Veraksa, Aleksandr N.
Publications by Veraksa, Aleksandr N.
Liutsko L., Veraksa A.N., Yakupova V.A. (2017). Embodied finger counting in children with different cultural backgrounds and hand dominance. Psychology in Russia: State of the Art, 10 (4), 86-92
Background. Embodied finger counting has been shown to have cross-cultural differences in previous studies (Lindemann, Alipour, & Fisher, 2011; Soto & Lalain, 2008). However, their results were contradictory in reference to Western populations with regard to the hand preferred: The first study showed that in Western countries — Europe and the United States — participants preferred to start with the left hand (whereas in the Middle East — Iran — they used the right hand); the second study showed that participants in France preferred the right hand.
Objective. Our study aimed to observe these differences in two countries, Spain (Western Europe) and Russia (Eastern Europe part), although taking into account the variety of cultural or ethnic groups who live there.
Design. The observational/descriptive study, together with correlational analysis of the finger-counting pattern (from 1 to 10) used by children aged 10 to 12 who had not been taught to use their fingers for counting, considered factors of cultural origin and hand dominance. The possible effects of this action on cognition — in our case, math achievement — were considered also.
Results and conclusion. The differences in the frequency of the finger-counting patterns might suggest cultural-individual differences in performance; however, the correlational analysis did not reveal that these differences were statistically significant, either for gender or for mark in math. However, hand dominance was a significant predictor of the preferred hand with which to start counting.
Themes: Educational psychology
Keywords: embodied numerosity, finger counting, cross-cultural research, individual differences, hand dominance
Available Online: 12.01.2017
Sobkin V. S., Veraksa A. N., Bukhalenkova D. A., Fedotova A. V., Khalutina U. A., Yakupova V. A. (2016). The connection of socio-demographic factors and child-parent relationships to the psychological aspects of children’s development. Psychology in Russia: State of the Art, 9(4), 106-122.
Preschool childhood is a time of rapid development. During this period a child`s interaction with significant adults plays a very important role. The parent, as a mediator, defines the “zone of proximal development” (Vygotsky, 1984). The common assumption is that to determine a parent’s position, it is important to acknowledge both socio-demographic factors and the parameters which define the socio-psychological aspects of parent-child relationship. Hence, the type of research where a child’s psychological development is studied in the context of the socio-demographic and socio-psychological factors which determine the social situation of development, is very promising.
Based on our previous research (Sobkin, Marich, 2002; Cheie, Veraksa, 2015), a program of experimental research intended to determine the interconnections between the socio-demographic and socio-psychological parameters of parent-child relationships, and the level of a child’s psychic development, was designed. The research was based upon the material obtained through testing 59 children between 5 and 7 years old with specially collected psychological testing methods (Veraksa A.N. etc), as well as from the results of a special sociological questionnaire presented to their mothers (Sobkin V.S. etc). The research was carried out in 2014-2015 in municipal kindergartens of Moscow.
Among the socio-demographic factors analyzed, the most significant results were related to the child’s gender, the family structure, and the mother’s education. Thus, boys showed higher results on visual memory tests, and girls scored better on tests for self-control and social intelligence (higher ability to detect the reason for someone else’s negative emotions). Children from single-parent families had better results on verbal memory tests, but scored lower on those for self-control. Also they had less ability for decentration. The differences in mothers’ educational levels influenced the number and intensity of children’s fears, as well as their inclinations to avoid fearsome situations.
The analysis of features of the parenting position (such as attitude toward one’s future, positive/negative emotional state during the interaction with the child, authoritative/ democratic approach to upbringing) revealed two different strategies which children used to perform executive tasks.
Thus, the present research showed a significant degree of essential connections between socio-demographic factors and parent-child relationships to the specifics of a child’s mental development.
Themes: Educational psychology / 120th anniversary of Lev Vygotsky / Family psychology
Keywords: child development, preschool age, social situation of development, parentchild relationships, executive functions, social intelligence
Available Online: 12.01.2016
Vasilyeva M., Laski E., Veraksa A., Shen C. (2016). Development of children’s early understanding of numeric structure. Psychology in Russia: State of the Art, 9(3), 76-94.
Understanding of the base-10 structure of multi-digit numbers is one of the critical aspects in early mathematics learning. It has been documented that children from different countries vary in their use of base-10 representations. Questions concerning potential sources of this variability have been debated for decades. One commonly posited explanation is that some languages provide explicit cues about the structure of multi-digit numbers, facilitating the development of base-10 representations. In the present study, we tested this view against an alternative view, positing that variability in children’s learning of numeric structure may reflect differences in their experiences with numbers. The study examined kindergartners and first-graders from four countries: Taiwan, South Korea, the USA, and Russia. Results showed that the use of base-10 representations by American first-graders increased dramatically over the last decades, following changes in curricular guidelines. First-graders across the four countries showed some differences in performance (however, not consistent with the language account), whereas kindergartners performed comparably despite the differences in their languages. The results suggest that the nature of early math instruction may be critical for children’s developing understanding of numeric structure.
Themes: Family psychology / Mathematical learning: New perspectives and challenges
Keywords: mathematics learning, numeric system, numeric representations, cross-national study, kindergartners
Available Online: 09.30.2016
Veraksa N.E., Veraksa A.N. (2015). The technique of project activity: A new approach in Russian preschool. Psychology in Russia: State of the Art, 8(2), 73-86.
Project activity has a long history of implementation in education (Kilpatrick, 1918). This article describes the approach to project activity that became widespread in preschool education in Russia in the late 1990s. This approach is based on the cultural-historical theory of Vygotsky (1978), Venger’s (1988) understanding of intellectual giftedness, as well as an understanding of project activity proposed by Leontiev (2000).
At the heart of project activity lies children’s exploration of the space of possibilities — that is, their search for action options that correspond to their personal motives and express their individuality. The main features of project activity are the problem situation to be presented to the child; the subjectivity of all its participants, including teachers; and its nature, which includes its social context.
Three main types of project activity are presented: research, creative, and normative; each has its own structure and value for children’s development. Examples of their implementation in preschool settings are provided. The impact of project activity on all its participants in preschool — children, teachers, parents — is addressed.
The article shows the effectiveness of project activity for educational work with both intellectually gifted and normally developing children.
Themes: 4th Annual international research-to-practice conference “Early Childhood Care and Education” / Educational psychology
Keywords: project activity, giftedness, intellectual development, space of possibilities
Available Online: 06.30.2015
Veraksa A.N. (2013) Symbol as cognitive tool of mental activity. Psychology in Russia: State of the Art, 6, 57-65
The article describes various aspects of symbolic mediation and is aimed at showing its specificity. The author views a situation of uncertainty as a structural element of a symbol and introduces the notion of a symbol being a special tool for orientation in such situations. On the one hand, a symbol is contrasted to a sign, and on the other, is regarded as a transitional form in the process of its mastering. Author pays special attention to understanding the role of symbol in connection with understanding of play and its role in child’s development. Emotional and cognitive functions of symbol are defined and illustrated by examples.
Veraksa A.N., Leonov S. V. (2009). Cognitive Aspects of Athlete Activity. Psychology in Russia: State of the Art, 2, 603-618
Article is devoted to the issues of symbolic mediation and diagnostic of time perception in sport. Distinction between iconic and symbolic mediation is discussed. Evidences of effective implementation of symbolic mediation in sport are examined. Means of optimization of sportsmen and sportswomen training by the instrumentality of symbol are considered. The results of time perception diagnostic of Russian synchronized swimmers are described. It was shown that sportswomen are greatly varied in accuracy and stability of reproduction of long (2–5 sec) and estimation of short (less than 250 ms) time intervals, which were filled with different contents – ticks of metronome, persistent sound, pressuring the button and etc. The improvement of individual characteristics of time perception is an important psychological resource of sports achievements increase.
Themes: Sport psychology / Cognitive psychology
Keywords: sport psychology, symbol, icon, image, situation of uncertainty, synchronized swimming, time perception.
Veraksa A.N., Gorovaya A.E. (2011). Effect of Imagination on Sport Achievements of Novice Soccer Players. Psychology in Russia: State of the Art, 4, 495-504
This article describes the connection between the use of types of mental imagery by athletes and the level of their imagination. Taking the model of imagery use suggested by K. Martin, S. Moritz and C. Hall, the authors used a Russian version of “The Sport Imagery Questionnaire” (SIQ) with soccer players 8, 10 and 14 years old. The data shows that subjects with a higher level of imagination are more inclined to use mental imagery in their practice. Age differences in types of imagery usage are shown. The results indicated that mental-imagery training can result in enhanced performance among junior athletes.
Themes: Sport psychology
Keywords: mental imagery, level of athlete’s imagination, SIQ, tests of movement skill.
Zinchenko Yu.P., Veraksa A.N., Leonov S.V. (2011). Methodological Foundations of Military Psychology and Psychological Security. Psychology in Russia: State of the Art, 4, 53-61
The article is devoted to the history of development of military psychology from psychological and philosophical positions. The transition stage in development of military psychology from classical to postclassical type of rationality is focused. Analysis of combat activity as self-regulation system is presented. The latest technologies in solving key problems of military science are discussed.
Veraksa A.N., Gorovaya A.E., Leonov S.V., Pashenko A.K., Fedorov V.V. (2012). The Possibility of Using Sign and Symbolic Tools in the Development of Motor Skills by Beginning Soccer Players. Psychology in Russia: State of the Art, 5, 473-497
This article analyzes the use of iconic and symbolic tools by young athletes in the development of concrete motor skills. The study involved 22 young athletes, aged 5–6 years, attending a soccer school in Moscow, Russia. The methodological procedure included using specifi cally designed mini-movies, which were short video clips employing different sign and symbolic tools for mastering alternate dribbling using the inner and outer side of the foot and the subsequent kick of the ball toward the net. The results showed the eff ectiveness of these tools when working with young soccer players. Those athletes who used metaphors as one of the tools for mastering motor skills exhibited better movement development than did the athletes who used sign tools.
Themes: Sport psychology
Keywords: sport, sport psychology, motor skill, sign, symbol, metaphor, image