Background. In psychology, analyzing the problem of personality is closely connected with the search for a methodology to describe personality in all its diversity. The dispositional approach, which is based on identifying stable personality traits, has resulted today in the dominance of a structural-functional approach. It has the advantage that it allows comparative analysis and the juxtaposition of specific personality characteristics inherent in the underlying construct, but it also has the limitation that it is inadequate for the study of personality as a dynamic structure, one capable of changing as the world around it changes.

Objective. To analyze and systematize the empirical studies of recent years in the field of personality psychology in order to identify and describe the principal trends in the study of the phenomenology of personality, reflecting distinctive features of human existence in the modern world.

Design. The method of research included a meta-analysis of reports (N = 1,149) from three European conferences on personality: the 17th European Conference on Personality (2014), Lausanne, Switzerland; the 18th European Conference on Personality (2016), Romania; the 19th European Conference on Personality (2018), Zadar, Croatia. We also describe the changeability of personality characteristics in the context of the individual’s life, on the basis of meta-analytical databases compiled by Roberts et al. (2006) and Wrzus et al. (2016).

Results. The results demonstrate the continuing domination of structural methodology in empirical studies of personality, despite the criticism to which it has been subjected. However, the number of studies of various aspects of dynamic personality processes is growing. Research reflecting the phenomenology of everyday life is expanding, as studies of daily human behavior, life events, and life situations are increasing proportionally. Researchers’ attention is being drawn to diverse contexts of life: the environment, culture, relationships. Data collection technologies are changing: Digital devices enable information about personality to be obtained online, tracking all the diversity of personality in different situations, its changeability and dynamism. Metadata indicate the changeability of personality traits that have long been considered stable: extraversion, emotional stability, conscientiousness, neuroticism, and agreeableness. The dynamics of personality traits are essentially determined by the context of a person’s life and vary depending on changes in that life. The continuity of these changes is processual and does not fit into the structural approach.

Conclusion. Modern personality psychology has contradictory trends. On the one hand, especially in empirical research, the traditional structural-functional paradigm for describing the personality remains influential, while attempts are made to improve it in response to criticism. On the other hand, an increasing number of studies are devoted to the study of real people in the real world, confronting the challenges of a changing world. A growing amount of empirical data describing the dynamic personality, changing in time and space, necessitates theoretical understanding and the search for a methodology relevant to the study of the changing personality.

Background. Researchers have started to demonstrate that verbal cues to deceit can be elicited through specific interview protocols. One that has yielded success is the Model Statement technique, which works as a social comparison and raises interviewees’ expectations about how much information they are required to report. This technique has been developed and tested in the United Kingdom, and is used in the field. A tool used in the field should be thoroughly examined in different settings, including in different cultures.

Objective. We examined the effect of the Model Statement tool on eliciting information and cues to deceit in Russian and South Korean participants.

Design. A total of 160 Russian and South Korean participants were recruited via an advert on the university intranets and advertisement leaflets. The advert explained that the experiment would require participants to tell the truth or lie about a trip away that they may (or may not) have taken within the last year. Truth tellers described a trip they made during the last twelve months, whereas liars made up a story about such a trip. Half of the participants listened to a Model Statement at the beginning of the interview. The dependent variables were “detail”, “complications”, “common knowledge details”, “self-handicapping strategies”, and “ratio of complications”.

Results. The Model Statement elicited more details from both Russian and South Korean participants and strengthened “complications” and “ratio of complications” as cues to deceit in both samples. The effects were the strongest amongst South Korean participants.

Conclusion. The Model Statement technique seems to work across different cultures, but more research is required to determine why it worked better amongst South Korean than Russian participants.

Background. During the last decade, life calling has become an areas of dynamically developing research in psychology, management, and counseling. However, it has not been empirically investigated in Russia, despite Russia’s rich intellectual and spiritual tradition, and abundant research on related constructs, such as personal meaning.

Objective. The aim of the present study is an initial qualitative exploration of the concept of calling in Russian culture.

Design. We employed qualitative document analysis to examine openended responses from 104 college students regarding their definition of calling, and the actions they undertook to discern and implement that calling.

Results. We found that the students saw a calling as something more than a mere job; were intrinsically motivated to find and dedicate themselves to it; associated a calling with the use of their abilities; and at the same time expected it to make them more energized and successful without considerable effort. While some participants felt called to a specific domain, the majority indicated abstract other or self-oriented callings. Regarding the implementation of their calling, the participants fell into two groups: those who did something specific, such as study and practice, and those who did something vague, such as “everything” or “nothing”.

Conclusion. These results are largely in line with similar findings in other cultures. The results can be used in career guidance in educational institutions, as well as in private counseling. Specific recommendations for practice, as well as directions for future research, are explored.

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.