The Patient Health Questionnaire (PHQ-15) is a self-report measure assessing presence and severity of somatic symptoms [15]. The aim of this study was to standardize the Russian version of PHQ-15. The study included 1157 respondents from the general population aged 18 to 71. In addition to the PHQ-15, the participants completed the Russian Depression, Anxiety, and Stress Scales-21 (DASS-21), evaluating the psychological distress symptoms. The results showed that 91% of the respondents reported at least one symptom bothering them in the past four weeks. Regarding gender and age specifics of somatization, the most predisposed to the psychosomatic burden were females and persons aged 35-49 years. Moreover, 28.2% of the respondents demonstrated a high level of somatization, as well as increased scores of depression, anxiety, and stress compared to the participants with low and moderate psychosomatic burden. In conclusion, the Russian version of PHQ-15 has been successfully standardized and can be recommended for screening and monitoring of medically unexplained symptoms.
{"title":"Measurement of Somatic Symptoms in the General Population: Standardization of the Russian PHQ-15","authors":"A. Zolotareva","doi":"10.17759/chp.2022180404","DOIUrl":"https://doi.org/10.17759/chp.2022180404","url":null,"abstract":"The Patient Health Questionnaire (PHQ-15) is a self-report measure assessing presence and severity of somatic symptoms [15]. The aim of this study was to standardize the Russian version of PHQ-15. The study included 1157 respondents from the general population aged 18 to 71. In addition to the PHQ-15, the participants completed the Russian Depression, Anxiety, and Stress Scales-21 (DASS-21), evaluating the psychological distress symptoms. The results showed that 91% of the respondents reported at least one symptom bothering them in the past four weeks. Regarding gender and age specifics of somatization, the most predisposed to the psychosomatic burden were females and persons aged 35-49 years. Moreover, 28.2% of the respondents demonstrated a high level of somatization, as well as increased scores of depression, anxiety, and stress compared to the participants with low and moderate psychosomatic burden. In conclusion, the Russian version of PHQ-15 has been successfully standardized and can be recommended for screening and monitoring of medically unexplained symptoms.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90577609","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 research revealed and explained the main contradictions in the impact of learning environment on the formation of interpsychological supports that allow a graduate with intellectual disabilities (ID) to make an independent professional choice and successfully find a job in the future. The study involved graduates of general education schools and special boarding schools with ID (N=742) living in Russia, Ukraine and Poland. The study consistently proved that the psychological mechanisms that determine the ability of a student with ID to perform actions according to a known algorithm, to manifest independence, to accept workplace discipline, formed by the learning environment of a correctional school, do not work in case of any change in conditions, methods of activity and multitasking present in the open labour market. The level of development of logical operations in a homogeneous environment does not lead the student to the search for a new solution to the problem; quite the reverse, it leads to the wrong solution or to the refusal of activity. The experiment indicated that the learning environment that develops the social competence in students with ID, triggers the mechanisms of group interaction in a heterogeneous environment to expand the boundaries of their social experience and transfer skills to new conditions of activity is the key leverage that activates the thinking and search activity.
{"title":"Development of Social and Psychological Readiness for Professional and Working Life in Students with Intellectual Disabilities","authors":"Y. Bystrova","doi":"10.17759/chp.2022180206","DOIUrl":"https://doi.org/10.17759/chp.2022180206","url":null,"abstract":"The research revealed and explained the main contradictions in the impact of learning environment on the formation of interpsychological supports that allow a graduate with intellectual disabilities (ID) to make an independent professional choice and successfully find a job in the future. The study involved graduates of general education schools and special boarding schools with ID (N=742) living in Russia, Ukraine and Poland. The study consistently proved that the psychological mechanisms that determine the ability of a student with ID to perform actions according to a known algorithm, to manifest independence, to accept workplace discipline, formed by the learning environment of a correctional school, do not work in case of any change in conditions, methods of activity and multitasking present in the open labour market. The level of development of logical operations in a homogeneous environment does not lead the student to the search for a new solution to the problem; quite the reverse, it leads to the wrong solution or to the refusal of activity. The experiment indicated that the learning environment that develops the social competence in students with ID, triggers the mechanisms of group interaction in a heterogeneous environment to expand the boundaries of their social experience and transfer skills to new conditions of activity is the key leverage that activates the thinking and search activity.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73035518","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 main purpose of this review is to systematize theoretical and experimental research in one of the areas of the field “Embodied Cognition”, aimed at solving applied problems in the field of education, as well as identifying the main opportunities and limitations in using the results obtained. The numerous experimental evidence and new explanatory models that have emerged within the framework of this approach open up a wide range of opportunities for new practices in education. This field offers a whole set of tools that can be used in the pedagogical process in order to increase its purposefulness and effectiveness. We will consider one of the most developed topics – the correlation of abstract concepts in mathematics or disciplines of the natural science spectrum with the specific content of perceptual representations of the student. The approach of embodied cognition allows us to identify the patterns that determine the effectiveness of using various types of visualizations (diagrams, drawings, maps, graphs, diagrams, etc.) in the process of mastering a specific field of knowledge. As a result, the prospects of using the concept of hybrid representations, combining modal perceptual and amodal components, to explain the internal mechanics of the mediation of conceptual thinking are discussed.
{"title":"Embodied Cognition in Education: Possibilities and Limitations of Hybrid Representations","authors":"N. Loginov, A. Madni, V. Spiridonov","doi":"10.17759/chp.2022180202","DOIUrl":"https://doi.org/10.17759/chp.2022180202","url":null,"abstract":"The main purpose of this review is to systematize theoretical and experimental research in one of the areas of the field “Embodied Cognition”, aimed at solving applied problems in the field of education, as well as identifying the main opportunities and limitations in using the results obtained. The numerous experimental evidence and new explanatory models that have emerged within the framework of this approach open up a wide range of opportunities for new practices in education. This field offers a whole set of tools that can be used in the pedagogical process in order to increase its purposefulness and effectiveness. We will consider one of the most developed topics – the correlation of abstract concepts in mathematics or disciplines of the natural science spectrum with the specific content of perceptual representations of the student. The approach of embodied cognition allows us to identify the patterns that determine the effectiveness of using various types of visualizations (diagrams, drawings, maps, graphs, diagrams, etc.) in the process of mastering a specific field of knowledge. As a result, the prospects of using the concept of hybrid representations, combining modal perceptual and amodal components, to explain the internal mechanics of the mediation of conceptual thinking are discussed.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77357290","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 investigations of psychological problems of family relations and their impact on the child and adolescent peer relationship are especially important for high school students who are on the verge of adulthood. The article presents the overview of the Russian and foreign publications, and the results of the empirical study of parent-child relationship impact on the peer sociometric status of high school students. The empirical study involved 106 participants: 53 tenth grade students aged 15 to 16 (M=15,8), including 24 girls and 29 boys, and their mothers (N=53) aged 37 to 43 years old (M=40,4). Methods used: sociometric test (J. Moreno); “Adolescents about Parents Questionnaire” (ADOR/POR); questionnaire for parents “Analysis of family relationships” (AFR). The results obtained allow us to state that high school students with the high sociometric status are less likely to encounter manifestations of directiveness, hostility, and distancing from their parents. It is noted that the low sociometric status of students is largely associated with such disharmony of parenting styles as hypoprotection and abuse.
{"title":"The Impact of Parent-Child Relationship on the Peer Sociometric Status of High School Students","authors":"V. Ekimova, A.N. Vetzel, M. Rozenova","doi":"10.17759/chp.2022180111","DOIUrl":"https://doi.org/10.17759/chp.2022180111","url":null,"abstract":"The investigations of psychological problems of family relations and their impact on the child and adolescent peer relationship are especially important for high school students who are on the verge of adulthood. The article presents the overview of the Russian and foreign publications, and the results of the empirical study of parent-child relationship impact on the peer sociometric status of high school students. The empirical study involved 106 participants: 53 tenth grade students aged 15 to 16 (M=15,8), including 24 girls and 29 boys, and their mothers (N=53) aged 37 to 43 years old (M=40,4). Methods used: sociometric test (J. Moreno); “Adolescents about Parents Questionnaire” (ADOR/POR); questionnaire for parents “Analysis of family relationships” (AFR). The results obtained allow us to state that high school students with the high sociometric status are less likely to encounter manifestations of directiveness, hostility, and distancing from their parents. It is noted that the low sociometric status of students is largely associated with such disharmony of parenting styles as hypoprotection and abuse.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81878562","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 paper discusses the approbation of an assessment tool for the creative abilities of preschoolers — dialectical structures and symbolic images — on the basis of children's narratives. Fifty-seven preschoolers of 6—7 years old from two preschool groups in Moscow took part in the approbation of the “Three Stories” technique. The groups contrasted in the quality of education, The significance of differences between the classrooms was defined using ECERS-3 and CASRS (Creative Ability Support Rating Scale). We analyzed whether there is a connection between the success of creating narratives and the results of diagnosing dialectical thinking, symbolic realism of imagination and creativity. In the approbation of the “Three Stories” technique, significant correlations were revealed between successful use of dialectical structures in a story-making and the results of diagnostics of dialectical thinking. The latter was executed with two corresponding tools: "What can be simultaneously?" (p=0,01) and "Dialectical stories" (p=0,05). Both dialectical structures and symbolic images in children's narratives demonstrated significant differences in contrasting groups (p=0,05). This approbation substantiated the validity of the technique for the study of creative abilities on the ground of children's narratives. The study allows us to consider children's narratives in terms of their resource for understanding and diagnosing (and, in the future, developing) the creative abilities of preschoolers.
{"title":"Children’s Narratives as a Space for Manifestation and Way of Diagnostics of Creative Abilities of Senior Preschoolers","authors":"O. Shiyan, A. Baranova","doi":"10.17759/chp.2022180105","DOIUrl":"https://doi.org/10.17759/chp.2022180105","url":null,"abstract":"This paper discusses the approbation of an assessment tool for the creative abilities of preschoolers — dialectical structures and symbolic images — on the basis of children's narratives. Fifty-seven preschoolers of 6—7 years old from two preschool groups in Moscow took part in the approbation of the “Three Stories” technique. The groups contrasted in the quality of education, The significance of differences between the classrooms was defined using ECERS-3 and CASRS (Creative Ability Support Rating Scale). We analyzed whether there is a connection between the success of creating narratives and the results of diagnosing dialectical thinking, symbolic realism of imagination and creativity. In the approbation of the “Three Stories” technique, significant correlations were revealed between successful use of dialectical structures in a story-making and the results of diagnostics of dialectical thinking. The latter was executed with two corresponding tools: \"What can be simultaneously?\" (p=0,01) and \"Dialectical stories\" (p=0,05). Both dialectical structures and symbolic images in children's narratives demonstrated significant differences in contrasting groups (p=0,05). This approbation substantiated the validity of the technique for the study of creative abilities on the ground of children's narratives. The study allows us to consider children's narratives in terms of their resource for understanding and diagnosing (and, in the future, developing) the creative abilities of preschoolers.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85883091","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":"Impressions of Alexander Romanovich Luria","authors":"J. Wertsch","doi":"10.17759/chp.2022180307","DOIUrl":"https://doi.org/10.17759/chp.2022180307","url":null,"abstract":"","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83428654","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 Russian Federation, 11 mathematics training programs were recommended for implementation in the 2020—2021 elementary school curriculum. The large number of programs raises the question of how they differ, a question which is relevant for both school administrators and primary school teachers, and parents. This article applies the criteria developed in the mainstream of the Cultural-Historical Activity approach to learning, to analyze the most significant differences in the mathematics programs from a psychological point of view. We have analyzed the methodological materials in mathematics and textbooks in the following programs for grades one through five: “School of Russia”, “The system of D.B. Elkonin — V.V. Davydov” (the programs of both E.I. Alexandrova, and V.V. Davydov and V.F. Gorbov), “Learning to learn”, and “Perspective”. Our study showed that the most significant differences between the programs concerned the type of concepts proposed for assimilation; the type of actions by which these concepts were to be assimilated and practiced; and how the means of these actions were provided. The selected criteria corresponded most closely to the program of E.I. Alexandrova, which was created within the framework of the educational complex “The system of D.B. Elkonin — V.V. Davydov”.
{"title":"Comparative Analysis of Mathematics Teaching Programs in Primary School from the Standpoint of the Cultural-Historical Activity Approach","authors":"A. Sidneva","doi":"10.17759/chp.2022180107","DOIUrl":"https://doi.org/10.17759/chp.2022180107","url":null,"abstract":"In the Russian Federation, 11 mathematics training programs were recommended for implementation in the 2020—2021 elementary school curriculum. The large number of programs raises the question of how they differ, a question which is relevant for both school administrators and primary school teachers, and parents. This article applies the criteria developed in the mainstream of the Cultural-Historical Activity approach to learning, to analyze the most significant differences in the mathematics programs from a psychological point of view. We have analyzed the methodological materials in mathematics and textbooks in the following programs for grades one through five: “School of Russia”, “The system of D.B. Elkonin — V.V. Davydov” (the programs of both E.I. Alexandrova, and V.V. Davydov and V.F. Gorbov), “Learning to learn”, and “Perspective”. Our study showed that the most significant differences between the programs concerned the type of concepts proposed for assimilation; the type of actions by which these concepts were to be assimilated and practiced; and how the means of these actions were provided. The selected criteria corresponded most closely to the program of E.I. Alexandrova, which was created within the framework of the educational complex “The system of D.B. Elkonin — V.V. Davydov”.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84325858","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 paper addresses one of the main topics of the works of the famous Russian philosopher F.T. Mikhailov aimed at overcoming the oversimplified conception of the relation between the biological and the social origins of human being, in the context of the methodological problems in the social sciences that have characteristic representations of the transcendence of society over individual. It is shown that the solution proposed by the philosopher was related to the revision of the dominant notions about the ground of the subject-subject unity and the ontology of the symbolic objects that provide this unity. In particular, the disintegration of the ‘activity approach’ in psychology into the concepts of A.N. Leontyev and S.L. Rubinstein, that are called by Mikhailov ‘antinomical’, is associated with the limited reliance on the methodological traditions of Spinozism, in which there was no idea about the reflexive type of subject-subject relation as opposed to the methodology of "late Fichte", with his characteristic position on the initial identity based on multiple selves. It is argued that the most adequate categories for description of the ontological connections between the ideal content and the material form in symbolic objects that provide such an identity can be found in Hegel's aesthetic works.
{"title":"The Ontology of Symbolic Reality in the Philosophy of F.T. Mikhailov","authors":"K. Sorvin, A. Mert","doi":"10.17759/chp.2021170105","DOIUrl":"https://doi.org/10.17759/chp.2021170105","url":null,"abstract":"This paper addresses one of the main topics of the works of the famous Russian philosopher F.T. Mikhailov aimed at overcoming the oversimplified conception of the relation between the biological and the social origins of human being, in the context of the methodological problems in the social sciences that have characteristic representations of the transcendence of society over individual. It is shown that the solution proposed by the philosopher was related to the revision of the dominant notions about the ground of the subject-subject unity and the ontology of the symbolic objects that provide this unity. In particular, the disintegration of the ‘activity approach’ in psychology into the concepts of A.N. Leontyev and S.L. Rubinstein, that are called by Mikhailov ‘antinomical’, is associated with the limited reliance on the methodological traditions of Spinozism, in which there was no idea about the reflexive type of subject-subject relation as opposed to the methodology of \"late Fichte\", with his characteristic position on the initial identity based on multiple selves. It is argued that the most adequate categories for description of the ontological connections between the ideal content and the material form in symbolic objects that provide such an identity can be found in Hegel's aesthetic works.","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":"77703432","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}
Работа посвящена анализу восприятия детьми раннего и дошкольного возраста, условно определяемыми как «цифровые аборигены», объектов виртуальной среды на экранах тачскрин-устройств (виртуальных объектов) при осуществлении действий с ними. В первой части статьи с позиций теории психического развития Д.Б. Эльконина и представлений П.Я. Гальперина о функциональных различиях между орудием и средством рассматриваются психологические результаты освоения ребенком действий с тачскрин-устройством как предметом-орудием. Во второй части статьи анализируется перцептивный опыт, получаемый детьми раннего и дошкольного возраста при использовании тачскрин-устройств. В качестве основной отличительной особенности восприятия виртуальных объектов рассматривается несоответствие информации, поступающей по визуальному и гаптическому каналам. Анализируются результаты экспериментальных исследований, позволяющих оценить степень влияния этого феномена на процесс восприятия виртуальных объектов и степень различий между представлениями о виртуальных и реальных объектах: 1) способность детей к обработке гаптической информации, а также к осуществлению межмодального переноса улучшается в возрасте от 5 до 7 лет; 2) в ситуациях значительного расхождения информации от разных чувств дети до 6 лет не осуществляют мультисенсорную интеграцию, а полагаются на одно чувство (как правило — зрение). В проведенном нами пилотажном исследовании (17 человек детей 4—5 лет) был обнаружен достоверный сдвиг в сторону увеличения времени гаптического опознания виртуального объекта по сравнению с визуально воспринятым (Тэмп = 28 при р ≤ 0,05). Этот результат может служить аргументом в пользу того, что дети не ограничиваются обработкой только визуальной информации в условиях визуально-гаптического несоответствия.
这项工作旨在分析幼儿和学龄前儿童的看法，通常被定义为“数字土著人”，塔奇屏幕上的虚拟环境对象(虚拟对象)。在文章的第一部分，d . b .埃尔科宁的精神发展理论和p . e .加尔佩林关于工具和工具之间功能差异的观点被认为是孩子掌握触地得分装置作为工具的心理结果。这篇文章的第二部分分析了早期和学龄前儿童使用触地得分设备时的认知体验。虚拟对象感知的主要特征是视觉和胃肠道信息的不匹配。分析实验研究的结果，以评估这种现象对虚拟物体的感知程度和虚拟物体与现实物体的区别程度:1)儿童处理感应性信息的能力以及在5至7岁之间的跨模转移能力;2)在不同感官之间存在重大差异的情况下，6岁以下的儿童不会进行多感官融合，而是依靠一种感觉(通常是视觉)。我们在一项试点研究中(17名儿童4 - 5岁)发现，与视觉识别相比，虚拟物体的虚拟识别时间有了明显的转变。这一结果可能是一个论点，即儿童不局限于视觉信息处理，而不仅仅是视觉视觉不匹配。
{"title":"Actions with Virtual Objects on Touch Screen Devices: Analysing the Perceptual Experience of Contemporary Preschoolers","authors":"S. Krylova, Y.E. Vodyakha","doi":"10.17759/CHP.2021170109","DOIUrl":"https://doi.org/10.17759/CHP.2021170109","url":null,"abstract":"Работа посвящена анализу восприятия детьми раннего и дошкольного возраста, условно определяемыми как «цифровые аборигены», объектов виртуальной среды на экранах тачскрин-устройств (виртуальных объектов) при осуществлении действий с ними. В первой части статьи с позиций теории психического развития Д.Б. Эльконина и представлений П.Я. Гальперина о функциональных различиях между орудием и средством рассматриваются психологические результаты освоения ребенком действий с тачскрин-устройством как предметом-орудием. Во второй части статьи анализируется перцептивный опыт, получаемый детьми раннего и дошкольного возраста при использовании тачскрин-устройств. В качестве основной отличительной особенности восприятия виртуальных объектов рассматривается несоответствие информации, поступающей по визуальному и гаптическому каналам. Анализируются результаты экспериментальных исследований, позволяющих оценить степень влияния этого феномена на процесс восприятия виртуальных объектов и степень различий между представлениями о виртуальных и реальных объектах: 1) способность детей к обработке гаптической информации, а также к осуществлению межмодального переноса улучшается в возрасте от 5 до 7 лет; 2) в ситуациях значительного расхождения информации от разных чувств дети до 6 лет не осуществляют мультисенсорную интеграцию, а полагаются на одно чувство (как правило — зрение). В проведенном нами пилотажном исследовании (17 человек детей 4—5 лет) был обнаружен достоверный сдвиг в сторону увеличения времени гаптического опознания виртуального объекта по сравнению с визуально воспринятым (Тэмп = 28 при р ≤ 0,05). Этот результат может служить аргументом в пользу того, что дети не ограничиваются обработкой только визуальной информации в условиях визуально-гаптического несоответствия.","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":"84543212","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：