Acquisition of Abstract Knowledge in Implicit Learning of Anagram Solution Scheme

Деева, Татьяна; Козлов, Д Д

doi:10.17759/exppsy.2021140103

Cited by 4 publications

(1 citation statement)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The results obtained in the EG1 group show that the number of anagrams solved in each block did not exceed 65%. In addition, subjects in the EG1 group had no significant improvement in the number of anagrams solved from block to block (Deeva & Kozlov, 2021). The authors explain such results by the organization of their study, in particular by the strict time limit for solving anagrams (Ibid.).…”

Section: Differences In Behavioral Characteristics Between the Two Gr...mentioning

confidence: 97%

Untitled

2023

psychology

View full text Add to dashboard Cite

show abstract

Section: Differences In Behavioral Characteristics Between the Two Gr...mentioning

confidence: 97%

Untitled

2023

psychology

View full text Add to dashboard Cite

show abstract

Executive Functions in the Mental Set Formation Process: Shifting, Updating, Inhibition

Lazareva,

Chistopolskaya,

Vladimirov

2024

Experimental Psychology (Russia)

View full text Add to dashboard Cite

<p>This study examined the mechanisms of mental set (Einstellung effect) formation. Earlier it was shown that executive functions are a system-forming element in the structure of the formation mental set mechanisms. Executive functions (shifting, updating, inhibition) are considered as possible mechanisms for the formation of mental set. Additional load on executive functions should influence the formation of mental set. To model mental set, adapted Lachins’ problems of two types were used – arithmetic and verbal. Loading of executive functions was carried out within the framework of the secondary task paradigm. It was demonstrated that additional loading of executive functions of any type does not prevent the formation of mental set on the arithmetic material. At the same time, loading the shifting function negatively influenced the mental set formation on the verbal material. Thus, additional loading of executive functions can, on the one hand, lead to reduce of fixation, and on the other, lead to strengthening of fixation. A small load on executive functions leads to fixation, an increase in load leads to reduce of fixation, and overload leads to an increase in fixation. Thus, the overall level of loading on executive functions plays a key role in the formation of mental set, and the interaction between them can be described as a U-shaped curve.</p>

show abstract

The role of the “history effect” in the formation of the expected result in the problem-solving process

Medyntsev

2024

Psikhologicheskii zhurnal

View full text Add to dashboard Cite

The article presents the results of a study of the development of mental regulation of students’ psychological states during their studies at a university. This work is based on authors’ conceptual model of the structural and functional organization of psychological states’ mental regulation. The study was carried out at the initial and final stages of students’ education in everyday and stressful situations of academic activity covering the period from 2019 to 2023. Methods and effectiveness of psychological state self-regulation were studied using well-known valid methods and specially designed questionnaires. Mental structures such as reflection, life meaning orientation, and self-system, as well as individual regulatory properties studied outside educational situations in first (2018) and fourth years (2022) of study were investigated. As a result of the study, it was established, that, regardless of the situation of educational activity, psychological states acquire greater stability (equilibrium) by the senior year of study, which is associated with the effectiveness of states’ self-regulation. Changes in mental structures from the initial course to the final of study are revealed in an increase in the intensity of their manifestations in all main indicators. It has been established that in both situations, during the learning process, students experience an increase in the involvement of mental structures (primarily reflexive) and regulatory properties in the regulation of psychological states. In each situation of educational activity and at each stage of training, there were identified the leading structures of consciousness, determining the choice of self-regulation methods, which, in turn, are associated with the substructures of psychological states. It has been also stablished that from the initial stage of study to the final one, there is an increase in the number of methods used for states’ self-regulation, as well as their relationships with mental structures and regulatory properties of the personality, which indicates the development of a system of mental regulation of students’ psychological states.

show abstract

Acquisition of Abstract Knowledge in Implicit Learning of Anagram Solution Scheme

Cited by 4 publications

References 21 publications

Untitled

Untitled

Executive Functions in the Mental Set Formation Process: Shifting, Updating, Inhibition

The role of the “history effect” in the formation of the expected result in the problem-solving process

Contact Info

Product

Resources

About