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Asmolov, Aleksandr G.

Academic rank:  professor, member of the Russian Academy of Education

Degree:  doctor in Psychology

Vice-president of the RPS.
Lomonosov Moscow State University
Moscow

Publications by Asmolov, Aleksandr G.

Chernorizov, A.M., Asmolov, A.G., Schechter, E.D. (2015). From physiological psychology to psychological physiology: Postnonclassical approach to ethnocultural phenomena. Psychology in Russia: State of the Art, 8(4), 4-22.

In modern science, along with the “classic” and “non-classical” approach to solving fundamental and applied problems, there is an actively developing “postnonclassical” research paradigm. This renovation of general scientific methodology has been accompanied by the emergence of new experimental technologies and new scientific research directions based on them. “Social psychophysiology” is one such direction. It is formed within the frame of postnonclassical methodology at the intersection of neuroscience and psychology. This work is devoted to the analytical review of the methods, achievements and prospects of contemporary social neuroscience and social psychophysiology studying brain structures that are specifically related to the implementation of social forms of behavior and intercultural communication. Physiological studies of brain activity during social interaction processes, which are simulated using virtual reality environments, are analyzed, and the physiological approach to the study of the brain mechanisms associated with social perception, social cognition and social behavior is used. Along with the analysis of psychophysiological studies of the mechanisms of social perception and social cognition, we discuss the theories of “Brain Reading” and “Theory of Mind” and the underlying data concerning “Gnostic neurons recognition of persons and recognition of emotional facial expressions”, “mirror neurons”, “emotional resonance” and “cognitive resonance”. Particular emphasis is placed on the discussion of a fundamentally new trend in the study of the relationship between the brain and culture (i.e., “cultural neuroscience”). Related to this connection, the following topics are raised: physiological mechanisms protecting the “individual distance” in communication between members of a personified community, psychophysiological approaches to the study of cross-cultural differences, physiological mechanisms of social classification (particularly the formation of attitudes toward representatives of various social groups and toward the content of socially oriented information), and psychophysiological approaches to the study of processes of social classification in the field of intercultural relations (racial perception, stereotypes and prejudices).


DOI:  10.11621/pir.2015.0401
Pages:  4-22
ThemesMethodology of psychology / Psychophysiology
Keywords:  postnonclassical approach, psychological physiology, cultural neuroscience, virtual reality, brain activity, ethnocultural identity, intercultural and interethnic attitudes, cross-cultural differences

Available Online: 12.30.2015

Asmolov A.G.(2013). Strategy and methodology for the sociocultural reform of education Psychology in Russia: State of the Art, 6, 3-20

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.


DOI:  10.11621/pir.2013.0101
Pages:  3-20
ThemesMethodology of psychology / Educational psychology
Keywords:  sociocultural remodeling of education, tolerance, activity, education standards, sociocultural development of education, growing generation’s, education reform.

Asmolov A.G., Asmolov G.A. (2009). From We-Media to I-Media: Identity Transformations in the Virtual World. Psychology in Russia: State of the Art, 2, 101-123

The blogs as the platform for a virtual personality construction are considered in the article on the assumption of the positions of Lev S. Vygotsky’s cultural-historical approach. Internet journalism practices are considered as the example for the processes of virtual “I” formation. The authors affirm that the appearance of consecutive and stable “I-representation” in Internet is the necessary condition for a change in dynamics of social nets development from motives which are out of Internet in physical space towards situation when a virtual personality is enough full-fledged to be a motive for new social interactions creation not leaving Internet. As a result a virtual personality turns into a net-creating factor and Internet loses its unoriginality in relation to physical space. Using Lev Vygotsky’s “internal speech” concept, the article suggests to consider this interaction as a dairy discourse – “A dialog of internal voices”, which turns a virtual personality from the product of self representation into the product of social interaction. The authors affirm that the ability to construct a virtual personality is the integral part for personality formation in the new information society and propose to regard journalism practices as one of the methods of effective self representation in Internet.


DOI:  10.11621/pir.2009.0006
Pages:  101-123
ThemesMedia and cyber psychology
Keywords:  virtual personality, cultural-historical psychology, blogs, Internet journalism, social nets, social media.