2017

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.

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

Patterns of the relationship between the development of learning ability as one of the general abilities and metacognitive traits of personality are considered in the article. The necessity of appeal to this issue arises from the peculiarities of the current state of research in the theory of abilities and modern metacognitivism. Despite the ever-increasing number of studies in the field of general abilities and learning ability in particular and in the field of metacognitive processes of the personality, the possible interconnection of this class of processes and the level of learning ability and, therefore, the interpretation of this interconnection are rarely considered. To date these crucial areas are not in sufficient contact with each other. The purpose of this study is to identify and interpret the possible relationship of the level of learning ability with metacognitive processes and qualities of the individual and their organization. The research procedure was based on a comparison of the individual measures of the development of learning ability as a general ability with the diagnostics of the main parameters of the metacognitive sphere of personality, including features of its organization and implementation in relation to the methodology of structural-psychological analysis. This procedure is based on the determination of matrices of intercorrelation and the subsequent interpretation of correlograms of the metacognitive parameters of a person. The main result is that there exists a mutual dependence of characteristics of the level of learning ability and basic parameters of the metacognitive sphere of personality (metacognitive processes and traits). This dependence lies in the fact that an increase in the level of development of learning ability increases the intensity of separate metacognitive personal qualities and the general level of their structural organization. An interpretation of the data is presented. According to it, learning ability, as a significant factor in the level of development of metacognitive processes and personality traits, acquires an additional and quite powerful resource to enhance at the same time its own level because of the organization of these processes and traits.

Background. The structure of consciousness has long been a cornerstone problem in the cognitive sciences. Recently it took on applied significance in the design of computer agents and mobile robots. This problem can thus be examined from perspectives of phi­losophy, neuropsychology, and computer modeling.

Objective. In the present paper, we address the problem of the computational model of consciousness by designing computer agents aimed at simulating “speech understand­ing” and irony. Further, we look for a “minimal architecture” that is able to mimic the effects of consciousness in computing systems.

Method. For the base architecture, we used a software agent, which was programmed to operate with scripts (productions or inferences), to process incoming texts (or events) by extracting their semantic representations, and to select relevant reactions.

Results. It is shown that the agent can simulate speech irony by replacing a direct aggressive behavior with a positive sarcastic utterance. This is achieved by balancing be­tween several scripts available to the agent. We suggest that the extension of this scheme may serve as a minimal architecture of consciousness, wherein the agent distinguishes own representations and potential cognitive representations of other agents. Within this architecture, there are two stages of processing. First, the agent activates several scripts by placing their if-statements or actions (inferences) within a processing scope. Second, the agent differentiates the scripts depending on their activation by another script. This multilevel scheme allows the agent to simulate imaginary situations, one’s own imagi­nary actions, and imaginary actions of other agents, i.e. the agent demonstrates features considered essential for conscious agents in the philosophy of mind and cognitive psy­chology.

Conclusion. Our computer systems for understanding speech and simulation of irony can serve as a basis for further modeling of the effects of consciousness.

Background. The sense of agency (SoA) provides us with the experience of be­ing a physical agent with free will. On a phenomenological basis, SoA can be di­vided into sensory components (feeling of agency, FoA) and more cognitive com­ponents (judgment of agency, JoA). Both these components can be independently measured.

Objective and Method. A new method was developed to test the possibility of preserving SoA and its components in the atypical conditions of passive movements. Parameters of the participant’s movement in response to a visual stimulus (reaction time, speed, and amplitude) were measured and used to control a servo that simu­lated the movement (executed passive movements). The scores on the psychometric scale of the agency and the event-related potentials (ERPs) were recorded for variable movement delays relative to the stimulus onset.

Results. It was found that the FoA was not present under passive movement con­ditions. At the same time, participants associated these movements with their own activity (JoA), even when their delay after the stimulus onset was too short to be ac­tively reproduced. The somatosensory ERPs’ amplitude decreased for the expected movements, demonstrating an inverse relationship with the agency scores. The lowest amplitude was observed when movements were actuated by another hand. The results can be explained using a predictive forward model, since the FoA was not observed in the absence of active movements. On the other hand, the ERPs’ data and the presence of JoA with various delays between the stimulus and movement support the postdic­tive model of agency, where the leading role is assigned to prejudice and contextual knowledge related to the action.

Conclusion. It seems that the “context pressure” of the situation, demanding a mandatory response to the stimulus, forms a cognitive prediction of movements without firm sensory representation.

Background. The problem of polysemy has attracted scholars’ attention since antiq­uity and interest in the phenomenon never lessens. A substantial number of works have been published on the cognitive nature of meaning ambiguity. Despite a new emphasis on the cognitive aspects of polysemy, little has been done towards an inte­grated approach to the study of this linguistic phenomenon.

Objective and Method. This work’s objective was to contribute to an integrated interdisciplinary theory of polysemy. To this end, we explored the cognitive founda­tion of meaning using empirical and theoretical research methods, but mostly relying on semiotic analysis of texts central to the humanities. In particular, we analyzed the dichotomy of conscious vs. unconscious processing in the acquisition and use of polysemy. For the identification of cognitive patterns of polysemy development in ontogenesis, we used probabilistic conceptual modeling.

Results. The acquisition of meaning is a conscious process: it is a conscious interaction of the speaker with an interlocutor and their common social environ­ment. On the other hand, meanings are unconscious unless a connection between the phonological, acoustic form and the concept is established. Correspondingly, polysemy is conscious when a new meaning is formed in the course of social inter­action. However, polysemy, as an inherent language phenomenon, remains uncon­scious for native speakers, who are unaware of its presence provided they are not involved in some form of intentional language games (pun, zeugma or intended ambiguity).

Conclusion. The present approach to the analysis of meaning ambiguity seems to be a productive endeavor. Further research into polysemy has to be based on a range of additional types of evidence, including those obtained by methods of cogni­tive neuroscience.

Background. Ideas about relationships between “I”, egocentric spatial orientation and the sense of bodily “Self ” date back to work by classics of philosophy and psychology. Cognitive neuroscience has provided knowledge about brain areas involved in self-ref­erential processing, such as the rostral prefrontal, temporal and parietal cortices, often active as part of the default mode network (DMN).

Objective and Method. Little is known about the contribution of inferior parietal areas to self-referential processing. Therefore, we collected observations of everyday be­havior, social communication and problem solving in patients with brain lesions local­ized either in the left inferior parietal cortex (LIPC group, n = 45) or the right inferior parietal cortex (RIPC group, n = 58).

Results. A key characteristic of the LIPC group was an overestimation of task com­plexity. This led to a prolonged phase of redundant and disruptive contemplations pre­ceding task solution. In the RIPC group, we observed disorders in reflective control and voluntary regulation of behavior. Abilities for experiencing emotions, understanding mental states, and social communication were to a great extent lost. Results are inter­preted within a multilevel framework of cognitive-affective organization (velichkovsky, 2002). In particular, we highlight the role of right-hemisphere mechanisms in self-refer­ential cognition, emotional and corporeal awareness. This is consistent with recent data on a profound asymmetry in connectivity of left and right hippocampi within the DMN (Ushakov et al., 2016)

Conclusion. It seems that the center of egocentric spatial representation plays a spe­cial role in accessing self-related data. Normally, the right hippocampus provides a holis­tic representation of surrounding and, thus, an easy-to-find gateway into much of what we used to call “subjective experience”. This heuristics becomes misleading in the case of right-sided brain lesions.