Pub Date : 1900-01-01DOI: 10.21638/spbu16.2022.207
Elena Zinovieva, S. Kostromina
This article explores issues of relations between personal experience and internal time (I. Prigozhin). Personal experience is the space where the person can constantly move around the different modes of time. There is continuity of past, present, and future and the person’s ability to move between time modes. The personalization of experience points to its belonging to the personal life history and the necessity of studying time not as movement but as history. It is indicated that the problem of time in the human’s dimension (historicity of time) turns out inextricably linked with the event problem. Eventfulness creates the time asymmetry in the personal internal space leveling the role of initial conditions and circumstances. This allows the event to be considered as element which separates and connects time in the flow of experience at the same time. Experience, in turn, acts as a mechanism through which the event is integrated into practice. The results of the empirical research of person’s movement fixation between past and future in the process of experiencing significant life events are presented. Georgie’s phenomenological psychological approach was used to study the experience practice. The sample consisted of 15 people (M = 24.6 ± 2.22 years). It was found that the depth, detailed description of experiences, the representation of the event meaning for person were related with the freedom of movement between past as well as with the integration and complexity of experience. Freedom of movement and deep practices will speak in favor of integration and complication whereas difficulties with movement and superficial experiences may indicate weak integration. Present contains the experience of past and future and “traces of the past possible future” which was not realized. The idea of the fact that people try to integrate disparate values in the experience, so integration is always local, but in the same time freedom of movement will promote greater integration.
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Pub Date : 1900-01-01DOI: 10.21638/spbu16.2022.102
I. Mironenko
The article discusses the place and significance of the scientific heritage of M. I. Vladislavlev (1840–1890) and analyzes the scientific heritage of Vladislavlev, discusses its significance and relevance in the context of modern trends in post-nonclassical science. This scholar, who wrote fundamental works on psychology, was well-known, and even held the post of rector of St Petersburg University, was forgotten due to a discrepancy between his methodological preferences and the methodology and ideology on which Russian science of the 20th century as based. After an internship in Germany, Vladislavlev defended his master’s thesis “Modern trends in the science of the soul”, published later, and worked at St Petersburg University. In 1885–1887 he was dean of the Faculty of History and Philosophy, and rector from 1987 until his death in 1990. His students included the likes of A. I. Vvedensky, N. Ya. Groth, N. N. Lange and others. Vladislavlev’s psychological views are detailed in three volumes of more than one and a half thousand pages. These present the history of psychology from ancient times through contemporary trends, as well as his holistic vision of the discipline: the methodology of psychology is presented in detail and the general structure of the psyche and the entire spectrum of mental phenomena, mental processes, and properties are described. Vladislavlev used and developed the method of introspection. When methodology based on the primacy of the experimental method became firmly established in Russian science, introspection received the stigma of being “unscientific”. The work of scientists who used this method was not considered significant and was largely ignored. In the last decades of the twentieth century, significant changes occurred in psychological methodology, as well as in the general methodology of science. Cultural conditioning and relativity of scientific ideals and norms have become obvious, the influence of the “humanitarian” paradigm has grown, and the use of narrative approaches is expanding.
本文讨论了弗拉迪斯拉夫列夫(1840-1890)科学遗产的地位和意义，分析了弗拉迪斯拉夫列夫的科学遗产，讨论了其在后非经典科学的现代趋势背景下的意义和相关性。这位撰写心理学基础著作的著名学者，甚至担任过圣彼得堡大学的校长，由于他的方法论偏好与20世纪俄罗斯科学所依据的方法论和意识形态之间的差异而被遗忘。在德国实习后，弗拉迪斯拉夫列夫为他的硕士论文《灵魂科学的现代趋势》辩护，后来发表，并在圣彼得堡大学工作。1885年至1887年，他担任历史和哲学学院院长，1987年至1990年去世担任院长。他的学生包括A. I. Vvedensky, N. Ya。growth, N. N. Lange和其他人。弗拉迪斯拉夫列夫的心理学观点在超过1500页的三卷书中详细介绍。这些书展示了从古代到当代趋势的心理学历史，以及他对这门学科的整体看法:详细介绍了心理学的方法论，描述了心理的一般结构和心理现象、心理过程和属性的整个光谱。弗拉迪斯拉夫列夫使用并发展了内省的方法。当以实验方法为基础的方法论在俄罗斯科学中牢固地建立起来时，内省受到了“不科学”的污名。使用这种方法的科学家的工作被认为不重要，而且在很大程度上被忽视了。在20世纪的最后几十年里，心理学方法论以及科学的一般方法论发生了重大变化。科学理想和规范的文化制约和相对性已经变得明显，“人道主义”范式的影响已经增长，叙事方法的使用正在扩大。
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Pub Date : 1900-01-01DOI: 10.21638/spbu16.2022.402
A. Veraksa, E. Oshchepkova, M. Aslanova, V. Yakupova
The aim of the study was to identify the features of the cognitive and emotional development of preschoolers, which can be crucial in child’s acceptance by peers, as well as his status in the group. Were identified factors related to the sociometric status of children and those factors for which ambiguous results were obtained (for example, speech development). As part of the empirical study, there were made the assessment of language development, executive functions (subtests of the NEPSY II), emotional (Test of Emotional Comprehension) and intellectual development (Raven’s color progressive matrices). Children also passed a sociometric test by responding to a number of questions about their peers’ choice. The study involved 252 pupils of the preparatory groups of preschool educational institutions in Moscow (50.2% of boys aged 6 to 7 years (M=83.10, SD=5.74)). The three most significant predictors of social success were shown to be story programming, emotions’ awareness, and cognitive inhibitive control. The programming of the story reflects the communicative competence of the child, his ability to build a story. Emotional development (by external cases) is one of the most important indicators of his emotional development as a whole. These results indicate that the child’s social success is influenced by the development of executive functions, emotional competence, and language competence. However, different aspects of these factors affect sociometric status differently. In the future, we consider it necessary to trace how the factors, including social play, influence the social success of children in elementary school.
这项研究的目的是确定学龄前儿童的认知和情感发展的特征，这对于孩子被同龄人接受以及他在群体中的地位至关重要。我们确定了与儿童社会计量学地位相关的因素以及那些结果不明确的因素(例如，语言发展)。作为实证研究的一部分，对语言发展、执行功能(NEPSY II子测试)、情感(情感理解测试)和智力发展(Raven’s color progressive matrices)进行了评估。孩子们还通过回答一系列关于同龄人选择的问题，通过了一项社会计量学测试。研究对象为莫斯科学前教育机构预备班的252名小学生，占6 ~ 7岁男孩的50.2% (M=83.10, SD=5.74)。社会成功的三个最重要的预测因素被证明是故事规划、情绪意识和认知抑制控制。故事的编排反映了孩子的交际能力，他构建故事的能力。情感发展(外部案例)是其整体情感发展最重要的指标之一。这些结果表明，儿童的社会成功受到执行功能、情感能力和语言能力发展的影响。然而，这些因素的不同方面对社会计量地位的影响是不同的。在未来，我们认为有必要追踪包括社会游戏在内的因素如何影响小学儿童的社会成功。
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Pub Date : 1900-01-01DOI: 10.21638/spbu16.2022.104
O. Strizhitskaya
This article explores the origins and foundations of the Leningrad / Petersburg school of the psychology of aging. The historical perspective of the development of the ideas of the psychology of aging from the global trends that existed at the beginning of the 20th century is presented, the general prerequisites for the emergence of the Leningrad / Petersburg approach to understanding the aging process in general, as well as the basic principles of the Leningrad / Petersburg school of the psychology of aging that have arisen on their basis are shown. The world psychology of aging began with the deficit paradigm of aging, which accepts involutionary processes as the norm of ontogenesis. At the same time, developmental psychology did not perceive the aging period as a period of human development. B.G.Ananyev, having analyzed and systematized the existing data and views on human ontogenesis, put forward the idea of the integrity of human development and the continuity of processes. Based on these ideas, M. D.Alexandrova first empirically confirmed these ideas using the example of sensory-perceptual functions, and then expanded the area of her scientific interests to the human ability to work. These studies led her to the conviction that the aging period is a period with its own resources and potentials, the activation of which will depend not only on the current situation, but also on the previous period of development. She also demonstrated the ambiguity and variability of developmental periods. The work shows that the proposed ideas were not only advanced for their time, but in many ways were ahead of their time. It was shown that the main idea of the Leningrad / Petersburg school of psychology of aging can be characterized as a constructive — positive approach to understanding aging processes, focused on human potentials and resources. It was shown that the ideas suggested by B. G.Ananyev and M. D.Alexandrova, continue in the works of their students and followers, who share and develop these ideas.
{"title":"Origins of Leningrad (St Petersburg) school of psychology of aging in works of B.G.Ananiev and M.D.Alexandrova","authors":"O. Strizhitskaya","doi":"10.21638/spbu16.2022.104","DOIUrl":"https://doi.org/10.21638/spbu16.2022.104","url":null,"abstract":"This article explores the origins and foundations of the Leningrad / Petersburg school of the psychology of aging. The historical perspective of the development of the ideas of the psychology of aging from the global trends that existed at the beginning of the 20th century is presented, the general prerequisites for the emergence of the Leningrad / Petersburg approach to understanding the aging process in general, as well as the basic principles of the Leningrad / Petersburg school of the psychology of aging that have arisen on their basis are shown. The world psychology of aging began with the deficit paradigm of aging, which accepts involutionary processes as the norm of ontogenesis. At the same time, developmental psychology did not perceive the aging period as a period of human development. B.G.Ananyev, having analyzed and systematized the existing data and views on human ontogenesis, put forward the idea of the integrity of human development and the continuity of processes. Based on these ideas, M. D.Alexandrova first empirically confirmed these ideas using the example of sensory-perceptual functions, and then expanded the area of her scientific interests to the human ability to work. These studies led her to the conviction that the aging period is a period with its own resources and potentials, the activation of which will depend not only on the current situation, but also on the previous period of development. She also demonstrated the ambiguity and variability of developmental periods. The work shows that the proposed ideas were not only advanced for their time, but in many ways were ahead of their time. It was shown that the main idea of the Leningrad / Petersburg school of psychology of aging can be characterized as a constructive — positive approach to understanding aging processes, focused on human potentials and resources. It was shown that the ideas suggested by B. G.Ananyev and M. D.Alexandrova, continue in the works of their students and followers, who share and develop these ideas.","PeriodicalId":388528,"journal":{"name":"Vestnik of Saint Petersburg University. Psychology","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131563339","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 : 1900-01-01DOI: 10.21638/spbu16.2022.208
M. Avanesyan, Ksenia N. Denisenko
Lost possible selves are a relatively new concept developed within the framework of the Pos- sible Selves proposed by H. Markus and P. Nurius. Lost possible selves were studied in young adults aged 20 to 42 (N = 59). The purpose was to clarify the content of the concept of “Lost Possible Selves”, as well as to describe the forms of their representation in connection with cognitive strategies for constructing identity. We used the method based on the methodology of K. Hooker, the questionnaire of identity styles by M. Berzonsky (ISI-5), the methodology for assessing five-year intervals by A. A. Kronik, E. I. Golovakha. Lost possible selves were conven- tional in nature and concerned with the main tasks of early adulthood: primarily the areas of career, relationships and education. Lost selves were neutral or pessimistic in tone, descriptive, and less often narrative. Three types of temporal orientation of lost possible selves have been identified: with a focus on the present; focus on returning to the “good” past or changing the “bad” past; timeless orientation. The frequency of appealing to the lost self is related neither to the ability for its realization nor to the probability of its realization, but it is connected with the emotional attitude (regret, difficulty of refusal, importance). The neutral tone of the story about the lost self was associated with the normative identity construction style: the more the respondents adhered to socially desirable norms, family traditions, the more neutrally they described the lost possible selves. People with a normative style of identity construction and people who feel their past is less saturated were more confident that in the future they could realize the lost self. The ability to realize the lost self, therefore, has the largest number of rela- tionships compared to its other characteristics.
失去可能自我是在马库斯和努里乌斯提出的可能自我理论框架下发展起来的一个相对较新的概念。研究对象为20 - 42岁的年轻人(N = 59)。目的是澄清“迷失的可能自我”概念的内容，以及描述与构建身份的认知策略相关的表征形式。我们使用的方法基于K. Hooker的方法论、M. Berzonsky的身份风格问卷(i -5)、A. A. Kronik、E. I. Golovakha的五年间隔评估方法。失去可能的自我在本质上是传统的，与成年早期的主要任务有关:主要是事业、人际关系和教育领域。迷失的自我在语气上是中立或悲观的，是描述性的，很少是叙述性的。迷失自我的时间取向有三种类型:关注当下;专注于回到“好的”过去或改变“坏的”过去;永恒的方向。求助于迷失自我的频率既与实现自我的能力无关，也与实现自我的可能性无关，但它与情感态度(后悔、拒绝的困难、重要性)有关。关于迷失自我的故事的中性基调与规范性身份构建风格有关:受访者越遵守社会理想规范和家庭传统，他们对迷失自我的描述就越中性。具有规范的身份建构风格的人和感觉自己的过去不那么饱和的人更有信心在未来实现失去的自我。因此，与其他特征相比，实现迷失自我的能力拥有最多的关系。
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Pub Date : 1900-01-01DOI: 10.21638/spbu16.2019.307
V. Shevelev, E. Korjova
В изучаются психометрические используемых в исследовании методик. В частности, были обнаружены неудовлетворительные психометрические свойства в тесте «Диагностика уровня развития способности к адекватной интерпретации для диагностики помощью факторно-го анализа (ЭФА) была This article deals with the subject characteristics of the personal life course of people with different levels of social intelligence. The social intelligence and subjective characteristics of individuals’ life course (life orientations, subjective picture of life course, life course strategies) are studied. The sample group was composed of external students of the Herzen State Pedagogical University of Russia aged 19–48 ( n = 73; μ = 26.18; σ = 6.93; male — 25, female — 48). Research methods included different tests and questionnaires measuring the degree of mani-festation of various aspects of social intelligence (Tromso Social Intelligence Scale, TSIS, Silvera D. H., Martinussen M. & Dahl T. I., translated by V. Y. Semenov, edited by A. A. Alekseev); Guilford’s Test of Social intelligence; the method called “Diagnostics of the level of development of abilities for an adequate interpretation of nonverbal behavior” (V. A. Labunskaya); the author’s questionnaire “The significance of social intelligence in a person’s life trajectory” (V. V. Shevelev). For the diagnosis of the subject characteristics of a person’s life course, we se-lected the following methods: “Questionnaire of subject-object orientations in life situations” (E. Yu. Korjova); methods “Psychological Autobiography” (E. Yu. Korjova) and “The indica-tor of coping strategies” (adapted by D. Amirkhan). In addition, we researched the most im-portant psychometric characteristics of the psychological tests used. In particular there were some unsatisfactory psychometric characteristics discovered in J. P. Guilford’s Test of Social Intelligence and V. A. Labunskaya’s test to diagnose ability to perceive non-verbal human be-havior. Using the EFA, a three-factor structure of social intelligence was found. It was shown that these factors have different correlations with subjective characteristics of personal life courses depending on the individual’s level of social intelligence.
В изучаются психометрические используемых в исследовании методик.В частности、были обнаружены неудовлетворительные психометрические свойства в тесте "Диагностика уровня развития способности к адекватной интерпретации для диагностики помощью факторно-го анализа (ЭФА) была 本文论述了具有不同社会智力水平的人的个人生活过程的主题特征。研究了社会智力和个人生命历程的主观特征（生命取向、生命历程的主观图景、生命历程策略）。样本组由俄罗斯赫尔岑国立师范大学 19-48 岁的外校学生组成（n = 73；μ = 26.18；σ = 6.93；男 - 25，女 - 48）。研究方法包括不同的测试和问卷，测量社会智力各方面的人际关系程度（特罗姆瑟社会智力测验量表，TSIS, Silvera D. H., Martinussen M. & Dahl T. I., V. Y. Semen 翻译）、谢韦列夫）。为了诊断一个人生活轨迹的主体特征，我们选择了以下方法："生活中主客体取向问卷"（E. Yu. Korjova）；"心理自传"（E. Yu. Korjova）和 "应对策略指示器"（D. Amirkhan 改编）。此外，我们还研究了所用心理测试最重要的心理测量特征。特别是在 J. P. Guilford 的社会智力测验和 V. A. Labunskaya 的人类非语言行为感知能力诊断测试中发现了一些不尽人意的心理特征。通过 EFA，发现了社会智力的三因素结构。结果表明，根据个人的社会智力水平，这些因素与个人生活课程的主观特征具有不同的相关性。
{"title":"Possibilities of psychological diagnosis of social intelligence in the context of life course","authors":"V. Shevelev, E. Korjova","doi":"10.21638/spbu16.2019.307","DOIUrl":"https://doi.org/10.21638/spbu16.2019.307","url":null,"abstract":"В изучаются психометрические используемых в исследовании методик. В частности, были обнаружены неудовлетворительные психометрические свойства в тесте «Диагностика уровня развития способности к адекватной интерпретации для диагностики помощью факторно-го анализа (ЭФА) была This article deals with the subject characteristics of the personal life course of people with different levels of social intelligence. The social intelligence and subjective characteristics of individuals’ life course (life orientations, subjective picture of life course, life course strategies) are studied. The sample group was composed of external students of the Herzen State Pedagogical University of Russia aged 19–48 ( n = 73; μ = 26.18; σ = 6.93; male — 25, female — 48). Research methods included different tests and questionnaires measuring the degree of mani-festation of various aspects of social intelligence (Tromso Social Intelligence Scale, TSIS, Silvera D. H., Martinussen M. & Dahl T. I., translated by V. Y. Semenov, edited by A. A. Alekseev); Guilford’s Test of Social intelligence; the method called “Diagnostics of the level of development of abilities for an adequate interpretation of nonverbal behavior” (V. A. Labunskaya); the author’s questionnaire “The significance of social intelligence in a person’s life trajectory” (V. V. Shevelev). For the diagnosis of the subject characteristics of a person’s life course, we se-lected the following methods: “Questionnaire of subject-object orientations in life situations” (E. Yu. Korjova); methods “Psychological Autobiography” (E. Yu. Korjova) and “The indica-tor of coping strategies” (adapted by D. Amirkhan). In addition, we researched the most im-portant psychometric characteristics of the psychological tests used. In particular there were some unsatisfactory psychometric characteristics discovered in J. P. Guilford’s Test of Social Intelligence and V. A. Labunskaya’s test to diagnose ability to perceive non-verbal human be-havior. Using the EFA, a three-factor structure of social intelligence was found. It was shown that these factors have different correlations with subjective characteristics of personal life courses depending on the individual’s level of social intelligence.","PeriodicalId":388528,"journal":{"name":"Vestnik of Saint Petersburg University. Psychology","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131101249","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 : 1900-01-01DOI: 10.21638/spbu16.2023.206
Gennady Rodionov, E. Zinovyeva
An attempt has been made to study the experiences of transgender people in the conditions of their living in a critical life situation (transgender transition). The study included conducting and analyzing a semi-structured interview, as well as collecting and analyzing quantitative data using an author’s questionnaire compiled on the basis of content analysis of interview texts. 10 transgender people (average age 21.2 years) took part in the interview, 285 transgender a Author for correspondence. Вестник СПбГУ. Психология. 2023. Т. 13. Вып. 2 227 people (average age 21.21 years) took part in the survey. The analysis of the phenomenology of experiences and subsequent verification by mathematical methods (hierarchical clustering and the Mann — Whitney U criterion for independent samples) made it possible to identify and describe two types of experiences of transgender people: “open to self-search” (81 people) and “avoidant” (204 people). “Open to self-search” transgender people more often gave high marks to positive states and emotions about transgender transition, noted the experience of community with transgender people. In the process of transgender transition, new meanings were produced: cognition, acceptance and self-development; life planning and the importance of building future goals; professional development. Family, partner and friendly support were assessed by them as positive or favorable social factors. “Avoidant” transgender people more often noted negative states and emotions about transgender transition, and avoidance of communication with people. They note the experiences associated with doubts and assessment of the correctness of the transgender transition, with excitement about the reactions of people around them to transgender status, with a feeling of loneliness among cisgender people. The negative attitude of the family, loved ones and others, as well as discrimination in public places were considered as interfering with the transgender transition and life in general. This study serves as an attempt to phenomenologically describe the experiences of transgender people accompanying a transgender transition, as well as to identify differences in them.
{"title":"Experience of transgender transition","authors":"Gennady Rodionov, E. Zinovyeva","doi":"10.21638/spbu16.2023.206","DOIUrl":"https://doi.org/10.21638/spbu16.2023.206","url":null,"abstract":"An attempt has been made to study the experiences of transgender people in the conditions of their living in a critical life situation (transgender transition). The study included conducting and analyzing a semi-structured interview, as well as collecting and analyzing quantitative data using an author’s questionnaire compiled on the basis of content analysis of interview texts. 10 transgender people (average age 21.2 years) took part in the interview, 285 transgender a Author for correspondence. Вестник СПбГУ. Психология. 2023. Т. 13. Вып. 2 227 people (average age 21.21 years) took part in the survey. The analysis of the phenomenology of experiences and subsequent verification by mathematical methods (hierarchical clustering and the Mann — Whitney U criterion for independent samples) made it possible to identify and describe two types of experiences of transgender people: “open to self-search” (81 people) and “avoidant” (204 people). “Open to self-search” transgender people more often gave high marks to positive states and emotions about transgender transition, noted the experience of community with transgender people. In the process of transgender transition, new meanings were produced: cognition, acceptance and self-development; life planning and the importance of building future goals; professional development. Family, partner and friendly support were assessed by them as positive or favorable social factors. “Avoidant” transgender people more often noted negative states and emotions about transgender transition, and avoidance of communication with people. They note the experiences associated with doubts and assessment of the correctness of the transgender transition, with excitement about the reactions of people around them to transgender status, with a feeling of loneliness among cisgender people. The negative attitude of the family, loved ones and others, as well as discrimination in public places were considered as interfering with the transgender transition and life in general. This study serves as an attempt to phenomenologically describe the experiences of transgender people accompanying a transgender transition, as well as to identify differences in them.","PeriodicalId":388528,"journal":{"name":"Vestnik of Saint Petersburg University. Psychology","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124511067","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 : 1900-01-01DOI: 10.21638/spbu16.2023.201
O. Strizhitskaya, M. Petrash, Daria Golubitskaya, M. Kuzmina
The work is devoted to the analysis of phenomena associated with the aging period: stereotypes about aging and learned helplessness. For several decades, modern society has been facing the problem of improving the quality of life of older people in the face of increasing life expectancy. The formation of aging strategies at earlier stages is considered as one of the most progressive approaches to improving the quality of life. However, the use of these strategies is mediated by both negative and positive factors. Our analysis shows that at the junction of two specific psychological phenomena — stereotypes about aging and learned helplessness, there may be another little-studied mechanism — stereotype-based helplessness. Our analysis showed that stereotypes about aging are widespread and have a variety of effects, including positive ones, however, the power of negative effects is several times higher than positive ones. In turn, learned helplessness is a mechanism when, based on his/her negative experience, a person stops trying to achieve any result. We suggested that the basis for such helplessness can be not only the direct experience acquired by a person, but also the stereotypes one has learned. The concept introduced by us has a high potential for both theoretical and practical applications. We believe that a decrease in activity caused by stereotype-based helplessness can cause accelerated processes of curtailment of mental functions during aging, as a result, the study of the mechanisms of stereotype-based helplessness will, on the one hand, expand our understanding of the mechanisms of aging, first of all, evaluate this mechanism as a risk factor for productive aging, on the other hand, understanding the psychological predictors of stereotype-based helplessness will help in the future to create practical techniques to reduce the risks of its manifestation.
{"title":"Stereotype-based helplessness: Statement of the problem","authors":"O. Strizhitskaya, M. Petrash, Daria Golubitskaya, M. Kuzmina","doi":"10.21638/spbu16.2023.201","DOIUrl":"https://doi.org/10.21638/spbu16.2023.201","url":null,"abstract":"The work is devoted to the analysis of phenomena associated with the aging period: stereotypes about aging and learned helplessness. For several decades, modern society has been facing the problem of improving the quality of life of older people in the face of increasing life expectancy. The formation of aging strategies at earlier stages is considered as one of the most progressive approaches to improving the quality of life. However, the use of these strategies is mediated by both negative and positive factors. Our analysis shows that at the junction of two specific psychological phenomena — stereotypes about aging and learned helplessness, there may be another little-studied mechanism — stereotype-based helplessness. Our analysis showed that stereotypes about aging are widespread and have a variety of effects, including positive ones, however, the power of negative effects is several times higher than positive ones. In turn, learned helplessness is a mechanism when, based on his/her negative experience, a person stops trying to achieve any result. We suggested that the basis for such helplessness can be not only the direct experience acquired by a person, but also the stereotypes one has learned. The concept introduced by us has a high potential for both theoretical and practical applications. We believe that a decrease in activity caused by stereotype-based helplessness can cause accelerated processes of curtailment of mental functions during aging, as a result, the study of the mechanisms of stereotype-based helplessness will, on the one hand, expand our understanding of the mechanisms of aging, first of all, evaluate this mechanism as a risk factor for productive aging, on the other hand, understanding the psychological predictors of stereotype-based helplessness will help in the future to create practical techniques to reduce the risks of its manifestation.","PeriodicalId":388528,"journal":{"name":"Vestnik of Saint Petersburg University. Psychology","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125960054","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 : 1900-01-01DOI: 10.21638/spbu16.2022.401
R. Muhamedrahimov, D. Kagarmanov, E. Sergienko
This study examined whether the structure of the theory of mind indicators in the group of institutionalized children would be associated with differences of social-emotional environment in two Russian Baby Homes (BHs), one of which received Training plus Structural Changes (T+SC) intervention, that increased caregiver sensitivity and consistency, the other continued to conduct baseness as usial (No Intervention, NoI) and defined as social-emotionally depriving. The relevant to the theory of mind items of the personal-social scale of the Battelle Developmental Inventory were selected and used to assess children in T+SC (N=70; M=2.37, SD=1.01 years) and NoI (N=50; M=2.18, SD=0.92 years). Results suggested between-group differences in the factor structure for the theory of mind indicators. The main factor for children from NoI reflected development of self-understanding in combination with understanding of adults and peers, while for children from T+SC — of self-understanding in combination with understanding of adults, which might be due to opportunity for children to live in the small size group and interact with more sensitive and consistent primary caregivers. The second factor in both BHs revealed development by children understanding of peer interactions and feelings, and difference between BHs was that for children from depriving NoI environment such understanding was combined with understanding of caregivers’ instructions and rules. Results suggest that children’s environment shapes their theory of mind and that positive changes in institutional caregiving can have some benefits in children’s self-understanding and understanding of other people.
{"title":"Analysis of the theory of mind indicators in children from different baby home social-emotional environment","authors":"R. Muhamedrahimov, D. Kagarmanov, E. Sergienko","doi":"10.21638/spbu16.2022.401","DOIUrl":"https://doi.org/10.21638/spbu16.2022.401","url":null,"abstract":"This study examined whether the structure of the theory of mind indicators in the group of institutionalized children would be associated with differences of social-emotional environment in two Russian Baby Homes (BHs), one of which received Training plus Structural Changes (T+SC) intervention, that increased caregiver sensitivity and consistency, the other continued to conduct baseness as usial (No Intervention, NoI) and defined as social-emotionally depriving. The relevant to the theory of mind items of the personal-social scale of the Battelle Developmental Inventory were selected and used to assess children in T+SC (N=70; M=2.37, SD=1.01 years) and NoI (N=50; M=2.18, SD=0.92 years). Results suggested between-group differences in the factor structure for the theory of mind indicators. The main factor for children from NoI reflected development of self-understanding in combination with understanding of adults and peers, while for children from T+SC — of self-understanding in combination with understanding of adults, which might be due to opportunity for children to live in the small size group and interact with more sensitive and consistent primary caregivers. The second factor in both BHs revealed development by children understanding of peer interactions and feelings, and difference between BHs was that for children from depriving NoI environment such understanding was combined with understanding of caregivers’ instructions and rules. Results suggest that children’s environment shapes their theory of mind and that positive changes in institutional caregiving can have some benefits in children’s self-understanding and understanding of other people.","PeriodicalId":388528,"journal":{"name":"Vestnik of Saint Petersburg University. Psychology","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128342673","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 : 1900-01-01DOI: 10.21638/11701/spbu16.2019.107
С. Сопов, А. С. Стародубцев
get’s subjective complexity, no matter how it was varied, led to the decrease of picture-word interference. The obtained results provide evidence for the control theories, which include the conceptions of D. Kahneman and V. M. Allakhverdov.
{"title":"The effect of the target’s subjective complexity on the picture-word interference","authors":"С. Сопов, А. С. Стародубцев","doi":"10.21638/11701/spbu16.2019.107","DOIUrl":"https://doi.org/10.21638/11701/spbu16.2019.107","url":null,"abstract":"get’s subjective complexity, no matter how it was varied, led to the decrease of picture-word interference. The obtained results provide evidence for the control theories, which include the conceptions of D. Kahneman and V. M. Allakhverdov.","PeriodicalId":388528,"journal":{"name":"Vestnik of Saint Petersburg University. Psychology","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127116678","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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