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Podolskiy, Andrei I.

Academic rank:  professor

Degree:  doctor in Psychology

Сitation index:  Scopus: 21, Web of Science: 37

ResearcherID:  N-3477-2013

Lomonosov Moscow State University
Moscow

Publications by Podolskiy, Andrei I.

Druzhinenko D.A., Podolskiy A.I., Podolskiy O.A., Schmoll P.A. (2014). Using videogames to treat childhood obesity. Psychology in Russia: State of the Art, 7(4), 51-64.

Childhood obesity is one of the most dangerous pathologies; it can lead to serious illness in the absence of medical support. In this article we give an overview of the use of videogames for reducing and normalizing the weight of overweight and obese children. We discuss the categorization of the existing games and their limits, and we outline the perspectives of psychopedagogical research in the domain of game design for treating obese and overweight children. The role of long-term motivation in the treatment of obesity is one of the crucial questions we discuss. We try to understand how videogames can help children and parents maintain motivation during weight-loss treatment. The role of parents is undeniable in ensuring the success of weight-loss programs for overweight or obese children. Perhaps videogames can be the instrument for families’ lifestyle changes.


DOI:  10.11621/pir.2014.0405
Pages:  51-64
ThemesMedia and cyber psychology / Applied psychology and psychotherapy
Keywords:  childhood obesity, videogame, motivation, family, lifestyle

Available Online: 12.30.2014

Podolskiy A.I. (2014). “There is nothing so practical as a good theory”: How to let it work in practice (the case of Galperin’s theory). Psychology in Russia: State of the Art, 7(3), 4-12.

One of the most important and sharply discussed aspects of scientific knowledge is the problem of the possibility for practical applications and results. The application of psychological knowledge in different types of schooling, training, and instruction is a representative illustration of that problem’s current state. The aims of this paper are (1) to consider the possibilities and difficulties of such an application, (2) to analyze the reasons for both success and failure, and (3) to try to work out a path toward the construction of an applied theory to bridge the gap between psychological theory (in particular, learning and developmental psychology) and instructional practice. Specifically, this article considers practical applications of the fundamental psychological theory of Planned, Stage-by-Stage Formation of Mental Actions, or the PSFMA theory, by P. Galperin as the target case.


DOI:  10.11621/pir.2014.0301
Pages:  4-12
ThemesTheories and approaches
Keywords:  psychological knowledge, practical application, formation of mental actions, mental models, internalization, applied model-based theory

Available Online: 09.30.2014

Podolskiy A.I. (2009). On Scientific Status and Practical Significance of One Psychological Theory. Psychology in Russia: State of the Art, 2, 187-209

Since the late 1950s, a significant number of authors tried to use Galperin’s approach (which is well-known as the “Theory of planned stage-by-stage formation of mental actions”, or the PSFMA Theory) to improve schooling processes and results. Looking back at the more than fifty‑year history of Galperin’s approach, one may note that the 1960s and the early 1970s were the periods of the great optimism concerning effectiveness and efficiency of its practical application. It seemed possible to transform radically the way and the traditional results of learning/teaching process. To compare the 60s-70s and the 80s-90s publications one could easily discover a significant decrease of a wave of optimism concerning the PSFMA’s application. Besides the obvious social‑economic and social‑psychological reasons there exists a methodological reason concerning the ways and means of the Galperin’s approach use. Historically, the substantial pedagogical results of planned stage‑by‑stage formation of mental actions first came to the fore. However, the proponents’ enthusiasm about really unusual and hopeful results had a reverse side: it led to the serious misunderstanding of the status of Galperin’s approach and transformed the last to some absolute knowledge like a sort of “philosophers’ stone”. The successful application of the statements of PSFMA does not mean a literal reproduction of some abstract general procedure, but a creative design of a system of necessary and sufficient psychological conditions adapted to a concrete schooling situation. The elaboration of such a procedure occupies an intermediate position between the fundamental psychological knowledge and the real process of schooling. The three-model system is considered to bridge a gap between the fundamental knowledge introduced by Galperin and the real circumstances of learning/teaching situation.


DOI:  10.11621/pir.2009.0009
Pages:  187-209
ThemesMethodology of psychology / Theories and approaches
Keywords:  internalization, stage-by-stage formation of mental actions, human action properties, psychological, psychological‑pedagogical, and technological models of the instruction situation, formation of attentiveness.