2023. vol. 20. No. 2

The article presents a confirmatory approach to the analysis of the Autism Scale developed by the authors earlier, for the rapid identification (screening) of the risk for autism (ASD) in 3-4 year-olds, with an accuracy of more than 85% (Nasledov et al., 2021; Nasledov et al., 2022). Forty binary points of the scale form 4 factors (subscales) by which children with ASD differ from children without ASD: "Emotional impairments", "Sensory disintegration", "Communication impairments", "Disinhibition". When developing the scale, we assumed that it is possible to distinguish "autism vectors" as a continuum, at one pole of which there is a conditional norm, and at the other, there is a vivid manifestation of the corresponding symptom of ASD. The purpose of this study was to verify the structural and measurement equivalence of the 4-factor scale model with respect to different parts of the sample: children with and without ASD, boys and girls, 3- and 4-year-old children. The sample consisted of 828 children, of which 294 were children with ASD, the rest were children without an established diagnosis (Norm) and children with developmental delay (DD). A "batch" approach has been applied, implying the combination (parcelling) of items included in one factor into several packages of items, which allows "strengthening" the initial measurements from binary to quantitative. The invariance of the measurement model was verified using multigroup confirmatory factor analysis. The factor structure is not equivalent for samples of children with and without ASD. However, for children with ASD, the structural and measurement equivalence of the 4-factor model for samples of boys and girls, and children aged 3 and 4 years is confirmed. Our initial assumption about the "vector" structure of ASD symptoms, which is also typical for children without ASD, with less severity of these symptoms, has not been confirmed. The presence of selected vectors was confirmed only for different parts of the sample of children with ASD.

Our study is dedicated to the development and the psychometric properties evaluation of the short Russian version of Barratt Impulsiveness Scale (BIS-11). The sample included 303 healthy young adults: 116 (38.28%) women and 187 (61.72%) men. The mean age was 23.22 (SD = 3.28) years. Exploratory and confirmatory factor analyses, reliability assessment (McDonald’s omega (ω) and Greatest Lower Bound (GLB)), correlation analysis (between subscales of the inventory), gender differences analysis (U Mann–Whitney) were conducted. Additionally, we proposed normative intervals. The short 3-factor version consisted of 14 items, and the total score as a second-order factor was obtained (χ² = 151.647; df = 76; CFI = .914; TLI = .896; RMSEA = .057; SRMR = .075). According to the factors' items, subscales were named “Motor Impulsiveness”, “Attentional Impulsiveness”, “Non-Planning Impulsiveness”, which is close to the original version. The scales shown satisfactory reliability level (ω/GLB): Total Score – .724/.843; Motor Impulsiveness – .713/.715; Attentional Impulsiveness – .712/.773; Non-Planning Impulsiveness – .636/ .685. Gender differences were found on the Total Score and on the Motor Impulsiveness scale. Hence, we've received the model of the Russian version of Barratt Impulsiveness Scale with good psychometric properties. The text of the questionnaire, scoring, and norms are provided in the appendix. However, to confirm this version, additional research is required.

School and classroom climate refers to the quality of academic, managerial, social and emotional interactions between classmates and between students and teachers. According to research results, the climate in the classroom and its subjective perception by students have a significant impact on the behavior and academic performance, psychological well-being, the development of character and giftedness of schoolchildren. The article presents the results of standardization of the questionnaire "Classroom climate" – a modification of the Russian version of the questionnaire "School climate". The study sample consisted of 2543 students of schools in the Central Federal District of the RF – 45.0% (N = 1145) males, 55.0% (N = 1397) females, of which 875 (34.4%) schoolchildren in grades 5-6, 752 (29.6%) – 7-8 grades, 916 (36.0%) – 9-10 grades. The structure of the questionnaire included six scales identified by the factor analysis method (principal component analysis, Varimax rotation with Kaiser normalization): scale 1 “Supportive teacher”, scale 2 “Cooperation with classmates”, scale 3 “Organization of work in the classroom”, scale 4 “Rivalry with classmates”, scale 5 “Pressing school environment” and scale 6 “Classmates’ involvement in studies”. The construct validity of the questionnaire was statistically proven. Confirmatory factor analysis showed a satisfactory agreement between the empirical data and the structure of the questionnaire. The scales correlate with each other at an average level, the directions of the connections correspond to the expected ones. The internal reliability of all scales was statistically confirmed using the Cronbach's Alpha coefficient. The convergent validity of the corresponding scales of the Classroom Climate questionnaire was confirmed by correlations with the scales of the Phillips School Anxiety Test, the Dembo – Rubinstein self-assessment methodology, as well as the average academic performance for the year. All correlations are moderate and weak, but theoretically expected and explainable. Differential validity was statistically proved. The questionnaire can be recommended to school psychologists for use in the practice of psychological and pedagogical support for different groups of schoolchildren in order to monitor and support strategies aimed at creating favorable conditions for the development of students.

The aim of the study was to validate the Russian-language version of the 25-item Hikikomori Questionnaire (HQ-25) recently developed by A. Teo and colleagues and successfully adapted in Japan and other countries. To test the reproducibility of the results, the psychometric properties of the Russian version of HQ-25 were analyzed on two different samples (N1 = 729, N2 = 451), recruited using an online survey in social networks in thematic groups associated with the hikikomori phenomenon, student communities of different universities. Confirmatory factor analysis showed satisfactory fit of the bifactor model with one common factor (severity of hikikomori symptoms) and 3 specific factors (socialization, isolation, emotional support) (for sample 1: (S-B)χ²(249) = 704.961; CFI = .928; TLI = .913; RMSEA = .050 (.046, .054), SRMR = .045; for sample 2: (S-B)χ²(249) = 561.636, CFI = .937, TLI = .925, RMSEA = .053 (.047, .059), SRMR = .045). Internal consistency, test-retest reliability were satisfactory. Convergent and divergent validity was confirmed (by correlating HQ-25 scores with the UCLA Loneliness Scale (version 3), Multidimensional Inventory of Loneliness Experience-3, Multidimensional Scale of Perceived Social Support, Marlowe–Crowne Social Desirability Scale). Obtained data confirm the criterion validity of the questionnaire. Similar results obtained on two different samples indicate the reproducibility of the study. The data of the psychometric analysis are supplemented by the content analysis of the interview, which explores hikikomori experiences in the Russian sociocultural context. Its results are in good agreement with the factorial structure of the questionnaire and can be useful for further development of theoretical views on the hikikomori phenomenon. The Russian version of HQ-25 can be used for research purposes to study and better understand individuals at risk for hikikomori.

The article presents the results of the Russian-language adaptation of the Need for Closure Scale by A. Kruglyansky and D. Webster, which in its original English version includes 5 scales, 42 questions and additional 5 questions of the “Lie scale”. The scales of the questionnaire are: “The need for order” (10), “The need for predictability” (8), “Decisiveness” (7), “Avoidance of ambiguity” (9) and “Closed-mindedness” (8). For adapting the questionnaire, the following procedures and statistical methods were applied: double-blind forward and backward translation of the questionnaire; checking the discrimination of Ferguson’s δ; consistency of Cronbach’s α and McDonald’s ω for the entire test and individual test scales, confirmatory factor analysis (CFA) by the method of maximum likelihood, testing of retest reliability, gender differences and external validity. The study involved 643 subjects at the factorization stage and 114 at the external validity stage. The obtained results for the Russian-language scales are: "the need for order" Cronbach’s α = 0.81. "the need for predictability" Cronbach’s α = .75 "decisiveness" Cronbach’s α = .74. "avoidance of ambiguity" Cronbach’s α = .65. "closed-mindedness" Cronbach’s α = .53. Checking the questionnaire (5-factor version, 38 questions) with the Structural Equation Modelling (SEM), indicators were obtained within the norm: χ²/df = 4.08, SRMR = .078, RMSEA = .07, however, the CFI and TLI parameters do not correspond to the required norms (CFI = .67, TLI = .647 — below normal). In the test-retest the correlation obtained r =.72, with p ≤ 0.001. Based on the data obtained, a conclusion is made about the correspondence of the five-factor model of the questionnaire of 38 questions to foreign analogues in terms of the degree of consistency.

The article presents the results of an empirical study aimed at analyzing the relationship between the psychological characteristics of a person, their perceptions of COVID-19, their attitudes towards vaccination and their behavior in a pandemic situation. 2,786 people took part in the online survey. Participants completed the following methods: the Pandemic Opinions questionnaire, Big Five Inventory-2, D. Amirkhan's Coping Strategies Indicator, State Anxiety Subscale from the Ch. D. Spielberger's State-Trait Anxiety Scale. The study revealed a variety of psychological prerequisites for such forms of adaptive response to the pandemic as the  implementation of preventive measures and the adoption of vaccination. These included personality traits, coping strategies, emotional state, and pandemic-related perceptions. A variety of typical response options in a pandemic situation has been found. Three psychological types were distinguished among those who actively carried out preventive measures and two types among those who poorly performed these measures. Three types of people were identified who have a positive attitude towards vaccination, and three types in the group with a negative attitude towards it. Each type was characterized by a specific set of personality traits, coping strategies, and pandemic-related perceptions. The results of the study suggest three main pathways that lead people to an adaptive response to a pandemic. The first is largely due to a person’s stable personal characteristics (responsibility, benevolence, adaptability of coping strategies), the second is associated with a person’s acute experience of their vulnerability to coronavirus, while the third, seemingly, has extrapersonal determinants associated with a person’s social environment.

The issues of research on rigidity in personality organization – are discussed in-depth in this article as the main theoretical and applied aspects of one of the relevant areas of general psychology. In this regard, the reasons for the formulation of the stated problem in its proper psychological aspect are presented and interpreted: the absence of a single categorical and conceptual apparatus; spectral and local organization of scientific rigidity research; “bipolar” character reflecting the convergence process of rigidity and flexibility; the vagueness of the content, boundaries and place of rigidity in the system of psychological concepts, its structural and functional organization, position among other structural components of personality and the relationship with them. As a result of the difficulties associated with the formation of a unified view on the genesis of the concept, justification of the choice of basic definitions, diversification of approaches in the study of rigidity, the allocation of structural components, the concept of rigidity is used and interpreted in various contexts differently. It is shown that the current research on rigidity in the structure of personality aims to solve the important, but narrow issues despite of their high theoretical and practical significance. At the same time, relevant general issues fall out of scientists’ sight and need to be discussed. The rigidity research should be carried out as in the field of general psychology and rigidity should be studied within the section of cognitive processes taking into account its key aspects including dynamics and structural organization. Strategically, in order to develop theoretical ideas about the psychological concept of rigidity, study its procedural side, analyze key aspects of structural organization and dynamics, it is necessary to make a reasonable choice of both a theoretical and methodological foundation and a theoretical model supplemented by the results of empirical research. Along with this, it is worth drawing attention of the scientific community to the issue of determination the causes of manifestation of personality rigidity. Summarizing the presented materials, the author concludes that rigidity in personality organization should be studied as a general psychology problem.

In the context of cultural historical psychology, it is proposed to view identity as an explication of a life project. A synergetic methodology is used, within which development is considered not only as a process determined by heredity and environment (internal and external), but also as a process of self-organization, leading to self-construction of the subject. In a constantly changing world, understanding identity as a stable structure of the subject’s representations, reflecting one’s actual state, is replaced by understanding the fundamental incompleteness of the “auto-project” text narrated by the subject of life, which implies the analysis of the (re)constructed author of this project. As it turned out, the growth of the complicated subject’s thinking leads to the organizational complication of the “auto-project” text. Three types of identity texts have been distinguished (personal, social, predictive), which differ by the methods of identity description. Personal identity is a collection of the descriptive characteristics of a subject. Social identity means the (re)construction of social space and the choice of social roles. The predictive identity as a representation of future vital roles provides an opportunity for the subject to plan the achievement of potential life goals. The expanded understanding of identity functions is revealed: starting as the knowledge about the self and the regulator of behavior in a social context, it becomes the instrument of self-organization, which allows making some adjustments into the life project of the subject. The depth of social identity (autonomous personality, representative of a group, citizen of society) will determine the scale of life tasks available to the subject. It is shown that as a result of the processes of circular causality, the increase in the complexity of thinking leads to the complication of the organization of any identity, which, being a tool for a self-development, provides some opportunities for the deployment of the existing human potential.

The article analyzes three main topics: ideas about thinking, formed in ancient philosophy and in modern times, studies of thinking in the Moscow Methodological Circle, mainly in the works by G.P. Shchedrovitsky, as well as the author’s views on thinking (a kind of conceptualization). The views on thinking in logic, methodology and phenomenology are considered, the problems of development and the agent of thinking, the logical and methodological determinants of thought are discussed. The author presents the results of the cultural and historical reconstruction of the formation of thinking, showing that three components of thinking were formed in ancient philosophy – discursive activity, including the constitution of ideal objects, norms of thinking (thinking patterns, logical rules and categories), concepts of thinking. He calls this tripartite structure "the genome of thinking." The genome of thinking was established anew in the Middle Ages and in the modern culture, as the requirements for all three of its components has changed. The author characterizes the ideas about thinking outlined in the three programs of the Moscow Methodological Circle (semiotic interpretation of thinking, reducing it to activity, representation as “pure thinking” in the scheme of “thinking activity”). At the same time, he believes that Shchedrovitsky did not succeed in understanding the essence and mechanisms of the development of thinking. In turn, the author, relying on his own research on thinking, argues that the first start of thinking happened with the formation of the thinking genome, and the second start was the inclusion of the thinking genome in the institutions of modernity (science, art, law, religion, esotericism), which significantly affect thinking. The latter, in turn, changes and transforms under the influence of culture, personality, problems and challenges of the time.

Two language learning strategies have been described as common in both children and adults: fast mapping (FM), which promotes learning from context, and explicit encoding (EE), which is provided through direct instruction. Previous functional neuroimaging studies in adult learners have suggested differential neural mechanisms underlying these two major cognitive strategies, with some limited evidence in support of such differences also found in behavioural experiments. Nevertheless, the exact nature of these differences remains underinvestigated. Our goal was to explore putative differential effects of EE and FM strategies on the acquisition of novel words, with a focus on scrutinising the quality of recognition of newly learnt items. In two experiments, participants (total sample size = 82) learned 18 novel words presented ten times each in a word-picture association paradigm using EE and FM conditions. Learning outcomes were assessed immediately after the training using a recognition task. In both experiments, we found no differences in either the accuracy or the reaction time of word recognition between FM and EE conditions, which suggests similar behavioural efficiency of both strategies. However, we found a negative correlation between reaction time and response accuracy in recognising the words learned through EE, with no similar effects for FM, which indicates qualitative differences in underlying memory traces formed via these two acquisition modes. These results can be seen to imply that people tend to use information acquired through EE more confidently than that acquired through FM.

The study aims to investigate the impact of emotions on the aftereffect of the figure and ground of ambiguous images, the logos. Forty participants who took part in the experiment were asked to distribute ten logos according to the degree of attractiveness, five of which were unambiguous, and five were ambiguous, containing explicit and hidden meanings. At the next stage, the participants made a choice in favor of one of the six proposed names of products that could potentially be produced by a company represented by one of the ten logos they had previously evaluated. Product names could be associated with the explicit meaning of the logo (figure), with its hidden meaning (ground), and also could not be associated with the logo. The aftereffect of figure and ground was assessed by the frequency of choice by the participants of the names, which, according to them, corresponded to the products of the firms represented by the logos. The consequences of two theories regarding the aftereffect of the figure and ground of ambiguous logos were tested depending on their emotional ratings. The results of the study confirm the account of negative choice by V.M. Allakhverdov, according to which the aftereffect of the figure is always positive, but the aftereffect of the ground changes situationally, and is not consistent with the conception of the impact of emotions on the primacy of the global or local, suggesting a differently directed aftereffect of the figure and the ground. It is shown that the factor that determines the aftereffect of the ground can be the emotional attitude of a participant to the logo itself (with positive aftereffect when the attitude is positive, and with a negative one when the attitude is negative), while emotional ratings do not engage the aftereffect of the figure.