Specific features while implementing achievement motivation with an internal component of 'fear
Kotov A.V., Novikova A.P.
For the undergraduate students in the course of a long observation period (one academic year) the test study has investigated the temporal dynamics of the personal-level determinants of purposeful behavior achievement motivation, and cardio-respiratory support of its implementation in the emotionally intense periods of learning activities in terms of using a rating system of knowledge assessment system and pass/fail. It is shown that a stable low level of AM (achievement motivation) provided different versions of intersystem relations of cardiovascular and respiratory functions under-rated and unrated system of education.
Ethno-cultural competence as a component of competence in communication
Stefanenko Tatiana G., Kupavskaya Aleksandra S.
The importance of success in cross-cultural communication in the modern world is growing every day. However, because of the lack of a coherent methodological framework and common terminology, there is eclecticism in the practical concepts of successful intercultural communication. This article presents the integration of Russian and western social-psychological knowledge and creates a model of the ethno-cultural competence. Thus, in accordance with Russian social psychology, the socio-perceptive, communicative and interactive aspects of ethnocultural communication are allocated and described. The three-part model of ethno-cultural competence, which includes cognitive, behavioral and motivational factors, was operationalized in order to become a base for standardized training programs to increase ethnic and cultural competence.
Structure of the motivational component of personal helplessness at different age stages
Веденеева Е. В., Циринг Д. А.
В статье приводятся результаты эмпирического исследования структуры мотивационного компонента личностной беспомощности в младшем школьном, подростковом и юношеском возрастах.The article contains the results of empirical research of structure of the motivational component of personal helplessness in primary school, teenage and youth age.
Rational and emotional components of attitude to the disease in patients with type 1 diabetes: relat
Motovilin O.G., Shishkova Yu.A., Surkova E.V.
Aim. To study the relationship between two components of the attitude (rational and emotional) of patients with type 1 diabetes (T1D) to the disease among themselves as well as the relationship of each component with psychological well-being of patients. Materials and methods. One hundred twenty-nine T1D patients (43 males, 86 females) were studied. The attitude towards the disease was studied using the Colour Attitude Test (CAT) by A.M. Etkind and the Psychological Diagnosis of the Type of Person’s Attitude to the Disease (TAD) developed at the Bekhterev Psychoneurological Research Institute (St. Petersburg). Psychological well-being was evaluated using the 36-item Short-Form Health Survey (SF-36), the State-Trait Anxiety Inventory (STAI) by C.D. Spielberger that was adapted by Y.L. Khanin, the Centre for Epidemiological Studies Depression Scale (CES-D), the self-assessment diagnostic technique by Dembo-Rubinstein and the Purpose in Life Test (PILT) by Crumbaugh & Maholick that was adapted by D. Leontyev. Results. There were two groups of patients in the results of cluster analysis of TAD: those with rational adaptive and maladaptive attitudes towards the disease. In the group of patients with the rational adaptive attitude towards the disease, scores were higher on most scales of STAI, CES-D, SF-36 and PILT. In the result of cluster analysis of CAT, there were two groups of patients: those with favourable and unfavourable emotional acceptance of the disease. The group of patients with favourable emotional acceptance of the disease also had higher scores on most scales of STAI, CES-D, SF-36, PILT and the Dembo-Rubinstein technique. The comparative analysis of the relationship of rational and emotional components in attitude to the disease showed their incomplete coincidence among themselves. Conclusions. Both the rational and emotional components of the attitude towards the disease are associated with the psychological well-being of patients. Patients with the adaptive rational attitude towards the disease and a high level of emotional acceptance are characterised by a high level of psychological well-being.
Large-scale network analysis of imagination reveals extended but limited top-down components in huma
Verkhlyutov Vitaliy M., Ushakov Vadim L., Sokolov Pavel A., Velichkovsky Boris M.
We investigated whole-brain functional magnetic resonance imaging (fMRI) activation in a group of 21 healthy adult subjects during perception, imagination and remembering of two dynamic visual scenarios. Activation of the posterior parts of the cortex prevailed when watching videos. The cognitive tasks of imagination and remembering were accompanied by a predominant activity in the anterior parts of the cortex. An independent component analysis identified seven large-scale cortical networks with relatively invariant spatial distributions across all experimental conditions. The time course of their activation over experimental sessions was task-dependent. These detected networks can be interpreted as a recombination of resting state networks. Both central and peripheral networks were identified within the primary visual cortex. The central network around the caudal pole of BA17 and centers of other visual areas was activated only by direct visual stimulation, while the peripheral network responded to the presentation of visual information as well as to the cognitive tasks of imagination and remembering. The latter result explains the particular susceptibility of peripheral and twilight vision to cognitive top-down influences that often result in false-alarm detections.
Electrophysiological analysis of the cognitive component of social creativity in young males and fem
Saakyan Oksana S.
This article sets forth the problem of studying social creativity from the psychophysiological perspective. Presented here are the first experimental records of studying the cognitive component of social activity. This article describes the peculiar hemispheric activity during the resolution of interpersonal problems by students of different individual peculiarities and professional achievement levels. The author shows that when the solution to a verbal divergent task by young males and females of high creativity and professional achievement is reached, the frequency-spatial EEG indexes are higher in the parietal and frontal brain regions. In the solution of a convergent task, these indexes are higher in the frontal, central and cervical brain zones. In case of young males and females of low creativity and average and low levels of professional achievement, the solution of a convergent task is accompanied by increased EEG power in the central, frontal, parietal zones of both hemispheres. Thus, the assessment of the psychophysiological mechanisms of the cognitive component in social activity has shown that a definite picture of hemispheric activation stipulates the peculiarities of divergent and convergent thinking in young males and females of various levels of creativity and professional success. This difference, revealed at the initial stage of investigation, demands a deeper study of the phenomenon of social creativity in the professional training of a personality that is inclusive of this personality’s individual peculiarities.
Cognitive readiness for intercultural communication as an essential component of intercultural compe
Soboleva Alexandra V., Obdalova Olga A.
The article deals with the implementation of cross-cultural oriented training to higher vocational school language education. The necessity of a student's cognitive personality development in the process of intercultural competence formation is discussed. The intercultural competence structure that includes three levels of parameters (the level of the basic parameters, the level of key parameters, the level of cognitive parameters), necessary for effective cross-cultural interaction, is presented. The notion of "cognitive readiness for intercultural communication", which is, to authors' opinion, crucial for the productivity of intercultural communication is introduced. It consists in conscious attitude to intercultural communication as the process of the world cognition, its goals and objectives, process and outcomes. The stages of the educational process aimed at integrated development of communicative skills of intercultural communication and cognitive readiness for intercultural communication are described. They provide the integrated development of different cognitive strategies as part of communicative language teaching. The examples of exercises that help implement cognitive orientation of training into the development of students' communicative skills within one lexical and grammatical topic are proposed. Pedagogical conditions to be created in the educational process are referred. These include: 1) polymodality of students' perceptual experience; 2) multiaspectiveness of communicative exercises that allows combining different cognitive strategies; 3) a specific sequence of exercises; 4) the dominance of group work activities that provides students with the opportunity to solve communicative tasks in collaboration, integrating various strategies of perception, processing and interpretation of foreign language information.
The creative archetypes of the classic composers’ schools
Glivinsky Valery Victorovich, Fedoseyev Ivan Sergeyevich
The article identifies three creative archetypes represented in the Viennese and St. Petersburg classic composers’ schools: inventive (Haydn, Stravinsky), harmonic (Mozart, Prokofiev), and conflictive (Beethoven, Shostakovich). The procedural-dynamic creative method of the Viennese Classics is compared to the object-descriptive creative method of the St. Petersburg Classics. The characteristics of Haydn, Mozart, Beethoven, Stravinsky, Prokofiev and Shostakovich reveal their individually specific archetypal features.
The operational component of primary school teacher’s social competence: criteria, indicators and de
Olena Volodymyrivna Varetska
Objective: to substantiate and to develop the content, criteria, indicators and development levels of the operational component of primary school teacher’s social competence, to choose research methods, to identify and describe the changes that occurred in the process of postgraduate pedagodical education. Methods: diagnostic methods — theoretical (analysis, synthesis, induction, deduction, comparison, generalization, abstraction, classification, systematic approach); sociological (questionnaires, expert polls); socio-pedagogical methods (teaching observation and experiment); mathematical, statistical (method of averaging, paired comparisons, correlation analysis) and general research methods (analysis of literature, state nomenclature documents; modeling, method of terminological analysis, method of definitions). Results: the paper substantiates the content of operational component of primary school teacher’s social competence, gives broad and generalized description of its criteria (facility and success in solution of social problems and tasks for children and teaching staff), indicators (describe the ability to solve social problems of children and teaching staff), and development levels (high, sufficient, medium, and low). The selected diagnostic methods helped to identify the development level of the component under study, describe the changes that occurred in its development in postgraduate pedagogical education, contributed to the effective reliability of our characteristics of the development process in the system of postgraduate pedagogical education (SPPE), facilitated achieving the goal of our reseach. Scientific novelty: the article deals with the content of operational component in the improved structure of primary school teacher’s social competence; it specifies the criteria, indicators and development levels of primary school teacher’s social competence in SPPE, taking into account the peculiarities of socio-professional activities; questionnaires have been worked out and the validity of the scientific and technological system of complex sustained development of the operating component in the above mentioned competence in postgraduate pedagogical education has been experimentally tested. Practical importance: main provisions and conclusions of the article can be used in research and teaching, they provide foundation for further research on the formation of future teacher’s social competence in particular.