{"title":"Thinking According to Vygotsky","authors":"V. Rubtsov, V. Kudryavtsev","doi":"10.17759/chp.2021170320","DOIUrl":"https://doi.org/10.17759/chp.2021170320","url":null,"abstract":"<jats:p>.</jats:p>","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"25 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78568022","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":"43 1","pages":"59-66"},"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}
В статье рассматриваются особенности такого элемента детской субкультуры, как коллекционирование в жизни современных дошкольников. Представлены результаты, полученные с помощью беседы со 160 дошкольниками разных возрастов, родителями и воспитателями. Полученные данные позволили говорить о значимости деятельности коллекционирования в дошкольном возрасте. Выявлены приоритеты в содержании детских коллекций в разных дошкольных возрастах, показаны современные феномены коллекционирования в виртуальном пространстве и сетевого коллекционирования, рассмотрено становление детской самостоятельности в рамках данного вида деятельности, выявлены функции коллекционирования в дошкольном возрасте. Показано, что в дошкольном возрасте, становясь все более самостоятельной деятельностью ребенка, детское коллекционирование уже приобретает форму культурной деятельности, как по содержанию, в котором отражаются существующие культурные ценности, так и по функциям, в которых отражается социальная направленность. На основании анализа полученных данных сделан вывод о том, что развитию ребенка будет способствовать поддержка познавательной направленности и самостоятельности в рамках коллекционирования, начиная со среднего дошкольного возраста, и создание на их основе возможностей для коммуникативного взаимодействия.
{"title":"Collecting as an Element of Subculture in Modern Preschoolers","authors":"E. Klopotova, T..D. Zlobina","doi":"10.17759/CHP.2021170111","DOIUrl":"https://doi.org/10.17759/CHP.2021170111","url":null,"abstract":"В статье рассматриваются особенности такого элемента детской субкультуры, как коллекционирование в жизни современных дошкольников. Представлены результаты, полученные с помощью беседы со 160 дошкольниками разных возрастов, родителями и воспитателями. Полученные данные позволили говорить о значимости деятельности коллекционирования в дошкольном возрасте. Выявлены приоритеты в содержании детских коллекций в разных дошкольных возрастах, показаны современные феномены коллекционирования в виртуальном пространстве и сетевого коллекционирования, рассмотрено становление детской самостоятельности в рамках данного вида деятельности, выявлены функции коллекционирования в дошкольном возрасте. Показано, что в дошкольном возрасте, становясь все более самостоятельной деятельностью ребенка, детское коллекционирование уже приобретает форму культурной деятельности, как по содержанию, в котором отражаются существующие культурные ценности, так и по функциям, в которых отражается социальная направленность. На основании анализа полученных данных сделан вывод о том, что развитию ребенка будет способствовать поддержка познавательной направленности и самостоятельности в рамках коллекционирования, начиная со среднего дошкольного возраста, и создание на их основе возможностей для коммуникативного взаимодействия.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"8 1","pages":"75-83"},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84184419","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 starts from the contradictions that permeate the Latin American democratic context to dis¬cuss how psychology can contribute to expanding students' agency in public schools located in vulnerable contexts marked by poverty and social exclusion. The contributions of Cultural-Historical Psychology and German Critical Psychology are articulated to substantiate the importance of building participatory spaces for human development. The authors were inserted in a public school from the year 2015 to the year 2017, holding class assemblies with primary school students. The content discussed in these meetings was re¬corded in field diaries, from which three narratives were selected for analysis. The first narrative deals with a discussion of physical education activities; the second presents a student sharing his suffering in the face of bullying as he cries in class; the third reports a discussion about the theft of a pencil. It is concluded that guided by critical perspective, psychology can contribute to the strengthening of subjects, collaborating to the expansion of their agency.
{"title":"From Interpsychological to Intrapsychological: Developing Students’ Agency","authors":"J. Meireles, R. Guzzo","doi":"10.17759/chp.2021170310","DOIUrl":"https://doi.org/10.17759/chp.2021170310","url":null,"abstract":"This paper starts from the contradictions that permeate the Latin American democratic context to dis¬cuss how psychology can contribute to expanding students' agency in public schools located in vulnerable contexts marked by poverty and social exclusion. The contributions of Cultural-Historical Psychology and German Critical Psychology are articulated to substantiate the importance of building participatory spaces for human development. The authors were inserted in a public school from the year 2015 to the year 2017, holding class assemblies with primary school students. The content discussed in these meetings was re¬corded in field diaries, from which three narratives were selected for analysis. The first narrative deals with a discussion of physical education activities; the second presents a student sharing his suffering in the face of bullying as he cries in class; the third reports a discussion about the theft of a pencil. It is concluded that guided by critical perspective, psychology can contribute to the strengthening of subjects, collaborating to the expansion of their agency.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"12 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81110541","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 present article focuses on the relationship between local identity, perceived inclusiveness of the sociocultural context and psychological well-being of the Russians in Estonia (N = 309; M = 37,46; SD = 16,56). Perceived discrimination and perceived multiculturalism are considered as indicators of inclusiveness of the context, and self-esteem and life satisfaction as indicators of psychological well-being. We used the scales from the MIRIPS questionnaire translated and adapted for Russia by N.M. Lebedeva and A.N.Tatarko, the scale of descriptive multicultural attitudes developed in the Center for Sociocultural Research of the HSE University, and the local identity scale of Droseltis and Vignoles. The results of strutural equation modeling show that local identity significantly positively relates to perceived inclusiveness of the sociocultural context. Perceived inclusiveness of the context is positively related to self-esteem and life satisfaction. Indicators of perceived inclusiveness of the context mediate the relationship between local identity and psychological well-being. The study revealed direct positive effect of local identity on life satisfaction. Thus, local identity fulfills an adaptive function, contributing to a more positive perception of the context of acculturation and increasing psychological well-being.
{"title":"Role of Local Identity and Perceived Context in Psychological Well-Being of Russians in Estonia","authors":"A. Trifonova","doi":"10.17759/chp.2021170409","DOIUrl":"https://doi.org/10.17759/chp.2021170409","url":null,"abstract":"The present article focuses on the relationship between local identity, perceived inclusiveness of the sociocultural context and psychological well-being of the Russians in Estonia (N = 309; M = 37,46; SD = 16,56). Perceived discrimination and perceived multiculturalism are considered as indicators of inclusiveness of the context, and self-esteem and life satisfaction as indicators of psychological well-being. We used the scales from the MIRIPS questionnaire translated and adapted for Russia by N.M. Lebedeva and A.N.Tatarko, the scale of descriptive multicultural attitudes developed in the Center for Sociocultural Research of the HSE University, and the local identity scale of Droseltis and Vignoles. The results of strutural equation modeling show that local identity significantly positively relates to perceived inclusiveness of the sociocultural context. Perceived inclusiveness of the context is positively related to self-esteem and life satisfaction. Indicators of perceived inclusiveness of the context mediate the relationship between local identity and psychological well-being. The study revealed direct positive effect of local identity on life satisfaction. Thus, local identity fulfills an adaptive function, contributing to a more positive perception of the context of acculturation and increasing psychological well-being.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"65 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91259067","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":"Магия художественного слова как повод для размышлений","authors":"I. E. Reyf","doi":"10.17759/CHP.2021170116","DOIUrl":"https://doi.org/10.17759/CHP.2021170116","url":null,"abstract":"","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"168 9 1","pages":"124-131"},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83368925","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 will reflect on the influence of Vygotsky and Luria in my work as an occupational therapist in the community mental health setting of an ‘Activity Centre’ in the National Health Service, between 1991 and 2001. The paper will discuss a limited study, referencing Vygotsky during that period, with the benefit of hindsight and subsequent developments in the field of cultural-historical psychology. The origi¬nal study raised the questions of what evidence could be found to support the application of Vygotsky’s Zone of Proximal Development (ZPD) with a mixed group of adults in a community setting, and how this process of learning might be assessed and evaluated. At the time, these questions were informed by litera¬ture sources no later than 1998, and learning theory was often absent from professional training in mental healthcare. However, I will propose that some models of practice in mental health — particularly those founded in psycho-analytic group therapy and occupational therapy — could be enhanced by a deeper un-derstanding of Vygotsky’s ZPD, Luria’s model of field research, and the discussion of some less established connections in psychoanalytic praxis.
{"title":"Unexpected Сonnections: Cultural-Historical Psychologyin a Community Mental Health Setting?","authors":"P. Thomas","doi":"10.17759/chp.2021170311","DOIUrl":"https://doi.org/10.17759/chp.2021170311","url":null,"abstract":"This paper will reflect on the influence of Vygotsky and Luria in my work as an occupational therapist in the community mental health setting of an ‘Activity Centre’ in the National Health Service, between 1991 and 2001. The paper will discuss a limited study, referencing Vygotsky during that period, with the benefit of hindsight and subsequent developments in the field of cultural-historical psychology. The origi¬nal study raised the questions of what evidence could be found to support the application of Vygotsky’s Zone of Proximal Development (ZPD) with a mixed group of adults in a community setting, and how this process of learning might be assessed and evaluated. At the time, these questions were informed by litera¬ture sources no later than 1998, and learning theory was often absent from professional training in mental healthcare. However, I will propose that some models of practice in mental health — particularly those founded in psycho-analytic group therapy and occupational therapy — could be enhanced by a deeper un-derstanding of Vygotsky’s ZPD, Luria’s model of field research, and the discussion of some less established connections in psychoanalytic praxis.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"85 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76193369","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}
M. Sachkova, E. Berezina, N. Dvoryanchikov, I. Bovina
Problem. The problem of norms and norms violation has a long research history in scientific thinking. Lay thinking analysis rests in the shadow of this research line; although in the modern world people are actively involved in the construction of lay theories about various phenomena and they use this knowledge in daily life. Aim. Following the ideas of the social representations theory, the aim of the exploratory study was to analyse the lay theories developed by young Russian adults about norms and norms violation. Method. 134 young adults participated in the study, 26.12% males (aged 18 — 28 years, M=21.01years, SD =2.23). 71.6% participants were students of social sciences from Moscow Universities. A free-association technique was used. The data were analysed by using prototypical analysis. Results. The particularity of lay thinking about norms and norms violation was revealed. Conclusion: It is possible to conclude that norms are not equated with laws, while norms violation is identified with crimes (laws’ violation). The framework of the social representations theory allowed us to analyse the lay thinking about norms and norms violation as a matter of Russian cultural context.
{"title":"Norms and Their Violation: From Scientific to Lay Thinking. An Exploratory Study from a Sample of Young Russian Adults","authors":"M. Sachkova, E. Berezina, N. Dvoryanchikov, I. Bovina","doi":"10.17759/chp.2021170414","DOIUrl":"https://doi.org/10.17759/chp.2021170414","url":null,"abstract":"Problem. The problem of norms and norms violation has a long research history in scientific thinking. Lay thinking analysis rests in the shadow of this research line; although in the modern world people are actively involved in the construction of lay theories about various phenomena and they use this knowledge in daily life. Aim. Following the ideas of the social representations theory, the aim of the exploratory study was to analyse the lay theories developed by young Russian adults about norms and norms violation. Method. 134 young adults participated in the study, 26.12% males (aged 18 — 28 years, M=21.01years, SD =2.23). 71.6% participants were students of social sciences from Moscow Universities. A free-association technique was used. The data were analysed by using prototypical analysis. Results. The particularity of lay thinking about norms and norms violation was revealed. Conclusion: It is possible to conclude that norms are not equated with laws, while norms violation is identified with crimes (laws’ violation). The framework of the social representations theory allowed us to analyse the lay thinking about norms and norms violation as a matter of Russian cultural context.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"63 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85895982","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}
Media multitasking (MMT) is a growing phenomenon among Indian college students. Previous studies on other nationalities highlight that user’s personality traits play an important role in engaging them in this behavior. Using a sample of Indian college students, this study examined the relationship between MMT and the Big Five personality traits. It also examined the impact of age on the dynamics between personality and MMT. Results suggested that after controlling the socio-demographic factors, traits like openness to experience, extraversion, and neuroticism are positively related with high MMT. However, these observations are found to be moderated by age. These findings may help designing separate intervention techniques for alleviating excessive MMT behavior for different age groups considering their personality traits.
{"title":"Relationship Between Big Five Personality Traits and Media Multitasking Behavior of the Indian Sample","authors":"S. Shukla","doi":"10.17759/CHP.2021170108","DOIUrl":"https://doi.org/10.17759/CHP.2021170108","url":null,"abstract":"Media multitasking (MMT) is a growing phenomenon among Indian college students. Previous studies on other nationalities highlight that user’s personality traits play an important role in engaging them in this behavior. Using a sample of Indian college students, this study examined the relationship between MMT and the Big Five personality traits. It also examined the impact of age on the dynamics between personality and MMT. Results suggested that after controlling the socio-demographic factors, traits like openness to experience, extraversion, and neuroticism are positively related with high MMT. However, these observations are found to be moderated by age. These findings may help designing separate intervention techniques for alleviating excessive MMT behavior for different age groups considering their personality traits.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"12 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87695783","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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