All
 
|
 
 


Fundamental Science and Practice: From a Multidisciplinary Analysis of Learning, Memory and Moral Judgements to Applied Methods of Education
 
PIIS020595920019402-8-1
DOI10.31857/S020595920019402-8
Publication type Article
Status Published
Authors
Yu. Alexandrov 
Occupation: Head of Shvyrkov’s Laboratory
Affiliation: Institute of Psychology, Russian Academy of Sciences
Address: Russian Federation, Moscow
A. A. Sozinov
Occupation: researcher, Shvyrkov’s Laboratory of Psychophysiology
Affiliation: Institute of Psychology, Russian Academy of Sciences
Address: Russian Federation, Moscow
O. E. Svarnik
Occupation: senior researcher, Shvyrkov’s Laboratory of Psychophysiology
Affiliation: Institute of Psychology, Russian Academy of Sciences
Address: Russian Federation, Moscow
I. M. Sozinova
Affiliation: Institute of Psychology, Russian Academy of Sciences
Address: Russian Federation, Moscow
A. I. Bulava
Occupation: junior researcher, Shvyrkov’s Laboratory of Psychophysiology
Affiliation: Institute of Psychology, Russian Academy of Sciences
Address: Russian Federation, Moscow
Marina Kolbeneva
Occupation: scientific researcher at Shvyrkov’s laboratory of Psychophysiology
Affiliation: Institute of Psychology, Russian Academy of Sciences
Address: Russian Federation, Moscow
Vladimir Аpanovich
Occupation: Junior researcher at Shvyrkov’s laboratory of Psychophysiology, IP RAS, research fellow at laboratory of neurocognitive studies of individual experience, MGPPU, junior researcher at international laboratory of social neuroscience, HSE, senior lecturer, GA
Affiliation: Institute of Psychology, Russian Academy of Sciences
Address: Russian Federation, Moscow
E. A. Sukhino-Homenko
Affiliation: Institute of Psychology, Russian Academy of Sciences
Address: Russian Federation, Moscow
K. R. Arutyunova
Occupation: associate researcher Shvyrkov’s Laboratory of Psychophysiology
Affiliation: Institute of Psychology, Russian Academy of Sciences
Address: Russian Federation, Moscow
A. Bakhchina
Occupation: researcher, Shvyrkov’s Laboratory of Psychophysiology
Affiliation: Institute of Psychology, Russian Academy of Sciences
Address: Russian Federation, Moscow
K. Ananyeva
Occupation: Associate professor, research associate at the laboratory of cognitive psychology and mathematical psychology
Affiliation: Institute of Psychology, Russian Academy of Sciences
Address: Russian Federation, Moscow
V. Znakov
Occupation: сhief Researcher
Affiliation: Institute of Psychology, Russian Academy of Sciences
Address: Russian Federation, Moscow
V. N. Nosulenko
Occupation: Principal Scientific Officer, Laboratory of cognitive processes and mathematical psychology
Affiliation: Institute of Psychology, Russian Academy of Sciences
Address: Russian Federation, Moscow
Yu. V. Postylyakova
Occupation: Research Fellow
Affiliation: Institute of Psychology, Russian Academy of Sciences
Address: Russian Federation, Moscow
Journal namePsikhologicheskii zhurnal
EditionVolume 43 Issue 2
Pages5-19
Abstract

Analysis of new results from psychology (including psychophysiology, cross-cultural psychology, moral psychology) and neuroscience obtained by us and other authors in experimental studies of learning, memory, and moral judgements allows us to identify areas of research, the development of which can be useful for improving methods of teaching and bringing up. We discuss the problems of the direct transfer of principles revealed in fundamental science to practice, as well as problems of formulation of new teaching methods based on these principles. We reason that the transition from fundamental knowledge to the practice of education is effective when mediated by a special intermediate stage of applied research. The statements based on fundamental research are formulated along with the results of corresponding applied studies that we carried in cooperation with teachers from schools in different regions. We offer versions of practical recommendations arising from the results of these studies. In conclusion, the significance of tactical and strategic research for the achievement of practice-oriented results is compared to the scientific, “internal” goals of fundamental science per se.

Keywordsfundamental science, practice, education, neuroscience, psychology, moral, learning, memory, subjective experience, system, stress, mentality, teaching methods, upbringing methods, consolidation and reconsolidation of memory, embodied cognition, task switching
AcknowledgmentThe research was supported by the Foundation for New Forms of Education Development (agreement dated October 28, 2019 No. RUOM1019). Part of the fundamental research, preparation of the publication and additional data analysis were carried out within the framework of the state order of the Ministry of Education and Science No. 0138-2022-0002.
Received04.02.2022
Publication date11.05.2022
Number of characters33146
Cite  
100 rub.
When subscribing to an article or issue, the user can download PDF, evaluate the publication or contact the author. Need to register.

Number of purchasers: 0, views: 697

Readers community rating: votes 0 

1. Alexandrov Yu.I. V.B. Shvyrkov: formirovanie novoj paradigmy v psihologii i smezhnyh naukah. Vydajushhiesja uchenye Instituta psihologii RAN. Ed. A.L. Zhuravlev. Moscow: Izd-vo “Institut psikhologii RAN”, 2020. P. 218–255. (In Russian).
2. Alexandrov Yu.I. Vstupitel'naja stat'ja. T. Jarvilehto. Mozg i psihika. Ed. Alexandrov Yu.I. Moscow: Progress, 1992. P. 5–18. (In Russian).
3. Alexandrov Yu.I. Psikhofiziologicheskie zakonomernosti nauchenija i metody obuchenija. Psikhologicheskii zhurnal. 2012. Vol. 33. No. 6. P. 5–19. (In Russian).
4. Alexandrov Yu.I. Ot fundamental'nogo znanija k praktiko-orientirovannym issledovanijam nauchenija i pamjati. Materialy dokladov na Mezhdunarodnoj nauchno-prakticheskoj konferencii “O perspektivah issledovanij v sfere nauk ob obrazovanii” 6–7 dec. 2021. In press. (In Russian).
5. Alexandrov Yu.I., Alexandrova N.L. Komplementarnost' kul'turo-specifichnyh tipov poznanija. Vestnik Moskovskogo universiteta. Ser. 14. Psihologija. 2010. No. 3. P. 18–34. (In Russian).
6. Alexandrov Yu.I., Svarnik O.E., Znamenskaya I.I., Kolbeneva M.G., Arutjunova K.R., Krylov A.K., Bulava A.I. Regressija kak jetap razvitija. Moscow: Izd-vo “Institut psikhologii RAN”, 2017. (In Russian).
7. Anokhin P.K. Izbrannye trudy. Filosofskie aspekty teorii funkcional'noj sistemy. Moscow: Nauka, 1978. (In Russian).
8. Apanovich V.V., Alexandrov Yu.I. Sistemnoe znachenie mezh- i vnutrikul'turnyh mental'nyh variacij. Vestnik psihofiziologii. 2021. No. 1. P. 24–35. (In Russian).
9. Apanovich V.V., Aramjan Je.A., Dol'nikova M.S., Alexandrov Yu.I. Razlichija mozgovogo obespechenija reshenija analiticheskih i holisticheskih zadach. Psikhologicheskii zhurnal. 2021. Vol. 42. No. 2. P. 45–60. (In Russian).
10. Apanovich V.V., Znakov V.V., Alexandrov Yu.I. Aprobacija shkaly analitichnosti–holistichnosti na rossijskoj vyborke. Psikhologicheskii zhurnal. 2017. Vol. 38. No. 5. P. 80–96. (In Russian).
11. Apanovich V.V., Tishchenko A.G., Arutyunova K.R., Alexandrov Yu.I. Sposoby reshenija analiticheskih i holisticheskih zadach. Jeksperimental'naja psihologija. 2020. Vol. 13. No. 4. P. 52–71. (In Russian).
12. Bezrukih M.M., Ivanov V.V., Orlov K.V. Dissonans mezhdu predstavlenijami o razvitii mozga v sovremennoj nejrobiologii i znanijami pedagogov. Science for Education Today. 2021. Vol. 11. No. 1. P. 125–150. (In Russian).
13. Gavrilov V.V. Sootnoshenie impul'snoj aktivnosti nejronov s medlennymi potencialami mozga v povedenii: Avtoref. dis. … kand. psihol. nauk. Moscow, 1992. (In Russian).
14. Zhuravlev A.L., Ushakov D.V. Fundamental'naja psihologija i praktika: problemy i tendencii vzaimodejstvija. Psikhologicheskii zhurnal. 2011. Vol. 32. No.3 . P. 5–16. (In Russian).
15. Zhuravlev A.L., Ushakov D.V. Teorija i praktika: vzgljady s raznyh storon (otvet na kommentarii). Psikhologicheskii zhurnal. 2012. Vol. 33. No. 2. P. 127–132. (In Russian).
16. Kapica P.L. Pis'mo N.S. Hrushhevu 12 aprelja 1954. V: Pis'ma o nauke. 1930–1980. Moscow: Moskovskij rabochij, 1989. (In Russian).
17. Nosulenko V.N., Terehin V.A. Peredacha znanij: obzor osnovnyh modelej i tehnologij. Jeksperimental'naja psihologija. 2017. Vol. 10. No. 4. P. 96–115. (In Russian).
18. Podd'jakov A.N. Komplikologija: sozdanie razvivajushhih, diagnostirujushhih i destruktivnyh trudnostej. Moscow: Izd. dom Vysshej shkoly jekonomiki, 2014. (In Russian).
19. Polani M. Lichnostnoe znanie. Moscow: Progress, 1985. (In Russian).
20. Ponomarev Ja.A. Metodologicheskoe vvedenie v psihologiju. Moscow: Nauka, 1980. (In Russian).
21. Postyljakova Ju.V. Individual'naja i akademicheskaja zhiznesposobnost' studentov. Social'nye i gumanitarnye nauki na Dal'nem Vostoke. 2018. V. XV. Vyp. 4. P. 147–152. (In Russian).
22. Postyljakova Ju.V. Individual'naja zhiznesposobnost' i individual'no-psihologicheskie resursy studentov s raznoj akademicheskoj uspevaemost'ju. Institut psihologii Rossijskoj akademii nauk. Organizacionnaja psihologija i psihologija truda. 2020. Vol. 5. No. 1. P. 61–80. (In Russian).
23. Samojlenko E.S., Bogdanova I.V. Sovremennye predstavlenija o tipah znanija i opyta v psihologicheskih issledovanijah problemy ih kapitalizacii. Jeksperimental'naja psihologija. 2017. Vol. 10. No. 4. P. 74–95. (In Russian).
24. Svarnik O.E., Anohin K.V., Alexandrov Yu.I. Opyt pervogo, “vibrissnogo”, navyka vlijaet na indukciju jekspressii c-fos v nejronah bochonkovogo polja somatosensornoj kory krys pri obuchenii vtoromu, “nevibrissnomu”, navyku. Zhurnal vysshej nervnoj dejatel'nosti im. I.P. Pavlova. 2014. Vol. 64. No. 1. P. 77–83. (In Russian).
25. Sozinova I.M., Znamenskaya I.I., Alexandrov Yu.I. Nravstvennoe otnoshenie k “chuzhomu” u detej 3-11 let. Reshenie moral'nyh dilemm: predubezhdenija i predpochtenija. Teoreticheskaja i jeksperimental'naja psihologija. 2013. Vol. 6. No. 1. P. 44–57. (In Russian).
26. Soldatova G.U., Rasskazova E.I. Mnogozadachnost' kak odnovremennoe vypolnenie i kak perekljuchenie mezhdu zadanijami: podhody k diagnostike mediamnogozadachnosti u detej i podrostkov. Jeksperimental'naja psihologija. 2020. Vol. 13. No. 4. P. 88–101. (In Russian).
27. Chernigovskaja T.V. Cheshirskaja ulybka kota Shredingera: jazyk i soznanie. Moscow: Jazyki slavjanskoj kul'tury, 2013. (In Russian).
28. Shvyrkov V.B. Vvedenie v ob’ektivnuju psihologiju. Nejronal'nye osnovy psihiki. Shvyrkov V. B. Izbrannye trudy. Pod red. Yu.I. Alexandrova. Moscow: Izd-vo “Institut psikhologii RAN”, 2006. (In Russian).
29. Jurevich A.V. Psihologija social'nyh javlenij. Moscow: Izd-vo “Institut psikhologii RAN”, 2014. (In Russian).
30. Jurevich A.V. Issledovatel'skaja i prakticheskaja psihologija: eshhe raz o shizise. Psikhologicheskii zhurnal. 2012. Vol. 33. No. 1. P. 127–136. (In Russian).
31. Alexandrov Yu.I., Sozinov A.A., Svarnik O.E., Gorkin A.G., Kuzina E.A., Gavrilov V.V.  Neuronal Bases of Systemic Organization of Behavior. Cheung-Hoi Yu A., Li L. (eds). Systems Neuroscience. Advances in Neurobiology. 2018. V. 21. P. 1–33.
32. Alexandrov Yu.I., Grinchenko Yu.V., Shevchenko D.G., Averkin R.G., Matz V.N., Laukka S., Korpusova A.V. A subset of cingulate cortical neurons is specifically activated during alcohol-acquisition behaviour . Acta Physiol. Scand. 2001. V. 171. P. 87–97.
33. Ansari D., Coch D. Diversity of approaches: science of learning and education. Trends in Cognitive Sciences. 2006. V. 4. No.10. P. 146–151.
34. Apanovich V.V., Bezdenezhnykh B.N., Sams M., Jaaskelainen I.P., Alexandrov Yu.I. Event-related potentials during individual, cooperative, and competitive task performance differ in subjects with analytic vs. holistic thinking. International Journal of Psychophysiology. 2018. V. 123. P. 136–142.
35. Apanovich V.V., Tischenko A.G., Arutyunova K.R., Znakov V.V., Alexandrov Yu.I. Complementarity of holistic and analytical mentalities and task type as factors of cooperative problem solving. Восьмая международная конференция по когнитивной науке: Тезисы докладов. Светлогорск, 18–21 октября 2018 г.. Отв. ред. А.К. Крылов, В.Д. Соловьев. М.: Изд-во “Институт психологии РАН”, 2018.
36. Arutyunova K.R., Alexandrov Yu.I., Hauser M.D. Sociocultural influences on moral judgments: East–West, male–female and young–old. Frontiers in Psychology. 2016. V. 7. Art. 1334.
37. Bakhchina A.V., Arutyunova K.R., Sozinov A.A., Demidovsky A.V., Alexandrov Yu.I. Sample entropy of the heart rate reflects properties of the system organization of behaviour. Entropy. 2018. V. 20. No. 6. Article 449.
38. Bulava A.I., Alexandrov Yu.I. Reconsolidation and Cognitive Novelty. Advances in Intelligent Systems and Computing. Velichkovsky B.M., Balaban P.M., Ushakov V.L. (eds). Advances in Cognitive Research, Artificial Intelligence and Neuroinformatics. Springer, Cham. 2021. V. 1358. P. 504–509.
39. Cameron L., Rutland A. Extended contact through story reading in school: Reducing children's prejudice toward the disabled. Journal of Social Issues. 2006. V. 62. No. 3. P. 469–488.
40. Carew T.J., Magsamen S.H. Neuroscience and education: An ideal partnership for producing evidence-based solutions to guide 21st century learning. Neuron. 2010. V. 67. No. 5. P. 685–688.
41. Fu F.L., Wu Y.L., Ho H.C. An investigation of coopetitive pedagogic design for knowledge creation in Web-based learning. Computers & Education. 2009. V. 53. No. 3. P. 550–562.
42. Goswami U. Neuroscience and education: from research to practice?. Nature Reviews Neuroscience. 2006. V. 7. P. 406–413.
43. Greving S., Richter T. Examining the Testing Effect in University Teaching: Retrievability and Question Format Matter. Frontiers in Psychology. 2018. V.9. Article 2412.
44. Hartung F., Burke M., Hagoort P., Willems R.M. Taking perspective: personal pronouns affect experiential aspects of literary reading. PLoS ONE. 2016. V.11. No.5. Article e0154732.
45. Howard-Jones P.A. Neuroscience and education: myths and messages. Nature Reviews Neuroscience. 2014. V. 15. No. 12. P. 817–824.
46. Im S.H., Cho J.Y., Dubinsky J.M., Varma S. Taking an educational psychology course improves neuroscience literacy but does not reduce belief in neuromyths. PloS One. 2018. V. 13. No. 2. Article e0192163.
47. Joëls, M., Guillen F., Benno R. Stress and emotional memory: a matter of timing. Trends in Cognitive Sciences. 2011. V. 15. No. 6. P. 280–288.
48. Kolbeneva M.G., Alexandrov Yu.I. Mental reactivation and pleasantness judgment of experience related to vision, hearing, skin sensations, taste and olfaction. PLoS ONE. 2016. V. 11. No. 7. Article e0159036.
49. Meltzoff A.N., Kuhl P.K., Movellan J., Sejnowski T.J. Foundations for a new science of learning. Science. 2009. V. 325. No. 5938. P. 284–288.
50. Pexman P.M. The role of embodiment in conceptual development. Language, Cognition and Neuroscience. 2019. Vol. 34. № 10. P. 1274–1283.
51. Simon D.A., Lee T.D., Cullen J.D. Win-shift, lose-stay: contingent switching and contextual interference in motor learning. Perceptual and motor skills. 2008. V. 107. No. 2. P. 407–418.
52. Sozinov A.A., Bakhchina A.V., Alexandrov Yu.I. The way of learning preserved in the structure of individual experience shapes task-switching: Implications for neuroscience and education. International Journal of Cognitive Research in Science, Engineering and Education. 2021. V.9. No. 2. P. 291–299.
53. Weimer W.B. Science as a rhetorical transaction: Toward a nonjustificational conception of rhetoric. Philosophy and Rhetoric. 1977. V. 10. P. 1–29.
54. Whiting S.B., Wass S.V., Green S., Thomas M.S.C. Stress and learning in pupils: Neuroscience evidence and its relevance for teachers. Mind, Brain, and Education. 2021. V. 15. No. 2. P. 177–188.
55. Zhang L.F. Thinking styles and modes of thinking: Implications for education and research. The Journal of Psychology. 2002. V. 136. No. 3. P. 245–261.

Система Orphus

Loading...
Up