2024. vol. 21. No. 4

There are a number of mechanisms for optimising information storage and processing in the cognitive system. Thus, in working memory, such optimisation is carried out, among other things, through the process of categorisation – grouping objects into categories. In its turn, a category has a number of levels, which determine the specificity and distinctness of the formed representation: subordinant, basic and superordinant. It is suggested that there is a categoricality effect: category levels influence the degree of working memory load and visual search efficiency. A particular example of a categoricality effect is the basic-level category superiority effect. This effect is that the speed and accuracy of object identification appears to be higher when given a basic level category (e.g., dog) compared to two others (e.g., dachshund or animal). The superiority effect of the basic-level category is related to the optimal ratio of specificity and distinctness of the representation. In turn, the quality of the formed representation is related to the attention template that is retained in working memory. Category level is expected to influence the attention template, and with it the level of load in working memory. The present study aimed to elucidate the neurophysiological mechanisms of representation formation under the influence of verbally given basic and superordinate level categories. The study was carried out in a visual search paradigm - subjects had to memorise verbally given target stimuli and then report the presence or absence of the target stimulus among distractors. Evoked potentials (EPs) were recorded and the N2pc and CDA components were analysed. The analyses yielded the specified EPs, indicating the formation of an attention template in the working memory system. However, the lack of differences between conditions indicates that there was no effect of verbally given target category level on the level of detailed attention template and working memory load.

The so-called cross-modal correspondence effect is a special case of multisensory integration; it manifests as faster and more accurate responses to simultaneously presented stimuli of different modalities that are congruent in certain features (e.g., high-pitch sound – high spatial location), as opposed to incongruent ones. This study assessed the extent to which individual emotional characteristics – both transient (induced emotional states) and stable (cognitive strategies of emotional regulation) – could influence the mechanisms of this effect. We tested whether (1) specific psychophysiological variables (as biomarkers of induced emotional states) could predict the magnitude of the cross-modal (audiovisual) correspondence effect and (2) this magnitude could be related to manifestation of various emotion regulation strategies. Participants (N = 27) filled out an emotion regulation questionnaire and watched videos invoking positive, negative, or neutral emotional states before completing the main task, in which they were presented with tones of lower and higher frequency (1000 and 2000 Hz) and written words that differed in emotional valence and were associated with different parts of vertical space. Their task was to identify the pitch (low/high) of the presented sound. To assess participants’ emotional states psychophysiologically, electrical skin conductance and photoplethysmogram were recorded continuously throughout the experiment. Two way mixed ANOVA and linear regression were used for data analysis. We found that psychophysiological indices diverged depending on the intended valence (negative/positive) of emotional videos; however, they could not predict the magnitude of the cross-modal correspondence effect. Positive refocusing and rumination strategies predicted the dynamics of psychophysiological indicators, whilst none of emotion regulation strategies modulated the magnitude of the cross-modal correspondence effect. The present results should be taken with due caution in light of potential type II errors and are open to alternative interpretations, which should be addressed in future research.

The study addresses the impact of emotional information on the belief bias in syllogistic reasoning. Belief bias refers to the inclination of individuals to make judgments based not on logical principles but on their prior beliefs when evaluating information. Within the framework of this research, a hypothesis was proposed that the emotional content of the syllogism itself influences this tendency: negative emotional stimuli reduce this tendency, while positive emotional stimuli increase it. An original set of stimuli was developed, consisting of 36 congruent and incongruent syllogisms with varying emotional valence (neutral, negative, positive), which were presented to participants in a random order. The results showed that when solving positive incongruent syllogisms, the accuracy of participants decreased, meaning they performed worse on these syllogisms compared to negative and neutral ones. However, no statistically significant differences were found in the solving time for neutral and positive syllogisms. It is important to note that our findings regarding the influence of negative information are fully consistent with previous research results. Specifically, negative syllogisms are indeed solved better and more slowly, not only compared to neutral ones but also compared to positive syllogisms. Nonetheless, considering that our developed experimental procedure has certain limitations, the question of the influence of emotional information on the tendency towards belief bias should be the subject of further research.

The article presents the results of an experimental study analyzing changes in emotional states during video gaming on a PC and reading texts from paper, as well as during transitions between these two activities. The study involved 62 students (mean age: 18.3 years, SD = 2.28; 82% female). Participants were divided into two groups: one group read texts first and then played a video game, while the other group played a video game first and then read texts. Participants' emotional states were assessed using a self-report questionnaire administered five times: before the experiment, after each 10- minute episode of video gaming, after each 10-minute episode of reading, and finally, at the end of the experiment. The results demonstrate that the intensity of negative and positive emotions, as well as anxiety, is higher during video gaming, while reading is characterized by a state of calmness. The findings further suggest that reading after playing a video game reduces positive emotions and increases calmness, whereas reading popular texts on its own does not significantly alter emotional states. Reading before playing a video game, however, decreases the intensity of positive emotions experienced during gameplay. Transitioning from gaming to reading leads to a reduction in the intensity of most emotions and an increase in calmness, while transitioning from reading to gaming results in a significant rise in emotional intensity. Emotional states change considerably when switching from one activity to another (i.e., from reading to gaming and vice versa) but remain stable for at least 20 minutes during a single activity. It is suggested that the changes in emotional states are not driven by the specific activities themselves but rather by the act of switching between activities. The results are interpreted within the framework of understanding emotions as a readiness to act. It is concluded that a short video game during breaks between academic work can serve as a form of emotional switching and relaxation.

This article describes the results of a study aimed at revealing a potential correlation between the level of understanding of a text and the format of its presentation (printed or digital). Namely, we expected a lower level of comprehension for digitally presented text compared to its hard copy printed analogue due to the higher cognitive ‘cost’ of reading in digital environment. We also expected that the use of extra materials (EM) providing additional information to the main text is related to the format of text’s presentation. Sixty volunteers (39 females, mean age = 20 ± 0.6 years old) participated in the study. They were administered Raven’s Standard Progressive Matrices (SPM); then, they read the stimuli (pop-science text) in either digital, or printed, or hybrid format, completed a questionnaire assessing the level of text’s understanding and, finally, answered questions of a semi-structured interview. The crosstab, F-test and Kruskal-Wallis test were used for statistical analysis. We found no significant differences between the levels of understanding of texts of different formats. However, most participants showed low levels of comprehension; also, they used EM (hyperlinks) less when working with digital text compared to its printed analogue. The latter result might be due to higher cognitive load when reading a text on the screen than reading a printed text. The low level of understanding suggests that basic cognitive skills are more important in reconstruction of text’s meaning than the format of text’s presentation.

The article is devoted to testing the capabilities of the “Types of Orientations in Difficult Situation” questionnaire (TODS; E. Bityutskaya, A. Korneev), as a tool for classifying perceived difficulties. The classification includes driven, maximal, optimal, ambivalent, and evasive types of perception of difficult life tasks. The first, second and third types correspond to approaching a difficulty, and the fifth type to avoiding it. The ambivalent type involves a combination of approach and avoidance. The study solves the following problems: to validate the correspondence of different variants of the TODS profile to the types, to compare the profiles with the marking of qualitative data (performed using content analysis), and identifying the capabilities of the questionnaire at different stages of classification. For this purpose, machine learning methods and A.S. Podkolzin's computer modeling of logical processes are used. The sample included 611 adult participants. The results of the study indicate the validation of the TODS questionnaire as a technique that makes it possible to divide perceived difficult life tasks into three large types: approach, ambivalent perception, and avoidance. The approach type includes three subtypes, two of which (involving the achievement of a high goal) are separated from the third, also on the basis of a questionnaire, with the addition of one marking feature. Thus, the questionnaire has been tested to solve new problems of psychodiagnostics, which allows using not only the indicators of separate scales, but the individual profile as a combination of scales.

The EmIn questionnaire assesses the main components of emotional intelligence, in particular, the ability to understand one's own emotions and the emotions of others, as well as the ability to manage these emotions effectively. The aim of the study was to evaluate the psychometric properties of this questionnaire and adapt it for an Azerbaijani population. The sample consisted of 390 participants, of whom 74% (289) were women and 26% (101) were men, aged 18-35 (M=19, SD=4.94). Using EFA, the two-factor structure of the questionnaire was determined: the two-factor solution accounted for 25% of the total variance, and the factor loadings revealed a range of values, while the lowest recorded value was .399, and the highest was .704. The study evaluated four models: a five-factor model, a two-factor model, a two-factor model obtained as a result of exploratory factor analysis, and a modified two-factor model. CFA results demonstrated a high degree of agreement with the modified two-factor model (CFI=0.913). The internal consistency of the EmIn questionnaire shows acceptable psychometric indicators and partially corresponded to the original version (interpersonal EI = .872, intrapersonal EI = .777, and general EI = .799). Significant gender differences in intrapersonal emotional intelligence were revealed: men showed significantly higher results than women. The Azerbaijani version of the EmIn questionnaire generally demonstrates satisfactory psychometric properties. Although the current study used fundamental methods of psychometric analysis to evaluate the results, it is important to recognize that it is not without limitations. One important aspect that requires further study is the validity analysis of the questionnaire.

Studying of the social environment of an organization as a resource for career development of its employee is important for the analysis of the factors of their professional advancement. The presented article describes the characteristics of a socio-psychological tool for assessing the career resources of an employee in an organization. The developed questionnaire studies the socio-psychological resources of career development of an employee in an organization, which appear at the nexus of the organization as a social group and the individual. These resources include the perceived compliance with organizational culture, psychological safety, developmental mentorship, and accessibility of career advancement. As a theoretical and methodological basis of the questionnaire, the descriptive model by K. Lyness and D. Thompson (Lyness, Thompson, 2000) was used, indicating facilitators and barriers to career development that form inequalities in career prospects. The questionnaire comprises 13 statements, which form 4 consistent subscales (Cronbach's alpha .91–.92, subscales .73–.82). The scores of the questionnaire do not depend on age and length of service. Confirmatory factor analysis showed consistency with the data of the embedded 4-factor structure. The evidence for the current validity was found: the scores are expectedly higher in men than in women, in managers than in executives, and they correlate with job and career satisfaction. Differences in career resources among women working in companies with different proportions of female employees were found. The questionnaire assesses four career resources: perceived compliance with organizational culture, psychological safety, developmental mentoring, and availability of career advancement. It is these career resources that are sensitive both to the employee's proactivity and social intelligence, as well as to any aspects of social inequality and engagement of the organization's policy.

The article focuses on ways to use artificial intelligence in assessment and enhancement of creativity. This topic seems very important in the context of the intensive development of computer technologies providing people with the vast range of opportunities to improve their professional skills and intensify their personal development. Some particular ways of the use of artificial intelligence are analyzed. Artificial intelligence can operate independently and generate its own creative ideas. At the same time, it can interact with humans within the creative process or serve as a “creative assistance” of humans. The results of the empirical studies in this area showed that the efficacy of the artificial intelligence in the course of assessment and enhancement of human creativity is determined to considerable extent by a task given, a particular area which artificial intelligence operates in, and the specific forms of its interactions with humans. In some areas (e.g., generation of alternative uses), artificial intelligence can outperform humans, whereas in other tasks (e.g., creative writing) humans perform better that artificial intelligence. Some practical recommendations on how to optimize the use of artificial intelligence in assessment and enhancement of creativity, were proposed. Results of the study can be used in the development of creativity assessment methods as well as for the improvement of interaction between people and artificial intelligence.