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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

DOI: https://doi.org/10.17759/pse

License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

Free of fees
Open Access Journal

 

The role of empirical and theoretical thinking in the process of teaching applied psychologists 853

Loginova G.P.
PhD in Psychology, Professor at Developmental psychology chair, Educational psychology department, Moscow State University of Psychology and Education, Moscow, Russia

Ponomareva V.V.
Head of information support and computerization Department of the Fundamental Library, Moscow State University of Psychology and Education, Moscow, Russia
e-mail: ponomarevavv@mgppu.ru

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".

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

Column: Psychology of Higher Education

For Reference

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