Psihologičeskij žurnal

The purpose of the study: to study the links between the dynamics of the subject's professional development throughout the working life and the conditions of the social environment, which are updated as resources. Hypotheses: 1. The conditions of the social environment, updated as resources at different stages of the subject's professional development, can change the strength of influence and valency (sign). 2. In different professional fields, environmental conditions as resources of the subject differ. 3. Individuals with different success of the “vertical career” have different environmental conditions as the resources of the subject. 4) The connections between the dynamics of formation and updated resources are different for representatives of fields of activity with a “high” and “flat hierarchy” of job promotion. The author's technique “Dynamics of professional life style” was used. Respondents assessed in points — from 0 to 8 — the conditions of the social environment as “professionalism factors”, the dynamics of their professionalism from 20 to 65 years (retrospectively and prospectively), recorded their socio-demographic and service-official characteristics. 567 people were interviewed — 306 men and 261 women aged 30–50 years — 132 civil servants, 221 managers, 129 engineers and heads of departments of industrial enterprises, 85 teachers holding positions from an ordinary specialist to a deputy minister). The features of the actualization of the conditions of the social environment as intersubjective and extrasubjective resources were analyzed; descriptive statistics, t-comparison for independent groups and multiple regression analysis (MRA), Forward method (direct) were used. Results. Representatives of the four groups (civil servants, engineers, managers, teachers) were similar in terms of their socio-demographic characteristics — by age (M = 40.7, SD = 9.8), work experience (M = 19.8, SD = 10.1), management experience (M = 7.7, SD = 8.7), 424 people. were married (75 %), the average number of children was 1.3; they held positions from an ordinary specialist to a deputy minister (in the questionnaire scores — from 3 to 8; M = 3.7, SD = 1.5); the characteristics of their parental family were also similar; their assessments of the subjective significance of environmental conditions as “professionalism factors” ranged from 0 to 8 for most of the analyzed variables. The dynamics of the professional development of the subject (PSS) was characterized by an increase in the level of professionalism up to 50 years and its subsequent decrease with moderate inter-individual variability, which differed among representatives of different professional groups. The environmental conditions updated by them differed more pronouncedly as resources from 20 to 65 years. Conclusions: 1. During the working life of a person, the conditions of the social environment are selectively updated as resources, at different stages of the formation of professionalism, they change the strength of influence and valence (sign). 2. The selective (and not total) impact of environmental conditions as resources differs among representatives of different professional fields, different social groups. 3. Representatives of fields of activity with a “high hierarchy” — a large number of positions of promotion (civil servants, engineers of industrial enterprises, managers of commercial organizations) and a “flat hierarchy” — a limited number of positions (teachers) have different connections between the dynamics of their professional development and the updated conditions environment as resources; such connections also differ among individuals with different success in the “vertical career” (specialists and managers).

A method including registration of an electroencephalogram (EEG) has been developed and tested to study the processes of acquisition/improvement of a skill. The method is based on the Signal Detection Theory. The experimental task was to distinguish of short time intervals. The psychophysiological data of 10 study participants (learning group) from the total sample (N = 28) were analyzed. Typical components of event-related potentials (ERPs) during the presentation of the estimated signal were identified. Time-amplitude characteristics of the components were analyzed. The results obtained are discussed from a system-evolutionary approach.

Emotion differentiation is a construct that expresses the fragmentation of a person’s emotional experience, in other words, how well a person distinguishes between his emotions. The importance of studying emotion differentiation is due to the fact that it is associated with emotion regulation and psychological well-being. Several methods for measuring emotion differentiation have been proposed, but it is not known how comparable their results are. The purpose of this work was to develop Russian-language versions of three methods for measuring emotional differentiation, adapt them and analyze the extent to which their results are comparable with each other. Two methods (SRT and PED-task) were laboratory, one was based on repeated measurements of emotional state over 10 days. Using these methods, data were collected on 107 participants aged 18 to 44 years (M=24.22; SD=6.35), of whom 85 were women and 22 were men. The reliability of all obtained indicators was satisfactory (from 0.50 to 0.78). Indicators of laboratory methods are positively related to each other, but practically do not correlate with indicators obtained using the method of repeated measurements. It is concluded that these two types of methods measure different aspects of emotional differentiation or even different constructs. A method based on multiple measurements seems to be more preferable, since it has higher ecological validity and also allows one to obtain rich additional information about the general emotional background and the variability and dynamics of emotional states.

A post-nonclassical methodology was used, within which simple, complex, self-developing systems are considered. In accordance with the methodology, the system of concepts is considered as a set of autonomous terms, on the basis of which theories are constructed, which are part of the semiotic space of their authors. Semiotic space as a microcosm of individual meanings and meanings, formed in the process of life, serves as a model of the world, an instrument of self-organization of the subject, and a potential mechanism for joint development. Considering that the mental organization of the researcher and the organization of his social context are interdependent and linked by circular causality, the complexity of their organization turns out to be conjugate. The same principle applies to the collective subject of science. Science as a social institution of society reproduces the complexity of the organization of society, and the complexity of the mental instrument of scientists becomes associated with the complexity of the organization of their scientific community and the problems of society that it solves. In the history of science, there is an evolution of basic metaphors for understanding scientific knowledge from an archive of knowledge and a network tool for researchers to a quantum compass, which indicates the directions of development of society based on joint activities in building the future, suggesting the possibility of its self-development in this process. The system of concepts as a fragment of the mental tool of researchers in understanding its development reproduces the logic of the evolution of scientific knowledge. Understanding the organization of a system of concepts, depending on the methodology of researchers, is transformed from the classification of concepts to their system-network organization, and from them to the hypertext of a self-developing collective subject of science.