The universality of modeling as a cognitive method allows us to classify it as a general scientific (and possibly universal) method. But in each field of knowledge where modeling is applied, this method has its own specifics.
Therefore, it is important for any science to represent and general principles modeling, and private scientific features of its use.
However, despite wide application modeling in psychology, there is no serious interest in it as a research method. Simulation is applied, but there is no simulation theory (similar to the theory of experiment, which, by the way, is a particular implementation of simulation). The activity shown by psychologists in the use of modeling does not end with the construction of a complete picture of this method.
The current surge psychological work on mathematical and computer modeling actualizes this problem.
14.1. Definition
In the context of our presentation, modeling will be understood as the study of objects on their models. Models (lat. modulus - "measure", "sample") will be considered as special artificially created objects that are similar in their specific characteristics to real objects to be studied.
The need for modeling arises when the study of the actual object itself is impossible or difficult due to its inaccessibility, ethical restrictions or excessive costs (time, labor, financial, etc.).
However, it should be noted that the concept of "modeling" has at least three meanings: 1) a method of knowing objects through their models; 2) the process of building these models; 3) shape cognitive activity(first of all, thinking and imagination). Naturally, we are mainly interested in the first option. Nevertheless, the disclosure of modeling as a research method is inevitably accompanied by references to its other aspects, since the procedure of the method is unthinkable without the creation of appropriate models, and the research process using this method is based on the ability of a person to abstract.
Therefore, the statement that “modeling is to a certain extent a kind of abstract-logical knowledge” is absolutely true.
Given the above, it can be understood that it is not easy to give an unambiguous definition of modeling. No wonder the very term "modeling" was introduced into science very carefully. Even during the booming interest in modeling in the 60s of the 20th century, "many world-famous reference publications avoided giving it or gave it as a derivative word without any explanation" . The range of interpretation of modeling is extremely wide: from its particular variants (for example, how physical modeling) to identification with cognition. To develop this concept, we use various categories: “imitation”, “similarity”, “reproduction”, “analogy”, “symbolization”, “correspondence”, “reflection”, “similarity”, etc. Thus, a recognized expert in the theory of knowledge V. A. Shtoff presents modeling as a reproduction of certain aspects of the prototype. However, as other researchers rightly point out, reproduction retains the qualitative specifics of the original object, and modeling is not necessary, reproduction is identity in all parameters, and modeling is only in some. The founders of cybernetia N. Wiener and A. Rosenblutt defined modeling as "an image, a presentation in a certain light".
Of the whole variety of definitions of modeling, the most acceptable, from our point of view, is the formulation given by I. B. Novik and A. I. Uyomov: modeling is “an indirect practical or theoretical study object, in which not the object of interest to us is directly studied, but some auxiliary artificial or natural system(model): a) being in some objective correspondence with the cognizable object; b) capable of replacing it at certain stages of cognition, and c) in the course of research, ultimately giving information about the modeled object itself.
More on the topic Chapter 14. Modeling in psychology:
- Chapter III The Transpersonal Project in Depth Psychology: Scientific and Psychological Background of Transpersonal Psychology
- Chapter 3
- Chapter 2 What is the psyche? The subject of the study of psychology. Different approaches to understanding and defining the subject of psychology
- Chapter 25 SIMULATION OF GLOBAL DISASTER SCENARIO
- Section III DEVELOPMENT OF PSYCHOLOGY AS A SCIENCE OF CONSCIOUSNESS IN THE PERIOD BEFORE THE FORMATION OF EXPERIMENTAL PSYCHOLOGY
Psychological modeling Etymology.
Comes from the Greek. psyche - soul + logos - doctrine and lat. modulus - sample.
Category.Reproduction in the laboratory mental activity to study its structure.
Specificity.This is done by providing the subject various means that can be included in the activity structure. 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 simulators various 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 creation of a formal model of mental or social psychological process, that is, a formalized abstraction this process, reproducing some of its main, key, in the opinion of 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 real processes surrounding ... ...
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 constituent element educational activity. The first aspect means the inclusion in the content ... ... Encyclopedic Dictionary of Psychology and Pedagogy
Modeling method the most promising method of research requires a certain level of mathematical training from the psychologist. Here mental phenomena are studied on the basis of an approximate image of reality - its model. The model makes it possible to focus the psychologist's attention only on the main, most essential features of the psyche. A model is an authorized representative of the object under study (mental phenomenon, thought process, etc.). Of course, it is better to immediately get a holistic view of the phenomenon under study. But this, as a rule, is impossible due to the complexity of psychological objects.
The model is related to its original by a similarity relation.
The knowledge of the original from the standpoint of psychology occurs through complex processes of mental reflection. The original and its psychic reflection are related like an object and its shadow. Complete cognition of an object is carried out sequentially, asymptotically, through a long chain of cognition of approximate images. These approximate images are the models of the cognizable original.
The need for modeling arises in psychology when:
- the system complexity of the object is an insurmountable obstacle to creating its integral image at all levels of detail;
- prompt study of the psychological object is required to the detriment of the detail of the original;
- subject to study mental processes With high level uncertainties and unknown patterns to which they obey;
- optimization of the object under study is required by varying the input factors.
Modeling tasks:
- description and analysis of mental phenomena on various levels their structural organization;
- forecasting the development of mental phenomena;
- identification of mental phenomena, i.e., the establishment of their similarities and differences;
- optimization of the conditions for the flow of mental processes.
Briefly about the classification of models in psychology. Allocate subject and symbolic models. subject have physical nature and, in turn, are divided into natural and artificial. The basis of natural models are representatives of wildlife: people, animals, insects. Let's remember true friend human-dog, which served as a model for studying the work physiological mechanisms person. At the heart of artificial models are elements of "second nature", created by human labor. As an example, we can cite F. Gorbov's homeostat and N. Obozov's cybernometer, which serve to study group activity.
Sign models are created on the basis of a system of signs that have the most different nature. It:
- alphanumeric models, where letters and numbers act as characters (such, for example, the regulation model joint activities N. N. Obozova);
- models of special symbols (for example, algorithmic models of activity of A. I. Gubinsky and G. V. Sukhodolsky in engineering psychology or musical notation for orchestral piece of music, which contains all the necessary elements that synchronize the complex joint work performers);
- graphical models that describe the object in the form of circles and communication lines between them (the former can express, for example, the state of a psychological object, the latter - possible transitions from one state to another);
- mathematical models using a variety of language mathematical symbols and having their own classification scheme;
- cybernetic models are built on the basis of the theory of automatic control and simulation systems, information theory, etc.
Modeling in psychology Etymology.
Comes from lat. modulus - sample.
Category.Methodological setting.
Specificity.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 a particular type human activity by artificially constructing the environment of this activity (for example, in laboratory conditions), which is commonly called psychological modeling.
Modeling the psyche- research method mental states, properties and processes, which is to build 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. The foundation 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 an auxiliary system (model), which 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 systems approach to the consideration of the processes and phenomena under study, it uses a wide range of ... ... 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 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 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 of the external similarity of the 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. reproduced the principle of self-regulation and the simplest functions brain activity. Since the second half of the XX century. a transition was made to modeling all kinds of (including complex) processes of living nature. However, on the one hand, the model 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.
In the literature, they are defined by 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 math 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. Maximum development conceptual model leads to a mathematical (formal) model. Mathematical model involves analysis psychological system precise means. Its main disadvantages are: the distortion of natural conditions in order to use ready-made (standard) models and the desire for linearity. Application linear functions in psychology due adequate perception this kind of dependency by people in terms 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 problem solving 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 - it is a system for analyzing data from psychological research, creating a constructive hypothesis about material, structural mechanisms the course of the processes of mental activity, the construction in accordance with the hypothesis of a technological model, the functioning of which checks 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, during 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 should take into account the data of neurophysiology and logical structure psyche, 3) when transferring data, it is necessary to take into account the specifics of the system used as a model.
Item Modeling psychological research. In psychological research, 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. She abstracts from motivational component intellectual activity and depends largely 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 personality traits 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 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 is psychological category structured in 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 internal dynamic structure, which is a dialectical unity of two processes - CJSC and ZTS.
- 2. Content-logical (quality) model based on the provisions theoretical model(hypotheses), reflects the reduced cumulative 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 defined using intellectual test diagnosing general knowledge subjects learned in the process of studying school curriculum(SHTUR). "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 mathematical function"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 an equation linear regression: Y 0p \u003d 2.52 + 0.44x 1? where Y 0p - evaluation of "experience"; X ( - test indicator. Correlation coefficient Rxy = 0,54 (R x 2 - indicator 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 normal distribution 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 to form experimental hypothesis and 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.
AT scientific research big role play 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 theoretical hypothesis is converted into experimental, i.e. into some construction of measured variables.
Experiment modeling is possible on the basis of understanding the essence of the experimental procedure. Representation of the experimental procedure from the moment the experiment enters the psychological science 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 Würzburg School, in particular I. Ah (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 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. Lewin, C. Fillmore, G. H. von Wright, G. A. Ball, J. Nuttin , T. Parsons (T. Parsons) and others. At the same time, A. F. Lazursky, S. L. Rubinshtein, Ya. A. Ponamarev, A. V. Brushlinsky and other researchers used 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 model of psychological experiment lies not so much in the adequate application 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 personality traits. 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".
So the model pilot study is a system of not only the interaction of variables, but also the relationship between the researcher and the subject in an 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, set of 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 influences 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 time characteristics, the possibility of simultaneously conducting experimental effects, as well as repeating the experiment in different situations and with any subjects. The measure of approximation perfect experiment» to the hypothesis is operational validity. 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. " Real experiment» 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.
