Articles

The article provides an overview of foreign studies conducted over the past 30 years on the topic of identifying the specifics of executive functions in premature babies. The contradictions in the conclusions of various authors about the differences in verbal and spatial memory in full-term and premature babies have been identified. The results of a meta-analysis of the deficit of executive functions in premature infants at different age periods are presented. The biological, ecological, socio-economic factors of the cognitive problems of prematurely born children, considered in various studies, are considered. The data on the consequences of birth at different stages of gestation in preschool, primary school, adolescence, adolescence and adulthood are analyzed. A review of foreign sources indicates that in premature babies, compared with full-term babies, the level of formation of executive functions is largely determined by the quality of nursing and care of people raising a child, their level of education and maturity. The effect of prematurity on executive function is most likely a subject-specific rather than a global factor; they can be trained and improved at different ages

In the mainstream of the systemic personality-developmental approach, a theoretical and empirical study of continuity as the basis for ensuring the learning and development of schoolchildren and students during the transition «school-university» was carried out. The results of the study made it possible to distinguish three crises of continuity: the crisis of the transition from general education to higher education, the crisis of the middle of education at a higher educational institution, and the crisis of the transition from education at a higher educational institution to professional activity. It is shown for the first time that overcoming and preventing succession crises depends on the following psychological conditions: 1) the level of self-awareness of the student, 2) the level of personal and professional development of the teacher, 3) the degree of formation of the polysubject community at school and university. Psychological and pedagogical tools (psychological programs) aimed at preventing and correcting succession crises have been developed and introduced into the educational process of the university.

The study tests hypotheses about the activation of two quantity systems in different conditions of access to stimuli visual parameters. 23 participants (M=26,83 years, SD=9,78 years) performed tasks for non-symbolic comparison of quantities, for perceptual accuracy, for comparison of non-symbolic and symbolic quantities. As a result, new experimental data were obtained to explain the cognitive and psychophysiological mechanisms of the non-symbolic numerosity representation.

The study is devoted to assessing the digital literacy of schoolchildren and their attitudes to STEM, depending on the digital level of the school's environment. Four schools have been assigned a digital level based on the DESI score. The results showed that schoolchildren from schools with a higher digital level have less endorse stereotypes related to STEM. At the same time, boys’friends from schools with an average digital level have more positive attitudes towards math which is an important predictor of STEM choice for future career. The level of digital literacy of schoolchildren became an insignificant factor for students' attitudes to STEM.

Pediatric cancer poses an increased risk of cognitive deficits: the planning function may decrease. As a result, in children who survived cancer, the planning function is reduced in comparison with the control group. Medical factors did not act as predictors of planning development; age and gender were significant predictors.

The results of the study of the relationship between the accuracy of the estimation of quantities, expressed in symbolic and non-symbolic form, with the success of completing tasks in mathematics, including in the format of state exams, at different stages of schooling, are presented. A study with the participation of 493 schoolchildren in grades 4, 9 and 11 shows the specificity of the ratio of the accuracy of symbolic and non-symbolic representation of quantity at the primary, basic and complete levels of general education. A conclusion is made about the dependence of the relationship between the accuracy of symbolic and non-symbolic representation of quantity and the success of state examinations on the level of school education and, accordingly, the type of examination or test work.

Abstract

Background. Total emotional distress scores may fail to capture differences in the balance between anxiety and depressive-anhedonic symptoms. For professions involving public evaluation and the need to mobilize resources quickly, analyzing the structure of distress may be more informative than relying on an overall score.

Objective. The goal is to compare the overall level and profile of emotional distress in performing artists, researchers, and a comparison group while accounting for sex and age.

Sample. The analysis included 299 adults from different professions: 87 performing artists, 89 researchers, and 123 participants in the comparison group; 190 women and 109 men. The mean age of the performing artists was 35.92 years (SD = 15.73), that of the researchers was 34.97 years (SD = 15.31), and that of the comparison group was 28.78 years (SD = 11.85).

Methods. Emotional distress was assessed using the Hospital Anxiety and Depression Scale (HADS; A.S. Zigmond, R.P. Snaith). Two subscales — anxiety (HADS-A) and depression (HADS-D) — along with their sum (the total HADS-T score) and a profile contrast calculated as the difference HADS-A minus HADS-D, reflecting the predominance of anxiety over depressive symptoms, were analyzed. Cronbach's α, the Kruskal — Wallis test, multivariate analysis of covariance, linear regression with robust standard errors, and comparison of screening proportions were used.

Results. Total HADS-T scores showed virtually no difference between groups: 10.09 in artists, 10.39 in researchers, and 10.08 in the comparison group; p = 0.900. The profile, however, was not uniform. After adjusting for sex and age, artists scored 2.03 points higher than the comparison group on the anxiety subscale (HADS-A) (p = 0.001) and 1.11 points lower on the depression subscale (HADS-D) (p = 0.018). The profile contrast in artists exceeded that of the comparison group by 3.14 points and that of researchers by 2.32 points (both p < 0.001). The proportion of elevated anxiety scores did not differ, whereas elevated depressive-anhedonic scores were less common among artists.

Conclusion. Comparable overall emotional distress may have a different internal structure. Artists are characterized by a relative predominance of the anxiety-mobilization component alongside less pronounced depressive-anhedonic symptoms. Thus, HADS-T should not be used without separately analyzing its subscales.

Abstract

Background. Reproductive activity is a complex, dynamic process of existential self-determination within the integral system of parenthood, which ensures the development and realization of an individual's subjectivity. In information society, the reproductive activity of a person is realized against the backdrop of many contradictions, which is why the study of psychological factors and mechanisms related to the reproductive sphere becomes particularly important.

Objective. A study of the factors and mechanisms that influence the specific nature of a person's reproductive activity and determine a favorable or unfavorable predisposition to childbearing.

Sample. The study involved 479 respondents aged 17 to 46 (M_age = 33.22; SD = 10.01; 39.2% — male), living in the city of Krasnodar, the Krasnodar Territory, and other regions of Russia.

Methods. Family Emotional Communication Questionnaire (A.B. Kholmogorova et al.); Attachment to Parents and Peers Questionnaire by G. Armsden and M. Greenberg; test "Personal Helplessness" by V.V. Shipovskaya; test "Protest Activity of the Individual" by A.Sh. Guseynov; the Internet Addiction Test by K. Young. The data were processed using the programs IBM SPSS 23, AMOS 23 and MS Excel by means of descriptive statistics, correlation analysis, multiple regression analysis, and SEM.

Results. The study has demonstrated the contribution of psychological factors and mechanisms that determine predisposition to childbearing, namely: secure attachment to parents, a positive image of parents and trust in them, independence. Whereas alienation from parents, helplessness (inaction, alienation, rumination), protest (negativism, escapism, anomie, opposition), and internet addiction turned to be significant predictors of low motivation to have children. For most respondents, housing conditions is a significant factor for planning the number of children.

Conclusions. A favorable family climate, emotional closeness, the experience of secure attachment to parents, positive parental representations, and independence encourage having children and contribute to building a model of family life. The type of attachment acts as a mechanism that shapes the attitude towards parenthood, determining the dynamics and specifics of a person's reproductive activity. Alienation, helplessness, a tendency toward destructive protest activity, and internet addiction form the grounds for reproductive passivity.

Abstract

Background. The problem of development, dating back to ancient philosophy (Plato, Aristotle) and continued in the works of medieval authors (Acts Augustine) and German classical philosophy (primarily G.W.F. Hegel), has long been explored through the prism of questions about the relationship between part and whole, matter and form, as well as the idea of causality and the hierarchy of forms. An analysis of the works of Russian authors such as L.S. Vygotsky, A.N. Leontiev, and D.B. Elkonin, who continued research in this area, revealed that they understood development as a process of formation, conditioned by the assimilation of cultural achievements.

Objective. An analysis of the emergence of the concept of "development" and the associated limitations in its modern interpretation in relation to the currently established educational practice.

Results. It has been shown that the key flaw in understanding development as a process of formation in childhood is its reproductive and predetermined nature. The acquisition of ideal models through adult guidance sets not only the direction but also the limits of development. The consequence of this position is a focus on educational efforts on mastering the cultural plane and a lack of targeted interaction with the natural plane. Drawing on Aristotle's ideas, this article provides a theoretical justification for understanding development as the realization of a child's own potential, i.e., self-development.

Conclusions. The provided theoretical foundations for a shift from the study of development as an interaction of natural and cultural forms of the psyche to its understanding as a complex system of processes of formation and self-development open up new possibilities for the organization of educational practices in childhood. These practices should be aimed at supporting not only children's creativity, but also forms of interaction that allow them to explore existing possibilities and search for new ones.