P это что такое P: определение — Психология.НЭС
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P

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P

1. См. коэффициент вероятности. 2. Символическое обозначение стабильности личности в теории Айзенка. 3. См. вещество Р.

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Источник: Оксфордский толковый словарь по психологии

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Найдено научных статей по теме — 12

PHENOMENOLOGY AS A STYLE OF RESEARCH AND PRACTICE

Alexey M. Ulanovsky
The paper presents analysis of principles, treatments and ways of using phenomenology in psychology. Six different ways of using phenomenological method in psychology are discerned: as (1) a method of clarifying of phenomena of consciousness and concepts, (2) a way of differentiation, description and analysis of psychopathological phenomena, (3) a way of understanding and penetration to the living world of a person, (4) a form of subjective self-reports of participants, (5) a method of psychotherapeutic work with experience, (6) a qualitative research strategy in academic psychology. The approach to phenomenology as a special style of research and practice, which implies the intuitive, reflective, unprejudiced, descriptive, detailed approach to phenomena, is developed.
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Problems of argumentation in medieval Armenian philosophy

Hasmik Hovhannisyan
None of the medieval Armenian thinkers left a complete piece on argumentation theory. However, argumentation problems and the practical realization of requirements of the theory of argumentation were enormous part of Armenian philosophers’ works. They discussed argumentation problems mostly from object-language rather than meta-language prospective. This research focuses on the works of three mediaeval thinkers: Yeznik Koghbacy (IV-V), David Anhaght (The Invincible, V), Grigor Tatevatsi (XIV-XV). In their theoretical heritage the examination of argumentation issues and coverage can be regarded as the most significant stages of history of Armenian argumentation theories, the interpretation of which first of all aims to accomplish the following problems: 1. Present the argumentation doctrines of each chosen philosopher as a complete idea of the theory of argumentation. 2. Complete the critical analysis of the theoretical heritage of the examinee philosophers. 3. Clarify the most important stages of history of Armenian argumentation doctrines. 4. Thereby increase the possibility of including history of Armenian argumentation theories in universal history. The history of each theory can be perceived and properly appreciated from the perspective of that theory’s modem level of development. Considering that fact this research reconstructs the models of syntax and semantics of the language of argumentation.
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Promotion of heroic character as social science and education task

Ernest Grigorian
The article analyzes the catastrophic moods in some segments of Armenian society. This occurs due to the ongoing war, lack of faith in the future, loss of social orientation. The Armenian society does not feel care on the part of the ruling class, do not see its responsibility, feels helplessness in the face of external and internal threats, and, therefore, is in confrontation with the ruling class. And here is the new phenomenon of mass heroism of the people as a response to the catastrophic situation and reliance on heroes as saviors of the nation. Social science and education should more closely examine this phenomenon and try to make the heroism more meaningful and much full of sense.
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Pathways of Personality Development: Following Lev Vygotsky’s Guidelines

Dmitry Leontiev, Anna Lebedeva, Vasily Kostenko
The paper presents a theoretical reconstruction of Lev Vygotsky’s project on theory of personality development and highlights Vygotsky’s relevance and heuristic value for the personality psychology of our days, especially positive psychology. The authors focus on several aspects of Vygotsky’s heritage. 1. The general concept of personality within a non-classical framework. 2. The idea of self-mastery as the central explanatory concept and its relation to the modern concept of agency. 3. The role of self-reflective awareness in personality development. 4. Personality development pathways in challenging conditions. In Vygotsky’s works personality was implicitly constructed as the most integral higher mental function, while self-mastery or self-regulation was its central feature. Vygotsky’s principle of mediation states that the structure of human activity is mediated by physical or mental tools that break the S — R links and make it possible to master one’s own behavior and mental processes. By utilizing speech as a system of signs that enables the process of mastering the psychosocial reality, self-reflection makes a new basis for more complicated forms of higher mental processes that possesses more degrees of freedom as compared with the lower ones. The law of compensation is discussed in the context of aggravated conditions of personality development, where personality answers to social boundaries, and thus achieves alternative trajectories of development. The sociocultural paradigm is thus consistent with modern thought on positive and personality psychology.
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Psychology and pedagogical escort of rural school students at the stage of the professional choice

Badashkeev Mihail Valerevich, Badashkeeva Marina Aleksandrovna
In this work the problem of psychology and pedagogical escort of rural school students in professional orientation work and in development of personal and professional self-determination, and also feature of system of maintenance in the conditions of rural school is considered. Various points of view in the theory and practice of modern researchers are analyzed.
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Psychological and pedagogical peculiarities of the educational fathers’ activity of various national

Efimova Anastasia Anatolyevna
The problem of typology of fatherhood, taking into account the special, namely, the national and natural features of educational activities, represents a new direction in psychological science. This article presents a study of the typological characteristics of the educational fathers’ activities of different nationalities.
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Peculiarities of intensive methods’ application in teaching foreign languages at Ukrainian higher ed

Sazikina Tetyana Pavlivna
The article is dedicated to the linguistic and methodological peculiarities of the intensive teaching of foreign languages. There are compared traditional and up-to-date methods of teaching. Detailed approach is given to the communicative-role approach to teaching foreign languages. Psychological and methodological points of on intensive teaching of foreign languages are analyzed. Special attention is paid to the interactive teaching methods. Multi media means of teaching are emphasized. There are given principles of composing training exercises in teaching various aspects of a foreign language.
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People of Caucasus and black Sea region: oratory skill

Shenkao Muhamed
Various forms of toasts are considered: from the time of the Nart epic to modern time. In our study we rely on materials of Sakieva A., Kardangush Zaramuk, Naloyeva Zaura, Inal-Ipa Sh., Bigua S. “Khuekhu” (khokh it is goodwill in a verbal form) part of the traditional life and culture of peoples. Khokhs, as good wishes, are not always and not everywhere revealed, but only in this place and at a given time, i.e. at the moment of “pial’e” (time, the point of intersection of time and place). The place and time of the khokh utter-ance define its direction, its “depth”, etc. On the other hand, khokh is an art of folk eloquence, and as such it was not given to everyone. A person who undertook to speak a special khokh (toast), apparently, had to learn from others for a long time. It was believed that the speaker spoke beautifully in the name of God that God “tkh’e, anchva”, put in his mouth the highest, noble words of the people. In the epic “Narts” he was given to Sosruko, for his deeds in the name of people’s Nart goods. The great old man, the hero of the epic Nasren-Zhache, taking the word from the toastmaster, with a khokh, kind word, blesses Ashamez, Nartsky. To re-ceive good wishes from the hero is no less important event than to obtain the khokh of the Gods, as he (the hero) has seen a lot, done a lot, i.e. he is almost godlike. In the system of education of the Adygea-Abkhazian knight consciousness, a significant role was played by words infusions (suggestions), received through in-structions in khokhs. A man somehow completed his education in the khokhs, he discovered new truths and expanses of being. Thus, one can see that khokhs can be different. They are pronounced on various occa-sions: the beginning of the peasant's work, housewarming, coming out to the spring field, etc. The mountai-neers also have the sacred khokhs about food on the table, table generosity. Toasts were pronounced in the name of son-in-law or son, or daughter-in-law. Abkhazians-Christians have a lot of khokhs. The art of elo-quence, goodwill, here, on the ancient land of Apsna, achieves high perfection, aristocratic spirit. At the table, Abkhazians strictly follow themselves and their neighbors: is “Apsuara” (“Abkhazianity”) respected? But through the Apsuara and Adyghenity, the peoples defend their national identity, their individual uniqueness, not willing to dissolve and disappear among other ethnic groups. The ability to pronounce khokh is an indica-tor of a person's culture for the peoples of the North and West Caucasus. Khokhs are not just words to the place and time, but words-feelings, word-concepts, words-sacral, organizing and subordinating people. The concepts of people’ beauty, its morality, behavior etiquette, truth are as if concretized and specificated in the toasts. The importance of this topic is shown for a deeper understanding and study of the Caucasus people culture.
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Phenomenological approachesto non-conceptual content

Van Mazijk Corijn
Over the past years McDowell’s conceptualist theory has received mixed phenomenological reviews. Some phenomenologists have claimed that conceptualism involves an over-intellectualization of human experience. Others have drawn on Husserl’s work, arguing that Husserl’s theory of fulllment challenges conceptualism and that his notion of “real content” is non-conceptual. Still others, by contrast, hold that Husserl’s later phenomenology is in fundamental agreement with McDowell’s theory of conceptually informed experience. So who is right? This paper purports to show that phenomenology does not have to choose between any of these positions. Central to the outline I offer is that there are multiple approaches to non-conceptual content in play today. By separating them we can begin to oversee the diversity of phenomenological contributions to the debate about non-conceptual content. I conclude that current literature presents us with at least three sound phenomenological accounts of non-conceptual content, but also that these are generally not incompatible with conceptualism.
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Pedagogical control over physical culture specialist’s expectations

Vladislav E. Zhabakov
The article discusses the process of pedagogical management expectations as motivational qualities of the individual. Professional expectations is filled with valuable content that gives it meaning. The interaction of the subjective meanings and value orientations educational activities creates quality of "subjectivity", which is manifested in personal choice. As a result, the content analysis of the lexical units of the expectations of the subjects, selected by the method of "Incomplete sentences", the investigated units reflect a positive modality of expectations (36.5% of total variance), negative modality of expectations (17.8% of total variance), modality neutral expectations (5.8% of total variance). Identified and statistically confirmed the differences in prevalence units category modality of expectations in groups of subjects with different style of learning activities, and the expectations of interpersonal relations between teacher and students related to expectations, as the willingness to help others, a developed sense of responsibility, confidence, independence, behavior, realistic base judgments and actions, a sense of responsibility. Thus, the expectations associated with students ' ideas about their future profession, forming the image of the desired future through the context of perception of reality.
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Physical-sports activity organization among children, teen-agers and students on the basis of person

Olga N. Valkina, Elena E. Funina, Evgeniya O. Panova
The problem of involvement students into systematic physical exercises is one of the most urgent. In spite of its importance understanding in practice of special secondary and higher education organization, in the approaches to physical culture lessons holding among students nothing has changed greatly and it proves the urgency of the hold research work. One of the main approaches to personality oriented approach realization during the process of physical-sports activity is unified pedagogical space creation, which provides the opportunity of specific for every person traits and the peculiarities of the character, worldview, interrelation with people around realization during physical activity. Material. Effective substantiation of personality oriented approach ways realization during the process of physical-sports activity of schoolchildren and students. Research methods: scientific and scientific-methodical literature, progressive pedagogical experience of physical culture and sport teachers analysis and summarizing, pedagogical experiment, observations, testing, statistical data handling. Results. The article offers scientifically substantiated approach to a wider use of physical culture and sport means not only for the level of physical fitness increase, but also for intellectual, spiritual-moral development. Conclusion. Experimental results prove the expediency and effectiveness of the offered way of involvement students into different physical exercises with organic independent use of physical culture and sport means. It provides not only physical, but also spiritual-moral development of students. The offered way of physical-sports activity organization helps to set a close connection with other general subjects.
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Physical culture as the method of education quality improvement

Svetlana A. Fazleeva, Valeriy D. Panachev
Personality based approach gives an opportunity to improve the qualification of a definite teacher. The methods to realize it, which help to get acquainted with a teacher’s personality, his restrictions and opportunities, are of physical culture methods, which are oriented not only at a definite person’s physical fitness improvement and preservation, but also at his psycho-emotional sphere. Materials. The effectiveness study of physical culture method in the system of qualification improvement of the teaching staff by the example of joint gymnastics use, the easiness estimation of mastering the created complex and the duration of this system use. Research methods: scientific and methodological literature analysis and summarizing, pedagogical observation, method of physical load with the help of joint gymnastics. Results. Increasing own personal level and the level of own professional competencies physical culture teacher increases the quality of professional education of the whole teaching staff. Conclusion. The quality of education improvement among the teachers of higher educational establishments is an urgent problem, which is connected with the difficulties of organizational and scientific-practical character during its realization.
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