Background. In the last few decades, the ethical issues in psychological research have gained considerable attention. In our study we discuss training of psychologists from the ethical point of view.

Objective. 1) To develop communication skills with the help of improvisation with the help of a designed training. 2) To uncover the role of ethical questions about the morality of risk–benefit assessment and justification for the conduct of research, selection of a suitable target population, informed consent, and evaluation of our results.

Design. Psychology students are required to develop communication skills that they will need in their future profession. The participants (70 psychology students) were asked to improvise following the three-stage procedure we designed. We describe all the stages of our training program and how the ethical norms contribute to our work. We discuss the ethical norms and rules in the first and third stages of our training session.

Results. We faced several ethical issues with risk–benefit assessment and justification of the conduct of the research. On the one hand, training causes anxiety, putting participants in uncomfortable situations; on the other, this corresponds precisely to the objectives of our work, posing an ethical dilemma. We looked for ways to create more comfortable conditions without jeopardizing the objectives of our study. We introduced concerns about the interpretation of an improviser’s work. The improvisers told stories that did not always correspond to reality, which confused the other participants. Discussing this point from an ethical position led us to a deeper understanding of improvisation and led to certain modification in our design of the training program.

Conclusion. We consider improvisation a creative process which helps one to adapt to new, uncomfortable situations. Here we show that based on ethical standards and rules, we could properly organize our training and comprehensively review the learning and improvisation process.

Background. This is the last in a series of four articles scheduledfor publication in this journal. In the first article (Kapustin, 2015a), I proposed a new “existential criterion” for the normal and abnormal personality that is implicitly present in the works of Erich Fromm. According to this criterion, normal and abnormal personalities are determined, first, by their position regarding existential dichotomies, and, second, by particular aspects of the formation of this position. Such dichotomies, entitatively existent in human life, are inherent, two-alternative contradictions. In the other articles (Kapustin, 2015b, 2016a), I showed that this criterion is also implicitly present in the four famous personality theories of Freud, Adler, Jung, and Rogers.

Objectives. To provide evidence that this criterion is present in the personality theory of Viktor Frankl and to present a comparative analysis of all six theories of personality.

Results. The existential criterion for the normal and abnormal personality based on the works of Fromm is also implicitly present in theoretical conceptualizations of personality, predisposed and non-predisposed to developing various psychological problems and to mental disorders, by Freud, Adler, Jung, Rogers, and Frankl, although in more particular forms, related to more specific existential dichotomies, characterizing the nature of human life.

Conclusion. The fact that the existential criterion is present in these six theories of personality, developed within totally different approaches to psychology and psychotherapy, is evidence of a high degree of its theoretical justification and of the possibility of their integration.

Background. Rape myths are usually described as a widely-accepted set of false beliefs and attitudes about victims and perpetrators of sexual assault. These beliefs serve to deny, downplay, or justify sexual violence that men commit against women.The Acceptance of Modern Myths about Sexual Aggression (AMMSA) scale assesses those stereotypical beliefs about sexual aggression in a more subtle way than traditional measurements of rape myths, which often use rather blatant wording.

Objective. To develop a Russian version of the sixteen-item AMMSA scale.

Design. Non-experimental design. Participants were recruited online. In total, data of 270 Russian female participants and 131 German female participants were analyzed using exploratory and confirmatory factor analysis. Convergent and discriminant validity were assessed using correlational analyses with other constructs that are believed to be related to AMMSA to different degrees (hostile sexism, benevolent sexism, traditional gender role preferences, and impression management).

Results. It was found that the Russian AMMSA, just like the German AMMSA, was unidimensional, normally distributed, had high internal consistency, and showed good construct validity. 

Conclusion. The validation of a Russian version of the AMMSA forms an important first step for studying beliefs about sexual aggression in Russian society. The Russian AMMSA scale is a valid and reliable instrument for measuring modern myths about sexual aggression. Future studies are needed to test whether there are gender differences in the Russian population. 

Background. Aging is associated with decline in various cognitive functions, including task switching – the ability to shift quickly between tasks and mindsets. Previous research has shown that older adults exhibit less efficient task switching. Mathematical modeling of cognitive processes involved in switching between tasks may shed light on the sources of switching inefficiency in normal and pathological cognitive aging.

Objective. To investigate possible sources of task-switching decline in normal and pathological (mild cognitive impairment, MCI) cognitive aging using the Diffusion Model (DM). 

Design. 57 young adults, 34 healthy older participants, and 5 MCI-diagnosed older participants performed the commonly used Number-Letter switching task. Reaction times (RT) and accuracy were measured and Diffusion Models were fitted to individual reaction time distribution to obtain parameters characterizing processes involved in task switching: active, controlled task-set reconfiguration; passive, automatic task-set inertia; and response caution. 

Results. Older age and MCI-pathology-related effects on switching efficiency were found for RT and, partly, for accuracy. After controlling for possible age differences between the two older groups, active processes of task-set reconfiguration had a clear MCI-related deficit, while passive, automatic task-set inertia components only exhibited a general effect of aging (pathological or not). Response caution was only related to older age, with no MCI effect.

Conclusion. Effortful task-set reconfiguration is sensitive to both age and MCI pathology, while passive processes of task-set inertia dissipation is only subject to age changes. The results support the idea of different dynamics of controlled and automatic cognitive processes in normal and pathological (MCI) aging.

Background. The need to evaluate the emotional changes women experience during the diagnostic stage of breast cancer creates the need for easily applicable short screening tools; thus, evaluations which rely on a single question and visual analogical scales are widely used in hospital environments.

Objective. This study aimed to determine the optimal cut-off points for anxiety, depression, and stress emotional thermometers measured against the Hospital Anxiety and Depression Scale anxiety and depression sub-scales (HADS-A and HADS-D), and the Cohen Perceived Stress Scale-14, respectively; in addition, the study aimed to evaluate the prevalence of these changes in women scheduled for breast biopsies.

Design. The study included 221 women who were scheduled for breast biopsies; their agesranged between28 and80 years old. They were individually evaluated using the Emotional Thermometers, the HADS-A, theHADS-D, and the PSS-14 before undergoingtheir biopsies. Data from 203 participants were analyzed.

Results. The following optimal cut-off points were obtained: 3 for the anxiety emotional thermometer (ET) (sensitivity 0.71, specificity 0.25); 3 for the depression ET (sensitivity 0.87, specificity 0.34); and 4 for the stress ET(sensitivity 0.80, specificity 0.43). According to these cut-off points, 56% of the patients exhibited anxiety, 40% exhibited depression, and 55% exhibited stress. 

Conclusion. Using emotional thermometers to screen anxiety, depression, and stress is therefore recommended in the context of breast biopsies.

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.

The paper introduces virtual reality systems as a new methodolology of carrying out both traditional and originally designed experimental studies in psychology and in a broader context - in neuroscience. This methodology, often differing from classical approaches toward planning and performing a study in cognitive, social, educational, organizational and numerous other disciplines within psychology, is placed in the context of genuine Russian and at the same time of world-wide psychological theories, conceptions and traditions. Advantages, currently available results, challenges and perspectives of the virtual paradigm in experimental psychology, psychotherapy and psychological rehabilitation are thoroughly described and analyzed. The ideas of immersive virtuality are also shown to play a profound role at diverse levels of innovative learning and teaching, including special, extracurricular, and college education. Besides, applied virtual reality sys­tems are presented as being of serious importance for the university students' training: it is expected that new generations of professional psychologists will use these systems extensively. The multifaceted theoretical activities and applied work of the staff and students affiliated with the Psychology Department, Lomonosov Moscow State University, aimed at development and usage of immersive virtual reality systems are fully presented in the paper.

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 article considers the potential for applying contemporary philosophical theories (which distinguish classical, nonclassical, and postnonclassical types of scientific rationality) to the specification of theoretical methodological principles in the study of clinical psychology. We prove that psychological syndrome analysis (developed by the Vygotsky–Luria–Zeigarnik school), taken as a system of principles for organizing research as well as for interpreting its results, conforms to the epistemological complexity of the object of study in clinical psychology, which is understood in the postnonclassical scientific view as a self-developing system. We present an example of the formation of a psychosomatic syndrome in 290 patients with mitral-valve prolapse, applying methods of qualitative and statistical data analysis in a longitudinal clinical-psychological study. We prove that the syndrome is system-defined and has a multilevel character, and that its structure is determined by several factors: the motivational factor (with the domination of the failure-avoidance motive and the unsatisfied self-approval need); the factor of the emotional-regulation disorders, represented by both excessive emotional repression and lack of emotional control; and a psychophysiological factor. We argue that a psychosomatic syndrome can be used as a means for approaching not only diagnostic but also prognostic tasks both in clinical psychology and in medicine. We conclude that the results of our empirical study, conducted within the framework of postnonclassical philosophy and using the methods of psychological syndrome analysis, not only expand the scientific background on the nature of a particular disease (mitral-valve prolapse) but also pose further questions whose investigation will broaden our view of the psychological mechanisms of psychosomatic- syndrome genesis.

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.

The article describes the development of an integrative bio-psycho-social model of personality disorders. This model is based on the interconnection of intellect, self-regulation, self-identity, and social relationships. The prognostic value of the category of “affective-cognitive style” is estimated on the grounds of a meta-analysis of various empirical studies and theoretical models. The article discusses the results of clinical and experimental studies that specify the functions of cognitive differentiation and integrity and of symbolic mediation and reflection in the regulation of the content, emotional valence, temporal stability, and spatial organization of intrapsychic representations of self and interpersonal relationships, as well as the systemic organization of defense and coping operations.

Authors discuss notable philosophical and psychological aspects of Buddhism and Hinduism, as well as different features of meditation techniques in their relations to psychological study of consciousness.

The article considers methodological foundations of the system anthropological psychology (SAP) as a scientific branch developed by a well-represented group of Siberian scientists. SAP is a theory based on axiomatics of cultural-historical psychology of L.S. Vygotsky and transspective analysis as a specially developed means to define the tendencies of science developing as a self-organizing system. Transspective analysis has revealed regularities in a constantly growing complexity of professional-psychological thinking along the course of emergence of scientific cognition. It has proved that the field of modern psychology is shaped by theories constructed with ideation of different grades of complexity. The concept “dynamics of the paradigm of science” is introduced; it allows transitions to be acknowledged from ordinary-binary logic characteristics of the classical science to a binary-ternary logic, adequate to non-classical science and then to a ternary-multidimensional logic, which is now at the stage of emergence. The latter is employed in SAP construction. It involves the following basic methodological principles: the principle of directed (selective) interaction and the principle of generative effect of selective interaction. The concept of “complimentary interaction” applied in natural as well as humanitarian sciences is reconsidered in the context of psychology. The conclusion is made that the principle of selectivity and directedness of interaction is relevant to the whole Universe embracing all kinds of systems including the living ones. Different levels of matter organization representing semantic structures of various complexity use one and the same principle of meaning making through which the Universe ensures its sustainability as a self-developing phenomenon. This methodology provides an explanation for nature and stages of emergence of multidimensional life space of an individual, which comes as a foundation for generation of such features of consciousness as its system character and sensibility.

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.