The paper describes the processes of consolidation and reconsolidation of auditory-verbal memory in patients diagnosed with Parkinson’s disease (G20, ICD-10) in comparison with cerebrovascular pathologies of a chronic and acute nature. The research objective was to identify the specifics of consolidation and reconsolidation of auditory-verbal memory in patients of this nosological group. The methods involved an experiment in F. Bartlett’s schema reconstruction, as well as methods of descriptive and comparative statistics. The experiment involved 104 people (67.5 ± 4.5, 21% male), including 30 patients with Parkinson’s disease (G20) (67.8 ± 4.8, 24% male), 34 patients diagnosed with sequelae of cerebral infarction (I69.3) (67.4 ± 4.4, 20% male), and 40 patients with other specified lesions of cerebral vessels on a model of chronic cerebral ischemia (CICI) (I67.8 67.6 ± 4.4, 24% male). All codes were indicated in accordance with ICD-10. The research revealed reliably significant features of consolidation and reconsolidation of auditoryverbal memory in Parkinson’s disease. The greatest number of differences belonged to the comparative analysis with the patients with chronic cerebral ischemia. This nosology was characterized by a greater number of distortion errors but few additions and sequence violations. In Parkinson’s disease, information underwent transformations already at the storing stage, which led to impairment of short-term and long-term memory. Distortion errors were more numerous than consistency errors, which casts doubt on the kinetic factor as the key one.

Subjective images of danger and security depend on the context of uncertainty. This article introduces a mental reconstruction of danger and safety for different types of uncertainty. The authors used the methods of associative experiment, subjective ranking, and semantic differential. The empirical data were processed by averaging, ranking, factor analysis, and the Mann-Whitney criterion. The survey involved students from several Russian metropolitan and provincial universities (19–20 y.o.; n = 105; 74 females). Danger demonstrated a less complex mental structure than safety. The mental reconstruction of danger / safety included three types of uncertainty. Temporal uncertainty included period, time, and frequency of danger / safety. Objective uncertainty was connected with the place, environment, and source of danger / safety. Subjective uncertainty covered controllability, scale, and cause of danger / safety. Uncertainty proved more important for danger than for safety. The subjective level of danger grew together with objective uncertainty, especially when the source of danger was unclear, and went down with temporal uncertainty. The subjective level of security increased with temporal and subjective uncertainty and decreased with objective uncertainty. When the subjective significance of danger and safety went up, the differentiation of uncertainty in their assessment became less significant. The study identified the effect of variability of uncertainty on the mental reconstruction made by the subjects of danger / security, as well as identified some understudied areas.

The paper studies the way younger and older adolescents with intellectual disabilities perceive their personal security. The research data were collected by formalized interview, subjective scaling techniques, analysis of personal files, observation diaries, etc. The obtained information was processed using the methods of content and frequency analyses, the Mann-Whitney U test, the Spearman’s rank correlation, and the chi-square distribution. The perception of personal security included such concepts as threat, defense, security, and subjective personal security. The study revealed significant differences between younger and older adolescents in their perception of danger, threat, defense, security, and responsibility for personal security. Children with intellectual disabilities developed ideas about personal security in adolescence, their perception of threat and defense depended on life experience and socialization. Their categorical structure corresponded to the norm but was inferior in terms of generalization and cognitive complexity. They separated threat and defense from security, which they associated with safety rules. The results could be included in programs of corrective psychological and pedagogical support.

The article introduces a comprehensive review of theoretical and experimental studies in the field of psychophysiological predictors of cognitive impairments in post-COVID-19 patients. The data obtained made it possible to design a model of psychological correction and prevention of post-COVID-19 cognitive dysfunction. This condition affects cognitive, behavioral, and psycho-emotional areas of mental activity. Functional changes involve poor mobility of nervous processes and short attention span, as well as changes in coping behavior and personality characteristics. Unlike older patients, teenagers experience fewer consequences for cardiovascular system and cognitive functions. As for gender differences, men restored their cognitive functions better when they came to grasp with their past experience. For women, recovery was associated with life meaning, planning, and goal setting. The resulting model for the prevention and psychological correction of post-COVID-19 cognitive dysfunction integrated the principles of systemic, information, cognitive, and personality-oriented approaches. It consisted of several structural elements that made it possible to support COVID-19 patients through all treatment stages, i.e., psychodiagnostics, psychocorrection, psychotherapy, and social and lifestyle adaptation.

This research featured 139 patients (60 men, 79 women) after the first-episode psychosis. All patients demonstrated cognitive and/or emotional deficiency. The research objective was to compare clinical, sociodemographic, psychosocial, and individual characteristics. The expert clinical assessment revealed three groups. Group I included 29 patients with negative symptoms in the cognitive sphere; group II consisted of 46 people with negative symptoms in the emotional and volitional sphere; group III included 64 people with no pronounced deficiencies. The authors employed the method of clinical psychological interview and various pathopsychological non-standard methods to study the cognitive activity of the patients. The list of psychometric methods included the Beck’s Depression Inventory, a coping behavior questionnaire, a short version of Minnesota Multiphasic Personality Inventory (MMPI), and the Suicide Risk Assessment Scale. The data obtained were processed using SPSS v. 25.0 and Excel 2010. The three groups demonstrated the following statistically significant differences: diagnosis, critical attitude to one’s own condition, and continuity of psychiatric care (clinical characteristics); social adaptation problems (psychosocial characteristics); association and motivation (cognitive activity); suicidal risk (emotions, personality, and behavior). The MMPI and the coping behavior test also showed differences from the test norm, as well as between the groups. A comparative analysis of clinical and psychological characteristics in patients after the first-episode psychosis makes it possible to develop a correct psychorehabilitation program, prevent deficit symptoms, and improve social functioning.

A state governed by the rule of law establishes balanced legal relations. This article describes four scientific and theoretical approaches to the concept of legal relations, i.e., legal, subject-object, moral, and socio-psychological. According to the legal approach, legal relations are regulated by law. The subject-object approach defines legal relations as those that occur between subjects who possess certain rights and exercise them in relation to each other or to the objects in the legal field. According to the moral approach, society builds the system of law based on moral principles. This approach offers a step-by-step formation of law in the process of social development. Stage 1 shapes moral norms as a result of direct communication between community members. Stage 2 is associated with the individual assimilation of norms and the formation of morality. Stage 3 presupposes the arrival of legal norms. Stage 4 ends with the legislative consolidation of legal norms. The theoretical analysis revealed four socio-psychological processes in the development of legal norms: a) informal interpersonal communication yields moral norms, b) moral behavior patterns become internal, and moral consciousness appears; c) moral norms are exteriorized in the public consciousness, thus leading to legal consciousness; d) moral norms are legitimized, and legal norms become law. The socio-psychological approach considers such principles of legal relations as the sense of justice and equality.

Basic elements of self-awareness emerge and progress differently in different children. These timing peculiarities remain understudied in preschoolers. A comprehensive review revealed no clear guidelines, procedures, or technologies for psychological and pedagogical support of self-awareness in preschoolers. The authors studied the development of each component of self-awareness and the links between them. The research relied on the approach developed by V. S. Mukhina. The methods included psychodiagnostic testing, expert assessment, psychological experiment, statistical analysis, and qualitative data processing. The key components of self-awareness development included the following stages: identification with one’s own name; awareness of one’s own gender identity; use of the pronoun "I", which is an essential self-awareness link in young children. The psychological and pedagogical support of self-awareness development requires target actions for each link, as well as conscious efforts and resources of the family and the educational institution. The process of support is a process of socialization that starts when the child joins an organized group of peers. It lays foundation for the subsequent structural links between different components of self-awareness, i.e., claim to recognition, further awareness of one’s gender, and temporal self-awareness.

Emotional well-being of preschool children that live in extreme climatic conditions is difficult to maintain. Emotional well-being is a basis of psychological health that manifests itself as positive emotional states in social environment. It presupposes a stable emotional sphere when interacting with the world, low anxiety, emotional comfort, and adequate self-esteem. Climatic and geographical factors of the Russian Arctic may inhibit the development of the emotional well-being in preschool children. However, some psychological and pedagogical conditions may neutralize the negative impact of environmental factors. They include psycho-emotional monitoring, flexible school interior, and health-saving technologies in the academic process. The authors developed a model of ecological and psychological support for preschool children living in polar regions. It is based on interaction with plants and animals as a source of positive emotions. The model of environmental and psychological support for emotional well-being of preschoolers living in the Russian Arctic justifies the feasibility of health-saving technologies as part of an active cooperation between a preschool institution and a botanical garden.

The article introduces an analysis of human psychology in extreme conditions. On the one hand, scientific interest to extremology, i.e., the effect of extreme factors on people, is growing. On the other side, this analysis revealed a lack of empirical data on cognitive dynamics before, during, and after an extreme situation, as well as after spending a long time in extreme environmental and climate conditions. The research objective was to study the lifestyle of people (n = 66) who live in regions with extreme environmental and climate conditions. The theoretical analysis and the empirical data made it possible to construct a lifestyle model. Its structure consisted of core, peripheral, and background semantic layers. The core structure included balanced temporal continuum, practical activity, personal activity, and basic lifestyle. The temporal locus became disrupted if the core lifestyle structures were out of balance. Fatalism and fixation on the past led to negative reassessment of one’s life, which could be compensated by activating one’s inner resources and endowing semantic layers with a positive context.

A highly intellectual environment involves intense mental activity, rapid acquisition of new material, creativity, competition, and rivalry. All these aspects may cause a long-time neuropsychic stress. Students of leading technical universities need to be able to overcome such difficult situations. The authors reviewed theoretical approaches to emotional intelligence. They designed a psychological model of scientific and technical elite of modern Russia. The model included emotional-volitional, demand-motivational, value-meaning, socio-psychological, and cognitive-activity components. This paper focuses on the empirical study and confirmation of the emotionalvolitional component in potential engineering, scientific, and technical elite, i.e., junior students of Russia’s leading technical universities. The research revealed some psycho-logical peculiarities in their emotional intelligence and coping-strategies. The sample consisted of first-year engineering and technical students of the National Research Nuclear University MEPHI (n = 111). The psychodiagnostic tools included the coping test developed by R. Lazarus and S. Folkman and adapted by T. L. Kryukova, E. V. Kuftyak, and M. S. Zamyshlyaeva; D. V. Lyusin’s test of emotional intelligence. The data analysis relied on IBM SPSS Statistics V.22.0 and the Kruskal-Wallis H-test method of mathematical statistics. The students proved able to consciously analyze difficult situations, work out solutions, plan and predict the outcomes of their behavior, as well as to resort to past experience and available resources. In general, these overcoming models had a constructive effect on the development of an engineer’s personality. However, the underdevelopment of the emotional sphere and poor expression of feelings affected interpersonal and intragroup relationships. Students of nuclear engineering should develop their emotional sphere and expand the range of coping strategies in stressful situations.

A value system is a complex of value orientations and meanings that have their roots in the outside world. For military students, international humanitarian law is an important part of personal value system. These norms shape the environment for quasi-professional and academic activities of future military lawyers and officers. International humanitarian legal norms regulate certain social relations, thus entering the sphere of subjective activity and acquiring positive significance. As a result, they become part of an officer’s personality. International legal acts are a quintessence of humanistic principles, goals, and ideas. In this respect, they are an objective source of universal human values and meanings. Hence, they characterize an officer as an intellectual. If introduced into military education curriculum, international humanitarian law could facilitate the development of personal values in future officers and military lawyers. To verify this hypothesis, the authors applied standard research methods to legal documents, as well as conducted a psychological and pedagogical experiment. They identified, systematized, and classified the values and meanings concentrated in the international legal acts of humanitarian law. The military students that studied the international humanitarian law respected traditions and valued security; they were more independent and achievement-oriented, as well as demonstrated a much higher level of communicative and organizational skills than the control group. Therefore, international humanitarian law proved to have a great potential for developing personality values in future officers as part of military education.

Life-planning competence is an integral personality trait that characterizes one’s desire and ability to implement one’s potential, i.e., knowledge, skills, experience, character traits, etc., in order to achieve one’s life objectives. It consists of motivational, cognitive, emotional, volitional, axiological, semantic, operational, reflective, and proactive components. The present research featured the life-planning competence in high school students (n = 200; 2019–2022) of the city of Krasnoyarsk, Russia. The resulting strategies demonstrated a connection with the concept of being-inthe-world by M. Heidegger and L. Binswanger, as well as A. Längle’s concept of fundamental existential motivations. The statistical analysis involved the principal component method with Varimax rotation and Kaiser sampling. The factor analysis revealed eight factors: 1) purposefulness, meaningfulness, and readiness for life planning; 2) cooperation; 3) reflexive activity control; 4) correlation with the world; 5) control of oneself and the situation; 6) self-awareness; 7) dynamic balance; 8) self-development. These factors connected the process of life-planning with the four existential fundamental motivations identified by A. Längle and the forms of being-in-the-world described by M. Heidegger and L. Binswanger. The high school students demonstrated a motivation for physical survival and spiritual overcoming of existence, as well as a desire to enjoy life, experience values, find self-identity, and seek justice. As teenagers, they lacked the fourth existential motivation, i.e., motivation to obtain existential meaning.

The current dynamic socio-cultural processes lead to a qualitative revision of family roles, family relationships, and parenthood. The psychological interaction between parents has changed, as has the father’s status. This study featured the interaction between 40 fathers and their teenage children. The authors used the PARI method by E. S. Schaefer and R. K. Bell as adapted by T. V. Neshcheret, the Parent-Child Interaction method developed by I. M. Markovskaya, and J. Pleck’s Fatherhood and Masculinity Questionnaire. The consistency was determined by the Spearman’s correlation coefficient while the differences in the assessments provided by fathers and children were measured using the Mann – Whitney U test. For the teenagers, the main interaction indicator appeared to be the lack of strictness whereas their fathers stressed the emotional closeness. The comparative analysis revealed no significant differences between the assessments given by the fathers and the children: the father was described as not strict, accepting, cooperative, and consistent. Emotional closeness proved to be the most significant parameter in the father – teenage child interaction. Emotional closeness requires special attention from specialists that help parents and children overcome the adolescent crisis.