In March 2020, teenagers in Quebec, Canada suddenly faced with a challenge related to the way their learning activity was mediated following the closure of schools due to the COVID-19 pandemic. Studies reporting the effects of human disasters and confinement in young people are limited. This study identifies the tensions experienced by 1057 adolescents as they redefine their relationship to family life, learning and school: mediation tools to their learning activities, spatio-temporal redefinition of their activities, modification of relationships with significant adults for them. Two theoretical frameworks are combined: the overlapping spheres of influence model and cultural historical activity theory. A questionnaire was sent online on an opensource survey software. The results present the demographic characteristics of the adolescents' participants and their family, their general state of mind and daily routines adjustments at school and at home, and their perceptions with regards to their relations to their peers, teachers and their parents' support. Findings pinpoint the tensions related to loss in the activity systems of adolescents as their school activity is challenged by the pandemic and proposes avenues to put in place a boundary zone to support the adolescent.
{"title":"The Adolescent at the Center of Activity Systems in the Context of COVID-19: Redefining Routines and Relationships at the Heart of Learning","authors":"S. Barma, R. Deslandes, N. Ste-Marie","doi":"10.17759/chp.2021170213","DOIUrl":"https://doi.org/10.17759/chp.2021170213","url":null,"abstract":"In March 2020, teenagers in Quebec, Canada suddenly faced with a challenge related to the way their learning activity was mediated following the closure of schools due to the COVID-19 pandemic. Studies reporting the effects of human disasters and confinement in young people are limited. This study identifies the tensions experienced by 1057 adolescents as they redefine their relationship to family life, learning and school: mediation tools to their learning activities, spatio-temporal redefinition of their activities, modification of relationships with significant adults for them. Two theoretical frameworks are combined: the overlapping spheres of influence model and cultural historical activity theory. A questionnaire was sent online on an opensource survey software. The results present the demographic characteristics of the adolescents' participants and their family, their general state of mind and daily routines adjustments at school and at home, and their perceptions with regards to their relations to their peers, teachers and their parents' support. Findings pinpoint the tensions related to loss in the activity systems of adolescents as their school activity is challenged by the pandemic and proposes avenues to put in place a boundary zone to support the adolescent.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76883398","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}
{"title":"In Memoriam. A Tribute to Boris Meshcheryakov","authors":"","doi":"10.17759/chp.20211703","DOIUrl":"https://doi.org/10.17759/chp.20211703","url":null,"abstract":"","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83837594","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}
The article is devoted to the anniversary dates of the outstanding Russian psychologists V.P. Zinchenko and V.M. Munipov, who have worked together for many years in the field of ergonomics and psychology. Their activities contributed to the formation of ergonomics as a scientific discipline, a change in the thinking of work designers, a shift in the focus of attention from the technical properties of products to their ergonomic properties, to the design of human activities. The article contains a short story about the formation of ergonomics as a scientific discipline in the USSR and about the role of the tandem "V.P. Zinchenko—V.M. Munipov". Their role is shown in the formation of not only ergonomics, but also practical psychology, in the maintenance, development and further transmission of the tradition of cultural-historical psychology.
{"title":"To the 90th Anniversary of V.P. Zinchenko and V.M. Munipov — the “Fathers” of Ergonomics","authors":"V. Zaretsky","doi":"10.17759/chp.2021170415","DOIUrl":"https://doi.org/10.17759/chp.2021170415","url":null,"abstract":"The article is devoted to the anniversary dates of the outstanding Russian psychologists V.P. Zinchenko and V.M. Munipov, who have worked together for many years in the field of ergonomics and psychology. Their activities contributed to the formation of ergonomics as a scientific discipline, a change in the thinking of work designers, a shift in the focus of attention from the technical properties of products to their ergonomic properties, to the design of human activities. The article contains a short story about the formation of ergonomics as a scientific discipline in the USSR and about the role of the tandem \"V.P. Zinchenko—V.M. Munipov\". Their role is shown in the formation of not only ergonomics, but also practical psychology, in the maintenance, development and further transmission of the tradition of cultural-historical psychology.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88514041","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}
According to cultural historical activity theory motivation, adaptability, study-related experience (“perezhivanie”), and moral codes may be considered as prerequisites for Digital educational environment (DEE) acceptance. To measure the attitudes towards DEE a Scale for Assessing University Digital Edu¬cational Environment was used (AUDEE Scale by M. Sorokova, M. Odintsova, and N. Radchikova). Aca¬demic motivation was evaluated by “Academic Motivation Scales” Questionnaire (by T. Gordeeva, O. Sy¬chev, and E. Osin). Study-related experiences were measured by Activity-Related Experiences Assessment technique (AREA) developed by D. Leontiev and his colleagues. Moral behavior was evaluated with the help of Moral Disengagement Questionnaire (MD-24) adapted by Y. Ledovaya and her colleagues. Stu¬dents’ adaptability was accessed by a questionnaire developed by T. Dubovitskaya and A. Krylova. 406 stu¬dents of Moscow State University of Psychology and Education took part in the investigation (90,1% fe¬male). The average age was 28,7±9,6 years (median = 24 years) varying from 19 to 72 years. The results showed that it is possible to distinguish two groups based on the results of AUDEE scale: Acceptance group and Resistance group. Acceptance group has higher scores in almost all motivation indicators, study-related experiences of pleasure and meaning, adaptability to educational activities, and lower scores in five out of seven moral disengagement strategies. Statistical analysis (classification trees) showed that motiva¬tion (both external and internal) and study-related experience are key resources for the DEE acceptance.
根据文化历史活动理论，动机、适应性、学习相关经验(“perezhivanie”)和道德规范可以被认为是接受数字教育环境(DEE)的先决条件。为了测量学生对数字化教育的态度，我们使用了大学数字化教育环境评估量表(由M. Sorokova、M. Odintsova和N. Radchikova编写的AUDEE量表)。学术动机采用“学术动机量表”问卷(T. Gordeeva, O. sychev, E. Osin)进行评估。研究相关体验采用由D. Leontiev及其同事开发的活动相关体验评估技术(AREA)进行测量。道德行为评估采用由Y. Ledovaya及其同事改编的道德脱离问卷(MD-24)。学生的适应能力通过T. Dubovitskaya和a. Krylova编制的问卷进行调查。莫斯科国立心理与教育大学的406名学生参加了调查(90.1%为男性)。平均年龄28.7±9.6岁(中位24岁)，19 ~ 72岁不等。结果表明，根据AUDEE量表的结果可以区分两组:接受组和抵抗组。接受组在几乎所有动机指标、与学习相关的快乐和意义体验、对教育活动的适应性方面得分较高，在7项道德脱离策略中的5项得分较低。统计分析(分类树)表明，动机(外部和内部)和学习相关经验是DEE接受的关键资源。
{"title":"Prerequisites for Accepting the Digital Educational Environment in New Cultural and Historical Conditions","authors":"N. Radchikova, M. Odintsova, M. Sorokova","doi":"10.17759/chp.2021170315","DOIUrl":"https://doi.org/10.17759/chp.2021170315","url":null,"abstract":"According to cultural historical activity theory motivation, adaptability, study-related experience (“perezhivanie”), and moral codes may be considered as prerequisites for Digital educational environment (DEE) acceptance. To measure the attitudes towards DEE a Scale for Assessing University Digital Edu¬cational Environment was used (AUDEE Scale by M. Sorokova, M. Odintsova, and N. Radchikova). Aca¬demic motivation was evaluated by “Academic Motivation Scales” Questionnaire (by T. Gordeeva, O. Sy¬chev, and E. Osin). Study-related experiences were measured by Activity-Related Experiences Assessment technique (AREA) developed by D. Leontiev and his colleagues. Moral behavior was evaluated with the help of Moral Disengagement Questionnaire (MD-24) adapted by Y. Ledovaya and her colleagues. Stu¬dents’ adaptability was accessed by a questionnaire developed by T. Dubovitskaya and A. Krylova. 406 stu¬dents of Moscow State University of Psychology and Education took part in the investigation (90,1% fe¬male). The average age was 28,7±9,6 years (median = 24 years) varying from 19 to 72 years. The results showed that it is possible to distinguish two groups based on the results of AUDEE scale: Acceptance group and Resistance group. Acceptance group has higher scores in almost all motivation indicators, study-related experiences of pleasure and meaning, adaptability to educational activities, and lower scores in five out of seven moral disengagement strategies. Statistical analysis (classification trees) showed that motiva¬tion (both external and internal) and study-related experience are key resources for the DEE acceptance.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80379321","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}
More than 400 thousand Russians remain in Kyrgyzstan and Tajikistan after the collapse of the USSR. They have to adapt to the changing conditions, and it is important to study the factors that determine their psychological well-being. This study focuses on the moderating role of perceived security in the relationship between acculturation attitudes and psychological well-being of the Russians in the two Central Asian countries. The sample included 578 respondents. In the study, we used scales from the MIRIPS questionnaire and carried out analysis using the moderation models 1 and 3. The results showed that for the Russians in both countries, when perceived security was low, separation attitudes promoted self-esteem, while assimilation attitudes decreased it. The study also revealed the role of the context: in Tajikistan (less favorable context for the Russians), assimilation attitudes contributed to life satisfaction in situations of high perceived security, while in Kyrgyzstan (more favorable context) it was integration attitudes that determined life satisfaction when perceived security was high or medium. We may conclude that the context determines the preference of acculturation strategy that provides the Russians with life satisfaction in the situation of perceived security: the assimilation strategy in Tajikistan, and the integration strategy in Kyrgyzstan.
{"title":"Acculturation Attitudes and Psychological Well-Being of Russians in Kyrgyzstan and Tajikistan: The Moderating Role of Perceived Security","authors":"V. Galyapina","doi":"10.17759/chp.2021170404","DOIUrl":"https://doi.org/10.17759/chp.2021170404","url":null,"abstract":"More than 400 thousand Russians remain in Kyrgyzstan and Tajikistan after the collapse of the USSR. They have to adapt to the changing conditions, and it is important to study the factors that determine their psychological well-being. This study focuses on the moderating role of perceived security in the relationship between acculturation attitudes and psychological well-being of the Russians in the two Central Asian countries. The sample included 578 respondents. In the study, we used scales from the MIRIPS questionnaire and carried out analysis using the moderation models 1 and 3. The results showed that for the Russians in both countries, when perceived security was low, separation attitudes promoted self-esteem, while assimilation attitudes decreased it. The study also revealed the role of the context: in Tajikistan (less favorable context for the Russians), assimilation attitudes contributed to life satisfaction in situations of high perceived security, while in Kyrgyzstan (more favorable context) it was integration attitudes that determined life satisfaction when perceived security was high or medium. We may conclude that the context determines the preference of acculturation strategy that provides the Russians with life satisfaction in the situation of perceived security: the assimilation strategy in Tajikistan, and the integration strategy in Kyrgyzstan.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80122846","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}
The papers describes results of theoretical within activity approach analysis and experimental moni¬toring research of developed in educational institutions abilities. Authors propose theoretical conclusions that ability is determined by the individual acquisition of the ukturl way of action in joint activity when solving an educational problem. But at the same time ability is not identical with the revealed and recon¬structed way of action on that it is based. It is the abilities under formation that are being mastered by the student in the educational process represent one of the leading mechanisms, the protagonists of the development of human subjectivity. The papers presents results the monitoring diagnostics of the ability to understand in different age groups of schoolchildren. Diagnostics of the ability to understand was consid¬ered on the basis of students mastering 6 different methods and techniques of understanding. Authors claim сomplex activity diagnostics of the development of understanding, along with diagnostics of other abilities (reflection, theoretical thinking, mutual understanding, goal-setting, self-determination, etc.) makes it pos¬sible to assess the quality of national education.
{"title":"Mastering Way of Action as an Integral Indicator of the Development of Intellectual Abilities in Learning: to the Problem of Constructing an Activity Diagnostics of Abilities","authors":"O. Glazunova, Y. Gromyko","doi":"10.17759/chp.2021170309","DOIUrl":"https://doi.org/10.17759/chp.2021170309","url":null,"abstract":"The papers describes results of theoretical within activity approach analysis and experimental moni¬toring research of developed in educational institutions abilities. Authors propose theoretical conclusions that ability is determined by the individual acquisition of the ukturl way of action in joint activity when solving an educational problem. But at the same time ability is not identical with the revealed and recon¬structed way of action on that it is based. It is the abilities under formation that are being mastered by the student in the educational process represent one of the leading mechanisms, the protagonists of the development of human subjectivity. The papers presents results the monitoring diagnostics of the ability to understand in different age groups of schoolchildren. Diagnostics of the ability to understand was consid¬ered on the basis of students mastering 6 different methods and techniques of understanding. Authors claim сomplex activity diagnostics of the development of understanding, along with diagnostics of other abilities (reflection, theoretical thinking, mutual understanding, goal-setting, self-determination, etc.) makes it pos¬sible to assess the quality of national education.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80529072","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}
Анализируется понятие «обращение», с введением которого связан один из фундаментальных вкладов Ф.Т. Михайлова в философию и теоретическую психологию. Раскрывается исторический и биографический контекст поисков Ф.Т. Михайлова, за которыми стоит классическая диалектическая традиция понимания человека и его творения — культуры. Многолетняя работа в психологии и контакты с психологами позволили по-новому реализовать эту традицию в ходе осмысления основ психологического знания в рамках культурно-исторического и деятельностного подходов. С точки зрения Ф.Т. Михайлова культура предстает как сфера воплощенных обращений людей (человеческих общностей) друг к другу. В логике этих обращений понимается процесс как творения культуры в истории, так и ее освоения в ходе индивидуального развития. Индивидуальное обращение, рассчитанное на «всеобщий» отклик лежит в основе любого человеческого действия. В адресных потоках взаимных обращений, «зовов-отзывов» (не только вербальных), выражающих жизненную необходимость людей друг в друге, и рождается человеческая общность, внутри которой люди становятся «естественными органами жизнедеятельности».
他们分析了“治疗”这个词，它与f.t. mihailov对哲学和理论心理学的基本贡献有关。mihailov搜索的历史和传记背景暴露了，这是理解人类和他的文化的经典辩证传统。多年的心理学工作和与心理学家的接触使这一传统得以在文化历史和行动方法的基础上重新实现。在f . t . mihailov看来，文化是人类(人类社区)相互交流的领域。这些呼吁的逻辑包括创造历史上的文化以及在个人发展过程中掌握文化的过程。个人的“普遍”反应是任何人类行为的基础。在互访的地址流中，“呼召-反馈”(不仅仅是口头的)表达了人们对彼此的需要，人类的共同之处诞生了，人类在其中成为“生命的自然器官”。
{"title":"F.T. Mikhailov: Appeal as a Cultural and Psychological Phenomenon","authors":"V. Kudryavtsev","doi":"10.17759/CHP.2021170102","DOIUrl":"https://doi.org/10.17759/CHP.2021170102","url":null,"abstract":"Анализируется понятие «обращение», с введением которого связан один из фундаментальных вкладов Ф.Т. Михайлова в философию и теоретическую психологию. Раскрывается исторический и биографический контекст поисков Ф.Т. Михайлова, за которыми стоит классическая диалектическая традиция понимания человека и его творения — культуры. Многолетняя работа в психологии и контакты с психологами позволили по-новому реализовать эту традицию в ходе осмысления основ психологического знания в рамках культурно-исторического и деятельностного подходов. С точки зрения Ф.Т. Михайлова культура предстает как сфера воплощенных обращений людей (человеческих общностей) друг к другу. В логике этих обращений понимается процесс как творения культуры в истории, так и ее освоения в ходе индивидуального развития. Индивидуальное обращение, рассчитанное на «всеобщий» отклик лежит в основе любого человеческого действия. В адресных потоках взаимных обращений, «зовов-отзывов» (не только вербальных), выражающих жизненную необходимость людей друг в друге, и рождается человеческая общность, внутри которой люди становятся «естественными органами жизнедеятельности».","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86476856","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}
In 2019 a multidisciplinary research project "Digital Storytelling Theater" was launched in Moscow State University of Psychology and Education. The project aims at elaborating, evaluating, and introducing drama technologies into secondary school settings with the goal of applying them as a powerful tool for learning and development. The article focuses on the ways, in which drama can be used for constructing the zone of proximal development in adolescence. It is argued that not any kind of drama-based activities is consistent with the principles of a developing environment in the framework of the Cultural-Historical Paradigm. Creating such a setting is a challenging research task, which requires organization of such types of activity and interaction as role exchanges and reflexive communication. On the example of creating a play with a class of adolescents, it is demonstrated how drama, based on role experimenting, can contribute to overcoming group contradictions, boosting learning motivation and turning personal "pereghivanije" into a resource for development (on the experience of living through the pandemic of COVID-19).
{"title":"Experimenting with Roles in Adolescence: Applying Drama for Constructing the Zone of Proximal Development","authors":"O. Rubtsova","doi":"10.17759/chp.2021170210","DOIUrl":"https://doi.org/10.17759/chp.2021170210","url":null,"abstract":"In 2019 a multidisciplinary research project \"Digital Storytelling Theater\" was launched in Moscow State University of Psychology and Education. The project aims at elaborating, evaluating, and introducing drama technologies into secondary school settings with the goal of applying them as a powerful tool for learning and development. The article focuses on the ways, in which drama can be used for constructing the zone of proximal development in adolescence. It is argued that not any kind of drama-based activities is consistent with the principles of a developing environment in the framework of the Cultural-Historical Paradigm. Creating such a setting is a challenging research task, which requires organization of such types of activity and interaction as role exchanges and reflexive communication. On the example of creating a play with a class of adolescents, it is demonstrated how drama, based on role experimenting, can contribute to overcoming group contradictions, boosting learning motivation and turning personal \"pereghivanije\" into a resource for development (on the experience of living through the pandemic of COVID-19).","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74334309","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}
The article is devoted to the problem of the functional structure of communicative action. Based on theoretical analysis and many years of pedagogical experience of working with children with affective pathology (autism spectrum disorders), the author recreates and refines the studies of cultural-historical theory and answers its main question — a method problem: the influence of holistic interfunctional analysis on overcoming semantic bias (central defect and syndrome-forming factor of psychopathology) and the development of a more universal communication form — verbal communication in non-speaking children with autism spectrum disorders in preschool age (by means of restructuring the way the impaired function is realized). The described conditions can be taken into account when constructing an intermediary (lively communicative action) both in the practice of general education (to prevent the occurrence of motivational disorders and increase the age limit) and in working with children with affective pathology (especially with children with autism spectrum disorders).
{"title":"Overcoming the Semantic Barrier and Developing the Ability to Use Communicative Tools Part I. Issue. Method","authors":"E. Soldatenkova","doi":"10.17759/chp.2021170308","DOIUrl":"https://doi.org/10.17759/chp.2021170308","url":null,"abstract":"The article is devoted to the problem of the functional structure of communicative action. Based on theoretical analysis and many years of pedagogical experience of working with children with affective pathology (autism spectrum disorders), the author recreates and refines the studies of cultural-historical theory and answers its main question — a method problem: the influence of holistic interfunctional analysis on overcoming semantic bias (central defect and syndrome-forming factor of psychopathology) and the development of a more universal communication form — verbal communication in non-speaking children with autism spectrum disorders in preschool age (by means of restructuring the way the impaired function is realized). The described conditions can be taken into account when constructing an intermediary (lively communicative action) both in the practice of general education (to prevent the occurrence of motivational disorders and increase the age limit) and in working with children with affective pathology (especially with children with autism spectrum disorders).","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83263404","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：