Эвристическое значение идей С.Л. Рубинштейна для разработки проблем истории психологии
Historism of scientific conception of S.L. Rubinstein which is the premise for the universality and fundamentality of scientist's ideas is grounded. Rubinstein's contribution to domestic history of psychology formation, to its principles, means of positive analysis and constructive critique of psychological approaches as well as its philosophic -methodological grounds forming is revealed. Based on Rubinstein's ontological approach the understanding of object and subject of history of psychology is given
Based on the background analysis of modern anthropology the article characterizes prominent Russian scholar, corresponding member of the Russian Academy of Education Nikita Glebovich Alekseev (1932-2003) and his innovative contributions to the philosophy, methodology, research on research, ergonomics, psychology, pedagogy, as well as such areas of social practices as organization of science and management, engineering and education, sports and management. In this regard, we analyze the development of humanitarian knowledge in the Russian science of the second half of the twentieth century; particularly the specification of evolution of the psychology of creativity and G.P. Schedrovitsky Moscow Methodological Circle shall be regarded. Alekseev was an active participant in the development of the methodology of system and pragmatist approach in this school. His significant contribution to the development of methodological culture of psychologists, ergonomists, teachers by organizing (with Ya.A. Ponomarev and I.N. Semenov) all-Russian section "Psychology of Creativity" of the Society of Psychologists of the USSR and the "Scientific Council on the educational philosophy of the Presidium of the Russian Academy of Education" shall be discussed as well. The article describes the initiative role of N.G. Alekseev in creation and management of the Ostankino scientific school on the methodology of ergonomics and human engineering and scientific school of pedagogical design of educational system.
Such crucial aspects of philosophical and psychological conception of scientific work of prominent domestic philosopher and psychologist Sergey Leonidovich Rubinstein as problems of Man and Personality, ontological basis of their essence and means of existence and self-realization are analyzed. Created by the scientists school consecutively developed his sophisticated and profound ideas, integrating separately elaborated aspects (abilities, needs, motivation, consciousness, self-consciousness, thinking as personality problems), widening the context of their researches. Rubinstein's approach due to his disciples and followers, due to the constructivism of his ideas itself holds a leading position in Russian psychology.
The article considers historically the specific characters of the humanitarian knowledge through the struggle of the etepistemological paradigmes..
The last of IAFOR’s European Conference series saw the First European Conference on Arts and Humanities (ECAH) paired with the First European Conference on Language Learning (ECLL). The ECAH event was chaired by IAFOR IAB Chair, Professor Stuart Picken with the ECLL event chaired by Professor Steve Cornwell of Osaka Jogakuin University. This event saw 250 people from more than 50 countries in an incredibly diverse celebration of interdisciplinary and intercultural study. The theme for the Arts and Humanities conference was “Connectedness, Identity and Alienation” and our selection of featured speakers came at this topic from a number of different angles: Aaron Sachs, Professor of History at Cornell University (USA) took delegates back a century to the end of the First World War and Modernist theories which tried to make sense of this low point in European civilization in a paper entitled, “From Trauma to Rediscovery: Lewis Mumford and the Modern Search for Connection through Time and Space”. Professor Roberto Bertoni of Trinity College Dublin took us to the present to look at questions of identity and alienation in the highly mediatized society of modern day Korea with a presentation on “The Innocent Man (착한 남자): Alienation of Characters and Audience, Acquisition of New Identity, Catharsis”. Daniela Nadj, currently a lecturer in law at the University of Westminster delivered a powerful and wide-ranging address on “The Juridicalisation of Gender-Based Violence against Women in the Current Political and Legal Moment - A Critical Feminist Observation of International Wartime Sexual Violence Jurisprudence”. The paper provided a critical feminist analysis of international wartime sexual violence jurisprudence, as it is constructed in current feminist scholarship and the surrounding debate, and elicited much debate among the international delegates. The European Conference on Language Learning saw featured speakers from a number of different countries look at concepts of “Connectedness, Identity and Alienation” as they relate to different aspects of language, including Professors Kiyomi Chinen, Masako Douglas, and Hiroko Kataoka from California State University, Long Beach, USA, who looked at issues surrounding heritage-language education with particular relation to Japanese in California. Professor Olesya Orlova, of Kemerovo State University (Russia) looked at language in the Russian context in a paper entitled “National Stereotypes as Means of Connectedness, Identity and Alienation”. Finally, Dr Miho Inaba of Lund University (Sweden) looked at autonomous learning in the acquisition of languages, asking: “What is the Role of “language classes” in Autonomous Learning?: The Implications from Japanese Language Learners’ L2 Activities Outside the Classroom” We would again like to extend our gratitude to the conference chairs, the featured speakers, and student volunteers from Blatchington Mill Sixth Form College for helping to staff the event, and look forward to welcoming delegates back to Brighton in 2014.
The distractive effects on attentional task performance in different paradigms are analyzed in this paper. I demonstrate how distractors may negatively affect (interference effect), positively (redundancy effect) or neutrally (null effect). Distractor effects described in literature are classified in accordance with their hypothetical source. The general rule of the theory is also introduced. It contains the formal prediction of the particular distractor effect, based on entropy and redundancy measures from the mathematical theory of communication (Shannon, 1948). Single- vs dual-process frameworks are considered for hypothetical mechanisms which underpin the distractor effects. Distractor profiles (DPs) are also introduced for the formalization and simple visualization of experimental data concerning the distractor effects. Typical shapes of DPs and their interpretations are discussed with examples from three frequently cited experiments. Finally, the paper introduces hierarchical hypothesis that states the level-fashion modulating interrelations between distractor effects of different classes.
This article describes the expierence of studying factors influencing the social well-being of educational migrants as mesured by means of a psychological well-being scale (A. Perrudet-Badoux, G.A. Mendelsohn, J.Chiche, 1988) previously adapted for Russian by M.V. Sokolova. A statistical analysis of the scale's reliability is performed. Trends in dynamics of subjective well-being are indentified on the basis the correlations analysis between the condbtbions of adaptation and its success rate, and potential mechanisms for developing subjective well-being among student migrants living in student hostels are described. Particular attention is paid to commuting as a factor of adaptation.