Vestnik of Saint Petersburg University. Psychology最新文献

{"title":"Ideas about real and digital worlds as part of the current worldview of adolescents and parents in a digital society: Possibilities for adaptation","authors":"Galina V. Soldatova, S. Chigarkova, S.N. Ilyukhina","doi":"10.21638/spbu16.2022.301","DOIUrl":"https://doi.org/10.21638/spbu16.2022.301","url":null,"abstract":"The introduction of digital devices into all spheres of life has led to a significant restructuring of our everyday life and the world of the modern person. The real world is increasingly and actively extended by the digital environment, forming a historically unique life in a mixed online and offline reality. Psychology still lacks analyses of the worldview of adolescents most actively socialized in real and virtual spaces and comparisons with perceptions of elder generations that would contribute to understanding the choice of behavioral strategies of different generations and their adaptation to digital transformations. This study compares representations of real and virtual spaces as components of the world picture in adolescents and parents with different levels of user activity, digital competence, and value orientations. The sample was comprised of 282 adolescents aged 14–17 and 337 parents of adolescents of the same age. Adolescents’ pictures of the real and virtual worlds converge, while parents keep these worlds apart in their general system of perceptions. Adolescents and parents have different visions of the virtual world, while they are in common perceptions of the real world. The more time both adolescents and parents spend online, the more positive they perceive the virtual world, which is also characteristic of parents with a high level of digital competence. Adolescents with various value orientations differ in their perceptions of the real world only, while parents differ in their perceptions of both the real world and the virtual world. Thus, compared to the parents’ generation, adolescents, in addition to a generally positive picture of the world and high importance of the real world, also had more positive views of the virtual space and actively adapted to a mixed reality, which could act as a good psychological resource for adapting to major changes and shocks in the pandemic and the transition to distance learning.","PeriodicalId":388528,"journal":{"name":"Vestnik of Saint Petersburg University. Psychology","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132198921","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":"The teacher: A few words of appreciation for Iosif Markovich Paley","authors":"Marina S. Egorova","doi":"10.21638/spbu16.2022.108","DOIUrl":"https://doi.org/10.21638/spbu16.2022.108","url":null,"abstract":"The article explores I.M. Paley, one of the most prominent representatives of the Ananyev psychological school. The scientific life of I. M. Paley focused on studies of individual differences. He made a significant contribution to the constitution of the Leningrad / St Petersburg differential psychological school. His intensive scientific communication with representatives of Moscow and Perm differential psychological schools (especially with V. D.Nebylitsyn and V. S.Merlin) contributed to the integration of Russian differential psychology and the creation of common theoretical guidelines and comparable diagnostic methods. His psychological and psychophysiological studies were devoted to describing individual differences, explaining their origins (based on inter-level associations), and predicting behavior (how differences in properties of the nervous system, temperament, intelligence, and personality lead to variation in behavioral responses). His research interests addressed the structure and functions of personality with specific interest in the developmental stability and plasticity. Paley believed that an analysis of interlevel relations in the structure of the personality, as well as the elucidation of reasons for the relationship, are the key to understanding the integrity of the individual. In studies conducted under his leadership not only nomothetic, but also idiographic methods of analysis were used, especially micro-longitudinal studies, which allowed the estimation of intraindividual variability. He paid much attention to the methodology of psychological research: the analysis of research schemes, the development and adaptation of diagnostic methods, and the adequate use of statistical methods. Paley was a talented lecturer who taught people to see both the variety of personality manifestations and the variety of their determinants. He designed the first course of lectures in Russia dedicated to differential psychology of the personality. Perhaps his greatest strength was his scientific supervision, in which professional competence, scientific honesty, and genuine interest were combined with an amazing ability to enthrall the students. Science is a dialogue between nature and humanity. Paley knew how to hear the questions that arise in this dialogue and helped us, his students, to master this ability.","PeriodicalId":388528,"journal":{"name":"Vestnik of Saint Petersburg University. Psychology","volume":"15 14","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114052513","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":"Meaning-in-life state as an indicator of the personality agentive development","authors":"","doi":"10.21638/11701/spbu16.2019.101","DOIUrl":"https://doi.org/10.21638/11701/spbu16.2019.101","url":null,"abstract":"","PeriodicalId":388528,"journal":{"name":"Vestnik of Saint Petersburg University. Psychology","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123682981","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":"The discursive practices of the research program of B. F. Lomov in promotion of Soviet engineering psychology","authors":"V. Konnov","doi":"10.21638/spbu16.2022.107","DOIUrl":"https://doi.org/10.21638/spbu16.2022.107","url":null,"abstract":"The article discusses a series of publications by B.F.Lomov from the 1960s aimed at promoting engineering psychology, with the analysis based on discourse analysis and political sociology of science and using articles grouped and examined in terms of print to appeal to different audiences: party elite, midlevel administrators, academia, and psychologists. The emphasis is on practices used to associate engineering psychology with the interests of relevant groups. The rise of the cybernetics movement, which aimed to consolidate scientific disciplines and to expand the political influence of science, is considered as a general context for the application of Lomov’s discursive practices. In this situation, engineering psychology had the advantage of being the branch of psychological research that was closest to the approaches of cybernetics and had the best growth opportunities in the context of the expanding influence of the latter. This trend met with natural resistance from groups that initially found themselves disconnected from cybernetics. These included groups in the humanities involved in political campaigns in science of the 1940s–1950s, including the anticybernetic campaign, as well as part of the bureaucracy that dealt with economic planning, a task that could be most affected by the rise of computer technology. Lomov built his discursive strategy in such a way as to anticipate possible critical attacks. The practices he worked out in publications under examination largely predetermined the practices that he used to promote psychology, acting as director of the Institute of Psychology in the next two decades, and thus had a noticeable impact on the development of Soviet psychology as a whole.","PeriodicalId":388528,"journal":{"name":"Vestnik of Saint Petersburg University. Psychology","volume":"402 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115952365","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":"Founder of the Leningrad (St Petersburg) school of psychology B.G.Ananyev: A scientist ahead of his time","authors":"L. Golovey","doi":"10.21638/spbu16.2022.103","DOIUrl":"https://doi.org/10.21638/spbu16.2022.103","url":null,"abstract":"The article is about the founder of the Leningrad / St Petersburg Psychological School, Academician Boris Gerasimovich Ananyev. From the very beginning of his formation as a scientist, Ananyev showed interest in fundamental problems of psychology, its interdisciplinary connections, and its position in the system of sciences. The main areas of his scientific activity include research on human sensory-perceptual and psychomotor organization in the context of identifying resources and reserves of human development; the consideration of the sensory-perceptual organization as the basis for the development of a human as a personality and subject of activity; and the problem of human individuality. Ananyev provided many scientific concepts and made many contributions to various branches of psychology, primarily developmental psychology and differential psychology. The most important result of his work was the development of a methodology for a comprehensive study of human beings. On this basis, and under his leadership, empirical studies were carried out, which included a set of parameters for the development of the human as an individual personality and subject of activity in various periods of ontogenesis, with particular attention paid to periods of adulthood. Thanks to these studies, ideas about the integrity of individual development were formulated, human potentials were described, and the concept of vitality was introduced. Ananyev created the doctrine of the psychological structure of the human being, developed ideas about the continuity of human mental development throughout ontogenesis, discussed the need for convergence of developmental psychology and differential psychology, and methodologically and methodically substantiated the need to use an integrated approach when studying such a complex structure as a human, laying the foundations of interdisciplinary research. Ananyev’s ideas and developments contained enormous potential for further scientific development, which determined the direction of the work of the psychological school of St Petersburg (Leningrad) University for decades. This potential is far from being exhausted even today.","PeriodicalId":388528,"journal":{"name":"Vestnik of Saint Petersburg University. Psychology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129874603","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":"Problems and research prospects on learning of new words: Fast mapping vs explicit encoding","authors":"D. Gnedykh, M. Filippova, D. Makarova, E. Perikova","doi":"10.21638/spbu16.2022.409","DOIUrl":"https://doi.org/10.21638/spbu16.2022.409","url":null,"abstract":"This article reviews the problem of finding the most efficient strategy for new word acquisition. The authors analyse studies aimed at finding the differences between two learning strategies: fast mapping (FM), which is based on deduction and deriving meaning from context, and explicit encoding (EE), which implies learning new information through explicit instruction. While behavioural findings on these strategies’ efficiency (in terms of new word acquisition) are controversial, neurophysiological studies proved the existence of different neurophysiological mechanisms underlying the two strategies. The authors deem it necessary to shift focus of FM — EE differences research from comparing the efficiency of new word acquisition onto analysing of the two strategies’ additional characteristics, such as sensitivity to interference, speed of lexical and semantic integration of new words, memory consolidation during sleep. A new approach to explaining the differences between FM and EE is offered. It suggests a comparison of the two learning strategies’ mechanisms to neural mechanisms of the visual perception system — according to ascending and descending pathways of hierarchy (bottom-up and top-down signals into cortical activities). In particular, the authors suppose that FM activates bottom-up information processing, whereas EE activates top-down information processing. Future perspectives of research on this subject are discussed, such as exploring the effects of object or phenomena labelling on language learning occurring through FM or EE. The authors claim that it is important to conduct such studies with the use of an eye tracker in order to test the aforementioned suggestion about mechanisms, underlying learning strategies, and explaining the differences between them in terms of efficiency of language learning.","PeriodicalId":388528,"journal":{"name":"Vestnik of Saint Petersburg University. Psychology","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130047294","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":"Generativity and value orientations during emerging adulthood: Moderating the role of loneliness","authors":"Maria K. Polyakova, T. Kharitonova, O. Strizhitskaya","doi":"10.21638/spbu16.2021.403","DOIUrl":"https://doi.org/10.21638/spbu16.2021.403","url":null,"abstract":"The article discusses the concept of “generativity”, approaches to its study and its place in the framework of foreign and Russian psychology. The period of emerging adulthood is an impor- tant stage in the life cycle of a person, in which personal and professional identity is formed, close relationships, and an individual value system is created. Studies of generativity related to the period of early adulthood have shown that generative orientation is included in the value structure of a person and can be a leading motive. At the same time, this is a period of building social relations and searching for personal boundaries. The article presents the results of an empirical study where 203 emerging adults participated (17–24 years; M=19.58; SD=0.15), of which there were 23 men (11%) and 180 women (89%). In the study, it was hypothesized that in the differential analysis of values, generative orientation and generative actions can be associated with different values. The authors assumed that since loneliness reflects certain aspects of a person’s interaction with society, then at different levels of its severity the specificity of the ratio of values and generativity can also change. The following methods were used: Loyola Generativity Scale (LGS), Generative Actions List (GBC), Differential Loneliness Experience Questionnaire by E.N.Osin and D.A.Leontyev (DOPO) and the “Value Questionnaire” (CO) by Sh. Schwartz. Regression and cluster analyses were applied. The results of the study indicate a close relationship between generativity characteristics and the desire to maintain and preserve traditions (cultural, family, religious, etc.), as well as with a low level of feelings of isolation. It was revealed that generativity is associated mainly with values at the level of personal priorities, rather than at the level of normative ideals. Also, the relationship between generative orientation and hedonism, dependent on the attitude towards loneliness, is discussed. In the desire to avoid loneliness, an inverse relationship was revealed between the characteristics, while in the perception of loneliness as a resource — a direct one. The question is raised about the nature of the manifestation of generativity in people who feel dissatisfaction with interpersonal interaction. The practical significance of the study was that the data obtained confirm that with different severities of loneliness, the characteristics of generativity form different connections with values, which allows a more differentiated approach to accompanying the process of entering adulthood in practical and consulting work.","PeriodicalId":388528,"journal":{"name":"Vestnik of Saint Petersburg University. Psychology","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124173902","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":"The image of the future profession among psychology students at the initial stage of professional training","authors":"K. Volodina","doi":"10.21638/spbu16.2022.307","DOIUrl":"https://doi.org/10.21638/spbu16.2022.307","url":null,"abstract":"The article deals with issues of studying and shaping the image of a future profession as conceived by psychology students at first stages of their professional training in higher education institutions. The topicality of the research lies in the necessity to design a model for building the future profession’s image in this group of students. Such a model should advance knowledge of the occupation being obtained and of the future professional activities. The research objective was the theoretical and empirical substantiation of the model for shaping the image of a future profession among psychology students at the initial stage of vocational training at a university. The study suggests that the structure of image of the future profession consists of three parts: motivational, cognitive, and emotional. These components are interconnected, building an integrated whole, which was confirmed by correlation and factor analyses. Five types of the image of future profession were identified in psychology students. At the stage of the ascertaining experiment of the study, the following distribution of the sample according to the types of image of the future profession was revealed: “Non-professional” and “Professional marginal”— 33%, “Professionally Knowledgeable”— 48%, “Pre-professional” and “Professional”— 19%. The study proved that the formation of the image of the future profession among psychology students at the initial stage of professional training can be facilitated by the introduction of a comprehensive program. The results of the study will be useful to universities in shaping the image of the future profession of first-year students.","PeriodicalId":388528,"journal":{"name":"Vestnik of Saint Petersburg University. Psychology","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132853354","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":"Personal strengths (VIA model) among teachers of different generations","authors":"A. Rean, A. Stavtsev, Andrey I. Shevchenko","doi":"10.21638/spbu16.2022.408","DOIUrl":"https://doi.org/10.21638/spbu16.2022.408","url":null,"abstract":"This article describes the relationship between the expression of 24 personality strengths (in the VIA model) and age-related affiliation in teachers. The actuality and novelty of this study is the use of innovative methodological apparatus in the paradigm of generational research. The aim of the article is to study the correlation between the teachers’ age group and the expression of personality strengths in the VIA (Values in Action) model, one of the key models in the framework of positive psychology research area. The study was participated by educators from different regions, the age of the respondents was 18–75 years, the study group of respondents totaled N = 7938. The research shows the dynamics of changes in personality strengths depending on the generation of teachers. The personality strengths that are best described by generational changes are also presented, such as: love, spirituality, love of learning, gratitude, sense of humor, prosocial activity. The difference in the expression of personality strengths depending on the age of teachers was revealed. Using statistical analysis, it was found that teachers born between 1970 and 1979 have a significant “statistical slump” in the scales of curiosity, breadth of vision, courage. In some cases, “statistical drawdown” of “Spirituality” scale value is observed for the generation 1992–2002 in comparison with other generations. Also, the codrop of the 1992–2002 generation and the 1980–1991 generation was discovered to be: “Love for Learning”, “Kindness”, “Humility”, “Forgiveness”, “Gratitude” and “Prosocial Activity”. The presented model is an important step in the study of the interrelationships of 24 personality strengths in the context of the professional characteristics of the individual. With the help of the results of this study, it is possible to evaluate approaches to stimulating the personal potential of teachers of different ages. In the future, it is possible to study generational differences using the VIA model in other professional areas as well.","PeriodicalId":388528,"journal":{"name":"Vestnik of Saint Petersburg University. Psychology","volume":"185 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132191340","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":"Self-change: psychological status and measurement possibilities","authors":"Viktoria R. Manukjan, Inna R. Murtazina","doi":"10.21638/spbu16.2019.401","DOIUrl":"https://doi.org/10.21638/spbu16.2019.401","url":null,"abstract":"clinical areas of psychology, to the analysis of in-depth interviews and narratives in phenomenological studies. The article presents approaches related to the study of the goals of personal change (N. Hudson, B. Roberts), one’s desire for change (D. A. Leontiev, D. V. Sapronov), the study of self-changes as part of the process of self-development (M. A. Shchukina), and personal growth (C. Robitschek).","PeriodicalId":388528,"journal":{"name":"Vestnik of Saint Petersburg University. Psychology","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115730572","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}