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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)

Is triangle really yellow? The empirical investigation of Kandinsky’s Correspondence Theory

2012 · ARTICLE · en

Kandinsky proposed a fundamental correspondence between primary colors and elementary forms: yellow – triangle, red – square, and blue – circle. This theory evoked a strong opposition among artists, design experts, and researchers. This theory was tested in two experiments. In Experiment 1 non-artist university students (N = 284) were directly asked about the color-form assignment using a modified version of Kandinsky’s questionnaire. The evidence did not support Kandinsky’s theory. Rather, their preferences for colored forms were guided by pragmatic associations. A sub-sample (N = 56) was further tested indirectly using a color-form priming technique, the evidence similarly not supporting Kandinsky’s theory. Experiment 2 replicated the results of Experiment 1 in another sample of non-artist university students (N = 60) using color/form recognition test. These findings are in line with earlier investigations which had employed survey methods to assess preference for colors and forms. Having presented a consistent pattern of results among the general population, eventually this theory must also be tested in a synesthetic population.

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A preliminary version of an internet-based Picture Naming Test

2012 · ARTICLE · en

The study presents a web-based productive vocabulary assessment tool, the internet Picture Naming Test (iPNT). The iPNT is administered online and takes eight minutes to complete. The iPNT assesses vocabulary knowledge by rating participants’ responses to 120 colored drawings of simple objects. Participants type the names of the objects and the names are saved as a computer file that can be uploaded into statistical software for further processing. The test is rated by comparing participants’ responses against a list of correct labels. High test-retest reliability suggests that iPNT can be considered a reliable measure. The study evaluates convergent validity of the iPNT by comparing its scores with paper-based and oral versions of the same test and concurrent validity by comparing its scores with that of receptive Peabody Picture Vocabulary Test, a language aptitude Cloze test, standard admission Test of English as a Foreign Language, and DIALANG diagnostic tool. Highly significant correlations between the scores on these tests and iPNT scores suggest that the latter is a suitable assessment tool for language proficiency. However, the moderate correlation values ranging from .52 to .68 indicate that the use of this test should be limited to psychometric research assessing an individual’s productive vocabulary knowledge.

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The role of selective attention in bilingual creativity

2011 · ARTICLE · en

The study presents a systematic investigation of the cognitive mechanisms of selective attention that potentially mediate the effect of bilingualism on creative abilities. The performance of 90 bilingual college students with different proficiency levels in English was compared on a battery of creativity and cognitive measures. Linguistically advanced bilinguals demonstrated greater abilities to produce original and useful ideas and to think beyond standard categories in creative problem-solving. Two mechanisms of selective attention were identified as contributors to the improvement of bilingual creative abilities. The inhibition of irrelevant information seemed to enhance the capacity to produce original and useful ideas. The facilitation of relevant information was likely to boost the ability to activate a multitude of unrelated concepts and work through the concepts already activated. Bilinguals with different levels of linguistic skills were found to utilize these mechanisms differently and thereby to employ different strategies in creative problem-solving.

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Conceptual freedom of the globalized mind: Multicultural experiences enhance human cognition through the expansion of conceptual categories

2011 · ARTICLE · en

This work provides a psychological perspective on globalization. It argues that multicultural experience may facilitate a merge of different cultural values, which forms a distinctively new state of mind. Experience with multicultural settings expands conceptual category boundaries, interrupts categorical thinking, and subsequently creates a new frame of thought. Studies identifying the important role of the multicultural experience in cognitive development and enhancement of creative abilities are presented to support this argument. The article questions the validity a of common critique that globalization brings the world to the unified model of thought. It argues that this critique is an oversimplification of the matter caused by individuals' closed-mindedness and unreceptiveness to a new experience.

Bilingual verbal and nonverbal creative behavior

2010 · ARTICLE · en

The study investigates whether bilingualism has a measurable contribution to verbal and nonverbal creative performance. The performance of Russian—English bilingual and English monolingual college students residing in the USA was compared on the verbal and nonverbal indicators of the Abbreviated Torrance Test for Adults. The results demonstrated a bilingual advantage in nonverbal creativity and a monolingual advantage in verbal creativity. These findings contribute to the discussion of domain specificity of bilingual cognitive abilities with regard to creative thinking.

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Sociocultural Differences in the Relationship Between Bilingualism and Creative Potential

2010 · ARTICLE · en

The performances of Russian-English bilinguals and English monolinguals living in the United States, and Farsi-English bilinguals living in the United Arab Emirates and Farsi monolinguals living in Iran, were compared on the Abbreviated Torrance Test for Adults to investigate whether the sociocultural context modulates the influence of bilingualism on an individual’s creativity. The findings revealed an interactive influence of bilingualism and sociocultural context on creative potential, suggesting that the contribution of bilingual development to creative potential differs across cultures.

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Cognitive predictors of generalization of Russian grammatical gender categories

2010 · ARTICLE · en

This study explores how learners generalize grammatical categories such as noun gender. Adult native English speakers with no prior knowledge of Russian (N = 47, ages 17–55 years) were trained to categorize Russian masculine and feminine diminutive nouns according to gender. The training set was morphophonologically homogeneous due to similarities induced by the diminutive suffixes. Generalization was tested using simplex and diminutive nouns with trained or novel stems. Age, familiarity with other second languages, nonverbal intelligence, and verbal working memory capacity were used to predict performance. Compared to trained diminutives, learners showed equally high accuracy in gender categorization of transparent simplex nouns with trained stems and diminutive nouns with novel stems. Accuracy dropped significantly for nontransparent simplex nouns with trained stems and transparent simplex nouns with novel stems. Verbal working memory capacity predicted gender categorization of nontransparent nouns and vocabulary recall, whereas age, nonverbal intelligence, and prior experience with languages with transparent gender categories affected performance in nouns containing at least some degree of gender transparency. The findings indicate that pattern‐based and memory‐based learning processes coexist in adult learners. However, age affected performance on pattern‐based processes but not memory‐based processes like rote memorization of vocabulary and gender categorization of nontransparent nouns. This finding is interpreted in the context of proposals concerning the role of declarative and procedural memory in L2 learning.

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The role of bilingualism in creative performance on divergent thinking and invented alien creatures tests

2009 · ARTICLE · en

This study continues the effort to investigate the possible influence of bilingualism on an individual's creative potential. The performances of Farsi‐English bilinguals living in the UAE and Farsi monolinguals living in Iran were compared on the Culture Fair Intelligence Test battery and two creativity tests: divergent thinking test (the Abbreviated Torrance Test for Adults) and structured imagination test (Invented Alien Creatures task). The findings of the divergent thinking test revealed that bilingualism facilitates the innovative capacity, the ability to extract novel and unique ideas, but not the generative capacity, the ability to generate and process a large number of unrelated ideas. The findings of the test of structured imagination demonstrated that bilingualism strengthens an ability to violate a standard set of category properties. In addition, the study hints at the construct validity of these two tests of creative functioning. However, the study acknowledges its rather exploratory character as the bilingual and monolingual groups might differ in a number of uncontrolled sociocultural factors that could potentially mediate the effect of bilingualism.

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The role of native-language phonology in the auditory word identification and visual word recognition of Russian-English bilinguals

2009 · ARTICLE · en

Does native language phonology influence visual word processing in a second language? This question was investigated in two experiments with two groups of Russian-English bilinguals, differing in their English experience, and a monolingual English control group. Experiment 1 tested visual word recognition following semantic categorization of words containing four phonological vowel contrasts (/i/−/u/,/I/−/∧/,/i/−/I/,/ε/−/\ae//i/−/u/,/I/−/∧/,/i/−/I/,/ε/−/\ae/). Experiment 2 assessed auditory identification accuracy of words containing these four contrasts. Both bilingual groups demonstrated reduced accuracy in auditory identification of two English vowel contrasts absent in their native phonology (/i/−/I/,/ε/−/\ae//i/−/I/,/ε/−/\ae/). For late- bilinguals, auditory identification difficulty was accompanied by poor visual word recognition for one difficult contrast (/i/-/I/). Bilinguals’ visual word recognition moderately correlated with their auditory identification of difficult contrasts. These results indicate that native language phonology can play a role in visual processing of second language words. However, this effect may be considerably constrained by orthographic systems of specific languages.

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The effect of linguistic proficiency, age of second language acquisition, and length of exposure to a new cultural environment on bilinguals’ divergent thinking

2008 · ARTICLE · en

The study argues that, in addition to advantages in conscious attention-demanding processing, bilinguals may also exhibit enhanced unconscious divergent thinking. To investigate this issue, the performance of Russian–English bilingual immigrants and English monolingual native speakers was compared on the Abbreviated Torrance Test for Adults, which is a traditional assessment tool of divergent thinking. The study reveals bilinguals' superiority on divergent thinking tasks that require the ability to simultaneously activate and process multiple unrelated concepts from distant categories. Divergent thinking was facilitated by bilinguals' proficiency in two languages, the age of acquisition of these languages and the length of exposure to the new cultural settings that accompanies the acquisition of a new language. A specific architecture of bilingual memory in which two lexicons are mutually linked to the shared conceptual system is theorized to facilitate the functioning of the language mediated concept activation, thereby encouraging bilinguals' divergent thinking performance.

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Курсы (4)