"Принцип оппозиций" в персонологическом познании
The paper discusses the principle of opposition as a way of understanding personality that is peculiar to European thought. This principle finds its conceptual foundations in dialectic phylosophy, depth psychology, and in the theory of vital relationships of personality developed by E.B. Starovoitenko. The opposition principle is considered within the context of general personology, and the possibilities of its application to state and develop new problems of personality research by means of synthesizing theory, hermeneutics, and practices of personology. The author describes the ontological, gnoseological, and reflexive phenomenological 'modes' of existence of oppositions in personality life. Results of a qualitative hermeneutic study of personality attitudes to the oppositions of life are presented. Intuitive ways of dealing with oppositions are reconstructed on the basis of European and Russian fairy-tales and described. The problem of the as a subject of attitude to oppositions in life is stated.
The commented famous work by S.J. Gould and R.C. Lewontin is crucial not only to sociobiology critique but to polemics on evolutionary theory in general. Reflection provoked by Gould and Lewontin’s paper in the field of philosophy of biology enables to clarify the relation between the adaptationist program and biological reductionism.
We calculate determinants of weighted sums of reflections and of (nested) commutators of reflections. The results obtained generalize the matrix-tree theorem by Kirchhoff and the Pfaffian-hypertree theorem by Massbaum and Vaintrob.
The paper treats the issue of identity of the ego, which constitutes the central problem of personology. The skeptical approach to this problem, which sees it as not being subject to be resolved by means of science, began with D. Hume's work. Contemporary personologists (P. Ricoeur and others) approach this problem through study of culture, which imparts the ego with «narrative identity». Cultural historic psychology is a «Bridge of interpretations», upon which philosophy of culture meets psychology, and psychological data associated with «personality» are interpreted on the basis of some specific cultural philosophic theory. The «conflict of interpretations» plays and essential role in personology, which participates in the processes of emergence and overcoming of the cultural crisis. Philosophical and methodological problems that define the near term perspective development of personology are formulated: whether there are any «ego invariants» that remain regardless of any possible cultural determination; whether the ego possesses any rigidity in relation to cultural determination and, if it does, what is the nature of this rigidity; whether ego identity is destroyed when cultural determination diminishes or ceases, etc.
The reflection diagnostic technique is based on long-term fundamental theoretical and methodological researches of Russian psychologists. A new approach to reflection diagnostics is focused on the study of reflexivity mechanisms within the structure of activity. The reflection is considered as the process of person’s consciousness of the means and ways of his/her activity, and of the causes of its successes or failures. By reflection it becomes possible to reproduce past experience, to get the experience and to turn it into the way to act in problem situation.
The assessment of the reflexivity mechanisms quality in activity processes enables to understand the activity as it is processing, to enhance its productivity, to minimize expenditure of time and efforts in life and professional task solving. The technic is based on ideas of subject-activity approach developed by such Russian psychologists as Rubinstein S.L., Abulkhanova K.A. and Brushlinsky V.A., and the psychological model of functional activity system developed by Shadrikov V.D. In keeping with this model the following indices of reflection have been identified:degree of basic need and motive of activity, action and deed awareness (the awareness of what is person actually wants); character of activity, action and deed goal (the presence of clear image of expected result); assessment of extrinsic and intrinsic motive of activity, action and deed; decision-making in activity, action and deed preformation; program (plan) of activity, action and deed; fulfillment of activity, action and deed; assessment of activity, action and deed progress results; qualitative and quantitative descriptions of achieved final result.
The reflection diagnostic technique is a questionnaire that consists of 56 closed questions. The questions are structured according to sequentially solved tasks of activity. The in-depth analysis is implemented by series of open questions. The technic is oriented to adult from 16 to 65 years old.
The purpose of the research is to substantiate the development of integral branch of modern psychology of personality which is defined as personology. The research stresses the need to change dominating analytical approaches to the study of personality for the synthetic approach defined as «science of synthesis». It will reflect multiple ties between different theories and consulting personality models; experience of creating a single semantic space for personality cognition; unity of theoretical, cultural and practical psychology of personality. This triple format of personology is focused on discovery and realization of self-cognition of the personality as well as personality of the personologist being the subject of hermeneutics, theoretical studies and practical activity. The research defines the subject of personology based on positions of synthesis as well as defines the foundation for integration of the personological knowledge, structure of personology, content, method and forms of interaction between cultural, fundamental and consulting psychology.
The essay on thinking of thinking. The article is motivated by the 80-th birth anniversary of outstanding psychologist and pedagogue V.V. Davydov who was engaged, in collaboration with D.B. Elkonin, in elaboration of psychological foundations and pedagogical practices of developing education. The program he has devised focused on the advance of schoolchildren’s capacity for theoretical thinking and formation of readiness, inclination and capacity for conceptual thinking. An attempt to apply V.V. Davydov’s ideas to analysis of the thinking per se is made. Special attention is given to reflexion and intuition.
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.