Professional attention. The role of attention in increasing the effectiveness of professional activities

It is selective in nature, which is associated with the need for targeted perception of information related to a specific case or selected object. The lawyer’s workload is excessive, he has to simultaneously perform several diverse types of work and distribute attention accordingly, so it is extremely important for him to be able to transfer attention, depending on the circumstances, from one object to another while maintaining the overall picture of the event and simultaneously performing at least two actions. Professionally important properties of attention include its concentration, stability, and speed of switching. All characteristics of professional attention are determined mainly by the typological properties and characteristics of the nervous system and, according to psychologists, are weakly susceptible to change. You can agree or disagree with this statement. But a purposeful person, especially a specialist, can develop and increase his attention. The stability of professional attention is negatively affected by monotony, fatigue, overstrain and lack of interest in work, while interest in work, the meaningfulness and responsibility of the task being performed cause an increase in the stability of attention. Attention is related to professional memory.

Intellectual abilities

Reflect the general and professional intelligence and erudition of a lawyer and cover a wide range of his abilities. The most important of them include: observation of what is happening and the ability to see what is happening, highlighting the most important circumstances taking into account the problem being solved; the ability to take into account and use the experience of colleagues and draw conclusions; actions to collect, analyze and process information with subsequent interpretation, conclusions and necessary recommendations; the ability to find out the reasons for a problem (failure to complete a task, untimely completion or failure to complete a task) and develop reasonable proposals and recommendations for its solution; generation of original and innovative ideas and their subsequent implementation in everyday practice; creative ability out-of-the-box thinking and the ability to plan your specific actions and activities in general; ability to determine priority areas activities and calculate the necessary resources to implement short- and long-term goals; the ability to foresee the consequences of implementing decisions; the ability to see and analyze relationships between phenomena; ability to engage in organizational issues, identify and analyze the strengths and weaknesses of projected actions, anticipate risks and identify new opportunities; the ability to rise above the situation and think globally; the ability to identify one’s weaknesses in professional training and critically evaluate personal capabilities; the ability to introduce new knowledge into one’s work, including from other areas of activity, the desire to constantly improve and update one’s knowledge and skills and effectively comprehensively apply all one’s professional tools. Attentiveness and accuracy in studying the details of a case are part of professional culture lawyer, the slightest inaccuracy leads to a different result.

Observation. One more thing needed important quality from the lawyer’s list of internal rules of conduct. Observation is a mental property based on sensation and perception, which presupposes high sensitivity of visual perception (direct connection with health, in particular with vision). Thanks to his powers of observation, a person distinguishes objects by minor signs, notices particulars and details, subtle properties of phenomena and facts, notes the differences between them, reducing the time of perception of an object, phenomenon, process.

Observation of a lawyer’s activities is an important tool for learning about another person. A lawyer can judge the qualities and internal state of a person by external signs: appearance, facial expressions, speech, words, motor skills, pantomime.

From features of observation The lawyer and the “person-to-person” profession in general should highlight: 1) the ability to see in a person’s behavior and appearance his mental internal state and properties; 2) the ability to differentiate the signs through which a person expresses himself: physiognomic mask, posture, gait, facial expressions, gestures, postures; 3) selective and directed interest in the individual as an object of observation and perception; 4) the ability to understand, study personality in communication, in relationships with others; 5) complexity, excluding categorical assessments based on a single fixation of individual characteristics.

In the daily work of a lawyer, a special place is occupied by the ability to understand language of external manifestations. He seems to speak silently, showing how the person entered the room, how he approached, how he greeted, how he sat down and what position of the arms, hands and fingers, what phrase and why, how and with what intonation he said, why he hesitated on one question and walked around the other, how and at whom he looked at one time or another, why he lowered his eyes, why and when his eyelids trembled, and much more.

The meaning of the language of external manifestations may be probabilistic, but a professional must understand and be able to read it. This wordless language will tell a professional about this person much more than he talks about himself. Some people know how to control the language of external manifestations, but professional observation allows one to see the duality of behavior.

What should a lawyer focus on in order to understand who is in front of him? He must pay attention to: 1) vocabulary and the logic of constructing a speech, the logic of presenting thoughts and answering questions - based on these characteristics one can establish the level of education, culture, professional affiliation, mental development, as well as belonging to one or another social group, criminalization and legal awareness; 2) on the content of statements that allow us to determine the views and beliefs, goals and plans, interests and value orientations of the interlocutor; 3) pronunciation, which reveals regional and national affiliation, as well as probable place of birth and long-term residence; 4) on the rate of speech, intonation, gestures, expressiveness of facial expressions and expressiveness of speech, by which one can determine temperament, self-control, emotional balance and willpower.

Professional observation helps a lawyer to identify criminally significant signs in an interlocutor, to understand his past and present: 1) signs of criminalization of speech - there are words from criminal jargon, addresses like “citizen boss”, “commander”, expressions from “thieves’ songs”; 2) tattoos (not to be confused with fashionable tags) - carry a semantic load that establishes the status of its bearer in the criminal environment, attitude to the law, the nature of criminal activity, the number of “times” (“servants”); 3) gestures, movements, details of clothing, behavioral habits - characteristic gestures and movements of the hand and fingers as a form of silent exchange of information and silent communication, the manner of entering an office, a room, a peculiar gait and unusual for normal person communication behavior, the habit of squatting against a wall or waiting habits (for example, three steps to the right and three to the left - according to the size of the cell), ways of feigning illness or a way of storing personal belongings, calling by nickname, inability to use cutlery (knife and fork) and the habit of mixing different dishes into one, the presence of massive rings on the fingers.

Professional observation allows a lawyer to see the inconsistency of the personality of a person who is trying to pass off what he wants as reality, presenting himself to others as far from being what he really is. For example, a person tries to show himself as quiet, narrow-minded, shy, leading a modest lifestyle of a simple man in the street, a little dull, but at the same time quickly and wittily answers questions, using artistic expressions and colorful comparisons, professionally and brilliantly puts up a defense, subtly parrying the put forward accusations, professional knowledge is revealed in answers to specific questions, strict self-control, alertness, and increased readiness for aggressive self-defense, turning into an offensive, are felt in communication.

Observation allows a lawyer to determine a person’s mental state by such signs as excitement and anxiety, tension and confusion, fear and relaxation, anger and joy.

External signs of a mental state include: the voice with its changing intonation, fluctuations in tempo and timbre, shifting eyes, direction of gaze and expression of the eyes, complexion and protruding drops of sweat, gestures, posture (a state of tension, for example, an unnatural posture, arms crossed on the chest , trembling fingers or tensely clenching into a fist), unconscious hand movements (a person in a state of excitement picks up a pencil, cigarette, comb and begins to twirl intensely).

The lawyer must determine the mental state of the client, victim, witness: calmness or anxiety, fear and tension, for example, beads of sweat appearing at some points in the conversation indicate a sense of danger and fear. You should pay attention to: eye movement; some confusion; delay in answering and avoiding a direct answer, attempts to move the conversation to other topics; shades of confidence and uncertainty appearing in the voice; sudden lapses in memory and the appearance of signs of deceit or sincerity; sudden redness or red spots on the neck and beads of sweat on the face; increased manipulation of an object (pen, pencil, lighter, button, ashtray, etc.) and (or) tapping with a finger; involuntary, uncontrolled dilation of the pupils of the eyes; natural or feigned reactions.

An experienced lawyer who knows the methods of psychological observation will see psychological manifestations and pay attention to any attempts by the interlocutor to mislead him or deceive him.

The professional observation of a lawyer is based on for professional knowledge, personal characteristics, existing ideas and concepts about ongoing phenomena and processes and cognitive experience, including established cognitive structures for comprehension, systematization, classification and verbal presentation of what is perceived, which allows not just to see and notice, but to carry out a subtle differentiation of the vision of the subtle.

Without professional knowledge and experience, you cannot see what you do not know and do not understand. Observation is selective and allows you to see only what you know, what you are looking for, what you need to see. Often lawyers of different professional level and (or) different specializations see the same thing, but when exchanging opinions it turns out that they see different things. Without proper knowledge and special cognitive experience(lawyer, investigator, judge, international lawyer, corporate lawyer, notary) you may not see what you need to see.

The famous literary hero Sherlock Holmes and, of course, the high absolute and relative powers of observation among writers.

Observation as an element of a complex mental system is determined by the characteristics of the visual analyzer, memory and thinking and is part of the integral unified structure of the human psyche, with its past experience, orientation, and emotional preferences.

Every person has individual characteristics observation, which is determined by different interests.

Different powers of observation are determined by different acuity of receptivity: one person subtly perceives colors and their shades, but poorly distinguishes sounds, intonation of voice, for another it’s the other way around; one sees everything in general, highlighting the main thing, and ignores the details, the other focuses on details, particulars, but is not capable of generalization and cannot highlight the main thing.

Emotional stability (stress resistance). Included in the list of legal rules of law and plays a role in the fate of a professional lawyer significant role; weak or insufficient emotional stability at any moment can become an insurmountable barrier to professional activity and career growth as a lawyer.

Emotional stability, or stress resistance, covers a set of personal qualities that provide a person with the ability to endure significant intellectual, emotional and volitional stress associated with the characteristics of professional activity, but without significant harmful consequences for his health and activities and for others.

Emotional stability – this is the trait of a sane, civilized person who knows how to control his emotions, irritation and anger, without allowing them to escape like a genie, and who is able to behave in accordance with the situation without giving in to the demands of an angry soul. Once upon a time A. S. Pushkin wrote in “Eugene Onegin”:

Learn to control yourself;

Not everyone will understand you like I do;

Inexperience leads to trouble.

Emotional stability is ensured by a balanced temperament, stable self-esteem, and spiritual harmony, while control and management of surging emotions is provided by the power of consciousness and willpower.

Emotional stability allows you to endure life's adversities, maintain inner harmony, stay energetic and active, keep nervous system and health.

A lawyer's resistance to stress is a guarantee of his success, since in the process of professional activity he often has to endure increased psychophysiological overload. A lawyer is directly and indirectly connected with the destinies of other people, therefore he constantly finds himself in stressful situations and experiences emotional experiences and empathy. It is impossible to put on a spacesuit and isolate yourself from them. Such an escape results in loss of clientele, blocked professional growth and isolation from the legal community. A lawyer is then, first, a person who empathizes with others. One person combines the neuropsychological properties of a person and the professional and personal qualities of a lawyer with alternating dominance of the first and the second. Empathy and overload leave their mark on a person’s neuropsychic system and affect his health. A lawyer, like any person, can prevent psychophysiological overloads, and if they do occur, then mitigate their consequences by properly organizing his time, alternating work with rest and organizing effective leisure, strengthening an optimistic mood and blocking notes of pessimism.

The psychological structure of stress resistance, or emotional stability, covers five interrelated components: 1) behavioral, 2) volitional, 3) cognitive, 4) emotional and 5) motivational.

Behavioral component is aimed at personality, work and communication with other people and involves the ability to interact with people in the process of official and extra-official communication, establish interpersonal relationships and solve various issues, as well as the ability to represent and defend personal interests.

Volitional component determines the ability of an individual not to be afraid of responsibility for decisions made and subsequent actions, the ability to self-control and regulate one’s own behavior.

Cognitive component defines cognitive interest And cognitive activity the individual, his knowledge of the reserves and resources of the mental organization of the individual and the strategy for the formation of emotional stability.

Emotional component reflects the sensitivity and reaction of an individual to critical situations, the ability to analyze, regulate and control one’s own emotional reactions and experiences.

Motivational component covers a set of motives for overcoming psychological barriers that arise during increased tension, including knowledge of ways to form positive motivation and the ability to use them to achieve success.

Mastering these components allows you to form and develop the emotional stability of a lawyer.

The professional activity of a lawyer, as noted above, is characterized by high intensity, saturation with numerous organizational, legal and socio-psychological stresses, frequent interference by external factors, numerous social contacts, constant direct communication with other people, including informal relationships in the team, which are often characterized by increased emotional overstrain. All this together creates the prerequisites and conditions for the emergence and development of the syndrome emotional burnout.

The paradox of emotional stability - the stress resistance of almost every person, including a lawyer - manifests itself in residual stress resistance: when a person has absolute control of himself at work, in a business, office environment, is restrained and extremely attentive to others, but breaks down in the circle of loved ones and on loved ones, letting off steam , moreover, tactless and hot-tempered, a tyrant and boor, an oriental despot.

Can such a lawyer be characterized as an emotionally stable person? After all, in addition, emotional stability, resistance to stress is the control of anger and irritation (which is positive). What about the feeling of joy and love?! Suppress or let it splash out?!

Lack of emotion can result in a nervous breakdown. An unemotional person is terrible and a disaster in a relationship. Lack of emotionality in a relationship is its death. Emotionality in a relationship may be difficult, but it is still wonderful.

You can resist the syndrome of emotional burnout or emotional exhaustion by strengthening emotional stability by increasing professional knowledge and professionalism, developing self-confidence in your professional knowledge and their competencies, by strengthening interpersonal relationships, developing social courage and communication abilities, through conducting offensive professional activities, creative (creative) solutions to challenges and problems. Success in professional activity will block the road to emotional exhaustion, and good, warm relationships in the family will create good, fertile soil for the successful development of professional activity.

For more details see: Applied legal psychology: textbook manual / ed. A. M. Stolyarenko. M.: UNITY-DANA, 2001; Regush L. A. Workshop on observation and observation skills. St. Petersburg: Peter, 2001; Sergeeva O.
Cm.: Sergeeva O. How to learn to understand people? 49 simple rules. M.: Eksmo, 2008.

Home > Law

13. Types of attention. The role of attention in activity.

Attention – this is the direction (choice) and concentration (deepening) of consciousness, suggesting an increase in the level of sensory, intellectual or motor activity of the individual. Direction is manifested in selectivity.

Depending on the object, forms of attention are distinguished: sensory (perceptual, visual and auditory), intellectual, motor (motor).

Wundt: attention is like a clear field of our consciousness. Clarity is achieved by moving the content from the percent (vague perception) to the apperceptive zone (consciousness).

There are two types of attention:

Involuntary- arises and is maintained regardless of the conscious intentions and goals of a person; the main condition for its occurrence may be the distinctive qualities of stimuli, their novelty. NV is associated with the general orientation of the individual.

The main function is quick and correct orientation in constantly changing environmental conditions, in highlighting objects that may have the most meaning at the moment.

free– consciously directed and regulated concentration. It is associated with a consciously set goal and will.

Main function: active regulation of mental processes.

Dobrynin introduced the concept of “post-voluntary attention” - when in purposeful activity, the content and process of the activity itself, and not only its result, become significant and interesting for the individual.

Properties of attention:

direction,

concentration,

selectivity (selectivity),

volume of attention (the number of objects that are in the field of view), switching - the property of switching concentration from one object to another.

Distribution– simultaneous concentration on two or more activities.

Sustainability– a certain level of concentration.

Mental activity cannot proceed purposefully and productively if a person is not focused on what he is doing.

Attention also provides control and regulation of activity. Thoughts are retained in consciousness until the activity is completed

Attention is one of the moments of orientation-research activity and is a psychological action aimed at the content of an image or thought.

Attention – concentration of consciousness on a specific object or specific activity.

Halperin – attention is a special action of control over other mental processes. Attention does not act as an independent process.

Attention is the action of a mental process.

Attention is the active side of everything mental activity person.

Attention is associated with volitional activity.

Types of attention

Attention - necessary condition efficiency of all types of activities. Uizhnsky emphasized the role of attention in learning: “attention is the door through which everything that enters the soul of a person from outside world" (program pedagogical course for women educational institutions).

Attention- this is the direction and concentration of consciousness, suggesting an increase in the level of sensory, intellectual or motor activity of the individual. Direction is manifested in selectivity. Depending on the object, forms of attention are distinguished: sensory (perceptual: visual and auditory), intellectual, motor (motor).

There are two main types of attention:

1. Involuntary attention(NV) arises and is maintained independently of a person’s conscious intentions and goals. The main conditions for its occurrence may include the quality of stimuli and their novelty. NVs are caused by stimuli that correspond to needs. NV is associated with the general orientation of the individual (for example, a new theater poster will be noticed by a person interested in theater).

Main function- quick and correct orientation in constantly changing environmental conditions, in identifying objects that may currently have the greatest meaning.

2. Voluntary attention(PV) consciously directed and regulated concentration Develops on the basis of NV, and as the highest type of attention developed in the process of work -

Main function - active regulation of the course of mental processes.

Dobrynin introduced into psychology the concept of “post-voluntary attention” - when in purposeful activity, the content and process of the activity itself, and not just its result, become significant and interesting for the individual. The activity is exciting, and the person does not require volitional efforts to maintain attention. It is characterized by prolonged high concentration and fruitful mental activity.

IN educational process NV plays a role, especially in primary school, because Junior schoolchildren have a poorly developed ability for voluntary concentration.

Ushinsky K.D.:"Having done entertaining lesson, you don’t have to be afraid of getting bored, but not everything can be entertaining in learning, but there must be boring things. Teach your child to do not only what interests him, but also what does not interest him” (in the book “Native Word”).

It is necessary to combine voluntary and involuntary attention, relying on the involuntary, and cultivate the voluntary. PV is accompanied by great tension. Attracting and maintaining attention depend on:

2. Teacher's speech;

3. Appropriate use of clarity, demonstration of experiments;

4. Organization and pace of the lesson;

5. Consistent, systematic demands of the teacher;

6. Inclusion in various types labor activity - the best way formation of PV.

7. To maintain auditory concentration, it is necessary to use visual supports and external practical actions (for example, drawing up a plan for the perception of material).

8. Apply a variety of forms and methods of teaching. Galperin:“Attention is a special psychological action of control” (“Experimental formation of attention”, 1974).

An important condition for the successful implementation of the educational process is the ^-even individual and age characteristics attention of schoolchildren. Strakhov distinguishes: a) actual attentiveness: b) apparent attentiveness, - actual inattention; d) apparent inattention (book “Cultivating the attention of schoolchildren”, 1958). Dobrynin"Voluntary and involuntary attention", 1958.

14. The concept of memory. General approaches to its classification.

Memory is a conventional name for various processes that are associated with the storage and reproduction of information.

Basic processes: imprinting (fixation), preservation (retention), reproduction, forgetting of material.

1. Auditory, visual.

What material is remembered:

2. by the nature of mental activity:

motor (motor) is the memorization, preservation and reproduction of various movements and their systems, which are the basis for the formation of various practical and work skills

emotional – memory of feelings. Feelings experienced and stored in memory act as signals, either as an incentive to action or a deterrent from it.

figurative - for ideas, sounds, smells, can be visual, auditory, tactile, gustatory

verbal-logical – our thoughts. Does not exist without language.

3.By the nature of the goals of the activity:

free

involuntary – lack of a special purpose for memorization

4.According to the duration of information storage:

long-term

short-term

operational – while solving the problem

Eidic memory - absolutely accurate memory of an image

Types of memory. Role in learning.

Memorization. The preservation and subsequent reproduction by an individual of experience is called memory. Main processes: remembering, storing, reproducing, forgetting. They are formed in the activity determined by it.

Memory - most important characteristic all mental processes. Ensures the unity and integrity of the human personality. The basis for distinguishing types of memory is the characteristics of the activity in which the processes of memorization and reproduction are carried out.

Basic criteria: 1) by the nature of mental activity - on motor, emotional, figurative and verbal-logical memory; 2) according to the nature of the goals of the activity - involuntary and voluntary; 3) according to the duration of fastening and preserving the material - short-term, long-term, operational.

Motor memory- this is the memorization, preservation and reproduction of various movements and their systems. It is fundamental for the formation of various practical and work skills, for example, walking, writing...

Emotional memory - this is a memory for feelings. Feelings experienced and stored in memory act as signals, either an incentive to action or a deterrent from it, which caused negative experiences in the past. Stanislavsky “Working on yourself in the creative process of experiencing” (1954) said: “Since you are able to turn pale and blush when remembering what you have experienced. Since you are afraid to think about a misfortune experienced long ago, then you have an emotional memory.”

Figurative memory- this is a memory for ideas, for pictures of nature and life, for sounds. smells, tastes. It can be visual, auditory, tactile, olfactory, gustatory.

Eidetic memory arises in the absence of an object, is characterized by such detailed visibility that is inaccessible to an ordinary representative (example, “they see:”) an absent object, down to the smallest detail).

Verbal-logical memory- our thoughts. They do not exist without language. The development of other types of memory depends on its development. It plays a leading role in the assimilation of knowledge by students in the learning process.

Involuntary memory - memorization and reproduction, in which there is no special goal to remember or remember something.

Arbitrary memory- when they set such a goal.

In order for this or that material to be fixed, it must be processed by the subject. Such processing requires a certain time, which is called trace consolidation time.

Long-term memory - long-term preservation of material after its repeated repetition and playback,

Short-term memory- brief storage after a single very short perception and immediate reproduction.

RAM- miemic processes that serve actual actions directly carried out by a person, op.<грации. Когда выполняется какое-либо сложное действие, например, арифметическое, от оно осуществляется по частям. Мы «удерживаем» в уме некоторые промежуточные результаты. По мере продвижения к конечному результату конкретный «отработанный» материал может забываться (чтение, списывание...).

Memory Processes: memorization (2-3), reproduction, retention and forgetting of material. Involuntary memorization is more productive in children of preschool age and primary school age, gradually loses its advantage in middle school students and adults, and voluntary memorization becomes more productive. This is explained by the complex connections between cognitive and mnemonic (special) actions in the process their formation.

3.memorization methods: partial (less rational), holistic, combined (rational). Memorization must be conscious and active, otherwise it will lead to rote learning. Experimental learning has shown that the program material. organized in a special system of tasks leads to the fact that in the corresponding activity of the student the material is necessarily repeated each time at a new level. This indicates that knowledge is remembered without memorization. Types: visual-figurative, verbal-abstract, intermediate.

15. Types and functions of speech. The relationship between the development of thinking and speech in ontogenesis.

Language is a system of signs and rules for operating them.

Speech is the process of operating the tongue.

The language is stable, the speech is procedural.

Differences –

the language is enshrined in the dictionary, the foundation, speech is a reserve for language development.

Language is a set of social processes, speech is subjective and individual.

First, the child masters speech, and only then language, a system of rules for using language.

Types and functions of speech:

Speech is signal (operates with symbols) and sign (operates with signs), external and internal.

Behind a symbol there is always a certain image and a certain affective state. A sign is an object of reality. But they have a common function - communication.

Inner speech is an abbreviation associated with the process of thinking.

External speech is detailed.

Inner speech is intuitive, for oneself. External speech is for oneself, egocentric.

Monologue – written, oral; dialogical - oral.

Oral speech requires greater development.

Functions of sign speech:

Indicative (indication of an object of reality) because the sign is a substitute for the object

Nominative (a name is assigned to each object of reality)

Significative

Gnostic (every word is a form of generalization with the subject of knowledge)

Ontogenesis

From 1 to 7 years – the pre-operational stage of development of thinking.

1st year - sensorimotor scheme of an object, the child learns about the world with the help of feelings and movements (there is understanding, but the objects of reality are not dissected - syncretism)

3 years - egocentric speech, speech for oneself (an intuitive scheme of thinking is characteristic, at this stage differentiation of the image of reality, the child is able to perceive individual parts of an object, but concepts have not yet been formed).

Thinking is captive to perception and there is no difference between what seems to the child and what actually is. Reflection has not yet been formed, and there is no awareness of one’s own “I”.

By the age of 8 there is a qualitative transition from complexes of images to concepts.

This period is up to 11 years. The operational stage of thinking arises, thinking becomes concrete and conceptual. The concept has volume, quality, weight, speed, the concept is abstract. This stage is characterized by operating with familiar objects of reality with familiar concepts (formal thinking). Lack of understanding of logical rules of thinking. The child can identify an essential feature of an object. The formation of reflection has begun, but there is no reflexive awareness of thinking yet.

From the age of 11 – development of logical thinking, active development of reflection, decentration. Reflection – Locke, the ability of the mind to be turned on itself, Hegel – a property of consciousness, a form of thinking through which a person can be aware of internal mental processes, methods and operations produced by thinking.

In social psychology, reflection is understood differently - the ability to take the point of view of another person, the ability to understand another.

In the pre-operational stage there is a lack of deduction and induction (transduction - the transition from one part to another).

Speech- a form of communication that has historically developed in the process of materially transforming human activity, mediated by language. Speech is such a VPF that serves as a means of ob;;--:i:h ":

mediates the development of forms of behavior and all HMF.

Stages of speech development: 1) reflex cry; 2) expanded forms of oral and written speech, 3) speech “to oneself”; 4) direct understanding of the text presented in the act of reading,

The development of oral speech begins with innate, natural reactions. On the first - ode:k;1; -:;"vocal reaction performs two main" functions: expressive (characterizing change;:, --emotional state of the body) and the function of social contact (leaves an imprint ; :. further development).

The relationship of speech to thinking is one of the main aspects of speech development. Speech develops “independently” of thinking at the first stage. A child's thinking in infancy develops independently of speech. At 1.5-2 years, a meeting of thinking and speech occurs. After “speech becomes intellectual, associated with thought, and thought becomes verbal and is associated with speech,” the Child discovers that every thing has a name, and a word corresponds to an object (Stern).

Here there is an awareness of the connection and relationship between sign and meaning. The child discovers the meaning of the sign. Balloon. Buller, Vygotsky believe that the child does not discover the meaning from; "from the turning point, those active searches that Stern sees do not occur, but simply re5<:-;: -, овладевает внешней структурой значения слов, он усваивает, что вещь называется своим словом, с masters a structure that can unite word and thing, so that the word becomes a property of the thing

Speech was initially a means of communication with others and later, in the form of internal speech, a means of thinking. Verbal thinking is the transfer of speech inside.

Janet's theory. The word was originally a command for others, and gradually became separated from the action. A word is always a command, which is the main means of mastering the behavioral function of command. Behind the power of the word over the PF is the real power of the boss and the subordinate. Language speech is a central function of social communication and cultural behavior of a person.

Watson sees the difference between internal speech and external speech in that the first serves for the individual a-": in: :. , . and not for social forms of adaptation,

The development of written speech is an assimilation process carried out in the conditions and with the help of special training. Difficulty - reducing this process to training. Vygotsky considers mastering written language as a process of mastering a social form of behavior developed in the history of mankind. The use of gestures in a child’s play is called objective speech.

A child of about two years old exhibits an abrupt increase in vocabulary, his z.x-giz.-x-? expansion, after which comes a series of questions: “What is this?”, “What is it called” 7 “.

If a person was formed by tools of labor, then the psyche is formed by tools of mental activity; ":." ;:!.-^.:-.: " Sign- a stimulus artificially created by man, a means for controlling one’s behavior." .:.!: ::

A word, whether spoken or written, is a sign. For a child, a word is a property:::t.1: (designation of an object). The child generalizes a thing not according to existing ones, but according to general principles::;:^" (for example, “kva” is understood as a frog). First of all, the child learns emotional coloring:<у слов;;

The adult directs the child's behavior. After the child has mastered the word, he begins to control the behavior of adults (with the help of loud speech). The stage of egocentric speech (speech addressed to oneself. - when the child begins to control his behavior with speech. Then this speech turns into internal speech (internalization mechanism) and the child begins to control his behavior.

Piaget believes that egocentric speech disappears. Koltsov believes that the little one has decided; y-+" has egocentric speech: this is evidenced by the movement of his lips when he does not speak;-; :; ;.;:- : out loud.

Inner speech. 3 types:

Internal speaking is speech “to oneself”.

Inner speech itself is a means of thinking.

Internal programming (Sokolov, Zhinkin).

Written speech - verbal communication using written texts. Oral speech - verbal communication using linguistic means perceived by ear.

Speech functions: Speech is multifunctional in nature, i.e. performs in various activities:

Communicative function (word is a means of communication);

Indicative (a word is a means of indicating an object),

Intellectual (a word is a carrier of a generalization, a concept). All these functions of speech are internally connected with each other.

Speech and thinking.

Speech - the process of a person using language for the purpose of transmitting and assimilating socio-historical experience or establishing communication or planning their actions.

Speech can be: monologue, dialogic, internal, written.

Thinking- the process of indirect reflection in consciousness of connections and relationships between objects and phenomena. Thinking can be visually-effective, visually-figurative and abstract (abstract)

Thinking is associated with language and speech. This is the difference between the human psyche and the animal psyche. In animals, thinking is always visual and effective. Only with the advent of the word does it become possible to abstract any property from the cognizable object and consolidate this concept in the word. The thought reflects the material shell in the word.

Every thought arises and develops in connection with speech. The more deeply a thought is thought out, the more clearly it is expressed in words and vice versa.

By forming thoughts out loud, a person formulates them for himself. Thanks to this, detailed reasoning (comparison of thoughts arising in the process of thinking) becomes possible.

Vygotsky: At the age of about two years, speech begins to become intellectualized, and thinking becomes verbal. The child begins to quickly expand his vocabulary and discovers the symbolic function of speech (behind the word lies a generalization)

Pioge:

1. Sensorimotor intelligence (0-1.5)- actions only on the external plane.

2. Stage of specific operations ( 2-7) - visual thinking.

3. Stage of formation of operations - logical form of thinking.

The development of intelligence comes from

autism (cannot distinguish one’s sensations from those of others)

to egocentrism (looks at the world from one’s own point of view)

to socialized thought.

Rubinstein dealt with the issue of thinking as a process and as an activity.

16. Types of thinking. Thinking and its research in the main psychological schools.

Thinking – the most generalized and indirect form of mental reflection that establishes connections and relationships between cognizable objects.

The problem of thinking has been studied by philosophers and logic for a long time.

Associationism – thinking is not a special process and comes down to a simple combination of memory images (association by adjacent similarity and contrast), thinking was considered outside the objective world – consciousness moves from one state to another.

Attributes of thinking- consciousness of differences and similarities, memory - simple elements are imprinted through a chain of thoughts, sensation - the first part of feeling and always the subject of mental operation. Reproductive thinking.

Wurzburg school– Kult, the first to use problem solving

Ugly thinking. Explains the principle of determinism - tendency - there is a general direction of thinking that is guided by a task.

Otto Seltz– the problem of thinking operations, the problem of creative thinking is outlined.

Gestalt psychology– creative thinking, came up with a new way to study thinking, reasoning out loud.

Dunker explains the principle - insight - the restructuring of an entire structure into a new one, a type of external experience.

Jean Piaget– intelligence – the structure of knowledge of the world from autism to egocentrism (social thought) turned to action. Symbolic logic

Domestic psychology– Vygotsky’s theory – formation of an artificial concept, Galperin – OOD, Rubinstein – problem of thinking operations – mental operation – analysis and synthesis, synthesis to analysis, comparison and generalization, Krushinsky – extrapolation (forecasting).

Types of thinking:

In form - visually effective, vague perception of objects in the process of activity (1-3); visual-figurative – representations, images (4-7); abstract-logical.

According to the nature of the tasks being solved - theoretical, practical (visual-actional)

According to the degree of development - debatable, intuitive

According to the degree of novelty - reproductive (reproduction); productive (creative)

Convergent - result

Divergent is a process.

17. Imagination and creativity, their relationship, functions and diagnostics.

Imagination is a mental process, a mental transformation of reality.

Imagination has to do with the future.

Attention deals with the present moment. Possible experience belongs to imagination. Imagination is triggered when past experience is not enough for us and we need to change it. When reality opens up it reveals new possibilities for us.

Characteristics of Imagination:

universality (can anticipate some events)

subjectivity (uniqueness). The unit of imagination is the individual image of perception

characteristic is the image of imagination

Ribot identified the following types of imagination:

Perceptual – mental work with an image (transformation of an individual image at the level of perception).

Recreating - building an image according to an existing scheme or image.

Creating – the creation of a new object of reality.

A characteristic sign of novelty.

Creation - this is the construction of such a generalizing image of reality that allows us to understand this reality.

Basic functions of imagination:

1. The generation of a new image of the world, but this organization of the transformation of reality occurs in the sphere of consciousness.

2. Organization of anticipation.

3. Organization of reproduction or reconstruction of given samples of reality.

Types of imagination according to Rubinstein:

active is the imagination that is formed in accordance with a person’s goals.

passive (dreaming, reveries) - arises spontaneously, images are formed without the assistance of consciousness, under the influence of unconscious or little-recognized needs.

Types of imagination:

Abstract – operating with schemes (schemes are characterized by a high degree of generality)

Concrete – operating with symbols (symbols are affective and concrete)

Critical – affective imagination, lack of criticism of the thinking process. The lack of basis for classification is the nature of the image.

Imagination techniques:

Combination - combining individual elements and obtaining a new image)

Emphasis – highlighting one feature in close-up

Metaphor is the use of an image in a figurative sense.

Generalization

Imagination and creativity, their relationship, functions and diagnostics.

Inspiration is the human ability to construct new holistic images of reality by processing the content of the existing practical, sensory, intellect, and emotional meanings of experience.

In psychology, there is a tradition of considering imagination as a separate mental process along with perception, memory, and thinking. At this time, there is a widespread understanding of imagination as a universal property of consciousness, occupying an intermediate place between other mental processes. At the same time, its key function in generating and structuring the image of the world is emphasized.

Thanks to imagination, a person creates, intelligently plans and manages his activities. Almost all human culture (material and spiritual) is a product of imagination and creativity. Imagination takes a person beyond the limits of momentary existence, reminds of the past, and opens up the future.

Imagination is the basis of visual-figurative thinking; it allows people to navigate a situation and solve problems without the direct intervention of practical actions.

Imagination differs from perception in that its images do not always correspond to reality; they contain elements of fantasy.

Main types:

Active - a person, of his own free will, by an effort of will, evokes in himself the appropriate images,

passive - images arise spontaneously, according to the will and desire of a person,

ut.-. productive imagination - in it reality is consciously constructed by people. and not just mechanically copied or recreated, but creatively transformed, p-,o.y^

reproductive - the task is to reproduce reality in the form in which it exists (although there is also an element of fantasy, but it is more reminiscent of perception or memory than creativity

Functions:

represent reality in images, use them,

regulation of emotional states (with the help of imagination, people are able to partially satisfy needs, relieve the tension generated by them - psychoanalysis),

participation of the imagination in the voluntary regulation of cognitive processes and human states (perception, attention, memory, speech, emotions),

formation of an internal action plan - the ability to carry them out in the mind,

planning and programming activities.

Imagination and creativity.

Fantasy images are never completely divorced from reality; in any fantasy product one can find elements of reality.

There are 2 types of creative imagination: concrete (figurative perception of the world, connected with the dominant of the right hemisphere); abstract (logical, dominant of the left hemisphere).

Imagination acts as a reflection of the personality traits of a person, his mental state at a given moment in time. It is known that the product of creativity, its content and form well reflect the personality of the creator. This fact is reflected in psychodiagnostic methods (TAT. Rorschack) based on the mechanism of projection, in which a person attributes his personal qualities and states to another.

Andriyashina Marina Viktorovna, educational psychologist of the highest category

Item: Basics of choosing a training profile.

Grade: 9.

Subject: Attention and its features in professional activities.

Planned results:

Personal: stimulate interest in exploring one's own capabilities; reveal the importance of attention for success in educational and professional activities.

Metasubject: promote the development of general educational universal actions (development of analytical skills; conscious and voluntary construction of statements in oral and written forms; structuring of knowledge).

Subject: to form students’ ideas about attention, its properties, the requirements imposed by different types of educational and professional activities on various aspects of attention

Lesson type: lesson of “discovery” of new knowledge

Equipment: slide program, forms of the “Correction Test” technique, stopwatch.

Lesson summary

I. Organizational moment

Good afternoon, girls! Hello young people! We continue to learn about our own capabilities, and specifically our abilities. The topic of today's lesson will be announced by the one who correctly completes the sentence “I am where ...” is (slide 1)

Many were close to the answer. “I am where ... my attention is” Indeed, a student, absorbed in solving a math problem, does not notice anything around him. The gamer is practically in a virtual world.

What verb do you think can be formed from the noun “attention”? (Listen)

“Listen” - “I listen” - “I listen.” I seem to be “in it” - in the labyrinths of solving a mathematical problem, in the graphic space of a computer game. Success in it depends on how immersed we are in our activities.

What do you think is the topic of today's lesson?

The topic of today's lesson is “The ability to be attentive.”

Why should you study this topic?

We will learn what attention is from a scientific point of view, the presence of what properties allow us to consider a person attentive, and determine for each of you the level of development of the components of attention. (slide 2)

(the topic of the lesson is written in a notebook)

II. Updating knowledge to study new educational material

We talked about the fact that people have different abilities (slide 3).

What two types does psychology divide abilities into? (General and special)
What are the components of general abilities that predetermine success in any activity? (sufficient level of intelligence, high performance, developed will)
What do you think, if a person is smart, then what has nature endowed his brain with, what does intelligence consist of? (developed attention, memory, thinking)

If today we consider attention, then it is necessary to define this concept. Ancient philosophers compared attention to a ray that highlights certain facets of the world: objects, sounds, thoughts of the person himself. Only the object at which the beam is directed is illuminated.

What kind of ray do you think this is, what can it be called? What does a person direct? (your consciousness)
Who can define the term “attention”?

(the definition of the concept of “attention” is corrected, highlighted on slide 4 and written down in a notebook)

How, in your opinion, does an attentive person differ from an inattentive person, what properties does his attention have?

(attention properties appear on the slide)

III. Learning new educational material

Knowing the properties of attention helps you understand which features of your attention contribute and which hinder your academic success. You can also determine how much your attention meets the requirements of the profession if you have already made your professional choice. Therefore, along with a theoretical study of the properties of attention, we will do practical work “My Attention”. (slide 5)

We begin the study of attention with such a property as volume (students write down the definition in their notebooks). Just as the adjustable focus of a flashlight beam can illuminate many objects, or can be narrowed to highlight only part of the object, so the attention span of different people can vary.

Explain why people in these professions need a large amount of attention.

What other professions place increased demands on attention span? (slide 6)

What is easier for a student with a long attention span to do? (grasp a large piece of information at once, for example, when copying from the board or from a textbook)

We each determine our own attention span. A picture will flash in front of you for 2 seconds, showing geometric shapes and numbers. After it disappears, immediately draw below your table in your notebook what you noticed on the slide. Work quickly and don't get distracted. Volume is the instantaneous grasping of information by attention. (slide 7)

(figures with numbers appear and close again on the screen)

Scoring of results: for each correctly reproduced figure or number, 1 point is counted. The numbers and shapes must be in the same order. Maximum 4 points for numbers, the same for figures. (slide 8)

The “level” column indicates the amount of attention span based on the test results.

The next important property of attention is its stability (students write down the definition in their notebooks). It is especially needed in conditions of monotonous and monotonous work, when complex but similar actions are performed for a long time. (slide 9)

Explain why people in these professions need sustained attention.
How, when observing students performing a task, can you determine whose attention is unstable? (he gets distracted, looks around, asks to repeat it again)

We check the stability of our attention. The figure can be perceived as convex or concave. Your task is to keep the perception of the figure in one position. Each time its “position” changes, bend your finger without taking your eyes off the drawing. We start and finish on my signal. (slide 10)

(task completion time 30 sec)

In the “result” column, students note how many times they bent their fingers, which meant changing the position of the figure. (slide 11)

The “level” column indicates the level of attention stability based on the test results.

What do you think, which of the remaining three properties of attention (concentration, switching, distribution) should people of the presented professions have? (slide 12)
Explain why people in these professions need a high concentration of attention.

Concentration is one of the most important properties of attention. (Students write down the definition in their notebooks). Concentration of attention can be compared to the brightness of a flashlight beam, highlighting all the smallest details of what is perceived. On the one hand, it is necessary for a more complete and in-depth study of a particular object, and on the other hand, excessive concentration of attention leads to a sharp narrowing of the field of attention, which creates difficulties in the perception of other important objects.

What other professions require special focus?
How can you determine from students' written work who has a high level of concentration and who does not? (the execution is accurate, there are almost no errors or corrections in the work)

We do a concentration task. (standard instructions for the “Proofreading Test” test are given with illustrations in the presentation) (slide 13)

(task completion time 2 minutes)

If a high concentration of attention makes it possible to complete the work without errors, check your task by re-looking at the rows of letters and circling the mistakes made. All corrections, omission of a required letter, crossing out (underlining) of an unnecessary letter, crossing out instead of underlining (and vice versa) are considered errors. (slide 14)

In the “result” column, students mark the number of mistakes made.

The “level” column indicates the level of concentration based on the test results.

The next property of attention is switching (students write down the definition in their notebooks). The level of development of attention switching characterizes the speed of transferring the focus of attention to another object and the ease of inclusion in a new activity (slide 15)

Explain why sellers and educators need a high degree of switching attention.
What other professions require a quick switch of attention?
How can one determine from observations a student who has a developed ability to switch attention?

(quickly starts doing work and easily switches to another task)

To determine how developed your attention switching is, count the number of signs viewed (slide 16)

In the “result” column, students mark the number of signs they viewed.

The “level” column indicates the level of attention switching based on the test results. (Slide 17)

The last property of attention is distribution (students write down the definition in their notebooks). For example, Julius Caesar had an excellent level of attention distribution, who, according to the recollections of his contemporaries, could simultaneously give orders to officers, write “Notes on the Gallic War,” and even listen to intelligence reports.

How does switching attention differ from dividing attention?

Explain what multiple tasks people in these professions do simultaneously. (slide 18)
What other professions require a good distribution of attention?
At what points in the lesson is attention distributed? (for example, when you write and listen to the teacher’s explanation)

You will find out how well you can distribute your attention by completing the following task. At my signal, you begin to whisper (but always out loud) the numbers from 1 to 20. At the same time, write the same numbers in your notebook, but in reverse order. This is done like this: say 1 while writing 20, say 2 while writing 19, etc. We all start at the same time on my signal. Every 5 seconds I will call out the time counted from the start of the task. After completing the task, you need to remember the called time, that is, in how many seconds you completed the task. (slide 19)

(a start is given and every five seconds the amount of time passed is pronounced in a low voice)

In the “result” column, students note the amount of time spent on completing the task. (slide 20)

The “level” column indicates the level of attention distribution based on the test results.

Reinforcing educational material

We analyze the data received, identifying the strengths and weaknesses of our attention. (slide 21)

I have developed such properties of attention as ………….
That’s why it’s easy for me at school…… and difficult……
My future profession ……… requires the presence of such attention properties as:

- ………., because …….

(explain through the content of the work)

Conclusion: ……

We comprehend the requirements of our future profession (or our favorite activity) to the properties of attention. We draw a conclusion by predicting the likelihood of success in education or professional activity in the future and the necessary conditions for this. (forms are inserted into notebooks, which are handed over to the teacher for checking)

Homework assignment

We got acquainted with the properties of attention and diagnosed the development of these properties. Some are happy with their results, others not so much. Is it possible to improve attention? It is possible and necessary.

Homework.

Write down several methods or exercises to develop attention in a notebook. Having chosen the most necessary or interesting one for yourself, explain how and at what time you could use it.