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Cognitive psychology

Dolina I.A., Efimova O.I..., Velichkovsky B.M. (2017). Exploring terra incognita of cognitive science: Lateralization of gene expression at the frontal pole of the human brain. Psychology in Russia: State of the Art, 10 (3), 231-247

Background. Rostral prefrontal cortex, or frontopolar cortex (FPC), also known as Brodmann area 10 (BA10), is the most anterior part of the human brain. It is one of the largest cytoarchitectonic areas of the human brain that has significantly increased its volume during evolution. Anatomically the le (BA10L) and right (BA10R) parts of FPC show slight asymmetries and they may have distinctive cognitive functions. Objective. In the present study, we investigated differential expression of the transcriptome in the le and right parts of BA10.

Design. Postmortem samples of human brain tissue from fourteen donors (male/ female without history of psychiatric and neurological diseases, mean age 39.79±3.23 years old, mean postmortem interval 12.10±1.76 h) were obtained using the resources of three institutions: the Partner Institute of Computational Biology of Chinese Academy of Sciences, the Max Planck Institute for Evolutionary Anthropology, and NIH Neuro-BioBank.

Results. By using a standard RNA-sequencing followed by bioinformatic analysis, we identified 61 genes with differential expression in the le and right FPC. In general, gene expression was increased in BA10R relative to BA10L: 40 vs. 21 genes, respectively. According to gene ontology analysis, the majority of up-regulated genes in BA10R be- longed to the protein-coding category, whereas protein-coding and non-coding genes were equally up-expressed in BA10L. Most of the up-regulated genes in BA10R were involved in brain plasticity and activity-dependent mechanisms also known for their role in the hippocampus. 24 out of 30 mental disorder-related genes in the dataset were disrupted in schizophrenia. No such a wide association with other mental disorders was found.

Conclusion. Discovered differences point at possible causes of hemispheric asymmetries in the human frontal lobes and at the molecular base of higher-order cognitive processes in health and disease.


DOI:  10.11621/pir.2017.0316
Keywords:  neuropsychology, frontopolar cortex, human cerebral asymmetry, yakovlevian torque, RNA transcriptome, sequencing, schizophrenia, attention
About the authorsVelichkovsky, Boris M.  / Dolina Irina A. / Efimova Olga I. / Kildyushov Evgeniy M. / Sokolov Aleksey S. / Khaitovich Philipp E. / Nedoluzhko Artem V. / Sharko Fyodor S.

Available Online: 09.30.2017

Kozlovskiy S. A., Shirenova S. D., Neklyudova A. K., Vartanov A. V.(2017). Brain mechanisms of the Tip-of-the-Tongue state:An electroencephalography-based source localization study. Psychology in Russia: State of the Art, 10 (3), 218-230

Background. The Tip-Of-the-Tongue (TOT) state occurs when a person fails to retrieve a familiar word, e.g., a name, from long-term memory, while knowing perfectly well that the forgotten word exists in memory and being able to report some information about it (semantic associations, the first letter, the number of syllables, etc.).

Objective and method. In the present work, we studied the activation of brain structures during the TOT state. The participants (N = 20; age 21.5 ± 4.1) viewed portraits of movie stars whose names they were asked to remember. Event related potentials (ERP) were registered in three conditions: 1) the participant remembered the name; 2) the participant did not know the name; 3) the participant knew the name but could not remember it (TOT-state). The sources of cortical activation were computed (DSPM algorithm).

Results. Time intervals demonstrating significant differences (t-test) in activation among the three conditions were calculated for each activated area, so that up to four different stages of processing could be delineated. According to our analysis, face perception involves activation of the visual cortex (left cuneus and right precuneus cortices), banks of the superior temporal sulci, poles of frontal and temporal lobes, and fusiform gyrus. The early activation does not depend on the successful retrieval of the name. A second increase in activation of the visual cortex is present at a later stage of processing, when name retrieval fails or if it is impeded.

Conclusion. We have shown that successful face recognition involves activation of the posterior cingulate cortex and the isthmus of the cingulate cortex in both hemi- spheres. Additionally, the parahippocampal gyrus is less active at the early stages and more active at the later stages of processing in the TOT-state, when name retrieval from the long-term memory fails.


DOI:  10.11621/pir.2017.0315
Keywords:  tip-of-the-tongue (TOT), memory retrieval, verbatim recollection, electro- encephalography (EEG), source localization, event related potentials (ERP), posterior cingulate cortex, parahippocampal gyrus, isthmus of cingulate gyrus
About the authorsKozlovskiy, Stanislav A.  / Vartanov, Alexsander V.  / Shirenova Sophie D. / Neklyudova Anastasia K.

Available Online: 09.30.2017

Sedov A. S., Popov V.A., Filyushkina V.I., Semenova U.N., Orlov V.A., Velichkovsky B. M., Ushakov V. L.(2017). Cognitive aspects of human motor activity: Contribution of right hemisphere... Psychology in Russia: State of the Art, 10 (3), 206-217

Background. Concepts of movement and action are not completely synonymous, but what distinguishes one from the other? Movement may be defined as stimulus- driven motor acts, while action implies realization of a specific motor goal, essential for cognitively driven behavior. Although recent clinical and neuroimaging studies have revealed some areas of the brain that mediate cognitive aspects of human motor behavior, the identification of the basic neural circuit underlying the interaction between cognitive and motor functions remains a challenge for neurophysiology and psychology.

Objective. In the current study, we used functional magnetic resonance imaging (fMRI) to investigate elementary cognitive aspects of human motor behavior.

Design. Twenty healthy right-handed volunteers were asked to perform stimulus-driven and goal-directed movements by clenching the right hand into a fist (7 times). The cognitive component lay in anticipation of simple stimuli signals. In order to disentangle the purely motor component of stimulus-driven movements, we used the event-related (ER) paradigm. FMRI was performed on a 3 Tesla Siemens Magnetom Verio MR-scanner with 32-channel head coil.

Results. We have shown differences in the localization of brain activity depending on the involvement of cognitive functions. These differences testify to the role of the cerebellum and the right hemisphere in motor cognition. In particular, our results suggest that right associative cortical areas, together with the right posterolateral cerebellum (Crus I and lobule VI) and basal ganglia, de ne cognitive control of motor activity, promoting a shift from a stimulus-driven to a goal-directed mode.

Conclusion. These results, along with recent data from research on cerebro-cerebellar circuitry, redefine the scope of tasks for exploring the contribution of the cerebellum to diverse aspects of human motor behavior and cognition.


DOI:  10.11621/pir.2017.0314
Keywords:  action, movement, fMRI, lateralization, motor behavior, voluntary movement, cognition, cortex, cerebellum, basal ganglia
About the authorsVelichkovsky, Boris M.  / Ushakov, Vadim L. / Sedov Aleksei S. / Popov Valentin A. / Filyushkina Veronika I. / Semenova Ulia N. / Orlov Viacheslav A.

Available Online: 09.30.2017

Pavlova A. A., Butorina A. V., Nikolaeva A. Y., Prokofyev A. O., Ulanov M. A., Stroganova T. A.(2017). Not all reading is alike: Task modulation of magnetic evoked response to visual word. Psychology in Russia: State of the Art, 10 (3), 190-205

Background. Previous studies have shown that brain response to a written word depends on the task: whether the word is a target in a version of lexical decision task or should be read silently. Although this effect has been interpreted as an evidence for an interaction between word recognition processes and task demands, it also may be caused by greater attention allocation to the target word.

Objective. We aimed to examine the task effect on brain response evoked by non- target written words.

Design. Using MEG and magnetic source imaging, we compared spatial-temporal pattern of brain response elicited by a noun cue when it was read silently either without additional task (SR) or with a requirement to produce an associated verb (VG).

Results.The task demands penetrated into early (200-300 ms) and late (500-800 ms) stages of a word processing by enhancing brain response under VG versus SR condition. The cortical sources of the early response were localized to bilateral inferior occipitotemporal and anterior temporal cortex suggesting that more demanding VG task required elaborated lexical-semantic analysis. The late effect was observed in the associative auditory areas in middle and superior temporal gyri and in motor representation of articulators. Our results suggest that a remote goal plays a pivotal role in enhanced recruitment of cortical structures underlying orthographic, semantic and sensorimotor dimensions of written word perception from the early processing stages. Surprisingly, we found that to fulfil a more challenging goal the brain progressively engaged resources of the right hemisphere throughout all stages of silent reading.

Conclusion. Our study demonstrates that a deeper processing of linguistic input amplifies activation of brain areas involved in integration of speech perception and production. This is consistent with theories that emphasize the role of sensorimotor integration in speech understanding. 


DOI:  10.11621/pir.2017.0313
Keywords:  visual word recognition, top-down modulations, sensorimotor transformation, speech lateralization, magnetoencephalography (MEG)
About the authorsPavlova Anna A. / Butorina Anna V. / Nikolaeva Anastasia Y. / Prokofyev Andrey O. / Ulanov Maxim A. / Stroganova Tatiana A.

Available Online: 09.30.2017

Emelin V. A., Rasskazova E.I., Tkhostov A.Sh.(2017). Technology-related transformations of imaginary body boundaries: Psychopathology of the everyday excessive Internet and mobile phone use. Psychology in Russia: State of the Art, 10 (3), 177-189

Background. In line with the approach of Larkin et al. (2006), we consider technological dependence in the context of the interaction between personality, environment, and culture.

Objective. The aim of this study is to discover technology-related changes in psycho- logical needs and boundaries that could mediate the relationship between psychopathological symptoms and indicators of excessive use of info-communication technologies (ICT). The application of the Body Function Regulation Model to the use of ICT suggests that technology-related changes in the system of an individual’s needs and psychological boundaries mediate the relationship between a sense of poor psychological well-being and the risk of technology dependence.

Design. The study of a normative sample (N = 275) using two technologies–mobile phones and the Internet–was performed.

Results and Discussion. We demonstrated that the relationship between the general level of psychopathological symptoms and excessive use of technology (subjective dependence and inability to refrain from use of mobile phones and the Internet) is indeed mediated by the perception of their indispensability for extension of psychological boundaries, and (for the Internet) its use in image-making.


DOI:  10.11621/pir.2017.0312
Keywords:  Body function regulation model, psychological consequences of technologies, psychopathological complaints, the revised version of the Technology-Related Psychological Consequences Questionnaire, excessive use of technologies
About the authorsEmelin, Vadim A. / Rasskazova, Elena I. / Tkhostov, Alexander Sh.

Available Online: 09.30.2017

Velichkovsky B. B.(2017). The relationship between interference control and sense of presence in virtual environments. Psychology in Russia: State of the Art, 10 (3), 165-176.

Background. The sense of presence is an important aspect of interaction with virtual reality applications. Earlier we suggested that presence can depend on cognitive control. The latter is a set of meta-cognitive processes which are responsible for configuring the cognitive system for the accomplishment of specific tasks with respect to a given context. In particular, cognitive control helps in preventing interference from the task-irrelevant variables.

Objective. is study aimed at investigation of the possible relationship between interference control and aspects of presence.

Design. Thirty-nine subjects (32 female and 7 male, aged 18 to 27 years) participated in the study. The subjects were assessed via a battery of interference control tasks (Flanker Task, Go/No Go task, antisaccade task) and performed a virtual scenario (navigating within an array of randomly placed virtual digits in correct numerical order) in high-immersion (CAVE) and low-immersion (standard computer display) virtual environments. Afterwards, the subjects completed a Russian version of the ITC-Sense of Presence inventory.

Results. We found that interference control is generally related to the sense of presence, especially in the CAVE (high-immersion) environment. Sensory interference control was most strongly associated with various aspects of presence (overall presence score, spatial presence, and emotional involvement). Motor interference control was associated with spatial presence and emotional involvement, but this relationship was weaker than was the case with sensory interference control. Low-immersion virtual environments attenuate some of these links between interference control and presence so that only sensory interference control remains a notable predictor of presence.

Conclusion. Interference control is positively associated with presence in virtual environments with varying immersion levels. is may reflect a more general cause-and-effect relationship between cognitive control and the feeling of presence in virtual reality.


DOI:  10.11621/pir.2017.0311
Keywords:  virtual reality, presence, interference, cognitive control, attention, anker task, antisaccade task, Go/No Go task
About the authorsVelichkovsky, Boris B.

Available Online: 09.30.2017

Menshikova G. Ya., Kovalev A. I., Klimova O. A., Barabanschikova V. V.(2017). The application of virtual reality technology to testing resistance to motion sickness. Psychology in Russia: State of the Art, 10 (3), 151-164.

Background. Prolonged exposure to moving images in virtual reality systems can cause virtual reality induced motion sickness (VIMS). The ability to resist motion sickness may be associated with the level of vestibular function development. objective. The aim of the present research is to study the oculomotor characteristics of individuals whose observation of moving virtual environments causes the VIMS effect. We hypothesized that people who have a robust vestibular function as a result of their professional activity, are less susceptible to VIMS than people who have no such professional abilities. The differences in people’s abilities to resist the effects of the virtual environment may be revealed in the oculomotor characteristics registered during their interaction with a virtual environment.

Design. Figure skaters, football players, wushu fighters, and non-trained people were tested. e CAVE virtual reality system was used to initiate the VIMS effect. three virtual scenes were constructed consisting of many bright balls moving as a whole around the observer. e scenes differed in the width of the visual field; all balls subtended either 45°, 90° or 180°.

Results. The results showed more active eye movements for athletes compared to non-trained people, i.e. an increase in blink, fixation, and saccade counts. A decrease in saccadic amplitudes was revealed for figure skaters. These characteristics were considered specific indicators of the athletes’ ability to resist motion sickness.

Conclusions. It was found that the strength of the VIMS effect increased with the increasing width of the visual field. The effectiveness of virtual reality and eye-tracking technologies to test the VIMS effect was demonstrated.


DOI:  10.11621/pir.2017.0310
Keywords:  virtual reality technology, motion sickness, vestibular dysfunction, vection illusion, eye movement characteristics, professional abilities of athletes
About the authorsOboznov Aleksandr A. / Chernetskaya Elena D. / Bessonova Yulia V.

Available Online: 09.30.2017

Oboznov A. A., Chernetskaya E. D., Bessonova Yu. V.(2017). Structure of conceptual models in the senior operating staff of nuclear power plants. Psychology in Russia: State of the Art, 10 (3), 138-150.

Background. The relationships between conceptual model structures and an operator’s professional efficiency are of direct practical importance, particularly in the case of large-scale industrial complexes combining several human-machine systems. A typical example is the power unit of a nuclear power plant (NPP).

Objective and methods. The purpose of this study was to explore the conceptual models of senior reactor operators (SROs) of NPPs. The study involved 64 men working as SRO at five NPPs in Russia. The methods included: structured interviews, expert estimations, multidimensional scaling (ALSCAL), the K-means clustering algorithm, and frequency analysis. The procedure was as follows: 32 key characteristics of the power unit were defined, including shift operators’ jobs and duties, technical subsystems, types of equipment, and the crucial power unit parameters. The participants were offered a 32×32 matrix for pair-wise estimation of the strength of the links between these key characteristics on a seven-point scale (496 links in total).

Results. A general scheme of key characteristics in the conceptual models was defined. is scheme was displayed in the operators regardless of their employment history. Within the scheme, however, two types of conceptual models were identified, which could be distinguished by the relative number of strong links between the key characteristics. With respect to intersystem links including key characteristics of the reactor and turbine NPP departments, this number was significantly higher in models of Type 1 than in those of Type 2. A positive correlation between the number of these links and the professional efficiency indicators was also established. Operators with Type 1 models were able to more predictably represent the power unit operation.

Conclusion. The main role in creating predictable and efficient conceptual models was played by strong intersystem links in mental representations of workflow.


DOI:  10.11621/pir.2017.0309
Keywords:  Nuclear Power Plant (NPP) senior reactor operator (SRO), conceptual model, mental image, multidimensional scaling, workflow, subjective strength of links, professional efficiency
About the authorsOboznov Aleksandr A. / Chernetskaya Elena D. / Bessonova Yulia V.

Available Online: 09.30.2017

Shishkin S. L., Zhao D. G., Isachenko A. V., Velichkovsky B. M.(2017). Gaze-and-brain-controlled interfaces for human-computer and human-robot interaction. Psychology in Russia: State of the Art, 10 (3), 120-137.

Background. Human-machine interaction technology has greatly evolved during the last decades, but manual and speech modalities remain single output channels with their typical constraints imposed by the motor system’s information transfer limits. Will brain-computer interfaces (BCIs) and gaze-based control be able to convey human commands or even intentions to machines in the near future? We provide an overview of basic approaches in this new area of applied cognitive research.

Objective. We test the hypothesis that the use of communication paradigms and a combination of eye tracking with unobtrusive forms of registering brain activity can improve human-machine interaction.

Methods and Results. Three groups of ongoing experiments at the Kurchatov Institute are reported. First, we discuss the communicative nature of human-robot interaction, and approaches to building a more e cient technology. Specifically, “communicative” patterns of interaction can be based on joint attention paradigms from developmental psychology, including a mutual “eye-to-eye” exchange of looks between human and robot. Further, we provide an example of “eye mouse” superiority over the computer mouse, here in emulating the task of selecting a moving robot from a swarm. Finally, we demonstrate a passive, noninvasive BCI that uses EEG correlates of expectation. This may become an important lter to separate intentional gaze dwells from non-intentional ones.

Conclusion. The current noninvasive BCIs are not well suited for human-robot interaction, and their performance, when they are employed by healthy users, is critically dependent on the impact of the gaze on selection of spatial locations. The new approaches discussed show a high potential for creating alternative output pathways for the human brain. When support from passive BCIs becomes mature, the hybrid technology of the eye-brain-computer (EBCI) interface will have a chance to enable natural, fluent, and the effortless interaction with machines in various fields of application.


DOI:  10.11621/pir.2017.0308
Keywords:  attention, eye-to-eye contact, eye movements, brain-computer interface (BCI), eye-brain-computer interface (EBCI), electroencephalography (EEG), expectancy wave (E-wave), human-robot interaction, brain output pathways
About the authorsVelichkovsky, Boris M.  / Zhao Darisii G. / Isachenko Andrei V.

Available Online: 09.30.2017

Lebed A. A., Korovkin S. Y.(2017). The unconscious nature of insight: A dual-task paradigm investigation. Psychology in Russia: State of the Art, 10 (3), 107-119.

Background. Insight is a specific part of the thinking process during creative problem solving. The experience of a sudden unexpected solution of the problem makes it distinct from other problem solving. Though the insight problem solving process is hidden from the observer and the solver himself, it is possible to study working memory changes during the problem-solving process in order to observe the tracks of insight.

Objective. A critical experiment was carried out to determine whether it is legitimate to measure insight-problem-solving dynamics within a dual-task paradigm and working memory model. Also a verification was conducted of the hypothesis of whether insight problem solving competes for cognitive resources with unconscious processes.

Design. We designed a special procedure based on Kahneman’s (1973) modified dual-task paradigm, allowing simultaneous performance of the problem-solving process and probe tasks of different types. The reaction time was measured for the probe task. ere were two problems conditions (insight and regular), and two probe tasks conditions (implicit and explicit). Participants: 32 participants, aged from 18 to 32 years (M = 19.81; σ = 2.51).

Results. Significant differences in implicit probe reaction time were found between the dual-task condition (implicit categorization and insight problem solving) and solo implicit probe condition (t(15) = –3.21, p = .006, d = –.76). A joint effect of problem type and probe type was found (F(1, 60)= 4.85, p = .035, ηp2 = .07).

Conclusion. The results support the idea that information processing of conscious and of unconscious processes are separate. Unconscious processing capacity is limited. Implicit skill seems to be operated by the same mechanisms as insight problem solving, therefore competing for a common resource. It was also shown that such hidden creative unconscious processes as insight can be tracked via working memory load. 


DOI:  10.11621/pir.2017.0307
Keywords:  insight, thinking, dual-task, implicit learning, working memory, problem solving
About the authorsLebed Anton A. / Korovkin Sergei Y.

Available Online: 09.30.2017

Voronin A. N., Kochkina O. M. (2017). Discourse abilities in the structure of intelligence. Psychology in Russia: State of the Art, 10 (3), 93-106.

Background. This article is devoted to empirical research on discourse abilities within the structure of cognitive abilities. Discourse abilities, as well as linguistic abilities, are part of language abilities, but they are directly linked with discourse practices and a certain communicative situation. Discourse abilities allow a person to effectively initiate, keep, expand, and complete the process of communication, using language appropriate to any given situation. These abilities contribute to making communication more effective and achieving mutual understanding between partners, while at the same time they speed up the process of forming an interaction strategy. the empirical verification of the construct “discourse abilities,” and the design of original diagnostic tests on them, led us to differentiate linguistic and discourse abilities.

Objective. However, it is not yet clear what place discourse abilities occupy in the structure of cognitive abilities. This is the primary goal of our research.

Method. The design of the study involved group testing (in groups of 15-35 people) using the following methods: a discourse abilities test; a short selection test; a social intelligence test, and short variations of Torrance’s and Mednick’s tests. In total, 208 people (133 women and 75 men, ages 17 to 21 years) participated in the study, all of them either first year humanities students or high school students from Moscow.

Results and Discussion. The research results revealed that discourse abilities relevantly correlate with the majority of indicators of general and social intelligence and creativity (except non-verbal intelligence). Discourse abilities as part of the structure of cognitive capabilities form a discrete factor, and include relevant components such as verbal and general intelligence and indicators of social intelligence, such as the ability to group expressions. Structures indicative of cognitive abilities varied within the study group, which included people with different levels of discourse abilities. A data structure which conformed to an a priori structure of cognitive abilities was observed only in the group with the medium level of discourse abilities. The group with a low level of discourse abilities mostly showed the aggregation of various indicators of intelligence and creativity, while the group with a high level of discourse abilities showed further differentiation of intelligence types, and the evolution of discourse abilities into a separate factor. 


DOI:  10.11621/pir.2017.0306
Keywords:  human cognition, structure of intelligence, psychometrics, creativity, dis- course, discourse abilities, communication, complex span task, updating task
About the authorsVoronin Anatoly N. / Kochkina Olga M.

Available Online: 09.30.2017

Velichkovsky B. B.(2017). The concentric model of human working memory: A validation study using complex span and updating tasks. Psychology in Russia: State of the Art, 10 (3), 74-92.

Background. Working memory (WM) seems to be central to most forms of high-level cognition. This fact is fueling the growing interest in studying its structure and functional organization. The influential “concentric model” (Oberauer, 2002) suggests that WM contains a processing component and two storage components with different capacity limitations and sensitivity to interference. There is, to date, only limited support for the concentric model in the research literature, and it is limited to a number of specially designed tasks.

Objective. In the present paper, we attempted to validate the concentric model by testing its major predictions using complex span and updating tasks in a number of experimental paradigms.

Method. The model predictions were tested with the help of review of data obtained primarily in our own experiments in several research domains, including Sternberg’s additive factors method; factor structure of WM; serial position effects in WM; and WM performance in a sample with episodic long-term memory deficits.

Results. Predictions generated by the concentric model were shown to hold in all these domains. In addition, several new properties of WM were identified. In particular, we recently found that WM indeed contains a processing component which functions independent of storage components. In turn, the latter were found to form a storage hierarchy which balances fast access to selected items, with the storing of large amounts of potentially relevant information. Processing and storage in WM were found to be dependent on shared cognitive resources which are dynamically allocated between WM components according to actual task requirements. e implications of these findings for the theory of WM are discussed.

Conclusion. The concentric model was shown to be valid with respect to standard WM tasks. The concentric model others promising research perspectives for the study of higher- order cognition, including underlying neurobiological mechanisms. 


DOI:  10.11621/pir.2017.0305
Keywords:  working memory, concentric model, focus of attention (FA), storage, processing, interference, long-term memory (LTM), serial position e ects, complex span task, updating task
About the authorsVelichkovsky, Boris B.

Available Online: 09.30.2017

Channa M.A., Nordina Z.S., Simming I.A., Buriro G.S. (2017). Lenses on metacognition: Teachers’ perceptions toward strategies in reading in a Pakistani context. Psychology in Russia: State of the Art, 10(1), 34-48.

The research in the field of metacognition for developing reading is not new; metacognition has been used for many years to identify ways to develop students’ reading comprehension. Most previous research has addressed either primary or secondary level students. However, notably few studies have been conducted at the undergraduate level. This study has attempted to initiate strategies to assist first-year engineering students in developing their reading abilities within a Pakistani context. The primary objective of this research was to identify what strategies first-year engineering students use in developing their reading at Quaid-e-Awam University of engineering science and technology in Pakistan. This study used qualitative instruments that included semi-structured interviews with teachers and classroom observations during read-aloud sessions. The data were organized through NVivo version 8 for obtaining nodes, codes, and main themes for interpreting the results. The results of this study demonstrated that teachers should use metacognitive strategies for developing students’ reading abilities. Findings also revealed that reading strategies, such as text scanning, guesses from contextual clues, drawing on prior knowledge, and using a dictionary, are the most important strategies to use for developing the reading skills and comprehension of engineering students. This study has suggested metacognitive strategies be used for promoting students’ reading abilities and that teachers should design and develop more courses using these strategies to enhance the reading and listening skills of engineering students.


DOI:  10.11621/pir.2017.0103
Keywords:  metacognitive, reading strategies, comprehension development, cognitive
About the authorsChanna, Mansoor A. / Nordina, Zaimuariffudin S. / Simming, Insaf A. / Buriro, Ghulam S.

Available Online: 04.01.2017

Baranova E. A., Nikolaev E. L. (2017). Question-asking behavior as a form of cognitive activity in primary school children. Psychology in Russia: State of the Art, 10(1), 4-17.

Children’s questions are an indicator of active cognitive perception of reality. Questions but not answers are relevant in revealing a child’s mental life, consciousness and thinking. The lack of question-asking skills can hinder learning, searching and exploration in children. To determine in 7- and 8-year-old school children the common and variable peculiarities of designing a search process for necessary information concerning an unknown object by volitionally formulated questions, as well as the dynamics of the questioning process throughout a school year. The study was based on an experimental methodology, codenamed Guess what there is in the box, and was conducted in four schools in Cheboksary. The sample comprised 158 primary school first-graders who took part in a confirmatory experiment twice, once in September and once in May. The research showed that 96.3% of the questions asked were search questions. Only 30% of the first-graders initiated their searching activities of their own will without having to resort to the given search algorithm, while 70% did not begin asking questions without outside stimulation. The analysis of the dynamics of children’s question-asking behavior exhibited a tendency to decrease in a number of questions asked over the course of the school year. Primary school children need psychological and pedagogical scaffolding aimed at developing a question-asking behavior as a form of cognitive activity to achieve a possible age potential in development.


DOI:  10.11621/pir.2017.0101
Keywords:  cognitive activity, question-asking behavior, primary school children, types of children’s questions
About the authorsBaranova, Elvira A. / Nikolaev, Evgeni L.

Available Online: 04.01.2017

Shadrikov V.D., Kurginyan S.S.. (2017). Propositions toward the development of a psychological theory of thought. Psychology in Russia: State of the Art, 10(1), 211-224.

Thought is considered a psychological concept associated with an individual’s mental ex- istence. It is apparent that a great deal of research has been focused on thought as an area of study. however, there is no psychological theory of thought which provides an expla- nation for its nature and structural organization. So far, researchers have mainly looked at the ways this concept is expressed, rather than investigating what it actually is. In this study, however, based on studies of the functions of the psyche, mental processes, and the neurophysiological bases of mental activity, thought is identified as a need-emotion- intentional substance existing in the human being’s inner world. In keeping with this understanding of thought, the hypothesis that thought generation is caused by desire and experience (feeling and emotion) is put forward. An individual’s thought is linked to his behavior or motivation for activity, and is followed by an emotional experience. The process of thought generation is regarded through the mechanism of behavioral motiva- tion. The primary purpose of this mechanism is to define the qualities of the external objects that serve for need satisfaction and functionality in individuals. The ability to generate thoughts is a feature of thinking related to an individual’s mental ability or frame of mind. From this standpoint, a person’s mentality is considered to be the capacity of the individual to generate thoughts and work through thoughts. It is shown that the abil- ity to generate thoughts and establish relationships within a stream of consciousness is characteristic of human intelligence. Some basic propositions toward a development of a psychological theory of thought are introduced. 


DOI:  10.11621/pir.2017.0115
Keywords:  mental processes, function of the psyche, substantial thought, thinking onto- logy, thought
About the authorsShadrikov, Vladimir D.  / Kurginyan Sergey S.

Available Online: 03.01.2017

Kashapov M.M., Serafimovich I.V., Poshekhonova Yu.V. (2017). Components of metacognition and metacognitive properties of forecasting as determinants of supra-situational pedagogical thinking. Psychology in Russia: State of the Art, 10(1), 80-94.

This article describes the functions of metacognition and the role of these functions in professional pedagogical thinking (PPT): the discovery of the emergence of a problemacy, the organization of cognition processes, and the management of the comprehension and resolution of the problem situation. Thinking is related to the metacognitive activity of a subject. Components and strategies of metacognition are included in the PPT process and define (by means of conscious or unconscious regulation) the efficiency of discovering and solving problems in an interpersonal interaction situation that must be comprehended and transformed. One of the conditions providing for realization of the supra-situational thinking of professionals is a high level of metacognitive activity, although the level of the pronouncedness of metacognitive activity does not depend on the subject’s possessing basic professional education.

We have created and tested new psychodiagnostic techniques aimed at defining the level of forecasting in problem (conflict) situations and at evaluating metacognitive knowledge and activity. The sample group included about 800 people (university lecturers, school teachers, and teachers who train college students). It was proved that the metacognitive focus of forecasting stimulates the formation and development of various forecasting types: proactive, retroactive, and interactive. Forecasting is viewed as a metacognitive component of supra-situational thinking and a component of the cognitive side of communication. Situational and supra- situational types of pedagogical thinking are shown to have different properties and different orientations toward forecasting activity; these properties and orientations determine the differentiation and hierarchization of these types of thinking. It was discovered that the metacognitive properties of supra-situational thinking are achieved through a high degree of integration of all basic forecasting qualities (analyticity, depth, awareness, flexibility, prospectiveness, and validity).

The efficiency of our devised and tested program aimed at perfecting PPT is evident in the dynamics of its objective and subjective properties (an increased level of suprasituativity of thinking among the program participants and the participants’ subjective evaluations of transformation in coping with difficulties in conflict situations). The formation of supra-situational thinking—in particular, of components such as forecasting (in both a narrow and a broad context)—is closely connected with envisaging prospects, including those for one’s own professional and personality development.


DOI:  10.11621/pir.2017.0106
Keywords:  metacognition, metacognitive knowledge, metacognitive activity, forecasting, supra-situativity of professional thinking
About the authorsKashapov, Mergalуаs M.  / Serafimovich, Irina V. / Poshekhonova, Yulia V.

Available Online: 03.01.2017

Karpov A.A., Karpov A.V., Karabushchenko N.B., Ivashchenko A.V. (2017). The interconnection of learning ability and the organization of metacognitive processes and traits of personality. Psychology in Russia: State of the Art, 10(1), 67-79.

Patterns of the relationship between the development of learning ability as one of the general abilities and metacognitive traits of personality are considered in the article. The necessity of appeal to this issue arises from the peculiarities of the current state of research in the theory of abilities and modern metacognitivism. Despite the ever-increasing number of studies in the field of general abilities and learning ability in particular and in the field of metacognitive processes of the personality, the possible interconnection of this class of processes and the level of learning ability and, therefore, the interpretation of this interconnection are rarely considered. To date these crucial areas are not in sufficient contact with each other. The purpose of this study is to identify and interpret the possible relationship of the level of learning ability with metacognitive processes and qualities of the individual and their organization. The research procedure was based on a comparison of the individual measures of the development of learning ability as a general ability with the diagnostics of the main parameters of the metacognitive sphere of personality, including features of its organization and implementation in relation to the methodology of structural-psychological analysis. This procedure is based on the determination of matrices of intercorrelation and the subsequent interpretation of correlograms of the metacognitive parameters of a person. The main result is that there exists a mutual dependence of characteristics of the level of learning ability and basic parameters of the metacognitive sphere of personality (metacognitive processes and traits). This dependence lies in the fact that an increase in the level of development of learning ability increases the intensity of separate metacognitive personal qualities and the general level of their structural organization. An interpretation of the data is presented. According to it, learning ability, as a significant factor in the level of development of metacognitive processes and personality traits, acquires an additional and quite powerful resource to enhance at the same time its own level because of the organization of these processes and traits.


DOI:  10.11621/pir.2017.0105
Keywords:  metacognitive processes, structural organization, learning ability, reflexivity, metaprocesses, integration of structures, dependence, resource approach
About the authorsKarpov, Anatoly V.  / Karpov, Alexander A. / Karabushchenko, Natalia B. / Ivashchenko, Aleksandr V.

Available Online: 03.01.2017

Avanesyan M. O., Khaibrakhmanova E. Yu. (2016). Cognitive abilities and creating metaphorical names Psychology in Russia: State of the Art, 9(2), 97-111.

The cognitive processing of metaphor creation has been insufficiently investigated. Creating metaphors requires the ability to work in a fantastic, impossible context, using symbolic and associative means to express oneís thoughts. It has been shown recently that intelligence plays an important role in the creation of metaphors, but it is not the main factor in determining their success. The present research explores the roles of conceptual abilities, categorical abilities, and flexibility (as the factor creativity) in metaphor creation. Participants (n = 38 young adults) were asked to come up with names for three photos, without any special instruction to create metaphors. To classify conceptual abilities we used ìConceptual Synthesisî (M. A. Kholodnaya, 2012); to measure categorical ability we used the subtest ìSimilaritiesî (D. Wechsler, 1955); to identify the role of creativity in the metaphor process we used the test of ìUnusual Usesî (J. P. Guilford, 1960). The creation of complex metaphorical names was associated with a tendency to create highly organized mental structures and to retain them within the general semantic context (r = 0.344, p < 0.05). The tendency to create single-level situational connections was associated with a tendency to give specific names to photos (r = 0.475, p < 0.01). Photographic images proved out to be fruitful stimuli to investigate the processing of visual information. We developed a preliminary classification of names: 1) concrete; 2) situational; 3) abstract; 4) metaphorical (M1 and M2). We identified two types of metaphorical names — perceptual and complex metaphors — that relate to conceptual abilities in different ways. It is inaccurate to speak about a general concept of ìmetaphorical abilitiesî; we should differentiate the psychological mechanisms that lie at their base.


DOI:  10.11621/pir.2016.0208
Keywords:  naming, denotation, metaphor creation, conceptual abilities, categorical abilities, flexibility
About the authorsAvanesyan, Marina O. / Khaibrakhmanova, Ekaterina Yu.

Available Online: 06.30.2016

Verbitskaya, L.A., Malykh, S.B., Zinchenko, Yu.P., Tikhomirova, T.N. (2015). Cognitive predictors of success in learning Russian. Psychology in Russia: State of the Art, 8(4), 91-100.

This study examines the role of cognitive characteristics in the success in learning Russian, assessed through teachers’ grades and test scores on standardized state exams.

This paper examines the relationship between cognitive characteristics, such as nonverbal intelligence, working memory and speed of information processing, and the results of the Unified State Exam for 11th grade students, the Basic State Exam for 9th grade students and the traditional assessment of Russian language learning.

This study involved students in the 9th and 11th grades from four educational institutions in the Moscow and St. Petersburg regions; 427 students were studying in the 9th grade (50.3% were boys) and 398 students were studying in the 11th grade (44.8% were boys).

This study concluded that expert assessment of Russian language learning is more associated with successful test scores on the Unified State Exam (r = 0.71, p < 0.01) than with the results of the Basic State Exam (r = 0.46, р < 0.01).

This study showed that at the lower and upper levels of secondary education, nonverbal intelligence is a significant predictor of success in learning the Russian language according to expert estimates. In addition, we found differences in the relationship between cognitive performance and success in learning the Russian language as assessed by tests. Nonverbal intelligence contributes significantly to individual differences in scores for the Unified State Exam in Russian, while the contribution of cognitive characteristics on the Basic State Exam is not statistically significant.


DOI:  10.11621/pir.2015.0408
Keywords:  nonverbal intelligence, cognitive characteristics, success in learning Russian, Unified State Exam, State Final Examination, annual assessment
About the authorsMalykh, Sergey B.  / Zinchenko, Yury P.  / Tikhomirova, Tatiana N. / Verbitskaya, Ludmila A.

Available Online: 12.30.2015

Morosanova V.I., Fomina T.G., Bondarenko I.N. (2015). Academic achievement: Intelligence, regulatory, and cognitive predictors. Psychology in Russia: State of the Art, 8(3), 136-157.

Using the results of two empirical studies (with different samples and academic subjects), our research was aimed at discovering the significant role of conscious self-regulation, intelligence, and cognitive features in predicting optimal academic achievement. The sample consisted of 406 students (aged 14-16) in the 8th to 11th grades of the Russian formal education system. Conscious self-regulation together with intelligence and cognitive abilities was determined to be a significant predictor of academic success. The Study 1 results revealed that the general level of self-regulation of learning activity and certain regulatory features were significant predictors of different types of mathematical achievements: academic grades, scores on exams, mathematical fluency, as well as solving logical mathematical problems and equations. The present study is the first to show the mediating role of self-regulation in relation to intelligence, cognitive features, and academic success. Study 2 found evidence that conscious self-regulation and intelligence can predict academic achievement in the humanities, mathematics, and natural sciences... At the same time, this determination has its peculiarities in particular variables of intelligence and certain self-regulation processes depending on the substantive characteristics of the academic subjects. Regression models of academic success in the humanities identified verbal intelligence associated with vocabulary as highly significant and a definitive requirement for success in these subjects. Study 1 and Study 2 showed that the only significant predictors of success in algebra and geometry were quantitative- relations intelligence and spatial intelligence. The implications of these findings for investigating predictors of academic achievement are discussed.


DOI:  10.11621/pir.2015.0311
Keywords:  conscious self-regulation, intelligence, cognitive features, gifted students, academic achievement
About the authorsMorosanova, Varvara I.  / Fomina, Tatiana.G. / Bondarenko, Irina N.

Available Online: 09.30.2015

Belolutskaya A.K. (2015). Multidimensionality of thinking in the context of creativity studies. Psychology in Russia: State of the Art, 8(1), 43-60.

This article describes the theoretical difference between the flexibility and the multidimensionality of thinking. Multidimensionality is discussed as a characteristic of thinking that is necessary for exploration of the variability of structural transformations of problematic situations.

The objective of the study was to examine a number of theories concerning the correlative connection between the multidimensionality of thinking and other characteristics of creative, productive thinking: the flexibility of thinking; the formation of an operation of dialectical thinking such as “mediation”; the ability of a person to use a scheme as an abstraction for analysis of various specific content.

A total of 85 people participated in the study: they were 15 to 17 years old, students at a senior school in Kaliningradskaya oblast, winners of different stages of the all-Russian academic competition in physics, chemistry, and mathematics. All respondents had a high level of academic success and of general intelligence.

The following techniques were used in this study: (1) my technique for diagnostics of the multidimensionality of thinking; (2) my technique of “schemes and paintings,” designed for diagnostics of the ability to relate abstract schemes and various specific content; (3) the Torrance Tests of Creative Thinking (verbal battery); (4) a diagnostic technique for dialectical thinking: “What can be simultaneous?”

All the hypotheses were confirmed.

Confirmation was received of the existence of a correlation connection; this finding counts in favor of the assumption that the parameters of thinking my colleagues and I were working with can in aggregate be considered an integral characteristic of human thinking. It allows us to distinguish significant features of a situation from secondary ones—that is, to see a substantial contradiction and to propose several options for its transformation.


DOI:  10.11621/pir.2015.0105
Keywords:  multidimensionality of thinking, dialectics, theoretical generalization, flexibility, transformation, intellectual creativity
About the authorsBelolutskaya, Anastasiya K.

Available Online: 03.31.2015

Vorobyeva E.V., Ermakov P.N., Saakyan O.S. (2015). The relationships between the achievement motivations and temperaments of psychology students with different lateral organization profiles. Psychology in Russia: State of the Art, 8(1), 32-42.

The objective of this research was to assess the motivational potential of psychology students using an egoskopiya method. Heart rate and EEG data were recorded while the participants performed the Mehrabian achievement motivation test. Thirty students of the Faculty of Psychology of Southern Federal University who were aged between 20 and 30 years participated. The psychodiagnostic study involved 136 students from the Faculty of Psychology of Southern Federal University who were aged between 18 and 49 years. To determine the lateral organization profiles of sensory and motor functions, a computer-based testing program termed “Profile” was used. The Compact Russian Structure of Temperament Questionnaire (STQ-77) was used to evaluate the features of temperament. 

The results revealed that people with a strong motivation to succeed exhibited a predominance of right features in their lateral organization profiles. Their cardiovascular systems were in more activated states than those of the people who were extremely motivated to avoid failure. The observed temperament features of psychology students with different levels of achievement motivation indicated that the level of achievement motivation is related to the properties of temperament such that students with lower levels of achievement motivation (i.e., motivation to avoid failure) exhibited the temperament traits of Neuroticism and Impulsivity in addition to low values on the scales for the Sensitivity to Sensations, Intellectual Ergonicity, and Sensitivity to Probabilities. High levels of achievement motivation (i.e., motivation to strive toward success) corresponded to the psychology students’ propensities for Sensitivity to Sensations, high levels of Intellectual Ergonicity, high levels of Sensitivity to Probabilities and low values on the scales of Impulsivity and Neuroticism.


DOI:  10.11621/pir.2015.0104
Keywords:  individual profile asymmetry, achievement motivation, temperament, egoskopiya.
About the authorsVorobyeva, Elena V. / Ermakov, Pavel N.  / Saakyan, Oxana S.

Available Online: 03.31.2015

Verkhlyutov V.M., Ushakov V.L., Sokolov P.A., Velichkovsky B.M. (2014) Large-scale network analysis of imagination reveals extended but limited top-down components in human visual cognition. Psychology in Russia: State of the Art, 7(4), 4-19.

We investigated whole-brain functional magnetic resonance imaging (fMRI) activation in a group of 21 healthy adult subjects during perception, imagination and remembering of two dynamic visual scenarios. Activation of the posterior parts of the cortex prevailed when watching videos. The cognitive tasks of imagination and remembering were accompanied by a predominant activity in the anterior parts of the cortex. An independent component analysis identified seven large-scale cortical networks with relatively invariant spatial distributions across all experimental conditions. The time course of their activation over experimental sessions was task-dependent. These detected networks can be interpreted as a recombination of resting state networks. Both central and peripheral networks were identified within the primary visual cortex. The central network around the caudal pole of BA17 and centers of other visual areas was activated only by direct visual stimulation, while the peripheral network responded to the presentation of visual information as well as to the cognitive tasks of imagination and remembering. The latter result explains the particular susceptibility of peripheral and twilight vision to cognitive top-down influences that often result in false-alarm detections.


DOI:  10.11621/pir.2014.0401
Keywords:  perception, imagination, remembering, fMRI, large-scale cortical networks, resting states, mirror neuron system, real-world visual stimuli
About the authorsVelichkovsky, Boris M.  / Verkhlyutov, Vitaliy M. / Ushakov, Vadim L. / Sokolov, Pavel A.

Available Online: 12.30.2014

Aleksandr Ye.Voiskounsky (2013). Psychology of computerization as a step towards the development of cyberpsychology. Psychology in Russia: State of the Art, 6(4), 150-159

The need for the psychology of computerization as a separate psychological discipline was suggested by Prof. Oleg K. Tikhomirov in mid-1980s. First he tried to initiate this discipline as a by-product of his experiments in the psychology of thinking, which formed the basis of the Personal Meanings Theory of Thinking, to be formulated later; soon Tikhomirov enlarged the field of the psychology of computerization. The aims of the new discipline were to study (1) the differences between human mental activity and the operations performed by computers that constitute the key elements of artificial intelligence systems, and (2) the impact of information technology on the human psyche. With the passage of several decades, the first aim partly lost its importance, while the second acquired a high degree of significance. In the paper it is argued that Tikhomirov’s suggestion that the psychological consequences of computerization be studied happened to germinate into the development of cyberpsychology (the psychology of the Internet) in Russia.


DOI:  10.11621/pir.2013.0413
Keywords:  psychology of thinking, personal meanings theory, cognition, computerization, Internet, cyberpsychology, artificial intelligence
About the authorsVoiskounsky, Alexander E.

Available Online: 01.15.2014

YuliyaV. Klochko (2013). A person in a closed environment as a psychological problem. Psychology in Russia: State of the Art, 6(4), 143-149

This article addresses an ethically weighted problem which is related to modern psychology: when a person lives in a closed environment. A new approach to solving this problem is being examined. It is based on the finding of substantial new functional aspects of the cognitive processes of making and losing meaning. The study of this sub-discipline started with O.K. Tikhomirov’s theory of thinking. The phenomenon of “adaptability to changes in lifestyle” is being analyzed. The substantial characteristics of the notion of a “closed environment” as well as the psychological manifestations which appear when one is forced to live in a closed environment or choses to live in one of his or her own volition are being revealed. According to the author, the new approach will allow us to come closer to understanding and being able to explain the psychological mechanisms of the mental upheaval which prisoners in solitary confinement experience.


DOI:  10.11621/pir.2013.0412
Keywords:  meaning-making, rethinking, meaning-losing, open system, closed environment, world image, lifestyle.

Available Online: 01.15.2014

Igor A. Vasilyev (2013). Intellectual emotions. Psychology in Russia: State of the Art, 6(4), 134-142

In the laboratory of O.K. Tikhomirov, the phenomenon of the acute emotional regulation of productive thinking was justified. This regulation is realized by means of the elaboration of the axiological profile of cognition. The following definition of intellectual emotions can be given: intellectual emotions are the appraisals of specific cognitive objects — contradictions, assumptions, probabilities, and the intermediate and final results of operations. The main aspect of the method used in the research consisted of the synchronous registration of an external (tactile) elaboration of problems, skin galvanic response and verbal utterances regarding tasks to be completed in a game of chess. The principle position in Tikhomirov`s group is the following: intellectual emotions represent not only the energetic resource or catalysts for the thinking process, but also the determinants of its structure.


DOI:  10.11621/pir.2013.0411
Keywords:  Intellectual emotions, thinking process, cognition, emotional appraisal, galvanic skin response, blind chess players, anticipation, emotional regulation, emotional heuristic, insight
About the authorsVasilyev, Igor A.

Available Online: 01.15.2014

Anthony Faiola (2013). Distributed creative activity: expanding Tikhomirov’s original notion of creative activity. Psychology in Russia: State of the Art, 6(4), 120-133

Tikhomirov’s primary works are considered groundbreaking in the activity theory community. In particular, his efforts in understanding the positive effects of computers on the development of creative activity provide valuable instruction to activity theorists, especially with respect to their influence on new goal formation. Tikhomirov’s quests to better understand “how computers affect the development of intellectual activity” are explicitly revealed in the clinical environment. As the intensive care unit is a preeminent environment to observe creative activity in real time, the primary problems of clinical team communication and collaboration, both aspects being related to joint activity, are identified. As one way to approach such a problem, Tikhomirov’s theory on creative activity is explained in the context of information technology. Then, distributed cognition theory and creative activity theory are joined together and extended into distributedcreative activity theory, as an augmentation of complex interpersonal cognition through the use of health information technology.


DOI:  10.11621/pir.2013.0410
Keywords:  creative activity, critical care, distributed cognition, health information technology
About the authorsFaiola, Anthony

Available Online: 01.15.2014

Julia D. Babaeva (2013). Fundamental principles of the cultural-activity approach in the psychology of giftedness. Psychology in Russia: State of the Art, 6(4), 109-119

This article examines the cultural-activity approach to the study of giftedness, which is based on the ideas of L. S. Vygotsky, A. N. Leontiev, and O. K. Tikhomirov. Three basic principles of this approach are described: the principle of polymorphism, the dynamic principle, and the principle of the holistic analysis of the giftedness phenomenon. The article introduces the results of empirical research (including a 10-year longitudinal study), which verifies the efficacy of the cultural-activity approach and its prospects for solving actual problems in the psychology of giftedness in light of the creation of new diagnostic procedures and methods of education and the development of gifted children.


DOI:  10.11621/pir.2013.0409
Keywords:  giftedness, creativity, intelligence, dynamic theory of giftedness, culturalactivity approach, psychodiagnostic training, types of giftedness
About the authorsBabaeva, Yuliya D.

Available Online: 01.15.2014

Maria A. Chumakova, Sergey A. Kornilov (2013). Individual differences in attitudes towards uncertainty: evidence for multiple latent profiles. Psychology in Russia: State of the Art, 6(4), 94-108

This paper presents the results of an empirical study investigating individual differences in tolerance and intolerance for uncertainty, using a multidimensional approach. We hypothesized that individual differences in attitudes towards uncertainty are rooted in expectations regarding different sources and subjective evaluations of uncertainty. The results of structural equation modeling and latent profile analysis largely supported these hypotheses. Importantly, latent profile analysis identified four distinct profiles of attitudes towards uncertainty that represented, in addition to classically understood tolerance and intolerance for uncertainty, intolerance for uncertainty with respect to different sources of uncertainty (environment vs. personal relationships).


DOI:  10.11621/pir.2013.0408
Keywords:  uncertainty, tolerance for uncertainty, latent profile analysis, dynamic regulative systems
About the authorsKornilov, Sergey A.  / Chumakova, Maria A.

Available Online: 01.15.2014

Satybaldy M. Jakupov , Aliya A. Tolegenova, Nazirash S. Zhubanazarova, Nurgul K.Toksanbaeva, Maksat S. Jakupov (2013). From the conceptual ideation theory on joint-dialogical cognitive activity. Psychology in Russia: State of the Art, 6(4), 82-93

In the article, we are going to consider the possibilities of a conceptual framework of the semantic theory of thinking, which could allow us to develop a concept of joint and dialogical cognitive activity. This paper demonstrates O.K. Tikhomirov’s creative influence on the development of cognitive activity psychology. The role of aim-forming in thinking as a process of cognitive activity and genesis of reflection is emphasized. The possibilities of joint and dialogical cognitive activity formation as a result of informative purposes assigned to learners are shown. The role of ethnic prejudices as representations of semantic barriers, during the studying of the virtual mono-ethnic subgroups modeling method (in the conditions of a pilot study of the ethno-psychological phenomena) is considered and is specially allocated. In the present article, the mechanisms of psychotherapeutic influence are also considered and possible intervention programs for an emotional condition are described. Evidences of efficiency of formation and the transformation of personality-semantic education are provided in joint and dialogical counseling, realizing a semantic approach and its development, based on the principles of joint and dialogical cognitive activity.


DOI:  10.11621/pir.2013.0407
Keywords:  semantic theory of thinking, aim forming, joint and dialogical cognitive activity, semantic barriers, ethnic prejudices, semantic educations of the personality, joint and dialogical consultation.
About the authorsJakupov, Satybaldy M. / Jakupov, Maksat S. / Tolegenova, Aliya A. / Zhubanazarova, Nazirash S. / Toksanbaeva, Nurgul K.

Available Online: 01.15.2014

Gershon M. Breslavs. (2013). Moral emotions, conscience, and cognitive dissonance. Psychology in Russia: State of the Art, 6(4), 65-72

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.


DOI:  10.11621/pir.2013.0405
Keywords:  moral emotions, conscience, guilt, shame, cognitive dissonance
About the authorsBreslavs, Gershon M.

Available Online: 01.15.2014

Еkaterina Е.Vasyukova, Оlga V. Mitina (2013). The principle of activity specificity in episodic memory. Psychology in Russia: State of the Art, 6(4), 47-64

The effect of chess skill, age, and conditions for memorization on the efficiency of the recall of sequences of opening chess moves was studied. Thirty-nine chess players of different skill levels (from category 2 to grandmaster) and ages (from 17 to 81 years old) were divided into four groups (ELO > 2000 before and after the age of 40; ELO < 2000 before and after the age of 40). They were asked to remember the sequences of moves under three conditions (passive perception, use of imagination, physical generation of moves) and to recall (reproduce) the sequences by making the moves. It turned out that in the passive-perception condition the younger chess players, on the one hand, and the more highly skilled players, on the other, recalled the moves significantly better than did the other groups. Also, in almost all the groups of players the efficiency of memory grew as the condition for memorization and that for reproduction converged, with the highest growth rate found among chess players older than 40 years with ELO > 2000. The current memory of the chess experts was to a greater extent mediated by opening schemes and knowledge than was that of the intermediate players. A hypothesis about the activity specificity of the coding in episodic memory was confirmed and concretized.


DOI:  10.11621/pir.2013.0404
Keywords:  episodic memory, principles of the specificity of coding and activity specificity, chess skill, age, situations for imprinting the sequences of opening chess moves, structural modeling
About the authorsVasyukova, Ekaterina E.  / Mitina, Olga V.

Available Online: 01.15.2014

Elizaveta M. Pavlova, Tatyana V. Kornilova (2013). Creativity and tolerance for uncertainty predict the engagement of emotional intelligence in personal decision making. Psychology in Russia: State of the Art, 6(4), 34-46

The current study investigated the relationships among creativity, tolerance for uncertainty (TU), and emotional intelligence (EI) in a selected sample of undergraduate students (n=145). We found differential patterns of intercorrelations among these constructs in students majoring in psychology, music, and stage directing, and we also established group differences in these constructs in the three groups of students. Thus, the use of emotional information in personal decision making in different subsamples is assumed to be achieved through hierarchies of diverse processes. Overall, creativity, EI, and TU acted as predictors of the use of emotional information in decision making.


DOI:  10.11621/pir.2013.0403
Keywords:  personal choice, creativity, emotional intelligence, tolerance for uncertainty, creative professions
About the authorsKornilova, Tatiana V.  / Pavlova, Elizaveta M.

Available Online: 01.15.2014

Eduard V. Galazhinskiy, Vitaly Y. Klochko (2013). Contemporary cognitive science: the transdisciplinary approach and the problem of consciousness. Psychology in Russia: State of the Art, 6(4), 24-33

The current state of cognitive science is discussed in this article. It is argued that cognitive science as it currently exists is not a separate, independent science. It is represented by a scientific interdisciplinary community focused on meeting the key challenges posed by the present time. The objective of the discourse in this interdisciplinary space is to generate new knowledge that it is impossible to generate within the frameworks of separate scientific disciplines. Some features of this new (transdisciplinary) stage are emerging within on-going interdisciplinary research. One of the signs of the new stage is the outlining of a merger of humanitarian and natural-scientific knowledge. It is claimed that the transdisciplinary approach can be considered as “a creative polylogue” of monodisciplines capable of generating knowledge that is not available to any science and the acquisition of which is beyond the abilities of any science.


DOI:  10.11621/pir.2013.0402
Keywords:  cognitive science, development of scientific cognition, interdisciplinary stage, transdisciplinary stage, “creative polylogue” in science, natural-scientific approach, humanitarian approach, complementary interaction, complimentary interaction
About the authorsGalazhinskiy, Eduard V.  / Klochko, Vitaliy Y.

Available Online: 01.15.2014


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