The review is devoted to the relationship between executive functions and metacognition in the context of a cultural-historical perspective. On the basis of the research carried out over the past 15 years, the commonality and differences of these constructs are shown. Special attention is paid to the development of executive functions and metacognition, their connection with the academic success of children, the role of the social aspect in their formation. The importance of an adult in the directed formation of metacognition and self-regulation is shown, which confirms the provisions of the cultural-historical theory. Within the framework of the cultural-historical paradigm, several mechanisms for the development of executive functions are considered: imitation based on understanding; sign mediation; as well as communication in a social developmental situation. L.S. Vygotsky noted that higher mental functions arise on the basis of real interactions of people, are interiorized, turning into psychological functions. The review showed that one of the most common models of the structure of executive functions is a model that includes such components as “working memory”, “inhibitory control” and “cognitive flexibility”. Based on the analysis, it is possible to assert the influence of J. Piaget’s concept on the development of executive functions. A certain difficulty is caused by the explanation of emotional regulation in the context of metacognitive problems. At the same time, L.S. Vygotsky spoke about the unity of affect and intellect, which suggests the existence behavioral control and, in particular, of emotional processes at the level of metacognitive processes.

Project activity has a long history of implementation in education (Kilpatrick, 1918). This article describes the approach to project activity that became widespread in preschool education in Russia in the late 1990s. This approach is based on the culturalhistorical theory of Vygotsky (1978), Venger's (1988) understanding of intellectual giftedness, as well as an understanding of project activity proposed by Leontiev (2000). At the heart of project activity lies children's exploration of the space of possibilities-that is, their search for action options that correspond to their personal motives and express their individuality. The main features of project activity are the problem situation to be presented to the child; the subjectivity of all its participants, including teachers; and its nature, which includes its social context. Three main types of project activity are presented: research, creative, and normative; each has its own structure and value for children's development. Examples of their implementation in preschool settings are provided. The impact of project activity on all its participants in preschool-children, teachers, parents-is addressed. The article shows the effectiveness of project activity for educational work with both intellectually gifted and normally developing children.

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В настоящей статье выводится концептуальная основа, объясняющая эффективность «внешних» и «внутренних» образов при выполнении конкретных спортивных задач. В каче-стве факторов, определяющих специфику таких задач, предлагается рассматривать особенно-сти прорабатываемого движения (значение скоростно-силового компонента, мелкой мотори-ки и внешнего соответствия определенной форме), уровень мастерства спортсмена, направ-ленность его внимания на указанные аспекты представляемого движения, реалистичность создаваемого им образа, а также мысленное переживание конкретных действий в противовес целостным событиям. Библиогр. 33 назв.Ключевые слова: мысленная проработка, ракурс мысленного образа, формирование двига-тельных навыков, мотивационная функция образа, теория интерпретации действия. I. V. Kaminskiy, A. N.Veraksa IMAGERY PERSPECTIVE AND ITS ROLE IN MENTAL TRAINING OF MOTOR SKILLSTh e article is intended to deduce a conceptual basis for the diff erence between external and internal imagery capacity to facilitate certain sport tasks. Features of a movement to be trained (i.e. importance of speed-strength, fi ne motor and spatial confi guration components), level of expertise of an athlete, his or her concentration on aforementioned aspects of an imagined movement, vividness of his or her imagery and focus on either concrete actions or total events are proposed to be considered as factors that determine specifi cs of a sport task in relation to expected eff ectiveness of external and internal imagery perspective. Refs 33.

The article considers Miyake's model of executive functions as applied to preschool age. The main objective of the study was to approbate the NEPSY diagnostic toolkit for assessing the level of executive functions development on a sample of Russian preschoolers (N = 267). As a result of comparing the results shown by US and Russian children aged 5-6 years, some specific cross-cultural features were identified: Russian children display a more developed image memory on average while their American peers showed a better memory for spatial representations. The speed of constraining control task performance averaged two times higher results in Russian preschoolers than in the Americans. To verify the convergent validity of the toolkit, a correlation analysis on a sample part (N = 48) was made of the results of the preschoolers' performance of two batteries of methods which was developed and tested under the guidance of L.A. Wenger. The revealed intercorrelation confirmed the possibility of using the above tools to diagnose executive functions. Analysis of the study data showed that the development levels of auditory and visual memory in older preschool children were not interrelated. However, in many respects verbal memory lies at the basis of attention flexibility development (switching), whereas visual memory underlies restraining control (inhibition). Based on the results of the diagnosis, four different variants of executive function development in the senior preschool age were identified and described.

The goal of our study is to specify the role of executive functions in cognitive and social development in preschool age. This research examined the relation between individual differences in all three components of executive functioning (working memory, cognitive flexibility and inhibition) and theory of mind performance in senior preschool-age children.The study involved 267 children aged 5-6 years (143 boys and 124 girls), pupils of the older kindergarten groups in Moscow.The study used NEPSY-II diagnostic complex subtests aimed at diagnosing the level of executive functions and social development («Theory of mind» is one of them). We also used the Raven's progressive matrix test, the DCCS method and the Test of Emotion Comprehension.The obtained result's analysis showed the significant connection between all three components of executive functions and theory of mind. Three types of development of regulatory functions in preschool children were identified. Children belonging to different types shown differences in the successfulness of the theory of mind's tasks performing.Our results provide important details about understanding the relation between executive functioning and theory of mind development in the senior preschool age and practical implications for child's future academic success, which requires high level of regulation and socio-emotional competence.

The article presents the results of a study aimed to analyze the relationship between the mental development of older preschool age children and the quality of the literacy environment in which they are Keywords:Preschool age, quality of the educational environment, mental development, executive functions, intellect, theory of mind.

Введение. Изучение того, какое место занимают социальные сети как новая социальная реальность в повседневной активности подростков, и как их использование отражается на эмоциональном состоянии и психологическом благополучии в связи с временем, проводимом в Сети, количеством социальных связей, мотивами, позволяет раскрыть и уточнить связи этих характеристик и их вклад в психологическое благополучие подростков. Новизна исследования состоит в соотнесении содержательных характеристик использования социальных сетей и формальных, а также с мотивами, факторами онлайн-риска и удовлетворенностью жизнью. Цель работы состояла в изучении вкладов показателей активности в социальных сетях в субъективное психологическое благополучие подростков в связи с мотивами их использования и факторами риска. Методы. Исследование проводилось с помощью онлайн-опроса. Выборку составили 409 подростков в возрасте от 14 до 17 лет, пользователи социальных сетей. Оценивались формальные показатели использования социальных сетей, мотивы использования социальных сетей, факторы онлайн риска в социальных сетях, субъективное психологическое благополучие. Оценка степени интеграции социальных медиа в ежедневную активность, производилась на основе шкалы интеграции социальных медиа. Результаты. Показатели использования социальных сетей (время, количество друзей) связаны как с большей интеграцией социальных сетей, так и с большим онлайн-риском. Мотивы использования социальных сетей связаны с большим риском, а сохранение приватности, наоборот, – с меньшим риском в социальных сетях. При увеличении рисков и большей интеграции социальных медиа в жизнь снижается субъективное психологическое благополучие подростков. Большее количество друзей и возможность реализовать мотив самопрезентации, напротив, приводят к повышению удовлетворенности жизнью. Обсуждение результатов. Интеграция социальных сетей в жизнь подростка приводит к разнонаправленным эффектам, усиливает онлайн-риски, но и способствует реализации мотивов социализации, что, в свою очередь, по-разному отражается на психологическом благополучии.