Researchers have tried to simulate all mental processes occurring in a person. What we managed to model was called cognitive processes. What did not work out - affective.
Thus, in fact, the concept of "cognitive processes" received a similar, but slightly different meaning. In practice, "cognitive" refers to mental processes that can be presented as a logical and meaningful sequence of actions to process information.
Or: which can be reasonably modeled in terms of information processing, where one can discern logic and rationality in information processing.
Cognitive processes usually include memory, attention, perception, understanding, thinking, decision-making, actions and influences - to the extent or in that part in which they are occupied with cognitive processes, and not with something else (drives, entertainment.). Simplifying greatly, we can say that this is competence and knowledge, skills and abilities.
For example?
Rational perception is analytical, critical perception, which is different from intuition and living impression. “The ice cream is delicious, but it's not the right time for a sore throat. We postpone! "
Rational understanding is understanding through concepts and logic, as opposed to empathy, empathy and empathy, that is, emotional, bodily, and experiential ways of understanding.
Rational influence is an explanation and belief that speaks to the mind of a person. Suggestion, emotional contamination, anchoring and other means that affect a person are not in a reasonable way are referred to as irrational means of influence.
Rational thinking is logical and conceptual thinking, or at least directed in this direction. People in the process of life and communication do not always think, quite successfully making do with feelings, habits and automatisms, but when a person turns on his head, he thinks (according to at least trying to think) rationally.
Emotions are mainly attributed to affective processes, since it is difficult to reasonably simulate them.
What emotion a woman sometimes gives out, no one knows, including herself.
On the other hand, some of the emotions arise quite naturally, as a result of understandable programs, established habits or certain benefits. In this case, such emotions can be attributed to cognitive processes, or, in another language, the cognitive component of such emotions can be studied.
Affective sphere
In contrast, affective processes are mental processes that cannot be reasonably modeled. First of all, these are the processes of an emotional and sensory attitude to life and interaction with the world, oneself and people. Simplifying as well, these are usually feelings and premonitions, desires and impulses, impressions and experiences. All of this is an affective sphere.
4.1.2. Cognitive sphere of personality
When interacting in the context of law enforcement, people evaluate each other primarily by intelligence level formed by the system of cognitive (cognitive) processes.
Cognitive processes Is a system of mental functions that provide reflection, cognition by the subject of the phenomena of the objective world, i.e. natural and social environment. The following processes are included in this system.
1. Sensory processes(sensation, perception), which serve to reflect objects in the form of specific sensory images. The sensation reflects the individual qualities of objects: color, smell, sound, temperature, pain stimuli, movement and position of the body in space. Perceptions allow you to reflect the holistic images of objects - animals, plants, technical devices, drawings, speech signals. Perception plays a leading role in the analysis of the scene, physical evidence, identification of the person. Many properties of perception (volume, accuracy, connection with experience, constancy, observation, etc.) act as professionally important qualities, therefore, when conducting a forensic psychological examination, it is important to establish the ability of persons under investigation, witnesses and victims to adequately perceive various signals (sound, visual, motor), threshold characteristics of their reflection.
2. Memory Is a system of mnemonic (Greek mneme - memory) processes that serve to memorize, preserve and then reproduce in the form of verbal reports and actions of the knowledge that was perceived and assimilated in the subject's previous experience. Memory is the basis of the legal consciousness of the individual, since standards are formed and preserved in it social behavior... Memory allows a person, within the limits of his subjective space, to connect the past, current and future plans of his activities and thereby carry out forecasting, anticipation of events.
According to the time parameter, instant (sensory), short-term (operational) and long-term memory are distinguished, which form unified system processing information for the effective organization of educational and all types professional activity, including the activities of professional lawyers. So, for a short-term random access memory a clear dosage of the material is important (from 5 to 7 objects per presentation). For long-term memory to work successfully, you need:
- semantic processing of memorized material;
- the inclusion of material to be learned in active forms of practical activity, in the solution of professional problems;
- adequate motivation (presence of interests, inclusion of emotional experiences);
- systematization of the learned material.
It is in the long-term memory of the subject that the concepts of moral values, legal norms of behavior and possible consequences their violations. The activation of these representations of memory determines the possibility of self-regulation by the subject of his activity, the construction of programs of law-abiding behavior.
3. Thinking Is a system of processes that reflect objects in their natural connections and relationships, understanding their meaning, forecasting, making informed decisions. Thinking includes such operations as analysis and synthesis, comparison and discrimination, abstraction and concretization. Thanks to thinking, a person learns the laws of nature and society, consciously controls his behavior, and possesses legal awareness. Thinking is always a solution to any problems, therefore problem situations and the solution of professional tasks contribute to its development. Solution different kinds everyday and professional tasks requires participation different types thinking: figurative or abstract, practical or theoretical. Highly developed theoretical thinking is a must professional quality legal workers. By means of a forensic psychological examination, it is important to determine the type and level of development of the thinking of the persons under investigation in order to assess their general intellectual development.
4. Speech Is a system of processes that ensure the transmission and reception of information, social management of people and self-regulation. The most important professionally important quality a lawyer should be common culture speech, competent command of oral and written speech, the ability to use speech as a means of communication, persuasion and management of people.
5. Attention(attenuation processes) is a special form of orientational activity that allows a person in the conditions of educational and professional activity to distinguish and clearly perceive the object of the environment. The volume, stability and distribution of attention are the most important of the professionally important personality traits of an investigator, a lawyer and representatives of other legal professions. In this case, it is important to establish the properties of attention and the objective conditions of its functioning in persons under investigation in order to find out the true causes of road accidents and other events.
6. Imagination(fantasy) is the process of forming new images based on the processing of memory representations, i.e. the subject's past experience. Imagination is the basis of creativity, invention, anticipation of possible events. In persons with underdeveloped intellect, imagination can manifest itself in the form of empty fantasy, in weak-willed - pipe dreams.
To activate imagination as an ability for professional creative activity necessary:
- extensive professional observation experience;
- training in the mental recreation of various situations, events;
- avoidance of fictional situations, self-control with the help of thinking;
- development of the ability to anticipate emergency and conflict situations and their possible consequences.
Cognitive processes form a single ensemble of mental functions, in the structure of which some functions can play a leading role, others - an auxiliary role (B.F. Lomov). This is determined by the nature of the tasks solved by the subject - mnemonic, mental or perceptual, however, the solution of any educational or professional task certainly requires more or less active participation of all cognitive functions. The process of processing information coming to a subject from the surrounding natural and social environment seems to be extremely difficult, but the available scientific developments make it possible to build structural and functional models that clearly reflect the role of mental functions in this process. Figure 6 shows one of such models (schemes), reflecting the role and interaction of mental processes as functions that form a single self-regulating system of the subject's activity.
Study materials for students
Methodical instructions, notes, lectures, tests, laboratory works, coursework.
Psychology and Pedagogy "Self-Study of Personality"
Chapter 1. Theoretical part
Chapter 2. Practical part
2.1. Cognitive and cognitive sphere of personality
2.2. Emotional-volitional sphere of personality
2.3. Necessity-motivational sphere of personality
2.4. Interpersonal and social sphere of personality
Introduction
A person who has no idea about his character, as well as what he is capable of, is like a blind kitten who knows nothing about the world and how to behave, which is why projects of this kind are very relevant. In this connection, there is an objective need to study one's own personality for the knowledge of the surrounding world. Through of this project we will receive data that objectively characterize the nature of the research object, its capabilities, and, perhaps, even reveal hidden abilities.
The theme of the project is self-exploration of personality.
Its purpose can be designated the development of conditions for further self-development.
The object of the research is the process of personality self-development.
The subject of the research is the conditions of personality self-development in the process of study and everyday life.
Hypothesis - we assumed that self-development will be successful if the following conditions are met:
- creation of special, comfortable conditions;
- drawing up a special plan.
To achieve the goal and test the hypothesis, the following research objectives were set:
- study theoretical material;
- perform tests from which certain conclusions can be drawn
The methodological and theoretical basis of the research is the humanitarian direction in the education and upbringing of a person. In the process of work, the works of scientists in the field of psychology, pedagogy were used: Rean A.A., Bandura A., Erickson E. The research was carried out by methods: theoretical level - analysis of literature on the problem of research and the empirical level. The observation entered the empirical level:
- by the nature of the object - internal;
- by the nature of the contact - direct;
- according to the ordering of time - selective;
- by the awareness of the participants - open;
- by the nature of interaction with the object - included;
- on the condition of obtaining information - direct
The research consisted of several stages:
- study and analysis of literature on the research topic;
- collection and comprehension of empirical material;
- generalization and interpretation of the results, formulation of conclusions.
Chapter 1. Theoretical part
1.1 Cognitive - cognitive sphere of personality
The creation of mental images of the environment is carried out through cognitive mental processes. Sensation is an elementary cognitive mental process. Sensation is the simplest mental process, consisting in the reflection of individual properties of objects and phenomena of the material world, as well as internal states the body under the direct influence of stimuli on the corresponding receptors. Each type of sensation is a specific subjective image of some property of an object with which the organism comes into contact. Object mental images are created by perception, during which not only the qualitative characteristics of objects are reproduced in the subjective space, but also the shape and location of the object in exact accordance with the shape and location of the object. Perception is a holistic reflection of objects and phenomena of the objective world with their direct impact in this moment on the senses. Reproduction of the shape and location of an object is a new characteristic of mental activity in comparison with sensation.
Mental activity at the level of perception allows you to create subjective objective images of objects in the world, but cannot provide the isolation and generalization of relations between objects in pure form... The isolation and generalization of these relations becomes possible at the level of thinking through the use of sign systems - language. The sign becomes that “thing”, a sensually perceived object, with which this type of isolated relations or system of relations is more or less unambiguously associated. Thanks to the sign, it becomes possible to form concepts as systems of abstract relations between objects.
Thinking is an active, purposeful, mediated and generalized reflection of the surrounding reality in the consciousness of a person. Conceptual thinking infinitely pushes the boundaries of human cognition, but at the same time, due to the artificiality of the systems of relations fixed in concepts, it can lead to delusions. The implementation of cognitive mental activity is impossible without memory processes.
Memory - the processes of organizing and preserving past experience, making it possible to reuse it in activities or return to the sphere of consciousness. Memory holds all levels of cognitive processes together into a single, holistic cognitive mental activity person. Also, the implementation of cognitive mental activity is impossible without attention, imagination and intelligence. Attention - the direction and concentration of consciousness on certain objects or certain activities while distracting from everything else. Imagination is the mental process of creating new images based on previously perceived ones. Intelligence is a relatively stable structure of an individual's mental abilities.
1.2 Emotionally - volitional sphere of personality
The ratio of the objective properties of the situation to the needs, i.e. the vital meaning of the situation, and is presented to the subject in the emotions he experiences. Emotions are a direct experience at the moment, associated with the satisfaction or dissatisfaction of needs. Emotions have a dual nature - they merge together their subjective quality (fear, joy, grief, etc.) and the experience of bodily changes that accompany any emotions. Emotions can be divided into emotional reactions, emotional states and emotional relationships (feelings). Each of these forms of emotion is characterized by duration, objectivity, intensity and quality (modality). Since emotions are a component of the psyche, they also perform the main function of the psyche - the function of anticipation, anticipation of the onset, biologically or personally significant event... Associated with this is the main - evaluative - function of emotions.
Character (Greek. Seal, chasing) - an individual combination of essential personality traits, expressing a person's attitude to reality and manifested in his behavior and actions. Character and temperament are interconnected. Temperament affects the form of manifestation of character.
Character types: (K. Jung) psychosociotype is an innate mental structure that determines a specific type of information exchange between a person and the environment. 4 psychotypes:
1. extroverted - introverted;
2. rationalistic - irrationalistic;
3. thinking (logician) - emotional;
4. sensing (sensory) - intuitive.
Temperament - (lat. Mixture, ratio). I.P. Pavlov believed that physiological basis temperament are combinations of the basic properties of nervous processes. Temperament depends on the type of higher nervous activity... Three properties of the nervous system: the strength of the nervous processes, the balance of the nervous processes, the mobility of the nervous processes.
1.3 Necessity - motivational sphere of personality
Personality is a social individual, a subject of social relations, activity and communication. In a somewhat simplified form, we can say that the term "individual" means biological essence person, and the term "personality" - his social essence... They are born as an individual and become a person. The social principle in man is not divorced from the biological one. The individual principle is included in the personality and manifests itself in the personal.
Socialization is a process and result of assimilation and subsequent active reproduction of social experience by an individual. The process of socialization is inextricably linked with communication and joint activities of people.
Personality is not only a social individual, but also an active subject of social development, and, no less important, an active subject of self-development. Thus, it is extremely important not only to talk about the assimilation of social experience by the individual, but it is imperative to consider the person as an active subject of socialization.
Various sciences are engaged in the problem of social maturity of the individual. These include such sciences as pedagogy, psychology, sociology, criminology, etc. The problem of social maturity of an individual is central to such a relatively new area human studies as acmeology. The subject of acmeology is the phenomenon of human maturity, or the process and result of a person reaching the top as an individual, personality, subject of activity (including professional) and individuality.
A motive is usually understood as an internal motivation of a person to a particular type of activity (activity, communication, behavior) associated with satisfaction a specific need... Ideals, interests of the individual, beliefs, social attitudes, values can also act as motives, but behind all these reasons are still the needs of the individual in all their diversity: from vital, biological to higher social ones.
Within the framework of the theory of the famous psychologist A. Maslow, five basic needs are distinguished: physiological, the need for safety, communication, respect and recognition, self-actualization. A fairly clear hierarchy is established between these needs. In addition, in this theory, two more needs are distinguished: the need for knowledge and understanding, as well as aesthetic needs. These two needs are also basic, fundamental. However, the status of these needs is not so clearly described.
The motive can be characterized not only quantitatively (according to the principle of "strong-weak"), but also qualitatively. In this regard, internal and external motives are usually distinguished. In this case, we are talking about the relationship between the motive and the content of the activity. If an activity is significant for a person in itself (for example, cognitive need in the process of learning), then they talk about intrinsic motivation. If other needs are significant (social prestige, salary, etc.), then they talk about external motives.
The external motives themselves can be positive (motives of success, achievement) and negative (motives of avoidance, protection). Obviously, external positive motives are more effective than external negative ones, even if they are equal in strength (quantitative indicator). High positive motivation can play the role of a compensatory factor in the case of insufficiently high special abilities or insufficient supply of the required knowledge, skills and abilities.
Correct identification of professional interests and inclinations is an important predictor of future occupational satisfaction. The reason for the inadequate choice of profession can be both external (social) factors associated with the inability to exercise professional choice by interests, and internal (psychological) factors associated with insufficient awareness of their professional inclinations or with an inadequate idea of the content of future professional activity. The attitude to the profession, the motives for its choice are extremely important (and under certain conditions, and determining) factors that determine the success of vocational training.
1.4 Interpersonal - social sphere of personality
Communication is the interaction of two or more people, consisting in the exchange of information between them of a cognitive or affective - evaluative nature.
Communication is the most important category psychological science... Communication issues occupy a significant place in general psychology and in personality psychology. Educational psychology in general can be viewed through the prism of communication, for practically all aspects of the processes of education and training are mediated by communication. The phenomenon of communication is essentially central to social psychology because it is communication that gives rise to such phenomena as the perception and understanding of each other by people; leadership and leadership; cohesion and conflict, etc. In the very general view the concept of "communication" as an independent category, not reducible to activity, can be defined as follows. Communication is a process of interpersonal interaction generated by a wide range of actual needs of the subjects of interaction, aimed at meeting these needs and mediated by certain interpersonal relationships.
The structure of communication is formed by cognitive-informational, regulatory-behavioral, affective-empathic, social-perceptual components. The cognitive - informational component is associated with the process of transmitting and receiving information, carried out directly by verbal and sign means. The regulatory and behavioral component characterizes communication from the standpoint of the characteristics of the behavior of subjects, from the standpoint of mutual regulation of the behavior and actions of partners. The affective-empathic component describes communication as a process of exchange at the emotional level, as well as the regulation of the emotional states of partners. The socio-perceptual component is associated with the processes of perception, understanding and cognition by subjects of each other in the process of communication.
Cognitive sphere of personality
The cognitive sphere of a person is the cognitive sphere. It includes the cognitive processes of the personality: sensation, perception, attention, memory, thinking, imagination, speech.
Feeling - the simplest cognitive process, consisting in the reflection of individual properties of objects and phenomena with their direct impact on the sense organs.
The following types of sensations are distinguished: visual, auditory, olfactory, gustatory, tactile, painful and a sense of balance.
The anatomical basis of sensations is the analyzer.
The analyzer includes three components: sensitive nerve endings, i.e. receptors; the adductor neuron, i.e. affector; central (cortical) section of the analyzer.
The analyzer's sensitivity is limited by the so-called thresholds of sensations.
Allocate the lower, upper and discriminatory thresholds of sensations.
Lower threshold - it is the minimum intensity of a stimulus that produces a subtle sensation.
Upper threshold- this is the maximum intensity of the stimulus, when exposed to sensations that are adequate to the nature of the impact (i.e., the modality of the analyzer), but exceeding which leads to the loss of sensations or the appearance of inadequate sensations.
Distinctive threshold(it is also differential, it is also relative) - this is the minimum difference in the intensities of stimuli perceived (distinguished) by the analyzer.
Adaptation- tuning the analyzer to the effect of stimuli of a certain level of intensity, change in sensitivity when exposed to stimuli of constant intensity.
Sensitization sense organs - a change in the threshold of sensitivity with prolonged exposure to near-threshold stimuli.
Sensory deprivation- a condition that occurs when the sensory organs are insufficiently stimulated by external stimuli.
Give a definition to the concept of "sensation".
What thresholds of sensations exist?
What is sensory adaptation?
Give examples sensory deprivation and sensitization.
Perception- This is a cognitive process, consisting in the reflection of holistic objects and phenomena, with their direct impact on the sense organs.
The product of perception is a holistic image, but unlike memory images, it appears only when stimuli are directly exposed to the sense organs.
1) according to the modality of the analyzer (visual, auditory, tactile, olfactory, gustatory, kinesthetic).
2) by the basic properties of matter (forms of existence): the perception of space, motion and time.
Color affects the body with its own physical characteristics, i.e. wavelength. The red part of the spectrum has an exciting effect on the body, and the violet has a depressing effect. In addition, color has a symbolic meaning and acts through associations. So, in European countries, the color of mourning is black. And in the east - white.
Form perception. The mechanism of influence of the form lies in the small-frequency movements of the eye along the contour of the object. Consider the symbols shown in Fig. 1.
Rice. 1. Basic geometric shapes in psychology
The more sharp corners a shape has, the more energizing effect it has on the psyche.
The main properties of perception: selectivity, objectivity, integrity, meaningfulness, constancy, activity, structure, attitude of perception.
Selectivity lies in the fact that a person cannot perceive everything equally clearly at any given moment in time. Something will be a figure for him, and something will be a background.
Objectivity Is the attribution of the image of perception to phenomena outside world... Sometimes this property is violated, for example, with hallucinations.
Integrity consists in the fact that a person perceives, first of all, the ratio, the structure of the entire set of objects and signs, and not individual components or signs.
Meaningfulness means the assignment of an object to a certain category, its correlation with past experience.
Constancy- This is the relative independence of the image of perception from the conditions of perception.
Activity Perception is the inclusion of motor components in the act of perception, which turns the act of perception into a perceptual activity of the subject. Adequate perception is impossible without motor skills. The most active organ is the eye. If we exclude the movement of the image along the retina, then the image disappears after 3 seconds.
Structurality perception is a series of patterns on the basis of which the figure stands out from the background.
These are the patterns of structuring an image or a series of images according to similarity, proximity, isolation, according to the principle of “common destiny”. These are the laws of "good line", continuity, symmetry, filling in the gaps.
Installation perception - the dependence of the perception of the present on perceptions in the past.
Attention- this is the direction and concentration of the psyche on certain objects while simultaneously distracting from others. Distinctive signs of attention are selectivity, lack of independence, involvement in other mental processes.
By focus, attention is divided into external and internal.
External attention is directed to external objects. People in whom this species predominates are called externalals. The inner is directed to one's experiences, thoughts. Those with a predominance of this type are called internals.
According to the participation of volitional regulation, attention is divided into voluntary, involuntary and post-voluntary.
Voluntary attention is distinguished by the presence of a goal and volitional effort aimed at overcoming difficulties. Involuntary attention is characterized by the absence of both purpose and volitional effort. But on the other hand, there are factors of attracting involuntary attention (strength, surprise, novelty of the stimulus, contrast, dynamism, the attitude of the object of attention to the needs of the individual).
Basic properties of attention: volume, concentration, distribution, switching, stability, field dependence.
Attention volume is the number of objects simultaneously captured by attention. A normal adult covers 4 to 8 objects.
Concentration is the degree to which attention is focused on an object while being distracted from other objects.
Switching is the intentional transfer of attention from one object to another. Good switchability is based on the mobility of nervous processes (excitation and inhibition).
Distribution is the ability to simultaneously hold several objects or activities in the sphere of consciousness.
Stability is the time to focus intense attention on an object. Duration of concentration is an indicator of mental performance. Normally, an adult is able to maintain voluntary attention for up to 15 - 20 minutes.
Usefulness is the attachment of attention to the externally observable characteristics of objects. The phenomenon of masking objects is based on this property, as well as on some laws of perception.
Memory- a cognitive mental process of consolidation, preservation and subsequent reproduction of past experience.
Traditionally, the following main memory processes are identified: memorization; preservation and forgetting; reproduction.
on the participation of volitional regulation: voluntary, involuntary, post-voluntary;
by the level of comprehension: meaningful and mechanical.
To increase the productivity of memorization, use the so-called. mnemonics- techniques of effective memorization (association, repetition, allocation of a logical structure, etc.).
The amount of stored information depends on the amount of information, storage time, the nature of the memorized material (form, meaningfulness, significance). So, when memorizing a set of unrelated objects after 9 hours, a person already loses up to 60% of information. And after 10 days, he has only 10%.
Reasons for forgetting: the extinction of nerve connections due to insufficient frequent use of information; displacement of destructive information that has a destructive effect on the personality; selection of functionally significant information, the one that is useful in life, the influence of proactive and retroactive inhibition.
Proactive inhibition is an inhibitory effect on the memorization of previous information. Retroactive inhibition is the inhibitory effect of subsequent information on the processing and memorization of previous information.
Reproduction is divided into intentional and unintentional.
Types and types of memory.
According to the storage time of information, the following types of memory are distinguished:
1. Sensory. It functions on the basis of residual excitations in the receptors of the sense organs. Information storage time is from 2 to 10 seconds. Particularly bright stimuli can leave arousal for longer.
Short-term (KP)... It functions on the basis of residual excitations in the cerebral cortex. The storage time of information in the commercial center usually does not exceed 15 - 20 minutes. The volume of the control panel is 7 ± 2 objects. High noise sensitivity: any distraction erases information from memory.
Long-term (DP)... It functions on the basis of structural changes in nerve cells. The storage time of information is from several hours to several decades (and even centuries in animals). The volume is limitless. The volume of DP is measured not by objects, but by units of information (bits). Low noise sensitivity. Distractions do not erase information. it is recorded in the structure of the molecules of nerve cells.
Memory types are determined by the nature of the memorized material and by the predominance in the process of activity (verbal or speech; figurative; motor; emotional).
Thinking Is a cognitive process of searching for and discovering substantially new things.
By the level of abstraction (as well as by the nature of the operated material), there are:
In the case of visual-active thinking, a person operates with the objects themselves. When visual-figuratively, it operates with images of objects, and not with objects. In the case of verbal-logical thinking, he operates with symbols of objects (including speech).
According to the degree of development of the thinking process, there are:
By the level of productivity, there are:
1.creative (productive),
According to the level of abstraction of the tasks to be solved, the following are distinguished from a specific situation:
1.prological thinking,
2. logical thinking.
Prological thinking is tied to reality. Logical thinking abstracts from realism and only operates with concepts, properties, symbols, objects.
Intelligence- a system of mental operations through which the subject processes information.
Basic mental operations: analysis (mental dismemberment of an object into its component parts, highlighting individual properties), synthesis (mental integration component parts, properties of an object into a whole), comparison (mental comparison of objects and finding similarities in them), opposition (mental comparison of objects and finding differences in them), generalization (mental combination of objects according to their essential characteristics), concretization (movement of thought from general to particular, giving an example), classification (assigning an object to a certain class of objects), abstraction (abstraction of the properties of an object from the object itself), analogy (establishing the similarity of objects with respect to any qualities), systematization (ordering objects on a number of grounds, establishing relationships between groups objects).
The main problem of intelligence is the problem of the NORM, the definition of its boundary, i.e. the number of points on a certain test, below which a person is already considered oligophrenic. The norms are historically determined. Because the level of Intelligence is largely determined pedagogical system accepted in society.
Basic properties of thinking:
If the qualities of thinking are presented in the form of a scale, then at its different poles there will be opposite characteristics:
quick wits ↔ inertia (slow-wittedness);
heuristic (non-standard) ↔ standard;
creativity ↔ stimulus (level of intellectual motivation).
Imagination- the cognitive process of creating new images based on images of perception and memory.
By implementation in activity, there are:
1. Passive - images are created, but not embodied in reality (varieties are distinguished: intentional and unintentional). For example, images of dreams, hallucinations (unintentional images), dreams and dreams (intentional).
2. Active- images are created and embodied in reality. They highlight such varieties as creative and recreational imagination. Recreational - the creation of images according to the verbal description, drawing, drawing. Without which, people are not interested in reading books (after all, they will present the worlds described by the author, they cannot landscapes). Creative imagination is the independent creation of new images.
The main psychological mechanisms(techniques) for creating new images:
Agglutination is the synthesis of individual parts or properties of various images).
Hyperbolization is a strong exaggeration or understatement of the amount of detail, size, distortion of the proportions of objects.
Sharpening is a slight exaggeration or understatement of essential details of an image.
Schematization - smoothing out differences in the same type of images and clearly highlighting similar features.
Typification - highlighting the essential features of different but belonging to the same class of images and their embodiment in a specific image. Literally it is a creation of a type.
Analogy is the creation of new images based on comparison.
Language Is a system of signs that mediate mental activity. Languages are not limited to verbal ones. Allocate: also sign language, dance language, programming language, icon language, etc.
Speech- the process of using language in the course of communication; the cognitive process of generating an utterance.
Basic speech functions:
in communication (communication, expression),
in memory (storage of social experience),
in thinking (signaling, generalization).
According to the form, they are distinguished:
b. oral (dialogical and monologic).
Stages of generating a speech utterance
utterance (external speech);
speech perception (decoding of sounds or signs);
understanding (decoding of meanings).
The psychological structure of the word
The word consists of outer shell(sound or sign) and internal structure, i.e. systems of values.
Meaning words are the object relatedness of a word. It is conventional. The meaning is divided into direct (denotative) and complementary (conotative).
Meaning Is the individual subjective meaning of the word. The meaning of the word expresses a person's attitude to the situation. The meaning is indescribable. It is determined by the following factors:
a system of associative, additional meanings,
paralinguistic and extralinguistic means of speech (voice power, timbre, tempo, accents, pauses, facial expressions, pantomime).
The main directions of speech development in ontogenesis: vocabulary expansion, interiorization, the transition from situational speech to contextual speech and the development of speech functions from communication to self-regulation.
COGNITIVE SPHERE
Pedagogical Dictionary. - M .: Academy. G. M. Kodzhaspirova, A. Yu. Kodzhaspirov. 2005.
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Zamyatina, Nadezhda Yurievna - Nadezhda Yurievna Zamyatina Date of birth: 13 June 1974) (38 years old) Place of birth: Moscow, USSR Country ... Wikipedia
What does this concept of "human cognitive sphere" include?
The term “human cognitive sphere” was first introduced in the second half of the last century, when, against the background of the development of cybernetic science, the first attempts were made to compare a person with a complex biorobot.
At the same time, scientists began to try to simulate certain mental processes in the human brain. These attempts have not always been successful.
If this or that mental process could be modeled, it was called cognitive. Otherwise, it was about the affective sphere.
Today, despite the fact that the concept of the cognitive sphere has been known for quite some time, many do not have a complete idea of what lies under this name.
That is why it is necessary to understand that this is a cognitive sphere, what is the meaning of this concept?
Cognitive impairment - what is it? The list is on our website.
Concept and essence
The cognitive sphere of a person includes all the mental functions of his body, aimed at cognition and study.
These processes are based on sequential and logical perception of information and its processing.
Thus, distinctive characteristics the cognitive sphere is considered to be such traits as logic and rationality.
The cognitive sphere includes certain processes such as attention, memory, perception of new information, thinking, making certain decisions depending on the situation, logical conditioned actions and influences depending on the decision made.
Moreover, these processes are considered cognitive only if they are aimed at learning something new, and not associated with entertainment or emotional excitement and attachments.
What is the affective sphere?
The affective sphere represents all those mental processes that defy modeling and logical explanation.
That is, these are thoughts and actions based on emotional impulses, sensory interactions with oneself, with the surrounding world and other people; these are processes that reflect desires, emotional premonitions, motives, experiences, impulses.
The affective sphere includes several areas such as:
- Internal urge, conditioned by an internal desire to perform some action (for example, to make an unexpected gift to a loved one, change the interior of a room, etc.).
- External motivation, that is, certain actions caused by certain circumstances (for example, if a child sees a toy he likes, he wants to take it).
- External compulsion, when any circumstances force a person to perform this or an action that suddenly started rain, makes it necessary to seek shelter.
- Internal coercion, which occurs when some feelings (for example, fear) are forced to make a certain decision, and do not leave a person with a choice.
The relationship between emotional and cognitive
Mentally developed person represents whole personality, in which both cognitive (rational) and affective (emotional) spheres coexist. Each of them performs its functions, complementing each other.
Most people in everyday life are guided by emotional, sensory impulses, however, in a certain situation (for example, when performing their job duties) activate the rational side of their personality.
The relationship between the emotional and cognitive spheres lies in the fact that even when performing any rational actions, a person does not stop feeling, and when certain emotional impulses arise, in most cases he logically comprehends his actions and the consequences that they may entail.
About emotional-volitional mental processes in this lecture:
Structure and meaning
The value of the cognitive sphere consists in the ability to perceive, remember, process new information and apply the knowledge gained in a particular area of one's life.
That is, it is the ability to learn and to apply certain skills in practice.
The cognitive domain includes various components, such as:
Moreover, each of these components includes various types of thought processes.
Each of these cognitive functions has its own definition, function and variety.
Attention
Attention is the ability of a person to select the information he needs (to identify important information, while filtering out unnecessary ones), and focus on it.
This function is fundamental, because without attention, no new information or knowledge can be obtained, assimilated and processed.
Depending on what efforts a person needs to include and maintain attention, this function is divided into several varieties:
- Involuntary. Does not require any effort from a person. Occurs when a random object or information (for example, bright signs in stores) becomes the object of attention.
- Arbitrary. Maintaining attention requires a certain amount of effort from a person to concentrate on the chosen object and filter out all distractions (for example, when studying new topic in class).
- After-spontaneous. It is considered as a consequence of voluntary attention, which is maintained at a conscious level (for example, with a deeper study of a topic).
Attention has certain characteristics, such as:
- Stability, that is, the ability to hold attention for a long time on a particular object. In some cases, a person gets attention when he is distracted from the object for a while, but then returns to it again.
- The degree of concentration, that is, the level of focus on the object of attention.
- Volume, that is, the amount of information on which a person can simultaneously keep his attention.
- Distribution, that is, the ability of a person to pay attention to several different objects at the same time.
- Switchability, that is, the ability to quickly move from one type of activity that requires attention to another.
About what is the cognitive dissonance, you can find out from our article.
Memory
Memory is the ability to retain and accumulate information received about certain objects, their properties, and in general, about the world around us in general.
Memory is necessary for a person, because in its absence, each time it would be necessary to re-study the information received, which would make the learning process impossible.
There are the following types of memory, such as:
- Motor, in which a person remembers at a subconscious level one or another sequence of movements (for example, when performing monotonous physical work).
- Emotional. In the case when a person recalls certain emotions that arose in him in a similar situation.
- Figurative. It is associated with the memorization of specific images, sounds, smells. This type of memory is most developed among people of creative professions, for example, among artists.
- Short-term and long-term memory, when the information received is remembered for only a few seconds, or for a long period of time.
- Arbitrary and involuntary. Arbitrary memory requires efforts from a person when he needs to remember one or another important information for him. Involuntary memory occurs when information is "deposited in the head" regardless of the person's desire.
Imagination
Imagination enables people to create in their thoughts those objects that do not exist in the real world.
And with certain visualization skills, a person can hold this object in his thoughts for a long time, and use it in his imagination.
There are such varieties of imagination as:
- Active, when a person carries out any creative activity aimed at transforming the world around him. At the same time, the converter himself clearly understands the end result of his actions.
- Passive imagination, representing images that are far from everyday reality, fantastic pictures, dreams.
- Deliberate imagination, when a person, performing any actions, consciously tries to imagine their consequences.
- Unintentional. It occurs, for example, in a half-asleep state, in a dream, in a state of narcotic intoxication (hallucinations). A person is not able to control the images and thoughts that arise in his head.
How does imagination work? Psychology lesson in this video:
Examples of cognitive processes
The cognitive function is distinguished by rationality, the presence of a sequence of thoughts and actions, and their consistency.
Cognitive processes are manifested at the moment of reading.
Opening a book, a person perceives letters, words, new information, correlates it with the knowledge that he already has, connects his imagination to visualize the picture described in the book, especially when it comes to a work of art.
Writing also activates various cognitive processes. For example, when writing an essay, a person already imagines what he will write about, that is, he connects his imagination.
In addition, it is important not to be distracted from the process by any extraneous objects in order to avoid spelling, stylistic and other errors (attention is activated).
It is also necessary to remember what has already been written earlier in order to build a logically coherent and beautiful text (memory is activated).
Learning, no matter what skills or abilities you acquire, is not complete without certain cognitive processes.
So, in order to get the necessary information, you need to fully concentrate on it, without being distracted by anything else. This is where attention helps.
Memory is needed in order to remember the information received, to postpone it, to correlate it with the already existing knowledge for better understanding. Imagination allows you to visualize what it is about.
Cognitive processes are important not only for receiving and assimilating new information, they also manifest themselves in everyday life.
For example, if a girl is trying to lose weight, but sees a hamburger or a piece of cake in front of her, feels like eating them, but stops herself in time, arguing that the momentary pleasure will negate all the exhausting work of losing weight.
How is the level of development of the cognitive sphere in children determined?
A person begins to learn almost from the first days of life, cognitive (cognitive) processes develop in a child gradually, over a long time.
At the same time, it is important to ensure that the level of their development corresponds to the age group of the child. Otherwise, appropriate measures will need to be taken.
To determine the level of development of the cognitive sphere in children, various diagnostic materials are used, which are structured, depending on the age of the child.
During the diagnosis, the baby is invited to complete various tasks that correspond to his age.
After each completed (or unfulfilled) task, the child is given points from 1 to 4 (1 - misunderstanding of the task, lack of desire to achieve the goal; 2 - the baby tries to complete the task, but after an unsuccessful attempt refuses the plan; 3 - the child makes attempts to complete the task , and after several failures, he still achieves his goal; 4 - the baby immediately copes with the task).
The scores obtained after the end of the test are summed up, and their total number indicates a particular degree of cognitive development of the child.
Record of the report "Functional MRI in cognitive research in children":
The cognitive sphere is a set of mental processes that represent a logically conditioned, rational sequence of thoughts and actions.
This area is of great importance not only in learning and cognitive activity, but also in everyday life, since a person is constantly faced with new information, and he needs to be able to memorize it, and also apply it in practice.
The cognitive (rational) sphere closely interacts with the emotional (affective) one. After all, a person is a living being, reason and logic always coexist with feelings and emotional experiences.
Scientists from all over the world in different time asked questions about the nature of intelligence. One of the most important questions of this kind is what kind of person can be called smart? The answer has not yet been found. But if we got close to it, then it lies in the cognitive sphere of the personality.
The cognitive sphere of a person is a cognitive sphere that includes such cognitive processes as:
- Mnemic processes:. In particular - preservation, memorization, forgetting, reproduction. Main function their is to store information in memory.
- Perceptual processes: perception, sensation, attention. Their main function is to receive information from the internal and external environment.
- Intellectual processes: imagination, thinking, speech. Their main function is to generate information, fill gaps in information and exchange it.
Many believe that the most important processes in the cognitive sphere are memory, imagination and attention.
Memory... Playing key role in the cognitive sphere of personality, one might say - the determining one. It is the main component of intelligence and its functions are much broader than simple "remember as much as possible."
There are several types of memory. Here are some of them (by content criterion):
- Emotional memory- memory for the emotional state that occurs in all situations without exception. To some extent, it complements all other types of memory.
- Motor memory Is a memory for movement. If a person has a developed motor memory, he possesses dexterity in work, physical dexterity, learns activities that require coordination of movements.
- Verbal and logical memory- memory for thoughts, which are formed with the help of words.
- Figurative memory- memory for auditory, figurative, olfactory, gustatory and other images. Well developed by artists, architects, writers and scientists.
According to the criterion of time, there are short-term, long-term, working and intermediate memory.
It should be said that all types of memory cannot be considered separately, they are interconnected to one degree or another.
Imagination... A person can imagine something that does not exist, as well as based on a chain of interconnected thoughts. This is possible thanks to the imagination.
Imagination helps a person to imagine the final result of his work and, which is no less important, its intermediate results. In this regard, it is worth noting that, despite the fact that the imagination is considered a tool of representatives of the imaginative professions, in fact, this skill is vital for every person.
The functions of the imagination are as follows:
- management of physiological conditions;
- creation and implementation of an internal action plan;
- arbitrary regulation of cognitive processes;
- management of emotional needs states;
- activation of visual-figurative thinking.
The types of imagination are active and passive. While active, a person imagines the transformation of the world around him, plans to achieve his goal. Passive means dreams and dreams that do not come true.
Attention... This is a kind of focus of the mind, which allows you to select something specific from huge amount irritants. Sensors allow a person to absorb stimuli from the environment and thereby consciously decide what to pay attention to.
Attention is arbitrary (when we consciously direct it with the help of volitional effort) and involuntary (arises without volitional effort and is controlled by random factors).
The main properties of attention:
- Concentration (concentration) is the degree to which you can focus on some objects and ignore others.
- Resilience is how long you can focus on certain objects.
- Distribution is how much you are able to keep in mind several dissimilar objects.
- Volume is the number of objects to which you can draw your attention with equal clarity and distinctness.
- Switchability is how quickly you can switch your attention from one object to another.
It should be said that in one area or another, cognitive abilities are also developed in animals. The more developed an organism is, the more developed is their cognitive sphere.
For example, earthworms are primitive organisms because they have only sensations. Whereas the frogs eating them have a developed perception. And herons that eat frogs have not only perception, but also thinking and memory. If we talk about the smartest, then among birds, crows are considered as such. But among animals - primates.
In the human world, the situation is somewhat different. The cognitive sphere of personality is formed in everyone, but the ability specific people develop in different ways. Hence the difficulty in answering the question about intelligence and the role of the development of cognitive processes in achieving success in life.
But there are obvious conclusions. If a person has a developed cognitive sphere, he:
- It perceives incoming information better, therefore it is better oriented in what is happening.
- It processes incoming information better and faster: it throws out the irrelevant and accepts the important. This allows him to work with the right material.
- Remembers information better: this means that he quickly extracts the necessary arguments and operates with them, is able to keep in his head complex circuits and concepts.
- Does: if he knows how to weed out the wheat from the chaff, memorize complex concepts and has a good memory, then there is a chance that he will draw the right conclusion and make a competent decision.
It should also be said that cognition is not a passive process. In order to perceive and process information, you need to pay conscious attention to it and make an intellectual effort.
Cognitive diagnostics
There are many tests (including on the Internet) that, to one degree or another, promise to show the level of development of a person's cognitive sphere. Here are some famous ones.
Attention diagnostics:
- Munstenberg technique;
- "Proofreading test" method;
- Landolt's rings.
Memory Diagnostics:
- Test for memorizing ten words (ten words, selected in such a way that it was impossible to establish a connection between them).
- Wechsler's subtest.
- Associative memory test (ten pairs of homogeneous words are read out, between which semantic connections are easily established. Then the first word of each pair is read out, and the subject calls the second word).
Imagination Diagnostics:
- Toulouse-Pieron test.
- Torrance test.
- Test "Artist - Thinker".
With these tests, you can get a rough impression of each aspect of the cognitive domain.
The cognitive sphere of personality in a child
The first person to ask the question of cognitive development was Jean Piaget. He wrote a lot about the fact that a person should develop imagination, logic, perception, memory and other cognitive processes.
According to Piaget, the prerequisite for the emergence of speech in a child is the development of sensorimotor intelligence. His theory was constructivist, that is, it argued that a person can develop cognitive abilities through conscious actions in the environment. At the same time, Piaget insisted that children think differently from adults.
This is especially important for preschoolers. At this age, an intellectual foundation is laid. At the same time, the assimilation of figurative forms of cognition will help the child understand the objective laws of logic and assimilate complex concepts.
Researches in the field of the cognitive sphere of the child's personality were carried out at one time by S. L. Rubinstein, L. S. Vygotsky, A. A. Leontiev, A. M. Shakhnarovich, F. A. Sokhin. If we summarize their views, then we can deduce the following provisions:
- Speech and language are a kind of "knot" into which various lines are woven mental development: imagination, memory, thinking, emotions and more.
- The child's speech develops in the course of generalization of linguistic phenomena, his own speech activity and the perception of the speech of adults.
- The main task in teaching a language is the formation of linguistic generalizations and an elementary awareness of the phenomena of language and speech.
- In a child, it is necessary to develop three functions of speech: communicative, cognitive and regulatory.
Children, like adults, can also undergo a diagnosis of their abilities. With the help of tests, for example, the reasons for school failure and the success of intellectual development are found out. It can also be concluded that it is necessary to correct mental development.
Modern cognitive psychology borrows theories and methods from 12 main areas of research (Fig.1.1): cognitive neuroscience, perception, pattern recognition, attention, consciousness, memory, knowledge representation, imagination, language, developmental psychology, thinking and concept formation, and human intelligence and artificial intelligence. We'll look at each of these areas in subsequent chapters.
Cognitive neuroscience
It is only over the past few years that cognitive psychologists and cognitive neurologists (brain specialists) have developed a close relationship. To date, this union has produced the most impressive
results in the study of the properties of our mind. Cognitive psychologists look for neurological explanations for the data they have, and neuroscientists look to cognitive psychologists to explain the results obtained in laboratories. In this example of a confused driver and a police officer talking, every part of the cognitive process - from sensation to knowing how to drive a car - is supported by basic electrochemical processes in the brain and nervous system.
Perception
The branch of psychology directly related to the detection and interpretation of sensory stimuli is called psychology perception. From experiments on perception, we are well aware of the sensitivity human body to sensory cues and - more importantly for cognitive psychology - how these sensory cues are interpreted.
The description given to the police officer in the above street scene depends largely on his ability to "see" the essential signs of his surroundings. "V and denie ”, however, this is far from an easy matter. For the perception of sensory stimuli - in our case, they are predominantly visual - it is necessary that they have a certain value: if the driver is to perform the described maneuver, these signs should have a significant intensity. In addition, the situation itself is constantly changing. As the driver's position changes, new symptoms appear. Certain signs are of particular importance in the process of perception. Directional signs vary in color, position, shape, etc. Many images are constantly changing when driving, and in order to act according to their directions, the driver must quickly adjust their behavior.
Rice. 1.1. Major Research Areas in Cognitive Psychology
Cognitive Psychology Today
Beginning in the 1950s, the interests of scientists again focused on attention, memory, pattern recognition, images, semantic organization, language processes, thinking and even "consciousness" (the concept most avoided by dogmatists), as well as other "cognitive" topics, once recognized under the pressure of behaviorism, uninteresting for experimental psychology. As psychologists re-turned to cognitive psychology, new journals and research groups were organized, and cognitive psychology further strengthened its position, it became clear that this branch of psychology was very different from that which was in vogue in the 1930s and 1940s. x years. Among the most important factors behind this neocognitive revolution were the following:
The "failure" of behaviorism 1 ... Behaviorism, in general outline who studied external responses to stimuli, failed to explain the diversity of human behavior, for example, in the field of language (see the above analysis of a conversation between a policeman and a driver). In addition, there were topics ignored by the behaviorists that seemed to be deeply associated with human psychology. These included memory, attention, consciousness, thinking, and imagination. It was obvious that these mental processes are real components of psychology and require research. Many psychologists believed that these internal processes could be operationally defined and included in the general study of the psyche.
The emergence of communication theory. Communication theory has prompted experiments in signal detection, attention, cybernetics and information theory, that is, in areas essential to cognitive psychology.
Modern linguistics. New approaches to language and grammatical structures were included in the range of issues related to cognition.
Study of memory. Research on verbal learning and semantic organization has created a solid foundation for theories of memory, leading to the development of models of memory systems and testable models of other cognitive processes.
Computer Science and Other Technological Advances. Computer science, and especially one of its branches - artificial intelligence, forced psychologists to revise the basic postulates regarding problem solving, processing and storing information in memory, as well as processing and mastering language. New experimental equipment has greatly expanded the capabilities of researchers.
Cognitive development. Developmental psychologists have found an orderly, sequential unfolding of the way
It should be noted that behaviorism has had a significant impact on some types of psychotherapy, especially the one that has become known as "behavior modification" the same both experimental psychology and operational definitions
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According to R. Solso, modern cognitive psychology borrows theories and methods from 10 main areas of research: perception, pattern recognition, attention, memory, imagination, language functions, developmental psychology, thinking and problem solving, human intelligence and artificial intelligence.
Cognitive psychology deals with perception, attention, memory, knowledge, language, artificial intelligence. This can all be described as collecting information, storing and organizing information, and, finally, using information. In order to understand the mechanisms of collecting information, you need to understand the system of interpreting sensory signals, learn to recognize patterns. Pattern recognition is the matching of stimuli to what is in long-term storage (memory). For example, a person does not know many brands of cars, but when he sees a car, his brain unconsciously identifies that it is a car. Even if he does not know the brand, he will say with confidence that this is a car.
Perception... The branch of psychology directly related to the detection and interpretation of sensory stimuli is called the psychology of perception. From experiments on perception, we know about the sensitivity of the human body to sensory signals and, more importantly for cognitive psychology, how these sensory signals are interpreted. Experimental studies of perception have helped identify many of the elements of this process. But the study of perception alone cannot adequately explain expected actions; other cognitive systems such as pattern recognition, attention and memory are also involved.
In the study of perception, data were obtained proving that sensory sensitivity is a continuous function and there is no threshold in the proper sense of the word, because the signal detection threshold depends on many factors. Based on these materials, signal detection theory.
Pattern recognition... Environmental stimuli are not perceived as single sensory events; more often than not, they are perceived as part of a larger pattern. What we sense (see, hear, smell, or taste) is almost always part of a complex pattern of sensory stimuli. The problem of reading should be addressed. Reading is a complex volitional effort in which the reader is required to construct a meaningful image from a set of lines and curves that do not make sense in themselves. By organizing these stimuli to form letters and words, the reader can then extract meaning from his memory. This entire process, performed by billions of people every day, takes a fraction of a second, and is simply amazing when you consider how many neuroanatomical and cognitive systems are involved.
Attention... In life, people are faced with a myriad of environmental signs. Although humans are information-gathering beings, it is obvious that under normal conditions they carefully select the amount and type of information to be taken into account. The ability to process information is limited at two levels - sensory and cognitive.
Memory... As a result of research, such types of memory as short-term and long-term were first described. At the same time, in the experiments of D. Sperling, who changed the methodology of W. Neisser for the study of iconic memory, it was shown that the volume of short-term memory is practically unlimited.
*** Materials obtained in the study of memory and attention, served as a stimulus to the study of the unconscious. The unconscious contains an unconscious part of the information processing program, which is included already at the first stages of perceiving new material. The study of the content of long-term memory, as well as the selective reaction of a person during the simultaneous presentation of information in conflict (for example, one information in the right ear, and another in the left), reveals the role of unconscious processing. In this case, we are talking about the fact that from the countless amount of information received per unit of time, the cognitive system selects and brings to consciousness only those signals that are most important at the moment. The same selection occurs when translating information into long-term memory.
Imagination... Building a person's mental image, cognitive map.
Language... In interpersonal interaction, the construction of grammatically correct sentences and the selection of appropriate words from the vocabulary are carried out, the need to coordinate complex motor reactions necessary for pronouncing a message.
Developmental psychology... This is another area of cognitive psychology that has been extensively studied. Recently published theories and experiments in cognitive developmental psychology have greatly expanded the understanding of how cognitive structures develop.
Thinking and concept formation... Throughout life, people exhibit the ability to think and form concepts.
Human intelligence... It includes, but is not limited to, the ability to understand common language, follow instructions, translate verbal descriptions into actions, and behave in accordance with the laws of their culture. As a result of the research, the structural components (blocks) of intelligence were identified.
Human cognitive sphere: structure and meaning
One of the most important components of human consciousness is cognitive or cognitive processes. It is these processes that allow a person to gain knowledge about the world around him and, ultimately, successfully navigate in a constantly changing environment.
Due to the presence and proper functioning of this area, people have the ability to perceive, process and memorize information. In other words,
the cognitive sphere is a mechanism for learning and applying acquired knowledge.
It includes the following components:
- Memory.
- Imagination.
- Attention.
Memory types
Motor memory - automatic movements. She is responsible for developing useful skills that are used often enough. The purpose of this mechanism is to increase efficiency and speed up motor processes. People use motor memory to drive cars, write words, play musical instruments and even for walking.
Emotional memory
it is a memory for emotional states that arise in certain situations.
This is a very important type of memory as it complements other types of memory.
Emotions always signal how our needs are being met. Experienced and stored in memory emotions act as signals either prompting to action, or as deterring from it.
Figurative memory
This is a memory for visual, auditory, gustatory, olfactory and other images. it professional look memory, its development is determined by the conditions of activity.
Verbal and logical memory
it is a memory for thoughts, which in a person are formed by means of language - words.
Involuntary memory
is called the process of memorization, preservation and reproduction, in which there is no conscious goal of remembering or remembering anything.
Arbitrary memory
Short-term memory
it is the process of purposefully memorizing or recalling information.
Long term memory
information is accumulated as if for the future and is stored for a long time.
imagination
it is the ability to create an image of a really non-existent object, to hold it in consciousness and to manipulate it.
Types of imagination
- Active
- Passive
- unintentional
Active imagination
Imagination is characterized by activity, efficiency. Usually it is an element of creative activity aimed at transforming the environment.
Passive imagination
a person goes into the realm of fantastic, far from reality ideas in order to hide from seemingly insoluble tasks .. Passive imagination creates images that do not come true, outlines programs of behavior that are not implemented, and often cannot be realized.
Unintentional imagination
arises mainly with the weakening of the controlling role of consciousness, with temporary inactivity of a person, in a half-asleep state, in a state of passion, in a dream ( dreaming), with pathological disorders of consciousness ( hallucinations) etc.
Basic functions of imagination
- activation of visual-figurative thinking,
- management of emotional needs states,
- arbitrary regulation of cognitive processes,
- creation and implementation of an internal action plan,
- management of physiological conditions.
Kinds of attention
- Arbitrary
- Involuntary
- post-spontaneous
Basic properties attention
SUSTAINABILITY –
it is his ability to focus on certain objects for a long time. In the process of activity, there are fluctuations in attention those. recurrent deviations from the main object of attention and return to it. The oscillation frequency is approximately 5 seconds.
CONCENTRATION –
this is the degree of concentration of attention on some objects and its distraction from others (sometimes this property is called concentration of attention).
Volume –
the number of objects that are simultaneously captured by attention with the same degree of clarity and distinctness. The average attention span is 5-7 units of information.
DISTRIBUTION –
it is the ability to have in consciousness several heterogeneous objects, in parallel to perform several different types of activities.
SWITCHABLE
Is the speed of transferring attention from one object to another. It depends primarily on the significance of the object or type of activity towards which the focus of attention changes.
