Russian Academy of Education, Moscow, Russia
Background. The development of information technologies has led to the intensification of sociocultural interaction, allowed the creation of new systems for storing and processing information, and provided space for users to share their opinions, ideas, and standpoints. Thus, the Internet has become a major social-humanitarian scientific space. In this modern scientific space, one can single out a wide range of studies in psychology that show which topics are most popular and most widely discussed, or which moral grounds the participants of radical political movements share. Such studies show, for example, that U.S. working people experience psycho-physiological strain, and that infectious diseases spread more easily under modern conditions.
Objective. This study focused on the attitude that users of the Twitter social network hold towards money.
Design. It was carried out by analyzing the texts of messages posted by Russian and Japanese users (background research) which contained the word “money.” The research methods included program tools for word frequency analysis, semantic grouping of content, and analyzing the emotional nature of informal short messages. To interpret the results, the authors used expert analysis, theoretical justification, and content analysis.
Results. We found that Russians’ attitudes toward money can be divided into eight main categories: people, time, country, expenses, economy, philosophical speculations, power, and income. The main economic concerns were centered on the expenses and income coming from salaried jobs. Russians’ major expenses were mainly associated with everyday financial problems. A comparison of Russian and Japanese messages revealed a number of clear-cut psychological differences.
Conclusion. In conclusion, we point out that analyzing “digital traces” helps uncover a variety of psychological factors influencing human life and behavior. Within the framework of this kind of study, it seems very promising to single out the interconnection between the population’s overall psychological features and a given society’s existing social-economic circumstances.
Keywords: Attitude toward money/ social networks/ information technologies/ ideas about income and expenses/ attitude toward time/ expert analysis
Background. In a pandemic situation, the search for psychological resources for successful self-organization of life under the changing conditions becomes an urgent issue. Revealing the role of a person's conscious activity to achieve such self-organization during the lockdown period is the goal of this study.
Objective. Our main task was to monitor self-assessments of life self-organization in different age groups. Another was to evaluate the extent to which conscious self-regulation contributes to the success of self-organization, to overcoming its difficulties, and to accepting the uncertainty of the future.
Design. The data were obtained online on the Testograf platform (www.testograf.ru), which was provided by the all-Russian research project “Exploring at home!” (www.issleduemdoma.ru), a study which ran from late April to early June 2020. The sample was comprised of 1634 people, ages 18-60, from 69 regions of Russia. The methods were “Morosanova’s Self-regulation Profile Questionnaire – SRPQM 2020” and the authors’ ad hocquestionnaire “Self-organization of life during a lockdown.”
Results. The majority of respondents assessed their level of self-organization as medium (67.6%) and high (17.3%). The general level of self-regulation was associated with successful self-organization in all age groups. Regression analysis revealed that being able to cope with and accept uncertainty depended primarily on flexibility, persistence, planning goals, and modeling conditions. Overcoming the difficulties of self-organization depended on the same indicators, with additional contributions of reliability and programming of actions. Students demonstrated significantly lower levels of self-regulation than older people; as a result, young people experienced more difficulties in organizing their lives under self-isolation conditions.
Conclusion. The higher the level of conscious self-regulation, the more productive a person is when self-organizing his/her behavior in case of a lockdown. The difficulties of self-organization, in turn, are associated with a low level of regulatory resources.
Keywords: coronavirus; COVID-19; conscious self-regulation; self-organization; age
Background. The search for cognitive predictors of success in language learning is associated both with basic cognitive characteristics (processing speed and spatial working memory) and with general characteristics (intelligence). However, the ratio between cognitive functioning and success in language learning can change during the period of school education and depends on the socioeconomic level of the society and the effectiveness of the national educational system.
Objective. To analyze the cognitive predictors of Russian language learning samples of Russian-speaking 11th graders from Russia, Kyrgyzstan, and Moldova, three countries with a similar organization of the educational system, but differing in the functional effectiveness of that educational system and in their socioeconomic levels.
Design. The sample comprised 545 Russian-speaking 11th graders (average age = 17.42 + 0.59; 36.1% male) studying Russian throughout their public-school education in Russia, Kyrgyzstan, and Moldova. The statistical methods of one-way analysis of variance, correlation, and multiple regression analysis were used.
Results. Among the indicators of cognitive development we analyzed, the functioning of the national educational system is the one most associated with the development of fluid intelligence of 11th graders, which is directly proportional to the quality of education in the country; to a lesser extent, it is associated with the development of working memory. In Kyrgyzstan (with an average level of socioeconomic development) and Moldova (with a high level of socioeconomical development), only fluid intelligence was associated with the score on the state exam on the Russian language. In Russia, which has a very high level of socioeconomic development, fluid intelligence and spatial working memory were updated.
Conclusion. Differences in the relationship between cognitive functioning and success in Russian-language learning are associated both with the objectives of the state exam (identification of pupils ready to attend university versus testing of what was learned in school), and, in conditions of low educational effectiveness, with a greater cognitive load during the exam.
Keywords: processing speed; spatial working memory; fluid intelligence; success in learning Russian; native speakers; state final examination; teacher’s assessment
Background. Modern technologies provide a wide range of opportunities for studying different types of social processes and phenomena. Currently many original social studies have been done with the use of virtual reality technologies. The effectiveness of their application has been shown for the study of verbal and nonverbal communication; the processes of ethno-cultural identity; and for teaching social skills, as well as correcting social anxiety and ethnic attitudes. One of the very real question concerning spatial behavior during communication with partners from other ethnic groups, however, has not been studied very much.
Objective. In our study we explored proxemic behavior in subjects’ face-to-face interactions with avatars of in-group and out-group ethnic appearance. Using the CAVE virtual reality system, we studied preferred interpersonal distances in carrying out memory tasks during interaction with the avatars.
Design. Three virtual environments with avatars of different ethnic appearance were developed. Each virtual scene represented a room where three avatars of the same ethnicity were standing. Their appearance was associable with one of three ethnic groups– the Slavic, North Caucasian, or the Central Asian. The participants (all of whom identified themselves as Russians) were immersed in the virtual scenes with the help of the CAVE virtual reality system. They were instructed to keep in mind as many details of the avatars’ appearance as they could.
During the task’s execution the interpersonal distances between the participants and the avatars were registered. After leaving the CAVE, the participants were asked to answer questions about the details of avatars’ appearance, and to fill out a questionnaire assessing the Presence Effect in virtual environments. The identification accuracy of the avatars’ appearance details and the Presence effect were measured. The interpersonal distances were analyzed for the area around the direction of mutual gaze.
Results. The results showed that participants preferred to keep closer interpersonal distances from the avatars of the same ethnic group as their own. During interaction with avatars belonging to another ethnic group, significantly larger interpersonal distances were preferred. A significant correlation between the interpersonal distance and the Presence Effect was also revealed.
Conclusion. Virtual reality technology provides a unique and valuable tool for social researchers, including in ethnic attitude studies. A complex method of measuring interpersonal distances and the Presence Effect allows us to assess the main variables during social interaction with high accuracy. The virtual environments designed for this study can be applied successfully not only for studying proxemic behavior, but also for accomplishing other tasks, such as developing communication skills and forming positive attitudes towards ethnic out-groups.
Keywords: interethnic attitudes, proxemics, nonverbal communication, compensation effect, mutual gaze, CAVE virtual reality technology, avatar, Presence Effect
This special issue of “Psychology in Russia: State of the Art” — “Contemporary childhood research” — is devoted to the VI International Conference “Early Child- hood Care and Education” (ECCE 2017) that was held on May, 10–13 2017, in Moscow, Russia. It includes conference participants’ articles as well as regular sub- missions.
Keywords: Psychology in Russia: State of the Art, Volume 10, Issue 4, 2017, Psychology in Russia: State of the Art
Background. This study addresses a current problem relating to trust and the identification of gender differences in trust/mistrust manifestation. Gender identity is associated with cultural stereotypes and social roles, which facilitate the formation of trust in people. It acts as a significant integral meaning-based component of an individual’s “I”- conception, which contributes to the formation of trust in himself and the world around him.
Objective. To study features of trust/mistrust towards others in young people with different gender identities.
Design. The cross-gender-typical sample consisted of 179 representatives, 83 males and 96 females, ages 17 to 23 (M = 19.34 and SD = 1.79). The techniques for collecting data included the MMPI, the Sex-Role Inventory by S. Bem, and the Trust/Mistrust towards Others questionnaire by A. Kupreychenko. The results were processed via the Mann-Whitney U Test, the Kruskal-Wallis H criterion, and cluster analysis.
Results. Criteria of trust/mistrust among the youth with different gender identities were identified, and basic types of trust — categoric, irrational–emotional, ambivalent– contradictory, and non-differentiated — were singled out. Irrespective of biological sex, bearers of different gender identities do not exhibit the same criteria to determine trust/ mistrust.
Conclusion. This study makes it possible to enrich our understanding of the role of social gender in the formation of interpersonal trust and differences in the foundations of trust toward others, in people with different gender identities. The empirical typology of trust in youth with different gender identities allows for using the typology in organizing psychological diagnostics, and for support and improvement of their interpersonal relations.
Keywords: gender identity, trust, trust/mistrust identity, gender differences, social roles
This issue of "Psychology in Russia: State of the Art", focused on sexual orientation and gender identity, is a step toward meeting that obligation of contributing to the welfare of a stigmatized population, through highlighting current research and theory related to LGBT concerns.
Keywords: Psychology in Russia: State of the Art, Volume 10, Issue 2, 2017, Psychology in Russia: State of the Art
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.
Keywords: biobank, depositories of human biological samples, personalized medicine, molecular genetics of human behavior, phenotype description
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.
Keywords: Psychology in Russia: State of the Art, Volume 10, Issue 1, 2017, Psychology in Russia: State of the Art
Investigators are finding increasing evidence for cross-cultural specificity in face cognition along with individual characteristics. The functions on which face cognition is based not only are types of general cognitive functions (perception, memory) but are elements of specific mental processes. Face perception, memorization, correct recognition of faces, and understanding the information that faces provide are essential skills for humans as a social species and can be considered as facets of social (cultural) intelligence. Face cognition is a difficult, multifaceted set of processes. The systems and processes involved in perceiving and recognizing faces are captured by several models focusing on the pertinent functions or including the presumably underlying neuroanatomical substrates. Thus, the study of face-cognition mechanisms is a cross-disciplinary topic. In Russia, Germany, and China there are plans to organize an interdisciplinary crosscultural study of face cognition. The first step of this scientific interaction is conducting psychological and psychophysiological studies of face cognition in multinational Russia within the frame of a grant supported by the Russian Science Foundation and devoted to “cross-cultural tolerance”. For that reason and in the presence of the huge diversity of data concerning face cognition, we suggest for discussion, specifically within the psychological scientific community, three aspects of face cognition: (1) psychophysiological (quantitative data), (2) developmental (qualitative data from developmental psychology), and (3) cross-cultural (qualitative data from cross-cultural studies). These three aspects reflect the different levels of investigations and constitute a comprehensive, multilateral approach to the problem. Unfortunately, as a rule, neuropsychological and psychological investigations are carried out independently of each other. However, for the purposes of our overview here, we assume that the main factors that could influence the developmental, individual psychophysiological, and cross-cultural differences in face cognition are not only biological but also social and cultural. One of the principal tasks of this article is to draw the attention of psychologists to the physiology of face processing and to draw the attention of neuroscientists to the psychology of face cognition. Thus, the main goal of the article is to instigate a discussion among social psychologists, psychophysiologists, and neuroscientists about the mechanisms of face cognition, which, as in a mirror, reflect the basic, fundamental “psychophysical” problem of psychophysiology.
Keywords: face cognition, social psychophysiology, development, other-ethnicity effects, brain mechanisms
L. S. Vygotsky in his famous methodological essay “The historical meaning of psychological crisis” (1928) emphasized the importance of studying any psychological process or state as a “whole” — that is, as characterized from the subjective and objective sides at the same time. This position is fully relevant for studying the human functional states (FSes). Today the objective psychophysiological diagnostics of human FSes in activities associated with a high risk of technological disasters (in nuclear-power plants, transportation, the chemical industry) are extremely relevant and socially important. This article reviews some new psychophysiological methods of FS assessment that are being developed in Russia and abroad and discusses different aspects of developing integral psychophysiological FS assessment. The emphasis is on distant methods of FS diagnostics: the bioradiolocation method, laser Doppler vibrometry, eye tracking, audio and video recordings, infrared thermography. The possibilities and limitations of the most popular emotion atlases — the Facial Affect Scoring Technique (FAST) and the Facial Action Coding System (FACS) — in developing distant visual-range and infrared-range systems for automated classification of facial expressions are analyzed. A special section of the article concentrates on the problem of constructing an integral psychophysiological FS index. Mathematical algorithms that provide a partition of FS indicators into different FS types are based on various methods of machine learning. We propose the vector approach for construction of complex estimations of the human FSes.
Keywords: functional states, distant diagnostics, integral estimating, vector approach
This special issue of “Psychology in Russia: State of the Art” is dedicated to the 120th anniversary of Lev Vygotsky, an outstanding Russian (Soviet) psychologist whose cultural-historical approach has given rise to numerous theoretical advances, empirical research and applied methods in psychology and education worldwide.
Keywords: Psychology in Russia: State of the Art, Volume 9, Issue 4, 2016, Psychology in Russia: State of the Art
Determination of the personality’s psychological resources that ensure its resilience to negative effects of the social environment is a priority problem in modern society, science, and education, since we currently see a sharp increase in the number of factors that affect psychological hardiness and security. One of these is intensification of violent and aggressive forms of interaction in educational institutions. Such manifestations are especially dangerous in schools, since, by virtue of their age-specific features, students are the most vulnerable and they subsequently translate the acquired values and behaviors to society as a whole. The goal of this empirical study was to identify teenagers’ psychological resources that determine their resilience to various forms of psychological violence in the educational environment. The study covered four St. Petersburg high schools, with 437 teenagers aged from 16.5 to 17 (189 boys and 248 girls). A questionnaire was developed to divide the subjects into groups with high and low levels of protection (security) against psychological violence in the educational environment. The questionnaire lists forms of psychological violence in the educational environment (identified by theoretical review) that can occur in interpersonal communication between peers and between teachers and students. The respondents evaluated each item of the questionnaire in accordance with the proposed scale of frequency with which each form of violence occurred. Theoretical analysis determined that psychological violence is traumatic for the adolescent personality’s cognitive, emotional, and behavioral spheres. The teenagers’ psychological resources of resilience to violence in the educational environment were identified with the aid of psychodiagnostic methods addressing each of them. Our study allows us to conclude that the resources that ensure the teenager’s resilience to the negative effect of psychological violence in the educational environment are: satisfaction with oneself, accepting oneself as a personality with positive and socially desirable characteristics; high level of self-control, well- developed ability to behave in an acceptable way whatever the circumstances; openness and goodwill, self-confidence; perception of the surrounding world as friendly and generous, which gives rise to friendly behavior; holistic perception of the world, experiencing the present moment in one’s life in its entirety, striving for personal development and self-improvement; independence of values and behavior from external factors; significance of such values as achievement, self-development, and high financial position, in combination with a priority on learning and education; explanation as a typical mechanism of psychological protection, search for a reasonable basis for justifying behavior and actions as well as impulsive acts; low level of anxiety, aggressiveness, and rigidity. The results obtained can be useful for researching the resource-oriented approach to psychology, and also for the development of follow-up techniques for ensuring the safety of the educational environment, preventing all forms of violence in interpersonal interaction between students and teachers.
Keywords: psychological resources, resilience of the individual, psychological violence, educational environment
The current issue of “Psychology in Russia: State of the Art” provides the special section Mathematical learning: New perspectives and challenges, edited by Marina Vasilyeva, associate professor at Lynch School of Education, Boston College (USA).
Keywords: Psychology in Russia: State of the Art, Volume 9, Issue 3, 2016, Psychology in Russia: State of the Art
The study described in this article investigated contemporary young people’s perceptions of drugs and psychoactive substances (PAS). In the course of the research the following hypothesis was tested: in young people’s perceptions about drugs and PAS there are differences in emotional coloring, coherence, and tolerance. J.-C. Abric’s structural approach was used as the basic methodology. The free-associations method provided the bulk of the empirical material. The results obtained were processed via prototypic analysis (by P. Vergès’s method), indexing of emotional associations (by E.E. Pronina’s method), and frequency and content analysis.
As a result the core and the periphery of the perceptions of youth about drugs and PAS were described, and generalized notional categories that synthesize the structural elements of the perceptions were identified. The study revealed that the perceptions of young people about drugs and PAS do differ in coherence, tolerance, and emotional coloring. Perceptions of drugs are firm, consistent, and negative, while perceptions of PAS are less coherent but dynamic and have an ambivalent emotional coloration. The results are of prognostic importance for understanding young people’s attitudes toward drugs and PAS and can be used to design programs and measures directed to the prevention of PAS and drug abuse.
Keywords: perceptions, structure of perceptions, core and periphery of perceptions, perceptions of drugs, perceptions of psychoactive substances
Yuri Petrovich Zinchenko is full professor in the Faculty of Psychology of Lomonosov Moscow State University. He earned a Ph.D. in Clinical Psychology from Moscow State University in 1998. He is dean of the Faculty of Psychology and chair of Department of Methodology of Psychology at Moscow State University.
He is member of the Russian Academy of Education; president of the Russian Psychological Society; head clinical psychologist in the Ministry of Health of the Russian Federation; member of Lomonosov MSU Academic Board; president of the Academic Board of the Faculty of Psychology (Lomonosov MSU); president of MSU Dissertation Committee D501.001.15; member of the Commission for Education of the Russian Academy of Sciences; chairman of the Psychological Section of the Education Board for Classical University Education of Russia; deputy chairman of the Psychology Expert Board of the State Commission for Academic Degrees and Titles at Ministry of Education of the Russian Federation); Honorary President of the Society of Law Enforcement Agencies’ Docteur Honoris Causa (Universidade Fernando Pessoa, Portugal); Psychologists; member of a number of scientific and methodological commissions and expert boards of the Security Council of the Russian Federation, the Ministry of Defense of the Russian Federation, the Ministry of Internal Affairs of the Russian Federation, the Ministry of the Russian Federation for Civil Defense, Emergency Management and Natural Disasters Response, the Ministry of Justice of the Russian Federation, the Ministry of Education and Science of the Russian Federation, and the Public Chamber of the Russian Federation.
He is member of the Presidium of IUPsyS under UNESCO; member of the IAAP administration; member of the EFPA Executive Council; Honorary Member of the Human Science Center at Ludwig Maximilian University of Munich, Germany; Honorary Professor at the University Paris III (Sorbonne), France.
Dr. Zinchenko is a well-known scientist in Russia and abroad specializing in the methodology of psychology and the psychology of safety. He has successfully developed and applied Lev S. Vygotsky’s Cultural-Historical approach to fundamental psychological research from the perspective of postnonclassical methodology; applied this approach in several branches of psychological research, including the psychology of safety and counter-terrorism; together with academician Viktor A. Sadovnichy, suggested and used supercomputer calculations to process data packages and formalize patterns of functional state of human under extreme conditions; was the first scientist in Russia to have used the technologies of virtual reality (CAVE format) in psychological research; developed scientific and methodological recommendations on the implementation of safety practices aimed at preventing youth from getting involved in terrorist activities; developed a dynamic model of the psychological security of person and society; studied issues related to the ethics of conducting psychological research and psychological practice.
Dr. Zinchenko delivers lectures on the methodology of psychology, health psychology, psychology of safety and psychology of terrorism; has supervised two Drs. Sc. and 10 Cands. Sc. to date; was Head of the project “Developing a System of Innovative Education at Lomonosov MSU in the Field of Psychology” (part of the federal project Education), within the framework of which innovative programs of training masters in the psychology of safety and the psychology of negotiations and conflict resolution were launched. He has developed the Third Generation of Federal State Educational Standards for such special fields as “Theoretical and Experimental Psychology”, “Occupational Psychology”, “Clinical Psychology”, as well as for programs of training masters in psychology and the program of senior managers in the field of psychology of public service.
Dr. Zinchenko supervised the following scientific projects backed with grants from the Ministry of Education and Science of the Russian Federation: “Conducting Fundamental Research in Psychology” (2009), “Elaboration of Innovation Methods of Research, Educational and Practical Activity of Psychologist with Application of Virtual Reality Technologies” (2009-2011), “Methodological Issues of Applying Modern IT to Psychology of Safety” (2010-2012), “Developing a Methodological Basis for Modeling Psychological and Psycophysiological Mechanisms of Human's Functional State through the Use of Supercomputers” (2011-2012). He headed the following research projects: “Socio-psychological Methods and Models of Increasing Effectiveness of Counter-Terrorist Activities” (2005-2006), “Psychological Methods and Models of Increasing Effectiveness of Counter-Terrorist Activities in Changing Russia” (2006-2008), “Methodological Bases of Virtual Reality Applications in Psychology” (2009-2011), “Tolerance as a Factor of Countering Xenophobia” (2010).
He was backed with a grant within the framework of the International Program of Russian-Swiss Scientific Collaboration (a research project “Executive functions in Preterm Born Children: Cognitive, Neuronal and Behavioral Aspects”, 2010-2011).
Dr. Zinchenko headed the following research projects in the field of health psychology carried out under the auspices of the Civic Chamber of the Russian Federation and the All-Russian Non-Governmental Organization “The League of National Health”: “Health Psychology: Innovations in Science, Education and Practice” (2006-2007), “The First Open All-Russian Student Competition of Social Advertising and Social Projects “Russia without Tobacco” (2009), “Psychological Support of Rehabilitation and Drug Addiction Prevention” (2011-2012).
Dr. Zinchenko has founded a scientific school rewarded with a grant from the President of the Russian Federation for the federal support of leading scientific schools of the Russian Federation. The school’s projects have been supported by the Federal Special Program “Scientific and Academic Staff in Innovative Russia for 2009-2013”.
He has over 180 scholarly publications, including those in foreign languages and is author and co-author of 46 books.
Dr. Zinchenko is the Editor-in-Chief of a number leading psychological journals: “Russian Psychological Journal”, “National Psychological Journal”, “The Moscow University Herald. Series 14. Psychology”, annual “Psychology in Russia: State of the Art”, and a member of the editorial boards of the journals “Methodology and History of Psychology”, “Psychology and Natural Science”, “Psychology and Social Studies”, “Cognitive Science”, “Bulletin of Practical Educational Psychology”, “Forensic Psychology”, “The World of Psychology”, “Bulletin of South Ural State University. Series “Psychology”, “Siberian Psychological Journal”. He is the Executive Editor of the series “Classical MSU University Textbook”, a member of the Scientific Editorial Board of the publishing house Ekonomika and a member of the Editorial Advisory Board of the Russian Academy of Education.
Dr. Zinchenko has been decorated with the medals “In honor of the 850th Anniversary of Moscow” and “For Cooperation between Rescue Services”. He is the Russian Government Education Award recipient and Honored Fellow of Higher Professional Education of the Russian Federation.
(2015) Psychology of securit. Textbook. Moscow: Urait (co-author with A.Dontsov, E.Perelygina, & O.Zotova).
(2013) "Lomonosov" school competition in psychology: methodological recommendations. Moscow: KDU (co-author with Volodarskaya I.A., Matyushkina A.A., & Shilko R.S.).
(2012). Vygotsky, une théorie du développement et de l'éducation: recueil de textes et commentaires (Y.Zinchenko, & F.Yvon, Eds.). Moscow: MSU.
(2012). Macro-psychological aspects of Russia Security. Moscow: Optimum Group (co-author with A.Dontsov, E.Perelygina, & O.Zotova).
(2011). Methodological Issues of Security Psychology. Personality, Society, State. Moscow: MSU.
(2011). Psychology of Virtual Reality. Moscow: MSU.
(2011). Psychology of Public Service. Moscow: MSU (co-author with A.Soroko, A.Potapkin, &V.Fiveisky).
(2011). Sport Psychology. Moscow: MSU (co-author with A. Tonevitsky, A.Veraksa, S.Isaythchev, S.Leonov, et al.).
(2011). Theoretical and methodological foundation of psychological research: determination and social value. Moscow.
(2011). Tolerance as a Factor of Opposition to Xenophobia: Control of Xenophobia Risks in the Risk Society (Ed.). Moscow.
(2011). The person as a subject and an object of Media-Psychology (Ed.). Moscow: MSU
(2010). Security Foundation of Personality and Society. Moscow.
(2010). Psychology of Corporation Security. Moscow (co-author with E.Perelygina, I.Busygina, &O.Zotova).
(2008). Information and Psychological Security in Mass media. Moscow: Aspect Press.
(2008). Foundation of Security Psychology: functionality and integrity. Yekaterinburg (co-author with V.Gratchev, L. Zaks, et al.).
(2008). Contemporary Image of Russia: development prospects. Moscow (co-author with A.Otchirova, &L.Matveeva).
(2008). Philosophy of social sciences and humanities. Moscow: Academitchesky Project (co-author with V.Kapitsin, S.Lebedev, V.Ilyin, L.Ionin, et al.).
(2007). Innovational Education Programs in Psychology. Moscow: MSU (co-author with I.Volodarskaya).
(2007). Psychology in Moscow University, 1755-2005. Moscow: MSU.
(2007). Contemporary terrorism and struggle against it: social- humanitarian dimensions. Moscow (co-author with S.Aphonin, R.Shilko, et al.).
(2003). Clinical Psychology of Sexuality in the Context of Cultural-Historical Approach. Moscow.
Chapters in Books
(2012). Methodological issues of Art Psychology: from semiotic classics to postmodern nonclassics. In Collection of articles on art, philology and history (pp.129-139), Moscow: MSU.
(2012). L'héritage vygotskien dans la psychologie du développement en Union Soviétique. In Y.Zinchenko & F.Yvon (Eds.), Vygotsky, une théorie du développement et de l'éducation (pp.319-334). Moscow: MSU (co-author with L. Chaiguerova).
(2012). Vie et œuvres de L.S.Vygotsky: un parcours vers la psychologie culturelle-historique. In Y.Zinchenko & F.Yvon (Eds.), Vygotsky, une théorie du développement et de l'éducation (pp.27-60). Moscow: MSU (co-author with L.Chaiguerova & F.Yvon).
(2012). Virtualisation of reality and cultures: risks of socialisation in globalised world. In Dialog of Cultures during Globalisation. V.1 (pp.92-94). Saint-Petersburg.
(2012). Methodological foundation of application of virtual reality and super-calculators in psychology. In The V Congress of the Russian Psychological Society (pp.402-404). Moscow.
(2012). The Methodology of Syndrome Analysis of Vygotsky-Luria Approach and Postnonclassic Rationality. In N.K.Korsakova, &Yu.V.Mikadze (Eds.). Heritage of A.R.Luria in the contemporary scientific and cultural-historical context: To the 110 anniversary of A.R.Luria (pp.37-69). Moscow: MSU.
(2011). Models and Methods of Increasing of Information Security and Diagnostics of Xenophobia Risks in the Real and Virtual Worlds. In Tolerance as a factor of opposition to xenophobia: Control of Xenophobia Risks in the Risk Society (pp. 409-480). Moscow (co-author with L. Chaiguerova, R.Shilko, &A.Voiskunsky, et al.).
(2011). Virtual reality in experimental psychology: about methodology. In Yu.Zinchenko (Ed.). The person as a subject and an object of Media-Psychology (Ed.) (pp.58-75). Moscow: MSU.
(2011). Virtualisation of reality: from psychological tools to a new subculture. In Yu. Zinchenko (Ed.). The person as a subject and an object of Media-Psychology (Ed.) (pp.231-278). Moscow: MSU.
(2011). Mass media as an effective tool of prevention against social-psychological factors of development of terrorism. In Yu. Zinchenko (Ed.). The person as a subject and an object of Media-Psychology (Ed.) (pp.575-594). Moscow: MSU.
(2011). Coping Strategies. In A.Bodalev (Ed.) Psychology of Communication. Encyclopaedic dictionary (pp.409-410). Moscow: Cogito-Centre (co-author with R.Shilko).
(2011). Role of Mass Media in struggle against the terrorism. In Diplomatic Yearbook (pp.143-172). Moscow: East-West.
(2011). Virtual reality technologies: theory, practice and application to sport. In Yu.P.Zinchenko, &Tonevitsky (eds.). Sport Psychology (pp.377-392). Moscow: MSU.
(2008). Topical issues of security in the information space. In Informational and Psychological Safety (pp.9-14). Moscow: Aspect Press (co-author with E.Vartanova).
(2008). Psychological Aspects of Informational Security and opposition to terrorism by means of mass media. In Informational and Psychological Safety (pp.199-226). Moscow: Aspect Press (co-author with R.Shilko).
(2006). Psychological Aspects in Research of Terrorism. In Security, Terrorism and Privacy in Information Society (pp.123-126). Bielefeld: W. Bertelsmann Verlag (co-author with R.Shilko).
(2006). Classification of psychological disorders. In Psychological lexicon: encyclopedia in 6 vol., V.1 (pp.15-18). Moscow: Per Se (co-author with R.Shilko).
(2006). Philosophical and methodological issues of psychology. In Philosophy of social sciences and humanities (pp.523-567). Moscow: Academitchesky project.
(2003). Clinical Psychology as a tool of study of sexual disorders. Bulletin of Ministry of Industry, Science and Technologies (pp.49-55). Moscow.
(2001). Pathopsychological aspects of PTSD. In Psychologists on Migrants and Migration in Russia. Information and Analytical Bulletin of the Russian Red Cross, №3 (pp.10-18). Moscow.
(1993). Sexualité en psychanalyse . In Archives de Psychanalyse (pp.21-25). Paris: Eolia.
(1992). Evolution of Concept "Symptom". In Unconscious: its manifestation and forms (pp.41-49). Moscow.