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.
Socio-psychological conditions for origin of victimity and victim behavior of girls – victims of sex slavery have been studied. The study was conducted in the Moscow rehabilitation center of International Organization for Migration for the victims of traffi cking. 78 females – victims of sex slavery aging 15–35 constitute the main group in the study; the control group consists of 100 female students of the university aging 18–25 years. Signifi cant differences in the level of socialization, personality characteristics, and conditions of socialization were revealed between groups. Six groups of key socio-psychological features characterizing cognitive, emotional and volitional, personality factors of victimization, rehabilitation potential, traumatic experience, typical for female victims of sex slavery were identifi ed by means of factor analysis. It was proved that victimity as a socio-psychological mechanism of social behavior regulation correlates with girls’ diffi cult life situation, as well as with social immaturity, which is a consequence of unfavorable conditions of socialization.
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
The article presents the development of the database ENRuN that contains normative emotional ratings of Russian nouns. For 387 nouns, their relatedness to five emotional categories – happiness, sadness, anger, fear, and disgust – was rated. High reliability of the collected data has been shown; sex differences and interrelations among categories have been analyzed. For each word by each emotional category, the database provides a mean score, standard deviation, minimum and maximum scores, as well as word length in letters and syllables and word frequency. The database ENRuN can be used in the studies of emotional stimulus processing, for emotion induction in the laboratory setting, analysis of text emotional tone, and in other domains of the experimental psychology of emotion. The database is accessible free online (DOI: 10.13140/RG.2.2.33177.62566).
Current models of category learning di er unidimensional and complex category rules. Numerous studies using various types of interference task showed that unidimensional rule-based category learning can be disrupted by verbal interference, and complex rule-based category learning can be disrupted by nonverbal interference. However, in these studies, interference accompanied all stages of learning, which prevent to detect its in uence on the di erent components of the learning process. In two experiments participants were to categorize arti cially created stimuli according unidimensional or complex rules. The interference tasks were presented at the beginning or in the middle of the learning course. It was found that the complex- based rules learning slowed down during interference and continued at the previous rate after interference termination. The unidimensional rule-based learning also slowed down at the time of interference but after it stopped this type of learning continued at a higher rate. These results are discussed in relation to the COVIS model.
Distractor's effect (stimulus which is irrelevant at a certain moment and ignored) on task solving efficiency is considered. It is revealed that according to problem situation and connection with target stimulus any distractor can produce two opposite effects: negative - interference and positive - redundancy effect. Distractor effects' classification based on one of possible grounds - distractor's source: sensory inputs effects, hierarchical effects and correlational effects is given. Possibility of level-hierarchical relation between the three classes of effects is discussed.