Pub Date : 2022-06-21DOI: 10.18500/2304-9790-2022-11-2-154-167
L. Glinkina, V. Vasilenko
There has been a discussion about the inclusion of video game disorder in the list of diseases of the DSM-5 (Diagnostic and Statistical Manual of Mental Disorders, 5th edition) and the upcoming ICD-11 (International Classification of Diseases, 11th revision), however, modern psychology lacks screening tools to distinguish addicts from avid players. The objective of the research is to test our questionnaire determining the types of involvement in video games and the degree of its severity according to certain parameters, such as representativeness, instant reliability (internal consistency), content and construct validity. Thus, the article presents the results constituting the development and primary validation of the questionnaire measuring the involvement of young men and adults in video games. The study hypothesizes that the proposed questionnaire is representative and valid (content and construct validity). In the course of the study, which involved respondents aged 18 to 30 years (N = 124, M = 25.8), the structure of the questionnaire was determined. The factor analysis procedure determined that there are six types of involvement in video games: “Addiction”, “Feeling of Community”, “Emotional Support”, “Immersion”, “Streaming” and “Identification”. The obtained Cronbach's alpha coefficients for all the scales of the questionnaire and the final indicator demonstrated satisfactory consistency of the questionnaire (0.45- 0.83). To check the construct validity, there have been used such tools as the CIAS scale, a test questionnaire of the degree of involvement of younger adolescents in video games (A. V. Grishina) adapted for a more adult sample and the Internet addiction methodology (T. A. Nikitina, A. Yu. Egorov). The obtained correlations confirm the construct validity of the questionnaire. The practical significance of the study lies in the fact that the diagnostic method proposed by us can be used to distinguish addicts from the general array of people who are highly enthusiastic about video games.
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Pub Date : 2022-06-21DOI: 10.18500/2304-9790-2022-11-2-168-177
T. G. Firsova
The purpose of the research is theoretical and empirical study of the educational value of a meme in designing learning materials for higher education. The article presents the arguments supporting the necessity to use hypertextuality, multimedia, interactivity, and edutainment technologies as the ways to transform learning materials in literature studies in the course of training primary school teachers. The study proves the necessity to supplement the linear verbal content of the lecturer with a multicultural visual support. The transition from passive to interactive learning is due to the implementation of a system-and-activity approach, the DIY principle (do-it-yourself or “self-activity”), which gives students an opportunity to model, create, develop, and design their own educational products. The article presents various definitions of the meme in scientific discourse: the meme as a unit of non-genetic cultural information (R. Dawkins); meme as a translator of the socio-cultural code (N. A. Zinovieva); meme as a media virus (D. Rushkoff); meme as an independent media genre (Danuta Kępa-Figura); meme as a media text (S. V. Kanashina); meme as a token (M. Coeckelbergh); meme as an object of cyber-laughter culture (M. B. Rotanova, M. V. Fedorova). Hypothesis: a meme as a semantic construct, an intellectual tool comprising a cognitive component, and visual and textual narrative keeps students’ attention alert in studying the material. It has a positive emotional resource and can be considered as an implicit tool to increase the reader’s interest and students’ literary literacy. The study was carried out on a sample of students of pedagogical classes, students and graduates of pedagogical university programmes (N = 130) aged 15 to 52 years old, including 78% (101 persons) of women and 22% of men (29 persons). The researcher used a questionnaire aimed at identifying attitudes to a meme as a means of the Internet communication and educational resource (T. G. Firsova). In the applied aspect, the presented materials can be used in the teaching practice of higher education. Implementation of the edutainment technology can be realized through the use of situational cases, multimedia, interactive game elements, new genres of mass culture, including memes, motivators, and demotivators, in the educational process.
本研究的目的是对模因在高等教育教材设计中的教育价值进行理论和实证研究。本文提出了在小学教师培训过程中使用超文本化、多媒体化、互动性和寓教于乐技术来转换文学学习材料的必要性。研究证明，有必要用多元文化的视觉支持来补充讲师的线性口头内容。从被动学习到互动学习的转变是由于系统和活动方法的实施，DIY原则(自己动手或“自我活动”)，它给学生一个建模、创造、开发和设计自己的教育产品的机会。本文介绍了科学话语中模因的各种定义:模因作为非遗传文化信息的单位(道金斯);模因作为社会文化密码的译者(N. a . Zinovieva);作为媒介病毒的模因(D. Rushkoff);作为独立媒体类型的模因(Danuta Kępa-Figura);模因作为媒介文本(S. V. Kanashina);作为标记的模因(M. Coeckelbergh);模因作为网络笑文化的客体(M. B. Rotanova, M. V. Fedorova)。假设:模因是一种语义结构，是一种包含认知成分的智力工具，视觉和文本叙事使学生在学习材料时保持注意力警觉。它具有积极的情感资源，可以看作是提高读者兴趣和学生文学素养的隐性工具。该研究对15至52岁的师范类学生、师范类大学课程的学生和毕业生(N = 130)进行了抽样调查，其中78%(101人)为女性，22%(29人)为男性。研究人员使用了一份问卷，旨在确定人们对模因作为互联网传播和教育资源的态度(T. G. Firsova)。在应用方面，所提供的材料可用于高等教育的教学实践。寓教于乐技术的实施可以通过在教育过程中使用情境案例、多媒体、互动游戏元素、大众文化的新类型，包括模因、激励因子和去激励因子来实现。
{"title":"The use of memes in literature studies while training intending primary school teachers","authors":"T. G. Firsova","doi":"10.18500/2304-9790-2022-11-2-168-177","DOIUrl":"https://doi.org/10.18500/2304-9790-2022-11-2-168-177","url":null,"abstract":"The purpose of the research is theoretical and empirical study of the educational value of a meme in designing learning materials for higher education. The article presents the arguments supporting the necessity to use hypertextuality, multimedia, interactivity, and edutainment technologies as the ways to transform learning materials in literature studies in the course of training primary school teachers. The study proves the necessity to supplement the linear verbal content of the lecturer with a multicultural visual support. The transition from passive to interactive learning is due to the implementation of a system-and-activity approach, the DIY principle (do-it-yourself or “self-activity”), which gives students an opportunity to model, create, develop, and design their own educational products. The article presents various definitions of the meme in scientific discourse: the meme as a unit of non-genetic cultural information (R. Dawkins); meme as a translator of the socio-cultural code (N. A. Zinovieva); meme as a media virus (D. Rushkoff); meme as an independent media genre (Danuta Kępa-Figura); meme as a media text (S. V. Kanashina); meme as a token (M. Coeckelbergh); meme as an object of cyber-laughter culture (M. B. Rotanova, M. V. Fedorova). Hypothesis: a meme as a semantic construct, an intellectual tool comprising a cognitive component, and visual and textual narrative keeps students’ attention alert in studying the material. It has a positive emotional resource and can be considered as an implicit tool to increase the reader’s interest and students’ literary literacy. The study was carried out on a sample of students of pedagogical classes, students and graduates of pedagogical university programmes (N = 130) aged 15 to 52 years old, including 78% (101 persons) of women and 22% of men (29 persons). The researcher used a questionnaire aimed at identifying attitudes to a meme as a means of the Internet communication and educational resource (T. G. Firsova). In the applied aspect, the presented materials can be used in the teaching practice of higher education. Implementation of the edutainment technology can be realized through the use of situational cases, multimedia, interactive game elements, new genres of mass culture, including memes, motivators, and demotivators, in the educational process.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77989472","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}
Pub Date : 2022-06-21DOI: 10.18500/2304-9790-2022-11-2-178-184
L. V. Baiborodova
There are several factors that justify the relevance of creating communities of children and adults in rural areas. Thus, it is determined by the necessity to ensure the continuity between older and younger generations, successful socialization of rural children, development of students’ experience in building up relationships with adults based on partnership, dialogue and cooperation. The purpose of the study is to identify the functions and peculiar activities of communities of children and adults in rural schools. The study proposes the definition of the concept of ‘communities of children and adults’. On the basis of a number of features, a comparison of this concept with the category of a ‘collective body’ is given. The author considers the classification of communities of children and adults grounded on various approaches. Distinctive characteristics of communities of children and adults and their functions are determined. Based on the analysis of the experience of rural schools, especially those with a small number of students, the study determines some requirements for the pedagogical staff to use as their guide. It is necessary when school collectives organize the activities of children’s and adult’s communities in order to ensure the realization of the above-mentioned functions. The author makes the conclusions: various child-adult communities are formed in rural areas; a school can become a community of interacting subjects of different ages, where everyone can realize themselves and achieve success. Communities of children and adults in rural educational organizations are the most important mechanism for the personal development process, a means of solving pedagogical tasks and social problems of the countryside. The success of community activities depends on the proficiency of teachers, on their position in the interaction with all the subjects of educational relations, on the possibility to have an authoritative leader.
{"title":"Communities of children and adult in a village school","authors":"L. V. Baiborodova","doi":"10.18500/2304-9790-2022-11-2-178-184","DOIUrl":"https://doi.org/10.18500/2304-9790-2022-11-2-178-184","url":null,"abstract":"There are several factors that justify the relevance of creating communities of children and adults in rural areas. Thus, it is determined by the necessity to ensure the continuity between older and younger generations, successful socialization of rural children, development of students’ experience in building up relationships with adults based on partnership, dialogue and cooperation. The purpose of the study is to identify the functions and peculiar activities of communities of children and adults in rural schools. The study proposes the definition of the concept of ‘communities of children and adults’. On the basis of a number of features, a comparison of this concept with the category of a ‘collective body’ is given. The author considers the classification of communities of children and adults grounded on various approaches. Distinctive characteristics of communities of children and adults and their functions are determined. Based on the analysis of the experience of rural schools, especially those with a small number of students, the study determines some requirements for the pedagogical staff to use as their guide. It is necessary when school collectives organize the activities of children’s and adult’s communities in order to ensure the realization of the above-mentioned functions. The author makes the conclusions: various child-adult communities are formed in rural areas; a school can become a community of interacting subjects of different ages, where everyone can realize themselves and achieve success. Communities of children and adults in rural educational organizations are the most important mechanism for the personal development process, a means of solving pedagogical tasks and social problems of the countryside. The success of community activities depends on the proficiency of teachers, on their position in the interaction with all the subjects of educational relations, on the possibility to have an authoritative leader.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73354040","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}
Pub Date : 2022-06-21DOI: 10.18500/2304-9790-2022-11-2-133-140
I. Arendachuk, N. Usova, M. Klenova
Most studies analyse educational process specifics during the spread of Covid-19 using higher education as an example. There is insufficient amount of research devoted to the study of students’ activity at different levels of school education. The purpose of the study is to identify the differences in terms of manifestation and determination of high school students’ educational and developmental activity in normal life and under social isolation. Hypothesis: educational and developmental activity of high school students increases under the conditions of forced isolation. This activity is expressed in an intensified interest in self-development. It is compensatory in nature due to a reduced number of social contacts and opportunities for the implementation of other forms of social activity. The study was carried out on a sample of high school students (N = 169) aged from 16 to 18 years. Techniques: the author's questionnaire aimed at identifying the degree of manifestation of educational and developmental activity; “Assessment of mental activation, interest, emotional tone, tension and comfort” (L. A. Kurganskiy, T. A. Nemchin); “Quality of Life Index” (R. S. Eliot, in the adaptation of N. E. Vodopyanova). The study found that educational and developmental activity of high school students under conditions of self-isolation is higher than in normal life. In general, their education and self-development activity is conditioned by their personal psycho-emotional states. If students are less active during distance learning, their activity is more determined by their mental states. If educational and developmental activity of high school students is high, they are focused on personal achievements, satisfied with their health, communication and support from others, and less prone to negative emotions. The results of the study can be used in psychological and pedagogical work with high school students, who are forced to be under conditions of social isolation in order to increase their educational and developmental activity.
大多数研究以高等教育为例，分析了新冠病毒传播期间的教育过程细节。对不同层次学校教育中学生活动的研究还不够。本研究旨在探讨正常生活与社会孤立状态下高中生的教育与发展活动在表现与决定方面的差异。假设:在强迫孤立的条件下，高中生的教育和发展活动增加。这种活动表现为对自我发展的强烈兴趣。由于减少了社会接触的数量和实施其他形式社会活动的机会，它在本质上是补偿性的。该研究是在16至18岁的高中生(N = 169)中进行的。技巧:作者的问卷调查旨在确定教育和发展活动的表现程度;“对精神活动、兴趣、情绪基调、紧张和舒适的评估”(L. A. kurgansky, T. A. Nemchin);《生活质量指数》(r.s.艾略特，改编自n.e.沃多扬诺娃)。研究发现，高中生在自我隔离状态下的教育和发展活动高于正常生活。一般来说，他们的教育和自我发展活动是由他们个人的心理情绪状态决定的。如果学生在远程学习中不那么活跃，他们的活动更多地取决于他们的心理状态。如果高中生的教育和发展活动高，他们关注个人成就，对自己的健康，沟通和他人的支持感到满意，并且不容易产生负面情绪。这项研究的结果可用于对高中学生的心理和教学工作，这些学生被迫处于社会孤立的条件下，以增加他们的教育和发展活动。
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Pub Date : 2022-06-21DOI: 10.18500/2304-9790-2022-11-2-100-111
G. Nikitina
The present study is of relevance due to the necessity to develop an individual style of professional activity of intending teachers or their individual teaching style (ITS). This necessity is determined by the social and cultural significance of the phenomenon under study and by the rapid pace of changes happening in the educational context today. The purpose of the study is theoretical interpretation of the concept of ITS of intending foreign language (FL) teachers and of its social and cultural significance in the context of teacher training case study. The author hypothesizes that to a large extent the ITS of intending teachers is formed within the framework of the professional courses in the first three years of the university studies. An important condition that contributes to the effective ITS development is the use of practical training, quasi-professional activities, analysis of professional tasks and case-study in the educational process, creation of the digital environment to support students’ individual professional growth. The prevailing design of the study is of a qualitative nature. However, the applied methods of observation and statistical analysis are implemented, too. The research methods include theoretical justification of the key concept of the work through comparative analysis, interpretation, classification and specification, case study and experience analysis of the ways a FL teacher training programme is implemented. The case study is based on the survey results. The survey was carried out on a sample of the 3rd- and 4th-year students of the Faculty of Foreign Languages and Linguodidactics of Saratov State University (methodology by A. M. Markova and A. Ya. Nikonova was implemented, the sample size was n = 126 people). As a result, the article specifies the concept of ITS for the context of FL teacher training, identifies the components of the ITS hierarchical structure, and singles out particular factors and methods of ITS development at the Faculty of Foreign Languages and Linguodidactics. Our results cast a new light on the phenomenon under study in the context of FL teacher training. The initial hypothesis was confirmed, since the research revealed no strong correction of the ITS of the 4th-year students in correlation to the data collected for the 3rd-year students.
本研究具有重要的现实意义，因为有必要发展未来教师的个人专业活动风格或他们的个人教学风格。这种必要性是由所研究现象的社会和文化意义以及当今教育环境中发生的快速变化所决定的。本研究的目的是在教师培训案例研究的背景下，从理论上解释意向外语教师ITS的概念及其社会文化意义。笔者推测，意向教师的ITS在很大程度上是在大学前三年专业课程的框架内形成的。促进智能交通系统有效发展的一个重要条件是在教育过程中使用实践培训、准专业活动、专业任务分析和案例研究，创造数字环境来支持学生的个人专业成长。这项研究的主要设计是定性的。但是，也应用了观察法和统计分析法。研究方法包括通过比较分析、解释、分类和规范对工作的关键概念进行理论论证，对外语教师培训计划的实施方式进行案例研究和经验分析。案例研究是基于调查结果。这项调查是在萨拉托夫国立大学外语和语言教学学院的三年级和四年级学生中进行的(方法由a. M. Markova和a. Ya提供)。尼科诺娃实施，样本量n = 126人)。因此，本文在外语教师培训的背景下明确了智能智能系统的概念，确定了智能智能系统层次结构的组成部分，并挑出了外语与语言教学学院智能智能系统发展的特殊因素和方法。本研究结果对外语教师培训背景下正在研究的这一现象提供了新的视角。最初的假设得到了证实，因为研究表明，与收集到的三年级学生的数据相比，四年级学生的ITS没有明显的修正。
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Pub Date : 2022-06-21DOI: 10.18500/2304-9790-2022-11-2-141-153
A. A. Matyushkina, F.S. Keberlinskaya
One of the topical issues in the psychology of thinking is the study of conditions for successful solutions of creative tasks and problems. They include the intellectual dialogue. In this context, the authors conducted an empirical study of the intellectual dialogue in creative thinking as a condition for successful problem solving. The study was based on the theory of problem situations and structural level theory. The purpose of the research was to study the forms and functions of the intellectual dialogue at different stages of solving creative problems. Hypotheses: the functions and forms of the intellectual dialogue are related to the stage of solving a creative problem; specific features of creative problem solving determine those personal characteristics of the subjects being co-authors of the intellectual dialogue that are significant for achieving a solution. The study was carried out on a sample of inventors, various specialists in the scientific and technical field of Azerbaijan and Russia, patent holders (N = 17) aged 42 to 80 years old, (65% of males, 35% of females). The researchers used the original methodology (by F. S. Keberlinskaya, A. A. Matyushkina) that is aimed at assessing the forms and functions of the intellectual dialogue with the help of the thinking personalities’ ‘roles’ (Ch. M. Gadzhiyev) in relation to the process of creating their own inventions at its various stages. Diagnostics of personal characteristics was carried out with the help of the “Five-Factor Personality Model Questionnaire” (Robert R. McCrae, Paul T. Costa) adapted by A. B. Khromov, and the test by K. Thomas “Conflict Mode Instrument” (Kenneth W. Thomas, Ralph H. Kilmann) adapted by N. V. Grishina. The results show that the intellectual dialogue performs different functions correlated to the stage of problem solving in the process of creative problem solving that leads to a new invention at the level of discovery in the scientific and technical field and its later implementation in practice. At the stage of problem statement, the internal dialogue is significant for the author of the idea. This dialogue serves to understand the meaning of the problem as potentially solvable. At the stages of hypothesizing and developing final solutions, the role of an external dialogue is essential. This dialogue performs the functions of providing additional information and synthesizing it from different fields of knowledge.
思维心理学中的一个热门问题是研究成功解决创造性任务和问题的条件。它们包括智力对话。在此背景下，作者对创造性思维中的智力对话作为成功解决问题的条件进行了实证研究。本研究基于问题情境理论和结构层次理论。本研究的目的是研究在解决创造性问题的不同阶段，智力对话的形式和功能。假设:智力对话的功能和形式与解决创造性问题的阶段有关;创造性解决问题的具体特征决定了作为智力对话的共同作者的那些个人特征，这些特征对实现解决方案具有重要意义。这项研究的样本包括发明者、阿塞拜疆和俄罗斯科学技术领域的各种专家、年龄在42至80岁之间的专利持有人(N = 17)(65%的男性，35%的女性)。研究人员使用了最初的方法(由F. S. Keberlinskaya, A. A. Matyushkina提出)，目的是在思考人格的“角色”(Ch. M. Gadzhiyev)的帮助下，评估智力对话的形式和功能，这与他们在不同阶段创造自己发明的过程有关。人格特征诊断采用A. B. Khromov改编的“五因素人格模型问卷”(Robert R. McCrae, Paul T. Costa)和N. V. Grishina改编的K. Thomas“冲突模式量表”(Kenneth W. Thomas, Ralph H. Kilmann)进行。研究结果表明，在创造性解决问题的过程中，智力对话在问题解决阶段发挥了不同的作用，从而导致科学技术领域的发现层面的新发明及其后来在实践中的实施。在问题陈述阶段，内部对话对想法的作者来说是重要的。这种对话有助于理解问题的意义，认为问题是可以解决的。在假设和发展最终解决方案的阶段，外部对话的作用是必不可少的。这种对话的功能是提供额外的信息，并将来自不同知识领域的信息综合起来。
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Pub Date : 2022-06-21DOI: 10.18500/2304-9790-2022-11-2-185-189
Marina N. Burmistrova
The results of the International Forum “Humanization of the Learning Environment” have been summed up. The Forum was held on March 1-2, 2022. Saratov State University hosted it. The purpose of the Forum was to identify and discuss the role of a young teacher in the transformation of the educational system.
{"title":"Humanization of the learning environment – 2022: Results of the international forum","authors":"Marina N. Burmistrova","doi":"10.18500/2304-9790-2022-11-2-185-189","DOIUrl":"https://doi.org/10.18500/2304-9790-2022-11-2-185-189","url":null,"abstract":"The results of the International Forum “Humanization of the Learning Environment” have been summed up. The Forum was held on March 1-2, 2022. Saratov State University hosted it. The purpose of the Forum was to identify and discuss the role of a young teacher in the transformation of the educational system.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74513846","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}
Pub Date : 2022-06-21DOI: 10.18500/2304-9790-2022-11-2-190-191
M. S. Tkacheva
The article provides information on the forthcoming international scientific conference “Strakhov Readings – 2022”, which will be held on November 11–12, 2022. The conference continues the tradition of holding annual Strakhov Readings in memory of the founder of Saratov Psychological School, the first head of the Department of Psychology of Saratov State Pedagogical Institute, Professor I. V. Strakhov.
{"title":"Strakhov readings – 2022: International scientific conference","authors":"M. S. Tkacheva","doi":"10.18500/2304-9790-2022-11-2-190-191","DOIUrl":"https://doi.org/10.18500/2304-9790-2022-11-2-190-191","url":null,"abstract":"The article provides information on the forthcoming international scientific conference “Strakhov Readings – 2022”, which will be held on November 11–12, 2022. The conference continues the tradition of holding annual Strakhov Readings in memory of the founder of Saratov Psychological School, the first head of the Department of Psychology of Saratov State Pedagogical Institute, Professor I. V. Strakhov.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83314873","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}
Pub Date : 2022-03-22DOI: 10.18500/2304-9790-2022-11-1-88-92
T. A. Bochkareva, V. P. Kryuchkov
{"title":"Special-needs education and socio-cultural integration – 2021: Verbal and non-verbal communication and technologies for students with special educational needs in the digital age (report on the results of the international scientific conference)","authors":"T. A. Bochkareva, V. P. Kryuchkov","doi":"10.18500/2304-9790-2022-11-1-88-92","DOIUrl":"https://doi.org/10.18500/2304-9790-2022-11-1-88-92","url":null,"abstract":"","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80499367","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}
Pub Date : 2022-03-22DOI: 10.18500/2304-9790-2022-11-1-24-34
E. N. Leonova
{"title":"Orientations in diffi cult situations of providing assistance according to the type of the individual’s attitudes towards helping behaviour","authors":"E. N. Leonova","doi":"10.18500/2304-9790-2022-11-1-24-34","DOIUrl":"https://doi.org/10.18500/2304-9790-2022-11-1-24-34","url":null,"abstract":"","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81902018","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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