{"title":"Introduction to the Rubric “New Socio-Cultural Context of Child's Play: in Dialogue with E.O. Smirnova” (for the 75th anniversary)","authors":"O. Rubtsova","doi":"10.17759/chp.20221803","DOIUrl":"https://doi.org/10.17759/chp.20221803","url":null,"abstract":"","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"23 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87986604","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 problem of moral consciousness development in preschool children is of particular importance due to the vagueness of value orientation in modern society. The lack of tools for developing work with children defines the timeliness of the topic. The purpose of the study is to investigate the applicability of problematic contradictory situations in work aimed at the development of moral consciousness in older preschool children. The study involved 40 children aged 6 to 7 years. Methods of T.V. Avdulova were used to study the structure of moral consciousness in children. The ascertaining stage results showed different degree of moral consciousness components formation in surveyed preschoolers: the emotional component as the most formed, the behavioral component as the least formed. Out of 5 moral norms (help, generosity, honesty, obedience, empathy), the most mastered by children were the norms of help and generosity. At the formative stage, the hypothesis was investigated that problematic contradictory situations can be an effective means of moral consciousness development in preschoolers. The control stage results indicate the positive dynamics of all moral consciousness components in children (U = 35; R = 0,67; P = 0,00005). The conditions for application of problematic contradictory situations for the development of moral consciousness in children are as follows: formulation of moral dilemmas, in which the unknown is the aim, conditions or way of action, similar to the child’s experience; introduction of problematic contradictory situations in different types of children’s activities; structuring a sequence of lessons based on the degree of mastery of moral norms; application of an algorithm that provides reaching a productive solution mediating opposite options during resolving each problematic contradictory situation.
{"title":"The Development of Moral Consciousness in Older Preschool Children Through Problematic Contradictory Situations","authors":"T. E. Chernokova, A.L. Gulyaeva","doi":"10.17759/chp.2022180212","DOIUrl":"https://doi.org/10.17759/chp.2022180212","url":null,"abstract":"The problem of moral consciousness development in preschool children is of particular importance due to the vagueness of value orientation in modern society. The lack of tools for developing work with children defines the timeliness of the topic. The purpose of the study is to investigate the applicability of problematic contradictory situations in work aimed at the development of moral consciousness in older preschool children. The study involved 40 children aged 6 to 7 years. Methods of T.V. Avdulova were used to study the structure of moral consciousness in children. The ascertaining stage results showed different degree of moral consciousness components formation in surveyed preschoolers: the emotional component as the most formed, the behavioral component as the least formed. Out of 5 moral norms (help, generosity, honesty, obedience, empathy), the most mastered by children were the norms of help and generosity. At the formative stage, the hypothesis was investigated that problematic contradictory situations can be an effective means of moral consciousness development in preschoolers. The control stage results indicate the positive dynamics of all moral consciousness components in children (U = 35; R = 0,67; P = 0,00005). The conditions for application of problematic contradictory situations for the development of moral consciousness in children are as follows: formulation of moral dilemmas, in which the unknown is the aim, conditions or way of action, similar to the child’s experience; introduction of problematic contradictory situations in different types of children’s activities; structuring a sequence of lessons based on the degree of mastery of moral norms; application of an algorithm that provides reaching a productive solution mediating opposite options during resolving each problematic contradictory situation.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"19 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88590880","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}
Y. Panikratova, R. Vlasova, I. Lebedeva, V. Sinitsyn, E. Pechenkova
The theory of systemic and dynamic localization of higher mental functions by Lev Vygotsky and Alexander Luria was based on the data obtained via an original method, syndrome analysis of deficits of higher mental functions in patients with local brain injury. When this theory was being constructed, technical methods for brain investigation were only in their early stages. Although in later years Luria and his disciples pointed out that such methods were prominent for further development of Soviet/Russian neuropsychology, they are still rarely used by the followers of these scientists. In this article, we focus on neuroimaging and neurostimulation methods that are both noninvasive and the most accessible in Russia: structural, diffusion-weighted, and functional magnetic resonance imaging, as well as transcranial magnetic stimulation. We discuss their scope and perspectives for addressing research questions in neuropsychology and describe possible designs for neuropsychological studies in patients with local brain injury and healthy individuals.
Lev Vygotsky和Alexander Luria提出的高级心理功能的系统动态定位理论，是基于对局部脑损伤患者高级心理功能缺陷进行证候分析这一独创方法获得的数据。当这一理论形成时，大脑研究的技术方法还处于初级阶段。尽管在后来的几年里，Luria和他的门徒指出，这些方法对苏联/俄罗斯神经心理学的进一步发展是突出的，但这些科学家的追随者仍然很少使用它们。在这篇文章中，我们关注的是在俄罗斯无创和最容易获得的神经成像和神经刺激方法:结构、扩散加权和功能磁共振成像，以及经颅磁刺激。我们讨论了它们的范围和观点，以解决神经心理学的研究问题，并描述了局部脑损伤患者和健康个体的神经心理学研究的可能设计。
{"title":"Scope and Perspectives of Neuroimaging and Neurostimulation to Develop the Theory of Systemic and Dynamic Localization of Higher Mental Functions","authors":"Y. Panikratova, R. Vlasova, I. Lebedeva, V. Sinitsyn, E. Pechenkova","doi":"10.17759/chp.2022180310","DOIUrl":"https://doi.org/10.17759/chp.2022180310","url":null,"abstract":"The theory of systemic and dynamic localization of higher mental functions by Lev Vygotsky and Alexander Luria was based on the data obtained via an original method, syndrome analysis of deficits of higher mental functions in patients with local brain injury. When this theory was being constructed, technical methods for brain investigation were only in their early stages. Although in later years Luria and his disciples pointed out that such methods were prominent for further development of Soviet/Russian neuropsychology, they are still rarely used by the followers of these scientists. In this article, we focus on neuroimaging and neurostimulation methods that are both noninvasive and the most accessible in Russia: structural, diffusion-weighted, and functional magnetic resonance imaging, as well as transcranial magnetic stimulation. We discuss their scope and perspectives for addressing research questions in neuropsychology and describe possible designs for neuropsychological studies in patients with local brain injury and healthy individuals.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"49 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89088699","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}
It is known that the formation of executive functions (EF), which exert control over cognitive processes and behavior is crucial for children’s cognitive development and social adaptation. It has been shown that the efficiency of EF during the preschool period is a predictor of academic performance in primary and secondary school. However, it is still unknown to what extent the age and individual characteristics of EF during the preschool period determine children’s potential school readiness and success in mastering preschool educational programs. To address this issue, we conducted a comparative study using qualitative and quantitative neuropsychological tests. Children aged 5—6 (n=132, M=5.67±0.46 years) and 6—7 years (n=163, M=6.67±0.37 years) participated in the study. According to teachers’ estimates, both groups were subdivided into three subgroups of participants with low, medium and high school readiness. The statistical analysis showed that such cognitive functions as programming, selective regulation and control of behavior, working memory, inhibitory control, cognitive flexibility and sustained attention were developed significantly (ps<0.05-0.001) better in children with a high level of school readiness (compared to children with low and medium levels of school readiness).
{"title":"Brain Executive Functions and Learning Readiness in Senior Preschool Age","authors":"Территория Счастья, Российская Федерация","doi":"10.17759/chp.2022180311","DOIUrl":"https://doi.org/10.17759/chp.2022180311","url":null,"abstract":"It is known that the formation of executive functions (EF), which exert control over cognitive processes and behavior is crucial for children’s cognitive development and social adaptation. It has been shown that the efficiency of EF during the preschool period is a predictor of academic performance in primary and secondary school. However, it is still unknown to what extent the age and individual characteristics of EF during the preschool period determine children’s potential school readiness and success in mastering preschool educational programs. To address this issue, we conducted a comparative study using qualitative and quantitative neuropsychological tests. Children aged 5—6 (n=132, M=5.67±0.46 years) and 6—7 years (n=163, M=6.67±0.37 years) participated in the study. According to teachers’ estimates, both groups were subdivided into three subgroups of participants with low, medium and high school readiness. The statistical analysis showed that such cognitive functions as programming, selective regulation and control of behavior, working memory, inhibitory control, cognitive flexibility and sustained attention were developed significantly (ps<0.05-0.001) better in children with a high level of school readiness (compared to children with low and medium levels of school readiness).","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"61 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89510889","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}
This study is devoted to the analysis of the dynamics of academic motivation in adolescents in 1999, and again 20 years later. The sample consisted of 735 students of the seventh and eighth grades of comprehensive secondary schools in Moscow (N=242 in 1999 and N=493 in Jan 2020). The results of the study indicate a decrease in all types of motivation, both intrinsic and various types of extrinsic, which indicates a significant change in the place of educational activity in the life of the contemporary student. At the same time, it is characteristic that one of the most significant types of academic motivation — studying for the sake of getting good grades — did not undergo significant changes during the study period. With regard to one of the types of extrinsic motivation — the motivation of parental control — a gender specificity was found: this type of motivation decreased only in girls, while in boys it showed stability, which speaks in favor of parents showing a constant level of control over boys’ studies. The cognitive components of motivation also revealed negative trends — the level of perceived controllability of educational activities and perceived competence decreased, despite the fact that the level of subjective difficulty of educational activities did not increase, but, on the contrary, slightly decreased. The results obtained are analyzed from the point of view of the educational reforms of recent decades associated with the introduction of the Unified State Examination and the decrease in the value of a wide range of academic subjects, as well as the widespread use of social networks by contemporary teenagers.
{"title":"Dynamics of Academic Motivation and Orientation towards the Grades of Russian Teenagers in the Period from 1999 to 2020","authors":"T. Gordeeva, O. Sychev, A.V. Sukhanovskaia","doi":"10.17759/chp.2022180313","DOIUrl":"https://doi.org/10.17759/chp.2022180313","url":null,"abstract":"This study is devoted to the analysis of the dynamics of academic motivation in adolescents in 1999, and again 20 years later. The sample consisted of 735 students of the seventh and eighth grades of comprehensive secondary schools in Moscow (N=242 in 1999 and N=493 in Jan 2020). The results of the study indicate a decrease in all types of motivation, both intrinsic and various types of extrinsic, which indicates a significant change in the place of educational activity in the life of the contemporary student. At the same time, it is characteristic that one of the most significant types of academic motivation — studying for the sake of getting good grades — did not undergo significant changes during the study period. With regard to one of the types of extrinsic motivation — the motivation of parental control — a gender specificity was found: this type of motivation decreased only in girls, while in boys it showed stability, which speaks in favor of parents showing a constant level of control over boys’ studies. The cognitive components of motivation also revealed negative trends — the level of perceived controllability of educational activities and perceived competence decreased, despite the fact that the level of subjective difficulty of educational activities did not increase, but, on the contrary, slightly decreased. The results obtained are analyzed from the point of view of the educational reforms of recent decades associated with the introduction of the Unified State Examination and the decrease in the value of a wide range of academic subjects, as well as the widespread use of social networks by contemporary teenagers.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"15 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81895120","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 problem of the development of individual consciousness as a process of acquisition of cultural forms and the formation of relations between its structural components is considered. The hypothesis is proposed that the various types of cultural forms which a person acquires build systemic links between components of the structure of consciousness. Acquisition of the corresponding types of cultural forms has a certain ontogenetic sequence. The typology of cultural forms is proposed. It is based on a functional criterion and correlates with the structure of consciousness. The cultural forms are divided into two groups — sign and symbolic. The sign forms represent the agent-to-object links and relations. The symbolic forms represent the agent-to-agent ones. The sign forms include objects-substituents (objective actions), spatial patterns, models, word-concepts, social gestures. Symbolic ones include bodily practices, artistic images, expressive gestures, myths (narratives) and symbols. Semantic codes occupy an intermediate position. Differentiation of ideas about the functions and ontogeny of assimilation of various cultural forms can be used to create a uniform practice of psychological assistance to children and adolescents based on a cultural-historical approach.
{"title":"The Development of Consciousness in the Context of the Problem of Sign and Symbolic Mediation","authors":"A. Polyakov","doi":"10.17759/chp.2022180201","DOIUrl":"https://doi.org/10.17759/chp.2022180201","url":null,"abstract":"The problem of the development of individual consciousness as a process of acquisition of cultural forms and the formation of relations between its structural components is considered. The hypothesis is proposed that the various types of cultural forms which a person acquires build systemic links between components of the structure of consciousness. Acquisition of the corresponding types of cultural forms has a certain ontogenetic sequence. The typology of cultural forms is proposed. It is based on a functional criterion and correlates with the structure of consciousness. The cultural forms are divided into two groups — sign and symbolic. The sign forms represent the agent-to-object links and relations. The symbolic forms represent the agent-to-agent ones. The sign forms include objects-substituents (objective actions), spatial patterns, models, word-concepts, social gestures. Symbolic ones include bodily practices, artistic images, expressive gestures, myths (narratives) and symbols. Semantic codes occupy an intermediate position. Differentiation of ideas about the functions and ontogeny of assimilation of various cultural forms can be used to create a uniform practice of psychological assistance to children and adolescents based on a cultural-historical approach.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"34 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81057761","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}
This study aims to examine the features of text construction in terms of vocabulary and grammar in children with a weakness in the auditory verbal information processing (AV-group) and with a weakness in executive functions (programming and control of voluntary activity, EF-group). The participants were 71 second grade children from Moscow schools (mean age 8.8 years old, SD 0.29 years; 36 girls, 35 boys). Four groups were selected: children with good and weak development of AV and children with good and weak development of EF. The main hypothesis of the study, following A.R. Luria, was that in children with the weakness of AV, first of all, the paradigmatic mechanisms of word choice will suffer, and in children with the weakness of EF, the syntagmatic mechanisms for constructing a phrase and text. The use of non-parametric statistical analysis (Mann-Whitney test) showed the validity of the hypothesis and revealed the main errors in the narrative construction by children with both the weakness of AV and EF. The discussion of the results included consideration of the arguments in favor of a single or dual mechanism for the acquisition of vocabulary and grammar in children.
{"title":"Dissociation of Syntax and Vocabulary Development in Junior Schoolchildren with Different Neuropsychological Profile","authors":"T. Akhutina, E. Oshchepkova","doi":"10.17759/chp.2022180312","DOIUrl":"https://doi.org/10.17759/chp.2022180312","url":null,"abstract":"This study aims to examine the features of text construction in terms of vocabulary and grammar in children with a weakness in the auditory verbal information processing (AV-group) and with a weakness in executive functions (programming and control of voluntary activity, EF-group). The participants were 71 second grade children from Moscow schools (mean age 8.8 years old, SD 0.29 years; 36 girls, 35 boys). Four groups were selected: children with good and weak development of AV and children with good and weak development of EF. The main hypothesis of the study, following A.R. Luria, was that in children with the weakness of AV, first of all, the paradigmatic mechanisms of word choice will suffer, and in children with the weakness of EF, the syntagmatic mechanisms for constructing a phrase and text. The use of non-parametric statistical analysis (Mann-Whitney test) showed the validity of the hypothesis and revealed the main errors in the narrative construction by children with both the weakness of AV and EF. The discussion of the results included consideration of the arguments in favor of a single or dual mechanism for the acquisition of vocabulary and grammar in children.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"37 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90667481","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 the article, the authors consider the methodological origins and foundations of psychological science. They point out the impossibility of a mechanical transfer of the paradigm and explanatory principles of natural science to the field of psychology, in which such an approach inevitably leads to a methodological dead end. A person becomes part of a deterministic relationship, losing their most important trait — their freedom. Lev Vygotsky proposed an approach that offers a path beyond this outdated methodology. In the cultural-historical approach, the central concept of psychology is the category of personality, while consciousness serves as the subject of study. However, Vygotsky interpretats consciousness in a significantly different way than it had been in psychology before him. He writes about the systemic and semantic structure of consciousness and it is this aspect that is primary for Vygotsky. The authors consider the works of Lev Vygotsky’s closest disciples and associates in this context. In these works, the problem of consciousness and the relationship between sense and meaning is solved in a manner different from traditional psychology. A meaning is always a generalization. Consciousness operates these generalizations. In this article, the authors discuss the problems of theoretical and empirical generalization in the works of Vasily Davydov. The authors conclude that the solution to the problem of generalization, as proposed by Davydov, leads away from the scientific tradition initiated by the works of Lev Vygotsky and his followers.
{"title":"On the Problem of the Semantic Structure of Consciousness","authors":"G. Kravtsov, O. Kravtsov","doi":"10.17759/chp.2022180315","DOIUrl":"https://doi.org/10.17759/chp.2022180315","url":null,"abstract":"In the article, the authors consider the methodological origins and foundations of psychological science. They point out the impossibility of a mechanical transfer of the paradigm and explanatory principles of natural science to the field of psychology, in which such an approach inevitably leads to a methodological dead end. A person becomes part of a deterministic relationship, losing their most important trait — their freedom. Lev Vygotsky proposed an approach that offers a path beyond this outdated methodology. In the cultural-historical approach, the central concept of psychology is the category of personality, while consciousness serves as the subject of study. However, Vygotsky interpretats consciousness in a significantly different way than it had been in psychology before him. He writes about the systemic and semantic structure of consciousness and it is this aspect that is primary for Vygotsky. The authors consider the works of Lev Vygotsky’s closest disciples and associates in this context. In these works, the problem of consciousness and the relationship between sense and meaning is solved in a manner different from traditional psychology. A meaning is always a generalization. Consciousness operates these generalizations. In this article, the authors discuss the problems of theoretical and empirical generalization in the works of Vasily Davydov. The authors conclude that the solution to the problem of generalization, as proposed by Davydov, leads away from the scientific tradition initiated by the works of Lev Vygotsky and his followers.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"17 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72975544","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}
N. Veraksa, Z. Airapetyan, O. Almazova, K. S. Tarasova
This article presents the longitudinal study results dedicated to evaluation of formal-logical and dialectical thinking development in senior preschool children (5—6 and then 6—7 years old) as well as in elementary school children (7—8 years old). The formal—logical thinking study included 58 children. We used Piaget tests: “Probability”, “Scales” and “Cylinder”. The dialectical thinking study included 92 children. We evaluated three techniques: “Drawing an unusual tree”, “What can be both at the same time?” and “Cycles”. Data of 52 children who participated in the study at the age of 5—6 years old and 7—8 years old were used for the correlation analysis. The research results showed that the preschool age is sensitive for the development of formal operations as well as dialectical thought activities. A positive correlation was identified between the ability of 5—6 and 7—8 years old children to coordinate two differently directed movements to create a holistic image and overcome contradictions. It was also found that during the transition to learning at school, indicators for solving a creative problem (which involved the independent construction of opposite objects) decreased
{"title":"Development of Formal-logical and Dialectical Thinking in Children of 5-8 Years Old","authors":"N. Veraksa, Z. Airapetyan, O. Almazova, K. S. Tarasova","doi":"10.17759/chp.2022180401","DOIUrl":"https://doi.org/10.17759/chp.2022180401","url":null,"abstract":"This article presents the longitudinal study results dedicated to evaluation of formal-logical and dialectical thinking development in senior preschool children (5—6 and then 6—7 years old) as well as in elementary school children (7—8 years old). The formal—logical thinking study included 58 children. We used Piaget tests: “Probability”, “Scales” and “Cylinder”. The dialectical thinking study included 92 children. We evaluated three techniques: “Drawing an unusual tree”, “What can be both at the same time?” and “Cycles”. Data of 52 children who participated in the study at the age of 5—6 years old and 7—8 years old were used for the correlation analysis. The research results showed that the preschool age is sensitive for the development of formal operations as well as dialectical thought activities. A positive correlation was identified between the ability of 5—6 and 7—8 years old children to coordinate two differently directed movements to create a holistic image and overcome contradictions. It was also found that during the transition to learning at school, indicators for solving a creative problem (which involved the independent construction of opposite objects) decreased","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73149211","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}
Metacognitive processes are important for the success in the wide range of educational activities of youth and young adults. However, the positive correlations between metacognition and academic achievements are not high enough, and the instruments used in these studies might be the reason. We explored the factor structure of the Russian version of the questionnaire “Metacognitive Awareness Inventory” developed by G. Schraw and R. Dennison and adapted by A.V. Karpov and I.M. Skityaeva into Russian. The participants of our study were 527 residents of St. Petersburg, which were studying at the university at the time. Among them there were 366 students getting their first diploma and 161students getting their second diploma (average age 23.8 ± 8.8). In this article the authors present the results of a confirmatory factor analysis of four models, which are the most frequently used in foreign and Russian literature: unidimensional model; two different two-factor models; eight-factor model. Evaluation of the model fit indices for the four models showed that none of them were a god fit. We reduced the number of items of the questionnaire and re-implemented the factor analysis of these four models. The values of indicators of a good model fit improved. In the short version of the questionnaire “Metacognitive Awareness Inventory” the authors discovered two scales – knowledge of cognition and regulation of cognition, which included 8 subscales: declarative knowledge, procedural knowledge, conditional knowledge, planning, information management strategies, comprehension monitoring, debugging strategies, evaluation.
{"title":"Factor Structure of the Russian Version of the «Metacognitive Awareness Inventory»","authors":"E. Perikova, V. Byzova","doi":"10.17759/chp.2022180213","DOIUrl":"https://doi.org/10.17759/chp.2022180213","url":null,"abstract":"Metacognitive processes are important for the success in the wide range of educational activities of youth and young adults. However, the positive correlations between metacognition and academic achievements are not high enough, and the instruments used in these studies might be the reason. We explored the factor structure of the Russian version of the questionnaire “Metacognitive Awareness Inventory” developed by G. Schraw and R. Dennison and adapted by A.V. Karpov and I.M. Skityaeva into Russian. The participants of our study were 527 residents of St. Petersburg, which were studying at the university at the time. Among them there were 366 students getting their first diploma and 161students getting their second diploma (average age 23.8 ± 8.8). In this article the authors present the results of a confirmatory factor analysis of four models, which are the most frequently used in foreign and Russian literature: unidimensional model; two different two-factor models; eight-factor model. Evaluation of the model fit indices for the four models showed that none of them were a god fit. We reduced the number of items of the questionnaire and re-implemented the factor analysis of these four models. The values of indicators of a good model fit improved. In the short version of the questionnaire “Metacognitive Awareness Inventory” the authors discovered two scales – knowledge of cognition and regulation of cognition, which included 8 subscales: declarative knowledge, procedural knowledge, conditional knowledge, planning, information management strategies, comprehension monitoring, debugging strategies, evaluation.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"37 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75703852","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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