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Development as an object of psychogenetics
M. S. Egorova, T. M. Maryutina
Two aspects of
genetic-invironmental interaction in human development—specific and
individual—are analysed. The former is connected to ontogenetic realization of
normative laws determining universal for human population traits. Possible
mechanisms of genotypic influence on psychic development are considered.
Normative laws of genetic—environment interaction and genetic-environmental
interaction in individual psychological traits' formation are independent phenomena.
The latter can be experimentally studied by special genetic methods. The
possibilities of these methods usage in psychological research (for instance,
in the study of developmental stages order and of the role played by
environmental factors in individual differences' formation) are analysed.
Ecological disaster image's forming on the example
of Tchernobyl atomic disaster
V. A. Molyako
Ecological problems and population's attitude to them are considered in their connection to Tchernobyl atomic disaster. The structure of Tchernobyl atomic disaster (TAD) image in children and adults is analysed and its role in people behavior is studied.
Social-psychological mechanisms of children's
introduction to the tradition of alcohol drinking
L.O. Romanova, T. I. Petrakova
The study was
aimed at the investigation of the formation of a set and drinking tradition
elements' adoption in schoolchildren. 6—7-years-olds have already the basic
parts of information concerning alcohol. 9—11-years-olds demonstrate broader
views on situations when alcohol consumption is possible. Their knowledge of
alcohol results is based on more differentiated evaluation of drunken adults
and on their own single trials of alcohol. Adolescents (about 14 years old) are
characterized by their own standards in alcohol sub-culture adoption. Knowledge
of ritual is formed earlier than positive attitude to alcohol. This fact makes
it possible to achieve purposeful anti-alcohol measures in schoolchildren.
Some data on the
first Russian psychological institute foundation are presented.
Developmental psychology problems
(reading O. Mandelshtam's poetry)
V. P. Zinchenko
Continued from N
4, 5, 6 1991; N 3—4 1992.
The aggression and control
T. G. Rumyantseva
The problem of
control, restrain and overcoming of aggression analysis and the main ways of
its solving in modern Western psychology are reviewed. True scale and
philosophical status of the problem are shown: its solving is a prerequisite
for the working out and practical application of strategy and tactics of
non-violent human coexistence. Some theoretical concepts and practical methods
are discussed: cognitive control, physiological pressure means, incompatible
answers' strategy, ets.
N. N. Palagina
The contents and
the meaning of child's play with uninformative objects as well as its
development are studied. Longitude observation of 6 children in a family and
experimental research in a kindergarten (200 children aged-1—2.5 years) using
the methods of Russian folk pedagogics show that the contents of object play include
the variation of place, conditions and means of actions with the object, its
equipment with uncharacteristic functions and the traits of an alive one. Such
a play makes children comfortable, they acquire the possibilities for
conditioned actions, symbolic replacement, imagined situations. Object play is
a material base of images' transformation. The show of possible actions with
the objects during the lessons and in everyday life is necessary for its
development.
E. E. Sapogova
The system mode]
of sign-symbolic activity's development in ontogenesis is offered. Its three
stages are marked out: low level — replacement, middle level — modelling, and high
one — mental experimenting, each characterized by qualitative peculiarities in
idealized objectivity's construction. The central process for preschool age is
modelling, which is studied experimentally. Original method «Buttons» was designed to study if senior
preschoolers master the modelling and the means of it. The results show that
about 70 % of senior preschoolers can compare modelled properties to known
concrete ones.