Psychology in Russia-State of the Art最新文献

Background: This paper presents the results of a study into the breadth, dynamics, and diversity of the interdisciplinary branch of cultural-historical psychology. The scatter of thematic areas within the cultural-historical approach indicates the urgent need to continue a systematic and holistic analysis of research related to cultural-historical topics in the context of its various directions and research groups.

Design: A bibliometric analysis of scientific publications indexed by the Web of Science CC was carried out for the 2010-2020 period . Our previous bibliographic study (Rubtsov et al., 2019) revealed that the number of publications on cultural-historical psychology and citations of them, has recently increased, although unevenly.

Results: According to our results, the number of publications on cultural-historical psychology is growing unevenly; publications from Russia and the United States made up almost equal shares of the sample, and third place was taken by England, followed by Finland and Sweden. The top 10 journals fell into two subject areas: Psychology and Education and Educational Research. With regard to the geographical location of the publishing houses of the top 10 journals, the highest number was taken by England and Russia. The dominant areas of research were teacher education, university education, and learning activity.

Conclusion: The most frequently used terms were Vygotsky, activity approach, CHAT, CHP, ZPD, and learning activity.

Background: It is known that some genes regulate neurochemical metabolism, and their polymorphisms affect cognitive performance, including the ability to categorize emotionally significant information.

Objective: The aim of our study was to analyze the recognition of emotional and neutral visual scenes in carriers of different polymorphic variants of the MAOA, COMT, DRD4, and 5HT2A genes.

Design: The study sample consisted of 87 university students (Caucasians, women 63%, average age 20.4±2.6 years). The genotypes of the COMT, 5HT2A, and DRD4 genes were determined by polymerase chain reaction. Agarose gel electrophoresis was used to determine the number of tandem repeats of the MAOA gene. Three hundred sixty (360) photographic images of scenes of different emotional valence (positive, negative, and neutral - 120 images for each category) were used as stimuli. These images were classified by expert assessments. The images were presented in a random sequence. The exposure time was 700 ms. The research participants were asked to determine the emotional valence of each scene.

Results: We found that only the COMT gene genotype affected the recognition of emotional and neutral visual scenes. Carriers of the COMT Val/Val genotype, which causes dopamine to stay in the synaptic space for a shorter time, are better in recognizing and demonstrate higher sensitivity to the emotional content of scenes. Carriers of the Val/Met genotype demonstrated the worst ability to differentiate the emotional valence of visual scenes.

Conclusion: This study has shown that the length of stay of monoamines in the synaptic space regulated by the COMT gene affects the recognition of emotional visual information.

Background: Patients with Celiac Disease (CD) experience psychological disorders and emotion-regulation disruptions. Although following a gluten-free diet alleviates their symptoms, these patients report social relationship problems.

Objective: The first aim of this study was to analyze the level of FFMQ mindfulness (describing emotions, acting with awareness, observing, non-judging of inner experience, and non-reactivity to inner experience) and harmony in life (HiL) in patients with CD. The second goal was to examine the relationship between the FFMQ and HiL scales in patients with CD. The third was to detect the effects of the duration of the illness, education level, and employment status on FFMQ-measured mindfulness and HiL.

Design: The study involved 111 Turkish patients with CD (N Females = 75, 67.6%) living in Turkey. The patients filled out the FFMQ and HiL questionnaires via a google form survey. The duration of their diagnosis, age, employment status, and education level were nominal variables. A Pearsons' correlation test, independent t-test, multiple linear regression, and one-way ANO VA were implemented.

Results: The results showed that patients with CD had a low level of HiL. The total FFMQ score was positively related to the HiL scale. Education and duration of diagnosis had a significant impact on the FFMQ and HiL scores. Age affected the level of describing emotions, and employment status had a strong effect on acting with awareness. However, gender affected neither the FFMQ nor HiL levels.

Conclusion: The results showed that patients with CD expressed a low level of HiL. Non-reactivity to inner experience, observing, and acting with awareness were positive predictors of the HiL scores. Moreover, since the HiL and FFMQ scales showed high internal consistency, the FFMQ and HiL questionnaires can be used in further studies of patients with CD.

Background: Studies have shown the great importance of early mathematical development as a predictor of subsequent success, which poses the question of how to organize preschool mathematical education with a view to the children's age characteristics, including their cognitive development. In other words, mathematical concepts and actions should be formed with the help of teaching resources appropriate to the child's development.

Objective: To determine the effectiveness of three teaching resources (examples, models, and symbols) in formation of the concept of magnitude in older preschoolers (ages 6-7) with different levels of executive function.

Design: Four training programs (with 15 twenty-minute lessons each) were developed and conducted in a formative experiment for older preschoolers with different levels of development of executive functions. The lessons addressed the concept of magnitude (length, area, volume), using different types of teaching resources: exemplars (in traditional and game variants), models, and symbols. The total sample of 116 subjects (44% boys) was divided into 4 groups for each of the programs, plus a control group in which no sessions were conducted. The groups were equalized according to the initial level of development of concepts of magnitude and the level of development of executive functions.

Results: There was a statistically significant increase in the quality of mastery of the concept of magnitude in three experimental groups ("symbolic," "traditional," and "traditional with imaginary characters") compared with the control group. The formative effect of the "model-building" program showed no significant differences from the effect of the child's natural development (the control group). We also showed that children with a low level of regulation learned mathematical concepts more effectively with the "symbolic" program; children with a medium level of regulation with the "symbolic" and any variant of the "traditional" program; and children with a high level of regulation with the "symbolic" and "model-building" programs.

Conclusion: The findings underline the importance of both the type of teaching resources used and the level of development of voluntary regulation, when teaching mathematics to preschoolers.

Background: Emotion Regulation comprises a set of strategies (cognitive, emotional, and physiological) that allow individuals faced with internal or external stimuli to manage their emotional response, to adapt to the environment, and to achieve goals. The Emotion Regulation Questionnaire (ERQ) is used to assess Emotion Regulation. It has been translated into several languages (including Spanish) and has been adapted around the world, but its psychometric properties have not been tested in Ecuador.

Objective: To confirm the bifactor structure of the Emotion Regulation Questionnaire and its reliability in a sample of Ecuadorian college students.

Design: A quantitative and instrumental study using Confirmatory Factor Analysis with Robust Maximum Likelihood estimation. The sample consisted of 400 participants (62.5% women), aged 18 to 25 (M = 21.1; SD = 1.95) from two universities in Ecuador and seven different undergraduate courses.

Results: The bifactor model of the test is confirmed with an adequate adjustment ꭓ2 = 35.99; p > .001; ꭓ2/df = 1.43; CFI = .98; TLI = .96; SRMR = .034; and RMSE A = .033 CI_95%: [.033-.052]; ω_H = .70; ω_Hs1 = .23; ω_Hs2 = .35. Reliability is high with ω = .86 CI_95%: [.81-.88].

Conclusion: The bifactor model of the ERQ is an adequate and reliable test to assess Emotion Regulation among Ecuadorian college students.

Background: Infrahumanization is a result of group comparison when the ingroup is considered as fully human in comparison to an outgroup that is viewed as lacking humanness and similar to animals. Infrahumanization theory proposed that the attribution of emotions to ingroups and out-groups is based on their uniqueness, regardless of the valence of these emotions. Since the valence of information plays an important role in its processing and perception, it was decided to clarify the role of uniqueness and valence.

Objective: This article aims to explore the role of valence and uniqueness in the perception of emotions within the framework of the infrahumanization theory.

Design: Three studies were conducted. A preliminary study selected emotions with extreme values for uniqueness and valence to create a list for measuring infrahumanization for the Russian socio-cultural context. In Study 1, we tested three alternative models of perception of emotions' uniqueness and valence. In Study 2, we replicate the results from Study 1 and check the robustness of the models obtained.

Results: In a preliminary study (N = 146), twelve emotions with different levels of uniqueness and valence were selected for the Russian sociocultural context. CFA was used for testing the models in Studies 1 and 2. The results of Study 1 (N = 243) demonstrated the role of valence and uniqueness in the perception of emotions. Study 2 (N = 482) confirmed the results obtained in Study 1.

Conclusion: For the first time, the infrahumanization measure was adapted to the Russian socio-cultural context. Infrahumanization research should control valence for a qualitative discussion of the results.

Background: Many culturally-plural societies like Canada or Russia seek ways to manage their cultural diversity in order to promote harmony among coexisting groups. The social sciences have long viewed intergroup contact as a beneficial intervention to achieve such harmony.

Objective: This paper proposes an adaptationist framework within which to explain how and why intergroup contact contributes to the positive and negative outcomes for individuals who live together in a plural society. We employed this framework in a case study that may serve as an example of the conceptualization and analysis of these issues in international research. Its structural framework included both positive and negative contact and the role of this contact in the distribution of intercultural and psychological adaptation among a large representative sample of the Canadian population.

Design: We used a correlational design with a representative sample of Canadians from a survey carried out by Environics in 2019, which was stratified according to the most current population statistics. The total sample was 3,111 persons age 18 and over and included the largest racialised groups in the country.

Results: Our main finding was that intergroup contact (both positive and negative) related to both psychological and intercultural adaptation. These findings have implications for improving intercultural relations, especially through the role of positive contact.

Conclusion: The experience of negative contact (e.g., discrimination) in the near term is an important factor in undermining both forms of adaptation. Nonetheless, while intergroup contact can bring both positive and negative experiences during intercultural interactions, it leads to mutual adaptation over time.