Differential-Psychological and Psychophysiological Approaches to Learning in Modern School



The article shows the background and specifics of application of differential psychological and psychophysiological approach to learning in modern school. The revealed problems of the use of the process of individualization and differentiation of teaching, the necessity of taking into account the individual learning opportunities, individual style of pedagogical activity, as well as features the method used by the teacher during training at the modern stage of education development. Presents the advantages and disadvantages of the 3 paradigms of providing training and education of students in modern school in terms of educational and personal needs of the participants in the learning process. The study showed which may have the effect of environmental factors (primarily representations of teachers about the abilities of their wards, i.e., the performance assessment by teachers) on the results of the exam. And that is not unimportant, skills and abilities of teachers play an important role in the learning process. According to the authors, the effectiveness of the learning process depends on "valence" the following three factors against each other and their variability: styles of teaching; learning styles (types of teaching techniques or learning technologies); individual strategies to acquire knowledge, skills, skills. This work was supported by grant RFH № 16-06-00887а

General Information

Keywords: situational (environmental) factors, the paradigm of teaching, individualization and differentiation of teaching, educational and personal needs

Journal rubric: Psychology of Education

Article type: scientific article

DOI: https://doi.org/10.17759/psyedu.2016080408

For citation: Kabardov M.K., Aminov N.A., Zhambeeva Z.Z., Burmistrova E.V., Bedanokova A.K. Differential-Psychological and Psychophysiological Approaches to Learning in Modern School [Elektronnyi resurs]. Psikhologicheskaya nauka i obrazovanie psyedu.ru [Psychological Science and Education psyedu.ru], 2016. Vol. 8, no. 4, pp. 71–78. DOI: 10.17759/psyedu.2016080408. (In Russ., аbstr. in Engl.)


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Information About the Authors

Mohamed K. Kabardov, Doctor of Psychology, Professor, Head of Laboratory for Psychophysiology and Differential Psychology, Federal state budgetary scientific institution "Psychological Institute of the Russian Academy of education", Professor, Deputy Director for Scientific Work, Psychological Institute of Russian Academy of Education, Moscow, Russia, ORCID: https://orcid.org/0000-0001-5787-3556, e-mail: kabardov@mail.ru

Nikolai A. Aminov, PhD in Psychology, Leading Research Associate, Psychological Institute, Russian Academy of Education, Moscow, Russia, e-mail: aminov.pirao@yandex.ru

Zarema Z. Zhambeeva, PhD in Psychology, Institute of Psychology, the Russian Academy of Education,, Moscow, Russia, ORCID: https://orcid.org/0000-0003-3831-3902, e-mail: zarema-z@mail.ru

Ekaterina V. Burmistrova, PhD in Psychology, Associate Professor, Department of Psychological Counseling, Moscow State Regional University, Moscow, Russia, e-mail: katerina64@list.ru

Asiet K. Bedanokova, Junior Researcher, Institute of Psychology, the Russian Academy of Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-1769-3339, e-mail: asieta@mail.ru



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