Background. In psychology, analyzing the problem of personality is closely connected with the search for a methodology to describe personality in all its diversity.Cognitive learning theory in the classroom the dispositional approach, which is based on identifying stable personality traits, has resulted today in the dominance of a structural-functional approach.Cognitive learning theory in the classroom it has the advantage that it allows comparative analysis and the juxtaposition of specific personality characteristics inherent in the underlying construct, but it also has the limitation that it is inadequate for the study of personality as a dynamic structure, one capable of changing as the world around it changes.Cognitive learning theory in the classroom

Design. The method of research included a meta-analysis of reports (N = 1,149) from three european conferences on personality: the 17th european conference on personality (2014), lausanne, switzerland; the 18th european conference on personality (2016), romania; the 19th european conference on personality (2018), zadar, croatia.Cognitive learning theory in the classroom we also describe the changeability of personality characteristics in the context of the individual’s life, on the basis of meta-analytical databases compiled by roberts et al. (2006) and wrzus et al. (2016).Cognitive learning theory in the classroom

Results. The results demonstrate the continuing domination of structural methodology in empirical studies of personality, despite the criticism to which it has been subjected.Cognitive learning theory in the classroom however, the number of studies of various aspects of dynamic personality processes is growing. Research reflecting the phenomenology of everyday life is expanding, as studies of daily human behavior, life events, and life situations are increasing proportionally.Cognitive learning theory in the classroom researchers’ attention is being drawn to diverse contexts of life: the environment, culture, relationships. Data collection technologies are changing: digital devices enable information about personality to be obtained online, tracking all the diversity of personality in different situations, its changeability and dynamism.Cognitive learning theory in the classroom metadata indicate the changeability of personality traits that have long been considered stable: extraversion, emotional stability, conscientiousness, neuroticism, and agreeableness.Cognitive learning theory in the classroom the dynamics of personality traits are essentially determined by the context of a person’s life and vary depending on changes in that life. The continuity of these changes is processual and does not fit into the structural approach.Cognitive learning theory in the classroom

Conclusion. Modern personality psychology has contradictory trends. On the one hand, especially in empirical research, the traditional structural-functional paradigm for describing the personality remains influential, while attempts are made to improve it in response to criticism.Cognitive learning theory in the classroom on the other hand, an increasing number of studies are devoted to the study of real people in the real world, confronting the challenges of a changing world.Cognitive learning theory in the classroom A growing amount of empirical data describing the dynamic personality, changing in time and space, necessitates theoretical understanding and the search for a methodology relevant to the study of the changing personality.Cognitive learning theory in the classroom

Background. Researchers have started to demonstrate that verbal cues to deceit can be elicited through specific interview protocols. One that has yielded success is the model statement technique, which works as a social comparison and raises interviewees’ expectations about how much information they are required to report.Cognitive learning theory in the classroom this technique has been developed and tested in the united kingdom, and is used in the field. A tool used in the field should be thoroughly examined in different settings, including in different cultures.Cognitive learning theory in the classroom

Design. A total of 160 russian and south korean participants were recruited via an advert on the university intranets and advertisement leaflets.Cognitive learning theory in the classroom the advert explained that the experiment would require participants to tell the truth or lie about a trip away that they may (or may not) have taken within the last year.Cognitive learning theory in the classroom truth tellers described a trip they made during the last twelve months, whereas liars made up a story about such a trip. Half of the participants listened to a model statement at the beginning of the interview.Cognitive learning theory in the classroom the dependent variables were “detail”, “complications”, “common knowledge details”, “self-handicapping strategies”, and “ratio of complications”.Cognitive learning theory in the classroom

We prove potency in application of contemporary philosophical concepts, which help distinguish between the types of scientific rationality (classical, nonclassical, and postnonclassical), for scientific reflection over the development of psychology and designation of paradigmatic status of cultural-historic concept suggested by L.S.Cognitive learning theory in the classroom vygotsky and vygotsky-luria syndrome approach at the contemporary stage of science.

Present study of scientific works of L.S. Vygotsky and his followers demonstrated that fundamentals of cultural-historic conception suggested by L.S.Cognitive learning theory in the classroom vygotsky and further developed in methodology of vygotsky-luria syndrome approach, these fundamentals presented the origins of not only non-classical, but as well post-nonclassical model of scientific rationality.Cognitive learning theory in the classroom they are characterized by post-nonclassical understanding of the object and method of psychological study and post-nonclassical mode of thinking of the scientists.Cognitive learning theory in the classroom

As it was showed, in works of L.S. Vygotsky there formulated general methodological requirements to organization of mental studies, which, on the whole, go in tune with the requirements introduced for study of complex self-developing systems.Cognitive learning theory in the classroom there were produced arguments to prove that the concept of vygotsky-luria syndrome approach describes mental syndromes as dynamic structures, which display the features of self-organization, self-determination and adaptive rationality.Cognitive learning theory in the classroom hence, they can be regarded as open self-developing systems.

The article aims to demonstrate advances in methodological means suggested by vygotsky’s cultural-historical concept in association with a theoretical model of a person-centered diagnosis and practical use of the construct for clinical psychology and medicine.Cognitive learning theory in the classroom this, to a greater extent, arises from the fact that the cultural-historical concept (due to its humanistic nature and epistemological content) is closely related to the person-centered integrative approach.Cognitive learning theory in the classroom but for all that the concept corresponds to the ideals of postnonclassical model of scientific rationality with a number of ‘key’ features. Above all it manifests its “ methodological maturity” to cope with open self-developing systems, which is most essential at the modern stage of scientific knowledge.Cognitive learning theory in the classroom

The work gives consideration to ‘defining pillars’ of person-centered approach in modern medicine, to humanistic traditions of the russian clinical school, and high prospects in diagnostics of such mental constructs as “subjective pattern of disease” and “social situation of personal development in disease” - within the context of person-centered integrative diagnosis.Cognitive learning theory in the classroom

This article discusses the need for implementation a cross-cultural study of subjective pattern of disease and its correlation with a particular “social situation of personality development under disease conditions”.Cognitive learning theory in the classroom it aims at development and substantiation of the model of person-centered integrative approach, enhancement of its diagnostic scope and, consequently, improvement of the model of person-centered care in modern psychiatry and medicine.Cognitive learning theory in the classroom

Background. Ideas about relationships between “I”, egocentric spatial orientation and the sense of bodily “self ” date back to work by classics of philosophy and psychology.Cognitive learning theory in the classroom cognitive neuroscience has provided knowledge about brain areas involved in self-ref­erential processing, such as the rostral prefrontal, temporal and parietal cortices, often active as part of the default mode network (DMN).Cognitive learning theory in the classroom

Objective and method. Little is known about the contribution of inferior parietal areas to self-referential processing. Therefore, we collected observations of everyday be­havior, social communication and problem solving in patients with brain lesions local­ized either in the left inferior parietal cortex (LIPC group, n = 45) or the right inferior parietal cortex (RIPC group, n = 58).Cognitive learning theory in the classroom

Results. A key characteristic of the LIPC group was an overestimation of task com­plexity. This led to a prolonged phase of redundant and disruptive contemplations pre­ceding task solution.Cognitive learning theory in the classroom in the RIPC group, we observed disorders in reflective control and voluntary regulation of behavior. Abilities for experiencing emotions, understanding mental states, and social communication were to a great extent lost.Cognitive learning theory in the classroom results are inter­preted within a multilevel framework of cognitive-affective organization (velichkovsky, 2002). In particular, we highlight the role of right-hemisphere mechanisms in self-refer­ential cognition, emotional and corporeal awareness.Cognitive learning theory in the classroom this is consistent with recent data on a profound asymmetry in connectivity of left and right hippocampi within the DMN (ushakov et al., 2016)

cognitive learning theory in the classroom

Conclusion. It seems that the center of egocentric spatial representation plays a spe­cial role in accessing self-related data. Normally, the right hippocampus provides a holis­tic representation of surrounding and, thus, an easy-to-find gateway into much of what we used to call “subjective experience”.Cognitive learning theory in the classroom this heuristics becomes misleading in the case of right-sided brain lesions.