Background. Fiction and art therapy methods are applied to increase the effectiveness of therapy for speech disorders. Objective. The article aims to show the use of bibliotherapy and performing arts in the restoration of impaired speech communication in stuttering on the example of family group speech therapy. Methods. Theoretical analysis of sources on the topic; analysis, comparison, generalization of research conducted in logopsychotherapy; dynamic psychotherapeutic diagnostics of Yu.B. Nekrasova; bibliotherapy; art therapy; family group logopsychotherapy. Results. A comparative analysis of approaches to the definitions of bibliotherapy and drama therapy in Russian and foreign studies is carried out. The forms of appeal to works of fiction and the art of theater in the process of social rehabilitation for a person with a stutter are considered. The role of stage speech in the normalization of speech mechanism and the specifics of methods of bibliotherapy and art therapy in family group logopsychotherapy are demonstrated. Logopsychotherapy is a system applied to restore impaired speech communication in stuttering children, adolescents and adults with the active participation of their parents and relatives. The forms of application of bibliotherapy (individual, individual-group, group) at different stages of logopsychotherapy are analyzed. The use of theatrical techniques in active group speech therapy is shown. Conclusion. Methods of bibliotherapy and art therapy in relation to the therapy of any mental disorder are adapted in order to solve a specific problem. In family group logopsychotherapy, when referring to bibliotherapy and theatrical art techniques, attention is directed to the word in the text and spoken communication of actors in order to achieve the freedom of stuttering to change mental states in different situations of spoken communication. Methods of bibliotherapy and art therapy contribute to the organization of intragenic behavior of all participants in logopsychotherapy to achieve results in speech and communication.
{"title":"Literature and theater in logopsychotherapy","authors":"Nataliya L. Karpova","doi":"10.11621/npj.2023.0319","DOIUrl":"https://doi.org/10.11621/npj.2023.0319","url":null,"abstract":"Background. Fiction and art therapy methods are applied to increase the effectiveness of therapy for speech disorders. Objective. The article aims to show the use of bibliotherapy and performing arts in the restoration of impaired speech communication in stuttering on the example of family group speech therapy. Methods. Theoretical analysis of sources on the topic; analysis, comparison, generalization of research conducted in logopsychotherapy; dynamic psychotherapeutic diagnostics of Yu.B. Nekrasova; bibliotherapy; art therapy; family group logopsychotherapy. Results. A comparative analysis of approaches to the definitions of bibliotherapy and drama therapy in Russian and foreign studies is carried out. The forms of appeal to works of fiction and the art of theater in the process of social rehabilitation for a person with a stutter are considered. The role of stage speech in the normalization of speech mechanism and the specifics of methods of bibliotherapy and art therapy in family group logopsychotherapy are demonstrated. Logopsychotherapy is a system applied to restore impaired speech communication in stuttering children, adolescents and adults with the active participation of their parents and relatives. The forms of application of bibliotherapy (individual, individual-group, group) at different stages of logopsychotherapy are analyzed. The use of theatrical techniques in active group speech therapy is shown. Conclusion. Methods of bibliotherapy and art therapy in relation to the therapy of any mental disorder are adapted in order to solve a specific problem. In family group logopsychotherapy, when referring to bibliotherapy and theatrical art techniques, attention is directed to the word in the text and spoken communication of actors in order to achieve the freedom of stuttering to change mental states in different situations of spoken communication. Methods of bibliotherapy and art therapy contribute to the organization of intragenic behavior of all participants in logopsychotherapy to achieve results in speech and communication.","PeriodicalId":31171,"journal":{"name":"Nacional''nyj Psihologiceskij Zurnal","volume":"119 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135599638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Relevance. The Ministry of Education of the Russian Federation has issued guidelines for ensuring a school theatre operating in every school. The task arising out of these guidelines for the researches of theatre practices in education is to find sociocultural deficits which can be eliminated by the means of theatre projects and to provide practical theatrical forms for solving the issues. The relevance of the study is defined by the need for clear directions on how to implement drama in education. The aim of the article is to provide psychological and pedagogical analysis of theatre practices in education as well as to highlight their educational value. Objective. The purpose of the work is to present a psychological and pedagogical analysis of the educational resource of theatrical and pedagogical practices. To achieve this goal, the article provides a phenomenological description and analysis of three implemented theatrical educational projects. Sample. The material for the analysis was the graduation qualification projects of undergraduates of the programme ‘Theater Pedagogy and Directing the Educational Environment’ of Moscow City University. In this analysis, particular attention was given to the description of the goals and results of the projects. Graduates of 2022 whose works belong to three different types of educational situations were selected as respondents. Projects of the three types were involved: a project implemented in general education, a project of extra education, and an educational project implemented in professional theater Methods. In preparing the work, the method of free interview was used, which made it possible to collect information about the projects implemented by undergraduates. It is important that this type of interview allows you to use not only the researcher's own conclusions, but also the experience of people directly related to the subject of research. Results. The results of this work are presented in the form of case studies considered in the advanced training courses for teachers and in the master's classes in the profile: ‘Theater Pedagogy and Directing the Educational Environment’ of Moscow City University. It is planned to further formalize the results of the study in the form of methodological recommendations for teaching staff. Conclusions. The article presents a general analysis that allows us to draw a conclusion about the existing socio-cultural deficits that impede the development of personal and meta-subject competencies of students of different ages, as well as a description of specific areas of possible psychological and pedagogical work of theatre practices in education.
{"title":"Educational value of theatre practices","authors":"Tatiana A. Klimova","doi":"10.11621/npj.2023.0318","DOIUrl":"https://doi.org/10.11621/npj.2023.0318","url":null,"abstract":"Relevance. The Ministry of Education of the Russian Federation has issued guidelines for ensuring a school theatre operating in every school. The task arising out of these guidelines for the researches of theatre practices in education is to find sociocultural deficits which can be eliminated by the means of theatre projects and to provide practical theatrical forms for solving the issues. The relevance of the study is defined by the need for clear directions on how to implement drama in education. The aim of the article is to provide psychological and pedagogical analysis of theatre practices in education as well as to highlight their educational value. Objective. The purpose of the work is to present a psychological and pedagogical analysis of the educational resource of theatrical and pedagogical practices. To achieve this goal, the article provides a phenomenological description and analysis of three implemented theatrical educational projects. Sample. The material for the analysis was the graduation qualification projects of undergraduates of the programme ‘Theater Pedagogy and Directing the Educational Environment’ of Moscow City University. In this analysis, particular attention was given to the description of the goals and results of the projects. Graduates of 2022 whose works belong to three different types of educational situations were selected as respondents. Projects of the three types were involved: a project implemented in general education, a project of extra education, and an educational project implemented in professional theater Methods. In preparing the work, the method of free interview was used, which made it possible to collect information about the projects implemented by undergraduates. It is important that this type of interview allows you to use not only the researcher's own conclusions, but also the experience of people directly related to the subject of research. Results. The results of this work are presented in the form of case studies considered in the advanced training courses for teachers and in the master's classes in the profile: ‘Theater Pedagogy and Directing the Educational Environment’ of Moscow City University. It is planned to further formalize the results of the study in the form of methodological recommendations for teaching staff. Conclusions. The article presents a general analysis that allows us to draw a conclusion about the existing socio-cultural deficits that impede the development of personal and meta-subject competencies of students of different ages, as well as a description of specific areas of possible psychological and pedagogical work of theatre practices in education.","PeriodicalId":31171,"journal":{"name":"Nacional''nyj Psihologiceskij Zurnal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135599639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background. A growing number of studies on the aesthetic attributes of photography employs inductive methods of big data analysis and psychosemantic methods of identifying superordinate categories relevant to the aesthetic assessment of photo images. However, the question of the causes and mechanisms of the total hedonistic effect in perceiving photographs is still open. Objective. The manuscript aims to review the main results of the psychophysical and psychosemantic approaches to the aesthetics of photography. The author intends to formulate and provide some theoretical evidence for the novel exploration of the total hedonistic effect of photographs perception, based on the interpretation of photography as a cultural means of developing eidetics. Methods. The literature on aesthetic psychophysics and psychosemantics of photography was reviewed. The study employed the optics of cultural-historical psychology to develop a novel hypothesis on the total hedonistic effect of perceiving photographs. Results. The analysis of literature based on psychophysics approach indicated that such image qualities as contrast, sharpness, grain teased, and composing in accord with the golden ratio impact the attractiveness of photography. The use of psychosemantic methods made it possible to identify more specific categories that mediate subjective beauty of a photograph: Familiarity / Predictability, Dynamism, Monochrome, and Time Distance. However, I supposed that the approaches described above do not take into account the status of photography as a cultural means of over-compensation for the biological limitations of visual perception and iconic memory. From this perspective, photography scales the scene to the zone of central vision, eliminates the color overload and, thus, provides optimal conditions for high-quality and economical perception. To compensate for iconic memory deficiencies, photography stabilizes the image and makes repetition possible. In addition, photography returns to the viewer the experience of a “long” iconic image, characteristic of a child, which degrades in adulthood and, thus, provokes nostalgic emotions. Conclusion. It is assumed that the basis of the hedonistic effect of viewing photographs is the optimal complement of visual perception and iconic memory, so that photography not only compensates for its deficiencies, but also implements an ideal project for their development.
{"title":"Why are all photos beautiful? On the hedonistic effect of photography eidetics","authors":"Veronika V. Nourkova","doi":"10.11621/npj.2023.0305","DOIUrl":"https://doi.org/10.11621/npj.2023.0305","url":null,"abstract":"Background. A growing number of studies on the aesthetic attributes of photography employs inductive methods of big data analysis and psychosemantic methods of identifying superordinate categories relevant to the aesthetic assessment of photo images. However, the question of the causes and mechanisms of the total hedonistic effect in perceiving photographs is still open. Objective. The manuscript aims to review the main results of the psychophysical and psychosemantic approaches to the aesthetics of photography. The author intends to formulate and provide some theoretical evidence for the novel exploration of the total hedonistic effect of photographs perception, based on the interpretation of photography as a cultural means of developing eidetics. Methods. The literature on aesthetic psychophysics and psychosemantics of photography was reviewed. The study employed the optics of cultural-historical psychology to develop a novel hypothesis on the total hedonistic effect of perceiving photographs. Results. The analysis of literature based on psychophysics approach indicated that such image qualities as contrast, sharpness, grain teased, and composing in accord with the golden ratio impact the attractiveness of photography. The use of psychosemantic methods made it possible to identify more specific categories that mediate subjective beauty of a photograph: Familiarity / Predictability, Dynamism, Monochrome, and Time Distance. However, I supposed that the approaches described above do not take into account the status of photography as a cultural means of over-compensation for the biological limitations of visual perception and iconic memory. From this perspective, photography scales the scene to the zone of central vision, eliminates the color overload and, thus, provides optimal conditions for high-quality and economical perception. To compensate for iconic memory deficiencies, photography stabilizes the image and makes repetition possible. In addition, photography returns to the viewer the experience of a “long” iconic image, characteristic of a child, which degrades in adulthood and, thus, provokes nostalgic emotions. Conclusion. It is assumed that the basis of the hedonistic effect of viewing photographs is the optimal complement of visual perception and iconic memory, so that photography not only compensates for its deficiencies, but also implements an ideal project for their development.","PeriodicalId":31171,"journal":{"name":"Nacional''nyj Psihologiceskij Zurnal","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135501306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background. The comprehension of deep psychological meanings of art by means of, on the one hand, “reading” into the text, and, on the other hand, "reading out" the author's meanings appears to be one of the most profound and multifaceted ways of manifesting the psychology of art today. The author's view on Pasternak's poem “Snow is Falling” opens up the possibility to touch the multilevel meanings of the work and to demonstrate the ways of text analysis at different angles. Objective. Psychological analysis of the content of the poem by B. Pasternak “Snow is Falling”, including the analysis of the influence of such aspects as multiple meanings of words, use of color, spatial and temporal characteristics, rhythm on understanding the meaning is the scope of the work. Methods. The structural analysis of the poetic text and psychological interpretation of the meaning of poetic statements were used. Results. The peculiarity of the methods of “meaning montage” based on the use of multiple meanings of words was analyzed. It is shown how the multiple meanings of the word allow the author to justify thematic transitions in the development of the poem content. Psychological analysis of uniting separate lines into the rhythmical totality on the reader's orientation in pointing out the semantic dominant in the text of the poem has been carried out. The phenomenon of “keeping” and reproducing personal experiences with the help of certain rhythmically organized structures of the text, when rhythmically designed structure acts as a special sign means (like a “knot for memory”) to fix significant life experiences at subconscious level was characterized. Conclusions. The influence of the phenomenon of “word double meanings” both on the actualization of the state of personal problematization in the lyrical hero of the poem and on the inclusion of elements of the poet's life context, their “infusion”, into the semantic structure of the text has been recorded. The possibility of using the principles of color preference analysis by M. Lusher methodology for meaningful interpretation of changes in psychological states of the lyrical hero in the course of the plot development is shown.
{"title":"Experiences of psychological analysis of Boris Pasternak's poem “Snow is Falling”","authors":"V.S. Sobkin","doi":"10.11621/npj.2023.0308","DOIUrl":"https://doi.org/10.11621/npj.2023.0308","url":null,"abstract":"Background. The comprehension of deep psychological meanings of art by means of, on the one hand, “reading” into the text, and, on the other hand, \"reading out\" the author's meanings appears to be one of the most profound and multifaceted ways of manifesting the psychology of art today. The author's view on Pasternak's poem “Snow is Falling” opens up the possibility to touch the multilevel meanings of the work and to demonstrate the ways of text analysis at different angles. Objective. Psychological analysis of the content of the poem by B. Pasternak “Snow is Falling”, including the analysis of the influence of such aspects as multiple meanings of words, use of color, spatial and temporal characteristics, rhythm on understanding the meaning is the scope of the work. Methods. The structural analysis of the poetic text and psychological interpretation of the meaning of poetic statements were used. Results. The peculiarity of the methods of “meaning montage” based on the use of multiple meanings of words was analyzed. It is shown how the multiple meanings of the word allow the author to justify thematic transitions in the development of the poem content. Psychological analysis of uniting separate lines into the rhythmical totality on the reader's orientation in pointing out the semantic dominant in the text of the poem has been carried out. The phenomenon of “keeping” and reproducing personal experiences with the help of certain rhythmically organized structures of the text, when rhythmically designed structure acts as a special sign means (like a “knot for memory”) to fix significant life experiences at subconscious level was characterized. Conclusions. The influence of the phenomenon of “word double meanings” both on the actualization of the state of personal problematization in the lyrical hero of the poem and on the inclusion of elements of the poet's life context, their “infusion”, into the semantic structure of the text has been recorded. The possibility of using the principles of color preference analysis by M. Lusher methodology for meaningful interpretation of changes in psychological states of the lyrical hero in the course of the plot development is shown.","PeriodicalId":31171,"journal":{"name":"Nacional''nyj Psihologiceskij Zurnal","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135501522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background. The urge for deeper knowledge on the nature of emotion expression and perception in ecologically and socially valid conditions is of grate importance. The scope is to develop experimental procedures recording not only the demonstration of emotions, but also actual human emotional experience. Objective. The objective is to reveal the patterns of expression and identification of multimodal dynamic emotional states, based on the stimuli, created by professional actors. Sample. The experiments involved 96 (48 women and 48 men) specialists in various fields of practice as well as undergraduate and graduate students of Russian universities, average age M = 34, SD = 9.4. Methods. The Russian-language version of the Geneva Emotion Recognition test (GERT) (Barabanschikov, Suvorova, 2020). Participants were randomly presented with 83 audio-video clips of affective states played by specially trained professional actors (5 men and 5 women, average age — 37 years). It was required to attribute the perceived emotion to one of the 14 target categories. The frequency of relevant and irrelevant choices was analyzed depending on the exposure conditions. The study was approved by the Ethics Commission of the Institute of Experimental Psychology of MSPPU (decision No. 3, 22.02.2023), with which the authors of the article are affiliated. Results. The forms of expression and identification of multimodal emotional states, their determinants and conditions of realization are described. Conclusion. A new paradigm of experimental psychological research of human emotional states linking their experience, expression, and identification is outlined. The productivity of applying theatrical art practices to solve problems of academic science is demonstrated.
{"title":"Expression and perception of multimodal emotional states","authors":"Vladimir A. Barabanschikov, Ekaterina V. Suvorova","doi":"10.11621/npj.2023.0311","DOIUrl":"https://doi.org/10.11621/npj.2023.0311","url":null,"abstract":"Background. The urge for deeper knowledge on the nature of emotion expression and perception in ecologically and socially valid conditions is of grate importance. The scope is to develop experimental procedures recording not only the demonstration of emotions, but also actual human emotional experience. Objective. The objective is to reveal the patterns of expression and identification of multimodal dynamic emotional states, based on the stimuli, created by professional actors. Sample. The experiments involved 96 (48 women and 48 men) specialists in various fields of practice as well as undergraduate and graduate students of Russian universities, average age M = 34, SD = 9.4. Methods. The Russian-language version of the Geneva Emotion Recognition test (GERT) (Barabanschikov, Suvorova, 2020). Participants were randomly presented with 83 audio-video clips of affective states played by specially trained professional actors (5 men and 5 women, average age — 37 years). It was required to attribute the perceived emotion to one of the 14 target categories. The frequency of relevant and irrelevant choices was analyzed depending on the exposure conditions. The study was approved by the Ethics Commission of the Institute of Experimental Psychology of MSPPU (decision No. 3, 22.02.2023), with which the authors of the article are affiliated. Results. The forms of expression and identification of multimodal emotional states, their determinants and conditions of realization are described. Conclusion. A new paradigm of experimental psychological research of human emotional states linking their experience, expression, and identification is outlined. The productivity of applying theatrical art practices to solve problems of academic science is demonstrated.","PeriodicalId":31171,"journal":{"name":"Nacional''nyj Psihologiceskij Zurnal","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135501302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background. The present-day mass media and cinema specialists do not pay much attention to the environmental sounds for the effect of creation and putting the viewers and radio listeners into the appropriate emotional atmosphere during the film dubbing and cultural events scoring. Each acoustic event has a specific range and type of emotional impact on people, i.e. each separate sound has a different sort of influence on human beings and brings out specific emotions. Therefore, we come up with an idea that each acoustic event can be classified from the point of view of its emotional impact on human beings by the type and the kind of sentiment. Objective. The aim is to study and analyze the features of the affective evaluation of the environmental sounds by the students of the creative professions. Sample. The pilot study involved 69 students of the Russian Institute of Theatre Arts — GITIS (acting faculty, ballet master faculty and musical theater faculty), of which 26 (38%) were boys and 43 (62%) were girls. 710 verbal units have been encrypted. Methods. The study participants have recorded the environmental sounds that have brought out different kinds of basic emotions in themselves such as guilt, anger, interest, disgust, sadness, scorn, joy, fear, shame, surprise. The audio-record also included the participant’s comments concerning the date and time, sound source and the reasons for the emotions’ uprise. Later on the received data were transformed into text and processed with the procedures of inductive and frequency analysis. Results. The results of the frequency analysis revealed the groups of the environmental sounds bringing out the basic emotions from the point of view of the students of the creative professions. Guilt was brought out by the sounds expressing the complaints against you from other people; anger and scorn were evoked by the sounds made by the person who intentionally breaks the rules of social behavior; interest and sadness were aroused with the sounds of musical instruments, music and speech; disgust was brought out by the physiological sounds of other people, and shame was evoked by the sounds of one’s own physiological sounds; fear arose with sudden shrilling sounds; surprise was brought out by the sounds giving us a notice about some new piece of information. Conclusion. The results of the frequency analysis confirm that the environmental sounds can help in modeling different kinds of emotional impact.
{"title":"Affective evaluation of sounds by the students of creative professions","authors":"Nina A. Bogoslovskaya (Vyskochil)","doi":"10.11621/npj.2023.0312","DOIUrl":"https://doi.org/10.11621/npj.2023.0312","url":null,"abstract":"Background. The present-day mass media and cinema specialists do not pay much attention to the environmental sounds for the effect of creation and putting the viewers and radio listeners into the appropriate emotional atmosphere during the film dubbing and cultural events scoring. Each acoustic event has a specific range and type of emotional impact on people, i.e. each separate sound has a different sort of influence on human beings and brings out specific emotions. Therefore, we come up with an idea that each acoustic event can be classified from the point of view of its emotional impact on human beings by the type and the kind of sentiment. Objective. The aim is to study and analyze the features of the affective evaluation of the environmental sounds by the students of the creative professions. Sample. The pilot study involved 69 students of the Russian Institute of Theatre Arts — GITIS (acting faculty, ballet master faculty and musical theater faculty), of which 26 (38%) were boys and 43 (62%) were girls. 710 verbal units have been encrypted. Methods. The study participants have recorded the environmental sounds that have brought out different kinds of basic emotions in themselves such as guilt, anger, interest, disgust, sadness, scorn, joy, fear, shame, surprise. The audio-record also included the participant’s comments concerning the date and time, sound source and the reasons for the emotions’ uprise. Later on the received data were transformed into text and processed with the procedures of inductive and frequency analysis. Results. The results of the frequency analysis revealed the groups of the environmental sounds bringing out the basic emotions from the point of view of the students of the creative professions. Guilt was brought out by the sounds expressing the complaints against you from other people; anger and scorn were evoked by the sounds made by the person who intentionally breaks the rules of social behavior; interest and sadness were aroused with the sounds of musical instruments, music and speech; disgust was brought out by the physiological sounds of other people, and shame was evoked by the sounds of one’s own physiological sounds; fear arose with sudden shrilling sounds; surprise was brought out by the sounds giving us a notice about some new piece of information. Conclusion. The results of the frequency analysis confirm that the environmental sounds can help in modeling different kinds of emotional impact.","PeriodicalId":31171,"journal":{"name":"Nacional''nyj Psihologiceskij Zurnal","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135501518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background. The problem of creativity and giftedness, due to the specifics of the subject, does not lend itself well to traditional methods of scientific research. In addition, psychology is occupied almost exclusively with intellectual giftedness, and the problem of artistic giftedness remains the least developed. Objective of the work is to outline the path to understanding personal qualities of the artist-creator as the psychological conditions for the birth and implementation of artistic ideas. Methods. Analysis and generalization of data from psychological, philosophical, theological literature and self-reports of art masters on the problems of artistic creativity and the creative nature of human. Results. It is shown that the essence of artistic and creative giftedness is impossible to understand by studying individual personality traits statistically associated with it. Another way, found to be promising, is the study of giftedness as a free manifestation of initiative in a particular activity. However, this activity must be supplemented and preceded by a “plastic” ability to perceive reality contemplatively. As the masters of art themselves testify, a truly artistic idea is not initially generated by the artist’s arbitrary activity, it is rather perceived as something unexpected and requiring realization by means of one or another art. In this regard, the article raises the question of the male-female, androgynous nature of a creative person. Examples are given of how this problem was comprehended at the bodily, mental and spiritual levels. Conclusion. An artist, as well as a teacher of art disciplines, needs to overcome the one-sided “masculine” approach to creativity as an activity and pay attention to the need to educate in himself (or in his students) the ability to “creative contemplation” of life. This spiritual and practical task cannot be solved with the help of methodological recommendations of a general order, it requires individual internal work. Never the less, there are examples that show that this task is solvable and suggest possible solutions. Favorable psychological conditions that children are endowed with make it solvable in pedagogical practice.
{"title":"First to hear, then to tell. On the plastic component of creativity","authors":"Aleksander A. Melik-Pashaev","doi":"10.11621/npj.2023.0306","DOIUrl":"https://doi.org/10.11621/npj.2023.0306","url":null,"abstract":"Background. The problem of creativity and giftedness, due to the specifics of the subject, does not lend itself well to traditional methods of scientific research. In addition, psychology is occupied almost exclusively with intellectual giftedness, and the problem of artistic giftedness remains the least developed. Objective of the work is to outline the path to understanding personal qualities of the artist-creator as the psychological conditions for the birth and implementation of artistic ideas. Methods. Analysis and generalization of data from psychological, philosophical, theological literature and self-reports of art masters on the problems of artistic creativity and the creative nature of human. Results. It is shown that the essence of artistic and creative giftedness is impossible to understand by studying individual personality traits statistically associated with it. Another way, found to be promising, is the study of giftedness as a free manifestation of initiative in a particular activity. However, this activity must be supplemented and preceded by a “plastic” ability to perceive reality contemplatively. As the masters of art themselves testify, a truly artistic idea is not initially generated by the artist’s arbitrary activity, it is rather perceived as something unexpected and requiring realization by means of one or another art. In this regard, the article raises the question of the male-female, androgynous nature of a creative person. Examples are given of how this problem was comprehended at the bodily, mental and spiritual levels. Conclusion. An artist, as well as a teacher of art disciplines, needs to overcome the one-sided “masculine” approach to creativity as an activity and pay attention to the need to educate in himself (or in his students) the ability to “creative contemplation” of life. This spiritual and practical task cannot be solved with the help of methodological recommendations of a general order, it requires individual internal work. Never the less, there are examples that show that this task is solvable and suggest possible solutions. Favorable psychological conditions that children are endowed with make it solvable in pedagogical practice.","PeriodicalId":31171,"journal":{"name":"Nacional''nyj Psihologiceskij Zurnal","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135501307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background. The specific character of actors’ professional activity, assuming high competition, public character of the profession, constant involvement of the emotional and communicative skills in the process of scenic transformation in combination with the peculiarity of the actor’s personality and the importance of personal qualities for the professional success determine the relevance of the study of stress coping strategies used by actors. Objective. Authors aim to reveal the interrelation between personal features and stress coping strategies in actors. Methods. The research involved psychodiagnostic methods: Cattell’s 16 PF questionnaire, Folkman and Lazarus’ questionnaire of coping strategies adapted by T.L. Kryukova. The correlation analysis revealed the interrelation of personal characteristics and coping-strategies used by the respondents. Results. It was shown that the frequency of appeal to all coping-strategies by actors is on the average level, the problem-oriented strategies are used less often in comparison to the strategies of separating oneself from the problem, and restoring the emotional balance. Personality traits as recorded by Cattell E scale (dominance) and L scale (suspiciousness) showed negative correlation with the use of strategies of “planning the solution of problems” (r = –0,63, p = 0,01 for the E scale) and “seeking social support” (r = –0,55, p = 0,01 for the L scale). Conclusion. Comparison of the results obtained in the study with the data of similar works of previous years allowed us to identify the dynamics of personal characteristics peculiar to actors. In current conditions striving for domination, leadership, readiness for publicity become particularly relevant for the representatives of the acting profession. It was found that personal characteristics of suspiciousness and diplomacy play an important role in actors’ choice of coping-strategies in stressful situations. The results obtained point to the need for a special development of a system of psychological support and accompaniment not only for beginners but also for experienced actors.
背景。演员职业活动的特殊性、高竞争性、职业的公共性、在布景改造过程中情感和沟通技巧的不断介入，再结合演员个性的特殊性和个人素质对职业成功的重要性，决定了演员压力应对策略研究的相关性。目标。作者旨在揭示演员个人特征与应激应对策略之间的相互关系。方法。研究采用了心理诊断方法:Cattell的16pf问卷、Folkman和Lazarus的Kryukova的应对策略问卷。相关分析揭示了个人特征与被调查者应对策略的相互关系。结果。研究表明，行为者对各种应对策略的使用频率处于平均水平，问题导向策略的使用频率低于脱离问题、恢复情绪平衡的策略。卡特尔E量表(支配性)和L量表(怀疑性)所记录的人格特质与“计划解决问题”(E量表r = - 0,63, p = 0.01)和“寻求社会支持”(L量表r = - 0,55, p = 0.01)策略的使用呈负相关。结论。将研究结果与前几年类似作品的数据进行比较，使我们能够确定演员特有的个人特征的动态。在目前的条件下，对统治、领导和宣传的追求对演艺行业的代表来说变得尤为重要。研究发现，多疑和外交的个人特征对行动者在压力情境下应对策略的选择起着重要作用。所获得的结果表明，不仅需要为初学者，而且需要为有经验的演员专门开发一套心理支持和伴奏系统。
{"title":"Personality characteristics and coping strategies in actors","authors":"Tatyana A. Lykova, Anastasiya V. Petrakova","doi":"10.11621/npj.2023.0309","DOIUrl":"https://doi.org/10.11621/npj.2023.0309","url":null,"abstract":"Background. The specific character of actors’ professional activity, assuming high competition, public character of the profession, constant involvement of the emotional and communicative skills in the process of scenic transformation in combination with the peculiarity of the actor’s personality and the importance of personal qualities for the professional success determine the relevance of the study of stress coping strategies used by actors. Objective. Authors aim to reveal the interrelation between personal features and stress coping strategies in actors. Methods. The research involved psychodiagnostic methods: Cattell’s 16 PF questionnaire, Folkman and Lazarus’ questionnaire of coping strategies adapted by T.L. Kryukova. The correlation analysis revealed the interrelation of personal characteristics and coping-strategies used by the respondents. Results. It was shown that the frequency of appeal to all coping-strategies by actors is on the average level, the problem-oriented strategies are used less often in comparison to the strategies of separating oneself from the problem, and restoring the emotional balance. Personality traits as recorded by Cattell E scale (dominance) and L scale (suspiciousness) showed negative correlation with the use of strategies of “planning the solution of problems” (r = –0,63, p = 0,01 for the E scale) and “seeking social support” (r = –0,55, p = 0,01 for the L scale). Conclusion. Comparison of the results obtained in the study with the data of similar works of previous years allowed us to identify the dynamics of personal characteristics peculiar to actors. In current conditions striving for domination, leadership, readiness for publicity become particularly relevant for the representatives of the acting profession. It was found that personal characteristics of suspiciousness and diplomacy play an important role in actors’ choice of coping-strategies in stressful situations. The results obtained point to the need for a special development of a system of psychological support and accompaniment not only for beginners but also for experienced actors.","PeriodicalId":31171,"journal":{"name":"Nacional''nyj Psihologiceskij Zurnal","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135501520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background. Many authors note the similarity of children's role play and the actor’s play, however, this similarity is usually limited to external features: the presence of a plot, roles, subject attributes, etc. Upon closer examination, it turns out that these are two completely different activities, significantly different from each other. However, they have one deep common property: they are able to evoke and change feelings. Despite the fact that L. Vygotsky attached great importance to the affect not only in connection with art, but also in connection with play, these issues are not sufficiently investigated in Russian psychology. Objective. To consider the transformation of feeling in a child's play and compare it with the play of an actor. Results. The basis for children's play is emotive, understood as the connection of an event with emotional reactions. The similarity of the current situation with the emotive leads to the appearance and embodiment of the play image. The play image contributes to the transformation of experience: inhibition of spontaneous emotions, splitting of emotional reactions and the appearance of a specific state of playfulness, the emergence of new feelings and joint experiences with other participants of the play. Similar processes occur in society due to stage art. L. Vygotsky believed that the actor’s play has special functions in society: it appears as a response to the mood in society, to the events that people are concerned about. Actor’s play causes viewers to have general emotional reactions, to change and enrich their experience. Conclusion. Actor’s and children’s play are similar not only in common terminology and imaginary situation of action. They have a deep similarity: both these types of play are connected with work on experience, with its transformation. These are extremely important areas of human culture, since the culture of dealing with feelings has a special meaning for a person as a social being. Play is an instrument of emotional regulation for a child, just as art is a social technique of feelings for humanity.
{"title":"On the play of a child and an actor: to the question of the transformations in experience","authors":"Irina A. Ryabkova, Elena G. Sheina","doi":"10.11621/npj.2023.0313","DOIUrl":"https://doi.org/10.11621/npj.2023.0313","url":null,"abstract":"Background. Many authors note the similarity of children's role play and the actor’s play, however, this similarity is usually limited to external features: the presence of a plot, roles, subject attributes, etc. Upon closer examination, it turns out that these are two completely different activities, significantly different from each other. However, they have one deep common property: they are able to evoke and change feelings. Despite the fact that L. Vygotsky attached great importance to the affect not only in connection with art, but also in connection with play, these issues are not sufficiently investigated in Russian psychology. Objective. To consider the transformation of feeling in a child's play and compare it with the play of an actor. Results. The basis for children's play is emotive, understood as the connection of an event with emotional reactions. The similarity of the current situation with the emotive leads to the appearance and embodiment of the play image. The play image contributes to the transformation of experience: inhibition of spontaneous emotions, splitting of emotional reactions and the appearance of a specific state of playfulness, the emergence of new feelings and joint experiences with other participants of the play. Similar processes occur in society due to stage art. L. Vygotsky believed that the actor’s play has special functions in society: it appears as a response to the mood in society, to the events that people are concerned about. Actor’s play causes viewers to have general emotional reactions, to change and enrich their experience. Conclusion. Actor’s and children’s play are similar not only in common terminology and imaginary situation of action. They have a deep similarity: both these types of play are connected with work on experience, with its transformation. These are extremely important areas of human culture, since the culture of dealing with feelings has a special meaning for a person as a social being. Play is an instrument of emotional regulation for a child, just as art is a social technique of feelings for humanity.","PeriodicalId":31171,"journal":{"name":"Nacional''nyj Psihologiceskij Zurnal","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135600796","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background. The article is devoted to such a topical problem of modern education as the formation of personality in the process of mastering various types of artistic activity. Currently, the issues of introducing the younger generation and youth to creative activity require careful study. The article highlights the features of research in the field of integrated poly-artistic education in the previous years of the Institute of Art Education and Cultural Studies of the RAE, which the author of this article relies on. The research allows to assert that art requires a special attitude of educational schools to it. Confirming the above, the article presents the dynamics of the child's (student's) development directions through various types of artistic activity from 1st to 11th grade, formulated as a result of comprehensive research. Objective. The article aims to highlight and substantiate the importance and significance of introducing children and youth to art in the modern situation, when it acquires a special meaning. Results. The article reveals the factors of integrated poly-artistic education on the example of three types of art: literary, theatrical, and visual. Conclusions. The problem of person development by immersion in art has always interested researchers. Currently, misunderstanding of the need for the humanitarian and artistic component of general education leads students to narrow thinking and underestimation of their professional activities.
{"title":"Person development by immersion in a variety of art forms","authors":"Lubov’ G. Savenkova","doi":"10.11621/npj.2023.0317","DOIUrl":"https://doi.org/10.11621/npj.2023.0317","url":null,"abstract":"Background. The article is devoted to such a topical problem of modern education as the formation of personality in the process of mastering various types of artistic activity. Currently, the issues of introducing the younger generation and youth to creative activity require careful study. The article highlights the features of research in the field of integrated poly-artistic education in the previous years of the Institute of Art Education and Cultural Studies of the RAE, which the author of this article relies on. The research allows to assert that art requires a special attitude of educational schools to it. Confirming the above, the article presents the dynamics of the child's (student's) development directions through various types of artistic activity from 1st to 11th grade, formulated as a result of comprehensive research. Objective. The article aims to highlight and substantiate the importance and significance of introducing children and youth to art in the modern situation, when it acquires a special meaning. Results. The article reveals the factors of integrated poly-artistic education on the example of three types of art: literary, theatrical, and visual. Conclusions. The problem of person development by immersion in art has always interested researchers. Currently, misunderstanding of the need for the humanitarian and artistic component of general education leads students to narrow thinking and underestimation of their professional activities.","PeriodicalId":31171,"journal":{"name":"Nacional''nyj Psihologiceskij Zurnal","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135599632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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