Vol 47, No 1 (2026)

A key challenge of contemporary psychology is to overcome the contradictions between scientific knowledge and practice-oriented activity, recognizing the complementarity of theoretical inquiry and action-transformative embodiment. On the basis of the conceptual theory of “interaction and development”, Y.A. Ponomarev carried out a more complete interpretation of the results of experimental activity in solving creative problems, showed a wide application of the law of transformation (the law of SLS). The essence of the law is presented in the heuristic model of the psychological mechanism of behavior (creativity) with its “two-pole organization of interacting systems”, in the limit constituting the organic and inorganic pole of the Universe. In the space of these poles the evolution and new semantic filling of the term “interaction” are shown. The stage-based development of psychological theory underpins the theoretical and practical implementation of action-transforming strategy of behavior. The possibility of practical application of the action-transformative approach in personality-cholic psychology is shown. The paper shows the vectors of development of action-transformative strategy through the interdisciplinary integration of psychology and artificial intelligence. Based on the stage approach and the concept of “interaction”, the transition from description to modeling and behavioral management in the digital environment is substantiated. A dual-circuit model for analyzing and interpreting the behavior of users of the digital environment is presented. The first circuit includes neural network methods for predicting the academic and professional success of an individual on the basis of his/her digital footprints. The second circuit is focused on the interpretation of the textual content of digital environment participants by means of large language models with the subsequent reflexive optimization of classification criteria. The possibilities of valid operationalization of behavioral indicators and their theoretical interpretation within the framework of modern psychological methodology are shown.

This article examines the fundamental premises of understanding psychic reality based on David Bohm’s concept of the implicative order. Arguments are presented for expanding the classical mechanistic paradigm. It is shown that psychic reality can be viewed as a unique multidimensional structure that folds and unfolds during an individual’s interaction with the world. Particular attention is given to D. Bohm’s concept of “cold motion” and the relationship between implicit states of consciousness and explicit phenomena, including through analogy with the holographic principle and quantum concepts of nonlocality. This holistic approach opens up prospects for rethinking the “inherent ontology” of the psyche. The final section discusses how the proposed ideas can be applied in modern scientific psychology to clarify and develop theoretical constructs (for example, “cognitive resource”), as well as to form an integrative paradigm in which the mental and physical aspects of reality are interpreted as aspects of a single, multidimensional whole.

This paper presents a brief description of the functional characteristics of international sanctions and a detailed analysis of their psychological effects. The analysis is based on the results of scientific research — surveys, analytical reports and open official sources, including online resources, in particular international ones (The Lancet, Journal of Peace Research, European Journal of Social Psychology, UN and World Bank reports, as well as sociological research data). The analysis leads to a number of conclusions indicating that international sanctions, despite their political goals, have profound and often unintended psychological consequences. Sanctions can trigger varying degrees of stress, anxiety, and depression; create cognitive isolation and cause cognitive dissonance; and lead to psychological trauma, especially among young people. Moreover, sanctions often have the opposite effect — instead of exerting pressure on government structures, they strengthen the legitimacy of power and foster a sense of national unity. Empirical studies have revealed that sanctions are perceived by Russians as aggression against the state, evoking negative emotions and feelings — stress, anxiety, depression — and that the primary response is rejection, ranging from indifference to protest.

Our study aimed to identify predictors of reading comprehension, motivated by the growing body of evidence regarding difficulties in semantic reading among healthy adults. We hypothesized that (1) predictors of the text comprehension include both cognitive characteristics of readers — specifically psychometric intelligence (IQ), Theory of Mind (ToM), and “equivalence range” and “field dependence-independence” cognitive styles — as well as their ability to identify various types of implicit meanings within the semantic structure of a text; and (2) different cognitive characteristics are associated with the identification of distinct types of implicit meanings. Fifty participants (36 females; aged 22–57 years) were individually assessed for abovementioned cognitive characteristics and then participated in in-depth semi-structured interviews on text comprehension. Regression analysis of the proposed predictors revealed no significant contribution of ToM and cognitive styles to the text comprehension. However, it demonstrated a combined effect of IQ and the diversity of implicit meaning types identified by respondents. Identification of specific types, namely, character contrasts and symbols. Additionally, findings suggest potential indirect associations between certain cognitive characteristics and text comprehension, mediated by their relationship with the understanding of particular types of implicit meanings. These findings (1) align with theoretical frameworks and extend knowledge about the contribution of IQ to reading comprehension, underscoring the necessity of considering the specific roles of readers’ cognitive characteristics in distinct aspects of comprehension; and (2) suggest that accounting for various forms of indirect meaning transmission in texts is productive for investigating the combination of intellectual operations underpinning text comprehension and the influence of readers’ cognitive traits on this process.

The article is focused on the study of the relationship between children’s theory of mind and the characteristics of their interaction with the caregiver in family. Based on the ideas about young children developing at an early age in the “mother–child” system, it was assumed that there is a correlation between the indicator of the theory of mind and the characteristics of interaction on the side of the mother, the child, and in the dyad. The study participants were 31 children without medical and biological risk factors aged 12 to 50 months (M(SD) = 28.6(8.98) months) and their mothers (30.7(6.38), 20 to 45 years old) with above-average education level, living mostly with an only child in a full family with average and above-average income. To assess the theory of mind, items extracted from the personal-social scale section of the BDI method (“Battelle Developmental Inventory”) were used, and a 5-minute videotape of their interaction was analyzed using the PCERA method (“The Parent-Child Early Relational Assessment”) to study the mother-child interaction. The results indicate a significant positive relationship of the theory of mind indicator in children with the characteristics of interaction on the part of mothers (expression of pleasure toward child during interaction, social initiatives, absence of negative physical contact), on the part of children (self-organization/self-regulation, adaptive abilities, persistence in achieving the goal, ability to focus and sustain attention, absence of focusing on the mother`s emotional state) and in dyad (absence of tension and anxiety). The findings are discussed in terms of the forming of children’s understanding of mental states in the context of their primary socio-emotional environment.

Using the task of distinguishing short time intervals, two series of experiments (N = 28; N = 51) were conducted to assess the dynamics of behavioral indicators (psychophysical: indicator d’ and decision criterion β, as well as the variable “response time”) in learning and improving a skill (assessment of the dynamics of the interrelationships of these indicators). From the standpoint of the system-evolutionary approach, learning is considered as the process of acquiring a new element of experience, integrating it into the existing structure of an individual’s experience under a new system and existing systems, and skill improvement as a further reorganization of experience by changing intersystem relationships. It is shown that the era corresponding to learning is characterized by a higher relationship between performance and decision-making criteria. The era corresponding to improvement is characterized by a missing relationship between performance and decision-making criteria (before and after improvement — direct or absent). It has been shown that the era corresponding to learning is characterized by a lack of connection with the response time, and corresponding to improvement, by the presence of feedback.

Reconstruction of the continuity of the contribution to the formation of the scientific tradition of the Psychological Institute is important for a critical understanding of the history of the Soviet psychology’s formation. In order to characterize the historiography of the formation of the institute scientific tradition under the leadership of G.I. Chelpanov and L.S. Vygotsky conducted a comparative analysis of specialized monographs published by Russian, American and European historians of psychology. It is revealed that Western authors note the role of G.I. Chelpanov both in creating the organizational base of psychological education and experimental work, and in providing conditions for comprehensive research, the coexistence of different approaches and laboratories in the structure of the institute. Already in the 1950s in American historiography there was an idea about the development of the problem of consciousness by L.S. Vygotsky’s as a return, at a new level, to ideas rejected during the criticism of G.I. Chelpanov’s position. And in the 1980s, the tradition of openness to different research strategies, laid down by G.I Chelpanov, was defined as a condition for the development of L.S. Vygotsky’s system of views. In Soviet historiography, the scientific position of G.I. Chelpanov was criticized as “idealistic”, his scientific tradition was not analyzed, and even his organizational efforts began to be recognized only in the last third of the century. The results of the analysis allow us to enrich Russian historiography with an idea of the role of G.I. Chelpanov in the formation of the scientific tradition of the Psychological Institute in its object interpretation. For the productive research work of the next generation of employees, including under the leadership of L.S. Vygotsky, it was important to have and own such objects of the scientific tradition laid down by G.I. Chelpanov as the organizational structure, material and technical base, personnel, and such methodological principles of scientific activity as orientation to the experimental method of studying mental processes, solving the problem of consciousness and openness to the development of various scientific approaches.

The article by Yu.N. Oleinik and A.L. Zhuravlev “Scientific Traditions as a Mechanism of Continuity of Psychological Knowledge” (in two parts), published in the Psychological Journal (№ 4, 5 for 2024) is discussed and analyzed. The need for scientific discussions as a constructive form of creative communication in the research community is emphasized. In this regard, the project of scientific discussions implemented on the pages of the journal is supported. The need for a systems approach to the study of continuity is substantiated, while it is proposed to consider tradition not only as a mechanism for transmitting knowledge, but also an element of its structure and one of the possible dimensions of continuity as a systemic phenomenon. It is proposed to take into account the role and significance of traditions in determining the prospects for the development of psychological science. Thus, the position is emphasized that the study of traditions has not only historical meaning, but is also one of the conditions for increasing the accuracy and adequacy of predictive judgments and developments. The constructiveness and relevance of developments in the transmission of scientific knowledge from generation to generation are noted, and the timeliness and importance of the scientific article under discussion are emphasized.

This article continues the discussion initiated by researchers Yu.N. Oleinik and A.L. Zhuravlev. It highlights the general theoretical significance of the authors’ scientific positions and their role in shaping the research perspective on this issue in specific areas of psychology, the effectiveness of their attempt to elevate the phenomenon of tradition to the level of a unit of logical analysis, and their innovative position as creators of a new three-dimensional model for studying it. The possibility of considering the research program as a translator of traditions is analyzed from a perspective. The supra-rational aspects of the Russian cognitive tradition are emphasized, and a vector for overcoming the factors that distort its humanitarian nature is formulated.

The V International Scientific Conference “Human Abilities and Resources in a Changing World”, dedicated to the 70th anniversary of V.N. Druzhinin’s birth, was held on September 23–24, 2025 at the Institute of Psychology of the Russian Academy of Sciences in Moscow. Leading scientists, 328 people from 9 scientific fields, highlighted key trends in the development of the psychology of abilities, such as the transformation of cognitive abilities in the context of digitalization, the problems of interaction between artificial and natural intelligence, and the neurobiological and genetic foundations of individual differences. Special attention is paid to the work of V.N. Druzhinin and its influence on modern psychology. The current problems of the psychology of abilities and promising areas for future research are formulated, including neurointerfaces, epigenetics of abilities and coping intelligence, the psychology of human-machine collectives, and a body-oriented approach.

В связи с непредвиденными обстоятельствами произведена замена DOI статей с префиксом Российской академии наук за 2025 год. В первых выпусках журналов РАН за 2026 год размещена информация о замене цифрового идентификатора на действующий DOI.