Modeling methods in psychology. Modeling as a method of psychological research

Course work

The modeling method and the specifics of its application in psychology

Introduction

psychology pedagogical modeling

Scientific research methods are those techniques and means by which scientists obtain reliable information, which is then used to build scientific theories and develop practical recommendations. The strength of science largely depends on the perfection of research methods, on how valid and reliable they are, how quickly and effectively this branch of knowledge is able to perceive and use all the newest, most advanced that appears in the methods of other sciences. Where this can be done, there is usually a noticeable breakthrough in knowledge of the world.

All of the above applies to psychology. Its phenomena are so complex and unique, so difficult to study, that throughout the history of this science its successes have directly depended on the perfection of the research methods used. Over time, it integrated methods from a variety of sciences. These are methods of philosophy and sociology, mathematics and physics, computer science and cybernetics, physiology and medicine, biology and history, and a number of other sciences.

The versatility of modeling as a cognitive method allows us to classify it as a method of a general scientific (and possibly universal) nature. But in each field of knowledge where modeling is used, this method has its own specifics. Consequently, for any science it is important to represent both the general principles of modeling and the specific scientific features of its use.

However, despite the widespread use of modeling in psychology, there is no serious interest in it as a research method. Modeling is used, but there is no theory of modeling (similar to the theory of experiment, which, by the way, is a private implementation of modeling). The activity shown by psychologists in the use of modeling does not end with the construction of a holistic picture of this method.

The current surge in psychological work on mathematical and computer modeling is actualizing this problem.

The relevance of using modeling in psychology as a method of general scientific level is considered. The concepts of “model” and “simulation” are revealed in the context of scientific research in psychology. The features of the modeling method in socio-psychological research are analyzed: the use of a visual, demonstration basis; obtaining new knowledge by inference by analogy; establishing relations of homomorphism or isomorphism between the model and the original. A variant of the classification of types of modeling in psychology, created on the basis of studying the modeling tools used, is presented.

The relevance of the course workis a description of the modeling method in psychological research. The modeling method is of great educational importance; it was used by Democritus and Epicurus, Leonardo da Vinci. It became widespread in the social sciences over a hundred years ago.

Goal of the workreveal the essence of the modeling method in psychological research.

Coursework objectives- determine what the essential characteristics and functions of the method are, the typology of models and the main means of modeling, as well as the advantages and limitations of the modeling method in psychology.

Object of study- empirical methods.

Subject of study- modeling method.

HypothesisThis study is based on the assumption that the modeling method contributes to better research results.

Practical significanceThe research is that the results can be used in scientific research to improve the quality of work.

Work structure.The course work consists of an introduction, two chapters, a conclusion, and a list of references. The main text is presented on 31 pages of text. The bibliography contains 15 sources.

1. Theoretical analysis of literature on the problem of using the modeling method in psychology

1.1 General characteristics of empirical methods

The word "experiential" literally means "that which is perceived by the senses." When this adjective is used in relation to methods of scientific research, it serves to designate techniques and methods associated with sensory (feeling) experience. Therefore, empirical methods are said to be based on “hard (irrefutable) data.” Moreover, empirical research firmly adheres to the scientific method as opposed to other research methodologies such as naturalistic observation, archival research, etc. The most important and necessary premise underlying the methodology of empirical research is that it ensures the possibility of its replication and confirmation / refutations. The commitment of empirical research to “hard data” requires high internal consistency and stability of measurement tools (and measures) of those independent and dependent variables that are used for the purpose of scientific study. Internal consistency is a fundamental condition for sustainability; measurement tools cannot be highly or even sufficiently reliable unless these tools, which supply raw data for subsequent analysis, produce high intercorrelations. Failure to meet this requirement introduces error variance into the system and results in ambiguous or misleading results.

Observation and self-observation make it possible to capture much of what is practically inaccessible to instruments, indescribable with the help of precise mathematical formulas. Self-observation is often used in cases where the researcher himself, and not from the words of other people or from the readings of soulless instruments, wants to obtain information about sensations, emotional experiences, images, ideas, thoughts accompanying a particular behavioral act.

However, observational data, and especially self-observation, almost always require testing for validity and reliability. Where possible, these data should be controlled using other, more objective methods, in particular mathematical calculations. Observation has several options. External observation is a way of collecting data about a person's psychology and behavior by directly observing him from the outside.

Internal observation, or self-observation, is used when a research psychologist sets himself the task of studying a phenomenon of interest to him in the form in which it is directly presented in his mind. Internally perceiving the corresponding phenomenon, the psychologist, as it were, observes it (for example, his images, feelings, thoughts, experiences) or uses similar data communicated to him by other people who themselves conduct introspection on his instructions.

Free observation does not have a pre-established framework, program, or procedure for its implementation. It can change the subject or object of observation, its nature during the observation itself, depending on the wishes of the observer.

Standardized observation, on the other hand, is predefined and clearly limited in terms of what is observed. It is conducted according to a certain, pre-thought-out program and strictly follows it, regardless of what happens during the process of observation with the object or the observer himself.

With participant observation (it is most often used in general, developmental, educational and social psychology), the researcher acts as a direct participant in the process over which he is observing. For example, a psychologist can solve a problem in his mind while simultaneously observing himself. Another option for participant observation: while exploring relationships between people, the experimenter can engage in communication with the people being observed, while at the same time continuing to observe the relationships developing between them and these people. Third-party observation, unlike participant observation, does not imply the personal participation of the observer in the process that he is studying.

Each of these types of observation has its own characteristics and is used where it can give the most reliable results. External observation, for example, is less subjective than self-observation and is usually used where the features to be observed can easily be isolated and assessed from the outside. Internal observation is irreplaceable and often acts as the only available method of collecting psychological data in cases where there are no reliable external signs of the phenomenon of interest to the researcher. It is advisable to carry out free observation in cases where it is impossible to determine exactly what should be observed, when the signs of the phenomenon being studied and its probable course are not known to the researcher in advance. Standardized observation, on the contrary, is best used when the researcher has an accurate and fairly complete list of features related to the phenomenon being studied.

Participant observation is useful in the case when a psychologist can give a correct assessment of a phenomenon only by experiencing it himself. However, if, under the influence of the personal participation of the researcher, his perception and understanding of the event may be distorted, then it is better to turn to third-party observation, the use of which allows a more objective judgment of what is being observed.

Tests are specialized methods of psychodiagnostic examination, using which you can obtain an accurate quantitative or qualitative characteristic of the phenomenon being studied. Tests differ from other research methods in that they require a clear procedure for collecting and processing primary data, as well as the originality of their subsequent interpretation. With the help of tests, you can study and compare the psychology of different people, give differentiated and comparable assessments.

Test options: questionnaire test and task test. The test questionnaire is based on a system of pre-thought-out, carefully selected and tested questions from the point of view of their validity and reliability, the answers to which can be used to judge the psychological qualities of the subjects.

The test task involves assessing a person’s psychology and behavior based on what he does. In tests of this type, the subject is offered a series of special tasks, based on the results of which they judge the presence or absence and degree of development of the quality being studied.

The test questionnaire and test task are applicable to people of different ages, belonging to different cultures, having different levels of education, different professions and different life experiences. This is their positive side. The disadvantage is that when using tests, the subject can consciously influence the results obtained at will, especially if he knows in advance how the test is structured and how his psychology and behavior will be assessed based on its results. In addition, the test questionnaire and test task are not applicable in cases where psychological properties and characteristics are to be studied, the existence of which the subject cannot be completely sure of, is not aware of, or does not consciously want to admit their presence in himself. Such characteristics include, for example, many negative personal qualities and motives of behavior.

In these cases, the third type of tests is usually used - projective. The basis of such tests is the mechanism of projection, according to which a person tends to attribute his unconscious qualities, especially shortcomings, to other people. Projective tests are designed to study the psychological and behavioral characteristics of people that cause negative attitudes. Using tests of this kind, the psychology of the subject is judged on the basis of how he perceives and evaluates situations, the psychology and behavior of people, what personal qualities, motives of a positive or negative nature he attributes to them.

Using a projective test, the psychologist uses it to introduce the subject into an imaginary, plot-undefined situation, subject to arbitrary interpretation. Such a situation could be, for example, the search for a certain meaning in a picture that depicts unknown people, who are not clear about what they are doing. Questions need to be answered about who these people are, what they are concerned about, what they are thinking about, and what will happen next. Based on the meaningful interpretation of the answers, the respondents’ own psychology is judged.

Projective type tests place increased demands on the level of education and intellectual maturity of the test takers, and this is the main practical limitation of their applicability. In addition, such tests require a lot of special training and high professional qualifications on the part of the psychologist himself.

The specificity of an experiment as a method of psychological research is that it purposefully and thoughtfully creates an artificial situation in which the property being studied is highlighted, manifested and assessed best. The main advantage of the experiment is that it allows, more reliably than all other methods, to draw conclusions about the cause-and-effect relationships of the phenomenon under study with other phenomena, and to scientifically explain the origin of the phenomenon and its development. However, organizing and conducting a real psychological experiment that meets all the requirements in practice can be difficult, which is why it is less common in scientific research than other methods.

There are two main types of experiment: natural and laboratory. They differ from each other in that they allow one to study the psychology and behavior of people in conditions that are remote or close to reality. A natural experiment is organized and carried out in ordinary life conditions, where the experimenter practically does not interfere with the course of events, recording them as they unfold on their own. A laboratory experiment involves creating some artificial situation in which the property being studied can best be studied.

The data obtained in a natural experiment best corresponds to the typical life behavior of an individual, the real psychology of people, but is not always accurate due to the lack of the experimenter’s ability to strictly control the influence of various factors on the property being studied. The results of a laboratory experiment, on the contrary, are superior in accuracy, but inferior in the degree of naturalness - correspondence to life.

Modeling as a method is used when the study of a phenomenon of interest to a scientist by simple observation, survey, test or experiment is difficult or impossible due to complexity or inaccessibility. Then they resort to creating an artificial model of the phenomenon being studied, repeating its main parameters and expected properties. This model is used to study this phenomenon in detail and draw conclusions about its nature.

Models can be technical, logical, mathematical, cybernetic. A mathematical model is an expression or formula that includes variables and relationships between them, reproducing elements and relationships in the phenomenon being studied. Technical modeling involves the creation of a device or device that, in its action, resembles what is being studied. Cybernetic modeling is based on the use of concepts from the field of computer science and cybernetics as model elements. Logic modeling is based on the ideas and symbolism used in mathematical logic.

The most famous examples of mathematical modeling in psychology are formulas expressing the laws of Bouguer - Weber, Weber - Fechner and Stevens. Logic modeling is widely used in studying human thinking and comparing it with computer problem solving. We encounter many different examples of technical modeling in scientific research devoted to the study of human perception and memory. These are attempts to build perceptrons - machines capable, like humans, of perceiving and processing sensory information, remembering and reproducing it. An illustration of cybernetic modeling is the use in psychology of the ideas of mathematical programming on a computer. This led to attempts to represent and describe human behavior and his psychology by analogy with the operation of electronic computing devices. The pioneers in this regard in psychology were famous American scientists D. Miller, Y. Galanter, K. Pribram. Noting the presence in the body of the same complex, hierarchically constructed system of behavior regulation that characterizes the structure and functioning of computer programs, they concluded that human behavior can be described in a similar way.

1.2 The concepts of “model” and “simulation” in psychology

In modern science, the concept of “model” is interpreted in various 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 designate an image (prototype) or a thing that is similar in some respect to another thing. As a consequence, the term “model” in the context of scientific research is used to designate an analogue of an 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 complex 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, a model in psychology will be understood as a natural or artificially created phenomenon intended for the study of socio-psychological phenomena.

The term “modeling” is used to denote a scientific method consisting in the implementation of various procedures associated with a model (creation, transformation, interpretation), and to disclose it, categories such as “imitation”, “reproduction”, “analogy”, “reflection” are used. " In our opinion, the following formulation is universal and fully reveals the meaning of this concept. “Modeling is an indirect practical and theoretical study of an object, in which it is not the object itself that interests us that is directly studied, but some auxiliary artificial or natural system (model): a) located in some objective correspondence with the cognizable object; b) capable of replacing it at certain stages of cognition and c) ultimately providing information about the modeled object itself during research.”

In psychology, from the variety of definitions of the term “modeling”, we can single out the following most frequently encountered definitions, which maximally reflect the versatility of this concept. Firstly, modeling as a form of cognitive activity, including thinking and imagination. Secondly, modeling as a method of understanding objects and phenomena through their models. Thirdly, modeling as a process of directly creating and improving any models.

Accordingly, in psychology, the modeling method will be understood as an indirect practical and theoretical study of a socio-psychological phenomenon (object, process, etc.) using some artificially or naturally created system (model).

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

)use of a visual, demonstration basis;

)obtaining new knowledge by inference by analogy;

)establishing relations of homomorphism or isomorphism 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. Models of socio-psychological phenomena use geometric shapes and graphic diagrams for clarity. Thus, the basis of A. Maslow’s model of motivation is the “pyramid of needs”, in the model of cognitive balance of interpersonal relationships R-O-X, proposed by F. Heider to describe the processes of perception and interpersonal relationships, the “triangle of interpersonal relationships” is used, and in models of managing interpersonal relationships G. Kelly, J. Thibault relationships use “interdependence matrices”.

A visual basis for modeling cognitive processes are cognitive maps (within the framework of a general psychological approach), which, within the framework of a general psychological approach, are a technology for subjects to work with information and visualize the image of the spatial organization of the external 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 a cognitive map is a graph, which is used in various areas of social and psychological research. For the first time, graph theory was used to study objects of psychology in the school of K. Lewin, 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. Subsequently, graph theory was used by social psychologists in the study of interpersonal relationships in small groups through graphical representation of the results of sociometry and referentometry studies. In Russian psychology, graphs are used in the stratometric concept of small groups by A.V. Petrovsky to represent the structural levels of interpersonal relationships.

The second feature of the modeling method in psychology is the acquisition of new knowledge about an object through inference by analogy. Inference by analogy is the logical basis of the modeling method. The validity of a conclusion made on this basis depends on the researcher’s understanding of the nature of similar relationships and their significance in the system being modeled. Modeling, understood in this context, is associated with generalization, abstraction of the researcher from some properties of the prototype. However, with this option, the ascent to the abstract will inevitably be associated with simplification and coarsening of the prototype in some respects 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, G. Morgan uses scientific metaphors of “machine”, “organism”, “brain” and “culture” when analyzing various types of organization (“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 the “dramatic” metaphor (“theater as an analogue of life”). In particular, I. Goffman, considering the social-role interaction of people in line with “drama,” uses theatrical terminology.

The third feature of the modeling method in psychology is the establishment of relations of isomorphism and homomorphism 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 use of 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 relationships 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 statistical distributions of the frequencies of occurrence of certain socio-psychological phenomena are presented in one form or another. Thus, the variability of the characteristics of socio-psychological personality traits studied using psychodiagnostic techniques (CPI, 16PF, NEO FFI, etc.) obeys the laws of normal distribution. Indicators of socio-psychological personality traits that are average in terms of severity are found most often, while minimum and maximum indicators occur much less frequently. This is the basis for the standardization of psychodiagnostic techniques. 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 films, a hyperbolic distribution of the frequencies of the effects manifested is revealed: after experimental influences, a minimum number of strong influence effects specific to each work of art and a maximum number of weak, non-specific effects are found.

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

The relationship of homomorphism between the original and the model can be found in the study of the evolution of 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 of priority among the public of analytical and synthetic styles and aesthetic preferences of these styles. The dynamics of changes in the priority of artistic styles is of an imprecise sinusoidal nature. 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 the gradual increase (with constant fluctuations) of information density in different types of art over time.

In general, the modeling method has become an integral part of scientific research in psychology. Analysis of the specifics of using 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 social psychological research are figurative, visual representation of new concepts, establishing similarity relationships with already studied phenomena, as well as a generalized presentation of the results of empirical research in areas where there is a large number of diverse approaches. Much less common in describing the results of socio-psychological research is the establishment of relations of isomorphism and homomorphism between the model and the original, since this requires the use of mathematical apparatus and statistical data processing in the modeling process.

1.3 Classification of types of modeling in psychology

In the scientific literature, various options for classification of types of modeling have been proposed, and it should be noted that there is no unified classification due to the polysemy of the very concept of “model”. The variety of classifications is due to the possibility of carrying them out on various grounds: by the nature of the models, by the modeling method, by the nature of the objects being modeled, by the type of models created, by the areas of their application and levels of modeling, etc.

In psychology, it is advisable to analyze the capabilities and scope of application of one of the existing classifications of types of modeling, based on the idea of the variety of tools used. According to this classification, modeling is divided into two large classes: material (substantial) modeling and ideal modeling.

Material (substantial) modeling is based on a material analogy of an object and its model. When constructing these models, the functional characteristics (spatial, physical, behavioral, etc.) of the object under study are identified, and the research process itself is associated with a direct material impact on the object.

Accordingly, in material models of socio-psychological phenomena it is necessary to model one type of group activity through another. This type of modeling in psychology includes those developed by Ya.L. Moreno psychodrama and sociodrama, which include playing out real situations in therapeutic groups to develop a person’s creative potential and expand the possibilities of adequate behavior and interaction with people. This type also includes modeling of real joint activities through replaying situations in socio-psychological training using a cybernometer, developed by N.N. Obozov.

Ideal modeling is based on a conceivable analogy between the object of study and the model and is divided into intuitive modeling and symbolic (formalized) modeling. Intuitive modeling consists of reflecting the surrounding world and is based on an intuitive idea of the object of study and the creation of a mental image. This type of modeling is most often used at the beginning of the process of understanding the object being modeled or for studying objects with very complex system relationships.

In psychology, appeal to intuitive modeling can be found in studies of group decision-making and in studies of the practical intelligence of managers. In organizational psychology, this type of modeling includes the construction of a general vision of the organization, the creation of a model of the future through anticipation of upcoming events or socio-psychological phenomena.

Sign modeling consists of studying an object and obtaining new knowledge through logical or mathematical deductions from the initial description of the model. This type of modeling is used in cases where strict formalization of the available data is necessary and the similarity theory is not applicable. In the process of sign modeling, diagrams, graphs, and formulas are used, which are directly models of this method. Sign modeling is divided into two types depending on the modeling method and the tools used: mathematical modeling and computer modeling.

Mathematical modeling is a method of studying a real object, process or system through its replacement with a mathematical model that expresses quantitative and qualitative characteristics using mathematical terms and equations. This modeling method is used when for some reason it is impossible to conduct an experiment. Some socio-psychological processes, for example, decision-making in elections or the distribution of votes, are defined by researchers entirely in mathematical terms.

Based on an analysis of the application of mathematical modeling in social psychological research, four variants of the most common mathematical models in psychology can be identified. Such mathematical models of socio-psychological phenomena have various mathematical foundations: systems of linear or differential equations, the apparatus of probability theory, systems of nonlinear equations; theory of self-organization and synergetics.

Within the framework of this classification, the following models of social behavior can be considered: model of social behavior by L.F. Richardson (or arms race model), based on a system of linear equations; a model of social behavior based on game theory and probability theory; E. Downs' model of social behavior, based on systems of nonlinear equations; models for describing nonlinear socio-psychological processes based on the theory of self-organization of complex systems and synergetics. The following is a more detailed analysis of the application of the modeling method for each of these models.

Mathematical modeling based on a system of linear equations. As indicated above, this type of mathematical modeling includes the use of L.F.’s model of social behavior. Richardson (“arms race model”), which takes into account the action of three factors: the presence of a military threat, the burden of costs and past grievances between any two states. This model represents a class of dynamic models that simulate the development of a certain process over time and have the ability to predict the future. By the end of the seventies, Richardson's model was repeatedly confirmed experimentally in different variants of the arms race and turned out to be most effective in cases of short-term forecasts.

A mathematical apparatus based on a system of linear equations is used, in particular, to predict the activity of managers in innovative activities and to identify optimal socio-psychological influences to increase its effectiveness. Based on psychological diagnostics, the role activity of managers that is significant for introducing innovations is modeled.

Mathematical modeling based on game theory and the mathematical apparatus of probability theory. This type of mathematical modeling is the most common in psychology and represents a systematic approach that provides an understanding of the behavior of players in situations where their successes and losses are interdependent. “Games” within the framework of this theory are situations in which two or more participants make a choice of their actions, and the gain or loss of each participant depends on the joint choice of both (all).

Game theory was previously examined in terms of one type of competition, which was called a “zero-sum game.” The condition of this type of game is the principle “as much as one player wins, the other player loses as much.” However, most social-psychological situations are variants of non-zero-sum games (or “cooperative games”) in which both players can win under certain conditions. In political psychology, the best studied cooperative game is the prisoner's dilemma. In psychology, such a model is used to monitor the implementation of contracts, make decisions, and to determine optimal behavior in competitive situations with different numbers of participants.

Mathematical modeling based on a system of nonlinear equations. This type of mathematical modeling includes the E. Downs model, intended for studying phenomena in political psychology. The simplest version of the graphical representation of E. Downs' model is a bell-shaped curve in a Cartesian coordinate system expressing ideological positions. This model explains the relationship between the ideological positions of candidates in general elections and the change in their positions between the primary and runoff elections.

Mathematical modeling based on the theory of self-organization and synergetics. This type of mathematical modeling includes models designed to study open nonlinear dissipative systems that are far from equilibrium. Most objects studied by psychology are such systems. The imbalance of socio-psychological phenomena lies in their irregular behavior, manifested in spontaneous activity, in the active nature of perception, in the choice of goals by an individual or group.

Systems in which self-organization occurs are complex and have a large number of degrees of freedom (possible directions of development). Over time, dominant development options are identified in the system, to which the others “adapt.” The development of nonlinear systems is multivariate and irreversible. To control such a system, you need to influence it at the moment when it is in a state of extreme instability (called the bifurcation point). Thus, as new priorities of the modern picture of the world, synergetics introduces the phenomenon of uncertainty and multivariate development, the idea of the emergence of order from chaos.

In psychology, an example of models based on self-organization theory is the “prison riot model.” The “model of developing a consensus” in the study of organizational behavior and decision-making processes is based on the mathematical apparatus of the theory of self-organization. This type of mathematical modeling includes modeling the effects of personal dynamics after artistic influences, including exploring the most unstable catastrophic states of subjects.

Computer modeling is a method for studying complex systems and phenomena through the use of their computer model. This method is implemented in the form of algorithms (strictly formulated sequential instructions) used to create software. This type of modeling makes it possible to facilitate the study of complex processes and phenomena using large systems of equations that cannot be solved by algebraic means.

In psychology, computer modeling is used in the study of extensive socio-psychological processes (for example, mass behavior, changes in the mood of the masses) or in the study of situations involving the processing of a large amount of information (for example, learning processes).

The above analysis of the types of modeling used in psychology allows us to propose and justify their classification based on the tools used in the modeling process. According to this classification, the most common type of modeling in psychology is material modeling, which is included in the processes of psychological and organizational consulting, social and psychological training. In studies of political psychology, mathematical modeling is more often used, since it makes it possible to realize the social demand for an accurate and reliable forecast. In general, mathematical and computer modeling has in recent years acquired particular significance in scientific research into socio-psychological phenomena. Their use makes it possible to choose the optimal and rational strategy and tactics for implementing research programs.

Empirical methods are those methods that we carry out using the senses. Psychological modeling is 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 basic, key, in the opinion of a given researcher, moments for the purpose of its experimental study or for the purpose of extrapolating information about it to what the researcher considers them to be special cases of this process. The model compactly and clearly organizes facts and assumes the interdependence of established facts. The model includes phenomena that are expected with some probability. It is suitable for further experiment planning. The model allows you to involve quantitative data in the analysis, build an explanation using some new variables, and see the object from a new angle. Generalization of experimental data makes it possible to propose models that reflect the specifics of implicit socio-psychological patterns; These are, in particular, the patterns of semantic perception of persuasive speech in the model of K. Hovland and M. Sherif.

When studying complex objects, the model allows you to combine disparate knowledge. Using the model, you can choose the most rational strategy and tactics for implementing research programs. A system with long development cycles can be assessed using a model in a shorter period of time. All this makes it possible to reduce the cost of material resources for conducting experiments with models or to draw conclusions about the impossibility of such experiments. In practice, decisions are justified using models; modeling accompanies forecasting, planning and management.

.1 Main types of models

A unified classification of types of modeling is difficult due to the polysemy of the concept of “model” in science. It can be carried out on various grounds: by the nature of the models (using the means of models), by the nature of the objects being modeled, by the areas of their application and its levels. In this regard, any classification is doomed to be incomplete.

Depending on the modeling tools, material and ideal models are distinguished. Material (substantial) modeling is based on a material analogy of an object and its model. To build this type of model, it is necessary to identify the functional characteristics (geometric, physical) of the object under study. The research process is associated with a material impact on the object.

Material (substantial) models of socio-psychological phenomena include those that model one type of group activity through another. An example of this type of modeling is research on a cybernometer conducted by N.N. Obozov, replaying situations in socio-psychological training. For example, in modeling situations in groups of active socio-psychological training, the subject is the leader and the group is used as “material” for constructing and defining models. The subject can be a group together with a leader. Such modeling implies the inclusion of personality manifestations as a whole in the model, affecting the affective, value and unconscious part of a person’s experience. As a result, the intrapersonal experience of the participants is reformulated.

Social and psychological experiments can also be classified as substantial models. Thus, A. Makarenko’s colony was a substantial model for organizing and implementing educational work with adolescents.

A large class of models is represented by ideal models. Ideal modeling is based on a conceivable analogy. Ideal modeling is divided into symbolic (formalized) and intuitive modeling. The latter is used where the process of cognition is just beginning or the systemic relationships are very complex. A person's life experience can be viewed as an intuitive model of interpersonal relationships. It is possible to construct a model in which the formal structure is chosen on intuitive grounds.

Sign modeling models are diagrams, graphs, drawings, formulas. The most important type of symbolic modeling is mathematical modeling. Not every sign system acts as a model, since a sign system only becomes a model if it becomes the subject of research, if within its limits and by its means problems are solved, the solution and meaning of which lie beyond the boundaries of a given sign system. Thus, natural language can act as a model in the study of life, culture, economic and social relations; natural languages act as models in the study of patterns of thinking, which are reflections of the objective world.

An essential point in creating any iconic model is formalization. Any formalization is accompanied by the following procedures:

The alphabet is specified (finite or infinite).

Rules are set that generate “words” and “formulas” from the initial characters of the alphabet.

Rules are formulated according to which one can move from some words and formulas of a given system to other words and formulas (the so-called rules of inference).

Depending on the nature and goals of the model being created, propositions that are considered initial (axioms or postulates) may be formulated (but may not be formulated). As a rule, it is not the axioms themselves of a given sign system that are formulated, but the axiom schemes with the corresponding substitution rules.

Iconic models have some independence. Within their limits and by their means, problems are often set and solved, the real meaning of which may not be initially clear. In sign models, the theory of similarity is absolutely not applicable.

Today, most of the research on iconic models is carried out in line with logical-mathematical ones. In these models, the nature of the prototype and model no longer plays any role. Purely logical and mathematical properties are important in these models. The description of the model in this case is inseparable from the model itself. The possibility of experimentation is absent and replaced by inference. New knowledge is obtained by logical and mathematical deductions from the initial description of the model. Mathematical modeling in social psychology is not limited to quantitative operations; it can also deal with qualitative characteristics. Some social-psychological processes, such as decision-making in elections or the distribution of votes, can be defined entirely in mathematical terms. In such cases, mathematical models are a means of studying the logical consequences of observed rules.

In the case of complex systems, when the quantitative expression of many objective functions is unclear, simulation models are used. Simulation modeling is used to analyze the behavior of a system; it does not study the fundamental laws of system dynamics. In this case, the functioning of a complex system is presented in the form of a specific algorithm, which is implemented on a computer.

It is possible to construct a model in which the formal structure is chosen on intuitive grounds. The adopted formal model can give us a general structural understanding of the system being studied. In this case, awareness and verbalization of the concept follow its already prepared mathematical form. The set of possible abstract structures is certainly smaller than the set of their concrete interpretations.

Mathematical and computer models. An example of a mathematical model of social behavior is the Lewis F. Richardson model, or the arms race model. Let us consider it to illustrate the compactness, transformability and efficiency of mathematical models. This model takes into account the action of only three factors: a) state X perceives the presence of a military threat from state Y, and exactly the same logic applies from state Y; b) burden of expenses; c) past grievances.

Хt +1 = kYt - aXt + g+1 = mXt - bYt + h

and Yt are the values of weapon levels at time t

The coefficients k, m, a, b are positive values, and g and h are positive or negative depending on how generally hostile or friendly states are.

The magnitude of the threat is reflected in the terms kYt and mXt, since the larger these numbers, the greater the number of weapons the other side has.

The amount of expenses is reflected in the terms aXt and mYt, since these terms reduce the level of weapons in the next year.

The constants g and h reflect the value of the past grievance, which is considered unchanged within the framework of this model.

By the end of the seventies, the model had already been tried hundreds of times in a wide variety of arms races. The Richardson model is generally effective in cases of short-term forecasts; the nature of the arms race and, consequently, the prediction of wars, since almost all modern wars are preceded by an unstable arms race.

The Richardson model is only one of the representatives of a large class of dynamic models, i.e. those that model the development of a certain process over time. Many of these models are implemented in the form of differential equations, and many borrow mathematical apparatus from models of demographic growth and other biological processes (8, 12, 14).

One of the most developed areas of mathematical modeling of social behavior is called game theory. "Games" in this theory are situations in which two or more participants make choices regarding their actions, and the payoff of each participant depends on the joint choice of both (all). Games studied by game theory are usually more formalized than traditional ones, and the rewards in them are not just winning or losing, but something more complex, but the principle of competition is the same here and there.

Game theory was first examined using the material of one of the types of competition, which is called a zero-sum game. The condition of this type of game is that as much as one player wins, the other loses as much. Most of the regular games fall into this category. However, most socio-psychological situations are non-zero-sum or cooperative games, when both players under certain conditions can win (that is, the fact that one of the players won does not mean the fact that the other lost the same amount). The best studied cooperative game is the Prisoner's Dilemma game. This model can be used for mutual control of the implementation of business contracts, making decisions on the initiation of active actions (strikes, collective agreements). In reality, players are more likely to choose to cooperate, despite all the factors that push them to cheat.

A third example of mathematical models that are very well known is the Downs model. The model helps explain why candidates in general elections do not take overlapping positions and why candidates often change their ideological positions between primary and runoff elections. The simplest version of the Downs model is a bell-shaped curve running along a single fixed ideological axis.

In addition to the models discussed, mathematical models include expected utility models. They are effective in deciding what action should be taken (prescriptive models), but they cannot predict people's actual behavior (descriptive models). Closely related to these models are optimization models, which were largely borrowed from economics and engineering. These models are useful for determining optimal behavior, for example, when the competitor is an unpredictable future, in competitive situations with a small number of participants, and also in competitive situations where the situation is determined by a large number of participants (8). The mathematical description of oscillatory processes is of interest in connection with the study of motivation; models of the formation of public opinion are described using kinetic equations. Static problems are usually written in the form of algebraic expressions, dynamic ones - in the form of differential and finite-difference equations.

The multidimensionality of socio-psychological phenomena can now be quite fully described by the methods of modern multidimensional analysis, including, in particular, methods of multidimensional statistics, cluster analysis and analysis of latent structures, multidimensional scaling, etc.

Computer models are based on programming using algorithms (strictly formulated sequential instructions) rather than equations. Computer models are especially effective when studying situations involving the processing of large amounts of information, for example, learning processes, non-numerical processes. A form of computer model called an expert system is very often used. It uses a large number of “if...then” statements. Expert systems have demonstrated their ability to accurately reproduce human behavior in a wide variety of areas. Even more complex are dynamic computer simulation models, which simulate complex processes using large systems of equations that cannot be solved by algebraic means. The objects of computer simulation models can be extensive socio-psychological processes (changes in the mood of the masses, mass behavior) and these models are increasingly used to play out scenarios like “what will happen if...”.

Models of nonlinear processes.

The rapid development of synergetics, the theory of self-organization of complex systems, was driven by the search for models to describe nonlinear processes. Synergetics deals with open nonlinear dissipative systems that are far from equilibrium. Almost all objects that social psychology encounters can be attributed to this class. Open systems are understood as those that can exchange energy, matter, and information with the environment. Both the individual and social groups belong to open systems. The nonlinearity of systems suggests that in real social and socio-psychological systems, consequences are the result of the influence of many causes. Moreover, effects have the opposite effect on the causes that gave rise to them. The property of dissipativity in a broad sense refers to the ability of the system being studied to “forget” the details of external influences. The main property of such systems is extraordinary sensitivity to all kinds of influences and, in connection with this, extreme disequilibrium. The imbalance of socio-psychological phenomena is manifested in their irregular behavior. Complex socio-psychological processes resemble an endless computer, which contains an infinite number of communicators; this makes it impossible to isolate the “initial signal” (guidance) and determine a clear addressee.

The nonequilibrium state of the studied objects is illustrated by the processes of spontaneous activity, the active nature of perception, and the choice of a goal by an individual or group.

Systems in which self-organization occurs can be complex and have a huge number of degrees of freedom, which can lead to the implementation of completely random sequences. The presence of a variety of degrees of freedom gives rise to chaos, which in synergetics is considered as the reason for the development of structures, as a complexly organized sequence. Over time, a small number of leading degrees of freedom are identified in the system, to which the rest “adjust.” In the process of self-organization, the whole acquires properties that none of the parts possesses. The development of nonlinear systems is irreversible and multivariate. The evolution of such a system is determined not by its past, but by its future. To control such a system, you need to influence it at the moment when it is in a state of instability (near the so-called bifurcation point), and you need to organize a very precise influence. It may be extremely weak, but, being very precise, it will lead to a radical change in the entire evolution of the system. As new priorities of the modern picture of the world, synergetics thus introduces the phenomenon of uncertainty and multi-alternative development, the idea of the emergence of order from chaos.

Major psychologists have repeatedly drawn attention to the fundamental importance of self-organization processes for the human psyche. K. Levin’s key category “dynamic field” was considered as an integral self-organizing system. G. Allport discussed the concept of self-confrontation, which can be considered within the framework of the idea of self-organization. Models illustrating the connection of phenomena with the theory of self-organization: model of prison riots, theory of disasters, model of migration, Model of developing a consensus by G.A. Simon and G. Gutzkow.

The typology of models also includes structural, functional and mixed models . Substance models are brought to life by difficulties of a technical and organizational nature. Structural models imitate the internal organization of the original. They can be both iconic and non-iconic. Functional models imitate the way the original behaves. They, like structural models, are less tied to the original. These models can be either material or ideal. Functional modeling is the main method of cybernetics at the present stage. The objective basis of the cybernetic approach is the relative independence of function from structure, i.e. the fact of the existence of a potential set of specific structures capable of performing a given function.

Certain types of models are rarely found in their pure form. Models usually turn from one-dimensional to multidimensional . The substance model must be either structural or functional, or both. Functional-structural models are significantly inferior to structural-functional models in terms of the likelihood of conclusions.

Models can also be divided according to their degree of completeness. On this basis they are divided into complete and incomplete. The more complete the model, the more complex it is, so it is not at all necessary to strive to create a complete model in every case. As an initial stage of research, it is more profitable and convenient to create incomplete models, since they allow you to obtain results faster. Although this result is less accurate than when using the full model, in most cases at the first stage of the study its use is quite justified. The larger the model, the more careful you should treat it. To build an effective model means to find a description of it that gives an answer to a specific question posed. The general model of a complex object is called aggregated and is composed of detailed models.

2.2 Modeling steps

1.Formulating the research problem, defining goals, setting modeling problems .

The problem situation is the basis of any analysis; it is precisely this situation that is the subject of modeling. Any problem situation has an objective and subjective basis, and it is important not to allow any of them to be absolutized.

Example. Model of socio-psychological adaptation of forced migrants. Goal: organization of socio-psychological assistance and adaptation of migrants. Objectives: monitoring the socio-psychological state of migrants; counseling and provision of medical and psychological assistance; providing centers for socio-psychological adaptation of migrants.

Theoretical problem: the lack of a typology of socio-psychological adaptation of migrants and ignorance of the models of their adaptive behavior.

Practical problem: inconsistency between intra-group demands and the demands of the new ethnic group towards migrants.

. Justification for the need to use the modeling method .

For example:

Features of the research object.

A behavior forecast is required.

Availability of detailed models, etc.

. Theoretical preparation of the modeling process . Construction of a non-formalized model (metaphors, cognitive maps, system analysis of an object). Instruments are selected that are capable of explaining the selected observations, but are not sufficiently defined. It is necessary to determine which set of theoretical assumptions (potential models) to accept.

Example: adaptation of forced migrants - acceptance of norms, values of the new environment, forms of social interaction + personal, public interest, social functions.

. Building a Conceptual Model .

Presentation of the mechanisms of action and interaction of the structure-forming units of the model, formation of indicators. There shouldn't be many variables.

Example: distinguishing between active and passive adaptation in a theoretical way. Definition of protective mechanisms of behavior, group mechanisms, conflict with norms, deviant behavior, etc. as indicators.

. Construction of a formalized model .

Formation of a space of variables and description of model units in their terms, data collection and identification of model parameters and relationships, model verification.

Formalization does not necessarily reach the level at which the discovered relationships are described mathematically. Formal in the broad sense of the word can be considered any study of a concept in unambiguous language. Thus, it is necessary, at a minimum, to transform a disordered set of categories into a deductive system. But since the set of possible abstract structures is obviously smaller than the set of their concrete interpretations, the psychologist’s concept follows a ready-made mathematical form. Empirical verification is not always necessary, since the process is sometimes described exhaustively. Model testing also includes the stage of operationalization, measurement and statistical analysis.

Example. The starting point of the deductive system: normal adaptation leads to stable adaptability without personality pathology and without violation of norms.

. Researching models and obtaining new information .

Example. It was revealed that some migrants overcome intra-group problem situations in an unusual way; a conflict arises with group norms; others experience conflict with their group.

. Transition from the obtained model information to restructured knowledge about the subject of research.

Deformalization and meaningful interpretation, analysis, generalization and explanation.

. Inclusion of model knowledge into the system of theoretical knowledge about the object of research.

Example. Creation of a more meaningful typology of socio-psychological adaptation of forced migrants: normal protective adaptation, non-protective adaptive processes, non-conformist adaptation, innovative adaptation, pathological adaptation.

Some features of the modeling method in psychology appear frequently, others less frequently. The most common application of the modeling method in socio-psychological research is the figurative, visual representation of new concepts, the establishment of similarity relationships with already studied phenomena. Somewhat less common is the use of the modeling method through the establishment of relations of isomorphism and homomorphism, since this requires the use of mathematical apparatus and statistical data processing in the modeling process. But it is the application of the modeling method in socio-psychological research through the establishment of relations of isomorphism and homomorphism that allows us to reach a qualitatively new level in empirical research, which will be based on reliable psychological diagnostics and modern mathematical methods, including mathematical statistics.

The stages of modeling are: formulation of the research problem, justification of the need to resort to the modeling method, theoretical preparation of the process, construction of a conceptual model, construction of a formalized model, research of models and obtaining new information, transition from the obtained model information to restructured knowledge about the subject of research, inclusion of model knowledge in a system of theoretical knowledge about an object.

Conclusion

The challenges associated with modeling should be noted. The model cannot be better than its initial assumptions. The validity of a model depends not on its apparatus, but on its assumptions. The most common drawback of models is oversimplified initial assumptions. For example, Richardson's model breaks down in situations involving nuclear weapons. The model does not take into account properties that are insignificant in a certain respect, but which may be significant in another respect. The results produced by the model must be correctly translated into natural language. The generality of the model's conclusions is often overestimated.

The model compactly and clearly organizes facts and assumes the interdependence of established facts. The model includes phenomena that are expected with some probability. The model allows you to involve quantitative data in the analysis, build an explanation using some new variables, and see the object from a new angle. Generalization of experimental data makes it possible to propose models that reflect the specifics of implicit socio-psychological patterns; These are, in particular, the patterns of semantic perception of persuasive speech in the model of K. Hovland and M. Sherif.

Bibliography

1. Kravchenko, A.I. Psychology and pedagogy: textbook. [for universities]/ A.I. Kravchenko. - M.: TK Welby: Prospekt, 2007. - 400 p.

2. Maklakov, A.G. General psychology: textbook. a manual for universities and students of psychology courses. Discipline/ A.G. Maklakov. - St. Petersburg: Peter, 2010. - 582 p.

Ostrovsky, E.V. Psychology and pedagogy: textbook. manual for universities in economics. specialties / E.V. Ostrovsky, L.I. Chernysheva; edited by E.V. Ostrovsky. - M.: Universities. textbook, 2007. - 380 p.

Ramednik, D.M. General psychology and psychological workshop: textbook. manual for universities / D.M. Ramednik. - M.: FORUM, 2009. - 303 p.

Rean, A.A. Psychology and pedagogy: textbook. manual for universities / A.A. Rean, N.V. Bordovskaya, S.I. Rozum. - St. Petersburg: Peter, 2006. - 432 p.

Beidlikh V. Sociodynamics. A systematic approach to mathematical modeling in the social sciences. M., 2004.

Druzhinin V.N. Experimental psychology - St. Petersburg: Publishing House "Piter", 2000. - 320 p.

Glinsky B.A., Gryaznov B.S., Dynin B.S. Modeling as a method of scientific research. - M., 1998.

Rubinshtein S.L. Fundamentals of general psychology. - St. Petersburg: Peter, 1999. - 138 p.

Nikandrov V.V. Modeling method in psychology. - St. Petersburg: Rech Publishing House, 2003

Nemov R.S. Psychology. Textbook for higher education students ped. textbook establishments. In 3 books. Book 1. General fundamentals of psychology. - M.: Education: Vlados, 2003. - 688 p.

Nurkova V.V., Berezanskaya N.B. Psychology: Textbook. M., 2004. - 119 p.

Psychology: Textbook / Edited by V.N. Druzhinina. St. Petersburg, 2003. - 198 p.

Introduction to Psychology / Ed. A.V. Petrovsky. M., 2011. - 133 p.

Gippenreiter, Yu.B. Introduction to general psychology. Lecture course. - Moscow: AST, 2008. - 352 s.

Tutoring

Need help studying a topic?

Our specialists will advise or provide tutoring services on topics that interest you.
Submit your application indicating the topic right now to find out about the possibility of obtaining a consultation.

Modeling in psychology Etymology.

Comes from Lat. modulus - sample.

Category.

Methodological setting.

Specificity.

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

Psychological Dictionary. THEM. Kondakov. 2000.

SIMULATION IN PSYCHOLOGY

(English) modeling in psychology) - application of the method modeling in psychological research. It develops in 2 directions: 1) symbolic, 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 for this activity (for example, in laboratory conditions), which is usually called psychological modeling.

Mental simulation- a method of studying mental states, properties and processes, which consists in constructing models mental phenomena, in studying the functioning of these models and using the results obtained to predict and explain empirical facts. Based on the completeness of the reflection of the object in the model, the following can be distinguished. classes and subclasses of mental models: iconic(figurative, verbal, mathematical), software(strictly algorithmic, heuristic, block diagram), real(bionic). This sequence of models reflects a gradual transition from descriptive imitation of the results and functions of mental activity to material imitation of its structure and mechanisms.

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

Large 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 of the implementation of certain psychological processes in order to formally test their performance... Psychological Dictionary

SIMULATION IN PSYCHOLOGY- (from the French modele sample...) application 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 allows one to cope with a task. The basis of accelerated learning. The process of observing and copying the successful actions and behavior of other people; sequence recognition process... Great psychological encyclopedia

MODELING IN SOCIOLOGY- social research method. 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), replacing the original in the cognitive process and allowing... ...

SIMULATION MODELING IN SOCIOLOGY- social research method. phenomena and processes with the help of special simulation models that assume such a representation of the object under study, in which its qualitative nature is distorted as minimally as possible and quite accurately... Russian Sociological Encyclopedia

METHODS OF ENGINEERING PSYCHOLOGY- basic ways and techniques of understanding the laws 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 of... ... Encyclopedic Dictionary of Psychology and Pedagogy

Psychological modeling- Psychological modeling is 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 basic, key, in the opinion of this... ... Wikipedia

Teaching direction in psychology- includes a variety of approaches, which are based on the idea of learning, which is understood as the process of “working out” and accumulating 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 starting points that determine her attitude to the study of the subject of her research. 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 help people make changes (behavior, feelings and attitudes) and to present experiments. incentives. All these functions are briefly discussed 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 using the method of mathematical modeling. In the spotlight…

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

1) use of a visual, demonstration basis;

2) obtaining new knowledge through inference by analogy;

3) establishing relations of homomorphism or isomorphism 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 third feature of the modeling method in psychology is the establishment of relations of isomorphism and homomorphism 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 use of mathematical apparatus.

The modeling method, the most promising research method, 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 significant features of the psyche. A model is an authorized representative of the object being studied (mental phenomenon, thinking process, etc.). Of course, it is better to immediately get a holistic understanding of the phenomenon being studied. But this is usually impossible due to the complexity of psychological objects.

The model is related to its original by a similarity relationship.

Cognition 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 models of the cognizable original.

The need for modeling arises in psychology when:

- the systemic complexity of an object is an insurmountable obstacle to creating its holistic image at all levels of detail;
- rapid study of a psychological object is required to the detriment of the detail of the original;
- mental processes with a high level of uncertainty are subject to study and the patterns to which they obey are unknown;
- optimization of the object under study is required by varying input factors.

Modeling tasks:

- description and analysis of mental phenomena at various levels of their structural organization;
- forecasting the development of mental phenomena;
- identification of mental phenomena, i.e. establishing their similarities and differences;
- optimization of conditions for the occurrence of mental processes.

Physical modeling-- a method of experimental study of various physical phenomena based on their physical similarity.

It consists in studying objects of one physical nature with the help of objects that have a different physical nature, but the same mathematical description. The method is based on the principle of similarity. An example is the use of electrolytic baths when modeling the potential field in a transistor structure

The method is applied under the following conditions:

An exhaustively accurate mathematical description of the phenomenon does not exist at this level of scientific development, or such a description is too cumbersome and requires a large amount of initial data for calculations, the acquisition of which is difficult.

Reproducing the physical phenomenon under study for experimental purposes on a real scale is impossible, undesirable, or too expensive (for example, a tsunami).

Observation- perception and memorization by a person of the surrounding world; as a descriptive research method, which consists in the purposeful and organized perception and recording of the behavior of the studied object, is widely used in psychology; There are three phases of observation:

Perception filtering remembering

The objects of observation are various behavioral features. Objects of research can be:

Verbal behavior Non-verbal behavior Movements of people

Distance between people Physical influences

Modeling of psychological mechanisms

Guided by the above definition of psychological mechanisms, we will include in this direction all works that provide in one form or another a description of any mental phenomena and any forms and levels of psychological organization of 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 comes from psychological modeling and natural observation.

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

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

Psychological modeling consists of artificially creating special conditions that provoke the responses, actions or attitudes of natural carriers of the psyche (people or animals) necessary for the purpose of research (examination, training). In other words, the researcher, depending on the subject and objectives of the study, creates a specific psychogenic situation for the object being studied, as a result of which its behavior is modeled (for a person in the form of activity and communication).

By comparing the initial conditions of a psychogenic situation with the parameters of the object’s behavior, it is possible, firstly, to obtain indirect data about the organization and work of the psyche, which can be used to study and model it, and secondly, to identify correlational, cause-and-effect, and sometimes functional connections between psychogenic influences and behavioral characteristics, which provides grounds for deducing psychological patterns, and, thirdly, developing 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 the research conditions (for example, an experimental laboratory, a diagnostic center, a psychotherapeutic office).

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

4. Targeted impact on the object.

5. Humanization of impacts.

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

A psychogenic situation can be formed using any empirical method of psychology, including provoked observation and introspection. The most typical in this regard are, of course, laboratory experiment, testing, psychophysiological and psychotherapeutic methods.

Psychological modeling is an integral form of all types of psychological work: research, diagnostics, consultation, 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 is psychotrainings. All of the above characteristics of this direction are especially clearly presented in them.

Section D Empirical methods of particular psychological significance

Chapter 15. PSYCHOSEMANTIC METHODS

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

These categories and the mental phenomena they denote are the subject of research into the rapidly developing branch of psychological science called psychosemantics in recent decades. The main achievements in this area can be found in the works of V. F. Petrenko.