. - . . . . () . . ( .). , . - . . . . ( ). . . . , , . .; .
., . ., . . , , . . . . ., . .
. - . . - , : . . . - .
. , . . . , . ., , , . . . . . , . . , (. ). , , , . , . . . .
. (., ) . . , . .-. ., , . . . , , . ., . . , .
|
|
, . (., ). ., (. , ).
. ., , , ., .
(. masking of temperament) , ; , , . , . . . ; . .
(. temperature sense, thermal sense, thermic sense) , , , . . . . . . . .
. ., , . . , . . , , . . . , , . . , , .
(. temperature sensations) ; . . . . . . : (., 40 C) , . (20 C), (30 C), , . , , , . 16 42 C . (. .)
(. pace of life) . , , . . . (., ). . ( 30 . 500 . ) , () () : = 0,86 log P + 0,05. (. .)
|
|
(. theoretical society) , . , , , . . . , , . . . . , -, , ( . ., 2003). . . , , , , , . . . (. . )
(. theoretical thinking) , - . . , , , ( .., 2003). , , . . , , ( . ., 2002). . . , - , - : , . , , , , , ( . ., 1974, . 165).
. . . ( . ., 1991), , . . . (. . )
(. multiple resource theories) , , (Navon, Gopher, 1979; Wickens, 1984). , . , , . (. . )
(. theories of color vision). . . . 3 .
|
|
1. . , ( ) 3 , (), () () . XX . , , . , . , .
2. . . , 3 , , : -, - -. , , .
3. , . 1- ( ) , 2- , ( 3- ) . (. . )
X, Y, Z (. theories X, Y, Z) 3 ( ) . - (McGregor, 1960), . , 2 . X (. ), . . , , , , . Y, , : , , . . , , (Ouchi, 1981) Z, , , . . . (. .)
(. theory) , .-. . . , . . , .
. (, , , , ), . . : 1) ; 2) , ; 3) . ; 4) .; 5) . , ; 6) , . (). . . . , . (. . )
|
|
(. activity theory) , . ; . . . . . .
. .
(. dual-code hypothesis) ( . ), : . ; , , , , . (. . )
( ) (. Luces psychophysical model) , . . . .
. . . : ( ), ( ). . ., (D) (nD). . . . . , . , . . . , D , , . . ., . . ., , .
. . . . , 2 (D nD), . , , . 1- nD. 2- . D. 1- , . 2- , ; . , .
, . () 2 . , , , , D . nD. 2- , . . ., , , 1- , , , 2- . 2 , , . , , , . . ., , , . . . (. . )
|
|
. .
Ш (. Engeströms activity theory) , . (Yrjö Engeström, . 1948 .). 1987 . -, -.
. . , , . . . . . , . , ( ). . , , . , , . , ( , , , , , ). . , .
: 1) , . . ; 2) -, - - ; 3) (); 4) ; ; 5) , .
. , , , . : Learning by expanding: An activitytheoretical approach to developmental research, Helsinki, 1987; Cognition and Communication at Work, Cambridge, 1996; Perspectives on Activity Theory, Cambridge, 1999; Expanding Activity Theory in Practice, Berlin, 2005. (. . )
. .
(. differential emotions theory) . , 10 (, -) (. ), . , . 8: , , , , , , . . (. .)
(. central limited capacity theory) . , (Kahneman, 1973). , , . , , , . , . (. . )
(. identical elements theory) , . . , , , (B), , - (A). , , () , . . (. .)
(. feature integration theory) . (Treisman, Gelade, 1980; Treisman, 1993, 1998 .) , . . , , . , . , , (. ), . , , . , , . , . , (Kahneman, Treisman, 1984), , , . , (., ) . . , (., ) . (. . )
(. cognitive dissonance theory; . cognition + dissonance , ) - , . (1957) . . (, , ) . . . . , , .
, , , , , . . , . . . . , () , , . . . . : -, , , ; , : , . .
. ., , , , . . ., . . , . , . , ( , , ). ( ): , : , , ; ( ). , . . ., , , , . , , , , . ., .