Articles

The development of contemporary society, the mass media, and new technologies improves living standards on the one hand and, on the other, enhances the risk of large-scale catastrophes, accidents, and natural disasters (Yanitsky, 2004). From year to year the number of people who survive natural disasters and human-caused accidents and catastrophes is growing, as is the number of professionals involved in disaster-relief operations, such as rescuers, medical professionals, and psychologists. The 1990s saw the intensive development of new work for psychologists: rendering psychological aid to people affected by emergencies. During that time, because of a shift in the political system and the democratization of society, these issues gained a public dimension.

A museum is valued according to its collections, communication and knowledge exchange with visitors (Primo, 1999). Museums should be in dialogue with the public, contributing to their development (Skramstad, 2004) and collective memory (Wertsch, 2004). Social interactions and working in participants’ zone of proximal development (Vygotsky, 1934/1962) play an important role in non-formal learning opportunities that take place at museums. The National Museum of Natural History and Science (Lisbon University) offers weekly holiday programmes for children and teenagers, aiming at developing scientific literacy in intercultural and inclusive spaces and times, facilitating knowledge appropriation and social participation. We studied these programmes, assuming an interpretive approach (Denzin, 2002) and developing an intrinsic case study (Stake, 1995). The main participants were these children and teenagers, their parents, and museum educational agents. Data collecting instruments included observation, interviews, questionnaires, children and teenagers’ protocols and tasks inspired in projective techniques. Data treatment and analysis was based on a narrative content analysis (Clandinin & Connelly, 1998) from which inductive categories emerged (Hamido & César, 2009). Some examples illuminate participants’ expectancies, their engagement in activities, and the contributions of social interactions and non-formal education to the development of scientific literacy.

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

The present issue of Psychology in Russia: State of the Art addresses a wide range of problems that prompt current research efforts of Russian psychologists. It opens with an impressive psychophysiological study in human visual cognition that provides insights from an extensive analysis of imagination performed by Vitaly M. Verkhlyutov, Vadim L. Ushakov, Pavel A. Sokolov and Boris M. Velichkovsky B.M.

This study aims to fill a gap in the current research on the personality organization of frequent videogame users. The scientific literature in this area refers only to the existence of risk factors that increase the likelihood of abusing videogames and their negative consequences on the mental health of users (Gentile et al., 2011; Lemmens, Valkenburg, & Peter, 2011; Rehbein & Baier, 2013). In this study, a sample of patients who reported spending an excessive amount of their time playing videogames were recruited from Instituto Quintino Aires–Lisbon/Oporto and took the Rorschach Personality Test (Exner, 1993, 1995). Two other samples—one consisting of patients who reported not playing videogames, and the other of patients who were discharged from the institution after psychotherapy—also took part in the study. The patients in the first sample revealed less exposure to the relational sources of stress that are necessary for socioemotional development and less interest in others than did patients in the other samples. Other results regarding the personality structure of the subjects in the three samples are compared and discussed in light of cultural-historical psychology.

The 21st century has been characterized by tremendous changes in mass-media systems. The rapid growth of the Internet, inspired by the progress of communication technologies and digitalization, has resulted in the rise of new interactive media. Developments contributing to the scope and speed of media production and distribution have drawn particular attention to the information security of audiences – in particular, to protecting children from content that might be harmful and not appropriate for their age. Unlike adults, who are accustomed to living in an information-rich society, children cannot understand and filter content. Digital media, with their profound effects on a young audience, definitely affect children’s psychology and emotions.

Recognizing this development, the most economically advanced countries have elaborated specific media policies to ensure that children receive the advantages of new media and simultaneously are kept safe from harmful content. These policies, aimed at traditional media (press and analogue broadcasting), have been based on legal approaches, but in digital reality laws do not always produce the same desired effects because the law-making process often does not keep up with technological change. Governments, therefore, have to share their responsibilities with the nongovernmental – private business and civil– sectors. Even countries with strong government influence over public life, such as Singapore, are working toward a co-regulated and self-regulated mass-media industry. Many foreign countries, including those in Western Europe, North America, and Asia, already have experience with these policies.

The article reviews practices in the field of media aimed at guaranteeing children’s information security and at opposing harmful content. It points to key aspects of the regulation of market-driven media content in different countries.

Based on psycholinguistics and L. Vygotsky’s (2007) theories on sign, meaning and sense categories, as later discussed by A. Leontiev (2004, 2009), we present a case study that focuses on the intricacies of a love relationship for a woman who remained in a painful marriage. Interview material is presented in a Relational-Historical Psychology theoretical framework to provide central categories of meaning and sense. This is understood as a privileged method for apprehending the uniqueness of a human being. To segment the qualitative material, we used the “Analysis of the Nuclei of Meanings for the Apprehension of the Constitution of Sense,” by Aguiar and Ozella (2006, 2013). This approach seeks to discriminate the meanings and senses that constitute the content of a speech sample.

This article illustrates the process of reaching conversation in the case of Anna, a 10- year-old girl, in a countryside Portuguese primary school, through neuropsychological habilitation and psychotherapy. This case identifies the theoretical and methodological concepts from Vygotsky’s cultural historical conceptualization in psychotherapy practice. Vygotsky introduced a new form of thinking in psychology, the concept of play, as a cultural and relational tool on a child’s (consciousness) development. During psychotherapy, Anna progressed through the following stages: 1) not playing (deploying the toys, with no relations between them or awareness of social rules); 2) worldplay (building worlds using wooden blocks and other toys, establishing relations between the characters and their possessions); and 3) imaginary situation (with no toys). At the end of this process, she was able to talk about her issues, communicating in a more adaptive way, especially in a schooled society. When she reached conversation, Anna’s activity was also changed. Therefore, there was a qualitative change regarding her needs, motives and ways of acting and reacting to herself, others, and cultural tools or events.

Collaborative project work facilitates social interactions among peers and between them and their teachers. It allows students to work in their zone of proximal development (ZPD), promoting their knowledge appropriation. It empowers adult students, allowing them to express their voices and their cultures. Inter-empowerment mechanisms are part of this process, facilitating the internalization of intra-empowerment mechanisms. Both of them shape students’ life trajectories of participation (César, 2013a). This work is part of the Interaction and Knowledge (IK) project. During 12 years (1994/1995–2005/2006) we studied and promoted social interactions in formal educational scenarios. We assumed an interpretative paradigm and developed an action-research project (three-year alternative curriculum, 7th–9th grades) and a 10-year follow up. The participants were the seven students who completed this course, their teachers, and other educational and social agents. Data collecting instruments included observation, interviews, informal conversations, tasks inspired by projective techniques, students’ protocols, and documents. Data treatment and analysis were based on a narrative content analysis. The results are mainly focused on one student: Ernesto. His legitimate participation in this course facilitated his inclusion in school and in society. It promoted his socio-cognitive and emotional development and allowed him to internalize intra-empowerment mechanisms. This enabled him to improve his life trajectory of participation.

According to Lev Vygotsky’s theory, every bodily deficiency not only changes a person’s attitude to the world but also entails social consequences, which makes its social and psychological rehabilitation so important. The way in which problems of deformity compensation and supercompensation are solved, is largely determined by a patient`s motivation. The paper deals with stuttering (logoneurosis) as an extreme form of broken communication; it analyses the peculiarities of stutteres and their families, and the specific features of treating this defect; it also dwells on issues involving family co-participation in social rehabilitation. The multilayered system of family group logo psychotherapy - treatment of stuttering children, teenagers and adults - is based on Yu.B. Nekrasova’s method of group logopsychotherapy. It also employs non-traditional techniques: Nekrasova’s dynamic psycho-therapeutic diagnostics and biblio-, kinesi-, symbol-, video- and cinema therapies.

This system may serve as a model for forming motivational involvement and intragenic activity by patients and their relatives in social rehabilitation processes. The paper describes the levels and psychological structure of motivational involvement and mechanisms of its formation in logopsychotherapeutic processes. Motivational involvement is understood as a source of a subject’s intragenic (inner) activity, the paper maps out strategies to form intragenic activity. The family group logopsychotherapeutic techniques may also help optimize communication between parent and child, doctor and patient, teacher and pupil, professor and student.

Aging can be viewed as a continuation of development and an active interaction with the environment during which regressive changes are combined with progressive new formations. It is believed that the self-determining nature of subjectivity in the elderly mediates self-awareness and favors self-acceptance as an active agent that determines the outcomes of one’s own life at this age as an autonomous self-regulating subject of one’s own activity. A formative experience proved the efficiency of using art therapy as a method for mobilizing personal resources during aging.

The purpose of the study was to investigate the dynamics of the psychological features and clinical symptoms in mitral valve prolapse (MVP) patients receiving long-term integrative psychotherapy for anxiety disorders (AD) and to investigate the psychological factors of their improvement in mental health as a result of psychotherapy. Thirty-two MVP patients with AD attended long-term integrative psychotherapy. Psychological and clinical examinations of the patients were made before and after the therapy courses and in a follow-up study after 2, 5, and 10 years. Data from the study show that 78.1% of the patients who attended psychotherapy sessions demonstrated valid improvements in self-rated psychological well-being and a reduction in their anxiety levels. Analysis of emotion-regulation strategies showed that psychotherapy encouraged the use of strategies effective for solving adaptive tasks. Positive dynamics in the development of personality reflection, the recognition of one’s emotional experiences, improved skills of self-regulation, and growing awareness of actual needs, individual purposes, and personality resources—all were associated with the reduction of MVP clinical symptoms. The psychiatrist who interviewed the patients reported that most of them were in sustained remission.

Oncologic disease should be considered one of modern society’s dominant pathologies because of its chronicity. Estimates of a patient’s adaptation to chronicity shapes the information given to the patient, which is a powerful strategy for changing the patient’s social representation from a mere clinical case to a psychosocial being. In this article, the patient’s persona, when captured in the social processes and relations involved in therapeutic acts, is conceptualized as the main actor on the stages and sets of hospitals. The informative act, in which information is given to a patient in a hospital, allows identification of the psychosocial profile inherent in the patient’s role; this profile describes some relevant categories, among which the “informed patient” and the “uninformed patient” stand out.

Any psychological paradigm needs a psychopathological system that helps professionals to describe and explain the behavioral expressions that deviate from “normal” (whether this term is used with the semantic property of statistical or ideal adaptations). In this work, I seek to present the system that I have been developing since 1998 among the psychologists at the Instituto Vegotsky de Lisboa (Vygotsky Institute of Lisbon), Portugal, to understand psychopathology with regard to the vygotskian approach. It was conceived and designed according to the work of Rita Mendes Leal and her contribution to socioemotional development theory, AR Luria’s systemic and dynamic theory of the human brain, the theory of Activity (dyatel’nost) of AN Leont’ev, and the psychopathological German school of E Kraepelin, presented and disseminated in Portugal in the early twentieth century by Professor Sobral Cid. It is intended to be a proposal to colleagues who are interested in postnonclassical psychology and a request for arguments.

Jean Piaget’s so-called biological perspective is often paired with the viewpoint of Lev Vygotsky when we speak of learning in humans. Both authors acknowledged the active role of children in the construction of knowledge. However, they differ in that, unlike Piaget, Vygotsky believed that the assimilation of new information does not have to wait for an appropriate level of development but must, on the contrary, produce that development through instruction; thus, cooperation between teacher and student promotes the development of higher psychological functions. The present research presents proof that school instruction is instrumental in this process. Samples of adults who had acquired distinct levels of schooling (from illiterates to university students) are differentiated experimentally through the use of four Piagetian cognitive problem-solving tasks created for adolescents and adults. The present research suggests that instructional level is the distinctive factor in the development of those problem-solving capacities that implicate higher psychological functions.

Lev Vygotsky’s statement on the development of the higher psychological functions— from the interpsychological form to the intrapsychological form—is discussed in the article. I describe the changing of Vygotsky’s interest from nonverbal to verbal communication and his emphasis on verbal communication as an only kind of interpsychological function. I then analyze works that show the importance of nonverbal communication in this process. I raise the questions of what an interpsychological function is and who is its “owner.” I argue that immediate response to the behavior (verbal and nonverbal) of another person is a basis for the psychological functions of a child, and this basis continues to influence processes in later stages of human development, including adulthood. Thus, interpsychological function in the development of the child is inevitably connected with some kind of passivity in reactions to social stimulation.

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

This special issue is dedicated to the 3rd Estoril Vigotsky Conference — the biannual international scientific event held in Estoril, Portugal on 16-18 June 2014. The organizing committee honored the wide impact of Lev Vygotsky’s works on contemporary psychology and included Vigotskyan League of Portuguese Language and the Institute Quintino Aires, in collaboration with the Lomonosov Moscow State University, the Russian University of Humanities (Russia, Moscow), IPAF — Instituto Vigotsky (São Paulo, Brazil) and Andricard (Luanda, Angola). The editorial board of our journal is very grateful to Professor Quintino-Aires for organization of this outstanding conference and to Professor Margarida César for contribution to this special issue.

The aim of the study is to consider technology-related changes in psychological needs and boundaries that affect one’s personal adaptation to the info-communication society, as well as how they relate to problematic or excessive technology use. Based on the psychological model of the consequences of technology use, we’ve picked two forms of technology use (one related to mobile phones and the other related to the Internet) from a revised version of our Technology-Related Psychological Consequences Questionnaire. The new version includes nine questions: two assessing the excessive use of technology (the inability to resist using technology and subjective dependence), four assessing changes in psychological boundaries (boundaries extension and violation, easiness-related and opportunity-related preference for technology) and the other three measuring technology-related needs (functionality, convenience and image making). In the normative sample (N=132), appropriate reliability, factor validity and convergent validity were demonstrated in comparisons to the picture measure of the technology-related boundaries change. Based on hierarchical regression and moderator analysis, it was shown that changes in psychological boundaries affect the excessive use of technology (explaining an additional 17-27% of the variance) after adjusting for frequency of use and age group. The extension of boundaries and ease-of-use-related preference for mobile phones versus the Internet predicted satisfaction with life after adjusting for frequency of use, age group, inability to resist and subjective dependency respectively; however, the figures were not statistically significant. Thus, our data supports the hypothesis that there are different kinds of technology-related changes in psychological boundaries that manifest themselves in the subjective feeling of dependence on technology and the feeling that it is impossible to do without technology, which might in some cases be important for personal satisfaction with life.

The study of motherhood is a promising and relevant field of psychology. This article represents the results of a study in which a socio-psychological analysis of reproductive attitudes and demographic behaviour was conducted. The study also shows the relationship between attitudes related to motherhood and women’s cultural affiliations.

The factors that contribute to the nature of attitudes towards motherhood and the interaction between these factors were studied. According to the results of this study, we distinguished the most significant characteristics of the attitudes to motherhood that influence the nature of the relationship between a mother and her unborn child.

The model of the development of attitudes to motherhood proposed by R. V. Ovcharova was detailed. We considered the influence of factors on the nature of attitudes to motherhood as well as the influence of factors on each other.

The results of this study allow us to describe the psychological portraits of women with different attitudes to motherhood.