Background. Visuospatial working memory changes across years of schooling. According to data from the cross-sectional and longitudinal studies available in the literature, conclusions about the linear or nonlinear nature of changes in visuospatial working memory depend on the period of time analyzed and the frequency of the measurements. However, which of the two nonlinear models of functional dependence (e.g., quadratic or cubic) best describes the developmental trajectories of visuospatial memory across schooling is still an open question. 

Objective. The results of statistical analysis of the development of visuospatial working memory in girls and boys across school years from Grade 1 to Grade 11 are presented. Additionally, the relationship between age and years of schooling is investigated, as is the influence of these factors on the developmental trajectory of visuospatial working memory.

Design. This cross-sectional study involved 1,246 pupils who were in Grades 1 to 11 at one public school; their ages ranged from 6.8 to 19.1 years (50.4% were boys). The students’ visuospatial working memory was measured using the computerized “Sequences” test, which is based on the “Corsi block-tapping task” and has been adapted for Russian schoolchildren. Correlations, dispersion analysis, and polynomial regression were carried out, and both linear and nonlinear models of the functional dependence of working memory on years of schooling were tested. 

Results. The results of the multiple regression analysis suggest that number of years of schooling is a more important factor than age with regard to temporal changes in visuospatial working memory. When we introduced “years of schooling” and “age” predictors into a single model, we found the year of schooling  to be the most significant predictor of visuospatial working memory (β = 1.07;p = 0.000).While age remained a statistically significant predictor (β = -0.52;p = 0.008), it did not significantly improve the model characteristics (corrected R² = 0.30; F(2) = 253.9; p<0.01).

The results of the polynomial regression showed that during schooling, the developmental trajectories of visuospatial working memory are nonlinear for both genders. In girls, both the quadratic and cubic models explained 36% of the variance in visuospatial working memory, but the quadratic model had the least number of parameters and the best fit to data. In boys, despite all theoretical models being suitable, the largest percentage of the variance in visuospatial working memory values was explained using the cubic model (R²= 0.31; p = 0.000). Thus, the characteristic of change in visuospatial working memory for girls had a quadratic relationship that stabilized after Grade 8, while for boys, the relationship was cubic, with the period of stabilization between Grades 5 and 6, and then further growth. 

Conclusion. We concluded that the number of years of study is an important factor in the development of visuospatial working memory during the schooling period, but that there are other factors involved as well. 

Background. Digital socialization is understood to be mediated by all available digital technological processes for mastering and appropriating a social experience online. Understanding of this new type of socialization requires studying parental mediation strategies for children’s online activity, as well as the level of digital literacy of both children and parents, including through the prism of adolescents’ confrontation with online risks.

Objective. To study digital socialization and the role of parents in this process; to reveal relationships between parental user activity, mediation, and digital competence, and adolescents’ user activity, digital competence, and experience of online risks.

Design. The study was conducted on the basis of the EU Kids Online 2017–2019 survey methodology. The sample consisted of 1,553 schoolchildren aged 12–17 and 1,219 parents of adolescents the same age, all from the Russian Federation.

Results. The findings show that parents underestimate the online risks faced by adolescents, especially the most common communication and content online risks. Adolescents often do not notice parental “restrictive” and “active“ mediation of their online activities. Adolescents’ request for parental help with their online difficulties depends not on the parents’ digital competence, but on their active mediation. In following parental active mediation and safety mediation strategies, adolescents are more likely to face online risks, but at the same time they use active coping strategies. The negative relationship between the adolescents’ digital competence and parental restrictive mediation and technical control suggests that excessive control and limitations hinder the development of knowledge and skills in the safe mastering of the Internet.

Conclusion. The digital gap between adolescents and parents is observed both in confrontation with online risks and awareness of this experience, and in the application of parental mediation strategies. Parental active mediation provides stronger digital socialization and more constructive ways of coping with the threats of the digital world – online risks, which are the consequence of deep immersion into this world.

Background. The COVID-19 outbreakhas threatened both the physical healthof individualswho contracted the virus, and the mental health of everyone directly or indirectly associated with or concerned about it.

Objective. As telecommunication technologies and online mental health apps become more available and affordable, they allowbehavioral and mental health professionalsto provide quality care by handling problems arising from the COVID-19 outbreakvirtually. The aim of the current article is to summarizethe online psychological assistancesupported by the Chinese governmentduring the epidemic.

Design. Several measures, policies, action plans, and programs that have been underway in China during the COVID-19 outbreak epidemicare listedto provide guidance formental health interventionpractices around the world. 

Results. A total of seven types of mental health services and supports developed in China were listed andintroduced: 1) online psychological assistance;2) online psychological self-assessment and self-help; 3) a “Peace ofMind” self-help counseling camp; 4) a “Peace ofMind” self-help training camp; 5) mental health training and lectures; 6) psychological assistance to Hubei; and 7) collaboration with social workersin“Thousands of Institutions Send Peace ofMind.”Moreover, several areas forthe organization and management of psychological intervention activities in the futurewere identified.

Conclusion. Mental health interventions helped peoplecopewith their mental health concerns duringthe outbreak of COVID-19. They couldfacilitatethe development of Chinese public emergency interventions, and eventually improve the quality and effectiveness of emergency interventions in China. 

Background. In a pandemic situation, the search for psychological resources for successful self-organization of life under the changing conditions becomes an urgent issue. Revealing the role of a person's conscious activity to achieve such self-organization during the lockdown period is the goal of this study.

Objective. Our main task was to monitor self-assessments of life self-organization in different age groups. Another was to evaluate the extent to which conscious self-regulation contributes to the success of self-organization, to overcoming its difficulties, and to accepting the uncertainty of the future.

Design. The data were obtained online on the Testograf platform (www.testograf.ru), which was provided by the all-Russian research project “Exploring at home!” (www.issleduemdoma.ru), a study which ran from late April to early June 2020. The sample was comprised of 1634 people, ages 18-60, from 69 regions of Russia. The methods were “Morosanova’s Self-regulation Profile Questionnaire – SRPQM 2020” and the authors’ ad hocquestionnaire “Self-organization of life during a lockdown.”

Results. The majority of respondents assessed their level of self-organization as medium (67.6%) and high (17.3%). The general level of self-regulation was associated with successful self-organization in all age groups. Regression analysis revealed that being able to cope with and accept uncertainty depended primarily on flexibility, persistence, planning goals, and modeling conditions. Overcoming the difficulties of self-organization depended on the same indicators, with additional contributions of reliability and programming of actions. Students demonstrated significantly lower levels of self-regulation than older people; as a result,  young people experienced more difficulties in organizing their lives under self-isolation conditions.

Conclusion. The higher the level of conscious self-regulation, the more productive a person is when self-organizing his/her behavior in case of a lockdown. The difficulties of self-organization, in turn, are associated with a low level of regulatory resources.

Background. The COVID-19 pandemic has brought dramatic changes to all spheres of life. These changes have triggered an immediate response from the media, including social media, which repeatedly posts not only up-to-date information about this most relevant issue, but also users’ reactions to it, including Internet memes. 

Objective. The research presented in this article focused on comparing the psychological and ethnocultural sensitivities in the perception of COVID-19memes by young people in Russia and China. 

Design. The selected sample contained 108 respondents (n = 108), comprised of 50 Chinese and 58 Russian university students. The study consisted of two procedures: a survey and a student’s t-test on the perception of specific Internet memes. 

Results. The main results were that memes which evoke a positive response from the respondents and cheer them up were scored the highest. Such qualities as relevance, kindness, cheerfulness, creativity, meaningfulness, and thought-provoking ability were rated high. Each group of respondents gave a higher score to “our own” memes and a lower score to the other group’s memes. It is generally typical of the Chinese to have a more positive perception of  reality. We ascertained a tendency towards polarization of opinions and focus on individualization among the Russian respondents, whereas the Chinese respondents strove for orderliness and consensus.

Conclusion. As a whole, COVID-19 memes in such ethnoculturally different audiences as the Russians and Chinese serve a compensatory function for young people, helping them overcome the hardships of the pandemic through the memes’ relevance and creative character.

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.

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.

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.

The article contains a brief review of the concept «context» which is gaining its place among the key concepts in modern theoretical and empirical psychology. A comprehensive analysis of scientific literature leads the authors to distinguish two complementary conceptions of context – structural (which regards a fragment of a text as a semantic system) and functional (which treats it as a mental sensegenerating mechanism). The authors suggest an understanding of mentality as a recursive-contextual phenomenon, where each fragment of its subject matter exists in the context of other fragments – parallel, preceding or ensuing. Such understanding may form a basis for the contextual approach in psychology.

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.

Objective: This study was designed to examine possible new aspects of creative activity related to virtual environments.

Design: The online gaming interface Minecraft was used to construct (on computer screens) complex structures such as buildings from ready-made blocks. Two modes were used: individual and dyadic. Participants (N=49, 29 males and 20 females, 18 to 29 years old, recruited on a snow-ball basis) were required to build staying at a distance two complex structures — a ship and a house; each structure was required to be highly creative, i.e. unusual and never seen before. Creativity was evaluated not by the final structure but by the number of ideas generated by the participants and produced either in practice or verbally. Each participant participated once in an individual and once in a dyadic session; the partners were selected randomly. The participants’ verbal activity and digital operations with the Minecraft interface were recorded using the FastStone Capture software package. All the ideas produced by participants were classified in accordance with the following criteria: type (conceptual, functional, selective, corrective, and intentional); level of the structure which the ideas referred to (the whole structure, a particular component of the structure, or an element of the structure); and the status of the verbalized ideas (implemented or unimplemented).

Results and Conclusion: The results show that participants produced significantly more ideas and took significantly less time to build the prescribed structure (a house or a ship) within the individual session compared to the dyadic session. The originality of their ideas was measured by two psychologists independently: the two measures turned out to be close (r=0.876); the number of original ideas produced during individual and dyadic sessions do not differ significantly. Analysis of the implementation of the ideas showed that, within the dyadic sessions, participants produced significantly fewer ideas which were subsequently implemented. For the most part they frequently dropped and left unimplemented ideas referring to the levels of either components or elements of the structure. The results also showed that intentions were the only type of ideas which, after being generated equally often in the individual and dyadic sessions, were more often left unimplemented in the group sessions, compared to the individual sessions.

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 paper summarizes the organizational and scientific outcomes of the 5th Congress of the Russian Psychological Society. It shows the RPS's dynamics of development since its establishment to the present day, and presents a report on the Congress's major events, and the statistics in comparison with the other events of international scientific life. Scientific sections of the Congress are grouped that allowed to showing the main trends in modern psychology. The new directions of psychological research debuted on the Congress are shown, the most important domains of the psychological science are highlighted, and possible reasons for some of them not having succeeded are given. The new subjects and objects of psychological studies new to psychologists are identified. Based on the historical view of the contemporary psychology, were analyzed the future directions of its development.

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.