Organization of Mind as a Self-Learning System Development

Brazhnikov Pavel Petrovich

doi:10.7256/2454-0722.2016.9.21168


	Journal Menu > Issues > Rubrics > About journal > Authors > About the Journal > Requirements for publication > Editorial board > Peer-review process > Policy of publication. Aims & Scope. > Article retraction > Ethics > Online First Pre-Publication > Copyright & Licensing Policy > Digital archiving policy > Open Access Policy > Article Processing Charge > Article Identification Policy > Plagiarism check policy > Editorial collegium


	Journals in science databases


	About the Journal

MAIN PAGE > Back to contents

Psychology and Psychotechnics

Reference:

Brazhnikov P.P. Organization of Mind as a Self-Learning System Development // Psychology and Psychotechnics. 2016. № 9. P. 787-793. DOI: 10.7256/2454-0722.2016.9.21168 URL: https://en.nbpublish.com/library_read_article.php?id=21168

Organization of Mind as a Self-Learning System Development

Brazhnikov Pavel Petrovich

ORCID: 0000-0001-6321-6464

Senior analyst, Autonomous Non-Commercial Organization "Scientific Research Academy of Social and Psychological Systems"

125319, Russia, Moscow region, Moscow, Krasnoarmeyskaya str., 28, sq. 60

br@zhnikov.com

Other publications by this author

Article was published in rubric "Developmental psychology"

DOI:

10.7256/2454-0722.2016.9.21168

Received:

22-11-2016

Published:

17-03-2017

Abstract: In his article Brazhnikov proposes a model of the human mind that is developed on the basis of an analysis of a large number of existing theories and aims to provide a systematization of substantial part of empirical knowledge in the field of psychology. The author of the article deals with the human developmental psychology and provides a brief description of the sequence of formation of the human mind as a self-learning system. The author makes an attempt to combine many facts about the functioning of the brain into a single system. This facts were taken from different areas of psychology. In addition to recognized scientific models some controversial theories were also considered such as MBTI and DISK that could offer considerable empirical data as a result of their popularity. The research is based on the assumption that two brain hemispheres are formed in different ways, although substantially dependent on each other, due to the fact that universality of thought should be kept. The model covers eight possible stages for each brain hemisphere in good agreement with the existing classifications. Information processing ways of the hemispheres can stay in the process of formation at any of the eight stages that are relevant to the environment. In this article the author describes all possible cases of development of analysis methods at certain stages of adaptation. The development of the left hemisphere is supposed to be less consistent than that of the right hemisphere due to the fact that the activity of the left hemisphere depends on the experience of the the right one. Many studies show that the success of ontogenetic development is correlated with the features of thinking. The author of the research examines external reasons for various stages of formation of thinking ways. This has the effect of fixing various types of information processing. There are two types of external reasons for passing a stage: incentives and obstacles. The effect of the external influence depends on the stage of development of thinking ways. In addition, this method of studying the human mind may also explain possible cognitive causes of autism and schizophrenia.

Keywords:

child development, developmental stages, cerebral hemisphere’s operation, typology, MBTI, autism, schizophrenia, DISC, organization of mind, temperament

References

1. Vallacher R.R., Geert P.V., Nowa A. The Intrinsic Dynamics of Psychological Process. Current Directions in Psychological Science, 2015. 24(1), p. 58-64.
2. Karpov A.V. The structure of reflection as the basis of the procedural organization of consciousness. Psychology in Russia: State of the Art. 2015. 8(3), p. 17-26.
3. Luria A.R. The Working Brain: An Introduction To Neuropsychology. London: Penguin Books. 1973.
4. Springer S.P., Deutsch G. Left Brain, Right Brain. San Francisco: W.H. Freeman & Co. 1981. p. 190-193.
5. Ivanov V.V. Chiot i nechet: assimetriya mozga i znakovykh sistem [Odd and Even-Brain asymmetry and sign systems]. Moscow: Soviet Radio, 1978.
6. Cushman F., Morris A. Habitual control of goal selection in humans. Proceedings of the National Academy of Sciences. 2015. 112(45). p. 13817-13822.
7. Licu M. "Draw A Man"-Machover Test-And It’s Role In The Educational Process. Euromentor. 2011. 2(4). p. 49-58.
8. Nielsen J.A., Zielinski B.A., Ferguson M.A., Lainhart J.E., Anderson J.S. An Evaluation of the Left-Brain vs. Right-Brain Hypothesis with Resting State Functional Connectivity Magnetic Resonance Imaging. PLOS One, 2013. 8(8), Retrieved January 22, 2016 from: http://www.plosone.org/article/fetchObject.action?uri=info:doi/10.1371/journal.pone.0071275&representation=PDF
9. Erikson E.H. Childhood and society. London: Vintage. 1995.
10. Narvaez D., & Gleason T. Developmental Optimization, In D. Narvaez, J., Panksepp, A. Schore, & T. Gleason (Eds.), Evolution, Early Experience and Human Development: From Research to Practice and Policy. New York: Oxford University Press, 2013. p. 307-325.
11. Elkonin D.B. On the problem of periodization of mental development in children, Questions of psychology. 1971. 4, 6-20.
12. Piaget J. The Psychology of Intelligence. London: Routledge Classics, 2001.
13. Elkonin D.B. The Psychology Of Play. Journal of Russian and East European Psychology, 2005. 43(2), r. 18-20.
14. Gibbs J.C. Moral development and reality: Beyond the theories of Kohlberg, Hoffman, and Haidt. New York: Oxford University Press, 2014.pp. 133-151.
15. Bozhovich L.I. Psikhologocheskie voprosy gotovnosti rebenka k shkolnomu obucheniu [Psychological issues of children's readiness for school]. In Leontiev, A.N., Zaporozhets, A.V., Voprosy psikhologii rebenka doshkolnogo vozrasta. Moscow: Izdatelstvo APN RSFSR, 1948. p. 16-33.
16. Vygotsky L.S. The crisis at age seven. The Essential Vygotsky. Ed.: Rieber, R.W., Robinson, D., New York: Springer Science + Business Media, 2004. p. 491-492.
17. Vygotsky L.S. The collected works of L.S. Vygotsky, Vol.5, Edited by R.W. Rieber. New York: Kluwer Academic/Plenum, 1998. p. 167-187),
18. Happe F. Autism, an Introduction to Psychological Theory. London: UCL Press, 1995. p. 34-35.
19. Pierce K., Müller R.-A., Ambrose J., Allen G., Courchesne E. Face processing occurs outside the fusiform face area in autism: evidence from functional MRI, A Journal of Neurology, 2001. 10(124), 2059-2073, DOI: http://dx.doi.org/10.1093/brain/124.10.2059
20. Gauthier I, Skudlarski P, Gore J. C., Anderson A.W. Expertise for cars and birds recruits brain areas involved in face recognition, Nature Neuroscience, 2000. 3, 191-197, doi:10.1038/72140
21. Lichko A.E. Psikhopatii I aktsentuatsii kharaktera u podrostkov [Psychopathy and accentuations of character at teenagers]. Leningrad: Meditsina, 1983.
22. Kolb D.A. Experiential Learning: Experience as the Source of Learning and Development. New Jersey: Pearson Education, 2015. r. 320-327.
23. Yih-Lan Liu. The Mediating Role of Interpersonal Cognition on the Relationships Between Personality and Adolescent Ego Development. The Journal of Genetic Psychology: Research and Theory on Human Development, 2013. 174(2), 137-152.
24. Green M., Horan W., & Lee J. Social cognition in schizophrenia. Nature Reviews Neuroscience, 20015. 16(10), 620-631.
25. Rubinstein S.L. Osnovy obschei psikhologii [Fundamentals of General Psychology]. St. Petersburg: Piter, 2009.p. 228.
26. Stein Z., Dawson T., Van Rossum Z., Hill S., & Rothaizer J. Virtuous cycles of learning: using formative, embedded, and diagnostic developmental assessments in a large-scale leadership program. Journal of Integral Theory and Practice, 2014. 9(1), 1-11.
27. Haase C.M., Heckhausen J., Wrosch C. Developmental Regulation Across the Life Span: Toward a New Synthesis. Developmental Psychology, 2013. 49(5), r. 964–972.
28. Mikadze Yu.V. Neiropsikhologiya detskogo vozrasta [Child neuropsychology]. Moscow: Piter, 2008.
29. Jung C.G. Psychological types. London: Routledge & Kegan Paul. 1971.
30. Schwartz S.H., Cieciuch J., Vecchione M., Davidov E., Fischer R., BeierleinC., Ramos A., Verkasalo M., Lönnqvist J.-E., Demirutku, K., Dirilen-Gumus O., & Konty M. Refining the Theory of Basic Individual Values. Journal of Personality and Social Psychology, 2012. 103(4), r. 663–688.
31. Kline P. Fact and Fantasy in Freudian Theory. London: Routledge, 2014.
32. Stevens R., Erikson E.H. Explorer of Identity and the Life Cycle. New York: Palgrave Macmillan. 2008.
33. Myers I.B. Introduction to type (6th ed.). Palo Alto, CA: Consulting Psychologists Press. 1998.
34. Augustinavichiute A. (Socionika: vvedenie [Socionics: introduction]. St. Petersburg: Terra Fantastica, 1998.
35. Eysenck H.J., Eysenck M. Mindwatching: Why People Behave the Way They Do. New York: Anchor Press/Doubleday. 1983.
36. Schwalbe K. Information Technology Project Management. 7th ed. Boston: Cengage learning, 2014. p. 389-390.
37. Hillier Y. Reflective Teaching in Further and Adult Education. London: Continuum, 2005. p. 66.
38. Diaz-Veliz G. Learning Styles: From Basic Investigation to Learning in the Classroom, Psychiatry and Neuroscience Update: Bridging the Divide. Editors: Gargiulo P.Á., Mesones-Arroyo H.L. New York: Springer, 2015. r. 217-225.
39. Goswami U. Children’s cognitive development and learning. York: Cambridge Primary Review Trus, 2015.

Link to this article

You can simply select and copy link from below text field.