Kulʹturno-istoričeskaâ Psihologiâ最新文献

The aim of this work was to investigate the relationship between the development rate of executive functions and the screen time in 5—6 year old children within a year. The study involved 495 children from Kazan, Moscow and the Republic of Sakha (Yakutia), who were 5—6 years old at the beginning of the study. The sample population was divided into three equal percentage groups based on the total screen time per week. This approach made it possible to analyze contrasting cases, that is, children with minimum (from 1 to 11 hours per week) and maximum (from 19.5 to 70 hours per week) screen time. It has been shown that the level of cognitive flexibility improved throughout the year in children with minimum screen time, and dropped in children with maximum screen time. In children with minimum screen time, the level of cognitive inhibitory control increased statistically more significantly over the year than in children with maximum screen time. For the development rate of working memory and behavioral inhibitory control, there were no statistically significant differences between the groups.

The article is devoted to the analysis of the key mechanisms of children's development in the play – the correlation of cultural actions and the conditions of their formation that arise in the process of children's play. A detailed analysis of the concepts of "situation" and "normative situation" is given. According to L.S. Vygotsky, a special role in children’s play is assigned to the imaginary situation, which determines the subjective nature of children's activity, and directs it to the development of the semantic side of actions due to the specifics of the imaginary situation. In other words, conditions are created in preschool childhood both for mastering normative action and for establishing an attitude to normative action. This is possible due to the presence of two spaces: culture and the space of an imaginary situation. Within these spaces, cultural artifacts themselves are mastered and a subjective attitude to various aspects of cultural objects is generated. The relevance of the theoretical analysis of the mechanisms of development in the play is due to the growing interest in the play as a means of purposeful development and education of preschool children.

Students from various parts of India periodically migrate to universities for academic and professional reasons. They reflect various cultural diversities and have to overcome obstacles like intergroup prejudice and acculturative stress. Although these factors can differ by region, the response tendency may be influenced by their respective cultural intelligence/quotient (CQ) and emotional intelligence/quotient (EQ). The comparisons of CQ and EQ across students from significant regions of India, however, have never been recorded in a prior study. This study attempted to examine the level of CQ and EQ among students who were enrolled in educational institutions in Kalaburagi City, who belong to three major regions of India (North, South-East, and South-West). A total of 385 students between the ages of 18 and 31 (mean age: 20.56; standard deviation: 2.633) were recruited for the study. Surprisingly, there were significant geographical disparities in the use of emotions and metacognitive CQ. Compared to students from the other two regions, students from the south-eastern area performed better while using emotional EQ and scored less while using meta-cognitive CQ. The study deduced the plausible factors and potential explanations for CQ – EQ disparities and inter-regional acceptability among students from three major regions, which may be used to develop a CQ & EQ training program for usage across India's educational system.