Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology最新文献

{"title":"Role Play in the Focus of the Cultural-Historical Scientific School: Developing the Ideas of L.S. Vygotsky","authors":"Y. Tokarchuk","doi":"10.17759/chp.2022180302","DOIUrl":"https://doi.org/10.17759/chp.2022180302","url":null,"abstract":"The article is devoted to the analysis of the most well-known concepts of preschoolers’ role-play, elaborated in the Russian scientific tradition. All these concepts underlie the ideas of L.S. Vygotsky and the followers of the Cultural-Historical scientific school, who argue that play as the leading activity of preschool age determines the development of the key new formations. The article studies the approach of S.L. Novoselova and E.V. Zvorygina; N.Ya. Mikhailenko and N.A. Korotkova; E.O. Smirnova; G.G. Kravtsov and E.E. Kravtsova; M. Bredikyte and P. Hakkarainen. The criteria, taken for the analysis of the scientific approaches in the article, include: theoretical basis, the criterion of the developed form of the play, position of the adult, object-developing environment, conditions/principles of play development. In all of the concepts the general tendency is traced to avoid a directive position of the adult in play with the child as well as not to impose play activity on the child neither by the adult, nor by the environment itself. This means that in Russian scientific tradition there is a shift towards supporting the child’s independence and initiative in play.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"29 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78983678","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":"Preschool Teachers’ Views on Children’s Play and its Observation","authors":"Российская Федерация","doi":"10.17759/chp.2022180304","DOIUrl":"https://doi.org/10.17759/chp.2022180304","url":null,"abstract":"There is a lack of studies about the interrelation between the quality of play support and teacher’s views on it. Our aim is to study teacher’s views on play and its observation; analyze the difference in views of the teachers from classrooms with different quality of play support. We conducted the survey to study teacher’s views and structured observation with “Play support rating scale” (PSRS) to assess the quality of psychological and pedagogical conditions for play. The sample included 180 preschool teachers; the observation was conducted in 25 classrooms. M= 3.63, min=1.57, max=6.00. The majority of teachers consider play as a form of teaching or a context for other children’s activities, but not as valuable itself. Teachers say that they observe play regularly and use their observations in planning play support. But the real quality of play support in the majority of groups is minimal. Regardless of their views on play, teachers rarely play with children as partners. There is no significant difference in teachers’ views on play and its observation in the classrooms with different conditions.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"23 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75752567","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":"Real-Self and Virtual-Self: Identity Matrices of Adolescents and Adults","authors":"G. Soldatova, S. Chigarkova, S.N. Ilyukhina","doi":"10.17759/chp.2022180403","DOIUrl":"https://doi.org/10.17759/chp.2022180403","url":null,"abstract":"Understanding the trajectories of identity formation in response to the interplay between traditional and digital socialization, especially among the younger generation, is interesting for predicting the areas of opportunity and risks of a changing society. The aim of the study is to carry out a comparative analysis of the specific aspects of online and offline identities and their structure in adolescents and parents. The study sample comprised 396 adolescents aged 14 to 17 and 411 parents of adolescents of this age. The ‘Who Am I’ method was used to assess real and virtual identities. The results show that the online and offline identity matrices of adolescents and parents differ from each other in a number of parameters. For adolescents, the categories of the “Social Self” and “Personal Self” appear online as equal, while offline the importance of the social Self increases. For parents, the social Self definitely dominates in the two worlds. For adolescents and parents, digital identity is the leading subcategory in the online social Self. Parents are characterized by a less rich Self-image in the virtual space compared to both adolescents and their own image of the real Self. The virtual Self and the real Self do not oppose each other but actively interact on the principle of mutual complementation. Meanwhile, for adolescents and parents they differ significantly in content and are constructed in different ways. Compared to parents, adolescents develop a more holistic Self-image online and offline, which allows them to master adaptive strategies of mixed convergent reality better, and in retrospect the strategies prove to be pre-adaptive and determine a higher readiness of new generations to change.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"182 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76944366","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":"Manifestations of Social Cognition Deficit in Children with Mental Retardation","authors":"Y. Smirnova, A. Makashova","doi":"10.17759/chp.2022180205","DOIUrl":"https://doi.org/10.17759/chp.2022180205","url":null,"abstract":"The article presents a study of the mental model deficit in preschoolers with mental retardation. The aim of this study using eye tracking is to identify markers that can predict the difficulties of social cognition associated with a deficit in the mental model in children with mental retardation. A comparative study of 64 typically developing preschoolers and preschoolers with mental retardation was carried out. To study the formation of a mental model, the paradigm of understanding false beliefs and experimental situations were used, which actualize in children the idea of the possible success of using and recognizing deception. Additionally, in the experimental situation, the method of registration of eye movement was applied to identify the level of the mental model. It is shown that with a deficiency of the mental model (from the point of view of understanding and applying false beliefs), there is a concreteness of perception, difficulties in using sign-symbolic means of social interaction, inability to suppress impulsive action and act from the position of a social partner. Children with mental retardation often turn not to sign-symbolic means, but to specific external signs of the situation: behavioral manifestations, actions, experience difficulties in distancing themselves from their own beliefs in order to rely in behavior on ideas about the knowledge of an adult. According to the results of an eye tracking study on heat maps of preschoolers with mental retardation, there is a deficiency of a gaze direction detector, which is necessary for understanding the intentions and predicting the actions of an adult. Eye movement analysis confirms that children with mental retardation often do not track the behavior of an adult and his reactions in situations of recognition and application of false actions.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81426917","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":"How is a Doer done. The anniversary interview with N.N. Nechaev. Part 2. Some Unsolved Problems of Psychology and the Possibilities of their Solution","authors":"N. N. Nechaev","doi":"10.17759/chp.2022180316","DOIUrl":"https://doi.org/10.17759/chp.2022180316","url":null,"abstract":"The article is made in the form of interview with the author within the frames of the project “Psychologyst-and-I”. Live stories” of the Moscow State University of Psychology and Education (MSUPE). There the author describes his approach to the evaluation of the role of Vygotsky’s cultural and historical theory and Leontiev’s activity theory in the system of psychology. Also the present day trends of higher education development as well as the place of modelling of specialized activity within the psychologists’ professional training system are analyzed. The author and leader of the project: V.T. Kudriavtsev. The meeting took place on the 4-th of February 2021.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"108 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87643539","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":"Temporal Focus as a Mediator between Cultural Values and Subjective Happiness: Evidence from Ecuador and Russia","authors":"E. Zabelina, J. Cruz-Cárdenas, J. Guadalupe-Lanas, O. Deyneka","doi":"10.17759/chp.2022180209","DOIUrl":"https://doi.org/10.17759/chp.2022180209","url":null,"abstract":"Though numerous scholars have studied subjective time, its predictors and effects, the general model considering demographic variables, cultural values and level of wellbeing is not presented. This study seeks to bridge this gap by contributing a comparative study of two very different countries: Ecuador (N=745, aged 19—76, 48.7% male), a Latin American developing country, and Russia (N=428, aged 18—72, 40.2% male), an emerging Eurasian nation. We assumed that temporal focus plays the role of a mediator in the relationship between cultural values and subjective happiness in both countries. To predict the temporal focus (Temporal Focus Scale by Shipp, Edwards, and Lambert, 2009) in both countries, based on the previous literature the study tests the importance of three groups of variables: demographic factors (gender, age, education, income), subjective happiness (Subjective Happiness Scale by Lyubomirsky and Lepper, 1999), and cultural values (Cultural Values Scale by Yoo, Donthu and Lenartowics, 2011). The first stage of analysis involved confirmatory factor analyses and invariance tests for the scales used. Subsequently, multiple regression models made it possible to establish that sociodemographic variables, introduced as covariates, had little influence on the prediction of people's temporal orientation. However, the cultural and psychological variables (long-term orientation, uncertainty avoidance and subjective happiness) introduced as predictors played an important role in the prediction of temporal (current, past and future) focus. Additionally, there are some cultural and psychological predictors of temporal focus specific for each country. Ultimately, structural equation models demonstrated that temporal focus plays the role of the mediator in the relationship between cultural values and subjective happiness in both Ecuador and Russia.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"10 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87706199","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":"Scale of Early Childhood Communication Signals: Evaluation of Child-Parent Interaction","authors":"T. Shinina, O. Mitina","doi":"10.17759/chp.2022000001","DOIUrl":"https://doi.org/10.17759/chp.2022000001","url":null,"abstract":"The research is aimed at developing a scale for evaluating the communication signals of an early age child, with the help of which it is possible to assess the predictors of the development of behavioral, cognitive and socio-emotional skills in a child. This system of fixing the child’s communication signals is based on the periodization of the ontogeny of communication between M. Lisina and her followers (E. Smirnova, D. Godovikova, S. Meshcheryakova, etc.), which allows us to consider specific forms of communication between a child and an adult in the new social situation of modern children’s development. The materials of an empirical study conducted on a sample of dyads of mothers and young children are presented. The study (N=55) involved dyads of mothers and children aged 2.4 to 3.3 years (M=2.9; SD=0.40), of which 62% were girls. The study included a video recording of a mother’s playtime interaction with a child for 15 minutes. The resulting video clips were analyzed and encoded using the “Observer-XT 14” program. To evaluate video protocols, experts used the evaluation of child-parent interaction method “ Evaluation of child-parent interaction “[ECPI-2 ed.] Scale of “child Communication signals”. The method of main components was used for processing expert assessments, which allowed us to distinguish three factors of children’s indicators [“Research activity” — “Exploratory activity”; “Personal autonomy” — “Personal autonomy”;” Emotional alienation “ — “Emotional alienation”]. Based on the results obtained, we can talk about the stability of indicators-factors that characterize the child’s communication signals. Based on an array of experimental data [49,500 seconds of video tape], a model has been developed for analyzing dynamic changes occurring in the process of child-parent interaction. All factors are stable over time: autocorrelation dynamic series are characterized by high values of correlation coefficients [the reliability of each of the 10 indicators or 3 child factors is at least α=0.70]. It is noted that the formation of personal autonomy when interacting with a significant adult and the emotional alienation of a child from an adult can ambivalently influence the child’s research activity.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"49 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85693593","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":"Learning Activity as The Zone of Proximal Development of Reflexive and Communicative Abilities of Children Aged 6—10 Years","authors":"V. Rubtsov, E. Isaev, A. Konokotin","doi":"10.17759/chp.2022180103","DOIUrl":"https://doi.org/10.17759/chp.2022180103","url":null,"abstract":"The article presents precedents for the implementation of theoretical ideas laid down by L.S. Vygotsky in the concept of the zone of proximal development in modern developmental education. The importance of developing reflexive and communicative abilities of children 6—10 years old in educational activities is justified. The approach to the construction of the zone of proximal development as a specially organized form of collective learning activity of an adult and children in primary school is adopted. The system of developmental training of D.B. Elkonin—V.V. Davydova is considered as an example of activity technology that implements the ideas of L.S. Vygotsky about joint activities as a form of child development and, in fact, the zone of immediate development of reflexive and communicative abilities of 6—10 years old children. The results of the experimental study of the development of reflexive and communicative abilities of junior schoolchildren in national and local educational activities are presented.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"42 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76481656","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 Scale of Early Childhood Communication Signals: Evaluation of Child-Parent Interaction","authors":"T. Shinina, O. Mitina","doi":"10.17759/chp.2022180102","DOIUrl":"https://doi.org/10.17759/chp.2022180102","url":null,"abstract":"The research is aimed at developing a scale for evaluating the communication signals of an early-age child, which can help to assess the predictors of the development of behavioral, cognitive, and socio-emotional skills in a child. This system of fixing the child's communication signals is based on the periodization of the ontogeny of communication between M. Lisina and her followers (E. Smirnova, D. Godovikova, S. Meshcheryakova, etc.), which allows us to consider specific forms of communication between a child and an adult in the new social situation of modern children's development. The materials of an empirical study conducted on a sample of dyads of mothers and young children are presented. The study (N=55) involved dyads of mothers and children aged 2,4 to 3,3 years (M=2,9; SD=0,40), of which 62% were girls. The study included a video recording of a mother's playtime interaction with a child for 15 minutes. The resulting video clips were analyzed and encoded using the \"Observer-XT 14\" program. To evaluate video protocols, experts used the evaluation of the child-parent interaction method \"Evaluation of child-parent interaction\" [ECPI- 2 ed.], the scale of \"Child communication signals\". The method of main components was used for processing expert assessments, which allowed us to distinguish three factors of children's indicators [\"Exploratory activity\"; \"Personal autonomy\"; \"Emotional alienation\"]. Based on the results, we can talk about the stability of indicators-factors that characterize the child's communication signals. Based on the array of experimental data [49,500 seconds of video tape], a model has been developed for analyzing dynamic changes occurring in the process of child-parent interaction. All factors are stable over time: autocorrelation dynamic series are characterized by high values of correlation coefficients. It is noted that the formation of personal autonomy when interacting with a significant adult and the emotional alienation of a child from an adult can ambivalently influence the child's research activity.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"16 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78881179","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":"Actor Training: Competencies or Aptitude","authors":"V. Sobkin, T. A. Lykova, M. Siyan","doi":"10.17759/chp.2022180409","DOIUrl":"https://doi.org/10.17759/chp.2022180409","url":null,"abstract":"This paper examines the concepts of \"competence\" and \"aptitude\" in the federal state educational standards. The study substantiates the need for returning to the theoretical notions of aptitude, as developed in domestic psychology, when training specialists for creative professions. The authors analyse the content dynamics of the higher education standards in the acting profession across 2002, 2010, 2017 and 2021. The notion of aptitude is considered from the standpoint of S. L. Rubinstein's and A. N. Leontiev's activity theory and B. M. Teplov's concept of individual differences. Content analysis of the concepts of \"competence\" and \"aptitude\" demonstrates that the competence-based approach helps sustain the graduate's universal characteristics, which does not align with the educational process in the acting profession, focused on the individual approach and talent development. The authors note that the content of competencies does not account for the subject's unique characteristics, and is reduced to knowledge, skills, and abilities. The study thus emphasises the relevance of establishing a psycho-pedagogical service in higher education for creative professions","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"20 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72516301","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}