In this work, a new method of teaching psychology based on the union of scientific, artistic, and information-technological knowledge is presented. The author teaches Cognitive Development in Early Childhood analyzing Anton Chekhov's short story "Grisha" and uses both traditional and computerized instructional methodology. In the authors' two stages of the study: (1) all the psychological phenomena embodied in Chekov's story were identified; and (2) the effectiveness of traditional and computerized instructional methodologies in students' analysis of the story was compared. According to the results, the story truly embodied some fundamental features of early childhood development. When analyzing the story, online students were more successful: They comprehended new psychological ideas faster and their new skills, developed in the course of solving the task, were more stable. The author concludes that: (1) incorporating literature into psychology courses enhances the students' comprehension of complicated psychological concepts, ideas, and theories; and (2) computerized instructional methodology has a potential for being more efficient than its traditional prototype, because it creates better conditions for development of people's ability for an independent intellectual work as well as goal-oriented and logical thinking. (Contains 1 table and 2 figures.)