Lens ID,Title,Date Published,Publication Year,Publication Type,Source Title,ISSNs,Publisher,Source Country,Author/s,Abstract,Volume,Issue Number,Start Page,End Page,Fields of Study,Keywords,MeSH Terms,Chemicals,Funding,Source URLs,External URL,PMID,DOI,Microsoft Academic ID,PMCID,Citing Patents Count,References,Citing Works Count,Is Open Access,Open Access License,Open Access Colour
000-148-165-536-550,Facial Expression Identification with Intrasaccadic Stimulus Substitution,,2021,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,I.Yu. Zherdev; V A Barabanschikov,"<jats:p>Extreme temporal condition for visual identification task is held. A gaze-contingent eyetracking study was used to assess how presaccadic stimulus influences the one presented during a reactive saccade. A strong forward masking effect is found. Identification rate of second image is below chance, but still in accordance with previous studies, where no masking was present. Identification rate, erratic responses, statistical connection with alternative response (2AFC task), physical properties of saccades are similar to simple intrasaccadic identification task [3; 5]. Two aspects of transsaccadic visual perception were hypothesized, possessing common temporal structure: sensoric (geometric primitive detection) and gnostical (naturalistically valid object identification).</jats:p>",14,2,68,84,Psychology; Neuroscience; Facial expression; Substitution (logic); Identification (psychology); Stimulus (psychology),facial expression identification; facial expressions; eye movements; saccadic suppression; direct visual masking; transsaccadic perception,,,Russian Science Foundation,https://psyjournals.ru/files/121741/expsy_2021_n2_Zherdev_Barabanschikov_ru.pdf https://psyjournals.ru/exp/2021/n2/Zherdev_Barabanschikov.shtml,http://dx.doi.org/10.17759/exppsy.2021140205,,10.17759/exppsy.2021140205,3184539854,,0,000-624-769-297-989; 005-201-742-137-667; 006-919-361-364-136; 010-561-824-870-192; 010-688-206-576-939; 012-408-040-039-036; 015-342-476-606-396; 017-676-887-174-420; 027-552-041-333-764; 032-224-958-674-147; 035-384-099-343-252; 037-718-473-961-190; 041-467-796-250-781; 043-137-904-176-779; 043-415-502-873-739; 046-418-005-596-796; 050-497-420-547-783; 052-720-500-376-496; 056-105-233-805-823; 067-292-789-916-129; 070-539-697-335-079; 074-114-510-201-399; 075-189-260-599-068; 081-660-653-326-625; 093-912-200-294-943; 105-819-781-892-200; 114-733-111-429-857; 154-660-009-966-476; 158-495-294-891-969; 181-675-667-515-504,1,true,cc-by-nc,gold
000-200-142-021-437,Динамика показателей перфекционизма и симптомов эмоционального неблагополучия в российской студенческой популяции за последние десять лет: когортное исследование,,2019,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,A.B. Kholmogorova; N.G. Garanyan; T.O. Tsatsulin,"<jats:p>According to the research data, the number of adolescents and university students with emotional maladjustment is growing up along with increasing levels of perfectionism. In this study, the authors compared indices of perfectionism in two samples of Russian university students that completed the Three-Factor Perfectionism Inventory (N.G. Garanyan, A.B. Kholmogorova) in 2005—2008 (N=449) and 2017—2018 (N=194). The comparison revealed that levels of the most destructive perfectionism aspects associated with depressive and anxiety symptoms have significantly increased. Overall, the means on subscale corresponding to socially prescribed perfectionism have increased by 34%, whereas the indices of perfectionistic thinking have grown twice. According to multifactorial psychosocial model of affective spectrum disorders (A.B. Kholmogorova, N.G. Garanyan, 1998), the cult of success and achievements in modern society is inextricably linked to this growth of perfectionism indices. The data obtained and their interpretations correspond closely to the studies of researchers from western countries. The necessity to create a healthy learning environment and establish psychological service in education’s system is confirmed.</jats:p>",15,3,41,50,Psychology,students; perfectionism; socially prescribed perfectionism; perfectionistic cognitive style; depression; anxiety; psychosocial factors,,,,https://psyjournals.ru/files/109964/chp_2019_n3_Kholmogorova_Garanyan_Tsatsulin.pdf https://psyjournals.ru/en/kip/2019/n3/Kholmogorova_Garanyan_Tsatsulin.shtml,http://dx.doi.org/10.17759/chp.2019150305,,10.17759/chp.2019150305,2982639182,,0,003-872-117-332-867; 004-612-111-692-04X; 007-594-387-471-849; 037-958-808-270-889; 040-119-272-232-606; 051-081-103-808-190; 055-377-334-990-952; 059-746-611-295-47X; 073-581-334-314-98X; 086-194-094-290-094; 121-875-265-529-954; 137-240-973-505-373; 147-464-266-800-82X; 154-161-658-712-875,14,true,cc-by-nc,gold
000-248-892-888-112,Common and professional psychological help: conceptual framework and issues,,2016,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,E V Sheryagina,"<jats:p>The article is devoted to the analysis of some phenomena of professional and non- professional (“common”) help. Approaches to the study of assistance forms and strategies that are linked with empathy, consolation and support are viewed. The approach to description, analysis and classification of such forms is introduced. The results of the pilot study of consolation strategies using “Consolation situations” projective test are presented.</jats:p>",24,1,8,23,Conceptual framework; Psychology; Management science,психологическая помощь; эмпатия; утешение; эмоциональная поддержка; сопереживание psychological help; empathy; comforting; emotional support,,,,https://psyjournals.ru/files/80862/cpp_2016_n1_Sheryagina.pdf https://psyjournals.ru/mpj/2016/n1/sheryagina.shtml,http://dx.doi.org/10.17759/cpp.2016240102,,10.17759/cpp.2016240102,2394673636,,0,019-815-263-878-649; 041-172-082-090-183; 067-427-306-245-021; 073-412-979-624-742; 083-736-132-776-613; 087-942-665-530-475; 189-315-787-505-767,7,true,cc-by-nc,gold
000-266-113-424-001,"Деятельность, направленная на побуждение детей к суицидальному поведению: возможности судебно-психологической экспертизы",,2017,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Ф С Сафуанов; Т Н Секераж,"<jats:p>Federal law of June 7, 2017 g. № 120-FZ ""On amendments to the criminal code of the Russian Federation and article 151 of the Criminal procedure code of the Russian Federation in the part of establishing additional mechanisms to counter activities aimed at encouraging children to suicidal behavior"" establishes criminal liability for inducement to commit suicide or assist in its Commission (article 110.1 of the criminal code), as well as for the organization of activities aimed at encouraging citizens to commit suicide (article 110.2 of the criminal code). Two additions to the criminal code include using a publicly performed work, the media or information and telecommunications networks (including network ""Internet""). There are new legal consequences relevant to forensic psychological assessment related to suicide. The article analyzes the legal situation (pre-investigation check of materials and incitement to suicide) that define the subject of judicial-psychological or psychological and psychiatric examinations as the mental state of the subject in the period preceding the suicide (death). Legislative innovations require expertise in psychology and linguistics. One of the subjects of psychological-linguistic expertise is the focus of the information material (text, graphic, together verbal and non-verbal information) or the communicative activity of the subject to encourage the addressee to co-concluding suicide. Formulate possible questions for the ex-experts and psychologists.</jats:p>",7,2,33,45,Psychology,suicide; suicidal behavior; promoting suicide; incitement to commit suicide; postmortem forensic psychiatric examination; comprehensive judicial psychological-linguistic expertise of its normalization] [Elektronnyi resurs] // Meditsinskaya psikhologiya v Rossii: elektron. nauch. zhurn. 2012. no. 2. URL: http://medpsy.ru (data obrashcheniya: 14.06.2017),,,,https://core.ac.uk/display/88747533 https://psyjournals.ru/psyandlaw/2017/n2/86272_full.shtml,http://dx.doi.org/10.17759/psylaw.2017060203,,10.17759/psylaw.2017060203,2732861875,,0,049-557-790-588-466; 095-714-598-765-324; 144-998-688-057-869,7,true,cc-by-nc,gold
000-280-472-240-934,Cognitive impairments in schizophrenia in foreign studies: single function deficits or group of syndromes?,,2021,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,M V Karyakina; O V Rychkova; A B Shmukler,"<jats:p>Cognitive deficit is the one of the key groups of symptoms in schizophrenia. These disorders reflect pathological processes in the central nervous system and are an important predictor of the social functioning recovery of patients. The question of the deficit structure remains open. In some cases, cognitive impairments are detected in early school age, in others, they appear only in adolescence. At the disease onset, there is a sharp deterioration in cognitive functioning. Further change is also heterogeneous: the same cognitive functions can either remain stable, or deteriorate or improve. To further study the cognitive deficit, it is necessary to distinguish more homogeneous groups based on both clinical parameters, and on the results of performing cognitive tests. It is important for the future of the concept of cognitive deficit to correlate it with the usual conceptualizations, including pathopsychological symptom groups.</jats:p>",10,2,8,19,Psychology; Cognition; Schizophrenia (object-oriented programming); Clinical psychology; Function (engineering); Group (mathematics),когнитивный дефицит; шизофрения; психоз; нейрокогниции,,,,https://psyjournals.ru/files/121375/jmfp_2021_n2_Karyakina_Rychkova_Shmukler.pdf https://psyjournals.ru/jmfp/2021/n2/Karyakina_et_al.shtml,http://dx.doi.org/10.17759/jmfp.2021100201,,10.17759/jmfp.2021100201,3181625616,,0,000-569-632-988-106; 003-781-344-477-544; 004-212-424-488-24X; 005-424-542-553-533; 005-501-773-370-44X; 006-079-653-681-96X; 006-095-701-606-412; 008-666-906-085-453; 012-009-590-640-59X; 012-574-426-311-251; 016-445-059-500-222; 016-503-845-968-466; 016-716-624-090-10X; 016-972-989-407-205; 017-609-546-940-019; 019-473-974-271-58X; 019-759-186-062-57X; 022-777-801-328-614; 022-961-476-058-736; 023-045-905-164-24X; 023-598-032-359-039; 026-872-724-499-567; 027-602-689-155-596; 030-926-549-384-61X; 031-343-503-598-446; 032-872-981-581-032; 033-460-351-867-242; 033-908-332-743-976; 035-449-406-309-383; 036-996-500-904-022; 037-693-156-243-883; 042-100-192-981-298; 044-219-678-650-65X; 046-943-573-713-503; 047-209-298-150-848; 049-687-534-646-685; 051-198-091-274-513; 054-459-884-817-76X; 058-685-672-709-24X; 059-120-227-446-46X; 059-436-520-578-155; 060-391-752-833-345; 064-896-393-812-508; 070-964-992-361-891; 071-826-621-916-422; 072-796-605-078-352; 074-946-961-766-358; 078-171-413-181-986; 080-620-976-873-41X; 082-050-528-169-470; 083-627-942-022-60X; 089-659-213-923-488; 100-246-254-860-752; 101-086-910-207-919; 110-838-011-421-079; 112-890-682-216-106; 118-369-418-125-134; 119-878-040-795-954; 120-874-664-278-637; 123-450-898-028-438; 123-669-756-833-016; 127-665-697-159-902; 128-532-528-094-295; 137-463-601-312-093; 137-847-480-002-71X; 138-918-533-018-70X; 142-670-970-843-36X; 154-287-783-584-474; 181-979-987-545-836,9,true,cc-by-nc,gold
000-326-498-396-292,Конференция памяти академика РАО А.В. Петровского «Социальная психология и общество: история и современность»,,2019,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,О Б Крушельницкая; Т Ю Маринова,<jats:p>The article presents information on the progress and main results of the All-Russian scientific and practical conference with international participation commemorating RAO (Russian Academy of Education) Academician A.V. Petrovsky “Social psychology and society: the past and the present”. Over 150 participants from within and outside Russia joined the conference. Multiple interesting ideas were presented and fruitful discussions of the methodological approaches of the 20th and their 21st century successors occurred.</jats:p>,10,4,190,196,,conference; social psychology; ethnopsychology; organizational psychology; social development psychology; social psychology of education; personality; group; family; scientific school; Internet; cyberspace; risk psychology,,,,https://psyjournals.ru/social_psy/2019/n4/Krushelnitskaya_Marinova.shtml https://psyjournals.ru/files/111217/sps_2019_n4_Krushelnitskaya_Marinova.pdf,http://dx.doi.org/10.17759/sps.2019100413,,10.17759/sps.2019100413,2998601819,,0,,0,true,cc-by-nc,gold
000-330-778-132-162,Психологическая саморегуляция как фактор успешности управления поведением в различных сферах функционирования личности,,2019,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,Е И Рассказова,"<jats:p>Paper is devoted to psychological self-regulation at different stages of behavior change, according to the trans-theoretical model. It was assumed that psychological factors of self-regulation are differently related to the subjective success of achieving goals, depending on the life domain and the stage of change. 127 students set goals for the next 2.5 months (study / work, communication, hobbies, health), evaluated them on the Likert scale, filled the Volitional Components Inventory, Goal Disengagement and Reengagement Scale, and a number of methods for psychological well-being. In the domains of study, communication and health, a high level of self-regulation and volitional abilities was typical for pre-contemplation and action stages, and the high cognitive control was found for the pre-contemplation and preparation stages. Satisfaction and emotional state were not associated with the desire for change. In the domain of study subjective success after 2.5 months was associated with the ability to concentrate and disengage the goal, and in the domains of communication and health — with self-determination and self-motivation. The results indicate the importance of taking into account the life domain and stage of change in studies of the psychological regulation of activity.</jats:p>",12,3,148,163,Psychology,,,,Russian Science Foundation,https://psyjournals.ru/files/110476/exppsy_2019_n3_Rasskazova.pdf https://psyjournals.ru/exp/2019/n3/Rasskazova.shtml http://psyjournals.ru/en/exp/2019/n3/Rasskazova.shtml,http://dx.doi.org/10.17759/exppsy.2019120312,,10.17759/exppsy.2019120312,2991512303,,0,001-462-429-827-127; 002-492-395-584-262; 005-780-154-052-826; 023-432-880-466-304; 026-688-964-740-612; 030-950-408-011-959; 030-982-316-125-541; 052-264-391-361-60X; 064-864-444-969-905; 072-851-884-313-915; 079-531-649-465-849; 084-750-281-641-082; 093-215-679-438-545; 093-627-456-489-231; 096-587-322-624-94X; 102-787-760-015-636,6,true,cc-by-nc,gold
000-339-948-097-023,The Story of the Textbook by F.Ye. Vasilyuk Psychotechnique of Experiencing (A Cultural-Historical Essay),,2019,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,V.K. Zaretsky,"<jats:p>The article focuses on one of the first experiences of applying psychology to solving practical tasks, moreover on the scale of an entire country, in the framework of the project «Practical Psychology of Creativity», the idea of which originated in 1989. That was also the first experience of distance psychological counseling of several thousand people on the basis of specially designed for this course tutorials which included “Psychotechnique of Experiencing” by F.Ye. Vasilyuk and two more manuals: “Autogenic Training” by N. N. Petrov and “If the Situation Seems Irresolvable...” by V.K. Zaretsky. The objective of this article is to show through the analysis of less known episodes of F.Vasilyuk's biography the initial milestones of the movement towards overcoming the schism between academic psychology and psychological practice which was described by him later.</jats:p>",15,1,56,63,Literature; Psychotechnique; History,psychotechnique of experiencing; creative thinking; psychology of creativity; creative task; reflection; stereotypes of consciousness; psychological counseling,,,,https://psyjournals.ru/files/97477/chp_2019_n1_Zaretsky.pdf https://psyjournals.ru/kip/2019/n1/Zaretsky.shtml,http://dx.doi.org/10.17759/chp.2019150106,,10.17759/chp.2019150106,2924848350,,0,142-933-129-059-681,0,true,cc-by-nc,gold
000-341-901-457-688,"Оценка факторов, повышающих и снижающих риск агрессивного противоправного поведения у несовершеннолетних (обзор исследований)",,2016,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Н Г Назарова,"<jats:p>The article is devoted to an overview of foreign researches about factors that increase the risk of aggressive unlawful behavior among juveniles and reduce the risk of such behavior. Such definitions as risk factor, protective factor (defensive), aggression and violence were examined. It is shown how the methods of assessment for both social and negative consequences of unlawful behavior, including aggressive one, have been developed, starting from discretionary approach based on unstructured clinical statement and ending with a method of structured risk assessment. The article contains the descriptions of researches about prognostic structured risk assessment of aggressive criminal behavior among adolescents. The results of contemporary foreign researches that were aimed at identifying factors that either increase or reduce the risk of aggressive unlawful behavior in childhood and adolescence, were outlined.</jats:p>",6,3,89,103,Psychology,juvenile offenders; aggressive unlawful behavior; risk factors,,,,https://psyjournals.ru/files/82925/psyandlaw_2016_3_Nazarova.pdf https://core.ac.uk/display/91068485 https://psyjournals.ru/psyandlaw/2016/n3/82925_full.shtml,http://dx.doi.org/10.17759/psylaw.2016060308,,10.17759/psylaw.2016060308,2527048422,,0,007-782-514-790-796; 010-339-281-014-519; 019-362-815-163-790; 019-774-803-824-847; 023-333-788-540-627; 029-300-501-840-313; 031-683-164-246-008; 038-501-451-529-734; 055-447-895-146-728; 062-956-542-507-152; 070-811-570-221-461; 085-233-870-059-294; 116-668-953-158-437; 136-365-161-736-961; 140-700-276-451-528; 144-106-671-004-449; 163-077-011-287-534; 192-567-445-892-217,2,true,cc-by-nc,gold
000-393-532-897-091,Risk factors for aggressive behavior in juvenile offenders suffering from schizophrenic spectrum disorders,,2017,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,D S Oshevsky; Afonina Yu.S.,"<jats:p>The article presents the results of an empirical study aimed at identifying the risk factors for aggressive behavior in juvenile offenders suffering from schizophrenic spectrum disorders. A total of 72 male juveniles aged 15 to 17 years were examined. A set of methods for studying individual psychological characteristics was used, as well as a screening tool for assessing possible mental distress (MAYSI-2). Based on the findings, it is concluded that adolescents who have committed socially dangerous acts and suffer from disorders of the schizophrenic spectrum have a high level of proactive and reactive aggressiveness. Due to specific violations in the communicative sphere, mechanisms for containing aggressive motives are formed worse. Among the clinico-psychological risk factors of aggressive criminal behavior for them, the most significant is a violation of thinking, which leads to a misinterpretation of the social context.</jats:p>",7,3,44,55,Psychiatry; Juvenile delinquency; Medicine,clinical and psychological risk factors; aggressive criminal behavior; screening tools; juvenile delinquents,,,,https://psyjournals.ru/en/psyandlaw/2017/n3/87544.shtml https://doaj.org/article/de0e37ae01fa42b4b29b345c5ffd0af3 http://psyjournals.ru/psyandlaw/2017/n3/87521.shtml https://core.ac.uk/display/102271792 https://psyjournals.ru/files/87521/psyandlaw_2017_3_Oshevsky_Afonina.pdf,http://dx.doi.org/10.17759/psylaw.2017070304,,10.17759/psylaw.2017070304,2763785059,,0,094-046-059-204-790,0,true,cc-by-nc,gold
000-442-358-844-573,Achievements and Problems in the University Training of Clinical Psychologists (on the 10th Anniversary of the First Graduation of Clinical Psychologists at the Faculty of Clinical and Special Psychology MSUPE),,2019,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,N.V. Zvereva; T A Meshkova; A.M. Shcherbakova; A I Hromov,"<jats:p>The article is devoted to the reflexive analysis of the achievements and difficulties that have occurred during the 15 years of training of clinical psychologists at the Faculty of Clinical and Special Psychology at the Moscow State University of Psychology &amp; Education and dedicated to the 10th anniversary of the first graduation that took place in 2009. Article presents the main specializations implemented at the faculty during these years; the main dynamics of students 'enrollment to study, as well as the dynamics of graduates' employment are shown. A number of new areas of work and scientific achievements (research areas, joint projects with students) are described; ongoing training programs in clinical psychology and their features are named; information on scientific events, volunteering and other achievements has been given.</jats:p>",8,2,198,209,Psychology; Graduation; Medical education,clinical psychology; standard of education; students; research,,,,https://psyjournals.ru/psyclin/2019/n2/Zvereva_et_al.shtml https://psyjournals.ru/files/107564/Zvereva_et_al.pdf,http://dx.doi.org/10.17759/cpse.2019080211,,10.17759/cpse.2019080211,2955842525,,0,,0,true,cc-by-nc,gold
000-526-974-460-635,Students' Dynamics of Heart Rate Variability during Virtual Reality Class,,2022,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,A.V. Bakhchina; I.V. Strizhova,"<jats:p>The article presents the results of a study of the dynamics of the characteristics of heart rate variability in the learning process in high-level virtual reality and behind a computer monitor. The continuous dynamics of the heart rate of senior and junior students (N=16, 8 — female, 8 — male, age from 18 to 22) was recorded at rest (sitting, in silence, with eyes closed) and during two short lessons in biology and mathematics in different conditions. After the training programs (classes), students were offered test questions on the materials they had listened to and a questionnaire for the subjective assessment of the lesson information in terms of the degree of novelty, complexity, clarity of the material, etc. It was shown that the dynamics of the functional state does not differ between lessons, the degree of activation and tension in terms of HRV increased equally when practicing in virtual reality and behind a computer monitor compared to the background. At the same time, after working in training programs in virtual reality, the students demonstrated a greater number of correct answers to test questions and evaluated the information in them as newer and more complex, compared to the lessons at the computer monitor. The conclusion is made about the effectiveness of the use of virtual reality technologies in education, as students demonstrate higher results with the same level of tension and activity.</jats:p>",15,2,59,69,Novelty; Virtual reality; CLARITY; Dynamics (music); Test (biology); Pace; Class (philosophy); Silence; Mathematics education; Heart rate variability; Sitting; Psychology; Computer science; Human–computer interaction; Heart rate; Pedagogy; Medicine; Artificial intelligence; Social psychology; Philosophy; Chemistry; Biology; Paleontology; Biochemistry; Geodesy; Geography; Aesthetics; Pathology; Blood pressure; Radiology,virtual reality; training; heart rate variability,,,,https://psyjournals.ru/files/130957/exppsy_2022_n2_Bakhchina_Strizhova.pdf https://doi.org/10.17759/exppsy.2022150205,http://dx.doi.org/10.17759/exppsy.2022150205,,10.17759/exppsy.2022150205,,,0,003-994-554-435-448; 005-153-927-305-221; 005-180-758-114-451; 019-277-642-516-562; 019-595-212-144-934; 019-636-245-595-545; 024-467-973-004-21X; 024-574-289-705-152; 035-817-616-240-43X; 037-903-137-141-366; 061-841-277-937-787; 074-490-426-861-078; 101-978-264-537-22X; 167-281-111-118-854,3,true,cc-by-nc,gold
001-046-056-926-129,Прогностическое значение электроэнцефалографических и нейропсихологических показателей состояния регуляторных функций мозга для оценки вероятности отклонений поведения у подростков,,2021,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,А.А. Корнеев; М.Н. Захарова; А.В. Курганский; Д.И. Ломакин; Р.И. Мачинская,"<jats:p>The paper presents the results of a prognostic model of the occurrence of deviant behavior based on neurophysiological and neuropsychological indicators of behavioral regulation functions in adolescents. We used data on the state of the regulatory systems of the brain obtained on the basis of EEG analysis, data on the state of brain executive functions (EF), obtained on the basis of a neuropsychological examination, and the results of computer tests aimed at evaluating various components of attention. The study involved 166 adolescents, 69 of them with signs of deviant behavior. Using logistic regression analysis, it was shown that EEG-signs of suboptimal RS performance and evaluation of individual EF components (i.e. the ability to form and maintain an acquired action plan, signs of inertia and perseveration) can be significant predictors of deviant behavior. Computer test results showed poor predictive ability. A general model is also proposed that includes predicted probabilities of adolescents belonging to a group with signs of deviant behavior based on the results of using all three methods. A prognostic accuracy of the model is quite high.</jats:p>",14,1,135,150,Psychology,adolescents; deviant behavior; EEG; executive functions; logistic regression analysis,,,Russian Foundation for Basic Research,https://psyjournals.ru/en/exp/2021/n1/Korneev_Zakharova_et_al.shtml https://psyjournals.ru/files/120276/exppsy_2021_n1_Korneev_Zakharova_et_al.pdf,http://dx.doi.org/10.17759/exppsy.2021140106,,10.17759/exppsy.2021140106,3159906004,,0,001-195-894-350-623; 002-178-827-130-999; 002-708-160-486-836; 008-843-248-481-650; 009-485-411-200-679; 010-041-720-055-661; 014-022-706-270-199; 021-039-287-691-144; 025-761-372-841-550; 030-801-504-205-455; 043-828-512-723-633; 048-622-349-107-491; 049-549-550-894-691; 052-078-542-816-490; 066-698-864-005-514; 087-246-045-555-39X; 097-812-912-862-993; 098-722-744-815-975; 111-381-145-512-514; 111-770-583-514-316; 113-596-916-537-164; 116-769-364-433-181; 120-330-975-953-251; 134-735-411-986-553; 134-773-183-918-408; 136-094-770-244-629; 154-406-069-601-328; 168-868-106-354-026; 191-761-355-437-774; 197-974-415-553-011,3,true,cc-by-nc,gold
001-491-270-544-872,"How is the Actor Made. The Anniversary Interview with N.N. Nechaev. Part 1, Psychology and Life",,2022,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,N.N. Nechaev,"<jats:p>The article represents the author’s view of his way in psychology including science research, university lecturing, organizational and other professional lines of its development. It is demonstrated through some fragments of the author’s biography closely connected with the initial period of the Department of Psychology of the Moscow State Lomonosov University (MSU) that was established in the middle of sixties of the last century and also — with some facts of the author’s following activity in the fields of psychological science and practice.; ; The role of the school of thought is underlined since the author was lucky to meet such outstanding psychologists as P.Ya. Galperin, A.V. Zaporozhets, B.W. Zeygarnic, A.N. Leontiev, D.B. Elconin etc. as his teachers. However the special role of P.Ya. Galperin as a Teacher in science and life for the author is underlined.; ; The article consists of two parts. The first part published here uncovers some episodes of the author’s biography where some of his family roots are described. Several outstanding church figures, theologists, preachers and teachers among them, are meant, some of them appeared to be connected with the MSU. There is also the story of the mother’s fate who was repressed at Stalin’s period.; ; Certain attention is paid to the the author’s life as a university student. Beside some episodes of “psychological life” that may be interesting within the context of time and place there are some fragments that demonstrate the author’s active position at the choice of his scientific path. The post-graduate stage where the author was forming his own “school of thought” is also described.; ; Then there are periods of the further research and teaching activity as a professional psychologist working at the level of post-graduate and continuing education at the leading Moscow universities, including MSU. The Moscow Architectural Institute is also one of them. It is as the institution where the author’s doctoral theses on the problems of project simulation and creativity in the architectural education were prepared and defended.; ; Another working period connected with organisational activity at the high levels of managing of the educational system of the USSR and the at the Russian Academy of Education are also briefly described.; ; The article is made in the form of interview with the author conducted within the frames of the project “Psychologyst-and-I”. Live stories” of the Moscow State University of Psychology and Education (MSUPE). The author and leader of the project: V.T. Kudriavtsev. The meeting took place on the 4-th of February 2021.</jats:p>",18,2,145,156,Biography; Period (music); Context (archaeology); Psychology; History of psychology; Psychoanalysis; Sociology; Art history; Aesthetics; History; Art; Archaeology,school of thought; theory of step-by-step formation; scientific and educational activity; the system of the university teachers continuing education; scientific and educational management,,,,https://psyjournals.ru/files/130561/chp_2022_n2_Nechaev.pdf https://doi.org/10.17759/chp.2022180216,http://dx.doi.org/10.17759/chp.2022180216,,10.17759/chp.2022180216,,,0,,0,true,cc-by-nc,gold
001-529-409-544-262,Народная игровая культура как средство формирования норм общения в детском возрасте,,2016,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,В А Чернушевич; Е А Куприянова; Е И Бобрышова,"<jats:p>The best carriers of playing culture are children, who possess and enjoy it. Destroyed social kids’ structures, territorial kids’ associations (family, yard, village, street communities of children) interrupted generally the process of culture transmission, reproduction and passing of communication tradition. And there is a need in social-state “revivification” (recovering folk games list and its’ players, enough for folk games reproduction process).; Folk game includes particular properties of relations on the levels of physical and emotional, vocal interaction, imagery-symbolic filling, special features of clothes (all aspects of communication that constitute features of national culture of the nation and make from the nation the community of people very special and different from other communities and nations). Studying of correctional possibilities of folk games within the frames of playing agendas showed that their psychological and emotional resources provide the conditions for adoption by children the norms of communication.</jats:p>",6,2,93,106,Sociology,norms of communication; psychological and emotional resources; folk games; playing culture; transmission of the culture; playing agenda; tradition,,,,https://core.ac.uk/display/91731190 https://psyjournals.ru/psyandlaw/2016/n2/81680_full.shtml,http://dx.doi.org/10.17759/psylaw.2016060207,,10.17759/psylaw.2016060207,2411463591,,0,,9,true,cc-by-nc,gold
001-758-691-993-203,Successful Learning: Relationship Between Fluid Intelligence and Working Memory,,2020,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,Irina E. Rzhanova; Olga S. Alekseeva; Yu.A. Burdukova,"<jats:p>The article provides an overview of modern works devoted to the study of the relationship between fluid intelligence and working memory. Recently, the world of psychological science has been actively discussing the topic of fluid intelligence and its impact on the academic achievements in childhood. One of the main cognitive characteristics most clearly associated with fluid intelligence is working memory. Working memory is a complex integrative function, in the implementation of which short-term and long-term memory, as well as executive control of attention, are involved. Until now, the debatable question remains, which of the components of working memory is most closely related to fluid intelligence. A number of studies conclude that the role of short-term memory is predominant, while in others executive control is called the most important component. A special place in the study of the relationship between working memory and fluid intelligence is occupied by scientific works which raise the question of the possibilities of improvement of fluid intelligence using working memory training series. In a number of training experiments, it was possible to obtain an improvement in the participants' fluid intelligence indicators after a series of working memory trainings.</jats:p>",25,1,63,74,Psychology; Cognitive psychology; Working memory; Fluid intelligence,Психологический институт Российской академии образования (ФГБНУ ПИРАО); г . Москва; Российская Федерация fluid intelligence; working memory; short-term memory; training on cognitive functions,,,Russian Foundation for Basic Research,https://psyjournals.ru/psyedu/2020/n1/Rzhanova_Alekseeva_Burdukova.shtml https://psyjournals.ru/files/112546/pse_2020_n1_Rzhanova_Alekseeva_Burdukova.pdf,http://dx.doi.org/10.17759/pse.2020250106,,10.17759/pse.2020250106,3012517293,,0,000-167-436-617-779; 000-528-092-576-088; 000-984-109-931-859; 003-041-975-299-808; 004-272-451-588-339; 004-625-770-599-511; 004-854-103-797-046; 005-716-180-793-568; 006-215-633-029-134; 006-221-986-488-089; 007-109-350-642-868; 011-181-098-725-418; 013-705-177-827-057; 013-944-221-039-479; 018-344-210-694-673; 019-549-204-124-071; 021-341-615-524-458; 022-473-778-328-882; 028-210-333-065-542; 029-063-604-724-79X; 029-278-479-820-86X; 029-937-994-616-675; 033-486-507-629-458; 033-887-389-909-471; 034-319-108-796-249; 043-817-011-053-447; 045-530-827-394-345; 045-631-207-456-368; 049-839-874-339-147; 052-173-419-910-575; 053-694-950-030-572; 059-556-981-394-937; 060-236-706-958-964; 063-997-533-959-63X; 068-113-200-514-064; 072-806-034-162-820; 074-981-289-757-19X; 080-638-359-391-701; 086-853-199-108-259; 097-032-005-008-817; 108-242-607-340-131; 110-956-742-741-858; 113-300-808-161-811; 114-251-785-134-500; 116-149-869-726-863; 136-160-385-787-750; 137-804-309-211-044; 145-170-708-426-964; 172-102-437-527-388,7,true,cc-by-nc,gold
001-881-470-571-326,Invariant and Variant Sociopsychological Characteristics of Successful Foster Mothers,2021-12-30,2021,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,V.N. Oslon; M. Odintsova; G.V. Semya; E.A. Zinchenko,"<jats:p>As part of the development of tools for sociopsychological assessment of prospective foster parents, we conducted a factorization of the array of data obtained with a set of diagnostic techniques and identified the contribution of each component to the success of foster care. Invariant and variant characteristics of successful foster mothers are highlighted (N=128).Foster mothers were selected based on the expert opinion of the professional community and trained as coaches of foster families. It is shown that successful foster mothers have a number of characteristics that allow them to raise foster children over a long period of time. These characteristics should be considered as criteria for selecting potential reliable guardians. Among the invariant characteristics are: the viability of family, the dominance of motivation of altruism and self-realization in children, high levels of emotion management, extroversion, consciousness, emotional stability, parental competence. The variant characteristics are as follows: the experience of foster parenting, the intensity of motivation aimed at resolving family and personal crises, ‘replacing’ a child, solving demographic problems, filling an empty nest, as well as the level of emotional intelligence and its components (except emotion managment); personality traits (level of compliance, openness to experience); altruistic investment. The invariant-variant approach enables us to address the sociopsychological portrait of the foster mother in its integrity.</jats:p>",26,6,149,163,Psychology; Developmental psychology; Extraversion and introversion; Openness to experience; Social psychology; Personality; Big Five personality traits,foster mothers; invariant and variant characteristics; sociopsychological portrait; orphan child,,,Ministry of Education and Science of the Russian Federation,https://psyjournals.ru/files/126404/pse_2021_n6_Oslon_et_al.pdf https://doi.org/10.17759/pse.2021260612,http://dx.doi.org/10.17759/pse.2021260612,,10.17759/pse.2021260612,,,0,003-289-792-311-121; 012-128-742-092-687; 026-996-363-352-512; 027-780-097-193-216; 032-530-480-354-771; 041-479-710-448-788; 045-576-232-185-863; 049-303-990-364-889; 054-001-897-438-334; 058-078-260-025-699; 061-250-302-874-921; 068-619-340-375-439; 080-230-499-665-381; 089-948-074-195-628; 094-916-602-255-300; 105-728-091-171-023; 109-351-568-976-75X; 127-695-775-904-814; 128-610-145-386-048; 199-329-367-352-311,10,true,cc-by-nc,gold
002-133-030-711-842,Modern ideas about types of knowledge and experience in psychological research of the problem of their capitalization,,2017,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,E S Samoylenko; I V Bogdanova,"<jats:p>The article analyzes modern ideas about “knowledge” and “experience” in the context of problems of “capitalization” of professional knowledge that determine the specifics and know-how of the enterprise. Different interpretations of the concept of “knowledge” are considered, as well as questions concerning the sources and principles of their creation in the organization. The specificity of the concept of “experience” is determined by the practice of using individualized knowledge. Among the tasks of capturing individual experience, the creation of methods enabling the identification of its components in natural activity is put at the forefront. The practical perspective is seen in the application of the paradigm of perceived quality, whose methodology is aimed at the integration of different approaches and the triangulation of data obtained by various methods and procedures.</jats:p>",10,4,74,95,Descriptive knowledge; Psychology; Psychological research; Capitalization; Knowledge management,knowledge; experience; perceived quality; verbalization; practice; capitalization,,,,https://psyjournals.ru/en/exp/2017/n4/Samoylenko_Bogdanova.shtml https://psyjournals.ru/files/90819/exppsy_2017_n4_Samoylenko_Bogdanova.pdf,http://dx.doi.org/10.17759/exppsy.2017100406,,10.17759/exppsy.2017100406,2785342538,,0,000-126-494-436-967; 000-495-691-164-132; 004-177-307-714-964; 004-639-341-557-88X; 007-232-732-298-947; 009-126-837-102-289; 010-326-508-258-102; 011-224-214-083-115; 012-737-003-320-731; 012-958-269-993-182; 018-210-776-573-754; 020-456-862-168-298; 021-831-921-603-068; 022-977-942-006-981; 024-580-434-713-871; 024-612-474-682-057; 024-977-810-297-089; 025-227-479-529-946; 026-170-432-151-394; 028-198-449-463-500; 028-581-425-232-099; 028-831-584-356-637; 030-579-614-335-766; 033-243-051-305-378; 033-651-761-387-876; 033-786-411-829-177; 034-361-213-720-050; 034-919-265-711-201; 034-993-006-353-011; 036-018-967-090-600; 036-184-414-020-913; 037-257-260-164-332; 039-500-600-937-195; 040-238-500-837-175; 046-742-230-794-531; 049-151-654-892-05X; 050-405-450-488-904; 051-169-867-447-926; 051-975-164-698-08X; 053-597-459-354-53X; 053-721-799-224-69X; 055-091-896-219-904; 056-490-409-963-459; 059-229-151-990-897; 062-510-573-122-320; 063-325-561-238-213; 063-983-687-329-609; 064-482-873-576-882; 065-377-000-063-473; 065-798-206-278-66X; 066-260-254-459-029; 066-280-696-542-16X; 067-583-875-138-386; 072-459-667-105-988; 073-374-394-456-451; 074-291-801-321-531; 079-299-475-494-119; 083-192-640-703-303; 083-361-997-540-126; 083-474-109-490-986; 085-266-416-379-803; 088-095-742-659-830; 089-936-804-965-420; 093-419-302-068-569; 095-479-728-349-074; 096-097-430-136-538; 096-904-776-804-554; 097-243-714-508-46X; 098-161-671-368-184; 098-853-453-518-268; 105-553-544-145-943; 110-055-879-281-073; 113-178-467-679-623; 115-764-286-416-941; 115-805-319-689-830; 117-382-751-606-775; 120-652-544-549-072; 120-760-762-604-584; 122-816-671-716-436; 129-372-852-666-642; 130-578-628-197-879; 138-813-748-902-382; 143-487-197-973-757; 149-237-986-021-528; 151-016-950-028-229; 161-473-603-856-640; 162-313-651-880-42X; 175-048-793-546-248; 178-883-041-977-406; 191-265-689-837-601; 192-483-233-431-525,3,true,cc-by-nc,gold
002-386-854-540-965,Возможности компьютерной игры «Plines» как инструмента диагностики комплексов когнитивных способностей школьников,,2018,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,A.A. Margolis; Lev S. Kuravsky; E.A. Shepeleva; E.V. Gavrilova; G.A. Petrova; V.K. Voitov; V.S. Yurkevich; S.S. Ermakov,"<jats:p>The article presents the results of an empirical study of the interrelation between dynamic and total individual performance indicators of gaming behavior in the ""PLines"" game with test measurements of general intelligence and divergent creativity (N = 151). It is demonstrated that the dynamics of point accumulation in the game can be used, with a great likelihood, for relating subjects to determined groups with a certain level of ability (high intelligence and creativity vs low intelligence and creativity). The data that it is the high-test indicators of cognitive abilities that determine the effectiveness of the gaming behavior of the subjects, and not vice versa is another fundamental result of the study. The subjects of discussion are the prospects for further use of this computer game in the diagnosis of ability sets in real life, the need to expand the pool of investigated psychological indicators that contribute to decision making in a situation of uncertainty, and the benefits of referring to the procedural characteristics of solving problems in psychological diagnostics.</jats:p>",7,3,38,52,Humanities; Psychology,computer games; gaming behavior; gamification; cognitive abilities; methods of psychological diagnostic in education,,,,https://psyjournals.ru/jmfp/2018/n3/96204.shtml https://psyjournals.ru/files/96204/jmfp_2018_n_3_Margolis_Kuravsky_Shepeleva.pdf,http://dx.doi.org/10.17759/jmfp.2018070304,,10.17759/jmfp.2018070304,2904986288,,0,008-214-304-851-82X; 014-685-451-930-665; 016-884-597-442-693; 017-741-204-756-498; 024-204-939-046-753; 037-393-177-179-222; 041-002-765-931-891; 043-008-165-502-786; 046-307-644-466-662; 055-503-296-625-245; 060-058-142-418-778; 092-252-829-145-577; 094-929-421-051-125; 099-305-212-774-374; 106-328-859-274-868; 125-528-056-114-33X; 132-004-847-604-18X; 135-895-322-710-247; 136-522-287-715-353,7,true,cc-by-nc,gold
002-439-528-903-456,The problem of dysfunctional motherhood in the latest foreign researches,2019-12-27,2019,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,T V Ermolova; T V Ivolina; O V Dedova; Aleksandr V. Litvinov,"<jats:p>The article analyzes updated foreign empirical developments on the problem of early dysfunctional motherhood.  The article is based on the idea of dysfunctional motherhood as a historically evolving psychological phenomenon with multiple risk factors for the health of the child in the first years of life. In view of the discreteness of the evidence, the authors confined their analysis to the diversity of internal and external causes of early deviant motherhood. These are the environmental and biological (genetic) prerequisites of the ""hidden"" maternal coldness. The last were examined with the help of placenta telomeres as the biomarkers of the parenthood style. Telomeres proved to bear the traces of the deferred exposure of maternal early stress and its influence on the following generations. Maternal coldness also seems to be a latent mechanism of deviant behavior during gestational and postpartum depression and disturbances of neural empathy mechanisms and deformation of attachment.  The article also discusses the American model of the relationship of maternity style with indicators of toxic stress in children in which the innovative factor of reflexive functioning of the parent is analyzed.</jats:p>",8,4,25,37,Psychoanalysis; Psychology; Dysfunctional family,parent functioning; dysfunctional motherhood; cold mother; gestational depression; biomarkers; internal and external risk factors,,,,https://psyjournals.ru/en/jmfp/2019/n4/Ermolova_et_all.shtml https://psyjournals.ru/files/111368/jmfp_2019_n4_Ermolova_Ivolina_Dedova.pdf,http://dx.doi.org/10.17759/jmfp.2019080403,,10.17759/jmfp.2019080403,2998453557,,0,002-860-569-365-251; 003-395-118-830-324; 007-693-263-316-218; 010-786-411-632-732; 013-000-917-888-884; 013-260-292-943-222; 019-403-839-627-850; 019-751-093-982-784; 020-198-434-556-631; 021-734-467-259-740; 022-850-978-978-856; 026-872-471-478-441; 029-141-135-429-878; 029-518-760-199-462; 030-971-434-710-473; 031-718-052-001-687; 032-983-554-063-996; 034-601-492-498-199; 034-956-752-249-598; 035-502-670-432-997; 041-671-676-729-841; 046-061-050-727-557; 046-168-291-749-247; 047-931-816-914-587; 049-938-156-139-996; 050-641-844-123-689; 051-804-877-800-80X; 053-290-186-684-616; 069-699-248-077-93X; 074-944-945-020-805; 083-796-753-637-645; 109-689-610-619-536; 118-312-207-835-972; 125-800-777-937-803; 130-318-233-943-696; 141-001-798-365-233; 175-399-128-596-901; 176-723-248-229-733,0,true,cc-by-nc,gold
002-986-415-469-107,Межкультурные особенности связей чрезмерного родительства с психологическим благополучием современных старших подростков,2019-12-27,2019,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,E Y Chebotareva,"<jats:p>The article presents a review of studies on a specific style of parenting. This parenting style is called «helicopter parenting» in Western scientific literature and has got this name due to excessive parental care for an adolescent who begins his/ her independent life. The data on the interplay of this style with the psychological well-being and academic achievements of adolescents are summarized. It is shown that despite the general dysfunctionality of this style, it’s certain aspects can be positively associated with the adolescents’ well-being. A review of cross-cultural research shows that there are some universal models of parental behavior that provide an adolescent with a sense of secure attachment in any culture, as significant cultural -specific patterns. In cases when the dysfunctional (from Western culture point of view) characteristics of parenting are correlated with certain cultural norms, they do not have such a negative impact on the psychological well-being of an adolescent, as in Western culture.</jats:p>",8,4,7,15,Developmental psychology; Psychology; Individuation; Parental control; Parental support; Late adolescent,senior adolescent; parenting strategies; parenting; separation from the parental family; individuation; cross-cultural studies of parenting; helicopter parenting; parental control; parental support,,,,https://psyjournals.ru/files/111353/jmfp_2019_n4_Chebotareva.pdf https://psyjournals.ru/jmfp/2019/n4/Chebotareva.shtml https://publications.hse.ru/articles/315010120,http://dx.doi.org/10.17759/jmfp.2019080401,,10.17759/jmfp.2019080401,2998050029,,0,006-366-290-758-180; 009-272-671-411-721; 010-321-328-131-523; 010-474-733-137-993; 011-374-263-106-284; 012-733-388-186-220; 012-806-322-547-462; 014-488-513-934-651; 017-360-986-168-99X; 018-629-946-373-53X; 021-286-668-866-639; 024-340-657-676-622; 027-392-739-773-972; 029-803-660-097-269; 035-438-243-269-693; 035-857-699-709-657; 038-383-843-364-233; 040-004-179-831-065; 041-743-861-191-270; 045-123-355-844-02X; 045-374-375-543-466; 053-513-392-578-721; 059-157-891-408-807; 062-181-862-635-814; 062-343-020-102-316; 063-636-762-526-236; 070-681-029-338-685; 073-597-874-375-448; 081-129-837-001-984; 081-834-014-453-692; 087-422-113-116-189; 091-949-803-179-14X; 098-235-867-579-417; 100-604-971-934-838; 101-044-796-188-850; 103-833-908-031-458; 116-971-077-125-126; 119-918-474-086-999; 125-347-197-577-175; 135-484-564-286-593; 146-117-793-874-094; 158-171-718-358-551,7,true,cc-by-nc,gold
003-087-594-990-631,Christian Psychology in Russia: its «History» and «Geography». The First Article: an Attempt of Periodization,,2015,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,Ф.Е. Василюк,"<jats:p>In 1990, when after decades of atheistic press Russian psychology was able to return back to discussions on religious problems, a lot of debates broke out concerning the possibility of «Christian psychology». The debates still continue to burst out, while during the past quarter of century Christian psychology grew into a whole variety of different researches, educational programs, psychological services. A demand of methodological reflection of this field, of its «history» and «geography» arose. Spe- cifically, on the one hand, a need in reflection of its developmental stages, and on the other, a map of the subject-thematical regions and methodological approaches in it. Current article solves the first task, it is an attempt in making a periodization of Rus- sian Christian psychology, which takes into account only the newest, post-soviet his- tory. A hypothesis is proposed, that the periodization has three stages («inspiration», «institutionalization» and «constitution»), each of these addresses specific tasks. It is concluded that in the present moment the most essential task is of constituting the Christian psychology as methodological wholeness, which includes in itself a variety of research, educational and practical projects.</jats:p>",23,5,49,63,Periodization; Psychology; Geography; Social science,,,,,https://psyjournals.ru/mpj/2015/n5/vasiluk.shtml https://psyjournals.ru/files/84832/kpip_2015_n5_vasilyuk1.pdf,http://dx.doi.org/10.17759/cpp.2015230503,,10.17759/cpp.2015230503,2478670671,,0,,1,true,cc-by-nc,gold
003-242-688-030-452,Approaches to the typology of the common mistakes of younger schoolchildren in the development of mathematical concepts,,2021,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,S.P. Sanina; V.L. Sokolov,"<jats:p>The review article examines the field of scientific research devoted to the analysis of errors in mathematics. The problem of mastering mathematical concepts by younger schoolchildren continues to be relevant in pedagogical psychology. Systematic work with students' mistakes is an important stage in the teacher's work. The review shows the significance of the analysis of mathematical errors. The importance of not only detecting systematic mistakes of students, but also the misconceptions about concepts behind them is substantiated. The reasons for the typology of errors are revealed in the context of a discussion about the relationship between conceptual and procedural knowledge. Various approaches to the typology of mathematical errors are described. The typology of errors based on the identification of error patterns, which has become widespread in research, is considered in detail. In this typology, three large groups of mathematical errors are distinguished: factual, procedural and conceptual. Examples of these errors are given on the material studied by younger schoolchildren.</jats:p>",10,4,138,146,Typology; Psychology; Context (archaeology); Identification (biology); Field (mathematics); Mathematics education; Management science; Cognitive psychology; Mathematics; Sociology; Engineering; Paleontology; Botany; Anthropology; Pure mathematics; Biology,,,,Ministry of Education and Science of the Russian Federation,https://psyjournals.ru/files/126532/jmfp_2021_n4_Sanina_Sokolov.pdf https://doi.org/10.17759/jmfp.2021100413,http://dx.doi.org/10.17759/jmfp.2021100413,,10.17759/jmfp.2021100413,,,0,000-910-974-726-647; 001-365-312-515-010; 002-441-753-598-024; 002-995-891-907-66X; 004-603-216-521-12X; 016-375-540-158-696; 017-790-327-322-64X; 017-895-983-577-166; 038-736-146-291-375; 054-475-843-782-337; 059-517-253-696-88X; 066-824-754-582-075; 070-601-813-638-750; 091-214-125-580-083; 092-300-310-608-807; 109-604-178-712-209; 121-021-188-094-539; 130-137-968-737-890; 163-232-969-131-922; 171-483-455-730-377,2,true,cc-by-nc,gold
003-462-615-991-185,Diagnostics of Motivating and Demotivating Styles of Teachers: “Situations-in-School” Questionnaire,,2021,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,Tamara O. Gordeeva; O.A. Sychev,"<jats:p>There is a certain lack of of instruments for assessing the relationship between learning outcomes and the teacher’s communication style with students which determines children’s involvement in the learning process and their motivation.The article presents the results of adapting the self-determination theory-based questionnaire, Situations-in-School, for Russian-speaking educational environments on a sample of primary and secondary school teachers (N = 1400) from nine regions of Russia.This questionnaire assesses the four basic styles of teacher-student interaction (autonomy support, structure, control, and chaos) and their subtypes.The results of multidimensional scaling and confirmatory factor analysis indicate that the structure of the questionnaire at the level of items and subscales corresponds to a circular model (circumplex).The presence of eight subscales in the structure of the questionnaire is confirmed by CFA.The correlations of the scales with indicators of resilience and professional self-efficacy indicate construct validity.The questionnaire can be used both for research purposes and in the practice of school psychologists to assess the style of communication between teachers and students.</jats:p>",26,1,51,65,Psychology,ФГБОУ ВО «Алтайский государственный гуманитарно-педагогический университет имени В .М . Шукшина» (ФГБОУ ВО АГГПУ); г . Бийск; Российская Федерация assessing the teachers' motivating style; motivating and demotivating styles; Situations-in-School questionnaire; self-determination theory; autonomy; structure; chaos; control,,,Russian Foundation for Basic Research,https://psyjournals.ru/psyedu/2021/n1/Gordeeva_Sychev.shtml https://psyjournals.ru/files/119235/pse_2021_n1_Gordeeva_Sychev.pdf,http://dx.doi.org/10.17759/pse.2021260103,,10.17759/pse.2021260103,3133982071,,0,013-421-574-237-291; 026-688-964-740-612; 027-941-921-900-957; 037-332-993-910-168; 040-247-664-901-051; 041-506-828-710-092; 053-994-512-165-738; 075-126-863-233-42X; 080-059-512-181-908; 088-359-273-052-767; 096-587-322-624-94X; 098-583-662-995-899; 101-348-711-423-675; 104-706-433-527-461; 105-880-971-912-383; 122-219-269-683-239; 122-750-611-535-183; 141-999-278-118-943,8,true,cc-by-nc,gold
003-600-541-877-461,"Dialectics of ""image"" and ""process"" in craftsmanship activity (Preface to the publication of the text by A.I. Rosenblum)",2021-12-30,2021,journal article,Research result. Pedagogy and Psychology of Education,23138971,Belgorod National Research University,,E. Sokolova; Andrew Rosenblum,"Аннотация.Статья предваряет публикацию архивной рукописи представителя Харьковской психологической школы, сотрудника и близкого друга А.Н.Леонтьева Анатолия Ильича Розенблюма (1900-1938), трагически погибшего в период сталинских репрессий.Целью статьи является историко-теоретический анализ результатов эмпирических исследований А.И.Розенблюма в контексте других разработок Харьковской школы 1932-1935 гг.и оценка их вклада в становление деятельностного подхода в психологии.Методологическим основанием настоящего исследования выступил трехаспектный подход к анализу истории науки, предложенный М.Г.Ярошевским.В соответствии с ним в статье представлены (в том числе на основе изучения личных писем из семейного архива А.Н.Леонтьева) некоторые подробности биографии А.И.Розенблюма в социокультурном контексте эпохи.Далее следует историко-психологический анализ теоретических оснований и эмпирических результатов проведенного А.И.Розенблюмом исследования в сопоставлении с работами других харьковских психологов (П.Я.Гальперина, А.В.Запорожца, П.И.Зинченко, Г.Д.Лукова и др",7,4,,,Dialectic; Process (computing); Engineering ethics; Computer science; Epistemology; Engineering; Philosophy; Operating system,,,,,http://rrpedagogy.ru/journal/download/2579 https://doi.org/10.18413/2313-8971-2021-7-4-0-4 http://dspace.bsu.edu.ru/bitstream/123456789/47394/1/Sokolova_Dialektika.pdf http://dspace.bsu.edu.ru/handle/123456789/47394,http://dx.doi.org/10.18413/2313-8971-2021-7-4-0-4,,10.18413/2313-8971-2021-7-4-0-4,,,0,,0,true,cc-by,gold
003-608-148-787-554,Эмоциональная дисрегуляция и неудовлетворенность телом в женской популяции,,2021,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,N A Kiriukhina; N A Polskaya,"<jats:p>The study investigated the relations between body dissatisfaction and emotional dysregulation. This is the first research focusing on the mediating effect of emotional dysregulation on the relationship between negative affect and body dissatisfaction in a Russian female population. It is particularly relevant given that both emotional dysregulation and body dissatisfaction may lead to the emergence of psychopathological symptoms (e.g., depression, self-injurious behavior, and eating disorders). 778 girls and women aged 14–40 years (M=19,8; SE=3,31) participated in the study. The following measures were used: Body Image Questionnaire (Skugarevsky, 2006), Emotional Dysregulation Questionnaire (Polskaya, Razvaliaeva, 2017), Emotion Regulation Questionnaire (Gross, John, 2003; Russian version by Pankratova, Kornienko, 2017) and Positive and Negative Affect Schedule (Watson et al., 1988; Russian version by Osin, 2012). High level of body dissatisfaction was significantly associated with high scores of rumination, avoidance and difficulties in mentalizing from the Emotional Dysregulation Questionnaire, high level of negative affect and low level of positive affect. Respondents with high body dissatisfaction also preferred expressive suppression to cognitive reappraisal for emotion regulation. Regression analysis showed that negative affect (b=0,20; p&lt;0,001) and emotion dysregulation scales — rumination (b=0,66; p&lt;0,001), avoidance (b=0,69; p&lt;0,001) and difficulties in mentalizing (b=0,33; p&lt;0,001) — significantly predicted body dissatisfaction (F(4, 773)=130,8, p&lt;0,001; R2=0,405; R2adj=0,402). Emotion dysregulation scales mediated the effect of negative affect on body dissatisfaction.</jats:p>",10,3,126,147,Psychology,emotion dysregulation; emotion regulation strategies; body image; body dissatisfaction; negative affect,,,,https://psyjournals.ru/files/123736/cpse_2021_n3_Kirukhina_Polskaya.pdf https://psyjournals.ru/psyclin/2021/n3/Kirukhina_Polskaya.shtml,http://dx.doi.org/10.17759/cpse.2021100308,,10.17759/cpse.2021100308,3206541901,,0,002-310-728-530-650; 005-396-289-064-844; 006-710-103-967-615; 007-193-853-130-340; 007-839-573-542-770; 011-682-327-253-457; 012-298-492-923-354; 018-731-532-450-380; 019-626-252-135-513; 024-926-005-620-541; 031-798-210-985-179; 032-902-574-488-812; 039-115-400-460-248; 039-270-411-076-831; 039-903-180-938-621; 043-185-174-202-66X; 045-496-468-090-596; 047-701-331-471-446; 051-930-693-802-752; 055-301-068-717-839; 059-296-291-285-620; 061-311-747-352-348; 071-846-474-634-238; 073-251-963-084-062; 074-637-890-713-558; 077-351-539-995-928; 084-242-982-047-528; 086-262-183-046-060; 090-035-066-723-741; 095-314-389-045-424; 096-067-144-030-452; 100-047-893-951-376; 101-916-579-046-202; 105-514-275-974-804; 106-455-540-032-842; 118-819-459-468-921; 124-608-568-786-31X; 139-465-034-819-69X; 152-923-144-438-894; 164-723-768-680-768,9,true,cc-by-nc,gold
003-957-846-367-966,MOTIVATION OF UNION MEMBERSHIP AS A COMPONENT OF INTERGROUP ADAPTATION OF STUDENTS AND TEACHERS IN A SINGLE TRADE UNION ORGANIZATION OF THE UNIVERSITY (PART 2. TEACHERS: FEATURES OF MOTIVATION OF TRADE-UNION MEMBERSHIP IN THE CONTEXT OF INTERGROUP ADAPTATION TO THE TRADE UNION ORGANIZATION),,2016,journal article,Bulletin of the Moscow State Regional University (Psychology),23107235,Federal State University of Education,,Alexandr V. Bulgakov; Lyudmila I. Chistokhodova; Olga A. Pavlyutenkova,"Аннотация. Вторая часть статьи посвящена рассмотрению результатов исследования мотивации профсоюзного членства среди преподавателей вузов. Использован метод сравнения полярных групп в более эффективных и менее эффективных организациях по критерию членства в профсоюзе. Проведена оценка основных направлений деятельности первичных профсоюзных организаций. Выявлены тенденции различия на уровне p<0,05 по χ 2 -критерию в социальных представлениях о профсоюзе, в восприятии организационных культур вузов, в информационном обеспечении деятельности профсоюза, в организационно-массовой работе, в улучшении работы профсоюзной организации, в привлечении членов профсоюза. Установлено статистически достоверное различие на уровне p<0,01 по χ 2 -критерию в мотивационном профиле преподавателей-членов профсоюза, в целях их вступления в профсоюз, в интегративной позиции «Профсоюз: авторитет, деятельность, удовлетворенность». Выявлены ресурсы и проблемные зоны в возможной межгрупповой адаптации людей с разным статусом в профсоюзных организациях образования, определены направления для моделирования организационных изменений. Ключевые слова: деятельность профсоюза, межгрупповая адаптация в организации, мониторинг, мотивация профсоюзного членства, профсоюз, социальное партнерство.",,4,41,54,Political science; Context (language use); Trade union; Public relations; Component (UML); Adaptation (computer science),union activities; intergroup adaptation of the organization; monitoring; motivation; trade union membership; trade union; social partnership,,,,http://dx.doi.org/10.18384/2310-7235-2016-4-41-54,http://dx.doi.org/10.18384/2310-7235-2016-4-41-54,,10.18384/2310-7235-2016-4-41-54,2587847799,,0,,2,true,cc-by,gold
004-038-420-247-165,The Problem of Personality Development in Juvenile Offenders: A Cultural-Historical Approach,,2020,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,O.G. Kravtsov,"<jats:p>Quite a number of scientific works focus on psychological differences between juvenile offenders and their ordinary peers. These differences usually come down to the fact that deviant and delinquent adolescents have less developed cognitive abilities, creativity and self-regulation. However, these ideas do not reflect the essence of the psychological problem of deviant behavior. A completely different understanding of the problem can be obtained if we consider the problem in the context of the cultural-historical approach of L.S. Vygotsky. In the framework of this approach, the development of the mind occurs due to the increase in self-regulation, the ability of a person to control his own mental processes. Here the question of whether human behavior is determined by external situational factors or by internal volitional efforts comes to the fore. We argue that this issue cannot be resolved mechanically as it is sometimes done. It is the individual himself who determines his/her attitude and semantic content of the surrounding social reality, and not vice versa. The results of out studies show that the psychological basis of deviant behavior is the weak development of personality in the cultural-historical sense. In other words, it is the weak subject of activity that lies at the core of deviance.</jats:p>",16,1,49,56,Developmental psychology; Psychology; Personality development; Juvenile delinquency,,,,,https://psyjournals.ru/kip/2020/n1/Kravtsov.shtml https://www.scilit.net/article/438735939a58b25a8e6eabb36cf4dcd0 https://psyjournals.ru/files/112838/chp_2020_n1_Kravtsov.pdf,http://dx.doi.org/10.17759/chp.2020160105,,10.17759/chp.2020160105,3014256176,,0,016-546-763-933-278; 019-292-598-439-808; 076-152-705-941-370; 076-296-218-230-777; 077-788-202-770-274; 133-615-216-407-672; 180-451-721-243-775; 199-153-994-251-02X,3,true,cc-by-nc,gold
004-086-123-957-028,Features of the Development of a Teenager's Subjectivity in Interaction with the Natural Environment in a Children's Educational and Health Camp,,2021,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,A N Kamnev; T A Mikhailova,"<jats:p>The work shows that only a certain psychological and pedagogical complex, consisting of a convenient educational platform, using objects of nature in the pedagogical process; correctly selected psychological and pedagogical methods and a trained teaching staff will be able to contribute to the search and implementation of new psychological and pedagogical approaches used for the development of personality and subjectivity of adolescents. The most convenient site for these purposes may be a children's health camp. This educational platform is unique in terms of balancing lesson and extracurricular activities, providing opportunities for communicative interaction between peers, as well as adolescents and adults. It is also important that the environment of a country camp provides a child with the opportunity to discover those natural phenomena that could only be learned theoretically in the classroom. By contributing to the implementation of interdisciplinary environmental research projects, the camp creates conditions for the development of the adolescent's subjectivity in interaction with the natural environment. Receiving new skills and abilities in the camp, the child moves to a new level of education, and accordingly acquires new personal experience. Thus, the presented work shows that it is necessary to rethink the importance of children's health camps. While retaining the traditional functions of health improvement, recreation and entertainment, camps should provide and compensate for the educational and educational functions of modern school education. Camp activities should be productive.</jats:p>",13,1,57,71,Aesthetics; Sociology; Subjectivity; Natural (music),teenager; subjectivity; children's educational and health camp; environmental programs; additional education; adolescent self-awareness; activity; game; adventure; natural environment,,,,https://psyjournals.ru/files/120414/psyedu_2021_n1_Kamnev_Mihailova.pdf https://psyjournals.ru/en/psyedu_ej/2021/n1/Kamnev_Mihailova.shtml https://doaj.org/article/acb12aa18ee540d6b926ab04a2d2483f,http://dx.doi.org/10.17759/psyedu.2021130104,,10.17759/psyedu.2021130104,3160386089,,0,010-873-897-091-301; 029-401-322-647-377; 043-925-099-028-26X; 121-704-263-434-058; 123-047-274-681-164,5,true,cc-by-nc,gold
004-261-166-910-102,Deepfake in Face Perception Research,,2021,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,V A Barabanschikov; M M Marinova,"<jats:p>Presents the state-of-the-art Deepfake face replacement image collage method, an artificial intelligence (AI) product that can be used to create high-quality, realistic videos with a fake or replaced face, with no obvious signs of manipulation. Based on the DeepFaceLab (DFL) application, the process of creating video images of an “impossible face” is described step by step. The results of the experiments of studying the perception patterns of the moving “impossible face” and their differences in statics and dynamics are presented. The stimuli were two DFL-generated models of virtual sitters with impossible faces: a video image of a chimerical face, in which the right and left sides belong to different people, and a Tatchered face with the eyes and mouth areas rotated by 180°. It was shown that the phenomena of perception of the “impossible face”, registered earlier under static conditions (integrity of perception of the split image, distraction and inversion effect), are preserved and acquire a new content when dynamic models are exposed. In contrast to the collaged images, the original faces in statics and motion, regardless of egocentric orientation, are evaluated positively at the level of high values. Under all tested conditions the gender of the virtual sitter is determined adequately, the perceived age is overestimated. Estimates of the virtual sitter’s emotions from his video images are differentiated into basic (stable) and additional (changing) states, the ratio of which depends on the content of a particular episode. Deepfake image synthesis technology significantly expands the possibilities of psychological research of interpersonal perception. The use of digital technologies simplifies the creation of “impossible face” stimulus models necessary for in-depth study of representations of the human inner world, and creates a need for new experimental-psychological procedures corresponding to a higher level of ecological and social validity.</jats:p>",14,1,4,19,Psychology; Face perception; Cognitive psychology,IT-Deepfake; DeepFaceLab; interpersonal perception; video facial imaging; impossible face; virtual sitter; dynamic and static facial expressions; chimeric face; tethered face; perceptual integrity; dynamic distractor; inversion effect; facial attractiveness; basic emotional expressions,,,Ministry of Education and Science of the Russian Federation,https://psyjournals.ru/files/120223/exppsy_2021_n1_Barabanschikov_Marinova.pdf https://psyjournals.ru/exp/2021/n1/Barabanschikov_Marinova.shtml,http://dx.doi.org/10.17759/exppsy.2021000001,,10.17759/exppsy.2021000001,3130061918,,0,005-149-679-968-242; 006-962-160-239-578; 008-952-620-533-131; 013-892-689-870-151; 015-135-161-777-682; 018-848-273-180-775; 020-014-008-908-834; 037-771-872-261-012; 041-184-786-030-240; 042-252-042-100-566; 061-275-254-637-825; 068-644-678-452-571; 121-286-095-966-16X; 121-518-619-140-036,8,true,cc-by-nc,gold
004-361-612-772-618,Zone of Proximal Development (ZPD) and Organization of Students Learning Activity,,2020,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,A A Margolis,"<jats:p>The paper focuses on the specifics of children’s learning activity organization aimed at creating the Zone of Proximal Development. From this perspective, we analyze the potential of the theory of learning activity and the practice of developmental learning (D.B. Elkonin, V.V. Davydov), outline the achievements of this approach and reveal the issues of concern regarding the correlation between students preconceptions and scientific concepts. The paper thoroughly reconstructs the scientific discourse between the academic standpoints of the “Developmental Learning” and the “School of the Dialogue of Cultures” supporters, showing the relevance of this discourse in the light of modern challenges in education. Finally, we discuss the approaches to the task of developing theoretical thinking in students and engaging them in quasi-investigations presented in the works of M. Hedegaard and E. Etkina.</jats:p>",25,4,6,27,Zone of proximal development; Mathematics education; Psychology; Student learning,,,,,https://psyjournals.ru/psyedu/2020/n4/Margolis.shtml https://psyjournals.ru/files/115435/pse_2020_n4_Margolis.pdf,http://dx.doi.org/10.17759/pse.2020250402,,10.17759/pse.2020250402,3088009402,,0,027-855-604-043-217; 036-136-734-454-634; 078-050-071-955-88X; 078-422-604-898-537; 082-091-399-522-08X; 091-758-344-514-655; 125-681-851-964-318; 169-743-321-401-611,11,true,cc-by-nc,gold
004-517-514-684-292,Recognition of facial expressions during step-function stroboscopic presentation,,2018,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,V A Barabanschikov; O A Korolkova; E A Lobodinskaya,"<jats:p>We studied the perception of human facial emotional expressions during step-function stroboscopic presentation of changing mimics. Consecutive stages of each of the six basic facial expressions were pre sented to the participants: neutral face (300 ms) — expression of medium intensity (10—40 ms) — intense expression (30—120 ms) — expression of medium intensity (10—40 ms) — neutral face (100 ms). Alternative forced choice task was used to categorize the facial expressions. The results were compared to previous studies (Barabanschikov, Korolkova, Lobodinskaya, 2015; 2016), conducted using the same paradigm but with boxcar-function change of the expression: neutral face — intense expression — neutral face. We found that the dynamics of facial expression recognition, as well as errors and recognition time are almost identical in conditions of boxcar- and step-function presentation. One factor influencing the recognition rate is the proportion of presentation time of static (neutral) and changing (facial expression) aspects of the stimulus. In suboptimal conditions of facial expression perception (minimal presentation time of 10+30+10 ms and reduced intensity of expressions) we revealed stroboscopic sensibilization — a previously described phenomenon of enhanced recognition rate of low-attractive expressions (disgust, sadness, fear and anger), which has been previously found in conditions of boxcar-function presentation of expressions. We confirmed the similarity of influence of real and apparent motion on the recognition of basic facial emotional expressions.</jats:p>",11,4,50,69,Artificial intelligence; Facial expression; Presentation; Computer vision; Computer science; Stroboscope; Step function,,,,Russian Science Foundation,https://psyjournals.ru/files/96942/exppsy_2018_n4_Barabanschicov_Korolkova_Lobodinskaya.pdf https://psyjournals.ru/exp/2018/n4/Barabanschicov_Korolkova_Lobodin.shtml,http://dx.doi.org/10.17759/exppsy.2018110405,,10.17759/exppsy.2018110405,2913740792,,0,015-267-305-793-513; 032-264-603-386-302; 041-886-877-060-521; 043-458-009-232-807; 043-982-366-867-166; 044-875-480-653-455; 046-596-160-684-528; 074-270-235-675-024; 149-229-185-800-505; 167-275-555-617-549,7,true,cc-by-nc,gold
004-613-707-942-657,"Стохастическая роевая кластеризация в задачах автоматизированной обработки данных, представленных на естественном языке",,2018,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,G.A. Yuryev; E.K. Verkhovskaya; N.E. Yuryeva,"<jats:p>Consider natural language data processing technology based on non-linear dimensionality reduction method which takes into account the discriminating power of the solution found for given values of the categorical variable associated with each observation. Stochastic optimization method known as the “Particle swarm optimization” is proposed to found characteristics that ensure the best separation of observations in terms of a given quality functional. The basis for evaluating the quality of the solution lies in the purity of the clusters obtained with the k-means method, or with using self-organizing Kohonen feature maps.</jats:p>",11,3,5,18,,,,,,https://psyjournals.ru/files/95556/exppsy_2018_n3_Yuryev_Verkhovskaya_Yuryeva.pdf https://psyjournals.ru/en/exp/2018/n3/Yuryev_Verkhovskaya_Yuryeva.shtml,http://dx.doi.org/10.17759/exppsy.2018110301,,10.17759/exppsy.2018110301,2898405819,,0,011-188-840-609-625; 053-305-406-664-158; 062-629-108-214-324; 082-170-699-604-824; 115-410-552-913-089; 135-099-972-401-721; 163-765-796-898-827; 193-933-586-452-307,1,true,cc-by-nc,gold
004-768-812-019-115,International Conference on Counseling Psychology and Psychotherapy in the Memory of Fyodor E. Valisyuk,,2019,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,T D Karyagina,"<jats:p>We present a report on the results of the International Conference on Counseling Psychology and Psychotherapy in the memory of Fyodor E. Vasilyuk (November 1—3, 2018, Moscow).</jats:p>",27,1,176,179,Psychology; Counseling psychology; Fyodor; Psychotherapist,conference; psychotherapy; counseling psychology,,,,https://psyjournals.ru/en/mpj/2019/n1/Karyagina.shtml,http://dx.doi.org/10.17759/cpp.2019270112,,10.17759/cpp.2019270112,2929953199,,0,,1,true,cc-by-nc,gold
004-769-031-453-781,Качественные методы в социальной и клинической психологии: пролегомены к междисциплинарному диалогу,,2018,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,Д.А. Хорошилов; Е.Ю. Балашова,"<jats:p>This article outlines the contours of an interdisciplinary dialogue between social and clinical psychology, the starting point of which the authors consider a qualitative approach to the analysis of mental phenomena. The concepts of qualitative methodology, methods and techniques in modern psychology are defined, epistemological principles of qualitative research are formulated, which allow to speak about them as a special style of scientific cognition. Clear and latent interrelations and borrowings in the sphere of practical application of qualitative methods in the history of national social psychology, pathopsychology and neuropsychology during the XX century are considered. According to the results of the comparative analysis, the preliminary conclusion is made that the qualitative methodology and qualitative methods in the national social, pathopsychology and neuropsychology have not only common historical roots (in the works of A.R. Luria and B. V. Zeigarnik), but also solve both specific and similar problems in various fields of research practice. The development of high — quality methods is one of the priorities of modern psychological science, continuing its best traditions.</jats:p>",9,3,21,30,Sociology,qualitative methodology and methods; qualitative research in psychology; social psychology; clinical psychology; neuropsychology; pathopsychology,,,,https://psyjournals.ru/social_psy/2018/n3/Khoroshilov_Balashova.shtml https://istina.msu.ru/publications/article/150738898/ https://psyjournals.ru/files/95689/sps_2018_n3_Khoroshilov_Balashova.pdf,http://dx.doi.org/10.17759/sps.2018090303,,10.17759/sps.2018090303,2899051215,,0,117-985-232-825-522,3,true,cc-by-nc,gold
004-781-126-406-074,Нормативные основания организации психолого-педагогической экспертизы в системе образования Российской Федерации,,2016,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,И Б Умняшова; И А Егоров,"<jats:p>The article describes the results of a study aimed at the analysis of requirements for the various types of expertise (psychological, pedagogical, psychological, pedagogical) in normative legal acts and other documents governing the activity of specialists in the national system of education. Analyzed 25 documents: Federal laws, regulations and orders of the Government of the Russian Federation, orders and letters of the Ministry of education and science of the Russian Federation, orders and decrees of the Ministry of labour and social protection of the Russian Federation. Describes the concept of ""psychological and pedagogical expertise in the documents governing the activity of specialists in the education system. Reveals the importance of the development of competences of educational expertise in the process of training in educational programs of higher education. Describes the types of examinations in the education system, enshrined in the Russian legislation: a psychological examination, socio-psychological expertise, pedagogical expertise. The absence of a single clear definition of the notion ""psycho-pedagogical expertise"" in the regulatory documents.</jats:p>",6,3,162,177,Political science,psycho-pedagogical examination; psychological examination; socio-psychological expertise; pedagogical expertise; regulations,,,,https://psyjournals.ru/files/82934/psyandlaw_2016_3_Umnyashova_Egorov.pdf https://psyjournals.ru/psyandlaw/2016/n3/82934_full.shtml,http://dx.doi.org/10.17759/psylaw.2016060312,,10.17759/psylaw.2016060312,2527161442,,0,,4,true,cc-by-nc,gold
004-798-703-911-021,The new old paradigm of research on social cognition: a monograph on social psychology written by clinical psychologists through the prism of cultural-historical theory,,2017,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,N V Kochetkov,"<jats:p>In the review of the monograph «Social Cognition as the Highest Psychic Function and Its Development in Ontogenesis», the relevance of the disclosed subject matter is described, the importance of the book’s publication at the present time, in the context of opposition to the natural and humanitarian paradigms in psychological science and the «revisionist revolution» in proficiency is emphasized. In addition, a meaningful description of each section of the book is given, and the main conclusions obtained by the authors are given.</jats:p>",8,4,173,179,Psychoanalysis; Social psychology (sociology); Psychology; Prism; Social cognition,,,,,https://psyjournals.ru/files/89232/spio_2017_n4_Kochetkov.pdf https://psyjournals.ru/social_psy/2017/n4/Kochetkov.shtml https://core.ac.uk/display/151109233 https://doaj.org/article/56f7f4cde44f42519bd8119ad06c7ea2,http://dx.doi.org/10.17759/sps.2017080412,,10.17759/sps.2017080412,2782608632,,0,,1,true,cc-by-nc,gold
004-866-211-993-43X,Validation of the Russianversion of the Maudsley Obsessive-Compulsive Inventory (MOCI) in Population and Clinical Samples,,2022,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,D.S. Karpov; M.S. Karpova; S.P. Popova; A.B. Kholmogorova,"<jats:p>Relevance. Obsessive-compulsive disorder (OCD) is the third most common psychiatric disorder, potentially disabling with significant social and economic consequences. In Russia, little attention is paid to the study of OCD, which leads to the problem of differential diagnosis and effective treatment of OCD. One of the reasons for the insufficient attention to OCD is the lack of validated Russian questionnaires for diagnosing OCD. The purpose of this work is the initial validation of a translated version of the Maudsley Obsessive-Compulsive Inventory (MOCI). Characteristics of the surveyed groups. A population-based sample of 300 students (212 women and 88 men) and a clinical sample of 13 patients with anxiety and depressive disorders (8 women and 5 men) and 13 patients with OCD (11 women and 2 men) participated in the study. Severity of OCD symptoms were assessed with the translated version of Maudsley questionnaire. Results. According to our data, the MOCI questionnaire allows to differentiate reliably (p = 0,027) patients with OCD from patients with anxiety-depressive disorders and can be suitable as a primary diagnostic test for identifying OCD patients (p &lt; 0,05) and the risk group. The reliability and convergent validity of the questionnaire were shown.</jats:p>",30,3,21,41,Obsessive compulsive; Anxiety; Psychology; Psychiatry; Clinical psychology; Population; Convergent validity; Anxiety disorder; Psychometrics; Medicine; Environmental health; Internal consistency,,,,,https://psyjournals.ru/files/132783/cpp_2022_n3_Karpov_et_al.pdf https://doi.org/10.17759/cpp.2022300303,http://dx.doi.org/10.17759/cpp.2022300303,,10.17759/cpp.2022300303,,,0,002-849-029-889-348; 002-911-935-088-643; 006-132-911-650-411; 010-589-568-851-463; 012-084-865-160-166; 012-727-136-045-949; 012-885-959-041-678; 013-558-202-919-299; 013-644-301-715-225; 023-426-248-724-380; 025-076-313-295-603; 039-045-502-254-567; 042-140-467-963-192; 046-079-532-993-351; 047-862-882-059-295; 048-629-435-493-503; 053-678-711-260-442; 058-357-262-233-370; 058-926-159-420-407; 062-191-586-090-393; 083-151-431-770-699; 093-653-672-673-980; 106-959-642-408-790; 107-695-898-252-750; 112-200-936-697-43X; 116-659-151-303-554; 124-420-622-758-682; 126-245-277-635-792; 140-125-575-905-691; 142-837-806-561-100,1,true,cc-by-nc,gold
004-967-751-293-162,Digital Media as a New Means of Mediation (Part One),,2019,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,O V Rubtsova,"<jats:p>The article begins the cycle “Digital media as a new means of mediation”. “Digitalization” is interpreted as a challenge to contemporary psychology in general and cultural-historical theory in particular. The results of a theoretical and methodological analysis of the possibilities of regarding digital media as a new phenomenon, combining components of a sign and of a tool, are presented. Possible directions of research on various aspects of applying digital media in the framework of the cultural-historical concept are discussed. It is argued, that perceiving digital media as a new means of mediation opens a wide range of possibilities for investigating development of higher mental functions in digital society. One of the further steps of research consists in demonstrating, how traditional types of activity (e.g. reading, writing, play and communication) are transformed in digital contexts and what effects it can have on such functions as attention, memory, will and thinking.</jats:p>",15,3,117,124,Psychology; Digital media; Mediation; Media studies,information revolution; digital media; cyberpsychology; mediation; tools; signs; development of higher mental functions,,,,https://psyjournals.ru/kip/2019/n3/Rubtsova.shtml https://psyjournals.ru/files/111490/chp_2019_n4_Rubtsova.pdf,http://dx.doi.org/10.17759/chp.2019150312,,10.17759/chp.2019150312,2982706012,,0,004-824-331-341-748; 006-902-603-626-928; 008-722-065-723-257; 014-991-197-893-488; 015-383-562-944-501; 018-704-986-653-250; 024-942-920-326-290; 042-614-676-598-365; 046-723-395-016-240; 047-332-258-639-837; 055-205-203-772-559; 057-338-994-601-634; 067-058-829-210-468; 079-519-096-726-663; 090-009-664-150-622; 090-640-399-094-854; 098-626-960-527-783; 101-332-038-722-926; 119-124-717-441-269; 157-552-189-697-103; 160-481-418-177-842; 163-194-624-025-61X; 164-095-345-488-868; 170-660-264-000-951; 170-865-065-405-963,39,true,cc-by-nc,gold
005-060-371-554-35X,Formation of Educational Motivation and Thinking in Students by Means of Virtual Reality,,2021,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,V U Kapustina; E A Zikeeva,"<jats:p>The work is aimed at studying the effectiveness of the influence of virtual reality training programs on the formation of educational motivation and thinking among students in the study of higher mathematics. The materials of an empirical study obtained on a sample of 1st and 4th year students of the Russian Technological University MIREA are presented. The study included 3 groups: one experimental group and two control groups. In group 1 (experimental), participants were offered to work in the VR program “Second-order Surfaces”, in group 2 — to read a textbook on this topic, group 3 was offered to relax between the two stages of the experiment. The study (N=90) involved respondents aged 17 to 21 years, of which 23.33% were female. The method of group alignment is applied. The study included 2 measurements of knowledge of the theory of linear algebra on the topic “Second-order surfaces” (before and after working in the program\ textbook reading\rest) and 2 measurements of the current state according to the SAN methodology. The results obtained suggest that working in a virtual reality program for the formation of thinking is as effective as reading a textbook. At the same time, there was an improvement in the overall condition of respondents after working in the VR program: the effectiveness of students increased. A further survey of students using the methodology for diagnosing students ‘ learning motivation (A. A. Rean and V. A. Yakunin, modifications by N. TS Badmaeva) showed an increase in educational and cognitive motivation among students working in the VR program.</jats:p>",14,1,51,63,Mathematics education; Psychology; Virtual reality,virtual reality; thinking; learning; learning motivation,,,Ministry of Education and Science of the Russian Federation,https://psyjournals.ru/files/120236/exppsy_2021_n1_Kapustina_Zikeeva.pdf https://psyjournals.ru/exp/2021/n1/Kapustina_Zikeeva.shtml,http://dx.doi.org/10.17759/exppsy.2021000005,,10.17759/exppsy.2021000005,3131335345,,0,001-758-691-993-203; 048-016-184-406-425; 057-384-794-791-354; 077-234-890-057-143; 115-758-033-690-618,3,true,cc-by-nc,gold
005-153-927-305-221,Dynamics of Mental States of Learners Working with Didactic VR Programs Using Virtual Reality Technologies,,2021,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,V.G. Anikina; E.G. Khoze; I.V. Strizhova,"<jats:p>The article presents the results of studying the mental states of adolescent students involved in the work using didactic VR programs implemented using VR technologies of different levels, demonstrated using different technical means (stationary PC, VIVE helmet), causing immersive experience of different quality. Before and after work, the participants were controlled: activation, excitement, tone, well-being; mood, asthenia, euphoria; the severity of the presence effect. As a result, it was shown that the participants who were involved in the work with the help of a PC experienced a decrease in indicators at the level of reliable statistical significance for the activation parameter. When working with VIVE helmets, reliable increases are shown in terms of activation, arousal, tone, well-being, asthenic state and euphoria. In general, we can talk about the intensive and positive impact of didactic VR programs broadcast with the help of higher level VR technologies on the mental states of students, which can become a source of formation of their stable and productive educational and cognitive motivation.</jats:p>",14,4,123,141,Virtual reality; Mood; Tone (literature); Arousal; Euphoriant; Psychology; Cognition; Work (physics); Quality (philosophy); Applied psychology; Cognitive psychology; Computer science; Social psychology; Human–computer interaction; Engineering; Mechanical engineering; Art; Philosophy; Literature; Epistemology; Psychiatry; Neuroscience,virtual reality; didactic virtual program; mental state; presence effect,,,Ministry of Education and Science of the Russian Federation,https://psyjournals.ru/files/126341/exppsy_2021_n4_Anikina_et_al.pdf https://doi.org/10.17759/exppsy.2021140407,http://dx.doi.org/10.17759/exppsy.2021140407,,10.17759/exppsy.2021140407,,,0,000-349-731-126-62X; 004-606-634-969-385; 004-967-751-293-162; 029-005-702-771-797; 030-734-231-941-467; 040-591-528-451-95X; 062-736-829-262-936; 077-234-890-057-143; 083-515-169-130-622; 101-978-264-537-22X; 103-755-008-806-835; 106-371-886-617-065; 133-461-825-653-482; 188-939-797-162-541,10,true,cc-by-nc,gold
005-173-738-616-360,Readings in the Memory of Bluma Zeigarnik: Preliminary Outcomes,,2020,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,A.B. Kholmogorova; O.D. Pugovkina; D.D. Vedmitskaya,"<jats:p>We present the report on the conference “Readings in the memory of Bluma Zeigarnik. Diagnostics and psychological assistance in modern clinical psychology: The problem of scientific and ethical foundations” (November 18—19, 2020, Moscow) and summarize its outcomes. We describe the key events and the scientific and memorial activities. The first draft of the resolution of the conference presented in the paper reflects the participants’ viewpoints on various key issues related to scientific, ethical and organizational foundations of clinical psychology and the challenges in the times of the ongoing pandemic.</jats:p>",28,4,191,199,,conference; clinical psychology; Readings in the memory of Bluma Zeigarnik; scientific and ethical foundations,,,,https://psyjournals.ru/mpj/2020/n4/Kholmogorova_Pugovkina_Vedmitska.shtml https://psyjournals.ru/files/118172/cpp_2020_n4_Kholmogorova_Pugovkina_Vedmitskaya.pdf,http://dx.doi.org/10.17759/cpp.2020280411,,10.17759/cpp.2020280411,3117648881,,0,,0,true,cc-by-nc,gold
005-219-404-442-250,Relationship Between the Use of Digital Devices and Personal and Emotional Development in Preschool Children,,2021,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,Alexandr Veraksa; D A Bukhalenkova; E A Chichinina; Olga V. Almazova,"<jats:p>As the use of electronic media device is becoming widespread in preschool children, there is an obvious need to explore this new social situation of development and to analyse the effects of digital environment on children’s personality and emotional development.The paper presents data from 65 studies conducted from 2010 to 2020 which were aimed at exploring the effects of screen time and electronic content on child development at preschool age.The results suggest that viewing of inappropriate content is associated with higher aggression levels and lower levels of social skills and prosocial behavior, whereas viewing of appropriate content is associated with higher prosocial behavior and social skills level.The amount of viewing (screen time) is related to higher levels of aggressive behavior and lower levels of prosocial behavior, social skills and cognitive aspects of personality and emotional development.</jats:p>",26,1,27,40,Developmental psychology; Psychology; Emotional development,ФГБОУ ВО «Московский государственный университет имени М .В . Ломоносова» (МГУ имени М .В . Ломоносова); г . Москва; Российская Федерация ФГБОУ ВО «Московский государственный университет имени М .В . Ломоносова» (МГУ имени М .В . Ломоносова); г . Москва; Российская Федерация preschool age; electronic media use; emotional and personality development; social skills; prosocial behavior; aggressive behavior; screen time; content,,,Russian Foundation for Basic Research,https://psyjournals.ru/files/119225/pse_2021_n1_Veraksa_Bukhalenkova_et_al.pdf https://doaj.org/article/a3206ba6899141248b48104ed6a117cb https://psyjournals.ru/en/psyedu/2021/n1/Veraksa_Bukhalenkova_et_al.shtml,http://dx.doi.org/10.17759/pse.2021260101,,10.17759/pse.2021260101,3133912868,,0,000-263-743-498-140; 001-214-442-523-248; 002-904-352-364-196; 003-578-651-336-932; 004-967-751-293-162; 005-802-146-404-988; 006-221-585-457-281; 007-130-856-830-686; 007-167-327-748-918; 008-911-426-675-389; 010-525-687-484-210; 011-980-261-376-774; 012-626-470-332-027; 013-191-064-202-135; 015-555-724-415-193; 019-351-460-663-417; 020-062-908-756-73X; 021-448-044-106-673; 021-631-231-673-847; 023-403-432-763-951; 026-018-310-031-769; 026-345-471-399-423; 028-094-945-093-936; 030-057-285-694-048; 030-633-321-730-097; 032-791-224-577-074; 044-096-879-330-559; 052-090-226-936-564; 052-353-622-649-147; 055-913-653-550-213; 057-338-994-601-634; 059-726-571-595-612; 062-186-015-166-52X; 062-465-900-443-464; 062-697-299-620-425; 069-830-982-580-151; 071-292-861-162-937; 076-785-819-353-438; 078-197-221-266-403; 081-713-325-223-113; 086-310-467-494-352; 086-868-337-360-762; 088-001-700-312-273; 096-247-183-251-002; 097-613-404-098-026; 098-197-181-589-536; 102-238-936-005-596; 105-377-873-005-378; 106-177-737-660-36X; 107-516-806-422-42X; 118-242-782-655-045; 123-431-769-248-721; 127-819-150-826-547; 139-537-281-159-22X; 143-519-582-467-678; 170-660-264-000-951; 178-785-758-496-352; 192-065-998-727-561,7,true,cc-by-nc,gold
005-255-393-931-937,Predictors of Negative Creativity in Adults on the Example of Cadets,,2021,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,N.V. Meshkova; S.N. Enikolopov; V.T. Kudryavtsev; M.N. Bochkova; I.A. Meshkov,"<jats:p>The work is aimed at clarifying the contribution of moral identity and Machiavellianism as predictors of negative creativity. Negative creativity is the solution of a legitimate task, as a result of which unintentional harm was inflicted on others. To prevent such an impact on others, it is important to understand which personal characteristics are predictors of behavioral manifestations of negative creativity. The materials of an empirical study obtained on a sample of cadets of one of the universities of the Ministry of Internal Affairs of Russia (N=277 people, 200 of them men, the average age is 20 years) are presented. We used questionnaires adapted from the Russian sample of Mac IV and NEO-FFI; as well as moral ideality (K. Aquino and A. Reed, II). To diagnose negative creativity, the scales ‘Lies’ and ‘Evil Jokes’ of the questionnaire ‘The Malevolent Creativity Behavior Scale’ (Hao et al.) were used. Research hypothesis: the key characteristics of the negative creativity profile of adults (on the example of cadets) are Machiavellianism and low values of moral identity. According to the results, the ability to control one's own impulses and the internalization of moral qualities developed at the average level, as well as high Machiavellianism and average self-control ability, are predictors of negative creativity and risk components. The novelty of the results obtained is that in the case of negative productivity, it is important to take into account not the low development of positive characteristics (conscientiousness and moral identity), but the average values.</jats:p>",11,4,90,108,Machiavellianism; Psychology; Creativity; Harm; Social psychology; Identity (music); Sensation seeking; Sample (material); Personality; Big Five personality traits; Chemistry; Physics; Chromatography; Acoustics,Научный центр психического здоровья (ФГБНУ НЦПЗ); г. Москва; Российская Федерация Независимый исследователь; Москва; Российская Федерация negative creativity; adults; Big Five; moral identity; research method of negative creativity; behavioral manifestations of negative creativity,,,Russian Foundation for Basic Research,https://psyjournals.ru/files/126270/psylaw_2021_n4_meshkova_enikolopov_kudryavtsev_bochkova_meshkov.pdf https://doi.org/10.17759/psylaw.2021110407,http://dx.doi.org/10.17759/psylaw.2021110407,,10.17759/psylaw.2021110407,,,0,001-200-178-412-786; 002-886-950-741-987; 005-672-268-924-604; 011-855-894-560-528; 016-546-763-933-278; 016-880-626-657-063; 021-062-815-820-022; 024-050-673-230-289; 024-536-381-455-750; 039-065-520-227-253; 048-910-025-322-757; 052-578-662-590-36X; 061-875-342-614-374; 077-788-202-770-274; 083-573-262-524-509; 088-506-944-598-566; 097-439-978-419-692; 097-581-430-450-579; 102-823-787-245-410; 105-880-000-503-165; 119-018-684-240-604; 122-072-135-173-854; 149-754-466-141-417,3,true,cc-by-nc,gold
005-283-638-083-269,Narrative Self-Representations of Socially Oriented Expectations of Persons with Intellectual Disabilities,,2021,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,Т И Кузьмина,"<jats:p>The article examines the theoretical and methodological foundations and empirical implementation of the approach to the study of narrative self-representations in the field of socially oriented expectations of young and adult persons with intellectual disabilities. Socially oriented expectations largely determine the behavioral representations of the subject in relation to the outside world and other people. There are no special methods for studying the socially oriented expectations of adults with intellectual disabilities, in connection with which an approach can be proposed using the content analysis of narrative representations obtained in the framework of the study of socially oriented personality self-structures (social self). In this case, the coding is based on two parameters: the frequency of occurrence of representative references and the emotional orientation of representative references to socially oriented expectations. With the use of latent coding, based on the semantic analysis of speech units and representative references, it becomes possible to distinguish semantic clusters describing areas of life for which respondents have socially oriented expectations of a particular emotional orientation. This approach makes it possible to overcome the difficulties of analyzing the verbal production of persons with intellectual disabilities, arising in connection with the presence of systemic speech underdevelopment in the latter. The high values of the coefficient of agreement of expert opinions obtained in this study indicate the relevance of the proposed method for obtaining reliable data. The quantitative ratio of the narrative representations of socially oriented expectations between adolescence and adulthood changes insignificantly, there is a qualitative redistribution of the inter-thematic semantic load, as well as a change in the emotional component of the narrative representations of socially oriented expectations of persons with mild intellectual disabilities.</jats:p>",10,3,148,180,Psychology; Narrative; Social psychology,mild mental retardation; socially oriented expectations; self-awareness; narrative self-representations; adults; adolescents,,,,https://psyjournals.ru/files/123741/cpse_2021_n3_Kuzmina.pdf https://psyjournals.ru/psyclin/2021/n3/Kuzmina.shtml,http://dx.doi.org/10.17759/cpse.2021100309,,10.17759/cpse.2021100309,3207365822,,0,003-941-069-702-400; 007-379-735-142-936; 009-374-243-375-610; 010-417-111-502-377; 012-805-159-448-469; 018-008-268-207-388; 031-191-411-781-104; 031-456-513-032-770; 034-052-994-448-969; 040-920-653-622-425; 058-678-940-501-440; 074-699-876-265-908; 077-736-396-213-729; 098-929-772-532-68X; 100-516-823-513-345; 124-608-593-258-535; 136-058-844-892-592; 140-435-587-829-570; 146-674-215-681-065; 149-893-976-597-748; 180-495-173-447-252; 192-443-022-489-333,1,true,cc-by-nc,gold
005-420-363-660-298,Удержание вербальной и невербальной серийной информации в рабочей памяти,2022-06-30,2022,journal article,Психология. Журнал Высшей школы экономики,18138918; 25419226,"National Research University, Higher School of Economics (HSE)",Russian Federation,А.А. Корнеев; Д.И. Ломакин; А.В. Курганский; Р.И. Мачинская,"<jats:p>Представлены результаты экспериментального исследования удержания в рабочей памяти (РП) и последующего двигательного воспроизведения серийной информации двух типов — вербальной (последовательности букв) и невербальной (ломаные линии). Серии элементов предъявлялись в двух режимах: статически (единовременно) и динамически (поэлементно). Исследовали влияние режима предъявления последовательностей, их сложности (числа элементов) и времени удержания в РП на точность и латентное время (время реакции) воспроизведения запомненных серий элементов. На 33 взрослых праворуких испытуемых были получены следующие результаты. Оказалось, что точность воспроизведения обоих типов последовательностей качественно сходным образом зависит от режима предъявления и количества элементов: она меньше в динамическом режиме и падает с ростом длины последовательности. Использование динамического режима предъявления в большей степени сказывается на точности воспроизведения ломаных линий, чем буквенных последовательностей. Увели­че­ние количества элементов, напротив, больше снижает точность воспроизведения последовательностей букв по сравнению с невербальными последовательностями. Выявлено, что время удержания информации в РП существенно влияет на латентное время двигательного ответа только при воспроизведении ломаных линий, но не буквенных последовательностей. При этом латентное время ответа возрастает при увеличении длины последовательности букв, но не изменяется при увеличении числа сегментов ломаной линии. Полу­ченные результаты указывают на различия в механизмах сохранения и преобразования вербальной и невербальной серийной информации в рабочей памяти. Опираясь на них, можно утверждать, что вербальная информация сохраняется в большей степени как последовательность и при этом претерпевает меньше изменений в процессе ее удержания в рабочей памяти в задачах, связанных с воспроизведением порядка элементов.</jats:p>",19,2,303,322,Computer science; Psychology,,,,,https://psy-journal.hse.ru/data/2022/10/31/1720391397/Т. 19. № 2. 2022-88-107.pdf https://doi.org/10.17323/1813-8918-2022-2-303-322,http://dx.doi.org/10.17323/1813-8918-2022-2-303-322,,10.17323/1813-8918-2022-2-303-322,,,0,,1,true,,gold
005-421-379-882-21X,Role of Psychological Culture of Teachers in Supporting Implementation of Basic Education Standards,,2017,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,I V Dubrovina; D V Lubovsky,"<jats:p>The paper focuses on the role of teachers’ psychological culture in supporting the implementation of the Federal State Educational Standard for Basic Education.The authors stress that formation of personal educational outcomes in students is a task closely associated with the level of psychological culture of teachers.Using a questionnaire designed to explore the teachers’ need to improve their psychological competence, the authors carried out a survey of 69 teachers and outlined the priority areas of psychological culture improvement for the teachers basing on the outcomes of the survey.The paper analyses the relationship between the professionally significant qualities of the teachers (such as communicative and organizational skills) and their views on the formation of personal educational outcomes in students.Finally, the paper outlines the possibilities of developing psychological culture in teachers as a system of means allowing them to fulfill the requirements of modern educational standards, in particular, to resolve the task of forming personal educational outcomes in students.</jats:p>",22,4,49,57,Psychology; Standards for Educational and Psychological Testing; Pedagogy; Basic education,,,,,https://psyjournals.ru/files/88197/pse_2017_n4_Dubrovina_Lubowski.pdf https://core.ac.uk/display/132182844 https://psyjournals.ru/psyedu/2017/n4/Dubrovina_Lubowski.shtml,http://dx.doi.org/10.17759/pse.2017220407,,10.17759/pse.2017220407,2768739417,,0,053-379-372-883-185,3,true,cc-by-nc,gold
005-422-864-682-03X,Psycho-physiological approach to the problem of giftedness and high-quality sports selection,,2021,journal article,Current Issues of Sports Psychology and Pedagogy,27825930,Ural Federal University,,A. K. Drozdovski; A. A. Banayan; L. G. Ulyaeva,"<jats:p>The article notes that the problem of giftedness (talent) and highquality sports selection cannot be solved only by measuring anthropometric indicators, or only by tests-questionnaires, conversations, interviews, observations, which are dominate in the sports psychologists arsenal of nowadays. Meanwhile, the scientific developments of the national differential psychophysiology, that expand the possibilities for solving the problems indicated in the article, are ignored. The psychophysiological approach proposed by the authors is based on the method for assessing the natural predisposition of the subject to the definite sports specializations that presupposes the algorithm of actions: instrumental measurement of the nervous system’s properties (NSP, or otherwise, – neurodynamic characteristics) by E.P. Ilyin’s motor techniques; determination of the individual neurodynamic characteristics of the subject and their comparison with the known, experimentally identified “model” neurodynamic characteristics, which dominate, in terms of frequency of occurrence, among representatives of high-performance sports. The authors note a well-known scientific fact – the human’s NSP are rather conservative to changes in the growing-up process, which is essential to justification for the proposed psychophysiological approach to the problem of giftedness and selection in sports. The indications of scientific data are also significant, which are confirming the trend that with many possible combinations measuring by NSP, as a part of typological complexes (TC), the number of the latest is steeply reduced to several or even to one, dominating among athletes who have reached a high level of skill. The article states that the knowledge of the model neurodynamic characteristics dominating among representatives of different specializations in high-performance sports is the experimental basis, considering which it becomes possible early (6 years and older) identification of potentially gifted athletes, which is quite practicable if the neurodynamic characteristics of the subject for whom the choice of sports specialization is made are also known. The article notes that the optimization of training programs in the chosen sports specialization is impossible without knowing the severity of natural psychological abilities, peculiarities, and an example is given of such a forecast for athletes with different playing positions (forward, goaltender, defender), where the forecast is based on individual neurodynamic characteristics.</jats:p>",1,1-2,100,114,Athletes; Psychology; Selection (genetic algorithm); Quality (philosophy); Subject (documents); Process (computing); Psychophysiology; Cognitive psychology; Applied psychology; Artificial intelligence; Computer science; Epistemology; Physical therapy; Neuroscience; Medicine; Philosophy; Library science; Operating system,,,,,https://journals.urfu.ru/index.php/sportpp/article/download/5344/4175 https://doi.org/10.15826/spp.2021.1-2.11,http://dx.doi.org/10.15826/spp.2021.1-2.11,,10.15826/spp.2021.1-2.11,,,0,,0,true,,bronze
005-487-229-068-863,The co-relation of eating behavior and body image formation in children and adolescents in the context of child-parent relationships,,2020,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,N.V. Pavlova; E.V. Filippova,"<jats:p>The review presents foreign works aimed at studying the effects of parental and societal behavior on eating behavior and attitudes towards their bodies in children and adolescents. The reviewed articles analyze attitudes towards the bodies and internalized appearance patterns in children and adolescents, formation of their patterns of healthy eating and healthy eating behavior, and do not focus on eating disorders only. It must be noted that in Russia the issue of healthy eating behavior is touched upon mainly in publications concerning the medical aspect of this problem, while in foreign psychological studies it is becoming increasingly popular. The analysis of the publications also shows that the problem of eating behavior and attitude to the body, traditionally related to adolescence, is clearly ""rejuvenated"". Children aged 6-7 are gradually becoming the target group of researchers, so the problem deserves serious attention.</jats:p>",9,4,32,44,Developmental psychology; Psychology; Context (language use); Relation (history of concept); Child parent relationship; Eating behavior,body image; eating behavior; parental control; family communication; child-parent relationships,,,,https://psyjournals.ru/jmfp/2020/n4/Pavlova_Filippova.shtml https://psyjournals.ru/files/118471/jmfp_2020_n4_Pavlova_Filippova.pdf,http://dx.doi.org/10.17759/jmfp.2020090403,,10.17759/jmfp.2020090403,3120343327,,0,003-124-589-890-775; 006-780-516-623-400; 007-332-615-617-88X; 010-041-303-277-28X; 011-460-937-759-70X; 011-801-337-505-610; 012-195-029-953-920; 012-575-975-518-487; 013-605-414-203-021; 018-899-574-051-90X; 019-273-111-443-677; 020-101-918-220-145; 022-882-398-323-008; 023-011-645-078-680; 024-654-843-043-177; 030-191-948-469-915; 030-699-303-306-809; 034-959-926-239-503; 055-460-377-199-199; 058-724-172-259-341; 062-218-671-395-308; 067-060-692-072-73X; 068-321-165-685-517; 068-563-362-726-463; 072-340-760-355-481; 077-051-366-961-994; 083-820-410-447-636; 087-507-780-939-819; 092-807-989-716-988; 098-298-787-040-882; 109-832-810-599-823; 158-829-197-983-666; 165-715-330-277-022,4,true,cc-by-nc,gold
005-599-039-412-121,Схема собственного тела у змей Lampropeltis triangulum campbelli,,2015,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,И А Хватов; А Ю Соколов; А Н Харитонов,"<jats:p>Вody schemata in snakes Lampropeltis triangulum campbelli were studied using the technique of finding the way through the holes of different diameters when the animals had to take into account the enlarged limits of their bodies. The diameters of the snakes’ bodies were increased by feeding them on mice thus producing a bulkу thickening. As the body diameter increased so that it prevented the snakes from moving through the holes in a previously learned way, the animals were able to learn anew quite adequately to the situation change. However, when the location of the holes was changed, the snakes were unable to transfer this experience into a new situation.</jats:p>",8,2,119,138,Biology,,,,,https://psyjournals.ru/files/76843/exp_2015_n2_Khvatov.pdf https://psyjournals.ru/en/exp/2015/n2/Khvatov_etal.shtml,http://dx.doi.org/10.17759/exppsy.2015080209,,10.17759/exppsy.2015080209,2102790970,,0,005-281-951-816-423; 005-599-039-412-121; 025-151-581-251-997; 063-171-520-779-583; 065-779-472-032-837; 085-641-213-675-698,4,true,cc-by-nc,gold
005-608-509-630-775,Design and Validation of the «Adolescents’ Readiness for Independent Living» Questionnaire: Assessment and Development of Life Skills,,2019,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,T V Shinina; Olga V. Mitina,"<jats:p>Designing a model of autonomy development for adolescents is an important aspect of the research. The article describes the process of Designing and validating the «Adolescents’ Readiness for Independent Living» questionnaire. The «Adolescents’ Readiness for Independent Living» questionnaire is an adaptation of the Ansell-Casey Life Skills Assessment (ACLSA) Youth 4 — Version 4.0 [32].A distinctive feature of the modified questionnaire is the use of a series of focus groups with adolescents attending residential institutions and the formulation of questions that allow us to measure the independence of adolescents in Russia. The questionnaire is based on the concept of hardiness, according to which life skills promote the socialization of adolescents into the world of «adulthood» and uncertainty. An empirical study assessed adolescents’ readiness for independent living; it was conducted in Moscow and the Yamalo-Nenets Autonomous Okrug, with a total sample size of (N = 179) respondents, 76 of them boys, 103 girls, and with an average age of 17 years. Two-factor analysis of variance was used for further analysis. Gender and place of residence (with the family or at boarding school) were taken as independent dichotomous variables. The scores for each scale were the dependent variables. The reliability of the questionnaire was demonstrated, as well as its construct validity and convergent validity. Recommendations are made for researchers working or planning to work with adolescent samples.</jats:p>",24,1,50,68,Psychology; Independent living; Life skills; Medical education,,,,,https://psyjournals.ru/files/98145/pse_2019_n1_Shinina_Mitina.pdf https://psyjournals.ru/psyedu/2019/n1/Shinina_Mitina.shtml,http://dx.doi.org/10.17759/pse.2019240104,,10.17759/pse.2019240104,2939105128,,0,003-354-582-658-889; 003-510-319-603-612; 015-976-835-198-49X; 017-414-313-263-176; 023-621-205-400-400; 024-198-216-425-882; 025-220-613-413-097; 033-271-308-299-398; 033-771-885-277-501; 045-542-796-379-342; 050-998-850-689-437; 075-021-826-976-573; 084-126-974-004-212; 117-444-506-055-43X; 123-473-523-123-991; 174-390-604-770-695,12,true,cc-by-nc,gold
005-672-602-319-128,"Клинико-психологические факторы риска агрессивного поведения у несовершеннолетних с делинквентным поведением, не достигших возраста уголовной ответственности",,2016,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,I R Martynova,"<jats:p>The results of empirical studies of clinical and psychological risk factors for aggressive behavior in adolescents. The main sample and comparison group - juveniles with delinquent behavior, not reached (n = 60) and age of criminal responsibility (n = 60). The control group of adolescents with conventionally normative behavior (n = 20). It is shown that the main group examinees have a number of serious problems that increase the risk of aggressive behavior. Reduced mood, anxiety, emotional instability, feeling of physical distress, sensitivity to external impacts, vulnerability in social interaction, communication difficulties, leading to increased mental stress. It acts predispozitciej an aggressive response. Hostility, susceptibility to reactions of irritation and anger at the lack of formation of mechanisms of deterrence immediate motivation, increase the likelihood of aggression. It is possible that the described problems are clinical conditionality. Therefore, a timely multidisciplinary evaluation of risk factors for aggressive behavior. Its elements can be screening for mental health.</jats:p>",6,3,79,88,Psychology,risk factors; unlawful conduct; adolescence; mental health; aggression,,,,https://core.ac.uk/display/91068486 https://psyjournals.ru/psyandlaw/2016/n3/82924.shtml https://psyjournals.ru/files/82924/psyandlaw_2016_3_Martinova.pdf,http://dx.doi.org/10.17759/psylaw.2016060307,,10.17759/psylaw.2016060307,2525460671,,0,094-046-059-204-790,1,true,cc-by-nc,gold
005-737-691-042-822,The International Scientific-Practical Conference “Traffic Psychology: Theory and Practice”,,2017,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,T V Kochetova,<jats:p>The present material is a short summary report of the first International Conference “Social psychology of traffic: theory and practice” held in Moscow on the 26th May 2017. It provides an overview of the main ideas of speeches and presentations at the plenary Conference and discussion platforms. The given material can be considered a basis for the development of Traffic Psychology in Russia.</jats:p>,8,2,160,163,Traffic psychology; Sociology; Engineering ethics,,,,,https://psyjournals.ru/files/86576/socialpsy_2017_n2_kochetova.pdf https://core.ac.uk/display/88158853 https://psyjournals.ru/social_psy/2017/n2/kochetova.shtml https://doaj.org/article/bb07be95180e43f3a4b53c76735bdadc,http://dx.doi.org/10.17759/sps.2017080212,,10.17759/sps.2017080212,2739283451,,0,,1,true,cc-by-nc,gold
005-778-258-878-355,Направления и формы развития правовой культуры педагогических работников,,2019,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,И Б Умняшова; И А Егоров,"<jats:p>The article rationale the relevance of developing the legal culture of pedagogical employees as the level of development of individual legal consciousness. Various approaches to the formulations of the concept of ""legal culture"" as part of the general culture of society are discussed. The notions ""legal literacy and"" legal competence ""as the basis for the formation and development of the legal culture of pedagogical employees are disclosed. The importance of development of legal culture of teachers for formation of legal literacy and legal culture of pupils. Authors give a presentation of the structure of the legal culture of pedagogical employees, based on the knowledge and ability to use consciously the main provisions of normative legal documents in their professional activities. Proposals are formulated for the organization of measures to improve the legal culture of pedagogical employees, which including the purpose and tasks of developing the legal culture of teachers, the recommended forms of conduct and the actual topic of the classes</jats:p>",9,1,144,154,Sociology,legal culture; legal literacy; legal competence; legal consciousness,,,,https://psyjournals.ru/psyandlaw/2019/n1/97354_full.shtml,http://dx.doi.org/10.17759/psylaw.2019090111,,10.17759/psylaw.2019090111,2920796209,,0,017-856-090-684-325; 038-317-422-345-354,2,true,cc-by-nc,gold
005-977-264-829-105,Культурно-исторический подход в клинической психологии и специальной педагогике,,2015,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,Д.В. Лубовский,"<jats:p>The article analyzes the possibilities of forming a research position of students studying module on clinical psychology and special education of “cultural-historical theory and activity approach to education” master’s program. Research position is a personal educational result of students training in the research master’s degree. It is regarded as a kind of internal position of the person (the term by L. I. Bozhovich), which correlates motives of research activities and possibilities for its implementation. Performing a design and research tasks on clinical psychology and special education by the students is seen as a means for generating a research position. The article presents that training actions according to V.V. Davydov (analysis, planning, reflection) are satisfy stages of design and research tasks performing by the student and presents various possibilities of using such a task to form a students’ research position.</jats:p>",20,3,147,156,,clinical psychology and special education; module of master's program; developing education; research position; personal internal position; design and research task; analysis; reflection; planning,,,,https://psyjournals.ru/files/78353/pno_2015_3_lubovsky_2.pdf https://doaj.org/article/7a9bf75d1a1c4e1f913c94ee134d181b https://core.ac.uk/display/91867887 https://psyjournals.ru/psyedu/2015/n3/lubovsky2.shtml,http://dx.doi.org/10.17759/pse.2015200315,,10.17759/pse.2015200315,2172723554,,0,,0,true,cc-by-nc,gold
005-984-844-004-105,А.Ф. Лосев и психология,2018-11-13,2018,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,Е.А. Тахо-Годи,"<jats:p>This article is devoted to the great Russian philosopher A.F. Losev (1983—1988) and his place in the history of evolution of Russian psychology. Losev’s attitude to his scientific advisor at the Institute of Psychology, G.I. Chelpanov, as well as to the ensuing discussions between G.I. Chelpanov and K.N. Kornilov in the 1920s are being considered. Attention is focused on the generation of Losev’s interest in psychology, and consequent transformation of the works of the 1910s directly devoted to psychological problems (“Criticism of modern functional psychology”, “Critical review of the basic teachings and methods of the Würzburg School”, “Research on philosophy and psychology of thinking”). The evolution of psychological views of the thinker is described – from the enthusiasm of his student years for experimental and functional psychology to the construction of psychology based on the “genetic method”, and then, in the late 1920s, to the Platonic-patristic psychology outlined in the “Supplement to the Dialectics of Myth”. Proceeding from the new European psychology, including F. Brentano and E. Husserl guided by Thomas Aquinas (and through him by Aristotle), Losev builds his “absolute mythology”, based on the opposite tradition going back to neoplatonism, Dionysius the Areopagite and Nicholas of Cusa. The article shows how in the 1920s Losev developed a new, sociological, vision, the belief that every being (physical, physiological, psychological and naturalistically-causally-sociological, etc.) “is, in comparison with social existence, a pure abstraction”, and this does not lead to the rejection of “materialistic idealism” and “absolute mythology”. This sociological stand promotes the description of “relative mythologies” (collective psychology, social “myths”). In the 1930s—1940s, knowledge gained in the walls of the Institute of Psychology as well as Losev’s habit of self-observation and reflection about his own experiences contributed to the writing of psychological musical-philosophical prose, where Losev conceptualizes problems also addressed in his “octateuch” of the late 1920s.</jats:p>",14,4,72,87,,A.F. Losev; G.I. Chelpanov; E. Husserl; Würzburg School; history of psychology; psychological discussions of the 1920s; psychology of thinking; psychology of horror; musical experience; myth; psychological musical-philosophical prose,,,,https://psyjournals.ru/files/95974/chp_2018_n4_Takho-Godi.pdf http://psyjournals.ru/files/95974/chp_2018_n4_Takho-Godi.pdf,http://dx.doi.org/10.17759/chp.2018140410,,10.17759/chp.2018140410,2900908288,,0,,0,true,cc-by-nc,gold
006-098-398-824-380,Нарциссические черты личности и их взаимосвязь с разными аспектами самоотношения в молодежной выборке,,2019,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,Н А Польская; Ю А Соловьянова,"<jats:p>Article presents results of the study aimed at assessing the correlation between narcissistic features of personality and self-attitude factors in the sample of young adults. The sample (N=67) included young adults aged 17–30, 59 female (88,1%) and 8 male (11,9%). The main part of the sample consisted of university students – 58 respondents (84,1%). Methods: The Dirty Dozen (Jonason, Webster, 2010; adapted by Egorova, Sitnikova, Parshikova, 2015), Narcissistic Personality Traits Inventory (Shamshikova, Klepikova, 2010), Ten Item Personality Measure (Gosling, Rentfrow, Swann, 2003; adapted by Kornilova, Chumakova, 2016), and Questionnaire of Self-Attitude (Stolin, Pantileev, 1988). Statistical analysis included correlation analysis (Spearman’s correlations) and multiple linear regressions (stepwise). The results show significant correlations between self-attitude scales and the Dark Triad and narcissistic features of personality. Most of the correlations are negative excluding the scales of self-interest, self-sympathy, and expected attitude of others. Lack of empathy and envy for others’ successes are more characteristic of the respondents with predominant negative notions of their personality (vulnerable narcissism). Influence of the dark triad and narcissistic features of personality on self-attitude factors is negative except for grandiose self-worth and belief in one's uniqueness. The yielded results reflect the contradictions within self-attitude defined by the combination of grandiosity and inferiority as the main characteristics of the narcissistic personality.</jats:p>",8,4,74,92,Psychology,narcissistic personality structure; Dark Triad; self-attitude; DSM-5; personality traits; Big Five,,,,https://psyjournals.ru/files/111663/cpse_2019_n4_Polskaya_Soloviyanova.pdf https://psyjournals.ru/psyclin/2019/n4/Polskaya_Soloviyanova_full.shtml,http://dx.doi.org/10.17759/cpse.2019080405,,10.17759/cpse.2019080405,2998955888,,0,001-737-835-291-866; 008-066-983-916-805; 008-705-114-072-83X; 016-535-798-616-631; 018-384-995-948-157; 021-989-514-712-128; 037-439-552-099-162; 049-087-834-244-62X; 065-670-262-141-42X; 072-425-377-864-921; 073-578-066-003-36X; 099-641-556-113-177; 112-487-514-288-119,2,true,cc-by-nc,gold
006-346-761-128-014,Professional Self-esteem and Adaptation of the Penitentiary System Staff,,2020,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Anna Koteneva; Aleksey V. Kokurin; Anna Litvinova; A. V. Goncharenko,"<jats:p>The study focuses on examining the adaptive skills and specifics of professional self-esteem of the penitentiary system officials with varying levels of success in adapting to their duty performance. 50 individuals took part in the questioning: 25 men and 25 women aged 24-51 (the average age is 33), with 1 to 5 years of experience (the average length of service is 4 years). Five methods were used for diagnosis. For data processing we used Kruskal-Wallis one-way analysis of variance and correlation analysis. The results of the study indicate that the effectiveness of adaptation is helped by the official's psychological qualities such as the internal locus of control, mental stability, adaptive and communicative skills, moral normativity. The more successfully an official adjusts to the conditions and content of his/her official duties, the more positive his/her professional self-esteem is, the greater are his/her self-efficacy, professional and life satisfaction. Difficulties in the officials' adaptation to their professional environment entail a decline in their general state, emergence of somatovegetative disorders, reduced motivation for work, deterioration of their social interaction.</jats:p>",10,3,20,35,Psychology; Self-esteem; Social psychology; Adaptation (computer science),adaptation; adjustment; adaptation skills; deadaptation; maladjustment; professional self-esteem; self-efficacy; official duties,,,,https://psyjournals.ru/files/115668/psylaw_2020_3_Koteneva_Kokurin_Litvinova_Goncharenko.pdf https://doaj.org/article/7f6a7a35a26040f2bd94955a5dcc9e1d https://psyjournals.ru/psyandlaw/2020/n3/Koteneva_Kokurin_Litvinova_Gonch_full.shtml,http://dx.doi.org/10.17759/psylaw.2020100302,,10.17759/psylaw.2020100302,3090969121,,0,018-850-790-048-951; 037-299-450-443-418; 039-418-884-457-480; 051-237-853-910-432; 079-276-083-044-256; 079-522-439-014-842; 082-818-277-126-50X; 152-426-017-289-083,3,true,cc-by-nc,gold
006-520-111-559-999,PRINCIPLES OF TEAM BUILDING IN PROJECT ACTIVITY,2020-10-09,2020,journal article,Институт психологии Российской Академии Наук. Организационная психология и психология труда,25418688,Institute of Psychology Russian Academy of Sciences,,М.В. Ермолаева; Ж.М. Кокуева; А.В. Погодина,"<jats:p>Статья посвящена особенностям процесса формирования команды проекта. Показано, что этот процесс обусловлен специфическими свойствами команд, которые позволяют отличать их от коллективов, характеризуемых жесткой структурой подчинения. Выявлено, что к числу таких свойств команды относится интеграция интеллектуальных и личностных ресурсов, нахождение и использование внутренних резервов, которые нельзя вовлечь в управление административными методами, отсутствие группового давления. Показано, что процесс командообразования должен строиться на основе анализа компетенций и ролей каждого члена команды, а также их интеграции в совместную работу.</jats:p>;                                                                                             <jats:p>The article is devoted to the features of the team building process in project teams. It is shown that this process is due to the specific properties of teams, which make it possible to distinguish them from the collective characterized by a rigid subordination structure. It has been revealed that such team properties include the integration of intellectual and personal resources, finding and using internal reserves that cannot be involved in the management of administrative methods, and the absence of group pressure. It is shown that the team building process should be based on an analysis of the competencies and roles of each team member, as well as their integration into joint work.</jats:p>",,3(),103,119,Subordination (linguistics); Process (computing); Work (physics); Knowledge management; Team building; Joint (building); Project team; Team leader; Team effectiveness; Process management; Business; Computer science; Engineering; Engineering management; Management; Architectural engineering; Mechanical engineering; Philosophy; Linguistics; Economics; Operating system,team; team building; project activity; project management; team-building principles,,,,,http://dx.doi.org/10.38098/ipran.opwp.2020.16.3.005,,10.38098/ipran.opwp.2020.16.3.005,,,0,,1,true,,gold
006-627-764-907-233,The structure of self-presentation of adolescents in real communication and social networks,,2020,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,V V Fyodorov,"<jats:p>Research objectives are to develop questionnaires to assess the severity of the characteristics of self-presentation of adolescents in real and digital communication spaces, as well as to compare the main structural components of self-presentation of adolescents in real and digital communication spaces. The context and relevance of the study. Modern teens are active users of social networks. At the moment there are not so many scientific works devoted to the study of the characteristics of self-presentation of adolescents and their comparison in real and digital communication spaces. There is a lack of research tools to assess the severity of the characteristics of self-presentation of adolescents. Study design. The study included 6 main stages: 1) the identification of the substantial characteristics of adolescents inherent in real and digital communicative spaces; 2) compilation of two questionnaires to identify the severity of the characteristics of self-presentation in real and digital communicative spaces; 3) a study using these two questionnaires to identify the severity of the characteristics of self-presentation of adolescents; 4) the search for factor structures of components of self-presentation of adolescents; 5) expert analysis of the contents of the identified components and their assignment of names; 6) a comparison of the identified components of the self-presentation of adolescents in real communication and social networking. The sample consisted of 290 teenage students (44% male, 56% female) from grades 6 to 9 of a comprehensive school in Moscow. Methods. To the characteristics of adolescents that are characteristic of them in real and digital communication spaces, we used the author’s modification of the method of M. Kuhn and T. MacPartland “Who Am I?”. To determine the severity of the characteristics of self-presentation of adolescents, two author questionnaires were developed. To search for the factor structures of self-presentation components, an exploratory factor analysis, the principal component method, was used. The calculations were carried out in the SPSS 23.0 program. Results. The strongest and most stable components of the self-presentation of adolescents in the real communicative space and in the communicative space of a social network were revealed — “Friendliness”, “Hostility”, “Talent and Originality”, “Popularity” and “Shyness”. These components have substantial similarities with the known types of self-presentations in domestic and foreign classifications, which confirms their substantial validity. Main conclusions. Private acts of self-presentation of adolescents in the real communicative space and in the communicative space of a social network can be combined into groups that form the structural components of self-presentation. The stable structural components of the self-presentation of adolescents in the real and digital communicative space coincide in meaning, but have internal substantive differences.</jats:p>",11,1,180,192,Psychology; Cognitive psychology; Structure (mathematical logic); Presentation,,,,,https://psyjournals.ru/social_psy/2020/n1/Fyodorov.shtml https://psyjournals.ru/files/112821/sps_2020_n1_Fyodorov.pdf,http://dx.doi.org/10.17759/sps.2020110111,,10.17759/sps.2020110111,3014610620,,0,001-735-784-222-625; 008-371-210-015-651; 018-910-961-712-557; 048-793-518-314-333; 092-247-213-128-836; 137-918-445-869-348,4,true,cc-by-nc,gold
006-649-759-505-771,The study of the phenomenon of math anxiety in foreign psychology,,2019,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,A A Adaskina,"<jats:p>The article presents an overview of foreign studies on the phenomenon of mathematical anxiety. Unlike Russian psychology, where more general concepts are considered: school anxiety, learning anxiety, exam anxiety, foreign psychologists have developed a narrow concept of “mathematical anxiety” (math anxiety) since 1960s. The article discusses the content of this concept, the main directions of the research. This analysis of the academic literature reveals the main reasons for increasing the math anxiety of students: approaches to teaching mathematics, social attitudes and stereotypes, low socioeconomic status of the family. The data show a decrease in operative memory which results in declining effectiveness of performance tasks in teaching mathematics to students with high mathematical anxiety. The article also discusses practical recommendations for reducing math anxiety while teaching mathematical disciplines to schoolchildren and students which include both pedagogical techniques and special psychological techniques and trainings</jats:p>",8,1,28,35,Developmental psychology; Psychology; Mathematical anxiety; Phenomenon,math anxiety; gender differences; working memory; math anxiety alleviation,,,,https://psyjournals.ru/files/97693/jmfp_2019_n1_Adaskina.pdf https://doaj.org/article/9509eac26150440b924668d9dc127e23 https://psyjournals.ru/en/jmfp/2019/n1/Adaskina.shtml,http://dx.doi.org/10.17759/jmfp.2019080103,,10.17759/jmfp.2019080103,2934392753,,0,001-991-008-212-54X; 006-453-822-557-503; 016-749-001-631-951; 023-040-245-503-804; 037-359-222-204-10X; 040-184-727-439-293; 047-799-943-107-985; 055-622-216-898-182; 056-708-624-201-931; 080-981-114-693-531; 093-430-847-284-736; 107-732-075-533-981; 115-906-111-129-896; 117-716-423-368-98X,6,true,cc-by-nc,gold
006-898-194-311-140,Exploring Child Play within the Framework of Cultural-Historical Psychology: Experience and Perspectives,,2015,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,L.I. Elkoninova; I.S. Grigoryev,"<jats:p>The paper reconstructs the history of the problem of the development of mind on the example of child play. It reveals how researchers from the cultural-historical school of thought explored the developmental function of play, recorded quantitative leaps in its development and attempted to reconstruct it — from the works of L.S. Vygotsky and his followers (activity approach to role play: A.N. Leontiev, D.B. Elkonin, N.Ya. Mikhaylenko, N.A. Korotkova and others) to the works of researchers who studied the very act of development in play (L.I. Elkoninova, T.V. Bazhanova, K.O. Yuryeva). It is argued that the concept of the cultural form of play that contains the Challenge (limited by possibilities of action, by risk) and the Response to it serves as a foundation not only for role-playing games, but also for games with rules and computer games too. The Challenge is associated with action which transforms the situation of acting and is typical of all forms of play that are required to tie together everything that is separated in an everyday behavior of a child.</jats:p>",11,3,16,24,Epistemology; Psychology; Pedagogy; Cultural-historical psychology,,,,,https://doaj.org/article/4afdb24c6b9b4a049e89ed0dc50510e7 https://core.ac.uk/display/91976623 https://psyjournals.ru/kip/2015/n3/elkoninova_grigoriev.shtml https://psyjournals.ru/files/78154/kip_3_2015_elkoninova.pdf,http://dx.doi.org/10.17759/chp.2015110303,,10.17759/chp.2015110303,2193965754,,0,,0,true,cc-by-nc,gold
007-068-903-324-07X,Comparative Analysis of Developmental Levels of Mental Abilities in Modern Preschoolers and Their Peers Who Attended Kindergartens in the Last Third of the Twentieth Century,2021-07-02,2021,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,N S Denisenkova; V V Fyodorov,"<jats:p>The article describes results of a study on the level of mental abilities in mod- ern children and in their peers from the last third of the 20th century. It was assumed that the mental abilities of modern preschoolers differ from those of their peers who were brought up in the pre-digital era. Developmental levels of sensory and intellectual abilities of preschool children aged 6-7 years (N=156) (studies from the 1970s), preschool children aged 5-6 years (N=100) (studies from the 1990s) were compared to those of children aged 5-6 years (N=184) and children aged 6-7 years (N=236) who attended preschool departments in Moscow, Moscow region, Smolensk and Ivanovo in 2015-2020. The level of development of sensory and intellectual abilities was assessed using specific tests (“Standards”, “Perceptual modeling”, “Schematization”, “Systematization”). The data was processed using statistical methods: descriptive statistics, the Fisher test, the Student’s t-test for samples with equal variances and samples with different variances. The results of the study show that the level of some sensory abilities of 21st-century preschoolers is lower than that of their 20th-century peers. On the other side, the level of intellectual abilities of preschoolers who were brought up in the early 21st century is higher than that of their peers from the 20th century.</jats:p>",26,3,40,53,Developmental psychology; Psychology; Mental ability,Московский государственный психолого-педагогический университет (ФГБОУ ВО МГППУ); г . Москва; Российская Федерация mental (sensory and intellectual) abilities; diagnostics of mental abilities; preschool age; digitalization of childhood,,,Moscow State University of Psychology and Education,https://psyjournals.ru/files/121225/pse_2021_n3_Denisenkova_Fedorov.pdf https://psyjournals.ru/psyedu/2021/n3/Denisenkova_Fedorov.shtml,http://dx.doi.org/10.17759/pse.2021260302,,10.17759/pse.2021260302,3182040001,,0,003-291-719-807-625; 005-802-146-404-988; 010-670-819-756-128; 011-696-239-183-898; 026-018-310-031-769; 029-569-895-373-093; 030-850-089-370-963; 045-194-128-348-112; 046-868-769-143-277; 047-099-213-587-350; 058-575-406-903-659; 058-944-551-616-403; 070-946-155-615-285; 081-213-064-797-440; 088-001-700-312-273; 117-727-035-876-708; 118-126-459-316-731; 143-519-582-467-678; 170-660-264-000-951; 174-390-604-770-695,6,true,cc-by-nc,gold
007-130-733-664-438,Role of Social Demographic Factors and Parental Position in the Development of Preschool Child,,2017,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,V S Sobkin; Alexandr Veraksa; D A Bukhalenkova; A V Fedotova; U A Khalutina; Vera A. Yakupova,"<jats:p>The research aims at studying the connection between the child’s mental development and socio-demographic factors and socio-psychological aspects of parent – child relationships.The article is based upon the results obtained through testing of 59 children between 5 and 7 years old, as well as the results of a special sociological questionnaire presented to their mothers.The data show that boys have higherresults at visual memory, girls scored better at tests for self-regulation and social intelligence.Children from single-parent families had better results at verbal memory tests, but lower level of development of executive functions and decentration ability.Mothers’ educational level influence the amount and intensity of children’s fears, as well as their inclination to avoid fearsome situations.The parenting position features analysis shows it’s connection to executive functions development (all differences are significant p≤0.05).The present research showed a considerable amount of essentially interpreted connections between socio-demographic factors and parent – child relationships to the specifics of a child’s mental development.</jats:p>",22,2,5,16,Developmental psychology; Psychology; Position (obstetrics); Preschool child,,,,,https://psyjournals.ru/files/87056/pse_2017_n2_Sobkin_et_al.pdf https://psyjournals.ru/psyedu/2017/n2/Sobkin_et_al.shtml,http://dx.doi.org/10.17759/pse.2017220201,,10.17759/pse.2017220201,2751008194,,0,017-251-973-111-641; 026-458-802-203-298; 038-408-405-544-996; 041-276-528-530-822; 041-321-966-360-122; 045-083-526-669-008; 050-671-259-479-155; 051-022-510-227-449; 052-836-325-705-022; 055-020-900-241-55X; 067-694-683-355-636; 073-272-023-185-990; 076-139-492-212-53X; 077-942-470-115-72X; 089-106-309-539-712; 096-233-595-567-786; 102-545-360-882-00X; 119-537-443-092-510; 136-160-385-787-750; 141-022-064-412-494; 141-493-132-875-732; 158-687-619-606-377; 169-430-522-826-846; 177-573-961-407-406,4,true,cc-by-nc,gold
007-310-533-715-016,Introduction: The Heuristic Value of Social Representations Theory,2021-12-15,2021,journal article,RUDN Journal of Psychology and Pedagogics,23131705; 23131683,Peoples' Friendship University of Russia,,Pascal Moliner; Молине Паскаль; Inna Bovina; Бовина Инна Борисовна,<jats:p>-</jats:p>,18,2,291,298,Mathematical optimization; Heuristic; Value (mathematics); Mathematics,,,,,https://cyberleninka.ru/article/n/introduction-the-heuristic-value-of-social-representations-theory http://journals.rudn.ru/psychology-pedagogics/article/view/26904 http://journals.rudn.ru/psychology-pedagogics/article/download/26904/19581 https://cyberleninka.ru/article/n/introduction-the-heuristic-value-of-social-representations-theory/pdf,http://dx.doi.org/10.22363/2313-1683-2021-18-2-291-298,,10.22363/2313-1683-2021-18-2-291-298,3174587686,,0,,5,true,cc-by-nc,gold
007-343-699-552-262,Visual Novel Genre as a Method of the Sociability Development,,2021,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,D.K. Alimova; N.V. Bogdanovich,"<jats:p>Nowadays the time for direct contacts between people is getting shorter, communication is increasingly going online, requiring special skills from those participating in it. And so there is a need for methods of developing one's sociability, both real and virtual as a response to digitalization. The work presents the results of experimental and empirical examinations of a visual novel genre video game seen as a method of the sociability development. We have employed the following research techniques: ‘forming’ experiment, self-observation, testing and surveying. The research was conducted remotely, with 654 male participants aged 14-35. The research results indicate no positive effect of using visual novel genre video games in order to increase the sociability level. However, there is a possibility for a visual novel genre game to be used in order to develop skills of online communication. The research gives details of the videogame progressing process as well as the dynamics of the subjects' emotional state. The results can be used both for further research and for online psychological counseling.</jats:p>",11,4,196,206,Psychology; Visual research; Video game; Empirical research; Order (exchange); Process (computing); Computer science; Multimedia; Applied psychology; Human–computer interaction; Cognitive psychology; Visual arts; Art; Philosophy; Epistemology; Finance; Economics; Operating system,подростковый возраст; общительность; визуальная новелла; методы развития общительности; компьютерные игры adolescence; sociability; visual novel; methods of the sociability; computer games,,,,https://psyjournals.ru/files/126317/psylaw_2021_n4_alimova_bogdanovich.pdf https://doi.org/10.17759/psylaw.2021110414,http://dx.doi.org/10.17759/psylaw.2021110414,,10.17759/psylaw.2021110414,,,0,022-472-715-231-456; 026-960-140-123-451; 052-550-128-227-064; 083-223-711-863-494,1,true,cc-by-nc,gold
007-365-882-585-932,The impact of the facilitator's change response styles on the effectiveness of teamwork in a virtual environment,2021-12-30,2021,journal article,Research result. Pedagogy and Psychology of Education,23138971,Belgorod National Research University,,Yu Takhir; Alina Dikusarova,"Аннотация.Пандемия внесла существенные коррективы в жизнь бизнеса, образования и тех сфер жизни, которые связаны с совместной деятельностью людей.Актуальность исследования обусловлена повсеместным переходом рабочих групп в дистанционный формат деятельности.В этих условиях изменениям подверглись как индивидуальные (стиль реагирования на изменения), так и групповые факторы (лидерство и эффективность), влияющие на эффективность различных организаций.Ощущается дефицит исследований, посвященных факторам эффективности групповой работы в виртуальной среде.Нет достоверных данных о том, как меняется роль лидера виртуальных групп и какие средства воздействия обеспечивают эффективность командной работы.Цель заключается в выявлении связи между стилем реагирования на изменения фасилитатора и эффективностью командной работы в виртуальной среде.Методология и методы: авторы исходят из деятельностной парадигмы (А.Н.Леонтьев, Г.М.Андреева), ролевого подхода к организации совместной деятельности фасилитация, медиация, модерация (Т.Ю.Базаров).В качестве методов использовались: эксперимент с заданными параметрами участников групп (самооценка и стили реагирования на изменения), опросные методы («Мастер групповой работы»).Исследование проходило в 3 этапа в виртуальном пространстве на платформах «Zoom» и «Miro» с использованием возможностей «Google Form».Обработка данных осуществлялась с помощью «MS Excel».Результаты и выводы: лидер и фасилитатор в виртуальной команде обеспечивают разный уровень эффективности групповой работы.В формировании успешной виртуальной команды особую роль играет фасилитатор с преобладанием реализующего стиля реагирования на изменения.Эффективность виртуальной команды также положительно связана с гетерогенностью участников по стилям реагирования на изменения.Перспективы исследования: в дальнейшем планируется изучить феноменологию и психологические механизмы командного (распределенного) лидерства в виртуальной среде.",7,4,,,Facilitator; Teamwork; Psychology; Knowledge management; Applied psychology; Computer science; Social psychology; Political science; Law,leader; facilitator; styles of responding to changes; teamwork; virtual environment,,,,http://rrpedagogy.ru/journal/download/2581 https://doi.org/10.18413/2313-8971-2021-7-4-0-6 http://dspace.bsu.edu.ru/bitstream/123456789/47388/1/Bazarov_Vliyanie.pdf http://dspace.bsu.edu.ru/handle/123456789/47388,http://dx.doi.org/10.18413/2313-8971-2021-7-4-0-6,,10.18413/2313-8971-2021-7-4-0-6,,,0,,1,true,cc-by,gold
007-384-377-558-259,Информационная безопасность детей и подростков в понимании родителей и учителей (Часть 2. Результаты эмпирического исследования),,2016,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,S V Budykin; N V Dvoryanchikov; Inna Bovina,"<jats:p>In this paper we present a second part of the study on information security of children and adolescents according to parents and teachers. This part of the study focuses at empirical research results aimed in studying the so-called ""naive theories"" about information security. 136 people (aged 21 to 62 years)  attended the study. We based on the following hypotheses : 1) the group of parents and teachers understand similarly the issue of information threat for children and adolescents, yet they have different understandings of the dangerous effects of information on children and adolescents: parents underestimate the seriousness of the effects compared with teachers; 2) according to parents and teachers, the formers are primarily responsible for information security of children; while teachers expect parents to monitor, prohibit, restrict the access to information for children and adolescents. Parents, in turn, expect teachers to train children and teenagers to observe the safety procedures, as well as use Internet safely. Our assumptions are confirmed partly, and study results are discussed in terms of the theory of social representations.</jats:p>",6,1,25,38,Psychology,,,,,https://psyjournals.ru/en/psyandlaw/2016/n1/80689.shtml https://core.ac.uk/display/92193361 https://psyjournals.ru/files/80667/psyandlaw_2016_1_Budikin_Dvoryanchikov_Bovina.pdf,http://dx.doi.org/10.17759/psylaw.2016060104,,10.17759/psylaw.2016060104,2350963467,,0,012-472-432-410-523; 057-799-345-601-273; 061-900-151-294-20X; 062-402-196-996-277; 064-842-395-198-86X; 072-224-375-328-18X; 122-905-472-745-810; 124-781-857-354-15X; 150-068-464-679-139; 190-072-006-787-952,9,true,cc-by-nc,gold
007-667-307-002-423,Electronic Portfolio as a Mean of Reflection Formation for Students Learning,,2021,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,A A Margolis; null Safronova; A A Drobyazko; L S Kuravsky; I A Golovanova; D A Pominov,"<jats:p>The article presents the results of a study aimed at the reflection formation of students to the educational program they are mastering as a program of preparation for professional activity through a specially organized educational environment, including the use of the ""Electronic Portfolio"" tool and regular interaction with a supervisor. The study involved students of bachelor's programs of the faculty of ""Psychology of Education"" MSUPE – ""Psychology and pedagogy of primary education (primary school teacher)"" (N=21 people) – experimental group and ""Psychology and pedagogy of education (psychologist)"" (N=22 people) – control group. A questionnaire was used to study the reflection formation towards mastering the main professional educational program. The results obtained make it possible to say that the specially-organized work of the supervisor of the mini-group, mediated by the use of an electronic portfolio that records the development of the student's professional competencies, can provide conditions for the formation of a student's reflection to learning. An electronic portfolio can be used as a navigator in the educational program and a means of organizing reflection of students' professional competencies in professional activity.</jats:p>",13,2,3,16,Reflection (computer graphics); Mathematics education; Psychology; Electronic portfolio; Student learning,e-portfolio; competencies; reflection; teacher education; practice-oriented learning,,,Moscow State University of Psychology and Education,https://psyjournals.ru/en/psyedu_ej/2021/n2/Margolis_et_al.shtml https://doaj.org/article/77b8b0305320423eb71c98e8f2604d54 https://psyjournals.ru/files/121840/psyedu_2021_n2_Margolis_et_al.pdf,http://dx.doi.org/10.17759/psyedu.2021130201,,10.17759/psyedu.2021130201,3185373958,,0,008-045-142-615-423; 024-655-229-499-785; 025-131-788-868-101; 026-318-644-490-900; 028-404-264-017-402; 036-305-914-545-052; 048-561-697-772-408; 049-947-389-952-587; 054-102-009-706-891; 089-065-707-905-222; 090-254-885-214-078; 104-134-216-188-212; 128-672-672-976-959,4,true,cc-by-nc,gold
007-718-402-760-326,Философский взгляд на язык как средство и способ реализации,,2019,journal article,Language and Text,23122757,Moscow State University of Psychology and Education,,Н В Михалкин; А Н Аверюшкин,"<jats:p>The article examines the relationship between the development of the traits of university students and the personality properties of a specialist, allowing them to actively participate in their professional activities and meet the requirements of the public practice in the country, and the language of texts, oral speech, which acts as a means of development in the taught stated traits and properties of the personality of the specialist. Specifically, the authors, based on a philosophical approach, made an attempt to understand the possibilities of the Russian language as a means and a way to implement in the university a complex process of implementation of practice-oriented education. In the article, the authors implement their idea based on the author's definition of the content of practice-oriented education, which has its distinctive manifestation in the conditions of changing content of public practice and types professional activities.</jats:p>",6,3,35,42,Mathematics,language; medium; method; practice; practice-oriented education,,,,https://psyjournals.ru/files/110141/langt_2019_n3_MikhalkinAveryushkin.pdf https://psyjournals.ru/langpsy/2019/n3/MikhalkinAveryushkin.shtml,http://dx.doi.org/10.17759/langt.2019060304,,10.17759/langt.2019060304,2989139758,,0,,2,true,cc-by-nc,gold
007-785-961-002-994,Contemporary realities of communication ethics in the educational space,,2021,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,T V Ermolova; Aleksandr V. Litvinov; N V Savitskaya; O A Krukovskaya,"<jats:p>The article discusses the current ideas of the foreign scientific school about the specificity of the ethical filling of the educational space in conditions of multiple uncertainty. The destructive factors of modern times, including the pandemic, have created a living environment of increased moral and ethical complexity and new challenges to the education system. Ethical changes in the educational space, both traditionally present and new, lead to a decrease in the quality of education, dehumanizing and dissocializing the student who finds himself in impelled isolation. The working hypothesis of the review is that the spatial separation of participants in the educational process is especially dangerous for the ethical integrity of the educational environment. The problems of ethical deficits of the teacher and the student are deduced: bullying, destructive leadership, academic dishonesty (cheating). The article regards several conditions for creating an ethically normalized learning process that might appear helpful in distance learning of students and regular utilization of social networks.</jats:p>",10,3,8,20,Psychology; Space (commercial competition); Communication ethics; Engineering ethics,,,,,https://psyjournals.ru/files/123290/jmfp_2021_n3_Ermolova_et_al.pdf https://psyjournals.ru/jmfp/2021/n3/Ermolova_et_al.shtml,http://dx.doi.org/10.17759/jmfp.2021100301,,10.17759/jmfp.2021100301,3203017846,,0,001-699-707-052-372; 003-408-455-534-120; 010-820-323-883-466; 013-531-088-230-753; 015-843-160-952-079; 019-869-570-907-263; 022-448-023-974-865; 029-628-167-076-16X; 033-127-973-466-380; 038-955-237-076-70X; 039-969-521-987-90X; 042-846-885-231-255; 042-891-969-318-617; 068-800-069-923-456; 073-127-376-781-535; 077-515-144-549-016; 083-545-683-396-842; 095-707-636-967-475; 104-806-804-986-965; 114-934-596-287-025; 116-022-447-515-355; 119-644-949-875-022; 140-377-003-554-698; 150-755-278-000-844; 157-089-391-747-379; 179-822-609-759-40X,3,true,cc-by-nc,gold
007-795-534-444-930,Ways to enhance the effectiveness of online education,,2020,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,A V Leybina; G A Shukuryan,"<jats:p>The article is an analytical review of current recommendations provided in foreign scientific literature for secondary and higher education in terms of online learning enhancement through transformations in course content, platforms, assessments, and ways of teacher-students interaction. Recent recommendations in this regard are described from the position of methodology (educational procedures), psychology (motivation, information perception and processing, and communication), and technical solutions (platforms and interfaces).</jats:p>",9,3,21,33,Psychology; Medical education,e-learning; digital education; distant learning; online learning; E-courses; online courses,,,,https://doaj.org/article/5ce024656cb04444ae6c68a3983e7fc0 https://psyjournals.ru/en/jmfp/2020/n3/Leybina_Shukuryan.shtml https://psyjournals.ru/files/116328/jmfp_2019_n3_Leybina_Shukuryan.pdf,http://dx.doi.org/10.17759/jmfp.2020090302,,10.17759/jmfp.2020090302,3094386453,,0,000-890-243-505-968; 003-255-526-416-523; 003-267-951-971-753; 005-267-733-572-327; 009-627-007-457-983; 010-944-519-411-30X; 011-687-836-705-688; 012-147-976-235-63X; 013-447-113-138-798; 015-583-649-841-384; 019-720-907-707-182; 020-670-069-398-562; 022-100-201-426-726; 022-212-680-054-267; 026-959-266-386-881; 027-710-972-730-515; 031-821-458-926-845; 032-770-920-217-942; 034-223-558-162-79X; 036-305-914-545-052; 042-693-225-851-614; 042-929-915-963-275; 043-153-851-540-871; 043-173-774-390-635; 054-173-700-277-84X; 057-460-516-737-579; 069-697-289-339-044; 076-719-694-354-748; 080-537-905-557-594; 082-177-336-377-732; 082-421-697-074-835; 084-998-630-659-301; 085-273-460-622-255; 086-272-483-993-894; 091-811-542-299-263; 094-962-568-056-830; 095-979-788-011-906; 098-821-206-477-722; 106-662-023-417-172; 107-476-782-620-099; 112-484-665-906-523; 113-077-446-646-256; 115-355-136-670-293; 116-864-140-725-607; 117-576-928-903-851; 118-037-426-118-646; 121-740-637-666-362; 125-654-143-377-629; 126-142-088-069-259; 130-406-741-698-818; 130-778-106-483-102; 131-189-700-906-308; 131-276-974-073-257; 134-673-180-294-144; 143-953-824-698-21X; 153-605-683-147-554; 154-640-843-744-404; 195-877-666-649-483; 199-427-605-758-712,6,true,cc-by-nc,gold
007-807-849-214-158,Вариативность клинической картины эфферентной моторной аграфии при реализации различных культурных функций письменной речи,,2020,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,Е Г Иванова; А.А. Скворцов; Ю.В. Микадзе,"<jats:p>The research is devoted to the study of writing errors in patients with Broca’s aphasia performing the human-specific writing tasks. The object of the study is writing, the ; subject – disorder of writing in Broca’s agraphia. The aim of the research was to identify the most specific types of errors in writing language, depending on the cultural and historical significance of the actualized functions of writing language in Broca’s aphasia. Used instruments include classical neuropsychological assessment as well as specially developed experimental tasks aimed at actualization of cultural-historical functions of writing (communicative, mnestic and regulatory functions). Nonparametric Chi-square Friedman and Wilcoxon T-criteria used for pairwise comparison of data and analtysis of the distribution of errors. The study involved 22 patients with organic brain damage due to ischemic stroke in the basin of the left middle cerebral artery. Shown that the most specific grammatical errors were syntactic errors such as breaking of the sentence boundaries, omissions of independent and functional words, disorders of concordance and execution. Diversity in the performance of writing tasks that are similar in neuropsychological component structure but differ in functional purposes are explained by the choice of different strategies of writing. However, the general pattern is the dominance of the semantic content of the text over its formal structuring, expressed in grammatical rules. The research confirms that when studying agraphia, it is important to consider both structural (speech act operations) and functional (cultural and historical specific) aspects of writing.</jats:p>",9,1,121,141,Psychology,agraphia; aphasia; teleological approach; grammatical errors,,,,https://psyjournals.ru/files/113363/cpse_2020_n1_Ivanova.pdf https://psyjournals.ru/psyclin/2020/n1/Ivanova_et_al.shtml,http://dx.doi.org/10.17759/cpse.2020090107,,10.17759/cpse.2020090107,3020709808,,0,002-214-289-695-479; 035-561-827-718-804; 037-784-836-428-770; 068-395-240-784-630; 112-034-770-976-55X; 115-887-994-291-633,2,true,cc-by-nc,gold
007-944-974-148-170,Psychological State Researches in the Context of the COVID-19 Pandemic,,2021,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,Y A Kochetova; M.V. Klimakova,"<jats:p>The number of studies examining the mental state of people in the covid-19 pandemic is increasing. The problem of mental state of people in a pandemic is important for determining the direction of psychological assistance in the practical work of psychologists and people of assisting professions, as it allows taking into account a number of important factors essential in the organization of this work. The purpose of the article is to review foreign studies of the mental state of different groups of people (health workers, persons who have certain diseases and need assistance; persons who do not have diseases and are part of the so called normal group) in the context of the COVID-19 pandemic. Studies examining the manifestations of anxiety, depression, post-traumatic stress disorder, insomnia in this epidemiological environment are considered. The results of studies showing the role of the media in shaping anxiety and fears among medical professionals are presented. The relationship between personality traits and a certain style of emotional and behavioral reactions to the COVID-19 pandemic has been analyzed. A deep understanding of these psychological processes will help develop and implement more effective preventive programs for emotional disorders such as anxiety, stress and depression arising during the COVID-19 pandemic.</jats:p>",10,1,48,56,Epistemology; Psychology; State (polity); Context (language use); Coronavirus disease 2019 (COVID-19); Pandemic,,,,,https://psyjournals.ru/jmfp/2021/n1/Kochetova_Klimakova.shtml https://psyjournals.ru/files/119760/jmfp_2021_n1_Kochetova_Klimakova.pdf,http://dx.doi.org/10.17759/jmfp.2021100105,,10.17759/jmfp.2021100105,3151588016,,0,003-389-019-937-846; 003-832-223-530-30X; 017-000-069-284-134; 018-032-568-411-065; 019-321-883-271-602; 020-508-223-937-064; 023-948-166-177-377; 030-661-294-919-57X; 043-589-739-640-829; 051-178-908-695-139; 053-323-355-462-052; 054-192-153-184-911; 056-587-457-008-14X; 059-196-913-701-361; 060-262-541-279-195; 060-392-521-162-091; 069-409-276-995-211; 072-051-118-747-145; 073-411-994-408-285; 083-875-809-182-949; 086-332-826-055-050; 091-377-112-194-163; 140-966-993-552-880; 143-832-868-757-938; 150-519-473-059-070; 173-135-430-636-984,16,true,cc-by-nc,gold
008-045-142-615-423,Promoting Practice-Oriented Training of Primary School Teachers in Bachelor’s Programmes in Educational Psychology,,2017,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,V A Guruzhapov,<jats:p>The paper considers possible examples of promoting practice-oriented training of primary school teachers studying natural sciences and mathematics in the bachelor’s programme in Educational Psychology.The key to making theoretical education more practically oriented is hidden in the part of learning activity where the sensual form of object is transformed into the model; where the most important characteristics of the object become recognized; and where the model undergoes certain transformations for the general laws of phenomenon to become revealed.The paper provides some examples of how students can possibly work out the principles of symmetry in diagnostic tasks for primary school children as well as analyse set-theoretic concepts in mathematical tasks for primary schools.</jats:p>,22,2,40,53,Educational psychology; Psychology; Pedagogy; Training (civil); Bachelor; School teachers; Certificate in Education,,,,,https://psyjournals.ru/psyedu/2017/n2/Guruzhapov.shtml http://psyjournals.ru/files/87064/pse_2017_n2_Guruzhapov.pdf https://psyjournals.ru/files/87064/pse_2017_n2_Guruzhapov.pdf,http://dx.doi.org/10.17759/pse.2017220204,,10.17759/pse.2017220204,2753746722,,0,049-947-389-952-587; 128-672-672-976-959,3,true,cc-by-nc,gold
008-130-831-651-848,"Professionalism in the work of the Director of the school: features of ordinary representations of groups of principals, teachers and parents",,2016,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Н В Дворянчиков; С В Будыкин; Е С Авдеев; И Б Бовина,"<jats:p>The purpose of the study was to identify and analyze everyday notions of professionalism in activities of the school Director.; The object of the research – group of adults associated with the educational process. The sample consisted of Directors and Deputy Directors of a number of Moscow schools, teachers, and parents of students. The total sample size was 166 persons (N=55 principals and Vice, N=57 teachers, N=54 parents) at the age from 22 to 68 years. The object of research – features of everyday notions of professionalism in activities of the school Director. We put forward a General assumption that the groups of Directors, parents and teachers will vary the ratio of functional and regulatory elements; in the group of Directors in the idea of professionalism will dominate the functional elements in the group of teachers is expected to identify both the normative and functional elements, the group of parents – mostly normative. The main research method was a survey. For its implementation was drawn up a questionnaire. In accordance with the theory of social representations within which we developed the research, the key methodology was the technique of free Association.; Our hypothesis received partial empirical support. The results are discussed from the point of view of the theory of social representations.</jats:p>",6,3,1,13,Mathematics education; Work (electrical); Political science; Pedagogy,professionalism; the headmaster; teachers; parents; the theory of social representations,,,,https://psyjournals.ru/files/82908/psyandlaw_2016_3_Dvoryanchikov_Budikin_Avdeev_Bovina.pdf https://core.ac.uk/display/91068492 https://psyjournals.ru/psyandlaw/2016/n3/82908.shtml,http://dx.doi.org/10.17759/psylaw.2016060301,,10.17759/psylaw.2016060301,2525799695,,0,097-970-066-967-633; 104-010-032-853-711; 108-703-903-802-942,2,true,cc-by-nc,gold
008-214-304-851-82X,Computer games and creativity: the positive aspects and negative trends,,2017,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,N V Bogacheva; A E Voiskounsky,"<jats:p>The article is aimed at analysis of current studies of the link between video games experience and creativity. The impact of video game playing on the psychological specificity of gamers has repeatedly become a subject of many studies, though higher-level cognitive abilities, such as creativity, were rarely the subject of interest, remaining unexplored in the context of video games. Contrary to the earlier predictions that the increased amount of «readymade» visual information will reduce the imaginative ability, most of the current works show positive links between some types of creativity (in particular — visual) and playing video games. The latter becomes not only a source of inspiration but also a platform for creative realization. Many authors draw attention to possible negative aspects of creativity, in particular, the possibility of its antisocial applications. In this regard, the importance of studying the aggressiveness and empathy of computer players is increasing but the research data in this area is particularly contradictory.</jats:p>",6,4,29,40,Creativity; Psychology; Cognitive psychology,креативность; творческие способности; компьютерные игры; геймеры; негативная креативность creativity; creative abilities; video games; gamers; negative creativity. Funding Russian Foundation for Basic Research. Project № 15-06-06168,,,,https://psyjournals.ru/files/91122/jmfp_2017_n_4_Bogacheva_Voiskounsky.pdf https://psyjournals.ru/jmfp/2017/n4/Bogacheva_Voiskounsky.shtml http://psyjournals.ru/jmfp/2017/n4/Bogacheva_Voiskounsky.shtml,http://dx.doi.org/10.17759/jmfp.2017060403,,10.17759/jmfp.2017060403,2788655775,,0,000-430-399-048-663; 005-541-587-470-531; 007-440-175-285-655; 010-605-042-107-506; 017-820-142-602-666; 018-409-666-344-780; 018-781-962-814-362; 020-427-383-872-410; 021-828-944-742-880; 023-071-829-331-606; 026-752-398-693-674; 027-412-342-559-834; 028-279-674-402-741; 029-186-218-165-360; 039-602-689-047-54X; 050-746-886-030-211; 058-997-171-430-956; 059-437-989-259-279; 060-858-929-351-250; 066-165-741-668-367; 071-028-889-456-096; 078-819-039-764-821; 087-116-473-589-97X; 089-777-330-322-267; 092-179-891-676-215; 093-684-768-229-00X; 100-292-772-268-860; 115-542-228-758-835; 153-925-804-222-008; 163-577-371-732-700; 191-725-693-113-897,5,true,cc-by-nc,gold
008-277-285-453-743,Digital technologies in the context of inclusion,,2016,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,А Ю Шеманов,"<jats:p>This paper discusses the application of digital technologies in the development of inclusive education from the point of view of collisions between individual and social models of inclusion, technological determinism and contextual approach. It examines the range of approaches to the educational integration. Following K. Иbbott, it examines three areas of research of digital technologies (concerning training and repetition, supporting the educational process and creating learning opportunities).It also regards the place of each approach to the development of inclusion in education. In conclusion, it discusses the problems and perspectives  of development of this area of research and development</jats:p>",5,3,66,74,Inclusion (education); Psychology; Context (language use); Engineering ethics,adaptation; psycho -pedagogical adaptation; elementary school; high school; education in Turkey; rural schools; adaptation severities,,,,https://psyjournals.ru/en/jmfp/2016/n3/83943.shtml https://core.ac.uk/display/89144006 https://psyjournals.ru/files/83917/jmfp_2016_n_3_Shemanov.pdf,http://dx.doi.org/10.17759/jmfp.2016050307,,10.17759/jmfp.2016050307,2560532311,,0,004-684-149-458-059; 005-605-052-220-675; 018-465-241-238-276; 023-451-461-573-328; 023-753-395-482-332; 023-897-245-727-114; 025-835-174-297-055; 042-155-204-303-493; 042-975-683-722-444; 046-681-154-684-587; 053-183-553-271-773; 081-785-670-368-13X; 087-793-864-117-628; 091-614-437-562-522; 100-061-198-005-274; 115-513-828-458-710; 121-038-351-740-475; 123-727-097-595-175; 161-271-377-880-064; 183-507-191-447-04X,9,true,cc-by-nc,gold
008-319-684-538-94X,Potential of qualitative methods in the modern research of conflict perception,,2018,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,E O Golynchik,"<jats:p>The current article represents the thoughts about difficulties, which the researcher faces while studying the social-perceptional phenomena in the context of conflict interaction and also about advantages and potentials which are given by usage of qualitative methodology in similar researches. The text generalizes the expertise of several empirical researches. Shows the examples of abilities of current methods in studying the perception of the conflict and constructing it’s image in text. Described the following advantages of depth interview as soft entering and closing the interview situation; careful attitude towards interviewee feelings that are linked to memories about conflict; possibility of social desirability in the replies. Out of the advantages of discourse analysis are shown the next as possibility of usage contemporary discourse approach in studying phenomena of social cognition and research of conflict’s image constructing process and giving meaning to conflict events in texts of news discourse and interviewing by means of language and linguistic construction analysis.</jats:p>",9,3,53,61,Psychology; Qualitative research; Perception; Applied psychology,,,,,https://psyjournals.ru/en/social_psy/2018/n3/Golynchik.shtml https://psyjournals.ru/files/95707/sps_2018_n3_Golynchik.pdf,http://dx.doi.org/10.17759/sps.2018090306,,10.17759/sps.2018090306,2899318844,,0,021-370-738-437-568; 028-390-265-522-692; 115-397-249-188-765,3,true,cc-by-nc,gold
008-485-091-441-88X,Vladimir Petrovich Zinchenko – The Keeper Of The Russian Cultural-Historical Psychological Tradition,,2017,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,V.K. Zaretsky,"Владимир Петрович Зинченко -выдающийся российский психолог, ученый, экспериментатор, теоретик, философ, организатор, широко известный за рубежом не только в сообществе культурно-исторической психологии, на протяжении 6 лет был представителем России в Исполнительном комитете ИСКАР -Международном обществе исследований в культурно-исторической психологии и психологии деятельности. В рамках предложенной Борисом Элькониным идеи разделения представителей культурно-исторической психологии на поколения, В.П. Зинченко является представителем третьего поколения. И выделяется в нем как одна из наиболее ярких фигур. Владимир Петрович прожил долгую жизнь -82 года. Для сравнения. СССР -страна, в которой он родился, просуществовала 69 лет. Л.С. Вы-* Zaretskii Viktor Kirillovich, PhD (Psychology), Рrofessor at the",25,3,176,183,Sociology; Religious studies,,,,,https://psyjournals.ru/mpj/2017/n3/Zaretskii.shtml https://psyjournals.ru/files/87430/kpip_2017_n3_Zaretskii.pdf,http://dx.doi.org/10.17759/cpp.2017250313,,10.17759/cpp.2017250313,2764031355,,0,,0,true,cc-by-nc,gold
008-542-687-698-588,Психофизиологические корреляты личностных факторов импульсивной агрессивности у лиц с расстройствами личности и у психически здоровых,2020-04-09,2020,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,К.Ю. Телешева; З.И. Сторожева; В. В. Мямлин; А.В. Киренская; Ф С Сафуанов,"<jats:p>The comparative study of sensorimotor gating in the model of acoustic startle response (ASR) and personal traits was provided in mentally healthy offenders (24 s.) and offenders with personal disorders (15 s.) accused of crimes committed by the mechanism of impulsive aggression (IA) was provided. The control group consisted of 39 healthy male volunteers. The battery of psychometric techniques was applied, notably questionnaires of Spielberger, Rusalov’s structure of temperament questionnaire, Rotter’s modified version of the subjective control level assessment, Zuckerman and Buss-Durkee questionnaires. The basic ASR measures and prepulse modification were analyzed. Significantly different IA mechanisms were found in the groups of offenders at both the psychological and neurobiological level. It has been shown that, in individuals with personality disorders, the IA is based on the propensity to realize their own aggressive intentions or motivations, which, apparently, acquires a self-contained motivating value regardless of external stimuli. The important role of emotional factors in the mechanisms of impulsive aggressive reactions was shown in the mentally healthy offenders.</jats:p>",13,1,107,121,Medicine,criminal impulsive aggression; personal disorders; temperament; acoustic startle response; prepulse modification of acoustic startle response,,,,https://psyjournals.ru/files/113068/exppsy_2020_n1_Telesheva_Storozheva_et_al.pdf https://psyjournals.ru/exp/2020/n1/Telesheva_Storozheva_et_al.shtml,http://dx.doi.org/10.17759/exppsy.2020130108,,10.17759/exppsy.2020130108,3016002649,,0,004-139-847-268-291; 006-302-275-780-037; 015-316-772-595-32X; 015-651-793-755-618; 020-970-187-260-825; 031-760-655-338-122; 047-831-029-969-054; 064-786-785-474-029; 070-033-359-987-156; 073-661-707-157-594; 086-755-333-538-905; 088-595-670-711-839; 089-014-745-259-815; 106-918-223-505-181; 107-570-245-712-482; 145-971-616-889-179; 148-723-063-833-314; 175-325-457-764-409,1,true,cc-by-nc,gold
008-580-323-566-178,Competency-Based Approach in Early Interventions Aimed to Children and Families,,2021,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,A.M. Kazmin,"<jats:p>The article outlines the theoretical basis of the competence approach in early intervention aimed to children and their families, developed by the author. The concept, structural and functional aspects of competence are considered from the perspective of the theory of procedural analysis. Seven levels of competence development are identified: situational interest, pre-competence, minimal, initial, extended, adaptive and advanced competence. The main types of competencies in young children have been determined, including individually oriented, socially oriented, executive, universal and complex ones. ; A description of the properties of competencies is shown, including spontaneous activation, associated positive affect, openness and flexibility, the tendency towards explicitness, the ability to combine with other competencies. The following principles of the development of competencies were revealed: naturalness, involvement, autonomy, explicitness, balance, complexity and de-contextualization. The application of the approach is illustrated by ; 2 cases. The possibilities and limitations of the approaches are being discussed.</jats:p>",10,2,221,238,Psychology; Nursing; Psychological intervention,early intervention; competence; competence approach; theory of processual analysis; property of competence; principle of the competence formation,,,,https://psyjournals.ru/files/121707/cpse_2021_n2_Kazmin.pdf https://psyjournals.ru/psyclin/2021/n2/Kazmin.shtml,http://dx.doi.org/10.17759/cpse.2021100212,,10.17759/cpse.2021100212,3183572839,,0,001-063-502-335-842; 005-604-668-842-574; 022-940-927-884-963; 023-832-021-999-981; 026-491-639-098-831; 032-075-556-940-012; 032-426-321-651-859; 033-812-830-482-573; 047-894-895-300-435; 052-035-791-731-21X; 052-520-510-914-87X; 063-322-857-659-750; 086-929-083-583-371; 111-973-901-627-544; 118-463-855-067-738; 132-092-741-652-565; 148-586-105-515-085; 160-424-785-917-493; 166-139-913-996-962,1,true,cc-by-nc,gold
008-646-769-714-349,Social and psychological phenomena and factors associated with body modifications in adolescents and young people,,2020,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,G.S. Kozhukhar,"<jats:p>The article presents a theoretical analysis of modern foreign ideas about socio-psychological phenomena and factors associated with tattooing and abandonment among adolescents and young people, as well as the role of body modifications in the development of personality. Based on the analysis done, body modifications are interpreted as symptoms of deformations of the formation of adolescent identity, distorted ideas about spirituality and self-expression. The article discusses the role of such socio-psychological phenomena in the lives of people with tattoos as social identity, social adaptation, discrimination, social biases, temporary perspective, alienation and stigmatization. It also shows the specific interplay between tattooing and socio-psychological factors: inclusion in certain social groups, and their reference, the importance of the quality of contacts and close relationships in which young people enter, significant family influence, significant others, culture and religion.</jats:p>",9,4,56,65,Developmental psychology; Psychology,body modifications; tattoos; piercings; identity; personality qualities; socio-psychological indicators,,,,https://psyjournals.ru/en/jmfp/2020/n4/Kozhukhar.shtml https://doaj.org/article/b98d58ecf61141269d6323f4a38444a8 https://psyjournals.ru/files/118480/jmfp_2020_n4_Kozhukhar.pdf,http://dx.doi.org/10.17759/jmfp.2020090405,,10.17759/jmfp.2020090405,3118428196; 3150560023,,0,004-666-684-568-47X; 014-606-881-243-226; 017-149-647-860-830; 018-897-322-716-46X; 024-645-754-229-944; 026-952-568-486-608; 028-763-662-297-053; 033-977-678-902-54X; 038-606-300-678-020; 039-098-591-631-975; 040-897-680-921-620; 046-501-296-475-421; 049-685-188-141-641; 051-383-693-621-097; 056-857-905-520-735; 064-664-117-219-027; 067-360-113-953-415; 080-055-396-352-07X; 085-816-173-150-476; 087-893-306-736-094; 094-873-411-386-036; 105-445-824-285-408; 107-583-808-374-978; 112-562-599-964-813; 120-858-880-252-562; 164-670-318-778-825; 194-605-546-040-571,0,true,cc-by-nc,gold
008-671-958-645-228,РЕОРГАНИЗАЦИЯ В СФЕРЕ ОБРАЗОВАНИЯ И ПЕДАГОГИЧЕСКИЕ КОНФЛИКТЫ,,2018,journal article,Образовательные ресурсы и технологии,23125500,Moscow Witte University,,A. A. Nikolaeva; Y. Y. Kazachkina,,,3,70,75,Psychology,образование; учреждение; конфликт; реорганизация; социальная сфера; психология; адаптация education; institution; conflict; reorganization; social sphere; psychology; adaptation,,,,http://dx.doi.org/10.21777/2500-2112-2018-3-70-75,http://dx.doi.org/10.21777/2500-2112-2018-3-70-75,,10.21777/2500-2112-2018-3-70-75,2901311101,,0,,4,false,,
008-722-065-723-257,The Internet as a space of knowledge: psychological aspects of hypertext structures,,2017,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,A E Voiskounsky,"<jats:p>In modern researches which could be attributed to psychology of Internet or, put another way, to cyberpsychology, works on game and communicative behavior are massively presented. The article argues that no less attention of psychologists should be paid to features of cognitive activity in Internet. It is noted that indirect Internet search through keywords and Boolean operators, as well as reading of found online materials (articles, textbooks and encyclopedias, thematic discussions and posts, news in electronic MEDIA, etc.) alongside with distant learning, inquiry, etc. qualitatively differ from traditional methods of performing cognitive activity, in particular by virtue of a special organizational structure of cyberspace-combining various elements through hyperlinks. The saturation of traditional information materials of such links leads to the formation of hypertext structures. Hypertext operation (and hypermedia) is the most characteristic feature of the implementation of the cognitive activity in the modern epoch. The article discusses the psychological specificity of hypertext structures in the process of reading and understanding in works of artistic culture in everyday life and in training activities. It is noted that hypertext document used for training should avoid unmotivated links and introduce elements of standardization.</jats:p>",6,4,7,20,The Internet; World Wide Web; Psychology; Hypertext; Space (commercial competition); Psychological aspects,Аветисова; Ю.В. Батенова; Н.В. Богачева; А.Е. Войскунский; М.С. Иванов; Ю.М. Кузнецова и Н.В. Чудова; А.А. Лузаков; А.Н. Поддъяков; Е.О. Смирнова и Р.Е. Радева; В.С. Собкин и Ю.М. Евстигнеева; О.К. Тихомиров и Е.Е. Лысенко; Ю.В. Фомичева; Л.В. Черемошкина; С.А. Шапкин; А.Г. Шмелев и др.); равно как коммуникативного поведения пользователей социальных сетей и блогеров (Н.В. Антонова; А.Г. Асмолов; Е.П. Белинская; А.Е. Войскунский; В.Л. Волохонский; Ю.Е. Зайцева; Н.Н. Королева; О.В. Мельникова; Д.В. Погонцева; Г.В. Солдатова; Т.А. Фленина; С.А. Щебетенко и cyberspace; hypertext; online; a hyperlink; the psychology of reading; hypermedia; information search; link; non-linear text; cognitive load; storytelling; cyberpsychology,,,,https://psyjournals.ru/jmfp/2017/n4/Voiskounsky.shtml https://psyjournals.ru/files/91116/jmfp_2017_n_4_Voiskounsky.pdf,http://dx.doi.org/10.17759/jmfp.2017060401,,10.17759/jmfp.2017060401,2791756313,,0,024-998-259-499-190; 042-614-676-598-365; 045-754-938-884-50X; 057-193-901-387-807; 075-570-999-634-792; 108-684-417-909-073,12,true,cc-by-nc,gold
009-023-087-017-306,Integrative Socio-Psychological Model for Assessment and Forecasting the Effectiveness of Intercultural Interaction,,2020,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,O E Khukhlaev,"<jats:p>Objective. Generalization of psychological approaches to the analysis of the effectiveness of intercultural interaction and their integration with related concepts, which will allowing to build an explanatory model for achieving the effectiveness of communication in a situation of intercultural communication. ; Background. In a traditional models of intercultural competence, the link in which a specific communicative situation is analyzed is missing. For the issue related to the effectiveness of intercultural interaction, the most relevant is a model that focuses on the result of communication — the communicative theory of anxiety / uncertainty management by W. Gudikunst. The combination of communicative and competence-based approaches can bring theoretical analysis to a higher level of understanding and predicting intercultural interaction. This approach describes the process of ensuring intercultural communication as managing uncertainty and anxiety. The socio-psychological mechanisms underlying these processes can be described using the theory of Uncertainty-Identity by M. Hogg and the theory of Intergroup threat by W. Stephan and colleagues. In this case, a comprehensive model using communicative and socio-psychological approaches will allow us to analyze the mechanism by which intercultural competence contributes to intercultural efficiency. ; Methodology. Systematic approach, method of comparative analysis. ; Main conclusions. An integrative socio-psychological model for assessing and predicting the effectiveness of intercultural interaction allows us to build an adequate fundamental scientific rationale for studying the effectiveness of intercultural interaction in specific communicative situations.</jats:p>",11,4,26,41,Psychology,intercultural engagement; uncertainty; anxiety; intercultural communication; intercultural competence; identity,,,Russian Foundation for Basic Research,https://psyjournals.ru/social_psy/2020/n4/Khukhlaev.shtml https://psyjournals.ru/files/118252/sps_2020_n4_Khukhlaev.pdf,http://dx.doi.org/10.17759/sps.2020110403,,10.17759/sps.2020110403,3114793317,,0,003-854-526-024-823; 004-656-042-953-262; 007-164-264-179-725; 007-385-235-934-516; 012-102-104-899-405; 017-138-565-697-925; 022-746-445-907-852; 022-750-888-655-246; 032-641-974-709-116; 033-796-174-881-551; 034-187-833-033-162; 039-592-594-168-65X; 040-940-616-818-013; 045-870-474-149-205; 048-146-442-769-743; 048-998-692-235-373; 051-782-941-689-065; 055-638-480-337-022; 056-948-533-762-795; 068-532-977-256-240; 080-001-673-813-732; 086-274-106-288-566; 093-754-224-241-028; 101-369-008-790-548; 117-897-412-703-389; 122-475-823-771-897; 163-932-922-485-851; 178-416-264-973-004,2,true,cc-by-nc,gold
009-147-572-831-891,Связь психологических границ личности с эмоциональным интеллектом и самоотношением в юношеском возрасте,,2018,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,А В Дегтярев; Д И Дегтярева,"<jats:p>In this paper, the results of an empirical study are presented, the main tasks of which were the identification, description and interpretation of significant (significance level p = 0,05) correlation links between the features of psychological boundaries, emotional intelligence and self-relationship in adolescence. The sample consisted of 50 students of different courses studying at the Faculty of Legal Psychology of the Moscow State Psychological and Pedagogical University. The main hypothesis is the assumption of the existence of significant connections between the various functions of psychological boundaries, the characteristics of emotional intelligence, self-relationship and, in general, the individual psychological characteristics of the individual. In the course of the study, a large number of positive and negative connections were obtained. In general, it can be said that young men, who have a high level of psychological boundary, have a higher level of emotional intelligence, while young men with a low level of psychological boundaries have a low level of emotional intelligence, as well as a tendency to increase personal anxiety and a high degree of self-blame.</jats:p>",8,1,44,62,,psychological border of the person; emotional intelligence; personality traits; selfattitude; youthful age,,,,https://core.ac.uk/display/153632787 https://psyjournals.ru/files/91725/psyandlaw_2018_1_Degtyarev_Degtyareva.pdf https://psyjournals.ru/psyandlaw/2018/n1/91725_full.shtml,http://dx.doi.org/10.17759/psylaw.2018080104,,10.17759/psylaw.2018080104,2789751076,,0,138-796-628-419-570,1,true,cc-by-nc,gold
009-252-939-428-631,Development of Intellectual and Personality Potential of the Staff of the Federal Penitentiary Service at the Initial Stage of their Professional Development,,2021,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,I.A. Kovalchuk; L.N. Kostina; G.S. Karpova; S.N. Chudakova; A.S. Dushkin,"<jats:p>The article analyzes the results of a ""forming"" experiment aimed at development of the personality component and activation the resources of the intellectual component of the intellectual and personality potential in the staff of the Federal Penitentiary Service of Russia at the initial stage of their professionalizing. In order to test the program of intellectual and personal development we selected the officials of the Service belonging to the three personality types (constructive, mediocre and unbalanced) with average and low levels of development of the intellectual and personality potential. The psychological training attempted to address the following key challenges: development of the ability for reflection; conscious awareness both of their own feelings, emotions, motives and actions and of the actions of people around them; developing the awareness of their own value and importance; building a positive self-concept (to relieve neurotic manifestations); building internality - the responsibility for one's behavior in the situations arising during their professional performance; mastering the knowledge of social and psychological interactions and communication skills; development of one's motivation of service and motivational maturity; development of the personal and intellectual maturity in the officials of the Service.</jats:p>",11,1,77,89,Stage (stratigraphy); Psychology; Personality; Service (business); Medical education; Professional development,development; intellectual and personality potential; officials of the Federal Penitentiary Service; psychological training; personality type; professional performance,,,,https://psyjournals.ru/files/119565/psylaw_2021_n1_Kovalchuk_Kostina_Karpova_Chudakova_Dushkin.pdf https://psyjournals.ru/en/psyandlaw/2021/n1/Kovalchuk_Kostina_Karpova_Chudak.shtml,http://dx.doi.org/10.17759/psylaw.2021110107,,10.17759/psylaw.2021110107,3144836309,,0,133-505-254-561-614,2,true,cc-by-nc,gold
010-067-681-314-872,Standardization of the test «Family Emotional Communication»,,2016,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,A B Kholmogorova; S V Volikova; M.G. Sorokova,"<jats:p>Parent family plays an important role in the onset and course of affective spectrum disorders. There are few reliable psychological tests for adults to detect violations parent family system. We did a test «Family emotional communications». It reveals the to find the dysfunction in families of adult patients and to determine the target of psychotherapy. It was examined 460 adults (213 people — patients with affective disorders, 247 — population sample) to verify the reliability of this test. Factor analysis identified 7 scales in this test. Confirmatory analysis, verification test-retest reliability, coefficient of Cronbach’s Alpha, checking internal consistency and construct validity of the test showed that this test is a reliable and valid tool. This test is not influenced by gender, age and educational level. We have compared the parental families of patients with anxiety and depressive disorders with a group of people without any psychic disorder. Parent families of patients have more violations in the family system (overprotection, criticism, anxiety, emotional neglect). These violations can become the targets of psychotherapy of patients with affective disorders.</jats:p>",24,4,97,125,Psychology; Standardization; Test (assessment); Emotional communication; Social psychology,disorders affective spectrum; patients with affective spectrum disorders; psychological tests; parent family; the family system dysfunctions,,,,https://psyjournals.ru/mpj/2016/n4/kholmogorova_volikova_sorokova.shtml https://psyjournals.ru/files/84303/kpip_2016_n4_Kholmogorova_et_al.pdf,http://dx.doi.org/10.17759/cpp.2016240405,,10.17759/cpp.2016240405,2560934885,,0,000-755-505-853-195; 009-891-771-826-900; 014-598-104-992-428; 015-510-123-523-501; 016-788-347-557-359; 024-686-005-997-613; 027-220-081-908-39X; 041-617-893-561-443; 043-829-856-734-146; 045-047-243-116-763; 045-094-956-795-323; 052-239-560-745-467; 071-702-406-828-580; 084-684-562-880-562; 085-443-909-939-906; 131-344-773-401-156; 156-145-885-184-139; 171-160-163-284-495; 179-105-588-674-455; 179-484-188-273-276,8,true,cc-by-nc,gold
010-106-424-654-883,"Исследование волевой сферы личности курсантов, обучающихся в образовательных организациях МВД России открытого и закрытого типов",,2018,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Н В Аникеева; И А Паршутин,"<jats:p>The article presents the results of the study of the volitional sphere of employees of the internal Affairs bodies. With the help of comparative analysis the distinctive psychological features of volitional regulation of cadets and students studying in educational institutions of the Ministry of internal Affairs of Russia of open and closed types are revealed. The authors for the first time presented the characteristics of two types of educational institutions of the Ministry of internal Affairs of Russia (open and closed), influencing the features of the development of the volitional sphere of students. Based on the results of the study, it is concluded that when comparing the data of self-assessments of volitional qualities, the identity of the rank structure of volitional qualities in the tested educational organizations of open and closed types is found. When comparing the results obtained by using the method of the scale of control over the action of Kulya, it is revealed that orientation to the state (self — control) during realization of intention in action is stronger developed at cadets (listeners) of the educational organization of open type of training, and orientation to action (self-regulation) - at subjects of the educational organization of the closed type of training.</jats:p>",8,4,142,154,Sociology,volitional regulation; self-control; self-regulation; self-assessment; locus of control; volitional sphere; police officer professionalism; interpersonal relations,,,,https://psyjournals.ru/psyandlaw/2018/n4/96399_full.shtml,http://dx.doi.org/10.17759/psylaw.2018080413,,10.17759/psylaw.2018080413,2904537259,,0,,6,true,cc-by-nc,gold
010-145-344-497-015,A comparative analysis of perception of the physical characteristics of body in snakes lampropeltis triangulum cambell and elaphe radiata,,2017,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,И А Хватов; А Ю Соколов; А Н Харитонов,"<jats:p>Perception of physical characteristics of the body is a major component of the body schema in animals. The experimental studies of the perception of body limits were conducted on two species of colubridae snakes: Lampropeltis triangulum campbelli and Elaphe radiata. The experimental setup provided that the animals take into account the enlarged limits of their bodies while finding way through the holes of different sizes. Both species demonstrated the ability to take into account both natural and enlarged limits of the body. However, only the Elaphe radiata were able to transfer previously formed skills to take into account the body limits to new experimental conditions thus demonstrating greater lability of the organization of mental representation of the body in comparison with Lampropeltis triangulum campbelli.</jats:p>",10,3,126,136,Lampropeltis triangulum; Elaphe radiata; Biology; Zoology,self-reflexion; body schema; snakes; arthropods; rats; phylogenesis of mind,,,,https://psyjournals.ru/exp/2017/n3/Khvatov_Sokolov_Kharitonov.shtml https://psyjournals.ru/files/89145/exppsy_2017_n3_Khvatov_Sokolov_Kharitonov.pdf,http://dx.doi.org/10.17759/exppsy.2017100309,,10.17759/exppsy.2017100309,2783276584,,0,005-281-951-816-423; 005-599-039-412-121; 025-151-581-251-997; 026-316-183-676-630; 026-771-711-196-898; 032-703-408-443-270; 050-213-667-390-75X; 051-608-089-139-346; 063-171-520-779-583; 073-208-259-061-082; 079-823-694-737-668; 085-641-213-675-698; 102-752-905-804-733; 108-916-843-470-446; 132-596-695-102-843,1,true,cc-by-nc,gold
010-316-379-361-71X,Взаимосвязь проявления синдрома эмоционального «выгорания» и отклоняющегося поведения у сотрудников УИС,,2019,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Д П Борисова; Н В Дворянчиков,"<jats:p>The accelerated pace of social development and a speed of changes in general affecting the production sphere require greater involvement and higher work efficiency. The majority of workers of modern society are employees performing in ""person-to-person” system.  This category includes social and caring professions as well and other professions requiring interaction with people. Employees of the penal system are in this domain as well.  They are subject to maximum emotional ""burnout"" being under the complex conditions and permanent contact with criminally infected persons.  To preserve the personality and health of an employee, it is necessary to know various specific risk factors that may contribute to the development of such states as emotional “burnout”.</jats:p>",9,2,15,38,Psychology,emotional burnout syndrome; employees of the penal system; penitentiary inspection; deviant behavior,,,,https://psyjournals.ru/files/107127/psyandlaw_2019_2_Borisova_Dvoryanchikov.pdf https://psyjournals.ru/psyandlaw/2019/n2/107127_full.shtml,http://dx.doi.org/10.17759/psylaw.2019090203,,10.17759/psylaw.2019090203,2954616121,,0,,4,true,cc-by-nc,gold
010-365-062-957-428,Spiritual Coping and its Types,,2014,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,F.E. Vasilyuk,"Переживание кризиса охватывает все аспекты человеческой жизни — ду# шевный, телесный, социальный, семейный — и почти всегда ставит челове# ка перед духовными вопросами. Профессионалам и волонтерам, участвую# щим в социально#психологической помощи людям, находящимся в кризис# ной ситуации, важно понимать духовное измерение процесса переживания. В западной литературе по клинической психологии, консультированию и душепопечению описан процесс духовного (или религиозного) совладания (spiritual coping, religious coping). Этот процесс рассматривается преимуще# ственно как одно из средств преодоления кризиса, служащее целям адапта# ции. Однако теоретический анализ эмпирических случаев показывают, что это лишь один из типов духовного совладания, его уместно назвать «инстру# ментальным». Кроме него можно выделить «ценностный», «синергийный», «соборный» типы совладания, которые отличаются от инструментального по своим целям, механизмам, отношению к реальности и другим парамет# рам. Знание многообразия типов духовного совладания может обогатить практику психологической помощи, консультирования и душепопечения. Ключевые слова: кризис, совладание, переживание, духовное совладание, утешение, инструментальный тип духовного совладания, ценностное совла# дание, синергийное совладание, христианская психология.",22,5,139,152,Humanities; Psychology; Coping (psychology),,,,,https://psyjournals.ru/mpj/2014/n5/vasiluk.shtml https://psyjournals.ru/files/80203/kpip_2014_n5_vasiluk.pdf,http://dx.doi.org/10.17759/cpp.2014220507,,10.17759/cpp.2014220507,2253397408,,0,000-573-779-766-26X; 005-880-727-695-991; 015-989-535-039-449; 033-693-007-391-545; 102-273-760-008-104,5,true,cc-by-nc,gold
010-392-483-660-781,REPRESENTATIONS OF HIGH SCHOOL STUDENTSABOUT HIGH SOCIAL STATUS IN SOCIETY,,2017,journal article,Bulletin of the Moscow State Regional University (Psychology),23107235,Federal State University of Education,,Irina N. Timoshina,"Аннотация. В статье рассматривается вопрос о структуре социальных преставлений учеников 9-10 классов о высоком статусе в обществе. Ядро социального представления старшеклассников о человеке, занимающем высокое положение в обществе, включает в себя характеристики высоких интеллектуальных способностей, влиятельности и богатства. Установлено, что структура представлений различается у школьников, имеющих разный неформальный статус в классе. При исследовании также обнаружено включение стереотипных маскулинных характеристик в структуру представления учащихся о высоком статусе. Ключевые слова: социальные представления, социальный статус, старшеклассники, гендерные стереотипы.",,2,72,79,Social position; Social status; Political science; Pedagogy; Social science,social representations; social status; high school students; gender stereotypes,,,,http://dx.doi.org/10.18384/2310-7235-2017-2-72-79,http://dx.doi.org/10.18384/2310-7235-2017-2-72-79,,10.18384/2310-7235-2017-2-72-79,2770449254,,0,055-384-674-028-159; 061-090-331-957-275,0,true,cc-by,gold
010-544-907-062-655,The Interaction of the Parent with the Young Child: Structure and Dynamics of Parental Responsiveness,,2020,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,I.N. Galasyuk; Olga V. Mitina,"<jats:p>The article presents a theoretical justification of the concept of Parental Responsiveness (PR) based on the cultural and historical concept, the activity paradigm and the results of an empirical study, the purpose of which is to operationalize the psychological construct of parental responsiveness and build an explanatory model of the dynamic functioning of parental responsiveness. The study involved 55 mothers with children between the ages of 2.4 and 3.3 years, developing within the norm. The method ""Evaluation of child-parent interaction (ECPI)"", which provides video surveillance, was used. The data was processed using the Observer XT-14 computer program. The Principal component analyses the method with orthogonal rotation Varimax was used to identify generalizing categories that characterize PR and allows describing their variations. As a result, there were 4 categories (scales) that determine the manifestation of responsiveness by the parent: Dominance, Apathy, Sensitivity, and Support. Their stability was shown in the process of parent-child interaction. A profile of parental responsiveness is constructed for each parent, which determines the extend of each scale when interacting with the child. The developed dynamic multidimensional autoregressive model of Parental Responsiveness allows us to evaluate the dynamics of parental behavior and determine the nature of the relationship between scales during the session.</jats:p>",16,4,72,86,Developmental psychology; Dynamics (music); Psychology; Young child,parental responsiveness; scales; video obsevation; Observer XT; toddler; mother-child interaction; mother-toddler dyad; categories of parental responsiveness; multivariate autoregression model,,,Russian Foundation for Basic Research,https://psyjournals.ru/kip/2020/n4/Galasyuk_Mitina.shtml https://psyjournals.ru/files/117803/chp_2020_n4_Galasyuk_Mitina_2.pdf,http://dx.doi.org/10.17759/chp.2020160408,,10.17759/chp.2020160408,3112859504,,0,000-138-087-651-174; 000-208-566-546-866; 009-955-718-080-222; 012-521-727-534-783; 020-956-234-567-862; 030-078-126-734-340; 033-932-850-716-708; 036-665-690-132-812; 041-323-876-099-118; 065-836-824-692-715; 071-016-259-611-276; 084-202-333-699-984; 125-209-820-512-344; 125-800-777-937-803; 152-692-528-057-657,4,true,cc-by-nc,gold
010-670-819-756-128,Современная детская субкультура,,2015,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,Е О Смирнова,"В статье представлена попытка выявить основные характеристики детской информационной среды и показать их влияние на особенности психологии современных детей. На материале анализа рынка современных игрушек, книжек и фильмов, автор констатирует некоторые парадоксы современной социокультурной ситуации. Один из них заключается в том, что большая часть информационной продукции для детей не рассчитана на возрастные особенности своего адресата. Другой парадокс заключается в том, что повышенные требования к умственному развитию детей сочетаются с чрезмерно бережным отношением к их физической безопасности и самостоятельности. Стремление облегчить жизнь ребенка, обезопасить его от всяких рисков, усилий и трудностей является доминирующей тенденцией воспитания. В результате у детей складывается установка на потребление, которая усиливается экспансией современных СМИ и видеопродукции для детей. Во второй части статьи обсуждаются проблемы современных детей в связи с характеристиками детской субкультуры. Среди них недоразвитие моторной сферы, нарушения речевого развития, дефицит воображения, коммуникативные трудности, отсутствие самостоятельности и самоорганизации. Автор делает вывод о том, что установка взрослых на раннее развитие, которое понимается как «обученность», тормозит развитие целостной личности ребенка и ведет к дефициту мотивационной сферы. Культурные средства, транслируемые взрослыми, не опираются на возрастные особенности мотивационной сферы детей, а их собственные смыслы отсутствуют или лежат вне традиционного культурного контекста. Ключевые слова: детская субкультура, информационная продукция для детей, игрушки, мультфильмы, компьютерные игры и программы, самостоятельность, самоорганизация, личность.",23,4,25,35,,,,,,https://psyjournals.ru/files/79936/kpip_2015_n4_smirnova.pdf https://psyjournals.ru/mpj/2015/n4/smirnova.shtml,http://dx.doi.org/10.17759/cpp.2015230403,,10.17759/cpp.2015230403,2301282104,,0,,10,true,cc-by-nc,gold
010-842-991-571-895,Problems and strategies of assistance to families having children with developmental impairments,,2016,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,I.P. Kabenina,"<jats:p>The article provides an overview of foreign publications, reports and studies on the issue of assistance to families, having a child with developmental disorders. The starting point of the review is to support the author's position that the family having a child with special needs is a family in need. Therefore, the present studies shift their focus from children with impairments to assistance that can be provided to their families through development of families’ coping strategies and utilization of family’s strong points. Evidence of this new approach, presented in a number of  studies, are strong arguments in favor of family-centered early intervention services and programs that use the cross-sectoral and multidisciplinary approaches, in which the family plays a central role.</jats:p>",5,1,64,71,Developmental psychology; Psychology,child with developmental disorders; family functioning; family resources; family-centered services; coping; family assistance program; principles of family support; family support program coordinator; resource coordinator,,,,https://psyjournals.ru/files/81164/jmfp_2016_1_n_8_Kabenina.pdf https://core.ac.uk/display/89144161 https://psyjournals.ru/jmfp/2016/n1/81164.shtml,http://dx.doi.org/10.17759/jmfp.2016050108,,10.17759/jmfp.2016050108,2342609695,,0,001-291-175-261-712; 008-412-837-210-942; 043-970-195-018-283; 091-886-019-778-135; 130-055-576-142-186; 188-350-339-985-987,0,true,cc-by-nc,gold
011-125-681-204-55X,Черты «асоциальной личности» у несовершеннолетних правонарушителей,,2017,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,В О Старикова; М Г Дебольский; Д С Ошевский,"<jats:p>The article presents the results of an empirical study of the so-called traits of an «antisocial personality» in juvenile offenders. In the educational colony of the PKU, the Aleksinsky VK of the UFSIN of Russia in the Tula region and the GSPU ""Financial College No. 35"" in Moscow, 28 convicts and 17 teenagers with conditional-normative behavior were examined. To describe the individual characteristics that characterize the traits of «antisocial personality», a set of psychological techniques (tests and questionnaires) is selected. A survey map is drawn up, which includes parameters relating to the history of the life of adolescent offenders. It is shown that juvenile convicts are marked by a number of traits that can be considered as predictors of unlawful behavior. In accordance with the foreign medical classifiers (ICD-10, DSM-5) and structured evaluation methods (PCL-R), they are designated as traitsof an «antisocial personality». The individual specificity of the traitsof the «asocial personality» has been determined.</jats:p>",7,4,79,91,Psychology,Старикова В.О.; Дебольский М.Г.; Ошевский Д.С. Черты «асоциальной личности» у antisocial personality traits; juvenile delinquents,,,,https://psyjournals.ru/files/88673/psyandlaw_2017_4_Starikova_Oshevsky_Debolsky.pdf https://core.ac.uk/display/145084889 https://psyjournals.ru/psyandlaw/2017/n4/88673.shtml http://psyjournals.ru/files/88673/psyandlaw_2017_4_Starikova_Oshevsky_Debolsky.pdf,http://dx.doi.org/10.17759/psylaw.2017070407,,10.17759/psylaw.2017070407,2778732626,,0,069-888-920-392-712; 088-924-015-012-673; 094-046-059-204-790; 131-183-887-105-932; 131-423-542-523-282,2,true,cc-by-nc,gold
011-141-559-136-741,"XVI Международная встреча интернационального сообщества психологов дорожного движения (Каунас, 29—30 ноября 2018 г.)",,2019,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,Т В Кочетова,"<jats:p>This publication is a brief overview of the XVI Traffic Psychology International Meeting in Kaunas on November 29—30, 2018. The text of the overview presents the main ideas of the reports and presentations of psychologists and specialists of Road Safety from Lithuania and representations of traffic psychologists from other countries. The topics of the presentations covered various fields of Traffic Psychology: from evaluating approaches and practices on work with driver-offenders to the competence of a specialist of Traffic Psychology.</jats:p>",10,1,199,201,,,,,,https://psyjournals.ru/files/97566/sps_2019_n1_Kochetova.pdf https://psyjournals.ru/social_psy/2019/n1/Kochetova.shtml,http://dx.doi.org/10.17759/sps.2019100112,,10.17759/sps.2019100112,2924646410,,0,,0,true,cc-by-nc,gold
011-188-840-609-625,A new approach to computerized adaptive testing,,2017,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,L S Kuravsky; S L Artemenkov; G A Yuryev; E L Grigorenko,<jats:p>A new approach to computerized adaptive testing is presented on the basis of discrete-state discrete-time Markov processes. This approach is based on an extension of the G. Rasch model used in the Item Response Theory (IRT) and has decisive advantages over the adaptive IRT testing. This approach has a number of competitive advantages: takes into account all the observed history of performing test items that includes the distribution of successful and unsuccessful item solutions; incorporates time spent on performing test items; forecasts results in the future behavior of the subjects; allows for self-learning and changing subject abilities during a testing procedure; contains easily available model identification procedure based on simply accessible observation data. Markov processes and the adaptive transitions between the items remain hidden for the subjects who have access to the items only and do not know all the intrinsic mathematical details of a testing procedure. The developed model of adaptive testing is easily generalized for the case of polytomous items and multidimensional items and model structures.</jats:p>,10,3,33,45,Machine learning; Computerized adaptive testing; Artificial intelligence; Computer science,,,,,https://psyjournals.ru/en/exp/2017/n3/Kuravsky_Artemenkov_Yuryev_et_al.shtml https://psyjournals.ru/files/89112/exppsy_2017_n3_Kuravsky_Artemenkov_Yuryev_et_al.pdf http://psyjournals.ru/files/89112/exppsy_2017_n3_Kuravsky_Artemenkov_Yuryev_et_al.pdf,http://dx.doi.org/10.17759/exppsy.2017100303,,10.17759/exppsy.2017100303,2783488000,,0,020-611-417-009-333; 027-034-485-026-773; 030-017-793-642-221; 035-616-605-408-152; 039-764-578-519-964; 099-535-852-121-80X; 125-528-056-114-33X; 133-375-995-872-855; 154-233-860-051-345; 168-169-070-794-691,20,true,cc-by-nc,gold
011-196-236-345-053,Особенности эмоциональной регуляции у представителей русской и азербайджанской культур,,2018,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,А.А. Панкратова; Е Н Осин,"<jats:p>We test the measurement invariance of a Russian-language version of ERQ (Emotion Regulation Questionnaire) by J. Gross in two student samples from Russia (N=282) and Azerbaijan (N=190) with a comparable demographic profile (mean age 19, 33,8% males and 66,2 % females). Multigroup confirmatory factor analysis provided support for strong invariance, which allows to compare mean observed scores across the cultures. We did not find any significant differences in the mean preference for cognitive reappraisal and expressive suppression between the cultures. In Russia, the two strategies were independent, whereas Azerbaijani respondents were more likely to use both strategies at the same time (r = .33, p &lt; .01). Males scored higher on expressive suppression both in Russia (d = .40, p &lt; .01) and in Azerbaijan (d = .64, p &lt; .001); we found no gender differences in cognitive reappraisal. The results are interpreted in combination with findings of our previous comparative studies of emotional processes in Russia and Azerbaijan.</jats:p>",14,2,44,52,Psychology,эмоциональная регуляция; когнитивная переоценка; подавление экспрессии; Россия; Азербайджан emotion regulation; cognitive reappraisal; expressive suppression; Russia; Azerbaijan. Рис. Процессуальная модель эмоциональной регуляции по Дж. Гроссу,,,,https://psyjournals.ru/kip/2018/n2/Pankratova_Osin.shtml https://psyjournals.ru/files/94126/chp_2018_n2_Pankratova_Osin.pdf,http://dx.doi.org/10.17759/chp.2018140205,,10.17759/chp.2018140205,2887784843,,0,004-152-974-868-448; 015-926-536-836-249; 018-792-094-711-614; 021-577-326-894-111; 026-188-326-311-687; 037-660-034-854-618; 045-235-270-789-232; 053-817-327-186-521; 060-764-731-665-070; 077-351-539-995-928; 090-215-153-897-959; 104-563-293-325-570; 112-926-378-610-848; 116-953-447-460-185; 133-514-403-724-849; 169-070-935-713-886,3,true,cc-by-nc,gold
011-239-925-570-384,Stress and fear in extreme situations,,2020,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,M I Rozenova; Valentina Ekimova; Alexey Kokurin; A.S. Ognev; O.S. Efimova,"<jats:p>Based on the analysis of foreign sources, the article examines the issues of functional interaction between states of fear and stress in an extreme situation. These experiences or states determine important aspects of personality behavior in extreme situations. The paper shows ambiguity and some confusion about understanding the hierarchical functional development of these states: sometimes stress is called the cause of the development of fears, which, in turn, begins to increase stress, or fear acts a source of stress response in a particular situation. Studies by foreign stress specialists show some return to the original (long-known) data regarding understanding the development of stress and methods of relieving its effects. In addition, in foreign literature, the problem of mutual impact of fear and stress in an extreme situation is not sufficiently informative, which allows national studies to fill the gap, and, in a sense, to implement a «pioneering» work.</jats:p>",9,1,94,102,Psychology; Social psychology; Stress (mechanics),стресс; страх; переживание; экстремальная; ситуация; состояния; взаимодействие; система; реагирование Для цитаты: Стресс и страх в экстремальной ситуации [Электронный ресурс] / М.И. Розенова; В.И. Екимова; А.В. Кокурин; А.С. Огнев; О.С. Ефимова // Современная зарубежная психология. 2020. Том 9. № 1. С. 94-102 stress; fear; experience; extreme situation; state; interaction; system; response,,,,https://psyjournals.ru/files/112775/jmfp_2020_n1_Rozenova_Kokurin_Ognev.pdf https://psyjournals.ru/jmfp/2020/n1/Rozenova_et_al.shtml,http://dx.doi.org/10.17759/jmfp.2020090110,,10.17759/jmfp.2020090110,3014758031,,0,018-518-391-602-965; 025-492-475-614-067; 026-587-993-125-35X; 029-438-403-351-841; 035-382-034-420-457; 065-897-040-304-744; 070-608-574-415-454; 073-904-250-391-586; 082-712-282-224-352; 112-285-186-550-193; 116-838-033-141-48X; 120-660-396-292-948; 133-426-107-027-440; 156-512-614-749-304,21,true,cc-by-nc,gold
011-453-999-861-501,The integrated nature of the method of psychological portraying in law enforcement,,2015,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,E M Shpagina,"<jats:p>The article reveals peculiarities of using the method of psychological portraying in law enforcement, shows the current practice of using psychological knowledge in solving crimes, reveals an integration relationship of other Sciences with psychology with the use of the method of psychological portraying the disclosure of crimes. The article presents a comprehensive approach to the psychological profile of an unknown offender. Psychological portraying of an unknown offender is regarded as a form of analytical work in solving crimes, which integrate information and knowledge from various Sciences such as forensics, criminology, detective work, psychiatry, sexology, victimology, etc. Psychological science (information of its various branches) is a fundamental element that helps to explain, interpret and describe the behavior of the offender and the victim to resolve the problems of law enforcement.</jats:p>",5,4,71,79,Political science; Law and economics; Law enforcement,,,,,https://psyjournals.ru/files/80014/psyandlaw_2015_4_Shpagina.pdf https://doaj.org/article/693447cce40b487890dc580007b5be98 https://psyjournals.ru/psyandlaw/2015/n4/Shpagina_full.shtml,http://dx.doi.org/10.17759/psylaw.2015050406,,10.17759/psylaw.2015050406,2253416962,,0,,2,true,cc-by-nc,gold
011-542-030-786-290,Специальная психология и педагогика в современной школе,,2015,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,Д.В. Лубовский,"<jats:p>The article points out that need in improving competence in the field of special pedagogy and psychology for employees of school education dramatically increased and calls the causes of this phenomenon. Methodological and methodical principles of training of teachers and the forming their competence in the field of special psychology and pedagogy are outlined. Concepts of cultural-historical theory (“growing in the culture” of the child, the zone of proximal development, primary and secondary disorders, mediation), the activity approach (leading activity and amplification of its development), theory of developmental education are suggested to be methodological bases. The article substantiates the need for formation of competence in the field of general and specific patterns of abnormal development and relying on the knowledge of the educational requirements specific to people with special needs. The article points out the possibilities of using the innovative teaching methods in the trainings for teachers in order to build competencies in the field of special pedagogy and psychology.</jats:p>",20,3,79,87,,special pedagogy and psychology; modern school; the need for advanced training; methodological principles; innovative teaching methods,,,,https://core.ac.uk/display/91682611 https://psyjournals.ru/files/78334/pno_2015_3_lubovsky.pdf https://doaj.org/article/d27ef80dcaea496696e9b6f7c75538f9 https://psyjournals.ru/en/psyedu/2015/n3/lubovsky.shtml,http://dx.doi.org/10.17759/pse.2015200309,,10.17759/pse.2015200309,2176052373,,0,,0,true,cc-by-nc,gold
011-612-146-369-465,The Relationship of the Social Needs of a Person and the Reasons Underlying the Decision to Become the Owner of a Pet,,2020,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,T V Doronina; E V Arcishevskaya,"<jats:p>The article presents data from a study whose purpose was to establish whether there is a connection between the needs of a person in communicating with other people and the reasons for which he gets a pet, and also to determine whether there are differences in interpersonal needs in people who voluntarily and happily become the owner of a home animal and those who do not see themselves as owners. To determine the main reasons underlying the interaction of humans with animals, an author’s questionnaire was developed. As a result of mathematical data processing, significant relationships were established between different types of social needs and the reasons for animal ownership. In addition, the differences between the social needs of those who cannot imagine their life without pets and those who do not see themselves as owners of animals were analyzed.</jats:p>",13,4,125,135,Internet privacy; Psychology; Social needs,Human-Animal Interaction; pets; social needs; psychological aspects of pet ownership,,,,https://psyjournals.ru/files/118600/exppsy_2020_n4_Doronina_Arcishevskaya.pdf https://psyjournals.ru/exp/2020/n4/Doronina_Arcishevskaya.shtml,http://dx.doi.org/10.17759/exppsy.2020130409,,10.17759/exppsy.2020130409,3122062590,,0,002-190-568-196-329; 006-909-331-790-258; 007-243-237-389-474; 010-269-827-012-603; 015-026-074-136-614; 017-061-766-709-539; 022-585-968-029-345; 029-950-094-240-955; 042-369-774-273-541; 056-009-396-165-808; 077-676-061-717-86X; 081-290-424-236-954; 082-894-115-510-378; 083-051-122-302-340; 083-649-962-990-656; 097-323-270-039-77X; 116-189-794-608-50X; 118-145-658-201-631; 147-144-258-950-411; 149-584-469-449-936,0,true,cc-by-nc,gold
011-617-190-630-66X,Using the method of Functional Behavior Assessment to correct undesirable behavior of a child with autism spectrum disorder,,2016,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,T M Ovsyannikova,<jats:p>The article describes the method of functional behavior assessment (FBA) used to describe a number of different ways which allow to determine the cause of undesirable (problematic) behavior. This method quite a long time has been included in the Standard of professional knowledge of the American psychologist and teachers working with children with autism spectrum disorders (ASD). Today the method is used in domestic practice too. Functional assessment of behavior is used to study complex behavioral problems such as self-injurious or aggressive behavior. The case of using functional assessment of behavior to determine functions of behavior of a child with a diagnosis of ASD is described. The plan for correcting undesirable behavior is also presented.</jats:p>,5,1,111,126,Psychology; Autism spectrum disorder; Clinical psychology,,,,,https://psyjournals.ru/psyclin/2016/n1/Ovsyannikova.shtml https://psyjournals.ru/files/81963/8_Ovsyannikovka.pdf,http://dx.doi.org/10.17759/cpse.2016050108,,10.17759/cpse.2016050108,2508624163,,0,014-761-379-729-378; 029-916-200-905-473; 120-196-748-418-975; 136-302-892-931-658,1,true,cc-by-nc,gold
011-724-823-325-440,Interrelation of Psychological Defense Mechanisms and Time Perspective during Middle Adulthood,,2018,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,O V Kuznetsova; I V Petrushova,"<jats:p>The article discloses the problem of connection of psychological defense mechanisms and time perspective during middle adulthood. The research was conducted considering the modern ideas of psychological defense mechanisms and time perspective of the personality. As a result of the stating experiment the data confirming existence of correlation between defense mechanisms, temporal orientation, extent of future perspective and event saturation of the different temporal periods have been obtained. High tension psychological defenses and some primitive psychological defenses are associated with a focus on the negative past and fatalistic present; this combination characterizes the personality as insufficiently mature. More primitive defenses are connected with adverse temporal orientation (the negative past and the fatalistic present), more mature - with favorable orientation (future). Results of the study can be used in psychological counseling in order to enhance personal development and social adaptation.</jats:p>",10,1,20,31,Developmental psychology; Psychology; Middle adulthood; Time perspective; Defence mechanisms,,,,,https://psyjournals.ru/files/92737/psyedu_2018_n1_Kuznetsova_Petrushova.pdf https://psyjournals.ru/psyedu_ru/2018/n1/Kuznetsova_Petrushova.shtml,http://dx.doi.org/10.17759/psyedu.2018100103,,10.17759/psyedu.2018100103,2799300868,,0,004-035-704-531-121; 084-005-564-949-757,1,true,cc-by-nc,gold
011-927-313-376-993,Analytical Work with a Teenager Close-Up (A Case Study),,2016,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,A V Sorin,"<jats:p>Three psychoanalytical sessions of a teenager with symptoms of borderline personality disorder (BPD) are described. BPD is interpreted as an independent syndrome, characterized by a specific background, which needs certain strategies of psychological assistance. Characteristics of this syndrome and related psychological defense mechanisms are described. Strategy, tactics and technique of consulting are based on the goal — to enhance the quality of client’s adaptation to reality, which is not identical to the experience acquired in the family. Theoretical basis of consulting is object relations theory; the idea of containment is regarded as a determinant of overcoming primitive defenses and reconstruction of integral perception of reality by borderline personality.</jats:p>",24,1,130,150,Mathematics education; Psychology; Work (electrical),,,,,https://psyjournals.ru/mpj/2016/n1/sorin.shtml https://psyjournals.ru/files/80882/cpp_2016_n1_Sorin.pdf,http://dx.doi.org/10.17759/cpp.2016240109,,10.17759/cpp.2016240109,2322579327,,0,002-133-535-090-498; 018-050-408-588-362; 020-590-103-760-976; 023-510-822-034-23X; 041-173-817-283-109; 051-573-448-718-714; 054-642-392-298-700; 091-736-447-001-062; 097-302-838-477-367; 101-235-531-862-215; 125-156-454-841-722,0,true,cc-by-nc,gold
011-962-006-131-201,To our Readers,,2017,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,N.V. Zvereva; I. Roschina,<jats:p>The editors’ opening remarks сontains general information about the structure and content of presented journal issue and evaluation of new and classic topics raised by the authors in their articles. The journal issue is devoted to the results of the past conference in memory of the 105th anniversary of one of the founders of Russian diagnostics in medical (clinical) psychology – S.Ya. Rubinshtein (1911–1990).</jats:p>,6,2,1,4,Psychology; Library science; Medicine; Computer science,,,,,http://psyjournals.ru/files/86325/Zvereva_Roshina.pdf https://doi.org/10.17759/cpse.2017060201,http://dx.doi.org/10.17759/cpse.2017060201,,10.17759/cpse.2017060201,,,0,,0,true,cc-by-nc,gold
012-008-535-194-860,Expressive Suppression of Negative and Positive Emotions in Russia and Azerbaijan,,2019,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,A.A. Pankratova; Evgeny Osin; Vyacheslav V. Lebedev,"<jats:p>Expressive suppression may have negative consequences when used as an emotional regulation strategy. However, the extent of these consequences is very different in strongly individualist and collectivist cultures, as studies comparing the USA and China have revealed. The aim of the present study was to investigate the effects of expressive suppression in Russia and Azerbaijan where the levels of individualism/ collectivism are comparable and moderate. The subjects (N = 111, mean age 20 years, females, 59 Russians and 52 Azerbaijani) were induced with emotional states (joy, neutral, sadness) using validated video clips and were randomly assigned to the normal viewing or the expressive suppression condition, replicating the classical experiment of J. Gross. We found that suppression of joy: 1) did not affect the subjective intensity of joy in both groups, but was associated with increase of background negative emotions in Russians; 2) was associated with reduced activity of cheek muscles in both groups and with increased activity of forehead muscles in Russians; 3) did not have any significant effects on sympathetic nervous system activity. The suppression of sadness: 1) did not affect the subjective intensity of sadness in both groups, but was associated with increased in background positive emotions in Russians; 2) was associated with reduced activity of forehead muscles in Russians, but not in Azerbaijani; 3) did not have any significant effects on sympathetic nervous system activity. The findings suggest that, unlike the USA, in Russia and Azerbaijan expressive suppression is a typical emotional regulation strategy, which explains the absence of sympathetic activation.</jats:p>",15,3,60,70,Psychology; Expressive Suppression; Social psychology,подавление экспрессии; радость; печаль; Дж. Гросс; Россия; Азербайджан expressive suppression; joy; sadness; J. Gross; Russia; Azerbaijan,,,Russian Foundation for Basic Research,https://psyjournals.ru/kip/2019/n3/Pankratova_Osin_Lebedev.shtml https://psyjournals.ru/files/109975/chp_2019_n3_Pankratova_Osin_Lebedev.pdf,http://dx.doi.org/10.17759/chp.2019150307,,10.17759/chp.2019150307,2982437952,,0,004-980-837-197-805; 011-196-236-345-053; 016-691-662-665-113; 020-227-076-158-667; 021-577-326-894-111; 021-603-533-070-349; 026-188-326-311-687; 032-935-082-481-99X; 033-672-035-937-530; 036-126-675-130-090; 037-660-034-854-618; 044-625-887-462-288; 045-235-270-789-232; 047-722-762-319-414; 064-618-562-431-440; 114-467-548-115-704; 133-584-160-032-373; 168-340-624-682-569,0,true,cc-by-nc,gold
012-061-564-366-61X,Psychological Predicates of Victim Behavior  of Young People with Intellectual Disabilities,2024-01-23,2024,journal article,Bulletin of Practical Psychology of Education,26583100,Moscow State University of Psychology and Education,,Yu.A. Bystrova; A.E. Bystrov,"<jats:p>&lt;p&gt;&lt;em&gt;The study is aimed at identifying the main individual psychological qualities of a personality that provoking the occurrence of victim behavior in high school students with intellectual disabilities (ID). Victim behavior is considered as the behavior of an individual with a social deviation from the norm, in which the individual himself, due to the commission of certain actions or inaction, finds himself in the role of a victim of a situation, conflict, bullying, fraud or other illegal actions. The study involved high school students with ID (N=492) living in Russia, including the newly annexed regions of Lugansk, Kherson and Donetsk regions. The study used methods of problematization, dialogization, and group interaction. It has been revealed that personal immaturity, impulsiveness, suggestibility, very high or low self-esteem, poor regulation of one&amp;rsquo;s emotional state and behavior, concrete thinking, and weak analysis of situations contribute to the development of victim behavior in students with ID. The data obtained in the study are sufficient material for organizing preventive work to reduce victimization among students with ID.&lt;/em&gt;&lt;/p&gt;</jats:p>",20,4,67,77,Problematization; Psychology; Social psychology; Personality; Norm (philosophy); Suggestibility; Commission; Art; Literature; Finance; Political science; Law; Economics,victim behavior; suggestibility; self-esteem; intellectual impairment; group interaction; emotional regulation,,,,https://psyjournals.ru/journals/bppe/archive/2023_n4/bppe_2023_n4_Bystrova_Bystrov.pdf https://doi.org/10.17759/bppe.2023200406,http://dx.doi.org/10.17759/bppe.2023200406,,10.17759/bppe.2023200406,,,0,016-123-818-215-616; 021-695-494-233-846; 040-157-196-964-537; 061-303-826-924-527; 074-406-100-334-193; 082-606-800-370-677; 102-761-418-153-093; 120-048-014-148-617; 134-248-751-374-563; 160-876-746-891-996; 199-677-257-657-940,0,true,cc-by-nc,hybrid
012-180-595-089-151,Personal characteristics of a law enforcement unit of special purpose,,2017,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,T G Vasilenko,"<jats:p>The relevance of the study of the personal characteristics of law enforcement officers due to a significant number of crimes of an aggressive nature, committed by employees of internal Affairs bodies, and the need to develop preventive measures. The purpose of this research is to study peculiarities of the manifestation of progressive and inhibiting aggression personality factors in the structure of law enforcement officers, whose activities directly associated with aggression in the performance of official duties. The study involved 149 employees of special forces of law enforcement are male aged 18 to 35 years. Used a wide battery of psychodiagnostic methods aimed at a comprehensive study of the individual respondents. the data Obtained were analyzed using the method of correlation pleiades. According to the results, was discovered a unique picture of the relationship among personality structures and interaction progressive and deterrent aggression factors with the prevalence of progressive on inhibitory factors in the studied structure.</jats:p>",7,2,81,90,Psychology; Law; Enforcement; Unit (housing),,,,,https://psyjournals.ru/files/86284/psyandlaw_2017_2_Vasilenko.pdf https://doaj.org/article/05d767a704614dd0855c8d2d29e115ac https://psyjournals.ru/psyandlaw/2017/n2/86284_full.shtml https://core.ac.uk/display/88747520,http://dx.doi.org/10.17759/psylaw.2017060207,,10.17759/psylaw.2017060207,2724561666,,0,020-626-297-241-77X; 069-092-993-224-169; 127-403-666-399-321,0,true,cc-by-nc,gold
012-373-647-401-700,Self-esteem and Self-control of Teenage Students of Boarding Schools,,2016,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,O Timur,"<jats:p>We investigate the cognitive and behavioral sub-consciousness of teenagers from the boarding schools. We used the method of Dembo-Rubinstein (the modification of A.M. Prihozhan), the express method Style of self-regulation of behavior in children SSBC1-M icons of V.I. Morosanova. It was discovered that almost all self-esteem indexes in adolescent orphans in regard to “I-Real” as the indicator of the cognitive development of self-consciousness is within the average level. An exception is the scale “Self-Confidence” where indexes in the majority of respondents are recorded as “very high”. In the perception of “I-perfect” indicators of all scales were also at a very high level. The total level of self-esteem of adolescent orphans is characterized as “medium”, while the total self-control is “low”. The comparative analysis of this sample of respondents from the respondents belonging to the deviant group of adolescents from families and young people from families with no deviations.</jats:p>",5,2,77,96,Developmental psychology; Psychology; Self-esteem; Self-control,self-awareness; cognitive substructure; behavioral substructure of selfawareness; self-esteem; self-control; adolescent orphans,,,,https://psyjournals.ru/psyclin/2016/n2/Timur.shtml https://psyjournals.ru/files/82431/Timur.pdf,http://dx.doi.org/10.17759/cpse.2016050206,,10.17759/cpse.2016050206,2525048237,,0,011-535-622-971-806; 017-001-108-688-575; 045-872-260-544-743; 056-088-848-363-687,1,true,cc-by-nc,gold
012-461-445-598-170,Psychology of road stress and aggressive behavior according to modern foreign studies,,2020,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,V E Petrov; A V Kokurin; Nazarova A.Yu.,"<jats:p>The article is devoted to the analysis of foreign psychological approaches to the phenomenology of road stress and aggressive behavior. The psychological essence of the concepts of “road stress”, “road anger / rage” is discussed. Dangerous driving is considered inextricably linked to road stress. Aggression when driving a vehicle is positioned as a personal characteristic and as a stressful reaction to the current road situation. The point of view of foreign experts on the psychological causes of the existence of road stress in the form of anger is investigated. Systematized approaches to the prevention of road stress. The material of the article allows to increase the psychological culture of drivers, and also acts as an informational and analytical base for scientific research in the field of psychology of road safety, the development of applied issues to overcome stress and aggression when driving a vehicle.</jats:p>",9,1,22,28,Psychology; Stress (linguistics); Social psychology,,,,,https://psyjournals.ru/en/jmfp/2020/n1/Petrov_Kokurin_Nasarova.shtml https://doaj.org/article/fd7e84c6cb1341778e3ea4fd8788a5fd https://psyjournals.ru/files/112734/jmfp_2020_n1_Petrov_Kokurin_Nasarova.pdf,http://dx.doi.org/10.17759/jmfp.2020090102,,10.17759/jmfp.2020090102,3014161223,,0,007-299-189-365-226; 010-820-480-487-184; 014-285-983-706-67X; 015-094-531-889-422; 019-748-942-450-065; 021-719-617-354-087; 026-304-785-156-976; 027-596-693-723-244; 041-157-843-326-512; 043-673-785-451-326; 043-741-873-293-85X; 044-800-619-104-439; 052-828-181-790-87X; 053-556-544-259-325; 054-718-465-909-014; 064-960-548-460-02X; 078-486-706-222-290; 087-068-726-174-710; 109-346-038-410-904; 115-681-733-593-402; 125-072-877-319-17X; 165-838-798-104-952,3,true,cc-by-nc,gold
012-575-754-353-201,One More Time on the Zone of Proximal Development,2021-07-08,2021,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,V.K. Zaretsky,"<jats:p>The article presents an analysis of L.S. Vygotsky’s concept of a zone of proximal development (ZPD); considers various ZPD definitions; provides a critical review of the most popular definition of ZPD as adopted from L.S. Vygotsky’s 1935 work and used as basic by English-speaking authors. Taking into account the fact that L.S. Vygotsky’s general methodological intention was to establish psychology as a practice and that his developmental theory as well as the ZPD concept development remained incomplete due to the known life circumstances, we analyze L.S. Vygotsky’s writings that allow for another ZPD conceptualization, which differs from the one implied by the 1935 definition, so as to attempt at reconstructing the concept. In reviewing L.S. Vygotsky’s assumptions regarding the learning-development relationship; ZPD; its relevance for diagnostic assessment and teaching; feasibility of extrapolating the ZPD concept onto different personality aspects, the authors identify substantive aspects of the ZPD concept that the ""canonical"" definition lacks. The article describes a multidimensional model of ZPD, which has taken shape within the Reflection-Activity Approach to assisting students with overcoming learning difficulties and which integrates Vygotsky's key ZPD-related ideas. E.G. Yudin’s conceptualization of methodological functions of conceptual schemes is used to reconstruct the methodological status of the ZPD concept. The authors demonstrate that, since its inception, the ZPD concept has passed through the stages of an explanatory principle, a research subject, and a methodological tool for constructing new subjects of research and development.</jats:p>",17,2,37,49,Anatomy; Zone of proximal development; Psychology,zone of proximal development; L.S. Vygotsky; multidimensional model of the zone of proximal development; Reflection-Activity Approach; counseling to facilitate overcoming of learning difficulties; subjectness position in education; methodological status of the concept,,,,https://psyjournals.ru/kip/2021/n2/Zaretsky.shtml https://psyjournals.ru/files/121469/chp_2021_n2_Zaretsky.pdf,http://dx.doi.org/10.17759/chp.2021170204,,10.17759/chp.2021170204,3180185869,,0,015-250-604-778-216; 016-123-818-215-616; 018-529-864-977-235; 021-000-582-759-692; 024-963-015-154-479; 026-830-918-292-745; 031-103-824-701-579; 039-019-710-720-295; 057-569-947-127-288; 060-938-200-487-671; 069-418-557-298-329; 070-943-379-811-038; 084-698-265-545-239; 085-714-515-043-500; 088-922-730-990-477; 099-876-955-424-374; 133-250-061-081-129; 133-852-292-450-081; 153-726-731-458-236; 166-951-863-714-599,12,true,cc-by-nc,gold
012-618-900-794-070,The role of social intelligence in the process of professional development of personality at the stage of higher education,,2018,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,T A Egorenko,<jats:p>The article contains the analysis of the problem of social intelligence and examines its main components. Investigations of Portuguese and Norwegian scientists on the role of social intelligence in professional development of personality are discussed.</jats:p>,7,3,109,114,Higher education; Stage (stratigraphy); Psychology; Personality; Process (engineering); Social intelligence; Professional development; Social psychology,social intelligence; professional formation; professional development; professional self-determination,,,,https://psyjournals.ru/en/jmfp/2018/n3/Egorenko.shtml http://psyjournals.ru/en/jmfp/2018/n3/Egorenko.shtml https://psyjournals.ru/files/96226/jmfp_2018_n_3_Egorenko.pdf,http://dx.doi.org/10.17759/jmfp.2018070310,,10.17759/jmfp.2018070310,2905287360,,0,001-709-864-482-831; 002-077-429-183-339; 003-329-425-866-567; 011-010-270-138-439; 016-958-786-261-540; 020-389-404-325-623; 023-395-811-346-587; 026-636-547-174-82X; 027-856-178-542-666; 032-236-791-547-258; 040-535-821-142-500; 054-716-556-041-514; 059-353-210-240-876; 070-546-542-812-577; 079-361-367-763-013; 095-125-109-053-751; 108-565-195-583-95X; 111-903-888-726-703; 121-795-310-830-528; 128-112-983-241-962; 189-275-825-446-814,2,true,cc-by-nc,gold
012-636-943-968-930,The Assessment of Tolerance of Military Personnel to Extremist Ideology,,2019,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Vladislav Petrov; Alexey Kokurin; Valentina Ekimova; Anna Koteneva; T N Berezina,"<jats:p>The article focuses on the research of the diagnostic indicators of the assessment of tolerance of military personnel to extremist ideology. A methodical toolkit of the research included a structured interview on the proprietary questionnaire «Assessment of tolerance to manifestation of extremist ideology», «Bogardus Social Distance Scale» (E. Bogardus), «The California F-scale» personality test (T. Adorno, E. Frenkel-Brunswik, D. Levinson, R. Sanford), Allport's Scale of Prejudice (G. Allport, B. Kramer); the questionnaire «Types of ethnic identity» (G.U. Soldatova, S.V. Ryzhova) as well as expert assessment. 76 military personnel took part in the research (experts:16, subjects:60). Frequency, correlation and factorial analyses were used for empiric data processing. The statistically significant indicators related to tolerance of military personnel to extremist ideology were identified by comparing test and evaluation data. The disposition to ideology of extremism can be defined through such diagnostic parameters as «social distance», «reluctance to change», «authoritarian  submission» and «aggression», «destructiveness and obscenity», «exaggerated importance of the force», etc. These personal features can be reckoned as a generalised psychological profile of an individual committed to extremist ideology. The highlighted indicators such as «Tolerance», «Signs of commitment to extremist ideology», «Ethnic attitudes», «Intolerant convictions» combine sings  denoting an increased probability of an individual being involved in improper  activities. A degree of impact (specific weight) of component factors on formation  of propensity of a military to the ideology of extremism is exposed. According to the research report it is confirmed that the designed questionnaire «Assessment of tolerance to manifestations of extremism ideology» enables to detect the diagnostic parameters of tolerance of military personnel to extremist ideology. The approach permits to reckon the diagnostic indicators of tolerance to extremist ideology in forming specific research toolkit (questionnaires, forms, etc.). The material aims to improve psychodiagnostic and psychoprophylactic activities with the Armed Forces personnel of the Russian Federation.</jats:p>",9,2,69,83,Ideology; Political science; Military personnel; Criminology,Петров В.Е.  Кокурин А.В.  Екимова В.И. и др. Оценка толерантности военнослужащих к экстремистской идеологии. [Электронный ресурс] // Психология и право. 2019(9). №2. С. 69-83 Витюка  А.И. Гушера  А.А. Зиновьева  К.В. Кузнецова  Ю.В. Косова  В.Н. Панина  В.Е. Суденко  Т.А. Шаклениной  С.Д. Юрчевского и др. В отечественной парадигме вопросы криминально опасного поведения экстремисткой направленности представлены в трудах юридических психологов (Ю.М. Антонян  Н.И. Афанасьев  В.Л. Васильев  В.Ю. Верещагин  В.И. Власов  А.И. Долгова  А.Ю. Ильин  А.В. Коровиков  Т.Н. Кухтевич  Д.В. Ольшанский  Э.В. Улезко  М.Я. Яхъяев и др.) R=0 906; р<0 01); деструктивность и цинизм (R=0 816; р<0 01); вера в то  что мир зол (R=0 818; р<0 05); чрезмерный интерес к сексуальности (R=0 835; р<0 01); шкала фашизма (R=0 626; р<0 01); этнонигилизм (R=0 785; р<0 05); норма идентичности (R=-0 622; р<0 01); этноизоляционизм (R=0 703; р<0 05); предубежденность (R=0 826; р<0 01) diagnostic indicators  tolerance to extremist ideology  propensity to extremism  intolerance  diagnostic factor  component  psychodiagnostics  psychodiagnostic assessment,,,,https://paperity.org/p/244161904/the-assessment-of-tolerance-of-military-personnel-to-extremist-ideology https://psyjournals.ru/files/107134/psyandlaw_2019_2_Petrov_Kokurin_Ekimova_et_al.pdf https://psyjournals.ru/psyandlaw/2019/n2/107134_full.shtml,http://dx.doi.org/10.17759/psylaw.2019090205,,10.17759/psylaw.2019090205,2953782421,,0,020-406-324-226-598; 039-156-059-578-269; 053-102-098-806-766; 053-961-669-653-43X; 057-421-313-653-699; 069-470-083-755-468; 095-861-046-295-176; 167-490-276-045-412; 170-451-427-398-554,1,true,cc-by-nc,gold
013-031-487-643-829,Ruminative Thinking in Chronic Depression: Concept and Validity of Measures,,2021,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,O.D. Pugovkina; A.D. Syrokvashina; M.A. Istomin; A.B. Kholmogorova,"<jats:p>Despite large amount of empirical evidence in support of rumination as a risk factor of depression onset and chronification, theoretical foundations of ruminative thinking are still being discussed. This includes the issue of so-called constructive, or reflec¬tive, ruminations. Objective: This study gives a theoretical review of different views on rumination, empirically tests the idea of constructive and non-constructive rumi¬native thinking, and tests the validity of the Ruminative Response Scale (RRS, Rus sian version) [38]. Study design: We conducted a factor analysis of adapted RRS, as well as an intercorrelational analysis of this scale, Symptom Checklist-90-Revised (SCL-90-r), and the COPE Inventory; hypotheses were tested in a general population group (n=476) and two clinical groups (patients with depressive disorders, n=53, and patients with different diagnoses with recent suicide attempts, n=41). Results: Our theoretical review examines ruminative thinking as a dysfunctional coping strategy (E. Watkins) from the perspective of the structural-dynamic model of thinking in the course of creative problem-solving (V. Zaretsky, A. Kholmogorova). Rumination is conceptualized as getting stuck «in a loop» at certain levels of organization of cognitive processes, which substitutes motivation focus on actual problem solving. The resulting four-factor structure of RRS has good psychometric properties and strong correla¬tions with different psychopathological symptoms and dysfunctional coping strategies (namely, psychological and behavioral avoidance and venting negative emotions); these correlations are found in all resulting factors but one, which implies that it may have a special status. Conclusion: The Russian version of RRS shows good preliminary psychometric characteristics and is viable for practical purposes. The idea of construc¬tive rumination discussed in literature has not been confirmed empirically. ¬</jats:p>",29,3,88,115,Psychology; Chronic depression; Clinical psychology,rumination; chronification; depressive disorders; cognitive factors; fourlevel organization of thinking model; coping strategies; reflection,,,,https://psyjournals.ru/mpj/2021/n3/Pugovkina_et_al.shtml https://psyjournals.ru/files/124382/cpp_2021_n3_Pugovkina_et_al.pdf,http://dx.doi.org/10.17759/cpp.2021290307,,10.17759/cpp.2021290307,3210320464,,0,000-542-423-415-117; 000-999-679-360-447; 002-832-025-221-649; 006-918-932-025-281; 009-090-097-489-251; 009-840-255-992-38X; 010-227-062-896-105; 011-574-749-596-179; 015-084-700-301-863; 016-834-111-485-293; 018-529-864-977-235; 018-953-751-084-724; 028-468-954-345-908; 033-631-944-461-33X; 038-319-017-716-253; 044-916-039-136-025; 045-789-142-369-430; 046-673-864-708-504; 049-492-980-610-973; 050-348-031-993-414; 053-497-224-802-395; 053-860-211-865-788; 066-421-752-906-412; 084-371-385-360-98X; 088-963-562-519-555; 104-821-130-251-561; 126-433-604-204-497; 135-746-660-979-864; 136-928-735-128-532; 197-659-775-471-060,6,true,cc-by-nc,gold
013-059-772-042-429,LATERALIZATION OF THE BIOELECTRIC BRAIN ACTIVITY AS A PREDICTOR OF MOTIVATIONAL AND COGNITIVE PROCESSES,2017-09-30,2017,journal article,I.P. Pavlov Russian Medical Biological Herald,25002546; 02043475,ECO-Vector LLC,,L. A. Khokhlova; Л А Хохлова; L. E. Deryagina; Л Е Дерягина,"The conducted research was devoted to the study of influence of the laterality pattern of the bioelectric brain activity on the formation of foreign language acquisition abilities based on the actualization of motivational and cognitive processes. Medical students (n=620) studying at the Foreign Language Department took part in the research. Investigation of the bioelectric brain activity was carried out by EEG with the use of a 16-channel «Neiron Spectr 3» (Russia) electroencephalograph. Aspiration level (motives) was revealed by V.K. Gerbachevskij Inventory (1969). Elers test was used to determine achievement and avoid-ance motivation. The level of state and trait anxiety was assessed by C. Spielberger-Ju. Hanin Inventory. Correlation between the motive choice and peculiarities of the bioelectric brain activity was determined. Being a success marker of foreign language acquisition abilities, the academic achievement is likely to be a reflection of the learning efficiency dependence on the laterality pattern of the bioelectric brain activity, motivational behavior. As a rule, students with achievement motivation predominance (well advanced students) relied on their own ab-ilities, aimed at self-actualization and tried to solve problems requiring effort. The predo-minance of motive of avoidance in the motivational structure of the personality in poorly ad-vanced students of the right profile had a negative influence on the course of cognitive processes, manifested in low efficiency of formation of foreign-verbal abilities.",25,2,184,192,Foreign language; Brain activity and meditation; Psychology; Need for achievement; Cognition; Laterality; Cognitive psychology; Personality; Academic achievement; Anxiety,,,,,https://journals.eco-vector.com/pavlovj/article/download/6993/5600 https://journals.eco-vector.com/pavlovj/article/view/6993,http://dx.doi.org/10.23888/pavlovj20172184-192,,10.23888/pavlovj20172184-192,2760544102,,0,,0,true,cc-by,hybrid
013-155-002-636-992,An Integrative Model of Intercultural Interaction: A Qualitative Analysis Experience,2021-10-04,2021,journal article,RUDN Journal of Psychology and Pedagogics,23131705; 23131683,Peoples' Friendship University of Russia,,Natalya V. Tkachenko; Ткаченко Наталья Владимировна; O E Khukhlaev; Хухлаев Олег Евгеньевич,"The study of intercultural interaction has recently become one of the topical problems of social psychology. Considered often in the context of developing intercultural competence, they nevertheless ignore the mechanisms that underlie the causes of effective or ineffective communication. The mechanism by which intercultural competence contributes to intercultural efficiency is described in an integrative model of intercultural interaction, which unites a group of theories of communicativistic and socio-psychological approaches. This model substantiates the contribution of uncertainty and anxiety to the effectiveness of intercultural communication, which has been widely studied in quantitative studies. The aim of the study is to test the idea of the role of the situation of uncertainty and anxiety in the situation of intercultural interaction using qualitative analysis. The research was carried out based on a theoretical socio-psychological model of intercultural interaction. Using the in-depth interview method and subsequent phenomenological data analysis, a dense description of effective and ineffective intercultural communication was obtained from the point of view of each of the four aspects of the model: anxiety, uncertainty, social identity and intergroup anxiety. As a result of the analysis, data were obtained that reveal the content of some of the blocks of the model (intercultural abilities, communication efficiency, management of uncertainty), as well as a new block (emotion management) was identified and the properties of connections (between anxiety management and communication efficiency, between emotion management and anxiety management) were highlighted. Since the qualitative analysis made it possible to adjust the theoretical integrative model of intercultural interaction, and also revealed additional components of the model that develop theoretical ideas about the mechanisms underlying effective and ineffective communication, the results of this study can serve as a basis for the practice of the training of specialists working in the field of international relations: teachers of multicultural education, HRs in the field of international business, specialists in intercultural consulting, etc.",18,3,459,474,Social psychology (sociology); Psychology; Cognitive psychology; Intergroup anxiety; Intercultural communication; Intercultural competence; Multicultural education; Context (language use); Anxiety; Social identity theory,,,,,http://journals.rudn.ru/psychology-pedagogics/article/download/27590/19900 http://journals.rudn.ru/psychology-pedagogics/article/view/27590,http://dx.doi.org/10.22363/2313-1683-2021-18-3-459-474,,10.22363/2313-1683-2021-18-3-459-474,3203609569,,0,,3,true,cc-by-nc,gold
013-164-235-208-061,Изучение особенностей восприятия архитектурной городской среды на основе исследования панорам Google,,2017,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,А Ю Вырва,"<jats:p>The study focuses on the empirical study of psychological features and mechanisms of perception of architectural space, the mapping of the processes of perception and semantic assessment of real architectural constructions, their photographs and their representations in Google panoramas software application using the techniques of personality semantic differential, architectural semantic differential, and value spectrum. We identified five significant factors of the perception and understanding of the architectural space through Google panoramas software application: “passivity—activity,” “integrity—fragmentation”, “open- ness—closeness”, “expressiveness”, “coziness, comfort”. Architectural objects with outstanding individual design features have more important semantic and value characteristics than mass residential buildings. Using the Google panoramas software application allows to get a more complete set of semantic and value characteristics as compared to photographs of architectural objects. These characteristics are similar to the estimates of architectural objects in a direct contact with them. Therefore, the results obtained open the possibility of using Google panoramas software application as a research tool.</jats:p>",10,1,89,108,Psychology,,,,,https://psyjournals.ru/files/86409/expsy_2017_n1_vyrva.pdf https://psyjournals.ru/exp/2017/n1/vyrva.shtml,http://dx.doi.org/10.17759/exppsy.2017100107,,10.17759/exppsy.2017100107,2727660569,,0,074-401-007-402-769; 140-755-927-136-467; 168-013-015-421-066,0,true,cc-by-nc,gold
013-173-529-492-63X,"DEVELOPMENT OF COMMUNICATIVE AND REFLEXIVE ABILITIES IN 6-10-YEAR-OLD CHILDREN IN THE PROCESS OF LEARNING INTERACTIONS (ON THE ISSUE OF CONSTRUCTING THE PRESCHOOLERS' ""ZONE OF PROXIMAL DEVELOPMENT"")",,2021,conference proceedings article,Психология творчества и одаренности. сборник статей Всероссийской научно-практической конференции с международным участием. Часть 3,,Ассоциация технических университетов,,V.V. Rubtsov; A.V. Konokotin; I.D. Righova,Организация коллективной учебной деятельности рассматривается как деятельностная технология построения «зоны ближайшего развития» младших школьников. Показано влияние учебных взаимодействий на развитие коммуникативно-рефлексивных способностей у детей 6-10 лет.,,,237,240,Reflexivity; Process (computing); Development (topology); Zone of proximal development; Computer science; Psychology; Cognitive science; Cognitive psychology; Developmental psychology; Mathematics; Sociology; Social science; Mathematical analysis; Operating system,,,,,,http://dx.doi.org/10.53677/9785919160472_237_240,,10.53677/9785919160472_237_240,,,0,,0,false,,
013-362-025-801-438,Сравнительный анализ двух новых концепций адаптивного обучения,,2019,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,L.S. Kuravsky; G.A. Yuryev; P. N. Dumin; D A Pominov,"<jats:p>Two new concepts of adaptive learning are presented. The first of them is based on a self-learning probabilistic model, the second one uses multivariate statistical analysis of wavelet representations for task execution trajectories as well as a matrix of recommended transitions. A comparative analysis of various aspects of their practical application has been carried out.</jats:p>",12,2,177,192,Computer science,adaptive training; IRT; method of patterns; Markov random processes; wavelet analysis; self-learning systems,,,Russian Foundation for Basic Research,https://psyjournals.ru/exp/2019/n2/Kuravskiy_et_al.shtml http://psyjournals.ru/files/107793/exppsy_2019_n2_Kuravskiy_et_al.pdf https://psyjournals.ru/files/107793/exppsy_2019_n2_Kuravskiy_et_al.pdf,http://dx.doi.org/10.17759/exppsy.2019120213,,10.17759/exppsy.2019120213,2964080933,,0,000-442-808-890-463; 002-371-107-487-126; 011-188-840-609-625; 011-866-020-624-889; 018-615-689-668-240; 027-034-485-026-773; 029-604-025-984-481; 030-017-793-642-221; 030-801-389-225-02X; 033-535-320-291-053; 035-616-605-408-152; 036-195-089-166-241; 042-985-926-430-489; 045-991-115-961-411; 046-330-166-340-349; 048-835-518-651-64X; 049-742-929-544-674; 051-276-074-473-597; 060-182-164-840-046; 060-866-328-916-156; 072-059-682-235-673; 073-184-395-680-335; 086-390-899-544-483; 114-034-255-690-912; 161-889-734-080-36X,0,true,cc-by-nc,gold
013-506-710-970-272,Explicit and Implicit Processing of Facial Expressions in Depression,,2021,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,B.B. Velichkovsky; F.R. Sultanova; D.V. Tatarinov,"<jats:p>The effect of negative bias in information processing in persons with depression is widely discussed in the literature. This perception bias is viewed as a possible mechanisms of the overall emotional decrease in patients with depression. However, most studies in this area were conducted using explicit processing of emotionogenic information. The results were ambiguous and sometimes showed the effects of positive bias in healthy respondents. In this study, an experimental design with both explicit and implicit processing of emotional stimuli was implemented. The face images of negative and neutral valence were shown in groups of healthy respondents and patients with depression. Among 106 participants there were 57 patients with moderate depression. The participants were presented with images of faces with neutral or angry expressions (Lundqvist et al., 1998) and instructed to count their number based on emotional valence in the explicit condition, or gender in the implicit condition (De Lyssnyder et al., 2012). A comparison of processing time by group, valence and task, showed complementary effects in tasks with explicit process- ing. The patients with depression took longer to process negative stimuli, and the healthy participants spent more time processing neutral stimuli. In the implicit processing condition, the healthy respondents did not display any significant differences in processing times for negative and neutral images, while the patients were still fixating on negative images. However, after statistically controlling the age-related effects, these differences were reduced to a strong fixation on neutral faces during explicit processing in the non-depressed group. The results suggest a possible preventative mechanism — preferential processing of positive information — providing protection from depressive symptoms. This view offers an alternative explanation to possible causes of depression onset in contrast with a pathogenic mechanism of fixation on negative information in patients with depression.</jats:p>",14,2,24,36,Psychology; Cognitive psychology; Facial expression; Depression (differential diagnoses),face expression; depression; cognitive bias,,,Russian Science Foundation,https://psyjournals.ru/en/exp/2021/n2/Velichkovsky_et_al.shtml https://psyjournals.ru/files/121645/exppsy_2021_n2_Velichkovsky_et_al.pdf,http://dx.doi.org/10.17759/exppsy.2021140202,,10.17759/exppsy.2021140202,3185894908,,0,009-299-237-731-140; 011-412-197-912-388; 012-423-222-614-826; 013-978-636-141-278; 020-468-136-437-340; 020-791-797-777-57X; 024-059-747-128-828; 024-368-770-036-20X; 031-671-529-712-158; 035-614-472-253-820; 041-841-559-857-050; 042-202-753-183-120; 046-452-618-427-310; 054-705-225-803-314; 059-409-268-799-728; 065-821-622-770-218; 068-879-949-388-054; 072-349-866-457-671; 084-476-918-674-748; 094-459-875-746-382; 095-482-483-630-542; 101-821-923-206-657; 118-010-584-353-799; 136-252-658-864-204; 181-720-403-008-330,2,true,cc-by-nc,gold
013-728-976-517-559,"Сравнительный анализ субъективной картины жизненного пути осужденных, состоящих на учете в уголовно – исполнительной инспекции",,2016,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,М Г Дебольский; Л М Левин; Н В Бокова,"<jats:p>One of the most effective ways of psycho-prophylactic work with offenders is to work with the subjective picture of the life history of individual development, which unfolds in real space and time. Subject of research – regularities of manifestation of the subjective picture of life path at the persons consisting on the account in UII, and their influence on the further development and formation of personality. The basis for the studies provided PKU ""Criminal – Executive inspection"" of the FPS of Russia in Moscow. The sample consisted of 50 men aged 20 to 62 years, consisting on the account in UII. Of these, 25 persons are registered under article 228 of the criminal code, and 25 – under article 159 of the criminal code. Each convict, during the conversation, assess your psychological age, the intensity of each of the five years of his life, painted ""Circles's Cottle's"", were isolated 7 – 8 the most significant events of the past, as well as determined plans for the future. The study revealed similarities and differences in subjective picture of life path in each study group. Based on the results of the study were proposed measures for psycho-prophylactic work with these categories of persons.</jats:p>",6,4,186,195,Sociology,Дебольский М.Г.; Левин Л.М.; Бокова Н.В. Сравнительный анализ субъективной subjective picture of life path; autobiographical memory; convicted; memories,,,,https://psyjournals.ru/psyandlaw/2016/n4/84530.shtml,http://dx.doi.org/10.17759/psylaw.2016060417,,10.17759/psylaw.2016060417,2577207399,,0,,2,true,cc-by-nc,gold
013-906-226-668-189,Individual psychological and social risk factors for violent criminal behavior in adolescents with organic mental disorder,,2016,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Д С Ошевский; А А Зубкова,"<jats:p>The article describes the risk factors for criminal aggression in adolescents with an organic mental disorder depending on the level of social deviations or severity of pathopsychological factor. The study involved 113 male adolescents aged 15 to 17 years. The main group consisted of juvenile offenders with organic mental disorder. We used the methods of investigation to determine the individual psychological characteristics, we also used structured risk assessment methods. It is shown that risk factors for criminal aggressive behavior in adolescents with organic mental disorder are a high level of proactive and reactive aggression, combined with underdeveloped mechanisms deter aggressive intentions. With the increase of organic disease, these features become more stable. An important role in shaping the aggressive criminal behavior plays an unsuccessful social environment. Interfamily problems, social deprivation, learning difficulties, communication in antisocial groups and substance abuse - all this increases the risk of aggressive illegal actions.</jats:p>",6,3,48,60,Psychology; Organic mental disorders; Criminal behavior; Social risk; Clinical psychology,juvenile offenders; organic mental disorder; violent criminal behavior,,,,https://psyjournals.ru/files/82942/psyandlaw_2016_3_Zubkova_Oshevsky.pdf https://psyjournals.ru/psyandlaw/2016/n3/82919.shtml https://core.ac.uk/display/91068488 https://doaj.org/article/8b1853918f6e4163990f7d82f4f74b8f http://psyjournals.ru/files/82942/psyandlaw_2016_3_Zubkova_Oshevsky.pdf,http://dx.doi.org/10.17759/psylaw.2016060305,,10.17759/psylaw.2016060305,2527467857,,0,116-668-953-158-437,1,true,cc-by-nc,gold
013-963-095-809-949,Methodical techniques and exercise system for creative learning in preparation for abstracting foreign texts in a non-linguistic university,,2020,journal article,Pedagogy and Psychology of Education,2500297x,Federal State Budgetary Educational Institution of Higher Education Moscow Pedagogical State University,,Stanislav L. Bukowski,"<jats:p>The article is devoted to the development of methodological techniques and exercise system in accordance with the specifics of creative training in foreign language abstracting of foreign texts in foreign language classes at a non-linguistic university. The author gives detailed analysis of the theoretical and practical foundations of the creative training proposed by the author, represented by a set of exercises. The author proposed an algorithm for sequential actions on the part of the teacher and students, presented methodological techniques that the teacher should apply when using these exercises. The aim of the article is to optimize the process of teaching foreign languages at university in the form of developing methodological techniques and exercises for a creative teaching format in order to materialize an innovative methodological approach from the perspective of a creative existential format for teaching foreign languages at university.</jats:p>",,"1, 2020",45,58,Psychology; Creative learning; Linguistics,,,,,http://dx.doi.org/10.31862/2500-297x-2020-1-45-58,http://dx.doi.org/10.31862/2500-297x-2020-1-45-58,,10.31862/2500-297x-2020-1-45-58,3026967893,,0,,1,true,,gold
014-020-325-157-783,Foreword to the Publication,,2021,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,V T Kudryavtsev; A D Maidansky,,17,3,5,5,,,,,,https://psyjournals.ru/en/kip/2021/n3/foreword_publication.shtml https://psyjournals.ru/files/124096/chp_2021_n3_foreword_publication.pdf,http://dx.doi.org/10.17759/chp.2021170302,,10.17759/chp.2021170302,3208644571,,0,,0,true,cc-by-nc,gold
014-161-213-484-279,Psychological diagnostic of risk factors for involving adolescents in the use of narcotic substances: the development of a methodical complex. Part 1. Scale structure and psychometric characteristics,2018-11-02,2018,journal article,V.M. BEKHTEREV REVIEW OF PSYCHIATRY AND MEDICAL PSYCHOLOGY,23137053,V.M. Bekhterev National Research Medical Center for Psychiatry and Neurology,,E. G. Demenko; Elena I. Rasskazova; A. Sh. Tkhostov; E. A. Brun; B. V. Arshinova,"Paper  is  devoted  to  the  development  and  validation  of  the  methodological  complex  for psychological  diagnostic  of  the  risk  factors  for  involving  adolescents  in  the  use  of  narcotic  substances.  The diagnostic of people using psychoactive substances is difficult due to their defensive strategy of answers — both because  of  the  intentional  desire  to  keep  their  behavior  in  secret,  and  because  of  distortion  of  the  assessment of Self and own behavior. An expanded clinical-psychological observation, due to its high costs, is not always possible, which makes it urgent to develop a primary screening instruments, on the basis of which it is possible to identify risk groups for whom the clinical-psychological examination is especially important, controlling for possible falsifications in the responses. In this work three psychodiagnostic approaches are consistently applied to  overcome  these  difficulties:  after  the  initial  theoretical  development  of  constructs,  items  are  selected  based on  “empirical  keying”  approach  (by  their  ability  to  differentiate  the  clinical  and  control  groups),  and  then scales  are  refined  based  on  their  psychometric  characteristics  in  the  clinical  not  a  control  group.  This  first part of the paper presents the results of testing consistency and factor validity of the methodological complex scales conducted on a sample of 637 pupils of the upper grades of general education schools from 12 subjects of  the  Russian  Federation  and  108  pupils  involved  in  the  use  of  narcotic  substances.  The  methodological complex  includes  scales  of  technological  addictions,  antisocial  tendencies,  self-regulation,  emotional  control, novelty  seeking,  risky  behavior,  child-parent  relations,  coping  strategies  for  problem  solving,  social  support and  avoidance,  as  well  as  additional  indicators  of  socially  desirable  and  random  answers.",,3,32,39,Psychology; Psychological risk factors; General education; Risk groups; Scale structure; Primary screening; Medical education,,,,,https://www.bekhterevreview.com/jour/article/download/177/152 https://www.bekhterevreview.com/jour/article/view/177,http://dx.doi.org/10.31363/2313-7053-2018-3-32-39,,10.31363/2313-7053-2018-3-32-39,2930381348,,0,004-987-385-585-20X; 014-694-182-963-868; 027-518-233-720-129; 043-577-124-675-867; 050-760-034-136-180; 057-195-188-888-508; 058-992-695-578-975; 075-568-631-908-799; 076-339-475-414-769; 079-230-393-875-65X; 082-690-627-121-371; 083-410-986-961-089; 110-068-930-559-169; 128-161-219-978-935; 134-060-022-801-33X,1,true,cc-by-nc-sa,gold
014-301-512-638-305,"Модификация Опросника родительского отношения (А.Я. Варги, В.В. Столина) для семьи, воспитывающей особого ребенка",,2017,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,И.Н. Галасюк; Ольга Валентиновна Митина,"<jats:p>The article discusses the possibility of use of the parent-child relationship questionnaire in a situation of raising a child with developmental disorders in a family. As the basic technique is considered Varga–Stolin parental attitudes questionnaire. The possibility of its modification is discussed changing the number of questions, the contents of which inadequately investigated in the question’s situation, clarification of ""Control"" scale. This construct changes significantly when relationships of parents with a sick child is considered comparing to the normal family. Also the number of items was reduced. Confirmatory factor analysis was used for psychometric analysis. The study involved 137 parents of children with mental developmental disorders, which are the inmates of children's homes, boarding schools, Centers promote family education Moscow.; ; Funding; This work was supported by grant RFH № 16-06-00991.</jats:p>",6,2,109,129,,,,,,https://doaj.org/article/a0b6c8b106484fa88018980f6200a1b6 https://psyjournals.ru/psyclin/2017/n2/Galasuk_Mitina.shtml https://core.ac.uk/display/145057246 https://psyjournals.ru/files/86357/Galasuk_Mitina.pdf,http://dx.doi.org/10.17759/cpse.2017060209,,10.17759/cpse.2017060209,2730017638,,0,,3,true,cc-by-nc,gold
014-388-901-747-155,К проблеме сознания и бессознательного в психосемантике,2020-12-30,2020,journal article,Психология. Журнал Высшей школы экономики,18138918; 25419226,"National Research University, Higher School of Economics (HSE)",Russian Federation,В.Ф. Петренко; О.В. Митина; А.П. Супрун,"<jats:p>В статье рассматривается методология эмпирических исследований в психологии, которая была разработана в России для изучения структуры и содержания сознания на разных уровнях — индивидуальном или групповом, с разной степенью доступности для рефлексии. В основе психосемантического подхода лежит методология семантического дифференциала Чарльза Осгуда и теория личных конструктов Джорджа Келли. Построение семантического пространства отличается от процедур измерения в естественных науках. Скорее, система категориальных структур и коннотативных значений служит операциональной основой для эмпатии, понимания индивида или коллективного субъекта (погружения себя в сознание этого субъекта или, в случае изучения самопонимания и рефлексии, в свое собственное). С этой точки зрения психосемантические методы связаны с проективными психологическими тестами, но являются более формализованными, объективными и поддающимися проверке. В этой статье представлены количественные операционные индикаторы, применяемые в психосемантике для проведения сравнительных исследований. Эти показатели включают размерность семантического пространства, т.е. количество обобщенных категорий, образующих это пространство, их иерархическую и организационную структуру, а также сравнительные меры сходства между пространствами. При­ведены примеры ис­поль­зования психосемантического подхода при изучении процесса категоризации и восприятия измененных состояний сознания под гипнозом, в психологии развития, политической психологии, психологии искусства. В статье представлены исследования, проведенные авторами в разные годы, и не ставится задача описать всю российскую психологию по проблеме сознания и бессознательного.</jats:p>",18,4,930,943,Computer science,psychosemantics; semantic space; cognitive complexity; similarity; sign; category of perception; group consciousness psychosemantics; political psychology; general psychology; quantitative psychology; synergetics,,,,https://psy-journal.hse.ru/data/2021/12/24/1762715735/18-04-2021-274-287.pdf https://doi.org/10.17323/1813-8918-2021-4-930-943,http://dx.doi.org/10.17323/1813-8918-2021-4-930-943,,10.17323/1813-8918-2021-4-930-943,,,0,,2,true,,gold
014-469-246-544-929,Принципы организации практики в условиях сетевого взаимодействия (на примере разработки модуля «Психологическая профилактика нарушений поведения и отклонений в развитии»),,2015,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Н В Богданович; В В Делибалт; В А Чернушевич,"<jats:p>The article presents principles of inserting study subjects and practices in educational modules running with network organizations (internship sites). We proposed a methodological basis of the modular organization of educational process in the framework of the master's program, combied the activity, competence and psychotechnical approaches. Networking of leading chair and specially selected organizations providing the base for practical training solves the problem of organizing activity-related content of educational module. We discussed the main options for networking with the databases of practice and offered methodological principles of designing the educational practice-oriented module, wherein the main principle is the reflexive and activity character of networking. We proposed activity-based content of educational module ""Psychological prevention of behavioral disorders and abnormalities in development"", based on the substantial psychological definition of psychoprophylaxis as a directions of professional activity of the psychologist.</jats:p>",5,4,1,13,Sociology,educational module  networking  legal psychology  practice  activity approach  methodological principles  psychoprophylaxis organized illegal juvenile groups  delinquent behavior  political protest  the connections between delinquenсy and political protest r-коэффициент корреляции Пирсона; -р<0 05; -р<0 01; -р<0 001 suicidal behavior  incomplete suicide attempt  alcohol dependence  drug dependence temperament  subject of a crime  personality of criminal  delinquent behavior  prison psychology victimization  victims of Internet abuse  cyber crimes the method of psychological portraying  psychological analysis of criminal activity  analytical work in law enforcement  profiling,,,,https://psyjournals.ru/files/80004/psyandlaw_2015_4_Bogdanovich_Delibalt_Chernushevich.pdf https://psyjournals.ru/psyandlaw/2015/n4/Bogdanovich_Delibalt_Chernuchevi.shtml,http://dx.doi.org/10.17759/psylaw.2015050401,,10.17759/psylaw.2015050401,2289999119,,0,,2,true,cc-by-nc,gold
014-549-600-481-351,Online support for research on cognition and communication,,2018,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,I V Bogdanova; P A Galanichev; D A Diveev; Valery Nosulenko; Elena Samoylenko; Y G Khoze,"<jats:p>This article presents the results of the analysis of various contemporary models of distance education, as well as empirical research results to improve user system interface. Optimized interactive elements of the web resource through which it is possible to study the distributed activities in the task organization of various types of remote human interaction: from consultancy and management activities (coordination of distributed systems management, telemedicine, etc.) to remote formation of knowledge and skills (distance learning). Analysis of different models of distance education showed that the main vectors for the development of effective online education will be built around the implementation of features such as “interactivity”, “activity study” and “video content”.</jats:p>",11,2,149,163,Psychology; Cognition; Cognitive science,,,,,https://psyjournals.ru/exp/2018/n2/Bogdanova_Galanichev_et_al.shtml https://psyjournals.ru/files/94247/exppsy_2018_n2_Bogdanova_Galanichev_et_al.pdf,http://dx.doi.org/10.17759/exppsy.2018110220,,10.17759/exppsy.2018110220,2902755453,,0,012-737-003-320-731; 021-185-465-169-611; 023-642-628-870-116; 035-700-650-487-832; 078-467-914-826-941; 082-064-340-720-790; 090-431-469-720-750; 092-076-094-904-906; 104-543-821-992-871; 107-728-853-425-732; 110-539-462-734-875; 115-805-319-689-830; 119-514-626-196-409; 130-578-628-197-879; 184-655-447-993-724,2,true,cc-by-nc,gold
014-591-779-638-660,Priorities of psychological and educational work with generation Z (foreign experience),,2020,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,T V Ermolova; Aleksandr V. Litvinov; N V Savitskaya; O K Logvinova,"<jats:p>The article analyzes foreign data on the characteristics of the psychological profile of the digital generation and counter-actions of employers, as representatives of previous generations, in order to understand and develop a common language in contacts. The authors consider this multi-level interconnectedness in a space-time structure that combines the educational system and the labour market.  For the first time, it is proposed to apply the term of the forward request to the interpretation of the work of this design on the principle of feedback. The material proposed for discussion is differentiated into blocks: a general idea of the psychological portrait of teenagers and youth of the generation; forwarding requests to the educational system from employers and professionals (in the sought-after areas of professional sports, business, tourism, medical and social services); resources to shape the competencies of the generation Z; certain aspects of the topic. The article reveals a number of topical points (assistant ego, prenosological diagnostics, status assessment tools). In conclusion, it is intended to recognize the need to ""refine"" personal socio-psychological deficits in order to alleviate the difficulties of integrating young people into the workforce.</jats:p>",9,4,89,102,Psychology; Work (electrical); Pedagogy,Generation Z; Psychological Profile; Students; Labour Market; Educational Environment; Career Orientation; Advance Request; Personal Priority,,,,https://psyjournals.ru/files/118492/jmfp_2020_n4_Ermolova_et_al.pdf https://psyjournals.ru/jmfp/2020/n4/Ermolova_et_al.shtml,http://dx.doi.org/10.17759/jmfp.2020090408,,10.17759/jmfp.2020090408,3119753923,,0,004-012-410-110-231; 008-228-615-431-539; 008-605-798-188-076; 010-127-104-007-671; 014-311-543-637-734; 014-450-327-925-053; 015-609-004-444-114; 017-467-620-442-237; 020-711-336-696-926; 026-706-199-505-477; 046-376-890-039-665; 048-514-810-189-248; 050-575-724-683-70X; 056-996-266-610-346; 066-860-530-756-409; 074-857-463-342-988; 085-014-777-949-225; 091-494-676-346-268; 092-676-891-943-86X; 093-007-698-000-315; 094-640-094-330-68X; 109-375-609-675-440; 138-470-163-793-473,5,true,cc-by-nc,gold
014-608-209-020-410,Two Approaches to the Problem of Development in the Context of Social Interactions: L.S. Vygotsky vs J. Piaget,,2020,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,V V Rubtsov,"<jats:p>The article is devoted to the problem of development and learning in the context of social interactions. This question is investigated on the basis of the analysis of the theoretical views of L.S. Vygotsky and J. Piaget. Both J. Piaget and L.S. Vygotsky substantiated the impact of social interactions and socialization on the development of the child’s thinking, and emphasized the close connection between the development of the child and the forms of interaction between the child and adults, as well as with other children. Two different approaches to understanding the child’s developmental paths are considered in the paper: one — from the individual to the social (J. Piaget) and the other — from the social to the individual (L.S. Vygotsky). Two different developmental mechanisms, based on the interactions and relationships of the participants of the social situation, are discussed: “socio-cognitive conflict” (J. Piaget) and “emotional-semantic” (“affective-semantic”) conflict (L.V. Vygotsky). Two possible models of designing educational environments, effective for the development of children in the learning process, are described in the paper: a model based on role exchanges and children’s cooperation (“School of J. Piaget”), and a model, based on developing forms of child-adult communities and activities (“School of L.S. Vygotsky”).</jats:p>",16,3,5,14,Epistemology; Psychology; Development (topology); Context (language use),"development; learning; social interactions; socio-cognitive conflict; emotional-semantic conflict; community (""obschtnost""); understanding; mutual understanding; reflection; means of interaction; thinking; ""pereghivanije""",,,,https://psyjournals.ru/files/116457/chp_2020_n3_Rubtsov.pdf https://psyjournals.ru/en/kip/2020/n3/Rubtsov.shtml https://doaj.org/article/182a0dec1f7541978447fd866f032037 https://www.scilit.net/article/5eb9acf1eac86d87f23a299924a5df8b?action=show-references,http://dx.doi.org/10.17759/chp.2020160302,,10.17759/chp.2020160302,3094363783,,0,043-925-099-028-26X; 082-606-800-370-677; 092-034-448-251-848; 106-674-227-166-430; 140-950-184-953-16X; 150-298-214-380-517; 154-125-850-227-791,13,true,cc-by-nc,gold
014-736-562-726-605,Intolerance of Uncertainty and Challenges in Decision-making in Adults with High-Functioning Autism,,2022,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,G.L. Kozunova; A.Yu. Novikov; T.A. Stroganova; B.V. Chernyshev,"<jats:p>&lt;p style=""text-align: justify;""&gt;Individuals with high-functioning autism have difficulties in decision-making in face of incomplete or ambiguous information, particularly in the context of social interaction. Tasks demanding an immediate response or deviation from the usual behavior make them feel excessive anxiety which restricts their social and professional activity. Attempts to camouflage their conservatism to others are one of the risk factors for comorbid depression. Therefore, they avoid new and non-routine situations, thus restricting their own social activity and professional development. On the other hand, insisting on sameness and clarity may give individuals with autism an advantage in long-lasting monotonous tasks. The aim of this review is to consider these symptoms from the perspective of predictive coding. A range of experimental studies has shown that most of the subjects with autism have difficulty in predicting the outcomes based on the cumulative history of interacting with the environment, as well as updating expectations as new evidence becomes available. These peculiarities of the analysis and pragmatic weighting of information may cause the trait intolerance of uncertainty and novelty avoidance of most people with autism.&lt;/p&gt;</jats:p>",11,4,30,69,Autism; CLARITY; Psychology; Anxiety; Cognitive psychology; Developmental psychology; Novelty; Context (archaeology); Trait; Clinical psychology; Social psychology; Psychiatry; Computer science; Biochemistry; Chemistry; Paleontology; Biology; Programming language,autism spectrum disorders; high-functioning autism; decision-making; metacognitive abilities; social motivation; the value system of perception; internal predicting model of the environment,,,,https://psyjournals.ru/journals/cpse/archive/2022_n4/cpse_2022_n4_Kozunova_et_al.pdf https://doi.org/10.17759/cpse.2022110402,http://dx.doi.org/10.17759/cpse.2022110402,,10.17759/cpse.2022110402,,,0,000-219-935-318-054; 001-060-672-860-400; 002-376-877-593-462; 003-584-109-904-590; 003-605-164-835-487; 003-822-930-158-499; 004-060-085-361-155; 004-120-181-751-980; 004-461-122-432-205; 004-523-611-644-576; 005-073-253-172-054; 005-272-258-426-609; 006-560-888-035-883; 007-933-629-313-83X; 009-547-262-140-545; 009-683-045-370-500; 010-122-190-615-565; 010-516-243-637-293; 011-613-765-927-846; 011-707-728-372-842; 011-965-792-280-426; 013-837-922-810-795; 013-896-134-139-363; 014-058-171-932-508; 014-162-498-403-149; 014-203-053-716-124; 014-949-885-925-35X; 017-715-664-855-068; 017-939-200-821-25X; 018-667-606-370-508; 019-368-619-096-671; 019-623-416-054-047; 020-178-615-256-541; 022-235-940-078-17X; 022-687-943-981-150; 025-077-101-728-272; 025-477-327-227-414; 025-539-652-220-524; 027-293-518-680-330; 030-728-633-632-551; 031-066-901-343-999; 032-106-286-895-424; 032-503-925-752-948; 032-884-199-746-237; 033-620-576-149-436; 035-112-810-689-265; 036-290-520-869-960; 036-693-480-580-105; 038-059-005-638-851; 041-512-942-004-299; 042-159-751-233-795; 042-215-798-359-292; 043-853-424-063-801; 044-145-405-720-81X; 044-566-895-606-811; 048-500-563-293-752; 048-701-148-954-729; 048-701-760-822-984; 050-175-348-930-494; 051-432-362-850-547; 051-562-217-502-648; 052-309-116-306-215; 054-282-440-396-000; 056-989-863-234-70X; 058-275-863-887-063; 058-972-999-550-690; 061-010-953-395-454; 061-488-393-678-992; 061-988-689-671-504; 062-393-473-687-180; 063-715-118-931-308; 065-374-039-351-268; 066-096-959-779-274; 067-131-937-540-956; 067-588-251-989-660; 072-201-366-450-931; 072-747-289-814-192; 073-683-153-176-669; 074-513-701-365-810; 076-276-855-993-613; 079-802-744-462-031; 081-213-300-251-969; 082-782-600-043-914; 085-302-099-364-688; 086-850-784-615-805; 088-052-758-454-506; 092-390-112-796-191; 093-356-289-851-253; 094-164-339-169-237; 096-190-843-390-119; 097-620-760-638-776; 098-952-598-129-400; 099-666-137-158-128; 106-597-408-511-188; 110-313-675-608-74X; 113-763-705-515-657; 114-971-003-925-400; 126-892-751-163-421; 128-794-740-757-527; 131-423-542-523-282; 132-484-470-768-015; 132-784-168-288-082; 136-911-147-606-728; 137-518-516-485-999; 144-222-216-980-948; 149-930-830-009-122; 155-196-797-837-674; 157-923-462-000-128; 172-517-916-594-187; 181-050-427-868-669,0,true,cc-by-nc,gold
014-773-177-593-597,"MacArthur study of successful aging: on the way to a new gerontology (abstract review of the book Rowe J.W., Kahn R.L. «Successful Aging»)",,2017,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,I V Shapovalenko,"<jats:p>In the Russian scientific literature, there are practically no detailed publications of the materials of the MacArthur study of aging, the results of which became the basis for the development of a new direction in gerontology – «successful», «prosperous» aging. The concept of «successful aging» is based on empirical data in the works of D.V. Rowe, R.L. Kahn. This article describes the organization of the MacArthur study of aging and the methods used; the logic of substantiation of the category «successful aging» is given; the contribution of the individual and society to the task of successful aging is shown.</jats:p>",6,3,13,21,Psychology; Successful aging; ROWE; Gerontology,usual aging; successful aging; myths about old age; image of old age; gerontology,,,,http://psyjournals.ru/jmfp/2017/n3/Shapovalenko_2.shtml https://psyjournals.ru/files/88388/jmfp_2017_n_3_Shapovalenko_2.pdf https://psyjournals.ru/en/jmfp/2017/n3/Shapovalenko_2.shtml,http://dx.doi.org/10.17759/jmfp.2017060302,,10.17759/jmfp.2017060302,2774345092,,0,002-897-719-119-195; 017-725-381-911-540; 027-098-412-986-071; 029-861-207-039-63X; 030-004-180-519-404; 043-844-941-469-389; 143-812-351-389-441; 161-469-105-005-198,2,true,cc-by-nc,gold
014-884-944-712-780,Concepts of mental health and pathology: psychological criteria,,2015,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,N L Belopolskaya,"<jats:p>Earlier we have developed criterion for delimitation of psychic norm and pathology, which are then subjected to repeated analysis and evaluation in the process of our researches and practices (Belopolskaya, 1998). As a result, the combined test was developed, which includes three partial criteria. This article contains examples of usage of the criteria and their possible combinations. The problem of relativity of the concept of «mental norm» is under discussion.</jats:p>",8,3,74,81,Psychiatry; Mental health; Psychological intervention; Clinical psychology; Medicine,psychic norm; mental pathology; a single criterion; the combined test,,,,https://psyjournals.ru/exp/2015/n3/Belopolskaya.shtml https://psyjournals.ru/files/79339/exp_2015_n3_copyright_Belopolskaya.pdf,http://dx.doi.org/10.17759/exppsy.2015080307,,10.17759/exppsy.2015080307,2260866969,,0,,1,true,cc-by-nc,gold
015-016-892-333-899,Possibilities of Dispositional and Situational Variants of Coping Strategies Assessment (on the Model of General and Pandemic-Specific Versions of COPE),,2022,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,E.I. Rasskazova,"<jats:p>The problem of stability / variability of ways of coping with stress and of the need of diagnostic of situational coping is actual for both psychology of stress and self-regulation psychology. The pandemic situation presents a model of the overall stressful situation that allows such a comparison. The aim is to reveal methodological differences in assessing general and specific (for a pandemic situation) coping strategies and their relationship with the reaction to a pandemic and subjective well-being, and their dynamics over 3—4 weeks of the self-isolation regime. 402 adults filled the general and situational (for a pandemic) versions of COPE, Satisfaction With Life Scale, Scale of Positive And Negative Experiences, measures for anxiety and adherence to self-isolation recommendation. After 3—4 weeks, 203 respondents re-completed the well-being and pandemic reaction scales. The results demonstrate that in a pandemic situation, people are more likely to report using behavioral disengagement, restraint and acceptance, and less often to report all other strategies than in general. Situational use of emotional support and emotions venting improve the prediction of anxiety of the negative consequences of a pandemic and anxiety of infection. Denial and non-acceptance of the pandemic predict low adherence with recommendations. An increase in infection anxiety in 3—4 weeks is more pronounced in those using emotional support and substances, while decrease in anxiety of negative consequences — in those with lower use of emotional support and lower behavioral disengagement in pandemic.</jats:p>",15,1,204,219,Disengagement theory; Situational ethics; Coping (psychology); Anxiety; Psychology; Pandemic; Denial; Clinical psychology; Social psychology; Developmental psychology; Coronavirus disease 2019 (COVID-19); Psychotherapist; Psychiatry; Medicine; Disease; Gerontology; Pathology; Infectious disease (medical specialty),psychodiagnostic; coping strategies; copings; subjective well-being; pandemic; pandemicrelated anxiety,,,National Research University Higher School of Economics,https://psyjournals.ru/files/129408/exppsy_2022_n1_Rasskazova.pdf https://doi.org/10.17759/exppsy.2022150113,http://dx.doi.org/10.17759/exppsy.2022150113,,10.17759/exppsy.2022150113,,,0,001-505-401-259-743; 005-899-246-130-770; 006-212-847-390-60X; 009-961-007-830-219; 018-323-572-748-832; 025-915-711-375-857; 026-852-354-824-810; 034-238-344-378-861; 040-438-487-289-472; 046-965-546-281-01X; 047-009-032-247-910; 058-016-150-532-223; 060-068-667-137-038; 060-435-523-530-289; 061-394-576-814-11X; 072-851-884-313-915; 079-531-649-465-849; 102-974-735-905-542; 105-280-137-128-862; 125-688-160-196-403; 144-991-881-422-504; 155-165-590-261-709; 180-161-884-419-100,1,true,cc-by-nc,gold
015-349-218-469-175,Dominant Motivation in Schoolchildren: Age Trends and Conditions of Development,,2015,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,I Y Kulagina,"<jats:p>The paper addresses the issue of the development of dominant motivation, or motivation of over-situational level, regarded as the general vector that defines basic patterns of behavior of an individual in various situa¬tions and activities. Dominant motivation represents the attitude towards the world (towards other people and work) and oneself and underpins personality orientation on the ontogenetic stage of personality stabilization. The paper describes data of an empirical study carried out on a sample of 403 children and adolescents using an inventory developed by the author. The data provide an insight into the population dynamics of motivation development in school-age children and teenagers. As it was revealed, moral motivation actively develops in early school age, whereas egocentric and hedonistic motivation develops in adolescence. The paper provides characteristics both of motivational profiles that promote socialization in adolescents and of the ones that do not. It concludes that moral motivation dominates in favorable educational and upbringing conditions (in teenagers with normal intellectual development studying at ordinary schools and in gifted children and teenagers with high levels of intellectual development studying at gymnasiums), while hedonistic motivation dominates in children who are brought up in children's homes; homeless adolescents display no differentiation of motives at all.</jats:p>",11,3,100,109,Developmental psychology; Psychology,,,,,https://core.ac.uk/display/91683217 https://psyjournals.ru/kip/2015/n3/kulagina.shtml https://psyjournals.ru/files/78193/kip_3_2015_kulagina.pdf,http://dx.doi.org/10.17759/chp.2015110309,,10.17759/chp.2015110309,1875582424,,0,,7,true,cc-by-nc,gold
015-374-260-102-400,Диагностика развития речи в старшем дошкольном возрасте: батарея нейропсихологических методик и нормы,,2021,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,А.Н. Веракса; О.В. Алмазова; Е.С. Ощепкова; Д.А. Бухаленкова,"<jats:p>The main goal of the study was to implement subtests of the main neuropsychological test to the development of speech in samples of children 5–7 years old with normative development, and also to collect average indicators for this age in phonemic awareness, active and passive vocabulary, grammatical development (understanding of prepositional and logical-grammatical structures). The study sample consisted of 635 children (311 boys and 324 girls) aged 5–7 years. Children attended senior and preparatory groups of kindergartens in Moscow. The norms for the implementation of tests for four age groups (from 5 to 7 years old with a step of 0,5 years) are presented separately in the article for boys and girls. It was shown that there is a significant increase in the productivity of performing speech tasks in the selected age periods, which indicates the sensitivity of older preschool age to the development of all aspects of speech under consideration. The data obtained will be useful for a wide range of professionals in the field of early childhood education and development.</jats:p>",10,3,256,282,Psychology,preschool age; speech development; understanding of logical and grammatical constructions; vocabulary; phonemic awareness,,,Russian Foundation for Basic Research,https://psyjournals.ru/files/123760/cpse_2021_n3_Veraksa_et_al.pdf https://psyjournals.ru/psyclin/2021/n3/Veraksa_et_al_full.shtml,http://dx.doi.org/10.17759/cpse.2021100313,,10.17759/cpse.2021100313,3205198683,,0,018-387-920-325-733; 024-580-930-133-083; 031-062-394-171-599; 042-510-148-706-602; 049-721-899-058-444; 081-971-188-655-658; 121-516-976-723-804; 136-160-385-787-750; 140-639-182-847-054; 157-348-351-446-823; 179-195-167-873-685; 179-433-246-030-011,2,true,cc-by-nc,gold
015-564-991-576-404,Function of Faith in the daseinsanalytical Psychotherapy,,2016,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,A V Lyzlov,"<jats:p>The article briefly presents the history of daseinsanalysis as a direction of psychotherapy. Two fundamentally different approaches within the framework of daseinsanalysis are compared: 1) the initial for daseinsanalytical psychotherapy approach by M. Boss, and 2) the later approach by A. Holzhey-Kunz. The aim of the article is to demonstrate that the basis of differences between these two approaches lies in the factor of faith, understood in accordance with the philosophy of Kierkegaard, a very important author for the thought of Heidegger and for understanding of daseinsana- lytical psychotherapy. Two a/n approaches are systematically set out so that a reader can make the acquaintance of them.</jats:p>",24,5,100,114,Psychology; Faith; Psychotherapist; Psychodynamic psychotherapy; Function (engineering),daseinsanalysis; being; world; care; terminality; freedom; awe; ontological implication; the burden of being; depression; avoidance; line of response; the faith; Kierkegaard; Heidegger; Binswanger; Boss; Holzhey-Kunz,,,,https://psyjournals.ru/files/87323/kpip_2016_n5_lyzlov.pdf https://psyjournals.ru/mpj/2016/n5/lyzlov.shtml,http://dx.doi.org/10.17759/cpp.2016240506,,10.17759/cpp.2016240506,2760501300,,0,082-944-106-247-793,0,true,cc-by-nc,gold
015-612-175-327-243,Personality characteristics of children in an orphanage as criteria for the developing of proactive attitude and successful social integration,,2016,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,A N Larin,"<jats:p>The article presents the results of a personality characteristics study of orphans and children left without parental care growing up in an orphanage. It is assumed that examined personality characteristics have an effect on the socialization and integration processes after graduating from the orphanage. The paper gives a comparative analysis of personality characteristics in 18 boys and 14 girls aged from 12 to 17 years in orphanages, as well as finds out the personality characteristics undermining the developing of child’s proactive attitude. The study used a children's version of ""Individual typological questionnaire"" by L.N. Sobchik and Cattell 14 PF method of multivariate personality study. Statistical significance of the results is due to Mann–Whitney U test and Student t-test for nonrandom access. Cattell 14PF study shows that boys and girls in the test groups have personality differences (p≤0.05). A pattern of the results may indicate a general trend of personal characteristics negatively affecting the success of adaptation after graduating from the orphanage.</jats:p>",6,2,107,119,Developmental psychology; Psychology; Personality; Social integration,personality characteristics; orphanage; graduates; children; social adaptation,,,,https://psyjournals.ru/psyandlaw/2016/n2/81681_full.shtml https://doaj.org/article/e9369f8f2fd84610ab025cc4a95449f2 https://core.ac.uk/display/44431386 https://psyjournals.ru/files/81681/psyandlaw_2016_2_Larin.pdf,http://dx.doi.org/10.17759/psylaw.2016060208,,10.17759/psylaw.2016060208,2411116922,,0,017-489-789-121-663; 046-144-346-219-950; 053-353-847-556-538; 068-347-894-814-548; 068-833-270-040-672,1,true,cc-by-nc,gold
015-915-407-612-552,Young people's attitudes towards their health and blood donation,,2017,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,O B Krushelnitskaya; T Y Marinova; A V Milekhin,"<jats:p>The article presents the results of theoretical analysis of social and psychological problems of the donation, as well as researches of correlations between youth attitude towards their health and blood donation. The most active and safe donors are typically young volunteers with altruistic attitudes. Therefore, along with the study of altruism as the motive of the donation, an important aspect of the problem is the attitude of young people towards their health. 115 people were involved in an empirical study (39 men and 76 women) aged between 20 and 33 years, with and without experience of blood donation. We analyzed the young people's ideas about the personal qualities of the donor and donation motives. It has been shown that the more young people tend to lead a healthy lifestyle, the more positive their ideas are about the motives and personal qualities of the donor. There is a positive relationship between the youth attitude towards blood donation and its own involvement in donor movement. The more young people are involved in the donation practice, the more positive their evaluation of the motivations and personality traits of donors is. Also a positive relationship between the involvement of young people in the practice of donation and commitment to a healthy lifestyle was found. The study results suggest that the lack of awareness in donation issues is a significant obstacle for the expansion of youth participation in the donor movement.</jats:p>",8,1,126,143,Psychology; Blood donor; Family medicine,altruism; donors; blood donation; youth; personal values; motivation; health; healthy lifestyle,,,,https://doaj.org/article/43f944fe6e9343ea9c582fb9fb01d7a4 https://psyjournals.ru/files/85276/spio_n1_2017_krushelnitskaya.pdf https://core.ac.uk/display/90847309 https://psyjournals.ru/social_psy/2017/n1/krushelnitskaya.shtml,http://dx.doi.org/10.17759/sps.2017080108,,10.17759/sps.2017080108,2601743882,,0,000-691-190-925-202; 001-213-933-897-426; 008-475-486-912-296; 008-895-497-062-080; 013-186-514-684-359; 016-840-369-003-838; 019-401-342-580-322; 020-460-170-858-636; 021-712-743-597-360; 024-749-720-031-020; 027-399-569-327-460; 047-337-036-582-110; 055-603-826-194-20X; 084-869-489-786-502; 085-536-348-950-007; 095-700-602-316-189; 104-585-283-128-116; 106-112-424-952-233; 121-676-930-192-211; 152-722-936-656-602,1,true,cc-by-nc,gold
015-996-328-205-251,DIAGNOSTIC CONTACT IN EXPERIMENTAL DIAGNOSTIC OF CREATIVITY,,2021,other,Психология творчества и одаренности,,Ассоциация технических университетов,,Y.V. Kortneva,,,,114,118,Creativity; Psychology; Cognitive psychology,,,,,http://dx.doi.org/10.53677/9785919160441_114_118,http://dx.doi.org/10.53677/9785919160441_114_118,,10.53677/9785919160441_114_118,3193946848,,0,,0,false,,
016-123-818-215-616,"Relationship between Education, Development & Health from Cultural-Historical Perspective",,2020,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,V.K. Zaretsky; A.B. Kholmogorova,"<jats:p>The article reflects on the authors’ professional journey to problematizing the relationship between Education, Development and Health. This journey consisted of 4 stages or steps: 1) from research on cognitions in creative problem solving in healthy and pathological samples to identification of the role of reflection in cognitive self-regulation and coping with challenges; 2) from the practice of helping to overcome learning difficulties and psychological maladjustment to making meaning of these practices using cultural-historical concepts; 3) from using the cultural-historical framework to understand the relations within the Education- Development and Health-Development dyads to considering complex relations within the Education-Development-Health triad; 4) from relations within the triad to “a new parallelogram of development”, i.e. creating the basis for helping practitioners’ (educators’; psychologists’; psychotherapists’) efforts that would account for “a tripartite goal” using a conceptual framework of cultural-historical psychology, including the reflection-activity approach (the zone of proximal development; the multidimensional model of the zone of proximal development; dual resource; collaboration; reflection; problem epicenter, a subjectness position; self-development). When discussing each step, the authors identify gaps in efforts invested by specialists working in every dimension and provide evidence to an essential contribution of cultural-historical psychology theory and practice to bridging these gaps and establishing an evidence-based practice of education aiming at students’ development and health enhancement.</jats:p>",16,2,89,106,Psychology; Perspective (graphical); Education development; Social science,education; development; health; cultural-historical psychology; reflection-activity approach; creative thinking; psychological counseling; psychotherapy; reflection; zone of proximal development; multidimensional model of the zone of proximal development; problem epicenter  double resource; collaboration; subjectness position; self-development,,,,https://psyjournals.ru/kip/2020/n2/Zaretskii_Kholmogorova.shtml https://psyjournals.ru/files/114666/chp_2020_n2_Zaretskii_Kholmogorova.pdf,http://dx.doi.org/10.17759/chp.2020160211,,10.17759/chp.2020160211,3039728588,,0,000-200-142-021-437; 004-566-608-901-295; 011-211-812-381-128; 017-006-520-359-549; 018-529-864-977-235; 021-000-582-759-692; 034-048-863-549-119; 039-967-512-509-886; 040-119-272-232-606; 051-081-103-808-190; 051-473-752-334-303; 057-569-947-127-288; 059-746-611-295-47X; 060-030-759-726-469; 060-938-200-487-671; 061-520-290-386-484; 070-943-379-811-038; 073-258-329-891-467; 077-774-293-537-306; 085-714-515-043-500; 088-922-730-990-477; 097-715-370-134-363; 099-876-955-424-374; 133-852-292-450-081; 157-253-148-813-008; 160-855-273-200-012; 168-702-250-248-72X; 172-717-366-690-727,13,true,cc-by-nc,gold
016-222-822-974-58X,NON-TRIVIALITY OF THE RESULTS OF MILGRAM FIELD EXPERIMENT IN MOSCOW AND NEW YORK SUBWAY,,2017,journal article,RUDN Journal of Psychology and Pedagogics,23131683,Peoples' Friendship University of Russia,,Olga V. Mitina; Alexander Ya Voronov,"Non-triviality of the results of the field experiment conducted on Stanley Milgram’s methodology in the New York and Moscow subway have been studied. The statistical significance of the difference between empirical and predicted results has been taken as the non-triviality criterion. 208 respondents (psychologists and students studying psychology) were asked to predict an experimental result in dependence on an experimenter’s and subject’s gender, a subject’s age, and a city where the experiment was carried out. The obtained results have confirmed our hypothesis on non-triviality of the experiments in subways: it has been showed that there is a statistically significant difference between real behavior of subway passengers (in New York and in Moscow) and predictions made by Moscow and Tashkent respondents. Practically in most cases the predicted probability that a subject gives a seat after request of experimenter (young woman or young man) is much less than in reality. The structural equation modeling (SEM) has been used to analyze the data by constructing the model taking account of all factors mentioned above. The model fit the experimental data well (CFI = 0.919). It has been found that predicted results depend not only on gender, age, and residence of a respondent but also on the degree of familiarity with the research. The obtained data give an important material for a further study of the role of situational (an experiment design) and individual (respondent characteristics) factors in predicted results; they contribute to further understanding of the problem of creation and support of non-formal social norms in various cultures and show new aspects of research carried out on experimental methodology of Stanley Milgram.",14,3,255,272,Psychology; Residence; Respondent; Triviality; Experimental data; Milgram experiment; Structural equation modeling; Field experiment; Social psychology; Situational ethics,non-triviality of empirical fact; experimental social psychology; prediction of research result; Milgram subway experiment; identification; cross-cultural differences; gender differences; age differences; non-formal social norms; structural equation modeling (SEM),,,,http://journals.rudn.ru/psychology-pedagogics/article/view/16586 https://core.ac.uk/display/145612946 https://cyberleninka.ru/article/n/non-triviality-of-the-results-of-milgram-field-experiment-in-moscow-and-new-york-subway https://doaj.org/article/5519f149840f4a4ca25b677f4994adc8 http://journals.rudn.ru/psychology-pedagogics/article/download/16586/14743,http://dx.doi.org/10.22363/2313-1683-2017-14-3-255-272,,10.22363/2313-1683-2017-14-3-255-272,2750703294,,0,,0,true,cc-by-nc,gold
016-335-217-677-801,О некоторых особенностях вербально-логического мышления в норме и при шизотипическом расстройстве (на примере методики «Четвертый лишний»),,2018,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,M Kobzova; N.V. Zvereva; O Shchelokova,"<jats:p>Тhis article is devoted to the study of the features of thinking in modern subjects in the group of practical norms. Two interrelated problems were posed: using the modified classical pathopsychological technique "" Fourth Extra"" to analyze the features of thinking in a modern sample of healthy men and women in a wide age range from 17 to 70 years; The second task is to analyze the same features in a narrowly aged sample of patients with schizotypic disorder of adolescence (17-28 years). The results of the research showed that, in the modern sample, the character of the actualized features has changed, on the basis of which a generalization is made. An essential example: as the study showed, at the present time the criteria ""edible-inedible"", ""animate-inanimate"" became either less frequent, or lost the same significance as in the 1960s-1970s, when classical studies were conducted by ; T.K. Meleshko. Now the other functional signs of objects come to the fore: motion, size, texture, etc. Comparison of the data of healthy subjects and their peers with schizotypic disorder did not reveal significant differences in the standard score (based on new normative data) in the Fourth Extra technique. Apparently, this reflects a shift, primarily in the normative sample, in connection with the new social development situation. The obtained data require consideration when conducting diagnostic clinical and psychological research.</jats:p>",7,3,100,118,Psychology,thinking; actualized features of objects; the Fourth Extra technique; practical norm; schizotypic disorder,,,,https://psyjournals.ru/files/95469/Kobzova_et_al.pdf https://psyjournals.ru/psyclin/2018/n3/Kobzova_et_a.shtml,http://dx.doi.org/10.17759/cpse.2018070306,,10.17759/cpse.2018070306,2896416736,,0,023-514-399-639-597; 063-303-153-553-575; 066-718-993-028-072; 073-704-845-691-485; 074-525-973-155-145,7,true,cc-by-nc,gold
016-466-257-533-79X,Субъективные хронометрические характеристики мысленного образа движения у лыжников-гонщиков различного уровня мастерства,2022-06-30,2022,journal article,Психология. Журнал Высшей школы экономики,18138918; 25419226,"National Research University, Higher School of Economics (HSE)",Russian Federation,И.В. Каминский; Т.С. Каминская; С.В. Леонов; И.С. Поликанова; Н.А. Геппе,"<jats:p>Настоящая статья посвящена исследованию значения хронометрической структуры мысленного образа через связи с другими его особенностями, в том числе с ракурсом, доступностью и типом используемых ориентиров, а также с уровнем спортивного мастерства. Исследование выполнено при участии 54 лыжников-гонщиков в максимально возможном диапазоне квалификации. Испытуемые мысленно представляли собственное исполнение элементов одновременного двухшажного конькового хода (всего 11 описаний). Изу­чае­мые особенности представления фиксировались посредством специально разработанного опросного блока. Для определения уровня мастерства были получены экспертные оценки за техническое исполнение хода, а также подсчитано количество двигательных циклов на срединных шестидесяти метрах в двух стометровых лыжероллерных забегах, один из которых выполнялся в режиме совмещения двух задач. При помощи кластерного анализа спортсмены были объединены в группы на основании уровня мастерства и преимущественно используемого ракурса образов. Исследование показало, что в ~74% случаев испытуемые оценивали темп своего представления как соответствующий реальному движению; в оставшихся случаях статические образы встречались в 1.5 раза чаще, чем замедленные. Получены данные, поддерживающие интерпретацию статических образов как крайней степени замедления для отслеживания важных ориентиров. Хронометрически измененные образы в большей мере были связаны с начальным и наиболее высоким уровнями мастерства, представлением от 1-го лица и оценкой движения в невизуальной модальности на основе его структуры. Данные связи указывают на применение хронометрически измененных образов как средства углубленного субъективного анализа действия. Обосновано замедленное представление на начальных этапах обучения с его постепенным доведением до скорости, эквивалентной реальному действию.</jats:p>",19,2,278,302,Environmental science,,,,,https://psy-journal.hse.ru/data/2022/10/31/1720391415/Т. 19. № 2. 2022-63-87.pdf https://doi.org/10.17323/1813-8918-2022-2-278-302,http://dx.doi.org/10.17323/1813-8918-2022-2-278-302,,10.17323/1813-8918-2022-2-278-302,,,0,,0,true,,gold
016-476-120-693-441,Operational Model and Tools for Studying Subjective Well-Being of Orphans and Children Without Parental Care,,2020,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,V N Oslon; G V Semya; L M Prokopeva; U V Kolesnikova,"<jats:p>The article presents the rationale for the theoretical construct ‘subjective well-being of orphans’, its operational model, as well as the reliability and validity of a specially designed standardized interview (SI) for measuring and assessing both the general level of subjective well-being and its specific areas (SWB).The subjective well-being of a child is viewed from the position of his/her satisfaction with the ‘system of own attitudes’ to himself, to others, to the environment, to his/her ‘chronotope’.The operational assessment model built on its basis included 10 domains that built the basis of SI. The tool was tested on a sample of 498 orphanage residents aged 13 to 17 years. Its reliability, internal consistency, correctness and validity have been proven: meaningful, constructive (Cronbach’s coefficient “α” α k = 0.741); convergent (at the level of high statistical significance, SI indicators correlate with the method of M. Rosenberg, as well as with the results of the “Vi ability” test (Osin E.N., Rasskazova E.I., screening version); criterial (correlation analysis revealed the stable relationships between indicators of subjective well-being and institutional experience (r = 0.017, p = 0.702).</jats:p>",25,6,41,50,Paternal care; Subjective well-being; Developmental psychology; Psychology,ФГБОУ ВО «Московский государственный психолого-педагогический университет» (ФГБОУ ВО МГППУ); г . Москва; Российская Федерация ФГБОУ ВО «Московский государственный психолого-педагогический университет» (ФГБОУ ВО МГППУ); г . Москва; Российская Федерация,,,,https://psyjournals.ru/files/118328/pse_2020_n6_Oslon_Semya_et_al.pdf https://psyjournals.ru/psyedu/2020/n6/Oslon_Semya_et_al.shtml,http://dx.doi.org/10.17759/pse.2020250604,,10.17759/pse.2020250604,3113791143,,0,012-133-471-415-275; 025-417-088-125-407; 029-787-288-564-352; 036-966-039-975-115; 044-169-413-594-362; 050-499-436-721-52X; 051-786-850-752-581; 056-284-456-911-857; 069-621-294-801-36X; 135-953-763-697-765; 161-053-476-485-304,23,true,cc-by-nc,gold
016-493-615-230-291,Approbation of the Non-Verbal Technique for Assessment of the Satisfaction with Body Parts,,2018,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,T A Meshkova; O Klychkova,"<jats:p>A new assessment tool is proposed for measuring the attitude to individual parts of one's body, applicable to persons with physical disabilities. The forms for testing contain schematic images of the man figure and person's face, on which the sections are marked out. It is necessary to put a specific rating on a 5-point scale in the each segment of body and face. Approbation was carried out in adolescents 11-18 years old with typical development (ATD, 103 people) and with motor disabilities and IQ within normal range (AMD, 31 people). Specific and averaged assessments of the face, body, limbs, etc. were obtained. Psychometric analysis showed that the adolescents of both groups basically assess their body with points 4 and 5. In both groups, there are about 9% of respondents with low ratings (below 3.5). There are significant sex differences in the estimates of certain parts of the body. The ANOVA reveals reliable effects of interaction of the factors of sex, age and the presence of disorders in comparison of the ATD and AMD groups. In particular, the lowest scores are typical for girls 11-14 years of the AMD group. The validity of the proposed technique is indicated by regular correlations with other body image estimates, self-esteem and neuroticism. The proposed diagnostic tool can be recommended for research purposes in work with adolescents and adults with physical appearance defects.</jats:p>",7,1,118,138,Nonverbal communication; Psychology; Cognitive psychology,образ тела; двигательные нарушения; подростки; психологическая оценка; апробация методики body image; musculoskeletal disorder; adolescents; psychological assessment; approbation of technique,,,,https://psyjournals.ru/psyclin/2018/n1/Meshkova_Klychkova.shtml https://core.ac.uk/display/155260157 https://psyjournals.ru/files/92204/cpse_2018_n1_Meshkova.pdf,http://dx.doi.org/10.17759/cpse.2018070109,,10.17759/cpse.2018070109,2795914422,,0,001-813-029-283-994; 004-037-137-578-503; 006-266-825-059-792; 012-059-070-554-116; 013-036-088-901-918; 013-395-766-867-54X; 024-510-756-107-918; 030-194-865-669-958; 030-502-072-959-295; 031-625-920-229-153; 033-208-410-219-540; 033-541-564-177-936; 042-043-522-896-021; 043-601-395-035-279; 044-126-722-656-133; 047-890-426-805-23X; 049-418-961-738-570; 069-548-388-959-901; 078-744-917-808-274; 078-817-461-536-753; 084-551-055-007-348; 085-277-340-929-648; 086-461-140-462-277; 091-879-094-014-797; 101-010-180-040-369; 107-605-455-682-979; 110-264-556-387-579; 128-081-693-682-808; 147-618-816-702-415; 153-279-619-109-974; 176-929-972-927-050,1,true,cc-by-nc,gold
016-823-002-641-636,"Socio-psychological aspects, depending on the online games and the method of its diagnosis",,2016,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,N V Kochetkov,"<jats:p>The article analyzes a non-chemical type of the dependence on online games. The author considers classification and universal signs of dependence and draws the line between the two types of addictive behavior: Internet dependence and dependence on online games. In contrast to clinical characteristics used in the scientific literature, the author suggests a new criterion for identification of the dependence on the on- line games in the scientific psychological school A.V. Petrovsky — position ""significant other"" in real or virtual space. ""Game addiction"" — a new term, which is introduced in order to distinguish between the concept of gambling, dependence on online games and, dependence on the game, carried out without Internet connection. The author proposes and substantiates the socio-psychological research methodology aimed at its diagnos- tics. Empirical results that indicate differences in the level of Internet dependence and dependence on online games of respondents, depending on the factor of having ""sig- nificant other” in the network, are represented.</jats:p>",7,3,148,163,Psychology; Psychological aspects; Multimedia; Applied psychology,,,,,https://psyjournals.ru/social_psy/2016/n3/kochetkov.shtml https://psyjournals.ru/files/82722/spio_2016_n3_kochetkov.pdf https://core.ac.uk/display/90963301,http://dx.doi.org/10.17759/sps.2016070311,,10.17759/sps.2016070311,2521077002,,0,004-334-380-697-730,6,true,cc-by-nc,gold
016-842-646-501-907,Экспресс-диагностика функционального состояния ЦНС (на примере диагностики ФС ЦНС учащихся высшего учебного заведения),,2018,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,И В Ярославцева; И Н Гутник; И А Конопак; А.Н. Гусев; И А Черевикова,"<jats:p>The article presents the results of the study of the dynamics of change of the functional state of the central nervous system of university students during of the educational day and the academic year using of different methods of express diagnostic. As the main method of express diagnostics of the functional state of the central nervous system was used the method of «Complicated visual-motor reaction» and an additional method was the test of differential self-estimation of the functional condition «The state of health. Activity. Mood». The results of the study indicate that the functional state of the central nervous system provides a systemic (from psychophysiological to personal-psychological point of view) response of the subject to changing environmental conditions, including the success of overcoming, as in our case, educational stress and the effectiveness of the educational process; students with relatively low indicators of the functional state of the central nervous system under the influence of stresses tend to develop maladaptation and constitute a “risk group”.</jats:p>",11,2,110,120,Psychology,,,,,https://psyjournals.ru/files/94228/exppsy_2018_n2_Yaroslavtseva_Gutnik_et_al.pdf https://istina.msu.ru/publications/article/162640972/ https://psyjournals.ru/exp/2018/n2/Yaroslavtseva_Gutnik_et_al.shtml,http://dx.doi.org/10.17759/exppsy.2018110208,,10.17759/exppsy.2018110208,2901447070,,0,045-171-463-888-552; 100-595-018-804-228; 172-411-006-828-065,4,true,cc-by-nc,gold
016-937-974-108-073,Can the cultural-historical paradigm of educational psychology exist in the globalized world? (the experience of Africa),,2019,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,A.G. Suleimanian,,8,1,92,96,Educational psychology; Psychology; Social science,,,,,https://psyjournals.ru/files/97746/jmfp_2019_n1_Suleimanian.pdf http://psyjournals.ru/jmfp/2019/n1/Suleimanian.shtml https://psyjournals.ru/en/jmfp/2019/n1/Suleimanian.shtml,http://dx.doi.org/10.17759/jmfp.2019080110,,10.17759/jmfp.2019080110,2930341581,,0,,0,true,cc-by-nc,gold
016-947-476-543-936,Проблема социальной адаптации семьи ребенка с тяжелой психофизической патологией,,2018,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,С Ю Цапина,"<jats:p>The article is devoted to the identification and overcoming of the psychological problems of the family of a child with severe psychophysical disorder. According to our hypothesis, psychological difficulties prevent parents from taking advantage of opportunities, provided by Russian laws. The target group included 39 children with cerebral palsy in combination with severe mental retardation, and 46 adult family members (33 women, 7 men). The control group included 37 healthy children and 37 adult family members (30 mothers, 7 fathers). The methods of psychological and pedagogical examination of children, standard and original questionnaires for parents were applied. It is shown that the passivity of parents in the search for social support is caused by the uncertainty of their ideas about the future, a decrease in the level of meaningfulness of life, depressive states. Psychological assistance provided to parents during the study led to an increase in social adaptation of families. It was concluded that the support system for families with children suffering from severe psychophysical disorders should be complemented by social patronage and psychological monitoring.</jats:p>",8,4,65,74,Sociology,a child with a psychophysical pathology; cerebral palsy; severe mental retardation; psychological problems of the family; social maladjustment; state social assistance; psychological assistance,,,,https://psyjournals.ru/psyandlaw/2018/n4/96386.shtml,http://dx.doi.org/10.17759/psylaw.2018080407,,10.17759/psylaw.2018080407,2904325100,,0,067-295-037-865-350,0,true,cc-by-nc,gold
017-065-144-874-773,The Factor of Visual Symmetry Perception in Aesthetic Experience,,2018,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,S L Artemenkov; G V Shookova; K V Mironova,"<jats:p>The article deals with the formation of aesthetic experience in connection with the perception of physical symmetry of objects and their images. An overview of modern works on the psychology of aesthetic perception in the context of the problem of the perception of symmetry is presented. The phenomenon of symmetry preference in visual perception is illustrated by arguments in its favor and data on its situationality. The ecological context of symmetry in animals and plants is touched in connection with the phenomenon of fluctuating asymmetry as an undirected deviation in the symmetry of a two-sided structure normally distributed in the population. Mathematical models of symmetry of forms and their multiscale representation are discussed. The analysis of the study of the Zen stone garden perceptual peculiarities from the position of the medial axes’ model is carried out.On the basis of the provisions of the transcendental psychology of perception, a hypothesis is advanced about the meta-sensory origin of the aesthetic sense, based on the process of interrelation of the internal symmetrical mechanisms of visual perception and the cognitive processes of creating figurative representations. The relation to the principle of symmetry in the context of the transcendental psychology of perception is shown.</jats:p>",11,1,166,177,Psychology; Cognitive psychology; Perception; Factor (chord); Symmetry (geometry); Aesthetic experience,symmetry of forms; models of perception of symmetry; multiresolution; medial axes; symmetry sets; aesthetics of symmetry; Zen garden of stones; form-creation; bi-united symmetrical relations; transcendental psychology,,,,https://psyjournals.ru/files/92588/exppsy_2018_n1_Artemenkov_Shookova_Mironova.pdf https://psyjournals.ru/exp/2018/n1/Artemenkov_Shookova_Mironova.shtml,http://dx.doi.org/10.17759/exppsy.2018110110,,10.17759/exppsy.2018110110,2802489654,,0,003-715-744-671-180; 006-382-234-820-605; 010-117-689-245-093; 013-277-951-890-234; 015-025-007-007-789; 015-031-107-348-258; 015-567-865-298-347; 017-234-151-381-402; 017-501-012-972-222; 019-904-347-296-632; 022-966-010-699-606; 023-565-231-248-349; 026-171-493-955-155; 027-667-731-001-118; 032-106-595-060-244; 033-263-845-674-827; 036-281-090-916-522; 037-450-269-036-286; 041-123-373-649-767; 046-893-819-712-314; 054-861-345-682-355; 060-082-628-058-215; 068-391-950-398-808; 072-064-759-670-371; 072-217-701-677-583; 075-762-167-907-141; 078-168-212-414-512; 093-874-816-905-488; 109-050-096-237-086; 109-551-792-459-26X; 116-454-182-296-255; 119-641-788-361-886; 137-534-355-800-125; 140-264-446-728-537; 169-344-791-455-835,4,true,cc-by-nc,gold
017-177-502-391-752,Features of volitional regulation among representatives of different ethnocultural groups,,2019,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,V A Ivannikov; V N Shlyapnikov,"<jats:p>The results of a cross-cultural study of volitional regulation in in representatives of 11 ethno-cultural groups living in the territory of the Russian Federation and the former USSR are presented. The representatives of the Armenian, Bashkir, Byelorussian, Jewish, Mari, Ossetian, Russian, Tajik, Tatar, Ukrainian peoples, as well as the Komi people were compared. The samples were balanced by gender, age and other socio-demographic characteristics. In total, 1156 people took part in the study. To diagnose the individual characteristics of volitional regulation of the respondents, the following methods were used: “Action-control scale” by Yu. Kuhl, “Questionnaire for revealing the expression of self-control in the emotional sphere, activity and behavior”, self-evaluation of volitional qualities. The presence of significant differences between the groups for all measured parameters was shown (p&lt;0.001). The obtained results confirm the hypothesis about the presence of cross-cultural differences in the parameters of volitional regulation and confirm the ideas of the volition as a higher mental function.</jats:p>",12,1,70,84,Psychology,,,,Russian Foundation for Basic Research,https://psyjournals.ru/files/98074/exppsy_2019_n1_Ivannikov_Shlyapnikov.pdf https://psyjournals.ru/exp/2019/n1/Ivannikov_Shlyapnikov.shtml,http://dx.doi.org/10.17759/exppsy.2019120106,,10.17759/exppsy.2019120106,2936476739,,0,001-268-153-681-139; 045-680-310-251-281; 048-925-757-395-283; 064-899-577-149-96X; 070-446-042-432-238; 087-052-286-637-964; 092-922-837-392-287; 170-849-221-475-147,6,true,cc-by-nc,gold
017-365-265-485-197,Проблемы подготовки педагогов-психологов образовательных организаций в области превенции суицидального поведения подростков и молодежи,,2019,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,О В Вихристюк; Л А Гаязова; Г С Банников,"<jats:p>The article presents the results of a study of the training problems of educational psychologists aimed to prevent suicidal behavior of adolescents and youths. The data were obtained on the basis of a survey of psychologists and experts. The areas of activity with the greatest difficulties are: first of all, crisis counseling for adolescentsnts and yourth at risk, seocndly, the delivery of emergency psychological assistance to subjects of the educational environment in a risk of suicide. It is demonstrated that psychologists are interested in systemic professional support; the presence of well-developed algorithms of interagency interaction; standards governing the content of activities; increasing the responsibility level (including legal) of parents to follow the recommendations of the educational psychologist. Based on the data received, the requirements for the organization and content of continuing education programs for educational psychologists on the prevention of suicidal behavior of adolescents and youth are formulated.</jats:p>",9,3,18,34,Psychology,prevention; suicidal behavior; auto-aggressive behavior; adolescents; youth; minors; students; self-destructive behavior; self-damaging behavior; supplementary vocational training; advanced training; educational psychologist,,,,https://psyjournals.ru/files/109331/psyandlaw_2019_3_Vikhristuk_Gayazova_Bannikov.pdf https://psyjournals.ru/psyandlaw/2019/n3/109331_full.shtml,http://dx.doi.org/10.17759/psylaw.2019090302,,10.17759/psylaw.2019090302,2977785087,,0,021-017-893-617-721; 023-412-569-876-513; 025-686-604-073-742; 032-733-157-551-281; 046-637-288-155-375; 052-370-268-210-231; 084-994-405-164-961; 104-461-567-566-957; 107-665-648-021-653; 131-517-780-150-706; 144-480-081-184-443; 155-612-586-963-128,3,true,cc-by-nc,gold
017-468-394-726-040,Possibilities of Using Board Games to Develop Communication Skills in Children with Autism Spectrum Disorder,2020-08-18,2020,journal article,Bulletin of Practical Psychology of Education,26583100,Moscow State University of Psychology and Education,,E.E. Klopotova; I.Y. Krupnova,"<jats:p>The article presents an experimental study aimed at identifying the possibilities of using Board games to develop communication skills in children with autism spectrum disorder (ASD). The study involved 6 children diagnosed with ASD from 4 years 8 months to 8 years. The experiment lasted two and a half months, with each child was conducted about 20 classes (of 2 hours), during which each of the selected games was held 2 times. Two board games were used, corresponding to the level of development of children — “Walker” and “Memory”. Communication skills were evaluated in two directions — the ability to focus on the partner’s actions during the game and ways to address the partner in the game. The analysis of changes in communication skills of each child is presented. In General, the results obtained in the experimental study suggest that board games can act as an effective means of developing communication skills in children with ASD. Through board games, children were able to develop the skills of paying attention to the partner during the game, tracking their actions and waiting for their turn, addressing the partner and answering a question. The results obtained from the presented sample of subjects showed that better dynamics in the development of communication skills were demonstrated by children with initially higher development indicators, regardless of age.</jats:p>",17,1,41,50,Developmental psychology; Psychology; Autism spectrum disorder; Communication skills,autism spectrum disorder; ASD; correctional and developmental work; communication skills; board games,,,,https://psyjournals.ru/vestnik_psyobr/2020/n1/Klopotova_Krupnova.shtml https://psyjournals.ru/files/115112/bppe_2020_n1_Klopotova_Krupnova.pdf,http://dx.doi.org/10.17759/bppe.2020170105,,10.17759/bppe.2020170105,3080316531,,0,,2,true,cc-by-nc,hybrid
017-566-507-949-005,Adolescents’ communication on the Internet: the boundaries of normativity,,2021,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,D.V. Kiriukhina,"<jats:p>The emergence and spread of the Internet has led to the fact that the virtual space has become a new source of communication, especially for adolescents, active users. However, such communication differs significantly from real interaction in the absence of various restrictions that affect the quality of communication and can lead to complete disregard of generally accepted moral norms. The purpose of the article is to analyze the features of adolescents ' communication on the Internet and the boundaries of normativity that they tend to cross, as well as the reasons for their violation. The article considers the positive and negative impact of Internet communication on the personality of schoolchildren, communication models, revealing the distinctive features of network interaction of young people and their negative consequences. The problems of compliance with the norms of communication and etiquette are analyzed, which, among other things, can develop into a more aggressive form – cyberbullying. Statistical data on violations of the boundaries of normativity when communicating with young people on the Internet in a number of countries are presented. The main directions of prevention of non-normative interaction of adolescents in the virtual space are highlighted. The study of the peculiarities of communication of adolescents in the digital environment will reveal in more detail the understanding of the causes of the spread of virtual aggression and will be able to contribute to the development of the level of communication culture of young people on the Internet.</jats:p>",10,3,40,47,Internet privacy; The Internet; Psychology,подростки; Интернет; общение; агрессия; нормативность; этика adolescents; the Internet; communication; aggression; normativity; morality,,,,https://psyjournals.ru/jmfp/2021/n3/Kiriukhina.shtml https://psyjournals.ru/files/123299/jmfp_2021_n3_Kiriukhina.pdf,http://dx.doi.org/10.17759/jmfp.2021100304,,10.17759/jmfp.2021100304,3203540920,,0,003-148-006-371-807; 003-402-461-682-552; 010-944-436-583-106; 012-122-477-347-994; 012-638-444-338-036; 013-709-989-723-307; 014-403-952-840-061; 015-750-918-245-739; 019-145-645-948-710; 020-363-567-585-790; 025-160-053-413-301; 027-961-674-173-26X; 034-390-687-337-021; 038-076-014-908-467; 041-810-864-513-180; 086-278-183-777-118; 110-417-870-047-091; 114-368-812-636-629; 142-104-220-693-984; 146-440-894-056-912; 171-861-321-209-346; 176-771-524-965-718,6,true,cc-by-nc,gold
017-613-749-621-669,Психология образования в интересах детей,,2017,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,В В Рубцов,"Доклад, представленный на XIII Всероссийской научно практической конференции «Психология образования: пе дагог психолог в мире школы».",9,3,2,18,Sociology,,,,,https://psyjournals.ru/psyedu_ru/2017/n3/Rubtsov.shtml https://psyjournals.ru/files/94855/vestnik_psyobr_2017_n2_Rubtsov.pdf,http://dx.doi.org/10.17759/psyedu.2017090302,,10.17759/psyedu.2017090302,2782915408,,0,,9,true,cc-by-nc,gold
018-022-781-578-594,Psychosocial Rehabilitation of Minors Caughtin Legally Significant Situations as an Issueof Cultural-Historical Psychology,,2017,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,V V Delibalt; N V Bogdanovich,"<jats:p>The article analyses psychosocial rehabilitation of adolescents caught in legally significant situations in relation to the professional standard. Most often, the term ""rehabilitation"" is defined as a system of certain measures and/or arrangements aimed at the restoration, correction, compensation of impaired mental functions or qualities. However, this approach does not allow to formulate the goal and tasks of the rehabilitation process that are relevant to legal psychology as a science and to providing practical psychological assistance to adolescents in legally significant situations. Basing on the key categories of cultural-historical psychology (such as social situation of development, new psychological formations, zone of proximal development, etc.) a model of psychosocial rehabilitation based on the replacement of the social situation of development is proposed. The article describes the process of psychosocial rehabilitation consisting of a cycle of activities of a legal psychologist and compares it to the job functions listed in the professional standard for specialists in social rehabilitation.</jats:p>",13,3,41,50,Psychosocial; Psychology; Rehabilitation; Cultural-historical psychology; Applied psychology,psychosocial rehabilitation; legally significant situations; cultural-historical psychology; social situation of development; zone of proximal development; replacing situation of development; psychological support; psychological prevention; professional standard,,,,https://psyjournals.ru/files/87611/kpip_2017_n3_Delibalt_Bogdanovich.pdf https://psyjournals.ru/kip/2017/n3/Delibalt_Bogdanovich.shtml,http://dx.doi.org/10.17759/chp.2017130306,,10.17759/chp.2017130306,2766864028,,0,021-660-323-247-143; 065-030-128-117-917; 126-198-436-059-86X,4,true,cc-by-nc,gold
018-063-731-759-347,Psychological Assessment of Suicidal Risk: the Ratio of Pro- and Anti-Suicidal Personality Factors,,2019,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,F S Safuanov; O I Sochivko,"<jats:p>An experimental psychological examination of 40 individuals (16 men and 24 women aged 18 to 21 years) who made suicide attempt was carried out. The control group consisted of 34 cadets of a higher educational institution (14 men and 20 women aged 18 to 21 years) who did not have a history of auto-aggressive actions. Methods used: “Suicide Risk Questionnaire” in the modification of T.М. Razuvaeva; “Questionnaire of interpersonal relations” by V. Schutz in adaptation A.A. Rukavishnikov; ""Life Style Index""; methodology ""Study of self-relationship"" S.R. Pantileeva.; The results of factor analysis showed that in the main group, pro-suicidal factors prevail: personal, communicative, related to the time perspective. Antisuicidal factors prevail in the control group, both stable (features of self-relationship, interpersonal interaction), and related to the updating of psychological defenses in traumatic conditions. It is concluded that a comparative analysis of suicidal and anti-suicidal factors is the basis of clinical, psychological and forensic expert diagnosis, should be used when choosing psychocorrective programs.</jats:p>",9,4,211,224,Psychology; Psychological testing; Suicidal risk; Personality factors; Clinical psychology,suicide; suicidal factors; antisuicidal factors; self-conception; psychological defense mechanisms,,,,https://psyjournals.ru/files/111122/psyandlaw_2019_4_Safuanov_Sochivko.pdf https://psyjournals.ru/psyandlaw/2019/n4/Safuanov_Sochivko_full.shtml https://doaj.org/article/1a65b5ea02a94438845407983eb1ac4c,http://dx.doi.org/10.17759/psylaw.2019090415,,10.17759/psylaw.2019090415,2996700132,,0,,4,true,cc-by-nc,gold
018-156-213-292-41X,Игра в детских садах Германии и России,,2016,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,И А Котляр; Е О Смирнова,"<jats:p>The article compares conditions for games and gaming activity status of preschool children in contemporary Russian and German kindergartens. It examines the organization of daily life activity of children in kindergartens in Germany. It shows that in a German kindergarten children are not strictly governed by adults and spend most of the time playing freely. It also presents the results of the comparative analysis of parental values concerning pre-school education in Russia and in Germany. The analysis of statements of the parents brought up in Soviet traditions, shows that they are dissatisfied with the lack of organized activities and the lack of care for a child in German kindergartens. German parents and teachers, on the contrary believe that caring for self-service, clothing, security is the child’s duty, and s/he should control his/her outer look, regulate sleeping, waking, eating, etc. Such autonomy of preschoolers represents itself in self-organization of free time, most part of which they spend playing. Preliminary comparative analysis of the state of play activities of children in tRussian and German kindergartens shows that the game of pre-school children in Germany is more independent, initiative and creative activity than in Russian children.</jats:p>",5,1,39,45,Humanities; Psychology,game; play activity; organization of daily life activity; day order; parental values; state of play activity,,,,https://psyjournals.ru/jmfp/2016/n1/81149.shtml https://core.ac.uk/display/89144170 https://psyjournals.ru/files/81149/jmfp_2016_1_n_5_Kotliar.pdf,http://dx.doi.org/10.17759/jmfp.2016050105,,10.17759/jmfp.2016050105,2343525287,,0,171-148-867-465-129,1,true,cc-by-nc,gold
018-329-259-001-932,Psychological and psychosomatic risk factors of suicidal intentions in adolescents,,2020,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,E.V. Khramov,"<jats:p>The article presents an overview of modern foreign studies, which aim to study the psychological, somatic and psychosomatic risks of suicidal behavior of adolescents, and, as an empirical illustration, results of the study of psychological and psychosomatic correlates of adolescent depression and suicidality. A rather extensive list of risk factors for suicide, described in foreign literature, was reduced to four classes: somatic (psychosomatic), intrapsychological, socio-psychological, behavioral. It has been shown that the greatest association with suicidal intentions and attempts belongs to depressive states, however, this association, in most cases, is mediated by other predictors of the risk of a suicide. The results of the empirical study described the main psychosomatic dysfunctions in adolescents’ suicides, usually accompanied by asthenic states.</jats:p>",9,1,68,75,Psychology; Clinical psychology,suicidal behavior of adolescents; psychological and psychosomatic risk factors; biopsychosocial approach; adolescent depression; psychosomatic dysfunctions of adolescents-suicidals,,,,https://psyjournals.ru/files/112759/jmfp_2020_n1_Khramov.pdf https://psyjournals.ru/en/jmfp/2020/n1/Khramov.shtml,http://dx.doi.org/10.17759/jmfp.2020090107,,10.17759/jmfp.2020090107,3014971498,,0,000-552-170-508-268; 001-671-338-375-234; 001-759-798-570-58X; 003-171-657-010-947; 010-166-896-299-132; 010-779-354-449-038; 015-769-852-526-166; 017-580-615-075-14X; 030-738-341-405-911; 032-999-045-158-774; 037-529-701-571-213; 050-508-848-552-082; 051-447-269-853-489; 058-345-412-581-71X; 080-880-456-271-272; 082-761-089-231-877; 087-559-512-272-709; 102-232-939-736-258; 105-726-063-974-743; 111-438-271-143-021; 112-689-560-555-199; 128-069-438-386-33X,4,true,cc-by-nc,gold
018-465-241-238-276,Inclusive Approach to the Integration of Migrant Children in Education,,2015,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,О Е Хухлаев; М Ю Чибисова; А Ю Шеманов,"<jats:p>The presented materials show that the adaptation and integration of migrants is one of the most important priorities of humanistic educational activities in the coming years, the implementation of which requires the active participation of the entire education system for children of the Russian Federation. Integration is considered by the authors as a mutual process of unification of migrants and the host population in a new socio-cultural environment, without loss for both sides of the key parameters of initial socio-cultural identities, often with the dominance of the cultural component of the host community. We substantiate the claim that the use of an inclusive approach allows to solve the contradiction between the need for adaptation of migrant pupils to the norms of the host culture and with their peers. We present a model of psycho-pedagogical diagnostics of special educational needs of a migrant child related to the five different characteristics: language, basic knowledge, emotional state, social skills, cultural norms and rules.</jats:p>",20,1,15,27,Sociology; Pedagogy,,,,,https://psyjournals.ru/files/75184/pno_1_2015_huhlaev.pdf https://psyjournals.ru/en/psyedu/2015/n1/75209.shtml,http://dx.doi.org/10.17759/pse.2015200103,,10.17759/pse.2015200103,242662121,,0,005-605-052-220-675; 007-509-001-010-144; 011-637-371-403-018; 023-753-395-482-332; 035-936-003-284-773; 056-289-455-346-06X; 118-156-598-238-064; 118-227-743-350-69X; 135-062-574-346-334; 141-686-083-710-739; 183-507-191-447-04X,6,true,cc-by-nc,gold
018-509-520-638-506,Radicalization of women: an explicative potential of social psychological knowledge,,2020,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,B. G. Bovin; M.M. Moskvitina; Inna Bovina,"<jats:p>The aim of the article is to analyze the problem of women's radicalization. Based on a review of the literature, it seems possible to say that this problem is often ignored, terrorism is considered as the men’s activity, it is mistakenly believed that women are hardly capable of aggressive behavior, in case of involvement in terrorist activities, they are in a minor capacity. For terrorist organizations, it is a strategic step to use women because women are assigned the tasks where men can attract attention and be caught. In the activities of a terrorist organization, women perform a number of different roles: informants, specialists in developing propaganda strategies, recruiters, managers, qualified specialists, interpreters, objects of sexual bait, fighters. Information distributed by women is perceived differently from that distributed by men, it takes on a different meaning. The paper discusses the specific features of the reasons why men and women become radicalized, noting that the mechanisms of radicalization themselves hardly differ in the case of men and women. The paper is focused on the applicability and potential of theoretical schemes to explain the radicalization of women. Special attention is paid to the theory of uncertainty-identity, and empirical data obtained within the framework of this theory are discussed.</jats:p>",9,3,97,108,Psychology; Radicalization; Social psychology,terrorism; female radicalization; risk assessment of radicalization; social identity; uncertainty,,,,https://psyjournals.ru/files/116357/jmfp_2019_n3_Bovin_Moskvitina_Bovina.pdf https://psyjournals.ru/jmfp/2020/n3/Bovin_et_al.shtml,http://dx.doi.org/10.17759/jmfp.2020090309,,10.17759/jmfp.2020090309,3094237050,,0,000-495-477-211-153; 004-534-898-704-284; 008-602-709-457-243; 015-758-108-490-341; 016-304-185-679-404; 030-367-684-876-213; 040-111-442-313-729; 041-040-878-470-304; 044-618-948-598-096; 044-648-615-810-471; 046-685-122-367-403; 047-824-162-012-74X; 055-388-237-976-159; 055-604-951-644-972; 057-158-862-748-943; 059-294-700-523-732; 069-538-473-846-857; 073-579-131-533-098; 076-590-935-569-068; 090-008-330-898-601; 095-861-046-295-176; 101-707-034-847-199; 104-436-060-516-534; 107-237-496-042-541; 111-887-481-507-843; 129-874-177-798-43X; 136-095-306-314-093; 136-664-364-018-708; 167-851-680-141-87X; 186-891-461-260-014,1,true,cc-by-nc,gold
018-529-864-977-235,Situation and Vector Analysis of Cognitive and Personality Development of Students in the Process of Overcoming Learning Difficulties,,2020,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,V.K. Zaretsky; I.A. Nikolaevskaia,"<jats:p>During reflective-activity approach counseling sessions with students aimed at helping them overcome difficulties, there often occurs a phenomena of ‘explosive dynamics’ when significant qualitative changes happen, both in the cognitive and personality spheres. The multi-dimensional model of the zone of proximal development proposed in the reflective-activity approach makes it possible to theoretically substantiate and describe the mechanism of cognitive and personality development in the process of overcoming learning difficulties. While working out the parameters for analyzing the dynamics of cognitive and personality development of students, the following three main tasks had to be solved: 1) how to analyse the process of joint work of the student and the counselor to reconstruct the structural-dynamic picture of qualitative cognitive and personality changes from the session transcript (speech production); 2) how to show the dynamics of learning through the subject matter of the tasks, the dynamics of cognitive and personality lines of development; 3) how to capture the connection between psychotherapeutic and pedagogical help and positive qualitative cognitive and personality changes. We thus developed a method based on the principles and methods of speech production analysis in creative task solving which is considered an equivalent of learning difficulties. The paper discusses an example of the analysis of counselor-student interaction based on the developed method. which illustrates the ‘reflection’ dynamics that occurs during one session.</jats:p>",16,1,35,48,Psychology; Cognition; Cognitive psychology; Process (engineering); Personality development,,,,,https://psyjournals.ru/kip/2020/n1/Zaretskii_Nikolaevskaya.shtml https://www.scilit.net/article/32f8aa0e08cf83e7de6f52829628a68a https://psyjournals.ru/files/112831/chp_2020_n1_Zaretskii_Nikolaevskaya.pdf,http://dx.doi.org/10.17759/chp.2020160104,,10.17759/chp.2020160104,3014720368,,0,026-830-918-292-745; 058-719-571-346-956; 070-943-379-811-038; 095-080-047-838-548,6,true,cc-by-nc,gold
018-572-535-165-723,Empathy Strategies in Professional Activities of Psychologists and Actors,,2019,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,V V Arkhangelskaya; N M Puk,"<jats:p>Following the later works of F.Ye. Vasilyuk, we put empathy in the center of consideration and review it as a separate activity that lies at the core of some professional activities. Professional activity requires the performer to organize the process of empathy in a special way so that certain professional goals could be achieved. The paper presents results of a preliminary qualitative study on the reflection of empathy strategies in individuals in whose professions experience and empathy are the central subject of work. Using a phenomenological analysis of an empathy interview, a number of empathy strategies were identified that counseling psychologists and actors use in their professional activities. Strategies of achieving empathy in these two professional areas have a number of similarities, as well as a number of differences, due to the specificity of professional tasks. The paper also outlines the typical difficulties emerging in the process of empathy and ways of overcoming them.</jats:p>",15,1,93,101,Psychology; Empathy; Social psychology,переживание; сопереживание; система Станиславского; психотерапия; психологическое консультирование experience; empathy; Stanislavsky system of acting; psychotherapy; psychological counseling,,,,https://psyjournals.ru/files/97502/chp_2019_n1_Arkhangelskaya_Puk.pdf https://psyjournals.ru/kip/2019/n1/Arkhangelskaya_Puk.shtml,http://dx.doi.org/10.17759/chp.2019150110,,10.17759/chp.2019150110,2923438759,,0,000-248-892-888-112; 023-335-035-120-408; 165-514-657-524-135; 171-293-174-689-833,0,true,cc-by-nc,gold
018-605-114-512-203,Personality and Motivational Features and Conscious Self- Regulation in Early Adolescents with Different Dynamics of Psychological Well-Being,,2019,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,V I Morosanova; I. N. Bondarenko; Tatiana G. Fomina,"<jats:p>The article deals with the problem of the dynamics of psychological well-being of students. It is focused on the role of conscious self-regulation of learning activities in ensuring the students’ psychological well-being stability during their transition from the primary to the middle stage of the secondary school. The main task of the empirical research was to identify, on the basis of longitudinal data, the features of the conscious self-regulation in the students with different trajectories of psychological well-being. The sample of the study consisted of the secondary school students (N = 298).The first stage of the longitudinal study was carried out in grade 4, the second stage — 6—8 months later, when students moved to grade 5.All in all, 239 people (48% boys) completed the questionnaires in two points of the longitude. The students were examined using a set of diagnostic methods, including ""Self-Regulation Profile Questionnaire — Junior ""; “Scale of manifestations of psychological well-being of adolescents”, “Scales of academic motivation of schoolchildren”, “Big Five — the children's version”, “Methods of diagnostics of the learning motivation and emotional attitude to learning”. The study allowed to describing three trajectories of changes in the psychological well-being of students during their transition from the primary to the middle school: ""Increasing"", ""Stable"" and ""Decreasing"". The data analysis made it possible to identify significant differences in the students’ regulatory characteristics with regard to selected groups. There are also specific academic motivation, attitudes to learning, and the personal dispositions characterizing students with different psychological well-being trajectories. The study revealed significant influence of the conscious self-regulation development on the various manifestations of the students’ psychological well-being. The obtained results point out the significant resources of well-being for the primary school students at the next stages of schooling. They are such regulatory features as planning goals, programming actions, evaluating their results, and flexibility as the ability to make corrections when the learning conditions change.</jats:p>",24,4,5,21,Developmental psychology; Dynamics (music); Psychology; Personality; Psychological well-being; Early adolescents,,,,,https://psyjournals.ru/psyedu/2019/n4/Morosanova_Bondarenko_Fomina.shtml https://psyjournals.ru/files/108422/pse_2019_n4_Morosanova_Bondarenko_Fomina.pdf,http://dx.doi.org/10.17759/pse.2019240401,,10.17759/pse.2019240401,2972062945,,0,000-424-627-310-694; 004-911-759-461-56X; 005-733-969-778-706; 007-626-771-505-517; 016-372-180-809-438; 020-693-454-817-227; 028-728-759-188-183; 031-425-672-985-542; 032-622-985-388-000; 033-034-456-778-56X; 037-846-164-472-277; 046-106-762-515-890; 059-731-133-158-005; 063-330-883-038-149; 064-161-748-777-899; 068-741-254-102-409; 069-621-294-801-36X; 069-838-543-241-613; 071-359-736-591-509; 074-426-075-150-824; 082-787-632-020-541; 084-873-409-497-842; 092-189-215-367-643; 094-276-402-219-572; 105-930-781-246-183; 111-189-763-630-42X; 119-689-045-471-825; 141-425-637-525-039; 142-513-912-970-177; 155-273-924-603-608,15,true,cc-by-nc,gold
018-615-689-668-240,Diagnostics basing on testing paths: the method of patterns,,2018,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,L S Kuravsky; G A Yuryev; D V Ushakov; N E Yuryeva; E A Valueva; E M Lapteva,"<jats:p>Presented is the method of patterns to diagnose subjects basing on testing paths which represent results of completion of tasks in the order of their appearance. This method allows solving diagnostics tasks having limited observation results, building diagnostics conclusions only relying on the analysis of accumulated empirical data and changing adaptively both the number of presented testing tasks and their content to attain the given level of diagnostic assessment reliability.</jats:p>",11,2,77,94,Computer science,,,,,https://psyjournals.ru/exp/2018/n2/Kuravsky_Yuryev_et_al.shtml https://psyjournals.ru/files/94221/exppsy_2018_n2_Kuravsky_Yuryev_et_al.pdf,http://dx.doi.org/10.17759/exppsy.2018110206,,10.17759/exppsy.2018110206,2896977828,,0,011-188-840-609-625; 023-439-304-706-789; 027-034-485-026-773; 032-367-989-770-594; 033-535-320-291-053; 035-616-605-408-152; 045-991-115-961-411; 049-742-929-544-674; 051-276-074-473-597; 085-782-124-158-049; 093-186-469-906-670; 099-535-852-121-80X; 102-039-383-406-311; 125-528-056-114-33X; 144-415-811-112-900; 161-889-734-080-36X,3,true,cc-by-nc,gold
018-720-304-840-535,Краткий дифференциальный тест перфекционизма: проверка кросс-культурной устойчивости факторной структуры и психометрических характеристик,,2018,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,A.A. Zolotareva,"<jats:p>The paper describes the procedure of developing an express test of perfectionism and its English version. Basing on the outcomes of previous studies (N = 2400), we selected 14 items from the Differential Perfectionism Inventory (which consists of 24 items) that comprised the Brief Differential Perfectionism Inventory (BDPI). The analysis of psychometric characteristics was conducted on a sample of Russian-speaking students (N = 164). Cross-cultural stability of the factor structure and psychometric characteristics was tested on a sample of Malaysian students (N = 153) with perfect knowledge of English. The factor structure of the Russian and English versions of the SDTP proved that there were two scales in the test: the scale of normal perfectionism measures an individual’s healthy longing for perfection (setting high but reachable standards for oneself), whereas the scale of pathological perfectionism measures a person’s unhealthy striving for perfection (setting unattainable and unreasonable standards). Both versions of the test showed acceptable validity and reliability rates and were therefore considered effective tools for quick assessment of perfectionism, in particular, in cross-cultural studies.</jats:p>",14,1,107,115,Psychology,,,,,https://psyjournals.ru/kip/2018/n1/Zolotareva.shtml https://psyjournals.ru/files/92412/chp_2018_n1_Zolotareva.pdf,http://dx.doi.org/10.17759/chp.2018140112,,10.17759/chp.2018140112,2802771300,,0,000-804-451-250-193; 014-390-290-911-392; 018-679-854-387-497; 021-191-397-484-628; 024-371-985-197-155; 034-846-473-024-348; 036-158-109-037-752; 046-478-341-545-845; 060-753-722-596-401; 061-618-383-249-038; 075-841-128-587-419; 075-857-272-741-43X; 077-896-299-355-568; 098-076-382-532-930; 101-697-755-169-571; 121-875-265-529-954; 122-512-859-122-848; 147-464-266-800-82X; 155-656-232-630-865; 158-694-251-201-771,6,true,cc-by-nc,gold
018-782-074-110-724,"Рецензия на книгу Кормьер Г., Шакни Г. Стратегии и интервенции психологического консультирования: практическое пособие; 8-е междунар. изд.",,2016,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,N Y Fedunina,"<jats:p>Review of the book Cormier S., Hackney L. Counseling Strategies and Interventions, 8th Edition; published by Moscow: “Naumov and Naumova”, 2016. 348 p.</jats:p>",24,1,181,184,,психотерапия; учебник; стратегии консультирования; навыки консультирования psychotherapy; textbook; counseling strategies; counseling skills,,,,https://psyjournals.ru/files/80892/cpp_2016_n1_Fedunina.pdf https://psyjournals.ru/mpj/2016/n1/fedunina.shtml,http://dx.doi.org/10.17759/cpp.2016240112,,10.17759/cpp.2016240112,2404881329,,0,,0,true,cc-by-nc,gold
018-924-080-748-346,Parent-Child Interaction: Forensic and Psychological Expert Evaluations,,2022,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,F.S. Safuanov; O. Savina; M. Morozova; A. Kalashnikova; S. Kulakov; J.O. Perepravina; I. Zabezhinskaya; M. Malinovskaya; K. Soldatova; O. Bodrova,"<jats:p>In our scientific work we tested a methodology for studying child’s interaction with his/her cohabitant parent and the one living away. The methodology is integrated into the compre-hensive forensic, psychological and psychiatric examination which is carried out during family law cases between divorcing parents and is aimed to decide the child’s place of resi-dence or visiting arrangements for the separated parent. The methodology protocol includes sociodemographic parameters, expert decisions and two datasets on the child-parent rela-tionship found during the forensic examination and interaction test. 66 children aged 4-15 have been examined. Of those, 28 children (23 boys, 5 girls) were incapable to make their own decisions on the issues that might affect them (due to the induced state they were in as a result of the cohabitant parent’s actions). The 38 remaining children’s (17 boys, 21 girls) abilities to make their own decisions were intact. The research isolated highly informative interaction peculiarities that are typical for the children who are unable to make their own decisions on the substance of the litigation and also demonstrated their high importance for expert diagnostics.</jats:p>",12,1,115,132,Affect (linguistics); Psychology; Forensic science; Test (biology); Protocol (science); Developmental psychology; Medicine; Paleontology; Alternative medicine; Communication; Pathology; Veterinary medicine; Biology,Красноярский краевой психоневрологический диспансер № 1 (КГБУЗ «ККПНД №1»); г. Красноярск; Российская Федерация comprehensive forensic; psychological and psychiatric examination; forensic and psychological examination; interests of a child; child-parent relationship; interaction test,,,,https://psyjournals.ru/files/128362/psylaw_2022_n1_Safuanov_et_al.pdf https://doi.org/10.17759/psylaw.2022120110,http://dx.doi.org/10.17759/psylaw.2022120110,,10.17759/psylaw.2022120110,,,0,013-204-712-089-637; 161-696-152-986-443,6,true,cc-by-nc,gold
018-937-483-193-579,The Relationship between Volitional Regulation and Procrastination in University Students,2023-02-01,2023,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,D.D. Barabanov,"<jats:p>&lt;p&gt;The article is aims to clarify the features of relationship between volitional regulation and procrastination. The results of an empirical study obtained on a student sample are presented. The study involved 1-4 years university students of Lomonosov Moscow State University (N=304) from sociology, chemistry and mechanics and mathematics faculties (average age 19.58 years old, st. dev. 1.57). The following techniques were used: the formalized self-rating technique of V.A. Ivannikov, E.V. Aidman, ""Action Control Scale"" by J. Kuhl in adaptation of S.А. Shapkin, Purpose in life test of Crumbaugh and Maholick in adaptation of D.A. Leontiev and General procrastination scale (C. Lay) in adaptation of O.S. Vindecker and M.V. Ostanina. The results show that students with more developed volitional regulation are less prone to procrastination. There were no significant differences in the indicators of volitional regulation and procrastination between students of different courses and faculties.&lt;/p&gt;</jats:p>",15,4,112,122,Procrastination; Psychology; Adaptation (eye); Scale (ratio); Test (biology); Rating scale; Social psychology; Mathematics education; Developmental psychology; Paleontology; Physics; Quantum mechanics; Neuroscience; Biology,volitional regulation; volitional traits; procrastination; action orientation; state orientation; meaningfulness of life,,,,,http://dx.doi.org/10.17759/exppsy.2022150407,,10.17759/exppsy.2022150407,,,0,001-268-153-681-139; 006-918-764-929-811; 007-047-061-831-952; 007-990-648-730-218; 007-999-252-472-145; 017-177-502-391-752; 020-465-621-045-371; 023-076-243-773-565; 027-153-040-728-563; 031-548-563-739-537; 047-022-195-102-093; 048-090-621-881-343; 049-351-163-962-355; 060-493-086-226-945; 066-528-576-491-253; 068-566-220-519-366; 078-243-995-593-656; 103-543-675-343-075; 108-813-913-308-486; 124-187-747-402-374; 152-093-639-120-896; 154-290-802-962-563,0,true,cc-by-nc,gold
019-242-213-477-163,Dyscalculia in children as a systemic problem of education,,2016,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,T V Ermolova; V V Ponomareva; N B Florova,"<jats:p>This article analyzes the researches by a number of national and foreign scholars on the issue of dyscalculia. The review of the results obtained allows tracking the changes in the concept of dyscalculia, its diagnostic criteria and strategies for targeted intervention designed for children of pre-school and primary school age. The analyzed studies basically refer to the modern understanding of the basic properties of dyscalculia - heterogeneity and the background of its formation, neuroanatomical prerequisites and the risks of inadequate interpretation of empirical data. They also define the primary and secondary dyscalculia and give an idea of the range of educational technologies. The article outlines the features of foreign and national approach to this issue. It appears that the priority of the problem of dyscalculia remains underestimated in comparison to dyslexia and other systemic psycho-pedagogical problems of childhood</jats:p>",5,3,7,27,Developmental psychology; Psychology; Cognitive psychology; Dyscalculia; Systemic problem,dyscalculia; Dyslexia; school and pre-school age; ontogeny; optimization of learning; mathematical literacy,,,,https://psyjournals.ru/files/83887/jmfp_2016_n_3_Ermolova_Ponomareva_Florova.pdf https://core.ac.uk/display/89144024 https://psyjournals.ru/jmfp/2016/n3/83887.shtml https://paperity.org/p/238158224/dyscalculia-in-children-as-a-systemic-problem-of-education,http://dx.doi.org/10.17759/jmfp.2016050301,,10.17759/jmfp.2016050301,2559974386,,0,007-793-097-779-118; 021-671-283-817-095; 026-839-268-001-280; 030-497-854-082-033; 089-591-383-541-097; 095-692-963-651-76X; 099-120-164-855-397; 121-648-864-891-066,2,true,cc-by-nc,gold
019-498-216-484-229,The concept of a positive body image in modern foreign psychology,,2021,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,T A Meshkova,"<jats:p>Research into the problem of body image has more than a century of history, most of which is associated with the study of negative attitudes towards the body and related psychopathology - eating disorders, body dysmorphic disorders, etc. In the last decade there has been a growing tendency in this area to shift the emphasis to the study of a positive body image, just as in psychology in general there are more and more works performed in the paradigm of positive psychology, which calls for abandoning the concept of disease and searching for new approaches based on the positive potential of the individual. This review presents the main stages in the study of the problem of body image in foreign psychology, the origin and development of ideas about a positive body image as a special construct that is not the opposite pole in the general “negative-positive” continuum, the key works of leading researchers who have formed the concept of a positive body image as an independent entity, the main components of a positive body image, methodological tools used to assess a positive body image, and the results of studies of a positive body image in various social groups. The modern perspectives of research in the field of body image are presented in accordance with the views of leading foreign experts.</jats:p>",10,2,55,69,Psychology; Cognitive psychology; Positive body image,body image; positive body image; body appreciation; positive psychology; review,,,Moscow State University of Psychology and Education,https://psyjournals.ru/jmfp/2021/n2/Meshkova.shtml https://psyjournals.ru/files/121399/jmfp_2021_n2_Meshkova.pdf,http://dx.doi.org/10.17759/jmfp.2021100206,,10.17759/jmfp.2021100206,3177643497,,0,000-558-915-628-879; 001-082-565-499-709; 002-351-218-174-183; 002-825-287-376-266; 002-968-873-502-411; 003-548-365-018-645; 007-148-678-961-872; 007-193-853-130-340; 007-225-040-089-022; 007-850-719-455-168; 007-986-314-650-419; 008-909-269-748-595; 011-682-327-253-457; 013-294-555-879-740; 013-395-766-867-54X; 013-940-195-004-601; 014-215-342-204-019; 014-693-744-212-675; 014-872-429-997-832; 015-371-557-290-437; 016-294-775-154-919; 019-342-437-242-193; 021-031-496-131-032; 022-502-536-333-654; 029-911-497-132-068; 030-502-072-959-295; 031-049-594-224-740; 031-985-025-137-163; 032-076-069-445-107; 033-308-818-095-500; 034-277-404-035-003; 034-832-164-559-501; 034-991-802-242-196; 035-534-360-061-840; 037-690-192-869-812; 039-745-591-934-376; 041-493-922-423-073; 042-856-377-775-626; 043-185-174-202-66X; 045-566-180-242-547; 047-149-301-624-951; 051-209-019-727-70X; 054-946-960-652-919; 055-073-894-806-719; 059-594-987-665-088; 061-304-425-272-614; 069-936-695-570-378; 070-877-216-280-17X; 074-032-788-287-212; 081-316-262-720-614; 082-540-177-101-694; 082-740-720-136-423; 083-416-924-115-781; 084-921-462-690-426; 085-045-842-908-908; 088-565-279-406-965; 099-038-038-236-605; 102-174-356-251-58X; 102-362-345-682-69X; 112-750-185-363-581; 119-168-528-182-530; 131-829-120-805-60X; 152-560-169-631-340; 152-592-945-398-171; 160-270-849-971-247,4,true,cc-by-nc,gold
019-633-029-610-831,Specificity of Phonemic Perception of Bilingual Learners,2023-12-26,2023,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,D.E. Goyaeva; T.S. Obukhova; T.M. Ovsyannikova; A.M. Rytikova; A.A. Pavlova; C.G. Dzioeva; T.I. Kokoev; A.Yu. Nikolaeva,"<jats:p>&lt;p&gt;According to various sources, from 277 to 295 different languages are used in the Russian Federation, which makes it very important to assess the impact of bilingualism on speech perception, for example, in the context of school education. There is conflicting evidence about how bilingual children recognize individual phonemes. We compared the perception of phonemes of the Russian language by ear in children of early school age from a monolingual (Russian-speaking) and bilingual (Russian-speaking and Ossetian-speaking) environment using the speech test ""Clinical assessment of the development of basic linguistic competencies"" and psychophysical tasks for distinguishing words in noise. Bilingual children were found to be worse at repeating pseudowords and recognizing phonemes in stationary noise. The reasons for the difficulties may be related to the fact that children growing up in a bilingual environment have a much wider list of phonemes that need to be recognized than children growing up in a monolingual environment. This can lead to reduced speech recognition in the language of instruction and, consequently, a possible decrease in the quality of education.&lt;/p&gt;</jats:p>",16,4,129,142,Neuroscience of multilingualism; Psychology; Perception; Context (archaeology); Speech perception; Linguistics; Quality (philosophy); Test (biology); Bilingual education; Pedagogy; History; Paleontology; Philosophy; Archaeology; Epistemology; Neuroscience; Biology,bilingualism; speech development; phonemic perception; cognitive abilities; auditory-speech perception; phonological deficit,,,,https://psyjournals.ru/journals/exppsy/archive/2023_n4/exppsy_2023_n4_Goyaeva_et_al.pdf https://doi.org/10.17759/exppsy.2023160409,http://dx.doi.org/10.17759/exppsy.2023160409,,10.17759/exppsy.2023160409,,,0,004-491-876-050-18X; 008-822-458-162-495; 009-673-925-968-499; 010-669-173-161-898; 011-595-776-762-171; 019-487-481-067-289; 021-936-927-424-74X; 028-030-502-612-503; 033-953-625-244-92X; 045-301-070-943-832; 052-575-183-521-072; 056-664-485-257-334; 067-916-240-893-436; 070-530-083-336-076; 072-208-237-652-862; 076-812-979-446-01X; 103-286-398-075-097; 108-616-596-682-323; 124-915-710-760-920; 127-677-089-200-121; 129-085-735-463-043; 129-731-505-551-922; 136-170-681-955-121; 136-753-725-008-957; 139-421-110-292-312; 173-284-984-534-84X,0,true,cc-by-nc,gold
019-800-562-221-75X,The Relationship between Types of Video Games and Communicative Skills of Young Players: The Systematic Literature Review Using the PRISMA Tool,2024-02-01,2024,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,O.V. Salomatova,"<jats:p>&lt;p style=""text-align: justify;""&gt;The article presents a systematic review of studies on the effects of different types of video games on the communication skills of adolescent and young adult gamers. To conduct the systematic review, the PRISMA methodology was used, which offers an algorithm that makes the literature review as objective as possible. This methodology involves searching for articles of interest in databases based on keywords. Of the 1,953 articles retrieved from 2018&amp;mdash;2023, 9 studies were included in the qualitative synthesis after going through the identification, screening, and eligibility stages. Based on the results of analysis of data from these studies, video games have the potential to develop communication skills in adolescents and young adults. The most pronounced effect is demonstrated by massively multiplayer online video games (MMOG), since during the game the participants actively interact with each other using oral and written communication. MMOGs motivate players to learn English, its grammar and vocabulary, and the ability to communicate confidently increases the players&amp;rsquo; self-esteem and provides skills in intercultural interaction. Further development of issues related to the practical use of MMOGs within the framework of foreign language training courses seems promising.&lt;/p&gt;</jats:p>",12,4,101,110,Psychology; Systematic review; Computer science; Cognitive psychology; MEDLINE; Biology; Biochemistry,коммуникация; коммуникативные навыки; многопользовательские онлайн-видеоигры; подростки; юноши; систематический анализ; PRISMA; ESL; ММОG communication; communication skills; multiplayer online video games; adolescents; young men; systematic analysis; PRISMA; ESL; MMOG,,,,https://psyjournals.ru/journals/jmfp/archive/2023_n4/jmfp_2023_n4_Salomatova.pdf https://doi.org/10.17759/jmfp.2023120409,http://dx.doi.org/10.17759/jmfp.2023120409,,10.17759/jmfp.2023120409,,,0,003-554-382-116-811; 013-541-969-076-695; 027-089-171-251-749; 041-373-268-264-349; 060-221-934-604-277; 060-849-926-737-815; 062-083-909-577-289; 066-668-400-071-014; 070-169-231-664-975; 106-139-382-925-893; 110-881-980-625-381; 121-208-357-540-596; 123-047-357-542-207; 124-963-413-232-167; 174-632-926-265-674; 185-174-932-385-254; 197-953-029-223-978,0,true,cc-by-nc,gold
020-014-008-908-834,Perception of “Live” Facial Expressions,,2020,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,V A Barabanschikov; O A Korolkova,"<jats:p>The article provides a review of experimental studies of interpersonal perception on the material of static and dynamic facial expressions as a unique source of information about the person’s inner world. The focus is on the patterns of perception of a moving face, included in the processes of communication and joint activities (an alternative to the most commonly studied perception of static images of a person outside of a behavioral context). The review includes four interrelated topics: face statics and dynamics in the recognition of emotional expressions; specificity of perception of moving face expressions; multimodal integration of emotional cues; generation and perception of facial expressions in communication processes. The analysis identifies the most promising areas of research of face in motion. We show that the static and dynamic modes of facial perception complement each other, and describe the role of qualitative features of the facial expression dynamics in assessing the emotional state of a person. Facial expression is considered as part of a holistic multimodal manifestation of emotions. The importance of facial movements as an instrument of social interaction is emphasized.</jats:p>",13,3,55,73,Psychology; Cognitive psychology; Facial expression; Perception,"interpersonal perception; facial expressions; ""living"" face; face statics and dynamics; perceptual genesis of facial expressions; oculomotor activity; eye contact; perception of transient expressions; multimodal integration of emotional manifestations; emotional mimicry; facial expressions in communication processes",,,,https://psyjournals.ru/en/exp/2020/n3/Barabanschikov_Korolkova.shtml https://psyjournals.ru/files/116595/exppsy_2020_n3_Barabanschikov_Korolkova.pdf,http://dx.doi.org/10.17759/exppsy.2020130305,,10.17759/exppsy.2020130305,3095277591,,0,000-338-124-465-466; 001-389-118-005-136; 001-725-137-685-00X; 001-746-334-468-007; 002-639-288-123-851; 002-646-940-503-579; 004-483-836-661-373; 004-517-514-684-292; 004-655-962-213-318; 004-748-860-594-466; 005-612-307-947-717; 005-767-405-928-890; 006-359-003-932-006; 007-259-941-892-512; 008-046-517-754-388; 008-425-004-321-149; 008-784-790-844-282; 008-952-650-777-137; 010-296-932-160-812; 012-161-075-887-826; 013-466-213-226-334; 015-267-305-793-513; 015-738-305-429-488; 015-807-780-099-541; 016-199-423-809-373; 016-263-739-812-177; 016-487-038-384-600; 017-811-108-259-847; 019-230-585-837-926; 019-404-341-014-314; 020-616-961-150-472; 020-920-067-696-928; 020-958-136-943-173; 022-137-695-613-669; 025-039-204-829-036; 026-222-534-408-56X; 027-019-620-567-252; 027-033-278-248-651; 028-667-052-070-679; 031-649-294-733-673; 032-264-603-386-302; 034-924-218-095-000; 035-209-521-672-134; 035-958-327-139-940; 036-500-504-294-223; 036-837-934-481-954; 038-307-549-895-311; 038-536-968-954-231; 039-834-528-725-365; 041-434-372-112-149; 041-603-864-929-563; 041-744-883-158-513; 041-886-877-060-521; 042-962-207-291-249; 043-020-833-842-287; 043-137-677-918-428; 043-982-366-867-166; 044-162-106-313-629; 044-501-185-322-948; 044-875-480-653-455; 044-978-062-663-441; 045-611-105-310-415; 046-459-292-858-226; 048-288-938-828-405; 048-742-301-943-921; 049-215-655-249-066; 052-035-204-688-107; 053-464-242-237-675; 053-795-864-684-396; 055-035-190-656-305; 055-062-834-195-932; 056-230-061-634-863; 057-363-858-435-891; 058-135-097-612-284; 060-413-939-838-191; 061-999-034-572-576; 063-340-286-498-795; 063-342-384-182-152; 065-909-244-177-789; 068-139-272-657-481; 068-762-580-664-899; 069-114-766-492-870; 069-217-390-348-37X; 069-928-674-255-379; 069-962-262-913-944; 070-663-900-596-636; 071-111-089-403-823; 072-195-450-336-113; 074-270-235-675-024; 075-536-520-346-571; 075-864-810-656-650; 078-602-796-876-591; 080-283-025-743-180; 080-290-692-610-539; 080-336-475-026-839; 081-083-341-882-940; 083-923-271-746-047; 085-443-088-650-143; 086-317-672-427-935; 087-120-224-200-494; 088-736-769-345-601; 089-857-673-907-021; 090-034-455-172-053; 091-260-897-778-353; 098-062-163-652-740; 098-092-139-629-29X; 098-305-311-211-052; 098-466-042-136-329; 099-347-307-398-557; 099-573-989-760-706; 100-527-664-470-23X; 100-708-938-387-189; 102-555-702-781-751; 104-758-755-391-282; 107-975-837-608-916; 108-319-366-804-873; 110-523-644-218-576; 110-885-899-817-587; 114-538-971-451-196; 114-733-111-429-857; 116-968-142-603-300; 120-381-986-181-63X; 122-037-298-183-084; 123-300-972-290-722; 124-249-685-268-317; 126-524-729-188-068; 126-921-382-945-38X; 128-587-850-895-283; 136-142-133-576-210; 148-622-696-814-102; 153-042-076-470-10X; 157-990-872-477-498; 159-162-438-567-713; 161-314-304-062-367; 165-851-885-693-261; 186-487-179-467-981; 189-964-429-526-197; 197-073-283-368-798,10,true,cc-by-nc,gold
020-413-218-067-138,Professionally Oriented Practice in Graduate Students in the Context of Networking between University and School,,2016,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,G Y Gutina; I V Yemelyanova,<jats:p>The paper describes the experience of organising professionally oriented practice for graduate students in the context of networking. The model of in-depth professionally oriented practice for students of the master’s programme in Psychology and Education was created and approved by the leading Russian pedagogical universities within the project “Developing and approving new modules of basic master’s programme of professional training in Psychology and Education on the basis of networking between educational organisations providing general and higher education programmes implying in-depth professionally oriented student practice”. The model of in-depth practice is constructed on the grounds of activity- and competency-based approaches. Practical training of graduate students focuses on the structure and content of work functions (actions) defined in the professional standard for educational psychologists.</jats:p>,8,3,85,94,Sociology; Context (language use); Graduate students; Medical education,,,,,https://psyjournals.ru/en/psyedu_ej/2016/n3/gutina_yemelyanova.shtml https://core.ac.uk/display/91021290 https://doaj.org/article/2d93fba9567045e7a14034cd200f0a34 https://psyjournals.ru/files/83679/08_Gutina_psyedu_2016_3.pdf,http://dx.doi.org/10.17759/psyedu.2016080308,,10.17759/psyedu.2016080308,2555812792,,0,,0,true,cc-by-nc,gold
020-649-605-549-103,"A Comparative Analysis of Culture Beliefs about Russia’s, Western and Eastern Civilizations among Creative Youth",,2021,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,V U Litvinov; L V Matveeva,"<jats:p>Objective. The aim of this research was a comparative analysis of culture beliefs about Russia’s, Eastern and Western civilizations among the youth of Moscow City. ; Background. Civilization identity is the a basic constituent in forming of individual’s image of the world. Understanding and acceptance of civilization’s cultural particularities helps to save personal and social identity’s stability. But understanding of differences from other civilizations and comparison with them is no less important. ; Study design. The study examined the relationship between the various components of the cultural representations of civilizations. The presence and nature of the relationship was checked through correlation, qualitative and content analysis. ; Participants. 200 people (43% of men, 57% of women) from 18 to 2 years old, students of creative universities in Moscow, studying under the training programs for future media workers. ; Measurements. The study was carried out by the method of questioning, including the associative method, the method of unfinished sentences, closed and open questions. ; Results. The research’s results proved the hypothesis that culture beliefs of Russia’s youth are qualitatively different for each of the presented civilizations. Besides, the research discovered differences related to gender. Russia’s and Eastern civilizations turned out to be the closest for male according to the research’s results, and for female — Russia’s and Western civilizations respectively. ; Conclusions. There is a qualitative difference between the cultural ideas of Russian, Western and Eastern civilizations among Russian youth.</jats:p>",12,1,177,197,Sociology,civilizational identity; Russian civilization; Eastern civilization; Western civilization; cultural representations; the image of the world; identity,,,Russian Foundation for Basic Research,https://psyjournals.ru/files/119685/sps_2021_n1_Litvinov_Matveeva.pdf https://doaj.org/article/e84d8af5b44749b58f29145b4c998483 https://psyjournals.ru/en/social_psy/2021/n1/Litvinov_Matveeva.shtml,http://dx.doi.org/10.17759/sps.2021120112,,10.17759/sps.2021120112,3150154793,,0,004-006-728-493-243; 005-632-124-913-387,3,true,cc-by-nc,gold
020-839-765-501-974,Связь темперамента субъекта преступления с особенностями правонарушений,,2015,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,С.И. Дьяков; И В Шаблий,"<jats:p>The features of communication psychological characteristics of temperament types of crimes. The analysis of scientific views on the role of temperament in the predisposition of the individual to the crime. With the help of empirical study confirmed the hypothesis that the subjects who had committed certain type of crime have specific personal psychological characteristics that reveal the determinants of their offences. The personality questionnaires EPI and MMPI used methods of analysis of personal files of prisoners; observation of their behaviour and discussions with them; drawing up of psychological portraits. Also developed and used an original questionnaire. The results showed that among criminals-murderers is dominated by people with a tendency to choleric expression of properties of temperament, expressed the need for self-affirmation, affective behavior, impulsivity, and disregard for social demands. The perpetrators of the theft inherent in the assertion of his personality not only in the eyes of the environment, but above all in its own. The perpetrators of rape there is usually no clear idea of traditionally male and female traits in behaviour, the relationship between a man and a woman are limited to sexual function. Criminals convicted of fraud and hooliganism, unable to establish contact with others not able to take the point of view of another, there is a disregard for moral and ethical standards.</jats:p>",5,4,26,39,,temperament; subject of a crime; personality of criminal; delinquent behavior; prison psychology,,,,https://psyjournals.ru/psyandlaw/2015/n4/Dyakov_Shabliy_full.shtml https://psyjournals.ru/files/80009/psyandlaw_2015_4_Diakov_Shablii.pdf,http://dx.doi.org/10.17759/psylaw.2015050403,,10.17759/psylaw.2015050403,2288331266,,0,124-544-975-538-639,3,true,cc-by-nc,gold
020-860-225-602-367,Ethnic differences in risk factors and prevalence of type 2 diabetes in the adult population of the Russian Federation,2022-11-30,2022,journal article,Diabetes mellitus,20720378; 20720351,Endocrinology Research Centre,Russian Federation,I. V. Kononenko; M. V. Shestakova; A. R. Elfimova; I. A. Khomyakova; A. P. Buzhilova; N. G. Mokrysheva,"<jats:p><jats:bold>BACKGROUND:</jats:bold> Russia is one of the most multinational states in the world. Identification of ethnic groups with a higher risk of developing DM2, analysis of risk factors for the development of DM2 will allow developing personalized approaches to the prevention and treatment of DM2.</jats:p><jats:p><jats:bold>AIMS:</jats:bold> To reveal ethnic features of the prevalence of carbohydrate metabolism disorders and risk factors for the development of DM2 in the adult population of the Russian Federation.</jats:p><jats:p><jats:bold>MATERIALS AND METHODS</jats:bold>. A retrospective analysis of the database of the national epidemiological cross-sectional study NATION was carried out. Depending on the self-specified nationality, on the basis of anthropological characteristics, the following ethnic groups were identified: “Mongoloid population”, “Peoples of the Volga region”, “Peoples of the North Caucasus”, “Peoples of Transcaucasia”, “Russians”. The analysis consisted of several stages and included: analysis of the anthropometric features of the selected groups, taking into account the presence of carbohydrate metabolism disorders (MO); study of the prevalence of violations of the MA in the selected ethnic groups; analysis of ethnic characteristics of risk factors for the development of type 2 diabetes; analysis of the frequency of violations of the MA in various ethnic groups, taking into account the territory of residence. MR disorders were defined as the presence of DM and/or prediabetes. In accordance with the WHO criteria, HbA<jats:sub>1c</jats:sub>≥6.5% corresponded to the diagnosis of DM, HbA<jats:sub>1c</jats:sub> values in the range of 5.7%≤HbA<jats:sub>1c</jats:sub>&lt;6.5% to the diagnosis of prediabetes.</jats:p><jats:p><jats:bold>RESULTS:</jats:bold> The highest frequency of violations of the MA was observed in the group «Peoples of the Volga region» (31.2%), the lowest in the «Peoples of the North Caucasus» (15.6%). BMI in the group “Peoples of the Volga region” was significantly lower than in the group “Peoples of the North Caucasus. Violations of MR were more often observed in the abdominal nature of obesity, obesity of the 1st stage, age over 45 years in the groups «Mongoloid population» and «Peoples of the Volga region» than in the peoples of the «Northern Caucasus» and «Transcaucasia». The frequency of occurrence of SR violations among representatives of the Volga Peoples group living in their historical territories was higher than among Russians living in the same regions: 32.5% and 24.3% (p&lt;0.001 χ<jats:sup>2</jats:sup> criterion), and also higher than in the Russian CFD: 32.5% and 27.4%, respectively, p=0.001 (χ<jats:sup>2</jats:sup> test). The prevalence of violations of the MA among the peoples of the North Caucasus was less than among the Russians of the Central Federal District — 13.9% and 27.36%, respectively (p&lt;0.001 χ<jats:sup>2</jats:sup> criterion). The prevalence of MR violations among representatives of the “Peoples of the North Caucasus” group living in their historical territories (n=598) was less than among those living in other regions of the Russian Federation (n=164) (13.9% and 21.95%, p= 0.012 criterion χ<jats:sup>2</jats:sup>).</jats:p><jats:p><jats:bold>CONCLUSION: </jats:bold>In the present work, for the first time, we analyzed the prevalence of MR disorders in various ethnic groups of the population of the Russian Federation, identified certain ethnic characteristics of DM2 risk factors and their contribution to the development of the disease. The obtained results should be used for planning preventive programs in various regions of the Russian Federation.</jats:p>",25,5,418,438,Ethnic group; Prediabetes; Medicine; Epidemiology; Population; Demography; Disease; Anthropometry; Type 2 diabetes; Diabetes mellitus; Environmental health; Internal medicine; Endocrinology; Sociology; Anthropology,,,,,,http://dx.doi.org/10.14341/dm12935,,10.14341/dm12935,,,0,015-828-385-981-06X; 018-452-314-824-047; 021-039-077-671-276; 029-235-243-660-310; 032-836-228-320-643; 078-072-721-119-937; 081-809-394-702-261; 095-178-350-870-482; 124-876-912-077-311; 149-891-394-625-535,3,true,cc-by-nc-nd,gold
020-925-039-030-160,A Technique for Assessing Learning Motivation in Primary School Age,,2021,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,I Y Kulagina; E V Apasova; V V Fyodorov,"<jats:p>The article describes the development of a diagnostic tool for determining the level of learning motivation in primary school children. The questionnaire developed by the authors includes 4 scales: negative attitude towards full-time schooling, demonstration of competence, positive attitude towards school life, and social significance of learning as a value. The study was carried out on a stage-by-stage basis and involved 352 students of 3—4 grades of Moscow schools in the first stage and 364 students in the second. The first stage allowed us to select 15 out of 33 judgments which differentiate the answers of children the most. These judgments made up the final version of the questionnaire which was used in the subsequent stages of the study. Standardization of the questionnaire showed the internal consistency of its scales and the correspondence between the indicators of motivation obtained in the test and the expert assessments of teachers. The results obtained in the study demonstrate construct validity and reliability of the “Learning Motivation Level” questionnaire. The developed technique can be used for monitoring purposes in primary schools in order to study and assess children’s motivation and needs, in counseling and research practice, and for assessing the effectiveness of various educational programs.</jats:p>",26,5,43,53,Developmental psychology; Psychology; Primary (chemistry); Learning motivation; School age child,learning motivation; primary schoolchildren; approbation and validation of test; factor analysis; reliability,,,Moscow State University of Psychology and Education,https://doaj.org/article/8a40db659d404dd48f772fb764099cb3 https://psyjournals.ru/psyedu/2021/n5/Kulagina_et_al.shtml https://psyjournals.ru/files/124485/pse_2021_n5_Kulagina_et_al.pdf,http://dx.doi.org/10.17759/pse.2021260504,,10.17759/pse.2021260504,3214024267,,0,007-248-506-899-214; 014-561-378-512-613; 027-318-689-250-78X; 029-301-369-367-411; 034-615-334-655-918; 041-868-479-225-504; 065-093-051-206-783; 071-986-801-492-236; 109-158-480-729-979; 145-985-635-991-539; 151-159-667-099-679; 167-615-977-440-315,1,true,cc-by-nc,gold
020-927-835-885-214,First-Person Video Modeling as a Way of Teaching Imitation of Children with Autism,,2018,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,A.P. Novgorodtseva; N. Yakovleva,"<jats:p>The article discusses the problem of the basic factors of ASD: the deficit in the Theory of Mind (ToM) as the ability to represent Self-Other relationship, or violation of the ability to simulate, as the ability to transfer the perspective of Other’s action into the prospect of their own actions. It is hypothesized that the first-person video surveillance technique (with the instructor’s and the student's hands visible) will be more effective in teaching imitation of children with ASD than the third-person video surveillance method (where the instructor and the student are seen). The study involved 28 children attending classes with psychologists and speech pathologists (ages: 4, 10 up to 7, 4 years; 24 children were diagnosed with ASD, 4 – atypical autism). At the first stage, the level of motor simulation skills (ABLLS-R test) was evaluated-3 times with an interval of 1 week. On the second stage, three groups (9 people) were equalized at the level of development of imitation. One group was trained ""third-person"", the second – ""first-person"", the third – control was trained according to the standard program. All studied the same time. For each subject conducted ; 4 classes (2 times a week). At the third stage, the level of motor skills measured 3 times with an interval of 1 week. The processing took into account the parameters of the mean, median, mode and standard deviation. The results of the study showed significant effectiveness of third-person training. The shift of the average value in ""third-person training"" and ""first-person training"" was 3 and 8 units respectively.</jats:p>",7,3,167,176,Psychology; Cognitive psychology; Autism; Imitation (music); Video modeling; First person,autism; imitation; video modeling; education for autistic children; theory of mind,,,,https://psyjournals.ru/psyclin/2018/n3/Novgorodceva_Yakovleva.shtml https://doaj.org/article/fc49ea7831b1496dbaaa1d9a135d8c0e https://psyjournals.ru/files/95483/Novgorodceva_Yakovleva.pdf,http://dx.doi.org/10.17759/cpse.2018070310,,10.17759/cpse.2018070310,2897454697,,0,044-715-341-685-366; 101-239-807-700-857; 111-466-416-579-773; 135-628-842-367-984,1,true,cc-by-nc,gold
020-963-036-643-022,"Social Ostracism: Current State of the Problem, Methodology and Research Methods",,2020,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,E E Boykina; R V Chirkina,"<jats:p>The problem of overcoming the risks and factors that generate destructive (anti-social, delinquent, auto-destructive, etc.) behavior of minors and youth is relevant for juvenile legal psychology and requires the construction of effective research models. The article considers the phenomenon of ostracism as one of the significant predictors of destructive behavior. According to K. D. Williams` ostracism model in a situation of ostracism, one or more basic needs of an individual are threatened: control, self-esteem (the level of self-esteem decreases), belonging and meaningful existence That, in the end, can determine radical reactions in the ostracized: autoagression, displaced aggression, the decision to join extremist organizations or cults, and other acts of anti-social behavior. This fact served as an impetus for a large number of studies in this area and mediated the creation of its own methodological base, applicable exclusively to the study of the phenomenon of social ostracism (ignoring, exclusion, rejection). The article attempts to systematize the methodology of studying the phenomenon of social ostracism: research methods are considered not only from the position of the object (target) of ostracism, but also the subject (source) and observer (vicar ostracism); descriptions of experimental schemes are carried out. The article is of interest to researchers who study the psychological aspects of ignoring, rejecting, and / or excluding, as well as to methodologists.</jats:p>",10,1,152,164,Current (fluid); Psychology; Ostracism; State (computer science); Social psychology,Московский государственный психолого-педагогический университет (ФГБОУ ВПО МГППУ); г. Москва; Российская Федерация социальный остракизм; исключение; игнорирование; отвержение; деструктивное поведение; методология; Cyberball; O`Cam; O`Train; Ostracism Online; Atimia social ostracism; exclusion; ignoring; rejection; destructive behavior; methodology; Cyberball; O`Cam; O`Train; Ostracism Online; Atimia,,,,https://psyjournals.ru/psyandlaw/2020/n1/112946.shtml https://psyjournals.ru/files/112946/psylaw_2020_1_Boykina_Chirkina.pdf https://paperity.org/p/244175372/social-ostracism-current-state-of-the-problem-methodology-and-research-methods,http://dx.doi.org/10.17759/psylaw.2020100114,,10.17759/psylaw.2020100114,3014442861,,0,000-495-477-211-153; 001-620-384-669-356; 003-663-225-914-417; 004-392-240-234-836; 006-947-129-456-413; 007-384-377-558-259; 007-504-601-093-614; 009-750-068-497-456; 010-547-039-572-674; 012-457-053-369-940; 013-927-981-515-437; 019-096-180-574-414; 021-922-737-996-504; 022-805-335-634-520; 023-475-912-155-288; 025-962-650-847-380; 037-239-696-156-617; 037-516-996-690-777; 039-027-930-466-401; 039-211-860-501-506; 040-588-670-046-683; 044-916-935-353-773; 051-224-393-104-487; 051-278-126-443-015; 057-380-300-873-045; 058-715-635-743-371; 060-719-746-623-874; 061-689-112-463-321; 062-724-158-452-641; 068-809-648-361-911; 075-109-873-881-709; 090-568-038-922-585; 095-457-976-251-298; 101-788-719-150-607; 109-179-357-210-576; 124-694-878-996-682; 127-324-434-813-612; 146-408-198-901-203; 148-147-612-350-364; 155-418-815-129-593; 156-923-647-830-623,14,true,cc-by-nc,gold
021-116-336-880-694,Механизмы психологической защиты и доминирующее защитное поведение осужденных за террористическую и экстремистскую деятельность,,2021,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,B. G. Bovin; P.N.. Kazberov; Inna Bovina,"<jats:p>The aim of the study was to identify the particularities of the defense behavior mechanisms among convicted for terrorist and extremist activities. A total of 469 convicts (351-for terrorist activities, 118 - for extremist activities) participated in the study. Life Style Index was used in order to reveal the defense mechanisms. The results allow us to talk about five types of defense: 1) dominance of projection and compensation defense mechanisms as means against the awareness of the negative and unacceptable personality qualities; 2) dominance of compensation in the profile indicates the desire to overcome a strong sense of inferiority; 3) dominance of reaction formation where unacceptable unconscious content is overcome by strengthening and development of exaggerated opposite trends; 4) dominance of intellectualization, where is the real action to remedy the anxiety and fears, the individual formulates an abstract of judgment, trying to get rid of one’s frustration; 5) dominance of denial, it refers to non-recognition, rejection of reality, displacement of thoughts, feelings, emotions from consciousness. In conclusion the potential of psychotherapeutic work is discussed.</jats:p>",11,2,86,105,Psychology,Российский государственный социальный университет; г. Москва; Российская Федерация psychological defense mechanisms; convicts; terrorist and extremist activities; defense strategy; correction,,,,https://psyjournals.ru/files/121133/psylaw_2021_n2_Bovin_Kazberov_Bovina.pdf https://psyjournals.ru/psyandlaw/2021/n2/Bovin_Kazberov_Bovina.shtml,http://dx.doi.org/10.17759/psylaw.2021110207,,10.17759/psylaw.2021110207,3180899436,,0,020-776-835-220-137; 022-411-421-043-055; 039-484-060-361-81X; 081-145-135-612-22X,4,true,cc-by-nc,gold
021-125-013-859-895,Role experimentation asa part of contemporary teenage culture,,2016,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,O V Rubtsova,<jats:p>The article focuses on the phenomenon of role experimenting as an important component of contemporary adolescent culture. Main directions of foreign role theories are presented. Approaches to the interpretation of the concept of “role” in foreign and Russian psychology are discussed. An attempt is undertaken to analyze adolescent play as a possible form of role experimenting. Examples of psychological and educational research on various aspects of role experimenting as a means of development and socialization of contemporary adolescents are given</jats:p>,5,2,24,30,Psychology; Social science,"подростковый возраст; роль; ролевое экспериментирование; ролевое переживание; подростковая игра adolescence; role; role experimenting; role experience (""pereghivanie""); adolescent play",,,,https://paperity.org/p/238051763/role-experimentation-asa-part-of-contemporary-teenage-culture https://core.ac.uk/display/89144092 https://psyjournals.ru/jmfp/2016/n2/82365.shtml https://psyjournals.ru/files/82365/jmfp_2016_n_2_Rubtsova.pdf https://doaj.org/article/6e8a7ad9bf6d4848953257db7f048b10,http://dx.doi.org/10.17759/jmfp.2016050203,,10.17759/jmfp.2016050203,2513990467,,0,019-190-413-017-995; 021-996-685-444-688; 054-316-960-653-851; 064-592-814-619-835; 113-463-243-214-029; 189-976-264-041-99X,3,true,cc-by-nc,gold
021-324-859-478-916,Проблемы организационно-штатного обеспечения психологической работы в подразделениях госавтоинспекции,,2016,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,В Е Петров; А В Кокурин; Ю В Юринова,"<jats:p>The article analyzes the problems of the organizational providing of psychological work in divisions of the state traffic Inspectorate. Detailed the range of tasks that need to be implemented to psychologists, and specifics of the state traffic Inspectorate. The features of carrying out of activities of professional psychological selection of candidates for service, psychological training, prevention and other support activities. Potentially conflicting interaction of inspectors of traffic police with the participants of traffic, the inability to predict traffic situations and the psycho drivers necessitate treatment to psychological knowledge and the application of the constant efforts of specialists-psychologists. It is shown that the replacement of tenured psychologists psychologists state traffic Inspectorate of the territorial body of internal Affairs will not amount to nor the volume of work nor its quality. Psychological work with the personnel of the state traffic Inspectorate should only be carried out by psychologists of this unit. Eventually psychologist in the state traffic Inspectorate has expressed prospects and can not be replaced by the activities of other specialists.</jats:p>",6,4,177,185,Political science,,,,,https://psyjournals.ru/files/84529/psyandlaw_2016_4_Petrov_Kokurin_Yurinova.pdf https://psyjournals.ru/psyandlaw/2016/n4/84529.shtml,http://dx.doi.org/10.17759/psylaw.2016060416,,10.17759/psylaw.2016060416,2576627655,,0,013-175-346-931-432,0,true,cc-by-nc,gold
021-395-658-650-482,Принятие решений у специалистов судебно-психиатрического профиля (психологический аспект),,2016,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Е С Шеховцова; Т Н Кабанова; Е В Шмакова; Е М Попова,"<jats:p>The article presents the results of a study of psychological factors of decision making amongforensic psychiatric specialists. Given the survey data of10 medical psychologists and 10 psychiatrists carrying out compulsory treatment in the psychiatric hospital №5, Moscow Department of Public Health, in comparison with the control group, consisting of professionals working in the field of education, manufacturing, services and technology.; Methodical complex included: 1. The Epstein questionnaire of the intuitive style (adaptation Kornilova T. V., Kornilov S. A.); A new questionnaire of tolerance/intolerance to uncertainty (Kornilova T. V.); Melbourne questionnaire of decision making (adaptation T. V.Kornilova); The questionnaire «Personal factors of decision making»(T.V. Kornilova); TheV. Smecalo and V. M. Kucher method; The Tsvetkova Method; 7. The questionnaire «Styles of thinking» by R. Bramsonand Harrison (adaptation of A. A. Alekseev); 8.The questionnaire «Scale of base convictions» (R.Yanov-Boulemane, adaptation M.A. Padun, A.V. Kotelnikov); 9. The check-list aimed to identify the type of decisions taken by the expert in professional activity, their frequency, importance, subjective evaluation is necessary for decision making qualities and to evaluate the most significant opinions of other persons in the decision-making process.; There were defined the characteristics of decision making depending on gender. The relationships between type of activity and frequency of occurrence of different types of decisions in professional activities of specialists were revealed. Analyzed the relationship between consideration of the views of others when making decisions and activity.</jats:p>",6,2,57,71,Psychology,decision making; compulsory treatment; of forensic psychiatry prevention,,,,https://psyjournals.ru/files/81674/psyandlaw_2016_2_Shmakova_Popova_Shekhovstsova_Kabanova.pdf https://core.ac.uk/display/92133903 https://psyjournals.ru/psyandlaw/2016/n2/81674.shtml,http://dx.doi.org/10.17759/psylaw.2016060205,,10.17759/psylaw.2016060205,2418116505,,0,043-268-584-018-519,0,true,cc-by-nc,gold
021-446-275-869-505,"The Importance of Civil, Ethnic and Regional Identity for Residents from Small Russian Towns and its Determinants",,2020,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,V V Gritsenko; L V Ostapenko; I A Subbotina,"<jats:p>Objective. The objective of the study is to analyze the subjective significance attached by residents of small towns to civil, ethnic and regional identities and to identify its determinants. ; Background. The growth of uncertainty and social and economic instability in society actualize the processes in the social identification of the person. Under these conditions the study of civic, ethnic and regional identities of residents from provincial towns in the Russian Federation as an important resource for group solidarity is of particular importance. ; Study design. The authors rely on H. Tajfel and J. Turner’s theory of social identity. We conducted a survey among residents in the town Belev, Tula region, and the town Staritsa, Tver region, characterized by mono-ethnicity, negative demographic dynamics, remoteness from the capital and its regional centers. ; Participants. The study involved 600 ethnic Russians (50.8% women). The quota sample in both towns included three age groups: 16—29 years old, 30—49 years old, 50 and older, each group included 100 people. ; Measurements. The questionnaire was developed and tested at the Institute of Ethnology and Anthropology, Russian Academy of Sciences. The questions are aimed at determining the identification degree of respondents with various social groups, as well as assessing satisfaction with various aspects of life and confidence in their own future and the future of their town. For data processing we used methods of descriptive statistics, Student’s t-test, multiple regression analysis, SPSS 18.0. ; Results. We have found high rates of subjective significance of civic, ethnic and regional identities for respondents. Moreover residents of small towns identify themselves more with representatives of their folk, less with residents of their town/region and even less with citizens of their country. The determinants of the subjective significance in the investigated types of identity for old people are satisfaction with various aspects of life, while residents in town Belev have unlimited love for their native town, pride and faith in its future prosperity. ; Conclusions. The study showed that residents of small towns are looking for reliance, support and protection, primarily in identification with their ethnic group. The resource for maintaining positive self-determination is also regional identity. Moreover regional identity in this case plays an important consolidating role acting as a mechanism for the social integration of civil society.</jats:p>",11,4,165,181,Gender studies; Ethnic group; Sociology; Identity (social science),civil identity; ethnic identity; regional identity; subjective significance of identity; determinants of identity subjective significance; residents of a small town,,,,https://psyjournals.ru/files/118289/sps_2020_n4_Gritsenko_et_al.pdf https://psyjournals.ru/en/social_psy/2020/n4/Gritsenko_et_al.shtml,http://dx.doi.org/10.17759/sps.2020110412,,10.17759/sps.2020110412,3116548618,,0,009-548-475-549-787; 019-765-474-894-62X; 036-809-656-034-020; 096-134-542-298-355,11,true,cc-by-nc,gold
021-532-600-353-563,Study of Retest Reliability of Psychodiagnostic Methods in the System “Diagnostics of Internal Conflict”,,2021,journal article,"Общество: социология, психология, педагогика",22212795; 22236430,"HORS Publishing House, LLC",,Nikolai Petrovich Dedov; Olga Komissarova; Yelena Borisovna Fantalova,,,1,38,42,Internal conflict; Reliability engineering; Computer science; Reliability (statistics),,,,,http://dx.doi.org/10.24158/spp.2021.1.6,http://dx.doi.org/10.24158/spp.2021.1.6,,10.24158/spp.2021.1.6,3138544031,,0,,1,false,,
021-660-323-247-143,"The problem of a psychological definition of ""Legally relevant situations""",,2015,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,N V Bogdanovich; V.V. Delibalt; A V Degtyarev,"<jats:p>The article analyzes the concept of ""legally significant situation."" Discusses the classification of situations from the point of view of criminology and forensic psychological assessment. Highlights the main features of this type of situations from the point of view of psychology: the nature of conflict, involving the participation of third parties, as well as the presence of certain psychological consequences. This allows to describe the Genesis of certain situations, and to identify the States generated at each stage. It is also noted that the specificity of the legally significant cases involving minors is its group nature (the child as part of a family or other group). Thus, it is possible to give the following definition of a legally relevant situation within legal psychology, children and adolescents: a situation involving minors, subjects who are in relationships, conflict is caused by interactions in the legal context, which leads not only to legally relevant, but also to the psychological consequences for its participants.</jats:p>",5,3,29,36,Psychology,the legal concepts the situation; a legally meaningful situation; the types of situations the legal facts; legally significant action; the conflict; the psychological effects; problem; crisis and critical situation of minors; the law,,,,https://psyjournals.ru/psyandlaw/2015/n3/Bogdanovich_Delibalt_Degtyarev_full.shtml https://core.ac.uk/display/91931729 https://doaj.org/article/5a3464d7fee3456e9750236d7eec858b https://psyjournals.ru/files/78658/psyandlaw_2015_3_Bogdanovich_Delibalt_Degtyarev.pdf,http://dx.doi.org/10.17759/psylaw.2015050303,,10.17759/psylaw.2015050303,2210701737,,0,,2,true,cc-by-nc,gold
021-844-452-343-55X,Teachers’ Opinion about Implementation of the Professional Standard: Results of Sociological Research,,2016,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,A A Margolis; E V Arzhanykh; O А Gurkina; E M Novikova,"<jats:p>The article discusses some aspects of the teaching community readiness to implementation of the professional standard. Based on the questionnaire data, conducted among teachers of educational institutions in all federal districts of the Russian Federation (1000), the authors estimated the level of teachers’ awareness about the professional standard, as well as related to its implementation. Although the implementation of the professional standard is expected in the nearest future, this research shows that the level of awareness of teachers it is not high enough. Not all teachers reviewed this document, and among respondents who claimed to have studied the standard, a considerable percentage doesn’t know, what information is contained in it. In general, respondents are positive about the inmpementation of professional standards, although there are concerns among educators that bureaucratic barriers on them may increase.</jats:p>",21,2,22,34,Sociology; Pedagogy; Professional standards; Sociological research,Occupational standard for teaching staff; awareness  labor activity group; required teacher skills and knowledge; professional community,,,,https://psyjournals.ru/psyedu/2016/n2/margolis_arzhanykh_et_al.shtml https://psyjournals.ru/files/82307/pno_2016_n2_margolis_arzhanykh_et_al.pdf https://doaj.org/article/1a831eee2ab747dfa82faa675ea2ffe9 https://core.ac.uk/display/43732821,http://dx.doi.org/10.17759/pse.2016210204,,10.17759/pse.2016210204,2472963996,,0,003-565-225-200-01X; 016-225-691-784-076; 018-534-406-869-575; 022-350-448-624-443; 028-441-715-944-09X; 033-039-955-595-04X; 045-629-017-991-770; 056-370-880-092-003; 062-077-639-686-360; 075-204-442-636-424; 133-460-928-734-619,5,true,cc-by-nc,gold
021-922-737-996-504,К вопросу обоснования диагностических признаков различных категорий несовершеннолетних с противоправным поведением в контексте деятельности ПМПК,,2018,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Р В Чиркина; В В Делибалт; Е Г Дозорцева; А В Дегтярев; М Г Дебольский; А В Воронина,"<jats:p>The problems of developing diagnostic indices, which could differentiate categories of deviant behavior in children and adolescents in the context of psychological, medical and educational committees’ (PMEC) activities are considered. The main goal of PMEC is timely detection of children with peculiarities in their physical and / or mental development and / or behavior deviation, their complex psychological, medical and educational examination and, on the basis of its results, development of recommendations for the corresponding assistance and organization of their education. This group of minors includes children and adolescents not only with limited health conditions, but also with different kinds of deviant behavior and in conflict with the law. In the article, the analysis of pupils’ personal files from special closed educational institutions for minors in conflict with the law is presented. The methodical instrument for the structured assessment of a child’s social situation of development in the work of a PMEC approved in the framework of the project “Development of scientific-methodical provisions for the PMEC work concerning examination and producing recommendations for pupils with deviant behavior and in conflict with the law” is described and used.</jats:p>",8,1,77,94,Psychology,deviant behavior; delinquent behavior; social situation of development; psychological; medical,,,,https://psyjournals.ru/files/91729/psyandlaw_2018_1_Chirkina_Delibalt_Dozortseva.pdf https://core.ac.uk/display/153632784 https://psyjournals.ru/psyandlaw/2018/n1/91729_full.shtml,http://dx.doi.org/10.17759/psylaw.2018080106,,10.17759/psylaw.2018080106,2790464924,,0,018-022-781-578-594,7,true,cc-by-nc,gold
021-983-939-968-631,Marlborough has left for the war: An excursion of psychosemantics to linguistics,2022-09-29,2022,journal article,Journal of Psycholinguistic,20775911; 26586908,PIA HE MIA,,Viktor F. Petrenko,"<jats:p>The article is intended to familiarize linguists with the insights and practices of Russian psychology related to the issues of meaning and language. Psychology has not yet become a fundamental science integrating general theoretical knowledge [Wilber 2016]; it represents rather disparate fields of study (personality psychology, social psychology, neuropsychology, consulting psychology, psychotherapy, psychological group training, developmental psychology, organizational psychology, psychology of art, family psychology, sports psychology, etc.) and rather heterogeneous schools, differing in methods and reasoning (psychoanalysis, behaviorism, gestalt psychology, cognitive psychology, activity theory, humanistic and transpersonal psychology, etc.). Psycholinguists (e.g., A.A. Leontiev, I.A. Zimnya, E.F. Tarasov, T.N. Ushakova) studies, above all, generation of a speech statement and communication problems, whereas the works in the field of psychosemantics are focused on studying consciousness and the unconscious, as well as contents of social mentality. The emphasis of this article is primarily placed on the psychosemantic approach in psychology.</jats:p>",,3,11,31,Psychology; Differential psychology; Theoretical psychology; Cross-cultural psychology; Asian psychology; Critical psychology; Basic science; Philosophy of psychology; Behaviorism; Humanistic psychology; Gestalt psychology; Unconscious mind; School psychology; Physiological psychology; Epistemology; Social psychology; Cognitive psychology; Psychoanalysis; Humanism; Applied psychology; Psychotherapist; Philosophy; Perception; Neuroscience; Political science; Law,psychosemantics; consciousness; unconscious; meaning; semantic spaces; categorical structure of consciousness © Petrenko V.F.; 2022,,,,,http://dx.doi.org/10.30982/2077-5911-2022-53-3-11-31,,10.30982/2077-5911-2022-53-3-11-31,,,0,,0,true,,gold
022-031-224-113-515,Victims and offenders in a situation of bulling: who are they?,,2015,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,V I Ekimova; A M Zalaldinova,"<jats:p>Bulling is one of the most common form of violence in the school environment, adversely affecting the physical and mental health of all its members. The article provides a brief review of foreign studies of this phenomenon, the actual statistics of its prevalence and forms of manifestation. Research focuses on the General characteristics of the bulling participants – aggressors and victims of aggression. The article points to the descriptive character of the studies and contradictory results. It also draws attention to the scarcity of diagnostic tools and a lack of understanding of the psychological component of the problem.</jats:p>",4,4,5,10,Psychology; Criminology,bullying; learning environment; school violence; the victim; the offender; the victim of aggression,,,,https://psyjournals.ru/files/79971/jmfp_2015_4_n1_Ekimova.pdf https://psyjournals.ru/jmfp/2015/n4/79971.shtml https://doaj.org/article/e64ef201a6fe4486a1c9532b684efcdc,http://dx.doi.org/10.17759/jmfp.2015040401,,10.17759/jmfp.2015040401,2256651193,,0,023-105-564-662-057; 026-498-718-281-492; 031-133-033-870-621; 034-345-132-596-115; 057-320-039-277-690; 067-988-992-262-664; 177-843-323-111-229,7,true,cc-by-nc,gold
022-229-028-400-684,Value Determinants of Readiness for Volunteer Activities in Individuals,,2019,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,K.A. Palkin,"<jats:p>The article provides a review of published works on psychological components of personality in volunteers. The analysis is accompanied with the outcomes of a study aimed at revealing psychological determinants of volunteering. The study involved a survey of 400 people (including 300 volunteers) based on the “Terminal Values Scale” technique (by I.G. Senin).Statistical data analysis confirmed the hypothesis about the fundamental differences in the structure of human values of volunteers and non-volunteers. Moreover, insignificant gender influences were detected as well as a weak correlation between the length of volunteering experience and certain values that occupied different positions in the value hierarchies of newcomer and experienced volunteers. The paper concludes that research in this field needs to be continued in order to achieve a more detailed picture of the revealed differences and to explore other determinants of volunteering in the structure of the respondents’ personality, so that a truly reliable image of the modern volunteer’s collective personality would become available.</jats:p>",24,3,52,62,Demography; Psychology; Value (mathematics); Volunteer,,,,,https://psyjournals.ru/files/107254/pse_2019_n3_Palkin.pdf https://psyjournals.ru/psyedu/2019/n3/Palkin.shtml,http://dx.doi.org/10.17759/pse.2019240305,,10.17759/pse.2019240305,2955420747,,0,001-018-215-409-447; 001-461-254-353-358; 009-035-317-649-113; 012-696-222-419-08X; 015-598-338-782-331; 025-824-770-043-20X; 044-192-047-503-170; 060-752-356-626-847; 074-435-714-943-068; 075-152-858-222-59X; 085-787-054-248-606; 094-827-128-266-146; 097-866-696-897-043; 099-835-586-092-245; 103-549-517-961-836; 115-150-784-871-799; 129-214-315-151-180; 129-830-567-192-666; 137-718-482-169-23X; 142-721-738-523-334; 149-930-674-805-767,7,true,cc-by-nc,gold
022-229-571-718-90X,Social Representations About School and Learning in Different Groups of Participants of the Educational Process,,2019,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,N.N. Tolstykh; N.V. Ter-Avanesova; N.A. Chernyak,"<jats:p>The article presents the results of an empirical study of social representations about school and learning among the main participants of the modern school educational process: students themselves, their teachers and parents.The study, conducted in the 2018/2019 academic year, involved 480 teenagers, pupils of 5—11 classes of several Moscow secondary schools, 145 of their parents (mostly mothers) and 147 teachers (of which also the majority are women).To identify social representations, respondents were asked to write five consecutive associations for the following words: ""school"" (for teenagers), ""school of my childhood"" and ""modern school"" (for teachers and parents), ""learning"" and ""Unified state exam (USE)"" (for all groups of participants).In the logic of the theory of ""core and periphery"" obtained for each of the groups of participants of the study associations were subjected to prototypical analysis (according to P.Verges).We tested the hypothesis on the difference in social representations about school and learning in different groups of participants of the educational process.Social representations were indeed different in the studied groups when it came to school and learning, but they turned out to be quite close when the associations to the word ""Unified state exam (USE)"" were analyzed: apart from the frequently occurring ascertaining (and in this sense emotionally neutral) association ""test"", the rest had a negative emotional, evaluative connotation.</jats:p>",24,6,5,15,Mathematics education; Psychology; Process (engineering),,,,Moscow State University of Psychology and Education,https://psyjournals.ru/psyedu/2019/n6/Tolstyh_et_al.shtml https://psyjournals.ru/files/111573/pse_2019_n6_Tolstyh_et_al.pdf,http://dx.doi.org/10.17759/pse.2019240601,,10.17759/pse.2019240601,2997328541,,0,001-403-722-640-206; 052-749-173-540-226; 067-040-182-647-216; 089-808-684-173-499; 122-758-409-511-790,11,true,cc-by-nc,gold
022-263-181-055-193,"The Psychological State of Family Members Who Have Experienced Various Forms of Suicide of a Loved One (Single Attempt, Chronic Suicide, Completed Suicide)",,2018,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,E V Borisonik; A B Kholmogorova,"<jats:p>The suicidal behavior of a member of a family influences the emotional well-being of his/her relatives. This paper presents the results of a pilot study of emotional well-being, coping strategies and characteristics of the family system among relatives of persons with suicidal behavior. The study involved 40 people, the total sample was divided into three subgroups: relatives of patients who survived the first suicide attempt (n = 16); relatives of patients after multiple suicide attempts (n = 10); relatives of persons who committed suicide (n = 14). In the first part of the study, the symptoms of emotional distress were analyzed for the entire sample. Relatives of people with different forms of suicidal behavior are at risk of depression: two-thirds of the combined sample showed increased symptoms of depression. The coping strategies of positive redefinition and personal growth are negatively correlated with symptoms of depression. In the second part of the study, we analyzed differences between subgroups. The severity of the symptoms of depression is significantly higher in the subgroup of relatives of people with completed suicide compared to relatives of those who survived a single suicide attempt, the indicators of hardiness and cohesion of the family system are lower in the families of people with multiple suicide attempts compared to other forms of suicidal behavior.</jats:p>",26,1,56,75,Psychiatry; Psychology; State (polity); Completed Suicide,,,,,https://psyjournals.ru/files/92130/cpp_2018_n1_Borisonik_Kholmogorova.pdf https://psyjournals.ru/mpj/2018/n1/Borisonik_Kholmogorova.shtml,http://dx.doi.org/10.17759/cpp.2018260105,,10.17759/cpp.2018260105,2797155219,,0,006-090-283-883-333; 019-935-015-617-614; 019-972-138-997-648; 031-434-770-390-846; 033-647-919-830-873; 033-679-782-638-237; 035-572-676-780-89X; 049-307-658-970-383; 066-219-107-782-825; 067-118-300-641-438; 095-714-598-765-324; 098-249-516-922-727; 128-587-148-070-556; 138-658-366-258-66X; 139-098-644-511-80X; 159-184-654-656-494,2,true,cc-by-nc,gold
022-428-577-870-402,Modern Toys: Developmental Tendencies,,2019,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,E O Smirnova; M V Sokolova,"<jats:p>The paper reviews the specifics of modern toys basing on the analysis of items presented at the annual Nuremberg International Toy Fair. We share our impressions of the Fair and make an attempt to identify the main developmental trends of the modern toy market. We outline the structure of the Fair that represents the typology of play materials and provide a description of character toys, toys made of wood and other natural materials. In the special focus are the winners of the toy awards (10 most interesting toys out of 75,000). All in all, there are two main trends in the development of modern toys: the first one is related to increasing demands for eco-friendly toys and technologies; the second one refers to the use of digital technologies. In the majority of cases the introduction of electronics into play is made with an attempt to keep the relation between traditional and digital play.</jats:p>",15,2,99,104,Psychology,,,,,https://istina.msu.ru/publications/article/240336508/ https://doaj.org/article/d0744ee80acd4c03ae7611f8fd1a8e79 https://psyjournals.ru/kip/2019/n2/Smirnova_Sokolova.shtml https://psyjournals.ru/files/107097/chp_2019_n2_Smirnova_Sokolova.pdf,http://dx.doi.org/10.17759/chp.2019150212,,10.17759/chp.2019150212,2955626463,,0,,5,true,cc-by-nc,gold
022-440-025-598-393,Real and Ideal Home Representations as Moderators of the Positive Person’s Functioning,,2015,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,S K Nartova-Bochaver; S I Reznichenko; E I Braginets; M B Podlipnyak,"<jats:p>Real and ideal home representations as moderators of positive person’s functioning are investigated. The sample consisted of 222 students (177 females, 45 males, Мage = 20,9). The following questionnaires were used: The Functionality of home environment developed by authors, The Warwick-Edinburgh Mental Well-being Scale (WEMWBS) by R. Tennant et al., The Authenticity scale by A. Wood et al. Descriptive statistics, correlation and multiregression analyses were used. There have been found: the all positive functioning scores are higher in the ideal home representation; there are more correlations between home representations and positive functioning in females as compared to males; the real home representation impacts on the positive person’s functioning much more than the ideal home representation. ; ; The research was conducted with the assistance of the Russian Science Foundation (project № 14-18-02163).</jats:p>",6,4,9,22,Psychology; Well-being; Ideal (set theory); Social psychology,home representation; positive functioning; authenticity; well-being; sex,,,,https://publications.hse.ru/en/articles/164754367 https://psyjournals.ru/en/social_psy/2015/n4/nartova_bochaver.shtml http://psyjournals.ru/files/79553/spio_2015_n4_nartova_bochaver.pdf https://psyjournals.ru/files/79553/spio_2015_n4_nartova_bochaver.pdf https://core.ac.uk/display/90942558,http://dx.doi.org/10.17759/sps.2015060402,,10.17759/sps.2015060402,2254332644; 2608394309,,0,,4,true,cc-by-nc,gold
022-578-691-984-204,Tutor Support of Learners with Special Educational Needs in Conditions of Inclusive Education,,2021,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,E.V. Samsonova,"<jats:p>Authors of the study analyze key characteristics of tutor support for students with special educational needs in the context of inclusive education. An activity model of tutor support based on the analysis of foreign and domestic research is proposed. The main goal of presented model is to create conditions for the development of active position of the individual. Individual cases of tutor support for students with autism spectrum disorders and behavioral and mental characteristics that determine various difficulties of their inclusion in the educational process are considered in the article. Due to the mentioned aspects, the problem of tutor support is actualized. Case analysis shows the relevance ; of a tutor's work within the framework of an activity-based approach to provide conditions for the development of a conscious involvement of students in the educational process as well as the development of an active position. Present situation requires additional research.</jats:p>",10,2,165,182,Mathematics education; Psychology; TUTOR; Special educational needs,inclusive education; inclusive process; activity approach; tutor; tutor suppor t; special educational needs; disability; limited health abilities,,,,https://psyjournals.ru/files/121697/cpse_2021_n2_Samsonova_et_al.pdf https://psyjournals.ru/psyclin/2021/n2/Samsonova_et_al.shtml,http://dx.doi.org/10.17759/cpse.2021100210,,10.17759/cpse.2021100210,3183414982,,0,004-897-104-548-295; 006-845-528-277-247; 007-319-894-920-542; 013-058-196-930-609; 023-505-033-332-772; 033-561-084-165-571; 041-738-283-331-254; 056-470-387-344-260; 062-167-410-891-381; 069-131-677-739-709; 079-091-185-188-225; 084-320-002-769-367; 101-604-801-325-542; 101-888-695-432-420; 108-366-705-851-968; 143-822-558-447-441; 144-175-616-358-796; 148-315-563-383-484,8,true,cc-by-nc,gold
022-619-834-818-093,Educational Psychologist Training for Special and Developmental Teaching as Professional Activity,,2015,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,O P Gavrilushkina; null Egorova; A V Zakharova; Y A Kostenkova,"<jats:p>The article presents the experience of designing the educational module ""Special and Developmental Teaching"" of School Psychology Master’s program. The modular-sized program includes practical training and research activity in each module in a networking, it complies with Federal State Educational Standard and professional teaching and educational psychology standarts. Practice-oriented education Master’s training model based on the activity and competence approaches is productive. We have shown the advantages of networking and the need to divert more resources towards practical training and to include research activity in particular module. It is necessary to teach educational psychologists not only to ""know"", but also to ""knows how"", to have professional thinking and metasubject competencies, to have the capacity for reflection,  i. e. to operate in an uncertain environment for new schemes on the basis of the scientific method. It is important that the modular principle design allows adding training subjects from one of educational program to other and so developing new programs.</jats:p>",7,4,12,21,Psychology; Training (civil); Educational psychologist; Professional activity; Medical education,educational modernization; modular basic educational program; master course; Special and Developmental Teaching Module; school psychology; networking,,,,https://psyjournals.ru/files/78767/psyedu_4_2015_Zakharova.pdf https://psyjournals.ru/psyedu_ru/2015/n4/gavrilushkina.shtml https://core.ac.uk/display/92188524,http://dx.doi.org/10.17759/psyedu.2015070402,,10.17759/psyedu.2015070402,2227807197,,0,,3,true,cc-by-nc,gold
022-744-084-766-644,Methodological Approaches to the Actualization of Professional Self-Determination in Students with Disabilities in the Context of Development of Inclusive Education,,2018,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,V D Bayramov; T I Bonkalo; D S Raidugin; E V Voevodina,"<jats:p>The article deals with the problem of professional self-determination of persons with disabilities in the context of the transformational processes of the education system in Russia. The work consists of two semantic blocks. The first one provides a social analysis of the trial monitoring of accessibility and quality of inclusive higher education in Moscow, as well as in Belgorod, Lipetsk, Tambov and Tver regions. In addition, the educational needs of university applicants with disabilities in these regions are analyzed. The second part of the article reveals the main conceptual approaches to the organization of a system of professional and career guidance for students with disabilities in an inclusive university. The article also presents results of empirical psychological studies proving the importance of professional self-determination of students of the inclusive university as an integral goal of career guidance activities based on the coherent-synergetic approach developed by the authors.</jats:p>",23,2,19,28,Inclusion (education); Psychology; Pedagogy; Context (language use); Self-determination,inclusion; inclusive education; professional self-determination,,,,https://psyjournals.ru/psyedu/2018/n2/Bayramov_Bonkalo_Raidugin_et_al.shtml https://psyjournals.ru/files/92852/pse_2018_n2_Bayramov_Bonkalo_Raidugin_et_al.pdf,http://dx.doi.org/10.17759/pse.2018230203,,10.17759/pse.2018230203,2804003416,,0,063-797-178-377-54X; 073-070-714-418-903; 122-730-954-848-298; 131-738-155-557-454,6,true,cc-by-nc,gold
022-818-365-590-314,Актуальные вопросы и стратегии профилактики насилия на стадии свиданий в подростково-юношеских парах,,2018,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,З В Луковцева,"<jats:p>The article presents a methodical analysis of the current experience of preventing adolescent and youthful dating violence in Russia and other countries (USA, Great Britain, Switzerland, etc.). The most controversial issues concerning the organization and conduct of preventive programs have been singled out;  in particular, the choice of the main target group is considered in the light of current ideas about the micro-mediated factors of violence at the stage of dating in adolescent youthful pairs. Four strategies that are most widely used in the designated area of preventive work are described in detail: information, behavioral (training), personality-oriented and experiential.  The ""philosophy"" of each strategy, which determines the methodological content of the activity of the psychologist and his professional position in interaction with participants, is characterized through a «conditional message» to the group. The recommendations on the prevention of violence at the stage of dating in adolescent and youth are formulated.</jats:p>",8,1,1,12,Psychology,,,,,https://core.ac.uk/display/153632791 https://psyjournals.ru/psyandlaw/2018/n1/91719.shtml https://psyjournals.ru/files/91719/psyandlaw_2018_1_Lucovtseva.pdf,http://dx.doi.org/10.17759/psylaw.2018080101,,10.17759/psylaw.2018080101,2792209985,,0,002-483-214-343-423; 023-886-245-434-596; 043-671-774-085-480; 046-957-888-871-570; 051-609-575-396-254; 061-334-176-350-817; 064-154-065-094-241; 067-414-704-642-388; 113-011-004-577-271; 187-158-592-840-750,0,true,cc-by-nc,gold
022-877-018-001-431,From the Editor,,2016,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,A.B. Kholmogorova,,24,2,5,7,Psychology,,,,,http://psyjournals.ru/files/82549/kpip_2_2016_editor.pdf https://doi.org/10.17759/cpp.2016240201,http://dx.doi.org/10.17759/cpp.2016240201,,10.17759/cpp.2016240201,,,0,,0,true,cc-by-nc,gold
022-940-927-884-963,Distance Counseling for Parents in Early Intervention: A Competence-Based Approach,,2019,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,A.M. Kazmin; O V Slovokhotova,"<jats:p>The article outlines the methodological framework, methods, tools and procedures for implementation of distance counseling of parents in early intervention within the competence-based approach. The approach testing was carried out during 2 years in 29 mothers of children aged 1 year and 4 months to 5,5 years with various diagnoses: “childhood autism” (n=12), “Down syndrome, unspecified” (n=3), “cerebral palsy, unspecified” (n=7), “other specified chromosome abnormalities” (n=4), “mixed specific developmental disorder” (n=1), “pervasive developmental disorder, unspecified” (n=2). Implementation of the approach, as well as its possibilities and limitations, are pointed out in the description of 2 cases.</jats:p>",8,2,159,184,Competence (human resources); Psychology; Nursing; Distance Counseling,distance counseling; parents; early intervention; family-centered model; competence-based approach; coaching; video analysis; activity; participation; international classification of functioning,,,,https://psyjournals.ru/psyclin/2019/n2/Kazmin_Slovohotova.shtml https://psyjournals.ru/files/107553/Kazmin_et_al.pdf,http://dx.doi.org/10.17759/cpse.2019080209,,10.17759/cpse.2019080209,2954827569,,0,000-571-732-092-967; 001-695-205-161-992; 005-604-668-842-574; 013-750-449-630-606; 015-381-071-777-244; 021-922-757-885-190; 023-923-284-205-876; 024-866-759-356-562; 033-453-851-074-403; 038-531-693-813-022; 041-418-696-385-493; 046-707-920-643-77X; 055-844-602-271-752; 068-239-850-505-956; 069-136-325-690-14X; 075-917-202-962-706; 091-099-772-964-533; 094-882-050-904-399; 103-889-703-262-159; 105-938-655-286-885; 118-463-855-067-738; 118-626-373-338-025; 148-586-105-515-085; 160-424-785-917-493; 170-933-599-714-21X; 175-762-202-668-891,5,true,cc-by-nc,gold
023-054-761-314-097,Foreign psychology studies of envy: a breef overview on main approaches and perspectives of studying in a cross-cultural aspect,,2018,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,E V Matusevich; T V Kochetova,"<jats:p>In this article envy is considered as a complex psychological phenomenon that has a structure and at least four aspects of which can be represented in a study: dynamic, pithful, structural and cross-cultural. It is emphasized that the main mechanism of the actualization of this psychological phenomenon is social comparison, as a result of which the subject feels and realizes his or someone else's superiority. Person can be fully aware of envy, but, at an unconscious level, it can, as a basis of the activity motives, provoke him to act. Forms of experiencing envy as a feeling are individual, they can change and transform over time, depending on what is valuable to the person at the moment. At the same time, envy is an unavoidable element of the social life of a person; it can perform an important function in the adaptation of a person in society.</jats:p>",7,4,7,14,Epistemology; Psychology; Cross-cultural,envy; envy as a feeling; manifestations of envy; social comparison; universal psychological trait  dispositional envy scale (DES),,,,https://psyjournals.ru/en/jmfp/2018/n4/Matusevich_Kochetova.shtml https://psyjournals.ru/files/96662/jmfp_2018_n_4_Kochetova_Matusevich.pdf,http://dx.doi.org/10.17759/jmfp.2018070401,,10.17759/jmfp.2018070401,2908265948,,0,001-534-106-729-469; 002-255-215-817-614; 003-773-535-898-747; 011-054-495-077-782; 014-640-009-328-20X; 017-342-483-059-637; 026-947-737-153-462; 027-837-258-686-80X; 029-839-599-673-072; 035-046-194-712-413; 043-415-094-770-57X; 043-934-173-579-989; 048-223-360-774-22X; 051-012-765-706-928; 062-454-213-052-337; 065-094-201-079-623; 068-006-513-407-426; 091-385-447-650-837; 107-243-677-867-076; 112-147-535-600-30X; 119-307-857-614-696; 131-323-977-287-727; 161-791-837-854-967; 168-701-164-470-661; 184-511-161-221-689; 195-231-234-845-517,0,true,cc-by-nc,gold
023-064-890-279-063,"The continuity of the knowledge in Social Psychology, could it be possible? Commemoration to the 95th anniversary of G.M. Andreeva",,2019,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,D.A. Khoroshilov,"<jats:p>This paper is dedicated to the memory of Galina Mihailovna Andreeva, who was a creator of the Russian school of Social Psychology at the faculty of Moscow State University. Adreeva suggested that the psychologist’s main objective was to integrate scientific knowledge into the context of social changes and issues. She determined the main problem of Social Psychology as the problem of social cognition. Social cognition represents constructing the image of the social world, which is vicariously lived by people in their everyday life. This definition unites such theories as sociocultural approach (L. Vygotsky, A. Leontiev, A. Luria), K. Gergen’s social constructionism and cognitive psychology (S. Fiske). According to the ideas of Andreeva, the image of social world integrates micro- and marco-levels of social structure, what manifests in general directions of the discipline of Social Psychology: communication-groups-personality. Indeed, human personality is formed through group interactions, as well as his personal and social identity which are determined by the culture and by the society where we interact. The concepts elaborated by Andreeva greatly anticipated contemporary research on the perception of social space and time, collective emotions and experiences, as well as collective memory. Therefore, we see the need for an immediate revisit of her heritage in the context of the modern human sciences.</jats:p>",10,3,196,201,Psychoanalysis; Social psychology (sociology); Psychology,,,,,https://psyjournals.ru/files/109557/sps_2019_n3_Khoroshilov.pdf https://psyjournals.ru/en/social_psy/2019/n3/Khoroshilov.shtml http://psyjournals.ru/social_psy/2019/n3/Khoroshilov.shtml,http://dx.doi.org/10.17759/sps.2019100313,,10.17759/sps.2019100313,2977883038,,0,002-043-549-075-089; 157-758-373-426-307,2,true,cc-by-nc,gold
023-335-035-120-408,Empathy as a Method: from the Stainpoint of Modern Humanistic Psychotherapy,,2016,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,T D Karyagina,"<jats:p>The article deals with an understanding of empathy in the context of the the prob- lems of subject matter and the method of psychotherapy. The focus is on the current state and development approaches in the branch traditionally called as humanistic or existential-humanistic psychotherapy. Status of empathy as a method of therapy is associated with the concept of the subject matter of work in a particular approach or school. Most often, the empathy is recognized as the method when the recogni- tion of experience as the subject matter of psychotherapeutic work takes place. Most obviously, this is done in modern experiantial approaches. We consider the specif- ics of experiantial methods in focusing-oriented therapy (E. Gendlin), emotiona — focused therapy (L. Greenberg, R. Elliott et al.), coexperiencing psychotherapy (F.E. Vasilyuk).</jats:p>",24,5,178,204,Psychology; Empathy; Psychotherapist; Humanistic psychology,,,,,https://psyjournals.ru/files/87337/kpip_2016_n5_karyagina.pdf https://psyjournals.ru/en/mpj/2016/n5/karyagina.shtml https://doaj.org/article/1b7dbeca1cad4abb845f9551a582fd93,http://dx.doi.org/10.17759/cpp.2016240510,,10.17759/cpp.2016240510,2757888466,,0,006-346-651-430-343; 008-022-355-488-868; 009-693-002-769-545; 024-961-461-451-386; 030-194-081-545-834; 050-082-123-097-275; 056-930-358-385-375; 058-156-216-233-985; 067-366-537-709-181; 091-505-831-873-588; 114-337-309-571-029; 115-958-528-431-93X; 122-265-041-335-059; 123-206-780-869-640; 134-584-142-901-893; 144-860-625-247-225; 155-582-718-999-612,3,true,cc-by-nc,gold
023-373-581-179-180,О возможностях применения зарубежного опыта оценки эффективности массовых мероприятий по профилактике дорожно-транспортных происшествий,,2017,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,А А Григоренко; Д В Турченкова,"<jats:p>This article discusses some aspects of foreign experience in organizing and conducting various kinds of mass events and campaigns for the prevention of accidents, as well as some survey data, which was held within the framework of the field practice by Master degree students of the Department of psychology of management housed by Scientific Investigation Center of Traffic Safety in the Ministry of Internal Affairs of Russia. Data obtained in the course of interviews, can be used in methodological elaboration of two key issues: assessing the efficiency of mass actions in the prevention of road accidents and searching for the best measures aimed at reduction of road traffic injuries</jats:p>",6,1,15,22,Humanities; Psychology,traffic accident; driving culture; advocacy; mass events; prophylaxis; psychological setting,,,,https://psyjournals.ru/jmfp/2017/n1/85789.shtml https://psyjournals.ru/files/85789/jmfp_2017_n_1_Grigorenko_Turchenkova.pdf,http://dx.doi.org/10.17759/jmfp.2017060102,,10.17759/jmfp.2017060102,2613589885,,0,001-122-771-105-524; 014-724-142-037-266; 016-687-813-118-837; 019-812-038-680-704; 024-888-985-680-552; 028-721-332-728-273; 036-918-744-772-149; 042-754-973-213-227; 043-902-783-726-951; 074-472-599-729-148; 108-309-032-627-492; 178-711-737-762-656,0,true,cc-by-nc,gold
023-409-902-717-886,"Penal stress and its manifestations in the convicts, suspects and accused persons",,2015,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,D.V. Melnikova; M.G. Debolsky,"<jats:p>The paper is devoted to penal stress and its manifestations at the convicts, suspects and accused persons. This topic has been poorly studied. It is necessary to identify the groups of people especially most in need of prevention and correction of stress state and to define the target effects. The paper presents a theoretical analysis of the concepts of biological and psychological stress. Our theoretical work is mainly devoted to phenomenon of penal stress and factors affecting its formation. We suggested the definition of penal stress concept on the basis of the analyzed literature.; The sample included 69 male persons (31 from predetention center, 38 from penal colony), aged 19 to 47 years old. Experimental psychological method of research was mainly used. In the practical part of the paper presents data on the prevalence of the penal stress in predetention centers and penal colonies. In addition, we have studied the relationship of penal stress with punishment stage, the crime characteristics of subjects, individual psychological characteristics, current state. The study allows us to reveal the groups of people in need of the prevention and correction of the penal stress state. We identified some target corrective action also.</jats:p>",5,2,105,116,,biological stress; psychological stress; penal stress; penal stress factors; frustration,,,,,http://dx.doi.org/10.17759/psylaw.2015100208,,10.17759/psylaw.2015100208,,,0,,7,true,cc-by-nc,gold
023-505-033-332-772,The Expert Assessing of Inclusive Process Parameters in Education,,2020,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,С В Алехина; Ю В Мельник; Е В Самсонова; А Ю Шеманов,"<jats:p>The article presents the data of expert assessment of the parameters of the inclusive process in an educational organization. The set of parameters was based on the activity model for the development of an inclusive process. The indicators included in this model were selected based on the content analysis of the previously published pilot study. The method of expert evaluation of compliance with basic principles of inclusive education of various parameters which characterize the educational process in the school used. 44 experts with practical and research experience in inclusive education participated in the survey. The analysis of the results showed that experts selected parameters which generally correspond to the activity approach in the development of inclusive education, focused on supporting the engaged participation and active position of participants in the inclusive educational process. Indicators that reflect formalized approaches to evaluating educational outcomes did not receive expert consensus, but parameters which focus on individualization of education (such as evaluating the dynamics of individual progress of students) were supported. System-forming parameters for assessing the inclusive process can be called those that allow achieving greater individualization of education, more comprehensive support for all students, and well-coordinated professional work of the school teaching team.</jats:p>",9,2,62,78,Psychology; Process management; Process (engineering),inclusive education; assessment of the inclusion; educational organization; inclusive process; parameters of the inclusive process; activity approach; individualization of education; engaged participation,,,Moscow State University of Psychology and Education,https://psyjournals.ru/files/114880/cpse_2020_n2_Alekhina_et_al.pdf https://psyjournals.ru/psyclin/2020/n2/Alehina_et_al.shtml https://paperity.org/p/255509699/the-expert-assessing-of-inclusive-process-parameters-in-education,http://dx.doi.org/10.17759/cpse.2020090203,,10.17759/cpse.2020090203,3043875552,,0,014-371-545-740-30X; 047-645-403-110-137; 050-652-046-675-378; 054-370-048-696-308; 074-853-356-066-553; 084-483-129-538-44X; 095-125-328-133-68X; 101-377-592-035-663; 112-503-667-976-163; 143-822-558-447-441; 149-465-976-423-886; 186-959-578-996-250; 197-140-903-582-996,10,true,cc-by-nc,gold
023-507-842-158-646,Rehabilitation Potential of Socio-psychological Support for Families with Alcohol or Drug Addiction Problems,2023-01-20,2023,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,V.V. Bartsalkina; O.O. Moiseev; E.V. Tretyak; E.V. Hromysheva,"<jats:p>&lt;p&gt;The rehabilitation potential of socio-psychological maintenance for families with problems of chemical addictions is proposed here to be considered as a resource for overcoming real addictions. The relevance of this study is due to actual need for developing a basic approach &amp;ndash; the strong scientific evidence-based substantiation of the organization of psychological assistance to concrete family with problems of alcohol and/or drug addiction ones. The simultaneous existence of such problem of addictive behavior and personality deformation under global influence of psychoactive substances use, together with the phenomenon of co-dependent behavior, was shown here. As a result, the entire family system suffers, and patterns of negative behavior are formed among all other family members. The need for namely comprehensive consideration of this family problem is confirmed. As the author's experience, the effectiveness of maintenance-working with families with alcohol addiction in the ANO &amp;ldquo;Center for Social and Psychological Support of People with Alcohol, Drug and Other Types of Addiction ""Goal (Moscow) is considered here.&lt;/p&gt;</jats:p>",27,6,144,154,Addiction; Psychology; Rehabilitation; Personality; Relevance (law); Alcohol addiction; Addictive behavior; Psychiatry; Clinical psychology; Social psychology; Neuroscience; Political science; Law,ООО Центр практической аддиктологии «Цель» (ООО ЦПА «Цель»); г . Москва; Российская Федерация,,,,https://psyjournals.ru/journals/pse/archive/2022_n6/pse_2022_n6_Bartsalkina_et_al.pdf https://doi.org/10.17759/pse.2022270611,http://dx.doi.org/10.17759/pse.2022270611,,10.17759/pse.2022270611,,,0,023-906-684-086-525; 057-126-194-307-395; 139-223-008-789-202; 146-188-782-634-843; 177-705-788-229-758,0,true,cc-by-nc,gold
023-727-935-390-692,О неправомерности определения достоверности показаний путем судебной экспертизы,,2016,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,С. А. Смирнова; Евгений Вадимович Макушкин; А. Я. Аснис; Е. В. Васкэ; Е Г Дозорцева; Ф С Сафуанов; С Н Шишков; С. С. Шипшин; Д С Ошевский; Д. В. Бердников; Т. Н. Секераж; А. Н. Калинина,"<jats:p>This letter prepared in connection with a growing number of complaints of investigators and making decisions on the appointment of psychological examination of the credibility of the video recording of interrogations and dictated by the need to arrange expert practice on the study of video footage of carrying out certain investigative actions with various actors in the criminal process.; The newsletter discusses the purpose of such examinations and grounds the studies, in accordance with scientific principles of professional activity of experts.; The letter was prepared under the supervision of the Director of the FBI, Federal center of forensic expertise under the Ministry of justice of Russia, doctor of legal Sciences, Professor, honored lawyer of the Russian Federation, honorary worker of justice of Russia of S. A. Smirnova, Deputy General Director for science of Federal State Budgetary Institution ""V. Serbsky Federal Medical Research Centre for Psychiatry and Narcology"" of the Ministry of Healthcare of the Russian Federation, doctor of medical Sciences, Professor E. V., Makushkina (doctor of juridical science A. Ya. Asnis, doctor of psychological Sciences, Vaske E. V., doctor of psychological Sciences, Professor E. G. Dozortseva, doctor of psychological Sciences, Professor F. S. Safuanov, PhD, associate Professor S. N. Shishkov, PhD, Professor S. S. Shipshin, PhD, associate Professor D. S. Oshevsky, PhD  V. Berdnikov, PhD, associate Professor T. N. Sekerazh, PhD A. N. Kalinin.; For investigators, judges, prosecutors, heads of Federal budgetary establishments of the Ministry of justice, judicial psychologists.; For investigators, judges, prosecutors, heads of Federal budgetary establishments of the Ministry of justice, judicial psychologists.</jats:p>",6,3,61,78,Psychology,,,,,https://psyjournals.ru/psyandlaw/2016/n3/82922.shtml https://psyjournals.ru/files/82922/psyandlaw_2016_3_Inforfacionnoe_pismo.pdf https://core.ac.uk/display/91068487,http://dx.doi.org/10.17759/psylaw.2016060306,,10.17759/psylaw.2016060306,2525554770,,0,000-411-596-868-712; 000-661-428-341-294; 004-760-494-122-937; 006-785-408-358-964; 014-313-456-049-212; 015-623-864-454-380; 015-874-701-965-406; 017-718-629-936-368; 018-578-844-448-177; 029-027-261-956-098; 029-626-476-532-801; 043-786-992-285-042; 067-693-134-169-860; 078-153-800-192-205; 084-871-558-890-657; 102-678-220-033-574; 106-665-474-213-025; 122-144-843-114-441; 122-910-756-869-790; 123-723-834-414-584; 129-414-311-904-540; 130-709-857-973-023; 140-756-280-789-639; 146-912-786-437-93X; 164-502-458-996-792; 167-593-378-714-818; 184-419-548-221-999,3,true,cc-by-nc,gold
023-731-302-527-662,Emotional intelligence and giftedness in foreign studies,,2021,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,Y.A. Kochetova; M.V. Klimakova,"<jats:p>Currently, the number of studies devoted to the investigation of emotional intelligence in the context of giftedness is increasing. The problem of emotional intelligence of gifted people is significant for determining the directions of psychological assistance in the practical work of a psychologist with this category of students, as well as for identifying significant factors that must be taken into account when building psychotherapeutic and consulting work with gifted people. The purpose of the article is to review foreign studies concerning the level of the development of emotional intelligence of gifted people, the link of emotional intelligence of gifted people with the emotional and personal spheres. The article considers the studies that investigate the interplay of emotional intelligence of gifted people with self-esteem, self-actualization, creativity. The article reviews the results of studies concerning the role of emotional intelligence in the use of coping strategies and decision-making strategies. The correlation of emotional intelligence of gifted students with academic adaptation is also analyzed. Taking into account the identified relationships will help to develop and implement more effective programs of psychological and pedagogical support for gifted people.</jats:p>",10,4,55,63,Emotional intelligence; Psychology; Creativity; Coping (psychology); Context (archaeology); Adaptation (eye); The Emotional Intelligence Appraisal; Social psychology; Developmental psychology; Cognitive psychology; Clinical psychology; Paleontology; Neuroscience; Biology,одаренность; эмоциональный интеллект; академические достижения; стресс; Я-концепция; самооценка giftedness; emotional intelligence; academic achievement; stress; self-concept; self-esteem,,,,https://psyjournals.ru/files/126491/jmfp_2021_n4_Kochetova_Klimakova.pdf https://doi.org/10.17759/jmfp.2021100405,http://dx.doi.org/10.17759/jmfp.2021100405,,10.17759/jmfp.2021100405,,,0,001-470-186-512-517; 002-623-877-226-756; 006-595-738-409-536; 038-965-842-008-341; 040-210-495-020-536; 040-250-085-041-218; 048-677-644-370-901; 055-525-341-689-457; 059-196-913-701-361; 065-977-006-218-252; 071-752-604-045-718; 128-420-258-824-772; 128-771-309-728-604; 130-927-980-266-290; 135-899-411-873-038; 167-391-691-498-386,3,true,cc-by-nc,gold
023-812-096-492-976,Research of Features Of Youth Vandalism And Development of Its Prevention Tools,,2020,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Yulia V. Nikolaeva; Valery V. Grebennikov; Aleksey V. Fedyakin; Alexandr V. Rostokinskiy; Viktoriya S. Kalinovskaya,"<jats:p>Vandalism among young people is one of the urgent problems in the study of youth deviant behavior. Vandal activity arises as a result of the deformation of social interaction, which becomes fixed and turns into destructive actions of people trying to understand themselves in social space through this form of activity. The article is aimed at exploring the genesis of the behavior of vandals, as well as socio-psychological and individual personality factors in the formation of readiness for the destruction of public property and the property of others. The authors examine the specificity and intensity of vandal activity of adolescents and young people in the context of their environment, as well as individual characteristics that contribute to deviant behavior.</jats:p>",10,3,224,234,Psychology; Engineering ethics,vandalism; deviant behavior; vandal activity; offense; counteraction to vandalism,,,,https://doaj.org/article/d4dbb7cbecb84245bf89fcf9e0f45f76 https://psyjournals.ru/en/psyandlaw/2020/n3/Nikolaeva_Grebennikov_Fedyakin.shtml https://psyjournals.ru/files/115727/psylaw_2020_3_Nikolaeva_Grebennikov_Fedyakin.pdf,http://dx.doi.org/10.17759/psylaw.2020100315,,10.17759/psylaw.2020100315,3090824595,,0,004-565-111-248-281; 012-093-539-015-726; 045-665-559-001-24X; 098-266-353-610-044; 118-763-826-406-23X,2,true,cc-by-nc,gold
023-934-898-088-428,Comparative Analysis of the Processes of Group Work in Psychological Training and Psychotherapeutic Groups,,2018,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,A.N. Molostova,"<jats:p>The article presents an approach to the analysis of the functioning of psychological training group and therapy group. The following aspects of the functioning of the psychological group are considered: evolution of the problematics and evolution of the relationships. Evolution of the problematics refers to the movement in the field of the content of the problems on which participants focus. Evolution of the relationships signifies the deepening of the contact between the participants in the dynamics of the group’s development. The author analyzes how the balance between these two aspects changes depending on the approach to group psychological work. Both aspects are considered in the context of the development stages of a training or therapy group. As a result, differences in the balance between the evolution of the relationships and evolution of the problematics in two types of groups are formulated. In psychological training evolution of the relationships between participants has an auxiliary value while the evolution of the problematics dominates. In group therapy evolution of the relationships is a key process that provides therapeutic changes.</jats:p>",26,1,112,128,Psychology; Group work; Training (civil); Psychotherapist,psychological group; psychological training group; group therapy; evolution of relationships; evolution of problematics; development stages of the group,,,,https://psyjournals.ru/mpj/2018/n1/Molostova.shtml https://psyjournals.ru/files/92221/cpp_2018_n1_Molostova.pdf,http://dx.doi.org/10.17759/cpp.2018260108,,10.17759/cpp.2018260108,2796597801,,0,011-150-521-732-331,0,true,cc-by-nc,gold
024-240-678-340-070,Аcademic stress of students with different forms of learning,,2016,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,E Y Matyushkina,"<jats:p>The following article represents results of pilot research aiming to compare level of academic stress, stress resistance and emotional burnout of students receiving first and second university degree. Research includes 55 people: 28 third- year students of the basic higher education (in average 21,5 years old), 27 third-year and fourth-year students of the second university degree (in average 34 years old). It was revealed, that mental state, stress resistance and emotional burnout of students going into second higher education significantly differs in comparison with students receiving basic university degree. Students receiving second university education burnout less because their professional choice is more conscious in comparison with students going into basic university degree influenced by the crisis of professional identity during third year.</jats:p>",24,2,47,63,Developmental psychology; Psychology; Stress (mechanics),academic stress; stress resistance; emotional burnout; coping with stress; students; second university degree,,,,https://psyjournals.ru/files/82564/kpip_2_2016_matushkina.pdf https://psyjournals.ru/mpj/2016/n2/matushkina.shtml,http://dx.doi.org/10.17759/cpp.2016240204,,10.17759/cpp.2016240204,2515346232,,0,051-986-351-846-942; 063-738-149-368-089; 128-283-479-471-423,8,true,cc-by-nc,gold
024-351-943-240-145,"Updating of the Professional Standard ""Teacher-Psychologist (Psychologist in the Field of Education)"": Meaningful Analysis",2023-11-23,2023,journal article,Bulletin of Practical Psychology of Education,26583100,Moscow State University of Psychology and Education,,O.A. Ulyanina; Yu.V. Tukfeeva; K.G. Semenova,"<jats:p>&lt;p style=""text-align: justify;""&gt;Modern challenges and threats, the demands of society necessitate the expansion of the range of professional competencies of a teacher-psychologist. In this regard, a discussion of the professional standard &amp;ldquo;Teacher-psychologist (psychologist in the field of education)&amp;rdquo; was organized in the expert community and a survey was conducted in which 1,616 specialists from 8 Federal Districts of the Russian Federation, as well as the Luhansk People&amp;rsquo;s Republic, Donetsk People&amp;rsquo;s Republic and Kherson Region took part. A specially developed questionnaire was used as a tool to obtain information about the need to update the standard in key areas of the psychologist&amp;rsquo;s activity in the education system. As a part of the analysis of the survey results, the level of the professional education of a teacher-psychologist is discussed; the relevance of supporting participants in educational relations in educational institutions of higher professional education is indicated; the importance of supplementing the main type of professional activity of a teacher-psychologist is considered; the importance of interdepartmental interaction in the implementation of professional activities by a teacher-psychologist is noted.&lt;/p&gt;</jats:p>",20,3,90,101,Professional development; Medical education; Psychology; Relevance (law); Pedagogy; Russian federation; Professional association; Medicine; Sociology; Political science; Public relations; Law; Regional science,education system; participants in educational relations; students; psychological and pedagogical support; educational psychologist; professional standard,,,,https://psyjournals.ru/journals/bppe/archive/2023_n3/bppe_2023_n3_Ulyanina_et_al.pdf https://doi.org/10.17759/bppe.2023200307,http://dx.doi.org/10.17759/bppe.2023200307,,10.17759/bppe.2023200307,,,0,010-232-092-268-27X; 017-613-749-621-669; 018-907-892-243-605; 026-318-644-490-900; 027-657-044-481-501; 028-527-024-882-122; 044-164-805-028-447; 061-323-828-922-910; 081-550-470-332-566; 084-414-778-436-321; 090-413-349-346-515; 108-118-444-411-020; 130-815-991-866-690,2,true,cc-by-nc,hybrid
024-546-306-887-237,Dynamics of moral judgments in young soldiers during the period of military service,,2015,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,D.S. Oshevsky; M. Frolova,"<jats:p>We have conducted an empirical study of the dynamics of the level of moral judgments in the military. Two groups of Missile Defense Force soldiers present the sample: preparing for demobilization (n=30) and new recruits (n=25). As the methods we used specially developed semi-structured interview modeling the situation of moral choice, and the questionnaire in order to assess the socio-psychological characteristics of the military and their attitude to service. The young soldiers have a positive trend in the development of moral judgments and a greater differentiation in the estimates. It is shown that the old-timers in comparison with newcomers have intensive development of group-oriented and prosocial moral reasoning. It presumably connected with successful adaptation to military service, following the manual, the ability to cope with aggressive impulses, flexibility and value assessments in decision-making. It is noted that educational work with young recruits should include measures to increase group cohesion in the army.</jats:p>",5,2,138,153,,military psychology; soldiers; moral judgments; moral consciousness; development,,,,,http://dx.doi.org/10.17759/psylaw.2015100211,,10.17759/psylaw.2015100211,,,0,,2,true,cc-by-nc,gold
024-655-229-499-785,Development of Primary School Teacher’s Competences in the Process of Solving Professional Tasks,,2016,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,S P Sanina,"<jats:p>This article deals with the problem of development of primary school teacher’s professional competences in the sphere of organization and formation elementary school pupils’ skills of educational cooperation. The article provides results of the research, which is directed at the study of teachers’ notions of productive methods of teacher and pupil collaboration and at development of elementary school teachers’ professional competences. The certain hypothesis is put to a test: a manner of cooperation, based on educational collaboration principles, contributes to development of primary school teacher’s competences. The principle of educational professional goals, considered constructive, development is shown. An instance of a task is exemplified: the task targets the study of effective cooperation methods between teacher and pupils and allows organization of a productive way of cooperation between students. The effectiveness of professional tasks usage in development of teachers’ competences within the confines of professional education is proven.</jats:p>",8,4,41,49,Mathematics education; Psychology; Primary (chemistry); Process (engineering),professional standards; professional activities; teacher; competence; skill improvement; elementary school; educational cooperation; joint activity; a professional task,,,,https://psyjournals.ru/psyedu_ru/2016/n4/sanina.shtml https://psyjournals.ru/files/84396/psyedu_2016_n4_Sanina.pdf,http://dx.doi.org/10.17759/psyedu.2016080405,,10.17759/psyedu.2016080405,2575823248,,0,069-423-507-884-588,4,true,cc-by-nc,gold
024-834-121-000-624,Methodological and Methodical Issues in Clinical Studies Concerning Values,,2016,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,E.M. Leontyeva,"<jats:p>The article presents the purchase to studying value systems in various sciences; psychology, philosophy. The paper describes methodological difficulties in clinical studies of values. The first difficulty; an unspoken conviction held by clinicians that psychologically ill patients are not in possession of values whatsoever, or that there is a difference expressed in the production of certain value clusters. The second difficulty is a lack of normative values and the influence of postmodern world views on psychological practice. The article considers a need for reflections on internal value systems. Thereby the contemporary clinical study of value systems, should lead to solutions to the aforementioned problems. For a holistic study of value systems it is necessary to create special experimental conditions to a reflection and understanding of One's Own value systems by the subjects of the study. The article proposes a set of adequate and necessary requirements for patho-psychological experiments in the field of value thought processes of patients with a diagnosis of schizophrenia. As an example of such a study the author shows a detailed interview following a modelled value based dialogue and the authors methodology of ‘value classification’. Presented is the interview structure, a set of used values, instructions given to participants, and supplementary questions.</jats:p>",5,3,145,155,Psychology,research methodology; values; value thinking; clinical studies; schizophrenia; value classification,,,,https://psyjournals.ru/files/83468/10_Leontieva.pdf https://psyjournals.ru/en/psyclin/2016/n3/Leontyeva.shtml http://psyjournals.ru/files/83468/10_Leontieva.pdf,http://dx.doi.org/10.17759/cpse.2016050310,,10.17759/cpse.2016050310,2541139156,,0,119-400-805-895-947; 147-725-417-996-616,0,true,cc-by-nc,gold
025-197-045-539-261,Развитие и критика идей экзистенциализма в трудах С.Л. Рубинштейна,2022-06-30,2022,journal article,Психология. Журнал Высшей школы экономики,18138918; 25419226,"National Research University, Higher School of Economics (HSE)",Russian Federation,М.Г. Чеснокова,"<jats:p>Статья посвящена анализу экзистенциальных мотивов в творчестве С.Л. Рубинштейна и его от­но­шения к экзистенциализму. С конца 1950-х гг. взгляды Рубинштейна развивались в тесном диалоге с экзистенциальной философской мыслью. В его работах появляются имена М. Мер­ло-Понти, М. Хай­деггера, Ж.-П. Сартра. По­след­няя монография Ру­бин­штейна «Человек и мир» носит ярко выраженный экзистенциальный характер, в ней ему удалось осуществить свой давний замысел онтологизации психологии, вписав человека и его сознание в общую структуру бытия. Идеи, высказанные Рубинштейном в последние годы жизни, обнаруживают интересные переклички со взглядами родоначальника экзистенциализма С. Кьеркегора, а в ряде случаев почти буквально повторяют отдельные положения философии М. Хайдеггера. Одно­временно Рубин­штейн дает развернутую критику экзистенциального подхода по вопросам понимания сущности человека как субъекта переживания, реализующего свой «проект», обоснованности феноменологического метода и человеческой свободы. Наибольшую сложность в интерпретации взглядов Рубин­штей­на составляет сочетание в его концепции ориентации на марксистскую методологию с утверждениями экзистенциального характера. Главный вопрос, по которому ученый не допускает никаких компромиссов с экзистенциализмом, касается оценки роли объективного знания. Здесь он сохраняет верность рационалистической традиции Гегеля и Маркса. По мнению Рубинштейна, познание пронизывает все формы отношения человека с миром, включая этические отношения. Познание действительности преобразует само бытие, заменяя стихийный характер его развития сознательным. При всей неоднозначности диалога Рубинштейна с экзистенциалистами, обусловленной в значительной степени веяниями времени, он, безусловно, имел важное значение для развития отечественной психологии, введя в нее новый круг экзистенциальных вопросов.</jats:p>",19,2,353,372,Political science,,,,,https://psy-journal.hse.ru/data/2022/10/31/1720391334/Т. 19. № 2. 2022-138-157.pdf https://doi.org/10.17323/1813-8918-2022-2-353-372,http://dx.doi.org/10.17323/1813-8918-2022-2-353-372,,10.17323/1813-8918-2022-2-353-372,,,0,,0,true,,gold
025-962-650-847-380,Остракизм и родственные феномены: обзор зарубежных исследований,,2019,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Е Э Бойкина,"<jats:p>The article gives a review on key directions of ostracism and social shunning in foreign studies. In the context of ostracism the satisfaction of one or few fundamental individual needs may be limited: needs of control, self-respect, affiliation and meaningful existence - causing pain and distress. Ostracism can cause extremely radical behavioral reactions of an individual (mass murder of innocent people, conversion to a religious cult or extremism, etc.). Although anger and aggression are the most predicted reaction to ostracism and related phenomena in recent years more and more studies have shown that prosocial reactions are possible as a response, i.e. increased emotional intelligence, increased social sensitivity, demonstration of social mimicry in order to enhance affiliation and establishment of rapport.</jats:p>",9,3,127,140,Psychology,Youth violence commission; International Society For Research on Aggression (ISRA) [Электронный ресурс] / B.J. Bushman [et al.] // social shunning; ostracism; rejection; radicalization; substituted aggression; prosocial response; antisocial response; Сyberball,,,,https://psyjournals.ru/psyandlaw/2019/n3/109353_full.shtml https://psyjournals.ru/files/109353/psyandlaw_2019_3_Boikina.pdf,http://dx.doi.org/10.17759/psylaw.2019090310,,10.17759/psylaw.2019090310,2978042268,,0,007-504-601-093-614; 148-147-612-350-364,9,true,cc-by-nc,gold
025-973-417-012-778,Automatic Scoring of Verbal Divergent Thinking Tests: From Lexical Databases to Large Language Models,,2024,journal article,Психология. Журнал Высшей школы экономики,18138918; 25419226,"National Research University, Higher School of Economics (HSE)",Russian Federation,Ekaterina Valueva; Anastasia Panfilova; Antonina Rafikova,"<jats:p>The article explores the evolution of methods for automatically assessing verbal divergent thinking tests. Resear - chers have increasingly focused on the ability to evaluate the originality of respondents' answers by calculating their semantic distance from the stimulus task. From 2009 to 2019, latent semantic analysis became the primary method for assessing semantic distances. Overall, in terms of internal consistency and correlation with expert ratings, its application yielded satisfactory results, maintaining an acceptable balance of quality and effort expended. However, issues emerged (dependence on the corpus used, result instability, systematic distortions related to the length of analyzed responses), prompting researchers to transition to more advanced models of distributional semantics (GloVe, Word2Vec etc.), large language models, and supervised learning. Large language models, especially those fine-tuned on creativity test materials, demonstrated higher effectiveness compared to models assessing semantic distances and approached expert evaluations. In addition to evaluating originality, the article considers works proposing methods for automatic assessment of elaboration, flexibility, associative flow, and divergent semantic integration. References to online platforms that allow for automatic assessments of originality in responses to divergent tests are provided. The issue of interpreting results obtained through large language models is discussed. A drawback of using these models is the lack of understanding of the basis on which judgments of the originality of creative products are made. The perspectives of applying explainable artificial intelligence for evaluating results of verbal and non-verbal tests of creative thinking are being discussed.</jats:p>",21,1,202,225,Natural language processing; Linguistics; Computer science; Psychology; Artificial intelligence; Database; Philosophy,,,,,https://psy-journal.hse.ru/data/2024/03/30/2144812302/Т. 21. № 1. 2024 202-225.pdf https://doi.org/10.17323/1813-8918-2024-1-202-225,http://dx.doi.org/10.17323/1813-8918-2024-1-202-225,,10.17323/1813-8918-2024-1-202-225,,,0,,0,true,,gold
026-302-984-777-311,Socialization Problems in Orphans and Children Without Parental Care,2021-12-30,2021,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,I.A. Merkul; V.O. Volchanskaya,"<jats:p>The process of social adaptation in graduates of orphan organizations occurs simultaneously with their socialization: as adolescents become involved in various life situations, they acquire new repertoires of social behavior or employ the ones they already have. Special attention should be paid to the specifics of development in adolescents brought up in socially deprived conditions since they tend to demonstrate asocial motivation, communicative deficits and try to avoid performing social roles. The article focuses on the problematic issues of socialization of orphans and children without parental care. To explore life situations typical for the period of independent living of graduates of orphan organizations, we used a special methodological tool: cases of life scenarios. We carried out the analysis of 452 cases of life scenarios in graduates aged 18—23 years, 262 male and 190 female. The analysis revealed the following problems of socialization and social adaptation of orphans and graduates of organizations for orphans and foster families: insufficient level of knowledge in matters of education, vocational education and employment, low goal-setting skills. We highlight the facts that are prototypical in the description of a life scenario, and these events are at the same time typical for graduates of various forms of foster care and orphan organizations.</jats:p>",26,6,189,199,Socialization; Adaptation (eye); Psychology; Vocational education; Developmental psychology; Process (computing); Social psychology; Pedagogy; Neuroscience; Computer science; Operating system,socialization; social adaptation; orphans; graduates of orphan organizations; 'graduates' of foster care; life scenarios of graduates; professional socialization; mentoring,,,Ministry of Education and Science of the Russian Federation,https://psyjournals.ru/files/126424/pse_2021_n6_Merkul_Volchanskaya.pdf https://doi.org/10.17759/pse.2021260615,http://dx.doi.org/10.17759/pse.2021260615,,10.17759/pse.2021260615,,,0,011-753-250-097-921; 028-558-410-690-526,5,true,cc-by-nc,gold
026-415-658-268-002,Folk Game as Sociocultural Means of PreventingDeviant Behaviour,,2017,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,A B Teplova; V A Chernushevich,"<jats:p>Role-playing can be used as one of the possible means of early professional training in legal psychologists. Defining play-based practice as the content of education eliminates the problem of professional and learning motivation during the first semesters of study. Folk game is considered a cultural form that helps create a developmental, corrective and preventive environment for working with deviant behaviours. The most significant causes of deviant behaviour are commonly thought to be one’s lack of both psychoemotional experience and psychophysiological preconditions for its acquisition. The key factors in an individual’s ability to establish social relations and organise behaviour are his/her experience in communication, ability to take into account other people’s emotional states and to display his/her own states and needs for others to consider. The resources of folk games, apart from them being a cultural form of traditional communication, are the following: the strictness of rules which, at the same time, provide only the framework to the game, thus not interfering with creative activity and improvisation; the richness of images, meanings and emotions in plots; the value of the very process of the game to its participants; the freedom of self-determination for those entering the game; the equality of all participants in regard to roles and rules.</jats:p>",13,3,51,59,Epistemology; Psychology; Anthropology; Sociocultural evolution,learning and professional motivation; early professional traning; folk games; сultural tradition; legal psychologist; deviant behavior,,,,https://psyjournals.ru/kip/2017/n3/Teplova_Chernushevich.shtml https://psyjournals.ru/files/87614/kpip_2017_n3_Teplova_Chernushevich.pdf,http://dx.doi.org/10.17759/chp.2017130307,,10.17759/chp.2017130307,2767031029,,0,001-529-409-544-262; 053-518-050-584-657; 118-924-950-500-885,7,true,cc-by-nc,gold
026-560-586-727-855,"Central auditory processing disorders: causes, symptoms, and ways to overcome deficits in the learning environments",2024-02-01,2024,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,K.A. Fadeev; E.V. Orekhova,"<jats:p>&lt;p style=""text-align: justify;""&gt;Central Auditory Processing Disorders (CAPD) are impairments in the ability to recognize sounds, localize their sources, and/or determine their identity and meaning due to functional impairments of the central auditory system. CAPD is observed in individuals with normal hearing levels and is not the result of high-level speech or cognitive impairment. This disorder is not well known to Russian specialists in the field of correctional psychology, while according to foreign sources it is observed in 2&amp;mdash;7% of schoolchildren and is often combined with other developmental disorders (dyslexia, speech developmental disorders, ASD, ADHD). Here we provide a brief review of CAPD: its causes, symptoms, and approaches to diagnosis. In particular, we draw the readers' attention to the insufficient development of tools and practices for diagnosing and treating CAPD in Russia. Next, we review current approaches to the correction of CAPD, with special emphasis on assistive technologies that improve the signal-to-noise ratio (FM systems). Evidence in the literature indicates that in addition to the immediate effect (improved speech understanding), prolonged use of FM systems has a positive long-term effect based on mechanisms of neural plasticity.&lt;/p&gt;</jats:p>",12,4,7,21,Cognitive psychology; Psychology; Audiology; Neuroscience; Medicine,central auditory processing disorders; speech perception in noise; autism spectrum disorders; auditory system; phonemic perception; FM-systems,,,,https://psyjournals.ru/journals/jmfp/archive/2023_n4/jmfp_2023_n4_Fadeev_Orekhova.pdf https://doi.org/10.17759/jmfp.2023120401,http://dx.doi.org/10.17759/jmfp.2023120401,,10.17759/jmfp.2023120401,,,0,000-183-578-937-188; 005-172-449-774-368; 006-279-892-224-404; 008-556-084-876-047; 008-626-636-072-129; 009-321-517-963-032; 009-746-786-343-898; 011-064-221-619-790; 014-074-013-676-203; 015-438-181-346-423; 017-723-606-769-655; 018-958-656-332-198; 020-152-953-492-816; 022-014-895-295-810; 025-912-038-072-958; 026-338-486-012-046; 026-574-582-885-976; 026-682-214-216-742; 027-456-648-451-783; 030-067-921-172-005; 034-092-838-645-238; 034-362-678-999-666; 038-755-463-203-272; 038-988-129-307-209; 039-851-021-900-843; 041-867-818-562-579; 042-227-615-096-740; 043-214-639-342-524; 047-391-181-688-672; 048-729-202-456-953; 052-315-028-506-509; 055-325-589-733-689; 058-804-947-183-320; 065-591-687-644-094; 079-824-088-451-920; 083-157-975-464-515; 088-564-575-734-475; 090-369-311-506-450; 098-998-524-569-861; 108-299-391-720-684; 109-812-674-848-080; 114-105-585-356-146; 126-947-605-353-708; 132-216-761-168-705; 137-186-428-349-77X; 137-890-513-796-389; 180-596-477-686-917,1,true,cc-by-nc,gold
026-632-023-777-496,THEORY OF MIND DEVELOPMENT IN SCHOOL CHILDREN WITH AUTISM SPECTRUM DISORDERS,,2021,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,Rita A. Turevskaya; Arina A. Plenskovskaya,"<jats:p>We present the results of an empirical study that aimed at a deeper understanding of mental states using the concept of theory of mind (ToM). A system-level approach to the study of ToM is being developed. Using a standardized version of F. Happé’s Strange Stories test we conducted a comparative study on children from the normative group (N=54) and high-functioning children with autism spectrum disorders (N=43). Both groups were divided into subgroups of 7—11 and 12—16 years old. Based on the data obtained, emotional-figurative, perceptual-figurative, and conceptual levels of representation development in the ToM system were identified. We traced the age-related dynamics of the representations in the ToM system, which is normally associated with a change in its cognitive mechanisms, the emergence of the leading level in the organization of a representative system, and the formation of conceptual representations. The disordered development of ToM in ASD children arises due to the disturbances of ToM representations differentiation, integrative processes degradation, and development asynchrony.</jats:p>",29,1,112,131,Developmental psychology; Psychology; Spectrum (topology); Autism; Theory of mind,theory of mind; representation; autism spectrum disorder; social perception; cognitive mechanisms; level model,,,,https://doaj.org/article/abaa3905cb7f4ac69869c56911f1899a https://psyjournals.ru/files/119876/cpp_2021_n1_Turevskaya_Plenskovskaya.pdf https://psyjournals.ru/mpj/2021/n1/Turevskaya_Plenskovskaya.shtml,http://dx.doi.org/10.17759/cpp.2021290107,,10.17759/cpp.2021290107,3154321890,,0,007-658-334-329-187; 014-816-242-987-187; 021-871-703-378-022; 024-143-951-770-705; 027-389-779-700-682; 034-957-889-820-366; 045-819-911-313-015; 051-221-719-829-418; 067-036-215-580-862; 078-688-750-377-551; 117-823-884-361-864; 118-223-420-693-243; 184-887-711-512-743,2,true,cc-by-nc,gold
026-743-260-201-468,A New Approach to Suicidal Behavior Diagnostics: A Review of Foreign Sources,,2020,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,G S Bannikov; O V Vikhristyuk; Igor Galynker,"<jats:p>The paper presents a review of the studies on innovative suicide prevention strategies, methods, and approaches to diagnosing suicide risk. We examine the results of the studies that allow developing new approaches to creating effective suicide risk assessment tools, based on building a trusting relationship with the patient/client and focusing on the doctor’s/therapist’s own emotional experiences. We describe a complex narrative-crisis model of suicide that includes long-term and short-term risk factors for suicidal behavior and incorporates the suicidal crisis syndrome. We conclude with describing modern tendencies in suicide risk diagnostics — namely, overestimating the methods’ efficiency. New methods for assessing critical states possessing good predictive validity should be developed and implemented.</jats:p>",28,1,8,24,Suicidal behavior; Clinical psychology; Medicine,suicide; diagnostic methods for suicidal behavior; suicidal crisis syndrome; narrative crisis model of suicide,,,,https://psyjournals.ru/mpj/2020/n1/Bannikov_Vihristuk_Galynker.shtml https://psyjournals.ru/files/112583/cpp_2020_n1_Bannikov_Vihristuk_Galynker.pdf,http://dx.doi.org/10.17759/cpp.2020280102,,10.17759/cpp.2020280102,3013967527,,0,000-161-407-990-630; 000-737-340-974-095; 005-995-415-638-808; 008-034-590-993-619; 017-248-489-282-716; 017-587-389-852-140; 027-264-189-341-342; 027-994-838-275-969; 032-793-005-200-321; 034-982-871-695-362; 038-672-067-354-868; 040-927-142-633-562; 041-436-744-622-019; 046-346-414-863-111; 050-929-953-901-243; 054-824-004-631-303; 064-293-063-032-389; 070-473-272-250-732; 077-552-154-270-804; 080-032-078-687-294; 081-865-210-633-481; 083-742-033-795-588; 084-906-125-863-60X; 088-506-055-789-610; 099-890-342-564-623; 107-819-325-512-481; 108-458-758-044-308; 109-293-352-477-377; 120-401-976-168-701; 128-056-717-412-147; 136-972-957-986-768,1,true,cc-by-nc,gold
026-797-528-411-989,Первичная апробация методики для диагностики восприятия противоречий в норме и при психической патологии,,2017,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,Г.Е. Рупчев; А.А. Алексеев,"<jats:p>The purpose of this study is the primary approbation of the questionaire for the assessment of the perception of contradictions. We developed a questionnaire ""Study of contradictions"", which includes pairs of opposing or not opposing characteristics of the person (both physical and psychological and social). The study involved 26 schizophrenia patients and 15 healthy subjects. The study revealed that patients with schizophrenia are significantly less compared to healthy subjects, allowed for the possibility of coexistence in a person of the opposite social and psychological characteristics. The data obtained allows considering that tolerance of some inconsistency in the perception of themselves and others is a normative phenomenon and acts as the integrity and stability of beliefs about themselves and other people.; ; This work was supported by grant of the Russian Foundation for Basic Research ; № 17-06-00271.; ; The authors are grateful Kochneva T.V. for assistance in data collection.</jats:p>",6,2,130,140,Medicine,incoherence; contradiction; schizophrenia; testing of questionnaire,,,,https://psyjournals.ru/psyclin/2017/n2/Rupchev_Alekseev.shtml https://core.ac.uk/display/88225679 https://psyjournals.ru/files/86361/Rupchev_Alekseev.pdf,http://dx.doi.org/10.17759/cpse.2017060210,,10.17759/cpse.2017060210,2728596920,,0,009-277-168-214-862; 029-572-323-068-63X,0,true,cc-by-nc,gold
026-852-418-079-291,Moral Orientation Dynamics in Adolescence and Youth,,2014,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,S V Molchanov; O S Markina,"<jats:p>The problem of moral development is actual for modern psychology. Modern conception of moral development defines two main principles in the basis of moral orientation: care principle and justice principle. Adolescence and youth are sensitive period to develop moral orientation. 139 subjects from three age groups: young adolescents, older adolescents and youth took part in the investigation. Results shows age dynamic of moral judgments preferences, moral dilemma solving with different levels of motivation to achieve and be approved.</jats:p>",6,4,134,146,Dynamics (music); Psychology; Moral orientation; Social psychology,moral development; care principle; justice principle; adolescence and youth,,,,https://doaj.org/article/a12d9c9e5a944873b6f1a72ac7cff466 https://psyjournals.ru/files/73563/12_Molchanov_psyedu_4_2014.pdf https://psyjournals.ru/psyedu_ru/2014/n4/73563.shtml,http://dx.doi.org/10.17759/psyedu.2014060412,,10.17759/psyedu.2014060412,631797064,,0,014-811-455-884-621; 052-149-808-025-684; 064-177-935-243-303; 070-071-926-798-771; 080-483-809-709-753; 124-076-116-602-319; 151-959-303-955-783; 169-278-992-047-659,2,true,cc-by-nc,gold
026-993-300-033-086,Представления подростков об ответственности в моральных дилеммах разного типа,,2017,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,С.В. Молчанов; О.В. Алмазова,"<jats:p>The paper presents results of an empirical study of adolescents' concepts of responsibility in different types of moral dilemmas characterized by violations of moral norms. The study proved that the type of moral dilemma and the context of interaction of its participants determine the adolescents' readiness to recognize the responsibility of the main character of the dilemma for violating the norm. In dilemmas of asocial type adolescents are more willing to recognize the responsibility of the offender whose behavior leads to obvious damage for one of the participants in the interaction. As for prosocial dilemmas and dilemmas of confronting norms, adolescents tend to deny the responsibility of the offender. The paper provides a comparative analysis of empirically identified types of adolescent concepts of responsibility, including the differentiated responsibility with egoistic orientation, high responsibility, low responsibility and ‘polar’ responsibility. The authors highlight the ambiguity of the relationship between adolescents’ evaluation of behavior, their readiness to recognize responsibility in moral transgression, and their judgment about the necessity of punishment. The paper concludes with the discussion concerning the relationship between the level of development of moral judgments/moral reasoning and the concepts of responsibility in adolescents.</jats:p>",13,4,81,90,Psychology,responsibility; moral dilemma; punishment; moral consciousness; moral judgments; context of interaction,,,,https://psyjournals.ru/files/88716/kip_2017_n4_Molchanov_Almazova.pdf https://core.ac.uk/display/145078203 https://psyjournals.ru/kip/2017/n4/Molchanov_Almazova.shtml,http://dx.doi.org/10.17759/chp.2017130409,,10.17759/chp.2017130409,2778546401,,0,000-443-958-026-560; 006-026-853-777-617; 011-967-908-432-989; 036-451-096-622-575; 053-167-445-718-697; 064-177-935-243-303; 084-719-529-325-978; 100-800-000-416-358; 122-426-109-342-744; 123-935-911-249-32X; 124-076-116-602-319; 131-473-791-448-848; 182-627-002-566-606,2,true,cc-by-nc,gold
027-234-413-783-544,Clinical and psychological aspects of adolescent involvement in extremist and terrorist activities,,2017,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,D S Oshevsky,"<jats:p>The article deals with the clinical and psychological aspects of including minors in terrorist and extremist activities. In the historical perspective, it was traced how the views on the role of mental disorders in the genesis of such crimes changed. It is shown that terrorist and extremist activity must be viewed as a complex multi-factor phenomenon, in which socio-psychological components play a leading role. It is noted that the psychopathological process can act as a prerequisite for inclusion in such radical groups. Psychoanalytic, sociological, cognitive approaches, theories of social learning and the concept of diffuse ego-identity making attempts to explain the mechanisms of terrorist and extremist activity in minors are analyzed. The problem of insufficient study of the influence of the Internet and social networks on the formation of readiness for admission to adolescents in radical organizations is posed.</jats:p>",7,2,123,132,Psychology; Terrorism; Psychological aspects; Criminology,adolescent offenders; terrorism; extremism,,,,https://psyjournals.ru/files/86289/psyandlaw_2017_2_Oshevsky.pdf https://core.ac.uk/display/88747508 https://doaj.org/article/163da03a5bce4c8aa069cb13afc31a00 https://psyjournals.ru/psyandlaw/2017/n2/86289_full.shtml,http://dx.doi.org/10.17759/psylaw.2017060210,,10.17759/psylaw.2017060210,2726341124,,0,001-456-087-410-557; 004-438-790-604-193; 019-947-259-077-51X; 024-384-153-529-658; 027-818-184-723-941; 030-229-873-682-754; 033-175-546-537-275; 047-327-005-288-665; 052-353-622-649-147; 053-102-098-806-766; 058-640-016-454-243; 069-876-216-882-832; 083-170-720-948-83X; 084-506-775-139-872; 097-864-282-776-250; 098-424-819-817-276; 113-791-838-486-245; 117-609-574-328-690; 121-923-207-662-929; 163-122-815-465-420,4,true,cc-by-nc,gold
027-264-189-341-342,Applying the Technique for Screening the Risks of Suicidal Behavior in Adolescents and Young People,,2018,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,G S Bannikov; O V Vikhristyuk; N Y Fedunina,"<jats:p>The article presents screening results for potential and actual risk factors of suicide behavior in adolescents. The sample consisted of more than 6,000 minors aged between 13 and 18.The study included two stages: testing (scales of hopelessness and loneliness, Bass-Purry Aggression Questionnaire, index of well-being, Personal Values Questionnaire, personality disorders questionnaire, FACES III) and individual counselling (diagnostic interviews) with adolescents at risk. The screening procedure allowed us to analyse potential and actual risk factors and to divide the subjects into 4 groups depending on the seriousness of their psychological condition and the required support: two groups of adolescents with actual crisis state and two groups with aggressive behaviour and character accentuation. The second stage of the study consisted of 225 individual diagnostic interviews. We discuss the characteristics of the group of the adolescents with a pronounced inclination towards self-harm who require prolonged psychological and, in some cases, medical assistance. In conclusion, we highlight some important aspects and key components of screening and strategies of preventing suicidal and self-harm behavior among adolescent population.</jats:p>",23,4,91,101,Psychology; Suicidal behavior; Clinical psychology,,,,,https://psyjournals.ru/files/95870/pse_2018_n4_Bannikov_Vikhristyuk_Fedunina.pdf https://psyjournals.ru/psyedu/2018/n4/Bannikov_Vikhristyuk_Fedunina.shtml https://doaj.org/article/17519a5a45224ad8999469c7a92beb3a,http://dx.doi.org/10.17759/pse.2018230409,,10.17759/pse.2018230409,2900036626,,0,035-211-353-304-940; 063-206-699-062-976; 066-258-827-615-576; 081-865-210-633-481,4,true,cc-by-nc,gold
027-314-959-529-978,"To the 90th Anniversary of V.P. Zinchenko and V.M. Munipov — the ""Fathers"" of Ergonomics",2021-12-16,2021,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,V.K. Zaretsky,"<jats:p>The article is devoted to the anniversary dates of the outstanding Russian psychologists V.P. Zinchenko and V.M. Munipov, who have worked together for many years in the field of ergonomics and psychology. Their activities contributed to the formation of ergonomics as a scientific discipline, a change in the thinking of work designers, a shift in the focus of attention from the technical properties of products to their ergonomic properties, to the design of human activities. The article contains a short story about the formation of ergonomics as a scientific discipline in the USSR and about the role of the tandem ""V.P. Zinchenko—V.M. Munipov"". Their role is shown in the formation of not only ergonomics, but also practical psychology, in the maintenance, development and further transmission of the tradition of cultural-historical psychology.</jats:p>",17,4,137,141,Human factors and ergonomics; Engineering ethics; Work (physics); Field (mathematics); Engineering; Psychology; Sociology; Mechanical engineering; Poison control; Medicine; Mathematics; Environmental health; Pure mathematics,Ключевые слова: В.П. Зинченко; В.М. Мунипов; эргономика; эргономическое мышление; психология; психологическая практика; проектирование; деятельность V.P. Zinchenko; V.M. Munipov; ergonomics; ergonomic thinking; psychology; psychological practice; design; activity,,,,,http://dx.doi.org/10.17759/chp.2021170415,,10.17759/chp.2021170415,,,0,,2,true,cc-by-nc,gold
027-438-620-844-041,Legal Culture in Psychology: Age Specific and Gender Aspect,,2022,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,N.V. Bogdanovich; M. Melnik,"<jats:p>&lt;p&gt;The work is devoted to the specificity of the phenomenon of &amp;ldquo;legal culture&amp;rdquo; from the psychological point of view. An attempt was made to psychologically examine the concept of legal culture and describe its components, which allowed us to select methods for identifying age and gender features. We determined the dynamics of legal culture in four age groups (pupils of 9 and 11 classes, senior citizens from 18 to 35 years old and mature persons from 36 to 50 years old). It was found that some psychological features of older schoolchildren have statistically significant indicators that differ from younger and older age groups, and gender specificity in different age periods was described. Based on the data obtained, conclusions were made about legal culture as a psychological phenomenon and the importance of further research into psychological features of legal culture, which can serve as a basis for the development of programs to develop legal culture in the aggregate and in its individual components in juvenile and adult young citizens, in persons of mature age and society as a whole.&lt;/p&gt;</jats:p>",12,4,125,139,Phenomenon; Legal culture; Psychology; Age groups; Developmental psychology; Social psychology; Sociology; Demography; Law; Political science; Epistemology; Philosophy,правовая культура; правосознание; ценности; нормы; правовая активность legal culture; legal consciousness; values; regulations; legal activities,,,,https://psyjournals.ru/journals/psylaw/archive/2022_n4/psylaw_2022_n4_Bogdanovich_Melnik.pdf https://doi.org/10.17759/psylaw.2022120410,http://dx.doi.org/10.17759/psylaw.2022120410,,10.17759/psylaw.2022120410,,,0,005-778-258-878-355; 013-973-928-781-741; 134-523-945-906-058,1,true,cc-by-nc,gold
027-531-068-092-101,Перспективы салютогенного подхода к профилактике синдрома выгорания у российских врачей,2019-04-19,2019,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,K A Bochaver; А B Danilov; S K Nartova-Bochaver; A V Kvitchasty; O Y Gavrilova; N. Zyazina,"<jats:p>Since the onset of the first studies of burnout syndrome in various contingents and professions, as a rule, negative clinical predictors and consequences of this syndrome have been in focus: stress, anxiety, depression, aggressiveness, suicidal behavior. Nevertheless, overcoming the burnout syndrome often occurs not by means of special interventions, but in a spontaneous, natural way. The study shows the character of association of personal authenticity, moral motives, age, experience and some other characteristics in a   sample of Russian doctors (N=700) with burnout. The model of salutogenic approach to prophylaxy and prevention of burnout syndrome in modern psychology and medicine substantiated.</jats:p>",8,1,58,77,Psychology,authenticity; burnout; doctors; medicine; motivation; burnout syndrome; stress,,,,https://psyjournals.ru/files/98459/Bochaver_et_al.pdf https://psyjournals.ru/psyclin/2019/n1/Bochaver_et_al.shtml,http://dx.doi.org/10.17759/cpse.2019080104,,10.17759/cpse.2019080104,2935700077,,0,009-031-415-331-32X; 009-817-673-332-725; 028-281-243-589-674; 033-908-208-215-084; 039-912-746-836-830; 060-263-905-537-533; 068-609-508-709-289; 078-491-751-538-135; 099-295-074-897-272; 107-722-997-094-365,10,true,cc-by-nc,gold
027-553-248-402-661,Can learning new words in auditory modality lead to rapid cortical plasticity in adults,,2020,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,A.M. Razorenova; V V Skavronskaya; N B Tyulenev; A M Rytikova; Boris V. Chernyshev,"<jats:p>A stable relation between words and referent objects or events underlies human language. One of the most fundamental questions is how brain processes new words in order to form new lexical items. The answer to such questions will bring significant breakthrough in multiple fields, ranging from methods of language teaching and speech correction programs for children with late development to clinical rehabilitation of patients with speech impairments and neurophysiological functional tests of language network. This review presents the current state of Russian and foreign studies dedicated to new words learning in auditory modality. We tried to consider all varieties of techniques and paradigms in the field. Equal attention is paid both to studies of the phonological processing of a word (recognition of a phonetic pattern), and to works which consider the ways in which word acquire semantics. We discuss experiments carried out with an aid of such neuroimaging methods as fMRI, EEG / MEG, etc.</jats:p>",9,2,46,56,Lead (electronics); Psychology; Neuroscience; Modality (human–computer interaction); Neuroplasticity,word learning; associative learning; operant learning; word semantics; MEG; EEG; fMRI; cortical plasticity; familiarization; consolidation,,,Russian Foundation for Basic Research,https://doaj.org/article/6fe2216cf7b14f23bc829f86a82bd705 https://psyjournals.ru/files/114501/jmfp_2020_n2_Razorenova_Skavronskaya_Tyulenev.pdf https://psyjournals.ru/jmfp/2020/n2/Razorenova_et_al.shtml,http://dx.doi.org/10.17759/jmfp.2020090204,,10.17759/jmfp.2020090204,3040219479,,0,005-506-052-470-021; 006-301-838-270-07X; 007-440-429-025-846; 007-609-046-108-24X; 009-981-627-853-460; 010-018-618-318-052; 010-775-583-907-444; 011-507-683-605-537; 011-544-559-279-773; 011-563-542-273-977; 013-583-646-910-839; 014-443-431-140-269; 014-486-315-479-062; 015-333-325-890-081; 017-813-791-895-272; 018-198-892-816-101; 020-698-284-712-416; 026-522-105-803-451; 026-587-143-586-758; 031-036-056-482-846; 038-625-854-706-090; 039-247-240-525-050; 042-152-095-458-58X; 046-751-977-148-532; 050-958-712-659-68X; 053-357-553-906-676; 060-810-317-789-101; 062-950-116-543-68X; 071-214-291-437-113; 078-202-809-776-416; 079-693-171-336-475; 080-087-374-579-667; 085-597-148-903-520; 086-112-695-647-069; 086-270-677-590-226; 107-144-233-712-264; 110-557-876-422-192; 112-759-184-214-032; 115-368-729-248-971; 118-081-734-441-451,2,true,cc-by-nc,gold
027-587-740-329-182,Возрастные особенности ролевой игры дошкольников в условиях открытой предметной среды,,2018,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,И А Рябкова; Е О Смирнова; Е Г Шеина,"<jats:p>This paper is devoted to the research of preschoolers' free play in an open object environment.The results of observations showed different dynamics of play activity in different age groups (3, 4, 5 and 6 years).In the two younger groups, role renaming was observed in a third of the sample, and in the majority of children it was accompanied by certain changes in the appearance and by fragmentary play actions.Beyond 5 years the frequency of renaming increased — two-thirds of children called themselves a role name and almost all played roles.Many children created complex plots with a lot of branching.In the oldest group there was a significant decline in renaming and changing of the appearance (less than half of the children) as compared to the 5-year-olds, and almost complete absence of role play actions.This paper lists the roles that modern preschoolers reproduce in their play.The study shows that the role does not precede the play, but is born in the process of various actions, including exploratory and trialing actions, with objects.The importance of exploratory, manipulative activity for the emergence and development of the role is underlined.An open object environment promotes the development of such activity.</jats:p>",23,6,75,84,Psychology,,,,Russian Foundation for Basic Research,https://psyjournals.ru/files/96716/pse_2018_n6_Ryabkova_Smirnova_Sheina.pdf https://istina.msu.ru/publications/article/278889974/ https://psyjournals.ru/psyedu/2018/n6/Ryabkova_Smirnova_Sheina.shtml,http://dx.doi.org/10.17759/pse.2018230607,,10.17759/pse.2018230607,2907568859,,0,007-748-275-914-771; 008-168-797-536-507; 086-650-247-085-240; 106-151-297-822-736,4,true,cc-by-nc,gold
027-804-053-825-174,К вопросу о нормативно-правовом регулировании организации деятельности психолого-медико-педагогических комиссий в контексте профилактики правонарушений несовершеннолетних,,2018,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,В А Пимонов; В В Делибалт; Н В Дворянчиков; Д А Малкин,"<jats:p>Psychological, medical and educational committees (PMECs) represent a unique type of work carried out by their interdisciplinary teams of specialists and aimed at children and adolescents. Being a part of the educational system, PMECs also belong to the system of prevention of crime among minors. However, existing legislation needs serious reconsideration within the context of activity arrangement of the committees, as well as harmonization of the problem domain thesaurus. The article analyzes controversial issues in legislative regulation of PMEC’s activities in the context of defining specific educational conditions when referring minors to the system of specialized open and closed teaching and educational facilities. We proposed and substantiated the list of documents required for a child being referred to the examination by a PMEC. On the basis of the analysis we justify the recommendations for closing the legislative gaps in regulation of PMECs, which are relevant both to the educational system and to the system of prevention of lawbreaking among minors – all with the inter-agency cooperation in mind.</jats:p>",8,1,95,109,Psychology,,,,,https://core.ac.uk/display/153632783 http://psyjournals.ru/files/91730/psyandlaw_2018_1_Pimonov_Delibalt_Dvoryanchikov_Malkin.pdf https://psyjournals.ru/files/91730/psyandlaw_2018_1_Pimonov_Delibalt_Dvoryanchikov_Malkin.pdf https://psyjournals.ru/psyandlaw/2018/n1/91730.shtml,http://dx.doi.org/10.17759/psylaw.2018080107,,10.17759/psylaw.2018080107,2792664242,,0,090-413-349-346-515,5,true,cc-by-nc,gold
027-989-593-495-464,Гендерные различия в восприятии стресса у работников следственных органов,,2018,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,М С Московская; В Г Булыгина,"<jats:p>In the article results of research of features of reaction to professional stress at employees of interrogators bodies depending on a gender accessory are stated. 106 employees of interrogators bodies (62 of them men and 44 women aged 22 to 43 years, average age 29 years) were studied with work experience from 0.5 to 21 years. The methodical complex included: a test for professional stress. Azarnykh, I.M. Tyrtyshnikov, a symptomatic questionnaire SCL-90-R, a technique for diagnosing the level of professional burnout. Boyko, the technique of coping behavior in stressful and problematic situations for the individual LI. Wasserman, McLean's organizational stress scale, a questionnaire for assessing the severity of fatigue states, monotony, satiety, stress. Leonova, the method of the ""Schulte table""). It has been revealed that female interrogators are subject to a higher level of stress, as well as to a higher level of organizational stress and neuropsychic stress than their male counterparts. Female interrogators outperform their male colleagues in all three phases, as well as individual symptoms of emotional burnout. In addition, female interrogators workers are more likely than men to interrogators conditions characterized by fatigue, monotony, and satiety. Also, female interrogators show higher rates of various psychological signs of symptomatic disorders: somatization, obsessive-compulsive disorders, interpersonal sensitivity, depression, anxiety, hostility, phobic anxiety, and general indices - the symptomatic distress index and symptom severity index. In addition, female interrogators differ from their male colleagues in choosing the stress of overcoming strategies. In addition, the influence of the aspects of age, length of service and level of stress on the peculiarities of stress response in men and women of interrogators was found.</jats:p>",8,3,97,110,Psychology,аспирант факультета юридической психологии; ГБОУ ВО МГППУ gender; employees of interrogators apparatus; stress tension; interrogators,,,,http://psyjournals.ru/psyandlaw/2018/n3/95100.shtml https://psyjournals.ru/files/95100/psyandlaw_2018_3_Moskovskaya_Bulygina.pdf https://psyjournals.ru/psyandlaw/2018/n3/95100_full.shtml,http://dx.doi.org/10.17759/psylaw.2018080307,,10.17759/psylaw.2018080307,2893877063,,0,012-100-957-330-043; 013-389-091-725-015; 024-233-345-202-643; 024-251-418-310-274; 048-325-144-970-151; 058-841-312-340-671; 106-714-365-774-921; 109-528-739-856-586; 113-451-832-146-687; 133-332-480-706-903,1,true,cc-by-nc,gold
028-096-523-153-213,Про- и антиагрессивные личностные факторы у обвиняемых с психическими расстройствами в преступлениях против личности,,2019,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,F S Safuanov; M G Sorokova; A K Sokovets,"<jats:p>The pro- and anti-aggressive personality factors of individuals with personality disorder (64 subjects), with organic mental disorder (147 subjects), mentally healthy (114 subjects), accused of crimes against individual were tested. At the first stage the distributions of subjects who possess and do not pro- and anti-aggressive personality structures were compared with each other using the χ2 - Pearson criterion. A hierarchical cluster analysis with the use of the average intra-group communication method was applied at the second stage with the indicted in crime as subjects and the combination of all pro- and anti-aggressive factors as clustering parameters. It was revealed that the predominance of pro-aggressive factors with insufficient formation of personality inhibitors of aggression is typical for offenders with personality disorder. For mentally healthy offenders, on the contrary, the opposite is true. Аt the same time insufficient formation of personality inhibitors of aggression is revealed in defendants with an organic mental disorder with unexpressed personality traits that contribute to the manifestation of aggression.</jats:p>",9,3,158,177,Psychology,криминальная агрессия  проагрессивные факторы  антиагрессивные факторы  расстройство личности  органическое психическое criminal aggression  pro-aggressive factors  anti-aggressive factors; personality disorder; organic mental disorder,,,,https://psyjournals.ru/files/109389/psyandlaw_2019_3_Safuanov_Sorokova_Sokovetc.pdf https://psyjournals.ru/psyandlaw/2019/n3/109389.shtml http://psyjournals.ru/psyandlaw/2019/n3/109389_full.shtml,http://dx.doi.org/10.17759/psylaw.2019090312,,10.17759/psylaw.2019090312,2977273516,,0,047-750-830-633-009; 055-861-930-764-083; 063-909-447-316-23X; 118-977-330-576-685,2,true,cc-by-nc,gold
028-196-274-952-054,The Continuing of Traditions: On the III National Scientific-Practical Conference with International Participation to the 110th Anniversary of Susanna Rubinstein,,2021,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,N.V. Zvereva; I. Roschina; A. Hromov,"<jats:p>The article is devoted to the traditional conference on clinical psychology held on November 25-26, 2021 in Moscow for the third time. The Conference was dedicated in the memory of Susanna Yakovlevna Rubinstein. A hybrid format of the conference is described, a wide geography of participants from Russia and abroad is shown, detailed topics of the plenary and breakout sessions, as well as workshops are presented.</jats:p>",10,4,251,260,Breakout; Library science; Operations research; Political science; History; Psychology; Engineering; Computer science; Economics; Finance,юбилейная конференция; С.Я. Рубинштейн; медицинская (клиническая) психология anniversary conference; S.Ya. Rubinstein; clinical psychology,,,,https://psyjournals.ru/files/126682/cpse_2021_n4_Zvereva_et_al.pdf https://doi.org/10.17759/cpse.2021100412,http://dx.doi.org/10.17759/cpse.2021100412,,10.17759/cpse.2021100412,,,0,,1,true,cc-by-nc,gold
028-280-678-902-725,Subjective Importance of Work and Time Allocation: Relationship with Subjective Well-Being and Work Engagement Under Different Job Demands,,2021,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,E.I. Rasskazova,"<jats:p>Background. Investigating imbalance between the subjective importance of different life spheres and the time and energy devoted to them is a common task in counseling and psychotherapy. The aim of the study is to reveal the relationship between the the subjective importance of work and the time / effort devoted to it, with general well-being, work engagement and motivation under different levels of job demands. Procedure and methods. 286 students assessed the importance of five life spheres (work / study, family, personal life, friends, health) and the time and energy given to them, then filled Self-Regulation of Behavior Questionnaire, a modified version of the Action / State Orientation Questionnaire and Cognitive Emotion Regulation Questionnaire. 1,200 people assessed spheres of life using the same approach, then filled Satisfaction With Life Scale, Scale for Positive And Negative Experiences, the Utrecht Work Engagement Scale, a brief version of the Emotional Burnout Scale, the Workaholism Scale, Professional Motivation Questionnaire, Job Demands and Resources Questionnaire. Results and conclusions. Positive emotions, work engagement and intrinsic motivation are higher both in those reporting greater subjective importance of work, and in those reporting greater contribution of time and effort to this work (β=0,12-0,42, p&lt;0,01). However, the time and energy devoted to work is less strongly associated with positive emotions, work engagement and intrinsic motivation under high and uncoordinated job demands (β=-0,14 — -0,09, p&lt;0,05). Life satisfaction is higher, and negative emotions and emotional burnout at work are lower in those reporting higher importance of work, but this correlation is weaker for those who spend a lot of time and energy on work (β=-0,15 — -0,09, p&lt;0,01). A greater contribution of effort and time to work, but not subjective importance of work, is also associated with workaholism (β=0,29, p&lt;0,01).</jats:p>",29,4,49,72,Work engagement; Psychology; Scale (ratio); Work (physics); Burnout; Social psychology; Emotional exhaustion; Life satisfaction; Job satisfaction; Applied psychology; Well-being; Clinical psychology; Psychotherapist; Mechanical engineering; Physics; Quantum mechanics; Engineering,Importance of life spheres; time distribution; subjective well-being; work engagement; motivation; job demands,,,Russian Science Foundation,https://psyjournals.ru/files/126844/cpp_2021_n4_Rasskazova.pdf https://doi.org/10.17759/cpp.2021290404,http://dx.doi.org/10.17759/cpp.2021290404,,10.17759/cpp.2021290404,,,0,000-978-302-716-316; 005-240-232-240-279; 008-177-661-873-488; 013-844-408-516-740; 017-372-645-015-483; 017-787-353-891-54X; 019-873-370-837-004; 020-885-250-702-846; 023-724-407-312-339; 025-915-711-375-857; 032-536-252-375-391; 034-345-502-615-636; 045-226-167-170-728; 049-004-577-527-752; 066-718-880-575-088; 069-883-478-204-527; 072-851-884-313-915; 089-008-817-790-787; 092-159-467-105-829; 095-010-304-880-824; 095-806-290-405-099; 113-884-978-767-236; 115-195-641-628-58X; 118-889-165-025-264; 120-750-430-603-21X; 130-423-017-016-77X; 137-236-865-208-214; 154-090-002-916-140,0,true,cc-by-nc,gold
028-527-024-882-122,"The organization of application of the professional standard ""The Educational Psychologist (the Psychologist in Education)"" in the adaptation mode",,2017,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,Yu.M. Zabrodin; O.I. Leonova,"<jats:p>This article is devoted to the application of the professional standard ""Pedagogue-psychologist (educational psychologist)"" in organizations in the period of 2017 - 2019. The stages of application of the professional standard ""Pedagogue-psychologist (educational psychologist)"", formulated in accordance with the established conditions for mandatory application of professional standards in organizations are considered. In the context of the first experience of social and professional discussion of the requirements of the professional standard ""Pedagogue-psychologist (educational psychologist)"", the proposals for the organization of the application of this professional standard in the adaptation mode at the level of the executive body of the subject of the Russian Federation, self-government, as well as at the level of the organization that conducts educational activities in the territory of the subject of the Russian Federation. These proposals were considered and discussed in 2017 by the experts of professional and public discussion.</jats:p>",9,3,19,29,Psychology; Educational psychologist; Professional standards; Mode (computer interface); Applied psychology; Adaptation (computer science),"characteristic of qualification; organization of application of professional standards; professional standard ""The Educational Psychologist",,,,https://psyjournals.ru/files/87962/ppi_2017_n3_Zabrodin_Leonova.pdf https://doaj.org/article/848a99de3bb64319bc68bb8f97737692 https://psyjournals.ru/psyedu_ru/2017/n3/Zabrodin_Leonova.shtml,http://dx.doi.org/10.17759/psyedu.2017090303,,10.17759/psyedu.2017090303,2899408941,,0,,4,true,cc-by-nc,gold
028-725-101-032-306,INTERRELATION OF WORKABILITY AND INDIVIDUAL PSYCHOLOGICAL CHARACTERISTICS OF THE EXTREME PROFESSIONS SPECIALISTS WITH THEIR OPTIMAL LEVEL OF RESILIENCE,,2022,journal article,Институт психологии Российской академии наук. Организационная психология и психология труда,25418688,Institute of Psychology Russian Academy of Sciences,,Svetlana A. Kotovskaya; Alexander V. Makhnach,,7,4,26,53,Resilience (materials science); Psychology; Applied psychology; Social psychology; Physics; Thermodynamics,,,,,,http://dx.doi.org/10.38098/ipran.opwp_2022_25_4_002,,10.38098/ipran.opwp_2022_25_4_002,,,0,,1,true,,gold
028-736-856-729-869,Майкл Томаселло versus Алексей Николаевич Леонтьев: диалог во времени,,2018,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,Е.Ю. Федорович; Е.Е. Соколова,"<jats:p>The article provides an overview and critical analysis — from the point of view of activity theory of A.N. Leontiev’s scientific school and, more broadly, from the standpoint of cultural and activity psychology — of the latest comparative psychological studies of ""joint activity"" mechanisms in humans and in apes performed by Michael Tomasello and his colleagues and co-authors. These studies have convincingly proven the fundamental differences between cooperation in animals and collaboration in humans, which confirms many provisions of the psychological activity theory developed in the 1930s. Yet, the comparative analysis of the researches by Tomasello’s group and Leontiev’s scientific school provided in the article reveals that in spite of the seemingly similar results obtained in these studies, their interpretation varies considerably. Unlike M. Tomasello, A.N. Leontiev and his disciples (D.B. Elkonin, A.V. Zaporozhets and others) always claimed that ""predisposition"" of individuals towards collaboration emerged as a result of their labor activity which required coordinating various actions of individual participants who therefore fulfilled rather social than biological purposes.</jats:p>",14,1,41,51,Psychology,Ключевые слова: М. Томаселло; А.Н. Леонтьев; Д.Б. Эльконин; кооперация; сотрудничество; сравнительная психология; человекообразные обезьяны; трудовая деятельность; культурно-деятельностная психология M. Tomasello; A.N. Leontiev; D.B. Elkonin; cooperation; collaboration; comparative psychology; apes; labor activity; cultural and activity psychology,,,,https://psyjournals.ru/files/92315/chp_2018_n1_Fedorovich_Sokolova.pdf https://istina.msu.ru/publications/article/110370956/ https://psyjournals.ru/kip/2018/n1/Fedorovich_Sokolova.shtml,http://dx.doi.org/10.17759/chp.2018140105,,10.17759/chp.2018140105,2801204408,,0,000-036-548-641-001; 001-371-622-422-101; 006-214-598-747-557; 009-315-528-034-887; 010-835-530-925-720; 013-571-778-839-503; 024-086-792-216-150; 027-402-886-256-066; 031-858-369-934-500; 032-881-174-562-526; 035-531-991-117-800; 039-395-043-341-935; 042-189-075-869-321; 050-650-262-030-188; 053-954-964-849-528; 058-301-856-480-210; 058-636-242-963-335; 069-459-838-378-000; 069-810-939-441-06X; 074-977-828-172-923; 077-487-105-037-397; 085-855-334-196-275; 088-407-755-122-004; 089-070-766-894-080; 096-703-090-158-788; 103-758-464-948-857; 105-707-370-454-787; 109-815-811-021-80X; 124-473-578-575-908; 125-675-446-340-615; 128-264-104-181-901; 142-407-046-906-857; 172-609-451-529-163,0,true,cc-by-nc,gold
028-834-764-065-160,"Международная классификация функционирования, ограничений жизнедеятельности и здоровья (МКФ) и культурно-деятельностный подход Л.С. Выготского–А.Н. Леонтьева–А.Р. Лурии",,2019,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,Н.А. Варако; Р.С. Шилко; М.С. Ковязина; Е.И. Рассказова; Г.Я. Меньшикова; Юрий Петрович Зинченко,"<jats:p>The actual problem of implementation and use of the International Classification of Functioning, Disability and Health (ICFDH) in the work of clinical psychologists taking into account Russian psychological tradition discussed. There is a necessity of operationalizing the ICFDH domains for specialists of the multidisciplinary rehabilitation team, which will facilitate the use of the ICFDH in rehabilitation work for diagnosis, planning and implementing the rehabilitation program and evaluating its effectiveness. The operationalization of the ICFDH domains based on clinical and psychological content is considered. The cultural-activity approach as a methodological basis of clinical and psychological rehabilitation is proposed and the relationship of the major components of the ICFDH with the psychological activity structure (according to A.N. Leontiev) discussed. The different levels of human functioning considered in the ICFDH (in particular, functions, activity, participation) are compared with the levels of activity (psychophysiological functions, operations, actions and activities) according to A.N. Leontiev. It is argued that the process of clinical and psychological rehabilitation can only take place at the level of concrete actions, and not at the level of activity or operations.</jats:p>",8,3,143,159,Psychology,Варако Н.А.; Шилко Р.С.; Ковязина М.С.; Рассказова Е.И.; Меньшикова Г.Я.; Зинченко Ю.П. Международная классификация функционирования; ограничений жизнедеятельности и здоровья (МКФ) и культурно-деятельностный подход Л.С. Выготского-А.Н. Леонтьева-А.Р. Лурии [Электронный ресурс] // Клиническая и специальная психология psychology; clinical psychology; International classification of functioning; disability and health (ICFDH); clinical psychological rehabilitation; methodology of clinical psychological rehabilitation,,,Russian Foundation for Basic Research,https://psyjournals.ru/en/psyclin/2019/n3/Varako_et_al.shtml https://psyjournals.ru/files/110501/Varako_et_al.pdf,http://dx.doi.org/10.17759/cpse.2019080308,,10.17759/cpse.2019080308,2990355276,,0,000-326-271-968-663; 021-000-582-759-692; 060-382-210-228-568; 064-408-530-664-631; 176-244-572-948-66X,2,true,cc-by-nc,gold
028-880-915-146-927,Trust as a factor of psychological security in interethnic interaction,2018-07-15,2018,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,A.I. Dontsov; E B Perelygina; O.Y. Zotova; S.V. Mostikov,"<jats:p>The direction and role of trust as a factor of psychological security in social interac- tion is the subject of research attention of Russian and foreign scientists. Confidence appears as a generalized socio-psychological phenomenon, conditioned by the history and experience of previous interpersonal and socio-institutional interactions, features of national cultures and traditions, moral norms and values, attitudes and stereotypes. In the interethnic interaction, a large share in the content of trust relations acquires the experience of interethnic relations, ethno-cultural competence, the lack of intragroup and inter-group aggression, the unity of vectors and perceptions of the security of indi- vidual. To identify indicators of a sense of security, a study was conducted comparing respondents’ perception (N = 514) of themselves in danger, in safety and in an actual state. Factorial-analytical processing allowed to reveal the structure of the personal safety of respondents, where as the significant are five factors. The leading factor (explained variance of 25.653%) is trust, which gives grounds to consider the possibil- ity of providing trust as one of the main indicators of psychological security. Studies conducted in polyethnic groups of students also showed that the phenomenon of trust is an important factor in their psychological security.</jats:p>",9,2,21,34,Psychology; Factor (chord); Social psychology,,,,,https://psyjournals.ru/files/93684/sps_2018_n2_Dontsov_et_al.pdf https://psyjournals.ru/social_psy/2018/n2/Dontsov_et_al.shtml,http://dx.doi.org/10.17759/sps.2018090202,,10.17759/sps.2018090202,2883565055,,0,002-088-710-910-845; 085-192-783-254-368; 090-277-609-093-443; 111-521-528-366-94X,9,true,cc-by-nc,gold
029-022-666-069-072,Characteristics of Parental Communication as a Factor of Adolescents’ Psychological Well-Being,,2020,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,M V Ermolaeva; O V Smirnova,"<jats:p>The paper presents results of a study on the relationship between psychological well-being of adolescents and features of their parents’ communication. The study involved 92 subjects: 46 adolescents aged 13—14 years, studying in one of the Moscow schools, and their mothers (46 females). The adolescents’ psychological well-being was measured with the Piers-Harris Self-Concept Scale (scales VI, VII and VIII), the Warwick-Edinburgh Mental Well-Being Scale, and with the questionnaire by I.М. Markovskaya. Features of parental communication were assessed using the social skills questionnaire by V.F. Ryakhovskiy, the Self-Monitoring Scale by M. Snyder, and the Questionnaire Measure of Emotional Empathy by A. Mehrabian and N. Epstein. The study revealed a five-factor structure of psychological well-being of the adolescents and of their perception of childparent relations. It showed a correlation between the level of parental emotional response and the adolescents' assessments of consent in their relationships with the parents. The adolescents’ satisfaction with communication with peers was also related to their parents’ social skills. Low and pronounced communicative skills of the parents are associated with high and average levels of adolescent satisfaction with peer communication respectively; normal communicative skills in the parents is associated with low satisfaction in the adolescents. The paper concludes with a discussion on the application of the obtained results in psychological counseling and psychological education of parents.</jats:p>",25,1,51,62,Developmental psychology; Psychology; Psychological well-being; Factor (chord),adolescents; psychological well-being; parents; characteristics of communication,,,,https://psyjournals.ru/psyedu/2020/n1/Ermolaeva_Smirnova.shtml https://psyjournals.ru/files/112543/pse_2020_n1_Ermolaeva_Smirnova.pdf,http://dx.doi.org/10.17759/pse.2020250105,,10.17759/pse.2020250105,3011461727,,0,001-809-052-266-12X; 002-986-415-469-107; 030-809-661-012-696; 031-396-166-532-663; 047-316-917-421-250; 061-797-230-959-254; 074-739-070-042-223; 075-106-956-350-109; 084-368-338-437-625; 116-083-388-411-167; 157-418-546-618-964,13,true,cc-by-nc,gold
029-103-602-663-341,"CONNECTIONZ OF EDUCATION, DEVELOPMENT AND HEALTH IN THE PERSPECTIVE OF CULTURAL-HISTORICAL PSYCHOLOGY",,2021,conference proceedings article,Психология творчества и одаренности. сборник статей Всероссийской научно-практической конференции с международным участием. Часть 3,,Ассоциация технических университетов,,V.K. Zaretsky; A.B. Kholmogorova,,,,231,236,Perspective (graphical); Development (topology); Engineering ethics; Psychology; Sociology; Epistemology; Cognitive science; Computer science; Social science; Engineering; Artificial intelligence; Mathematics; Philosophy; Mathematical analysis,,,,,,http://dx.doi.org/10.53677/9785919160472_231_236,,10.53677/9785919160472_231_236,,,0,,0,false,,
029-258-479-633-185,,2023-08-07,2023,journal issue,Universum:Psychology & education,23116099; 25003984,Siberian Academic Book LLC,,Alexander Konyakhin Master'; Dmitry Alferenko; Nazgul Clinical; Lyudmila Nikolaevna; Общая Психология; Отношения Женщины; К Своей; Беременности Ее; Опытом Отношений; С Собственной Матерью; Aleksandra Mikheicheva; Maria Yasnenko,"АННОТАЦИЯАналитические умения являются ключевым компонентом современного образовательного процесса.Они помогают учащимся оценивать и интерпретировать информацию, формировать и выражать свое мнение, а также принимать обоснованные решения.В контексте изучения Всеобщей истории, аналитические умения позволяют учащимся более глубоко понимать исторические события и процессы, развивать критическое мышление и формировать обоснованный исторический взгляд.Статья описывает процесс формирования аналитических умений у девятиклассников на уроках Всеобщей истории.Основной акцент в статье сделан на трех этапах обучения: подготовительный, основной и заключительный.Представленная методика ориентирована на активное применение аналитических умений в процессе изучения истории, что помогает обучающимся развивать аналитические умения, а также способствует пониманию исторических процессов и явлений.Исследование проводилось на базе МБОУ СОШ с.Тополево им.Героя Советского Союза полковника милиции П. Я. Грищенко среди обучающихся девятых классов.Один класс являлся экспериментальным (26 человек), другой контрольным (22 человека).Эксперимент длился полгода.Цель эксперимента заключалась в выявлении эффективности применения различных методов и приемов формирования",110,8,,,Geography,,,,,,http://dx.doi.org/10.32743/unipsy.2023.110.8,,10.32743/unipsy.2023.110.8,,,0,,0,true,,gold
029-332-027-810-665,Numeracy Skills Disorders: Review of Causes and Neuropsychological Mechanisms of Dyscalculia,,2022,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,O.A. Glinik,"<jats:p>The article presents a review of foreign studies on the numerical difficulties and numerical disorders. The main modern theories of the mechanisms underlying the difficulties and disorders of counting are reflected, various classifications of dyscalculia are compared, and the neuropsychological foundations of the brain organization of counting are analyzed according to foreign scientists. It is noted that in the world of psychological science, the issues of the causes and mechanisms of difficulties and disorders of counting are still insufficiently developed, and the results of empirical researches are contradictory. It is concluded that for further study of dyscalculia it is necessary to analyze the psychological structure of counting and its changes under the influence of learning, taking into account the structural and functional features of the brain organization of quantitative information processing.</jats:p>",27,1,17,26,Dyscalculia; Neuropsychology; Numeracy; Psychology; Cognitive psychology; Developmental psychology; Cognition; Neuroscience; Dyslexia; Political science; Pedagogy; Literacy; Reading (process); Law,numeracy skills disorder; dyscalculia; mathematical learning difficulties,,,,https://psyjournals.ru/files/127804/pse_2022_n1_Glinik.pdf https://doi.org/10.17759/pse.2022270102,http://dx.doi.org/10.17759/pse.2022270102,,10.17759/pse.2022270102,,,0,003-733-299-274-994; 004-079-468-869-677; 006-029-332-217-941; 008-976-551-847-722; 015-899-901-871-27X; 018-333-761-411-621; 021-671-283-817-095; 023-335-866-068-946; 026-801-611-514-937; 028-567-854-410-542; 030-471-091-068-085; 031-198-514-400-863; 033-987-957-285-504; 037-542-587-294-473; 041-442-979-711-770; 041-443-014-739-771; 049-572-333-299-111; 050-020-384-415-16X; 057-877-558-474-926; 064-826-335-332-836; 066-451-801-924-025; 071-879-952-650-138; 077-801-593-495-321; 098-129-255-988-499; 108-505-693-725-354; 110-262-299-643-092; 119-502-344-139-256; 133-955-649-624-278; 144-747-377-111-26X,3,true,cc-by-nc,gold
029-431-115-634-159,Intolerance of ambiguity and achievement motivation of drivers,,2018,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,Е Ю Литвинова; С А Макеева; М А Харченко,"<jats:p>The article presents a theoretical analysis of cognitive, motivational and emotional components of road behavior of drivers of different sexes, due to their personal characteristics and existing stereotypes of perception of women-drivers in society. The article presents the results of empirical studies of the achievement motivation, inclination to risk and attitude to uncertainty of men and women drivers. Theoretical analysis suggests that male drivers are more risk-averse and more tolerant of uncertain situations in the traffic than women. At the same time, men in driving are more focused on achieving success, and women — on avoiding failure. An empirical study of 58 drivers (29 men and 29 women) showed that both men and women in driving demonstrate motivation for avoiding failure, however, the reasons for this are different. For women, they are linked to existing societal stereotypes about women’s ability to drive, and for men, to the complication of traffic and increased penalties for traffic violations. Male drivers risk appetite combined with a motive for avoiding failure. The study of attitudes to uncertainty revealed significant differences in the level of tolerance among drivers of different sexes, especially to the difficulty of the situation. We believe that women, due to existing stereotypes, perceive driving activity from the very beginning as more difficult than men, which also explains some of the features of their behavior on the road. The article presents recommendations on optimization of training in driving schools for drivers of different sexes</jats:p>",9,4,47,60,Psychology; Need for achievement; Ambiguity; Social psychology,traffic; drivers; achievement motivation; risk appetite; the attitude towards situations of uncertainty,,,,https://psyjournals.ru/social_psy/2018/n4/Litvinova_Makeeva_Kharchenko.shtml https://psyjournals.ru/files/96989/sps_2018_n4_Litvinova_Makeeva_Kharchenko.pdf,http://dx.doi.org/10.17759/sps.2018090405,,10.17759/sps.2018090405,2914873701,,0,023-080-728-286-820; 029-946-045-686-887; 103-361-370-718-772,2,true,cc-by-nc,gold
029-476-375-730-39X,Научно-практические рекомендации по профилактике эмоционального выгорания у судей,,2018,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Т В Попова; А С Калашникова,"<jats:p>The article analyzes the specifics of judicial activity involving the judicial decisions through scrupulous analysis of available alternatives based on knowledge of the law and their own experience. It is noted that the willingness to take risks in situations of uncertainty combined with the high load, as well as individual psychological characteristics of the judge can lead to the formation of emotional burnout, which in turn, can cause miscarriages of justice. Based on the study of the psychological characteristics of the decision-making process in professional activities of 41 judges from different cities of the Russian Federation (all judges are males 30-54 years old (mean age 40 years); with professional experience from 3 to 32 years (average experience 13 years)) presents research-based recommendations for the prevention of emotional burnout among judges and optimizing the professional activities of the court to prevent miscarriages of justice.</jats:p>",8,1,119,127,,judges; judicial errors; psychology of professional activity of judges; coping strategies; emotional burnout; the willingness to take risks; a situation of uncertainty,,,,https://psyjournals.ru/files/91736/psyandlaw_2018_1_Popova_Kalashnikova.pdf https://psyjournals.ru/psyandlaw/2018/n1/91736_full.shtml https://core.ac.uk/display/153632780,http://dx.doi.org/10.17759/psylaw.2018080109,,10.17759/psylaw.2018080109,2793361316,,0,,1,true,cc-by-nc,gold
029-516-620-048-583,Игры и творчество,,2015,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,Б К Олофссон; Т В Ермолова,"<jats:p>The author’s view is that the child's participation in pretence play changes the state of his mind, and plunge him into a kind of a light hypnotic trance. The child’s view seems to become inward-looking, introspective, which allows him to protect his inner world from the surrounding reality. Children are easily controlling the process of transition into the playing state and coming back to reality and they are aware that nothing magical happens to them during the play. At the same time, they are in desperate need of this kind of game protection of their internal world in which reality is creatively transformed by them into something else that has a strictly individual value for each individual child, and therefore extremely valuable for him or her and absolutely necessary for the personal development</jats:p>",4,3,15,23,Humanities; Psychology,play; creative art; access to many words; play signal; playful attitude,,,,https://psyjournals.ru/jmfp/2015/n3/79060.shtml https://core.ac.uk/display/91782110 https://psyjournals.ru/files/79060/jmfp_2015_3_n2_Olofsson.pdf,http://dx.doi.org/10.17759/jmfp.2015040302,,10.17759/jmfp.2015040302,2192821200,,0,,0,true,cc-by-nc,gold
029-946-045-686-887,Междисциплинарная модель поддержки и содействия развития «компетенции мобильности» в Европе,,2017,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,С А Макеева; Т В Кочетова,"<jats:p>This publication is a translation (with detailed comments) of a multidisciplinary model of support and promotion of mobility in the EU countries – Psychologische en medische hulp voor een veilige mobiliteit (germ.), Psychological and Medical Assistance for Safe Mobility (Engl.) - PASS, which was developed in Germany. This model serves as the basis for the definition of an ""object field” of psychology of traffic in Europe, and helps to highlight the most important and significant aspects, both for applied research and various kinds of psychological practices in this area. Model authors: A. Allhof-Cramer, B. Krohn, G. Laub, W.Nickel, C. Rolfing, B. Rothenberger, W. Schubert, E. Stephan. It is the first presentation of this model in Russia which is made with a consent of the members of the Organizational Committee of the “Traffic Psychology International” (the German version is presented below)</jats:p>",6,1,38,43,Psychology,mobility competence; professional suitability of the driver; an interdisciplinary model; traffic psychology; transport psychology,,,,https://psyjournals.ru/jmfp/2017/n1/85797.shtml https://psyjournals.ru/files/85797/jmfp_2017_n_1_Makeeva_Kochetova.pdf http://psyjournals.ru/jmfp/2017/n1/85797.shtml,http://dx.doi.org/10.17759/jmfp.2017060105,,10.17759/jmfp.2017060105,2612297116,,0,,3,true,cc-by-nc,gold
029-995-176-021-122,Функции жалоб на нарушения сна и сонливость в межличностном общении: культурно-исторический подход в психосоматике,,2019,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,Е.И. Рассказова,"<jats:p>From the perspective of cultural-historical approach to psychosomatics, psychogenic symptoms may increase or become chronic by acquiring meaning and functions in interpersonal communication (for example, receiving support, justification, etc.). The paper explores the functions of two common complaints — of sleep disturbances and sleepiness — and their correlation with the expressiveness of these complaints in typically developing individuals. It was assumed that both the complaints and their expression would be related to personal beliefs about the functions of these symptoms in communication. 113 adults without sleeping disorders evaluated their somatic complaints (including complaints of sleep disturbances and sleepiness) as well as the functions with which people can use these complaints in communication; described their beliefs about these symptoms and their causes; filled in the screening for somatoform symptoms, the questionnaire for cognitive representations of body and health, the scales of the locus of control, causality and self-efficacy related to illness and treatment. Following the statistical control of common factors of hypochondrization, sleep disturbances were predicted by the possibility of using them to obtain instrumental support, while expressing these complaints was predicted by the possibility of using them to obtain emotional support.</jats:p>",15,4,44,55,Psychology,psychosomatics; cultural-historical approach in psychosomatics; functions of somatic complaints in interpersonal communication; sleep disturbances; sleepiness,,,Russian Foundation for Basic Research,https://psyjournals.ru/files/111468/chp_2019_n4_Rasskazova.pdf https://psyjournals.ru/kip/2019/n4/Rasskazova.shtml,http://dx.doi.org/10.17759/chp.2019150405,,10.17759/chp.2019150405,2997922095,,0,005-385-320-875-319; 010-299-788-352-003; 035-858-199-624-248; 039-164-665-430-774; 068-479-929-254-312; 077-235-326-362-758; 119-626-109-830-56X; 133-993-645-315-82X; 134-210-566-105-536,0,true,cc-by-nc,gold
030-030-063-252-455,Informational content of verbal data in the task of preserving and transmitting cognitive experience,,2019,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,I V Bogdanova; Valery Nosulenko,"<jats:p>In an experimental study, the informativeness of verbal portraits obtained by the free verbalization method in studies of the perceived quality of complex acoustic events was analyzed. A procedure is proposed for selecting the most significant characteristics of a perceived event in order to reduce their number in a verbal portrait. Two series of experiments were carried out: in the first series, participants identified an acoustic event by its full verbal portrait, and in the second they were offered a shortened verbal portrait. The results showed the absence of significant differences in the identification of acoustic events obtained in the first and second series of the experiment. It is concluded that the developed procedure can be applied to the tasks of transmitting information about the significant characteristics of an individual’s cognitive experience. It is concluded that the developed procedure can be applied to the tasks of transmitting information about the significant characteristics of an individual’s cognitive experience.</jats:p>",12,4,12,26,Psychology; Cognition; Cognitive psychology; Content (Freudian dream analysis); Task (project management),,,,Ministry of Education and Science of the Russian Federation,https://psyjournals.ru/exp/2019/n4/Bogdanova_Nosulenko.shtml https://psyjournals.ru/files/110938/exppsy_2019_n4_Bogdanova_Nosulenko.pdf,http://dx.doi.org/10.17759/exppsy.2019120402,,10.17759/exppsy.2019120402,2995998546,,0,002-133-030-711-842; 009-855-445-450-890; 011-224-214-083-115; 012-737-003-320-731; 055-267-031-271-929; 097-178-467-907-210; 111-480-537-552-359,1,true,cc-by-nc,gold
030-042-173-781-33X,Representation of the socio-psychological situation in the educational institution in the various participants of the educational process,,2014,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,Майя Леонидовна Котляр,"<jats:p>The article deals with the socio-psychological situation in educational institutions of various types. As a hypothesis, we suggested that socio- psychological situation is a phenomenon with complex structure, substantially reflected in the representations of the main participants of the educational process, which can help to define homogeneity of representation of students and teachers, as well as specifics of the socio-psychological situation in each educational institution. The study was conducted in secondary educational institutions in Moscow. The respondents were students of tenth grades, their teachers and administration. The study revealed that in a particular educational institution, the representations of the main participants of the educational process are uniform and consistent (p&lt;0.05), and significant differences are shown between the various institutions (p&lt;0.01). We reveal an interaction between the elements of the socio-psychological situation (p&lt;0.01). The results obtained can be used in practice of educational psychology during psychological support of educational institutions.</jats:p>",6,1,298,309,Psychology; Representation (systemics); Educational institution; Process (engineering); Knowledge management,,,,,https://psyjournals.ru/psyedu_ru/2014/n1/68111.shtml https://psyjournals.ru/files/68111/31_Kotlyar_psyedu_1_2014.pdf https://www.dissercat.com/content/predstavleniya-osnovnykh-uchastnikov-uchebnogo-protsessa-o-sotsialno-psikhologicheskoi-situa,http://dx.doi.org/10.17759/psyedu.2014060132,,10.17759/psyedu.2014060132,67307108,,0,107-225-940-919-189; 193-037-223-053-133,0,true,cc-by-nc,gold
030-323-465-928-293,Health representations of children and adolescents,,2018,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,Inna Bovina; N V Dvoryanchikov; Lionel Dany; Aim M.-A.; A V Milekhin; Gayamova S.Yu.; A V Yakushenko,<jats:p>The key question in this article is how children and adolescents understand health. This period attracts a particular interest because the social practice towards health and illness as well as attitudes towards risk and risk behaviour are formed at that time. The productivity of the theory of social representations applied to the field of health and illness is discussed. The exploratory study in groups of children and adolescents on the representations of health and illness is presented here. A total of 633 subjects (333 children (aged 8 years old) and 300 adolescents (aged 13 years old) participated in a study. The study is based on the structural approach of the theory of social representations. The opposition «health»—«illness» is important in case of representations of health in children; its importance is decreasing with age. The key elements of the representation of health in adolescents are the actions to maintain health. The representation in case of children is less shared than in case of adolescents.</jats:p>,11,1,61,74,Sociology,Distributed under a Creative Commons Attribution -NonCommercial 4.0 International License health; illness; children and adolescents; theory of social representations; structural approach; polymorthism of health and illness,,,,https://psyjournals.ru/files/92481/exppsy_2018_n1_Bovina_Dvoryanchikov_Dany_Aim_Milekhin_Gayamova_Yakushenko.pdf https://psyjournals.ru/exp/2018/n1/Bovina_Dvoryanchikov_Dany_Aim_Mi.shtml,http://dx.doi.org/10.17759/exppsy.2018110104,,10.17759/exppsy.2018110104,2800526149,,0,002-628-768-164-026; 003-794-085-019-380; 020-287-770-200-524; 020-850-966-387-976; 024-203-324-246-180; 031-624-672-883-468; 034-508-060-508-73X; 052-320-833-677-163; 065-923-041-770-778; 069-217-799-391-832; 069-676-966-432-746; 071-298-761-055-146; 073-232-697-291-734; 091-218-592-830-203; 147-034-875-260-056; 164-768-702-557-598; 168-286-126-285-320; 172-112-829-005-780; 194-258-243-165-533; 198-539-319-423-567; 199-536-113-474-02X,6,true,cc-by-nc,gold
030-454-948-436-963,Will and Self-Regulation: An Interdisciplinary Research Experience,,2019,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,A.N. Savostyanov; V.V. Stеpanova; N N Tolstykh,"<jats:p>The paper presents outcomes and perspectives of the research on the development of will and self-regulation in childhood. The authors implement an interdisciplinary approach that combines psychological, pedagogical, physiological, and neurophysiological exploration of the problem. Will and self-regulation are considered not only as the phenomena of different phenomenology, but also as differing in their genesis. Priority is given to the line of will development associated with the formation of internal movements, corporeality, individuality. It is on this path that self-regulation of behavior is successfully formed. ‘Premature self-regulation’, on the contrary, makes it difficult for free will to develop. At the focus of the interdisciplinary research is the pedagogical technology “School for Developing Individuality” (“Rostok”), which is currently being implemented at an experimental site in Novosibirsk. The psychological views of the authors are in the mainstream of the cultural-historical tradition founded by L.S. Vygotsky, the approaches to the problem of will and self-regulation development of L.I. Bozhovich, A.V. Zaporozhets, A.N. Leontiev. The article, on the one hand, summarizes the results of the many years of work, and on the other hand, outlines the prospects that are associated, in particular, with the continuation of neurophysiological studies carried out on the experimental site. Even the first results obtained make it possible not only to capture objectively the various developmental mechanisms in children learning by different pedagogical technologies, but also to identify new neurophysiological phenomena and to reveal the psychological background of neurophysiological phenomena that have been discovered recently and are still mysterious for science, for example, the default mode network.</jats:p>",15,3,91,104,Psychology,междисциплинарный подход; саморегуляция; воля; произвольность; личность; индивидуальность; дефолт-система мозга interdisciplinary approach; self-regulation; will; personality; individuality; default mode network,,,,https://psyjournals.ru/kip/2019/n3/Savostyanov_Stepanova_Tolstykh.shtml https://psyjournals.ru/files/110000/chp_2019_n3_Savostyanov_Stepanova_Tolstykh.pdf,http://dx.doi.org/10.17759/chp.2019150310,,10.17759/chp.2019150310,2982708118,,0,012-669-457-971-609; 023-413-866-684-889; 039-650-390-775-020; 052-327-936-411-933; 058-049-644-454-692; 060-306-365-488-618; 060-932-685-454-677; 074-845-483-352-667; 119-350-907-873-295; 131-298-605-860-324; 133-652-179-604-193; 137-979-199-860-354; 176-216-314-799-288; 178-879-867-193-825,3,true,cc-by-nc,gold
030-458-774-602-631,Расстройства аутистического спектра через призму сенсомоторной коррекции,,2018,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,Н В Зверева,"<jats:p>The article presents a review of the textbook by T.G. Goryacheva and Yu.V. Nikitina ""Disorders of the autism spectrum in children. The method of sensorimotor correction”. The benefits on the Russian technology of working with children with autism spectrum disorders (according to the method of sensorimotor correction) is noted. The content of the book is briefly presented, the methodological positions of the authors are described, and the main advantages of the book are noted. The audience for which the manual is intended is described.</jats:p>",7,3,223,228,,review; children with autism spectrum disorders (ASD); sensorimotor correction,,,,https://psyjournals.ru/psyclin/2018/n3/Zvereva_2.shtml https://psyjournals.ru/files/95502/Zvereva2.pdf,http://dx.doi.org/10.17759/cpse.2018070315,,10.17759/cpse.2018070315,2896660332,,0,,0,true,cc-by-nc,gold
030-489-721-693-80X,"Dependence of the Family Conflict Structure on the Personal Characteristics of Parents, Participants in Disputes About the Upbringing and Residence of the Child",,2018,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,F S Safuanov; S S Kulakov,"<jats:p>A retrospective psychological analysis of materials of 102 civil matters (comprehensive judicial psychological-psychiatric examination, CJPPE) on judicial dispute about raising a child in case of separation of parents (53 fathers and 49 mothers) made it possible to identify the relationship between the individual psychological characteristics of parents and the structure of family conflict, as well as features of child-parent relationships. Revealed that the features of personal maturity in both sexes were positive and prognostically favorable both in terms of overcoming the negative effects of a divorce and in terms of preserving harmonious parent-child relationships. Negative and prognostically unfavorable predispositions can be attributed to demonstrative traits in parents of both sexes and a tendency toward affective rigidity in men. Parents with traits of personal immaturity constituted a separate group that did not intersect with carriers of other personality traits, and in general reflected the problem of unpreparedness for marriage and family relations.</jats:p>",7,4,100,116,Developmental psychology; Psychology; Residence; Family conflict,comprehensive judicial psychological-psychiatric examination; family conflict; individual psychological characteristics of parents; child-parent relationship,,,,http://psyjournals.ru/psyclin/2018/n4/Safuanov_Kulakov.shtml https://psyjournals.ru/psyclin/2018/n4/Safuanov_Kulakov_full.shtml https://psyjournals.ru/files/96782/Safuanov.pdf https://doaj.org/article/9d8a43ea90ac406fa292aba32f4fd0e3,http://dx.doi.org/10.17759/cpse.2018070406,,10.17759/cpse.2018070406,2907142337,,0,031-974-737-159-594; 055-919-497-994-871; 069-150-184-132-54X,0,true,cc-by-nc,gold
030-690-057-420-655,Psychological characteristics of victims of trafficking,,2015,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,A N Larin,"<jats:p>The article describes the main causes of falling into slavery, forms of slave labour, as well as moral-psychological properties and characteristics of potential victims of trafficking. Noted risk factors leading to victimization of the person and increase the possibility of becoming an object for criminal groups specializing in this kind of crime. The number of victims of international trafficking ranges from 600 to 800 thousand people a year, and when you consider human trafficking within the individual countries, the total number of victims ranges from 2 to 4 million people. 80% of trafficked people are women and children, of which 70% are sold to other countries for sexual exploitation. According to the International organization for migration (International Organization of Migration) annually only in the European markets of prostitution sold is not less than 500 thousand women. Among the personal factors that affect the increase in the number of such crimes, it is necessary to indicate family trouble, which manifests itself, primarily, to neglect, loss of relationships with family and parents, or in the absence of moral and material support from existing family and friends.</jats:p>",5,3,90,97,,slavery; human trafficking; crime; stressful situation,,,,https://psyjournals.ru/files/78672/psyandlaw_2015_3_Larin.pdf https://core.ac.uk/display/44394625 https://psyjournals.ru/psyandlaw/2015/n3/Larin.shtml http://psyjournals.ru/en/psyandlaw/2015/n3/Larin.shtml https://doaj.org/article/eba915f9b17049dc9904e361d3bbbe4b,http://dx.doi.org/10.17759/psylaw.2015050308,,10.17759/psylaw.2015050308,2191829497,,0,,0,true,cc-by-nc,gold
030-716-425-423-634,Social Identity and Ethnic Attitudes in Students from Chechnya,,2015,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,O E Khukhlaev; V M Minazova; O S Pavlova; E V Zykov,"<jats:p>The study focused on analyzing the impact of ethnic and national identity on the ethnonational attitudes among young people living in the North Caucasus. The study involved students residing in the Chechen Republic (214 subjects aged 16—19 years (mean 17.8), girls — 97, boys — 117). We used: 1) Ethnonational attitudes scale; 2) Technique for studying expression of ethnic and national identity; 3) Interethnic Attitudes questionnaire; 4) General Social Attitudes Scale by E.Frenkel-Brunswik. The outcomes of the research indicate that national identity is a weak predictor of ethnonational attitudes. It is associated with ethnic identity, but does not play any significant role in the formation of interethnic relationships. However, ethnic identity does shape the feeling of pride and other positive feelings that one has about his/her own “nationality”. To a lesser extent, but still statistically significant, subjective importance of one’s ethnicity is associated with hostility towards other nationalities and with negative assessment of social equality and cultural diversity.</jats:p>",6,4,23,40,Gender studies; Ethnic group; Sociology; Social identity theory,,,,,https://psyjournals.ru/en/social_psy/2015/n4/khukhlaev_minazova.shtml https://psyjournals.ru/files/79554/spio_2015_n4_khukhlaev_minazova.pdf https://core.ac.uk/display/90942555 https://doaj.org/article/69923ec09e8244b590330f8a2519445d,http://dx.doi.org/10.17759/sps.2015060403,,10.17759/sps.2015060403,2197695353,,0,007-288-866-254-117; 012-909-501-810-90X; 017-788-287-997-26X; 034-541-654-983-006; 037-909-658-713-814; 049-971-678-599-070; 051-995-618-923-164; 062-271-559-925-877; 095-635-372-538-430; 098-418-466-684-752; 109-475-644-068-45X,7,true,cc-by-nc,gold
030-809-661-012-696,Current research on adolescents’ relationships with parents,2019-12-27,2019,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,N N Avdeeva; B A Hoffman,"<jats:p>The article is based on the materials of foreign sources and discusses the current trends in the relationship of adolescents and their parents. The following problems are discussed: influence of upbringing styles and parental attitudes on various aspects of psychological development of adolescents; contribution of relationships with parents and peers into social and personality development in adolescence; peculiarities of teenagers’ attachments to parents; child-parent conflicts. The recent studies of family education and its influence on psychological development confirm the positive role of authoritative parenting style, the negative impact of rigid parenting style on adolescent aggression and so on. It is shown that excessive parental control does not contribute to the development of self-esteem and increases self-criticism in adolescent girls. In relatively new researches devoted to ""technoference"" the negative impact of technical means (phone, gadgets) on interaction between parents and children is shown. The article stresses the importance of attachment to parents in adolescence; the role of the quality of attachment in formation of autonomy; capacity to solve problems and cope with difficulties associated with Internet addiction; aggression and school performance. The article also presents studies of positive and negative aspects of the impact of conflict with parents on the personality development of adolescents, gender differences in behavior during the conflict between mother and father, the contribution of marital conflicts to psychological development in adolescence.</jats:p>",8,4,69,78,Developmental psychology; Current (fluid); Psychology,parent-child relationships; type of upbringing; attachment; adolescence; type of upbringing; attachment; adolescence; parent-child conflicts,,,,https://psyjournals.ru/files/111389/jmfp_2019_n4_Avdeeva_Hoffman.pdf https://psyjournals.ru/jmfp/2019/n4/Avdeeva_Hoffman.shtml https://doaj.org/article/92777b9d9e7342409ad7c1e237ba20db,http://dx.doi.org/10.17759/jmfp.2019080407,,10.17759/jmfp.2019080407,2998632247,,0,000-854-192-262-813; 005-613-014-601-012; 008-322-369-594-906; 011-241-622-697-09X; 011-842-561-113-225; 013-625-663-732-029; 018-374-751-430-854; 019-520-809-002-115; 020-809-876-510-227; 021-918-261-583-867; 022-172-186-428-477; 022-513-274-808-181; 026-648-877-013-226; 031-009-586-018-676; 032-471-125-664-313; 032-480-741-932-371; 037-227-324-718-801; 038-517-833-543-271; 041-662-355-081-568; 050-659-173-617-893; 060-887-464-010-028; 062-968-190-425-337; 066-421-180-425-372; 066-432-168-000-201; 081-623-810-166-416; 082-066-714-424-654; 084-368-338-437-625; 098-181-930-580-912; 104-082-207-928-774; 106-850-115-492-856; 109-593-359-989-599; 119-215-115-668-179,9,true,cc-by-nc,gold
031-292-824-260-342,Relaxing Biofeedback as a Psychological Correction Technique in the Treatment and Rehabilitation of the Vocal Apparatus Diseases,,2017,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,E B Fantalova; R Barabanov,"<jats:p>The article deals with the psychological treatment of patients with voice disorders using the latest computer technology psychotherapy. The paper describes a method of psychological treatment based on biofeedback relaxation. The data on the dynamics of changes in physiological parameters, psycho-emotional background, as well as the state of the voice functions, taking into account the treatment. It describes the techniques and methods of work on the unit. On the basis of the data evaluated the effectiveness of this method in rehabilitation of voice function in patients with voice disorders. Substantiates the proposition that biofeedback relaxation is highly effective and non-invasive method of treatment and health effects in the treatment and rehabilitation of diseases of the vocal apparatus, helping to reduce the level of anxiety, psychosocial stress, as well as increase the level of vitality. Using biorelaxation technology can increase stress levels and ensures the production of constructive behavior strategies in stress situations. Relaxing biofeedback helps to reduce muscle tension and raising the level of skin temperature as autonomic response of the patients at the beginning and end of the training differed significantly, and the vegetative balance towards the end of the course was shifted toward parasympathetic reactions.</jats:p>",6,3,23,46,Biofeedback; Rehabilitation; Correction technique; Medicine; Physical medicine and rehabilitation,,,,,https://psyjournals.ru/psyclin/2017/n3/Barabanov_Fantalova.shtml https://psyjournals.ru/files/87812/kisp_2017_n3_Barabanov_Fantalova.pdf https://core.ac.uk/display/145057216,http://dx.doi.org/10.17759/cpse.2017060302,,10.17759/cpse.2017060302,2766870832,,0,056-826-017-363-629; 067-966-585-249-502; 091-005-240-160-278; 095-182-129-878-903; 136-756-134-794-494,0,true,cc-by-nc,gold
031-403-539-795-208,Problem of the Effectiveness of Parental Assistance to Children in Situations of Educational Difficulties From the Perspectives of the Reflection-Activity Approach and Cognitive-Behavioral Therapy,,2021,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,V.K. Zaretsky; A.A. Ageeva,"<jats:p>The article considers the subject of effectiveness of parental assistance to children in challenging situations from the practical and theoretical perspectives. The conditions and criteria of psychological assistance effectiveness represent a link between these perspectives. Proceeding from the fact that development is the child’s main life context, the subject of assistance effectiveness is viewed through the lens of its relation to development. The authors word and provide the rationale for an assumption that effective assistance implies facilitation of development. Due to a conceptual closeness of cultural-historical psychology (as a developmental theory) and cognitive-behavioral psychotherapy (CBT) as a practice of promoting cognitive development, the criteria for the effectiveness of assistance contributing to the child’s development are singled out and compared. A taxonomy of modes in which parents provide assistance to their children in challenging situations in terms of their effectiveness is viewed from the perspective of the reflection-activity approach (RAA) and CBT. The article presents the results of an empirical study of the parental assistance modes in the context of helping their children overcome learning difficulties in a sample of 100 parents of primary school students. The study relied on unique methodology. The results showed that, according to the effectiveness criteria developed, the overwhelming majority of the parents (94.5%) presented with assistance modes that did not contribute to the children’s development, i.e. these modes were ineffective. The issue of specific culture of rendering assistance with learning difficulties is discussed and it is inferred that there is a need to engage parents in practical psychological work to restructure their assistance modes by means of RAA and CBT.</jats:p>",29,3,159,179,Reflection (computer graphics); Developmental psychology; Psychology; Cognitive behavioral therapy,,,,,https://psyjournals.ru/mpj/2021/n3/Zaretsky_Ageeva.shtml https://psyjournals.ru/files/124394/cpp_2021_n3_Zaretsky_Ageeva.pdf,http://dx.doi.org/10.17759/cpp.2021290310,,10.17759/cpp.2021290310,3209626436,,0,010-067-681-314-872; 011-444-398-764-250; 012-575-754-353-201; 013-388-020-507-753; 026-830-918-292-745; 069-418-557-298-329; 070-943-379-811-038; 084-698-265-545-239; 086-690-535-277-964; 088-922-730-990-477; 095-080-047-838-548; 099-876-955-424-374; 157-253-148-813-008,2,true,cc-by-nc,gold
031-526-239-462-460,Dyadic Coping Strategies of Spouses as a Factor in Latent Dysfunctional Relationships in the Family: an Empirical Study in a Pandemic,,2020,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,T I Bonkalo; T Y Marinova; S V Feoktistova; S V Shmeleva,"Objective Identification of the nature of the relationship between the dyadic coping strategies of spouses and their subjective perception of the characteristics of changes in family relations during the period of forced self-isolation, due to the threat of the spread of a new coronavirus infection COVID-19 Background The increase in the number of divorces in countries that have overcome the pandemic of COVID-19 coronavirus infection leads to the actualization of the problem of providing effective psychological assistance to families in conditions of forced self-isolation The development of such measures should be based on evidence-based information about the factors that cause the strengthening or, on the contrary, the destruction of family relations in non-standard situations of family life Study design The study was conducted from April 15 to May 10, 2020 using an online psychological survey At the beginning of the study, the period of self-isolation was two weeks The study was carried out in two stages: 1) a survey of family members about their subjective perception of changes that occurred in interpersonal relations with the spouse during the period of self-isolation (online questionnaire);2) the study of the relationship between indicators of dyadic coping strategies and the subjective perception of inter-marital relations To measure the dyadic coping strategies of the spouses, proven valid and reliable methods were used Participants At the first stage of the study, 674 people were interviewed, of which 503 were women aged 24 to 43 years, and 171 were men from 27 to 47 years old At the second stage, those respondents who noted an improvement or deterioration in relations in their family were selected from the first sample As a result of online interviewing, two samples were generated for the second stage of the study, equalized by the number of married couples: the first sample included 34 married couples, who, according to a preliminary survey, noted a deterioration in family relations (average age of men - 36,7;women - 34,4) In the second, there were also 34 married couples who noted positive changes in relations with each other (average age of men - 38,1;women - 33,2) Measurements The study used comparative analyzes with the calculation of the chi(2) criterion, Student t-test, Spearman correlation coefficient For data processing, SPSS 22 0 programs were used Results As a result of the research, it was revealed that there are reliable relationships between the subjective perception of spouses of the features of relationships in the family and their chosen strategies of coping behavior in non-standard and difficult life situations Conclusions Dyadic coping strategies of spouses are one of the dominant factors of the nature and features of inter-marital relations, which makes it necessary to take them into account in the construction of programs for providing psychological assistance to the family in non-standard conditions of its life",11,3,35,50,Empirical research; Developmental psychology; Psychology; Interview; Dysfunctional family; Spouse; Family life; Sample (statistics); Computer-assisted web interviewing; Interpersonal relationship,,,,,https://doaj.org/article/8cfe21b6aafd4c1fb5a875470367ab93 https://psyjournals.ru/files/115616/sps_2020_n3_Bonkalo_et_al.pdf https://psyjournals.ru/social_psy/2020/n3/Bonkalo_et_al.shtml,http://dx.doi.org/10.17759/sps.2020110303,,10.17759/sps.2020110303,3089708512,,0,000-557-566-492-613; 061-394-576-814-11X; 083-736-132-776-613; 088-302-112-242-271; 115-295-468-169-276; 133-554-531-455-176,4,true,cc-by-nc,gold
031-548-563-739-537,The structure-function and content aspects of procrastination in employees of organization,,2018,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,V V Barabanschikova; S A Ivanova,"<jats:p>In this research was considered psychological structure (structure-function and content aspects) of procrastination in employees of organization as violation of conscious self-control of voluntary activity. 213 employees of the Russian industrial organization participated in the study. Based on 8 diagnostics questionnaire we constructed the model including predictors of procrastination as occupational stress syndrome, the coping strategy of avoidance and satisfaction of organization. The stability of the model was confirmed on different parts of the sample. Besides the model including content parameters changing their content depending on the selected within the sample subgroups.</jats:p>",11,2,130,148,Psychology; Procrastination; Content (Freudian dream analysis); Structure function; Social psychology,,,,,https://psyjournals.ru/exp/2018/n2/Barabanschikova_Ivanova.shtml https://psyjournals.ru/files/94240/exppsy_2018_n2_Barabanschikova_Ivanova.pdf,http://dx.doi.org/10.17759/exppsy.2018110210,,10.17759/exppsy.2018110210,2891866921,,0,006-918-764-929-811; 007-790-065-598-503; 034-646-872-223-524; 040-901-173-818-126; 049-351-163-962-355; 077-287-463-427-217; 109-415-939-008-548; 113-193-569-674-597; 123-653-389-997-054; 164-657-425-273-308; 171-693-620-124-393; 177-592-465-288-827,1,true,cc-by-nc,gold
031-632-009-773-406,On the 60th Birthday of Mikhail Yu. Kondratyev,,2016,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,N N Tolstykh,"<jats:p>On March 19, 2016 Mikhail Yuryevich Kondratyev would have turned 60. The current issue of our journal is dedicated to the memory of this outstanding Russian scientist and a man of high calibre.</jats:p>",7,1,5,8,Editor in chief,,,,,https://doaj.org/article/75df34b5521d47798735ccd45084a41a https://psyjournals.ru/en/social_psy/2016/n1/tolstykh.shtml,http://dx.doi.org/10.17759/sps.2016070101,,10.17759/sps.2016070101,2332478916; 2305129229; 2347193130,,0,,0,true,cc-by-nc,gold
031-757-466-749-435,Информационная безопасность детей и подростков в современном мире: психологические аспекты проблемы,,2017,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,С В Будыкин,"<jats:p>The authors focus on identifying the psychological aspects of the problem of information security of children and adolescents in the modern world. It is noted that new technologies are penetrating deeper into our lives, become cultural means of socialization and human development, contribute to the formation of new social practices in everyday life, require a certain style of life. Draws attention to the fact that the impact of these technologies varies in age groups, the most vulnerable are children and adolescents.; After Western researchers of problems of information security of children and adolescents, identifies the category of risk associated with Internet communication: 1) risk associated with the content of the materials provided on the Internet; 2) the risk due to contacts with others; 3) the risk arising in connection with the illegal downloading of materials. 4) risks resulting from the use of personal data, children and adolescents often provide personal information.; Demonstrates the necessity of analyzing how users of new technologies to diagnose risk associated with the use of technology such as the Internet, and what behavioral strategies they adapt. Stresses the importance and the need to examine how the immediate environment of children and adolescents interpreterpath information security and suggests how to counter the threat, coupled with the use of the Internet.</jats:p>",7,1,13,24,Political science,information security; children and adolescents; risk; Internet communication; new technology; and preventive programs,,,,https://core.ac.uk/display/90815623 https://psyjournals.ru/files/85399/psyandlaw_2017_1_Budykin.pdf https://psyjournals.ru/psyandlaw/2017/n1/85399.shtml,http://dx.doi.org/10.17759/psylaw.2017070102,,10.17759/psylaw.2017070102,2604280399,,0,012-009-308-575-553; 062-402-196-996-277; 067-891-423-271-658; 072-224-375-328-18X; 100-695-536-127-368; 138-335-472-632-364,4,true,cc-by-nc,gold
031-802-121-807-441,Analytical Review of Approaches in the Study and Correction of Behavioral Disorders in Children and Adolescents (Evidence from Attention Deficit and Hyperactivity Disorder),2019-04-19,2019,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,T I Kuzmina; А O Chizhova,"<jats:p>The article presents the overview of foreign and Russian behavioral disorder studies (e.g ADHD) in children and teens. Four approaches to the diagnosis and correction of ADHD in children and adolescents are identified: Anglo-Saxon (biomedical), French (socio-psychological), Russian (medical-psychological and neuropsychological), Asian (educational). Prospects on the etiopathogenetic mechanisms of the occurrence of behavioral disorders and their correction (medication, neuropsychological, psychotherapeutic, etc.) indicated.</jats:p>",8,1,01,18,Psychology; Attention deficit; Clinical psychology,behavioral disorder; ADHD; correctional psychology; neuropsychological correction,,,,https://psyjournals.ru/psyclin/2019/n1/Kuzmina_Chizhova.shtml https://psyjournals.ru/files/98445/Kuzmina_Chizhova.pdf,http://dx.doi.org/10.17759/cpse.2019080101,,10.17759/cpse.2019080101,2936094960,,0,003-095-463-100-280; 017-183-606-051-059; 020-678-808-601-912; 025-834-164-181-88X; 030-322-105-617-534; 030-820-023-986-493; 043-298-294-118-973; 043-440-612-143-731; 050-462-317-402-797; 053-184-587-041-25X; 054-154-407-512-86X; 060-539-070-547-884; 066-496-798-182-102; 067-088-801-260-815; 070-632-095-980-720; 077-106-668-960-749; 079-038-148-388-479; 100-829-164-574-183; 102-318-819-448-953; 112-074-487-746-210; 123-481-546-315-267; 146-674-215-681-065; 169-297-127-336-249,1,true,cc-by-nc,gold
032-216-618-944-067,Attitudes to Social and Political Advertising Among Russian Youth,2020-02-10,2020,journal article,Review of Business and Economics Studies,2308944x,Financial University under the Government of the Russian Federation,,E. Vlasenkova; M. Gagarina,"<jats:p>The article presents the results of an empirical study of the characteristics of the evaluation of social and political advertising by young men and women. In total 96 respondents aged 18 to 22 years (M = 18.7; SD = 0.92) took part in research. The semantic differential was used as a research method; respondents were asked to evaluate two photographs depicting social and political advertising on public transport. By comparing the average estimates of social and political advertising, it was found that political advertising as a whole is evaluated more negatively than social advertising. Young men evaluate social advertising more positively than young women. There were no significant differences in the assessment of political advertising between the two genders.</jats:p>",7,4,39,44,Advertising; Political science; Political advertising; Semantic differential,political advertising; social advertising; youth; semantic differential JEL Classification: Y 80,,,,https://cyberleninka.ru/article/n/attitudes-to-socialand-political-advertising-among-russian-youth/pdf https://rbes.fa.ru/jour/article/viewFile/122/123 https://cyberleninka.ru/article/n/attitudes-to-socialand-political-advertising-among-russian-youth,http://dx.doi.org/10.26794/2308-944x-2019-7-4-39-44,,10.26794/2308-944x-2019-7-4-39-44,3006236202,,0,,1,true,cc-by,gold
032-221-629-523-459,Simulation of Teaching Activities in the Training of Bachelors in Psychological-Pedagogical Direction,,2018,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,V.L. Sokolov,"<jats:p>The article presents the results of testing an innovative product, developed in MSUPE, simulation teaching activities of the mathematics teacher of the first class. Discusses the possibility of using simulation for the formation of the labour features of the future teachers. The analysis of the place of use of the simulator in the context of the modular principle of teacher education that combines learning of the theoretical knowledge with their practical application. Are obtained in the course of the study, data on changes in the ability to carry out meaningful reflection, reducing external learning motivation in the experimental group of students. On the basis of the observations given the qualitative analysis of students ' attitudes toward a new software product and its role in the development of the content of the training module. A number of conclusions about the effects and prospects of the use of simulation teaching.</jats:p>",10,1,127,135,Psychology; Training (civil); Medical education,simulation; teachers training; teachers' professional standard. modernization of teachers' training programs,,,,https://psyjournals.ru/files/92788/psyedu_2018_n1_Sokolov.pdf https://psyjournals.ru/psyedu_ru/2018/n1/Sokolov.shtml,http://dx.doi.org/10.17759/psyedu.2018100112,,10.17759/psyedu.2018100112,2799852751,,0,,3,true,cc-by-nc,gold
032-221-797-572-559,"Face-to-face, Blended or Online: How Do Students Prefer to Study?",,2022,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,A.A. Margolis; M.G. Sorokova; A.A. Shvedovskaya,"<jats:p>The article presents the findings of a study on the learning format preferences in students of the Moscow State University of Psychology &amp; Education (N=761) in February-March 2022. Face-to-face learning (FTF) was chosen by 10,8% of students, blended learning (lectures in distance format, seminars and practical classes in-person) (BL) — 39,7%, distance learning (DL) — 49,5%. There were no differences between the 3 groups by gender and age. In the BL group, compared to the DL group, logical thinking (p=0,001) and verbal intelligence (p=0,003) are better developed, natural science literacy rates are higher (p=0,018), there is a better understanding of the vaccination benefits against COVID-19 for the individual and society (p=0,016) and less confidence in serious negative consequences of the coronavirus vaccine (p=0,005). In the FTF group, compared to the DL group, there is a lower fear of COVID-19 disease (p=0,050) and a higher estimate of the vaccination benefits against COVID-19 for an individual and society (p=0,050). Cluster analysis using K-means method identified 2 clusters. Cluster 1 includes respondents with more developed logical thinking, verbal intelligence, better natural science literacy, better understanding of the vaccination benefits against COVID-19 for a person and society and less prone to various fears, doubts, underestimation of the danger of coronavirus and distrust of vaccination. In Cluster 1, as compared to Cluster 2, the share of respondents preferring BL prevails (44,4% vs 37,1%), and the share of those who prefer DF is lower (43,8% vs 52,6%); the differences are significant at the trend level. The shares of respondents preferring FTF are practically the same and make up only about 10%. Using the method of logistic regression analysis, 4 statistically significant predictors were identified and a model was built to predict the respondents’ choice of the BL vs DL. The older the respondent, the more pronounced his/her fear of COVID-19, the lower his/her logical thinking, and the less confident (s)he is in the vaccination benefits against coronavirus for the individual and society, the more likely (s)he is to prefer DL over BL. Conversely, BL is more likely to be preferred over DL by younger respondents with higher logical reasoning scores, less fear of COVID-19 disease, and greater confidence in the vaccination benefits against coronavirus for the individual and society. The overall prediction accuracy of the model is 60,4%.</jats:p>",27,5,5,20,Psychology; Distrust; Coronavirus disease 2019 (COVID-19); Face-to-face; Cluster (spacecraft); Vaccination; Literacy; Social psychology; Medical education; Mathematics education; Pedagogy; Medicine; Disease; Internal medicine; Computer science; Immunology; Philosophy; Epistemology; Infectious disease (medical specialty); Psychotherapist; Programming language,vaccination; COVID-19; prevention; vaccination attitude; blended learning; distance learning; face-to-face learning,,,,,http://dx.doi.org/10.17759/pse.2022270501,,10.17759/pse.2022270501,,,0,005-641-047-839-340; 025-817-376-814-429; 028-992-528-833-811; 035-438-550-078-280; 036-869-185-004-638; 037-803-868-374-165; 038-672-989-083-427; 044-111-130-737-616; 046-376-694-777-660; 054-102-009-706-891; 060-121-098-245-441; 067-429-062-279-442; 114-807-395-016-008; 153-039-476-932-169,7,true,cc-by-nc,gold
032-342-632-126-439,Опыт повышения квалификации педагогических работников и специалистов учебно-методических служб по проектированию и реализации магистерской программы «Школьная психология»,,2015,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,L.A. Maksimova; S.A. Minyurova; N.N. Vasyagina; M.A. Egorova; G.Y. Gutina; I.V. Yemelyanova,"<jats:p>The article presents the experience of organizing the training courses for teachers and teaching services specialists for design and implementation of the basic professional educational pedagogical master program in a psycho-pedagogical training direction (educational psychologist) with enhanced internship for students in a context of networking. The authors submit a modular design of training program. The first module includes methodological bases of the design and implementation of the basic professional educational master program. The second module includes legal coverage of the design and implementation of the basic professional educational master program. The third module consists of design and implementation of the basic professional educational master program in a psycho-pedagogical training direction (educational psychologist). The program involves a variety of active and interactive educational technology, providing the development of professional activities: remote technology, expert seminars, design stations, panels and plenary discussions, business games, round-table discussions.</jats:p>",7,4,128,137,Sociology,skill improvement; development on teacher education; psychological and pedagogical education; basic professional educational master program; modular approach; networking,,,,https://psyjournals.ru/psyedu_ru/2015/n4/maksimova.shtml https://core.ac.uk/display/92010369 https://psyjournals.ru/files/78797/psyedu_4_2015_Maksimova.pdf,http://dx.doi.org/10.17759/psyedu.2015070412,,10.17759/psyedu.2015070412,2211418688,,0,015-139-521-610-041,2,true,cc-by-nc,gold
032-703-408-443-270,Modifying body schemata in skinks Tiliqua gigas,,2016,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,И А Хватов; А Ю Соколов; А Н Харитонов,"<jats:p>Body schemata in skinks Tiliqua gigas were studied using a procedure in which the animals had to take into account the enlarged limits of their bodies while finding way through the holes of different diameters in the experimental setup. The skinks were demonstrated the ability to learn to take into account the natural limits of their bodies when interacting with environmental objects, and, when the limits of their bodies were changed, to modify the body schema, that is, to take into account the increase in their body size for orientation in the environment. The experimental index of the schema modification was the reduction of number of unsuccessful attempts to put the head into the holes through which their previously unmodified body could penetrate. The skinks also demonstrated the ability to transfer the previously formed habit to a new situation with changed positions of the holes.</jats:p>",9,3,54,71,Tiliqua gigas; Biology; Zoology,phylogeny of the psyche; self-reflection; body scheme; insects; rats; reptiles; lizards; skinks Tiliqua gigas,,,,https://psyjournals.ru/files/83845/exppsy_2016_n3_khvatov.pdf https://psyjournals.ru/exp/2016/n3/khvatov.shtml,http://dx.doi.org/10.17759/exppsy.2016090305,,10.17759/exppsy.2016090305,2558962886,,0,000-378-877-674-760; 005-281-951-816-423; 005-599-039-412-121; 005-651-090-124-956; 006-437-951-784-622; 009-724-887-291-663; 015-466-415-726-671; 018-222-711-104-162; 025-151-581-251-997; 026-067-328-677-315; 026-316-183-676-630; 026-771-711-196-898; 043-367-652-956-923; 043-808-152-844-096; 045-846-088-798-215; 050-213-667-390-75X; 050-607-784-856-901; 051-608-089-139-346; 054-594-643-912-987; 058-427-539-274-353; 063-171-520-779-583; 079-823-694-737-668; 085-641-213-675-698; 096-013-446-621-238; 098-424-224-239-200; 102-752-905-804-733; 108-916-843-470-446; 110-220-198-342-770; 132-596-695-102-843; 165-863-638-138-322,4,true,cc-by-nc,gold
032-933-914-207-194,The Problem of Influence of Children’s Birth Order in the Family on Their Intellectual Abilities and Personality Traits,,2019,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,N M Lapteva; E A Valueva; E.A. Shepeleva,"<jats:p>The article analyses theoretical approaches and empirical research of the influence of the children’s birth order in the family on their intellectual and creative abilities, achievements in education, personality traits, behaviors and social preferences. It is shown that the results of the studies vary depending on the method of data analysis - the effect of decreasing intelligence while increasing the birth sequence number detected when comparing indicators of large numbers of children with different birth order from different families, and generally not detectable in intra-family analysis data. To explain the differences obtained the authors used three basic theoretical models: a model of merge, the model of resource depletion and impurity model. Due to differences in birth order personality traits have more pronounced differences in the cognitive sphere. Research confirms that according to the results of the personal questionnaire «Big five» firstborns display more pronounced «honesty», and younger children-«kindness» and «openness» to experience. Individual work on features of social interaction of senior and subsequent children demonstrated a great ability of younger children to cooperation. Despite the fact that the prognostic significance of identified effects in large samples is not as great as in individual families, results may have practical significance for the pedagogical and psychological work with children.</jats:p>",8,2,83,94,Developmental psychology; Psychology; Birth order; Big Five personality traits,birth order; mental abilities; personality traits; social skills,,,Russian Foundation for Basic Research,https://doaj.org/article/8add5d6d702f445680c9728e1a670e2c https://psyjournals.ru/files/107323/jmfp_2019_n2_Lapteva_Valueva_Shepeleva.pdf https://psyjournals.ru/jmfp/2019/n2/Lapteva_Valuyeva_Shepeleva.shtml,http://dx.doi.org/10.17759/jmfp.2019080208,,10.17759/jmfp.2019080208,2953438323,,0,002-553-000-603-331; 004-000-498-415-946; 004-442-831-815-467; 004-674-724-254-898; 005-542-145-653-001; 009-164-137-405-702; 009-562-910-178-900; 009-701-226-718-322; 010-219-816-229-73X; 011-721-314-456-182; 012-127-115-954-060; 012-874-899-469-600; 015-792-143-659-869; 017-109-921-789-074; 017-424-313-721-72X; 017-533-247-538-873; 018-308-026-010-86X; 019-022-858-776-799; 020-687-327-309-747; 021-775-165-385-857; 022-180-210-371-07X; 023-342-364-061-088; 023-804-305-907-956; 028-921-672-675-610; 031-364-672-813-031; 034-383-825-935-404; 034-792-639-883-003; 036-037-531-267-827; 039-751-222-398-134; 045-549-256-475-036; 046-587-819-100-11X; 048-536-101-010-468; 049-667-029-839-007; 053-518-520-772-370; 055-026-358-348-433; 077-286-630-616-505; 078-470-788-727-631; 086-281-016-870-857; 089-730-113-966-180; 090-938-885-100-414; 093-390-459-844-451; 104-363-717-652-748; 106-267-363-175-851; 107-691-626-656-42X; 110-609-145-458-345; 116-539-317-956-445; 120-004-558-376-816; 123-942-171-287-632; 134-845-969-762-644; 135-219-492-338-923; 158-969-417-698-977; 173-270-930-016-716; 174-792-509-876-186; 175-121-923-951-523; 179-033-362-537-976; 179-764-916-106-334; 187-647-092-651-766,0,true,cc-by-nc,gold
033-127-973-466-380,Moral Judgments in Adolescents with Different Levels of Psychological Well-Being,,2019,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,Sergey V. Molchanov; Olga V. Almazova; N N Poskrebysheva,"<jats:p>The aim of our study was to explore the features of moral judgments in adolescents differing in the character of their psychological well-being in the context of informational socialization, where the efficiency of processing social information is of particular importance. Objectives of the study: identification of the types of psychological well-being based on the basic beliefs of adolescents; study of the relationship between the types of psychological well-being and features of moral judgments in adolescents; study of the relationship between the types of psychological well-being and the effectiveness of cognitive processing of social information by adolescents and the characteristics of their Internet behavior. The following techniques were used: the scale of basic beliefs (E.S. Kalmykova, M.A. Padun); the technique for measuring cognitive processing of social information (S.V. Molchanov, O.V. Almazova, N.N. Poskreysheva); the Internet Addiction Scale (Chen); the Justice — Care inventory (S.V. Molchanov).The sample consisted of 175 adolescents aged 13 to 18 years (M = 16.1; SD = 1.0).Three types of psychological well-being were identified: balanced (high level of psychological well-being), ego-centered and “fortunist”. The study revealed the differences in the level of moral judgments and in the efficiency of processing social information in favor of the balanced type of psychological well-being. The ego-centered type is characterized by low-level moral judgments, self-orientation and self-interest, low efficiency of social information processing, and pronounced symptoms of Internet addiction.</jats:p>",24,4,22,35,Developmental psychology; Psychology; Psychological well-being,,,,Russian Foundation for Basic Research,https://psyjournals.ru/psyedu/2019/n4/Molchanov_Almazova_Poskrebysheva.shtml https://psyjournals.ru/files/108424/pse_2019_n4_Molchanov_Almazova_Poskrebysheva.pdf,http://dx.doi.org/10.17759/pse.2019240402,,10.17759/pse.2019240402,2971459662,,0,003-592-153-920-133; 047-973-879-721-470; 069-876-216-882-832; 084-873-409-497-842; 092-019-518-705-484; 117-095-744-636-982; 152-924-927-066-593,10,true,cc-by-nc,gold
033-168-982-087-850,The Relationship Between Dialectical Thinking and Emotion Understanding in Senior Preschool Children,,2022,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,N.E. Veraksa; Z.V. Airapetyan; M.N. Gavrilova; K.S. Tarasova,"<jats:p>This study aims to clarify the methodological status of the category “activity Theoretical foundations of the relationship between child’s cognitive and emotional development were formulated in the works of Russian and international authors. We consider a child's dialectical thinking genesis as one of the cognitive development lines. This research aimed to study the relationship between dialectical thinking and emotion understanding in older preschool children. It was assumed that there is a significant relationship between emotion understanding and the success of children in completing three particular dialectical tasks, such as overcoming contradictions, understanding the simplest developmental processes and making a creative product. This study included 148 children, aged 5—6. We evaluated the level of non-verbal intelligence, dialectical thinking and emotion understanding using the following techniques: “Raven’s Coloured Progressive Matrices”, “Drawing an unusual tree”, “Cycles”, “What can be both at the same time?” and the Russian version of the “Test of Emotion Comprehension”. Correlational analysis of the resulting data revealed significant relationships between non-verbal intelligence, indicators of dialectical thinking and the overall level of emotion understanding. When controlling non-verbal intelligence, linear hierarchical regression analysis was used to demonstrate a significant contribution of dialectical thinking to the dispersion of values according to the general level of emotion understanding. The research results are of practical importance and make it possible to use transforming (understanding the simplest developmental processes and making a creative product) and overcoming contradictions as developmental tasks when working with children aged 5—6.</jats:p>",18,1,41,49,Dialectic; Psychology; Cognition; Comprehension; Developmental psychology; Cognitive psychology; Emotional intelligence; Linguistics; Epistemology; Philosophy; Neuroscience,emotion understanding; cognitive development; non-verbal intelligence; dialectical thinking; cyclical representations; dialectical mental actions,,,Russian Science Foundation,https://psyjournals.ru/journals/chp/archive/2022_n1/chp_2022_n1_Veraksa_et_al.pdf https://doi.org/10.17759/chp.2022180104,http://dx.doi.org/10.17759/chp.2022180104,,10.17759/chp.2022180104,,,0,016-956-756-469-835; 022-758-489-145-819; 030-123-353-486-930; 031-113-280-949-072; 031-787-264-733-82X; 045-753-138-932-601; 046-944-133-535-162; 050-334-100-274-564; 055-574-114-360-724; 073-272-023-185-990; 109-761-733-963-648; 111-232-231-423-412; 143-421-689-575-358,3,true,cc-by-nc,gold
033-249-177-066-98X,The Implementation of the Principle of Economy in the Formation of Psychological Terms in English and Russian,,2020,journal article,Language and Text,23122757,Moscow State University of Psychology and Education,,Y.V. Yarovikova; E.A. Balygina,"<jats:p>The paper addresses the ways of applying economy principle to the sublanguage of psychology. The authors identify the most productive term formation methods, which show the tendency of both languages to compression of nominal words and phrases. In the system of psychological terms of the English language, the most productive ways of linguistic compression are affixation and compounding. The English terminological system is rich, functional and economical because of its unlimited potential for compounding and affixation. The Russian terminological system is more likely to enrich the vocabulary through phonetic borrowings, semantic derivation and calque. It is argued that the borrowings acquired by the Russian terminological system account for the multitude of synonymous terms. On the other hand, phonetic borrowings and semantic calque have enriched the vocabulary without effort and redundancy. It is concluded that economy principle plays a fundamental role in the creation of new words and their adaptation to the English and Russian terminological systems.</jats:p>",7,2,12,19,Economics; Economic system,,,,,https://psyjournals.ru/files/115249/langt_2020_n2_Yarovikova_Baligina.pdf https://psyjournals.ru/langpsy/2020/n2/Yarovikova_Baligina.shtml,http://dx.doi.org/10.17759/langt.2020070202,,10.17759/langt.2020070202,3081030188,,0,075-052-298-576-358; 092-723-088-078-925; 139-660-053-526-44X; 175-179-691-268-179,0,true,cc-by-nc,gold
033-602-038-372-914,"From the Editor: 30th Anniversary of the Journal of Counseling Psychology and Psychotherapy, 25th Anniversary of MSPUE and Faculty of Counseling and Clinical Psychology, 25 Years of the Reflective–Activity Approach",,2022,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,A.B. Kholmogorova,,30,4,5,10,Psychotherapist; Psychology; Psychoanalysis; Counseling psychology,,,,,https://psyjournals.ru/journals/cpp/archive/2022_n4/cpp_2022_n4_from_editor.pdf https://doi.org/10.17759/cpp.2022300401,http://dx.doi.org/10.17759/cpp.2022300401,,10.17759/cpp.2022300401,,,0,,0,true,cc-by-nc,gold
033-672-035-937-530,Видеоролики для индукции эмоций в лабораторных условиях: нормативные данные и кросс-культурный анализ,,2018,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,А.А. Панкратова; Д.В. Люсин,"<jats:p>This paper presents results of piloting nine videos eliciting happiness, sadness, and neutral state in Russian and Azerbaijani samples (N = 100, 68 Russians, 32 Azerbaijanis, mean age 20 years, 68 % females and 32 % males) for the use in laboratory experiments, three videos for each emotion. Six videos — two for each emotion — were selected that induced effectively the target emotions in both cultures. Happy videos induced more intense happiness in Azerbaijani participants. No gender differences were found for Azerbaijan, whereas one of sad videos induced more intense sadness in Russian women compared to men. The selected set of videos can be used in the studies with emotion induction in the laboratory settings including cross-cultural studies in Russian and Azerbaijan.</jats:p>",11,2,5,15,,emotion induction; videos; happiness; sadness; Russia; Azerbaijan,,,,https://psyjournals.ru/files/94196/exppsy_2018_n2_Pankratova_Lusin.pdf https://psyjournals.ru/exp/2018/n2/Pankratova_Lusin.shtml,http://dx.doi.org/10.17759/exppsy.2018110201,,10.17759/exppsy.2018110201,2885205352,,0,005-972-401-377-043; 006-733-831-901-915; 012-737-003-320-731; 014-760-541-026-482; 021-185-465-169-611; 023-642-628-870-116; 029-233-900-308-394; 035-700-650-487-832; 036-649-620-105-755; 057-413-891-182-403; 060-764-731-665-070; 064-539-277-592-899; 069-503-368-007-55X; 070-704-042-704-968; 072-445-899-093-827; 075-492-646-208-084; 078-467-914-826-941; 082-064-340-720-790; 090-431-469-720-750; 091-226-352-993-927; 092-076-094-904-906; 095-589-790-234-582; 110-539-462-734-875; 112-523-172-215-416; 114-467-548-115-704; 115-805-319-689-830; 119-514-626-196-409; 130-578-628-197-879; 133-584-160-032-373; 149-351-017-309-118; 155-160-158-204-120; 156-423-934-592-110; 167-649-560-728-327; 184-655-447-993-724,2,true,cc-by-nc,gold
033-807-565-033-198,Group and Macro-Social Interventions in Health-Related Behavior Change Programs: Opportunities and Limitations,,2021,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,Elena I. Rasskazova; A. Sh. Tkhostov; M. Kovyazina; N. Varako,"<jats:p>The goal of changing health-related lifestyles and behaviors in prevention and rehabilitation does not currently have a single solution and requires a combination of different interventions and different levels of interventions. The aim of present paper was to review and discuss opportunities of group and macro-social models of health-related behavior change. Frequently rehabilitation initially starts in a group context, which requires competent facilitation of the current patients’ interactions. It was shown that social support, social comparison, identification with the group are the most important predictors of successful changes in health-related behavior in groups. Taking into account the existing experience of health psychology and rehabilitation in the development of social networks by the type of attracting ""natural"" helpers and facilitating the development of groups can contribute to greater efficiency of socio-psychological programs for changing health-related behavior. The importance of appraisal of current social networks and differentiating those functions that are important for effective rehabilitation, as well as the possibility of using the SHOWED model as a methodological basis for group work with health-related behavior, is discussed. Opportunities of using the priming model and prototype-readiness model in prevention and rehabilitation are considered, as they emphasize the importance of updating positive stereotypes and attitudes related to the health behavior.</jats:p>",10,2,23,46,Psychology; Macro; Psychological intervention; Dietary behavior; Gerontology; Group (mathematics),health psychology; health-related behavior change; social support; SHOWED model; prototype-readiness model; Sabido methodology,,,Russian Foundation for Basic Research,https://psyjournals.ru/files/121669/cpse_2021_n2_Rasskazova_et_al.pdf https://psyjournals.ru/psyclin/2021/n2/Rasskazova_et_al.shtml,http://dx.doi.org/10.17759/cpse.2021100203,,10.17759/cpse.2021100203,3185847190,,0,004-021-677-271-266; 005-811-688-067-132; 012-041-916-537-657; 014-403-477-197-205; 019-963-235-819-507; 022-562-496-940-111; 028-834-764-065-160; 038-569-930-939-635; 045-218-104-437-624; 051-448-747-432-799; 057-163-606-138-851; 065-963-575-903-164; 075-559-523-907-030; 114-373-017-415-962; 124-930-053-366-661; 160-641-300-265-441; 173-390-099-348-007; 175-985-412-627-113,0,true,cc-by-nc,gold
033-810-352-883-217,Methodological Issues of Providing Training in Prevention of Behavioural and Developmental Disorders within Master’s Programme in School Psychology,,2016,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,N V Bogdanovich; V V Delibalt; V A Chernushevich,"<jats:p>The article explores features of providing training in the approbated module “Prevention of Behavioural and Developmental Disorders” within the master’s programme in School Psychology. The programme was developed in accordance with the professional standard for educational psychologists. The article outlines the aims of the module and its place in the context of the programme in general and reveals the main ways of developing competencies specified in the educational standard but selected with respect to professional activities defined by the professional standard. The article also suggests some methodological principles of designing an educational module in practice-oriented training, among which the basic one is reflective activity-based networking. An activity-based content of the module is proposed basing on the psychological definition of prevention as one of the core activities in a psychologist’s work. Finally, the article describes educational outcomes in graduate students upon successful completion of the training, and reflects upon certain problems revealed during the approbation of the module.</jats:p>",8,3,76,84,Psychology; School psychology; Training (civil); Master s; Medical education,,,,,https://core.ac.uk/display/91021294 https://doaj.org/article/cd6e4698ceeb41c59a6cc497f0c774e3 https://psyjournals.ru/files/83678/07_Bogdanovich_psyedu_2016_3.pdf https://psyjournals.ru/psyedu_ru/2016/n3/bogdanovich.shtml,http://dx.doi.org/10.17759/psyedu.2016080307,,10.17759/psyedu.2016080307,2552816746,,0,014-469-246-544-929,0,true,cc-by-nc,gold
033-897-676-152-474,"Особенности регуляции деятельности у сотрудников следственных органов (клинико-психологический, нейропсихологический и гендерный аспекты)",,2017,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,М С Московская; Д А Котельникова; А А Дубинский,"<jats:p>The article is devoted to the study of the features of the regulation of the activity of interrogators with different levels of professional stress, taking into account the duration of professional activity and gender. Neuropsychological correlates of dysregulation of activity among interrogators are described. It was assumed that the interrogators with a high level of professional stress would have the reduced ability of control over the activity. The material of the empirical study of 45 interrogators (28 men and 17 women at the age from 19 to 38 years, the average age is 28 years) with an experience of work from one year to 15 years is presented. The diagnostic complex included: «The scale of professional stress» Azarnyh T.D. and Tyrtyshnikov I.M., Symptom Check List-90-Revised and a number of neuropsychological techniques (graphical test, Nikitina pattern cubes, Taylor and Rey-Osterrieth complex figure test, test of Ozereckiy (Fist-Rib-palm), test for the study of working memory).; It was revealed that men had lower control over the activity. People with moderate levels of occupational stress had the presence of symptoms of dysphoria. People with a low level occupational stress marked discomfort in the process of interpersonal communication. People with experience of more than 5 years have a pronounced sense of fear, a decrease in interest in life, which indicates signs of professional deformity. Employees with less than 5 years of experience showed the prevalence of somatic symptoms. The obtained results supplement the empirical data of researches aimed to study the stress response among law enforcement officers.</jats:p>",7,3,83,96,Psychology,interrogators; neuropsychological correlates regulation of activity; professional stress,,,,https://psyjournals.ru/files/87531/psyandlaw_2017_3_Moskovskaya_Kotelnikova_Dubinsky.pdf https://psyjournals.ru/en/psyandlaw/2017/n3/87547.shtml https://core.ac.uk/display/102271783,http://dx.doi.org/10.17759/psylaw.2017070307,,10.17759/psylaw.2017070307,2761676508,,0,008-701-060-439-692; 023-017-247-524-224; 024-233-345-202-643; 059-962-980-850-359; 079-749-247-666-359; 113-451-832-146-687; 133-332-480-706-903; 154-154-485-168-561,3,true,cc-by-nc,gold
034-051-427-162-193,A Competency Model for a Specialist in Medical and Psychological Work in the Field of Road Safety,,2021,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,I A Bedina; A A Burtsev; T V Kochetova,"<jats:p>This article is aimed at highlighting the problem of training practicing psychologists for medical and psychological work on the prevention, prevention of accidents and road traffic accidents, as well as a system for assessing suitability for driving a vehicle in the Russian Federation. The analysis of international experience in the development of educational and professional standards within the framework of the model of medical and psychological support for safe mobility is presented. The content of the activities of specialists in the field of traffic psychology is considered, the role of interaction with specialists in the field of transport medicine and transport pedagogy is emphasized. The issues related to the problem of replicating foreign models of training specialists in the field of road safety for modern Russian realities are touched upon. The results of the initial stage of development of the competence model of specialists (based on the Federal State Educational Standard) in the direction of preparation 44.04.02 ""Psychological and pedagogical education"" of the master's program ""Traffic Psychology"" are presented.</jats:p>",13,3,18,30,Psychology; Work (electrical); Field (Bourdieu); Engineering ethics,Traffic psychology; medical psychological assessment; competency model of education; prevention of DUI; professional standard,,,,https://psyjournals.ru/files/123470/psyedu_2021_n3_Bedina_et_al.pdf https://psyjournals.ru/psyedu_ru/2021/n3/Bedina_et_al.shtml,http://dx.doi.org/10.17759/psyedu.2021130302,,10.17759/psyedu.2021130302,3206816838,,0,012-199-523-970-812; 029-946-045-686-887; 032-394-274-929-77X; 037-336-485-883-819; 043-464-540-855-743; 199-754-811-815-368,0,true,cc-by-nc,gold
034-089-792-748-962,Psychological and psychosomatic disorders during pregnancy and childbirth: a review of contemporary international researches,,2016,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,M E Lantsburg; T V Krysanova; E V Solovyeva,"<jats:p>In recent decades, the increasing worldwide problems in the reproductive sphere of people, the problem of preserving reproductive health of the population has become very topical, it requires joint medical and psychological efforts. This article presents a review of more than 70 modern English-language scientific publications devoted to the study of psychological and psychosomatic peculiarities of men, women and couples with reproductive disorders and psychological predictors and consequences of these problems. The best known and the least explored psychological aspects of reproductive disorders are highlighted, the results of research are described, also R. Linder’s psychotherapeutic method of preventing premature births is outlined. The article has two parts: the first part presents the research of psychosomatic aspects of male and female reproductive diseases, including infertility; the second one is devoted to psychological and psychosomatic disorders of women during pregnancy and childbirth</jats:p>",5,2,78,87,Psychiatry; Psychology; Pregnancy; Childbirth,reproductive disorders; infertility; stress; psychosomatics; anxiety; high-risk pregnancy; obstetrics complications; habitual miscarriage; premature birth; psychology of reproduction,,,,https://psyjournals.ru/files/82387/jmfp_2016_n_2_Lantsburg_Krysanova_Solovyeva2.pdf https://core.ac.uk/display/89144029 https://psyjournals.ru/jmfp/2016/n2/82387.shtml,http://dx.doi.org/10.17759/jmfp.2016050210,,10.17759/jmfp.2016050210,2513130719,,0,012-505-346-648-023; 016-733-480-112-836; 017-862-848-009-720; 019-383-514-033-91X; 021-516-795-564-968; 029-396-783-131-097; 029-530-678-218-064; 041-821-622-633-220; 042-599-755-949-159; 043-886-415-987-309; 046-826-931-042-912; 048-964-061-972-814; 049-761-664-742-504; 049-801-134-011-548; 052-013-788-636-628; 060-352-383-316-657; 066-507-766-184-155; 070-129-778-122-540; 073-003-588-398-015; 082-983-681-940-529; 090-843-721-263-135; 092-973-413-401-952; 109-004-770-259-010; 110-623-839-626-017; 114-723-712-479-375; 133-524-770-835-945,5,true,cc-by-nc,gold
034-426-220-191-825,Непреднамеренная переработка информации и вербальный интеллект,,2017,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,E.V. Gavrilova; S.S. Belova,"<jats:p>This article aims to reveal interaction between verbal intelligence and efficiency of intentional and incidental verbal information processing. Participants were exposed to pairs of words about which they have to decide whether a city name was presented in each pair. Thus, semantics of words was processed intentionally, whereas their phonemic features (rhymed vs. unrhymed pairs) were processed incidentally. The efficiency of stimuli processing was estimated in two different cognitive tasks – word free-recall task and word usage in new creative task. It was found that verbal intelligence was positively correlated with number of recalled stimuli which were congruent to both intentional and incidental processing conditions. Moreover, verbal intelligence was positively correlated with usage of incongruent stimuli which were processed incidentally in creative task. The results are discussed in terms of contemporary frameworks of information processing in verbal tasks.</jats:p>",10,2,5,19,Psychology,,,,,https://psyjournals.ru/files/87880/exppsy_2017_n2._Gavrilova_Belova.pdf https://psyjournals.ru/exp/2017/n2/Gavrilova_Belova.shtml,http://dx.doi.org/10.17759/exppsy.2017100202,,10.17759/exppsy.2017100202,2767016180,,0,021-864-679-908-453; 022-440-505-397-072; 022-473-778-328-882; 023-392-185-300-704; 032-801-026-043-318; 039-838-418-246-169; 043-025-620-465-695; 056-406-945-479-949; 056-544-315-402-264; 059-078-109-484-397; 103-242-638-290-737; 110-905-622-360-612; 115-611-001-900-776; 126-902-305-093-853; 131-686-242-031-408; 141-362-846-731-028; 142-273-684-314-185; 167-254-449-564-84X; 167-362-936-424-658; 175-141-912-620-698,0,true,cc-by-nc,gold
034-591-896-287-447,Addressing Psychological Mechanisms of Personality Development in Educational Environment Design,,2017,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,N V Khodyakova; A I Mitin,"<jats:p>The paper discusses the problems and ways of implementing in educational design the relevant educational paradigm that focuses on personality development in students. The authors analyse various approaches in psychology and pedagogics to the phenomenon of educational environment and its special role in personality development of individuals. As it is shown, personality development in students occurs in the process of their situational interaction with educational environment and as a result of actualization of specific psychological mechanisms. The paper provides a typology of situations of personality development in educational environment (cognitive orientation; object and activity orientation; values and meaning orientation; holistic orientation).Each type of situation corresponds with its own basic psychological mechanisms of personality development. It is argued that the major psychological mechanisms of each of the four types of personality development situations are interrelated following the principle of complementing outer activity of the student with inner activity.</jats:p>",22,4,101,109,Level design; Psychology; Personality development; Applied psychology; Social psychology,educational environment; educational design; personality; personality development; psychological mechanisms of personality development,,,,https://doaj.org/article/bb250a0f9775481b908a977be9e5d26f https://core.ac.uk/display/132182828 https://psyjournals.ru/files/88227/pse_2017_n4_Khodyakova_Mitin.pdf https://psyjournals.ru/psyedu/2017/n4/Khodyakova_Mitin.shtml,http://dx.doi.org/10.17759/pse.2017220414,,10.17759/pse.2017220414,2769135332,,0,,7,true,cc-by-nc,gold
034-680-004-065-297,Basic Objections to the Theory of Stage-By-Stage Formation of Mental Actions and Concepts,,2019,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,A N Sidneva,"<jats:p>The article presents main directions of the criticism of P.Ya. Galperin’s theory of the stage-by-stage formation of mental actions and concepts (SFMA) from the early days of its development (1950s) up to the present days. Four directions of the criticism are discussed: from the general psychological, educational psychological, pedagogical and developmental psychological perspectives. From the standpoint of general psychology, the main objections are related to the idea of internalization as the basic mechanism for the emergence of mental processes; it is argued that the transformation of the material form into the ideal form is not proven enough in the SFMA theory. From the standpoint of educational psychology, the main critical remarks refer to the explanation of the formation of new actions and concepts as not being supported by facts. The objections to this criticism are based on the idea of alternative research methodology. From the standpoint of pedagogy, critical remarks concern the stage-by-stage formation as a pedagogical method. Objections to this criticism are related to an alternative understanding of the correlation between learning and thinking. From the standpoint of developmental psychology, the basic objection is that the SFMA focuses entirely on the ‘aktualgenese’, ignoring the ontogenetic development. The paper concludes with an outline of the developmental perspectives of the SFMA theory.</jats:p>",15,3,22,31,Psychology; Stage (hydrology); Cognitive science,Ключевые слова: П.Я. Гальперин; теория планомерно-поэтапного формирования; действие; интериоризация; учение,,,Russian Foundation for Basic Research,https://psyjournals.ru/files/109956/chp_2019_n3_Sidneva.pdf https://paperity.org/p/214121708/basic-objections-to-the-theory-of-stage-by-stage-formation-of-mental-actions-and-concepts https://psyjournals.ru/kip/2019/n3/Sidneva.shtml,http://dx.doi.org/10.17759/chp.2019150303,,10.17759/chp.2019150303,2982399357,,0,026-447-181-037-640; 053-316-927-302-535; 060-932-685-454-677; 077-661-539-556-160; 101-977-707-140-850; 140-865-030-749-768,1,true,cc-by-nc,gold
035-250-238-073-616,Digital Art Therapeutic Possibilities,,2021,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,A.A. Adaskina,"<jats:p>The discussion about the advisability of using digital technologies in the process of art therapy has been going on for several decades, but now it has become even more relevant in connection with the covid 19 pandemic and the need to provide remote psychological assistance to different groups of the population. The purpose of the article is to review foreign studies that reflect different ways of including digital technologies in art therapy work, an overview of specific examples of successful work using digital technologies (phototherapy, animation therapy, digital art, virtual reality tools). Doubts of specialists in the benefits of digital technologies are associated, first of all, with a change in the very nature of artistic creation, the loss of its sensory basis, loss of contact with artistic materials, as well as the risks of losing social connections outside the network. Among the arguments for the inclusion of digital technologies in the practice of art therapy prevail technical (the convenience of creating and storing digital works). There are also psychological (the ability to go through new experiences) and social (the ability to work with young people in their usual format, the availability of remote work and quick access to media space). The arguments of the authors are presented in a summary table. The main problematic points are identified. In order for digital technologies to become a natural part of art therapy work, training programs for specialists are necessary, as well as the development of special applications, since existing ones often do not take into account the specifics of art therapy.</jats:p>",10,4,107,116,Work (physics); Population; Emerging technologies; Computer science; Multimedia; Psychology; Internet privacy; Sociology; Engineering; Artificial intelligence; Mechanical engineering; Demography,,,,,https://psyjournals.ru/files/126518/jmfp_2021_n4_Adaskina.pdf https://doi.org/10.17759/jmfp.2021100410,http://dx.doi.org/10.17759/jmfp.2021100410,,10.17759/jmfp.2021100410,,,0,016-388-064-675-643; 017-673-850-859-852; 023-441-665-659-765; 024-994-814-299-131; 029-692-665-684-463; 038-004-883-200-038; 046-699-597-651-667; 054-733-201-771-897; 056-404-617-813-021; 070-058-916-014-711; 072-666-919-489-79X; 079-837-444-033-913; 080-668-069-533-692; 091-227-484-196-043; 102-672-831-780-125; 104-564-659-718-323; 109-945-469-162-978; 132-132-848-652-358; 145-075-315-273-041,1,true,cc-by-nc,gold
035-578-291-912-879,Prerequisites for Accepting the Digital Educational Environment in New Cultural and Historical Conditions,,2021,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,N.P. Radchikova; M.A. Odintsova; M.G. Sorokova,"<jats:p>According to cultural historical activity theory motivation, adaptability, study-related experience (“perezhivanie”), and moral codes may be considered as prerequisites for Digital educational environment (DEE) acceptance. To measure the attitudes towards DEE a Scale for Assessing University Digital Edu¬cational Environment was used (AUDEE Scale by M. Sorokova, M. Odintsova, and N. Radchikova). Aca¬demic motivation was evaluated by “Academic Motivation Scales” Questionnaire (by T. Gordeeva, O. Sy¬chev, and E. Osin). Study-related experiences were measured by Activity-Related Experiences Assessment technique (AREA) developed by D. Leontiev and his colleagues. Moral behavior was evaluated with the help of Moral Disengagement Questionnaire (MD-24) adapted by Y. Ledovaya and her colleagues. Stu¬dents’ adaptability was accessed by a questionnaire developed by T. Dubovitskaya and A. Krylova. 406 stu¬dents of Moscow State University of Psychology and Education took part in the investigation (90,1% fe¬male). The average age was 28,7±9,6 years (median = 24 years) varying from 19 to 72 years. The results showed that it is possible to distinguish two groups based on the results of AUDEE scale: Acceptance group and Resistance group. Acceptance group has higher scores in almost all motivation indicators, study-related experiences of pleasure and meaning, adaptability to educational activities, and lower scores in five out of seven moral disengagement strategies. Statistical analysis (classification trees) showed that motiva¬tion (both external and internal) and study-related experience are key resources for the DEE acceptance.</jats:p>",17,3,115,124,Psychology,digital educational environment; prerequisites for acceptance / rejection; motivation; cultural-historical conditions; «cultural capability»,,,Moscow State University of Psychology and Education,https://psyjournals.ru/kip/2021/n3/Radchikova_et_al.shtml,http://dx.doi.org/10.17759/chp.2021170315,,10.17759/chp.2021170315,3211321450,,0,000-553-749-494-082; 002-488-252-834-55X; 004-202-035-914-533; 004-930-618-968-061; 006-164-925-024-530; 007-795-534-444-930; 013-728-895-444-538; 017-986-553-887-272; 018-051-489-877-573; 018-677-530-021-393; 020-322-172-271-315; 021-216-098-572-597; 044-957-086-143-78X; 050-148-325-784-195; 054-150-027-956-962; 057-107-964-147-786; 064-029-488-109-078; 067-849-434-620-746; 076-187-579-840-340; 078-073-724-095-509; 078-221-917-889-593; 087-874-804-627-17X; 098-346-650-110-898; 103-785-826-410-530; 106-662-023-417-172; 111-914-495-756-390; 114-280-705-331-444; 121-274-574-646-448; 124-251-242-736-217; 128-441-903-056-490; 150-755-278-000-844; 170-660-264-000-951; 179-822-609-759-40X,4,true,cc-by-nc,gold
035-677-476-622-759,Competence Approach to the Training of Organizational Psychologists in the Context of Reforms in Higher Education,,2016,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,A V Pogodina; Litvinova E.Yu.; null Kharchenko,<jats:p>The paper describes a model of professional competences of organizational psycholo- gists developed by the authors and provides outcomes of a study carried out to verify the model. The study aimed to explore content and structural features of notions about professional competences of the organizational psychologist in high- and mid-level executives of various fields (manufacture; trading and services; education). The paper presents results of the correlation analysis of such representations in different groups of executives and argues that it is important to take into account prospective employers’ expectations and preferences regarding organizational psychologists in the training of the latter.</jats:p>,7,1,108,122,Competence (human resources); Higher education; Psychology; Pedagogy,,,,,https://psyjournals.ru/files/80625/spio_n1_2016_pogodina.pdf https://doaj.org/article/1d3130fdcb3f484785cc8ce1dc927cc8 https://core.ac.uk/display/90942585 https://psyjournals.ru/en/social_psy/2016/n1/pogodina.shtml,http://dx.doi.org/10.17759/sps.2016070108,,10.17759/sps.2016070108,2306292534,,0,,1,true,cc-by-nc,gold
035-939-847-176-688,Communication Skills and Empathy of First-Year Students,2022-11-02,2022,journal article,Bulletin of Practical Psychology of Education,26583100,Moscow State University of Psychology and Education,,T.Y. Sunko,"<jats:p>The work is aimed at determining differences in the distribution of first-year students by levels of empathy in relation to communicative skills, since in the process of developing personal professional qualities in the process of preparing for educational and professional communication, communicative skills and empathy also become relevant. A brief theoretical review of research on communicative skills and emotional experiences as components of personal professional qualities is presented. The results of a mixed empirical study were obtained on a normal sample of defectology students (A&lt;1; E&lt;1). The study involved respondents (N=49) aged 17 to 23 years (M=19,20; SD=1,51). The methods of L. Mikhelson “Test of communicative skills”, A. Mehrabyan and N. Epstein “Diagnostics of the level of polycommunicative empathy” were used as a research tool. The research procedure was carried out through a voluntary online questionnaire. The results indicate the severity of very high and high levels of polycommunicative empathy and competence-based type of communicative behavior in the process of teaching students-defectologists. Intergroup differences in the distribution of respondents with competence-based, dependent and aggressive types of communicative behavior in the process of preparing for educational and professional communication were obtained. It is noted that the manifestation of the competence type of communicative behavior (71,4%) in educational and professional communication and very high (53,1%), high levels (42,9%) of polycommunicative empathy allow us to assert individual differences in the formation of personal professional qualities of students. The empirical data obtained are presented in the light of the communicative-activity approach and explain the statistical differences in the levels of empathy of students in relation to various types of communicative behavior.</jats:p>",19,2,81,89,Empathy; Psychology; Communicative competence; Competence (human resources); Communicative language teaching; Social psychology; Pedagogy; Language education,psychological and pedagogical counseling; overcoming learning difficulties; social practice; anarchist methodology; delusional work; revolution in worldview,,,,https://psyjournals.ru/files/133112/bppe_2022_n2_Sunko.pdf https://doi.org/10.17759/bppe.2022190208,http://dx.doi.org/10.17759/bppe.2022190208,,10.17759/bppe.2022190208,,,0,018-392-325-202-807; 018-893-733-877-77X; 024-030-731-893-454; 031-103-824-701-579; 036-722-255-928-494; 064-103-411-104-490; 066-511-257-982-505; 068-049-333-263-322; 095-735-247-237-370; 099-843-813-796-921; 127-184-391-150-852; 136-764-949-461-578; 144-971-471-027-781; 149-392-083-992-892; 191-112-037-435-976,3,true,cc-by-nc,hybrid
036-028-827-599-359,V.V. Davydov’s Ideas in Education: The Past and the Present,,2020,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,T A Egorenko; S P Sanina,"<jats:p>The article presents an analysis of the main conceptual ideas of the scientific school of V.V. Davydov. One of the main vectors of ideas is devoted to the formation of theoretical thinking and consciousness in children, which are the basis of a person’s cultural orientation in contemporary reality. The article outlines some examples of implementation of these ideas in primary school. The key theme is the promotion of V.V. Davydov’s ideas by his student, professor V.A. Guruzhapov. The article presents his ‘didactic assumptions’ about how education should be organized. The first shows that everything that has ever been created by people as a result of a creative impulse, a discovery about the essence of the phenomena of the surrounding world, can then be understood by other people as well. The second is that it is possible to construct artificial conditions in which a person begins to understand what people once discovered about the essence of the surrounding reality. The article also analyzes the process of setting the learning task. The second vector focuses on the issue of training teachers for modern school who would be able to implement the ideas of developmental teaching.</jats:p>",25,5,120,126,,,,,,https://psyjournals.ru/files/115553/pse_2020_n5_Egorenko_Sanina.pdf https://psyjournals.ru/psyedu/2020/n5/Egorenko_Sanina.shtml,http://dx.doi.org/10.17759/pse.2020250510,,10.17759/pse.2020250510,3156135882,,0,011-199-457-805-344,2,true,cc-by-nc,gold
036-281-656-445-230,Celebrating the 70th Brithday of B.D. Elkonin. The Mediator Between ‘Non-classical’ Psychologies,,2020,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,V V Rubtsov; A A Margolis; V T Kudryavtsev; A A Shvedovskaya,,16,1,132,133,Psychoanalysis; Philosophy; Mediator,,,,,https://psyjournals.ru/kip/2020/n1/Brithday.shtml https://psyjournals.ru/files/112918/chp_2020_n1_Brithday.pdf,http://dx.doi.org/10.17759/chp.2020160113,,10.17759/chp.2020160113,3014603796,,0,,0,true,cc-by-nc,gold
036-305-914-545-052,Электронный курс как цифровой образовательный ресурс смешанного обучения в условиях высшего образования,,2020,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,M.G. Sorokova,"<jats:p>The article presents findings of the pilot empirical research on the performance of the ‘Mathematical Methods in Psychology’ e-course as an open digital educational resource for the implementation of blended learning using the ‘flipped classroom’ model at the university. The students' attitudes toward blended learning in the e-course format, their self-esteem of involvement in the learning process, as well as the educational results were examined. The main benefits for the students are the following: the accessibility of tutorials and information about their individual learning trajectory at any time; the convenience of self-preparation for classes. The students characterize the activity at seminars as active interaction with classmates and a teacher and involvement in the learning process. In general, the students positively assessed the use of digital resources in the blended learning educational process as a modern approach and expressed their wish to study other subjects or courses in this format (at other universities in Russia and abroad as well). No essential difficulties in taking the e-course were revealed. There is a correlation between the students’ positive evaluations of their own educational outcomes and their positive attitude to the new format (р &lt; 0,001). The educational outcomes of the students after passing the e-course statistically significantly improved (р &lt; 0,001). The blended learning group educational results are significantly higher as compared to traditional in-class education group (р &lt; 0,001). The study was conducted at the Moscow State University of Psychology and Education. The total sample size N = 387 students of psychology departments, the experimental group size N = 78. The comparison group of traditional full-time education students (N = 309) is balanced with the experimental group in the following context parameters: gender and age, major academic disciplines, same teacher, MSUPE students.</jats:p>",25,1,36,50,Psychology,blended learning; flipped classroom model; e-course; mass open online course (MOOC); digital education technologies; digital educational space; educational results; Mann-Whitney test; Wilcoxon test; Chi-square test; Spearman's correlation coefficient,,,,https://psyjournals.ru/psyedu/2020/n1/Sorokova.shtml https://psyjournals.ru/files/112542/pse_2020_n1_Sorokova.pdf,http://dx.doi.org/10.17759/pse.2020250104,,10.17759/pse.2020250104,3011026051,,0,002-903-604-170-095; 028-992-528-833-811; 051-526-758-714-557; 073-799-762-116-391; 124-409-385-126-480; 146-047-871-977-267,27,true,cc-by-nc,gold
036-366-766-345-639,"Психологические особенности преступников-коррупционеров, отбывающих наказания в местах лишения свободы",,2020,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,D.V. Sochivko; I.S. Ganishina; M.I. Maryin; V.V. Sundukova,"<jats:p>The article discusses the psychological make-up of corrupt officials serving their prison sentences in confinement institutions. We established that they are distinguished by the following qualities: attentiveness and persistence in attaining their personally significant goals, lack of straightforwardness in communication, machiavellism, distinct deviousness, slyness, insidiousness, cynicism, estrangement, emotional indifference, disregard for moral and ethical standards, tendency to manipulate and need to dominate others, aspiration for high social standing. The empirical study that we conducted in the places of imprisonment helped us to reveal the six-factor personality structure of a corrupt official. By the usage of cluster analysis the corrupted officials have been diagnosed to be of the venal personality type. On the one hand, individuals of this type are distinguished by the pronounced domination factor, on the other hand, the adequacy of their self-appraisal is low.</jats:p>",10,3,5,19,,confinement institutions; imprisonment institutions; corruption offences; convicted of corruption offences; psychological make-up of corrupted officials. Получена 12.05.2020,,,,https://psyjournals.ru/psyandlaw/2020/n3/Sochivko_Ganishina_Maryin_Sunduk.shtml https://psyjournals.ru/files/115666/psylaw_2020_3_Sochivko_Ganishina_Maryin_Sundukova.pdf,http://dx.doi.org/10.17759/psylaw.2020100301,,10.17759/psylaw.2020100301,3089767552,,0,,6,true,cc-by-nc,gold
036-398-807-221-218,Особенности эмоционального выгорания у офицеров силовых структур с различным сроком службы,,2020,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,А А Байтимирова; И Н Коноплева,"<jats:p>This work focuses on the problem of burnout syndrome in officers of power structures. The following parameters are studied in the research: emotional and mental stability and volitional behavior control. These play a role in the creation of the syndrome and influence the success of combat missions carried out by the military  personnel. Key areas were identified in studying the personality characteristics of power structures officers with various times of service. Officers of the Ministry of Defense of the Russian Federation took part in the study. The average age of the test subjects was 38 years. The results of the empirical examination are presented. It was aimed to find how one's emotional and mental stability, volitional behavior control and emotional burnout correlate. We have confirmed that the burnout level of a military serviceman with any length of service depends on his/hey emotional and mental stability and volitional behavior control. The findings of the study we performed can serve as foundation for preventive and psychological-interventional programming for power structures officers.</jats:p>",10,4,2,17,Psychology,burnout syndrome; military personnel; servicemen; emotional and mental stability; volitional self-control,,,,https://psyjournals.ru/psyandlaw/2020/n4/Baytimirova_Konopleva_full.shtml https://psyjournals.ru/files/117980/psylaw_2020_n4_Baytimirova_Konopleva.pdf,http://dx.doi.org/10.17759/psylaw.2020100401,,10.17759/psylaw.2020100401,3117274138,,0,004-097-007-858-341; 006-855-545-064-883; 010-316-379-361-71X; 013-207-791-948-551; 016-823-832-430-07X; 051-872-282-045-336; 089-988-584-117-343,0,true,cc-by-nc,gold
036-425-163-991-217,Изменение образа жизни пациента как задача психологической реабилитации: организация реабилитации как совместной деятельности на личностном и межличностном уровнях,,2020,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,Е.И. Рассказова; А.Ш. Тхостов; М.С. Ковязина; Н.А. Варако,"<jats:p>Development of health behavior in patients is an important task of psychological rehabilitation. The models of behavior change and their application in psychological rehabilitation are analyzed. We discuss applications of the PROCEED–PROCEED model to the evaluation of rehabilitation. The value of the model is in the possibility to operationalize and formalize assessment of the effectiveness of the organization of rehabilitation. Based on interdependence theory the importance of achieving consistency of rehabilitation goals and the gradual transformation of expectations is discussed. The effectiveness of rehabilitation and the possibility of patient's behavior change at early stage are associated with the formation of interpersonal relationships that are consistent with the expectations of the patient and his family. The lifestyle changes and active participation of the patient in rehabilitation can only be provided by the transformation of one’s relations with specialists. Subsequently, this interaction has to be reconstructed in the direction of greater participation and responsibility of the patient.</jats:p>",9,1,47,63,Psychology,psychological rehabilitation; rehabilitation as interpersonal activity; PRECEED-PROCEDE model; theory of interdependence; norm of reciprocity,,,Russian Foundation for Basic Research,https://istina.msu.ru/publications/article/293622154/ https://psyjournals.ru/psyclin/2020/n1/Rasskazova_et_al.shtml https://psyjournals.ru/files/113347/cpse_2020_n1_Rasskazova.pdf,http://dx.doi.org/10.17759/cpse.2020090103,,10.17759/cpse.2020090103,3019689129,,0,002-874-418-152-977; 003-007-690-518-078; 004-021-677-271-266; 007-681-616-094-000; 012-041-916-537-657; 027-278-707-854-402; 028-834-764-065-160; 033-669-416-229-194; 035-858-199-624-248; 036-140-588-046-81X; 041-300-741-727-437; 042-883-499-761-680; 062-237-557-059-101; 065-277-065-348-850; 075-559-523-907-030; 086-444-766-891-589; 091-817-861-998-499; 101-161-833-624-395; 134-796-261-764-259; 149-592-751-115-577,3,true,cc-by-nc,gold
036-451-096-622-575,Развитие личностной автономии как условие формирования ориентации подростка в моральной сфере,,2015,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,S V Molchanov; N N Poskrebysheva; A.A. Zapunidi; O S Markina,"<jats:p>The paper discusses the outcomes of a research on the relationship between developmental levels of autonomy and features of moral orientation in adolescents determined by the priority of the value of justice or care within the cognitive (J. Piaget, L. Kohlberg) and empathy approach (C. Gillian, ; N. Eisenberg. The research proved that high levels of autonomy in the cognitive component correlate with the adolescent’s high estimation of moral qualities in various communicative contexts. Low level of emotional autonomy correlates with orientation towards the value of care, while high level correlates with orientation towards the value of justice. Levels of autonomy also correlate with moral judgments. Adolescents with low levels of autonomy reveal greater dependence on the opinion of other people and a stronger desire to appear a better person in the eyes of others. Adolescents with heterochrony of autonomy structure are more oriented towards the stage of the conventional level, i.e. the opinion of other people, a strong desire to appear a better person in the eyes of others, the significance of social rules and order, and the reflective empathic position that affirms the idea of self-sacrifice and defending the rights of others.</jats:p>",11,4,22,29,Psychology,,,,,https://psyjournals.ru/files/79698/kip_2015_n4_molchanov.pdf https://doaj.org/article/35815cbeb54c413593fcd43180f49621 https://psyjournals.ru/kip/2015/n4/molchanov.shtml,http://dx.doi.org/10.17759/chp.2015110402,,10.17759/chp.2015110402,2233450806,,0,022-998-575-847-035; 075-021-826-976-573; 124-178-231-706-495,5,true,cc-by-nc,gold
036-488-158-584-738,Личность и эмоциональная сфера студентов в контексте подготовки специалистов для работы с детьми в юридически значимых ситуациях (Часть 2),,2016,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,А В Дегтярев; Е А Галкина,"<jats:p>The paper goes on to discuss the results of empirical research empathic features and personal characteristics of psychology students. The results of empirical research empathic features and personal characteristics of psychology students. The sample included 60 students from different courses enrolled in the Faculty of Legal Psychology at Moscow State Psychological and Pedagogical University. In this part of the paper presents the results of the analysis of the links between empathic abilities and personal characteristics of students, as well as features of the psychological profile of the modern psychology students. In the process of analyzing the results presented that students 1 and 5 courses, there are some features in the relationship of personality characteristics and empathy, as well as these courses, students are significantly different with respect to the personal profile, which should be considered in the organization of educational process, which is, first of all, should It is directed to the development of the professionally significant qualities for the professional psychologist as empathy.</jats:p>",6,3,30,39,,emotional sphere; personality traits; adolescence; specialist training,,,,https://psyjournals.ru/files/82913/psyandlaw_2016_3_Degtyarev_Galkina.pdf https://psyjournals.ru/en/psyandlaw/2016/n3/82940.shtml,http://dx.doi.org/10.17759/psylaw.2016060303,,10.17759/psylaw.2016060303,2916416539,,0,,0,true,cc-by-nc,gold
036-533-115-938-41X,Аналитический обзор исследований по проблеме неопределенности и изучения копинг-стратегий у сотрудников правоохранительных органов,,2018,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,В А Рогачев; И Н Коноплева,"<jats:p>The paper deals with the problem of studying tolerance to uncertainty and coping behavior of law enforcement officers. The theoretical aspects of the problem are analyzed, the specificity of the use of the category ""uncertainty"" in psychology is revealed. The article presents the history of the formation of the construct of tolerance / tolerance to uncertainty in psychology, the current state of the problem of tolerance to uncertainty in psychology. The problem of studying the coping behavior of law enforcement officers is considered. Coping behavior, its essence and main components are characterized. The main directions in the study of coping strategies of law enforcement officers. The interrelationship and influence of tolerance to uncertainty on coping strategy of coping behavior in different spheres of activity are considered. It is shown that the coping behavior consists of coping strategies and coping resources. In psychological studies, tolerance to uncertainty is considered as one of the key resources of the individual in dealing with stressful situations.</jats:p>",8,1,26,43,Psychology,the situation of uncertainty; tolerance/intolerance to uncertainty; coping behavior; coping strategies; coping resources; and law enforcement officers,,,,https://psyjournals.ru/psyandlaw/2018/n1/91723_full.shtml https://core.ac.uk/display/153632789 https://psyjournals.ru/files/91723/psyandlaw_2018_1_Rogachev_Konopleva.pdf,http://dx.doi.org/10.17759/psylaw.2018080103,,10.17759/psylaw.2018080103,2792505838,,0,037-562-595-917-464; 086-952-536-192-636; 135-236-400-995-876,3,true,cc-by-nc,gold
036-535-577-347-39X,Psychological Characteristics of Self-Image and Self-Assessment in Adolescents with Impaired Renal Functioning of Different Severity,,2018,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,I V Vachkov; D A Zaruba; J.Y. Kurtanova,"<jats:p>The article presents the study results of the features of self-assessment and self-image of three groups of adolescents: with a mild degree of renal failure, in the terminal stage (waiting for a kidney transplant) and healthy, who formed the control group. The main results of the comparative analysis of these groups were the identification of similarities or minor differences in the parameters of self-assessment and self-image among healthy adolescents and adolescents with mild renal dysfunction, as well as the identification of statistically significant differences between the first two groups and the group of adolescents in the terminal stage of kidney disease on a number of scales and indicators. These differences are found, first of all, in higher egocentricity, uncritical, in poor, superficial and poorly differentiated representation of themselves in adolescents of the last group. Their self- assessment is low, while the level of claims is high and particularly sharply overstated on the Health scale; there is a significant gap between the assessment of the available condition and the desired one.</jats:p>",7,3,45,65,Psychology; Self-assessment; Clinical psychology; Self-image,подростки; образ Я; самооценка; уровень притязаний; самоотчетные характеристики; нарушения почечного функционирования; заболевания разной степени тяжести adolescents; self-image; self-assessment; level of claims; self-characteristics; renal dysfunction; diseases of different severity,,,,https://paperity.org/p/216208336/psychological-characteristics-of-self-image-and-self-assessment-in-adolescents-with https://psyjournals.ru/files/95457/Vachkov_et_al.pdf https://psyjournals.ru/psyclin/2018/n3/Vachkov_et_al.shtml,http://dx.doi.org/10.17759/cpse.2018070303,,10.17759/cpse.2018070303,2896758814,,0,010-052-323-158-759; 113-991-444-938-540; 130-754-385-215-242,3,true,cc-by-nc,gold
036-677-010-213-204,Diagnostic competence of teachers as a condition for overcoming academic failure of students,,2019,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,V A Guruzhapov; S P Sanina; I V Voronkova; L N Shilenkova,"<jats:p>The article provides research data on the impact of skills and abilities of teachers in training successful learners. For example, it regards the teacher’s diagnostic competence and its role in overcoming academic failure of students. The article presents the results of scientific research from the United States, Germany, Norway, Russia, etc. We introduce an overview of approaches to definition of diagnostic competence of the teacher. Special attention is paid to the diagnosis of learners’ understanding of educational material. For example, the math illustrates how you can analyze children's reasoning, what you can see and understand from the students ' erroneous decisions. The discussed data show how to build math diagnostic tests that can be used by the teacher of primary school to create his/her own tests. We also introduce the different view on the diagnostics, which is described as aimed at studying and correcting students’ behavior. The case is presented as a tool for development of diagnostic competence of teachers. The described model can be used as a practical guide for building diagnostic action of the teacher in the classroom. An efficient way of teaching students and training teachers with the help of multimedia is described. All the studies analyzed in the article are of great importance for the practice of education, are aimed at the development of diagnostic competence of teachers as a means of overcoming academic failure of students</jats:p>",8,1,43,55,Competence (human resources); Psychology; Medical education,diagnostic competence; professional skills; educational failure; a junior high school student learning of mathematics,,,,https://psyjournals.ru/files/97726/jmfp_2019_n1_Gurugapov_Sanina_Voronkova_Shilenkova.pdf https://psyjournals.ru/en/jmfp/2019/n1/Guruzhapov_et_all.shtml,http://dx.doi.org/10.17759/jmfp.2019080105,,10.17759/jmfp.2019080105,2928768390,,0,000-419-710-462-537; 008-045-142-615-423; 015-139-521-610-041; 024-655-229-499-785; 027-485-308-190-575; 032-221-629-523-459; 038-195-604-166-661; 038-692-711-604-687; 048-191-493-250-872; 055-904-355-679-655; 059-988-996-643-106; 063-074-787-148-305; 065-407-229-737-653; 069-768-578-156-16X; 070-076-574-667-569; 073-477-199-016-735; 083-115-063-730-811; 086-707-971-798-721; 089-065-707-905-222; 096-881-804-846-761; 109-122-138-394-507; 111-309-289-313-542; 126-407-687-088-241; 158-474-210-653-195; 167-957-202-748-664; 171-328-552-359-979,3,true,cc-by-nc,gold
036-727-592-105-854,Rumination as a psychological mechanism in the suicidal behavior formation and maintenance,,2022,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,O.A. Sagalakova; D.V. Truevtsev; O.V. Zhirnova,"<jats:p>The role of rumination in formation and maintenance of suicidal thoughts (ST) and suicidal behavior (SB) is specified in the article. In leading foreign models SB is considered to be the process of phase restructuring and the resultant intersection of factors (Joiner's interpersonal theory, O'Connor's motivational-volitional model, Klonsky's three-step model). Analysis of traditional SB models shows insufficient consideration of metacognitive system-dynamic phenomena, which may explain the limitations of predictive theories, especially in relation to adolescents. Ruminations as one of such phenomena are designated as a component of the process of repetitive negative thinking, which intensifies the experience of problems insolubility and sets the basis for comprehension of suicide as a potential way to “complete” the situation. The typologies of ruminations and the contribution of each subtype to the maintenance of ST, SB are considered: 1) ruminations as a trait and a state; 2) brooding ruminations and reflection; 3) pre- and post-event ruminations. The interrelation of rumination and insomnia in the form of interdependent cycle of accumulation of undischarged psychophysiological tension in the context of SB formation is demonstrated. Russian psychology employs the methodology of the cultural and activity approach to explain the formation of SB, and analyzes the motives of personality and the possibility of their implementation, taking into account the systems of mediation and regulation of mental activity and the laws of ontogenesis. The role of metacognitive dysregulation of social anxiety in the formation of SB in adolescence is shown. The significance of the dynamic mechanism of SB provoking accumulation of tension outside the situation and contributing to self-reinforcement of symptoms is underlined.</jats:p>",11,1,124,136,Psychology; Rumination; Mechanism (biology); Mediation; Social psychology; Context (archaeology); Dialectic; Trait; Anxiety; Developmental psychology; Cognition; Epistemology; Paleontology; Philosophy; Neuroscience; Psychiatry; Political science; Law; Biology; Computer science; Programming language,,,,Russian Science Foundation,https://psyjournals.ru/files/128784/jmfp_2022_n1_Sagalakova_et_al.pdf https://doi.org/10.17759/jmfp.2022110112,http://dx.doi.org/10.17759/jmfp.2022110112,,10.17759/jmfp.2022110112,,,0,000-390-424-869-778; 000-892-588-655-186; 000-999-679-360-447; 004-210-689-597-602; 004-271-527-911-258; 008-278-791-581-451; 010-686-583-960-582; 011-505-052-160-990; 015-278-987-495-508; 019-732-996-801-32X; 021-615-724-883-674; 022-595-549-670-188; 023-762-560-913-189; 025-125-866-928-085; 026-440-915-141-403; 026-942-885-268-197; 027-994-838-275-969; 037-769-792-289-987; 037-917-566-964-050; 037-994-087-686-267; 042-980-995-715-59X; 044-099-305-091-572; 045-314-918-042-445; 045-360-045-171-279; 045-820-995-047-292; 047-107-050-945-164; 050-348-031-993-414; 051-039-223-592-890; 056-137-923-094-244; 063-581-342-518-744; 074-872-598-511-043; 075-110-032-684-266; 082-766-053-609-746; 093-100-725-614-520; 095-843-993-946-994; 104-500-276-444-326; 118-174-588-001-935; 127-683-092-253-655; 135-069-638-189-748; 168-151-343-401-414,2,true,cc-by-nc,gold
036-892-807-903-212,Neural basis of attention orienting abnormalities in children with autism,,2015,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,Tatiana A. Stroganova; Elena V. Orekhova; Ilia A. Galuta,"<jats:p>Detection of new events occurring outside the focus of attention is fundamental to adaptive functioning and is most critical when attention is focused elsewhere. The unattended novel sensory events may demand further analysis according to their task relevance and may appear important for survival. Behavioral and physiological findings reviewed in this article imply that brains of many people with autism spectrum disorders (ASD) are, to a certain extent, impenetrable to such unattended but potentially salient changes in the immediate sensory environment. Here we reviewed neurophysiological studies investigating neural processing of salient (rare, novel or deviant) auditory stimuli in ASD. We put forward a hypothesis that atypical processing of deviance and novelty in a proportion of individuals with ASD may be grounded in the failure of nicotinic cholinergic arousal pathways to engage cortical mechanisms involved in detection of changes in the environment and appraisal of their novelty, if these changes occur beyond the currently attended sensory stream. Further studies linking neurophysiological findings with attention behavior and those searching for their neurochemical and genetic bases will help to understand causes of attention problems and sensory modulation difficulties in children with ASD and may prove helpful to direct early intervention</jats:p>",8,3,7,23,Basis (linear algebra); Developmental psychology; Psychology; Cognitive psychology; Autism,autism spectrum disorder (ASD); attention re-orienting; sensory modulation; sensory gating; auditory event-related potentials; cholinergic pathways; nicotine,,,,https://psyjournals.ru/en/exp/2015/n3/Stroganova_et_al.shtml https://psyjournals.ru/files/79311/exp_2015_n3_copyright_Stroganova.pdf,http://dx.doi.org/10.17759/exppsy.2015080302,,10.17759/exppsy.2015080302,2248621301,,0,000-440-451-142-489; 006-404-523-790-267; 007-559-752-647-854; 011-409-235-464-479; 012-447-393-604-450; 015-056-672-024-468; 016-644-324-258-935; 016-884-525-530-328; 017-172-677-673-089; 023-414-567-344-627; 024-002-425-149-346; 027-443-983-439-797; 029-674-872-412-867; 031-927-129-321-429; 038-792-673-455-577; 039-081-314-251-762; 041-452-045-148-151; 044-739-510-273-095; 045-370-148-269-622; 048-519-099-324-761; 063-326-666-190-580; 067-576-703-617-908; 068-522-790-925-150; 071-501-755-748-81X; 072-390-070-687-759; 082-157-422-020-758; 084-211-623-088-748; 095-501-584-259-990; 099-013-496-707-055; 104-134-038-608-05X; 108-170-833-543-869; 108-301-331-489-417; 117-495-114-588-130; 135-409-369-814-311; 140-954-326-051-451; 141-425-748-689-626; 148-852-622-250-889,4,true,cc-by-nc,gold
036-896-105-979-27X,The relationship between the ideas of boys and girls about the personal qualities of the desired marriage partner and intelligence,,2021,journal article,World of Science. Pedagogy and psychology,23094265,Publishing Company World of Science LLC,,Natalia Kargina; Andrey Polyansky; Lyubov Bykovskaya,"<jats:p>The article is devoted to the study of the peculiarities of the ideas of modern youth about the personal qualities of the desired marriage partner and the connection of these ideas with intelligence. The article emphasizes the practical importance of this study for the current stage of development of society.; The results of the study revealed the connection between the ideas of young men and women about the personal qualities of the desired marriage partner and intelligence, as well as the gender aspect of the peculiarities of the ideas about the desired marriage partner among modern youth. The description of the ideas of modern youth about the personal qualities of the desired marriage partner in boys and girls is presented. It is shown that girls prefer to see the following personal qualities in their desired future marriage partner: attractiveness, strong personality, muscularity. Whereas young men want to see femininity and dependence in their desired future marriage partner.; The connection between the ideas of boys and girls about the personal qualities of the desired marriage partner and intellect is revealed. In young men, with an increase in IQ, the idea of muscularity as a personality trait of the desired marriage partner will decrease.; In girls, with an increase in IQ, the overall attractiveness of the partner will increase, and the idea of the strength of the personality of the future partner will decrease.; It is emphasized that the research results will help regulate behavior, form a system of relationships, optimize the processes of upbringing and teaching new generations of modern youth. They will be useful in the correctional, consulting, psychodiagnostic work of various specialists.</jats:p>",9,2,,,,,,,,http://dx.doi.org/10.15862/52psmn221,http://dx.doi.org/10.15862/52psmn221,,10.15862/52psmn221,3175052507,,0,,0,true,cc-by,gold
036-958-193-862-696,Problems of identification of sensory impairments and deafblindness in the nowadays children with congenital disabilities,2024-02-01,2024,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,A.Y. Khokhlova; C. Moreau,"<jats:p>&lt;p style=""text-align: justify;""&gt;This review provides an overview of the challenges of identifying dual sensory impairment in children with congenital disabilities. The concept of deafblindness and the special needs of the group with hearing and visual impairments are reviewed. The difficulties of defining this condition due to the heterogeneity of this group are emphasized. The evolution of the etiology of sensory impairment, typical for recent decades, is described, due to the progress of medical science, which makes it possible to keep alive children with severe genetic pathologies and those born considerably prematurely. The characteristics of cerebral hearing and visual impairments, still insufficiently studied but coming to the forefront in terms of prevalence among children in developed countries, as well as the features of their identification are presented. The difficulties in the organization of psychological and pedagogical assessments of children with congenital dual sensory impairment and the interpretation of their results are considered. The conclusion about the importance of the functional approach in the assessment of sensory functions in children with congenital complex disabilities is formulated.&lt;/p&gt;</jats:p>",12,4,22,32,Identification (biology); Psychology; Sensory system; Developmental psychology; Cognitive psychology; Biology; Botany,deafblindness; severe multiple disabilities; cerebral visual impairment; central acoustic processing disorder; functional assessment of hearing and vision,,,,,http://dx.doi.org/10.17759/jmfp.2023120402,,10.17759/jmfp.2023120402,,,0,005-881-371-601-556; 013-517-134-215-853; 019-717-743-570-054; 019-871-956-140-248; 105-535-124-056-806; 109-995-364-721-61X; 120-012-959-397-415; 124-120-133-920-47X,0,true,cc-by-nc,gold
037-106-475-709-688,Assessing the Aircraft Crew Activity Basing on Video Oculography Data,,2021,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,L S Kuravsky; G A Yuriev; V I Zlatomrezhev; I I Greshnikov; Polyakov B.Yu.,"<jats:p>Mathematical models and methods for crew training level assessing based on video oculography data are presented. The results obtained are based on comparing the studied fragments of oculomotor activity of pilots with comparable patterns of video oculography data of various types and performance quality contained in a pre-formed specialized database. To obtain estimates, a complex combination of random process analysis and multivariate statistical analysis is used. The “intelligence” of diagnostic tools is contained in empirical data and can flexibly change as they accumulate. The considered example of determining the flight mode and pilot qualification based on video oculography data allows us to talk about the possibility of significant discrimination of the gaze movement trajectories of pilots at different flight phases and significant discrimination of the gaze movement trajectories of experienced and inexperienced pilots at certain phases of flight. An important new component of the presented results is a discriminant analysis for solving the problem of flight exercises classification, based on the principles of quantum computing. The scope of the considered approach is not limited to aviation applications and can be extended to tasks that are similar in content.</jats:p>",14,1,204,222,Video-oculography; Aeronautics; Crew; Computer science,crew training level assessing; video oculography; Discriminant Analysis; Multidimensional Scaling; Cluster Analysis; oculomotor activity indexes,,,Ministry of Science and Higher Education of the Russian Federation,https://psyjournals.ru/files/120311/exppsy_2021_n1_Kuravsky_Yuryev_et_al_en.pdf https://psyjournals.ru/exp/2021/n1/Kuravsky_Yuryev_et_al_ru.shtml,http://dx.doi.org/10.17759/exppsy.2021140110,,10.17759/exppsy.2021140110,3157778198,,0,000-442-808-890-463; 002-371-107-487-126; 011-866-020-624-889; 029-604-025-984-481; 030-116-921-751-072; 030-801-389-225-02X; 048-835-518-651-64X; 049-346-249-286-945; 056-442-348-920-482; 073-184-395-680-335; 077-279-556-287-751; 103-084-488-570-600; 156-960-042-099-99X; 199-339-805-798-014,4,true,cc-by-nc,gold
037-336-485-883-819,Competence Approach in the Process of Specialists Training in Pedagogy and Psychology of Deviant Behavior,,2014,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,N V Bogdanovich,"<jats:p>We present the model of specialist training in pedagogy and psychology of deviant behavior. We reveal the basic activities necessary for development within Federal State Educational Standard III, majoring in 050407 “Pedagogy and Psychology of deviant behavior”: general and pathopsyhological diagnostics, developmental activities, psychological education (training activities), psychological correction, psychological counseling. For each of the activities we proposed a training module, which combines theoretical training with practical training, as well as with a special form of the educational process: special training. In accordance with the requirement of the standard, the competences are allocated to each of these activities, and the general professional competences (for the major as a whole), and professional and specialized competences are proposed (for the majors in “Psycho-pedagogical prevention of deviant behavior”, ”Psycho-pedagogical support of children and youth in risk groups”, ”Psycho-pedagogical correction and rehabilitation of persons with deviant behavior”).</jats:p>",6,4,1,12,Competence (human resources); Psychology; Social psychology,,,,,https://psyjournals.ru/files/73523/01_Bogdanovich_psyedu_4_2014.pdf https://doaj.org/article/dc98b9bb5e294ea1844fe2e1c73a4d02 https://psyjournals.ru/psyedu_ru/2014/n4/73523.shtml,http://dx.doi.org/10.17759/psyedu.2014060401,,10.17759/psyedu.2014060401,110003455,,0,001-057-766-938-902; 007-596-677-417-495,5,true,cc-by-nc,gold
037-504-199-726-310,Следы личности на схематическом изображении лица,,2019,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,В А Барабанщиков; И И Беспрозванная,"<jats:p>The concepts of personality of the virtual sitter are studied based on schematic representations of faces induc- ing the expression of joy and sadness (Brunswik, 1956). Observers evaluated schematic faces using the “Personal Differential” scales. It is shown that varying the distance between schematic eyes, nose length, height of the mouth and forehead causes not only impressions of joy or sadness, but also changes the representation of the in- dividual psychological characteristics of a virtual personality. With the expansion of face structure horizontally and narrowing it vertically, pronounced positive ideas about the personality of the virtual sitter dominated. With an alternative configuration — narrowing the face horizontally and expanding it vertically — the ideas about the personality of the model are merged with the ideas generated by the neutral face scheme. The three externally similar facial images correspond to two imaginary models. The doubling effect is reproduced in different ways in the dynamics of the components of the implicit personality structure — the factors “Assessment”, “Strength”, “Activity”. It is proved that the ideas about the individual psychological characteristics of a virtual sitter — the person to whom the schematic faces belong, are mediated by the perception of his states. The hypothesis that the doubling effect is due to differences in the self-assessment of observers has not been confirmed.</jats:p>",12,2,16,34,Psychology,,,,Russian Science Foundation,https://psyjournals.ru/exp/2019/n2/Barabanschikov_Besprozvannaya.shtml https://psyjournals.ru/files/107736/exppsy_2019_n2_Barabanschikov_Besprozvannaya.pdf,http://dx.doi.org/10.17759/exppsy.2019120202,,10.17759/exppsy.2019120202,2963952701,,0,008-436-621-233-682; 011-013-235-578-125; 015-486-503-031-210; 022-266-450-817-904; 047-374-513-078-818; 088-485-617-988-233; 102-816-927-749-122; 113-376-727-989-423; 119-517-570-714-820,3,true,cc-by-nc,gold
037-569-170-267-429,From the Editor: A.T. Beck's Predictions as to the Future of Psychotherapy and Russian Specialists` Experience,,2021,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,A.B. Kholmogorova,,29,3,8,23,Psychology; Psychotherapist,,,,,https://psyjournals.ru/files/124347/cpp_2021_n3_Kholmogorova.pdf https://psyjournals.ru/mpj/2021/n3/Kholmogorova.shtml,http://dx.doi.org/10.17759/cpp.2021290302,,10.17759/cpp.2021290302,3209013231,,0,,4,true,cc-by-nc,gold
037-744-917-499-080,Adaptation strategies of children with ADHD to the educational process,,2016,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,A A Adaskina,"<jats:p>This article contains an overview of foreign works on adaptation of children with ADHD to school. The studies reviewed a number of topics that can be grouped as follows: part of them deals with the detailed study of social, pedagogical and psychological problems of children with ADHD; others, focused on medical aspects of ADHD like using psychostimulant, discusses the feasibility and effectiveness of such treatment and related risks. In this article we have focused on studies that have pronounced psycho-pedagogical aspect, i.e. the ones, examining the factors contributing to the success of the adaptation of children with ADHD to schooling and providing specific guidance on the various sides of the educational process (teaching children skills of self-organization, effective classroom environment, teaching compensating skills to children with ADHD, effective ways of presentation and testing of knowledge). The described strategy relied mainly on behavioral techniques that have proven to be quite effective in the process of correcting behavioral and educational problems of children with ADHD</jats:p>",5,3,35,40,Developmental psychology; Psychology; Cognitive psychology; Adaptation strategies; Process (engineering),attention deficit and hyperactivity disorder (ADHD; ADHD); adaptation strategies of children with ADHD; recommendations to teachers; self-organization skills in children with ADHD,,,,https://psyjournals.ru/files/83900/jmfp_2016_n_3_Adaskina.pdf https://doaj.org/article/e8eb28802c7b4eb0911935ee4996ec82 https://core.ac.uk/display/89144018 https://psyjournals.ru/jmfp/2016/n3/83900.shtml,http://dx.doi.org/10.17759/jmfp.2016050303,,10.17759/jmfp.2016050303,2559763340,,0,012-325-381-491-326; 039-362-218-498-678; 058-030-288-349-027; 060-687-843-006-372; 078-621-256-836-47X; 092-445-223-595-507; 104-910-180-063-950,4,true,cc-by-nc,gold
037-972-531-681-407,Empathy: Critical Analysis and New Research Perspectives,,2020,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,Inna Bovina,"<jats:p>The purpose of this work is to critically analyze the current state of empathy research as well as to discuss some new lines of research. The relevance of addressing the concept of empathy can be explained in the following manner: if we assume that empathy is associated with helping behavior (some researchers of empathy tend in favor of this interpretation), then in the actual situation associated with the processes of globalization as a whole (interaction with members of other cultures), as well as with a high level of migration processes, researchers are faced with a challenge of finding the factors which promote empathic reactions towards the members of other cultures. On the other hand, the concept of empathy, introduced into psychology in 1909 by E. Titchener, has a rather long history in science, but as far as the literature analysis suggests, researchers differ significantly not only in their understanding and definitions of this phenomenon, or in their explanations tof he mechanisms of empathy, but also in methods of its measurement. Although the possibility of consensus is not considered, however, reflection regarding empathy and methods of its measurement is seen as necessary. This paper outlines some perspectives on empathy research, in particular, in the context of intergroup relations.</jats:p>",16,1,88,95,Psychology; Empathy; Social psychology,empathy; object of empathy; intergroup relations; intercultural interaction; methods empathy measurement,,,Russian Foundation for Basic Research,https://www.scilit.net/article/cbc71c43d264ec003f4ab1c8f42be092 https://psyjournals.ru/kip/2020/n1/Bovina.shtml https://psyjournals.ru/files/112870/chp_2020_n1_Bovina.pdf,http://dx.doi.org/10.17759/chp.2020160109,,10.17759/chp.2020160109,3014436960,,0,001-080-372-766-736; 010-533-524-673-981; 012-268-628-522-879; 013-737-023-697-751; 017-399-374-867-691; 029-104-969-904-10X; 036-919-470-285-582; 043-508-871-418-590; 047-091-300-720-66X; 047-734-675-854-943; 054-931-955-694-59X; 060-040-257-962-110; 067-810-660-046-406; 068-667-817-254-367; 073-587-324-036-418; 107-339-931-640-261; 129-622-310-596-503; 151-267-591-017-056; 162-209-459-379-491; 171-667-436-672-913,8,true,cc-by-nc,gold
038-053-465-227-781,The Relationship of Academic Motivation and Psychological Well-being in Primary School Age,2022-12-30,2022,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,I.Y. Kulagina; M.A. Kravtsova,"<jats:p>&lt;p&gt;The article presents data on the psychological well-being of primary school-age children with different types of academic motivation. The study involved 87 students of the 3rd-4th grades of Moscow secondary schools (41 boys and 46 girls). The questionnaires ""Academic self-regulation"" SRQ-A (modification and approbation on the Russian-language sample of T.O.Gordeeva, O.A.Sychev, M.F.Lynch), ""Scale of psychological well-being of children aged 8-12 years"" PWB-c (adaptation by D.V.Lubovsky, N.S.Milova), the projective technique ""Unfinished sentences"", allowing to identify indicators of motivation and psychological well-being (positive and negative aspects of children's lives). Positive connections of psychological well&amp;ndash;being and components of its structure with intrinsic educational motivation, negative connections - with extrinsic academic motivation are established. It is shown that primary schoolchildren with a high level of psychological well&amp;ndash;being are characterized by cognitive motivation, self-development motivation, awareness of the importance of educational activities for themselves, but at the same time - orientation to high academic performance. With a low level of psychological well-being in children, there is a pronounced extrinsic motivation, reflecting primarily the requirements of the teacher, a subjective perception of learning difficulties, a negative attitude to learning, preschool-type motivation with its hedonistic orientation.&lt;/p&gt;</jats:p>",14,4,36,51,Psychology; Developmental psychology; Perception; Cognitive evaluation theory; Intrinsic motivation; Adaptation (eye); Psychological well-being; Cognition; Social psychology; Self-determination theory; Autonomy; Neuroscience; Political science; Law,,,,,https://psyjournals.ru/journals/psyedu/archive/2022_n4/psyedu_2022_n4_Kulagina_Kravtsova.pdf https://doi.org/10.17759/psyedu.2022140403,http://dx.doi.org/10.17759/psyedu.2022140403,,10.17759/psyedu.2022140403,,,0,007-248-506-899-214; 007-970-836-173-537; 014-561-378-512-613; 016-170-121-581-28X; 016-719-290-264-619; 026-168-329-778-25X; 026-688-964-740-612; 050-046-096-469-644; 050-373-415-267-459; 064-980-561-245-277; 066-763-520-317-328; 081-725-985-388-392; 096-530-534-718-502; 104-577-931-790-600; 145-985-635-991-539; 153-070-644-107-690,5,true,cc-by-nc,gold
038-422-101-417-841,Modern e-learning technologies: analysis of the impact of gamification methods on student engagement in the educational process,,2020,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,S.S. Ermakov,"<jats:p>The article presents the factors influencing the learning outcomes in distance format, modern types of e-learning and factors that affect the educational motivation of users in online courses. The features of educational motivation are considered and the process of motivational design in e-learning is presented. As a key method of increasing motivation and involvement in the educational process of online courses, the article describes the technology of gamification. The paper also presents the «Octalize» method, developed and applied for the balanced and effective use of gamification techniques, assessment of the main motivational factors, as well as for the analysis and design of optimal conditions for the presence of game elements in the educational process.</jats:p>",9,3,47,58,Mathematics education; Psychology; Student engagement; E-learning (theory); Process (engineering),gamification; learning motivation; formative assessment; e-learning; blended learning,,,,https://psyjournals.ru/files/116335/jmfp_2019_n3_Ermakov.pdf https://psyjournals.ru/jmfp/2020/n3/Ermakov.shtml,http://dx.doi.org/10.17759/jmfp.2020090304,,10.17759/jmfp.2020090304,3094270948,,0,032-988-278-460-495; 055-769-486-377-113; 061-630-392-463-564; 062-785-795-120-526; 064-525-628-649-950; 070-641-801-201-339; 075-431-122-211-216; 084-958-614-940-842; 103-993-374-943-761; 113-343-169-728-059; 120-544-892-057-631; 125-923-471-613-443; 145-655-922-570-276; 146-427-612-642-547; 169-865-064-284-455,6,true,cc-by-nc,gold
038-561-482-312-137,Связь стратегий эмоциональной регуляции с субъективным благополучием и жизнестойкостью: эффекты актора и партнера в супружеских парах,2022-06-30,2022,journal article,Психология. Журнал Высшей школы экономики,18138918; 25419226,"National Research University, Higher School of Economics (HSE)",Russian Federation,А.А. Панкратова,"<jats:p>В данной работе изучается влияние двух стратегий эмоциональной регуляции: когнитивной переоценки и подавления экспрессии — на субъективное благополучие в супружеских парах с опорой на модель взаимозависимости актора и партнера. В исследовании приняли участие 214 супружеских пар со стажем семейной жизни от нескольких месяцев до 47 лет (M = 11, SD = 11), возраст супругов варьировал от 19 до 72 лет (M = 37, SD = 13). Было установлено небольшое сходство супругов только по частоте использования когнитивной переоценки (r = 0.13, p &lt; 0.05). При анализе влияния когнитивной переоценки на благополучие были выявлены эффекты актора и партнера (двойной паттерн ориентации на пару): 1) использование когнитивной переоценки мужем и женой положительно влияет на их удовлетворенность жизнью, при этом в качестве медиатора выступает жизнестойкость; 2) исполь­зование когнитивной переоценки мужем положительно влияет на удовлетворенность жизнью у жены, что опосредовано таким компонентом жизнестойкости, как вовлеченность, а использование когнитивной переоценки женой положительно влияет на удовлетворенность жизнью у мужа напрямую. При анализе влияния подавления экспрессии на благополучие был выявлен только эффект партнера: если муж подавляет экспрессию, это отрицательно влияет на удовлетворенность семейными отношениями у жены, что в большей степени выражено при маленьком стаже семейной жизни. Кроме этого были установлены индивидуальные различия в частоте использования стратегий эмоциональной регуляции: 1) муж­чины чаще прибегают к подавлению экспрессии по сравнению с женщинами; 2) с возрастом люди чаще используют обе стратегии эмоциональной регуляции; 3) чем выше уровень образования родителей, тем реже дети прибегают к подавлению экспрессии.</jats:p>",19,2,241,258,Physics,,,,,https://psy-journal.hse.ru/data/2022/10/31/1720390143/Т. 19. № 2. 2022-26-43.pdf https://doi.org/10.17323/1813-8918-2022-2-241-258,http://dx.doi.org/10.17323/1813-8918-2022-2-241-258,,10.17323/1813-8918-2022-2-241-258,,,0,,0,true,,gold
038-572-678-440-601,Влияние нагрузки на вербальную рабочую память при глазодвигательной активности в условиях выполнения задания зрительного поиска,,2015,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,Б Б Величковский; А И Измалкова,"<jats:p>The structure of working memory has components responsible for the storage of verbal and visualspatial information; despite the fairly detailed study of the functions and mechanisms of their work, the question of their mutual influence is still open. Studies on the verbal working memory load influence on visual search performance (a task requiring the use of visual-spatial working memory resources) it was found that the load on the verbal working memory leads to increased efficiency of target detection. The results of the analysis of oculomotor activity during visual search also point out that the implementation of such tasks under verbal working memory load is accompanied by an increase in cognitive tension and of the degree of search automaticity. The results may indicate the interaction of verbal and visual-spatial working memory components that share non-specific cognitive resources.</jats:p>",8,2,21,35,Psychology,verbal working memory; visual-spatial working memory; visual search; automatism; cognitive resources,,,,https://psyjournals.ru/files/76833/exp_2015_n2_Velichkovsky.pdf https://psyjournals.ru/en/exp/2015/n2/Velichkovsky_Izmalkova.shtml,http://dx.doi.org/10.17759/exppsy.2015080203,,10.17759/exppsy.2015080203,2137670012,,0,003-041-975-299-808; 005-790-552-546-919; 011-464-624-622-946; 011-956-713-361-240; 013-705-177-827-057; 014-069-304-445-767; 014-488-168-237-301; 017-683-569-985-733; 022-953-358-501-207; 028-361-649-558-835; 029-139-898-548-67X; 038-164-247-690-315; 044-217-944-266-572; 051-906-540-343-882; 053-639-247-949-665; 056-334-455-603-257; 059-363-699-172-571; 062-073-416-513-966; 069-596-055-887-758; 071-923-777-989-374; 073-642-488-422-760; 092-828-703-567-044; 099-509-792-471-39X; 114-375-310-918-859; 120-609-384-805-108; 143-424-201-823-025; 162-660-554-924-749,3,true,cc-by-nc,gold
038-645-348-923-939,From the Editor,,2019,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,A.B. Kholmogorova,"<jats:p>Мы рады отметить, что в последнем номере 2019 года в рубрике «Эмпирические исследования» у нас публикуются четыре статьи с разнообразной тематикой, а также три статьи в рубрике «Анализ случая». Также в представляемом номере есть аналитический обзор, содержащий новейшие научные данные, и две феноменологически насыщенные, построенные на качественном анализе статьи в рубрике «Мастерская и метод».</jats:p>",27,4,5,8,Psychology,,,,,https://psyjournals.ru/files/111435/cpp_2019_n4_Kholmogorova.pdf https://doi.org/10.17759/cpp.2019270401,http://dx.doi.org/10.17759/cpp.2019270401,,10.17759/cpp.2019270401,,,0,,0,true,cc-by-nc,gold
038-777-322-010-415,Overcoming the Semantic Barrier and Developing the Ability to Use Communicative Tools Part I. Issue. Method,,2021,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,E.N. Soldatenkova,"<jats:p>The article is devoted to the problem of the functional structure of communicative action. Based on theoretical analysis and many years of pedagogical experience of working with children with affective pathology (autism spectrum disorders), the author recreates and refines the studies of cultural-historical theory and answers its main question — a method problem: the influence of holistic interfunctional analysis on overcoming semantic bias (central defect and syndrome-forming factor of psychopathology) and the development of a more universal communication form — verbal communication in non-speaking children with autism spectrum disorders in preschool age (by means of restructuring the way the impaired function is realized). The described conditions can be taken into account when constructing an intermediary (lively communicative action) both in the practice of general education (to prevent the occurrence of motivational disorders and increase the age limit) and in working with children with affective pathology (especially with children with autism spectrum disorders).</jats:p>",17,3,51,57,Human–computer interaction; Psychology,developmental psychology; experimental genetic method; mediating (live communicative) action; activity approach in education; emotional volitional disorders; autism spectrum disorders,,,,https://psyjournals.ru/en/kip/2021/n3/Soldatenkova.shtml https://psyjournals.ru/files/124136/chp_2021_n3_Soldatenkova.pdf,http://dx.doi.org/10.17759/chp.2021170308,,10.17759/chp.2021170308,3210017481,,0,003-071-866-156-848; 064-931-281-645-785; 071-078-892-916-853; 101-880-808-113-64X; 107-896-758-069-496; 108-733-874-061-088; 137-824-806-135-802; 144-556-061-643-591,0,true,cc-by-nc,gold
038-857-167-336-879,Социальное неравенство в современном мире,2020-02-12,2020,journal article,Moscow State University Bulletin. Series 18. Sociology and Political Science,25418769; 10293736,"Faculty of Sociology, Lomonosov Moscow State University",,N. G. Osipova,"This article presents the results of a study of new forms of social inequality, as well as the features of their manifestation in modern Russia, carried out by employees of the Department of Modern Sociology of the Sociology Faculty of Moscow State University named after M.V. Lomonosov. Social inequality as a whole is defined as a specific form of social stratification in which individual individuals, social groups, layers or classes are at different levels of the vertical social hierarchy and have unequal opportunities to satisfy their material, social or spiritual needs. Much attention is paid to the analysis of the ideological foundations of global social inequality, which also includes national states in the vertical hierarchy of individuals, social groups, classes, and layers, which are accordingly ranked within the framework of the world community. It is proved that global social inequality is based on “market fundamentalism” — a special type of political thinking that elevates the principles of the “invisible hand of the market” and “non-interference of the state in the economic activities of economic entities” to the level of a totalitarian type of dogma. The practical embodiment of this dogma entails the reproduction of social inequality and extremely unfair social relations on a global scale. Among the forms of global social inequality, the leading role is played by resource inequality, however, along with the resource inequality, relatively new forms of social inequality are quite clearly manifested, which the Swedish sociologist G. Terborn singled out — vital inequality and existential inequality. Vital or biological inequality captures the basic characteristic of human existence, since it refers to categories such as, for example, environment and health. Existential inequality outlines a system of hierarchies based on inclusion / exclusion categories (social inclusion / exclusion). The article discusses in detail the features of the manifestation of all these forms of social inequality both within the world community and in Russia. In addition, a new methodological approach to the analysis of inequality from the standpoint of social constructivism was substantiated, when the question of what constitutes the basis of social inequality was supplemented by the question of how people themselves produce and reproduce social inequality in the usual practices of everyday social life.",25,4,124,153,Positive economics; Social relation; Social exclusion; Sociology; Social inequality; Digital divide; Social group; Spatial inequality; Inequality; Social stratification,,,,,https://cyberleninka.ru/article/n/sotsialnoe-neravenstvo-v-sovremennom-mire https://doaj.org/article/dbcf9094158646bfb6ca08a697408762 https://vestnik.socio.msu.ru/jour/article/view/633 https://vestnik.socio.msu.ru/jour/article/download/633/358 https://cyberleninka.ru/article/n/sotsialnoe-neravenstvo-v-sovremennom-mire/pdf https://core.ac.uk/download/pdf/288196409.pdf,http://dx.doi.org/10.24290/1029-3736-2019-25-4-124-153,,10.24290/1029-3736-2019-25-4-124-153,3005834867,,0,000-832-941-890-060; 001-353-434-266-405; 007-221-727-725-402; 007-913-545-580-14X; 037-771-258-088-707; 051-951-173-777-20X; 062-103-167-823-027; 064-693-761-245-683; 071-163-548-141-063; 072-196-040-407-817; 073-700-187-343-965; 077-053-786-437-688; 081-941-428-418-663; 084-925-201-473-405; 086-843-613-179-951; 130-777-504-994-739; 172-083-110-083-657; 172-311-822-102-301; 172-526-118-318-596,11,true,cc-by,gold
038-939-406-241-535,Exploring First Graders’ Learning Motivation in Different Educational Environments,,2020,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,N S Denisenkova,"<jats:p>We present results of our study, the purpose of which was to find out the connection between the sociocultural components of the school educational environment and the first-graders' learning motivation. Our hypothesis is that the first-graders' learning motivation in a school with a communication-oriented model of the educational environment differs from that of first-graders in schools without communicative orientation. Using the techniques ‘Me at school’, ‘Six stories’ and ‘Let’s talk about school’ we surveyed 180 first-graders at two elementary Moscow schools: 126 children at school with a communicate-oriented model of the educational environment and 54 children at school without such orientation. The results revealed differences in the first-graders' learning motivation at schools with different models of the educational environment. The majority of the first graders at the school with a communicative-oriented model had pronounced social and learning motives and showed high levels of learning motivation. As for the school without communicative orientation, about a half of the first graders displayed motives of high achievements (to occupy a high status position in the future and get high marks) and had an average level of learning motivation.</jats:p>",25,1,5,15,Mathematics education; Psychology; Learning motivation,,,,Moscow State University of Psychology and Education,https://psyjournals.ru/files/112522/pse_2020_n1_Denisenkova.pdf https://psyjournals.ru/psyedu/2020/n1/Denisenkova.shtml,http://dx.doi.org/10.17759/pse.2020250101,,10.17759/pse.2020250101,3012497463,,0,007-248-506-899-214; 009-585-205-654-141; 029-087-529-495-187; 043-580-384-306-424; 044-599-012-333-583; 063-979-970-909-359; 075-126-863-233-42X; 130-763-790-078-450; 145-985-635-991-539; 187-718-401-575-310,5,true,cc-by-nc,gold
039-003-253-107-818,Assessment of the COVID-19 pandemic situation by residents of Russia and Belarus,,2021,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,M.A. Odintsova; N P Radchikova; V A Yanchuk,"Objective. Comparative analysis of assessing the situation of the COVID-19 pandemic depending on the age of the respondents and the strategies of state regulations against infection (example of Belarus and Russia). Background. The study of COVID-19 assessments by residents of regions with different state regulations of the pandemic situation makes it possible to identify the similarities and differences in assessments of the situation, the degree of its impact on different spheres of life, fears, their capabilities and to outline the directions of psychological assistance. This is one of the first attempts to identify the personality-environment-activity interdetermination of psychological phenomenology is presented. Study design. The study was conducted from April 11th to June 4th, 2020 using Google Form. Measurements. Specially designed questionnaire with scores from 0 to 10 (on the Likert scale) of the COVID-19 situation and an open-ended question. Participants. It was attended by 439 people from 18 to 62 years old: 231 Russians (77.9% of women;average age 32.68+9.16 years) and 208 Belarusians (75.5% of women;average age 30.94+10.28 years). Of these: 1) Russian youth from 18 to 30 years old (N=91;average age 23.6+4.21 years) and Belarus youth (N=113;average age 23.1+3.8 years);2) the mature generation of Russians from 31 to 60 years old (N=140;average age 38.6+6.25 years) and Belarusians (N=95;average age 40.25+7.37 years). Results. Both Belarusians and Russians highly estimated their capabilities and resources. Older people in both countries give a more negative assessment of the pandemic situation, while at the same time giving a higher assessment of their resources than young people. In self-isolation the intensity of fears decreases, the situation is assessed more positively, but the influence on physical activity and mental state increases. Global and personal fears dominate in the absence of self-isolation, while social fears dominate in the absence of self-isolation. There is a positive correlation between person's capabilities and resources and the assessment of fears, the difficulties of the pandemic situation, and the degree of its impact on various aspects of life in the situation of self-isolation. Conclusions. Assessments of the pandemic situation complexity, the degree of its impact on various aspects of life, and fears are higher among the residents of Belarus, which may be explained by the lack of additional measures against the spread of coronavirus infection. © 2021 Editorial Board of Journal of Agro-Environment Science. All rights reserved.",12,2,56,77,Likert scale; Demography; Psychology; Mental state; Positive correlation; Coronavirus disease 2019 (COVID-19); Older people; Editorial board; Phenomenology (philosophy); Pandemic,COVID-19 pandemic; assessment of the situation; fears; government regulation; selfisolation,,,,https://doaj.org/article/c363cd71097d4b3aa83b566025576168 https://psyjournals.ru/social_psy/2021/n2/Odintsova_et_al.shtml https://psyjournals.ru/files/121269/sps_2021_n2_Odintsova_et_al.pdf,http://dx.doi.org/10.17759/sps.2021120204,,10.17759/sps.2021120204,3187152254,,0,003-794-868-413-309; 009-332-967-114-955; 010-159-553-845-706; 010-552-872-347-027; 017-999-440-530-245; 023-325-174-909-899; 025-757-877-275-759; 026-829-242-558-962; 029-431-517-906-508; 035-077-954-892-130; 046-965-546-281-01X; 061-146-643-366-781; 062-188-125-568-983; 062-201-347-440-946; 064-295-796-214-672; 072-209-077-593-211; 088-208-303-548-248; 106-528-033-797-028; 131-571-405-483-282; 152-929-044-032-448; 153-391-156-992-798; 155-165-590-261-709; 159-085-191-148-974; 172-982-750-269-432,4,true,cc-by-nc,gold
039-050-872-119-633,One-parent family as agent of socialization: interrelation of mother’s conception of child’s psychological well-being and her strategies of coping with difficulties,,2016,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,E P Belinskaya; E M Dubovskaya,"<jats:p>The article is devoted to the issue of psychological characteristics of one-parent families. The family, in which a child is brought by one parent, now is becoming an important independent object of socio-psychological research. According to authors’ opinion, the subject of importance is not only the specifics of individual psychologi- cal characteristics of single-parent families, but also the interaction of these impor- tant characteristics. The authors chose the following socio-psychological variables for investigation: the mother’s perception of psychological well-being of her child, the nature of her coping strategies and style of upbringing. The authors revealed a variety of social and psychological characteristics of single-parent families. Thus, the parent strategy of positive reformulation of problems is involved as a way to see the positive aspects of the situation in the family and the relationship with the child on case of the lack of consistency in style of education and lack of inhibitions; and active coping strategies — with a focus on promotion rather than punishment in the child's behavior regulation.; ; This work was supported by the Russian Science Foundation, project № 14-18-00598 «Patterns and mechanisms of positive socialization in modern children and teenagers».</jats:p>",7,3,33,46,Developmental psychology; Psychology; Psychological well-being; Psychotherapist; Coping (psychology),,,,,https://core.ac.uk/display/90963347 https://psyjournals.ru/social_psy/2016/n3/belinskaya.shtml https://psyjournals.ru/files/82690/spio_2016_n3_belinskaya.pdf https://doaj.org/article/7bee33556dc74dc8bbac6c2c1b4864f0,http://dx.doi.org/10.17759/sps.2016070303,,10.17759/sps.2016070303,2522935608,,0,006-683-562-419-860; 021-312-866-342-373; 033-200-585-606-298; 042-232-120-091-274; 084-873-409-497-842; 098-897-371-759-425; 115-295-468-169-276; 115-606-318-045-636; 118-808-861-251-946; 133-554-531-455-176; 133-603-692-522-825; 154-451-881-165-603,2,true,cc-by-nc,gold
039-065-520-227-253,"Negative Creativity in Education: Features, Threats and Research Perspectives",,2017,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,N V Meshkova; S N Enikolopov,"<jats:p>The article discusses the phenomenon of negative creativity in the field of education which results in unintentional harm. Outcomes of psychological studies as well as innovations in education are analysed in two aspects: first, personal influence of creative teachers on students; second, creative resistance of participants of the educational process. The authors developed the Comprehensive Model of Relationship between Creativity and Deviation that helped to reveal the specifics of negative creativity in education which may be crucial for developing standards and regulations as well as for teacher training and selection. These specifics include the following: 1) unintentional negative and delayed impact of creative personality on students; 2) ill-conceived methods of implementing innovations in education which provoke negative creativity as a legitimate way to overcome norms and restrictions in participants of the educational process; 3) contradiction between the legitimacy of the goal and means that leads to discredit and failure of innovations in education. The paper formulates some hypotheses and outlines perspectives of further research of negative creativity in educational environment.</jats:p>",22,5,67,76,Creativity; Psychology; Engineering ethics,,,,,https://core.ac.uk/display/132186342 https://psyjournals.ru/psyedu/2017/n5/Meshkova_Enikolopov.shtml https://doaj.org/article/841a040f14d6466f9af215ce11b1dd8c https://psyjournals.ru/files/88125/pse_2017_n5_Meshkova_Enikolopov.pdf,http://dx.doi.org/10.17759/pse.2017220508,,10.17759/pse.2017220508,2768200464,,0,017-449-301-184-390; 020-427-383-872-410; 024-536-381-455-750; 036-461-068-827-281; 052-853-891-727-925; 065-670-117-400-595; 076-948-143-375-867; 077-330-093-490-729; 087-139-117-960-033; 096-759-500-705-872; 097-145-920-652-72X; 098-442-134-817-723; 098-769-452-214-455; 107-326-651-626-075; 133-979-471-171-545; 161-333-924-065-634; 188-513-493-137-867,8,true,cc-by-nc,gold
039-070-772-045-321,The COVID-19 Pandemic as a Social Stressor: Psychological and Psychiatric Risk Factors (Based on Foreign Studies),,2020,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,Z. V. Lukovtseva,"Objective Systematization of the main factors of psychological and psychiatric risk during the COVID-19 pandemic, identified in foreign studies Background The need to clarify ideas about the determination of psychological and psychiatric problems caused by the socially stressful impact of the COVID-19 pandemic is dictated primarily by the demands of practice The relevance of actions in this direction is determined by the continuing instability of the epidemiological and socio-economic situation, the need for prompt and wide coverage of those in need with programs of psychological and psychiatric care, the fragmentation and inconsistency of existing information about the impact of the pandemic on the mental health of the population Methodology A theoretical analysis of literature sources describing foreign studies of psychological and psychiatric risk factors against the background of a pandemic was carried out;using a comparative analytical method, the meaning and degree of knowledge of situational and individual factors are determined Conclusions The general features of studies conducted by psychologists and psychiatrists from different countries against the background of the coronavirus threat were revealed (the predominance of the remote format, the reduction in the variety and volume of diagnostic tools, the use of large-scale samples) The main factors of psychological and psychiatric risk affecting the population in the context of the spread of coronavirus are divided into situational and individual The factors of the first group are differentiated according to their degree of specificity for the COVID-19 pandemic, while in the second group, socio-demographic and medico-psychological factors are distinguished It is shown that individual psychological characteristics that can determine the nature of a person’s response to a pandemic remain the least studied and clarification of their composition is an urgent scientific and practical task © 2020 Moscow State University of Psychology and Education All right reserved",11,4,13,25,Epidemiology; Stressor; Mental health; Psychology; Context (language use); Meaning (existential); Population; Clinical psychology; Pandemic; Situational ethics,pandemic; COVID-19; coronavirus threat; social stress; psychological and psychiatric risk factors; mental health,,,,https://psyjournals.ru/en/social_psy/2020/n4/Lukovtseva.shtml https://psyjournals.ru/files/118247/sps_2020_n4_Lukovtseva.pdf https://search.bvsalud.org/global-literature-on-novel-coronavirus-2019-ncov/resource/en/covidwho-1038784,http://dx.doi.org/10.17759/sps.2020110402,,10.17759/sps.2020110402,3114196067,,0,001-802-450-505-999; 003-574-118-301-768; 008-326-251-497-711; 014-489-365-120-561; 016-099-424-449-842; 017-090-715-588-362; 018-323-572-748-832; 021-145-018-495-54X; 022-267-903-424-623; 038-625-231-441-444; 047-794-376-428-789; 049-769-451-125-63X; 054-722-252-726-750; 060-094-963-782-444; 068-481-985-610-994; 083-961-712-199-892; 085-545-525-671-485; 122-972-603-758-858; 122-994-792-581-840,10,true,cc-by-nc,gold
039-493-810-420-01X,Измененное восприятие возраста при педофилии / педофильном расстройстве,,2020,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,Л Ю Демидова; Н В Зобнина; Н В Дворянчиков; Г Е Введенский; М Ю Каменсков; Д М Купцова,"<jats:p>The article presents data from an empirical study of the features for age perception in pedophilia (ICD-10) / pedophilic disorder (ICD-11). We consider a phenomenon of individuals with pedophilia what often want to be like children or feel themselves like them. An analytical review of the literature on the subjective perception of age and age identity is provided. The question is discussed on how the chronological assessment of the live time is transformed into a subjective assessment of one's own age, as well as the mechanisms underlying such kind of transformation (in particular, successful or unsuccessful experience of socialization). Three groups of individuals are compared: persons accused of sexual crimes with diagnosis of pedophilia (21 examinees), without such a diagnosis (21 examinees) and 45 examinees of the control group. All of them completed the test on “Age Identity”, “Color Test of Affective Tones” and “Coding”. According to the results the actual and ideal self-image in pedophilia is more infantile and similar to the image of a child. Obtained data indicate the immaturity of sexual sphere in examinees with pedophilia, they perceive sexuality in communicative and playing context.</jats:p>",9,1,104,120,Psychology,педофилия; педофильное расстройство; возрастная идентичность; самосознание; восприятие возраста,,,,https://psyjournals.ru/psyclin/2020/n1/Demidova_et_al.shtml https://psyjournals.ru/files/113359/cpse_2020_n1_Demidova.pdf,http://dx.doi.org/10.17759/cpse.2020090106,,10.17759/cpse.2020090106,3018433144,,0,000-542-518-228-226; 002-254-860-184-149; 029-817-549-547-652; 053-691-802-224-611; 062-681-363-355-106; 090-513-790-118-669; 120-470-115-738-206; 122-972-212-765-639,2,true,cc-by-nc,gold
039-687-591-087-768,Brain activity during moral judgement of action,,2020,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,Karina R. Arutyunova; I. M. Sozinova; Yu. I. Alexandrov,"<jats:p>Interdisciplinary studies of cognitive and neurophysiological mechanisms of moral judgement often combine tools borrowed from philosophy, psychology and neuroscience. In this work, we review the studies of brain activity during moral judgement at different stages of individual development. Generally, it has been shown that moral judgement is accompanied by activations in brain areas related to emotion and social cognition; and these activations may vary across individuals of different age groups. We discuss these data from the positions of the system-evolutionary theory and compare our view with the domain-general approach to cognitive processes and brain activity underlying moral judgement. We suggest that moral judgement, as part of individual behaviour, is supported by activity of functional systems formed at different stages of individual development; therefore brain activity during moral judgement is accounted for by the specificity of distribution of neural elements of functional systems across the brain structures, which is determined by the history of an individual’s interactions with the environment.</jats:p>",9,2,67,81,Brain activity and meditation; Psychology; Cognitive psychology; Judgement; Action (philosophy),morality; moral judgement; brain; emotion; social cognition; system-evolutionary theory; subjective experience; functional systems,,,Russian Foundation for Basic Research,https://psyjournals.ru/files/114507/jmfp_2020_n2_Arutunova_Sozinova_Alexandrov.pdf https://psyjournals.ru/jmfp/2020/n2/Arutyunova_et_al.shtml,http://dx.doi.org/10.17759/jmfp.2020090206,,10.17759/jmfp.2020090206,3039922841,,0,001-915-808-185-565; 002-031-805-850-315; 002-142-225-321-582; 002-311-001-173-44X; 002-847-551-891-978; 002-855-719-280-370; 009-696-829-755-102; 011-192-948-082-716; 011-991-373-408-631; 013-000-254-105-737; 013-423-715-877-479; 016-519-693-089-054; 019-066-255-402-311; 019-259-051-610-339; 019-576-898-050-698; 019-941-037-128-337; 020-219-747-857-953; 027-171-160-091-500; 027-692-901-018-604; 028-035-443-480-389; 033-191-330-859-910; 034-814-302-781-700; 036-630-616-920-511; 036-635-916-828-760; 036-898-901-178-35X; 037-802-361-004-814; 039-907-821-739-648; 040-882-153-491-444; 045-136-197-938-057; 045-463-500-781-91X; 056-074-217-064-085; 056-486-088-769-572; 062-643-621-903-690; 063-706-749-831-405; 065-366-925-262-26X; 069-842-357-427-731; 070-602-434-456-898; 073-514-831-841-940; 076-747-565-396-528; 077-687-093-035-103; 084-332-068-905-825; 106-150-847-777-374; 106-900-536-661-470; 112-039-967-018-075; 129-092-200-498-755; 131-039-419-684-009; 134-085-450-759-810; 134-997-720-765-201; 144-494-079-343-641; 155-967-860-075-979,3,true,cc-by-nc,gold
039-805-102-059-569,Experimental verification of the integral model of loyalty,,2019,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,S V Gornostaev; V M Pozdnyakov; D V Sochivko,"<jats:p>The article notes weak scientific and practical development of the problem of loyalty. Lacks of existing models of loyalty are considered. Presented the concept of loyalty and the model of its functioning at the individual-psychological level, created by S.V. Gornostaev by using of an integrative approach. Described the study in which practical applicability of the proposed model was preliminary tested on the sample of cadets of the Academy of the Federal Penitentiary Service of Russia alienated from their training groups. Based on the results of the experiment, it was concluded that the impact of the loyalty factors included in the tested model could lead to a change in the general level of loyalty to the target group. This testifies to the adequacy of the loyalty model and the possibility of its practical application. Facts about using of the technology of loyalty management, created on the basis of the analyzed model, in the activity of the bodies of the Federal Penitentiary Service of Russia, are given. Conclusions are made about relevance of the integral approach in the study of loyalty, validity of the proposed concept and model of loyalty, and practical relevance of methodological tool for evaluation and formation of loyalty, approved in accordance with the model.</jats:p>",12,1,85,97,Sociology; Loyalty; Applied mathematics; Integral model,,,,,https://psyjournals.ru/en/exp/2019/n1/Gornostaev_Pozdnyakov_Sochivko.shtml https://psyjournals.ru/files/98076/exppsy_2019_n1_Gornostaev_Pozdnyakov_Sochivko.pdf,http://dx.doi.org/10.17759/exppsy.2019120107,,10.17759/exppsy.2019120107,2938879058,,0,003-586-543-732-209; 011-339-036-377-531; 037-229-449-021-61X; 042-122-230-294-737; 048-687-270-283-887; 048-766-536-500-793; 050-611-629-163-496; 065-845-633-534-751; 067-929-257-899-036; 072-493-549-303-00X; 084-812-805-911-655; 085-525-519-488-141; 086-418-282-249-494; 091-934-247-246-695; 105-971-131-145-488; 131-241-389-604-723; 141-911-231-090-550; 144-803-471-658-644; 145-667-738-289-925; 161-600-505-992-736; 169-270-545-298-097,0,true,cc-by-nc,gold
040-157-196-964-537,"Специфика стратегий психологического воздействия у лиц, совершающих преступления сексуальной направленности против несовершеннолетних с использованием телекоммуникационной сети Интернет",,2020,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Н Ю Корчагин; Н В Дворянчиков; О Ю Антонов; Т И Шульга,"<jats:p>The article deals with the study of psychological impact strategies adapted by individuals in the course of sexual crimes against minors through the Internet. The research materials: 34 indictments drawn up in accordance with articles 132, 133, 134, 135, part 1 241, 242 of the criminal code of the Russian Federation), including the plot of the criminal case, materials of correspondence between the accused and victims, conclusions of forensic experts psychologists, psychiatrists, sexologists. By means of statistical and qualitative methods of analysis, the types of persons committing sexual crimes against minors through the Internet and predictors of attribution to the selected types are identified. The specificity of criminal activity, depending on the diagnosed mental disorder and the used strategy of psychological influence is revealed. The paper suggests directions for further development of this problem.</jats:p>",10,2,111,126,Psychology,,,,,https://psyjournals.ru/en/psyandlaw/2020/n2/114324.shtml https://psyjournals.ru/files/114297/psylaw_2020_2_Korchagin_Dvoryanchikov_Antonov_Shulga.pdf,http://dx.doi.org/10.17759/psylaw.2020100209,,10.17759/psylaw.2020100209,3037041263,,0,022-209-260-338-872; 026-361-403-563-922; 046-919-629-863-413; 074-614-478-247-813; 120-670-389-160-997; 122-914-440-880-625; 147-824-867-273-216; 148-542-303-936-679,7,true,cc-by-nc,gold
040-210-495-020-536,Intellectual giftedness and social success: an analysis of the contradictory context,,2018,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,V.S. Yurkevich,"<jats:p>The article addressed the problem of the links between the intellectual giftedness (General Intelligence), on the one hand, and social development, on the other. Analysis of experimental data gives a very contradictory picture. While some studies indicate a certain integrity of mental and social development of a gifted child and his/her well-being in social terms, the other part of researchers numerates facts of significant difficulties for gifted children and adults in situations of social contacts.  The article discusses the reasons for such conflicts, and the main one is the existence of two different variants (types) of age-related development of intellectually gifted children. If in one case we observe ""over full-fledged"" children with a very harmonious type of development (from the point of view of social skills) in another case we confront with problematic children, who display a distinct asynchrony of development, manifesting the dramatic lag of their emotional and social development from mental one</jats:p>",7,2,28,38,Epistemology; Psychology; Intellectual giftedness; Context (language use),general intelligence; social intelligence; social development; «psychosocial dilemma» of a gifted child; «positive disintegration»; a teacher of gifted children,,,,https://psyjournals.ru/en/jmfp/2018/n2/93915.shtml https://psyjournals.ru/files/93914/jmfp_2018_n_2_Yurkevich.pdf,http://dx.doi.org/10.17759/jmfp.2018070203,,10.17759/jmfp.2018070203,2889488413,,0,002-188-907-855-382; 015-593-911-042-609; 016-412-103-499-88X; 024-961-155-208-943; 025-403-450-325-923; 026-386-682-671-061; 031-357-151-496-987; 071-071-686-158-498; 074-297-757-225-75X; 078-768-906-601-186; 082-765-333-556-912; 087-051-472-399-758; 093-416-443-549-696; 096-367-746-241-147; 101-308-472-367-437; 114-732-291-190-93X; 135-950-064-975-179; 139-544-944-539-537; 149-063-889-848-198; 150-507-606-379-548; 157-128-026-654-843; 158-731-949-402-348; 167-987-894-803-130; 199-343-324-954-92X,14,true,cc-by-nc,gold
040-336-506-242-964,Psychological Capital of the Organization in the Context of Resource and Socio-Psychological Approaches,,2020,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,M V Ermolaeva; D V Lubovsky,"<jats:p>Objective. Analysis of the possibilities to supply the parameters of psychological capital with the collectivistic orientation parameter; to analyze the concept of collectivistic orientation. ; Background. The transfer of the term “human capital” from economics to psychology required specification and differentiation. The concepts of socio-psychological capital, cognitive social capital, and psychological capital emphasize different facets of the “human factor”, which can be considered as a resource in the broad sense of the word. The interpretations of socio-psychological capital and cognitive social capital are substantially similar. Researchers of cognitive social capital consider it in four aspects (resource, network, economic, and socio-psychological). In this study, the focus is on resource and socio-psychological aspects; the resource approach understands social capital as a combination of real and potential resources of people, the socio-psychological approach studies the content of social capital. At the same time, the analysis of modern approaches to the study of psychological capital indicates the need to include in its structure the parameter of collectivistic orientation, proposed in the scientific school of A.V. Petrovsky. ; Methodology. Positive organizational psychology, method of comparative analysis. ; Conclusions. In modern social Sciences, the psychological capital of personnel is considered as a system of personal resources, which include self-efficacy, optimism, vision of the future (goal setting) and resilience. Psychological capital is associated with the psychological well-being of staff and the effectiveness of professional activities. The positive relationship between psychological capital and tolerance to uncertainty is revealed. The analysis of ideas about psychological capital in the organizational context has shown that it is appropriate to add to its components a collectivistic focus on interaction with people and the ability to accept goals set from outside as their own. This addition opens up new perspectives for research on psychological capital as an important factor in the development of an organization.</jats:p>",11,4,59,70,Public economics; Psychology; Resource (biology); Context (language use); Capital (economics),psychological capital; self-efficacy; optimism; vision of perspective; resilience; collectivistic orientation,,,,https://psyjournals.ru/files/118260/sps_2020_n4_Ermolaeva_Lubovskii.pdf https://psyjournals.ru/social_psy/2020/n4/Ermolaeva_Lubovskii.shtml,http://dx.doi.org/10.17759/sps.2020110405,,10.17759/sps.2020110405,3115657212,,0,011-507-463-578-565; 015-340-164-709-012; 035-098-663-241-488; 035-542-662-484-89X; 062-910-401-842-308; 074-970-820-462-545; 109-282-423-387-464; 123-439-310-349-795; 130-763-790-078-450; 139-535-635-540-759,4,true,cc-by-nc,gold
040-380-603-499-161,Foreword,,2021,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,V.T. Kudryavtsev,,17,1,4,4,Computer science,,,,,https://psyjournals.ru/files/120069/chp_2021_n1_foreword.pdf https://doi.org/10.17759/chp.2021170101,http://dx.doi.org/10.17759/chp.2021170101,,10.17759/chp.2021170101,,,0,,0,true,cc-by-nc,gold
040-591-528-451-95X,The Use of Virtual Reality in Overcoming the State of Anxiety,,2021,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,V G Anikina; P A Pobokin; J Y Ivchenkova,"<jats:p>Modern research in the field of virtualistics concerns the problem of studying the impact of virtual reality on the state of a person’s personality. This perspective of research concerns the issue of corrective and therapeutic use of the potential of virtual reality in solving problems of practical psychology. The experimental study presented in the work is devoted to the study of the influence of virtual reality on the state of anxiety in senior schoolchildren (senior adolescence and early adolescence). In the framework of the diagnostic stage (before and after the experimental exposure), the following were used: Phillips’ School Anxiety Test and Color Sociometry. At the experimental — formative stage — schoolchildren who were diagnosed with high (17.5%) and increased levels of anxiety (30.1%) were included in a virtual reality program to overcome nytophobia. The results of the study confirmed the hypothesis of a decrease in the indicators of the state of anxiety in the study participants; the changes on the scale “General anxiety” of changes in the high level of anxiety φ* = 3.3 (p≤ 0.001) were significant. Micro-changes in color attribution values occurred for all color groups, but significant changes in preferences for self-attribution of crimson color φ* = 2.84 (p ≤ 0.05), and brown color also gave significant results φ* = 3.6 ** ( p ≤ 0.001), which may indirectly confirm changes in the state of anxiety in older students.</jats:p>",14,1,40,50,Psychology; Cognitive psychology; Virtual reality; State (computer science); Anxiety,virtual reality; anxiety; personality,,,Ministry of Education and Science of the Russian Federation,https://psyjournals.ru/exp/2021/n1/Anikina_Pobokin_Ivchenkova.shtml https://psyjournals.ru/files/120234/exppsy_2021_n1_Anikina_Pobokin_Ivchenkova.pdf,http://dx.doi.org/10.17759/exppsy.2021000004,,10.17759/exppsy.2021000004,3129396259,,0,004-113-230-668-900; 004-606-634-969-385; 021-950-956-619-686; 027-186-718-921-756; 047-287-769-833-738; 057-384-794-791-354; 070-441-567-049-183; 076-936-582-143-744; 080-702-334-009-354; 120-629-532-925-75X; 170-442-348-828-558,7,true,cc-by-nc,gold
041-064-250-243-292,Comparison of the ability to mentalization in patients with schizophrenia and schizoaffective psychosis based on the methodology «Understanding the mental state of theeyes»,,2015,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,А Б Холмогорова; М А Москачева; О В Рычкова; О Д Пуговкина; В В Краснова-Гольева; А А Долныкова; Д М Царенко; Ю М Румянцева,"<jats:p>We present the data of the survey of patients with schizophrenia, schizoaffective psychosis and a group of mentally healthy people using the test «Understanding the mental state of the eyes» («Eyes test») by Baron-Cohen, aimed at assessing the capacity for mentalization. We describe the procedure for selecting the most valid test cards for Russian sample of subjects. It is shown that the results of the test «Eyes» of schizoaffective disorder patients are intermediate between patients with schizophrenia and healthy subjects, 1. ability for mentalization they save more than patients with schizophrenia. The findings are discussed in the context of theoretical models of the spectrum of mental pathology. The data of the survey of patients and healthy subjects, additional procedures aimed at identifying the communication capacity for mentalization with the severity of psychopathology (Hospital scale questionnaire SCL-90-R) and social motivation in the form of focus on the contact with others and the ability to enjoy them (The scale of social avoidance and distress scale Brief fear of negative evaluation, social anhedonia scale), as well as focus on the mental and emotional sphere of life (Toronto alexithymia scale). Based on the correlation analysis of the data concludes that there is a statistically significant inverse association between the ability to mentalization, on the one hand, and the severity of psychopathology and the reduction of social orientation – on the other</jats:p>",8,3,99,117,Psychiatry; Psychology; Mentalization; Mental state; Schizoaffective psychosis; In patient; Psychotherapist; Schizophrenia,mentalization; schizophrenia; schizoaffective psychosis; schizophrenia spectrum; the spectrum model; the definition of the mental state of the eyes; social motivation; social anhedonia; social anxiety,,,,https://psyjournals.ru/exp/2015/n3/Kholmogorova.shtml https://psyjournals.ru/files/79350/exp_2015_n3_copyright_Kholmogorova.pdf,http://dx.doi.org/10.17759/exppsy.2015080310,,10.17759/exppsy.2015080310,2202424668,,0,011-685-085-512-447; 018-100-236-001-424; 018-719-357-563-297; 021-871-703-378-022; 050-175-348-930-494; 051-666-227-148-933; 062-477-813-645-939; 073-258-329-891-467; 073-627-537-309-006; 086-990-715-420-523; 098-125-409-947-043; 102-537-688-386-35X,4,true,cc-by-nc,gold
041-093-856-441-069,Review of foreign studies on the impact of cochlear implantation on the quality of life of persons with hearing impairment,,2021,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,A.A. Kornienko,"<jats:p>The article is devoted to the review of foreign studies on the impact of cochlear implantation on the quality of life of persons with hearing impairment. The results of the work of American, Australian, Italian, Romanian, Israeli scientists indicate a significant improvement in auditory perception after cochlear implant surgery, which has the most positive impact on the quality of life of patients of different ages (children, adolescents, adults, the elderly). The article also considers additional parameters that affect the quality of life, such as the possibility of participation in social life, financial well-being, psychological characteristics (attitude to oneself and one’s impairment, anxiety, ability to protect one’s interests), etc.</jats:p>",10,2,79,85,Psychology; Cochlear implantation; Audiology,quality of life; hearing impairment; cochlear implantation,,,,https://psyjournals.ru/en/jmfp/2021/n2/Kornienko.shtml https://psyjournals.ru/files/121405/jmfp_2021_n2_Kornienko.pdf,http://dx.doi.org/10.17759/jmfp.2021100208,,10.17759/jmfp.2021100208,3179431554,,0,001-866-005-520-368; 002-542-546-894-480; 004-428-776-078-853; 009-012-134-766-630; 012-340-935-768-282; 013-407-376-874-002; 015-644-763-326-841; 024-125-079-895-265; 027-522-226-235-733; 029-767-779-278-811; 034-957-050-798-722; 035-146-851-274-352; 035-164-295-054-664; 040-225-727-173-905; 045-453-059-665-897; 049-844-058-469-265; 067-258-752-013-55X; 067-932-507-030-059; 071-960-485-333-536; 098-594-218-625-852; 104-384-660-475-148; 105-298-574-707-833; 106-335-278-978-096; 117-463-960-654-110; 148-773-857-496-685; 189-053-551-627-170,3,true,cc-by-nc,gold
041-184-786-030-240,Virtual Personality of a Moving Thatcherized Face,,2021,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,V A Barabanschikov; M M Marinova; A D Abramov,"<jats:p>The study explores the patterns of perception of a virtual model with a ‘Thatcherized face’.Using the Deepfake IT-technology and the Adobe After Effects video editor, a stimulus model reproducing the face of a young actress with the eye and mouth areas inverted by 180° was created.It was shown that the phenomena of perception of the Thatcherized face, registered earlier under static conditions, are preserved when the dynamic model is exposed, and acquire a new content.In particular, the inversion effect in the dynamic mode is stronger than in the static one.Under multimodal exposure, its magnitude decreases, while the adequacy of the direct exposure evaluations increases.The age of the virtual model as compared to the real person is overestimated.The adequacy of evaluations of the models’ gender and behavior exceeds 85%.Estimates of attractiveness and emotional states of the virtual models directly depend on the type of situation they are in.The similarity of the main patterns found in the study of the perceptions of Thatcherized and chimerical faces is demonstrated.</jats:p>",26,1,5,18,Psychology; Cognitive psychology; Personality; Face (sociological concept),Interpersonal perception; Margaret Thatcher illusion; facial attractiveness; basic emotional expressions; stimulus model dynamics and statics; virtual model; Thatcherized face; chimerical face; IT-Deepfake; inversion effect,,,Ministry of Education of the Russian Federation,https://psyjournals.ru/psyedu/2021/n1/Barabanschikov_Marinova_Abramov.shtml https://psyjournals.ru/files/119219/pse_2021_n1_Barabanschikov_Marinova_Abramov.pdf,http://dx.doi.org/10.17759/pse.2021000001,,10.17759/pse.2021000001,3130540396,,0,004-261-166-910-102; 004-753-761-180-440; 006-962-160-239-578; 008-952-620-533-131; 015-135-161-777-682; 020-014-008-908-834; 037-771-872-261-012; 042-252-042-100-566; 042-478-489-812-14X; 054-102-009-706-891; 055-139-411-692-155; 058-999-006-292-616; 061-275-254-637-825; 121-518-619-140-036; 163-486-137-925-949,7,true,cc-by-nc,gold
041-365-878-129-11X,A Gifted Child with Special Needs. A Longitudinal Study of Memory and EEG,,2016,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,Н Л Горбачевская; К Г Караханян; Е Ю Давыдова,"<jats:p>A longitudinal study of EEG and neuropsychological memory parameters of 20 children with signs of intellectual endowments combined with social communication difficulties have been carried out. The data of gifted children is compared to data of students in regular school. The neurophysiological study was conducted with the participation of children of 7–16 years old, and children of 7–12 years participated in in the study of memory parameters. Gifted children of 7–12 years compared to age norm have demonstrated better memory value and more stable EEG-pattern with law theta, alpha-3, and beta-3 activities, and increased activity of alpha-1 and beta-2 frequency ranges. We chose to study the integral index of ""alpha + beta / delta + theta"" that reflects the main manifestation of the ""growing"" brain bioelectrical activity in school-age children. Normally, this indicator gradually increased from primary school age to youthful, while gifted children was significantly lower than normal, and only after 14 years it increases abruptly and reaches normative values to 16 years. It has been suggested that delay in the formation of high-frequency components of EEG alpha-rhythm is representative of the maturation of neural networks in this group of intellectually gifted children and adolescents.</jats:p>",5,2,63,76,Developmental psychology; Psychology; Cognitive psychology; Special needs; Longitudinal study; Electroencephalography,intellectual endowments; memory performance; EEG; difficulties of social adaptation,,,,https://psyjournals.ru/psyclin/2016/n2/Gorbachevskaya_et_al.shtml https://psyjournals.ru/files/82427/Davidova_Gorbachevskaya_Karahanyan.pdf,http://dx.doi.org/10.17759/cpse.2016050205,,10.17759/cpse.2016050205,2526358848,,0,045-664-481-370-55X; 054-169-554-535-887; 060-502-312-343-624,0,true,cc-by-nc,gold
041-405-427-877-411,"The Relationship Between the Use of Digital Devices and Sleep Quality, Physical Activity and Eating Behavior in Preschool Children",2022-07-13,2022,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,D.A. Bukhalenkova; A.N. Veraksa; E.A. Chichinina,"<jats:p>The article presents a review of 60 works researches carried out within the period from 2007 to 2021. The purpose of the review was to summarize current research on the relationship between the use of digital devices and the quality of sleep, physical activity and eating behavior in preschoolers. These aspects of development were chosen in connection with their proven influence on the cognitive and socio-emotional development of preschoolers. The analysis of studies has shown that screen time is associated with the risk of overweight and obesity in preschoolers. Also, the review has shown that long screen time and digital devices presence in bedroom negatively affect sleep duration and sleep quality. Additionally, excessive screen media use in preschoolers is associated with poor motor skills and physical activity. But on the opposite side there are special active videogames, apps and exergames which can promote physical activity and eating behavior. An analysis of the studies led to the conclusion about the important role of executive functions that mediate the relationship between screen time and the amount of sleep, physical activity and eating behavior. This review allows to articulate the recommendations for further investigations in this direction according to analyzed researches limitations. The review also confirms the importance of recommendations for parents on the safe use of digital devices by preschoolers.</jats:p>",11,2,68,80,Bedroom; Screen time; Overweight; Psychology; Developmental psychology; Physical activity; Affect (linguistics); Sleep quality; Sleep (system call); Cognition; Quality (philosophy); Obesity; Medicine; Physical medicine and rehabilitation; Psychiatry; Communication; Computer science; Philosophy; Civil engineering; Epistemology; Internal medicine; Engineering; Operating system,,,,,https://psyjournals.ru/files/130662/jmfp_2022_n2_Bukhalenkova_et_al.pdf https://doi.org/10.17759/jmfp.2022110206,http://dx.doi.org/10.17759/jmfp.2022110206,,10.17759/jmfp.2022110206,,,0,000-049-307-483-674; 002-261-572-886-862; 002-557-454-565-171; 002-718-727-647-522; 004-779-425-159-760; 004-801-322-138-973; 005-219-404-442-250; 006-221-585-457-281; 006-680-991-791-317; 006-906-705-798-104; 007-537-532-051-330; 008-612-855-526-648; 010-867-849-165-184; 011-531-134-106-110; 018-132-234-590-006; 018-695-968-353-121; 020-602-818-717-811; 022-391-477-088-150; 023-818-907-557-890; 025-679-792-998-463; 027-197-440-696-219; 027-818-667-651-399; 028-338-158-444-299; 029-149-730-880-459; 031-104-253-271-302; 033-418-763-493-778; 033-801-360-686-569; 042-797-728-195-926; 043-470-589-665-570; 044-376-638-377-15X; 046-213-966-135-703; 047-299-373-831-11X; 050-492-853-387-233; 056-869-772-046-184; 056-887-154-767-768; 057-431-571-979-084; 069-101-194-822-201; 071-292-861-162-937; 071-659-737-523-828; 073-763-993-126-840; 085-674-972-455-400; 086-215-597-069-076; 089-596-813-203-999; 099-683-810-627-890; 102-238-936-005-596; 106-018-920-038-335; 114-046-799-725-165; 122-141-343-512-984; 128-707-778-818-868; 132-944-224-006-191; 134-050-848-963-029; 148-105-783-779-91X; 156-063-191-745-887; 189-497-826-297-99X,1,true,cc-by-nc,gold
041-442-352-668-246,Рецензия на учебник проф. Ф.С. Сафуанова «Судебно-психологическая экспертиза»,,2015,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Н В Дворянчиков,"<jats:p>The book is a unique publication that combines monographic presentation of the material and didactic structure of the text, characteristic of the teaching AIDS. It can be noted that the presented work is the first textbook on forensic examination for psychologists and the only Handbook covering virtually all aspects of judicial-psychological examination. The book is filled of presentation and broad coverage of the problematic areas identified in it.</jats:p>",5,3,106,109,,,,,,https://core.ac.uk/display/91861561 https://psyjournals.ru/files/78676/psyandlaw_2015_3_Dvoryanchikov_review.pdf https://psyjournals.ru/psyandlaw/2015/n3/Dvoryanchikov_full.shtml,http://dx.doi.org/10.17759/psylaw.2015050310,,10.17759/psylaw.2015050310,2215162719,,0,,0,true,cc-by-nc,gold
041-800-659-429-44X,Complementary and Alternative Treatments for Autism Spectrum Disorders: A Review for Parents and Clinicians,,2020,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,Marina A. Zhukova; O I Talantseva; T I Logvinenko; O S Titova; Elena L. Grigorenko,"<jats:p>Complementary and alternative therapy (CAT) methods for children with autism spectrum disorders (ASD) are widespread in European countries and the Russian Federation; however, their efficacy and safety is not routinely considered by parents and clinicians when recommended or used. The current narrative review presents the most widely known CAT interventions for children with ASD synthesizing data from meta-analyses, systematic reviews, and randomized controlled trials obtained from the PubMed database based on the safety-efficacy model. We have found that, of the reviewed CATs, only the melatonin intervention can be considered safe and effective for children with ASD with comorbid sleep problems. The methods that were classified as safe but had inconclusive efficacy are recommended to be implemented only when they do not interfere with front line treatment for ASD, Applied Behavior Analysis (ABA). Methods with the lack of current evidence for the efficacy such as auditory integration therapies, bioacoustic correction, sensory integration therapy, micropolarization, animal assisted therapy, and dietary interventions should not be recommended as alternative treatments and can only be used as complimentary to ABA-based interventions. We advise against the use of chelation, hyperbaric oxygen therapy, and holding therapy due their documented harmful psychological and physical effects. When considering CAT for ASD we recommend parents and clinicians use the criteria suggested by Lofthouse and colleagues [59]: only the therapies that are safe, easy, cheap, and sensible can be recommended and used, as opposed to therapies that are risky, unrealistic, difficult, or expensive that should not be recommended or utilized.</jats:p>",9,3,142,173,Autism; Clinical psychology; Medicine,autism spectrum disorders; complimentary treatments; alternative treatments; сomplementary and alternative therapy; safety-efficacy model,,,Russian Foundation for Basic Research,https://psyjournals.ru/en/psyclin/2020/n3/Zhukova_et_al_full.shtml https://doaj.org/article/4025eae3a20d44fa8c7406d06e36f2e5 https://psyjournals.ru/files/116831/cpse_2020_3_Zhukova_et_al.pdf,http://dx.doi.org/10.17759/cpse.2020090310,,10.17759/cpse.2020090310,3095906346,,0,001-033-447-610-233; 002-433-740-429-619; 002-569-306-655-966; 003-544-597-630-579; 004-673-358-606-149; 005-220-853-832-64X; 007-689-736-758-584; 011-350-141-388-256; 011-720-311-278-515; 011-875-664-642-980; 012-168-554-779-648; 012-307-260-538-571; 013-614-516-840-288; 015-074-316-733-718; 016-483-275-859-827; 016-494-121-902-814; 017-044-316-610-086; 017-435-968-371-912; 017-942-918-955-553; 017-977-586-207-70X; 018-120-577-399-416; 018-339-865-743-652; 019-704-230-104-768; 020-195-107-858-794; 020-462-347-177-385; 020-604-701-202-40X; 021-008-547-177-036; 021-336-223-039-158; 022-225-255-489-537; 022-283-275-475-322; 023-674-885-681-62X; 023-861-906-642-974; 025-439-690-309-150; 026-059-566-139-045; 027-355-694-732-049; 028-501-390-241-434; 031-807-171-976-991; 031-990-241-757-152; 032-144-672-596-374; 032-781-050-290-380; 033-501-890-507-041; 033-570-279-718-089; 033-793-462-252-190; 036-093-938-404-818; 037-918-543-737-351; 038-099-550-353-508; 040-179-712-667-203; 041-529-673-073-528; 042-284-501-620-103; 043-192-405-732-891; 047-218-426-368-345; 049-276-579-317-344; 049-613-257-134-099; 051-165-428-876-771; 054-446-257-749-478; 054-596-926-846-878; 054-689-269-158-145; 056-963-594-997-710; 058-064-348-059-722; 058-485-693-211-583; 059-683-110-949-118; 065-083-906-694-753; 066-687-952-904-153; 067-179-252-839-595; 068-644-337-237-566; 071-369-820-760-861; 071-412-642-439-899; 077-373-074-199-979; 081-899-520-994-94X; 082-159-509-786-309; 083-051-122-302-340; 083-961-380-396-418; 084-299-732-712-166; 084-752-847-650-666; 087-425-136-670-696; 089-659-470-157-729; 093-314-786-858-952; 097-655-331-926-905; 099-280-145-107-580; 099-324-877-944-271; 103-938-331-040-173; 104-113-452-433-440; 104-261-874-733-659; 114-257-895-778-507; 119-339-600-484-722; 120-030-804-047-575; 120-988-001-229-450; 121-788-488-823-696; 123-626-144-983-689; 125-809-232-974-218; 127-418-629-374-987; 130-179-152-050-848; 131-805-071-688-227; 133-459-782-418-542; 137-505-901-092-70X; 139-555-907-445-877; 141-060-977-428-690; 147-909-316-871-431; 150-807-457-168-222; 176-644-738-706-728,8,true,cc-by-nc,gold
041-896-351-418-954,Характеристика индивидуальных способов выполнения регулятивных учебных действий младшими школьниками (2−4 классы),2022-09-30,2022,journal article,Психология. Журнал Высшей школы экономики,18138918; 25419226,"National Research University, Higher School of Economics (HSE)",Russian Federation,С.В. Зайцев,"<jats:p>Вводится понятие «индивидуальный способ действия» — индивидуально-устойчивая процессуальная характеристика выполнения действия, обусловленная сложным взаимодействием объективных условий деятельности и психических свойств самого субъекта. Рас­смат­риваются индивидуальные различия млад­ших школьников в способах выполнения ими регулятивных учебных действий. В соответствии с методологией деятельностного подхода индивидуальные способы регулятивных учебных действий младших школьников изучались в процессе осуществления ими учебной деятельности на предметном содержании обычных школьных уроков. Цель исследования — выявить факторы, обусловливающие индивидуальные способы осуществления регулятивных учебных действий и их изменение у младших школьников разных возрастов. Была разработана серия экспериментальных уроков, на которых испытуемые самостоятельно овладевали учебным содержанием — осуществляли действия планирования, учения, контроля и оценки своего научения выбранными средствами и способами. На каждом уроке каждый испытуемый мог самостоятельно выбрать из числа предложенных средство и способ выполнения любого учебного действия. В общей сложности было проведено 60 уроков русского языка и математики. Выборку составили 175 человек, из них 78 — ученики второго класса, 46 — третьего, 51 — четвертого. Из этого числа 68 испытуемых изучались в течение нескольких лет. Ре­зуль­таты показали, что у преобладающего большинства младших школьников разных возрастов сложились индивидуальные способы учебных действий. Они обусловлены внутренними факторами (совокупностью отношений учащихся к условиям учения, к другим людям и к себе как к ученику), выступающими во взаимодействии с внешними обстоятельствами — предметным содержанием и изменяющейся ситуацией учения. Способы действий изменяются не только под влиянием изменяющихся условий деятельности, но и в результате роста и развития самих учащихся. Метод и полученные результаты исследования могут быть использованы в целях индивидуализации обучения.</jats:p>",19,3,543,561,Geology,,,,,https://psy-journal.hse.ru/data/2022/10/31/1720393941/19-03-119-137.pdf https://doi.org/10.17323/1813-8918-2022-3-543-561,http://dx.doi.org/10.17323/1813-8918-2022-3-543-561,,10.17323/1813-8918-2022-3-543-561,,,0,,0,true,,gold
042-224-157-287-430,Features of the Value-Semantic Sphere in Experiencing a Difficult Life Situation in Maturity,,2019,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,V V Bartsalkina; L V Volkova; I Y Kulagina,"<jats:p>We present the results of the study, aimed at revealing some features of the value-semantic sphere of adults who came across a difficult life situation and turned to specialists for help. The following inventories were used: J. Crumbaugh and L. Maholick’s Purpose in Life Test (adapted by D. Leont`ev), the Längle-Orgler Existence Scale, P. Stark’s Meaning in Suffering Test and the Allport-Ross Religious Orientation Scale. The sample consisted of 36 people aged 35—55 with neurotic reactions (n=18) and with codependency (n=18), who sought help from psychologists, psychiatrists and public organizations, and 31 people aged 35—55 in a subjectively prosperous situation (control group). The results show that in a difficult life situation a number of dimensions pertaining to the meaningfulness of life are reduced, the suffering accompanying this situation is insufficiently meaningful, and the extrinsic religious orientation is more expressed in comparison to the intrinsic one. There were no significant differences between groups of people with neurotic reactions and with codependency in any of the studied aspects of the value-semantic sphere. It is assumed that the intensity of experiences in a difficult situation and orientation to help from others are limiting reflexive analysis of life and the current moment, correlation of likely outcomes and subjectively significant values, and independent development of an adequate behavior strategy.</jats:p>",27,2,69,81,Statistics; Value (mathematics); Life situation; Maturity (finance); Mathematics,difficult life situation; neurotic reactions; codependency; suffering; meaningfulness of life; religious orientation,,,,https://psyjournals.ru/files/106858/cpp_2019_n2_Bartsalkina_Volkova_Kulagina.pdf https://psyjournals.ru/mpj/2019/n2/Bartsalkina_Volkova_Kulagina.shtml,http://dx.doi.org/10.17759/cpp.2019270205,,10.17759/cpp.2019270205,2955869100,,0,,4,true,cc-by-nc,gold
042-405-688-254-614,Проблемы и перспективы интеграции методов с доказанной эффективностью в практику школьного обучения детей с расстройствами аутистического спектра,,2021,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,Е Ю Давыдова; А Б Сорокин; А В Хаустов; Е Ф Шведовский,"<jats:p>In recent decades, the importance of the problem of evidence for the effectiveness of interventions in the field of Autism Spectrum Disorders (ASD) for researchers has increased. Presented review aims to analyze publications devoted to evidence-based studies of psycho-educational interventions, applied to children with ASD and their families. The review is structured according to the principle of targeted outcome, taking into account a set of methodological factors. Elementary-school children chosen as the main target group. The following intervention areas were selected for analysis: Modeling and Social Narratives. In order to form a sample of papers on a given topic, a search was carried out using the appropriate filtering on the base Web of Science Core Collection. The sample also contained works included in the registers of scientifically proven practices compiled by independent expert communities. The results of the analytical review showed that for the integration of these interventions into the educational process, they can be described by means of resource schemes containing target, methodological, empirical and organizational factors.</jats:p>",10,1,36,60,Psychology,autism; autism spectrum disorders; evidence-based interventions,,,Russian Foundation for Basic Research,https://psyjournals.ru/psyclin/2021/n1/Davydova_et_al.shtml https://psyjournals.ru/files/119966/cpse_2021_n1_Davydova_et_al.pdf,http://dx.doi.org/10.17759/cpse.2021100103,,10.17759/cpse.2021100103,3156488685,,0,004-624-360-961-982; 005-057-276-287-268; 005-333-930-177-820; 006-292-105-628-677; 009-672-950-280-480; 012-292-489-095-677; 013-046-581-362-419; 016-236-164-293-13X; 016-993-225-524-420; 017-965-234-984-996; 019-779-759-138-235; 020-127-244-105-41X; 020-216-274-267-641; 020-501-627-560-089; 021-251-734-460-582; 023-283-831-720-859; 025-340-075-668-565; 033-512-099-270-322; 034-265-172-753-779; 035-566-522-998-684; 038-132-966-080-98X; 039-474-936-538-642; 042-132-956-151-232; 046-853-140-953-123; 047-531-147-461-37X; 050-788-713-821-07X; 053-290-550-657-113; 056-199-773-178-461; 066-710-368-945-880; 067-444-580-889-430; 068-383-548-090-477; 068-518-115-810-382; 076-586-320-291-782; 083-961-380-396-418; 088-621-522-507-023; 101-880-808-113-64X; 102-610-031-969-671; 106-122-297-444-04X; 111-863-879-184-70X; 112-039-401-188-446; 124-228-447-550-285; 137-824-806-135-802; 139-347-946-312-421; 142-305-738-357-273; 144-652-926-822-960,4,true,cc-by-nc,gold
042-447-038-530-459,School Readiness in Children: Types and Correlation with Duration of School Preparation Activities,,2019,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,D V Lubovsky,"<jats:p>The article presents results of a study on personal readiness for school in children aged 6—6,5 years who engaged in school preparation activities for different periods of time either at kindergarten only or at any additional classes as well. It was assumed that longer periods of school preparation would be associated with lower levels of school motivation in children entering school. The study involved 80 preschoolers aged 6 to 6,5.The following techniques were used: the conversation ""Internal position of the student"" (by N.I. Gootkina), the technique for academic motivation research in first-graders (by M.R. Ginzburg), Raven’s Coloured Progressive Matrices, the first subtest of the Kern—Jirasek School Maturity Test (drawing of male figure), and the author's questionnaire about the forms and duration of school preparation activities (for parents).The outcomes of the study showed that those children who began preparing to school early and continued attending school preparation activities for much longer than a year had lower levels of school motivation and, therefore, lower levels of personal readiness for school. Interestingly, there were no significant differences in intellectual readiness between them and the children with shorter school preparation experiences. The paper concludes with discussing the practical applications of the present study.</jats:p>",24,3,43,51,Correlation; Psychology; School readiness; Duration (project management); Clinical psychology,,,,,https://psyjournals.ru/files/107248/pse_2019_n3_Lubovsky.pdf https://psyjournals.ru/psyedu/2019/n3/Lubovsky.shtml,http://dx.doi.org/10.17759/pse.2019240304,,10.17759/pse.2019240304,2953766496,,0,030-687-656-846-239; 073-062-564-197-016; 127-401-167-938-213,4,true,cc-by-nc,gold
042-693-405-616-953,Approbation and Implementation of Professional Standard for Educational Psychologists (Psychologist in Education): Regional Experience,,2018,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,В В Рубцов; Ю М Забродин; О И Леонова,"<jats:p>The paper focuses on the regional experience in approbation and pilot implementation of the professional standard for education psychologists (“Psychologist in Education”) and presents the outcomes of pilot studies of standard implementation carried out in twelve subjects of the Russian Federation in 2015—2017. We describe the stages of informational and analytical support of the approbation rendered in 2017 in the process of implementation of a roadmap developed by the Ministry for Education and Science of the Russian Federation. This roadmap involved a set of research and practice-oriented measures, monitoring studies etc. aimed at testing and implementing the professional standard for educational psychologists. The paper highlights the main problems concerning this new professional standard and provides some recommendations on its effective implementation in the subjects of the Russian Federation within the framework of the existing legislation.</jats:p>",23,1,82,92,Psychology; Professional standards; Medical education,,,,,https://psyjournals.ru/files/98223/vestnik_psyobr_2019_n1_Rubtsov_Zabrodin_Leonova.pdf https://psyjournals.ru/vestnik_psyobr/2019/n1/Rubtsov_Zabrodin_Leonova.shtml,http://dx.doi.org/10.17759/pse.2018230107,,10.17759/pse.2018230107,2795732193,,0,017-613-749-621-669; 028-527-024-882-122; 061-323-828-922-910; 070-403-545-824-823; 081-550-470-332-566; 090-413-349-346-515; 123-093-730-468-859; 144-307-394-588-861,6,true,cc-by-nc,gold
042-847-185-616-87X,Модель подготовки и сопровождения специалистов детского телефона доверия в системе дополнительного образования,,2019,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,О В Вихристюк; Л А Гаязова; А В Ермолаева,"<jats:p>The article describes a training model and support of specialists of child's helpline in the supplementary education system, delivered from 2011 to 2019 in the Moscow State University of Psychology and Education. In total, more than 900 specialists from 8 federal districts of the Russian Federation attended the program. The model includes 5 levels of supplementary vocational training (advanced training) of specialists executing the distance psychological counseling for children, their parents and teachers. The key element of the model is examined - professional post-training support (supervisor support) after the main stage of training. Statistical data on calls to the children's helpline for the period 2010-2018 at the Center for Emergency Psychological Assistance of the Moscow State University of Psychology and Education is included as well as the key categories of problems (inquiries) of child helpline users.</jats:p>",9,3,84,97,Psychology,distance counseling; children's helpline; supplementary vocational training; advanced training; educational psychologist; supervisor,,,,https://psyjournals.ru/psyandlaw/2019/n3/109342_full.shtml https://psyjournals.ru/files/109342/psyandlaw_2019_3_Vikhristuk__Gayazova_Ermolaeva.pdf,http://dx.doi.org/10.17759/psylaw.2019090307,,10.17759/psylaw.2019090307,2979087705,,0,005-532-046-456-134; 009-289-192-322-108; 025-479-309-558-972; 029-727-876-350-655; 032-160-441-315-977; 032-219-962-690-91X; 034-510-834-264-699; 037-163-577-150-37X; 037-368-593-410-724; 038-036-022-463-836; 038-830-138-651-749; 040-011-558-708-142; 049-159-021-328-076; 059-151-305-490-346; 079-739-482-665-381; 109-405-092-144-843,4,true,cc-by-nc,gold
042-904-498-819-983,Разработка и апробация методики оценки переговорного стиля (МОПС),,2019,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,Г.У. Солдатова; А.Ф. Гасимов,"<jats:p>The article presents the results of development and approbation of the method for determining the negotiation style of the personality. The methodology is based on the idea of the presence of integrative and distributive styles of negotiation. Among the distinctive features of the integrative style areorientation on collective problem solving, achieving win-win solutions, establishing a productive interaction. The distributive style is characterized by the orientation of the subject on maximizing of his own profit, often to the detriment of another, the lack of focus on long-term collaboration, the perception of the partner as a method of reaching his own goals. The approbation has been conducted on a sample of 776 people. A three-component factor structure, including such scales as “Distributive style”, “Integrative style/partner oriented” and “Integrative style /situation oriented”, has been allocated. The data obtained during the psychometric evaluation of the method indicate its consistency, reliability and validity, which allows to make a conclusion on the effectiveness of the method and the possibility to use it in the studies of the peculiarities of the negotiation process.</jats:p>",12,3,92,104,Psychology,,,,,https://psyjournals.ru/exp/2019/n3/Soldatova_Gasimov.shtml https://psyjournals.ru/files/110451/exppsy_2019_n3_Soldatova_Gasimov.pdf,http://dx.doi.org/10.17759/exppsy.2019120307,,10.17759/exppsy.2019120307,2990748975,,0,058-320-601-702-356; 126-785-334-483-80X,4,true,cc-by-nc,gold
043-044-694-463-303,Exploring Psychological Systems with the 'Method of Units',,2015,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,B I Bespalov,"<jats:p>The paper considers the units of psychological systems proposed in the works of the founders of activity theory (L.S. Vygotsky, A.N. Leontiev, S.L. Rubinstein and others) from the perspective of a fuzzy logic model of the unity of opposite sides of the units developed by the author. A clear distinction is drawn between the concepts of 'unit', 'basic unit' and 'cell' of a psychological system. The paper also reviews some goals, outcomes and means of exploring psychological systems with the 'method of units'. This method is aimed at finding com¬ponents in a system that have significant features in common with this system, features which can turn into each other through the 'moments of their equality' or unity. Describing such transitions (for example, of con¬scious actions into unconscious operations) helps to reveal the mechanisms of the corresponding psychological processes. The paper draws a comparison between the 'chunks of information' in cognitive psychology and the 'units of psychological interaction' in activity theory.</jats:p>",11,2,4,15,Computer science,,,,,https://core.ac.uk/display/92064752 https://psyjournals.ru/kip/2015/n2/Bespalov.shtml https://psyjournals.ru/files/76727/kip_2_2015_Bespalov.pdf,http://dx.doi.org/10.17759/chp.2015110201,,10.17759/chp.2015110201,750826150,,0,086-690-535-277-964; 104-158-235-889-352; 113-444-989-780-082,0,true,cc-by-nc,gold
043-669-325-445-484,Features of On-Line Behavior in Adolescents with Different Levels of Self-Concept Clarity,,2021,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,O.V. Rubtsova; T.A. Poskakalova; E.I. Shiryaeva,"<jats:p>The article presents the results of an empirical study, focusing on the association between self-concept clarity, online behavior and self-presentation in adolescence. The study was conducted in the framework of the research project “Digital Portrait of Contemporary Adolescents”, operated by the Center for Inter- disciplinary Research on Contemporary Childhood in Moscow State University of Psychology and Education. The data was collected in February 2020. 52 adolescents, studying in School № 27 in Mitischi (Russia, Moscow Region) took part in the survey. The following methods were used: Self-Concept Clarity Scale (SCCS, J. Campbell); The Presentation of Online Self-Scale (POSS, C. Fullwood); Face- book Intensity Scale (FIS, N.B. Ellison); Chen Internet Addiction Scale (CIAS, S.W. Chen); Online Activity Questionnaire (O.V. Rubtsova, T.A. Poskaklova). Data shows that strategies of adolescents’ interaction and self-presentation in social networks relate to their self-concept clarity. Adolescents with low self-concept clarity tend to experiment in virtual space: they often provide inaccurate information about themselves and create numerous cyber-identities. This group of adolescents is also inclined to risky online behavior and Internet-addiction. All these indicators improve with the increase of self-concept clarity. The data testifies that contemporary adolescents use social networks as platforms for experimenting (e.g. with roles), in the process of which they resolve important age challenges, related to the development of agency and formation of self-concept.</jats:p>",26,4,20,33,Psychology; Cognitive psychology; CLARITY; Self-concept; Line (text file),adolescence; self-concept; self-concept clarity; virtual space; social network; self-presentation; risky online behavior; Internet-addiction,,,,https://psyjournals.ru/en/psyedu/2021/n4/Rubtsova_Poskakalova_et_al.shtml https://psyjournals.ru/files/122653/pse_2021_n4_Rubtsova_Poskakalova_et_al.pdf,http://dx.doi.org/10.17759/pse.2021260402,,10.17759/pse.2021260402,3198501288,,0,010-585-501-210-751; 011-776-101-506-762; 012-561-086-503-536; 021-125-013-859-895; 030-336-959-693-984; 039-260-458-588-085; 040-518-425-452-254; 065-402-258-980-238; 068-700-741-409-626; 077-067-579-569-271; 092-591-393-360-626,10,true,cc-by-nc,gold
043-704-519-585-646,Between Grief and Pride: Visual Methods for the Study of Intergenerational Features of Emotional Experiences and Collective Memory of the War,,2021,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,A.M. Rikel; N.V. Fedorova; I.B. Bovina,"<jats:p>The category of generation and emotional reactions within the framework of collective memory are considered as central categories within the framework of the research presented here. It is assumed that historical events are associated with certain emotional experiences, and the collective memory retains extremely positive or extremely negative ones. The study was conducted using visual methods, in which the subjects were asked to assess their feelings and emotions when looking at photographs of various wars of the XX century. Conclusions are drawn about the most pronounced feeling of fear among all generations of Russians when assessing various images of war; the absence of differences in the perception of the Second World War among four generations of Russians (N = 589 people) in all emotional reactions, except for the experience of pride in the results of the war. Separately, the so-called “Y” generation is described, experiencing the least vivid emotional reaction, including in terms of feelings of empathy.</jats:p>",29,4,127,143,Pride; Feeling; Psychology; Empathy; Grief; Collective memory; Social psychology; Perception; Emotional contagion; Developmental psychology; Cognitive psychology; Psychotherapist; Political science; Neuroscience; Law,поколение; коллективная память; эмоции; визуальные методы; война; Вторая мировая война,,,,https://psyjournals.ru/files/126860/cpp_2021_n4_Rikel_et_al.pdf https://doi.org/10.17759/cpp.2021290408,http://dx.doi.org/10.17759/cpp.2021290408,,10.17759/cpp.2021290408,,,0,004-785-013-065-590; 028-323-101-755-342; 035-356-861-539-014; 037-499-342-304-695; 040-670-747-450-194; 060-548-020-975-56X; 072-672-504-809-22X; 078-813-846-119-688; 081-514-816-144-661; 094-647-737-420-227; 095-753-592-577-009; 129-418-855-820-335; 152-954-978-455-465; 170-219-044-249-07X,0,true,cc-by-nc,gold
043-709-738-230-565,Analytical Review of the XV International Scientific and Practical Conference “Educational Psychology: Best Practices for Working with Childhood”,,2019,journal article,Bulletin of Psychological Practice in Education,26583100,Moscow State University of Psychology and Education,,V.V. Rubtsov; Yu.M. Zabrodin; O.I. Leonova,"XV Международная научно-практическая конференция «Психология образования: лучшие практики работы с детством» (далее -Конференция), проведенная 20-22 ноября 2019 г. в открытом интерактивном режиме в рамках реализации Плана основных мероприятий Десятилетия детства, обсудила результаты и перспективы формирования и развития реестра практик работы с детством с доказанной эффективностью.",4,4,7,21,Educational psychology; Sociology; Best practice; Engineering ethics,,,,,https://psyjournals.ru/files/113694/bppe_2019_n4_Rubtsov_Zabrodin_Leonova.pdf https://psyjournals.ru/vestnik_psyobr/2019/n4/Rubtsov_Zabrodin_Leonova.shtml,http://dx.doi.org/10.17759/bppe.2019040401,,10.17759/bppe.2019040401,3027089498,,0,,1,true,cc-by-nc,hybrid
043-925-099-028-26X,The School as Ecosystem of Developing Child-Adult Communities: Activity Approach to Designing the School of the Future,,2020,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,Yu.V. Gromyko; V V Rubtsov; A A Margolis,"<jats:p>The paper analyses the main paths of designing an effective model of the ‘School of the Future’ through the lens of cultural-historical theory and activity approach. Contrary to the existing models (such as the ‘Chinese School of the Future’, ‘European School of the Future’ etc), the design strategy in cultural-historical approach is aimed at creating a communication- and activity-based environment of sign which is based on the variety of child-adult communities and activity types. Thus in such an environment the process of growing up is shaped by the children’s inclusion into various communities and by the rich opportunities for self-determination through the acquisition of different social practices which, in turn, promote the development of individual cognitive strategies. According to the principles of cultural-historical psychology, the source of human development in the school of the future is closely related to the acquisition of patterns of action and sign means that mediate the individual’s status in different communities mastering different activities. Acquiring such socially adopted patterns of action enables the children to participate in the activities of various social communities that have their own practices, to understand the general principles of their functioning, to coordinate different activity types while preserving their self in many social communities simultaneously, and, eventually, to influence the development of these very communities; and, the last but not the least, to establish new social communities, if necessary, and design their new activities.</jats:p>",16,1,57,67,Ecosystem; Sociology; Environmental planning,,,,,https://psyjournals.ru/kip/2020/n1/Gromyko_Rubtsov_Margolis.shtml https://psyjournals.ru/files/112843/chp_2020_n1_Gromyko_Rubtsov_Margolis.pdf,http://dx.doi.org/10.17759/chp.2020160106,,10.17759/chp.2020160106,3014342594,,0,048-659-529-361-621; 051-188-106-414-568; 066-033-303-674-391; 086-120-182-743-725; 162-060-756-486-493,28,true,cc-by-nc,gold
044-113-430-121-732,Problems of socialization of young people in the conditions of COVID-19,,2021,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,A.A. Polosina; A.Yu. Shilin,"<jats:p>Socialization of young people is a rather complex process and is very significant for the whole society. The relevance of the study of the problems of socialization of young people in the context of the COVID 19 pandemic is due to the change and transformation of social norms and attitudes among modern youths as a new social reality. The article examines the process of socialization of young people through the prism of generational theories, and also analyzes data on global problems of the world's youngsters that arose during the COVID 19 pandemic and ways to support them. The authors came to the conclusion that, during the period of self-isolation, there was a transformation of the role of the media space in the learning process, as well as the assimilation by young people of traditional cultural values, norms formulated by the older generation. The authors pay special attention to the need to develop a trajectory for the transformation of training courses in the online space, contributing to the implementation of the structure of value transfer within the framework of intergenerational transactions. The results of the study showed that during the pandemic, new mechanisms for the socialization of young people appeared, which require being taken into account when working with this category and implementing measures to control them.</jats:p>",10,3,48,56,Developmental psychology; Psychology; Socialization (Marxism); Coronavirus disease 2019 (COVID-19),,,,,https://psyjournals.ru/files/123304/jmfp_2021_n3_Polosina_Shilin.pdf https://psyjournals.ru/jmfp/2021/n3/Polosin_Shilin.shtml,http://dx.doi.org/10.17759/jmfp.2021100305,,10.17759/jmfp.2021100305,3203131362,,0,001-350-808-126-922; 005-235-554-987-598; 023-138-930-260-682; 045-744-128-429-805; 059-345-004-796-320; 088-068-710-937-214; 181-514-254-233-325,3,true,cc-by-nc,gold
044-162-744-897-999,Structure of Social Representations of Higher Education in Students with Different Intragroup Status,2019-12-15,2019,journal article,RUDN Journal of Psychology and Pedagogics,23131705; 23131683,Peoples' Friendship University of Russia,,Marianna Sachkova; Сачкова Марианна Евгеньевна; Galina K. Esina; Есина Галина Константиновна,"The current article represents the results of the study of the students’ social representations of higher education analyzing their (social representations) structure and content. The total sample size is 358 Moscow secondary school and undergraduate students (average age ~ 18.3). The aim of the research is to identify the structure and content of the students’ social representations of higher education, taking into account their intragroup position in the study group. We used the method of free associations (by P. Verges) to reveal the structure of social representations and a complex of socio-psychological methods (methodological procedure for definition of informal intragroup power structure in the contact community, sociometry, referentometry) to determine the students’ integral intragroup status. The obtained associations were subjected to prototypic (rank-frequency) analysis. The results of the research show that the cores of the social representations of higher education of the students of different intragroup status categories differ according to the number of elements and their content characteristics. It was revealed that the social representations of the undergraduate students of different status categories seemed to be more consistent in comparison to secondary school students due to the smaller “distance” to higher education as an “object”. We also revealed the differences in the significance and emotional rating of representations core elements depending on the student status categories.",16,4,582,599,Higher education; Sample size determination; Mathematics education; Psychology; Sociometry; Structure (mathematical logic); Power structure; Structural approach; Student Status; Object (philosophy),,,,,http://journals.rudn.ru/psychology-pedagogics/article/view/22810 http://journals.rudn.ru/psychology-pedagogics/article/download/22810/17772,http://dx.doi.org/10.22363/2313-1683-2019-16-4-582-599,,10.22363/2313-1683-2019-16-4-582-599,3007729088,,0,,0,true,cc-by-nc,gold
044-599-012-333-583,Time Perspective and Temporal Competence as Factors of Productive Learning Motivation,,2019,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,A Y Bukharina; N N Tolstykh,"<jats:p>The problems of time perspective and temporal competence in context of schoolchildren’ and students’ motivation in education and also advanced staff training in companies including top management are being analyzed with the help of modern foreign and national research tools  and. Findings. The term «temporal competence» is interpreted in accordance with J. Nuttin’s approach to it as an ability of a person to subjectively connect his present time activities, goals and intentions with future. On the bases of numerous (mainly foreign) studies, conducted in different countries, the authors demonstrate the importance of lengthy and balanced time perspective, temporal competence in development of learning motivation and high academic achievements in schoolchildren and students, career progress and success of employees in various companies. The majority of these studies are based on J. Nuttin’s MIM and F. Zimbardo’s ZTPI methodologies. Particular attention is focused on integration of accumulated scientific knowledge into elaboration of multi-module development programs, which include: project management, strategic thinking individual trajectories of development and other components, based on optimization of time perspective and formation of temporal competence.</jats:p>",8,2,36,48,Competence (human resources); Psychology; Cognitive psychology; Learning motivation; Time perspective,time perspective; time orientation; temporal competence; learning motivation; academic performance; professional success and career; personnel assessment; talent management,,,,https://psyjournals.ru/files/107308/jmfp_2019_n2_Bukharina_Tolstykh.pdf https://psyjournals.ru/jmfp/2019/n2/Bukharina_Tolstykh.shtml,http://dx.doi.org/10.17759/jmfp.2019080204,,10.17759/jmfp.2019080204,2955390339,,0,004-088-397-999-822; 005-816-114-804-095; 008-324-911-459-560; 009-157-257-480-787; 016-422-745-612-601; 016-968-401-931-582; 027-279-375-961-475; 028-986-434-738-492; 032-935-485-181-035; 035-759-231-441-588; 041-397-290-120-073; 041-453-747-857-803; 043-580-384-306-424; 048-194-230-986-515; 048-406-659-894-762; 052-749-173-540-226; 053-470-644-381-021; 053-749-582-905-114; 056-719-925-458-179; 060-398-538-583-375; 063-223-660-023-325; 063-475-274-010-64X; 063-985-912-518-14X; 065-079-141-072-765; 073-159-124-378-383; 074-654-029-241-762; 079-012-547-690-303; 092-539-323-504-032; 096-388-931-582-843; 101-389-605-349-230; 102-599-775-490-415; 110-722-509-519-407; 114-823-609-435-188; 119-175-923-381-447; 119-397-818-075-185; 124-840-219-300-20X; 148-255-454-789-977; 167-949-821-065-264; 172-554-924-485-370; 174-825-769-702-527; 189-951-167-422-909; 191-357-935-438-402,10,true,cc-by-nc,gold
044-612-152-853-859,Denial of gender-based violence: introduction to the problem,,2019,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,S E Retsya; Z V Lukovtseva,"<jats:p>The subject of this article is denial of gender-based violence. The author discusses the formulation of the definition of this concept and proposes a hypothetical scheme of possible manifestations of the denial of gender-based violence. The basis of this scheme lay the assumption that negation not is always simultaneously affected, and violent, and gender aspects of the situation. Depending on how comprehensive is the denial, differentiated between partial and full versions of the discussed phenomenon. The question is raised about the practical need to take into account not only a meaningful interpretation of gender-based violence, but also direct emotional responses to the collision with this phenomenon. The proposed assumptions regarding the possible psychological mechanisms of denial of gender-based violence, the perspectives of future empirical research in the designated area. It is pointed out, in particular, the need for further study of the denial of gender-based violence in people directly involved in what is happening and observing violence from outside.</jats:p>",9,1,85,95,Psychology; Denial; Criminology,gender-based violence; phenomenon of denial; defense mechanism; coping-strategy,,,,https://psyjournals.ru/psyandlaw/2019/n1/97338.shtml https://psyjournals.ru/files/97338/psyandlaw_2019_1_Retsya_Lukovceva.pdf,http://dx.doi.org/10.17759/psylaw.2019090106,,10.17759/psylaw.2019090106,2921135227,,0,048-214-999-047-029; 096-724-740-163-742,1,true,cc-by-nc,gold
044-901-783-475-031,NON-VIOLENCE PSYCHOLOGY: PROBLEMS OF RESEARCHES AND PROSPECTS OF DEVELOPMENT,2019-06-29,2019,journal article,Humanitarian: actual problems of the humanities and education,20789823; 25877879,National Research Mordovia State University MRSU,,Vladimir G. Maralov; V.A. Sitarov,"<jats:p>Introduction. The relevance of a research is caused by the importance of studying of a non-violence as capabilities of the person to solve vital problems without use of unreasonable coercion. The purpose of the article consists in the analytical review of the current state of a non-violence psychology, its problem field and prospects of development. Materials and Methods. As the main method the structural comparative analysis assuming allocation of structural components of non-violence psychology, comparison of achievements in foreign and domestic psychology is used. Results. The structure of non-violence psychology including non-violence methodology as universal value, characteristic of a subject of non-violence psychology, diagnostic tools of researches is described. Special attention is paid to the problem field of researches in non-violence psychology, to psychological factors and conditions of forming of capability to nonviolent interaction at different age stages of person development. The comparative analysis of achievements in foreign and in domestic non-violence psychology is carried out. Discussion and Conclusion. It is shown that non-violence psychology was created so far as the independent direction in modern psychology which subject is nonviolent interaction of the person with the world, other people and with itself. The circle of unresolved problems caused by insufficient number of empirical researches is designated. The main directions of researches in domestic non-violence psychology are defined. Here they are: development of theoretical-methodological problems of a non-violence; creation of adequate diagnostic tools; identification of factors and conditions of forming of a position of a non-violence at people; research of a role of social environment, training and education in development of capability to nonviolent interaction; creation of special programs for training in nonviolent interaction and their introduction in practice. The materials presented in the article can be useful to the researchers dealing with a problem of a non-violence and also practicians as reference points to development of specific forms and methods of work with people.</jats:p>",19,2,195,215,Psychology; Non violence; Criminology,non-violence; humility; non-violence psychology; nonviolent interaction; non-violence methodology; diagnostics of a non-violence; problem field of non-violence psychology; forming of capability to nonviolent interaction,,,,http://jg.isi.mrsu.ru/assets/gumanitary_2019_46_7.pdf,http://dx.doi.org/10.15507/2078-9823.046.019.201902.195-215,,10.15507/2078-9823.046.019.201902.195-215,2955791429,,0,023-133-296-733-346; 037-486-059-035-060; 038-340-374-354-525; 039-741-964-945-935; 040-312-461-805-041; 040-751-185-275-631; 046-372-009-277-118; 055-189-624-165-223; 062-964-137-305-389; 074-731-313-253-572; 078-309-371-395-300; 097-481-557-618-756; 147-345-563-738-768; 158-219-644-440-690,0,true,,bronze
045-145-208-324-70X,"Analysis of personality characteristics of intellectually gifted students, causing difficulties in their process of preschool and school education",,2016,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,S.S. Ermakov,"<jats:p>Talented and intellectually gifted students often have difficulties in emotional and personal spheres in their learning process at school. Social maladjustment, emotional instability, increased anxiety and a number of other problems in the development of the personal sphere are common to students with a conventional development of intellectual abilities, but in the case of gifted students they are more frequent and intensive. If these problems are ignored by school teachers, psychologists and parents of gifted students, they can lead to a decrease in the ability of these children and even to a certain delay in the development of their academic abilities. The article provides an overview of contemporary foreign works aimed at identification and analysis of personal problems in gifted students. It describes different types of gifted students, their psychological characteristics that must be considered in the process of organizing their schooling with the aim of support to and development of their learning skills</jats:p>",5,3,41,49,Developmental psychology; Psychology; Personality; School education; Process (engineering),attention deficit and hyperactivity disorder (ADHD; ADHD); adaptation strategies of children with ADHD; recommendations to teachers; self-organization skills in children with ADHD,,,,https://psyjournals.ru/files/83903/jmfp_2016_n_3_Ermakov.pdf https://doaj.org/article/2e8c048fa85d4aeda7df53145ab55f3d https://core.ac.uk/display/89144015 https://psyjournals.ru/jmfp/2016/n3/83903.shtml,http://dx.doi.org/10.17759/jmfp.2016050304,,10.17759/jmfp.2016050304,2560185295,,0,000-668-772-841-388; 007-316-702-585-927; 009-257-609-538-70X; 026-597-475-924-484; 034-067-128-210-358; 046-435-084-698-831; 047-699-396-862-261; 051-270-261-592-893; 053-791-064-928-841; 055-740-449-402-317; 057-200-304-725-057; 058-573-079-535-721; 076-286-747-985-471; 084-857-667-772-317; 093-416-443-549-696; 094-800-846-701-544; 118-976-282-066-036; 129-679-988-526-450,4,true,cc-by-nc,gold
045-171-993-646-921,Assessment of Life Competencies in Elementary School Students,,2019,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,E.Yu. Davydova; Alexander Sorokin,"<jats:p>The paper describes a method of assessing life competencies in elementary school students The new pragmatic and system-based standards in education dictate the relevance of the development of instruments that assess life competencies.According to the activity-focused educational standard, the competencies are considered as a complex of the child’s regulation abilities, the ability to apply skills under specific conditions, and efficient social interaction.The proposed innovative method of assessing life competencies is based on the following principles: the assessment is carried while observing the child in a typical school situation; there are 5 levels of competency development ranging from the independent application of basic skills in routine situations to internally motivated creative activity; the revealed deficits are categorized according to the areas of mental functioning; multidimensional scaling enables determination of competency levels, their application fields, and deficit areas, providing insight into possible causes of learning disabilities.This method can be used by teachers and in all general and special education populations including children with autism spectrum disorders.The assessment outcomes can be applied in exploring the specifics of life competencies as well as in optimizing the learning and developmental processes within the framework of individual approach.</jats:p>",24,6,16,27,Psychology; Medical education,,,,,https://psyjournals.ru/psyedu/2019/n6/Davydova_Sorokin.shtml https://psyjournals.ru/files/111576/pse_2019_n6_Davydova_Sorokin.pdf,http://dx.doi.org/10.17759/pse.2019240602,,10.17759/pse.2019240602,2996982843,,0,019-459-837-203-969; 025-139-637-652-887; 026-318-644-490-900; 039-934-086-436-66X; 054-287-602-157-831; 065-078-271-328-576; 085-835-394-774-93X; 091-983-925-411-858; 100-362-030-171-200; 106-219-237-200-626; 145-392-357-263-393,4,true,cc-by-nc,gold
045-694-351-724-230,"""Classroom Climate"" — Standardization of the Russian Version  of the Modified Questionnaire ""School Climate""",2023-06-30,2023,journal article,Психология. Журнал Высшей школы экономики,18138918; 25419226,"National Research University, Higher School of Economics (HSE)",Russian Federation,Natalia B. Shumakova; Elena I. Shcheblanova; Marina G. Sorokova,"<jats:p>School and classroom climate refers to the quality of academic, managerial, social and emotional interactions between classmates and between students and teachers. According to research results, the climate in the classroom and its subjective perception by students have a significant impact on the behavior and academic performance, psychological well-being, the development of character and giftedness of schoolchildren. The article presents the results of standardization of the questionnaire ""Classroom climate"" – a modification of the Russian version of the questionnaire ""School climate"". The study sample consisted of 2543 students of schools in the Central Federal District of the RF – 45.0% (N = 1145) males, 55.0% (N = 1397) females, of which 875 (34.4%) schoolchildren in grades 5-6, 752 (29.6%) – 7-8 grades, 916 (36.0%) – 9-10 grades. The structure of the questionnaire included six scales identified by the factor analysis method (principal component analysis, Varimax rotation with Kaiser normalization): scale 1 “Supportive teacher”, scale 2 “Cooperation with classmates”, scale 3 “Organization of work in the classroom”, scale 4 “Rivalry with classmates”, scale 5 “Pressing school environment” and scale 6 “Classmates’ involvement in studies”. The construct validity of the questionnaire was statistically proven. Confirmatory factor analysis showed a satisfactory agreement between the empirical data and the structure of the questionnaire. The scales correlate with each other at an average level, the directions of the connections correspond to the expected ones. The internal reliability of all scales was statistically confirmed using the Cronbach's Alpha coefficient. The convergent validity of the corresponding scales of the Classroom Climate questionnaire was confirmed by correlations with the scales of the Phillips School Anxiety Test, the Dembo-Rubinstein self-assessment methodology, as well as the average academic performance for the year. All correlations are moderate and weak, but theoretically expected and explainable. Differential validity was statistically proved. The questionnaire can be recommended to school psychologists for use in the practice of psychological and pedagogical support for different groups of schoolchildren in order to monitor and support strategies aimed at creating favorable conditions for the development of students.</jats:p>",20,2,231,256,Varimax rotation; Psychology; Cronbach's alpha; Scale (ratio); Classroom climate; Confirmatory factor analysis; Construct validity; Rivalry; Convergent validity; Mathematics education; Developmental psychology; Social psychology; Psychometrics; Internal consistency; Statistics; Geography; Structural equation modeling; Mathematics; Cartography; Economics; Macroeconomics,,,,,,http://dx.doi.org/10.17323/1813-8918-2023-2-231-256,,10.17323/1813-8918-2023-2-231-256,,,0,,7,true,,gold
045-819-911-313-015,The Influence of the Social Situation of Development on the Social Cognition in the Children-Orphans,2019-04-19,2019,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,T V Avakyan; S V Volikova; M.G. Sorokova,"<jats:p>The influence of a specific social development situation on the operational and motivational components of social cognition in orphan adolescents investigated. The theoretical basis of the study was the provisions of the ""social situation of development"" L.S. Vygotsky, theories of attachment by J. Bowlby, the multifactor model of social cognition A.B. Kholmogorova, O.V. Rychkova. 68 orphans aged from 10 to 17 years old living in the orphanage examined. It shown that orphaned teenagers with an insecure type of attachment have more difficulty in understanding their own feelings, regardless of the length of their stay in the institution. Orphans living in institutions for more than 5 years have a higher level of social anxiety and distress during social interaction.</jats:p>",8,1,19,32,Developmental psychology; Psychology; Social situation; Social cognition,,,,Russian Science Foundation,https://doaj.org/article/9d76942935254302914cff2f19bfd4a8 https://psyjournals.ru/files/98448/Avakyan_et_al.pdf https://psyjournals.ru/psyclin/2019/n1/Avakyan_et_al.shtml,http://dx.doi.org/10.17759/cpse.2019080102,,10.17759/cpse.2019080102,2938032180,,0,010-266-495-031-125; 022-765-941-466-164; 023-048-908-035-738; 025-025-616-245-611; 032-701-414-338-830; 088-967-574-013-293; 135-605-929-195-474,3,true,cc-by-nc,gold
045-954-382-092-940,"Observer’s Vision of a personality of a Human, who is Depicted on an Artistic Portrait or a Photograph",,2019,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,V.A. Barabanschikov; E.A. Lupenko; A.S. Shunto,"<jats:p>Different observers’ visions of the personality of one and the same human, depicted on an artistic portrait or a photograph, where investigated experimentally. The observers’ estimations obtained by a well known method of “Personality Difference”, were used as the analytic tool. The collected data witness, that different methods of presentation lead to different vision of one and the same personality. A considerable individual variability of significantly different scale estimations’ body and quantity depending on the estimated person was discovered. According to the factor analyses, the persons on photographs are generally perceived as being more active (sociable) then on portraits. The dependence between observers’ self-esteems and their estimations of personages’ individual psychological characteristics regardless to presentation method was also discovered.</jats:p>",12,3,5,18,Visual arts; Psychology; Portrait; Personality; Observer (special relativity),"method of ""Personality Difference""; artistic portrait; photo image of a face; perception of individual psychological characteristics of a face",,,Ministry of Education and Science of the Russian Federation,https://psyjournals.ru/files/110385/exppsy_2019_n3_Barabanschikov_Lupenko_Shunto.pdf https://psyjournals.ru/exp/2019/n3/Barabanschikov_Lupenko_Shunto.shtml,http://dx.doi.org/10.17759/exppsy.2019120301,,10.17759/exppsy.2019120301,2991047499,,0,076-709-442-467-974; 104-443-804-874-648; 115-884-541-701-755,1,true,cc-by-nc,gold
046-325-697-837-999,Self-realization in Officers of the Ministry of Internal Affairs of the Russian Federation,,2021,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,A.O. Burtsev; N.V. Efimkina; S.I. Kudinov; A.I. Pozin,"<jats:p>The article presents the research data of the professional self-realization in the internal affairs officers of the Russian Federation. Also the study provided the  data of a survey carried out among some internal affairs officers from the subdivisions of Moscow Head Office of the Russian Ministry of Internal Affairs. The respondents specified the motives and the work context that led them to resignation from service. The study shows how the notion of self-realization is defined in the international and in Russian Psychology. The work also contains the findings of average values of structural components of personal self-realization and the factor analysis of the data obtained. 190 officers (non-commissioned and commissioned officers with 2-15 years of service) from the structural subdivisions of the Moscow Head Office of the Ministry have been examined. Several conclusions can be drawn from the results of the examination. Firstly,  the examined officers of this group mostly have not only a good idea of their ambitions, but they also have the ability to fulfill them. The officers are efficient and at the same time optimistic, they can redistribute their resources. They are distinguished by the yearning for their personal growth, professional excellence and social recognition. Secondly, the respondents' motivational sphere has certain contradictory elements. On the one hand, they have their own personal motives ensuring their career advancement (financial independence, prestige and power). On the other hand, they accept the socially upheld motives (to make a significant contribution to their collective accomplishment, to improve relationships among their colleagues etc.). At the same time, the socially upheld motives are considerably more prevalent (at a fairly high level of statistical significance p≤0.0002).</jats:p>",11,1,90,105,Political science; Self-realization; Russian federation; Public administration; Christian ministry,профессиональная самореализация; самоактуализация; мотивация; сотрудник ОВД professional self-realization; self-actualization; motivation; internal affairs officers,,,,https://psyjournals.ru/psyandlaw/2021/n1/Burtsev_Efimkina_Kudinov_Pozin.shtml https://psyjournals.ru/files/119571/psylaw_2021_n1_Burtsev_Efimkina_Kudinov_Pozin.pdf,http://dx.doi.org/10.17759/psylaw.2021110108,,10.17759/psylaw.2021110108,3152428551,,0,071-224-425-105-632; 087-160-696-798-769; 120-860-013-262-511,4,true,cc-by-nc,gold
046-352-555-546-049,Исследование эквивалентности иллюзии резиновой руки в классическом варианте и в условиях виртуальной реальности,,2020,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,В.П. Воробьева; О.С. Перепелкина; Г.А. Арина,"<jats:p>Computer technologies implementation into the body illusions research is increasing because they allow to controllably model complex processes that cannot be realised in ordinary life. It was previously demonstrated that the rubber hand illusion may be reconstructed in the virtual setting and cause similar changes in the somatoperception when the virtual hand begins to feel like your own. This result suggests that the phenomenological experience obtained in the classical illusion and in its virtual reality version has much in common. However, a direct experimental comparison of the two illusion variants has not been made, therefore, in this research we studied the equivalence of the rubber and virtual hand illusions (RHI and VHI). The sample consisted of 16 subjects (18—25 years). As registration methods we used a subjective sense of ownership of an artificial limb and the proprioceptive drift of the real hand towards the illusory hand. The analysis has proved the equivalence of illusions.</jats:p>",13,3,31,45,Psychology,body perception; multisensory integration; body illusions; rubber hand illusion; virtual reality,,,Russian Foundation for Basic Research,https://psyjournals.ru/files/116585/exppsy_2020_n3_Vorobeva_Perepelkina_Arina.pdf https://psyjournals.ru/exp/2020/n3/Vorobeva_Perepelkina_Arina.shtml,http://dx.doi.org/10.17759/exppsy.2020130303,,10.17759/exppsy.2020130303,3096432939,,0,005-427-726-302-695; 006-619-112-223-151; 006-986-114-812-587; 007-034-716-898-742; 008-130-538-317-680; 008-176-102-210-501; 015-363-046-647-158; 021-302-896-467-725; 024-920-842-758-380; 032-087-635-444-541; 048-416-392-151-730; 051-032-785-624-688; 055-363-216-045-450; 056-893-943-465-640; 058-777-305-936-449; 060-644-386-754-833; 064-251-983-948-909; 067-961-051-795-303; 068-700-530-502-222; 074-047-082-604-089; 075-740-104-547-655; 084-687-039-488-914; 088-792-008-214-70X; 094-677-403-129-20X; 097-184-483-676-222; 101-345-378-673-836; 127-640-749-342-485; 148-005-474-144-875; 178-381-348-574-599; 194-699-647-346-983,2,true,cc-by-nc,gold
046-534-228-820-714,Coping Styles of Young People Dealing with Traumatic Events Reflected in Fairy Tales,,2017,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,M.A. Odintsova; N. Radchikova; M.G. Kulyatskaya,"<jats:p>The study examines the coping styles of adolescents (young people) (N=43, 37 f/6 m, age range 17-20, median age = 18) in deal with a traumatic life event, as reflected in standardized questionnaires and fairy tales written by themselwes, through the use of projective technique called ""А person in the rain"". Several types of traumatic life events in youth assessments were distinguished. It was found out that respondents with the victimized coping style use: the strategy of search for social support; strategy of social contact; cautious, aggressive, antisocial and indirect actions; avoidance; getting stuck in the situation and focusing on emotions; and passivity. The respondents with a hardiness coping style use the strategy of search for social support; strategy of social contact; acceptance of the situation; growth; development; renovation; assertive and careful actions. The respondents with an unformed coping style use the strategies of adoption, growth and development; updates; activity; a strategy of experience acquisition; focusing on emotions; loss of self; and escape into fantasy. The study shows that today’s young people are able to withstand the events associated with the trauma, using a fairly extensive arsenal of coping strategies. The fairy tale is an indicator allowing to diagnose styles and coping strategies specific to adolescents (young people) as well as contributing to the gentle and careful reduction of acute negative emotional experiences, encouraging the search for constructive ways to overcome them.</jats:p>",6,4,90,104,Developmental psychology; Psychology,victimized coping style; hardiness coping style; traumatic life event; fairy tale,,,,https://psyjournals.ru/files/88963/Odintsova.pdf https://psyjournals.ru/psyclin/2017/n4/Odintsova_et_al.shtml,http://dx.doi.org/10.17759/cpse.2017060407,,10.17759/cpse.2017060407,2777896339,,0,103-918-013-004-232,0,true,cc-by-nc,gold
046-856-674-082-151,Анализ зарубежных эмпирических моделей межкультурной компетентности и методик для ее оценки (Часть 2),,2020,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,Valentina Gritsenko; O E Khukhlaev; Olga S. Pavlova; Natalya V. Tkachenko; Sh.A. Usybyan; V A Shorokhova,"<jats:p>The article presents the first part of the analytical review, which in general includes 14 foreign empirical models of intercultural competences and psychodiagnostic techniques, developed on their basis, which in foreign psychology have been tested for reliability and validity. Nine approaches to intercultural competences have been analyzed and the results of these researches are presented. The article describes the structure of subject-oriented, i.e. focused solely on the assessment of intercultural traits, intercultural relations and worldview, or intercultural possibilities, and mixed models, i.e. combining character traits, worldviews and opportunities.</jats:p>",9,1,103,113,Psychology,Intercultural Competence; Assessment of Intercultural Competence; Empirical Model,,,Russian Foundation for Basic Research,https://psyjournals.ru/jmfp/2020/n1/Gritsenko_et_al.shtml https://psyjournals.ru/files/112778/jmfp_2020_n1_Gritsenko_Huhlaev_Pavlova.pdf,http://dx.doi.org/10.17759/jmfp.2020090111,,10.17759/jmfp.2020090111,3014796043,,0,002-136-052-009-062; 011-848-150-434-240; 018-127-437-881-325; 020-844-323-216-996; 026-223-041-998-332; 029-368-784-837-173; 029-877-060-040-287; 040-940-616-818-013; 045-870-474-149-205; 048-146-442-769-743; 072-781-599-306-854; 080-001-673-813-732; 086-274-106-288-566; 086-874-127-521-469; 124-590-996-939-025; 195-109-732-401-40X,5,true,cc-by-nc,gold
046-868-769-143-277,"The relationship between the frequency of use of electronic gadgets, inclusion in game interaction and creativity among preschoolers",,2020,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,T.A. Krassilo,"<jats:p>Objectives. The study of the relationship between the frequency of use of electronic gadgets, the level of involvement in the interaction in the game and creativity among preschoolers, as well as the identification of gender specificity in the severity of the studied phenomena. Background. In connection with the active inclusion in the life of a modern person of technical means and digital technologies, the sociocultural situation of the development of the child and the process of his socialization have substantially changed. This, of course, leads to changes in the mental and personal development of children, therefore, it is very important to study the psychological characteristics of the modern child and their relationship with new characteristics of the situation of the development. Study design. The study examined the level of creativity of preschoolers, the frequency of their use of electronic gadgets and the level of their involvement in game interaction. The presence of a relationship between these parameters was established by calculating the Pearson correlation coefficient. Participants. 48 children aged 6—7 years: 24 boys and 24 girls, as well as their parents (48 people). Measurements. The method “Map for observing a spontaneous role-playing game” — a modification of the method “Normative development maps” (authors: Korotkova N.A. and Nezhnov P.G.); author’s questionnaire for parents “Interaction of children with electronic gadgets”; the Torrance Creativity Test. Results. An inverse relationship has been established between the frequency of use of electronic gadgets and the level of involvement in game interaction among preschoolers. A direct relationship between the level of creativity of the child and his level of involvement in the interaction in the game is revealed. The gender specificity in the severity of the studied phenomena is described. Conclusions. There is a correlation between the frequency of use of gadgets, inclusion in interaction in the game, and creativity among preschoolers. There is a gender specificity in the manifestation of the studied phenomena.</jats:p>",11,1,144,158,Creativity; Mathematics education; Inclusion (education); Psychology; Frequency of use,digital socialization; modern socio-cultural situation of development; society; technical means; electronic gadgets; role-playing game; creativity,,,Moscow State University of Psychology and Education,https://psyjournals.ru/en/social_psy/2020/n1/Krasilo.shtml https://psyjournals.ru/files/112819/sps_2020_n1_Krasilo.pdf,http://dx.doi.org/10.17759/sps.2020110109,,10.17759/sps.2020110109,3014106986,,0,010-670-819-756-128; 030-687-656-846-239; 045-194-128-348-112; 086-734-119-277-158; 170-660-264-000-951; 174-390-604-770-695,3,true,cc-by-nc,gold
046-919-629-863-413,Perception features of the sexual preference object in persons with pedophilia depending on the attitude to sexual desire,,2016,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Н В Дворянчиков; Т Е Макарова; Н Н Юшина,"<jats:p>The article examines expert and diagnostic aspects of ""ego-sintonic / ego-dystonic"" types of attitudes to sexual desire and describes importance of studying the basis of desire in the context of sexual offenses against minors. We present results of empirical research which aims to study perception features of the sexual preference object in persons with pedophilia depending on the attitude to sexual desire. The study based on data provided by laboratory of forensic sexology, V.P. Serbsky Federal Medical Research Center of Psychiatry and Addiction, Ministry of Health Care of the Russian Federation. The sample consisted of 30 men with such sexual desire disorder as pedophilia. The results analysis showing differences in the perception of the object of sexual desire according to different attitude to the desire. The results indicate that different types of attitudes to sexual desire correspond to certain characteristics of the perception object. Identified patterns can be used in the creating the criminal prospective portrait, dealing with expert issues, developing correction and preventive programs for patients with a diagnosis of pedophilia.</jats:p>",6,1,120,131,Psychology; Perception; Sexual desire; Pedophilia; Sexual preference; Object (philosophy); Social psychology,pedophilia; ego-syntonic / ego-dystonic form of attitude to sexual desire; abnormal sexual behavior; object of sexual preference; perception features,,,,https://core.ac.uk/display/91841149 https://psyjournals.ru/files/80680/psyandlaw_2016_1_Dvoryanchikov_Yushina_Makarova.pdf https://psyjournals.ru/psyandlaw/2016/n1/80680.shtml https://doaj.org/article/8f07d2d195e044f38565748d04dcea65,http://dx.doi.org/10.17759/psylaw.2016060110,,10.17759/psylaw.2016060110,2315826301,,0,043-246-332-756-331,2,true,cc-by-nc,gold
047-017-116-459-494,Dynamics of Key Facial Points as an Indicator of the Credibility of Reported Information,,2021,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,V A Barabanschikov; A V Zhegallo,"<jats:p>This research describes a method for studying the authenticity/unauthenticity of the information re- ported by people in video images. It is based on automatic tracking of coordinates of key points of a speaker’s face using OpenFace software. When processing the data, the multiple linear regression procedure is used. It was found that the dynamics of neighboring key points in the obtained models has a multidirectional char- acter, indicating the presence of a superposition of several dynamic structures, corresponding to the characteristic complex changes in the face position and facial expressions of the sitter. Their isolation is realized by means of the principal component analysis. It is shown, that the first 11 principal components describe 99.7% of the variability of the initial data. The correlation analysis between the number of credibility/confidence statements on the set of time intervals and the principal component loadings, allows to differentiate the dynamic structures of the face, connected with the assessments of credibility of the reported information. Automated analysis of face dynamics optimizes the process of collecting empirical data on the sitter’s appearance and their semantic structuring, as well as expands the range of predictors of the assessments of the truthfulness of the messages received.</jats:p>",14,2,101,112,Dynamics (music); Key (cryptography); Data science; Credibility; Computer science,,,,Russian Science Foundation,https://psyjournals.ru/exp/2021/n2/Barabanschikov_Zhegallo.shtml https://psyjournals.ru/files/121758/exppsy_2021_n2_Barabanschikov_Zhegallo_ru.pdf,http://dx.doi.org/10.17759/exppsy.2021140207,,10.17759/exppsy.2021140207,3184009511,,0,057-073-084-850-163; 057-627-320-440-855; 076-953-035-211-220; 098-413-095-669-269,0,true,cc-by-nc,gold
047-165-121-637-384,Evaluation of the Preventive Potential of the Technology for the Formation of Socially Significant Children Skills in the Skillful Сlass-Method,,2020,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Р В Чиркина; Е Э Бойкина; К С Койкова; Н В Бригадиренко; Е В Стратийчук; Ю В Тишкова; И В Чеботарев,"<jats:p>Programs and technologies for the prevention of social risks in the education system are concidered from the standpoint of an evidence-based approach. The article presents the results of approbation and analysis of the «Skillful class»-method effectiveness. This is a Russian adaptation of the Finnish Skilful Class solution-oriented program, which implements a creative and positive approach to teaching children with emotional and behavioral difficulties in the class / group. It was based on the Kids' Skills method of Ben Furman, his 15-step-program for developing children social skills. The technology has been tested at more than 20 regions platforms. Statistically significant indicators of the formation and dynamics of skills mastered by children were termed as well as other parameters that are significant for reducing risk factors of the deviant behavior. This method can serve as a tool for early prevention of social risks that appear in preschool and primary school age (school maladaptation, emotional and behavioral problems, deviations, ostracism, school bullying, conflicts).</jats:p>",10,4,93,110,Psychology,skillful class method; early prevention; deviant behavior; anti-bullying programs; Ben Furman's Kids' Skills method; social and emotional skills; selfregulation skills; primary school,,,Moscow State University of Psychology and Education,https://psyjournals.ru/files/118024/psylaw_2020_n4_Chirkina_Boykina_Koykova_Brigadirenko_Stratiychuk_Tishkova_Chebotarev.pdf https://psyjournals.ru/psyandlaw/2020/n4/Chirkina_Boikina_Koikova_Brigadi_full.shtml,http://dx.doi.org/10.17759/psylaw.2020100407,,10.17759/psylaw.2020100407,3115356667,,0,025-962-650-847-380; 041-560-986-735-970; 128-515-979-221-957; 129-015-361-071-702; 136-195-061-493-211; 194-075-558-327-03X,7,true,cc-by-nc,gold
047-205-595-631-009,Психометрические характеристики модифицированного Опросника восприятия болезни: апробация на больных раком молочной железы и ишемической болезнью сердца,,2017,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,В М Ялтонский; Д В Московченко; Н А Сирота; А. В. Ялтонская,"<jats:p>The article presents result of testing revised illness perception questionnaire. The questionnaire was developed based on the model of self-regulation G. Leventhal. The study involved 140 patients: patients with breast cancer and patients with ischemic heart disease. It is shown that the Russian version of revised illness perception questionnaire is a reliable tool for quantifying components of the perception of the disease. The technique has sufficient reliability, performance consistency and internal structure corresponds to the English version. External validity questionnaire confirmed significant association components of illness perception with personal anxiety. According to the results of cluster analysis questionnaire scales was isolated polar continuum of possible options for responding to the disease, manifested in specific types of attitude to the disease.</jats:p>",6,2,158,174,Medicine,illness perception; revised illness perception questionnaire; psychometrics; related to the disease; internal picture of the disease; breast cancer; ischemic heart disease,,,,https://core.ac.uk/display/88227766 https://psyjournals.ru/psyclin/2017/n2/Yaltonskiy_et_al.shtml https://psyjournals.ru/files/86369/Yaltonskiy_et_al.pdf,http://dx.doi.org/10.17759/cpse.2017060212,,10.17759/cpse.2017060212,2732911484,,0,003-311-461-907-885; 022-241-469-385-346; 023-060-695-494-050; 049-093-696-773-937; 051-617-699-944-419; 066-707-151-411-59X; 097-780-181-234-091; 098-400-628-686-123; 098-545-129-572-508; 133-836-374-840-753; 163-355-486-209-801,0,true,cc-by-nc,gold
047-210-669-066-302,To the Jubilee of Tatiana Meshkova,,2018,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,A.M. Shcherbakova; N.L. Gorbachevskaya,"<jats:p>July 13, 2018, the head and professor of chair of Differential Psychology and Psychophysiology of the department of Clinical and Special Psychology, deputy chief editor of the Clinical Psychology and Special Education Journal Tatyana Alexandrovna Meshkova celebrated her anniversary. We wish Tatiana Alexandrovna further creative success, rich professional and personal life!</jats:p>",7,3,217,222,,jubilee; T. Meshkova; Departmant of Clinical and Special Psychology; Moscow State University of Psychology and Education; clinical psychology,,,,https://psyjournals.ru/files/95508/Meshkova_jubilee.pdf https://psyjournals.ru/en/psyclin/2018/n3/Shcherbakova_Gorbachevskaya.shtml,http://dx.doi.org/10.17759/cpse.2018070314,,10.17759/cpse.2018070314,2895943828,,0,,0,true,cc-by-nc,gold
047-287-769-833-738,Human Emotional State Assessment Based on a Video Portrayal,,2020,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,V A Barabanschikov; E V Suvorova,"<jats:p>The article is devoted to the results of approbation of the Geneva Emotion Recognition Test (GERT), a Swiss method for assessing dynamic emotional states, on Russian sample. Identification accuracy and the categorical fields’ structure of emotional expressions of a “living” face are analysed. Similarities and differences in the perception of affective groups of dynamic emotions in the Russian and Swiss samples are considered. A number of patterns of recognition of multi-modal expressions with changes in valence and arousal of emotions are described. Differences in the perception of dynamics and statics of emotional expressions are revealed. GERT method confirmed it’s high potential for solving a wide range of academic and applied problems.</jats:p>",13,4,4,24,Psychology; State (computer science); Social psychology,GERT; human face; multimodal dynamic expressions; emotion recognition; categorical expression field; cross-cultural comparison; dynamics and statics in the perception of emotions,,,Russian Science Foundation,https://psyjournals.ru/files/118408/exppsy_2020_n4_Barabanschikov_Suvorova.pdf https://psyjournals.ru/exp/2020/n4/Barabanschikov_Suvorova.shtml,http://dx.doi.org/10.17759/exppsy.2020130401,,10.17759/exppsy.2020130401,3125511590,,0,001-983-890-296-540; 004-197-437-344-461; 004-517-514-684-292; 004-762-853-943-323; 006-197-540-365-079; 025-374-133-272-389; 033-826-119-979-219; 065-756-976-978-229; 067-466-706-053-047; 069-448-889-242-687; 071-709-671-374-614; 073-824-192-409-353; 077-980-458-915-684; 082-208-577-934-084; 082-870-841-437-244; 090-339-499-643-053; 094-756-965-365-170; 117-794-981-698-370; 141-832-720-411-153; 144-174-904-544-505; 147-970-297-041-231; 157-585-107-017-540; 161-163-613-151-683; 168-214-016-972-215,9,true,cc-by-nc,gold
047-651-959-142-434,Деятельностный подход в педагогическом образовании: становление и реализация,,2020,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,E.I. Isaev,"<jats:p>The article analyzes changes in modern Russian education and related changes in pedagogical activity. Defining personal, metasubject and subject-based educational outcomes of students as the goals of education sets high requirements for the professionalism of the teacher, for his psychological and pedagogical competence. The professional standard for teachers, adopted in 2013, has captured new realities of pedagogical activity, providing definitions of the teaching, educational, and developmental functions of a teacher and a list of requirements for work actions and skills necessary for their implementations. The professional standard is defined as a target reference point for teacher education. The implementation of the professional standard requirements is possible with a serious restructuring of the system of teacher training practices. Traditional teacher education has always been characterized by a weak orientation to school, academism and verbalism, and the dominance of subject-based and methodological training at the expense of psychological and pedagogical, activity-based components of professional education. The article analyzes the cases of employing the activity approach in Russian teacher education, such as the one at the Krasnoyarsk state University and at the Tolstoy Tula State Pedagogical University. Also, the article describes a productive experience of implementing the activity approach in a large-scale experiment on the modernization of teacher training in 2014—2017 by the Moscow State University of Psychology and Education. It outlines the main components of the activity approach implementation in this experiment: orientation on the professional standard for teachers, modular structure of educational programs, practical orientation of the educational process.</jats:p>",25,5,109,119,Political science,activity approach; teacher education; professional standard for teachers; pedagogical activity; teacher training; reform of pedagogical education; educational program; modular principle,,,,https://psyjournals.ru/files/115551/pse_2020_n5_Isaev.pdf https://psyjournals.ru/psyedu/2020/n5/Isaev.shtml,http://dx.doi.org/10.17759/pse.2020250509,,10.17759/pse.2020250509,3094167203,,0,032-408-275-788-90X,7,true,cc-by-nc,gold
047-703-304-285-268,"Body Image, Self-Esteem and The Risk of Disturbed Eating Behavior in Primary School Girls",,2022,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,I.Y. Kulagina; O.I. Ruzhina,"<jats:p>The aim of the study is to determine the degree of risk of eating disorders in girls of primary school age. The relevance of this issue is related to the earlier occurrence of a number of problems that are traditionally typical for adolescence. Procedure and methods. The study involved 68 girls aged 8—9 years studying in the 3rd grades of the school; the comparison group consisted of students of the 6th grades — 71 teenage girls aged 11—12 years. The following methods were used: Eating Disorder Inventory-2 (the “risk of eating disorders” scale), Body Appreciation Scale, Figure Rating Scale, Dembo-Rubinstein self-esteem scales. Results. It is shown that girls in primary school and adolescence have similar indicators of the risk of eating disorders, a tendency to thinness, a real and ideal body image, i.e. the problem under consideration, previously characteristic of adolescent girls, now requires attention in relation to girls who have not reached puberty. At the same time girls of primary school age are more satisfied with their bodies than teenagers. A significant negative correlation has been established between the risk of eating disorders and self-esteem, in particular, self-esteem of beauty (external attractiveness), abilities, self-confidence and happiness. High self-esteem can serve as a personal resource that helps reduce the risk of eating disorders at this age.</jats:p>",30,1,132,148,Psychology; Self-esteem; Eating disorders; Happiness; Attractiveness; Developmental psychology; Human physical appearance; Beauty; Scale (ratio); Clinical psychology; Social psychology; Philosophy; Physics; Epistemology; Quantum mechanics; Psychoanalysis,primary school age; girls; risk of eating disorders; desire for thinness; real body image; ideal body image; self-esteem,,,,,http://dx.doi.org/10.17759/cpp.2022300108,,10.17759/cpp.2022300108,,,0,002-825-287-376-266; 005-487-229-068-863; 006-780-516-623-400; 012-575-975-518-487; 013-395-766-867-54X; 041-868-479-225-504; 042-482-495-087-644; 060-365-847-028-307; 067-060-692-072-73X; 073-119-047-008-680; 074-637-890-713-558; 074-739-070-042-223; 081-316-262-720-614; 092-807-989-716-988; 097-250-510-043-723; 105-190-151-033-342; 105-636-427-104-513; 126-792-040-498-112; 147-705-315-146-890; 158-829-197-983-666,1,true,cc-by-nc,gold
047-750-830-633-009,Клинико-психологические факторы криминальной агрессии,,2017,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Ф С Сафуанов; А С Калашникова; А Е Царьков,"<jats:p>The article substantiates approach to the study of crime of aggression, taking into account the analysis of the behavior principles of interaction of personal and situational factors; interaction of aggressive and antiaggressive personal factors. Three-dimensional typology of crime of aggression formed three axles: high – low aggressiveness; formation – aborted personal aggression inhibitors; neutral – a legally significant traumatic situation. This typology has been verified on the basis of empirical material, including 329 people (257 males and 72 women aged 18 to 70 years) charged with violent crimes. All of the defendants (33 % mental health 67 % – with a variety of mental disorders not excluding sanity) were examined in the production of a comprehensive forensic psychological and psychiatric examination. A cluster analysis of the subjects (Ward's method) showed the validity of the choice of three bases of a typology of criminal aggression. The most powerful discriminator of types of aggression were personal inhibitors of aggression, less severe factors of high aggressiveness and characteristics of the situation. Identified correlations between various mental disorders and types of aggression.</jats:p>",7,4,44,58,Psychology,aggression; criminal aggression; a comprehensive forensic psychological and psychiatric examination; control of aggression; self-regulation; a mental disorder; not excluding sanity; statistical verification,,,,https://psyjournals.ru/psyandlaw/2017/n4/88645_full.shtml https://psyjournals.ru/files/88645/psyandlaw_2017_4_Safuanov_Kalashnikova_Carkov.pdf http://psyjournals.ru/psyandlaw/2017/n4/88645.shtml https://core.ac.uk/display/145084892,http://dx.doi.org/10.17759/psylaw.2017070405,,10.17759/psylaw.2017070405,2778037760,,0,,7,true,cc-by-nc,gold
047-797-957-399-676,Main Models of Medical and Psychological Work for Prevention of Repeated Drunk Driving (International Experience),,2022,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,I.A. Bedina; A.A. Burtsev; T.V. Kochetova,"<jats:p>The article analyses foreign scientific data and looks into the medical and psychological aspect of modern system of prevention of recurring crimes arising from drunk driving. Eco-nomically developed countries are shown to have obligatory medical and psychological in-terventions as part of their process of re-authorization to drive, and the scale and duration of such interventions depend on the legal framework of a particular state. Generalization of the material studied by the authors of the article led to formulation of a few organizational work models for medical practitioners and psychologists to help them prevent recurring drunk driving. The first model suggests that preventive measures are only aimed to raise of-fending drivers’ awareness of alcohol and drug addiction. The second model demands that the authorities assess the mental health and psychological preparedness for safe driving in offending drivers. The compulsory therapeutic and rehabilitation measures for persons ad-dicted to psychoactive substances in these countries are not included in drunk driving pre-vention system. The third model involves extended and long-term therapeutic and rehabili-tation programs for persons who indulged in drunk driving. Such programs include reveal-ing one’s unconscious motivations along with subsequent transformation of one’s former convictions and customary behavioral patterns. The authors believe that the ""extended out-come"" of these programs can be seen as an advantage of this model, since overcoming one’s addiction has a positive impact on all social aspects of one’s life activity. The authors point out the social and economical effectiveness of the models under discussion and sub-stantiate their applicability in the domestic system of recurrent drunk driving prevention.</jats:p>",12,1,2,14,Psychology; Psychological intervention; Addiction; Driving under the influence; Applied psychology; Social psychology; Poison control; Suicide prevention; Medicine; Psychiatry; Medical emergency,Московский государственный психолого-педагогический университет (ФГБОУ ВО МГППУ); г. Москва; Российская Федерация dangerous driving; drunk driving; medical examination; medical and psychological assessment,,,,,http://dx.doi.org/10.17759/psylaw.2022120101,,10.17759/psylaw.2022120101,,,0,005-737-691-042-822; 009-709-613-330-404; 012-199-523-970-812; 029-402-278-759-797; 029-946-045-686-887; 034-217-266-657-685; 043-464-540-855-743; 044-640-617-904-82X; 067-276-080-830-344; 071-877-492-631-454; 104-308-133-172-204; 112-123-263-995-478,3,true,cc-by-nc,gold
047-916-054-941-283,The role of time perspective in professional self-determination of students,,2015,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,T A Egorenko; E M Rodina,"<jats:p>The article discusses the peculiarities of time perspective in university students at one of the stages of their professional self-identification and presents the results of studies by foreign authors on the subject of future time perspective, commitment to future, balanced time perspective and the way they relate to students’ motivation, academic achievements, intrapersonal characteristics.</jats:p>",4,4,11,15,Psychology; Pedagogy; Time perspective; Professional studies; Self-determination,future time perspective; professional and personal development; professional self-determination of students,,,,https://psyjournals.ru/files/79974/jmfp_2015_4_n2_Egorenko.pdf https://psyjournals.ru/jmfp/2015/n4/79974.shtml,http://dx.doi.org/10.17759/jmfp.2015040402,,10.17759/jmfp.2015040402,2279181886,,0,019-332-503-021-198,6,true,cc-by-nc,gold
048-019-852-205-383,"Videogames, academic performance and attention problems: practices and results of foreign empirical studies of children and adolescents",,2017,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,Galina U. Soldatova; O I Teslavskaia,"<jats:p>The article is a review of empirical studies on the problem of children and adolescents’ videogaming and its effects on academic performance and attention problems (including ADHD). Despite many types of research projects, and the variety of their designs and methods, the consistent point of view on how videogaming affect school marks and cognitive developments of schoolers of different ages is missing. There is an evidence of both negative and positive effects of videogaming on academic performance and ADHD; some results also show no significant effect. Diversity of research results may be caused by basic methodological position of research teams — whether videogaming is studied as a form of addiction, or normal leisure activity; a place which videogaming holds in conglomerate of determinants of children’ well-being; specificity of methods which are used for assess of academic performance, attention problems and intensiveness of videogaming.</jats:p>",6,4,21,28,Empirical research; Developmental psychology; Psychology; Attention Problems,videogames; computer games; children; adolescents; academic performance; attention; ADHD; cognitive development; videogaming addiction,,,,https://doaj.org/article/1fee9c09201f4557ab2a77b0c2f9f601 https://psyjournals.ru/files/91121/jmfp_2017_n_4_Soldatova_Teslavskaia.pdf https://psyjournals.ru/en/jmfp/2017/n4/Soldatova_Teslavskaia.shtml,http://dx.doi.org/10.17759/jmfp.2017060402,,10.17759/jmfp.2017060402,2789795003,,0,000-786-678-375-760; 003-304-193-650-087; 032-476-305-474-894; 034-424-521-049-970; 036-331-605-831-134; 043-916-796-097-24X; 044-458-361-280-097; 067-345-670-410-565; 070-764-724-389-752; 076-538-365-197-777; 088-816-317-362-478; 088-924-278-345-656; 102-293-751-546-814,11,true,cc-by-nc,gold
048-131-464-262-220,Specificity of sexual self-awareness in subjects with sexual identity disorder with personality disorders and transsexualism,,2018,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,N V Dvoryanchikov; V N Makavieva; Z D Novikova,"<jats:p>The main focus of the research presented in the article is the problem of differential diagnosis of sexual identity disorder in transsexualism and in personality disorders. Thus, study covers two of the most widely spread groups of subjects with sexual identity disorders referring to medical institutions. The article cites the data of the comparative research of two groups of subjects with sexual identity disorder: subjects with personality disorder and subjects with transsexualism. The empirical material and the hypothesis of the presence of imbalance in the expression of gender qualities in subjects with sexual identity disorder is analyzed. The internalization of the masculine and feminine traits on the logical and emotional levels of both – men and women with transsexualism, and also of men and women with personality disorder is described. The results are analyzed with the help of the reliable statistical methods. Connections with gender identity are also analyzed. The analysis is performed with qualitative methods with further interpretation of the results which were achieved in the context of adaptation mechanisms. The data received as a result of the study of these two groups is compared with the normal control’s data. Besides the article supplies the analysis of the presence of the adaptation potential in the subjects with sexual identity disorder in cases of transsexualism and personality disorder and its possible use in differential diagnostics. Some social and legal aspects of sexual identity disorder in transsexualism are also dealt with.</jats:p>",7,1,147,162,Psychology; Self-awareness; Sexual identity; Personality disorders; Clinical psychology,,,,,https://psyjournals.ru/files/92697/cpse_2018_1_Dvoryanchikov_et_al.pdf https://psyjournals.ru/psyclin/2018/n1/Dvoryanchikov_et_al.shtml,http://dx.doi.org/10.17759/cpse.2018070111,,10.17759/cpse.2018070111,2802845733,,0,069-023-091-207-977; 106-783-370-081-897,2,true,cc-by-nc,gold
048-307-518-128-948,Internet and Loneliness of Adolescents,,2021,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,M.A. Khararbakhova; O.A. Musatova; E.M. Shpagina,"<jats:p>The work presents the materials of an empirical study aimed at identifying the link between adolescents' subjective experience of loneliness and their internet usage. 80 adolescents aged 11-15 (50% girls, 50% boys) took part in the study. The measurements have been carried out with the following: technique for diagnosing the level of subjective perception of loneliness; online involvement questionnaire; technique for screening diagnosis of cyber addiction. The obtained results suggest that the phenomenon of one's subjective loneliness is perceived in one's adolescence. Every modern-day adolescent is at a risk of cyber addiction.  Adolescents' destructive online socializing dominates their constructive one, the latter is also present in their internet usage. All the research techniques indicated certain gender differences. No direct link between one's loneliness and one's internet usage has been found, however, the adolescent group with high level of perceived loneliness showed a high percentage of those who use destructive forms of online socializing.</jats:p>",11,4,2,13,Loneliness; The Internet; Psychology; Addiction; Perception; Constructive; Clinical psychology; Developmental psychology; Social psychology; Psychiatry; Computer science; World Wide Web; Process (computing); Neuroscience; Operating system,Российский национальный исследовательский медицинский университет имени Н.И. Пирогова (РНИМУ им. Н.И. Пирогова); г. Москва; Российская Федерация loneliness of adolescents; subjective experience of loneliness; cyber addiction; cybersocialization; destructive online socializing; constructive cybersocialization,,,,https://psyjournals.ru/files/126191/psylaw_2021_n4_khararbakhova_musatova_shpagina.pdf https://doi.org/10.17759/psylaw.2021110401,http://dx.doi.org/10.17759/psylaw.2021110401,,10.17759/psylaw.2021110401,,,0,022-985-959-463-636; 071-003-896-808-490; 078-316-096-512-52X; 124-784-554-367-774,4,true,cc-by-nc,gold
048-401-026-684-869,Emotional Attitude to School and Self-Attitude in High School Students of Different Sex and Age,,2020,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,I.I. Vartanova,"<jats:p>The aim of this work was to study (taking into account gender and age) the relationship between emotional attitude to learning activity and self-attitude in high school students. The following parameters were revealed separately for groups of boys and girls: 1) the structure of the emotional attitude to the values of school life (by factor analysis of assessments obtained with the Semantic Differential scale); 2) the indicators of self-attitude (according to the technique by S.R. Pantileev); 3) the correlations between the selected factors and the parameters of self-attitude. The study involved students of 9—11 grades (14—17 years old) from two Moscow schools. A total of 346 people were surveyed; the subjects were divided into 4 groups: younger groups (8—9 grades, 14—15 years old) boys (73) and girls 76), older groups (grades 10—11, 16—17 years old) of boys (98) and girls (99); both techniques were used in 217 students: younger groups of boys (41) and girls (49), older groups boys (63) and girls (66).As it was found, with age there is a tendency to change the semantic content of some motives — for boys in the field of status motivation, and for girls in the field of learning motivation. In girls, various types of emotional and motivational attitudes toward learning are more consistent with the parameters of self-attitude. At the same time, among younger boys motivation of duty and recognition is closely related to self-attitude, whereas in older boys the latter is related only to learning and cognitive motivation.</jats:p>",25,3,40,48,Psychology,мотивация; эмоции; самоотношение; старшие подростки; пол motivation; emotions; self-attitude; older teens; gender,,,Russian Foundation for Basic Research,https://psyjournals.ru/files/114776/pse_2020_n3_Vartanova.pdf https://psyjournals.ru/psyedu/2020/n3/Vartanova.shtml,http://dx.doi.org/10.17759/pse.2020250304,,10.17759/pse.2020250304,3043679560,,0,015-349-218-469-175; 019-792-779-112-063; 053-474-989-002-857; 087-830-268-809-177; 092-103-632-350-287,3,true,cc-by-nc,gold
048-626-310-898-765,The Problem of the Quality of Work Programs of a Practical Psychologist in Education and Criteria for their Assessment,,2019,journal article,Bulletin of Psychological Practice in Education,26583100,Moscow State University of Psychology and Education,,Yu.M. Zabrodin; V.E. Pakhalyan,"<jats:p>The analysis of the problem of assessing the content of teaching materials in the system of the Service of Practical Psychology of Education is given. Attention is drawn to the existing difficulties in determining the main content of the methodology of practical psychology itself. The data of a qualitative analysis of regional programs sent to the “All-Russian competition of the best psychological and pedagogical programs and technologies in the educational environment” in 2018 and 2019 are presented. An authors’ understanding of the essence of practical psychology is proposed, on the basis of which the main criteria for evaluating the programs of work of a teacher-psychologist and the actions necessary to solve the main task of modern psychological science and practice are highlighted — ensuring the quality of work of a practical psychologist.</jats:p>",4,4,22,34,Psychology; Quality of work; Medical education,,,,,https://psyjournals.ru/files/113696/bppe_2019_n4_Zabrodin_Pakhalyan.pdf https://psyjournals.ru/vestnik_psyobr/2019/n4/Zabrodin_Pakhalyan.shtml,http://dx.doi.org/10.17759/bppe.2019040402,,10.17759/bppe.2019040402,3027674517,,0,100-953-647-193-017,0,true,cc-by-nc,hybrid
048-652-307-482-127,Психофизиологические и молекулярно-генетические корреляты утомления,,2016,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,И.С. Поликанова; С.В. Леонов,"<jats:p>The article is devoted to a theoretical overview in the field of fatigue, and in particular to recent data on psychophysiological and molecular-genetic correlates of fatigue. Nowadays there exist many methods used to assess fatigue and other functional states: subjective, behavioral and physiological methods. Earlier the studies in the area of fatigue were mainly focused on looking for an objective indicator. The current research focuses on an integral approach. Over recent years the significant progress in molecular biology has been achieved, which provided a significant impact on quality and scope of investigations. Now we can find numerous researches which reflect the link between the presence of certain polymorphisms and expression of behavioral patterns or physiological reactions. Thus, in the present study we make an attempt to reflect the existing psycho-physiological and molecular-genetic correlates of fatigue.</jats:p>",5,4,24,35,Psychology; Anthropology,ЭЭГ; утомление; когнитивная нагрузка; дофамин; серотонин EEG; fatigue; cognitive load; dopamine; serotonin,,,,https://psyjournals.ru/files/84945/jmfp_2016_n_4_Polikanova_Leonov.pdf https://psyjournals.ru/en/jmfp/2016/n4/84981.shtml,http://dx.doi.org/10.17759/jmfp.2016050403,,10.17759/jmfp.2016050403,2593747926,,0,003-418-475-723-382; 005-541-177-543-603; 006-064-521-923-46X; 008-191-229-525-901; 009-027-344-184-729; 010-131-158-755-239; 010-172-754-628-050; 011-814-701-177-637; 013-990-514-509-611; 014-363-016-519-941; 015-021-931-705-357; 016-328-085-721-923; 018-249-786-432-208; 019-535-526-960-34X; 019-872-052-268-008; 020-843-080-520-55X; 024-136-875-905-894; 028-064-196-778-93X; 028-122-970-895-303; 028-747-295-885-792; 029-749-449-859-294; 031-080-720-277-356; 034-158-578-242-131; 035-510-284-196-383; 035-771-650-453-358; 036-804-135-039-085; 040-645-816-291-285; 044-554-269-941-227; 045-295-591-821-162; 046-990-246-264-618; 047-334-163-742-056; 048-825-488-756-803; 049-307-381-173-065; 051-105-345-453-20X; 051-649-016-458-689; 055-677-348-578-20X; 056-054-610-749-314; 056-075-495-615-064; 056-550-379-509-010; 057-199-724-700-387; 058-142-942-443-816; 063-201-466-403-706; 063-357-857-283-204; 065-936-022-237-794; 070-620-385-902-634; 072-175-497-305-869; 073-740-393-061-084; 073-809-835-185-387; 082-146-278-760-351; 083-039-415-410-933; 083-281-158-214-717; 088-682-069-097-562; 089-942-679-423-649; 093-008-621-820-803; 102-870-507-887-315; 104-719-797-733-12X; 106-239-414-186-270; 108-210-376-839-333; 108-929-951-140-439; 136-673-349-159-849; 137-339-572-454-122; 153-875-334-527-84X; 156-687-022-680-870; 162-421-911-184-331; 187-939-440-710-000,3,true,cc-by-nc,gold
048-699-820-464-315,Scientometric Analysis of Scientific Publications in Cultural-Historical Psychology Research Area,,2019,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,V V Rubtsov; A A Margolis; A A Shvedovskaya; V V Ponomareva,"<jats:p>One of the significant indicators for assessing the severity of the international transfer of scientific knowledge in the field of cultural-historical psychology and the activity approach is the nature of quoting key concepts and the main representatives of the approach in foreign sources. The article provides a bibliometric analysis of publications in Russian and English in order to identify the representation of key concepts of cultural-historical psychology in Russian and international publications in scientific journals for the period 2009—2019. A bibliometric analysis of publications (scientific articles) was carried out on the basis of the Russian Scientific Index citations (RSCI), Web of Science and Google Academy. A sample of 5669 publications. A list of key concepts and names of the main representatives of the cultural-historical approach in the amount of 27 words for bibliometric analysis is determined. The list of keywords is based on an expert assessment of leading Russian experts in the field of cultural-historical psychology. The number of experts was 50 people. Indicators of the h-Index (RSCI) of experts are from 8 to 32. A positive trend is revealed in increasing the growth rate of the number of publications containing key concepts of cultural-historical psychology in both Russian and English. The importance of individual thematic areas of research within the framework of one scientific field — cultural-historical psychology is shown.</jats:p>",15,4,119,132,Sociology; Cultural-historical psychology; Social science,scientometric analysis; cultural-historical psychology; activity approach; L.S. Vygotsky; Russian Science Citation Index; VosViewer; Web of Science; Google Academy,,,Moscow State University of Psychology and Education,https://psyjournals.ru/kip/2019/n4/Rubtsov_et_al.shtml https://psyjournals.ru/files/111506/chp_2019_n4_Rubtsov_et_al.pdf,http://dx.doi.org/10.17759/chp.2019150412,,10.17759/chp.2019150412,2998694557,,0,006-783-341-269-393; 024-115-777-010-058; 042-463-290-749-946; 045-457-637-910-072; 053-755-637-757-341; 063-317-555-142-194; 071-339-941-294-53X; 093-465-461-653-017; 105-386-754-864-57X; 105-955-176-868-874; 120-224-120-623-039; 126-198-436-059-86X; 140-017-694-094-643; 172-717-366-690-727; 185-578-879-593-660,7,true,cc-by-nc,gold
048-990-524-492-69X,Neuropsychological assessment at forensic psychological assessment of decision making capacity,,2018,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,F S Safuanov; Y O Perepravina; A D Chernenkov,"<jats:p>Relevance of the research consists in consideration the forensic neuropsychological assessment in Russia. The new problem of use of neuropsychological methods in complex forensic psychological and psychiatric examination and forensic psychiatric examination is studied. The article presents the results of neuropsychological assessment of the persons, who could not understand the meaning of their actions, regulate and control them at the time of the transaction. The persons, who could not understand the meaning of their actions, regulate and control them at the time of the transaction, characterized by the presence of a decrease of the ability to control one's actions and the of spatial functions, the neuropsychological syndrome of memory and consciousness. The persons who were able to make decisions at the time of the transaction, such features were less. The importance of the use of neuropsychological methods in forensic examination was established.</jats:p>",8,4,115,127,Forensic science; Psychology; Psychological testing; Decision making capacity; Neuropsychological assessment; Clinical psychology,complex forensic psychological and psychiatric examination; forensic psychiatric examination; capacity; neuropsychological assessment; diminished capacity,,,,https://psyjournals.ru/files/96394/psyandlaw_2018_4_Safuanov_Perepravina_Chernenkov.pdf https://psyjournals.ru/psyandlaw/2018/n4/96394_full.shtml,http://dx.doi.org/10.17759/psylaw.2018080411,,10.17759/psylaw.2018080411,2905143724,,0,022-020-898-330-256; 079-565-524-642-181; 099-271-860-886-275,4,true,cc-by-nc,gold
049-007-091-244-799,Effective Academic Performance Assessment in Children with Autism Spectrum Disorders,,2020,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,D.S. Pereverzeva; E.I. Braginets; Svetlana Tyushkevich; N.L. Gorbachevskaya,"<jats:p>The article is dedicated to the problem of academic skills assessment in children with autism spectrum disorders (ASD) participating in the Adapted Educational Programmes 8.1 and 8.2. Implementation of inclusive education raises a question of academic assessment and test accommodation design for students with special needs. We provide a description of an approach called the ‘Universal Design of Assessment’ and analyse the main features of cognitive and social development in children with ASD which have to be accounted for in the educational process. We then discuss the International Performance Indicators in Primary Schools (iPIPS) and its modification for children with ASD developed according to their special needs. A brief outline of research results shows that the modification of the iPIPS technique does not affect the measured construct. Finally, we provide some recommendations on how to apply the technique depending on the students’ individual features.</jats:p>",25,1,16,25,Psychology; Spectrum (topology); Autism; Clinical psychology,Национальный исследовательский университет «Высшая школа экономики» (НИУ ВШЭ); г . Москва; Российская Федерация inclusive education; universal design of assessment; autism spectrum disorders; academic assessment; iPIPS,,,,https://psyjournals.ru/psyedu/2020/n1/Pereverzeva_Braginets_et_al.shtml https://psyjournals.ru/files/112525/pse_2020_n1_Pereverzeva_Braginets_et_al.pdf,http://dx.doi.org/10.17759/pse.2020250102,,10.17759/pse.2020250102,3011255075,,0,001-598-552-203-558; 004-964-061-310-427; 005-269-727-911-539; 013-110-493-327-780; 014-949-885-925-35X; 018-747-042-474-650; 025-596-794-658-135; 031-626-007-352-877; 045-171-993-646-921; 046-078-460-089-536; 048-016-183-713-642; 052-673-599-165-584; 069-874-900-002-88X; 108-191-790-019-25X; 110-268-971-896-336; 127-863-779-276-608; 153-338-267-684-138; 169-835-231-300-153,2,true,cc-by-nc,gold
049-193-613-116-957,Risk and safety problem of game environment in studies of foreign psychologies,,2016,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,E G Sheina,"<jats:p>This paper presents a new approach to investigation of playgrounds’ safety, which has recently become a matter of special debates in modern foreign psychology and pedagogy. Under this approach, a reasonable risk is seen as a necessary condition of mental development and as a subject of psycho-pedagogical analysis. The article discusses some of the most topical issues related to risk and safety issues of a game environment. It shows the difference in concepts of risk and danger. Specificity of a risky game draws special attention of scholars. The article provides some research evidence, concerning child behavior on the playgrounds, risky behavior and the approaches to the development of risk assessment techniques in the game environments.</jats:p>",5,1,16,23,Psychology; Actuarial science,риск; опасность; игровая среда; рискованная игра; травматизация; индивидуальные особенности; оценка рисков risk; hazard; risky game environment; a risky game; trauma; individual characteristics; risk assessment,,,,https://psyjournals.ru/en/jmfp/2016/n1/81170.shtml https://core.ac.uk/display/89144179,http://dx.doi.org/10.17759/jmfp.2016050102,,10.17759/jmfp.2016050102,2342426976,,0,012-714-468-854-205; 022-313-407-323-094; 027-858-554-746-232; 030-107-998-541-570; 046-808-422-264-622; 061-251-614-590-949; 076-253-406-296-415; 079-268-089-633-879; 145-774-098-841-876; 154-384-214-390-682,2,true,cc-by-nc,gold
049-218-915-442-801,Research on the Relationship between Formation of Psychological Boundaries and Assertiveness in Primary School Children,,2019,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,L A Bogolyubskaya; O V Khukhlaeva,"<jats:p>The article presents results of a study on the relationship between the level of formation of psychological boundaries and the development of assertiveness in primary school children. The authors review the main Russian and foreign theoretical concepts of assertive behavior and identify the key aspects of the phenomenon of psychological boundaries in modern psychology. The study involved 165 schoolchildren of 3rd and 4th classes. The following research techniques were applied: N.Brown’s Personal Boundaries technique, V.Sheinov’s Test of Assertiveness, and the Thomas-Kilmann Conflict Mode Instrument. The study revealed the correlation between psychological boundaries and patterns of behavior in a conflict situation as well as with assertiveness skills in schoolchildren. The results of the study suggest that the development of assertiveness will have a positive impact on the development of autonomy and the formation of healthy psychological boundaries in primary school children, increase their self-confidence and contribute to the development of the ability to cope with difficult life situations, including conflicts.</jats:p>",24,1,42,49,Personal boundaries; Developmental psychology; Assertiveness; Psychology,,,,,https://psyjournals.ru/en/psyedu/2019/n1/Bogolyubskaya_Khukhlaeva.shtml https://psyjournals.ru/files/98141/pse_2019_n1_Bogolyubskaya_Khukhlaeva.pdf,http://dx.doi.org/10.17759/pse.2019240103,,10.17759/pse.2019240103,2938654468,,0,022-980-252-170-044; 056-978-314-973-960; 155-287-914-408-38X,1,true,cc-by-nc,gold
049-274-671-048-782,Взаимосвязь личностных качеств и эффективности профессиональной деятельности работников налоговых органов,,2015,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Н Н Квашнина; И Н Коноплева,"<jats:p>The article is devoted to the relationship of personal qualities and efficiency of professional activity of employees of tax authorities. In work the analysis of professional activity of the employee of the tax authority, attempt to consider a set of actions included in the notion ""efficiency of professional activity"", and considers personal qualities necessary, from our point of view, for the tax officials of official duties. The article presents the results of empirical research on the relationship of personal qualities and efficiency of professional activity of employees of tax authorities. The study was conducted on the basis of Inspection of Federal tax service of Russia № 26 in Moscow. In research took part the employees of the following departments: in-house departments, field departments, division of work with taxpayers, the division of debt. The relationship between identified qualities as well as differences in manifestation of studied qualities in the employees of tax bodies with different lifetime.</jats:p>",5,3,61,74,,,,,,https://psyjournals.ru/psyandlaw/2015/n3/Kvashnina_Konopleva_full.shtml https://psyjournals.ru/files/78665/psyandlaw_2015_3_Kvashnina_Konopleva.pdf https://core.ac.uk/display/91845689,http://dx.doi.org/10.17759/psylaw.2015050306,,10.17759/psylaw.2015050306,2146582757,,0,,0,true,cc-by-nc,gold
049-275-995-187-548,Grandparents and grandchildren (review of foreign studies),2019-12-27,2019,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,M V Bulygina; S V Komarova,"<jats:p>The article reviews foreign studies of intergenerational relationships.  It analyzes grandchild-grandparent relations, as well as the figure of the grandparent and his/her understanding of his/her role in the system of relations with family members belonging to different generations. Putting a figure belonging to the older generation of the family in the spotlight made it possible to look for and find new factors that determine the nature and quality of the relationship between grandparents and grandchildren. The article also examines the specificity of interrelations between grandchildren and grandparents living in extended families or separately from their children and grandchildren.</jats:p>",8,4,97,105,Grandparent; Developmental psychology; Psychology,child-grandparent relations; grandparents; grandchildren; grandparents living apart; extended families,,,,https://doaj.org/article/a8054001ec764dc1a6bb8052dcbfd417 https://psyjournals.ru/files/111416/jmfp_2019_n4_Bulygina_Komarova.pdf https://psyjournals.ru/en/jmfp/2019/n4/Bulygina_Komarova.shtml,http://dx.doi.org/10.17759/jmfp.2019080410,,10.17759/jmfp.2019080410,2998566392,,0,000-265-725-970-703; 001-802-334-985-673; 005-686-859-456-571; 006-666-697-579-250; 017-273-774-373-697; 017-331-029-533-227; 023-002-688-475-833; 024-057-652-738-536; 030-812-271-077-424; 031-524-066-158-778; 033-137-830-818-19X; 037-911-167-617-783; 038-538-752-532-063; 040-616-808-480-26X; 051-141-094-772-203; 052-104-437-656-102; 055-274-746-293-334; 056-189-936-583-826; 074-784-787-649-308; 081-916-496-785-25X; 093-072-464-988-771; 093-179-715-052-40X; 093-230-286-137-755; 108-737-697-241-915; 108-989-348-386-973; 114-711-749-081-741; 125-748-318-355-446; 129-073-892-775-595; 129-435-621-492-10X; 182-298-867-255-909,1,true,cc-by-nc,gold
049-336-343-288-358,Psychological Resources for Coping with Fear of COVID-19 and Negative Psychological Emotional States among Students of Russia and Kazakhstan,2022-12-28,2022,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,V.V. Gritsenko; A.D. Reznik; V.V. Konstantinov; I.V. Guzhva; T.Y. Marinova; R. Isralowitz,"<jats:p>&lt;p&gt;The article presents the analysis results of stress resistance and basic beliefs as psychological resources for coping with fear of COVID-19 and negative psychological and emotional states on the sample of Russian (N=2310) and Kazakh (N=500) students (71.2% &amp;mdash; women, average age 19.7). A higher level of stress resistance and basic belief expression in &lt;em&gt;Benevolence of the World Around &lt;/em&gt;and &lt;em&gt;Perceiving the World as Meaningful and Social Justice&lt;/em&gt; among Kazakh students in comparison with Russian ones is revealed, which is determined by the peculiarities formed in the conditions of the nomadic lifestyle of the Kazakh culture, based on the principles of mutual support and mutual assistance, trust and openness. It is shown that, regardless of the country and gender, high level of stress resistance and expression of basic beliefs are accompanied by lower indicators of fear of COVID-19 and the absence of negative psychological and emotional states associated with it, which suggests the universality of these psychological resources as a buffer that mitigates the traumatic effect of the pandemic situation.&lt;/p&gt;</jats:p>",18,4,47,58,Kazakh; Psychology; Openness to experience; Anxiety; Coping (psychology); Social psychology; Rumination; Clinical psychology; Philosophy; Linguistics; Cognition; Neuroscience; Psychiatry,Гриценко В.В.; Резник А.Д.; Константинов В.В.; Гужва И.В.; Маринова Т.Ю.; Израйловиц Р psychological resources; stress resistance; basic personal beliefs; pandemic; coronavirus disease; fear of COVID-19; negative psychological and emotional states; Russian students; Kazakh students; Russian culture; Kazakh culture,,,,https://psyjournals.ru/journals/chp/archive/2022_n4/chp_2022_n4_Gritsenko_et_al.pdf https://doi.org/10.17759/chp.2022180405,http://dx.doi.org/10.17759/chp.2022180405,,10.17759/chp.2022180405,,,0,004-067-610-563-33X; 009-158-795-036-151; 017-547-028-305-890; 032-846-203-735-884; 034-238-344-378-861; 039-003-253-107-818; 039-070-772-045-321; 041-086-055-055-322; 042-433-654-149-929; 045-647-875-342-944; 051-794-135-845-359; 052-006-157-039-696; 056-699-523-332-228; 063-824-927-829-816; 092-426-498-825-523; 121-267-586-256-425; 131-571-405-483-282; 167-465-637-761-795; 172-982-750-269-432,0,true,cc-by-nc,gold
049-346-249-286-945,Assessing the Aircraft Crew Actions with the Aid of a Human Factor Risk Model,,2020,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,L S Kuravsky; G A Yuriev; V I Zlatomrezhev; N E Yuryeva,"<jats:p>Presented is a human factor risk model when piloting an aircraft. This model is based on comparing representations of the evaluated crew actions with the comparable action representations of various types and performance quality, which form a representative sample and are contained in a pre-formed specialized database. The risk in question is represented by probabilistic estimates, which result from consistent applications of the Principal Component Analysis, Multidimensional Scaling, and Cluster Analysis to three types of characteristics, viz.: parameters of flights and states of aircraft systems, gaze movement trajectories and time series of oculomotor activity primary indexes. These steps form the clusters of flight fragments for various types and performance quality, including abnormal ones. The Discriminant Analysis provides calculating the probabilistic profile for belonging to certain target clusters, with a final conclusion being derived from this structure. Key elements of the approach presented are three new metrics used to compare crew actions and to ensure significant discrimination for flight fragments of various types and performance quality. Detailing flight parameters contributions in differences of the flight fragments in a given metric is carried out to provide meaningful analysis of the detected abnormality causes. With sufficient computational performance, the flight data analysis under consideration can be implemented in real time automatic mode.</jats:p>",13,2,153,181,Aeronautics; Crew; Risk model; Computer science,human factor risk model; Principal Component Analysis; Multidimensional Scaling; Cluster Analysis; oculomotor activity indexes,,,,https://psyjournals.ru/files/114023/exppsy_2020_n2_Kuravsky_Yuryev_et_al.pdf https://psyjournals.ru/exp/2020/n2/Kuravsky_Yuryev_et_al.shtml,http://dx.doi.org/10.17759/exppsy.2020130211,,10.17759/exppsy.2020130211,3030115519,,0,000-442-808-890-463; 002-371-107-487-126; 011-188-840-609-625; 011-866-020-624-889; 027-034-485-026-773; 029-604-025-984-481; 030-017-793-642-221; 030-801-389-225-02X; 033-535-320-291-053; 035-616-605-408-152; 036-195-089-166-241; 040-538-224-900-952; 042-985-926-430-489; 044-433-593-048-878; 045-991-115-961-411; 046-330-166-340-349; 048-835-518-651-64X; 049-742-929-544-674; 051-276-074-473-597; 056-442-348-920-482; 060-182-164-840-046; 060-866-328-916-156; 072-059-682-235-673; 073-184-395-680-335; 086-390-899-544-483; 103-084-488-570-600; 114-034-255-690-912; 130-094-007-776-543; 131-766-263-810-558; 154-233-860-051-345; 161-889-734-080-36X; 199-339-805-798-014,14,true,cc-by-nc,gold
049-432-785-146-808,Pedagogy of Exceptional Childhood by V.P. Kashchenko: to the 110th Anniversary of the Sanatorium-school for Retarded Abnormal Children by Dr. V.P. Kashchenko,,2018,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,M.A. Stepanova,"<jats:p>The article is dedicated to the 110th anniversary of one of the first Russian medical and educational institutions for children with developmental disorders - Sanatorium-school for retarded abnormal children, opened in Moscow by V.P. Kashchenko in 1908. Published during the life of V.P. Kashchenko methodical, scientific and practical work, as well as memories of his daughter A.V. Kashchenko allow us to trace the history of the Sanatorium for two decades before the removal V.P. Kashchenko from the institution in 1926. A detailed description of Sanatorium children, the management of their life, instruction and upbringing is given in the book. Special attention is paid to the research work of V.P. Kashchenko, and in particular, to the creation of a unique Museum of Pedology and Pedagogy of exceptional childhood. On the basis of generalization of the experience of medical and pedagogical activity V.P. Kashchenko formulated the principles of correctional pedagogics called bases of practical work with the defective (exclusive) child. In conclusion, an attempt is made to identify the contribution of V.P. Kashchenko to the development of psychological and pedagogical science and practice of instruction and upbringing of children with developmental disorders.</jats:p>",7,3,1,23,Psychoanalysis; Psychology,,,,,https://psyjournals.ru/psyclin/2018/n3/Stepanova.shtml https://psyjournals.ru/files/95448/Stepanova.pdf,http://dx.doi.org/10.17759/cpse.2018070301,,10.17759/cpse.2018070301,2896595072,,0,,0,true,cc-by-nc,gold
049-654-985-700-723,Динамика психоэмоционального состояния руководителей территориальных органов МВД России на районном уровне в процессе развивающего консультирования,,2020,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,В В Вахнина; Л Н Костина; И В Ефимова,"<jats:p>The article considers the problem of developmental psychological counselling for the heads of the district-level internal affairs divisions. Modern requirements which are imposed on the senior leadership of internal affairs divisions guide the officials towards continuous self-development, self-realization and modernizing of their psychological, managerial and innovative potential and the psychotechnology of developmental counselling is viewed as one of methods for that. We substantiate the relevance of the study of positive developments in the personalities of the heads of district-level internal affairs divisions in the process of developmental counselling. This psychotechnology (seen as a kind of psychological counselling) facilitates positive changes in the personalities of subjects of management activities (i.e. heads of internal affairs divisions) and optimizes their professional and personal development, helps to resolve psychological problems and crises arising in course of their careers. We also presented the results of the study of the prevailing background functional states of leadership's personalities.</jats:p>",10,4,64,75,,psychological support; developmental counselling; dynamics of,,,,https://psyjournals.ru/psyandlaw/2020/n4/Vakhnina_Kostina_Efimova_full.shtml https://psyjournals.ru/files/118016/psylaw_2020_n4_Vakhnina_Kostina_Efimova.pdf,http://dx.doi.org/10.17759/psylaw.2020100405,,10.17759/psylaw.2020100405,3113435631,,0,027-927-110-005-261; 050-991-495-887-006,0,true,cc-by-nc,gold
049-734-640-892-301,Part-Whole Perception of Audiovideoimages of Multimodal Emotional States of a Person,2023-02-01,2023,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,V.A. Barabanschikov; E.V. Suvorova,"<jats:p>&lt;p&gt;The patterns of perception of a part and a whole of multimodal emotional dynamic states of people unfamiliar to observers are studied. Audio-video clips of fourteen key emotional states expressed by specially trained actors were randomly presented to two groups of observers. In one group (N=96, average age &amp;mdash; 34, SD &amp;mdash; 9.4l.), each audio&amp;mdash;video image was shown in full, in the other (N=78, average age &amp;mdash; 25, SD &amp;mdash; 9.6l.), it was divided into two parts of equal duration from the beginning to the conditional middle (short phonetic pause) and from the middle to the end of the exposure. The stimulus material contained facial expressions, gestures, head and eye movements, changes in the position of the body of the sitters, who voiced pseudolinguistic statements accompanied by affective intonations. The accuracy of identification and the structure of categorical fields were evaluated depending on the modality and form (whole/part) of the exposure of affective states. After the exposure of each audio-video image from the presented list of emotions, observers were required to choose the one that best corresponds to what they saw. According to the data obtained, the accuracy of identifying the emotions of the initial and final fragments of audio-video images practically coincide, but significantly less than with full exposure. Functional differences in the perception of fragmented audio-video images of the same emotional states are revealed. The modes of transitions from the initial stage to the final one and the conditions affecting the relative speed of the perceptual process are shown. The uneven formation of the information basis of multimodal expressions and the heterochronous perceptogenesis of emotional states of actors are demonstrated.&lt;/p&gt;</jats:p>",15,4,4,21,Perception; Psychology; Gesture; Stimulus (psychology); Audiology; Cognitive psychology; Medicine; Artificial intelligence; Computer science; Neuroscience,multimodal dynamic expressions; wholeand parts of audiovideoimagesof expressions; expression and identification of emotions; perceptogenesis of multimodal affective states,,,,https://psyjournals.ru/journals/exppsy/archive/2022_n4/exppsy_2022_n4_Barabanschikov_Suvorova.pdf https://doi.org/10.17759/exppsy.2022150401,http://dx.doi.org/10.17759/exppsy.2022150401,,10.17759/exppsy.2022150401,,,0,000-148-165-536-550; 004-517-514-684-292; 007-259-941-892-512; 008-952-650-777-137; 015-267-305-793-513; 020-014-008-908-834; 027-019-620-567-252; 042-962-207-291-249; 047-287-769-833-738; 063-132-477-145-419; 069-962-262-913-944; 082-208-577-934-084; 113-816-848-111-891,1,true,cc-by-nc,gold
050-373-415-267-459,The Correlation of External Motivation and Agency Position in The Educational Activity of Primary School Students,,2022,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,L.V. Tsoy; I.Y. Kulagina,"<jats:p>A significant bias towards external motivation in primary school and increased requirements for the development of student’s agency has caused the relevance of the research aimed to identify the correlation of external motivation and an agency position in the educational activities of primary school students. We used recently adapted method to study educational motivation – a modification of the questionnaire ""Academic Self-regulation"" (SRQ-A) (T.O. Gordeeva, O.A. Sychev, M.F. Lynch, 2020), which is based on the ideas of external and internal motivation according to the theory of self-determination by E. Desi and R. Ryan. Also the following methods were used: the questionnaire ""The agency position"" (Yu.V. Zaretsky, V.K. Zaretsky, I.Yu. Kulagina), the projective method ""Attitude to learning"" (O.N. Pakhomova) and the projective method of unfinished sentences. The study involved 69 respondents (37 boys, 32 girls) – students of third and forth grades. It is shown that with the agency position, combinations of all types of educational motives are possible. At the same time, children with the agency position have higher indicators of autonomy, that is, they regulate their educational activities more independently, to a less – under the influence of external factors.</jats:p>",14,1,3,16,Agency (philosophy); Autonomy; Psychology; Position (finance); Relevance (law); Mathematics education; Positive correlation; Pedagogy; Social psychology; Political science; Sociology; Medicine; Business; Social science; Finance; Internal medicine; Law,self-determination theory; extrinsic motivation; academic motivation; agency position; autonomy; primary school age,,,,https://psyjournals.ru/files/128450/psyedu_2022_n1_Tsoy_Kulagina.pdf https://doi.org/10.17759/psyedu.2022140101,http://dx.doi.org/10.17759/psyedu.2022140101,,10.17759/psyedu.2022140101,,,0,005-630-733-134-910; 007-248-506-899-214; 014-561-378-512-613; 015-279-839-251-91X; 026-688-964-740-612; 035-013-711-886-112; 145-985-635-991-539,5,true,cc-by-nc,gold
050-452-487-281-175,Психологические показатели системы принятия решений в ситуациях коррупционного риска и их изменение в результате обучения,2022-09-30,2022,journal article,Психология. Журнал Высшей школы экономики,18138918; 25419226,"National Research University, Higher School of Economics (HSE)",Russian Federation,И.Н. Погожина; М.В. Сергеева,"<jats:p>Цель статьи — изучить, изменятся ли психологические показатели динамической системы интеллектуально-личностного потенциала старшеклассников и направленность принимаемых ими решений (этичных/коррупционных) в ситуациях коррупционного риска (КР), регулируемых системой, после изменения одного из ее когнитивных компонентов (способности распознавать коррупцию) в результате управляемого онлайн-обучения. В процессе онлайн-обучения участники экспериментальной группы усваивали знания о признаках коррупции и действиях, необходимых для ее распознавания в проблемных ситуациях. Сравнивались следующие показатели развития до и после онлайн-обучения: способность распознавать коррупцию (авторский кейс-тест), представления о коррупции (ав­тор­ский опросник), понимание эмоций и умение управлять эмоциями (задания теста Мэйера—Сэловея— Карузо). Также оценивалось изменение предпочитаемых альтернатив принимаемых решений в ситуациях КР (ав­тор­ские моральные дилеммы): этичные или коррупционные решения с моральной ориентацией справедливости или заботы. После обучения значимо изменились психологические показатели внутри изучаемой системы (способность распознавать коррупцию, представления о коррупции, понимание эмоций и управление эмоциями), а также предпочитаемые старшеклассниками альтернативы принимаемых решений в ситуациях КР. Сравнение учащихся с высокими, средними и низкими показателями формируемой способности распознавать коррупцию (критерий x2 Пирсона, p &lt; 0.01) указывают на то, что повышение уровня ее развития приводит к значимым изменениям их представлений о коррупции (когнитивный компонент системы принятия решений в ситуациях КР). Старшеклассники с высоким и низким уровнем развития представлений о коррупции значимо различаются (U-критерий Манна—Уитни, p &lt; 0.05) по предпочтению этичных решений в ситуациях КР. Полученные результаты свидетельствуют о том, что обучение, реализуемое в формате группового онлайн-тренинга, эффективно для развития когнитивного и личностного компонентов системы принятия решений в ситуациях КР, а также для изменения вектора предпочитаемых старшеклассниками альтернатив в сторону этичных решений.</jats:p>",19,3,587,605,Chemistry,,,,,https://psy-journal.hse.ru/data/2022/10/31/1720393808/19-03-163-181.pdf https://doi.org/10.17323/1813-8918-2022-3-587-605,http://dx.doi.org/10.17323/1813-8918-2022-3-587-605,,10.17323/1813-8918-2022-3-587-605,,,0,,0,true,,gold
050-469-954-366-495,From the Editor,,2022,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,A.B. Kholmogorova,,30,1,5,7,Psychology,,,,,,http://dx.doi.org/10.17759/cpp.2022300101,,10.17759/cpp.2022300101,,,0,,0,true,cc-by-nc,gold
050-652-046-675-378,Inclusive Education: from Policy to Practice,2016-04-08,2016,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,S V Alekhina,"<jats:p>The author has made an attempt to analyze the current stage in the devel- opment of an inclusive process in the domestic education. We considered the specifics of the Russian development model of the inclusion in education; defined levels of socio-psychological of actuation process as follows: 1) the system; 2) or- ganizational; 3) group; 4) individual; noted the basic tendencies and contradictions of the transition from policy-making to practical implementation. The paper also covered an issue of the dynamics of the inclusion process in children with disabilities throughout the country. We choose Federal State Primary Education Standard for students with disabilities as a reference point of the inclusion process development. Author is deeply convinced that idea of inclusive education is deeply social. Social efficiency depends not only on the development of systems additional, general, and vocational education, but also on the acceptance and understanding of the inclusion idea by the professional community, and this will keep the link between the basic requirements of education policy and the possibility of practical implementation.</jats:p>",21,1,136,145,Psychology; Pedagogy; Education policy,,,,,https://psyjournals.ru/files/81000/pno_2016_n1_alekhina.pdf https://core.ac.uk/display/91843994 https://doaj.org/article/8c90f235137848afa687e97e15420702 https://psyjournals.ru/psyedu/2016/n1/alekhina.shtml,http://dx.doi.org/10.17759/pse.2016210112,,10.17759/pse.2016210112,2333213403,,0,,45,true,cc-by-nc,gold
051-128-103-463-001,Recognition of peripherally exposed emotional expressions,,2018,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,A V Zhegallo,"<jats:p>The study investigates the specifics of recognition of emotional facial expressions in peripherally exposed facial expressions, while exposition time was shorter compared to the duration of the latent period of a saccade towards the exposed image. The study showed that recognition of peripherical perception reproduces the patterns of the choice of the incorrect responses. The mutual mistaken recognition is common for the facial expressions of a fear, anger and surprise. In the case of worsening of the conditions of recognition, calmness and grief as facial expression were included in the complex of a mutually mistakenly identified expressions. The identification of the expression of happiness deserves a special attention, because it can be mistakenly identified as different facial expression, but other expressions are never recognized as happiness. Individual accuracy of recognition varies from 0.29 to 0.80. The sufficient condition of a high accuracy in recognition was the recognition of the facial expressions using peripherical vision without making a saccade in the direction of the face image exposed.</jats:p>",11,2,16,33,Emotional expression; Psychology; Cognitive psychology,,,,,https://psyjournals.ru/files/94202/exppsy_2018_n2_Zhegallo.pdf https://psyjournals.ru/en/exp/2018/n2/Zhegallo.shtml,http://dx.doi.org/10.17759/exppsy.2018110202,,10.17759/exppsy.2018110202,2895045926,,0,149-229-185-800-505,3,true,cc-by-nc,gold
051-361-481-857-842,Теория привязанности: современные исследования и перспективы,,2017,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,Н Н Авдеева,"<jats:p>On materials of foreign sources the article regards the development of substantive provisions of attachment theory by J. Bowlby and M. Ainsworth, as well as modern research in psychology of attachment. The following issues are discussed: modern interpretation of the attachment system, influence of maternal responsiveness, quality of guardianship on the formation of the child's attachment to his/her mother, classification of attachments; mental representations of attachment; cultural differences in the classification of attachments in American, West German, Japanese, and Russian studies of attachment; attachment disorders, therapy of attachment; unaddressed issues and perspectives of attachment theory.</jats:p>",6,2,7,14,Humanities; Psychology,,,,,https://psyjournals.ru/jmfp/2017/n2/86618.shtml https://psyjournals.ru/files/86618/jmfp_2017_n_2_Avdeeva.pdf,http://dx.doi.org/10.17759/jmfp.2017060201,,10.17759/jmfp.2017060201,2743866112,,0,000-690-499-384-155; 018-426-743-719-983; 029-572-115-766-900; 034-257-884-933-057; 036-676-317-731-458; 039-945-533-182-846; 060-464-574-333-640; 061-306-968-671-282; 067-870-580-879-330; 081-058-232-553-596; 102-374-927-878-519; 125-195-347-070-506; 166-961-068-760-00X; 189-275-379-891-095; 197-163-288-356-971,16,true,cc-by-nc,gold
051-411-984-814-601,Регрессивные явления в условиях игровой деятельности у детей с расстройствами аутистического спектра,,2016,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,R A Turevskaya; I M Bannikova,"<jats:p>The study of regression in autism spectrum disorders (ASD) is of particular importance, since it gets us closer to understanding some of the key mechanisms of ASD and makes it possible to operationalize the «penetrating» nature of this developmental disorder. The research uses the model of play behavior to study regressive episodes, which are associated with digression in the level of regulation by meanings and in deliberate organization of play behavior. The purpose of this study is to identify the factors and conditions that cause regressive behavior in children with ASD. Participants: preschool children (5—7 years old) — 18 children with ASD (4 girls and 14 boys) and 18 controls (5 girls and 13 boys). For the purposes of the research a role-playing game had been developed. The game consisted of four stages, in each stage a specific task was assigned to the child. Based on the results of the study a number of factors were revealed that provoke regressive behaviors and affect their number, among them: adoption of innovations, task switching, exhaustion, sensitivity to emotional stress.</jats:p>",24,1,64,79,Psychology,,,,,https://doaj.org/article/02407f2d341c4200948fb47575c9a9e9 https://psyjournals.ru/mpj/2016/n1/turevskaya.shtml,http://dx.doi.org/10.17759/cpp.2016240105,,10.17759/cpp.2016240105,2401126432,,0,062-616-094-364-475; 114-277-735-423-430,2,true,cc-by-nc,gold
051-611-114-017-090,Perception of Time and Some Methodical Possibilities of Its Study in Clinical Psychological Research,,2017,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,E Y Balashova,<jats:p>The article discusses a variety of instructional techniques aimed at study the perception of time and used today in Russian and foreign psychological researches. Author discusses the need for a comprehensive study of the perception of time as a higher mental function and the possibilities of incorporating of experimental techniques aimed at different aspects of time perception in clinical-psychological diagnostics and the outlooks of such integration.; ; Funding; This work was supported by grant RFBR № 16-06-00161.</jats:p>,6,2,97,108,Psychology; Time perception; Psychological research; Applied psychology,time perception; functional system; evaluation and measuring intervals; the experience of time; personality time perspective; clinical psychology,,,,https://psyjournals.ru/files/86351/Balashova.pdf https://core.ac.uk/display/88223494 https://psyjournals.ru/en/psyclin/2017/n2/Balashova.shtml https://doaj.org/article/ec9d0e0a671349f19863df7818bbce7c,http://dx.doi.org/10.17759/cpse.2017060208,,10.17759/cpse.2017060208,2733933855,,0,000-177-990-993-463; 004-375-154-319-425; 006-149-110-537-743; 013-153-905-958-723; 018-553-071-680-458; 019-506-585-248-456; 022-417-252-017-960; 026-851-271-051-459; 027-279-375-961-475; 027-720-764-149-303; 051-386-639-184-096; 057-421-274-424-104; 064-653-329-027-314; 066-993-808-621-162; 124-205-497-088-584; 145-663-310-320-575; 189-951-167-422-909,4,true,cc-by-nc,gold
051-652-016-296-605,Факторы риска формирования суицидального поведения у детей и подростков (по результатам анализа региональных посмертных судебных экспертиз),,2019,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,К В Сыроквашина; Д С Ошевский; В Д Бадмаева; Е Г Дозорцева; Евгений Вадимович Макушкин; Н А Александрова; С А Терехина; Е В Нуцкова; А А Федонкина; И А Чибисова; Е Ю Шкитырь,"<jats:p>On the basis of a specially developed statistical matrix, which includes more than 50 parameters, 179 conclusions of post-mortem complex forensic psychiatric-psychological expertises carried out in various regions of Russia were analyzed. Typical psychological and psychopathological factors in genesis of suicidal behavior of children and adolescents were identified.  The article describes the main psychic disorders diagnosed in minors, among which a high percentage of psychogenic states is noteworthy. Special attention is paid to suicidal statements and attempts, addictive behavior in the pre-suicidal period, adolescents’ means of communication (social networks). The extremely low frequency of requests for specialized assistance to specialists (psychiatrists, psychologists) was noted. It indicates the increased need for psychoeducational measures among the general population. The prospects of interdisciplinary research, which can reveal more differentiated characteristics of suicidal behavior in minors, are outlined.</jats:p>",9,1,71,84,Psychology,Нуцкова Е.В.; научный сотрудник; ФГБУ «НМИЦ ПН им. В.П. Сербского» Минздрава,,,,https://psyjournals.ru/psyandlaw/2019/n1/97335.shtml https://psyjournals.ru/files/97335/psyandlaw_2019_1_Syrokvashina_Oshevsky_Badmaeva_et_al.pdf,http://dx.doi.org/10.17759/psylaw.2019090105,,10.17759/psylaw.2019090105,2921368124,,0,036-485-408-139-44X; 065-014-302-481-90X,8,true,cc-by-nc,gold
051-708-516-464-919,"The Girls in Sport and Ballet: Eating Behavior, Attitude to Own Body, Interpersonal Interaction and Understanding of Themselves",,2016,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,N. Zyazina; N.O. Nikolaeva,"<jats:p>Research is devoted the study of features of eating behavior and of personality traits in four female groups: of professional players of the basketball (N=14), of figure skaters (N=6), professional dancers (N=7) and control group (N=10). In total 37 girls aged 11–15 years participated in the study. The results showed that professional factors affect eating behavior: Girls from sports teams have had a tendency to bulimia, Dancers and figure skaters showed restrictive eating behavior. The both experimental groups showed higher scores on a scale of «Asceticism», compared with the control group. For basketball players and partly figure skaters were also characterized by such personality traits as «Dissatisfaction with their own body», «The difficulty of interacting with other people», «Poor understanding of their own feelings» and «Fear of maturity», players of the basketball, figure skaters, professional dancers.</jats:p>",5,3,56,68,Developmental psychology; Psychology; Ballet; Interpersonal interaction; Eating behavior,the risk of eating disorders; restrictive disorders of eating behavior; dissatisfaction by body; difficulties of interpersonal interaction; interpersonal distrust; poor understanding of own feelings; interoceptive awareness; fear of maturity,,,,https://psyjournals.ru/files/83447/Zyazina_Nikolaeva.pdf http://psyjournals.ru/psyclin/2016/n3/Zyazina_Nikolaeva.shtml https://psyjournals.ru/psyclin/2016/n3/Zyazina_Nikolaeva.shtml,http://dx.doi.org/10.17759/cpse.2016050304,,10.17759/cpse.2016050304,2560863636,,0,000-291-754-736-560; 017-889-378-256-697; 032-615-603-915-480; 045-927-039-901-41X; 126-792-040-498-112,0,true,cc-by-nc,gold
052-054-164-417-778,Emotional Burnout and Stress in Social Workers,2024-02-01,2024,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,A.N. Kamnev; T.A. Mikhailova; I.B. Shilinа,"<jats:p>&lt;p style=""text-align: justify;""&gt;The authors present an overview of the latest foreign studies on the problem of emotional burnout and occupational stress in social workers, clarify concepts, analyze trends and conclusions. It is especially important to observe the researches of the 2020s, when society was faced with new challenges (the COVID-19 pandemic, social conflicts and disasters), increasing the workload and stress for social workers. The article analyzes different approaches to the study of stress and burnout, including those in social work and empirical studies in different countries that show that social workers get a higher level of stress and, as a result, emotional burnout, than comparable professional groups. The conclusion about the impact of emotional burnout of social workers on their mental and physical health is summarized. The sources contributing to the occurrence of stress and emotional burnout are determined, which come from the practice of social work itself, are associated with contradictions between values and work requirements, as well as with the organization of the working environment. The necessity of early prevention of professional burnout in the social sphere through support is substantiated.&lt;/p&gt;</jats:p>",12,4,145,156,Burnout; Emotional exhaustion; Psychology; Emotional labor; Social work; Stress (linguistics); Social psychology; Clinical psychology; Political science; Philosophy; Linguistics; Law,эмоциональное выгорание; выгорание; стресс; социальная работа; социальный работник; ролевой конфликт emotional burnout; burnout; stress; social work; social worker; role conflict,,,,https://psyjournals.ru/journals/jmfp/archive/2023_n4/jmfp_2023_n4_Kamnev_et_al.pdf https://doi.org/10.17759/jmfp.2023120413,http://dx.doi.org/10.17759/jmfp.2023120413,,10.17759/jmfp.2023120413,,,0,007-885-263-843-436; 014-575-273-199-090; 019-473-444-999-039; 021-017-484-528-082; 022-835-446-567-786; 025-481-746-083-031; 027-121-450-994-50X; 035-370-865-197-745; 043-207-764-768-422; 047-369-667-611-746; 056-306-246-764-89X; 058-466-933-095-996; 058-816-634-096-152; 061-165-786-352-751; 068-150-569-077-24X; 068-236-484-772-574; 080-077-719-554-424; 085-350-898-953-653; 096-485-577-400-473; 124-727-070-586-048; 130-880-070-688-296; 138-779-144-860-031; 156-762-371-734-264; 160-091-095-361-181,4,true,cc-by-nc,gold
052-097-271-231-936,Problems of Psychological and Pedagogical Adaptation of Students in Transition to the Main School,,2018,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,O S Bezrukavny,<jats:p>The article deals with the problems of psychological and pedagogical adaptation of students to the main school. Approaches to the problem of adaptation processes by representatives of different psychological schools are compared. The data of research of a level of psychological and pedagogical adaptation of students during transition from primary to basic school are given. The main theoretical approaches to the problem of psychological and pedagogical adaptation in domestic and foreign scientific literature are revealed. The article correlates the data obtained by diagnostic methods and the method of conversation and analysis of educational documentation. The author gives their conclusions concerning educational and non-educational factors that can influence the success of psychological and pedagogical adaptation of students. The article offers a discussion of the results obtained. The article draws conclusions about probable causes of psychological and pedagogical adaptation difficulties for students in the main school and possible ways out of the psychological and pedagogical disadaptation zone.</jats:p>,10,3,1,11,Psychology; Cognitive psychology; Transition (fiction); Adaptation (computer science),,,,,https://psyjournals.ru/files/96032/psyedu_2018_n3_Bezrukavny.pdf https://psyjournals.ru/psyedu_ru/2018/n3/Bezrukavny.shtml,http://dx.doi.org/10.17759/psyedu.2018100301,,10.17759/psyedu.2018100301,2900885027,,0,005-737-190-530-924; 017-010-843-449-057; 017-627-807-763-081; 019-295-514-847-34X; 041-323-466-456-362; 056-346-746-625-390; 079-126-733-118-883; 091-140-336-725-60X; 105-405-206-539-582; 171-414-110-775-490,4,true,cc-by-nc,gold
052-262-117-527-313,"Особенности субъективной витальности сотрудников МВД России, имеющих разный должностной статус",,2020,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,В М Поздняков; Т В Мальцева; А О Бурцев,"<jats:p>The purpose of this study is to identify the component parts of the subjective vitality in the officials and other personnel of internal affairs divisions and to reveal the difference between these data and those of similar-ranked professionals in civilian organizations. On the conceptual level one's subjective vitality is viewed through the personality's attitude to the genesis of its inner forces compared to the scale and feasibility of one's projected plans in various areas of activity. Based on the subject-activity approach, the concept of personality's psychological safety and the resource-based concept of stress we actualize the role of subjective vitality in health behavior. 80 individuals were examined using the Russian adaptation (made by Alexandrova L.A) of the methodology for identifying the subjective vitality developed by R. Ryan and  C.Frederic within the framework of the self-determination theory. The study found that civilian staff and officials of the internal affairs divisions have the lowest subjective vitality, whereas in the officers of internal affairs divisions it is near average. It is revealed that women working within the Internal Affairs are more distinguished by ""unstable vitality"".</jats:p>",10,4,33,50,Psychology,professional stress; health behavior; subjective vitality; staff of civilian organizations; heads and staff of internal affairs divisions; psychological monitoring; psychological support,,,,https://psyjournals.ru/psyandlaw/2020/n4/Pozdnyakov_Maltseva_Burtsev_full.shtml https://psyjournals.ru/files/117991/psylaw_2020_n4_Pozdnyakov_Maltseva_Burtsev.pdf,http://dx.doi.org/10.17759/psylaw.2020100403,,10.17759/psylaw.2020100403,3117872405,,0,006-411-486-707-182; 008-129-133-896-145; 023-199-222-229-683; 026-415-793-723-928; 043-155-238-737-667; 063-047-842-806-814; 074-629-781-621-750; 096-316-987-050-683,2,true,cc-by-nc,gold
052-412-629-149-513,Features of Relationship between Moral Judgments and Mental Model (on the Example of Adults with ASD),,2022,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,E. Nemzer; L.G. Borodina,"<jats:p>The deficit of theory of mind (ToM) is considered by a number of authors as one of the risk factors for involvement in criminal activity for individuals with autism spectrum disorders (ASD) (for example because of difficulties in understanding other people’s intentions). The relationship between the deficit of ToM and moral judgments is discussed. The methods of test diagnostics (“Moral dilemmas”, A-ToM) and the method of content analysis of answers to open questions on moral dilemmas were used. It is shown that individuals with ASD are less likely to give utilitarian answers to impersonal dilemmas, but regardless of the intact of ToM, there is a tendency to reduce the degree of utilitarianism from impersonal to personal dilemmas. It is also shown that individuals with ASD do not rely on the intentions of actors when reasoning about moral dilemmas, but not only individuals with ASD rely on conse-quences in such reasoning.</jats:p>",12,1,180,195,Psychology; Moral dilemma; Utilitarianism; Theory of mind; Autism; Moral reasoning; Social psychology; Moral development; Test (biology); Developmental psychology; Cognitive psychology; Cognition; Epistemology; Philosophy; Neuroscience; Biology; Paleontology,theory of mind; autism spectrum disorders; moral judgment; moral dilemma,,,,https://psyjournals.ru/files/128388/psylaw_2022_n1_Nemzer_Borodina.pdf https://doi.org/10.17759/psylaw.2022120114,http://dx.doi.org/10.17759/psylaw.2022120114,,10.17759/psylaw.2022120114,,,0,025-263-393-476-060; 031-555-483-404-695; 036-627-086-695-929; 039-767-383-354-323; 047-454-902-226-837; 056-541-191-889-424; 057-909-630-629-237; 060-932-343-310-817; 062-643-621-903-690; 088-673-472-490-108; 093-406-305-926-298; 104-691-840-560-956; 143-896-470-915-716; 162-644-185-739-600,0,true,cc-by-nc,gold
052-468-147-170-881,Социальные представления и информационная безопасность детей и подростков: точка зрения учителей (Часть 3),,2017,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Inna Bovina; N V Dvoryanchikov; Gayamova S.Yu.; A V Milekhin; S V Budykin,"<jats:p>The presented text is the last part of the article that reported the results of the study about the information security of children and adolescents in groups of teachers. The study was based on the ideas of the social representations theory, in particular, it concerned with the relations in between social practices and social representations. The object of the study was teachers of secondary schools, the sample included 102 people aged from 22 to 65 years, (M = 39.36 years, SD = 11.12 years, 91 women and 11 men). As a matter of the experience with schoolchildren the sample was divided into three groups: teachers of children, teachers of adolescents, and teachers of children and adolescents. To test the assumption concerning the specificity of the social representations as a matter of practice, a questionnaire was developed, it consisted of 6 parts: In the first part, respondents were asked to evaluate information, in terms of the threat it poses to the safety of children and adolescents. In the next four parts of the questionnaire, respondents were asked to answer questions concerning the hypothetical situations, in each case it was necessary to propose a plan of action in the situation. The last part contained socio-demographic issues. The results about last two situations out of four were discussed.</jats:p>",7,3,138,148,Psychology,information security of children and adolescents; social representations theory; informational threat; teachers' actions,,,,https://psyjournals.ru/files/85398/psyandlaw_2017_1_Bovina.pdf https://psyjournals.ru/psyandlaw/2017/n3/87539.shtml https://doaj.org/article/57dc1158c359462d9b3b78f48d2597e1,http://dx.doi.org/10.17759/psylaw.2017070311,,10.17759/psylaw.2017070311,2605083692,,0,007-384-377-558-259; 044-828-392-413-046; 061-900-151-294-20X; 064-312-348-262-306; 094-029-554-150-449; 100-695-536-127-368; 108-703-903-802-942; 134-256-333-631-694; 150-068-464-679-139; 160-734-636-332-284; 190-072-006-787-952,1,true,cc-by-nc,gold
052-758-633-354-606,Communicative Learning Difficulties of Primary School Student's,2023-12-14,2023,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,S.P. Sanina; M.D. Rastorgueva,"<jats:p>&lt;p&gt;The article describes the main learning difficulties primary school students face in communication. To identify these difficulties we useda digital adaptation of the School Anxiety Test (Phillips Test). Primary school students from 5 subjects of the Russian Federation were recruited for this study (The Republic of Tatarstan, Lipetsk Region, Volgograd Region, Chuvash Republic, Samara Region). 2031 4th grade students aged 9-11 years participated in the research. The data obtained revealed a significant percentage of primary school students with increased and high levels of anxiety and fears associated with school, which can be predictors of educational difficulties and school failure. Experimental testing of the developed diagnostic program proved that: 1) our initial theoretical assumptions about the forms of manifestations of learning difficulties of primary school students in the communicative area were reasonable; 2) the diagnostic method of some specific manifestations of learning difficulties is valid.&lt;/p&gt;</jats:p>",28,5,142,153,Psychology; Adaptation (eye); Anxiety; Test (biology); Russian federation; Mathematics education; Test anxiety; Samara; Medical education; Pedagogy; Medicine; Sociology; Psychiatry; Paleontology; Ecology; Neuroscience; Regional science; Biology,learning difficulties; communicative difficulties; primary school students; a program for diagnosis of learning difficulties,,,,https://psyjournals.ru/journals/pse/archive/2023_n5/pse_2023_n5_Sanina_Rastorgueva.pdf https://doi.org/10.17759/pse.2023280511,http://dx.doi.org/10.17759/pse.2023280511,,10.17759/pse.2023280511,,,0,036-677-010-213-204; 047-651-959-142-434; 048-239-263-854-646; 180-546-331-382-587,2,true,cc-by-nc,gold
052-807-902-828-91X,Movement Disorders in the Structure of the Different Mental Processes Types in Child with Opsoclonus-Myoclonus Syndrome,,2020,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,Yu N Fedorova; Y.V. Mikadze; N. Burlakova; E.S. Ilyina,"<jats:p>Opsoclonus-myoclonus syndrome (OMS) is a rare and often relapsing neurologic illness with onset in early childhood. Patients with OMS have longitudinal mental development disturbances and features of emotional and behavioral state. Interruption of the normative mental development is determined by movement disorders (primary defect), which establish new conditions for child's life for a long time. Case study of the child with OMS and the discussion of movement disorders in the structure of the different mental processes types in this disease are presented. Movement disorders (primary defect) and their effects (secondary and other defects) affecting mental development are discussed (based on the levels of movements coordination concept by N.A. Bernstein). The research detects mistmatch between levels of movements coordination (intactness of higher levels and disturbance of lower levels), which important for prospective analysis of the mental disorders mechanisms in children with OMS.</jats:p>",9,2,229,245,Movement disorders; Opsoclonus myoclonus syndrome; Medicine; Physical medicine and rehabilitation,,,,,https://psyjournals.ru/files/114920/cpse_2020_n2_Fedorova_et_al.pdf https://psyjournals.ru/psyclin/2020/n2/Fedorova_et_al.shtml,http://dx.doi.org/10.17759/cpse.2020090212,,10.17759/cpse.2020090212,3044246665,,0,007-029-834-151-045; 008-044-430-929-81X; 021-952-559-018-501; 022-939-145-715-315; 025-129-348-990-004; 031-762-631-645-16X; 031-908-095-563-61X; 034-731-126-247-977; 057-774-443-362-180; 066-867-347-277-196; 084-241-416-877-821; 091-272-323-126-979; 094-507-738-320-389; 135-980-059-648-20X,3,true,cc-by-nc,gold
053-060-535-616-846,Learning Motivation as an Aspect of personality Self-Determination at the Stage of Pre-Professional Development,,2019,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,T A Egorenko,"<jats:p>This article analyzes the problem of raising learning motivation in high school students. Proceeding from key provisions of the theory of values, self-determination and positive psychology the authors analyzed the processes which stimulate or undermine the learning motivation of high school students. The article describes the results of the study conducted in schools of Boston (United States), where high school students were enrolled in the training program at the workplace («School-to-work»). The findings revealed that teacher’s support of students’ autonomy significantly contributes to academic performance. Promoting a positive future orientation was recognized as an important component of the efficiency of an educational program. Comparative results of the study on interplay between the level of educator’s care, autonomous motivation and positive emotions to the learning process among high school students of Germany and the United States have shown that teachers who provide such support, give high school students an opportunity to make choice and take independent decisions, contribute to formation of a positive autonomous learning motivation.</jats:p>",8,2,49,55,Developmental psychology; Psychology; Stage (hydrology); Personality; Learning motivation; Professional development; Self-determination,мотивация; мотивация обучения; самоопределение; допрофессиональное развитие; профессиональное самоопределение motivation; learning motivation; self-determination; pre-professional development; professional selfdetermination,,,,https://psyjournals.ru/files/107311/jmfp_2019_n2_Egorenko.pdf https://psyjournals.ru/jmfp/2019/n2/Egorenko.shtml,http://dx.doi.org/10.17759/jmfp.2019080205,,10.17759/jmfp.2019080205,2954163909,,0,003-516-693-077-883; 004-518-276-893-033; 010-720-015-629-716; 012-672-516-113-813; 013-466-643-445-860; 013-732-500-067-240; 018-084-942-760-535; 023-716-662-656-120; 024-444-690-795-865; 026-688-964-740-612; 032-737-147-775-765; 034-287-130-621-310; 037-298-990-938-37X; 052-367-298-490-53X; 061-323-521-789-879; 065-797-513-576-064; 066-140-768-181-910; 069-773-888-231-90X; 080-304-709-920-395; 093-514-739-536-631; 096-587-322-624-94X; 098-502-982-056-332; 109-023-957-430-440; 110-695-101-710-813; 121-463-351-960-504; 136-583-090-215-880; 136-912-914-158-159; 140-008-346-961-371; 157-190-992-424-117; 172-018-797-880-765,3,true,cc-by-nc,gold
053-529-927-787-80X,The Topography of the Subject Field of Christian Psychology,,2016,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,F.E. Vasilyuk,"<jats:p>The task of constitutionalization of Christian psychology as a specific discipline pre- sumes methodological enumeration of its population: scientific, educational and practice-oriented projects. Current article presents a tryout of a tool, that allows to to- pographically link each project to certain coordinates on a map of Christian psychology subject field. Analyses revealed uncommon qualities of such a map. The main of these qualities is a topological plasticity, a capacity to adaptively change the metric of zones and fields in order to insert specific project unaltered. Such a procedure allows to describe an individual “methodological profile” of a project. The technology of analyses tested in current work opens up an opportunity for methodological arrange- ment of the subject-thematical field of Christian psychology, which is a necessary condition for its constitutionalization and entering a “critical” phase of its development.</jats:p>",24,5,72,99,Epistemology; Psychology; Anthropology; Subject (philosophy); Field (Bourdieu),,,,,https://doaj.org/article/6020929893da4937bbe0c2398cb8b81c https://psyjournals.ru/files/87310/kpip_2016_n5_vasiluk.pdf https://psyjournals.ru/en/mpj/2016/n5/vasilyuk.shtml,http://dx.doi.org/10.17759/cpp.2016240505,,10.17759/cpp.2016240505,2757246738,,0,,1,true,cc-by-nc,gold
053-546-233-765-109,COVID-19 and students' mental health: foreign studies,,2021,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,T V Ermolova; Aleksandr V. Litvinov; N V Savitskaya; O A Krukovskaya,"<jats:p>This analytical review provides a broad outline of the historically significant process of consolidating the global scientific community in the face of the threat posed to the psyche of children and young people by the COVID-19 pandemic. The formation of vector data arrays, revealing aspects and prevalence of mental disorders of children, provoked by a pandemic, is shown. In the majority of students, the additional neuro-psychological load led to increased anxiety, depressive states, post-traumatic stress, decreased learning capacity. There are studies of the psyche of students in families in connection with the phenomenon of screen-time (time spent at the computer screen), the presence of comorbid disorders, narrowing of communication, closing schools. The importance of adequate parenthood for children's mental well-being, educational strategy for parents, volunteers, nurses is shown. The direction of telepsychiatry as a remote care tool has been demonstrated. Pilots of the concept of mental disorders of students against the background of the pandemic are presented. The questions about the delayed cumulative effect of mental disorders in students and the continuing incompleteness of knowledge about it are also raised.</jats:p>",10,1,79,91,Psychiatry; Mental health; Psychology; Coronavirus disease 2019 (COVID-19),pandemic; mental disorders; students family; telepsychiatry; comorbid states; triggers the overlay effect consolidation,,,,https://psyjournals.ru/files/119773/jmfp_2021_n1_Ermolova_et_al.pdf https://psyjournals.ru/jmfp/2021/n1/Ermolova_et_al.shtml,http://dx.doi.org/10.17759/jmfp.2021100108,,10.17759/jmfp.2021100108,3152460210,,0,000-124-604-434-884; 000-386-785-922-325; 001-115-623-948-532; 007-411-941-215-582; 009-037-248-502-925; 010-081-364-417-510; 011-239-851-206-239; 011-557-383-698-255; 012-558-938-593-299; 015-100-420-343-636; 015-313-793-780-758; 015-817-152-629-520; 022-538-424-968-422; 024-054-792-864-952; 034-201-162-212-255; 038-384-155-347-573; 039-535-432-898-00X; 041-259-525-479-705; 042-767-010-940-23X; 054-407-254-472-352; 060-481-328-929-849; 078-057-859-075-230; 079-253-798-878-383; 104-233-522-324-757; 106-550-309-376-71X; 118-634-518-781-766; 138-703-301-964-942; 151-483-194-262-863; 186-851-477-356-620,8,true,cc-by-nc,gold
053-592-441-958-105,"The Structure and Content of Social Representations of Lawyers, Psychologists and Journalists about Mentally Ill People",,2015,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,A.V. Yakushenko,"<jats:p>the various professional groups of young people. This study involved 60 people aged 20 to 30 years (50% of respondents were girls, 50% were boys), specializing in psychology, law and journalism. We used semi-structured interview, associative method with elements of ranking and emotional attitude, and drawing techniques. We tested the following hypotheses: 1) the social representations of the mentally ill people contain elements with negative valence in all investigated occupational groups of young people; 2) social representations of the mentally ill people are based on such constructs as ""otherness""; treatment (hospital, pills, experts); disease (synonyms, names of diseases, symptoms); the attitude of society; 3) social representations of the mentally ill people of lawyers and journalists are simpler and more consistent than those of psychologists. These hypotheses were supported by the empirical results.</jats:p>",7,2,122,133,Psychology; Structure (mathematical logic); Content (Freudian dream analysis); Mentally ill; Social psychology,social representations; mentally ill people; structure of social representations; professional social representations,,,,https://psyjournals.ru/files/77021/psyedu_2015_n2_Yakushenko.pdf https://psyjournals.ru/psyedu_ru/2015/n2/Yakushenko.shtml https://core.ac.uk/display/91941854,http://dx.doi.org/10.17759/psyedu.2015070211,,10.17759/psyedu.2015070211,965101340,,0,085-761-008-170-048,0,true,cc-by-nc,gold
053-923-606-893-252,Особенности личности жертв противоправных посягательств в Интернете,,2015,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Ф С Сафуанов; Н В Докучаева,"<jats:p>The article examines the personality characteristics of victims of illegal attacks on the Internet. We used methods as follow: 16 factors Cattell personality questionnaire, subjective control level, life-style index, Buss-Perry questionnaire, Spielberger State-Trait Anxiety Inventory, a COPE inventory. 78 internet users were divided into two groups of 38 persons: the main group included people falling victim to illegal attacks on the Internet, the control group participants were not attacked on the internet. We identified specific aggregated symptoms of individual psychological characteristics of internet attack victims and show that victims of ""non-forced"" and ""forced"" offenses have different levels of situational and personal anxiety, aggression and locus of control.</jats:p>",5,4,80,93,Psychology,victimity; victims of attacks on the Internet; cybercrime,,,,https://psyjournals.ru/psyandlaw/2015/n4/Safuanov_Dokuchaeva.shtml https://psyjournals.ru/files/80053/psyandlaw_2015_4_Safuanov_Dokuchaeva.pdf,http://dx.doi.org/10.17759/psylaw.2015050407,,10.17759/psylaw.2015050407,2255344567,,0,007-886-512-456-395; 008-995-697-267-134; 017-420-210-120-990; 018-041-941-857-976; 025-477-485-844-67X; 035-217-131-211-885; 063-961-250-494-292; 083-726-608-450-194; 107-348-417-993-384; 140-117-267-020-330; 179-366-149-150-348,8,true,cc-by-nc,gold
054-015-392-796-643,Психологические особенности представлений любителей произведений фантастического и детективного жанров о субъекте безопасности,,2020,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,V.G. Tylets; T.M. Krasnyanskaya,"<jats:p>This research is devoted to studying the views of fans of detective and fantasy media products about security in general and about the security subject in particular. It has been suggested that the preference for media products of the fantasy and detective genres contributes to the specification of representations about the security subject. The study was carried out using the semantic differential method with the participation of 400 subjects aged 18 to 22 years. Highlighted significant differences in the structure of ideas about the subject of security among fans of detective fiction and fantasy fans: if from the point of view of the first behavior and actions of the subject security must be based on a realistic assessment of the situation of danger and actualize their own resources, the main qualities of the subject security from the standpoint of the latter are flexibility of thinking, the ability to change behavior, ability to communicate with people, while maintaining the confidentiality of the received information (factor “variability”, “privacy”, “openness”). Common to both groups of subjects are such qualities inherent in the subject of safety as originality of approach to solving a difficult or dangerous situation and energy, activity of actions (factors “novelty” and “activity”). The proposed projective method of evaluating the strategies of the subject’s actions in the conditions of threat, risk and stress expands the diagnostic and predictive capabilities of security psychology.</jats:p>",13,3,180,193,Psychology,представления; безопасность; картина мира; субъект; влияние concepts; security; world picture; subject; influence,,,,https://psyjournals.ru/files/116676/exppsy_2020_n3_Tylets_Krasnyanskaya.pdf https://psyjournals.ru/exp/2020/n3/Tylets_Krasnyanskaya.shtml,http://dx.doi.org/10.17759/exppsy.2020130314,,10.17759/exppsy.2020130314,3096346682,,0,001-546-920-594-122; 059-646-065-623-940; 071-835-074-603-826; 167-141-506-419-665,8,true,cc-by-nc,gold
054-096-981-652-370,The Problem of Physical Aggression in Adults Diagnosed with Autism in Childhood,,2021,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,L G Borodina,"<jats:p>In this study, 64 adults originally (in their childhood) diagnosed with autism were examined for hetero-aggression and its character. Physical hetero-aggression was present in roughly one third of the subjects and, at the same time, it turned out to be dependent on the functional and psychopathological levels of the patients. Occurring only occasionally in high and middle functioning adults as part of a psychopathy-like syndrome, aggression was present in most low functioning patients with catatonic symptoms. These motives for aggressive actions have been revealed: gratifying one's aggressive-sadistic impulses, reaction to one's psychological discomfort, provoking a predictable response. In addition to psychological causes of aggression, the parabulia-related component of autistic adults' aggression is discussed together with the relationship between aggression and dysphoric episodes. Families with an aggressive autistic adult were under significant distress. Quite often the aggression led to injuries of the victims, but the families' need for rehabilitation and psychological counselling wasn't satisfied.</jats:p>",11,3,124,130,Psychology; Autism; Aggression; Clinical psychology,физическая агрессия; аутизм; низкофункциональный,,,,https://psyjournals.ru/files/123092/psylaw_2021_n3_borodina.pdf https://psyjournals.ru/psyandlaw/2021/n3/borodina_full.shtml,http://dx.doi.org/10.17759/psylaw.2021110309,,10.17759/psylaw.2021110309,3203188772,,0,012-690-399-744-577; 019-497-035-657-325; 045-763-785-285-083; 072-899-331-418-621; 100-944-057-428-854; 133-733-196-032-048,0,true,cc-by-nc,gold
054-102-009-706-891,Digital Educational Environment in University: Who is More Comfortable Studying in It?,,2020,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,M.G. Sorokova,"<jats:p>The article presents the comparative empirical study findings of the opinions of students after completing e-courses in mathematical methods in psycho-educational researches in blended learning format according to the “flipped classroom” model. Possible learning difficulties are examined, the involvement, learning and testing independence, the practical benefits and the attitude to this format among master’s programs and second higher education programs students as compared with undergraduate programs students are assessed. Using the logistic regression analysis method the predictors characterizing each of these categories are determined. Contrary to expectations, the differences are not fundamental, which refutes the prevailing stereotypes. The overwhelming majority of both groups students did not have significant difficulties, the tests were useful for better content assimilation, the e-course allowed them to track their individual trajectory, and there were enough personal contacts with the teacher. Master’s programs students and students of the second higher education ones almost unanimously disagree that the e-courses reduce the education quality, but agree that the use of online-courses is a modern need, and it is high time to introduce them. Almost all students of both groups believe that online-learning solves the problems of employed students, and claim that they like this e-course. Students of master’s programs and students of the second higher education ones are more likely to argue that they studied much more intensively in e-course seminars than in traditional in-class education, and immediately got involved in the learning process, and less often agree to replace face-to-face classes with webinars. They somewhat less often confirm that they helped classmates at the seminars. The course is rated as practically useful. The problem of dishonest strategies requires further investigation. The total sample size N = 344 students of psychological faculties of the Moscow State University of Psychology and Education.</jats:p>",25,2,44,58,Psychology,blended learning; flipped classroom model; e-course; mass open online course (MOOC); digital technologies in education; university digital environment; logistic regression analysis,,,Moscow State University of Psychology and Education,https://psyjournals.ru/psyedu/2020/n2/Sorokova.shtml https://psyjournals.ru/files/113729/pse_2020_n1_Sorokova_2.pdf,http://dx.doi.org/10.17759/pse.2020250204,,10.17759/pse.2020250204,3025466823,,0,002-903-604-170-095; 028-992-528-833-811; 036-305-914-545-052; 036-869-185-004-638; 051-526-758-714-557; 056-073-801-378-409; 099-113-367-208-071; 108-776-081-188-96X,28,true,cc-by-nc,gold
054-131-304-121-741,Психотравмирующая ситуация как признак состава преступления по ст. 106 УК РФ (Убийство матерью новорожденного ребенка),,2021,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Ф С Сафуанов; Ю А Сарычева,"<jats:p>The study is aimed at finding general grounds of criminal responsibility for neonaticide (murder by a mother of her own newborn child). The formal crime signs listed in article 106 of CCRF have been analysed. The theoretical analysis is supplemented with a study of 40 criminal cases. It was concluded that the common ground for inclusion of the three formal elements of the crime (differing in a number of criteria) is the mother's limited capability to consciously and arbitrarily control her behavior while murdering her newborn child. In the first case, the main factor limiting this legally significant capability is a legislator-presumed specific psychophysical condition of the parturient woman, in the second case it is a specific emotional state caused by a psychologically traumatic event associated with pregnancy and childbirth. The third case is a mental disorder not excluding sanity. A remark about the baby-murdering mother's special emotional condition limiting her capability to be aware of her actions (and control them) has been suggested for inclusion in the text of the article. The advisability of obligatory prescription for a comprehensive forensic psychological and psychiatric examination has been substantiated when the offence is categorized under article 106 of CCRF.</jats:p>",11,2,193,207,,neonaticide; murder by a mother of her newborn baby; article 106 of the Russian Criminal Code; psychologically traumatic situation; mental disorder not excluding sanity; comprehensive forensic psychological and psychiatric examination,,,,https://psyjournals.ru/files/121159/psylaw_2021_n2_Safuanov_Sarycheva.pdf https://psyjournals.ru/psyandlaw/2021/n2/Safuanov_Sarycheva_full.shtml,http://dx.doi.org/10.17759/psylaw.2021110214,,10.17759/psylaw.2021110214,3181936203,,0,070-674-094-326-327,1,true,cc-by-nc,gold
054-284-195-128-73X,Intercultural differences in the description and identification of persons of their own and someone else’s ethnicity on the example of portrait images,,2018,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,E.A. Lupenko,"<jats:p>The article presents the results of a study of differences in the perception, description and identification of persons of their own and someone else’s ethnicity, represented in portrait images. The subjects were Russian and Tuvinian students. It is shown that the ethnicity of observers influences the choice of one or another way of describing the depicted characters, but does not depend on the ethnicity of the characters. Differences in the number of characteristics used in the description of the Russian and Tuvinian sample of subjects were obtained. The success of the identification of the descriptions received is generally higher in the Russian sample. The joint solution of the problem of identification (pair experiment) does not lead to an improvement in its results.</jats:p>",11,4,116,124,Ethnic group; Psychology; Portrait; Identification (psychology); Genealogy,,,,Ministry of Science and Higher Education of the Russian Federation,https://psyjournals.ru/exp/2018/n4/Lupenko.shtml https://psyjournals.ru/files/96965/exppsy_2018_n4_Lupenko.pdf,http://dx.doi.org/10.17759/exppsy.2018110410,,10.17759/exppsy.2018110410,2912246250,,0,115-884-541-701-755,1,true,cc-by-nc,gold
054-541-488-248-174,Parental practices contributing to the child's neuroses emergence,,2017,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,O A Ragulina; A V Fokina,"<jats:p>The article is devoted to the overview of modern foreign studies exploring the nature, symptomatology and factors of neurotic disorders. The matter of estimating prevalence of neurotic disorders is being discussed. It provides information about somatic-vegetative and affective symptoms of neurotic disorders, depending on psychological factors (in particular, attachment, parenting style, marriage relationships, parental business, degree of awareness of psychogenic character of disorders). It also describes foreign studies, which show the role of psychogenic factor in the development of such disorders as ADHD, opposition-defiant disorder and learning disabilities. Parental practices contributed to child neurotic disorders emergence is analyzed. The ""helicopter parents"" and ""lawnmower parents"" are described. Authors use their experience of psychological work with families to describe some of these practices: ""rejection of differentiation"", ""anxiety escort"", ""child's rectification"".</jats:p>",6,2,46,53,Developmental psychology; Psychology,child-parent relationships; neuroses; factors of neurotic disorders; family; parenting; parental practices; over-controlling parenting; parental hostility; parental control; parental anxiety; neurotic parents,,,,https://doaj.org/article/53da9c2431454d9bbe75dff5f5a26bab https://psyjournals.ru/files/86630/jmfp_2017_n_2_Ragulina_Fokina.pdf https://psyjournals.ru/jmfp/2017/n2/86630.shtml,http://dx.doi.org/10.17759/jmfp.2017060205,,10.17759/jmfp.2017060205,2742491505,,0,001-783-525-966-722; 003-084-879-038-085; 009-838-787-475-591; 023-493-924-147-524; 023-701-579-058-398; 027-257-804-775-48X; 027-415-603-991-195; 031-622-136-373-06X; 035-444-251-803-703; 062-009-170-983-434; 083-915-658-433-15X; 100-438-498-313-495; 107-947-525-908-268; 117-373-792-320-234; 123-416-547-747-431; 131-021-764-266-910; 153-670-513-159-692; 172-978-321-084-390,1,true,cc-by-nc,gold
054-690-275-704-219,Normative Bases and Conditions for Organization of Primary Prevention of Deviant Behavior of Children and Adolescents in Education System,,2020,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Irina B. Umnyashova,<jats:p>The article presents an overview of normative legal documents regulating the activities of teachers of the education system in the field of prevention and correction of deviant behavior of children and adolescents. The content of Federal law No. 120 regulating the organization of prevention of neglect and offenses in the Russian Federation is explained. The article describes the conditions for the arrangements of primary prevention of deviant behavior of children and adolescents in the education system: creation of an educational and nurturing environment of an educational organization; respect of the rights of minors; conducting socio-pedagogical and psychological diagnostics; organization of activity of psycho-pedagogical Council of the educational institution; interaction with territorial psychological-medical-pedagogical Commission and the center psychological-medical-social help; development of legal awareness of all subjects of educational system; the development of psycho-pedagogical competence of parents (legal representatives) of students; following the restorative justice and mediation practice in conflict situations.</jats:p>,10,2,78,96,Developmental psychology; Psychology; Primary prevention; Normative,deviant behavior; regulatory legal documents; primary prevention; prevention of deviant behavior in the education system,,,,https://doaj.org/article/b8702ed678ab43bc8b5ef851669428f0 https://psyjournals.ru/files/114293/psylaw_2020_2_Umnyashova.pdf https://psyjournals.ru/psyandlaw/2020/n2/114293_full.shtml,http://dx.doi.org/10.17759/psylaw.2020100207,,10.17759/psylaw.2020100207,3037403168,,0,001-159-510-457-117; 017-856-090-684-325; 021-922-737-996-504; 027-804-053-825-174; 038-317-422-345-354; 072-095-735-099-539,3,true,cc-by-nc,gold
054-751-042-044-906,"Особенности психологического выбора волонтеров, оказывающих помощь детям с тяжелыми и множественными нарушениями развития, детям с онкозаболеваниями и их семьям",,2019,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,V V Tkacheva; M B Neklyukova,"<jats:p>The article is devoted to studying of the psychological reasons for the choice of voluntary support to children with severe developmental disorders. Authors offer a diagnostic program for studying the features of the psychological choice of volunteers delivering support to children with severe developmental disorders. During an empirical study, the tasks were set to determine and differentiate the characteristics of motivational attitudes and personality characteristics of volunteers. Further, a comparative analysis of the data carried out between groups of respondents delivering support to children with disabilities of different medical conditions, including those with the severe developmental disorders. Results of the study of the features of the psychological choice of volunteers working in the projects of the Charity Foundation “Podari zhisn”, the Deafblind Support Foundation “Con-nection”, the Orthodox Service “Miloserdie.ru”, helping children with severe developmental disorders, deafblind and children with cancer. 28 volunteers participated in the research. The analysis of motivational attitudes shows that during volunteering activities young people can show not only their altruistic qualities, but also satisfy one of the most important needs of personal self-development, experiencing spiritual satisfaction from the results of real help and activity compassion for people with disabilities.</jats:p>",8,3,85,100,,,,,,https://psyjournals.ru/psyclin/2019/n3/Tkacheva_Neklukova.shtml https://psyjournals.ru/files/110487/Tkacheva.pdf,http://dx.doi.org/10.17759/cpse.2019080305,,10.17759/cpse.2019080305,2990701905,,0,001-103-139-323-196,0,true,cc-by-nc,gold
055-357-981-031-805,Smart drugs are as a dangerous model of psychoactive substance use,,2021,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,O V Rychkova,"<jats:p>When examining the factors of the use of psychoactive substances (PAS) by young people, recreational consumption has traditionally been studied. The second well-known causal model to examine psychoactive substances was its interpretation as a way of coping with stress for persons with a limited number of adaptation strategies. But data from foreign studies show the development of a new practice of consumption of stimulants, including permitted drugs, in order to improve mental productivity, performance, and improve cognitive function. The pace of life, loads, complex tasks that have to be solved in adolescence are increasing. In conjunction with the models of social behavior influencing the modern young persons, with the cult of success, achievements, perfectionist attitudes, this creates the motivation for self-improvement. And unless ways of improving the body have repeatedly become the topic of scientific researches and publications, the desire to improve the one's own brain function stays in the shadows, it has not yet attracted attention of Russian specialists and needs to be studied. The article analyzes the data of empirical studies that indicate an increase in the consumption of nootropics and other stimulants by students to achieve academic success.</jats:p>",10,2,44,54,Psychiatry; Psychology; Psychoactive substance,psychoactive substances; motivation for the consumption of psychoactive substances; drugs for cognitive enhancement; nootropics; stimulants,,,Moscow State University of Psychology and Education,https://doaj.org/article/b4e9e1f5c1d84549ab92711cdf0d34fa https://psyjournals.ru/jmfp/2021/n2/Rychkova.shtml https://psyjournals.ru/files/121396/jmfp_2021_n2_Rychkova.pdf,http://dx.doi.org/10.17759/jmfp.2021100205,,10.17759/jmfp.2021100205,3181311126,,0,000-200-142-021-437; 000-633-355-345-199; 001-425-204-174-409; 002-683-922-478-595; 003-235-664-113-610; 003-916-243-002-668; 009-613-057-490-098; 010-821-951-758-353; 011-363-494-679-406; 015-545-931-478-876; 016-290-540-633-239; 017-992-669-434-065; 018-630-066-882-529; 021-516-664-976-161; 022-453-712-485-086; 026-495-261-658-689; 027-699-546-145-343; 029-363-546-073-611; 030-225-462-258-74X; 031-488-254-504-214; 032-013-264-139-81X; 033-018-428-797-173; 033-843-816-286-762; 033-914-826-369-786; 035-885-930-972-051; 038-769-362-401-04X; 039-403-293-273-338; 039-588-660-801-336; 042-944-866-159-891; 045-291-941-302-736; 054-693-587-488-408; 055-214-396-484-389; 060-836-103-854-049; 061-925-375-509-987; 061-994-249-658-139; 062-482-935-798-382; 064-179-778-194-374; 064-496-201-811-795; 076-234-717-242-023; 076-463-641-915-197; 081-636-905-584-103; 090-487-695-584-243; 095-797-559-710-626; 099-532-261-744-972; 108-880-146-394-933; 110-903-383-421-262; 113-079-150-967-287; 113-622-913-089-366; 115-149-040-138-107; 126-405-187-265-812; 128-740-170-266-430,0,true,cc-by-nc,gold
055-384-539-136-288,"Conceptual Approaches to the Development of the Main Educational Program Project for Personnel Training in the Field of Education, Upbringing and Support of Students with Autism Spectrum Disorders",,2021,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,A.A. Almazova; T.S. Nikandrova; E.S. Tusheva; A.V. Khaustov,"<jats:p>The article considers conceptual approaches to the development of the main educational program project for personnel training in the field of education, upbringing and support of students with autism spectrum disorders. It is indicated that the relevance of development of such program is determined by the existing imbalance between the request of parents, who are raising children with autism spectrum disorders, the requirements of the modern system of organized psychological and educational support of students of this category and the current situation of deficiency in providing this system with qualified, purposefully trained professionals. It is shown that the solution of the personnel issue is the key in setting priorities regulating public relations and state policy in the field of education. The discussion object and subject are actualized - conceptual approaches to the development and technology of the development of the main educational program for personnel training in the field of psychological and educational support of students with autism spectrum disorders. Basic conceptual settings of the project of the model main educational program aimed at bachelors training in the field of education and support of students with autism spectrum disorders described. Drafts of the professional competencies and the achievement indicators are designed. The program content is presented by possible disciplines modules.</jats:p>",10,4,1,23,Autism; Field (mathematics); Psychology; Conceptual model; Relevance (law); Medical education; Special education; Professional development; Educational program; Pedagogy; Computer science; Developmental psychology; Medicine; Political science; Mathematics; Database; Pure mathematics; Law,,,,,https://psyjournals.ru/files/126635/cpse_2021_n4_Almazova_et_al.pdf https://doi.org/10.17759/cpse.2021100401,http://dx.doi.org/10.17759/cpse.2021100401,,10.17759/cpse.2021100401,,,0,096-834-028-230-187; 127-307-217-266-646; 145-177-436-002-114,2,true,cc-by-nc,gold
055-441-139-393-195,Verification of the Psychometric Characteristics of the Nijmegen Questionnaire for the Diagnosis of Dysfunctional Breathing During the COVID-19 Pandemic on a Russian Sample,,2022,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,E. Pervichko; O. Mitina; J. Koniukhovskaia; O. Stepanova,"<jats:p>The purpose of the study was to check the psychometric properties of the Nijmegen questionnaire (NQ) (Van Dixhoorn, Duivenvoorden, 1985), aimed at diagnosing the presence of signs of dysfunctional breathing (DВ) according to self–reports of respondents in the conditions of the COVID-19 pandemic in a Russian-speaking sample. The study sample consisted of 1 362 respondents (1 153 women and 209 men) aged 18 to 88 years (mean age 38.3±11.4) who filled out an online questionnaire from April to December 2020 during the COVID-19 pandemic. The following methods were used to test the construct validity of the Russian version of the NQ: 1) Perceived Stress Scale-10 (PSS-10; Ababkov et al., 2016); 2) State-Trait Anxiety Inventory (STAI, Khanin, 1976), the scales of which were modified to measure the level of anxiety during a pandemic (State anxiety) and before the pandemic (Trait anxiety) (Pervichko et al., 2020); 3) The Symptom Check List-32 (SCL-32) (Mitina, Gorbunova, 2011); (4) An abridged version of the Six-Factor Personality Inventory HEXACO-24 (Egorova et al, 2019). The study participants also completed a socio-demographic questionnaire (Pervichko et al., 2020). The results of checking the Russian-language version of the NQ for reliability are presented: the value of the internal consistency coefficient α-Cronbach for the integral indicator = 0.877. Four subscales were identified, the indicators of which improved when the questionnaire was reduced to 10 points. Internal convergent and discriminant validity has been verified for the abridged version. The external constructive validity of the questionnaire is proved. High rates of correlation with stress, situational and personal anxiety, as well as other symptoms of psychological distress were revealed. In addition, a high correlation with emotionality has been established. The problem of the ""threshold"" value of NQ required to identify the formed symptom complex of DB is discussed. The prevalence of DB symptoms before and during the pandemic was compared. A significant difference in the indicators on the scale for men and women was established. Using the obtained Russian-language version of NQ, it was shown that in the conditions of the COVID-19 pandemic, 27.7% of the study participants who were not sick with COVID-19 showed signs of a formed DB symptom complex, which is more than twice higher than the population indicators in the pre-pandemic period. The frequency of occurrence of the holistic symptom complex of DB in women is three times higher than in men: 31.0% vs 9.1% (p&lt;0.001). The results of the study allow us to conclude that NQ is a reliable and valid tool for diagnosing the severity of DB symptoms, which can be recommended for use as an express diagnostic tool for the presence of psychogenically caused respiratory disorders in persons complaining of ""difficulty breathing"" in the absence of objective grounds.</jats:p>",11,3,262,302,Cronbach's alpha; Psychology; Anxiety; Dysfunctional family; Discriminant validity; Clinical psychology; Construct validity; Convergent validity; State-Trait Anxiety Inventory; Internal consistency; Psychometrics; Psychiatry,hyperventilation syndrome; dysfunctional breathing; Nijmegen questionnaire; COVID-19 pandemic; anxiety; psychosomatic symptoms,,,,https://psyjournals.ru/files/132678/cpse_2022_n3_Pervichko_et_al.pdf https://doi.org/10.17759/cpse.2022110311,http://dx.doi.org/10.17759/cpse.2022110311,,10.17759/cpse.2022110311,,,0,003-614-151-763-351; 005-453-300-966-004; 005-574-926-333-381; 006-884-837-007-904; 007-351-267-845-31X; 007-475-586-366-783; 009-182-107-098-931; 015-368-368-879-261; 017-906-828-421-525; 028-044-117-298-148; 033-097-659-175-839; 037-409-544-822-800; 041-606-783-210-42X; 041-970-585-777-354; 043-268-788-345-407; 048-063-808-279-64X; 048-731-068-504-469; 048-970-076-805-892; 049-501-054-613-616; 052-387-522-338-216; 053-618-468-589-154; 070-273-057-201-456; 077-536-600-840-695; 077-930-616-453-628; 078-329-987-767-190; 089-065-626-251-394; 092-966-263-460-379; 096-695-713-332-563; 096-857-462-745-054; 098-160-330-145-172; 104-225-682-249-59X; 106-023-673-852-933; 114-709-190-494-621; 131-571-405-483-282; 132-665-404-481-748; 145-894-290-421-296,1,true,cc-by-nc,gold
055-482-979-353-170,Radicalisation among Young People: In Search of Risk Assessment Model,,2022,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,N.V. Dvoryanchikov; B.G. Bovin; I.B. Bovina,"<jats:p>Problem. Terrorism is a long-standing phenomenon, it has existed for more than two millennia. It has been changing over time, acquiring the new features and characteristics of a particular era, but one feature has retained unchanged: terrorism still poses a serious threat to society. Purpose: the focus of our attention in this paper is to look into the potential of socio-psychological knowledge to assess the risk of radicalization in the adolescent and youth environment. This determines the purpose of the theoretical analysis presented here. Results: In the absence of risk assessment tools, M. Hogg’s theory of uncertainty-identity is an empirically proven theory adequate to explain the process of radicalisation (taking into account that a person is not radicalised alone, committing actions involving extreme violence is not an automatic continuation of extreme (or radical) ideas). The model explains why and how people join groups with extremist and radical beliefs, as well as why they pre-fer acts of violence, acting on behalf of these groups.</jats:p>",12,2,207,223,Radicalization; Terrorism; Identity (music); Psychology; Phenomenon; Social psychology; Process (computing); Criminology; Political science; Epistemology; Computer science; Law; Philosophy; Physics; Acoustics; Operating system,Московский государственный психолого-педагогический университет (ФГБОУ ВО МГППУ); г. Москва; Российская Федерация radicalisation; terrorism; uncertainty; social identity; risk assessment,,,,,http://dx.doi.org/10.17759/psylaw.2022120215,,10.17759/psylaw.2022120215,,,0,007-016-229-963-077; 008-602-709-457-243; 013-495-398-921-933; 015-334-702-429-077; 015-758-108-490-341; 016-304-185-679-404; 017-628-868-903-505; 040-111-442-313-729; 041-931-855-474-096; 055-388-237-976-159; 055-604-951-644-972; 059-294-700-523-732; 065-583-053-492-711; 071-351-439-094-075; 090-008-330-898-601; 095-861-046-295-176; 101-707-034-847-199; 105-637-736-175-395; 113-524-017-294-100; 122-864-470-959-374; 133-526-601-111-961; 136-664-364-018-708; 143-346-784-684-483; 155-583-700-551-662; 167-851-680-141-87X; 186-891-461-260-014,4,true,cc-by-nc,gold
055-592-274-193-135,Dynamics of Academic Motivation and Orientation towards the Grades of Russian Teenagers in the Period from 1999 to 2020,,2022,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,T.O. Gordeeva; O.A. Sychev; A.V. Sukhanovskaia,"<jats:p>This study is devoted to the analysis of the dynamics of academic motivation in adolescents in 1999, and again 20 years later. The sample consisted of 735 students of the seventh and eighth grades of comprehensive secondary schools in Moscow (N=242 in 1999 and N=493 in Jan 2020). The results of the study indicate a decrease in all types of motivation, both intrinsic and various types of extrinsic, which indicates a significant change in the place of educational activity in the life of the contemporary student. At the same time, it is characteristic that one of the most significant types of academic motivation — studying for the sake of getting good grades — did not undergo significant changes during the study period. With regard to one of the types of extrinsic motivation — the motivation of parental control — a gender specificity was found: this type of motivation decreased only in girls, while in boys it showed stability, which speaks in favor of parents showing a constant level of control over boys’ studies. The cognitive components of motivation also revealed negative trends — the level of perceived controllability of educational activities and perceived competence decreased, despite the fact that the level of subjective difficulty of educational activities did not increase, but, on the contrary, slightly decreased. The results obtained are analyzed from the point of view of the educational reforms of recent decades associated with the introduction of the Unified State Examination and the decrease in the value of a wide range of academic subjects, as well as the widespread use of social networks by contemporary teenagers.</jats:p>",18,3,104,112,Psychology; Competence (human resources); Developmental psychology; Period (music); Academic achievement; Social psychology; Physics; Acoustics,academic motivation; intrinsic motivation; dynamics of learning motivation; educational reforms; adolescents,,,,,http://dx.doi.org/10.17759/chp.2022180313,,10.17759/chp.2022180313,,,0,001-665-876-572-744; 002-797-626-304-692; 003-462-615-991-185; 007-568-306-703-515; 008-738-897-116-069; 008-940-056-456-084; 014-561-378-512-613; 019-351-460-663-417; 024-763-768-541-856; 026-688-964-740-612; 032-176-692-318-810; 035-325-670-176-458; 047-326-374-021-558; 051-049-048-466-369; 051-079-463-628-30X; 075-126-863-233-42X; 108-007-231-994-179; 122-965-073-134-742,6,true,cc-by-nc,gold
055-678-593-333-905,History of European and national toys,,2016,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,E O Smirnova; M V Sokolova,"<jats:p>The article examines the role of toys in the life and development of children. It traces the developmental trajectory of shaped toys in Europe and Russia from antiquity to the present day. It also shows the role of ideological factors in shaping the image of toys as well as long lasting contradiction between the developing features of toys and their market values. The article presents the comparative analysis of the image and the playing potential of the traditional and modern popular dolls. Functions of toys as mediums and tools for the transmission of cultural norms is exemplifies by gender stereotypes: it shows how the peculiarity of toys for boys and girls, affects the nature of the game. In the conclusion the article examines the main trends and problems of development of the market of modern toys.</jats:p>",5,1,32,38,Gender studies; Psychology,,,,,https://psyjournals.ru/files/81143/jmfp_2016_1_n_4_Smirnova.pdf https://psyjournals.ru/jmfp/2016/n1/81143.shtml https://doaj.org/article/9849fa94816444baba5fea6627025362 https://core.ac.uk/display/89144173,http://dx.doi.org/10.17759/jmfp.2016050104,,10.17759/jmfp.2016050104,2404382897,,0,085-579-153-737-257; 139-305-159-394-856,0,true,cc-by-nc,gold
055-689-395-830-883,Innovative Instrumental Technologies in the System of Clinical and Psychological Diagnosis and Rehabilitation,2019-12-12,2019,journal article,Vestnik RFFI,24104639; 16058070,Russian Foundation for Basic Research,,M. Kovyazina; Elena I. Rasskazova; Galina Ya. Menshikova; Artem I. Kovalev; N. Varako,"<jats:p>The article is devoted to the actual problem of introducing innovative technologies in the clinical and psychological diagnostics and rehabilitation. The results of the study of provocation of bodily sensations during the self-regulation task using biofeedback are discussed. The most important issue of the effectiveness of rehabilitation using technical tools related to the identification of possible complications and the description of the mechanisms of their occurrence is also considered. The program for diagnostics of short-term spatial memory violations using the virtual reality system (VR) is described. A scenario of patient interaction with VR is proposed for diagnosing the extent of memory volume disorders, as well as memory impairment. It also describes unique diagnostic protocols for detecting of vestibular dysfunction. A distinctive feature of the proposed technique is the applying of VR environments specifically adjusted for a particular patient, as well as the using of the eye tracking as a method of building rehabilitation technology.</jats:p>",,4,23,30,Psychology; Nursing; Rehabilitation,Главный редактор В.Я. Панченко; заместители главного редактора В.В. Квардаков и В.Н. Фридлянов Редакционная коллегия: В.П. Анаников; B.Б. Бетелин; К.Е. Дегтярев; И.Л. Еременко; В.П. Кандидов; П.К. Кашкаров; В.П. Матвеенко; E.И. Моисеев; А.С. Сигов; В.А. Ткачук; Р.В. Петров; И.Б. Федоров; Д.Р. Хохлов Редакция: Е.Б. Дубкова; И.А. Мосичева 119334; г. Москва; Ленинский проспект; 32а Тел.: (499) 995-16-05 clinical and psychological rehabilitation; virtual reality; eye tracking; biofeedback developmental education; traditional learning system; intrinsic / extrinsic motivation; elementary students social psychology; psychological condition of society; group polarization; psychological polarization of society meningioma; post-traumatic stress; psychopathological symptoms; depression; emotional lability; paranoid ideation; psychoticism old age; retirees; prosperous aging; subjective age; quality of life and health; mental resources health; subjective well-being; resources; willingness to seek help; domains preschool age; language development; narrative; emotions comprehension; theory of mind Second order visual mechanisms; texture; neural network; saliency maps; attention digital education; digital pedagogics; digital educational media; MOOC; system-activity approach; cognitive processes,,,Российский Фонд Фундаментальных Исследований,https://www.rfbr.ru/rffi/pdf_read/?objectId=2100971#page=23,http://dx.doi.org/10.22204/2410-4639-2019-104-04-23-30,,10.22204/2410-4639-2019-104-04-23-30,2996995673,,0,002-685-000-074-462; 030-848-815-565-309; 032-247-178-923-933; 039-164-665-430-774; 042-846-572-320-345; 060-450-467-119-019; 082-828-840-284-910; 088-787-563-380-137; 134-210-566-105-536,1,true,,bronze
055-913-653-550-213,Родительские стратегии в использовании детьми цифровых технологий,2019-12-27,2019,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,Е О Смирнова; С.Ю. Смирнова; Е Г Шеина,"<jats:p>The article provides a review of studies concerning the parent’s attitude to digital technology utilization of their young children. Data presented show an increase in intensity and a significant decrease in the age at which children start using mobile devices, including smartphones and tablets. It is shown that new technologies significantly change the relationship of children and parents. Variants of parental mediation strategies in the process of using digital technologies are highlighted and described: restrictive, active, co-use, etc. This paper is concluded with recommendations from the American Academy of Pediatrics for use of media by young children. The need to make a General Comment on the United Nations Convention on the Rights of the Child, which protects children’s access, protection and participation rights in use of new digital resources in an era of rapid technological change, is emphasized.</jats:p>",8,4,79,87,Humanities; Psychology,parents; early childhood; preschoolers; parent-child relationships; parental mediation; mobile devices; digital technologies; touch screen; recommendations of the American Academy of Pediatrics,,,,https://psyjournals.ru/jmfp/2019/n4/Smirnova_Smirnova_Sheina.shtml https://psyjournals.ru/files/111401/jmfp_2019_n4_Smirnova_Smirnova_Sheina.pdf,http://dx.doi.org/10.17759/jmfp.2019080408,,10.17759/jmfp.2019080408,2997421569,,0,001-535-099-008-157; 005-434-149-597-109; 023-942-210-038-466; 024-322-798-885-605; 028-097-511-182-88X; 030-176-086-814-387; 030-380-064-833-841; 033-171-033-476-026; 042-146-037-140-249; 045-306-436-405-426; 049-753-643-424-902; 052-040-004-135-07X; 090-943-445-631-584; 091-406-027-805-302; 095-217-087-916-963; 102-238-936-005-596; 117-270-037-836-649; 120-408-829-189-707; 123-400-842-373-667; 123-844-981-335-318; 157-109-131-160-366; 157-358-604-363-882; 195-755-179-971-47X,17,true,cc-by-nc,gold
055-941-091-624-062,Semantic Similarity and Difference in the Estimate of Verbal Designations of Basic Emotions by Young School Children and Adults,,2021,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,E.G. Khoze; I.A. Basul; E.A. Lupenko; M.V. Yuryeva; M.M. Marinova,"<jats:p>The study is devoted to the experimental study of semantic similarities and differences in the assessments of verbal designations of basic emotions in adult and child samples — the focus is on the regularities of assessing basic emotions by children and adults using the semantic differential in terms of affective polar concepts. A comparative analysis of assessments of verbal designations of basic emotions by children and adults was carried out, which showed their coincidence in 72% of cases. The differences between adults and children are that adults rate them more pronounced (with the exception of “surprise”). The semantic differential developed taking into account age characteristics can be used to verify emoji expressions of basic emotions.</jats:p>",14,3,138,151,Semantic similarity; Psychology; Cognitive psychology; Emotion classification,,,,Russian Foundation for Basic Research,https://psyjournals.ru/files/123340/exppsy_2021_n3_Khoze_et_al.pdf https://psyjournals.ru/exp/2021/n3/Khoze_et_al.shtml,http://dx.doi.org/10.17759/exppsy.2021140310,,10.17759/exppsy.2021140310,3202758513,,0,015-234-697-273-347; 017-313-923-344-51X; 022-507-842-414-340; 026-834-510-885-713; 037-899-843-741-060; 038-199-562-140-698; 044-032-148-847-754; 044-760-322-163-055; 065-844-464-689-511; 073-405-273-870-516; 082-817-934-361-864; 088-315-906-663-791; 092-724-765-271-867; 096-589-396-813-830; 097-973-627-120-859; 112-011-081-428-644; 114-113-803-106-007; 130-635-768-195-97X; 131-999-317-071-63X; 139-007-967-687-192; 177-874-244-723-851,1,true,cc-by-nc,gold
055-964-929-184-112,Existential Foundations of the Clinical and Psychological Picture of Our Time Tragedy,,2021,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,M V Ermolaeva; D. V. Lubovsky,"The study presents a model of the clinical and psychological picture of our contemporaries' experience of tragic events related to the COVID-19 pandemic. It is shown that the deformation of everyday life under the influence of threatening circumstances sharpened the features of the clinical and psychological picture of everyday life of our contemporaries. As the most significant features, the authors note experiences of the type of traumatic stress (fear of losing a job, experience of limited movement, concern about the problems of the near and distant future, in connection with the transition to remote work, fear of the lack of clear prospects for the future), as well as experiences that create a risk of reducing social interest (a decrease in the level of direct interpersonal contacts, boredom due to a decrease in social and intellectual activity, feelings of helplessness and impotence, fear of loss of autonomy and independence). It is shown that the psychological characteristics of modern people, especially young people and adolescents (representatives of Y and Z generations), create obstacles to the application of the experience of coping with the difficulties of previous generations due to the widespread postmodern worldview with its characteristic features. The tendency of modern existential psychotherapy and positive psychology to accept suffering as an experience necessary for personal growth is shown. As a metaphor for the spiritual life of a contemporary and the inability to help people in need of help, the authors cite the images of the film ""Mirror for the Hero"" (1987) because of their special relevance in our time. The directions of psychological assistance that allows to release the resources of coping with the situation are revealed. The prospects of studying the clinical and psychological picture of the mental life of people during the COVID-19 pandemic are considered.",10,1,132,149,Feeling; Psychology; Interpersonal communication; Boredom; Everyday life; Tragedy (event); Personal development; Autonomy; Coping (psychology); Social psychology,tragedy of our time; COVID-19 pandemic; clinical and psychological picture; experience; postmodern worldview; metaphorization,,,,https://doi.org/10.17759/cpse.2021100107 https://psyjournals.ru/files/119995/cpse_2021_n1_Ermolaeva_Lubovsky.pdf https://search.bvsalud.org/global-literature-on-novel-coronavirus-2019-ncov/resource/en/covidwho-1245008 https://psyjournals.ru/psyclin/2021/n1/Ermolaeva_Lubovsky.shtml,http://dx.doi.org/10.17759/cpse.2021100107,,10.17759/cpse.2021100107,3156523101,,0,000-485-853-315-10X; 002-849-389-545-856; 005-090-277-978-452; 047-414-288-810-69X; 062-682-666-077-152; 068-538-209-259-171; 074-532-371-255-697; 088-478-790-031-384; 100-046-896-921-08X; 122-794-746-996-950; 124-784-554-367-774; 131-776-256-715-500; 139-619-767-483-23X; 149-000-754-190-693; 167-621-428-002-671,0,true,cc-by-nc,gold
056-257-743-545-606,The diffusion model of reaction time for recent negative probes,2020-04-09,2020,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,B.B. Velichkovsky; F.R. Sultanova; D.V. Tatarinov; A.A. Kachina,"<jats:p>The study investigates the problem of information displacement from short-term memory. In two experiments, reaction times for recent negative probes were analyzed in the Sternberg’s memory scanning task. The diffusion model of reaction times was used with parameters estimated with the fast-dm software. It was found (experiment 1) that recent negative probes are characterized by a reduction in the speed of information accumulation (drift rate). This suggests residual activation of irrelevant cognitive representation in memory after they have been displaced from short-term memory. It was also found (experiment 2) that negative probes semantically related to items in a preceding target set (semantic recent negative probes) are characterized by a similar decrease in the drift rate. This suggests activation spreading from irrelevant cognitive representations displaced from short-term memory along semantic connections and identifies activated long-term memory as the target of information displacement from short-term memory. Additional mechanisms of short-term memory scanning (negative priming and dynamic decision thresholds) are discussed.</jats:p>",13,1,35,50,Chemical physics; Computer science,short-term memory; activated long-term memory; displacement; memory scanning; recent negative probe; diffusion model; drift rate,,,Russian Foundation for Basic Research,https://psyjournals.ru/files/113037/exppsy_2020_n1_Velichkovsky_Sultanova_et_al.pdf https://psyjournals.ru/exp/2020/n1/Velichkovsky_Sultanova_et_al.shtml,http://dx.doi.org/10.17759/exppsy.2020130103,,10.17759/exppsy.2020130103,3015955084,,0,000-115-735-263-275; 001-960-157-649-583; 004-618-769-662-741; 006-221-986-488-089; 008-421-113-247-664; 015-431-155-536-512; 023-717-690-827-702; 025-162-502-739-710; 026-510-268-328-634; 029-531-553-488-76X; 032-063-144-916-982; 035-412-060-705-688; 049-095-636-620-356; 049-843-246-641-275; 051-852-674-600-820; 055-853-583-619-868; 060-130-093-511-805; 061-214-352-934-509; 088-279-142-569-686; 103-224-217-295-282; 111-586-066-187-02X; 119-274-666-773-549; 147-843-881-126-97X; 160-743-585-103-880,0,true,cc-by-nc,gold
056-460-593-862-406,Developing Safe Driving Attitudes Among Novice Drivers,,2020,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,null Kharchenko; null Plotnikova,"<jats:p>Drinking and driving is one of the most pressing issues in road safety worldwide. Alcohol impaired driving significantly increases the risk of being involved in a road crash and the severity of its consequences. Alcohol related crashes are the leading course of death and disability — they account for up to 60% of the fatalities in road crashes, while “drunk” crashes account for only about 10% of the total number of car accidents. This problem is relevant for all countries where the use of alcoholic beverages is legalized. In this study, we experimentally researched the formation of social attitudes of safe driving among novice drivers associated with drinking and driving. The experimental group of learning drivers received an additional module “Drinking and Driving are incompatible” incorporated into the traditional training course. The experiment revealed statistically significant differences in the cognitive component of the attitude of novice drivers and the absence of such in the affective and behavioral components.</jats:p>",13,4,180,191,Psychology; Safe driving; Applied psychology,road safety; novice driver; risk factors in road safety; drinking and driving; social attitude; formation of safe driving behavioral attitudes,,,,https://psyjournals.ru/files/118624/exppsy_2020_n4_Kharchenko_Plotnikova.pdf https://psyjournals.ru/exp/2020/n4/Kharchenko_Plotnikova.shtml,http://dx.doi.org/10.17759/exppsy.2020130413,,10.17759/exppsy.2020130413,3122900093,,0,018-114-059-361-599; 029-431-115-634-159; 047-963-700-075-052; 054-691-559-546-851; 062-550-591-926-521; 089-331-050-571-561; 089-416-861-623-276; 112-575-073-755-411; 112-943-754-271-507; 121-344-857-607-642; 142-503-296-954-130; 191-481-369-062-700,4,true,cc-by-nc,gold
056-730-619-555-277,Toy as a conditional object,,2018,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,I A Ryabkova; E G Sheina,"<jats:p>The paper presents the review of literature devoted to research of toys. The authors’ focus is on the main function or special characteristics of a toy, that make it a toy. A toy is understood as a specifically playing object which means that it possesses the main characteristic of a play – the discrepancy between real and semantic field, i.e. it possesses conditionality. Conditionality of a play object provokes a person to attribute some meanings to the object i.e. it stimulates him to create imaginary situations. Imagination or creation of an imaginary situation is connected with the inner world, with the personal experience of a player, which a toy can only discover, but not produce. This paper presents research data that show that a toy does not develop a child by itself. For example, it cannot be a source of aggressive behavior or early sexualization, just like it cannot teach kindness and mutual assistance.</jats:p>",7,4,75,81,Artificial intelligence; Psychology; Computer vision; Object (computer science),игра; игрушка; игровые материалы; предметное замещение; игровая среда play; toy; play materials; object substitution; play environment,,,Russian Foundation for Basic Research,https://psyjournals.ru/files/96708/jmfp_2018_n_4_Ryabkova_Sheina.pdf https://psyjournals.ru/jmfp/2018/n4/Ryabkova_Sheina.shtml,http://dx.doi.org/10.17759/jmfp.2018070408,,10.17759/jmfp.2018070408,2907826874,,0,008-168-797-536-507; 036-104-474-998-793; 038-274-193-355-526; 045-930-611-212-584; 046-592-317-147-491; 067-239-144-025-123; 074-282-260-952-490; 082-762-331-142-050; 086-650-247-085-240; 100-384-839-257-532; 106-830-551-107-274; 130-226-406-197-735; 134-705-924-548-068; 146-570-773-856-775; 154-081-682-865-716; 156-997-318-433-83X; 176-048-293-350-077,3,true,cc-by-nc,gold
056-819-930-535-51X,Receptive Language in Primary-School-Aged Children with Autism Spectrum Disorder.,,2021,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,D.S. Pereverzeva; U.A. Mamokhina; E.Y. Davydova; A.A. Lopukhina; V.G. Arutiunian; A.V. Khaustov,"<jats:p>The objective of the present study is to investigate the relationship between the receptive language, and the index of non-verbal intelligence and the level of severity of autistic disorders in primary-school-aged children with Autism spectrum disorder. One of the main areas influenced by autistic disorders is communication. Therefore, the study of the language abilities of such children and factors that affect them provides a better approach to the therapy and education. The sample included 50 children aged 7–11 years diagnosed with autism spectrum disorders. Children were tested using the KORABLIK method (basic linguistic skills), the Kaufman Assessment Battery for Children (KABC-II) or the Wechsler Intelligence Scale for Children ― Third Edition (WISC-III) (non-verbal intelligence), the Autism Diagnosis Observation Schedule ― Second Edition (ADOS-II) (autistic traits). The results support the hypothesis of the relationship between receptive language skills, the index of non-verbal intelligence, and symptoms of autism. The severity of autistic traits is negatively associated with some phonological and lexical levels of the receptive speech, as well as with understanding of discourse. The non-verbal intelligence index is positively associated with speech comprehension at all levels. A specific feature of receptive language in children with Autism spectrum disorder aged 7–11 years is the uneven development, which is associated with the severity of autistic traits and is not associated with the intelligence level.</jats:p>",10,4,137,161,Psychology; Autism; Wechsler Adult Intelligence Scale; Autism Diagnostic Observation Schedule; Developmental psychology; Wechsler Preschool and Primary Scale of Intelligence; Autism spectrum disorder; Wechsler Intelligence Scale for Children; Intelligence quotient; Comprehension; Receptive language; Affect (linguistics); Nonverbal communication; Cognition; Vocabulary; Psychiatry; Linguistics; Communication; Philosophy,autism spectrum disorder; language comprehension; verbal communication; intelligence; cognitive development; primary school age,,,Ministry of Education and Science of the Russian Federation,,http://dx.doi.org/10.17759/cpse.2021100407,,10.17759/cpse.2021100407,,,0,001-110-957-256-672; 001-561-041-065-318; 002-216-029-143-01X; 005-752-969-106-348; 006-664-347-765-986; 007-505-679-319-278; 009-222-745-436-783; 009-782-690-392-677; 012-744-729-335-76X; 013-923-778-610-860; 015-855-774-655-907; 016-762-290-514-386; 024-359-852-027-329; 024-573-899-229-021; 025-850-109-534-435; 036-711-240-592-808; 041-068-458-387-04X; 044-477-761-684-879; 046-343-898-928-570; 048-799-545-533-387; 050-748-713-605-338; 051-518-883-091-926; 054-104-337-767-561; 055-842-785-820-881; 064-845-724-753-507; 079-565-365-592-286; 080-020-251-620-192; 080-324-278-683-540; 081-971-188-655-658; 084-269-544-577-721; 094-197-634-558-543; 102-399-438-494-54X; 106-076-809-918-890; 118-733-618-744-042; 135-676-110-384-89X; 147-343-553-632-901; 160-362-423-463-796; 161-516-094-021-14X; 177-973-965-718-247,6,true,cc-by-nc,gold
056-881-412-725-775,Pathology of Thinking in Schizophrenia: A Neurolinguistic Approach to the Study of Impairment of the Generalization Process,,2020,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,I D Gornushenkov; I V Pluzhnikov,"<jats:p>The study attempts to present a critical review of certain problems in pathopsychological investigaton of operational thought disorders and to outline the possible ways for its further development. We compare the differences in approaches to the analysis of pathology of thinking in schizophrenia presented in the classic works of L.S. Vygotsky and B.V. Zeigarnik. We argue that, when studying some of the thought disorders in schizophrenia, it may be more effective to revert to Vygotsky’s approach associated with the investigation of word meaning disturbances in the analysis of disorders of the generalization process. As a way to further develop this approach to the study of thought disorders in schizophrenia, we suggest exploring the perspectives of synthesizing various research areas that have stemed from cultural-historical psychology. Basing on the analysis of Russian neurolinguistic studies of word meaning impairment, we propose two possible directions for studying the psychological and brain mechanisms of operational disorders of thinking.</jats:p>",16,4,56,62,Psychology; Cognitive psychology; Schizophrenia (object-oriented programming); Generalization (learning); Process (engineering),pathopsychology; thought disorder; schizophrenia; decrease in the level of generalization; distortion of the generalization process; word meaning impairment,,,Russian Foundation for Basic Research,https://psyjournals.ru/files/117780/chp_2020_n4_Gornushenkov_Pluzhnikov.pdf https://psyjournals.ru/en/kip/2020/n4/Gornushenkov_Pluzhnikov.shtml,http://dx.doi.org/10.17759/chp.2020160406,,10.17759/chp.2020160406,3111186831,,0,005-657-127-892-076; 031-885-357-336-697; 041-559-218-905-692; 045-115-875-038-056; 067-858-150-880-065; 086-138-524-206-58X; 121-937-406-225-42X; 131-258-316-279-094; 171-060-285-002-806,0,true,cc-by-nc,gold
057-107-964-147-786,Scale for Assessing University Digital Educational Environment (AUDEE Scale),,2021,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,M.G. Sorokova; M.A. Odintsova; N.P. Radchikova,"<jats:p>The paper presents results of the development of a scale for assessing university digital educational environment (AUDEE Scale; N = 406; 366 (90.1% women; age varies from 19 to 72 years, on average 28.7 ± 9.6 years (median = 24 years)).AUDEE scale provides a comprehensive description of digital educational environment based on the distinguishing of six indicators: satisfaction with the educational process; satisfaction with communicative interaction; stress tension; the need for support; dishonest strategies in knowledge control; and environment accessibility.The results of the confirmatory factor analysis confirm the six subscales model (IFI = 0.87; χ2 / df = 2.6; RMSEA = 0.06 [0.058; 0.066]; SRMR = 0.06).All subscales have acceptable reliability (Cronbach’s alpha = 0.72—0.91, Split-half Guttman alpha = 0.82—0.92) and demonstrate predictable relationships with convergent indicators: experiences during learning (efforts, pleasure, meaning); cognitive motivation, achievement motivation, self-development motivation, introjected and external motivation, amotivation.To standardize the scale, stanines are calculated.</jats:p>",26,2,52,65,Psychology; Data science; Scale (ratio),ФГБОУ ВО «Московский государственный психолого-педагогический университет» (ФГБОУ ВО МГППУ); г . Москва; Российская Федерация digital educational environment of the university; students; assessment scale; reliability; validity,,,Moscow State University of Psychology and Education,https://psyjournals.ru/en/psyedu/2021/n2/Sorokova_Odintsova_et_al.shtml https://psyjournals.ru/files/120609/pse_2021_n2_Sorokova_Odintsova_et_al.pdf,http://dx.doi.org/10.17759/pse.2021260205,,10.17759/pse.2021260205,3164917353,,0,001-015-025-177-805; 005-159-502-661-025; 008-518-485-180-414; 013-728-895-444-538; 018-019-600-135-165; 018-232-954-878-532; 023-050-074-220-840; 028-992-528-833-811; 037-892-679-354-998; 038-714-190-773-948; 039-741-981-694-437; 043-857-770-594-742; 047-215-663-596-241; 048-341-980-590-71X; 054-102-009-706-891; 059-120-723-937-313; 059-476-886-722-488; 068-183-931-989-614; 069-548-650-260-961; 076-187-579-840-340; 088-262-665-274-325; 097-382-044-940-279; 099-336-125-120-876; 099-873-732-825-388; 106-554-036-416-592; 111-836-974-076-252; 116-953-447-460-185; 134-066-813-110-305; 137-496-516-813-150; 143-525-364-581-14X; 157-856-651-878-311; 186-909-305-559-068,11,true,cc-by-nc,gold
057-192-067-589-970,Prospects for Research Training Activities in the Context of the Problems of the Modern Practice of Primary School,,2015,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,V A Guruzhapov,<jats:p>The article describes the current problems of research training activities in terms of the requirements of the Federal state educational standard of primary education. The initial methodological basis for the formulation of the problems is the theory of developmental education by Davydov and his followers. The article raises the question of the possibility of using the ideas of Dewey and Maslow to develop research training activities. There is the analysis of such subjects as formulating and performing learning tasks as a way of mastering theoretical knowledge in «from abstract to particular» microcycle; the content of theoretical generalizations formed before training activities (naive scientific concepts); forms of assimilation into the collective training activities; forms of cooperation in teaching and project activities; the content and form of requirements for training activities. Possible practical use of the study results are described. This area provides a lot of topics for Master’s thesis in the “Cultural-Historical Psychology and Activity Approach in Education” research Master’s program.</jats:p>,20,3,44,55,Mathematics education; Psychology; Training (civil); Context (language use),,,,,https://psyjournals.ru/en/psyedu/2015/n3/guruzhapov.shtml https://core.ac.uk/display/91733437 https://psyjournals.ru/files/78322/pno_2015_3_guruzhapov.pdf,http://dx.doi.org/10.17759/pse.2015200306,,10.17759/pse.2015200306,2218893857,,0,057-192-067-589-970,4,true,cc-by-nc,gold
057-298-389-919-026,Обзор психологических исследований по проблеме организации социальных взаимодействий учащихся в инклюзивных классах,,2018,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,А В Конокотин,"<jats:p>The article presents a review of current foreign publications on the social interactions of children in inclusive classrooms. It analyzes the studies carried out during the period from 2008 to 2017, i.e. over the past decade. The results show that social interactions of students in inclusive classrooms are often studied in small groups where students with special educational needs and their normally developing peers are gathered together, but researchers ignore other factors that may have an impact on the quality of their interactions. Thus interactions of students are not equal in nature and are not purposefully organized so that researchers are not able to fully identify the role of each student</jats:p>",7,1,45,52,Psychology,инклюзия; инклюзивное образование; учебное взаимодействие; организация взаимодействия; методы инклюзии inclusion; inclusive education; educational interaction; organization of interaction; methods of inclusion,,,,https://psyjournals.ru/files/93043/jmfp_2018_n_1_Konokotin.pdf https://psyjournals.ru/jmfp/2018/n1/Konokotin.shtml,http://dx.doi.org/10.17759/jmfp.2018070105,,10.17759/jmfp.2018070105,2803193890,,0,006-138-990-068-397; 011-243-139-688-125; 026-875-720-642-85X; 032-908-069-371-207; 046-057-762-189-396; 046-568-755-023-974; 051-414-911-228-066; 058-870-092-271-709; 063-366-892-495-215; 064-627-843-904-827; 130-657-780-604-905,3,true,cc-by-nc,gold
057-627-320-440-855,Nonverbal predictors in the estimates of truthful and deceptive statements,,2018,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,V A Barabanschikov; A V Zhegallo; Y G Khoze; A V Solomonova,"<jats:p>A microstructural analysis of perception of a partner in communication was carried out. Mute video recordings of 15 clips of a structured conversation in which communicants expressed true and false judgments, were subjected to complex coding. In each 40 ms frame 51 nonverbal signs/102 binary markers indicating the state of the facial zones, the nature of the movements of the head, hands and body were considered. Based on expert estimates, the proportion of frames was calculated, in which each of the markers is present at selected time intervals. Looking at the video clips, 35 observers intuitively, by external features, determined the fragments when the communicator is telling truth and when lying. The frequency and time of occurrence of markers were analyzed. Frequency regression models of “true” and “false” response of communicants were built. It is shown that the required estimates are performed by the observer 1.5—2 seconds before the answer. High-frequency features form a stable core of the impression of the reliability of the communicator’s judgments, complemented with changeable low-frequency features explaining the growth of explanatory power of regression models. Markers have been identified that contribute to adequate perception of the reliability of information reported. The style of non-verbal behavior of people implementing alternative communication strategies is described.</jats:p>",11,4,94,106,Nonverbal communication; Psychology; Social psychology,,,,Russian Science Foundation,http://psyjournals.ru/en/exp/2018/n4/Barabanschicov_Zhegallo_et_al.shtml https://psyjournals.ru/exp/2018/n4/Barabanschicov_Zhegallo_et_al.shtml https://psyjournals.ru/files/96954/exppsy_2018_n4_Barabanschicov_Zhegallo_et_al.pdf,http://dx.doi.org/10.17759/exppsy.2018110408,,10.17759/exppsy.2018110408,2912862561,,0,000-949-012-201-813; 015-413-746-320-271; 025-638-934-891-768; 073-670-165-845-791; 098-413-095-669-269; 098-476-709-445-445; 117-899-850-043-72X; 138-485-136-109-48X; 192-177-967-262-34X; 194-913-932-997-501,4,true,cc-by-nc,gold
057-793-161-987-901,The Dynamics of Information Search Queries about COVID-19 at the Self-Isolation Stage,,2020,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,E P Belinskaya; E. A. Stolbova; E. O. Tsikina,"Objective Studying the dynamics of information search queries in the situation of experiencing an objective global threat-the spread of COVID-19 Background The pandemic situation is specific because of its universality, uncertain duration and weak predictability of disease manifestations, which suggests the cumulative nature of this stressor The uniqueness of its socio-psychological consequences is determined by the experience of self-isolation in a virtual space The dynamics of search queries in large random samples may reflect both the reaction of the population to the statements of power subjects, and the presence of certain mechanisms of emotional self-regulation Study design We analyzed search queries thematically related to the spread of COVID-19 and the introduction of self-isolation mode: 5 million search queries were randomly selected from the database, 1 million for each of the analyzed time intervals Participants The study was conducted on users of the Yandex search engine Methods Quantitative methods of the Data Mining class were used for data collection Qualitative methods of the Data Mining class and contextual analysis were used for data analysis Microsoft Excel tools were used for statistical code processing Results The number of information requests on the topic of the pandemic increased sharply after V Putin’s first address, and then steadily decreased, but the overall picture of the content dynamics of search queries, depending on official statements of the authorities, was not observed;requests about the current level of morbidity are constantly presented to the greatest extent, and to the minimum-about the possibilities of psychological assistance and the state of the Russian economy During the whole time of the study the contents of the Internet search shifted towards positive emotional information Conclusions To the maximum extent, the relationship between the experience of a pandemic and self-isolation with the nature of search queries manifests itself at the initial stages and tends to decrease in the future The dynamics of the content of requests is ambiguously related to official statements of power subjects, influenced by the effect of counter-regulation © 2020 Moscow State University of Psychology and Education All right reserved",11,4,105,119,The Internet; Data collection; Qualitative research; Predictability; Class (computer programming); Information retrieval; Population; Computer science; Context analysis; Duration (project management),pandemic; COVID-19; global threat; search information query; affective states; conterregulation,,,,https://doi.org/10.17759/SPS.2020110408 https://psyjournals.ru/en/social_psy/2020/n4/Belinskaya_et_al.shtml https://psyjournals.ru/files/118270/sps_2020_n4_Belinskaya_et_al.pdf,http://dx.doi.org/10.17759/sps.2020110408,,10.17759/sps.2020110408,3115067195,,0,004-851-098-489-191; 032-424-620-045-630; 068-367-307-508-211; 071-467-857-693-729; 114-807-395-016-008,3,true,cc-by-nc,gold
057-993-065-260-063,The phenomenon of lies in childhood: an ambivalent approach,,2020,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,V.S. Yurkevich; I.V. Yemelyanova,"<jats:p>The analysis carried out by the authors captures the ambivalent (dual) approach to the phenomenon of lies, both on the part of society and in the scientific community. In most studies, however, the phenomenon of lies is seen as the most important social competence necessary for successful adaptation in society. As part of the same ambivalent approach, it is found that creativity directly correlates with the phenomenon of lies.  Analysis of the phenomenon of lies within the framework of age development showed that lies are positively associated with the development of cognitive and regulatory capabilities of the child. From this point of view, the early manifestations of deception in children are considered to be quite positive.</jats:p>",9,1,114,124,Psychoanalysis; Psychology; Ambivalence; Phenomenon,phenomenon of lie; ambivalent approach; motives of lie; intellectual-personal development; prosocial behavior; creativity,,,,https://psyjournals.ru/files/112784/jmfp_2020_n1_Yurkevich_Yemelyanova.pdf https://psyjournals.ru/jmfp/2020/n1/Yurkevich_Yemelyanova.shtml,http://dx.doi.org/10.17759/jmfp.2020090112,,10.17759/jmfp.2020090112,3014930709,,0,004-242-812-335-648; 010-723-725-057-461; 011-983-111-436-739; 014-699-608-776-588; 017-043-928-120-26X; 020-427-383-872-410; 021-044-504-508-614; 024-057-641-601-067; 025-061-525-208-370; 030-513-005-236-349; 034-165-006-529-01X; 046-965-614-031-910; 047-057-911-000-494; 057-730-262-143-101; 060-676-761-042-309; 097-145-920-652-72X; 132-171-821-780-220; 136-303-138-838-333; 145-502-501-255-174,2,true,cc-by-nc,gold
058-140-968-949-330,Adolescents' and Secondary School Teachers' Perception of Online Learning Under COVID-19 Pandemic,2023-01-20,2023,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,O.V. Rubtsova; T.A. Poskakalova; C.C. Andrianov; S.L. Artemenkov,"<jats:p>&lt;p&gt;The article presents the results of the research project: ""Education under COVID-19"", implemented by the Center for Interdisciplinary Research of Contemporary Childhood in Moscow State University of Psychology and Education. The research was conducted from October 2020 till January 2021. The main goal of the project was to identify the specific features of adolescents&amp;rsquo; and secondary school teachers&amp;rsquo; perception of online learning under the pandemic. 141 adolescents and 91 secondary school teachers from different regions of the Russian Federation participated in the research. According to the data, despite facing certain challenges, the majority of adolescents regard online learning either in neutral, or in positive light. Adolescents with high levels of metacognitive skills were the most efficient in adapting to online learning. In contrast with adolescents, most teachers assess online learning negatively. The authors of the paper consider opposing online and offline education as the least efficient strategy. They stress the need of overcoming the dichotomy and emphasize the role of child-adult interactions that can be organized in face-to-face, distant and hybrid learning formats.&lt;/p&gt;</jats:p>",27,6,68,83,Coronavirus disease 2019 (COVID-19); Psychology; Perception; Pandemic; Metacognition; Online learning; Pedagogy; 2019-20 coronavirus outbreak; Mathematics education; Medical education; Cognition; Medicine; Multimedia; Disease; Pathology; Virology; Neuroscience; Outbreak; Computer science; Infectious disease (medical specialty),pandemic; COVID-19; online learning/teaching; adolescents; teachers; meta-subject competences; motivation; academic performance; child-adult interactions,,,,https://psyjournals.ru/journals/pse/archive/2022_n6/pse_2022_n6_Rubtsova_et_al.pdf https://doi.org/10.17759/pse.2022270606,http://dx.doi.org/10.17759/pse.2022270606,,10.17759/pse.2022270606,,,0,004-967-751-293-162; 007-944-974-148-170; 014-649-612-306-460; 018-633-564-444-154; 022-592-151-395-362; 029-310-897-585-556; 032-221-797-572-559; 053-833-856-995-703; 054-266-259-277-242; 054-694-516-344-639; 057-584-959-976-629; 082-123-810-293-138; 089-231-361-221-499; 095-669-833-649-092; 097-657-922-989-691; 104-986-909-358-085,3,true,cc-by-nc,gold
058-483-021-212-672,Direct Image Comparison: the Boundaries of Applicability of the «Discrete» and «Multidimensional» Models of Perception of Emotional Expressions,,2021,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,A.V. Zhegallo,"<jats:p>Studying perception of emotional expressions suggest, supposed to analyze effectiveness of discrimination between images or the severity of specific emotional experiences. Neither paradigm allows us to fully explicate the observer’s subjective ideas about the relationships between different facial expressions, and to reconstruct the whole subjective space of perceived emotional expressions. In the experiment, a direct assessment was made of the similarity of images of strongly and weakly expressed “basic” emotional ex- pressions. In addition to actually evaluating the similarities, the study participants in free form gave the rationale for their decision. It was found that when performing direct comparison of images of emotional expressions presented for an unlimited time, observers mainly focus on assessing the emotional state in terms of “basic” emotions or equivalent to them. As a rule, strongly expressed emotional expressions are evaluated as “completely dissimilar” to each other. However, in the case of similar semantics of the expressed emotions, the expressions are evaluated as more similar, despite the fact that the observer distinguishes them well enough. Reconstruction of multidimensional space according to pairwise comparison indicates that the “basic” emotional expressions are not independent from each other constructs. The relationships between them correspond to the semantic space described by the Core Affect model. Thus, explicitly the participants in the experiment in explaining the degree of similarity describe the compared images in terms of “discrete” emotions; at the same time, the implicit structure of similarity corresponds to a two-dimensional semantic space with dimensions “pleasant — unpleasant” and “activation — deactivation”.</jats:p>",14,2,37,52,Image (mathematics); Emotional expression; Artificial intelligence; Psychology; Pattern recognition; Perception,comparison; emotional expressions; face perception; basic emotions; Core Affect,,,Ministry of Science and Higher Education of the Russian Federation,https://psyjournals.ru/files/121730/exppsy_2021_n2_Zhegallo_en.pdf https://psyjournals.ru/exp/2021/n2/Zhegallo.shtml,http://dx.doi.org/10.17759/exppsy.2021140203,,10.17759/exppsy.2021140203,3186689895,,0,005-459-733-323-28X; 021-923-326-377-578; 026-139-503-792-696; 033-675-340-544-227; 039-260-530-897-860; 086-900-715-477-456; 102-742-828-297-109; 124-008-352-125-45X; 135-177-982-251-14X; 158-812-137-438-833; 176-330-615-330-95X,0,true,cc-by-nc,gold
058-748-274-580-650,ARE THERE ANY PROBLEMS OF DIFFERENTIAL PSYCHOPHYSIOLOGY IN MODERN HUMAN STUDY? (CONTINUATION),,2016,journal article,Bulletin of the Moscow State Regional University (Psychological science),23107235,Moscow Regional State University,,Tatyana F Bazylevitch,"Аннотация. Статья посвящена проблемам дифференциальной психофизиологии в современном человекознании. Автор исследует данную проблему в историческом аспекте, высказывает свое мнение о необходимости рассмотреть с позиции современных взглядов психологов дифференциальную психологию. Дифференциальная психофизиология и ее «смежные» отрасли -дифференциальная психология, генетическая психофизиология, психогенетика, психология целостной индивидуальности, экологическая психология индивидуальности, дифференциальная акмеология -до сих пор многими специалистами ошибочно воспринимается как физиология, не имеющая отношения к открытию фундаментальных законов психики. В результате сфера индивидуальных различий и в целом индивидуальности стала «золушкой» в психологии. Современная широта развернутых работ однозначно доказывает краеугольность проблематики индивидуальных особенностей для науки и практики и важность дифференциально-психофизиологического ракурса проработки постоянно встающих многочисленных проблем.",,3,6,21,Psychology; Cognitive science; Psychophysiology; Differential (mathematics); Human study; Continuation,акмеология; генетическая психология; психогенетика; индивидуальность; дифференциальная психология acmeology; genetic psychology; psychogenetics; individuality; differential psychology,,,,http://dx.doi.org/10.18384/2310-7235-2016-3-6-21,http://dx.doi.org/10.18384/2310-7235-2016-3-6-21,,10.18384/2310-7235-2016-3-6-21,2565128789,,0,057-223-935-992-591; 061-325-883-174-694; 070-710-158-614-260; 092-785-971-226-468,0,true,cc-by,gold
058-870-301-834-724,Исследование образа Я у лиц с расстройствами половой идентичности как дополнительный критерий дифференциальной диагностики при экспертизе спорных половых состояний,,2016,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,З Д Новикова; Н В Дворянчиков,"<jats:p>The article discusses ways in-depth analysis of self-image in individuals with disorders of sexual identity, applied for examination of disputable sexual States. The comparative analysis of the image I, the specifics of the gender role internalization on emotional and logical level. Examples of the four different nosological groups conducted a study of the Central concepts of identity – image of ""I'm real"" and image ""I am perfect"". With the help of additional factors in the assessment are the attempt to formalize the data conduct of differentiatie between issues of sexual identity and problems of integrative identity that affect including sexual identity, as well as for a more accurate assessment of possible development of sexual identity and of belonging to a particular type of violations of identity. The study presents an attempt to identify the psychological characteristics of gender identity and to identify possible predictive criterion – the criterion of adaptability. Objective data are complemented by attempts to explicitate intuitive experience and make it available for an objective assessment during examination of the disputable sexual States. The results can be used by specialists in various fields, first and foremost, clinical psychologists, involved in conducting surveys of individuals with FIR in the examination of disputable sexual states.</jats:p>",6,4,142,154,,gender identity disorder; examination of disputable sexual states; transsexuality; masculinity and femininity; differential diagnosis,,,,https://psyjournals.ru/files/84524/psyandlaw_2016_4_Novikova_Dvoryanchikov.pdf https://psyjournals.ru/psyandlaw/2016/n4/84524_full.shtml,http://dx.doi.org/10.17759/psylaw.2016060413,,10.17759/psylaw.2016060413,2574900438,,0,,2,true,cc-by-nc,gold
058-995-769-809-427,"Coping Strategies, Hardiness, and Sustainable Orientations of Students of The Inclusive Mixed Learning Environment With Different Self-Activation Level",,2020,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,M G Kulyatskaya; A A Kamin,"<jats:p>The results of the study of hardiness, noetic orientations, coping strategies, self-activation in students at inclusive mixed learning environment are presented. We suggested that students of an inclusive mixed learning environment with a low level of self-activation will have a low scores of hardiness and noetic orientation. They choose non-constructive coping strategies more often comparing to students with high and average levels of self-activation. The study involved 115 students of the distance learning faculty of Moscow State University of Psychology &amp; Education: 58 students without disabilities and 57 students with disabilities. Students completed the COPE Inventory for analysis of the main coping strategies, Hardiness Survey, Self-Activation Questionnaire, and Noetic Orientation Test. It was shown that all scores in students with and without disabilities at different years of study were equally distributed. It was revealed that students with a low level of self-activation were characterized by a decrease in all the characteristics of hardiness, meaning of life, they also often choose non-constructive coping strategies in contrast to students with a high level of self-activation. Students with an average level of self-activation are distinguished by an average level of hardiness, life meaning, they choose both non-constructive and proactive strategies. Dividing our sample according to self-activation levels made it possible to detect and analyze different structures of the relationships between characteristics under study. The results can form the basis for psychological and pedagogical practice dealing with different students groups, regardless of presence or absence of disability, but depending on their self-activation development.</jats:p>",12,4,34,51,Developmental psychology; Psychology; Hardiness (psychological); Learning environment; Self activation,inclusive environment; students with disabilities; mixed learning; selfactivation; hardiness; life-orientation; coping strategies; development of personal resources,,,Russian Foundation for Basic Research,https://psyjournals.ru/psyedu_ru/2020/n4/Kulyatskaya_Kamin.shtml https://psyjournals.ru/files/118867/psyedu_2020_n4_Kulyatskaya_Kamin.pdf,http://dx.doi.org/10.17759/psyedu.2020120403,,10.17759/psyedu.2020120403,3121709476,,0,016-769-872-658-963; 018-899-285-895-727; 024-161-423-842-380; 025-690-020-749-27X; 028-551-274-989-141; 031-103-824-701-579; 051-433-387-928-560; 062-545-816-118-204; 084-113-059-328-27X; 086-192-569-690-667; 101-314-942-992-319; 103-617-079-480-523; 108-694-666-873-234,2,true,cc-by-nc,gold
059-338-506-156-555,Conditions for effectiveness of prompts in solving challenging problems of artistic and scientific content,2021-03-25,2021,journal article,Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology,23049790,Saratov State University,,Anna A. Matyushkina; Marina I. Kunashenko,"<jats:p>The study analyzes the problem of the influence of prompts on the achievement of creative problem solution and conditions under which it is effective. The relevance of the topic is determined by the context of the determinants and factors that define success of solving creative problems. From the standpoint of the problem situations theory, we revealed conditions for positive influence of direct and indirect prompts in solving problems of different content. Various characteristics of the subject of thinking are considered as conditions: from the perspective of the intellectual sphere, it is general intelligence and depth of analysis, while from the perspective of motivational sphere, it is manifestation of situational cognitive need, from the perspective of personality sphere, these are characteristics associated with the task content. The purpose is to study conditions for effectiveness of prompts in solving problem situations of different content. We propose the hypotheses stating that conditions for effectiveness of prompts are: manifestation of interest in solving challenging problems of any content; intellectual characteristics when solving scientific problems; personal characteristics when solving artistic problems. The sample consisted of 39 people: 27 students of the 1st and 2nd year of the Faculty of Psychology from Moscow State University and 12 specialists in the problem field. It also involved representatives of other professional fields, who carried out expert assessment of the effectiveness of prompts. The participants of the study solved 8 challenging problems of scientific and artistic content with prompts, 216 solution protocols were analysed. We used the following techniques: “Progressive matrices of Raven” and “Complex analogies” for diagnostics of intellectual features; the technique of self-actualization of personality for personality sphere diagnostics; subjective scaling for diagnostics of the assessment of interest manifestation. It is shown that subjective conditions for the effectiveness of the prompt are different depending on the content of the problem and on its difficulty for the subject. For most problematic situations of scientific content, a direct prompt turns out to be significant, and the condition for its effectiveness is the manifestation of the subject’s interest in the solution. For difficult problematic situations of artistic content, the depth of analysis, general intelligence and personal characteristics of the subject, which are associated with understanding the content of the problem, are the conditions for the effectiveness of indirect prompts.</jats:p>",10,1,62,72,Context (archaeology); Psychology; Perspective (graphical); Situational ethics; Relevance (law); Content (measure theory); Cognition; Creative problem-solving; Field (mathematics); Content analysis; Mathematics education; Problem statement; Personality; Cognitive psychology; Social psychology; Computer science; Management science; Artificial intelligence; Mathematics; Social science; Sociology; Creativity; Paleontology; Mathematical analysis; Neuroscience; Political science; Pure mathematics; Law; Economics; Biology,challenging problem solving; problematic thinking situation; conditions for the effectiveness of a prompt,,,,,http://dx.doi.org/10.18500/2304-9790-2021-10-1-62-72,,10.18500/2304-9790-2021-10-1-62-72,,,0,,0,true,cc-by,gold
059-413-920-948-926,Проектирование личностно развивающих педагогических систем с учетом образовательных потребностей обучающихся и факторов социокультурной макросреды,,2018,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Н В Ходякова; А И Митин; О В Хухлаева,"<jats:p>The issues of projecting personality developing pedagogical systems, such as underestimating the role of students’ educational needs in educational projects and also underestimating impetuses and opportunities of social and cultural macro-environment are considered in the article. Subjective (needs and motives, aims, individual experience) and objective (demands, contradictions and risks, communicative and pragmatist opportunities of the environment) factors which influence personality development are named. The model of personality development in its interaction with educational environment – sequential changing student’s role positions, his educational needs and necessary environmental conditions – is given. On the basis of this model the variant of a questionnaire which investigates students’ educational needs, is suggested. The process of testing the questionnaire is described briefly. The results of questioning students of higher educational and further vocational educational institutions are given and analyzed. Practically significant conclusions for pedagogical projecting personality developing educational systems are made.</jats:p>",8,3,240,253,Sociology,personality; personality development; educational need; social and cultural macroenvironment; pedagogical projecting,,,,https://psyjournals.ru/psyandlaw/2018/n3/95124_full.shtml https://psyjournals.ru/files/95124/psyandlaw_2018_3_Khodyakova_Mitin_Khukhlaeva.pdf,http://dx.doi.org/10.17759/psylaw.2018080317,,10.17759/psylaw.2018080317,2893773338,,0,002-903-604-170-095; 057-192-067-589-970; 072-262-513-864-94X; 082-398-663-281-649; 093-864-689-357-36X; 106-673-203-218-385; 126-198-436-059-86X; 130-202-257-080-915,2,true,cc-by-nc,gold
059-599-977-773-774,Поколение как объект изучения социальной психологии: исследование на ≪своем поле≫ или на ≪ничьей земле≫?,,2019,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,А.М. Рикель,"<jats:p>The article examines the methodological difficulties associated with studying of the generation category in social psychology. The history of studying the problems of generations and intergenerational conflicts in psychology and humanitarian disciplines is briefly analyzed, the conclusion is drawn about the vastness of both the theoretical concept and the blurriness of the methods of the empirical operationalization of the generation. Theoretically close constructs are given, allowing one to consider generational problems within the framework of other conceptual frameworks. Existing models and theories of generations, including popular science, are considered, their critical analysis is carried out. Some theoretical decisions are proposed that allow one to reduce the problems associated with the operationalization and study of the generation in social psychology.</jats:p>",10,2,9,18,Psychology,,,,Russian Foundation for Basic Research,https://psyjournals.ru/files/106902/sps_2019_n2_Rikel.pdf https://psyjournals.ru/social_psy/2019/n2/Rikel.shtml,http://dx.doi.org/10.17759/sps.2019100202,,10.17759/sps.2019100202,2953983877,,0,006-548-627-137-900; 035-356-861-539-014; 069-424-529-105-615; 075-211-786-940-329; 129-418-855-820-335; 134-121-745-934-191; 164-033-169-115-654,6,true,cc-by-nc,gold
059-619-702-812-469,Primary School Children with Special Education Needs,,2016,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,О П Гаврилушкина; М А Егорова,"<jats:p>The paper analyses the modern situation of development in elementary school children. As it is shown, children with special educational needs display a delay in social maturation. According to the outcomes of a longitudinal study on behaviour in communicative/activity situations in normally developing children and children with disabilities, at the point of school entry the following features are prominent: incomplete decentration process; low levels of verbal regulation of actions; underdeveloped dialogue functions (communicative, programming, controlling/regulative); decrease in self-regulation, programming and control; lack of position dynamics in partnership etc. The paper also provides a review of the new basic professional education programme in “Correctional and Developmental Work with Children” designed in modules and based on networking. It is argued that students graduating in this programme have mastered all competencies required for working with children with special needs.</jats:p>",8,3,141,152,Primary education; Mainstreaming; Inclusion (education); Psychology; Primary (chemistry); Special education; Medical education,elementary school children with special educational needs; social and communicative competencies; environmental impacts; educational process; collaborative activity,,,,https://psyjournals.ru/psyedu_ru/2016/n3/gavrilushkina_egorova.shtml https://psyjournals.ru/files/83697/13_Egorova_psyedu_2016_3.pdf https://core.ac.uk/display/91021278,http://dx.doi.org/10.17759/psyedu.2016080313,,10.17759/psyedu.2016080313,2552905363,,0,022-619-834-818-093; 111-914-495-756-390; 144-031-688-120-899,5,true,cc-by-nc,gold
060-066-366-236-252,Virtual reality and education,,2021,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,E G Khoze,"<jats:p>The theoretical and methodological problems raised in the paradigm of virtual educational ontology are discussed. The approaches and models of virtual education and their relationship with the forms of education, proposed by foreign researchers, are presented. The philosophical and ontological substantiation of the provisions of virtual education is given, the types and levels of virtual reality presented by national researchers are highlighted. A review of empirical results revealed the elaboration of the immersive properties of virtual reality and showed that the severity of the sense of presence depends on the effectiveness of cognitive control functions, the quality of virtual reality and the level of immersion. The virtual training programs developed by national researchers, according to the test results, showed an improvement in the answers of poorly performing students by 40-50%, and among excellent students and gifted ones by 100%. The results obtained strongly indicate the positive impact of virtual education on academic performance.</jats:p>",10,3,68,78,Human–computer interaction; Psychology; Virtual reality,educational virtual reality; simulated spaces; immersive properties; ontology of virtual education; constructivist and situational learning,,,Ministry of Education and Science of the Russian Federation,https://psyjournals.ru/files/119025/jmfp_2021_preprint_Khoze.pdf https://psyjournals.ru/en/jmfp/preprints/Khoze.shtml,http://dx.doi.org/10.17759/jmfp.2021000002,,10.17759/jmfp.2021000002,3130505684,,0,000-349-731-126-62X; 017-443-805-228-265; 022-244-002-130-677; 028-879-348-757-589; 029-005-702-771-797; 035-757-732-617-263; 038-422-101-417-841; 039-185-021-477-756; 061-288-691-194-957; 062-736-829-262-936; 074-728-401-098-042; 076-423-038-242-470; 077-318-876-289-739; 077-668-634-768-489; 087-100-648-799-789; 088-044-556-358-399; 103-755-008-806-835; 107-390-229-971-232; 111-947-250-391-291; 140-291-671-263-944; 146-801-156-136-815; 185-013-290-806-469; 187-986-516-226-365; 188-939-797-162-541,8,true,cc-by-nc,gold
060-302-088-506-815,Толерантность к неопределенности и выбор копинг-стратегий у сотрудников правоохранительных органов,,2017,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,В А Рогачев; И Н Коноплева,"<jats:p>The article discusses the problem of studying the tolerance of uncertainty and coping behaviors among law enforcement officers. The problem of coping behavior is one of the most relevant for legal psychology in the study of psychological characteristics of work and personality of law enforcement officers. Performance is achieved not only professional knowledge and skills, but also features tolerance to ambiguity and stress overcoming behavior of employees in a busy and special conditions. Considered tolerance/intolerance (TN/INT) to uncertainty, coping behavior, its essence and main components. Defined the main directions in studying the coping strategies of law enforcement. The study involved 78 officers FDCS of Russia in the age from 20 to 50 years with different calendar length of service in bodies of drug enforcement. The results of an empirical study aimed at studying the peculiarities of tolerance for uncertainty and coping strategies of law enforcement officers, establish the specific nature of their relationship. The differences in the level of tolerance for uncertainty and the choice of coping strategies among employees depending on the experience of service in law enforcement and the level of neuropsychic stability.</jats:p>",7,4,106,126,Psychology,uncertainty; tolerance/intolerance to uncertainty; coping behavior; coping strategies; coping resources; and law enforcement officers,,,,https://psyjournals.ru/files/88675/psyandlaw_2017_4_Rogachev_Konopleva.pdf https://psyjournals.ru/psyandlaw/2017/n4/88675.shtml https://core.ac.uk/display/145084862,http://dx.doi.org/10.17759/psylaw.2017070409,,10.17759/psylaw.2017070409,2777057378,,0,037-562-595-917-464; 135-236-400-995-876,5,true,cc-by-nc,gold
060-306-365-488-618,On the Problem of Will and Self-Regulation in Cultural-Historical Psychology,,2015,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,E O Smirnova,"<jats:p>This paper attempts to differentiate between the concepts of 'will' and 'self-regulation'. Basing on literature research the author presumes that here we deal with two qualitatively different and specific processes: one of them centers around the awareness of an individual's actions, while at the core of the other lies the impulse to act, i.e. motivation. Thus the author sets forth a hypothesis that will and self-regulation have very different psy¬chological content and different lines of development in ontogenesis. Following L.S. Vygotsky, the author considers self-regulation as the ability to control oneself (one's inner and outer activity) with the help of cultural¬ly provided means of organizing behavior. Stages of self-regulation development are therefore shaped by the level of the individual's awareness of his/her activity and by the means employed for its organization. Will, as it has been interpreted over the course of history, is considered as the urge towards active actions, as the pow¬erfulness and persistence of one's wishes and desires (volitions). From this perspective the development of will way be described as the formation of persistent motivation in a child, as the emergence of his/her own desires. The paper reveals the relationship between impulse and awareness in various forms of child activities suggesting that, however specific, will and self-regulation are one in their genesis. The final part discusses issues in modern childhood related to the development of will and self-regulation.</jats:p>",11,3,9,15,Epistemology; Psychology; Cognitive psychology; Problem statement; Cultural-historical psychology; Philosophy of psychology,,,,,https://psyjournals.ru/kip/2015/n3/smirnova.shtml https://psyjournals.ru/files/78149/kip_3_2015_smirnova.pdf https://core.ac.uk/display/91858659,http://dx.doi.org/10.17759/chp.2015110302,,10.17759/chp.2015110302,2191534263,,0,,19,true,cc-by-nc,gold
060-374-784-530-379,Measuring Higher-Order Cognitive Skills in Collective Interactions with Computer Game,2021-07-08,2021,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,A A Margolis; E.V. Gavrilova; Lev S. Kuravsky; E.A. Shepeleva; V.K. Voitov; S.S. Ermakov; P.N. Dumin,"<jats:p>The present study is focused on testing the computer game system ‘PL-modified’ as a diagnostic tool for measurement of higher-order cognitive skills by middle-school students in individual and collaborative game. The ‘PL-modified’ is a computer system designed as a game which implies a set of concrete parameters specially elaborated for assessment of the cognitive actions of analysis, planning, and reflection — the basic higher-order cognitive functions which determine high achievements in school education according to the Russian theory of developmental education. 189 middle-school students at the age of 11—12 years participated in this study. Two research questions were asked: 1) whether the cognitive actions of analysis, planning, and reflection measured by special markers of the computer game system performance are correlated with each other as a valid indicator for the new constructed diagnostic instrument; 2) which type of the game — individual or collaborative — provides better conditions for manifestation of the above mentioned higher mental actions. Abstract intelligence as an additional anticipated factor for high game performance was also assessed and controlled. It was revealed that participants exhibit the higher level of the cognitive actions of analysis and planning in collaborative game. At the same time the patterns of the interactions between the researched variables as well as distinct parameters of game performance are determined by the concrete level of intelligence which rather varies in different pairs of collaborators. We discuss our results from the position of the further prospects for the application of the ‘Pl-modified’ computer system as a potential instrument of measurement and development of higher-order thinking actions. In terms of the modern educational programs teachers need simple diagnostic tools for measurement of school-children’s thinking development. Traditional ‘pen-and-paper’ techniques become quickly outdated as much as they may not be sufficiently motivationally attractive for children and focus only on the result of the thinking process. In this regard, such diagnostic instrument formed in the format of a computer game and centered on the whole gaming process allows fixing children’s actions and provides important information on the dynamic characteristics of their mental process.</jats:p>",17,2,90,104,Human–computer interaction; Cognitive skill; Psychology; Order (business); Computer game,The 'PL-modified' computer game system; higher-order cognitive skills; individual and collaborative game; intelligence; decision making,,,,https://psyjournals.ru/files/121496/chp_2021_n2_Margolis_et_al.pdf https://psyjournals.ru/kip/2021/n2/Margolis_et_al.shtml,http://dx.doi.org/10.17759/chp.2021170209,,10.17759/chp.2021170209,3182845991,,0,001-994-906-844-243; 002-386-854-540-965; 003-578-567-763-501; 008-108-318-445-946; 008-214-304-851-82X; 014-685-451-930-665; 016-884-597-442-693; 022-295-539-474-015; 023-953-963-511-039; 037-632-921-116-197; 041-002-765-931-891; 057-277-144-560-163; 063-278-733-831-744; 076-040-331-488-391; 111-042-789-522-623; 123-505-428-353-477; 130-031-704-828-056; 153-601-983-203-265; 154-714-732-826-537,9,true,cc-by-nc,gold
060-437-214-882-677,Эволюционные пути электрических осцилляторов,,2015,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,T N Grechenko; A N Kharitonov; A V Zhegallo,"<jats:p>The endogenous electrical signals play an important role in information processes occurring in living systems. They are found in living beings of different evolutionary levels from prokaryotes to multicellular eukaryotes. We hypothesized that the presence and variety of endogenous oscillators in individual organisms are connected with the way they survive, i.e. totally dependent on the community or partially independent of it. To test the hypothesis, we recorded electrical activity from individual cells and their communities in experiments with the earliest evolutionary beings, prokaryotes: cyanobacteria Oscillatoria terebriformis, Geitlerinema sp. and Halothece sp., the unicellular eukaryotes: yeast Saccharomyces cerevisiae and ciliates Paramecium caudatum, as well as from shellfish Helix pomatia and H. lucorum. The experimental results suggest that the variety of oscillators in the individual, the properties and functions that they perform, may provide a key to understanding the individual/social organization of living systems.</jats:p>",8,2,105,118,Biology,procaryotes; eucaryotes; unicellular organisms; multicellular organisms; sociality; electrography; electrical oscillators; pacemakers,,,,https://psyjournals.ru/files/76842/exp_2015_n2_Grechenko.pdf https://psyjournals.ru/exp/2015/n2/Grechenko_etal_full.shtml,http://dx.doi.org/10.17759/exppsy.2015080208,,10.17759/exppsy.2015080208,2173009683,,0,005-082-157-134-191; 006-822-250-754-763; 023-549-060-422-428; 023-958-736-108-509; 024-921-272-106-018; 025-619-262-318-702; 047-282-726-363-745; 053-225-897-164-755; 058-830-275-946-522; 064-226-812-951-56X; 067-004-836-924-270; 096-606-531-929-126,1,true,cc-by-nc,gold
060-461-552-905-093,"Diagnostic Value of the ""Table Drawing"" Technique during Neuropsychological Assessment of Children Aged 4–17 Years",,2021,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,N.A. Khokhlov; E.D. Fyodorova; A.D. Zhalnina; K.E. Maslova,"<jats:p>The method of ""Table Drawing"" is used in child neuropsychology to evaluate projective representations. At the same time, a unified system for assessing the technique performance, age standards, and information about the validity are absent. The present study aimed to investigate the diagnostic value of the technique during the neuropsychological examination of children aged 4–17 years. A survey of 636 persons was conducted, 411 of them boys and 225 girls. The overall technique performance was evaluated in the diagnostic process. Regardless of the diagnostician, the drawings were evaluated by the level of projective representations and the geometric properties. Age standards of technique execution were obtained. Based on the material of 597 diagnostic protocols, the contribution of the state of 14 higher mental functions and psychological characteristics to the success of the test performance was studied. Constructive-spatial functions have the greatest weight; however, the efficiency also depends on visual gnosis, dynamic praxis, and thinking. The diagnostic value of the method is different at different ages, so neuropsychological interpretation of its execution results should depend on the age of the subject.</jats:p>",10,2,253,270,Statistics; Psychology; Value (mathematics); Table (database); Neuropsychological assessment,,,,,https://psyjournals.ru/files/121718/cpse_2021_n2_Khokhlov_et_al.pdf https://psyjournals.ru/psyclin/2021/n2/Khohlov_et_al.shtml,http://dx.doi.org/10.17759/cpse.2021100214,,10.17759/cpse.2021100214,3185605031,,0,008-652-746-802-793; 018-095-490-753-96X; 025-882-849-848-081; 027-215-545-307-802; 034-326-979-056-014; 049-603-520-244-035; 155-718-869-698-315; 158-397-686-580-589,0,true,cc-by-nc,gold
060-563-289-504-715,Features of Co-experiencing in Adolescence Features of Co-experiencing in Adolescence,,2019,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,M O Sukhanova; E V Sheryagina,"<jats:p>This study focuses on the features of co-experiencing in adolescence. The main objective of the study was to explore and describe the specifics of co-experiencing in adolescence in general as well as at different stages of this age. Currently co-experiencing in teenagers is underexplored both in Russia and abroad. We would like to introduce a new approach to understanding and researching co-experiencing in adolescence. The following goals were set and achieved in our study: gathering information about the concept of co-experiencing through the literature review; finding an appropriate definition of co-experiencing necessary for our study; analysing features of adolescent age described in literature; carrying out an overview of foreign research on empathy in adolescence; conducting the study on the specifics of co-experiencing at different stages of adolescence. The new data obtained in our research may be of interest to various specialists working with adolescents (counselors, therapists and others). stages of this age. Currently co-experiencing in teenagers is underexplored both in Russia and abroad. We would like to introduce a new approach to understanding and researching co-experiencing in adolescence. The following goals were set and achieved in our study: gathering information about the concept of co-experiencing through the literature review; finding an appropriate definition of co-experiencing necessary for our study; analysing features of adolescent age described in literature; carrying out an overview of foreign research on empathy in adolescence; conducting the study on the specifics of co-experiencing at different stages of adolescence. The new data obtained in our research may be of interest to various specialists working with adolescents (counselors, therapists and others).</jats:p>",15,1,102,115,Psychology,co-experiencing; empathy; comforting; emotional support; adolescence; co-experiencing psychotherapy,,,,https://psyjournals.ru/kip/2019/n1/Sukhanova_Sheryagina.shtml https://psyjournals.ru/files/97520/chp_2019_n1_Sukhanova_Sheryagina.pdf,http://dx.doi.org/10.17759/chp.2019150111,,10.17759/chp.2019150111,2925204346,,0,000-248-892-888-112; 003-182-782-653-865; 003-866-607-776-38X; 004-216-460-869-021; 011-358-567-110-725; 015-922-656-620-372; 024-431-297-719-118; 036-091-345-856-73X; 048-283-292-051-613; 071-895-714-926-450; 073-065-990-271-702; 076-885-623-988-034; 077-457-356-543-916; 091-505-831-873-588; 092-742-938-982-923; 099-067-674-265-178; 132-193-954-570-232; 157-253-148-813-008; 165-514-657-524-135; 181-855-587-008-877,4,true,cc-by-nc,gold
060-665-138-444-417,From the Theme Editor,,2019,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,I.A. Burlakova,"импульс к поиску и разработке теоретических основ развивающего образования дошкольников и позволят воплотить идеи Л.С. Выготского о роли обучения в развитии ребенка в практику современного дошкольного образования. Тематический редактор, И.А. Бурлакова, кандидат психологических наук, старший научный сотрудник, заведующая кафедрой «Дошкольная педагогика и психология» , ФГБОУ ВО МГППУ",11,4,1,4,Literature; Theme (narrative); History,,,,,http://psyjournals.ru/files/111024/psyedu_2019_n4_Burlakova.pdf https://psyjournals.ru/files/111024/psyedu_2019_n4_Burlakova.pdf,http://dx.doi.org/10.17759/psyedu.2019110400,,10.17759/psyedu.2019110400,2995380756,,0,,0,true,cc-by-nc,gold
060-820-613-943-416,The Fear Traumatization: Psychological Consequences of Covid-19 Pandemic,,2021,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,Valentina Ekimova; M I Rozenova; Anna Litvinova; Anna Koteneva,"<jats:p>The COVID-19 pandemic, combined with high transmission and mortality rates of the infection, created an unprecedented state of emergency worldwide. The risk of infection and death, the experience of social isolation, alongside with loss of control over the situation and frightening information caused the ""pandemic of fear"" that had spread across regions and countries. The aim of this review is to summarize and to analyze the results of numerous studies of the COVID-19 pandemic psychological consequences for the population of different countries and the world as a whole, as well as for individual categories of population, and COVID-19 related risk factors. Relatively high levels of fear, anxiety, depression, post-traumatic stress disorder, psychological distress and stress have been observed and continue to be observed among the population of China, Spain, Italy, Iran, the United States, Turkey, Nepal, Denmark, and other countries. The most severe symptoms of psychological trauma are demonstrated by medical workers, women, young people, those who had lost their jobs during the crisis, people with chronic diseases, etc. It is especially important to continue international and interdisciplinary researches aimed at identifying and mitigating the dangerous effects of COVID-19 on people's mental health and psychological well-being.</jats:p>",10,1,27,38,Psychiatry; Psychology; Coronavirus disease 2019 (COVID-19); Pandemic,COVID-19; pandemic; psychological impact; depression; anxiety; distress; continuous traumatic stress,,,,https://psyjournals.ru/jmfp/2021/n1/Ekimova_et_al.shtml https://psyjournals.ru/files/119750/jmfp_2021_n1_Ekimova_et_al.pdf,http://dx.doi.org/10.17759/jmfp.2021100103,,10.17759/jmfp.2021100103,3152400287,,0,002-746-545-032-111; 004-176-123-929-536; 004-616-995-838-726; 004-862-112-225-891; 006-514-747-336-044; 008-326-251-497-711; 009-930-819-031-891; 014-032-534-356-613; 014-669-335-740-83X; 018-809-085-668-018; 020-098-087-337-275; 024-271-579-350-849; 028-002-901-568-601; 031-322-411-642-267; 031-598-755-099-031; 033-631-567-856-853; 034-924-263-035-787; 038-625-231-441-444; 039-633-380-880-260; 041-951-881-241-040; 047-134-091-832-450; 048-970-076-805-892; 053-323-355-462-052; 054-870-903-904-78X; 055-953-452-020-554; 061-704-605-617-926; 062-440-146-072-815; 067-905-161-729-749; 068-481-985-610-994; 077-100-966-337-632; 077-286-743-641-846; 080-519-236-271-302; 081-745-644-770-081; 090-151-483-618-73X; 099-282-511-032-38X; 122-720-076-277-305; 124-672-153-482-011; 126-584-918-146-494; 130-456-716-771-724; 161-318-342-258-190,10,true,cc-by-nc,gold
060-938-200-487-671,"L.S. Vygotsky's Principle ""One Step in Learning — A Hundred Steps in Development"": In Search of Evidence",,2015,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,V.K. Zaretsky,"<jats:p>On the basis of L.S. Vygotsky's published works the paper attempts to trace the dynamics of his concepts of child development and to provide evidence supporting Vygotsky's statement that one step in learning equals a hundred in development, which is one of the key principles of cultural-historical theory in its application to child development. This statement is put in a row with two other major principles: one arguing that learning precedes development and the other referring to the zone of proximal development. The paper outlines a multivector model of the zone of proximal development as one of the conceptual tools of the reflective and activity approach to helping children overcome learning difficulties and promoting their development. The paper also describes a case study in which an orphan child with a disability received psychological and educational support that obviously contributed to the child's development. It is argued that L.S. Vygotsky's idea of the specific relationship between learning and development has fundamental theoretical and practical implications, in particular, for working with children with special needs.</jats:p>",11,3,44,63,Psychology; Cognitive science; Development (topology),,,,,https://doaj.org/article/34b730cce84643bdab864f4440431498 https://psyjournals.ru/files/78175/kip_3_2015_zaretsky.pdf https://psyjournals.ru/kip/2015/n3/zaretsky.shtml https://core.ac.uk/display/92035307,http://dx.doi.org/10.17759/chp.2015110305,,10.17759/chp.2015110305,1879050852,,0,020-699-412-246-128; 024-963-015-154-479; 057-569-947-127-288; 114-039-986-924-13X; 159-798-216-278-303; 197-997-531-584-925,11,true,cc-by-nc,gold
061-164-220-237-813,Переживание относительной депривации как фактор копинг-стратегии избегания в сетевой коммуникации,,2020,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,Е.П. Белинская; Е Р Агадуллина,"<jats:p>Objective: the relationship between a relative deprivation and communication in social networks, in particular, with avoidance coping in the situations of communicative difficulties. Background: the study is focused on coping with difficult situations through the analysis of meta-determinants of construction of the representations about social world, in particular, in the conditions of social network interaction among youth persons. Study design and participants: the study was conducted as a survey involving 193 active users of the social network Vkontakte. Measurements: a double mediation model was tested with a relative deprivation as an independent variable, avoidance coping as a dependent variable, and a perceived threat and an attribution of aggressive intentions as the mediators of this relationship. Results: the results indicate that a relative deprivation is associated with an increase of perceived threat, which in turn increases a likelihood of attributing to people with dissimilar values and attitudes of “bad” intentions and leads to avoiding network interaction. At the same time, the results demonstrate that group threat does not a significant mediator of the relationship between a relative deprivation and network behavior. Conclusions: relative deprivation is associated with avoidance coping in social network communication both directly and indirectly through the actualization of additional social and cognitive variables.</jats:p>",11,1,92,106,Psychology,,,,Russian Foundation for Basic Research,https://publications.hse.ru/en/articles/432624608 https://psyjournals.ru/social_psy/2020/n1/Belinskaya_Agadullina.shtml https://psyjournals.ru/files/112816/sps_2020_n1_Belinskaya_Agadullina.pdf,http://dx.doi.org/10.17759/sps.2020110106,,10.17759/sps.2020110106,3014474164,,0,004-853-761-708-602; 006-980-174-890-926; 007-273-590-602-966; 009-104-441-040-790; 012-156-147-876-32X; 015-685-155-243-285; 030-336-959-693-984; 049-004-045-436-622; 058-051-331-279-726; 061-394-576-814-11X; 063-455-928-793-316; 083-736-132-776-613; 126-352-301-940-564; 126-454-480-733-794; 136-217-212-687-780; 144-080-081-695-582; 164-233-751-793-174,3,true,cc-by-nc,gold
061-287-965-649-046,Как построить предметный вид судебно-психологической экспертизы,,2017,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Ф С Сафуанов,"<jats:p>The methodology of the subject types of forensic examinations with the application of psychological knowledge is analyzed. The history of the formation of subject types of forensic psychological examination and a comprehensive forensic psychological and psychiatric examination is considered. Shows their transformation and expansion under the influence of changes of domestic legislation. Based on the definition of the research subject of a legal expert- psychologist, concluded that the first step of building the subject of a separate judicial review should be the analysis of its legal significance. Discussed options for legal consequences and the role of expert opinion in in making judicial decisions. The second step is expertelligence analysis. It is the allocation of the psychological characteristics of legal rules (legal criteria). The third stage of psychological analysis consists in the correlation of concepts with expert knowledge in scientific psychology. The need of adaptation and transformation of scientific psychological knowledge (as basic science) in forensic psychological expertise (special knowledge of the expert) are shown. Discusses ways of formation of special knowledge of the expert-psychologist and the limits of its competence.</jats:p>",7,1,220,239,,forensic expertology; it is judicial-psychological examination; a comprehensive forensic psychological and psychiatric examination to expert concepts,,,,https://core.ac.uk/display/90815598 https://psyjournals.ru/psyandlaw/2017/n1/85441_full.shtml,http://dx.doi.org/10.17759/psylaw.2017070118,,10.17759/psylaw.2017070118,2604397996,,0,023-727-935-390-692,14,true,cc-by-nc,gold
061-288-040-752-548,Мотивационные предикторы эффективности деятельности проектных и производственных организации,,2018,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,А.Б. Леонова; Ф.Р. Султанова,"<jats:p>This paper investigates psychological predictors of the efficiency of project and product organizations. We used conceptual model of H. Moon and colleagues as a methodological basis. 203 employees of six organizations took part in the empirical study. Hierarchical linear regression analysis revealed prognostic models of the efficacy with non-identical complex of predictors for production (R2=0,455; p=0,0001) and project organizations (R2=0,701; p=0,0001). It was found that the characteristics of organizational level have a bigger predicting ability of efficiency of organizations, rather than individual working activity. It was found that the success of project organizations depends on the complexity and significance of the content of the personal’s activity. The complex of predictors of the efficiency of product organizations includes: organizational experience, motivational orientation towards autonomy, psychological climate. These results can be used to ameliorate the efficiency of the organizations, aiming to impact the psychological resources of the employees.</jats:p>",11,1,114,127,Sociology,,,,,https://psyjournals.ru/exp/2018/n1/Leonova_Sultanova.shtml https://istina.msu.ru/publications/article/114530844/ https://psyjournals.ru/files/92567/exppsy_2018_n1_Leonova_Sultanova.pdf,http://dx.doi.org/10.17759/exppsy.2018110107,,10.17759/exppsy.2018110107,2802923545,,0,014-006-217-134-372; 016-206-736-240-213; 035-315-173-324-879; 049-732-607-288-584; 056-752-549-378-603; 088-676-114-875-52X; 115-142-582-697-446; 123-653-389-997-054; 141-596-090-776-390; 154-710-114-426-124; 190-177-695-648-536,2,true,cc-by-nc,gold
061-346-090-034-782,The Selfie Phenomenon and Its Role in the Life of the Modern Teenager,,2022,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,N.V. Pavlova; E.V. Filippova,"<jats:p>Objective. The stude presents a study aimed at clarifying the psychological meaning of the selfie phenomenon, the role of selfie in the life of modern teenagers. Materials and methods. The study involved 22 people, 13 girls and 9 boys, among them 17 high school students, aged 14—17, and 5 university students, aged 18—21. Interviews were conducted with the participants, and a discussion was organized regarding the issues of use and attitudes towards selfies. Processing of interview and discussion materials was carried out with the help of thematic and content analysis. Results. Various views on the psychological nature of the selfie, the reasons for its popularity among young people are considered. The author’s interpretation of the phenomenon of selfie in the context of the theory of «transitional object» by D.W. Winnicott and A. Langley’s existential analysis is presented. The paper shows that selfie is a new means of knowing oneself, building a true image of oneself through a virtual image of the body in the space between the image of the Self and reality.</jats:p>",30,1,109,131,Selfie; Popularity; Phenomenon; Psychology; Interpretation (philosophy); Existentialism; Thematic analysis; Context (archaeology); Object (grammar); Meaning (existential); Social psychology; Epistemology; Qualitative research; Sociology; Psychotherapist; Visual arts; Social science; Computer science; Art; Philosophy; Paleontology; Artificial intelligence; Biology; Programming language,феномен селфи; подростки; «переходный объект»; образ Я selfie phenomenon; adolescents; «transitional object»; self-image,,,,https://psyjournals.ru/files/129507/cpp_2022_n1_Pavlova_Filippova.pdf https://doi.org/10.17759/cpp.2022300107,http://dx.doi.org/10.17759/cpp.2022300107,,10.17759/cpp.2022300107,,,0,004-703-839-233-296; 008-259-040-372-874; 009-883-776-457-585; 018-384-159-853-240; 019-651-449-272-444; 021-259-925-614-616; 022-439-563-449-653; 024-404-885-338-887; 029-122-790-301-99X; 040-876-115-547-901; 042-213-706-457-065; 071-953-911-104-424; 074-725-673-844-770; 078-091-002-659-869; 081-066-434-747-989; 100-909-857-632-040; 109-191-386-442-52X; 114-597-295-781-041; 115-632-531-694-028; 126-174-838-638-526; 137-567-048-911-774; 152-382-888-781-573; 180-678-328-362-790; 192-136-313-119-404,5,true,cc-by-nc,gold
061-378-236-973-392,Political and psychological image of Russia in mass consciousness of middle age groups,,2021,journal article,Bulletin of the Moscow State Regional University,22240209,Federal State University of Education,,Valery I. Ketsba; Bata I. Ketsba,"Политико -Психологический образ россии в массовом сознании граждан среднего возраста АннотАция Цель. Выявление политического образа своей страны в массовом сознании граждан Российской Федерации от 31 до 55 лет. Процедура и методы. Работа основана на результатах политико-психологического исследования, проводимого кафедрой социологии и психологии политики МГУ имени М. В. Ломоносова в г. Москве, Брянской, Смоленской, Саратовской, Томской, Челябинской областях и в Республике Дагестан. Статья завершает цикл авторских работ, посвящённых возрастным особенностям восприятия России её гражданами. В ходе исследования использовались качественные и количественные методы (фокусированные полустандантизированые интервью, рисуночный тест, кодировка полученных данных), с помощью которых авторы сумели выявить политический образ страны в массовом сознании представителей среднего возраста. Результаты. Исследование показало, что политико-психологический образ России вмещает в себя в большей степени позитивные, чем негативные характеристики. При этом образ страны не совсем целостный и имеет незначительные различия на рациональном и неосознаваемом уровнях восприятия. Теоретическая и практическая значимость. Статья представляет определённую ценность для политпсихологов, поскольку в ней отражены многие теоретические основания восприятия страны. А с практической точки зрения работа является уникальной: в ней показано, как Россию воспринимают граждане среднего возраста (от 31 до 55 лет), что в научной литературе практические не встречается. Ключевые словА страна, политическая психология, политическая социализация, политическое восприятие, образ власти, политический образ страны струКтурА Введение Рациональные компоненты образа России Политический образ России на неосознаваемом уровне Заключение политология",,2,,,Gender studies; Sociology; Consciousness; Middle age; Politics,country; political psychology; political socialization; political perception; image of power; political image of the country,,,,http://dx.doi.org/10.18384/2224-0209-2021-2-1069,http://dx.doi.org/10.18384/2224-0209-2021-2-1069,,10.18384/2224-0209-2021-2-1069,3165840241,,0,123-161-427-733-48X; 136-786-926-783-942; 138-375-614-746-954,1,true,cc-by,gold
061-763-328-500-040,Декриминализация статей Уголовного кодекса и формирование «нормы возмездия» у школьников,,2016,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Ф С Сафуанов; О.К. Бодрова; Н В Докучаева,"<jats:p>In light of the upcoming decriminalization of minor offenses, the article considers the problem of formation of ""norms of revenge"" as one of the components of legal consciousness. The study of explicit representations of pupils of 5 th and 10 th grade and adults about the penalties for crimes of varying severity. Pupils have also investigated implicit beliefs. Among all groups surveyed understanding of the necessary terms of punishment for crimes does not coincide with the norms of criminal legislation, their ideas about the ""rule of retaliation"" involve a more severe punishment for almost all crimes, especially small weight. At the same time, adults and students adequately understand the hierarchy of seriousness of the offence. The gap between the explicit and the implicit ideas about the ""rule of retribution"" for the crimes was noted only in the youngest adolescents. In adults, compared to juveniles, there is a more pronounced polarization and differentiation of views on the measures necessary punishment for the crime. The conclusion is that in the process of education pay little attention to the formation of an adequate evaluation of the relationship to law students.</jats:p>",6,3,122,141,Sociology,legal consciousness; the rule of retaliation; decriminalization; justice; punishment,,,,https://psyjournals.ru/psyandlaw/2016/n3/82930.shtml https://core.ac.uk/display/91068483,http://dx.doi.org/10.17759/psylaw.2016060310,,10.17759/psylaw.2016060310,2529749498,,0,017-856-090-684-325,1,true,cc-by-nc,gold
061-777-258-666-076,Разработка и адаптация методики «Интегративный опросник межкультурной компетентности»,2021-03-30,2021,journal article,Психология. Журнал Высшей школы экономики,18138918; 25419226,"National Research University, Higher School of Economics (HSE)",Russian Federation,О.Е. Хухлаев; В.В. Гриценко; А.В. Макарчук; О.С. Павлова; Т.В. Ткаченко; Ш.А. Усубян; В.А. Шорохова,"<jats:p>В статье приводятся описание разработки и результаты апробации новой методики «Интегративный опросник  межкультурной компетентности», направленной на изучение способности эффективно функционировать при общении с представителями различных культур и в разных культурных средах. Опросник создан на основе интеграции 52 конструктов из 14 методов измерения межкультурной компетентности. Исследование (N = 1024) показало, что методика содержит четыре субшкалы: «Межкультурная стабильность» (индивидуальные особенности личности, которые позволяют человеку быть устойчивым к стрессовым ситуациям межкультурного общения), «Межкультурный интерес» (желание общаться с людьми из других культур, интерес к культуре и культурным различиям), «Отсутствие этноцентризма» (установка на уважение и принятие культурного разнообразия) и «Управление межкультурным взаимодействием» (владение широким спектром коммуникативных навыков, важных при межкультурном общении).  Субшкалы обладают хорошей внутренней согласованностью, а также инвариантностью с некоторыми ограничениями в части сравнения людей разных возрастов. Исследование также продемонстрировало внешнюю валидность методики. Шкалы «Интегративного опросника межкультурной компетентности» положительно связаны с «Расширенной шкалой культурного интеллекта». Люди, демонстрирующие более высокие показатели по отдельным шкалам опросника, отличаются большим количеством конкретных межкультурных достижений. Наблюдаются предсказуемые взаимосвязи опросника с показателями адаптации иностранных студентов, выраженностью эмоционального выгорания и самоэффективности у педагогов, работающих в мультикультурной среде.</jats:p>",18,1,71,91,Chemistry,,,,,https://psy-journal.hse.ru/data/2021/04/12/1390931884/Текст статьи.pdf https://doi.org/10.17323/1813-8918-2021-1-71-91,http://dx.doi.org/10.17323/1813-8918-2021-1-71-91,,10.17323/1813-8918-2021-1-71-91,,,0,,7,true,,gold
061-814-441-059-768,Профилактика девиантного поведения детей и подростков как направление деятельности психолога в образовательных учреждениях,,2020,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Н В Богданович; В В Делибалт,"<jats:p>The article examines the methodological basics of deviant behavior prevention of minors as a field of activity of a psychologist in educational organizations. The substantial definition, main contradictions and requirements for the organization of psychological prevention are provided. The specifics of preventive activities in the context of difficult life and legally significant situations involving minors with problematic and deviant behavior are considered. The algorithm of planning psychoprophylactic work in the form of technology “Cycle of activity of the psychologist” is defined. It describes the main stages of psychoprophylaxis,as well as methods and technologies used at each stage of this activity. The main principles of interagency cooperation as a necessary aspect of this activity, as well as requirements for the development of psychoprophylactic programs and prevention programs are highlighted.</jats:p>",10,2,1,14,Psychology,prevention; preventive programs; psychoprophylactic; deviant behavior; difficult life situations; legally significant situations; children; adolescents; minors; field of psychological work; interagency cooperation; educational institutions,,,,https://psyjournals.ru/psyandlaw/2020/n2/Bogdanovich_Delibalt.shtml https://psyjournals.ru/files/114284/psylaw_2020_2_Bogdanovich_Delibalt.pdf,http://dx.doi.org/10.17759/psylaw.2020100201,,10.17759/psylaw.2020100201,3095394478,,0,027-804-053-825-174; 104-507-059-568-041,18,true,cc-by-nc,gold
061-905-460-775-931,Forensic psychological expertise in cases of compensation of moral harm in the Russian Federation,,2016,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,F S Safuanov,"<jats:p>The article presents a comparative analysis of the characteristics of the production of psychological and psychiatric examination for compensation of damage caused to other persons in the UK (described in the article by Hugh Koch, published in the current issue of the journal) and Russia. It is shown that the principles of judicial psychological-psychiatric expert study and the requirements for expert opinion in both countries include psychopathological and psychological research using the international diagnostic classifications, comparative analysis of subjective complaints of the plaintiff with medical documentation, use of valid and reliable methods of research, completeness and validity of the expert opinion. The main requirements for the expert are its independence and professional competence. And in Russia and the UK discussed the subject of forensic examinations are negative changes of the mental state of plaintiff, the victim from harm, which is revealed through the definition of their severity, duration, reversibility-irreversibility, as well as establishing a causal link between the traumatic event and these changes.</jats:p>",6,2,26,40,Forensic science; Political science; Law; Harm; Compensation (psychology); Russian federation,forensic psychological examination; a comprehensive forensic psychological and psychiatric examination in civil proceedings; moral damage; mental suffering,,,,https://psyjournals.ru/files/81670/psyandlaw_2016_2_Safuanov.pdf https://psyjournals.ru/psyandlaw/2016/n2/81670_full.shtml http://psyjournals.ru/files/81670/psyandlaw_2016_2_Safuanov.pdf https://core.ac.uk/display/91739325,http://dx.doi.org/10.17759/psylaw.2016060203,,10.17759/psylaw.2016060203,2416233238,,0,149-906-023-956-721,1,true,cc-by-nc,gold
062-024-734-143-453,Вовлеченность в профессиональную среду и ее значение для непрерывного образования,,2017,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,Е Ю Литвинова; Н В Киселева,"<jats:p>The analysis of the existing definitions of a phenomenon of the professional environment and various approaches to understanding of her components is presented in article. The attention is paid to consideration of such social and psychological components of the professional environment as professional culture, professional groups and communities. On the basis of the theoretical analysis the author's understanding of functions of the professional environment is offered, also the model of dynamics of an involvement developed by authors on professional environment is provided, its stages are described. The involvement on professional environment is considered as the steady condition of active interaction of the subject with the professional environment which is shown in behavioral activity both in the environment and beyond its limits as the representative of this professional environment. The multidimensionality and relevance of studying of interference of the professional environment and professional education is accented. Arguments for benefit of rapprochement of the educational and professional environment are adduced. In the article the need of studying of interrelation of the involvement in professional environment and the involvement in lifelong education as conditions of successful adaptation and development of the modern professional is proved for the first time.</jats:p>",8,2,5,20,Sociology,,,,,https://psyjournals.ru/files/86524/socialpsy_2017_n2_litvinova_kiseleva.pdf https://core.ac.uk/display/88161749 https://psyjournals.ru/social_psy/2017/n2/litvinova_kiseleva.shtml,http://dx.doi.org/10.17759/sps.2017080201,,10.17759/sps.2017080201,2737715711,,0,003-265-073-949-130; 010-147-836-868-045; 012-955-217-423-168; 035-178-550-551-762; 041-573-216-973-06X; 088-391-065-329-805; 112-834-212-649-576; 128-530-181-884-933,3,true,cc-by-nc,gold
062-433-451-659-166,Психологическая поддержка матерей детей с расстройствами аутистического спектра с использованием традиций русского чаепития,,2015,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,Н Л Белопольская; О В Рубан,"<jats:p>The study aimed to discuss the possibility of providing psychological support for mothers of children with autism spectrum disorders via traditional Russian tea party. Questionnaire results, according to which mothers of children with ASD are essentially focused on receiving psychological counseling in the area of child development and education are presented. However personal problems of the woman, including psychological weightiness is usually taken a back seat. The research supports a hypothesis that informal format of tea party allows mothers decreasing psychological distance with psychologist, feeling at ease. The article includes an analysis of psychological meetings focused on personal life questions of participants. The results obtained in the research showed effectiveness of this approach. The Russian tea party is a meeting form that fosters the growth of confidence toward psychologist, expanding the range of personal questions that could be discussed. The mothers had the opportunity of open communication with each other, reported psychological safety valve.</jats:p>",4,3,64,76,,,,,,https://psyjournals.ru/psyclin/2015/n3/Balopolskaya_Ruban.shtml https://psyjournals.ru/files/79207/psyclin_2015_n3_Belopolskaja_Ruban.pdf,http://dx.doi.org/10.17759/cpse.2015040305,,10.17759/cpse.2015040305,2238585552,,0,,1,true,cc-by-nc,gold
062-499-801-924-962,Drama as an Educational Technology and a Tool for Achieving Personal Educational Results,,2022,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,O.V. Rubtsova; T.A. Poskakalova; A.G. Solov'eva,"<jats:p>The article focuses on the results of the research project “Adolescent Theater as an Activity Technology for Education and Formation of Personal Educational Results"", implemented in 2021—2022 by the Center for Interdisciplinary Research on Contemporary Childhood of the Moscow State University of Psychology and Education. The main goal of the project was to substantiate the the efficiency of school theater as a means of education and a tool for developing meta-subject competences and improving personal educational results in adolescents. For achieving this goal, a unique educational program of drama activities (30 sessions of 45 minutes each) was elaborated and trialed in “Starogorodkovskaya School” in Moscow Region. 10 teenagers aged from 13 to 14 years took part in the project. The research methods included: observation, video recording of drama sessions and subsequent analysis of the videos; analysis of the products of the activity (scripts, short videos, poems); regular interviews with teenagers and teachers, who participated in the project. Several case studies are discussed, demonstrating that drama can become an effective technology for education and development of personal educational results in adolescence.</jats:p>",27,1,52,64,Drama; Scripting language; Subject (documents); Psychology; Pedagogy; Medical education; Computer science; Medicine; Library science; Visual arts; Art; Operating system,"theater; drama; ""vospitanije""; moral (value) education; Federal State Educational Standard; meta-subject competences; personal educational results; adolescence; role experimenting театральная деятельность; воспитание; ФГОС; метапредметные компетенции; личностные образовательные результаты; ролевое экспериментирование",,,,,http://dx.doi.org/10.17759/pse.2022270105,,10.17759/pse.2022270105,,,0,026-832-350-268-185; 040-518-425-452-254; 043-925-099-028-26X; 070-793-235-182-315; 093-721-248-530-907,5,true,cc-by-nc,gold
062-656-835-082-384,Psychotechnical Theory as a Format of Psychological Knowledge,,2019,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,Е Ю Патяева,"<jats:p>The paper deals with the methodological characteristics of psychotechnical theory, a specific format of psychological knowledge developed by F.Ye.Vasilyuk. The author describes the general logic of overcoming the ‘schism’ in psychology through the discovery of the methodological importance of psychological practice. It is also shown that the philosophy of practice is implemented through the psychotechnical approach, its crucial feature being the investigation not of the mind per se, but of the experience of working with the mind. The format of psychological knowledge appropriate for the psychotechnical approach is the psychotechnical theory. Eight methodological characteristics of the psychotechnical theory suggested by F.Vasilyuk create a certain conceptual space fitted not only for psychotechnical theories, but also for classical ‘academic’ theories as well as various mixed ones. The article concludes that the psychotechnical theory presents a more general and universal format of psychological knowledge in comparison with the classical theories, and this means an opportunity to create a unified methodological tool for describing and analyzing psychological research and practice — and thus for overcoming the schism in psychology.</jats:p>",15,1,70,78,,психотехническая теория; «схизис» психологии; Ф.Е. Василюк; методология психологии; психотехнический подход; психологическое знание,,,,https://psyjournals.ru/files/97487/chp_2019_n1_Patyayeva.pdf https://psyjournals.ru/en/kip/2019/n1/Patyayeva.shtml,http://dx.doi.org/10.17759/chp.2019150108,,10.17759/chp.2019150108,2923868372,,0,,1,true,cc-by-nc,gold
062-942-609-528-349,Psychological Aspects of Designing the Education Process of Law Enforcement Personnel with their Subjective Position in Mind,,2021,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,N V Khodyakova; A I Mitin; O A Ulyanina,"<jats:p>The article justifies the necessity for studying and taking into account the subjective positions of law enforcement officers in designing their education. This is accomplished using skill- and personality-based approaches. The author's typology of such subjective positions is given. Psychological and educational risks of maladjustment in the process of professional and personal development are discussed along with the special psychological and educational counselling that are needed to handle them. The results of research are given, revealing average and absolute proportions of groups of students of the Academy of Management of the Ministry of Internal Affairs of Russia who were mapped to the four subjective positions that have been singled out. 422 respondents took part in the research, which was questionnaire based. Checking the obtained data with the contingency table and Pearson's chi-squared test confirmed the hypothesis of a relationship between the student's subjective position and the lecturer's role he/she needs. On the whole, the singled out learners' positions and the lecturers' roles are mutually correlated (at a 0.01 significance level 0,21≤r≤0,76). Basing on the theoretical analysis and the empirical data obtained we formulated methodological principles for designing of departmental education systems.</jats:p>",11,1,195,209,Psychology; Position (finance); Law enforcement; Psychological aspects; Process (engineering); Applied psychology,education; designing of education process; law enforcement personnel; subjective position,,,,https://psyjournals.ru/psyandlaw/2021/n1/Khodyakova_Mitin_Ulyanina_full.shtml https://psyjournals.ru/files/119601/psylaw_2021_n1_Khodyakova_Mitin_Ulyanina.pdf,http://dx.doi.org/10.17759/psylaw.2021110115,,10.17759/psylaw.2021110115,3141331076,,0,005-569-068-826-019; 005-819-251-172-235; 015-872-574-622-953; 021-886-628-223-486; 034-591-896-287-447; 049-750-895-019-918; 060-268-567-934-87X; 060-335-073-767-562; 068-825-520-924-113; 081-832-204-028-794; 116-133-089-970-308,1,true,cc-by-nc,gold
062-992-754-048-806,Возможности использования типологического подхода при расследовании серийных преступлений сексуального характера,,2020,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Н В Дворянчиков; Е Р Журавлева,"<jats:p>The article presents the results of testing the typology of serial sexual killers developed by O.D. Sitkovskaya and L.P. Konysheva, on the materials of criminal cases on detected serial crimes of a sexual nature. The study confirmed the presence of the main psychological features specific to each type of criminals, and the possibility of applying the classification for the investigation of other sexual crimes. In addition, mixed types are identified that combine the signs of two and three types of criminal behaviour. Confirming the main hypothesis of the study, the authors of the article consider it necessary to study further the individual psychological characteristics of criminals belonging to mixed types. As a retrospective analysis of the materials of criminal cases has shown and the regular practice of psychological support of the investigation of crimes of a sexual nature confirms, it is the attackers of a mixed type behaviour that are most difficult to identify through the traditional investigative methods.</jats:p>",10,1,44,54,,serial sexual crimes; psychological portrait; compilation of a psychological portrait of an unidentified criminal,,,,https://psyjournals.ru/files/112886/psylaw_2020_1_Dvoryanchikov_Guravleva.pdf https://psyjournals.ru/psyandlaw/2020/n1/112886.shtml,http://dx.doi.org/10.17759/psylaw.2020100104,,10.17759/psylaw.2020100104,3014653787,,0,096-876-420-738-095,2,true,cc-by-nc,gold
063-037-114-877-607,Особенности и психологические механизмы профессионального взаимодействия участников уголовного процесса,,2019,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,А В Булгаков; В. И. Екимова; А В Кокурин; Е.А. Орлова; И А Шашкова,"<jats:p>The article presents the results of the study of psychological characteristics of professional interaction of participants in the criminal process: investigators or investigators (depending on the type of crime), forensic specialists, victims accused of various types of criminal offenses (murder, theft, hooliganism, traffic accident).; The empirical base of the research was formed on the material of psychological examination of participants of 90 situations of crime scene or incident examination and further actions on disclosure of 4 types of crimes: murder, theft, hooligan actions, traffic accident. The study surveyed 315 people, including employees of the OVD - 180 people (90 persons investigators, criminologists 90 people) are the victims — 70 persons, suspects — 65 people).; On the basis of the data obtained, a three-factor model of the psychological mechanisms of PV used by investigators in interaction with a group of victims, as well as a three-factor model of the psychological mechanisms of professional interaction of a group of victims in case of theft, was constructed.; The conducted research allowed to reveal experimentally the structure of professional competences of investigators (investigators) and forensic specialists, as well as contradictions of the inquiry stage for each professional group in the process of professional interaction.</jats:p>",9,2,156,167,,Андреевой; К. Бюлер; Г. Мерфи; Ж. Нюттена; А. Свенцицкого; Х. Хекхаузена; Ш. Чхартишвили; Т. Шибутани; П. Якобсона; положения концепций А.А. Бодалева; А.И. Донцова; Б.Ф. Ломова; В.Н. Мясищева; Н.Н. Обозова; Б.Ф. Парыгина в области взаимодействия и общения participants in criminal proceedings; professional interaction; professional competence; inter-group adaptation,,,,https://psyjournals.ru/psyandlaw/2019/n2/107153.shtml,http://dx.doi.org/10.17759/psylaw.2019090211,,10.17759/psylaw.2019090211,2955895738,,0,064-286-759-750-72X,0,true,cc-by-nc,gold
063-079-366-801-233,Formation of the Ability to Identify the Causes of Deviant Behavior among Adolescents in Students of Pedagogical High School,,2014,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,O R Busarova,"<jats:p>The aim of the presented research was the development and testing of special exercises for the formation of skills to competently determine the causes of deviant behavior among adolescents during psychology classes in students of pedagogical high school. The study involved 23 students of 2nd grade at Moscow State Pedagogical University. Methodological basis for students training were the results of studies carried out in line with the concept of psychological diagnosis by A.F. Anufriev. The focus of the proposed exercises is the diagnostic hypotheses production, because in previous studies it was noted that this step of the diagnostic search is of the greatest difficulty for teachers. The efficiency of the developed exercises was evaluated by the quality of the problems solution proposed by the students to assess the causes of deviant behavior of middle school students. According to the study, we concluded that the exercises proposed to pedagogical high school students increase quality of solving problems and can significantly reduce the number of errors inherent in the activities of teachers to determine the causes of the behavior of students.</jats:p>",6,3,11,17,Psychology; Social psychology,deviant behavior; teens; causes of deviant behavior; psychological training of teachers,,,,https://psyjournals.ru/files/71330/02_Busarova_psyedu_3-2014.pdf https://psyjournals.ru/psyedu_ru/2014/n3/71330.shtml https://core.ac.uk/display/25518941 https://core.ac.uk/download/pdf/25518941.pdf,http://dx.doi.org/10.17759/psyedu.2014060302,,10.17759/psyedu.2014060302,123455723,,0,,1,true,cc-by-nc,gold
063-624-159-943-467,Особенности различения лиц разных рас в микроинтервалах времени,,2019,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,K I Ananyeva; A V Zhegallo,"<jats:p>A study was conducted on the manifestation of the categorical effect of the perception of faces of the Caucasian and Mongoloid type under different time conditions of exposure of images. It was shown that at time intervals from 200 cm to 1 s, the effect of manifestation is different. It is shown that with increasing exposure time of stimulus images, the accuracy of solving the discriminatory AVX problem for all pairs of images in the transition series increases. Moreover, the manifestations of the classical effect of categorization of perception are observed only when demonstrating images for 200 ms. The hypothesis about the relationship between the accuracy of solving the discriminatory task and the individual characteristics of the subjects was also tested. In general, this hypothesis has not been confirmed. However, at the level of the trend, a relationship was found between individual accuracy in solving the discriminatory AVX problem and the strength of the nervous system, diagnosed using the Tapping test method.</jats:p>",12,3,63,72,Psychology,other race effect; discrimination task; ABX-task; racial type; face perception; exposition time; asymmetry of answers,,,Council on grants of the President of the Russian Federation,https://psyjournals.ru/files/110444/exppsy_2019_n3_Ananyeva_Zhegallo.pdf https://psyjournals.ru/en/exp/2019/n3/Ananyeva_Zhegallo.shtml,http://dx.doi.org/10.17759/exppsy.2019120305,,10.17759/exppsy.2019120305,2989954621,,0,006-257-312-156-664; 007-274-156-983-30X; 007-999-404-529-869; 011-202-192-930-67X; 015-934-055-129-324; 023-965-109-628-316; 042-745-956-705-241; 043-105-076-506-51X; 044-452-945-706-680; 080-046-809-101-750; 088-935-373-325-390; 168-222-399-765-597; 170-616-419-265-885,1,true,cc-by-nc,gold
063-755-945-824-22X,Fear as a mental health crisis in the context of global risks and changes,,2021,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,M I Rozenova; Valentina Ekimova; A.S. Ognev; E V Likhacheva,"<jats:p>The paper presents the analysis of the results of international and national research in the field of studying the impact of global crises and pandemic situations (including COVID-19) on the state of mental health of people. Traditionally, the fear that accompanies emergency events and situations is considered as a source of mental and psychological traumatology of various kinds, however, the authors consider fear in a period of global risks and changes, from the point of view of not the cause, but an indicator of a decrease in the integrity of a person's mental health. The initial theoretical model that allows us to differentiate and diagnose different qualities of fear was the ""I-structural"" concept of G. Amon, which allows us to describe and understand the specific phenomenology of fears in the pandemic period. The qualities of fear, manifested in its constructive, destructive and deficient form, according to the authors, reflect the resource reserve of a person's mental health and the level of his psychological stability.</jats:p>",10,1,17,26,Mental health; Psychology; Context (language use); Social psychology,страх; феноменология; качество; психическое; здоровье; расстройство; тревожное; ресурсы; целостность; нарушение международные; исследования,,,,https://psyjournals.ru/jmfp/2021/n1/Rosenowa_et_al.shtml https://doaj.org/article/8787339944ad424fa5e7cc6a90568deb https://psyjournals.ru/files/119747/jmfp_2021_n1_Rozenova_et_al.pdf,http://dx.doi.org/10.17759/jmfp.2021100102,,10.17759/jmfp.2021100102,3149155905,,0,000-497-265-863-466; 002-365-758-625-632; 004-210-689-597-602; 011-239-925-570-384; 017-085-212-816-443; 019-140-881-558-578; 021-060-295-218-900; 023-068-517-145-41X; 025-757-877-275-759; 028-011-610-211-244; 030-508-862-717-175; 036-329-859-604-983; 039-021-534-084-164; 044-923-418-196-808; 045-817-806-122-023; 049-769-451-125-63X; 053-323-355-462-052; 061-796-472-163-860; 067-940-561-244-787; 068-481-985-610-994; 071-476-372-710-724; 086-971-518-258-914; 101-066-729-539-822; 104-868-324-441-45X; 118-174-588-001-935; 118-635-888-042-375; 119-718-371-161-996; 125-687-885-525-740,9,true,cc-by-nc,gold
063-884-101-639-316,The Structure of Values during the COVID-19 Pandemic,2023-12-31,2023,journal article,Психология. Журнал Высшей школы экономики,18138918; 25419226,"National Research University, Higher School of Economics (HSE)",Russian Federation,Olga V. Mitina; Elena I. Pervichko; Anastasia R. Chizhova; Yulia E. Koniukhovskaia,"<jats:p>During the COVID-19 pandemic, people faced risks to their lives and health, concern for their loved ones, and restrictions that worsened their quality of life, so it is acceptable to assume that their values’ structure could change at the individual and group levels. The purpose of the study was a comparative analysis of the values’ structure of young people and middleaged people at different stages of the COVID-19 pandemic. To measure the value profile, the Sh. Schwartz questionnaire (PVQ-R) was used. Respondents filled it out in two stages. In the first stage, the questionnaire was filled out using the “retrospective assessment” method, that is, respondents were asked to recall their condition “before the pandemic” (measurement 1) and “at the first wave” (in April 2020, measurement 2). At the second stage, they were asked to assess their current state after the “second wave”, when vaccination was spreading (JanuaryMarch 2021, measurement 3). The study involved 108 respondents (86 women, and 22 men) aged 18 to 59 years. Generalized group value profiles of three measurements were compared. All values from the groups “Openness to change”, “Self-Affirmation” and “Universalism” had a “down-up” dynamic: they decreased during the “first wave” and increased with the weakening of the threat. For conservative values, the dynamics were the opposite of “up-down”, that is, during severe stress, the desire for social stability, compliance with rules, obligations, traditions increased, which performed a protective function. The values of an individual character decreased when a person felt a threat to his habitual existence. The stability of the value system was also revealed: when the danger decreased, the value preferences returned to their original state. For age and gender differences, it was found that the structure of values in women and young respondents is more “mobile”, compared with men and middle-aged respondents, respectively.</jats:p>",20,4,773,795,Openness to experience; Pandemic; Psychology; Social psychology; Coronavirus disease 2019 (COVID-19); World Values Survey; Recall; Value (mathematics); Clinical psychology; Demography; Gerontology; Medicine; Sociology; Statistics; Mathematics; Cognitive psychology; Disease; Pathology; Infectious disease (medical specialty),,,,,,http://dx.doi.org/10.17323/1813-8918-2023-4-773-795,,10.17323/1813-8918-2023-4-773-795,,,0,,0,true,,gold
063-926-021-114-483,Flight crew diagnostic using aviation simulator training data,,2016,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,Л С Куравский; П А Мармалюк; Г А Юрьев; О Б Беляева; О Ю Прокопьева,"<jats:p>This paper describes a new concept of flight crew assessment based on flight simulators training result. It is based on representation of pilot gaze movement with the aid of continuous-time Markov processes with discrete states. Considered are both the procedure  of  model  parameters  identification  provided with goodness-of-fit tests in use and the classifier-building technique, which makes it possible to estimate degree of correspondence between the observed gaze motion distribution under study and reference distributions identified for different diagnosed groups. The final assessing criterion is formed on the basis of integrated diagnostic parameters, which are determined by the parameters of the identified models. The article provides a description of the experiment, illustrations, and results of studies aimed at assessing the reliability of the developed models and criteria, as well as conclusions about the applicability of the approach, its advantages and disadvantages.</jats:p>",9,3,118,137,Aeronautics; Crew; Computer science; Flight inspection; Simulation; Training set; Aviation,eye tracking; Markov model; multifactor Markov network; diagnostics; flight simulator; factor analysis,,,,https://psyjournals.ru/exp/2016/n3/kuravsky.shtml https://psyjournals.ru/files/83858/exppsy_2016_n3_kuravsky.pdf http://psyjournals.ru/exp/2016/n3/kuravsky.shtml,http://dx.doi.org/10.17759/exppsy.2016090310,,10.17759/exppsy.2016090310,2559374389,,0,027-034-485-026-773; 042-849-687-870-367; 051-289-108-440-084; 086-390-899-544-483; 096-747-085-324-272; 117-424-014-246-856; 125-528-056-114-33X,2,true,cc-by-nc,gold
063-979-970-909-359,The experience of Application of Information and Communication Technologies (ICTs) as a Tool to Enhance Learning Motivation,,2019,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,T A Prudnikova; T A Poskakalova,<jats:p>The analytical review of foreign studies focuses on the utilization of information and communication technologies (ICT) in education. It considers the most popular networking technology currently used in the educational process in many countries of the world. It also exemplifies the studies demonstrating that the use of ICT can enhance learning motivation and improve academic performance among students of different ages.</jats:p>,8,2,67,82,Psychology; ICTS; Learning motivation; Knowledge management; Information and Communications Technology,information and communications technologies; learning motivation; education; social networks; videogames; digital platforms,,,,https://psyjournals.ru/jmfp/2019/n2/Prudnikova_Poskakalova.shtml https://psyjournals.ru/files/107320/jmfp_2019_n2_Prudnikova_Poskakalova.pdf,http://dx.doi.org/10.17759/jmfp.2019080207,,10.17759/jmfp.2019080207,2953520059,,0,001-411-403-888-896; 001-922-564-061-675; 008-538-399-978-399; 012-750-947-291-583; 016-557-527-850-941; 023-533-513-893-083; 025-044-337-520-530; 025-220-613-413-097; 030-493-236-559-465; 032-924-450-506-537; 034-876-278-005-325; 055-321-175-952-437; 058-752-901-180-958; 058-939-816-356-55X; 060-720-891-906-203; 070-738-564-692-701; 075-160-279-896-717; 082-050-949-683-750; 103-397-216-848-303; 120-544-892-057-631; 121-600-456-482-009; 124-894-252-913-394; 125-758-182-994-36X; 144-095-867-944-845; 180-525-915-844-762,9,true,cc-by-nc,gold
064-054-988-939-099,A family of a Child with Down Syndrome in Terms of Interpersonal Relationships Research,,2018,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,T N Brazgun; V V Tkacheva,"<jats:p>The article deals with the study of interpersonal relationships of families with disabled children. The birth of a baby with a disability can be a traumatic event for parents and can have profound effects on the entire family. In this regard, it is especially important to provide the specialist with the opportunity to identify the characteristics of intra-family relations in order to create an effective program for correcting disharmonious patterns of behavior in the family. The authors present the program of studies of the interpersonal relationships and the case of relationships research of the family who is parenting a child with Down syndrome.</jats:p>",7,1,28,39,Developmental psychology; Psychology; Down syndrome; Interpersonal relationship,interpersonal relationships; family; disabled children; Down syndrome,,,,https://psyjournals.ru/psyclin/2018/n1/Brazgun_Tkacheva.shtml https://core.ac.uk/display/155260163 https://psyjournals.ru/files/92179/cpse_2018_n1_Brazgun.pdf,http://dx.doi.org/10.17759/cpse.2018070103,,10.17759/cpse.2018070103,2796025418,,0,001-750-710-155-445; 025-131-540-205-734,0,true,cc-by-nc,gold
064-286-759-750-72X,Особенности применения Пятифакторного личностного опросника в деятельности психологов органов внутренних дел,,2016,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,А В Кокурин; В Е Петров,"<jats:p>The article is devoted to the study opportunities five-factor personality questionnaire as diagnostic tools for the study of the personality of employees of internal Affairs bodies in different categories. Subject of research – the practice of application of this methodology in the activities of the departmental psychologists. The research urgency is caused by necessity of scientific verification of the questionnaire for the decision of tasks of internal Affairs bodies. The study was conducted by psychological testing and expert evaluation. As the mathematical tools used descriptive statistics (frequency analysis and grouping), criterion *2 and student's t-test. The novelty of this study is to clarify the regulatory indicators questionnaire for categories such as ""employee of ATS"" (generalized image), ""employee commandant's offices"", ""police"", ""policeman-driver"". Study allows you to expand the scope of the questionnaire (the study of the personality of employees, demonstrating certain types of deviant behavior; individualization of forms and methods of psychological preparation and assistance; prediction of behavior in extreme conditions and professional and personal development).</jats:p>",6,3,40,47,Psychology,psychodiagnostics; study of personality; five-factor personality inventory; renomirani; distribution; personnel of bodies of internal affairs,,,,https://psyjournals.ru/files/82916/psyandlaw_2016_3_Petrov_Kokurin.pdf https://psyjournals.ru/psyandlaw/2016/n3/82916_full.shtml https://core.ac.uk/display/91068489,http://dx.doi.org/10.17759/psylaw.2016060304,,10.17759/psylaw.2016060304,2529085819,,0,115-091-411-279-218,3,true,cc-by-nc,gold
064-295-796-214-672,Social Psychology of Development: Integrating the Ideas of L.S. Vygotsky and A.V. Petrovsky,,2020,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,N N Tolstykh,"<jats:p>The article discusses the productivity — in terms of the further development of the cultural-historical tradition — of turning to social psychology, in particular, to the approach developed by A.V. Petrovsky that is in many respects connected with the cultural-historical theory. We argue for the establishment of social psychology of development as a separate interdisciplinary field of scientific knowledge focused on the development of the individual in a complex and rapidly changing, contantly transforming global world. We suppose that the trend in the development of cultural-historical theory towards social psychology (a step in this direction) can actually be traced already, as evidenced by the increasing use of socio-psychological concepts in studies, as well as socio-psychological strategies and research methods.</jats:p>",16,1,25,34,Epistemology; Sociology; Social psychology (sociology),social psychology of development; cultural-historical theory; social situation of development; interpersonal situation of development; modern childhood; contextual approach,,,,https://psyjournals.ru/kip/2020/n1/Tolstykh.shtml https://doaj.org/article/370679a0cf6f4df497a54fc2b07d599f https://psyjournals.ru/files/112827/chp_2020_n1_Tolstykh.pdf,http://dx.doi.org/10.17759/chp.2020160103,,10.17759/chp.2020160103,3014422371,,0,005-798-388-649-110; 007-512-279-733-643; 010-670-819-756-128; 021-125-013-859-895; 045-194-128-348-112; 077-931-892-918-908; 097-558-544-093-72X; 118-824-499-866-605; 153-600-668-949-652; 174-390-604-770-695; 187-407-612-012-114,10,true,cc-by-nc,gold
064-303-028-057-480,The Influence of the VR Environment on the Level of Anxiety,,2022,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,M.M. Marinova,"<jats:p>A technology of using virtual reality (VR) technology for psychological therapy of anxiety states is described. The technology is the relaxation computer VR-program “Ocean Rift”, which consists in the possibility of exploring the virtual underwater world and its inhabitants. Through virtual reality goggles, the observer could navigate through the sea, hear the sound of the sea, and turn and rotate their head with a 360° view. The study involved 120 subjects (74 women, 46 men) between the ages of 18 and 54 years, divided into three groups: low, moderate and high anxiety. It was shown that the relaxing effect of the virtual environment has a different effect on the severity of anxiety. For respondents with increased anxiety the method described is an effective way to relieve tension, lowering levels of situational and general anxiety and increasing positive impressions.</jats:p>",15,2,49,58,Anxiety; Virtual reality; Situational ethics; Virtual Reality Exposure Therapy; Virtual machine; Psychology; Relaxation (psychology); Underwater; Applied psychology; Clinical psychology; Simulation; Computer science; Social psychology; Human–computer interaction; Geology; Oceanography; Psychiatry; Operating system,virtual reality; VR; information technology; anxiety disorders; mental states; interactivity,,,,,http://dx.doi.org/10.17759/exppsy.2022150204,,10.17759/exppsy.2022150204,,,0,004-261-166-910-102; 007-931-351-912-053; 012-866-745-749-79X; 021-167-532-351-458; 021-455-130-257-633; 030-109-516-651-566; 030-865-252-820-795; 041-184-786-030-240; 048-666-888-360-52X; 064-083-939-393-184; 066-841-660-439-168; 077-391-817-003-455; 101-978-264-537-22X; 109-282-730-116-066; 115-483-812-576-208; 178-305-496-252-626; 190-982-570-765-44X,4,true,cc-by-nc,gold
064-541-466-999-412,Practice of systems thinking with preschool children,,2023,conference proceedings article,"II All-Russian scientific conference with international participation ""Achievements of science and technology""",,Krasnoyarsk Science and Technology City Hall,,A.N. Semiletova,"<jats:p>The author of the article considers systems thinking as a key competence, as it helps students understand the complexity and dynamics of natural, social and economic systems. The article presents the stages of development of systems thinking in a preschool educational institution. The importance of such training is substantiated. Definitions of such concepts as ""systemic"", ""systematic"", ""system thinking"" are given.</jats:p>",,,72,76,Systems thinking; Critical systems thinking; Competence (human resources); Parallel thinking; Key (lock); Critical thinking; Computer science; Management science; Engineering ethics; Knowledge management; Psychology; Pedagogy; Engineering; Artificial intelligence; Social psychology; Computer security,,,,,,http://dx.doi.org/10.47813/dnit-ii.2023.7.72-76,,10.47813/dnit-ii.2023.7.72-76,,,0,,0,true,,bronze
064-670-325-229-458,Fitness Blogging as a New Social Practice and Its Implications for Young Women’s Mental Health,2021-07-08,2021,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,S.O Lepesheva; A.B. Kholmogorova,"<jats:p>Fitness blogging and fitness marathons are becoming a popular social practice, especially among young women. Although these practices are claimed to provide health benefits, in reality they pose serious risks to the participants’ mental wellbeing. The paper focuses on a study aimed at the analysis of the level and factors of mental distress in female fitness blog subscribers, and the dynamics of their emotional wellbeing in the course of fitness marathons. A total of 112 women aged 18 to 35 years old, with a mean age of 23.5 (SD=4.7), participated in the study. All the respondents were Instagram fitness blog subscribers. The following methods were used in the study: Physical perfectionism scale [8]; Situational Inventory of Body-Im- age Dysphoria [14]; Perceived sociocultural pressure scale [3]; Brief Fear of Negative Evaluation Scale [9]; Beck’s Depression Inventory [17]; N.G. Garanyan and A.B. Kholmogorova’s Three-Factor Perfectionism Questionnaire [1]. Received data testify that young women who spent on Instagram over 60 minutes a day differed from those who spent maximum 30 minutes online by significantly higher levels of excessive body standards and body dissatisfaction, and a greater severity of emotional maladjustment symptoms, including suicidal tendencies. The regression analysis showed that physical and general perfectionism as well as social anxiety and depression symptoms had the most significant effect on an increase in body dissatisfaction levels. After completion of a fitness marathon, women had significant increases in body dissatisfaction and emotional problems. Further research is needed to identify targets that would help to prevent the emotional maladjustment which occur as a result of young women’s engagement in fitness blogging.</jats:p>",17,2,144,154,Mental health; Psychology; Social practice; Gerontology,body dysphoria; fitness marathon; fitspiration; fitness blog,,,,https://psyjournals.ru/files/121520/chp_2021_n2_Lepeheva_Kholmogorova.pdf https://psyjournals.ru/kip/2021/n2/Lepeheva_Kholmogorova.shtml,http://dx.doi.org/10.17759/chp.2021170214,,10.17759/chp.2021170214,3179660640,,0,000-200-142-021-437; 000-986-008-042-349; 002-821-366-510-576; 019-303-532-604-20X; 020-437-994-887-346; 025-273-192-991-292; 027-600-876-382-47X; 034-735-055-351-512; 044-717-033-158-897; 044-933-679-742-554; 059-088-341-914-688; 062-887-776-376-777; 085-129-586-089-63X; 086-194-094-290-094; 092-144-589-261-553; 100-633-525-546-571; 110-862-724-336-00X; 153-975-375-202-150; 176-623-684-658-907; 185-962-377-829-676,4,true,cc-by-nc,gold
064-691-400-708-33X,Особенности формирования телесного аспекта гендерной идентичности у мужчин,,2015,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,M M Harlanova; N V Dvoryanchikov,"<jats:p>The article examines the peculiarities of the bodily aspect of gender identity in men. The urgency of this work due to the fact that currently in Russia to study the influence of the bodily aspect to the whole structure of gender identity is given little attention. At the present time the problem of studying the physicality involved in domestic psychologists: Arina G. A., V. V. Nikolaev, A. S. Kostov, A. N. Borojevic, B. T. Sokolov, V. Yu., Baskakov, who agree in opinion on the necessity to study the influence of the morpho-biological patterns of gender identity, her social and personal ""add-on"" – of sex-role stereotypes, perceptions, behavior, preferences. However, studies supporting their interaction was not performed [7]. In the paper the following definitions: ""gender identity"", ""gender"", ""differential socialization"", ""the Adonis complex"". Produced comprehensive analysis of foreign sources for a detailed understanding of the studied phenomenon; analysis of the structural components and characteristics of the formation of the bodily aspect of gender identity in men with the help of specifically chosen tutorials. Discovered the distinctive features of the formation of the bodily aspect of gender identity in men and their reflection in sex-role behavior. We assume that men who are not satisfied with the perception of his own body, prone to distorted perceptions of sex-role images. The data obtained can provide the basis and prospects for development of programs of prevention, diagnostics and correction.</jats:p>",5,3,98,105,Psychology,sex-role identity; mass media as an agent of secondary socialization; gender; corporeality; self-concept; the Adonis Complex,,,,https://psyjournals.ru/files/78675/psyandlaw_2015_3_Harlanova_Dvoryanchikov.pdf https://psyjournals.ru/psyandlaw/2015/n3/Harlanova_Dvoryanchikov.shtml https://core.ac.uk/display/91791654 http://psyjournals.ru/psyandlaw/2015/n3/Harlanova_Dvoryanchikov_full.shtml,http://dx.doi.org/10.17759/psylaw.2015050309,,10.17759/psylaw.2015050309,2215160621,,0,000-872-701-953-92X; 099-323-687-504-174,0,true,cc-by-nc,gold
064-754-655-025-261,"All-Russian Scientific Conference Practical Ethnopsychology: Current Issues and Perspectives of Development (Moscow, MSUPE, November 20—21, 2015)",,2015,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,O E Khukhlaev,"<jats:p>This paper provides a brief overview of the 5th All-Russian Scientific Conference with international participants Practical Ethnopsychology: Current Issues and Perspectives of Development on the topic “Understanding One Another: Intercultural Communication in Modern Global World”. The conference consisted of the plenary session and six section meetings, as well as six workshops and several discussion groups focused on analyzing most relevant issues in modern ethnopsychology.</jats:p>",6,4,183,187,Current (fluid); Political science; Ethnopsychology; Engineering ethics,,,,,https://core.ac.uk/display/90942455 https://psyjournals.ru/files/79595/spio_2015_n4_khukhlaev.pdf https://psyjournals.ru/social_psy/2015/n4/khukhlaev.shtml,http://dx.doi.org/10.17759/sps.2015060414,,10.17759/sps.2015060414,2205287204,,0,,0,true,cc-by-nc,gold
064-815-542-990-651,Implementation Issues of Folklore Game Practice as a Corrective and Preventive Resource (Results and Potential of Experimental Work),,2020,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Anna B. Teplova; Vladimir A. Chernushevich; Nina N. Chuprakova,"<jats:p>The folk game practice is proposed as a variant of execution of the idea of substituting sociogenesis. Game situations create conditions for intensive interaction, communication and allow solving the problem of correction and prevention of deviant behavior through the social and communicative development of children. In the context of the formative experiment when testing the game program, the influence of game practice on improving the sociometric status of children, on their ability to recognize, accept and comply with various rules, regulatory interaction and communication is demonstrated. The implementation issue of the game practice is the lack of game specialists. The presence of games presented in text descriptions and recommendations for organizing the game is not enough for the successful organization of real game situations. The experience of implementation and distribution of the game practice has shown that children easily and joyfully accept the game experience, but there is not enough space and time for its sustainability, as well as specialists of real game experience that would offer it to children. Game training of specialists is required. These are the main difficulties in implementing game practice as a tool of preventing and correcting deviant behavior.</jats:p>",10,2,64,77,Folklore; Sociology; Experimental work; Resource (project management); Knowledge management,folklore; game; prevention of deviant behavior; social and communicative development; replacing sociogenesis; forming experiment; game training,,,,https://doaj.org/article/8dcb78c77c8d4a879a05a6ad42d1420b https://psyjournals.ru/psyandlaw/2020/n2/Teplova_Chernushevich.shtml https://psyjournals.ru/files/114292/psylaw_2020_2_Teplova_Chernushevich_Chuprakova (2).pdf,http://dx.doi.org/10.17759/psylaw.2020100206,,10.17759/psylaw.2020100206,3037725945,,0,001-529-409-544-262; 023-078-510-046-872; 026-415-658-268-002; 129-015-361-071-702,4,true,cc-by-nc,gold
065-215-839-568-256,Информационная безопасность в контексте защиты прав детей в Российской Федерации,,2016,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Е М Шпагина,<jats:p>The article is devoted to the problem of information security of children and adolescents in our country. It gives organizational and legal basis of information security of children and teenagers in modern Russian society. Reflected the basic contradiction of the interaction between children and adolescents with information resources. The article gives examples of solutions to security problems of the Internet in Russia and other countries on the basis of a review of publications dealing with the problem.</jats:p>,6,4,86,94,,information security of children; the protection of children from information harmful to their health and development; media competence  examination information,,,,https://psyjournals.ru/files/84511/psyandlaw_2016_4_Shpagina.pdf https://psyjournals.ru/psyandlaw/2016/n4/84511_full.shtml,http://dx.doi.org/10.17759/psylaw.2016060409,,10.17759/psylaw.2016060409,2573346678,,0,,3,true,cc-by-nc,gold
065-540-142-183-339,Resting-State EEG Spectral Power in Children with Experience of Early Deprivation,,2020,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,Maxim V. Petrov; Marina A. Zhukova; Irina Ovchinnikova; Irina V. Golovanova; M.Y. Vasilyeva; R.Zh. Mukhamedrahimov; Oxana Yu. Naumova; Elena L. Grigorenko,"<jats:p>Children left without parental care and placed in institutional settings represent a particularly vulnerable group. In the absence of sufficient social interaction, children with experience of early deprivation demonstrate neural, social, and emotional deficits. In the present study, we use electroencephalographic (EEG) techniques to examine the functioning of the central nervous system in a sample of children living in institutions in a large city in Russia. The study involved 11 children with experience of institutional care and 11 matched children from biological families. Participants with experience of early deprivation demonstrated a decrease of spectral power in the theta and alpha bands compared to the comparison group. The decrease of spectral power in the delta, theta and alpha bands, which are closely related to cognitive and emotional processes, may reflect brain developmental patterns associated with early deprivation.</jats:p>",13,4,115,124,Psychology; Power (physics); Resting state eeg; Audiology,early deprivation; institutionalization; cognitive development; EEG; spectral power,,,"Government Council on Grants, Russian Federation",https://psyjournals.ru/exp/2020/n4/Petrov_Zhukova_et_al.shtml https://psyjournals.ru/files/118596/exppsy_2020_n4_Petrov_Zhukova_et_al.pdf,http://dx.doi.org/10.17759/exppsy.2020130408,,10.17759/exppsy.2020130408,3121567866,,0,006-635-819-665-420; 014-845-153-929-447; 019-943-719-416-474; 022-859-997-220-080; 025-195-285-321-203; 026-695-988-211-42X; 059-868-120-531-330; 068-409-218-728-91X; 073-881-439-404-96X; 095-625-757-577-001; 114-468-397-797-414; 134-031-495-209-958,0,true,cc-by-nc,gold
065-801-377-995-625,The Perception and Expression of Emotions in Normative Teenagers and Those who Suffers from Schizophrenia,,2016,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,N.V. Zvereva; Y Kutyreva; M V Kazakova,"<jats:p>The article presents the results of a study of emotion perception and expression in adolescents without clinical diagnoses and in adolescents with schizophrenia. Literature gives conflicting data on the successfulness of emotion recognition and expression in adults. In adolescents, the distinctive character of emotional development has been shown, but the amount of empirical research is not sufficient. According to the descriptions given by clinicians, there is a characteristic affective flattening in patients with schizophrenia, with no direct relation to their age. It has been shown that adolescents with some types of schizophrenia approach patients without clinical diagnoses in terms of certain intellectual parameters (N.V. Zvereva, A.I. Khromov), however there is a relative scarcity of data regarding the emotional and personal functioning of adolescents with schizophrenia. These factors determined the setup of the problem of the study that dealt with certain issues of methodology and experimental psychology. We have examined 50 adolescents, divided into two groups: a clinical one (10 adolescent boys and 10 adolescent girls with schizophrenia, schizotypal disorder, and schizoaffective disorders) and a control one ; (13 adolescent boys and 17 adolescent girls attending a regular general education school, 13 to 16 years). The average age of the participants in both groups – 14,5 years. The empirical research methodology included “Nonverbal Behaviour Adequate Interpretation Ability Development Level Diagnostics” (a technique devised by V.A. Labunskaya) and a modified graphical emotion representation technique (a modification of a ; V.A. Labunskaya’s technique). The medical records of the participants and the observation data gathered during the examinations were also analyzed. The study has gathered new data on the applicability of the method of graphical representation of emotions in adolescents. The results indicate that adolescents with schizophrenia and adolescents without clinical diagnoses have similar specific features in their visual perception of simple emotive content and similar difficulties in emotion perception occurring after the complication of the task. The study has shown the distinctive character of emotionality in adolescents with schizophrenia that manifests itself in the disharmony of emotional components: though, their impressive emotional component is relatively safe, the impairments of expressive component are quite pronounced.</jats:p>",5,4,76,92,Developmental psychology; Psychology; Perception; Schizophrenia (object-oriented programming); Expression (architecture); Normative,schizophrenia; perception and expression of emotions; teenagers; expressive and impressive components of emotions,,,,https://psyjournals.ru/files/84266/psyclin_2016_n4_Zvereva.pdf https://psyjournals.ru/psyclin/2016/n4/Zvereva_et_al.shtml,http://dx.doi.org/10.17759/cpse.2016050406,,10.17759/cpse.2016050406,2565138307,,0,049-041-806-518-730; 051-358-337-491-586; 064-801-003-923-444; 095-083-039-180-911; 146-749-323-717-647,3,true,cc-by-nc,gold
065-886-579-056-963,Relationship between Play Activity and Cognitive Development in Preschool Children,,2018,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,E O Smirnova; A N Veraksa; D A Bukhalenkova; I.A. Ryabkova,"<jats:p>The aim of this study is to explore the relationship between cooperative play and cognitive development in preschool age. The study involved 56 children aged 5—6 years (29 boys and 27 girls) of Moscow kindergartens. The article describes the main parameters of the observations of peer play (indicators of substitution, implementation of plan, play interaction). Analysis of the results revealed the presence of two correlation pleiades. The first one shows significant relationships between a child’s ability to draw up a story and different play aspects associated with the development of the internal action plan and visual thinking (sustainability of play plot, subject substitution, substitution of playing space, organizing character of interaction, level of ideas). The second correlation pleiade centers around the unfolding of the play idea which is linked with the ability to understand emotions of others, with self-regulation of cognitive processes, and with visual memory. The obtained data show the presence of two sources of development in child play: one is associated with visual-imaginative thinking, and the other with partner interaction.</jats:p>",14,1,4,14,Developmental psychology; Cognitive development; Psychology; Play activity,дошкольный возраст; игра; произвольность; когнитивное развитие; понимание эмоций preschool age; play; self-regulation; cognitive development; understanding emotions,,,,https://doaj.org/article/37a17c559a7a48138be4e8b299467984 https://psyjournals.ru/files/92290/chp_2018_n1_Smirnova_Veraksa_et_al.pdf https://psyjournals.ru/kip/2018/n1/Smirnova_Veraksa_et_al.shtml,http://dx.doi.org/10.17759/chp.2018140101,,10.17759/chp.2018140101,2799738702,,0,000-722-089-564-018; 000-816-215-261-550; 001-067-919-061-531; 002-531-562-860-72X; 002-710-082-757-364; 006-557-624-228-932; 008-704-010-390-417; 010-855-047-487-984; 045-083-526-669-008; 051-296-198-420-612; 061-799-605-533-612; 063-796-703-763-971; 080-606-711-811-060; 102-545-360-882-00X; 121-314-969-506-638; 134-575-204-769-177; 136-160-385-787-750; 149-743-116-723-341; 152-723-439-199-61X; 161-512-727-966-832; 190-811-804-571-909,18,true,cc-by-nc,gold
066-084-608-636-628,“Inner Spring” of Elena Kravtsova: A Word about a Scientist and a Friend,,2020,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,V T Kudryavtsev; V V Rubtsov,"<jats:p>This scientific essay focuses on the work and personality of an outstanding psychologist E.E. Kravtsova, who passed away in spring 2020, on the eve of her anniversary. Continuing the work of her grandfather L.S. Vygotsky, she regarded it not as a “family” matter, but as common heritage, where new forms of social practice, primarily educational, emerge.</jats:p>",16,3,83,86,Literature; Art; Spring (mathematics); Word (computer architecture),E.E. Kravtsova; L.S. Vygotsky; Cultural-Historical Psychology; zone of proximal development; play; communication; education; developmental learning,,,,https://psyjournals.ru/en/kip/2020/n3/Kudryavtsev_Rubtsov.shtml https://psyjournals.ru/files/116499/chp_2020_n3_Kudryavtsev_Rubtsov.pdf,http://dx.doi.org/10.17759/chp.2020160309,,10.17759/chp.2020160309,3093586729,,0,049-370-542-392-501,0,true,cc-by-nc,gold
066-272-521-438-344,Особенности восприятия развода в родительской семье и отношение к родителям у девушек периода ранней взрослости,,2016,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,С А Терехина; Е С Чирикина,"<jats:p>This article presents the results of empirical studies of what distinctive features of parents’ divorce perception and attitude towards their parents and themselves girls in emerging adulthood have. Two groups of girls of emerging adulthood were surveyed: those who experienced their parents’ divorce in their childhood and adolescence (n=45) and those from two-parent families (n=30). A specially developed half-structured interview, «Family Sociogram», Parental Bonding Instrument (PBI) and Colour Relationship were used in the study. The study showed statistically relevant differences between perception of girls from divorced families of their parents’ attitude towards them during both the period before the divorce and the period after it. The article describes the dynamics of the structural distinctions of parent families and the system of domestic relationships between girls from divorced and two-parent families. Also, the article characterizes what concepts of their own future families girls from divorced and two-parent families have. In these two groups of girls, the peculiarities of the motivational and semantic field are discovered.</jats:p>",6,3,142,161,Psychology,,,,,https://psyjournals.ru/psyandlaw/2016/n3/82932_full.shtml https://psyjournals.ru/files/82932/psyandlaw_2016_3_Terekhina_Chirikina.pdf https://core.ac.uk/display/91068482,http://dx.doi.org/10.17759/psylaw.2016060311,,10.17759/psylaw.2016060311,2529743375,,0,008-114-293-356-357; 017-269-003-618-797; 024-107-441-144-562; 045-386-348-529-43X; 045-756-077-060-785; 051-556-694-379-83X; 059-837-758-555-970; 118-132-345-743-576; 121-627-081-067-377; 126-256-396-132-227; 134-648-902-338-256,2,true,cc-by-nc,gold
067-060-692-072-73X,Особенности внутрисемейных отношений девочек-подростков с риском нарушений пищевого поведения,,2016,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,R Alexandrova; T A Meshkova,"<jats:p>The family risk factors of eating disorders (ED) of adolescent girls were studied. 376 girls aged 13 to 17 years from Ryazan city schools filled in Eating Attitude Test (EAT-26), CRPBI (E. Schaefer, Russian adaptation), Risk Factors of ED (T.A. Meshkova, research questionnaire). Comparison of the groups with upper and lower quartiles of EAT-26 scores demonstrates, that the families of the girls being at risk of ED are characterized by the authoritarian mother, who disregards of daughter's problems, and by the neutral position of the father.Parents more often were concerned about daughters’ figure, have a preoccupation with dieting. The girls of risk group have a fear of condemnation from family members, blaming for missteps. They have lack of praise for achievements, frequent bans and physical punishment, sense of dependency on family. It is possible, that daughter's eating disturbances reflect the some kind of protest and present a defensive reaction to the current family situation.</jats:p>",5,2,33,45,Psychology,eating disorders; risk group; adolescents; family environment; parents,,,,http://psyjournals.ru/en/psyclin/2016/n2/Alexandrova_Meshkova.shtml https://psyjournals.ru/files/82419/Meshkova_Alexandrova.pdf https://psyjournals.ru/psyclin/2016/n2/Alexandrova_Meshkova.shtml,http://dx.doi.org/10.17759/cpse.2016050203,,10.17759/cpse.2016050203,2525308285,,0,032-615-603-915-480; 046-745-683-429-717; 048-155-883-104-792; 054-593-117-373-835; 066-536-887-470-329; 154-607-129-513-719,4,true,cc-by-nc,gold
067-085-549-064-009,Some Approaches to the Formation of Ideas about  Time in Preschool Children with Speech Impairments,2024-01-23,2024,journal article,Bulletin of Practical Psychology of Education,26583100,Moscow State University of Psychology and Education,,E.E. Antonova,"<jats:p>&lt;p&gt;&lt;em&gt;Being originally a philosophical category, the concept of time plays an important role in human activity. The planning, organization, and control of activities is based on the time aspect. Time is the basis of the formation of the psyche, is inextricably linked with communication. The formation of ideas about time in preschool age is extremely difficult due to the fact that the category of time is abstract. Preschool children with special educational needs also have significant difficulties in assimilating time representations. The basis for the development of ideas about the time of children of this group is a qualitative purposeful diagnosis, the results of which determine the main direction and differentiated content of correctional and developmental work. The article presents blocks of tasks for the study and formation of time representations in preschoolers with speech development disorders. Examples of the use of individual calendars for the formation of ideas about parts of the day, days of the week, times and months of the year when working with preschool children enrolled in an Adaptive educational program for children with severe speech disorders are given.&lt;/em&gt;&lt;/p&gt;</jats:p>",20,4,78,87,Psychology; Developmental psychology; Linguistics; Cognitive psychology; Philosophy,,,,,https://psyjournals.ru/journals/bppe/archive/2023_n4/bppe_2023_n4_Antonova.pdf https://doi.org/10.17759/bppe.2023200407,http://dx.doi.org/10.17759/bppe.2023200407,,10.17759/bppe.2023200407,,,0,015-273-521-228-712; 101-812-738-539-236,0,true,cc-by-nc,hybrid
067-124-211-082-970,Holistic Face Processing: the Eye Tracking Data,,2020,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,G. Ya. Menshikova; Anna O. Pichugina,"<jats:p>In modern literature, the question of holistic and analytic processing of facial perception and facial expressions is actively debated. Various experimental paradigms have been developed for their study, one of which was based on the face inversion effect. In a number of works to study the role of eye movements in holistic and analytic processing, the procedure of presenting upright and inverted faces was followed by recording eye movements. The results were contradictory: some works revealed significant changes in the characteristics of eye movements in the inversion effect, but the others have not found the changes. The aim of our work was to study individual eye movement strategies in the task of assessing the attractiveness of upright and inverted faces. The participants were 57 students. The results showed that a decrease in the role of holistic processing in the face inversion effect led to a significant change in fixation durations and saccade amplitudes, as well as to a change in the distribution of the dwell time on four areas of interest (eyes, nose, nose bridge and mouth). Two groups of participants with individual types of eye movement strategies (static and dynamic) were identified. Comparing eye movement strategies for upright and inverted faces showed that the dwell time distribution on areas of interest varied significantly depending on the group. These data showed the importance of incorporating the individual eye movement strategies when studying holistic and analytic face processing.</jats:p>",13,4,72,87,Artificial intelligence; Psychology; Face (geometry); Computer vision; Eye tracking,face perception; analytic and holistic processing; effect of facial inversion; eye movements; fixations; saccades,,,Russian Foundation for Basic Research,https://psyjournals.ru/files/118566/exppsy_2020_n4_Menshikova_Pichugina.pdf https://psyjournals.ru/en/exp/2020/n4/Menshikova_Pichugina.shtml,http://dx.doi.org/10.17759/exppsy.2020130405,,10.17759/exppsy.2020130405,3123850481,,0,003-707-508-433-244; 005-894-618-216-434; 008-436-621-233-682; 009-224-795-830-85X; 011-013-235-578-125; 024-010-842-995-244; 024-461-255-889-220; 028-068-311-569-42X; 037-504-199-726-310; 038-989-230-903-106; 043-708-284-613-398; 045-419-800-008-605; 049-698-778-453-234; 067-872-041-138-065; 070-830-222-206-437; 073-748-504-389-880; 078-033-133-516-758; 078-473-341-292-874; 080-086-108-731-983; 082-810-130-260-847; 086-681-723-406-01X; 088-203-226-545-162; 098-413-095-669-269; 099-822-855-784-07X; 131-673-415-107-659; 137-882-418-906-826; 146-514-010-180-459; 182-466-192-096-419,0,true,cc-by-nc,gold
067-155-780-571-899,II International Conference on Counseling Psychology and Psychotherapy in the Memory of Fyodor E. Vasilyuk “Counseling Psychology: The Challenges Facing the Practice”,,2020,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,A.N. Molostova,"<jats:p>We present a report on the results of the II International Conference on Counseling Psychology and Psychotherapy in the memory of Fyodor E. Vasilyuk “Counseling Psychology: The Challenges Facing the Practice” (November 5—7, 2020, Moscow).</jats:p>",28,4,186,190,Psychology; Counseling psychology; Fyodor; Psychotherapist,конференция; психотерапия; консультативная психология conference; psychotherapy; counseling psychology,,,,https://psyjournals.ru/files/118170/cpp_2020_n4_Molostova.pdf https://psyjournals.ru/mpj/2020/n4/Molostova.shtml,http://dx.doi.org/10.17759/cpp.2020280410,,10.17759/cpp.2020280410,3113413512,,0,,2,true,cc-by-nc,gold
067-165-905-148-197,Training the Research Master Students to be Ready to Use the Cultural-Historical Psychology and Activity Approach for the Analysis of the Pre-school Educational Practice,,2015,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,I A Burlakova,"<jats:p>The paper presents some results of testing the variable module of educational program of “Cultural-Historical Psychology and Activity Approach in Education” regarding the establishment of research competencies to solve the problems of pre-school education and readiness to apply the theoretical principles of cultural-historical psychology and activity approach for the analysis of educational practices. The structure of the module, the tasks of each component and feature of their realization are described. The aims and objectives of each sub-module are named. Special attention is paid to the submodule dedicated to the development and organization of gaming activities, the development of a preschooler during the game. The author has analyzed and proposed solutions to problems of development of the theoretical contents and solving practical problems encountered in the implementation of this sub-module.</jats:p>",20,3,88,94,Psychology; Pedagogy; Training (civil); Cultural-historical psychology; Pre school; Ready to use,pre-school education; cultural-historical psychology; activity approach; research competences; game,,,,https://psyjournals.ru/files/78335/pno_2015_3_burlakova_2.pdf https://psyjournals.ru/psyedu/2015/n3/burlakova2.shtml,http://dx.doi.org/10.17759/pse.2015200310,,10.17759/pse.2015200310,2191084729,,0,,2,true,cc-by-nc,gold
067-305-758-619-690,"К вопросу о методических проблемах психологического обследования лиц, ранее освидетельствованных в состоянии опьянения",,2020,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,К А Бамбуров; З В Луковцева,"<jats:p>Stable presence of drug-related disorders (primarily related to drinking) among most prevalent diseases in the population of the Russian Federation indicates the need to revise the diagnostic/therapeutic approaches employed in the specialized institutions of the Russian Ministry of Health. Considerable focus is on prevention and early detection of disorders of the above-mentioned type, especially among individuals from ""the risk group"" - e.g. those previously examined and found to be intoxicated. So far there hasn't been developed a unified approach to psychological examination of the clients visiting the out-patient department of the drug rehabilitation service and therefore there is an obvious need to establish such an approach. This article presents the analysis of possibilities for resolving the formulated problem by shifting the target of examination from the immediate state of mental activity (functions, processes) (as viewed mainly by means of differential diagnostics) to psychological characteristics which may be the cause of persistent addiction-related disorders in the future.</jats:p>",10,3,63,72,,Московский государственный психолого-педагогический университет (ФГБОУ ВО МГППУ); г. Москва; Российская Федерация,,,,https://psyjournals.ru/files/115689/psylaw_2020_3_Bamburov_Lukovtseva.pdf https://psyjournals.ru/psyandlaw/2020/n3/Bamburov_Lukovtseva_full.shtml,http://dx.doi.org/10.17759/psylaw.2020100305,,10.17759/psylaw.2020100305,3091614965,,0,,0,true,cc-by-nc,gold
067-331-944-902-448,Избирательность мышления и особенности ассоциативной деятельности в разных модальностях у детей 8–11 лет в норме и при шизофрении,,2017,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,И Н Власенкова; Н В Зверева,"<jats:p>The article is devoted to the actual problem of clinical psychology studies of cognitive dysontogenesis in schizophrenic conditions. Evaluation results of particularity of association activity and selectivity of thinking in normal and schizophrenic primary school age children are given. Two samples were examined: 60 schizophrenic children and 60 mentally healthy children at the age from 7 to 11 years old. Experimental psychological author’s complex of techniques for evaluation of verbal associations in response to stimuli of different modalities (olfactory, audio-verbal, visual, tactile) along with evaluation of thinking selectivity and cognitive development level were used. Present research results are discussed in relations with particularity of cognitive deficiency and manifestation of cognitive dysontogenesis in schizophrenic primary school age children. Connections between thinking selectivity disorder and particularities of association activity in different modalities of schizophrenic young schoolchildren are demonstrated. The key research result is following: thinking selectivity disorder in schizophrenia condition is also manifested in the association process of schizophrenic children and doesn’t depend on modality.</jats:p>",6,2,17,29,Psychology,association activity; verbal associations; stimulus situations of different modalities; primary school age; schizophrenia,,,,https://psyjournals.ru/files/86332/Vlasenkova_Zvereva.pdf https://psyjournals.ru/psyclin/2017/n2/Vlasenkova_Zvereva.shtml,http://dx.doi.org/10.17759/cpse.2017060203,,10.17759/cpse.2017060203,2729075840,,0,010-514-316-010-071; 097-400-939-177-67X,1,true,cc-by-nc,gold
067-555-878-919-542,"Psychological Features of Different Personality Types of Convicts Infected with Tuberculosis, depending on the Severity of Suicidal Risk",,2022,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,N. Ilinykh; I.S. Ganishina; M.I. Maryin,"<jats:p>The article discusses the psychological features of suicidal risk in various personality types of convicts infected with tuberculosis and serving their sentences in medical correctional institutions of the penal system. The empirical study revealed that such convicts have low levels of suicidal risk. Using cluster analysis, three personality types of convicts infected with tuberculosis were identified, depending on the severity of their suicidal risk: demon-strative-affective, antisuicidal-maximalistic, untenable-pessimistic. The demonstrative-affective type is characterized by denial of the disease, an indifferent attitude to it, a gener-ally blaming attitude towards medical personnel and the treatment he/she gets. The antisui-cidal-maximalist type is characterized by a desire for life, an orientation towards a complete cure from the disease in a shorter time. The untenable-pessimistic type, although valuing his life, does not show high interest in speedy recovery or following the recom-mendations of the attending physicians. Knowledge of the psychological characteristics of suicidal risk in different personality types of infected convicts will help provide them with psychological support in institutions of the penal system.</jats:p>",12,2,42,54,Personality; Denial; Pessimism; Psychology; Disease; Psychiatry; Clinical psychology; Big Five personality traits; Social psychology; Medicine; Psychoanalysis; Philosophy; Epistemology; Pathology,,,,,,http://dx.doi.org/10.17759/psylaw.2022120204,,10.17759/psylaw.2022120204,,,0,020-742-835-558-618; 029-179-112-198-169; 036-955-659-874-426; 037-077-793-851-153; 037-208-648-667-63X; 052-853-604-296-924; 057-592-180-091-296; 066-958-366-396-370; 075-716-737-991-473; 082-131-504-182-405; 112-211-179-412-663,0,true,cc-by-nc,gold
067-635-997-343-291,Подчинение и неподчинение в понимании студенческой молодежи: поисковое исследование,,2020,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,И Б Бовина; М Е Сачкова,"<jats:p>The aim of the presented exploratory study was to reveal the social representations of obedience and disobedience among Russian students (N=189, aged from 18 to 25). Following the ideas of the social representations theory, mainly of the structural approach it was shown that the representations of obedience was crystallised around the elements related to power. Obedience and disobedience are composed with the element of different connotation, namely: the representation of obedience was composed by the elements evaluated neutrally, the representation of disobedience was composed by the elements predominantly with negative valence. The obtained results are discussed in line with the ideas of the theory of social representations, the comparison with results obtained in other cultures are made.</jats:p>",10,4,76,92,Sociology,obedience; disobedience; power; theory of social representations; structural approach; students,,,,https://psyjournals.ru/psyandlaw/2020/n4/Bovina_Sachkova.shtml https://psyjournals.ru/files/118021/psylaw_2020_n4_Bovina_Sachkova.pdf,http://dx.doi.org/10.17759/psylaw.2020100406,,10.17759/psylaw.2020100406,3116552422,,0,005-134-087-642-749; 005-378-080-429-081; 034-733-281-442-106; 050-668-863-259-637; 065-507-634-715-122; 068-708-261-446-301; 070-233-551-762-172; 076-692-002-613-44X; 080-504-676-685-232; 081-315-675-613-994; 085-761-008-170-048; 112-164-950-692-138; 113-536-366-245-161; 121-806-474-922-390; 141-171-101-292-84X; 199-536-113-474-02X,1,true,cc-by-nc,gold
067-720-663-274-982,Ethical Attitudes of Russian Counseling Psychologists: Field of Disagreement and Potential Conflicts,,2020,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,N.G. Garanian; Y.V. Zakharova; M.G. Sorokova,"<jats:p>The study is aimed at the identification of ethical beliefs in the group of Russian counseling psychologists. As a part of the anonymous online survey 217 counseling psychologists and psychotherapists completed the Inventory of Attitudes and Beliefs about Ethical Issues (Herlihy, Corey, 2014). Four experts (psychologists with advanced knowledge on counseling ethics) sorted out the inventory’s items into the categories of ethically indisputable (EID) and ethically disputable (ED). The findings indicate that about a fifth of the respondents are practicing without a degree in psychology, and 40% didn’t get psychotherapeutic approach-specific training. Low consistency in the ethical beliefs of Russian counseling psychologists has been demonstrated. Kohen’s cappa as a measure of inter-rater reliability among four experts was 0.512; this score is significantly lower than recommended. 44.7% of the respondents agreed with beliefs the experts attributed to EID, and 45.6% agreed with at least several ED beliefs about psychological counseling. Points of maximal disagreement between research participants were the possibility of dual relationships with clients, the obligation to conduct screening for potential counseling group members, the requirement to practice strictly within the scope of one’s license, and seeking for informal resolution in the case of a violation of an ethical standard by another counselor. Research findings are predictive of significant discrepancies in the ethical beliefs of Russian counselors and difficulties in collegial decision-making on ethical issues.</jats:p>",28,1,87,112,Psychology; Field (Bourdieu); Counseling psychologists; Social psychology,ethical beliefs; Russian counseling psychologists; expert assessment; discrepancies,,,,https://psyjournals.ru/mpj/2020/n1/Garanian_Zakharova_Sorokova.shtml https://psyjournals.ru/files/112607/cpp_2020_n1_Garanian_Zakharova_Sorokova.pdf,http://dx.doi.org/10.17759/cpp.2020280106,,10.17759/cpp.2020280106,3013721886,,0,011-686-472-754-248; 051-081-103-808-190; 055-265-751-005-46X; 118-452-023-414-000; 136-606-604-022-63X; 165-654-701-355-792; 180-971-473-489-803,1,true,cc-by-nc,gold
067-762-079-748-873,Ценности и страхи: связь между ценностными предпочтениями и страхом перед нарушениями здоровья,2019-04-19,2019,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,Marina Iosifyan; G. Arina; V. Nikolaeva,"<jats:p>The evaluation of health states is involved in a patient’s medical decision making. This evaluation includes cognitive and affective components. The affective component of this evaluation may include the emotion of fear. For instance, some health states are more frightening than others. However, it is not yet known why. The present study investigates the link between the fear of health impairments and individual value priorities. Participants evaluated 14 health impairments from most to least frightening and selected three valued goals which could be lost in the event of those previously evaluated health states. Participants also answered the Schwarz’s Values Survey. The results confirm that value preferences are related to the fear of different health states. From one side, this link is related to personal importance of value priorities: the most frightening health states are associated with the loss of preferred value goals. From another side, this link is related to value types: the more a health state is associated with a loss of security and self-direction, the more frightening it is; the more a health state is associated with a loss of hedonism and universalism, the less frightening it is. Overall, the study showed that affective evaluation of negative health states, particularly, fear of negative health states, is related to value preferences.</jats:p>",8,1,103,117,Psychology,ценности; страх; здоровье; теория ценностей Шварца; мотивации и эмоции values; fear; health; Schwartz theory of basic values; motivation and emotion,,,,https://psyjournals.ru/files/98470/Iosifyan_et_al.pdf https://psyjournals.ru/en/psyclin/2019/n1/Iosifyan_et_al.shtml,http://dx.doi.org/10.17759/cpse.2019080107,,10.17759/cpse.2019080107,2939139360,,0,001-365-921-067-129; 004-445-322-243-45X; 010-402-217-295-159; 011-701-726-429-369; 017-320-596-809-222; 030-561-714-808-65X; 035-510-689-789-355; 042-166-886-279-841; 044-598-499-950-967; 050-194-997-777-841; 052-067-004-347-814; 055-957-078-839-831; 059-353-528-548-109; 059-913-157-796-463; 067-981-900-527-222; 076-669-597-901-516; 077-386-314-300-486; 139-169-967-600-781; 142-721-738-523-334; 149-364-226-415-921,6,true,cc-by-nc,gold
067-769-720-254-476,Individual psychological characteristics of children evaluated from photographs of their faces by adult observers,,2016,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,L A Khrisanfova; V A Barabanschikov; A V Zhegallo,<jats:p>We studied the formation of representations of children faces observed by adult subjects. Adult participants (aged between 18 and 22) evaluate tenseness and activity of the children aged from 3 to 6 years. We tested the hypothesis of interaction between the perceived individual psychological characteristics of a person and the features of his face. It was discovered that a child’s activity estimate is connected to his/her facial angle between eye pupils and the upper lip. Children with a smaller middle part of the face and smaller distance between eyes are assessed as being more tense that the rest of the sample group. Tense expressions on children’s faces are associated with some faint traces of fear and anger.</jats:p>,9,2,38,52,Developmental psychology; Psychology,,,,,https://psyjournals.ru/files/83133/experimental_psy_2016_n2_khrisanfova.pdf https://psyjournals.ru/exp/2016/n2/khrisanfova.shtml,http://dx.doi.org/10.17759/exppsy.2016090204,,10.17759/exppsy.2016090204,2530276849,,0,010-798-321-300-003; 015-082-822-109-125; 017-274-399-477-076; 036-110-945-806-614; 037-038-222-034-801; 051-446-100-678-65X; 087-807-908-155-568,1,true,cc-by-nc,gold
068-340-367-894-580,Career Guidance with Adolescents and Youths with Deviant Behavior: Professional Training Experience,,2019,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,O R Busarova,"<jats:p>The article сonsiders the problem of increasing the effectiveness of legal psychologists in terms of acquiring career-guidance skills. The experience of ""Fundamentals of Career Guidance"" discipline implementation at the Faculty of Legal Psychology of Moscow State University of Psychology and Education is outlined. The materials include the topics of lectures and seminars as well as means of skills learning and acquiring. The key aspects of the discipline'’ concept are practical orientation, reckoning the current state of career guidance in the country and the specifics of assistance in vocation self-identification for adolescents and youths with deviant behavior, emphasis on active and interactive methods of career guidance. Particular attention is paid to the formation, evaluation and correction of the career plan of adolescents and youths. The content and methods of training in the discipline ""Fundamentals of Career Guidance"" are correlated with the competencies of a specialist defined by the State educational standard of higher education in the specialty 44.05.01 - Education and Psychology of Deviant Behavior.</jats:p>",9,3,35,44,Developmental psychology; Psychology; Professional development,career guidance; adolescents with deviant behavior; legal psychologists training,,,,https://psyjournals.ru/psyandlaw/2019/n3/109334_full.shtml https://doaj.org/article/6f42c7b9323346899e657520bd623dd4 https://psyjournals.ru/files/109334/psyandlaw_2019_3_Busarova.pdf,http://dx.doi.org/10.17759/psylaw.2019090303,,10.17759/psylaw.2019090303,2977722956,,0,008-700-342-114-234; 168-868-106-354-026,3,true,cc-by-nc,gold
068-440-136-669-026,Связь регуляторных функций и производства речи у старших дошкольников: рабочая память и составление нарративов,,2019,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,А.Н. Веракса; Е.С. Ощепкова; Д А Бухаленкова; Н.А. Картушина,"<jats:p>The article presents the data of the study of working memory and features of oral monologue speech in preschool children. 269 children (133 boys and 136 girls) aged 5-6 years (M=5.6 years; Sd=0.48) attending the senior group of kindergarten in Moscow were examined. Features of oral monologue speech development were studied using methods developed in the Russian neuropsychology: tasks for retelling the text and compiling the story of a series of pictures. General neuropsychological parameters, separate lexical and grammatical (morphology and syntax) indicators, macrostructure of the narrative were analyzed in the evaluation of children's responses. As a result of the correlation and cluster analysis, similar links were obtained: the level of working memory development in preschoolers is correlated with such indicators of the child's speech development as semantic completeness of the text, its adequacy, programming of speech message, the number of words and sentences in the text, the development of macrostructure and the type of narrative. Based on the results, it is concluded that the most general and global indicators of the macrostructure of the text are significantly associated with the development of working memory. At the same time, the development of verbal working memory is more associated with the development of speech in preschool children compared to visual working memory. The authors come to the conclusion that with a well-developed auditory working memory, the child's speech will be more correct lexically and grammatically.</jats:p>",8,3,56,84,Psychology,Kormos J.; Trebits A. Verbal Working Memory and Language Production. Second language task complexity. Researching the cognition hypothesis of language learning and performance // Verbal Working Memory and Language Production / P. Robinson (ed.); Amsterdam: John Benjamins Publishing Company. 2011. P. 267-285 preschool; working memory; oral speech,,,Russian Foundation for Basic Research,https://psyjournals.ru/files/110423/Veraksa_et_al.pdf https://psyjournals.ru/psyclin/2019/n3/Veraksa_et_al.shtml,http://dx.doi.org/10.17759/cpse.2019080304,,10.17759/cpse.2019080304,2990441397,,0,000-722-089-564-018; 001-886-933-535-536; 005-264-463-002-688; 007-104-470-371-975; 011-121-919-838-934; 013-094-641-119-67X; 014-847-027-613-301; 018-955-760-776-457; 023-351-993-736-10X; 024-087-655-158-956; 025-974-255-878-353; 027-613-704-957-057; 028-464-856-490-214; 028-853-644-837-713; 030-195-543-036-802; 033-732-338-334-173; 034-953-313-093-057; 035-055-586-878-142; 036-439-143-521-24X; 036-612-560-222-570; 041-687-937-735-26X; 044-193-154-117-747; 045-207-946-314-205; 054-437-875-157-934; 058-919-360-803-471; 059-698-337-967-654; 063-420-492-466-68X; 066-220-797-289-285; 073-359-029-477-363; 077-858-648-766-959; 082-028-238-068-590; 082-831-123-149-57X; 083-172-456-726-574; 085-024-522-539-063; 093-075-409-434-569; 102-545-360-882-00X; 115-680-699-044-869; 115-813-754-866-539; 118-803-207-168-862; 128-201-191-953-421; 128-229-786-186-852; 145-574-477-195-388; 150-897-557-899-817; 151-561-551-390-611; 157-348-351-446-823; 171-233-494-924-519; 189-347-242-351-717,3,true,cc-by-nc,gold
068-566-135-539-40X,Потребность в познании: сравнительный анализ различных исследовательских и психодиагностических подходов,,2018,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,E.A. Shepeleva; E A Valueva; E.M. Lapteva,<jats:p>The article analyzes national and foreign approaches to study and diagnostics of need for cognition. It discusses the results of researches demonstrating the relevance of diagnostics of students’ needs for cognition in order to predict their academic achievements at school. The article also analyzes the relationship between the students’ needs for cognition with their cognitive abilities. It gives consideration to the research perspectives of the need for cognition as depending on the specificity of child’s individual family background.  The article specifies results of primary testing the online version of the scale of needs for cognition (Cacioppo et al. (2013) carried out in Russia and examines the psychometric properties of its original online version with the existing blank version of this tool. The annex contains the  Russian translation of Cacioppo’s scale made by the author of the article.</jats:p>,7,3,115,125,Humanities; Psychology,need for cognition; intellectual giftedness; diagnostics of motivational predictors of giftedness,,,,https://psyjournals.ru/jmfp/2018/n3/Shepeleva_Valueva_Lapteva.shtml https://psyjournals.ru/files/96229/jmfp_2018_n_3_Shepeleva_Valueva_Lapteva.pdf,http://dx.doi.org/10.17759/jmfp.2018070311,,10.17759/jmfp.2018070311,2904888931,,0,007-676-468-547-218; 008-722-065-723-257; 008-850-604-705-194; 009-585-205-654-141; 009-879-792-074-494; 010-916-953-196-472; 025-566-092-797-299; 034-154-902-581-066; 035-913-661-882-052; 038-244-760-415-541; 047-669-576-659-239; 059-156-198-197-381; 061-836-567-414-953; 069-068-545-334-997; 083-525-519-683-024; 089-376-939-388-357; 103-481-679-240-101; 105-842-947-051-344; 120-905-058-978-931; 130-517-234-988-02X,1,true,cc-by-nc,gold
069-208-541-960-538,"Особенности проявления эмоциональной зрелости осужденными женского пола, отбывающими наказание в виде лишения свободы",,2021,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,V M Pozdnyakov; T V Kalashnikova; M V Ovsyannikova; M M Kalashnikova,"<jats:p>This article presents theoretical and methodological basis for studying the phenomena of emotional intelligence and emotional maturity in foreign and Russian psychology including the status of research done by prison psychologists. The article also provides data of our research on determination and psychodynamics of emotional intelligence, as well as transformation of other personality characteristics in 220 female convicts at various stages of serving their sentence in penal correction colonies in five regions of Russia. The findings of the psychodiagnostics indicate insufficient levels of emotional intelligence and reveals the prison-specific subcultural manifestation of its components in the examined inmates, who at the same time possess underdeveloped compensatory personality resources. Cluster analysis made it possible to isolate the predominant types of convicted women: ""emotionally impulsive"" and ""emotionally rigid"" whose contrasting psychological characteristics must be taken into account when developing individual correctional and group-related correctional and developmental programs. In order to improve female convicts' emotional maturity, a series of measures of legal-institutional and correction- and development-related character has been substantiated.</jats:p>",11,3,94,108,Psychology,"correction; penitentiary subculture; resocialization; coping behavior; emotional maturity of the individual; emotional intelligence; ""emotionally impulsive"" and ""emotionally rigid"" types of female convicts; empathy",,,,https://psyjournals.ru/files/123085/psylaw_2021_n3_pozdnyakov_kalashnikova_ovsyannikova_kalashnikova.pdf https://psyjournals.ru/psyandlaw/2021/n3/pozdnyakov_kalashnikova_full.shtml,http://dx.doi.org/10.17759/psylaw.2021110307,,10.17759/psylaw.2021110307,3202479657,,0,047-677-683-908-309,4,true,cc-by-nc,gold
069-423-507-884-588,Introduction of Research Master Students in the Problems of the Organization of Learning Activities in the Secondary School (Based on the Natural Sciences),,2015,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,V A Guruzhapov; S P Sanina,"<jats:p>The article focuses on the designing of disciplines, based on the competence and activity approach to the content and methods of training of future teachers in the research psycho-pedagogical master’s program. Particular attention is paid to the creation of problematic situations, in which research master students find themselves in the position of supervisors examining the educational activity. The authors provide examples of how students perform expert-analytical tasks based on analysis of training activities developed in the theory of developmental education by Davydov scholar school. There are samples of test items to assess how students have learned the content of the discipline, as well as to determine their ability and willingness to perform professional activities. These tasks were performed by master students as well as developing training teachers in elementary school and secondary school teachers. Testing the «Design and research of learning activities in the science lessons in secondary school» course allows us pre argue that psycho-pedagogical research master program allows to train future research training specialist using professional tasks related to expertise and design of training activities. Master students reach an acceptable level of competence for the performing the expert-analytical tasks. We propose to discuss if natural-scientific training of master students is one of the conditions for full cooperation between future research training specialist and teachers in order to improve the education of adolescents in the field of natural sciences.</jats:p>",20,3,121,132,Sociology; Mathematics education; Natural science; Pedagogy; School based,,,,,https://psyjournals.ru/en/psyedu/2015/n3/guruzhapov_sanina.shtml https://psyjournals.ru/files/78344/pno_2015_3_guruzhapov_sanina.pdf https://core.ac.uk/display/91721983,http://dx.doi.org/10.17759/pse.2015200313,,10.17759/pse.2015200313,2183621366,,0,,6,true,cc-by-nc,gold
069-431-463-959-92X,Eye-movements during the perception of dangerous driving among drivers of different age and social groups,,2018,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,null Polikarpova,"<jats:p>The article presents the data of experimental study of the eye-movements during the perception of dangerous driving among drivers of different age and social groups. Bass-Darky questionnaire and Eye-Tracking were used. The following parameters were investigated: duration of fixations, their number, amplitude of saccades and the proportion of implicit and explicit fixations during the perception videos with dangerous and non-dangerous driving. Implicit fixations are fast and more frequent at the time of initial stimulus processing and correspond to the process of implicit attention. Their average duration ranges from 120 to 250 ms. Explicit fixations correspond to the process of explicit attention, their duration is 300—450 ms; the level of aggressiveness, diagnosed using the Bass-Darky questionnaire. The study involved 45 drivers with driving experience from six months to 31 years (22 men, 23 women, aged from 20 to 62 years), 12 professional and 33 non-professional. Differences were found in the parameters of eye movements in groups of professional drivers and non-professional; men and women in the perception of videos showing dangerous and non-dangerous driving</jats:p>",9,4,87,97,Eye movement; Psychology; Social group; Perception; Dangerous driving; Applied psychology,aggressive driving; dangerous driving; social representations; drivers; Eye-Tracking,,,,https://psyjournals.ru/social_psy/2018/n4/Polikarpova.shtml https://psyjournals.ru/files/96997/sps_2018_n4_Polikarpova.pdf,http://dx.doi.org/10.17759/sps.2018090408,,10.17759/sps.2018090408,2913820775,,0,019-748-942-450-065; 072-355-278-738-857; 080-504-676-685-232; 096-110-733-219-465; 102-995-521-873-445; 114-218-507-966-599; 128-023-936-847-510; 160-823-006-602-344; 195-790-511-959-346,3,true,cc-by-nc,gold
069-482-517-988-76X,Итоги цифровой трансформации: от онлайн-реальности к смешанной реальности,,2020,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,Г.У. Солдатова; Е.И. Рассказова,"<jats:p>Nowadays, when most people are on the Internet and “connected” most time of the day and night, the Internet becomes a place of the socialization of modern children and adolescents, which requires a rethinking of changes in user activity, digital competence and online risks in recent years. The aim of this study was to compare user activity, online risks, and digital competence in adolescents and parents according to three population studies carried out in 2010, 2013, and 2019. The data of 1219 parents of 12—17-year-old adolescents and 1553 adolescents aged 12-17 years from 15 regions of Russia who replied to the research questions in 2019 were compared with the answers of 1203 adolescents aged 12—17 years and 1209 parents in 2013, as well as with the answers of 685 pairs “parent — teenager aged 12—16 years” in 2010. It was shown that a higher level of user activity by 2019 allows suggesting its transformation into experience of a “combined” reality, manifested at an objective level in complementing the online activity with most of daytime activities and at a subjective level — in adolescents’ experience of reality as combined and not divided into online and offline. Compared to 2010, adolescents are significantly less likely to encounter sexual content and malware online, but more often experience cyber-aggression and public revealing of their personal information without their consent. The overall level of digital competency by 2019 is higher than in 2013 for both adolescents and parents, with the largest changes related to responsibility, and the minimum changes — to motivation to improve their knowledge.</jats:p>",16,4,87,97,Psychology,Internet use; online risks; digital competence; adolescents; parents,,,Russian Science Foundation,https://psyjournals.ru/files/117804/chp_2020_n4_Soldatova_Rasskazova.pdf https://psyjournals.ru/en/kip/2020/n4/Soldatova_Rasskazova.shtml https://istina.msu.ru/publications/article/340290003/,http://dx.doi.org/10.17759/chp.2020160409,,10.17759/chp.2020160409,3112379430,,0,003-354-582-658-889; 004-824-331-341-748; 010-215-046-726-706; 011-018-644-335-303; 011-094-215-775-559; 012-009-308-575-553; 030-267-217-017-753; 041-202-584-091-367; 052-274-425-882-462; 074-170-182-954-696; 075-721-867-654-121; 076-565-306-604-970; 082-163-448-880-976; 085-374-974-994-198; 089-645-168-331-522; 092-485-088-093-585; 108-136-709-682-635; 128-406-212-889-086; 138-380-710-778-645; 152-863-702-811-357; 170-660-264-000-951; 170-865-065-405-963,25,true,cc-by-nc,gold
069-676-966-432-746,HEALTH AND ILLNESS IN THE RUSSIAN CONTEXT: SOME SOCIO-PSYCHOLOGICAL COMMENTS,,2017,journal article,RUDN Journal of Psychology and Pedagogics,23131683; 23131705,Peoples' Friendship University of Russia,,Inna Bovina; N V Dvoryanchikov; Svetlana Yu Gayamova; Lionel Dany; Marie-Anastasie Aim,"The aim of the presented article is to discuss some aspects of the cultural and social contexts of health and illness, to reveal the particularities that differentiate the understanding of health and illness kept by Russian people from other people. The special attention is paid to the particularity of the image of the world based on the Russian language. It was underlined that the Russian language provided the speaker with a wide range of opportunities to withdraw the responsibility for own actions. The analysis of health and illness particularities in the Russian language proposed by Kolesov, Fasmer is discussed in relation to the social representations and its formation. The analysis of the social context of health and illness refers to the socio-economic factors and the demographic facts, the neglect of health as one of the main feature of the social practice related to health and illness is discussed.",14,1,7,16,Social environment; Developmental psychology; Psychology; Neglect; Context (language use); Relation (history of concept); Social practice; Russian language; Sociology of health and illness; Social psychology,health; illness; social representations; culture and social contexts; the unpredictability of the world,,,,http://journals.rudn.ru/psychology-pedagogics/article/view/15362 https://hal-amu.archives-ouvertes.fr/hal-01648419v1 https://core.ac.uk/display/145612966 http://journals.rudn.ru/psychology-pedagogics/article/download/15362/14123 https://cyberleninka.ru/article/n/health-and-illness-in-the-russian-context-some-socio-psychological-comments/pdf https://cyberleninka.ru/article/n/health-and-illness-in-the-russian-context-some-socio-psychological-comments,http://dx.doi.org/10.22363/2313-1683-2017-14-1-7-16,,10.22363/2313-1683-2017-14-1-7-16,2592660263,,0,002-521-504-897-12X; 008-289-302-639-32X,1,true,cc-by-nc,gold
070-034-627-001-029,"New Discoveries, Concepts and Questions in the Search to Understand Fathers' Influence on Child Development",,2022,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,B.A. Hoffman,"<jats:p>Just 20 years ago scholars called the sphere of fatherhood research “understudied.” Today the view is quite different. Fatherhood studies have multiplied in universities across the world, and new discoveries have revealed opportunities for more research directions. New concepts and methodology have given us the opportunity to understand fatherhood at its many levels and analyze its multi-dimensional influence on child development. A better understanding of this influence has in turn inspired changes in the spheres of law, social work, and medicine. This article reviews the development of fatherhood research at the turn of the 21st century and in the past 20 years. It highlights key recent discoveries and changes in the study of fathers' influence on child development, and offers perspectives for further research in this important sphere.</jats:p>",11,1,17,25,Sociology; Child development; Social sphere; Engineering ethics; Social science; Developmental psychology; Psychology; Engineering,fatherhood; parent-child relationships; child development,,,,,http://dx.doi.org/10.17759/jmfp.2022110102,,10.17759/jmfp.2022110102,,,0,001-301-353-981-533; 001-993-243-916-781; 004-231-760-946-741; 015-343-214-453-427; 015-778-199-273-497; 020-359-462-095-654; 023-093-926-916-654; 025-840-381-423-487; 033-026-154-283-158; 045-352-120-245-021; 048-824-153-703-406; 063-087-696-567-806; 063-165-221-839-725; 063-614-231-776-853; 076-224-022-384-675; 133-815-845-616-043; 134-474-531-077-685; 160-705-992-238-697,1,true,cc-by-nc,gold
070-045-931-999-405,Пилотажное исследование переживания гендерного насилия девушками с психическими расстройствами,,2021,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,S E Retsya; Z V Lukovtseva,"<jats:p>Being highly subjective and hard to diagnose, the phenomenon of experiencing of gender-based violence remains insufficiently understood. Finding the nature of such experience in victims with mental disorders appears to be of particular relevance and was chosen as the subject of this research work. It was hypothesized that experience of gender-based violence reflects the negative subjective significance of what happened and is more dramatic in girls with mental health problems than in girls who are mentally healthy. 15 girls with non-psychotic disorders (G.Ye. Sukhareva Center of Mental Health) and 8 mentally healthy girls aged 15-17 have been examined. The following methodologies were used: the Line of Life; Identifying Situations of Gender-Related Violence; Clinician-Administered PTSD Scale. It has been established that experiencing gender-based violence by girls with mental disorders is distinguished by increased subjective actuality, acuteness, attainability of spontaneous verbalization and other characteristics. The practical relevance of the data obtained is determined by their applicability in the psychological rehabilitation of mentally diseased girls who have faced gender-based violence.</jats:p>",11,3,156,174,Psychology,gender-based violence; experiencing gender-based violence; impact of gender-based violence; adolescents with mental disorders,,,,https://psyjournals.ru/psyandlaw/2021/n3/retsya_lukovtseva.shtml https://psyjournals.ru/files/123101/psylaw_2021_n3_retsya_lukovtseva.pdf,http://dx.doi.org/10.17759/psylaw.2021110311,,10.17759/psylaw.2021110311,3204541934,,0,002-483-214-343-423; 011-536-039-304-867; 017-078-192-548-967; 034-098-499-992-450; 042-830-495-946-160; 044-612-152-853-859; 045-875-928-680-731; 047-750-830-633-009; 105-096-153-832-534; 106-448-211-665-15X,0,true,cc-by-nc,gold
070-072-932-817-451,Modification of S. Rosenzweig test to study driver’s frustration reactions,,2018,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,L V Velikanov; N N Tolstykh,"<jats:p>The authors present own modification of S. Rosenzweig picture association test, designed to study the specifics of frustration reactions of drivers in various traffic situations. In this version the classic set of 24 drawings is combined with an additional one, designed by the authors and containing similar psychological content where the frustrated character is always the driver in difficult — from a psychosocial point of view — traffic situations. Since in the original test set there are already six drawings with “on the road” situations, they have been included in both sets. As a result the participants get 42 pictures each. Additionally, the design of all the drawings — clothes, hairstyles, vehicles (cars, motorcycles) — has been changed and unified in accordance with modern style. The new modified version has been tested on a sample of 40 drivers, half — men and half — women. Each group was divided by age and driving experience accordingly. Thus, the frustration reactions of the four subgroups were compared: women aged 20 to 30 years with driving experience up to 10 years, women aged 30 to 40 years with driving experience more than 10 years, men aged 20 to 30 years with driving experience up to 10 years; men aged 30 to 40 years with driving experience of over 10 years. The differences were checked with Student’s t-test. The specific frustration reactions in traffic situations identified in all subgroups mentioned above as well as comparisons between male and female drivers, ages and driving experience, are presented in the article. These data allow the conclusion about the productivity of the proposed modification.</jats:p>",9,4,134,152,Psychology; Test (assessment); Frustration; Social psychology,,,,,https://psyjournals.ru/social_psy/2018/n4/Velikanov_Tolstykh.shtml https://psyjournals.ru/files/97013/sps_2018_n4_Velikanov_Tolstykh.pdf,http://dx.doi.org/10.17759/sps.2018090412,,10.17759/sps.2018090412,2912231904,,0,020-824-786-099-02X; 156-435-339-494-629,2,true,cc-by-nc,gold
070-115-875-642-372,Life experience and resources for overcoming the difficulties of social isolation in the first period of the COVID-19 pandemic among students,,2021,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,V A Baranova; E M Dubovskaya; O O Savina,"Objective. Analysis of the resources for overcoming difficulties by students in connection with the new life experience in the first weeks of self-isolation and distance learning in the context of the COVID- 19 pandemic. Background. The study is focused on identifying the current psychological state, the characteristics of the perception of the world, as well as the strategies and resources of the individual to overcome negative aspects in connection with changes in everyday life. Study design. The study was built in the format of a socio-psychological survey to study the lifestyle and psychological state of students in self-isolation. Research was conducted in the middle of April 2020. Participants. 56 people, residents of Russia (8% of men, 92% of women) from 20-23 years old university students of the 2nd (77%) and 5th (23%) courses of psychological specialties (σaν=21.12, Me=21, SD=1.37). Measurements. The research is based on quantitative and qualitative methodology. We used the method of content analysis for written discourses about the lifestyle in connection with self-isolation and the SAN method, which allows one to draw conclusions about the degree of psycho-emotional state. Results. Lifestyle changes were recorded by 93% of respondents. The most transformed spheres are activity (educational) and social. The spatio-temporal characteristics of life are of great importance. Assessments of negative and positive changes show parity. Minor manifestations of anxiety and negative emotional states were revealed. The average and medium-high level of psychoemotional state was recorded. Conclusions. Resources for overcoming difficulties are represented by strategies: 1) ""I"": comprehension, self-organization, maintaining physical fitness, self-development;2) ""Others"": help, emotional support for loved ones and strangers;3) ""Living space"": working with the space of the house for arrangement under his ""I"", expanding its multifunctionality, maintaining cleanliness. © 2021 Moscow State University of Psychology and Education. All rights reserved.",12,1,10,25,Psychology; Content analysis; Physical fitness; Qualitative research; Social isolation; Everyday life; Context (language use); Distance education; Comprehension; Social psychology,pandemic COVID-19; life experience in a situation of self-isolation; experiences; adaptation resources; personality development; self-esteem; self-awareness; psychological reactions,,,,https://doi.org/10.17759/SPS.2021120102 https://psyjournals.ru/social_psy/2021/n1/Baranova_et_al.shtml https://doaj.org/article/143ca75ed89b42389b86d628b1014c72 https://psyjournals.ru/files/119634/sps_2021_n1_Baranova_et_al.pdf,http://dx.doi.org/10.17759/sps.2021120102,,10.17759/sps.2021120102,3144018153,,0,004-210-689-597-602; 016-099-424-449-842; 016-289-685-791-395; 021-665-745-733-283; 091-726-102-536-29X; 106-736-381-760-279; 108-345-105-538-027; 130-209-991-424-438,5,true,cc-by-nc,gold
070-267-971-021-157,Особенности гендерной идентичности при педофилии и их роль в реализации аномального сексуального влечения,,2018,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Н В Дворянчиков; Н Н Юшина; Т Е Макарова,"<jats:p>The greatest attention in the article is paid to people with abnormal sexual attraction in the form of pedophilia. A special role is assigned to different types of relations to sexual attraction (ego-synthonic and ego-dystonic). We considered peculiarities of gender identity through the prism of the «I-concept» of the individual, that allows you to come closer to understanding their role in the realization of sexual desire. Materials for the research were provided by the forensic sexology laboratory FSBA «V.P.Serbskiy State Research Center of Social and Forensic Psychiatry» at the Ministry of Health of Russian Federation. The sample include 43 persons - 27 with a disorder of sexual desire in the form of pedophilia and 26 people who committed sexual acts against children, in the absence of a sexual attraction. In the comparison group were 27 people of the statistical norm. The results of the study demonstrate for persons with pedophilia such gender identity features as expressed femininity of the I-image, androgynous type of the «I-ideal» image, as well as feminine behavior models in interaction and communication. Depersonification of sexual preference object is detected for persons with aggressive tendencies. The obtained data could be used for profiling a prospective criminal portraits and solving expert questions.</jats:p>",8,3,179,189,,gender identity; pedophilia; ego-syntonic / ego-dystonic form of attitude to sexual desire; abnormal sexual behavior Psikhologicheskaya nauka i obrazovanie PSYEDU.ru [Psychological Science and Education PSYEDU.ru]; 2012. no. 2,,,,https://psyjournals.ru/psyandlaw/2018/n3/95113_full.shtml,http://dx.doi.org/10.17759/psylaw.2018080313,,10.17759/psylaw.2018080313,2894166413,,0,011-536-039-304-867; 043-246-332-756-331; 129-718-941-910-374,1,true,cc-by-nc,gold
070-301-197-493-054,New Master’s Programme in Educational Psychology: Training Future Professionals,,2016,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,null Egorova,<jats:p>The article presents main results of the project implemented within the framework of the State Contract of the Ministry of Education and Science of the Russian Federation No. 05.043.12.0018 of 23 may 2014 aimed at developing a set of academic materials for the master’s programme in School Psychology. The article explains the methodological principles underlying the design of academic courses in higher education (master’s degree level) fulfilling the requirements of activity- and competency-based approaches to the professional training of psychologists for modern schools. Particular emphasis is placed on organizing the educational process in a way that ensures the formation of competencies in students necessary for their work as qualified school counselors as defined by the professional standard. The article argues that it also is appropriate to organize teaching and learning in modules given that the content of modules correspond with the key professional skills of the school psychologist. The advantages of network interaction between partner organizations for the development of professional competencies in students are described as well.</jats:p>,8,3,32,40,Educational psychology; Psychology; Training (civil); Master s; Medical education; Applied psychology,,,,,https://core.ac.uk/display/91021301 https://psyjournals.ru/psyedu_ru/2016/n3/egorova.shtml https://psyjournals.ru/files/83670/03_Egorova_psyedu_2016_3.pdf,http://dx.doi.org/10.17759/psyedu.2016080303,,10.17759/psyedu.2016080303,2555364979,,0,032-342-632-126-439,0,true,cc-by-nc,gold
070-498-694-365-899,The «I—Other» Relations in One Special Situation of Communication,,2015,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,A.N. Krichevets; M.V. Solodushkina,"<jats:p>The individual ways of the stutter correction group participants are considered in the article. We see this situation as difficult and even antinomical for participant because it requires the his partial rejection of self-control and a trust in handing over his consciousness to the group leader. We assume that this aspect of communication is expressed only stronger in the situation considered here, but is presented in all kinds of communication. On the other hand, not only psychology, but also our culture lacks in adequate measures for understanding and control of such a processes in the communication. Our analysis of participant’s interviews shows that the participant’s way in the correctional process depends on ones attitudes towards the problem of handing control over one’s condition to the group leader.</jats:p>",23,5,290,306,Psychology; Public relations; Special situation,,,,,https://psyjournals.ru/en/mpj/2015/n5/krichevets_solodushkina.shtml https://psyjournals.ru/files/84871/kpip_2015_n5_krichevets_solodushkina.pdf,http://dx.doi.org/10.17759/cpp.2015230513,,10.17759/cpp.2015230513,2591344761,,0,051-081-741-694-992; 075-920-454-970-275; 127-423-647-232-153,0,true,cc-by-nc,gold
070-675-359-001-531,Специфика взаимосвязи мотивации и ценностей старшеклассников различного пола и возраста,,2018,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,И.И. Вартанова,"<jats:p>The paper presents outcomes of a research on sex and age specificity of motivational and value-based attitude to learning in high school students.The study involved schoolchildren of 8—11 grades (aged 14 to 17 years) of two Moscow schools with a traditional learning paradigm.The students’ motives were revealed by factor analysis of their answers to 70 statements, in four selected groups of boys and girls separately.A total of 328 people were interviewed, including 94 boys of the younger group (8—9 grades) and 75 boys of the senior group (10—11 grades), 90 girls of the younger group (grades 8-9) and 69 girls of the senior group (10—11 grades).Correlations between the nature of motivation and value orientations were also identified based on the ranking of 12 terminal (according to Rokich) and 10 learning values: common protocols were obtained for 67 boys (8—9 classes) and 53 boys (10—11 classes), 60 girls (8 9 classes) and 59 girls (10—11 classes).As a result, it was revealed that the age-related changes in motivation and its relationship with values at high school age have a pronounced sex-based specificity.For boys, successful learning in the process of growing up remains a means for approval and self-affirmation, and the relationship between motivation and values is not consistent enough.As for girls, the relationship between achievement motivation, self-determination, self-affirmation and corresponding values becomes more consistent as they grow up, which indicates a more mature perception of the process of learning.</jats:p>",23,6,67,74,Psychology,motivation; values; high school students; sex; personality; development,,,,https://istina.msu.ru/publications/article/163655947/ https://psyjournals.ru/files/96714/pse_2018_n6_Vartanova.pdf https://psyjournals.ru/psyedu/2018/n6/Vartanova.shtml,http://dx.doi.org/10.17759/pse.2018230606,,10.17759/pse.2018230606,2906811249,,0,092-103-632-350-287; 114-137-360-075-809,3,true,cc-by-nc,gold
070-781-220-601-830,"Смысловая сфера несовершеннолетних, употребляющих психоактивные вещества",,2018,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Д С Ошевский; Т А Кудимова,"<jats:p>The article presents the results of an empirical study aimed at revealing the features of the semantic sphere in juveniles abusing psychoactive substances. Thirty teenagers aged from 14 to 16 were examined. The main group included minors who use psychoactive substances and undergo rehabilitation at the narcological dispensary. A set of methods for studying the semantic sphere wasused. Based on the results obtained, it is concluded that adolescents who use psychoactive substances show a less developed structure of meanings. In the formation of chemical dependence in adolescence, there is a clear deficit in the sense regulation of activity. Prosocial values in the semantic structure do not occupy leading positions. They are characterized by weak self-understanding and reflectivity, which are combined with increased egocentrism. In juveniles with addictive behavior, positively stained assessments and self-evaluation categories are associated with drug use. This pattern can be considered as a risk factor for further narcotization and inadequate focus on overcoming the existing dependence.</jats:p>",8,4,34,43,Medicine,semantic sphere; psychoactive substances; mental dysontogenesis; adolescents,,,,http://psyjournals.ru/psyandlaw/2018/n4/96382_full.shtml https://psyjournals.ru/psyandlaw/2018/n4/96382_full.shtml,http://dx.doi.org/10.17759/psylaw.2018080404,,10.17759/psylaw.2018080404,2904314280,,0,041-203-647-753-52X,1,true,cc-by-nc,gold
070-793-235-182-315,The history of the development of theatre practices in education: foreign and Russian experience,,2021,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,T A Poskakalova,"<jats:p>The article briefly describes the history of the development of theatrical practices in education in Russia and abroad. The main dimensions of theater and drama in contemporary pedagogy are considered. The article demonstrates that various forms of theater in education are more widespread and better developed in foreign pedagogy, where theater is not limited to the framework of school disciplines as it is used as a means for providing complex solutions of problems related to development, learning and socialization. It is substantiated that in the practice of Russian schools, theater is much less in use, since it is so far applied exclusively as a means of introduction to culture, its traditions and values.</jats:p>",10,2,96,104,Psychology; Social science,theater; theatre practices; theatre in education; drama; drama in education; educational process,,,,https://psyjournals.ru/jmfp/2021/n2/Poskakalova.shtml https://psyjournals.ru/files/121414/jmfp_2021_n2_Poskakalova.pdf,http://dx.doi.org/10.17759/jmfp.2021100210,,10.17759/jmfp.2021100210,3180828295,,0,063-838-441-324-161; 093-721-248-530-907; 094-068-412-834-29X; 099-077-196-300-803; 100-060-556-656-33X; 115-540-379-301-809; 130-094-643-724-752; 139-915-007-268-496; 140-070-306-864-080; 141-398-906-393-580; 143-664-132-009-187; 145-108-779-716-056; 155-654-805-844-029,7,true,cc-by-nc,gold
070-804-889-114-830,Suicide as situation of extreme stress for immediate surrounding,,2020,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,E V Borisonik,"<jats:p>Suicide can emotionally affect up to 60 people, who knew a suicider. Suicide survivors are stressed and are at risk of affective disorders. The article analyzes factors that are affecting the level of distress. The article considers the studies demonstrating the effects of stigmatization and self-stigmatization on distress level, and characteristics of the family system affecting distress. Understanding the mechanisms of increasing stress after suicide and suicidal attempts for relatives of a suicide helps identify targets for an effective post-event.</jats:p>",9,1,62,67,Psychology; Extreme stress; Social psychology,стресс; суицид; суицидальная попытка; близкие суицидента stress; suicide; suicide attempt; suicide survivors,,,,https://psyjournals.ru/jmfp/2020/n1/Borisonik.shtml https://psyjournals.ru/files/112753/jmfp_2020_n1_Borisonik.pdf,http://dx.doi.org/10.17759/jmfp.2020090106,,10.17759/jmfp.2020090106,3014997774,,0,006-040-613-240-248; 007-006-152-227-127; 009-952-087-843-460; 010-387-630-005-562; 010-432-447-095-74X; 016-306-101-959-724; 018-409-802-940-131; 019-972-138-997-648; 024-629-273-031-697; 027-080-971-120-658; 031-877-678-686-081; 032-472-466-016-060; 032-818-206-474-204; 033-647-919-830-873; 037-623-853-237-215; 049-307-658-970-383; 049-801-724-239-534; 050-792-034-711-209; 067-085-228-661-38X; 075-438-458-183-943; 075-518-854-945-495; 090-735-459-253-24X; 104-381-165-718-903; 105-760-860-449-983; 114-162-975-623-183,1,true,cc-by-nc,gold
071-003-896-808-490,Cyber socialization of youth in the information and communication space of the modern world: effects and risks,,2019,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,Rimma M. Aysina; A A Nesterova,<jats:p>In the paper positive aspects of using cyberspace by yours are determined. The most dangerous risks and barriers to cyber socialization for modern young people are also noted. The types of young people’s cyber socialization are theoretically justified and discussed. Criteria for positive and negative cyber socialization are introduced. It is emphasized that the positive vector of cyber socialization is determined by the ability of a young person to transfer useful experience obtained in cyberspace to everyday life activity. On the basis of the theoretical analysis the levels of cyber socialization are identified and the main criteria for their diagnosis are presented. The importance of developing new technologies to facilitate positive forms of socialization of youth in cyberspace is noted. The prospects for further research include the creation of a questionnaire to identify the level and prevailing type of cyber socialization and its validation in a representative sample of young people.</jats:p>,10,4,42,57,Psychology; Space (commercial competition); Socialization (Marxism); Public relations,information technology; worldview; clip thinking; big data; sentiment analysis; corpus linguistics,,,,https://psyjournals.ru/files/111189/sps_2019_n4_Aysina_Nesterova.pdf https://psyjournals.ru/social_psy/2019/n4/Aysina_Nesterova.shtml,http://dx.doi.org/10.17759/sps.2019100404,,10.17759/sps.2019100404,2997322024,,0,037-923-706-111-561; 105-032-455-954-163; 161-643-643-042-640; 175-656-748-662-812,26,true,cc-by-nc,gold
071-152-674-893-641,The problems of learning geography: overview of foreign studies,,2019,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,S P Sanina,"<jats:p>The article concerns the difficulties of learning geography in junior high school students and adolescents as they are reflected in foreign publications. It also discusses the effective teaching methods to be used by educators. Research results obtained by scientists from the United States, Ireland, Finland, Germany, the Netherlands, China, Japan and other countries are analyzed in comparison with data of Russian researches. The article substantiates that people today need the knowledge of geography and therefore this subject must be present in the primary school curriculum as a part of an integral course, and in primary school as a separate academic discipline. It is possible to develop spatial and systematic thinking in students and to shape their worldviews by means of a school course in geography. However, the current state of this school subject does not meet the expectations of educators and scientists. The analyzed studies demonstrate the drop of interest to learning geography, as it is thought to be difficult. Particular attention is paid to the analysis of possible difficulties that students with mild disabilities may confront with in the course of their study of geography. We describe how to cope with potential problems and describe the teaching methods which are the most efficient and effective in improving the quality of geographical education. All studies are of great importance for the practice of education, because geographically literate person is able to take care of our planet, appreciate it, live harmoniously in a closely interdependent world</jats:p>",8,1,17,27,Epistemology; Psychology; Geography,география; учебная неуспешность; трудности обучения; методы обучения geography; academic failure; learning difficulty; teaching methods,,,,https://psyjournals.ru/files/97689/jmfp_2019_n1_Sanina.pdf https://psyjournals.ru/jmfp/2019/n1/Sanina.shtml,http://dx.doi.org/10.17759/jmfp.2019080102,,10.17759/jmfp.2019080102,2934802200,,0,000-445-045-216-14X; 017-901-765-693-079; 019-803-990-059-537; 022-803-726-532-223; 027-485-308-190-575; 040-928-539-497-225; 041-030-441-641-001; 051-923-864-363-067; 053-706-167-761-643; 055-904-355-679-655; 063-560-458-382-882; 081-980-721-513-004; 093-272-586-081-365; 096-467-295-278-933; 098-312-820-237-213; 123-619-090-006-958; 127-905-150-139-983; 134-087-861-484-646; 142-246-141-228-05X; 187-512-305-327-823,1,true,cc-by-nc,gold
071-319-824-448-44X,Scenario design of security by students with different levels of tolerance to uncertainty,,2020,journal article,World of Science. Pedagogy and psychology,23094265,Publishing Company World of Science LLC,,Tatiana M. Krasnyanskaya; Valery G. Tylets; Alexander Lyakhov,"<jats:p>The choice of psychological security issues as the subject of the article is determined by modern realities, which determined its social significance and research attractiveness. Tolerance to uncertainty is currently considered as one of the subject characteristics that have an uncertain status in relation to human security. Turning to the analysis of the security phenomenon as a complex phenomenon that has a semantic, emotional, behavioral and temporal dimension makes it possible to apply the construction procedure to it as an action to bring various elements into a certain mutual position. The purpose of the work was to study the features of mental construction of security by subjects with different levels of tolerance to uncertainty. Achieving the research goal was based on a scenario approach. The general research hypothesis is the assumption that subjects with different levels of tolerance to uncertainty build different security scenarios for themselves. The hypothesis was tested using the methods of free association, subjective scaling, and the technique of T.V. Kornilova “New questionnaire of tolerance to uncertainty”. At the stage of processing empirical data, the simplest mathematical statistics were used (finding the average, percentage distribution, statistical scope) and a nonparametric comparison method, the criterion φ*-Fisher’s angular transformation. The study was conducted on the material of students (20–21 years old) with a high (50 persons) and low (50 persons) level of tolerance to uncertainty. Statistically significant differences in the cognitive and semantic parameter of the security scenario between subjects with a high and low level of tolerance to uncertainty are established by the perception of security through its experience and identification. According to the emotional parameter of the scenario, a statistical trend towards the predominant experience of positive emotions in relation to security in subjects with a low level of tolerance to uncertainty was revealed. According to the behavioral parameter of the scenario, differences between subjects with different levels of tolerance to uncertainty were traced in relation to the propensity to overcome danger (statistically significant), to escape from danger and to prevent danger (statistical trends). According to the temporal parameter of the scenario, subjects with different levels of tolerance significantly differ in the choice of zones of medium (high level) and near (low level) prospects for their security. Comparison of the quantitative composition of the final arrays of security scenarios revealed a statistically significant tendency to the predominance of their variations in subjects with a high level of tolerance to uncertainty in comparison with the variations of scenarios in subjects with a low level of tolerance to uncertainty. According to the results of the study, the hypothesis is confirmed. The article presents the experience of a multidimensional study of subject security and fixing its results in the form of a symbolically encrypted script. The obtained results confirmed the variability of mental security scenarios due to the tolerance to uncertainty of their subjects. The paper proposes a method for constructing a study that can be used to study the relationship of subject security with other psychological characteristics of a person.</jats:p>",8,4,,,Risk analysis (engineering); Scenario design; Computer science,security; scenario; tolerance to uncertainty; cognitive-semantic parameter; emotional parameter; behavioral parameter; temporal parameter; subject; student,,,,http://dx.doi.org/10.15862/58psmn420,http://dx.doi.org/10.15862/58psmn420,,10.15862/58psmn420,3106978590,,0,,2,true,cc-by,gold
071-339-941-294-53X,Новая модульная основная профессиональная образовательная программа исследовательской магистратуры «Культурно-историческая психология и деятельностный подход в образовании»: опыт разработки и апробации,,2015,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,V V Rubtsov; B D Elkonin,"<jats:p>The paper focuses on the specifics of a master's degree program in ""Cultural-historical psychology and activity approach in education"" offered at the Moscow State University of Psychology and Education. Its key features are the specially developed modules that allow students to explore through an intensive teaching process the most essential issues, modern state and fundamental practices of cultural-historical psychology and activity approach.</jats:p>",11,3,4,8,Sociology,,,,,https://psyjournals.ru/files/78146/kip_3_2015_rubtsov.pdf https://psyjournals.ru/psyedu/2015/n3/rubtsov_guruzhapov_et_al.shtml https://core.ac.uk/display/92004567,http://dx.doi.org/10.17759/chp.2015110301,,10.17759/chp.2015110301,2191863294,,0,012-843-462-273-304; 015-139-521-610-041; 071-339-941-294-53X; 162-807-771-017-970,3,true,cc-by-nc,gold
071-424-061-281-50X,Representation of the Value Orientations of a Stranger Depending on the Method of the Face Imaging,,2022,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,V.A. Barabanschikov; A.S. Shunto,"<jats:p>The observers’ ideas about the value orientations of visual communicants were experimentally studied. The subjects were sequentially presented in random order with the faces of people depicted in photographs and artistic portraits. It was required, on the basis of a list of terminal and instrumental value orientations (M. Rokeach), first to evaluate one’s own beliefs, then the demonstrated characters. It is shown that the integral profiles of value ideas about personalities depicted in portraits and photos are well matched, have a similar structure and similar scores. The beliefs of characters in portraits are statistically higher than those in photographs. The effect is preserved when the values are differentiated by categories. Significant differences were obtained in relation to the following values: terminal values — Cognition, Mature love, Material wellbeing, Beauty, Happy family life, Pleasures; instrumental — Goodupbringing, Education, Diligence, Tolerance, Sensitivity, Cheerfulness. The observers’ ideas about their own values differ significantly from the value orientations of the depicted people and have little effect on their assessments.</jats:p>",15,3,50,69,Portrait; Psychology; Value (mathematics); Social psychology; Face (sociological concept); Beauty; Representation (politics); Diligence; Cognitive psychology; Aesthetics; Mathematics; Visual arts; Art; Statistics; Linguistics; Philosophy; Politics; Political science; Law,terminal values -Cognition; Mature love; Material wellbeing; Beauty; Happy family life; Pleasures; instrumental -Goodupbringing; Education; Diligence; Tolerance; Sensitivity; Cheerfulness interpersonal perception; perception,,,,https://psyjournals.ru/files/133639/exppsy_2022_n3_Barabanschikov_Shunto.pdf https://doi.org/10.17759/exppsy.2022150304,http://dx.doi.org/10.17759/exppsy.2022150304,,10.17759/exppsy.2022150304,,,0,029-496-528-773-189; 032-974-971-941-230; 037-504-199-726-310; 045-954-382-092-940; 075-290-361-616-046; 104-443-804-874-648; 123-110-594-326-048,1,true,cc-by-nc,gold
071-685-552-043-210,"The study of bodily socialization of adolescents, whose families are experiencing divorce",,2015,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,A E Chechulina; Z V Lukovtseva,"<jats:p>The article presents the results of a study of the sociogenesis of corporeality adolescents whose parents are in high conflict relationships and experiencing divorce. The main group consisted of families that have undergone the examination of parent-child relations in the Centre for forensic examinations and studies, the control group – families with prosperous spousal relationship (a total of 28 parents and 16 adolescents aged 13-15 years). To assess qualitative and quantitative characteristics of the bodily sphere of the adolescents used the methodology of ""the Volume and structure intercepting background"", ""Scale of assessment of skin"" and test ""body Shape"", especially the parent-child relationship was assessed using questionnaires ""the Behavior and attitudes of parents of adolescents to them."" Statistically significant intergroup differences (U-Mann–Whitney test) on a number of parameters that characterize the bodily socialization of adolescents. Adolescents from families undergoing divorce, revealed violations of individual (lability of borders) and social (reflection, metaphoric) levels of physicality in the type of retardation.</jats:p>",5,3,14,28,Developmental psychology; Psychology; Socialization,,,,,https://core.ac.uk/display/91654513 https://psyjournals.ru/psyandlaw/2015/n3/Chechulina_Lukovceva.shtml https://doaj.org/article/de0e950870e84caa8920284d37ca62a2,http://dx.doi.org/10.17759/psylaw.2015050302,,10.17759/psylaw.2015050302,2216509054,,0,,0,true,cc-by-nc,gold
072-220-617-143-21X,Psychological characteristics of information security of adolescents with deviant behavior,,2017,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,N V Bogdanovich; A V Budykin,"<jats:p>The article adduces a research of psychological characteristics of information security of adolescents with deviant and normative behavior. 46 people from two Moscow schools were examined with a complex of four methods, one of which was the “Information Security Questionnaire"" - is used for the first time. In addition, two experimental subgroups viewed videos about Internet security rules and then it was assessed how much it had influenced the responses of adolescents to spam mailing. A conclusion based on the obtained results was made, that adolescents with deviant behavior are less likely (in comparison with adolescents with normative behavior) to be exposed to negative information because of their personal characteristics and distrust of others. However, for the same reason, they are less susceptible to persuasive educational impact, including those related to information security on the Internet. Thus, it is teenagers with normative behavior who are the ones who need information security education, and the effectiveness of such education should be tested with various psychological methods.</jats:p>",7,4,59,78,Psychology; Information security; Social psychology,information security; deviant behaviour; problems of adolescence; education,,,,https://psyjournals.ru/psyandlaw/2017/n4/88647_full.shtml https://doaj.org/article/f2e633a600014fe3b2696c214351d893 https://core.ac.uk/display/145084890,http://dx.doi.org/10.17759/psylaw.2017070406,,10.17759/psylaw.2017070406,2777454326,,0,044-828-392-413-046,0,true,cc-by-nc,gold
072-603-825-207-984,The interrelation between mindfulness and subjective well-being,,2016,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,D I Zelikson,"<jats:p>The article considers the phenomenon of mindfulness and its relationship to subjective well-being. The main objective of the study was the empirical confirmation of the relationship between mindfulness and components of hedonic model of subjective well-being. To this end, we held a correlation study with the participation of 94 men and 137 women (average age totaled 27.35 years). The participants filled out a questionnaire “Scale of life satisfaction” by E. Dinera, questionnaire"" Mindfulness and awareness” as well as a modified version of the questionnaire ""Scale differential emotions"". A positive relationship of mindfulness and positive emotions, life satisfaction and the ratio of positive and negative emotions. We detected the negative relationship of negative emotions and mindfulness with life satisfaction. The obtained results are in good agreement with earlier studies and suggest that there exists an interaction between emotional and cognitive processes</jats:p>",5,3,92,99,Subjective well-being; Psychology; Mindfulness; Psychotherapist,Text comprehension; the difficulties in understanding; reading skills; Elementary Education,,,,https://psyjournals.ru/files/83924/jmfp_2016_n_3_Zelikson.pdf https://core.ac.uk/display/89143997 https://doaj.org/article/35a5ad9ac20b4e8daf1b5771111846c4 https://psyjournals.ru/en/jmfp/2016/n3/83946.shtml,http://dx.doi.org/10.17759/jmfp.2016050310,,10.17759/jmfp.2016050310,2560058214,,0,000-521-903-085-898; 003-211-183-381-829; 006-718-776-687-753; 007-698-324-336-849; 014-278-786-472-91X; 019-743-444-208-863; 023-698-768-294-168; 024-447-239-236-317; 025-367-666-737-892; 027-941-812-168-170; 031-176-940-714-307; 037-145-241-236-453; 037-214-229-705-604; 050-499-436-721-52X; 050-775-737-146-90X; 054-048-516-685-429; 064-531-797-037-470; 072-851-884-313-915; 075-778-170-186-396; 086-103-896-061-350; 094-707-165-971-040; 094-822-298-318-858; 095-138-157-425-161; 096-214-223-378-18X; 098-950-277-295-601; 103-231-352-100-762; 110-124-398-067-46X; 114-749-376-560-769; 142-088-573-387-977,1,true,cc-by-nc,gold
072-764-971-352-562,Modern foreign investigations of difficulties in understanding of texts among primary school pupils,,2016,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,S P Sanina; M V Enzhevskaya,"<jats:p>In the article, the reader can observe the experience taken from foreign publications that focus on the problems of teaching primary school pupils how to understand the texts, which is one of the most important universal competences in the educational process. The author studied and analyzed the investigations of American, Finnish, Canadian, Chinese and other scientists in this field. The author found out that during the latest half of the century the quality of reading among pupils has dramatically decreased and has a tendency to get even worse. The most attention in the article was paid to the investigations that demonstrate the possible causes of incorrect reading and understanding of the informative texts among pupils. Among the causes there are: the difficulty of the text that influences the understanding of it, using different methods of teaching how to read the text, the control and evaluation of reading skills etc. In the article there are enlisted the factors that contribute to the better understanding of texts. There are also mentioned some strategies of coping with problems and forming the good reading skills. The scientific works that are mentioned in the article have a great importance in the theory and practice of pedagogical science, as the ability to understand the text correctly is not only important for successful educational process at school, but is also an essential ability in life</jats:p>",5,3,83,91,Psychology; Pedagogy; Primary (chemistry),inclusive education; tutor; autism spectrum disorders (ASD); Applied Behavior Analysis; autism specialist; PAC education,,,,https://psyjournals.ru/jmfp/2016/n3/83923.shtml https://doaj.org/article/b2400e65d971466389631211c952d3a2 https://psyjournals.ru/files/83923/jmfp_2016_n_3_Sanina_Enzhevskaya.pdf https://core.ac.uk/display/89144000,http://dx.doi.org/10.17759/jmfp.2016050309,,10.17759/jmfp.2016050309,2560036888,,0,000-483-933-818-760; 001-271-673-066-479; 006-111-346-140-060; 009-222-663-799-740; 020-374-624-789-866; 025-363-478-835-585; 032-741-599-117-351; 034-191-072-140-714; 042-001-412-193-661; 055-334-904-806-054; 058-428-547-600-918; 068-136-570-521-255; 071-069-286-586-482; 073-420-797-815-353; 079-549-012-143-215; 079-818-774-262-950; 086-408-953-810-491; 093-294-442-303-042; 107-849-840-488-508; 108-088-443-562-666; 108-864-637-775-968; 110-493-227-178-038; 134-054-602-030-50X; 141-498-187-612-115; 142-701-648-010-174; 161-773-674-757-687,1,true,cc-by-nc,gold
072-806-034-162-820,Fluid Intelligence: Review of Foreign Studies,,2018,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,И Е Ржанова; В С Бритова; О С Алексеева; Ю А Бурдукова,"<jats:p>The present review focuses on modern research of fluid intelligence. The concept of fluid intelligence, the place of fluid intelligence in the structure of cognitive abilities, its relation to general intelligence is revealed. The current models of fluid intelligence are considered, including the current leading Cattell–Horn–Carroll model. The neurobiological processes underlying the flexibility of fluid reasoning processes in solving novel problems are discussed. In particular, studies are presented showing that fluid intelligence is mediated by subregions of the prefrontal cortex. Studies of the relationship between fluid intelligence and working memory, as well as studies of fluid intelligence in clinical groups such as children with ADHD and adults with schizophrenia are also discussed. Clinical evidence suggests that fluid intelligence may be key to understanding the structure of cognitive deficits in ADHD syndrome.</jats:p>",7,4,19,43,Psychology; Cognitive science; Fluid intelligence,Ржанова И.Е.; Бритова В.С.; Алексеева О.С.; Бурдукова Ю.А. Флюидный интеллект: обзор зарубежных исследований [Электронный ресурс] // Клиническая и специальная intelligence; fluid reasoning; working memory; clinical studies; children with ADHD syndrome,,,,https://doaj.org/article/1d01738f3c5249438e5371243b9871aa https://psyjournals.ru/en/psyclin/2018/n4/Rzhanova_et_al.shtml https://psyjournals.ru/files/96764/Rzhanova_et_al.pdf,http://dx.doi.org/10.17759/cpse.2018070402,,10.17759/cpse.2018070402,2907514995,,0,000-167-436-617-779; 003-041-975-299-808; 004-854-103-797-046; 005-716-180-793-568; 006-221-986-488-089; 007-109-350-642-868; 008-717-011-754-967; 009-618-912-470-50X; 009-966-919-956-087; 011-278-229-545-857; 013-705-177-827-057; 017-476-040-976-683; 017-510-953-869-096; 018-344-210-694-673; 021-341-615-524-458; 022-473-778-328-882; 024-424-002-677-200; 026-615-264-200-829; 029-937-994-616-675; 031-049-796-827-689; 031-293-924-714-414; 033-853-027-727-739; 037-432-759-659-460; 040-887-655-522-055; 042-492-256-533-394; 043-817-011-053-447; 052-034-593-558-589; 052-173-419-910-575; 054-681-455-949-083; 057-318-682-208-405; 058-550-817-894-274; 061-812-927-757-137; 062-144-816-049-475; 063-070-163-323-816; 063-997-533-959-63X; 079-969-279-482-76X; 080-638-359-391-701; 086-478-795-768-497; 086-853-199-108-259; 089-872-610-213-036; 092-717-701-159-491; 101-525-704-049-974; 104-999-474-688-968; 105-437-515-000-050; 108-242-607-340-131; 116-149-869-726-863; 117-027-491-880-754; 117-776-385-351-398; 119-227-900-984-693; 120-810-758-077-876; 121-896-918-869-431; 145-170-708-426-964; 158-404-202-053-284; 162-451-537-983-359; 164-372-655-876-762; 172-102-437-527-388; 176-195-461-339-484; 198-467-888-526-224,4,true,cc-by-nc,gold
073-022-676-994-697,Multidimensional Students’ Life Satisfaction Scale,,2018,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,Oleg A. Sychev; Tamara O. Gordeeva; Maria V. Lunkina; Evgeny Osin; Anastasia N. Sidneva,"<jats:p>The article presents results of developing the Multidimensional Students’ Life Satisfaction Scale for primary school children based on MSLSS by E.S.Huebner.The questionnaire involves five scales: Family, School, Teachers, Myself, Friends as well as an overall index of life satisfaction.The reliability and validity of the questionnaire are demonstrated on the sample of primary school children (third and fourth grades, N=483).Five factor structure is confirmed by the results of confirmatory factor analysis.All the scales have high reliability (0.82 &lt; α &lt; 0.89) and show expected correlations with other indicators of subjective well-being and different scales of self-esteem (as assessed by Dembo-Rubinstein technique).The article contains the text of the questionnaire and normative data for primary school children.</jats:p>",23,6,5,15,Psychology; Scale (ratio); Life satisfaction; Applied psychology; Psychological well-being; Self-esteem; Social psychology; Clinical psychology,satisfaction with life; subjective well-being; diagnostics; primary school children; self-esteem,,,Russian Foundation for Basic Research,https://psyjournals.ru/en/psyedu/2018/n6/Sychev_Gordeeva_et_al.shtml,http://dx.doi.org/10.17759/pse.2018230601,,10.17759/pse.2018230601,3106691458; 2904867002; 3108057372,,0,007-166-636-743-761; 010-903-091-911-133; 016-571-808-124-998; 030-528-288-849-365; 036-182-659-538-367; 036-314-938-837-281; 042-809-119-543-329; 059-731-133-158-005; 069-621-294-801-36X; 074-302-348-065-429; 095-321-967-052-083; 137-574-279-264-223; 139-185-759-418-539; 139-350-533-595-889; 173-303-192-669-931,25,true,cc-by-nc,gold
073-455-277-203-281,"Paradoxes of the Age of Emotional Uncertainty. Review of the Book by E. Illuz “Why Does Love Hurt? Sociological Explanation”. Moscow; Berlin: DirectMedia Publishing, 2020. 400 p.",,2020,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,E P Belinskaya,"<jats:p>The reviewed book presents a sociological view of the dynamics of partnership relations in the postmodern era. Based on extensive theoretical and empirical material, the author analyzes the feeling of love as the social basis of self-consciousness of our contemporary. According to the author’s position, the main paradox of actual gender relations consists in the combination of a certain cooling in the emotional sphere of life with the fact that love today becomes the leading basis for determining one’s own value — both in social and psychological terms. This situation is based on the contradictions of public consciousness concerning the dichotomies of freedom and choice, power and subordination, community and independence. Their reflection on the level of individual experience and create, according to the author, modern “wounds of love”.</jats:p>",11,2,204,208,Psychoanalysis; Sociology; Publishing,,,,,https://psyjournals.ru/files/114215/sps_2020_n2_Belinskaya.pdf https://psyjournals.ru/social_psy/2020/n2/Belinskaya.shtml,http://dx.doi.org/10.17759/sps.2020110213,,10.17759/sps.2020110213,3037672475,,0,,1,true,cc-by-nc,gold
073-681-127-928-469,Восьминедельная практика медитации осознанности в контексте развития саморегуляции,2022-12-30,2022,journal article,Психология. Журнал Высшей школы экономики,18138918; 25419226,"National Research University, Higher School of Economics (HSE)",Russian Federation,Ю.А. Халутина,"<jats:p>В статье представлены результаты исследования влияния систематического восьминедельного опыта практики медитации осознанности на характеристики саморегуляции. Мы предположили, что ее эффекты могут быть различными: систематический медитативный опыт связан с улучшением эмоционального состояния, с повышением продуктивных и снижением непродуктивных форм рефлексии, а также с развитием навыков самоконтроля и саморегуляции. Для проверки этих гипотез было проведено исследование с предварительным и повторным замером: перед началом курса и в конце восьмой недели. Использование для анализа качественных и количественных методов исследования позволяет говорить о реализации его смешанного дизайна (embedded mixed-methods) с количественной основой. Участниками исследования выступили ученики восьминедельной онлайн-программы обучения осознанной медитации: 61 респондент (47 женщин, 14 мужчин) в возрасте от 21 до 52 лет (M = 35.31, SD = 7.57). Полученные результаты позволяют говорить о том, что прохождение восьминедельной программы осознанной медитации связано с разносторонней трансформацией системы самоконтроля и саморегуляции, что проявляется в развитии навыков самомотивации, саморелаксации, когнитивного самоконтроля, концентрации, ориентации на действие при неудаче, интеграции противоречий, в развитии осознанности и гармонии, в улучшении эмоционального состояния, а также в снижении непродуктивных форм рефлексии. Результаты качественного анализа согласуются с количественными, позволяют показать, какие изменения в себе к концу курса отмечают сами респонденты, и открывают поле новых возможных переменных для будущих исследований. В целом, полученные данные указывают на развитие контакта с настоящим моментом и возрастание гибкости в процессе саморегуляции.</jats:p>",19,4,847,854,Medicine,,,,,https://psy-journal.hse.ru/data/2022/12/11/1717461836/19-04с-191-198.pdf https://doi.org/10.17323/1813-8918-2022-4-847-854,http://dx.doi.org/10.17323/1813-8918-2022-4-847-854,,10.17323/1813-8918-2022-4-847-854,,,0,,1,true,,gold
073-722-711-264-153,Проблема использования психологических познаний при решении семейных споров о детях в гражданском судопроизводстве,,2018,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,С А Терехина; Д С Ошевский,"<jats:p>The article is dedicated to the analysis of the problems occurring while using special psychological knowledge in civil legal proceedings of family disputes over children after divorce. Using civil cases and reviews on psychological evaluations done upon lawyers' requests the article shows that a major part of those evaluations is executed on a low professional level, doesn't meet necessary requirements which leads to their unsuitability as bases for making judicial decisions. The article identifies groups of typical mistakes of psychological evaluations of underage persons in the situation of family divorce. It also highlights in detail procedural and institutional, methodological, structural, and deontological mistakes. The articles offers steps to change the practice of using psychological knowledge in civil legal proceedings of protecting child's interests after divorce.</jats:p>",8,2,152,163,,psychological evaluation of underage; divorce; family disputes over children; child's interests; civil legal proceedings; judicial psychological evaluation; complex judicial psychological and psychiatric evaluation,,,,https://psyjournals.ru/psyandlaw/2018/n2/93400.shtml https://psyjournals.ru/files/93400/psyandlaw_2018_2_Oshevsky_Terekhina.pdf,http://dx.doi.org/10.17759/psylaw.2018080212,,10.17759/psylaw.2018080212,2808915345,,0,,2,true,cc-by-nc,gold
073-780-284-016-096,The use of «serious gaming» in educational work with children,,2017,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,E E Klopotova; T Y Kuznetsova,"<jats:p>This article discusses the foreign studies on the use of so-called «serious» computer games («Serious Games») in the educational work with children. Three main groups of these types of games are singled out: games aimed at increasing physical activity in children, games aimed at informing the child in a particular issue and games aimed at changing the behavior of the child. The article presents description of some computer games of this type. The results of study of utilization of computer games in educational work with children and comparison of their efficacy with traditional educational means are discussed.</jats:p>",6,4,41,45,Psychology; Work (electrical); Applied psychology,видеоигры; компьютерные игры; серьезные видеоигры; информационные технологии video games; computer games; video games; serious; information technology,,,,https://psyjournals.ru/files/91191/jmfp_2017_n_4_Klopotova_Kuznetsova.pdf https://psyjournals.ru/en/jmfp/2017/n4/Klopotova_Kuznetsova.shtml,http://dx.doi.org/10.17759/jmfp.2017060404,,10.17759/jmfp.2017060404,2792450006,,0,002-384-519-118-573; 002-611-541-794-727; 003-520-800-272-089; 021-944-209-858-80X; 024-026-692-593-237; 027-218-052-170-311; 042-768-896-534-525; 044-001-700-904-168; 045-238-625-711-615; 051-690-116-255-517; 062-083-909-577-289; 073-763-993-126-840; 082-027-233-407-034; 093-263-571-607-462; 111-482-474-887-184; 136-631-171-791-840,4,true,cc-by-nc,gold
074-033-513-936-599,The personal characteristics of witnesses as the basis of choice of tactics of interrogation,,2016,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,И А Жаринов; А С Калашникова,"<jats:p>The article is devoted to studying of psychological features of persons influencing the choice of tactics of interrogation of witnesses. In this study 70 students took part with incomplete higher education between the ages of 18 to 21 years. The experimental group consisted of 35 people with type external locus of control, a control group – 35 people with type internal locus of control. Was conducted a multifaceted study of the individual and identified groups of people with hysteroid, schizoid and psychasthenic personal orientation, which were selected ten theory-based, efficient tactic, allowing to improve the effectiveness of testimony. According to the results the efficiency of testimony depends on the type of locus of control, when the person has a internal locus control efficiency response without the use of tactics is significantly higher than in subjects with external type of locus of control. Were given ecommendations to improve the effectiveness of testimony to persons with internal and external locus of control in the process of interrogation depending on the personal profile.</jats:p>",6,4,155,165,Basis (linear algebra); Psychology; Interrogation; Social psychology,Бастрыкин А.И. Криминалистика: техника; тактика и методика расследования преступлений. 2-е изд.; перераб. и доп. СПб.: Юридический центр пресс; 2010. 502 с,,,,https://psyjournals.ru/psyandlaw/2016/n4/84525_full.shtml https://doaj.org/article/9341a1d855434f7b8c265e2234bf27d0,http://dx.doi.org/10.17759/psylaw.2016060414,,10.17759/psylaw.2016060414,2574557541,,0,,1,true,cc-by-nc,gold
074-198-184-321-408,Gender Aspect of Fluid Intelligence Diagnostics,,2020,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,A.Yu. Nikolaeva; Yu.A. Burdukova; Olga S. Alekseeva; Irina E. Rzhanova; V.S. Britova,"<jats:p>The study of fluid intelligence has a long history. The term “fluid intelligence” was proposed by R. Cattell in the 40s of the last century. According Cattell, fluid intelligence, along with crystallized intelligence, were fundamental factors in the structure of intelligence. With the further development of psychological science and the improvement of data analysis methods, other schemes of cognitive abilities were proposed, however, almost all of them included fluid intelligence as one of the main factor. In many studies the connection of fluid intelligence, working memory and the prefrontal cortex was demonstrated, the influence of fluid intelligence on the success of learning was proved. However, the question about gender differences in fluid intelligence is still open. In the presented study, two tests were selected for the diagnosis of fluid intelligence – Wechsler Intelligence Scale for Children – 5th edition – WISC–V and the Kaufman Assessment Battery for Children – 2nd edition KABC–II. Both of these tests contain fluid intelligence scales. In the WISC–V, the Fluid Reasoning Index includes two subtests: Matrix Reasoning, Figure Weights; in the KABC–II, the Gf Scale also consists of two subtests: Story Completion and Pattern Reasoning. The sample include 48 children. The average age was 9,5 years, 52% were boys. All children passed both intelligence tests completely. Comparison of the test results did not reveal gender differences in the fluid intelligence index. However, the correlation structure of the results of both tests was different in the group of boys compared with the group of girls (in the group of boys, significantly more relationships were found out than in the group of girls), which confirms the hypothesis that the structure of fluid intelligence is dependent on gender.</jats:p>",9,4,99,114,Psychology; Cognitive science; Fluid intelligence,,,,Russian Foundation for Basic Research,https://psyjournals.ru/files/118722/cpse_2020_n4_Nikolaeva_et_al.pdf https://psyjournals.ru/en/psyclin/2020/n4/Nikolaeva_et_al.shtml,http://dx.doi.org/10.17759/cpse.2020090405,,10.17759/cpse.2020090405,3123079797,,0,007-985-025-287-073; 019-690-594-795-710; 020-506-217-864-103; 023-776-561-894-300; 024-424-002-677-200; 026-615-264-200-829; 037-432-759-659-460; 037-732-021-144-06X; 039-645-481-936-241; 051-764-411-297-161; 059-762-272-023-743; 060-942-176-184-663; 062-144-816-049-475; 068-535-231-972-033; 072-806-034-162-820; 072-889-390-500-116; 079-969-279-482-76X; 096-150-729-896-398; 101-525-704-049-974; 105-437-515-000-050; 110-355-422-436-201; 124-323-856-488-764; 128-946-519-162-68X; 145-173-453-424-978; 172-102-437-527-388,1,true,cc-by-nc,gold
074-310-002-608-06X,Foreign studies of the phenomenon of egocentrismand socio-political attitudes of children and adolescents in modern society,,2016,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,P V Polyakov,<jats:p>The article is concerned with the analysis of foreign publications that discuss the phenomenon of adolescents’egocentrism and their socio-politicalattitudes. The article consists of two parts. The first part provides an overview of the studies of the adolescents’egocentrism in the situation of schooling and in moral development of a personality; it shows no gender differences in manifestations of egocentrism in adolescents participating in the study(United States). Egocentrism is considered as an alternative to the theory of decentration by J. Mead.  In the second part of the article the materials of foreign publications are reviewed from the point of view of the political interests of the younger generation; the adolescents’ involvement in public life and their political identityare  presented. Peer-reviewed articles of foreign authors were published in 2010 -2015</jats:p>,5,2,51,54,Psychology; Social science; Phenomenon; Politics,эгоцентризм; подростки; воображаемая аудитория; личный миф; политическая идентичность; моральная идентичность egocentrism; teenagers; an imaginary audience; personal myth; political identity; moral identity,,,,https://core.ac.uk/display/89144042 https://psyjournals.ru/files/82377/jmfp_2016_n_2_Polyakov.pdf https://psyjournals.ru/jmfp/2016/n2/82377.shtml,http://dx.doi.org/10.17759/jmfp.2016050206,,10.17759/jmfp.2016050206,2508890375,,0,002-735-948-158-68X; 012-784-939-906-002; 038-550-629-532-115; 070-135-119-835-687; 081-002-548-361-037; 123-858-976-908-211; 148-603-212-104-996; 196-183-103-594-837,0,true,cc-by-nc,gold
074-401-007-402-769,The Potential of Subjective Semantic Methods in Exploring the Perception of Architecture,,2015,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,А.Ю. Вырва; Д.А. Леонтьев,"Исследование посвящено эмпирическому изучению психологических особенностей и механизмов восприятия городской архитектуры при помощи методик личностного и архитектурного семантических дифференциалов, а также методики ценностного спектра, особенностям процесса восприятия архитектурных сооружений разной стилевой нагруженности. Обнаружилось четыре значимых фактора, влияющих на восприятие и понимание человеком архитектурного пространства: «пассивность—активность», «цельность—расщепленность», «открытость—закрытость», «выразительность». Архитектурным объектам, являющимся памятниками архитектуры и несущим определенный явный след исторического периода, приписывается больше значимых семантических признаков, а также ценностей, чем зданиям, которые схожи между собой и являются массовой жилой застройкой. Не обнаружено существенных половых различий при семантическом оценивании архитектурных объектов. Выявлены закономерные качественные различия образов зданий, относящихся к архитектурным памятникам и к массовой застройке, и показана релевантность разных методов для изучения образов архитектурных сооружений.",11,4,96,111,Humanities; Psychology,perception of architecture; subjective semantics; semantic code; semantic differential; value spectrum,,,,https://psyjournals.ru/files/79723/kip_2015_n4_vyrva.pdf https://psyjournals.ru/en/kip/2015/n4/vyrva.shtml https://doaj.org/article/058782a3a3ec46ef945bdc684aade790,http://dx.doi.org/10.17759/chp.2015110409,,10.17759/chp.2015110409,2238771237,,0,000-691-374-483-912; 118-429-208-822-451,4,true,cc-by-nc,gold
074-662-879-206-058,The power of imagination / The weakness of dating: on two origins of autobiographical memory distortion,,2017,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,В В Нуркова; Д А Василенко,"<jats:p>The article focuses on issues of autobiographical memory malleability which are of high relevance to forensic practice. Taking into account both single case report and mass studies we revealed that time is the weakest aspect of autobiographical recollection. Namely, dating of past event and ordering of event components are prone to memory distortion to the maximum extent. Paradoxically, it coincides with high confidence in accuracy of event recalled. Than we shifted to the most discussed in the relevant literature mechanism of memory transformation i.e. imagination inflation. This mechanism consists of mistaking just imagined event for a real one. We also noted that high subjective probability of imagined event and reliable source of misinformation make significant impact into memory transformation.</jats:p>",7,1,182,192,Distortion; Autobiographical memory; Psychology; Cognitive psychology; Power (social and political); Weakness; Imagination,constructiveness of cognition; autobiographical memory; subjective confidence; autobiographical memory's malleability,,,,https://psyjournals.ru/files/85464/psyandlaw_2017_1_Nourkova_Vasilenko.pdf https://core.ac.uk/display/90815604 https://psyjournals.ru/en/psyandlaw/2017/n1/85464.shtml,http://dx.doi.org/10.17759/psylaw.2017070115,,10.17759/psylaw.2017070115,2605278508,,0,011-256-248-312-592; 018-580-022-239-491; 020-409-990-030-70X; 027-892-426-107-371; 032-696-319-772-467; 036-811-753-293-81X; 046-590-018-681-898; 050-655-194-786-209; 054-287-744-104-997; 058-510-013-984-622; 071-838-006-341-290; 092-104-015-034-03X; 109-305-546-849-998,3,true,cc-by-nc,gold
074-739-070-042-223,Body image and attitude to one's body in adolescent: family and sociocultural factors (based on foreign researches),2019-12-27,2019,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,E A Erokhina; E V Filippova,"<jats:p>The article provides an overview of foreign studies published between 2014 and 2019 on the problem of body image and attitudes of adolescents to their bodies. The influence of social environment, social networks and family on the formation of body image and satisfaction with it is analyzed. The emphasis is on the studies that consider child-parent relations, parents' attitudes and behaviors towards adolescents, their own attitudes towards their parents and their own attitudes to their own bodies as the main factors convey their behaviors to children. It is shown that the attitude to the body can be a predictor of eating disorders, overweight, depressive symptoms, dysmorphia. The analysis of the presented studies leads to understanding of the necessity in awareness-raising work  with the sociocultural and family environment of adolescents, primarily with their parents</jats:p>",8,4,57,68,Psychology; Sociocultural evolution; Social psychology,body image; child-parent relationships; eating disorders; depression; body mass index; victimization; media; social networks; parents; peers; self-rating,,,,https://doaj.org/article/009fd0c0bbab43fca66aa64a287562fa https://psyjournals.ru/files/111383/jmfp_2019_n4_Erokhina_Filippova.pdf https://psyjournals.ru/jmfp/2019/n4/Erokhina_Filippova.shtml,http://dx.doi.org/10.17759/jmfp.2019080406,,10.17759/jmfp.2019080406,2996940970,,0,003-683-846-930-194; 004-381-045-477-660; 004-956-709-973-726; 005-439-536-848-847; 005-791-930-668-994; 009-266-619-837-900; 015-596-707-800-322; 023-963-552-580-071; 030-191-948-469-915; 033-894-881-113-788; 035-240-680-965-095; 043-135-148-701-849; 043-844-496-609-40X; 045-817-779-000-935; 046-009-152-729-918; 047-518-214-018-727; 054-626-090-161-063; 060-572-319-342-943; 062-728-592-785-244; 066-090-754-737-831; 077-194-683-410-422; 081-676-406-673-407; 082-165-673-256-95X; 088-565-279-406-965; 103-494-782-752-618; 105-514-275-974-804; 112-126-026-006-668; 113-411-987-595-050; 123-669-454-032-811; 129-294-306-793-651; 133-982-401-950-313; 140-043-695-129-691,9,true,cc-by-nc,gold
074-752-942-217-454,Fairy tale group in the children's psycho-neurological sanatorium,,2016,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,null Radionova,"<jats:p>The article is devoted to conducting a psychotherapy group performing a combined fairy-tale plot. The participants were primary schoolers with neurotic symptoms and developmental delay, they were patients of a psycho-neurological sanatorium (Moscow). The group was working through rehearsing in a fairy tale puppet theatre. General theoretical and methodical basis of fairy-tale performing as a psychotherapy approach is described. Three levels of the psychotherapeutic work are developed: 1) working with a group as a whole with common problems of participants, 2) working on problems of a child as an individual and 3) working on a fairy tale individually. The assessment of the therapeutic approach effectiveness is discussed in the context of children’s being at the institution. As the result of the psychotherapy the children’s proneness to conflict, anxiety, neuroticism, neurotic symptoms were observed to have decreased and their self-esteem appeared to have become more realistic.</jats:p>",5,1,127,147,Art; Genealogy; Psychotherapist; Group (mathematics),Постой; лягушка; не зевай; Газету лучше почитай psychotherapy of children; puppet theater; fairy tale; group psychotherapy,,,,http://psyjournals.ru/en/psyclin/2016/n1/Radionova.shtml https://psyjournals.ru/en/psyclin/2016/n1/Radionova.shtml,http://dx.doi.org/10.17759/cpse.2016050109,,10.17759/cpse.2016050109,2529913582; 2399832621,,0,,0,true,cc-by-nc,gold
074-832-253-850-991,"Посттравматическая и психопатологическая симптоматика личности с виктимной идентичностью, пережившей автомобильную аварию",,2021,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,О О Андронникова; Ю М Забродин,"<jats:p>The paper analyzes the post-traumatic and psychopathological symptomatology of a person with victim identity in people who have survived a car accident. The article presents the materials of an empirical study obtained on a sample of people who had a car accident and who asked for psychological help for a subsequent violation of adaptation. The study involved 204 respondents aged 25 to 50 years, divided into groups based on the presence of signs of post-traumatic stress. The first group consisted of persons with pronounced post-traumatic symptoms (139 people, 78% of them are women), the second group consisted of persons without pronounced post-traumatic symptoms (65 people, 64% of women). The study used the following methods: the Questionnaire of dispositional self-attentiveness, a modified form of the Freiburg Personality Inventory (FPI), the Meaning-in-Life Orientations test developed by D.A. Leontiev, the COPE Inventory, which assesses the characteristics of responding to difficulties in everyday life situations, the Victim Personality Identity Scale, the Impact of Event Scale-R, and the Symptom Check List-90-Revised. The results obtained allow us to conclude that victim identity is a component of a personality with pronounced post-traumatic and psychopathological symptoms. Other components of personality in the structure of experiencing post-traumatic stress are intrapersonal conflict, personality crisis, and fixation on a traumatic event, which aggravate psychopathological symptoms when experiencing a car accident.</jats:p>",10,1,80,99,Psychology,post-traumatic and psychopathological symptoms; victim identity; occurrence factors; traumatic stress; victimization; car accident,,,,https://psyjournals.ru/psyclin/2021/n1/Andronnikova_Zabrodin_full.shtml https://psyjournals.ru/files/119978/cpse_2021_n1_Andronnikova_Zabrodin.pdf,http://dx.doi.org/10.17759/cpse.2021100105,,10.17759/cpse.2021100105,3156442416,,0,004-758-558-142-556; 010-704-805-235-295; 014-930-301-064-85X; 021-425-666-952-645; 028-849-315-637-647; 029-712-807-526-360; 031-935-000-263-002; 035-031-962-263-728; 042-830-495-946-160; 045-002-921-353-663; 047-925-952-620-216; 064-244-461-694-053; 065-542-950-005-839; 073-035-432-507-189; 076-048-052-333-625; 079-415-996-493-192; 081-764-134-912-194; 084-103-012-318-227; 125-525-550-522-255,0,true,cc-by-nc,gold
074-859-742-419-318,The Peculiarities of Professionally Important Qualities of the Members of Locomotive Brigades of Railway Transport,2019-09-30,2019,journal article,Humanitarian: actual problems of the humanities and education,20789823; 25877879,National Research Mordovia State University MRSU,,Natalia V. Andronova; Zhanna G. Garanina; Maria S. Ionova; Natalia V. Rezepova,"<jats:p>Introduction. The article covers the issue of professional selection and determination of the set of qualities that should be possessed by the specialists of “person – machines” field, in particular, workers of locomotive brigades. The issue of assessing the professional suitability of operators of locomotives in Russia was raised in the late XIX century by railway engineers-administrators. However, the study of professionally important qualities of the members of the locomotive crews proves to be relevant today. The practical importance of corresponding research is related to ensuring the safety of trains movement. Materials and Methods. The study incorporated a combination of methods: literature analysis, testing (methods for diagnostics of level of personal risk readiness “PSK” R. Schubert, test “A study of volitional self-regulation” A. V. Zverkova,; ; E. V. Eydman, methodology for perceptual assessment of stress), the survey (questionnaire). Spearman rank correlation method was used for statistical analysis of empirical data. Results. The article describes the results of empirical research of peculiarities of professionally important qualities of locomotive brigade workers. In particular, the authors introduce the data of diagnostics of volitional self-regulation and stress resistance of locomotive drivers and assistant drivers, and also results of measuring their risk tolerance, considered as an anti-PVK. It was revealed that the majority of the tested workers of locomotive brigades demonstrate low and medium levels of personal readiness to take risks, they are not inclined to act rashly and randomly. The majority of drivers and their assistants have a high level of volitional self-regulation development, i.e., they are emotionally mature, active, independent and self-reliant. Three quarters of the surveyed workers from the locomotive crews demonstrated a high level of perseverance and an overwhelming majority showed highly developed self-control. More than a half of the sample turned out to be representatives of the B type stress, i. e., stress-resistant people. However, more than a third of the members of locomotive crews tend to exhibit A type stress. They showed manifestations of aggressiveness, impatience, and intolerance to stress. The article contains the analysis of the survey of the locomotive staff members concerning the qualities required for the representatives of their profession. Most frequent feedback among the responses was about volitional traits expressing attitude to work and to other people. The survey revealed the particular importance of fostering some psychological qualities of the locomotive drivers and their assistants: patience, attentiveness, responsibility, determination, self-confidence, vigilance, diligence. Correlation analysis of empirical data using Spearman’s rank correlation determined the presence of statistically significant connection of volitional self-regulation and self-control with the types of stress resistance. There is an average force feedback between the indicated qualities of workers of locomotive brigades. The data of correlation analysis and test logic, used to measure stress resistance, suggest that higher level of volitional self-regulation development and self-control as its component inevitably boost better stress resistance of locomotive crew members. Discussion and Conclusion. Efficiency of professional activities of locomotive brigade members of a depot can be bettered by means of training exercises, carried out by a specialist of psychological profile, involving locomotive drivers and their assistants. The exercises should be targeted at the development of volitional self-regulation, and its element self-control, thus contributing to stress resistance improvement.</jats:p>",19,3,320,336,Business,,,,,http://jg.isi.mrsu.ru/assets/gumanitary_2019_47_8.pdf,http://dx.doi.org/10.15507/2078-9823.047.019.201903.320-336,,10.15507/2078-9823.047.019.201903.320-336,2980113315,,0,091-793-338-483-112; 124-268-817-067-124,1,true,,bronze
074-959-268-634-202,From the Editor,,2022,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,A.B. Kholmogorova,,30,3,5,7,Psychology,,,,,https://psyjournals.ru/journals/cpp/archive/2022_n3/cpp_2022_n3_from_editor.pdf https://doi.org/10.17759/cpp.2022300301,http://dx.doi.org/10.17759/cpp.2022300301,,10.17759/cpp.2022300301,,,0,,0,true,cc-by-nc,gold
075-152-999-677-491,Характеристики музыкального исполнения и зрительно-моторного взаимодействия при чтении с листа у пианистов в зависимости от особенностей музыкального произведения,,2017,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,Л.В. Терещенко; Л.А. Бойко; Д.К. Иванченко; Г.В. Заднепровская; А.В. Латанов,"<jats:p>We studied the basic characteristics of the music playback while sight-reading of three two-line musical selections of classic music of different textures and complexity–two-voice polyphonic musical piece, the theme and variation of homophonic-harmonic musical piece. The tempo of play and the number of errors depend on the texture of a musical selection. These characteristics are objective indicators of the skill of sight-reading of musicians, and the complexity of musical selection. Using an original technique of eye movement recording without head fixation we studied eye-hand span–the time from reading the text to music playback. According to our data, eye-hand span is dependent on the texture of the performed musical piece, correlated inversely with the number of errors and directly correlated with the rate of stability in the performance. This parameter is also the objective measure of sight-reading ability, and is connected with the complexity of a musical piece and, presumably characterizes the working memory capacity of musicians.</jats:p>",10,2,40,53,Psychology,,,,,https://psyjournals.ru/en/exp/2017/n2/Tereshchenko_Boyko_et_al.shtml https://psyjournals.ru/files/87891/exppsy_2017_n2._Tereshchenko_Boyko_et_al.pdf,http://dx.doi.org/10.17759/exppsy.2017100204,,10.17759/exppsy.2017100204,2766360892,,0,002-905-057-780-263; 003-539-271-986-261; 035-006-780-583-590; 038-363-811-484-902; 038-849-942-927-961; 057-662-281-087-035; 068-135-707-046-957; 079-685-504-811-183; 150-263-869-409-237; 159-196-352-622-30X,0,true,cc-by-nc,gold
075-180-246-706-575,Foreword by the Editor,,2020,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,N.N. Tolstykh,"<jats:p>We continue our discussion of cyberpsychology, which we started in our previous issue, the fourth issue of 2019. We received so many articles on cyberpsychology that even with our rigorous selection process, we could not fit all the articles into one issue. Hence we made a decision to devote another issue to this topic.</jats:p>",11,1,5,7,Selection (genetic algorithm); Computer science; Process (computing); Data science; Operations research; Management science; Artificial intelligence; Engineering; Programming language,,,,,,http://dx.doi.org/10.17759/sps.2020110101,,10.17759/sps.2020110101,,,0,,0,true,cc-by-nc,gold
075-193-988-935-206,Family Resilience Assessment Scale (FRAS-RII): A New Version,,2024,journal article,Психология. Журнал Высшей школы экономики,18138918; 25419226,"National Research University, Higher School of Economics (HSE)",Russian Federation,Elena Gusarova; Maria Odintsova; Nina Kozyreva; Elena Kuzmina,"<jats:p>Numerous versions of the Family Resilience Assessment Scale (FRAS) are constantly modified in order to make allowance for the limitations of previous versions. Approbation of the Family Resilience Assessment Scale (FRAS-RII), held in 2021, also showed the need to improve the instrument, verify its psychometric characteristics, which became the purpose of the current study. The study involved 627 respondents from Russia (n = 300) and Belarus (n = 327) aged from 18 to 67 years (average age of Russians 34.3 ± 12.5, average age of Belarusians 22.5 ± 7). We used the following methods: socio-demographic questionnaire, Family Resilience Assessment Scale FRASRII; Short version of Hardiness Survey; Test «Family Emotional Communications»; Revised questionnaire «Experience in Close Relationships». As a result, the optimal structure of the Family Resilience Assessment Scale FRAS-RII was elaborated with the psychometric characteristics indicating a high internal consistency of its five subscales. The subscales correlate with indicators of hardiness, family emotional communications, and experience in close relationships, indicating the external validity of the scale. The characteristics of family resilience differ depending on marital status and number of children in families, depending on the type of adverse event in the samples of Russians and Belarusians, which also confirms the applicability of the scale when working with different types of families. We may conclude that the FRAS-RII with its five subscales such as family communication and connectedness, positive outlook and problem solving, acceptance and flexibility, social resources, family spirituality, is a reliable, valid tool for research and for psychological help to Russian and Belarusian families.</jats:p>",21,1,8,31,Resilience (materials science); Scale (ratio); Psychology; Geography; Cartography; Physics; Thermodynamics,,,,,https://psy-journal.hse.ru/data/2024/03/30/2144746495/Т. 21. № 1. 2024 8-31.pdf https://doi.org/10.17323/1813-8918-2024-1-8-31,http://dx.doi.org/10.17323/1813-8918-2024-1-8-31,,10.17323/1813-8918-2024-1-8-31,,,0,,1,true,,gold
075-290-361-616-046,Configurational relations of a face as a source of information about personality,,2019,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,V A Barabanschikov,"<jats:p>The possibilities of obtaining information about the identity of a third party were studied in different ways of depicting a face. The results of two series of experiments were compared, in which the same configuration relations were included in the context of either a schematic face made up of abstract geometric figures or photographic portraits of specific people. Stimulus material was based on the figures of E. Brunswick (1956), demonstrating the dependence of induced expressions (joy/gust) on the spatial organization of the face. Assessment of individual psychological features of the sitter and self-assessment of observers were performed using the Personal Differential method. As a result of the analysis the general regularities of perception of a person in the created conditions are revealed: polarization of estimations of features and their asymmetry defined by impressions about the state of modelers — real or imaginary. Two nonspecific phenomena of interpersonal perception related to transformations of the configuration relations of the face have been revealed: (1) inversion of the attractiveness of the person shown in the photo, and (2) doubling of the personality of the virtual sitter. It is shown that the influence of the observer’s self-esteem on the modeler’s assessment depends both on the type of the face image and on the direction of configuration transformations. The obtained results are interpreted in terms of the dynamics of constellation of features, the mechanism of super generation of emotional manifestations and halo-effect of attractiveness. The methodology of general psychological research of interpersonal perception based on the variation of configuration relations of the face is substantiated.</jats:p>",12,3,28,46,Psychology; Personality; Face (sociological concept); Social psychology,,,,Russian Science Foundation,https://psyjournals.ru/exp/2019/n3/Barabanschikov.shtml https://psyjournals.ru/files/110429/exppsy_2019_n3_Barabanschikov.pdf,http://dx.doi.org/10.17759/exppsy.2019120303,,10.17759/exppsy.2019120303,2990882873,,0,007-247-881-653-991; 008-436-621-233-682; 010-177-802-070-665; 011-013-235-578-125; 015-486-503-031-210; 022-266-450-817-904; 024-109-634-109-279; 047-374-513-078-818; 088-485-617-988-233; 102-816-927-749-122; 113-376-727-989-423; 119-517-570-714-820,2,true,cc-by-nc,gold
075-300-753-327-098,Foreword by the Editor,,2022,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,N.N. Tolstykh,<jats:p>The articles in this thematic issue of the journal present new methods of social psychology or the ones that are rarely used by domestic researchers.</jats:p>,13,3,5,7,History,,,,,https://psyjournals.ru/files/132304/sps_2022_n3_Tolstykh.pdf https://doi.org/10.17759/sps.2022130301,http://dx.doi.org/10.17759/sps.2022130301,,10.17759/sps.2022130301,,,0,,0,true,cc-by-nc,gold
075-623-874-449-629,Formation of Adolescents’ Achievement Motivation in Modern Educational Space,,2019,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,T V Ermolova; Aleksandr V. Litvinov; E A Balygina; A V Guzova,"<jats:p>Analyzing studies on motivation carried out by foreign scholars in 2017–2019 one can identify the following trends in search of motivational factors of achievements at school level and family miсrocommunity: the desire to stand out and assimilate, attractiveness and popularity, family tradition of education, relationships with parents, self-image, resilience. These studies distinctly show the value of motivational climate and suspended individual supporting strategies focused on life goals, including emotional involvement. Deep involvement in school life and the authority of the teacher can be regarded as predictors of high achievement motivation of junior adolescents. The review analyzes the reasons of reduction in learning motivation of high schoolers. The article discusses the models that demonstrate the role of belief in self-efficacy and role of mother and father in the formation of school achievement motivation. The authors show that scientists gradually shift the emphasis in the direction of non-invasive ways of shaping the «induced» learning motivation and targeted motivation for learning of particular top-requested disciplines.</jats:p>",8,2,7,18,Mathematics education; Psychology; Need for achievement; Space (commercial competition),мотивация достижений; подростки; мотивационный климат; идентичность; стремление выделиться; материнская поддержка; самоэффективность; наведенная мотивация achievement motivation; adolescents; motivational climate; identity; desire to stand out; maternal support; self-efficacy; induced motivation,,,,https://psyjournals.ru/jmfp/2019/n2/Ermolova_et_al.shtml https://psyjournals.ru/files/107285/jmfp_2019_n2_Ermolova_Balygina_Litvinov.pdf,http://dx.doi.org/10.17759/jmfp.2019080201,,10.17759/jmfp.2019080201,2954342735,,0,000-777-704-229-229; 002-803-178-167-468; 005-846-265-955-330; 015-349-218-469-175; 022-899-347-098-112; 035-319-200-999-627; 035-563-219-884-138; 041-501-256-750-730; 042-967-952-251-899; 043-580-384-306-424; 052-301-464-126-441; 060-501-946-826-551; 062-854-802-215-942; 064-007-880-636-705; 070-196-328-892-652; 078-176-016-359-325; 079-543-502-612-929; 081-414-272-152-576; 100-977-109-596-157; 114-137-360-075-809; 114-303-408-110-636; 134-362-828-491-151; 142-513-912-970-177; 160-279-216-361-394; 170-429-981-080-50X; 174-390-604-770-695,4,true,cc-by-nc,gold
075-968-113-612-632,The Scientific School of L.I. Bozhovich: Current State and Future Perspectives,,2019,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,M V Ermolaeva; D V Lubovsky,"<jats:p>The paper describes outcomes of a study that was carried out within the research project of the Moscow State University of Psychology &amp; Education called “The Scientific School of L.I. Bozhovich: Analyzing the Current Situation”. The study explored how the ideas developed within L.I. Bozhovich’s school of thought evolved at the end of the 20th century and the beginning of the 21st; it revealed a growing interest in these ideas among scholars and an increase in the number of works aimed at gaining new data and refining Bozhovich’s concept in modern settings. The paper highlights the most essential features of current situation and future perspectives of Bozhovich’s school of thought and also gives a detailed overview of the International Conference “L.I. Bozhovich’s Scientific Legacy and Modern Psychology of Education” that was held in Moscow on September 24—25, 2018 by the Moscow State University of Psychology &amp; Education together with the Psychological Institute of the Russian Academy of Education.</jats:p>",15,2,79,84,Current (fluid); Political science; State (polity); Scientific school; Engineering ethics,,,,Moscow State University of Psychology and Education,https://psyjournals.ru/kip/2019/n2/Yermolayeva_Lubovsky.shtml https://psyjournals.ru/files/107081/chp_2019_n2_Yermolayeva_Lubovsky.pdf,http://dx.doi.org/10.17759/chp.2019150209,,10.17759/chp.2019150209,2955586168,,0,,0,true,cc-by-nc,gold
076-001-328-062-283,Foreword by the Editor,,2018,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,N.N. Tolstykh,,9,1,5,7,Computer science,,,,,http://psyjournals.ru/files/91910/sps_2018_n1_Ot_redaktzii.pdf https://doi.org/10.17759/sps.2018090101,http://dx.doi.org/10.17759/sps.2018090101,,10.17759/sps.2018090101,,,0,,0,true,cc-by-nc,gold
076-326-020-483-343,Professional Self-determination in Young Age as a Structural Component of Future Professionalism: Socio-Cognitive and Creative Factors,,2019,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,О.Б. Чеснокова; С.М. Чурбанова; С.В. Молчанов,"<jats:p>The article presents a review of studies on the problem of professional self-determination in adolescence in the aspect of the development of future professionalism, based on the specifics of the laws of age development, which expands the traditional sociological, sociopsychological and differential psychological representations accepted in the literature. Cross-cultural and ethno-cultural differences in the development of professional self-determination are considered. Particular attention is paid to the analysis of the prerequisites for the development of the components of such a megastructure of professional maturity as career adaptability, defined as the ability to respond flexibly to dynamically changing requirements and conditions of professional activity, using psychological resources of self-development. It is shown that in the transition from adolescence to youth, adaptability to a career means a balance between interest in a future profession and a realization of the realism of the realization of professional expectations through awareness of their resources and capabilities. In the framework of the Social Cognitive Theory of Professional Development (SCCT), the analysis of complex systems and the social interaction, the concept of strong and weak ties, nonspecific and specific influence, the article discusses the role of sociocognitive and creative factors as mediators which until now have been little studied in relation to the process of professional self-determination in adolescence and young age. The studies revealed the influence of social intelligence on the interest of adolescents and youths in the subject content and social status of the future profession and in interpersonal professional culture. Also, there is a correlation between social intelligence and the second component of the “career adaptability” mega-structure, such as curiosity and orientation in the requirements of the profession, professional expectations (career curiosity). Modern research shows a significant correlation between creativity and the first component (career concern) — planning your own professional future, especially in the early stages of professional self-determination.</jats:p>",15,4,109,118,Developmental psychology; Psychology; Socio-cognitive; Young age; Structural component; Self-determination,professional self-determination; career maturity; social volunteering; career adaptability; social intelligence; emotional intellect; creativity; late adolescence,,,Russian Foundation for Basic Research,https://psyjournals.ru/files/111497/chp_2019_n4_Chesnokova_et_al.pdf https://psyjournals.ru/kip/2019/n4/Chesnokova_et_al.shtml https://istina.msu.ru/publications/article/232538074/,http://dx.doi.org/10.17759/chp.2019150411,,10.17759/chp.2019150411,2998572001,,0,003-329-425-866-567; 007-564-574-288-241; 012-618-900-794-070; 015-862-669-228-300; 022-401-349-899-078; 024-763-903-197-139; 031-103-824-701-579; 036-905-173-632-464; 039-575-292-367-739; 044-081-032-894-904; 044-577-483-993-476; 045-437-232-390-621; 046-072-479-819-212; 054-583-671-707-098; 054-716-556-041-514; 057-267-395-889-378; 060-503-766-267-536; 071-010-788-109-68X; 071-912-336-950-876; 079-361-367-763-013; 079-373-593-913-049; 081-823-153-794-805; 091-345-471-688-062; 113-512-208-338-577; 119-397-818-075-185; 127-452-100-321-091; 128-047-820-203-920; 131-545-114-727-372; 179-319-505-484-992; 189-065-028-528-782,8,true,cc-by-nc,gold
076-637-837-890-961,Мотивационно-эмоциональное отношение к учебе старшеклассников различного пола и возраста,,2019,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,И.И. Вартанова,"<jats:p>The purpose of this work was to study sex and age characteristics of emotional reflection of objects-values of school life in high school students. Experimental identification of the structure of the emotional-motivational profile was carried out using a factor analysis of assessments of 10 objects of school life according to the system of 25 adjective pairs in accordance with the Semantic Dif ferential scale. The analysis was conducted separately for each of the four groups of schoolchildren (two schools in Moscow with the traditional training paradigm): the younger group (8—9 grades, 14—15 years old) boys (52) and girls (57), the older groups (10—11 classes, 16—17 years old) boys (96) and girls (100).This made it possible to identify and describe the structure and qualitative specificity of the emotional relationship of high school students of different sex and age. It is revealed that with age there is a tendency of differentiation and transformation of the content of certain motives: for boys in the sphere of self-affirmation and for girls in the sphere of affiliation and status motivation. Obligation motivation (learning as a necessity) turned out to be similar for groups of boys and girls and varies insignificantly with age.</jats:p>",24,5,71,79,Psychology,,,,,https://psyjournals.ru/files/110357/pse_2019_n5_Vartanova.pdf https://istina.msu.ru/publications/article/253989674/ https://psyjournals.ru/psyedu/2019/n5/Vartanova.shtml,http://dx.doi.org/10.17759/pse.2019240507,,10.17759/pse.2019240507,2989774260,,0,019-792-779-112-063; 087-830-268-809-177; 092-103-632-350-287; 114-137-360-075-809,1,true,cc-by-nc,gold
076-728-391-347-641,Political activity of Russian youth: current development trends,,2020,journal article,Bulletin of the Moscow State Regional University,22240209,Federal State University of Education,,Antonina Vladimirovna Selezneva; Victoria E. Zinenko,"Политическая активность российской молодёжи: современные тенденции развития АннотАция Цель исследования в том, чтобы выявить тенденции изменения форм и направлений политической активности российской молодёжи за последнее десятилетие. Процедура и методы исследования. Применены методы анкетирования, наблюдения и контент-анализа. Проведён анализ результатов авторского эмпирического исследования и данных различных исследовательских центров (ВЦИОМ, Фонд «Общественное мнение», Левада-Центр), а также представленных в интернете материалов и статистических данных. В результате исследования были выявлены и охарактеризованы основные формы политической активности молодёжи -электоральное участие, участие в деятельности молодёжных общественно-политических организаций и движений, участие в деятельности молодёжных представительных институтов при органах власти, профессиональная (общественно-политическая) деятельность. Рассмотрены технологии повышения политической активности молодёжи. Теоретическая и/или практическая значимость. В статье систематизированы данные о формах политической активности молодёжи, обозначены тенденции их развития в современных условиях. Выявлена направленность на развитие субъектсубъектных отношений между государством и молодёжью посредством создания условий и применения технологий по вовлечению молодого поколения в общественно-политическую жизнь. Ключевые словА политическая активность, политическое участие, политическое поведение, молодёжь, политика, политическая психология струКтурА Введение Формы политической активности молодёжи Технологии повышения политической активности молодёжи Выводы политология",,2,,,Political economy; Current (fluid); Political science; Politics,political activity; political participation; political behavior; youth; politics; political psychology,,,,http://dx.doi.org/10.18384/2224-0209-2020-2-1012,http://dx.doi.org/10.18384/2224-0209-2020-2-1012,,10.18384/2224-0209-2020-2-1012,3040580420,,0,178-051-537-228-423,2,true,cc-by,gold
076-730-755-741-360,"Агрессивность учащихся средних и старших классов и предпочитаемые ими стили поведения в конфликтной ситуации, гендерный аспект",,2018,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Ц А Шамликашвили; С В Харитонов; Д Н Пчелинцева; В П Графский,"<jats:p>The paper presents the results of a study of the propensity of students of the state budgetary educational institution to manifestations of various forms of aggression and their preferred strategies of behavior in conflict situations.; The study was conducted on the basis of one of the state budgetary institutions of Moscow and included data from 462 children aged 11 to 17 years.; It is defined that in dynamics from middle to senior classes at girls the tendency to manifestation of indirect aggression, offense and verbal aggression increases, at boys the tendency to physical, indirect and verbal aggression and offense increases. The severity of these forms of aggression is at levels — above average.; In high and middle school students, the strategy of rivalry is not the preferred choice of behavior in conflict, but rather compromise and avoidance in high school and adaptation and avoidance in middle school.; Thus, conflict tensions in educational institutions are not associated with the level of aggressiveness of secondary and higher school students. It is obvious that there are other mechanisms that remain insufficiently studied.</jats:p>",8,2,138,151,Psychology,aggression; conflict; school; pupils; boys; girls,,,,https://psyjournals.ru/psyandlaw/2018/n2/93385.shtml https://psyjournals.ru/files/93385/psyandlaw_2018_2_Shamlikachvili.pdf,http://dx.doi.org/10.17759/psylaw.2018080211,,10.17759/psylaw.2018080211,2808848127,,0,002-754-883-659-232; 036-345-060-010-498; 042-779-396-522-345; 047-815-705-315-647; 055-936-472-635-754; 086-588-609-664-502; 092-205-458-175-408,2,true,cc-by-nc,gold
076-942-973-840-230,Comparative analysis of personal resources of belarusian and russian transitional and new generations in new cultural and historical conditions,,2019,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,M.A. Odintsova; N.P. Radchikova; N.V. Kozyreva; E.I. Kuzmina,"<jats:p>A comparative analysis of personal resources (hardiness, self-activation, personal dynamism, self-control) of the last Soviet (transitional) and post-Soviet (new) generations of Belarusians and Russians is presented. On the basis of the comparative analysis of four groups (N = 426): transitional (N = 100) and new (N = 104) generations of Russians; transitional (N = 93) and new (N = 129) generations of Belarusians, the following aspects are considered: 1) differences in the characteristics of resilience, self-activation, self-control and personal dynamism; 2) the structure of personal resources of transitional and new generations of Belarusians and Russians. It is shown that vitality, self-activation, self-control, personal dynamism have different levels of expression in different generations of Belarusians and Russians, depending on the cultural and historical context. A peculiarity of the transitional generations of Belarusians and Russians is the homogeneous structure of personal resources, in contrast to the structure of the personal resources of new generations. This type of research introduces the problems of the historicity of generations and the problems of the contribution of cultural-historical conditions and situations of challenge to personal resources.</jats:p>",10,2,47,66,Sociology,personal resources; hardiness; self-activation; self-control; personal dynamism; cultural and historical conditions; challenge; USSR collapse; generations; Belarusians; Russians,,,,https://psyjournals.ru/files/106952/sps_2019_n2_Odintsova_et_al.pdf https://psyjournals.ru/social_psy/2019/n2/Odintsova_et_al.shtml,http://dx.doi.org/10.17759/sps.2019100205,,10.17759/sps.2019100205,2954118572,,0,004-802-242-890-473; 018-531-919-346-696; 046-212-109-323-529; 058-298-717-920-592; 064-161-748-777-899; 066-345-227-320-497; 103-866-247-497-314; 141-043-598-655-098,7,true,cc-by-nc,gold
077-218-981-196-544,Online and Offline Behavior: Does one Predict Another?,,2020,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,Inna Bovina; N V Dvoryanchikov,"<jats:p>The aim of the paper is to analyze the relationship between online and offline behavior by using the online disinhibition effect as an example. A person behaves differently online in comparison with the same situations offline. The two forms of disinhibition are discussed: 1) benign or positive disinhibition, when a person shares very personal information, reveals his secrets, fears, does not hide his emotional state, his experiences, he tries to help the other, showing extreme generosity and care 2) toxic or negative disinhibition — when a person shows rudeness towards the other, expresses sharp criticism or even threats, visits the sites, the content of which is very difficult to understand. Appealing to constructs such as deindividuation, reduced social cues, self-awareness — sheds light on the online disinhibition effect and allows us to talk about how behavior on the network relates towards offline behavior.</jats:p>",16,4,98,108,Machine learning; Artificial intelligence; Psychology; Online and offline,online and offline behavior; online disinhibition effect; deindividuation; norms; social representations,,,Moscow State University of Psychology and Education,https://psyjournals.ru/files/117806/chp_2020_n4_Bovina_Dvoryanchikov.pdf https://doaj.org/article/74cc95d2a26c4f37b968c626ab7899d7 https://psyjournals.ru/en/kip/2020/n4/Bovina_Dvoryanchikov.shtml,http://dx.doi.org/10.17759/chp.2020160410,,10.17759/chp.2020160410,3112842829,,0,001-213-229-342-451; 007-826-604-450-957; 010-176-062-515-344; 010-801-892-085-663; 012-034-572-730-705; 014-613-674-707-361; 018-278-702-438-817; 022-942-573-600-482; 028-567-181-645-362; 031-757-466-749-435; 032-852-827-729-950; 033-653-903-979-930; 043-983-054-976-034; 047-725-863-733-378; 067-058-829-210-468; 078-221-917-889-593; 090-608-265-305-29X; 092-152-959-010-082; 103-483-281-032-31X; 111-372-038-900-226; 129-856-886-810-172; 132-947-568-418-046; 165-446-616-744-711,8,true,cc-by-nc,gold
077-234-890-057-143,"Интеллект, креативность и успешность решения задач учащимися среднего школьного возраста в компьютерной игре «PLines»",2020-04-09,2020,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,A A Margolis; Lev S. Kuravsky; V.K. Voitov; E.V. Gavrilova; S.S. Ermakov; G.A. Petrova; E.A. Shepeleva; V.S. Yurkevich,"<jats:p>The article presents the results of the study of the relations of psychometric parameters of intelligence and creativity of middle school age students with the efficiency of their problem solving in a computer game, a variant of the famous game “Lines”. The computer game performance was estimated in the final game score. The presence of a weak, but significant positive relationship between the final game score and the indicators of creativity, but not of intelligence, was shown. The obtained empirical data are discussed from the prospects of the use of a computer game as a special diagnostic tool for cognitive abilities, and those psychological variables that can be analyzed as relevant factors for high computer game performance.</jats:p>",13,1,122,137,Psychology,"интеллект; креативность; успешность решения задач; компьютерная игра «PLines» intellect; creativity; efficiency of their problem solving; computer game ""PLines""",,,,https://psyjournals.ru/files/113077/exppsy_2020_n1_Margolis_Kuravsky_et_al.pdf https://psyjournals.ru/exp/2020/n1/Margolis_Kuravsky_et_al.shtml,http://dx.doi.org/10.17759/exppsy.2020130109,,10.17759/exppsy.2020130109,3016062895,,0,001-994-906-844-243; 002-386-854-540-965; 020-798-767-383-539; 023-953-963-511-039; 024-204-939-046-753; 037-632-921-116-197; 041-002-765-931-891; 060-058-142-418-778; 109-396-142-940-396; 125-528-056-114-33X; 130-031-704-828-056; 132-004-847-604-18X; 135-895-322-710-247; 141-970-225-510-395; 176-195-461-339-484; 198-467-888-526-224,10,true,cc-by-nc,gold
077-726-175-228-020,Функциональная детерминация письменной коммуникации пациентов с эфферентной моторной афазией,,2021,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,Е Г Иванова; А.А. Скворцов; Ю.В. Микадзе,"<jats:p>The research is devoted to the study of the specificity of disorders of written speech in efferent motor agraphia, depending on the functional orientation of writing. The theoretical prerequisite for the work was the functionalist approach developed in the direction of cultural-historical psychology. The goal of the study: to reveal the variability of writing disorders in efferent motor agraphia in the conditions of different types of written speech performance in terms of functional orientation. The study used ecological tasks, which were developed in the culture of everyday writing activities, and traditional diagnostic tasks aimed at assessing separate writing operations. The study involved 22 patients with post-stroke efferent motor agraphia, 13 of them were men, the average age was 55,0±8,0 years. Nineteen patients had higher education, 3 — secondary education. The results of statistical calculations did not reveal significant differences in any of the types of errors at the level of individual words. The analyzed types of written errors were revised in favor of syntactic ones. Intraindividual analysis using nonparametric criteria revealed differences in 5 types of syntax errors. The obtained differences are explained by the choice of certain writing strategies that meet the written task assigned to the patient. The analysis shows the need to take into account not only the various instrumental components of speech and structural units of the language, in particular, syntax, but also functional changes manifested at the level of pragmatics.</jats:p>",10,3,84,105,Psychology,agraphia; aphasia; functional communication; syntax errors,,,Russian Foundation for Basic Research,https://psyjournals.ru/files/123730/cpse_2021_n3_Ivanova_Skvortsov_et_al.pdf https://psyjournals.ru/psyclin/2021/n3/Ivanova_Skvortsov_et_al.shtml,http://dx.doi.org/10.17759/cpse.2021100306,,10.17759/cpse.2021100306,3207341235,,0,001-449-033-114-423; 002-214-289-695-479; 007-807-849-214-158; 010-938-172-489-069; 030-118-563-728-356; 035-561-827-718-804; 051-301-969-357-10X; 063-953-696-046-283; 083-577-540-577-095; 084-942-592-686-380; 117-907-451-316-636; 138-888-600-450-38X; 199-063-667-313-802,0,true,cc-by-nc,gold
077-948-716-756-461,Radicalisation:A Social Psychological Perspective (Part III),,2021,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,B.G. Bovin; I.B. Bovina; A.D. Tikhonova,"<jats:p>Radicalism and extremism have extremely serious consequences for human life and threaten the existence of humanity. The problem of deradicalisation is in the focus of our attention in this paper. The theory of uncertainty-identity describes the psychological mechanism by which the transformation of uncertainty into extremism occurs, by which a person experiencing a feeling of uncertainty, especially if this feeling is acute in its severity and is experienced for a long time, then the person tends not only to highly entitative, but to extremist groups. If this theory does not describe the mechanism of deradicalisation, then the conditions under which an individual, experiencing a feeling of uncertainty, still does not seek to become a member of groups with extremist and radical beliefs. This paper focuses on the analysis of these obstacles in the way towards extremism and radicalism. In addition, the potential of the social identity model of recovery formulated on the example of the social identity of addicts is discussed.</jats:p>",11,1,181,194,Political radicalism; Feeling; Mechanism (biology); Identity (music); Psychology; Social psychology; Perspective (graphical); Social identity theory; Humanity; Epistemology; Political science; Social group; Law; Aesthetics; Politics; Philosophy; Artificial intelligence; Computer science,Московский государственный психолого-педагогический университет (ФГБОУ ВО МГППУ); г. Москва; Российская Федерация Московский государственный психолого-педагогический университет (ФГБОУ ВО МГППУ); г. Москва; Российская Федерация дерадикализация; неопределенность; социальная идентичность; групповые нормы; смена идентичности deradicalisation; uncertainty; social identity; group norms; identity change,,,Russian Foundation for Basic Research,https://psyjournals.ru/files/119598/psylaw_2021_n1_Bovin_Bovin_Tikhonova.pdf https://doi.org/10.17759/psylaw.2021110114,http://dx.doi.org/10.17759/psylaw.2021110114,,10.17759/psylaw.2021110114,,,0,000-853-530-709-231; 002-058-262-525-750; 002-910-038-946-48X; 002-992-037-398-452; 013-495-398-921-933; 026-104-185-888-050; 026-904-933-792-405; 038-677-358-971-834; 040-111-442-313-729; 040-635-825-137-571; 044-648-615-810-471; 051-470-040-944-126; 066-222-996-109-995; 086-843-684-231-948; 089-221-318-404-055; 090-008-330-898-601; 105-637-736-175-395; 111-790-627-114-743; 113-524-017-294-100; 120-789-102-448-079; 122-864-470-959-374; 134-020-784-827-134; 134-927-869-555-540; 136-664-364-018-708; 186-891-461-260-014,3,true,cc-by-nc,gold
078-225-976-921-299,Методологические аспекты исследования восприятия знакомых и незнакомых лиц,,2021,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,А.В. Петракова; Ю.В. Микадзе; В.В. Раабе,"<jats:p>Face perception, one of most important social abilities, can be defined as the ability to perceive the face as a gestalt, along with all its parts and the relations between them. This face specific strategy has been called “configural processing”. One of actual trends in face cognition research — using of unfamiliar faces without nonspecific features — leads to controversy, whether this kind of stimulus material demonstrate ecological validity. In present, we propose a verification option using the experimental paradigm “part-whole recogni- tion” (successful detection of face details when presented in the context of a whole face). This classic effect was demonstrated using unfamiliar faces, with nonspecific details, and after the learning phase. After some modifications of this paradigm — using of unfamiliar faces without nonspecific features and without a series of familiarization — the effect disappears. The question is, whether the familiarization phase, or nonspecific features predict configural processing. We have shown that the main parameter is the absence of nonspecific features. The results may be helpful for planning future research.</jats:p>",14,2,4,23,Psychology,face perception; сonfigural face perception; part-whole recognition paradigm; familiar faces; unfamiliar faces; non-specific facial details,,,,https://psyjournals.ru/files/121637/exppsy_2021_n2_Petrakova_et_al_ru.pdf https://psyjournals.ru/exp/2021/n2/Petrakova_et_al.shtml https://istina.msu.ru/publications/article/385829705/ https://publications.hse.ru/articles/374631127,http://dx.doi.org/10.17759/exppsy.2021140201,,10.17759/exppsy.2021140201,3183180037,,0,000-036-548-641-001; 002-342-938-459-772; 006-013-296-971-747; 007-028-559-179-347; 008-436-621-233-682; 008-728-282-214-405; 009-211-199-963-020; 011-758-364-750-610; 019-454-620-361-912; 020-062-998-111-870; 027-484-215-295-912; 030-050-310-797-208; 031-690-593-379-293; 035-830-974-786-594; 043-720-516-106-486; 044-452-945-706-680; 044-973-364-206-657; 049-051-974-534-456; 057-826-897-783-002; 058-176-577-893-987; 059-306-583-454-496; 059-401-483-642-284; 066-608-905-207-154; 067-872-041-138-065; 071-409-541-817-46X; 076-655-795-419-504; 084-771-134-113-354; 086-609-801-218-932; 088-485-617-988-233; 090-880-176-053-193; 092-346-640-523-615; 094-459-875-746-382; 105-333-627-722-430; 108-613-103-967-926; 114-251-883-659-335; 115-490-402-619-936; 115-884-541-701-755; 127-975-481-410-540; 133-507-721-630-228; 141-562-203-874-638; 168-093-063-885-693; 170-707-537-243-373; 172-654-167-854-690,1,true,cc-by-nc,gold
078-316-096-512-52X,Internet addiction and addiction to computer games in the work of Russian psychologists,,2020,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,N V Kochetkov,"<jats:p>Objectives. This literary review is devoted to domestic research in the field of psychology of Internet addiction and addiction to computer games. Background. The popularity of topics related to Internet technologies is explained by their novelty, great dynamism and poorly studied, which causes social anxiety, catalyzing the activity of scientists in this area. In addition, one can note the high rate of spread of cyberdictions, due to which some authors are in a hurry to call them a threat to society. The structure of the study. The article provides data on the criteria, diagnostic techniques, causes, programs for the prevention and rehabilitation of Internet addiction and computer games, gives psychological characteristics of addicts, and traces the current trends in research into this problem area. Conclusions. According to the results of domestic empirical studies, Internet users, Internet addicts and gamers have negative psychological characteristics. The Internet has a destructive influence on the person, which is manifested in the simplification of speech, isolationism, and Internet users have difficulties in communication, a tendency to negativity, inadequate self-esteem, etc. Internet addicts will be characterized by deviations in the intellectual, motivational spheres, interpersonal relationships, coping strategies, value orientations, and planning. Users who are addicted to computer games will be distinguished by inconsistency with social norms, an overestimation of their capabilities, an unformed form of self, and unmotivated actions. Currently, the grounds for highlighting the criteria for cyberdictions are being rethought, more and more publications are turning to the positive impact of the Internet and computer games, noting their resource potential.</jats:p>",11,1,27,54,The Internet; Psychology; Work (electrical); Addiction; Applied psychology,Internet; cyberpsychology; Internet psychology; cyber socialization; Internet addiction; problem use of the Internet; computer addiction; addiction to computer games,,,,https://doaj.org/article/c3a38c10ab4a484ebc6c39d84707aaaa https://psyjournals.ru/files/112799/sps_2020_n1_Kochetkov.pdf https://psyjournals.ru/social_psy/2020/n1/Kochetkov.shtml,http://dx.doi.org/10.17759/sps.2020110103,,10.17759/sps.2020110103,3014733341,,0,004-334-380-697-730; 004-967-751-293-162; 012-745-377-515-146; 013-042-233-496-113; 013-101-022-914-503; 016-505-335-010-249; 016-823-002-641-636; 026-972-451-596-983; 056-813-969-502-363; 057-338-994-601-634; 067-375-912-859-291; 070-857-628-338-149; 071-003-896-808-490; 072-391-510-259-059; 088-001-700-312-273; 099-305-212-774-374; 115-050-905-981-401; 117-028-274-886-062; 146-122-385-283-718; 151-495-186-826-129; 170-660-264-000-951; 178-032-723-307-72X,22,true,cc-by-nc,gold
078-456-554-331-182,Perception of Individual Psychological Characteristics of a Person Based on Nonverbal Behavior,2023-12-26,2023,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,E.A. Lupenko; O.A. Korolkova; E.G. Khoze,"<jats:p>&lt;p&gt;Peculiarities of perception and assessment of individual psychological characteristics of unfamiliar people were studied using video images of their behavior. Participants were teachers with different professional experience (1&amp;mdash;4 years; 5&amp;mdash;29 years) and observers without teaching experience. We were interested in whether the personality assessment would change depending on the length of professional activity of the teacher. The stimulus material included video fragments of 7 students who described the personalities of strangers based on their picturesque portraits. Video clips lasted 1 minute and were shown without sound. The participants assessed the posers using the &amp;ldquo;Personal Differential&amp;rdquo; method and made a forecast of the success of their possible teaching activities. The ratings of participants with different teaching experience were compared with the posers&amp;rsquo; self-ratings using Spearman&amp;rsquo;s correlation coefficient. The factorial structure of assessments in each of the groups of participants was analyzed (maximum likelihood method). The data were also analyzed using the method of semantic universals. The results showed that, depending on the presence and length of teaching experience of the observers, the set of semantic universals that characterize the perception of the posers&amp;rsquo; personality varies, while maintaining the core of semantic categories. A similar factorial structure was obtained for assessments by teachers with little experience (up to 5 years) and participants without teaching experience. It includes factors &amp;ldquo;Energy&amp;rdquo;, &amp;ldquo;Fairness&amp;rdquo; and &amp;ldquo;Sociability&amp;rdquo;. The differences between these groups of participants and the group of teachers with extensive experience lie in the opposite sign of the loadings on the &amp;ldquo;Sociability&amp;rdquo; factor. For participants with extensive teaching experience (5 or more years), the assessment structure includes an additional fourth factor, &amp;ldquo;Emotional Stability&amp;rdquo;.&lt;/p&gt;</jats:p>",16,4,21,35,Semantic differential; Psychology; Perception; Social psychology; Personality; Neuroscience,ecological approach; nonverbal communication; professional experience; first impression; personality differential,,,,https://psyjournals.ru/journals/exppsy/archive/2023_n4/exppsy_2023_n4_Lupenko.pdf https://doi.org/10.17759/exppsy.2023160402,http://dx.doi.org/10.17759/exppsy.2023160402,,10.17759/exppsy.2023160402,,,0,003-930-363-210-016; 010-177-802-070-665; 010-247-815-350-843; 012-195-078-838-304; 012-669-093-299-128; 015-038-811-493-127; 029-513-365-311-300; 031-585-707-364-395; 046-388-594-184-989; 079-023-106-446-499; 093-502-866-591-176; 100-680-202-045-993; 102-277-409-869-888; 142-723-530-621-401; 175-681-200-366-342,1,true,cc-by-nc,gold
078-633-904-423-189,The Implementation of the Visual Self-Assessment Scale as a Method of Formation of Rehabilitation Motivation,,2017,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,N.V. Romanovsky; E. Novikova,"<jats:p>The article describes an experimental study of persons with acquired disabilities, conducted in 2016 on the basis of the Center “Preodolenie” (Moscow). The study involved 30 people aged 40 to 75 years. The main objective of the study was increasing patients ‘motivation for rehanilitation using modification of the technique for diagnosing the self-appraisal of the Dembo-Rubinstein - corrective-diagnostic technique ""Self-appraisal scale"". In the pilot study, we had to assess the effectiveness of the corrective component of this method in terms of increasing motivation to rehabilitation. The results of the study indicate the probable effectiveness of this method. As we can see in more realistic subjects self-appraisal and the level of claims, as well as a depression  and anxiety level decrease compared with the initial similar indicators.</jats:p>",6,3,135,148,Human–computer interaction; Self-assessment; Scale (ratio); Rehabilitation; Computer science; Simulation,rehabilitation; psychological rehabilitation; persons with acquired disability; motivation for rehabilitation; disability; active position of the rehabilitant; self-esteem; anxiety; depression; level of aspiration,,,,https://core.ac.uk/display/145057195 https://psyjournals.ru/files/87844/kisp_2017_n3_Romanovskiy_Novikova.pdf https://psyjournals.ru/psyclin/2017/n3/Romanovskiy_Novikova.shtml,http://dx.doi.org/10.17759/cpse.2017060308,,10.17759/cpse.2017060308,2766623652,,0,,1,true,cc-by-nc,gold
078-791-142-506-255,Выявление психических состояний несовершеннолетних обвиняемых и осужденных как предпосылка профилактики их деструктивного поведения,,2020,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,М Г Дебольский; Д В Мельникова; А С Месниченко,"<jats:p>The article deals with the features of the manifestation of mental states in minor suspects, accused and convicted persons, depending on the presence at a certain stage of preventive measures selected against the subject. The relevance of this issue is due to the need to take into account mental states for the prevention of destructive behavior (suicides, escapes, group disobedience, mass riots, conflicts with cellmates, conflicts with employees of the institution) in the pre-trial detention center and educational colony. The article describes some features of adolescence that affect the mental state of minor suspects, accused, and convicted. The publication presents the theoretical analysis of the concept of ""mental state"", briefly describes ""the crisis points"" faced by people from the moment of stay in pre-trial detention center prior to the incarceration in education colony (inclusive), describes the factors of the prison environment that affect the subject and the most frequently occurring mental condition in dependence on location at a certain ""critical"" point (location in a pre-trial detention center, in the courtroom (sentencing), detention in education colony and release).</jats:p>",10,2,35,50,Psychology,mental state; adolescence; convicts; suspects; accused; factors of the prison environment; prevention,,,,https://psyjournals.ru/psyandlaw/2020/n2/Debolskiy_Melnikova_Mesnichenko_full.shtml https://psyjournals.ru/files/114289/psylaw_2020_2_Debolsky_Melnikova_Mesnichenko.pdf,http://dx.doi.org/10.17759/psylaw.2020100204,,10.17759/psylaw.2020100204,3037017969,,0,005-399-499-467-717; 023-409-902-717-886; 160-795-751-840-400; 187-127-139-958-847,3,true,cc-by-nc,gold
078-824-928-083-838,Comparative Analysis of Post-orphanage Adaptation of Orphaned Children Deprived of Parental Care: 20 Years Later,,2021,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,G.V. Semya,"<jats:p>The article looks into the results of the comparative analysis of post-orphanage adaptation among the orphanages graduates of years 2001 (N=968) and 2021 (N=1792). Due to the active development of family-oriented forms of adoption of orphaned children, the year 2021 sample also included children graduates from foster families (N=1413). The study was conducted using the  questionnaire from 2001 containing questions about major aspects of graduates' lives: life values and plans for the future, education, employment, family life, recreational activities, asocial behavior (with adjustments for the realities of today's legal system). Changes have been shown that occurred over 20 years in governmental policies toward orphan children and orphan graduates. Significant changes are observed in the graduates' subjective assessments of their own preparedness for independent living and of their psychological well-being. The comparative analysis revealed that only quantitative changes occurred in different aspects of their lives, while the list of the graduates' problems remained the same. Quite unexpectedly, it turned out that there are no significant differences for a number of adaptation parameters between graduates of organizations for orphaned children and those from substitute families of 2021. This can be explained by the fact that foster parents generally don't prepare their fostered children for independent living, whereas professionals of orphanage institutions support their ex-wards children until the latter turn 23.</jats:p>",11,4,25,41,Preparedness; Psychology; Adaptation (eye); Recreation; Developmental psychology; Political science; Law; Neuroscience,graduate; organization for orphans and children left without parental care; substitute family; orphanage; adaptation; independent life,,,Ministry of Education and Science of the Russian Federation,https://psyjournals.ru/files/126200/psylaw_2021_n4_semya.pdf https://doi.org/10.17759/psylaw.2021110403,http://dx.doi.org/10.17759/psylaw.2021110403,,10.17759/psylaw.2021110403,,,0,006-146-522-269-331; 014-183-765-092-676; 050-446-263-960-629; 082-152-782-442-484; 108-924-375-828-581; 140-121-575-412-901; 195-691-629-057-627,5,true,cc-by-nc,gold
078-872-655-645-36X,Особенности внутренней позиции матери у участниц программы ЭКО,,2016,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,В.А. Якупова; Е.И. Захарова,"<jats:p>This work aims to explore the features of inner position of mother in women who had underwent IVF (in vitro fertilisation) and how these features affect parenthood and child-adult relationships. The study involved 20 mother-baby dyads comprised of women who conceived naturally and 23 dyads comprised of women who had IVF (the infants were 6—12 months old). The mothers from the IVF group expressed more unconditional acceptance of their child and desire for body contact but were less likely to support the child’s initiative than the mothers from the first group. The features of parent-child relationships have a certain impact on the child’s development: the infants whose mothers are ready to support them are likely to be more active. The desire for close body contact is more expressed in those infants whose mothers touch, hug and carry them more frequently. The mothers from the IVF group perceive their parental duties in a positive way, but at the same time experience doubts in their parental competence and are likely to place excessive demands on themselves as mothers.</jats:p>",12,1,46,55,Medicine,psychology of parenting; IVF treatment; infertility; parent-child relationships; motherhood and IVF,,,,https://psyjournals.ru/kip/2016/n1/yakupova.shtml https://core.ac.uk/display/91739272 https://psyjournals.ru/files/80798/kip_2016_n1_yakupova.pdf,http://dx.doi.org/10.17759/chp.2016120105,,10.17759/chp.2016120105,2320595505,,0,007-297-104-554-572; 009-323-506-949-736; 010-839-885-987-224; 018-854-251-560-006; 048-493-531-485-722; 069-209-466-326-995,3,true,cc-by-nc,gold
079-220-540-660-749,Psychological Resources of Employees of Organizations for Orphans with Different Levels of Emotional Intelligence,2023-01-20,2023,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,V.N. Oslon; M. Odintsova; G.V. Semya; U.V. Kolesnikova; G.O. Zaitsev,"<jats:p>&lt;p&gt;The results of the study of psychological resources of educators of organizations for orphans with different levels of emotional intelligence (EI) are presented. The study involved 186 employees from 39 regions of the Russia. 3 groups were identified: high (N=57), medium (N=83) and lowered (N=34) levels of EI. It is established that the degree of severity and content of psychological resources depend on the level of EI. A group with a high level can be considered as a model. Representatives of the average and lowered level of EI have adaptation mechanisms that compensate for the lack of EI. In a medium group excessively high requirements for their involvement in activities increase the risk of professional burnout, reduce satisfaction with instrumental resources, and increase vulnerability ""to a conflict of roles"". The specificity of psychological resources is noted, which is expressed in: 1) the predominance of interpersonal EI (hereinafter MEI) over intrapersonal EI (hereinafter WEI); 2) a certain specificity of the structure of psychological resources, which included 5 components: a) the EI resource as the key; b) the resources of stability and self-regulation in relation to subjective well-being; c) motivational resources associated with the potential of compassion; d) environmental resources and the self-efficacy of emotional self-regulation; e) instrumental resources negatively associated with the conflict of roles.&lt;/p&gt;</jats:p>",27,6,155,169,Intrapersonal communication; Psychology; Emotional intelligence; Social psychology; Burnout; Vulnerability (computing); Interpersonal communication; Clinical psychology; Computer security; Computer science,,,,,https://psyjournals.ru/journals/pse/archive/2022_n6/pse_2022_n6_Oslon_Odintsova_et_al.pdf https://doi.org/10.17759/pse.2022270612,http://dx.doi.org/10.17759/pse.2022270612,,10.17759/pse.2022270612,,,0,001-881-470-571-326; 007-737-216-091-679; 008-936-313-075-396; 013-853-150-783-159; 014-721-261-240-896; 068-075-184-332-345; 087-142-577-815-918; 107-411-763-565-824; 125-686-980-841-886; 137-202-745-467-064,4,true,cc-by-nc,gold
079-590-337-111-89X,"Экспериментальное исследование рабочей памяти у детей и взрослых на материале воспроизведения последовательностей, заданных зрительным образцом",,2017,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,А.А. Корнеев; Д. И. Ломакин,"<jats:p>The results of experimental study of memorizing and delayed reproduction (copying) of unfamiliar contour shapes in children and adult subjects are presented in the article. We analyzed the age-related characteristics of retention of the shapes (sequences) in working memory. 21 children (average age 7.2 y.o) participated in the experiment. They were shown trajectories (consisted of 6 vertical and horizontal lines) and were asked to remember and to reproduce them after acoustical go signal (short click). Go signal was delayed relatively to the end of trajectories exposure by T = 0, 500, 1000, 2000 or 4000 ms. We analyzed the number of errors, reaction time (RT), mean movement time (MT) along a single segment of trajectory, and the mean dwell time (DT) in the vertices of the trajectory. We compared the results with the analogous data collected previously in the sample of adult subjects. The analysis shows that children made more errors. Beside among children the accuracy of the reproduction decreases whit increasing of the delay of go signal. Also it is shown that RT depends on the delay T, and the shape of the dependence is similar among both children and adults. The results allow to assume the transformation of primary sensory-specific representation in an abstract representation of the sequence both in children and in adults.; ; This work was supported by grant RSF № 14-18-037037.</jats:p>",10,1,53,66,Psychology,,,,,https://psyjournals.ru/exp/2017/n1/korneev.shtml https://psyjournals.ru/files/86402/expsy_2017_n1_korneev.pdf,http://dx.doi.org/10.17759/exppsy.2017100105,,10.17759/exppsy.2017100105,2726942298,,0,000-498-244-093-970; 004-255-405-857-804; 006-858-111-854-582; 015-931-035-352-568; 018-592-391-562-209; 026-911-691-559-576; 036-237-617-883-563; 040-966-574-227-316; 060-026-859-125-36X; 065-459-938-995-932; 065-930-064-746-311; 076-744-998-590-664; 082-585-325-215-183; 087-066-871-436-132; 091-269-502-903-545; 094-434-558-313-216; 109-675-997-573-570; 128-252-192-685-406; 132-131-627-904-844; 145-170-708-426-964; 185-851-689-334-312,1,true,cc-by-nc,gold
079-660-956-316-537,Features of Written Language in Virtual Communication of Deaf Teenagers,,2019,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,E A Savchenko; Khokhlova A. Yu.,"<jats:p>The article is devoted to the analysis of written language of adolescents and young people with hearing impairment in the virtual space. The study involved 28 people, aged 16 to 20 years, 14 of them were with hearing impairments. 3 people at the age of 16 years old, 9 people are 17 years old, 4 people are 18 years old. The first part of the study was conducted as online questionnaires, which was aimed to clarify preferred virtual spaces for communication, the attitude to the written communication, also creative tasks for evaluation of written language developed by O.V. Vilenskaya was included. The second part consisted of analysis of the contents of the social network profile of the participants. The results have shown that the written language of deaf adolescents and young people in social networks reflected the general features of their verbal communication and social relations (in general, they use less detailed written statements than hearing peers do, less actually initiated written language, less flexible writing, less partners for communication in social networks, the prevalence of consistency errors). Nevertheless, it is significant that they appreciate the importance of writing and try to monitor its accuracy. Virtual communication in the life of young people with hearing impairments plays the same role as in the life of hearing peers and they successfully master this side of modern reality.</jats:p>",8,2,124,139,Written language; Virtual communication; Computer science; Linguistics,writing; deaf and hearing impaired adolescents; hearing impairments; virtual communication; social networks,,,,https://psyjournals.ru/psyclin/2019/n2/Savchenko_Hohlova.shtml https://paperity.org/p/216168199/features-of-written-language-in-virtual-communication-of-deaf-teenagers https://psyjournals.ru/files/107544/Savchenko_et_al.pdf,http://dx.doi.org/10.17759/cpse.2019080207,,10.17759/cpse.2019080207,2953530012,,0,,0,true,cc-by-nc,gold
079-749-247-666-359,Особенности саморегуляции у специалистов экстремального профиля профессиональной деятельности,,2017,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Т Н Кабанова; Е А Плешакова; А А Дубинский; А С Васильченко,"<jats:p>Individually-psychological characteristics were studied and profiles of the styles of self-regulation of the employees engaged in hazardous were determined. The mainly group consisted of 30 men aged 21 to 60 years, who are specialists of dangerous professions. The comparison group included 30 men from 22 to 60 years, whose professional activity was not associated with risk. The following methods were used: questionnaire ""Style of self-regulation of behavior"" by V. I. Morosanova; questionnaire of self-control (H. Grasmik, 1993, adaptation Bulygina V. G., Abdrazakova A. M., 2009); the questionnaire BIS/BAS, used to study the sensitivity to punishment and reward; the questionnaire formal-dynamic properties of individuality by V. M. Rusalov; the aggression questionnaire by A. Buss and M. Perry (adaptation Enikolopov S. N., Cybulski N. P., 2007); the scale of anxiety Charles D. Spielberger (State-Trait Anxiety Inventory – STAI); personal questionnaire of the G. and S. Eysenck – EPQ.; It was found that specialists hazardous professions are distinguished by: a higher level of development of the regulatory flexibility and individual system of conscious self-regulation activity; higher levels of extroversion, communication activity, the total adaptability; a lower level of reactive anxiety, trait anxiety and general emotional. Moreover, impulsiveness, egocentrism, lack of restraint and physical activity in the structure of self-monitoring specialists of dangerous professions associated with high levels of affective component of aggression and incoherence of parts of the process of self-regulation. There were allocated a 3 profile of self-regulation in specialists of dangerous professions: a) a high level of self-regulation – coupled with a high intellectual and physical development, the highest level of adaptability and general activity; b) medium – rapid response to emerging changes in the situation, the successful production alternatives, greater flexibility in the process of communicating with less intellectual and physical activity; c) low – the most developed stage of self-regulation is assessment of results with low rates of formal-dynamic properties of individuality and adaptability at the same time.</jats:p>",7,1,89,105,Psychology,extreme conditions; professional activity; dangerous profession; self-regulation; profiles of self-regulation; self-control; individual-typological characteristics; maladjustment; stressful factors,,,,https://psyjournals.ru/files/85457/psyandlaw_2017_1_Kabanova.pdf https://core.ac.uk/display/90815617 https://psyjournals.ru/psyandlaw/2017/n1/85415_full.shtml,http://dx.doi.org/10.17759/psylaw.2017070108,,10.17759/psylaw.2017070108,2604930755,,0,,4,true,cc-by-nc,gold
080-118-265-858-594,All-Russian Conference with International Participation “Diagnostics in Medical Psychology: Traditions and Prospects (To the 105th Anniversary of S.Ya. Rubinstein)”,,2016,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,M V Zvereva; E F Shvedovskiy,"<jats:p>November 29-30 the All-Russian scientific and practical conference with international participation «Diagnostics in Medical Psychology: Traditions and Prospects (To the 105th anniversary of S.Ya. Rubinstein) » took place in Moscow. Organizers of the conference – Mental health research center and Moscow state university of psychology and education. Article provides information on the carried-out sections, meetings, discussions of reports and other events of a conference.</jats:p>",5,4,143,149,Medical psychology; Sociology; Social science,клиническая психология; медицинская психология; диагностика; С.Я. Рубинштейн clinical psychology; medical psychology; diagnostics; S. Ya. Rubinstein,,,,https://psyjournals.ru/files/84274/psyclin_2016_n4_Zvereva_Shvedovskiy.pdf https://psyjournals.ru/psyclin/2016/n4/Zvererva_Shvedovskiy.shtml,http://dx.doi.org/10.17759/cpse.2016050411,,10.17759/cpse.2016050411,2572133057,,0,,1,true,cc-by-nc,gold
080-425-480-820-206,Development of Formal-logical and Dialectical Thinking in Children of 5-8 Years Old,2022-12-28,2022,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,N.E. Veraksa; Z.V. Airapetyan; O.V. Almazova; K.S. Tarasova,"<jats:p>&lt;p&gt;This article presents the longitudinal study results dedicated to evaluation of formal-logical and dialectical thinking development in senior preschool children (5&amp;mdash;6 and then 6&amp;mdash;7 years old) as well as in elementary school children (7&amp;mdash;8 years old). The formal&amp;mdash;logical thinking study included 58 children. We used Piaget tests: &amp;ldquo;Probability&amp;rdquo;, &amp;ldquo;Scales&amp;rdquo; and &amp;ldquo;Cylinder&amp;rdquo;. The dialectical thinking study included 92 children. We evaluated three techniques: &amp;ldquo;Drawing an unusual tree&amp;rdquo;, &amp;ldquo;What can be both at the same time?&amp;rdquo; and &amp;ldquo;Cycles&amp;rdquo;. Data of 52 children who participated in the study at the age of 5&amp;mdash;6 years old and 7&amp;mdash;8 years old were used for the correlation analysis. The research results showed that the preschool age is sensitive for the development of formal operations as well as dialectical thought activities. A positive correlation was identified between the ability of 5&amp;mdash;6 and 7&amp;mdash;8 years old children to coordinate two differently directed movements to create a holistic image and overcome contradictions. It was also found that during the transition to learning at school, indicators for solving a creative problem (which involved the independent construction of opposite objects) decreased&lt;/p&gt;</jats:p>",18,4,4,14,Dialectic; Medicine; Pediatrics; Epistemology; Philosophy,formal-logical thinking; dialectical thinking; logical operations; contradictions; serialization; preschool age; junior school age,,,,https://psyjournals.ru/journals/chp/archive/2022_n4/chp_2022_n4_Veraksa_et_al.pdf https://doi.org/10.17759/chp.2022180401,http://dx.doi.org/10.17759/chp.2022180401,,10.17759/chp.2022180401,,,0,026-716-806-994-09X; 031-787-264-733-82X; 035-597-306-248-020; 051-986-351-846-942; 075-151-932-261-569; 086-643-230-989-520,3,true,cc-by-nc,gold
081-073-550-323-951,Comprehensive Model of Intercultural Competence: Theoretical Substantiation,2020-12-15,2020,journal article,RUDN Journal of Psychology and Pedagogics,23131705; 23131683,Peoples' Friendship University of Russia,,O E Khukhlaev; Valentina Gritsenko; Olga S. Pavlova; Natalya V. Tkachenko; Shushanik A. Usubian; V A Shorokhova,"The paper presents theoretical substantiation and development of the authors’ comprehensive model of intercultural competence (ICC), based on the analysis and generalization of empirical models of intercultural interaction existing in Western and Russian science. The model is based on 9 constructs: intercultural stability/sustainability, intercultural flexibility, intercultural openness, intercultural interest, absence of ethnocentrism, cultural sensitivity, intercultural empathy, management of intercultural relations, and tolerance to intercultural uncertainty. Those constructs are combined into three groups of characteristics: 1) intercultural traits; 2) attitudes and mentality features; 3) intercultural skills. Basic mechanisms by which the distinguished constructs of intercultural competence contribute to intercultural efficiency are substantiated - this is maintenance of an optimal level of sensitivity to uncertainty and an optimal level of anxiety in the process of intercultural communication. The role of each component of intercultural competence is shown. Constructs “Cultural Sensitivity”, “Intercultural Empathy”, “Management of Intercultural Relations”, “Tolerance to Intercultural Uncertainty”, and “Intercultural Flexibility” make a significant contribution to maintaining the optimal level of sensitivity to uncertainty and thereby contribute to increasing effectiveness of intercultural interaction. Such components of intercultural competence as “Intercultural Empathy”, “Intercultural Interest”, “Lack of Ethnocentrism”, “Intercultural Openness”, “Tolerance to Intercultural Uncertainty”, maintain the optimal level of anxiety, which contributes to the effectiveness of intercultural communication. It is emphasized that none of the components of the ICC is a universal predictor of the success of intercultural interaction, this effect being achieved only through an integrative combination with other ICC constructs.",17,1,13,28,Ethnocentrism; Psychology; Intercultural communication; Intercultural competence; Flexibility (personality); Empathy; Cultural sensitivity; Social psychology; Openness to experience; Intercultural relations,,,,,http://journals.rudn.ru/psychology-pedagogics/article/download/23293/18014 http://journals.rudn.ru/psychology-pedagogics/article/view/23293 https://cyberleninka.ru/article/n/comprehensive-model-of-intercultural-competence-theoretical-substantiation,http://dx.doi.org/10.22363/2313-1683-2020-17-1-13-28,,10.22363/2313-1683-2020-17-1-13-28,3034703554,,0,,15,true,cc-by-nc,gold
081-145-135-612-22X,Radicalisation: A Social Psychological Perspective (Part I),,2020,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,I.B. Bovina; B.G. Bovin; A.D. Tikhonova,"<jats:p>Terrorism, being a long-standing phenomenon and a threat that has existed for at least two millennia, is still an extreme problem in the life of society. Understanding how a person comes to commit terrorist acts requires consideration of the process of radicalisation. The aim of our literature review is to analyse the process of radicalisation.Security and counter-terrorism are one of the priority areas of scientific development in Russia. This direction has different facets of analysis. From a psychological point of view, the development of measures of influence should be based on knowledge of how a person joins groups and organizations of a terrorist nature, what are the psychological mechanisms of radicalization, as well as an understanding of the laws of deradicalization. Our analytical review within the framework of social psychological knowledge has allowed us to overcome a kind of gap existing in the literature, namely, to acquaint the Russian readers with a promising explanatory model of the process of radicalisation - the uncertainty — identity theory, proposed by Hogg. This model explains why and how people join groups with extremist and radical beliefs, as well as why they prefer acts of violence, acting on behalf of these groups.</jats:p>",10,3,120,142,,"Московский государственный психолого-педагогический университет (ФГБОУ ВО МГППУ); г. Москва; Российская Федерация радикализация; терроризм; неопределенность; коммуникативные стратегии; социальная идентичность; групповые нормы; «визуальная культура» radicalisation; terrorism; uncertainty; communication strategies; social identity; group norms; ""visual culture""",,,Russian Foundation for Basic Research,,http://dx.doi.org/10.17759/psylaw.2020100309,,10.17759/psylaw.2020100309,,,0,000-495-477-211-153; 001-299-467-222-754; 004-534-898-704-284; 006-723-361-440-130; 008-602-709-457-243; 012-146-970-165-912; 013-495-398-921-933; 015-334-702-429-077; 016-304-185-679-404; 023-409-902-717-886; 030-367-684-876-213; 033-653-903-979-930; 034-050-397-833-915; 040-111-442-313-729; 041-040-878-470-304; 044-618-948-598-096; 044-648-615-810-471; 046-685-122-367-403; 047-126-924-426-300; 047-824-162-012-74X; 055-388-237-976-159; 055-604-951-644-972; 059-294-700-523-732; 065-583-053-492-711; 069-538-473-846-857; 073-579-131-533-098; 086-843-684-231-948; 087-238-765-065-233; 090-008-330-898-601; 095-861-046-295-176; 101-707-034-847-199; 105-637-736-175-395; 109-172-263-729-48X; 111-887-481-507-843; 113-524-017-294-100; 122-864-470-959-374; 132-947-568-418-046; 136-095-306-314-093; 136-664-364-018-708; 143-346-784-684-483; 150-108-246-734-527; 155-583-700-551-662; 167-851-680-141-87X; 186-891-461-260-014,5,true,cc-by-nc,gold
081-309-456-008-62X,"Тип коммуникаций между водителем и автомобилем, основанный на дополненной реальности: новый тренд в построении интеллектуальных транспортных систем",,2017,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,С Б Ефремов,"<jats:p>In order to increase safety while driving and to minimize the burden on the driver, the information should be transmitted to him/her in such a way that the driver needn’t spent time on its recognition and comprehension. Projecting and visualization of information on the windshield can help simplify the dialogue between a car and a driver (""operator"") and expand the influence of intellectual transport system using projection information about traffic jams in the field of perception of the driver, so that it does not interfere with the driver on the road. This article discusses the possible advantages and disadvantages of using ""hints"", created within the framework of the ""augmented reality"" to increase driving safety by treating them as a new form of communication between a car and a driver. So, it seems to be a new approach to the utilization of the system, based on performances in the field of augmented reality to recognize road signs, which impose virtual objects on the field of perception in all types of traffic situations including the uncomfortable weather conditions. This approach can be used to increase accuracy of intellectual transport system with the augmented reality to support the driver in various driving situations, increasing comfort and reducing the number of accidents</jats:p>",6,1,6,14,Computer science,psychological phenomenon; augmented reality; intelligent transportation system; communication; man-operator,,,,https://psyjournals.ru/jmfp/2017/n1/85785.shtml https://psyjournals.ru/files/85785/jmfp_2017_n_1_Efremov.pdf,http://dx.doi.org/10.17759/jmfp.2017060101,,10.17759/jmfp.2017060101,2613718946,,0,009-477-842-283-349; 009-672-392-151-819; 015-318-218-731-08X; 037-283-001-813-35X; 043-022-952-629-736; 053-034-612-725-044; 064-444-869-664-962; 069-714-223-582-852; 076-255-345-231-616; 085-188-114-318-57X; 087-049-757-998-188; 091-555-177-031-014; 119-893-157-949-940; 139-663-212-437-318,1,true,cc-by-nc,gold
081-382-970-359-909,Neurobiology of cognitive competencies in primary school age: the latest foreign research,,2020,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,T V Ermolova; A V Litvinova; E A Balygina; N V Savitskaya,"<jats:p>This paper presents the current researches revealing the peculiarities of neurocognitive status in primary school age and illustrating the achievements of the scientific school of foreign universities in such areas as: neuroscience compensatory-regulatory mechanisms of overcoming congenital learning difficulties; educational strategies that optimize the neurobiological status of the student; neurobiological tools for the development of the cognitive sphere of students; environmental and psychosomatic factors that affect the neurocognitive status of young students. The authors allocated memory resources, executive activity capabilities, inhibition reactions and self-control as the main elements in cognitive competencies’ formation. The materials provide evidence in favor of the importance of the quality of educational environments and attention to students with learning difficulties in their first school years.</jats:p>",9,2,8,20,Developmental psychology; Psychology; Cognition; School age child,junior school age; cognitive flexibility  connectiveness; zones of cerebral cortex; executive activity; working memory  inhibition  learning difficulties,,,,https://psyjournals.ru/jmfp/2020/n2/Ermolova_et_al.shtml https://psyjournals.ru/files/114476/jmfp_2020_n2_Ermolova_Litvinov_Balygina.pdf,http://dx.doi.org/10.17759/jmfp.2020090201,,10.17759/jmfp.2020090201,3038562688,,0,004-248-428-756-808; 004-558-125-600-033; 005-101-125-888-301; 007-898-712-920-170; 009-599-926-352-378; 018-657-885-441-030; 019-242-213-477-163; 023-776-457-212-031; 025-977-444-412-919; 029-492-615-272-376; 032-947-330-883-911; 034-047-185-177-55X; 041-174-472-467-344; 043-411-870-693-32X; 044-891-545-407-58X; 066-719-218-973-713; 069-936-503-301-481; 072-610-985-530-460; 076-329-931-575-015; 079-205-653-309-300; 087-244-712-663-177; 087-521-499-783-454; 102-875-390-614-489; 143-639-822-148-649; 175-651-849-518-745,0,true,cc-by-nc,gold
081-735-714-855-963,Inclusion as Top-Priority Activity of the Moscow State University of Psychology and Education (Outcomes of the Moscow International Education Fair-2018),,2018,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,A A Shvedovskaya; F S Erkenova,"<jats:p>The article presents the results of the main directions of the exposition activity of the Moscow State University of Psychological and Education (MSUPE) presented at the 5th Moscow International Education Fair (MIEF), which was held April 18—21, 2018 in Moscow. The inclusive education was the key theme for the Moscow State University of Psychological and Education at MIEF. The content component of the university's exposure: three clusters, seven speakers, more than 60 thematic stands. Attention is drawn to the breadth of the participation of the MSUPE in discussing the issues of the ecosystem of education.</jats:p>",23,2,111,117,Inclusion (education); State (polity); International education; Public administration,инклюзия; РАС; высшее образование; МГППУ; ММСО; образование; профориентация inclusion; autism spectrum disordes (ASD); higher education; MSUPE; MIEF; education; vocational guidance,,,,https://psyjournals.ru/files/92894/pse_2018_n2_Shvedovskaya_Erkenova.pdf https://psyjournals.ru/psyedu/2018/n2/Shvedovskaya_Erkenova.shtml,http://dx.doi.org/10.17759/pse.2018230212,,10.17759/pse.2018230212,2804786969,,0,017-613-749-621-669; 021-922-737-996-504; 023-750-139-998-221; 033-535-320-291-053; 035-330-242-653-365; 074-272-187-881-905; 105-955-176-868-874; 122-730-954-848-298; 131-268-222-683-108; 136-892-071-775-486,0,true,cc-by-nc,gold
081-748-930-410-785,The Correlation Between the Types of Family Education and Aggressiveness in Adolescence,2021-09-25,2021,journal article,Development of education,26191466; 26188910,Publishing House Sreda,,Anatolij Nikolaevich Arinin; Liubov' Andreevna Aleksandrova,"<jats:p>This article analyzes the correlation between the type of family education and the manifestation of aggressive behavior in adolescence. ; The relevance of this study is determined by the influence of family education on the development of aggressive behavior of a teenager, as a result of which this is one of the most acute problems today. ; The aim of the study is to identify and study aggression in adolescents, as well as to establish the relationship between family education and aggression in adolescents. ; It is hypothesized that there is a connection between the aggression of adolescents and the type of family education. ; Materials and methods of research. The study involved students of 9 «B» in the number of 30 teenagers aged 14–15 years, including 15 boys and 15 girls. The stages and a set of psychological techniques are described. ; The results of the study showed that 66.7% (20 parents) have violations in family education. This number includes parents who have destructive and mixed types of family interaction, adolescents have a high and average level of aggression, of which 30% (9 adolescents) are boys and 36.7% (11 adolescents) are girls. Moreover, the level of aggressiveness is more pronounced in young men. Based on this, we can say that young men are more affected by the inharmonious style of family education. We found that the assumption that there is a link between the aggressiveness of adolescents and the type of family upbringing was confirmed. It is necessary to understand that what is laid down in the family is the determining reason for the development of a system of values and a culture of human relationships.</jats:p>",4,3,29,38,Correlation; Developmental psychology; Psychology; Family education,aggression; aggressiveness; aggressive behavior; destructive behavior; adolescents; family; education; family education; parents; adolescent aggression,,,,https://phsreda.com/e-articles/10294/Action10294-98776.pdf,http://dx.doi.org/10.31483/r-98776,,10.31483/r-98776,3201727625,,0,,0,true,cc-by,gold
081-839-559-702-938,Specificity and Problems of Development of Gifted Children in Primary School Age,,2018,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,N B Shumakova,"<jats:p>The article considers the features of intellectual and personal development of gifted children, problems that arise in the younger school age. The most common difficulties of the intellectually gifted first-graders, connected with the instruction in the school and the interrelations with their peers are pointed. The origins of these problems are clarified - the specifics of development in preschool childhood, and not quite adequate conditions of family upbringing and education. The value of creative or research instruction for the gifted children is revealed. The experience of realization the special interdisciplinary curriculum “Gifted Child” for gifted children based on the principles of systematic, activity, value of creation, novelty, problem finding, multimodality, personal interest, dialogical and independence are analyzed. These basic principles of formation of education allow the child to maintain the research position and develop the creative potential.</jats:p>",10,1,1,7,Developmental psychology; Psychology; Primary (chemistry); School age child,junior schoolchildren; giftedness; intellectual development; creative development; personal development,,,,https://psyjournals.ru/files/92730/psyedu_2018_n1_Shumakova.pdf https://psyjournals.ru/en/psyedu_ej/2018/n1/Shumakova.shtml,http://dx.doi.org/10.17759/psyedu.2018100101,,10.17759/psyedu.2018100101,2802547071,,0,036-674-780-195-766,2,true,cc-by-nc,gold
082-047-146-765-421,Psychosemiotic Analysis of Parental Attitude Towards Children of Mothers Suffering from Schizophrenia,,2021,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,M.V. Novikova-Grund; O.A. Rusakovskaya; A.A. Shvedovskaya; S.B. Andrianova,"<jats:p>Parental attitudes towards children are one of the key categories of parenting. With the aim to investigate the attitude of mothers who have schizophrenia towards their children we used psychosemiotic approach and the procedure of biclustering. We hypothesized that there are statistically significant differences in semantic operational parameters between mothers suffering from schizophrenia or schizoaffective disorder, and a control group. 30 participants of the clinical group ― mothers of children 0–18 y.o (Age (years): M=39.3, SD=7.54; Duration of psychiatric observation (years): M=10.45, SD=7.84) suffering from schizophrenia and schizoaffective disorder were recruited from patients of the women’s ward of Moscow psychiatric hospital. 30 mothers of the control group were recruited according to the age of their children, similar to the age of the children’s age in the clinical group (Age: M=35.06, SD=4.97). Psychosemiotic analysis was applied to the texts of the semi-structured parental essay in the incomplete-sentence form (test “Рarental composition”). Statistical analysis confirmed the relevance of psychosemiotic parameters. The psychosemiotic analysis of the text with the procedure of biclustering showed that three of the lists of binary parameters: Opposition, Quality/Situation, Present/Future show regular combinations that differ in healthy and ill mothers, and the probability of accidental coincidences can be excluded. Combination “the absence of opposition, situatedness, the future time” was detected only in the texts of mothers of the clinical group. To our mind, it describes a weak parent who cannot withstand ambivalence and sees his child in the perspective of an abstract future.</jats:p>",10,4,118,136,Schizoaffective disorder; Psychology; Ambivalence; Schizophrenia (object-oriented programming); Developmental psychology; Psychiatry; Clinical psychology; Psychosis; Social psychology,parental attitude; schizophrenia; psychosemiotic analysis; biclusterization родительское отношение; шизофрения; психосемиотический анализ; бикластеризация,,,Russian Foundation for Basic Research,https://psyjournals.ru/files/126654/cpse_2021_n4_Novikova-Grund_et_al.pdf https://doi.org/10.17759/cpse.2021100406,http://dx.doi.org/10.17759/cpse.2021100406,,10.17759/cpse.2021100406,,,0,001-353-442-300-28X; 006-302-822-410-829; 012-331-275-261-253; 012-975-344-611-039; 014-301-512-638-305; 021-252-624-145-295; 024-071-059-573-196; 030-571-554-385-182; 039-489-037-429-663; 060-302-584-810-090; 073-233-994-338-329; 091-560-468-109-287; 157-867-881-789-879,2,true,cc-by-nc,gold
082-172-609-411-682,The 2-nd Traffic and Transport Psychology Symposium,,2019,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,T V Kochetova,"<jats:p>This publication is a summary of the 2-nd Traffic and Transport Psychology Symposium in Nottingham, Great Britain, April 11—12, 2019. During the Symposium, the XVII Traffic Psychology International meeting took place. This report contains the main ideas of the presentations and messages of the participants of the Symposium.</jats:p>",10,3,193,195,Psychoanalysis; Psychology,,,,,https://psyjournals.ru/files/109556/sps_2019_n3_Kochetova.pdf https://psyjournals.ru/en/social_psy/2019/n3/Kochetova.shtml,http://dx.doi.org/10.17759/sps.2019100312,,10.17759/sps.2019100312,2978244340,,0,,0,true,cc-by-nc,gold
082-178-653-730-442,Psychological Separation from Parents as a Condition for the Development of Students' Goal-Setting,,2020,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,A.V. Litvinova,"<jats:p>The relevance of studying psychological separation as a condition determining the development of goal setting in students is substantiated. The features of the relationship of psychological separation from parents with goal setting for boys (N=23) and girls (N=42) from complete families are revealed. The study used the questionnaire Psychological Separation Inventory (PSI), an adaptation by V.P. Dzukaeva, T.Yu. Sadovnikov, “Value Orientations” technique by M. Rokich, “Life-Oriented Orientations” test D.A. Leontiev (adapted version of the test “Purpose in life” by J. Krambo and L. Makholik), questionnaire “Style of self-regulation of behavior” V.I. Morosanovoy. The results of a study confirming the presence of specific differences in the components of psychological separation from parents and goal-setting in boys and girls are presented. Boys are distinguished by the leading nature of separation from parents. Psychological separation from parents, in turn, is closely connected with the value-semantic and operational characteristics of goalsetting in boys and girls.</jats:p>",12,1,59,71,Psychology; Separation (statistics); Development (topology); Goal setting; Medical education,emotional; functional; attitive; conflict separation; goal setting; valuesemantic level of goal setting; operational level of goal setting,,,,https://psyjournals.ru/psyedu_ru/2020/n1/Litvinova.shtml https://psyjournals.ru/files/113219/psyedu_2020_n1_Litvinova.pdf,http://dx.doi.org/10.17759/psyedu.2020120105,,10.17759/psyedu.2020120105,3016306922,,0,017-156-189-193-30X; 079-253-186-658-734; 103-346-546-905-163; 123-614-894-765-543,8,true,cc-by-nc,gold
082-181-726-860-457,Предисловие к публикации лекции И.Б. Гриншпуна «Введение в историю психотерапии»,,2015,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,В К Зарецкий; В В Семенов,"<jats:p>Гриншпун Игорь Борисович (1953—2013), профессор МПСУ и МГППУ, автор курсов по истории психологии и психотерапии. Был профессором кафедры индивидуальной и групповой психотерапии факультета консультативной и клинической психологии Московского городского психолого-педагогического университета, преподавал в Московском психолого-социальном университете, в том числе в его филиале в г. Муром, в Институте Христианской психологии. Игорь Борисович читал курсы «История психологии», «Базовые теории и методы психотерапии», «История психотерапии», занимался психодраматической терапией и сказкотерапией, был членом редакционного совета журнала «Консультативная психология и психотерапия». Автор более 50 научных и методических работ, среди них «Введение в психологию» (4 издания с 1993), «Введение в профессию Пси-хология» (в соавторстве с И. В. Вачковым, Н. С. Пряжниковым, 5 изданий с 2002), «Психодрама» (в соавторстве с Е. А. Морозовой) в книге «Основные направления современной психотерапии». Кандидат психологических наук. Диссертация на тему «Идеи Джекоба Леви Морено в контексте развития западноевропейской и североамериканской психологии ХХ столетия» (2002).</jats:p>",23,2,172,174,,,,,,https://psyjournals.ru/mpj/2015/n2/zaretsky_semenov.shtml https://psyjournals.ru/files/78458/mpj_2015_n2_Semenov_Zaretskij.pdf,http://dx.doi.org/10.17759/cpp.2015230211,,10.17759/cpp.2015230211,1904765723,,0,,0,true,cc-by-nc,gold
082-544-706-429-336,"Opportunities and Perspectives of Modification of the Course ""Psychophysiological Basis of Driver's Activity"" in the System of Additional Education",,2021,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,S.V. Yershov; T.V. Kochetova; A.V. Pogodina; M.A. Kharchenko,"<jats:p>This theoretical article is aimed at highlighting the problem associated with the training of drivers in the system of additional education (driving schools). The analysis of international experience in the development of educational programs for training drivers of various categories is presented. We consider a learning model called GDE Matrix, which has become the basis for multi-level educational programs for the training of both drivers and teachers of educational centers/driving schools in the different countries of the world. It is shown why in the programs of education of drivers in different countries of the world an emphasis is placed on purposeful psychological and pedagogical influence, which has the goal of forming an adequate assessment of oneself as a driver. The necessity of modifying the course “Psychophysiological foundations of the driver's activity” is substantiated, the possibilities and prospects of using additional interactive modules, including the study of risk factors of the transport environment for the formation of safe behavior of novice drivers.</jats:p>",13,2,72,88,Basis (linear algebra); Psychology; Course (navigation); Applied psychology,,,,Moscow State University of Psychology and Education,https://psyjournals.ru/files/121855/psyedu_2021_n2_Ershov_et_al.pdf https://psyjournals.ru/psyedu_ru/2021/n2/Ershov_et_al.shtml,http://dx.doi.org/10.17759/psyedu.2021130205,,10.17759/psyedu.2021130205,3183439730,,0,012-199-523-970-812; 018-114-059-361-599; 032-394-274-929-77X; 037-336-485-883-819; 047-963-700-075-052; 056-460-593-862-406; 062-550-591-926-521; 064-012-872-909-597; 066-691-226-712-191; 089-416-861-623-276,0,true,cc-by-nc,gold
082-558-710-741-135,Слежение за движущимися объектами на видеозаписи в психологических исследованиях,,2019,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,A.V. Zhegallo,<jats:p>The article discusses the possibilities of using OpenCV and dlib libraries to track the position of specified objects on the video image and to track a set of landmark points of the human face. It is shown that these problems can be effectively solved with the help of compact programs in Python. The Python language is recommended to the attention of research psychologists as an instrument for analyzing video images and constructing complex experiments.</jats:p>,12,4,5,11,Computer science,object tracking; face detection; Python; OpenCV; dlib,,,Ministry of Education and Science of the Russian Federation,https://psyjournals.ru/files/110931/exppsy_2019_n4_Zhegallo.pdf https://psyjournals.ru/exp/2019/n4/Zhegallo.shtml http://psyjournals.ru/files/110931/exppsy_2019_n4_Zhegallo.pdf,http://dx.doi.org/10.17759/exppsy.2019120401,,10.17759/exppsy.2019120401,2995726028,,0,007-479-650-059-250; 053-587-031-314-968; 057-627-320-440-855; 097-178-467-907-210,0,true,cc-by-nc,gold
082-659-461-202-749,"On S.M. Morozov's “History Of Psychology” Textbook (Moscow, 2019)",,2020,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,V.K. Zaretsky,"<jats:p>We present a review on Sergey Morozov’s textbook “History of psychology” (Mos¬cow: MPSU Publ., 2019 — 374 p.).</jats:p>",28,1,180,183,Psychoanalysis; Philosophy; History of psychology,история психологии; учебник; образование; методология,,,,https://psyjournals.ru/mpj/2020/n1/Zaretskii.shtml https://psyjournals.ru/files/112644/cpp_2020_n1_Zaretskii.pdf,http://dx.doi.org/10.17759/cpp.2020280111,,10.17759/cpp.2020280111,3013005447,,0,,0,true,cc-by-nc,gold
082-683-661-495-988,Foreword by the Editor,,2019,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,N.N. Tolstykh,"<jats:p>The topic of the special issue is cyberpsychology. The term can be interpreted broadly, encompassing all psychological problems arising from the interaction between an individual and the Internet or a computer. Another interpretation is more a narrow, sociopsychological interpretation, which emphasizes interpersonal interaction via the Internet. Given the scope of the journal, the selection process prioritised the manuscripts that were more closely related to social psychology.</jats:p>",10,4,5,8,Interpretation (philosophy); Scope (computer science); The Internet; Selection (genetic algorithm); Interpersonal communication; Term (time); Psychology; Process (computing); Epistemology; Computer science; Sociology; Social psychology; World Wide Web; Artificial intelligence; Philosophy; Physics; Quantum mechanics; Programming language; Operating system,,,,,https://psyjournals.ru/files/111180/sps_2019_n4_Tolstykh.pdf https://doi.org/10.17759/sps.2019100401,http://dx.doi.org/10.17759/sps.2019100401,,10.17759/sps.2019100401,,,0,,1,true,cc-by-nc,gold
082-828-840-284-910,Positive and negative priming as a factor of bodily sensations in the healthy controls (on the sensations in head and neck),,2018,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,E I Rasskazova; Y M Migunova,"<jats:p>The paper is devoted to an experimental comparison of two hypotheses of the genesis of bodily sensations in psychosomatics: in accordance with the hypothesis of “general somatic sensitivity”, the key role in somatization is played by the general attention to sensations, whereas in accordance with the concepts of the personal meaning, sensations depend on their subjective meaning. In 36 patients (15 men) without somatic illnesses aged 18 to 25 years, during the task of self-regulation using the biofeedback method, attention was drawn to sensations in the head and neck region with one of three instructions (emphasizing the neutral, positive and negative personal meaning of sensations); then they filled the Screening of Somatoform Symptoms and the Cognitive Beliefs About Body and Health Questionnaire. In 50% of respondents general attention led to sensations in a head and a neck. The risk was higher at the persons inclined to somatization and considering their body as weak and vulnerable. Both positive and negative personal meaning increased the probability of provocation, especially in persons with a tendency to catastrophize bodily sensations. Negative meaning was related to sensations of different localizations.</jats:p>",11,3,94,107,Negative priming; Head and neck; Audiology; Medicine,,,,,https://psyjournals.ru/files/95586/exppsy_2018_n3_Rasskazova_Migunova.pdf https://psyjournals.ru/exp/2018/n3/Rasskazova_Migunova.shtml,http://dx.doi.org/10.17759/exppsy.2018110307,,10.17759/exppsy.2018110307,2898223887,,0,010-299-788-352-003; 011-495-074-851-024; 014-942-632-489-930; 025-913-239-132-659; 046-979-274-166-292; 062-391-817-744-70X; 102-426-057-669-992; 119-626-109-830-56X; 134-210-566-105-536; 138-235-755-969-84X; 143-524-814-933-313; 193-889-048-514-413,3,true,cc-by-nc,gold
083-136-140-918-707,Парный эксперимент для выявления индикаторов правды и лжи с высокой экологической валидностью,,2019,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,A.V. Zhegallo; I.A. Basyul,"<jats:p>The aim of this work was to develop an experimental design to study the manifestations and methods of detectingthe indicators of reliability/unreliability of the reported information in the situation with high ecological validity. In this regard, the adaptation of the card game “I Believe, I do not believe”, which can be played by two players, and the maximum points can be obtained in situations where it is possible to outwit the opponent or reveal his cunning, was made. To ensure the possibility of further analysis of manifestations and methods of searching for indicators of reliability/unreliability of the reported information, the interaction of players is carried out by means of video communication, and the video streams themselves are recorded. Additionally, oculomotor activity of players is recorded for further analysis of strategies for searching for signs of truth/lies during the game. The software and hardware complex implementing this game is developed, performing synchronous recording of the game process, communication of players through the video communication system, as well as oculomotor activity of players. The results of pilot study conducted with the use of this complex are presented.</jats:p>",12,4,151,159,Psychology,nonverbal communication; oculomotor activity; nonverbal features of true and false messages; experiment with high ecological validity; experiment design,,,Russian Science Foundation,https://psyjournals.ru/exp/2019/n4/Zhegallo_Basyul.shtml https://psyjournals.ru/files/110992/exppsy_2019_n4_Zhegallo_Basyul.pdf,http://dx.doi.org/10.17759/exppsy.2019120412,,10.17759/exppsy.2019120412,2994907725,,0,000-949-012-201-813; 002-292-607-862-425; 015-413-746-320-271; 023-602-500-217-63X; 057-627-320-440-855; 073-670-165-845-791; 138-485-136-109-48X,0,true,cc-by-nc,gold
083-275-759-149-091,Evolution of the concept of «mental strength» in foreign sport psychology,,2017,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,N Y Fedunina,"<jats:p>This article discusses the stages of development of the concept of mental strength in foreign literature. It traces the evolution of approaches to understanding and study of this phenomenon from reliance on the experience of consultations and observations to development of a full qualitative and quantitative research. The article discusses the importance of this notion of positive psychology for modern sport psychology, as well as the problems associated with the lack of a generally accepted definition, valid and reliable research tools and a lack of longitudinal studies.</jats:p>",6,4,77,84,Sport psychology; Psychology; Social psychology,mental strength; coping; psychological readiness; self-efficacy; sport,,,,https://psyjournals.ru/en/jmfp/2017/n4/Fedunina.shtml https://psyjournals.ru/files/91252/jmfp_2017_n_4_Fedunina.pdf,http://dx.doi.org/10.17759/jmfp.2017060408,,10.17759/jmfp.2017060408,2792873715,,0,003-025-183-110-026; 012-285-890-170-981; 013-803-289-855-692; 015-502-488-882-531; 022-898-893-074-228; 024-857-352-029-565; 035-762-988-674-583; 039-145-870-542-51X; 039-167-803-764-339; 041-620-568-622-617; 073-024-808-683-591; 073-307-911-407-341; 082-967-508-364-978; 101-272-994-673-544,0,true,cc-by-nc,gold
083-349-490-878-679,Conditions for the adaptation of foreign students to universities,,2020,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,М V Apasova; I Y Kulagina; E V Apasova,"<jats:p>The article discusses the features of adaptation of foreign students and postgraduates in universities in various countries-Europe, Asia, America and Australia. In foreign psychology, there are a number of external and internal factors that determine the success of adaptation and cause difficulties in the course of adaptation processes. The main external factors include the cultural distance between the home and host countries, the age and gender of students, the specifics of living in campuses, household problems and climate. Socio-cultural adaptation depends mainly on the degree of proximity of cultures, although in any case, foreign students experience a ""culture shock"". The main internal factors include communicative competence, the nature of motivation, self-efficacy, and value orientations. While studying at a post-graduate at University in another country, the same problems arise as while obtaining higher education, but they are more acute due to the inclusion in research activities, especially those related to the use of equipment and requiring coordination of the work regime with colleagues. In foreign psychology, much attention is paid to the social support of foreign students – informational, emotional and instrumental.</jats:p>",9,4,129,137,Psychology; Cognitive psychology; Adaptation (computer science),,,,,https://psyjournals.ru/files/118515/jmfp_2020_n3_Apasova_Kulagina_Apasova.pdf https://psyjournals.ru/jmfp/2020/n4/Apasova_Kulagina_Apasova.shtml,http://dx.doi.org/10.17759/jmfp.2020090412,,10.17759/jmfp.2020090412,3118866994,,0,004-057-981-506-343; 014-724-450-570-089; 015-021-715-678-200; 015-393-131-276-926; 015-434-893-770-144; 019-146-824-745-577; 023-432-742-498-295; 032-219-829-895-393; 032-486-498-988-259; 037-740-587-691-53X; 039-067-592-340-879; 039-843-153-662-605; 047-623-723-424-824; 049-953-075-805-286; 053-334-406-488-839; 057-684-642-095-178; 060-500-101-813-762; 070-571-393-557-510; 076-216-115-236-989; 078-005-947-920-487; 088-214-671-799-041; 090-108-247-935-713; 094-000-393-470-601; 109-044-627-046-633; 121-982-965-084-275; 122-243-037-139-592; 143-278-473-958-991; 149-256-199-974-85X; 152-918-572-309-961; 156-878-764-632-319; 181-283-001-692-800,7,true,cc-by-nc,gold
083-403-923-982-370,Efficacy of Virtual Commmunication Training for Psychological Support to Unemployed: Randomized Controlled Trial,,2016,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,Rimma M. Aysina,"<jats:p>Practice in job interview skills is an important step toward successful employment of unemployed. The purpose of the study was to assess the effectiveness of the virtual communicative training developed by us in interviewing skills training of the unemployed with the employer. Participants were randomized into control (n=16) and experimental (n=18) con- ditions. We have created software “Virtual Recruiter” that provides an experience with which job seekers can systematically improve their job interview skills and increase their confidence about going on job interviews. We assessed the efficacy of virtual commmunicative training in a randomized controlled trial. Both groups completed pre-and post-intervention role-play interviews and psychological willingness to job interview questionnaires. Experimental group participants significantly reduced their heart rates and significantly increased their psychological willingness to job interview on the role-play at follow-up compared with baseline (p&lt;0,01). Control group participants had no significant changes in their heart rates and their psychological willingness to job interview (p&gt;0,05). Future research may help to clarify whether this virtual commmunicative training is related to an increase in finding a job.; ; This work was supported by The Ministry of Education and Science of Russian Federation and was prepared as a part of a state task in scientific research area: project № 25.1815.2014/К of 11.07.2014 “Creating virtual experimental models of social interaction between human and psychosocial information environment to organize psychological support for various categories of population”.</jats:p>",7,4,117,131,Psychology; Randomized controlled trial; Psychological support; Physical medicine and rehabilitation,,,,,https://psyjournals.ru/social_psy/2016/n4/aisina.shtml https://psyjournals.ru/files/84097/spio_4_2016_aisina.pdf https://core.ac.uk/display/90977259,http://dx.doi.org/10.17759/sps.2016070408,,10.17759/sps.2016070408,2563139680,,0,015-892-551-555-194; 035-367-969-322-742; 042-761-355-224-493; 045-231-826-366-131; 052-291-496-194-901; 053-280-532-834-084; 055-615-021-853-130; 086-872-477-183-958; 089-971-256-998-056; 090-499-359-816-154,1,true,cc-by-nc,gold
083-414-324-029-602,"Co-experiencing Psychotherapy of F. Vasilyuk and Linguistic Turn in Social Sciences, Psychology and Psychotherapy",,2019,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,N.P. Busygina,"<jats:p>Co-experiencing psychotherapy of F. Vasilyuk is considered in the context of the linguistic turn in social sciences in the second half of the twentieth century. The linguistic turn meant the change of research style under the influence of increased attention to everyday language. Language is viewed as a form of social action not so much representing reality as constructing it. The linguistic turn in psychology has led to the development of such theoretical and methodological approaches as discursive psychology, narrative psychology, narrative psychotherapy and to the development of such language-oriented methodologies as discourse analysis, narrative analysis, conversation analysis. The main idea of the article is that co-experiencing psychotherapy is a successor of this movement and contributes greatly to the development of language-oriented methodologies in psychology and psychotherapy. It is argued that in co-experiencing psychotherapy the unique methodology of discourse analysis has been proposed and much attention is paid to meaning-making and sense-making processes by means of everyday language. The paper also offers a new interpretation of lifeworlds as stylistics of narrative contemplation of experience. Based on the conversation analysis of training and counseling sessions held by F. Vasilyuk it is argued that the empathetic counseling strategy created in co-experiencing psychotherapy involves repeated reformulations of client statements which open up possibilities for changing the scale of an individual’s experiencing by means of employing the aesthetics of different genres.</jats:p>",15,1,15,24,Psychology; Linguistic turn; Psychotherapist,co-experiencing psychotherapy; F. Vasilyuk; linguistic turn; discursive psychology; narrative psychology; narrative psychotherapy; lifeworlds typology; empathetic interaction in psychotherapy; conversation analysis,,,,https://psyjournals.ru/kip/2019/n1/Busygina.shtml https://psyjournals.ru/files/97433/chp_2019_n1_Busygina.pdf,http://dx.doi.org/10.17759/chp.2019150102,,10.17759/chp.2019150102,2923539581,,0,003-087-594-990-631; 010-365-062-957-428; 011-150-521-732-331; 045-498-080-846-624; 050-516-939-777-295; 053-529-927-787-80X; 070-181-823-817-762; 101-929-496-161-267; 119-738-881-353-830; 147-906-903-112-524; 152-029-015-025-157; 172-834-979-917-78X,1,true,cc-by-nc,gold
083-515-169-130-622,Reflection and Virtual Reality: From the Etymological Analysis of Concepts to the Understanding of Essential Relationships,,2021,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,V G Anikina,"<jats:p>The study of virtual reality in psychology and pedagogy requires an understanding of the essential connections and relationships of VR with various mental phenomena, and above all - reflection.The urgency of considering this problem is due to the search of VR developers and those who use virtual technologies in practice, including VR didactics, practical psychology, for a solution to the issue of self-management of systems with VR.Can VR exercise the reflective function of the mind represented in the processes of self-development, self-determination, self-management of the individual? The first step in solving this issue is to identify and describe the essential relations of reflection and virtual reality.For this, an etymological analysis of the concepts of reflection and virtual reality was carried out.The paper highlights the intersections in the semantic meanings of these concepts.Our analysis allowed us to employ the functional model of reflection (Anikina V.G.), within which VR can be considered as a ‘chronotope’ of reflection — the space-time continuum of the presence of Self ‘outside’ the situation, in relation to which the reflective process is meaningfully carried out.The paper outlines the possible ways of using VR in the development and formation of reflection and universal reflective actions in the educational process.</jats:p>",26,1,19,26,Epistemology; Reflection (computer graphics); Psychology; Virtual reality,,,,Ministry of Education of the Russian Federation,https://psyjournals.ru/psyedu/2021/n1/Anikina.shtml https://psyjournals.ru/files/119221/pse_2021_n1_Anikina.pdf,http://dx.doi.org/10.17759/pse.2021000002,,10.17759/pse.2021000002,3130258796,,0,004-113-230-668-900; 005-149-485-501-070; 018-605-114-512-203; 055-363-216-045-450; 068-686-512-754-09X; 163-486-137-925-949,8,true,cc-by-nc,gold
083-719-843-888-22X,Personality traits and intelligence as predictors of decision making process in gambling strategies of IOWA gambling task (on the sample of military executives),,2017,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,E V Krasnov,"<jats:p>We present the results of empiric researches for decision making strategy of Iowa Gambling Task (Iowa Gambling Task – IGT) based on focus group of mid-level military leaders (N=120). We analyzed a correlation between such personality traits as tolerance for uncertainty, rationality, risk readiness, traits of Dark triad and Big Five, and also common level of intellectual abilities (KOT – short selective test), and pragmatic successful result of consistent process of decision making in the situation with main target as maximum possible profit. It was found that gradual choice analysis gives extra information about self-regulation strategies while decision making.</jats:p>",10,2,54,66,Decision-making; Psychology; Iowa gambling task; Big Five personality traits; Sample (statistics); Applied psychology; Social psychology,decision making; Iowa Gambling Task (IGT); intelligence; Big Five; Dirty Dozen; rationality; risk readiness; tolerance for uncertainty,,,,https://psyjournals.ru/files/87895/exppsy_2017_n2._Krasnov.pdf https://psyjournals.ru/exp/2017/n2/Krasnov.shtml,http://dx.doi.org/10.17759/exppsy.2017100205,,10.17759/exppsy.2017100205,2765756456,,0,003-385-969-422-151; 041-731-475-255-303; 046-131-912-153-990; 055-895-295-451-488; 065-670-262-141-42X; 088-238-825-671-152; 104-663-514-630-180; 118-313-378-808-439,2,true,cc-by-nc,gold
083-834-601-003-621,К вопросу разработки обучающих программ в сфере безопасности дорожного движения как компонента системы общего и дополнительного образования,,2017,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,М В Доронина,"<jats:p>The article presents some approaches to the development of educational programs in the field of road safety in General and Supplementary education of children and adolescents. It addresses some learning programs for children, adolescents and parents that are proved to be highly effective for teaching safe behaviour on the road. This article also focuses on the analysis of the features of working with ""at-risk"" children and teenagers with behavior problems-as a special social and age related category, exposed to the greatest risk in terms of traffic environment. The article focuses on the characteristics of attitudes typical for children and adolescents from the point of view of safety on the road, and it also outlines possible actions to develop integrated training and prophylaxis programs for this age group</jats:p>",6,1,53,59,Humanities; Psychology,road safety; psycho-acmeological aspects; road traffic injuries; prophylaxis; preventive technologies,,,,https://psyjournals.ru/files/85805/jmfp_2017_n_1_Doronina.pdf https://psyjournals.ru/jmfp/2017/n1/85805.shtml http://psyjournals.ru/en/jmfp/2017/n1/85816.shtml,http://dx.doi.org/10.17759/jmfp.2017060107,,10.17759/jmfp.2017060107,2613038331,,0,008-847-340-145-930; 014-104-844-794-213; 025-812-720-580-287; 037-245-070-780-240; 045-768-451-730-645; 065-443-821-574-871; 075-225-855-285-469; 083-792-132-001-806; 084-662-453-122-01X; 103-885-282-953-446; 120-918-263-890-181; 122-645-178-636-690,0,true,cc-by-nc,gold
083-924-862-320-528,"Особенности креативности в социальном взаимодействии у осужденных, совершивших корыстные и агрессивно-насильственные преступления",,2018,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Н В Мешкова; М Г Дебольский; С Н Ениколопов; А А Масленков,"<jats:p>The article presents the results of an empirical study of the features of creativity in social interaction on a sample of male convicts serving sentences in a penal colony (N = 18, convicted of fraud and selfish violence, and N = 20 convicted of aggressively violent crimes). The relationship between the fluency indicators in situations of positive and negative connotations (revenge for damage and lies in romantic relationships) with personal values (the Sh.Shwartz questionnaire), aggression (the Bassa-Perry questionnaire), temperament characteristics (K.Cluninger's questionnaire), behavior (Questionnaire of M.Ranko et al.). Corporations of convicts found correlations of fluency in situations with negative connotation with hostility and anger, while in aggressively violent criminals the refusal of revenge is mediated by the highest values of social focus. The results show that creativity in social interaction in situations with negative and positive connotations is not a single construct: it should be differentiated according to the antisocial and prosocial orientation. The limitations of the study are indicated and directions for further research are suggested.</jats:p>",8,1,147,163,Psychology,creativity; antisocial creativity; personal characteristics of convicts; values of convicts; fraudsters; aggressively violent criminals,,,Russian Foundation for Basic Research,https://psyjournals.ru/files/91747/psyandlaw_2018_1_Meshkova_Debolsky_Enikolopov_et_al.pdf https://core.ac.uk/display/153632777 http://psyjournals.ru/files/91747/psyandlaw_2018_1_Meshkova_Debolsky_Enikolopov_et_al.pdf https://psyjournals.ru/psyandlaw/2018/n1/91747.shtml,http://dx.doi.org/10.17759/psylaw.2018080111,,10.17759/psylaw.2018080111,2792349491,,0,005-672-268-924-604; 053-025-049-075-542; 055-750-856-357-911; 058-288-138-055-865; 111-885-927-828-221; 121-623-889-819-027; 135-002-370-817-558,9,true,cc-by-nc,gold
083-954-048-392-268,Psychological counseling for muslims: the analysis of foreign literature,,2018,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,O S Pavlova,"<jats:p>The article presents a survey of foreign literature on various aspects of the theory and practice of psychological counseling for Muslims. Psychological counseling for Muslims is a professional psychological aid which uses knowledge about the peculiarities of the client’s faith that are important for him as an individual: his religious views, religious language, sacred stories and legends, sacral practices, as well as the traditions and customs of Muslim peoples. The possibilities of using such spiritual practices as Islamic meditation and Islamic reasoning in psychological work with Muslims are shown. Also the article provides an analysis of the main problems arising during the family therapy of Muslims and describes the professional qualities of a psychologist that are necessary for effective work with clients who profess Islam. In conclusion, it is shown that the solution of psychological problems of believers is difficult or impossible to achieve without a trust that is formed between a client and a psychologist and based on their mutual understanding of religious matters.</jats:p>",7,4,46,55,Psychology; Psychological counseling; Psychotherapist,cross-cultural counseling; Islam; psychology; spiritually-oriented psychological help; Muslims,,,,https://psyjournals.ru/files/96695/jmfp_2018_n_4_Pavlova.pdf https://doaj.org/article/34d00e3400024bf197bf1977084b8ed0 https://psyjournals.ru/en/jmfp/2018/n4/Pavlova.shtml,http://dx.doi.org/10.17759/jmfp.2018070406,,10.17759/jmfp.2018070406,2907031892,,0,002-718-148-510-513; 004-255-779-551-412; 015-340-773-212-415; 022-791-098-730-572; 054-186-157-721-920; 056-344-982-073-402; 092-784-041-396-212; 113-594-337-787-004; 114-135-684-501-692; 127-226-548-633-071; 155-883-505-727-049; 166-691-850-569-574,10,true,cc-by-nc,gold
084-240-302-648-591,A comparative analysis of the early memories of juvenile offenders who have committed crimes of varying severity,,2017,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,L M Levin; N Bokova,"<jats:p>Currently, the problem of early memories and engaging in more of the authors (A. Adler, D. MC Adams, A. Kronik, A. Rean, V. Nurkova, etc.). The relevance of studying the relationship of early memories and the criminal lifestyle dictated by the need of confirmation or refutation of psychological concepts, studying this phenomenon. In this regard, the study aims at highlighting the specific features of early memories of juvenile offenders. Database studies provided PKU ""Mozhaisk educational colony,"" the FPS of Russia in Moscow region, PKU ""Criminal-Executive inspection"" of the FPS of Russia in Moscow, GBOU SPO ""Polytechnical College № 2"". In total, the study involved 75 adolescents aged 14 to 18 years: 25 minors sentenced to deprivation of liberty; 25 convicted minors consisting on the account in criminally-Executive inspection; 25 prosocial adolescents. The study had identified the specific features of early memories in each group of adolescents on the basis of which it was confirmed that there was an impact of early memories on the formation of a criminal lifestyle.</jats:p>",7,3,1,16,Psychology; Juvenile delinquency; Criminology,juvenile offenders; early recollections; life style,,,,https://core.ac.uk/display/102271804 https://doaj.org/article/ead374ca563a47e8ab62a74a0677ddbf https://psyjournals.ru/psyandlaw/2017/n3/87475_full.shtml,http://dx.doi.org/10.17759/psylaw.2017070301,,10.17759/psylaw.2017070301,2761293797,,0,,0,true,cc-by-nc,gold
084-403-093-537-150,Perception of facial emotional expressions by representatives of Asian and European cultural groups,,2017,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,Е Г Хозе; О А Королькова; Н Ю Жижникова; М В Зубарева,"<jats:p>The article presents the results of a cross-cultural study of the perception of basic emotional expressions by representatives of Asian and European cultural groups and compares them with the results obtained earlier on Russian sample. Emotional expressions from VEPEL database (Kurakova, 2012) were used as stimuli. We revealed invariant perception within a cultural group and cross-cultural differences in perception of the basic emotions of fear, disgust and anger between Asian and Russian cultural groups; in perception of surprise, fear, disgust and anger between European and Russian cultural groups; and in perception of fear, sadness, disgust and anger between European and Asian cultural groups.</jats:p>",10,4,116,132,Emotional expression; Psychology; Perception; Cultural group selection; Social psychology,,,,,https://psyjournals.ru/files/90824/exppsy_2017_n4_Khoze_Korolkova_Zhizhnikov_et_al.pdf https://psyjournals.ru/exp/2017/n4/Khoze_Korolkova_Zhizhnikov_et_al.shtml http://psyjournals.ru/exp/2017/n4/Khoze_Korolkova_Zhizhnikov_et_al.shtml,http://dx.doi.org/10.17759/exppsy.2017100408,,10.17759/exppsy.2017100408,2786806226,,0,033-799-379-177-166; 043-784-838-979-899; 059-846-716-395-248; 082-127-579-475-382; 086-551-561-571-913; 116-827-484-166-754; 121-940-479-914-442; 138-340-449-294-068; 168-214-016-972-215,1,true,cc-by-nc,gold
084-480-927-896-408,The Path of Ethnopsychologist: to the 70th Anniversary of Tatiana G. Stefanenko,2019-12-15,2019,journal article,RUDN Journal of Psychology and Pedagogics,23131705; 23131683,Peoples' Friendship University of Russia,,Marina V. Kotova; Natalia G. Malysheva; Olga V Solovyova,"This article is dedicated to the memory of Professor of the Faculty of Psychology of Lomonosov Moscow State University, a leading researcher in the field of ethnopsychology in Russia - Tatyana Gavrilovna Stefanenko, who in 2019 would have turned 70 years old. The article deals with the main milestones of her life, pedagogical, scientific and practical work, touches upon the facets of her personality.",16,3,466,473,Psychoanalysis; Sociology; Work (electrical); Personality; State (polity); PATH (variable); Ethnopsychology,,,,,http://journals.rudn.ru/psychology-pedagogics/article/view/22141 http://journals.rudn.ru/psychology-pedagogics/article/download/22141/17379,http://dx.doi.org/10.22363/2313-1683-2019-16-3-466-473,,10.22363/2313-1683-2019-16-3-466-473,2989798895,,0,,0,true,cc-by-nc,gold
084-507-766-452-722,Соотношение фиксационной и гностической асимметрий зрительной системы: что такое ведущий глаз?,,2019,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,Н.А. Хохлов; М.С. Ковязина; Н В Василевская; К А Васильева,"<jats:p>A comparison of the asymmetric visual fixation and the gnostic visual asymmetry was made. The study involved 52 healthy subjects, aged from 15 to 27 years (20.7 ± 2.8), including 18 men and 34 women. To assess the asymmetric fixation a Rozenbakh and an “Aiming” tests were used, to assess the gnostic asymmetry — the authors’ own method was used. It is shown that the fixational eye is not associated with a better perception of the information from the corresponding semi-field of view. However, when adapted to the perceptual task, the role of the ufixational eye increases, and this is more typical for right-eyed people. It was found that in 87% of cases the Rozenbakh test and the “Aiming” test produce the same results when using a two grade evaluation (a “right” and a “left”).</jats:p>",12,1,139,152,Psychology,visual asymmetry; gnostic asymmetry; fixational eye; interhemispheric interaction; differential neuropsychology,,,,https://psyjournals.ru/exp/2019/n1/Khokhlov_Kovyazina_et_al.shtml https://psyjournals.ru/files/98105/exppsy_2019_n1_Khokhlov_Kovyazina_et_al.pdf,http://dx.doi.org/10.17759/exppsy.2019120111,,10.17759/exppsy.2019120111,2939340320,,0,044-942-348-926-185; 079-918-123-133-66X,0,true,cc-by-nc,gold
084-652-599-067-333,Psychological Factors of Emotional Disadaptation in Patients with Facial Movement Disorders,,2022,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,A.A. Rakhmanina; A.B. Kholmogorova; L.B. Zavaliy; M. Kalantarova; S.S. Petrikov,"<jats:p>&lt;p style=""text-align: justify;""&gt;The article presents the results of a pilot study of personality factors that affect the severity of symptoms of emotional disadaptation among patients with movement disorders in the face. The study involved 41 patients with an established neurological diagnosis with clinical manifestations in the form of movement disorders in the face. The age of the respondents ranged from 22 to 66 years (mean age &amp;ndash; 35.5&amp;plusmn;9.40). While studying the severity of emotional disadaptation the following have been included: the BFNE scale of fear of negative evaluation, aimed at studying the severity of fear of negative evaluation from others people (Leary, 1983; adaptation of E.N. Klimenkova, A.B. Kholmogorova, 2017), a depression scale aimed at examining the severity of symptoms of depression (Beck, 1961; adaptation of N.V. Tarabrina, 2001) and a Situational inventory of body image dysphoria designed to assess the negative attitude towards one's own body in the context certain situations (SIBID, Cash, 1994; adaptation of L.T. Baranskaya, A.E. Tkachenko, S.S. Tataurova, 2008) To study the psychological factors of emotional maladaptation, we used a three-factor questionnaire of physical perfectionism (A.B. Kholmogorova, A.A. Rakhmanina, 2020), a three-factor questionnaire of perfectionism (N.G. Garanyan, A.B. Kholmogorova , T.Yu. Yudeeva, 2018) and alexithymia scale (Toronto Alexithymia Scale or TAS-20 &amp;ndash; G.J. Taylor et al., 1985; E.G. Starostina, 2009). Increased indicators of social anxiety were revealed in 66% of respondents, and moderate or severe symptoms of depression &amp;ndash; in 39%; more than a third of respondents (37%) note increased appearance dissatisfaction. Physical appearance perfectionism, perfectionist cognitive style, and externally oriented thinking influenced body dissatisfaction level. In turn, the level of social anxiety depends on the level of socially prescribed perfectionism and the severity of external thinking, and the severity of symptoms of depression depends on the perfectionist&amp;rsquo;s cognitive style and the difficulty of identifying feelings. The results obtained substantiate the need to organize psychological assistance to this contingent and, on the basis of the developed methodological complex, make it possible to identify patients with an increased risk of emotional maladaptation.&lt;/p&gt;</jats:p>",11,4,159,178,Alexithymia; Psychology; Toronto Alexithymia Scale; Anxiety; Clinical psychology; Context (archaeology); Perfectionism (psychology); Apathy; Psychiatry; Cognition; Paleontology; Biology,emotional maladaptation; social anxiety; depression; body dissatisfaction; physical perfectionism; perfectionism; alexithymia; facial movement disorders; facial injury,,,,,http://dx.doi.org/10.17759/cpse.2022110407,,10.17759/cpse.2022110407,,,0,003-521-672-249-830; 010-743-776-942-944; 012-993-431-791-065; 024-720-830-332-212; 025-540-939-883-008; 051-563-554-434-433; 063-296-995-096-849; 064-670-325-229-458; 074-637-890-713-558; 092-144-589-261-553; 138-181-077-497-335; 153-975-375-202-150; 156-602-824-601-227; 168-011-807-341-452; 191-583-134-422-561,0,true,cc-by-nc,gold
084-945-049-988-831,The model of recognition of driving styles and classification of traffic interaction strategies,,2017,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,S B Efremov,"<jats:p>In this paper, we propose the grounds for constructing a neural network model for recognizing the driving styles with the aim of classifying the types interaction strategies of drivers in road traffic. The purpose of this article is that the possible future design of systems for recognizing the driving styles based on the neural network. Our system is able to identify and classify strategies for interaction of drivers in traffic conditions, as well as to allocate traffic interaction strategies that can be correlated with “types of dangerous driving”.</jats:p>",8,4,123,133,Computer science,,,,,https://psyjournals.ru/social_psy/2017/n4/Efremov.shtml https://psyjournals.ru/files/89208/spio_2017_n4_Efremov.pdf https://core.ac.uk/display/151142843,http://dx.doi.org/10.17759/sps.2017080409,,10.17759/sps.2017080409,2784042615,,0,001-270-861-083-036; 020-611-417-009-333; 033-718-441-929-051; 058-329-909-149-682; 072-355-278-738-857; 102-335-515-961-840; 114-218-507-966-599; 154-233-860-051-345,3,true,cc-by-nc,gold
084-965-356-034-219,The structure of ideas about yourself and others (according to a photographic image and a schematic image),,2019,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,I.I. Besprozvannaya; A.V. Zhegallo,"<jats:p>The participants in the study assessed themselves according to the “personal differential” questionnaire and also performed the evaluation of the other using photo images or graphic schemes. When performing a self-assessment and evaluation of another in a photo image, the three-factor structure described by the authors of the methodology is mainly reproduced: “assessment”, strength ”,“ activity ”. The structure of assessments of another according to the schematic image is substantially different from the classical one, which indicates the fundamental differences in the perception of individual — personal characteristics by the schematic person.</jats:p>",12,3,19,27,Image (mathematics); Computer graphics (images); Structure (mathematical logic); Schematic; Computer science,,,,,https://psyjournals.ru/exp/2019/n3/Besprozvannaya_Zhegallo.shtml https://psyjournals.ru/files/110390/exppsy_2019_n3_Besprozvannaya_Zhegallo.pdf,http://dx.doi.org/10.17759/exppsy.2019120302,,10.17759/exppsy.2019120302,2989990034,,0,130-635-768-195-97X,1,true,cc-by-nc,gold
085-254-754-481-490,"Оцифрованный разум: медиатизация социального познания в культуре, науке и искусстве",,2019,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,D.A. Khoroshilov,"<jats:p>Psychology of social cognition as the construction of the image of the social world requires addition of the concept of deep mediatization (N. Couldry, A. Hepp). In the frames of modern sociology and         cultural-historical psychology it should be talked about the mediatized construction of the image of the world, mediated by the language of mass communication. The code of media language — not verbal, but visual — is analyzed in the epistemological and methodological contexts of the visual turn in the humanities. The realization of this trend in Russian psychology is the aesthetic paradigm of the everyday life (T. Martsinkovskaya, M. Guseltseva, D. Khoroshilov). Its main idea is the comparative analysis of the languages of the scientific concepts and art and media images, what allows to explicate visibility optics of the everyday life in the modern society. The article concludes with the aesthetics and psychological explanation of the phenomena of deep mediatization of social cognition from Nicola Gogol to the popular TV series «Black mirror».</jats:p>",10,4,9,22,Sociology,,,,Russian Foundation for Basic Research,https://psyjournals.ru/files/111181/sps_2019_n4_Khoroshilov.pdf https://psyjournals.ru/social_psy/2019/n4/Khoroshilov.shtml,http://dx.doi.org/10.17759/sps.2019100402,,10.17759/sps.2019100402,2998587813,,0,017-443-805-228-265; 037-708-458-827-971; 109-789-012-678-817; 145-187-971-675-512; 168-167-446-327-84X,1,true,cc-by-nc,gold
085-443-154-806-098,Holiness representation in modern children and their parents: towards a research methodology,,2014,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,V V Abramenkova,"<jats:p>Theoretical consideration of the phenomenon of holiness at different levels of methodology (general scientific principles and forms of research, specific discipline research level and operational level) led the author to the conclusion that the traditional socio-psychological questionnaires on human values sphere are not relevant to the problem, and there is a need for new approaches that reflect personal semantic sphere of human existence, get and as close as possible to those essential characteristics of holiness that are prevalent in representations of modern people. The article pointed the issue of possibilities of solving the scientific and methodological problem of studying the various aspects of the spiritual and moral development of a person, presented an innovative author's technique to study the views on the holiness in people of different age groups, and the results of its application on the basis of educational institutions and Orthodox schools, revealed the phenomenon of mismatch between ideas about the ideal norm and real choice of respondents.</jats:p>",6,1,229,237,Epistemology; Sociology; Representation (systemics); Research methodology; Social science,,,,,https://psyjournals.ru/en/psyedu_ej/2014/n1/68691.shtml https://psyjournals.ru/files/68080/25_Abramenkova_psyedu_1_2014.pdf http://psyjournals.ru/files/68080/25_Abramenkova_psyedu_1_2014.pdf,http://dx.doi.org/10.17759/psyedu.2014060126,,10.17759/psyedu.2014060126,130748282,,0,,0,true,cc-by-nc,gold
085-609-069-021-760,"The Problem of the Relationship between Apperception, Self-Consciousness and Consciousness in Kant’s Critical Philosophy",,2020,journal article,Kantian journal,23103701; 02076918,Immanuel Kant Baltic Federal University,,I. E. Andriianov,"<jats:p>Kant does not provide clear-cut definitions of apperception, consciousness, and self-consciousness and everywhere uses these terms as synonyms, which creates the problem of the relationship between these faculties. The importance of this problem stems from the colossal significance of each of the above-mentioned faculties which are intimately connected with Kant’s formulation of the key tasks of transcendental philosophy. The prime task is to discover the categories of understanding and to prove the legitimacy of their use, a task that is further complicated by the difference between the editions of the Critique of Pure Reason in terms of the argumentation in the section on the deduction of categories and Kant’s concept of apperception. Accordingly, the author seeks to clarify the purpose of each of the above-mentioned faculties and to establish their inter-relationship. To this end the author analyses the functional roles of consciousness, self-consciousness and apperception in solving the main tasks of the first Critique. It turns out that consciousness is a reflexive cognitive capacity which provides access to representations in our soul and allows us to distinguish them and to connect them. Self-consciousness is the mode of the functioning of consciousness which makes it possible to study three objects of consciousness: internal and external representations of the subject, the synthetic activity of understanding and our soul. Apperception is the Latin synonym of the concept of Selbstbewußtsein and is aimed at studying the unity of our representations. Because Kant distinguishes multiple kinds of unity, there are different names for apperception. Kant uses the concept of Apperzeption as a synonym of self-consciousness because his concept of consciousness follows the Leibniz-Wolffian tradition.</jats:p>",,,24,53,Psychoanalysis; Philosophy; Consciousness; Critical philosophy; Self-consciousness; Apperception,Kant; understanding; consciousness; apperception; self-consciousness; transcendental philosophy,,,,http://dx.doi.org/10.5922/0207-6918-2020-3-2,http://dx.doi.org/10.5922/0207-6918-2020-3-2,,10.5922/0207-6918-2020-3-2,3091349784,,0,003-103-195-497-476; 007-149-334-274-539; 018-781-391-033-713; 026-640-247-086-301; 030-199-319-872-601; 034-653-473-432-412; 039-404-463-097-82X; 052-538-826-237-145; 061-669-758-218-247; 061-762-633-406-582; 069-731-138-035-971; 076-573-691-779-485; 079-665-042-657-67X; 083-010-909-575-288; 090-805-948-764-471; 116-276-350-400-56X; 121-485-300-682-468; 123-290-556-973-181; 132-951-408-630-015; 134-041-841-545-954; 138-356-495-270-08X; 153-994-597-955-071; 165-082-448-788-023; 168-362-979-430-261,1,true,cc-by-nc-nd,gold
085-667-704-884-764,The Current State of Emergency Psychological Assistance in the Education System,,2022,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,O.A. Ulyanina; L.A. Gayazova; A.V. Ermolaeva; K.A. Faizullina,"<jats:p>Scientific interest in providing emergency psychological assistance in crisis situations is based on a practical request, since a crisis incident poses a threat to life and health. The paper presents an analysis of the provision of emergency psychological assistance in the education system. The sample consisted of 3 groups of respondents (12048 individuals) from 75 subjects of the Russian Federation. Specially designed questionnaires were used to obtain information on certain indicators from different sources. The study assessed the state of the infrastructure, collected information on staffing, identified conditions that have a negative impact on the quality and availability of psychological first aid.. According to the results of the study, quality criteria were identified and the directions and measures necessary for the provision of emergency psychological assistance were determined. It is concluded that the effectiveness of psychological assistance in crisis situations depends on the availability of qualified specialists and educational work with teachers and parents to develop skills for early detection of a crisis situation.</jats:p>",27,4,88,99,Staffing; Psychology; Sample (material); Quality (philosophy); State of emergency; State (computer science); Applied psychology; Medical education; Nursing; Political science; Medicine; Computer science; Philosophy; Chemistry; Epistemology; Chromatography; Algorithm; Politics; Law,emergency psychological assistance; crisis situation; education system; crisis state; monitoring study; school; mental health,,,,https://psyjournals.ru/files/131812/pse_2022_n4_Ulyanina_et_al.pdf https://doi.org/10.17759/pse.2022270409,http://dx.doi.org/10.17759/pse.2022270409,,10.17759/pse.2022270409,,,0,006-205-174-473-180; 015-413-535-951-962; 029-380-396-946-054; 042-410-529-202-581; 046-761-169-008-821; 075-040-128-291-466; 085-830-641-107-155; 093-507-036-124-117; 109-987-153-729-435; 112-972-475-127-45X; 157-856-651-878-311,3,true,cc-by-nc,gold
085-745-900-617-242,Investigation of psychosomatic aspects of gynecological and andrological diseases and infertility: a review of contemporary international researches,,2016,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,M E Lantsburg; T V Krysanova; E V Solovyeva,"<jats:p>In recent decades, the increasing worldwide problems in the reproductive sphere of people, the problem of preserving reproductive health of the population has become very topical, it requires joint medical and psychological efforts. This article presents a review of more than 70 modern English-language scientific publications devoted to the study of psychological and psychosomatic peculiarities of men, women and couples with reproductive disorders and psychological predictors and consequences of these problems. The best known and the least explored psychological aspects of reproductive disorders are highlighted, the results of research are described, also R. Linder’s psychotherapeutic method of preventing premature births is outlined. The article has two parts: the first part presents the research of psychosomatic aspects of male and female reproductive diseases, including infertility; the second one is devoted to psychological and psychosomatic disorders of women during pregnancy and childbirth</jats:p>",5,2,67,78,Psychology; Infertility; Psychosomatic aspects; Psychotherapist,reproductive disorders; infertility; stress; psychosomatics; anxiety; high-risk pregnancy; obstetrics complications; habitual miscarriage; premature birth; psychology of reproduction,,,,http://psyjournals.ru/files/82386/jmfp_2016_n_2_Lantsburg_Krysanova_Solovyeva.pdf https://core.ac.uk/display/89144031 https://psyjournals.ru/en/jmfp/2016/n2/82396.shtml https://psyjournals.ru/files/82386/jmfp_2016_n_2_Lantsburg_Krysanova_Solovyeva.pdf,http://dx.doi.org/10.17759/jmfp.2016050209,,10.17759/jmfp.2016050209,2517219963,,0,000-274-153-640-534; 001-211-431-836-798; 002-130-346-146-41X; 002-901-358-293-890; 004-275-685-711-954; 006-950-723-514-740; 007-993-698-043-479; 008-060-932-653-120; 012-481-840-146-711; 017-467-247-030-612; 018-777-963-885-160; 024-143-167-334-969; 024-511-640-167-710; 025-602-897-906-11X; 026-805-894-820-990; 028-902-234-157-780; 031-779-876-834-621; 033-653-750-970-766; 038-189-751-439-884; 039-178-664-597-377; 043-283-977-260-15X; 057-032-685-081-856; 058-151-896-043-014; 058-183-281-050-513; 058-487-497-171-325; 067-171-562-844-06X; 068-003-310-267-204; 075-464-413-565-867; 078-834-135-412-071; 078-887-717-201-740; 079-149-328-114-864; 088-779-190-159-447; 097-182-905-970-829; 107-691-629-812-950; 117-737-263-818-322; 125-986-457-014-880; 163-928-235-519-894; 170-185-099-284-590; 181-474-512-956-865,4,true,cc-by-nc,gold
085-919-931-664-831,Need-Based and Instrumental Approach to the Development and Training of Gifted Children,2021-12-30,2021,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,V.S. Yurkevich,"<jats:p>The main problem of the development of gifted children, especially the so-called “prodigies”, are the difficulties of turning their increased mental capabilities (potential giftedness) into actual creative abilities (talent). The vividly developed cognitive need in these children most often has a passive character, turning, in fact, only into an “accumulation of knowledge”, and therefore does not become the basis for the development of talent. As the main motivation necessary for the transformation of potential giftedness into talent, a special “searching need” is considered which manifests itself at an early age, but under the influence of society, including school education, it is significantly deformed and does not ensure the development of creative potential. The article considers a new, needs-based and instrumental approach to the development and training of gifted children, which contributes to the preservation and strengthening of the search need, as well as the possibilities and prospects of collecting evidence for its further development and application. The article is intended for psychologists and educators.</jats:p>",26,6,128,138,Psychology; Cognitive development; Mental development; Cognition; Talent development; Developmental psychology; Mathematics education; Pedagogy; Neuroscience,Gifted children; internal motivation; cognitive need; practice of working with gifted children; talent,,,Ministry of Education and Science of the Russian Federation,,http://dx.doi.org/10.17759/pse.2021260610,,10.17759/pse.2021260610,,,0,000-231-880-862-782; 035-325-670-176-458; 060-246-602-570-77X; 076-598-947-062-041; 111-664-915-260-270,5,true,cc-by-nc,gold
087-160-696-798-769,Self-Activation as a Basis for Personal and Professional Competence Development of Specialists Working With Orphan Adolescents,,2019,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,null Odintsova; V N Oslon; M P Ogol,"<jats:p>Рresents results of the self-activation the specialists’ (N=26) and secondary schools teachers (N=26), as well as orphans (N=50) and adolescents from families (N=50). The study was conducted during 2017 — 2018 years after the Resolution of the Russian Federation Government N 481 output about the orphan organizations activities, aimed at family life of children and the creation close to family conditions for orphans who are not transferred to the family for different reasons. It demanded of specialists engaged in orphans parenting to acquire such professional competencies that would contribute to the preparation for successful integration into society orphan graduates. These include the ability to self-activation.; It’s demonstrated that parenting orphan adolescents specialists have less self-activating characteristics in comparison with secondary schools teachers. These differences are also typical for orphans with whom they work, in comparison with adolescents from families.</jats:p>",9,4,1,17,Psychology; Professional competence; Self activation; Medical education,self-activation; orphan adolescents; adolescents from families; personal and professional competence; orphan organization specialists,,,,https://psyjournals.ru/en/psyandlaw/2019/n4/Odintsova_Oslon_Ogol.shtml https://psyjournals.ru/files/111078/psyandlaw_2019_4_Odintsova_Oslon_Ogol.pdf,http://dx.doi.org/10.17759/psylaw.2019090401,,10.17759/psylaw.2019090401,2995180797,,0,022-813-776-871-687; 039-855-876-912-784; 048-914-679-535-83X; 063-756-605-129-823; 064-161-748-777-899; 068-075-184-332-345; 108-924-375-828-581; 193-089-679-051-819,2,true,cc-by-nc,gold
087-205-133-260-750,Development and Approbation of a Psychophysical Method for the Study of Skill Acquisition and Improvement,,2022,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,V.V. Apanovich; E.A. Aramyan; D.L. Gladilin; K.S. Yudakov; S.A. Karpov; A.G. Gorkin; Y.I. Alexandrov,"<jats:p>A method has been developed and tested to study the processes of acquisition/improvement of a skill. The method is based on the Signal Detection Theory and the “Yes-No” task and involves the evaluation of short time intervals. The theoretical justification of the use of this technique for studying the acquisition/improvement of a skill was given from the standpoint of the system-evolutionary approach. The main factors that can act as side variables during the use of this technique were taken into account and leveled, especially the so-called «sensory» adaptation and existing experience. Two experimental series was conducted, each of which was aimed at checking the factors that distorted the results. In the first series, the focus was on the «sensitization” factor. The phenomenon of sensitization for the task of distinguishing short time intervals and the method of accounting for this factor was described. In the second series, the discriminativity of the method was investigated, and the parameters of the complexity of the task were selected for further empirical research of skill acquisition/improvement.</jats:p>",15,3,222,238,Task (project management); Computer science; Dreyfus model of skill acquisition; Focus (optics); Cognitive psychology; Adaptation (eye); Series (stratigraphy); Target acquisition; Process (computing); Machine learning; Artificial intelligence; Psychology; Engineering; Paleontology; Physics; Systems engineering; Optics; Neuroscience; Economics; Biology; Economic growth; Operating system,system-evolutionary approach; skill acquisition; skill improvement; method approbation; psychophysics; psychometrics,,,,https://psyjournals.ru/files/133700/exppsy_2022_n3_Apanovich_et_al.pdf https://doi.org/10.17759/exppsy.2022150315,http://dx.doi.org/10.17759/exppsy.2022150315,,10.17759/exppsy.2022150315,,,0,021-491-787-195-64X; 029-942-328-273-371; 030-301-283-057-610; 030-515-144-789-364; 083-833-059-450-397; 101-859-521-070-05X; 155-791-277-764-121,1,true,cc-by-nc,gold
087-254-596-291-175,Влияние на психологический климат коллектива образовательных учреждений обучения сотрудников основам медиации,,2017,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Ц А Шамликашвили; С В Харитонов; В П Графский,"<jats:p>The article examines the impact of the training programmes of mediation in special educational institution (SUVA) and educational institutions (ei) on the psychological climate in the team. The research is based on data obtained from 154 people, employees of educational institutions. Of them, 37 persons – employees of SUVA, and 117 bangs – employees OU.; There were three methods of psychological diagnostics - Methods of assessment of psychological atmosphere in the team at A. F. Fielder, index Sikora and assessment of communicative skills.; When comparing the performance of tests to conduct training programs on the basics of mediation and after its passage determined that among the staff of the SUVA (in analysis Wilcoxon test, p = 0,0027) and staff of the OU (in the test analysis Wilcoxon p &lt;0.0001) is statistically significant increase in the level of group cohesion, defined in test Sisera.; Obtained data on scales methods for the assessment of psychological atmosphere in the team at A. F. Fielder. According to the results of this study are the employees of SUVA has not been a statistically significant change in rates of bipolar scales that measure different quality characteristics of the atmosphere in the team. At that time, as the employees OU for all the ten scales produced statistically significant differences, indicating improvement.; In the test of evaluation of communicative skills not observed statistically significant differences neither in the group of the SUVA (in analysis Wilcoxon test, p=0,079) or in the Oh group (in analysis Wilcoxon test, p=0.95) of employees.; The results of the study indicate that learning the basics of mediation contributes to the improvement of several characteristics of the psychological climate within the collectives, SUVA and OU. At the same time, there are fundamental differences between the groups of those agencies that require additional testing.</jats:p>",7,4,151,165,,mediation; school mediation; teacher education; pedagogical activity; professional standard; settlement of disputes,,,,https://core.ac.uk/display/145084854 https://psyjournals.ru/files/88684/psyandlaw_2017_4_Shamlikashvili_Haritonov_Grafsky.pdf https://psyjournals.ru/psyandlaw/2017/n4/88684_full.shtml,http://dx.doi.org/10.17759/psylaw.2017070412,,10.17759/psylaw.2017070412,2780813640,,0,,1,true,cc-by-nc,gold
087-378-147-290-921,THEORETICAL AND METHODOLOGICAL BASES OF A NEW SCHOOL MODEL IN RUSSIA: CULTURAL-HISTORICAL PSYCHOLOGY AND THE ACTIVITY APPROACH AS THE FOUNDATION OF EDUCATIONAL PRACTICE,2021-12-15,2021,journal article,RUDN Journal of Psychology and Pedagogics,23131705; 23131683,Peoples' Friendship University of Russia,,Viktor K. Zaretsky; Yury V. Zaretsky; Tatiana D. Karyagina; Oksana S. Ostroverkh; Anna V. Tikhomirova; Elena Yu. Fedorenko,"To overcome the crisis of the modern school institution, it is necessary to qualitatively rethink its foundations and to design fundamentally new approaches to implementing the educational program. The theoretical and methodological bases of the concept of a new type of school as a development practice, based on the provisions of Russian cultural-historical psychology and the activity approach are presented. The purpose of the work is to consider in the modern context the key theoretical provisions of Russian psychology and to formulate the methodological principles arising from them, which set the conditions for organizing the educational process, thus ensuring the transition from theory to practice. The key concepts of the school model are ‘development’, ‘agency’ and ‘collaboration’: ‘infinite development’ is formulated as the supreme goal and value of the school, the development of the position of agency is considered as the main productive process, and collaboration is the main professional principle. Eight basic principles are formulated as follows: intent - implementation - reflection as a methodological scheme for organizing school processes, the principle of multidimensional development, the principle of equal importance of school activities, the principle of congruence, the principle of organizing the educational space as a space for growing up, the principle of fellowship of practices and the development-oriented approach to evaluation. Thus, the article presents the authors’ view of the school as a scientifically grounded anthropological practice. The implementation of the concept, which has already begun in Russia, is an experiment that will make it possible to verify these theoretical and methodological provisions.",18,1,122,139,Zone of proximal development; Agency (sociology); Value (ethics); Educational program; Context (language use); Institution; Leading activity; Process (engineering); Engineering ethics,education; development; position of agency; collaboration; development practice; anthropological practice; cultural-historical psychology; activity approach; leading activity; child-adult community; growing up; educational space; zone of proximal development; reflection,,,,http://journals.rudn.ru/psychology-pedagogics/article/download/26153/19269 http://journals.rudn.ru/psychology-pedagogics/article/view/26153 https://cyberleninka.ru/article/n/theoretical-and-methodological-bases-of-a-new-school-model-in-russia-cultural-historical-psychology-and-the-activity-approach-as/pdf https://cyberleninka.ru/article/n/theoretical-and-methodological-bases-of-a-new-school-model-in-russia-cultural-historical-psychology-and-the-activity-approach-as,http://dx.doi.org/10.22363/2313-1683-2021-18-1-122-139,,10.22363/2313-1683-2021-18-1-122-139,3171688403,,0,,1,true,cc-by-nc,gold
087-511-893-554-001,Features of the Value-Semantic Sphere of Students in the Period of Study at the University,,2019,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,N V Bogdanovich; E.I. Shetkina; A.A. Borisova; N.A. Shevtsova; L.P. Moiseeva,"<jats:p>The article presents the results of an empirical study, the main tasks of which were to identify the features of the value-semantic sphere among students studying at the law faculty and students studying at the faculty of psychology. The sample consisted of 128 students studying at the Faculty of Law and the Faculty of Legal Psychology. The hypotheses of the research were made by the assumption that, firstly, there are statistically significant differences in the system of life meanings, life-span and career orientations, in the leading values of law students and students of the psychology department, and, secondly, there is an interconnection of life-meaning orientations with educational motivation of students of law and psychological faculties. The authors conducted a brief analysis of the characteristics of the formation of the value-semantic sphere of the personality during the period of study at the university. The results obtained in the study can be used when conducting individual psychological counseling with students, when planning and conducting trainings aimed at the formation of students' professional self-awareness.</jats:p>",9,2,232,249,Statistics; Psychology; Value (mathematics); Period (music),value-semantic sphere; life meanings; life meaningful orientations; career orientations; values,,,,https://psyjournals.ru/psyandlaw/2019/n2/107173_full.shtml https://psyjournals.ru/files/107173/psyandlaw_2019_2_Bogdanovich_Shetkina_Borisova.pdf,http://dx.doi.org/10.17759/psylaw.2019090216,,10.17759/psylaw.2019090216,2955653207,,0,043-367-924-970-703; 154-074-383-417-838,6,true,cc-by-nc,gold
087-968-946-561-353,"Psychological, clinical and social characteristics of patients implementing different types of aggression in the hospital (gender aspect)",,2015,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,V G Bulygina; A S Berezkin; T N Kozlov; A P Makurina,"<jats:p>Results of the comparative analysis of clinical, social and psycho-pathological predictors of violations of the regime requirements, physical and verbal aggression among mentally ill women and men during the compulsory treatment are presented. It is revealed that the type of aggression in women sample significantly more frequently associated with clinical and social and pathopsychological characteristics: emotional unstable stew, learned in childhood and adolescence behavioral model of aggression and the severity of hostility and suspicion; the inertia of mental processes combined with low level of the cognitive functioning and a violation of insight in a broad sense. Among men – with the emotional and personal deformation, which were revealed before the beginning of illness, the decline in cognitive functioning and undeveloped links in the regulation of behavior, high level of aggressiveness in communication, internal conflict combined with the rigidity of self-concept. The authors concluded that assessment of risk factors from hospital-acquired aggression is an independent psycho-diagnostic work that needs to be provided with special tools, aimed whilst on the study of individual psychological characteristics of the regulation of behavior, strategies coping, communication installations and the treats of the aggression, as well as subjective ratings of social functioning in the hospital.</jats:p>",5,3,37,50,Psychology; Aggression; Social characteristics; Clinical psychology,socially dangerous acts; compulsory treatment; physical and verbal aggression,,,,https://core.ac.uk/display/91843179 https://psyjournals.ru/psyandlaw/2015/n3/Buligina_Berezkin_et_al_full.shtml https://psyjournals.ru/files/78660/psyandlaw_2015_3_Buligina_Berezkin_Kozlov_Makurina.pdf https://doaj.org/article/8d43d1ec15984de5813a78684613e9b1,http://dx.doi.org/10.17759/psylaw.2015050304,,10.17759/psylaw.2015050304,2193401191,,0,009-277-717-248-96X; 032-402-845-528-812; 036-089-593-699-902; 037-027-934-796-229; 119-891-908-232-600,0,true,cc-by-nc,gold
087-998-022-438-387,"Особенности полового самосознания и межличностного восприятия у лиц, осужденных без лишения свободы за половые преступления",,2021,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Н В Дворянчиков; Д Ю Шипицын,"<jats:p>The article considers the specifics of the sexual self-concept and interpersonal perception in individuals convicted of sexual crimes and serving their sentences without legally imposed loss of freedom. The study was aimed at revealing the structure of intact and damaged elements of the sexual self-concept in this category of persons and the correspondence between this self-concept and the properties found in appetence disorders. The sample consisted of 60 persons: 30 of them were registered (at the time of the study) with Penal Enforcement Inspectorates of the Federal Penal Correction Service for committing sexual offences (without loss of freedom) and had no revealed mental pathology, whereas the other 30 persons had neither criminal records nor any revealed mental disorders. The techniques used were ""Masculinity and Femininity"", ""Age Identity"", ""The Color Relationship Test"", ""Encoding"". The research work had an increased emphasis on the qualitative analysis of associative images. From the results of an empirical study it was shown that the make-up of the sexual self-identity in a large proportion of the convict subjects has the nature of anomalous necessity, which poses the risk of repeated offences. The results of the study suggest the necessity to make recommendations for the judiciary about referral of this category of persons for a forensic examination of their mental condition. The psychologists of penal enforcement inspectorates were recommended to implement the techniques of diagnosing one's sexual self-concept as part of their day-to-day work on differentiating convicts by the risk they pose.</jats:p>",11,1,14,26,Psychology,serving a sentence without loss of freedom; anomalous sexual behavior; sexual self-concept; age identity; interpersonal perception,,,,https://psyjournals.ru/psyandlaw/2021/n1/Dvoryanchikov_Shipitsyn.shtml https://psyjournals.ru/files/119551/psylaw_2021_n1_Dvoryanchikov_Shipitsyn.pdf,http://dx.doi.org/10.17759/psylaw.2021110102,,10.17759/psylaw.2021110102,3149079817,,0,014-768-903-715-987; 030-036-251-256-223; 039-493-810-420-01X; 061-936-896-963-820; 069-839-915-984-00X; 095-707-974-515-009,0,true,cc-by-nc,gold
088-001-700-312-273,Features of the Development of the Cognitive Sphere in Children with Different Online Activities: Is There a Golden Mean?,,2019,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,G.U. Soldatova; A.E. Vishneva,"<jats:p>The paper presents the results of a comparative study of cognitive functions in preschoolers (5—7 years old, n=50), elementary school students (7—11 years old, n=50), younger adolescents (12—13 years old, n=53), and older adolescents (14—16 years old, n=47) with different intensity of daily use of digital devices: low, medium, controlled high, and uncontrollably high. A battery of neuropsychological methods was used to study the state of cognitive functions. The main differences in accordance with online activity were found in groups of elementary school students and younger adolescents: results were obtained confirming that children using the Internet at medium frequency (1—3 hours per day) are effective in performing a number of cognitive tasks (regulation, control, dynamical praxis, verbal and visual-spatial functions, and neurodynamics). In this study, a certain optimum of online activity time was outlined for different age groups, in the presence of which higher levels of development of certain cognitive functions are recorded.</jats:p>",27,3,97,118,Developmental psychology; Psychology; Cognition; Golden mean,digital technologies; neuropsychological diagnostics; cognitive functions; online activity; optimal time for using the Internet,,,,https://psyjournals.ru/mpj/2019/n3/Soldatova_Vishneva.shtml http://psyjournals.ru/en/mpj/2019/n3/Soldatova_Vishneva.shtml https://psyjournals.ru/files/108516/cpp_2019_n3_Soldatova_Vishneva.pdf,http://dx.doi.org/10.17759/cpp.2019270307,,10.17759/cpp.2019270307,2972617486,,0,002-832-936-446-099; 018-037-017-178-394; 020-472-012-085-111; 025-946-923-466-349; 030-267-217-017-753; 030-620-801-816-196; 052-517-403-119-654; 088-816-317-362-478; 108-013-483-405-87X; 109-579-027-811-777; 125-472-321-761-301; 153-925-804-222-008,24,true,cc-by-nc,gold
088-064-086-577-324,Specifics of Perception of Verbal Indications and Graphic Expressions of Basic Emotions by Children of Elementary and Middle School Age,,2022,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,E.G. Khoze; I.A. Basul; E.A. Lupenko; M.V. Yuryeva; M.M. Marinova,"<jats:p>The work studied the components of emotional competence of children of primary and secondary school age using the method of semantic differential. An analysis was made of differences in the distribution of verbal designation assessments and a comparison of the assessment profiles of verbal designations and graphic expressions (of different levels of severity) of 9 basic emotions. It is shown that the lowest level of differences in the assessments of verbal designations of children of primary and secondary school age is observed for the emotions of “joy”, “anger”, “fear” and “disgust”; the most different assessments are “interest”, “contempt” and “shame”; “guilt”, “surprise” and “sadness” occupy an intermediate position. The affective vocabulary of children of primary school age is represented by affective concepts understood at the level of children of secondary school age: “joy”, “anger” and “fear”; as well as characteristics that are extremely pronounced in terms of valence — “friendly / hostile”, and associated with communication needs — “social / unsociable”. The results obtained can be useful in the further use of graphic expressions of basic emotions as a stimulus material for studying the characteristics of perception and in the procedures for self-assessment of emotions when working with children of primary and secondary school age.</jats:p>",15,3,100,120,Sadness; Psychology; Anger; Perception; Developmental psychology; Shame; Surprise; Emotion classification; Vocabulary; Social psychology; Linguistics; Neuroscience; Philosophy,perception of emotions by children; semantic differential; affective concepts; graphic expressions of basic emotions,,,,https://psyjournals.ru/files/133659/exppsy_2022_n3_Khoze_et_al.pdf https://doi.org/10.17759/exppsy.2022150308,http://dx.doi.org/10.17759/exppsy.2022150308,,10.17759/exppsy.2022150308,,,0,002-553-603-563-607; 010-271-843-485-016; 015-222-752-915-229; 017-873-256-781-868; 021-681-847-409-994; 022-293-529-405-05X; 024-709-412-516-96X; 026-770-770-183-486; 036-144-817-304-041; 040-247-693-694-426; 040-591-797-097-215; 055-941-091-624-062; 058-400-694-784-53X; 059-435-708-855-383; 061-622-925-790-884; 076-911-047-421-393; 084-792-225-111-648; 084-844-199-606-664; 096-905-120-840-178; 097-894-378-601-663; 112-581-238-905-678; 120-603-704-246-724; 121-940-479-914-442; 122-503-390-079-752,0,true,cc-by-nc,gold
088-258-851-990-825,Accuracy of the Formation of Spatial Representations of Dynamic Scenes in Working Memory,2023-12-01,2023,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,O.A. Saveleva; G.Y. Menshikova; G.S. Bugriy,"<jats:p>&lt;p&gt;The cognitive representation of the environment is formed using cognitive systems that process data on spatial representations of two types: egocentric, encoding the position of environmental objects relative to the observer, and allocentric, encoding the position of objects relative to each other, regardless of the position of the observer. Data on spatial representations were studied mainly in problems of memorization and reconstruction of static scenes. However, the task of processing information about dynamic scenes in everyday life has a higher ecological validity. We used HMD virtual reality technologies to study the accuracy of the formation of egocentric and allocentric spatial representations of static and dynamic scenes in working memory. The subjects were presented 8 three-dimensional virtual scenes of 4 objects each for 10 seconds in static and dynamic conditions for memorization and reconstruction. Identification accuracy (number of correctly reconstructed objects) and localization accuracy (accuracy of spatial scene reconstruction) were assessed. Localization accuracy was assessed in topological units, corresponding to the accuracy of the representation of the general configuration of objects in the scene (global topological information), and in metric units, corresponding to the accuracy of the representation of the spatial coordinates of each object (local metric information). The results showed that object identification accuracy was similar in static and dynamic conditions; the processes of encoding metric local information during the formation of both types of representations of dynamic scenes worsen compared to static ones; the accuracy of encoding topological global information remains stable compared to the static condition. We can conclude that the visual and spatial systems operate independently as part of a general cognitive system that processes data on spatial representations in time-limited working memory, as well as the redistribution of its resource in dynamic condition for supporting topological data of the holistic configuration of moving objects more, than metric data. The results highlight the importance of topological spatial characteristics of spatial representations for processes of early spatial perception, decision making, and action in the environment.&lt;/p&gt;</jats:p>",16,4,57,74,Memorization; Computer science; Encoding (memory); Observer (physics); Artificial intelligence; Computer vision; Representation (politics); Metric (unit); Object (grammar); Spatial relation; Pattern recognition (psychology); Spatial cognition; Cognition; Mathematics; Psychology; Operations management; Physics; Mathematics education; Quantum mechanics; Neuroscience; Politics; Political science; Law; Economics,dynamic scenes; egocentric and allocentric spatial representations; cognitive systems; working memory; virtual reality,,,,,http://dx.doi.org/10.17759/exppsy.2023160404,,10.17759/exppsy.2023160404,,,0,000-079-660-710-396; 000-470-260-973-666; 005-688-807-170-255; 006-221-986-488-089; 008-148-276-507-227; 011-697-675-346-037; 012-952-868-125-988; 014-422-673-650-381; 015-882-949-708-585; 016-291-875-839-081; 020-842-212-540-647; 025-415-725-538-599; 025-974-255-878-353; 027-736-275-841-725; 029-261-882-010-516; 029-448-065-588-019; 034-257-101-983-18X; 040-745-699-685-936; 041-026-465-746-615; 042-861-853-555-250; 044-188-899-136-129; 044-290-378-122-646; 044-919-187-801-879; 049-928-293-562-396; 050-524-747-524-998; 050-893-434-661-899; 051-615-605-741-831; 053-274-232-458-338; 056-252-399-018-790; 065-080-294-801-410; 075-128-194-574-006; 075-241-394-555-365; 076-952-860-760-663; 081-155-610-461-715; 088-787-563-380-137; 089-421-146-151-931; 096-943-846-117-656; 100-397-542-968-686; 100-861-316-427-642; 102-288-744-350-040; 102-425-390-599-022; 107-496-686-100-876; 114-744-459-565-968; 117-403-582-172-653; 120-840-273-357-025; 141-556-491-209-876; 164-705-652-478-374,0,true,cc-by-nc,gold
088-411-022-046-608,Group Communication Training for Young People with Combined Visual and Hearing Impairments,,2018,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,А Ю Хохлова; М В Дианова,"<jats:p>The article presents the experience of the communication training for young people with visual and hearing impairments. Boys and girls aged 16–25 with simultaneous hearing and visual impairments of varying severity took part in the group trainings. The variety of means of communication used by them described, conditions of effective training work outlined. The results showed that young people with visual and hearing impairments demonstrate a fairly high level of possession of various means of communication without pronounced additional violations. Communicative needs and preferences in young people with visual and hearing impairments are age-appropriate. Communication training allows the following: to eliminate some of the objective communicative difficulties which are exists in deaf-blind people, to motivate participants to show initiative in communication, to learn new about each other. Also communicative training creates a positive experience of communication with a wider range of people. The most important result is the opportunity to talk about ones feelings in a supportive atmosphere.</jats:p>",7,1,91,103,Psychology; Training (meteorology); Communication in small groups; Audiology,слепоглухота; коммуникация; средства общения; тренинг общения Хохлова А.Ю.; Дианова М.В. Групповой тренинг общения для молодых людей; имеющих сочетанные нарушения зрения и слуха [Электронный ресурс]. Clinical deaf-blindness; communication; means of communication; communication training,,,,https://psyjournals.ru/files/92196/cpse_2018_n1_Hohlova.pdf https://core.ac.uk/display/155260159 https://psyjournals.ru/psyclin/2018/n1/Hohlova_Dianova.shtml,http://dx.doi.org/10.17759/cpse.2018070107,,10.17759/cpse.2018070107,2796279423,,0,,0,true,cc-by-nc,gold
088-506-944-598-566,Личностные особенности и антисоциальная креативность на примере кадетов и сотрудников МВД,,2018,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Н В Мешкова; В А Шаповал; Е А Герасименко; М С Потарыкина; И А Мешков,"<jats:p>We present and analyze the results of two empirical studies conducted in the framework of adaptation of ""The malevolent creativity behavior scale"" (Hao et al.) on samples of cadets-students grades 9-10 (N=89, 70-boys) and police officers (N=62, average age 26 years, men). The hypothesis that the implementation of original solutions in behavior harmful to other people is due to the interaction of aggression/its components and a set of personal characteristics was tested. The results showed: 1. a special contribution belongs to the cognitive component of aggression-hostility (Bass-Perry questionnaire), both in adolescents and adults; 2. there are age and gender features in predictors of anti-social creativity. It is shown by the example of cadets that Machiavellianism, low neuroticism, agreeableness (NEO-5 FFI) can be included in the complex of personal characteristics. Analysis of the results obtained in the sample of police officers with non-legal education showed that the combination of low hostility with high self-regulation and self-control of the individual (""self-directedness "",TCI-125) can become a resource of resistance to anti-socially directed behavior, in particular corruption.</jats:p>",8,3,83,96,Psychology,антисоциальная креативность; коррупция; враждебность; МГУ; 2001. С. 104-105 malevolent creativity; corruption; hostility; Machiavellianism; self-control; cadets; police officers,,,,https://psyjournals.ru/files/95098/psyandlaw_2018_3_Meshkova_Shapoval_Gerasimenko.pdf https://psyjournals.ru/psyandlaw/2018/n3/95098_full.shtml,http://dx.doi.org/10.17759/psylaw.2018080306,,10.17759/psylaw.2018080306,2893823622,,0,005-672-268-924-604; 016-596-847-465-307; 019-292-598-439-808; 022-670-629-886-322; 024-050-673-230-289; 039-065-520-227-253; 083-924-862-320-528; 087-910-509-439-593; 149-754-466-141-417,8,true,cc-by-nc,gold
088-673-691-078-658,The Seventh Conference in Memory of M.Yu. Kondratiev: International Forum of Specialists in the Field of Solving Socio-Psychological Problems,,2022,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,V.A. Orlov,"<jats:p>The article presents a report on the work of the VII International Scientific and Practical Conference in memory of M.Yu. Kondratiev “Social Psychology: Issues of Theory and Practice”, held on May 12—13, 2022 at Moscow State University of Psychology &amp; Education. The main events of the forum are reflected. The significance of the conference for the development of promising areas of socio-psychological research, as well as their practical application, is shown. The importance of exchanging the experience between researchers from various scientific schools for solving urgent socio-psychological problems of teaching and educating a developing personality is represented.</jats:p>",13,2,216,222,Kondratiev wave; Personality; Psychology; Field (mathematics); Sociology; Social science; Social psychology; Economics; Mathematics; Pure mathematics; Macroeconomics,,,,,https://psyjournals.ru/files/130427/sps_2022_n2_Orlov.pdf https://doi.org/10.17759/sps.2022130215,http://dx.doi.org/10.17759/sps.2022130215,,10.17759/sps.2022130215,,,0,014-646-946-753-996; 131-524-065-913-802,0,true,cc-by-nc,gold
088-754-205-225-929,Developing of students diagnostic skills for working with adolescents with deviant behavior as a factor in the ethical principle of objectivity,,2015,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,O R Busarova,"<jats:p>The aim of the present article was to study the question of do special exercises for the formation of students-psychologists skills determine the causes of deviant behavior of adolescents, based on the provisions of the causal approach in psycho-diagnostics A. F. Anufrieva, the principle of objectivity. The study involved 30 future psychologists. After performing the exercises in the course ""Psychodiagnostics"" the students solved the task, which simulates diagnostic work of the psychologist with decriminalised teenager with deviant behavior. Students were asked to solve a problem in professional discourse – to put forward hypotheses about the causes of deviant behavior in everyday life is to point out the culprits of the situation. Additionally, students assessed their similarity with the hero of the diagnostic event. The results show that students who have managed to build up diagnostic skills to identify psychological causes of deviant behavior, both professionally and in everyday discourse grappled with the task model, regardless of the number of subjective similarities with her character. Students who have not sufficiently developed diagnostic skills, to avoid bias failed.</jats:p>",5,3,51,60,Psychology; Objectivity (philosophy); Social psychology,,,,,https://psyjournals.ru/psyandlaw/2015/n3/Busarova.shtml https://doaj.org/article/6c301dec726447c88f986322b6c348be https://core.ac.uk/display/91895240 https://psyjournals.ru/files/78663/psyandlaw_2015_3_Busarova.pdf,http://dx.doi.org/10.17759/psylaw.2015050305,,10.17759/psylaw.2015050305,2196406750,,0,,1,true,cc-by-nc,gold
089-010-132-032-513,Cultural-Historical Psychology as a Theory of Subjectivity in the Works of F. González Rey,,2020,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,N.P. Busygina; S.V. Yaroshevskaya,"<jats:p>Theory of subjectivity developed by Brazilian psychologist F. González Rey is considered as a result of rethinking some of Vygotsky’s ideas in the context of modern critical psychology based on the works of M. Foucault, L. Althusser, feminist and postcolonial theories etc. In critical psychology subjectivity is conceptualized as produced by the forces of social regulation, so it appears oversocialized and reduced to discursive constructions. It is argued that the theory of subjectivity in the framework of cultural-historical psychology developed by F. González Rey makes it possible to overcome social reductionism of critical approaches without falling into the pre-critical concept of subject. On the base of Vygotsky’s ideas about the unity of affect and intellect, sense and perezhivanie as psychic units, González Rey developed a new ontology of psychological science that allows to overcome the dominant representation of ‘psyche as a container’ of cognitive processes, emotions, personal traits etc. and to rethink the relationship between individual and social. In the light of theory of subjectivity, the importance of qualitative methodology for cultural-historical psychology is discussed.</jats:p>",16,1,68,77,Psychoanalysis; Sociology; Subjectivity; Cultural-historical psychology,субъективность; смысл; субъект; культурно-историческая психология; критическая психология; Л.С. Выготский; Ф. Гонсалес Рей; качественная методология,,,,https://www.scilit.net/article/d0ca2984969d8c06ca968091144f27c4 https://psyjournals.ru/kip/2020/n1/Busygina_Yaroshevskaya.shtml https://psyjournals.ru/files/112858/chp_2020_n1_Busygina_Yaroshevskaya.pdf,http://dx.doi.org/10.17759/chp.2020160107,,10.17759/chp.2020160107,3014239608,,0,008-979-267-700-532; 009-548-615-076-310; 024-416-381-242-409; 037-259-062-034-034; 046-044-015-285-680; 049-985-343-424-313; 054-167-061-947-411; 056-233-809-120-226; 059-723-037-823-60X; 060-030-734-395-077; 064-984-339-330-33X; 083-414-324-029-602; 094-663-837-663-672; 109-583-834-226-824; 110-764-112-796-321; 126-074-779-773-323; 154-193-844-477-019; 165-666-171-303-765; 181-872-744-760-224,1,true,cc-by-nc,gold
089-014-745-259-815,"Патохарактерологические особенности психически здоровых лиц, склонных к импульсивной агрессии",,2018,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Ф С Сафуанов; К.Ю. Телешева; В. В. Мямлин; А.В. Киренская,"<jats:p>The experimental psychological study of mentally healthy offenders accused of crimes committed by the mechanism of impulsive aggression was provided. The control group consisted of healthy male volunteers who did not commit offenses. The battery of psychometric techniques was applied, notably questionnaires of Spielberger, Rusalov’s structure of temperament questionnaire, Rotter’s modified version of the subjective control level assessment, Zuckerman and Buss-Durkee questionnaires. It was shown that the core of pathocharacterological complex of healthy individuals prone to impulsive aggression is temperamental features associated with changes in such components of functional system as afferent synthesis, acceptor of action results, and feedback afferentation. A comparative analysis of the results of mentally healthy persons and persons with borderline psychiatric disorders (that do not exclude responsibility) confirmed the hypothesis that, on the whole, the mechanism of impulsive aggression is not determined by the factor of mental disorder.</jats:p>",8,3,150,166,,a comprehensive forensic psychological and psychiatric examination; impulsive aggression; pathocharacterological signs; temperament; hostility; psychiatric disorders not excluding responsibility,,,,https://psyjournals.ru/psyandlaw/2018/n3/95109.shtml https://psyjournals.ru/files/95109/psyandlaw_2018_3_Safuanov_Telesheva_Myamlin.pdf,http://dx.doi.org/10.17759/psylaw.2018080311,,10.17759/psylaw.2018080311,2893272278,,0,047-750-830-633-009,5,true,cc-by-nc,gold
089-065-707-905-222,The Role of Modular Education in the Development of Professional Competencies of Applied Bachelor Students,,2018,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,S P Sanina,"<jats:p>The modular principle of the educational process organization is considered in which practical work, training and introductory, educational practice, SSRP are included into the module, along with the theoretical content. The aim of the article is to consider possibilities of modular education in developing professional competencies of future primary school teachers. In the article experience of the module section approbation ""Organization of students’ learning activities at Arts and crafts lessons"" is presented. Two models of the teacher's activity in the teaching process are described: the “instruction” model of the teaching process and the teacher’s ""controlling"" activity. Experience of implementing the model of modular education at all stages is presented: an example of the task for students for educational and introductory practice is given; examples of questions discussed in reflexive work are given; how classroom studies are conducted taking into account the specificity of the subject ""Arts and crafts"". Examples of a test task and a case for the midterm assessment of students are provided. The effectiveness of the modular organization of the educational process in developing students’ professional competencies of applied bachelor degree course is shown.</jats:p>",10,3,56,69,Modular design; Psychology; Bachelor; Medical education,,,,,http://psyjournals.ru/files/96063/psyedu_2018_n3_Sanina.pdf https://psyjournals.ru/en/psyedu_ej/2018/n3/Sanina.shtml https://psyjournals.ru/files/96063/psyedu_2018_n3_Sanina.pdf,http://dx.doi.org/10.17759/psyedu.2018100306,,10.17759/psyedu.2018100306,2901326095,,0,049-947-389-952-587; 069-423-507-884-588; 128-672-672-976-959,6,true,cc-by-nc,gold
089-362-329-048-200,Experience of Psychological Support of the Project «Rescue Assistants»,,2020,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,N.V. Lavrechkin; T.G. Podushkina; A.A. Gazaryan,"<jats:p>The article describes the experience of the pilot project ""rescuers' Assistants“, implemented in June-August 2019 by the state educational institution” My career "" with the methodological support of the Moscow State University of Psychology and Education (MSUPE). The project focuses on working with teenagers from 14 to 17 years old, identified as ""socially dangerous"" and ""difficult life situations"".  Project participants: adolescents who for various reasons have applied for help in the centers for family and childhood support in Moscow. Total number of projects participants -  500. The psychological and socio-pedagogical support was provided by graduates and students of MSUPE; the methodological support of the project was provided by the sector ""Center for Evidence-based Social Design"" and the faculty of Legal psychology of MSUPE. This article describes the experience of implementation and project analysis. The paper includes  the description of psychological mechanisms used for rehabilitation purposes in working with adolescents, statistical data of the survey of adolescent participants, conclusions and recommendations.</jats:p>",10,2,127,139,Psychology; Nursing; Psychological support,Московский государственный психолого-педагогический университет (ФГБОУ ВО МГППУ); г. Москва; Российская Федерация difficult life situation; socially dangerous situation; adolescent; career guidance,,,,https://psyjournals.ru/files/114299/psylaw_2020_2_Lavreshkin_Podushkina_Gazaryan.pdf https://scholar.archive.org/work/ma2eolyke5htbfapeq3fasl24m https://psyjournals.ru/psyandlaw/2020/n2/Lavreshkin_Podushkiina_Gazaryan_full.shtml,http://dx.doi.org/10.17759/psylaw.2020100210,,10.17759/psylaw.2020100210,3038121360,,0,087-511-893-554-001; 107-029-109-542-188; 154-074-383-417-838; 155-777-987-631-875,0,true,cc-by-nc,gold
089-749-376-922-841,Исследование адаптивного статуса и аутистических проявлений у разновозрастных групп пациентов с моногенной формой расстройств аутистического спектра – синдромом Мартина–Белл,,2020,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,K K Danilina; N.L. Gorbachevskaya,"<jats:p>The article analyzes psychological data of a large group (55 males and 6 females) of subjects with monogenic form of hereditary cognitive impairment with autistic symptoms – Martin-Bell syndrome (FXS) at different age ranges (from 2 to 34 years old). As a result of the analysis, significant cognitive impairments were identified, which persisted throughout the studied age interval (IQ 50 ± 2.1 in males and 60 ± 5.6 in females). Autistic disorders were observed on average in 60% of subjects (less in females) and were most pronounced at 8-12 years. Use of Autism Diagnostic Observation Scale-2 (ADOS-2) allowed us to show that “Social Affect” scale makes the main contribution to overall score of autistic manifestations. Almost all subjects showed a significantly reduced level of adaptive skills. The lowest scores on “Communication”, “Socialization” and “Everyday life skills” scales were observed at the age of 8-12 years. With increase in age, subjects improved only on “Daily Life Skills” scale. It was also shown that a higher degree of adaptation and better nonverbal intelligence was observed in children with less severe autistic symptoms.</jats:p>",9,2,79,98,Medicine,mental retardation syndrome linked to fragile X chromosome; autism spectrum disorders; Martin-Bell Syndrome; fragile X syndrome; socialization; nonverbal intelligence  adaptive skills,,,Russian Foundation for Basic Research,https://psyjournals.ru/psyclin/2020/n2/Danilina_Gorbachevskaya_full.shtml https://psyjournals.ru/files/114884/cpse_2020_n2_Danilina_Gorbachevskaya.pdf,http://dx.doi.org/10.17759/cpse.2020090204,,10.17759/cpse.2020090204,3044555568,,0,000-685-846-805-262; 008-259-733-350-459; 008-628-710-561-553; 008-933-770-208-090; 012-567-165-874-383; 014-199-369-782-823; 017-845-370-535-97X; 020-517-713-950-872; 021-819-224-210-750; 034-094-369-928-436; 039-482-065-253-19X; 046-210-429-386-618; 047-931-265-523-60X; 052-475-995-720-714; 057-576-582-212-089; 057-954-266-891-089; 058-835-060-364-501; 060-086-800-131-84X; 066-329-282-672-057; 066-491-726-950-456; 086-854-716-056-659; 092-348-690-890-068; 096-523-676-445-241; 099-697-558-809-322; 119-935-575-355-830; 121-595-013-790-885; 170-818-614-352-306; 182-057-203-415-220,1,true,cc-by-nc,gold
089-750-372-659-554,Multitasking as Simultaneous Execution and as a Task Shift: Approaches to Diagnostic of Media-Multitasking and its Efficacy in Children and Adolescents,,2020,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,G.U. Soldatova; E.I. Rasskazova,"<jats:p>The transformation of the problem of multitasking as an object of experimental cognitive psychology into a General psychological problem of constant combination of several activities, provoked by information technologies and which has become a social criterion for a successful person, requires a comparison of different approaches to definition, modeling and diagnostics. The aim of this study is to compare the features of media multitasking as simultaneous task completion and switching between them in schoolchildren. 57 primary school students, 54 teenagers aged 11—13 and 46 teenagers aged 14—16 solved a series of tasks presented simultaneously in windows on a computer and sequentially in the form of SMS messages to a mobile phone. According to the results, multitasking as simultaneous task completion was observed in only 4.5% of children and adolescents and was not associated with multitasking as switching between tasks. Multitasking as delaying and returning to tasks was typical for every second child and increased with age, but it was also not associated with the speed and efficiency of task completion. By the age of 11—13, children are characterized by attempts to speed up and optimize activities in a multitasking environment through various, often ineffective strategies. Attempts to speed up and optimize tasks are more typical and, according to our data, are formed earlier among boys. The results are discussed in the context of the hypothesis that the development of multitasking in children and adolescents should be considered as the formation of strategies for solving problems in a multitasking environment.</jats:p>",13,4,88,101,Human multitasking; Human–computer interaction; Psychology; Task (project management),multitasking; media multitasking; social situation; adolescents; efficiency,,,Russian Foundation for Basic Research,https://psyjournals.ru/en/exp/2020/n4/Soldatova_Rasskazova.shtml https://psyjournals.ru/files/118570/exppsy_2020_n4_Soldatova_Rasskazova.pdf,http://dx.doi.org/10.17759/exppsy.2020130406,,10.17759/exppsy.2020130406,3123091224,,0,002-815-195-576-43X; 007-440-175-285-655; 010-253-041-485-314; 011-122-506-268-472; 013-934-497-364-847; 019-467-343-320-76X; 019-725-973-327-56X; 044-217-944-266-572; 048-903-286-681-875; 049-004-577-527-752; 053-742-797-862-842; 069-883-478-204-527; 076-789-172-721-292; 090-524-933-917-489; 130-423-017-016-77X; 134-322-119-337-008,4,true,cc-by-nc,gold
089-803-899-203-445,Psychologica lreadiness for management as a basis for potential competitiveness in prospective managers,,2017,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,Olga V. Mitina; N A Nizovskikh; M N Sharafutdinova,"<jats:p>The paper presents outcomes of a research on psychological readiness for management in students (future managers). Psychological readiness for management is understood as one’s general predisposition towards administrating himself/herself and other people that is based on the system of relevant values. The extent of manifestation of the components of psychological readiness is considered as the basis of potential competitiveness in university graduates.Our empirical research involved students majoring in management (n = 98) aged 18-23 years.The study revealed that management values are highly significant for the respondents and that there are gender differences in value hierarchies.The components of psychological readiness for management were found to be related with indicators of life satisfaction, time perspective and basic values in the students.The outcomes if this research may be applied in higher education, management and career counselling in schools and universities.</jats:p>",22,3,71,81,Environmental resource management; Basis (linear algebra); Environmental economics; Business,competitiveness; potential competitiveness; psychological readiness for management in university graduates; effective management; career guidance,,,,https://psyjournals.ru/psyedu/2017/n3/Mitina_Nizovskikh_Sharafutdinova.shtml https://psyjournals.ru/files/87238/pse_2017_n3_Mitina_Nizovskikh_Sharafutdinova.pdf https://core.ac.uk/display/87558764,http://dx.doi.org/10.17759/pse.2017220308,,10.17759/pse.2017220308,2756976357,,0,026-686-590-317-115; 087-471-283-290-594,1,true,cc-by-nc,gold
089-826-616-623-311,Foreign Studies of Separational Anxiety,,2022,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,Y.A. Kochetova; M.V. Klimakova,"<jats:p>The article aimes to studying the phenomenon of separation anxiety in different ages. Currently separation anxiety studying its become more relevant at different stages of human development. This article presents an analysis of the phenomenon of separation anxiety, its manifestations and clinical picture, diagnostic criteria and methods of psychotherapy, in particular, the use of non-directive play therapy, methods of cognitive behavioral therapy (the program “The Coping Cat”). The analysis of foreign studies shows the relationship between the level of infant's parents separation anxiety with the level of anxiety of their children, with the personal growth of the parents. Modern foreign studies shows the impact of separation anxiety on the mental development of children. The data obtained in the studies allow us to see the role of anxiety disorder caused by separation in the personality formation, which is an important condition for the therapeutic and corrective tools.</jats:p>",11,1,39,47,Anxiety; Phenomenon; Psychology; Separation (statistics); Cognition; Developmental psychology; Clinical psychology; Psychotherapist; Psychiatry; Physics; Quantum mechanics; Machine learning; Computer science,anxiety disorder; separation anxiety disorder; child-parent relationship; type of attachment; diagnosis and psychotherapy of anxiety,,,,,http://dx.doi.org/10.17759/jmfp.2022110104,,10.17759/jmfp.2022110104,,,0,004-618-999-089-303; 010-332-530-317-851; 017-685-975-603-517; 020-697-642-847-034; 039-016-329-241-515; 041-036-666-161-049; 050-281-458-144-194; 050-471-224-234-303; 054-464-013-113-392; 057-442-853-217-321; 067-949-033-250-535; 068-241-947-831-216; 073-392-689-653-873; 076-478-961-261-85X; 077-586-243-379-460; 078-126-746-131-458; 080-345-876-455-559; 095-119-179-759-652; 098-320-681-286-137; 120-771-882-697-782; 123-887-319-642-241; 135-725-184-073-435,6,true,cc-by-nc,gold
090-998-236-156-180,Sign-reference equivalence research methods in humans and animals,,2019,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,M. V. Samuleeva; A. A. Smirnova; Z. A. Zorina,"<jats:p>Human language based on symbolization or sign-referent equivalence relations. The paper focuses on methods of studying the process of developing of sign-referent equivalence. Subject is trained in Matching-To-Sample task: for example, reinforcing of stimulus B if the sample was A, and stimulus D if the sample was C. Following test allows to reveal if new relations (for example, symmetry, if subject chooses stimulus A if the sample was B) appeared spontaneously. Human subjects usually pass this test successfully. This result may be explained by repeated demonstration of sign-referent symmetry during language learning and using. Our paper is dedicated to methods features which can be used to study sign-reference developing in human and animals. We discuss factors that leads to appearance of this crucial property of stimulus equivalence.</jats:p>",12,4,91,105,Psychology; Equivalence (measure theory); Pure mathematics,,,,Russian Science Foundation,https://psyjournals.ru/files/110972/exppsy_2019_n4_Samuleeva_Smirnova_Zorina.pdf https://psyjournals.ru/exp/2019/n4/Samuleeva_Smirnova_Zorina.shtml,http://dx.doi.org/10.17759/exppsy.2019120408,,10.17759/exppsy.2019120408,2994858760,,0,001-636-316-235-886; 005-472-018-289-701; 006-123-420-930-924; 008-965-781-620-247; 009-469-183-113-724; 011-928-415-029-946; 013-526-462-594-201; 014-212-488-655-636; 014-966-656-597-430; 016-879-975-384-181; 017-200-224-018-802; 018-095-812-285-266; 018-515-562-404-178; 023-747-874-683-149; 025-743-124-486-378; 028-678-029-484-471; 028-786-518-856-73X; 031-518-667-515-418; 032-993-041-575-522; 033-888-879-727-19X; 039-391-308-194-574; 044-119-018-100-240; 044-995-695-164-428; 046-008-546-724-138; 049-551-698-263-266; 051-857-035-654-737; 052-156-548-477-056; 052-799-751-217-603; 066-005-721-043-80X; 072-800-665-921-339; 073-573-861-361-905; 077-772-249-415-652; 080-098-103-941-031; 083-265-775-301-058; 090-814-478-345-727; 096-982-278-669-410; 101-458-280-663-702; 107-267-945-132-292; 110-738-923-388-752; 118-885-645-634-351; 119-732-640-501-33X; 124-510-016-348-092; 134-286-189-372-743; 144-493-768-203-690; 159-060-627-118-16X; 164-884-245-778-763,0,true,cc-by-nc,gold
091-230-583-522-42X,Computer addiction and computer literacy: two sides of the same process,,2017,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,T V Ermolova; N B Florova; Aleksandr V. Litvinov,"<jats:p>The article provides evidence that the educational system at its current state is not able to adequately perceive the intervention of informational computer technologies and utilize them, as well as clearly differentiate types and risks of the so-called computer addiction. So far, education hasn’t developed a clear view of the role these technologies play in educational process, it only notifies their ambiguity for teaching different subjects. It means that humanity is still in search of the new approaches, being under the pressure of the old paradigms in education. It is especially obvious in teachers’ training practice, equipment of educational institutions, and other factors. The authors believe that contemporary risks in education, connected with intervention of information technologies, can be managed through computer literacy of participants in the educational process, and it might become a sort of a counterbalance for computer addiction.</jats:p>",6,4,46,55,Mathematics education; Psychology; Computer literacy; Computer addiction; Process (computing),computer addiction; computer literacy; education paradigm shift; the intervention of ICT; the perception of Internet technologies in education; psychological motives of addiction,,,,https://psyjournals.ru/en/jmfp/2017/n4/Ermolova_Litvinov_Florova.shtml https://doaj.org/article/dd42980701844caa963561cf940fb883 https://psyjournals.ru/files/91239/jmfp_2017_n_4_Ermolova_Litvinov_Florova.pdf,http://dx.doi.org/10.17759/jmfp.2017060405,,10.17759/jmfp.2017060405,2787995094,,0,001-221-244-199-550; 002-615-995-310-377; 003-924-535-056-22X; 006-198-421-561-901; 008-263-102-125-230; 016-823-002-641-636; 017-654-808-345-889; 026-170-742-224-413; 026-522-416-872-454; 026-777-663-583-128; 030-713-138-347-911; 032-985-094-407-725; 033-448-675-658-517; 041-659-763-240-049; 042-545-173-689-218; 050-516-044-867-935; 052-873-286-398-957; 059-514-090-847-503; 061-886-424-574-963; 069-912-809-899-352; 091-706-433-370-45X; 098-011-252-072-369; 107-506-750-733-958; 119-110-715-090-429; 125-347-843-344-940; 130-013-361-444-122,2,true,cc-by-nc,gold
091-466-034-229-600,Interrelation of individual-personal qualities and dynamics of functional states participants of the sea Arctic expedition,2022-12-11,2022,journal article,Acta Biomedica Scientifica,25879596; 25419420,FSPSI SCFHHRP,,M. A. Tunkina; Ya. A. Korneeva; N. N. Simonova; A. A. Trofimova,"<jats:p>   The issues of psychological adaptation of a person to the extreme conditions of the Arctic continue to be relevant at the present time. Dynamic monitoring of human functional states is an effective technology that allows timely identification of the level of human adaptation to the conditions of the North and implementation of preventive measures to maintain health in extreme working conditions.<jats:bold>   The aim of the study</jats:bold> is to identify and describe the relationship of individual-personal qualities and the dynamics of the functional states of the participants of the marine Arctic expedition.<jats:bold>   Methods. </jats:bold>Psychophysiological testing using the device UPFT-1/30-«Psychophysiolog» (variational cardiointervalometry, complex visual-motor reaction); color preference test (M. Luscher, adapted by L. N. Sobchik) with calculation of interpretation coefficients by G. A. Aminev; Five-factor personality questionnaire (R. McCrae and P. Costa, adapted by A. B. Khromov); statistical methods: descriptive statistics, frequency analysis, correlation analysis using Spearman’s rank correlation coefficient. The study was conducted daily in the morning and evening for 20 days on the research vessel Mikhail Somov in June 2021. The study involved 39 people, including participants in the scientific and educational expeditionary project “Arctic Floating University–2021”.<jats:bold>   Results.</jats:bold> The dynamics of psychophysiological and projective psychological parameters of the functional states of the expedition members as a whole is characterized by favorable levels, which indicates their adaptation to the conditions of high latitudes. According to the results of the correlation analysis, statistically significant relationships were revealed between the dynamics of functional states and such individual-personal qualities as: extraversion − introversion and attachment − separation.<jats:bold>   Conclusion.</jats:bold> The results of the study are consistent with the data of previous expeditions of the “Arctic floating university” and other polar expeditions. The revealed interrelations of functional states with different personality characteristics of the participants testify in favor of the complex nature of the study using different groups of diagnostic methods.</jats:p>",7,5-1,228,241,Psychology; Spearman's rank correlation coefficient; Personality; Test (biology); Arctic; Social psychology; Descriptive statistics; Developmental psychology; Statistics; Applied psychology; Ecology; Mathematics; Biology,Тункина М.А.; Корнеева Я.А.; Симонова Н.Н.; Трофимова А.А human functional state; working capacity; stress; variational cardioint ervalometry; dynamic monitoring; Arctic floating university; expeditionary method; Arctic,,,,https://www.actabiomedica.ru/jour/article/download/3851/2453 https://doi.org/10.29413/abs.2022-7.5-1.24,http://dx.doi.org/10.29413/abs.2022-7.5-1.24,,10.29413/abs.2022-7.5-1.24,,,0,004-612-586-717-319; 007-431-885-951-232; 019-207-329-476-492; 019-526-718-039-075; 020-733-812-857-784; 023-931-652-504-74X; 031-015-482-315-909; 031-445-906-174-944; 035-172-167-639-983; 043-504-349-260-606; 052-661-802-064-888; 055-436-467-383-125; 060-164-594-779-741; 068-610-365-414-763; 069-588-425-598-399; 074-040-295-095-730; 081-333-667-046-116; 085-286-334-047-678; 141-582-180-714-356; 157-006-873-378-370; 170-646-745-008-689,1,true,cc-by,gold
091-501-821-308-499,Relationship Between Enthusiasm for Online Gaming and Learning Motivation Among Students of Different Status,,2021,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,N V Kochetkov; E N Volozhaeva,"<jats:p>The article answers the question how learning motivation and enthusiasm for online gaming are related in students with low, medium and high social status. We present results of a study conducted in 2020 that involved 104 students of 9—11 grades of Moscow schools, 41% (n=43) males, 59% (n=61) females. The techniques used in the study included the academic motivation scale, the assessment tool for game addiction, sociometry, the reference measurement technique, and the technique for identifying informal intragroup power structure in a contact community. The results show that each structure of the integral intragroup status is characterized by its own relationship between learning motivation and willingness to engage intensively in online gaming. As it was revealed, in the attraction structure of intragroup status among high-status students the game addiction indicator is negatively correlated to learning motivation, whereas in the structure of informal power among low-status students this correlation is positive.</jats:p>",26,4,34,42,Mathematics education; Psychology; Enthusiasm; Learning motivation,Независимый исследователь; г. Москва; Российская Федерация enthusiasm for online gaming; game addiction; video games; learning motivation at school; intragroup status; relationships of interpersonal significance,,,,https://psyjournals.ru/files/122656/pse_2021_n4_Kochetkov_Volozhaeva.pdf https://psyjournals.ru/psyedu/2021/n4/Kochetkov_Volozhaeva.shtml,http://dx.doi.org/10.17759/pse.2021260403,,10.17759/pse.2021260403,3197552839,,0,004-967-751-293-162; 014-892-479-254-584; 016-823-002-641-636; 023-865-247-453-632; 032-045-321-731-390; 034-978-207-381-152; 039-357-164-950-65X; 044-912-591-717-132; 057-144-887-680-482; 067-810-135-357-070; 071-003-896-808-490; 078-316-096-512-52X; 123-221-658-716-320; 142-513-912-970-177; 169-890-816-571-671; 170-660-264-000-951; 185-777-011-537-519,1,true,cc-by-nc,gold
091-505-831-873-588,Empathy as a Method: from the Philosophical Point of View,,2015,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,T D Karyagina,"<jats:p>The article examines the emergence and establishment of the concept of «empathy» in philosophical approaches of the end of XIX — early XX centuries. As immediate predecessors of the concept of «empathy» the W. Dilthey’s concept of «coexperi- ence» (Nacherleben) and the T. Lipps’s «feeling into» (Einfühlung) are discussed. The way of formation, synthesis of meanings, which are typical to the modern understanding of empathy, is analyzed. As a main context, which sets the direction of such a synthesis, the problem of the subject and method of the humanities and psychology in particular is considered. «Experience» and «empathy» since their appearance in the philosophical systems were viewed as the united concepts within the link between the subject and method of «understanding (descriptive) psychology». A detailed analysis of how W. Dilthey, E. Husserl, E. Stein, T. Lipps, M. Scheler and K. Jaspers viewed this problem is given.</jats:p>",23,5,205,234,Epistemology; Philosophical methodology; Psychology; Point (typography); Empathy; Social psychology,,,,,https://psyjournals.ru/mpj/2015/n5/karyagina.shtml https://psyjournals.ru/files/84860/kpip_2015_n5_karyagina1.pdf,http://dx.doi.org/10.17759/cpp.2015230510,,10.17759/cpp.2015230510,2591455899,,0,000-851-394-749-933; 008-022-355-488-868; 009-693-002-769-545; 021-036-293-179-258; 038-008-467-213-006; 038-212-633-566-252; 050-082-123-097-275; 115-958-528-431-93X; 134-584-142-901-893,2,true,cc-by-nc,gold
091-508-903-428-859,Cognitive Defect in Children and Adolescents with Schizophrenia Spectrum Disorders: Psychometric and Neuropsychological Approaches to the Assessment of Cognitive Disorders,,2016,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,S. Strogova; A. Sergienko; N.V. Zvereva,"<jats:p>The article is devoted to the diagnostic approaches of cognitive defects in schizophrenia using psychometric and neuropsychological methods. The clinical psychological research results of different kinds of cognitive defects in children and adolescents with schizophrenia spectrum disorders (74 subjects of average age of 11 ± 2 years old, 18 of which have passed a complete neuropsychological examination) are described. We have compared psychrometric and neuropsychological diagnostics results of children and adolescents with schizophrenia spectrum disorders with the results of reference group of children with normal development. The differences of intellectual levels depending on the diagnosis have been marked and the respective types of cognitive defect are described. The total (most severe) defect has been detected in children with progredient schizophrenia (F20). While in other groups (children and adolescents with non-progredient schizophrenia) there has been revealed partial defect. Complex psychometric and neuropsychological diagnostics allows to make more detailed evaluation of the cognitive defect and its structure. Neuropsychological diagnostics has also confirmed that there are intensity differences of brain dysfunction between the diagnosed groups. Patients with сhildren schizophrenia (F20) have notable dysfunctions (or functional immaturity) of cortical structures, while in the group of children with diagnosis of episodic schizophrenia (episodic with progressive clinical course) with progressive or stable defect (F20.x) impairment of interhemispheric coordination has been observed. Children and adolescents with schizotypal disorder (F21) have showed dysfunctions of subcortical structures. Our research results support the hypotheses about the interrelation between kinds of cognitive defect and specificity of neuropsychological status in children and adolescents with different kinds of progredient schizophrenia spectrum disorders.</jats:p>",5,1,61,76,Psychiatry; Neuropsychology; Psychology; Cognition; Schizophrenia spectrum; Clinical psychology,defect; child schizophrenia; intellect; diagnosis; psychometric diagnostics; neuropsychological diagnostics; dissociation,,,,https://psyjournals.ru/psyclin/2016/n1/Strogova_et_al.shtml https://psyjournals.ru/files/81508/5_Strogova.pdf,http://dx.doi.org/10.17759/cpse.2016050105,,10.17759/cpse.2016050105,2514875173,,0,096-862-599-779-956; 111-363-205-584-386,4,true,cc-by-nc,gold
091-705-006-630-830,Repertory characteristics of role models of university students’ security,2020-11-30,2020,journal article,Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics,20731426,Kostroma State University,,Valeriy G. Tylets; Tat’yana M. Krasnyanskaya; Aleksandr V. Lyakhov,"<jats:p>The article discusses psychological issues of the role repertoire of university students in a situation of danger. Topicality of the problem is related to the wide range of threats a group may face, and its low scientific knowledge. The purpose of the research presented in the article is to study the nature of the distribution of roles in the group when solving security problems. The main research hypothesis is the assumption that the need to overcome danger may contribute to the repertory and functional specialisation of roles in the group caused by the fact and type of danger. Achieving this goal required an experiment. When organising it, ethical restrictions related to the inadmissibility of purposeful placement of a person in a situation of threat to life and health were taken into account. This determined the use of role-playing capabilities as the basis of the experiment. 10 student groups (10≤n≤15) with a high level of group cohesion according to the Carl Emil Seashore’s index were involved in the experiment. Each group was offered three dangerous situations, differing in the “field” and “effect” of danger, and its participants were required to discuss, play and reflect the repertoire and functional content of the necessary roles. Experts were engaged to analyse the empirical data. According to the results of the study, two types of roles demanded by a dangerous situation were identified – those aimed at overcoming the threat (initiator, expert, developer, coordinator, controller, commentator) and those aimed at supporting group members (optimist, nihilist, conformist, dogmatist). It is established that danger by its very fact specialises the functions of group roles. Each type of hazard increases the significance of certain roles. Regardless of the type of danger, the group is most in demand for the roles of optimist, conformist and developer. The study is promising to continue on other sample compositions and arsenals of dangerous situations.</jats:p>",26,3,129,135,,роль; ролевой репертуар; безопасность; опасная ситуация; угроза; группа; студенты,,,,https://vestnik-pip.ksu.edu.ru/en/2020-vol-26-3/tylec-vg-krasnyanskaya-tm-lyahov-av-vestnik-pip-2020-3-en.html,http://dx.doi.org/10.34216/2073-1426-2020-26-3-129-135,,10.34216/2073-1426-2020-26-3-129-135,3113158926,,0,014-129-218-261-592; 194-668-163-201-815; 195-164-779-171-922,1,true,,gold
091-787-954-240-981,"Глобализация автобиографической памяти (феномен, механизмы, эмпирические исследования)",,2018,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,O.D. Pugovkina,"<jats:p>In the last several years the role of overgeneral autobiographical memory (OGM) has been widely discussed in scientific articles as a factor in the appearance and chronification of depressive disorders. The present article describes the phenomenon of OGM as the difficulty in remembering episodes of specific events. Areas of research of OGM are discussed: its modern conceptualization, psychological mechanisms, as well as the role of genetic and psychosocial factors in its development. Methodological issues and directions of further research are discussed.</jats:p>",7,3,126,134,Psychology; Theology,глобализация; автобиографическая память; когнитивные факторы; депрессивные расстройства; руминации overgeneral; autobiographical memory; cognitive factors; depressive disorders; rumination,,,,https://psyjournals.ru/jmfp/2018/n3/Pugovkina.shtml https://psyjournals.ru/files/96233/jmfp_2018_n_3_Pugovkina.pdf,http://dx.doi.org/10.17759/jmfp.2018070312,,10.17759/jmfp.2018070312,2903866030,,0,001-046-329-638-609; 002-058-602-341-051; 002-070-494-407-456; 007-509-392-032-745; 011-854-635-872-282; 016-167-719-592-496; 017-548-694-597-201; 025-607-669-358-142; 027-849-796-449-404; 032-279-755-017-073; 040-506-020-573-682; 043-444-504-263-777; 047-544-468-573-172; 049-772-304-791-357; 053-860-211-865-788; 053-960-571-993-722; 053-986-814-291-983; 055-582-488-598-841; 056-568-122-159-41X; 057-907-060-836-461; 058-861-638-139-896; 060-455-307-201-34X; 061-886-029-482-583; 062-351-161-801-890; 066-047-639-723-123; 075-692-013-477-387; 098-209-099-679-626; 103-286-675-959-49X; 110-322-556-299-694; 113-168-010-870-605; 121-301-330-337-877; 141-000-129-698-888; 143-664-472-946-564; 157-664-113-583-19X; 194-874-705-784-101,0,true,cc-by-nc,gold
092-169-868-662-852,"Ontological Uncertainty and the Relationship of ""Dislike"" Review of the Book by E. Illuz ""Why Does Love Go Away? Sociology of Negative Relations"". Moscow; Berlin: Directmedia Publishing, 2022. 352 p.",,2022,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,E.P. Belinskaya,"<jats:p>The reviewed book presents a sociological view of the modern dynamics of partnership relations and is a meaningful continuation of the author’s previously published work “Why does love hurt? Sociological explanation” (2020), which fixed on extensive theoretical and empirical material the main paradox of our contemporary’s daily life — the presence of a high value of love relationships for self-identification and at the same time extremely weak expression of the feeling of love itself due to increasing emotional coldness and alienation in interpersonal relationships. And therefore, it is natural that now the focus of attention is on the actual social and psychological reasons for avoiding love as such, as well as the search for answers to the question of how and why following the values of freedom of choice of a partner has turned into demands for freedom to exit from a relationship of intimacy, asserting the actual absence of love. From the point of view of E. Illuz, the basis of such a transformation, which sets at the individual level the experience of a constant conflict between independence and attachment, is the so-called “negative sociality”: the growing ontological uncertainty as the leading experience of our contemporary is based on life in a society governed by sexual freedom. Thus, the formation of negative partnerships without obligations (relations of “dislike”), with all the intimacy of its psychological phenomenology, turns out to be a natural consequence of modern social processes: the dynamics of consumption in an information society, the atomization of the social structure, the social devaluation of the female body and sexuality.</jats:p>",13,2,209,215,Alienation; Social psychology; Epistemology; Sociology; Feeling; Psychology; Philosophy; Political science; Law,,,,,,http://dx.doi.org/10.17759/sps.2022130214,,10.17759/sps.2022130214,,,0,073-455-277-203-281,0,true,cc-by-nc,gold
092-637-213-922-347,Prevention of Risky Sexual Behaviour through the Formation of Psychological Readiness to Parenthood,,2017,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,A A Krysko,"<jats:p>In the world there are tendencies of early entering into sexual relations and simultaneous withdrawal of the age of marriage, an increase in the number of early pregnancies and abortions among minors. Existing programs for the prevention of risky sexual behavior are ineffective, since they are one-time, narrowly focused. The author presents the results of an experiment on the prevention of risky sexual behavior in adolescents based on the formation of their ideas of parenting and child-parent relations, and through the prism of this topic, allowing to build an image of reproductive behavior in the present and future. The program is designed taking into account the psychology of modern adolescents, in accordance with the principles of awareness and responsibility, is based on a restorative approach and resource approach to the formation of psychological readiness for parenthood M.E. Lantsburg. The program for the development of psychological preparedness for parenting in adolescents has two targets: the nearest: preventing adolescent pregnancy and reducing its negative consequences in the event of an early pregnancy, and strategic - preparing for the planning and birth of the coveted child in the future. The results prove that the adolescents' views about the family depend both on the experiences they experienced in their own childhood and on the trends in the social and political space discussed in this topic. The study showed that adolescents' views on sexual relations, family and parenthood can be purposefully influenced through a program based on the knowledge of age-related psychology, resource and recovery approaches and using interactive methods of teaching relevant to this age group.</jats:p>",9,4,75,85,Medicine,,,,,https://psyjournals.ru/files/89293/psyedu_2017_n4_Krysko.pdf https://psyjournals.ru/en/psyedu_ej/2017/n4/Krysko.shtml,http://dx.doi.org/10.17759/psyedu.2017090408,,10.17759/psyedu.2017090408,2784894357,,0,030-687-656-846-239; 083-272-561-465-984,0,true,cc-by-nc,gold
092-785-971-226-468,ARE THERE ANY PROBLEMS OF DIFFERENTIAL PSYCHOPHYSIOLOGY IN MODERN HUMAN STUDY,,2016,journal article,Bulletin of the Moscow State Regional University (Psychological science),23107235,Federal State University of Education,,Tatyana F Bazylevitch,"Аннотация. Статья посвящена вопросам проблем дифференциальной психофизиологии в современном человекознании. Автор исследует данную проблему в историческом аспекте, высказывает свое мнение о необходимости с позиции современных взглядов психологов рассмотреть дифференциальную психологию. Дифференциальная психофизиология и ее «смежные» отрасли -дифференциальная психология, генетическая психофизиология, психогенетика, психология целостной индивидуальности, экологическая психология индивидуальности, дифференциальная акмеология -до сих пор многими специалистами ошибочно воспринимается как физиология, не имеющая отношения к открытию фундаментальных законов психики. В результате сфера индивидуальных различий и в целом индивидуальности стала «золушкой» в психологии. Современная широта развернутых работ однозначно доказывает краеугольность проблематики индивидуальных особенностей для науки и практики и важность дифференциально-психофизиологического ракурса проработки постоянно встающих многочисленных проблем.",,2,6,21,Psychology; Cognitive science; Psychophysiology; Differential (mathematics); Human study,акмеология; генетическая психология; психогенетика; индивидуальность; дифференциальная психология. 2,,,,http://dx.doi.org/10.18384/2310-7235-2016-2-6-21,http://dx.doi.org/10.18384/2310-7235-2016-2-6-21,,10.18384/2310-7235-2016-2-6-21,2521939564,,0,057-223-935-992-591; 061-325-883-174-694; 070-710-158-614-260,1,true,cc-by,gold
092-965-203-666-186,Social structures and communications in the world of microorganisms,,2019,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,T N Grechenko; A N Kharitonov; A V Zhegallo,"<jats:p>Social life is based on the interaction of community members. The object of our study was microorganisms at different stages of community morphogenesis and in the process of restoring the integrity of social structures. The electrical activity indices of individual cells and groups making up these structures were recorded. In our experiments on the cyanobacteria Oscillatoria terebriformis, myxomycetes Lycogala epidendrum, and yeast Saccharomyces cerevisiae, we obtained electrographic characteristics of the states and event dynamics of social structures, which indicate synchronization processes in solving a common problem in each of the studied communities.</jats:p>",12,4,106,119,Business; Social structure; Communication,социальная жизнь; микроорганизмы; электрические осцилляции; конкуренция; кооперация; разделение труда,,,Ministry of Education and Science of the Russian Federation,https://psyjournals.ru/files/110978/exppsy_2019_n4_Grechenko_Kharitonov_Zhegallo.pdf https://psyjournals.ru/exp/2019/n4/Grechenko_Kharitonov_Zhegallo.shtml http://psyjournals.ru/exp/2019/n4/Grechenko_Kharitonov_Zhegallo.shtml,http://dx.doi.org/10.17759/exppsy.2019120409,,10.17759/exppsy.2019120409,2996450006,,0,004-738-907-207-496; 007-183-766-917-701; 009-789-697-227-115; 010-776-820-660-911; 013-268-699-475-615; 024-921-272-106-018; 027-876-042-169-223; 029-349-232-066-91X; 034-754-462-406-393; 034-939-913-782-285; 037-438-498-001-798; 041-489-164-679-288; 052-852-330-668-983; 058-830-275-946-522; 061-073-106-583-786; 067-004-836-924-270; 083-833-059-450-397; 084-662-686-020-436; 090-738-237-848-225; 091-291-188-947-603,1,true,cc-by-nc,gold
094-055-980-135-611,Creativity and Deviance: The Present State of the Issue in Psychology,,2020,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,N V Meshkova; S N Enikolopov,"<jats:p>Creativity is realised in various types of the criminal and deviant behaviour in almost all the spheres of activity. The interest of psychologists in this phenomenon is growing but the issues of the diagnostics of malevolent creativity (MC), predictors of the realisation of original decisions in the behaviour, and the evaluation and examination of negative creativity (NC) remain unresolved. While the results of the MC harm are clear to both the idea generator and the victim, the results of NC cannot always be assessed and examined due to the absence (or the disguise) of the intent to cause harm. The present article aims at reviewing the results of the research of the relationship between creativity and deviance. We provide a review of the types of deviant behaviour in business, science and everyday life situations and the analysis of its predictors. Based on the analysis of the results of the research of prosocial creativity in various branches of psychology, the authors identify the factors that promote the manifestation and inhibition of the relationship between creativity and deviance, and suggest preventive measures for MC and NC. Predictors of MC and NC, diagnostic methods and problems of expertise are analysed. A refined model of the relationship between creativity and deviance is proposed: the psychological characteristics of the leader and implementers, types of the situations of the MC and NC manifestation are expanded. The following factors are highlighted: a) the resistance to negative innovations; b) the factors that affect the assessment and expertise of both one’s own and other’s creativity and deviance.</jats:p>",10,3,86,107,Creativity; Psychology; State (polity); Social psychology; Deviance (sociology),Научный центр психического здоровья (ФГБНУ НЦПЗ); г. Москва; Российская Федерация creativity; deviant behaviour; malevolent creativity; creative deviance; the expertise of negative creativity; the model of creativity and deviance,,,Russian Foundation for Basic Research,https://psyjournals.ru/en/psyandlaw/2020/n3/Meshkova_Enikolopov.shtml https://psyjournals.ru/files/115759/psylaw_2020_3_Meshkova_Enikolopov_eng.pdf,http://dx.doi.org/10.17759/psylaw.2020100307,,10.17759/psylaw.2020100307,3091061503,,0,002-162-643-314-180; 003-077-501-151-187; 003-741-505-308-463; 003-756-758-837-680; 004-998-860-754-986; 005-672-268-924-604; 006-501-223-543-031; 011-721-419-644-681; 011-785-430-617-29X; 011-855-894-560-528; 014-894-338-227-784; 016-519-327-417-716; 016-546-763-933-278; 016-596-847-465-307; 016-688-065-750-136; 017-449-301-184-390; 019-292-598-439-808; 019-450-473-600-144; 021-122-232-224-87X; 021-446-142-867-40X; 022-251-052-607-889; 024-050-673-230-289; 024-436-472-240-271; 025-537-106-295-060; 029-532-963-436-836; 032-522-641-716-631; 039-065-520-227-253; 039-270-124-197-649; 039-434-233-178-760; 041-151-701-781-061; 041-347-955-287-324; 042-626-598-640-967; 046-255-704-927-204; 051-658-907-576-819; 056-287-753-777-029; 070-045-937-915-321; 073-226-898-092-730; 077-328-437-165-960; 077-788-202-770-274; 079-631-144-019-024; 083-924-862-320-528; 085-228-759-140-055; 088-506-944-598-566; 091-230-425-075-011; 091-664-762-448-569; 095-597-524-612-739; 097-534-993-750-899; 102-668-953-261-380; 105-880-000-503-165; 107-326-651-626-075; 109-505-389-272-57X; 111-481-161-513-101; 125-545-773-317-986; 131-556-884-107-480; 143-941-484-549-50X; 148-410-518-271-008; 149-754-466-141-417; 152-666-033-112-31X; 166-174-849-546-118; 170-228-569-785-443; 175-460-343-575-943; 188-513-493-137-867,6,true,cc-by-nc,gold
094-068-412-834-29X,“Special theatre” as a tool of social inclusion: Russian and international experience,,2017,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,O V Rubtsova; A V Sidorov,"<jats:p>The aim of this article is to get the reader acquainted with the history of the inclusive theatre movement in Russia and abroad, as well as to discuss its challenges and perspectives in the context of social inclusion. The authors make an attempt to elaborate an inclusive theatre model, focusing on the system of concepts of the cultural-historical scientific school. The model is based on L.S. Vygotsky’s idea that every physical impairment reveals itself as a social “abnormality” of behaviour, which means that its overcoming can occur in a situation of organised social interaction. The authors argue that this kind of interaction can be created in the situation of inclusive theatrical activity, where “conflicts and collisions” are intentionally modeled, and where “pereghivanie” and reflection are regarded as the key mechanisms of organising the process of joint action.</jats:p>",13,1,68,80,Sociology; Media studies; Theatre studies,"social inclusion; ""special theatre""; theatrical activity; ""drama""; ""pereghivanie""; reflective communication",,,,https://psyjournals.ru/en/kip/2017/n1/Rubtsova_Sidorov.shtml https://psyjournals.ru/files/86723/kip_2017_n1_Rubtsova_Sidorov.pdf https://core.ac.uk/display/88073829,http://dx.doi.org/10.17759/chp.2017130107,,10.17759/chp.2017130107,2747293044,,0,000-039-151-614-842; 011-211-812-381-128; 056-430-086-221-930; 111-549-453-063-614; 156-693-849-230-780; 161-736-310-509-911; 170-183-509-393-804,6,true,cc-by-nc,gold
094-592-562-962-255,Irritability to People: Typology and Mechanisms,2018-09-28,2018,journal article,Integration of Education,23081058; 19919468,National Research Mordovia State University MRSU,Russian Federation,Vladimir G. Maralov; V.A. Sitarov,"<jats:p>Introduction. The relevance of the problem is caused by the importance of identification of psychological mechanisms and regularities of irritability as a factor interfering with development of ability to accept other person, creation of relations with people on a nonviolent basis. Purpose: identification of psychological mechanisms of emergence of irritability and types of the people causing irritation among students – future experts in psychology and pedagogical maintenance. ; Materials and Methods. In the course of research the following methods were applied: theoretical ones – analysis, specification, generalisation, typologisation; empiri cal – the author ’s questionnaire of identification of irritability level of people; methods of mathematical statistics – correlation analysis with the use of dichotomizing coefficient of Pearson correlation. 112 students of Moscow Humanitarian University and Cherepovets State University, average age – 20 years old, have participated in a research. ; Results. The key factors essential for creation of people’s typology causing irritation are revealed. It is found that irritability results from interaction of two groups of factors: evaluating-neutral, characterising extreme forms of manifestation of activity of the individual, and evaluating-emotional, characterising a deviation from the social norms accepted by personality. Integration of these factors is carried out by confronting appearance, traits of character, manner of behavior of this or that person with expectations of an individual that finally leads to emergence of irritability or its absence. ; Discussion and Conclusions. The received results can be used in the course of formation of students’ professional competences fostering their ability to overcome their own irritability, to accept other people, to interact with them on a nonviolent basis. The further prospect of a research consists in studying of influence of irritability on the nature of interaction with people, acceptances of a certain position, in development of psychology and pedagogical technologies of overcoming irritability that is a condition of formation of a position of a non-violence at future experts of the sphere of psychology and pedagogical maintenance.</jats:p>",,3,493,507,Developmental psychology; Psychology; Irritability; Typology,irritation; irritability to people; mechanisms of emergence of irritability; estimation of compliance to expectations; student,,,,http://edumag.mrsu.ru/content/pdf/18-3/06.pdf,http://dx.doi.org/10.15507/1991-9468.092.022.201803.493-507,,10.15507/1991-9468.092.022.201803.493-507,2890432696,,0,020-357-569-653-573; 047-119-365-660-68X; 055-732-135-336-02X; 077-991-032-937-097; 129-945-932-120-91X,3,true,cc-by,gold
094-761-063-020-014,Влияние подавления ответа на вызванные потенциалы и время реакции в задаче Cтрупа,,2017,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,Ю. А. Маракшина; Б.И. Беспалов; А. В. Вартанов,"<jats:p>We aimed to study the psychophysiological processes that cause a physiological and reaction time Stroop effect with and without inhibition of response on stimuli. Participants (n = 26) performed two Stroop tasks. The stimuli were Russian words «green» or «red» written in green or red font. In the first task participants had to recognize words by pressing different keys depending on the font color. In the second task they were asked to ignore the word «red» in red or green font and to press the different keys depending on the font color to the word «green». We recorded reaction time and event-related potentials (ERPs) to stimuli. As a result, we found a reaction time Stroop effect on the word «red» (the first task), the word «green» (the second task). The reaction time on the word «green» was greater at 113 ms in the second task comparing to the first task. The differences in the amplitude of the ERPs (P50, N100, P300) allow to localize the Stroop effect at the early and late latency and to indicate the distinctive psychophysiological processes involved in the task performance with and without inhibition of response.</jats:p>",10,2,131,144,Psychology,,,,,https://psyjournals.ru/en/exp/2017/n2/Marakshina_Bespalov_Vartanov.shtml https://istina.msu.ru/publications/article/83870288/ https://psyjournals.ru/files/87927/exppsy_2017_n2._Marakshina_Bespalov_Vartanov.pdf,http://dx.doi.org/10.17759/exppsy.2017100211,,10.17759/exppsy.2017100211,2766158296,,0,000-722-089-564-018; 002-396-661-593-082; 002-751-552-138-973; 003-127-422-730-845; 003-841-098-795-679; 004-112-043-108-487; 010-999-569-592-186; 035-394-128-765-34X; 037-440-716-298-773; 046-656-862-400-018; 059-565-924-541-640; 067-033-829-394-657; 087-857-909-335-603; 108-243-332-860-414; 117-435-227-197-975; 140-291-671-263-944,0,true,cc-by-nc,gold
095-305-790-143-499,Профессия тьютора в отечественной и зарубежной образовательной практике,,2016,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,T M Ovsyannikova,"<jats:p>The paper presents the phenomenon of tutoring in support of children with autism spectrum disorders (ASD) in Israel, the United States and Russia. It describes the role of a tutor, as a member of the team of teachers in creating an inclusive school environment for students with ASD. Special attention is paid to the issues of competencies and skills necessary for a tutor. Consolidated national and foreign experience of tutoring made it possible to articulate the proposal aimed at formation of a new professional function for teachers in Russia - a specialist in the ASD</jats:p>",5,3,75,82,Humanities; Psychology,inclusive education; tutor; autism spectrum disorders (ASD); Applied Behavior Analysis; autism specialist; PAC education,,,,http://psyjournals.ru/jmfp/2016/n3/83919.shtml https://psyjournals.ru/files/83919/jmfp_2016_n_3_Ovsyannikova.pdf https://core.ac.uk/display/89144003,http://dx.doi.org/10.17759/jmfp.2016050308,,10.17759/jmfp.2016050308,2560350529,,0,001-653-698-463-351; 011-843-488-876-027; 021-980-987-780-066; 048-580-320-575-82X; 169-207-723-896-670; 173-392-758-357-900; 176-650-231-041-991; 197-404-458-121-45X,2,true,cc-by-nc,gold
095-591-149-792-557,Teambuilding in the student audience: pros and cons,,2015,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,V I Ekimova,"<jats:p>Teambuilding is one of the most promising and effective methods of personnel management, the most sought after in the business world. Up to date, the characteristics of an effective team and factors influencing the efficiency of team activities in separate professional performances are studied in most details. This article provides an overview of the researches on students’ attitudes to methods of team-building applied in the area of education. We provide the comparative analysis of the factors that contribute to or hinder the organization of team activities and the ones, arousing positive attitudes of the students. We also indicate the perspectives of expanding and improving the application of team building in the educational process</jats:p>",4,2,20,27,Psychology; Pedagogy; cons,teambuilding; team/joint activity; collaborative methods; attitudes; team roles; leadership; free riding,,,,https://psyjournals.ru/files/77352/jmfp_2015_2_n3_Ekimova.pdf https://psyjournals.ru/en/jmfp/2015/n2/77361.shtml https://core.ac.uk/display/92084283 https://doaj.org/article/292de0c717bb410281e49bada801cc4e,http://dx.doi.org/10.17759/jmfp.2015040203,,10.17759/jmfp.2015040203,2259737574,,0,000-962-149-101-705; 010-619-180-838-670; 013-572-867-780-771; 024-037-537-410-043; 043-046-334-253-117; 046-513-641-494-980; 050-686-817-791-648; 051-359-497-568-364; 054-618-469-866-56X; 065-515-503-254-717; 065-837-453-504-264; 072-633-036-822-017; 072-897-457-015-490; 079-583-644-114-198; 081-103-536-953-863; 090-166-000-153-643; 093-010-571-795-488; 095-634-143-893-872; 109-711-029-662-168; 111-229-251-839-792; 118-841-223-143-590; 126-474-460-999-382; 163-497-968-378-505; 195-804-824-429-56X,2,true,cc-by-nc,gold
096-063-751-241-122,Опросник проактивного копинга: адаптация на неклинической выборке и прогностические возможности,,2018,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,Е.П. Белинская; А В Вечерин; Е Р Агадуллина,"<jats:p>The article presents the results of the Russian-language adaptation of the proactive copying questionnaire. The study involved 405 Russian-speaking respondents (age from 18 to 63 years, M = 20,5 , SD = 6,97). Based on the analysis of scales and confirmatory factor analysis, the full version of the questionnaire on the Russian-language sample showed unsatisfactory psychometric indicators. A short version of the questionnaire is proposed, which corresponds well to empirical data. Based on the regression analysis, proactive coping strategies were identified. These strategies are predictors of high life satisfaction. The greatest contribution to the level of satisfaction with life is the search for emotional support and proactive copying. On the basis of structural modeling, the relationships of coping strategies, positive and negative emotions and life satisfaction were studied. The results show that the predictors of life satisfaction are positive emotions and a person's confidence that he will successfully solve a difficult life situation.</jats:p>",7,3,192,211,Psychology; Life satisfaction; Proactive coping; Clinical psychology,coping with difficulties; proactive coping; coping strategies; life satisfaction,,,,https://psyjournals.ru/en/psyclin/2018/n3/Belinskaya_et_al.shtml https://publications.hse.ru/mirror/pubs/share/direct/227488278.pdf https://psyjournals.ru/files/95493/Belinskaya_et_al.pdf https://publications.hse.ru/articles/227488416,http://dx.doi.org/10.17759/cpse.2018070312,,10.17759/cpse.2018070312,2897805350,,0,006-159-943-139-749; 013-965-785-418-848; 028-281-243-589-674; 029-301-950-157-944; 033-119-783-403-071; 035-098-663-241-488; 050-061-259-143-338; 058-051-331-279-726; 061-685-994-866-764; 064-623-365-148-159; 073-968-162-874-601; 079-393-945-866-10X; 083-736-132-776-613; 096-595-005-980-238; 099-295-074-897-272; 130-763-790-078-450; 132-004-495-686-897; 141-816-494-236-982; 145-453-573-438-975; 147-111-228-314-165; 181-968-205-886-027,14,true,cc-by-nc,gold
096-490-312-744-533,The Conference Commemorating Conference in Memory M.Yu. Kondratyev: Psychological Science and Practice on Social Changes and New Challenges of Our Time,,2020,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,O B Krushelnitskaya,"<jats:p>The article presents a report on the V All-Russian scientific and practical conference with international participation commemorating M.Yu. Kondratyev “Social psychology: issues of theory and practice” held on may 12—13, 2020 at the Moscow State University of Psychology &amp; Education. The main events of the scientific forum are outlined, its main directions and results are described. The expediency of such measures for the intensification of socio-psychological research and practical application of their results for the purpose of the most complete, justified construction of psychological science, practice and education is confirmed.</jats:p>",11,2,209,213,Psychoanalysis; Sociology; Social change; Psychological science,,,,,https://psyjournals.ru/files/114216/sps_2020_n2_Krushelnitskaya.pdf https://psyjournals.ru/social_psy/2020/n2/Krushelnitskaya.shtml,http://dx.doi.org/10.17759/sps.2020110214,,10.17759/sps.2020110214,3037571593,,0,,1,true,cc-by-nc,gold
096-589-396-813-830,Semantic Similarity of Verbal Designations and Static Emoji Expressions of Basic Emotions,,2020,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,E.G. Khoze; E.A. Lupenko; M.M. Marinova,"<jats:p>The work is aimed at developing methods for studying the processes of perception, diagnosis, and induction of emotional states of children of primary and secondary school age. A review of research methods and induction of human emotional states for adults and children and their limitations is presented. Using digital technologies, sets of stimulus images of dynamic (Animoji) and static (Emoji) expressions of 9 basic emotions of different intensity were prepared. The method of semantic differential conducted a preliminary verification — a comparison of the semantic profiles of static expressions and their verbal designations. High correlations were obtained between verbal designations and evaluations of expressions of joy, disgust, and sadness. The correlations of expressions of anger and surprise indicate the need for their slight refinement, contempt, shame and guilt — more substantial, and fear — a complete alteration. The results will allow you to make adjustments to the design procedure of the stimulus material and make it more valid.</jats:p>",13,3,74,88,Semantic similarity; Artificial intelligence; Psychology; Natural language processing; Emotion classification; Emoji,diagnostics of basic emotions; induction of basic emotions; dynamic (Animoji) and static (Emoji) expressions; semantic differential,,,Russian Foundation for Basic Research,https://psyjournals.ru/exp/2020/n3/Khoze_Lupenko_Marinova.shtml https://psyjournals.ru/files/116606/exppsy_2020_n3_Khoze_Lupenko_Marinova.pdf,http://dx.doi.org/10.17759/exppsy.2020130306,,10.17759/exppsy.2020130306,3096687351,,0,003-436-704-574-149; 003-972-243-693-901; 009-766-493-751-167; 011-015-476-840-04X; 017-015-337-252-49X; 026-416-031-458-157; 044-241-475-096-40X; 045-726-232-921-059; 046-934-984-350-239; 061-905-827-605-366; 071-709-671-374-614; 072-488-268-742-720; 076-709-442-467-974; 084-403-093-537-150; 105-445-414-696-810; 133-114-383-222-290; 137-236-865-208-214; 137-319-277-420-263; 184-317-327-592-924,2,true,cc-by-nc,gold
096-834-028-230-187,Мозговые механизмы нарушения модели психического при расстройствах аутистического спектра и шизофрении: обзор данных фМРТ,,2020,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,Marina Iosifyan; Elena Mershina; D. A. Bazhenova; Valentin Sinitsyn; Olga Larina; Ekaterina Pechenkova,"<jats:p>Theory of mind is a cognitive ability, which enables to understand intentions, emotions and beliefs of another person. Because of theory of mind, people are able to interpret behavior of others and adapt to it. Numerous psychiatric impairments are associated with damaged theory of mind and communication with others. The present review analyses the impairments of theory of mind as laying on a continuum from hypermentalization (over-attribution of intentions to others) to hypomentalization (under-attribution of intentions to others) in autism spectrum disorders and schizophrenia. FMRI paradigm of different subprocesses of theory of mind is described (perceptual mind-reading, cognitive theory of mind, “hot” theory of mind and implicit theory of mind). Neural mechanisms of these subprocesses and their impairments in autism spectrum disorder and schizophrenia analyzed.</jats:p>",9,1,17,46,Psychology; Mentalization; Mathematical physics,autism spectrum disorders; schizophrenia; fMRI; mentalization; Theory of Mind,,,,https://psyjournals.ru/psyclin/2020/n1/Iosifyan_et_al.shtml https://publications.hse.ru/articles/390238405 https://psyjournals.ru/files/113341/cpse_2020_n1_Iosifyan_et_al.pdf,http://dx.doi.org/10.17759/cpse.2020090102,,10.17759/cpse.2020090102,3017781830,,0,000-345-191-984-130; 001-994-959-425-261; 002-376-879-127-596; 004-426-100-312-655; 007-018-765-236-147; 008-282-698-797-401; 008-396-477-930-876; 008-609-800-052-898; 008-720-865-567-265; 010-709-349-194-970; 011-201-933-154-977; 012-309-899-180-979; 014-590-560-004-773; 014-991-842-633-727; 015-174-873-239-622; 015-246-667-084-826; 016-561-510-476-756; 017-613-597-093-819; 017-616-708-790-398; 018-347-300-569-415; 018-412-222-408-808; 018-507-779-548-543; 018-719-357-563-297; 018-792-881-057-658; 020-295-524-379-098; 023-391-615-947-061; 024-237-498-935-854; 025-660-076-091-414; 026-054-268-260-151; 026-428-464-486-952; 031-223-248-519-846; 034-222-879-296-954; 034-659-230-378-914; 035-673-012-374-736; 038-479-931-395-650; 039-229-152-695-691; 040-722-983-380-302; 041-064-250-243-292; 041-265-050-735-373; 043-507-531-006-130; 043-628-587-000-871; 043-809-132-288-461; 044-491-848-663-131; 044-732-273-365-022; 045-136-197-938-057; 045-781-652-580-344; 047-043-708-377-774; 047-141-307-800-729; 048-214-735-424-521; 050-175-348-930-494; 050-544-585-873-391; 051-859-973-502-27X; 053-270-801-285-265; 056-805-104-018-468; 059-074-591-288-221; 060-501-613-675-978; 062-516-251-291-954; 063-075-607-641-827; 063-612-444-304-076; 063-896-442-937-571; 066-395-254-507-738; 068-304-821-431-570; 073-468-403-549-949; 074-044-849-495-372; 079-269-301-974-502; 083-727-959-253-955; 085-197-815-366-034; 094-968-080-815-714; 098-324-344-013-718; 104-061-435-789-953; 108-095-351-146-214; 109-900-215-962-829; 118-171-033-142-554; 118-737-805-932-880; 119-732-099-497-458; 123-151-826-427-050; 123-552-249-430-889; 123-657-295-146-126; 124-291-357-396-52X; 127-337-842-526-017; 133-379-010-091-228; 157-114-574-654-601; 166-144-359-943-404,5,true,cc-by-nc,gold
096-876-420-738-095,Исследование психологических особенностей личности и поведения серийных сексуальных убийц различных типов,,2019,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,О А Логунова; Н В Дворянчиков,"<jats:p>The article focuses on the research on psychological personality features and behavior of different serial sexual murderers’ types. The issue highlights the importance of the researched problem for juridical psychology and law enforcement practice. The article also presents methodological and methodical basis for the research. It describes research tasks and hypothesis, empirical evidence. The article focuses on core research results and points out methodical development established on the basis of the research results to solve the tasks for law enforcement practice. The article highlights the range of factors determining the criminal aggression; it defines the categories of “clean” and “mixed” types of serial sexual murderers; the article sets up the character of how these factors influence on forming the motivation and the mechanisms for criminal aggression implementation among different types of serial sexual murderers; the article underlines the difference of the last ones based on the features of criminal and pre-criminal behavior and on the personality peculiarities; the issue reveals the signs-markers that typologically differentiate serial sexual murderers.</jats:p>",9,1,54,70,,,,,,https://psyjournals.ru/psyandlaw/2019/n1/97331_full.shtml https://psyjournals.ru/files/97331/psyandlaw_2019_1_Logunova_Dvoryanchikov.pdf,http://dx.doi.org/10.17759/psylaw.2019090104,,10.17759/psylaw.2019090104,2921991477,,0,,4,true,cc-by-nc,gold
097-090-058-482-841,The problem of developing of readiness of the future legal psychologists to effective coping,,2017,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,O R Busarova,"<jats:p>The article substantiates the need to improve the readiness of the future legal psychologists to effective coping behavior in the light output at the present time in Russia professional standards governing the activities of professionals providing psychological assistance to minors, including those who are in legally relevant situations. The aim of the presented research - the identification of typical coping strategies for students of legal psychology in the educational practice and the analysis of the relationship of coping strategies with successful performance practices. Second-year students were diagnostic practice in various educational institutions, including schools and special schools for students with deviant behavior. Probationers acted as a psychologist, a holistic diagnostic problem solving - from the receipt of the request to make recommendations on the results of the survey. The method of content analysis was processed 41 report on the practice. Fixed mention of problematic situations that have caused negative emotions in the trainees, and mention of coping behavior. Revealed the typical difficulties of students and coping strategies when performing queries on psycho-diagnostics of children with behavioral problems. We found a significant positive correlation between the success of the implementation of practice tasks students with a variety mentioned in the report difficulties with the frequency of their appearance, as well as with a variety of coping strategies. The study offers methodological tools for the preparation of the future legal psychologists in diagnostic practice.</jats:p>",7,2,46,56,Psychology; Clinical psychology; Coping (psychology),,,,,https://core.ac.uk/display/88747530 https://doaj.org/article/9f6549a4822843f3aaa42fecd968716f https://psyjournals.ru/psyandlaw/2017/n2/86274.shtml,http://dx.doi.org/10.17759/psylaw.2017060204,,10.17759/psylaw.2017060204,2727332767,,0,104-507-059-568-041,1,true,cc-by-nc,gold
097-178-467-907-210,Eyetracking technology usage in cognitive experience preservation and transferring task,,2018,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,A V Zhegallo,"<jats:p>The article discusses the possibility of using eyetracking technology when solving the problem of preserving and transmitting cognitive experience. Video recording of the process for which this task is being solved may contain key elements, the control and management of dynamic properties of which are essential components of cognitive experience. In the example with the “invisible gorilla”, intentionally incorrectly instruction leads to the fact that the essential characteristics of the system are not detected by the observers. Registration of eye movements of an expert, who transmits cognitive experience, performed in addition to the procedure of cooperative debriefing, makes it possible to identify such key elements and their dynamic patterns. In the future, based on the analysis performed, it is possible to create training programs for cognitive experience transfer systems.</jats:p>",11,4,135,141,Psychology; Cognition; Cognitive psychology; Task (project management),,,,Ministry of Education and Science of the Russian Federation,https://psyjournals.ru/files/97017/exppsy_2018_n4_Zhegallo.pdf https://psyjournals.ru/exp/2018/n4/Zhegallo.shtml,http://dx.doi.org/10.17759/exppsy.2018110412,,10.17759/exppsy.2018110412,2912511354,,0,009-821-132-007-382; 009-855-445-450-890; 011-224-214-083-115; 025-665-761-243-490; 035-702-522-096-369; 044-576-839-282-073; 051-128-103-463-001; 066-287-837-401-363; 088-203-226-545-162; 098-413-095-669-269; 109-664-654-931-184; 112-352-081-576-183,2,true,cc-by-nc,gold
097-400-939-177-67X,Level of intellectual development and features of association activity of children of normal and schizophrenia conditions in response to stimuli of different modalities,,2015,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,I.N. Vlasenkova; N.V. Zvereva,"<jats:p>The article contains results of comparison of level of intellectual development and features of verbal association measurements of young schoolchildren in normal and schizophrenia conditions in response to stimuli of different modalities. There have been examined two selections: schizophrenic children and mentally healthy children (60 schizophrenic children and 60 mentally healthy children at the age from 7 to 11 y.o.). There have been used experimental-psychological author’s complex of methods to research verbal associations in response to stimuli of different modalities (olfactory, audio-verbal, visual, tactile), as well as battery of K-ABC tests. The research results are discussed in the context of particularity of cognitive deficiency and manifestation of cognitive dysontogenesis of young school schizophrenic children. The article contains description of various combinations of connection/ absence of connection between intelligence level (according to Kauffman’s battery of K –ABC tests) and various measurements of association activity (productiveness, temporary indications of activity, commonality coefficient). The principal research result is relative independence of particularity of association activity of schizophrenic children (according to commonality coefficient) of their cognitive development level.</jats:p>",4,3,34,46,Developmental psychology; Association (psychology); Psychology; Schizophrenia (object-oriented programming); Modalities; Intellectual development; Clinical psychology,verbal associations; stimulus situations of different modalities; young school age; schizophrenia; cognitive development level,,,,https://psyjournals.ru/files/79200/psyclin_2015_n3_Vlasenkova_Zvereva.pdf https://psyjournals.ru/psyclin/2015/n3/Vlasenkova_Zvereca.shtml,http://dx.doi.org/10.17759/cpse.2015040303,,10.17759/cpse.2015040303,2243452413,,0,010-514-316-010-071,1,true,cc-by-nc,gold
097-559-970-622-772,From the Editor,,2016,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,A.B. Kholmogorova,,24,3,5,7,Psychology; Psychoanalysis,,,,,https://psyjournals.ru/journals/cpp/archive/2016_n3/cpp_2016_n3_editor.pdf https://doi.org/10.17759/cpp.2016240301,http://dx.doi.org/10.17759/cpp.2016240301,,10.17759/cpp.2016240301,,,0,,0,true,cc-by-nc,gold
098-282-429-996-300,"Эмоциональный интеллект, психологическая граница личности и самоотношение в юношеском возрасте",,2017,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,А В Дегтярев; Д И Дегтярева,"<jats:p>The article deals with the problem of personality development of a student-psychologist within the framework of a competence approach. The competence approach, in general terms, is based on the notion that a student must master a certain set of special competencies that include the knowledge, skills, skills and personal qualities necessary for further professional activities. In other words, in the process of training, the future specialist must master a unique set of professional and personal competencies, corresponding to his individual characteristics. However, most often in the educational process, the emphasis is not on developing the necessary personal qualities (competences). Relying on the main provisions of cultural and historical psychology, which most consistently formulated by V.V. Davydov, in particular, that the intellect and emotions should be in internal unity, and that the universal moments of the person's mental development are his education and upbringing, in this work a model is proposed for the development of the personal competencies of a psychologist student, which includes three elements: psychological Border of personality, emotional intelligence and self-relationship.</jats:p>",7,4,92,105,Psychology,личность; компетенции; психологическая граница; эмоциональный интеллект; самоотношение; юношеский возраст personality; competence; psychological boundary; emotional intelligence; selfrelationship; adolescence Psikhologicheskaya nauka i obrazovanie [Psychological Science and Education]; 2002; no. 1; pp. 35-41,,,,https://psyjournals.ru/psyandlaw/2017/n4/88674.shtml https://core.ac.uk/display/145084864 https://psyjournals.ru/files/88674/psyandlaw_2017_4_Degtyarev_Degtyareva.pdf http://psyjournals.ru/files/88674/psyandlaw_2017_4_Degtyarev_Degtyareva.pdf,http://dx.doi.org/10.17759/psylaw.2017070408,,10.17759/psylaw.2017070408,2778720232,,0,022-464-881-470-671; 074-642-416-352-835; 138-796-628-419-570,0,true,cc-by-nc,gold
098-413-095-669-269,Okulomotor activity at the perception of dynamic and static expressions of the face,,2018,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,V A Barabanschikov; A V Zhegallo,"<jats:p>A comparison of the parameters of oculomotor activity in the perception of static and dynamic images of the face was made. It is shown that in both static and dynamic conditions, the trajectory of eye movement is determined by the internal structure of the face of the and the functional connections of the facial areas of his face. Differences were found at the level of individual parameters of oculomotor activity: the duration of examination of the face zones, the duration of fixation and the amplitude of saccades. Routes for reviewing static images are fully cyclic in nature. Recurrent fixations in the same zone of interest are poorly expressed, and their contribution to the overall structure of movements is negligible. When perceiving dynamic images, the survey routes have a degenerate, partially reduced character, determined by the current dynamics of facial expressions; the contribution of repeated fixations in the same zone of interest increases.</jats:p>",11,1,5,34,Psychology; Cognitive psychology; Face (geometry); Perception,,,,,http://psyjournals.ru/files/92464/exppsy_2018_n1_Barabanschikov_Zhegallo.pdf https://psyjournals.ru/files/92464/exppsy_2018_n1_Barabanschikov_Zhegallo.pdf,http://dx.doi.org/10.17759/exppsy.2018110101,,10.17759/exppsy.2018110101,2801303851,,0,015-697-556-190-565; 015-807-780-099-541; 024-031-298-022-272; 032-264-603-386-302; 042-182-017-208-849; 045-991-706-749-084; 068-139-272-657-481; 083-485-068-246-891; 088-203-226-545-162; 106-889-209-164-528; 118-601-553-999-68X; 123-586-500-611-256; 149-229-185-800-505,4,true,cc-by-nc,gold
098-435-935-463-800,Эмоциональная дезадаптация и суицидальный риск у старшеклассников в период подготовки к итоговой аттестации,,2016,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Х Р Летфуллина; З В Луковцева,"<jats:p>The article describes the present stage of studying the effect of final exam (USE) to the psycho-emotional state of high school students. The article presents the results of study structural and dynamic characteristics of emotional maladjustment and suicide risk among high school students during the period of preparation for final exam. The sample consisted of 27 boys and 33 girls aged 16-18 years studying in state budgetary educational institution city of Moscow ""School №293 named after A. T. Tvardovskii"". Status of the emotional sphere of the subjects and the level of suicide risk were assessed using Teilor's Manifest Anxiety Scale, State-Trait Anxiety Inventory, Beck Depression Inventory and Questionnaire suicide risk. The obtained data were subjected to mathematical and statistical analysis (T-test Wilcoxon, the rank correlation coefficient of Spearman). The research allowed to identify four specific psychological stages of preparation for final exam, described the dynamics of indicators of emotional maladjustment and suicidal risk at each stage.</jats:p>",6,4,35,50,Psychology,emotional maladjustment; suicide risk; preparing high school students for final exam Publ. Uchitel'; 2010; 137 p,,,,https://psyjournals.ru/psyandlaw/2016/n4/84503_full.shtml,http://dx.doi.org/10.17759/psylaw.2016060405,,10.17759/psylaw.2016060405,2572288074,,0,096-822-088-893-46X,2,true,cc-by-nc,gold
099-073-746-649-316,Mass Information Requests during the COVID-19 Pandemic: Psychological Determinants and Specific Features,2021-07-28,2021,journal article,Bulletin of Kemerovo State University,20788983; 20788975,Kemerovo State University,,E P Belinskaya; E. A. Stolbova; E. O. Tsikina,"Аннотация: Представлены результаты исследования информационно-поискового поведения пользователей в Интернете в период пандемии. На предварительном этапе было выявлено, что по мере распространения эпидемии и введения режима самоизоляции происходило постепенное снижение количества информационных запросов, связанных с темой пандемии, и наблюдалась относительная независимость содержательных характеристик поисковых запросов от официальных заявлений российских властных субъектов. Это задавало необходимость изучения социокогнитивных детерминант динамики информационного поиска, в частности характера сопутствующих социальных атрибуций. Также на начальном этапе распространения коронавируса была выявлена тенденция смещения содержания массовых поисковых запросов в сторону позитивно окрашенной информации, которая предположительно отражала влияние эффекта контррегуляции на информационный поиск, что потребовало введения в анализ личностных и ситуационных предикторов. Результаты основного этапа исследования свидетельствуют, что оценки рисков, характер атрибуции ответственности и восприятие возможности субъективного контроля за развитием событий в ситуации распространения COVID-19 имеют амбивалентный характер, реализуясь в дихотомии личное -коллективное. Разница эмоциональных предпочтений в информационном поиске между респондентами, болевшими и не болевшими коронавирусной инфекцией, не существенна, однако она наблюдается между ними по текущему аффективному состоянию. Выявленная значимая связь проблемно-ориентированных стратегий проактивного совладания (рефлексивного, стратегического и превентивного копинга) с эмоциональными предпочтениями в информационном поиске взаимосвязана с вовлеченностью как одним из параметров осознанности.",23,2,427,437,Psychiatry; Psychology; Coronavirus disease 2019 (COVID-19); Pandemic,information search; mindfulness; proactive coping; affective states; counterregulation effect; subjective control,,,,https://vestnik.kemsu.ru/jour/article/viewFile/5000/4334,http://dx.doi.org/10.21603/2078-8975-2021-23-2-427-437,,10.21603/2078-8975-2021-23-2-427-437,3186494228,,0,004-210-689-597-602; 004-851-098-489-191; 017-812-046-497-261; 021-345-615-543-008; 022-276-277-901-190; 022-600-639-692-990; 032-303-168-901-865; 032-424-620-045-630; 034-238-344-378-861; 038-116-840-751-768; 039-070-772-045-321; 040-606-945-297-411; 046-965-546-281-01X; 049-897-405-502-904; 057-793-161-987-901; 059-355-816-051-323; 062-481-986-168-669; 068-367-307-508-211; 070-115-875-642-372; 071-467-857-693-729; 096-063-751-241-122; 110-840-672-454-233; 115-222-139-195-943; 155-165-590-261-709,0,true,cc-by,gold
099-376-804-440-333,Regulatory and Ethical Basis of Primary Prevention of Drug Addiction in the Education System,,2019,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,A V Milekhin; Irina B. Umnyashova; Igor Egorov,"<jats:p>Drug addiction is a mental illness and is included in the list of socially significant diseases that cause significant damage to society. From the expert point of view, adolescence is one of the sensitive periods for the contraction of the disease development. Prevention of drug addiction in the student community is one of the activities of the university, ensuring the preservation and strengthening of the health of students. The main concern of primary prevention of drug addiction in the university is the construction and development of students' values of their own health and motivation to maintain a healthy lifestyle. The article provides an analysis of the regulatory legal documents of the Russian Federation governing the organization of primary prevention of drug addiction in the educational institution of higher education. The necessity of an integrated approach to the organization of preventive activities at the university is emphasized, based on the requirements of the legislation of the Russian Federation in the field of drug prevention in the youth environment and taking into account the ethical principles of the organization of psychological and pedagogical support in an educational organization.</jats:p>",9,4,103,119,Psychiatry; Psychology; Drug; Primary prevention; Addiction,primary prevention; drug abuse prevention in the student community; regulatory legal framework for drug abuse prevention in a university; ethical principles of drug abuse prevention,,,,https://psyjournals.ru/en/psyandlaw/2019/n4/Milekhin_Umnyashova_Egorov.shtml https://doaj.org/article/a14aaa696de6428a9f7efc5a9896ba41 https://psyjournals.ru/files/111104/psyandlaw_2019_4_Milekhin_Umnyashova_Egorov.pdf,http://dx.doi.org/10.17759/psylaw.2019090408,,10.17759/psylaw.2019090408,2995742380,,0,,4,true,cc-by-nc,gold
099-464-983-405-655,Зависимость от компьютерных онлайн-игр как разновидность аддиктивного поведения,,2016,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,О В Зарецкая,"<jats:p>The article discusses the dependence on online computer games as a kind of addic- tive behavior, analyzing different viewpoints of researchers. The author represents the results of empirical studies of personality and behavioral characteristics of players, which enable to detect statistically significant differences in characteristics such as locus of control (internality / externality) and coping behavior. In the group of players internality level was lower than in the control group, and the frequency of selection of coping strategy avoidance was higher. Moreover, the author found out the correla- tion between these parameters: the level of internality is negatively correlated with the frequency of selection of avoidance strategies. These data indicate that the one of the basic factors, which forms addictive behavior, in particular, addiction to com- puter online games, is the consciousness of the degree of responsibility for one’s live, of opportunities to influence its course. These results open new perspectives for further study of the problem of computer and Internet addiction. In addition to empirical data, obtained as a result of the author's research, the article analyses well-known theoreti- cal concepts and practical work in the field of Internet addiction, coping behavior and locus of control.</jats:p>",7,3,105,120,Sociology,,,,,https://core.ac.uk/display/90963329 https://psyjournals.ru/files/82708/spio_2016_n3_zaretskaya.pdf https://psyjournals.ru/social_psy/2016/n3/zaretkaya.shtml,http://dx.doi.org/10.17759/sps.2016070308,,10.17759/sps.2016070308,2522901681,,0,004-334-380-697-730,5,true,cc-by-nc,gold
099-843-813-796-921,Personality Trait Development in Psychology Students During the Graduate Year,,2020,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,M V Ermolaeva; E I Isaev; D V Lubovsky,"<jats:p>This paper focuses on the formation of professionally important personality traits in graduate students of psychological and pedagogical master degree programmes. We analyze the development of personal and professional identity, empathy and communicative characteristics. The study involved 60 graduate students. To test the hypothesis of the contradictory developmental dynamics of personal and professional identity and communicative characteristics (empathy and communication skills) we used L.B.Schneider’s techniques for studying professional (MIPI) and personal identity (MILI), the questionnaire measure of emotional empathy by A.Mehrabian and N.Epstein, and the social skills test by L. Michelson. The study revealed the predominance of diffuse and pseudo-positive personal identity statuses among the graduate students as well as the complex dynamics of professional identity statuses. Also, the obtained data points to an increase in the expression of the competent communication style and high levels of empathy. We outline some perspectives for further research on the development of professionally important personal qualities and psychological and educational support of students during their graduate year.</jats:p>",25,2,33,43,Trait; Developmental psychology; Psychology; Personality,ФГБОУ ВО «Московский государственный психолого-педагогический университет» (ФГБОУ ВО МГППУ); г . Москва; Российская Федерация ФГБОУ ВО «Московский государственный психолого-педагогический университет» (ФГБОУ ВО МГППУ); г . Москва; Российская Федерация master students in psychology and education; personal identity; professional identity; communicative competence; empathy,,,,https://psyjournals.ru/psyedu/2020/n2/Ermolaeva_Isaev_Lubovsky.shtml https://psyjournals.ru/files/113721/pse_2020_n1_Ermolaeva_Isaev_Lubovsky.pdf,http://dx.doi.org/10.17759/pse.2020250203,,10.17759/pse.2020250203,3025637438,,0,009-387-090-741-378; 028-404-264-017-402; 031-103-824-701-579; 032-408-275-788-90X; 054-805-895-212-992; 093-137-678-474-463; 127-184-391-150-852; 138-053-225-147-18X,11,true,cc-by-nc,gold
100-046-896-921-08X,Понятие встречи в психотерапии и психологии развития,,2015,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,М В Ермолаева; Д.В. Лубовский,"<jats:p>The article discusses possibilities for application of the concept of encounter in two areas of practical developmental psychology — in the work with the aesthetic experience gained by people in the perception of artworks and in relation to mental health services for older people, for whom one of the most important activities is the recollection of their life. Authors take as basic the understanding of the encounter proposed by W. Schutz, who showed psychological tools to achieve it in psychotherapy, and R. May, who applied this concept in the psychology of creativity. The authors clarify psychotechnical tools to achieve basic aspects (openness, self-consciousness, responsibility, etc.) in relation to the work of psychologist with the aesthetic experience as a result of the perception of artworks, and recollections of the life in mature and advanced age. The importance of encounter with aesthetic experience is considered in the context of forming a system of means mastering our own emotions (L.S. Vygotsky). Authors stressed the importance of the encounter with recollections of the past for the growth of psychological new formations of mature ages.</jats:p>",23,3,105,116,Psychology,,,,,https://psyjournals.ru/files/78595/mpj_2015_n3_Ermolaeva_Lubovskii.pdf https://istina.msu.ru/publications/article/11783982/ https://psyjournals.ru/mpj/2015/n3/ermolaeva.shtml,http://dx.doi.org/10.17759/cpp.2015230308,,10.17759/cpp.2015230308,2176650444,,0,060-332-334-578-476,5,true,cc-by-nc,gold
100-175-571-418-209,Socially-psychological resource of perfection of educational space,,2017,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,O B Krushelnitskaya,"<jats:p>The article gives information on the main results of the II All-Russian Scientific and Practical Conference with international participation “Social psychology in the educational space”, held in October 2017 at the Moscow State Psychological and Pedagogical University. Present-day trends in the development of social psychology of education are presented, and current trends in research in this subject area are highlighted. The author emphasizes that the development of professional ties between various specialists — school psychologists, teachers, heads of educational institutions, researchers and teachers of higher educational institutions, training teachers and psychologists — is a necessary condition for the effective improvement of the modern educational space.</jats:p>",8,4,165,172,Environmental economics; Business; Resource (biology); Perfection; Space (commercial competition),conference; educational space; social psychology of education; preschool children; schoolchildren; students; teachers; family; school,,,,https://psyjournals.ru/social_psy/2017/n4/Krushelnitskaya.shtml https://psyjournals.ru/files/89230/spio_2017_n4_Krushelnitskaya.pdf https://core.ac.uk/display/151142495,http://dx.doi.org/10.17759/sps.2017080411,,10.17759/sps.2017080411,2784758850,,0,,1,true,cc-by-nc,gold
100-176-206-726-769,Оценка межличностной совместимости военнослужащих на основе изучения иерархии качеств личности,,2018,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,В Е Петров; А В Кокурин,"<jats:p>The article is devoted to the development of the assessment approach diagnol (pairwise) compatibility of professions at particular risk. The assessment of interpersonal compatibility in the line of duty in groups (settlements, crews, outfits, etc.) necessary unity of ideas about the qualities of the ideal colleague (colleague). The technique of determining the relevant personal qualities are pairwise compatible soldiers. The metric basis of measurement amounted to the admission ranking list of 15 socially approved qualities. As a result of the empirical study 163 patients were statistically significant differences in the hierarchy as to the relevance of personality traits among military personnel of different degrees diagnol compatibility. The generated regression model assessing interpersonal compatibility, defined by its normative values and the algorithm works with the method. Testing of the proposed diagnostic approach, as well as the study of the type of distribution of the resulting indicator. The differential abilities of the algorithm of classification of diagnostic images of compatible and incompatible faces are estimated. The technique can be used to assess interpersonal compatibility, not only the military but law enforcement. The approach is aimed at improving the activities of the representatives of the professions at particular risk.</jats:p>",8,1,110,118,,compatible military personnel; interpersonal (dual) compatibility; the technique of diagnostics compatibility; the coincidence of views; ranking; quality personality,,,,https://core.ac.uk/display/153632782 https://psyjournals.ru/psyandlaw/2018/n1/91733_full.shtml https://psyjournals.ru/files/91733/psyandlaw_2018_1_Petrov_Kokurin.pdf,http://dx.doi.org/10.17759/psylaw.2018080108,,10.17759/psylaw.2018080108,2791045126,,0,,2,true,cc-by-nc,gold
100-258-646-137-06X,Intercultural Competence as a Predictor of Adaptation of Foreign Students,,2021,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,Valentina Gritsenko; O E Khukhlaev; R.I. Zinurova; Vsevolod Konstantinov; E.V Kulesh; I.V. Malyshev; I.A. Novikova; A.V. Chernaya,"<jats:p>The aim of the study is to determine the role of intercultural competence in the adaptation process of foreign students studying at Russian universities. The research is based on the author's model of intercultural competence, the main components of which are intercultural stability, intercultural interest, the lack of ethnocentrism and the management of intercultural interaction. The sample of the study consisted of 291 foreign students from Turkmenistan studying at universities in Kazan, Saratov, Penza, Rostov-on-Don, Khabarovsk, 291 students (48.5% — Women, average age is 22 years). We showed that intercultural com petence is a significant predictor in the adaptation of foreign students. We revealed different contribution of intercultural competence components to the effectiveness in the adaptation of foreign students. Among the components of intercultural competence only intercultural stability directly affects sociocultural adaptation. The absence of ethnocentrism reduces the effect of culture shock when a student enters a new cultural environment, but increases the success of his/her adaptation in this environment only together with intercultural stability. Two other components of intercultural competence: intercultural interest and the management of intercultural interaction have an impact on the successful adaptation of foreign students not directly, but through the activation of the desire to interact with Russian students and to increase the self-esteem in the effectiveness of intercultural communication with them. In turn these mediators are directly related to both psychological adaptation and intercultural stability. Thus we revealed the mechanism of intercultural competence influence on the adaptation of foreign students. The obtained results can be used to predict the adaptation of foreign students and to reduce the possible risks of their maladjustment in a new culture.</jats:p>",17,1,102,112,Psychology; Intercultural competence; Social psychology; Adaptation (computer science),intercultural competence; intercultural communication; intercultural stability; intercultural interest; ethnocentrism; management of intercultural interaction; sociocultural adaptation; psychological adaptation; culture shock; foreign students,,,Russian Foundation for Basic Research,https://psyjournals.ru/files/120146/chp_2021_n1_Gritsenko_et_el.pdf https://psyjournals.ru/kip/2021/n1/Gritsenko_et_el.shtml,http://dx.doi.org/10.17759/chp.2021170114,,10.17759/chp.2021170114,3155115421,,0,003-854-526-024-823; 011-210-855-691-981; 014-233-548-961-938; 016-242-227-537-885; 019-545-432-628-96X; 019-573-332-271-72X; 026-245-454-552-416; 027-378-931-834-228; 035-930-802-907-642; 039-045-502-254-567; 042-066-404-996-322; 045-562-004-474-826; 046-856-674-082-151; 053-375-730-351-798; 055-638-480-337-022; 055-911-657-044-60X; 066-391-930-819-502; 080-350-718-674-533; 081-073-550-323-951; 102-984-310-587-197; 173-498-154-257-867,11,true,cc-by-nc,gold
100-408-068-676-416,The Activity Approach as a Resource for the Development of the Psychological Theory of Loyalty to the Group of Belonging,,2020,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,S V Gornostaev; V M Pozdnyakov,"<jats:p>Objectives. The article describes an attempt to overcome the contradictions in the theory of loyalty by applying the traditional Russian approaches which have been successfully used for solving of scientific problems which are contiguous with loyalty. ; Background. The study is necessary for the formation of a unified conceptual base for further systematizing of research of loyalty and comparison of their results. ; Methodology. Based on provisions of the activity approach (L.S. Vygotsky, S.L. Rubinstein, A.N. Leontiev, А.V. Petrovsky etc.), a conceptual solution of the loyalty problem is proposed. Integrative conception of loyalty as a person’s participation in group at interconnected levels of self-determination, group emotions, as well as motivation, orientation and processes of group activity was developed by implementation of category of “activity” into a theoretical analysis. It has allowed to consider the psychological and behavioral aspects of loyalty, as well as its individual and social levels, in a holistic way within the framework of the general loyalty concept. It allowed developing the general concept of loyalty with provisions concerning system-forming factors of loyalty, dynamics and mechanisms of its development, ways of its diagnostics and correction, and possibility of coexistence of loyalties. ; Conclusions. The paper argues the consideration of the leading activity of the group as a system-forming factor of loyalty. A general conclusion about possibility of applying the activity approach for research of loyalty is done.</jats:p>",11,4,42,58,Psychology; Resource (biology); Loyalty; Psychological Theory; Social psychology; Group (mathematics),loyalty; activity; loyalty theory; the general concept of loyalty; loyalty factors; activity approach; leading activity of the group,,,,https://psyjournals.ru/files/118255/sps_2020_n4_Gornostaev_Pozdnyakov.pdf https://psyjournals.ru/social_psy/2020/n4/Gornostaev_Pozdnyakov.shtml https://doaj.org/article/e69e76245ecf41afbf2f867e4a9d66de,http://dx.doi.org/10.17759/sps.2020110404,,10.17759/sps.2020110404,3116994629,,0,019-706-718-683-07X; 048-687-270-283-887; 072-640-260-445-020; 078-399-022-777-513; 091-934-247-246-695; 094-541-574-603-305; 117-541-760-224-061; 128-505-698-026-742; 129-606-006-035-728; 143-960-178-113-816; 145-667-738-289-925; 169-270-545-298-097,2,true,cc-by-nc,gold
100-953-647-193-017,Problems of Assessing the Compliance of Professional Activities of Practical Psychologists with the Requirements of the Implemented Standards (once again about experts and expertise in practical psychology),,2018,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,Ю М Забродин; В Э Пахальян,"<jats:p>The analysis of the state of the problem of expertise in practical psychology is carried out, in the context of tasks arising in connection with the implementation ? introduction of standards of professional activity. The main issues are mentioned, both directly concerning the methodology of the issue under discussion, as well as the main aspects of the content of the specialist's work related to the professional evaluation in general of activities, processes, etc., occurring in a specific educational environment, and their quality in each specific case of a professional activities of specialists. The main criteria of requirements to the expert, to his professional training and experience, features of the process of conducting the examination are singled out. The actual necessity of creating an ""examination institute"" in the field of practical psychology that presupposes the development of scientific grounds and methodology for the examination of the activities of specialists in the Service of Practical Psychology in the education system and the quality of performing professional activity is emphasized and justified. Attention is drawn to the fact that until now there are no scientifically grounded requirements for experts in the field of practical psychology, their training programs, a system of evaluation criteria, the content and form of an expert opinion, etc. It is concluded that the development of the methodology of practical psychology and expertise in it will allow an objective assessment of the activities of both the Service of Practical Psychology as a whole and the work of its individual specialists, ensure their training, further training and retraining, and determine the conformity of their work to the requirements of standards professional activity.</jats:p>",10,2,21,42,Psychology; Compliance (psychology); Engineering ethics,,,,,https://psyjournals.ru/psyedu_ru/2018/n2/Zabrodin_Pakhalyan.shtml https://psyjournals.ru/files/93977/psyedu_2018_n2_Zabrodin_Pakhalyan.pdf,http://dx.doi.org/10.17759/psyedu.2018100203,,10.17759/psyedu.2018100203,2887467641,,0,004-781-126-406-074; 028-527-024-882-122; 042-693-405-616-953; 045-319-557-572-020; 123-093-730-468-859; 151-305-203-068-236,6,true,cc-by-nc,gold
100-968-959-713-992,From the Editor,,2021,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,A.B. Kholmogorova,,29,4,5,9,Psychology,,,,,https://psyjournals.ru/files/126823/cpp_2021_n4_from_editor.pdf https://doi.org/10.17759/cpp.2021290401,http://dx.doi.org/10.17759/cpp.2021290401,,10.17759/cpp.2021290401,,,0,,0,true,cc-by-nc,gold
100-977-150-146-182,Social Psychology and Society Journal Celebrates its 5-th Anniversary!,,2015,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,N N Tolstykh,"<jats:p>You are currently viewing the issue № 4, 2015 of the Social Psychology and Society journal — the issue which, in fact, may fully be considered the anniversary one, because it was 5 years ago, at the very end of 2010, that the pilot issue of our journal saw the light of day. In the opening paper of that issue, the author, Galina Andreyeva, remarked that the title of the journal is actually its motto. Perhaps, these words are the most precise definition of the journal’s mission: appealing to the most relevant problems in the society and discussing a wide variety of social psychological issues stemming from the situation of the ‘changed individual in a changing society’ and, therefore, by the changing approaches in methodology and theory.</jats:p>",6,4,5,8,Psychoanalysis; Sociology; Social psychology (sociology),,,,,https://psyjournals.ru/files/79550/spio_2015_n4_tolstykh.pdf https://core.ac.uk/display/90942560 https://psyjournals.ru/en/social_psy/2015/n4/tolstykh.shtml,http://dx.doi.org/10.17759/sps.2015060401,,10.17759/sps.2015060401,2203894586,,0,,0,true,cc-by-nc,gold
101-269-251-402-252,"Coping Strategies and Coping Styles of Adolescents with Congenital and Acquired Disabilities (Cerebral Palsy, Oncology or Rheumatic Diseases Diagnosis)",,2021,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,M.A. Odintsova; M.G. Sorokova,"<jats:p>The study aims to compare adolescents coping strategies and coping styles depending on their gender and health status. Sample was subdivided into 3 groups: 1) healthy, ; 2) adolescents with cerebral palsy (congenital disability), 3) adolescents with oncology and rheumatic diseases (acquired disability). The sample size is 244 adolescents from 13 to 18 years old. 86 healthy subjects (37 boys and 24 girls, M=15.03+1.39 y.o.), 61 with oncology of the brain and spinal cord (46 boys and 40 girls, M=14.96+1.52 y.o.), 46 with rheumatic diseases (17 boys and 29 girls, M=14.70+1.50 y.o.), and 51 with cerebral palsy (28 boys and 23 girls, M=15.30+1.17 y.o.). The R. Carver' COPE questionnaire, adapted by Ye.I. Rasskazova, T.O. Gordeyeva, Ye.N. Osin was used. It is found that adolescents with acquired disabilities use coping strategies similar to healthy peers, in contrast to adolescents with cerebral palsy, whose coping strategies are diverse. Adolescents in two clinical groups are more likely seeking support in religion than healthy ones, which reduces the stress impact by disability. Cognitively oriented coping styles is higher among healthy sample, emotionally oriented ones among adolescents with acquired disabilities, and dysfunctional ones among adolescents with cerebral palsy. Different trends in the intensity of coping strategies in clinical and healthy groups depending on gender are revealed.</jats:p>",10,2,95,123,Cerebral palsy; Clinical psychology; Medicine,,,,,https://psyjournals.ru/files/121688/cpse_2021_n2_Odintsova_Sorokova.pdf https://psyjournals.ru/psyclin/2021/n2/Odintsova_Sorokova.shtml,http://dx.doi.org/10.17759/cpse.2021100207,,10.17759/cpse.2021100207,3184691248,,0,001-106-397-541-974; 001-786-166-063-84X; 002-671-177-868-308; 009-104-441-040-790; 025-428-235-674-566; 028-811-359-408-842; 029-152-508-675-849; 032-701-951-079-942; 039-429-980-019-273; 050-574-548-477-952; 054-476-011-679-163; 058-463-163-456-164; 065-072-077-067-950; 066-000-070-142-990; 080-171-097-446-250; 081-915-663-724-768; 083-939-782-068-336; 090-204-102-338-74X; 093-968-399-741-618; 095-462-858-146-338; 096-159-575-401-989; 099-065-062-543-369; 099-482-140-650-790; 106-219-614-509-304; 108-425-307-996-421; 119-908-274-796-161; 131-295-087-273-918; 155-058-953-225-042; 182-185-550-596-114,0,true,cc-by-nc,gold
101-314-942-992-319,Self-Activation as a Personal Resource in University Inclusive Educational Environment,,2018,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,M.A. Odintsova; N. Radchikova,"<jats:p>In the sphere of higher education, which is considered one of the most promising in promoting inclusive ideas, great attention is paid to students’ personal resources, characterizing the person's internal voluntary activity: self-control, self-esteem, self-efficacy, self-management, self-knowledge, self-support, self-regulation, and self-activation. They are these personal resources that mediate the students' subjective assessment of the external situation (the absence of barriers, the availability of different types of support), weaken the negative impact of disability, preserve the psychological balance and motivate them to overcome difficulties. A study conducted on the Russian sample showed that inclusive education is effective for students with disabilities and is a motivating factor for their healthy peers. The data obtained is consistent with the results of studies in other countries and cultures</jats:p>",7,1,62,70,Psychology; Resource (biology); Self activation; Knowledge management,university inclusive educational environment; students with disabilities; healthy students; personal resources; self-activation; resilience; philosophy of independent life,,,,https://psyjournals.ru/files/93050/jmfp_2018_n_1_Odintsova_Radchikova.pdf https://psyjournals.ru/jmfp/2018/n1/Odintsova_Radchikova.shtml,http://dx.doi.org/10.17759/jmfp.2018070107,,10.17759/jmfp.2018070107,2804454564,,0,004-570-768-606-932; 006-216-618-436-30X; 007-357-798-340-131; 008-162-191-385-233; 009-390-304-749-488; 013-687-951-133-657; 018-899-285-895-727; 024-655-942-445-475; 026-305-811-193-602; 028-551-274-989-141; 032-530-183-249-895; 039-615-586-511-496; 043-749-882-212-026; 046-922-836-904-190; 054-367-739-870-347; 066-773-386-669-072; 073-057-890-345-751; 080-147-644-870-246; 095-560-937-519-429; 095-907-870-521-101; 098-460-482-663-90X; 110-413-601-200-109; 118-212-567-143-680; 118-527-371-631-507; 152-147-031-544-958; 164-883-848-968-879; 179-882-292-082-596; 185-084-626-554-84X,4,true,cc-by-nc,gold
101-340-054-382-706,Sibling relationships and their role in human life,,2021,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,M.V. Bulygina,"<jats:p>The article presents the results of studies of sibling relations from different approaches. The articles included in this review concern the nature of relationships with brothers and sisters at different ages, its role in the development of aggressive and prosocial behavior, attitudes to oneself and one’s body, life satisfaction. Sibling relationships are analyzed in the context of the entire family system. It is noted that sibling relationships are involuntary, stable and characterized by a high degree of spontaneity. It is shown that the nature of communication with brothers and sisters is associated with the well-being of a person and the peculiarities of his/her adaptation in childhood, adolescence and adulthood.</jats:p>",10,4,147,156,Sibling; Prosocial behavior; Psychology; Developmental psychology; Sibling relationship; Context (archaeology); Adaptation (eye); Life satisfaction; Social psychology; Biology; Paleontology; Neuroscience,братья; сестры; сиблинговые отношения; порядок рождения brothers; sisters; siblingship; sibling relations; order of birth,,,,https://psyjournals.ru/files/126537/jmfp_2021_n4_Bulygina.pdf https://doi.org/10.17759/jmfp.2021100414,http://dx.doi.org/10.17759/jmfp.2021100414,,10.17759/jmfp.2021100414,,,0,001-920-991-358-298; 003-372-067-437-618; 003-722-336-877-783; 006-159-123-315-356; 006-187-872-932-122; 009-562-910-178-900; 018-044-987-272-176; 019-279-002-753-171; 019-659-642-416-071; 022-424-275-047-56X; 025-030-579-500-527; 026-738-093-309-108; 027-705-828-759-093; 032-769-212-175-667; 041-334-648-603-291; 050-453-454-961-400; 055-487-694-526-990; 055-782-664-349-892; 059-156-198-197-381; 061-282-882-711-673; 061-420-822-830-569; 062-178-967-808-008; 071-719-037-229-62X; 072-618-878-769-042; 079-566-366-546-331; 089-249-799-017-316; 103-736-786-986-891; 106-805-058-262-823; 110-412-597-386-427; 113-016-512-426-456; 113-502-116-901-773; 120-130-363-055-083; 120-298-497-248-680; 130-264-688-076-559; 130-517-234-988-02X; 133-892-520-292-027; 144-751-478-170-64X; 199-612-492-411-900,1,true,cc-by-nc,gold
101-457-316-523-994,Problems of psychological safety of a person in extreme conditions of life,,2021,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,Anna Litvinova; Anna Koteneva; Alexey Kokurin; V.S. Ivanov,"<jats:p>In a situation of increasing socio-political contradictions, terrorist threats, man-made, natural disasters and a pandemic, the relevance of the study of the psychological safety of the individual, factors and mechanisms that ensure the safe existence of a person increases. The article analyzes the components of the psychological safety of a person as an integral quality: moral-communicative, motivational-volitional, value-semantic and inner comfort. The results of studies of the psychological safety of a person in the context of meaning formation, overcoming behavior, and experiencing probabilistic threats to subjective well-being are presented.</jats:p>",10,1,8,16,Psychology; Psychological safety; Applied psychology,psychological safety of the individual; psychological security; basic beliefs; subjective well-being; strategies for overcoming behavior,,,Russian Science Foundation,https://psyjournals.ru/jmfp/2021/n1/Litvinova_et_al.shtml https://doaj.org/article/66efb35c85e1416eb1cc08d9c39f394b https://psyjournals.ru/files/119743/jmfp_2021_n1_Litvinova_et_al.pdf,http://dx.doi.org/10.17759/jmfp.2021100101,,10.17759/jmfp.2021100101,3142526748,,0,004-172-725-506-321; 014-763-141-510-13X; 015-057-129-511-832; 015-469-101-748-847; 016-082-109-675-654; 016-907-888-210-939; 020-750-089-183-825; 024-201-707-255-288; 024-603-472-251-785; 026-629-488-246-890; 030-697-952-434-916; 038-462-722-788-561; 039-137-990-509-01X; 045-813-164-938-849; 047-385-408-896-396; 050-633-598-580-066; 050-891-417-937-436; 062-541-258-879-093; 065-097-039-783-324; 070-382-666-770-235; 072-285-692-821-508; 080-361-988-880-605; 080-482-877-078-784; 084-512-552-093-353; 088-009-923-704-844; 090-422-956-513-703; 111-368-068-032-536; 120-767-494-858-706; 124-366-384-634-195; 131-011-553-496-602; 146-971-861-943-550; 152-273-528-480-272,16,true,cc-by-nc,gold
101-788-719-150-607,Present-day foreign directions of researches of risk factors of unlawful behavior among minors,,2016,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,I R Martynova,"<jats:p>The article analyzes the problem of the study of the predictive and structured risk assessment of illegal behavior among minors in foreign psychology. Problems, which prevent unlawful behavior among adolescents in the Russian Federation, have been analyzed. It is shown how the interest to the various methods of prediction of illegal behavior emerged. The existing of the main currently existing approaches to risk assessment (clinical, actuarial and dynamic) have been made. Numerous statistical studies aimed to identify predictors of unlawful behavior among minors were covered in present review. The escort at different stages of rehabilitation of teenagers committed various offenses was described on the example of the probation system. The possible development of an integrated system of juvenile justice in the Russian Federation was described in the context of the «National Action Strategy for Children for 2012-2017». The possibility of inclusion of structured risk assessment techniques.</jats:p>",6,2,41,56,Psychology; Present day; Criminology,risk factors; protective factors; unlawful conduct; case management; adolescence,,,,https://core.ac.uk/display/91651066 https://doaj.org/article/df8c68bf74de42a18ddee5718bbae078 https://psyjournals.ru/files/81673/psyandlaw_2016_2_Martinova.pdf https://psyjournals.ru/psyandlaw/2016/n2/81673_full.shtml,http://dx.doi.org/10.17759/psylaw.2016060204,,10.17759/psylaw.2016060204,2465818238,,0,004-923-776-990-322; 010-202-912-758-251; 010-339-281-014-519; 021-688-178-167-79X; 028-250-973-569-139; 030-206-604-490-680; 039-219-570-604-335; 039-953-690-626-025; 040-975-343-997-115; 041-099-295-440-767; 045-482-019-052-546; 046-226-741-205-902; 049-722-713-057-529; 054-963-971-551-982; 055-447-895-146-728; 068-033-973-935-290; 069-876-216-882-832; 084-666-892-073-027; 086-923-059-548-077; 087-910-262-235-440; 090-137-405-819-295; 105-068-511-822-996; 105-576-955-558-98X; 116-668-953-158-437; 121-885-758-716-247; 127-485-600-081-179; 136-617-543-793-169; 153-538-632-220-558; 163-077-011-287-534; 164-341-970-939-821; 190-109-570-440-497; 194-621-720-013-203,4,true,cc-by-nc,gold
101-797-500-044-88X,Accessibility of Digital Devices to Preschool Children: Differences in Parents' Positions,,2022,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,E.E. Klopotova; S.Y. Smirnova; O.V. Rubtsova; M.G. Sorokova,"<jats:p>Introduction. The article presents the results of an empirical study, aimed at revealing the peculiarities of parent position concerning the use of gadgets by preschool children on a Russian sample. Objective. The article focuses on the phenomenon of parents’ inconsistent position concerning the use of digital devices by preschoolers. Methods. The study was conducted in February-April, 2021. The questionnaire, elaborated by the authors of the study, was disseminated in social networks. 6376 parents of preschoolers aged from 2 to 7 from Russian Federation participated in the study. The collected data was analyzed with the help of quantitative and qualitative methods. Results and conclusions. The results of the study testify that most Russian parents demonstrate a coherent position in relation to accessibility of digital media to their children — they either give their children limited access to gadgets (66,1%), or completely ban it (5%). A big group of parents (28,9%) give rather controversial answers to questions concerning the accessibility of digital devices to their children, which testifies that they have no coherent strategy. The research demonstrates that many Russian parents face difficulties in organizing their children’s interaction with gadgets and testifies that it is important to organize parents’ counselling and education in relation to these challenges.</jats:p>",30,2,109,125,Position (finance); Russian federation; Psychology; Relation (database); Phenomenon; Face (sociological concept); Developmental psychology; Social psychology; Sociology; Social science; Computer science; Business; Physics; Finance; Quantum mechanics; Database; Regional science,digitalization of childhood; parents' attitude (parental position); preschool age; digital media (devices); gadgets; parent education; problematic Internet use,,,,https://psyjournals.ru/files/131443/cpp_2022_n2_Klopotova_et_al.pdf https://doi.org/10.17759/cpp.2022300207,http://dx.doi.org/10.17759/cpp.2022300207,,10.17759/cpp.2022300207,,,0,005-434-149-597-109; 014-683-318-950-369; 015-652-303-574-860; 025-189-042-051-105; 025-934-275-814-078; 043-356-965-574-594; 052-040-004-135-07X; 055-913-653-550-213; 056-813-969-502-363; 068-907-243-388-453; 090-865-102-905-28X; 097-657-922-989-691; 116-108-561-249-30X; 130-013-361-444-122; 135-493-341-709-936; 156-523-318-278-329; 164-874-559-765-421,7,true,cc-by-nc,gold
102-195-514-349-201,Socio-psychological adaptation in later age and conditions of successful aging,,2017,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,N V Dvoryanchikov; E V Sokolinskaya,"<jats:p>The article deals with the aspects of social and psychological adaptation in elderly and senile age and analyses the conditions for successful aging. The authors assume that people in elderly age have significant individual characteristics and, as a consequence, research results are often contradictory. It is shown that the socio-psychological adaptation in elderly patients is determined by individual psychological qualities, by specificity of their identity, by strategies of their adaptation to old age. This may be the strategy of the ""closed loop"" type, that is maintenance of self as an individual, or an alternative strategy, maintaining self as a personality. It was noted that adaptation to old age was flying differently in women and men, which may be due to gender differences in lifestyle, the strongest identification of some men with occupational roles, and of women with homework and family obligations. It is shown that successful aging contributes to the formation of androgynous type of gender identity, which provides flexibility in respond to different situations.</jats:p>",6,3,53,62,Developmental psychology; Psychology; Psychological adaptation; Successful aging,socio-psychological adaptation; an elderly and senile age; gender,,,,https://psyjournals.ru/files/88404/jmfp_2017_n_3_Dvoryanchikov_Sokolinskaya.pdf https://psyjournals.ru/jmfp/2017/n3/Dvoryanchikov_Sokolinskaya.shtml,http://dx.doi.org/10.17759/jmfp.2017060306,,10.17759/jmfp.2017060306,2775205808,,0,001-262-105-167-234; 001-906-822-365-197; 004-628-459-424-923; 005-942-487-328-244; 006-054-337-244-724; 006-376-706-675-274; 007-931-309-127-449; 014-425-677-340-886; 024-677-184-745-053; 030-320-178-251-394; 046-166-279-641-779; 051-718-897-272-839; 068-258-030-394-430; 071-056-196-577-205; 072-497-241-289-481; 074-662-879-206-058; 078-690-114-810-88X; 088-517-975-509-988; 105-988-045-369-187; 118-564-536-221-649; 149-179-661-417-513; 152-112-712-683-005,1,true,cc-by-nc,gold
102-372-362-354-056,The Study of High-Level Virtual Reality and Personality Creativity,,2022,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,V.G. Anikina; E.G. Khoze; I.V. Strizhova,"<jats:p>The study examined the impact of the highest level of VR — the use of VIVE helmets — on individual creativity. Before and after working with VR programs using VIVE helmets, the participants in the study (n=28) were diagnosed with the parameters of verbal creativity: sensitivity to the problem, preference for complexity fluency, flexibility, resourcefulness, ingenuity, imagination, ability to structure, originality, resourcefulness and productivity, independence, originality, confident style of behavior; non-verbal creativity: originality, uniqueness; as well as general creativity. As a result of statistical data processing, it was shown that the study participants experienced significant changes in non-verbal creativity indicators — “originality” (at p ≤0.05) and “uniqueness” (at p ≤0.01). The vectors for further research on the problem of the connection between creative activity, creativity of the individual and virtual reality are determined.</jats:p>",15,2,20,36,Originality; Creativity; Psychology; Fluency; Ingenuity; Flexibility (engineering); Personality; Cognitive psychology; Affect (linguistics); Social psychology; Mathematics education; Mathematics; Communication; Statistics; Neoclassical economics; Economics,high-level virtual reality; verbal creativity; non-verbal creativity,,,,https://psyjournals.ru/files/130946/exppsy_2022_n2_Anikina_et_al.pdf https://doi.org/10.17759/exppsy.2022150202,http://dx.doi.org/10.17759/exppsy.2022150202,,10.17759/exppsy.2022150202,,,0,005-153-927-305-221; 020-385-068-635-711; 041-063-098-458-824; 052-544-245-346-627; 076-134-532-094-281; 082-932-765-254-585; 083-515-169-130-622; 100-455-343-441-307; 110-236-315-968-673; 147-824-170-347-959; 165-644-078-148-601,0,true,cc-by-nc,gold
102-454-015-932-041,Влияние психологических и психосексуальных факторов на психофизиологическую реактивность,,2018,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Д М Купцова; М Ю Каменсков,"<jats:p>At the present stage there is debatable a question of influence of current state on physiological reactivity that considerably reduces a validity of a psychophysiological research. In the presented work by means of the directed psychology-sexological research the factors exerting impact on emergence of significant physiological reactions in response to presentation of standard and deviant sexual incentives when testing on a polygraph of 30 volunteers were studied. It is revealed that of healthy selection of the examinees reacting to photos with the image of a deviant sexual object it is significantly characteristic: a disharmonious personal profile, cognitive distortions, indirect violations of the sexual sphere in the form of a delay of sexual development and violation of gender identity. The phenomena described in work expand the class of available studies of the influence of the individual characteristics of the subject on his physiological reactivity and can be considered at interpretation of the data obtained during the psychophysiological research in the medical purposes on sexual offenders.</jats:p>",8,1,13,25,Medicine,psychophysiological research; polygraph; physiological reaction,,,,https://psyjournals.ru/psyandlaw/2018/n1/91722.shtml https://psyjournals.ru/files/91722/psyandlaw_2018_1_Kuptsova_Kamenskov.pdf,http://dx.doi.org/10.17759/psylaw.2018080102,,10.17759/psylaw.2018080102,2790025777,,0,,2,true,cc-by-nc,gold
102-487-471-787-088,Legal Conscience of Teens from the Centennials Generation: a Prognostic Assessment,,2021,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,E E Boykina; V A Chernov,"<jats:p>Adolescence is a sensitive period for setting the groundwork of one's legal conscience on the way to the legal culture of an adult. The article analyses the projected risks for shaping the legal conscience of people for the next 10-20 years using the approach of the modern theories of generational cohorts. For the purpose of ""detailed portrayal"" of the anticipated image of an adult from the 2030-2040 this article contains the results of 11 studies (on centennials, iGeners, homelanders, digital natives etc.). The disputable traits of the typical representatives of these generations (that can potentially have impact on the formation process of their legal conscience) are compared: the idea of authority, the new forms of communication and education, hedonism, multitasking, planning horizon, family values etc. A number of features of the modern generation are compared with the fundamental elements of the structural and functional model of legal conscience (Ratinov A.P), particularly from the viewpoint of some systems: cognitive, regulative and evaluation. The postulates of the generation theories are critically assessed. We also analyse the general tendencies for the interaction of generations from the perspective of legal socializing.</jats:p>",11,1,135,149,Conscience; Sociology; Law,Московский государственный психолого-педагогический университет (ФГБОУ ВО МГППУ); г. Москва; Российская Федерация legal conscience; prognostic assessment; centennials; iGeners; digital natives; homelanders; adolescents,,,,https://psyjournals.ru/psyandlaw/2021/n1/Boykina_Chernov.shtml https://psyjournals.ru/files/119582/psylaw_2021_n1_Boykina_Chernov.pdf,http://dx.doi.org/10.17759/psylaw.2021110111,,10.17759/psylaw.2021110111,3146936960,,0,055-864-395-276-611; 102-875-390-614-489,7,true,cc-by-nc,gold
102-611-495-695-255,Психологические и пользовательские предикторы отношения к учебе студентов в период дистанционного обучения в условиях пандемии,2022-03-30,2022,journal article,Психология. Журнал Высшей школы экономики,18138918; 25419226,"National Research University, Higher School of Economics (HSE)",Russian Federation,Е.И. Рассказова; Г.У. Солдатова,"<jats:p>Вынужденный массовый переход учебных учреждений на полностью или частично дистанционный формат обучения связан с жалобами студентов на трудности в учебе, со снижением ее эффективности и интереса к ней. Цель исследования — построение предсказательной модели психологических (благополучие, учебная мотивация, тревога, связанная с пандемией) и пользовательских (пользовательская активность, цифровая компетентность, отношение к технологиям) предикторов снижения удовлетворенности учебой, субъективной компетентности в учебе и увлеченности у студентов в условиях дистанционного обучения во время пандемии. В декабре 2020 г. у 220 студентов II–VI курсов вузов оценивались трудности в учебе и воспринимаемая административная поддержка во время локдауна весной 2020 г.; субъективная компетентность, удовлетворенность учебой и увлеченность до пандемии и в настоящее время;  удовлетворенность жизнью, позитивные и негативные эмоции; учебная мотивация; тревога, связанная с пандемией; пользовательская активность; цифровая компетентность; отношение к технологиям; стремление к использованию в обучении цифровых средств. Согласно результатам, у студентов ситуация пандемии привела к снижению удовлетворенности учебой, субъективной компетентности и увлеченности, а также вызвала средние по выраженности трудности в учебе. Более выраженные трудности в учебе в период пандемии отмечают студенты с высоким уровнем негативных эмоций, меньшей интегрированной учебной мотивацией, выраженной тревогой из-за перехода на дистанционное обучение, из-за нарушения безопасности и приватности при использовании онлайн-формата. Снижение удовлетворенности учебой, компетентности и увлеченности оказалось максимальным у студентов с более низким уровнем позитивных эмоций, более высокими показателями амотивации в отношении учебы, тревогой из-за перехода на дистанционное обучение и нарушений приватности и безопасности, меньшим стремлением к использованию в процессе своего образования цифровых средств. Снижение субъективной компетентности и увлеченности учебой сильнее выражено у студентов с высоким уровнем технофилии, что может объясняться тем, что такие студенты чаще отвлекаются от онлайн-учебы.</jats:p>",19,1,26,44,Psychology,,,,,https://psy-journal.hse.ru/data/2022/04/06/1802758472/19-01-26-44.pdf https://doi.org/10.17323/1813-8918-2022-1-26-44,http://dx.doi.org/10.17323/1813-8918-2022-1-26-44,,10.17323/1813-8918-2022-1-26-44,,,0,,4,true,,gold
103-032-164-527-708,The problem of driving behavior research in modern foreign psychology,,2020,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,T.V. Kochetova; A.V. Pogodina; M.A. Kharchenko,"<jats:p>The purpose of this article is to consider the problems of driving behavior research in modern traffic psychology. The article describes an integrative pattern of behavior, the socio-cognitive theory and the theory of planning behavior. It shows that the concept of ""driving behavior"" can be interpreted differently in the works of different authors and also that it differs from the concepts, which are designated in national psychology as ""driving activity"" or ""driving."" The article also provides a brief description of the basic psychological methods of studying driving behavior, analyzes their potentials and limitations. The material can be used by psychologists working in the field of road safety, as well as lecturers presenting the course ""Psychophysiological basics of the driver's activity"" and who can plan psychological studies of driving and driving behavior of students in driving school.</jats:p>",9,3,118,126,Epistemology; Psychology,driving behavior; driving skills; behavioral patterns; traffic psychology; road safety,,,,https://psyjournals.ru/files/116364/jmfp_2019_n3_Kochetova_Pogodina_Kharchenko.pdf,http://dx.doi.org/10.17759/jmfp.2020090311,,10.17759/jmfp.2020090311,3094226606,,0,000-999-951-820-28X; 009-299-623-546-736; 013-783-550-643-429; 017-522-317-770-210; 022-562-496-940-111; 023-954-697-424-796; 024-340-484-676-172; 028-873-129-324-161; 035-768-548-467-510; 056-450-240-371-514; 078-119-116-381-596; 090-506-396-354-334; 123-348-153-139-44X; 136-366-435-985-354; 139-709-125-151-267,1,true,cc-by-nc,gold
103-084-488-570-600,New approaches for assessing the activities of operators of complex technical systems,,2019,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,L S Kuravsky; G A Yuriev; V I Zlatomrezhev,"<jats:p>Presented are new approaches for supporting the outcome grading for activities of operators of complex technical systems, which are based on comparisons of current exercises with the activity database patterns in both the wavelet representation metric associated with time series of activity parameters and the likelihood metric of eigenvalue trajectories for these parameters transforms as well as on probabilistic assessments of skill class recognition using sample distribution functions of exercise distances to cluster centers in a scaling space and Bayesian likelihood estimations with the aid of probabilistic profile of staying in activity parameter ranges. These techniques have demonstrated the capabilities of recognizing sets of abnormal exercises and detection of parameters characterizing operator mistakes to reveal the causes of abnormality. The techniques in question overcome limitations of existing methods and provide advantages over manual data analysis since they greatly reduce the combinatorial enumeration of the options considered.</jats:p>",12,4,27,49,Technical systems; Computer science; Management science,operators of complex technical systems; discrete wavelet transform; skill class recognition; Principal Components Analysis; Multidimensional Scaling; Cluster Analysis; Discriminant Analysis; eigenvalue trajectories,,,Ministry of Science and Higher Education of the Russian Federation,https://psyjournals.ru/exp/2019/n4/Kuravsky_Yuryev_Zlatomrezhev.shtml https://psyjournals.ru/files/110941/exppsy_2019_n4_Kuravsky_Yuryev_Zlatomrezhev.pdf,http://dx.doi.org/10.17759/exppsy.2019120403,,10.17759/exppsy.2019120403,2996489542,,0,000-442-808-890-463; 002-371-107-487-126; 011-188-840-609-625; 011-866-020-624-889; 027-034-485-026-773; 029-604-025-984-481; 030-017-793-642-221; 030-801-389-225-02X; 033-535-320-291-053; 035-616-605-408-152; 036-195-089-166-241; 040-538-224-900-952; 042-985-926-430-489; 044-433-593-048-878; 045-991-115-961-411; 046-330-166-340-349; 048-835-518-651-64X; 049-742-929-544-674; 051-276-074-473-597; 056-442-348-920-482; 060-182-164-840-046; 060-866-328-916-156; 072-059-682-235-673; 073-045-511-646-08X; 073-184-395-680-335; 086-390-899-544-483; 111-522-395-188-119; 114-034-255-690-912; 130-094-007-776-543; 161-889-734-080-36X; 199-339-805-798-014,14,true,cc-by-nc,gold
103-121-700-518-544,Инклюзивная образовательная среда: пилотное исследование взаимодействия педагогов и специалистов образовательной организации,,2020,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,Т Ю Сунько,"<jats:p>The article is devoted to the pilot study of the problem of professional interaction in inclusive educational environment. The components of the development of an inclusive environment in education are highlighted. The purpose of the study is defined as studying the characteristics of the interaction between teachers of various levels of education in the work with students with disabilities in an inclusive educational environment. The results of an empirical study of online sample of volunteers (N=64) are presented. Respondents answered to the questionnaire about their attitude to the idea of inclusion, difficulties in interaction, the forms of interaction used and their willingness to request help. The results of the study based on a conventional content analysis, showed that interaction in an inclusive educational environment is built mainly through consultations (75%), workshops (59,4%) and other forms, while complicating professional interaction among more than half of respondents, mainly, the uncertainty of the responsibility of specialists in psychological and pedagogical support and various difficulties in building relationships. The data obtained show rather a different attitude towards the idea of inclusion in education in the light of the development of the inclusive educational environment of the educational organization, which determines the choice of the forms of interaction used.</jats:p>",9,2,161,172,Psychology,,,,,https://psyjournals.ru/psyclin/2020/n2/Sunko_full.shtml https://psyjournals.ru/files/114899/cpse_2020_n2_Sunko.pdf,http://dx.doi.org/10.17759/cpse.2020090208,,10.17759/cpse.2020090208,3045114410,,0,016-798-785-017-714; 018-392-325-202-807; 023-897-245-727-114; 045-952-954-773-081; 108-191-790-019-25X; 140-843-764-687-773,3,true,cc-by-nc,gold
103-126-283-390-035,Features of the Motivational Level of the Internal Picture of the Disease in Patients Maxillofacial Surgery,,2015,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,T A Litovka; Z V Lukovtseva,"<jats:p>The present study was carried out in line with the traditional domestic psychosomatic representations about the internal picture of the disease. The sample included 62 patients in the department of oral and maxillofacial surgery. With the help of a battery of techniques, substantially complementary, identified qualitative and quantitative features of the internal picture of the disease (WKB) in patients, male and female. It was found that barrier personal meaning of illness comes to the fore in the whole sample, but men are distinguished distrustful, cautious attitude to the recommendations of doctors and the whole treatment. Found significant sex differences of value orientations and strategies of coping behavior, which it is advisable to take into account when designing programs of psychological support of this group of patients in a hospital.</jats:p>",4,4,29,49,Surgery; Disease; In patient; Medicine,psychosomatic medicine; internal picture of the disease; the motivational level of internal picture of the disease; patients maxillofacial surgery; sex differences,,,,https://psyjournals.ru/psyclin/2015/n4/Litovka_Luhovceva.shtml https://core.ac.uk/display/89521387 https://psyjournals.ru/files/81048/3_psyclin_2015_n4_Litovka_Lukovceva.pdf,http://dx.doi.org/10.17759/cpse.2015040403,,10.17759/cpse.2015040403,2404497960,,0,,0,true,cc-by-nc,gold
103-725-485-241-446,The Relationship of the Preferred Types of Digital Games and Executive Functions in 6-7-Year-Old Children,2023-11-03,2023,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,V.A. Plotnikova; D.A. Bukhalenkova; E.A. Chichinina,"<jats:p>&lt;p&gt;This study aimed to examine the relationship of the types of digital games preferred by preschoolers and their executive functions. For a more detailed study we created a classification of the games in question based on the content analysis of the participants&amp;rsquo; interview, game mechanism, and the required cognitive functions. 6 types of digital games were developed: quick reaction games, logic games, educational games, strategic games, drawing games, and simulators. The overall sample comprised 335 children (48.6% girls) aged 6&amp;ndash;7 (M=74.6 months, SD=6.06 months). The study included assessment of the executive functions and an interview about digital games. We used the NEPSY-II subtests to measure the examinees&amp;rsquo; executive functions level: visual and verbal working memory, and inhibition. We also used &amp;ldquo;The Dimensional Change Card Sort&amp;rdquo; to assess cognitive flexibility. Data analysis revealed that quick reaction games were the most popular at this age. The next favourite were logic games, strategic games, and simulators&amp;rsquo;. The study demonstrated quick reaction game players&amp;rsquo; visual working memory was better developed than in the non-players. Logic game players processed information at a higher speed than the non-players. Simulation game players obtained higher score in cognitive inhibition, than the children who didn&amp;rsquo;t like this type of games.&lt;/p&gt;</jats:p>",28,4,32,51,Psychology; Executive functions; Cognitive flexibility; Cognition; Working memory; Flexibility (engineering); Mathematics education; Multimedia; Computer science; Mathematics; Statistics; Neuroscience,early childhood; digital games; executive functions; quick reaction games; working memory; inhibition; cognitive flexibility; information processing speed,,,,,http://dx.doi.org/10.17759/pse.2023280402,,10.17759/pse.2023280402,,,0,000-722-089-564-018; 001-213-312-187-51X; 003-147-980-240-195; 006-811-490-619-647; 007-104-470-371-975; 008-582-674-443-427; 008-911-426-675-389; 009-758-289-418-770; 009-874-009-866-21X; 013-679-343-666-169; 014-181-622-731-646; 016-011-863-143-723; 024-626-622-009-823; 026-967-651-457-041; 027-613-704-957-057; 029-478-078-341-821; 032-183-942-512-575; 035-996-490-059-403; 038-658-826-720-398; 041-241-986-984-880; 041-311-960-395-237; 042-706-055-042-493; 045-083-526-669-008; 047-955-527-035-806; 048-398-601-209-032; 049-650-700-210-248; 050-570-896-638-70X; 051-403-363-671-29X; 055-236-134-176-13X; 056-321-880-314-357; 057-436-108-564-541; 062-602-241-165-699; 063-869-823-303-800; 073-314-674-681-982; 073-823-093-749-358; 079-798-043-872-004; 079-860-060-458-934; 083-890-847-860-478; 086-310-467-494-352; 089-390-595-362-129; 094-973-068-297-826; 100-496-419-979-500; 101-367-811-552-937; 115-804-466-115-445; 116-960-325-799-565; 133-337-102-775-218; 134-788-014-139-43X; 140-907-200-059-990; 145-335-975-466-621; 145-779-950-304-332; 156-881-080-181-032; 162-743-550-602-383; 171-313-749-030-585,6,true,cc-by-nc,gold
103-838-831-301-183,Socio-psychological Characteristics of the Involvement of Students in Continuing Education at Different Stages of the Learning Process,,2018,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,N V Kiseleva,"<jats:p>The article presents a substantive analysis of structure patterns of the students’ continuing education process throughout different stages: college, bachelor, master, post-graduate, additional education (professional retraining programs). The structure of engagement is described, including cognitive, affective, behavioral, motivational and value components. Each component has been measured by five indicators. The study covers 593 respondents, including college students, bachelor, master or post-graduate, retraining programs. The article reveals the results of substantive analysis. Coherence (integration), divergence (differentiation) of structures, degree of organization of structure patterns for different groups of students are determined; the most significant components of involvement for each group are identified. The results of the research allowed to come to the following conclusion: the differences between the structural patterns of students’ involvement throughout different stages of education are substantial and multiple.</jats:p>",10,3,37,45,Psychology; Continuing education; Process (engineering); Medical education,continuous education process; academic motivation; stages of learning; learning process; learning administration; continuous education; continuous education involvement structure; education involvement models; involvement in continuous education; students' involvement; interest in learning,,,,https://psyjournals.ru/psyedu_ru/2018/n3/Kiseleva.shtml https://psyjournals.ru/files/96050/psyedu_2018_n3_Kiseleva.pdf https://doaj.org/article/e69278fe2df9469797a6a8ac1b1173b0,http://dx.doi.org/10.17759/psyedu.2018100304,,10.17759/psyedu.2018100304,2901628265,,0,012-955-217-423-168; 029-401-322-647-377; 035-677-476-622-759; 062-024-734-143-453; 161-370-969-985-517; 167-831-854-051-973,3,true,cc-by-nc,gold
104-505-609-037-781,Aleksander Lazursky’s personality concept: from inclinations to relations. Problem of personality: Petersburg School of Psychology,2020-06-30,2020,journal article,Kultura-Społeczeństwo-Edukacja,23000422,Adam Mickiewicz University Poznan,,Dmitry Leontiev,"<jats:p>Leontiev Dmitry, Aleksander Lazursky’s personality concept: from inclinations to relations. Problem of personality: Petersburg School of Psychology. Culture – Society – Education no 2(16) 2019, Poznań 2019, pp. 55–69, Adam Mickiewicz University Press. ISSN 2300-0422. DOI 10.14746/kse.2019.16.4.; The article discusses the dynamics of psychological views of A.F. Lazursky (1874-1917), author of one of the first theories of personality in the world of psychology. There are two stages in Lazursky’s work: the first is associated with the concept of nature as an internal individually-typological basis of personality, and the second one is determined by introduction and more intensive development of ideas about an attitude towards the world as an important component of the personality structure. The primary aim of the article is to highlight the role of Lazursky in international psychology.</jats:p>",16,2,55,69,Psychoanalysis; Sociological theory; Psychology; Personality; Character (mathematics),character; personality; inclinations; attitudes; endopsychic; exopsychic,,,,https://sciendo.com/article/10.14746/kse.2019.16.4 http://yadda.icm.edu.pl/yadda/element/bwmeta1.element.ojs-doi-10_14746_kse_2019_16_4,http://dx.doi.org/10.14746/kse.2019.16.4,,10.14746/kse.2019.16.4,3039197691,,0,,0,true,,gold
104-507-059-568-041,"Анализ основных профессиональных стандартов, предполагающих работу психологов в трудных жизненных и юридически значимых ситуациях",,2016,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Н В Богданович,"<jats:p>In this article the analysis of professional standards in terms of the scope of work of the psychologist with clients in difficult life and legal situations. The criteria of analysis chosen: reflected in professional activities, the choice of grounds for the selection of professional activities that focus on a specific Department, selection of a particular direction of activity of the psychologist (prevention, support, rehabilitation). It is shown that all five of the analyzed standards imply such a situation, but only three of them (""educational psychologist"", ""Psychologist in the social sphere"", ""Specialist in rehabilitative work in the social sphere"") describe the activities of the psychologist, and the remaining (""Expert of bodies of guardianship and guardianship concerning minors"" and ""Specialist in working with families"") are more organizational in nature. The conclusion about compliance of the training programs developed by the Department of legal psychology and law and education, the requirements of professional standards, proposed improvements in these programs.</jats:p>",6,2,1,12,Psychology,professional standard; training; prevention; maintenance; rehabilitation; interagency cooperation,,,,https://core.ac.uk/display/91850465 https://psyjournals.ru/psyandlaw/2016/n2/81663_full.shtml https://psyjournals.ru/files/81663/psyandlaw_2016_2_Bogdanovich.pdf,http://dx.doi.org/10.17759/psylaw.2016060201,,10.17759/psylaw.2016060201,2470345562,,0,,8,true,cc-by-nc,gold
104-598-464-241-313,"Структура субъективного благополучия детей-сирот с ОВЗ младшего школьного возраста, воспитывающихся в организациях для детей-сирот и детей, оставшихся без попечения родителей",,2021,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,V N Oslon; G V Semya; L M Prokopyeva; U V Kolesnikova,"<jats:p>The article presents the results of the study of the level and features of the structure of subjective well-being of orphans with disabilities aged 7 to 12 compared with conditionally healthy children. Within the limits of research, under the subjective well-being of the child the satisfaction (level of satisfaction) ""system of the relations"" to itself, others, with environment is considered. The study is based on a theoretical construct, an operational model, and a toolkit for studying subjective well-being in orphans and children without parental care, the validity of which has been proven on the basis of empirical research on this category of children. The analysis of the results showed that the structure of subjective well-being depends on the presence or absence of disabilities in orphans of primary school age, but at the same time, the presence of disabilities by itself, without taking into account the relationship with other components, is not reflected in the level of their subjective well-being.</jats:p>",11,3,205,221,Psychology,,,,Ministry of Education and Science of the Russian Federation,https://psyjournals.ru/files/123122/psylaw_2021_n3_oslon_semya_prokopyeva_kolesnikova.pdf https://psyjournals.ru/en/psyandlaw/2021/n3/oslon_semya_prokopyeva.shtml,http://dx.doi.org/10.17759/psylaw.2021110315,,10.17759/psylaw.2021110315,3203323561,,0,016-476-120-693-441; 019-769-775-058-834; 024-629-907-397-907; 031-463-420-828-396; 042-498-634-335-289; 049-723-389-721-41X; 148-357-835-815-62X,6,true,cc-by-nc,gold
104-609-590-601-640,Self-injurious acts in patients with bordeline personality disorders,,2015,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,N A Polskaya,"<jats:p>Results of the empirical study on the relation between emotion regulation factors and the peculiarity of self-injurious behavior in clinical and nonclinical groups are reported. Participants of the research (N=68) comprised two groups: inpatients with borderline personality disorders (N=33; М=44,9, SD=10,8) and control group (N=35; M=39,3, SD=11,2). Methods: the scale of reasons for self-injurious behavior (Polskaya, 2014), Cognitive Emotion Regulation Questionnaire (Garnefski et al., 2002, Rasskazova et al., 2011), the Ways of Coping Questionnaire (Lazarus, Folkman, 1988, Kryukova, Kuftyak, 2004) and Emotional Intelligence questionnaire (Lyusin, 2009). Conclusion: 1) self-injuries are observed both in clinical and nonclinical group; in patients with borderline personality disorders they are related to a certain mental state and/or a wish to change it, whereas in control group self-injuries possess a reactive character; 2) such strategies of cognitive emotion regulation as decreased ability to plan, rumination and catastrophizing, can be regarded as markers of self-injurious behavior; 3) self-injury in patients with borderline personality disorders is related to decreased understanding of emotion, whereas in control group it is related to emotion management and expression; 4) self-injury can execute antisuicidal function and be reinforced by constructive strategies of emotion regulation in the structure of coping behavior or defense mechanisms.</jats:p>",8,3,129,144,Psychology; Personality disorders; In patient; Clinical psychology,,,,,https://psyjournals.ru/en/exp/2015/n3/Polskaya.shtml https://psyjournals.ru/files/79359/exp_2015_n3_copyright_Polskaya.pdf,http://dx.doi.org/10.17759/exppsy.2015080312,,10.17759/exppsy.2015080312,2199271271,,0,000-551-402-247-550; 006-456-152-604-334; 009-458-996-015-095; 013-059-217-397-01X; 014-016-769-907-571; 018-288-370-080-095; 025-226-324-880-50X; 039-004-991-428-802; 042-501-539-897-608; 048-972-367-302-952; 073-597-417-011-892; 084-535-648-050-608; 096-736-760-230-015; 103-826-412-685-460; 131-423-542-523-282,1,true,cc-by-nc,gold
105-109-535-988-139,Development of Preparedness of Cadets of Institutes of the Russian Penitentiary Service Higher Educational Institutions for Professional Activities in Special Operations Divisions,,2021,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,N.V. Ankudinov; A.A. Zharkikh; A.V. Kokurin; M.I. Maryin,"<jats:p>Due to difficult and stressful conditions intrinsic to the work of officers in special operation divisions of correctional system, the problem of professional preparedness of trainees of educational institutions for duty in these divisions is vital. The current study aimed at developing a program for training the professional preparedness in the students of the Russian Penitentiary Service higher educational institutions for duty in divisions of special operations through strengthening the major components of their professional preparedness (spiritual, mental, physical and special action-related), and not the least by identifying the applied sports which are most effective for the task. The research was carried out at the Academy of the Russian Penitentiary Service with 142 students of the higher educational institutions of the Russian Penitentiary Service and 46 officers of special operation divisions of the correction system involved in the concluding part of the research and 50 trainees of the Academy of the Federal Penal Service of Russia in the experimental part. Testing of the program (including educative measures, psychological trainings, optional courses in applied sports — martial arts and special subjects) has proved its efficiency.</jats:p>",11,4,109,125,Preparedness; Duty; Service (business); Medical education; Psychology; Professional development; Public relations; Higher education; Task (project management); Russian federation; Work (physics); Political science; Pedagogy; Sociology; Management; Medicine; Engineering; Business; Law; Marketing; Mechanical engineering; Economics; Regional science,Рязанский государственный университет имени С.А. Есенина (РГУ имени С.А. Есенина); г. Рязань; Российская Федерация professional preparedness; spiritual preparedness; mental preparedness; physical preparedness; special activity preparedness; applied sports; martial arts; penitentiary system employees,,,,https://psyjournals.ru/files/126280/psylaw_2021_n4_ankudinov_zharkikh_kokurin_maryin.pdf https://doi.org/10.17759/psylaw.2021110408,http://dx.doi.org/10.17759/psylaw.2021110408,,10.17759/psylaw.2021110408,,,0,,0,true,cc-by-nc,gold
105-892-045-189-18X,"The Psychological Aspect of the Phenomenon ""Personal Results of Education""",2021-12-31,2021,journal article,Bulletin of Practical Psychology of Education,26583100,Moscow State University of Psychology and Education,,I.V. Dubrovina,"<jats:p>The article discusses the actual problem of education as a factor in the social formation of the student’s personality, the development of his spiritual and moral culture. In the context of problems of upbringing, the phenomenon of “personal-educational results”, formulated in the standards of school education, is considered — the qualities of the student’s personality, which should be formed in the learning process and which should form the basis of the psychological culture of his personality. The article analyzes the psychological and pedagogical conditions of modern school education, necessary to achieve “personal educational results”, from the point of view of their compliance with the essence of the educational process itself — the unity and interdependence of the processes of teaching and upbringing of students. Attention is focused on the creation of a cultural and educational environment at school as the basis of the social situation of the cultural development of students, as well as on the phenomenon of “culture of interpersonal interaction of subjects of the educational process”, which plays a significant role in the implementation of such an environment.</jats:p>",18,3,50,62,Phenomenon; Personality; Psychology; Process (computing); Context (archaeology); Interpersonal communication; Compliance (psychology); Personality development; Social psychology; Interpersonal relationship; Social environment; Pedagogy; Sociology; Epistemology; Social science; Paleontology; Philosophy; Computer science; Biology; Operating system,образование; культура; обучение; воспитание; межличностное взаимодействие; культурно-образовательная среда education; culture; training; upbringing; interpersonal interaction; cultural and educational environment,,,,https://psyjournals.ru/files/126608/bppe_2021_n3_Dubrovina.pdf https://doi.org/10.17759/bppe.2021180305,http://dx.doi.org/10.17759/bppe.2021180305,,10.17759/bppe.2021180305,,,0,,3,true,cc-by-nc,hybrid
106-219-614-509-304,Диспозиционные стили в авторских сказках подростков с онкологическими и ревматическими заболеваниями,,2019,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,М А Одинцова; Н П Радчикова; А О Саркисян; М Г Куляцкая,"<jats:p>The article presents the results of a study of dispositional styles, which are reflected in the content of the original fairy tales of adolescents with oncological (n=40) and rheumatic (n=50) diseases. All adolescents underwent long-term treatment in Moscow medical organizations and were students of the State educational institution of the city of Moscow School “Teaching Technologies”. A dispositional behavior style (including resilient / victimized styles) is considered as a set of attitudes formed as a result of interaction with the environment and encouraging certain behavioral reactions and actions, which reflect the “behavior signature”. It was found that in conditions of oncological and rheumatic disabling diseases that create a deficit social situation of development, adolescents are characterized by different dispositional behavior styles, each of which has a resource for compensation. For adolescents with a resilient dispositional style, compensatory resources include attitudes toward involvement, control, and risk taking. For teenagers with a victimized dispositional style, a fairy tale becomes a compensatory resource: in fairy-tales they express their feelings and reflect on the problem of finding meaning. For adolescents with an unstable style compensatory resources are a combination of resilient attitudes and fairy tale resources.</jats:p>",8,2,80,104,Medicine,подростки; жизнестойкость; ролевая виктимность; диспозиционный стиль; сказкотерапия; онкология; ревматические болезни adolescents; resilience; role-based victimization; dispositional style; fairy-tale therapy; oncology; rheumatic diseases,,,,https://psyjournals.ru/psyclin/2019/n2/Odintsova_et_al.shtml https://psyjournals.ru/files/107539/Odintsova_et_al.pdf,http://dx.doi.org/10.17759/cpse.2019080205,,10.17759/cpse.2019080205,2955605575,,0,010-052-323-158-759; 029-499-418-167-325; 033-336-052-289-667; 049-396-097-415-538; 065-545-755-896-051; 080-986-410-560-875; 088-309-579-222-073; 089-582-948-500-520; 110-390-010-289-181; 128-961-219-168-727; 164-323-459-043-877,2,true,cc-by-nc,gold
106-395-123-311-240,Развитие психологических ресурсов совладающего поведения как фактора профилактики ситуативной тревожности в старшем подростковом возрасте,,2020,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,А В Дегтярев; К М Ефимочкина,"<jats:p>The paper presents the results of an empirical study. This is a formative experiment conducted in the form of psychological training, the main purpose of which is the development of psychological resources of coping behavior of the individual to reduce situational anxiety in older adolescents. The sample is made up of 50 students of the 11th grade of Moscow secondary school No. 868 (24 in the experimental group and 26 in the control group). The key hypothesis of the study: it is possible to influence situational anxiety in older adolescence by developing various resources of coping behavior with the help of socio-psychological training. The additional hypothesis: there is a relation between the situational anxiety and the features of coping behavior in adolescents. The quantitative and qualitative data confirm the key hypothesis of the study and demonstrate the effectiveness of socio-psychological training in education institutions. The study suggests that the introduction of group psychological training into the educational process is a promising direction for both theoretical and practical purpose.</jats:p>",10,2,25,34,Psychology,psychological training; situational anxiety; coping behavior; adolescence; prevention,,,,https://psyjournals.ru/files/114286/psylaw_2020_2_Degtyarev_Efimochkina.pdf https://psyjournals.ru/psyandlaw/2020/n2/Degtyarev_Efimochkina_full.shtml,http://dx.doi.org/10.17759/psylaw.2020100203,,10.17759/psylaw.2020100203,3037645125,,0,028-066-039-767-232; 052-301-464-126-441; 085-830-641-107-155; 102-629-786-265-699; 114-316-290-368-019,3,true,cc-by-nc,gold
106-515-061-980-652,On the Results of the All-Russian Scientific and Practical Conference «Law and Mental Health: How to Reach Consensus»,,2022,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,D. Vedmitskaya; M.E. Sisneva,"<jats:p>&lt;p&gt;The article summarizes the results of the All&amp;ndash;Russian Scientific and Practical Conference &amp;laquo;Law and Mental Health: How to Reach Consensus&amp;raquo;, organized by the Union for Mental Health, the Foundation for the Development of the Heritage of Professor Treushnikov &amp;laquo;The Way with the Law&amp;raquo; and Kutafin Moscow State Law University, held on 21 October 2022. An important place in the article is given to the section &amp;laquo;Legal regulation of psychiatric care&amp;raquo;. During the work of the section, the need to update legal aspects of providing psychiatric care was actively discussed, since the Law &amp;laquo;On Psychiatric Assistance and Guaranty of the Rights of Citizens to Whom It Is Granted&amp;raquo; was adopted in Russia 30 years ago. The section &amp;laquo;Legal regulation of psychological aid&amp;raquo; also attracted increased attention of the professional community, as it considered the current situation related to the promotion of the legislative proposal &amp;laquo;On Psychological Aid&amp;raquo; in the Russian Federation, the development and discussion of which has been going on for few years. Also, this section considered the ethical aspects of psychological aid and their relations with the legal aspects of its provision. The article raises the issue of the urgent need to improve the competence of psychologists in the field of professional ethics, and as such means it considers the &amp;laquo;Ethical Code of the Student Psychologist&amp;raquo;, developed and followed at the Faculty of Counseling and Clinical Psychology of the Moscow State University of Psychology and Education.&lt;/p&gt;</jats:p>",30,4,163,172,Political science; Law; Mental health; Competence (human resources); Promotion (chess); Legislature; Health care; Psychology; Psychiatry; Social psychology; Politics,,,,,https://psyjournals.ru/journals/cpp/archive/2022_n4/cpp_2022_n4_Vedmitskaya_Sisneva.pdf https://doi.org/10.17759/cpp.2022300409,http://dx.doi.org/10.17759/cpp.2022300409,,10.17759/cpp.2022300409,,,0,,0,true,cc-by-nc,gold
107-029-109-542-188,"The Development of Emotional Intelligence, Psychological Boundaries of the Personality and Self-Attitude Among Future Psychologists (on the Example of Students of the Faculty of Legal Psychology, MSUPE)",,2019,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,A V Degtyarev; D I Degtyareva,"<jats:p>The article deals with the problem of increasing the effectiveness of training specialists in pedagogy and psychology of deviant behavior in the formation of career-oriented competencies. The article describes the experience of implementation of the discipline ""Fundamentals of vocational guidance"" at the faculty of legal psychology of msppu. The subjects of lectures and seminars, as well as the means of competence formation are presented. The features of the concept of discipline are practice-oriented, taking into account the current state of career guidance in our country and the specifics of assistance in professional self-determination of adolescents and young men with deviant behavior, the emphasis on active and interactive methods of career guidance. Special attention is paid to the formation, evaluation and correction of the personal professional plan of adolescents and young men. The content and methods of training in the discipline ""Fundamentals of vocational guidance"" correlate with the competencies of the specialist defined by the State educational standard of higher education in the specialty 44.05.01 — Pedagogy and psychology of deviant behavior.</jats:p>",9,3,57,71,Personal boundaries; Legal psychology; Psychology; Emotional intelligence; Personality; Social psychology,career guidance; adolescents with deviant behavior; training of legal psychologists,,,,https://doaj.org/article/c401469ead434b149315cb56767b14ed https://psyjournals.ru/files/109338/psyandlaw_2019_3_Degtyarev_Degtyareva.pdf https://psyjournals.ru/psyandlaw/2019/n3/109338.shtml,http://dx.doi.org/10.17759/psylaw.2019090305,,10.17759/psylaw.2019090305,2977384041,,0,032-394-274-929-77X; 138-796-628-419-570,4,true,cc-by-nc,gold
107-894-994-907-35X,Mental States and Creativity of the Subject in a Didactic VR Environment of Various Immersiveness,,2022,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,V.A. Barabanschikov; V.V. Selivanov,"<jats:p>This article examines the changes in mental states and personality creativity when working with short-term virtual reality. This is part of comprehensive research on personality (and mental in general) changes in didactic and training VR programs. The first part of the work was aimed at examining the influence of modern didactic programs in virtual reality (VR) on mental states in adolescence. The materials of empirical research obtained on a sample of 1—2-year students of the Moscow State University of Psychology and Education and SmolSU are presented. In study 1 (N = 73) (with a highly immersive VR program) and 2 (N = 46) (using a didactic VR environment of low immersion), respondents aged 19 to 26 took part. We used the «Actual state» methodology by L.V. Kulikova, «Assessment of Mood», didactic VR programs are used as instructive independent variables. The results obtained indicate that the didactic VR environment of the highest level may has a significant effect on mental states, increasing indicators on the scales of activation, excitement, tone, euphoria, and reducing asthenia indicators. Conditions such as well-being, normal mood, calmness remain stable in immersive didactic VR. In the control sample, in a less immersive VR-environment, statistically significant changes in indicators — tone, excitement, well-being were not revealed. The second part of the research, which examines the effect of higher-level VR programs on creativity, was carried out using a similar mixed factorial design with one independent variable. Johnson’s questionnaire, Torrance and Rorschach tests were used to diagnose creativity. In the experimental group (with vive helmets), in the parameters of all three tests, significant differences were diagnosed according to the Wilcoxon criterion of no less than 95%. In the control group, where the subjects worked with the same program («Surfaces of the second order») on ordinary monitors, the significance of the changes was confirmed by the method of Johnson and Torrance by the Wilcoxon test, by the G test «in Torrance», the changes were not reliable, by «Rorschach», by the two criteria, the changes were not reliable. In general, the results showed that the higher immersiveness of even short didactic VR programs promotes greater changes in creativity. The effectiveness of VR programs in influencing mental states and creativity is determined by the successful modeling of 3D objects, high animation, interactivity, originally incorporated into the content of higher level VR. Changes in creativity in VR, along with changes in cognitive processes, personal parameters (motivation, abilities, focus, consciousness), mental states are considered as an indicator of the presence and specificity of VR ontology.</jats:p>",15,2,4,19,Creativity; Psychology; Mood; Virtual reality; Calmness; Personality; Applied psychology; Rorschach test; Tone (literature); Cognitive psychology; Social psychology; Human–computer interaction; Computer science; Art; Literature; Psychiatry,mental states; creativity; virtual reality; non-verbal; verbal creativity; immersiveness,,,,https://psyjournals.ru/files/130940/exppsy_2022_n2_Barabanschikov_Selivanov.pdf https://doi.org/10.17759/exppsy.2022150201,http://dx.doi.org/10.17759/exppsy.2022150201,,10.17759/exppsy.2022150201,,,0,005-153-927-305-221; 011-079-377-757-294; 016-506-648-600-244; 019-629-880-466-464; 025-044-819-535-348; 036-305-914-545-052; 082-932-765-254-585; 101-978-264-537-22X; 108-217-067-818-08X; 133-461-825-653-482; 167-337-844-503-063; 190-982-570-765-44X,5,true,cc-by-nc,gold
108-217-067-818-08X,"The Influence of Didactic VR Programs on Educational Motivation, Mental States and Creativity in Students",,2021,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,E.A. Zikeeva; V.V. Selivanov; V.U. Kapustina; I.V. Strizhova,"<jats:p>The use of modern didactic programs in mathematics in virtual reality (VR) requires approbation, proof of efficiency and environmental friendliness. VR properties: the ability to animate (perform actions with objects), interactivity and immersion in the information space are especially important for the training of future engineers, mathematicians and programmers. However, such programs today are still a poorly understood innovation, causing scientific controversy. The purpose of the presented study is to substantiate the effectiveness of didactic VR programs in teaching university students in technical areas, through determining the level of knowledge gained, the impact on the formation of educational motivation and the level of creativity among students in the study of higher mathematics. The methodological basis of the research was made up of the main provisions of the psychology of virtual reality, virtual ontology (V.A. Barabanshchikov, V.V. Selivanov). The assessment of changes in educational motivation was carried out using the methodology of A.A. Rean and V.A. Yakunin (modified by N.Ts. Badmaeva). Diagnostics of the level of creativity was carried out using the Johnson questionnaire, adapted by E.E. Tunic. As a result, it was shown that the students involved in the work with VR programs, at the level of reliable statistical significance, increase the indicators for the parameters of educational motivation, activity and creativity.</jats:p>",13,4,126,146,Creativity; Interactivity; Virtual reality; Mathematics education; Psychology; Virtual machine; Computer science; Human–computer interaction; Multimedia; Social psychology; Operating system,virtual reality; tra ining; didactic VR programs; mental states; educational motivation; creativity,,,Ministry of Education and Science of the Russian Federation,https://psyjournals.ru/files/126013/psyedu_2021_n4_Zikeeva_et_al.pdf https://doi.org/10.17759/psyedu.2021130408,http://dx.doi.org/10.17759/psyedu.2021130408,,10.17759/psyedu.2021130408,,,0,025-044-819-535-348; 025-366-219-694-945; 029-005-702-771-797; 040-591-528-451-95X; 041-184-786-030-240; 048-016-184-406-425; 057-384-794-791-354; 060-066-366-236-252; 076-936-582-143-744; 077-234-890-057-143; 083-515-169-130-622; 091-539-684-053-859; 101-978-264-537-22X; 107-065-472-358-13X; 111-947-250-391-291; 167-337-844-503-063,3,true,cc-by-nc,gold
108-654-357-414-003,Interrelation of Psychological Features of Students and Their Willingness for Volunteer Activity,,2019,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,M.N. Raskhodchikova; M.Ye. Sachkova,"<jats:p>The paper discusses areas of research of volunteering and the determinants of willingness for volunteer activities in young people.We present outcomes of an empirical study of psychological characteristics both in students who are willing to volunteer and in those who are not.The study involved 105 second- and third-year students of psychology (59%) and management (41%) departments of two universities in Moscow (Russian Presidential Academy of National Economy and Public Administration, Moscow State University of Psychology and Education).The subjects were aged 19-22 years, with an average age of 19,8 years; 76% were females.The following techniques were used in the study: the altruism questionnaire (by O.F.Potemkina), the social empathy measure (by A.Mehrabian and N.Epstein, Russian adaptation by Yu.M.Orlov and Yu.N.Emelyanov), and the questionnaire of volunteer willingness developed specially for the study.The results of the study showed that there were significant differences in the willingness to volunteer and in the level of empathy and altruism among psychology students and manager students.The paper discusses the relationship between altruism, empathy indicators and willingness to participate in volunteer.</jats:p>",24,6,85,95,Psychology; Volunteer activity; Clinical psychology,,,,,https://psyjournals.ru/files/111597/pse_2019_n6_Rashodchikova_Sachkova.pdf https://psyjournals.ru/psyedu/2019/n6/Rashodchikova_Sachkova.shtml,http://dx.doi.org/10.17759/pse.2019240608,,10.17759/pse.2019240608,2997025742,,0,011-572-489-107-076; 022-229-028-400-684; 025-049-846-691-20X; 112-229-262-905-771; 124-767-293-665-524; 130-390-345-211-584,8,true,cc-by-nc,gold
108-947-567-949-70X,Третья ежегодная научно-практическая конференция памяти М.Ю. Кондратьева «Социальная психология: вопросы теории и практики»,2018-07-15,2018,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,М Н Расходчикова,"<jats:p>The article gives information on the main results of the Third Annual Scientific- Practical Conference in memory of M.Y. Kondratyev «Social Psychology: Issues of Theory and Practice», held in May 2018 at the Moscow State Psychological and Pedagogical University. Current trends in the development of social psychology are presented, the actual directions of research in this area are highlighted.</jats:p>",9,2,204,206,,conference; social psychology; young scientists; students,,,,https://psyjournals.ru/files/93828/sps_2018_n2_Raskhodchikova.pdf https://psyjournals.ru/social_psy/2018/n2/Raskhodchikova.shtml,http://dx.doi.org/10.17759/sps.2018090213,,10.17759/sps.2018090213,2883822878,,0,,0,true,cc-by-nc,gold
109-274-744-234-397,Social Representations of Higher Education of Students from Families with Different Socio-Economic Status,,2020,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,G.K. Esina,"<jats:p>Objective of the study was to identify the structure and content of the social representations of higher education of students from families with different socio-economic status. ; Background. The higher education is the most important area of human life. It’s connected not only with the wellbeing and social success, but also with the social inequality. The family’s socio-economic status is one of the factors of such inequality in access to the higher education. The social representations of higher education’ specificity studying is a resource for understanding the differences in the assessment of its value, goals and results by students from families with different socio-economic status. ; Study design. The research is based on the structural approach of the theory of social representations. Three steps were carried out: (a) the students families’ socio-economic status was determined; (b) the structure of social representations of higher education of students from families of each status category was revealed; (c) students evaluated the significance and valence of the structure of social representations’ elements. ; Participants. The total sample size was 332 students (average age of 21.7): of which 112 were secondary school students (average age of 16.6), 105 were undergraduate students (average age of 20) and 115 were master students (average age of 28.3). ; Measurements. The methodology of P. Vergès for the analysis the social representations was used. Respondents were asked to evaluate associations in accordance with their perceived significance and emotional attitude (valence). The questionnaire was used to determine the respondents’ socio-economic status. ; Results. The structure of social representations of higher education of students from families with different socio-economic status was identified and described. The differences in the content of social representations of higher education were found. ; Conclusions. The cores of social representations of higher education differ according to the number of elements and in their content characteristics for students from families with different socio-economic status. It’s revealed differences in the significance and emotional rating of representations’ core elements</jats:p>",11,3,99,113,Higher education; Socioeconomic status; Psychology; Socioeconomics,social representations; structural approach; higher education; socio-economic status; students,,,,https://psyjournals.ru/files/115634/sps_2020_n3_Esina.pdf https://psyjournals.ru/social_psy/2020/n3/Esina.shtml,http://dx.doi.org/10.17759/sps.2020110307,,10.17759/sps.2020110307,3090465101,,0,033-325-109-467-10X; 035-489-717-811-553; 080-504-676-685-232; 097-970-066-967-633; 104-010-032-853-711; 123-365-599-008-377,3,true,cc-by-nc,gold
109-971-285-293-809,Possibility of cyber technologies’ application in psychological support of elderly people: a review of researches,,2017,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,Rimma M. Aysina,"<jats:p>This article analyzes the modern foreign studies on development in the application of various types of cyber technologies used for a wide range of tasks of psychological support for old people. It shows that the majority of foreign authors attribute virtual reality system as the most promising cybertechnology, allowing elder computer users to successfully integrate the existing and acquire new experience through opportunities of controlled changes in sensory, perceptual, cognitive and affective processes. The article considers the spheres of psychological accompaniment of elderly people in which the introduction of computer technologies provides such benefits as prophylaxis and therapy of senile asthenia, cognitive dysfunction, emotional disorders. It reveals, that the question of the effectiveness of cybertechnologies in gerontic psychology’s practice remains open today because of a small number of pilot studies. However, the results are already available.</jats:p>",6,3,30,38,Psychology; Psychological support; Elderly people; Applied psychology,elderly age; senile asthenia; cognitive functioning; emotional distress; cybertechnologies; virtual environment,,,,https://psyjournals.ru/files/88396/jmfp_2017_n_3_Aysina.pdf https://psyjournals.ru/jmfp/2017/n3/Aysina.shtml,http://dx.doi.org/10.17759/jmfp.2017060304,,10.17759/jmfp.2017060304,2772688770,,0,000-805-245-941-764; 001-297-935-527-876; 001-401-064-798-554; 002-405-289-160-409; 003-622-921-948-855; 008-692-779-896-016; 014-502-509-281-756; 015-486-281-737-903; 017-897-155-382-717; 021-243-582-823-857; 022-911-699-220-758; 024-018-081-266-341; 024-803-367-425-065; 029-331-728-891-299; 034-917-903-771-972; 041-542-159-041-212; 049-201-591-387-98X; 050-869-793-042-723; 066-118-152-566-686; 073-771-869-468-552; 079-754-219-758-295; 081-148-098-827-101; 090-917-708-187-587,0,true,cc-by-nc,gold
110-390-010-289-181,Эмоциональное состояние и стратегии совладания подростков с онкогематологическими заболеваниями,,2018,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,A.E. Khain; A.B. Kholmogorova; V.A. Ababkov,"<jats:p>The article presents data on the study of emotional state characteristics and coping strategies of adolescents in the stressful situation of oncohematological diseases treatment. Two equalized by socio-demographic and clinical parameters groups of patients 11-18 were examined. The experimental group consisted of 28 adolescents undergoing treatment with hemopoietic stem cell transplantation (HSCT) (M = 14.25, SD = 2.20, M: 57.1%, F: 42.9%). The control group consisted of 30 adolescents undergoing chemotherapy (M = 13.71, SD = 2.12, M: 53.3%, F: 46.7%). The psychological state of adolescents in the course of treatment by НSCТ, in comparison with the state of adolescents of the control group, which is characterized by a significantly higher level of distress and anxiety. Significant differences in the use of coping strategies with stress in patients of the two groups were obtained. Adolescents of the experimental group use a less extensive repertoire of productive coping strategies, often use such an ineffective strategy as ""discharge"" These differences may be associated with less availability, as well as an increase in depletion of various coping resources under special treatment conditions by the НSCТ. The results of the study confirmed that НSCТ is objectively and subjectively more stressful, which indicates the need for additional monitoring of both the psychological state and the need for psychological care for patients in this group, the development of specialized programs for psychological support for transplantation.</jats:p>",7,4,131,149,Medicine,psychological adjustment; emotional distress; coping strategies; adolescents; adolescent age; pediatric hematology/oncology; hematopoietic stem cell transplantation (HSCT),,,,https://psyjournals.ru/files//Khain_et_al.pdf https://psyjournals.ru/psyclin/2018/n4/Khain_et_al.shtml,http://dx.doi.org/10.17759/cpse.2018070408,,10.17759/cpse.2018070408,2917984272,,0,009-199-698-111-923; 014-008-609-494-763; 025-029-288-107-292; 032-061-097-366-869; 044-238-182-346-156; 046-636-924-726-315; 063-073-315-329-197; 070-524-944-081-968; 072-300-480-341-054; 092-830-634-416-463; 117-796-375-858-53X; 154-800-783-626-624,4,true,cc-by-nc,gold
110-505-102-586-092,Rozwój osobowości w naturalnych i utrudnionych warunkach,2016-04-28,2016,journal article,Studia z Historii Filozofii,2391775x; 20831978,Uniwersytet Mikolaja Kopernika/Nicolaus Copernicus University,,Dmitry Leontiev,"Artykul poświecony jest specyfice rozwoju osobowości osob z OMZ (ograniczone mozliwości zdrowia), ktory rozumiany jest jako rozwoj w utrudnionych warunkach, nie jest on tozsamy ani z normalnym, ani anomalnym rozwojem. Cele, ukierunkowanie i kryteria rozwoju w utrudnionych warunkach nie odbiegają od normalnego rozwoju, jednak deficyt określonej kategorii zasobow rozwoju wymaga podniesionej mobilizacji pozostalych zasobow i podnosi miare wysilkow, ktore nalezy dostosowac do indywiduum dla osiągniecia celow rozwoju. Teoretyczny model, zaproponowany w artykule, opisuje osobowościowy rozwoj przez mechanizmy wspoldzialania fizycznych, spolecznych i osobowościowych zasobow, kompensacje deficytu jednych zasobow innymi. Sytuacja rozwoju osob z OMZ charakteryzuje sie wyzwaniem niepelnosprawności, przyjecie ktorego prowadzi do budowania u nich jakościowej figury systemu regulacji dzialania, opartego na kompensacji przez osobowościowe zasoby deficytu fizycznych środkow, przy czym charakter tej kompensacji licznie  ksztaltuje sie dostepnością makrospolecznych i mikrospolecznych zasobow pomocy spolecznej.",7,1,157,175,,,,,,https://apcz.umk.pl/czasopisma/index.php/szhf/article/download/szhf.2016.012/8575 https://apcz.umk.pl/czasopisma/index.php/szhf/article/view/szhf.2016.012,http://dx.doi.org/10.12775/szhf.2016.012,,10.12775/szhf.2016.012,2344449999,,0,,0,true,cc-by-nd,gold
111-895-053-178-609,Two-Stage Search on Web Pages: Effects of Information Organisation and Task Complexity,,2020,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,И.В. Блинникова; Т.А. Злоказова; С.С. Григорович; И.В. Бурмистров,"<jats:p>In this paper we describe the results of an experimental study of a complex web search. Participants completed a two-stage search task: they were asked to find plane tickets with given parameters. The influence of two factors was considered: (1) web page design and (2) task complexity. We analysed the speed of the search, parameters of eye movements and mouse pointer movements during the search task. The results demonstrated the influence of both factors. Higher task complexity (linked to the higher working memory load) was associated with an increase in the average search time, and also with an increase in the average fixation duration and blink frequency. The organisation of information on web pages determined the strategy used to accomplish the search task. The one-page design resulted in an insignificant increase in search time, and in the use of perceptual search strategies. The two-page design resulted in the use of faster, but more resource demanding cognitive strategies.</jats:p>",13,3,15,30,World Wide Web; Stage (hydrology); Web page; Task (project management); Computer science,web page search; two-stage tasks; task complexity; web design; cognitive load; eye movements; mouse pointer movements,,,,https://psyjournals.ru/files/116578/exppsy_2020_n3_Blinnikova_Zlokazova_et_al.pdf https://psyjournals.ru/exp/2020/n3/Blinnikova_Zlokazova_et_al.shtml https://istina.msu.ru/publications/article/321895699/,http://dx.doi.org/10.17759/exppsy.2020130302,,10.17759/exppsy.2020130302,3097819095,,0,001-712-572-370-990; 002-694-329-001-917; 002-847-152-515-393; 005-251-846-684-329; 006-358-757-495-725; 007-387-310-261-243; 015-027-746-153-463; 034-043-188-919-688; 042-172-075-829-257; 043-269-557-647-285; 044-385-472-588-401; 046-894-696-057-958; 050-247-128-813-755; 050-662-217-467-338; 056-813-681-857-35X; 059-388-070-544-404; 061-348-414-381-377; 064-356-886-427-184; 072-187-946-955-233; 077-624-443-149-322; 080-844-959-563-885; 085-111-862-171-563; 087-543-022-577-79X; 091-994-889-005-468; 092-492-600-767-629; 095-830-001-881-903; 108-261-545-037-308; 118-806-389-464-374; 120-491-884-446-673; 121-659-635-383-58X; 122-218-490-203-121; 149-192-276-512-369; 158-340-079-599-694; 166-947-689-125-358,0,true,cc-by-nc,gold
111-939-391-863-926,Opportunities for Psychological Support and Accompaniment of YOUNG People with Intellectual Disabilities in Employment,,2022,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,Y.A. Bystrova,"<jats:p>&lt;p&gt;Purpose. The research reveals the possibilities of psychological support and advisory support for young people with intellectual disabilities (ID) in the process of their employment and work activities in order to achieve positive dynamics in matters of their professional self&amp;ndash;determination, painless integration into the professional community and development in the profession. Procedure and methods.The study involved young people with ID aged 18 to 32 years (N=123). The experimental technology of included employment, developed on the basis of a professional labor experiment, a case method, methods of resource and positive psychotherapy, SPT, involves differentiation of the levels of readiness for employment of persons with ID (minimum, medium, sufficient) and selection for each level of the route accompaniments, which includes the provision of psychological counseling and support: employment, protected employment and escorted employment in the open market. Results and conclusions. The introduction of the technology showed that the leverage that activates the personal resources of the readiness of young people with ID to perform work tasks is specially organized working conditions and psychological support in the experimental social enterprise ""Special Assembly"" in combination with group trainings and individual counseling. The results of the provision of counseling psychological assistance and psychological support was a significant increase in the number of people with a sufficient level of readiness for independent work (from 27.64% to 40.65%), the indicator of responsible attitude of employees with ID towards team members increased from 1.58% to 36.50% of respondents, anxiety about failures in work activity decreased from 2% to 33.50% of respondents, 47.61% of people with ID established communication with friends at a sufficient level. 51 people are employed in the open labor market.&lt;/p&gt;</jats:p>",30,4,143,162,Psychology; Leverage (statistics); Resource (disambiguation); Anxiety; Work (physics); Social psychology; Psychiatry; Mechanical engineering; Computer network; Machine learning; Computer science; Engineering,included employment; psychological support; intellectual disabilities; positive and resource psychotherapy; psychological counseling; professional labor experiment; professional definition; employment,,,,https://psyjournals.ru/journals/cpp/archive/2022_n4/cpp_2022_n4_Bystrova.pdf https://doi.org/10.17759/cpp.2022300408,http://dx.doi.org/10.17759/cpp.2022300408,,10.17759/cpp.2022300408,,,0,,2,true,cc-by-nc,gold
112-190-681-001-544,The first students’ conference in memory of M.Y. Kondratyev “Social Psychology: Theory and Practice”,,2016,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,N V Kochetkov,"<jats:p>This report gives a survey on the First students’ conference in memory of M.Y. Kon- dratyev “Social Psychology: Theory and Practice”. The conference demonstrated a number of best works by students at bachelor and master level, which were done in accordance with classical national tradition in social psychology studies. Thematically the conference spreads to such topics as: psychology of small groups, social psychol- ogy of an individual, ethnic psychology, social psychology of education, psychology of management, leadership psychology, family social psychology, as well as a number of practical socio-psychological aspects.</jats:p>",7,2,158,161,Social psychology (sociology); Psychology; Social psychology,,,,,https://core.ac.uk/display/90963258 https://psyjournals.ru/social_psy/2016/n2/kochetkov.shtml https://psyjournals.ru/files/81870/spio_2016_n2_kochetkov.pdf,http://dx.doi.org/10.17759/sps.2016070211,,10.17759/sps.2016070211,2413357033,,0,,0,true,cc-by-nc,gold
112-229-262-905-771,State and Perspectives of Studying of Psychological Determinants of Volunteer Activities,,2017,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,K.A. Palkin,"<jats:p>The article discusses the most common in the world fields of study of the factors that, according to scientists, in varying degrees, are able to influence the participation of people in volunteer activities. The review running characteristic of such research areas as the theory of ""human resources"" and related theories of democratization, the welfare state, social background; theory of individual personality characteristics of volunteers; attachment theory; identity theory; motivational theories, etc. The focus is psychological components of the personality of the individual, which presumably can be the most important predictors of volunteering. The analysis of a number of studies, made by reputable foreign authors devoted to identifying key determinants of participation in volunteer activities, allows to select among the topical areas one of the most promising – a comprehensive study of psychological characteristics of personality with the goal of creating the most accurate representation of the collective identity of the modern volunteer.</jats:p>",9,4,99,107,Psychology; State (polity); Volunteer; Social psychology,,,,,https://psyjournals.ru/psyedu_ru/2017/n4/Palkin.shtml https://psyjournals.ru/files/89303/psyedu_2017_n4_Palkin.pdf,http://dx.doi.org/10.17759/psyedu.2017090410,,10.17759/psyedu.2017090410,2784906452,,0,001-902-230-747-476; 003-198-740-925-435; 006-087-171-883-323; 011-533-193-137-24X; 012-254-684-522-112; 019-273-785-984-621; 020-877-091-219-928; 031-309-647-750-225; 034-566-843-908-84X; 036-258-543-678-649; 036-838-947-041-389; 037-130-015-734-778; 040-657-324-120-242; 048-361-747-047-532; 057-074-240-650-564; 059-687-523-764-929; 061-648-806-531-068; 067-312-843-894-916; 071-567-841-426-413; 079-682-616-372-118; 084-674-885-187-78X; 092-960-970-844-69X; 104-141-747-272-638; 117-922-710-260-776; 119-686-844-959-110; 119-841-114-769-291; 124-065-526-808-199; 130-390-345-211-584; 191-456-666-502-333,4,true,cc-by-nc,gold
112-415-472-499-504,Burnout Level in Medical Residents Doing Internship in Emergency Medicine Hospital before the Pandemic,,2020,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,E Y Matyushkina; O Y Mikita; A.B. Kholmogorova,"<jats:p>The review of modern studies on the issue of professional burnout in young doctors and medical residents revealed the highest emotional distress in young residents doing internships in intensive care and emergency units. The paper presents the results of the study on 143 medical residents in the multi-profile hospital of emergency medicine. The methodical complex used included Maslach Burnout Inventory, Symptom Checklist‐90‐Revised (SCL-90-R) by L. Derogatis, and a survey on the attitude to professional troubles. Most young doctors pointed out the close relationship between problems with physical health and emotional wellbeing to their professional activity. The vast majority of the participants met the criteria for burnout, as indicated by high emotional exhaustion (69%) and depersonalization (85%) indications from the Maslach Inventory. Although most residents didn’t endorse any problems in communicating with the patients, their high level of depersonalization is more likely to attest to formalizing their relationships with the patients as opposed to having high social competence. The yielded results let us conclude that it is necessary to develop and implement into training programs for medical residents of the multi-profile hospital of emergency medicine programs promoting their communication competence, coping with distress, and preventing professional burnout.</jats:p>",28,2,46,69,Burnout; Psychology; Internship; Medical emergency; Pandemic,professional burnout of medical residents; emotional exhaustion; depersonalization; professional successfulness; emotional distress; mental health,,,,https://psyjournals.ru/files/115173/covid19challenges2020_Matyushkina_Mikita_Kholmogorova.pdf https://doaj.org/article/59c0ff2da04c44d1b8b7993c27346a7b https://psyjournals.ru/mpj/2020/n2/Matyushkina_Mikita_Kholmogorova.shtml,http://dx.doi.org/10.17759/cpp.2020280203,,10.17759/cpp.2020280203,3039020520,,0,001-943-810-801-855; 003-557-827-286-930; 006-088-236-296-678; 008-370-422-905-58X; 009-923-944-352-883; 033-497-203-131-929; 036-389-223-679-036; 038-245-693-537-331; 047-491-676-385-620; 059-279-891-531-202; 067-348-147-708-563; 102-029-049-067-917; 161-946-179-316-887,17,true,cc-by-nc,gold
113-463-243-214-029,Project Activity as a Means of Organizing Adolescents’ Learning Process (on the Example of Technical Modelling),,2015,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,O.V. Rubtsova; L.B. Krivosheeva,"<jats:p>The article presents the results of an empirical study of project activity as a means of organizing adolescents’ learning process. The study is particularly relevant due to the acute need in the forms of learning activity aimed at adolescents’ development and socialization, as well as in efficient practices of training teachers, who will be involved in organizing project activity in the classroom. The research was conducted on the example of technical modelling, which is regarded as a particular type of project activity, aimed at creating technical objects with given characteristics and properties. The collected data testifies that technical modelling could become an efficient means of teaching and developing adolescents and could contribute to motivating adolescents to choose technical jobs and professions in the future. The results of the study are incorporated in a series of lectures on adolescence in the framework of the Master’s program “Cultural-historical psychology and activity approach in education” run in Moscow State University of Psychology &amp; Education.</jats:p>",20,3,133,146,Process management; Computer science; Process (engineering); Management science,,,,,https://psyjournals.ru/psyedu/2015/n3/rubtsova.shtml https://core.ac.uk/display/44480056,http://dx.doi.org/10.17759/pse.2015200314,,10.17759/pse.2015200314,1846999455,,0,153-752-020-370-448,3,true,cc-by-nc,gold
113-720-100-978-843,A Short Version of the Kernis-Goldmanauthenticity Inventory: Adaptation in Russia,,2022,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,S.K. Nartova-Bochaver; A.A. Korneev; S.I. Reznichenko,"<jats:p>Aim. The first psychometric verification of the Kernis-Goldman Authenticity Inventory, which includes 45 statements and four scales in the initial version, such as Awareness, Unbiased processing, authentic Behavior, and Relational orientation, was carried out in Russia. The questionnaire was developed within the framework of the existential paradigm of personality psychology. Procedure and method. The study involved 704 respondents (144 male, 559 female, aged 17 to 32 years). To check the convergent validity, the Authenticity scale (subscales: Authentic living, Acceptance of external influence, and Self-Alienation) and the single-scale Moscow authenticity scale were used. Confirmatory factor analysis, parametric and nonparametric statistical methods were used. Results and conclusion. During the adaptation, the Authenticity inventory was reduced to 32 points (per 8 in each of the scales), in order to keep the original factor structure. It was found that the Relational orientation score is higher in females, and Awareness is higher in males. It was also found that the indicators of the adapted questionnaire positively correlate with the scores of Authentic living and the Moscow authenticity scale, and negatively — with the scores of Acceptance of external influence and Self-alienation. The study showed the structural and convergent validity of the Russian-language version of the questionnaire. The new tool can be recommended for evaluating the effectiveness of various interventions and for research.</jats:p>",30,3,150,171,Psychology; Scale (ratio); Confirmatory factor analysis; Alienation; Social psychology; Convergent validity; Psychological intervention; Clinical psychology; Developmental psychology; Psychometrics; Structural equation modeling; Statistics; Internal consistency; Geography; Cartography; Mathematics; Psychiatry; Political science; Law,аутентичность; благополучие; экзистенциальная психология; психометрика; валидность; надежность authenticity; existential psychology; awareness; authentic behavior; relational orientation; unbiased processing; psychometrics; validity; consistency,,,,https://psyjournals.ru/files/132803/cpp_2022_n3_Nartova-Bochaver_et_al.pdf https://doi.org/10.17759/cpp.2022300309,http://dx.doi.org/10.17759/cpp.2022300309,,10.17759/cpp.2022300309,,,0,001-780-747-586-756; 009-817-673-332-725; 016-127-031-916-505; 018-380-499-335-61X; 020-748-840-771-226; 027-531-068-092-101; 028-402-981-556-135; 035-936-050-371-159; 047-721-876-868-61X; 061-340-064-210-503; 077-257-237-309-629; 078-797-642-241-545; 078-908-308-567-995; 094-946-518-702-427; 098-719-019-197-134; 099-018-778-322-674; 103-237-526-829-949; 118-064-299-101-246; 118-218-176-426-832; 120-188-731-011-95X; 124-258-387-997-727; 132-248-844-771-434; 138-019-736-030-312; 139-836-386-170-943; 141-506-265-865-239; 148-120-775-109-356; 191-323-314-629-796,3,true,cc-by-nc,gold
114-137-360-075-809,Psychological features of motivation and values in high school students of different sexes,,2017,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,I.I. Vartanova,"<jats:p>This research focuses on sex-specific differences in motivational, meaning- and value-based attitudes to learning in high school students. The sample included students of 9-11 grades (aged 15-17 years) of two Moscow schools with traditional paradigm in education. Motivational attitudes were measured with factor analysis of the subjects’ responses to 70 statements (different sets for male and female groups; the total number of respondents was 162, 82 males and 80 females). The structure of value orientations was studied with cluster analysis of ranking of 10 terminal human values (Rokeach) and 12 learning values (109 respondents, 60 females and 49 males). The correlation between the character of motivation and value orientations was also explored in the study (39 males and 48 females were presented with both surveys). The outcomes of the study show that young girls find opportunities for self-actualisation in knowledge and experience, in personal growth and overcoming difficulties in life, whereas young boys mostly associate self-actualisation with affiliative sphere. The character of motivation in young girls clearly corresponds with the values they choose, while in boys the relationship between motivations and values seems ambiguous. Taking into account sex specifics in adolescents may help raise the effectiveness of learning activity</jats:p>",22,3,63,70,Psychology; Social psychology,,,,,https://psyjournals.ru/files/87236/pse_2017_n3_Vartanova.pdf https://psyjournals.ru/psyedu/2017/n3/Vartanova.shtml https://core.ac.uk/display/87558771,http://dx.doi.org/10.17759/pse.2017220307,,10.17759/pse.2017220307,2756628160,,0,021-211-774-084-757; 052-757-973-359-468; 092-103-632-350-287,10,true,cc-by-nc,gold
114-262-767-143-95X,Existential and religious motifs in L.S. Vygotsky’s essay on “Hamlet” (1916),,2018,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,M G Chesnokova,"<jats:p>In this article existential and religious motifs in the works of young L.S. Vygotsky are considered. The specificity of the existential approach, characterized by blurring the limits of philosophy, science and art and the formation of a synthetic method of cognition of a human being, is emphasized. These features are found in the early works of Vygotsky. The analysis of his essay “The tragedy of Hamlet, prince of Denmark by William Shakespeare” (1916) is the focus of attention. The existential orientation distinguishes both the form and the content of Vygotsky’s work. The genre of the work is a combination of literary criticism and philosophical psychological research. In his essay Vygotsky touches on such existential topics as: the tragedy and loneliness of human existence, existential guilt as the guilt of birth, the issue of formation and self-fulfillment of a man, the relationship of knowledge and action, the dialectic of the external and the internal, the issue of the moduses of human existence — “sinful innocence”, ethical and religious existence, the issue of meaning of life. The parallel between Vygotsky’s existential views, developed in this essay, and the ideas of well-known representatives of the existential approach is drawn. From the existential issues of the play Vygotsky moves on to its inner meaning, which he defines as religious. The four main themes he reveals most fully: the issue of connection between the two worlds — the world of the dead and the world of the living, the issue of sin, punishment and redemption, the issue of darkness of divine Providence (meaning of life) and the issue of overcoming separateness and restoring the unity of the world. In the article the main provisions and principles of study of early Vygotsky and Vygotsky in the period of creation of cultural-historical theory are compared. A continuity between the ideas of Vygotsky’s early works and his latest project of dramatic psychology is observed.</jats:p>",14,2,129,137,Literature; Existentialism; Philosophy; Hamlet (place),,,,,https://psyjournals.ru/kip/2018/n2/Chesnokova.shtml https://psyjournals.ru/files/94172/chp_2018_n2_Chesnokova.pdf https://doaj.org/article/e8953cc3b1b54e6c9744a3e5ae67791c,http://dx.doi.org/10.17759/chp.2018140214,,10.17759/chp.2018140214,2887390155,,0,005-144-232-495-087; 014-796-629-352-48X; 031-142-096-856-004,1,true,cc-by-nc,gold
114-324-816-707-645,Adaptability to higher education and the main needs driving students to resort to psychological support,,2021,journal article,Izvestia: Herzen University Journal of Humanities & Sciences,19926464,Herzens Russian Pedagogical University,,Stanislav Savinkov; Valentina V. Kozyreva,"В статье исследуется уровень адаптированности, а также основные потребности и запросы в психологической поддержке и консультативной помощи студентов. Цель исследованиявыявление и определение уровня адаптированности студентов к обучению в вузе, а также определение потребностей студентов в психологической поддержке и консультировании; изучение восприятия и отношения студентов к уже имеющимся консультативным услугам, предоставляемым в психологических кабинетах университетов. Полученные результаты показали наличие основных психологических проблем, с которыми сталкиваются студенты в период адаптации к учебному заведению. Результаты помогли выявить существенные различия у студентов-психологов разного пола, с различной успеваемостью и общей удовлетворенностью условиями студенческой жизни.",,199,58,66,Higher education; Psychology; Adaptability; Psychological support; Applied psychology,потребности; психологическая консультация; психология; высшее учебное заведение; студенты; исследование needs; psychological counseling; psychology; higher education institution; students; research,,,,http://dx.doi.org/10.33910/1992-6464-2021-199-58-66,http://dx.doi.org/10.33910/1992-6464-2021-199-58-66,,10.33910/1992-6464-2021-199-58-66,3141793038,,0,,1,true,,gold
114-328-614-157-452,Semantic Analysis of Digital Destructive Content of School Shooting in the Social Network 'VKontakte',,2021,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,U.B. Grinenko; I.V. Romero Reyes,"<jats:p>Since the middle 1970s, the public has been seriously concerned about cases of school shooting — an armed attack by students on educational organizations. The global type of activity of social networks, as well as the high potential for the dissemination of destructive information in cyberspace with the use of anonymization, assigns digital resources, in fact, unlimited freedom of action. In this study, an attempt to semantic content analysis of digital destructive content of school shooting is made. The purpose of the study is to determine the system of signs of destructive content suitable for its identification in cyberspace through semantic analysis of the text openly published by users on the social network ‘Vkontakte’, using neural networks. The conducted research allowed us to identify a number of important signs of destructive content of school shooting with the allocation of thematic groups: indirect content of school shooting; drug content; mental distress.</jats:p>",11,4,180,195,Cyberspace; Content analysis; Digital content; Computer science; Thematic analysis; Semantic analysis (machine learning); Content (measure theory); Multimedia; Internet privacy; World Wide Web; Qualitative research; The Internet; Artificial intelligence; Sociology; Mathematical analysis; Social science; Mathematics,school shooting; content analysis; digital destructive content; social networks; the Internet,,,,https://psyjournals.ru/files/126308/psylaw_2021_n4_grinenko_et_al.pdf https://doi.org/10.17759/psylaw.2021110413,http://dx.doi.org/10.17759/psylaw.2021110413,,10.17759/psylaw.2021110413,,,0,020-963-036-643-022; 041-503-990-213-605; 054-419-743-290-769; 068-851-277-782-117; 094-516-418-880-699; 103-650-255-134-051; 111-179-363-951-081; 111-219-328-315-710; 135-115-564-965-55X,6,true,cc-by-nc,gold
114-987-907-237-156,Он расширял наше виденье психологической науки. Воспоминание о В.П. Зинченко (10 августа 1931 — 6 февраля 2014). Эссе,,2015,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,V A Guruzhapov,"<jats:p>This essay focuses on the figure of a prominent Russian scientist and psychologist Vladimir Zinchenko, illu¬minating the unity of his life and professional activities. The author reminisces about meetings with this out¬standing person and emphasizes his influence over professional identity of a whole generation of Russian psy¬chologists. He also reveals Zinchenko's role in explorations of the relationships between cultural-historical psychology and other fields of research in humanities. The essay concludes with a non-academic interpretation of some of the problems raised by Zinchenko for future non-classical psychological research.</jats:p>",11,1,114,116,,,,,,https://psyjournals.ru/files/75488/kip_1_2015_guruzhapov.pdf https://psyjournals.ru/en/kip/2015/n1/75504.shtml,http://dx.doi.org/10.17759/chp.2015110112,,10.17759/chp.2015110112,230242884,,0,,0,true,cc-by-nc,gold
115-884-541-701-755,Perception of the identity of the person depicted in the photo and in the portrait of the face,,2017,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,V.A. Barabanschikov; E.A. Lupenko; A.S. Shunto,"<jats:p>The study experimentally investigated the perception of the identity of the same person, depicted in a photo and in a portrait. Firstly, the evaluations of the individual psychologic characteristics of several historical personalities of XIX—XX centuries were analyzed. Secondly, the perceived structure of their values. It was found that similar evaluations of personality traits occur in perception of different images of the same face. While evaluating portraits, the participant used more diverse words, number of characteristics and performed the task longer. Evaluations of our participants and contemporaries of demonstrated personalities matched each other. The means of evaluations of differences in perception of the values of artistic and documentary images of the same person were not significantly different. Reconstruction of personalities’ identity via their face images is based on social roles attached to them, rather than on the artistic or documentary ways of their representation.</jats:p>",10,4,56,73,Aesthetics; Psychology; Portrait; Perception; Identity (social science); Face (sociological concept),cognitive communication approach; interpersonal perception; facial expression; forms of personality representation; artistic portrait; photo of a face; individual psychological characteristics of a personality; values,,,,https://psyjournals.ru/exp/2017/n4/Barabanschikov_Lupenko_Shunto.shtml https://psyjournals.ru/files/90810/exppsy_2017_n4_Barabanschikov_Lupenko_Shunto.pdf,http://dx.doi.org/10.17759/exppsy.2017100405,,10.17759/exppsy.2017100405,2788790814,,0,002-639-288-123-851; 005-545-593-137-549; 016-263-739-812-177; 020-958-136-943-173; 022-790-458-546-791; 035-958-327-139-940; 039-051-164-844-097; 062-585-515-574-261; 074-401-007-402-769; 076-709-442-467-974; 104-443-804-874-648; 133-737-554-226-781,4,true,cc-by-nc,gold
116-016-010-840-728,My Scientific Supervisor - GM: to the 95th Anniversary of G.M. Andreeva,2019-12-15,2019,journal article,RUDN Journal of Psychology and Pedagogics,23131705; 23131683,Peoples' Friendship University of Russia,,Inna Bovina,"The article is devoted to the 95th birthday of Galina M. Andreeva, an outstanding scientist, a wonderful, bright personality. Memories about the scientific supervisor brings back to the 90s of the last century, when students were lucky enough to listen to lectures of G.M. Andreeva on social psychology, history of western social psychology (shared with N.N. Bogomolova and L.A. Petrovskaya) and psychology of social cognition. Readers can easily imagine the founder of the Social Psychology Department at the Faculty of Psychology of the Lomonosov Moscow State University. A person with an outstanding life, that could hardly have been imagined otherwise: a voluntary participation in the WW2, studies at the Faculty of Philosophy, the rebirth of sociology in Russia, the foundation of the Department of Social Psychology, and many generations of social psychologists.",16,2,287,292,Psychoanalysis; Sociology; Social psychology (sociology); Personality; State (polity); Sociology in Russia; Galina; Supervisor; Foundation (evidence); Social cognition,,,,,http://journals.rudn.ru/psychology-pedagogics/article/download/21383/17079 http://journals.rudn.ru/psychology-pedagogics/article/view/21383,http://dx.doi.org/10.22363/2313-1683-2019-16-2-287-292,,10.22363/2313-1683-2019-16-2-287-292,2960495785,,0,,0,true,cc-by-nc,gold
116-134-962-166-301,Psychological and Pedagogical Conditions of Development of Abilities of Children and Support of Their Giftedness in the Conditions of Realization of Educational Process,2020-02-10,2020,journal article,Bulletin of Practical Psychology of Education,26583100,Moscow State University of Psychology and Education,,S.V. Murafa; A.А. Pavlova; E.V. Trifonova,"<jats:p>&lt;p&gt;The article reveals the psychological and pedagogical conditions of the educational process aimed at the development of children's abilities and support of their giftedness. The emphasis is made on the definition of the features of interaction between teachers and children. The work is based on the specifics of the theoretical understanding of abilities, creativity and giftedness, developed in the framework of national scientific psychology. The authors consider situations in which the effect on the child become difficult-mediated and suggest the upbringing through self-upbringing and growth of his giftedness, his own creative initiative and interest for the cognition process. The authors emphasize the role of the teacher in the context of early childhood education in the development of children's giftedness.&lt;/p&gt;</jats:p>",16,2,8,14,Process management; Development (topology); Computer science; Process (engineering); Realization (systems),abilities; giftedness; educational process; psychological and pedagogical conditions; interaction of teachers and children; upbringing; education,,,,https://psyjournals.ru/files/112017/bppe_2019_n2_Murafa_Pavlova_Trifonova.pdf https://psyjournals.ru/vestnik_psyobr/2019/n2/Murafa_Pavlova_Trifonova.shtml,http://dx.doi.org/10.17759/bppe.2019160201,,10.17759/bppe.2019160201,3005765230,,0,,2,true,cc-by-nc,hybrid
116-217-260-861-59X,"PSYCHODIAGNOSTICS OF PERSONALITY EGO STATES IN THE CONTEXT OF AUTO-ORDINATING DIRECTION IN PSYCHOLOGY AND PSYCHOTHERAPY Part 2 (end, start at No. 1, 2023)",2023-03-27,2023,journal article,Человеческий капитал,20742029,United Edition LLC,,Yanysheva V.A.; Dontsov D.A.,"<jats:p>In the content-semantic context of the sphere of psychological counseling and the field of non-clinical psychotherapy, this article substantively presents the author's scientific and practical approach of V.A. Yanysheva: auto-coordination psychology and auto-coordination psychotherapy of the personality psyche, carried out by means of a natural-psychic psychotherapeutic method. In this article, the author's psychological diagnostic technique of V.A. Yanysheva “Diagnosis of personality ego-states in the auto-coordination approach”, dedicated to the non-classical, in comparison with E. Burne’s transactional analysis, understanding and definition of such personality ego-states, distinguished in the author’s scientific and practical direction by V.A. Yanysheva “auto-coordination psychology and auto-coordination psychotherapy”, as: controlling parent; custodial parent; adult; natural child; capricious, offended, rebellious child; adaptive child. This development is intended for: a) undergraduate, specialist, master's, postgraduate, professional retraining and advanced training students of all psychological specialties and areas of training; b) professional psychologists, – psychologists-consultants, psychologists-psychotherapists, psychologists-psychodiagnostic, teachers of practice-oriented psychological disciplines, research psychologists, developmental psychologists, clinical psychologists, as well as social, service, military, managerial, transport, sports, penitentiary, extreme psychologists and other specialists in the field of practical psychology, producing non-medical psychotherapy and carrying out general psychological diagnostics.</jats:p>;                                                                                             <jats:p>В содержательно-смысловом контексте сферы психологического консультирования и области неклинической психотерапии, в этой статье предметно представлен авторский научно-практический подход В.А. Янышевой: аутоординационная психология и аутоординационная психотерапия психики личности, осуществляемая посредством естественно-психического психотерапевтического метода. В данной статье полномасштабно приведена авторская психологическая диагностическая методика В.А. Янышевой «Диагностика эго-состояний личности в аутоординационном подходе», посвящённая неклассическому, по сравнению с трансактным анализом Э. Бёрна, пониманию и определению таких эго-состояний личности, выделяемых в авторском научном и практическом направлении В.А. Янышевой «аутоординационная психология и аутоординационная психотерапия», как: контролирующий родитель; опекающий родитель; взрослый; естественный ребёнок; капризный, обиженный, бунтующий ребёнок; адаптивный ребёнок. Эта разработка предназначена для: а) студентов бакалавриата, специалитета, магистратуры, аспирантуры, профессиональной переподготовки и повышения квалификации всех психологических специальностей и направлений подготовки; б) профессионалов-психологов, – психологов-консультантов, психологов-психотерапевтов, психологов-психодиагностов, преподавателей практикоориентированных психологических дисциплин, научных сотрудников-психологов, возрастных психологов, клинических психологов, а также социальных, служебных, военных, управленческих, транспортных, спортивных, пенитенциарных, экстремальных психологов и других специалистов в области практической психологии, производящих немедицинскую психотерапию и осуществляющих общую психологическую диагностику.</jats:p>",,2(170),188,204,Psychology; Psyche; Id  ego and super-ego; Personality; Context (archaeology); Psychotherapist; Field (mathematics); Minnesota Multiphasic Personality Inventory; Applied psychology; Social psychology; Psychoanalysis; Paleontology; Mathematics; Pure mathematics; Biology,,,,,,http://dx.doi.org/10.25629/hc.2023.02.23,,10.25629/hc.2023.02.23,,,0,,0,false,,
116-221-143-096-034,In Memory of Victor Alexandrovich Guruzhapov,,2020,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,M V Ermolaeva; D V Lubovsky,"Умер друг у меня -вот какая беда… Как мне жить -не могу и ума приложить. Я не думал, не верил, не ждал никогда, Что без этого друга придется мне жить. Эти строки К. Симонова отражают нашу неутихающую растерянность перед безвозвратностью потери того, кто был душой и сердцем кафедры педагогической психологии. Виктор Александрович вносил в монотонную размеренность буден душевную теплоту и изящество, тонкость чувств и благородство поступков -ту самую неповторимую атмосферу, которая превращала наши рабочие обязанности в праздник. Чутким взглядом художника он видел в общем деле, в каждом из нас, в учениках, в научных проектах и целях лучшее -потенциальные возможности, прекрасные качества, скрытые силы, а все трудное в общем деле оставлял себе. Тем сильнее боль и отчаяние от невосполнимости утраты, которая не утихает по прошествии года. Вы попрежнему с нами, Виктор Александрович: мы слышим Ваш голос, получаем Вашу помощь, мысленно обращаемся к Вам за советом, имеем счастье видеть Ваши картины -нас много, мы разные, но объединены любовью к Вам, которую мы пытались отразить в наших воспоминаниях. Виталий Владимирович Рубцов, доктор психологических наук, профессор, академик РАО, президент МГППУ Прошло совсем немного времени с тех пор, как не стало Виктора Александровича Гуружапова. Просто -Виктора. Много лет проработали с ним вместе, шли плечом к плечу, с самых первых дней знакомства, когда встретились в лаборатории В.В. Давыдова в 1972 году, и до последнего дня его жизни.",16,4,111,117,,,,,,https://psyjournals.ru/en/kip/2020/n4/Ermolaeva_Lubovsky.shtml https://psyjournals.ru/files/117819/chp_2020_n4_Ermolaeva_Lubovsky.pdf,http://dx.doi.org/10.17759/chp.2020160412,,10.17759/chp.2020160412,3110788505,,0,,0,true,cc-by-nc,gold
116-538-661-680-930,The Use of Peabody Tool in the Assessment of Passive Vocabulary in Preschoolers,,2022,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,N.A. Kartushina; E.S. Oshchepkova; O.V. Almazova; D.A. Bukhalenkova,"<jats:p>&lt;p style=""text-align: justify;""&gt;The purpose of this study was to evaluate the experience of using the Peabody Picture Vocabulary tool to assess receptive vocabulary in preschoolers. The study involved 619 Russian-speaking children aged 3&amp;ndash;7 years (M=67.80, SD=13.73), 48.3% of whom were boys. The Peabody Picture Vocabulary test-IV (form A) was used in the study. The article analyzed differences between children of different age groups from 3.5 to 7.5 years with a step of six months. It was found that there were significant differences in the ceiling items, the total number of errors, and the raw scores in children of different age groups. No gender differences were found. An analysis of the children's performance of series and individual tasks showed that the complexity of the tasks was unevenly distributed. As a result, the methodology in its current form does not work quite as it was intended by its creators: Moscow preschoolers go through a lot of series and spend a lot of time on the implementation of the methodology, which is due to differences in the lexical systems between Russian and English. In this regard, the tool is not optimal for use in its current form; the authors of the article propose to design a local tool for the assessment of the receptive vocabulary in Russian preschoolers.&lt;/p&gt;</jats:p>",11,4,205,232,Peabody Picture Vocabulary Test; Vocabulary; Psychology; Test (biology); Raw score; Developmental psychology; Linguistics; Mathematics; Statistics; Raw data; Philosophy; Biology; Paleontology,preschool age; speech development; receptive vocabulary; assessment of speech development; assessment methods; Peabody Picture Vocabulary Test,,,,https://psyjournals.ru/journals/cpse/archive/2022_n4/cpse_2022_n4_Kartushina_et_al.pdf https://doi.org/10.17759/cpse.2022110409,http://dx.doi.org/10.17759/cpse.2022110409,,10.17759/cpse.2022110409,,,0,003-811-738-130-88X; 004-095-499-988-003; 004-471-734-171-252; 004-641-062-717-636; 009-664-088-791-272; 015-374-260-102-400; 020-715-048-592-362; 021-864-606-912-144; 028-226-477-620-038; 029-824-524-947-110; 030-730-472-573-847; 031-012-082-979-681; 042-510-148-706-602; 058-308-476-578-20X; 075-782-779-591-641; 078-250-453-971-953; 084-909-981-171-888; 086-761-455-545-928; 092-314-259-959-763; 106-076-809-918-890; 123-537-975-268-964; 125-132-239-536-892; 125-824-841-028-206; 129-918-558-637-068; 146-923-150-984-018; 151-232-265-799-355; 162-342-146-219-22X; 195-472-835-431-018,3,true,cc-by-nc,gold
116-542-054-642-803,Social Representations of the Marriage Partner: a Generational Approach,,2021,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,T P Emelyanova; D A Shmidt,"<jats:p>Objective. Comparison of the marriage partner social representations of representatives of generations Y, X and Baby Boomers. ; Background. The sphere of marriage and romantic relationships is influenced by transformational processes in society. The romanticization of loneliness, the postponement of marriages and the births causes the interest in the study of social representations about the marriage partner of post-student youth. ; Study design. The article examines the possible connection between social representations of a marriage partner and the family role positioning on the one hand, and the content about romantic relationships that respondents browse in social networks, on the other. The Kraskal-Wallace H criterion was used to check existence and sort of possible connection. ; Participants. Sample: 525 people, including Millennials — 192 people, representatives of generation X — 176 and baby boomers — 157. ; Measurements. Author’s questionnaire of social representations about marriage and marriage partner; questionnaire “Marriage Role Expectations and Claims” by A. Volkova; set of questions about usage of social networks and other communication channels. ; Results. The core of social representations about the marriage partner and the periphery close to the core change slightly from generation to generation. With the growth of respondents’ life experience increases the willingness to accept complex life circumstances and the perception of relationship as a process that requires permanent effort. ; Conclusions. Problematic trends in family and marriage relations are presumably the result of sociocultural changes, rather than social representations of the marriage partner.</jats:p>",12,1,126,142,Sociology,social representations; romantic relationships; marriage partner; generations; Millennials; Generation X; Baby Boomers; social networks,,,Ministry of Education and Science of the Russian Federation,https://psyjournals.ru/social_psy/2021/n1/Emelyanova_Shmidt.shtml https://psyjournals.ru/files/119670/sps_2021_n1_Emelyanova_Shmidt.pdf,http://dx.doi.org/10.17759/sps.2021120109,,10.17759/sps.2021120109,3142246109,,0,034-265-947-141-779; 080-504-676-685-232; 081-634-021-073-704; 092-091-324-278-484; 152-186-631-679-17X,4,true,cc-by-nc,gold
117-027-491-880-754,Individual differences in foreign language aptitude and its relation to fluid and crystallized intelligence,,2018,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,E.V. Gavrilova,"<jats:p>This article presents the empirical results of the study on the interaction between fluid and crystallized intelligence and individual differences in foreign language aptitude. The three-factor model of cognitive abilities was constructed and showed a suitable fit to empirical data. According to the model the latent factor of foreign language aptitude demonstrated strong positive correlations with the factors of both fluid and crystallized intelligence. Another important empirical result supports the existence of different patterns of relationships which disclose the variables under study as depending on the level of productivity in the language sphere. Namely, it was shown that on the high level of foreign language test performance there were no significant interactions between foreign language aptitude and different parameters of fluid and crystallized intelligence assessments. We discuss our findings in terms of contemporary approaches to understanding of differential impact of certain cognitive factors on foreign language aptitude</jats:p>",7,2,16,27,Foreign language; Psychology; Cognitive psychology; Fluid and crystallized intelligence; Relation (history of concept); Aptitude,,,,,https://psyjournals.ru/files/93908/jmfp_2018_n_2_Gavrilova.pdf https://psyjournals.ru/jmfp/2018/nn2/93908.shtml https://doaj.org/article/0d3f3fface0d42da913b29c50be05ab1,http://dx.doi.org/10.17759/jmfp.2018070202,,10.17759/jmfp.2018070202,2891226408,,0,009-974-119-467-218; 026-615-264-200-829; 032-064-780-822-359; 036-711-226-783-237; 037-432-759-659-460; 045-536-483-994-079; 071-536-165-003-412; 084-328-282-514-612; 085-187-632-649-34X; 098-220-478-689-872; 100-361-088-195-585; 102-168-951-695-379; 107-835-300-868-211; 131-686-242-031-408; 145-170-708-426-964; 164-949-351-417-624; 183-462-359-015-464,2,true,cc-by-nc,gold
117-090-857-432-262,Value components in the psychological structure of the personality of a volunteer,,2019,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,K A Palkin,"<jats:p>The article analyses the studies on uncovering determinant attributes of the value sphere of people, involved in volunteer work. Conclusions made in the course of the analysis allow us to make an assumption about the significant role of human values as providing the motivational orientation for human behavior during the decision-making about participation in volunteer activities or abandoning it. The results of the author's empirical work are based on mathematic-statistical processing of the data, obtained in the survey of 400 people (including 300 volunteers), using the technique of the «Questionnaire of terminal values» (I.G. Senin). The empirical study confirmed the hypothesis about the existence of statistically significant differences between the individual indicators of the structure of human values of volunteers and people who do not participate in volunteer activities. Further research in this area should continue to specify the differences and identify key values in the personality structure of individuals, in order to ensure the formation of a maximally reliable picture of the collective identity of the modern volunteer</jats:p>",8,1,84,91,Structure (category theory); Psychology; Personality; Value (mathematics); Volunteer; Social psychology,volunteer activities; psychological characteristics; the structure of human values; the determinants of volunteering,,,,https://psyjournals.ru/jmfp/2019/n1/Palkin.shtml https://psyjournals.ru/files/97744/jmfp_2019_n1_Palkin.pdf,http://dx.doi.org/10.17759/jmfp.2019080109,,10.17759/jmfp.2019080109,2932483325,,0,001-461-254-353-358; 002-146-911-196-791; 009-035-317-649-113; 009-529-427-661-279; 011-799-087-789-832; 012-696-222-419-08X; 015-598-338-782-331; 025-824-770-043-20X; 026-157-942-994-002; 030-225-049-210-697; 049-842-206-604-467; 060-752-356-626-847; 071-982-767-730-334; 074-435-714-943-068; 075-152-858-222-59X; 085-787-054-248-606; 094-827-128-266-146; 097-866-696-897-043; 099-835-586-092-245; 103-549-517-961-836; 103-929-723-985-219; 115-150-784-871-799; 120-067-998-958-092; 142-721-738-523-334; 149-930-674-805-767,2,true,cc-by-nc,gold
117-221-127-234-739,"Опыт исследования структуры отношения к ребенку у русскоязычных и немецкоязычных родителей, проживающих в Германии",,2017,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,И А Котляр,"<jats:p>The article describes a problem of child-parent relationships in emigrants’ families, who moved to Germany for the permanent residency. Do parents, who are raising their children in an unfamiliar cultural environment, have different attitudes towards children in comparison to natives? Are there similar traits in Russian-speaking parents’ attitudes to their children in comparison to those of the German-speaking parents? In order to answer this question, we conducted a flight empirical study based on the research method by E.O. Smirnova and M.V. Sokolova (Bykova). Two groups of participants have taken part in the study. The first group included 30 Russian moms and 1 dad who had children of early and preschool age. The second group included 17 German-speaking parents. It was found that in Russian-speaking families the personal attitude to children dominates. German-speaking parents tend to demonstrate a more emotionally restrained type of attitude; they express their desires and requirements in a more sharp and clear way. In this group the autonomous parenting style prevails. Russian-speaking parents who are raising children in Germany, often use the same styles as parents caring for their preschool children in Russia.</jats:p>",6,2,63,71,Humanities; Psychology,child-parent relationships; parent attitude; personal basis; object-related basis; parental styles of behavior; values of parents; emigration,,,,https://psyjournals.ru/en/jmfp/2017/n2/86650.shtml https://psyjournals.ru/files/86635/jmfp_2017_n_2_Kotliar.pdf,http://dx.doi.org/10.17759/jmfp.2017060207,,10.17759/jmfp.2017060207,2744317793,,0,018-156-213-292-41X; 020-299-004-871-992; 024-986-626-526-771,0,true,cc-by-nc,gold
117-501-649-512-878,Foreword by the Editor,,2019,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,N.N. Tolstykh,"<jats:p>The problem of generations has grown in popularity and is widely discussed on various media platforms, while remaining, at the same time, relatively under-researched.</jats:p>",10,2,5,8,,,,,,,http://dx.doi.org/10.17759/sps.2019100201,,10.17759/sps.2019100201,,,0,,0,true,cc-by-nc,gold
117-890-779-368-984,Burnout in the stress system of aviation professionals,,2021,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,A.V. Sechko,"<jats:p>The article describes the factors of professional stress in aviation, determined by advances in aviation construction against the background of planetary global economic, political and environmental changes. The development of technology in the aviation industry by the 1980s reached a level that minimized both the impact of aggressive environmental factors and the physical activity of those employed in aviation. Currently, the problems of companies' relations with personnel, caused by frequent downfalls of aircraft on the one hand and the growth of aviation traffic, the level of optimization of organizational structures on the other, come to the fore in this area. As a result, staff are forced to share jobs, receive training in time, be at risk of losing their jobs, or work to the limit. Vertical relations, in turn, affect the socio-psychological climate in the teams and the nature of the relationship of aviation specialists. Also of particular urgency is the problem of professional burnout of aviation specialists, exacerbating in the situation of the Covid-19 pandemic.</jats:p>",10,1,102,110,Burnout; Psychology; Stress system; Aviation; Applied psychology,aviation; occupational stress; burnout syndrome; physical environment factors; the novelty of the flight situation; organizational conditions; Covid-19,,,,https://psyjournals.ru/files/119782/jmfp_2021_n1_Sechko.pdf https://psyjournals.ru/en/jmfp/2021/n1/Sechko.shtml,http://dx.doi.org/10.17759/jmfp.2021100110,,10.17759/jmfp.2021100110,3150516243,,0,002-087-980-930-585; 011-239-925-570-384; 012-521-372-117-744; 038-020-570-251-205; 042-896-484-761-971; 042-908-408-278-342; 052-450-774-914-901; 071-375-902-082-356; 074-862-492-752-560; 121-602-616-157-985; 145-579-694-781-191; 165-239-717-579-207; 168-883-882-690-108,6,true,cc-by-nc,gold
118-215-374-241-667,“I Know that I don’t Know Anything”. Socio-Cognitive Antecedents of the Radicalization,,2021,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,O E Khukhlaev; O S Pavlova,"<jats:p>Objective. Analysis of the relationship between loss of personal significance, intellectual humility, the need for cognitive closure, and support for radicalisation. ; Background. Psychological studies of the process of radicalization make a significant contribution to the explanation of this negative socio-political phenomenon. One of the questions from these studies is how cognitive rigidity is related to ideological extremism. ; Study design. The study examined the relationship between loss of personal significance, intellectual humility, and support for radical views mediated by the need for cognitive closure. The presence and nature of the relationship were checked using a path analysis performed in the AMOS 23 program. ; Participants. 365 residents from Russia (78.5% women), age from 20 to 66 years (M=42.11; SD=11.62). The majority of the sample has a higher education (94.1%), the rest have secondary or specialized secondary education. 41.8% of the respondents identified themselves as Christians, 17.8% as Agnostics, 11.7% as atheists, 10.1% as Muslims, the rest-as other faiths or chose to skip this item of the questionnaire. ; Measurements. Russian-language versions of the short scale of scales of the need for cognitive closure by D. Webber and A. Kruglansky; the scale of intellectual humility by M. Leary et al. and the scale of loss of personal significance. A questionnaire for assessing support for radical violence. ; Results. The direct effect of loss of personal importance on the support of radical views is mediated by the need for cognitive closure. The reverse effect of intellectual humility on the support of radical views is mediated by the need for cognitive completeness. ; Conclusions. The study demonstrates the significance of the “cognitive vulnerability” of supporting extremist ideology, which is extremely important for understanding the personal aspects of both radicalization and deradicalization.</jats:p>",12,3,87,102,Psychology; Socio-cognitive; Radicalization; Social psychology,radicalization; extremism; need for cognitive closure; intellectual humility; cognitive rigidity,,,,https://psyjournals.ru/social_psy/2021/n3/Khukhlaev_Pavlova.shtml https://psyjournals.ru/files/123394/sps_2021_n3_Khukhlaev_Pavlova.pdf,http://dx.doi.org/10.17759/sps.2021120307,,10.17759/sps.2021120307,3203853689,,0,000-622-395-831-18X; 004-915-831-344-13X; 006-176-879-950-282; 007-446-052-603-593; 009-606-436-863-119; 012-197-108-462-344; 016-304-185-679-404; 016-682-295-553-456; 019-730-279-939-714; 021-546-523-331-842; 023-580-821-418-163; 023-656-381-292-680; 024-168-392-024-335; 025-580-005-572-739; 029-323-092-000-197; 030-073-657-948-572; 030-321-981-162-395; 034-005-297-295-934; 039-994-289-978-914; 043-633-284-954-877; 047-356-868-581-966; 047-950-507-091-787; 050-029-580-490-555; 058-560-587-003-315; 064-372-419-497-36X; 068-731-267-733-331; 069-100-119-299-612; 086-162-259-587-042; 087-896-655-988-234; 102-007-257-738-669; 116-953-447-460-185; 117-909-782-360-497; 118-136-180-066-797; 129-202-778-849-19X; 133-391-964-281-403; 134-355-132-987-284; 140-908-104-663-21X; 143-910-559-861-644; 152-548-730-079-626; 155-662-129-681-796; 182-246-194-101-547,4,true,cc-by-nc,gold
118-416-705-719-567,Adaptation of J. Kagan’s Reflection—Impulsivity test to be a predictor of a person’s attitude towards work protecting demands,,2018,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,I G Skotnikova; S P Bolshakova; K V Vorob’ev; Y I Grishchenko,<jats:p>The article describes the process and the result of J. Kagan’s Reflection—Impulsivity Test adaptation according to a person’s perception of work protecting rules and means. It allows to use the adapted test in order to predict his (her) attention and responsibility regarding work protecting demands.</jats:p>,11,3,140,151,Reflection (computer graphics); Psychology; Work (electrical); Cognitive psychology; Test (assessment); Impulsivity; Adaptation (computer science),,,,,https://psyjournals.ru/files/95631/exppsy_2018_n3_Skotnikova_Bolshakova_et_al.pdf http://psyjournals.ru/en/exp/2018/n3/Skotnikova_Bolshakova_et_al.shtml https://psyjournals.ru/en/exp/2018/n3/Skotnikova_Bolshakova_et_al.shtml,http://dx.doi.org/10.17759/exppsy.2018110310,,10.17759/exppsy.2018110310,2898102478,,0,006-015-719-324-736; 024-294-159-387-17X; 044-720-746-475-072; 086-366-810-765-627; 131-372-037-908-467,0,true,cc-by-nc,gold
118-440-518-043-40X,Модели взаимосвязи обучения и развития психики в культурно-историческом и деятельностном подходах,,2016,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,И.Н. Погожина,"<jats:p>The possibility of referring of the psychological theories studying interrelation of training and mental development processes to this or that stage of scientific knowledge formation on the basis of studied objects types and corresponded determination systems as a basic criterion distinguishing the ideals of scientific rationality is justified. General characteristics of classical, non-classical and post-non-classical models, determination of the mechanisms of dissipative systems, requirements for learning and development model building in the context of post-non-classic science paradigm on the criterion of the system features of the object of cognition are described. Domestic psychological school models are compared with associanism, behaviorism, gestalt psychology and Piaget determination models on the number of options allocated to these determinants, types of causal chains and types of links between causal chains. It is shown that cultural-historical approach is situated intermediately between post-non-classical and non-classical models, while activity approach corresponds to post-non-classical understanding of the object of study as complicated self-developing ""man-size"" system. Determination relationships models developed by L.V.Vygotskii, S.L. Rubinstein, A.N. Leont’ev continue to play the heuristic role at the present stage of scientific development.</jats:p>",8,3,16,31,Psychology,,,,,https://core.ac.uk/display/91021303 https://psyjournals.ru/psyedu_ru/2016/n3/pogozhina.shtml,http://dx.doi.org/10.17759/psyedu.2016080302,,10.17759/psyedu.2016080302,2538080741,,0,008-437-675-798-19X; 044-218-092-061-140; 052-773-568-240-228,3,true,cc-by-nc,gold
118-452-023-414-000,“Driving To Unknown” – Teaching Counselling Psychology At Universities,,2017,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,null Gulina,"The article outlines some major current issues of teaching and training for counselling psychology, in other words — theory and practice of psychological counselling. Well-developed British model of teaching and training for counselling psychology is described and critically analyzed. Some questions and considerations regarding this model are formulated. Some current issues of counselling psychology are discussed, namely integrative approaches in counselling psychology, and philosophical and ethical basis of this rather new theoretical field in psychology. Specificity of a therapist/counselling psychologist and client/patient encounter is outlined.",25,3,109,131,Psychology; Patient Encounter; Counselling psychology; Medical education; Applied psychology,British model of teaching and training for counselling psychology; integrative approaches in counselling; ethics and values in counselling psychology; therapeutic encounter,,,,https://doaj.org/article/2625415115a247e896bfab70edb58ae3 https://openaccess.city.ac.uk/id/eprint/20804/ https://psyjournals.ru/en/mpj/2017/n3/Gulina.shtml https://psyjournals.ru/files/87413/kpip_2017_n3_Gulina.pdf https://core.ac.uk/download/161512281.pdf,http://dx.doi.org/10.17759/cpp.2017250307,,10.17759/cpp.2017250307,2763432221,,0,031-800-754-952-05X; 045-105-722-876-260; 065-984-121-723-380; 124-230-671-892-338; 124-752-658-049-491; 131-544-306-444-241; 168-434-040-422-998,1,true,cc-by-nc,gold
118-734-372-997-350,Motivation for Learning and Performance. Review of Monograph by Bobby Hoffman,,2019,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,N B Florova; T V Ermolova,"<jats:p>The article presents a summary of the monograph by Dr. Bobby Hoffman «Motivation for Learning and Performanc». The author is a Professor in the Research University of Central Florida in Orlando (Florida, United States). He specializes in the field of educational psychology for many years and explores the challenges of behavioral and cognitive motivation of a person. Materials of this fundamental research is an information resource that reflects the experience of the problems of the world's scientific school. By virtue of the universality of the problem they can be used as a database in the preparation of publications on motivation, as training material for philologists and linguistic departments as theoretical and empirical evidence base and as discussion material for training purposes.</jats:p>",8,2,19,25,Psychoanalysis; Psychology,inequality of motivation; nature of motivations; Motivational inequality; Applied motivation; motivational types; unmotivated; understanding of motives,,,,https://doaj.org/article/8e9c4b389a6e4b0dba9f6e7ab2297d31 https://paperity.org/p/238211080/motivation-for-learning-and-performance-review-of-monograph-by-bobby-hoffman https://psyjournals.ru/jmfp/2019/n2/Florova_Ermolova.shtml https://psyjournals.ru/files/107296/jmfp_2019_n2_Florova_Ermolova.pdf,http://dx.doi.org/10.17759/jmfp.2019080202,,10.17759/jmfp.2019080202,2955435760,,0,005-844-416-657-906; 017-760-125-056-892; 035-325-670-176-458; 069-749-648-683-691; 167-069-993-480-24X,0,true,cc-by-nc,gold
118-824-499-866-605,Social Cognition in the Mirrors of «Cognitive Revolutions»,,2017,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,D.A. Khoroshilov,"<jats:p>The article discusses the problem of the social determination of cognition from the point of view of «cognitive revolutions» (R. Harré) in dialogue between psychology, social theory and history, neurobiology and aesthetics. The research inquiry is the cultural-historical analysis of the social representations of the everyday life. The «aesthetic paradigm» (T.D. Martsinkovskaya) uses the art-based methods to study the cultural forms of social cognition. Theoretical discussions are illustrated by the social psychological, clinical and contemporary art research of the mass consciousness of the Russian society at the beginning of the 21st century. The article presents the experience of the genre analysis of the tragedy of culture (G. Simmel), personal drama (L.S. Vygotsky) and comedy of social life (A.P. Chekhov). The final result is a new aesthetic concept of social cognition.</jats:p>",8,4,55,71,Psychology; Cognition; Cognitive psychology; Social cognition,,,,,https://core.ac.uk/display/151142902 https://psyjournals.ru/files/89186/spio_2017_n4_Khoroshilov.pdf https://psyjournals.ru/en/social_psy/2017/n4/Khoroshilov.shtml,http://dx.doi.org/10.17759/sps.2017080405,,10.17759/sps.2017080405,2782608927,,0,008-910-784-461-300; 020-034-258-544-568; 020-287-770-200-524; 021-000-582-759-692; 037-680-074-960-480; 049-612-054-245-384; 086-800-101-356-678; 101-885-252-920-130; 153-600-668-949-652; 157-285-062-230-916; 181-830-141-697-283; 182-919-671-349-427,3,true,cc-by-nc,gold
118-829-716-971-085,Scheme of Lev Vygotsky's Theory. Part 2,2023-11-21,2023,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,T.E. Sizikova; V.T. Kudryavtsev,"<jats:p>&lt;p&gt;Reconstructing the views of the genius of science is a process of approaching an understanding of the personality, thinking, and meaning of the views that transcends the limitations of time. A process that is especially relevant when paradigms change. In this article we address the ontological center of L. S. Vygotsky's theory, his idea of the ""whole"" and the ""one"". We show that these key concepts, on which his idea of the psyche as a network of ""units of analysis of the whole"" is built, contain the content corresponding to the postnonclassical paradigm. Vygotsky's ""unity"" and ""whole"" are not the same thing. The three mental functions are fused into a unity possessing new properties, which are manifested in each of these functions. We find this when we pay attention to a function as an independent, separate from the others. The psyche, according to Vygotsky, is arranged as fusions of three functions (triangulation) and connections between these ""unities"" (network). The ""unities"" form a whole. The whole is given and not given at the same time. The ""unity"" becomes a whole reflecting the larger whole, the whole psyche. The genesis of the ""unity"" leads to a whole that is not equal to the sum of its parts. Such a whole is identical to the concept of modality. Vygotsky's approach to the construction of psychology can force the development of modal psychology.&lt;/p&gt;</jats:p>",19,3,23,29,Psyche; Epistemology; Meaning (existential); Interpretation (philosophy); Function (biology); Genius; Cognitive science; Psychology; Psychoanalysis; Philosophy; Linguistics; Developmental psychology; Evolutionary biology; Biology,,,,,https://psyjournals.ru/journals/chp/archive/2023_n3/chp_2023_n3_Sizikova_Kudryavtsev.pdf https://doi.org/10.17759/chp.2023190303,http://dx.doi.org/10.17759/chp.2023190303,,10.17759/chp.2023190303,,,0,052-773-568-240-228; 070-653-959-750-74X; 166-450-360-791-95X,2,true,cc-by-nc,gold
119-208-696-453-639,"The principle of situationism in modern social psychology. Review of the book by T. Gilovich and L. Ross ""The Science of wisdom"". Moscow: Individual, 2019. 368 p.",,2019,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,E P Belinskaya,"<jats:p>The book summarizes the achievements of social psychology in the last few decades in the field of social cognition. The authors ‘ attention is drawn to the analysis of situational factors that determine the errors of social perception, form social stereotypes and prejudices, as well as influence the choice of various forms of social behavior.</jats:p>",10,1,202,205,Psychoanalysis; Sociology; Social psychology (sociology); Situationism,,,,,https://psyjournals.ru/social_psy/2019/n1/Belinskaya.shtml https://psyjournals.ru/files/97567/sps_2019_n1_Belinskaya.pdf https://doaj.org/article/576218899cdd4eee80badae5a3692ba8,http://dx.doi.org/10.17759/sps.2019100113,,10.17759/sps.2019100113,2924381436,,0,,0,true,cc-by-nc,gold
119-364-734-329-204,Age Dynamics of Social Situation of Development in Elementary School Students in Inclusive Education,,2021,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,T.A. Yudina; S.V. Alekhina,"<jats:p>The article presents results of an empirical study of the age dynamics of the social situation of develop¬ment in primary school students in inclusive education. The study sample consisted of 328 children aged from 7 to 11, including 18 children with SEN, studying in two inclusive schools in Moscow. The hypothesis of the study was that the characteristics of the objective and subjective aspects of the social situation of chil¬dren’s development change in accordance with the two phases of primary school age. The characteristics of the social situation of the development of children were measured using the “Sociometry” method and two projective methods: “Color Test of Relationship” and “Sentence Completion Test”. The age dynamics is ob¬served in changes in the social position and the system of orienting images of primary school students. The significant differences between the distribution of sociometric statuses of students in inclusive classes and the age standard obtained in the conditions of traditional education were found. The results of the study reveal the specificity of elementary school students’ development in conditions of inclusive education.</jats:p>",17,3,135,142,Mathematics education; Dynamics (music); Psychology; Social situation,social situation of development; inclusive education; sociometric status; distribution of statuses; emotional acceptance; elementary school age,,,Ministry of Education and Science of the Russian Federation,https://psyjournals.ru/files/124198/chp_2021_n3_Yudina_Alekhina.pdf https://psyjournals.ru/en/kip/2021/n3/Yudina_Alekhina.shtml,http://dx.doi.org/10.17759/chp.2021170317,,10.17759/chp.2021170317,3208072333,,0,002-857-889-273-842; 014-824-876-095-455; 016-170-121-581-28X; 022-019-957-334-380; 026-168-329-778-25X; 043-400-333-206-086; 049-370-542-392-501; 058-676-903-182-859; 082-711-693-477-27X; 089-279-082-792-646; 109-209-135-243-377; 126-295-307-016-526; 143-822-558-447-441,3,true,cc-by-nc,gold
119-370-306-213-468,From the Editor,,2022,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,A.B. Kholmogorova,,30,2,5,7,Psychology; Psychoanalysis,,,,,https://psyjournals.ru/files/131425/cpp_2022_n2_from_editor.pdf https://doi.org/10.17759/cpp.2022300201,http://dx.doi.org/10.17759/cpp.2022300201,,10.17759/cpp.2022300201,,,0,,0,true,cc-by-nc,gold
119-433-279-758-950,Drivers and pedestrians of the metropolis in each other’s views,,2018,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,A V Pogodina,"<jats:p>The article presents the results of the research of mutual perceptions of the main road users in the traffic environment in Moscow. The study involved drivers with different driving experience and pedestrians who had neither driving license nor any practice in driving. Each group in the study included 50 participants. The respondents assessed each other using various diagnostic methods (“Individual Semantic Differential”, associative and drawing techniques). The goal of the study was to define the structural and substantive characteristics of the emotional and semantic views of drivers and pedestrians about each other, as well as to identify the specificity of the views of each group. The research revealed a high level of tension in the interaction between the two groups of road users in the metropolis. It shows that the driver and the pedestrian have a low degree of significance for each other. The emotional-semantic content of ideas about each other has a predominantly negative orientation. The general tendency is that drivers and pedestrians view each other as unattractive, weak and passive with an extremely low level of acceptance of one another. The article describes the specificity of the views of each group of respondents.</jats:p>",9,4,19,32,,,,,,http://psyjournals.ru/social_psy/2018/n4/Pogodina.shtml https://psyjournals.ru/en/social_psy/2018/n4/Pogodina.shtml https://psyjournals.ru/files/96972/sps_2018_n4_Pogodina.pdf,http://dx.doi.org/10.17759/sps.2018090403,,10.17759/sps.2018090403,2914092551,,0,,0,true,cc-by-nc,gold
119-460-996-230-482,Inclusive Environment for Working with Children with ASD Organisation Problems in Different Types of Museums,,2021,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,E.Y. Davydova; E.V. Khilkevich; A.V. Khaustov; D.V. Davydov; A.B. Sorokin,"<jats:p>Museums today play a pivotal role in creating an environment that follows principles of social inclusion and is accessible for individuals with disabilities including museum visitors with autism spectrum disorders (ASD). Extracurricular activities are an integral part of comprehensive support for children with ASD that require coordinated efforts of museum professionals, psychologists, and educators. However, museum professionals may lack information about autism and appropriate approaches. The Federal Resource Center for Organization of Comprehensive Support to Children with Autism Spectrum Disorders at MSUPE studied this process by conducting a survey about the availability of resources for accommodating individuals with ASD as independent visitors as well as participants in museum programs. The results of the survey attest to a high level of engagement of museum community in creating provisions for visitors with ASD in addition to the demand for consulting centers that would facilitate development of appropriate tools. We present a project that has introduced “social narratives” as an instrument for ASD in a setting that can serve as a model for such a center.</jats:p>",29,4,95,110,Autism; Inclusion (mineral); Resource (disambiguation); Psychology; Process (computing); Museology; Narrative; Center (category theory); Public relations; Medical education; Political science; Developmental psychology; Computer science; Social psychology; Medicine; Visual arts; Art; Computer network; Chemistry; Literature; Crystallography; Operating system,museum; inclusion; autism spectrum disorders; visitors with ASD; research; social story,,,Ministry of Education and Science of the Russian Federation,https://psyjournals.ru/files/126853/cpp_2021_n4_Davydova_et_al.pdf https://doi.org/10.17759/cpp.2021290406,http://dx.doi.org/10.17759/cpp.2021290406,,10.17759/cpp.2021290406,,,0,005-236-956-352-792; 019-459-837-203-969; 042-405-688-254-614; 112-039-401-188-446; 134-703-804-235-383,4,true,cc-by-nc,gold
119-616-752-313-722,"Вопреки всем преградам, воздвигнутым самой природой",,2019,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,Т А Басилова; Е А Малхасьян,"<jats:p>This paper is dedicated to the memory of famous engineer and teacher of the deaf and hard of hearing Irina Zuckerman and her remarkable parents Veniamin Zuckerman and Zinaida Azarkh, who have done so much not only for their daughter, who lost her hearing at the age of nine, but also for Russian science and special education. Their life story stands as example of fortitude, familial and fellow solidarity, and as example of creativity that carried out victory over blindness and deafness. Venjamin Zuckerman was a famous physicist, collaborated with the most famous scientist of the world. From early childhood he suffered from a rare form of slowly progressive retinitis pigmentosa, which led to blindness at 40 years. Zinaida Azarkh is an architect by education, devoted her life to her family and her visually impaired husband, became his secretary and co-author, a loving and faithful companion for the rest of his life.</jats:p>",8,2,185,197,,tuberculous meningitis; streptomycin; Retinitis pigmentosa; acquired deafness or blindness; physics; telephone communication with deaf and deafblind people,,,,https://psyjournals.ru/psyclin/2019/n2/Basilova_Malhasyan.shtml https://psyjournals.ru/files/107560/Basilova_et_al.pdf,http://dx.doi.org/10.17759/cpse.2019080210,,10.17759/cpse.2019080210,2954721548,,0,054-429-398-535-938,0,true,cc-by-nc,gold
119-856-085-840-934,"ON SERGE MOSCOVICI’S 95TH ANNIVERSARY: THE THEORY OF SOCIAL REPRESENTATIONS - HISTORY, POSTULATES AND DISSEMINATION",2020-12-15,2020,journal article,RUDN Journal of Psychology and Pedagogics,23131705; 23131683,Peoples' Friendship University of Russia,,Pascal Moliner; Inna Bovina,"The theory of social representations is one of the major theories in social psychology with the thousands of scientific articles that has been published since its birth. In this article we return to the reasons for this success. First, it can be explained by the relative flexibility of the initial postulates of this theory. This flexibility has allowed researchers who are sometimes far removed from psychology to adapt it to their own problems. But the success of the theory of social representations can also be explained by the action taken by Serge Moscovici throughout his career to spread his theory throughout the world. Finally, Serge Moscovici never ceased to suggest new ideas about social representations and many of his suggestions remain untapped to this day. They constitute a real reservoir for researchers of tomorrow.",17,3,542,553,Epistemology; Sociology; Social psychology (sociology); Social representation; Flexibility (personality); Action (philosophy),social representation; theory; diffusion; Serge Moscovici,,,,http://journals.rudn.ru/psychology-pedagogics/article/download/24719/18691 http://journals.rudn.ru/psychology-pedagogics/article/view/24719 https://cyberleninka.ru/article/n/on-serge-moscovici-s-95th-anniversary-the-theory-of-social-representations-history-postulates-and-dissemination/pdf https://cyberleninka.ru/article/n/on-serge-moscovici-s-95th-anniversary-the-theory-of-social-representations-history-postulates-and-dissemination,http://dx.doi.org/10.22363/2313-1683-2020-17-3-542-553,,10.22363/2313-1683-2020-17-3-542-553,3093859488,,0,,6,true,cc-by-nc,gold
120-048-014-148-617,Studies on the problems of social and educational inclusion of persons with intellectual impairments,,2015,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,T A Yudina; S V Alekhina,"<jats:p>The article provides an overview of modern foreign researches on social and educational inclusion of persons with intellectual disabilities and highlights the main direction of these studies. Foreign researches are aimed at investigation of social skills in pupils of special and inclusive schools, the ways of their inclusion in society, and also the attitudes of their teachers, other students and the public at large to people with intellectual disabilities</jats:p>",4,2,40,46,Inclusion (education); Psychology; Clinical psychology,inclusion; inclusive education; intellectual deficiency; intellectual impairments; attitudes; social skills; social inclusion; educational inclusion,,,,https://psyjournals.ru/files/77354/jmfp_2015_2_n5_Yudina.pdf https://doaj.org/article/4ba411addebf4157a55848b20f122e9d https://core.ac.uk/display/91975897 http://psyjournals.ru/files/77354/jmfp_2015_2_n5_Yudina.pdf,http://dx.doi.org/10.17759/jmfp.2015040205,,10.17759/jmfp.2015040205,1931654483,,0,007-893-122-419-885; 009-748-658-197-784; 010-726-185-171-899; 018-153-775-548-356; 021-429-808-729-659; 021-695-494-233-846; 028-471-785-136-888; 038-968-336-272-856; 045-006-301-205-326; 048-432-414-443-620; 053-957-458-033-722; 054-088-401-235-635; 076-294-949-791-579; 091-228-554-017-069; 091-720-517-059-360; 106-465-921-637-035; 109-202-790-772-679,5,true,cc-by-nc,gold
120-072-967-769-56X,Экспериментальное изучение особенностей морально-нравственных представлений и морально-нравственной регуляции поведения детей с интеллектуальной недостаточностью,,2020,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,A.M. Shcherbakova; N.S. Lykova,"<jats:p>The article focuses on the problem of development of moral sphere of personality of children with intellectual disability (mild mental retardation) in the context of development of their life competence. Personal outcomes are considered as one of the most important indicators of the formation of life competence. Particular attention is paid to the moral development of children with intellectual disability.	The results of an experimental study of the characteristics of moral perceptions and behavior of younger students with mental retardation of 9-10 years old brought up in different conditions - family and institutional are presented. Students of a comprehensive school with a normotypic development were also involved. The sample was 76 people. A study was made of the moral position, and on this basis the prediction of one's own behavior and the behavior of others in solving moral dilemmas, as well as the actual behavior of the child in a situation of moral choice.</jats:p>",9,2,213,228,Psychology,life competence; moral development; mental retardation; children with mental retardation; orphans,,,,https://psyjournals.ru/psyclin/2020/n2/Shcherbakova_Lykova.shtml https://psyjournals.ru/files/114913/cpse_2020_n2_Shcherbakova_Lykova.pdf,http://dx.doi.org/10.17759/cpse.2020090211,,10.17759/cpse.2020090211,3044756937,,0,025-836-062-478-040,1,true,cc-by-nc,gold
120-222-901-828-96X,Interpersonal sensitivity in the period of self-isolation and its role in the choice of social distancing measures,,2020,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,N A Polskaya; A.Yu. Razvaliaeva,"The present study was called forth by the relevant issue of COVID-19 pandemic We emphasize that it emerged as a traumatic situation for many people, whereas measures against its spread further exacerbate psychological distress In the current study we focused on interpersonal sensitivity in the clinical sense, as a heightened vulnerability to emotions and behaviors of the others linked to expectations of critique and rejection The study examined the relationships between interpersonal sensitivity and a) protective measures against COVID-19;b) affiliation motivation, loneliness and current emotional state The relationships were assessed employing correlation, regression and mediation analysis The sample included 496 people (85,5% women and 14,5% men), aged 14-59 (M=20,42;SD=6,2) We used a survey including questions on adherence to social distancing recommendations and use of protective measures, the Russian versions of PANAS, UCLA Loneliness Scale, Mehrabian's Affiliative Tendency and Sensitivity to Rejection Scales and Interpersonal Sensitivity Measure The results show that interpersonal sensitivity increased in youth, positively correlated with negative affect, loneliness and fear of rejection, and negatively correlated with affiliation motivation, positive affect and self-reported psychological and physical state Interpersonal sensitivity positively and affiliation motivation negatively predicted the choice of two protective measures: going out less and limiting contacts Affiliation motivation mediated the relationship between interpersonal sensitivity and going out less Представлены данные исследования, актуальность которого обусловлена ситуацией с COVID-19 Авторы подчеркивают, что она оказалась для многих людей психотравмирующей, а меры по предотвращению распространения инфекции стали дополнительными стрессогенными факторами В статье фокусируется внимание на межличностной чувствительности, понимаемой как чрезмерная уязвимость к эмоциям и поведению других людей, связанная с ожиданием критики и отвержения Рассматривается связь между межличностной чувствительностью и (1) мерами профилактики заражения COVID-19;(2) мотивами аффилиации, одиночеством и текущим эмоциональным состоянием Для оценки связи использовались методы корреляционного анализа, регрессионного анализа и анализ медиаторных моделей Выборка: 496 респондентов (85,5% женщин,14,5% мужчин) в возрасте от 14 до 59 лет (M=20,42;SD=6,2) Использовались методики: авторская анкета по режиму самоизоляции и мерам профилактики, шкала позитивного и негативного аффекта, шкала одиночества, опросник мотивов аффилиации А Мехрабиана и шкала межличностной чувствительности Полученные результаты позволяют говорить о том, что межличностная чувствительность наиболее выражена в юношеском возрасте, положительно связана с негативным аффектом, одиночеством и страхом отвержения и отрицательно - со стремлением к принятию другими, позитивным аффектом и оценкой своего психологического и физического самочувствия Межличностная чувствительность (положительно) и стремление к принятию (отрицательно) предсказывают выбор двух мер профилактики в условиях самоизоляции из-за COVID-19 - ограничение выхода из дома и ограничение контактов Стремление к принятию выступает в качестве медиатора связи межличностной чувствительности и ограничения выхода из дома",25,6,63,76,Psychology; Social distance; Limiting; UCLA Loneliness Scale; Loneliness; Affiliation motivation; Coronavirus disease 2019 (COVID-19); Interpersonal sensitivity; Psychological distress; Social psychology,ФГБОУ ВО «Московский государственный университет им . М .В . Ломоносова» (ФГБОУ ВО МГУ им . М .В . Ломоносова); г . Москва; Российская Федерация COVID-19; self-isolation; interpersonal sensitivity; fear of rejection; negative and positive affect; loneliness,,,Russian Foundation for Basic Research,https://psyjournals.ru/files/118335/pse_2020_n6_Polskaya_Razvaliaeva.pdf https://doi.org/10.17759/PSE.2020250606 https://psyjournals.ru/psyedu/2020/n6/Polskaya_Razvaliaeva.shtml,http://dx.doi.org/10.17759/pse.2020250606,,10.17759/pse.2020250606,3113809116,,0,000-217-402-251-548; 001-210-808-793-712; 002-564-743-543-214; 003-574-118-301-768; 004-210-689-597-602; 005-899-246-130-770; 010-746-394-360-31X; 012-566-360-410-811; 021-740-218-019-640; 023-883-990-633-233; 025-757-877-275-759; 032-536-252-375-391; 035-051-639-107-82X; 046-965-546-281-01X; 055-186-808-887-796; 058-122-158-877-428; 059-964-027-298-589; 062-433-065-271-251; 073-608-856-260-533; 079-344-737-043-36X; 087-280-338-868-188; 091-684-326-803-921; 112-101-305-995-816; 148-147-612-350-364; 152-550-176-309-713; 153-948-486-602-911; 163-363-316-807-833; 171-062-749-072-466,13,true,cc-by-nc,gold
120-587-627-801-984,Foreword by the Editor,,2021,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,N.N. Tolstykh,"<jats:p>The editorial committee of the journal ""Social Psychology and Society"" has made a decision to devote a special issue to the topic of young people in modern Russia. It will concentrate on the empirical studies of various problems facing the Russian youth, primarily students. These studies combined would create a, so to say, mosaic portrait of the modern Russian youth.</jats:p>",12,1,5,9,Portrait; Mosaic; Political science; Sociology; Social science; Media studies; History; Psychology; Art history; Ancient history,,,,,https://psyjournals.ru/files/119627/sps_2021_n1_Tolstykh.pdf https://doi.org/10.17759/sps.2021120101,http://dx.doi.org/10.17759/sps.2021120101,,10.17759/sps.2021120101,,,0,,0,true,cc-by-nc,gold
120-655-803-200-574,Некоторые соображения по статье Н.Б. Савинкиной «Непроизвольное запоминание при обучении иностранному языку по Методу активизации. Практический опыт»,,2016,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,V.K. Zaretsky,<jats:p>Review of the article Savinkina N.B. Psycho technology of personality reserves activation when teaching foreign language. Practical experience. Counseling Psychology and Psychotherapy. 2016. № 2.</jats:p>,24,2,132,135,,cultural-historical psychology; involuntary memorization; learning foreign languages,,,,https://psyjournals.ru/files/82593/kpip_2_2016_zaretsky.pdf https://psyjournals.ru/mpj/2016/n2/zaretsky.shtml,http://dx.doi.org/10.17759/cpp.2016240209,,10.17759/cpp.2016240209,2513178511,,0,,0,true,cc-by-nc,gold
121-445-662-609-405,Adaptation of the research methods suicidal behavior on selection of persons with attempts of self-murder,,2018,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,T.V. Zhuravleva; S N Enikolopov; N V Dvoryanchikov; Y A Bubeev,"<jats:p>The adaptation of the Russian-language variants of the «The Psychache Scale» R.R. Holden, K. Mehta et al. (2001), «Reasons for Living Inventory» M.M. Linehan, J.L. Goodstein et al. (1983) and «Reasons for Attempting Suicide Questionnaire» D. Johns, R.R. Holden (1997) on a sample of 290 people hospitalized in Moscow Ambulance Research Institute named after N.V. Sklifosovsky after incomplete attempts to commit suicide. Patients in the department of crisis conditions and psychosomatic disorders aged 16 to 44 participated in the questioning and testing. When assessing the psychometric properties of the techniques adapted on a sample of 290 suicides, satisfactory results were obtained for their reliability and construct validity. Using the method of the main components with rotation varimax, the correspondence of the factor structure of Russian versions to the structure of the original tests was confirmed. The Russian-language versions of the Psych Psychology Scale, Reasons for Living Inventory and Reasons for Attempting Suicide Questionnaire can be used to analyze the reasons for voluntary withdrawal and assess the extent of suicide risk in people of working age with auto aggressive behavior.</jats:p>",7,3,96,108,Developmental psychology; Psychology; Suicidal behavior; Selection (genetic algorithm); Adaptation (computer science),suicidal behavior; Russian-language versions of foreign psychological methods; internal consistency of scales; factor structure of tests; construct validity,,,,https://psyjournals.ru/en/jmfp/2018/n3/Zhuravleva_Enikolopov_et_all.shtml https://psyjournals.ru/files/96224/jmfp_2018_n_3_Zhuravleva_Enikolopov_Dvoryanchikov.pdf,http://dx.doi.org/10.17759/jmfp.2018070309,,10.17759/jmfp.2018070309,2903618966,,0,000-229-088-699-27X; 003-778-479-270-586; 007-219-156-850-185; 016-087-228-621-643; 020-521-340-469-77X; 022-625-836-479-508; 026-675-443-064-230; 032-893-445-867-654; 033-271-499-826-989; 038-306-331-914-669; 039-036-005-478-688; 040-670-691-034-553; 041-740-566-149-973; 043-029-607-265-128; 043-249-971-943-081; 047-036-065-669-910; 051-985-264-712-343; 056-308-667-339-970; 062-237-850-777-217; 065-607-273-436-694; 071-265-213-752-513; 077-225-255-151-013; 085-728-999-025-217; 088-966-523-484-365; 095-819-524-600-51X; 107-805-692-598-11X; 153-425-868-102-987,2,true,cc-by-nc,gold
121-540-402-081-419,ПАНДЕМИЯ COVID-19: КОНЕЦ ПРИВЫЧНОГО МИРА?,,2020,journal article,Bulletin of the Moscow State Regional University,22240209,Federal State University of Education,,Andrei V. Abramov; Vardan E. Bagdasaryan; Stanislav O. Byshok; Sergei V. Volodenkov; Dmitry G. Evstafiev; Vladimir G. Egorov; Natal'ya A. Komleva; Natal'ya S. Kramarenko; Andrei V. Manoilo; Oleg M. Mikhailenok; Anatoly I. Petrenko; Vyacheslav F. Prokofiev,"АннотАция В рамках круглого стола, организованного электронным журналом «Вестник Московского государственного областного университета», состоялось обсуждение вопроса о влиянии пандемии COVID-19 на облик современного, привычного для нас мира. Основными темами обсуждений стали: оценка психологического состояния граждан России и других стран, их реакция на противоэпидемические меры правительств; выявление изменений, происходящих под влиянием пандемии в социальной, экономической, политической сферах жизни общества, в областях цифровизации и образования; прогнозирование геополитических и геоэкономических сдвигов, которые могут произойти в мире; определение места России в будущем мироустройстве. В качестве экспертов на круглом столе выступили политологи из Московского государственного университета имени М. В. Ломоносова, Высшей школы экономики, Института социологии Федерального научно-исследовательского социологического центра Российской академии наук, Уральского федерального университета имени первого Президента Б. Н. Ельцина, Академии социального управления, Международной организации по наблюдению за выборами CIS-EMO, Московского государственного областного университета. Ключевые словА Пандемия COVID-19, коронавирус, геополитика, модели мирового развития, политическая психология, евроскептицизм, экономический кризис, цифровое общество, постглобальный мир струКтурА Вступительное слоВо страх перед коронаВирусом как приём манипуляции сознанием и поВедением челоВека пандемия и паника праВопопулистский отВет на коронаВирус В еВропе социология коронаВируса глобальная экономика после коронаВируса цифроВое общестВо и пандемия COVID-19 казнить нельзя помилоВать: дистанционное обучение В период пандемии геополитические последстВия пандемии COVID-19 ноВая геоэкономика как осноВа постглобального мира постпандемическое мироустройстВо: модели актуального дискурса заключение политология © CC BY Абрамов А. В.",,2,3,83,Political science; Geopolitics; Political psychology; Media studies; Digital society,Абрамов А. В.  Багдасарян В. Э.  Бышок С. О.  Володенков С. В.  Евстафьев Д. Г.  Егоров В. Г.  Комлева Н. А.  Крамаренко Н. С.  Манойло А. В.  Михайлёнок О. М.  Петренко А. И.  Прокофьев В. Ф   Багдасарян В. Э.  Бышок С. О.  Володенков С. В.  Евстафьев Д. Г.  Егоров В. Г.  Комлева Н. А.  Крамаренко Н. С.  Манойло А. В.  Михайлёнок О. М.  Петренко А. И.  Прокофьев В. Ф.  2020 COVID-19 pandemic  coronavirus  geopolitics  world development models  political psychology  Euroscepticism  economic crisis  digital society  post-global world политология © CC BY Абрамов А. В.  Багдасарян В. Э.  Бышок С. О.  Володенков С. В.  Евстафьев Д. Г.  Егоров В. Г.  Комлева Н. А.  Крамаренко Н. С.  Манойло А. В.  Михайлёнок О. М.  Петренко А. И.  Прокофьев В. Ф.  2020 Вестник Московского государственного областного университета (электронный журнал). 2020. № 2; ISSN 2224-0209; URL: www.evestnik-mgou.ru политология © CC BY Абрамов А. В.  Багдасарян В. Э.  Бышок С. О.  Володенков С. В.  Евстафьев Д. Г.  Егоров В. Г.  Комлева Н. А.  Крамаренко Н. С.  Манойло А. В.  Михайлёнок О. М.  Петренко А. И.  Прокофьев В. Ф.  2020,,,,https://cyberleninka.ru/article/n/pandemiya-covid-19-konets-privychnogo-mira/pdf https://publications.hse.ru/articles/413178336 https://science.urfu.ru/ru/publications/пандемия-covid-19-конец-привычного-мира https://cyberleninka.ru/article/n/pandemiya-covid-19-konets-privychnogo-mira https://istina.msu.ru/publications/article/296433171/ https://publications.hse.ru/mirror/pubs/share/direct/413177285.pdf https://doaj.org/article/26b09454bd5546f9bd7e25a4c8c5a569 https://dx.doi.org/10.18384/2224-0209-2020-2-1001 http://dx.doi.org/10.18384/2224-0209-2020-2-1001,http://dx.doi.org/10.18384/2224-0209-2020-2-1001,,10.18384/2224-0209-2020-2-1001,3021661000,,0,035-439-668-807-922; 040-601-368-478-18X; 068-598-726-680-831; 147-367-242-727-715; 149-736-173-379-051; 190-019-008-478-27X,8,true,cc-by,gold
121-572-235-602-390,"Исследование манипулятивных стратегий воздействия, реализуемых тоталитарными сектами посредством сети Интернет",,2015,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Н С Смирнова; Н В Дворянчиков,"<jats:p>The paper studies the effects of manipulative psychological strategies implemented by non-traditional religious organizations (NRO) on the Internet. NRO members improve the methods and tactics of recruiting so this topic is relevant. The paper describes the components and implementation methods of the concept of ""manipulative psychological influence strategy"". Content analysis of the texts posted on the NRO Internet resources and a comparative analysis of the results are produced. We believe that the structure of the texts posted on the NRO online resources contains specific psychological settings that encourages the individual to form a victimization installation. In addition, each NRO has a universal set of the most commonly used settings. Our data give a more accurate picture of the manipulative psychological influence strategies used by NRO on the Internet, as well as offer opportunities for further research in this area.</jats:p>",5,2,16,40,Sociology,psychological manipulation; manipulative psychological influence strategy; communication settings; non-traditional religious organization; activities of non-traditional religious organizations on the Internet,,,,https://core.ac.uk/display/44098467 http://psyjournals.ru/psyandlaw/2015/n2/77051.shtml https://psyjournals.ru/files/77051/psyandlaw_2015_2_Smirova_Dvoryanchikov.pdf https://psyjournals.ru/psyandlaw/2015/n2/77051_full.shtml,http://dx.doi.org/10.17759/psylaw.2015100202,,10.17759/psylaw.2015100202,1601004506,,0,,1,true,cc-by-nc,gold
121-865-850-906-942,Understanding of Emotional States in Persons with Pedophilia / Pedophilic Disorder,,2018,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,L Y Demidova; N V Dvoryanchikov,"<jats:p>This article highlights the problem of emotional perception in pedophilia (ICD-10) / pedophilia disorder (ICD-11). In present paper, emotional perception is considered as abilities of recognizing and identifying a wide range of mental states like emotions, affects, moods, feelings. The assumption about relations of alexithymia and disturbances in the recognition of emotions, perspective taking, empathy with pedophilia and regulatory mechanisms of activity verified empirically. Two groups of persons accused of sexual crimes are compared: 44 people with pedophilia, 32 people without the disorder; also 95 persons who haven't been accused were examined for the control group; as well intra-group comparison of pedophilic persons with egosyntonic and egodystonic attitude toward sexual drive was made. Contradictions of earlier studies are resolved in the result: it is shown that in pedophilia the ability of understanding emotional states remains normal at first sight (in comparison with the deficits found in the accused without pedophilia). However, the group with pedophilia is characterized by extremely high level of alexithymia and based on this the consistently conclusion is made about disturbances of emotional regulation in egosyntonic form of this disorder.</jats:p>",7,3,84,99,Psychology; Pedophilia; Pedophilic disorder; Clinical psychology,педофилия; педофильное расстройство; алекситимия; эмпатия; эмоции; распознавание эмоций; децентрация; сексуальная преступность pedophilia; pedophilic disorder; alexithymia; empathy; emotions; emotional recognition; perspective taking; sexual offence,,,,https://psyjournals.ru/psyclin/2018/n3/Demidova_Dvoryanchikov.shtml https://doaj.org/article/4136e35d04d047a1b71d8f9f42d9d19a https://psyjournals.ru/files/95464/Demidova.pdf,http://dx.doi.org/10.17759/cpse.2018070305,,10.17759/cpse.2018070305,2897100751,,0,004-790-733-990-895; 010-378-964-059-267; 012-854-011-181-375; 014-768-903-715-987; 020-080-690-503-308; 021-985-503-093-191; 024-476-336-060-774; 042-035-544-912-555; 042-777-218-962-680; 046-750-521-733-827; 053-191-751-063-246; 055-154-228-395-385; 056-582-311-471-796; 071-891-818-701-303; 094-935-608-819-019; 097-002-146-381-896; 097-782-364-634-556; 102-046-405-924-220; 110-091-374-717-749; 124-044-156-793-117; 157-582-377-206-030,1,true,cc-by-nc,gold
122-236-149-280-480,In the memory of Vladimir Anatolyevich Uryvaev (11.02.1954–20.03.2022),,2022,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,N.V. Zvereva,"<jats:p>National clinical psychology suffers a great bereavement with the sudden death of Vladimir Anatolievich Uryvaev at the age of 68 on March 20, 2022. Vladimir Uryvaev was the chief editor of the online scientific journal “Clinical (medical) psychology in Russia”, the head of the Editorial and Publishing Division of the Online Scientific Editions of the Department of Research and Innovations of the Yaroslavl State Medical University (YSMU) and associate professor of YSMU. The YMSU Rector’s office and the editorial of the “Clinical (medical) Psychology in Russia"" convey this message with regret.</jats:p>",11,1,210,214,Regret; Publishing; State (computer science); Psychology; Psychoanalysis; Library science; Management; Political science; Law; Computer science; Economics; Algorithm; Machine learning,,,,,https://psyjournals.ru/files/128678/cpse_2021_n1_Zvereva.pdf https://doi.org/10.17759/cpse.2022110110,http://dx.doi.org/10.17759/cpse.2022110110,,10.17759/cpse.2022110110,,,0,,0,true,cc-by-nc,gold
122-430-369-477-76X,Модификация задачи «Приложение усилий для получения вознаграждения» (EEfRT) для изучения мотивации больных шизофренией,,2019,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,В В Плакунова; А.Ш. Тхостов; М В Алфимова,"<jats:p>Recent evidence indicates a decrease in willingness to exert effort for rewards in patients with schizophrenia. The exact mechanism of this deficit is unknown, which necessitates further research of the issue using adequate experimental procedures to measure willingness to exert efforts. Among the latter, the most widely used paradigm is the Effort Expenditure for Rewards Task (EEfRT). However, the original version of the task cannot be used in all populations because of socio-economic differences between countries. The present study was aimed to adapt the EEfRT for use in the Russian population. We shortened the task and selected levels of rewards enabling the assessment of patterns of effort expenditure in patients and healthy people. To test the psychodiagnostic properties of the modified version, it was administered to 20 young people (including 15 women) with schizophrenia and 20 healthy controls matched to the patients on demographic characteristics. In addition, we assessed clinical symptoms with the Positive and Negative Syndrome Scale (PANSS) in patients and evaluated schizotypal traits with SPQ-74 in healthy controls. The modified version of EEfRT successfully revealed the normal patterns of effort expenditure for a monetary reward. A decrease in willingness to exert effort and an attenuation of moderating effects of reward magnitude and probability in young patients with schizophrenia were demonstrated. The task therefore allows study those motivational deficits in psychiatric patients, which cannot be assessed with clinical psychometric tools.</jats:p>",8,4,138,155,Psychology,motivation; experimental method; schizophrenia; schizotypy; negative symptoms,,,,https://psyjournals.ru/files/111679/cpse_2019_n4_Plakunova_et_al.pdf https://psyjournals.ru/psyclin/2019/n4/Plakunova_et_al.shtml,http://dx.doi.org/10.17759/cpse.2019080409,,10.17759/cpse.2019080409,3002055038,,0,001-713-452-473-420; 001-922-907-889-387; 004-361-329-040-331; 006-373-900-525-903; 010-547-549-890-111; 010-635-827-656-879; 020-890-115-685-728; 029-059-192-846-456; 033-863-111-896-42X; 040-837-624-509-418; 041-067-865-910-294; 043-591-774-087-97X; 050-847-620-706-686; 051-542-807-280-434; 056-062-080-570-586; 056-940-992-642-112; 058-463-451-329-039; 061-539-654-828-168; 066-499-595-653-537; 097-398-801-585-240; 124-193-071-071-624; 137-800-295-574-259; 148-752-000-665-133,2,true,cc-by-nc,gold
123-388-446-969-515,The Results of a Longitudinal Diagnostic Study on the Project «Chess for Overall Development»,,2022,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,O.V. Glukhova; S.V. Volikova; Y.V. Zaretsky; V.K. Zaretsky,"<jats:p>&lt;p&gt;The relevance is due to the expansion of the practice of including chess into school as an academic subject. At the same time, there are very few studies devoted to the analysis of the influence of chess on the development and academic performance of students studying chess as a school subject. This diagnostic study is being carried out as part of the Chess for Overall Development project, which has been implemented in the city of Satka, Chelyabinsk Region, from 2004 to the present. The aim of the study is to establish a relationship between teaching chess in elementary school using the &amp;laquo;Chess for Overall Development&amp;raquo; technology and the dynamics of the development of higher mental functions of students playing chess using the &amp;laquo;Chess for Overall Development&amp;raquo; technology (N=331), not playing chess (N=146) or engaged in other methods (N=160). In a cross-sectional longitudinal study, methods are used to diagnose the development of attention, memory, verbal and non-verbal intelligence, performance, and the ability to act in the mind. In total, three cross-sectional studies were conducted: with students in the second grade, in high school and in the ninth grade. The results of a comparative study show that in the second grade, students who played chess using the &amp;laquo;Chess for Overall Development&amp;raquo; technology for a year were ahead of their peers from the comparison groups in almost all indicators. According to some indicators, the advance in development remained until the ninth grade. In terms of academic performance, students who studied using the &amp;laquo;Chess for Overall Development&amp;raquo; technology showed significantly higher results than their peers from the two control groups: every third graduate from those who entered the tenth grade became a gold medalist. The conclusion is made about the expediency of using the &amp;laquo;Chess for Overall Development&amp;raquo; technology in elementary school for cognitive development and growth in academic performance in middle and high school.&lt;/p&gt;</jats:p>",30,4,49,75,Psychology; Ninth; Relevance (law); Mathematics education; Subject (documents); Computer science; Library science; Physics; Political science; Acoustics; Law,cultural-historical psychology; chess for overall development; reflectiveactivity-approach; higher mental functions; ability to act in mind; zone of proximal development; longitudinal study method; student academic achievement,,,,https://psyjournals.ru/journals/cpp/archive/2022_n4/cpp_2022_n4_Glukhova_et_al.pdf https://doi.org/10.17759/cpp.2022300404,http://dx.doi.org/10.17759/cpp.2022300404,,10.17759/cpp.2022300404,,,0,,7,true,cc-by-nc,gold
124-078-827-783-725,Perceived Stress and Coping Strategies of Healthcare Workers in the Context of the COVID-19 Pandemic,,2021,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,T. V. Doronina; A. E. Okulova; E. V. Arcishevskaya,"<jats:p>In 2020, the world faced the COVID-19 pandemic. Medical workers who are fighting for the lives and health of patients in the ""red zones"" were on the front line in this struggle. The huge level of responsibility, the increasing duration of shifts, difficult working conditions, fears for their health and the health of their loved ones, and many other factors determined the fact that doctors themselves began to need support for their physical and psychological well-being. The purpose of our work was to study the level of perceived stress in the context of the features of coping strategies in medical professionals with different practical experience (students, practicing doctors) in the conditions of the COVID-19 pandemic. The total number of study participants was 59 people, including 35 experienced medical workers aged 33 to 72 years (M=47,88; SD=9,44) and 24 medical students aged 20 to 29 years (M=24,16; SD=3,21) without professional experience, but who voluntarily went to work in the ""red zones"" during the pandemic. As a result of the study, data were obtained on high levels of perceived stress and overstrain by medical professionals during the COVID-19 pandemic, which is especially pronounced in students. The differences between experienced doctors and medical students were revealed according to the criterion of their preference for certain coping strategies, namely, the predominance of ""Escape–avoidance"" coping among students. The connection of dominant coping behavior strategies with the level of perceived stress is also established: students who resort to confrontational coping experience a higher level of perceived stress, and a decrease in their level of overexertion is associated with a greater degree of self-control strategy. Experienced doctors do not have both of these connections.</jats:p>",10,3,64,83,Psychology; Health care; Stress (linguistics); Context (language use); Coronavirus disease 2019 (COVID-19); Applied psychology; Pandemic,,,,,https://psyjournals.ru/files/123727/cpse_2021_n3_Doronina_et_al.pdf https://search.bvsalud.org/global-literature-on-novel-coronavirus-2019-ncov/resource/en/covidwho-1503868 https://psyjournals.ru/psyclin/2021/n3/Doronina_et_al.shtml,http://dx.doi.org/10.17759/cpse.2021100305,,10.17759/cpse.2021100305,3206675612,,0,005-453-300-966-004; 032-536-252-375-391; 041-935-153-818-630; 048-214-999-047-029; 067-959-247-155-452; 068-145-504-690-24X; 073-739-190-867-75X; 096-865-641-815-433; 112-415-472-499-504; 121-774-753-807-447; 130-456-716-771-724; 152-543-067-226-681; 172-982-750-269-432,5,true,cc-by-nc,gold
124-120-133-920-47X,Children with severe multiple disabilities: review of foreign literature,2022-07-13,2022,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,M.A. Vetrova; A.O. Vetrov,"<jats:p>This article is a review of foreign studies devoted to the organization of psychological and pedagogical assistance to preschool children with severe multiple disorders (SMD). Retrospective data and modern ideas about this nosological group in Russia are presented. In parallel, modern ideas about it in other countries, current research in the field of diagnostics, organization of education, upbringing and social rehabilitation of preschool children with severe disabilities are considered. Among the measures to address issues of development of the socio-communicative sphere, the effectiveness of measures aimed at teaching preschoolers and their immediate environment to use the means of alternative and additional communication, ensuring accessible and developing communication was noted. Among the features of the development and implementation of special educational programs, the importance of a team approach, cooperation with the family and orientation towards teaching disabled child vital skills are highlighted. When comparing the subject of discussion with domestic theory and practice, the similarity of terminological contradictions was noted, as well as the recognition and use in our country of many foreign methods and approaches.</jats:p>",11,2,101,112,Similarity (geometry); Psychology; Field (mathematics); Multiple disabilities; Subject (documents); Orientation (vector space); Developmental psychology; Pedagogy; Computer science; Artificial intelligence; Pure mathematics; Geometry; Mathematics; Library science; Image (mathematics),profound disabilities; severe disabilities; multiple disabilities; intellectual disabilities; developmental disabilities; systematic instruction; embedded instruction; natural cues; natural consequences; learning prompts; fading assistance; active learning; collaborative learning; alternative communication; augmentative communication; ACC,,,,,http://dx.doi.org/10.17759/jmfp.2022110209,,10.17759/jmfp.2022110209,,,0,001-896-420-764-789; 008-100-118-897-597; 014-616-209-653-568; 020-345-399-776-918; 021-489-438-911-342; 022-812-616-645-82X; 023-142-561-137-671; 023-913-751-025-921; 026-975-052-574-81X; 027-034-332-696-32X; 028-760-965-100-04X; 032-048-154-783-962; 033-447-090-067-127; 034-010-757-393-516; 041-750-044-728-862; 048-536-504-747-253; 051-273-114-559-122; 051-662-374-236-521; 052-019-563-298-573; 052-062-475-657-074; 056-402-333-287-462; 058-096-243-970-399; 059-288-649-916-619; 069-260-903-194-905; 070-993-718-848-085; 076-634-321-193-790; 081-745-525-132-765; 082-160-487-279-83X; 096-058-462-071-888; 102-379-535-298-278; 111-297-228-770-218; 112-023-080-681-929; 130-043-159-274-796; 140-519-450-016-331; 179-829-249-463-382,4,true,cc-by-nc,gold
124-482-795-837-307,Category of Development in the Context of Modern Psychotechnics,,2014,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,A V Zhelyabin,"<jats:p>We show the historical conditions of origins of psychotechnics as direction in psychology, consider the evolution of psychotechnical approach in the context of Russian cultural-historical psychology. We described the characteristic of modern psychotechnical approach, essential for the formulation of the category of its development. The attention of modern psychotechnics is attracted to the term ""combined subject"", its importance is proved for context of psychotechnical practice, as well as for understanding the categories of development in the context of psychotechnics. We formulated historical model of development, according to which, instead of relying on periodization, we propose to consider the impossibility of overcoming the situation as a step development of the subject.</jats:p>",6,4,219,231,Epistemology; Psychology; Development (topology); Context (language use),psychotechnics; dialectics; development; subject; combined subject; crisis; critical situation,,,,https://psyjournals.ru/files/73587/19_Zgelyabin_psyedu_4_2014.pdf https://psyjournals.ru/psyedu_ru/2014/n4/73587.shtml,http://dx.doi.org/10.17759/psyedu.2014060419,,10.17759/psyedu.2014060419,40432057,,0,,2,true,cc-by-nc,gold
124-608-568-786-31X,The development of the «emotion dysregulation» questionnaire,,2017,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,Н А Польская; А Ю Разваляева,"<jats:p>We present the “Emotion Dysregulation” questionnaire aimed at assessing the types of emotion dysregulation. The theoretic model of the questionnaire is based on two dimensions of emotion dysregulation: impulsivity/rigidity of affective reactions and cognitive distortions/deficits. The questionnaire consists of three scales: rumination, avoidance, and mentalization difficulties. The three-factor structure of the questionnaire was supported by confirmatory factor analysis. The research sample (N=210) consisted of high school students and working adults aged 15—45, 108 of the female and 102 male. The scales have adequate internal consistency, test-retest reliability, and convergent and divergent validity. The questionnaire can be used for research purposes.</jats:p>",25,4,71,93,Psychology; Clinical psychology,emotion dysregulation; questionnaire development; rumination; mentalization; avoidance,,,,https://psyjournals.ru/files/88884/kpip_2017_n4_Polskaya_Razvaliaeva.pdf https://psyjournals.ru/mpj/2017/n4/Polskaya_Razvaliaeva.shtml,http://dx.doi.org/10.17759/cpp.2017250406,,10.17759/cpp.2017250406,2779210401,,0,012-443-942-359-104; 013-221-478-818-209; 017-112-327-667-995; 018-288-370-080-095; 019-505-528-536-086; 025-411-663-248-896; 029-683-625-683-699; 035-288-586-618-495; 040-212-797-711-665; 040-880-257-787-945; 042-033-216-898-337; 053-792-427-606-812; 060-035-916-081-653; 061-311-747-352-348; 072-285-692-821-508; 073-597-417-011-892; 080-163-737-493-902; 098-975-790-231-52X; 104-609-590-601-640; 118-819-459-468-921; 133-313-563-220-366; 156-785-132-803-025; 189-665-722-249-459,13,true,cc-by-nc,gold
124-682-999-629-661,"Зарубежный опыт профилактики и преодоления школьной неуспеваемости у детей, воспитывающихся в семьях с низким социально-экономическим статусом",,2019,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,E I Isaev; S G Kosaretsky; A M Mikhailova,"<jats:p>The article raises the problem of the relation between the educational success of students and social and socio-economic characteristics of their families. Children from socially disadvantaged families exhibit lower levels of psychological well-being and self-efficacy. In the future, this fact might negatively affect self-esteem and career aspirations of the younger generation. On the basis of this interlink the education policy, school implemented specif-ic projects and programs, addressing school failure, are elaborated. Feasibility of implementing this approach in Russian conditions is recognized by national psycho-pedagogical science and practice, so the appropriate tools are being developed and tested. The article examines the phenomenon of academic resilience as an ability of pupils to demonstrate high performance despite external limiting circumstances. The article explores the ways and means of overcoming the school failure: 1) providing additional resources to schools, with high concentration of children from families with low socio-economic status; 2) establishment of counselling centers and professional teams, working with such families; 3) professional development of school teachers; 4) edition of the relevant educational and methodical literature, 5) distribution of  programs that support learning; 6) provision of conditions for the students to accumulate positive experience in overcoming learning difficulties, formation of their self-confidence, 7) imple-menting of special programs for slow learners, using digital technology, 8) engagement of  learners in extramural activities</jats:p>",8,1,7,16,Humanities; Psychology,school failure; social-economic characteristics of the family; programs of prevention and overcoming school failure; academic resilience; resilient schools,,,,https://psyjournals.ru/jmfp/2019/n1/Isaev_Kosaretsky_Mikhailova.shtml https://publications.hse.ru/articles/266825738 https://psyjournals.ru/files/97685/jmfp_2019_n1_Isaev_Kosaretsky_Mikhailova.pdf,http://dx.doi.org/10.17759/jmfp.2019080101,,10.17759/jmfp.2019080101,2925453450,,0,000-458-819-863-475; 004-346-373-391-811; 021-918-890-845-006; 034-043-318-093-66X; 035-484-314-696-463; 072-277-794-009-027; 076-599-904-015-493; 086-860-752-796-604; 104-906-778-670-307; 112-662-688-158-395; 118-852-144-263-715; 122-073-976-869-965; 124-164-538-492-973; 149-982-419-983-261; 180-996-834-711-563; 187-969-092-545-519; 197-301-501-979-901,8,true,cc-by-nc,gold
124-781-857-354-15X,Информационная безопасность детей и подростков в понимании родителей и учителей (Часть 1. Постановка проблемы),,2015,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,И Б Бовина; Н В Дворянчиков; С В Будыкин,"<jats:p>The article presents the first part of the work devoted to the study of ordinary representations of parents and teachers about information security of children and adolescents. It is about addressing the problem of information security of children and adolescents, discuss the effects of observing violence in the mass media on the subsequent behaviour of viewers, refers to directing television roles on the example of transfer schemes by S. Milgram in the context of television game (experiment J. L. Beauvois with colleagues). This paper examines the impact on users has the Internet, discusses the main directions of action in relation to ensuring information security of children and adolescents, focusing on psychological aspects of the concept of information security of children, demonstrates the importance of studying ""naive theories"" that govern the actions aimed at ensuring information security of children. The authors explain the prospect of studying problems of information security of children in the framework of the theory of social representations.</jats:p>",5,3,1,13,Sociology,information security of children and adolescents; violence; television; the Internet; the theory of social representations,,,,https://core.ac.uk/display/91919695 https://psyjournals.ru/files/78649/psyandlaw_2015_3_Bovina_Dvoryanchikov_Budikin.pdf https://psyjournals.ru/psyandlaw/2015/n3/Bovina_Dvoryanchikov_Budikin_full.shtml,http://dx.doi.org/10.17759/psylaw.2015050301,,10.17759/psylaw.2015050301,2213474795,,0,031-721-675-087-840; 055-646-442-304-668; 070-233-551-762-172; 076-692-002-613-44X; 195-788-605-728-546,5,true,cc-by-nc,gold
125-010-671-982-810,Media multitasking: from cognitive functions to digital,,2020,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,Galina U. Soldatova; E.Y. Nikonova; A.G. Koshevaya; A.V. Trifonova,"<jats:p>The article presents the phenomenon of multitasking, representing simultaneous execution of two or more mental operations. Its particular type, media multitasking (MMT), is also considered as a relatively new format for combining various information flows that meets the requirements of the digital environment. The historical perspective of studying multitasking is presented: from individual experiments on the selectivity of attention to the phenomenon of digital everyday life. Modern empirical studies of MMT correlates among the main cognitive functions, including those of “light” and “heavy” multitaskers: attention, memory, thinking, and cognitive control, as well as productivity, academic performance, and metacognition are analyzed. The positive and negative effects of the MMT format are described. The resulting data set suggests that using the MMT format, which for most children and adolescents is gradually becoming a universal strategy of activity, the child adapts to an information-rich environment as a multiple and mixed reality. The importance of developing mechanisms for the formation of managed and controlled MMT for the education system is emphasized.</jats:p>",9,4,8,21,Human multitasking; Psychology; Cognition; Cognitive psychology,media multitasking; multitasking; cognitive function; adolescents; cognitive control; metacognition; digital socialization,,,Russian Foundation for Basic Research,https://psyjournals.ru/files/118462/jmfp_2020_n4_Soldatova_et_al.pdf https://psyjournals.ru/en/jmfp/2020/n4/Soldatova_et_al.shtml,http://dx.doi.org/10.17759/jmfp.2020090401,,10.17759/jmfp.2020090401,3119015766,,0,001-137-321-982-29X; 002-109-792-225-904; 002-338-521-860-761; 002-815-195-576-43X; 004-824-331-341-748; 005-804-417-969-059; 007-440-175-285-655; 008-152-999-463-821; 008-366-314-461-756; 013-934-497-364-847; 014-335-154-334-234; 014-991-197-893-488; 017-350-336-335-224; 019-467-343-320-76X; 020-509-590-188-485; 022-830-998-853-964; 028-010-489-570-047; 029-785-263-627-418; 032-045-719-693-769; 032-123-177-419-810; 036-217-111-385-120; 040-263-766-409-818; 041-114-243-731-768; 049-004-577-527-752; 053-742-797-862-842; 056-693-063-251-218; 057-852-981-492-303; 060-237-163-108-369; 061-646-630-453-211; 071-195-205-967-652; 073-873-067-693-122; 075-721-867-654-121; 075-922-847-308-767; 081-517-015-501-052; 083-343-324-564-044; 086-024-529-146-429; 089-645-168-331-522; 090-524-933-917-489; 091-108-610-550-76X; 093-680-270-362-673; 097-911-324-657-129; 103-895-781-455-192; 106-586-716-993-226; 117-519-739-515-525; 125-670-309-804-425; 134-322-119-337-008; 140-575-956-188-807; 170-660-264-000-951; 175-956-386-500-190,9,true,cc-by-nc,gold
125-159-885-875-370,Methodological and Theoretical Guidelines for the Study of Learned Helplessness in Convicts with Long Terms of Serving Criminal Sentences,,2022,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,V.M. Pozdnyakov; K.A. Khrushkova,"<jats:p>The increase in the number of convicts with long sentences in domestic correctional colonies over the past decade, and at the same time the expansion of persons with psychosocial immaturity among them, contributes to the acquisition by this category of special contingent with prolonged isolation of learned helplessness. Based on the analysis of foreign and domestic publications, the causes and features of the development of this destruction in different categories of convicts as a psychological state and personal education are revealed. In accordance with the requirement of the Concept for the Development of the Penitentiary System of Russia until 2030 on the implementation of an individually differentiated approach in the psychological support of convicts, methodological and theoretical guidelines have been determined, as well as methodological means of studying various types of personal helplessness among the special contingent.</jats:p>",12,3,151,167,Learned helplessness; Psychology; Isolation (microbiology); Psychosocial; Social psychology; Criminology; Cognitive psychology; Developmental psychology; Psychotherapist; Microbiology; Biology,anhedonia; attributive style; learned helplessness; spirituality; vitality; infantility; survival motivation; optimism; pessimism; psychosocial maturity,,,,https://psyjournals.ru/journals/psylaw/archive/2022_n3/psylaw_2022_n3_Pozdnyakov_Khrushkova.pdf https://doi.org/10.17759/psylaw.2022120313,http://dx.doi.org/10.17759/psylaw.2022120313,,10.17759/psylaw.2022120313,,,0,002-150-826-468-31X; 036-874-387-332-96X; 040-141-571-357-514; 044-737-500-666-646; 046-526-688-890-457; 058-800-583-330-191; 076-085-972-065-646; 076-436-257-569-492; 092-632-886-572-350; 093-255-822-432-960; 094-020-351-194-272; 152-093-639-120-896; 165-436-375-435-678,0,true,cc-by-nc,gold
125-222-133-908-028,Psychological risk factors of social maladjustment and protective factors in alcohol-dependent women,,2015,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,E. Pleshakova; N. Ivashchuk; A.P. Makurina,"<jats:p>The paper analyzes the psychological characteristics of alcohol-dependent women, including the particularities of subjective psychological symptomatic status, psychological well-being, motivation, social desirability and self-esteem. We tested the hypothesis that: 1) alcohol-dependent women expressed less motivation of social desirability and expressed more subjectively perceived symptoms in comparison with normal; 2) alcohol-dependent women have lower levels of well-being, self-esteem and level of aspiration in comparison with the conventional norm. The experimental group consisted of 46 women (mean age 45 years) who are dependent on alcohol. The comparison group included 33 women with normal behavior who are not dependent on alcohol (the average age 33 years). We have found that a statistically significant contribution to the classification of women in a group of alcohol-dependent is made by low self-esteem, high levels of anxiety, low real self-evaluation of their success in business, willpower and mental health, low ideal self-evaluation in terms of the happiness and mind, achievable self-evaluation in terms of the happiness and visual attractiveness, the average level of the personal growth as basic component of well-being.</jats:p>",5,2,80,92,,female alcoholism; subjective evaluation; well-being; self-esteem; social desirability,,,,,http://dx.doi.org/10.17759/psylaw.2015100206,,10.17759/psylaw.2015100206,,,0,013-625-470-772-382; 157-462-903-105-20X,1,true,cc-by-nc,gold
125-248-007-355-106,Thinking as a process and as an activity: Analysis of philosophical and psychological research of thinking,,2020,journal article,Pedagogy and Psychology of Education,2500297x,Federal State Budgetary Educational Institution of Higher Education Moscow Pedagogical State University,,Andrey A. Titov,"<jats:p>This article describes and analyzes essential philosophical and psychological approaches to define thinking. Also, this paper considers views and opinions of Russian and Western researchers on thinking in the context of psychological and educational issues. There is an attempt here to describe main ways of studying thinking. Basic ideas of researchers are considered in the field of philosophy of education, psychology, dialectics, as well as the ideas of the scientific school of V.V. Davydov, associated with the activity-based approach to the development of thinking in learning, there is discussion of the possibility of implementing these ideas in the conditions of informatization of education. Based on the analysis of sources and approaches, a conclusion was drawn about the general features of the consideration of thinking by researchers of different directions, about the wide integration of the views of A.N. Leontiev, D.B. Elkonin and V.V. Davydov in the field of practice by creating appropriate training and information tools. The article also raises a question of the need for effective organization of the educational process in the era of global informatization, when the quantity goes into quality and the information environment is formed.</jats:p>",,"1, 2020",180,197,Epistemology; Psychology; Psychological research; Process (engineering),thinking; teaching; thinking processes; learning activity; informatization Общая психология; психология личности; история психологии,,,,http://dx.doi.org/10.31862/2500-297x-2020-1-180-197,http://dx.doi.org/10.31862/2500-297x-2020-1-180-197,,10.31862/2500-297x-2020-1-180-197,3028131936,,0,011-739-647-476-929; 027-183-130-820-723; 038-641-003-272-386; 046-650-409-038-64X; 146-661-887-338-427,5,true,,gold
125-551-757-596-39X,Modern Problems of Children's Play: Cultural-Historical Context,,2020,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,Н.Е. Веракса; Н.Н. Вересов; А.Н. Веракса; В.Л. Сухих,"<jats:p>The purpose of this article is to analyze the state of modern research on children’s play, approaches to its study, as well as existing methods of its evaluation. The relevance of the topic is due to the leading role of the play in preschool childhood and the complexity of this phenomenon. Play is actively studied, and play interventions are often used. However, the analysis of the literature shows confusion and uncertainty of terminology due to a large spread of theoretical positions and methodological approaches to the study of play. This creates great difficulties in planning and conducting research, and affects their results. The article deals with the issues of defining and classifying play, understanding its structure and development. The main trends of modern research and their connection with classical game theories, the role of cultural-historical approach and the contribution of E.O. Smirnova to the study of play are shown.</jats:p>",16,3,60,70,Epistemology; Sociology; Context (language use); Playful learning; Play theory,preschool; children's play; pretend play; development of play; structure of play; play theory; cultural-historical approach; playful learning; methods of play evaluation,,,Russian Science Foundation,https://istina.msu.ru/publications/article/328065860/ https://research.monash.edu/en/publications/modern-problems-of-childrens-play-cultural-historical-context https://psyjournals.ru/kip/2020/n3/Veraksa_Veresov_Veraksa_Sukhikh.shtml https://psyjournals.ru/files/116476/chp_2020_n3_Veraksa_Veresov_Veraksa_Sukhikh.pdf,http://dx.doi.org/10.17759/chp.2020160307,,10.17759/chp.2020160307,3093624822,,0,000-970-232-742-474; 002-308-752-411-827; 002-531-562-860-72X; 002-774-904-835-564; 002-892-315-617-486; 002-944-852-405-528; 005-517-952-937-17X; 006-557-624-228-932; 008-704-010-390-417; 010-130-813-164-941; 011-376-455-044-697; 011-487-594-393-311; 013-089-022-320-212; 013-834-548-669-037; 020-014-373-860-576; 022-218-805-860-56X; 022-337-797-035-974; 022-428-577-870-402; 027-146-377-198-486; 027-178-995-536-178; 042-159-830-629-448; 042-268-954-593-267; 044-810-090-252-317; 045-585-706-680-802; 048-806-276-087-739; 048-881-680-273-39X; 057-781-646-848-143; 063-104-495-558-200; 065-886-579-056-963; 068-259-692-699-617; 071-758-574-554-18X; 075-986-452-630-332; 087-587-791-269-876; 104-057-012-134-822; 106-151-297-822-736; 107-120-109-814-945; 111-102-303-889-495; 111-777-203-279-134; 116-978-686-523-412; 121-314-969-506-638; 128-385-966-551-858; 128-473-998-913-788; 130-230-324-424-000; 136-814-676-208-659; 147-973-829-534-680; 168-476-389-101-770; 168-601-580-226-061; 174-231-172-018-548; 184-706-329-145-57X; 191-496-766-557-274; 192-305-091-013-464,13,true,cc-by-nc,gold
125-675-905-091-33X,Метод формулирования случая в практико-ориентированном исследовании,,2016,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,Н.С. Бурлакова; Ю.Н. Федорова,"<jats:p>The article presents an example of practice-oriented research based on case analysis and case formulation method. The authors introduce their experience of using this method in the psychological work with child suffering from general speech disorder. Symptoms of ill-being were examined in combination with the biographical facts about the child, data obtained by observation and understanding of the peculiarities of the child’s inner world. The authors emphasize the necessity not only of studying the objective external circumstances of the situation of development, but also of working out the procedures of analysis of child’s personal experience, self-awareness and identifications which can manifest in the child’s behavior. The method appears to be perspective and to contribute to understanding of the origins of psychological difficulties and emotional and behavioral problems. This information could be valuable and even vital for formulating aims and developing the treatment strategy.</jats:p>",24,1,109,129,Psychology,children with general speech disorder; case analysis; case formulation method; self-awareness; psychological correction; counseling psychology,,,,https://psyjournals.ru/files/80879/cpp_2016_n1_Burlakova_Fedorova.pdf https://psyjournals.ru/en/mpj/2016/n1/burlakova.shtml,http://dx.doi.org/10.17759/cpp.2016240108,,10.17759/cpp.2016240108,2395762685,,0,002-852-288-338-02X; 010-670-819-756-128; 034-475-250-368-493; 045-409-026-635-044; 066-860-206-239-311; 090-874-359-353-032; 184-854-637-116-02X,4,true,cc-by-nc,gold
125-707-980-451-204,“Illness Representations in COVID-19”: Somatoperception During a Pandemic,,2021,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,Z V Lukovtseva,"<jats:p>Addressing the psychosomatic aspects of the pandemic gives rise to a wide range of questions. National experience in addressing these issues is analyzed here in the light of classical concepts of somatoperception and body experience recognition. The results, obtained from following COVID-19 patients samples have been taken into consideration: affected patients, recovered patients and those who have not come across this disease directly. To describe somatoperceptual characteristics in a pandemic, the term “Illness representations in COVID-19” is proposed. During the comparison of the degree of study in different levels, it was found that the sensitive level has not yet received sufficient lighting, unlike the other levels. The analysis of the literature data led to the identification of future research directions of illness representations in COVID-19. In addition to the features of the sensitive level, interlevel mutual influence and structural-dynamic characteristics of illness representations in COVID-19 depending on the person’s own experience in dealing with COVID-19 may be the subject of such studies.</jats:p>",10,3,49,63,Psychiatry; Psychology; Coronavirus disease 2019 (COVID-19); Pandemic,COVID-19; pandemic; psychosomatics; Illness representations; somatoperception,,,,https://psyjournals.ru/psyclin/2021/n3/Lukovtseva_full.shtml https://psyjournals.ru/files/123723/cpse_2021_n3_Lukovtseva.pdf,http://dx.doi.org/10.17759/cpse.2021100304,,10.17759/cpse.2021100304,3205861109,,0,000-138-196-995-70X; 004-162-705-511-327; 021-084-716-637-238; 021-333-693-049-250; 034-238-344-378-861; 037-008-478-073-786; 040-587-220-196-401; 046-965-546-281-01X; 057-793-161-987-901; 062-481-986-168-669; 067-177-708-243-708; 120-222-901-828-96X; 125-102-436-277-204; 131-571-405-483-282,0,true,cc-by-nc,gold
126-048-222-717-974,Social adaptation of children with cancer after prolonged treatment,,2020,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,Yu.E. Kurtanova; Yu.A. Burdukova; A.M. Shcherbakova; V.D. Shchukina; A.A. Ivanova,"<jats:p>The article is an overview of foreign studies on the socialization of children with cancer in medical history. Studies show that the presence of cancer diagnosis is the strongest stress factor for the child, as well as his long-term hospitalization, painful medical procedures, asthenization, emotional deprivation, separation from the usual lifestyle and close relatives. All this negatively affects the psychological state of the child and his reintegration into society after a long-term treatment. Particular attention is paid to publications about the difficulties a child faces when returning to society. They show that children with cancer (cured or in the state of remission) have difficulties in social interaction, learning problems, cognitive difficulties, which can lead to emotional disorders. The studies aimed at assessing the family situation of children with cancer have been analyzed. The article also describes potential strategies aimed at preventing and correcting social maladjustment of children as well as at psychological support of children with cancer and their families.</jats:p>",9,3,127,142,Cancer; Internal medicine; Oncology; Psychology; Social adaptation; Prolonged treatment,children; oncology; social adaptation; reintegration,,,,https://psyjournals.ru/jmfp/2020/n3/Kurtanova_et_al.shtml https://psyjournals.ru/files/116367/jmfp_2019_n3_Kurtanova_et_al.pdf,http://dx.doi.org/10.17759/jmfp.2020090312,,10.17759/jmfp.2020090312,3094548807,,0,000-870-244-329-443; 002-144-023-168-398; 005-270-246-596-855; 007-049-165-563-963; 009-053-915-661-568; 011-756-297-998-966; 012-666-938-783-170; 014-907-631-103-860; 015-122-857-578-689; 017-887-588-703-599; 019-819-064-680-363; 020-687-778-952-897; 023-480-316-671-717; 023-926-253-712-780; 025-306-668-055-079; 025-798-055-807-315; 025-949-597-115-677; 028-002-197-593-212; 033-595-866-669-913; 033-689-577-938-598; 034-410-656-346-473; 035-727-946-003-390; 036-220-501-286-790; 036-818-660-269-492; 040-355-122-842-569; 040-874-635-933-938; 044-910-440-410-089; 058-697-330-275-515; 060-925-685-960-881; 061-968-888-225-808; 065-220-752-055-390; 066-054-856-379-512; 066-513-719-894-243; 066-957-172-435-98X; 067-133-148-260-600; 069-035-274-612-674; 072-151-728-829-752; 078-486-281-333-111; 079-575-644-101-127; 089-895-172-823-572; 090-034-598-845-26X; 092-331-563-083-73X; 093-609-524-155-315; 101-568-484-062-359; 104-957-447-882-09X; 107-944-651-864-864; 108-922-009-188-300; 120-742-234-840-576; 123-578-032-241-45X; 127-891-985-801-846; 128-961-219-168-727; 135-858-121-645-968; 138-298-920-298-049; 170-278-470-453-954; 186-125-685-639-960,5,true,cc-by-nc,gold
126-092-679-002-061,Life Values and Biopsychological Age of Law Enforcement Officers,,2022,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,A.V. Koteneva; T. Etrivanova,"<jats:p>&lt;p&gt;It is important to investigate the personal factors that affect the biological age and the rate of aging of specialists. It was assumed that life values can both raise and lower their biopsychological age. The sample consisted of 61 law enforcement officers aged 22 to 44 years (average age 32.5 years), of which 40 were male and 21 were female. The average professional experience is 10.5 years. In the survey, 3 methods were used, and correlation and multiple linear regression analysis were used for data processing. The results of the study show that a number of values are factors of the biological and psychological age of law enforcement officers, their rate of aging and psychobiological maturity. The obtained data should be taken into account in the process of their psychological preparation for professional activity and prevention of stress disorders.&lt;/p&gt;</jats:p>",12,4,28,41,Law enforcement; Maturity (psychological); Psychology; Biological age; Regression analysis; Affect (linguistics); Linear regression; Demography; Medicine; Clinical psychology; Law; Gerontology; Developmental psychology; Political science; Computer science; Communication; Machine learning; Sociology,biological age; life values; psychological age; psychological maturity; aging rate,,,,,http://dx.doi.org/10.17759/psylaw.2022120403,,10.17759/psylaw.2022120403,,,0,005-881-080-167-518; 042-286-668-758-306; 046-890-556-229-334; 068-804-553-404-410; 081-524-299-368-518; 108-086-892-542-194; 112-041-287-717-537; 152-426-017-289-083; 184-200-309-704-321,3,true,cc-by-nc,gold
126-407-687-088-241,Simulation of Teaching Activities in the Training of Bachelors in Psychological-Pedagogical Direction,,2018,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,V.L. Sokolov,"кандидат психологических наук, доцент кафедры педагогической психологии факультета психологии образования, ФГБОУ ВО МГППУ; учитель МАОУ «Гимназия № 10 г. Пушкино»,",10,1,127,135,Training (meteorology); Psychology; Mathematics education; Applied psychology; Pedagogy; Geography; Meteorology,simulation; teachers training; teachers' professional standard. modernization of teachers' training programs,,,,,http://dx.doi.org/10.17759/psyedu.2018100113,,10.17759/psyedu.2018100113,,,0,,2,true,cc-by-nc,gold
126-846-136-034-196,Social Interactions of Gifted Children in Homogeneous and Heterogeneous Environments,,2018,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,E I Donii,"<jats:p>The question of social interaction of gifted children with their peers leads to a number of disputes among specialists in giftedness. It is known that such an interaction has a beneficial impact on the intellectual development and social growth, supports developing a various set of social skills and abilities. Generally, gifted children build good relations with their peers, especially in elementary school. At the same time, gifted children can feel neglected and not needed, have difficulties when establishing and monitoring the relations with their peers. Educational environment (homogeneous and heterogeneous) plays its role in educating gifted children and has both advantages and disadvantages.  Understanding of the nature of social interaction helps developing necessary interventions with the purpose to make a gifted child adapted. The goal of the paper is the analysis of foreign research of social status, educational environment and social interaction of gifted children with their peers; representation of the results of empirical research of social status and social interaction of gifted children working and playing together which was carried out by the author in Holland with the help of sociometric and behavior tools (Instrument Observational Protocol for Interactions within the Classroom (OPINTEC-v.5). It is found out that in spite of the fact, one of eight participants was the most rejected among peers, five participants became popular among peers. When working and playing together, the gifted children chose gifted and non-gifted children for interaction and established close interactions with them. When working together, the gifted children interacted more with popular peers and peers of neutral social status, while when playing together – with peers of neutral social status. With reference to social interaction of gifted children with peers, only those patterns were found out that demonstrated social effectiveness and social correspondence</jats:p>",7,2,60,69,Mathematics education; Psychology; Homogeneous,social status; homogeneous and heterogeneous environment; social interaction; social effectiveness; social correspondence,,,,https://psyjournals.ru/jmfp/2018/nn2/93930.shtml https://psyjournals.ru/files/93930/jmfp_2018_n_2_Donii.pdf,http://dx.doi.org/10.17759/jmfp.2018070206,,10.17759/jmfp.2018070206,2890202461,,0,000-706-457-657-868; 014-605-460-890-973; 018-993-574-828-767; 023-218-222-912-942; 030-891-033-685-094; 033-090-589-636-49X; 039-515-417-107-275; 054-697-190-270-791; 058-730-414-146-413; 061-679-716-750-170; 078-696-964-234-425; 090-266-506-429-983; 092-189-861-305-025; 094-485-073-762-419; 095-306-240-935-912; 101-308-472-367-437; 116-325-823-141-050; 117-807-414-278-396; 123-991-253-730-352; 140-537-530-053-30X; 169-771-106-330-919; 178-873-764-239-424,0,true,cc-by-nc,gold
126-864-593-385-265,Emotional intelligence and social interaction: foreign studies,,2018,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,V N Bochkova; N V Meshkova,"<jats:p>The article considers the current state of the problem of emotional intelligence as one of the key competencies with increasing relevance. Approaches of foreign authors to the structure and diagnostics of emotional intelligence are presented. Particular attention is paid to the influence exerted by emotional intelligence and its components on the types of social interaction. The results of studies of its connection with prosocial and deviant behavior are analyzed. The mediators of this connection are given. Directions are offered for further study of emotional intelligence in the context of its connection with aggression and manipulation in interaction with others. Attention is drawn to the gender characteristics of emotional intelligence in behavior. Attention is paid to the development of emotional intelligence. It is concluded that when the emotional intelligence of a subject develops, its personality traits should be taken into account in order to prevent its realization in deviant and delinquent behavior</jats:p>",7,2,49,59,Social relation; Psychology; Emotional intelligence; Social psychology,emotional intelligence; management of emotions; prosocial behavior; deviant behavior; bullying; cyberbullying; delinquent behavior,,,,https://psyjournals.ru/jmfp/2018/nn2/93926.shtml https://psyjournals.ru/files/93926/jmfp_2018_n_2_Bochkova_Meshkova.pdf https://doaj.org/article/1b6f697b454f4716a1fa557268b539e5,http://dx.doi.org/10.17759/jmfp.2018070205,,10.17759/jmfp.2018070205,2888803784,,0,002-818-549-739-659; 003-138-539-766-108; 004-585-483-993-686; 005-855-636-948-805; 010-075-603-015-324; 013-221-478-818-209; 014-615-245-699-69X; 017-716-167-582-411; 018-656-749-213-856; 019-161-497-782-535; 021-062-815-820-022; 021-905-715-964-814; 023-201-747-656-40X; 024-050-673-230-289; 026-645-857-948-020; 027-131-642-928-012; 029-895-515-827-596; 032-522-641-716-631; 033-633-802-027-641; 034-702-293-231-750; 036-754-302-979-478; 039-992-388-074-620; 046-419-124-299-166; 047-087-285-101-104; 049-337-832-746-676; 060-889-667-340-261; 063-957-757-090-21X; 079-617-712-637-568; 092-275-478-889-751; 103-259-082-282-985; 107-349-072-932-352; 112-575-073-755-411; 112-860-173-483-460; 114-955-980-793-750; 124-487-449-683-192; 145-826-032-010-190; 155-920-260-787-261; 168-398-365-638-505; 191-481-369-062-700,17,true,cc-by-nc,gold
127-048-878-298-852,The Vygotsky–Sakharov Method for Concept Learning. Approbation in a Healthy Sample,,2021,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,A.V. Petukhova; M.S. Kovyazina,"<jats:p>The present article addresses the initial phase of the testing of the Vygotsky–Sakharov method for concept learning. This study involved 150 persons of the group of healthy subjects (no diagnosis registered) at the age of 18 to 45 years old (M=35.2, SD=8.65), 51 males and 99 females. The study used Vygotsky-Sakharov method. It tested two hypotheses: not all healthy participants would be able to solve the tasks of the Vygotsky-Sakharov method, healthy participants who coped with the tasks would not develop other preconceptual forms except the preconcept (which was one of the preconceptual forms), while in the group of those who did not not cope with the tasks, all the preconceptual forms should be registered. The present study showed that almost a quarter of the subjects of the control group could not solve the tasks (74% of the respondents solved them successfully, 26% failed). Along with the development of preconcepts, the generation of syncretic forms as well as complexes of the collection and diffuse types was characteristic of the both groups of the respondents who had solved the tasks successfully and unsuccessfully. 24% of the subjects gave responses of a syncretic type. As to the responses of a complex type, 18% of the respondents gave responses of a collection type, and 12% gave responses of a diffuse type. Answers and hypotheses with the complexes of nuclear and chain types were registered in no subject. Thus, group standards were identified according to the amount of time, correctional steps in solving the task and indices of the efficiency of conceptual thinking, and three gradations of the task performance were determined among the subjects who coped with it.</jats:p>",10,4,234,250,Quarter (Canadian coin); Medicine; Sample (material); Psychology; Developmental psychology; Chemistry; Archaeology; Chromatography; History,neuropsychology; thinking; neuropsychology of individual differences; conceptual thinking; standardization of methods; verbal-logical thinking,,,,https://psyjournals.ru/files/126678/cpse_2021_n4_Petukhova_Kovyazina.pdf https://doi.org/10.17759/cpse.2021100411,http://dx.doi.org/10.17759/cpse.2021100411,,10.17759/cpse.2021100411,,,0,021-164-513-900-374; 107-844-039-314-315; 177-797-229-577-992,0,true,cc-by-nc,gold
127-403-666-399-321,"Индивидуально-психологические особенности личности сотрудников правоохранительных органов, осужденных за совершение преступлений",,2016,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,В А Лютых; И Н Коноплева,"<jats:p>The relevance of this topic is caused by a significant number of crimes committed by law enforcement officers and the necessity of active prevention. The aim of the study was to determine the individual psychological characteristics of law enforcement officers convicted of intentional crimes. The hypothesis was suggested that the main difference of individual psychological characteristics of law enforcement officers convicted of intentional crimes from individual psychological characteristics of law-abiding law enforcement officers is the difference between the principal values of the person both the main motives of activity adopted by an individual and the structure and the hierarchy of these values. This article describes the progress and results of empirical research conducted on the materials of psychodiagnostic examination of: employees who have been convicted of intentional crimes; law-abiding employees; people entering an internal affairs agency. Test subjects - men 18-46 years old, 90 people. Recommendations for practical psychologist of internal affairs agencies on detection of individual psychological personality features typical for law enforcement officers convicted of intentional crimes are formulated based on the obtained results.</jats:p>",6,2,128,141,Psychology,law enforcement officers' crimes; law enforcement officer's personality; individual psychological features; professional psychological selection; personal values,,,,https://psyjournals.ru/files/81687/psyandlaw_2016_2_Lyutikh_Konopleva.pdf https://psyjournals.ru/psyandlaw/2016/n2/81687.shtml https://core.ac.uk/display/92140776,http://dx.doi.org/10.17759/psylaw.2016060210,,10.17759/psylaw.2016060210,2415171431,,0,,4,true,cc-by-nc,gold
127-482-891-752-601,Resource Support for Educational Organizations in the Implementation Of Inclusive Education (the Experience of the Educational Organizations of the New Moscow District),,2017,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,E.V. Samsonova; V. Gorbunova,"<jats:p>The article presents data of applied social and psychological research of resourcing inclusive practices in an educational organization. The theoretical part defines methodological grounds for facilitating specialized educational environment to students with physical limitations. It offers an analysis of characteristics of necessary recourses. Various international networking models of inclusive education are discussed. The empirical part is dedicated to a study facilitating specialized educational environments to students with disabilities as a managerial resource in the context implementation of the inclusive practices. It describes the details of activities carried out by the members of the network and concludes that such a multi-component model can be applied to facilitate specialized educational conditions for students with disabilities. Summarized the results of the event, held on the basis of educational organizations of the Troitsk and Novomoskovsk administrative districts. The results of this study can be relevant for the inclusive education system in Russia because of the significance of the resource deficit problem in educational organizations at the current stage of development of the Russian education system.</jats:p>",6,3,85,103,Resource (biology); Political science; Public relations; Knowledge management,inclusive education; students with disabilities; special educational conditions; educational organizations; networking; resource support,,,,https://core.ac.uk/display/145057202 https://psyjournals.ru/psyclin/2017/n3/Samsonova_Gorbunova.shtml https://psyjournals.ru/files/87829/kisp_2017_n3_Samsonova_Gorbunova.pdf,http://dx.doi.org/10.17759/cpse.2017060305,,10.17759/cpse.2017060305,2766340281,,0,073-616-127-584-95X,2,true,cc-by-nc,gold
127-842-930-187-85X,Features of Coping Strategies of Older Adolescents from Single-Parent Families,,2020,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,O I Ivanova; O R Busarova,"<jats:p>The article presents the results of an empirical study with the purpose to determine the characteristics of the coping strategies of older adolescents from single-parent families. The sample consisted of 98 students of a Moscow secondary school at age of 14-16, 60 of which were adolescents from full families (30 boys and 30 girls) and 38 - from single-parent families (15 boys and 23 girls). The study was conducted using the questionnaires “Strategic Approach to Coping Scale, SACS” (S. Hobfall) and “Parents are Assessed by Children” - a modification of the test “Analysis of Family Relationships” by E.G. Eidemiller and V.V. Yustitskis . The paper identifies the dominant coping strategies of older adolescents and assesses their constructiveness, establishes significant differences in the coping strategies of adolescents from full families and single-parent ones, identifies family education styles that are predictors of a number of coping strategies of older adolescents, including those specific to boys and girls brought up in both types of  families. The results of the study will help determine the direction of work on the correction negative coping strategies in adolescents from a single-parent family.</jats:p>",10,1,103,115,Developmental psychology; Psychology; Single parent,Московский государственный психолого-педагогический университет (ФГБОУ ВО «МГППУ»); г. Москва; Российская Федерация adolescent; single-parent family; coping strategies; family education styles,,,,https://psyjournals.ru/files/112937/psylaw_2020_1_Ivanova_Busarova.pdf https://psyjournals.ru/psyandlaw/2020/n1/112937_full.shtml,http://dx.doi.org/10.17759/psylaw.2020100109,,10.17759/psylaw.2020100109,3014972035,,0,053-374-390-823-271; 095-714-598-765-324; 139-366-970-763-330,3,true,cc-by-nc,gold
127-936-338-004-054,"Book Review. Kondratiev M.Y. “Domestic Professional Psychological Community. The Portrait of a Generation: Personalities, Events, Issues”",,2015,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,N V Kochetkov,"<jats:p>The author presents a review written in the last book of M. Y. Kondratyev, ""Domestic professional psychological community. The portrait of a generation: personalities, events, issues"", dedicated to the events unfolding in the 70s-90s of the twentieth century in the psychological community and the Academy of pedagogical Sciences, Psychological Institute of the Russian Academy of education. The review refers to the relevance of the publication, underlined its significance for modern students. Special emphasis is placed on a kind of ""subjectification"" of classics of Russian psychology, often facing the current generation of young professionals only in the form of written texts and short biographies. Review concisely describes the three parts of the book by M. Y. Kondratyev, and impression of them, affected both general and specific issues raised in the text of the publication. Occasionally examples of it, most clearly illustrating the overall style.</jats:p>",4,4,92,101,Psychoanalysis; Psychology; Portrait; Kondratiev wave; Personality psychology; Social psychology,,,,,https://core.ac.uk/display/90031339 https://psyjournals.ru/files/81069/7_psyclin_2015_n4_Kochetkov.pdf https://psyjournals.ru/psyclin/2015/n4/Kochetkov.shtml,http://dx.doi.org/10.17759/cpse.2015040407,,10.17759/cpse.2015040407,2397785676,,0,,0,true,cc-by-nc,gold
128-669-136-413-987,Scientific Heritage of F.Ye. Vasilyuk: From Psychological Counseling to Counseling Psychology,,2019,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,T D Karyagina,"<jats:p>The article analyses F.Ye. Vasilyuk’s contribution to the development of psychological counseling/ psychotherapy practices in Russia and to the formation of counseling psychology as a scientific discipline. Basing on his works on the ‘situational-historical analysis’ of the development of Russian psychology from the 1990s to the present, the article outlines the stages in the development of psychological research and practice and the corresponding tasks that were in the focus of F.Ye. Vasilyuk’s attention. The status of counseling/psychotherapy practice and its key characteristics in relation to fundamental and applied psy¬chology are analyzed in detail. The essential characteristic of counseling practice and psychology according to F.E. Vasilyuk is ‘keeping in mind’ the holistic image of an individual as both an epistemological and axi¬ological, ethical ideal. The psychotechnical implementation of such vision is illustrated by the example of the psychotherapeutic system of co-experiencing psychotherapy. In the final part the article discusses the formation of psychological counseling/psychotherapy as an anthropological practice and the problem of ‘general’ therapeutic knowledge.</jats:p>",15,1,4,14,Psychology; Counseling psychology; Psychological counseling; Psychotherapist,Fyodor Vasilyuk; psychological counseling; psychotherapy; co-experiencing psychotherapy; practical psychology; counseling psychology; practice; anthropological practice; schism,,,,https://psyjournals.ru/files/97426/chp_2019_n1_Karyagina.pdf https://psyjournals.ru/kip/2019/n1/Karyagina.shtml,http://dx.doi.org/10.17759/chp.2019150101,,10.17759/chp.2019150101,2924666370,,0,010-365-062-957-428; 011-150-521-732-331; 048-932-811-546-966; 142-933-129-059-681; 165-514-657-524-135,3,true,cc-by-nc,gold
128-740-170-266-430,Psychological and Educational Prerequisites for Primary Prevention of Drug Addiction among Students,,2020,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Andrey V. Milekhin; Irina B. Umnyashova; Igor Egorov,"<jats:p>The article deals with the organization of primary prevention of drug abuse in an  institution of higher education. Effective psychological and educational prerequisites include: early detection of illegal use of narcotic drugs and psychotropic substances; raising students' awareness of the legal consequences of abusing narcotic drugs and psychotropic substances; informing all participants in educational process on how to obtain medical and social help in the regions they live (are educated); organizing of educational activities in a higher school aiming at creation of possibilities for students to take part in active prosocial work; development of psychological and educational competency of teachers and parents (or legal representatives) in the field of prevention of addictive behavior among the youth; arrangement, carrying out and methodological support for peer training; psychological assistance for students, including educational and developmental work, psychological help and support, as well as psychological counselling.</jats:p>",10,4,111,125,Psychiatry; Psychology; Drug; Primary prevention; Addiction,primary prevention; preventive activities in an institution of higher education; drug abuse prevention among students; legal awareness,,,,https://psyjournals.ru/files/118064/psylaw_2020_n4_Milekhin_Umnyashova_Egorov.pdf https://doaj.org/article/67b8805f80d04d6495d9924394e31f9c https://psyjournals.ru/psyandlaw/2020/n4/Milekhin_Umnyashova_Egorov.shtml,http://dx.doi.org/10.17759/psylaw.2020100408,,10.17759/psylaw.2020100408,3116377241,,0,017-856-090-684-325; 038-317-422-345-354; 065-169-226-155-753; 072-581-020-232-23X; 099-376-804-440-333,3,true,cc-by-nc,gold
128-880-461-062-74X,Neuropsychological potential of the method of «fixed set» of D.N. Uznadze,,2016,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,null Kovyazina; K A Fomina,"<jats:p>We present  a neuropsychological  study  using the  technique  of the  fixed  set in  the  field of  haptic sensation developed by D.N. Uznadze, demonstrating the flexibility of the experimental procedure and the possibility of the method of «fixed set» in dealing with neuropsychological problems. It was shown that the modification of the experimental procedure fixed set techniques in the field of haptic allows you to use it in the analysis of at least two components of human mental activity - mnestic and regulatory. We describe the general results of experiments showing the possibilities of the method in the study of the problem of asymmetry and interhemispheric interaction in normal individuals and patients with disorders of the brain. It stresses the great potential of the method of «fixed set» in the study of neuropsychological syndromes disease of the white matter of the brain.</jats:p>",9,3,91,102,Discrete mathematics; Neuropsychology; Psychology; Set (abstract data type),,,,,https://psyjournals.ru/files/83851/exppsy_2016_n3_kovyazina.pdf https://psyjournals.ru/exp/2016/n3/kovyazina.shtml,http://dx.doi.org/10.17759/exppsy.2016090308,,10.17759/exppsy.2016090308,2558385699,,0,072-139-209-157-251; 145-170-595-591-233,3,true,cc-by-nc,gold
128-961-219-168-727,The Function of Planning in Children with a History of Neuro-Oncological Disease,,2016,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,Ю А Бурдукова; О С Алексеева,"<jats:p>The aim of the study was to estimate the influence of radio- and chemotherapy and tumor's localization on executive functions of the prefrontal cortex. Research involved 58 children with neuro-oncological disease in anamnesis (cerebellum localization and temporal – parietal lobes localization) treated in the Morozov Children's Clinical Hospital. Also research involved 120 typically developing children. Planning was assessed using the Cambridge planning test (Stockings of Cambridge) computer battery of neuropsychological tests CANTAB (Cambridge Neuropsychological Test Automated Battery). Additionally, it is revealed that there is an adverse effect of chemotherapy and radiotherapy on executive functions in tumor of the cerebellum.; ; Funding; This work was supported by grant RFBR № 15-06-08680.; ; Acknowledgements; The authors thank neuropsychologist E.Yu. Vlasova and neurologist E.V. Andreeva for help in gathering data.</jats:p>",5,4,50,60,Pediatrics; Disease; Medicine; Function (engineering),children with brain tumor; chemotherapy and radiotherapy; planning; executive functions,,,,https://psyjournals.ru/psyclin/2016/n4/Burdukova_Alekseeva.shtml https://psyjournals.ru/files/84256/psyclin_2016_n4_Burdukova_Alekseeva.pdf,http://dx.doi.org/10.17759/cpse.2016050404,,10.17759/cpse.2016050404,2567149720,,0,020-839-388-504-183; 025-129-348-990-004; 035-076-776-701-420; 044-312-571-403-209; 047-857-727-448-163; 052-725-959-115-428; 053-734-791-722-742; 057-998-727-318-053; 063-648-674-167-120; 065-892-995-989-579; 066-293-206-646-146; 075-820-337-415-311; 105-380-668-655-07X,3,true,cc-by-nc,gold
129-015-361-071-702,Коррекционно-профилактический потенциал традиционной игры (планирование экспериментального исследования),,2019,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,А Б Теплова; В А Чернушевич,"<jats:p>The article presents the empirical and theoretical foundations of experimental work to determine the effectiveness of game practice as a remedial and preventive resource in psychological work. A game program composed of traditional (folklore) games is presented.  The program is considered as the basis of a lively gaming cultural environment with a high correctional and preventive potential. The goal of the program is early prevention of a tendency toward deviant behavior in preschool children.  The main parameters of the level of social and communicative development of a child, on which the tendency to deviant behavior depends, are defined: the ability to follow the rules, the ability to interact, emotional stability, the ability to maintain friendly relationships in the group. The measurement indicators of the adopted parameters are highlighted in the framework of the relevant diagnostic methods. The developed scheme for monitoring the behavior of a child in the game is presented. The content of the original special course ""Organization of leisure activities for children and adolescents"" for specialists in the prevention of deviant behavior is being worked out.</jats:p>",9,3,296,309,Sociology,social and communicative development; traditional game; folklore; game practice; prevention; deviant behavior; experiment,,,,https://psyjournals.ru/files/109413/psyandlaw_2019_3_Teplova_Chernushevich.pdf https://psyjournals.ru/psyandlaw/2019/n3/109413.shtml,http://dx.doi.org/10.17759/psylaw.2019090321,,10.17759/psylaw.2019090321,2978940408,,0,001-529-409-544-262; 026-415-658-268-002,5,true,cc-by-nc,gold
129-022-416-783-113,Христианская психология: «история» и «география». Статья 2. Разметка пространства,,2015,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,Ф.Е. Василюк,"<jats:p>In 1990, when after decades of atheistic press Russian psychology was able to return back to discussions on religious problems, a lot of debates broke out concerning the possibility of «Christian psychology». The debates still continue to burst out, while during the past quarter of century Christian psychology grew into a whole variety of different researches, educational programs, psychological services. A demand of methodological reflection of this field, of its «history» and «geography» arose. Specifically, on the one hand, a need in reflection of its developmental stages, and on the other, a map of the subject- thematical regions and methodological approaches in it. The first article of this research was dedicated to an attempt of making periodization of Russian Christian psychology history. The subject of current article is not time but space. An attempt of making a trial typologization of different projects in the field of Christian psychology is held. A «geographical» thesis concerning the marking of the Christian psychology field into several zones, each of which refer to one or another type of project, is proposed.</jats:p>",23,5,64,90,Philosophy,Christian psychology; constituting; the field of Christian psychology; soul; psyche; secularism; ascetics,,,,https://istina.msu.ru/publications/article/25210572/ https://psyjournals.ru/files/84835/kpip_2015_n5_vasilyuk2.pdf https://psyjournals.ru/mpj/2015/n5/vasiluk_2.shtml,http://dx.doi.org/10.17759/cpp.2015230504,,10.17759/cpp.2015230504,2589428998,,0,040-307-990-697-625,0,true,cc-by-nc,gold
129-110-730-377-463,Psychologization of preschool education in the works of O.M. Dyachenko (to the 70th anniversary of the birth),,2018,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,E O Smirnova; E.E. Klopotova,"<jats:p>The article presents the contribution of the Russian scientist, doctor of sciences, professor, corresponding member of RAO Olga Mikhailovna Dyachenko in child psychology and pre-school education. “Psychologization” of education and the involvement of psychology in educational practice permeate all her work. As a student of L. A. Wenger, she together with him and his staff became the сreator of the original educational program “Development” O.M. Dyachenko is the сreator of the original psychological concept of the creative imagination of the preschooler. It has developed a diagnostic methodology for assessing the level of development of the imagination, which today is the basis for assessing the imagination and is widely used in practical work and research. O.M. Dyachenko identified and distinguished two types and two types of imagination — cognitive and emotional. With emotional imagination, children often use symbols of their experiences, which are originally borrowed from culture, and then created independently. O.M. Dyachenko describes the stages of development of imagination, which are only the possibilities of each age, which are not always realized. In this regard, there was a direction associated with the ”pedagogy of preschool imagination”. Forms of work with children have been developed that contribute to the development of creative abilities of children. As a result of the conducted researches the program “Gifted child” has appeared, allowing to carry out educational work with gifted senior preschoolers.</jats:p>",14,2,109,115,Sociology; Pedagogy; Preschool education,рsychologization of education; preschool education; cognitive development; imagination; cognitive and affective imagination,,,,https://psyjournals.ru/files/94163/chp_2018_n2_Smirnova_Klopotova.pdf https://psyjournals.ru/kip/2018/n2/Smirnova_Klopotova.shtml,http://dx.doi.org/10.17759/chp.2018140212,,10.17759/chp.2018140212,2885901016,,0,,0,true,cc-by-nc,gold
129-313-585-695-982,Possibilities of automatic text analysis in the task of determining the psychological characteristics of the author,2020-04-09,2020,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,Alexey K. Kovalev; Yu. M. Kuznetsova; M.Y. Penkina; Maxim Stankevich; N. V. Chudova,"<jats:p>Using a tool for automatic text analysis and machine learning methods developed at the Federal Research Center ‘Computer Science and Control’ of the Russian Academy of Sciences, the first results are obtained in the task of identifying text parameters specific to people with certain psychological characteristics. The tool of corpus linguistic and statistical research, based on the use of relational-situational analysis, psycholinguistic indicators and dictionaries covering the vocabulary of emotional and rational assessment, allowed us to obtain values for 177 textual attributes of the essay written by 486 subjects. To obtain data on the severity of characterological and personality characteristics of the subjects, a number of psychological questionnaires were used. When processing the data, binary classification algorithms were used — the support vector method (SVM) and the Random Forest method. The results allow us to draw conclusions about the prospects of using some textual parameters in problems of population psychodiagnostics and the adequacy of the applied classification algorithms.</jats:p>",13,1,149,158,Artificial intelligence; Natural language processing; Task (project management); Computer science; Text mining,automatic text analysis; personality characteristics; binary classification methods,,,Russian Foundation for Basic Research,https://psyjournals.ru/en/exp/2020/n1/Kovalev_Kuznetsova_Penkina_Stank.shtml https://psyjournals.ru/files/113090/exppsy_2020_n1_Kovalev_Kuznetsova_et_al.pdf,http://dx.doi.org/10.17759/exppsy.2020130111,,10.17759/exppsy.2020130111,3015223717,,0,046-885-011-458-683; 137-757-661-793-216,2,true,cc-by-nc,gold
129-543-469-306-672,At the Origins of Personality,,2017,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,N N Avdeeva,"<jats:p>The paper discusses the problem of personality development at the early stages of ontogenesis. The key idea is the L.S. Vygotsky’s concept of an infant as “the most social creatures” and perception of oneself as an infant in the form of “pre-we”. The development of Vygotsky’s views is considered in the concept of communication of M.I. Lisina, as well as in the studies of the primary pre-personal formation, the essence of which is the child’s experience of himself as a subject of communication and social interaction. The data obtained within the framework of the cultural-historical approach are compared with the results of foreign studies of socio-cognitive development, psychology of attachment and social interaction. We presented an evidence of a variety of innate manifestations of social activity, the social competence of a child, starting from the first months of his life, his readiness to perceive an adult and enter into social interaction. We consider the “inter-subjectivity” — a congenital psychological mechanism that ensures the infant’s ability to social interaction; a mutual predisposition to interaction in a mother-child pair. We offer an interpretation of L.S. Vygotsky ideas about the social situation of infant development taking into account modern data of Russian and foreign psychology.</jats:p>",13,1,57,67,Developmental psychology; Psychology; Personality; Personality psychology; Personality development,Infant age; personality; social situation of development; social competence; interaction младенческий возраст; личность; социальная ситуация развития; социальная компетентность; взаимодействие,,,,https://psyjournals.ru/files/86720/kip_2017_n1_Avdeeva.pdf https://psyjournals.ru/en/kip/2017/n1/Avdeeva.shtml https://doaj.org/article/ce255080880c44b9a25ba0f88267c2c4 https://core.ac.uk/display/88073832,http://dx.doi.org/10.17759/chp.2017130106,,10.17759/chp.2017130106,2748570706,,0,094-642-011-636-632,1,true,cc-by-nc,gold
129-707-661-385-671,Adolescents' Perceptions of Deviant Behavior,,2020,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Tatjana I. Shulga; N V Dvoryanchikov,"<jats:p>The study reveals peculiarities of perceptions which adolescents from different social groups have about deviant behavior. From the findings obtained in the examination of 80 adolescents using 5 methods, peculiarities were studied of how deviant behavior is viewed. It was revealed that the adolescents from the ""normal"" group have a more accurate picture of deviant behavior, whereas adolescents who were registered at juvenile affairs departments have an inadequate ideas about it, placing it close to delinquent behavior. External and internal causes were found which have negative impact on adolescents' views. External causes play the key role in the formation of an adolescent's personality and his/her views. Internal causes manifest in indifferent attitude to his/her studies, negative attitude towards the world, lack of trust in adults. In the absence of adolescents' awareness of the authority on the part of adults, obedience isn't a behavioral norm and means mental activity aimed to satisfy their own desires, ambitions and to belong to a group. Due to adolescents' personality specifics such as incomplete personality formation, non-constructive ways of resolving difficult situations, these specifics can be rated among the internal causes of adolescents' views about deviant behavior and of insufficient understanding of the consequences which this behavior leads to.</jats:p>",10,3,174,188,Developmental psychology; Psychology,deviant behavior; perceptions; views; external and internal causes; negative impact,,,,https://psyjournals.ru/psyandlaw/2020/n3/Shulga_Dvoryanchikov.shtml https://doaj.org/article/422b0900dced4e019c5f23bd3150d456 https://psyjournals.ru/files/115716/psylaw_2020_3_Shulga_Dvoryanchikov.pdf,http://dx.doi.org/10.17759/psylaw.2020100312,,10.17759/psylaw.2020100312,3089380228,,0,027-804-053-825-174; 028-480-646-340-277; 052-749-173-540-226; 083-924-862-320-528,5,true,cc-by-nc,gold
129-718-941-910-374,Насилие на стадии свиданий в подростковых парах: обзор зарубежных исследований,,2017,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Z V Lukovtseva,"<jats:p>The analysis of foreign researches of adolescent dating violence is presented in article. Terminological difficulties which overcoming represents a relevant scientific and practical task are discussed. Adolescent dating violence is treated as a specific phenomenon which should be distinguished from bullying, school violence, etc. The data characterizing frequency of violence in the teenage romantic relations are systematized; it is established that up to 2/3 teenagers in foreign countries have experience of adolescent dating violence either as offenders, or as victims, in structure of the discussed phenomenon into the forefront psychological violence acts. Biographic, individual and psychological and social and environmental predictors of adolescent dating violence are considered. Process of transformation of behavior within adolescent dating violence with transition to more mature, partner or marriage, to the relations is tracked. Special attention is paid to sexual differences in predisposition to commission of adolescent dating violence and also his influence on character of the subsequent ""adult"" relations.</jats:p>",7,4,32,43,Psychology,adolescents; romantic relationships; dating violence; predictors of violence; protective factors,,,,https://core.ac.uk/display/145084900 https://psyjournals.ru/psyandlaw/2017/n4/88641_full.shtml https://psyjournals.ru/files/88641/psyandlaw_2017_4_Lukovceva.pdf,http://dx.doi.org/10.17759/psylaw.2017070404,,10.17759/psylaw.2017070404,2777204361,,0,000-292-784-662-958; 000-846-942-068-009; 003-068-167-237-326; 004-176-219-182-705; 005-915-647-734-775; 008-568-312-318-046; 009-384-567-824-880; 012-104-252-819-154; 014-751-338-665-17X; 017-548-096-954-723; 024-322-856-703-006; 029-895-573-666-153; 033-696-920-512-945; 033-990-643-079-924; 038-208-700-856-048; 057-318-552-654-925; 060-498-308-360-959; 061-334-176-350-817; 061-763-939-721-432; 062-896-993-033-855; 064-154-065-094-241; 067-414-704-642-388; 070-213-588-712-648; 170-261-155-686-60X; 187-158-592-840-750,1,true,cc-by-nc,gold
130-154-845-093-671,Differentiated Intervention Model for Internet Addiction in Adolescents,,2020,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,V L Malygin; Y A Merkurieva,<jats:p>The paper considers the issue of interventions for internet addiction in adolescents. We analyzed the main risk factors of internet addiction yielded from the empirical data and distinguished between two groups of internet-addicted adolescents with dominating biological or psychological risk factors. An intervention program for internet-addicted adolescents based on this data was developed and carried out. We compared the efficacy of the intervention and communicative skills training. The results prove the significance of primary neuropsychological diagnostics and the necessity of neuropsychological correction in interventions for internet-addicted adolescents. We propose a scheme for sorting the participants in correction groups according to different risk factors of internet addiction.</jats:p>,28,3,142,163,The Internet; Psychiatry; Psychology; Intervention (counseling); Addiction,internet addiction; adolescence; psychological intervention; risk factors of internet addiction,,,,https://psyjournals.ru/mpj/2020/n3/Malygin_Merkurieva.shtml https://psyjournals.ru/files/116017/cpp_2020_n3_Malygin_Merkurieva.pdf,http://dx.doi.org/10.17759/cpp.2020280309,,10.17759/cpp.2020280309,3092098214,,0,003-237-247-332-133; 009-658-487-370-271; 009-883-776-457-585; 026-396-913-885-681; 026-721-236-531-750; 031-469-377-512-376; 049-584-526-592-259; 053-007-079-644-129; 067-094-988-649-193; 069-994-888-926-882; 198-227-347-585-51X,4,true,cc-by-nc,gold
130-455-918-576-711,"WAY OF MAINTAINING THE SELF-RESPECT AS PREDICTOR OF LIFE SATISFACTION, ACADEMIC MOTIVATION AND PERSISTENCE IN ADOLESCENTS",,2017,journal article,RUDN Journal of Psychology and Pedagogics,23131683,Peoples' Friendship University of Russia,,Tamara O. Gordeeva; Гордеева Т О; Maria V. Lunkina; Лункина М В,"The article deals with the problem of healthy contingencies of self-respect (self-respect based on own achievements and competence and self-respect based on others’ acceptance) and neurotic contingencies of self-respect based on “pseudo-achievements”. According to A. Maslow’s theory of motivation, these two types of self-respect are expected to have different consequences for the psychological and school well-being of schoolchildren. The results showed that self-respect based on one’s own competence, efforts, and achievements predicted psychological well-being, intrinsic and autonomous academic motivation, and persistence. Self-respect based on others’ acceptance (approval) predicted only the motivation based on respect from parents and did not predict psychological well-being and persistence. Self-respect based on pseudo-achievements predicted external motivation and negatively predicted academic persistence (grit). The obtained results can serve as a basis for development of trainings which promote healthy self-respect by facilitation of personal competence development, constructive thinking, and ability to cope with difficult situations.",14,4,413,426,Competence (human resources); Developmental psychology; Self-determination theory; Psychology; Grit; Self; Maslow's hierarchy of needs; Self-esteem; Life satisfaction; Social psychology; Neuroticism,self-esteem; healthy self-respect; neurotic self-respect; life satisfaction; academic motivation; persistence; self-determination theory,,,,http://journals.rudn.ru/psychology-pedagogics/article/view/17256 http://journals.rudn.ru/psychology-pedagogics/article/download/17256/15160 https://core.ac.uk/display/145612934,http://dx.doi.org/10.22363/2313-1683-2017-14-4-413-426,,10.22363/2313-1683-2017-14-4-413-426,2770131566,,0,,1,true,cc-by-nc,gold
130-754-385-215-242,The Possibilities of Psychological Rehabilitation of Patients with Primary Lymphedema,,2016,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,J.Y. Kurtanova,"<jats:p>The article reflects the results of a decade of work by the author on psychological rehabilitation of children with primary lymphedema. The article analyzes the main psychological difficulties of children and adolescents with primary lymphedema related emotional experiences of patients regarding their appearance, which leads to difficulties in their social adaptation. The article outlines the direction of psychological rehabilitation: correction of the personal sphere, adaptation of the child in terms of disease (the formation of an adequate attitude to the disease, getting used to the peculiarities of life with lymphedema, decrease in emotional distress about the presence of chronic diseases, increasing of motivation for treatment), social adaptation, work with parents. In the second part of the article outlines the main forms of mutual cooperation of psychologists, physicians and nurses to implement a comprehensive approach in rehabilitation of children with lymphedema. This article presents examples from psychological practice carried out by the author during work with children with primary lymphedema.</jats:p>",5,4,118,127,Physical therapy; Primary lymphedema; Rehabilitation; Medicine,primary lymphedema; emotional distress; social adaptation; psychological rehabilitation,,,,https://psyjournals.ru/files/84272/psyclin_2016_n4_Kurtanova.pdf https://psyjournals.ru/psyclin/2016/n4/Kurtanova.shtml,http://dx.doi.org/10.17759/cpse.2016050409,,10.17759/cpse.2016050409,2563547542,,0,085-232-358-530-353,2,true,cc-by-nc,gold
131-083-306-884-694,Культурно-исторические основания содержания общего биологического образования,,2020,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,L.N. Suchorukova; E.I. Isaev,"<jats:p>The article analyzes the provisions of the cultural-historical psychology that serve as a theoretical and methodological basis for the practice of general education in biology. International monitoring of educational achievements reveals low biological literacy of Russian schoolchildren. The authors see the main reason in the insufficiently thought-out selection of the subject content. In middle school courses, it is mostly empirical, reduced to the study of the structure and functions of organisms and their diversity. In high school courses, it is theoretical, but theoretical concepts are given in a ready-made form, are not sufficiently interconnected and are often reduced to dictionary definitions, which negatively affects the development of cognitive and personal abilities of students. Currently, general biological education is being reformed, and the concentric construction of the subject content is being replaced with a linear one, which completely eliminates theoretical concepts from the middle school courses. The authors see the solution to the problem in updating the content of the school course in biology. As a methodological basis for the selection of content, a system approach is considered, the provisions of which were implemented by L.S. Vygotsky in the construction of the subject area of the cultural-historical psychology. Vygotsky’s ideas about developmental learning and their further elaboration in the general psychological and psychological-pedagogical theory of activity are suggested as a theoretical basis for the organization of the educational process. Special attention is paid to the theory of learning activity developed in the works of D.B. Elkonin, V.V. Davydov, their disciples and followers. The paper presents the concept of the content for the school course in biology and describes the experience of its implementation.</jats:p>",25,3,5,16,Psychology,,,,,https://psyjournals.ru/psyedu/2020/n3/Sukhorukova_Isaev.shtml https://psyjournals.ru/files/114710/pse_2020_n3_Sukhorukova_Isaev.pdf,http://dx.doi.org/10.17759/pse.2020250301,,10.17759/pse.2020250301,3042453746,,0,001-213-229-342-451; 010-176-062-515-344; 014-613-674-707-361; 023-013-000-118-824; 025-774-566-921-623; 028-815-705-456-82X; 043-983-054-976-034; 060-518-247-764-786; 078-221-917-889-593; 079-538-064-833-134; 090-608-265-305-29X; 092-152-959-010-082; 103-483-281-032-31X; 111-372-038-900-226; 114-039-986-924-13X; 126-198-436-059-86X; 129-856-886-810-172; 135-239-988-248-41X,0,true,cc-by-nc,gold
131-244-807-434-629,Norms and Their Violation: From Scientific to Lay Thinking. An Exploratory Study from a Sample of Young Russian Adults,2021-12-16,2021,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,M.Y. Sachkova; E.B. Berezina; N.V. Dvoryanchikov; I.B. Bovina,"<jats:p>Problem. The problem of norms and norms violation has a long research history in scientific thinking. Lay thinking analysis rests in the shadow of this research line; although in the modern world people are actively involved in the construction of lay theories about various phenomena and they use this knowledge in daily life. ; Aim. Following the ideas of the social representations theory, the aim of the exploratory study was to analyse the lay theories developed by young Russian adults about norms and norms violation. ; Method. 134 young adults participated in the study, 26.12% males (aged 18 — 28 years, M=21.01years, SD =2.23). 71.6% participants were students of social sciences from Moscow Universities. A free-association technique was used. The data were analysed by using prototypical analysis. ; Results. The particularity of lay thinking about norms and norms violation was revealed. ; Conclusion: It is possible to conclude that norms are not equated with laws, while norms violation is identified with crimes (laws’ violation). The framework of the social representations theory allowed us to analyse the lay thinking about norms and norms violation as a matter of Russian cultural context.</jats:p>",17,4,128,136,Shadow (psychology); Psychology; Context (archaeology); Social psychology; Exploratory research; Sample (material); Norm (philosophy); Scientific thinking; Epistemology; Sociology; Social science; Mathematics education; Psychoanalysis; Paleontology; Philosophy; Chemistry; Chromatography; Biology,norms; norms violation; scientific thinking; lay thinking; social representations theory; Russian culture,,,,,http://dx.doi.org/10.17759/chp.2021170414,,10.17759/chp.2021170414,,,0,007-310-533-715-016; 020-152-966-333-953; 028-921-997-859-899; 034-425-254-939-120; 034-601-208-925-772; 034-733-281-442-106; 040-973-858-150-90X; 052-099-566-316-979; 057-255-315-472-110; 060-862-624-864-938; 068-918-314-826-283; 076-074-374-360-617; 103-454-562-859-724; 105-112-408-478-985; 107-734-577-641-113; 181-226-421-058-098; 191-647-295-584-289,1,true,cc-by-nc,gold
131-571-405-483-282,Восприятие COVID-19 населением России в условиях пандемии 2020 года,,2020,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,Е.И. Первичко; Ольга Валентиновна Митина; О.Б. Степанова; Ю.Е. Конюховская; Е.А. Дорохов,"In order to study the perception of the COVID-19 pandemic and its relationship with the emotional state of the population, an online study in all regions of Russia conducted from April 27 to May 27, 2020, The study involved 1192 people, of whom 981 were women (82%) and 211 men (18%) aged 18 to 81 years (M=36 5, SD=11 0) The methodological complex consisted of a socio-demographic questionnaire, the state scale from the State-Trait Anxiety Inventory, the Russian Version of the Perceived Stress Scale (Cohen, Kamarck, Mermelstein, 1983;Ababkov, et al , 2016);as well as the Russian Version of the Brief Illness Perception Questionnaire (Broadbent, et al , 2006;Yaltonsky, et al , 2017), modified specifically for this study Significant differences were found in experiencing stress, anxiety, and perceptions of the pandemic by gender, while anxiety and stress were found to be related to income A significant correlation found between the attitude to coronavirus ""as an exaggerated threat"" with greater calm, greater understandability of the pandemic, and less control However, if the respondent has relatives who have got sick COVID-19, then the perception of the pandemic becomes more threatening, less understandable, and more controlled It was revealed that the assessment of the threat from a pandemic plays a mediating role between the fear of an unknown disease and the possibility of its control The probability of cultural differences in the perception of the pandemic and its control is discussed, and the possibility of using the cultural-historical methodology and the concept of ""subjective pattern of disease"" to assess the public perceptions of the COVID-19 pandemic is formulated",9,2,119,146,Cultural diversity; Psychology; Perception; Respondent; Disease; Perceived Stress Scale; Population; Anxiety; Clinical psychology; Pandemic,COVID-19 pandemic; coronavirus; cultural-historical concept; subjective pattern of disease; stress; anxiety; perception of the COVID-19 pandemic,,,,https://psyjournals.ru/files/114892/cpse_2020_n2_Pervichko_et_al.pdf https://doi.org/10.17759/cpse.2020090206 https://psyjournals.ru/covid19challenges2020/issue/Pervichko_Mitina_Stepanov_et_al.shtml,http://dx.doi.org/10.17759/cpse.2020090206,,10.17759/cpse.2020090206,3044548020,,0,002-194-824-871-927; 005-453-300-966-004; 009-174-229-973-829; 010-495-058-170-214; 018-809-085-668-018; 019-942-115-819-382; 021-460-399-779-203; 029-688-606-454-332; 029-961-699-670-521; 036-425-163-991-217; 044-082-375-285-70X; 048-970-076-805-892; 051-608-171-530-264; 053-323-355-462-052; 067-762-079-748-873; 077-100-966-337-632; 079-610-662-969-641; 084-826-947-400-890; 087-798-234-087-316; 114-709-190-494-621; 125-439-941-633-218; 127-919-152-431-07X; 129-102-911-921-384; 132-662-245-849-010; 132-915-086-535-534; 151-810-012-635-995; 181-110-545-667-309; 187-281-620-642-852; 192-645-917-239-189,21,true,cc-by-nc,gold
131-779-177-505-584,Report on a Scientific Trip to Brazil,,2007,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,B.G. Meshcheryakov; L.F. Obukhova,<jats:p>The authors (teaching staff members of the Chair of Cultural-Historical Psychology at the Moscow State University of Psychology and Education) give a brief report on their trip to Brazil where they participated in the International Congress at the State University of Maringa (Parana State) and in a specially organised twoday workshop at the State University of Campinas. The authors state that Brazilian researchers express great interest in the ideas of L.S. Vygotsky and his disciples.</jats:p>,3,4,121,124,,,,,,,http://dx.doi.org/10.17759/chp.2007030414,,10.17759/chp.2007030414,,,0,,0,true,cc-by-nc,gold
131-906-942-858-811,Attachment quality in adolescents with non-suicidal self-injury,,2020,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,T V Snegireva; S V Volikova,"<jats:p>Foreign studies reveal a connection between attachment disorders and the occurrence of non-suicidal self-injury (NSSI) in adolescents. Domestic studies, for all the relevance and importance of this topic, are few. It remains unclear which attachment disorders have the greatest impact on the emergence of non-suicidal self-injurious behavior: there are studies that have shown that the occurrence of NSSI is influenced by an attachment disorder to both parents, but there are studies that have revealed that attachment disorders to the father play a more significant role. It also discusses whether attachment to parents or peers has the greatest impact on the occurrence of NSSI and mental well-being in adolescence. The degree of influence of attachment to parents and peers is debated. Described are the targets and methods of psychological treatmentof adolescents with NSSI and their families.</jats:p>",9,4,66,76,Psychology; Quality (business); Clinical psychology,несуицидальное самоповреждающее поведение; подростки; семья; привязанность,,,,https://psyjournals.ru/files/118483/jmfp_2020_n4_Snegireva_Volikova.pdf https://psyjournals.ru/en/jmfp/2020/n4/Snegireva_Volikova.shtml,http://dx.doi.org/10.17759/jmfp.2020090406,,10.17759/jmfp.2020090406,3118397431,,0,000-974-340-714-719; 001-967-705-014-813; 001-986-890-820-502; 002-291-524-532-67X; 004-920-212-281-607; 007-281-259-119-86X; 007-364-696-033-988; 009-438-867-254-235; 013-512-815-385-601; 015-225-967-009-358; 015-678-419-448-386; 015-706-049-228-145; 016-851-904-861-783; 016-966-462-361-203; 023-496-589-357-383; 026-334-301-478-344; 029-438-312-014-145; 030-015-159-757-719; 030-230-235-061-505; 032-759-978-468-755; 033-187-473-601-675; 033-294-844-863-329; 035-566-840-946-45X; 035-841-107-350-972; 037-215-087-490-592; 040-072-686-718-571; 047-545-226-293-359; 047-895-182-772-752; 048-539-319-254-872; 068-797-537-454-415; 071-356-810-506-090; 071-617-757-653-325; 076-947-876-592-936; 079-603-018-971-593; 080-407-275-672-583; 082-537-920-409-71X; 082-766-053-609-746; 083-115-690-684-703; 083-321-499-858-08X; 087-036-777-864-897; 092-028-842-488-666; 102-754-346-155-341; 106-232-424-348-294; 112-967-918-444-82X; 140-767-030-228-71X; 148-981-606-446-76X; 157-345-043-978-912; 174-798-157-448-336,3,true,cc-by-nc,gold
132-303-211-881-536,The Use of Visual Perceptual Tasks for Study of Cognitive Processes in Anankastic Personality Disorder and Pseudoneurotic Schizophrenia,,2018,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,A A Chepeliuk; M G Vinogradova,"<jats:p>The aim of present research was to investigate the performance of visual perceptual tasks with varying the degree of uncertainty and levels of regulation prescribed by vague, verbal and non-verbal instructions. The modified Witkin test and Wechsler Adult Intelligence Scale, a revised form (WAIS-R) were used. 36 anankastic personality disorder patients (mean age-31,9±9,8 years), 38 schizophrenic patients (pseudoneurotic type, mean age 30,8±8,7 years) and 100 healthy controls (mean age 27,5±8,5 years) were enrolled to the study. It was established that the effectiveness of the performance of visual perceptive tasks in conditions of vague instruction did not differ among the subjects of all three groups. The introduction of additional verbal instruction increased the performance of healthy subjects and patients with anankastic personality disorder, in contrast to patients with schizophrenia. In conditions of nonverbal instruction, the effectiveness of performing was reduced in clinical and control groups, but the parameters of healthy subjects were significantly higher (р≤0,05). It was found in schizophrenia an increase in the number and strength of the correlation between the indices of the performance of visual perceptual tasks and the non-verbal parameters of Wechsler Adult Intelligence Scale.</jats:p>",7,3,177,191,Psychology; Cognition; Visual perception; Cognitive psychology; Pseudoneurotic schizophrenia; Anankastic personality,зрительные перцептивные задачи; модифицированный тест Г. Виткина; расстройства личности; шизофрения; ананкастное расстройство личности; неврозоподобная шизофрения,,,,https://doaj.org/article/0c515237b09c437ca3c29d629793d76f https://psyjournals.ru/files/95489/Chepeluk.pdf https://psyjournals.ru/psyclin/2018/n3/Chepeluk_Vinogradova.shtml,http://dx.doi.org/10.17759/cpse.2018070311,,10.17759/cpse.2018070311,2896328574,,0,020-832-505-731-018; 033-707-615-105-025; 033-720-920-252-749; 035-366-840-423-943; 035-788-788-702-16X; 038-335-014-076-254; 048-564-800-815-706; 062-171-543-726-656; 123-626-410-877-097; 132-740-057-391-429,0,true,cc-by-nc,gold
132-973-132-712-040,Psychologist's Participation in Deciding whether to Recommend a Convict for a Conditional Release,,2022,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,D.V. Melnikova,"<jats:p>The theoretical part of this work describes main legal normative documents which regulate the process of conditional release of convicts. Based on the analysis which was carried out on a number of foreign and domestic scientific publications, the author identified and de-scribed the main criteria taken into account in making a decision whether to recommend a convict for a conditional release as well as the major challenges in implementing condi-tional release. Using empirical analysis (content analysis and statistical data processing was performed on the key work results of a psychological service unit with 46 subjects), we iso-lated and described the main types of psychological work carried out with convicts in cor-rectional facilities. We also formulated major criteria for the psychological service experts to make decisions (of indicative and prognostic character) as to whether to recommend a convict for paroling. From the theoretical and empirical analysis we distil certain recom-mendations whose further research and consideration might (in our opinion) improve the efficiency of conditional release implementation.</jats:p>",12,1,30,43,Convict; Normative; Service (business); Psychology; Work (physics); Process (computing); Computer science; Criminology; Political science; Law; Business; Engineering; Marketing; Mechanical engineering; Operating system,penitentiary psychology; conditional release; release on parole; convict; correction criteria; risk factors; repetition of a crime; re-socialization; psychological support,,,,https://psyjournals.ru/files/128322/psylaw_2022_n1_Melnikova.pdf.pdf https://doi.org/10.17759/psylaw.2022120103,http://dx.doi.org/10.17759/psylaw.2022120103,,10.17759/psylaw.2022120103,,,0,007-274-643-782-935; 008-227-332-843-029; 040-968-475-997-63X,1,true,cc-by-nc,gold
133-012-024-020-956,Longitudinal Study on the Development of Giftedness,,2021,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,D B Bogoyavlenskaya; Sergei Artemenkov; E S Joukova,"<jats:p>The article is devoted to the study of giftedness as the ability to create. The relevance of the topic is determined by the state program for the identification and support of gifted children. A longitudinal study of children aged 8—12 years (n = 42) using the “Creative Field” method allows us to trace the formation and development of their giftedness. This method allows for a differentiated diagnosis of the ability to develop activities on their own initiative (heuristic level of activity) or its absence (stimulus-productive level of activity). Intelligence was assessed by J. Raven’s test and the indicators of learning ability of the “Creative Field” method. In connection with the widespread understanding of giftedness, which reduces it to a high level of intelligence, a hypothesis was put forward about the range of IQ indices, which may be wider in the stimulus-productive group than in the group of heurists, but its upper bounds for these groups should be close. High values of intelligence in both groups are the basis for the conclusion that it is impossible to reduce giftedness only to a high level of intelligence. Giftedness is manifested in the integration of intelligence, the lower limit of which is determined by the ability to master the proposed activity, with the dominant cognitive motivation in the personality structure.</jats:p>",14,3,122,137,Developmental psychology; Psychology; Longitudinal study,giftedness; creativity; intelligence; motive; development; longitudinal research; primary school age; adolescence; statistical analysis,,,,https://psyjournals.ru/exp/2021/n3/Bogoyavlenskaya_et_al.shtml https://psyjournals.ru/files/123279/exppsy_2021_n3_Bogoyavlenskaya_et_al.pdf,http://dx.doi.org/10.17759/exppsy.2021140309,,10.17759/exppsy.2021140309,3204753811,,0,004-145-039-407-75X; 010-683-530-965-861; 011-693-855-318-799; 026-779-633-693-405; 040-096-812-467-31X; 042-987-246-597-698; 085-917-671-418-538; 102-744-432-886-029; 165-441-714-144-653; 165-995-250-534-649,7,true,cc-by-nc,gold
133-066-409-682-938,"Ethnic, Civic, and Global Identities as Predictors of Emigration Activity of Student Youth in Belarus, Kazakhstan, and Russia",,2022,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,N.V. Murashcenkova; V.V. Gritsenko; N.V. Kalinina; M.N. Efremenkova; E.V. Kulesh; V.V. Konstantinov; S.D. Gurieva; A.Y. Malenova,"<jats:p>The objective of this research is to assess the characteristics of the relationships between the cognitive and emotional components of ethnic, civic, and global identities with the emigration activity among students of Belarus (n=208), Kazakhstan (n=200), and Russia (n=250) aged 18 to 25 years. The assessment of emigration activity was carried out using six items. To measure identity types, we used the Questionnaire for assessing the positivity and uncertainty of ethnic identity by A.N. Tatarko and N.M. Lebedeva and the Identification with All Humanity Scale by S. McFarland in adaptation of T.A. Nestik. The negative assessment of one’s own ethnicity is a predictor to emigration intentions among Belarusian students. Students in Kazakhstan and Russia have emigration intentions connected with a positive attitude towards the global community of people and a negative attitude towards citizens of their countries. In addition, Russian students with a high level of emigration intentions have imprecise representations of their own ethnicity. Emigration behavior of Belarusian students have links with negative attitudes towards the citizens of their country and towards their own ethnic affiliation. In Russian students, this behavior is also associated with a negative attitude towards the citizens of their country, but combined with a positive attitude towards the global community of people. Kazakhstani students have no statistically significant links in this case. The results confirm the importance of taking into account the civic and sociocultural contexts when organizing activities to prevent the emigration behavior of youth.</jats:p>",18,3,113,123,Emigration; Ethnic group; Identity (music); Immigration; Scale (ratio); Sociocultural evolution; Political science; Psychology; Social psychology; Geography; Physics; Cartography; Acoustics; Law,emigration activity; emigration intention; emigration behavior; ethnic identity; civic identity; global identity; student youth; Belarusian students; Kazakhstani students; Russian students,,,,https://psyjournals.ru/files/132487/chp_2022_n3_Murashcenkova_et_al_en.pdf https://doi.org/10.17759/chp.2022180314,http://dx.doi.org/10.17759/chp.2022180314,,10.17759/chp.2022180314,,,0,005-709-934-509-039; 009-299-623-546-736; 015-879-471-684-950; 021-446-275-869-505; 027-968-930-086-168; 047-281-145-925-477; 066-448-860-414-650; 090-679-476-276-458; 116-438-309-120-979; 124-649-714-901-808; 127-486-514-411-818,6,true,cc-by-nc,gold
133-267-852-152-481,Interview with V.V. Nikolaeva: All of Us Used to Follow the Cultural-Historical Tradition,,2022,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,V.K. Zaretsky; A.B. Kholmogorova; L.S. Pechnikova,"<jats:p>&lt;p&gt;We present an interview with Valentina V. Nikolaeva, Doctor of Psychology, Professor of the Department of Neuro- and Pathopsychology, Lomonosov Moscow State University (Moscow, Russia).&lt;/p&gt;</jats:p>",30,4,173,179,Psychology; Psychoanalysis,,,,,https://psyjournals.ru/journals/cpp/archive/2022_n4/cpp_2022_n4_interview.pdf https://doi.org/10.17759/cpp.2022300410,http://dx.doi.org/10.17759/cpp.2022300410,,10.17759/cpp.2022300410,,,0,,0,true,cc-by-nc,gold
134-248-751-374-563,An Approach to Assessing the Features of a Tutor's Professional Competence in an Inclusive Education: A Pilot Study,,2022,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,A.Yu. Shemanov; E.V. Samsonova; Y.A. Bystrova; E.N. Kutepova,"<jats:p>&lt;p style=""text-align: justify;""&gt;The work solved the problems of substantiating the approach to the study of the features of the professional competence of a tutor (teaching assistant) in the conditions of inclusive education and conducting a pilot study of the basic components of competence: motivational-attitude, cognitive, behavioral, and reflective-evaluative ones. The methods used in international studies for studying subjective predictors of the implementation of inclusive practices by teachers served as a prototype for using a number of self-assessment tools in studying the basic components of tutor competence, including four questionnaires: &amp;lsquo;Attitude towards inclusion&amp;rsquo;, &amp;lsquo;Intention to implement inclusive practices&amp;rsquo;, &amp;lsquo;Efficiency of a tutor accompanying students with health deficiencies and disabilities in an inclusive education&amp;rsquo;, &amp;lsquo;Difficulties of the tutor in the implementation of tutor support in the conditions of inclusion&amp;rsquo;. The sample of this study is represented by 313 respondents (mean age 33.6&amp;plusmn;13.9; men &amp;mdash; 9.6%, women &amp;mdash; 90.4%), including 41 students of secondary vocational education organizations, and 272 students of higher education, among them there were 67 working tutors. All respondents answered the same questionnaires remotely using the &amp;lsquo;Anketolog&amp;rsquo; system. Data analysis included an exploratory factorial analysis of each questionnaire, a check of their internal consistency, and a correlation analysis of relationships between all questionnaires. Cronbach's alpha ranged from 0.76 to 0.94, which indicates sufficient internal consistency of the questionnaires. Correlation analysis confirms the nature of the relationships of the original questionnaires previously obtained in international studies. Factor analysis made it possible to identify both the &amp;lsquo;Intention to implement inclusive practices&amp;rsquo; questionnaire and the &amp;lsquo;Efficiency of a tutor accompanying students with health deficiencies and disabilities in an inclusive education&amp;rsquo; questionnaire, two factors each, reflecting the specifics of the work of tutors, which, apparently, can be associated with their support for the agency of students with disabilities. This possible sensitivity to this aspect of tutoring allows us to expect that these questionnaires can become a useful tool for studying subjective readiness and ability as components of tutoring professional competence of future and working professionals in an inclusive education environment.&lt;/p&gt;</jats:p>",11,4,233,263,TUTOR; Cronbach's alpha; Psychology; Competence (human resources); Medical education; Inclusion (mineral); Pedagogy; Medicine; Clinical psychology; Psychometrics; Social psychology,inclusive readiness; professional competence; secondary vocational education; higher education; educational environment; tutor; students with disabilities; social-cognitive learning; theory of planned behavior,,,,https://psyjournals.ru/journals/cpse/archive/2022_n4/cpse_2022_n4_Shemanov_et_al.pdf https://doi.org/10.17759/cpse.2022110410,http://dx.doi.org/10.17759/cpse.2022110410,,10.17759/cpse.2022110410,,,0,011-369-269-729-195; 022-578-691-984-204; 023-591-049-713-784; 030-949-570-059-792; 037-286-491-010-894; 044-631-961-145-709; 045-243-933-467-016; 047-947-950-289-010; 059-118-843-234-302; 059-443-563-904-972; 090-185-529-449-00X; 091-300-638-580-530; 093-345-914-757-972; 099-167-496-298-409; 103-140-163-390-509; 103-736-375-496-599; 104-007-719-991-160; 112-884-340-683-723; 151-717-434-444-834; 153-541-017-092-053; 160-876-746-891-996; 171-131-375-809-254,6,true,cc-by-nc,gold
134-517-692-809-653,Перспективы современных подростков в контексте жизненной траектории,,2016,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,A.A. Bochaver; A V Zhilinskaya; K D Khlomov,"<jats:p>The article discusses the dynamics of theoretical and applied ideas of adolescence from the viewpoint of designing individual trajectory for this age. It also analyzes the blurring of lines of adolescence, delaying vital choices and hindered separation from parents as the trends of the modern existence of adolescence. The article examines the features of modern society (transitivity and its consequences), hindering the design of path of life and contributing to the shift of strategic thinking in this area to tactical. The article regards the role of the family, in particular, the cultureof discussing  future, from the point of view of  support to a teenager’s design of his/her life trajectory</jats:p>",5,2,31,38,Humanities; Psychology,adolescence; life trajectory; the image of the future; support of adolescence,,,,https://psyjournals.ru/files/82367/jmfp_2016_n_2_Bochaver_Zhilinskaya_Khlomov.pdf https://publications.hse.ru/articles/190185758 https://core.ac.uk/display/89144084 https://psyjournals.ru/en/jmfp/2016/n2/82392.shtml,http://dx.doi.org/10.17759/jmfp.2016050204,,10.17759/jmfp.2016050204,2513970033,,0,017-010-843-449-057; 017-627-807-763-081; 126-077-521-630-038; 169-514-478-944-068,11,true,cc-by-nc,gold
135-112-410-691-10X,The Effect of Coherence Level and Assumption Form on the Wason Selection Task Solution,,2024,journal article,Психология. Журнал Высшей школы экономики,18138918; 25419226,"National Research University, Higher School of Economics (HSE)",Russian Federation,Alexander Romashchuk; Valeria Lukianova,"<jats:p>The Wason selection task is designed as a refutation attitude and based on the K. Popper principle of falsificationism. The numerous studies have revealed that specific forms of the task are solved better than abstract ones. However, researchers explain this phenomenon differently. The aim of the study is to introduce and explain the better solution effect by varying the coherence level and the assumption form of selection task conditions. The notion of “coherence” is introduced in the theory-theory concept approach to denote the connection between two concepts, as well as between the attributes of one concept. We have introduced three levels of coherence: formal coherence means the absence of any meaningful connection, external coherence implies the presence of an external “context”, and internal coherence includes the causal connection between the assumption concepts as well. Based on the selection task modifications analysis, it was found that conditions are implicitly formulated in the form of rules or hypotheses, which implies different testing strategies. The following hypotheses were tested: 1) the selection task solving efficiency will increase with the growth in the assumption attributes coherence level; 2) tasks with rules will be solved better than tasks with hypotheses on the same assumption attributes coherence level. The sample includes 193 subjects (median age 23 years, 60% female, 51% with higher education). Selection task modifications were used as stimulus material, where the coherence levels and the assumption form were varied. As a result, both hypotheses found statistical support. The novelty of this paper lies in the methodological separation of selection task modifications both by the assumption form — rules or hypo - theses, and by the coherence level of the tested assumption — formal, external and internal. The introduction of two forms and three levels of assumption coherence allows us to integrate the selection task solution factors revealed in different studies within a single explanation of the inclusion of the tested assumption in different kinds of theories.</jats:p>",21,2,366,386,Coherence (philosophical gambling strategy); Selection (genetic algorithm); Task (project management); Computer science; Mathematics; Econometrics; Statistics; Artificial intelligence; Economics; Management,,,,,,http://dx.doi.org/10.17323/1813-8918-2024-2-366-386,,10.17323/1813-8918-2024-2-366-386,,,0,,0,true,,gold
135-115-564-965-55X,"Психологические, социальные и информационные аспекты нападений несовершеннолетних на учебные заведения",,2020,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Е Г Дозорцева; Д С Ошевский; К В Сыроквашина,"<jats:p>The article examines the factors influencing the attacks by minors on educational institutions. The analysis of publications offering explanations and theoretical models of such crimes is performed. The authors present the results of their own qualitative analysis of data from an empirical study of 9 teenagers who attacked schools, and materials of criminal cases. The analysis is performed as part of a comprehensive forensic psychological and psychiatric examination. The data indicate the specific personality structure of adolescents and their existing mental disorders, as well as their special socio-psychological status in the classroom as outcasts and isolated. A compensatory mechanism of identity development is described with a focus on the role model of teenagers who attacked the Columbine school in the United States, and who imitated their actions. The role of the Internet in this process is evaluated. It is concluded that there is a need for a multidimensional analysis of such actions and appropriate preventive work.</jats:p>",10,2,97,110,Psychology,,,,,https://psyjournals.ru/files/114296/psylaw_2020_2_Dozortseva_Oshevsky_Syrokvashina.pdf https://psyjournals.ru/psyandlaw/2020/n2/Dozortseva_Oshevsky.shtml,http://dx.doi.org/10.17759/psylaw.2020100208,,10.17759/psylaw.2020100208,3037072689,,0,004-883-233-932-085; 011-450-557-621-654; 015-510-747-011-141; 020-963-036-643-022; 023-475-912-155-288; 024-590-739-903-907; 035-099-600-890-67X; 043-590-965-364-277; 045-178-541-997-060; 052-338-943-295-663; 053-934-350-769-218; 077-169-959-597-511; 105-950-015-316-769; 111-179-363-951-081; 133-049-736-729-903; 152-159-397-796-453,15,true,cc-by-nc,gold
135-214-284-728-684,Learning difficulties of migrant children in Italy,,2019,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,Khaperskaia A.Yu.; C Şensin,"<jats:p>According to the latest report published in 2018 in Pisa every sixth pupil in Italian schools nowadays is a migrant. Statistic data show the skyrocketed increase of migrant children in schools since 2003. According to the Italian Edition of «La Verità», referring to the OCSE (L'Organizzazione per la cooperazione e lo sviluppo economico report (OCSE)-organisation for economic cooperation and development), ""children with immigration experiences tend to be less successful at school than their peers. If 69 percent of Italian children achieve required by the OCSE outcomes in reading, mathematics and science, only 51% of the first generation of migrant children can match them. «This figure is even lower and falls to 36% if we take into account children who arrived to Italy and were enrolled to comprehensive schools at the age of 12 years and older. What is the main problem of migrant children at school in the new socio-cultural context? First of all, it is language. And language snowballs other problems. The traumatic experience of relocation, the difference of cultures and conflict of families with new reality, all this has an impact on the way the child feels in the new world and the way s/he experiences difficulties. Among migrant adolescents one can note a more intensive experience of internal conflicts, they face a wrenching sense of loneliness, don't feel understood and accepted. In this article, we will discuss the main learning difficulties which are most common among children of migrants, as well as the issues of professional readiness of teachers of Italian secondary schools to the difficulties of this kind</jats:p>",8,1,56,63,Developmental psychology; Psychology,Immigrant children; educational difficulties; migration processes; Italian school,,,,https://doaj.org/article/26aa124eed63437eaca71665b9a249ca https://psyjournals.ru/files/97731/jmfp_2019_n1_Khaperskaia_Sensin.pdf https://psyjournals.ru/en/jmfp/2019/n1/Khaperskaia_Sensin.shtml,http://dx.doi.org/10.17759/jmfp.2019080106,,10.17759/jmfp.2019080106,2926534064,,0,013-013-689-811-756; 051-125-444-154-430; 051-799-098-645-165; 115-463-285-697-105; 153-426-771-461-291; 183-583-109-945-31X; 184-119-371-835-738; 190-229-280-459-639,2,true,cc-by-nc,gold
135-383-231-846-641,Psychological and pedagogical Expertise in Education: Main Areas and Approaches,,2017,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,I B Umnyashova,"<jats:p>The paper provides a review of research approaches to the organization of expert activity in the Russian system of education.Among the studied areas of psychological and pedagogical expertise were: educational environment; educational technologies; comfort and safety of educational environment; professional activities of teachers; innovative processes; quality of educational services, programmes and coursebooks.The data shows that there are many different interpretations of aims and tasks of expertise in education, so it is not possible to speak of an integrated scientific approach to the organization of psychological and pedagogical expertise.The outcomes of this study reveal perspectives for developing a model (concept) of psychological and pedagogical expertise in the system of education.</jats:p>",22,3,5,18,Psychology; Pedagogy,,,,,https://psyjournals.ru/files/87114/pse_2017_n3_Umnyashova.pdf https://psyjournals.ru/psyedu/2017/n3/Umnyashova.shtml https://core.ac.uk/display/87560036,http://dx.doi.org/10.17759/pse.2017220301,,10.17759/pse.2017220301,2757530597,,0,004-781-126-406-074,4,true,cc-by-nc,gold
136-261-053-539-18X,"Psychological Self-Regulation and Its Importance for the Intrinsic Motivation, Psychological Well-Being and Performance in Sport",,2024,journal article,Психология. Журнал Высшей школы экономики,18138918; 25419226,"National Research University, Higher School of Economics (HSE)",Russian Federation,Anastasia Yakushina; Sergey Leonov; Diana Pshenichnyuk; Evgeny Sedogin; Irina Polikanova,"<jats:p>Self-regulation is one of the main resources contributing to the productive realization of activity and getting satisfaction from life. The aim of the study was to investigate the role of different aspects of self-regulation in the development of intrinsic motivation to practice sports and the level of life satisfaction in athletes. To study different aspects of self-regulation, the «Self-Government Test» of J. Kuhl and A. Fuhrman was used. To study the level of intrinsic motivation «The Sport Motivation Scale» was used. The «Life Satisfaction Scale» and «The Negative and Positive Emotion Scale» by E. Diener were used to test the degree of life satisfaction. The research involved 178 athletes aged from 17 to 33 years (M = 19,38; SD = 1,88), having titles from junior to Master of Sports International Class. Regression analysis showed that aspects of self-regulation such as planning, sensitivity to own values and emotional regulation in athletes contribute to a higher level of life satisfaction. A comparison of groups with different levels of self-regulation showed that athletes with higher levels of self-regulation skill are characterized by a more stable internal motivation to do sports and less expression of negative experiences; they experience positive emotions more often. In addition, it has been demonstrated that the most developed indicators of volitional regulation are characteristic of athletes at the initial and professional level of skill, as compared to those who are at the intermediate stage. Thus, self-regulation is one of the most important resources of athletes, important not only for their professional performance, but for a sense of well-being and life satisfaction.</jats:p>",21,1,167,183,Psychology; Psychological well-being; Self-determination theory; Intrinsic motivation; Social psychology; Applied psychology; Autonomy; Political science; Law,,,,,https://psy-journal.hse.ru/data/2024/03/30/2144810947/Т. 21. № 1. 2024 167-183.pdf https://doi.org/10.17323/1813-8918-2024-1-167-183,http://dx.doi.org/10.17323/1813-8918-2024-1-167-183,,10.17323/1813-8918-2024-1-167-183,,,0,,1,true,,gold
136-426-181-763-517,System analysis of evidencesof the impact of child involvement in evaluating social programs on their psychological development,,2016,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,D P Shamrova; A V Tikhomirova; T G Podushkina,"<jats:p>This article discusses the development of children's participation in the evaluation of social programs and evidences of the positive impact of this kind of participation on the psychological development of children. The article includes the overview of 27 foreign studies concerning children and organizing  the evidences of the impact provided by the child participatory behavioron his/her psychological development. The review shows that inclusion of children in the evaluationprogram can contribute to positive development of theirs. The authors also discuss the inclusion of children in the evaluation of social projects and programs, and the opportunity for developmentof  thispractice in Russia</jats:p>",5,2,39,50,Developmental psychology; Psychology,evaluation with child participation; research involving the child; a systematic review of the evidence; child psychological development,,,,https://psyjournals.ru/files/82372/jmfp_2016_n2_Shamrova_Khomirova_Podushkina.pdf https://psyjournals.ru/jmfp/2016/n2/82372.shtml https://core.ac.uk/display/89144082 http://psyjournals.ru/files/82372/jmfp_2016_n2_Shamrova_Khomirova_Podushkina.pdf,http://dx.doi.org/10.17759/jmfp.2016050205,,10.17759/jmfp.2016050205,2520449988,,0,003-609-169-617-575; 004-919-859-490-049; 009-694-907-916-989; 017-059-356-867-507; 028-365-004-297-015; 029-678-567-703-586; 032-351-101-723-327; 045-195-457-797-378; 052-644-648-914-295; 056-786-540-724-544; 068-988-138-120-989; 070-947-459-108-180; 074-244-155-223-176; 080-550-519-361-100; 080-633-095-563-035; 081-176-997-670-441; 083-127-644-003-514; 085-560-266-083-640; 085-613-017-569-937; 093-136-989-966-743; 094-265-981-649-353; 097-859-843-206-295; 114-059-797-771-021; 118-316-356-585-32X; 166-914-576-828-734; 190-185-489-174-296,1,true,cc-by-nc,gold
136-709-941-218-483,"Rehabilitation Program ""Circle of Community"" in the Prevention of Deviant Behavior in Adolescents in the Center for the Promotion of Family Education",2021-12-31,2021,journal article,Bulletin of Practical Psychology of Education,26583100,Moscow State University of Psychology and Education,,N.V. Putintseva; N.V. Vlasova,"<jats:p>&lt;p&gt;The article is devoted to the discussion of the rehabilitation program &amp;ldquo;Community Circle&amp;rdquo; and its ap-plication for the pupils of the Centers for the Promotion of Family Education. The specified program is based on a system of theoretical representations of the concept of the Rehabilitation Approach, as well as procedures and techniques used in a situation of crime, conflict, in circumstances of growing misunderstanding, alienation and tension in relations between people. The Community Circle pro-gram is a special form of organizing a dialogue that contributes to the resolution of conflict situations in an atmosphere of support and respect for the personality of the adolescents in a difficult life situa-tion, with the direct participation of all interested adults involved in his upbringing and development.&lt;/p&gt;</jats:p>",18,3,10,17,Alienation; Promotion (chess); Rehabilitation; Conflict resolution; Personality; Psychology; Center (category theory); Juvenile delinquency; Social psychology; Pedagogy; Sociology; Developmental psychology; Political science; Social science; Chemistry; Neuroscience; Politics; Law; Crystallography,"rehabilitation program ""Circle of the Community""; Council of Prevention; consultation; deviant behavior",,,,https://psyjournals.ru/files/126551/bppe_2021_n3_Putintseva_Vlasova.pdf https://doi.org/10.17759/bppe.2021180301,http://dx.doi.org/10.17759/bppe.2021180301,,10.17759/bppe.2021180301,,,0,,2,true,cc-by-nc,hybrid
136-892-071-775-486,Bibliometric Analysis of the Journal “Cultural-Historical Psychology”,,2016,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,A A Shvedovskaya; N.V. Meshkova,"<jats:p>This study aims to explore the journal bibliometric characteristics of the journal “Cultural-historical psychology”. The citation data were drawn from references of each article of “Cultural-historical psychology” during 2005 and 2015. Data retrieved from the Russian Citation Index (E.library.ru) and the Portal of Russian Psychological Publications (Psyjournals.ru) database were used to identify the main cited jour- nals, publications and authors.</jats:p>",12,1,106,115,Sociology; Cultural-historical psychology; Bibliometric analysis; Social science,bibliometric analysis; scientific publication; cultural-historical psychology,,,,https://core.ac.uk/display/91860716 https://psyjournals.ru/kip/2016/n1/shvedovskaya.shtml https://psyjournals.ru/files/80822/kip_2016_n1_shvedovskaya.pdf,http://dx.doi.org/10.17759/chp.2016120112,,10.17759/chp.2016120112,2320243828,,0,020-499-991-566-049; 049-034-660-141-41X; 064-617-749-460-896; 095-836-315-265-959; 105-955-176-868-874; 118-537-680-105-091,3,true,cc-by-nc,gold
136-933-655-179-192,Latent Profiles of Personality and Decision Making Regulation Styles,,2022,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,T.V. Kornilova,"<jats:p>Decision making (DM) generally assumes that the person is performing a choice between a multitude of alternatives under uncertainty and possible risk. According to the concept of dynamic regulative systems (Kornilova, 2016), preferred or most relied on DM strategies are linked in an integrative way with a variety of personality traits that can be at the top of the hierarchy. These include risk readiness, rationality, and Dark Triad traits as reflective of a generally unstable personality core. Decision-Making Tendency Inventory (DMTI; Misuraca et al., 2015) defined DM characteristics via maximization, satisficing and minimization. However, the relationships between DM characteristics captured by DMTI and the listed personality traits have not been explored before. The goal of the current study was establishing latent personality profiles in a person-centered approach that integrates DM “tendencies” and the listed personality traits by identifying relatively homogenous subgroups of individuals with similar profiles. Methods. 625 individuals in the age from 17 to 39 years (М = 20,17, SD = 3,02; 84% females) participated in the study. We used DMTI, Dirty Dozen, and LFR questionnaires to measure DM tendencies, Dark Triad traits, and risk readiness/rationality, respectively. Latent profile analysis was performed in VarSelLCM for R. Results. The results indicated the presence of three latent profiles in the data after adjustments for age and sex. Risk readiness and Dark Triad traits were positively related with maximizing and satisficing, forming one latent class. In another class lower rationality, on the other hand, was linked with minimization. In the third class higher rationality accompanied lower Dark Triad traits. Conclusions. The results provide evidence in favor of the general hypothesis that latent profiles of personality traits are associated with distinct preferences for specific DM tendencies. Higher levels of maximizing, satisficing, and minimizing were not related to subclinical psychopathy or Machiavellianism. Higher narcissism and risk readiness, generally unrelated, are nonetheless characteristic of the latent class that prefers maximizing and satisficing. Preference for minimization of effort during DM was associated with lower rationality. Latent class or latent profile analysis is a powerful technique that sheds new light on the relationships between personality and DM, beyond the contributions of variable-centered approaches such as correlational analysis.</jats:p>",30,2,126,145,Satisficing; Rationality; Psychology; Big Five personality traits; Personality; Latent class model; Social psychology; Maximization; Developmental psychology; Statistics; Computer science; Mathematics; Artificial intelligence; Political science; Law,Decision-Making Tendency Inventory -DMTI; maximizing; minimizing; satisficing; risk readiness; Dark Triad traits (Machiavellianism; psychopathy; and narcissism),,,,https://psyjournals.ru/files/131447/cpp_2022_n2_Kornilova.pdf https://doi.org/10.17759/cpp.2022300208,http://dx.doi.org/10.17759/cpp.2022300208,,10.17759/cpp.2022300208,,,0,000-168-475-083-540; 002-616-661-205-061; 003-969-289-891-21X; 004-787-310-486-884; 005-107-894-544-949; 008-181-509-442-538; 011-983-551-480-741; 016-500-118-966-372; 016-566-287-933-40X; 023-060-612-939-959; 023-933-102-247-602; 028-039-360-043-35X; 031-476-402-606-75X; 041-731-475-255-303; 048-162-103-140-502; 049-040-825-116-249; 054-692-127-306-648; 059-210-448-441-346; 065-670-262-141-42X; 089-827-152-540-175; 092-647-363-654-041; 102-377-885-630-964; 103-123-138-905-238; 107-074-428-617-434; 110-457-663-440-065; 111-131-026-110-924; 113-195-478-512-575; 115-528-564-229-026; 118-014-552-445-734; 120-923-836-757-334; 121-759-664-471-771; 130-781-202-659-515; 156-779-596-529-190; 162-642-121-996-529,0,true,cc-by-nc,gold
137-530-958-281-91X,Conception and Organizational and Structural Models of Psychological Service in Education,,2016,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,Ю М Забродин; Е И Метелькова; В В Рубцов,"<jats:p>The article is devoted to the discussion of the key problems of practical psychology of education and to formulation of the main principles of conception of the psychological service in education, which is considered as one of the most important elements of the whole educational system modernization. Based on the data obtained by the monitoring of the psychological service in Russian education, conducted in 2006-2008, as well as on the analysis of the research materials, the service development strategy is formulated that determines the key directions of its' work till 2020 year. The mechanism of this strategy realization will be formulated as a suggested structural and functional model of the psychological service in education. The variants of organization of psychological service in education on the federal, as well as regional and municipal levels, specified under the regional and other contextual peculiarities, can be applied in creating particular versions of psychological service aimed at the different categories: gifted children and children with special educational needs, orphans and deviant children, children that suffer difficulties in learning, etc. the example of concrete target model of work with child's giftedness is widely  described in the article.</jats:p>",8,3,1,15,Psychology; Service (business); Knowledge management; Organizational commitment,,,,,https://psyjournals.ru/files/82515/psyedu_2016_n3_Zabrodin_Rubtsov.pdf https://psyjournals.ru/psyedu_ru/2016/n3/zabrodin_metelkova_rubtsov.shtml https://core.ac.uk/display/91021305,http://dx.doi.org/10.17759/psyedu.2016080301,,10.17759/psyedu.2016080301,2520121532,,0,059-619-702-812-469,11,true,cc-by-nc,gold
137-535-417-194-752,Увлеченность работой и благополучие при работе в клинике тяжелых соматических заболеваний: роль личностных особенностей у врачей- клиницистов и сотрудников лабораторий,,2021,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,С.О. Хрущев; Д.Э. Выборных; Е.И. Рассказова; А.Ш. Тхостов; В.Г. Савченко,"<jats:p>The contemporary stage of the organizational psychology development is characterized by the interest in differentiating different states at the workplace and in searching for the personal and organizational resources that contribute to a greater engagement in work and prevent the risk of the emotional burnout, the dependence upon work, the disbalance between work and life, etc. The present study aims at detecting personal predictors of ill-health in doctors at the workplace who personally work with patients with severe somatic diseases, and laboratory staff doctors who work with the same patients without any constant personal contact. 180 doctors working with patients with severe somatic diseases (94 clinicians and 86 laboratory employees) filled out the life satisfaction scale, the Utrecht work engagement scale, the emotional exhaustion subscale of the burnout scale, the Dutch scales of job boredom and work addiction, the big five personality test (the second version) and the Millon clinical multiaxial inventory (the third version). According to the results, the differences between the clinicians in the direct contact with patients and the laboratory employees are about a higher level of workaholism in the former, especially in fresh clinicians. That can be explained by both personal and organizational potentials that contribute to coping with stress in this sample. The personal features of the clinicians correspond to their professional choice and development including the propensity for a positive self-presentation, dominance, and the importance of attention and appreciation. The pedantry and thoroughness characteristic of the laboratory employees can contribute to their professional success, while the avoidant personal pattern and self-defense pattern are consistent with their preference for a laboratory work. The data are in favour of the functional opposite of workaholism and boredom, the former with a higher level of empathy and pedantry, and the latter — with that of a lower level. In the both groups, a depressive pattern of personality is associated with a greater boredom at the workplace, the emotional exhaustion and the general dissatisfaction with life; moreover, the risk of the emotional exhaustion is higher in case of unstable emotions and a low dynamism. Thus, a high level of workaholism in the group of the clinicians indicates the importance of the prevention of the dependence on work in the employees who directly contact patients with severe somatic diseases, especially in fresh clinicians with a high level of dominance, empathy and pedantry. In other words, it is important to those who are usually successful at work and do not seek any psychological help) as well as those who are prone to an avoidant or dependent pattern of personality which also leads to the work-life disbalance.</jats:p>",14,1,187,203,Psychology,,,,,https://psyjournals.ru/exp/2021/n1/Khrushev_Vybornykh_et_al.shtml https://psyjournals.ru/files/120295/exppsy_2021_n1_Khrushev_Vybornykh_et_al.pdf,http://dx.doi.org/10.17759/exppsy.2021140109,,10.17759/exppsy.2021140109,3158021548,,0,005-563-619-441-143; 005-871-306-816-703; 006-331-409-159-434; 006-959-317-371-474; 009-293-677-540-543; 012-616-533-625-806; 015-553-272-854-494; 017-787-353-891-54X; 018-073-179-167-741; 019-282-199-376-484; 021-084-540-492-265; 028-989-638-586-551; 030-581-758-214-560; 032-115-828-597-048; 043-591-534-249-669; 051-676-883-025-367; 052-333-701-285-283; 067-155-828-347-918; 068-715-824-881-688; 069-837-181-346-316; 070-024-150-076-218; 072-851-884-313-915; 076-375-310-393-056; 076-461-643-764-936; 085-446-341-153-954; 091-681-057-414-173; 092-308-230-526-250; 098-966-031-550-082; 118-889-165-025-264; 140-789-729-967-505; 164-613-714-748-950; 174-410-868-423-684; 186-507-592-026-034,0,true,cc-by-nc,gold
137-574-279-264-223,Диагностика оптимизма: детский опросник оптимистического стиля объяснения успехов и неудач,,2017,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,Tamara O. Gordeeva; Oleg A. Sychev; Evgeny Osin,"<jats:p>People differ significantly in how they usually explain to themselves the reasons of events, both positive and negative, that happen in their lives. Psychological research shows that children who tend to think optimistically have certain advantages as compared to their pessimistically thinking peers: they are less likely to suffer from depression, establish more positive relationships with peers, and demonstrate higher academic achievements. This paper describes the process of creating the children’s version of the Optimistic Attributional Style Questionnaire (OASQ-C). This technique is based on the theory of learned hopelessness and optimism developed by M. Seligman, L. Abramson and J. Teas dale and is an efficient (compact) tool for measuring optimism as an explanatory style in children and adolescents (9-14 years). Confirmatory factor analysis revealed that this technique is a two-factor structure with acceptable reliability. Validity is supported by the presence of expected correlations between explanatory style and rates of psychological well-being, dispositional optimism, positive attitude to life and its aspects, depression, and academic performance. The outcomes of this technique are not affected by social desirability. The developed questionnaire may be recommended to researchers and school counsellors for evaluating optimism (optimistic thinking) as one of the major factors in psychological well-being of children; it may also be used in assessing the effectiveness of cognitive oriented training for adolescents.</jats:p>",13,2,50,60,Psychology; Social psychology,optimistic attributional style; diagnostics; success and failure explanatory style; psychological well-being; depression; culture; adolescents,,,,https://psyjournals.ru/files/86906/kip_2017_n2_Gordeeva_Sychev_Osin.pdf https://publications.hse.ru/articles/197074219 https://core.ac.uk/display/88073806 https://publications.hse.ru/mirror/pubs/share/direct/208476198.pdf https://publications.hse.ru/mirror/pubs/share//direct/208476198 https://psyjournals.ru/kip/2017/n2/Gordeeva_Sychev_Osin.shtml https://doaj.org/article/1eb6be4cd3d84f6ba18075d992a266c8,http://dx.doi.org/10.17759/chp.2017130206,,10.17759/chp.2017130206,2747468400,,0,004-509-946-647-858; 012-522-926-395-741; 019-539-001-047-038; 036-314-938-837-281; 052-987-214-193-405; 056-571-383-269-964; 062-718-416-364-011; 070-797-928-361-98X; 089-982-519-950-518; 095-321-967-052-083; 108-915-456-650-127; 119-658-804-093-799; 124-161-743-743-870; 134-129-438-148-904; 146-872-325-391-146; 153-896-318-001-015,7,true,cc-by-nc,gold
137-928-840-315-846,"Особенности эмоционального интеллекта и внутрисемейных эмоциональных коммуникаций у лиц, совершивших сексуальные ООД",,2015,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,А. А. Парахони; А А Васютина; В Г Булыгина,"<jats:p>The article examines the characteristics of emotional intelligence and interfamily emotional communication for persons who have committed socially dangerous sexual acts. The sample included 82 male subjects. The experimental group consisted of 27 people undergoing compulsory treatment in Orel specialized psychiatric hospital and 25 mentally ill persons without criminal history undergoing treatment in the psychoneurological hospital, department of day care. The control group included 30 men, never held criminally liable, mentally healthy. Methodical complex includes two units: 1) study of emotional intelligence (Bulygin, Makurin, 2009; Bulygin, 2014); 2) study of family sphere (Bulygin, Parahoni, 2014).; We hypothesized that: 1) patients with disorders of sexual preference has lower indicators of emotional intelligence in comparison with normal; 2) there are specific differences in the process of identifying the emotions between mentally ill persons with criminal history and without it; 3) individuals with disorders of sexual preference who have committed socially dangerous sexual acts have negative attitudes to the displaying of emotion in the parent family. The study identified specific violations of emotional intelligence in people with mental disorders of different nosology, committed and not committed socially dangerous sexual acts. The latter have special peculiarities of parent families.</jats:p>",5,2,67,79,Psychology,эмоциональный интеллект; эмоции; внутрисемейная эмоциональная коммуникация; родительская семья; психическое расстройство emotional intelligence; emotions; interfamily emotional communication; parent family; mental disorder,,,,https://psyjournals.ru/files/77059/psyandlaw_2015_2_Parahoni.pdf https://psyjournals.ru/en/psyandlaw/2015/n2/77081.shtml,http://dx.doi.org/10.17759/psylaw.2015100205,,10.17759/psylaw.2015100205,1584399861,,0,095-083-039-180-911,0,true,cc-by-nc,gold
137-949-269-176-500,Implementation of project methods in the process of legal education of bachelor students,,2019,journal article,Pedagogy and Psychology of Education,2500297x,Federal State Budgetary Educational Institution of Higher Education Moscow Pedagogical State University,,O. Srebrodolsky; A. Popovich,"<jats:p>The article is  devoted to  the  role of  project activities in  the  development of  legal competence in  bachelors of  psychological and pedagogical  education. The  emphasis is on  the  new generation of  Federal State  educational Standards, which indicate the  importance of  legal preparation for professional activities in accordance with regulatory legal acts in the field of education. The role of project methods as factors causing qualitative improvements in students' legal competence is determined.</jats:p>",,"3, 2019",117,125,Engineering; Bachelor; Process (engineering); Legal education; Engineering ethics,,,,,http://dx.doi.org/10.31862/2500-297x-2019-3-117-125,http://dx.doi.org/10.31862/2500-297x-2019-3-117-125,,10.31862/2500-297x-2019-3-117-125,2998715523,,0,,0,true,,gold
138-056-570-200-918,Applying group methods to work with students MSTU Baumana.,2021-04-15,2021,journal article,Living psychology,24136522,"LLC Publishing House ""Manuscript""",,Inna Pyatibratova; Madina Khudysheva,"<jats:p>The main attention of the authors of the article is paid to the study of group methods in work with students of the M.V. N.E. Bauman. The expediency of introducing various forms of group methods is determined, as a result of which, relationships with peers are improved and the ability to independently solve life problems is revealed, as well as the process of adaptation to studying at a university is facilitated, attitudes and social attitudes towards a healthy lifestyle change.</jats:p>",,,44,48,Mathematics education; Psychology; Work (electrical); Group (mathematics),,,,,http://dx.doi.org/10.51233/2413-6522-2021-44-48,http://dx.doi.org/10.51233/2413-6522-2021-44-48,,10.51233/2413-6522-2021-44-48,3155969071,,0,107-609-236-768-412; 160-458-795-776-722,2,true,,bronze
138-875-905-890-172,Formation of inclusive culture in the implementation of inclusive education: challenges and achievements,,2018,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,А Ю Шеманов; А С Екушевская,"<jats:p>The article analyzes the concept of inclusive culture and the methodology of its definition and formation, attempts to apply this methodology in different countries (USA, UK, Spain, New Zealand, Australia). In international practice, educational inclusion is created on the basis of educational organization inclusive culture which is considered as the ground of inclusive policy and practice. In the framework of organizational approach, inclusive culture is defined as a set of shared values which favour creating of inclusive community in organization. Changes of shared values accepting diversity of learners and their educational needs have a key significance in this process. These changes should concern not only declared values, but basic assumptions of educational organization members. The understanding of social justice and equity which lays in the ground of inclusive values influences inclusive policy and practice. In the modern discourse of inclusion, this understanding is based mainly on social-constructionist approach, which conditions preferences in interpretation of social justice and equity in access to education and associated with these preferences risks. In conclusion, the need for the balance between tasks of education and inclusion is suggested in order to minimize risks associated with different understandings of equity in the access to education</jats:p>",7,1,29,37,Psychology; Pedagogy,образование; инклюзия; инклюзивная культура; инклюзивная практика; разнообразие; социальная модель; политика идентичности; индивидуальная модель education; inclusion; inclusive culture; inclusive practice; diversity; social model; identity policy; individual model,,,,https://psyjournals.ru/files/93037/jmfp_2018_n_1_Shemanov_Ekushevskaya.pdf https://psyjournals.ru/jmfp/2018/n1/Shemanov_Ekushevskaya.shtml,http://dx.doi.org/10.17759/jmfp.2018070103,,10.17759/jmfp.2018070103,2803260890,,0,005-720-191-151-466; 007-068-785-589-543; 008-880-022-862-509; 022-001-936-078-482; 023-753-395-482-332; 025-835-174-297-055; 028-589-448-281-228; 028-654-901-555-177; 050-272-532-394-745; 056-484-292-582-335; 071-236-323-890-762; 072-212-999-408-630; 076-576-384-327-140; 100-761-384-926-090; 164-851-540-249-599; 170-177-298-016-724,3,true,cc-by-nc,gold
139-112-982-662-270,Towards the evidence-based approach: Presentation guideline for a practice used in ASD,,2022,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,E.Y. Davydova; A.B. Sorokin; D.V. Davydov; S.A. Tyushkevich; A.V. Khaustov,"<jats:p>&lt;p style=""text-align: justify;""&gt;The article discusses the current state of efficiency evaluation understanding for practices for children with ASD. The authors provide the algorithm of description in terms of evidence-based approach with intervention features that are crucial for replication and analysis of efficacy, incorporating the theoretical background, target group, goals and objectives, implementation plan, technical support, as well as the research team and evidence studies. These recommendations were developed with reference to the Russian instructional tradition and criteria for evidence-based practices. The article also describes the potential of an evidence-based approach both in terms of confirming the effectiveness of interventions and assistance practices, and their implementation in the practical work of specialists in educational and psychological profiles. The presented algorithm can be used for planning of efficacy studies by psychologists and teachers who develop methods for support and interventions in children with autism spectrum disorders as well as professionals who assess the efficiency of such practices.&lt;/p&gt;</jats:p>",11,4,264,279,Psychological intervention; Evidence-based practice; Autism; Psychology; Guideline; Intervention (counseling); Plan (archaeology); Applied psychology; Presentation (obstetrics); Fidelity; Best practice; Medical education; Computer science; Medicine; Alternative medicine; Developmental psychology; Psychiatry; Political science; Telecommunications; Archaeology; Radiology; Pathology; Law; History,evidence-based approach; autism spectrum disorders; intervention practices for individuals with ASD; efficiency evaluation; presentation algorithm for practices,,,,https://psyjournals.ru/journals/cpse/archive/2022_n4/cpse_2022_n4_Davydova_et_al.pdf https://doi.org/10.17759/cpse.2022110411,http://dx.doi.org/10.17759/cpse.2022110411,,10.17759/cpse.2022110411,,,0,014-536-926-635-653; 019-704-230-104-768; 026-830-918-292-745; 043-211-964-692-807; 058-395-068-339-814; 064-681-685-725-969; 074-955-600-496-027; 075-856-864-225-215; 086-858-630-989-341; 113-088-130-145-416; 133-546-114-129-02X; 135-504-936-574-824; 165-926-056-276-763,1,true,cc-by-nc,gold
139-514-518-395-975,Workplace Anxiety: The Role of Social Comparison Strategies,,2022,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,N.G. Garanyan; A.V. Sharapova,"<jats:p>&lt;p&gt;The article presents the results of a study of the relationship between the tendency to social comparisons and the workplace-anxiety. The relevance is due to the presence of cases of mental distress among workers in the context of the COVID-19 pandemic. The purpose of the study was to search for the psychological characteristics of people experiencing anxiety in the process of work. Characteristics of the surveyed groups. Social comparison orientation along with workplace-anxiety were measured in the sample of 231 medical interns of young age (M=24,5, SD=2,14). The &amp;laquo;Job-Anxiety Scale&amp;raquo; (JAS), &amp;laquo;Iowa-Nietherlands (INCOM) Social Comparison Orientation Scale&amp;raquo; and the &amp;laquo;Social Orientation Scale&amp;raquo; were used. The results of the study demonstrate that the social comparison processes can influence workplace-anxiety.&lt;/p&gt;</jats:p>",30,4,124,142,Psychology; Anxiety; Distress; Context (archaeology); Social anxiety; Scale (ratio); Orientation (vector space); Clinical psychology; Developmental psychology; Psychiatry; Paleontology; Physics; Geometry; Mathematics; Quantum mechanics; Biology,workplace anxiety; professional successfulness; emotional distress; mental health,,,,https://psyjournals.ru/journals/cpp/archive/2022_n4/cpp_2022_n4_Garanyan_Sharapova.pdf https://doi.org/10.17759/cpp.2022300407,http://dx.doi.org/10.17759/cpp.2022300407,,10.17759/cpp.2022300407,,,0,,0,true,cc-by-nc,gold
139-681-492-300-306,Psychotechnical concept of personality: formulation of the problem,,2016,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,A V Zhelyabin,"<jats:p>The problem of adequate concept of personality in the context of modern psy- chotechnics is researched in our topic. It explains, why it is necessary to pay at- tention to that issue. For switching from the worlds different ideas about nature of personality to concept of personality in psychotechnical context several measures of difference between nature-science (classical science) approach and psychotech- nical-science (non-classical) approach was analyzed. These measures of difference were grouped into four criteria of Psychotechnics for making correlation between concepts and psychotechnical requirements more convenient. Further it is neces- sary to observe the concept of cumulative subject for building a complete picture of developmental dynamics of personality in psychotechnical context. The necessary of this is explained and the definition is given. In the conclusion the general psy- chotechnical ideas about personality are described. They are based on comparative analysis between nature-science and psychotechnical science approaches. Also in the conclusion hypothetical definition of personality for psychotechnical context is formulated and the questions for the future researches are posed.</jats:p>",24,2,106,114,Psychology; Cognitive psychology; Personality,personality; development; psychotechnic; cumulative subject; subjectivity; dialogue; criteria of Psychotechnical,,,,https://psyjournals.ru/files/82582/kpip_2_2016_zhelyabin.pdf https://psyjournals.ru/en/mpj/2016/n2/zhelyabin.shtml,http://dx.doi.org/10.17759/cpp.2016240207,,10.17759/cpp.2016240207,2518569837,,0,124-482-795-837-307,0,true,cc-by-nc,gold
140-113-026-950-643,Features of Emotional and Personal Spheres in Patients with Voice Disorders,,2016,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,V V Barabanova; E B Fantalova,"<jats:p>Due to the adverse environmental effects and the risk of severe laryngotracheal diseases, as well as various voice disorders, the frequency of emotional disorders and their negative consequences among the mature population increases, as the increasing number of problems faced by the patient during his illness. Present article discusses the theoretical aspects of the study of emotional and personal spheres of patients with voice disorders, describes various approaches to the study of emotional states in people with voice disorders. The article presents the results of a study of emotional and personal spheres of individuals with voice disorders. It was found that indicators of situational and personal anxiety were significantly higher in the patient group. There are gender-specific emotional displays in people with disorders of the vocal apparatus. Respondents in violation of voices prevail emotions such as grief; fear and anger. In healthy respondents dominate interest, joy and emotional excitability. It also turned out that the main factors associated voice pathology, are such emotional traits as lack of interest in life, suffering and distress, low emotional excitability and later acting out feelings.</jats:p>",5,4,39,49,Psychology; Acoustics; In patient; Audiology,voice; voice disorders; dysphonia; emotional and volitional; emotional stress,,,,https://psyjournals.ru/files/84251/psyclin_2016_n4_Barabanov_et_al.pdf https://psyjournals.ru/psyclin/2016/n4/Barabanov_Fantalova.shtml,http://dx.doi.org/10.17759/cpse.2016050403,,10.17759/cpse.2016050403,2566495335,,0,,1,true,cc-by-nc,gold
140-595-097-872-317,Radicalisation: A Social Psychological Perspective (Part II),,2020,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,A.D. Tikhonova; B.G. Bovin; I.B. Bovina,"<jats:p>The purpose of this article is to provide a social psychological analysis of the propaganda of terrorist organizations through the use of social media. This article deals with the problem of «clip» consciousness in the age of rapid consumption of information, analyzes the features of visual effects in the propaganda of terrorist organizations, and emphasizes the importance of the impact of visual information on the perception of the message by the audience. Images, along with text information, form a frame that affects cognitive formations and affects the processing and interpretation of the message, the perception of facts and circumstances of what is said. The article discusses the similarity between the propaganda of the terrorist organization «Islamic state», banned in the Russian Federation, and the propaganda of the Nazi party (NSDAP), and examines the methods of influence used in its propaganda by the «Islamic state» in relation to a female audience.</jats:p>",10,4,214,230,Terrorism; Similarity (geometry); Perception; State (computer science); Frame (networking); Interpretation (philosophy); Perspective (graphical); Islam; Consciousness; Nazism; Psychology; Political science; Cognition; Object (grammar); Relation (database); Criminology; Social psychology; Law; Politics; History; Computer science; Image (mathematics); Telecommunications; Archaeology; Algorithm; Database; Artificial intelligence; Neuroscience; Programming language,Московский государственный психолого-педагогический университет (ФГБОУ ВО МГППУ); г. Москва; Российская Федерация propaganda; images; psychological impact; terrorism; social networks; mass communication,,,Russian Foundation for Basic Research,,http://dx.doi.org/10.17759/psylaw.2020100415,,10.17759/psylaw.2020100415,,,0,008-154-077-168-948; 014-239-140-478-894; 015-408-714-565-93X; 017-981-075-355-93X; 024-875-534-874-574; 028-862-291-141-992; 029-747-804-956-381; 033-167-417-176-709; 035-244-231-314-252; 037-196-674-258-316; 037-642-926-410-474; 039-124-327-841-654; 045-198-076-045-23X; 048-659-905-350-767; 050-133-628-406-771; 052-804-924-760-756; 053-563-906-029-507; 056-079-493-075-517; 057-434-374-986-609; 059-428-220-937-590; 067-035-020-375-418; 067-599-353-748-538; 067-818-868-927-241; 069-908-535-739-420; 082-172-053-796-651; 086-615-121-718-467; 094-032-571-709-889; 109-442-892-363-342; 113-524-017-294-100; 122-660-907-140-069; 123-496-480-889-154; 129-771-278-674-485; 133-186-417-890-952; 175-985-416-383-531; 185-892-801-672-41X,1,true,cc-by-nc,gold
140-637-782-642-811,Transition from school to employment for young people with disabilities in EU and US,2024-02-01,2024,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,A.M. Shcherbakova; E.S. Vinogradova,"<jats:p>&lt;p style=""text-align: justify;""&gt;Decisions regarding career and education are among the most important ones young people make. Successful career guidance is an individual and a social benefit: it helps people make progress in school and work, but it also helps the efficient functioning of labor and educational markets, and contributes to a number of social policy objectives. This supports government investment in career guidance. Career guidance programs &amp;mdash; in and out of school &amp;mdash; have a formative impact on young people's understanding of themselves and the world of jobs and can improve outcomes in educational and social services, as well as in the economy. Therefore as young people continue the education and training longer and the labor market becomes more sophisticated, the need for career guidance increases. The article presents an overview of current approaches and methods in the career guidance for young people with disabilities in the European Union and the USA. Demographic characteristics and employment rate of the population with disabilities in the reviewed regions are given. The tools (&amp;ldquo;Individual Transition/Education Plan&amp;rdquo;) used to manage the transition from school to work are explored in details in the context of expectations and requirements from national legislation. The research describes the roles and tasks to be performed by all involved parties at various stages in the development of Individual Transition/Education Plans. Special attention is paid to the assessment of professional competences which are fundamental to start a successful career. Also areas for development in successful career guidance support are mentioned, including the need for schools to start the occupational education early and the essential role of exposure to the world of job.&lt;/p&gt;</jats:p>",12,4,62,76,Transition (genetics); School-to-work transition; Psychology; Political science; Demographic economics; Economics; Pedagogy; Vocational education; Chemistry; Biochemistry; Gene,люди с инвалидностью; профориентация; трудоустройство people with disabilities; individual transition plan (ITP); Individualized educational program (IEP); transition from school to employment; career guidance; employment,,,,https://psyjournals.ru/journals/jmfp/archive/2023_n4/jmfp_2023_n4_Shcherbakova_Vinogradova.pdf https://doi.org/10.17759/jmfp.2023120406,http://dx.doi.org/10.17759/jmfp.2023120406,,10.17759/jmfp.2023120406,,,0,003-531-586-444-233; 014-449-747-124-350; 015-568-402-669-396; 030-949-570-059-792; 041-135-053-529-588; 044-964-357-602-315; 046-648-180-969-194; 056-604-041-234-823; 064-025-156-992-791; 071-183-768-857-723; 074-784-548-324-979; 083-539-167-970-712; 087-645-337-643-701; 102-724-160-264-788; 104-007-719-991-160; 111-939-391-863-926; 121-376-951-359-573; 127-734-964-798-028; 152-099-118-800-869; 159-849-862-248-827; 199-677-257-657-940,0,true,cc-by-nc,gold
140-861-246-509-300,The analysis of foreign empirical models of intercultural competence and methods for its evaluation (Part 2),,2020,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,Valentina Gritsenko; O S Pavlova; Natalya V. Tkachenko; Shushanik A. Usubian; O E Khukhlaev; V A Shorohova,"<jats:p>The article is the second analytical review about foreign empirical models of intercultural competence and psychodiagnostic methods developed on their basis, which have been tested for reliability and validity in foreign psychology. Here the analysis is presented of five approaches to intercultural competence and the results of its research. This article also describes the structure of subject-oriented, i.e. focused dominantly on the assessment of intercultural traits, or intercultural relations and worldviews, or intercultural possibilities, and mixed models, i.e. combined character traits, worldviews and possibilities. It is emphasized that the complexity of mixed models makes it possible to consider individual components of cross-cultural competence not as independent predictors of the effectiveness of cross-cultural efficiency, but in their relationship. This raises the question of the ratio of these components, their mutual conditionality and impact on each other and on intercultural competence in general, which has not yet been properly answered in science and whose resolution represents a promising direction for future research in this area.</jats:p>",9,3,108,117,Empirical modelling; Psychology; Pedagogy; Intercultural competence,experience in activity; quality of motivation; theory of self-determination; intrinsic motivation; extrinsic motivation; academic motivation,,,,https://doaj.org/article/8b71efa0232e4d4083224e056dd87c82 https://psyjournals.ru/en/jmfp/2020/n3/Gritsenko_et_al.shtml,http://dx.doi.org/10.17759/jmfp.2020090310,,10.17759/jmfp.2020090310,3093855938,,0,003-357-727-667-297; 007-690-344-198-723; 011-848-150-434-240; 012-102-104-899-405; 012-106-431-105-738; 013-432-710-407-587; 013-916-412-069-760; 017-020-790-555-487; 023-843-745-546-578; 029-368-784-837-173; 029-877-060-040-287; 038-681-769-039-939; 040-940-616-818-013; 046-856-674-082-151; 048-146-442-769-743; 072-717-088-271-294; 080-001-673-813-732; 081-122-210-744-168; 086-274-106-288-566; 100-482-392-356-890; 110-146-767-324-343; 115-825-201-327-066; 129-499-655-788-606; 189-324-316-389-928; 195-109-732-401-40X,3,true,cc-by-nc,gold
140-865-030-749-768,The Learning to Learn Problem in Russian Educational Psychology: Main Approaches,,2017,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,A N Sidneva,"<jats:p>There are many synonymous terms in the Russian literature on educational psychology that describe the reality of the learning to learn (L2L) skill: general learning skills, learning activity, learning independence, learning ability, etc. This makes it difficult to understand the problems of L2L in general, which apparently affects the task of L2L formation. The main purpose of this article is to review the main research approaches to L2L in the Russian educational sciences, to draw distinction between similar terms, and to analyse the problems for which the concept of L2L was initially introduced. We suppose that originally this concept was created to address the issue of knowledge application, but soon the educational practice faced a separate challenge of teaching L2L, hence the task of defining its content. The article provides an analysis of various interpretations of the content of L2L and means of its formation and outlines its main contradictions.</jats:p>",22,6,56,67,Educational psychology; Mathematics education; Psychology; Learning to learn,,,,,https://psyjournals.ru/psyedu/2017/n6/Sidneva.shtml https://psyjournals.ru/files/89045/pse_2017_n6_Sidneva.pdf,http://dx.doi.org/10.17759/pse.2017220605,,10.17759/pse.2017220605,2784193798,,0,,2,true,cc-by-nc,gold
140-950-184-953-16X,Sociogenesis of Joint Action: Mutual Understanding between Individuals as a Precondition for Understanding Things. Interview (Carried out by V.T. Kudryavtsev),2018-11-13,2018,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,V V Rubtsov,"<jats:p>This interview with V.V. Rubtsov, Rector of MSUPE, full member of the Russian Academy of Education, marks the opening of a new university project, “Psychology and Me. The Living Stories” (created and implemented by V.T. Kudryavtsev). The project is conceived as a series of video interviews with people who not only create new psychology today, but also find the source of meaning in this work, in their professional and personal growth, no matter what their achievements, status and regalia are. We are talking of such kind of growth and change that could inspire other psychologists, especially the young ones, to become part of this process of creating new psychology. The interview with Vitaly Rubtsov happened on the occasion of his 70th birthday celebrated on October 20, 2018. Professor Rubtsov talks about what brought him into psychology from physics, about people and events that shaped his research priorities, and tells the story of the establishment of social-genetic psychology, a special field of psychology which specifically accumulates the heuristic potential of cultural-historical and activity approaches and may well become the foundation for a new developmental educational practice that corresponds with the social and humanitarian perspectives of the 21st century.</jats:p>",14,4,106,121,Epistemology; Psychology; Precondition; Joint action,jointness; joint activity; joint action; sociogenesis of joint action; culture; learning activity; cultural-historical psychology; activity approach; V.V. Davydov; education; development; thinking; social situation; social-genetic psychology; understanding; mutual understanding,,,,https://psyjournals.ru/files/95994/chp_2018_n4_Rubtsov.pdf https://psyjournals.ru/kip/2018/n4/Rubtsov.shtml,http://dx.doi.org/10.17759/chp.2018140413,,10.17759/chp.2018140413,2901323882,,0,,10,true,cc-by-nc,gold
141-480-805-884-05X,Нейросетевая модель распознавания стратегий вождения и взаимодействия водителей в условиях дорожного трафика,,2018,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,S B Efremov,"<jats:p>The paper presents a neural network model for recognizing driving strategies based on the interaction of drivers in traffic flow conditions. The architecture of the model, based on self-organizing map (SOM), consisting of various neural networks based on RBF (Radial Basis Function). The purpose of this work is to describe the architecture and structure of the neural network model, which allows to recognize the strategic features of driving. Our neural network is able to identify the interaction strategies of cars (drivers) in traffic flow conditions, as well as to identify such behavioral patterns of movement that can be correlated with different types of dangerous driving. From the results of the study, it follows that neural networks of the SOM RBF type are able to recognize and classify the types of interactions in traffic conditions based on modeling the analysis of the trajectories of cars. This neural network showed a high percentage of recognition and clear clustering of similar driving strategies.</jats:p>",9,4,153,166,Computer science,,,,,https://psyjournals.ru/files/97020/sps_2018_n4_Efremov.pdf https://psyjournals.ru/social_psy/2018/n4/97020.shtml,http://dx.doi.org/10.17759/sps.2018090413,,10.17759/sps.2018090413,2914622385,,0,001-270-861-083-036; 010-692-392-230-342; 010-716-829-230-251; 020-611-417-009-333; 033-718-441-929-051; 045-865-592-685-598; 058-329-909-149-682; 067-659-271-275-927; 072-355-278-738-857; 081-309-456-008-62X; 084-945-049-988-831; 102-335-515-961-840; 106-240-207-039-460; 114-218-507-966-599; 154-233-860-051-345,1,true,cc-by-nc,gold
141-665-937-218-631,Методологические проблемы изучения персональных траекторий образования в педагогической психологии,2021-01-30,2021,journal article,Professional education in the modern world,22241841,State Public Scientific Technological Library SB RAS,,R. R. Gasanova,"Modern education is actively changing and looking for directions for its development, work optimization, as well as ways to minimize the processes of destruction and degradation of university and secondary, cultural and professional, general and additional education. The research objective is to comprehend the methodological problems of studying personal educational trajectories in educational psychology. Research methodology. The work represents a theoretical understanding of the methodological problems of studying personal educational trajectories in pedagogical psychology. Our study develops the idea of the systematic understanding significance of methodological problems of studying personal educational trajectories in pedagogical psychology. The study main results. Various aspects of the methodological problems of studying personal educational trajectories in pedagogical psychology are reflected in many works of domestic and foreign researchers. However, they are fragmented and do not meet the demands of modern practice with its constant changes. They do not meet many of the needs related to progressive innovations in the field of procedural and substantive dialogue, substantive and procedural individualization, orientation towards obtaining effective and necessary knowledge that help a person to become a cultural subject. They do not correspond to regressive returns to standardization formalism, the rejection of fundamental education and understanding a person of himself and the world in favor of functional fragmentation and commodification, which reduces education to the purchase of competencies and/or documents on the purchase of competencies. The educational space formation is the basis to create an individual educational trajectory for developing a person as an individual, partner and professional. Individual educational trajectories act as a condition for students' self-determination in the educational space. Making it possible to choose one's own educational trajectory is an essential component of the modern educational environment. Conclusions. Both the standards of general and additional education, and the original educational and their support should be organized on clearly verified and transparent grounds, within the framework of models methodically and methodologically formulated and formed based on scientific ideas. It is necessary to take into account and minimize various risks of developing and implementing individual educational trajectories of students in educational organizations: the interaction of participants in educational relations.",10,4,4262,4270,Educational psychology; Sociology; Work (electrical); Standardization; Space (commercial competition); Subject (philosophy); Field (Bourdieu); Formalism (philosophy); Engineering ethics; Commodification,individual educational trajectories; individual educational trajectory; additional education; teachers; students; psychological and pedagogical support,,,,https://profed.nsau.edu.ru/jour/article/download/745/710 https://profed.nsau.edu.ru/jour/article/view/745,http://dx.doi.org/10.20913/2618-7515-2020-4-10,,10.20913/2618-7515-2020-4-10,3127092684,,0,003-085-231-919-116; 021-639-779-697-488,4,true,cc-by,hybrid
141-816-494-236-982,Coping Strategies in People with Disability and Differences in Level of Role Victimization,,2016,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,E. L. Kovaleva,"<jats:p>The article analyzes the coping strategies of people with disabilities (HIA). The investigation was based on a survey of 34 individuals with disabilities of the musculoskeletal system undergoing a rehabilitation course in ""Specialized spinal sanatorium named academician N.N. Burdenko"" of the Autonomous Republic of the Crimea and in rehabilitation center ""Overcoming"" (Moscow). Also students of the Faculty of distance education at MSUPE (Moscow State University of Psychology and Education) with disabilities were surveyed because of violations of the musculoskeletal system. Significant differences in the coping strategies in people with perinatal, congenital and acquired adult disorders of the musculoskeletal system were found. In individuals with disorders of the musculoskeletal system, different level of victimization varied across the five strategies: search of social support, cautious action, impulsive actions, avoidance and antisocial actions.</jats:p>",5,4,93,102,Psychology; Clinical psychology,coping; role victimization; disability; coping strategies; persons with disabilities; disorders of the musculoskeletal system,,,,https://psyjournals.ru/psyclin/2016/n4/Kovaleva.shtml https://psyjournals.ru/files/84268/psyclin_2016_n4_Kovaleva.pdf,http://dx.doi.org/10.17759/cpse.2016050407,,10.17759/cpse.2016050407,2560954628,,0,,2,true,cc-by-nc,gold
142-122-534-277-771,Исследования целей достижения и направленности в контексте учебной мотивации,,2019,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,М Г Никитская,"<jats:p>The article gives a brief historical overview of the origins and development of the theory of the achievement goals. It presents the analysis of the basic constructs of this theory: avoidance and achievement, valency, needs, motive, mastery and demonstration of results. It also introduces major authoritative models of goal achievement theories: diсhotomic, trichotomic, 2 x 2 and 3 x 2 models. The article examines systematized by Elliot and McGregor types of directionality of learning activities: focus on achieving mastery, focus on demonstration of results, focus on the avoidance of mastery, focus on avoidance of demonstrating results. The article includes the data of pilot research describing the link between personality directionality and directionality of learning activity.</jats:p>",8,2,26,35,Psychology,learning motivation; achievement goal theory; orientation in education; mastery; performance; avoidance; approach; personality orientation; academic goals,,,,https://psyjournals.ru/jmfp/2019/n2/Nikitskaya.shtml https://psyjournals.ru/files/107305/jmfp_2019_n2_Nikitskaya.pdf,http://dx.doi.org/10.17759/jmfp.2019080203,,10.17759/jmfp.2019080203,2954069208,,0,001-914-769-037-732; 010-573-999-523-481; 010-930-593-532-356; 021-236-848-145-219; 038-726-138-794-483; 040-335-129-499-371; 043-580-384-306-424; 049-164-373-571-295; 058-178-313-421-838; 062-040-456-848-84X; 071-054-801-565-335; 076-222-426-669-117; 087-052-286-637-964; 094-676-919-495-249; 131-319-750-078-232; 131-544-306-444-241; 131-893-632-835-34X; 151-103-271-758-671; 160-582-520-059-52X; 170-849-221-475-147; 184-176-312-743-631; 192-675-603-304-379,5,true,cc-by-nc,gold
142-851-580-256-461,Research on Management Capacity Components of Heads of Territorial Bodies of the Ministry of Internal Affairs of Russia,,2020,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,А О Бурцев; М Н Дашко; Н В Ефимкина,"<jats:p>The key objective of the Ministry of Internal Affairs of the Russian Federation is law enforcement within the country. Therefore, studying the problems of improving the professional development of managerial personnel in the system of the Ministry of Internal Affairs of Russia requires a thorough study. This article focuses on the psychological and educational basis of the process, which, in the authors' opinion, is one of the research priorities. Methods used: the California CPI personality questionnaire (a methodology adapted for working with senior personnel of the Internal Affairs bodies) which allows to identify the socio-psychological potential of an officer and his individual components - personality traits contributing to socially significant achievements [1]. It is important to note that the problem of managerial potential in the internal affairs bodies is still under development. Consequently, the topic of the study remains very relevant as well as not entirely worked out.</jats:p>",10,1,1,17,Political science; Public administration; Christian ministry,Московский университет МВД России имени В.Я. Кикотя; г. Москва; Российская Федерация,,,,https://psyjournals.ru/psyandlaw/2020/n1/112878.shtml https://psyjournals.ru/files/112878/psylaw_2020_1_Burtsev_Dashko_Efimkina.pdf,http://dx.doi.org/10.17759/psylaw.2020100101,,10.17759/psylaw.2020100101,3014681579,,0,050-598-348-027-574; 050-991-495-887-006; 072-262-513-864-94X; 101-082-310-676-713,0,true,cc-by-nc,gold
142-933-129-059-681,Life and Creative Work of Fyodor Vasilyuk: Overcoming the Schism in Academic and Practical Psychology,2018-11-13,2018,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,V.K. Zaretsky; T D Karyagina; A B Kholmogorova,"<jats:p>In this paper we reflect on the creative legacy of F.Ye. Vasilyuk. Understanding psychotherapy, considered as a multi-level psychotechnical system; educational projects; organizational, publishing and other activities of Fyodor Vasilyuk in the field of psychological counselling and psychotherapy — all can be thought of as an integral whole, as a multidimensional solution to the problem of the schism in academic psychology and psychological practice. Here we trace the following three lines in Vasilyuk’s work: from practice to science, from science to practice, and the line of integrating science and practice in education. The first line, “from practice to science”, is analyzed (by V.K. Zaretsky) in relation to how understanding psychotherapy has enriched the Russian tradition of exploring thinking through solving creative tasks. The second line, “from practice to science”, is reviewed (by T.D. Kryagina) in the context of studies of empathy in cultural-historical psychology and their impacts on the development of understanding psychotherapy and educational process. In the “education” line, A.B. Kholmogorova presents a brief outline of the history of the first ever Russian social institution for training qualified practical psychologists.</jats:p>",14,4,94,105,Psychoanalysis; Psychology; Creative work; Fyodor; Schism,Fyodor Yefimovich Vasilyuk; cultural-historical psychology; experience; psychotechnique; psychotechnical system; psychotechnical method; psychological practice; understanding psychotherapy; psychological education; reflection; schism in psychology; creative thinking; empathy,,,,https://psyjournals.ru/kip/2018/n4/Zaretsky_Karyagina_Kholmogorova.shtml https://psyjournals.ru/files/95986/chp_2018_n4_Zaretsky_Karyagina_Kholmogorova.pdf,http://dx.doi.org/10.17759/chp.2018140412,,10.17759/chp.2018140412,2900790867,,0,004-216-460-869-021; 011-150-521-732-331; 038-753-854-479-568; 067-298-700-172-184; 093-915-430-277-579; 157-331-486-921-539; 165-514-657-524-135,3,true,cc-by-nc,gold
142-961-362-299-436,DEVELOPMENT OF PSYCHOLOGY OF CORPORATIVE SECURITY IN MODERN RUSSIAN SCIENCE,,2021,journal article,Институт психологии Российской академии наук. Социальная и экономическая психология,25420852,Institute of Psychology Russian Academy of Sciences,,V.G. Tylets; T.M. Krasnyanskaya,,6,3,224,245,Engineering ethics,,,,,http://dx.doi.org/10.38098/ipran.sep_2021_23_3_09,http://dx.doi.org/10.38098/ipran.sep_2021_23_3_09,,10.38098/ipran.sep_2021_23_3_09,3208300697,,0,,1,true,,gold
143-616-683-121-718,Risk Factors and Approaches to Preventing Self-Injurious Behavior in Adolescents,,2018,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,N A Polskaya,"<jats:p>The problem of self-injurious behavior from the point of view of the risk factors and prevention in adolescents is considered. Strategies of self-injurious behavior and characteristics of emotional dysregulation in those who self-injure are described. Finding help from peers/online friends and high stigmatizing/self-stigmatizing among self-injuring adolescents should be taken into account in treatment and prevention programs. Methods of preventing of self-injurious behavior are summarized. The following groups of methods are distinguished by purpose: informing about the problem, developing of adaptive self-regulation strategies and psychological and social support. The following prerequisites for developing school-based prevention programs of self-injurious behavior are defined: choosing a target group of adolescents (population, risk group, adolescents in stress-inducing situations), identifying the level of intervention (individual or group work with adolescents, their parents, teachers etc.), assessing the cultural specificity of the group. Programs should be based on current psychological knowledge about the development of self-injurious behavior and implicate the measuring of their efficacy.</jats:p>",7,2,1,20,Psychology,самоповреждающее поведение; подростки; профилактика self-injurious behavior; adolescents; prevention,,,Russian Foundation for Basic Research,https://psyjournals.ru/psyclin/2018/n2/Polskaya.shtml https://doaj.org/article/8026bd334b0245a18fd54eb0f1f75ed3 https://psyjournals.ru/files/93562/Polskaya.pdf,http://dx.doi.org/10.17759/cpse.2018070201,,10.17759/cpse.2018070201,2845305683,,0,005-739-330-141-023; 009-454-987-848-548; 011-835-806-913-349; 022-263-181-055-193; 025-401-582-748-857; 026-644-075-701-061; 030-268-634-130-604; 032-435-835-984-778; 035-211-353-304-940; 035-979-215-848-075; 036-485-408-139-44X; 043-945-449-509-417; 050-925-093-141-150; 067-133-898-143-956; 068-427-346-742-715; 079-603-018-971-593; 084-031-240-188-778; 095-714-598-765-324; 100-962-518-785-846; 101-023-225-849-560; 101-606-019-363-548; 101-947-912-152-319; 111-126-310-828-929; 119-202-710-220-886; 124-608-568-786-31X; 131-423-542-523-282; 164-418-787-082-113,7,true,cc-by-nc,gold
144-738-005-905-574,Psychological conditions for the prevention of recidivism,,2020,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,A.V. Sechko,"<jats:p>The article analyzes the results of a study of recidivism conducted in England, Denmark, Canada, Nigeria, Portugal, New Zealand, the USA, and Scotland. Objective and subjective determinants have been identified that make it possible to predict with a high degree of probability the subsequent criminal prosecution violation, its time parameters. The psychological portrait of the recidivist is described, stress factors of delinquent behavior are revealed. The driving forces of decriminalization of former criminals are revealed. This is an intensive probationary period under the auspices of mentors who are able to build trusting relationships with parole through consistent, non-judgmental actions with the simultaneous possibility of playing the role of guardians of young people in difficult social and criminal settings in solving their economic problems.</jats:p>",9,1,85,93,Psychology; Recidivism; Clinical psychology,рецидивизм; служба пробации; интенсивный испытательный срок; стресс; экстремизм; декриминализация; стигматизация; реинтеграция recidivism; probation service; intensive trial period; stress; extremism; decriminalization; stigma reintegration,,,,https://psyjournals.ru/files/112770/jmfp_2020_n1_Sechko.pdf https://doaj.org/article/a19686aa8a4b489ebcf257b8d34943cd https://psyjournals.ru/jmfp/2020/n1/Sechko.shtml,http://dx.doi.org/10.17759/jmfp.2020090109,,10.17759/jmfp.2020090109,3014812883,,0,005-661-026-560-795; 006-229-473-861-470; 012-682-621-893-646; 020-703-477-908-312; 026-312-855-413-932; 027-952-357-446-469; 045-157-778-619-524; 045-987-198-563-643; 050-029-835-036-451; 051-804-658-250-545; 058-306-022-977-522; 061-669-367-446-007; 063-723-547-079-002; 064-254-845-328-131; 065-313-522-597-074; 111-306-869-106-263; 122-781-758-500-251; 150-746-302-417-507; 170-082-188-494-926,2,true,cc-by-nc,gold
145-187-971-675-512,Глубинная герменевтика в визуальном анализе (на примере фильма В. Аллена «Зелиг»),,2018,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,Е.Т. Соколова; Д.А. Хорошилов,"<jats:p>By the example of analysis of the Woody Allen’s movie Zelig the ego-states phenomenology of borderline personality with split identity is presented, of a person with inclination to various transfigurations (chameleonization), who deeply feels his foreignness in the social context, in the diversity of false facades and absurd conformism, which are designed to compensate the inner feeling of emptiness and emotional hunger with the help of manipulations. The clinical phenomenon resonates with the contemporary sociocultural trends of the society of transitivity and designates the risks of clinical deviations in the conditions of uncertainty and vagueness of boundaries of personal and social space. Deep hermeneutics, implemented in the methodology of visual analysis, is considered as a practice of research of modern culture and mass consciousness, which reveals such a scientific trend as the search for transdisciplinary intersections of clinical and social psychology in the study of social and cultural phenomena.</jats:p>",9,3,118,126,,,,,,https://psyjournals.ru/files/95744/sps_2018_n3_Sokolova_Khoroshilov.pdf https://psyjournals.ru/en/social_psy/2018/n3/Sokolova_Khoroshilov.shtml,http://dx.doi.org/10.17759/sps.2018090312,,10.17759/sps.2018090312,2898948459,,0,,1,true,cc-by-nc,gold
145-547-266-969-853,Generations Attitudes from the Point of View of a Modern Primary School Age Child,,2022,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,Z.M. Glozman; A.A. Naumova; V.A. Naumova,"<jats:p>The work is aimed at studying the current attitude towards the ageing person by the generation of “digital childhood” in comparison with the expectations of representatives of the late-age generation. We assumed that, against the background of modern transformations of intergenerational traditions, we can expect descendants to recognize the preservation of the standard of ancestral behavior. 284 residents of Petropavlovsk- Kamchatsky were surveyed: 40 respondents from 57 to 80 years old and 122 child-parent dyads (children from 8,2 to 9.6 years old, parents from 27 to 61 years old). At the first stage, data were obtained from parents using the author's questionnaire allowing them to present their opinion about the real state of the relationship between children and their grandparents and the importance of (non-)participation of grandparents in the upbringing of their grandchildren. At the second stage, the analysis of the interviews in the focus groups of schoolchildren and a gerontological sample concretized attitudes towards a person of senior age and allowed independent experts to identify relevant categories (based on content analysis). At the third stage, options for reflecting the (non-)consent of the older generation with children's judgments were investigated. The results were evaluated on the Likert scale. It is shown that, despite the significant choice of children's attitude as condescending compassion, in the range of consent of the expected attitude, children's variants of continuity of preserving the experience of obligatory and valuable behavior of the grandparents are presented. The data obtained emphasize the problem of recognizing the uniqueness of the experience of each generational group as a source of generational solidarity and the basis of cultural adaptation to age.</jats:p>",18,1,90,104,Grandparent; Likert scale; Psychology; Compassion; Developmental psychology; Focus group; Social psychology; Sociology; Political science; Anthropology; Law,"younger schoolchildren; digital childhood; the late-age generation; to ""regret"" and ""understand-respect""; the standard of ancestral behavior",,,,https://psyjournals.ru/journals/chp/archive/2022_n1/chp_2022_n1_Glozman_Naumova.pdf https://doi.org/10.17759/chp.2022180109,http://dx.doi.org/10.17759/chp.2022180109,,10.17759/chp.2022180109,,,0,003-052-798-962-157; 014-566-970-717-530; 016-024-738-336-422; 018-392-325-202-807; 024-023-499-777-647; 026-671-080-508-227; 026-929-944-301-262; 028-780-501-721-110; 031-455-636-331-389; 035-356-225-048-003; 045-194-128-348-112; 055-913-653-550-213; 058-323-128-895-220; 088-001-700-312-273; 090-419-612-823-567; 094-318-088-090-792; 096-075-096-518-647; 123-058-949-748-114; 146-760-695-323-021; 170-660-264-000-951; 175-413-202-325-826,0,true,cc-by-nc,gold
145-678-720-577-121,Quantitative criteria for recognizing the incorrect behavior of computer network users,,2018,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,L S Kuravsky; G A Yuryev; P V Scribtsov; null Chervonenkis; A A Konstantinovsky; A A Shevchenko; S S Isakov,"<jats:p>Two approaches for recognizing the incorrect behavior of computer network users are presented. The first one relies on the technique of statistical hypotheses testing and uses self-organizing feature maps (Kohonen networks) for generating target statistics. The second approach recognizes dangerous activity using executed sequences of relevant typical actions, with their dynamics being represented with the aid of Markov chains.</jats:p>",11,3,19,35,Human–computer interaction; Computer science,computer network threats; user activity; self-organizing feature maps; Markov chains,,,,https://psyjournals.ru/files/95563/exppsy_2018_n3_Kuravsky_Yuryevet_et_al.pdf https://psyjournals.ru/exp/2018/n3/Kuravsky_Yuryev_et_al.shtml,http://dx.doi.org/10.17759/exppsy.2018110302,,10.17759/exppsy.2018110302,2898291990,,0,008-244-634-687-898; 014-750-257-346-797; 018-615-689-668-240; 020-845-928-636-656; 033-535-320-291-053; 056-747-987-801-292; 063-960-652-894-411; 066-723-423-212-165; 086-272-012-458-510; 086-390-899-544-483; 100-314-439-568-91X; 115-586-267-124-880; 120-634-007-448-584; 135-821-003-466-863; 154-233-860-051-345,0,true,cc-by-nc,gold
145-799-791-515-674,Нормы и их нарушение: классические и современные исследования,,2021,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,I.B. Bovina; B. G. Bovin,"<jats:p>The aim of the article is to analyse classical and modern social psychological studies of norms and their violation. The relevance of this analysis is justified by the fact that the situation of interaction in the Internet space (it is the dominant form of our daily life at various levels, mainly among the young people) is characterized to a large extent by uncertainty. An attempt to understand how people react to this uncertainty, developing a common frame of reference for interpreting what is acceptable and expected, and what is not, directs our attention towards Sherif’s classical studies on group norms formation. On the other hand, the discussion on the classical and modern research lines of norms violation is proposed. The special attention is paid to the alternative research line of group norms violation. The perspective for further research of norms and their violation are outlined.</jats:p>",10,3,21,31,Psychology,нормы; нарушение норм; отвержение; взаимодействие; девиант; социальная идентичность norms; norms violation; rejection; interaction; deviant; social identity,,,,https://psyjournals.ru/jmfp/2021/n3/Bovina_Bovin.shtml https://psyjournals.ru/files/123294/jmfp_2021_n3_Bovina_Bovin.pdf,http://dx.doi.org/10.17759/jmfp.2021100302,,10.17759/jmfp.2021100302,3201862241,,0,007-310-533-715-016; 014-613-674-707-361; 020-152-966-333-953; 023-150-918-035-150; 032-485-665-816-792; 032-852-827-729-950; 034-425-254-939-120; 034-601-208-925-772; 040-111-442-313-729; 040-973-858-150-90X; 050-114-766-598-229; 052-099-566-316-979; 053-227-717-713-016; 053-496-180-165-181; 053-907-445-424-825; 057-255-315-472-110; 060-862-624-864-938; 065-527-431-495-826; 070-422-763-831-291; 076-074-374-360-617; 077-218-981-196-544; 107-734-577-641-113; 125-175-770-444-319; 142-360-729-101-112; 147-217-014-734-741; 163-486-137-925-949; 189-724-489-757-752,2,true,cc-by-nc,gold
146-122-385-283-718,Computer and Internet Addiction: Analysis and Classification of Approaches,,2017,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,O V Zaretskaya,"<jats:p>The theoretical analysis of modern research works on the problem of computer and Internet addiction is carried out. The main features of different approaches are outlined. The attempt is made to systematize researches conducted and to classify scientific approaches to the problem of Internet addiction. The author distinguishes nosological, cognitive-behavioral, sociopsychological and dialectical approaches. She justifies the need to use an approach that corresponds to the essence, goals and tasks of social psychology in the field of research as the problem of Internet addiction, and the dependent behavior in general. In the opinion of the author, this dialectical approach integrates the experience of research within the framework of the socio-psychological approach and focuses on the observed inconsistencies in the phenomenon of Internet addiction – the compensatory nature of Internet activity, when people who are interested in the Internet are in a dysfunctional life situation.</jats:p>",9,2,145,165,The Internet; World Wide Web; Psychology; Addiction,Internet addiction; computer games; online games; Internet activity; psychological dependence; dependent behavior; psychology of dependence,,,,https://psyjournals.ru/psyedu_ru/2017/n2/Zaretskaya.shtml https://psyjournals.ru/files/88354/psyedu_2017_n2_Zaretskaya.pdf https://core.ac.uk/display/88191960,http://dx.doi.org/10.17759/psyedu.2017090213,,10.17759/psyedu.2017090213,2729976539,,0,004-334-380-697-730; 016-823-002-641-636; 043-757-384-304-876; 046-730-177-580-375; 049-148-462-819-301; 090-353-467-532-149; 094-317-148-956-179; 099-464-983-405-655; 135-623-186-403-808,9,true,cc-by-nc,gold
146-161-658-350-552,School Transitions: Assessing Metasubjective and Personality-Related Learning Outcomes in Students,,2019,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,M V Ermolaeva; D V Lubovsky,"<jats:p>The paper describes a diagnostic programme developed within the framework of continuous psychological and educational support of implementation of educational standards. The study involved 390 school students of 4th classes and 226 students of 9th classes who were tested before and after their transition to a new educational level in order to evaluate the dynamics of their learning outcomes (metasubjective as well as personality-related).The tests involved tasks with partial or inconsistent problem situations and A.M. Prikhozhan’s Learning Motivation Survey. The analysis of the data showed that students of 4th and 5th classes perceive their transition from one educational level to another as a challenge of uncertainty, while for most of 10th-class students it is not so. Basing on the study outcomes the authors show that technologies of student personality development play an important role in securing the continuity of psychological and educational support of implementation of the Federal State Education Standards. The role of modern training models for teachers and educational psychologists in solving the task of continuous psychological and educational support is also analysed.</jats:p>",24,1,80,88,Developmental psychology; Psychology; Personality,,,,Ministry of Education and Science of the Russian Federation,https://psyjournals.ru/files/98153/pse_2019_n1_Yermolayeva_Lubovsky.pdf https://psyjournals.ru/psyedu/2019/n1/Yermolayeva_Lubovsky.shtml,http://dx.doi.org/10.17759/pse.2019240106,,10.17759/pse.2019240106,2937286527,,0,017-613-749-621-669; 032-408-275-788-90X; 128-672-672-976-959,2,true,cc-by-nc,gold
146-330-741-076-106,Личность и эмоциональная сфера студентов в контексте подготовки специалистов для работы с детьми в юридически значимых ситуациях (Часть 1),,2016,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,А В Дегтярев; Е А Галкина,"<jats:p>This study demonstrated results of empirical research empathic features and personal characteristics of psychology students. The study was conducted on 60 students enrolled at the faculty of ""Legal psychology"" of the Moscow State Psychological and Pedagogical University: 30 1st year students aged 17 to 20 years (28 girls and 2 boys), 30 5th year students aged 21 to 24 years (22 girls and 8 boys).; One of the main objectives of this study was to identify the characteristics of empathic ability in psychology students at various stages of training. During the analysis of the results, in particular, it was found that undergraduate students empathy indices are higher, as opposed to younger students. However, none of the students has not been found a high level of empathy, which suggests the need to create conditions conducive to educational development as an essential element for effective professional activity.</jats:p>",6,1,58,72,,emotional sphere; personality traits; adolescence; specialist training,,,,https://psyjournals.ru/psyandlaw/2016/n1/80670_full.shtml https://psyjournals.ru/files/80670/psyandlaw_2016_1_Degtyarev_Galkina.pdf https://core.ac.uk/display/91885190,http://dx.doi.org/10.17759/psylaw.2016060106,,10.17759/psylaw.2016060106,2324284963,,0,,2,true,cc-by-nc,gold
147-165-508-653-675,Subjective Well-Being of Graduates of Orphan Organizations Living in Various Settings,2021-12-30,2021,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,V.N. Oslon; G.V. Semya; U.V. Kolesnikova; O.A. Yarovikova,"<jats:p>The article is devoted to the outcomes of the first Russian study of subjective well-being in graduates of orphan organizations living in various settings: orphan institutions, specialized housing facilities, dormitories of vocational education organizations, as well as in rented or assigned housing. It is shown that the level of subjective well-being depends on the possibility of preserving the stereotypes of living arrangements and relationships formed in the orphanage: the lower the level of requirements for independence, and the real autonomy of housing, the higher the proportion of graduates with a high level of subjective well-being. It is proved that the graduates’ attitude to self is related to living conditions. Those graduates who live with constant pedagogical support are more satisfied with themselves as compared to other groups, cope better with difficulties and overcome stressful situations more effectively. Low resilience and high victimization are characteristic of those who return to assigned housing. Living in state housing is what promotes growing up the most, and so does renting a house on one’s own.</jats:p>",26,6,211,224,Renting; Autonomy; Independence (probability theory); Vocational education; Resilience (materials science); Psychological resilience; Psychology; Assisted living; Living space; Business; Social psychology; Demographic economics; Gerontology; Pedagogy; Political science; Economics; Medicine; Mathematics; Statistics; Physics; Residence; Law; Thermodynamics,graduates of orphan organizations; subjective well-being; system of relations; living conditions; post-orphanage period,,,Ministry of Education and Science of the Russian Federation,,http://dx.doi.org/10.17759/pse.2021260617,,10.17759/pse.2021260617,,,0,006-146-522-269-331; 009-022-546-314-728; 009-326-650-729-686; 015-104-846-159-180; 016-476-120-693-441; 050-446-263-960-629; 056-284-456-911-857; 082-152-782-442-484; 083-295-455-771-496; 112-272-672-040-532; 162-039-257-358-386; 168-557-235-597-771; 176-793-607-476-300,5,true,cc-by-nc,gold
147-703-593-062-823,"""AHA!"" AND ""OH YES!"": HOW EMOTIONS AFFECT INSIGHT EXPERIENCE",2023-09-30,2023,journal article,Психология. Журнал Высшей школы экономики,18138918; 25419226,"National Research University, Higher School of Economics (HSE)",Russian Federation,Ekaterina А. Valueva; Nadezhda M. Lapteva,"<jats:p>Besides classical “Aha!” moments after successful solutions, researchers have recently examined the “Oh yes!” phenomenon, which occurs when participants are presented with ready-made answers. We investigated the influence of emotional state on insight ratings in these two situations. We propose two alternative models to predict the impact of emotional state on the likelihood of experiencing “Aha!” and “Oh yes!” moments. The first model is based on the feelings-as-information framework and predicts that a generally more positive mood can be attributed by participants to positive emotions from insight. Participants, interpreting their positive state, believe that it is due to insight and will be more likely to experience both “Aha!” and “Oh yes!” insights. The second hypothesis is based on the attribution theory and connects the evaluation of insight with causal attribution. The causes of failure are attributed to external circumstances, while the causes of success are attributed to internal factors. The prediction aligns with the first hypothesis in the case of correct solutions (success situations). However, in the case of unsuccessful solutions (failure situations), the prediction is opposite. We conducted a study using anagrams as the problem-solving task and employed mood-inducing videos to manipulate the participants' emotional state. Question naires assessing participants' states revealed that our interventions improved the participants' mood, reduced anxiety and fatigue. The results of the analysis supported the second hypothesis. We discuss that the mechanisms through which emotional state influences insight ratings may vary depending on the type of insight and may be related to different attentional focuses, decision-making strategies, or emotional congruence effects.</jats:p>",20,3,428,444,Anagrams; Attribution; Psychology; Mood; Affect (linguistics); Feeling; Anxiety; Psychological intervention; Cognitive psychology; Task (project management); Social psychology; Management; Communication; Psychiatry; Economics,cognitive psychology; intelligence; creativity Research area: creativity; cognitive psychology; psychophysiology; embodied cognition,,,,https://cyberleninka.ru/article/n/aha-and-oh-yes-how-emotions-affect-insight-experience/pdf https://cyberleninka.ru/article/n/aha-and-oh-yes-how-emotions-affect-insight-experience,http://dx.doi.org/10.17323/1813-8918-2023-3-428-444,,10.17323/1813-8918-2023-3-428-444,,,0,,0,true,,gold
147-925-754-198-726,Children's interaction with digital devices: an overview of research and recommendations,2024-02-01,2024,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,S.Y. Smirnova; E.E. Klopotova,"<jats:p>&lt;p style=""text-align: justify;""&gt;The article presents an overview of current research and recommendations on the organization of children's interaction with digital devices. The problems associated with the role of parents as intermediaries between children and digital devices have led to a number of studies of parental strategies and, resulting from them, studies of the regulation of screen time, issues of digital education, the impact on children's behavior in the process of interacting with digital content. The main results of these studies are the basis for the recommendations of national organizations responsible for the health and development of children. The presented recommendations emphasize the limited potential of digital technologies for the development of young children (up to two years old) and the danger of redistributing children's free time in favor of interacting with gadgets compared to other activities, the importance of parents as intermediaries in the use of technology by children and the need to develop family rules for the use of digital devices. Based on the data obtained, it is concluded that due to the intensive development of digital technologies and the rapidly changing situation of children's access to them, today, first of all, there is a process of accumulation of empirical data and identification of the most effective forms and ways of organizing the interaction of children of early and preschool age with digital devices.&lt;/p&gt;</jats:p>",12,4,91,100,Psychology; Computer science,digital devices; digital technologies; recommendations for parents; early and preschool age; children; parental mediation strategies; screen time,,,,https://psyjournals.ru/journals/jmfp/archive/2023_n4/jmfp_2023_n4_Smirnova_Klopotova.pdf https://doi.org/10.17759/jmfp.2023120408,http://dx.doi.org/10.17759/jmfp.2023120408,,10.17759/jmfp.2023120408,,,0,002-311-580-895-585; 004-244-203-403-827; 004-967-751-293-162; 009-874-009-866-21X; 010-157-210-646-79X; 023-998-844-028-721; 026-137-505-624-638; 032-280-036-903-392; 033-962-937-183-331; 041-343-396-929-889; 043-470-589-665-570; 048-398-601-209-032; 049-785-555-761-42X; 050-797-351-278-333; 055-913-653-550-213; 066-189-117-515-507; 066-919-268-203-844; 071-953-190-271-192; 079-724-383-663-397; 087-938-543-347-822; 090-641-401-974-880; 094-911-266-007-064; 097-111-678-133-888; 097-129-298-117-806; 101-797-500-044-88X; 102-238-936-005-596; 149-926-422-524-975; 168-870-227-494-490; 173-064-777-322-241,1,true,cc-by-nc,gold
148-752-000-665-133,Особенности мышления больных шизофренией об абстрактных понятиях — ценностных категориях,,2017,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,Е М Леонтьева,"<jats:p>The article presents a part of the results of a study of the thinking of schizophrenic patients on abstract concepts — value categories. A comparative analysis on the results from studies of the values of 105 diagnosed schizophrenia and 102 individual control group made it possible to identify typical categorization strategies: by chain type, nucleus isolation, on the basis of abstract characteristics. Тhe comparison of strategies of thinking about values with thinking disorders, as described in the pathopsychological conclusions.</jats:p>",10,4,46,55,Psychology,value; value thinking of schizophrenic patients; strategy of сategorization; classification of values; thinking disorders,,,,https://psyjournals.ru/files/90804/exppsy_2017_n4_Leontieva.pdf https://psyjournals.ru/exp/2017/n4/Leontieva.shtml,http://dx.doi.org/10.17759/exppsy.2017100404,,10.17759/exppsy.2017100404,2787387899,,0,009-464-248-839-305; 119-400-805-895-947; 147-725-417-996-616,1,true,cc-by-nc,gold
148-874-464-955-134,Decision making under uncertainty: exploration and exploitation,,2020,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,K. E. Sayfulina; Galina Kozunova; V.A. Medvedev; A M Rytikova; Boris V. Chernyshev,"<jats:p>Decision-making under conditions of the lack of sufficient information is associated with hypotheses construction, verification and refinement. In a novel environment subjects encounter high uncertainty; thus their behavior needs to be variable and aimed at testing the range of multiple options available; such variability allows acquiring information about the environment and finding the most beneficial options. This type of behavior is referred to as exploration. As soon as the internal model of the environment has been formed, the other strategy known as exploitation becomes preferential; exploitation presupposes using profitable options that have already been discovered by the subject. In a changing or complex (probabilistic) environment, it is important to combine these two strategies: research strategies to detect changes in the environment and utilization strategies to benefit from the familiar options. The exploration-exploitation balance is a hot topic in psychology, neurobiology, and neuroeconomics. In this review, we discuss factors that influence exploration-exploitation balance and its neurophysiological basis, decision-making mechanisms under uncertainty, and switching between them. We address the roles of major brain areas involved in these processes such as locus coeruleus, anterior cingulate cortex, frontopolar cortex, and we describe functions of some important neurotransmitters involved in these processes – dopamine, norepinephrine, and acetylcholine.</jats:p>",9,2,93,106,Psychology; Management science,uncertainty; decision-making; exploration-exploitation trade-off; norepinephrine; dopamine; acetylcholine,,,Russian Science Foundation,https://psyjournals.ru/files/114517/jmfp_2020_n2_Sayfulina_Kozunova_Medvedev.pdf https://psyjournals.ru/en/jmfp/2020/n2/Sayfulina_et_al.shtml,http://dx.doi.org/10.17759/jmfp.2020090208,,10.17759/jmfp.2020090208,3038622872,,0,001-354-738-506-150; 001-928-229-527-850; 005-657-965-746-641; 006-790-229-646-668; 007-391-098-427-438; 010-115-413-935-377; 010-964-388-060-551; 011-327-431-537-090; 012-601-986-268-483; 012-726-342-818-32X; 014-074-706-626-970; 014-799-569-096-691; 015-075-270-509-335; 016-082-865-973-833; 016-372-195-842-804; 017-818-997-234-86X; 021-189-077-384-094; 024-264-463-729-325; 024-942-295-175-801; 026-095-774-053-201; 027-655-446-521-60X; 028-371-309-438-983; 031-692-492-061-592; 033-682-498-672-072; 033-810-378-785-105; 036-950-118-509-562; 037-068-761-065-495; 037-125-995-671-496; 038-980-902-859-515; 039-231-177-234-763; 039-697-779-425-289; 039-829-208-042-315; 039-878-339-923-607; 040-846-623-771-849; 041-115-698-875-754; 047-037-708-626-24X; 053-712-363-210-639; 055-277-681-194-151; 056-099-461-599-170; 056-674-429-121-685; 057-185-310-170-470; 061-460-123-409-130; 061-576-737-206-930; 085-636-924-116-909; 085-647-123-469-281; 085-792-475-464-004; 087-153-739-870-308; 096-982-792-680-946; 102-402-485-574-096; 102-903-377-426-93X; 103-301-375-892-273; 103-312-832-091-345; 107-418-572-621-995; 118-871-602-492-421; 127-052-580-657-455; 136-562-560-412-772; 137-268-726-742-827; 138-696-392-297-74X; 141-765-980-625-206; 141-810-726-754-037; 145-157-442-126-393,5,true,cc-by-nc,gold
149-004-133-772-437,Synchronization of Electrical Oscillations in the Organization of Social Life of Microorganisms,,2020,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,T N Grechenko; A N Kharitonov; A V Zhegallo; E L Sumina; D L Sumin,"<jats:p>Many microorganisms form communities whose members coordinate their actions in solving common problems. One form of such communities is a biofilm. In the experiments on recovering the integrity by a damaged biofilm, data were obtained on oscillators in relatively quiet and active loci of the film formed by cyanobacteria Oscillatoria terebriformis. To study the interaction between different parts of the biofilm, field potentials were recorded simultaneously from two loci. The presence of a functional connection between different zones of the biofilm was revealed by calculation of the cross-correlation coefficients. The level of synchronization of field potentials between areas was determined using the coefficients of frequency and frequency-time coherence. In the loci of increased and decreased activity, different values of the frequency and amplitude of electrical oscillations were revealed. A high level of synchronization was registered between the active zones, which persisted for several seconds. The registered synchronization of oscillations between the active and quiet loci was considerably lower. The results that characterize the organization of the process of problem solving by a cyanobacterial film as an integral unit can serve as a model of the processes of organization of other biosocial structures for solving problems.</jats:p>",13,3,132,142,Synchronization (computer science); Social life; Computer network; Biology,cyanobacteria; social organization; electrical oscillations; biofilms; synchronization; coherence; coordination; integration,,,Ministry of Science and Higher Education of the Russian Federation,https://psyjournals.ru/exp/2020/n3/Grechenko_Kharitonov_et_al.shtml https://psyjournals.ru/files/116642/exppsy_2020_n3_Grechenko_Kharitonov_et_al.pdf,http://dx.doi.org/10.17759/exppsy.2020130310,,10.17759/exppsy.2020130310,3097088794,,0,001-941-353-734-554; 003-847-552-210-237; 007-183-766-917-701; 008-649-035-392-663; 010-776-820-660-911; 011-011-636-367-59X; 013-268-699-475-615; 013-782-291-070-325; 020-368-982-800-200; 021-004-246-861-83X; 023-074-714-334-94X; 024-921-272-106-018; 027-876-042-169-223; 029-349-232-066-91X; 032-297-993-922-617; 034-754-462-406-393; 041-489-164-679-288; 052-601-223-633-332; 058-830-275-946-522; 060-753-982-358-100; 061-292-738-638-415; 067-004-836-924-270; 067-468-657-698-891; 084-369-968-050-438; 085-428-748-215-003; 092-965-203-666-186; 098-906-332-470-823; 099-727-752-823-712; 152-274-808-507-112,0,true,cc-by-nc,gold
149-324-685-250-744,Approbation of the Questionnaire of Imaginary Representations of Professional Activity of Athletes,2023-02-01,2023,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,S.V. Leonov; I.S. Polikanova; E.I. Rasskazova,"<jats:p>&lt;p&gt;The aim of this work was to develop and test the questionnaire of imaginary representations of the professional activity of athletes. We have developed a questionnaire of 100 questions, including 9 parameters (subscales). The questionnaire was tested on 399 sportsmen, 48.4% of which were candidates for the master of sports, master of sports or international class master of sports. The statistical analysis showed a good agreement of these parameters (subscales), which was 0,61&amp;mdash;0,89. Characteristic features of image representations (IR) were revealed for representatives of different sports. The results showed that in dynamic sports under conditions of uncertainty athletes more often note the IR of temporal, spatial, informational, energetic aspects of the sports situation, as well as the game intellect. In solitarysports athletes more often talk about motivational-personal aspects of representation, in group sports &amp;mdash; about the representation of the social environment, which is explained by the specifics inherent in solitary and group sports activities. It is also shown that in dynamic sports under given conditions ""peaks"" of the profile are noted on the representation of technical-tactical, energy components and motivational-personal aspects. In static sports technical-tactical and motivational-personal aspects of representation come to the fore. Thus, the questionnaire of imaginary representations of professional activity of athletes can be used as a tool for diagnostics of peculiarities of imaginary representations in athletes.&lt;/p&gt;</jats:p>",15,4,195,215,The Imaginary; Athletes; Psychology; Representation (politics); Applied psychology; Social psychology; Physical therapy; Medicine; Psychotherapist; Politics; Political science; Law,psychology of sports; figurative representations; typology of professional activity; systemic figurative representation; classification; types of sports activity,,,,https://psyjournals.ru/journals/exppsy/archive/2022_n4/exppsy_2022_n4_Leonov_et_al.pdf https://doi.org/10.17759/exppsy.2022150413,http://dx.doi.org/10.17759/exppsy.2022150413,,10.17759/exppsy.2022150413,,,0,016-693-783-743-578; 047-344-206-510-060; 051-432-705-638-020; 071-048-981-799-794; 084-710-150-493-773; 089-818-980-316-342; 102-823-628-604-164; 189-587-832-989-609,0,true,cc-by-nc,gold
149-987-749-919-302,Возможности использования игровых ролей для тренировки регуляторных функций у дошкольников,,2020,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,А.Н. Веракса; О.В. Алмазова; Д.А. Бухаленкова; М.Н. Гаврилова,"<jats:p>In modern pre-school education, more and more time is devoted to educational activities, while kindergarten children have very little time to play. However, play activity is extremely important for the development of inhibition in preschoolers. The article presents results of a study on the relationship between the child's acceptance of different roles (positive, wise or negative hero) and the success of executive function tasks implementation (cognitive flexibility and self-restraint). The study involved 81 children aged 5—6 years of Moscow kindergartens. Assessment of the level of executive functions development was carried out three times: pre-test (without a role), test (task execution in a role), post-test (without a role) using the same complex of methods. Based on the results of the pre-test, preschoolers were divided into 4 groups (3 experimental and one control). Ekvivalent groups formation was carried out basing on the actual level of executive functions development (low and high level) and on the number of boys and girls included in each of the groups. The study showed that the adoption of the role can have both positive and negative impacts on the success of executive function tasks implementation, depending on the type of task and the level of inhibition in preschoolers. The roles of the positive and wise characters had a positive effect in all three tasks, and the role of the negative character had of positive effect only in the tasks on behavioral and cognitive restraining control (in the task on cognitive flexibility it had a negative effect). In addition, role-taking in children with low levels of executive functions interfered with the behavioral control task, whereas in the cognitive control task, role-taking contributed to improved outcomes. Thus, accepting a role can help a preschooler to regulate their behavior, which confirms the role of play as the leading activity in preschool age.</jats:p>",16,1,111,121,,дошкольный возраст; игра; регуляторные функции preschool age; play; executive functions,,,Russian Foundation for Basic Research,https://psyjournals.ru/en/kip/2020/n1/Veraksa_Almazova_et_al.shtml https://psyjournals.ru/files/112888/chp_2020_n1_Veraksa_Almazova_et_al.pdf,http://dx.doi.org/10.17759/chp.2020160111,,10.17759/chp.2020160111,3014354260,,0,000-722-089-564-018; 000-816-215-261-550; 006-557-624-228-932; 007-104-470-371-975; 011-487-594-393-311; 018-302-250-227-249; 040-908-542-908-787; 044-810-090-252-317; 045-083-526-669-008; 045-292-135-929-766; 047-955-527-035-806; 051-296-198-420-612; 051-403-363-671-29X; 053-021-755-605-098; 055-744-270-023-593; 062-576-233-345-749; 102-545-360-882-00X; 111-102-303-889-495; 113-340-825-258-224; 186-775-246-813-298; 190-811-804-571-909,8,true,cc-by-nc,gold
150-660-340-887-748,Book Review: Visions and Resources for International Psychology: 75 Years of the International Council of Psychologists,,2018,journal article,RUDN Journal of Psychology and Pedagogics,23131683,Peoples' Friendship University of Russia,,Irina A. Novikova; Новикова Ирина Александровна; Elena Yu Chebotareva; Чеботарева Елена Юрьевна; Alexey Novikov; Новиков Алексей Львович,,15,4,512,523,Vision; Political science; Social science; International psychology,,,,,http://journals.rudn.ru/psychology-pedagogics/article/view/20378 http://journals.rudn.ru/psychology-pedagogics/article/download/20378/16560,http://dx.doi.org/10.22363/2313-1683-2018-15-4-512-523,,10.22363/2313-1683-2018-15-4-512-523,2913415860,,0,,0,true,cc-by-nc,gold
150-856-000-147-094,Intercultural Competence and Effectiveness of Intercultural Communication,,2022,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,O.E. Khukhlaev; V.V. Gritsenko; S.B. Dagbaeva; V.V. Konstantinov; T.V. Kornienko; E.V. Kulesh; T.T. Tudupova,"<jats:p>The article aims to present the results of the study of intercultural competence as a predictor of effective intercultural interaction. The mechanism by which this effect is achieved is currently poorly understood. The study involved students from Russian universities (N=748) aged 18 to 25 years (M=20.09, SD= 1.73). 85% of the sample were women. The following methods were used: “Integrative questionnaire of intercultural competence”, the Scale of intergroup anxiety U.The scales of Attributive confidence and perceived predictability and Self-assessment of the effectiveness of cross-cultural communication was from the studies of W. Gudykanst, Scale of evaluation of the desire to interact with a partner of other cultures. All scales were modified for the study and showed good reliability. The theoretical model was tested using path analysis. The effects of all components of the integrative model of intercultural competence on the desire to interact with a partner in intercultural communication and self-assessment of its effectiveness were found, except for the “lack of ethnocentrism”sub-scale. It is also shown that the effects of cross-cultural interest and cross-cultural stability on the perceived effectiveness of communication with a foreign cultural partner and the desire to interact with them are mediated by intergroup anxiety and perceived predictability of cross-cultural communication.</jats:p>",15,1,88,102,Psychology; Intercultural communication; Ethnocentrism; Social psychology; Intercultural competence; Anxiety; Pedagogy; Psychiatry,intercultural competence; ethnocentrism; intercultural communication; communication efficiency; intergroup anxiety; uncertainty,,,Russian Foundation for Basic Research,https://psyjournals.ru/files/129376/exppsy_2022_n1_Khukhlaev_et_al.pdf https://doi.org/10.17759/exppsy.2022150106,http://dx.doi.org/10.17759/exppsy.2022150106,,10.17759/exppsy.2022150106,,,0,000-477-712-137-215; 002-270-213-472-603; 003-162-033-774-784; 003-373-116-102-561; 003-854-526-024-823; 005-637-487-375-824; 007-606-411-978-881; 009-023-087-017-306; 009-239-042-581-555; 012-106-431-105-738; 023-843-745-546-578; 025-875-893-748-007; 032-953-856-190-854; 040-940-616-818-013; 053-772-833-725-86X; 055-638-480-337-022; 055-803-666-248-307; 056-948-533-762-795; 057-352-095-633-609; 066-391-930-819-502; 081-073-550-323-951; 081-122-210-744-168; 099-821-806-676-297; 116-736-890-845-919; 116-953-447-460-185; 122-475-823-771-897,3,true,cc-by-nc,gold
151-073-345-164-901,Динамика развития моральных суждений у кадетов,,2017,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,О В Корчагина; Д С Ошевский,"<jats:p>The article presents the results of an empirical study of the features of the development of the level of moral judgments among the cadets. The study was conducted on the basis of the OGBU ""Smolensk Field Marshal Kutuzov Cadet Corps."" The material was the results of a survey of two groups of adolescents studying in the cadet corps, representing the younger and older adolescents. The following subjects were included in the sample: cadets only enrolled in the cadet corps (n = 30); Cadets completing their studies (n = 30). As methodologies, a specially developed semi-structured interview was used that simulates situations of moral choice. The Cadets showed positive dynamics in the development of moral judgments and greater differentiation in assessments, and revealed age differences in the semantic sphere. The older cadets are distinguished by a tendency to form a higher - prosocial level of development of moral judgments. It is noted that in carrying out educational work with pupils, efforts should be directed to help in adapting to new social conditions, integration into the cadet collective.</jats:p>",7,3,127,137,Psychology,военная психология; кадеты; моральные суждения; моральное сознание; развитие military psychology; cadets; moral judgment; moral consciousness; development,,,,https://core.ac.uk/display/102271773 http://psyjournals.ru/files/87538/psyandlaw_2017_3_Korchagina_Oshevsky.pdf https://psyjournals.ru/psyandlaw/2017/n3/87538.shtml https://psyjournals.ru/files/87550/psyandlaw_2017_3_Korchagina_Oshevsky.pdf,http://dx.doi.org/10.17759/psylaw.2017070310,,10.17759/psylaw.2017070310,2761750918,,0,024-546-306-887-237; 061-014-317-075-466; 122-078-932-030-810; 174-537-622-402-996,0,true,cc-by-nc,gold
151-286-182-347-402,Perception of Natural and Artificial Dynamic Facial Expressions During Stroboscopic Presentation,,2021,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,O.A. Korolkova; E.A. Lobodinskaya,"<jats:p>In an experimental study, we explored the role of the natural or artificial character of expression and the speed of its exposure in the recognition of emotional facial expressions during stroboscopic presentation. In Series 1, participants identified emotions represented as sequences of frames from a video of a natural facial expression; in Series 2 participants were shown sequences of linear morph images. The exposure speed was varied. The results showed that at any exposure speed, the expressions of happiness and disgust were recognized most accurately. Longer presentation increased the accuracy of assessments of happiness, disgust, and surprise. Expression of surprise, demonstrated as a linear transformation, was recognized more efficiently than frames of natural expression of surprise. Happiness was perceived more accurately on video frames. The accuracy of the disgust recognition did not depend on the type of images. The qualitative nature of the stimuli and the speed of their presentation did not affect the accuracy of sadness recognition. The categorical structure of the perception of expressions was stable in any type of exposed images. The obtained results suggest a qualitative difference in the perception of natural and artificial images of expressions, which can be observed under extreme exposure conditions.</jats:p>",14,4,4,22,Disgust; Sadness; Surprise; Happiness; Facial expression; Emotional expression; Perception; Psychology; Natural (archaeology); Expression (computer science); Cognitive psychology; Categorical perception; Presentation (obstetrics); Anger; Artificial intelligence; Speech recognition; Computer science; Communication; Social psychology; Medicine; Archaeology; Radiology; Neuroscience; Speech perception; History; Programming language,facial expressions; face perception; nonverbal communication; stroboscopic presentation; natural expressions,,,Russian Science Foundation,https://psyjournals.ru/files/126224/exppsy_2021_n4_Korolkova_Lobodinskaya.pdf https://doi.org/10.17759/exppsy.2021140401,http://dx.doi.org/10.17759/exppsy.2021140401,,10.17759/exppsy.2021140401,,,0,000-742-572-358-503; 002-639-288-123-851; 004-517-514-684-292; 004-655-962-213-318; 004-921-066-897-677; 013-466-213-226-334; 015-807-780-099-541; 017-615-482-833-206; 019-404-341-014-314; 020-014-008-908-834; 020-958-136-943-173; 021-050-032-197-133; 027-475-619-153-887; 035-209-521-672-134; 043-137-677-918-428; 057-073-084-850-163; 068-139-272-657-481; 074-270-235-675-024; 076-709-442-467-974; 078-602-796-876-591; 085-443-088-650-143; 086-317-672-427-935; 110-643-080-486-255; 140-283-283-804-171; 149-229-185-800-505,0,true,cc-by-nc,gold
151-305-203-068-236,Психологическое просвещение в контексте содержания ФГОС и стандартов профессиональной деятельности,,2017,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,Ю М Забродин; В Э Пахальян,"<jats:p>Materials are presented that allow to identify the main problems of training psychologists for work on psychological education in the context of the professional standard for teachers requirements and approved standards of professional activity. The connection of a number of questions of the methodology of practical psychology and those problems that the specialist in this field solves during the implementation of the work on psychological enlightenment is shown. A detailed analysis of the main content of existing and existing the professional standard for teachers, those aspects of it that determine the list and nature of the types of specialist's work, as well as the already approved standards of professional activity in practice-oriented psychological specialties in relation to labor function, reflecting those aspects of his work that relate to psychological enlightenment. The main issues concerning improvement of the professional standard for teachers and standards of professional activity are highlighted. Methods for their solution are proposed, the application of which will help in the work on new the professional standard for teachers and improvement of the standards of professional activity.</jats:p>",9,1,135,147,Sociology,Psychological education; Methodology of practical psychology; Professional readiness to work on psychological education; Standards of professional activity (professional standards),,,,https://psyjournals.ru/files/85700/14_Zabrodin_psyedu_1_2017.pdf https://core.ac.uk/display/88193614 https://psyjournals.ru/psyedu_ru/2017/n1/zabrodin.shtml,http://dx.doi.org/10.17759/psyedu.2017090114,,10.17759/psyedu.2017090114,2607913590,,0,,6,true,cc-by-nc,gold
151-528-652-511-633,Family resilience in stressful situations of disability in foreign studies,,2020,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,M.A. Odintsova; E.S. Gusarova; B.B. Aismontas,"<jats:p>A review of foreign studies reflecting the problems of family resilience in the modern world is presented. Special emphasis is placed on studies of family resilience in stressful situations of disability of family members. It is shown that resilience of families having stressful experience of disability includes: 1) a system of family beliefs based on a positive outlook that contribute both to self-recovery after a traumatic experience and acceptance of their vulnerability; 2) patterns of family reactions to diseases allowing them to find life meaning in caring, and respond effectively to challenges of diseases, use adaptive capabilities to counteract violations, and organize themselves; 3) family communication skills and activity in problem solving; 4) family connectedness and flexibility, effective use of external support from social and non-government  organizations. The family resilience construct is considered through closely related concepts of individual, family, and social resilience.</jats:p>",9,1,29,38,Developmental psychology; Psychology; Family resilience,,,,,https://psyjournals.ru/jmfp/2020/n1/Odintsova_et_al.shtml https://psyjournals.ru/files/112739/jmfp_2020_n1_Odintsova_Gusarova_Aismontas.pdf,http://dx.doi.org/10.17759/jmfp.2020090103,,10.17759/jmfp.2020090103,3014270368,,0,000-141-973-993-141; 005-744-325-888-030; 015-265-863-418-794; 015-975-861-811-687; 016-115-634-765-445; 016-602-843-604-988; 016-786-005-942-709; 017-300-955-416-407; 025-723-518-062-369; 026-107-472-624-529; 027-391-191-924-653; 034-033-395-267-791; 036-427-978-811-298; 037-511-322-728-588; 048-268-146-366-371; 060-218-045-857-744; 061-250-302-874-921; 062-284-813-843-416; 062-773-600-812-269; 064-585-307-821-849; 065-480-789-618-071; 067-783-305-964-877; 070-681-377-447-060; 073-648-552-412-581; 079-387-395-811-882; 081-910-616-897-858; 094-504-539-410-687; 094-916-602-255-300; 102-799-020-526-850; 107-103-004-941-505; 109-842-141-250-868; 110-079-522-865-339; 112-160-715-825-414; 113-033-463-296-791; 114-794-096-048-261; 117-770-705-855-214; 134-692-286-866-634; 143-634-915-831-76X; 164-894-283-057-050,4,true,cc-by-nc,gold
151-667-841-880-710,Traffic Psychology as a field of applied psychological research: opportunities and perspectives in Russia,,2018,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,T V Kochetova,"<jats:p>This article is devoted to an informative characteristic of the main areas of traffic psychology. The article attempts to outline the “subject area” of this field and to characterize the relationship with other branches of psychology. This article highlights applied researches in traffic psychology help for understanding the role of human factor in the formation and development of the transport environment and road safety. The article provides an overview of some socio-psychological problems caused by the specifics of modern transport environment. Solving these problems can help ensure road safety, minimize the risks of traffic behavior and reduce social tensions in road traffic. It is a very important and necessity for solving of transport problems in modern megalopolises. The possible directions of prospective studies of traffic psychology in Russia are considered.</jats:p>",9,4,8,18,Traffic psychology; Psychology; Psychological research; Field (Bourdieu); Applied psychology,,,,,http://psyjournals.ru/en/social_psy/2018/n4/Kochetova2.shtml https://psyjournals.ru/files/96858/sps_2018_n4_Kochetova2.pdf https://psyjournals.ru/social_psy/2018/n4/Kochetova2.shtml,http://dx.doi.org/10.17759/sps.2018090402,,10.17759/sps.2018090402,2912881531,,0,009-299-623-546-736; 012-038-625-091-141; 033-841-143-313-121; 041-525-659-321-013; 057-495-765-264-864; 077-784-026-060-100; 093-417-062-634-808; 162-023-857-630-295,3,true,cc-by-nc,gold
151-963-330-172-444,Preface by the editor of the special issue,,2018,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,T V Kochetova,"This special issue of ""Social Psychology and Society"" journal is devoted to traffic psychology -an issue that has been in focus of recent applied psychological research.",9,4,5,7,,,,,,https://psyjournals.ru/files/96855/sps_2018_n4_Kochetova.pdf https://psyjournals.ru/social_psy/2018/n4/Kochetova.shtml,http://dx.doi.org/10.17759/sps.2018090401,,10.17759/sps.2018090401,2912709826,,0,,0,true,cc-by-nc,gold
152-225-746-181-354,Апробация русскоязычной версии опросника когнитивной и аффективной эмпатии,2020-12-30,2020,journal article,Психология. Журнал Высшей школы экономики,18138918; 25419226,"National Research University, Higher School of Economics (HSE)",Russian Federation,М.А. Окатова,"<jats:p>В статье представлены результаты апробации Опросника когнитивной и аффективной эмпатии Р. Реньерс на русскоязычной выборке. В отличие от других направленных на диагностику эмпатии методик, доступных русскоязычному исследователю, данный оп­ро­сник демонстрирует хорошие психометрические показатели, а также пригоден для измерения как когнитивной, так и аффективной эмпатии. В исследовании приняли участие 788 человек в возрасте от 18 до 66 лет (M = 26, SD = 10.1; 707 женщин и 81 мужчина). Методом конфирматорного факторного анализа была подтверждена заявленная в оригинальной версии опросника факторная структура, обе проверенные модели демонстрируют удовлетворительный уровень соответствия данным. Шкалы методики показывают высокие значения надежности-согласованности, составляющие их субшкалы — удовлетворительные значения на­деж­ности-согласованности. Конвергентная валидность подтверждается наличием корреляций со шкалами эмоционального интеллекта, психопатии, макиавеллизма. Когнитивная эмпатия положительно связана со всеми субшкалами эмоционального интеллекта, аффективная эмпатия положительно связана с межличностным эмоциональным интеллектом, но отрицательно — с внутриличностным эмоциональным интеллектом. Психопатия и макиавеллизм отрицательно связаны с аффективной эмпатией и одной из субшкал когнитивной эмпатии. Женщины демонстрируют более высокий уровень аффективной эмпатии, чем мужчины, гендерных различий в уровне когнитивной эмпатии выявлено не было. Полученные результаты позволяют рассматривать предложенную версию методики в качестве инструмента оценки когнитивной и аффективной эмпатии. Наличие надежного и валидного русскоязычного инструмента диагностики эмпатии может расширить возможности практической и исследовательской деятельности, в том числе кросс-культурных исследований.</jats:p>",18,4,685,699,Psychology,empathy; cognitive empathy; affective empathy; QCAE; emotional intelligence; Dark Triad,,,,https://psy-journal.hse.ru/data/2021/12/24/1762714935/18-04-2021-29-43.pdf https://doi.org/10.17323/1813-8918-2021-4-685-699,http://dx.doi.org/10.17323/1813-8918-2021-4-685-699,,10.17323/1813-8918-2021-4-685-699,,,0,,3,true,,gold
152-251-237-382-026,Follow the hands of the interlocutor! (on strategies for the distribution of visual attention),,2019,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,О В Фёдорова; И Ю Жердев,"<jats:p>This article contributes to the development of multichannel linguistics — a new approach that explores the interaction of multiple informational channels between interlocutors, including verbal units, prosody, gestures, facial expressions, direction of gaze. The study was carried out on the material of the Russian multichannel resource “Russian pear chats and stories”, collected with the help of modern equipment, including industrial video cameras and eyetrackers for registering eye movements. Based on the quantitative and qualitative results of the study, the authors describe the distribution of visual attention of the Narrator in the situation of perception of information from two gesticulating interlocutors, as well as various styles of oculomotor activity of the Narrator.</jats:p>",12,1,98,118,Psychology; Cognitive psychology; Distribution (number theory); Visual attention,,,,Russian Science Foundation,https://psyjournals.ru/exp/2019/n1/Fedorova_Zherdev.shtml https://psyjournals.ru/files/98087/exppsy_2019_n1_Fedorova_Zherdev.pdf,http://dx.doi.org/10.17759/exppsy.2019120108,,10.17759/exppsy.2019120108,2939161740,,0,001-654-864-996-300; 002-371-939-340-063; 005-405-839-077-992; 009-757-506-035-094; 009-891-445-812-802; 012-530-667-722-233; 014-168-679-163-751; 014-737-696-841-742; 018-119-048-413-210; 019-806-527-388-156; 028-086-055-031-477; 033-573-286-885-479; 042-535-872-170-264; 042-584-648-643-646; 047-312-798-207-199; 055-647-719-657-090; 075-395-728-834-594; 076-496-042-547-987; 088-088-764-585-929; 098-358-912-494-923; 099-449-957-935-390; 108-382-070-496-148; 112-183-627-695-690; 114-398-847-923-860; 119-957-933-116-125; 140-233-948-880-289; 149-587-450-514-500; 180-943-965-695-461,0,true,cc-by-nc,gold
152-321-375-824-970,Готовность педагогов общеобразовательной организации к работе с детьми с ограниченными возможностями здоровья и детьми с инвалидностью как основной фактор успешности инклюзивного процесса,,2016,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,Е В Самсонова; В В Мельникова,"<jats:p>The article presents data from the study aimed at determining readiness of teachers to implement inclusive education. The study examines the personal characteristics and activity-readiness of teachers to include ""special"" child in inclusive education process. The study was conducted in secondary school number 547 in Moscow. The total sample presented the teachers of the two schools that are part of an educational complex. These studies lead to the following conclusions: 1) there is lack of informational readiness of teachers to work with children with disabilities; 2) only half of the teachers demonstrate an understanding of the values of inclusion; 3) only half of those teachers who understands the value of inclusion, are ready to implement it in their own practice; 4) those teachers who share the principles of inclusion, understand the need to change their work in the process of organizing a joint education of children with disabilities and age norm, they also understand the necessity for training in inclusive education.</jats:p>",5,2,97,112,Sociology,inclusive education; professional readiness of secondary school teachers for inclusion; the success of an inclusive process; personal readiness; active willingness,,,,https://psyjournals.ru/psyclin/2016/n2/Melnikova_Samsonova.shtml https://psyjournals.ru/files/82448/Samsonova_Melnikova.pdf,http://dx.doi.org/10.17759/cpse.2016050207,,10.17759/cpse.2016050207,2524617535,,0,041-885-882-960-108; 075-748-335-079-04X,5,true,cc-by-nc,gold
152-592-945-398-171,The Features of Attitude to the Body of Persons with Consequences of Cerebral Palsy and Spinal Cord Injury,,2021,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,T A Meshkova; E L Gavrilova,"<jats:p>The features of attitude to the body of adults (from 21 to 65 years old; M=40,8) with consequences of cerebral palsy (13 persons) and spinal cord injury (15 persons) of varying severity and 40 persons (from 20 to 64 years old; M=35,3) without disabilities were studied. Two questionnaires with positive statements (Body Appreciation Scale and Functionality Appreciation Scale) were used, as well as a specially compiled questionnaire for assessing the negative attitude towards the body of persons with visible impairments and a non-verbal method for direct quantitative assessment of satisfaction with certain parts of the body. It was found that techniques aimed at direct assessment of body parts or assessment of negative attitude to the body reveal significant differences between healthy and disabled persons, indicating lower body assessments in persons with pathology, regardless of its type and severity, while questionnaires with positive statements can’t detect these differences. The level of positive attitude to the body in motor pathology is not lower than in the healthy persons. Analysis of the interaction of factors “type” vs “severity” of pathology reveals significant differences in the assessment of individual parts of the body (especially the legs and buttocks): persons with severe consequences of cerebral palsy rated their body areas higher than persons with severe forms of spinal trauma. The importance of the concept of a positive body image for the rehabilitation of persons with movement disorders is discussed.</jats:p>",10,1,180,205,Psychology; Spinal cord injury; Cerebral palsy; Physical medicine and rehabilitation,body image; positive body image; attitude to the body; cerebral palsy; spinal cord injury; disability; musculoskeletal disorders; diagnostics; adults,,,Moscow State University of Psychology and Education,https://psyjournals.ru/files/120005/cpse_2021_n1_Meshkova_Gavrilova.pdf https://psyjournals.ru/psyclin/2021/n1/Meshkova_Gavrilova.shtml,http://dx.doi.org/10.17759/cpse.2021100109,,10.17759/cpse.2021100109,3156417922,,0,011-682-327-253-457; 013-395-766-867-54X; 013-713-782-979-702; 016-493-615-230-291; 024-510-756-107-918; 030-502-072-959-295; 034-991-802-242-196; 035-534-360-061-840; 041-493-922-423-073; 047-969-999-112-694; 059-684-854-270-321; 063-468-508-349-879; 081-044-338-345-35X; 088-565-279-406-965; 092-758-624-285-187; 094-155-322-549-01X; 115-453-942-727-505; 129-580-764-602-100,2,true,cc-by-nc,gold
152-614-779-631-285,Possible Interventions to the Emotional and Personality Domains of Children and Adolescents with Osteogenesis Imperfecta in the Course of a Social and Psychological Rehabilitation Program,,2022,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,Y.E. Kurtanova; E.A. Meshcheryakova; A.B. Kharitonov; A.A. Brilliantova,"<jats:p>The article is devoted to the study of the features of the emotional and personal domains of children and adolescents with osteogenesis imperfecta. The effectiveness of the use of ; a socio-psychological rehabilitation program in the several following areas was also studies. Reducing the severity of aggressiveness and anxiety, developing of a sociability, changing of a self-esteem and the attitude to one's disease, the development of new significant children and adolescents needs with osteogenesis imperfecta. The study involved 58 children and adolescents aged 9–19 years (13.2±2.39 years) with osteogenesis imperfecta, including 36 girls and 22 boys. The control group consisted of 25 children and adolescents aged 9–19 years (13.8±3.12 years) without chronic somatic diseases, including 13 girls and 12 boys. The study was based on the following methods: M. Kuhn’s test “Who am I” (modified by T.V. Rumyantseva, 2006), the “Non-existent animal” method ; (M.Z. Dukarevich, 1990), an abbreviated version of the “Incomplete sentences” method (V.E. Kagan and I.K. Shats, 2003) and the technique of ""Tsvetik-Semitsvetik"" ; (I.M. Vitkovskaya, 2010). The features of the emotional and personal domains of children and adolescents with osteogenesis imperfecta were revealed in comparison with their healthy peers, consisting in a negative assessment of their physical self, the predominance of fear of aggression and a reduced subjective significance of their moral needs. It was noted that the indicator of an adequate idea of their disease increases, negative emotional experiences regarding their disease intensify, and the motivation for recovery increases. This phenomenon interacts with age in children and adolescents with imperfect osteogenesis. The study also partially proved the effectiveness of the proposed rehabilitation program, as a result of which children and adolescents with osteogenesis imperfecta showed positive dynamics in expanding the main parameters of identity, increased self-esteem of their physical self and sociability, and also decreased indicators of verbal aggression and anxiety. The priority of biological and communicative needs has decreased, the needs for personal changes and material needs have come to the fore. As ; a result of the rehabilitation program in children and adolescents with imperfect osteogenesis, self-reported indicators of fixation on pain decreased; the number of children openly showing emotional experiences regarding the disease has increased.</jats:p>",11,1,44,66,Osteogenesis imperfecta; Rehabilitation; Psychological intervention; Psychology; Anxiety; Clinical psychology; Personality; Aggression; Disease; Medicine; Developmental psychology; Physical therapy; Psychiatry; Social psychology; Pathology,,,,,https://psyjournals.ru/files/128650/cpse_2021_n1_Kurtanova_et_al.pdf https://doi.org/10.17759/cpse.2022110103,http://dx.doi.org/10.17759/cpse.2022110103,,10.17759/cpse.2022110103,,,0,013-106-290-736-072; 015-122-857-578-689; 036-425-163-991-217; 036-535-577-347-39X; 057-450-245-662-528; 063-184-202-796-356; 070-375-799-034-025; 091-520-677-228-323; 130-754-385-215-242,0,true,cc-by-nc,gold
152-954-978-455-465,Визуальные методы в социально-психологическом исследовании,,2018,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,O T Mel’nikova; A S Mezentseva,"<jats:p>The methodological and historical background of the use of visual methods in social and psychological research is considered. The advantages of a multimodal approach to the analysis of social phenomena are discussed; the main ways of including visual data in qualitative research are systematized. The key areas and directions of research using the visual approach are outlined. An attempt is made to organize all the variety of visual studies, from the use of visual data as an aid to the analysis of visual data as such. The main groups of visual studies use images 1) as a means of visualizing the results; 2) as an incentive to initiate discussion; 3) as an addition to verbal information that helps self-disclosure; 4) as a way to Express their views or relationships; 5) as an independent goal of the study. Despite the prevalence of verbal research methods in psychology, human ideas about the world are multimodal, so the use of a multimodal research strategy is designed to enrich knowledge about the person and his place in the social world.</jats:p>",9,3,42,52,Psychology,,,,,https://psyjournals.ru/files/95698/sps_2018_n3_Melnikova_Mezentseva.pdf https://psyjournals.ru/social_psy/2018/n3/Melnikova_Mezentseva.shtml,http://dx.doi.org/10.17759/sps.2018090305,,10.17759/sps.2018090305,2899435341,,0,006-978-097-014-646; 036-116-398-321-374; 052-343-689-731-285; 055-765-710-175-252; 056-647-877-692-023; 067-351-052-189-948; 073-189-751-140-662; 087-781-643-475-626; 092-082-769-589-491; 095-753-592-577-009; 117-664-186-308-809; 129-449-031-939-976; 134-639-465-873-132; 138-176-369-171-090; 197-860-795-643-979,3,true,cc-by-nc,gold
153-039-476-932-169,Regulatory behavior in the COVID-19 pandemic: How to get students to comply with it?,,2021,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,O B Krushelnitskaya; T Y Marinova; A V Pogodina; M N Raskhodchikova; N N Tolstykh,"Objective. Determine the targets and methods of psychological and pedagogical work that aimed increasing the specific normativity of students' behavior during the COVID-19 pandemic, in particular, on compliance with the mask regime. Background. Due to the situation with COVID-19 pandemic many countries all over the world, including in Russia, introduced the number of tough measures which restricted the behavior and interaction of people. The study focuses on such acute issues as the attitudes of different social groups toward both the disease itself and the measures to combat it, clarification of the reasons and motivations for individuals' compliance/non-compliance with normative behavior during the pandemic. The coronavirus pandemic actualizes the problems of providing practical psychological assistance to people, including young people, who experience stress and who have difficulties with coping with this situation. Study design. The study was conducted during the increasing spread of the disease and the introduction of an isolation regime. The data obtained was analyzed with reference to the time of the research participants' questionnaire completion: the first group of students filled the Google forms from 9th to 23rd November 2020 (stage 1);the second group - from 24th November to 8th December 2020 (stage 2). The research analyzed students' social representations of the pandemic and measures to combat it;peculiarities of attitudes toward various aspects of COVID-19 and toward the normative behavior of young people during the pandemic;subjective experience of danger of the disease and the dominant coping strategies associated with them. Participants. 565 undergraduate students from various faculties of the Moscow State University of Psychology and Education (MGPPU): 504 females, 61males. Measurements. Anonymous survey included closed questions;method of prototypical analysis of social representations (P. Verges);Self-perceived flexible coping with stress (SFCS);The Fear of COVID- 19 Scale;SPSS Statistics 20 package (contingency tables with the calculation of the Pearson χ2 test, Spearman's correlation coefficient, Kruskal-Wallis and Friedman tests). Results. Students showed a diverse and often controversial views on COVID-19 and ways prevent its spread. At the core of social representations of the pandemic and protective masks, the most popular are those that reflect the personal restrictions imposed by the pandemic, the inconvenience and displeasure resulted from the compliance with these restrictions. To a smaller extent, there is a fear of getting sick. There are practically no social representations associated with concern over other people, that express a pro-social position. In relation to the mechanisms of compliance with restrictive measures, the opinions of students are heterogeneous: some support the introduction of strict restrictions and consider it rational to have strict external control, while others believe that the fulfillment of sanitary and epidemiological requirements should be an independent decision of a person. The study found the predominant choice of situational and multiple coping strategies by students in response to the emergence of the pandemic situation and the relationship between these types of coping with low level of subjective fear. Nevertheless, with the deterioration of the pandemic situation, students' assessments of the means of informing about COVID-19 and strategies to combat it changed: at the first stage of the study students considered specialists (doctors, scientists) as a reference group, at the second stage - parents and close circle. Social media turned out to be the most insignificant source of information. Main conclusions. The data obtained make it possible to identify the main targets of psychological and pedagogical work with students and to determine the main methods of this work which should include the activity-based inclusion in the solution of group tasks aimed at optimizing the life of people in a pandemic. According to the results of the study a group of students stood out with a high level of fear experience (32%) and a tendency to non-constructive ways of coping. These students require targeted psychological assistance. As an illustration of the active involvement of students to the problem of COVID prevention, the article describes a competition of creative works of different directions organized by the Faculty of Social Psychology of Moscow State University of Psychology and Education on the topic medical masks use in the context of the ""Marathon of Masks"" pandemic. © 2021 Moscow State University of Psychology and Education. All rights reserved.",12,1,198,221,Social psychology (sociology); Inclusion (education); Reference group; Psychology; Social group; Compliance (psychology); Normative; Coping (psychology); Social psychology; Situational ethics,,,,,https://doaj.org/article/3fc783a4d20d4d9794751bdd5e46eb54 https://psyjournals.ru/social_psy/2021/n1/Krushelnitskaya_et_al.shtml https://psyjournals.ru/files/119692/sps_2021_n1_Krushelnitskaya_et_al.pdf,http://dx.doi.org/10.17759/sps.2021120113,,10.17759/sps.2021120113,3142283997,,0,054-244-761-031-662; 065-072-077-067-950,5,true,cc-by-nc,gold
153-070-644-107-690,The Role of Family and School in Securing Psychological Well-Being of Primary School Children,,2019,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,O A Karabanova,"<jats:p>The paper reviews the age spicific form of psychological well-being in primary school age as the result of the acquisition of a new social position and role of student that, according to C. Ryff, is the essence of psychological adaptation of the child to school. The research was aimed at exploring the conditions of psychological adaptation to school in chidlren as a process that promotes psychological well-being at this age. The research goals were as follows: to explore the character and dynamics of school adaptation in first-graders; to compare the notions of successful adaptation in teachers and parents; to study the relationship between successful psychological adaptation to school and a) the features of the internal position of student, b) the type of parenting style. The sample consisted of 122 first-graders (7—8 years old) and 110 parents. It was empirically proven that all components of psychological well-being in primary school children, namely: positive relations in the form of cooperation in joint educational activities with the teacher and peers; self-acceptance represented in the form of internal position of student as self-identification with the social role of the student; competence as mastering the means of learning activity and autonomy as an independent implementation of the latter; important goals in the form of meaningful acceptance of learning objectives; personal growth, expressed in the content and pace of individual progress in personal and metacognitive development — all these are determined by the psychological readiness of teachers and parents to transform their relationships with the child and to establish adequate forms of educational cooperation. It is argued that disharmonious types of parenting styles interfere with the child’s psychological adaptation to school.</jats:p>",24,5,16,26,Developmental psychology; Psychology; Psychological well-being; Primary (chemistry),,,,,https://istina.msu.ru/publications/article/254331018/ https://doaj.org/article/13349598e91c4e79a9a73fb811917b6c https://psyjournals.ru/files/110334/pse_2019_n5_Karabanova.pdf https://psyjournals.ru/psyedu/2019/n5/Karabanova.shtml,http://dx.doi.org/10.17759/pse.2019240502,,10.17759/pse.2019240502,2990770012,,0,004-859-093-122-020; 012-522-992-534-498; 023-053-981-061-090; 027-624-443-538-818; 061-449-235-646-280; 064-008-555-211-29X; 073-562-692-485-507; 084-873-409-497-842; 107-896-758-069-496; 124-793-622-287-886; 126-064-765-624-918; 190-145-036-405-155,16,true,cc-by-nc,gold
153-181-066-401-944,Russian Cultural-Historical Clinical Psychology and Its Methodological and Applied Inventions Aimed at Analysis of Individual Case,,2021,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,N.S. Burlakova; V.I. Oleshkevich,"<jats:p>In the Russian cultural-historical psychology (in the clinical psychology, first of all), there was a bunch of studies based on the exploration of individual (singular) case. The article focuses on analysis of those studies and demonstrates principal difference of the approach used in them from other methodologies and approaches to the analysis of individual case. Russian perspective was originally based on the fundamental ideas of Lev S. Vygotsky; nevertheless, they were not sufficiently reflected in the Russian psychology. Examining Vygotsky’s texts, the authors discuss more profound reflection and further development of Vygotsky’s ideas as applied to the analysis of the individual case in the cultural-historical psychology. The article shows the possibilities to elaborate this approach on the basis of concepts by Lev Vygotsky and Mikhail Bakhtin and gives own studies of the authors as an example of such an elaboration. Furthermore, the article argues that the integration of objective cultural-historical psychology and phenomenology, hermeneutics, dialogical psychology would be of significance if developed in the direction of cultural-historical psychology of Vygotsky — Bakhtin. Such an approach allows to address general psychological issues and opens up new opportunities in certain applied studies in the field of cultural-historical psychology.</jats:p>",29,4,144,163,Dialogical self; Epistemology; Cultural psychology; Cross-cultural psychology; History of psychology; Phenomenology (philosophy); Psychology; Theoretical psychology; Perspective (graphical); Activity theory; Sociology; Psychoanalysis; Social psychology; Cognitive science; Philosophy; Artificial intelligence; Computer science,cultural-historical psychology; clinical psychology; methodology of clinical psychology; applied psychology; individual case,,,,https://psyjournals.ru/files/126864/cpp_2021_n4_Burlakova_Oleshkevich.pdf https://doi.org/10.17759/cpp.2021290409,http://dx.doi.org/10.17759/cpp.2021290409,,10.17759/cpp.2021290409,,,0,008-165-005-784-729; 023-442-434-747-228; 024-435-014-819-142; 060-576-746-472-601; 074-822-731-288-202; 110-376-704-235-531; 125-675-905-091-33X; 134-740-520-809-181,1,true,cc-by-nc,gold
153-412-257-911-424,Developing General Cultural Competences: A Case Study of Students Taking a Course in Pedagogy and Psychology,2021-12-30,2021,journal article,RUDN Journal of Psychology and Pedagogics,23131705; 23131683,Peoples' Friendship University of Russia,,Diana V. Pshenichnyuk,"<jats:p>The education system and teachers are currently faced with the need to increase the interest of students not only in their chosen specialty and related training courses but in the content of the compulsory basic-level disciplines. One of the possible solutions to this problem may be filling such courses with practice-oriented and universal content, which can contribute to the formation and implementation of general cultural competences even in the learning (professional training) process. The purpose of the work is to present to the expert community the results of introducing the authors approach to the development of a set of knowledge, skills, abilities and competencies of students, as they are taught pedagogy and psychology, and to compare the process and results of face-to-face and online training conducted according to the authors program. The attention is focused on the development of practical skills and abilities within the framework of this course, in particular, the ability to conduct classes for peers with elements of training. The study used an adapted experimental curriculum of the pedagogy and psychology course, means of assessment (control works in the form of tests with open and closed questions) and self-assessment (authors questionnaire). The sample consisted of 68 undergraduate and postgraduate students of Lomonosov Moscow State University. The results of using the developed program showed high efficiency in relation to indicators of academic success of the students due to the creation of conditions for mutual learning and conducting classes by the students themselves.</jats:p>",18,4,731,750,Curriculum; Psychology; Mathematics education; Set (abstract data type); Process (computing); Pedagogy; Class (philosophy); Face (sociological concept); Computer science; Sociology; Artificial intelligence; Programming language; Operating system; Social science,teaching students; general cultural competences; roles in a team; interactive forms of education; training,,,,https://journals.rudn.ru/psychology-pedagogics/article/download/29899/20245 https://doi.org/10.22363/2313-1683-2021-18-4-731-750,http://dx.doi.org/10.22363/2313-1683-2021-18-4-731-750,,10.22363/2313-1683-2021-18-4-731-750,,,0,,0,true,cc-by-nc,gold
153-435-022-377-02X,Responsibility as a Professionally Significant Trait of an Officer of the Penal Correction System of the Russian Federation,,2021,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,N Ezhova Ojesya; F I Ushkov,"<jats:p>This research work is aimed at studying the personality traits of the personnel of the penal correction system (PCS) using the 70-statement questionnaire Multidimensional-Functional Diagnostics of ""Responsibility""  by A.P. Pryadeyin. Second and fourth year students of Samara Law Institute of the Federal Penitentiary Service, as well as current staff members of correctional facilities of the penal correction system took part in the research work. The study analyzed the naturally-predetermined (operational) and lifetime-acquired (substantial) responsibility domains. The obtained results suggest that the expression degree of personality traits in the PCS personnel  that are necessary for the formation of responsibility, is largely determined by age, work experience in the PCS and by gender differences. The results are of practical importance and can be used for the formation of responsibility of the PCS personnel in performance management both during education period and during professional activities.</jats:p>",11,2,72,85,Trait; Political science; Law; Officer; Correction system; Russian federation,responsibility; social responsibility; legal responsibility; moral responsibility; locus of control; internality,,,,https://psyjournals.ru/files/121131/psylaw_2021_n2_Yzhova_Ushkov.pdf https://psyjournals.ru/psyandlaw/2021/n2/Yzhova_Ushkov.shtml,http://dx.doi.org/10.17759/psylaw.2021110206,,10.17759/psylaw.2021110206,3177727486,,0,006-346-761-128-014; 043-367-924-970-703; 125-687-459-775-042,2,true,cc-by-nc,gold
153-698-796-666-356,Human Development and the Creative Potential of Culture (Roundtable of the methodological seminar supervised by V.V. Rubtsov and B.D. Elkonin),2018-11-13,2018,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,V V Rubtsov; Michael Cole; J V Wertsch; A.G. Asmolov; V T Kudryavcev; N N Nechaev; Vladislav A. Lektorsky; T V Akhutina; Glozman Zh.M.; M.V. Falikman; B D Elkonin; A A Margolis; V.A. Guruzhapov,"<jats:p>On May 25, 2018 the Moscow State University of Psychology and Education hosted a methodological seminar “Human Development and the Creative Potential of Culture” (supervised by V.V. Rubtsov and B.D. Elkonin) that was dedicated to the 80th birthday of the renowned American psychologist professor Michael Cole, the disciple of A.R. Luria and the successor of the cultural-historical and activity approaches in psychology. Michael Cole has and continues to put a lot of effort into the internationalization and development of these acknowledged Russian approaches all over the world. The seminar was organized by the Cultural-Historical Psychology journal and the International UNESCO Chair of Cultural-Historical Psychology of Childhood (MSUPE). The issues discussed in the seminar included: 1. Understanding culture: from the environment to the origins of human development; 2. Cultural-historical psychology: the language of mutual understanding and the creative tool in science and education; 3. The diversity of cultural mediation of human activity in the modern world; 4. Cultural-activity approach as an interdisciplinary project; 5. Psychology and sociocultural practices of human development; 6. From joint activity towards co-creation of culture; 7. Imagination: the ‘third’ eye of culture. Among the participants of the seminar were Russian researchers V.V. Rubtsov, A.A. Margolis, A.G. Asmolov, V.T. Kudryavtsev, N.N. Nechaev, V.A. Lektorsky, T.V. Akhutina, Zh.M. Glozman, M.V. Falikman, B.D. Elkonin, V.A. Guruzhapov as well as M. Cole himself and his friend and colleague J.Wertsch (both participating online). The paper presents the full text of the discussion.</jats:p>",14,4,41,51,Sociology; Pedagogy; Human development (humanity),Участники круглого стола* В.В. Рубцов; М. Коул; Дж. Верч; А.Г. Асмолов; Б.Д. Эльконин; В.А. Лекторский; Н.Н. Нечаев; В.Т. Кудрявцев; Т.В. Ахутина; Ж.М. Глозман; М.В. Фаликман; А.А. Марголис; В.А. Гуружапов Рубцовым; А.А. Марголисом; А.Г. Асмоловым; В.Т. Кудрявцевым; Н.Н. Нечаевым; В.А. Лекторским; Т.В. Ахутиной; Ж.М. Глозман; М.В. Фаликман; Б.Д. Элькониным; В.В. Гуружаповым; виртуальное культура; культурно-историческая психология; творчество; развитие; деятельность; опосредствование culture; cultural-historical psychology; creativity; development; activity; mediation,,,,https://psyjournals.ru/files/95953/chp_2018_n4_Rubtsov_Elkonin.pdf https://psyjournals.ru/kip/2018/n4/Rubtsov_Elkonin.shtml,http://dx.doi.org/10.17759/chp.2018140406,,10.17759/chp.2018140406,2900690774,,0,,3,true,cc-by-nc,gold
154-074-383-417-838,Групповой тренинг как метод развития профессионально важных качеств юридического психолога,,2017,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Н В Лаврешкин,"<jats:p>The article is devoted to the definition of the role of group training in the development and formation of professionally important qualities (PIQ) of the legal psychologist. Produced comparison of the main approaches to the concept of ""professional qualities"" in psychology and a model of professionally important qualities of a legal psychologist, consisting of 5 groups of PIQ. We analysed the features of the development of professionally important qualities of students of the Faculty of Legal Psychology as well as methods of their development, are used during education at university. Designed the program of socio-psychological training, aimed at the development of PIQ of first-year students, who study on Faculty of Legal Psychology. By the using of the method of forming experiment, identified the possibilities of group training in the formation and development of PIQ of a legal psychologist. Developed recommendations.</jats:p>",7,1,250,263,Psychology,,,,,https://psyjournals.ru/files/85469/psyandlaw_2017_1_Lavreshkin.pdf https://core.ac.uk/display/90815595 https://psyjournals.ru/psyandlaw/2017/n1/85447.shtml,http://dx.doi.org/10.17759/psylaw.2017070120,,10.17759/psylaw.2017070120,2605295792,,0,071-326-703-189-694,3,true,cc-by-nc,gold
154-382-178-374-036,Тест на понимание эмоций: адаптация русскоязычной версии на российской выборке детей дошкольного возраста,2021-03-30,2021,journal article,Психология. Журнал Высшей школы экономики,18138918; 25419226,"National Research University, Higher School of Economics (HSE)",Russian Federation,Н.Е. Веракса; А.Н. Веракса; М.Н. Гаврилова; Д.А. Бухаленкова; С. Тарасова,"<jats:p>В статье представлены результаты адаптации русскоязычной версии методики Тест на понимание эмоций (Test of Emotion Comprehension; Pons, Harris, 2000). Адаптация методики проводилась в период с 2019 по 2020 г. на выборке 596 детей 5–6 лет. Спустя год 351 ребенок был повторно протестирован для оценки способности методики отражать возрастную динамику в развитии понимания эмоций. В целях изучения теоретической структуры, лежащей в основе инструмента, был применен конфирматорный факторный анализ. Эмпирические данные, полученные на российской выборке, подтвердили высокое соответствие русскоязычной версии инструмента ее оригинальной теоретической модели. Результат применения Q-теста Кохрана равенства пропорций указал на приемлемую надежность методики на основе внутренней согласованности ее компонентов. Валидность методики подтверждается наличием умеренных положительных связей общего уровня понимания эмоций и отдельных компонентов теста с распознаванием эмоций по лицевой экспрессии (Affect Recognition subtest NEPSY-II). Как и в оригинальной версии теста, на российской выборке не были выявлены гендерные различия ни по одному из компонентов теста. Анализ связанных с возрастом различий в успешности выполнения методики детьми при первичном и повторном тестировании показал, что количество правильных ответов по всем компонентам методики значимо увеличилось через год после первого обследования, что свидетельствует о способности методики отражать возрастную динамику. В результате работ по адаптации теста были получены российские нормы для детей 5–6 и 6–7 лет. Использование теста в дальнейшем открывает широкие возможности для международного сотрудничества в эмпирических целях для изучения природы понимания эмоций в дошкольном возрасте и в практических для диагностики или разработки программ эмоционального развития детей.</jats:p>",18,1,56,70,Psychology; Test (biology); Geology; Paleontology,,,,,https://psy-journal.hse.ru/data/2021/04/12/1390907881/Текст статьи.pdf https://doi.org/10.17323/1813-8918-2021-1-56-70,http://dx.doi.org/10.17323/1813-8918-2021-1-56-70,,10.17323/1813-8918-2021-1-56-70,,,0,,7,true,,gold
154-669-835-372-005,Интерактивные методы коммуникации и обучения студентов работе с подростками и молодежью с девиантным поведением,,2019,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,М Р Душкина; Р В Чиркина,"<jats:p>The article examines the problematique of increasing the effectiveness of specialists training in psychology and education of dealing with deviant behavior through the use of innovative interactive and interdisciplinary educational methods. Studying, discussing and analyzing the complex of current problems of socialization and personal development is delivered out with specific examples within the framework of the “Social Pedagogy” Course. It enables students to gain an in-depth understanding of the mechanisms, factors and determinants of deviant behavior, and contribute to the development of prevention and correction technologies. The key elements of the educational concept are scientific and practical orientation, increasing its relevance to the tasks of professional training by focusing on active methods of mastering the discipline and using modern technologies of social communications (simulation games, various types of discussions, TIPS-techniques, etc.). The result of this approach is the acquired skills and abilities, allowing them to design, organize and deliver appropriate work with children, adolescents and youth, including those with deviant behavior, in a modern society with a new technological context.</jats:p>",9,3,72,83,Physics,mechanisms and factors of socialization; psychological impact; social communications; innovative educational methods; adolescents with deviant behavior,,,,https://psyjournals.ru/en/psyandlaw/2019/n3/109426.shtml https://psyjournals.ru/files/109341/psyandlaw_2019_3_Dushkina_Chirkina.pdf,http://dx.doi.org/10.17759/psylaw.2019090306,,10.17759/psylaw.2019090306,2978492817,,0,026-993-300-033-086; 162-787-000-634-166,1,true,cc-by-nc,gold
154-870-614-795-404,The Influence of Ways of Organizing Learning Interactions on the Development of Communicative and Reflexive Abilities of Children 6—10 Years Old,,2022,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,V.V. Rubtsov; I.M. Ulanovskaya,"<jats:p>The features of the development of communicative and reflexive abilities of children aged 6—10 years, depending on the ways of organizing educational interactions, are discussed. Basic social competencies defined by the requirements of the current Federal State Educational Standard of Primary General Education are considered as indicators of the development of abilities in the learning environment. Based on the selected indicators, a variant of the “Puzzle” diagnostic method has been developed, which allows to study the relationship between the development of social competencies in younger schoolchildren, and the joint way they perform while solving experimental problems. A comparative analysis of students' social competencies allows to prove the influence of ways of organizing educational interactions on the development of communicative and reflexive abilities of primary school children.</jats:p>",27,1,5,16,Reflexivity; Psychology; Developmental psychology; Mathematics education; Sociology; Social science,communicative and reflexive abilities; social competencies; joint activity; ways of organizing educational interactions; primary school students; diagnostics,,,Moscow State University of Psychology and Education,https://psyjournals.ru/files/127802/pse_2022_n1_Rubtsov_Ulanovskaya_en.pdf https://doi.org/10.17759/pse.2022270101,http://dx.doi.org/10.17759/pse.2022270101,,10.17759/pse.2022270101,,,0,,8,true,cc-by-nc,gold
156-469-222-434-820,Psikhologiia patriotizma,2023-04-06,2023,conference proceedings article,"Pedagogy, Psychology, Society",,Publishing house Sreda,,Dinara Ralifovna Zagadskaia,"тема патриотизма волнует каждого гражданина и во многом связана с политической ситуацией в нашей стране. От чувства патриотизма зависит отношение человека к себе и обществу, своей стране, вклад конкретного человека в науку, искусство, безопасность и многие другие сферы общественной жизни человека, в состояние и сохранение архитектурных богатств и экологии. Патриотизм – это особо значимая духовная ценность, которая является основой единства, гармонизации общества, сохранения его самобытности и неповторимости в многообразном человеческом сообществе. Патриотизм, со всей его идеологической нагрузкой и обилием связанных с ним бытовых ассоциаций, должен стать объектом научного изучения, в котором в настоящее время остро нуждается. Психологические аспекты этой проблемы также четко выражены. В данной статье дано определение патриотизма, анализируется психология патриотизма. Рассматриваются также результаты эмпирических исследований патриотизма, проясняющих это понятие патриотизма.",,,282,285,Computer science,,,,,https://phsreda.com/e-articles/10488/Action10488-106009.pdf https://doi.org/10.31483/r-106009,http://dx.doi.org/10.31483/r-106009,,10.31483/r-106009,,,0,,0,true,cc-by,hybrid
156-689-726-780-57X,"Social Ostracism Paradigms O'Cam, O'Train, Cyberball: the Experience of Pilot Research (Russian Federation)",,2021,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,E.E. Boykina,"<jats:p>Objective. Approbation of techniques that allow simulating a situation of social ostracism (ignoring, exclusion, rejection). ; Background. Social ostracism can be fleeting or manifest itself in a chronic protracted form, leading to depression, causing a sense of loss of meaning in life, and in extreme cases results in an antisocial reaction. The study of this phenomenon in the realities of Russian reality poses a number of theoretical (lack of an established theoretical basis) and, as a consequence, methodological problems for domestic scientists. ; Study design. Three experiments were conducted with different scenarios and methods of simulating inclusion/exclusion conditions, the technique of psychological debriefing was used. Threatened Needs Scale-Ostracism (Boykina, 2019 adaptation) was used in two experiments in two modifications: for adults and children. The calibration of the “Cyberball” inclusion/exclusion conditions parameters was carried out. ; Participants. The study included three samples: the «O’Train» approbation: N=66, 61 female, 5 -male, M – 18,3; «Cyberball»: N=96, 57 female, 39 male, M – 12,84; «O’Cam»: N=37, 19 female, 18 male, M – 13,6. ; Measurements. Experimental method, self-reporting methodology Scale of Threatened Needs- Ostracism, computer program “Cyberball” (Williams, Cheung, Choi, 2000), qualitative data analysis. ; Results. The tested techniques have confirmed their reliability as a method of simulating the situation of social ostracism. ; Conclusions. The following admission selection criteria are formulated as recommendations: 1) simulation of conditions of ignoring/exclusion/rejection, 2) the least psychological discomfort of the object, 3) viability of the research organization (including the number of participants in the experiment and the reliability of the legend), 4) avoidance of confrontation of participants. The methods tested by the authors can be used both in research and in applied goals, taking into account compliance with the ethical principles of psychological experiment.</jats:p>",12,4,189,206,Ostracism; Social exclusion; Psychology; Social psychology; Meaning (existential); Clinical psychology; Scale (ratio); Developmental psychology; Psychotherapist; Physics; Quantum mechanics; Economics; Economic growth,social ostracism; exclusion; ignoring; rejection; destructive behavior; methodology; Cyberball; O'Cam; O'Train; the Temporal Need Threat Model of Ostracism (Williams K.D.),,,,https://psyjournals.ru/files/125967/sps_2021_n4_Boykina.pdf https://doi.org/10.17759/sps.2021120411,http://dx.doi.org/10.17759/sps.2021120411,,10.17759/sps.2021120411,,,0,002-725-283-430-271; 006-947-129-456-413; 007-504-601-093-614; 012-457-053-369-940; 012-687-170-453-088; 020-963-036-643-022; 026-189-553-787-356; 037-239-696-156-617; 039-211-860-501-506; 039-219-537-481-003; 044-916-935-353-773; 046-962-381-542-766; 057-240-200-736-954; 059-485-545-446-803; 062-724-158-452-641; 069-276-226-647-757; 086-949-739-668-465; 095-457-976-251-298; 102-875-390-614-489; 124-694-878-996-682; 127-324-434-813-612; 130-846-227-736-489; 132-946-624-312-39X; 135-115-564-965-55X; 135-283-050-644-284; 146-408-198-901-203,1,true,cc-by-nc,gold
156-902-172-924-34X,The Problem of Plot Construction in Primary Schoolchildren’s Drawings (A Commentary to the Paper by Yu.A. Poluyanov),,2018,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,V.A. Guruzhapov,<jats:p>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.</jats:p>,14,3,114,118,Plot (narrative); Art; Art history,,,,,https://psyjournals.ru/files/95408/chp_2018_n3_Guruzhapov.pdf https://psyjournals.ru/en/kip/2018/n3/Guruzhapov.shtml,http://dx.doi.org/10.17759/chp.2018140312,,10.17759/chp.2018140312,2898072392,,0,017-613-749-621-669; 038-195-604-166-661; 069-768-578-156-16X; 126-198-436-059-86X,1,true,cc-by-nc,gold
156-913-967-436-394,Reinforcement learning in probabilistic environment and its role in human adaptive and maladaptive behavior,,2016,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,Galina Kozunova,"<jats:p>The article discusses human training in conditions of partly uncertain outcomes of his/her actions that models one of the mechanisms of adaptive behavior in natural environment. Basic learning mechanisms are studied in details through modelling conditional reflexes of animals in experiments, where a certain behavior is reinforced similarly, immediately and repeatedly. At the same time, neurophysiological foundations of learning opportunities in humans under conditions of irregular or delayed reinforcements, despite increased interest to them in recent years, remain poorly studied. Research of mental and neuropsychiatric disorders has made a significant contribution to the development of this problem. Thus, the specific changes in some aspects of learning with probabilistic reinforcement were found in patients with Parkinson's disease, Tourette's syndrome, schizophrenia, depression, and anxiety disorders. In particular, it is shown that susceptibility to positive and negative reinforcement can be violated independently. Taking into consideration the pathogenetic mechanisms of these conditions, it can be concluded that the key structure for this type of training is the cingulate cortex and orbto-frontal cortex involved in bilateral interaction with underlying structures of striatal system, the limbic system and cores of reticular formations of the brain stem.</jats:p>",5,4,85,96,Psychology; Cognitive psychology; Probabilistic logic; Social psychology; Reinforcement learning,reinforcement learning; uncertainty; prediction error; frontal cortex; dopamine; serotonin; norepinephrine; mental disorders,,,,https://doaj.org/article/3b38c3d5119049e8882fd128b1ee40d2 https://psyjournals.ru/jmfp/2016/n4/84974.shtml https://psyjournals.ru/files/84974/jmfp_2016_n_4_Kozunova.pdf,http://dx.doi.org/10.17759/jmfp.2016050409,,10.17759/jmfp.2016050409,2593986909,,0,002-521-580-628-394; 002-535-082-029-134; 003-003-468-938-655; 004-162-498-669-905; 005-232-642-909-414; 008-230-763-144-681; 008-291-585-159-66X; 013-803-187-767-309; 013-836-729-902-351; 015-932-036-482-959; 016-826-281-941-706; 019-742-534-013-782; 019-998-210-234-852; 020-965-281-914-956; 022-052-380-025-691; 022-630-620-044-691; 023-467-633-795-653; 024-028-787-901-553; 029-985-686-771-397; 033-524-743-889-803; 037-467-982-137-569; 037-919-158-106-515; 050-452-636-084-096; 051-997-397-014-432; 053-601-110-766-696; 054-063-046-890-115; 055-510-164-587-246; 061-454-469-851-793; 061-981-883-794-821; 062-522-048-850-782; 064-119-340-196-848; 068-907-682-526-942; 070-295-704-013-257; 075-445-447-087-257; 076-430-942-724-326; 079-272-310-749-822; 080-030-401-824-270; 085-647-123-469-281; 096-949-790-745-430; 098-205-984-954-688; 106-727-684-332-39X; 112-049-093-697-319; 115-053-897-901-021; 117-444-375-216-466; 127-914-376-555-722; 138-475-344-880-835; 150-026-165-278-911; 158-744-880-742-936,2,true,cc-by-nc,gold
156-943-975-090-212,Some Psychological and Legal Issues of Mandatory Consideration of the Opinion of a Child who Has Reached the Age of Ten Years in Judicial Consideration of Disputes About His Upbringing,,2022,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,O.Y. Ilyina; O.A. Rusakovskaya; L.V. Tumanova; O. Chubarova,"<jats:p>In order to indicate the debatable nature of the legal norm of Art. 57 of the Family Code of the Russian Federation — the obligation to take into account the opinion of a child who has reached the age of 10 years, when considering disputes about education by the courts - the features of the analysis by children of 9.5—11 years of age (N=68) of morally ambiguous problem situations are studied. Research methods: compiling a story based on sequential pictures, Dilemmas of L. Kohlberg. It has been established that the majority of children are at the 3rd stage of the conventional level of development of moral consciousness according to Kohlberg. There are more boys among those who are not successful in understanding the hidden moral meaning of situations, and those who, in their reasoning, tend to rely on the requirements of society as a whole. Girls are more likely to draw on their own experience and are more likely to take into account the perceived experiences of another. The above results and conclusions can serve as a basis for improving the relevant legal norm and the practice of its application.</jats:p>",12,3,27,38,Lawrence Kohlberg's stages of moral development; Psychology; Obligation; Norm (philosophy); Legal norm; Law; Meaning (existential); Social psychology; Excuse; Consciousness; Moral development; Political science; Psychotherapist; Neuroscience,,,,,https://psyjournals.ru/files/132036/psylaw_2022_n3_Ilyina_et_al.pdf https://doi.org/10.17759/psylaw.2022120303,http://dx.doi.org/10.17759/psylaw.2022120303,,10.17759/psylaw.2022120303,,,0,079-596-923-852-954,2,true,cc-by-nc,gold
157-597-072-643-864,Inter- and intraindividual approaches to study functional and somatic reactionsof individuals,,2015,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,E.I. Rasskazova,"<jats:p>Paper is devoted to comparisons of inter- and intra-individual approaches to study functional and somatic reactions of individuals to subjective stress in the normative sample. Adult participants (N=79) appraised stress level, experienced somatic symptoms and filled the test of the differentiated assessment of a functional condition within four days in the evenings. In addition, illness frequency and quality of life were estimated. According to the results, appraisals of subjective stress levels, irritability, joints movements’ difficulties, headaches and symptoms that are rare in normative sample should not be averaged due to high variability. Application of the intra-individual approach in addition to the inter-individual one allows revealing cases of individual resistance and mobilization of a functional and somatic condition under the stress. Different patterns of the empirical relationships with illness frequency and quality of life are revealed depending on whether the average estimates of a stress and functioning, or individual sensitivity to a stress are measured.</jats:p>",8,3,47,61,Somatic cell; Psychology; Evolutionary biology,,,,,https://psyjournals.ru/en/exp/2015/n3/Rasskazova.shtml https://psyjournals.ru/files/79327/exp_2015_n3_copyright_Rasskazova.pdf,http://dx.doi.org/10.17759/exppsy.2015080305,,10.17759/exppsy.2015080305,2259481925,,0,014-331-386-593-94X; 019-769-065-152-359; 039-164-665-430-774; 044-661-667-981-324; 045-455-307-777-556; 051-617-699-944-419; 053-210-939-815-869; 059-053-189-120-583; 062-391-817-744-70X; 062-901-932-193-963; 068-185-257-410-533; 091-817-861-998-499; 093-627-456-489-231; 102-426-057-669-992; 112-764-469-391-768; 143-808-857-570-668; 188-580-707-207-307,0,true,cc-by-nc,gold
157-619-373-649-009,The Reflexive Aspect of the Perception of Each Other by the Subjects of the Conflict,,2022,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,V.G. Anikina; A.V. Lagutin,"<jats:p>The reflexive aspect of the perception of the subjects of the conflict became the main issue of the presented work. In the framework of the experimental study, the level of reflexivity (A.V.Karpov), the styles of leading behavior (the Thomas-Kilmann Method), as well as the assessment of the personality image (the Petrovsky-Uvarina Scaling Method) were diagnosed.The experiment was carried out using the created installation ""Experiment for the Study of Negotiations"" (the idea by V.A.Lefebvre, modification by B.I.Khasan).It was shown that the opponent's image significantly changes for respondents with a "" low"" level of reflexivity. Respondents with a ""high"" level of reflection are more differentiated in their assessment of the opponent in the conflict interaction. The change in the opponent's image is carried out to a greater extent by the respondents who end the conflict interaction with a compromise. It was revealed that a change in the leading behavior in a conflict is more typical for respondents with ""medium"" and ""high"" levels of reflection. A statistically significant positive relationship was determined between the level of reflexivity and a change in the style of behavior in the conflict interaction. The results obtained in the future will make it possible to simulate the process of getting out of the conflict and use the potential of virtual reality to work with conflict situations.</jats:p>",27,1,104,120,Reflexivity; Psychology; Social psychology; Perception; Negotiation; Adversary; Style (visual arts); Computer science; Sociology; Visual arts; Computer security; Social science; Art; Neuroscience,reflexivity; interpersonal conflict; perception by the subjects of the conflict; virtual reality,,,Ministry of Education and Science of the Russian Federation,https://psyjournals.ru/files/127857/pse_2022_n1_Anikina_Lagutin_en.pdf https://doi.org/10.17759/pse.2022270109,http://dx.doi.org/10.17759/pse.2022270109,,10.17759/pse.2022270109,,,0,083-515-169-130-622; 115-249-220-930-255,3,true,cc-by-nc,gold
157-761-517-114-423,Variants of Neuropsychological Syndrome and Stages of Genesis of A.R. Luria's Concept of the Brain Organization of Mental Functions,,2022,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,N.K. Korsakova; Y.O. Vologdina,"<jats:p>The article is dedicated to one of the basic concepts of Russian neuropsychology — the concept of the “neuropsychological syndrome”, uniquely associated with the name of Alexander Romanovich Luria. Earlier, A.R. Luria became world famous by virtue of his works devoted to the study of deep, unconscious, and even taboo phenomena of the psyche. This area of Luria’s work, which is close to the psychoanalytic paradigm, was interrupted in the late 1930s in the USSR for ideological reasons. A.R. Luria redirecting the field of research into the connections between the psyche and the brain to such sections of medicine as neurology and neurosurgery. The syndromic approach to the analysis of disorders of mental functions in local lesions of the brain becomes the method of studying this problem. To date, the ideas about the reasons for its variability within the textbook typology remain insufficiently covered and systematized. Recently, the problem of properly understanding and describing syndromes of mental disorders in the Lurian approach became especially relevant due to the expansion of neuropsychological diagnostic applications. This article analyzes the main stages in the development of the concept of the neuropsychological syndrome in the works of A.R. Luria. It also describes the main factors that determine the variability of the syndromes of disorders of brain function.</jats:p>",18,3,64,69,Neuropsychology; Psyche; Psychology; Typology; Unconscious mind; Psychoanalytic theory; Psychoanalysis; Neuroscience; Cognition; Sociology; Anthropology,,,,,,http://dx.doi.org/10.17759/chp.2022180309,,10.17759/chp.2022180309,,,0,046-384-979-553-206,4,true,cc-by-nc,gold
157-845-173-229-128,Semantic and Style Concepts in Mass Communication Content,2021-09-29,2021,journal article,Communicology,23113332; 23113065,The Association International Academy of Communicology,,P. N. Kirichek,"<jats:p>The article examines the semantic and style concepts of the functioning of mass communication in modern conditions, determines their role and significance for the transfer of public information from the communicator to the recipient. The author, analyzing the semantics and stylistics of media texts of an outstanding communicative personality (well-known journalist E.E. Kish), (1) traces gradual changes in the author’s worldview and the associated transformation of the nominal language and style; (2) identifies creative resources strengthening the intention of a journalistic work and improving the perceptual effect in “Author” – “Audience”, (3) comments on the positions established in the theory of the press on the relationship of ideas and style in publishing and (4) gives professional lessons in figurative and logical mastery novice journalists.</jats:p>",9,3,166,180,Psychology; Content (Freudian dream analysis); Style (sociolinguistics); Linguistics,массовая коммуникация; контент; концепт; семантика; стилистика; медийный текст; перцептивный эффект,,,,https://communicology.elpub.ru/jour/article/viewFile/152/152,http://dx.doi.org/10.21453/2311-3065-2021-9-3-166-180,,10.21453/2311-3065-2021-9-3-166-180,3204025055,,0,,0,true,cc-by,hybrid
158-272-989-611-080,The Attitude to the Disease and Psychological Characteristics of Children Prone to Respiratory Infections,,2016,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,T G Goryacheva; E Kofanova,"<jats:p>The article concerns the research results of preschoolers prone to respiratory infections, their psychological characteristics and comparing data with those of healthy children. The research sample consisted of 59 children of 6–7 years old: 30 children having respiratory infections more than 5 times per year, and 29 healthy children. In the group of children prone to respiratory infections two types of attitude to the disease have been found out: indifferent and ambivalent. There were also two types in the group of healthy children: ambivalent and negative. The correlation between anxiety level and the type of attitude to the disease has been marked in the first group. There was a statistically sufficient difference in degrees of orthobiosis between two groups.</jats:p>",5,1,45,60,Intensive care medicine; Disease; Respiratory system; Medicine,attitude to the disease; anxiety level; preschool age; orthobiosis; respiratory infections,,,,https://psyjournals.ru/psyclin/2016/n1/Goryacheva_Kuvanova.shtml http://psyjournals.ru/psyclin/2016/n1/Goryacheva_Kuvanova.shtml https://psyjournals.ru/files/81950/4_Goryacheva.pdf,http://dx.doi.org/10.17759/cpse.2016050104,,10.17759/cpse.2016050104,2518576960,,0,,0,true,cc-by-nc,gold
160-080-613-206-824,Methods of Assessing the Available Level of Symbolization in Communication in Children with Hearing and Sight and Multiple Disabilities,,2016,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,А Ю Хохлова,"<jats:p>In this article, we describe a possible way of assessing the level of the means of communication in children with impaired sight and hearing in the structure of multiple developmental disorders. The method is designed for examination of children with complex and multiple disabilities. It is advisable to use a methodology for assessing the level of language development in children who do not enjoy the expanded verbal or sign language, especially in cases where the surrounding is difficult to assess what treatment and the extent to which the child understands. The proposed character level evaluation procedure, the child can understand, can be used for initial diagnosis, as well as for the dynamic tracking of language development in the learning process. This version of the method may be used with children who have a substantive vision. Addressing age: school-aged children. Stimulus material technique selected on the basis of the model of symbolic stairs (M. Skelly), according to which the first level of symbolization is the real object (the demonstration of an object becomes a permanent sign of the beginning of the corresponding event, such as a cap – a symbol of a walk), and the highest level of symbolization becomes concept language word. It includes 15 real objects, 5 items of clothing, 5 pieces of dishes and 5 educational supplies, pictures of these objects, realistic color images, as well as the outline of the image. In addition, the plates are attached to the printed names of the same things and pictures on their sign symbols. The procedure of conducting the survey and recording results are discribed. Evaluation protocol allows you to determine what level of symbolic notation of items most successful child acts and what is the maximum level of symbolization it is available. Examples of description and analysis of the results are presented.</jats:p>",5,2,121,134,Sight; Psychology; Multiple disabilities; Audiology,communication; symbolic ladder; children with multiple disabilities; deaf children; diagnostics communication skills,,,,https://psyjournals.ru/files/82443/Hohlova.pdf https://psyjournals.ru/psyclin/2016/n2/Hohlova.shtml,http://dx.doi.org/10.17759/cpse.2016050209,,10.17759/cpse.2016050209,2511959445,,0,092-042-785-444-114,2,true,cc-by-nc,gold
160-336-502-119-468,Социально-психологические особенности лидеров несовершеннолетних осужденных,,2018,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,А В Котенева; С Н Лихачева; А В Кокурин,"<jats:p>The problem of role differentiation of leadership among juvenile convicts is a socially significant and poorly studied problem in modern psychological science. The results of a study of 60 young men serving sentences in young offenders' institutions of the Federal penitentiary service of Russia in the age from 16 to 18 years are presented in the paper. “Leadership style” Questionnaire of R. Bale-K. Schneider (modification T.V. Bendas), “Leadership abilities” Questionnaire of E. Zharikova, E. Krushelnitskogo, “Communicative and organizational tendencies” Questionnaire of V.V. Sinyavsky and V.A. Fedoroshin, “Communicative control” Questionnaire of M. Schneider, “Emotional intelligence” Questionnaire of N. Hall, “Progressive matrix” of Raven were used to diagnosis of socio-psychological qualities of juvenile convict, as well as observations psychologists institutions and educators. The nonparametric Mann-Whitney criterion and factor analysis were applied. The results show that there are formal and informal leaders among juvenile convicts. Formal leaders stand out only in the business sphere and have a positive focus, informal leaders can be positive and negative, business and emotional. Leaders are more focused on solving problems, have developed leadership qualities, organizational and communication abilities. However, the prognostic qualities to identify a leader among juvenile convicts are not only leadership tendencies, but also the qualities of emotional intelligence, allowing to assess the situation, manage their emotions, to have a psychological impact on the state of others.</jats:p>",8,3,206,225,Psychology,communication and organizational skills; communicative control; leadership tendencies; juvenile convict; role differentiation; informal leader; formal leader; emotional intelligence,,,,https://psyjournals.ru/files/95120/psyandlaw_2018_3_Koteneva_Likhacheva_Kokurin.pdf https://psyjournals.ru/psyandlaw/2018/n3/95120_full.shtml,http://dx.doi.org/10.17759/psylaw.2018080315,,10.17759/psylaw.2018080315,2892769518,,0,013-512-155-508-732; 025-906-871-619-959; 047-033-868-996-620; 064-980-498-217-598; 107-873-890-769-789,2,true,cc-by-nc,gold
160-876-746-891-996,Tutor Competencies in Inclusive Education: Specifics of Professional Training Curricula,,2022,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,E.V. Samsonova; Y.A. Bystrova; A.Y. Shemanov; E.N. Kutepova,"<jats:p>The article provides a comparative analysis of the features of readiness and ability for tutor support as components of professional competencies of students of higher and secondary vocational education, as well as working tutors. The sample of this study is represented by 159 respondents – 67 working tutors, 33 undergraduates in the direction of higher education ""Psychological and pedagogical education"", 59 respondents, of which 28 undergraduates of higher education (direction ""Social work"") and 31 students of secondary vocational education (specialty ""Social work""). The study was carried out using the scales developed by us to assess professional competencies for tutor support in the context of inclusive education. The answers to the questionnaire were collected remotely using the ""Anketolog"" system and processed statistically using the SPSS Statistics 18.0 program. In all groups of respondents, the revealed statistically significant correlations between the scales corresponded to the connections of similar scales used in international studies. It is shown that students of the social direction are more ready to implement tutor functions related to the actualization of the subject position of students, and students of the psychological and pedagogical orientation of the programs are more familiar with the knowledge, methods of work that ensure the creation of special conditions for education for the child as an object of psychological pedagogical support. It is concluded that when preparing graduates of secondary vocational and higher education, it is necessary to balance the development by graduates of competencies aimed at mastering the methods and techniques of creating special educational conditions for students with disabilities, and competencies associated with methods and techniques that support their active, involved participation in the process of education, the harmonious combination of which makes up the specifics of tutor support in the context of inclusion.</jats:p>",14,2,84,99,TUTOR; Vocational education; Psychology; Curriculum; Context (archaeology); Medical education; Special education; Specialty; Pedagogy; Mathematics education; Medicine; Paleontology; Psychiatry; Biology,,,,,https://psyjournals.ru/files/130661/psyedu_2022_n2_Samsonova_et_al.pdf https://doi.org/10.17759/psyedu.2022140206,http://dx.doi.org/10.17759/psyedu.2022140206,,10.17759/psyedu.2022140206,,,0,011-369-269-729-195; 022-578-691-984-204; 023-505-033-332-772; 027-789-685-679-141; 030-949-570-059-792; 037-286-491-010-894; 045-243-933-467-016; 059-443-563-904-972; 099-167-496-298-409; 113-411-387-073-910; 120-048-014-148-617; 140-668-300-973-725; 171-131-375-809-254; 199-333-956-378-343,8,true,cc-by-nc,gold
161-018-784-522-644,Профессиональная позиция студентов медицинского колледжа по отношению к эвтаназии,,2019,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Л Ю Долгополова; З В Луковцева,"<jats:p>The study contributes to the understanding of the ethical and legal aspects of the professional development of medical students. The subject of consideration was the professional attitude of future medical assistants (63 people) and nurses (62 people) in relation to euthanasia. Comparison of the responses of the studied problem showed that the major differences between students of various professions are located in the sphere of legal awareness. A number of psycho-social correlates of the studied problem are highlighted. Thus, it is established that atheists and adherents of rare religions are mainly accepting euthanasia; believing that responsibility and mercy are not significant traits, they nevertheless have a relatively higher empathicity, and in a situation of moral choice they are guided by the demands of duty. It is also shown that future medical assistants do not have a formed positive attitude towards legitimate behavior, but more often oppose euthanasia than students of the nursing group. Future nurses, especially those who consider medicine to be their vocation, are more likely to admit the possibility of euthanasia.</jats:p>",9,2,54,68,,euthanasia; professional attitude; medical ethic; bio-ethic; future doctors,,,,https://psyjournals.ru/en/psyandlaw/2019/n2/107195.shtml https://psyjournals.ru/files/107130/psyandlaw_2019_2_Dolgopolova_Lukovtseva.pdf,http://dx.doi.org/10.17759/psylaw.2019090204,,10.17759/psylaw.2019090204,2955988097,,0,066-693-926-242-265; 097-090-058-482-841,0,true,cc-by-nc,gold
161-679-789-434-780,ПСИХОЛОГИЧЕСКИЕ УСЛОВИЯ УСПЕШНОГО ОСВОЕНИЯ МАТЕРИНСКОЙ РОЛИ,,2017,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,В.А. Якупова,"<jats:p>The aim of this work is the investigation of psychological conditions, helping primiparous women to develop the role of mother. 73 primiparous mothers of 6—24 months children took part in the study. Three groups of conditions turned out to be important in the process of mastering the new role: the level of flexibility, realistic expectations and emotional attitude to the components of the mother role (towards the care of the baby, towards woman herself as a mother and the baby). Mothers with high level of rigidity estimate the difficulty of mastering the new role as the highest in the sample. It is also harder to adapt to the new role of parent for women with unjustified expectations about motherhood. They more often experience motherhood as a refusal of many life spheres. The difficulties associated with caring for the child are better tolerated by women who emotionally accept the components of the maternal role, have positive attitude to themselves as mothers, to the baby and to the process of caring about it.</jats:p>",25,1,59,71,Psychology,,,,,https://psyjournals.ru/files/85374/kpip_2017_n1_yakupova.pdf https://psyjournals.ru/mpj/2017/n1/yakupova.shtml https://istina.msu.ru/publications/article/37351741/,http://dx.doi.org/10.17759/cpp.2017250105,,10.17759/cpp.2017250105,2557740384,,0,002-573-665-529-314; 009-361-243-599-988; 018-645-590-684-491; 021-203-734-837-283; 027-807-458-839-834; 028-027-523-735-10X; 050-193-333-206-267; 061-675-024-516-908; 078-872-655-645-36X,2,true,cc-by-nc,gold
162-056-685-591-963,From the Editor,,2016,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,A.B. Kholmogorova,,24,1,5,7,Psychology; Psychoanalysis,,,,,http://psyjournals.ru/files/80861/cpp_2016_n1_Kholmogorova.pdf https://doi.org/10.17759/cpp.2016240101,http://dx.doi.org/10.17759/cpp.2016240101,,10.17759/cpp.2016240101,,,0,,0,true,cc-by-nc,gold
162-540-672-683-900,The problem of psychological adaptation of children to the education space,,2016,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,T A Egorenko; O S Bezrukavny,"<jats:p>The article presents the study of Turkish and Romanian psychologists aimed at disclosure of factors, affecting the psycho - pedagogical adaptation of students to school and the steps of this adaptation. School adaptation is regarded as a complex and a multi-faceted process, influenced by different spheres of human life. The authors from Turkey mainly discuss factors affecting the adaptation of preschool children to a primary educational level. Romanian researchers consider the difficulties of psycho - pedagogical adaptation of pupils of rural schools to high school, and compare them with their peers, receiving education in cities</jats:p>",5,3,59,65,Psychology; Psychological adaptation; Space (commercial competition); Social psychology,adaptation; psycho -pedagogical adaptation; elementary school; high school; education in Turkey; rural schools; adaptation severities,,,,https://core.ac.uk/display/89144009 https://psyjournals.ru/en/jmfp/2016/n3/83942.shtml https://paperity.org/p/238048396/the-problem-of-psychological-adaptation-of-children-to-the-education-space https://psyjournals.ru/files/83915/jmfp_2016_n_3_Egorenko_Bezrukavny.pdf,http://dx.doi.org/10.17759/jmfp.2016050306,,10.17759/jmfp.2016050306,2559876471,,0,017-010-843-449-057; 017-627-807-763-081; 019-295-514-847-34X; 041-323-466-456-362; 056-346-746-625-390; 079-126-733-118-883; 091-140-336-725-60X; 105-405-206-539-582; 171-414-110-775-490,6,true,cc-by-nc,gold
163-006-735-783-797,Mental disorders against the background of different strategies of government regulation to counter the spread of COVID-19,,2021,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,M.A. Odintsova,"<jats:p>The article includes a literary review of scientific works devoted to the study of specific features of the motivational and personal sphere of mothers with children diagnosed with Autism Spectrum Disorder (ASD), published in a number of countries in Africa and the Middle East. The author describes the difficulties faced by mothers in the process of education and treatment of their autistic children in these regions of the world; provides statistics on the extension of autism among the child population in South Africa, Saudi Arabia and Iran. The article presents studies assessing the degree of influence of religious and cultural aspects on the parents’ perception of their ""special"" children in Israel and Somalia.</jats:p>",10,2,27,35,Psychology; Government regulation; Coronavirus disease 2019 (COVID-19); Public administration,autism; family; mothers; cultural characteristics; religious aspects; Africa; Middle East; Israel; Somalia,,,,https://psyjournals.ru/files/121388/jmfp_2021_n2_Odintsova.pdf https://psyjournals.ru/en/jmfp/2021/n2/Odintsova.shtml,http://dx.doi.org/10.17759/jmfp.2021100203,,10.17759/jmfp.2021100203,3179220607,,0,000-578-080-591-104; 003-893-782-483-158; 005-544-007-873-160; 011-435-420-916-376; 013-362-431-742-365; 018-185-439-560-010; 021-228-776-292-438; 023-325-174-909-899; 024-662-233-596-84X; 026-595-049-377-693; 027-204-419-331-189; 028-220-944-824-690; 028-710-782-868-536; 030-145-374-198-126; 035-214-055-262-133; 040-626-049-769-618; 045-980-446-504-350; 051-884-500-565-865; 052-294-391-895-107; 056-177-667-284-36X; 058-581-476-650-520; 061-311-981-010-792; 061-355-963-198-466; 062-035-903-328-648; 062-270-390-167-542; 074-073-383-015-447; 074-400-779-374-96X; 082-669-649-980-250; 083-807-275-946-814; 084-172-083-774-448; 085-132-487-674-822; 094-178-063-733-382; 098-261-969-833-155; 098-974-555-818-633; 099-282-511-032-38X; 108-458-415-072-251; 113-176-653-038-417; 114-714-575-969-962; 125-764-199-912-835; 130-026-632-712-540; 130-209-991-424-438; 153-391-156-992-798; 161-824-254-900-210; 166-797-841-228-781,0,true,cc-by-nc,gold
163-339-731-743-718,Problems of Developing Self-Reliance in Learning in Primary School Children,,2019,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,S.V. Zaitsev,"<jats:p>The newly introduced state standard for primary education implies the formation of self-reliance in primary school children. However, this task is not an easy one to fulfill. Developing self-reliant learners can be challenging due to a number of fundamental contradictions such as the ones between the freedom offered to the child and the forced nature of some education methods; between the new educational tasks and the established school practices; between the invariant character of training standards and variability of individual learning features of schoolchildren. Overcoming these contradictions requires not only the formation of new teaching competencies in future teachers, but a fundamental change in the teacher’s professional position. It’s not enough to simply improve several means and methods of teaching, it’s important to develop and apply radically new education technologies: create an active and versatile educational environment, initiate mediated management of child learning and development, introduce individualization on the basis of personal activities of children, carry out pedagogical observations of every individual’s development. A lesson called “Self-taught learner”can be considered an example of such active and variable educational environment that promotes self-reliance in learning in children. In this lesson, every child masters some new learning content on their own and carries out basic learning actions step-by-step, moving along his/her individual learning route.</jats:p>",24,2,50,58,Developmental psychology; Psychology; Primary (chemistry); Self reliance,,,,,https://psyjournals.ru/psyedu/2019/n2/Zaitsev.shtml http://psyjournals.ru/psyedu/2019/n2/Zaitsev.shtml https://psyjournals.ru/files/98703/pse_2019_n2_Zaitsev.pdf,http://dx.doi.org/10.17759/pse.2019240205,,10.17759/pse.2019240205,2945770148,,0,069-768-578-156-16X; 117-829-075-308-382,1,true,cc-by-nc,gold
164-069-832-087-296,Effect of Emotional Closeness in Mother-Child Relationship on the Child’s Relationships with Peers at Preschool Age,,2017,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,M V Bulygina; E L Myachina,"<jats:p>The paper presents outcomes of an empirical study that aimed to explore the correlation between mother-child relationships and the child’s relationships with peers at preschool age. The hypothesis was that the character and degree of emotional closeness between the mother and the child affects the quality of the child’s interactions with peers. The study involved 166 subjects: 83 children aged 4—5 years from Moscow kindergartens and their mothers. As it was found, different types of emotional relationships between the mother and the child (distant, emotionally close, normal) are associated with certain features of peer interactions. Interacting with peers was most problematic in the children whose mothers are emotionally distant from them. Those children who were in very close emotional relationships with their mothers had much more conflicts with peers as well. The mothers in this group were also less adequate and more permissive when evaluating their child’s proneness to conflict.</jats:p>",22,6,118,129,Developmental psychology; Psychology; Closeness; Mother-child relationship; Preschool child,preschool age; mother-child relationships; emotional closeness; distance; peer interaction; conflicts; cooperation,,,,https://psyjournals.ru/psyedu/2017/n6/Bulygina_Myachina.shtml https://psyjournals.ru/files/89075/pse_2017_n6_Bulygina_Myachina.pdf,http://dx.doi.org/10.17759/pse.2017220611,,10.17759/pse.2017220611,2784112453,,0,136-195-061-493-211,1,true,cc-by-nc,gold
165-402-920-401-057,Socio-Psychological Features of the Prosociality Formation in Adolescent Leaders with Negative Orientation,,2022,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,A. Glebova,"<jats:p>&lt;p&gt;Nowadays insufficient attention in science and penitentiary practice is paid to socio-psychological factors that cause the development of destructive leadership of positive and negative orientation. The material is devoted to the improvement of methods and technologies of preventive psychological work with juvenile offenders who are leaders in their environment. The authors describe the main features and characteristics of destructive leadership with positive and negative orientation, substantiate the forms of psychological and pedagogical influence in the organization of preventive work with juvenile offenders. A program of prosocial personality development has been developed, aimed at overcoming deviant behavior and developing (strengthening) the prosocial orientation of the individual through the formation of an axiological, instrumental and motivational-need component of the personality.&lt;/p&gt;</jats:p>",12,4,185,194,Prosocial behavior; Psychology; Juvenile delinquency; Orientation (vector space); Personality; Social psychology; Work (physics); Developmental psychology; Mechanical engineering; Engineering; Geometry; Mathematics,deviant behavior; destructive leadership; juvenile delinquent; psychological and preventive work; prosocial orientation,,,,https://psyjournals.ru/journals/psylaw/archive/2022_n4/psylaw_2022_n4_Glebova.pdf https://doi.org/10.17759/psylaw.2022120414,http://dx.doi.org/10.17759/psylaw.2022120414,,10.17759/psylaw.2022120414,,,0,011-729-468-479-500; 129-604-298-681-721; 148-571-807-956-406; 160-336-502-119-468,4,true,cc-by-nc,gold
165-451-166-266-316,How is a Doer done. The anniversary interview with N.N. Nechaev. Part 2. Some Unsolved Problems of Psychology and the Possibilities of their Solution,,2022,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,N.N. Nechaev,<jats:p>The article is made in the form of interview with the author within the frames of the project “Psychologyst-and-I”. Live stories” of the Moscow State University of Psychology and Education (MSUPE). There the author describes his approach to the evaluation of the role of Vygotsky’s cultural and historical theory and Leontiev’s activity theory in the system of psychology. Also the present day trends of higher education development as well as the place of modelling of specialized activity within the psychologists’ professional training system are analyzed. The author and leader of the project: V.T. Kudriavtsev. The meeting took place on the 4-th of February 2021.</jats:p>,18,3,132,141,Activity theory; State (computer science); Psychology; Cultural psychology; Sociology; Pedagogy; Epistemology; Psychoanalysis; Social psychology; Computer science; Philosophy; Algorithm,P. Janet; cultural and historical psychology by L.S. Vygotsky; activity approach by A.N. Leontiev; tool and sign; joint activity; ideal; higher education; modelling of activity; culture,,,,https://psyjournals.ru/files/132491/chp_2022_n3_Nechaev_ru.pdf https://doi.org/10.17759/chp.2022180316,http://dx.doi.org/10.17759/chp.2022180316,,10.17759/chp.2022180316,,,0,,0,true,cc-by-nc,gold
165-476-880-494-130,Эмоциональная дезадаптация и посттравматический рост родителя ребенка с ОВЗ: связь с субъективным восприятием тяжести симптоматики и с возрастом ребенка,,2019,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,A.I. Sergienko,"<jats:p>The article presents results of empirical studies of the effect of the subjective perception of parents of the severity of the psychophysical condition of a child with special needs and age (meaning the time elapsed after diagnosis) on depression symptoms (""Beck's depression inventory""), basic beliefs (""World Assumptions Scale"") and posttraumatic growth (""Post Traumatic Growth Inventory"") in parents of children with disabilities. Parents ' subjective perception of their child's condition with disabilities affects only on one of the scales of PTGI (""Spiritual changes""), as well as the severity of depressive symptoms. The period after the diagnosis of the child (i.e., the age of the child) has an impact on the symptoms of depression and baseline settings, but not on the indicators of PTGI. Based on the results obtained and the concept of PTGI, author formulated recommendations for providing psychological assistance to parents of children with disabilities, taking into account their perception of the severity of the disease and the age of the child.</jats:p>",8,4,93,106,Psychology,,,,,https://psyjournals.ru/psyclin/2019/n4/Sergienko_full.shtml https://psyjournals.ru/files/111667/cpse_2019_n4_Sergienko.pdf,http://dx.doi.org/10.17759/cpse.2019080406,,10.17759/cpse.2019080406,3000546526,,0,025-805-578-453-74X; 051-986-351-846-942; 070-951-546-655-897; 089-506-991-797-089; 097-527-470-838-327; 111-949-522-034-175; 120-209-441-573-065; 129-529-836-292-321; 183-314-048-394-829,5,true,cc-by-nc,gold
165-514-657-524-135,Co-experiencing as a Key Category of Co-experiencing Psychotherapy,,2016,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,F.E. Vasilyuk,"<jats:p>There are three ethical reactions on the misfortune of other person: compassion, advice, practical help (M.M. Bakhtin). The foundation of all these forms of common- sense psychological support is in humane co-experiencing. Professional psychother- apy should take into account its cultural-historical soil that makes the category of co-experiencing significant for all therapeutic schools. In this article the place and the meaning of the category of co-experiencing in co-experiencing psychotherapy is considered. Co-experiencing is a constitutive category for the approach and is regarded as an internal creative work of the therapist, which is aimed at facilitat- ing the productive way of patient’s development of experiencing. Goals, subject and method of co-experiencing are being characterized. An analysis of links between categories of “co-experiencing” and “understanding” are given. A phenomena of “co-experiencing understanding” is being described.</jats:p>",24,5,205,227,Psychology; Key (cryptography); Psychotherapist; Social psychology,,,,,https://psyjournals.ru/files/87340/kpip_2016_n5_vasiluk_2.pdf https://psyjournals.ru/mpj/2016/n5/vasiluk_f_e.shtml,http://dx.doi.org/10.17759/cpp.2016240511,,10.17759/cpp.2016240511,2757396685,,0,000-248-892-888-112; 022-016-249-379-461; 147-923-345-946-405; 178-857-096-215-135,10,true,cc-by-nc,gold
165-689-030-718-862,Fifteen Years After: Methodology and Ethics of Psychological Help to Young Adults Who Survived Terror Act at Beslan School in Their Childhood,,2019,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,null Gulina; A A Ramonova; A A Karlova,"<jats:p>Main concepts of a theory of psychological trauma including seeing trauma as «a double-edged sword», and a concept of posttraumatic personality growth are outlined. Some new data obtained from the most recent (2017—2018) qualitative study among young adults who survived terror act at Beslan school in 2004, are presented. Issues of potential long-term sequels of unmetabolized trauma; of a probability of a secondary traumatization of a patient under conditions of a directive psychotherapy; and probability of unconscious transmission of unmetabolized trauma to the next generations are raised. Fundamental differences between medical and psychological models of psychotherapeutic help including the differences between discourse of «impact» vs discourse of «reciprocity» are discussed. Fallacy of equating of mental suffering and illness is stressed. Psychological counseling and psychotherapy are considered as a transformation of a latent potential of suffering into strengthening of the ego.</jats:p>",15,1,46,55,Psychiatry; Psychology; Young adult,multiple trauma; shock trauma; strain trauma; alienation; disorganization; posttraumatic personality growth; metabolization of trauma. Переживание горя; быть может; одно из самых таинственных проявлений душевной жизни. Ф.Е. Василюк. Психология горя,,,,https://psyjournals.ru/kip/2019/n1/Gulina_Ramonova_Karlova.shtml https://psyjournals.ru/files/97467/chp_2019_n1_Gulina_Ramonova_Karlova.pdf,http://dx.doi.org/10.17759/chp.2019150105,,10.17759/chp.2019150105,2924875844,,0,004-413-105-067-641; 006-141-567-995-879; 008-490-535-991-820; 010-190-080-977-447; 014-658-354-607-088; 015-444-413-136-961; 019-384-899-558-972; 050-723-598-069-849; 053-851-765-382-986; 073-274-778-409-082; 073-710-846-319-184; 076-629-727-856-009; 079-761-580-294-167; 086-382-964-760-079; 099-750-850-229-616; 114-343-685-501-076; 120-209-441-573-065,0,true,cc-by-nc,gold
166-742-278-098-552,Application of modern methods for diagnosing the intellectual abilities of students in identifying of giftedness,,2021,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,S.S. Ermakov,"<jats:p>The development and study of methods of diagnostics of intellectual abilities, as well as analysis of the possibilities of practical application of the results of IQ tests are currently urgent tasks in the field of educational and developmental psychology, as well as in a relatively new field - cognitive neuroscience. The data of intellectual tests in a generalized form are used in various areas of practical activity: to assess the results and forecast in the teaching of schoolchildren and students, to identify the age dynamics of the development of intelligence, to assess lots of factors that affect the formation of intellectual abilities, etc. In particular, the assessment of intelligence using standardized tests, for which modern norms have been obtained, is needed as one of the methods of identifying intellectual giftedness of secondary school students. Investigations on defining the role of g-factor in the development of other cognitive abilities and its relationship with academic achievement are also actual. The article provides an overview of modern research on the role of intelligent diagnostics in identifying giftedness and in predicting high professional achievements. The analysis of the connections between general intelligence and cognitive and non-cognitive abilities is carried out and the value of the IQ indicator for the realization of the personal potential in creative activity is considered. The modern standardization, the norms of intelligence tests and their effectiveness in the task of intellectual giftedness are discussed.</jats:p>",10,4,85,96,Psychology; Cognition; Intellectual ability; Standardization; Intelligence quotient; Borderline intellectual functioning; Intellectual development; Field (mathematics); Affect (linguistics); Cognitive psychology; Task (project management); Cognitive development; Developmental psychology; Computer science; Engineering; Mathematics; Communication; Systems engineering; Neuroscience; Pure mathematics; Operating system,интеллект; когнитивные способности; стандартизация тестов; интеллектуальная одаренность intelligence; cognitive ability; test standardization; intellectual giftedness,,,,https://psyjournals.ru/files/126504/jmfp_2021_n4_Ermakov.pdf https://doi.org/10.17759/jmfp.2021100408,http://dx.doi.org/10.17759/jmfp.2021100408,,10.17759/jmfp.2021100408,,,0,002-828-051-968-226; 004-832-740-744-804; 005-205-410-363-834; 021-923-076-204-948; 022-377-490-440-330; 022-938-345-413-78X; 025-434-417-305-850; 025-803-701-767-412; 029-442-672-797-413; 035-328-884-340-667; 042-789-513-760-553; 047-295-374-035-029; 048-177-853-658-337; 051-069-531-923-767; 056-965-867-294-957; 057-917-489-507-58X; 085-429-158-005-561; 101-705-887-752-213; 107-097-970-530-787; 126-690-709-189-286; 183-429-805-530-761,0,true,cc-by-nc,gold
167-092-299-652-30X,Perfectionistic Self-presentation and its Diagnostic Features,,2018,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,A A Zolotareva,"<jats:p>The goal of the study was to supplement the previously described adaptation of the Perfectionistic Self-Presentation Scale by P. Hewitt with clinical materials. In addition to the population sample (747 participants; 324 men and 423 women with a mean age of 28.42 ± 10.44 years), clinical patients with depressive and anxiety disorders ; (35 participants; 20 men and 15 women with a mean age of 27.45 ± 7.22 years) took part in this study. All participants also completed the Russian-language version of the Multidimensional Perfectionism Scale by P. Hewitt and G. Flett adapted by I.I. Gracheva. The three-factor structure of the scale was confirmed by means of confirmatory factor analysis; its subscales demonstrated means of internal consistency, retest reliability and convergent validity similar to the original scale. It was shown that in a sample of clinical patients there are stronger correlations between perfectionism and perfectionistic self-presentation than in a sample of conditionally healthy participants. In conclusion, it is inferred that the adapted Russian-language version of the scale can be potentially effective in clinical psychology and psychiatry.</jats:p>",7,1,104,117,Psychology; Medical physics; Presentation,перфекционизм; перфекционистская самопрезентация; Шкала перфекционистской самопрезентации П. Хьюитта perfectionism; perfectionistic self-presentation; Perfectionistic Self-Presentation Scale by P. Hewitt,,,,https://core.ac.uk/display/155260158 https://psyjournals.ru/psyclin/2018/n1/Zolotareva.shtml https://psyjournals.ru/files/92200/cpse_2018_n1_Zolotareva.pdf,http://dx.doi.org/10.17759/cpse.2018070108,,10.17759/cpse.2018070108,2796353867,,0,000-804-451-250-193; 005-589-244-459-042; 013-240-980-547-997; 016-762-395-354-171; 019-218-359-133-689; 019-804-740-239-177; 020-820-315-536-432; 020-869-864-427-252; 026-359-551-417-529; 033-953-643-837-032; 048-383-565-080-208; 067-263-649-354-029; 080-994-799-329-574; 095-201-560-698-548; 106-883-817-373-297; 114-186-373-440-749; 114-387-784-142-798; 116-953-447-460-185; 117-881-050-710-816,2,true,cc-by-nc,gold
167-147-083-814-782,The “Ambivalence” of Joint Activity as the Basis of the Emergence of Psychological Neoformations: Ways of Developing the Activity Approach,,2020,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,N N Nechaev,"<jats:p>The article addresses the methodological status of the category of joint activity which, obviously, opens up new possibilities to consider the psychological mechanisms of a person’s development. Special attention is paid to the content of the concepts “object of activity” and “subject of activity”, which determine the comprehension of the main characteristics of activity as a process of instrumental transformation of the activity object into its subject, so that the latter embodies the mode of activity used for its creation. The key points of the activity approach by A.N. Leontiev are considered, especially those concerning the sources and conditions of activity development as well as its psychological mechanism which determines the inner dynamics of this contradictory process. These contradictions arise in the course of changes within the subject-tool and communication components of the joint activity, which act, respectively, as the leading forms of transformation of the subject reality and as the means of organizing the interaction of the persons involved into the shared performance of joint activity tasks solution. It is emphasized that the dual nature of activity as a whole including its subject-tool and communication components is fully expressed through a mode of activity, created by person. Contradictions arising in the subject-tool and in communicative component are resolved by their mutually conditioning transformations. This leads to a change in the motivational basis of the subject activity, which determines the development of the subject-tool component of the modes of activity, which, in turn, leads to the development of modes of communicative regulation of the system of relations.</jats:p>",16,3,27,37,Basis (linear algebra); Psychology; Ambivalence; Joint activity; Social psychology,object and subject activity; communication; joint activity; mode of activity; modes of actions; development; system of relations; intercourse; motiva tion; contradictions of activity,,,,https://psyjournals.ru/files/116464/chp_2020_n3_Nechaev.pdf https://psyjournals.ru/en/kip/2020/n3/Nechaev.shtml https://www.scilit.net/article/a3180c2b22f67e8ed165a48b04bed1aa,http://dx.doi.org/10.17759/chp.2020160304,,10.17759/chp.2020160304,3093575660,,0,020-253-753-271-560; 072-422-979-148-806; 112-290-384-441-189; 140-950-184-953-16X,4,true,cc-by-nc,gold
167-621-428-002-671,Виды катарсиса при восприятии произведений живописи,,2019,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,М В Ермолаева; Д В Лубовский,"<jats:p>The article analyzes the functions and structure of psychological catharsis as a cultural means of meaning-making. Basing on eudemonistic understanding of catharsis, the authors show its meaning-making action. In the structure of catharsis, there are phases of excitement (pathos), concentration (‘merging’ with the main character), and transcendence (‘reaching beyond one’s limitations’) which, through personal reflection, concludes with the individual’s ‘return to oneself’, transformed through the encounter with the work of art. The authors consider catharsis as an event that encourages action and creates the space of opportunities for it; basing on the research of art historians, the authors describe two kinds of catharsis (in the perception of Caravaggio’s and Rembrandt’s works). The authors identify psychotechnical means of interrupting catharsis at the moment of emotional extremum (in the works of Caravaggio) and the conditions for completing the reflective catharsis with the ‘return to one’s transformed self’ (using the paintings of Rembrandt as an example). The paper concludes with an outline of further prospects of exploring catharsis as a cultural means of meaning-making.</jats:p>",15,3,125,132,Philosophy,catharsis; eudemonistic interpretation; phases; psychotechnical means; paintings,,,,https://psyjournals.ru/files/110020/chp_2019_n3_Yermolayeva_Lubovsky.pdf https://psyjournals.ru/en/kip/2019/n3/Yermolayeva_Lubovsky.shtml,http://dx.doi.org/10.17759/chp.2019150313,,10.17759/chp.2019150313,2982354249,,0,100-046-896-921-08X; 149-000-754-190-693,1,true,cc-by-nc,gold
167-948-592-290-622,Towards The Problems Of Diagnostics In Medical (Clinical) Psychology: Conference In Honor Of 105th Birthday Of Susanna Yakovlevna Rubinstein,,2017,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,N.V. Zvereva,"<jats:p>The paper takes stock of the Russian scientific and practical conference with international participation “Diagnostics in medical (clinical) psychology: traditions and perspectives (in honor of 105th birthday of Susanna Yakovlevna Rubinstein)”, which took place in Moscow on November 29th–30th, 2016. The paper contains information on the organizers and participants, publications, program; it emphasizes interesting section reports and describes master-classes, which took place during the conference. The round table and the results of questioning the participants are described in detail. Results of sharing the experience among the clinical psychologists are summed up.</jats:p>",25,1,152,163,Psychoanalysis; Sociology; Honor,S.Ya. Rubinstein; clinical psychological diagnostics; master-class; professtional training,,,,https://psyjournals.ru/files/85394/kpip_2017_n1_zvereva.pdf https://psyjournals.ru/mpj/2017/n1/zvereva.shtml,http://dx.doi.org/10.17759/cpp.2017250112,,10.17759/cpp.2017250112,2606065683,,0,080-118-265-858-594,0,true,cc-by-nc,gold
168-142-745-669-873,“Learning Interest Index”: An Inventory Test for Assessing Learning Motivation in Adolescents,,2021,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,N.N. Tolstykh; V V Fyodorov; null Kharchenko; A V Pogodina; P A Babanin,"<jats:p>The article provides theoretical justification and describes the development, psychometric verification and approbation of the Learning Interest Index inventory for assessing learning motivation in adolescents of different age groups. The theoretical basis was a resource approach aimed at identifying those motivational-value and personality components that make a significant positive contribution to both the process and the result of learning activities of adolescents. The sample for psychometric verification of the test consisted of 572 adolescents (44.5% boys, 55.5% girls) studying in 7—11 grades of several medium-ranked schools of Moscow and the Moscow region. To identify the structure of learning interest, exploratory factor analysis was applied separately for the sub-samples of middle (grades 7—9) and older (grades 10—11) adolescents. The model of the Learning Interest Index includes both simple, unambiguous, and complex, combined factors. For a sample of middle-aged adolescents, a seven-factor model of the Learning Interest Index was obtained. The structure of the learning interest of older adolescents includes nine factors. Psychometric verification showed that all scales of the questionnaire have acceptable reliability, as well as construct and empirical validity.</jats:p>",26,5,54,66,Psychology; Test (assessment); Index (economics); Learning motivation; Applied psychology,learning motivation; interest; adolescents; inventory test; approbation and validation of a technique; factor analysis,,,Moscow State University of Psychology and Education,https://doaj.org/article/9fac1e1133764565aa10c4556f0176d7 https://psyjournals.ru/files/124490/pse_2021_n5_Tolstykh_et_al.pdf https://psyjournals.ru/psyedu/2021/n5/Tolstykh_et_al.shtml,http://dx.doi.org/10.17759/pse.2021260505,,10.17759/pse.2021260505,3213638668,,0,006-757-474-880-066; 007-257-259-120-545; 008-738-897-116-069; 015-349-218-469-175; 021-177-603-537-487; 021-454-700-099-071; 022-229-571-718-90X; 043-580-384-306-424; 044-599-012-333-583; 047-326-374-021-558; 050-721-848-389-855; 062-040-456-848-84X; 063-070-188-321-606; 086-738-147-566-617; 088-616-452-693-29X; 097-003-063-598-621; 105-259-600-567-298; 108-544-571-108-034; 118-459-618-251-927; 122-051-422-070-628; 130-763-790-078-450; 142-122-534-277-771; 142-756-761-732-02X,2,true,cc-by-nc,gold
168-220-438-198-400,Modern Foreign Approaches to the Assessment of Different Linguistic Levels in Children with Autism Spectrum Disorders,,2022,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,U.A. Mamokhina; D.S. Pereverzeva; K.R. Salimova; E.F. Shvedovskiy; D.V. Davydov; E.Y. Davydova,"<jats:p>&lt;p&gt;The article presents an overview of studies on the problem of speech evaluation in childhood. We analyzed the material based on the model that describes 4 levels of language: phonetics and phonology, morphosyntax, semantics and pragmatics. The article contains the analysis of studies describing each level of language as well as existing approaches to its assessment, and reviews studies on language impairments in children with autism spectrum disorders. Additionally, the article contains a detailed analysis of existing foreign and Russian standardized methods for assessing speech development, showing which level of language organization (among each of the mentioned above methods) allows us to assess. It also describes the assessment procedures and evaluation. The review systematizes the available data on the approaches to atypical speech development in children with autism spectrum disorders.&lt;/p&gt;</jats:p>",11,4,90,104,Autism; Pragmatics; Phonology; Linguistics; Semantics (computer science); Psychology; Phonetics; Language development; Computer science; Developmental psychology; Philosophy; Programming language,speech development; levels of speech organization; autism spectrum disorders (ASD); approaches to speech assessment; standardized diagnostic methods,,,,https://psyjournals.ru/journals/jmfp/archive/2022_n4/jmfp_2022_n4_Mamokhina_et_al.pdf https://doi.org/10.17759/jmfp.2022110408,http://dx.doi.org/10.17759/jmfp.2022110408,,10.17759/jmfp.2022110408,,,0,000-996-468-833-976; 001-127-815-716-064; 002-560-602-518-105; 002-736-203-569-091; 004-004-431-539-387; 004-656-555-741-038; 010-111-457-709-090; 011-117-104-569-049; 014-793-295-654-088; 017-719-747-083-049; 019-523-830-907-377; 019-902-547-960-930; 023-644-342-085-090; 023-738-028-398-969; 030-473-968-084-591; 031-012-082-979-681; 031-561-489-555-436; 033-103-283-378-547; 033-540-163-452-699; 043-243-771-945-106; 044-197-980-811-376; 044-910-591-483-605; 046-343-898-928-570; 046-432-198-451-390; 048-354-571-232-498; 050-762-035-712-53X; 055-842-785-820-881; 056-395-797-481-009; 063-487-786-577-234; 070-130-647-784-841; 071-575-482-541-566; 072-147-595-264-505; 072-260-987-378-549; 074-426-534-259-766; 082-055-015-855-232; 082-456-702-928-306; 082-538-295-604-724; 082-970-753-740-946; 085-011-392-803-82X; 091-723-771-098-609; 101-395-297-089-473; 104-764-616-272-102; 131-999-317-071-63X; 135-947-365-994-050; 139-245-669-042-437; 139-975-717-249-614; 165-260-192-185-470,0,true,cc-by-nc,gold
169-352-517-537-352,From the Editor,,2018,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,A.B. Kholmogorova,,26,1,5,6,Psychology,,,,,http://psyjournals.ru/files/92114/cpp_2018_n1_Ot_redaktzii.pdf https://doi.org/10.17759/cpp.2018260101,http://dx.doi.org/10.17759/cpp.2018260101,,10.17759/cpp.2018260101,,,0,,0,true,cc-by-nc,gold
169-354-937-044-422,The Relationship of Adolescents' Perception of the Style of Parental Education with a Tendency to Deviant Behavior,2021-12-31,2021,journal article,Bulletin of Practical Psychology of Education,26583100,Moscow State University of Psychology and Education,,Y.Y. Kuznetsova; E.M. Shpagina,"<jats:p>The article is devoted to the description of the results of an empirical study, the purpose of which was to identify the relationship between the characteristics of the propensity of adolescents to devi-ant behavior and their perception of parenting styles. The largest number of variants of connections with the perception of the style of parental education was obtained with the scale “aggression and violence”. The higher the indicators of the test of the propensity to deviant behavior on the scale of “aggression and violence”, the more often he evaluates the parenting style in his family as “hypoprotection”, “indulgence” or vice versa “ignoring the needs of the child”, believes that parents show “in-sufficient requirements-duties and requirements-prohibitions”, show “unstable parenting style”, have “undeveloped parental feelings” and “preference for childish qualities in a teenager”.</jats:p>",18,3,77,89,Psychology; Style (visual arts); Aggression; Feeling; Perception; Preference; Social psychology; Indulgence; Developmental psychology; Parenting styles; Scale (ratio); Geography; Political science; Archaeology; Neuroscience; Law; Economics; Microeconomics; Cartography,family; child-parent relations; parenting styles; perception of parenting styles by adolescents; tendency to deviant behavior; deviant behavior of adolescents,,,,https://psyjournals.ru/files/126615/bppe_2021_n3_Kuznetsova_Shpagina.pdf https://doi.org/10.17759/bppe.2021180307,http://dx.doi.org/10.17759/bppe.2021180307,,10.17759/bppe.2021180307,,,0,006-683-562-419-860; 027-413-078-899-980; 057-648-503-424-594,0,true,cc-by-nc,hybrid
169-464-136-627-588,"Emotional Regulation in Individuals, Standing in Codependent Relationship",,2021,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,A.A. Berdichevsky; M.A. Padun; M.A. Gagarina; M.V. Arkhipova,"<jats:p>The article presents the research of the emotion regulation in women standing in relationships with addicted partners. It also provides additional results of adaptation of the “Spann–Fischer Codependency Scale” (SF CDS). The sample of the study consisted of women living together with addicted individuals (N=154) aged from 24 to 60 years (M=46,18, SD=8,72). SF CDS showed high reliability indicators. Spenn–Fisher's theoretical model of codependency has been empirically validated CMIN=79,4, df=62; CMIN/df=1,28; p=0,067; AGFI=0,956; RMSEA=0,026; SRMR=0,034. Construct validity tests showed higher rates of codependency in the sample of women who are in relationships with addicts compared to the sample of students. Structural model of the influence of emotion regulation on the severity of codependency is presented. It is shown that the degree of codependency depends on the ability to regulate emotions sufficiently. The exaggeration of the likelihood of a bad outcome of the situation (""catastrophization"") and the tendency to mentally fixate on negative events and one's own feelings (""rumination"") increase the severity of the state of codependency. The strategy of positive refocusing, as well as the ability to reappraise the meaning of the situation, contribute to the prevention of codependency.</jats:p>",10,4,185,204,Psychology; Rumination; Cmin; Structural equation modeling; Clinical psychology; Dysfunctional family; Developmental psychology; Psychiatry; Cognition; Bioinformatics; Statistics; Cmax; Mathematics; Biology; Bioavailability,codependency; codependent relationships; emotion regulation; modified Spenn-Fisher codependency scale; validation,,,Ministry of Education and Science of the Russian Federation,,http://dx.doi.org/10.17759/cpse.2021100409,,10.17759/cpse.2021100409,,,0,005-767-013-499-724; 005-944-023-853-023; 011-378-391-179-291; 020-916-170-655-09X; 024-949-023-655-416; 029-651-359-771-058; 031-283-909-568-907; 033-673-910-361-926; 042-884-193-178-77X; 058-978-697-888-028; 068-902-224-131-051; 073-709-736-584-499; 077-351-539-995-928; 080-646-059-687-703; 084-016-038-753-897; 092-976-568-883-523; 132-566-999-127-92X; 133-200-454-811-713; 144-720-542-648-037; 146-188-782-634-843,5,true,cc-by-nc,gold
170-404-154-579-20X,On the Anniversary of N.K. Korsakova: the Era of Classical Russian Psychology and Neuropsychology,,2019,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,I. Roshchina; N.V. Zvereva,"<jats:p>The article is dedicated to the 80th anniversary of the outstanding Russian scientist, follower of B.V. Zeygarnik and A.R. Luria, a classic of Russian neuropsychology and neuroherontology, a representative of the Moscow school of psychology Natalya Korsakova, her scientific biography is traced, a significant contribution to the development of psychological science and education of psychologists, primarily clinical psychologists shown. The main monographs, directions of research work for more than half a century of work in the profession are presented.</jats:p>",8,3,160,165,Psychoanalysis; Neuropsychology; Psychology,neuropsychology; N.K. Korsakova; Moscow school of psychology,,,,https://psyjournals.ru/files/110506/Roshchina.pdf https://psyjournals.ru/psyclin/2019/n3/Roschina_Zvereva.shtml,http://dx.doi.org/10.17759/cpse.2019080309,,10.17759/cpse.2019080309,2990494965,,0,,0,true,cc-by-nc,gold
170-660-264-000-951,Цифровая социализация в культурно-исторической парадигме: изменяющийся ребенок в изменяющемся мире,,2018,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,Г.У. Солдатова,"<jats:p>The paper presents the methodology, methods and results of empirical research (2010—2018) of a social situation of development of the digital generation. The digital childhood and digital socialization as social and psychological phenomena are conceptualized in the optics of the cultural-historical paradigm. Modern methods of the analysis of digital reality are considered: the meta-analytical and longitude approaches working with big data, experimental designs on small samplings, the analysis of social networks and some other. The author offers the integrative concept for studying of phenomenology of the digital childhood and socialization (features of cognitive and personal development, relationship with the external world, social and cultural practices). The final conclusion — modern psychology needs the transdisciplinary association of various methodological strategies which will be adequate to requirements of the rapidly changing world and a new social situation of development of children and teenagers.</jats:p>",9,3,71,80,Psychology,,,,,https://psyjournals.ru/social_psy/2018/n3/Soldatova.shtml https://istina.msu.ru/publications/article/155576787/ https://psyjournals.ru/files/95723/sps_2018_n3_Soldatova.pdf,http://dx.doi.org/10.17759/sps.2018090308,,10.17759/sps.2018090308,2899404694,,0,045-194-128-348-112; 058-611-841-176-973; 061-419-469-630-428; 082-418-780-439-164; 106-148-114-155-356; 108-026-495-114-108; 130-873-021-457-154; 184-223-504-362-410; 185-734-923-006-93X,92,true,cc-by-nc,gold
171-895-412-117-59X,Межкультурная компетентность и самоэффективность учителя в мультикультурной среде,2022-03-30,2022,journal article,Психология. Журнал Высшей школы экономики,18138918; 25419226,"National Research University, Higher School of Economics (HSE)",Russian Federation,О.С. Павлова; О.Е. Хухлаев; А.А. Бучек; Е.А. Александрова; М.К. Гаврюшина; А.С. Кривцова; И.Я. Лейбман; В.А. Шорохова,"<jats:p>В статье представлены результаты эмпирического исследования, целью которого являлось изучение особенностей связи различных компонентов межкультурной компетентности и самоэффективности педагогов, работающих с инокультурными учениками. В рамках данной работы межкультурная компетентность понимается как сложное многосоставное понятие, включающее в себя четыре базовых компонента: межкультурный интерес, межкультурную стабильность, от­сутст­вие этноцентризма, а также управление межкультурным взаимодействием. По­мимо этого, в ситуации непосредственного взаимодействия с представителями иных культур, кроме самооценки межкультурной компетентности, значимым представляется учет поведенческих выборов педагога в ситуации межкультурной коммуникации. Таким образом, в основу исследования была положена гипотеза о том, что межкультурная стабильность, межкультурный интерес, управление межкультурным взаимодействием и отсутствие этноцентризма являются предикторами самоэффективности педагога. При этом связь межкультурной компетентности педагога в форме поведенческих предпочтений и самоэффективности опосредствована компонентами оценки респондентами своей межкультурной компетентности. В исследовании приняли участие российские педагоги Белгородской и Свердловской областей (1261 человек). В ис­следовании были использованы: Интегратив­ный опросник межкультурной компетентности (ИМКК) — тестовая методика, позволяющая дать оценку межкультурной компетентности педагога; Тест ситуационных суждений «Из­мерение межкультурной компетентности педагога» (ТСС-МКК) — набор кейсов, с помощью которого можно выявить поведенческие особенности межкультурной компетентности пе­дагогов; Опросник «Самоэффективность педагога в работе с иностранными студентами» — методика, направленная на определение степени уверенности респондента в том, насколько успешно он осуществляет работу с инокультурными учениками. Анализ результатов исследования показал, что предикторами самоэффективности учителя в условиях мультикультурной среды являются такие компоненты межкультурной компетентности, как меж­куль­турная стабильность, межкультурный интерес и управление межкультурным взаимодействием.</jats:p>",19,1,45,60,Computer science,,,,,https://psy-journal.hse.ru/data/2022/04/06/1802759886/19-01-45-60.pdf https://doi.org/10.17323/1813-8918-2022-1-45-60,http://dx.doi.org/10.17323/1813-8918-2022-1-45-60,,10.17323/1813-8918-2022-1-45-60,,,0,,1,true,,gold
172-360-936-937-252,The Peculiarities of Tutors' Professional Competences and In-terpersonal Relationships between Tutors and Interns in the System of the Ministry of the Interior of Russia,,2022,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,A.S. Dushkin; N.A. Goncharova; I.N. Konopleva; L.N. Kostina; I.A. Kovalchuk,"<jats:p>The article deals with the problem of mentorship within the MIA system. The solution to this problem ensures effective adaptation of the personnel to their professions. The sample comprised 91 internal affairs officers. The methodologies used are the following: 1) Diagnostics of Interpersonal Relations (DIR) questionnaire by Sobchik L.N.; 2) Commu-nicative and Organizational Aptitudes (COA) inventory; 3) an authorial methodology for assessing mentors’ professional competence. The results of the study demonstrated that the most significant competences that mentors possess are communication skills, analytical competence and knowledge of the divisions they work for. It has been established that trainees’ estimation of their mentors’ professional competence and knowledge of the divi-sions is better than that of the mentors (p ≤ 0.00001); the latter tend to underestimate their own professional skills, underrate their own virtues, show a lower level of organizational aptitudes, but a higher level of communicative ones. In their interpersonal relations mentors tend to assume an independent-dominant and “bossy”-dominant behavior style.</jats:p>",12,1,54,66,Mentorship; Christian ministry; Competence (human resources); Interpersonal communication; Psychology; Social skills; Interpersonal relationship; Pedagogy; Medical education; Social psychology; Medicine; Theology; Developmental psychology; Philosophy,Московский государственный психолого-педагогический университет (ФГБОУ ВО МГППУ); г. Москва; Российская Федерация mentors; trainees; professional competence; psychological counselling; selfesteem; communicative and organizational aptitudes; models for interpersonal relations,,,,https://psyjournals.ru/files/128331/psylaw_2022_n1_Dushkin_et_al.pdf.pdf https://doi.org/10.17759/psylaw.2022120105,http://dx.doi.org/10.17759/psylaw.2022120105,,10.17759/psylaw.2022120105,,,0,016-896-780-921-340; 024-940-660-060-780; 045-534-848-859-461; 051-257-038-297-203; 087-159-409-294-667; 125-687-459-775-042; 163-165-064-782-117,3,true,cc-by-nc,gold
172-717-366-690-727,World Psychology And Pedagogy In Search Of The Developmental Theory Relevant To Modern Challenges: Forward To Vygotsky,,2017,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,V.K. Zaretsky; A.B. Kholmogorova,"<jats:p>The report on the results of the Fifth Congress Of The International Society for Cultural-Historical Activity Research (August 28th — September 1st, 2017, Quebec, Canada) is presented.</jats:p>",25,3,170,175,Epistemology; Psychology; Activity theory; Social science; Developmental stage theories,ISCAR; cultural-historical psychology; L.S. Vygotsky,,,,https://psyjournals.ru/en/mpj/2017/n3/Zaretskii_Kholmogorova_Events.shtml https://psyjournals.ru/files/87429/kpip_2017_n3_Zaretskii_Kholmogorova_Events.pdf,http://dx.doi.org/10.17759/cpp.2017250312,,10.17759/cpp.2017250312,2761006882,,0,,5,true,cc-by-nc,gold
172-982-750-269-432,Fear of Сoronavirus Disease (COVID-19) and Basic Personality Beliefs,,2020,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,Valentina Gritsenko; Alexander Reznik; Vsevolod Konstantinov; Tatyana Marinova; Natallia Khamenka; Richard Isralowitz,"The article presents data on the experience of fear about the coronavirus disease (COVID-19), depending on the severity of personality basic beliefs Authors interviewed 950 people aged 12 to 74 years (average age is 35 years) The study was conducted in March 2020 online The intensity of fear about the coronavirus was studied using the COVID-19 fear scale developed by a team of scientists from Hong Kong, Iran, the United Kingdom and Sweden The scale was tested for reliability and validity in the Iranian, Russian and Belarusian samples (Ahorsu D K et al , 2020;Reznik A et al , 2020) The personality basic beliefs were diagnosed using the Scale of Basic Beliefs developed by R Janoff-Bulman (translation and adaptation by O A Kravtsova) (Soldatova G U et al , 2008) Revealed that more than a third of the subjects have a high level of fear about the coronavirus Showed that the low intensity of fear about the COVID-19 disease is associated with the severity of personality basic beliefs Concluded that the personality basic beliefs in goodness and justice of the world around, the values and importance of own “Self” can act as psychological resources for coping a tough situation in life, the specificity of which is due to the fear about the coronavirus disease Исследуется переживание страха перед коронавирусным заболеванием (COVID-19) в зависимости от выраженности базисных убеждений личности Обследованы 950 человек в возрасте от 12 и до 74 лет (средний возраст - 35 лет) Исследование проводилось в марте 2020 года, в онлайн-формате Использовались Шкала страха COVID-19 D K Ahorsu и др , 2020 (перевод и адаптация А Д Резник и др , 2020) и Шкала базисных убеждений Р Янов-Бульман (перевод и адаптация О А Кравцовой) Выявлено, что больше трети испытуемых имеют высокий уровень переживания страха перед коронавирусной инфекцией Выраженность базисных убеждений личности сопровождается низким уровнем переживания страха перед COVID-19 Делается вывод о том, что базисные убеждения личности, в первую очередь, убеждение в ценности и значимости собственного «Я», выступают в качестве психологического ресурса преодоления жизненной ситуации, специфика которой обусловлена переживанием страха перед коронавирусным заболеванием В то же время у респондентов мужского пола обнаружена высокая степень выраженности убеждения относительно собственной ценности, сопряженная как с низким, так и с высоким уровнем страха, что свидетельствует о нелинейной связи между переживанием страха и базисными убеждениями личности и требует дальнейшего ее изучения",9,2,99,118,Psychology; Personality; 2019-20 coronavirus outbreak; Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2); Coronavirus disease 2019 (COVID-19); Social psychology,fear; fear about the coronavirus; the coronavirus disease; the COVID-19; personality basic beliefs,,,,https://psyjournals.ru/files/115179/covid19challenges2020_Gritsenko_Reznik_et_al.pdf https://psyjournals.ru/psyclin/2020/n2/Gritsenko_et_al.shtml https://doi.org/10.17759/cpse.2020090205,http://dx.doi.org/10.17759/cpse.2020090205,,10.17759/cpse.2020090205,3044155417,,0,004-210-689-597-602; 011-239-925-570-384; 012-272-497-265-455; 013-540-054-466-973; 024-346-062-254-313; 025-810-414-839-845; 033-515-692-237-404; 034-064-313-867-729; 047-728-367-663-183; 054-870-903-904-78X; 063-319-949-042-259; 067-762-079-748-873; 092-426-498-825-523; 102-741-581-549-559; 106-632-682-312-027; 114-807-395-016-008; 115-107-992-125-703; 127-973-936-501-221; 136-145-431-733-214; 145-003-198-221-011; 195-591-086-316-152,20,true,cc-by-nc,gold
173-135-994-681-14X,Diagnosis of Learning Difficulties in the Field of Social Adaptation in Younger Schoolchildren,2023-12-14,2023,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,T.A. Egorenko; A.V. Lobanova; N.P. Radchikova,"<jats:p>&lt;p&gt;The work is the result of studying the difficulties in teaching younger schoolchildren in the field of social adaptation. The materials of an empirical study obtained on a sample (N=2030) of students aged 9-11 years in various regions of the Russian Federation (Republic of Tatarstan (20,5%), Lipetsk Region (16,5%), Volgograd Region (20,0%), Chuvash Republic (22,4%), Samara Region (20,5%)) are presented. The method ""Strengths and difficulties"" by R.N. Goodman (SST) was used, which allows to assess behavior, emotional sphere and relationships with peers, the method of self-assessment and the level of claims by Dembo-Rubinstein modified by A.M. Prihozhan and the Scale of apparent anxiety CMAS by J. Taylor in the adaptation of A.M. Prihozhan. The results obtained make it possible to say that the difficulties of establishing cooperative or friendly relations with peers, rejection by peers, aggressiveness towards others, irritability, difficulty or unwillingness to follow the rules of behavior are the most characteristic for younger schoolchildren. In girls of primary school age, emotional difficulties come to the fore, i.e. they are more susceptible to stress and its manifestations, anxiety and fears, while girls are more prone to manifestations of voluntary behavior designed to benefit another person and society as a whole, adherence to generally accepted rules, attentiveness to others.&lt;/p&gt;</jats:p>",28,5,154,167,Psychology; Adaptation (eye); Irritability; Samara; Anxiety; Developmental psychology; The Republic; Russian federation; Social psychology; Sociology; Ecology; Philosophy; Theology; Neuroscience; Psychiatry; Regional science; Biology,learning difficulties; social adaptation; primary school students; anxiety; self-esteem; behavior problems,,,,https://psyjournals.ru/journals/pse/archive/2023_n5/pse_2023_n5_Egorenko_et_al.pdf https://doi.org/10.17759/pse.2023280512,http://dx.doi.org/10.17759/pse.2023280512,,10.17759/pse.2023280512,,,0,009-162-338-083-130; 016-174-922-266-958; 043-925-099-028-26X; 058-832-716-448-617; 080-691-445-881-857; 105-892-045-189-18X; 147-781-926-831-648; 162-540-672-683-900; 167-476-753-525-953,3,true,cc-by-nc,gold
173-792-598-572-873,"At the Origins of the Reflective–Activity Approach: to the 120th Anniversary of Piotr Yakovlevich Galperin, to the 90th Anniversary of Nikita Glebovich Alekseev",,2022,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,V.K. Zaretsky,"<jats:p>&lt;p&gt;The article is dedicated to the memory of the author's teachers in psychology, written in connection with the anniversaries of the outstanding Russian psychologists P.Ya. Galperin and N.G. Alekseev. Both scientists are the authors of the ideas underlying the reflective&amp;ndash;activity approach (RAA) to assist students in overcoming learning difficulties, developed by the author. In 2022, practicians of the RAA celebrate 25 years since the birth of the approach, and this event prompts the author to turn to the origins of its occurrence, to the ideas on the basis of which the RAA technology is built. P.Ya. Galperin's ideas on internalization and the formation of mental actions are combined with N.G. Alekseev's ideas on reflection and reflective thinking based on the basic principles of cultural&amp;ndash;historical psychology developed by L.S. Vygotskii. As a basis for uniting the ideas of L.S. Vygotskii, P.Ya. Galperin and N.G. Alekseev, their attitude to psychological practice becomes. The implementation of these ideas within the framework of the RAA is briefly considered on the example of three projects: summer schools, chess for general development, assistance to orphans with disabilities and severe somatic diseases.&lt;/p&gt;</jats:p>",30,4,11,27,Psychology; Reflection (computer programming); Internalization; Sociology; Chemistry; Computer science; Programming language; Biochemistry; Cell,Ключевые слова: Л.С. Выготский; П.Я. Гальперин; Н.Г. Алексеев; рефлексивно-деятельностный подход; психологическая практика; поэтапное формирование; рефлексивное мышление; методология; помощь в преодолении учебных трудностей L.S. Vygotskii; P.Ya. Galperin; N.G. Alekseev; reflective-activity approach; psychological practice; graduate formation; reflective thinking; methodology; assistance in overcoming learning difficulties,,,,,http://dx.doi.org/10.17759/cpp.2022300402,,10.17759/cpp.2022300402,,,0,,1,true,cc-by-nc,gold
175-101-163-634-681,Features of Emotional Response to Affectively Colored Pictures of Corruption: Gender and Age Aspect,,2020,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,I. V. Vasileva; P.E. Grigoriev; Yu.V. Chumanov,"<jats:p>The article describes the gender and age features of the response to affective visual stimuli (a total of 101 photos) associated with corruption.  All photos, images are thematically related to such semantic categories as the form of bribe, the process of bribe transfer, the punishment for bribe, social corruption situations occurred in state bodies, internal affairs bodies, the court, educational and medical organizations. Three key parameters of the picture evaluation process are: valence, arousal, and dominance, - similar to the constructive content of parameters of the international database of affective images (International Affective Picture System – IAPS). The sample of 103 participants was stratified by gender and age. As a result of processing the research data, specific features of emotional response in the parameters of valence, arousal, and dominance for representatives of different genders and ages were defined. The large levels of valence, arousal strength, and dominance in men are distinguished from general trends. Although men evaluate corruption situations more favorably, they also perceive them as situations that can be controlled, potentially benefiting from them. In terms of arousal, both men and women show similar trends in a young and mature age. In an old age, men increase their activation of corruption-related situations, while women no longer show interest in them. In terms of valence and arousal, middle-aged men and women are similar in their emotional assessments of situations involving corruption.</jats:p>",10,2,151,166,Psychology; Corruption; Colored; Age and gender; Social psychology,Крымский федеральный университет имени В.И. Вернадского (ФГАОУ ВО КФУ имени В.И. Вернадского); г. Симферополь; Российская Федерация; Тюменский государственный университет (ФГАОУ ВО ТюмГУ); г. Тюмень; Российская Федерация Московский университет МВД России имени В.Я. Кикотя (МосУ МВД имени В.Я. Кикотя); г.Москва; Российская Федерация affectively colored images; corruption; IAPS; gender and age aspects of emotional response,,,,https://psyjournals.ru/psyandlaw/2020/n2/Vasileva_Grigorev_Chumanov.shtml https://psyjournals.ru/files/114305/psylaw_2020_2_Vasileva_Grigorev_Chumanov.pdf,http://dx.doi.org/10.17759/psylaw.2020100212,,10.17759/psylaw.2020100212,3037432626,,0,013-669-339-444-505; 022-701-061-843-66X; 036-126-675-130-090; 038-310-710-187-336; 046-183-444-266-170; 051-341-564-611-604; 175-420-897-674-330,0,true,cc-by-nc,gold
175-651-849-518-745,Models and methods for the study of information processing in the processes of naming the subject and relating the name to the subject,,2019,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,Ю.В. Микадзе; А М Черноризов; А А Скворцов; А. В. Пилечева; Е М Трошина; С А Исайчев,"<jats:p>Psychological structure and brain organization of information processing processes “on the way” from an object to a word denoting it and back — from a word to an object denoted by it, at first glance, should coincide in the composition of their components and differ only in the sequence of their activation. However, clinical evidence is contrary to this assumption. Thus, the phenomenon of “anomie,” that is, the difficulty of naming a visually presented object, can be combined with the absence of difficulty in choosing the desired object by its name. Studies of the causes of such dissociation are based on the use of neurocognitive and psycholinguistic models of speech activity, within which different schemes for organizing information processing processes are proposed. The article is devoted to a brief analysis of the basic provisions of these models and a review of modern neuropsychological, psycho-and neuro-linguistic methods of their experimental verification.</jats:p>",12,1,153,166,Artificial intelligence; Natural language processing; Subject (documents); Computer science; Information processing,нейропсихология; психофизиология; нейрофизиология; ЭЭГ; ЦНС; речевая функция; афазия; номинация; денотация neuropsychology; psychophysiology; neurophysiology; EEG; central nervous system; speech function; aphasia; nomination; denotation,,,Russian Foundation for Basic Research,https://psyjournals.ru/exp/2019/n1/Mikadze_Chernorizov_et_al.shtml https://psyjournals.ru/files/98110/exppsy_2019_n1_Mikadze_Chernorizov_et_al.pdf,http://dx.doi.org/10.17759/exppsy.2019120112,,10.17759/exppsy.2019120112,2936642290,,0,009-542-714-600-694; 009-582-399-267-129; 012-974-666-081-62X; 014-674-156-193-697; 022-391-094-966-980; 022-775-412-154-690; 022-972-638-100-276; 025-089-561-284-834; 026-086-602-930-541; 032-953-867-970-979; 037-463-744-215-068; 038-474-215-398-938; 043-950-673-543-990; 044-287-849-808-744; 044-496-082-747-982; 052-937-875-262-468; 054-137-571-749-872; 058-931-119-337-090; 060-769-899-758-281; 066-116-507-729-220; 068-170-978-298-172; 068-395-240-784-630; 071-567-580-220-379; 089-161-519-736-812; 096-903-723-681-111; 102-545-360-882-00X; 124-311-522-374-830; 127-847-861-650-03X; 127-957-723-438-070; 136-866-539-886-554; 161-930-203-778-63X; 175-542-763-560-181; 175-724-580-762-175; 197-566-242-547-357,1,true,cc-by-nc,gold
176-024-153-523-646,"From Children's Giftedness to Real Talent: The Problem of ""Transition""",,2021,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,V.S. Yurkevich,"<jats:p>The main problem of gifted children is the ""transition"" of their increased intellectual capabilities into talent, as the basis of creative activity, or, in another formulation, the transformation of children's giftedness into an actual talent. Analysis of available materials shows that the cognitive need of a significant part of these children takes the character of passive accumulation of a large amount of knowledge and therefore becomes an obstacle to such a transition. The search need is considered to be a basic factor, which is the ""engine"" of the creative realization of a gifted person, which ensures the search for new solutions and ways of action in contradictory and uncertain situations for the subject, and, thus, becomes the basis of his talent, future creative achievements. It is shown that in a number of gifted children and, above all, in the so-called ""prodigies"" the need for search is early and very significantly deformed, which in most cases is directly related to social influences. The article deals with the causes and consequences of a significant deformation of the search need in gifted children.</jats:p>",10,4,33,43,Transition (genetics); Psychology; Action (physics); Realization (probability); Character (mathematics); Obstacle; Transformation (genetics); Subject (documents); Cognition; Cognitive psychology; Developmental psychology; Computer science; Mathematics; Political science; Biochemistry; Chemistry; Physics; Statistics; Geometry; Quantum mechanics; Neuroscience; Library science; Law; Gene,"Giftedness; talent; ""prodigies""; creativity; intrinsic motivation; cognitive need; search need; deformation of the search need",,,,https://psyjournals.ru/files/126460/jmfp_2021_n4_Yurkewitch.pdf https://doi.org/10.17759/jmfp.2021100403,http://dx.doi.org/10.17759/jmfp.2021100403,,10.17759/jmfp.2021100403,,,0,004-405-369-395-710; 006-972-930-509-060; 012-146-970-165-912; 016-412-103-499-88X; 023-398-101-677-473; 035-325-670-176-458; 038-288-115-063-605; 042-574-706-186-983; 049-075-673-069-42X; 050-489-714-106-203; 055-049-829-036-973; 060-246-602-570-77X; 076-598-947-062-041; 111-664-915-260-270; 120-905-058-978-931; 145-747-820-108-417,3,true,cc-by-nc,gold
176-076-298-863-611,Взаимосвязь объективной профессиональной успешности и жизненной удовлетворенности спортивных тренеров,2023-09-30,2023,journal article,Психология. Журнал Высшей школы экономики,18138918; 25419226,"National Research University, Higher School of Economics (HSE)",Russian Federation,Zurida A. Sagova,"<jats:p>The article discusses the specifics of the relationship between professional success and life satisfaction by the example of sports coaches. According to research results, life satisfaction is likely to precede performance in general, including objective and subjective assessments of success. However, the feedback and mutual amplification of these parameters are possible. At the same time, adaptation to successful events in life and activity is often observed, which dulls positive emotions and mood, weakening feelings of satisfaction. The specific conditions of sports activities with periodic ups and downs of its participants also imply a constant transformation of emotional states (which creates a certain protection against adaptation). Without denying the assertion about the linear relationship between professional success and life satisfaction, a hypothesis about the possibility of the existence of a non-linear relationship between these parameters was put forward and tested. The study was carried out with the participation of 60 coaches of different levels of professional success, whose level of satisfaction with life was assessed. The results of one-way ANOVA showed significant differences in life satisfaction depending on the level of professional success of coaches (F = 6.836, p &lt; 0.001). Evidence suggests that a high level of professional success does not always lead to a high level of life satisfaction. Probably, the results obtained confirm the negative impact of stress experienced during significant competitions by all participants, on the level of happiness and satisfaction with life. Perhaps, there is a phenomenon of adaptation to successful events in life and work. The results obtained can be useful in planning and conducting psychological counseling of coaches to improve the effectiveness of their activities; for the prevention and correction of symptoms of excessive emotional stress in sports coaches.</jats:p>",20,3,548,562,Happiness; Feeling; Life satisfaction; Psychology; Mood; Social psychology; Adaptation (eye); Assertion; Applied psychology; Neuroscience; Computer science; Programming language,,,,,https://cyberleninka.ru/article/n/vzaimosvyaz-obektivnoy-professionalnoy-uspeshnosti-i-zhiznennoy-udovletvorennosti-sportivnyh-trenerov/pdf https://cyberleninka.ru/article/n/vzaimosvyaz-obektivnoy-professionalnoy-uspeshnosti-i-zhiznennoy-udovletvorennosti-sportivnyh-trenerov,http://dx.doi.org/10.17323/1813-8918-2023-3-548-562,,10.17323/1813-8918-2023-3-548-562,,,0,,0,true,,gold
176-484-736-596-940,"Потребность в помощи со стороны государства у лиц, употребляющих психоактивные вещества",,2019,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,И Н Коноплева; Е Антонова; А Пярноя; Ю Саккарт,"<jats:p>The article discusses the problem of receiving governmental support by individuals involved in substance abuse. The study was conducted as a part of a regional project funded by the Estonian Ministry of Social Affairs. The demand study for social, psychological and legal assistance was conducted in the course of work with individuals who use drugs and applied for legal assistance to solve difficult living situations. The main driver for seeking help and the difficulties associated with receiving/refusing help are analyzed. The majority of the respondents are disabled and need social assistance. Assisting families of drug addicts with a criminal record is a peculiar problem. A series of data related to the health status of drug addicts, to the special personality traits and emotional condition was obtained. Reasons for applying for legal and medical assistance are identified.</jats:p>",9,3,190,206,,drug addicts; legal assistance; health; emotional state; social support,,,,https://psyjournals.ru/psyandlaw/2019/n3/109394.shtml https://psyjournals.ru/files/109394/psyandlaw_2019_3_Konopleva_Antonova_Pyarnoya_et_al.pdf,http://dx.doi.org/10.17759/psylaw.2019090314,,10.17759/psylaw.2019090314,2977911774,,0,016-585-495-286-087; 124-447-866-605-13X; 133-475-513-221-223; 133-663-475-281-775,0,true,cc-by-nc,gold
177-606-737-903-091,Learning motivation and personal reflection in students: features and relationship,,2017,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,T S Tikhomirova; N V Kochetkov,"<jats:p>The paper discusses the intensity of learning motivation in university students of various forms, stages and courses of education and its relationship with personal reflection. Large amounts of empirical data obtained in this research allow us to assert that the adequacy of learning motivation is higher in graduate students than in undergraduate students, the latter demonstrating the highest rates in their first year of study and the lowest in the third. Motivation rates in part-time undergraduate students tend to decrease during the first three years at university; however, the rates increase in the fourth year. We also compared learning motivation in respondents with different levels of reflective thinking. Asit was revealed, adequate motivation and motives for acquiring the profession were higher in students with high levels of reflection as compared to those displaying average and low levels. Moreover, the highest rates of reflection were found in students who planned to pursue their profession and knew exactly in which field, whereas the lowest rates were common for students who were not certain as to whether their work would correspond with their major discipline.</jats:p>",22,3,53,62,Reflection (computer graphics); Psychology; Pedagogy; Learning motivation,,,,,https://core.ac.uk/display/87559057 https://doaj.org/article/c868236c57694304bf24c0358e0505f4 https://psyjournals.ru/files/87231/pse_2017_n3_Tikhomirova_Kochetkov.pdf https://psyjournals.ru/psyedu/2017/n3/Tikhomirova_Kochetkov.shtml,http://dx.doi.org/10.17759/pse.2017220306,,10.17759/pse.2017220306,2757768816,,0,012-954-992-274-429; 088-164-759-338-888,7,true,cc-by-nc,gold
178-498-552-078-591,Концептуально-институциональные основы профессиональной идентификации психологов-реабилитологов (на примере разработки магистерской программы по направлению «Психологическая реабилитация в социальной сфере»),,2019,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,А М Щербакова,"<jats:p>The article describes the experience of the Moscow State University of Psychology and Education in the development and implementation of training programs for masters competent in the field of psychological rehabilitation. A model of the activity of a psychologist-rehabilitologs is proposed, the main task of which is the involvement of a rehabilitant in solving the problems of his life, as a result of which he becomes an actor of his own activity. The original master's program “Psychological rehabilitation in the social sphere” is presented, aimed at training qualified personnel to work in the field of restoring mental health and effective social behavior of children and adults of vulnerable categories, including people with disabilities, developed in accordance with the updated regulatory framework and the requirements of the professional standard of a specialist in social rehabilitation.</jats:p>",9,3,1,17,Psychology,psychological rehabilitation; professional identification; vulnerable populations; professional competencies,,,,https://psyjournals.ru/psyandlaw/2019/n3/109330_full.shtml https://psyjournals.ru/files/109330/psyandlaw_2019_3_Sherbakova.pdf,http://dx.doi.org/10.17759/psylaw.2019090301,,10.17759/psylaw.2019090301,2977360542,,0,010-803-714-189-020; 097-558-544-093-72X; 159-156-203-191-60X; 177-573-961-407-406,3,true,cc-by-nc,gold
179-007-046-848-802,Jubilee of N.M. Iovchuk,,2015,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,A.M. Shcherbakova,"<jats:p>July 3, 2015 Nina Mikhailovna Iovchuk – Professor, Doctor of Medicine, a certified psychiatrist of highest category celebrated its anniversary.</jats:p>",4,3,91,94,,,,,,https://psyjournals.ru/en/psyclin/2015/n3/Shcherbakova.shtml https://psyjournals.ru/files/79212/psyclin_2015_n3_Sherbakova.pdf,http://dx.doi.org/10.17759/cpse.2015040308,,10.17759/cpse.2015040308,2208107911,,0,,0,true,cc-by-nc,gold
179-808-377-086-793,The Impact of a Stranger's Emotional Facial Expression on the Perception of His Personality,,2021,journal article,Experimental Psychology (Russia),20727593; 23117036,Moscow State University of Psychology and Education,,V.A. Barabanschikov; A.V. Zhegallo; Y.N. Smolny; M.M. Marinova,"<jats:p>This study the role of emotional expressions of the sitter’s face in the perception of his personality traits. The scores given by observers on the scales of the “Personality Differential” for images of a calm face and the face of the same sitter, demonstrating six basic emotions, were compared. Forty-nine photographic images of the emotional states of seven sitters included in the RaFD database were used as stimulus material. A total of 193 Moscow university students (66 men and 127 women, mean age 23.3 years) participated in the experiment. A 17% statistically significant change in personality scores was recorded, two-thirds of which tended toward the positive poles of the scales. Changing perceptions of a person’s personality suggests a coherent relationship between emotion modality and personality traits. Each basic expression influences a specific group of 10-15 traits, and in different ways. Each trait relies on an affective configuration with its own specificity. Disgust has the maximum integrative influence on the view of the sitter’s personality. Joy causes extremely high positive changes, while sadness and astonishment cause moderate, symmetrical changes in the ratio of positive and negative shifts. Fear and anger lead to an equilibrium of positive and negative evaluations. The highest volume of trait changes is obtained for the “Activity” factor (A), which is associated mainly with positive shifts, the lowest volume is for the “Evaluation” factor (E), which is, together with the “Strength” factor (S), the main source of negative changes in the sitters’ perception. The volume of affective feature shifts is determined by the morphotype of the face and the individual stylistics of emotion expression. In everyday life, the possibility of affective changes in traits does not violate the general invariance of interpersonal perception.</jats:p>",14,4,23,42,Psychology; Personality; Disgust; Anger; Trait; Big Five personality traits; Sadness; Perception; Facial expression; Emotional expression; Developmental psychology; Social psychology; Communication; Neuroscience; Computer science; Programming language,activity-related experience; quality of motivation; self-determination theory; intrinsic motivation; extrinsic motivation; academic motivation,,,Russian Foundation for Basic Research,,http://dx.doi.org/10.17759/exppsy.2021140402,,10.17759/exppsy.2021140402,,,0,004-261-166-910-102; 009-995-754-788-742; 014-143-394-645-57X; 029-515-002-848-861; 036-058-060-642-522; 037-504-199-726-310; 037-771-872-261-012; 041-184-786-030-240; 044-452-945-706-680; 047-287-769-833-738; 075-290-361-616-046; 084-965-356-034-219; 127-356-861-992-332; 172-654-167-854-690,0,true,cc-by-nc,gold
179-958-646-569-528,Апробация краткой версии опросника Эмин,2022-12-30,2022,journal article,Психология. Журнал Высшей школы экономики,18138918; 25419226,"National Research University, Higher School of Economics (HSE)",Russian Federation,А.А. Панкратова; Д.С. Корниенко; Д.В. Люсин,"<jats:p>Статья посвящена апробации краткой версии опросника ЭмИн Д.В. Люсина, предназначенной для экспресс-оценки эмоционального интеллекта. При разработке краткой версии были отобраны 8 пунктов из полной версии — по два пункта на шкалы «Понимание своих эмоций», «Управление своими эмоциями», «Понимание чужих эмоций», «Управление чужими эмоциями». Респонденты (N = 292) заполняли краткую и полную версии опросника ЭмИн среди других методик. По результатам эксплораторного и конфирматорного факторного анализа, краткая версия опросника ЭмИн имеет четырехфакторную структуру, которая соответствует теоретической модели, положенной в основу методики. Внутренняя согласованность краткой версии удовлетворительная (на уровне 0.6), что типично для таких коротких опросников, вопросы которых отражают разные стороны конструкта. Краткая и полная версии опросника ЭмИн высоко коррелируют между собой (r = 0.77), при этом максимальные корреляции получены между одноименными субшкалами. Эмоциональный интеллект, измеренный с помощью краткой и полной версий опросника ЭмИн: 1) положительно коррелирует с экстраверсией, доброжелательностью, сознательностью, открытостью новому опыту и отрицательно — с нейротизмом (максимальная по модулю корреляция получена с нейротизмом); 2) положительно коррелирует с удовлетворенностью жизни, позитивным аффектом и отрицательно — с негативным аффектом. Полученный паттерн корреляций с базовыми чертами личности и субъективным благополучием характерен и для других опросников на эмоциональный интеллект. Краткую версию опросника ЭмИн рекомендуется использовать для оценки общего уровня эмоционального интеллекта, а также для оценки внутриличностного и межличностного эмоционального интеллекта.</jats:p>",19,4,822,834,Mathematics,,,,,https://psy-journal.hse.ru/data/2022/12/11/1717461929/19-04с-166-178.pdf https://doi.org/10.17323/1813-8918-2022-4-822-834,http://dx.doi.org/10.17323/1813-8918-2022-4-822-834,,10.17323/1813-8918-2022-4-822-834,,,0,,3,true,,gold
180-150-885-720-073,Socially bold personality in the real communication and Internet communication: the analysis of representations of people of the different age,,2017,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,A V Pogodina; K S Esaulova,"<jats:p>The article is concerned with the results of the study, subject of which is the submis- sion of the respondents of the different age groups about the social and bold personality. Required property of the respondents was the presence in the Internet environment and participation in various social networks. They assessed social and bold personal- ity in such contexts of communication, as real communication and Internet communication. Analyses were undertaken to determine the structural and content features of emotional and semantic representations of the phenomenon of the social and bold personality, depending on the context of communication, but also the detection of age-sensitive representations of the young respondents (19—35 years), middle-aged respondents (36-55 years) and older respondents (from 56 to 70 years). The concept of the “social and bold personality in real communion” is shown to have a high semantic relevance, strongly marked positive emotional coloration and a similar factor structure for respondents of all age groups. The concept of the “social and bold personality in online communication” with a high semantic significance in the perception of the young respondents moves into a zone of moderate and semantic importance in representations of the middle-aged and older respondents. In representations of the respondents of all age groups, the attractiveness of the ""social and bold personality in Internet communication"" is less than in comparison with the ""social and bold personality in the real communication"". The age-specific of the social representations about social and bold personality in the real and virtual communication has been analysed in detail.</jats:p>",8,1,38,55,Psychology; Cognitive psychology; Personality; Internet communication; Social psychology,social boldness; social and courageous personality; communication; communication context; online communication,,,,https://core.ac.uk/display/90847323 https://psyjournals.ru/files/85259/spio_n1_2017_pogodina.pdf https://doaj.org/article/0a05e7eff9464d95aa2063a36aadba5e https://psyjournals.ru/social_psy/2017/n1/pogodina.shtml http://psyjournals.ru/social_psy/2017/n1/pogodina.shtml,http://dx.doi.org/10.17759/sps.2017080103,,10.17759/sps.2017080103,2598806731,,0,161-642-112-867-606,1,true,cc-by-nc,gold
180-175-300-257-900,Approach to Modeling Inclusive Environment in Educational Organization,,2022,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,S.V. Alekhina; E.V. Samsonova; A.Y. Shemanov,"<jats:p>The article focuses on the problem of modeling inclusive educational environment as a complex system object in which the system-forming relation is the connection between support and active participation of all participants of the educational environment, taking into account the diversity of educational needs. The empirical research data presented in the article illustrate the theoretical provisions that special educational conditions as support measures for students with disabilities can become the basis for their active participation in the educational process, provided that a subjective request for support is formed based on the reflection of the students’ own interests and difficulties. The sample included 8 institutions of secondary vocational education (N=1811 students, 17,3% of them with a status of disability or SEN). Throughout the sample, forms of work organized in a vocational educational organization (VEO) and support options were significantly less demanded by students (p&lt;0.05) as compared to the opportunities provided. The level of difficulties recognition in the students varied between “never”/”rarely” and “rarely”/”sometimes”. The found paradoxical statistically significant (p&lt;0.01) positive relationship (from weak to moderate) between the experienced level of support and the student’s desire to leave VEO is discussed. Strategies for modeling the inclusive educational environment are considered, and prospects for studying its technological support are outlined.</jats:p>",27,5,69,84,Vocational education; Diversity (politics); Special educational needs; Sample (material); Psychology; Inclusion (mineral); Process (computing); Object (grammar); Mathematics education; Work (physics); Pedagogy; Special education; Social psychology; Sociology; Computer science; Engineering; Mechanical engineering; Chemistry; Chromatography; Artificial intelligence; Anthropology; Operating system,inclusive educational environment; systemic approach; modeling; system-forming factor; participation; support; agency; special educational needs,,,,https://psyjournals.ru/files/133252/pse_2022_n5_Alekhina_et_al.pdf https://doi.org/10.17759/pse.2022270506,http://dx.doi.org/10.17759/pse.2022270506,,10.17759/pse.2022270506,,,0,000-572-812-559-920; 007-733-833-785-467; 016-866-058-551-20X; 026-175-893-401-168; 038-741-520-843-915; 043-034-570-470-983; 045-243-933-467-016; 049-653-044-224-740; 074-305-937-840-992; 074-820-712-353-372; 095-213-699-755-103; 098-367-066-842-507; 113-411-387-073-910; 117-557-754-678-67X; 120-572-324-904-984; 147-266-643-980-321,15,true,cc-by-nc,gold
180-237-875-680-671,CROSS-CULTURAL DIFFERENCES IN COGNITIVE STRATEGIES OF SEARCH ON WEB PAGES: COMPARISON OF AZERBAIJANI AND RUSSIAN SAMPLES,,2022,journal article,Институт психологии Российской академии наук. Социальная и экономическая психология,25420852,Institute of Psychology Russian Academy of Sciences,,I.V. Blinnikova; G.B. Blinnikov; M.D. Rabeson; M.S. Semenova; Sh.N. Aslanova,,7,4,6,28,Cross-cultural; Cognition; Information retrieval; Psychology; Computer science; Sociology; Anthropology; Neuroscience,,,,,,http://dx.doi.org/10.38098/ipran.sep_2022_28_4_01,,10.38098/ipran.sep_2022_28_4_01,,,0,,0,true,,gold
180-655-792-802-145,The DiaPsy Mobile App for Improving Self-Control of Diabetes and Psychological Support for People with Type 1 Diabetes,,2020,journal article,Modelling and Data Analysis,22193758; 23119454,Moscow State University of Psychology and Education,,I.S. Mosin,"<jats:p>The article presents decisions and principles of building mobile application for people with diabetes type 1, which provides the solution of the problems of organization of the self-control diary, visualization of indicator of sugar in the blood relatively to time, calculation of bread units and organization of psychological support.</jats:p>",10,1,166,175,Psychology; Type 1 diabetes; Mobile apps; Psychological support; Self-control; Diabetes mellitus; Gerontology,,,,,https://psyjournals.ru/files/114124/mda_2020_n1_Mosin.pdf,http://dx.doi.org/10.17759/mda.2020100111,,10.17759/mda.2020100111,3033536127,,0,043-123-533-613-038,1,true,cc-by-nc,hybrid
181-226-421-058-098,Человек в цифровом обществе: объяснительный потенциал одной социально-психологической теории,,2020,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,Inna Bovina; N V Dvoryanchikov,"<jats:p>Technology has become ubiquitous, and without it it is hardly possible to imagine everyday human life. As a result of their active use, the individual feels as if he is an important participant in various processes taking place in a globalized world. The purpose of this theoretical and analytical study is to analyze the potential of the social representations theory to study the transformations that occur to a person in a digital society. Theory makes it possible to answer the question of how a person builds an explanation for a new phenomenon and builds his behavior in accordance with it. The modern era is an era of visual culture, where the power of texts (which corresponded to the generation of parents) was replaced by the power of pictures (at the level of the adolescents and young people). This feature can be viewed through the prism of the ideas of this theory, speaking of figurative and linguistic rhetorics. Finally, the theory of social representations allows us to articulate the processes of communication, social representations, and explain how the latter regulate social behavior and social relations in the digital society.</jats:p>",10,3,143,157,Sociology,activity-related experience; quality of motivation; self-determination theory; intrinsic motivation; extrinsic motivation; academic motivation,,,Moscow State University of Psychology and Education,https://psyjournals.ru/psyandlaw/2020/n3/Bovina_Dvoryanchikov.shtml https://psyjournals.ru/files/115711/psylaw_2020_3_Bovina_Dvoryanchikov.pdf,http://dx.doi.org/10.17759/psylaw.2020100310,,10.17759/psylaw.2020100310,3089981247,,0,020-850-966-387-976; 026-289-800-123-839; 031-264-115-345-580; 031-624-672-883-468; 032-852-827-729-950; 033-653-903-979-930; 041-318-241-206-470; 052-320-833-677-163; 055-604-951-644-972; 061-900-151-294-20X; 068-708-261-446-301; 076-692-002-613-44X; 079-538-064-833-134; 080-504-676-685-232; 113-536-366-245-161; 119-856-085-840-934; 194-258-243-165-533; 199-536-113-474-02X,5,true,cc-by-nc,gold
181-730-304-105-513,Specifics of Personal Vocational Outlook of Senior Adoles-cents and Youth with Sociopathy,,2022,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,O.R. Busarova; E. Evsina,"<jats:p>The article studies procedural and substantive aspects of the vocational self-determination in pupils of 9 and 10 years of schooling with a tendency to deviant behavior. The research aims to reveal the specifics of the personal job outlook in adolescents and youth with such tendencies and uses E.A. Klimov’s ideas of the personal vocational plan of a  schoolchild which were further elaborated in N.S. Pryazhnikov’s works who put forward the concept of one’s personal vocational outlook (PVO). The research compares PVO components of  so-ciopathic pupils (main group) and those of their classmates with relatively normative be-havior (C group), all going to the same school in Moscow. 80 schoolchildren (51 boys and 29 girls aged 15–17) took part in the main stage of the research. These were used: Method-ology for Diagnostics of one’s Tendency towards Deviant Behavior by Orel N.A.; Personal Vocational Outlook inventory by N.S. Pryazhnikov; Differential and Diagnostic Inventory (DDI) by E.A. Klimov. The results obtained for the main and C groups were compared us-ing the Mann–Whitney U test. The most problematic PVO aspects have been revealed for schoolchildren with sociopathic tendencies. Targets have been identified for psychological and educational counselling for the risk group schoolchildren in their vocational self-determination.</jats:p>",12,1,147,159,Vocational education; Psychology; Normative; Psychopathy; Test (biology); Developmental psychology; Social psychology; Pedagogy; Personality; Political science; Law; Paleontology; Biology,Московский государственный психолого-педагогический университет (ФГБОУ ВО МГППУ); г. Москва; Российская Федерация career guidance; vocational guidance; vocational self-determination; personal vocational outlook; optant; adolescents; deviant behavior; sociopathy; psychological and educational counselling,,,,,http://dx.doi.org/10.17759/psylaw.2022120112,,10.17759/psylaw.2022120112,,,0,008-700-342-114-234; 048-567-452-397-66X; 068-340-367-894-580; 068-932-554-926-444; 151-535-662-027-402,4,true,cc-by-nc,gold
183-734-306-743-448,Стилевые особенности фиксации истории жизни в автобиографической памяти личности как результат внутрисемейной трансмиссии,,2015,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,А Р Алюшева,"<jats:p>We studied the stylistic features of autobiographical memory structure which can be significant for the understanding the sources of intrapersonal propensity for deviant behavior among young people. From the standpoint of the Vygotsky's theory we studied 102 ""parent-teenager"" dyads in order to examine the mechanisms of cultural determination of autobiographical memory macrostructure in context of reproducing the life scenarios. We differentiate the social influences of various levels on the formation of system characteristics of autobiographical memory, which constitute individual style of fixation personal stories of the past. We have found а stable family-reproduced indicators of autobiographical memories belonging to the ""family life"" scenario, these include the emotional profile of the memories of lives, the level of scenario (fixation of socially approved events); representation of memories of other people (social orientation). The low values of these indicators can be the risk factors for asocial behavior.</jats:p>",5,2,1,15,Psychology,,,,,https://psyjournals.ru/psyandlaw/2015/n2/77046_full.shtml http://psyjournals.ru/files/77046/psyandlaw_2015_2_Alyusheva.pdf https://core.ac.uk/display/91682132 https://psyjournals.ru/files/77046/psyandlaw_2015_2_Alyusheva.pdf,http://dx.doi.org/10.17759/psylaw.2015100201,,10.17759/psylaw.2015100201,1589925206,,0,006-227-177-959-28X; 008-698-187-830-002; 012-362-991-954-669; 015-277-912-065-162; 020-187-471-402-240; 088-484-256-039-846; 108-867-940-345-649; 185-055-122-975-138,1,true,cc-by-nc,gold
184-200-309-704-321,Смысложизненные ориентации и биопсихологический возраст сотрудников уголовно-исполнительной системы,,2020,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,А В Котенева,"<jats:p>The article presents the results of the study of the life-meaning orientations of the penitentiary system staff and how they are related to their biopsychological age. The sample consisted of 70 individuals - 42 men and 28 women. The average age of the staff was 31 and their average length of service was 7.6 years. The study used ""The Purpose-in-Life orientations"" test (Leontyev D.A), the ""Spirituality"" scale in the ""Resilience of adults"" method (Makhnach A.V.) and the psychobiological age research method by Abulkhanova K.A. and Berezina T.N.. For statistical treatment of data we used t-test for independent samples, correlation and multiple linear regression analysis. The results of the study indicate that men have higher indicators of biological and psychological age, accelerated rate of biological aging. The health status of employees improves as they become more spiritual, achieve life goals, increase productivity, and are satisfied with self-realization. The following factors serve as predictors of biological age and rapidity of ageing: gender, length of service, life goals, acceptance of life events and psychobiological maturity.</jats:p>",10,3,36,51,Psychology,biological age; spirituality; meaningful life; psychological age; psychobiological maturity; life-meaning orientations,,,Russian Science Foundation,https://psyjournals.ru/psyandlaw/2020/n3/Koteneva_full.shtml https://psyjournals.ru/files/115675/psylaw_2020_3_Koteneva.pdf,http://dx.doi.org/10.17759/psylaw.2020100303,,10.17759/psylaw.2020100303,3091278505,,0,000-109-763-613-454; 005-926-020-236-581; 015-337-524-363-899; 028-125-329-861-347; 030-495-698-167-529; 030-800-521-918-882; 039-304-627-791-714; 068-804-553-404-410; 078-143-029-416-180; 108-086-892-542-194; 131-564-173-639-341; 152-426-017-289-083,6,true,cc-by-nc,gold
185-745-484-778-535,"Эмоциональный тон российского, итальянского, немецкого и французского новостного интернет-контента в период разворачивания пандемии COVID-19",2022-09-30,2022,journal article,Психология. Журнал Высшей школы экономики,18138918; 25419226,"National Research University, Higher School of Economics (HSE)",Russian Federation,А.С. Панфилова; Д.В. Ушаков,"<jats:p>В работе исследуются показатели эмоциональной окраски газетных новостей по тематике коронавирусной эпидемии, публиковавшихся в различных странах в наиболее яркий период начала эпидемии. Общая выборка составляет 12 000 новостных записей, опубликованных в период с 1 по 30 марта 2020 г. на итальянском, немецком, французском и русском языках. Среди рассматриваемых стран наиболее стабильной тональность публикуемых новостей наблюдалась в России, преимущественно негативная тональность новостных записей наблюдалась во Франции, а позитивная — в Италии. Показано, что тональность новостей в наибольшей степени связана с ростом пандемии, а не с абсолютными показателями ее распространения. Эмоциональный тон прессы в большей степени определялся общемировыми событиями, связанными с пандемией, чем распространением заболевания внутри собственной страны. Величина «временнjго окна», в период которого пресса сохраняла тональность публикуемых новостей, составляла 3–4 дня. С использованием метода иерархической регрессии были по­строены модели, предсказывающие тональность прессы следующего дня для каждой из анализируемых стран: Франция (R2 = 0.78), Италия (R2 = 0.75), Германия (R2 = 0.76), Россия (R2 = 0.85). Для Франции и Италии наиболее значимый вклад в эту тональность вносят параметры распространения эпидемии в мире в предшествующие 3 дня и эмоциональная тональность локальных СМИ в предыдущие 3 дня. Для Германии бjльшую объяснительную силу имеет показатель эмоционального тона прессы в предыдущие 4 дня, а также эмоциональный тон итальянских СМИ в предшествующие 1–2 дня. В России можно отметить влияние общемировых показателей распространения эпидемии и эмоциональный тон СМИ в предыдущие дни.</jats:p>",19,3,562,586,Coronavirus disease 2019 (COVID-19); 2019-20 coronavirus outbreak; Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2); Virology; Medicine; Internal medicine; Outbreak; Infectious disease (medical specialty); Disease,,,,,https://psy-journal.hse.ru/data/2022/10/31/1720393979/19-03-138-162.pdf https://doi.org/10.17323/1813-8918-2022-3-562-586,http://dx.doi.org/10.17323/1813-8918-2022-3-562-586,,10.17323/1813-8918-2022-3-562-586,,,0,,1,true,,gold
187-604-492-787-611,Measuring Intercultural Competence in Teachers: Development and Evaluation of Situational Judgment Test,2021-12-30,2021,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,O.E. Khukhlaev; O.S. Pavlova; E.R. Khakimov; O.V. Khukhlaeva; E.A. Аlexandrova; A.S. Krivtsova; I.Y. Leybman; S.A. Usybyan,"<jats:p>The article describes the development and testing of the SJT-ICC situational judgment test designed to measure intercultural competence of a teacher in the form of behavioral preferences in the professional field of interaction with students and their parents. This approach makes it possible to assess behavioral aspects of intercultural competence in a particular professional area more effectively than survey methods. The SJT-ICC consists of 18 cases from pedagogical practice and four possible behavioral options for the teachers, from which the subject must choose the most appropriate one. These situations were prepared on the basis of qualitative research in the format of in-depth interviews centered around difficult, critical situations that a teacher encounters when working with children and par¬ents from other cultures (n=53). The assessment of the intercultural competence of the answer options was made on the basis of an expert survey of 23 special-ists.1367 teachers took part in the research to validate and check the consisten¬cy of the SJT-ICC. The outcome of the categorical principal component analysis (CatPCA) was a one-scale structure of the SJT-ICC which was confirmed by the confirmatory factor analysis. The relationship between the results of the SJT-ICC and the scales used for validation is predictable: intercultural competence is associated with indicators of professional success of a teacher working with students of other cultures. It is concluded that the SJT-ICC can be effectively used to assess the prerequisites for intercultural success among Russian teachers.</jats:p>",26,6,46,57,Psychology; Situational ethics; Competence (human resources); Intercultural competence; Social psychology; Mathematics education; Pedagogy,Центра образовательных технологий; г . Котка; Финляндия intercultural competence; teacher; situational judgment test; crosscultural communication; immigrants,,,Moscow State University of Psychology and Education,https://psyjournals.ru/files/126229/pse_2021_n6_Khukhlaev_et_al.pdf https://doi.org/10.17759/pse.2021260603,http://dx.doi.org/10.17759/pse.2021260603,,10.17759/pse.2021260603,,,0,003-854-526-024-823; 012-106-431-105-738; 025-434-588-594-757; 036-259-742-504-590; 036-574-949-937-617; 046-525-761-928-542; 049-292-115-839-443; 055-465-907-595-328; 061-578-603-420-578; 065-748-629-641-365; 072-717-088-271-294; 081-073-550-323-951; 081-748-886-400-730; 090-335-517-783-239; 116-953-447-460-185; 118-400-460-257-977; 152-626-234-243-643,1,true,cc-by-nc,gold
188-304-055-459-566,Perceptions and Attitudes towards European Values among Russian Bachelor Students of Moscow University,,2019,journal article,Psychological-Educational Studies,25876139,Moscow State University of Psychology and Education,,О Е Хухлаев; М Ю Чибисова; Ш А Усубян,"<jats:p>The article presents results of empirical research devoted to perception and attitudes towards European values among Russian bachelor students of Moscow University. Group discussion (focs-groups) were conducted. 60 bachelor students from MSUPE (“Psychology” and “Youth work” learning directions) took part in the study. The focus groups’ transcripts were analyzed using the phenomenological approach as well as “grounded theory”. It was presumed that the attitude towards European values would be controversial and that students of different leaning directions would have specific characteristics in their perception of European values. The research results show that the representations of European values among Russian bachelor students can be divided into three semantic groups: “Values as social practices”, “Values in social-political sphere”, “Material culture values”. Attitudes towards them is characterized by abundance of controversial semantics.</jats:p>",11,2,58,73,Sociology; Perception; Bachelor; Medical education,студенты; ценности; Европа; европейцы; Россия; академическая мобильность students; values; Europe; Europeans; Russia; academic mobility,,,Erasmus+,https://psyjournals.ru/files/107662/Huhlaev_et_al.pdf https://psyjournals.ru/psyedu_ru/2019/n2/Huhlaev_et_al.shtml,http://dx.doi.org/10.17759/psyedu.2019110206,,10.17759/psyedu.2019110206,2961979982,,0,004-769-031-453-781; 008-319-684-538-94X; 008-855-716-817-548; 009-949-596-069-998; 015-225-327-710-736; 020-012-905-346-350; 024-028-099-378-906; 025-497-248-671-080; 033-078-756-648-382; 040-512-760-291-972; 052-084-076-642-040; 056-999-656-921-83X; 059-011-119-387-391; 066-440-910-658-746; 080-860-255-784-305; 092-657-261-616-756; 115-357-677-546-091; 142-430-549-453-154,1,true,cc-by-nc,gold
189-363-298-700-146,Foreword by the Editor,,2017,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,N.N. Tolstykh,,8,4,5,7,Philosophy,,,,,http://psyjournals.ru/files/89167/spio_2017_n4_Foreword.pdf https://doi.org/10.17759/sps.2017080401,http://dx.doi.org/10.17759/sps.2017080401,,10.17759/sps.2017080401,,,0,,0,true,cc-by-nc,gold
191-054-055-143-595,Assessment of juveniles testimonies’ validity,,2015,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,E G Dozortseva; A G Krasavina,"<jats:p>The article presents a review of the English language publications concerning the history and the current state of differential psychological assessment of validity of testimonies produced by child and adolescent victims of crimes. The topicality of the problem in Russia is high due to the tendency of Russian specialists to use methodical means and instruments developed abroad in this sphere for forensic assessments of witness testimony veracity. A system of Statement Validity Analysis (SVA) by means of Criteria-Based Content Analysis (CBCA) and Validity Checklist is described. The results of laboratory and field studies of validity of CBCA criteria on the basis of child and adult witnesses are discussed. The data display a good differentiating capacity of the method, however, a high level of error probability. The researchers recommend implementation of SVA in the criminal investigation process, but not in the forensic assessment. New perspective developments in the field of methods for differentiation of witness statements based on the real experience and fictional are noted. The conclusion is drawn that empirical studies and a special work for adaptation and development of new approaches should precede their implementation into Russian criminal investigation and forensic assessment practice</jats:p>",4,3,47,56,Developmental psychology; Psychology,testimonies; child and adolescent witnesses; statement validity; statement validity assessment (SVA); Criteria-Based Content Analysis (CBCA); criminal investigation; forensic psychological assessment,,,,https://core.ac.uk/display/91841730 https://psyjournals.ru/files/79077/jmfp_2015_3_n6_Dozortseva.pdf https://psyjournals.ru/jmfp/2015/n3/79077.shtml https://doaj.org/article/8e8829208f4e47588af32afef1db648f,http://dx.doi.org/10.17759/jmfp.2015040306,,10.17759/jmfp.2015040306,2195098792,,0,000-411-596-868-712; 000-661-428-341-294; 004-760-494-122-937; 006-785-408-358-964; 014-313-456-049-212; 015-623-864-454-380; 015-874-701-965-406; 017-718-629-936-368; 018-578-844-448-177; 029-027-261-956-098; 029-626-476-532-801; 040-751-083-940-805; 043-786-992-285-042; 058-863-862-327-794; 067-693-134-169-860; 078-153-800-192-205; 084-871-558-890-657; 102-678-220-033-574; 106-665-474-213-025; 123-723-834-414-584; 129-414-311-904-540; 130-709-857-973-023; 140-756-280-789-639; 164-502-458-996-792; 184-419-548-221-999,4,true,cc-by-nc,gold
191-649-152-657-507,The Concept of the Digital Play by S. Edwards in the Context of the Cultural-Historical Paradigm,2023-11-21,2023,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,O.V. Salomatova,"<jats:p>&lt;p&gt;The article presents an analysis of the works of S. Edwards devoted to the development of a holistic concept of digital play in the tradition of the Cultural-Historical Scientific School. The main difficulties are connected with the transformation of the idea of mediation into the context of digital technologies. We analyzed the understanding of the idea of mediation in the works of L.S. Vygotsky, A.N. Leontiev, Y. Engestr&amp;ouml;m\. On the basis of the studies of O.K. Tikhomirov, O.V. Rubtsova, S.A. Smirnov, G. R&amp;uuml;ckriem and studied how the concept of mediation can be transformed in the era of digital technologies. We also analyzed the transformation of the key concepts of the cultural-historical psychology in the works of S. Edwards, such as children's play. The contemporary children's play reflects the processes of digitalization and cultural globalization of contemporary childhood. S. Edwards introduces the concept of convergent play as the leading activity of contemporary children. Convergent play is characterized by the blurring of boundaries between traditional and digital play and the integration of digital technologies into the daily lives of children. The author argues that it is necessary to create a holistic concept of digital play corresponding to the cultural-historical tradition.&lt;/p&gt;</jats:p>",19,3,30,38,Mediation; Context (archaeology); Epistemology; Sociology; Digital transformation; Aesthetics; Social science; History; Computer science; Art; Philosophy; Archaeology; World Wide Web,цифровая игра; опосредование; С. Эдвардс; конвергентная игра; игровая деятельность digital play; mediation; S. Edwards; converged play; play activity,,,,,http://dx.doi.org/10.17759/chp.2023190304,,10.17759/chp.2023190304,,,0,003-302-870-011-380; 004-967-751-293-162; 011-943-718-534-54X; 013-132-880-039-567; 013-698-353-698-539; 035-626-878-019-178; 040-568-157-225-420; 043-356-965-574-594; 044-096-879-330-559; 044-533-791-564-88X; 081-880-592-872-220; 097-657-922-989-691; 103-308-838-805-108; 145-335-975-466-621; 153-600-668-949-652,2,true,cc-by-nc,gold
192-631-121-890-155,Индикаторы пресуицидального состояния несовершеннолетних в интернет-пространстве,,2021,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,E.S. Ponomareva; V.V. Delibalt,"<jats:p>The article aims to describe potential indicators of pre-suicidal state of minors manifesting in online-behavior that were revealed in the empirical study which involved 43 respondents aged 13-15 (M=14.19). The subjects for the study were selected among the teenagers who had responded to our advertisement messages published in various groups on the VKontakte social network. The following methodologies were used: UCLA Loneliness Scale (version 3) (D. Russell, L. A. Peplau, M. Ferguson); Beck Hopelessness Inventory; WHO-5 Well-being Index (1998); Cognitive Errors in Online Communication (I.S. Luchinkina); Sentence Completion for Events from the Past Test (SCEPT)  (F.Raes et al.); Individual Typological Child Questionnaire (L.N. Sobchik). The data obtained lead to conclude about the characteristics of the profile related to presence of a distinct pre-suicidal condition: a tendency towards increase in the proportion between the number of subscriptions where suicide is mentioned (including those associated with corresponding emotions, as well communities collecting suicide-related art) and the total number of subscriptions. The number of comments on one's page is inversely proportional to the severity of one's pre-suicidal condition.</jats:p>",11,3,47,61,Psychology,online behaviour; pre-suicidal state; cognitive component of pre-suicidal state; cognitive biases; autobiographical memory,,,,https://psyjournals.ru/files/123073/psylaw_2021_n3_ponomareva_delibalt.pdf https://psyjournals.ru/psyandlaw/2021/n3/ponomareva_delibalt.shtml,http://dx.doi.org/10.17759/psylaw.2021110304,,10.17759/psylaw.2021110304,3202883635,,0,004-635-413-995-873; 011-688-818-071-874; 028-029-731-232-397; 038-672-067-354-868; 039-769-646-269-171; 078-063-187-221-645; 095-114-093-554-848; 163-486-137-925-949,2,true,cc-by-nc,gold
194-766-864-878-027,"The Practice of ""The Power of Folk Game"" as a Component of the Project ""Ecosystem of Childhood""",2021-12-31,2021,journal article,Bulletin of Practical Psychology of Education,26583100,Moscow State University of Psychology and Education,,V.A. Chernushevich,"<jats:p>Folklore game practice is considered as an integral part of the project “Ecosystem of childhood...” aimed at “rebooting” relations in the centers for the promotion of family education. The project focus-es on the problems of decision-making that determine the vital activity of the centers as a social sys-tem. The game practice is proposed as a special socio-cultural environment that promotes the es-tablishment of friendly, trusting, joyful relationships of participants, whose experience children trans-fer to other life situations. It is shown that the semantic core of the participants’ stay in the game is the experience of community, manifested in a sense of happiness-joy. The correctional and preven-tive possibilities of game practice in relation to many types of deviant behavior are noted. Methodo-logical recommendations are offered to the organizers of the game practice, paying attention to the peculiarities of the initiation and maintenance of the game, as a free activity of children and adoles-cents within the strict game rules.</jats:p>",18,3,31,41,Happiness; Promotion (chess); Psychology; Power (physics); Social psychology; Political science; Physics; Quantum mechanics; Politics; Law,folk game; happiness-joy; happiness-pleasure; deviant behavior; socialization; values of education; correctional and preventive work,,,,https://psyjournals.ru/files/126593/bppe_2021_n3_Chernushevich.pdf https://doi.org/10.17759/bppe.2021180303,http://dx.doi.org/10.17759/bppe.2021180303,,10.17759/bppe.2021180303,,,0,001-529-409-544-262; 064-815-542-990-651; 066-763-520-317-328; 129-015-361-071-702,1,true,cc-by-nc,hybrid
194-826-728-125-014,"Psychological Characteristics of Self-attitude of Juvenile Sus-pects, Accused, Convicted of Violent Crimes",,2022,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,A. Vetra; I.S. Ganishina; M.I. Maryin,"<jats:p>The article looks into psychological characteristics of self-attitude in juvenile suspects, ac-cused and convicts of violent crimes held in detention facilities. Using the “Self-portrait” projective methodology, observation and psychodiagnostic structured counselling made it possible to reveal the psychological characteristics of self-attitude in such minors. It has been found that the structure of self-attitude components in juvenile suspects, accused and convicts is closely interrelated and organized and is characterised with inadequacy of their self-rating (upward or downward bias), difficulties in controlling one's drives of the body, aggressivity, egotism, proneness to depression, dependency, emotional immaturity, demon-strative behavior, proneness to internal conflict, “criminal contamination”, difficulties in communication.</jats:p>",12,1,91,102,Psychology; Juvenile; Projective test; Juvenile delinquency; Criminology; Social psychology; Psychoanalysis; Genetics; Biology,"self-attitude; psychological characteristics; minors; suspects; accused; convicts; violent crimes; detention facility; ""Self-portrait"" projective methodology",,,,https://psyjournals.ru/files/128347/psylaw_2022_n1_Vetra_Ganishina_Maryin.pdf https://doi.org/10.17759/psylaw.2022120108,http://dx.doi.org/10.17759/psylaw.2022120108,,10.17759/psylaw.2022120108,,,0,009-147-572-831-891; 013-156-261-717-839; 021-922-737-996-504; 043-179-749-970-141; 062-896-513-266-247; 076-421-675-216-460; 078-791-142-506-255; 148-571-807-956-406; 160-336-502-119-468; 169-588-904-550-427,3,true,cc-by-nc,gold
196-928-431-809-28X,A woman and her newborn in a situation at risk of contracting coronavirus,,2022,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,Т.V. Ermolova; N.B. Florova,"<jats:p>The article discusses the effects of the COVID-19 pandemic on motherhood and newborns and the issue of psychological safety during gestation. Information search showed that it is necessary to work very carefully with reports of direct associations of viral infection with adverse postnatal manifestations. At the same time, at present one can observe a sharp increase in adverse outcomes of delivery, up to intrauterine death and fetal asphyxia, resuscitation of newborns and other consequences in women who refuse vaccination. The works of transnational research teams on the need to separate an infected mother and a weak newborn, to stop direct feeding, to stay together for a long time in kangaroo mode are presented. Most researchers believe that the probability of vertical transmission of the virus from mother to fetus is low and the risk of infection of the newborn is associated mainly with caregivers. Foreign studies of psychological problems of pregnant women and delivered women are presented. A huge layer of problems of the psychological well-being of an infected young mother, as well as healthy pregnant women against the background of the pandemic, is being is introduced.</jats:p>",11,1,48,57,Medicine; Pandemic; Asphyxia; Adverse effect; Transmission (telecommunications); Obstetrics; Fetus; Coronavirus disease 2019 (COVID-19); Pregnancy; Vaccination; Intensive care medicine; Pediatrics; Medical emergency; Immunology; Disease; Internal medicine; Biology; Infectious disease (medical specialty); Electrical engineering; Genetics; Engineering,pandemic; COVID-19; newborns; information quality; childbirth in pandemic; gestation; infected by COVIDmothers; vaccination; psychological well-being,,,,https://psyjournals.ru/files/128735/jmfp_2022_n1_Ermolova_Florova.pdf https://doi.org/10.17759/jmfp.2022110105,http://dx.doi.org/10.17759/jmfp.2022110105,,10.17759/jmfp.2022110105,,,0,001-530-614-838-583; 002-595-640-878-814; 007-145-392-479-366; 008-709-726-069-816; 025-027-466-562-492; 033-753-706-802-763; 035-966-524-091-464; 042-675-302-014-66X; 053-542-810-982-974; 054-532-916-685-836; 062-012-595-673-228; 067-275-032-255-870; 070-065-608-505-960; 072-586-201-346-407; 077-143-491-293-831; 099-801-101-951-940; 114-964-666-653-703,2,true,cc-by-nc,gold