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At the Second All-Russian Congress on Psychoneurology in Petrograd (January 1924), Vygotsky delivered three papers. The first paper (“Methodology of Reflexological and Psychological Research”), was printed separately, but the text of the other two reports (“How Psychology Should Be Taught Now” and “Results of a Questionnaire on the Moods of Students of the Graduating Classes of the Gomel Schools in 1923”) has not survived. A brief account of these two reports, which appeared in the magazine Krasnaya Nov’ in 1924, is reprinted here for the first time. The author was the revolutionary M.I. Ginzburg (1877-1940), a researcher at the Moscow Psychological Institute in the mid-1920s. He wrote under the pseudonym G. Dayan. Ginzburg-Dayan was severely criticised in 1935 on charges of Trotskyism.

In this paper I present some commentaries to the paper by Yu.A. Poluyanov that was written in 2007 and is published in the current issue. The importance of his work is evident in the context of the actual tasks of raising the quality of psychological and pedagogical training of teachers in the present-day stage of development of the general education system. In the focus of the paper is the problem of spontaneous independence of initiative in primary schoolchildren at a particular stage when a teacher works with the children on the concepts of their drawings. Several examples are given to illustrate how the teacher can support the children in constructing plots for their drawings through discussions and individual work.

The Remote Association Test (RAT) or Mednick's task is used to assess creative thinking and investigate insight. Despite various modifications of RAT (CRAT, fRAT, vRAT, LI-RAT) and their adaptations in different languages, the problem of heterogeneity of the association structure remains unsolved. The purpose of this paper is to analyze papers devoted to association structure heterogeneity and its impact on RAT solutions. A review of articles from 2019-2023 highlights the following causes of association structure heterogeneity: semantic memory features, linguistic features, associative structure and strengths, and task solution space. As a result, the homogeneity of association structure in RAT is more often associated with fluency, while heterogeneity is more often associated with flexibility. At the same time, both factors, being indicators of divergent thinking, are laid down in RAT modifications. However, recent articles predominantly emphasize fluency estimation. Only considering RAT through problem-solving space makes it possible to control the fluency factor. The conclusion is that RAT, combining divergent and convergent stages, in a certain sense restores the unity of creative and critical thinking.

The relevance of this study is conditioned by the fact that the study of languages in the comparative aspect contributes to the identification of common and specific features of linguistic material, the description of the national picture of the world, cognitive thinking, linguocultural features of native speakers, interaction and mutual enrichment of languages, the solution of linguistic and linguodidactic tasks, which is part of the modern system of linguistic research. The category of gender, being one of the most complex and universal grammatical characteristics, is a subject of close attention of linguists. The importance of its study is conditioned by the need for a deeper and more comprehensive analysis of the grammatical and lexical-semantic potential of this category in languages with different structures. In modern linguistics, research in this area focuses on cognitive, gender and functional aspects of the category of gender. This study aims to examine the category of gender from the point of view of its grammatical and lexical-semantic realization in differently structured English, Tatar and Russian languages. This paper considers the formation of gender category of some nouns, reflects the system of morphological, syntactic and lexical features of feminine, masculine and middle genders in the languages under consideration. The article gives the specificity of representation of this category by lexical and grammatical means of languages, analyses morphological and semantic ways of nouns' relation to grammatical gender. In the paper a comparative analysis is carried out, the general and specific features of this category are determined on the basis of the languages under study. The results of the analysis can be used in further linguistic research, as well as in teaching a foreign language with reference to the native and/or previously learnt foreign language.

The article presents the results of an analysis of verbal data obtained when people compared images of emotional expressions of different intensities. The assumption is confirmed that the perceived quality of the same expression (in accordance with the categorization given in Ekman’s papers), but with different degrees of its severity, can reflect the perception of different objects. This assumption turned out to be true for both facial and affective verbal portraits - empirical referents of the perceived quality of expressions. The results obtained confirm the conclusion made in previous works that the comparison of data on the perceived quality of expressions and their list presented in Ekman’s papers is not completely legitimate, since we are not talking about the perception of the corresponding image, but about performing the task of identifying a specific expression. Accordingly, in the first case, the result is characteristics of perceived quality, in the aggregate of which the sign of a given expression will not necessarily come to the fore. In the second case, the image is assessed by the researcher himself based on data on the degree to which the subject recognizes the expression, the content of which is specified by the instructions.

This paper analyzes select 1940s works of A.N. Leontiev’s school of psychological thought in light of the methodological principles of psychotechnical cognition which F.Ye. Vasilyuk formulated on the basis of L.S. Vygotsky’s ideas about practice as a constructive principle of psychological science. The paper refutes the assertion that Soviet-era cultural and activity psychology had no psychological practice in its own right, and demonstrates that such practice did really exist, had a distinctly activity-oriented nature, and contributed to the advancement of the activity theory. It was the practice of movement recovery which the team of psychologists, put together by A.N. Leontiev, practiced at the military hospital in Kourovka, fusing “psychotherapy”, research, and education into an inseparable whole. We observe that unity in Z.M. Istomina’s 1948 research, discussed in this paper in light of the eight general principles of psychotechnical cognition identified by F.Ye. Vasilyuk. Revisiting the Leontiev school’s heritage is relevant in the context of the ongoing conceptual revolution in psychology, for many methodological principles and provisions of activity psychology were ahead of their time.

Objective. Development and empirical approbation of a strategic approach for evaluating digitalization of human resource management systems (HRM). Background. The electronic HRM (e-HRM) system has reached a transformational level of development, attracting increased attention from researchers and practitioners. However, the concept of e-HRM is still in its early stage of development. This paper contributes to the discussion about operationalizing this phenomenon by proposing an original e-HRM scale based on stakeholder theory and the Harvard strategic model of HRM. Study design. The paper investigated a model of strategic approach to measuring digitalization of HRM, namely how stakeholders' interests are related to e-HRM processes and outcomes. The proposed scales' reliability and validity were tested using exploratory and confirmatory factor analysis, while hierarchical regression analysis was used to check the presence and nature of the relationship. Participants. The study used a random sample of respondents from 449 companies in Russia from 16 industries located in cities with a population of more than 800 thousand people and having more than 50 employees. Measurements. The authors' scales include e-HRM, stakeholder interests, and e-HRM results. Results The research introduces systematic approach for evaluating the processes related to digital transformation of HRM in Russian companies, which allows assessing the results of e-HRM from the strategic perspective. The proposed scales demonstrate a high level of validity and reliability. The research showed that strategic perspective to e-HRM, being based on interests of stakeholders, affect both e-HRM (β = 0,379) and e-HRM results (β = 0,455). Conclusions. The strategic approach based on stakeholder theory and the Harvard HRM model has proven to be an effective methodology for assessing e-HRM: the higher the degree of orientation of the company's HRM department's activities towards stakeholder goals, the higher the level and effectiveness of digitalization. The evaluation methodology includes a 5-factor model for analyzing e-HRM according to the following criteria: 1. the degree of implementation of digitalization in the implementation of modern HRM programs and practices; 2. the efficiency of the organization of HRM digitalization processes; 3. the practical value of the implementation of digitalization processes in relation to the achievement of key HRM objectives in the company.

This paper discusses the measurement invariance of assessment instruments. The purpose of measurement invariance testing is to assess the extent to which a measured construct has comparable meaning across different groups or measurement points, to ensure that comparisons of these groups or measures to each other are appropriate. The paper provides an overview of recent and classic papers discussing conceptual and methodological aspects of invariance testing. Specific focus is placed on the available data on invariance testing for the assessments of cognitive and language abilities, and on the significance of invariance for the accurate assessment of individual and between-group differences. Finally, current approaches to invariance testing within structural equation modelling and item response theory are discussed. This paper may serve as an introduction to the concept of measurement invariance. It will be useful to readers interested in improving the quality of measurement instruments and making more reliable inferences about psychological phenomena.

This paper reviews the experiences of researchers from Western and Eastern countries, including the USA, Germany, Canada, the United Kingdom, China, and others, in studying internalized disorders in children and adolescents. The diversity of countries with different public health systems in the review broadened the perspective on a diagnostic paradigm based on the transdiagnostic model of mental disorder classification. The paper examines various approaches to conceptualizing internalizing disorders in overseas research. It introduces the concept of "internalized disorders" and contrasts it with "externalized disorders", with a focus on the symptoms, diagnosis, and interventions for internalized disorders in childhood and adolescence. It also presents data on the epidemiology and aetiology of internalized disorders, analyzing their prevalence in populations, which vary by age, gender, and region of residence. The paper also includes a discussion on the comorbidity of internalized disorders in children and adolescents. This scope of information provides a comprehensive understanding of the essence of "internalized disorders" and their key characteristics, creating a foundation for developing effective diagnostic and therapeutic strategies in national psychological practice.

The article investigates the influence of subjective beliefs about one's efficiency on the results of sensorimotor activity through experimental studies using size illusions. Sensorimotor learning is a process of increasing the efficiency of activity as it is practised. It involves a two-way relationship between performance expectations and performance outcomes. Performance expectations are subjective beliefs about the likely success of a particular task. Visual illusions are often used to investigate this relationship. Illusorily larger targets are perceived as easier compared to illusorily smaller ones; as a consequence, subjects are more efficient at hitting targets that appear easier to them. However, results that do not fit the model are still observed. The paper proposes an explanation for the inconsistent results by a possible "failure" in a three-level mechanism involving replication of the size illusion, perception of targets as different in difficulty, and changing performance prediction according to difficulty. The paper analyses the design and results of 18 experimental studies conducted from 2012 to 2023 and suggests possible modifications of the experimental paradigms at each of the three levels of the mechanism of the effect of performance prediction on sensorimotor activity.

The paper presents the results of a study aimed to investigate the correlations between oculomotor reading behavior and self-report data of Russian high school students on their practice of using metacognitive strategies. It was found that high school students tended to use problem-solving reading strategies, while seldom using supportive reading strategies. Differences in the use of metacognitive strategies were found between schools that emphasized differently the development of reading competence in middle school. The findings suggested that there were differences in oculomotor measures across groups with varying levels of metacognitive strategy use. The paper outlines possible directions for further research on this topic.

The paper raises the question of the possibility of creating a general psychological field of research. The condition for the beginning of such research is a sufficiently complete general model of psychological phe­nomena. The assumption is made that the work of identifying suitable psychological universals has already been done as a part of cultural-historical psychology. We summarised the investigations, starting with L.S. Vygotsky’s idea of a psychological “unit”. With the help of some modern theories, the assumption is substantiated that joint meaning field is the essence of the human in man. The history of the “integral unit of the human lifeworld” construction in the F.E. Vasilyuk’s school and its transformation into a scheme of jointness is described. By analysing F.E. Vasilyuk's notion of “experiencing”, the activity-dialogical model of jointness is extrapolated and filled with “meaning”. This model is proposed as a suitable tool for generalis­ing psychological knowledge. An assumption is made about resonance as a fundamental mechanism of joint­ness formation. In this paper we describe the properties of the prism of jointness and question its sufficiency for the beginning of general psychological research.

This paper is written in a series of Prospect’s texts on most important educators. Therefore, the focus in this paper is on Vygotsky’s conception of education (learning). In case of Vygotsky, concept of the education is tightly linked to his general theory of mental development. Namely, his concept on development of higher mental function as sociogenesis of these functions imply formative role of socio-cultural factors, i.e. learning in a true sense. Consequently, Vygotsky’s main ideas on education are derived from his theory of higher mental function. In more specific approach Vygotsky sees the education (learning) and the school learning as one form of development, “an artificial development” (especially an acquisition of the system of scientific concepts). Such ideas of Vygotsky have major value at present for critical analyses of real process of school learning and its improvement.

The purpose of this paper was to develop a parent rating scale targeted at screening children in terms of giftedness. 292 parents of gifted and typical students participated in the study. Of the parents, 170 were female while 122 were male. In the study, parents were asked to indicate the prominent characteristics of their gifted children and 10 items were identified after the characteristics were examined by two experts. It was seen to that the items determined were compatible with the items in the parent rating scales in the literature. Content, construct and criterion-related validities were examined while the Cronbach alpha value as a sign of reliability was also examined. Content validity was approved by two experts, Kendall’s coefficient of concordance was calculated to determine inter-expert agreement and found to be 0.80. Confirmatory factor analysis results also supported a one-factor solution for an 8-item instrument. A comparison of scores given by parents of gifted and typical students also revealed a significant difference between two groups of the parents in favor of the parents having gifted children. The Cronbach’s alpha value was found to be 0.78, an acceptable value for internal consistency. Therefore, the Short-Form Parent Rating Scale (SFPRS) may be used to screen practically gifted children by the parents without using boring and long instruments. In addition, not checking convergent and divergent validity, test-retest reliability and measurement invariance are seen as the limitations of this paper.

The study aims to estimate the impact of the video game "Fall Guys" on the convergent and divergent cognitive processes of players with different levels of gaming experience. Convergent processes assessed included short-term memory, selective attention, and mental inhibition. The indicator of divergent processes was verbal fluency. Among 203 surveyed students from the first year of psychology faculties, 147 later participated in the experimental study where 74 participants completed cognitive tests before and after playing the video game, while 73 participants completed tests before and after reading popular science texts printed on a paper blank. The gaming condition involved the popular arcade game "Fall Guys." The battery of cognitive tests included a short-term memory assessment, the Eriksen Flanker Task, the SART task, a short version of J. Raven's Advanced Progressive Matrices, the Guilford Unusual Uses Test, and the Deary-Liewald Task. A total of four sessions were completed based on the number of cognitive indicators. Participants with regular gaming experience showed higher scores in fluid intelligence, reaction speed, verbal fluency, and abilities related to selective attention and mental inhibition compared to non-players. However, short-term video game experience (compared to reading popular science texts) led to a decline in selective attention and mental inhibition but positively affected verbal creativity scores. Therefore, no positive short-term effect of video gaming on convergent processes was identified, though it was observed for verbal fluency scores. The significant differences in cognitive indicators between gamers and non-gamers allow for the discussion of these results in terms of the potential long-term effects of video games on both convergent and divergent processes.

The article presents the results of a study comparing reading and understanding of two identical versions of educational hypertext – electronic and printed. The relevance of the work is determined by the important role of hypertext structures in the system of modern digital technologies, the need to teach schoolchildren effective strategies for navigation, search and analysis of hypertext information. The study involved 108 students in grades 7-8 of secondary schools in Moscow and the Moscow region. A specially designed educational hypertext of humanitarian content was used as a stimulus material. A comparative analysis of electronic and printed hypertext was carried out according to the following parameters: understanding of the general content of the text, understanding of conceptual and factual information. It was found that students who worked with electronic hypertext coped with the diagnostic test in general and with understanding factual information in particular significantly better (p 0.05). However, regardless of the reading format, most students demonstrated superficial comprehension: only 9.7% of them were able to fully correctly understand and formulate the main idea of ​​the text, and about half (50.5%) failed to complete the task. The data obtained allow us to conclude that, although working with hypertext is more successful in a digital environment, the prevalence of incomplete and inaccurate understanding indicates the need for special regular work in schools to teach students effective strategies for interacting with hypertext both from screens and from paper.

This paper focuses on the practices that parents of homeschoolers use to support their children's well-being during the learning process. According to Self-Determination Theory (SDT), practices related to satisfying basic psychological needs (autonomy, competence, affiliation) and supporting intrinsic motivation can be considered as practices to improve the level of well-being. We used the database that was created by analyses of 39 interviews with homeschoolers' parents. The authors conclude that parents consider autonomy and intrinsic motivation to be the main focus of their attention. Parents also pay attention to satisfying the other two basic psychological needs: competence and affiliation.

The paper presents the results of the standardization of the methodology for mental development diagnostic of primary school children Group intellectual test (GIT). The methodology consists of 7 subtests, which are devoted to various aspects of the intelligence. 2512 children studying in the 4th grade (M=9,97 years, SD=0,41), 51,1% boys were recruited for this study. The Cronbach's Alpha consistency score was used to assess the internal consistency of the subtests, which showed good consistency of all elements of the methodology (Cronbach's Alpha=0,9). Exploratory factor analysis confirmed that all 7 subtests add up to one factor explaining 63,4% of the total variance. The general model of the questionnaire was tested using confirmatory factor analysis, which showed good data consistency: SRMR=0,02; CMIN/df=13,09; GFI=0,98; IFI=0,98; CFI=0,98; RMSEA=0,07.

The paper presents a review of foreign studies on social and psychopathological consequences of self-objectification. The chief provisions of self-objectification theory, which is briefly discussed in the paper, includes the subject’s disposition to regard one’s body from the point of view of an external spectator, when one’s value is defined solely by one’s physical attractiveness in the eyes of others (B. Fredrickson, T. Roberts). Social networks are considered the ever-growing source of objectification and self-objectification due to the high popularity of sexualized content and the wide spread of selfie posting, which urges girls and women to regard their bodies from the point of view of the outside observer. The paper describes the consequences of self-objectification for mental health. Self-objectification is closely linked to body image disturbances, body shame, guilt, low self-esteem, appearance-related worry and emotional problems. It also has an impact on the emergence and persistence of eating disorders, depression, and suicidal and self-injurious behaviors. Self-objectification is more pronounced in women due to sexualizing beliefs about female bodies that are highly prevalent in modern society. Women start to evaluate their bodies and their attractiveness in the eyes of others early in their lives, and it often happens to the detriment of their own experiences and needs.

The paper presents the results of the analysis of the empirical research of teachers' opinion about the status of inclusive education in the Russian Federation. The comparative analysis was focused on the answers of teachers of special (correctional) schools (N=192), teachers working in an inclusive format (N=210) to the questions of the author's questionnaire regarding professional training and work experience, ideas about the compliance of inclusive education with the special educational needs of schoolchildren with disabilities, existing problems in the implementation of the pedagogical process and ways to overcome them, the prospects for the implementation of inclusive education. It was revealed that the opinion of teachers working in educational organizations with different models of education for children with disabilities have both common positions and specific ones. Differences to a greater extent concern the expediency of spreading inclusive education for a number of psychological and pedagogical categories of children due to the presence of significant psychological difficulties and low performance of the educational process at high cost.

Objective. To analyze the role of family relationships in the formation of a prosperous and viable personality of a student with disabilities. Background. Moral responsibility, mutual support and care, teaching principles, norms and values remain at all times a historically significant function of the family. The appearance of a person with a disability in the family becomes a source of uncertainty, which is a threat on the one hand, and a chal­lenge on the other. Creating conditions for the effective and harmonious development of the family will make it possible to raise a prosperous and resilient citizen, through the support of not just a family, but the institution of a family resiliencе. Study design. The paper examines the features of the formation a well-being and resilient person­ality of students with disabilities, depending on the degree of family support and the presence of close family ties. The interrelation of family relations with psychological well-being, resilience, and assess­ment of the quality of life of students with disabilities is determined. Participants. The study involved students with disabilities (n = 98; 37,7% of boys, 62,3% of girls; average age 21,13 ± 2,68) from different faculties of FSUE IVO RSU Sotstech and conditionally healthy students (n = 116; 51,7% of the sample; 31,4% of boys, 68,6% of girls; average age 21,5 ± 2,9). Measurements. The research is based on the following methods: questionnaire “Psychological well-being” by C. Riff in adaptation by T.D. Shevelenkova, P.P. Fesenko; questionnaire SF — 36 “Assessment of quality of life”; test “Human resilience” by A.V. Makhnach; questionnaire “Human resilience” by E.A. Rylskaya; questionnaire allowing to establish the socio-psychological characteristics of students (gender, age, faculty, disability). The results were analyzed using the IBM SPSS 23.0 package. The presence of significant differences was revealed using the nonparametric Mann-Whitney U-test for two independent groups and the Kruskal-Wallis analysis for k-independent groups. The relationship of family relationships with the assessment of living standards, parameters of psychological well-being and resilience was established on the basis of Spearman’s p-criterion. The results were considered significant at p < 0,05. Results. Students with disabilities have a correlation relationship between family relationships and indicators of psychological well-being and resilience. The level of resilience of students in families with high support corresponds to a high level, in groups with weak family ties — to an average level. In families with high family support, girls and boys are statistically more capable of self-regulation and self-development. The state of psychological well-being is statistically significantly higher among students with disabilities in the group with close family relationships. The analysis of the assessment of the quality of life significantly differs in the parameter of vital activity among respondents with disabilities. Conclusions. As a result of the study, it was found that a family with close emotional ties creates conditions for the effective use of available opportunities, self-regulation and self-development. Stu­dents with disabilities with high family support show higher life activity and adaptation in society. The results of the study serve as the basis for the development of a targeted trajectory of psychological and pedagogical support for students with disabilities and/or disabilities to maintain psychological well-being and resilience, improve the assessment of quality of life.

Mental imagery (secondary images, mental representations) is defined as the contents of consciousness that are phenomenologically close to sensory images but arise without external stimulation of the senses. The paper presents the results of validating the Russian version of the Plymouth Sensory Imagery Questionnaire that measures the self-reported vividness of mental images pertaining to different sensory modalities. The sample consisted of 253 participants 17–50 years old. The original 7 scales (vision, sound, smell, taste, touch, bodily sensation, and emotions) and the total image vividness scale were confirmed after excluding 3 items due to low factor loadings. The same factor structure was confirmed for the short version of the questionnaire. The total scales for the full and short versions had high internal and acceptable test-retest reliability; the reliability for the subscales varied. Convergent validity testing showed significant correlations between all the subscales of the Plymouth Questionnaire and visual imagery vividness, but most modality preference scales correlated with the emotion subscale. The Plymouth Sensory Imagery Scale can be used for research, although the stability of imagery across modalities needs further investigation.

The aim of the study was to identify the localization of fixation of the subject's gaze on the elements of appearance when constructing the age of an unfamiliar person in a situation of presenting portrait (zones "head, hair", "forehead", "left eye", "right eye", "bridge of the nose", "nose", "right cheek", "left cheek", "lips", "chin", "neck", "shoulders", "chest") and full-length images (including additionally the zones "pelvis", "legs"). Methods: 1) the method of oculography using a software and hardware complex, including the Gazepoint GP3 Eye Tracker and the standard Gazepoint Analysis UX Edition (v.6.8.0)x64 software, as well as specially developed software; 2) the procedure of "Photo-visual presentation of appearance" by T.A. Vorontsova (setNo. 1). The study sample included 20 women and 14 men aged 19 to 59 years (M=36.82) as objects of perception; 334 women and 74 men aged 18 to 71 years (M=24.07) as subjects of perception.Results: 1) the features of age construction in the perception of portrait photography are described: the subject of perception within the main scope of viewing portrait photography is fixed on the eye area (1st place), forehead (2nd place), nose (3rd place) (we named the "triangle of interest"); the upper part of the face (forehead, eye area), starting from the second fixation; after the 11th fixation, the gaze of the subject of perception is more focused (compared with previous fixations) on the zones of the lower part of the face, as well as the zones of the neck, shoulders, chest; 2) the features of age construction in the perception of growth photography are revealed: the gaze of the subjects of perception moves to the elements of the face from the second fixation; a third of all fixations takes the proportion of the upper part of the face (forehead and eye area); the maximum concentration of the views of the subjects of perception on the forehead and eye areas was found at the third and fourth fixation; the proportion of the "triangle of interest" is significantly higher than the proportion of the integral "body" area (shoulders, chest, pelvis, legs); the least interest of the subjects of perception in the features of the physique was found at the third fixation, after which attention to them increases to a maximum at the twelfth fixation. The paper concludes that the priority of the face of the object of perception over the body; the priority of the upper part of the face over the lower, the priority of the left half of the face over the right when solving the perceptual task of determining the age of an unfamiliar person. The results obtained are discussed in the context of domestic approaches to communication, appearance, and cognitive processes.

The paper describes various mechanisms of semantic changes in one of the Dagestani languages, Agul. The lexical semantics of Agul is currently an understudied but extremely interesting area of Caucasian linguistics. One of the most interesting ways in which polysemousness and synonymy emerge is the euphemisation of words and expressions due to various socio-cultural, ethical and moral reasons.

This article is devoted to the linguistic approach in a new interdisciplinary field of knowledge called “political communicativism”. Among linguistic methods, the author singles out linguosemiotic method, aimed at decoding speech-behavioural codes in the context of communicative strategies. The importance of emotive codes in the process of information broadcasting in institutional discourse is noted. The paper provides examples of the use of communicative strategies in modern institutional communication of the national variant taking into account the suggestive and pragmatic potential on the basis of domestic and foreign studies.

The article discusses the main ideas of the cultural-historical theory of social environment as a source of development from the point of view of the possibility of "refocusing research on development" and the transition from descriptive (empirical) ways of analysing experimental data to explanatory ones. In this article, based on Vygotsky's works, it is shown: 1) how the general idea of social environment as a source of development can be further conceptualised with the concepts of "social situation", "social situation of development" and "perezhivanie" and 2) how the analytical model created on this basis can become a concrete tool for analysing the experimental data. The cultural-historical genetic-analytical model developed by the author and experimentally validated is presented as a general framework for analysing experimental data in accordance with the general requirements of the experimental-genetic method. The second part of the paper presents a cultural-historical analytical matrix based on the model, which allows the data to be analysed in terms of revealing internal processes of development. The genetic-analytical model allows the analysis to capture the aspect of universality. A matrix based on this model (and therefore retaining the aspect of universality) can be used to analyse a particular social situation in terms of the specific conditions in which this universality manifests itself.

The problem setting of the paper stems from the idea of shifts in research contexts and explanatory emphases in the Cultural-Historical Activity Theory (CHAT) through the history of its development, specifically, from putting the concepts of mediation and self-regulation (autoregulation) to the foreground in the 1980s. The immediate object of the analysis are the elements of activity autoregulation structure and varieties of its possible distortions. In line with the distinction of five elements of any contour of autoregulation as the mechanism of cyclic action correction basing on the comparison of the feedback on the current results with the preset goal criterion, ten arts of autoregulation distortions are differentiated and described: 1А. Lack of goal criteria or lacking selectivity as regards such criteria; 1B. Excessive rigidity of the goal criteria; 2А. Difficulties in the transition from decision to implementation; 2B. Uncontrolled, uncorrectable acting; 3А. Lacking sensitivity to the feedback; 3B. Anxious hypersensitivity to the feedback. 4A. Lack of readiness to detect mistakes and to correct erroneous actions; 4B. Failed comparison of the feedback with goal criteria, spontaneous responding; 5А. Denying mistakes and refusal of their correction; 5B. Painful responding to errors and failures.

Self-efficacy forms a major factor that influences many life aspects, as a result, it has been researched by many psychologists and educators worldwide from different perspectives. Embracing the context of Bandura’s Self- efficacy Theory as a theoretical framework, this quantitative empirical research paper introduces an overview of the role that self–efficacy plays in shaping higher education students’ academic achievement among a diverse group of college students. The diverse group comprises 374 students who took part in this research study and responded to the General Self–efficacy Scale (GSE) to disclose the perception of their self-efficacy and the ability to perform the required academic tasks. Multiple analysis techniques including Descriptive analysis, Pearson Correlation Coefficient, t-test for independent sample, and Simple Linear Regression were conducted to achieve the paper’s objectives. Data analysis demonstrated a strong positive correlation between students’ general self–efficacy and academic achievement. Moreover, students’ self–efficacy was found as a significant predictor of students’ academic achievement. Findings indicated that no gender-based differences in students’ general self-efficacy among higher education students. The discoveries of this research study can be implemented in instructional designing, curriculum development, and college counseling services to promote students’ academic achievement.

The paper is devoted to improving the results of a general school by introducing changes to the established practices of decision-making and setting development goals that have settled in school management practices. The paper is based on materials of a project of targeted methodological assistance to schools with low educational outcomes, that was implemented from 2020 to 2022 in the Russian Federation. The authors set a goal to identify the existence of a correlation between a number of parameters characterising an educational organisation (the proportion of underachieving students), its management style (the director’s attitudes, the dynamics of changes in management and pedagogical practices) and the likelihood of effective implementation of the development program, observed through increasing students’ outcomes. The results show a straight correlation between the principal's attitudes and the results, a straight connection with different weights of different practices from the study set, and no correlation for the proportion of underachieving students. The conclusion is drawn about the influence of a low level of manager competencies on the director’s attitudes, the feasibility of helping schools in identifying and preventing risk factors, the universality of benefits from the introduction of data-driven management mechanisms data in any school, regardless of the depth of underachievement.

The paper presents the results of the initial adaptation and validation of the «The Process of Retirement Planning Scale» questionnaire, developed by a team of New Zealand scientists. Verification of the reliability and discriminativeness of the questionnaire subscales, gender differences and the model of retirement preparation were performed on a sample of 337 respondents (43 to 65 years old). Convergent validity was checked on a sample of 202 respondents (45 to 63 years old). Results showed that questionnaire has good psychometric measures and preserve 4-component model of retirement preparedness on a sample of Russian pre-retirees. Final version of questionnaire includes 35 items divided into 4 subscales and has a high degree of reliability-consistency: «Retirement representations» (Cronbach's alpha = 0,933), «Retirement goals» (Cronbach's alpha = 0.862), «The decision to prepare for retirement» (Cronbach's alpha = 0.855), «Preparing for retirement» (Cronbach's alpha = 0.854). «The Process of Retirement Planning Scale» is a reliable instrument measuring the stages of the process under study and can be used in psychological studies of pre-retirement planning.

The research is aimed at clarifying and comparing the influence of role play and project-based learning on the development of social competence in older preschoolers. The paper presents the materials of the pilot phase of the study. 30 preschoolers aged 5-6 years (average age 5.8 years) participated in the experiment. At the pre-test children’s executive functions were assessed using NEPSY-II subtests and ther social competence was assessed using the SCBE-30 test, which includes the scales "Social Competence", "Anxiety-detachment", "Anger-aggression". Further, the participants were distributed to three experimental conditions so that in each group there were an equal number of preschoolers with low and high levels of executive functions according to cluster analysis. In each group 12 meetings were held in accordance with the developed programs: Free play, Research project, Creative project. After completing the programs children's social competence was tested similar to the initial diagnostics. The results showed that preschoolers with a low level of executive functions had a stronger decrease in social anxiety in a free role play than in the project activities. At the same time, children with a high level of executive functions showed a greater decrease of the social anxiety when participating in a research project. Role play and project-based learning equally influenced the development of social competence. The results clarify and expand the possibilities of using the described activities for the social competence development in kindergartens.

This article discusses the problem of developing new teaching methods that are based on the use of reflexive technologies. One of the key components of these technologies is systemic reflection as a condition for the realization of personal potential. The paper contains a brief overview of theoretical, methodological and applied developments in the field of studying the phenomenon of reflection in Russian psychological science, which serve as a theoretical basis for the development of reflexology. The main conditions of the organization of reflexive dialogue, the principles of its construction, the necessary structural components and a summary of the author's development - the reflexive training "Life project of the individual" are described. The author's development - refletrening "Life project of personality" contains a description of the basic conditions of its organization, the principles of construction and the necessary structural components. The results of an empirical study of the influence of educational reflexive dialogue on the formation of students' life projects are presented. The use of reflexive practices (reflexive training) in reflexive dialogue for building life projects in adolescents is also justified. It has been empirically established that changes in the structure and content of life projects are noted equally in all subjects, regardless of their personal characteristics, but more likely in students with high scores on such personal characteristics as orientation in time (understanding the existential value of life), creative attitude to life (creativity), autosympathy, contact, systemic reflection", volitional regulation of behavior (control-naturalness), the level of general reflexivity, the appropriation of socially significant roles, the availability of experiences, openness to new experiences and self-assessment of metacognitive activity.

The paper examines the problems of correctness and adequacy of the use of psychometric tools in psychosocial research and applications. The main attention is paid to the problem of correct processing of rank information, which is non-numeric information that does not allow the use of classical mathematical operations, starting with the addition operation. The approach of forming the results of processing expert, ranked information in the scale of relations based on the Analytic Hierarchy Process (AHP), which includes a measurement apparatus and decision-making algorithms, is presented. An example is given that simulates the situation of an expert council and demonstrates unacceptable contradictions that arise with the "numerical" approach to processing rank information. The algorithms of the AHP normative approach are presented, which allow obtaining numerical, personalized assessments of psychosocial characteristics. The basic concepts of the Rasch Measurement (RM) for comparing the capabilities of AHP and RM in psychosocial applications are described. Some critical remarks about the methods of psychometry are considered. It is shown that the origins of the criticisms are associated with a superficial understanding of the basic concepts of psychometric measurements and the scope of their applications, as well as with elementary errors when using the apparatus of psychometric instruments.

The paper studied the content of mental representations of paradise and hell in Orthodox believers. We searched for differences in detailing of the representations and correlations with the religiosity of the subjects. After pre-selection, the final sample for analysis was: 62 people of Orthodox Christianity, residents of Russia (67.74% women and 32.26% men), age from 18 to 57 years (M = 34.32; SD = 11.03). The following research methods were used: The Centrality of Religiosity Scale (S. Huber & O. Huber), method of directed associations, mini-essay. Orthodox believers are found to produce a significantly greater number of associations with the concept of hell than with the concept of paradise (p = 0.001); the effect size is above average (Cohen’s d = 0.574). The mental representations of hell at the associative level are more detailed and ordered compared to those of paradise. This can be regarded as an indicator of subjective experience at the unconscious or weakly realized level that hell is farther from believers than paradise (in the sense of psychological distance). The degree in which these religious concepts are detailed at the associative level is not related to the level of religiosity of Orthodox believers, but is related to other factors: presumably, to the cultural background of the concepts, individual characteristics of believers, etc.

The article is devoted to an analytical review of the work of the Russian philosopher, psychologist and teacher Georgy Ivanovich Chelpanov and his scientific school. The article describes his educational, organizational, research and pedagogical activities in pre-revolutionary and Soviet Russia. Chelpanov created a system of higher psychological education, was the author of textbooks and scientific papers, defended the need for the development of psychology as an independent science based on a subject oriented methodology on theoretical and experimental basis. The Institute of Psychology at Moscow University became the place of formation of the first scientific psychological school in Russia. Its main idea is : psychology is an independent science with its own subject, research methods and areas of application in various fields of social practice. Chelpanov created the profession of a psychologist in demand in modern society, the process continues in the activities of his students and followers, the creators of new psychological schools.

The article is devoted to the analysis of the process of interaction of a child with culture. Domestic psychologists, including L.S. Vygotsky, A.N. Leontiev, D.B. Elkonin, A.V. Zaporozhets and others, assigned a decisive role in the development process to the development of culture by the child as a source of development. One of the issues that is specifically considered in this paper is related to the analysis of situations that allow a child to master cultural forms. The publication examines three types of situations in the context of which the child's appeal to culture occurs. First of all, the study of normative situations, the structure of which includes cultural artifacts, is carried out. Being in such a situation requires the child to master the rules of interaction with a cultural artifact. The second type of situations in which children turn to culture are imaginary or imaginary situations. The third type of situations includes creative situations. Each situation determines its own way of addressing preschoolers to culture and its own form of development. There are three forms of development: learning, play and creativity. All these forms of development should be presented in preschool childhood, which will allow to amplify children's development.

Bilingualism has been claimed to enhance executive functions, as evidenced by studies comparing bilinguals and monolinguals across various executive function tasks. Despite this assertion, recent systematic reviews and meta-analyses reveal contradictory findings, challenging the existence of the “bilingual advantage” phenomenon. The variability in results is attributed not to the data obtained but rather to the diverse methodological paradigms utilized across studies. This article analyzes the operationalization of bilingualism and executive functions in contemporary research alongside a critical examination of the theoretical underpinnings linking bilingualism and executive functions. The paper concludes by outlining avenues for future research, emphasizing the necessity for researchers to account for individual bilingualism-related factors and specifics of the executive function tasks. Furthermore, it advocates for the development of new falsifiable theories that suggest testable hypotheses, thus advancing the field's understanding of bilinguals’ executive functioning.

This paper presents a systematical review of facilitation techniques for creativity in general and insight solutions in particular. The facilitation techniques are fairly diverse, therefore we grouped them into nine categories: rest, attention management, impact of emotions, adding new context, physical activity, interactivity, future-thought priming, metacognitive training, and unusual techniques for increasing creativity. Each category is provided by a brief description and a set of studies that demonstrate possibilities and limitations of the techniques as well as an analysis and comparison of the techniques with each other. At the conclusion, we present a model of levels of creative solution facilitation based on four classical psychological levels. According to this model, influence on the solution can be carried out (1) through conscious strategies for managing the solution through metacognition; due to changes occurring in (2) cognitive and (3) emotional-motivational processes; (4) indirectly, due to changes in the external environment. We made a general conclusion about the variety of techniques that influence the creativity process, and most of them combine several possible facilitation mechanisms, making each technique more effective and applicable to various types of creative tasks.

This article analyses the objective conditions and subjective factors of the inclusion of slang, jargonisms, anglicisms in the Russian language of communication and thought-speech activity of students of humanitarian specialities, as well as the possibilities of student culture to minimize and exclude these "innovations" from students' speech. The paper classifies the reasons for the emergence and inclusion of slang, jargonisms, anglicisms in the Russian speech of students, in their communication with each other and teachers, clarifies the possibilities of the culture of student collectives in minimizing and excluding these "innovations" from the language of students, evaluates the ways and means through which and by means of which it is possible in the educational process to form the appropriate culture of the collective in student groups, substantiates the option of using the culture of student collectives in the use of slang, jargonisms and anglicisms in the Russian language of communication and thought-speech activity of students.

Based on the material of the works of I.A. Bunin, the article analyzes temporal constructions, which include the names of holidays. The purpose of the study is to identify the structural and semantic features of the designated temporal units and their functioning in Bunin texts. The paper uses the method of continuous sampling of linguistic material, which helps to obtain the most objective research results. The methods of observation, generalization and interpretation are applied. As a result of the conducted research, a quantitative ratio of relative temporal syntaxes and relative temporal substantive turns with lexemes-names of holidays was revealed. Statistical data are presented in the form of diagrams. It is proved that in the analyzed temporal constructions, primitive prepositions are more often used, representing the antecedence or coincidence with the designated time. The peculiarities of the use of temporal constructions with names of holidays are reflected in I.A. Bunin's idiosyncrasy.

The analytical review presents the clinical, neurobiological, and neuropsychological aspects of post-stroke aphasia as well as the role of the right hemisphere in speech recovery. The paper shows the influence of size, topography, lesion depth, cerebral hemodynamic plasticity, initial morphometric characteristics of the brain, and handedness on the functional recovery of aphasia. The review considers the typology and mechanisms of the appearance of "stealing symptoms" of homologous and non-homologous regions of the intact hemisphere. The "low-level" and "high-level" models of language competence of the right hemisphere are analyzed. The study describes the topography of the brain activation regions in the intact hemisphere during various speech task-solving. The paper shows the heterochrony between impressive and expressive speech recovery in aphasics and its bilateral inter-lateral distribution. The authors conclude that to clarify the mechanisms of aphasia recovery, it is necessary for a comprehensive account of clinical, neurobiological and neuropsychological patterns of speech disorder reparation in different post-stoke epochs. The paper notices that a deeper understanding of the impact of structural and functional repairment of speech processes on the aphasia outcome, it needs to assess the relationship between the degree of speech disorders reduction and the lateral vector of speech architectonics in the post-stroke period.

Our focus in this paper is the discussion of the body as an object of research in the theory of social representations, which determines the aim of the theoretical and analytical study. The body is an inherently complex and polymorphous object that lies at the intersection of a number of diverse dimensions (biological-social; body-mind; individual-social etc.). The proposed analysis of empirical facts concerning the social representations of the body obtained within the framework of social representation theory gives us grounds to draw a rather paradoxical conclusion: the social representation theory postulates importance of the body as an object of social representations, privileges this topic for the theory of social representations, specificity of the body as an object of social representations. On the other hand, there are relatively few studies devoted to the study of social perceptions of the body, with such elements as health and beauty turning out to be the key elements around which they crystallize. The paper outlines the lines of further analysis of social perceptions, taking into account the phenomenon of the “mute zone” of social representations.

The paper discusses the results of an empirical study of the motivation and self-control characteristics in cadets of the Ministry of Internal Affairs university at different stages of training. The theoretical basis of the paper is research analysis of different works made by different authors, confirming the polymotivation and dynamism of motivational characteristics in the process of carrying out educational and professional activities. The study involved 118 cadets of The Vladimir Kikot Moscow University of the Ministry of Internal Affairs of Russia at all stages of training (aged from 17 to 22 years). To collect empirical data, the following methods were used: “Scale of academic motivation” (authors T.O. Gordeeva, O.A. Sychev, E.N. Osin); questionnaire of volitional self-control (authors A.G. Zverkov, E.V. Eidman). The results of the study showed statistically significant differences in the intensity of educational and professional motivation and self-control at different stages of training. The results obtained can be used to optimize the process and quality of training of future law enforcement officers.

The article presents an overview of researches on the impact of risk and protection factors on the professional resilience of specialists in the helping professions which were published over the last five years. In the analysis of the international literature, several main trends in the study of the phenomenon of professional resilience of specialists in the helping professions (SHP) are presented. In particular, the consequences of the pandemic are considered as risk factor for the SHP resilience. It is noted that most of the research papers on professional resilience are devoted to SHP in the field of social work and medicine (nurses, doctors), less - to psychologists and psychotherapists. A number of the papers concern the peculiarities of the formation of professional resilience among students studying these specialties. The protection factors and some components of professional resilience, in particular, "spirituality", are presented in more details. Among risk factors, the phenomenon of compassion fatigue is analyzed, as specific for SHP. Among the protection factors the phenomenon of warmth and competence is parsed. The article briefly describes several tests designed to measure professional resilience, as well as programs aimed at improving the SHP resilience.

The content of the article consists of the results of the theoretical analysis of scientific research, the authors of which focus on the problem of identifying signs of the involvement of law enforcement officers in corruption crimes and the practices of interaction with former law enforcement officers convicted of corruption crimes. The paper identifies groups of causes of corrupt behavior, through the prism of which the specific features of the professional activities of law enforcement officers and, in more detail, employees of the penitentiary system, contributing to such unlawful behavior, are analyzed. It is also noted that there is a similarity of former employees (corrupt criminals) in terms of destructive deviations with former employees of the penitentiary system convicted of common crimes. The authors pay special attention to such a personal quality as empathy. The article substantiates the need to consider empathy in the context of other personality traits as one of the signs indicating the presence of risks of corrupt behavior.

Objective. The study of socio-psychological predictors of the perceived age of adults aged 35 to 75 years.Background. The relevance of the work is determined by the interdisciplinary status of the phenomenon of perceived age (the phenomenon of social cognition and the result of the influence of numerous factors associated with predicting the risk of death) in modern science and the need to determine the influence of socio-psychological factors on the perceived age of a person at the stage of "maturity" and "old age". Study design. Photographs of perceptual objects previously tested using a block of techniques were shown to perceptual subjects ("evaluators") to assess their age, the arithmetic mean of the estimates corresponded to the perceived age of the study participants. Next, a list of possible predictors was compiled, to which multiple regression analysis (step-by-step method) was applied. Participants. 523 people (207 men and 316 women) aged 35 to 75 years took part in the study as objects of perception; 140 people acted as subjects of perception ("evaluators") in various rounds of presenting photographs to assess the age of objects of perception. The sample was divided into subgroups of "mature" (age 35-59 years, 368 people, 142 men and 226 women, M = 49 years) and "elderly" (age 60-75 years, 155 people, 65 men and 90 women, M = 65 years). Measurements. The procedure of "Photovideopresentation of appearance" by T.A. Vorontsova; the questionnaire "Self-assessment of age" by T.A. Vorontsova; a set of techniques developed by V.A. Labunskaya for the diagnosis of attitude to one's appearance. Results. The paper identifies socio-psychological predictors of a person's perceived age at the age stages of "maturity" and "old age": subjective age, the importance of appearance, integral assessment of appearance, assessment of appearance by the mother, the need to look younger than their years, economic status. Regression models were compiled separately on male/female subsamples, as well as adults aged 35-59 and 60-75 years. It was found that the regression model built on the data of elderly study participants (from 60 to 75 years old), which included a combination of predictors "significance of appearance", "satisfaction with appearance" and "planned life expectancy", has the greatest predictive value. It is also shown that the behavioral component of the attitude to one's appearance (the severity of appearance-perfectionism) does not affect the indicator of the difference between chronological and perceived age ("saved years").Conclusions. The combination of socio-psychological predictors of perceived age varies depending on gender and age stage of life. Universal and gender-specific predictors of perceived age have been identified. The universal predictor, regardless of gender and age stage of life, is the importance of appearance.

This paper describes the procedure of developing and standardizing the Russian-language online emotional intelligence (EI) test for adolescents aged 10-17 years (EIT-A) in two versions: for younger and older adolescents. The test was developed on the basis of the EI ability model by J. Mayer, P. Salovey, and D. Caruso. Psychometric testing of the test was carried out on 1491 adolescents, students of schools in Moscow and other cities of Russia: 735 respondents aged between 10 and 13 years old (341 boys, 394 girls), mean age - 12.2 years, and 756 respondents aged between 14 and 17 years old (271 boys, 485 girls), mean age - 15.6 years. The analysis showed high reliability of the EIT-A method. The confirmatory factor analysis results indicate the methodology's high structural validity. Its reliability-consistency (Cronbach's Alpha) for the version for the 10-13-year-olds was 0.93, and for the version for the 14-17-year-olds — 0.91. The theoretical validity of the EIT-A method was confirmed: it measures the same construct as the Mayer-Salovey-Caruso Emotional Intelligence Test-Youth Research Version (MSCEIT-YRV), adapted to the Russian-language sample - a test by J. Mayer, P. Salovey, and D. Caruso to assess the EI of adolescents, which has a strong psychometric history. The data obtained provide a basis for using the Russian EIT-A test for research and applied purposes as a reliable methodological tool.

This article presents a comparative stylistic and genre analysis of the messages delivered by Patriarch Kirill of Moscow and Archbishop Justin Welby of Canterbury. The study examines the unique stylistic elements and genre conventions employed in their respective messages, aiming to reveal the underlying rhetorical strategies, thematic emphases, and communicative techniques. Employing qualitative analysis methods, the paper explores how these religious leaders use language and genre to articulate their theological perspectives and address contemporary issues. The analysis underscores the differences and similarities in their approaches, reflecting their distinct cultural, theological, and institutional contexts. By comparing the messages of these prominent figures in the Russian Orthodox Church and the Anglican Communion, the study contributes to a deeper understanding of contemporary religious communication and its impact on global and local religious communities.

This manuscript presents a protocol designed for the comprehensive investigation of early life stress (ELS) outcomes and a feasibility study conducted with this protocol. ELS alters normal development by interfering at various levels: hormonal changes, brain cellular architecture, epigenome, and chromosomal structural elements. The protocol combines classic behavioral tests with advanced molecular techniques to obtain comprehensive data and thus uncover the underlying mechanisms of ELS. In this protocol, the main source of stress is maternal separation. Briefly, a group of C57Bl/6 mice undergoes maternal separation; then, mice perform the radial maze test and the resident-intruder test. As a control, another group of mice stays undisturbed and performs the same behavioral tests in the same timeframe. After the behavioral tests, biosamples are collected, including urine for corticosterone measurements, peripheral blood, hippocampus, amygdala, and prefrontal cortex tissues for DNA isolation and its downstream analyses (DNA methylation profiling and telomere length measuring), and whole brains for immunohistochemistry analysis of the glucocorticoid receptor density. This protocol was successfully tested as a feasibility study for a large-scale investigation that addresses potential flaws to establish a robust methodology. This paper reports on a comprehensive approach to examining multiple aspects of development that interrogates a holistic analysis of multilayer and multidimensional data and may contribute valuable insights for both animal and human studies.

The paper analyzes the notions of parents and teachers about the reasons behind low academic achievements of children as well as about the opportunities to overcome learning difficulties provided by modern Russian schools. The study uses data from surveys of parents, students and teachers of comprehensive schools conducted as part of the Monitoring of the Economics of Education (IEE) implemented by the National Research University Higher School of Economics (NRU HSE) in the academic year 2020-2021.It is shown that the parents of low-achieving students notice the lack of attention from schools to the problems of children with learning difficulties, the lack of additional classes and support from specialists to overcome these difficulties. This group of parents demonstrates a higher level of willingness to transfer their children to another school. As for the teachers working in schools with a large number of poorly performing students, they tend to have a lower sense of responsibility for the academic success of students and a higher level of dissatisfaction with the choice of profession. They are less likely to receive support from various specialists (psychologists, special needs teachers, etc.), and as they realize they lack the professional skills necessary for working with children with learning and behavioral difficulties, they tend to engage more in professional development activities. The paper concludes that the psychological climate existing in classes and schools with a high proportion of underachieving students is an impediment in overcoming low academic performance, and that the groups of parents and teachers experiencing the greatest difficulties in providing quality education also experience the greatest deficit of support.