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Psychological Science and Education
2009. Vol. 14, no. 1, 41–47
ISSN: 1814-2052 / 2311-7273 (online)

The role of empirical and theoretical thinking in the process of teaching applied psychologists

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G.P. Loginova, V.V. Ponomareva

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Abstract

This article is devoted to the problem of determining the relevant professional qualifications required for applied psychologist. The study was conducted in two stages. The first stage identifies what kind of thinking contributes to the professional development of the applied psychologists the most – theoretical or empirical. On the next stage a comparative analysis of conflict resolution style among students with different types and levels of thinking development was carried out. Results indicate that theoretical type of thinking shaping in the process of professional training is closely linked with the development of such an adequate for a professional psychologist behaviour strategy in the conflict as "Cooperation".

General Information

Keywords: professional training, thinking type, proficiency, behaviour strategie, applied psychologists training

Journal rubric: Educational Psychology

For citation: Loginova G.P., Ponomareva V.V. The role of empirical and theoretical thinking in the process of teaching applied psychologists. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2009. Vol. 14, no. 1, pp. 41–47. (In Russ., аbstr. in Engl.)

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Information About the Authors

Galina P. Loginova, PhD in Psychology, Professor of the Department of Developmental Psychology, Senior Researcher, Moscow State University of psychology and education (MSUPE), Moscow, Russia

Viktoria V. Ponomareva, Director of the Fundamental Library, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-1722-9237, e-mail: ponomarevavv@mgppu.ru

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