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Papers by Светлана Крылова

Psychology in Education

Introduction. The article focuses on the mental development of children of early and preschool ag... more Introduction. The article focuses on the mental development of children of early and preschool age in a situation where they simultaneously perceive both the real and the virtual worlds. Specifically, the article deals with the perception of the shape and weight of a virtual object in conditions of visual/tactile inconsistency. Materials and methods. The article presents the results of a series of empirical studies of the cognitive activity of preschool children when they perceive three-dimensional objects modeled by means of information devices with a touch screen. We used customized experimental procedures and a computer application which records the kinematics of a virtual object moving on the iPad screen. The novelty of our empirical study lies in the use of the analytical approach to research the role of vision and tactile perception. Research results. The obtained empirical data shows that preschoolers perceive computer models of threedimensional objects on the screen as three-dimensional, despite the discrepancy between visual and haptic information about these objects received when performing actions with them on a two-dimensional screen surface. In the event preschoolers do not have the opportunity to perform actions with the image of a threedimensional object on the screen of a tablet computer, they significantly more often perceive the object as two-dimensional. Conclusion. These results are consistent with foreign studies of perception in conditions of multisensory conflict-the foreign authors conclude that the brain tends to integrate visual and tactile information and gives more weight to the information which is more reliable. The result of perception is determined not so much by the actual sensory information but by the assessment of probability of the object having a particular feature, taking into account the existing associations.

Journal of Virtual Exchange, 2020

This paper discusses a teaching approach that can be used in Collaborative Online International L... more This paper discusses a teaching approach that can be used in Collaborative Online International Learning – Interdependent Intercultural Tasks (IIT). IIT are characterized by the following features: (1) they include culture-specific information that creates cognitive dissonance and motivates students to analyze information about another culture; (2) they provide instructions aimed at learning subjective information about individuals from another culture; and (3) they can only be performed through interaction between students from different countries. We expect two learning outcomes of implementing IIT in a Global Leadership course; an increase in (1) intercultural interaction when working on a collaborative project; and (2) awareness of general cultural differences and those related to a specific global problem. Preliminary findings suggest that employing IIT (i.e. having students discuss native and non-native country media articles describing culture-specific perspectives on a globa...

The purpose of this paper is to discuss strategies for increasing the effectiveness of collaborat... more The purpose of this paper is to discuss strategies for increasing the effectiveness of collaborative learning in virtual intercultural teams of students enrolled in the “Global Leadership” course at East Carolina University (ECU, United States) and Ural State Pedagogical University (USPU, Russia). Developing students’ leadership and intercultural skills is one of the learning objectives of the “Global Leadership” course. These skills are elements of “collaboration competency” – one of the key competencies for sustainability (Rieckmann, 2017). For effective development of collaborative competence, it is necessary to take into account socio-psychological factors – small group dynamics and distribution of roles in the team. Teaching strategies were developed on the basis of Tuckman’s (1965) scheme for group development (forming–storming–norming–performing) and Kolb’s (1984) four-stage learning cycle (concrete learning, reflective observation, abstract conceptualization, and active e...

This article describes a pilot study of changes in Russian students' stereotyped views of Ame... more This article describes a pilot study of changes in Russian students' stereotyped views of Americans resulting from their involvement in intercultural interaction. Exactness of perception of an intercultural communication partner is considered to be an index of the socio-perceptive component of intercultural competence (Kupavskaya, 2008; Sadokhin, 2009). This index indicates the effectiveness of students' participation in the Global Understanding course (Chia, Poe, & Yang, 2011). Seven students of Ural State Pedagogical University aged 18-20 years old participated in the study. The Global Understanding course, which lasted for four weeks, consisted of intercultural communication between Russian and American students. The students discussed culturally-relevant topics such as college life, cultural traditions, and family, the meaning of life, and stereotypes and prejudices. Each class session included live discussion in small video groups, one-to-one keyboard chat and e-mailing...

Psychology in Russia: State of the Art, 2016

The success of cross-cultural online communication in an academic environment is defined by the d... more The success of cross-cultural online communication in an academic environment is defined by the degree of student involvement in such an interaction. The authors' experience testifies that a number of objective, language, and psychological factors may decrease the activeness of these interactions, and as a result learning may not be effective for students in these types of cross-cultural interactions. Among such factors the current article investigates the influence of a communicator's speech peculiarities on a recipient's willingness to maintain interaction in native-to-nonnative, written online communication in the English language. The study was aimed at verifying a hypothesis about the influence of Russian communicants' speech characteristics on American communicants' willingness to maintain conversations. The research method chosen was content analysis. Thematic chats involving Russian and American students participating in the Global Understanding course were analyzed. The results of the content analysis allowed us to distinguish certain Russian communicants' written speech characteristics, such as the prevalence of language and grammar mistakes, the degree of vocabulary richness, and the use of complex sentences. Significant correlations were discovered between the American communicants' willingness to maintain conversations and the number of mistakes, indicators of lexical richness and scarcity in Russian communicants' utterances. Language and speech mistakes as well as the quantity of words in the utterances of micro themes had the highest number of significant correlations with indicators of the willingness to maintain conversations. The first factor, language and speech mistakes, decreased the willingness to maintain conversations, whereas the second factor, the number of words in Russian students' utterances, increased such willingness.

Pedagogical Education in Russia, 2016

АННОТАЦИЯ. В статье рассматриваются различные аспекты проблемы женского лидерства. Анализируются ... more АННОТАЦИЯ. В статье рассматриваются различные аспекты проблемы женского лидерства. Анализируются социальные факторы, обусловившие более активную включенность женщин в социальную, экономическую и политическую жизнь в последней трети ХХ века. Рассматривается влияние на поведение людей распространенных в обществе гендерных стереотипов. Приводятся результаты исследования содержания гендерных стереотипов. Респонденты мужского и женского пола демонстрируют сходство представлений о качествах, которыми должны обладать женщины и мужчины. Женщинам приписываются такие качества, как доброта, мудрость, женственность, а мужчинам  ответственность, мужественность, честность и целеустремленность. Сохранение в общественном сознании традиционных представлений о женских и мужских качествах создает трудности для женщин-лидеров. Они испытывают межролевой конфликт между гендерной ролью, предписываемой обществом, и лидерской ролью, которая традиционно ассоциируется с мужскими качествами. Причины трудностей женщин-лидеров анализируются с позиций авторов гендерных теорий лидерства: концепции токенизма Р.Кантер и социально-ролевой теории Э. Игли. Приводятся статистические данные по России и другим странам мира о преобладании мужчин на высших уровнях управления в системе образования. Рассматриваются два пути уменьшения гендерной диспропорции в управлении: институциональный и психолого-педагогический.

КЛЮЧЕВЫЕ СЛОВА: глобальные компетенции; межкультурный диалог; межкультурное взаимодействие; вирту... more КЛЮЧЕВЫЕ СЛОВА: глобальные компетенции; межкультурный диалог; межкультурное взаимодействие; виртуальное образовательное пространство. АННОТАЦИЯ. В статье рассматривается необходимость использования виртуального образовательного пространства как средства межкультурного взаимодействия и обобщается опыт межкультурного взаимодействия, накопленный в УрГПУ в рамках Глобального проекта взаимопонимания (Университет Восточной Каролины, США). Проект реализуется в УрГПУ с 2012 года. В статье также анализируются возможности проекта по отношению к развитию компетентностей, имеющих первостепенное значение для успешной самореализации в глобальном мире. Активное включение в межкультурное взаимодействие является важным условием для установления взаимопонимания между народами. В этом контексте важно создать образовательную среду для межкультурного взаимодействия. Создание такой среды в УрГПУ осуществляется успешно благодаря не только наличию современных технологий, но и специально созданным информационным ресурсам. Анализ содержания и форм проекта определяет образовательные возможности активного межкультурного взаимодействия. Эта новая онлайновая деятельность позволяет студентам УрГПУ быть глобально компетентными людьми. Она способствует межкультурному диалогу, укрепляет мобильность и межкультурное сотрудничество в борьбе за мир, стабильность и социальную инклюзию.

Educational results connected with the inclusion of cross-cultural interaction in the process of ... more Educational results connected with the inclusion of cross-cultural interaction in the process of higher education acquisition are studied. Personal changes are connected with the development of cross-cultural tolerance and mobility; cognitive changes are connected with overcoming cultural egocentricity of thinking by means of learning the system of values of the other culture.

Psychology in Education

Introduction. The article focuses on the mental development of children of early and preschool ag... more Introduction. The article focuses on the mental development of children of early and preschool age in a situation where they simultaneously perceive both the real and the virtual worlds. Specifically, the article deals with the perception of the shape and weight of a virtual object in conditions of visual/tactile inconsistency. Materials and methods. The article presents the results of a series of empirical studies of the cognitive activity of preschool children when they perceive three-dimensional objects modeled by means of information devices with a touch screen. We used customized experimental procedures and a computer application which records the kinematics of a virtual object moving on the iPad screen. The novelty of our empirical study lies in the use of the analytical approach to research the role of vision and tactile perception. Research results. The obtained empirical data shows that preschoolers perceive computer models of threedimensional objects on the screen as three-dimensional, despite the discrepancy between visual and haptic information about these objects received when performing actions with them on a two-dimensional screen surface. In the event preschoolers do not have the opportunity to perform actions with the image of a threedimensional object on the screen of a tablet computer, they significantly more often perceive the object as two-dimensional. Conclusion. These results are consistent with foreign studies of perception in conditions of multisensory conflict-the foreign authors conclude that the brain tends to integrate visual and tactile information and gives more weight to the information which is more reliable. The result of perception is determined not so much by the actual sensory information but by the assessment of probability of the object having a particular feature, taking into account the existing associations.

Journal of Virtual Exchange, 2020

This paper discusses a teaching approach that can be used in Collaborative Online International L... more This paper discusses a teaching approach that can be used in Collaborative Online International Learning – Interdependent Intercultural Tasks (IIT). IIT are characterized by the following features: (1) they include culture-specific information that creates cognitive dissonance and motivates students to analyze information about another culture; (2) they provide instructions aimed at learning subjective information about individuals from another culture; and (3) they can only be performed through interaction between students from different countries. We expect two learning outcomes of implementing IIT in a Global Leadership course; an increase in (1) intercultural interaction when working on a collaborative project; and (2) awareness of general cultural differences and those related to a specific global problem. Preliminary findings suggest that employing IIT (i.e. having students discuss native and non-native country media articles describing culture-specific perspectives on a globa...

The purpose of this paper is to discuss strategies for increasing the effectiveness of collaborat... more The purpose of this paper is to discuss strategies for increasing the effectiveness of collaborative learning in virtual intercultural teams of students enrolled in the “Global Leadership” course at East Carolina University (ECU, United States) and Ural State Pedagogical University (USPU, Russia). Developing students’ leadership and intercultural skills is one of the learning objectives of the “Global Leadership” course. These skills are elements of “collaboration competency” – one of the key competencies for sustainability (Rieckmann, 2017). For effective development of collaborative competence, it is necessary to take into account socio-psychological factors – small group dynamics and distribution of roles in the team. Teaching strategies were developed on the basis of Tuckman’s (1965) scheme for group development (forming–storming–norming–performing) and Kolb’s (1984) four-stage learning cycle (concrete learning, reflective observation, abstract conceptualization, and active e...

This article describes a pilot study of changes in Russian students' stereotyped views of Ame... more This article describes a pilot study of changes in Russian students' stereotyped views of Americans resulting from their involvement in intercultural interaction. Exactness of perception of an intercultural communication partner is considered to be an index of the socio-perceptive component of intercultural competence (Kupavskaya, 2008; Sadokhin, 2009). This index indicates the effectiveness of students' participation in the Global Understanding course (Chia, Poe, & Yang, 2011). Seven students of Ural State Pedagogical University aged 18-20 years old participated in the study. The Global Understanding course, which lasted for four weeks, consisted of intercultural communication between Russian and American students. The students discussed culturally-relevant topics such as college life, cultural traditions, and family, the meaning of life, and stereotypes and prejudices. Each class session included live discussion in small video groups, one-to-one keyboard chat and e-mailing...

Psychology in Russia: State of the Art, 2016

The success of cross-cultural online communication in an academic environment is defined by the d... more The success of cross-cultural online communication in an academic environment is defined by the degree of student involvement in such an interaction. The authors' experience testifies that a number of objective, language, and psychological factors may decrease the activeness of these interactions, and as a result learning may not be effective for students in these types of cross-cultural interactions. Among such factors the current article investigates the influence of a communicator's speech peculiarities on a recipient's willingness to maintain interaction in native-to-nonnative, written online communication in the English language. The study was aimed at verifying a hypothesis about the influence of Russian communicants' speech characteristics on American communicants' willingness to maintain conversations. The research method chosen was content analysis. Thematic chats involving Russian and American students participating in the Global Understanding course were analyzed. The results of the content analysis allowed us to distinguish certain Russian communicants' written speech characteristics, such as the prevalence of language and grammar mistakes, the degree of vocabulary richness, and the use of complex sentences. Significant correlations were discovered between the American communicants' willingness to maintain conversations and the number of mistakes, indicators of lexical richness and scarcity in Russian communicants' utterances. Language and speech mistakes as well as the quantity of words in the utterances of micro themes had the highest number of significant correlations with indicators of the willingness to maintain conversations. The first factor, language and speech mistakes, decreased the willingness to maintain conversations, whereas the second factor, the number of words in Russian students' utterances, increased such willingness.

Pedagogical Education in Russia, 2016

АННОТАЦИЯ. В статье рассматриваются различные аспекты проблемы женского лидерства. Анализируются ... more АННОТАЦИЯ. В статье рассматриваются различные аспекты проблемы женского лидерства. Анализируются социальные факторы, обусловившие более активную включенность женщин в социальную, экономическую и политическую жизнь в последней трети ХХ века. Рассматривается влияние на поведение людей распространенных в обществе гендерных стереотипов. Приводятся результаты исследования содержания гендерных стереотипов. Респонденты мужского и женского пола демонстрируют сходство представлений о качествах, которыми должны обладать женщины и мужчины. Женщинам приписываются такие качества, как доброта, мудрость, женственность, а мужчинам  ответственность, мужественность, честность и целеустремленность. Сохранение в общественном сознании традиционных представлений о женских и мужских качествах создает трудности для женщин-лидеров. Они испытывают межролевой конфликт между гендерной ролью, предписываемой обществом, и лидерской ролью, которая традиционно ассоциируется с мужскими качествами. Причины трудностей женщин-лидеров анализируются с позиций авторов гендерных теорий лидерства: концепции токенизма Р.Кантер и социально-ролевой теории Э. Игли. Приводятся статистические данные по России и другим странам мира о преобладании мужчин на высших уровнях управления в системе образования. Рассматриваются два пути уменьшения гендерной диспропорции в управлении: институциональный и психолого-педагогический.

КЛЮЧЕВЫЕ СЛОВА: глобальные компетенции; межкультурный диалог; межкультурное взаимодействие; вирту... more КЛЮЧЕВЫЕ СЛОВА: глобальные компетенции; межкультурный диалог; межкультурное взаимодействие; виртуальное образовательное пространство. АННОТАЦИЯ. В статье рассматривается необходимость использования виртуального образовательного пространства как средства межкультурного взаимодействия и обобщается опыт межкультурного взаимодействия, накопленный в УрГПУ в рамках Глобального проекта взаимопонимания (Университет Восточной Каролины, США). Проект реализуется в УрГПУ с 2012 года. В статье также анализируются возможности проекта по отношению к развитию компетентностей, имеющих первостепенное значение для успешной самореализации в глобальном мире. Активное включение в межкультурное взаимодействие является важным условием для установления взаимопонимания между народами. В этом контексте важно создать образовательную среду для межкультурного взаимодействия. Создание такой среды в УрГПУ осуществляется успешно благодаря не только наличию современных технологий, но и специально созданным информационным ресурсам. Анализ содержания и форм проекта определяет образовательные возможности активного межкультурного взаимодействия. Эта новая онлайновая деятельность позволяет студентам УрГПУ быть глобально компетентными людьми. Она способствует межкультурному диалогу, укрепляет мобильность и межкультурное сотрудничество в борьбе за мир, стабильность и социальную инклюзию.

Educational results connected with the inclusion of cross-cultural interaction in the process of ... more Educational results connected with the inclusion of cross-cultural interaction in the process of higher education acquisition are studied. Personal changes are connected with the development of cross-cultural tolerance and mobility; cognitive changes are connected with overcoming cultural egocentricity of thinking by means of learning the system of values of the other culture.