Pages of Science Editor
American Journal of Fundamental, Applied & Experimental Research
of psychological estimation of the done research becomes a degree of conformity of the really carried out process of the problem solving with its model (Maksymenko, 2015). The educational problem in the experimental and genetic research serves as an artificial instrument of causing and development of mental processes, as their specific model. Certainly, there is no full identity between the model as the objective and the mental as the subjective produced on its basis; but there are relations of adequacy. During interiorization (adoption) the external social samples at first become the means of the psychological organization of the subject activity regulation, and then they pass onto the internal plan, getting forms of mental processes. They do not remain constant and enrich themselves during the functioning, getting necessary liability. Thus the experimental and genetic method directly has the ways of construction of the higher mental functions, which are adopted by the subject in the process of reorganization of certain contents. At the same time the reorganization unites in itself the genetic and structurally functional moments of the objective reality and in this way sets similar structures (in the form of ways of the analysis) to the mental proper. Interiorizing, the ways of reorganization act as psychological mechanisms of the objective activity of the subject. Such understanding of mental processes as the individual activity and behaviour regulators forces to interpret the mechanisms of mental development as the necessary and logic consequence of the particular line of formation process specified by the experimental-genetic method. Realization of the experimental-genetic method in the age and pedagogical psychology is carried out in the form of designing school programs that enables experimentally to bring together the age and pedagogical psychology into one integral unit, to show the illegitimacy of contrasting, the separation of education and development. It is a method of study of formation process mechanisms of new cognitive activity kinds. Therefore the topical problem is: to pick out the construction principles of this research method and to find out the optimum conditions of its realization. The theoretical understanding of the experimental training experience which has been carried out in the course of the above mentioned approach, leads to the necessity of picking out the system of principles of the experimental and genetic research construction, and also revealing of the succession of the basic logical and operational structures realizing it (Maksymenko, 2015). The main principles are: 1) a principle of analysis by units (picking out the initial 8
contradicting relation, which generates a class of the phenomena as a whole); 2) a principle of historical method (a principle of genetic and experimental lines unity in the research); 3) a principle of system (a principle of integral consideration of mental formations); 4) a principle of designing (a principle of active modelling, reproduction of the mentality forms under special conditions). Principle of analysis by units. The construction and the use of the experimental and genetic method of the psychological investigation provide revealing causal (causal and dynamic) relationship, which underlie complex mental processes. The instrument of solving this problem is the analysis “by units”. The analysis “by units” is aimed at picking out the initial relation (it always exists in the form of certain contradiction in the reality) that generates a class of the phenomena as a whole. Separated psychological unit – “a cell” - holds properties of the whole. This kind of analysis enables to single out a certain moment in each psychological whole; a moment, which holds the basic properties of the whole. It is necessary to emphasize, that a unit holds properties of the whole in a potentiality, as the capability of their appearance during their own development. These properties are the variety of forms, specific features, in which a unit is shown as the essence of variety. That is the essence of the complete analysis. Its primary objective is not to decompose the psychological whole into constituent parts or even pieces, but to pick out certain features and moments in each psychological whole, which would hold a primacy of the whole; the use is connected with a natural explanation of mental processes. The analysis by units enables to find out and interpret real connections and relations that form the particular phenomenon. Such analysis should explain the appearance and the origin of the external features of mental process. It is possible at full dynamic expansion of all moments of the mental process, which always requires a certain delay in processes transition and is achieved better when their transition is complicated. “The analysis by units” in the experimental and genetic method has united with the genetic way of scientific investigation and as a result the given analysis has received the status of a scientific basing of mental processes development. Such approach to the research has resulted in that all the mental formations as something permanent started to be considered processes. The basic methodological requirement to the studying of the mental is the transformation of the “thing in the process”. Within the limits of such research