A person's exploration of his abilities and capabilities. Golubeva EA Comprehensive study of abilities. Level of development of consciousness X
Lesson on the topic: Cognition and human abilities.
The purpose of the lesson: to reveal the essence and various aspects of the process of socialization of younger adolescents: the conditions for the formation of a personality, needs and abilities, the manifestation of personal properties in the main activities.
Lesson objective:
to reveal to students the role of knowledge about their own abilities and capabilities, their correct assessment for the successful self-realization of the individual.
Lesson equipment: workstation
During the classes:
Updating of basic knowledge. Checking homework.
What is a personality?
What needs and abilities does a person have?
What features of adolescence are most noticeable and distinguish it from other periods?
2. New theme.
Knowledge of the world and yourself.
Self-awareness.
Human abilities.
The versatility of human life.
Explanation by the teacher of new material based on the text of the textbook.
Cognition of the surrounding world through the processes of various activities: work, study, communication, play. Give examples of how you got acquainted with the environment around you in childhood, what do you remember most of all?
"Knowledge of the world and yourself", provides additional information and focuses students' attention on various aspects of a person's knowledge of himself:
- study of abilities and opportunities, search for the type of activity that will best correspond to them;
- studying oneself as part of nature, identifying one's biological characteristics and needs;
- understanding oneself as a part of society, a group (awareness of one's spiritual and moral "I").
Man's knowledge of himself. Evaluation of the goal, their capabilities, abilities, results.
The manifestation of interest in one's "I" is the beginning of manifestation from a very early age. 1. "I myself",
2. adolescence “who am I?”, “what am I?”, “how do I differ from others?”, “what can I do?”. Adolescence is one of the main periods determining the rest of life.
The main thing: to correctly assess yourself, make the right decision, understand yourself, your relationship with others.
During adolescence, knowledge and experience are accumulated.
"Know thyself" a saying inscribed on the temple of Apollo at Delphi. Self-knowledge involves a person's exploration of his abilities and capabilities, the search for the type of activity that will best correspond to them and help him realize himself as a person.
Working with the text of the textbook from 38 "Journey to the Past"
New concept:
Initiation- ancient rite initiations into adults.
Self-consciousness is consciousness directed at itself.
Self-esteem is an important aspect of self-consciousness.
Assessing your qualities
its activities,
Correct self-assessment helps to believe in your strength, to highlight the activities in which you can achieve high results.
Working with a drawing from 39.
Whose self-esteem is clearly low?
Who overestimates himself?
Do you think Marina and Vladimir will be able to achieve great results in their activities?
Place yourself and your friends on the same steps, explain your choice.
It is important to evaluate yourself and compare not only with others, but also with yourself. Compare the changes that have taken place in you since last year. How to gain more self-confidence?
I conclude the discussion of the last question with practical recommendations for students on the use of such a well-known method as self-hypnosis. ( practical work on making a rosary of beads) An exercise with a rosary.
So, in many countries of the world, exercises with a rosary for self-hypnosis are known as an attempt to give oneself the necessary commands. It is easy to make a rosary: string wooden, plastic or glass beads on a thread, each of which is separated from the others by a knot. Their number is 25 . Going through each bead, you need to pronounce an important statement for yourself at the moment.
For example: “I enjoy my test work. I will succeed. I will prove that I can do a lot." And so 25 times for the number of beads. Gradually, you can notice how the pronunciation of phrases has a positive effect on behavior and state, the main thing is not to do these exercises “on the go”, at this time you need to be focused and calm.
I invite students to come up with self-hypnosis formulas for themselves.
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For instance: “Every day I control myself better”, “Physics is my favorite subject”, “I can be attentive” or others. The following fact will help to convince of the effectiveness of this method: in the 1920s, the method of suggestion was used in the treatment of patients. Instead of drugs, the French pharmacist Emile Coue began to recommend self-hypnosis to his patients. In the mornings and evenings they said: "Every day I feel better and better." The method turned out to be very effective, especially for those people who believed in it.
Your abilities: - the propensity of each to one or another type of activity.
Every person is talented from birth.
Companions of talent are curiosity, will, long work.
“Genius is one percent inspiration and ninety-nine percent perspiration” (T. Edison).
The main thing is to find your calling in childhood - in what area you would like to work. What can be your favorite pastime, and what is a hobby, a hobby. "The road will be mastered by the walking one."
The practical part of the lesson is based on working with the heading "Learning to recognize and evaluate ourselves." Completing assignments will help consolidate the acquired knowledge. So, the work of students with the scheme p.45. "My abilities" and with drawings on p. 47 makes you think about your place among others (relatives, friends), evaluate yourself and your relationships with loved ones, distinguish yourself from others.
After analyzing the drawings, students work using the commented reading method. I suggest that they give examples from life, analyze the impact of deviation from these rules on human behavior, relationships with others.
Reflection of the content of educational material
consolidation is facilitated by the participation of schoolchildren in the implementation of practical tasks under the rubric “In the classroom and at home”. You can achieve the greatest activity and independence in their implementation using various work options.
Assignments 1, 3 I propose to perform individually in the class, writing down the answers in notebooks, followed by their comparison and discussion.
Tasks 2, 5 are best done at home, followed by a discussion of the results of their implementation in the class.
Task 4 requires students to formulate an oral answer, analyze the reasons for the choice and discuss them.
Homework: p 4. write a story for the painting by the artist A.A. Deineka "Future Pilots". (illustration on p.43)
Prepare a report about M.V. Lomonosov. (student of choice)
thinking about
self-knowledge Self-assessment includes
_________________
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Starts with that
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Published according to the edition: V. N. MYASISCHEV Psychology of relations.
The question of methods for the study of abilities and giftedness is in some respects quite clear, in others it is difficult and unresolved. Difficult and unresolved issues include experimental methods for studying abilities, their experimental diagnostics. An even more complex issue is the combination of different methods in one system that provides objective scientific knowledge about the specific structure of a certain type of ability.
In this system, by right, the first method is the study of the history of the development of the individual, inextricably linked with her biography. Speaking not without reason about biography, sometimes about psychography or psychobiography, it should be remembered that all this has only one meaning - the study of the emergence and manifestation of abilities in the life history of the person being studied.
The main questions here are:
1) about the first manifestations of interest and aptitude for the activity being studied;
2) about the environment in which the researcher grew up and was brought up, in the sense of its promotion of development and a certain direction of both general and special development (essentially in connection with what has already been said, the study of unfavorable conditions that in one way or another impede the development of abilities);
3) about the process of learning and mastering activities, about successes, the pace of mastering, about the attitude of the student to this activity and about the dynamics of this attitude;
4) about successes and failures in this activity and the reaction of the investigated person to difficulties;
a) about the first manifestations of "one's own" creativity, both in the creation and implementation of existing samples (taste, originality, first inventions, poems, compositions, etc.).
This method is not in doubt and has always been used.
The degree of success of its application depends on the wealth of materials relating to the person being studied, the researcher's knowledge of the specialty in which the researcher's activity developed, the depth and sharpness of the researcher's psychological understanding.
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The second method is the study of pedagogical experience in the formation of abilities.
This method is used involuntarily or arbitrarily by any teacher and systematically by every thoughtful teacher; outstanding figures in literature, art, science, being teachers in the field of their special activity, left significant literature, the value of which is especially great, since it often contains a description of their growth and development, the history of education, and the experience of transferring their skills to students. In these descriptions one can find valuable data on the manifestation of abilities and on the course of their development in the conditions of training.
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The third method is the analysis of activity and its products in individuals with outstanding abilities.
It is important to study not only the product in its originality and originality, but the process of its creation - from conception to final design. Of course, in a number of cases, the history of the gestation and formation of a wonderful work is visible. Especially many examples are given by painting; a series of sketches, details, options allow you to study the course of the creative process. The history of invention and improvement in a series of inventions, successes and failures in the process of solving a problem also allows you to get closer to the laboratory of creativity of an outstanding figure. But in most cases, the finished product is known, a talented or even brilliant work or performance of a work, while the very process of creation remains invisible and for some is covered with a mystical-wonderful fog. Regardless of the difficulty and its overcoming, the method aims to understand the features of creative activity expressed in its product, to establish the history and causes of the idea, the process of implementation, the external conditions that influenced it, as well as the internal features of the author that determined this process and attitude (requirements, assessment, satisfaction) of the author to his topic and to its result. Of course, a psychological analysis of the product and the process of activity is necessary. This is a very difficult question, the difficulties of which stem, firstly, from the level of development of psychology in general and the psychology of creativity, in particular, and secondly, from the degree of congeniality of understanding, which is a condition for correctly elucidating the process of creative activity.
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The fourth method, specifically psychological, is experimentation.
Since the time of the remarkable works of the Russian psychologist A.F. Lazursky on a natural experiment (1910), this new most vital method has been known. The meaning of a natural experiment, we recall, is the selection of such problems, the solution and method of solving which is indicative of the issue under study. For example, in relation to literary abilities, a natural experiment may consist in studying how the subject of observation observes and describes, how he perceives and describes some complex dramatic or plot work, how he describes nature, how he describes the physiognomy and appearance of a person, a real face or a hero poetry how he writes an essay on a given topic, whether he can “compose” poetry.
In relation to a musician, this method consists in studying how he reproduces a well-known motive, how he repeats and how quickly he memorizes an unfamiliar melody, how he selects a motive on an instrument, how he selects an accompaniment to a motive, how he improvises.
The natural experiment was used by A.F. Lazursky for the most part as a method of experimental study of mental characteristics. But the application of this method in connection with the problem of abilities arises by itself, requiring only the consideration of certain features arising from the specifics of the problem. The study of abilities is impossible without the study of inclinations, i.e. relationship to activity. Therefore, in studying those types of schoolchildren's activities that provide material for a natural experiment, one cannot overlook the role of a personal attitude to activity, the requirements that are placed on the schoolchild, and his attitude to these requirements. In this regard, the degree of interest in activity, enthusiasm for it is studied. Accordingly, functional-characterological analysis includes taking into account interests and inclinations, needs, and thus acquires the features of a functional-personal one. At the same time, since abilities are recognized in connection with success indicators, not only qualitative features and gradations of functional properties, but also quantitative and qualitative performance indicators should be taken into account. Finally, another significant point characterizes the data that underlie judgments about ability depending on the pace of training and education. This side reveals the dynamics of character and the degree of ability of the student.
From all that has been said, the main tasks of a natural experiment in the study of abilities follow. Its name emphasizes that a person is studied in natural conditions and, therefore, it is possible to register the direct reactions of a person. This is the advantage of the named method over the laboratory experiment, the fundamental disadvantage of which is that the subject knows that he is the subject of study.
This method, despite its wide recognition, has not yet received sufficient application in psychological research and in the study of abilities, in particular. The question of studying abilities has a theoretical and practical side. Of course, some aspects of the question of abilities can be studied by the laboratory-experimental method. For example, for an artist - the degree of the ability of figurative representation, the relationship between visual image and movement, color and form discrimination, accuracy of perception, visual memory and their training. It would also be possible to study mathematical, design, musical, stage abilities, etc. But in fact, foreign (and for some time ours) science was aimed at solving the practical problem of determining the degree of abilities and, in connection with the development of experimental psychology, embarked on the path of studying experimental samples, the so-called "tests". The spread of this system was explained, firstly, by the desire to find a method of objective measurement of the mind (hence the term "mentimetry"); secondly, the need for psychologists to find a practical application of their knowledge in connection with the tasks of training and professional selection; thirdly, portability, ease of use and, apparently, ease of evaluating the results.
Despite the shortcomings and fair criticism, the tests continued to spread in various modifications.
Here, in the USSR, this system of testing schoolchildren was condemned in 1936 by a resolution of the Central Committee of the All-Union Communist Party of Bolsheviks of the USSR "On Pedological Perversions in the System of the People's Commissariat of Education."
From this condemnation by the Central Committee of the practice of tests by departments and institutions, as well as by many scientists (in this case, psychology and pedagogy), along with correct and incorrect organizational conclusions were drawn. The latter consisted in refusing to study topical issues with truly scientific methods and from developing scientific methods for experimental diagnostics of educational and professional abilities, developing methods for scientifically based consultations on educational, professional and industrial issues. Together with pedological practice, the most important psychological experimental diagnostic work for pedagogical and medical science was eliminated.
Considering all this, it is necessary to correctly approach the tasks of experimental psychological research in the field of general and special giftedness.
With regard to tests, it must be said that test is a test , or task. The task may be difficult or easy, important or unimportant, correctly or incorrectly chosen, but the main thing is what conclusions can be drawn from its solution.
Since the existence of examination tests in the school, there have been their opponents who consider the examination an accident that does not mean anything; proponents of examinations, on the contrary, say that, despite certain shortcomings, the testing system still makes it possible to establish the degree of preparation, knowledge and development of students. The main weak point of the exam is the one-time test, which opens the way for randomness. Those who recognize these testing defects understand that, at the same time, the possibility of economical group testing is necessary.
It is significant that in school exams we are talking about the subject passed and leading role acquired skills and knowledge play, and in those tests that are carried out by the method of tests, the focus is not so much on what has been learned, but on what, to a lesser extent, is the result of schooling, knowledge and skills. At the same time, we must not forget the huge experiment carried out under the methodological guidance of the famous physiologist and psychologist Yerkes, who developed army mental tests. First world war 1,800,000 drafted into the army were tested by these tests, and, depending on the results, distribution by type of weapon was made. During World War II, 7 million people were tested in the USA. Under these conditions, hardly any country could afford fruitless fun, or hardly needed such a difficult and burdensome operation as the examination of 7 million people for a better organization of a privileged group in military conditions.
If testing is mandatory for admission to the British army, then the place that it occupies in selection deserves attention.
So, in the work of Vernoy and Perry (R. E. Vernon, I. B. Parry, 1952), the following technique is recommended, which makes it possible to orient in the qualities of a candidate and classify them:
1) information about the candidate's studies;
2) biographical data on the survey and conversation (interview);
3) information about abilities, attitudes towards work and education;
4) tests and measurements, "the role of which should not be exaggerated";
5) conversation on questions of "vital functions".
According to military experts, these tests and the distribution based on them justified themselves. It follows from this that mass problems, in which class-economic tendencies are not decisive, may be important, according to the data of these authors.
To put this question very briefly, we can say the following:
1. A single sample should be carefully analyzed in terms of its functional significance.
2. An assessment of the results of the research should be made in connection with the cultural and economic conditions for the development of the researcher.
3. Not only the solution must be evaluated, but also the very path of this solution.
4. Within the results obtained, not only gradations or distribution of the results of individual studies by degrees should be established, but also qualitative typical or individual features of solving problems.
5. The results obtained are only of design value, i.e. show in what direction one can expect manifestations of the researched in life.
6. Evaluation of these results requires knowledge of the limits of possible fluctuations in one person with repeated samples.
One of the major specialists in the study, Spearman, as mentioned above, on the basis of the statistical development of materials, came to the conclusion that it is necessary to separate the general general factor (O) and the special factor (C) in these studies.
The question of general talent and development is of paramount importance, since it concerns the development prospects of the entire mass of young people receiving education. Of course, the issue of special abilities is also an important issue, but while the issue of special abilities is quite convincingly solved by professional tests and applies to small groups of students compared to the general mass, the question of determining the ability to learn and the degree of this ability arises. resolutely in relation to each researched.
Factorial theory further identified 7 and even 16 common factors (Thurston), and in the further development of the theory of a single common factor (G) moved closer to the position of a complex of factors. Speaking of tests, it is essential to note that in the process of developing this test method, at least four main groups of tests were distinguished: a) giftedness; b) school success or awareness; c) personality and character and, finally, d) determination of special qualities (abilities) in connection with vocational tasks.
The most erroneous is the opposition of tests of success and tests of giftedness.
Success is related to the result of special training, but what relates to giftedness is also the general result of the training of mental qualities in the process of mastering each individual subject. In this sense, it is significant that "smartness", as if not a special result of experience, but an expression of general giftedness, quite clearly differs depending on the nature of special experience - in logical, technical, mathematical and other special types of problems. Awareness or success tests, when used judiciously, can serve as an aid in testing the breadth of a student's knowledge and can be taken into account, as well as types of answers, to supplement the student's perceptions based on a teacher's survey or examination test.
As for the study of giftedness, due to the difficulty of not fundamentally verbal, but the actual distinction between it and success, it is necessary to emphasize another and, one might say, the opposite of usual practice, a possible position in experimental diagnostics, which combines our position with social pedagogical practice, opposing it artificial practice tests. The usual prerequisite for a giftedness test is independence from experience, or at any rate independence from schooling. He should be opposed to the position that it is possible to judge the ability only if you have experience and training based on the correlation of the results of activity with the conditions for teaching it.
Since ancient times, competitions, contests, and olympiads have been a widespread method of identifying gifted people. So it is in the arts, in the sciences, in the entertainment, in admission to special schools. The winner of the competition is credited to the place for which he claims, receives laurels, a prize, the best opportunities for further activities. What are the characteristics of these tests? That participants prepare, train, and show skill or skill as a single result of talent and labor. It is clear that these are also tests, but that the actual position here is the opposite of the theory of giftedness tests. On the one hand, the experience of the struggle for mastery of activity, for perfection in mastering it, on the other hand, it is a lifeless abstraction of innate giftedness that does not depend on experience. We are for tests of skill, possession and knowledge, but against tests of innate giftedness. As for the name - "test", "check", "test", "test" - it does not matter.
It is necessary to develop, cultivate, scientifically substantiate test methods. At the same time, in evaluating test methods, one must take a historical position.
Tests serve to correctly evaluate skill as a product of talent and labor, to promote the development of individuals and the masses as a whole. When establishing mastery and superiority as a result of a combination of labor and abilities, revealed by tests, the degree of perfection in the possession of activities is established in comparison with the conditions of development and the labor expended, and from here a conclusion is made about abilities and giftedness. Naturally, the mass, mechanical, not accompanied by a deep scientific analysis of the methodology of tests and the method of their practical application for diagnosing the level of mental development should not be supported. Therefore, to solve this problem, one should turn to pedagogical experience. At the same time, educational success can serve as an indicator of educational, i.e. general, mental abilities, taking into account the efforts that the implementation of the program requires from the student. The success-to-effort ratio gradation is a measure of ability. If a student refuses home rest, if he does not have time to do something that is not educational, but interesting for him or to read a book, if he is forced to sit up for a long time preparing lessons, then it is clear that the curriculum exceeds the measure of his abilities even if condition of more or less successful completion of the task under satisfactory external conditions of educational work.
The educational natural gradation is as follows:
1. Does not cope with the work with the assistance provided to him by others.
2. Does not cope with work with personal independent and hard work.
3. Handles a lot of stress by learning satisfactorily.
4. The same with good academic performance.
5. Does a great job with some subjects, but not quite satisfactory or satisfactory with others.
6. Excellent student, fully completing the program in all subjects.
7. Performs super-program tasks in a favorite subject with successful work in other subjects.
8. Performs super-program tasks in individual subjects with excellent success in all subjects.
Points 6, 7 and 8 deal with very important issues. The A student who excels evenly in all subjects, although he is often the pride and consolation of those teachers who are not farsighted, is feared by his equal readiness, which may hide an equal sense of obligation and lack of individual interest. This is a faceless standout. In contrast, a student who goes beyond the required curriculum in a favorite subject, while performing averagely in other subjects, is obviously liking, interested in, and probably good at that subject. The eighth category, which combines excellent achievement with high interest in certain subjects, obviously represents people with high abilities, since only students with good abilities can do excellently in all subjects with a large program of our school and, moreover, perform super-program work.
It is not the task here to characterize all the typical categories of students, but from what has been said it is clear that school success, taking into account the student's attitude to duties and his material, cultural and living conditions, reflects a differentiated scale of degrees of students' general ability. Of course, the school curriculum and its implementation are an indicator of general giftedness, but academic performance and poor performance in individual subjects also allow us to approach a qualitative assessment of a student's abilities and development. The following groups are characteristic: "mathematical", "humanitarian", "constructive-technical" and, perhaps, "biological". Two often antagonistic groups are most clearly identified - literary and mathematical. Here, undoubtedly, within the framework of general giftedness, traits of individual giftedness and special features already stand out very clearly.
Summing up the foregoing, we can say that the methods of experimental psychological research of abilities are still waiting to be developed. In terms of this development, it must be emphasized that the main feature of the ability is the potential for advancement, i.e. productivity growth in the process of work and experience; therefore, a one-time test, even taking into account what was said above regarding abilities, is unconvincing if it does not contain repetitive tasks in its system, the dynamics of which can reveal the possibilities of progress, i.e. not the achieved level, but the possibility of its improvement.
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Drawing up a personality characteristic based on the principles of relationship theory
(short plan)
I. The general task of the characteristic, which must be carried out in its conclusion:
a) establish the main features of the characteristics and personality of X.;
b) explain their origin;
c) imagine how positive and negative features are combined in the person being studied, in particular, the features of collectivistic psychology and the features of individualistic psychology;
d) outline the necessary action plan.
II. Materials on the basis of which the characteristic is compiled. Observation data, diaries, reviews of institutions and organizations. Materials of special studies. Products of activity X. Photo-phono-film documents.
III. General information about the present:
1) age; 2) social and professional status; 3) party membership; 4) features of living conditions (economic, sanitary and hygienic), the closest social circle; relationships in the immediate circle; individuals, groups, and circumstances that particularly affect X.
IV. Information about the past:
1) who are the parents (profession, socio-political person, cultural level, character traits, attitude to the researcher);
2) the main features of the conditions in which X. grew up and was brought up: favorable in the physical or mental sense or unfavorable; attitude: attentive, sensitive, loving, indifferent, cruel; good and bad examples, abandonment, neglect;
3) features of the team, of which he was a member, with which he came into contact and under the influence of which X was. Relationships in the team and his role in the life of X .;
4) what especially influenced the formation of X. (features of the conditions, special circumstances, the strongest and most lasting experiences, relationships in the team and with people in the family, at school, at work; love, friendship, enmity, respect, devotion, etc. .).
Present the data in the course of development and its stages in infancy, preschool, preschool, school and adulthood.
I. Scheme characteristics
1. Relationships with the team, its members and individuals.
Sociable, friendly (deep or superficial). Responsive or cold. motives of sympathy or antipathy. Utilitarian or principled attitude towards people. Frank, stubborn, closed, secretive, hypocritical.
Attitude towards his team and in the team: organized, striving for dominance, ambitious, initiative, independent, disciplined, dependent, is a good friend, values the team.
Selectively positive or negative attitude - to whom and for what reasons (personal or principled). What quality of people most of all like, what are repelled. What do you value most in a person? Is there an image - the ideal of a person (his own, literary, social, historical).
The external form of social behavior: polite, disciplined, rude, cheeky, impudent.
2. Self-esteem and self-esteem.
Busy with himself, selfish, prudent, personal attitude replaces principled ones or vice versa. Self-confident, insecure. Touchy, pretentious, proud, conceited. Attitude to their shortcomings.
3. Attitude towards activity and work.
What does it do the most. Love and passion for work.
Utilitarian attitude to work, attitude to work only as a necessity. Ethical attitude to work. Whether it is distinguished by educational or labor achievements, it is invisible, it lags behind. Attitude to physical, domestic, mental work and social activities. For what it is most willing to work or would work. Whether he conducts social work, what kind, why and how he relates to it.
4. Needs (degree of their severity and method of satisfaction).
Ideological needs: social, mental and aesthetic. The need for labor. Need for communication. The need for entertainment. Physiological needs (food, sex).
5. Interests and inclinations.
Direction, severity, constancy, depth and breadth of interests. ideological interests. material interests.
6. Level of development of consciousness X.
His outlook and attitude to life. Social development, consciousness and activity X. The nature and motives of social activity.
Does it have any specific life goals? Is there a worldview (beliefs). What is it like. Does he strive to develop it.
What is the meaning and value of life. Some features of the worldview - a realist, a romantic, an optimist, a pessimist, trusting or distrustful in relation to people.
7. Ethical and aesthetic qualities.
Honest, truthful, high consciousness of duty and duties, ideology, modesty, prone to moral remorse, hesitation. Reaction to social and ethical influence, to criticism, to penalties and encouragement. Moral defects X. Reaction to the beautiful. The level of development of aesthetic taste. The criterion of beauty and its role in life X. Indifference to beauty.
‘Culture of behavior, skills: polite, rude; neat, tidy, untidy, slovenly. Organized in behavior or not.
II. Level of mental development
1. Features of speech and thinking.
Intellectuality, activity, mobility, subtlety, correctness of emotional thinking. Correlation between visual-sensory and abstract-logical (specially human type, according to Pavlov). Richness of speech and thinking, expressiveness of speech.
2. Volitional qualities.
Capable of effort, owns himself. The degree of volitional endurance, mobility and stability. Directions in which strong-willed qualities or their lack are clearly manifested.
3. Features of the properties of sensory, motor skills, memory, attention, fantasy.
4. Special abilities:
technical, artistic, poetic, mental, motor, etc.
III. Temperament
1. Strength, weakness, activity, passivity, performance, fatigue, balance or imbalance (excitable, balanced), mobility (motor mobility and general mental mobility or slowness).
Type of temperament according to Pavlov. The manifestation of temperament in relationships and in complex processes of neuropsychic activity.
2. Emotional features: the degree of severity, stability, instability of emotions. What emotions prevail. Does the mood fluctuate and how. What causes joy, sadness, anger, indignation, resentment (how strong emotions are and determine behavior or obey).
IV. Structural and psychological qualities
Balance, wholeness; breadth or narrowness of the reactivity range.
Superficiality, depth of reactions and experiences;
correlation between the form and content of behavior.
Conclusion
The main positive and negative personality traits: their origin, activities and methods necessary to strengthen positive traits and eliminate shortcomings.
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Personality and relationships of a person (instead of a conclusion)
A person, a member of society, is considered by sociology, psychology and pedagogy as a person, although he remains an organism; all aspects of personality activity are based on the activity of the brain. The unit considered in the listed sciences is not the organism, but the personality of a person, which characterizes him as a figure and a more or less noticeable participant in the socio-historical process. Personality is basically defined as a socio-historically conditioned higher, integral mental formation, peculiar only to a person, as a conscious potential regulator of his mental activity and behavior.
Note to the reader : — Do not forget that this work was written in the 60-70s of the last century 🙂
In this connection, a few words can be said about mental formations and about the potential mental. The term "psychic education" is used from time to time by various authors, although its meaning is not fully specified. Thus, the process of visual perception differs logically and empirically from the memory of images; thinking as a process of mental mastery differs from the intellect or mind as the basis of one or another level of the thought process.
In the psychic one can establish two categories:
a) procedural;
b) potential.
The procedural and the potential do not exist without each other, this is a unity, but at the same time they are different, not identical concepts.
The potential psyche is not the subject of direct observation, but is determined on the basis of inference. This is a hidden variable, as defined by B. Green (B. F. Green, 1963), as well as P. Lazarsfeld. In this regard, the correlation of procedural and potential mental and human relations is important. Krech and Crutchfield (D. Krech and R. S. Crutchfied, 1948) define attitude as the fixed organization of motivational, emotional, perceptual, and cognitive processes in relation to some aspect of the individual. G. Allport (G. W. AUport, 1935) defines attitude as a mental and nervous state of readiness to carry out directive influence, an individual's response to objects and situations with which he relates. Fuson (M. M. Fuson, 1942) characterizes attitude as the probability of identifying certain behavior in a certain situation.
The mentioned authors characterize attitude and inclination as a conclusion about the probability of a certain reaction to certain circumstances. Various methods of measuring propensity and attitudes are proposed, which cannot be discussed here.
At the same time, experimental psychology still reveals a deep misunderstanding of the diversity of personality in connection with the diversity of its attitudes. Such prominent psychologists as P. Fress, J. Piaget (1966) in the experimental psychology edited by them in the paragraph "Behavior and Attitude" use the formula of behavior: S (situation), P (person, personality), R (reaction). Establishing the relations of the members of this formula, they provide for situations (C (; C2, C3)) and reaction options (P,; P2; P3), but they consider the personality as one undifferentiated whole. They say that they are studying the effect of changes in C on changes in P, or different ratios to different situations.The characteristics of the personality (sex, age) that are taken into account remain formal, and the attitudes of individuals to the content of the situation or the task are not taken into account.This shows that a meaningful study of the personality in its relations has not yet taken its proper place in experimental psychology.
Psychic formations are potential mental, being realized, formed in the process of mental activity. The personality of a person is the most complex and highest education in the human psyche. It is the highest in the sense that it is directly determined by the influences and demands of the social environment and the socio-historical process. Social demands relate primarily to the ideological side of human behavior and experiences.
One of the shortcomings of psychological research is the still not completely obsolete formalism in the consideration of his psyche.
The processes of mental activity, as well as the mental formations underlying them, are considered without sufficient connection with the contents of mental activity.
Consideration of the mental process in connection with its subject and the circumstances that cause it is the basis of meaningful research. Features of the content with which mental activity is associated determine the functional side of the mental process. But this structure, the activity of the process, its character (in the sense of a positive or negative reaction to an object), its dominance in consciousness and behavior depend on the attitude of a person, on the positive or negative significance of the content of the process, on the degree of this significance for a person. Without taking into account this role of the mental activity of relations, no process can be correctly elucidated, the abilities of a person performing this or that activity cannot be correctly determined; the nature of the process under study is determined not only by the characteristics of the task of activity, but also by the attitude of a person to this task. It must be emphasized that we are talking only about human relations or human relations. It is necessary to emphasize this because without it, the term of relations used widely and in various ways will turn out to be fuzzy and vague.
In this sense, a person's relationship is a potential, manifested by the conscious active selectivity of a person's experiences and actions, based on his individual, social experience.
The more elementary the organism, the more its selectivity is based on the innate connection of reactions with the object. This is physiologically defined as an unconditioned, or simple, reflex.
IP Pavlov owns the formula: “Psychic relations are temporary connections”, that is, conditioned reflex formations; temporary, acquired connections represent, according to Pavlov, mental relations.
I. P. Pavlov did not give a definition or characterization of human relations, therefore, speaking of Pavlov, here we will point out only two points:
1) mental relations as conditional temporary connections draw their strength from unconditional ones;
2) in humans, all relationships have moved into the 2nd signaling system.
This means that relationships based on individual, or personal, experience, relying on unconditional, “instinctive” tendencies, are realized in systems of higher “second-signal” proper human processes that determine and regulate human activity. And these higher relations and the neuro-physiological and at the same time neuro-psychic formations underlying them are inextricably linked with the conscious thinking and rational will of a person.
There is no need to say that the proper-human level of relations is a product of the socio-historical existence of a person, his communication with members of the human team, his upbringing, his conscious labor activity in the team. Here it is appropriate to recall that K. Marx and F. Engels noted that “the animal does not “refer” to anything and does not “relate” at all; for an animal, its relation to others does not exist as a relation ”(Marx K. and Engels F. Soch. T.Z. S. 29). The proposition that for animals their relations "do not exist as relations" means that these relations are not recognized by animals.
Returning to Pavlov, we point out that the dependence of the strength of the conditioned reflex cortical processes on the strength of the subcortical processes that charges them, established by him, is of decisive importance for understanding the dynamics of higher processes in animals. Conditioned food reflexes are clearly detected if the animal is hungry, and are not detected if it is full. But this distinct dependence has less effect on a person's concrete personal relationships, for example, in attachments to someone or interests in something.
It does not affect the higher ideological relations at all, although they also arise on the basis of physical temporal connections. Their strength and strength are determined by the psychosocial significance of the object and the emotional nature of the person's relationship.
We can say: the more this or that manifestation characterizes a personality, the less it is connected with vital-biological relations and the more clearly its dependence on the history of personality formation appears. A person is a socio-historical formation that has absorbed all the social conditions and influences of a specific history of its development and the manifestations of which are conditioned and can be understood only on the basis of this history.
Summing up everything that has been said here and earlier about human relations, we can consider them as the potential of a person's selective activity in connection with various aspects of reality. They meaningfully characterize human activity, are not manifested by any one functional aspect of the psyche, but express the entire personality in its connection with one or another aspect of activity. They are characterized by the greater activity of mental processes, the more significant the object of relations for the individual, differing in a positive or negative sign (attraction - disgust, love - enmity, interest - indifference). The higher the level of personality development, the more complex the processes of mental activity and the more differentiated and richer its relations.
A.F. Lazursky (1921), the founder of the psychological theory of human relations, wrote that exopsyche, in other words, relationships, and endopsyche are two sides of the human psyche. It would be wrong to reproach A.F. Lazursky for dualism. His position denotes not duality, not dualism, but a synthesis of two obligatory planes of consideration. Similarly, the characteristic of the strength of the electric current exists simultaneously with the characteristic of the voltage of the current, which does not at all mean dualism in understanding the nature of electricity.
As I have repeatedly pointed out, human relations are not a part of the personality, but the potential of its mental reaction in connection with any object, process or fact of reality.
The attitude is holistic, like the personality itself. The study of personality is, to a great extent, its study in its relations. Personal development is the process of formation of increasingly complex, enriching, deepening connections with reality, the accumulation in the brain of the potential for actions and experiences. The development of personality is the development of the psyche, which means that it is the development and complication of mental processes and the accumulation of experience - mental potential.
Experience is carried out in the form of accumulation:
1) knowledge;
2) skills;
3) skills;
4) relationships.
All four types of potential mental to some extent characterize the personality. But, at the same time, it is clear that a person is characterized not by knowledge, skills and abilities, but, as mentioned above, by relationships. The study of personality in its development is a historical study of personality in the dynamics of its meaningful relationships.
The study of relations represents the approach necessary for psychology, in which the objective is combined with the subjective, the external with the internal. Relationships exist between a person's personality - the subject and object of his relations. The attitude is realized or manifested in an external factor, but at the same time the attitude expresses the inner "subjective" world of the individual. Personality is the subject of relations in the same way as the subject of external activity. Materialistic psychology is based on this unity of internal and external, objective and subjective.
The principle of consistency and integrity, which most clearly entered the doctrine of the brain, body and personality in the light of its objective research since the works of I.P. Pavlov, makes us consider personality as a system and unity of mental processes and formations, in which the system is effectively potential relations. The personality of mental processes lies in the fact that they realize the potential of conscious relations of the individual.
A number of integral psychological concepts are closely connected with the psychological problem of the personality and its relations. First of all, this includes the concept of orientation (Richtungsdispositionen) coming from W. Stern (W. Stem, 1921). We have quite widely used in psychology, and especially in connection with the doctrine of personality, the term "orientation". This term, in fact, characterizes the concept in a topographical-vector way; in application to psychology, this means a dominant attitude. The term “orientation” is, however, very general. Its use raises the question not only of what is what is directed, but also what is directed. So, they talk about the orientation of tastes, views, desires, dreams, interests, sympathies, inclinations, etc. Direction of interests is a legitimate concept. It characterizes the dominant interests of the individual.
But orientation is less applicable to the concept of personality. Personality is multilaterally selective. Personality has a non-linear and non-planar characteristic. If we use a spatial image, a person is not only a three-dimensional value, like a statue, but, in contrast to it, like all living things, it is dynamic and changes differently in different systems in the process of life. The characterization of a personality by orientation is not only one-sided and poor, but it is not very suitable for understanding the majority of people whose behavior is determined by external moments; they do not have a dominant rudder. Human relations are diverse, and therefore they can reveal the diversity of the human psyche.
Many Soviet authors used the concept of a person's position, which was first proposed in this sense by A. Adler (A. Adler, 1912). The position of the individual means, in essence, the integration of the dominant electoral relations of a person in some significant issue for him.
The multilateral concept of attitude developed by Georgian psychologists also refers to mental integral formations, especially when it comes to personality attitudes. In this case, in contrast to the sensorimotor set developed experimentally, this concept is close to the just indicated concept of the position of the personality. However, the installation as an unconscious formation is impersonal.
Installation is an acquired readiness for experimentally determined features of the course of mental processes.
There may be a system of installations, an integral installation, individual and private installations. D.N. Uznadze characterized the attitude as the readiness of the individual for a certain activity determined by the need, as a mechanism based on effective experience that predetermines the characteristics of the response. It should be noted that in the attitude, as in the unconscious inertia of the past, the consciousness of the present and the prospects for the future are opposed, united in every act and experience of a person.
In this sense, the setup is similar to conditioned reflex, although according to the mechanism of its development, it is not necessarily connected with the unconditioned stimulus. The concept of need is included in the theory of set with good reason, which, however, is absent in the main experiment on the study of set. This shows that the concept of set used in psychology is wider, richer and deeper than the experimental model that illustrates the concept itself, demonstrating only inertia and its acquired mechanism.
In motivational psychology, the concept of motive occupies a special place.
This concept is significant for any psychology and is important for the psychology of relationships.
At the same time, one must be aware that the concept of motive has a double meaning:
a) the driving force behind the behavior or experience, or
b) the basis of the act, decision, opinion.
The so-called motivated action is based on the driving force of motivation and the basis of action. The so-called unmotivated action has only one motivational category - motivation, while the other, representing the basis of the action, is absent. In the so-called unmotivated action, its basis is not realized. Attitude can be the basis of a motive, for example, when a student learns out of love for knowledge, out of love for parents, out of a tendency for ambitious self-affirmation, etc.
The motive of the attitude can be one or another experience, for example, the experience of learning failure can become the motive of a negative attitude towards learning; the success of another student can become a motive for a hostile-envious attitude towards him. Thus, the concept of "motive" does not have a definite one-dimensional psychological content. The effectiveness of this or that circumstance is always connected with the attitude of a person towards it, but it is wrong to confuse motives and attitudes or to talk about motives regardless of attitude and replacing attitude with motives.
There is no need to talk about the need to distinguish between the concepts of personality traits and character, with their closeness and sometimes coincidence. No one doubts the need to distinguish between them; nevertheless, it is appropriate to say this, because this distinction is not always clear.
Character is the mental originality of a person, the integral of all his properties. Basically, character is the unity of relationships and the way they are implemented in the experiences and actions of a person.
Personality is a person considered from the point of view of his own human social characteristics. Some mental properties can relate to both character and personality, while others only to one or the other. For example, decent or dishonorable, ideological or non-ideological, conscious or unconscious, creative or non-creative. These are all personality traits. Collectivism or individualism, honesty or dishonesty, nobility or meanness - these traits characterize a person. They testify to the level of social and moral development of a person. Some of these traits can be attributed to character, such as nobility or meanness. In this case, they are of decisive importance in the system of all mental properties of a person.
The listed features are so closely connected with the peculiarities of a person’s attitude that it will not be a mistake to say about a person as a person in his relationship to reality. At the same time, the relations themselves, having a personal character, are the elements in which the personality is realized in the process of its activity. Man as a person is not only consciously transforming reality, but also consciously related to it.
The integral concepts just considered are thus of essential importance, they cannot be rejected, but they receive a refinement, and in this refinement an important place is occupied by their various connections with the concept of relations.
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In connection with the question of the development of personality, the question of the development of relationships was mentioned. Here we will touch on only one side, namely, the variability and stability of personality reactions. Quite often, stability and lability or variability are considered in a formal-dynamic plan, but this consideration becomes meaningful only when relations are taken into account. At the same time, stamina is considered in connection with certain contents, for example, stamina and attachment to a close person, stamina, convictions, moral stamina. These features express the attitude of a person. The reactions expressing these relationships, and hence the relationships themselves, can be stable or unstable, varying from momentary situational lability to high stability. But a stable relationship can also be inertly persistent. It is not this stability that is the basis for the development of relations; what is important is fundamental stability. Fundamental stability is based on some conscious and generalized principle.
Establishing differences in the stability of relations depending on the inertness of the mechanism or on the stability of the principle requires consideration of the relationship of the individual and the psychophysiological mechanisms of the activity in which they are carried out. There is no relationship without reflection, i.e. relationships are always associated with an object that is reflected in consciousness. To understand the personality and the psyche, not only their unity is essential, but also their difference. Human judgment, thinking in general, can be dispassionate, passionate, and partial. The first does not prevent adequate reflection, but is not enough for its depth, the second contributes to the depth and richness of reflection, and the third is distorted by tendencies in which the subjective components of the attitude make the reflection inadequate, incorrect.
In a special area of mental disorders, mainly psychogenic, we meet with three categories of pathogenesis associated with a violation of the mechanisms of neuropsychic activity and with a painful violation of relationships.
These are: a) reactive depressions; b) paranoid formations; c) personality disorder.
Reactive depression is associated with the loss of an object caused by death, betrayal, injustice. In this case, a state of oppression develops, and the entire neuropsychic and neurovegetative dynamics of a person turns out to be painfully altered. A person is deprived of what was essential in the system of his evaluative relations, his values. Paranoid ideas and paranoid attitudes represent, first of all, emotive-conative (conative from the Latin conage - to strive, solicit) conditioned distortions, in which, while maintaining mainly intellectual operations, thinking and representation are distorted in the area of painful emotively aggravated relations associated with a state of dissatisfaction. And there is a paranoid delusion of greatness, jealousy, persecution. Finally, the third category is the regression of the personality, in which the connections formed by life, selective relationships disintegrate, the personality regresses (progressive paralysis, senile dementia, acute psychotic states of toxic or infectious genesis).
If in the pathogenesis of morbid psychogenic states of the individual, as well as the organism, influence and its emerging relationship with reality play the role, then in the formation of personality their role is of decisive importance.
Pedagogy and management of the entire psychodynamics of both an adult and a growing person are essentially connected with the formation of human relationships.
Everything that a person does, he does for the sake of or for something.
When we form in a person the ability to control his behavior, self-control, self-control, self-regulation, then both the development of this ability and the realization are always carried out for the sake of something or for something. The driving force of this development, the motive are the ideological and social demands.
The successful development of the regulatory dominant role of ideological relations leads to the formation of full-fledged personalities. The upbringing of a person is, first of all, the upbringing of his relationships. The role of relationships in education has been repeatedly emphasized by A. S. Makarenko.
These concepts are not only vital, but therefore scientifically and theoretically important. Without denying the role of the functional procedural consideration of human psychology, one cannot fail to take into account that content-synthetic perception is both the initial and the final moment of psychological research and psychological characterization. From this follows the question of the place of the concept of mental or personal, or human relation in the system of psychological concepts. Proceeding from the fact that this concept of relation is irreducible to others and indecomposable into others, it must be recognized that it represents an independent class of psychological concepts. The singling out of this class is especially important in the struggle for a personality psychology against an impersonal, functional-procedural psychology and for a content psychology of personality.
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City open scientific and practical conference
Topic: "The study of abilities and their influence on the choice of profession"
Introduction
Main part:
1. What are abilities. Ability classification
2. Levels of ability development: ability, giftedness, talent, genius
3. Origin of abilities:
a) genetic;
b) acquired
4. What contributes to the development of abilities
5. The influence of abilities on the choice of profession
Conclusion
Bibliography
INTRODUCTION
For graduates of the ninth and eleventh grades of schools, the problem of planning comes to the fore, both for the near future, associated with education, and for the long-term professional one. At this stage, the young person gets the opportunity to make an independent choice and take responsibility for it. The need to switch high school to specialized education already at the end of the 9th grade makes us think about the choice of specialized subjects, which are key in obtaining further professional education. The right choice of profession allows you to realize your creative potential, avoid disappointment, protect yourself and your family from poverty and uncertainty about the future. What choice can be considered correct?
Firstly, the future profession should be a joy, not a burden (I WANT).
Secondly, a person must have a set of professionally important abilities: intellectual, physical, psychological (IGU).
Thirdly, this profession must be in demand in the labor market (NADO).
The purpose of my work: to study the types of human abilities and their influence on the choice of profession.
To achieve this goal, I set the following tasks:
1. Consider the concept of "ability" and their classification.
2. To study the levels of development of abilities, their origin and conditions for the development of abilities.
3. Conduct a sociological study with a group of children and adults to find out whether abilities influence the choice of profession.
Hypothesis: I suggest that the ability of a person is decisive in choosing a profession.
1. What are abilities. Ability classification
When we try to understand and explain why different people, placed in the same or approximately the same conditions by the circumstances of life, achieve different successes, we turn to the concept of ability, believing that the difference in successes can be quite satisfactorily explained by them. The same concept is used by us when we need to realize why some people acquire knowledge, skills and abilities faster and better than others. What are abilities?
The term "abilities", despite its long and widespread use in psychology, the presence in the literature of many of its definitions, is ambiguous. If we summarize its definitions and try to present them in a compact classification, then it will look like this:
1. Abilities are the properties of the human soul, understood as a set of all kinds of mental processes of states. This is the broadest and oldest definition of ability available. Currently, it is practically no longer used in psychology.
2. Abilities are a high level of development of general and special knowledge, skills and abilities that ensure the successful implementation of a person various kinds activities. This definition appeared and was adopted in the psychology of the 18th - 19th centuries, and is partly used at the present time.
3. Abilities are something that does not come down to knowledge, skills and abilities, but explains (provides) their rapid acquisition, consolidation and effective use in practice. This definition is now accepted and the most common. It is also the narrowest and most precise of the three.
4. Abilities are individual psychological characteristics of a person, manifested in activities and are a condition for the success of its implementation, that is, personality characteristics that express the degree of mastering a certain set of activities. The speed, depth, ease and strength of the process of mastering knowledge, skills and abilities depend on the abilities, but the abilities themselves are not limited to knowledge and skills.
A significant contribution to the development of the general theory of abilities was made by our domestic scientist B.M. Teplov. It was he who suggested the third of the listed definitions of abilities.
Abilities, B.M. Teplov, cannot exist otherwise than in a constant process of development. An ability that does not develop, which a person ceases to use in practice, is lost over time. Only through constant exercises associated with the systematic pursuit of such complex human activities as music, technical and artistic creativity, mathematics, sports, etc., we maintain and further develop the corresponding abilities.
Separate general and special abilities:
1) general abilities provide relative ease and productivity in the acquisition of knowledge and the implementation of various activities. General abilities are mental abilities: the criticality of the mind, its independence, depth, inquisitiveness, speed of mental orientation, speed of thinking. People with general (mental) abilities, as a rule, quickly master new activities, areas of knowledge, and are well trained.
2) special abilities - this is a system of personality traits that help to achieve high results in any field of activity, for example: mathematical, literary, musical, etc.
Special and general abilities are inextricably linked. The development of general (mental) abilities determines the development of special ones, which, in turn, affect the mental development of the individual.
Also consider the different types of mental abilities described by scientists.
Stenberg and his colleagues at Yale University created the theory of the triplicity of intelligence, identifying three main groups of intellectual abilities:
1. Component intelligence. It includes general learning abilities, comprehension, vocabulary, good reading comprehension, the ability to operate with objects such as analogies, category syllogisms, and the ability to think critically. This is intelligence in its traditional sense, which is assessed through tests.
2. Empirical intelligence. Experiential intelligence includes the ability to intelligently select, decipher, compare, and combine elements of information in order to create new concepts, theories, and ideas.
3. Contextual intelligence. Contextual intelligence refers to the ability to adapt to the real world, such as the ability to assess situations, achieve goals and solve practical problems.
Howard Gardner (lecturer at the Boston University School of Medicine) in his concept of intelligence distinguishes the following types of abilities:
1) Spatial intelligence. The ability to form spatial images and orientation in the surrounding world. Micronesian sailors from the Caroline Islands can navigate hundreds of islands by the stars and their own senses. Intelligence testing scientists would have to develop entirely new methods and take into account other abilities if they were to evaluate the intelligence of a Micronesian.
2) Musical intelligence. The ability to perceive and create melodic and rhythmic structures. Some individuals, who by all other indicators are classified as mentally retarded, can play a song on the piano that they have heard only once; it happens that a talented jazz trombonist cannot read a newspaper.
3) Motor intelligence, the ability to fine motor movements, which are necessary, for example, a surgeon or a dancer.
4) Interpersonal intelligence. The ability to understand other people, their feelings, motives and ways of interacting with them. Someone easily finds a common language with other personalities due to sensitivity and the ability to empathize.
5) Intrapersonal intelligence. The ability of an individual to understand himself and form a sense of identity.
Gardner's concept is unique because he argues that different intelligences exist independently of each other in the human nervous system. He calls to stop judging people by a single measure, which is called "intelligence." Instead, he prefers to think in terms of the concept of a plurality of intelligences with different powers.
2. Levels of ability development: ability, giftedness, talent, genius
There are several levels of abilities in the literature: abilities, as such, giftedness, talent, genius. The issue of abilities is considered in sufficient detail in paragraph 2.1.
In the literature, giftedness is understood as such a state of individual psychological resources that provides the possibility of creative activity, i.e. activities related to the creation of subjectively and objectively new ideas, the use of non-standard approaches in the development of problems, the ability to find the most promising solutions in a particular subject area, openness to any innovation.
The very word "gifted" causes a rather controversial attitude. The imagination suggests the image of an interesting, bright, talented person and, in contrast, an ordinary, mediocre one, with a standard development and a standard life.
All children are talented. Everyone has their own special gift, huge potential, amazing power that makes them grow and develop. With what perseverance and courage the child takes his first steps, walks, falls, gets up again. He actively explores the world around him, strives to realize himself to the fullest. This universal ability is inherent in all children, regardless of specific abilities and level of development. If you still insist on the so-called term "gifted children", then among them there are those who discover their bright abilities early enough, and those who can show them quite late in life, such abilities may be hidden (or unnoticed) in childhood. and show up much later. The latter, for example, include Albert Einstein, who in childhood was by no means considered gifted, but later turned out to be a genius. His question is interesting, how he managed to discover the theory of relativity: “As a child, I developed very slowly, therefore those questions to which children received a ready, authoritative answer from adults, arose in my head much later, and I had to look for the answer to them myself. ."
Most experts confirm that the main characteristic of a person's potential is not an outstanding intellect, but an internal motive that drives a person. Often people who do not have outstanding abilities, overcoming their own limitations, purposefully solving a problem that is important for them, turn out to be more productive than capable, but less interested. In this regard, it is quite difficult for parents to respond to the request of career guidance or school specialization of the child. Far from always the type of activity in which a person is most gifted coincides with his interests, an internal motive.
The most often manifested musical and artistic talent. Distinguish between general and private giftedness. Examples of a comprehensively gifted person are M.V. Lomonosov and Leonardo da Vinci. The latter possessed not only artistic talents, but also scientific ones, and realized them in the most various areas science and life.
Signs of giftedness appear early enough and are the key to future success. Many of them can be seen in everyday life, without resorting to special tests.
Talent is such a set of abilities that allows you to get a product of activity that is distinguished by originality and novelty, the highest perfection and social significance.
Genius is the highest stage in the development of talent, which makes it possible to make fundamental changes in one or another area of creativity, to “create an era”. Like abilities, genius can be an innate “genius from God” (W. Mozart, Raphael, A.S. Pushkin), or an acquired “genius from oneself” (Demosfen, Lomonosov, Wagner, Newton, W. Scott).
3. Origin of abilities
What is the origin of abilities? Are they inherited, are they hereditary or life-forming formations? The early appearance of abilities in children, their repetition in the descendants of prominent people, examples of gifted families, on the one hand, seem to confirm the heredity of abilities, on the other hand, they do not allow the effect of heredity and environment to be separated (in gifted families, favorable conditions for the development of abilities).
The study of the pedigrees of prominent people, the statistics of hereditary professions, does not indicate the biological heredity of the condition of life, i.e. social conditions that favor the development of abilities. It is known, for example, that Charlie Chaplin first appeared on stage at the age of 5. That day, his actress mother lost her voice. She was booed and she went backstage. An unpleasant conversation took place with the director of the theater, who was afraid of losing the money collection. Suddenly, the director came up with the idea to bring the boy on stage, who was right there, backstage. Before, he had seen how little Charlie sang and danced, imitating his mother. After saying a few words to the audience, the director left the boy alone on the brightly lit stage. He began to sing, they threw money at him. He was inspired, and the concert continued with increasing success. On that day, Charlie experienced a vivid emotional shock, he realized that the stage was his calling.
There are natural prerequisites for abilities - inclinations. These are the anatomical, physiological and functional features of a person: the structure of the brain, sensory organs, and movement. The makings include manifestations and properties of types nervous system- general (degree of general activity, increased sensitivity) and special types (artistic, mental), as well as partial (private) features of the nervous system, manifested in some in a predisposition to perceive colors, sounds, in others - to generalizations, establishing connections, relationships etc.
A person has two types of inclinations: congenital and acquired. The former are sometimes called natural, and the latter social. All abilities in the process of their development go through a series of stages, and in order for some ability to rise in its development to a higher level, it is necessary that it has already been sufficiently formed at the previous level. This latter, in relation to a higher level of development, acts as a kind of deposit. For example, in order to master higher mathematics well, it is necessary to know elementary mathematics, and this knowledge, in relation to higher mathematical abilities, acts as a deposit. Knowledge of inclinations is important because they determine some individual features of the process of formation of abilities, its final result.
The dependence of the development of abilities on inclinations, their peculiar combination in the same people, is studied by the psychology of individual differences.
Where do individual psychological differences in people come from? How do they arise? One of the answers to these questions is offered by A. Anastasi: “Individual differences are generated by numerous and complex interactions between the heredity of the individual and his environment ... Heredity allows for very wide boundaries of behavior. Within these boundaries, the result of the development process depends on its external environment.
The influence of the environment, as well as the influence of heredity, begins to manifest itself already at the birth of a child. For example, newborn twins have not only common features, but also features that distinguish them from each other. From birth, a person has many such properties that subsequently affect his individuality, can facilitate or hinder the formation of other personal properties in him. The fact that differences in the dominant psycho-physiological emotional state can be found in infants shortly after birth indicates that certain mental states and behaviors are in the sphere of direct genetic influences.
Of particular interest in connection with determining the influence of genetic factors on the development of a child's individuality are the results of studies of homozygous (having identical heredity) and heterozygous (having different heredity) twins. Some of them are taken from the works of A. Bass and R. Plowmin.
A comparative study of homozygous twins who lived and grew up in different families shows that, contrary to expectations, their individual psychological and behavioral differences from those who did not grow up in the same family, and in some cases even decrease.
Twin children who have the same heredity, as a result of separate upbringing, sometimes become more similar to each other than if they are brought up together. This somewhat unexpected fact is explained by the fact that children of the same age, who are constantly next to each other, almost never manage to do the same thing, and between such children there are rarely completely equal relations.
Despite the great similarity in a number of psychological and behavioral characteristics that is found among homozygous twins, the assertion that their psychological commonality is due only genetically is hardly justified. The conducted studies and the results obtained in them allow us to consider the influence of the environment on the mental and behavioral development of an individual as stronger than the influence of his heredity.
The possibility of inheriting inclinations should not be equated with the inheritance of abilities. Psychologists have proven that human abilities develop in the process of life and activity. The decisive condition for their development is specially organized activities and training. Experiments conducted under the guidance of A. N. Leontiev showed the possibility of developing a musical ear in children who do not have the inclinations for musical abilities in the process of specially organized musical activity (the system of individual lessons included listening, comparing and singing sounds).
So, human abilities are formed and developed. The decisive factors in the development of abilities are social: the assimilation of a system of knowledge, skills and abilities in the process of targeted training and education, active interaction with the outside world.
Abilities are manifested and formed in activity. For the formation of abilities, a certain organization of the corresponding activity is necessary: musical - for the development of musical abilities, pedagogical - for the development of pedagogical abilities, etc. At the same time, the activity must satisfy the basic conditions for the development of abilities:
Cause positive emotions, human interest;
Be creative;
The tasks set in it should slightly exceed the available opportunities, the already achieved level of performance.
Development of abilities. The development of abilities is carried out in the process of life, as well as educational, labor, gaming activities. The source of ability development is the contradiction between the current level of ability development and the requirements of activity.
The most important moment in the development of abilities is the adaptation of operating mechanisms to the conditions of activity. In this process, the concreteness of mental function is manifested. As a result of adaptation to the conditions of activity, operational mechanisms acquire the features of efficiency. In terms of mental reflection, this problem was most fully developed by D.A. Oshanin. The formation of the efficiency of operational mechanisms of abilities is the most subtle process of their development.
Referring to the studies of A.N. Leontiev in the field of the formation of pitch hearing, it can be argued that the process of formation of the efficiency of functional mechanisms consists in a fine adaptation of the sense organs to the characteristics of perceived objects. In the formation of pitch hearing, a comparative analysis acts as such, which consists in adjusting the movement of the vocal apparatus to the acting sound stimulus.
Isolation of operational mechanisms in abilities allows us to answer the question: how can a person master his abilities? Through mastering the operational mechanisms of perception, memorization, imagination, etc.
Thus, the development of abilities is a process:
· Development of a functional system that implements a specific psychological function, in the aggregate of its components and relationships;
· Development of operating mechanisms;
· Development of efficiency in the system of functional and operational mechanisms;
· The subject's mastery of his cognitive abilities through reflection and mastery of operating mechanisms in relation to specific functions.
Considering the development of abilities, three factors of cultural determination can be distinguished.
First, it is necessary to emphasize the fact that a child, unlike an animal, is born with an incomplete formation of functional systems of mental activity. Functional systems that implement mental functions mature during a long postnatal period. This process is determined by the living environment. Functional systems are initially formed as cultivated by the "second nature" created by man.
Secondly, the development of abilities is determined by social forms of activity.
Thirdly, the development of abilities is determined by individual values. It is these individual values and meanings that will determine the qualitative specificity of abilities; it will depend on them what a person will see and remember, what decisions he will make.
4. What contributes to the development of abilities
Any inclinations, before turning into abilities, must go a long way of development. For many human abilities, this development begins from the first days of life, and if a person continues to engage in those activities in which the corresponding abilities are developed, the end does not stop. A number of stages can be distinguished in the development of abilities. On some of them, the preparation of the anatomical and physical basis of future abilities takes place, on others, the makings of a non-biological plan are being formed, on the third, the necessary ability is formed and reaches the appropriate level. All these processes can proceed in parallel, to some extent overlap each other. Let's try to trace these stages on the example of the development of such abilities, which are based on clearly expressed anatomical and physiological inclinations, at least in an elementary form presented from birth.
The primary stage in the development of any such ability is associated with the maturation of the organic structures necessary for it or with the formation of the necessary functional organs on their basis. It usually refers to preschool childhood, covering the period of a child's life from birth to 6 or 7 years of age. Here there is an improvement in the work of all analyzers, the development and functional differentiation of individual sections of the cerebral cortex, the connections between them and the organs of movement, especially the hands. This creates favorable conditions for the beginning of the formation and development of the child's general abilities, a certain level of which acts as a prerequisite (deposits) for the subsequent development of special abilities.
The formation of special abilities actively begins already in preschool childhood and continues at an accelerated pace at school, especially in the lower and middle grades. At first, the development of these abilities is helped by various kinds of children's games, then educational and labor activities begin to have a significant impact on them. In games, many motor, design, organizational, artistic, visual, and other creative abilities receive the initial impetus for development. Classes in various types of creative games in preschool childhood are of particular importance for the formation of special abilities in children.
An important point in the development of abilities in children is the complexity, i.e. simultaneous improvement of several mutually complementary abilities. Develop any one of the abilities, not worrying about raising the level of development of others where appropriate movements are required. The ability to use speech, perfect possession of it can also be considered as a relatively independent ability. But the same skill as an organic part enters the intellectual, interpersonal, many creative abilities, enriching them.
If the child's activity is of a creative, non-routine nature, then it constantly makes him think and in itself becomes quite an attractive business as a means of testing and developing abilities. Such activity is always associated with the creation of something new, the discovery of new knowledge, the discovery of new opportunities in oneself. This in itself becomes a strong and effective incentive to engage in it, to make the necessary efforts aimed at overcoming the difficulties that arise. Such activity strengthens positive self-esteem, increases the level of aspirations, generates self-confidence and a sense of satisfaction from the successes achieved.
If the activity being performed is in the zone of optimal difficulty, i.e. not the limit of the child’s capabilities, then it leads to the development of his abilities, realizing what L.S. Vygotsky called the zone of potential development. Activities that are not within this zone lead to the development of abilities to a much lesser extent. If it is too simple, it provides only the realization of already existing abilities; if it is excessively complex, it becomes impossible and, therefore, also does not lead to the formation of new skills and abilities.
An important point in the development of human abilities is their compensability, and this applies even to those abilities for the successful development of which inborn physiological inclinations are necessary. A.N. Leontiev showed that a certain level of development of musical ear can be achieved in those people whose ear is not very well adapted to provide pitch hearing from birth, and can be achieved in those people whose ear is not very well adapted from birth to provide sound hearing (such hearing traditionally considered as a deposit to the development of musical abilities). If, with the help of special exercises, a person is taught to intotone sounds, i.e. reproduce their frequency with the help of consciously controlled work of the vocal cords, then as a result, pitch sensitivity sharply increases and a person is able to distinguish sounds of different pitches much better than he did before. True, such a distinction does not occur on a tonal basis, but on a timbre basis, but the result turns out to be the same: an ear trained in such a way, which is typical for people who have an organ of hearing that is sensitive to sound pitch from birth.
5. The influence of abilities on the choice of profession
ON THE. Dobrolyubov said: "There are no incapable people, but only inappropriate ones." The word "inappropriate" must be understood here in the literal sense - out of place. This means that even in the 19th century, the best minds thought about the correspondence of a person and his profession.
It is not difficult to see that from the point of view of the success of mastering a particular professional activity, not only complex special, but also other types of abilities are important. For example, a cutter needs an eye, and a perfumer needs a high olfactory sensitivity, etc. A well-developed speech ability is necessary for the teacher, and the ability to communicate is necessary for the educator.
To find out if my classmates know if they have any abilities and if they are going to use them when choosing a future profession. I conducted a survey on the following questions:
1. Do you have any ability?
2. Who identified these abilities in you?
3. How do you develop your abilities?
4. Do you think your abilities will influence the choice of your future profession?
The survey involved 20 students of 9 "B" class. The results of the study are as follows:
90% of children noted the presence of abilities. It can be assumed that the remaining 10% are children whose potential has not been revealed, or has not been determined in any particular type of activity.
Most of my classmates answered that their abilities were discovered by their parents or themselves. Only 25% of the abilities were discovered by teachers. They develop their abilities by visiting various institutions of additional education, participating in creative competitions, olympiads, sports competitions of various levels.
55% of respondents are not going to connect their future profession with their existing abilities, because on the one hand, they strive to choose a profession that is in demand on the labor market, they believe that parents will not have enough money to study the required specialty, which can be obtained in educational institutions in Moscow and St. Petersburg. On the other hand, they do not consider creative and physical abilities to be the basis for choosing a future profession, but refer them to the sphere of leisure.
How my classmates realize their abilities in life, it is too early to draw a conclusion. I was most interested in how adults used their abilities in choosing a profession. I conducted a survey of 20 people aged 30-50 years. Got the following results:
This diagram shows that 40% of respondents in one way or another connected their abilities with the choice of profession. For 60%, abilities did not become the basis for choosing a profession for the following reasons: firstly, there was no educational institution with the required specialty, secondly, parents believed that the profession of a musician, athlete, artist does not guarantee sufficient means for living, and thirdly, various life situations. Most of them use their abilities in amateur performances, in sports competitions for self-improvement, i.e. as needed. People who developed their abilities as children, such as swimming, now believe that this is what helped them maintain good health. Teachers who studied at an art school in their childhood are now applying their knowledge and skills in the design of the classroom.
Conclusion
In this work, I studied abilities, inclinations. I have considered in detail the conditions necessary for the development of abilities. I studied the levels of development of abilities and their influence on the choice of profession. I think that parents and teachers need to pay more attention to children and discover and develop abilities as early as possible. Many of the adults I interviewed regret that their musical or artistic abilities were discovered too late, when they could no longer go to music or art school. I believe that abilities play a big role in the development, formation of a person, in a person's hobbies, but unfortunately, I did not confirm my hypothesis about the always decisive influence of abilities in choosing a profession, because. often does not match - I WANT, I CAN AND I SHOULD.
After analyzing the topic of abilities, I realized that the realization of an individual's abilities is a decisive criterion for the level and development of society. The problem of human abilities is one of the main theoretical problems of psychology and the most important practical problem.
I came to the conclusion that abilities exist only in activity, and therefore, while it is not clear what activity a person will be engaged in, nothing can be said about his abilities for this activity. Each person is individual and abilities reflect his character, inclination towards something or passion for something. But abilities depend on desire, constant training and improvement in any area. And if a person does not have a desire or passion for something, then the ability in this case cannot be developed.
Being engaged in the development of his abilities, a person should strive to ensure that this development is not an end in itself. The main task is to be a worthy person, a useful member of society. Therefore, it is necessary to work on the formation of personality, on the formation of its positive and, above all, moral qualities. Abilities are only one side of the personality, one of its mental properties. If a talented person is morally unstable, then he cannot be considered a positive person. On the contrary, gifted people, distinguished by a high moral level, adherence to principles, moral feelings and strong will, have brought and continue to bring great benefits to society.
Literature
1. Dyachenko O.M. Professional skill of a worker of culture. M., 1998.
2. Grace Craig. Psychology of development. - St. Petersburg: publishing house "Peter", 2000.
3. Nemov A.S. Psychology. M.: publishing house "Knowledge", 2000.
4. Pekelis V.D. Your options, man! M.: publishing house "Knowledge", 1984.
5. Rice F. Psychology of adolescence and youth. - St. Petersburg: Publishing House "Peter", 2000.
6. Stolyarenko L.D., Fundamentals of psychology. Rostov n / D., publishing house "Phoenix", 1997.
Stolyarenko L.D., Fundamentals of psychology. Rostov n / D., publishing house "Phoenix", 1997
Grace Craig. Psychology of development. - St. Petersburg: publishing house "Peter", 2000
Rice F. Psychology of adolescence and youth. - St. Petersburg: Publishing House "Peter", 2000
Pekelis V.D. Your options, man! M.: publishing house "Knowledge", 1984
A.S. Nemov. Psychology. M.: publishing house "Knowledge", 2000
Since ancient times, people have attached great importance to their development and assessment of their own abilities. Centuries ago, there was an opinion according to which a person chose the wrong vector of development. In what sense? Instead of making efforts and engaging in self-development, people do not stop working on what surrounds them. Almost or completely without taking care of himself, a person tries to make the conditions around him as comfortable as possible. On the other hand, not all people have a materialistic mindset. Many people value things that money cannot buy. It is important to realize that the best "investment" is the effort made to improve the spiritual, social and physical capabilities of a person.
Do you have potential?
One well-known philosopher and psychologist, William James, who lived in the 20th century, came to the conclusion that most people do not realize the potential that was originally laid in them. According to him, every baby has such prospects that his parents do not even think about. That is why most people remain at a low level of development of their talents - they do not realize how wide the horizon of their abilities is.
Consider examples of how the development of human capabilities occurs. New social skills are formed quite quickly. If people understood that they could learn something so soon, then their life would be completely different. For example, to be able to play a musical instrument well and be known as a master of his craft, the average individual will need about one year. Is it a lot? Not at all! The possibilities are so incredible that even in such a short period of time he can learn something truly beautiful. Therefore, thoughts that you will not reach a certain level of development or a particular goal are often formed on the basis of stereotypes of lazy people. To see how amazing it is, it is enough just to set a goal and pursue it. But what will help to achieve goals and reveal new possibilities of a person?
The Importance of Systematic Effort
Most people never succeed because they don't persevere enough in their endeavors.
Patience and a little effort. This proverb accurately emphasizes the importance of systematic effort. Even if in an effort to develop some kind of talent or quality in oneself, attempts look unconvincing, and the results cannot be called victorious, it is important to continue to break through the road in the intended direction day after day and not give up.
Many people believe that special features are inherent in him from birth.
So, people celebrate talented individuals. In the same way, many justify themselves. Do not think that talented people were born as such. In most cases, we see not so much gifted people as hardworking and purposeful. It is important to make every effort to engage in the development of your personality. Such efforts bring great inner satisfaction.
The physical capabilities of a person develop according to the same principle. In this respect, of course, much does not depend on us. For example, a person whose height is 160 centimeters cannot become a professional basketball player, no matter how hard he tries. However, he is still capable of succeeding in this matter if he persistently strives for the goal.
Concentration
To stimulate the development of human capabilities, it is important to make the right choice and be able to concentrate efforts. Again, remember the proverb: "If you chase two hares, you won't catch one." In order to develop individual abilities and talents, it is important not only to go your own way, no matter what, but also to choose this path correctly, fully concentrating on it.
Let's go back to the example of a short man who is sure that the possibilities of a person are endless. He set himself the goal of becoming a professional basketball player. What is the positive side of this situation? Firstly, the fact that a person is not afraid to set ambitious goals. Secondly, he makes every effort and does not give up, despite the difficulties that he will definitely have to face. However, a person will still not be able to achieve his goal and become a professional basketball player. What's wrong? It's all about the wrong path.
For the best realization of opportunities, people should soberly assess their abilities and circumstances in order to set achievable goals. At the same time, it is important not to be distracted by extraneous tasks, the incidental solution of which can stop development and interfere with the conquest of peaks.
Motivation
Opportunities and can be revealed only if he is able to overcome such qualities of any personality as laziness, inertia. Understanding the value of the task - motivation - will help to cope with such obstacles on the way to the development of one's personality. In sports, people are motivated by the desire to be a winner, to win fame, fame, to have wealth. All this helps them to constantly improve and become more self-confident.
Unusual potential
Most people around are much more interested in seeing not the social capabilities of a person, but his unusual talents and abilities of the body. This is because extraordinary mental qualities are not striking, while the phenomenal capabilities of the human body will be noticed by everyone.
People are used to believing that they have their limit. According to scientists, it is partly for this reason that a person sometimes cannot overcome some kind of barrier or height, although he has the potential for this. The limit of human capabilities can be tested in stressful situations, when the mental barrier - that which is holding back - ceases to operate in its usual mode. This is proven by many examples. Surely you have heard more than once about people who, out of fear of danger, in seconds overcame a height of more than two meters or showed strength ten times greater than their usual strength. All this suggests that human capabilities are much larger than we used to think. With this in mind, we should not think that we can't do anything.
Consider what human capabilities have been demonstrated in different areas. These real cases confirm that almost everything is achievable.
Being in a cold environment
The time that a person can spend in the water is an hour or an hour and a half. During this short period, death occurs due to shock, respiratory failure, or cardiac arrest. It would seem that the physical capabilities of a person simply do not allow expanding this frontier. But there are other facts.
During the Second World War, a sergeant of the Soviet troops swam 20 kilometers in cold water, thereby completing his combat mission. It took the soldier 9 hours to overcome such a distance! Does this not mean that the world of human possibilities is much greater than we imagine?!
Proves this fact and one British fisherman. Within 10 minutes of being shipwrecked in cold water, all of his comrades died due to hypothermia, but this man lasted about five hours. And after he reached the shore, he walked for another three hours barefoot. Indeed, with regard to the cold environment, human capabilities are much wider than is commonly believed. What about other areas?
Feeling of hunger, or How long can you live without food
There is a general opinion of experts that a person without food will survive for about two weeks. However, physicians in some countries have witnessed amazing records that help to realize the fantastic potential of the human body.
For example, one woman fasted for 119 days. During this period, she received a daily dose of vitamins to keep her internal organs functioning. But such a 119-day hunger strike is not the limit of human capabilities.
In Scotland, two women checked into a clinic and began fasting to lose weight. It's hard to believe, but one of them did not eat for 236, and the second - for 249 days. The second indicator has not yet been surpassed by anyone so far. The resources of our body are really very rich. But if a person can not eat for so long, the question arises of how much he can not drink.
Water is life?
They say that without water a person can last no more than 2-3 days. In fact, this indicator depends on the individual capabilities of a person, his physical activity and ambient temperature. Scientists say that in optimal circumstances, without water, you can only live for a maximum of 9-10 days. Is it so? Is that the limit?
In the fifties, a man was found in the city of Frunze, who received a head injury and lay without help for 20 days in a cold and deserted place. When they found him, he did not move, and his pulse was barely palpable. However, the next day, the 53-year-old man was already able to speak freely.
And another case. In England, during the end of the Second World War, a steamship sank. ship wrecked in the Atlantic Ocean, escaped on a boat and stayed on it for four and a half months!
Other fantastic records
People can achieve far greater results than what is considered the norm, and sometimes even an incredible achievement. It's all about our brain, which on a subconscious level indicates a person to his limit. Such a mechanism, of course, benefits our body. However, understanding how such a system works, we can achieve much greater success in the area in which we decided to develop.
Not to list all the records showing that human capabilities are incredibly great. Such achievements have been made in sports, including in the field of power loads. There are also people who can not breathe for a very long time. Extraordinary abilities testify to the widest possibilities and prospects.
The fact that a person's potential is greater than he thinks is shown by one category of people, which, unfortunately, many do not treat with due respect. These are people with disabilities. How do such individuals confirm that the human body has great potential?
Manifestation of strengths
Many people with disabilities are meritorious in how to pursue their goals and not give up despite great obstacles. The development of a person in such difficult conditions not only gives its results, but also tempers the character. So, among the disabled there is a huge number of excellent writers, poets, artists, musicians, athletes, and so on. All these talents are largely the result of heredity, but it is the character that people with certain characteristics show that makes them professionals in their field.
History knows many great people who have achieved success in various fields of activity, although they were sometimes considered inferior. Here is just one example. Polina Gorenstein was a ballerina. After she fell ill with encephalitis, she became paralyzed. The woman lost her sight. Despite all the troubles that arose in connection with a serious illness, the woman began to engage in artistic modeling. As a result, her few works are still among the exhibits of the Tretyakov Gallery.
Where is the limit of possibilities?
We can reasonably believe that our possibilities are truly limitless, both physically and mentally. Therefore, the level of development at which a person is at a given moment in time depends solely on his desire and efforts. It is important to strive for excellence at all costs, despite the obstacles that arise.
Course work
Investigation of the problem of abilities in modern psychology Table of contents:
INTRODUCTIONChapter 1 The state of the problem of abilities in modern psychology1.1 The concept of abilities in psychology1.2 Different approaches to studying the problem of abilities1.3 Types of abilitiesChapter 2 Features of the development of abilities in adolescence2.1 Communication as a leading activity in adolescence2.2 Development of communication skills2. 3 The ability to communicate and its importance in the development of organizational and communicative qualities The problem of abilities is one of the most complex and least developed in psychology. Considering it, first of all, it should be taken into account that the real subject of psychological research is the activity and behavior of a person. Human ability is the greatest gift of nature. Every person has been given this gift. But the difference lies in the fact that nature does not equally divide its gifts and rewards someone more and someone less. Abilities are formed in the course of people's lives, change with changing objective conditions, and therefore are educated and transformed. Human abilities, their different types and degrees are among the most important problems of psychology. At the same time, the scientific development of the question of abilities is still extremely insufficient. In this regard, the topic of our study is "Peculiarities of the manifestation of communicative abilities in adolescent children." The purpose of the study: to study the features of the manifestation of communicative abilities in students in adolescence. Research objectives: 1. To analyze the problem of abilities in the psychological and pedagogical literature.2. Consider different approaches to studying the problem of abilities in psychology.3. To study the features of the manifestation of communicative abilities in adolescence. Object of study: adolescent children Subject of study: manifestation of communicative abilities of 9th grade students Research hypothesis: due to the fact that communication is the leading activity in adolescence, we can assume that at this age children will have high communication skills. Research methods: 1. Scientific literature analysis method2. Psychodiagnostic method3. Method for qualitative and quantitative analysis of research results. Chapter 1. The state of the problem of abilities in modern psychology.1.1 The concept of abilities in psychology. The problem of abilities is one of the most complex and least developed in psychology. Considering it, first of all, it should be taken into account that the real subject of psychological research is the activity and behavior of a person. There is no doubt that the source of the concept of abilities is the indisputable fact that people differ in the quantity and quality of the productivity of their activities. The variety of human activities and the quantitative and qualitative difference in productivity makes it possible to distinguish between types and degrees of abilities. A person who does something well and quickly is said to be capable of this work. The judgment about abilities is always comparative in nature, that is, it is based on a comparison of productivity, the ability of one person with the ability of others. The criterion of ability is the level (result) of activity, which one manages to achieve, while others do not. The history of social and individual development teaches that any skillful skill is achieved as a result of more or less hard work, various, sometimes gigantic, "superhuman" efforts. On the other hand, some achieve high mastery of activity, skill and skill with less effort and faster, others do not go beyond average achievements, and others are below this level, even if they try hard, study and have favorable external conditions. It is the representatives of the first group that are called capable. Human abilities, their different types and degrees, are among the most important and most complex problems of psychology. At the same time, the scientific development of the question of abilities is still extremely insufficient. Therefore, in psychology there is no single definition of abilities. V.G. Belinsky understood the potential natural forces of the personality, or its capabilities, as abilities. According to B.M. Teplov, abilities are individual psychological characteristics that distinguish one person from another. Rubinstein understands abilities as suitability for a certain activity. The psychological dictionary defines ability as a quality, opportunity, skill, experience, skill, talent. Abilities allow you to perform certain actions at a given time. Ability is the readiness of an individual to perform some action; suitability - the available potential to perform any activity or the ability to achieve a certain level of ability development. Based on the foregoing, an approximate and preliminary definition of ability can be given. Ability is an expression of the correspondence between the requirements of activity and a complex of neuropsychological properties of a person, which ensures high qualitative and quantitative productivity and the growth of his activity, which is manifested in a high and rapidly growing (compared to the average person) ability to master this activity and own it. Not a somewhat more common and simple definition of ability as a complex of innate and acquired properties of a person would be erroneous, providing him with the possibility of higher and more productive activity than the average person. At the same time, we consider the first one to be preferable, since it sets off the correspondence of objective requirements and personal qualities , emphasizes the role of labor practice and indicates that ability is not a simple property, but a complex of properties organized and developed by labor activity. 1.2 Different approaches to studying the problem of abilities. Formation and development of modern psychological doctrine of sports abilities begins relatively late - in the 19th century, when psychology takes shape as an independent science. The problem of abilities is constantly put before a person by life. It has always been as important as it is fascinating. Abilities are formed in the course of people's lives, change with changes in objective conditions, and therefore are educable and transformable. It is life that confronts us with the fact that general giftedness is always the background against which abilities are revealed. We can trace this in numerous works of various psychologists. In the field of psychology and physiology, in the study of abilities, there are a number of general ideas and approaches. But in these numerous works there is not yet a single study that would raise the question of those physiological features that are associated with the concept ability So, in the 18th century, Helvetius, taking extreme positions on the issue of abilities, denied the natural nature of abilities. In his theory, Helvetius was democratic. He came to a complete denial of natural inclinations, essentially identifying the problem of the origin of social inequality with the problem of individual differences between people. Wolf's teaching was general psychological, that is, it concerned the properties of psychological processes common to all people, without individual differences. If we now talk about the differences in memory, temperament, emotions, intelligence, as about the individual characteristics of the psyche of each person, then the main thing for Wolf's views was the assertion that others have a well-known complex of abilities independent of each other, manifested in various aspects of psychological activity. Significant contribution to the theory abilities were introduced by V.G. Belinsky. His works already contain a rather coherent and extremely informative doctrine of abilities. V.G. Belinsky had the opportunity to rely on the original thoughts of his predecessors, in addition, constant literary and critical activity, analysis works of art prompted him to think about abilities, their nature and differences. Under abilities, Belinsky understood the potential natural forces of the individual. He believed that abilities were based on the natural characteristics of the human body. Like Belinsky, Chernyshevsky believed that abilities were a natural gift. N.G. Chernyshevsky understood that certain conditions are necessary for the development of abilities. He wrote that great geniuses are gifted by nature, but their talents can develop only in certain social conditions, and precisely those that provide an opportunity for their vigorous activity. Chernyshevsky's ideas on the problem of giftedness served as the starting point for the development of a materialistic theory of abilities, which based everything on activity as a source and condition for the development of human abilities. For the first time, the question of the causes and origin of abilities was raised by F. Galton on the basis of a specific study. His work “The heredity of talent, its laws and consequences” became the starting point for numerous studies. Galton in his work made the first attempt to determine the heredity of talent by studying the biographies of famous people and finding out how many outstanding personalities were among the relatives of these people. The influence of Galton's views is felt in the works of Cattell, Theremin, Cox, and others. The exception is the work of A.F. Lazursky "Classification of Personality", which deals with some issues of the problem of abilities and giftedness in connection with other aspects of personality psychology. That part of the mental organization of the personality, which A.F. Lazursky called endopsychics, it is a person's giftedness or his innate abilities. So, according to Lazursky, abilities are innate. As for living conditions, upbringing and education, they do not have a social impact on abilities. B.M. Teplov in the article "Abilities and Giftedness" understands abilities as individual psychological abilities that distinguish one person from another. Abilities include only those features that are relevant to the performance of any activity. He believes that such manifestations as irascibility, lethargy, slowness, etc. cannot be attributed to abilities. Abilities, Teplov believes, cannot be innate. At the heart of the abilities "are some innate features, inclinations." Abilities exist only in development, and they are created and developed only in the process of activity. Much attention was paid to the development of the problem of abilities by S.L. Rubinstein in his works "Fundamentals of General Psychology" and "Being and Consciousness". Rubinstein understands abilities as suitability for a certain activity. Abilities can be judged by achievements, by the rate of spiritual growth, namely: by ease of assimilation and speed of advancement. At the heart of abilities, according to Rubinstein, are "hereditarily fixed prerequisites for their development in the form of inclinations." The inclinations are understood as the anatomical and physiological features of the human neuro-cerebral apparatus. “Developing on the basis of inclinations, abilities are still a function not of inclinations in themselves, but of development in which inclinations enter as an initial moment, as a prerequisite.” Rubinstein’s thought is very valuable that ability is a complex synthetic formation of a personality. At the same time, Leites rightly emphasizes the idea that “the more diverse and meaningful the child’s activity is, the fuller and brighter his abilities can develop.” Leites also owns a chapter on abilities in the textbook "Psychology", published in 1956 under the editorship of Smirnov A.A., Leontiev A.I., Rubinshtein S.L. and others. It mainly reproduces abilities as conditions for the successful performance of activities, combinations of abilities that ensure success, people's abilities as a product of history, the development of abilities in the process of activity, the relationship of abilities and inclinations, etc. B.G. Ananiev in his "Essays in Psychology" indicates that the ability is formed as a result of the development of higher functions, as a result of which the creative application of accumulated knowledge is possible. In the formation of abilities, Ananiev writes, a certain role is played by natural personality traits, features of brain work or inclinations. Based on Pavlov's teaching on general and special types of higher nervous activity, attempts are made to bring physiological foundations to complex mental formations, which are abilities. At the same time, despite all these achievements, it should be said that the problem of abilities remains extremely poorly developed. Of particular importance is the problem of organizational abilities, which have not yet become the subject of systematic study. Without a concrete analysis of the study of ability, it is impossible to further advance the theory of abilities. This, perhaps, explains the lack of development of both methods for the practical determination (diagnosis) of ability, and especially methods for educating giftedness and abilities. So, based on the foregoing, we can conclude that abilities are individual psychological characteristics that distinguish one person from another. We can attribute to abilities only those features that are related to the success of any activity. It should also be noted that abilities exist only in development, and are created and developed only in the process of activity. 1.3 Types of abilities Given the insufficient development of the problem of abilities, we can say that there is not a single side of this problem that would not require research. In the study of abilities, psychologists usually divide the abilities that ensure the life of a person and his development in a social environment into two large groups: general and special abilities. According to B.M. Teplov, general abilities are a system of individual-volitional properties of a person, which ensures productivity in mastering knowledge, skills, and abilities in the implementation of various types of activities. The basis for the development of general abilities lies in mental processes. Mastering certain mental operations (analysis, synthesis, classification, systematization) begins in childhood. In adolescence, general abilities develop especially intensively. This age is the period of the birth of hypothetical-deductive thinking, the ability to abstract concepts, formulate and sort out alternative hypotheses and make one's own thoughts the subject of analysis. Special abilities, according to B.M. Teplov, this is such a system of personality traits that helps to achieve high results in any special field of activity, for example, musical, literary, visual, stage, sports, military, etc. In adolescence, a period of primary socialization begins, a choice and , in most cases, training profession. At this time, the abilities and interests of the trainees are significantly differentiated, a life position is formed and developed. Both general and special abilities are interconnected. General abilities develop simultaneously with the development and formation of cognitive processes. Of course, the formation of special abilities cannot be imagined without the general abilities of an individual. Revesch also divided abilities into special and general. But in turn, he tried to make a grouping of special abilities. First of all, he distinguished between specific talents and complex endowments. To the first he refers the ability to mathematics, art (music, literature, fine arts), to inventions and to the chess game. Special abilities and, accordingly, talents are characterized by innateness, early manifestation and rapid development. Complex giftedness covers all other types of abilities: philosophical, biological, linguistic, historical, psychological, technical and practical. Below is a figure depicting the classification of abilities according to Reves. pronounced forms. This includes science, art, technology, socio-political and socio-organizational activities. They correspond to different types of giftedness, in which the ratio of general and special moments is different. Therefore, the classification of B.M. We consider Teplov to be preferable. Chapter 2. Features of the development of communication skills in adolescence. 2.1 Communication as a leading activity in adolescence. A teenager is characterized by two areas of communication: communication with adults and communication with peers. The role of these spheres in shaping his personality is not the same. If in the first sphere the teenager acts as a follower, assimilates socially significant evaluation criteria, goals and motives of behavior, ways of analyzing the surrounding reality and methods of action, then in the second sphere he comes face to face with problems relations among equals, that is, with problems of morality and ethics. One should not forget that in communication with adults, a teenager is always, even with the most comradely relations, in the position of a junior, to a certain extent a subordinate, and in this position, not all moral and ethical standards can be tested, that is, learned in practice. And only in relations with peers is he formally and essentially equal; Objectively, the relationships of adolescent peers contain the possibility of playing various roles, the leader and the follower, the commander and the performer, the participant in the conflict and its arbiter, the friend-keeper of the secret and the friend who trusts his secret. For adolescents, relations with comrades are of particular importance. Children at this age become especially sensitive to the opinions of their peers about them. Friends, comrades - this is the natural environment that is vital for a teenager. Among his comrades, he finds role models, trying to reach out to them, he makes himself, cultivates the necessary qualities in himself. From his comrades, a teenager finds: the assessment of qualities he needs, an assessment of his knowledge and skills, an assessment of his abilities and capabilities, sympathy, empathy, a response to all their spiritual joys and hardships, which adults so often seem insignificant. The role of communication with peers in the life of a teenager is, of course, very great. But at the same time, it itself, its forms and content, its character and methods are determined by the relations that develop between the adolescent and adults. A teenager strives to act and look like an adult, he wants to have his rights and opportunities. Ultimately, the development of a teenager is always alignment with an adult. But the latter may not manifest itself directly, but through imitation of peers, in some ways already more mature. But a teenager's friends are not only adults, but also peers, comrades, classmates. One of the main problems of adolescence is the problem of communicating with peers. It is relationships with comrades that are the focus of attention of a teenager, they largely determine behavior, activities, and later influence the development of personal qualities and social attitudes. expand and become more complex. A characteristic feature of adolescents in comparison with younger schoolchildren is an increased desire to communicate with comrades. A teenager cannot be kept within a narrow family team. A group of peers and the relationships that develop in it begin to play a special role in his life. A teenager wants to earn the respect and recognition of his peers, to enjoy authority among them. The team makes high demands on the teenager, and he will be able to win the authority and respect of his comrades only if he meets these requirements. Communication with peers becomes an extremely important factor in the development of the personality of a teenager. It makes his life more emotional, richer, richer and more interesting. Relations with peers give the teenager an indispensable experience of social communication, the practice of life in a team. And since for a teenager this is the main thing at this stage of development, we are forced to consider communication as the leading activity at this age. 2.2 2.2 Development of communication skills. Methods of psychological influence. It has already been noted that all parties, all components of communication (communicative, interactive, perceptual) act interconnectedly and interdependently. At the same time, each of these parties has well-defined methods and techniques that allow the best way to improve the process of communication. This improves the ability of a person to communicate. Methods of active psychological interaction are most conducive to improving the interactive side of communication. Methods of psychological influence develop all three aspects of communication, but mainly communicative and perceptual. The above methods and methods of psychological influence and active interaction in joint activities serve as the basis for the development of all three aspects of the communication process, and therefore contribute to the improvement of the ability to communicate, organizational and communicative qualities of the individual. Psychology and social practice have developed the most active and effective methods of education and personality development. Methods such as persuasion, suggestion, self-hypnosis can be attributed both to methods of education and to methods of psychological influence. Let's consider some of these methods related to the methods of psychological influence. ) or the general opinion of the team, which ensures the voluntary adoption of orders and their transformation into motives for the behavior of members of the team. Any influence of the leader is ultimately aimed at the formation, consolidation or change of attitudes, attitudes, thoughts, feelings and actions of the trainees. Disputes, conversations, personal example, proof, and so on can be forms of persuasion. When carrying out these forms of persuasion, one should keep in mind the emotional state of the person being convinced. Suggestion is a system of verbal and figurative influences on the team and its individual members in order to cause the appropriate state and behavior, needs and habits. The suggestion method has great potential for preventing fatigue, removing the negative impact of the state of expectation, stress in emergency situations, etc. In each individual case, the leader can apply separate suggestion formulas. Such suggestion formulas should include simple and understandable words, as a rule, no more than 5-6 words. For example, to relieve excitement in a critical situation, the leader in an imperative tone that does not cause objections, utters the phrase: “Everyone is calm! Everyone stays where they are! We act according to the following plan…” One of the necessary conditions for effective suggestion is suggestibility. Suggestibility is understood as the ability of a person to change his behavior at the request of another person or group of people, without relying on logic or conscious motives (that is, unconscious subordination to the requirements of other people. Suggestibility depends on age (the younger, the higher), gender (more often in general, women are more suggestible than men), intelligence (with an increase in education, suggestibility usually decreases), state of health (with overwork or after illness, suggestibility becomes higher) and other factors.In addition, suggestibility varies significantly depending on the type of suggestion and the authority of that person, which produces suggestion. Methods of active interaction Methods of active interaction are divided into two large groups: discussion methods and methods of socio-psychological training. Debating Methods Discussion methods include discussion (controversy, dispute) and the “brainstorming” method. In addition to professional, managerial, scientific and technical problems, interpersonal relations of group members can be subjects of discussion. In this case, group relationships act as a learning model through which students learn the possibilities of self-determination and understanding of each other. The subject of discussion can also be a group discussion of problem situations. Here, both task orientation (analysis of problem situations) and orientation to interpersonal relationships are possible. When focusing on a task, the group discussion method helps each participant to clarify their own point of view, develop initiative, communicative quality and the ability to use their intellect. "Brain attack" - it is a technique for stimulating creativity and productivity based on the expression of any ideas or thoughts on a proposed topic by group members, without evaluating them as true or false, meaningless or strange. This technique proceeds from the assumption that in the usual methods of discussing and solving problems, the emergence of innovative ideas is hindered by the control mechanisms of consciousness, which fetter the flow of these ideas under the pressure of habitual, stereotypical forms of decision-making. that among them there will be at least a few containing the most successful solutions. Methods of socio-psychological training
Methods of socio-psychological training are divided into two groups: game methods and sensitive method (method of training interpersonal sensitivity).
Game methods. Game methods are designed to develop and make managerial decisions. It is generally accepted that game methods are divided into operational and role-playing. In turn, operational methods are divided into proper business and management. At the same time, the division into management and business games is purely conditional, since management decisions are ultimately developed in a business game. In the same way, in the management game, group members are forced to engage in business relations with partners. An operational game (business, managerial) as a simulation method opens up the opportunity for a psychologist to study decision-making processes, taking into account individual indicators.
In the conditions of a role-playing game, an individual is faced with a situation that is characteristic of his reality and which makes it necessary to change his attitudes. Conditions are created for the formation of new, more effective communication skills.
In preparation for the games, relevant documentation is being developed. For example, for a business game, the main documents are a script, a description of the game environment, instructions to the players.
The sensitive method belongs to the category of interpersonal sensitivity training techniques. The main goal of sensitive training is to develop and improve the ability of individuals to understand each other.
Comparative list of methods of psychological influence
and active interaction.
Methods of psychological influence
1. Persuasion. Forms of persuasion: dispute, discussion, conversation, story, personal example, proof.
2. Suggestion. Forms of direct suggestion: commands, orders, suggestive instruction. Forms of indirect suggestion: hint, indirect approval, indirect condemnation.
3. Self-hypnosis. In addition to the forms of suggestion listed above, the method of autogenic training is used.
4. Imitation.
5. Psychological help.
6. Suggestopedia.
Methods of active interaction
1. Debate methods:
Discussion
controversy
-"brain attack"
2. Methods of socio-psychological training:
1) game methods
Operational (business, managerial)
2) sensitive method
2.2 2.3 The ability to communicate and its importance in the development of organizational and
communicative qualities.
Previously, it was shown that the ability to communicate to the greatest extent is socially determined. They are manifested in the individual's level of realization of all three aspects of communication: communicative - in the means of transmitting information (written and oral speech, gestures, facial expressions, etc.); interactive - in the ways and techniques of psychological influence and active interaction in joint activities; perceptual - in interpersonal perception, evaluation and mutual understanding of people. The ability to communicate also implies a developed degree of socio-psychological adaptation, that is, the active adaptation of the individual to the conditions of the new social environment, the ability to exert a psychological influence on others, to convince them and win them over.
The problem of communication belongs to the basic categories of psychological science as well as the categories of "reflection" and "activity". These categories are interrelated and interdependent. They are mediated by mental, that is, cognitive processes. In the process of communication, there is a mutual exchange of activities, their methods and results, ideas, ideas, attitudes, interests, feelings, etc. The result of communication is developing relationships with other people. Thus, communication acts as a specific form of human interaction with other people, as the interaction of subjects. Not just an action, not just the impact of one subject on another, but precisely interaction.
Communication is a complex, multifaceted process of establishing and developing contacts between people, generated by the needs of joint activities and including the exchange of information, the development of a unified interaction strategy, the perception and understanding of another person. From this definition, we can conclude that communication has all three aspects of its manifestation: communicative, interactive, and perceptual.
Communicative side communication is manifested through the actions of the individual, consciously focused on their semantic perception by other people.
Interactive side communication (interaction means interaction) is the interaction (and impact) of people with each other in the process of interpersonal relationships.
Perceptual side communication (perception - perception) is manifested through the perception and evaluation of social objects by people (other people, themselves, groups, other social communities).
Chapter 3 Experimental study of the level of development in
adolescents ability to communicate.
In order to confirm or refute the hypothesis and information given in the previous two chapters, we conducted an experimental study of adolescent children on the basis of gymnasium No. 1 in the 9th "D" class.
3.1 Tasks and research methodology
In order to investigate the level of development of the ability to communicate in adolescents, we used the following methodology.
(V.F. Ryakhovsky)
Instructions for test subjects:
The methodology for determining the level of sociability contains 16 questions. Each should be answered with "Yes", "No", or "Sometimes". The time to complete the technique is 5-7 minutes.
Results processing:
Response score:
"Yes" - 2 points
"No" - 1 point
"Sometimes" - 0 points
The level of sociability is determined depending on the points scored. The points are summed up and the classifier determines which category of people the subject belongs to.
1.1 3.2 Analysis and discussion of the research results.
Test questionnaire "Determining the level of sociability"
Using this technique, we determined the level of sociability in adolescents. We calculated the scores and, using the classifier, determined the level of each of the subjects.
The level of sociability among ninth grade students.
Table #1
Number of points | ||||
Loseva P. | ||||
Podkovalnikova A. | ||||
Kuznetsov A. | ||||
Kopylov V. | ||||
Marinin A. | ||||
Morozov A. | ||||
Ishmurzin V. | ||||
Vasilyeva E. | ||||
Safonov A. | ||||
Semyonov S. |
So, 40% of the subjects are at an average level of sociability, of which 25% are at an average level closer to low and 75% are at an average level closer to high. 50% of the subjects are at a high level of development of sociability. 10% of the tested adolescents are at a low level of development of sociability. Adolescents who are at the highest or, conversely, at the lowest levels, have not been identified.
Conclusion
In our work, we investigated the problem of the abilities of adolescent children. In the course of the work, we studied the communicative inclinations of students and their level of development.
In the first chapter, we examined the state of the ability problem in contemporary psychology. To do this, we defined the concept of abilities in psychology, considered various approaches to studying the problem, and also presented a classification of abilities.
In the second chapter, in the process of studying the features of the development of abilities in adolescence, we examined the problem of developing the ability to communicate and its significance in the formation of communicative and organizational qualities. Based on a theoretical analysis of the literature on the problem of abilities, we conducted an experimental study with ninth grade students.
After analyzing the data obtained as a result of the study, we revealed the degree of development of sociability in children.
In the course of the study, we came to the conclusion that communication is the leading activity in adolescence. The results of the pilot study confirm our hypothesis that, since communication is the leading activity in adolescence, we tend to assume that at this age children will have high communicative abilities.
Bibliography.
1. Batarshev A.V. Psychodiagnostics of communication abilities or how to determine the organizational and communicative qualities of a person. - M., VLADOS, 1999.
2. Vygotsky L.S. Problems of general psychology. Collected works in 6 volumes, V.2, - M., Pedagogy, 1982.
3. Davydov V.V. Psychological dictionary. - M., Pedagogy, 1983.
4. Kovalev A.G., Myasishchev V.N. Mental characteristics of a person. In 2 volumes. T.2. Capabilities. - L., 1960.
5. Levitov N.D. abilities and interests. - M., 1962.
6. Leites N.S. Ability problems. - M., 1962.
7. Mukhina V.S. Age-related psychology. - M., Academy, 2000.
8. Teplov B.M. Ability and talent. - M., 1947.
9. Tikhomirova L.F. The development of cognitive abilities in children. - Yaroslavl, 1996.
10. Shadrikov V.D. Human abilities. - L., NPO NODEK, 1997.
11. Shadrikov V.D. Cognitive processes and abilities in learning. - M., Education, 1990.
Appendix
The text of the questionnaire for the method "Determining the level of sociability"
(V.F. Ryakhovsky)
1. You have an ordinary or business meeting. Does it unsettle you
expectation?
2. Does the instruction to speak with
report, message, information at any meeting, meeting or similar event?
3. Do you postpone your visit to the doctor until the last moment?
4. You are offered to go on a business trip to a city where you have never been.
Will you make every effort to avoid a business trip?
5. Do you like to share your experiences with anyone?
6. Do you get annoyed if a stranger on the street addresses you with
request (show the way, find out the time, etc.)?
7. Do you believe that there is a problem of "fathers and sons", and that people of different
Generations hard to understand each other?
8. Are you embarrassed to remind a friend to return you the money that he
borrowed a few months ago?
9. In a restaurant, you were served a clearly poor-quality dish, would you keep silent?
10. Once alone with a stranger, you will not speak to him first and
you will be burdened if he starts a conversation. Is it so?
11. You are horrified by any queue (shop, library). You will refuse
intentions?
12. Are you afraid to participate in any review panel
conflict situations?
13. You have your own, purely individual assessment system
works of literature, art, culture, and you do not listen to other people's opinions on this matter. Is it so?
14. Hearing somewhere on the sidelines a statement that is clearly erroneous but well
question you know, would you prefer to remain silent and not enter into an argument?
15. Do you get frustrated when someone asks you to help sort out something or
another service issue or educational topic?
16. Are you more willing to express your point of view (opinion, assessment) in a written
than verbally?
Classifier
30-32 points: The teenager is clearly uncommunicative, this is his misfortune, and he himself suffers more from it. But it is not easy for those close to him either. It is difficult to rely on him in a matter that requires group efforts. A teenager should try to be more sociable, to control himself.
25-29 points: The teenager is reserved, taciturn, prefers loneliness, so he has few friends.
19-24 points: The teenager is sociable to a certain extent, feels confident, problems do not frighten him. But it converges with people "with an eye", although this is fixable.
14-18 points: The teenager has normal sociability. He is inquisitive, willingly listens to any interlocutor, patient enough in dealing with others, defends his point of view without irascibility. Without unpleasant experiences, he goes to meet new people. At the same time, he does not like noisy companies; extravagant antics and verbosity irritate him.
9-13 points: The teenager is very sociable (sometimes even beyond measure). He is curious, talkative, likes to speak out on various issues, which sometimes causes irritation among others. He willingly meets new people. He likes to be in the spotlight, does not refuse requests to anyone, although he cannot always fulfill them. Sometimes it flares up, but quickly leaves. What he lacks is perseverance, patience and courage when faced with serious problems. If desired, however, he can force himself not to back down.
4-8 points: Extremely high level of sociability. It testifies to the formed need for communicative and organizational activities. A teenager instantly orients himself in difficult situations, behaves very naturally in a new team. Very proactive. Makes independent decisions. Defends his opinion and seeks acceptance of his decisions. Likes to organize games, various events. Persistent and obsessed with activity.
3 points or less: The teenager has unhealthy communication skills. He is verbose, interfering in matters that have nothing to do with him. It causes conflicts. His excessive sociability is painful. This lifestyle is a mistake.
