§ 1. Psychological characteristics of the personality of the investigator Justice in criminal cases is carried out only by the court. But for a comprehensive, complete and objective investigation by the court of the circumstances of the case, preparatory work is required - preliminary

I. Spiritual and moral characteristics of the processes of personality formation Key provisions of Orthodox anthropology used in the manual The main, key provisions of Orthodox anthropology, on which the authors rely in this work, are: 1) presence

Yakobson Pavel Maksimovich- (1902 07/09/1979) domestic psychologist. Biography. From 1918 to 1922 he studied at Moscow University. He worked as a psychology teacher at school, at the Academy of Communist Education, the Academy of Artistic Sciences, the State Institute ... Great psychological encyclopedia

Yakobson, Pavel Maksimovich- (1902 1979) Russian psychologist. Graduated from the psychological and philosophical department of Moscow University (1922), Doctor of Psychology (1962). In 1926 he became a research fellow at the Academy of Artistic Sciences, an associate professor at the Department of Psychology... ... Who's who in Russian psychology

Jacobson surname. Famous speakers: Yakobson, Alexander Anatolyevich (b. 1959) Israeli historian, publicist and political figure. Jacobson, Anatoly Alexandrovich (1935 1978) Soviet and Israeli literary critic and writer, ... ... Wikipedia

JACOBSON- Pavel Maksimovich (1902 1979) Russian psychologist, specialist in the field of psychology of feelings and emotions, psychology of artistic creativity, motivation of human behavior. Doctor of Psychological Sciences (1962). Graduated from the psychological and philosophical department... ... Encyclopedic Dictionary of Psychology and Pedagogy

The Stalin Prize for outstanding inventions and fundamental improvements in production methods is a form of encouragement for citizens of the USSR for significant services in the technical development of Soviet industry, the development of new technologies, modernization... ... Wikipedia

- (full list) Contents 1 List of laureates 1.1 1941 1.2 1942 1.3 1943 ... Wikipedia

Contents 1 1941 2 1942 3 1943 4 1946 4.1 Awards ... Wikipedia

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru

Introduction

Conclusion

Introduction

Pavel Maksimovich Yakobson (1902-1979) is a prominent Russian psychologist, a highly educated and very erudite person, to whom the definition of “innate intellectual” is fully applicable.

In Russian and world psychological science P.M. Jacobson is known as one of the leading experts in the field of psychology of feelings and emotions, the psychology of artistic creativity. He has published over 140 scientific works. Among them are 8 monographs (“Psychology of an actor’s stage feelings”, “Psychology of feelings”, “Emotional life of a schoolchild”, “Psychological problems of motivation of human behavior”, etc.), articles in encyclopedias, scientific and popular science magazines, brochures. His main works translated into many languages former Union and the world (Hungary, Spain, Poland, France, Japan, etc.).

His high authority is evidenced, for example, by the fact that for his first book “The Process creative work inventor" (Publishing House of the All-Union Society of Inventors, 1934) wrote the preface by L.S. Vygotsky. They knew each other well, understood and appreciated each other. And therefore, it was natural for the premises to be located after the death of L.S. Vygotsky’s article “On the question of the psychology of the actor’s creativity” in the final part of the book by P.M. Yakobson “Psychology of an actor’s stage feelings” (Moscow, Goslitizdat, 1936). Everyone who was lucky enough to know P.M. Jacobson, to work with him, they speak of him with such love and cordiality that you begin to think about what qualities a person should have in order to leave such a kind and even enthusiastic memory of himself. I did not have the opportunity to communicate with P.M. often. Jacobson, so I talked a lot with those who knew and loved him well and who helped to at least to some extent recreate the image of this amazing, creative, wonderful person.

At the age of sixteen he entered the Psychological and Philosophical Department of the Faculty of History and Philology of Moscow state university, which he successfully graduated in 1922. The training program was surprisingly varied and rich. Among those studied educational subjects, in addition to philosophy (introduction to philosophy, history of ancient, medieval, modern and contemporary philosophy), psychology (main course, criminal psychology, individual psychology, ethnic psychology, experimental psychology, labor psychology, etc.), logic, there were the following: history of Greece, history of Russia of the 19th century, modern Russian literature, Greek and French languages, Western literature of the Enlightenment, history of aesthetic teachings, etc. His graduation work was called: “On the Possibility of Transcendental Realism.”

According to the testimony of his wife Olga Stepanovna Larionova, P.M. Jacobson was one of the favorite students of Gustav Gustavovich Shpet, a famous philosopher, teacher at Moscow University, vice-president Russian Academy artistic sciences. Shpet was engaged in literary and philosophical work, translations of Hegel’s Phenomenology of Spirit. As noted in the Philosophical Encyclopedia, “Shpet in his philosophical research strives not to go beyond the limits of the actual methodological problems, beyond the circle of ideas of German transcendentalism. Shpet is an opponent of positive philosophy of constructions, that is, metaphysics, he advocates the strict scientific nature of philosophy” (Philosophical Encyclopedia, M., 1970. Vol. 5. P. 519.).

His daughter from his first marriage, Marina Pavlovna Yakobson, recalls two jokes that her father told her about and which were current among them: “There is no God except Husserl, and Shpet is his prophet” and “There is no God except Shpet, and Yakobson is his prophet "

P.M. Jacobson spoke several foreign languages ​​and translated simultaneously from German. During his studies, he worked as a correspondent for the All-Russian Central Executive Committee (Tsentropechat) Agency, attended the Aerial Photography School, and taught psychology at the school.

After graduating from the university P.M. Jacobson changed several places of work: Academy of Communist Education named after. N.K. Krupskaya, State Academy artistic sciences (theater section), etc. At the same time P.M. Jacobson taught psychology in various educational institutions, for example, such famous ones as State Institute cinematography and pedagogical department Choreographic School of the Bolshoi Theater.

From 1938 to 1941 P.M. Jacobson worked at GITIS as head. graduate student and teacher of psychology.

In 1935 P.M. Yakobson was awarded the Higher Attestation Commission of the People's Commissariat for Education academic degree candidate pedagogical sciences(in psychology) without defending a dissertation.

In July 1941 P.M. Yakobson joined the 8th Krasnopresnenskaya Division as a militia volunteer. At the beginning of October 1941, he was surrounded, wounded and left in the care of the Kobelevo state farm in the Smolensk region. Wounded P.M. Jacobson is caught in a raid and sent to a transit camp.

According to his daughter Marina Pavlovna, he spent 9 days in captivity (on December 19, 1941, he and three of his comrades escaped). In the afternoon they left the camp gates, ostensibly to go to work. Four of us carried the log. They were not stopped because before that they had prudently exchanged a hat with ear flaps for the saved rations of bread, which in this camp was a symbol of belonging to a certain “caste” - people who served the Germans and had the right to take prisoners to work. After the escape of P.M. Jacobson spent about two months in the testing camp.

His wife, O.S. Larionov, talks about such a dramatic episode from military life. Pavel Maksimovich and a group of his comrades were led to execution. In the chain of those condemned he was the second to last, and when the procession entered the forest, he said to his comrade, who was going last: “Stop.” Taking advantage of the approaching twilight, they managed to crawl into the thickets and hide from their pursuers. After a long illness, he was sent to Podolsk, where he received further treatment in a hospital. Only in May 1942 P.M. Jacobson returned to Moscow, where he began working as a consultant in the scientific and creative department of the WTO and at the same time began working as an assistant professor at the Faculty of Philosophy of Moscow State University (until 1950).

Simultaneously with teaching, he conducts extensive research work in the field of psychology of artistic creativity. Published in 1936 by P.M. Yakobson’s monograph “The Psychology of an Actor’s Stage Feelings” has not lost its relevance to this day in the field of scientific and psychological analysis of the emotional sphere and experiences of an actor in the process of his stage activity.

From April 1944 until his death, his life was connected with the Psychological Institute of the Russian Academy of Education (at that time it was called the Institute of General and Pedagogical Psychology of the APN).

In 1962, at the Faculty of Philosophy of Leningrad University P.M. Jacobson defended his doctoral dissertation for the degree of Doctor of Pedagogical Sciences (in psychology).

His scientific and creative life wasn't smooth. Despite the enormous authority of the scientist, despite the fact that his books were translated in many countries of the world, he was repeatedly denied the right to travel abroad and was not allowed to work under certain conditions. scientific topic etc. His wife notes that in all difficult situations, the employees of the Psychological Institute and, first of all, its director A.A. behaved surprisingly nobly and responsibly. Smirnov, who valued him very much and did everything possible and impossible to create normal conditions for work at the institute. Pavel Maksimovich, being a true intellectual, completely did not know how to “stand up for himself”, could not defend himself in unworthy ways.

There was such a dramatic episode in his life. One day in February 1953, he was summoned to the directorate, where he was told that, despite all efforts, he was forced to be fired. This was shortly before the death of I. Stalin. After March 5, 1953, P.M. Jacobson was left alone. The difficulties that he had to experience as a scientist can be judged from some documents preserved in his personal file.

Here are some fragments from the characteristics given by P.M. Yakobson on various occasions with the institute’s “triangle”: “In 1949 P.M. Jacobson was supposed to write one chapter of the monograph “Psychology of Actor Creativity”, dedicated to the problem of using a professional image of a role. The chapter was provided on time. Despite the use of very valuable, specially collected material in the chapter, Comrade. Jacobson failed to achieve evidence of conclusions and formulation of major psychological problems. The work is a systematization of interesting statements by leading Soviet actors, but these statements are taken outside of a specific life context. Nevertheless, the questions that arise when reading the work are of undoubted value both for psychology and for acting practice. P.M. Jacobson had yet to restructure his work methods very little, despite the laboratory's insistence and repeated criticism of his products at laboratory meetings. Although he considers his work on this topic as the preparation of a doctoral dissertation, the clear contours of the final step are not yet visible.”

1.Feelings and theirs character traits. Main types of feelings

P.M. Jacobson turned to an area of ​​psychology that is not only little-studied, but also not taken seriously by many scientists. He wrote: “Psychological problems related to the area of ​​feelings and emotions that arose in the psychology of the last quarter of the 19th century received their continuation and modification in various studies in the 20th century. True, these studies are few in comparison with studies of other areas of the psyche.

It is no coincidence that such a famous psychologist as N.N. Lange, called the problem of feelings the “Cinderella” of psychology. “Feeling,” he wrote, “occupies the place of Cendrillona in psychology, unloved, persecuted and forever robbed in favor of her older sisters - “mind” and “will.” He usually has to huddle in the outskirts of psychological science, while the will, and especially the mind (cognition), occupy all the front rooms. If you collect everything Scientific research about feelings, then the list will be so poor that it will be far surpassed by the literature of any issue in the field cognitive processes, even very small ones, such as, for example, the question of differential sensitivity to shades of brightness or the effect of fatigue on the spatial sensation of the skin.”

The concept of “feeling,” wrote P. M. Jacobson, covers a very vast and diverse area of ​​human mental life. We are talking about the feeling of ardent Soviet patriotism characteristic to the Soviet people, who love their socialist Motherland, about the feeling of love of a mother for her child, about the feeling of joy from doing difficult and necessary work for society, about the feeling of comradely closeness to people with whom you jointly achieve labor success, about the feeling of hatred for the enemies of peace and progress. The sphere of feelings includes numerous states, experiences, and impulses. This is joy, and excitement, and devotion, and respect, and grief, and delight, and admiration, etc.

“Man lives and acts in reality. He gets to know the world around him, nature, people, their social relationships. In the process of activity, work, communication with other people - in a word, in the process of his life - he develops certain relationships with society as a whole, with human groups, with individuals. The real world in all its diversity is reflected in the consciousness of an individual person.

But a person does not passively, does not automatically reflect the reality around him. Actively influencing the external environment and cognizing it, a person at the same time subjectively experiences his attitude towards objects and phenomena of the real world. This attitude is expressed in him in various interests, aspirations, assessments, various feelings - pleasure, joy, grief, etc.

Consequently, the appearance of feelings has its source in the real world that exists independently of a person, with which a person enters into diverse connections and relationships. Feelings and emotional life are a unique form of reflection of reality, in which a person’s subjective relationship to the world is expressed. In the process of interaction with environment a person may experience various kinds of responses to the received influences. Many of these reactions are emotionally colored, have a stable, repetitive nature and therefore develop into persistent forms of emotional attitude towards reality, occupying great place in a person’s life that have a certain influence on his actions.

Noting the tradition in psychology of a fragmentary study of individual manifestations of a person’s emotional life, P.M. In his book, Jacobson tried to approach a holistic, comprehensive study of it, considering the relationship between the entire mental life of an individual and the sphere of his feelings. The feelings themselves are considered by the author as a unique form of reflection of reality, which expresses a person’s attitude to the world, to himself in this world. The emotional sphere acts as a kind of regulator of a person’s relationship with the environment in a broad sense.”

A special place in the book is given to a discussion of the problem of ways to influence the emotional sphere of a person in order to educate feelings. Is it possible to educate feelings in principle? P.M. Jacobson believes this is not just possible, but necessary, and tries to outline some directions for such work in his book, recognizing its unusual complexity. “The problem of educating feelings,” notes P.M. Jacobson, is the problem of changing, in a certain sense of the word, a person’s personality, its relationship to things, life attitudes, the subjective world” (p. 340). And further, “Education of feelings is not just an accumulation of feelings, but it is, in essence, the formation of new feelings and a change, to one degree or another, in a person’s existing feelings.”

P.M. Jacobson believes that, despite the unintentional, involuntary nature of the emergence of feelings, the impossibility of setting oneself the goal of experiencing a particular feeling, there are indirect ways of influencing this area of ​​the personality. “A person must be “led” to feelings that he does not yet have through the correct influence... This means that a psychological situation must appear that makes it possible for a person to have an emotional attitude towards a certain range of phenomena, and this resulting emotional attitude will be it experienced." P.M. Jacobson gives a list of those life situations that can cause new feelings:

“1) experience appears as a result of direct and indirect perception, as well as awareness of the behavior of other people,

2) the experience arises on the basis of an interest affected by facts public life and relationships between people,

3) the experience arises as a result of “empathy” for the feelings of another person depicted in art (literature, theater, cinema, painting, sculpture, music),

4) the experience of a new feeling arises as a result of a person performing an act that, by its nature, contradicts some feelings inherent in him (such as fear, uncertainty, irritation, etc.),

5) a new experience appears as a result of direct

influence of the collective (school, family, Komsomol, production team, etc.).

In this case, one can encounter two different features of the appearance of experience:

a) it arises as a simple addition to a person’s existing experience,

b) it arises as a result of a conflict between a person’s previous assessments and life attitudes with new assessments, with a new attitude; it arises as a result of the struggle between high feelings and low ones.” All these provisions are illustrated with examples from life and literature with detailed psychological analysis.

A person’s feelings are diverse, as his relationships with reality are diverse.

The diversity of feelings is also explained by the fact that feelings that are similar in nature differ from each other in the degree of intensity of the experience and shades emotional coloring. Let us remember the statement of I.P. Pavlova: “One must think that the nervous processes of the hemispheres, when installing and supporting a dynamic stereotype, are what are usually called feelings, in their basic categories of positive and negative and in their huge gradation of intensities.” This gradation of intensities further increases the variety of feelings. It is enough to imagine the gradation of intensities in the experience of, say, fear - from mild, slightly disturbing fear, through its increase, right up to horror - to understand that the intensity of the experience of a feeling makes it special, unique. Thus, each such experience acquires an individualized character.

The variety of feelings leads to persistent attempts to systematize and classify them. It is worth mentioning the frequently repeated attempts to classify feelings in terms of emotional tone and intensity of experience, as well as by the nature of a person’s relationship to the object of feeling. This is how they talk about light joy, stormy joy, indignation, hatred, grief, sadness, shame, admiration, sympathy, love, etc. Such a classification makes it possible to make some systematization of human feelings. However, it is fundamentally incomplete. It contains a distraction from specific content, which is very great importance to describe feelings. For example, the joy in connection with the victory of your favorite football team is very different from the joy of meeting an acquaintance, from the joy that comes from listening to piece of music. Or, for example, anxiety about the fate of the hero of a novel or film, the anxiety that arises when riding a boat when you have risen strong wind, anxiety associated with what people might think when we do something, etc. The abstraction from the specific content of feelings, available in this kind of classification, led to classifications that take into account the content side of feelings.

The style of the book is unique, in which a deep psychological analysis of some works of literature and art is carried out, and surprisingly interesting “self-reports” of leading Russian theater actors about the feelings they experience on stage are given. The characteristics of the experience of feelings among actors and representatives of other creative professions are compared (in particular, along the line of voluntariness versus involuntariness of the emergence of feelings). The book is illustrated with a series of photographs depicting various expressions of feeling. As such, photographs of actors, children, and reproductions of paintings are included.

2. Emotional sphere in the personality structure: preschool, adolescence, adolescence

The second book, an excerpt from which is published, is called by the author a psychological essay, “The Emotional Life of a Schoolchild,” published in 1966. In the preface to it P.M. Jacobson notes that educating the emotional sphere of the individual is a much more complex task than teaching knowledge and skills. Meanwhile, her moral and moral qualities, feelings and motives, emotions and experiences determine the spiritual life of the individual as a whole, largely determine its direction, choice of life goals, methods of their implementation, etc. “The process of moral education of a child,” notes P.M. Jacobson, precisely assumes that as a result of upbringing, first of all, the motives of his actions and deeds will change. The student will have impulses of a moral nature, and they will become the driving forces of his behavior. Then we will be able to say that education affected not only the intellectual sphere of the student, but also had an impact on the entire inner world, on the entire sphere of his feelings and motives.”

We cannot lose sight of this essential point: it is not just the emotional sphere that is being brought up, but the feelings inherent in a real personality are being brought up. We can exercise a person’s memory in isolation, but we cannot in isolation influence the emotional sphere outside the individual.

And as new personality qualities are formed, the emotional sphere acquires new features, and the process of changing feelings is certainly associated with changes in the personality itself.

The connection between the emotional sphere and personality: with its orientation, with its beliefs, ideals, and demands is especially close and deep. This connection is not similar to the relationship between the personality and the intellectual sphere. Personality expresses itself differently different types mental processes. Of course, in the peculiarities of the thought process, in the uniqueness of a person’s thinking, personality traits are to some extent revealed. However, in how a person feels, what experiences he experiences, in what is the motive for these experiences, he manifests himself as a person much more clearly than when he thinks.

All feelings experienced by a person are experienced by him as his property. Precisely because the connection between a person and his emotional states can turn out to be especially organic, it turns out that feeling in a number of cases determines a person’s attitude towards certain phenomena of life.

For example, a teenager who experiences a fairly persistent and strong feeling of negativism (due to the characteristics of the relationships that have developed in the family) in relation to the instructions of his parents experiences a state of irritation and internal resistance even when his parents give him very reasonable advice.

When a teenager (young man) due to some circumstances has developed antipathy towards a teacher or educator, he very poorly assimilates the statements of those around him, which show the unfoundedness of his emotional attitude.

For correct construction educational process, as noted by P.M. Jacobson, an adult needs to have a good idea of ​​what constitutes the content of a schoolchild’s emotional sphere, how students of different ages react to the attitude of parents, teachers and peers, what responses encouragement or a sharp remark, praise or blame evoke in children. You should also have a good understanding of the dynamics of development of the emotional sphere in terms of age. “Since the emotional sphere of a child changes over the years of his growth (some meaningful feelings are replaced by others, new types of emotional states appear that were not previously present, objects and actions that previously aroused intense interest now no longer arouse it, but new objects and actions appear that attract attention, etc., then she can become an indirect indicator of the formation of his personality.”

One of the most important tasks of this book by P.M. Jacobson believed in providing assistance to teachers and parents in the moral education of children.

The book presents basic concepts relating to the emotional sphere of a person and its role in the structure of personality. The features and qualitative uniqueness of the emotional sphere of children in the dynamics from infancy to adolescence are described in detail. It is shown that with age, under the influence of educational influences, a restructuring of this sphere occurs, which is expressed in an increase in the proportion of the emotional sphere in his inner life, enrichment of its content due to the emergence of new emotions, an increase in the adequacy of moral experiences, which at the same time become deeper, and experiences are increasingly turning into a rush of action, and arbitrariness in regulating one’s emotional states increases.

Some specific areas of the student’s emotional relationships, the most significant for him at different periods of his life (attitude towards parents, towards school, towards his future, individual phenomena of life), were subjected to special analysis. Individual differences in emotional life, determined by the type of higher nervous activity.

The book ends with an analysis of the ways of educational influence on the emotional sphere of children of different ages.

An analysis of changes in the emotional life of students by age will allow us to see those trends in the development of the student’s emotional sphere that are characteristic of its most significant aspects. In this regard, the specific characteristics of the emotional life of schoolchildren of different ages should familiarize the educator with what is most characteristic of a primary school student, teenager, etc. At the same time, an analysis of the characteristic features of emotional life characteristic of each specific period of a student’s life development reveals a picture of the shifts inherent in the emotional sphere of a student over all the years of his education.

When characterizing emotional life by age, the following aspects were touched upon: features of emotional behavior characteristic of one or another age; the role of feelings in motivating behavior characteristic of a particular age; the way of expressing feelings and the level of their understanding and awareness.

Of significant interest is also the question of what place social and asocial feelings occupy in the emotional sphere of a schoolchild as a whole. Finally, very clearly the features of emotional life inherent in one or another age stage are expressed in what can be figuratively called the inner life of a schoolchild: what frightens him, causes an increased emotional state of mind, what excites him, causes him joy, disgust; what place in his emotional life occupies the connection with people around him in various types of activities, as well as the process of communication with them.

Taking into account all these aspects of the child’s emotional life, one can see how feelings have changed at one or another age stage. At the same time, one cannot ignore the influence of biological development on the emotional life of a child. General development the child’s higher nervous activity influences the nature of his perception, better differentiation and assessment of the influences he receives; It also affects better control of one’s motor skills and organization of behavior, including emotional behavior. However, this is expressed not so much in changes in the child’s moods and experiences, but in his general emotional well-being.

It's a different matter when it comes to influencing the emotional world. physiological changes in their specific form, namely about the changes that occur in his body during puberty and after its completion. Both the period of puberty and the period of onset of puberty bring a lot of new things into the life of a schoolchild. Naturally, we cannot ignore this point when characterizing the emotional life of a schoolchild in adolescence and adolescence.

The emotional life of a baby is focused primarily around what is associated with the satisfaction (dissatisfaction) of his vital needs - for nutrition, sleep, in a comfortable position (so as not to rub or irritate the skin), in movements (to be temporarily unswaddled), in warmer, etc. Depending on the satisfaction (or dissatisfaction) of needs, the baby experiences pleasure, anxiety, and dissatisfaction, expressed in crying, screaming, body tension, and erratic movements.

In the process of meeting the child's needs, adults communicate with him all the time. They address him with words, and in these words there is affection, tenderness, reproach, strict intonations, and dissatisfaction. Those around them also reveal their attitude towards the baby in their facial expression - smiling or stern. They take care of the baby - feed him, change him, bathe him, put him to bed.

Based on constant communication with others, the baby develops emotional reactions to people. A “revival complex” appears at the sight of them, at the sounds of speech, at actions with them. The nature of communication with people becomes the basis for changes in the infant’s emotional states - the appearance of pleasure, fear, anger, anxiety.

The mental life of a three-year-old child becomes more complex. His social connections with others become wider and more diverse, speech has developed in quite diverse forms - a powerful means of communication, expression of one’s needs, interests, emotional attitude to this or that phenomenon, event of the surrounding life.

U younger preschooler(a child of 4-5 years old) quite diverse systems of relationships arise with the surrounding people and objects around him. The usual routine of life - they fed him at a certain time, put him to bed, took him for a walk, washed him, gave him various objects, sang to him, told him fairy tales - takes on a different character for him. Now, individual moments of the life routine, if the baby does not comply with them, appear for him in the form of distinct verbal demands from adults for his behavior, in the form of verbal encouragement or punishment, the meaning of which he is better aware of than before.

Jr school age covers the period of a child’s life from 7-8 to 11-12 years. These are the years of a child's education primary school. At this time there is intense biological development child's body. The shifts that occur during this period are changes in the central nervous system, in the development of the skeletal and muscular systems, as well as in activity internal organs.

All these shifts lead to the fact that the child’s motor skills change significantly, his movements become more accurate, and the younger schoolchild is able to carry out actions that are inaccessible to a preschooler.

Significant changes occur in the muscles of children - muscle strength quickly increases, they become more elastic. Intensive physical development causes the child to need to move. The younger student is very mobile and active. He does not walk, but jumps up, jumps where possible, runs a race, etc.

During the years of adolescence (11-12-15 years), no less striking changes occur in the external appearance, in the physiological functioning of the body, in the inner world of the child than the changes that occur with the child during the first year of life. Therefore, some authors say that over these years, not evolution, but a developmental revolution occurs in a child’s life.

Adolescence is usually called a transitional age (from a child to a youth), more often a difficult age (for parents and teachers), and sometimes a critical age. Both the other and the third names emphasize the essential features inherent in this age.

Under the influence of puberty, dramatic changes occur in the structure and functioning of a teenager’s body. This concerns height, weight, bone structure (development of the pelvic bones in girls), physiological functions of internal organs, changes in higher nervous activity, behavioral traits and characteristics of the adolescent’s psyche itself.

We are facing an age that is characterized by a sharp rise in vitality, and at the same time it is an age of disturbed balance. The relatively stable equilibrium that had developed in the previous period of development turned out to be disrupted by the appearance of organic life a teenager such an important factor as puberty.

The teenager has an acute feeling that a lot of new things are being revealed to him in life, in relationships between people, in himself. And therefore, if, on the one hand, isolation and a desire for loneliness may arise, then, on the other hand, a thirst for communication is born, a desire to be understood, to be frank with a person to whom one could reveal one’s whole self. Hence the desire for friendship, the desire to have a friend.

We have seen age-related stages of change in a person’s emotional life, starting from his preschool childhood and ending with the years of his youth. They give a fairly clear idea of ​​what characterizes the emotional life of a student, what influences changes in his feelings and how they manifest themselves. However, for a better impact on the emotional sphere of a student, it is important to find out what his emotional attitude is towards significant phenomena in life: to family, school, teaching, teacher, etc. And then it is no less important to determine what kind of evolution the most significant feelings for the development of personality undergo during the same period of his growth: moral, aesthetic, practical. Along with this, it is important to find out what points determine individual differences in the emotional sphere; this will help to find the necessary grounds for an individual approach to children.

3. Problems of human motivation: theories and concepts

feeling motivation emotional

The author's next book is “Psychological problems of motivation of human behavior” (Moscow, “Prosveshchenie”, 1969). It seems that the writing of this book was natural for a scientist who had been studying the problems of creativity for many years, since motivation occupies one of the main places in this process. We know a lot of examples where high motivation allowed people to achieve unprecedented heights in creativity, even when the results of their activities were not supported by recognition from their contemporaries.

This publication presents the main theories of motivation, provides a detailed overview of methods for studying it, touches on the issues of studying motivation in physiological research, and analyzes the problems of motivating behavior in the process of educational and work activities.

For many psychologists, this book has become a kind of encyclopedia on problems of motivation. The author himself saw the relevance of such a book in the fact that this problem was at that time one of the least developed, especially in Russian psychology. Despite the large volume of publications on motivation issues abroad, no theory of motivation was developed, and the understanding of its essence was largely determined by the researcher’s affiliation with one or another scientific psychological school. The content of the concept, according to P.M. Yakobson, “on the one hand, it is unreasonably expanded..., and on the other hand, it is subsumed under it that are different in nature psychic phenomena". Noting the lack of publications in Russian psychology that would cover the entire range of issues related to the genesis, structure, and functioning of motivational processes, P.M. Jacobson has a specific goal in his book. He writes in the preface: “Taking into account the lack of clarity of concepts associated with the phenomenon of motivation of behavior, the abundance in foreign psychological literature of various points of view when interpreting motivation, we provide in this book, first of all, a review and systematization of the material that various authors attribute to the field motivation, and explain why this material relates specifically to this area.”

Most human actions have a purposeful nature. These can be the following actions: a person changes his job, profession, starts or quits studying, leaves his family, commits an offense, etc. And when faced with the task of understanding and explaining this act (“why does he do this?”), the question inevitably arises: what were the reasons for this, what was his motivation, what motives arose in him, in other words, what was the motive (or motives) of the act.

We can say that a person performs this or that action because he has set himself some more general or more specific goal: to change his lifestyle, achieve success in some area, overcome his own shortcomings, secure a good income etc. However, not every goal that may arise before a person becomes what forces him to take an action. Various goals appear before a person’s mind’s eye, quite attractive and tempting, but not every one of them becomes a real goal for him.

Only some of the goals in this moment acquires an attractive force for a person, becomes something that for a certain period of life organizes his mental life, his thoughts, directs his thoughts, etc. This happens because in this case a sufficiently strong internal foundation appears in the person himself to strive for action; a sufficiently strong impulse arises, which leads him to action.

Thus, the motive becomes a component in that chain of successive mental acts that culminate in a specific action.

When we talk about the sequence of mental acts and processes leading to action, we mean not just their totality, but a well-known system of their organization. The emerging system accordingly not only directs our specific perception (what we notice in these conditions, what we pay attention to, what we specifically highlight), creates a channel for the course of our considerations and reflections (how this can be accomplished, what are the most accessible ways and means and etc.).

P.M. Jacobson shares the concepts of motive for action (action) as a one-act event, determined by the situation, specific conditions, and motivation of behavior as longer-term and characterizing the personality as a whole (system of values, interests, priorities, etc.).

“The term “motivation of behavior,” writes P.M. Jacobson, is used sometimes in a narrower, sometimes in a broader sense of the word. In the narrow sense of the word, it is the motivation of specific forms of human behavior. In the broadest sense of the word, the motivation of behavior means the totality of those psychological moments that determine human behavior as a whole.”

The book has not only theoretical, but also important practical significance, since it analyzes the real motives that motivate educational and work activities. Knowledge of the true motives of an activity not only helps to understand the reasons and sources of its success or failure, but is also the basis for correctional work on the formation of adequate motivation.

Despite the fact that over the years since the book was written, significant changes have occurred in the education system in our country, nevertheless, many aspects of learning motivation touched upon by P.M. Jacobson, still remain relevant. The book identifies and discusses the three most common types of learning motivation. Firstly, “negative” motivation, which is caused by the awareness of certain inconveniences and troubles that may arise when refusing educational activities. This could be reprimands and reproaches from parents, awareness of one’s unequal position among more literate peers, unpleasant experiences caused by the negative attitude of others, etc. Such motivation cannot lead to successful mastery of an activity, it has a destructive effect on the individual, and special work is required to restructure such motivation.

Secondly, “positive” motivation, but, as in the first case, lying outside the educational activity itself. This is a motivation related to the civic and moral motives of the student. At the same time, motivation can be determined by both broad social and narrow personal motives (the desire for personal well-being). The first subtype allows you to achieve greater efficiency in your activities.

And finally, the most optimal option for the development of learning motivation is when it is stimulated by internal motives inherent in the activity itself, that is, high cognitive activity. “These three forms of motivation,” notes P.M. Jacobson, of course, never perform in their pure form. In fact, the motives for teaching are always more complex.” Moreover, the motivational sphere of a person is quite dynamic; under the influence of various circumstances, both the attenuation of some motives and the emergence of new ones can occur. External motives can become internal, inherent in the activity itself, and vice versa.

The book analyzes in no less detail the problem of motivation for work activity, which depends both on the characteristics of the activity itself (content, material and moral incentives), prestige and public recognition, as well as on a person’s understanding of his social duty, vocation, assessment of his abilities, etc. . The author emphasizes that “both in the choice of appropriate work activity and in the nature of its implementation, a complex of motives is reflected - the future perspective also plays a role here (the well-being of oneself and loved ones, and social recognition associated with the activity (a profession that commands respect) and civic motives."

Speaking about the prospects for studying the motivation of human behavior, P.M. Jacobson refers to the concept of “social attitudes” (in foreign psychology - “attitude”), considered as a motivating factor in behavior. “The social attitudes of a person associated with his attitude to various aspects of social reality - to the principles of public morality, to art, to his future, to the relationships of people in their social connections, to various types collectives, ethnic and cultural groups, etc., is the result of a complex process of development and personality formation.” At the same time, according to the author, when studying the motivation of human behavior, the conscious side of the individual should be given more attention than the unconscious principles of his behavior. In this regard, special attention should be paid to the study of personality orientation. Thus, the author concludes the analysis of the problem of motivation, “to know a person, it is not enough to know only the actions and actions of the individual in the process of communication between people, but it is also necessary to know how these actions and actions are justified, with what motivation they are carried out.”

The monograph pays attention to the basic theories and concepts of behavioral motivation, presented in different schools of foreign scientists and the methods they use. In our opinion, conducted by P.M. Jacobson's analysis of foreign theories of motivation that have developed within the framework of the main psychological schools, has not lost any of its relevance, despite the fact that he carried out his work under the influence of the ideological attitudes that existed at that time. Excellent knowledge foreign languages and high professionalism allowed P.M. Yakobson to conduct unique theoretical and methodological work, which is of great interest to everyone involved in personality problems.

Conclusion

Yakobson P.M., Doctor of Psychological Sciences. Having a good command of the method of psychological interpretation of statements and being a keen observer, he creates a number of works that reveal the psychological mechanisms of creativity. The results of these studies are presented by him in two books, published successively in 1934 and 1936. - “The creative work process of an inventor” and “The psychology of an actor’s stage feelings.” In the 50s he began researching the problem of the psychology of feelings. The monograph “Psychology of Feelings” (Moscow, 1956) went through two editions. As a result of meaningful creative activity, it was possible to create a number of more works, “The Study of Feelings in Children and Adolescents” (1961), “The Emotional Life of a Schoolchild” (1966). Earlier, another monograph of the scientist, “Psychology of Artistic Perception” (1964), was published. The monograph “Psychological Problems of Studying the Motivation of Human Behavior” (1969), like Ya’s other works, was translated and published in France, Japan, Hungary, Poland, Latin America. The monograph “Personality and the socio-psychological mechanisms of its formation” has been prepared for publication.

The book “Psychology of Feelings” was first published in 1956. In 1958, its second edition was published, and in 1961, the second part of the book “Study of Feelings in Children and Adolescents” was published. The book “Psychology of Feelings” turned out to be surprisingly popular. It was published in Japan (1957), in Spain (1959) and went through three editions in Hungary (1960,1962,1964).

The book “Psychology of Feelings” includes a theoretical and empirical study of one of the most important areas of human life. The book consistently analyzes the problems of the emergence of awareness of feelings, methods of their expression, their types (moral, aesthetic, intellectual, practical), developmental features and changes in the process of age-related human development. A special place is occupied by the issues of education and self-education of feelings, physiological basis and the prerequisites for their development.

P.M. Jacobson, considering the problem of human feelings and emotions, comes to the conclusion that “to early XIX century, the emotional life of a person received its scientific name, feelings were placed next to the mind and will and later became the object of independent psychological consideration...”

In the second book, “The Emotional Life of a Schoolchild,” published in 1966, P.M. Jacobson rightly notes that educating the emotional sphere of the individual is a much more complex task than teaching knowledge and skills. Meanwhile, her moral and moral qualities, feelings and motives, emotions and experiences determine the spiritual life of the individual as a whole, largely determine its direction, choice of life goals, methods of their implementation, etc.

“The process of moral education of a child,” notes P.M. Jacobson, precisely assumes that as a result of upbringing, first of all, the motives of his actions and deeds will change. The student will have impulses of a moral nature, and they will become the driving forces of his behavior. Then we will be able to say that education affected not only the intellectual sphere of the student, but also had an impact on the entire inner world, on the entire sphere of his feelings and motives.”

The author's next book is “Psychological problems of motivation of human behavior” (Moscow, “Prosveshchenie”, 1969). It seems that the writing of this book was natural for a scientist who had been studying the problems of creativity for many years, since motivation occupies one of the main places in this process. The author confirmed that high motivation allowed people to achieve unprecedented heights in creativity, even when the results of their activities were not supported by recognition from their contemporaries.

Posted on Allbest.ru

Similar documents

The concept of emotions and feelings. Physiological mechanisms emotions and feelings. Expression of emotions and feelings. Functions of feelings and emotions. Forms of experiencing emotions and feelings. Basic classifications of emotions.

abstract, added 09/12/2006


Basic emotional processes and their management. Types of feelings. Emotions as a special class of subjective psychological states. The process of impulsive regulation of behavior. Feelings as a product of human emotional development.

test, added 08/03/2007


Classification of types of emotions and feelings, characteristics of their functions. The variety of emotional states and the mechanism for controlling them. The main provisions of the Peipetz structural theory of emotions, the James-Lange somatic theory, and the need-information theory.

course work, added 09/29/2013


Functions of feelings - a person’s experienced internal relationships to what is happening in his life, what he knows or does. Types of higher feelings. Characteristics of the concepts “mood”, “affect”, “passion”. Image of the mouth in different emotional states.

presentation, added 04/06/2015


Signaling, regulating functions of the senses. Features of feelings as a form of direct knowledge. Types of manifestations of pathology of feelings. Psychic experiences, associated with the activity of peripheral perceptive apparatuses, as the root of emotional life.

test, added 04/17/2011


Definition of emotions and feelings. Basic functions and qualities of feelings and emotions. Facial expression of emotions. Pantomime, expression of emotions with voice. Emotional states. Affective state and affect. Stress. The meaning of emotions and feelings.

abstract, added 03/14/2004


The phenomenon of a person’s sense of humor and its consideration in various philosophical teachings. An empirical study of the role of a person’s sense of humor in business communication. Improving the psychological climate of the team and preventing conflict situations.

thesis, added 07/20/2015


Basic types and functions of emotions and feelings. A person’s attitude to individual qualities and properties of surrounding objects. Objective and subjective reality. Subjective reactions of humans and animals to the influence of internal and external stimuli.

abstract, added 02/24/2012


Foreign concepts of the psychology of motivation. The approach of domestic scientists. Experimental methods detection. Diagnosis of educational motivation of adolescent students. Activity-passivity ratio. Diagnosis of the gaming orientation of the individual.

test, added 04/16/2014


Emotions as a mechanism for regulating personal behavior. Types of emotions: affects, passions, emotions, moods, feelings and stress. The emotional sphere of personality of junior schoolchildren as an object of research in psychology. Age-related characteristics of the emotional-volitional sphere.

To narrow down the search results, you can refine your query by specifying the fields to search for. The list of fields is presented above. For example:

You can search in several fields at the same time:

Logical operators

The default operator is AND.
Operator AND means that the document must match all elements in the group:

research development

Operator OR means that the document must match one of the values ​​in the group:

study OR development

Operator NOT excludes documents containing this element:

study NOT development

Search type

When writing a query, you can specify the method in which the phrase will be searched. Four methods are supported: search taking into account morphology, without morphology, prefix search, phrase search.
By default, the search is performed taking into account morphology.
To search without morphology, just put a “dollar” sign in front of the words in the phrase:

$ study $ development

To search for a prefix, you need to put an asterisk after the query:

study *

To search for a phrase, you need to enclose the query in double quotes:

" research and development "

Search by synonyms

To include synonyms of a word in the search results, you need to put a hash " # " before a word or before an expression in parentheses.
When applied to one word, up to three synonyms will be found for it.
When applied to a parenthetical expression, a synonym will be added to each word if one is found.
Not compatible with morphology-free search, prefix search, or phrase search.

# study

Grouping

In order to group search phrases you need to use brackets. This allows you to control the Boolean logic of the request.
For example, you need to make a request: find documents whose author is Ivanov or Petrov, and the title contains the words research or development:

Approximate word search

For approximate search you need to put a tilde " ~ " at the end of a word from a phrase. For example:

bromine ~

When searching, words such as "bromine", "rum", "industrial", etc. will be found.
You can additionally specify the maximum number of possible edits: 0, 1 or 2. For example:

bromine ~1

By default, 2 edits are allowed.

Proximity criterion

To search by proximity criterion, you need to put a tilde " ~ " at the end of the phrase. For example, to find documents with the words research and development within 2 words, use the following query:

" research development "~2

Relevance of expressions

To change the relevance of individual expressions in the search, use the " sign ^ " at the end of the expression, followed by the level of relevance of this expression in relation to the others.
The higher the level, the more relevant the expression is.
For example, in this expression, the word “research” is four times more relevant than the word “development”:

study ^4 development

By default, the level is 1. Valid values is a positive real number.

Search within an interval

To indicate the interval in which the value of a field should be located, you should indicate the boundary values ​​in parentheses, separated by the operator TO.
Lexicographic sorting will be performed.

Such a query will return results with an author starting from Ivanov and ending with Petrov, but Ivanov and Petrov will not be included in the result.
To include a value in a range, use square brackets. To exclude a value, use curly braces.