DEFICIT OF MNEMIC POTENTIAL OF CONCEPTUAL THINKING AS A COGNITIVE BARRIER IN RESEARCH ACTIVITY OF YOUNG SCIENTISTS
DOI: 10.23951/2307-6127-2017-1-133-141
The artice presents the results of the study of the degree of the mnemic potential of the conceptual structure and its relationship with the style of young scientists’ self-regulation. The study has included 122 young scientists (postgraduate students and masters involved in research activity). Methods of research: technique by M. A. Kholodnaya “Formulation of Problems”, questionnaire by V. I. Morosanova “Style of Self-Regulation of Behavior” (SSRBM). The study has resulted in revealing the insufficiently formed volume and complexity of mnemic potential of conceptual structures of young scientists evidencing limitation to bring forth and define the problem of their own research, difficulty in identifying its interdisciplinary nature. A positive relationship of indicators of complexity of defined problems with the process of planning of their own activity has been found. The findings can testify to narrow-mindedness in bringing forth a problem of own research, difficulty in definition of its interdisciplinary nature, difficulty in the problem formulation with use of scientific language. Lack of mnemic potential of conceptual thinking in junior scientists with the low level of planning can act as a cognitive barrier of successful development of stages of research activity. The findings give the grounds for more in-depth study of cognitive structure of conceptual thinking by means of psychodiagnostics methods as well as development of the program of individual coaching of young scientists during training for research activity.
Keywords: cognitive barriers, mental experience, conceptual thinking, mnemic potential, style of self-regulation, research activity
References:
1. Lopatkin V. M., Kalachev G. A., Bokova O. A., Kulikova L. G. Innovatsionnyy potentsial nauchno-issledovatel’skoy deyatel’nosti studentov i aspirantov [The innovative potential of the research work of students and post-graduates]. Mir nauki, kul’tury, obrazovaniya – The World of Science, Culture, Education, 2010, no. 3 (22), pp. 200–202 (in Russian).
2. Symanyuk E. E., Devyatovskaya I. V. Nepreryvnoye obrazovaniye kak resurs preodoleniya psikhologicheskikh bar’erov v protsesse professional’nogo razvitiya lichnosti [Continuing education as a resource to overcome the psychological barriers in the process of professional development of the individual]. Obrazovaniye i nauka – Education and Science, 2015, no. (120), pp. 80–92 (in Russian).
3. Bokhan T. G., Shabalovskaya M. V., Malkova I. Yu., Danichkina V. E. Psikhicheskiye sostoyaniya, soprovozhdayushchiye stanovleniye nauchno-issledovatel’skoy deyatel’nosti molodykh uchenykh [Mental conditions that accompany the formation of the research activities of young scientists]. Sibirskiy psikhologicheskiy zhurnal – Siberian Journal of Psychology, 2016, no. 60, pp. 93–107 (in Russian).
4. Shakurov R. Kh. Bar’er kak kategoriya i ego rol’ v deyatel’nosti [The barrier as the category and its role in activity]. Voprosy psikhologii – Questions of Psychology, 2001, no 1, pp. 3–18 (in Russian).
5. Maralov V. G. Problema bar’erov samorazvitiya lichnosti v otechestvennoy psikhologii [The problem of self-development barriers in the national psychology]. Al’manakh sovremennoy nauki i obrazovaniya – Almanac of Modern Science and Education, 2015, no. 1 (91), pp. 72–76 (in Russian).
6. Kedrov B. M. O tvorchestve v nauke i tekhnike: (Nauchno-populyarnye ocherki dlya molodezhi) [About creativity in science and technology: (Science-fiction essays for youth)]. Moscow, Molodaya gvardiya Publ., 1987. 192 р. (in Russian).
7. Bogoyavlenskaya D. N. Psikhologiya tvorcheskikh sposobnostey [Psychology of creativity]. Moscow, Akademiya Publ., 2002. 320 р. (in Russian).
8. Yasyukova L. A. Zakonomernosti razvitiya ponyatiynogo myshleniya i ego rol’ v obuchenii [Laws of development of conceptual thinking and its role in learning]. St. Petersburg, Imaton Publ., 2005 (in Russian).
9. Vinogradova L. V. Intellektual’nyy kontrol’ kak faktor preodoleniya emotsional’no-trudnoy situatsii [Intelligent control as a factor in overcoming of the emotionally difficult situation]. Psikhologicheskiy zhurnal – Psychological Journal, 2004, no. 5, vol.12, рр. 21–28 (in Russian).
10. Kholodnaya M. A. Psikhologiya ponyatiynogo myshleniya: Ot kontseptual’nykh struktur k ponyatiynym sposobnostyam [Psychology of conceptual thinking: From conceptual frameworks for conceptual abilities]. Moscow, Institut psikhologii RAN Publ., 2012. 288 p. (in Russian).
11. Kholodnaya M. A. Psikhologiya intellekta: paradoksy issledovaniya [Intelligence Psychology: paradoxes of research]. St. Petersburg, Piter Publ., 2002. 272 p. (in Russian).
12. Vekker L. M. Psikhika i real’nost’: Edinaya teoriya psikhicheskikh protsessov [Mind and reality: A unified theory of the mental processes]. Moscow, Smysl; PerSe Publ., 2000. 685 p. (in Russian).
13. Vygotskiy L. S. Myshleniye i rech’ [Thought and speech]. Moscow, Labirint Publ., 1999. 352 p. (in Russian).
14. Harvey О. J. System structure, flexibility and creativity, in: О. J. Harvey, Ed., Experience, structure and adaptability. New York, Springer Publ., 1966. Pp. 39–65.
15. Trifonova A. V. Ponyatiynye sposobnosti kak osnova individual’nogo intellektual’nogo resursa. Dis. kand. psikhol. nauk [Conceptual basis of individual ability as an intellectual resource. Thesis cand. of psychol. sci.]. Moscow, 2015. 146 p. (in Russian).
16. Trifonova A. V. Vzaimosvyaz’ analiticheskogo intellekta, kreativnosti i ponyatiynykh sposobnostey v ramkakh issledovaniya priznakov intellektual’noy odarennosti [The relationship of analytical intelligence, creativity and conceptual skills in the study of intellectual giftedness signs]. Chelovek, sub”ekt, lichnost’ v sovremennoy psikhologii: materialy mezhdunarodnoy nauchnoy konferentsii [Man, subject, person in modern psychology: Materials of the International scientific conference]. Moscow, Psychology institute RAS Publ., 2013. Pp. 98–100 (in Russian).
17. Morosanova V. I. Oprosnik «Stil’ samoregulyatsii povedeniya» (SSPM): Rukovodstvo [Questionnaire “My self-regulation of behavior” (MPF): manual]. Moscow, Kogito-Tsentr Publ, 2004. 44 p. (in Russian).
18. Shabalovskaya M. V., Bokhan T. G., Malkova I. Yu., Radishevskaya L. V. Samoregulyatsiya kak kriteriy psikhologicheskoy gotovnosti k uspeshnomu osvoeniyu faz nauchno-issledovatel’skoy deyatel’nosti molodykh uchenykh [Self-regulation as a critarion of psychological readiness to successful demastering the phases of research activity of young scientists]. Nauchnopedagogicheskoye obozreniye – Pedagogical Review, 2016, no. 2 (12), pp. 9–15 (in Russian).
19. Bokhan T. G., Alekseeva L. F., Shabalovskaya M. V., Moreva S. A., Kuznetsova T. M. Lichnostnye kharakteristiki kak resursy i potentsial razvitiya psikhologicheskoy gotovnosti k nauchno-issledovatel’skoy rabote [Personal characteristics as resources and potential for development of psychological readiness for research work]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – TSPU Bulletin, 2013, no. 11 (139), pp. 98–102.
( 423.28 kB ) 
( 412.75 kB )
Issue: 1, 2017
Series of issue: Issue 1
Rubric: PSYCHOLOGY
Pages: 133 — 141
Downloads: 1099