Psychology in Russia-State of the Art最新文献

Background: Incidental findings are items of visual search that are potentially of significance, but were not the main object of the initial search. They have been previously widely discussed in the field of radiology. However, the underlying perceptual mechanisms of such phenomenon are still unclear.

Objective: The current study aims to examine incidental findings in different paradigms of visual search in order to reveal their primary perceptual aspects.

Design: Two behavioral visual search experiments were conducted. The mixed hybrid search task model was used in the first experiment, while the subsequent search miss effect was employed in the second experiment. The task was to find targets among distractors, according to given instructions. Stimuli material consisted of images of real-life objects that were randomly distributed across the screen for each trial.

Results: Accuracy and reaction time of the participants were analyzed in both experiments. Similar effects were observed for both parameters. Specific targets in the first experiment and typical targets in the second experiment were found significantly faster and more accurately in comparison to categorical and atypical targets. Moreover, this tendency did not depend on the order of target identification. Hence, the prevalence of the targets was revealed to be the primary factor in the case of incidental findings.

Conclusion: The study revealed the emergence of incidental findings in both experiments. Typical or specific targets were detected significantly more accurately, compared to atypical or categorical targets. Subsequent search misses were not detected, suggesting that target prevalence could be a crucial factor that is specific for incidental findings.

Background: Research documenting the consequences of perfectionism on psychopathology and academic achievement across diverse cultures proliferates. This paper situates the multidimensional model of perfectionism and the role of family perfectionism within a Russian context.

Objective: The main purposes are to investigate the psychometric properties of the Family Almost Perfect Scale (FAPS) among Russian college students and to explore whether the different types of perfectionistic families found in past studies are replicated in the sample. The impact of both personal and family aspects of perfectionism on psychological and academic outcomes is investigated.

Design: The psychometric properties of a Russian family perfectionism measure were examined using 169 students (50 men, 119 women), recruited at a national university in Perm, Russia. Their overall average age was 19.60 (SD = 0.63), ranging from 18 to 23 (Men: M = 19.72, SD = 0.76; Women: M = 19.55, SD = 0.56).

Results: Results indicated that the adjusted 15-item Russian Family Almost Perfect Scale (FAPS) yielded adequate factor structure, construct validity, and internal consistency reliability. The distinctively adaptive and maladaptive natures of the Family Standards and Family Discrepancy subscales were supported through correlations with psychological distress measures, as well as the three different types of perfectionistic families that were replicated through cluster analyses. The adaptive, maladaptive, and non-perfectionistic families mirrored the groups found in past studies. In comparing individuals of various family types, those from maladaptive perfectionistic families reported higher levels of depressive mood and anxiety than those from adaptive perfectionistic families.

Conclusion: Findings implicate the relevancy of this construct to college students' psychological well-being. The Russian FAPS could be used in future research to further explore perceived family perfectionism among Russian-speaking populations.

Background: Multitasking is a rapidly evolving construct and we are in dire need of a sound tool for measuring multitasking behaviors and abilities across socio-cultural contexts. To this end, this study has put forward a cultural adaptation (through back translation) of an already developed (Kushniryk, 2008) measure i.e., Communication Specific Multitasking Measurement Instrument.

Objective: This study is intended to translate, adapt, and validate a multitasking measure i.e., Communication Specific Multitasking Measurement Instrument (CSMMI; Kushniryk, 2008) in the context of collectivist culture in Pakistan.

Design: The study was composed of two parts. The first part was completed in two phases. Phase I employed back and forward translation methods to translate the multitasking measure into an indigenous language. Phase II provided empirical validity of the translated and adapted instrument (CSMMI) using exploratory factor analysis (EFA) on data collected from a sample of 230 married individuals. The second part of the study was designed to establish construct validity of the translated instrument using confirmatory factor analysis (CFA) on a larger data set of married individuals.

Results: EFA using a varimax rotation on all 19 items of CSMMI showed that the instrument is a three-dimensional measure. CFA confirmed that the translated and adapted instrument is also a three-dimensional measure on the larger data set. Analysis of the intraclass correlation and alpha coefficient provided sound evidence for validity and reliability of the measure (CSMMI).

Conclusion: The findings of this study indicate that the translated and adapted multitasking measure (CSMMI) is reliable and valid when applied to the culturally collectivist population of Pakistan. This also pertains to any other populations where the translation is adequately applicable.

Introduction: Modern society is characterized by the widespread use of social media, which provides users with communication, leisure, work, and study opportunities. With the growth of such opportunities, more time is being spent online. These circumstances explain why we developed a test entitled the Virtual Identity of Social Media Users (VISCMU).

Objective: To develop and test the psychometric characteristics of the VISMU test.

Design: The research methods included theoretical analysis, modeling, expert assessments, questionnaires, and statistical analysis. The research sample was comprised of 285 users of VKontakte and other social media.

Results: The results of factor analysis proved the acceptability of the three scales identified in the test. Expert assessments showed that the test had sufficient face and content validity. The scales were characterized by optimal indicators of internal consistency, homogeneity, and discriminatory power. The test-retest reliability values demonstrated that the test indicators were stable. Statistically significant differences in the parameter measuring virtual identity in groups with different levels of success in adult life justified a sufficient level of criterion validity. The correlation between the test scales and the components of the factor structure of the modified test "Who am I online?" indicated its compliance with construct validity norms. Positive connections between virtual identity and Internet addiction, smartphone addiction, aggressiveness, hostility, and negative relationships with vitality, indicated sufficient convergent validity. The test has been standardized and specified.

Conclusion: The test was aimed at measuring the extent to which a person's virtual identity would reveal the specific characteristics of its impact on the individual's personal development.

Background: The spatial aspect of professionals' trust and distrust in socio-technical systems has not been sufficiently explored. The study of its structure, criteria for spatial distribution, and interrelationships of elements is of both scientific and practical interest.

Objective: To perform a comparative analysis of the trust and distrust experienced by professional operators in a socio-technical system of subject-subject and subject-object interactions.

Design: This work is based on A.B. Kupreychenko's methodological approach to studying trust and distrust in socio-technical systems, adapted by the authors to the railway transport system in Russia. The subjects were 86 locomotive crew members. The main focus was on their trust/distrust in the operation of the socio-technical (railway transport) system, including their workmates, managers, and themselves, as well as the technical objects they operate (locomotives), manufacturers of railway equipment, and conditions of its operation.

Results: The authors identified two relatively independent groups of indicators of trust/distrust in subject-subject and subject-object interactions. Trust in the elements of subject-subject interactions (involving workmates, managers, and the study participants themselves as specialists) was reliably higher than their trust in the elements of subject-object interactions (technical objects, manufacturers of railway equipment, and conditions of its operation). The correlations between trust and distrust in the elements of the socio-technical system were positive.

Conclusions: Trust and distrust perform the functions of integrating/differentiating elements of a socio-technical system according to their predictability in various operating conditions. The degree of trust/distrust in the system elements and their "location" in the space of trust/distrust are important when professionals make decisions in the course of performing professional actions. The results of the study can be used for designing socio-technical systems to increase the predictability of their operation in unstable conditions.

Background: A person's ability to solve several tasks simultaneously, or within a limited amount of time, - i.e., multitasking - is becoming more and more highly valued in society, despite experimental data in cognitive science about the low effectiveness of such activity. But, in the modern world, the term multitasking has become increasingly used in another sense - that is, a personal choice to perform several tasks simultaneously even if a person could do them consecutively.

Objective: The aim of this study was to reveal the relationship between a personal preference for multitasking, its subjective effectiveness in children and adolescents, and their tendency for and efficacy of multitasking under experimental conditions.

Design: One hundred and fifty-seven (157) schoolchildren of different ages participated in the study, which called for responding to four windows on a screen, including texts (SMS) and video images, and reporting on their subjective multitasking and its efficacy.

Results: The majority of children and adolescents said (the older they were, the more likely) that sometimes, or often, they combine several tasks, and argued that their performance was effective.

Conclusion: The subjective perspective on multitasking and its effectiveness was more likely to be related to multitasking by carrying out several tasks simultaneously, than switching between tasks, and was not related to actual effectiveness when undertaking a variety of activities within a limited time period. In the case of distractions (for instance, incoming messages while undertaking tasks), they might be related to a decrease in effectiveness.

Background: This article is dedicated to the 120th anniversary of the birth of Piotr Yakovlevich Galperin (1902-1988), an outstanding Soviet psychologist, the author of an original psychological concept and scientific school, and an organizer of psychological science.

Objective: To reconstruct the main stages of the scientific biography of Piotr Yakovlevich Galperin.

Results: The paper demonstrates the internal logic of P.Ya. Galperin's developing scientific views in creating the theory of stage-by-stage formation of mental actions and concepts, which analyzes the process of formation of the main components of mental activity and develops a system of conditions for transforming an objective action into a psychological phenomenon.This biography is based on Galperin's publications and speeches, memoirs of associates and family members, and numerous archival materials.All the periods of Galperin's life are presented, reflecting his participation, starting from the mid-1920s, in scientific and scientific-practical events. Particular attention is paid to Galperin's work at M.V. Lomonosov Moscow State University (MGU): 55 years of Galperin's professional and personal life (from 1943 until his death in 1988) were associated with the Philosophy Faculty, and then with the Psychology Faculty.

Conclusion: The importance of preserving P.Ya. Galperin's scientific legacy is shown and steps taken in this direction are indicated.

Background: We apply the theory of step-by-step concept formation (Galperin) and the theory of learning activity (Davydov) to the practice of education and teacher training.

Objective: This paper describes a feasible way to teach the basics of Galperin's theory to students studying pedagogical psychology, by involving them in an exemplary educational module on combining chemical formulas according to the elements' valency values.

Design: We suggested that our students participate in an educational module which was designed as an example of how to materialize orientation components of action as the basis of concept formation. The "practical" action for mastering the valency concept was to combine the correct formula for a pair of elements, whose valency was provided, and correct the formulas made by someone else. However, the core "orientation" required an extended procedure of building a "molecule" structure with a special construction kit. The key challenge for the students was to coordinate their calculation of the number of bonds needed for the molecule, and name the exact total before they would receive their atom-tokens for constructing the model.

Results: Our workshop participants took on the role of students facing their first encounter with chemistry, and embarked on the formation sequence. At the same time they analyzed the mistakes they had made by ignoring some procedural steps. Considered through the lens of Galperin's theory, these "adult" mistakes proved how vital his theoretical principles are for educational design.

Conclusion: Our workshop thus illustrated that the search for the proper action for concept formation within Galperin's theory framework is a challenging task. The difficulties that our participants experienced while they worked as pupils revealed the divergence of didactic approaches. The effectiveness of the concept formation approach, even within our small exemplary educational module, once again confirmed the practical value of pedagogical psychology in general, and Galperin's theory in particular.

Background: During the lockdown for COVID-19, children were limited in a number of activities which are essential for the development of executive functions (play, social interaction, and organized sport). Earlier studies found an increase in executive function issues in children during the pandemic, based on caregivers' reports.

Objective: The present study was a pioneer in exploring the dynamics of children's executive function development during the lockdown. Our purpose was to explore the effect of the lockdown on the growth of executive functions in children over a one-year period, as compared to their peers before the pandemic.

Design: The sample consisted of two cohorts of children. All the children had been attending the same kindergartens but in different periods of time. The executive functions of both groups were assessed twice, with a year's break in-between (the first group was assessed before the pandemic; the second, during the pandemic). These groups were comparable in gender composition, age, and family's place of residence.

Results: The results have confirmed concerns about the slower growth of executive functioning in children during the lockdown versus their peers before the pandemic, especially for cognitive flexibility and working memory. Inhibition was not significantly affected by the lockdown. Moderation analysis showed that the lockdown impacted girls differently than boys in terms of working memory. The negative effect of social restrictions on working memory was significantly higher in females.

Conclusion: Our findings illuminate the negative effects the pandemic-related social restrictions had on the growth of children's cognitive flexibility and working memory. For working memory, the effect of social isolation varied depending on the child's gender.

Background: The formation of emotional autonomy in child-parent relations is one of the main developmental tasks of adolescence (Havighurst, 1972). The theoretical framework of our study comes from the Age-Related Cultural-Historical Approach (Vygotsky, 2000; Leontiev, 1978; Bozhovich, 2009; Elkonin, 1972) and the Theory of Emotional Autonomy Formation by L. Steinberg & S. Silverberg (1986). Here we present the results of a test with the Russian version of the "Emotional Autonomy Scale" (EAS) as validated by L. Steinberg & S. Silverberg (1986).

Objective: We conducted a substantial psychometric analysis of the EAS scales on a Russian sample.

Design: The participants were 222 pupils from the 9th to 11th grades in Moscow schools (age 14-17; M = 15.89; SD = 0.91). A comparative and structural analysis was conducted to review the reliability of the EAS Russian version, administered by the authors.

Methods: The pupils were evaluated with 1) the authors' Russian version of the EAS by L. Steinberg & S. Silverberg (1986); and 2) the Parent-Child Interaction questionnaire (PCI) by I. Markovskaya (1999).

Results: The fit of Steinberg's original Four-factor model (L. Steinberg & S. Silverberg, 1986) and of the Beyers' and colleagues' Seven-factor model (2005) were studied on a Russian sample for the first time. The Four-factor model was chosen as the final model due to better fit indices and Cronbach's alpha coefficient. The CFA showed the model fit indices to be acceptable (RMSEA = 0.07) or slightly less than the good fit values (CFI = 0.74). The validity analysis was conducted using the PCI by I. Markovskaya (1999).

Conclusion: The aim of theoretical analysis, approbation, and validation of the EAS on a Russian sample was achieved: the authors' version of the EAS is a valid and reliable instrument to measure adolescents' emotional autonomy in a Russian sample.