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Bibliografias temáticas / Psychology testing

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Literatura científica selecionada sobre o tema "Psychology testing"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 20 de fevereiro de 2023

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Artigos de revistas sobre o assunto "Psychology testing"

1

Smedslund, Jan. "From Hypothesis-Testing Psychology to Procedure-Testing Psychologic". Review of General Psychology 6, n.º 1 (março de 2002): 51–72. http://dx.doi.org/10.1037/1089-2680.6.1.51.

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Psychologists do not analyze the conceptual relations between their independent and dependent variables. Hence, they fail to recognize that the plausibility of their hypotheses stems from the conceptual relatedness of the variables. The outcome is research that appears to test hypotheses but really tests only procedures, because the hypotheses involve conceptually related variables and are necessarily true. Domains in which this has been demonstrated are discussed. Psychologic is an axiomatic system intended to formulate the psychologically relevant conceptual relationships embedded in language and is an instrument for describing, explaining, predicting, and controlling intrapersonal and interpersonal processes.

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Nicolas, Serge, e Zachary Levine. "Beyond Intelligence Testing". European Psychologist 17, n.º 4 (1 de janeiro de 2012): 320–25. http://dx.doi.org/10.1027/1016-9040/a000117.

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Though Alfred Binet was a prolific writer, many of his 1893–1903 works are not well known. This is partly due to a lack of English translations of the many important papers and books that he and his collaborators created during this period. Binet’s insights into intelligence testing are widely celebrated, but the centennial of his death provides an occasion to reexamine his other psychological examinations. His studies included many diverse aspects of mental life, including memory research and the science of testimony. Indeed, Binet was a pioneer of psychology and produced important research on cognitive and experimental psychology, developmental psychology, social psychology, and applied psychology. This paper seeks to elucidate these aspects of his work.

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Sewell, Trevor E., e C. Milofsky. "Targeting Testing in School Psychology". Educational Researcher 20, n.º 6 (agosto de 1991): 28. http://dx.doi.org/10.2307/1176904.

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4

Macdonald, Ranald R. "On statistical testing in psychology". British Journal of Psychology 88, n.º 2 (maio de 1997): 333–47. http://dx.doi.org/10.1111/j.2044-8295.1997.tb02638.x.

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Al-Shawaf, Laith, e David Buss. "Evolutionary psychology and Bayesian modeling". Behavioral and Brain Sciences 34, n.º 4 (agosto de 2011): 188–89. http://dx.doi.org/10.1017/s0140525x11000173.

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AbstractThe target article provides important theoretical contributions to psychology and Bayesian modeling. Despite the article's excellent points, we suggest that it succumbs to a few misconceptions about evolutionary psychology (EP). These include a mischaracterization of evolutionary psychology's approach to optimality; failure to appreciate the centrality of mechanism in EP; and an incorrect depiction of hypothesis testing. An accurate characterization of EP offers more promise for successful integration with Bayesian modeling.

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Watkins, C. Edward, e Vicki L. Campbell. "Testing and Assessment in Counseling Psychology". Counseling Psychologist 18, n.º 2 (abril de 1990): 189–97. http://dx.doi.org/10.1177/0011000090182001.

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Thomas, Alex. "Testing, Testing, 1, 2". Contemporary Psychology: A Journal of Reviews 38, n.º 12 (dezembro de 1993): 1304–6. http://dx.doi.org/10.1037/032864.

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Sewell, Trevor E. "Book Reviews: Targeting Testing in School Psychology". Educational Researcher 20, n.º 6 (agosto de 1991): 28–29. http://dx.doi.org/10.3102/0013189x020006028.

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Weiner, Irving B. "Psychodiagnostic Testing in Forensic Psychology: A Commentary". Journal of Forensic Psychology Practice 2, n.º 3 (janeiro de 2002): 113–19. http://dx.doi.org/10.1300/j158v02n03_08.

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Allakhverdov, A., e D. Clery. "Testing the psychology of would-be astronauts". Science 266, n.º 5182 (7 de outubro de 1994): 24. http://dx.doi.org/10.1126/science.7939638.

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Teses / dissertações sobre o assunto "Psychology testing"

1

Rindal, Eric J. "Testing: Potential to Overwrite Original Memory?" Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1428419037.

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2

McLeod, Mason A. "Knowledge Updating of the Testing Effect: Enhancing Student Appreciation of the Testing Effect Through Task Experience". Kent State University Honors College / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1544433520459546.

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3

Nix, Ilze. "Influence of Anxiety on HIV Testing Behavior". TopSCHOLAR®, 2007. http://digitalcommons.wku.edu/theses/412.

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The specter of Human Immunodeficiency Virus (HIV) or Acquired Immune Deficiency Syndrome (AIDS) has become increasingly prevalent since it first entered public awareness in 1982. The Center for Disease Control (CDC) estimates that approximately 1 million people in the United States of America (USA) are living with HIV/ AIDS. More alarming is the fact that approximately 250,000 people remain unaware of their seropositivity status, therefore putting themselves and others at risk. Ignorance concerning HIV status is due largely to two factors: either failure to take an HIV test in the first place, or, a failure to retrieve results after testing. Despite the distinct possibility that anxiety plays a role in decisions concerning HIV testing an extensive literature review yielded no study that specifically examined the association between anxiety and HIV testing behavior. Thus, the purpose of the study was to determine the influence of anxiety, both general and specific, on prospective HIV testing behavior. The design of the study was correlational, examining how a group of independent variables (namely, various types of anxiety) impact two separate dependent variables (likelihood of being tested HIV and likelihood of returning for results of the HIV test results). Three hundred and forty seven participants were administered measures assessing anxiety, both at the broad or "global" level and at the narrower level of context-specific or domain-relevant anxiety. Each participant completed the State-Trait Anxiety Inventory (STAI), Self-Rated Anxiety Scale (SAS), Subscales of the Medical Anxiety Scale (MAS), Death Anxiety Scale (DAS), and the Multidimensional AIDS Anxiety Questionnaire (MAAQ). A stepwise multiple regression data analytic strategy was used to examine the data. Analyses suggested that AIDS-Specific Anxiety accounted for a significant amount of variance in the independent variable of the Likelihood of Receiving HIV Testing and that Hospital and X-Ray Anxiety, respectively, accounted for a significant amount of variance in the independent variable of Likelihood of Returning to Receive the Results of HIV Testing; however, variance attributed to each of the dependent variables that remained after stepwise regression, was low. Once the researchers controlled for extraneous variables such as the relevant demographic variables of gender, ethnicity, previous HIV testing history, past sexual history, and relationship status, the variables that had been retained in both the equations - AIDS-Specific Anxiety and Hospital and X-Ray Anxiety, respectively - no longer accounted for a significant amount of variance and none of the variables assessed in the study were retained in the models examining the influence of anxiety on Likelihood to Receive HIV Testing and Likelihood of Returning for HIV Testing Results. Although the current study did not yield the anticipated results, the findings contribute to research concerning the influence of personality variable on disease status. The findings presented here may present researchers with a starting point for further empirical endeavors. Considering the limitations of the study and applying the suggestions derived from frankly addressing those limitations, future research may indeed reveal a significant impact of anxiety on HIV testing behavior.

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4

Jägerskog, Ann-Sofie. "Pictures and a Thousand Words : Learning Psychology through Visual Illustrations and Testing". Licentiate thesis, Stockholms universitet, Psykologiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-124302.

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For teachers and students to be able to make informed decisions about how to best improve learning, it is important to compare learning strategies that are known to be effective. Both multimedia learning, based on the notion that individuals learn better from words and pictures presented together than from words alone, and retrieval practice, based on the idea that retrieving knowledge from the memory is an active process that has a beneficial impact on learning, have been found robust learning strategies in earlier research. However, the two strategies remain to be investigated in combination. The combination of the two seemingly robust strategies was investigated in Study I and results showed a modest effect of retrieval practice in terms of decreased forgetting and a strong effect of multimedia learning. Retrieval practice did not improve memory performance beyond the beneficial effect of using a visual illustration. Study II investigated the beneficial effects of the use of visual illustrations in more detail in terms of preferred learning style (visual, verbal or mixed), a notion that has reached wide popular ac- ceptance within the educational field. Support was not found for the learning styles hypothesis. Rather, results showed that the positive effects of learning with the aid of a visual illustration holds independently of preferred learning style, which renders strong support for multimedia learning in terms of its generalizability. Most interestingly, students with mixed or visual learning styles performed generally better on the learning test than students with a verbal learning style, which may imply that it is worthwhile to help students develop a preference for visual or multimodal aspects of information pro- cessing in order to further improve learning. The findings presented in this thesis provide new knowledge regarding the combination of learning strate- gies and contribute with important insights into the relation between learning style and the use of visual illustrations in psychology teaching. The findings also pose challenges for students and teachers, as well as people designing learning materials, concerning how to approach the use of visual illustrations and retrieval practice in teaching and learning.

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Johnstone, Brian Robert. "Psychometric testing of patients with Alzheimer's disease". Thesis, Queen's University Belfast, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239007.

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Kliegl, Reinhold, e Paul B. Baltes. "Testing-the-Limits kognitiver Entwicklungskapazität in einer Gedächtnisleistung". Universität Potsdam, 1991. http://opus.kobv.de/ubp/volltexte/2010/4036/.

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Bisherige Ergebnisse der kognitiven Altersforschung erlauben keine Schlußfolgerung darüber, ob die Größe und Robustheit der Altersverluste in kognitiven Basisprozessen irreversibel sind und folglich als Indikatoren neurobiologischer Grenzen des alternden Organismus interpretiert werden können: Durch die Forschungsstrategie des Testing-the-Limits wurden im Zusammenhang mit einer kognitiven Intervention zuverlässige Ergebnisse bezüglich alterskorrelierter Grenzen kognitiver Entwicklungskapazität erwartet. Gesunde ältere und junge Erwachsene nahmen an 38 über ein Jahr verteilten experimentellen Sitzungen teil, in denen sie in einer Gedächtnistechnik, der Methode der Orte, trainiert und wiederholt getestest wurden. Die Kriteriumsaufgabe war das Behalten langer Wortlisten auf der Grundlage der Erzeugung phantasievoller Gedankenbilder. Obwohl ältere Erwachsene in der Lage waren, die Gedächtnistechnik zu erwerben, zeigte sich unter Testing-the-Limits- Bedingungen eine nahezu vollständige Entzerrung der Leistungsverteilungen junger und älterer Erwachsener, die auch durch langfristiges Training nicht abgebaut wurde. Die Ergebnisse werden in Hinblick auf (1) die Bedeutung spezifischer kognitiver Basisprozesse, (2) Kohorten- bvs. biologische Alterseffekte und (3) mögliche Ausnahmen vom Altersabbau diskutiert.

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Jones, Evan Douglas. "Testing The Unconscious Effect of Visual Context Illusions". W&M ScholarWorks, 2016. https://scholarworks.wm.edu/etd/1530192323.

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This study tested the effects of a visual context illusion when it was suppressed from the subjects conscious awareness. Using a mirror stereoscope and a particular form of binocular rivalry, subjects made estimations of size with and without awareness of the presence of the illusory elements. No differences were found, suggesting that effect of the illusion may require conscious awareness and perhaps is not a product of early visual processing. Keywords: Ebbinghaus, Consciousness, CFS, Illusion

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Basehore, Zachariah D. "Is Simpler Better? Testing the Recognition Heuristic". Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1435053668.

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Soltani, Tara. "Does Overt memory testing lead to better learning than Covert memory testing?" Thesis, Stockholms universitet, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-59010.

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The testing effect is described as an improvement of memory performance at a final test as a result of previous test sessions. Several studies reported that initial testing during learning provides a better memory representation at a delayed retention interval. The aim of present study is to assess whether an Overt or a Covert retrieval procedure leads to better final recall. Participants were at initial testing instructed to retrieve and write down the words (Overt group), retrieve it without writing down (Covert group) or only restudy the words (SSS group). Memory was tested after[1]15 minutes and again after 1 week. The results indicated a significant main effect of learning group and retrieval interval, where the Overt group performed reliably better than remaining groups. The idea behind the testing effect may work as a guideline of how the testing procedure can be conformed into educational contexts, which advocates for more consistent use of testing in classroom for optimal learning.

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Weller, Gert. "The Psychology of Driving on Rural Roads: Development and Testing of a Model". Springer, 2009. https://tud.qucosa.de/id/qucosa%3A34464.

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Rural roads constitute the most dangerous road category with regard to the number of fatal accidents. In order to increase traffic safety on rural roads it is necessary to take into account not only their inherent properties but also their effect on behaviour. Gert Weller develops a psychological model for driving on rural roads which is validated in three empirical steps: laboratory, simulator and driving experiments. His results provide insight into the possibilities of how driving behaviour on rural roads can be influenced and give practical guidance for the enhancement of rural road safety. The book is written for psychologists in the fields of traffic psychology and human factors research, traffic engineers, road planners as well as for political decision makers in traffic planning departments.:1. Driving on Rural Roads: The Current Situation 2. Applying Existing Models to Driving on Rural Roads 2.1. A Framework 2.2. Individual Differences: Traits and Demographic Variables 2.3. Driving as a Self-Paced Task: Motivational Models 2.4. Perception and Information-Processing 3. A Psychological Model for Driving on Rural Roads 4. Empirical Validation 4.1. Overview and General Course of Events 4.2. The Laboratory Study: The Role of Perceived Road Characteristics 4.3. The Simulator Study: The Role of Cues and Affordances 4.4. On-the-Road Driving Tests: Behaviour and Accidents 5. Empirical Validation: Summary and Conclusions

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Livros sobre o assunto "Psychology testing"

1

Hypothesis testing behavior. Philadelphia: Psychology Press, 2001.

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2

Urbina, Susana. Essentials of Psychological Testing. New York: John Wiley & Sons, Ltd., 2004.

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3

Geisinger, Kurt F., Bruce A. Bracken, Janet F. Carlson, Jo-Ida C. Hansen, Nathan R. Kuncel, Steven P. Reise e Michael C. Rodriguez, eds. APA handbook of testing and assessment in psychology, Vol. 2: Testing and assessment in clinical and counseling psychology. Washington: American Psychological Association, 2013. http://dx.doi.org/10.1037/14048-000.

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Geisinger, Kurt F., Bruce A. Bracken, Janet F. Carlson, Jo-Ida C. Hansen, Nathan R. Kuncel, Steven P. Reise e Michael C. Rodriguez, eds. APA handbook of testing and assessment in psychology, Vol. 3: Testing and assessment in school psychology and education. Washington: American Psychological Association, 2013. http://dx.doi.org/10.1037/14049-000.

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5

Howard, Karen. Psychological testing. London: FT Pitman, 1997.

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6

Testers and testing: The sociology of school psychology. New Brunswick [N.J.]: Rutgers University Press, 1989.

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7

Association, American Psychological, ed. APA handbook of testing and assessment in psychology. Washington, DC: American Psychological Association, 2013.

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8

Gaskell, Whitney. Testing Kate. London: Little Black Dress, 2007.

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9

1935-, Bobgan Deidre, ed. Four temperaments: Astrology & personality testing. Santa Barbara, CA: EastGate Publishers, 1992.

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10

A, Miller Leslie, ed. Foundations of psychological testing: A practical approach. 2^a ed. Thousand Oaks: Sage Publications, 2007.

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Capítulos de livros sobre o assunto "Psychology testing"

1

Banyard, Philip. "Mental testing". In Controversy and Psychology, 60–76. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003147589-5.

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Megargee, Edwin I. "Testing." In Encyclopedia of psychology, Vol. 8., 47–52. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10523-020.

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McGrath, Robert E. "Significance testing." In Quantitative models in psychology., 35–56. Washington: American Psychological Association, 2011. http://dx.doi.org/10.1037/12316-002.

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Jones, Stephen. "Prelude to testing". In Statistics in psychology, 76–106. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-137-28239-2_3.

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Koffler, Stephen L. "Fundamentals of Testing". In Psychology and Education, 199–220. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-1250-3_13.

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Sandler, Howard M. "Hypothesis testing." In Encyclopedia of psychology, Vol. 4., 218–19. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10519-095.

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Kousholt, Kristine. "Educational Standardized Testing". In Encyclopedia of Critical Psychology, 530–36. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_622.

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Denis, Daniel J. "Hypothesis-Testing, Overview". In Encyclopedia of Critical Psychology, 928–32. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_631.

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Page, Kevin. "Personality Testing and Pathology". In Psychology for Actors, 183–202. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781351130950-10.

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Mpofu, Elias. "Nondiscriminatory Testing". In Encyclopedia of Cross-Cultural School Psychology, 682–85. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_288.

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Trabalhos de conferências sobre o assunto "Psychology testing"

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GRANAAS, MICHAEL. "The psychology of computer displays in the modern mission control center". In 15th Aerodynamic Testing Conference. Reston, Virigina: American Institute of Aeronautics and Astronautics, 1988. http://dx.doi.org/10.2514/6.1988-2065.

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Biancini, A. "Social Psychology Testing Platform Leveraging Facebook and SNA Techniques". In 2012 Eighth International Conference on Signal-Image Technology & Internet-Based Systems (SITIS 2012). IEEE, 2012. http://dx.doi.org/10.1109/sitis.2012.110.

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Makarevskaya, U. E. "The Adequacy Of Personal Success Prediction In Psychological Achievement Testing". In ICPE 2017 International Conference on Psychology and Education. Cognitive-Crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.12.22.

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Prutzkow, Alexander. "Interlingua-Based Numeral Translation In Web-Application With Knowledge-Testing". In ICPE 2017 International Conference on Psychology and Education. Cognitive-Crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.12.29.

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LOTH, SEBASTIAN, e COLIN J. DAVIS. "TESTING COMPUTATIONAL ACCOUNTS OF RESPONSE CONGRUENCY IN LEXICAL DECISION". In Proceedings of the 12th Neural Computation and Psychology Workshop. WORLD SCIENTIFIC, 2011. http://dx.doi.org/10.1142/9789814340359_0012.

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TWOMEY, K. E., e J. S. HORST. "TESTING A DYNAMIC NEURAL FIELD MODEL OF CHILDREN'S CATEGORY LABELLING". In Proceedings of the 13th Neural Computation and Psychology Workshop. WORLD SCIENTIFIC, 2013. http://dx.doi.org/10.1142/9789814458849_0007.

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Guofeng Deng. "The design of whole-process network education platform based on psychology testing system". In Education (ICCSE). IEEE, 2009. http://dx.doi.org/10.1109/iccse.2009.5228270.

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Serikov, Vasiliy. "PSYCHOPHYSIOLOGICAL TESTING OF LOCOMOTIVE VIGILANCE CONTROL SYSTEM". In SGEM 2014 Scientific Conference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b11/s1.044.

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Abdyrakhmanova, Aiperi, Natalia Shnayder e Regina Nasyrova. "THE ROLE OF PHARMACOGENETIC TESTING IN TREATMENT OF SCHIZOPHRENIA: CLINICAL CASE". In XVIII INTERNATIONAL INTERDISCIPLINARY CONGRESS NEUROSCIENCE FOR MEDICINE AND PSYCHOLOGY. LCC MAKS Press, 2022. http://dx.doi.org/10.29003/m2660.sudak.ns2022-18/40.

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Chiesi, Francesca. "Using psychological testing to make statistics understandable and meaningful: an exploratory study". In New Skills in the Changing World of Statistics Education. International Association for Statistical Education, 2020. http://dx.doi.org/10.52041/srap.20701.

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The use of real data in teaching statistics has been increasingly recommended in statistics education (e.g., Hall, 2011) and, in particular, the need to use data that are of particular interest for students to motivate and engage them in learning (Neumann, Hood & Neumann, 2013). Starting from these assumptions, psychological testing may offer an opportunity to work on real data (i.e., test scores) to teach statistics to psychology students. Indeed, testing relies heavily upon statistical notions that are necessary for transforming and interpreting norm-referenced test scores. In line with previous studies that used students’ scores in high stakes tests to support in- service and pre-service mathematics teachers’ in learning statistics (Confrey & Makar, 2005; Confrey, Makar, & Kazak, 2004), we explored the possibility to improve psychology students’ statistics learning proposing them to conduct data investigations into their own psychological test scores.

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Relatórios de organizações sobre o assunto "Psychology testing"

1

Chornodon, Myroslava. FEAUTURES OF GENDER IN MODERN MASS MEDIA. Ivan Franko National University of Lviv, fevereiro de 2021. http://dx.doi.org/10.30970/vjo.2021.49.11064.

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The article clarifies of gender identity stereotypes in modern media. The main gender stereotypes covered in modern mass media are analyzed and refuted. The model of gender relations in the media is reflected mainly in the stereotypical images of men and woman. The features of the use of gender concepts in modern periodicals for women and men were determined. The most frequently used derivatives of these macroconcepts were identified and analyzed in detail. It has been found that publications for women and men are full of various gender concepts that are used in different contexts. Ingeneral, theanalysisofthe concept-maximums and concept-minimum gender and their characteristics is carried out in the context of gender stereotypes that have been forme dand function in the society, system atizing the a ctual presentations. The study of the gender concept is relevant because it reveals new trends and features of modern gender images. Taking into account the special features of gender-labeled periodicals in general and the practical absence of comprehensive scientific studies of the gender concept in particular, there is a need to supplement Ukrainian science with this topic. Gender psychology, which is served by methods of various sciences, primarily sociological, pedagogical, linguistic, psychological, socio-psychological. Let us pay attention to linguistic and psycholinguistic methods in gender studies. Linguistic methods complement intelligence research tasks, associated with speech, word and text. Psycholinguistic methods used in gender psychology (semantic differential, semantic integral, semantic analysis of words and texts), aimed at studying speech messages, specific mechanisms of origin and perception, functions of speech activity in society, studying the relationship between speech messages and gender properties participants in the communication, to analyze the linguistic development in connection with the general development of the individual. Nowhere in gender practice there is the whole arsenal of psychological methods that allow you to explore psychological peculiarities of a person like observation, experiments, questionnaires, interviews, testing, modeling, etc. The methods of psychological self-diagnostics include: the gender aspect of the own socio-psychological portrait, a gender biography as a variant of the biographical method, aimed at the reconstruction of individual social experience. In the process of writing a gender autobiography, a person can understand the characteristics of his gender identity, as well as ways and means of their formation. Socio-psychological methods of studying gender include the study of socially constructed women’s and men’s roles, relationships and identities, sexual characteristics, psychological characteristics, etc. The use of gender indicators and gender approaches as a means of socio-psychological and sociological analysis broadens the subject boundaries of these disciplines and makes them the subject of study within these disciplines. And also, in the article a combination of concrete-historical, structural-typological, system-functional methods is implemented. Descriptive and comparative methods, method of typology, modeling are used. Also used is a method of content analysis for the study of gender content of modern gender-stamped journals. It was he who allowed quantitatively to identify and explore the features of the gender concept in the pages of periodicals for women and men. A combination of historical, structural-typological, system-functional methods is also implemented in the article. Descriptive and comparative methods, method of typology, modeling are used. A method of content analysis for the study of gender content of modern gender-labeled journals is also used. It allowed to identify and explore the features of the gender concept quantitatively in the periodicals for women and men. The conceptual perception and interpretation of the gender concept «woman», which is highlighted in the modern gender-labeled press in Ukraine, requires the elaboration of the polyfunctionality of gender interpretations, the comprehension of the metaphorical perception of this image and its role and purpose in society. A gendered approach to researching the gender content of contemporary periodicals for women and men. Conceptual analysis of contemporary gender-stamped publications within the gender conceptual sphere allows to identify and correlate the meta-gender and gender concepts that appear in society.

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