Solovyov, Ivan Mikhailovich (psychologist)

I. M. Solovyov was born in Penza in the family of a teacher. In 1925 he graduated from Moscow State University, and in 1929 graduated from the Institute of Psychology under the direction of L. S. Vygotsky . Since 1930, he has been working at the Research Institute of Defectology. In 1941, he volunteered for the militia. From 1945 to 1947 he worked in a hospital for craniocerebral wounds. From 1948 to 1970, he led the Deaf Psychology Sector of the Institute of Defectology. In 1965 he defended his doctoral dissertation for the degree of Doctor of Pedagogical Sciences (in psychological sciences): “Psychology of cognitive activity of normal and abnormal children. Comparison and knowledge of the relations of objects. ” Member of the Society of Psychologists of the USSR. Member of international congresses.

I. M. Solovyov experimentally proved that as a result of systematic deaf-and- pedagogical influence, the development path of the deaf, departing from the path of a normal child in the first years of its development, changes direction, approaching the development of a normal child. I. M. Solovyov identified two patterns of mental development of children with hearing impairment . The first regularity is due to the fact that a necessary condition for the successful mental development of a child is a significant increase in the number, variety and complexity of external influences. Due to hearing damage, the volume of external influences on a deaf child is very narrowed, interaction with the environment is impoverished, communication with people around is difficult. As a result, the mental activity of such a child is simplified, reactions to external influences become less complex and varied. The emerging system of interfunctional interactions is changed. Therefore, the components of the psyche of a child with a hearing impairment develop in different proportions compared to hearing children. The second pattern is the difference in the rate of mental development in children with hearing impairment compared to normally hearing children: the slowdown in mental development after birth and acceleration in subsequent periods. I. M. Solovyov, the path of mental development of a child with hearing impairment was as follows: differences in mental activity between the hearing and deaf children, insignificant in the initial stages of ontogenesis, increase over time. This happens until a certain stage when, due to systematic deaf-and-pedagogical effects, the differences stop growing and even decrease. ^[one]

I. M. Solovyov identifies problems that are significant for understanding the identity of children with developmental disabilities. Comparison of children is normal and with deviation gave not only new facts, but also hypotheses related to the psychology of the development of the child is normal. I.M.Soloviev specifically examines cognitive activity in the unity of its components. This manifested itself in the field of the study of sensory knowledge. In the beginning, visual perception was studied: the interaction of images of perception, diverse forms of recognition, anticipation and transfer. Then various types of sensations began to be studied: tactile, visual, and tactile. Later, the subject of study of I. M. Solovyov was the interaction of complex semantic structures. Thanks to a careful study of the interaction of analyzers for deaf, visually impaired and blind children, the theory of compensation ( Adler, Alfred ) was critically revised and a new theory of the compensatory development of children with disabilities was proposed, which analyzes the role of learning in the formation of compensatory mechanisms. The idea of ​​the unity of cognitive activity, including the variety of internal relationships and external actions, turned out to be essential for special psychology, since the development of each type of deviation is characterized by a feature of the structure of their cognitive activity as a whole. I. M. Solovyov considers it extremely important to consider cognitive activity in a dynamic aspect. The problem of volitional action, its transformations in the process of interaction with an objective situation attracts his attention. I. M. Solovyov argues with Levin, Kurt and gives a new, independent interpretation of the dependence of activity on the motive and its change. I. M. Solovyov proposed an original theory of comparison and its development. A significant contribution was made to the development of a psychological theory of similarity: a hypothesis was put forward on the internal structure of similarity. ^[2]

• Solovyov I.M. Psychology of cognitive activity of normal and abnormal children. Comparison and knowledge of the relations of objects: Dis. ... Doctor of Pedagogical Sciences (in psychology) / NIID APN RSFSR.- M., 1965.
• Soloviev I. M. Issues of psychology of a deaf-mute child // Psychological science in the USSR. - M., 1960 .-- v. II. - S. 512-541

• I. M. Solovyov (on the occasion of his 70th birthday) // Defectology. - 1972. - No. 5. - S. 93.
• Bogdanova T.G. Surdopsihologiya. - M., 2002.
• Obituary // Psychology Issues, 1986