Influence of the factor of the sex, and also of the degree of enrichment of the educational environment of senior adolescents for the presentation of sensory semantic abilities

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Article

Influence of the factor of the sex, and also of the degree of enrichment of the educational environment of senior adolescents for the presentation of sensory semantic abilities

Sipovskaya Yana Ivanovna, candidate ofpsychological sciences, associate employee of the Institute of Psychology of the Russian Academy of Sciences

Summary

sex modality environment

The article investigates the ratio of 3 factors: sex, degree of enrichment of the educational environment and sensory semantic abilities as a special kind of mental resources of different modes of modality: tactile, auditory, taste, olfactory and visual, in older adolescents is investigated. The study involved 111 ninth-graders of the senior adolescence (15 years). Methodological basis of the study was "Visual semantics" [2, 3] and a modified version of the method "Semantic differential" [10]. The results of the study showed that there was no difference in the degree of manifestation of sensory abilities of all types of modality in adolescents. The obtained facts can be interpreted by the low degree of differentiation of semantic abilities, which is more significant in this context, in comparison with the sex of the participants in the study and the degree of enrichment of their educational environments. The results obtained in the study emphasize the theoretical and practical novelty of the described research approach: 1) a new method for diagnosing semantic sensory abilities is proposed; 2) the phenomenon of regression [1] of semantic sensory abilities is considered as a variant of mental development and adaptive application of human mental resources; 3) facts are obtained about the absence of differences in the degree of expression of sensory semantic abilities of all types of modality in older adolescents.

Key words: semantic sensory ability, modality, tactile, taste, olfactory, auditory, visual sensations, regression, degree of enrichment of the educational environment.

Introduction

The urgency of the initiated research is emphasized by a number of factors, for example, the insufficient elaboration of the structure of conceptual experience and its components: conceptual, categorical and semantic abilities. Despite the fact that M.A. Kholodnaya [10, p. 116 - 127] in his conception of the structure of conceptual experience determines different manifestations of conceptual abilities; they do not receive further elaboration as metastructures in relation to their components:

semantic abilities as psychic properties related to the productivity of semantic processes and revealing themselves in the processes of operating with the content of verbal signs within the framework of an individual mental lexicon and in the speed of operative processing of semantic information;

categorical abilities as psychic properties related to the productivity of categorization processes and ensuring the attribution of the relevant object to a certain category on the basis of transformations in a system of categorical attributes of different degrees of generalization;

conceptual abilities as psychic properties related to the productivity of conceptualization processes and ensuring the possibility of generating some new mental contents not represented in the available information (identifying implicit connections and regularities, constructing metaphors, interpreting, modeling, thought experiment, etc.).

In the presented classification, the hierarchical structure of the most basic types of conceptual experience-semantic abilities-is not well developed, and in particular, such important manifestations as sensory se mantic abilities have not been studied. In this connection, there is a need to introduce a new conceptual apparatus, to which the concept of the semantic sensory capacity refers. In addition, the sensory capabilities of various types of modality are distinguished, namely: visual, auditory, tactile, olfactory and taste sensations. Accordingly, there is reason to talk about the semantic sensory abilities of the visual, auditory, tactile, olfactory and taste types. Along with this, there is a growing need for empirical studies to establish the importance of taking into account a number of factors potentially potentially related to the manifestations of these abilities, for example, gender, age, environment, which forms the "development potential" [5, 6].

The theoretical and practical relevance of the work also emphasizes the introduction of a new educational standard for basic general education, which focuses on the formation of "universal educational activities" (UUD) among schoolchildren, one of whose blocks (instrumental) is impossible without mastering conceptual (and semantic in particular) abilities.

Speaking about the choice of the age category of participants in the study, one should point out the fundamental criticality of this period of a person's life in a number of spheres of his activity, including intellectual [4].

Thus, variables have been established: the manifestations of the semantic sensory abilities of different modes of modality: tactile, auditory, taste, olfactory and visual, and the educational environment of the participants in the study. The subject of the study is the ratio of the manifestation of the semantic sensory abilities of different modes of modality: tactile, auditory, taste, olfactory and visual sensitivity, and the degree of enrichment of the educational environment of the participants in the study. The object of the study is older adolescents (median is 15 years).

The purpose of the research: the disclosure of the specific features of the correlation between the characteristics of the educational environment and the manifestations of the semantic sensory abilities of different modes of modality: tactile, auditory, taste, olfactory and visual, in the older adolescent years.

Theoretical hypothesis of the study: the degree of enrichment of the educational environment in which the study participants are located is related to the indicators of the semantic sensory abilities of different modes of modality: tactile, auditory, taste, olfactory and visual.

Research hypothesis: There are significant differences between older adolescents in the level of expression of the indicator of the semantic sensory abilities of different modes of modality: tactile, auditory, taste, olfactory and visual, depending on the degree of enrichment of the educational environment.

The research objective is to determine the ratio of the degree of enrichment of the educational environment in which the study participants are located and the manifestations of the semantic sensory abilities of different modes of modality: tactile, auditory, taste, olfactory and visual.

Thus, the subject of research is the correlation of the manifestation of sensory semantic abilities and the sex of participants in the study, who are trained in schools of various pedagogical orientation. The object of the study is older teens.

Methodology

Participants: 111 schoolchildren (74 girls and 37 boys) at the age of 15 years.

Techniques for identifying semantic abilities

Modified methodology "Visual semantics" [2].

According to research E.Yu. Artemyeva [2, 3], there is a mechanism that regularly "packs" the experience of human interaction with the world in some special structures that E. Yu. Artemieva called "semantic- perceptual universals" [2, p. 14].

The participant of the study on a white A4 sheet at the top is presented with a graphic image. It was necessary to answer the question in relation to each image:

"What properties do you feel are inherent in this object?

What is it? "(A list of these properties is written down).

In total, five images were taken from the Artemieva set (Figure 1).

Figure 1 - Examples of graphic images in the "Visual semantics" technique [2]

With the help of this technique, the ability to generate semantic features in the description of indefinite visual forms is evaluated.

Based on the analysis of the protocols, four types of semantic features were identified:

semantic signs of a sensory type (for example, cold, loud, prickly, etc.);

semantic signs of emotional-personal type (kind, cheerful, sad, affectionate, etc.);

semantic signs of a dynamic type (running, developing the speed of light, racing, jumping, etc.);

semantic signs of the logical type (dilapidated, complex, untidy, incomprehensible, tarnished, etc.)

Following the tasks posed in this study, we considered exclusively the semantic features of the sensory type, subdividing them additionally according to the modalities into:

Semantic sensory signs of a tactile type (cold, soft, rough, etc.);

Semantic sensory attributes of taste type (bitter, sour, etc.);

semantic sensory signs of olfactory type (pleasant odor, etc.);

semantic sensory signs of auditory type (loud, noisy, sounding, etc.);

Semantic sensory attributes of the visual type (colorful, bright, etc.)

Indicators (calculated for each participant in the study): the number of sensory semantic features of each of the five types.

Modified variant of the method "Semantic differential" [10].

This technique was used to evaluate the measure of participation of sensory-emotional experience in the process of semantification of undefined visual forms (Fig. 1). The form included 20 bipolar scales in the form of adjectives that denote sensory and emotionally- evaluative symptoms (calm-anxious, small-large, colorful-colorless, etc.), through which the participants in the study had to evaluate each of the five vague visual forms. Of all the prescribed scales, only 13 were associated with sensory sensations of the tactile, visual and auditory type (taste and olfactory sensations were not included in the analysis because their weak representation in the sensory experience of older adolescents was recorded).

For each of the five images, the protocol was filled: the subject had to check in one of the 7 graphs - "strong", "medium", "weak", "no", "weak", "medium", "strong" - by each of the 20 scales, assessing to what extent, in his senses, one of the two poles of the scale is expressed as applied to a certain image (the choices in the graphs are "weak", "medium", "strong") or to record the absence of any impressions (the choice in the column "no"). The time for completing the assignment is not limited, but the study participants were asked to try to work faster, focusing on their first impressions.

The evaluation was carried out for each of the five graphic images by counting the number of choices in the columns "no", "weak", "medium" and "strong" for each kind of sensations (tactile, auditory or visual). The number of elections in the columns "no", "medium", "weak", "strong" was summarized in 5 images.

Table 1 - Ranked statistics: average ranks for boys ("1") and girls ("2") from the linguistic school for different types of sensations

Notes: N is the number of participants in the study.

Table 2 - Testing the hypothesis of the difference between the two groups, boys and girls from the linguistic school, in terms of the intensity of the indicator of various types of sensations using the Kraskel-Wallace method

Notes: grouping variable - gender, degree of freedom - 1.

Indicators: 1) the number of elections in the column "no" SD is an indicator of the measure of insufficient participation of sensory-emotional impressions in the process of semantic identification of undefined visual forms (Tin, Chin and ZNet, respectively, for each kind of sensations - tactile, auditory and visual);

the number of elections in four "medium and low" graphs is an indicator of the measure of the differentiated participation of sensory-emotional impressions in the process of semantification of indefinite visual forms (the weak and average degree of participation of the emotional component of the activity - TSredne, Sredne, Zsredne and TSlabo, respectively);

the number of elections in two columns of "heavily" SD is an indicator of the measure of excessive expression of sensory-emotional impressions in the process of semantification of undetermined visual forms (TSilno, Ssilno, ZSilno, respectively).

The second step of the analysis carried out in the presented study was to test the research hypothesis about the potential differences between boys and girls

The facts presented in Table 2 allow us to make a preliminary conclusion about the insignificance of differences in boys and girls in the senior adolescence in terms of the level of sensory semantic abilities. However, such results were obtained for samples from the

Table 3 - Ranked statistics: average ranks for boys ("1") and girls ("2") from the sports school for different types of sensations

Notes: N is the number of participants in the study.

Table 4 - Testing the hypothesis of the difference between the two groups, boys and girls from the sports school, in terms of the intensity of the indicator of various types of sensations using the Kraskef-Wallace method

Notes: grouping variable - gender, degree of freedom - 1.

The study was conducted in 2 general schools in Moscow:

"Linguistic School" with in-depth study of the English language (the number of participants in the study is 74 people);

"sports school", specializing in the physical education of students (the number of participants in the study is 37 people).

Statistical processing: methods of descriptive statistics and a nonparametric method of comparison of samples - the Kruskel-Wallace method using modern packages of statistical data processing (SPSS 20).

Results and its discussion

The first step in statistical analysis is the subdivision of study participants into two groups: boys, "1" and girls, "2" for schools with a linguistic bias in educational practice (Table 1): from school with a linguistic bias in pedagogical activity (Table 2): linguistic school. Probably, with more intensive physical education, which is practiced in a sports school, the results of statistical analysis will look different. The results of this analysis are presented in Tables 3 and 4:

In accordance with the results obtained in Table 4, conclusions were drawn regarding the hypotheses:

the hypothesis of the equality of samples of older adolescents in terms of the level of manifestation of the indicator of manifestations of semantic sensory abilities of the tactile type is plausible;

the hypothesis about the equality of samples of older adolescents in terms of the level of manifestation of the indicator of manifestations of the semantic sensory abilities of the visual type is plausible;

the hypothesis that the samples of older adolescents are equal in terms of the level of manifestation of the indicator of semantic sensory abilities of the auditory type is plausible;

the hypothesis about the equality of samples of older adolescents in terms of the level of expression of the manifestation of semantic sensory abilities of the olfactory type is plausible;

the hypothesis about the equality of samples of older adolescents in terms of the level of manifestation of manifestations of semantic sensory abilities of the taste type is plausible.

Accordingly, having obtained similar results in both schools, with a linguistic and sporting bias, it was concluded that the influence of gender and the educational environment of the participants in the research (internal biological and external social factor) on the degree of formation of such a cognitive construct as sensory semantic abilities of all types of modality.

Thus, the obtained results point to the fact that the presented study did not reveal differences in the level of sensory semantic abilities in older adolescents studying in schools with different pedagogical orientation. Accordingly, the specific nature of the educational environment has a statistically insignificant effect on the manifestation of such basic types of conceptual abilities as semantic sensory abilities. Probably, this result can be explained by the low differentiation of the construct of semantic abilities, which does not allow to reveal individual differences in the participants of the study. This level of conceptual abilities is the basis, the basis for more complex structures, highly differentiated manifestations of mental experience. In accordance with the concept of M.A. Kholodnaya, semantic abilities lie at the heart of the hierarchical pyramid of conceptual experience, which, in turn, determines the operation of generalized and individual-personal concepts [7, 9, 10]. The latter, in turn, expand the intellectual capabilities of man [4], causing high productivity of its activities (for example, intellectual competence).In turn, we should point to the regression of the conceptual experience reflected in the results obtained in the form of sensory semantic structures [8]. So, the higher cognitive abilities, for example conceptual or metacognitive abilities, differ in the degree of representation in the individual experience of study participants studying in schools with different pedagogical orientation. The same study did not reveal such a difference. Probably, the low degree of differentiation of semantic abilities, their emotionality plays a leading role in this aspect, determining the revealed regression.

Thus, the results of the empirical study do not reveal the importance of taking into account the enrichment factor of the educational environment with respect to the sensory semantic abilities of the visual, tactile, olfactory, taste and auditory type in the older adolescence. This fact is probably due to equal or slightly different intellectual abilities that senior teenagers have from a specialized educational institution with in-depth study of foreign languages compared to peers with a patriotic and sportive bias of pedagogical education in relation to low-grade semantic abilities.

Conclusions

The obtained results emphasize the importance of a careful analysis of the forms of expression of conceptual experience from highly organized conceptual abilities that classify categorical abilities to low-differentiated semantic abilities. The article does not reveal the fundamental importance of taking into account the specifics of the educational environment of older adolescents in determining the degree of formation of this kind of mental resources, such as sensory semantic abilities of various types of modality - visual, tactile, taste, auditory and olfactory. Thus, older adolescents in schools with different pedagogical orientation demonstrated no significant differences in the degree of manifestation of the manifestations of the semantic sensory abilities of all types of modality. Thus, it can be concluded that the hypothesis set forth in this empirical study is false: significant differences between older teens studying at school with in-depth study of the English language are not revealed in the level of manifestation of the semantic sensory abilities of the visual, tactile, olfactory, auditory and taste types were not revealed.

The obtained results deepen our understanding of the most basic, low-differentiated manifestations of the conceptual experience-semantic abilities, in particular, the semantic sensory abilities of sensations. The absence of the revealed differences between the manifestations of the semantic abilities of different types of modality - visual, tactile, olfactory, taste and auditory - indicates, on the one hand, the low-diffraction of the structures of semantic experience, and on the other hand, the fact that individual differences do not manifest themselves on such basic level of conceptual abilities. The last argument can be attributed to the support of the concept of M.A. Kholodnaya with respect to the hierarchical structure of conceptual experience. The established facts answer a number of questions and raise new ones, for example, the results indicate the need for a more careful analysis of the forms of the conceptual experience: highly organized conceptual abilities, differentiating and classifying categorical abilities and low-grade semantic abilities. Moreover, it is likely that other factors, such as the economic and social status of the study participants, also affect the findings. Do not underestimate the importance of expanding methodical and statistical methods and methods of data collection and processing.

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