Modeling as a research method in modern psychology. Modeling methods

Psychological modeling Etymology.

Comes from the Greek. psyche - soul + logos - doctrine and lat. modulus - sample.

Reconstruction of mental activity in laboratory conditions to study its structure.

It is carried out by providing the subject with various means that can be included in the structure of the activity. As such means, along with other things, various simulators, layouts, diagrams, maps, video material are used.

Psychological Dictionary. THEM. Kondakov. 2000 .

PSYCHOLOGICAL MODELING

(English) psychological modeling) - a method that reproduces a certain mental activity with the aim of researching or improving it by simulating life situations in laboratory setting. To create a model life situation simulators are often used. In particular, modeling devices for didactic purposes are presented simulatorsvarious types and audiovisual aids (layouts, maps, television and film installations). For scientific research, in addition, simulating devices (stimulators) are used for research abilities individual, performance man-machine systems etc. The purpose of these devices is to simulate a certain labor, sports, etc. situation in which the subject is included, and to record the behavior of the subject in this situation. Cm. .

Big psychological dictionary. - M.: Prime-EVROZNAK. Ed. B.G. Meshcheryakova, acad. V.P. Zinchenko. 2003 .

See what "psychological modeling" is in other dictionaries:

Psychological Modeling- reconstruction in laboratory conditions of mental activity to study its structure. It is carried out by providing the subject with various means that can be included in the structure of the activity. As such,…… Psychological Dictionary

Psychological modeling- Psychological modeling the creation of a formal model of a mental or socio-psychological process, that is, a formalized abstraction of this process, reproducing some of its main, key, according to this ... ... Wikipedia

PSYCHOLOGICAL MODELING- a method that reproduces a certain mental activity for the purpose of its research or improvement by simulating life or work situations in a laboratory setting. Situation models are usually modeling ... ...

PM is an educational simulation in the classroom of external and internal (psychological) conditions for solving law enforcement tasks, as close as possible to real service, service combat and combat, in which employees are trained ... ...

Modeling is necessary for accustoming employees to overcome the difficulties of real situations (see Psychological modeling of service situations in the classroom), forming for this necessary knowledge, skills, abilities, habits, qualities, ... ... Encyclopedia of Modern Legal Psychology

Modeling- Modeling the study of objects of knowledge on their models; building and studying models of real-life objects, processes or phenomena in order to obtain explanations of these phenomena, as well as to predict phenomena of interest ... ... Wikipedia

It consists of the following main activities of a specialist psychologist: 1) development psychological recommendations when planning operational tactical combinations, which is dictated, on the one hand, by criminal psychological ... ... Encyclopedia of Modern Legal Psychology

Etymology. Comes from lat. modulus pattern. Category. Learning tool. Specificity. The development of certain psychological operations, primarily in the scientific and theoretical field, on systems that serve as a reflection of the real processes of the environment ... ...

1. Building models of the course of certain psychological processes in order to formally test their performance. 2. Reconstruction of mental activity in the laboratory to study its structure. Done by providing... Great Psychological Encyclopedia

Modeling in education- [lat. modus image] 1) the content of education and the way of cognition that students must master in learning; 2) one of the main learning activities, which is a component learning activities. The first aspect means the inclusion in the content ... ... encyclopedic Dictionary in psychology and pedagogy

Modeling in psychology Etymology.

Comes from lat. modulus - sample.

Methodological setting.

Construction of models for the implementation of certain psychological processes in order to formally test their performance.

Psychological Dictionary. THEM. Kondakov. 2000 .

MODELING IN PSYCHOLOGY

(English) modeling in psychology) - application of the method modeling in psychological research. It develops in 2 directions: 1) sign, or technical, imitation of mechanisms, processes and results of mental activity - mental modeling; 2) organization, reproduction of one or another type of human activity by artificially constructing the environment of this activity (for example, in laboratory conditions), which is commonly called psychological modeling.

Modeling the psyche- a method for studying mental states, properties and processes, which consists in building models mental phenomena, in studying the functioning of these models and using the results obtained to predict and explain empirical facts. According to the completeness of the reflection of the object in the model, one can single out the following. classes and subclasses of models of the psyche: iconic(figurative, verbal, mathematical), software(rigidly algorithmic, heuristic, block diagram), real(bionic). Such a sequence of models reflects a gradual transition from a descriptive imitation of the results and functions of mental activity to a material imitation of its structure and mechanisms.

Modeling the psyche is closely related to the problem artificial intelligence and construction of complex control information and computers and systems. Work on the modeling of the psyche is carried out not only in psychology, but also in related areas - bionics, cybernetics, computer science, informatics, synergy. The first successes in modeling the psyche were achieved in the middle of the 20th century. based on digital and analog computing technology.

Big psychological dictionary. - M.: Prime-EVROZNAK. Ed. B.G. Meshcheryakova, acad. V.P. Zinchenko. 2003 .

See what "modeling in psychology" is in other dictionaries:

Modeling in Psychology- building models for the implementation of certain psychological processes in order to formally test their performance ... Psychological Dictionary

MODELING IN PSYCHOLOGY- (from the French modele sample ...) the use of the modeling method in psychological research. It develops in two directions: 1) symbolic or technical imitation of mechanisms, processes and results of mental activity modeling ... ...

The process of recognizing a sequence of ideas and behaviors that makes it possible to accomplish a task. Basis for accelerated learning. The process of observing and copying the successful actions and behaviors of other people; sequence recognition process... Great Psychological Encyclopedia

MODELING IN SOCIOLOGY- a method of research of social. phenomena and processes on their models, i.e. indirect study of social. objects, in the process of which they are reproduced in auxiliary system(model) that replaces the original in the cognitive process and allows ... ...

SIMULATION MODELING IN SOCIOLOGY- a method of research of social. phenomena and processes with the help of special simulation models, suggesting such a representation of the object under study, while its qualitative nature is distorted to the minimum extent possible and accurately enough ... Russian sociological encyclopedia

METHODS OF ENGINEERING PSYCHOLOGY- the main ways and methods of cognition of the patterns of interaction between man and technology. Since engineering psychology is characterized by a systematic approach to the consideration of the processes and phenomena being studied, it uses a wide range ... ... Encyclopedic Dictionary of Psychology and Pedagogy

Psychological modeling- Psychological modeling the creation of a formal model of a mental or socio-psychological process, that is, a formalized abstraction of this process, reproducing some of its main, key, according to this ... ... Wikipedia

Teaching direction in psychology- includes a variety of approaches based on the idea of ​​learning, which refers to the process of "development" and accumulation of individual experience, and the result of this process. One of the first approaches of this kind, along with ... ... Encyclopedic Dictionary of Psychology and Pedagogy

PRINCIPLES OF ENGINEERING PSYCHOLOGY- the main initial provisions that determine its attitude to the study of the subject of its study. The principles of engineering psychology are an integral part of the methodology of engineering psychology. Practical implementation of the principles of engineering psychology ... ... Encyclopedic Dictionary of Psychology and Pedagogy

Video technology in psychology (video psychology)- Video equipment is used in psychology to collect and disseminate information, to assist people in the implementation of changes (behavior, feelings and attitudes) and to present experiments. incentives. All of these features are briefly reviewed here under... Psychological Encyclopedia

Books

• Modeling of goal-setting, Yu. T. Glazunov. The monograph contains the first systematic presentation of the results of studying the processes of the emergence and development of mental phenomena by the method of mathematical modeling. In the spotlight…

Modeling itself is a method of scientific knowledge of the world and is defined as the representation of an object by a model in order to obtain information about it by conducting experiments with its model. Model yes

“a sample of something” or “likeness of an object”. It (but to G. Klaus) is a display of facts, things and relations of a certain field of knowledge in a simpler, more visual material structure of this or another field.

Modeling of biological systems has its own history. In the V-I centuries. BC. modeling was a reproduction resemblance object. Until the 16th century reproduction of the simplest selective reactions of living systems dominated. At the stage from the XVI to the middle of the XX century. the principle of self-regulation and the simplest functions of brain activity was reproduced. Since the second half of the XX century. a transition was made to modeling all kinds of (including complex) processes of living nature. At the same time, on the one hand, the model of a biological system must be simplified enough to allow a physical or mathematical interpretation, on the other hand, it must reflect the most important and essential features of the phenomenon, i.e. be complex enough so as not to lose the adequacy of the prototype.

The literature identifies at least two main model types: physical and mathematical. To physical type include models that have a physical, chemical or biological nature, similar to the nature of the phenomenon under study, retaining similarity to the original and differing from it only in size, speed of flow of the studied phenomena and material. Math type represents models that have a different physical, chemical or biological nature from the prototypes, but allow a mathematical, program or logical description of the process with the original. To build a mathematical model of any object, it is necessary first of all to identify the factors related to it, and describe its characteristics, highlighting variables that have a major influence on the result.

There are three stages of creating mathematical models:

• 1) creation of a logical-mathematical scheme;
• 2) comparison of theoretical and experimental concepts (scheme-experiment);
• 3) specific application of the logical-mathematical scheme.

The effectiveness of mathematical modeling depends on the nature

research tasks, the researcher's skill, the chosen model, time and means regulations. Mathematical modeling in psychology faces a number of difficulties associated with some "restraint" of researchers. This is due to the fact that mathematical modeling is a method associated with complex mathematical calculations, a certain reductionism and a special status of the computer in the experiment.

Classification of models. Within the framework of experimental psychology, the classification of models can be represented as classes of sign, program, and physical (real) models.

The class of iconic models is represented by figurative, conceptual and mathematical models of the object of study. figurative models -

these are images contained in the individual consciousness of a person, disappearing with the death of the carrier. Concept Models represent a verbal description of mental activity in a certain language (for example, a characteristic of the object of study), which should be accurate and of equal significance for all users. The maximum development of the conceptual model leads to a mathematical (formal) model. Mathematical model involves the analysis of the psychological system by precise means. Its main disadvantages are: the distortion of natural conditions in order to use ready-made (standard) models and the desire for linearity. The use of linear functions in psychology is due to the adequate perception of such dependencies by people from the point of view of common sense. Moreover, a comparison of linear and non-linear dependencies obtained by approximation shows that they differ statistically insignificantly.

Software model class is represented by strictly algorithmic, heuristic and block diagram models. Algorithmic Models are based on the use of content prescriptions and a sequence of operations that translate the initial data into the desired result. Heuristic Models - these are the most developed software models. Block diagram models are reflected in the relationship model information process solving problems and problem situations with emotional and mnemonic processes of mental activity. Their main drawback is the insufficient depth of analogy between the model and the prototype.

Physical class (material) models appear to be hypothetical, bionic and biological models. Hypothetical model - this is a system for analyzing data from psychological research, creating a constructive hypothesis about the material, structural mechanisms of the processes of mental activity, building a technological model in accordance with the hypothesis, the functioning of which is used to check the adequacy of the hypothesis. The basis bionic model a hypothesis about the structure of the substrate capable of generating subjective phenomena was put forward. In bionic models, all subjective experiences (sensations, images, memory) are formed from material elements - nerve impulses caused by external (physical) influences, and in artificially created machines, interacting impulses, as well as in a living organism, form artificial subjective phenomena. biological models are experimental animals, insects, etc., used in psychological experiments as a natural model for the course of the studied mental function.

Thus, in the course of psychological modeling, as noted by A. A. Bratko, at least three aspects should be taken into account: 1) the structure of the studied mental process should be reproduced in the model,

2) the model must take into account the data of neurophysiology and the logical structure of the psyche, 3) when transferring data, it is necessary to take into account the specifics of the system used as a model.

Modeling the subject of psychological research. AT psychological research just as in most other types of experimentation, the model of the object under study is manipulated. Therefore, in the course of psychological research, first conceptual and theoretical (construction of a hypothesis) is carried out, then content-logical, and already at the implementation stage - formal mathematical, instrumental, methodological and interpretive modeling.

To illustrate psychological modeling, consider the measurement cognitive activity schoolchildren.

1. theoretical model cognitive features of the subjects in the training system can be any concept of intelligence 1 . Intelligence is sometimes defined as the generalized ability to learn. This position has its opponents. However, many researchers agree that it is intelligence tests that strongly correlate with school performance.

As a result of the research, the presence of general and specific learning ability in the structure of human cognitive activity was revealed. General learning is determined by the ability of an individual to acquire knowledge (or information) regardless of the content and form of presentation. It abstracts from the motivational component of intellectual activity and depends to a greater extent on thought processes individual. Specific learning is characterized orientation and selectivity acquired knowledge, skills and abilities. Both general and specific learning is inherent in rate of assimilation of information.

Thus, specific learning consists of two dynamic components: assimilation educational information and focus this assimilation, which is dictated by the personal characteristics of the subject and the specifics of the content of this information. The static component of learning is “experience”, which, through the directed appropriation of external information by an individual, has become its internal component. "Experience" plays an active role in the cognitive process. L. S. Vygotsky called “experience” the “level actual development» (UAR) personality. Integral part learning along with "experience" is its dynamic part: the "zone of proximal development" (ZPD), which determines the potential cognitive capabilities of a person in the form of the ability to assimilate educational information under the guidance or in cooperation with a mentor, teacher, i.e. prediction of potential cognitive features of the subject. The psychological basis of the ZPD is the conscious and internally controlled "imitation" of the student by the actions of the teacher. Yu. 3. Gilbukh proposed the ZPD structure in the form of zones of "relevant learning" 1 (ZAO) and "creative independence" (ZTS). Both "zones" are dialectically interconnected and structurally articulated. The "zone of proximal development" exists potentially. It is realized in the process of alternating ZTS and ZTS and is fixed in the methods of intellectual activity in the actual experience of the subject.

Thus, learning as a psychological category is structured on at least three planes. The first plane is defined as general and specific learning; the second - as the pace, selectivity and orientation of the assimilation of educational information and, finally, the third plane - these are the dynamic and static aspects: the process of "assimilation" and "experience" as the active storage and use of learned information. The process of "assimilation" is characterized by an internal dynamic structure, which is a dialectical unity of two processes - ZAO and ZTS.

• 2. Content-logical (quality) model, based on the provisions of the theoretical model (hypothesis), reflects the reduced overall idea of ​​the experimenter about the content of the subject of research. In the case under consideration, learning (LLC) as a characteristic of the subject's cognitive activity is a certain function of the unity of the static and dynamic components of the learning process - the "level of actual development" in the form of "experience" (He), the "zone of actual learning" in the form of "imitation" (Po ) and “zones of creative independence” (TS): OBCh = / (He, Po, TS).
• 3. Instrumental and methodological model includes methodological means of psychological measurement of the elements of the conceptual-theoretical and content-logical models.

In our case, methods were chosen that passed the reliability check in a number of educational organizations in Moscow. The sample consisted of more than 1200 high school students. For the purpose of measuring the variable "experience" is determined using an intellectual test that diagnoses the general knowledge of the subjects learned in the process of studying the school curriculum (STC). "Imitation" was measured using orientation tests (TPA-SBP). "Creative independence" is determined using the methodology for assessing creativity (modification of the test by S. Mednik).

• 4. Formal-quantitative (.mathematical) model learning is a mathematical function of "experience", "imitation" and "creative independence". It was empirically determined that each element is included in the OB with its own weight coefficient: Op -
• 0.333; By - 0.343; TS - 0.324. Linear regression was chosen as an abstract model by means of least squares approximation (y = b + ah d)."Experience" is determined using an intellectual test that diagnoses the general knowledge of the subjects acquired in the process of studying the school curriculum, and is modeled as a linear regression equation: where Y 0p - evaluation of "experience"; X ( - test indicator. Correlation coefficient Rxy = 0,54 (R x 2 - indicator of the orientation test. Correlation coefficient Rvy = 0,67 (R R4/ = 0.42 (p 0.05)1.

Thus, TBN was calculated using the formula TBN = 2.53 + 0.15^! + + 0.09x 2 + 0.01lg 3 , which is a mathematical model for assessing learning ability, i.e. we are dealing with a model for predicting learning, which can be fully used in the educational process at school.

5. Interpretation model represents a cumulative conclusion about the level of development and manifestation of the variables "experience", "imitation" and "creativity" of the subjects, based on the parameters of the normal distribution of data (Gauss-Laplace law). The interpretation model can be described as ranges of indicators in raw test values ​​or in standard scores. The calculation of the boundaries of the ranges is carried out according to the formula M x+ 8 Г The number of interpretive ranges is determined based on the required dimension of the field of decisions about the level of development of the quality under study.

For example, if the field of decisions within the training in educational organization implies a four-point assessment of the quality under study, then the interpretive model will consist of four interpretive ranges (Fig. 6.2). one

Rice. 6.2.

Thus, in broad sense The main purpose of modeling is the formation of an experimental hypothesis and the implementation of measures for its experimental confirmation.

Organizational and procedural model of psychological experiment. Modeling the process of psychological research presents the following general algorithm: the emerging social or scientific need leads to hypothetical ideas that require experimental testing, as a result of which the hypothesis is accepted or rejected (Fig. 6.3).

Rice. 6.3.

play an important role in scientific research hypotheses those. certain predictions based on theoretical research, a small amount of experimental data, observations, conjectures. The verification of the put forward hypotheses is carried out in the course of a specially designed experiment. In this case, the theoretical hypothesis is transformed into an experimental one, i.e. into some construction of measured variables.

Experiment modeling is possible on the basis of understanding the essence of the experimental procedure. The presentation of the experimental procedure since the entry of the experiment into psychological science has been based on the tradition of behaviorism. It was in this vein that the initial theoretical justification of the psychological experiment was given by W. Wundt. Researchers of the Würzburg School, in particular I. Ach (N. Ach), questioned the adequacy of the model "S-R"(“stimulus - reaction”) for the purposes of psychological research, indicating that the researcher himself intervenes in the experimental situation (instruction, communication with the subject, etc.), and stimulus should be considered as experimental impact, And How interpersonal interaction. L. S. Vygotsky also noted the unsuitability of the behavioral model of the experiment, since the scheme "S-R" considering the psyche of the subject as reactive, is applicable only to the study of lower mental functions. In his opinion, subject's activity should be the basis for studying the higher mental functions of a person. The instrumental method, providing for this activity, should be dominant in a psychological experiment. L. S. Vygotsky presented the corresponding model of the experiment (Fig. 6.4).

Rice. 6.4.

according to L. S. Vygotsky

Since the material in natural-science psychological research is human behavior, the so-called experimental model is described by a special logical language developed by K. Levin (K. Lewin), C. Fillmore (S. Fillmore), G. X. von Wricht (G. N von Wright), G. A. Ball, J. Nuttin, T. Parsons and others. - Marev, A. V. Brushlinsky and other researchers used as global conceptual constructs Wednesday(world, environment, many objects), system(agent, subject), action(operation, behavior, act), interaction environments and systems.

Modern developments of psychological experiment models are dominated by reality principle, i.e. explicit and hidden variables, their relationships, connections are distinguished, and the logic of interpretation is also built. Changes in the states of the environment, the system and the states of the subject are also taken into account. Two forms of interaction between the environment and the system are considered, where the behavior is directed to the environment (performing action, transformation) and the characteristics of the change in the spatio-temporal states of the system. It also provides for the possibility of two options for describing behavior and action - active expedient and reactive behavior. In accordance with this, two types of its explanation are defined - teleological 1 and causal 1 . Their complementarity was emphasized by N. A. Bernshtein.

Experimentation in psychology is characterized by an abundance of uncertainties that are a source of error. Often, the fuller the psychological data, the greater the likelihood of ambiguities and errors. The problem of the psychological experiment model lies not so much in the adequate application of statistical procedures (many perfect mathematical methods analysis and interpretation of data), how much in the application of statistics in relation to adequately selected variables. There are problems of the validity of the dynamics of variables, the ability to find the facts of their change due to experimental exposure. The problems of explaining the dynamics of variables in a psychological experiment are akin to the "art of understanding" the essence of the subject's personality.

An essential problem in the interpretation of experimental results is choice of interpretation strategy psychological data. The first strategy includes ideas about the determination of interaction in the personality structure of various traits. In this perspective, a person is presented as a correlation of binary personal properties. The second strategy is distinguished by a pronounced profile or radicalism. Binary systems of opposite traits in the personality structure can have a certain accent - a radical, which is made up of parts (features, qualities) and represents a whole, a personality structure. The task of the experiment is to reveal this structure, to determine its dynamic components and a rigid, relatively unchanging "framework".

Thus, the model of experimental research is a system of not only the interaction of variables, but also the relationship between the researcher and the subject in the experimental situation.

The main elements of the experimental situation can be: 1) object of influence(agent, subject, person, group) with its controlled and uncontrolled parameters (age, gender, level of knowledge, skills, certain mental variables, motivation) - OB; ; 2) formal interaction the subject and the researcher (experimental task (goal), experimental impact, instrumental task, instruction, device) - FI II; 3) emotional interaction the subject and the researcher (informal relations, sympathy / antipathy) - EV II; four) interaction in surveyed group(formal and informal relations, "group effect") - VOG; 5) interaction with the environment(background, many objects, informational factors, habitability factors) - BC; 6) action(understanding instructions, decision making, execution of decisions, satisfaction, fatigue) - D.

Temporal, procedural and spatial factors relatively order the elements of the system in such a way as shown in the diagram (Fig. 6.5).

Rice. 6.5.

It should be emphasized that the task of modeling experimental effects is the maximum approximation of the experiment, on the one hand, to reality, on the other hand, to the hypothesis. V. N. Druzhinin proposed a hypothetical scheme of relationships between the main characteristics of an experimental study in the form of a certain coordinate system 1 (Fig. 6.6).

Rice. 6.6.

The closest approximation to a theory or hypothesis is the main task of designing an experiment. This desire corresponds to the so-called "perfect experiment"”- this is how G. Keppel (G. Kerre]) first called him. It is practically impossible to conduct a "perfect experiment", since it is assumed that the researcher, by manipulating the independent variable, exercises complete control over the dependent variable. It is also assumed that the experimenter ensures the constancy of conditions, the equivalence and invariance of the samples, the "absence" of temporal characteristics, the possibility of simultaneously conducting experimental influences, as well as repeating the experiment in different situations and with any subjects. Operational validity is a measure of the approximation of an “ideal experiment” to a hypothesis. Coordinate " reality" implies a correlation between the hypothesis and external conditions conducting the experiment. In the experimental

psychology, there is such a thing as "experiment of full compliance”, where the experimental reproduction of practice is carried out. A measure of the correspondence of such a study to the real situation is external validity, i.e. the possibility of transferring experimental results to real life and their generalization for other objects.

D. Campbell "real experiment" associates with internal validity, i.e. a measure of influence on the dependent variable of those conditions (independent and external variables) by which the researcher varies. The "real experiment" is carried out under conditions in which the variables are not fully controlled. Therefore, the design of the experiment pursues main goal- increased validity. And the higher it is, the higher the probability that the effect is caused by a change in the independent variable.

Bratko A. A. Modeling of the psyche. Moscow: Nauka, 1969. Causal characteristics of human behavior.

AT modern science the concept of "model" is interpreted in different ways, and such ambiguity of this concept makes it difficult to determine its features and create a unified classification of models. It is advisable to consider the main interpretations of the concept of "model" in science in general and in psychology in particular.

The term "model" (from the Latin "modelium" - measure, image, method) is used to denote an image (prototype) or a thing that is similar in some respect to another thing. As a result, the term "model" in the context of scientific research is used to refer to an analogue of any object, phenomenon or system that is the original when using the modeling method. A model is understood as a mentally represented or materially realized system that displays or reproduces a set of essential properties and is capable of replacing an object in the process of cognition.

In accordance with the general scientific interpretation of this term, in psychology we understand a model as a natural or artificially created phenomenon intended for the study of socio-psychological phenomena.

The term "simulation" is used to refer to scientific method, which consists in the implementation of various procedures associated with the model (creation, transformation, interpretation), and for its disclosure such categories as "imitation", "reproduction", "analogy", "reflection" are used. Universal, fully revealing the meaning this concept, in our opinion, is the following formulation. “Modeling is an indirect practical and theoretical study object, in which not the object of interest to us is directly studied, but some auxiliary artificial or natural system (model): a) which is in some objective correspondence with the object being known; b) capable of replacing it with certain stages cognition and c) which, in the course of research, ultimately gives information about the modeled object itself.

In psychology, from the whole variety of definitions of the term “modeling”, the following most frequently encountered definitions can be distinguished, which maximally reflect the whole versatility of this concept. First, modeling as a form cognitive activity including thinking and imagination. Secondly, modeling as a method of cognition of objects and phenomena through their models. Thirdly, modeling as a process of direct creation and improvement of any models.

Accordingly, in psychology, under the modeling method we mean an indirect practical and theoretical study of a socio-psychological phenomenon (subject, process, etc.) with the help of some artificially or naturally created system (model).

Based on the analysis of the use of the modeling method, its features were identified as a method of cognition, including as a method of cognition of socio-psychological phenomena:

1) the use of a visual, demonstration basis;

2) obtaining new knowledge by inference by analogy;

3) establishment of homomorphism or isomorphism relations between the model and the original.

The main results of the analysis of approaches to the use of the modeling method in psychology can be presented as follows.

The first feature of the modeling method in psychology is the presence of a visual, demonstration basis. In models of socio-psychological phenomena, geometric shapes and graphic schemes are used for clarity. So, the basis of A. Maslow's model of motivation is the "pyramid of needs", in the model of cognitive balance of interpersonal R-O-X relations, proposed by F. Haider to describe the processes of perception and interpersonal relations, the “triangle of interpersonal relations” is used, and in the models of managing interpersonal relations G. Kelly, J. Thiebaud, “interdependence matrices” are used.

A visual basis for modeling cognitive processes are cognitive maps (within the framework of the general psychological approach), which, within the framework of the general psychological approach, are the technology of subjects working with information and visualize the image of the spatial organization outside world. In psychology, a variant of cognitive maps is used - " mental maps» as a technique for stimulating group creative thinking and creativity.

Another version of the cognitive map is a graph used in various areas of socio-psychological research. For the first time, graph theory for studying objects of psychology was used in the school of K. Levin, in which the key category "dynamic field" was considered as an integral self-organizing system. Graphs were used to study the structure of a dynamic field through the representation of relationships between individuals within a group and the dynamics of their changes. Later, graph theory was used by social psychologists in the study of interpersonal relationships in small groups through a graphical representation of the results of sociometry and referentometry studies. In domestic psychology, graphs are used in the stratometric concept of small groups by A.V. Petrovsky for presentation structural levels interpersonal relationships.

The second feature of the modeling method in psychology is the acquisition of new knowledge about any object by inference by analogy. Inference by analogy is the logical basis of the modeling method. The legitimacy of the conclusion made on this basis depends on the researcher's understanding of the nature of similar relationships, their significance in the system being modeled. Understood in this context, modeling is associated with generalization, the abstraction of the researcher from some properties of the prototype. However, with this option, the ascent to the abstract will inevitably be associated with the simplification and coarsening of the prototype in some respects, which are used in its modeling.

One of the forms of analogy is metaphor, which was the very first sensory-visual basis of the modeling method. Thus, when analyzing various types of organization, G. Morgan uses the scientific metaphors of "machine", "organism", "brain" and "culture" ("bureaucratic organization as a machine", "self-developing organization as a living system", "self-learning organization as a brain" , "organization as a cultural system"). Symbolic interactionism refers to a "dramatic" metaphor ("the theater as an analogue of life"). In particular, I. Hoffman, considering the social role interaction of people in line with "dramatology", uses precisely theatrical terminology.

The third feature of the modeling method in psychology is the establishment of isomorphism and homomorphism relations between the model and the original.

Modeling with the establishment of relations of isomorphism and homomorphism is a rarer method in psychology, since its use is based on the application of a mathematical apparatus.

Systems are recognized as isomorphic if a one-to-one correspondence exists or can be established between their elements, functions, properties and relationships. An example of an isomorphic model is the structure of integral individuality developed by V.S. Merlin to analyze the nature of the relationship between the properties of various levels of integral individuality (including its socio-psychological and socio-historical levels). Psychologists of the Perm school have repeatedly confirmed the one-to-one correspondence between the model of integral individuality and the results of empirical research.

In psychology, the relationship of isomorphism between the model and the original can be found in those studies in which, in one form or another, statistical distributions of the frequencies of occurrence of certain socio-psychological phenomena are presented. Thus, the variability of the characteristics of the socio-psychological properties of a person, studied using psychodiagnostic methods (CPI, 16PF, NEO FFI, etc.), obeys the laws of normal distribution. Indicators of the socio-psychological properties of a personality that are average in terms of the level of severity are most common, and the minimum and maximum are much less common. This is the basis for the standardization of psychodiagnostic methods. However, other patterns may also occur. In particular, in studies of the dynamics of the properties of an individual and a group under the influence of film works, a hyperbolic distribution of the frequencies of the manifested effects is found: after experimental influences, a minimum number of strong, specific for each artwork impact effects and maximum amount- weak, non-specific effects.

Homomorphism is a more general and weaker relationship between the original and the model, since at least one of the three conditions is not met: the correspondence of elements, the correspondence of functions, the one-to-one correspondence of properties and relations. However, the preservation of homomorphic relationships is considered sufficient for the use of the modeling method in psychology.

The homomorphism relationship between the original and the model can be found in the study of evolution artistic styles and trends in the development of artistic communication. In particular, V. Petrov postulates the principle of the evolution of artistic styles, which is expressed in the periodic change in the public's priority of analytical and synthetic styles and the aesthetic preferences of these styles. The dynamics of changing the priority of artistic styles is inaccurate sinusoidal. Similarly, the homomorphic relationship between the original and the model can be seen in the study of trends in the development of artistic communication, manifested in a gradual increase (with constant fluctuations) in the density of information in different types art over time.

In general, the modeling method has become an integral part of scientific research in psychology. An analysis of the specifics of the use of this method in psychology allows us to conclude that some features of its use appear frequently, while others appear less frequently. The most common applications of the modeling method in socio-psychological research are the figurative, visual presentation of new concepts, the establishment of similarity relationships with already studied phenomena, as well as a generalized presentation of the results of empirical research in areas where there are a large number of different approaches. Much less often in the description of the results of a socio-psychological study, the establishment of relations of isomorphism and homomorphism between the model and the original is encountered, since this requires the use of a mathematical apparatus and statistical data processing in the modeling process.

Modeling of psychological mechanisms

Guided by the above definition of psychological mechanisms, we will refer to this area all works that give in one form or another a description of any mental phenomena and any forms and levels. psychological organization animals, humans and social groups. And then any speculative constructions and any theoretical generalizations of empirical material known to psychological science act as psychological models of the psyche or its manifestations. Empirical material is supplied by psychological modeling and natural observation.

These models are presented through descriptions in symbolic form. By the nature of the reproducible aspects of the psyche, these are predominantly structural and mixed models, less often functional ones. Relevant examples have already been given above.

Thanks to scientific activity in this direction, modern psychology has subdivided all mental phenomena into three categories: processes, states, and properties. True, proposals are known to introduce a fourth category - mental constructs, which should include such mental phenomena as images, concepts, motives and other formations, which are, as it were, the result of the flow of mental processes or states. It was this type of modeling that made it possible to single out three functional areas of the psyche with their specific processes, states, properties and constructs: cognitive (cognitive), regulatory and integration. Within the framework of this type of research activity, definitions of all mental phenomena are formulated from the sensory threshold to consciousness, personality and activity. Ultimately, it is this type of scientific research formalizes scientists' ideas about mental organization a person in the form of various theories of personality and the socio-psychological structure of society.

Psychological modeling is the artificial creation special conditions, provoking the necessary for the task of research (examination, training) responses, actions or attitudes of natural carriers of the psyche (people or animals). In other words, the researcher, depending on the subject and objectives of the study, creates a specific psychogenic situation for the object under study, as a result of which his behavior is modeled (for a person in the form of activity and communication).

Comparing the initial conditions of a psychogenic situation with the parameters of the object's behavior, one can, firstly, obtain indirect data on the organization and work of the psyche, which can be used to study and model it, and secondly, to identify correlation, cause-and-effect, and sometimes functional links between psychogenic influences and behavioral characteristics, which gives grounds for deriving psychological patterns, and, thirdly, to develop effective methods of influencing people in order to provide them with psychological assistance.

Main Features of Psychological Modeling

1. The natural object and subject of research are people (animals) and their psyche.

2. Artificiality of research conditions (for example, an experimental laboratory, a diagnostic center, a psychotherapeutic room).

3. The use of modeling tools - methodological aids (for example, instructions, questionnaires, stimulus material), technical devices (for example, exposing equipment, measuring equipment) or pharmacological agents (for example, barbiturates in some types of psychotherapeutic effects or psychedelics in transpersonal psychology).

4. Purposefulness of impacts on the object.

5. Humanization of influences.

6. Programming the procedure of influences (from a minimum of regulation in a free conversation to a maximum in testing or a laboratory experiment). 7. Registration of influencing (situational and procedural) factors and responses of the object of study.

It is possible to form a psychogenic situation using any empirical method of psychology up to provoked observation and introspection. The most characteristic in this regard, of course, laboratory experiment, testing, psychophysiological and psychotherapeutic methods.

Psychological modeling is an integral form of all types of psychological work: research, diagnostics, counseling, correction. In psychotherapeutic practice, it is the psychogenic situations themselves that often act as a tool for providing psychological assistance. A classic example of this is psychodrama, where, in fact, the stage action should lead to a therapeutic effect (catharsis). A specific type of psychological modeling are psychotrainings. All of the features of this direction listed above are especially clearly represented in them.

Section D Empirical Methods of Particular Psychological Significance

Chapter 15

Psychosemantic methods are methods of studying mental phenomena based on the establishment of semantic (semantic) connections and the analysis of individual systems of meanings and meanings.

These categories and the psychic phenomena they designate are the subject of research in the industry that has been rapidly developing in recent decades. psychological science called psychosemantics. The main achievements in this area can be found in the works of VF Petrenko.