DSA Faculty
API
← к списку преподавателей

Хархурин Анатолий Владимирович

Факультет социальных наук

Профиль на hse.ru ↗ тел.: 23642
Публикаций
62
Языков
3
Наград
2
Конференций
0
Профиль Публикации (62) Курсы (4)

Профессиональные интересы

креативностьполилингвизммультилингвизмбилингвизмполилингвальная креативностьбилингвальная креативностьмежкультурные компетенциибилингвальное образованиекреативное образованиебилингвальная памятькодовые переключенияКогнитивные аспекты искусства

Должности

  • Доцент — Факультет социальных наук, Департамент психологии

Био

  • · Начал работать в НИУ ВШЭ в 2019 году.
  • · Научно-педагогический стаж: 25 лет.

Образование

  • 2005 · PhD: Городской университет Нью-Йорка, специальность «Экспериментальная Психология»
  • 1999 · PhD: Католический университет Неймегена, специальность «Когнитивная Наука»
  • 1998 · Бакалавриат: Университет Амстердама, специальность «Славянские языки и литература»
  • 1996 · Бакалавриат: Католический университет Неймегена, специальность «Информатика и вычислительная техника», квалификация «Бакалавр»

Опыт работы

  • · 2017–2019: профессор American University of Sharjah (ОАЭ)
  • · 2005-2017: доцент American University of Sharjah (ОАЭ)
  • · 2002-2005: инструктор Touro College (США)
  • · 2001-2005: инструктор Brooklyn College CUNY (США)
  • · 2001-2002: научный сотрудник Institute of Basic Research (США)
  • · 2000-2001: научный сотрудник College of Staten Island CUNY (США)

Награды и поощрения

  • · Благодарственное письмо проректора НИУ ВШЭ (февраль 2024)
  • · Благодарность Департамента психологии НИУ ВШЭ (октябрь 2021)

Гранты и проекты

  • — · на соискание учёной степени кандидата наук

Идентификаторы исследователя

Публикации (62)

Multi-competence as a creative act: Ramifications of multi-competence paradigm for creativity research and creativity fostering education

2016 · CHAPTER · en

The specific structure of multilingual memory may facilitate language mediated concept activation, which in turn may ensure a simultaneous activation of often unrelated concepts. At the same time, multilingual practice may encourage inhibition and facilitation mechanisms of selective attention. These mechanisms seem to play an important role in divergent and convergent thinking, and thereby foster an individual’s creative performance. In addition, there is evidence that creative personality traits such as cognitive flexibility, tolerance of ambiguity, openness to new experience, and motivation can be developed as a result of multilingual practice. The proposed cognitive mechanisms and personality traits appear to benefit from multi-competence aspects such as proficiency in languages an individual uses, age of acquisition of these languages, circumstances and extent to which an individual switches between these languages, the sociocultural environment and emotional context in which these languages are acquired and used. It is evident that empirical data suggesting the links between multi-competence and creativity is highly scattered and often speculative. Overall, multilingual creativity lacks systematic research, especially any focusing on variation in multilinguals’ creative capacities. Therefore, a systematic investigation of the proposed and possibly other factors in multilingual creativity is required.

DOI ↗

The big question in creativity research: The transcendental source of creativity

2015 · ARTICLE · en

In this commentary, I raise an etiological question, which has been virtually excluded from the horizon of contemporary scholarship. In spite of a long history of philosophical, mystical, and religious approaches considering the transcendent and/or spiritual sources of human creativity, mainstream creativity researchers have become gradually reluctant to acknowledge the supernatural influences in this human endeavour. This account is either disregarded altogether or re-interpreted in a way that substitutes supernatural connections with observable and measurable processes. On the one hand, the latter approach appears to fall within the premises of modern science and thereby earns substantial attention the scientific community. On the other, this could be one of the reasons why creativity research has reached its epistemological cul-de-sac. I argue that by retaining the source of creativity within an individual, one annihilates the whole constellation of personality traits and processes, which have transcendent characteristics. It is important to integrate the study of transcendent experience into the study of cognitive, personality, and environmental underpinnings of creative faculties. A possible direction for this change is offered by transpersonal psychology, which makes an attempt to resurrect an investigation of spiritual reality and integrate it in the study of modern psychology. At the end of the commentary, I sketch a transcendental model of creativity developed along the lines of a transpersonal paradigm.

DOI ↗ PDF ↗

Predicting the timing of dynamic events through sound: Bouncing balls

2015 · ARTICLE · en

Dynamic information in acoustical signals produced by bouncing objects is often used by listeners to predict the objects’ future behavior (e.g., hitting a ball). This study examined factors that affect the accuracy of motor responses to sounds of real-world dynamic events. In experiment 1, listeners heard 2–5 bounces from a tennis ball, ping-pong, basketball, or wiffle ball, and would tap to indicate the time of the next bounce in a series. Across ball types and number of bounces, listeners were extremely accurate in predicting the correct bounce time (CT) with a mean prediction error of only 2.58% of the CT. Prediction based on a physical model of bouncing events indicated that listeners relied primarily on temporal cues when estimating the timing of the next bounce, and to a lesser extent on the loudness and spectral cues. In experiment 2, the timing of each bounce pattern was altered to correspond to the bounce timing pattern of another ball, producing stimuli with contradictory acoustic cues. Nevertheless, listeners remained highly accurate in their estimates of bounce timing. This suggests that listeners can adopt their estimates of bouncing-object timing based on acoustic cues that provide most veridical information about dynamic aspects of object behavior.

DOI ↗ PDF ↗

Multilingual creative cognition: Theory and practice

2015 · CHAPTER · en

The chapter presents a theoretical framework of multilingual creative cognition. It rests on creative cognition paradigm perceiving creative capacity as an essential property of normative human cognition. Increase in general cognitive functioning may facilitate an individual’s creative abilities. Multilingual development may result in establishing specific architectures of the mind that are likely to promote later cognitive advantages. If multilingualism results in more elaborate cognitive structures and/or functioning, it may also facilitate creative functioning. Thus, an individual’s acquisition and use of multiple languages may have impact on one’s cognition and therefore facilitate creative cognition. The chapter reviews the empirical research supporting multilingual creative cognition. It identifies cognitive mechanisms underlying creative thinking, which are potentially encouraged by an individual’s cross-linguistic and cross-cultural experiences. The chapter concludes with a discussion of potential applications of the multilingual creative cognition. Specifically, it introduces a Bilingual Creative Education program, which constitutes a unified teaching model introducing both language learning and creativity-fostering instruction to the school curriculum. The purpose of the program is to introduce students to a school curriculum in two languages and to foster four defining aspects of creativity: novelty, utility, aesthetics, and authenticity.

DOI ↗

Introducing Bilingual Creative Education to the UAE school curriculum

2015 · CHAPTER · en

This chapter picks up on a widely discussed topic in both multilingualism and creativity research that comes from pedagogical considerations. The research conducted by the author over last 10 years has delivered a solid argument that speaking more than one language facilitates an individual’s creative capacities. The author has expanded the scope of his research and implemented these findings in education. His new approach includes teaching strategies from both fields, a unified Bilingual Creative Education program. It aims at facilitation of the overall linguistic, intellectual, and creative competences of young children regardless of their intellectual and creative predispositions thereby meeting the recommendations of a number of governmental policies. It is designed for both migrants who speak their native language and attempt to acquire the language of the migration country and autochthones who want to acquire a foreign language simultaneously with their mother tongue. The purpose of the program is to introduce students to a school curriculum in two languages and to foster four defining aspects of creativity: novelty, utility, aesthetics, and authenticity. To accomplish this goal, the program utilizes the holistic approach, which combines cognitive, personal, and environmental factors in education. This approach implicates five essential educational attributes: personal, cognitive, administrative, contextual, and curricular.

DOI ↗

Bilingualism and creativity: An educational perspective.

2015 · CHAPTER · en

In this chapter, I present the results of the empirical investigation of an impact of multilingual practice on an individual’s creative potential. The relationship between these two human endeavors has received little attention in the scientific community. The chapter makes an attempt to resuscitate this theme and provides a solid theoretical framework supported by contemporary empirical research conducted in different geographic, linguistic, and sociocultural locations. These studies demonstrate that multilinguals’ age of acquisition of their languages, proficiency in these languages, and experience with cultural settings in which these languages were acquired have a positive impact on selective attention and language mediated concept activation mechanisms, which together facilitate generative and innovative capacities of creative thinking. I have expanded the scope of my research and implemented these findings in education. After reviewing the empirical evidence concerning multilingualism and creativity, respectively, I propose a new program that includes teaching strategies from both fields, a unified Bilingual Creative Education program. This program is grounded in several conceptual premises. Specifically, it aims at facilitation of the overall linguistic, intellectual, and creative competences of young children regardless of their intellectual and creative predispositions. It is designed for both migrants who speak their native language and attempt to acquire the language of the migration country and autochthones who want to acquire a foreign language simultaneously with their mother tongue. The purpose of the program is to introduce students to a school curriculum in two languages and to foster four defining aspects of creativity: novelty, utility, aesthetics, and authenticity. To accomplish this goal, the program utilizes the holistic approach, which combines cognitive, personal, and environmental factors in education. This approach implicates five essential educational attributes: personal, cognitive, administrative, contextual, and curricular. The chapter discusses these attributes and provides specific directions for the implementation of the program.

Creativity.4in1: Four-criterion construct of creativity

2014 · ARTICLE · en

The purpose of this theoretical article is to provide an extended definition of creativity that embraces potential cross-cultural variations in this construct. Creativity is defined as a four-criterion construct, which includes attributes of novelty, utility, aesthetics, and authenticity. Novelty attribute stipulates that a creative work brings something new into being, which presents a new conceptual framework and/or modifies or violates an existing one. Utility attribute stipulates that a creative work is what a producer or a recipient considers creative, what represents an important landmark in spiritual, cultural, social, and/or political environment, and what addresses moral issues. The aesthetics attribute stipulates that a creative work presents the fundamental truth of nature, which is reflected in a perfect order, efficiently presents the essence of the phenomenal reality, and is satisfactorily complex, expressing both tension and intrinsic contradiction. Authenticity attribute stipulates that a creative work expresses an individual’s inner self and relates one’s own values and believes to the world. These attributes establish a comparison matrix, which can be used to evaluate and compare the levels of creativity of works from different areas of human endeavor.

DOI ↗

The role of code-switching in bilingual creativity

2014 · ARTICLE · en

This study further explores the theme of bilingual creativity with the present focus on code-switching. Specifically, it investigates whether code-switching practice has an impact on creativity. In line with the previous research, selective attention was proposed as a potential cognitive mechanism, which on the one hand would benefit from extensive code-switching, and on the other, facilitate creative performance. One hundred and fifty seven multilingual college students completed a code-switching attitudes and behaviors questionnaire, which served to select habitual and non-habitual code-switchers. These respective groups were compared on creativity and selective attention tests. Habitual code-switchers demonstrated greater innovative capacity than their non-habitual counterparts. However, these groups revealed no difference in selective attention. Moreover, the relationship between selective attention and innovative capacity was found only among non-habitual code-switchers. Further, code-switching induced by a particular emotional state and by a lack of specific vocabulary in a target language appeared to relate to increase in innovative capacity. The discussion of these results lays foundation for further empirical research investigating the role of bilinguals’ code-switching in their creative capacity.

DOI ↗

Multilingualism and Creativity

2012 · BOOK · en

In this monograph, Anatoliy V. Kharkhurin presents the results of his empirical investigation into the impact of multilingual practice on an individual's creative potential. Until now, the relationship between these two activities has received little attention in the academic community. The book makes an attempt to resuscitate this theme and provides a solid theoretical framework supported by contemporary empirical research conducted in a variety of geographic, linguistic, and sociocultural locations. This study demonstrates that several factors - such as the multilinguals' age of language acquisition, proficiency in these languages and experience with cultural settings in which these languages were acquired - have a positive impact on selective attention and language mediated concept activation mechanisms. Together, these facilitate generative and innovative capacities of creative thinking. This book will be of great interest not only to scholars in the fields of multilingualism and creativity, but also to educators and all those interested in enhancing foreign language learning and fostering creativity.

Perceptual confusions of American-English vowels and consonants by native Arabic bilinguals

2012 · ARTICLE · en

This study investigated the perception of American-English (AE) vowels and consonants by young adults who were either (a) early Arabic-English bilinguals whose native language was Arabic or (b) native speakers of the English dialects spoken in the United Arab Emirates (UAE), where both groups were studying. In a closed-set format, participants were asked to identify 12 AE vowels presented in /hVd/ context and 20 AE consonants (C) in three vocalic contexts: /ɑCɑ/, /iCi/, and /uCu/. Both native Arabic and native English groups demonstrated high accuracy in identification of vowels (70 and 80% correct, respectively) and consonants (94 and 95% correct, respectively). For both groups, the least-accurately identified vowels were /ɑ/, /ɔ/, /æ/, while most consonant errors were found for /ð/, which was most frequently confused with /v/. However, for both groups, identification of /ð/ was vocalic-context dependent, with most errors occurring in /iCi/ context and fewest errors occurring in /uCu/ context. Lack of significant group differences suggests that speech sound identification patterns, including phonetic context effects for /ð/, were influenced more by the local English dialects than by listeners’ Arabic language background. The findings also demonstrate consistent perceptual error patterns among listeners despite considerable variation in their native and second language dialectal backgrounds.

DOI ↗

Курсы (4)