The place of psychology in the system of scientific knowledge is brief.

25.09.2019

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Answers

for exam questions

In psychology

2. The place of psychology in the system of human sciences. 3

3. Research methods in psychology. 4

4.. History of the development of psychology as a science. 5

5.. Characteristics of the volitional sphere of the individual, volitional qualities. 6

6.. The concept of personality in psychology. Individual, subject, personality, individuality. 7

8. Personal activity. 8

9. The concept of activity. Activity structure. 10

10. Main types of activities, their characteristics. 11

11. Basic ways of performing actions: abilities, skills and habits. 12

12. Attention and its types.. 13

13 Basic properties of attention.. 14

14. The concept of communication. Structure of communication. 15

15. The role of communication in human life. 16

16. The concept of sensations, types of sensations. 17

17. Basic properties of sensations. 17

18. General characteristics and physiological basis of perception.. 18

19. Basic types of perception. 19

20. Properties of perception, their characteristics. 20

21. Memory and its physiological basis. 21

22. Basic types of memory.. 21

23. Characteristics of basic memory processes. 22

24. Memorization, conditions for successful memorization.. 23

25. Thinking and physiological basis of thinking. Types of thinking. 24

26. Basic mental operations. 24

27. Basic forms of thinking and their characteristics. 25

28. The concept of imagination and its physiological basis. 26

29. Types and types of imagination. 27

30. Basic techniques of imagination. 28

31. Speech. Functions and types of speech. 29

32. Connection of thinking and speech. 30

33. General concepts about emotions in psychology. Types of emotional states. 31

34. Feelings, their types. 31

35. The concept of temperament, the physiological basis of temperament. 32

36. Types of temperament, their psychological characteristics. 33

37. The concept of character, the physiological basis of character. 34

38. Character traits, their characteristics. 35

39. The concept of abilities. Inclinations and abilities. 35

40. Structure of abilities. General and special abilities... 36

41 Motives and motivation.. 37

1. Subject and tasks of modern general psychology.

If we formulate the subject of psychology in general, then we can say that PSYCHOLOGY is a science that studies the facts, patterns and mechanisms of the occurrence, course and manifestation of mental phenomena. Thus, psychology studies the psyche or mental phenomena.

Mental conditions– the level of performance and quality of functioning of the human psyche at a specific point in time.

Psychic formations- mental phenomena that arise in the course of a person’s life experience and are expressed in the level of knowledge, abilities, skills, and a set of habits.

Mental properties– stable personality characteristics that ensure typical behavior manifested in activities and communication with other people.

Mental processes– dynamic mental phenomena that cause a person’s reflection and awareness of the influences of the surrounding world.

Mental cognitive processes- a set of phenomena that allow a person to study the world around him, other people, and himself.

We can talk about the specific tasks of psychology in specific areas (family, professional activity, politics, education, etc.). It should also be noted that the tasks of psychology are determined by those general problems that are resolved by society in a particular state in a particular historical period.

Short tasks of psychology can be formulated like this:

· Learn to understand the essence of psychological phenomena and their interrelation;

· Learn to manage them;

· Use the acquired knowledge in practice;

· Be the theoretical basis for the practice of psychological services.

The place of psychology in the system of human sciences.

There are many different classifications of sciences, in most of them psychology occupies an intermediate position between several categories. This is due to the wide range of issues that psychology deals with and the methods that are used. On the one hand, psychology is a natural science that actively uses experimental techniques to prove and refute hypotheses. Many commonly accepted methods of statistical calculation were originally developed by psychologists. On the other hand, in the works of representatives of humanistic psychology there is practically no place for measurements, calculations and experiments; the works of this school can be safely attributed to humanitarian knowledge. In some classifications, in addition to the humanities and natural sciences, social sciences (sociology, political science) are also distinguished - a significant part of modern psychology can be attributed to this group. Soviet psychologist B. G. Ananyev pointed out the place of psychology as the core of the system of human sciences .

Psychology actively interacts with a large number of other sciences and branches of scientific knowledge. This interaction is manifested primarily in the creation of branches of psychology, which are related, applied branches of scientific knowledge that study the patterns of objective reality from the perspective of the subject of psychology. For example, the connection between psychology and anthropology is established thanks to the existence of such a fundamental branch of psychology as personality psychology; the connection between psychology and psychiatry is expressed in the existence of such branches as pathopsychology, psychosomatics, psychology of abnormal development; connection with neurobiology and anatomy of the central nervous system is realized through neuropsychology; the connection with genetics is expressed in the creation of psychogenetics; with speech therapy is expressed in the existence of special psychology, psycholinguistics; with jurisprudence is clearly manifested in such branches of psychology as forensic psychology, victim psychology, criminal psychology, crime investigation psychology.

MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

Federal State Budgetary Educational Institution

higher education

"IVANOVSK STATE UNIVERSITY"

Shuisky branch of IvSU

Department of Pedagogy and Special Education

Test

Psychology

Work completed:

Bulganina E.N.

1st year student, 5th group

Faculty of Pedagogy and Psychology

correspondence courses

direction of training 03/44/03

Special (defectological) education profile "Speech therapy"

Checked:

Associate Professor, Candidate of Psychological Sciences, Associate Professor

Rzaeva Elena Ivanovna

Shuya, 2017

Psychology and its place in the system of sciences. Structure, principles and tasks of psychology.

Psychology is both a very old and a very young science. Having a thousand-year past, it is nevertheless still entirely in the future. The very name of the subject, translated from ancient Greek, means “psyche” - soul, “logos” - science, teaching, that is, “science of the soul”.

Psychology as a science has special qualities that distinguish it from other scientific disciplines. Few people know psychology as a system of proven knowledge, mainly only those who specifically study it, solving scientific and practical problems. At the same time, as a system of life phenomena, psychology is familiar to every person. It is presented to him in the form of his own sensations, images, ideas, phenomena of memory, thinking, speech, will, imagination, interests, motives, needs, emotions, feelings and much more. We can directly detect basic mental phenomena in ourselves and indirectly observe them in other people.

The subject of the study of psychology is, first of all, the psyche of humans and animals, which includes many subjective phenomena. With the help of some, such as sensations and perception, attention and memory, imagination, thinking and speech, a person understands the world. Therefore, they are often called cognitive processes. Other phenomena regulate his communication with people and directly control his actions and actions. They are called mental properties and states of the individual (these include needs, motives, goals, interests, will, feelings and emotions, inclinations and abilities, knowledge and consciousness). In addition, psychology studies human communication and behavior, their dependence on mental phenomena and, in turn, the dependence of the formation and development of mental phenomena on them.

Currently, psychology is a very extensive system of sciences. It identifies many industries that represent relatively independently developing areas of scientific research. They, in turn, can be divided into fundamental and applied, general and special. Let's name just some of the branches of psychology: general, social, pedagogical, medical, developmental, legal, genetic, military, engineering, differential, psychophysiology, psychodiagnostics, pathopsychology, psychotherapy, management psychology, occupational psychology, etc.

The place of psychology in the system of sciences

There are many different classifications of sciences, in most of them psychology occupies an intermediate position between several categories. This is due to the wide range of issues that psychology deals with and the methods that are used. On the one hand, psychology is a natural science that actively uses experimental techniques to prove and refute hypotheses. Many generally accepted methods of statistical calculations were originally developed by psychologists (see the works of C. Spearman, L. Thurstone). On the other hand, in the works of representatives of humanistic psychology there is practically no place for measurements, calculations and experiments; the works of this school can be safely attributed to humanitarian knowledge. In some classifications, in addition to the humanities and natural sciences, social sciences (sociology, political science) are also distinguished - a significant part of modern psychology can be attributed to this group. Soviet psychologist B. G. Ananyev pointed to the place of psychology as the core of the system of human sciences.

Structure of psychology .

Psychological science at the present stage of development is a complex and branched system of scientific disciplines. Individual areas of psychology are closely related to each other.

The following areas of psychology can be distinguished (the classification is based on the object of psychological study):

1) general psychology studies the most general patterns of mental activity of a normal adult;

2) age psychology studies the patterns of human mental development, the formation of various mental processes and mental properties of the individual;

3) pedagogical psychology studies the psychological foundations of training and education, the psychological patterns of training and education and is directly related to developmental psychology;

4) legal psychology studies problems related to the psychological aspects of the investigation, analysis of testimony, interrogation requirements, etc.;

5) military psychology deals with human psychology in a military situation in combat conditions, a high degree of danger.

A task is a goal set in specific conditions. The tasks of psychology have the following hierarchy:

1. Understand the essence of mental phenomena and their patterns;

2. Learn to manage them;

3. Use the acquired knowledge in practice to improve the efficiency and quality of studying the phenomenon.

Principles of psychology.

1. The principle of interaction and development. For psychology, both the process of interaction and development and the results of this process are important - structures that record information models of completed interactions. The development of individual organisms (ontogenesis) is interconnected with the evolution of biological species (phylogeny). This correspondence is formulated in the form of a biological law: the ontogeny of any organism is a brief and condensed repetition of the phylogeny of a given species.

Ontogenesis – development of individual organisms.

Phylogenesis – evolution of biological species.

Evolution – the process of accumulating changes in the structure of interacting objects and increasing their diversity over time. Evolution as a process of generating something new is irreversible.

2. The principle of determinism (or the principle of causality) presupposes the interdependence of everything that exists, its emergence, modification and cessation of existence. Determination is the genetic connection of phenomena, the generation of the previous and the subsequent. This principle reflects the natural dependence of phenomena on the factors that generate them - the cause-and-effect relationship of phenomena. This principle in psychology allows us to identify the factors that determine the most important characteristics of the human psyche, revealing their dependence on the generating conditions rooted in his existence.

3. Principle of integrity used to explain such properties of objects as:

preservation of their identity when private characteristics vary within fairly wide limits (for example, a person retains his identity throughout its development);

non-summability of the properties of the parts into the properties of the whole, that is, the whole is not equal to the sum of its parts.

The principle of integrity is considered as a principle of consistency. According to this principle, the properties of integrity are inherent in a special class of objects - systems. A system is a set of elements that have a genetic commonality, the relationships of which are in the nature of interaction to ensure a certain relationship with the world.

4.Activity principle can be understood as the possibility of implementing models of previously accumulated interactions. For example, the activity of muscles and their individual fibers corresponds to the activity of spinal cord neurons. Activity ensures continuity of development.

5. The principle of reconstruction. The structures that accumulate patterns of interaction with the world are inaccessible to direct study. They are hidden, designated as internal, as opposed to external, observable behavior. The study of these structures is possible through introspection (empirical psychology, introspective psychology), the position of the unity of behavior and psyche, consciousness and activity (Rubinshtein S.L.). The boundary between internal and external is conditional, derivative, situational, since it depends both on the theoretical position of the researcher and on his availability of equipment. If the boundary between internal and external is not defined, then the very concepts of internal and external turn out to be vague and the task of identifying the relationship of similarity between them becomes insoluble. The general idea of the reconstruction principle is to determine the similarity relations between the various components of a holistic interaction, some of which are available for empirical assessment, and some can only be reconstructed on the basis of these assessments.

FEDERAL AGENCY FOR EDUCATION

State educational institution of higher professional education

RYAZAN STATE UNIVERSITY NAMED AFTER S.A.ESENIN

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The place of psychology in the system of sciences

Abstract on student psychology

1st year student at the Psychology department

Matveev Roman Evgenievich

Ryazan 2009

1. Introduction

2. The place of psychology in the system of sciences

3. Relationship between psychology and other sciences

4. Psychology and cybernetics

6. List of references used

Introduction

The development of science is a complex process that includes both differentiation and integration of knowledge. Currently, there are a large number of independent scientific disciplines. The solution to two very important questions largely depends on the place psychology occupies in the system of sciences: What can psychology give to other sciences? To what extent can psychology use the results of research in other sciences?

In the 19th century, the classification of sciences developed by the creator of the philosophy of positivism, the French scientist O.

Cont. In Comte's classification there was no place for psychology at all. The father of positivism believed that psychology had not yet become a positive science. For the first half of the 19th century, this statement was generally true.

Much has changed since then: psychology has emerged as an independent science and has largely become “positive.” Classifications of sciences were subsequently compiled repeatedly. At the same time, almost all authors unambiguously pointed to the special, central place of psychology among other sciences. Many famous psychologists have expressed thoughts that psychology in the future will take a leading place in the structure of human knowledge, that psychology should be the basis for the sciences of the spirit.

The place of psychology in the system of sciences

Classifications of sciences were also developed in the 20th century. One of the most popular is the classification developed by the Russian philosopher and scientist B.M. Kedrov, According to Kedrov, the classification of sciences is nonlinear. Kedrov distinguishes three groups of scientific disciplines: natural, social and philosophical. Schematically, this can be represented in the form of a triangle, the vertices of which correspond to the natural (top), social (left) and philosophical (right) disciplines. Psychology has close connections with all three groups of sciences, and therefore is located inside the triangle, since human thinking (one of the essential branches of psychology) is studied not only by psychology, but also by philosophy and logic.

Psychology, therefore, has connections with all scientific disciplines, but the closest with philosophy.

The outstanding Swiss psychologist J. Piaget approached the question of determining the place of psychology in the system of sciences somewhat differently. Traditionally, the question of the connection between psychology and other sciences is considered in this aspect: what psychology can gain from other sciences. This formulation of the question was logical, since psychology is one of the youngest sciences (“mathematics has existed for 25 centuries, and psychology for barely one century!”). In a report at the XVIII International Congress of Psychology, which took place in

Moscow in 1966, Piaget posed the question differently: what can psychology give to other sciences?

Piaget's answer is significant: “Psychology occupies a central place not only as a product of all other sciences, but also as a possible source of explanation for their formation and development.” Piaget notes that he feels a sense of pride that psychology occupies a key position in the system of sciences. “On the one hand, psychology depends on all other sciences... But, on the other hand, none of these sciences is possible without logical-mathematical coordination, which expresses the structure of reality, but mastery of which is possible only through the influence of the organism on objects, and only psychology allows us to study this activity in its development.”

The fruitful future of psychology is seen in the development of interdisciplinary connections.

B.G. Ananyev, in his work “Man as a Subject of Knowledge,” examined the connections between psychology and other scientific disciplines. Analysis of these connections within the framework of the concept of comprehensive human knowledge developed by Ananyev allowed us to conclude that psychology synthesizes the achievements of other sciences. Famous Russian psychologist B.F. Lomov in his book “Methodological and Theoretical Problems of Psychology” noted that the most important function of psychology is that it “is an integrator of all (or, in any case, most) scientific disciplines, the object of study of which is man.” Lomov notes that the interaction of psychology with other sciences is carried out through branches of psychological science: with social sciences through social psychology, with natural sciences - through psychophysics, psychophysiology, comparative psychology, with medical sciences - through medical psychology, pathopsychology, neuropsychology, etc., with pedagogical - through developmental psychology, educational psychology, etc., with technical ones - through engineering psychology, etc. An important factor in the differentiation of psychology is precisely the relationship with other sciences.

The understanding of the possibilities of using psychological data in other sciences largely depends on what place psychology is given in the system of sciences. The place given to psychology in the system of sciences in a given historical period clearly indicated both the level of development of psychological knowledge and the general philosophical orientation of the classification scheme itself. It should be noted that in the history of the spiritual development of society, no branch of knowledge has changed its place in the system of sciences as often as psychology. Currently, the nonlinear classification proposed by Academician B. M. Kedrov is considered the most generally accepted. It reflects the diversity of connections between sciences, due to their subject proximity. The proposed diagram has the shape of a triangle, the vertices of which represent the natural, social and philosophical sciences. This situation is due to the real proximity of the subject and method of each of these main groups of sciences with the subject and method of psychology, oriented, depending on the task at hand, towards one of the vertices of the triangle.

The most important function of psychology in the general system of scientific knowledge is that, synthesizing in a certain respect the achievements of a number of other areas of scientific knowledge, it is, in the words of B. F. Lomov, an integrator of all (at least most) scientific disciplines, the object of research is Human. The famous Russian psychologist B. G. Ananyev most fully developed this issue, showing that psychology is designed to integrate data about a person at the level of specific scientific knowledge.

Let us dwell in more detail on the description of the substantive characteristics of the connection between psychology and the aforementioned triangle of sciences. The main task of psychology is to study the laws of mental activity in its development. These laws reveal how the objective world is reflected by a person, how, due to this, his actions are regulated, mental activity develops and the mental properties of the individual are formed. The psyche, as is known, is a reflection of objective reality, and therefore the study of psychological laws means, first of all, the establishment of the dependence of mental phenomena on the objective conditions of human life and activity.

At the same time, any activity of people always naturally depends not only on the objective conditions of human life, but also on their relationship with subjective aspects. Materialistic psychology provides a real scientific basis for the interaction of subjective and objective conditions, based on the fact that the material basis of all mental phenomena, no matter how complex they are, are systems of temporary connections in the cerebral cortex. Thanks to the formation and functioning of these connections, mental phenomena can influence human activity - regulate and direct his actions, influence a person’s reflection of objective reality.

Thus, by establishing the natural dependence of mental phenomena on the objective conditions of human life and activity, psychology is called upon to reveal the physiological mechanisms of reflection of these influences. Consequently, psychology must maintain the closest connection with physiology and, in particular, with the physiology of higher nervous activity.

As is known, physiology deals with the mechanisms that carry out certain functions of the body, and the physiology of higher nervous activity deals with the mechanisms of the nervous system that ensure “balance” of the body with the environment. It is easy to notice that knowledge of the role played in this process by the various “floors” of the nervous system, the laws of nervous tissue that underlie excitation and inhibition and those complex nervous formations through which analysis and synthesis take place and nerve connections are closed is absolutely necessary so that a psychologist who has studied the main types of human mental activity does not limit himself to their simple description, but imagines what mechanisms these complex forms of activity are based on, what devices they are carried out, and in what systems they occur. But to master the basics of psychological science, knowledge of physiology alone is completely insufficient.

The transformation of psychology into an independent science was facilitated by its union with all natural science, which began in the second half of the 19th century. The introduction of the experimental method into psychology also dates back to this period (G. Fechtner). As noted above, the natural science theory of psychological knowledge was made up of the reflex theory (I.M. Sechenov, I.P. Pavlov, as well as the works of major Soviet physiologists: L.A. Orbeli, P.K. Anokhin, K.M. Bykov, N. I. Krasnogorsky, A. A. Ukhtomsky, N. A. Bernshtein, I. S. Beritashvili). The evolutionary ideas of Charles Darwin had a huge influence on the development of the main problems of modern psychology. They made it possible to identify the role of the psyche in the adaptation of living beings to changing environmental conditions and to understand the origin of higher forms of mental activity from lower ones.

It is absolutely necessary for a psychologist to clearly understand the differences in the existence of plants and animals. It is important to understand what exactly changes in living conditions with the transition from the existence of unicellular organisms in a homogeneous environment to the incomparably more complex forms of multicellular life. It is necessary to thoroughly understand the differences in the principles of existence between the world of insects and higher vertebrates. Without such knowledge of the general biological principles of adaptation, a clear understanding of the characteristics of animal behavior is impossible, and any attempt to understand the complex forms of human mental activity will lose its biological basis. At the same time, it is necessary to clearly realize that the facts that make up the subject of psychological science cannot in any way be reduced to the facts of biology.

Of decisive importance for psychology is its connection with the social sciences. The study of processes and phenomena studied by history, economics, ethnography, sociology, art history, legal and other social sciences leads to the formulation of problems that are essentially psychological. Often, social processes and phenomena cannot be sufficiently fully disclosed without involving knowledge about the mechanisms of individual and group behavior of people, patterns of formation of behavioral stereotypes, habits, social attitudes and orientation, without studying moods, feelings, psychological climate, without studying the psychological properties and characteristics of the individual , her abilities, motives, character, interpersonal relationships, etc. Let us summarize the above: in studies of social processes, there is a need to take into account psychological factors. Psychological factors in themselves do not determine social processes, and, on the contrary, they themselves can only be understood on the basis of an analysis of these processes. The main forms of human mental activity arise in the system of social history, occur in the conditions of objective activity that has developed in history, and are based on those means that were formed in working conditions, the use of tools and language.

The above makes clear the enormous importance for psychology of its connection with the social sciences. If the biological conditions of existence play a decisive role in the formation of animal behavior, then the conditions of social history play the same role in the formation of human behavior. Modern psychological science, which studies, first of all, specifically human forms of mental activity, cannot take a single step without taking into account the data obtained from the social sciences - historical materialism, which generalizes the basic laws of the development of society. Only careful consideration of the social conditions that shape human mental activity allows psychology to gain a solid scientific basis.

an intermediate position between the philosophical sciences, on the one hand, the natural sciences, on the other, and the social sciences, on the third.

This is explained by the fact that the center of her attention always remains a person, whom the above-mentioned sciences also study, but in other aspects.

According to the classification of sciences by Academician A. Kedrov, psychology occupies a central place not only as a product of all other sciences, but also as a possible source of explanation for their formation and development.

Leipzig" href="/text/category/lejptcig/" rel="bookmark">Leipzig by the German psychologist Wilhelm Wundtom first in

world of experimental psychological laboratory.

In 1885, he organized a similar laboratory in Russia.

6. Word "psychology" formed from two Greek words “psyche” (soul) and “logos” (teaching, science), it first appeared in the 17th century in the work of the German philosopher Christian Wolff.

Branches of psychology

Modern psychology is a widely developed field of knowledge, including a number of individual disciplines and scientific areas.

1. Comparative psychology

2. Developmental psychology:

Child psychology,

Psychology of youth,

Mature age,

Psychology of old age (gerontopsychology)

3. Social psychology - patterns of communication and interaction between people.

4. Labor psychology

5. Engineering psychology

6. Aviation, space psychology

7. Medical psychology - the influence of diseases on the patient’s psyche.

8. Clinical psychology (pathopsychology) – mental abnormalities

development.

9.Psychophysiology

10. Differential psychology - individual psychological differences

11.Legal psychology

12.Military psychology

13. Educational psychology - development in the process of education and training.

14.Special psychology:

Deaf psychology (hearing),

Typhlopsychology (vision),

Oligophrenopsychology,

Logopsychology (speech)

15. Business psychology

16. Psychology of management (management), etc.

The field of psychological science now represents a highly branched system of theoretical and applied disciplines.

The demands of the practical activities of people and society encourage the formation and development of new psychological disciplines.

Basic psychological theories

Foreign theories

1. Structuralism - W. Wundt, E. Titchener (division of consciousness into separate

elements).

2. Functionalism - F. Galton, W. James, D. Dewey (mental functioning)

3. Behaviorism - J. Watson (studies behavior).

4. Psychoanalysis - Z. Freud (the role of the unconscious, sexual).

5. Neo-Freudianism - K. Horney, K. Jung (discovered extroverts and

introverts).

6. Gestalt psychology - K. Koffka, K. Köhler (psychology of the properties of the whole

determine the properties of its parts).

7. Genetic psychology - J. Piaget (study of mental development

child, his intelligence).

8. Cognitive psychology - J. Bruner, G. Simon, F. Haider (knowledge, cognition,

9. Humanistic psychology - K. Rogers, A. Maslow (creative possibilities

person)

10. Associative theories (associations - connections)

Domestic theories

1. Cultural-historical theory -.

2. Activity theory - .

3. Theory of leading activity -,

4. Unity of consciousness and activity -

5. Psychology of individual differences – , .

6. Psychology of relationships –.

7. Human knowledge – .

Domestic psychology

Directions:

1.Philosophical-religious– N. Grot (1852 – 1899), L. Lopatin (1855 – 1920), G. Chelpanov (1862 – 1936).

2. Natural science – (1829 – 1905), (1857 – 1927), (1849 – 1936).

Sergey Leonidovich Rubinstein(), Lev Semenovich Vygotsky(), Alexander Romanovich Luria() and a number of others. It is to their work that we primarily owe the fact that currently psychologists in our country do not have to start from scratch.

A.F. Lazursky(1874 – 1917) – founder of the natural experiment, questions of personality and human character.

M. Ya. Basov(1892 – 1931) – observation method.

Alexey Nikolaevich Leontyev, Boris Gerasimovich Ananyev(), Alexander Vladimirovich Zaporozhets (), Daniil Borisovich Elkonin(), Petr Yakovlevich Galperin() and etc.

- study of issues of perception, psychology of pedagogical assessment, general integral issues of human science.

– development of problems of perception, memory, consciousness, personality and mental development. He developed the theory of psychological theory of activity.
together with laid the foundations of child psychology.

Alexander Vladimirovich Zaporozhets (1905-1981) - developed issues of general and child psychology, psychology of sensory processes and movement; contributed to the psychological theory of activity.

D.B. Elkonin- author of the theory of children's play, the concept of periodization of age development.
P. Ya. Galperin - theory of systematic (stage-by-stage) formation of mental actions.
A.R. Luria- research into the neurophysiological foundations of human memory and thinking.

Sokolov - created the theory of color vision, a theory that explains human perception of the shape of objects, and a neurophysiological theory of memory.

Methods of psychological cognition

Method – it is a way of collecting data.

Psychological methods:

Research;

Psychodiagnostic;

Developmental;

Psychocorrectional;

Psychoprophylactic.

Basic methods

1. Observation:

Everyday and scientific

Slice (short-term observation),

Longitudinal (long, sometimes over a number of years),

Selective and continuous,

Participant observation (when the observer becomes a member of the study group).

Introspection- one of the types of observation

(immediate or delayed)

2. Experiment:

- laboratory,

- natural,

- psychological and pedagogical (stating, formative,

control)

Helper Methods

1. Test method. Tests:

Prognostic and diagnostic.

Psychological tests:

Intelligent,

Personality tests,

Projective,

Picturesque.

2. Conversation. Interviews and questionnaires are types of conversation.

3. Analysis of activity products and etc.

Requirements for methods of psychological research

For the reliability of the results of psychodiagnostic research, it is necessary that psychodiagnostic methods meet a number of requirements.

1. Validity –“completeness”, “suitability”, “compliance” - is determined by the correspondence of the indicators of the quality being studied, obtained using this technique, to the indicators obtained using other techniques.

2. Reliability– characterizes the possibility of obtaining stable indicators using this technique.

The reliability of a psychodiagnostic technique can be established in two ways:

By comparing the results obtained using this technique by different people

By comparing the results obtained using the same method in

various conditions.

3.Unambiguity methodology - characterized by the extent to which the data obtained with its help reflect changes exactly and only that property , for the assessment of which this technique is used.

4. Accuracy– reflects the ability of the technique to subtly respond to the slightest changes in the assessed property that occur during a psychodiagnostic experiment.

Topic 1.2. Psyche and its development

The concept of the psyche, its structure and functions

Psyche - this is a systemic quality of the brain

The psyche is the essence where the diversity of nature gathers into its unity, it is a virtual compression of nature, it is a reflection of the objective world in its connections and relationships.

The psyche is a “subjective image of the objective world.”

There are different approaches to understanding who has a psyche:

1) anthropopsychism(Descartes) - the psyche is inherent only to man;

2) panpsychism(French materialists) - the universal spirituality of nature, i.e. all nature, the whole world has a psyche (including stone);

4) neuropsychism(C. Darwin) - the psyche is characteristic only of organisms that have a nervous system;

5) brainpsychism() - the psyche is only in organisms with a tubular nervous system that have a brain (with this approach, insects do not have a psyche, since they have a nodular nervous system, without a pronounced brain).

The human psyche is formed in a person only during his lifetime in the process of assimilating the culture created by previous generations.

Thus, the human psyche includes 3 components: external world(nature, its reflection); full brain activity; interaction with people(active transmission of human culture and human abilities to new generations).

Structure of the human psyche

The psyche is complex and diverse in its manifestations.

There are usually three large groups psychic phenomena:

1) mental processes (cognitive, emotional, volitional);

2) mental states;

3) mental properties.

Functions of the psyche

1. Reflection of the surrounding world

2. Regulation of the behavior and activities of a living creature in order to ensure its survival.

Stages of mental development ()

1. Sensitivity (the criterion for the appearance of the rudiments of the psyche in living organisms is the presence of sensitivity).

2. Instinctive behavior (innate form of behavior)

3. Skills (acquired form of behavior)

4. Intellectual behavior of animals (the beginnings of thinking)

Concept of reflection

Psychic reflection is not a mirror, mechanically passive copying of the world, it is associated with search, choice.

Psychic reflection- This is active reflection.

The concept of consciousness. Functions, structure

Consciousness- the highest, human-specific form of generalized reflection of the objective stable properties and patterns of the surrounding world, the formation of a person’s internal model of the external world, as a result of which knowledge and transformation of the surrounding reality is achieved.

Properties of consciousness: building relationships, knowing and experiencing

Functions of consciousness:

1) reflective,

2) generative (creative-creative),

3) regulatory-evaluative,

4) reflexive - the main function that characterizes the essence of consciousness.

There are two layers of consciousness ().

I. Being consciousness(consciousness for being), including: 1) biodynamic properties of movements, experience of actions; 2) sensory images.

II. Reflective Consciousness(consciousness for consciousness), including: 1) meaning; 2) meaning.

Consciousness develops in humans only through social contacts. In phylogenesis, human consciousness developed and becomes possible only under conditions of active influence on nature, in conditions of labor activity. Consciousness is possible only in the conditions of the existence of language, speech, which arises simultaneously with consciousness in the process of labor.

Structure of self-awareness, self-esteem

The epicenter of consciousness is the consciousness of one’s own “I”. The image of “I” is the separation of oneself from the environment.

Self-awareness– awareness of oneself, one’s needs, motives, one’s qualities; the highest form of consciousness.

Self-awareness includes self-knowledge and self-relation.

Structure of self-awareness:

1) Awareness of your goals and motives.

2) Awareness: I am real, I am ideal.

3) Cognitive representations

4) Emotional-sensual self-knowledge and self-attitude.

Self-esteem– a person’s assessment of himself.

Specifics of the unconscious, its structure.

Topic 1.3. Activity as a way of existence

Concept of activity

Activity- this is the active interaction of a person with the environment, as a result of which he achieves a consciously set goal that arose as a result of the emergence of a certain need or motive in him.

Theory of activity in works

the concept of activity was put forward, which is currently one of the recognized theoretical directions of modern psychology. Activity scheme:(activity – action – operation – psychophysiological functions), correlated with the structure of the motivational sphere (motive – goal – condition).

The main concepts of this theory are activity, consciousness and personality.

Human activity has a complex hierarchical structure. It consists of several nonequilibrium levels. The top level is the level of special activities, then comes the level of actions, followed by the level of operations, and the lowest is the level of psychophysiological functions. The central place in this hierarchical structure is occupied by action, which is the basic unit of performance analysis.

Activity structure

Needs- a source of personality activity, they force a person to act actively. This is a person’s awareness of the need for something that he needs to maintain the body and develop his personality.

Types of needs:

Natural (natural) and social (spiritual);

Conscious and unconscious.

Target- what the activity is directly aimed at.

Motive- this is a form of manifestation of a need, an incentive for a certain activity, the object for the sake of which the activity is carried out.

Movement is a motor function of a living organism, the simplest component of activity.

Types of movements:

Involuntary and voluntary

Congenital and acquired.

Actions represent a set of movements that have a goal and are aimed at a specific object (subject).

Actions are always social and are usually performed consciously.

Types of actions:

Subject;

Mental, strong-willed;

Actions directed at other people are an act (or misdemeanor).

Main activities: communication, play, work, learning

They are present in the life of every person, the development of the psyche and personality takes place in them. Concept of leading activities .

Mastering activities: abilities, skills, habits

Skill is a successful way of performing an activity.

Skills- These are partially automated actions that are formed as a result of exercises.

Types of skills: walking, running, writing, thinking, sensory, behavioral skills, etc.

Habit- this is the need to perform the appropriate action.

Types of habits: professional, moral, hygienic, aesthetic, educational, cultural behavior, etc. Useful and bad habits.

Topic 1.4. Man as an individual

The concepts of “individual”, “personality”, “subject”, “individuality”.

Temperament as a characteristic of a person’s individual properties

Temperament- a personality trait that gives a unique color to all activities and behavior of people.

Temperament- these are the individual characteristics of a person that determine the dynamics of his mental activity and behavior.

The term "temperament" in Latin means "proper proportion of parts."

Temperament properties: activity and emotionality.

Theories of temperament

1. Humoral theory.

Back in ancient Greece, the physician Hippocrates proposed the concept of temperament. Temperament depends on the ratio of the four body fluids and which one predominates: blood (in Latin "sangve"), mucus (in Greek "phlegm"), red-yellow bile (in Greek "chole"), black bile (in Greek "melaine chole").

The mixture of these fluids, Hippocrates argued, underlies the main types of temperaments: sanguine, choleric, melancholic and phlegmatic.

Having given, in general, a correct description of the basic temperaments, Hippocrates could not give a scientific justification for them.

2. Constitutional theory.

It arose in the 20th century (Kretschmer, Sheldon). The main idea is to establish a connection between temperament and a person’s physique.

Sheldon argued that body type depends on how a person’s intrauterine development proceeded.

Kretschmer correlated certain personality types with types of body structure.

3. Physiological theory.

Studying the work of the cerebral hemispheres, he established that all traits of temperament depend on the characteristics of a person’s higher nervous activity. He proved that among representatives of different temperaments, typological differences in the strength, balance and mobility of the processes of excitation and inhibition in the cerebral cortex change.

Various relationships between the indicated properties of nervous processes were used as the basis for determining the type of higher nervous activity.

Depending on the combination of strength, mobility and balance of the processes of excitation and inhibition, he identified four types of the nervous system, which correspond to four temperaments:

1. Sanguine - strong, balanced, agile.

2. Phlegmatic - strong, balanced, sedentary

3. Choleric - strong, unbalanced.

4. Melancholic - weak processes of excitation and inhibition.

Psychological characteristics of people of different types of temperament

Sanguine- fast, agile, responds emotionally to all impressions; feelings are bright, but unstable and are easily replaced by opposite feelings. A sanguine person quickly establishes social contact. He is almost always the initiator in communication, immediately responds to the desire to communicate on the part of another person, but his attitude towards people can be changeable and fickle. He feels like a fish in water in a large company of strangers, and a new, unusual environment only excites him

Phlegmatic person- slow, balanced and calm, who is not easily emotionally affected and cannot be enraged; his feelings hardly manifest themselves on the outside. In relationships with other people, they are calm and stable in their emotions. But under certain conditions, indifference to work, to the surrounding life, and lack of will can develop. The phlegmatic establishes social contacts slowly, shows little of his feelings and does not notice for a long time that someone is looking for a reason to get acquainted with him. But he is stable and constant in his attitude towards people. He loves to be in a narrow circle of old acquaintances, in familiar surroundings.

Choleric- fast, impetuous, with strong, flaming feelings that are clearly reflected in expressive facial expressions, gestures, and speech. He is often prone to violent emotional outbursts. Choleric people experience rapid mood swings and imbalance. Starting a business with enthusiasm, the choleric quickly cools down, interest in the work disappears, and he continues without inspiration, and sometimes even abandons it. People of choleric temperament can be difficult to communicate with.

Melancholic- does not respond emotionally to everything. He has a small variety of emotional experiences, but these experiences are characterized by significant depth, strength and duration. He does not respond to everything, but when he does respond, he experiences it strongly, although he expresses little of his feelings outwardly. In a familiar, calm environment, people of this type work very productively and are distinguished by the depth and content of their emotional and moral behavior and attitude towards the people around them. Melancholic people are very touchy and have a hard time dealing with failures and insults. They are prone to isolation, loneliness, feel awkward in a new, unusual environment, and are often embarrassed.

In most cases, it is a combination of the characteristics of one temperament with the traits of another. Temperament type cannot be “good” or “bad”.

Diagnosis of temperament

First group includes techniques based on the natural relationship between the properties of the human nervous system and his temperament. With their help, based on the study of individual properties of the human nervous system, one judges certain innate characteristics of his temperament, which are closely related precisely to these properties of the nervous system.

Second group present questionnaires that allow one to judge the properties of temperament by its practical actions and reactions of a person to various life situations.

TO third group Methods include various types of tests - questionnaires, projective, etc., which allow one to study in detail certain character traits of a person, giving them a detailed meaningful (qualitative) description and a quantitative assessment of the degree of their development.

Finally, fourth group includes tests based on one or another theoretical idea of personality structure. They usually contain many subscales that allow simultaneous assessment of various personal qualities included in the corresponding structure.

Experiments are also used to study temperament. Experimental technique developed by "Transfer Cubes"

The "Tip" technique developed by Yev.

The "Transfer Cubes" experiment is carried out in the form of a game. The idea is that the tested preschool children receive a small spatula, on which cubes are placed one on top of the other (3, 4, 5, etc. cubes). The child must carry these cubes, holding a spatula in his right hand, from one table to another at a distance of 3 meters, then he must turn 180° (while continuing to hold the spatula in his hand), bring the cubes back, place the spatula with cubes on the table without dropping not a single cube.

Experimental game " Tip"has several options. In the first, the teacher, in the presence of children, hides the tip of a fountain pen in his right or left hand. Children must unclench their fist to find it. After 30-45 seconds of “resistance,” the teacher-experimenter relaxes his hand and the children take possession of the tip.

The second option is carried out to study the mobility of the nervous system. There is no tip in the experimenter's hand. While the children are examining the fist, he puts the tip into the pocket of one of the children. When children discover that the tip is not in the teacher’s hand, you can invite them to guess who has it. The owner of the tip should try not to give himself away, and the children should determine who has the tip by their facial expression and behavior.

Eysenck's Temperament Questionnaire

Questionnaire by Rusalova, Strelyau.

Leonhard - Shmishek (for children).

Observation of children 1-3 years old Lavrentyeva and Titarenko.