The author refl ects upon the book The Sources of cultural-historical psychology: philosophical-humanitarian context by V. Zinchenko, B. Pruzhinin, T. Schedrina. Moscow, 2010.
The article deals with the clauses or preconditions of language and culture acquisition. Following G. G. Shpet, A. A. Uchtomsky, M. Heidegger, N. A. Bernshtein and V. V. Bibikhin, the author qualifies them as «pre-experiential origin». This «origin» is regarded as direct intelligible intuition, spiritual integral, non-differentiated unity: I understand, I think, I can. Spontaneous character of this origin does not mean its primitiveness. Non-mediated pre-experiential origin develops in its differentiation that comes to life in joint activity, in interflowing communication giving birth to multiple forms of culture-mediated behavior. Development of these forms hampers perception and understanding of the world in its immediacy but also enriches these acts. Interchange and interaction of the immediate and the mediated is regarded as a necessary condition of human development and productive activity. The author questions the idea of division psychological functions into natural and cultural (higher), assumed in cultural-historical psychology.
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.