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Medyntsev A.A., Sabadosh P.A., Kogan A.A., Moskvina V.D., Nemirova S.A., Kayutina D.V. (2020). The role of anticipatory attention in insight and non-insight solutions in the anagram solution task. National Psychological Journal, [Natsional’nyy psikhologicheskiy zhurnal], (13)1, 66–77

Background. In modern psychology the study of mechanisms of creative thinking is of great interest. Attention is one of the important factors affecting the operation of intuitive thinking component.

The Objective of the paper is to study the effect of anticipatory attention on the insight and analytical frequency in solving anagrams.

Design. During the experiment, the participants performed two successive tasks. The first task included stimuli identification when the subjects were presented with stimuli — anagrams and pseudowords. The task was to identify the anagram correctly. In the second task (if the stimulus had been the anagram), the participants had to solve the anagram, noting whether the solution was analytical or an insight. The anagram and pseudoword had different letter order. The participants were divided into two groups: the experimental group whose subjects were informed about the difference and were asked to use it for a lexical solution and the control group whose subjects were not informed about the difference.

It was expected that the identification of the anagram in the first task will shape anticipatory attention patterns for the experimental group, which will affect the frequency of insight solutions in the second task. Results. The subjects of the experimental group were found to have a correlation relationship between the speed characteristics of the first and second tasks for analytical solutions. For insight solutions, no such connection was found.

Conclusion. The results demonstrate that insights and analytical solutions are the result of two separate processes of finding solutions that proceed in parallel.

Received: 09/09/2019

Accepted: 01/16/2020

Pages: 66-77

DOI: 10.11621/npj.2020.0107

Keywords: insight; anagram; attention; anticipatory attention; creativity; creation;

By: Medyntsev A.A.; Sabadosh P.A.; Kogan A.A.; Moskvina V.D.; Nemirova S.A.; Kayutina D.V.;

Available Online: 03/31/2020

Ailamazyan A.M. (2019 Musical-movement practice as a method of self-knowledge and education a creative personality. National Psychological Journal, [Natsional’nyy psikhologicheskiy zhurnal], 12(4), 114–127

Background. The paper is dedicated to the psychological description of the musical movement method as a particular practice of esthetic education. The practice of the musical movement (MM) was originally created as an artistic one and only gradually began to acquire the features of the pedagogical system. Over time, works appeared where attempts were made to psychological understanding of the processes taking place in the bosom of this practice: changes, transformations of music perception under the influence of movement, expressive movement, etc. However, a more complete reflection of the psychological content of the MM method was not accomplished.

The Objective of the research is to provide a psychological description of the musical movement method as a specific practice of aesthetic education and to explain the notion of MM as a psychotechnical method.

Background. The paper shows that the subject matter of the MM method is not so much the movement as such, its performing part, but the internal, psychological aspect of experiencing and meaning production. Achieving the unity of internal and external, experience and movement, motivation and action, meaning and gesture are the basis of the main goals of musical movement. Musical-motor exercises are considered to be the main tool of the method with which you can learn the movement and comprehend the images of musical-motor forms. It is shown how the musical-motor form accumulates the experience of experiencing music and reflects different semantic levels of musical content: from onomatopoeia and rhythmic imitation, modeling of emotional intonation to the existential layer of music.

Results. The goal of the artwork in mastering the MM method coincides with the pedagogical task: to achieve openness of the personality, its deep, genuine involvement in dialogue with music through movement and gesture. The task set in the musical movement is to give a motor response to sounding music, which affects the motivational-value sphere of the human individual. Classes in the music movement are unique situations that simulate the processes of creativity and are aimed at developing the capacity for creative realization.

Conclusion. The musical-motor exercise is a unique tool that allows one to learn the movement and comprehend the images of musical-motor forms. The musical-motor exercise accumulates the experience of experiencing music. Due to the perception of music in its full shape and form and penetration into the existential world of music, human feelings begin to achieve the sublime multidimensional level in everyday life.

Received: 11/11/2019

Accepted: 11/26/2019

Pages: 114-127

DOI: 10.11621/npj.2019.0411

Keywords: esthetic education; creation; personality; musical movement; musical experience; improvisation; sense; psychotechnics; cultural-historical psychology;

By: Aylamazyan A.M.;

Available Online: 12/31/2019


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