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The article shows the role of the attachment system (child-mother interactions) in development of a wide spectrum of individual personality characteristics. Emotional attachment of the child to mother is considered as a complicated system of internal regulation and a basis of typology of mental development. Results of a series of empirical studies show the connection between the type of attachment, formed at the early stages of child development, and characteristics of his/her autonomy, consciousness (self-concept and self-esteem) and empathy in preschool and middle childhood.

This study, which is a part of a Moscow longitudinal twin project, aims to explore genetic and environmental contributions to inter-individual variability of temperamental traits in adolescence on the basis of a Russian sample. 85 monozygotic (MZ) and 64 same-sex dizygotic (DZ) twin pairs aged 12 – 14 years completed the children version of Rusalov Structure of Temperament Questionnaire (C-STQ). The results of model-fitting analyses indicate considerable hereditary determination of individual differences in 3 out of the 8 C-STQ dimensions - social tempo, objectrelated emotional sensitivity, and social emotional sensitivity. Non-shared environmental effects explained the rest of the total variance in these dimensions. Individual differences in the other STQ dimensions were due to environmental factors.

An advanced strategic behavior, which we term, “Trojan horse” teaching (THT), is described. In this type of counteractive behavior, a “teacher”, ostensibly helping his or her rival to learn something, really teaches the rival useless or disadvantageous things. This interaction is an object of interdisciplinary research related to the theory of human capital, the theory of agency, knowledge management, the theory of conflict, and to social and educational psychology. Examples of THT in real life, and results of experiential studies, including the administration of a survey concerning people’s beliefs about teaching “with evil intent”, and a set of experiments with participation of adults and children, have been described. Possible directions of artificial intelligence systems development related to THT are described. General relations between: (a) counteraction to learning, and (b) development in spite of the counteraction are discussed.

The recent revolutionary changes in the cognitive psychology of development, touching upon the basic conceptions of psychology, are generalized in this article. The problem of theoretical changes connected with systemic evolutionary approach, dynamic nonlinear system theory, and connectionism, is discussed. The author analyses four basic theses of revolutionary changes: from sensory-motor infant to representative one; from the leading role of activity to the unity of perception and action; about the continuity of the subject formation, instead of axiom of subjectivity of the adult, mature person; about the continuance of genetic and environmental instead of social primacy in the mental development of a person. There are key arguments of new conceptions, obtained by the author and other researchers.

The study examined the relationship between self-, peer- and test-estimated intelligence, academic self-concept and academic achievement. Subjective evaluations of intelligence and academic self-concept had incremental predictive value over conventional intelligence when predicting achievement accounting for more than 40% of its variance. The obtained pattern of results is presented via SEM-model which accounts for 75% variance in the latent factor of academic achievement. Author suggests the importance of further studying complex sets of achievement predictors from ability, personality and mediating domains.

Some special features of feedback functioning in live movement control are discussed. Taking into account the multicoupling nerve structure of movement apparatus we inevitable are faced with a question about principles based in clousing of chanals’ central endings ensemble, which afferentiates movement, on effector centres ensemble which controls muscle periphery. When we speak about movement skill development such afferent-efferent connections (reciphering, as N.A.Bernstein named them) which would be adequate to perform given motor task do not exist in advance and they must to be developed during performing that task. The main role here play human perception of the information resulted from movement performance on the level of motor-sensory transition, when multidimensional vector of muscle dynamics transforms into dynamics of outer object environment. On the basis of selection of perseptual data new feedback structure is created which ensures steady functioning of the effectory patterns finded durng practice.

The article demonstrates the inadequacy in the traditional approach of psychology to the description of products of mental representation of perception. The principles of objective representation of subjective experience (principles of “mental map” construction) contain a whole range of contradictions. We propose a consistent mathematical description of the “mental map” based on psychosemiotic principles. Instead of the classical space of characteristics/properties we introduce semantic space that opens the way to a truly adequate representation of psychic reality. The article discusses metrics of the mental map, as well as substantiates the possibility of applying conservation laws to psychology. It is shown that it is possible to reach an adequate representation of research object in the humanities, equivalent to that of natural sciences in terms of accuracy. To verify a new approach, we make use of our theoretical deductions in the explanation of experimental data widely known in psychophysics and inconsistent with Stevens law.

The article analyzes the basic paradigms of psychology and put forward the thesis of the expansion of the subject area of psychology in the course of historical development, and describes the main features of integrative psychology. Highlighted in the article the new paradigm of psychology (transpersonal, communicative, integrative), make it possible to trace a vector of development of modern psychology as a multidimensional communicative environment that has intention to make a perusal of psychic reality.

Russian psychology has brought into the world science at least two great ideas: the conditioned reflex (Pavlov) and the zone of proximal development (Vygotsky). These concepts were formulated before “iron curtain” fell. Since then Russian science dropped out from the view of western colleagues for decades. Now it is challenged to re-join international mainstream. Are we in a position to contribute? A key concept for Russian psychology is personality impact on psycho-physiological functions and causal approach to self-determination. The concept of selfdetermination appeared in Western theories in 1980-es and since then it has been developed in the context of teleological humanitarian approach. In Russian science the concept of self-determination dates back to 1934, when it was defined by Rubinstein as “sub’ekt”. Self-determination of ontogenesis of psychophysiological functions resulting from confluence of ontogenesis and social development was explicated by Russian scientists whose theoretical reasoning and empirical results are compared to Western counterparts.

Conceptual grounds of the system anthropological psychology, that allow to represent the innovative potential of a personality in the context of understanding the mechanisms of self-development of a person as an open self-organizing system, are discussed in the article.

Since the late 1950s, a significant number of authors tried to use Galperin’s approach (which is well-known as the “Theory of planned stage-by-stage formation of mental actions”, or the PSFMA Theory) to improve schooling processes and results. Looking back at the more than fifty‑year history of Galperin’s approach, one may note that the 1960s and the early 1970s were the periods of the great optimism concerning effectiveness and efficiency of its practical application. It seemed possible to transform radically the way and the traditional results of learning/teaching process. To compare the 60s-70s and the 80s-90s publications one could easily discover a significant decrease of a wave of optimism concerning the PSFMA’s application. Besides the obvious social‑economic and social‑psychological reasons there exists a methodological reason concerning the ways and means of the Galperin’s approach use. Historically, the substantial pedagogical results of planned stage‑by‑stage formation of mental actions first came to the fore. However, the proponents’ enthusiasm about really unusual and hopeful results had a reverse side: it led to the serious misunderstanding of the status of Galperin’s approach and transformed the last to some absolute knowledge like a sort of “philosophers’ stone”. The successful application of the statements of PSFMA does not mean a literal reproduction of some abstract general procedure, but a creative design of a system of necessary and sufficient psychological conditions adapted to a concrete schooling situation. The elaboration of such a procedure occupies an intermediate position between the fundamental psychological knowledge and the real process of schooling. The three-model system is considered to bridge a gap between the fundamental knowledge introduced by Galperin and the real circumstances of learning/teaching situation.

We suggest a united concept of consciousness and emotion, based on the systemic cognitive neuroscience perspective regarding organisms as active and goaldirected. We criticize the idea that consciousness and emotion are psychological phenomena having quite different neurophysiological mechanisms. We argue that both characterize a unified systemic organization of behavior, but at different levels. All systems act to achieve intended behavioral results in interaction with their environment. Differentiation of this interaction increases during individual development. Any behavioral act is a simultaneous realization of systems ranking from the least to the most differentiated. We argue that consciousness and emotion are dynamic systemic characteristics that are prominent at the most and least differentiated systemic levels, correspondingly. These levels are created during development. Our theory is based on both theoretical and empirical research and provides a solid framework for experimental work.

The problem of consciousness is examined in the article. It is argued that all the existing approaches to consciousness do not explain the role consciousness plays in human life. An attempt of revealing and describing the principles of the mind’s work is made. Experimental phenomena observed by the author and his followers, particularly, the tendency of previously non-realized ideas not to be realized subsequently, are reviewed. The discussion of these phenomena allows to formulate a novel view on the nature of consciousness.

The blogs as the platform for a virtual personality construction are considered in the article on the assumption of the positions of Lev S. Vygotsky’s cultural-historical approach. Internet journalism practices are considered as the example for the processes of virtual “I” formation. The authors affirm that the appearance of consecutive and stable “I-representation” in Internet is the necessary condition for a change in dynamics of social nets development from motives which are out of Internet in physical space towards situation when a virtual personality is enough full-fledged to be a motive for new social interactions creation not leaving Internet. As a result a virtual personality turns into a net-creating factor and Internet loses its unoriginality in relation to physical space. Using Lev Vygotsky’s “internal speech” concept, the article suggests to consider this interaction as a dairy discourse – “A dialog of internal voices”, which turns a virtual personality from the product of self representation into the product of social interaction. The authors affirm that the ability to construct a virtual personality is the integral part for personality formation in the new information society and propose to regard journalism practices as one of the methods of effective self representation in Internet.

Rough calculations demonstrate that while demographic densities and the technical capacity for mutual destruction have increased throughout the millennia, the violent death rate – the average number of deliberate killings per capita per time unit – has been decreasing. The resulting downward trend appears highly nonlinear and mediated by man-made crises and catastrophes, but still, in the long term, consecutive. Meanwhile, there is no direct evidence of falling aggressiveness of the humans in the course of history – natural aggressive impulses were rather growing up with population concentration. Obviously, some perfecting cultural and psychological mechanisms of aggression-retention have compensated for technological and demographic growth. This issue is explored using the pattern of techno-humanitarian balance.

The association of self-regulation and personality factors with rational decision making was investigated using an experimental model of political voting. The results revealed different sets of personality characteristics for rational and emotional voters. A self-regulation/personality typology of decision making was then constructed, and traits representing self-regulation, cognition, and personality were examined as predispositions toward rational decision making. As a result, specific connections among these variables were uncovered, through which the primary role of the conscious self-regulation system in the management of rational decision making in a political voting context was established.

The authors give the quantitative estimation of the macropsychological state of modern Russian society based on its political, social and economic characteristics. For these purposes the composite index of the macropsychological state of society is developed. It combines two secondary indexes such as a societal psychological stability index and a societal socio-psychological well-being index.

Dans le texte, il s’agit de sources de la compréhension des concepts du signe et du symbole dans la théorie historico-culturelle ainsi que de leur rôle dans le développement de l’enfant et dans le processus de la médiation. On y parle aussi de limites de l’approche historico-culturelle en ce qui concerne la compréhension du signe et du symbole et d’autres concepts liés avec eux.

The article describes the main stages and directions of the development of social psychology in USSR and Russia. The comparison of theoretical approaches of Russian and Western social psychology is carried out. Special emphasis is made on the problem of social cognition and coping, which are important in the conditions of changing reality. New professional tasks of social psychology are discussed. The necessity of finding a new paradigm in social psychological investigations in conditions of cardinal transformations and ambiguity is stated as well as vectors and tendencies of its elaboration.

This volume contains articles of Russian psychologists and is dedicated to the 11th European Congress of Psychology, which is held in July 2009, in Oslo, Norway. The main purpose of this edition is to introduce Russian contemporary psychology to international psychological community. The team of contributors occurred to be rather accidental. Most of them are psychologists who decided to participate in the Congress in Oslo and received travel grants from one of the national academic foundations: the Russian Foundation of Basic Research and the Russian Foundation for Humanities. A wish to participate in the European Congress, the financial support of the academic foundations and a manuscript in English, – these were the conditions of membership in this project. Such an occasional cast has both positive and negative aspects.