Problem statement. It is shown that the main scientific vectors of the study of the personality image of the future can be considered philosophical, sociological, psychophysiological and psychological. In psychology, the future is revealed as a property of the mental. It is determined that the psychological phenomenology of the image of the future is that it is a holistic view of the individual about the future. It is in the mind and constantly affects behavior, activities, and its emotional state. The ability of an individual to construct his own future is due to the peculiarities of his individual psychological representations. This aspect is little studied in psychological science. The purpose of the article is to present methods and techniques of research of representations and designing the world image of the future by the person. Results of the research. It is noted that the process of forming the image of the future is not only a vision of the end result, but also the impact on the assessment of behavior, consolidation of moral, volitional, intellectual efforts to realize their own expectations. This emphasizes the subjective nature of this process. In the framework of the research of mental representations and the peculiarities of constructing personality images of the future in a particular individual context were identified the mediative and moderative components that influence this phenomenon. The author’s method of assessing the world image of the future is presented. It is a technique of subjective scaling — that is, it shows how the individual imagines his future. To assess the relationship between the studied indicators, which are operationalized as concepts of psychosemantic analysis, a multidimensional deployment was used. Conclusions and prospects for further research. It is concluded that the psychosemantic approach is the most informative in the identified abilities of the individual to construct images of their own future. It is noted that the prospects for further research will be to identify the re lationship between forms and strategies for building mental representations of the image of the future with strategies for individual behavior in difficult life situations.
Background: From year to year, there has been an increase in the number of children with poor reading skills. The paper focuses on a neuropsychological approach to assessing reading learning difficulties in visually impaired children. Purpose: To examine the impact of neuropsychological characteristics on reading learning difficulties in visually impaired children. Material and Methods: The study sample included 72 children aged 8-12 years; of these, 36 had a vision impairment. We used a battery of neuropsychological tests proposed by Luria and adapted for children by Glozman. Statistical analysis was conducted using IBM SPSS Statistics 23 software. Results: There was a significant difference (p < 0.05) in neuropsychological test results between the experimental group and controls. The neuropsychological symptom complex (cluster) for visually impaired children comprises certain markers of regulation and control like Difficulties in Memorizing a Series of Elements, Difficulties in Retaining Semantic Elements of a Text, Immaturity of Holistic Reading, Slow Reading, Impossibility to Make a Program for an Arithmetic Problem, Difficulties in Naming the Found Category, and Situational Generalization. Conclusion: It was found that the degree of the maturity of neuropsychological characteristics (regulation mechanisms) in the domains of motor and intellectual functioning has an effect on learning difficulties in reading in visually impaired children. Understanding the neuropsychological mechanisms of reading disorders in visually impaired children has a key value for neuropsychological differential diagnosis with subsequent correct identification of targets for neuropsychological correction.
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