Vol 14, No 2 (2017)

The article addresses the differential-psychological aspect of translating abilities as a component of language abilities. The peculiarity of translation is described including both linguistic and paralinguistic aspects of translating a content and a sense from one language into another accompanied by linguistic and cognitive actions. A variety of individual and psychological peculiarities of translation based on the translation dominant were revealed. It was demonstrated that these peculiarities are relevant to communicative and linguistic types of language abilities discovered byM.K. Kabardov. Valid assessment methods such as M.N. Borisova’s test for investigation “artistic” and “thinking” types of Higher Nervous Activity (HNA), D. Wechsler’ test of verbal and nonverbal intelligence, and a test developed by the authors of the article for individual specificity of interpreter’s activity as communicative and linguistic types of translating abilities assessment were used. The results suggest that all the typological differences are based on special human types of HNA. Subjects displaying the “thinking” type use linguistic methods when translating, whereas subjects displaying the “artistic” type try to use their own subjective life experience and extralinguistic methods when translating foreign language constructions. Extreme subjects of both types try to use the most developed components of their special abilities in order to compensate the components of the other type which are not well developed to accomplish some language tasks. In this case subjects of both types can fulfill these tasks rather successfully.

The paper presents the study of the relationship between the attitude to the disease, coping behavior of patients with coronary heart disease prior to coronary bypass grafting (CABG), and indicators of cognitive status. Bekhterev Institute Personality Questionnaire, Ways of Coping Behavior test by R. Lazarus, Mini-Mental State Examination scale, Frontal Dysfunction Battery test, and Clock- Drawing test were used in the study. The sample included 132 patients. The results of study show that in patients with coronary artery disease prior to CABG the most frequently observed type of attitude to the disease is either the harmonious type or a combination of harmonious and ergopathic types. Confrontation, Distancing, and Problem Solution Planning were identified as the preferred coping strategies. Correlation analysis revealed positive associations between cognitive status and harmonious, ergopathic, and hypochondriac types of attitude to the disease, and negative associations between cognitive status and anosognostic and sensitive types of attitude to the disease. Furthermore, positive correlations between cognitive status and Confrontation, Self-control, Responsibility taking, Problem Solution Planning, Positive revaluation coping strategies and negative correlations between cognitive status and Distancing and Escape-avoidance coping strategies were found. The results of this study will help to improve the level of diagnostic and rehabilitation psychological care of patients with coronary artery disease in preparation for CABG.

Existing data about the effect of concomitant or preceding motor activity on the process of insight problem solving conflicts with modern theories of insight. Therefore, it requires more detailed research of motor activity in the insight problem solving. This study investigates the regular changes of motor activity in the process of solving a classical insight problem “9 dots” (nine-dot problem). To register the motor activity parameters (length of the motor units, velocity of implementation of the motor units, duration of the pauses between the motor units) and to present conditions of the problem a tablet was used. As a result, persistent differences in the motor activity were found between successful and unsuccessful solvers in the initial and final stage of the problem solution. It turned out that successful solvers demonstrated a greater length of motor units (especially at the final stage of the solution) than unsuccessful ones. At the same time, differences in the duration of pauses between the motor units atthe initial and final stages of the solution were not found. Subjects who did and did not solve the problem do not differ in the duration of pauses between the motor units. It was found that at the final stage the frequency of the “fast” lines increases which can be associated primarily with the “offline” planning of motor activity that is the planning preceding the activity itself, rather than proceeding in parallel with it.

The author of the paper considers the unity of education as a specific way of existence, blurring the distinction between ontological and anthropological interpretations of education. This approach is supposed to adequately identify the philosophic sense of the category of education without linking it exclusively to the philosophic consideration of educational practice. The author also points out the connection between the ideas of the world unity and of a human being’s education as a process of gradual approaching one’s true and complete image in the history of European philosophy. Even though the contemporary notion of education is most elaborately presented by classical German philosophers, the author aims to show the prospects of addressing the antique philosophic tradition proposing the first conceptualization of education connected with a special ontological position. The author calls attention to the gradual development of views on the systemic nature of being, linking it to the initial didactic guideline of Greek philosophers. The example of Aristotle’s ethics proves the integrity of externally separate ways of making up of a person. The author comes to a conclusion about the necessity of taking the connection of educational concepts and a characteristic tendency to create the philosophic theory of the world, the elements of which are united in an integrated system, into account. In the author’s opinion, it will allow to define the real philosophic and pedagogical sense of the revision of the classical philosophic tradition, undertaken by the contemporary philosophy.