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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.

About the authorsChanna, Mansoor A.; Nordina, Zaimuariffudin S.; Simming, Insaf A.; Buriro, Ghulam S.
ThemesEducational psychology; Cognitive psychology
Pages:  34-48
DOI:  10.11621/pir.2017.0103
Keywords:  metacognitive, reading strategies, comprehension development, cognitive

Bordovskaia N. V., Koshkina E. A. (2017). The influence of psychology on Russian didactic terminology (early 18th century — first half of 20th century). Psychology in Russia: State of the Art, 10(1), 18-33.

Success in the development of cross-disciplinary connections between psychology and pedagogy in today’s Russia depends on many factors, including understanding the historical traditions of theoretical comprehension of educational innovations. To identify the specific influence of psychology on didactic terminology from the early 18th century through the first half of the 20th century. The study was designed based on historiographic, diachronic, and synchronic methods, and context and content analysis of 129 texts (105 words with general usage frequency of 81,397 units were analyzed). It was found reasonable to split the development of psychological-didactic terminology into two stages: the instrumental stage (early 18th century — first half of 19th century) and the reference stage (second half of 19th century — first half of 20th century). The first stage was found to be characterized by psychological terms performing predominantly an instrumental function, that is, describing psychological factors that affect the effectiveness of training. The second stage featured the growing significance of psychological knowledge, not only in solving educational tasks, but also in explaining didactic patterns. During the first stage of development of psychological-didactic terminology, teachers frequently used the psychological terms “teaching”, “ability”, and “diligence”; during the second stage — “teaching”, “senses”, and “development”. Statistical methods were used to prove stable conceptual and terminological connections between psychology and pedagogy.

About the authorsBordovskaia, Nina V. ; Koshkina, Elena A.
ThemesEducational psychology
Pages:  18-33
DOI:  10.11621/pir.2017.0102
Keywords:  psychological-didactic terminology and its structural organization, stages and tendencies of its development in Russia

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.

About the authorsBaranova, Elvira A.; Nikolaev, Evgeni L.
ThemesEducational psychology; Cognitive psychology
Pages:  4-17
DOI:  10.11621/pir.2017.0101
Keywords:  cognitive activity, question-asking behavior, primary school children, types of children’s questions

Lovakov A.V., Agadullina E.R., Schaufeli W.B. (2017). Psychometric properties of the Russian version of the utrecht Work engagement scale (UWES-9). Psychology in Russia: State of the Art, 10(1), 145-162.

This article aims to analyze the psychometric properties of the Russian version of the Utrecht Work Engagement Scale (UWES-9) by using a sample of 1783 employees of a large Russian organization. We conducted a series of Confirmatory Factor Analysis (CFA) tests of the factorial structure and the configural, metric, scalar, factor variance, factor covariance, and factor means invariances of the model across gender and age groups. The validity of the Russian version of the UWES-9 was investigated by study- ing its relationship with burnout, job satisfaction, life satisfaction, and turnover inten- tion. The CFA showed that both the 1-factor and the 3-factor models of the UWES-9 fit well with the data, but the 3-factor model demonstrates a significantly better fit. however, the differences are minor; therefore, in practical terms, the models are iden- tical. Thus the Russian version of the UWES-9 can be used both as a three-scale mea- surement and as a single scale of work engagement. Results from the multi-group CFA provided evidence of factorial invariance of the 3-factor model across gender and age groups. Internal consistencies of the vigor, dedication, and absorption subscales are acceptable. The results also suggested the convergent, discriminant, and incremental validity of the UWES-9, as shown by its relationship with burnout, job satisfaction, life satisfaction, and turnover intention. The article also discusses the differences in levels of work engagement within different gender and age groups. Overall, the results show that the Russian version of the UWES-9 demonstrates acceptable psychometric properties comparable with the original version and those in other languages. The Russian version of the UWES-9 can therefore be recommended for use in research and practice. 

About the authorsLovakov Andrey V.; Agadullina Elena R.; Wilmar B. Schaufeli
ThemesSocial psychology; Psychological assessment
Pages:  145-162
DOI:  10.11621/pir.2017.0111
Keywords:  work engagement, UWES, burnout, positive organizational behavior, mea- surement

Deyneka O.S., Isaeva E.R. (2017). Adaptation resources in subjects with social and psychosomatic disadaptation: a comparative analysis. Psychology in Russia: State of the Art, 10(1), 130-144.

In this article the features of social-relationship systems are analyzed based on the data from a sociopsychological empirical study conducted in two stages (2002 and 2014) on a large sample with the help of g. Kelly’s Repertory grid Technique. A. V. Petrovsky’s three-factor interpersonal-relationships model as interpreted for closed groups by M. Yu. Kondratev and the concept of the closed society as described by Karl Popper provide the foundation for the theoretical hypothesis we tested. The empirical data obtained in 2002 came from 391 participants of different ages who were living in provincial towns in the Nizhny Novgorod region. The elderly respondents (232 people) had lived almost all their lives under the Soviet regime; the middle-aged respondents (159 people) got their education and started their careers in the USSR. Soviet society is considered to be closed because of its authoritarian and collectivist nature, static social structure, and dogmatic ideology. It is argued that both closed societies and closed groups are characterized by a rigid hierarchical social structure, isolation from other systems, and depersonalization of social relations. We have proved that members of a closed group and citizens of a closed society have similar social-relationship matrices. 

About the authorsDeyneka Olga S. ; Isaeva Elena R.
ThemesSocial psychology; Clinical psychology
Pages:  130-144
DOI:  10.11621/pir.2017.0110
Keywords:  adaptation resources, defense, coping, value system, disadaptation, unem- ployed, psychosomatic patients

Radina N.K., Koskina M.V. (2017). Power, attraction, and reference in macrolevel social relations: An analysis of closed groups and closed societies based on the psychology of the “Soviet person”. Psychology in Russia: State of the Art, 10(1), 117-129.

In this article the features of social-relationship systems are analyzed based on the data from a sociopsychological empirical study conducted in two stages (2002 and 2014) on a large sample with the help of g. Kelly’s Repertory grid Technique. A. V. Petrovsky’s three-factor interpersonal-relationships model as interpreted for closed groups by M. Yu. Kondratev and the concept of the closed society as described by Karl Popper provide the foundation for the theoretical hypothesis we tested. The empirical data obtained in 2002 came from 391 participants of different ages who were living in provincial towns in the Nizhny Novgorod region. The elderly respondents (232 people) had lived almost all their lives under the Soviet regime; the middle-aged respondents (159 people) got their education and started their careers in the USSR. Soviet society is considered to be closed because of its authoritarian and collectivist nature, static social structure, and dogmatic ideology. It is argued that both closed societies and closed groups are characterized by a rigid hierarchical social structure, isolation from other systems, and depersonalization of social relations. We have proved that members of a closed group and citizens of a closed society have similar social-relationship matrices.

About the authorsRadina Nadezhda K. ; Koskina Mariia V.
ThemesSocial psychology
Pages:  117-129
DOI:  10.11621/pir.2017.0109
Keywords:  closed group, closed society, Soviet society, post-Soviet society, Repertory grid Technique, Petrovsky’s three-factor model, interpersonal relations, social structure

Fedotova V.A. (2017). Age-related differences in values and economic attitudes among Russians. Psychology in Russia: State of the Art, 10(1), 105-116

Analyses of the connection between cultural values and economic development have changed many times in different countries and in different periods. In Russia, which is constantly undergoing economic and social transformations, this issue is especially rel- evant. One can say that culture, to some extent, bears responsibility for economic devel- opment, and so it is to be expected that different generations of the Russian people would perceive questions related to the connection of cultural values and economic attitudes in different ways. This article presents the results of research dedicated to revealing the correlation between cultural values and economic attitudes among different generations of Russians (N = 110 people). The participants were youth (18–25 years old) and adults (37–63 years). I found that, for the adult generation, the “power-distance” index (a mea- sure of the level of dependence on power structures) was positively correlated with eco- nomic self-determination and the desire to have money. For the younger generation, nei- ther the power-distance index nor the “masculinity” index was associated with economic autonomy, while the “uncertainty-avoidance” index encouraged economic autonomy but did not create additional opportunities for increasing personal income. In the study eco- nomic paternalism was expressed more by the younger generation; they were also more ready to invest energy in business, but they were not as interested as the adult generation in the state of the economy. 

About the authorsFedotova Vera A.
ThemesSocial psychology
Pages:  105-116
DOI:  10.11621/pir.2017.0108
Keywords:  culture, values, economic attitudes, intergenerational differences

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. 

About the authorsShadrikov, Vladimir D. ; Kurginyan Sergey S.
ThemesTheories and approaches; Cognitive psychology
Pages:  211-224
DOI:  10.11621/pir.2017.0115
Keywords:  mental processes, function of the psyche, substantial thought, thinking onto- logy, thought

Mazilov V.A., Kostrigin A.A. (2017). The work of V.A. Snegirev: an historical and psychological study. Psychology in Russia: State of the Art, 10(1), 198-210.

In the history of psychology there are many scientists whose names and contributions have been forgotten. One poorly studied area in the history of psychology is the psychological views of theologians. Among these is Veniamin Alekseevich Snegirev, a psychologist and theologian at Kazan Theological Academy, whose contributions are not fully appreciated today. The authors identify V.A. Snegirev’s contribution to several fields of psychological science at the end of the 19th century: methodology, theory, general psychology, and the psychology of dreams. The research is based on archival materials, encyclopedia articles, reviews of the activity of Kazan Theological Academy in the 19th century, works of Snegirev and other researchers who have studied his contributions. The authors describe the scientist’s childhood, his student period, and work as a professor. his work at the Kazan Theological Academy and the University of Kazan is discussed in detail: he taught courses on psychology, logic, and metaphysics, was a member of the Academy Council, took part in the functioning of the library, was recognized with several awards and honors. Snegirev’s teaching activity is described by the recollections of his student, the famous philosopher Viktor I. Nesmelov. Snegirev considered psychology to be based in philosophy, because philosophical problems represent the content of human consciousness. A bibliography of Snegirev’s scientific works is provided. The psychological and philosophical views of the Russian scientist are signifi- cant: his main points are to recognize the object of science – the human being – as a “living person”, thinking, feeling, and exercising his will; and the rejection of the idea that a person can be reduced to a sum of mental phenomena. There are several common concepts in the works of Snegirev and European and American philosophers, such as Wilhelm Dilthey and William James. Snegirev participated in the international philosophical and scientific discus- sion, which underlines the importance of studying his work. 

ThemesTheories and approaches
Pages:  198-210
DOI:  10.11621/pir.2017.0114
Keywords:  history of psychology, biography, V.A. Snegirev, religious and philosophical psy- chology, Theological Academy of Kazan, V.I. Nesmelov, psychology of the living personality

Eritsyan K.Y., Antonova N.A., Tsvetkova L.A. (2017). Studying anti-vaccination behavior and attitudes: A systematic review of methods. Psychology in Russia: State of the Art, 10(1), 178-197.

Immunization is one of the most significant achievements of public health over the last 100 years. Recently, however, people have been increasingly refusing to vaccinate. There are a large number of separate studies on how pervasive this behavior is and what fac- tors influence it, but no systematic review has been undertaken so far that looked at these studies as a whole. To conduct an analysis of studies that examine vaccine refusal and negative attitudes towards vaccination, focusing on the methodological approaches to the study of these problems and evaluation of their quality. A systematic review of English-language studies published between 1980 and 2015, using the Web of ScienceTM Core Collection database. The final review dealt with 31 papers. The studies in question were mainly conducted in North America and Western Europe. They were published three years after conclusion, on average. We have identified five different approaches to the study of these problems: 1) studies of parents’ attitudes and behavior; 2) analysis of vaccination records; 3) studies of attitudes and behavior among the general population; 4) studies of medical professionals’ attitudes, behavior, and experience; and 5) others. We found that theoretical models were not commonly used at the planning stage, while the studies also lacked a common approach to the operationalization of vaccine refusal, as well as of negative attitudes towards vaccination. Several promising directions have been identified for future studies on vaccine refusal and negative attitudes towards vac- cination. 

About the authorsEritsyan, Ksenia Y.; Antonova, Natalia A.; Tsvetkova, Larissa A.
ThemesPsychology and bioethics; Clinical psychology
Pages:  178-197
DOI:  10.11621/pir.2017.0113
Keywords:  vaccination, vaccine refusal, attitudes towards vaccination, systematic review

Bryzgalina E.V., Ryzhov A.L., Tikhomandritskaya O.A., Tkhostov A.S., Zinchenko Yu. P..(2017).Biobanking — a new environment for psychological research and applications. Psychology in Russia: State of the Art, 10(1), 163-177.

Biobanking is an emerging medical, research, and social institution that has many im- plications for psychological science and practice. The bibliographic study of abstracts and full text articles retrieved from major databases (PsycInfo, PubMed, EBSCO, SAgE) indicates that the role of psychology in the establishment and functioning of biobanks is not well articulated. Two promising directions of biobank-based studies are concerned with studies of risk factors for various disorders and with genetic and epigenetic mecha- nisms of psychological and behavioral trait development, and are closely tied to a devel- oping model of a new “personalized” medicine. It is important to carefully select the psy- chological variables and measurements, with consideration of their suitability for genetic studies, possibilities for networking and sharing of results, economic limitations, and biobank purposes. Of special importance is a systemic foundation of mental functions that requires not only the assessment of efficacy, but also the search for simple, natural, and objectively observable components. Applied tasks of professional psychologists in the field of biobanking can be defined, such as donor selection and management of ethi- cal issues. As a new technology, biobanking poses several challenges to society and the individual that need to be studied in order to prevent misuse and to earn the public trust. The hidden dangers of eugenics-like ideas, of consumer practices with genetic products, and of over-emphasis on human enhancement are particularly stressed. We conclude that while biobanks represent a promising and fertile ground for psychological research and applications, there is a need for a comprehensive psychology of biobanking to make them fruitful. 

About the authorsTkhostov, Alexander Sh. ; Zinchenko, Yury P. ; Bryzgalina Elena V.; Ryzhov Andrey L. ; Tikhomandritskaya Olga A.
ThemesPsychology and bioethics; Clinical psychology
Pages:  163-177
DOI:  10.11621/pir.2017.0112
Keywords:  biobank, depositories of human biological samples, personalized medicine, molecular genetics of human behavior, phenotype description

Tikhomirova T.N., Misozhnikova E.B., Malykh A.S., Gaydamashko I.V., Malykh S.B. (2017). Mathematical fluency in high school students. Psychology in Russia: State of the Art, 10(1), 95-104.

This article presents the results of a study of mathematical fluency in high school students. We provide a definition of mathematical fluency and illustrate the relevance of the research by presenting an overview of studies examining mathematical fluency development and its relationship with success in mathematical disciplines.

A computerized test “Problem Verification Task” (Tosto et al., 2013) was administered to 692 high school students from one public secondary school (grades 9/10/11: n = 336/210/146) in the Moscow region. The stimuli consisted of 48 elementary arithmetic equations along with answer options. To indicate a correct answer, participants were instructed to press the corresponding key on the keyboard as quickly as possible.

Two-way ANOVA was used to estimate grade and sex similarities and differences in mathematical fluency at the high school level.

The current study has two primary findings: (1) students differed in math fluency across grades, and (2) there were no sex differences in mathematical fluency at the high school level. ANOVA exhibited significant differences in mathematical fluency among all three groups of students at grades 9, 10 and 11 with a 19% effect size. These results may be associated with the accumulating effects of the educational process: high school students in each subsequent year of schooling demonstrate a higher level of mathematical fluency on average compared to the previous year. At the same time, we observed no sex differences in mathematical fluency at the high school level. The results are discussed in terms of educational effects.

About the authorsTikhomirova, Tatiana N.; Malykh, Sergey B.
ThemesEducational psychology
Pages:  95-104
DOI:  10.11621/pir.2017.0107
Keywords:  mathematical fluency, mathematical achievement, education, high school age, sex differences

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.

About the authorsKashapov, Mergalуаs M. ; Serafimovich, Irina V.; Poshekhonova, Yulia V.
ThemesEducational psychology; Cognitive psychology
Pages:  80-94
DOI:  10.11621/pir.2017.0106
Keywords:  metacognition, metacognitive knowledge, metacognitive activity, forecasting, supra-situativity of professional thinking

Zinchenko Yu. P. (2017). Editorial. Psychology in Russia: State of the Art, 10 (1), 2-3.

This issue of “Psychology in Russia: State of the Art” is focused on the topic of psychology and education. It also introduces a new section on psychology and bioethics, and we hope to start a meaningful discussion in this proliferating field of research.

About the authorsZinchenko, Yury P.
Pages:  2-3
DOI:  10.11621/pir.2017.0100
Keywords:  Psychology in Russia: State of the Art, Volume 10, Issue 1, 2017, Psychology in Russia: State of the Art

Ilyushin L.S., Azbel A.A. (2017). The modern Russian teacher: Studying awareness with the use of the semi-structured interview. Psychology in Russia: State of the Art, 10(1), 49-66.

This research is based on the ideas of Humanistic-Existential Psychology, a positive approach to personal growth, and modern educational concepts concerning the dynamics of professional and social identity in the stratum of secondary and primary school teachers. The goal of the study is to get an objective picture of the professional and personal changes among Russian teachers under the conditions of school modernization. We offer a detailed model of the semi-structured interview with modern teachers, in combination with observation. The interview consists of 63 questions divided into 9 topics, and deals with issues related to what their professional activities mean to the teachers; the teachers’ evaluation of professional dynamics; their attitude toward various aspects of professional life; and their general world outlook and values. We also briefly describe a pre-interview “warm-up” strategy. This stage of the research resulted in the successful pilot use of the research methodology, and data sufficient to evaluate the initial trends of the analysis of all the data. The study’s main conclusions concern the observation technique, which offers a significant increase in the potential of the interview method, mainly through providing the ability to interpret non-verbal reactions, the level of openness, and the teacher’s trust in the dialogue. Moreover, we must note that, when we asked teachers to answer complicated written questions, their answers, judgments, and arguments varied greatly, regardless of their professional and personal characteristics (employment history, qualification category, the subject they teach, type of school, etc.)

About the authorsIlyushin, Leonid S.; Azbel, Anastasia A.
ThemesEducational psychology
Pages:  49-66
DOI:  10.11621/pir.2017.0104
Keywords:  awareness, personal meaning of professional activities, semi-structured interview, modern Russian teacher

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.

About the authorsKarpov, Anatoly V. ; Karpov, Alexander A.; Karabushchenko, Natalia B.; Ivashchenko, Aleksandr V.
ThemesEducational psychology; Cognitive psychology
Pages:  67-79
DOI:  10.11621/pir.2017.0105
Keywords:  metacognitive processes, structural organization, learning ability, reflexivity, metaprocesses, integration of structures, dependence, resource approach

Tkhostov A. Sh. (2016). Prospect of development of L.S. Vygotsky’s ideas in clinical psychology. Psychology in Russia: State of the Art, 9(4), 205-2014.

This work is dedicated to the development of L.S. Vygotsky’s ideas in clinical psychology and the clarification of some basic points of the cultural-historical concept. The paper presents a thesis about the development of man in ontogeny as the result of his interaction with the cultural environment, which transforms natural mental functions into higher mental functions. This process can be attended by a whole range of psychopathologies. The issues discussed include voluntary regulation of higher mental functions, determination of the involuntariness and “post-voluntariness” of functions, the internalization of actions, the differentiation of affect and emotion (including as higher mental functions), the “cultural” socialization of non-mental functions (sex, sleep, excretion), and the discord between natural and “cultural” entities in a person. The basis for the ontological development of man is the genesis of “subjectness”, like all the forms of higher activity that emerge when encountering cultural restrictions and requirements causing specific mental disorders. The supposition is made that there are no significant restrictions to explaining either mental or non-mental functions with the cultural-historical approach. Recommendations for further research are suggested.

About the authorsTkhostov, Alexander Sh.
ThemesClinical psychology; 120th anniversary of Lev Vygotsky; Theories and approaches
Pages:  205-2014
DOI:  10.11621/pir.2016.0415
Keywords:  cultural-historical concept, development in ontogeny, voluntary regulation, internalization, higher mental functions, a “cultural” body

Saraiva A. B., Ferreira J. (2016). Personality attributes of children with behavior problems. An exploratory analysis with the Exner Comprehensive System of the Rorschach Inkblot Test and implications for the socio-historical clinical practice approach.

From a Relational-Historical theoretical framework applied to clinical psychological practice, this study examines the data set underlying the personality attributes of different groups of children with behavior problems as demonstrated on the Rorschach Inkblot Test. To define the groups, categories were established from parents’ descriptions of their own children. This procedure allowed for the formation of three major psychological profiles: hyperkinetic, oppositional defiant, and antisocial (Saraiva & Ferreira, 2016). The major goal of this study is data exploration in a clinical setting, in order to investigate whether and in what ways groups of hyperkinetic, oppositional defiant, and antisocial children differ. These profile characteristics are important issues embraced by both psychodiagnosis and psychotherapy. The participants for this study were 39 Portuguese children, who were private clinic clients; there were 24 boys and 15 girls between the ages of 6 and 14. Their personality attributes were measured using the Rorschach Inkblot Test (Rorschach, 1994), and the Comprehensive System developed by Exner (1991, 1993, 2000) was applied, with the support of the clinical interpretation provided by Quintino-Aires (1999; 2009; 2012; 2014). Comparison of the three profiles showed four common aspects of personality structure: a deficit in cognitive perceptual skills, lack of self-control, limited relational skills, and low self-esteem. Differences in the three profiles revealed factors related to the functional characteristics of specific behavior patterns. Children with the hyperkinetic psychological profile show factors of difficulty in controlling their activity, impulsivity, and overlapping emotions about conscious action. Those with the oppositional defiant profile revealed factors of low self-confidence, low trust in others, high pessimism, loneliness, and structural stress. Finally, those with the antisocial profile had factors of a deficit in coping skills, lack of verbalization of affects and emotions, and egotism.

About the authorsSaraiva, Ana Beatriz; Ferreira, Jorge
ThemesClinical psychology; 120th anniversary of Lev Vygotsky
Pages:  193-204
DOI:  10.11621/pir.2016.0414
Keywords:  hyperkinetic, oppositional, antisocial, Exner Comprehensive System for the Rorschach Inkblot Test, postnonclassical psychology

Rodrigues T. F., Alves P. U. M., Tirone C., Prade D. (2016). A new perspective on autism: Rita Leal School. Psychology in Russia: State of the Art, 9(4), 163-192.

Guided by the principle that scientific knowledge should serve to transform reality and create suitable conditions of life for all, the Portuguese Association for Relational-Historical Psychology (APPRH) founded a school named RITA LEAL (RLS), with a therapeutic purpose based on new perspectives for treating autism — perspectives quite different from instrumental and behavioral learning programs. The Rita Leal School (Leal, 1975/2004, 1997, 2005, 2010) is rooted in the theory that mental development is based on a mutually contingent emotional relationship, while it underwrites Vygotsky’s concept of the Zone of Proximal Development (ZPD) and Mediation (1930/2004, 1934/2009). Learning to read is a complex process which individuals with Autism Spectrum Disorder (ASD) master slowly and with difficulty. We analyzed the process of learning to read of two ASD children accompanied by peers without special educational needs, aiming to pinpoint distinct aspects of their progress. We used the Observer Software Program to collect and analyze observations of their performance, which were understood as data to be classified according to previously specified codes. We believed we could demonstrate that, especially in the case of ASD children, learning is dependent on contingent responses and adequate levels of mediation. The technical team at the RLS has continuous clinical supervision. That is because we believe this supervision is what permits the team to undergo a process of de-centering, becoming more empathic and accessible to the autists. This makes the team’s intervention more efficient, because it becomes more aware of each autist’s individual characteristics, and therefore more available to respond to the autist’s needs.

About the authorsAlves, Pedro Ferreira ; Rodrigues, Tâmara Ferreira ; Prade, Diego; Tirone, Claudia
ThemesClinical psychology; 120th anniversary of Lev Vygotsky
Pages:  163-192
DOI:  10.11621/pir.2016.0413
Keywords:  autism, contingent emotional development, mediation, zone of proximal development

González H. J. P., Solovieva Yu., Quintanar L., Meza V. R., Arce R. M. J. (2016). Proposal for psychomotor development in newborns with low weight according to A.R. Luria’s conception. Psychology in Russia: State of the Art, 9(4), 152-162.

Low birth weight has a negative impact on psychomotor development, specifically on motor and perceptual functions. In order to prevent this effect, neurodevelopmental diagnosis should be supplemented by an effective therapeutic system. The aim of this work was to test a program for psychomotor development based on A.R. Luria’s concept of three functional brain units or blocks and the necessity of stimulation of the first functional unit in early childhood. Stimulation of subcortical systems associated with psychomotor and cognitive regulation may help to set the basis for positive functioning of the cerebral cortex in the coming years. Vestibular exercises and proprioceptive stimulation were used. All exercises included significant communicative activity as described by Vygotsky and Lisina, which provided positive direct emotional contact between adult and child. Twenty-five babies with low birth weight were included in the study, along with their parents. After 250 days in the program, all the underweight children presented positive functional development. We conclude that positive effects of these programs for correction and psychological development may be achieved during the first year of life. The methods for sensitive diagnosis and correction should be considered by all specialists involved in topics of early development.

About the authorsSolovieva, Yulia; Quintanar, Luis Rojas; González, Héctor Juan Pelayo; Meza, Verónica Reyes; Arce, Ricardo Marcelo Jimeno
ThemesClinical psychology; 120th anniversary of Lev Vygotsky
Pages:  152-162
DOI:  10.11621/pir.2016.0412
Keywords:  low birth weight, psychomotor development, subcortical systems, joint activity, early childhood