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Background. Internet psychology has changed its research focus from describing the Internet as a separate space, with continuous interaction between offline and online communication, to exploring socialization in the world of mixed online/offline reality. This paper deals with the psychological and user activity factors of communication on the Internet in comparison with offline communication.

Objective. To differentiate the role of user activity, difficulties with regulating and expressing aggression, empathy and tolerance in compliance with online communication rules.

Design. The study included 1,029 adolescents aged 14-17, 525 adolescents aged 12-13, 736 young adults aged 17-30, and 1,105 parents of adolescents aged 12-17. Participants assessed how likely they are to follow communication rules online and offline, and reported their user activity level; they filled out the Chen Internet Addiction Scale, Buss-Perry Aggression Questionnaire, Davis Multidimensional Empathy Questionnaire, and Tolerance Index.

Results. It was shown that adolescents in general are a “risk group” for noncompliance with communication rules (“Internet etiquette”), but this is due to their general propensity not to follow any rules. Both in adults and in adolescents, failure to follow online communication rules is related to difficulties with aggression regulation, tolerance, empathy, and a low level of propensity for Internet addiction.

Conclusion. A difference between online and offline communication is related not to difficulties with regulation of aggression (anger and hostility), but to a lack of empathy and tolerance, and signs of Internet addiction.

Background. The study of personality, particularly the investigation of individual personality, remains a thorny issue in psychological science. Many personality studies utilize aggregated data to make comparative statements about groups of persons. Though important for group comparisons, this body of research neglects a careful examination of individual personality.

Objective. To enhance psychologists’ understanding of individual personality process and variation.

Results and conclusion. This theoretical article suggests two strategies to augment the exploration of individual personality. First, our understanding of individual personality will be enhanced if personality psychologists broaden their research activities to include strategies that lead to a better understanding of individuals rather than groups. These efforts include both qualitative approaches and person-specific quantitative analyses that target individual process and variation. Second, personality psychologists should actively seek greater cultural sensitivity via interdisciplinary collaborations. In particular, the conceptual resources of comparative philosophy and the study of cultural ontological traditions will enhance the ability of personality psychologists to scientifically track the process and variation of individual personality. To this end, the article examines the structural ontology of the West and contrasts it with the process (event based) ontology of the East, showing how these ontological traditions continue to shape the discourse of personality psychology. The article also considers the oneness hypothesis, the world view that all persons (and personalities), creatures, and things are relationally bound together, a viewpoint distinct from the Western value of autonomy and self-sufficiency. As a conceptual resource, the oneness hypothesis derives from a process ontology and has important implications for understanding individual personalities and their place in the social world.

Background. Personality psychology in academia reached its peak in Western psychology in the 1960s and 1970s. Its history usually starts with Freud and ends up with the Big Five. Yet its roots go much deeper, and can be traced back to the early use of the term “psychology” primarily among Protestant scholastics in the late sixteenth century. This was related to the Christian Reformation, which highlighted the sacrament of penance and emphasized self-examination of the true believer. The background for this study is to bring in a historical perspective on personality. Max Weber, for example, demonstrated that this led to a morality of faithfulness to one’s deeds. This duty, he says, explains the prosperity of the Protestants in Europe and the US in the seventeenth century. Michel Foucault showed in the first volume of The History of Sexuality how the sacrament of penance led to a certain interest in human nature and sexuality. Human nature was at the core of the very early use of psychology.

Objective. The objective of this paper is to focus on how these aspects were treated in early psychology by following a design that examines the person, human nature, individual differences, and intellectual abilities.

Results. One of the results is that there is a direct connection between the use of the term “personality” in psychology, and the use of the term “psychology” from the very beginning based on the following findings: (a) “Psychology” appears in the wake of the interest in the individual, and (b) “Personality” appears as a specified term with the aim of achieving a scientific understanding of individuality.

Conclusion. Thus, one conclusion is that we have definitely not solved the dilemma that Gordon Allport pointed to: that traditional scientific ideals deal with general laws, whereas personality psychology deals with individuality. Another important conclusion is that this dilemma and conflict are not possible to solve within psychology.

Background. In the context of the current globalization of culture and civilization, international science has become global. Formation of a global science, able to comprehend the emerging global world, is impossible without the full integration of “local” scientific traditions and systems of social and humanitarian knowledge, which are new to the Western-centered mainstream. This situation challenges “local” psychological schools, and at the same time opens up new perspectives for their development. A prerequisite for integration is overcoming language barriers. For Russian psychology, the language factor is of special significance, because the conceptual apparatus here has formed based on the Russian language, and translating Russian texts into foreign languages requires not only language skills but also hermeneutics in relation to the conceptual apparatus.

Objective. Of special difficulty is the translation of the concept of “субъект” (Subjekt), which is central to the Russian psychological tradition. Like the concept of “Personality,” it relates to the sphere of integral aspects and manifestations of human existence. The question of how these two concepts relate, remains acutely debatable, despite the fact that the Russian scientific community has already spent considerable efforts on the methodological elaboration of each of them. This makes it difficult for scientists to communicate and impedes translating scientific texts. This article concentrates on the problem of translating the concept oi“Subjekt’.’

Conclusion. Difficulties encountered by foreign colleagues are analyzed; the different interpretations of the concept in contemporary Russian psychology are highlighted. A solution to the problem of translation of the concept is proposed.

Background. Sound symbolism (SS) refers to the direct association between the sound and the meaning of a word. The results of  cross-linguistic research prove that SS is universal for different languages and cultures. Thirty percent of all natural languages consist of SS words. But despite the large number of psychosemantic studies which have been conducted, the cognitive mechanisms of the perception of SS words still remain unclear.

Objective. The aim of this study was to determine how Russian-speaking subjects perceive visually presented English and Russian words, as measured by  the Lexical decision method.

Design. The study sample consisted of 148 subjects of ages ranging from 13 to 78. The study was conducted in two stages. During the first stage, the perception of visually-presented English SS words by Russian learners of English, with three different levels of language proficiency, was studied. During the second stage, the perception of visually-presented Russian SS words by Russian native speakers from three different age groups was studied.

The stimuli material was selected according to the following criteria: 1) Each word was monosyllabic; 2) Each SS word corresponded to a single arbitrary (non-SS) word of the same pronunciation type; and 3) Each word corresponded to a non-word, formed from it by replacing letters according to the phonotactic rules of English and Russian. At each stage of the study, each subject was given 80 stimuli consisting of 20 SS words, 20 non-SS words, and 40 non-words. An analysis of contingency tables (Chi-square test), comparison of averages (Student's t-test), and analyses of variances (ANOVA) were applied to the data.

Results. The visually-presented SS words were identified more slowly and with more errors than the non-SS words, regardless of the language (Russian or English), the subjects’ age, and their English language proficiency. 

Conclusions. The observed delay effect in the cognitive processing of visually-presentedSSwords is due to the cognitive complexity of the task, which leads to the activation of cross-modal interaction system, besides, interfering systems of information processing are assumed to exist.

Background. This study is based on large samples of language-data collected during the formative period of language acquisition (9–62 months) from free dialogues of English and French children. Analysis of the longitudinal development of children’s vocabularies expressed in terms of Parts of Speech showed that their acquisition develops surprisingly differentlyin these two languages. The hypothesis of the study is that first-language acquisition should respect identical principles, independently of the language acquired.

Objective. To analyze the observed properties of language acquisition data based on a general model of concept formation and information processing.

Design. Two models were applied: (a) Model of information processing based on reasoning concerning information, entropy, energy optimization, and evolution; and (b) Model of native semantic roles, based on the psychological approach of grounded cognition. The common factor in the reasoning applied in these models is that the process of concept formation is based on information generated by the biological system itself.

Results. A joint formal representation is obtained using these two models. The derived mathematical formalism showed remarkable agreement with the sample data. It explains the gradual acquisition of the two languages as one and the same process.The formal description suggests that the acquisition of verbs is accomplished with reference to the concept of Self as Actor, acting in the Environment.

Conclusion. The performed analysis is in support of the hypothesis that there exist inborn mechanisms of concept formation. The investigation of the joint model suggests that the concept of Self plays a central role in the language faculty.

Objective. The aim of this study was to evaluate the degree of conformity of  generation frequency scores for semantic categories between native (L1) and foreign languages (L2). 

Design. Sixty-eight native Russian-speaking students were asked to list words belonging to different semantic categories in the Russian and English languages.  Their generation frequency was calculated for each word in both languages. Hellinger Affinity scores were used to measure the conformity of the generation frequency norms between the Russian and English language. 

Results. For culture-dependent categories, the level of conformity between the category frequencies in the Russian and English languages was greater than the conformity with North American norms. For culture-independent categories there were no significant differences in the level of conformity between the native and foreign languages as compared with North American frequencies. Furthermore, the number of concepts with significantly different levels of frequency between the Russian and English language was greater for culture-dependent categories than for culture independent-categories.

Conclusion. The low level of similarity for some categories can be explained by the subjects’ different levels of experience using native and foreign languages in the context of these categories. A low level of category frequency accordance can be also explained by the fact that when subjects switch to a foreign language, they tend to name the concepts which are representative of the culture of this language. The strong level of similarity for other categories suggests that the vocabulary of these categories is less affected by cross-cultural and cross-linguistic diversity.

Background. The search for reliable means of establishing relations between sensory qualia and their conceptualization in language has given rise to several approaches, both philosophical and psychophysical. This paper gives a short account of today’s approaches to the problem and presents a frame-based approach, which may be superior to other methods. 

Objective. To evaluate the effectiveness of the frame-based approach to the conceptualization of sensory qualia in language. The semantic field “Loud” in the Italian language is analyzed, as it offers a unique case: Italian does not have a lexeme whose main meaning would be translated into English as “loud” or into Russian as “громкий” (gromkiĭ). 

Design. In the field “Loud”, nine adjectives were analyzed by means of  dictionary definitions, frequency in the Italian language corpus, and native speakers’ usage. 

Results. The findings reveal a frame structure of the field consisting of 11 frames, which can be grouped into two large entities: sounds proper and objects that emit sounds. The parameters that underpin the frame structure are vocal/non-vocal, intentional/spontaneous, explosive/non-explosive, one source/multiple sources, and natural/artificial. Another important result is a more accurate description of lexemes involved in the current field (the main adjectives are alto, forte,and rumoroso).

Conclusion. The frame-based approach provides an effective means of studying the relationship between sensory qualia and their conceptualization in language.

Background. The empirical studies in visual word recognition done over the past years have been focused on the influence of contextual, lexical, and semantic properties. Researchers also have taken into consideration the role of individual differences in the word recognition process, e.g., vocabulary knowledge.

Objective. This study focuses on the cognitive strategies used by expert and novice language learners in a visual semantic search task. Our hypothesis is that the level of ESL (English as a Second Language) mastery would influence the word recognition and oculomotor patterns applied by the participants.

Design. The participants–native Russian speakers–were divided into three groups according to their level of English language mastery. The experimental task involved a search for horizontally- or vertically-oriented English words in letter matrices (15*15); the frequency and length of the words varied.Performance measures (number and orientation of the found words) were registered, along with the participants’ eye movements.

Results. Word search efficiency depended on the frequency, length, and orientation of the words and the participant’s language mastery; however, these factors did not interact.Thedata show that oculomotor events are denserin experts’ results. Learners with different levels of language mastery use different information-processing patterns, which are reflected in the proportions of fixation and saccade durations. Two complementary trends were found: word search efficiency is effected, first, by a longer gaze scan path, and second, by the focal mode of visual information-processing, manifested in a combination of longer fixations and shorter saccades.

Conclusion. The registration of eye-movement patterns in visual semantic search tasks reveals the characteristics of effective and non-effective cognitive strategies used by ESL students at different levels of language competence.

Background. Alexandria R. Luria’s classic neurorehabilitation methods (“restorative learning”) have now been successfully applied in clinical settings for more than seventy years. It is of interest how Luria’s methods relate to contemporary strategic approaches to effective rehabilitation. One such framework is the International Classification of Functioning, Disability and Health (ICF)—a comprehensive WHO framework for measuring health and disability for diagnostic and rehabilitation purposes.

Objective. To compare Luria’s procedure of restorative learning in aphasia and the ICF. Such a comparison may facilitate the use of the ICF in the work of multidisciplinary rehabilitation teams for diagnosis, planning, implementation, and evaluation of rehabilitation programs.

Design. A systematic comparison of ICF components with specific rehabilitation procedures developed by Luria aimed at speech understanding and production.

Results. Luria’s speech rehabilitation methods pertain to the ICF component “Body Functions and Structures”. Specific correspondences between Luria’s rehabilitation procedures and ICF categories are found, especially for afferent and efferent aphasias. For the aphasias related to speech understanding (sensory and semantic aphasia), such correspondences are rare. This reflects an insufficient differentiation in the understanding of higher cognitive functions in current neurorehabilitation. Luria’s concern for patients’ personality and social status is also explicated.

Conclusion. Although Luria’s “restorative learning” is realized within the ICF domain of “Body Functions and Structures”, his approach also focuses on the rehabilitation of the personal and social status of the patient. This approach is an important condition for clinical and psychological rehabilitation in the ICF domains of “Activities” and “Participation”.

Background. Mastering a first language at school is mediated by the regulatory abilities of pupils. An open question is how the executive functions implementing conscious self-regulation are related to language competences.

Objective. To study the relationship between basic executive functions (switching, inhibition, working memory updating, and error correction) and language competences.

Design. A sample of 104 Russian middle school children (aged 13–15 years) performed three cognitive tasks assessing basic executive functions and two tasks assessing language competences in the areas of punctuation, spelling, morphology, syntax, semantics, vocabulary, and style.

Results. Inhibitionwas mostly related to punctuation, spelling, and morphology competences and was most important in the first competences task, requiring the recognition of errors. Switchingwas mostly related to the competences in syntax, reflecting the importance of switching attention between alternative syntactic structures. Working memory updatingwas the most important executive function related to language competences, with a heavy focus on higher-level lexical, semantic, and stylistic competences. The role of updating was especially important in the second competences task, which required generation of well-formed sentences. Error correctionwas mostly relevant for the recognition of language errors.

Conclusion. While inhibition and switching affect aspects of constructing the surface form of a sentence, working memory is preferentially related to the construction of semantically appropriate sentences. Error monitoring and correction are generally related to the recognition of language errors. Conscious self-regulation and its cognitive mechanisms are systematically related to the development of native language competences in middle school.

Background. Although the Big Five model (BFM) of personality has been the dominant paradigm in personality research since the mid-1990s, it has recently been challenged by the HEXACO model, which contains an additional factor called Honesty-Humility. Since both these models of personality were developed using the same factor analytic techniques, there has been an ongoing but inconclusive debate about the relative merits of these competing models. 

Objective. This paper assesses the robustness of the Honesty-Humility trait using a technique based on the semantic relationships between personality trait adjectives.

Design. Trait marker adjectives for the HEXACO Honesty-Humility and BFM Agreeableness and Neuroticism personality domains in the English language are translated into, and back-translated from, six Asian languages to generate lists of closely related trait terms known as schedonyms. The numbers of schedonyms found within and across the three personality domains are then compared, to determine whether the HEXACO Honesty-Humility factor is semantically distinct from the BFM traits of Agreeableness and Neuroticism.

Results. Our findings indicate that the Honesty-Humility trait domain is semantically distinct from the BFM traits of Agreeableness and Neuroticism, and therefore that there is at least one more personality trait beyond the BFM. The implications of these findings, and the potential applications of this semantically-based technique for establishing the universal structure of the human personality, are briefly discussed.

Conclusion. Our semantic analysis provides clear evidence that there is an Honesty-Humility trait domain in addition to the Agreeableness and Neuroticism traits, and therefore that HEXACO provides a better description of human personality than the BFM.

Objective. To detect possible dysfunctions of subcortical brain structures in children with severe disorders of language development and to study the association of such dysfunctions with linguistic and cognitive development, particularly the development of nonverbal intelligence on the level of the norm.

Design. 45 children with severe speech disorders, aged 4 to 7 years, took part in the study: 9 girls and 36 boys who were patients at the Prognoz neurological clinic for children (Saint Petersburg). The diagnoses according to ICD-10 were the following: F.80.1 – expressive speech disorder – 35 children; F.80.2 – receptive speech disorder – 10 children. The functional state of the brain stem was assessed by the auditory brain stem response (ABR) method. A modified stimulus was used to register peak VI, that is, a short tone burst with a frequency of 4,000 Hz, plateau duration of 0.5 ms, initial front of 0.5 ms, and intensity of 70 dB above the hearing threshold.

Results. Analysis of the evoked potentials gave the following results: Deceleration of vestibular and/or auditory information conduction on the level of brain stem structures was detected in 98% of the children. Deceleration of vestibular information conduction was manifested in increased latency of the positive wave P13 cVEMP in comparison with the normative value. Deceleration of auditory information conduction was shown in an increase of the peak intervals of ABRs in comparison with normative values.

Conclusions. All the children displayed conduction disturbances in the auditory and vestibular systems. Conduction disturbances in the auditory system were directly connected with the severity of their speech problems. Conduction disturbances in the vestibular system were associated with lower nonverbal intelligence.

Background. The color and emotional systems are classical research objects in psychology and cognitive neuroscience, but the interrelations between them, especially at the semantic level, are poorly understood. The multidimensional approach, developed in E.N. Sokolov’s “vector psychophysiology” school of thought, permits the solution of this important problem.

Background. The critical importance of lexical concreteness and embodied sensorimotor processes for language comprehension is often assumed to be beyond doubt. Hungarian grammar is unique in that it expresses certain verb arguments using spatial suffixes, which sometimes create ambiguity between literal spatial adjuncts and abstract verb arguments.

Objective. In the present study, our goal was to investigate the role and perhaps primacy of concrete spatial meaning when generating the abstract sense of arguments of mental verbs. 

Design. Towards that end, we embedded ambiguous verb-noun constructs with both a possible locative adjunct reading (i.e. spatial, literal) and a verb argument reading (i.e. abstract, figurative), with a continuously varying preference for one or the other, in disambiguating sentence contexts. Using a self-paced reading paradigm, we measured reading times of verbs and sentence final nouns of the ambiguous constructs.

Results. We found no difference in the reaction times to verbs, which suggests that their argument frames were obligatorily activated regardless of sentential context. Nouns were read more slowly in the argument contexts, yet the slower pace was driven by constructs that had a preferred locative reading.

Conclusion. This pattern of results contradicts strong embodiment explanations, and can be better accounted for by dual coding theory. Our findings demonstrate the importance of studying the role of concreteness and metaphoricity in linguistic meaning construction in the context of syntax and sentence processing.

Background. The color and emotional systems are classical research objects in psychology and cognitive neuroscience, but the interrelations between them, especially at the semantic level, are poorly understood. The multidimensional approach, developed in E.N. Sokolov’s “vector psychophysiology” school of thought, permits the solution of this important problem.

Objective. To carry out a psychophysical study of the interaction between color and emotions at the semantic level, through the analysis of subjective multidimensional spaces.

Design. The stimuli were the Russian names of 10 basic colors and 10 basic emotions. 102 participants used a scale from 1 to 9 to evaluate subjective differences in all possible combinations of color–color, emotion–emotion, and color–emotion. A 10×10color submatrix, 10×10emotion submatrix, and 20×20 full color–emotion matrix were processed by multidimensional scaling.

Results. The subjective spaces extracted from the color and emotion submatrices were found to be four-dimensional and spherical. The model of color semantics features two chromatic (“Red-Green” and “Blue-Yellow”) and two achromatic (“Semantic Brightness” and “Contrast Grey”) opponent axes. The model of emotional semantics features two basic (“Valence” and “Arousal”) and two social (“Dominance” and “Social Rejection”) opponent axes. The integral color-emotional space also was found to be four-dimensional and spherical, featuring combined color-emotional axes.

Conclusion. The interaction between color and emotional semantics can be described with a four-dimensional spherical model, proving that E.N. Sokolov’s universal spherical model can adequately describe the processes of intermodal integration at the semantic level.

Background. Experiences which people have and perceive personally (Skowronski et al., 1991) are interpreted in a subjective way (Weiss & Cropanzano, 1996) and stored in autobiographical memory along with information related to their lifetime periods, general events, and event-specific knowledge (Conway & Pleydell-Pearce, 2000; Larsen & Thompson, 1995). These three specific knowledge-types are intertwined and come up together when an individual is recalling memories (Conway, 1996).

Objective. The aim of our study is to investigate how French adults process information in deceptive speech. We observed the information-types used in the three knowledge-types of autobiographical memory in monologs and answers to questions.

Method. Our data comes from videotaped spontaneous oral speeches produced by 17 French adults. The participants were given the task of producing a fake opinion paradigm on their favorite sport.

Result. Our results show discrepancies in the frequency of the three knowledge-types of autobiographical memory used in the true and deceptive speech of practitioners and viewers. We also found that certain informationtypes are linguistic-context-dependent while others are systemic. The findings highlight the fact that some information is missing and/or replaced, and other information is nuanced in deception compared to truthful speech.

Conclusion. This study can contribute to a better understanding of deceivers’ cognitive processing, as well as demonstrating the close relationship between language and cognition.

Background. Studying the concept of secondary language identity is one of the main problems in educational psychology since it involves the ability to use a foreign language effectively in various fields. Since languages don’t exist in a vacuum but are culture-bound, a person’s process of psychological transformation into having a secondary language identity entails profound psycholinguistic and psycho-sociological character changes. However, professional communication differs significantly from everyday cross-cultural communication, which means that it should be studied separately.

Objective. The aim of this paper is to propose a theoretical approach to the development of secondary language identity within professional communication.

Design. Particular interest is paid to how language is taught, and which teaching methods and techniques will ensure the development of secondary language identity in the professional context. In this article we propose that the method of foreign language teaching is one of the factors underlying the development of secondary language identity in a professional context.

Results. As professional communication is always culture-specific and culture-dependent, culture influences language teaching in two ways: linguistically and pedagogically. Linguistically, it affects the semantic, pragmatic, and discourse levels of language. Pedagogically, it influences the choice of language materials.

Conclusion. We apply the methodology of Content and Language Integrated Learning (CLIL) and the use of the translation method to analyzing the development of secondary language identity in a professional context.

Background. The background of the present study includes analysis of the understanding of active and passive grammatical constructions (GCs) in Russianspeaking aphasic patients and in children aged 3, 4 and 5 years (Akhutina, 1989; Akhutina, Velichkovskiy, & Kempe, 1988). Data regarding the reorganization of the children’s strategies are further compared to GC understanding in children speaking different languages, and their interpretations.

Objective. To analyze the variable mechanisms of understanding of reversible GCs in primary-school-age children, namely, to reveal individual differences in reliance on word order or case endings.

Design. Ninety-three first-graders, 93 second-graders, and 63 third-graders underwent a neuropsychological assessment and computer-based sentence-topicture test of their understanding of reversible GCs of active/passive voice with direct/reverse word order. The “productivity” of understanding GCs (percent of correct responses) was analyzed through cluster analysis.

Results. The cluster analysis divided the children into four clusters. Cluster 1 consisted of eight children with low productivity, who were excluded from further analysis. Cluster 2 was characterized by low productivity in passive direct constructions (Group 1); Cluster 3 comprised children who had low productivity in passive reverse sentences (Group 2). Cluster 4 included children with good understanding of all GCs (Group 3). Between-group differences in productivity and time of correct responses in GCs, as well as neuropsychological indexes, were revealed.

Conclusion. The results are consistent with the following hypotheses: (a) Group 1 relies on the rule “The first noun is the agent”, whereas the other two groups use morphological marking; (b) Group 1 is the weakest neuropsychologically, and syntactic understanding processes involve a more diffuse activation of the brain in this group, compared to more successful children; (c) changes in response times from the first to the second grade are under the influence of cerebral changes induced by reading acquisition.

Background. Psychological tension in the family, along with stress and mental and physical illness, are linked to the reproductive health of parents, as well as to the outcomes of infertility treatments and pregnancy overall. 

Objective. To compare stress and negative affect (depression, irritability, and anxiety) in families with induced pregnancies (in-vitro fertilization, IFV) vs. natural pregnancies. The relationship between negative affect and stress in pregnant women was explored in both groups. Finally, the study investigated links between negative affect and partner relationships.

Design. The sample included 308 women and 278 men from couples with natural conception, and 131 women and 102 men from couples with an IVF pregnancy. 

Results. Relatively low levels of negative affective states and stress were found in families with both natural and induced pregnancies. Moderate correlations were found between women’s negative affect and their stress level in both groups. Significant correlations were found in both groups between negative psychological states of the spouses, as well as between negative psychological states and warmth/hostility in marital relations.

Conclusion. The results suggest that psychological states, stress levels, and links between psychological states and quality of family relations are similar in families with IVF and those with natural pregnancies. Further longitudinal research is needed to explore the direction of causal links between the psychological states of the spouses, and between their psychological states and the quality of family relations.

Background. The need for psychological and pedagogical support for families in the upbringing of hearing-impaired children makes it imperative to develop innovative methods and an effective model of interaction between the family and a special needs educational institution, to improve parental competence. 

Objective. To study the psychological content of parental competence (its cognitive, value-motivational; emotional and behavioral components) and to evaluate parental competence through psychological and pedagogical support for families in the upbringing of hearing-impaired children. 

Design. Eighty-seven families with hearing-impaired children from a special needs educational institution in Kursk, Russian Federation, participated in the experimental study. e researchers took measurements at two time points, baseline and followup. At baseline, we made a diagnostic assessment of the psychological content of parental competence. At followup, we evaluated the development of pa- rental competence resulting from the psychological and pedagogical support for these families. 

Results. The cognitive component was characterized by predominant unanimity between the parents in the upbringing of hearing-impaired children, and a partnership relationship in communicating with them. 

The emotional component was represented by the absence of difficulties in understanding the causes of the children’s emotional state and an orientation towards the child’s emotional state during interactions or physical contact. 

Terminal values (such as health, happy family life) and instrumental values (such as responsibility, honesty) were predominant in the value-motivational component. 

The behavioral component displayed a predominance of the authoritative style in upbringing, whereby parents realized their important role in the development of a child’s personality and recognized the right of children to self-development. At the same time, the authoritarian style was still significant. 

Conclusion. A model for psychological and pedagogical support of families in the upbringing of hearing-impaired children was developed, tested, and found to be effective.