskaia diagnostika trudnostei v obuchenii mladshikh shkol’nikov. Moscow: Pedagogicheskoe obshchestvo Rossii. Kravtsova, E.E. 2001. “Igra detei i igry vzroslykh.” In Trudy in-ta psikhologii im. L.S. Vygotskogo RGGU. Moscow, Vyp. 1, pp. 300– 312. Kurdiukova, S.V., and A.E. Suntsova. 2010. Vnimanie! Vnimanie! Razvivaem vnimanie. Moscow: Eksmo.","PeriodicalId":308330,"journal":{"name":"Journal of Russian & East European Psychology","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124231106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Chapter 2: Set of Exercises Designed to Develop Interhemispheric Interactions","authors":"S.V. Kurdiukova, O. Merkulova","doi":"10.1080/10610405.2020.1717845","DOIUrl":"https://doi.org/10.1080/10610405.2020.1717845","url":null,"abstract":"The problem of interhemispheric asymmetry and interhemispheric interaction is one of the most relevant problems of neuropsychology. The first data on the lateralization of brain function date back to the time of Hippocrates, when the connections between unilateral head injuries and contralateral convulsions were observed and described. By the beginning of the nineteenth century an ample amount of facts had been amassed concerning the nonequivalence of the left and right hemispheres of the brain. E.D. Khomskaia [2005], discussing the historical aspect of the study of the functional asymmetry of the brain, maintains that the theory of functional asymmetry went through several stages in its development. The first, classical concept of functional asymmetry was based on the postulate that the functions of the right and left hemispheres were absolutely opposite to each other. It was believed that the left hemisphere was completely dominant for speech and all mental processes, while the right one was given a subordinate role in organizing mental activity. Moreover (according to J. H. Jackson), the dominance itself was understood as the leading role of the left hemisphere. By the mid-nineteenth century, the interest of researchers had shifted from the study of the left hemisphere of the brain to the right one. The theory of functional asymmetry, reinforced by new data, was named “the concept of relative dominance” [ibid.]. It was still based on the idea of the opposition of functions of the left and right hemispheres and affirmed the notion of the relative dominance of the left hemisphere in regard to speech function and to speech-mediated mental processes (among righthanders) and the relative dominance of the right hemisphere in organizing nonverbal gnostic functions. This approach was typified by the idea","PeriodicalId":308330,"journal":{"name":"Journal of Russian & East European Psychology","volume":"213 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114844230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Chapter 7: Developing Memory Together with a Neuropsychologist","authors":"A.V. Suntsova, S.V. Kurdiukova","doi":"10.1080/10610405.2020.1717854","DOIUrl":"https://doi.org/10.1080/10610405.2020.1717854","url":null,"abstract":"Memory constitutes the basis of cognition, and it is perfectly obvious that man cannot exist without memory. Any activity is based on the fact that an image of a percept is retained in memory for at least a few seconds. Memory enables the accumulation of impressions about the environment and serves as the basis for the acquisition of knowledge, skills, and abilities, and their subsequent utilization. L.S. Vygotsky believed that in early childhood memory is one of the central mental functions on which the creation of all the other functions depends. The thinking of a child in his early years is largely determined by his memory. Thinking for him means remembering [Vygotsky, 2003]. The retention of experience makes it possible to teach a child and to develop his psyche (perception, thinking, speech, etc.). Success in teaching a child is largely determined by his ability to remember, which can and must be developed. “Memory is a form of mental reflection of reality that consists of the consolidation, retention and subsequent retrieval by a person of his experience” [Psikhologicheskii slovar’, 1996, p. 249].","PeriodicalId":308330,"journal":{"name":"Journal of Russian & East European Psychology","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123867558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Chapter 6: Set of Exercises for the Development of Thinking","authors":"Z. Glozman, S.V. Kurdiukova, A.V. Suntsova","doi":"10.1080/10610405.2020.1717852","DOIUrl":"https://doi.org/10.1080/10610405.2020.1717852","url":null,"abstract":"Nearly every parent who brings a child in for a consultation with a psychologist says: “He’s very smart.” In the course of the interview, however, it becomes clear that the child has a hard time with mathematics (while technically knowing the multiplication table, a pupil in the second or third grade cannot solve a problem such as: “If four monkeys have three bananas each, how many bananas do they have altogether?”); he is not good at writing compositions (he makes almost no mistakes, but cannot develop a topic); he is not good at recounting something he has read (he has a good memory, but is unable to identify the main elements of a text); he finds it difficult to formulate the moral of a fable he has learned and to comprehend the figurative meaning of a proverb, and so on, and so forth. A neuropsychological examination shows that the issue is by no means intellectual disability: in many texts the child does in fact display uncommon quick-wittedness and cleverness. In other tests, however, difficulties are apparent. Upbringing and training play a highly important role both in a child’s intellectual development and in the development of his thinking abilities in particular [Halstead, 1947]. An adult introduces the child to his surrounding reality and communicates to him his first information about the phenomena of nature and society, without which the development of thought would be impossible. We should point out, however, that simple memorization of specific facts and passive assimilation of knowledge cannot yet ensure the proper development of children’s thought. In order for a child to begin thinking, he must be confronted with a problem such that in solving it he can apply previously received knowledge to new circumstances. Hence, a major factor in the intellectual","PeriodicalId":308330,"journal":{"name":"Journal of Russian & East European Psychology","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129341051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Chapter 5: The Neuropsychological Approach to Speech Development","authors":"S.V. Kurdiukova, A.V. Suntsova","doi":"10.1080/10610405.2020.1717850","DOIUrl":"https://doi.org/10.1080/10610405.2020.1717850","url":null,"abstract":"The importance of speech in the life of modern man is hard to overestimate. It is no wonder that throughout history the ability to express one’s thoughts clearly and eloquently has been considered ...","PeriodicalId":308330,"journal":{"name":"Journal of Russian & East European Psychology","volume":"187 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124784054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}