Objective. The aim of this study is to consider the new challenges facing psychological science today, the chief of which are the modern transitive society and network virtual space.

Design. The study consisted of two series of tests. In the first part, 150 students (ages 19-21; 80 female, 70 male) were tested on their structure of social identity and attitudes toward people of both their own and different cultures, with the questionnaires “Structure of social identity)’ “Level of personal anxiety)’ and “Attitude to native and alien cultures.” In the second part, 100 people were divided into two groups, one of persons 18 to 25 years old, and another of persons 30 to 45 years old. They were asked about their attitudes toward the new technological space with the questionnaire “Attitude to new technological space,” which was developed by the author in 2017.

Results. The study showed that transitional space puts people in a difficult life situation, which increases their anxiety and reduces their socialization potential, especially in a multicultural space. The data showed that under these conditions, the family turns out to be the most important group for most people, regardless of their ages or where they live.

Conclusion. A transitive society is determined by its variability, and the uncertainty and multiplicity of social and personal spaces and contexts. This situation raises the status of the family in the structure of sociocultural identity. The experience of working with new technologies is the main determinant of people having a positive attitude toward them.

Background. According to the theory of MindTime, as a consequence of the subjective perception of time and the ability to engage in mental time travel, three patterns of perceptual and cognitive mental activity exist: Past, Present, and Future thinking. How individuals utilize these three thinking perspectives, in combination, influences how they perceive and process information and interact with the world and with others. An English version of the MindTime Profile Inventory (MTPI), which measures Past, Present, and Future thinking, has been developed.

Objective. To develop a Russian version of the MTPI.students.

Design. Utilizing a non-experimental design, a Russian translation of the MTPI was administered online. Two hundred and twenty-nine Russian undergraduate students provided usable data, which was then factor analyzed to produce a viable set of items.

Results. Principal component analysis yielded a set of 38 items (14 Past; 10 Present; 14 Future) that appeared to work with a Russian population. Russian students’ scores were highest on Past thinking (M = 72.75), followed by Present thinking (M = 67.69), and lowest on Future thinking (M = 60.86).

Conclusion. This study was the first step in developing a three-dimensional measure of thinking perspective for use with Russian samples. Because only 38 of the 45 translated items appeared to work well with a Russian sample, future research is needed with both larger sample sizes and working adults. Predictive validity and cross-cultural studies are also recommended.

Background. Homesickness is a common experience among students who live in dormitories. Its symptoms may vary and influence students’ academic performance, social involvement, and ability to adapt to a new environment.

Objective. To investigate homesickness, locus of control, and social support among first-year boarding-school students.

Design. This study was conducted to first-year students of boardingschool and involved two hundred and twenty-six students, ages 11-13. A quantitative research design was implemented.

Results. There was a significant influence of locus of control and social support on homesickness among first-year students of boarding school. Social support contributed more to reducing homesickness.

Conclusion. This study can help expand the understanding of homesickness among first-year students, which may lead to improved social support from peers and develop students’ locus of control.

Background. The social activity of young people is the driving force behind socio-economic and socio-political processes in society. It is due to their social activity that positive changes are taking place in different spheres of life.

Objective. We set out to analyze the preferences and predictors of the directions of young peoples social activity. Design. Our study involved 251 people from the Saratov region, Russia, of median age (M) 20.11, SD = 1.2 (41% male). To measure their basic assumptions, we used the Janoff-Bulmann World Assumptions Scale (WAS); their identity characteristics were measured with the Kuhn and McPartland Twenty Statements Test (TST) “Who am I?” To evaluate their social behavior preferences, we used 11 unique proprietary scales which we developed on the basis of a pilot study with relevant theoretical validity.

Results. Our study found that youth preferences for various forms of social activity can be divided into two main clusters: organizational-social and individual-personal. Our results revealed that individual-personal activity had a more complex structure, with well-expressed intensity, than the organizational-social form of social activity Young people’s assumptions most strongly condition variations in their preferences for educational-developmental, socio-political, recreational-cognitive, and self-developmentrelated spheres of activity. The most influential predictors of social activity in young people are their assumptions regarding their own significance, their ability to manage events, and their luckiness. We established that an individual’s basic beliefs do not influence variations in their preferences for mass cultural, religious, creative, and informal activities in a group. Young people’s sense of identity influences variations in their preferred types of social activity. The most influential predictors of social activity preferences were negative personal, personal, and family-related identities. Preferences for social activity are less influenced by gender, religious, and ethnic identity, as well as by identity based on activity and appearance.

Conclusion. We present some conclusions regarding the strong determination of the first cluster (political, religious and voluntary types of activity) by identity, and the second cluster (ranging from educational to recreational cognitive activity) by assumptions about the world.

Background. Perfectionism is a multidimensional personality trait related to an individuals desire to achieve optimal performance. From this perspective, perfectionism plays an important role in students’ motivation and their interpretation of the contexts for achievement. However, perfectionism which is encouraged by the views of others may result in increased performance levels of undergraduate university students.

Objective. This study sought to identify the level of multidimensional perfectionism and motivational orientation among a group of undergraduate students in Jordan, while also investigating the relationship between multidimensional perfectionism and motivational orientation.

Design. To collect the data, questionnaires measuring multidimensional perfectionism and motivational orientation, were administered to a sample of406 male and female undergraduate students at Hashemite University and Al-Hussein Bin Talal University during the academic year 2016/2017.

Results. It was shown that the level of multidimensional perfectionism and motivational orientation was moderate, with no significant differences between the dimensions of multidimensional perfectionism and motivational orientation attributable to gender. Moreover, the results showed a positive and statistically significant relationship between the multidimensional perfectionism and motivational orientation subscales.

Conclusion. Our study provides valuable insight into perfectionist trends and their relationship to motivational orientation in Arab countries. It contributes to the literature by demonstrating that perfectionism contributes to performance and achievement through its relationship to motivational orientation.

This article describes research on visual semantics, different forms of metaphor used in rhetoric and philology (tropes: metonymy, hyperbole, litotes, oxymoron, and others), and images, which are metaphorical also. The research was carried out using paintings. The authors state that the function of metaphor is to transform the sense of the image from a psychological point of view.

One of the central topics in the studies of O. K. Tikhomirov and his collaborators was the link between cognitive and emotional processes. It is important not only how emotions are involved in the process of the productive performance of thinking tasks but also how cognitive processes mediate the involvement of the emotions in the regulation of activity. The efficacy of this regulation is represented through goal achievement and also through the correction of one’s actions in the case of wrongdoing. Reformation of one’s errors is the best way to improve one’s abilities and skills. In moral philosophy the central instance of this reformation is conscience, which ensures positive or negative self-appraisal of one’s own and others’ actions. Unfortunately, in psychology this concept remains unclear. The goal of this article is to clarify it in the context of the contemporary psychology of emotion. Studies of emotions have shown the significance of appraisal in determining particular feelings. The special role of moral emotions, mainly guilt and shame, in the self-correction of one’s actions is emphasized. According to this model, guilt and shame in particular can represent twinges of conscience in the mind because the cognitive dissonance between our (or others’) actions and values shapes the basis of all these phenomena.

This articles concerns the relatively and new and specifically developed in Russia methodology of research of social consciousness. The purpose and in the same time the method of the research using this methodology is reconstruction the system of categories (superordinate personal constructs in the terminology of G. Kelly) through which people perceive world and events around him (her). Especially it is very powerful method when dealing with political and socio-cultural issues, because allows to explicate implicit stereotypes which typically are very deep and difficult for diagnostic. Several examples from different topics of political psychology will be presented.

This article looks at the content strategies of the Russian media and discusses whether they conform to humanitarian values. The content strategies that prevailed in different eras and the social and psychological effects that they engendered are compared. Special attention is paid to conflicts of values and other negative consequences of the communicative incompetence of the media in Russia; this lack of competence poses a threat to the information security of society.

This chapter explains the strategy for the sociocultural reform of education as a socialization institution that plays a key role in the focused development of value systems, standards, paradigms, and behavioral patterns in the population of Russia. The author reveals the role education plays in modeling such phenomena of social development as the social consolidation of society, the civil identity of representatives of various social groups and national cultures, the encouragement of social confidence, the successful socialization of oncoming generations, and the social stratification of the population of Russia. This chapter also considers the benefits of the sociocultural reform of education as a growth driver for the competitive strength of the individual, the society, and the state and for the further design of long-term programs for the social and economic development of Russia, including the federal education-development program.

This article presents an analysis of Vygotsky’s work on the psychology of art and his use of the image of Hamlet in the psychological analysis of personality. It also describes the capabilities of the dialectic method for assessing psychological problems. Reference to three dialectical oppositions—of the story and the plot, of the main character’s spinelessness and his insanity, and of subject and personality—allows the development of a theoretical analysis of the psychology of personality in its relationship to culture. Culture is defined as the system of normative situations. Keywords: image of Hamlet, dialectic method, culture, normative situation, personality, subject.

The work presents historiographic and theoretical methodological study of establishment of fundamental theses of L.S. Vygotsky’s cultural-historical concept within the field of clinical psychology.

We prove potency in application of contemporary philosophical concepts, which help distinguish between the types of scientific rationality (classical, nonclassical, and postnonclassical), for scientific reflection over the development of psychology and designation of paradigmatic status of cultural-historic concept suggested by L.S. Vygotsky and Vygotsky-Luria syndrome approach at the contemporary stage of science.

Present study of scientific works of L.S. Vygotsky and his followers demonstrated that fundamentals of cultural-historic conception suggested by L.S. Vygotsky and further developed in methodology of Vygotsky-Luria syndrome approach, these fundamentals presented the origins of not only non-classical, but as well post-nonclassical model of scientific rationality. They are characterized by post-nonclassical understanding of the object and method of psychological study and post-nonclassical mode of thinking of the scientists.

As it was showed, in works of L.S. Vygotsky there formulated general methodological requirements to organization of mental studies, which, on the whole, go in tune with the requirements introduced for study of complex self-developing systems. There were produced arguments to prove that the concept of Vygotsky-Luria syndrome approach describes mental syndromes as dynamic structures, which display the features of self-organization, self-determination and adaptive rationality. Hence, they can be regarded as open self-developing systems.

We assume and verify the hypothesis that the syndrome analysis, due to the features of post-nonclassic modeling of scientific rationality it reveals, may be regarded as theoretically productive methodological approach at the modern stage of science.

The article aims to demonstrate advances in methodological means suggested by Vygotsky’s cultural-historical concept in association with a theoretical model of a Person-centered diagnosis and practical use of the construct for clinical psychology and medicine. This, to a greater extent, arises from the fact that the cultural-historical concept (due to its humanistic nature and epistemological content) is closely related to the person-centered integrative approach. But for all that the concept corresponds to the ideals of postnonclassical model of scientific rationality with a number of ‘key’ features. Above all it manifests its “methodological maturity” to cope with open self-developing systems, which is most essential at the modern stage of scientific knowledge.

The work gives consideration to ‘defining pillars’ of Person-centered approach in modern medicine, to humanistic traditions of the Russian clinical school, and high prospects in diagnostics of such mental constructs as “subjective pattern of disease” and “social situation of personal development in disease” - within the context of person-centered integrative diagnosis.

This article discusses the need for implementation a cross-cultural study of subjective pattern of disease and its correlation with a particular “social situation of personality development under disease conditions”. It aims at development and substantiation of the model of person-centered integrative approach, enhancement of its diagnostic scope and, consequently, improvement of the model of person-centered care in modern psychiatry and medicine.

Background. Ideas about relationships between “I”, egocentric spatial orientation and the sense of bodily “Self ” date back to work by classics of philosophy and psychology. Cognitive neuroscience has provided knowledge about brain areas involved in self-ref­erential processing, such as the rostral prefrontal, temporal and parietal cortices, often active as part of the default mode network (DMN).

Objective and Method. Little is known about the contribution of inferior parietal areas to self-referential processing. Therefore, we collected observations of everyday be­havior, social communication and problem solving in patients with brain lesions local­ized either in the left inferior parietal cortex (LIPC group, n = 45) or the right inferior parietal cortex (RIPC group, n = 58).

Results. A key characteristic of the LIPC group was an overestimation of task com­plexity. This led to a prolonged phase of redundant and disruptive contemplations pre­ceding task solution. In the RIPC group, we observed disorders in reflective control and voluntary regulation of behavior. Abilities for experiencing emotions, understanding mental states, and social communication were to a great extent lost. Results are inter­preted within a multilevel framework of cognitive-affective organization (velichkovsky, 2002). In particular, we highlight the role of right-hemisphere mechanisms in self-refer­ential cognition, emotional and corporeal awareness. This is consistent with recent data on a profound asymmetry in connectivity of left and right hippocampi within the DMN (Ushakov et al., 2016)

Conclusion. It seems that the center of egocentric spatial representation plays a spe­cial role in accessing self-related data. Normally, the right hippocampus provides a holis­tic representation of surrounding and, thus, an easy-to-find gateway into much of what we used to call “subjective experience”. This heuristics becomes misleading in the case of right-sided brain lesions.

Play and playfulness are basic features in early childhood education. The elements of play are pleasure, a sense of freedom, and the co-construction of shared meaning through the use of rules or rhythms. Play and learning are closely related in early childhood. But when the focus on the educational benefits of play becomes too strong, the most essential feature of play is lost: children’s pleasure. Young children in group settings often have to adapt to the teachers’ demands related to security, hygiene, and social norms and values. But the playfulness of the teachers helps to overcome differences in power in the caregiver-child relationship and prevents young children from becoming overburdened with strict rules and group discipline. Play and playfulness are a resource of shared pleasure and creativity in learning processes.