Antipyretics for children are prescribed by a pediatrician. But there are emergency situations for fever when the child needs to be given medicine immediately. Then the parents take responsibility and use antipyretic drugs. What is allowed to give to infants? How can you bring down the temperature in older children? What medicines are the safest?
Those who know how to deal with conflicts by acknowledging them take control of the rhythm of history. (R. Dahrendorf).
Let us ask ourselves: “What does conflict mean?” Scientists give the following definitions: “Conflicts are special type social interaction, the subjects of which are communities, organizations and individuals with actually or supposedly incompatible goals; “Social conflict is a clash of opposing interests, views, ideologies between individuals, social groups, classes.” I think that R. Dahrendorf is right. Why? Any conflict begins with social tension; to start conflict actions, only a pretext is needed, then either offensive or defensive actions unfold, although sometimes a refusal to act at all is possible. If you don’t recognize the conflict and don’t notice that it exists, then it can continue for a long time. This means that its outcome and result will not be predictable. Examples confirming this conclusion can be cited both from the past, our country, and from the present. The events of January 9, 1905 - “Bloody Sunday” showed that Russian Tsar Nicholas II did not perceive the workers’ speech with a peaceful petition as an increase in social tension in the country. He shot the peaceful procession, did not try to find out the reasons that prompted the workers to go to the tsar, thereby giving rise to the outbreak of the first Russian revolution of 1905-1907. In our opinion, the history of the Chechen war had the same development option. The Russian government initially did not react to the declaration of sovereignty by the Chechen Republic, which then led to the first and second Chechen wars. So, indeed, R. Dahrendorf is right and history shows that if we do not see, do not notice the emergence and growth of a conflict, then we will not be able to predict its completion and result.
Personality is a person as a carrier of consciousness. (K.K. Platonov)
Man is an eternal problem. Our ancestors believed that man was destined for endless life. And that he must cognize his essence throughout his entire earthly life, and perhaps even beyond it. And now there are many people (mainly believers) who think the same way. At the same time, as the authority of science, based on its real achievements in the natural and technical fields, increased, the point of view according to which man is as knowable as, for example, the microcosm or the Solar system, began to have more and more weight. Personality is a person as a carrier of consciousness, endowed with a number of important social properties: the ability to learn, work, communicate with others like oneself, participate in the life of society, have spiritual interests, experience complex feelings. In this sense, any adult is a person. However, it is widely believed that a person becomes an individual from the earliest years of his life. This point of view has many opponents. They say that a person is not born, but becomes one in the process of activity. Having become a subject of social life, having mastered social experience, comparing himself with others, a person begins to highlight and feel his “I”, which is the main manifestation of consciousness and self-awareness of the individual. When we talk about personality as a subject public relations, we mean, first of all, her ability to make independent decisions, positions, and actions. The more confident a person is, the more he corresponds to the position of an active participant in public life.
A person’s personality is in no sense pre-existing in relation to his activity, just like his consciousness; it is generated by it. (A.N. Leontyev)
Leontyev Alexey Nikolaevich is a Soviet psychologist who worked on problems of consciousness and activity.
A personality is a specific person who is a representative of a certain society, a certain social group, engaged in a specific type of activity, aware of his attitude to the environment and endowed with individual psychological characteristics.
Personality is not only a subject of psychology, but also a subject of philosophical, socio-historical knowledge; finally, at a certain level of analysis, the personality appears from the side of its natural, biological characteristics as a subject of anthropology, somatology and human genetics. Intuitively, we know quite well what the differences are. However, in psychological theories of personality, gross confusions and unjustified oppositions of these approaches to the study of personality constantly arise. Only a few general provisions about personality are accepted, with certain reservations, by all authors. One of them is that personality is a kind of unique unity, a kind of integrity. Another position is to recognize the role of the individual as the highest integrating authority that controls mental processes. However, attempts to further interpret these provisions have led to a number of false ideas in psychology that mystify the problem of personality.
And one more aspect. The four conflict periods that a child goes through during the learning process are the period of adaptation. The “Adaptation Program” offers such a form of pedagogical support as “Days of Active Interaction”, which helps to overcome such a complex process.
Of course, we also use traditional methods of education: meetings of the Crime Prevention Council, small pedagogical councils, individual conversations, involving schoolchildren in sections and clubs; pedagogical education of parents through “Parental universal education” and much more.
The main thing is that we must fight not against the bad, but for the good, that is, for the person he should be in the present and future.
Today there is no “dropout” at school; the number of repeaters has decreased. But not everything is so good for us either. It is alarming that out of 13 students on the school register, five are elementary school!
We try to do everything in our power for these children. Free trips to the Obskie Zori sanatorium have been allocated to Ksenia Nikulina, Alexander and Dmitry Rudakov, and Valentina Volchek; first of all, these children receive food stamps. The school’s Board of Trustees does not refuse financial assistance for the purchase of textbooks and didactic material. Parents are in a position of indifference and resolutely do not want to educate their children. Some, due to their “high competence” (Balakina O.N.), others, due to their pedagogical illiteracy and reluctance to change their lifestyle (Stepanov, Gulyaev family). The child witnesses the unseemly actions of his parents, and receives a kind of instruction on how to live.
In my opinion, in terms of the idea of pedagogical support, Russia, although “not ahead of the curve,” is on par. However, parents, or so-called dysfunctional families, should be placed in a more responsible position. And here we should turn to the experience of Western schools - the creation of juvenile courts.
People are born only with a pure nature, only then do their fathers make them Jews, Christians or fire worshipers. (Saadi)
It is difficult to disagree with this statement. Man is a biosocial being. From birth we have, in the words of the poet Saadi, “pure nature.” A little Arab and a little Jew are biologically very similar to each other, and only their parents will explain to them that they are enemies. It is the parents who introduce the child to religion, as well as introduce him to traditions, and educate him. During the course of upbringing, a child is instilled not only with certain moral, aesthetic, moral standards, but also with faith in God or, depending on the religion, in an animal or plant, an idol. If parents are atheists, then their children, as a rule, will be atheists. Religion is one of the most important, and at the same time one of the oldest institutions of human society. But what is religion and what are its signs? Religion is certain views and ideas of people, corresponding rituals and cults. Religion is characterized, firstly, by a group of believers, secondly, by teachings, thirdly, by the existence of certain sacred objects, and, fourthly, by the presence of rituals. Each of us, having been born, is nothing yet. Only after some time does he begin to comprehend the actions performed by his parents. After all, it is our parents who lay the foundation of life in us and endow us with traits that are characteristic of both our family and society. A child born into an Orthodox family, but for some reason becomes an orphan and adopted by a Catholic family, will become a Catholic. Some parents, introducing their child to religion, send him to certain religious schools. The soul of a child after birth is a blank sheet of paper into which you can write anything. In the Orthodox religion, when baptizing a child, no one asks his consent to do so. The fact that a child’s religion is chosen by his parents confirms that some people, upon becoming adults, change their religion or even become atheists. Thus, the famous American actor Richard Gere was once a Protestant, but now he professes the Buddhist religion. There is also a well-known example from the history of Russia: Prince Vladimir did not ask his squad if they wanted to convert to Christianity, but baptized them by force. And then all of Rus' was subjected to Christianization. In our opinion, religion cannot be banned, but it is necessary to instill in children the idea of religious tolerance, and then a grown-up Arab will not blow up his Jewish peer just because he professes a different religion.
People exist for each other. (Marcus Aurelius)
“Marcus Aurelius, in my opinion, is absolutely right. There is no person on earth who would live alone, who would be separated from society. It is human nature to cognize the world around us, i.e. the society around him, nature, himself.
Such individuals who believe that they are separate, that they live in their own “world” and do not depend on anyone, are far mistaken, this is shown by the real world. Without communication, without connection, an individual will simply become an outcast, and as a result of this he loses his vitality.
Maybe love rules everything? Maybe she makes it clear that people exist for each other, to love?
In our world everything is mutual. Egoistic people “sweep” everything under themselves, think only about themselves, but then there will be no mutual help. All a person’s actions come back to him like a boomerang; what he gave will later return as something else, but what he “squeezed” will never return. This theory of psychology says that everything is mutual, that you need to exist not only for yourself, but also for others, which means people exist for each other, but to a certain extent.”
People exist for each other. (Marcus Aurelius)
“Throughout its history, humanity has suffered a lot of troubles, a lot of grief. Destructive wars, the evil of nature and other unfavorable factors have influenced people for many centuries, forcing them to jointly overcome more and more new barriers, forcing them to fight them together, namely together, together, for each other. In other words, share both grief and joy with each other.
In my opinion, the ideal embodiment of the statement “People exist for each other” can be found in the course of human history. Moreover, both in the history of the past and in modern world. The struggle of partisans during wars, and indeed the behavior of people during war, is an ideal model and example of this. People exist for each other, they are more united than ever, they are a single whole. Common grief makes them like this.
If we look at society as a whole, we can also observe continuous interaction between people. It may even imply interaction only to obtain a certain benefit, and not interaction as a dedication to a person for the purpose of good. But even in this case, the statement of Marcus Aurelius will be fair.”
The passage that outraged the public is on page 10 of the textbook, authored by a candidate of pedagogical sciences, a leading specialist in social science, law and civics, winner of the Presidential Prize Russian Federation To Anatoly Fedorovich Nikitin and Tatyana Isaakovna Nikitina, “Drofa” publishing house: “Let's think about it. Imagine a person who has suffered from a serious mental illness since early childhood. He is not capable of learning, of work, of creating a family, of everything that forms the spiritual world of the individual. Before us, of course, is a man, but he is deprived of some important aspects of human essence. What? The answer is obvious: those that connect him with society; which make him a public, social being.
In other words, he is not a person. A personality is a person endowed with a number of important social properties: the ability to study, work, communicate with others like him, take care of them, participate in the life of society, have spiritual interests, and engage in creativity. Here we will talk about the fact that a person is a citizen. Let us note that a citizen is necessarily a person, a conscious, active and social being.”
Social activists question the teaching of schoolchildren to understand the civil and humanistic principles of human coexistence and full-fledged social interaction: “If the most valuable work for society on social education and human rights practice is carried out with extra-budgetary funds, then on what basis is it prepared and published with budget money, with our taxes?” an openly fascist textbook, the text of which cannot be the private opinion of the authors, but should be the basis for the mass education of young citizens of Russia.” Social activists also compared the attitude towards people with disabilities in the textbook with the attitude towards the mentally ill in the Third Reich.
Meanwhile, the textbook passed all the necessary examinations and, having received positive conclusions, was included in the Federal List of Textbooks.
Activists appealed to the Minister of Education of the Russian Federation D.V. Livanov. with a demand to remove this textbook from the circulation of textbooks recommended by the Ministry of Education for Russian schools, the corresponding petition is posted on the website change.org. About 4.5 thousand people signed it.
The publishing house "Drofa" responded to the public outrage by reporting that sales of this textbook are currently suspended. And the publication will be sent for additional examination.
The publishing house is also ready to withdraw the textbook and provide schools with another social studies textbook if it does not receive the approval of experts.
A heated debate has erupted on the RuNet over a social studies textbook for eighth grade, published by the Drofa publishing house, writes Regions.ru.
The following passage caught the attention of bloggers: “Let's think about it. Imagine a person who has suffered from a serious mental illness since early childhood. He is incapable of learning, working, creating a family, and everything that forms the spiritual world of the individual. Before us, of course, is a man, but he is deprived of some important aspects of human essence. What? The answer is obvious: those that connect him with society; which make him a public, social being. In other words, he is not a person. A person is a person endowed with a number of important social properties: the ability to study, work, communicate with others like him, take care of them, participate in the life of society, have spiritual interests, and engage in creativity.”
Outraged bloggers saw in these words the dehumanization of people with disabilities and compared it with the attitude towards the mentally ill in the Third Reich.
Discussions spilled out beyond the blogosphere. President of the organization "Center for Autism Problems" Ekaterina Men, member of the Council for Trusteeship in the Social Sphere under the Government of the Russian Federation Elena Klochko and other social activists are preparing a letter to the Ministry of Education and Science with a request to remove the textbook from schools and conduct an investigation into how it could have been purchased at budget money. The text of the letter will also form the basis of a petition that will be posted on the Internet to collect signatures. The Ministry of Education and Science said that the department is “already checking the textbook” and “thanks the initiators of the discussion of the dubious fragment.”
The Ministry of Education and Science of Russia stated that the department “thanks to the initiators of the discussion of the dubious fragment of the social studies textbook for 8th grade (authors A.F. Nikitin, T.I. Nikitina) and is already checking the textbook.”
The publishing house "Drofa" has suspended the sale of the textbook. “The textbook... passed all the necessary examinations and, having received positive conclusions, was included in the Federal List of Textbooks... The author of the textbook, Anatoly Fedorovich Nikitin, passed away, but our publishing house does not absolve itself of responsibility for its products, whether educational or artistic. or applied literature. Sales of this textbook are currently suspended. The textbook will be sent for additional examination. The publishing house is ready to withdraw the textbook and provide schools with another social studies textbook if it does not receive the approval of experts,” the publishing house said.
“How would you comment on this story? What does “personality” mean to you?” - the Regions.ru correspondent asked the clergy with these questions.
His Eminence Irenaeus, Bishop of Orsk and Gai, explained: “For me, a person is any person born by God on Earth.” “There are people who are heroes; others look up to them, they talk about them, they try to imitate them. And there are others with physical or mental disabilities,” he noted. - It is possible that such people suffer for us. We must treat them as ourselves: we feed ourselves, clothe ourselves, put on shoes.”
“It is necessary to treat other people in the same way,” the bishop urged. - You need to see a personality in every person. You cannot divide children into those who are full-fledged and those who are not. Who knows how the lives of those people who do this will turn out next? Perhaps they themselves will become fathers or mothers of children with some kind of disease. They won’t tell others: “My child is defective, no one needs him, let’s put him against the wall”?”
“People who are different from us need to be accepted for who they are, and at the same time be able to rejoice in what we ourselves have. The bishop is convinced that the person who said that people who have suffered from serious mental illness since childhood are not individuals should not have done that. - It's not beautiful. You need to be able to love others, to see other people's pain. It is very important".
Archpriest Sergius Rybakov, Associate Professor, Department of Theology, Ryazan State University, Chairman of the Department of Religious Education of the Ryazan Diocese, believes that “this complete disorientation is associated with the perceived paradigm of evolutionism, which counts man from the ape and considers only his social activity from a public perspective.” “That is, if a person is capable, then he is a person,” he explained. - This, by the way, is very close to the paradigm of Calvinism. Any number of criteria can be invented to determine a person - capable, having property, of age, mentally healthy... And for the Orthodox, the absolute criterion of personality is any person, because he is created in the image and likeness of God. And personality is indescribable, because body and soul are created by God. The prophet David also says: “You tortured me in the womb.” That is, God creates man already in the womb. Personality is formed in a person at the moment of conception, and he always remains a personality, even if he does not have the opportunity to express himself socially in any way.”
“So this is all a relic of the atheistic and desacralized theory of man,” the shepherd believes. - Anthropology built on such terrible foundations will necessarily lead to conclusions of this kind. If we do not revise anthropology in favor of a Christian point of view, then we will continue to invent definitions of who is a person and who is not. So we can get to the “subhumans”. This is a very dangerous path, and this concept in textbooks needs to be changed.”
Priest Andrey Posternak, director of the Traditional Gymnasium, candidate of historical sciences, doesn’t really understand why everyone found fault with this phrase. “We are talking about one or another social functions, and not about discrimination against people with disabilities, he believes. - The authors of the textbook did not mean what they want to attribute to them. In science there are terms that may not coincide with the meaning of the same words from a religious or universal point of view. For example, in social studies textbooks for preparing for the Unified State Exam, a minor is not considered a person. And why doesn’t this raise any questions? Why don’t they write appeals or petitions? And in this textbook we only just now noticed an example about a mentally ill person, although the textbook has been in use for several years.”
“Here we should rather raise the issue globally,” suggests Father Andrei. - Because now the textbooks contain a set of terms and stereotypes passed over from the Soviet education system with Soviet ideological approaches. Therefore, we need to look at how other concepts are taught in schools. The same religion, tolerance - these concepts are controversial, there will never be an unambiguous definition of them. This means that we need to choose definitions that will satisfy the majority of the population of our country. And then such situations will not arise.”
Priest Andrey Mikhalev, rector of the Holy Trinity Church in Oryol, head of the diocesan department for interaction between Church and society, head of the Oryol Metropolis commission on family issues, noted that “some of us have high intelligence, some have lower intelligence. Someone is sick, and someone, thank God, is healthy. However, each of us is God's creation. God put a soul into man, and therefore he can rightfully be called a person.”
“Those who at one time classified people according to one of the criteria - race - were put on trial (the famous Nuremberg trials). However, in our society, even people who have lost their human appearance are treated humanely - for example, pedophiles, serial killers. We have abolished the death penalty, and they are simply isolated from society, while recognizing them as individuals. And if we teach our children to treat their comrades with mental or physical illnesses as those who are worse than them, we will get a second Ukraine. Children with early age they will measure those around them by this standard, and we will return to fascist ideology. It’s scary if adults don’t realize this and think that this can be written in textbooks,” concluded Father Andrei.
Priest Philip Ilyashenko, cleric of the Church of St. Nicholas in Kuznetskaya Sloboda, deputy dean of the Faculty of History of PSTGU, candidate of historical sciences, associate professor, said: “Unfortunately, the people themselves, deprived of the right to be called an individual by the author of the textbook, are probably of little interest to those who made the fuss. What is more important to them is the opportunity to “shine up” and take personal part in all this. Now many people will be interested in this textbook. They will start looking for him and studying what is written.”
“Nevertheless,” the shepherd continued, “the question “what does personality mean?” is important from a spiritual point of view. We know: human life arises by the will of a higher power - God. If the people who received it have any limited opportunities, for some reason it is needed. Recently, our students went to a boarding home for the deaf-blind, and from the experience of communicating with such children, I will say: it is impossible to deprive them of the right to be called an individual. What they don’t see or hear doesn’t give anyone any reason to do so.”
“From priestly experience we can also say: in the temple there are always several people with mental illness. Is it possible not to consider them individuals? No, it’s impossible, Father Philip is convinced. “I think the main indicator that determines a person is the presence of a living soul.”
Priest Peter Kolomeitsev, Dean of the Faculty of Psychology at the Orthodox Institute of St. John the Theologian Russian Orthodox University, noted: “For me, every person is the image and likeness of God. And as a defectologist who has been working with children for many years, including those with Down syndrome and autism, I note: every child is special. He has no defects - society invented them for him, without finding ways of communication or contact with him.”
“In fact, it is we who build a method of communication, create the environment in which a person finds himself. And restrictions in social communication deprive a person of the right to gain humanity. I have interacted with many different children, and it is difficult for me to imagine that someone could divide them into personalities and not. For me, this is worse than the fascists dividing people into full-fledged and inferior,” concluded Father Peter.
Department of Education of the City of Moscow
State budget educational institution
Secondary vocational education
Pedagogical College No. 18 "Mitino"
Test control of knowledge in general psychology
Educational and methodological manual for students
specialty 050144 Preschool education
Moscow, 2012
The educational and methodological manual is addressed to students studying in specialty 050144 Preschool education
Compiled by: psychology teacher Valyukh M.N.
Explanatory note
This educational and methodological manual is addressed to students of a pedagogical college and is intended to assist in preparing for a test in general psychology, or to be used for ongoing monitoring of knowledge. It is built on the principle of a programmed test of students’ knowledge in all sections of the general psychology course:features of psychology as a science, the foundations of personality psychology, man as a subject of cognition and activity.
Analysis of student responses to tests and exams allows us to note some of the most common mistakes. Most of them are associated with the assimilation of the conceptual apparatus, with the inability to identify the essence of the issue and use previously acquired knowledge in related disciplines. All this necessitates the search for various ways aimed at helping the student and improving forms of control.
For this purpose, in this manual, special assignments have been developed for all sections of the general psychology course, consisting of questions covering the range of knowledge and practical skills that the student must master. The peculiarity of these tasks is that they are all given in the form of a test and have a key to the correct solution.
The system of test self-testing of knowledge in psychology will help the student not only systematize the material, but also highlight the essence of the issue and differentiate it from others. In case of an error, the student himself can find the correct solution. Thus, this manual can perform not only a controlling, but also a teaching function.
The methodological manual consists of test tasks for 3 sections of the general psychology course, a key of correct answers, a list of references and reference materials for self-preparation of students.
SECTION 1
FEATURES OF PSYCHOLOGY AS A SCIENCE
1. Psychology as an independent science took shape:
A) in the 40s. XIX century;
B) in the 80s. XIX century;
B) in the 90s. XIX century;
D) at the beginning of the twentieth century.
2. The recognition of psychology as an independent science was associated with:
A) the publication of Aristotle’s treatise “On the Soul”;
B) development of the method of introspection;
C) the creation of special research institutions;
D) development of the observation method.
3. Psychology as the science of the soul was defined:
A) more than 3 thousand years ago;
B) more than 2 thousand years ago;
B) in the 16th century;
D) in the 17th century.
4. Psychology as a science of consciousness began to develop:
A) in the 15th century;
B) in the 16th century;
B) in the 17th century;
D) in the 18th century.
5. Psychology as a science of behavior arose:
A) in the 17th century;
B) in the 18th century;
B) in the 19th century;
D) in the twentieth century.
6. Mental reflection:
A) is an exact copy of the surrounding reality;
B) is selective in nature;
B) presents a photograph of the influencing environment;
D) does not depend on environmental conditions.
7. According to K. Jung, that part of the human psyche that reflects the reality external to the body is called:
A) exopsychic;
b) endopsyche;
B) interopsychic;
D) extraversion.
8. Features of the development of the psyche in ontogenesis are studied by psychology:
a) medical;
b) general;
c) social;
d) age.
9. What is the name of the principle that requires considering (studying, investigating) mental phenomena in constant movement, change:
A) the principle of determinism;
B) the principle of development;
B) the principle of objectivity;
D) the principle of comprehensiveness.
10. The active intervention of a researcher in the activities of a subject in order to create conditions for identifying and establishing a psychological fact is called:
A) conversation;
B) analysis of activity products;
B) experiment;
D) content analysis.
11. The highest form of mental reflection, characteristic only of man, integrating all other forms of reflection, is called:
A) emotion;
B) reflection;
B) consciousness;
D) will.
12. Conditioned reflexes are characterized by:
A) congenitality;
B) constancy of reaction to the influence of certain stimuli;
C) variability, development, extinction;
D) uniformity of execution.
13. A brief standardized psychological test that attempts to assess a particular psychological process or personality as a whole is:
A) observation;
B) experiment;
B) testing;
D) self-observation.
SECTION 2
BASICS OF PERSONALITY PSYCHOLOGY
1. Emotions are a person’s experiences of something like:
A) direct;
B) indirect;
B) conscious;
D) rational.
2. Feelings are called:
A) direct experiences of something;
B) stable emotional relationships towards someone or something;
C) persistent, strong, long-lasting emotional states;
D) indifferent attitudes towards reality.
3. Feelings associated with cognitive activity are called:
A) moral;
B) aesthetic;
B) intellectual;
D) practical.
4. Understanding the emotional states of another person in the form of empathy and sympathy is called:
A) reflection;
B) identification;
B) empathy;
D) sympathy.
5. A strong emotional state of an explosive nature, with a short period of occurrence, affecting the entire personality and characterized by temporary disorganization of consciousness, a violation of volitional control - this is:
A) stress;
B) affect;
B) frustration;
D) passion.
6. Volitional regulation involves the following actions:
A) unconscious;
B) conscious;
B) intuitive;
D) involuntary.
7. The criteria for will are not:
A) volitional action;
B) volitional personality traits;
C) choice of motives and goals;
D) an indicator of intellectual development.
8. A person’s ability for long-term and unrelenting energy tension, steady movement towards the intended goal is called:
A) persistence;
B) optimism;
B) hard work;
D) consciousness.
9. A certain level of a person’s performance, the level of functioning of his psyche at a specific point in time is:
A) feelings;
B) will;
B) mental states;
D) attention.
10. Which mental state of a person is not sthenic:
A) cheerfulness;
B) inspiration;
B) apathy;
D) conviction.
11. Personality is a person as:
A) individual;
B) individuality;
B) subject of activity;
D) a, b, c.
12. A person endowed with a number of important social properties (the ability to learn, work, communicate, have spiritual interests, etc.) is:
A) the pride of the nation;
B) voter;
B) personality;
D) an intellectual.
13. Human activity that has a moral meaning is called:
A) behavior;
B) self-expression;
B) presentation.
14. The essence of the process of human socialization is:
A) development of its innate properties;
B) mastering numerous relationships between people;
C) mastering the jargon of a certain segment of society;
D) mastering the knowledge necessary for professional activities.
15. Which component is superfluous in the psychological structure of personality:
A) motivational-target;
B) communicative;
B) strong-willed;
D) perceptual.
16. The set of stable individual personality characteristics that develop and manifest themselves in activity and communication is:
A) temperament;
B) character;
B) abilities;
D) personality orientation.
17. Impulsivity, initiative, flexibility of behavior, sociability,
Social adaptability is characteristic of people of the following type:
A) introverted;
B) extroverted;
B) ambiverted.
18. According to the concept of G. Eysenck, an emotionally unstable introvert:
A) choleric;
B) melancholic;
B) sanguine;
D) phlegmatic.
19. Considering the psychological structure of a person, S. Freud showed that the pleasure principle is guided by:
A) “It”;
B) “I”;
B) “Super-ego”.
20. What type of temperament has advantages in certain types of monotonous work:
A) choleric;
B) sanguine;
B) melancholic;
D) phlegmatic.
21. The highest regulator of behavior is:
A) beliefs;
B) worldview;
B) installations;
D) motivation.
22. Which of the following points of view should be considered correct:
a) personality is formed by society; biological characteristics of a person do not influence this process;
b) personality is determined by biological, hereditary factors and no society can change what is inherent in a person by nature;
c) personality is a phenomenon of human social development; the complex process of its development is determined by the unity of the biological and social. In this process, biological factors act as natural prerequisites, and social factors act as a driving force. mental development of a person in the formation of his personality.
23. The system of established views on the world around us and our place in it is called:
A) personal meaning;
B) worldview;
B) conviction;
D) personality orientation.
24. Eliminate the extra word:
A) temperament;
B) abilities;
B) stability;
D) character.
25. Specific cognitive activity on objects and phenomena of the surrounding world is called:
A) attraction;
B) desire;
B) interest;
D) inclination.
26. The developed state of natural inclinations, a favorable psychological factor for successful professional self-realization of an individual, is:
A) skills;
B) skills;
B) knowledge;
D) abilities.
27. An individual taken is:
A) individual;
B) child;
B) person;
D) personality.
28. The biological basis for the development of abilities are:
A) genes;
B) makings;
B) origin;
D) birth
29. The natural relationship between the stable characteristics of an individual, characterizing various aspects of the dynamics of mental activity, is:
A) character;
B) temperament;
B) feelings;
D) will.
30. Gets along quickly with people, is cheerful, easily switches from one type of activity to another, but does not like monotonous work:
A) sanguine;
B) phlegmatic;
B) choleric;
D) melancholic.
31. Even in behavior, does not make hasty decisions, slowly switches from one type of work to another, inactive:
A) sanguine;
B) phlegmatic;
B) choleric;
D) melancholic.
32. Too impressionable, responsive and easily wounded, slow to master and get used to changes, shy, fearful, indecisive:
A) sanguine;
B) phlegmatic;
B) choleric;
D) melancholic.
33. In character, personality is manifested to a greater extent from the outside:
B) dynamic;
B) procedural.
34. Self-criticism, modesty, pride characterize:
A) the attitude of the individual to things;
B) attitude towards other people;
C) a system of relationships between a person and himself;
D) features of his performance of any activity.
35. Temperament refers to the characteristics of mental activity:
A) static;
B) dynamic;
D) acquired.
36. According to I.P. Pavlov, the classification of temperament types must be built taking into account:
A) the ratio of fluids in the human body;
B) features of the functioning of the nervous system;
B) body structure;
D) predominance of the right or left hemisphere of the brain.
37. The presence of abilities for any type of activity cannot be evidenced by:
A) high rate of assimilation of knowledge, skills and abilities;
B) high energy costs for mastering activities;
C) the presence of a propensity for this type of activity;
D) individual originality, originality of labor products.
38. Which of the following points of view is considered the most scientifically sound:
A) human abilities are innate, genetically determined;
B) all abilities can be equally developed in any person,
The necessary social conditions would be created;
c) abilities develop on the basis of certain inclinations when a person is involved in appropriate activities, the creation of the necessary social and pedagogical conditions, and the individual’s active work on himself.
SECTION 3.
MAN AS A SUBJECT OF COGNITION AND ACTIVITY
A) relationships;
B) reflections;
B) installations;
D) perception.
2. Obtaining primary images is ensured by:
A) sensory-perceptual processes;
B) the process of thinking;
B) the presentation process;
D) the process of imagination.
3. Unlike other cognitive processes, it does not have any special content:
A) sensation;
B) perception;
B) attention;
D) memory.
4. An anatomical and physiological apparatus designed to receive certain stimuli from the external and internal environments and process them into sensation is called:
A) receptor;
B) department conductor;
B) analyzer;
D) reflex.
5. The minimum value of the stimulus that causes a barely noticeable sensation is the sensation threshold:
A) lower absolute;
B) differential;
B) temporary;
D) upper absolute.
6. Changing sensitivity to adapt to external conditions
Known as:
A) accommodation;
B) adaptation;
B) synesthesia;
D) sensitization.
7. The main properties of sensations do not include:
A) quality;
B) intensity;
B) duration;
D) volume.
8. Reflection in a person’s consciousness of objects and phenomena in general that directly affect his sense organs is:
A) sensation;
B) perception;
B) presentation;
D) imagination.
9. Perception is often called:
A) touch;
B) apperception;
B) perception;
D) observation.
10. The type of perception that arises on the basis of tactile and motor sensations is:
A) apperception;
B) illusion;
B) observation;
D) touch.
11. The dependence of perception on a person’s past experience and the characteristics of his personality is called:
A) insight;
B) perception;
B) apperception;
D) sensitivity.
12. Mental activity aimed at creating new images,
Called:
A) perception;
B) thinking;
B) imagination;
D) attention.
13. A reproduced subjective image of an object, based on past experience and arising in the absence of the influence of the object on the senses, is called:
A) sensation;
B) perception;
B) presentation;
D) imagination.
14. “Gluing together” different qualities, properties, parts that are not connected in everyday life is called:
A) hyperbolization;
B) schematization;
B) typing;
D) agglutination.
15. Reflection in human consciousness of the most complex cause-and-effect relationships and relationships of objects and phenomena of the objective world is called:
A) perception;
B) imagination;
B) thinking;
D) presentation.
16. The type of thinking based on the direct perception of objects and their real transformation is called:
A) visually figurative;
B) visually effective;
B) verbal-logical;
D) abstract.
17. A relatively stable structure of mental abilities is:
A) thinking;
B) insight;
B) intelligence;
D) giftedness.
18. The mental association of objects and phenomena according to their common and essential characteristics is known as:
A) analysis;
B) synthesis;
B) generalization;
D) classification.
19. The logical transition in the process of thinking from the general to the specific is called:
A) induction;
B) deduction;
B) concept;
D) judgment.
20. A characteristic of the intensity of attention is its:
A) volume;
B) degree;
B) directionality;
D) concentration.
21. The concentration of consciousness on any object, phenomenon or experience ensures:
A) perception;
B) reflection;
B) attention;
D) memory.
22. Voluntary attention is not conditioned:
A) contrast of external influences;
B) the presence of interests, motives;
B) awareness of duty and responsibility
23. The degree of concentration of consciousness on an object is an indicator of attention such as:
A) volume;
B) concentration;
B) distribution;
D) switching.
24. A person’s ability to preserve and reproduce “traces” of influences on the psyche is called:
A) perception;
B) imagination;
B) thinking;
D) memory.
25. The type of memory based on the establishment of semantic connections in the memorized material is called memory:
A) mechanical;
B) logical;
B) emotional;
D) auditory.
26. The type of memory in which, first of all, the feelings experienced by a person are preserved and reproduced is known as memory:
A) visual-figurative;
B) phenomenal;
B) emotional;
D) verbal-logical.
27. The basis for dividing memory into voluntary and involuntary is:
A) subject of reflection;
B) leading analyzer;
B) subject’s activity;
D) type of activity.
28. Information is remembered better if it:
A) perceived by ear;
B) perceived visually;
B) is included in practical activities;
D) speaks to himself.
29. Speech is (choose the most complete and accurate wording):
A) language;
B) exchange of opinions;
C) the process of using language for communication purposes;
D) discussion.
30. The functions of speech do not include:
A) designation function;
B) generalization function;
B) distribution function;
D) influence function.
31. A property of speech is not:
B) expressiveness;
B) simplicity;
D) effectiveness.
Answers:
1 section
Section 2
chapter
Literature
Ananyev B. G. Man as an object of knowledge - St. Petersburg, 2001
Gamezo M.V., Domashenko I.A. Atlas of Psychology - M., 2000
Dubrovina I.V., Danilova E.E., Prikhozhan A.M. Psychology - M., 2002
Ilyin E. P. Psychology of will - St. Petersburg, 2000
Maklakov A. G. General psychology - St. Petersburg, 2002
Martsinkovskaya T. D. History of psychology - M., 2001
Nemov R.S. Psychology: in 3 books - M., 1995
General psychology /ed. B. S. Bratusya - M., 2005
Pershina L. A. General psychology - M., 2004
Petrovsky A.V. Introduction to psychology - M., 1995
Petrovsky A.V., Yaroshevsky M.G. Psychology - M., 1995
Rogov E.I. General psychology: a course of lectures - M., 1995
Rogov E.I. Emotions and will - M., 1999
Rogov E.I. Psychology of cognition-M., 2001
Stolyarenko L. D. Fundamentals of psychology - Rostov-on-Don, 2005
Tikhomirov O.K. Psychology of thinking - M.. 2005
Khoziev V.B. Workshop on general psychology - M., 2003
9. A characteristic of the intensity of attention is its:
2. Degree;
4. Concentration.
10. A person’s ability to preserve and reproduce “traces” of influences on the psyche is called:
1. Perception;
2. Imagination;
3. Thinking;
4. Memory.
11. The functions of speech do not include:
1. Designation function;
2.Message function;
3. Distribution function;
4. Impact function.
12. Understanding the emotional states of another person in the form of empathy and sympathy is called:
1. Reflection;
2. Identification;
3. Empathy;
4. Sympathy.
13. A certain level of a person’s performance, the level of functioning of his psyche at a specific point in time is:
1. Feelings;
3. Mental states;
4. Attention.
14. A person endowed with a number of important social properties (the ability to learn, work, communicate, have spiritual interests, etc.) is:
1. The pride of the nation;
2. Voter;
3. Personality;
4. An intellectual.
15. The set of stable individual personality characteristics that develop and manifest themselves in activity and communication is:
1. Temperament;
2. Character;
3. Abilities;
16. The highest regulator of behavior is:
1. Beliefs;
2. Worldview;
3. Installations;
4. Motivation.
17. Temperament refers to the characteristics of mental activity:
1. Static;
3. Dynamic;
4. Purchased.
18. Which of the following points of view is considered the most scientifically sound:
1. Human abilities are innate, genetically determined;
2. All abilities can be equally developed in any person, if the necessary social conditions are created;
3. Abilities develop on the basis of certain inclinations when a person is involved in appropriate activities, the creation of the necessary social and pedagogical conditions, and the individual’s active work on himself;
4. Every person is able to develop any abilities, if only desire and perseverance are shown.
19. The side of communication, which is based on the processes of perception and understanding of each other by people, is called:
1. Interactive;
2. Perceptual;
3. Communicative;
4. Social.
20. Gestures, facial expressions and pantomime are means of communication:
1. Optical-kinetic;
2. Paralinguistic;
3. Extralinguistic;
4. Spatiotemporal.
21. A person who knows how to influence a team in a system of interpersonal relationships based on feelings of sympathy or antipathy, acceptance or rejection is:
2. Manager;
22. Submission of an individual to group pressure arising from the conflict between his own opinion and the opinion of the group is:
1. Conformism;
2. Orientation;
3. Passive acceptance;
4. Lack of own position.
23. The main interaction of a person with the environment, in which he achieves a consciously set goal that arises as a consequence of his specific need, motive, is called:
1. Operation;
2. Action;
3. Activity;
4. Skill.
24. Leading activities are not:
2. Teaching;
25. Internal forces that are associated with the needs of the individual and encourage him to perform certain activities are:
1. Actions;
2. Motives;
3. Worldview;
OPTION 2.
1. Psychology as an independent science took shape:
1. In the 40s. XIX century;
2. In the 80s. XIX century;
3. In the 90s. XIX century;
4. At the beginning of the twentieth century.
2. A mental phenomenon is:
1. Nerve impulse;
2. Receptor;
3. Interest;
4. Heartbeat.
3. The highest form of mental reflection, characteristic only of man, integrating all other forms of reflection, is called:
1. Emotion;
2. Reflection;
3. Consciousness;
4. The process of development of an individual person, individual behavior and self-awareness is called:
1. Ontogenesis;
2. Sociogenesis;
3. Phylogeny;
4. Anthropogenesis.
5. Obtaining primary images is provided by:
1. Sensory-perceptual processes;
2. Thinking process;
3. Presentation process;
4. The process of imagination.
6. Changing sensitivity to adapt to external conditions is known as:
1. Accommodation;
2. Adaptation;
3. Synesthesia;
4. Sensitization.
7. The type of perception that arises on the basis of tactile and motor sensations is:
1. Apperception;
2. Illusion;
3. Observation;
4. Touch.
8. mentalactivities aimed at creating new images are called:
1. Perception;
2. Thinking;
3. Imagination;
4. Attention.
9. Ideas are different from perceptions:
1. Less brightness;
2. Fragmentation;
3. Instability;
4. All answers are correct.
10. The dependence of perception on a person’s past experience and the characteristics of his personality is called:
1. Insight;
2. Perception;
3. Apperception;
4. Sensitivity.
11. The mental association of objects and phenomena according to their common and essential characteristics is known as:
1. Analysis;
2. Synthesis;
3. Generalization;
4. Classification.
12. The concentration of consciousness on any object, phenomenon or experience ensures:
1. Perception;
2. Reflection;
3. Attention;
4. Memory.
13. The basis for dividing memory into voluntary and involuntary is:
1. Subject of reflection;
2. Lead analyzer;
3. Activity of the subject;
4. Type of activity.
14. Feelings are called:
1. Experiencing your attitude towards something;
2. Stable emotional relationships towards someone or something;
3. Persistent, strong, long-term emotional states;
4. Indifferent attitude to reality.
15. A strong emotional state of an explosive nature, with a short period of occurrence, affecting the entire personality and characterized by temporary disorganization of consciousness, a violation of volitional control - this is:
1. Stress;
2. Affect;
3. Frustration;
4. Passion.
16. The basis for the division of memory into motor, emotional, figurative and verbal is:
1. Lead analyzer;
2. Subject of reflection;
3. Activity of the subject;
4. Type of activity.
17. Personality is a person as:
1. Individual;
2. Individuality;
3. Subject of activity;
4. Correct: 1, 2, 3.
18. The essence of the process of human socialization is:
1. Development of its innate properties;
2. Mastering the mechanisms of social behavior and assimilating its norms;
3. Mastering the jargon of a certain segment of society;
4. Mastering the knowledge and skills necessary for professional activities.
19. Considering the psychological structure of a person, S. Freud showed that the pleasure principle is guided by:
3. “Super-ego”;
4. "Super-ego."
20. Which of the following points of view should be considered correct:
1. Personality is formed by society; biological characteristics of a person do not influence this process;
2. Personality is determined by biological, hereditary factors and no society can change what is inherent in a person by nature;
3. Personality is a phenomenon of human social development; the complex process of its development is determined by the unity of the biological and social. In this process, biological factors act as natural prerequisites, and social factors act as the driving force of a person’s mental development in the formation of his personality;
4. Correct: 1, 2, 3.
21. The interaction of two or more people with the aim of establishing and maintaining interpersonal relationships and achieving a common result is:
1. Communication;
2. Activities;
3. Training;
4. Communication.
22. The main aspects of communication include:
1. Dating, attraction, communication;
2. Social perception, communication, interaction;
3. Interaction, perception, competition;
4. Compromise, social perception, partnership.
23. The sum or set of psychological characteristics of a person that determine his place in the group is:
1. Status;
4. Position.
24. Human activity aimed at understanding and transforming the world around us and oneself is called:
1. Education;
2. Activity;
3. Teaching;
4. Labor.
25. A social community of people, united on the basis of socially significant goals, common value orientations, joint activities and communication is:
1. Group;
2. Troupe;
3. Team;
4. Society.
9. Glossary of basic terms in psychology
Affect(lat. affectus - emotional excitement, passion) - an emotional reaction that occurs violently and briefly: an outbreak of strong feelings (anger, horror, rage, joy), accompanied by a decrease in conscious control over the state and behavior. Experts distinguish between normal and pathological affects, as well as individuals who are less or more prone to affective reactions. Persons prone to affect can be sources of panic in the crowd.
Unconscious, the unconscious is a set of systemic formations of the psyche that are not subject to control by clear consciousness. A limited number of representations can be present in consciousness at any given moment at the same time (on average, it is believed to be approximately 7 ± 2). At the same time, many ideas that are not conscious at the moment can be easily “caused” by us into the zone of clear consciousness (“I wanted - I remembered”), but very many mental regulators work in such a way that a person not only does not realize this, but also does not can do this even if he wanted to. For example, when perceiving a round watch dial, the retina of our eye may project not a circle, but a complex ellipse (if we look at the watch from the side), but at any position of the watch we perceive the dial as “round”. This strange, from a geometric point of view, preservation of the image is ensured by mechanisms of the psyche, which are not only not recognized by the subject of perception, but are also not always clear to a beginner engaged in psychology (see constancy as a property of perception). Some of the experiences (unpleasant, not consistent with the “decent” “cultural”) are repressed from consciousness, but, according to S. Freud’s theory, they continue to significantly regulate behavior and even lead to internal conflicts and neurotic diseases. The psychotherapeutic practice of so-called “psychoanalysis” (this term is traditionally assigned to Freudianism and its branches; therefore, there is no need to call any analysis of the psyche psychoanalysis) is based on finding repressed experiences and making them an object of awareness. This presupposes a very high and sophisticated qualification of a psychoanalyst (not everyone who calls himself this is one; unfortunately, self-interested people, and not just qualified people, are engaged in this practice).
Attention– selective focus of consciousness on a limited range of objects, processes (external or related to the psyche). Attention sometimes includes actions of control and self-control.
Will- a property (state) of a person, manifested in his ability to consciously control his psyche and actions. It manifests itself in overcoming obstacles that arise on the way to achieving a consciously set goal. It should not be confused with self-abuse. Will does not always imply forcing oneself. This can be persuasion, agreement, cunning, training, masterful use of one’s characteristics (habits, standard reactions, weaknesses), used in order to still achieve the desired.
Imagination– cognitive activity of a person as a subject, leading either to the unintentional emergence or to the deliberate construction in the mind of representations (ideas, diagrams and other images-models) of those objects that were not perceived in experience in their entirety or cannot be perceived through the senses (as , for example, events of history, the supposed future, phenomena of an imperceptible world or a world that does not exist at all - supernatural characters of fairy tales, myths, etc.)
Perception– a set of cognitive processes and actions for displaying in the consciousness of certain entities identified by the subject in the world external to his consciousness (including other people and the physicality of the person himself). For example, you can perceive or not perceive streams of signals from the internal organs of your body, forming some image of it, a state of health or ill health. More often, by perception they mean the reflection of phenomena of objects in the external world - natural and social. The situation is not that an object exists in a ready-made form in the environment, “acts” on a person and, as a result, he automatically displays it and is aware of it. On the contrary, a person selects some objects from the chaos of impressions and thereby, as it were, structures this chaos. For something to be perceived and realized, it is far from enough for it to “act” on a person’s senses. What is or is not an object also depends on the person: for someone in the environment there are musical sounds and noises, dissonances and consonances; for some - the symptomatic noises of running machines or sounds made by animals, for some - logical stresses in the speech of the interlocutor, for others - successful and unsuccessful layouts of residential areas, etc. And for those who don’t know about this kind of thing knows, it’s as if they don’t exist: he doesn’t hear or see them “point-blank.”
Playback- a mental action accessible to observation, which consists in the restoration and reconstruction of the actualized content in one or another sign form.
hallucinations– (Latin hallucinatio – delirium, vision) – unreal, fantastic images that arise in a person during illnesses that affect the state of his psyche.
Dreams- fantasies, dreams of a person, painting pleasant, desirable pictures of a future life in his imagination.
group dynamics- (Greek dynamis - force) - these are the processes of interaction of forces in a group, due to which the group changes its state, develops or collapses. It is determined mainly by two multidirectional processes: the unity of group members and the tension between them.
Group relations– the connections that develop in a group between its members, given by a) the nature and content of group activity, b) the characteristics of the group itself as a whole: role structure, value unity, etc., c) interpersonal relationships between group members as social individuals, d) individual positions of the people involved in these relationships.
Group role– a stable position (place, position) of a person in a group, determined by the function (role) that this person performs for the group.
Group- a set of people identified on the basis of one or more common characteristics.
Deformations of communication- these are changes (violations, difficulties, distortions) in communication that reduce its effectiveness, productivity or lead to destruction: the communication itself (contact, coordination, mutual understanding, relationships), the health of partners, their dignity or mental well-being, material values and etc. Deformations can be perceived differently depending on their type: we had a fight, I feel that I am being mocked, the feeling that we are strangers, there is enmity between us, we cannot understand each other, I find that I am being fooled, and many others.
Activity– human activity aimed at creative transformation, improvement of reality and oneself. Psychologically determined by the need that requires satisfaction, it is directed by the corresponding motive - the object of this need.
Life meanings- this is a set of connections with the world that are not indifferent to a person, which reflect both the objective dependence of a person on the surrounding reality, as well as his needs and aspirations.
Everyday psychology is a diverse set of psychological knowledge and skills that have become the property of a wide range of people. We use this set every day, often without even noticing our qualifications as an everyday psychologist. In addition to the word “everyday,” you can also say “everyday psychology” or “everyday psychology.” Everyday (ordinary) psychology is part of everyday consciousness.
Forgetting– a process characterized by a gradual decrease in the ability to recall and reproduce memorized or perceived material.
Makings of– natural prerequisites for the development of abilities (their biological foundation). May be congenital or acquired. Should be distinguished from undemonstrated abilities. The difference is that inclinations are those biological characteristics, properties or qualities of a person, which are then included in a particular ability as its components. One and the same biological feature can be part of various abilities, and only as part of one it turns out to be its inclinations.
Individuality– a unique system of characteristics of a person as an individual, subject of activity and personality. The fact of the existence of individuality is one of the grounds for an individual (specific) approach to a person in training, education, and business communication with him. “Reaching everyone” is the ideal of this approach. Ignoring individuality (due to ignorance or conviction, or due to little conscious implementation, for example, of technical or general scientific ideas with their cult of simple formulas) naturally leads to a number of negative consequences (interpersonal and intrapersonal tensions, conflicts, mental trauma, neurotic states of participants in conflicts and how the result is low efficiency of training, education, work).
Intelligence, mind- a system of properties and qualities of a person’s cognitive activity that is steadily inherent and develops throughout life, his orientation in the internal and external circumstances of life, including the social environment. They distinguish, in particular, social intelligence, technical intelligence, humanitarian intelligence, verbal, i.e. verbal, non-verbal, etc., depending on the subject area of activity of the subject.
Constructive communication– a characteristic of communication, which indicates that it provides partners with satisfaction of their needs for communication, contributes to their effective and productive solution of joint tasks, ensures the achievement of individual goals, and protects their individual uniqueness. The concept of constructiveness (creativity) of communication allows us to indicate the direction in which people move as they increase their competence in communication, personal growth, and the formation of social maturity.
Conformism(Latin conformis - similar, conformable) - an uncritical acceptance by a person of someone else’s opinion (possibly incorrect), accompanied by an insincere rejection of his own opinion, the correctness of which the person does not internally doubt.
Leadership– relations of dominance and subordination, influence and following in the system of interpersonal relations in the group.
Personality- a specifically human system of mental regulators of human activity, such a stable functional system in the psyche, thanks to which a person becomes an initiative, purposeful, convinced figure, capable of not only adapting to his environment, but also improving it. The main sign that a person has acquired personality traits is his ability to perform actions - to choose between mutually exclusive possibilities, to weigh many important issues related to both his life and the lives of other people, to take responsibility for the consequences of his actions.
Small group- a small group of people, including from 3 to 20-30 people, engaged in a common cause and having direct personal contacts with each other. It is characterized by the specific experience of group members of their belonging to it, the feeling of “we”.
Interpersonal interaction– this is the dynamic side of communication, ensuring that partners agree on the goals of communication (activities), the means used to achieve goals, and the coordination of the strategies used by each of them. Interaction is a mechanism for flexible, usually situational adjustment of the characteristics of communication to the interests of the participants. It can be configured for coordination, cooperation or struggle, the desire of everyone to impose their goals, their vision of a task or problem, their ways of solving them.
Interpersonal communication is a complex, multifaceted process of establishing and developing contacts between people, generated by the needs for joint activities and including the coordination of interaction strategies, establishing and maintaining relationships between them. The components of communication are contact, interaction, relationships, communication and perception (all with the adjective “interpersonal”)
Interpersonal relationships- these are characteristics of communication that are stable over a certain period of time, developed in the communication of two or more people. What was initially found as patterns of interaction and then turned into a frequently repeated scenario turns into a stable relationship. Examples of relationships: enmity, competition, love, friendship, friendly, or business relationships... Established relationships, such as “victim - aggressor”, “boyfriend - picky young lady”, “picky boss - slow subordinate”, etc. continue indefinitely until the participants come to the need to change them.
Interpersonal contact– a characteristic of interpersonal communication, indicating the degree of unification of partners into one social whole (two, three or more people).
Dreams– a person’s plans for the future, presented in his imagination and realizing the most important needs and interests for him.
Thinking– a set of mental processes, actions, states aimed at solving various problems (practical and theoretical) and ensuring this solution (finding the answer). The mobilization of thinking as a functional system is carried out partly consciously, partly thanks to habits, skills and other automatisms formed by the nervous system during the previous development, upbringing, education, and self-education of a person.
Mood– relatively long-lasting, stable emotional states of moderate or weak intensity, manifesting themselves as the general background of a person’s mental life, characterized by the predominance of certain emotions.
Skill- a strengthened skill, an automated (removed from the control of consciousness as a result of repeated repetitions in monotonous conditions) component of activity. What is at first a consciously controlled and deliberate action can become automated, as everyone knows from everyday experience. Skills can be not only motor skills, which are easy to notice, but also perceptual, mental, social-communicative, organizational, etc. Being automatisms, skills at the same time are a necessary condition for creativity in business (a clear example: until a musician has mastered skills, technique, fluency in playing his instrument, he has no time for creativity - “wouldn’t mix up the keys, positions”, etc.).
Scientific psychology– a complex branched system of knowledge and technologies used to identify patterns of generation, development and functioning of the human and animal psyche. The main task of scientific psychology is to identify something new, doing it in such a way as, on the one hand, to obtain reliable knowledge, and on the other, to accurately indicate within what limits they are reliable, and where they turn out to be false or inaccurate.
Image of the world- a holistic, multi-level system of a person’s ideas about the world, other people, himself and his activities, which allows him to navigate the world. This is an internal model of the external world, created in the language of subjective experiences. It is important to emphasize that these are not images automatically transferred to the internal plane that arose as a result of the perception of the world, but a system actively built on the basis of deep unconscious assumptions that allows one to predict events at every next moment of life activity. It is created by testing (trial and error) oneself and the surrounding world during active mastery of it.
Ordinary consciousness- a set of ideas, knowledge, attitudes and stereotypes based on the direct everyday experience of people and dominant in the social community to which they belong.
Awareness- the mental process of transferring mental content from the unconscious into an actual sign form, which allows you to communicate this content to other people. To realize means to inform yourself, to describe for yourself your experience, feeling, need, attraction, etc. To be aware means to be aware of something. Subjectively perceived as a clear and controlled reflection of a particular situation, experience, etc.
Feeling– a subjective reflection of the properties of the objective world, arising from the influence of stimuli on the receptors of the organs of perception.
Memory– a set of mental processes, actions, states aimed at imprinting, mental organization, preservation and reproduction of a person’s past experience.
Deed- the moment of a person’s moral self-determination, in which he asserts himself as an individual in his relationship to another person, himself, a group or society, and nature as a whole. An act can be expressed by action or inaction; position expressed in words; attitude towards something, formalized in the form of a gesture, gaze, tone of speech, semantic subtext; in action aimed at overcoming physical obstacles and searching for truth. An action is the basic unit of social behavior; it must always have witnesses: an internal decision that has not found its social expression is not yet an action. Therefore, the act is irreversible, it cannot be “replayed” - hence personal responsibility for what was done arises. In action, a person not only manifests himself as a personality, but is also formed in this capacity.
Needs- a mental or physiological state of tension, reflecting the lack (need) of a person or animal in something necessary for their normal existence. Needs as a state are the source of the subject’s vital activity in the sense that they have a stimulating influence aimed at relieving the tension that has arisen.
Practical psychology– a set of applied knowledge and technologies used to solve practical problems in various areas of social practice. The peculiarity of practical psychology is that it is always possible to indicate the consumer or customer in whose interests this or that problem is being solved.
Psychodiagnostics(Greek psyche - soul and diagnostikos - capable of recognizing) - a branch of psychological science that develops methods for identifying and measuring individual psychological characteristics of a person.
Psychotechnics(Greek techne - art, skill) - specific methodological techniques or a system of techniques used to improve the characteristics of mental processes, the formation of new and the development of existing mental abilities.
Reference group(Latin referens - reporting) - a group of people who are somehow attractive to a person, whose values, judgments, norms and rules of behavior he certainly shares and accepts for himself.
Speech- voiced language, a system of sound signals used by humans, denoting certain signs of the language.
Meaning- mental integrity that arises from the direct experience of the relationship or at least a vague awareness of the relationship between any object displayed in consciousness and the motives of the subject. They say: “this makes sense to me” or “this doesn’t make sense to me,” meaning that I need one, need it, and the second – I don’t. Let's say, the same thing in appearance (digging a hole) for a hired digger has the meaning of earning money, for an archaeologist - solving some great historical mystery, and for a random passer-by it takes on the meaning of some kind of villainy, because it spoils a walking path.
Compatibility– the ability of people to work together, to successfully solve problems that require coordination of actions and good mutual understanding.
Consciousness- a term used to refer to the entire human psyche as a whole, in contrast to the psyche of animals. The human psyche (consciousness) is characterized by symbolism (the “fabric” of consciousness forms complex systems of signs), instrumentality (any unit of consciousness is used as a means of reflecting the objective world), objectivity (correlation with elements of the external world) and categorical organization (systems of signs and tools form a set of mutual related categories).
Balance of power in the group- this is the distribution between the subjects of the group (its members or subgroups) of the possibilities of control over group processes and the behavior of group members. Expressed in the phenomenon of leadership, group dynamics, etc.
Social individual– designation of specifically human characteristics, universal for all people, associated with the operation of signs and tools, taking into account the norms and rules accepted in society, and performing social functions. This is not about personal or individual characteristics.
Group cohesion– a psychological characteristic of the unity of group members, manifested in the unity of opinions, beliefs, traditions, in the positive nature of interpersonal relationships, moods and other components of the group psyche, as well as in the unity of joint practical activities.
Capabilities– individual psychological characteristics of a person, on which the success of mastering a particular productive activity depends, the extent to which a person, other things being equal, quickly and thoroughly, easily and firmly masters the methods of its organization and implementation.
Group structure– the established relatively stable division of group members into subgroups, the distribution of group roles between people in the group.
Talent(Greek talanton – initially weight, measure, then in a figurative meaning – level of ability) – high level development of human abilities, especially special ones, ensuring the achievement of outstanding success in a particular type of activity.
Temperament- (Latin temperamentum - proper ratio of parts, proportionality) - a dynamic characteristic of mental processes and human behavior, manifested in their speed, variability, intensity, performance, etc.
Character(Greek charakter - seal, coinage) - a set of stable individual characteristics of a person, which develops and manifests itself in activity and communication, determining his typical ways of behavior and response to life circumstances. Character expresses the typical ways for a given person to set and solve life problems used in standard situations.
Feelings– higher, culturally conditioned human emotions, characterized by relative stability, generality, compliance with needs and (in particular) values formed during the development of a person as an individual.
Emotions(Latin emoveo - shocking, exciting) - a special class of mental phenomena, manifested in the form of a direct, biased experience by the subject of the life meaning of these phenomena, objects and situations in order to satisfy his needs.
Language– a system of signs that serves as a means of human communication, thinking, transmission from generation to generation and storage of information. Language exists and is realized through speech.
