The present study is an extension of our analysis of Russian basic color terms (BCTs) elicited in a web‐based psycholinguistic experiment. Color samples (N = 600) were approximately uniformly distributed in the Munsell color solid. An unconstrained color‐naming method was employed. Native Russian speakers (N = 713; 333 males) participated in the study. Among 1422 elicited unique color words, 698 terms (49%) were derived from object names. Here we explore object‐derived non‐BCTs, focusing on broad classes of names referred to objects, categories within these, and the inventory of color terms, as well as their frequency, patterns of derivation, and derivational productivity. Six classes of object referents were identified: flora, fauna, inanimate nature, food and beverages, man‐made objects, body and bodily products. In detail, 20 most frequent object‐derived terms are reported. These are accompanied by analysis of gender differences and representation of the terms' denotata on the Munsell Mercator projection. In addition, Russian object‐derived color terms are related to those in English; discussed are differences between the 2 languages in the color term classes, inventories and incidences. We conclude that Russian object‐derived color terms follow the generic metonymy pattern, that is, signifying color of objects in the speakers' natural environment. The inventory is also language‐specific, reflecting social practices, preferences and views entrenched in the traditional Russian culture. Furthermore, recent extensive development of the inventory signals 2 novel phenomena: marked globalization influence, surfacing as abundant transliteration of English referent loanwords, and noticeable sociolectal diversification that manifests itself by novel evocative color terms, particularly in marketing and advertisement.

The present study is an apparent-time analysis of color terms in Russian native speakers (N = 1927), whose age varied between 16 and 98 years. Stratified sampling was employed with the following age groups: 16–19, 20–29, and so on, with the oldest group of 70 years and over. Color names were elicited in a web-based psycholinguistic experiment (http://colournaming.com). Participants labeled color samples (N = 606) using an unconstrained color-naming method. Color vocabulary of each age group was estimated using multiple linguistic measures: diversity index; frequency of occurrences of 12 Russian basic color terms (BCTs) and of most frequent non-BCTs; color-naming pattern. Our findings show intergenerational differences in Russian color-term vocabulary, color-naming patterns, and object referents. The CT diversity (measured by the Margalef index) progressively increments with speakers’ juniority; the lexical refinement is manifested by the increasing variety of BCT modifiers and growing use of non-BCTs, both traditional and novel. Furthermore, the most frequent Russian non-BCTssirenevyj“lilac”,salatovyj“lettuce‐colored”, andbirûzovyj“turquoise” appear to be the emerging BCTs. The greatest diversity and richness of CT inventory is observed in Russian speakers aged 20–59 years, i.e., those who constitute the active workforce and are enthusiastic consumers. In comparison, speakers of 60 and over manifest less diverse color inventory and greater prevalence of (modified) BCTs. The two youngest groups (16–29 years) are linguistic innovators: their color vocabulary includes abundant recent loanwords, predominantly from English and, not infrequently, CTs as nouns rather than adjectives. Moreover, Generation Z (16–19 years) tend to offer highly specific or idiosyncratic color descriptors that serve expressive rather than informative function. The apprehended dynamics of color naming in apparent time reflects intergenerational differences as such, but even more so dramatic changes of sociocultural reality in the post-Soviet era, whereby Russian speakers, in particular under 60 years, were/are greatly impacted by globalization of trade: new market product arrivals resulted in adoption of novel and elaboration of traditional CTs for efficient communication about perceived color

The work focused on the examining the use of virtual reality (VR) technologies in the reduction of depression in Europe. More than 70 issues of the journals “Cyberpsychology, Behavior, and Social Networking”, “European Psychologist” were analyzed. We used the bibliometric analysis, the "keyword method" to analyze the text, which is understood as a search for typical terms, content analysis of the content of articles that used VR and depression. In the journal "European Psychologist" the term VR has not been mentioned for the last 2 years, which indicates the secondary importance of this issue for general psychology. In cyberpsychology, on the contrary, since 2019 in Europe, the interest of researchers in the use of VR technologies in clinical psychology has increased. By the content of the journal articles. "Cyberpsychology, Behavior, and Social Networking" VR technologies are used primarily for the correction of anxiety disorders, and secondly, for the correction of depression. These technologies are used in various ways. The first option is to create VR programs with a direct impact on depression reduction. Here, VR is used as a symptom awareness tool, to create an avatar environment for client dialogue in a non- judgmental environment. Research has shown that such VR programs are rated by users as a useful tool for informing and emotionally responding to depressive states. The second option is an indirect effect on reducing the level of depression through the reduction of fears, phobias; increased activation, tone, euphoria in mental states; the development of a positive mood, cognitive motivation; an increase in indicators of field independence (cognitive style). A study based on the methods of psychosemantics is presented, which has demonstrated the effect of a specially created VR program with an avatar on changing the unconscious attitudes of the personality, reducing phobia of darkness. The effectiveness of using of VR technologies in reducing depression is determined by modeling of mental experiences and actions in VR, creating a virtual ontology, the influence of VR on conscious and unconscious attitudes, the possibility of responding to unconscious experiences through the user's identification with an avatar.

In physical environments and cultural landscapes, we most often deal not with separate colors, but with color combinations. When choosing a color, we usually try to “fit” it into a preexisting color context, making the new color combination harmonious. Yet are the “laws” of color harmony fundamental to our shared cognitive architecture, or are they cultural products that vary from country to country? To answer these questions we conducted an experiment with 599 participants aged 18 to 76 from eight different countries, including Algeria (MA = 26.2 years; SD = 8.8; 49 men, 26 women), Belarus (MA = 19.8 years; SD = 9.1; 19 men, 63 women), Italy (MA = 29.0 years; SD = 12.8; 23 men, 67 women), Mexico (MA = 20.0 years; SD = 7.0; 34 men, 23 women), Nigeria (MA = 34.7 years; SD = 10.5; 29 men, 32 women), Russia (MA = 24.6 years; SD = 6.3; 17 men, 72 women), Saudi Arabia (MA = 24.5 years; SD = 8.6; 28 men, 38 women), and Chile (MA = 34.3 years; SD = 15.1; 35 men, 43 women). To create experimental stimuli, we used 10 color combinations composed by the Russian avant-garde artist Mikhail Matyushin and his disciples for the Reference Book of Color (1932) based on shades that were typical in architectural design—yellow ochre, light umber, light ochre, and burnt umber. We removed the “intermediary” linking color from each of the selected color triads and asked participants to adjust the color of this band according to their liking. Mapping 2995 color choices into CIELAB and CIELCh color space to identify their chromatic characteristics (hue, lightness, and chroma), we demonstrate graphically that color triads in different cultures have a different “geometry” in CIELAB color space and on the color circle. We conclude that the revealed patterns of these relationships reflect cross-cultural “shifts” in human perception of color harmony. The analysis presented in this paper will facilitate opportunities for architects, designers, and other color professionals to create culturally specific harmonic color combinations in urban environments.

На примере усадьбы, созданной в Латвии Тотаном Кузембаевым, автор развертывает анализ фундаментальных для архитектуры категорий и архетипов: пространство, стиль, граница, субстанция, время, дом. Постижение смысла своего дома идет синхронно с постижением самого себя. В контексте анализа рассматривается концепция границы у оседлых и кочевых народов, которые сегодня существуют в тесной связи. Их метаморфозы обнаруживаются в понимании стены и окна, культа Неба, образов Рая и Утопии. Кольцо, замыкающее Себя и Другого, Восток и Запад, открывается в любви как настоящем и истинном. Проблематизируется поиск архитектурного стиля, смысла дома как образа жизни в новом тысячелетии, осваивающем возможности свободной индивидуальности.

The purpose of the article is to present an analysis of the studies existing in domestic and foreign science of the necessary age-related "correction" of the color of the educational environment for older people, carried out in respect of the fact that chromatic communication is not limited exclusively to biological reactions, but its structure, in addition to perceptual one, includes much more significant psychological mechanisms and semiotic levels. The selection of research sources was carried out through the RSCI, Google Scholar, Scopus, and Web of Science systems. In total, 63 full texts of articles published between 1999 and 2019 were analyzed. In the process of work, the methods of theoretical and comparative analysis, systematization and generalization of the material were used. The analysis made it possible to distinguish three groups of research. The first group includes works that present the physiological prerequisites for the necessary changes in the chromatic design of the educational space intended for older people. The second group of studies analyzes various aspects of the impact of the color of the educational environment on older people in a psychological connotation. The third group involves the socio-cultural aspects of the formation of the educational environment for older people and analyzes this phenomenon in terms of connection with the lifestyle, way of thinking, physical and emotional-intellectual activity, and social conditions of the aging person. The results of the study convince that color correction in an educational environment designed for older people can cause noticeable changes in the quality of learning at several levels at once – biological (increasing the availability of information and significantly reducing physiological barriers to perception), psychological (supporting and strengthening the processes of memorization and information processing, increasing the psychological comfort of the educational environment), and social (improving the quality of life of older people).