Traditional medicine

Mental cognitive processes. Cognitive processes in psychology The simplest cognitive processes

With the help of such cognitive mental processes as speech, sensation, thinking, memory, attention, a person perceives reality and carries out his life activities.

Features of mental cognitive processes

It is thanks to these processes that the brain responds to influences from the external and internal environment. Without cognitive phenomena, human activity would be in danger. So, without perception, sensations, you would not be able to feel the stimulus, which, perhaps, could well pose a threat to your life. Without imagination, the mental regulators located in every person would not be able to analyze the threat and foresee the result of its influence. And without memory, you would not remember your past experience, you would not know what the resulting irritation would lead to.

Types of mental cognitive processes

Let us consider in detail the above classification of processes:

1. Feelings are the simplest among all mental phenomena. They store in themselves all the ideas about irritating factors that you have ever encountered. In this case, the following types of sensations are distinguished:

from the outside: taste, tactile, auditory, skin, visual, olfactory sensations, through which we perceive the world around us;
internal: nausea, hunger, thirst, etc., arising as a result of signals from receptors of certain organs;
motor sensations appear due to changes in the position of your body.

2. Perception reflects not only what you see, what surrounds you, but also complements all this with their properties, affecting the senses.

3. Attention is the concentrated focus of your consciousness on phenomena or objects of the real world. It is worth noting that it is difficult for every individual to simultaneously perceive information from many sources, but you will definitely hear your name, for example, spoken in the crowd during a stormy party. Scientists explain this by the fact that the main mechanisms of attention are always focused on phrases and words that have special meaning for a person.

4. Memory reflects everything that was previously perceived, accomplished, experienced by you. There is genetic and lifetime:

hereditary memory includes instincts, all the information that characterizes your physiological structure. It is not particularly influenced by a person's living conditions;
Lifetime stores what has accumulated since the moment of your birth. In addition, unlike the previous one, it is dependent on external influences.

5. Thinking also refers to higher mental cognitive processes. It helps to discover new knowledge for a person, promotes creative development and problem solving. It is in the process of the latter that it manifests itself most clearly.

6. Speech combines sound signals and symbols that facilitate the presentation of information, its processing, storage in memory and, if necessary, transmission.

Disturbance of cognitive mental processes

The individual may be subject to disturbances in mental cognitive processes. The reason for this is various diseases. Thus, with epilepsy, memory capacity decreases, problems with thinking appear (it is very difficult for the patient to solve basic problems). As a result of traumatic brain injuries, a decrease in mental performance has been observed. If there is a suspicion of such a mental disorder, you should urgently seek advice from a psychiatrist.

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19. Cognitive mental processes. General characteristics.

Cognitive mental processes

Feelings	Reflection of individual properties of objects that directly affect our senses
Perceptions	Reflection of objects and phenomena that directly affect the senses as a whole, in the totality of the properties and characteristics of these objects
	Reflection of past experience or imprinting, preserving and reproducing something
Imagination	Reflecting the future, creating a new image based on past experience
Thinking	The highest form of reflective activity, which allows us to understand the essence of objects and phenomena, their interrelation, and the pattern of development

Sensation is the simplest cognitive mental process, during which there is a reflection of individual properties, qualities, aspects of reality, its objects and phenomena, connections between them, as well as internal states of the body that directly affect the human senses.

Perception is a holistic reflection of objects and phenomena of the objective world with their direct impact at the moment on the senses

Representation is the mental process of reflecting objects and phenomena that are not currently perceived, but are recreated on the basis of previous experience. Ideas do not arise on their own, but as a result of practical activity.

Imagination is a cognitive mental process consisting in the creation by a person of new images based on his existing ideas. Imagination is closely related to human emotional experiences

Thinking is a higher cognitive process, the generation of new knowledge, a generalized and indirect reflection of reality by a person in its essential connections and relationships. The essence of this cognitive mental process is the generation of new knowledge based on human transformation of reality

Memory is a form of mental reflection that consists in consolidating, preserving and subsequently reproducing past experience, making it possible to reuse it in activity or return to the sphere of consciousness.

Attention is the voluntary or involuntary direction and concentration of mental activity on any object of perception

20. General properties and classification of sensations.

It has long been customary to distinguish between five main types (modalities) of sensations: smell, taste, touch, sight and hearing. This classification of sensations according to the main modalities is correct, although not exhaustive. A.R. Luria believes that the classification of sensations can be carried out according to at least two basic principles - systematic And genetic(in other words, according to the principle of modality, on the one hand, and according to the principle of complexity or level of their construction, on the other).

Systematic classification of sensations

By identifying the largest and most significant groups of sensations, they can be divided into three main types; interoceptive, proprioceptive and exteroceptive sensations. The first combine signals reaching us from the internal environment of the body; the latter provide information about the position of the body in space and the position of the musculoskeletal system, provide regulation of our movements; finally, others provide signals from the outside world and create the basis for our conscious behavior

Interoceptive sensations, signaling the state of the internal processes of the body, bring to the brain irritations from the walls of the stomach and intestines, the heart and circulatory system and other internal organs.

Proprioceptive sensations provide signals about the position of the body in space and form the afferent basis of human movements, playing a decisive role in their regulation

The third and largest group of sensations are exteroreceptive sensations. They bring information from the outside world to a person and are the main group of sensations that connect a person with the external environment. The entire group of exteroceptive sensations is conventionally divided into two subgroups: contact and distant sensations.

Contact sensations are caused by an impact directly applied to the surface of the body and the corresponding perceived organ. Examples of contact sensation are taste and touch.

Distant sensations are caused by stimuli acting on the sense organs at some distance. These senses include smell and especially hearing and vision.

Genetic classification allows us to distinguish two types of sensitivity:

protopathic(more primitive, affective, less differentiated and localized), which includes organic feelings (hunger, thirst, etc.);

epicritic(more subtly differentiating, objectified and rational), which includes the basic human senses.

Different types of sensations are characterized not only by specificity, but also by properties common to them. These properties include: quality, intensity, duration and spatial localization.

Quality- this is the main feature of a given sensation, distinguishing it from other types of sensations and varying within a given type of sensation. The qualitative diversity of sensations reflects the infinite variety of forms of motion of matter.

Intensity sensation is its quantitative characteristic and is determined by the strength of the current stimulus and the functional state of the receptor.

Duration sensations are its temporary characteristics. It is also determined by the functional state of the sensory organ, but mainly by the time of action of the stimulus and its intensity.

1.Sensory-perceptual cognitive processes. Sensation and perception

2.Integrative cognitive processes. Memory, representation, attention, imagination.

The mental processes by which images of the environment are formed, as well as images of the organism itself and its internal environment, are called cognitive mental processes.

Cognitive processes - sensation, perception, thinking, imagination and memory - form the information base, the orienting basis of the psyche. It is cognitive mental processes that provide a person with knowledge about the world around him and about himself.

Cognizing and transforming the world, a person reveals stable, natural connections between phenomena. Regularities, internal connections of phenomena are reflected in our consciousness indirectly - in the external signs of phenomena, a person recognizes signs of internal, stable relationships. Noticing connections between phenomena, establishing the universal nature of these connections, a person masters the world, rationally organizes his interaction with it, he carries out mental activity - a generalized orientation in the world.

1. Sensory-perceptual cognitive processes. Sensation and perception.

FEELING

Sensation is a mental cognitive process of reflection in human consciousness of individual properties, qualities of objects and phenomena that directly affect our senses.

A sense organ is an anatomical and physiological apparatus located on the periphery of the body or in the internal organs; specialized to receive exposure to certain stimuli from the external and internal environment.

The analyzer is a complex nervous mechanism that performs a subtle analysis of the surrounding world, that is, it identifies its individual elements and properties. Analyzers can be external or internal. External analyzers have receptors located on the surface of the body - the eye, ear, etc. Internal analyzers have receptors located in internal organs and tissues.

TYPES OF SENSATIONS

Visual sensations are sensations of light and color. Visual sensations arise as a result of the influence of light rays (electromagnetic waves) on the retina, which contains two types of cells - rods and cones, so named for their external shape. In daylight, only cones are active. In low light (at dusk), the cones stop working and a person sees mainly gray (achromatic) colors.

A disease in which the functioning of the rods is disrupted and a person sees poorly or does not see anything at dusk and at night, but during the day his vision remains relatively normal, is called “night blindness,” since chickens and pigeons do not have rods and see almost nothing at dusk. The most common is red-green blindness, called color blindness (named after the English scientist D. Dalton, who first described this phenomenon). Colorblind people cannot distinguish between red and green, so they cannot be drivers, pilots, firefighters, artists, etc.

Auditory sensations arise through the organ of hearing. There are three types of auditory sensations: speech, music and noise. In these types of sensations, the sound analyzer identifies four qualities: sound strength (loud - weak), pitch (high - low), timbre (the originality of the voice or musical instrument), sound duration (sounding time), as well as tempo-rhythmic features of sequentially perceived sounds. .

Hearing for speech sounds is called phonemic hearing. It is formed depending on the speech environment in which the child is raised. Mastering a foreign language involves the development of a new system of phonemic hearing. A child’s developed phonemic hearing significantly influences the accuracy of written speech, especially in elementary school. Musical hearing is nurtured and formed, just like speech hearing.

Noises can evoke a certain emotional mood in a person (the sound of rain, the rustling of leaves, the howling of the wind), sometimes they serve as a signal of approaching danger (the hiss of a snake, the menacing barking of a dog, the roar of a moving train) or joy (the patter of a child’s feet, the steps of an approaching loved one, the thunder of fireworks ). In teaching practice, we often encounter the negative effects of noise: it tires the human nervous system.

Vibration sensations reflect vibrations of an elastic medium. A person gets such sensations, for example, when he touches the lid of a sounding piano with his hand. Vibration sensations usually do not play an important role for humans and are poorly developed. However, they reach a very high level of development in many deaf people, for whom they partially replace missing hearing.

Olfactory sensations. The ability to smell is called the sense of smell. The olfactory organs are special sensitive cells that are located deep in the nasal cavity. Individual particles of substances enter the nose along with the air that we inhale. In modern man, the olfactory sensations play a relatively minor role. But blind-deaf people use their sense of smell, just as sighted people use their vision and hearing: they identify familiar places by smell, recognize familiar people, etc.

Taste sensations arise with the help of the taste organs - taste buds located on the surface of the tongue, pharynx and palate. There are four types of basic taste sensations: sweet, bitter, sour, salty. A person’s sense of taste is highly dependent on the feeling of hunger and smell. With a severe runny nose, any dish, even your favorite, seems tasteless. The tip of the tongue tastes sweets best. The edges of the tongue are sensitive to sour, and its base to bitter.

Skin sensations - tactile (touch sensations) and temperature (warm or cold sensations). There are different types of nerve endings on the surface of the skin, each of which gives the sensation of touch, cold, or heat. Temperature sensations have a very pronounced emotional tone. Thus, average temperatures are accompanied by a positive feeling, the nature of the emotional coloring for warmth and cold is different: cold is experienced as an invigorating feeling, warmth as a relaxing one. High temperatures, both in the cold and warm directions, cause negative emotional experiences.

Motor (or kinesthetic) sensations are sensations of movement and position of body parts. Thanks to the activity of the motor analyzer, a person gains the opportunity to coordinate and control his movements. Receptors of motor sensations are located in the muscles and tendons, as well as in the fingers, tongue and lips, since it is these organs that carry out precise and subtle working and speech movements.

Visceral (organic) sensations tell us about the work of our internal organs - the esophagus, stomach, intestines and many others, in the walls of which the corresponding receptors are located. While we are full and healthy, we do not notice any organic sensations. They appear only when there is a malfunction in their work or a disease develops. Organic sensations are closely related to human organic needs.

Tactile sensations are combinations of skin and motor sensations when feeling objects, that is, when touching them with a moving hand. The combination of skin and motor sensations that arise when feeling objects, i.e. when touched by a moving hand, it is called touch. The organ of touch is the hand.

The feeling of balance reflects the position occupied by our body in space. When we first get on a two-wheeled bicycle, skate, roller skate, or water ski, the most difficult thing is to maintain balance and not fall. The sense of balance is given to us by an organ located in the inner ear. It looks like a snail shell and is called a labyrinth. When the position of the body changes, a special fluid (lymph) vibrates in the labyrinth of the inner ear, called the vestibular apparatus.

Painful sensations have a protective meaning: they signal a person about trouble that has arisen in his body. Complete insensitivity to pain is a rare anomaly, and it brings serious trouble to a person. Painful sensations have a different nature. Firstly, there are “pain points” (special receptors) located on the surface of the skin and in the internal organs and muscles. Secondly, sensations of pain arise when an extremely strong stimulus acts on any analyzer.

Basic patterns of sensations

In order for a sensation to arise, the irritation must reach a certain magnitude. Stimuli that are too weak do not cause sensations. The minimum magnitude of the stimulus that gives a noticeable sensation is called the absolute threshold of sensation.

Each type of sensation has its own threshold. The value of the absolute threshold characterizes the absolute sensitivity of the senses, or their ability to respond to minimal influences. The lower the threshold of sensation, the greater the absolute sensitivity to these stimuli.

Another important characteristic of the analyzer is its ability to distinguish changes in the strength of the stimulus. That smallest increase in the strength of the current stimulus, at which a barely noticeable difference in the strength or quality of sensations occurs, is called the threshold of sensitivity to discrimination.

Adaptation - with prolonged exposure to various stimuli, the sensation gradually decreases. This phenomenon is based on complex processes occurring both in the receptor apparatus and in the central parts of the nervous system. Interaction of sensations. The work of one analyzer can affect the work of another, strengthening or weakening it. For example, weak musical sounds can increase the sensitivity of the visual analyzer, while sharp or strong sounds, on the contrary, worsen vision. Rubbing your face with cool water and mild sweet and sour taste sensations can sharpen your vision.

A defect in the operation of one analyzer is usually compensated by increased work and improvement of other analyzers when one of them is lost. The remaining intact analyzers, with their clearer work, compensate for the activity of the “retired” analyzers (in blind-deaf people).

Development of sensations. The development of sensations occurs in connection with the practical, labor activity of a person and depends on the requirements that are placed on the work of the senses. A high degree of perfection is achieved, for example, by the olfactory and gustatory sensations of tasters who determine the quality of tea, wine, perfume, etc. The accuracy of determining sounds in pitch is influenced, for example, by the instrument a person plays. A feature of the human sensory organization is that it develops during life. Sensitivity is a potential human property. Its implementation depends on the circumstances of life and the efforts that a person puts into their development.

PERCEPTION

Sensations and perceptions are links in a single process of sensory cognition. They are inextricably interconnected, but also have their own distinctive features. In contrast to sensation, during perception a person does not learn individual properties of objects and phenomena, but objects and phenomena of the surrounding world as a whole.

Perception is a reflection of objects and phenomena, integral situations of the objective world in the totality of their properties and parts with their direct impact on the senses.

There are no special sensory organs. The physiological basis of perception is the complex activity of the analyzer system. Any object or phenomenon of reality acts as a complex, complex stimulus. Perception is the result of the analytical-synthetic activity of the cerebral cortex: individual excitations and sensations are connected with each other, forming a certain integral system.

Types of perception. Depending on which analyzer plays the predominant role in perception, visual, tactile, kinesthetic, olfactory and gustatory perceptions are distinguished. Complex types of perception represent combinations, a combination of different types of perception. Unlike sensations, images of perception usually arise as a result of the work of several analyzers. Complex types of perception include, for example, the perception of space and the perception of time.

Perceiving space, i.e. The distance of objects from us and from each other, their shape and size, a person is based on visual sensations, and on auditory, skin and motor sensations.

In the perception of time, in addition to auditory and visual sensations, motor and organic sensations play an important role. The perception of time is understood as the process of reflecting the duration and sequence of events occurring in the objective world. Only very short periods of time are amenable to direct perception. When we are talking about longer periods of time, it is more correct to talk not about perception, but about the representation of time. The perception of time is characterized by a high degree of subjectivity. Time periods filled with positively emotionally charged actions and experiences of a person are perceived as shorter. Unfilled or filled with negatively colored emotional moments are perceived as longer. Time filled with interesting work passes much faster than time filled with monotonous or boring activities.

Basic properties of perception

Selectivity of perception. Of the huge number of diverse influences, we highlight only a few with great clarity and awareness. What is in the center of a person’s attention during perception is called the object (subject) of perception, and everything else is the background. The subject and the background are dynamic, they can change places - what was the object of perception can become the background of perception for some time. Perception is always selective and depends on apperception.

Apperception is the dependence of perception on the general content of a person’s mental life, his experience and knowledge, interests, feelings and a certain attitude towards the subject of perception. Sometimes a person perceives not what is, but what he wants. Artists, architects, and tailors are well aware of visual illusions. For example, vertical stripes on a dress visually “make” a woman taller. Try holding your hand in very cold water and then putting it in warm water. It will seem to you that your hand has almost fallen into boiling water. If you eat a piece of lemon or herring and wash it down with tea with a little sugar, the first sip will seem very sweet.

Individual characteristics of perception. People differ:

1) by the nature of receiving information. A holistic (synthetic) type of perception is distinguished. This type is characterized by a focus on the essence, meaning, generalization, and not on details and particulars. The detailing (analytical) type of perception is focused on details.

2) by the nature of the reflection of the information received. Here we distinguish between descriptive and explanatory types of perception. The descriptive type is focused on the factual side of information: it reflects what it sees and hears, getting as close as possible to the original data, but often without delving into its meaning. The explanatory type tries to find the general meaning of information.

3) by the nature of the personality’s characteristics. Here, an objective type of perception is distinguished, when a person is focused on the accuracy of perception and impartiality. Subjective type, when perception is subject to a subjective attitude towards what is perceived, a biased assessment of it, pre-existing preconceived thoughts about it. This is the most common everyday type of perception.

Observation is perception, closely related to the activity of thinking - comparison, discrimination, analysis. Observation is the purposeful, systematic perception of objects and phenomena in the knowledge of which we are interested. To observe means not just to look, but to examine, not just to listen, but to listen, to listen, not just to smell, but to sniff.

Observation involves a clear understanding of the objectives of the observation and the development of a plan for its implementation. Clarity of the purpose and objectives of observation activates an important characteristic of perception - selectivity. Perception, attention, thinking and speech are combined during observation into a single process of mental activity. Observation is a personality trait, the ability to observe and notice characteristic, but little noticeable features of objects, phenomena, and people. It is closely related to the development of a person’s professional interests, as it is improved in the process of systematically engaging in the chosen occupation.

Thus, the variety of sensations is a reflection of the many existing properties of his habitat that are significant for a person and his interaction with this environment. Sensations and perceptions are links in a single process of sensory cognition. Perception is a reflection of objects and phenomena, integral situations of the objective world in the totality of their properties and parts with their direct impact on the senses.

2. Integrative cognitive processes. Memory, representation, attention and imagination.

Memory is the process of remembering, preserving, reproducing and forgetting past experience, making it possible to reuse it in activity or return to the sphere of consciousness.

Memory is the main condition for human mental development and ensures the unity and integrity of the individual. The psychological basis of memory is consciousness. The physiological basis of memory is the formation, preservation and actualization (demand) of temporary nerve connections through the occurrence of physical and chemical processes in the cortex and subcortex of the brain.

Types of memory can be divided into three groups:

1) what a person remembers (objects and phenomena, thoughts, movements,

feelings). Accordingly, they distinguish between motor, emotional, verbal-logical and figurative memory;

2) how a person remembers (accidentally or intentionally). Here they highlight

voluntary and involuntary memory;

3) how long the memorized information is retained. These are short-term, long-term and working memory.

Motor (motor) memory allows you to remember abilities, skills, various movements and actions. If it were not for this type of memory, then a person would have to learn to walk, write, and perform various activities all over again.

Emotional memory helps us remember the feelings, emotions, experiences that we experienced in certain situations. Emotional memory is of great importance in the formation of a person’s personality, being the most important condition for his spiritual development.

Semantic, or verbal-logical memory is expressed in the memorization, preservation and reproduction of thoughts, concepts, reflections, and verbal formulations. The form of thought reproduction depends on the level of human speech development. The less developed speech is, the more difficult it is to express the meaning in your own words.

Figurative memory. This type of memory is associated with our senses, through which a person perceives the world around us. In accordance with our senses, there are 5 types of figurative memory: auditory, visual, olfactory, gustatory, tactile. These types of figurative memory are developed unevenly in humans; one is always predominant.

Voluntary memory presupposes the presence of a special goal to remember, which a person sets and applies appropriate techniques for this, making volitional efforts.

Involuntary memory does not imply a special goal to remember or recall this or that material, incident, phenomenon; they are remembered as if by themselves, without the use of special techniques, without volitional efforts. In the development of memory, involuntary memorization precedes voluntary memorization. A person involuntarily remembers not everything, but what is connected with his personality and activities. What we involuntarily remember, first of all, is what we like, what we paid attention to, what we actively and enthusiastically work on. Therefore, involuntary memory also has an active character. Animals already have involuntary memory. The best way to remember and retain it in memory for a long time is to apply knowledge in practice. In addition, memory does not want to retain in consciousness what contradicts the attitudes of the individual.

Short-term and long-term memory. These two types of memory differ in the duration of retention of what a person remembers. Short-term memory has a relatively short duration - a few seconds or minutes. It is sufficient to accurately reproduce events that have just occurred, objects and phenomena that have just been perceived. After a short time, the impressions disappear, and the person usually finds himself unable to remember anything of what he perceived. Long-term memory ensures long-term retention of material. The important thing is to remember it for a long time, the need for this information, and its personal significance for a person.

They also allocate RAM - storing some information for the time necessary to perform an operation, a separate act of activity. For example, in the process of solving any problem, it is necessary to retain in memory the initial data and intermediate operations, which may later be forgotten, until the result is obtained.

All types of memory are necessary and valuable in themselves; in the process of human life they are generalized and interact with each other.

Memory processes

The basic processes of memory are memorization, reproduction, storage, recognition, forgetting. The quality of operation of the entire memory apparatus is judged by the nature of reproduction. Memory begins with remembering.

Memorization is the imprinting of images of objective reality perceived by the human consciousness in a short period of time, ensuring the preservation of material in memory for its subsequent reproduction.

With unintentional memorization, a person does not set a goal to remember and does not make any effort for this. This is how something that vividly interests a person or evokes a strong and deep feeling in him is remembered. But any activity requires that a person remember many things that are not remembered by themselves. Then deliberate, conscious memorization comes into force, i.e. the goal is set to remember the material.

Mechanical memorization is based on the consolidation of individual connections and associations. Semantic memorization is associated with thinking processes. If memorization has the character of specially organized work associated with the use of certain techniques for the best assimilation of knowledge, it is called memorization.

Memorization depends: a) on the nature of the activity, on the processes of goal setting: voluntary memorization, based on a consciously set goal - to remember, is more effective than involuntary;

b) from installation - remember for a long time or remember for a short time. We often set out to memorize some material knowing that, in all likelihood, we will only use it on a certain day and then it will not matter. Indeed, after this period we forget what we have learned.

c) from the emotions experienced. It is better to learn material that is emotionally charged, interesting, and personally significant.

Methods of random or organized memorization:

1. Grouping - dividing the material into groups for some reason (by meaning, associations, etc.), highlighting strong points (thesis, titles, questions, examples, etc., in this sense, compiling cheat sheets: useful for memorization), plan - a set of support points; classification - distribution of any objects, phenomena, concepts into classes, groups based on common characteristics.

2. Structuring the material - establishing the relative position of the parts that make up the whole.

3. Schematization - description of information in basic terms.

4. Analogy - establishing similarities, similarities between phenomena, objects, concepts, images.

5. Mnemonic techniques - certain techniques or methods of memorization.

6. Recoding - verbalization or pronunciation, presentation of information in figurative form.

7. Completing the memorized material, introducing new things into memorization (using words or intermediary images, situational features).

8. Associations - establishing connections based on similarity, contiguity or opposition.

9. Repetition - consciously controlled and uncontrolled processes of reproducing material. Memorization occurs faster and is more durable when repetitions do not immediately follow each other, but are separated by more or less significant periods of time (it is better to take breaks from two hours to a day).

Preservation is the assimilation by the human consciousness of previously perceived images of objects and phenomena. The duration of storage depends on the time. 20 minutes after memorization, 58.2% of information is retained, after an hour - 44.2%, after 8 hours - 35.8%, after 24 hours - 33.7%. Criteria for storing material in memory: reproduction and recognition.

Reproduction is the actualization of images of objects and phenomena, thoughts, actions and deeds fixed by the human consciousness. Reproduction can occur at three levels: recognition, reproduction itself (voluntary and involuntary), remembering (in conditions of partial forgetting, requiring volitional effort).

When unintentionally reproducing a thought, word, etc. are remembered by themselves, without any conscious intention on our part. Unintentional reproduction may be caused by associations. We say: “I remembered.” Here thought follows association. In intentional recollection we say, “I remember.” Here associations already follow thought.

If reproduction is associated with difficulties, we talk about recollection. Remembering is the most active reproduction; it is associated with tension and requires certain volitional efforts. The success of recall depends on understanding the logical connection between the forgotten material and the rest of the material, which is well preserved in memory. It is important to evoke a chain of associations that indirectly help to remember what is needed.

Recognition is the simplest form of reproduction. Recognition is the development of a feeling of familiarity when experiencing something again. This is a process that is characterized by the fact that images fixed in memory arise without relying on secondary perception of objects. It's easier to learn than to reproduce.

Forgetting is the process of erasing previously imprinted images in a time period. Forgetting begins soon after memorization and at first proceeds at a particularly rapid pace. In the first 5 days, approximately 75% of information is forgotten, and in the next 25 days - another 4%. 31 days after memorization, 21% of the original memorized information remains. Therefore, you should repeat what you have learned not when it has already been forgotten, but while forgetting has not yet begun. To prevent forgetting, a quick repetition is enough, but to restore what has been forgotten requires a lot of work.

Memory qualities: 1) speed of memorization; 2) durability; 3) accuracy of memory - absence of distortions, omissions of essential things, 4) readiness of memory - the ability to quickly retrieve from memory what is needed at the moment.

PERFORMANCE

Images of objects and phenomena that we do not perceive at the moment are called representations. Representations can be evoked through the mechanism of associations, using words or descriptions. The difference between ideas and perceptions is that ideas give a more generalized reflection of objects. Ideas are very unstable, fickle and fragmentary. Representations are the result of processing and generalization of past perceptions. Those born blind have no ideas about colors and colors; those born deaf have no ideas about sounds. Representation is associated with the work of figurative memory.

Representation is a higher level of cognition than perception; it is a stage of transition from sensation to thought; it is a visual and at the same time generalized image that reflects the characteristic features of an object. Speech plays a crucial role in the formation of general ideas, naming a number of objects in one word. Ideas are formed in the process of human activity, therefore, depending on the profession, one type of ideas predominantly develops.

ATTENTION

The human brain constantly receives a huge amount of information, from which it is necessary to select the most necessary. The mechanism of choice is attention. Attention is a mental cognitive process of selective orientation and concentration of consciousness on certain objects and phenomena.

Attention is not an independent mental function. This is a special form of human mental activity; it is included as a necessary component in all types of mental processes. Attention is a characteristic of any mental process: perception, when we listen, consider; thinking when solving a problem; memory, when we remember something or try to remember; imagination, when we try to clearly imagine something. Thus, attention is the ability to choose what is important for oneself and focus one’s perception, thinking, imagination, etc. on it.

Attentiveness is an important quality of any profession. Types of attention:

1. involuntary - does not require volitional effort, attracts with the novelty, unusualness, significance of the object (for example, advertising a product);

2. voluntary - controlled by volitional effort and directed at a specific object depending on the task;

Basic properties of attention. There are five properties of attention: concentration, stability, volume, distribution and switching.

1. Focus is maintaining attention on one object or one activity while distracting from everything else. Focus is associated with deep, effective interest in an activity, an event or fact. The degree or strength of concentration is the concentration or intensity of attention.

Concentration is the absorption of attention on one object or one activity. An indicator of intensity is the inability to distract attention from the subject of activity by extraneous stimuli. For example, a child puts together a new construction set. He is completely absorbed in his work, is not distracted for a minute, does not notice how time passes, does not respond to phone calls, you can call him, call him to dinner - he does not answer, and sometimes he does not even hear.

2. Stability is the long-term retention of attention on an object or some activity. Sustained attention is one that can remain continuously focused on one subject or the same work for a long time. Full stability is maintained for 15-20 minutes;

Unstable attention is periodically weakened or distracted.

3. Volume is the number of objects that are covered by attention simultaneously, simultaneously. The attention span of adults usually ranges from 4 to 6 objects. The scope of attention largely depends on knowledge of objects and their connections with each other.

4. Distribution of attention is the ability to perform two or more different activities while maintaining your attention on them. Attention can be divided simultaneously between several different activities. For example, a cadet at a lecture distributes attention between what he is writing down and what he is hearing at the moment.

5. Switching attention is a conscious and meaningful movement of attention from one object or action to another, it is a restructuring of attention, its transition from one object to another in connection with a change in the tasks of the activity. Conscious switching of attention should not be confused with distractibility of attention. Normally, switching occurs 3-4 times per second. Different activities require different forms of attention.

The development and strengthening of voluntary attention is facilitated by:

 a person’s awareness of the importance of the task: the more important the task, the stronger

the desire to fulfill it, the more attention is attracted;

 interest in the final result of the activity makes you remind

to yourself that you need to be attentive;

 organization of activities.

Attention and distraction. Attention is usually opposed to absent-mindedness. In our language, absent-mindedness is often understood as a synonym for inattention. However, these terms are not always the same.

Absent-mindedness may be the result of instability, weakness of attention. A person cannot concentrate on anything for a long time; his attention constantly jumps from one thing to another. For example, such attention is typical for children; it is also observed in adults, especially in a state of fatigue, during illness.

One of the causes of inattention is lack of mental activity. Personal orientation plays a huge role in the development of attention.

Imagination

Imagination is a mental cognitive process of creating new images, ideas, thoughts based on existing ideas and life experiences. The material for imagination is past impressions, sensations, life experiences, and knowledge. Psychological mechanisms of imagination:

The images that arise in the imagination always contain features of images already known to a person. But in the new image they are transformed, changed, combined into unusual combinations. The essence of imagination lies in the ability to notice and highlight specific signs and properties in objects and phenomena and transfer them to other objects. There are several imagination techniques.

Combination is a combination of individual elements of various images of objects in new, more or less unusual combinations. Combination is a creative synthesis, and not a simple sum of already known elements, it is a process of significant transformation of the elements from which a new image is built.

Emphasis - emphasizing certain features (for example, the image of a giant). This method underlies the creation of caricatures and friendly caricatures (smart - a very high forehead, lack of intelligence - low).

Individual characteristics of imagination are determined by:

1) the degree of ease and difficulty with which imagination is given to a person;

2) characteristics of the created image (absurdity, original find);

3) in which area is the creation of new images brighter and faster (personal orientation).

Manifestations of imagination: dream (images of the desired future associated with reality); fantasy (images partially related to reality); dreams (complete separation from reality).

Thus, integrative cognitive processes include memory, representation, attention, imagination and memory. Integrative cognitive processes are the main conditions for human mental development; they ensure the unity and integrity of the individual.

3.Higher mental cognitive processes. Thinking, intelligence and speech.

THINKING

Thinking is a socially conditioned cognitive process inextricably linked with speech, characterized by a generalized and mediated reflection of connections and relationships between objects in the surrounding reality

The mental activity of people is carried out with the help of mental operations: comparison, analysis and synthesis, abstraction, generalization and concretization. All these operations are different aspects of the main activity of thinking - the disclosure of more significant objective connections and relationships between objects, phenomena, and facts.

1. Comparison is a comparison of objects and phenomena in order to find similarities and differences between them. Successful comparison of objects and phenomena is possible when it is purposeful, that is, it occurs from a certain point of view. It can be aimed either at establishing the similarity of objects, or at establishing differences, or at both at the same time. By comparing things, phenomena, their properties, comparison reveals identity and difference. Revealing the identity of some and the differences of other things, comparison leads to their classification. Classification is made according to some characteristic that turns out to be inherent in each item of this group. Thus, in a library, books can be classified by author, by content, by genre, by binding, by format, etc. The characteristic by which the classification is made is called the basis of classification.

2. Analysis and synthesis are the most important mental operations that are inextricably linked. In unity they provide complete and comprehensive knowledge of reality. Analysis provides knowledge of individual elements, and synthesis, based on the results of analysis, combining these elements, provides knowledge of the object as a whole.

Analysis is the mental division of an object or phenomenon into its constituent parts or the mental isolation of individual properties, features, and qualities in it. Analysis can also be a mental selection as a whole of its individual properties, features, and aspects. Analysis is possible not only when we perceive an object, but also when we remember it and imagine it. Analysis of concepts is also possible, when we mentally identify their various features, analysis of the train of thought, evidence, explanations, etc.

Synthesis is a mental connection of individual parts of objects or a mental combination of their individual properties. If analysis provides knowledge of individual elements, then synthesis, based on the results of analysis, combining these elements, provides knowledge of the object as a whole. There are two types of synthesis: as a mental unification of parts of a whole and as a mental combination of various signs, properties, aspects of objects and phenomena of reality.

3. Abstraction is the mental selection of essential properties and features of objects or phenomena while simultaneously abstracting from non-essential features and properties. The attribute or property of an object identified in the process of abstraction becomes independent objects of thinking. Thus, in all metals we can distinguish one property - electrical conductivity.

4. Generalization and specification.

Abstraction underlies generalization - the mental unification of objects and phenomena into groups according to those common and essential features that are highlighted in the process of abstraction.

Concretization is a mental transition from the general to the individual, which corresponds to this general. Concretization plays a significant role in the explanation that we give to other people. In educational activities, to concretize means to give an example, an illustration, a specific fact that confirms a general theoretical position, rule, law (for example, a grammatical, mathematical rule, a physical, socio-historical law, etc.). The lack of specification leads to formalism of knowledge; the particular provides significant assistance to the understanding of the general.

Forms of thinking:

1. A concept is a form of thinking that reflects the general and essential properties of objects and phenomena. For example, the concept of “tree” includes all the characteristics inherent in a tree, and does not include what is characteristic only of birch, or spruce, or oak, etc. Reflecting the general, essential, and natural in objects or phenomena of reality, the concept is the highest level of reflection peace.

2. Judgments are the main form of thinking, reflecting connections and relationships between objects and phenomena of the surrounding world, their properties and characteristics. Judgment is a form of thinking that contains the affirmation or denial of any position regarding objects, phenomena or their properties.

Judgments can be general, particular and individual. In general judgments, something is affirmed or denied regarding all objects and phenomena united by a concept, for example: “All metals conduct electricity.”

Judgment reveals the content of concepts. To know an object or phenomenon means to be able to make a correct and meaningful judgment about it, that is, to be able to judge it. The truth of judgments is verified by a person’s social practice.

3. Inference is a form of thinking in which a person, comparing and analyzing various judgments, derives a new judgment from them. A typical example of inference is the proof of geometric theorems. A person uses mainly two types of inferences - inductive and deductive.

Induction is a method of reasoning from particular judgments to a general judgment, the establishment of general laws and rules based on the study of individual facts and phenomena. Induction begins with the accumulation of knowledge about the largest possible number of homogeneous objects and phenomena, which makes it possible to find similarities and differences in objects and phenomena and omit the unimportant and secondary. By summarizing the similar characteristics of these objects and phenomena, they draw a general conclusion or conclusion, establish a general rule or law.

Deduction is a method of reasoning from a general judgment to a particular judgment, knowledge of individual facts and phenomena based on knowledge of general laws and rules. Deductive inference gives a person knowledge about the specific properties and qualities of a particular object based on knowledge of general laws and rules. For example, knowing that all bodies expand when heated, a person can foresee that railroad rails on a hot summer day will also expand, and therefore, when laying a railroad track, builders leave a certain gap between the rails.

4. Reasoning is a person’s practical thought, expressed in the unity of concepts, judgments, and conclusions

Solving a mental problem begins with a thorough analysis of data, understanding what is given and what a person has at his disposal. These data are compared with each other and with the question, and correlated with the person’s previous knowledge and experience. A person tries to use principles that have been successfully applied before in solving a problem similar to a new one. On this basis, a hypothesis (assumption) arises, a method of action, a path to solution is outlined. Practical testing of the hypothesis and testing of the solution path can show the fallacy of the intended actions.

Types of thinking

 in form and content, concretely effective, visually

figurative and abstract logical thinking.

 by the nature of the problems being solved, thinking can be theoretical and

practical.

 according to the degree of development and awareness, thinking can be

analytical (logical) and intuitive.

 according to the degree of novelty and originality, thinking can be classified as

reproductive (reproducing) and productive creativity.

Concretely effective is thinking that comes down to real, practical actions of a person in a clearly perceived situation (setting). Here, internal, mental actions are reduced to a minimum, and the task is mainly solved through external, practical actions with real material objects. This type of thinking can be observed already in young children, starting from 6 to 8 months of life.

Visual-figurative thinking is thinking in which problems are solved not by manipulating real, material objects, but by means of internal actions with images of these objects. This thinking is very clearly manifested when understanding, for example, complex pictures, complex situations.

Abstract-logical thinking is the highest type of human thinking, dealing with concepts about objects and phenomena, and not with the objects, phenomena or their images themselves, and is expressed in words or other signs. This type occurs entirely on the internal, mental plane.

The division of thinking into theoretical and practical is very conditional and relative; we are talking only about the predominance of certain components and its direction. Theoretical and practical thinking are distinguished by the type of problems being solved and the resulting structural and dynamic features.

Theoretical thinking is aimed at understanding the most general laws and rules. It operates with the most general categories and concepts. All kinds of scientific concepts, theories, methodological foundations of science are the product of this type of thinking. Theoretical thinking is the basis of scientific creativity.

The main task of practical thinking is the preparation of physical transformations of reality, that is, setting a goal, creating a plan, project, scheme of actions and transformations. Its ability lies in the fact that it is often deployed in conditions of time shortage, and also in the fact that in the conditions of practical activity its subject has limited capabilities for testing hypotheses.

It is important to distinguish between productive and reproductive thinking, based on the degree of novelty of the product obtained in the process of mental activity in relation to the subject’s activities.

Productive thinking generates new knowledge, new material or ideal results. Productive, for example, is the thinking of a scientist making a new discovery, a writer creating a new work, an artist painting a new picture.

Reproductive is thinking that rediscovers already known knowledge or recreates something that was once created by someone. Reproductive thinking is typical for people who repeatedly solve typical problems. In this type of thinking, a person follows a known, well-trodden path, which is why this type of thinking is also called uncreative.

A distinction is also made between intuitive and analytical (logical) thinking. Three characteristics are usually used: temporal (time of the process), structural (divided into stages), level of occurrence (awareness or unconsciousness).

Analytical thinking unfolds in time, has clearly defined stages, and the thinking process itself is conscious. Unlike analytical thinking, intuitive thinking is characterized by rapidity, there are no stages in it, and, finally, its process is realized to a minimal extent.

Realistic thinking is based on real knowledge about the world, is aimed at achieving goals determined by vital needs and circumstances, it is regulated by logical laws, and its flow is consciously controlled and directed.

Autistic thinking is based on arbitrary, irrational assumptions while ignoring real facts. Its main driving and guiding force is poorly realized or unconscious desires or fears. It is more related to the realization of desires.

Intelligence

Individual differences in the mental activity of people are manifested in various qualities of thinking. The most significant of them are independence, breadth, depth, flexibility, speed and criticality.

1. Independence of thinking is manifested in a person’s ability to put forward new ideas, problems and find the necessary answers and solutions, without resorting to the opinions and frequent help of other people. Independent thinking has always been considered one of the most important dimensions of personality. Anyone who does not have independent thinking is guided only by other people's knowledge, experience, opinions, and when solving any questions and problems, they rely on ready-made formulas and template solutions.

2. Breadth of mind is manifested in a person’s broad outlook, in active cognitive activity, covering the most diverse areas of science and practice.

3. Depth - the ability to penetrate into the essence of the most complex issues, the ability to see a problem where other people have no questions.

4. Since thinking can be broad, it means that someone can also have narrow thinking, the subject of which is some small (narrow) part of reality. Narrow thinking can be meaningful and deep (the thinking of a “narrow specialist”), or it can be poor, shallow, and superficial.

5. Flexibility of mind is expressed in the ability to be free from accepted stereotyped techniques and methods of solving problems of any content and level, in the ability to quickly change one’s actions when the situation changes, quickly switch from one method of solution or behavior to another, diversify attempts to solve a problem or task, and thereby finding new ways to solve them faster.

6. An important quality of the mind is the ability to foresight. The development of this particular quality allows a person to productively perform the function of managing an activity, especially if this activity involves many people. “To manage is to foresee,” says an old saying.

Speech is the process of individual use of language for the purpose of communicating with other people, the material carrier of thinking.

In order to speak and understand someone else's speech, you need to know the language and be able to use it.

Language is a system of conventional symbols with the help of which combinations of sounds are transmitted that have a certain meaning and meaning for people. Language is developed by society and is a form of reflection of their social existence in the public consciousness of people.

Language is a rather complex formation. Each language has a certain system of meaningful words, which is called the lexical composition of the language. In addition, a language has a certain system of various forms of words and phrases, which constitutes the grammar of the language, as well as a certain sound, or phonetic, composition, characteristic only of this particular language. The main purpose of language is that, being a system of signs, it ensures that each word has a specific meaning. The main functions of speech include message, designation, expression, influence. With the help of speech, we express our thoughts, express our attitude towards the object or phenomenon we are talking about. But for successful military professional activity, the influencing function of speech is most significant.

The influencing function of speech is to encourage a person to perform tasks using words. Speech influence can change the mental state, feelings and motives of people’s behavior. The influencing function of speech is widely used in educational work, in leadership and command. There are several types of speech: oral, written and internal. In turn, oral speech is divided into dialogical and monological. We use dialogical speech when we have a conversation. Having contact with the interlocutor helps to omit certain points in the speech. In other cases, dialogic speech can be more detailed, for example, when there is a scientific debate, a commander is talking with a subordinate about service issues, etc. In these cases, expanded sentences are used to ensure a more complete achievement of the content and expressiveness of speech.

Monologue speech is a speech by one person, for example a lecture, report. Here the direct contact is weaker, it is more difficult to assess how people listening to the speech perceive the speech. Monologue speech requires a lot of knowledge, general culture, correct pronunciation, self-control, active and systematic transmission of information, accurate descriptions, definitions, skillful handling of comparisons, etc.

The manifestation and use of oral speech in everyday communication is called speech communication: Its influence extends to all aspects of the life and activities of military personnel. It influences relationships, the formation of public opinion and relationships.

Written speech is the process of transmitting speech information using letter symbols. This type of communication is the most difficult. To convey the mental state, emotions, thoughts, it is necessary to present information and facts in the most complete, consistent and understandable way.

Inner speech is pronounced mentally. It does not perform the function of communication, but serves to carry out the thinking process and is the basis for the formation of mental actions. Often we say to ourselves what we intend to say to other people. Therefore, internal speech provides the semantic side of external speech.

The depth of perception of command speech depends on a number of conditions. The clearer, more precise and definite the order or requirement is formulated, the easier and more complete its understanding and comprehension by subordinates. The brevity and restraint of the order, along with the external calm and respectful tone of the commander himself, inspires the subordinate with confidence in the successful completion of the task. An order, a demand from an authoritative commander is immediately internally accepted by subordinates and becomes the motive for their activity.

An individual approach to the formation of speech skills is required. But in most cases there is only one way: reading fiction, speaking at seminars and public events.

Thus, thinking is a socially conditioned cognitive process inextricably linked with speech, characterized by a generalized and mediated reflection of connections and relationships between objects in the surrounding reality. Individual differences in the mental activity of people are manifested in various qualities of thinking. Speech is the process of individual use of language for the purpose of communicating with other people, the material carrier of thinking.

So, the connection between speech and thinking not only allows us to penetrate deeper into the phenomena of reality, into the relationships between things, actions and qualities, but also has a system of syntactic constructions that make it possible to formulate a thought and express a judgment. Speech has more complex formations that provide the basis for theoretical thinking and which allow a person to go beyond immediate experience and draw conclusions in an abstract verbal-logical way. The apparatuses of logical thinking also include those logical structures, the model of which is the syllogism. The transition to complex forms of social activity makes it possible to master those means of language that underlie the highest level of knowledge - theoretical thinking. This transition from the sensory to the rational constitutes the main feature of human conscious activity, which is a product of socio-historical development.

Self-study questions:

1. Creativity.

2. Mnemonic processes. Thinking, intelligence and speech.

Target: Introduce students to the concept of “cognitive processes.” To study the types, structure, mechanisms of the following cognitive processes: sensations, perceptions, memory, attention, thinking and imagination. Introduce techniques for the development of mental processes. Organize independent study of the issue “Pathology of cognitive processes.”

Plan:

1. Feelings.

2. Perception.

3. Memory.

4. Attention.

5. Thinking.

6. Imagination.

Today we begin to study an important section of psychology: “Cognitive processes”. The study will take 4 hours.

We all have the ability to perceive beauty, smell flowers, analyze events and our actions, forget the bad and remember the good, and much more.

Why do we have this opportunity? Cognitive processes provide us with this opportunity.

What are cognitive processes? Let's give a definition.

1. Cognitive processes- these are mental phenomena that provide, directly in their totality, cognition, i.e. perception of information, its processing, storage and use. These include: sensations, perceptions, ideas, attention and memory, imagination and thinking.

The most important function of all cognitive processes is to provide information of various kinds about the surrounding reality and about ourselves for planning further actions. Our task is to understand and understand the content and features of various cognitive processes.

The foundation of all cognitive processes is sensations. The world around us is wide and diverse; complex and confusing. To learn to navigate and live in this world, you have to start somewhere. This function of orientation in the simplest, most elementary properties of the surrounding life is performed by sensations.

The properties and signs of surrounding objects and phenomena - colors, smells, taste, heat, sounds - a person learns through sensations. If we did not have sensations, we would not be able to get a picture of the world!

What are sensations?

Feelings- this is the simplest mental process that reflects the individual properties of objects and phenomena under the direct influence of stimuli on the senses. All living beings that have a nervous system have sensations. But only those who have a brain, and most importantly a cerebral cortex, are aware of their sensations.

From birth, human sensory organs are adapted to perceive and process various influences—stimulants.

So, a person has vision. The retina of the eye records colors, their brightness, contrast, movement and size of objects. On a clear, dark night, a person can see the flame of a candle located 27 km away.

In order for a sensation to arise, exposure to a stimulus of a certain strength is necessary.

For example, how many grains of sugar do you need to put in a glass of water for you to feel the sweetness? That's right, everyone will have their own answer.

The minimum amount of stimulus that causes a barely noticeable sensation is called lower absolute threshold sensitivity. – Everyone, as we found out, has their own threshold.

Upper threshold sensitivity is the maximum value of the stimulus at which the sensation still retains its qualitative characteristics.

What is the relationship between the threshold value and sensitivity? Remember our example with sugar: who will have higher sensitivity? The lower the threshold value, the higher the sensitivity.

What is the mechanism of sensation?

The feeling arises, when some object or phenomenon affects its specific property - taste, smell, color, temperature, etc. - to the receptor. Special sensitive cells in the receptor are irritated. This is how it arises irritation– physical process. Under the influence of irritation, a physiological process occurs - excitation. Excitation is transmitted via afferent nerves to the corresponding part of the cerebral cortex, where it turns into a mental process – feeling, and a person feels this or that property of an object or phenomenon.

Already in ancient Greece they knew the five organ senses and the sensations corresponding to them.

Which? Visual, auditory, tactile, gustatory and olfactory.

Currently known are tactile (sensations of touch, pressure, roughness, hardness), pain, temperature, vestibular (balance and acceleration), vibration and others.

Based on the location of the receptors, sensations are divided into three groups:

1. Exteroceptive- sensations located on the surface of the body. They reflect information about the properties of objects from the outside world (visual, auditory, tactile).

2. Proprioceptive- sensations located in muscles and ligaments. They transmit information about body position and movement (kinesthetic, vestibular).

3. Interoreceptive- sensations located in the internal organs. They reflect information about the state of internal organs (pain, burning, nausea).

So, we said that each of us has our own threshold of sensitivity. Do you think it is possible to change the sensitivity threshold? How?

What color is this notebook? But an employee of a paint and varnish company will be surprised by this answer and name up to 100 (!) shades of black. He sees, but we don’t.

Why? Because during the activity (read exercises) the threshold of sensation dropped sharply. And the lower the threshold of sensation, the higher the sensitivity. This phenomenon is called sensitization– changes in the sensitivity threshold. In medical practice we find the following examples of sensitization. So, in case of organic loss of any analyzer ( deprivation), for example, with blindness or deafness, the sensitivity of other analyzers increases sharply. True, this happens thanks to the processes compensation body.

What do you think, and if blindness developed with age, it occurred after 70 years. Will the sensitivity of other organs change in this case? Why?

In the practical lesson, we will conduct an experiment that will help us understand the role of sensations in the process of cognition.

Can a health worker use his feelings in his professional activities?

The health worker needs to distinguish the color of the patient’s skin, listen to the sound of breathing, heart function, and intestinal peristalsis; determine by touch the shape, size, density of various organs of the body. You should know what olfactory and taste sensations a patient, especially a child, may experience when taking certain medications. Changes occurring in the human body are not always accessible to external observation. Pain can signal internal trouble. It is the feeling of pain that always indicates a serious disruption in the functioning of the human body.

Thus, a health worker not only can, but must in every possible way improve his sensitivity in order to put it at the service of his professional activity.

2. - Sensation is the process that provides knowledge about the elementary simple properties of the environment: sounds in general, smells in general, colors in general, etc. But excuse me, you say, I don’t see color at all, I see a colored thing. I hear not just sound - I hear speech, music, noise, finally. This is exactly the case. Although the process of sensation provides us with the opportunity to sensually reflect individual properties of reality, in life we perceive not individual properties, but real things. Perception is a human ability that allows you to get a holistic view of things.

Take any thing. Give me your notebook, please. Look. You see something. However, you see it as a complete thing. A thing that has a certain shape, color, size. In life we reflect things in the integrity of their properties. So.

Perception- this is a complex mental process of reflecting a holistic image of objects and phenomena with all their properties and qualities under the direct influence of a stimulus on the senses.

The process of perception includes memory, thinking, early acquired experience and knowledge. Perception is always an active and even creative process.

Why do you think visiting the same exhibition will evoke completely different stories about it? Perception works selectively. Depending on the interests, significance of certain events and objects for a particular individual.

Has a great influence on the process of perception emotional state. If a person is in a state of depression, he is pessimistic, anticipates some kind of trouble, and is inclined to see even joyful events in black. And vice versa. If a person feels good and pleasant, then how does he tend to perceive the world and people around him?

Such quality of perception, such as speed, accuracy and completeness, largely depend on the knowledge and experience of a person. Therefore, an experienced health worker and a beginner may see different manifestations of the disease. Now you understand why it is so important to know the theory well. Someone wise said: “Theory without practice is empty, and practice without theory is criminal.”

Perception carried out with a specific purpose is called observation. For a health worker, observation is a professionally important quality that must be constantly developed in oneself.

Remember which of the literary heroes had exceptional powers of observation?

An interesting fact: the prototype of Arthur Conan Doyle's Sherlock Holmes (who at one time worked as a doctor for several years) was Joseph Bell, a surgeon at the Edinburgh Hospital. The author was studying at the University of Edinburgh at this time. Everyone who knew Bell noted one feature in the professor’s character - his exceptional powers of observation.

Observation of the medical staff will help to see changes in the patient’s painful manifestations: complexion, features of facial expressions, gait and other signs, which is important for diagnosis.

For example, for a therapist, auditory sensitivity is especially important - for listening to heart sounds and breathing patterns. For a dermatologist and infectious disease specialist, the sensitivity of the visual analyzer is important to determine the nature of the rash.

For a surgeon who manipulates by touch, tactile sensitivity is important.

Unfortunately, there is a serious disease in which people cannot classify a thing as anything other than something. So, for example, pointing to the nurse, we ask the patient a question:

Who is this?

What does it look like?

Long. (This example was given in his lecture by the outstanding Russian psychologist V.V. Davydov)

As you can see, there is a violation of the perception processes. A person cannot give any objective characteristics; he sees only individual aspects of an object and cannot synthesize them into a real thing.

3. - Let's move on to the question of memory. Memory is the basis of any mental phenomenon. The personality, its relationships, skills, habits, hopes and desires exist thanks to memory. Disturbances in memory processes entail personality disintegration. It is no coincidence that in ancient Greek mythology the mother of all muses is the goddess Mnemosyne. According to legend, if a person is deprived of the gift of Mnemosyne, then all the wisdom and beauty of the world becomes inaccessible to him, the past and future disappear... They say that somewhere in Greece, near one of the caves there are two springs: Lethe - oblivion and Mnemosyne - memory. If you get to that cave and take three sips from the source of Mnemosyne, your memory will return and the person will gain the ability to create.

Memory- this is a form of mental reflection of past experience, which consists of remembering, preserving, subsequently reproducing and forgetting what was perceived, experienced, or done.

Memory connects the subject's past with his present and future. Memory is the most important cognitive process underlying development and learning. Not by chance. I.M. Sechenov considered memory “the cornerstone of mental development.” Therefore, the future health worker must develop and train his memory in every possible way to effectively perform his professional activities.

Memory is involved in all the diversity of human life and manifests itself in a wide variety of forms.

By duration of storage material is divided into short-term, long-term, and operational memory.

Short-term memory involves storing information from a few seconds to 1-2 days.

Long-term memory has practically unlimited volume and storage time (well-learned poems or multiplication tables are stored in memory throughout life).

RAM includes elements of both short-term and long-term memory and manifests itself in the process of specific activity to solve a specific problem. To retain information in working memory, a person must systematically repeat it.

This means that in order to use the knowledge you have acquired in your professional activities, you must constantly return to what you learned earlier.

By activity goals distinguish between voluntary and involuntary memory.

How many of you have not paid attention to the fact that sometimes information is remembered as if by itself? We don’t want to remember, for example, advertisements for certain products. However, any of you will probably remember now more than one such advertisement. And the thought probably occurred to you: “If only I could remember the educational material like that!” This type of memory is called involuntary. What is involuntary memorization?

Involuntary memorization- this is memorization, which is carried out without special effort, without the desire to remember.

How does this happen? Think about why we remember, even though we don’t make any effort to do so? This is facilitated by the presence of interest, curiosity, joy, i.e. having a strong feeling. The advantage of such memorization is its large volume and greater strength.

The question arises: “Why then can’t we use such memory when memorizing, for example, educational information?”

Not all cognition is carried out in the presence of one or another feeling - this is the first thing. And secondly, this type of memory is characterized by incompleteness and inaccuracy. And sometimes a distortion of reality.

Voluntary memorization characterized by the presence of a motive (must!), has a purposeful nature and is accompanied by voluntary attention. It is this type of memory that underlies learning.

Each of you has a motive - you want to become a great healthcare worker. To do this you need to know anatomy, pharmacology, psychology, etc. this is our goal. To achieve it, you need to make a certain volitional effort.

By method of memorization distinguish between mechanical and semantic memory. Mechanical memory a person successfully uses it when remembering dates, phone numbers, addresses and other information that does not require understanding. If we are talking about a telephone, then what is there to understand? It is also used when the material is unclear or there is no desire to learn it (“cramming”).

Semantic (logical) memory consists of analyzing (understanding) what should be remembered. Such memory includes logical comprehension, systematization of material, breaking it down into parts, identifying the main logical components of information, establishing connections between parts, and retelling it in your own words.

Which memory do you think is better? What memory should be used in the learning process? It has been proven that the effectiveness of semantic memory is 20 times higher than mechanical memory.

How to increase memory strength?

The strength of memory depends largely on repetitions. When memorizing large amounts of information, you should divide it into parts and memorize it in parts, combining it, then into a single whole. Durability also depends on the method of memorization, on goals and motives. What else affects our memory?

The following experiment was carried out. High school students were invited to an exhibition in an art gallery. After the tour, all participants were asked to remember all the paintings they saw at the exhibition. The results were as follows. Those schoolchildren who enjoyed the excursion remembered all 50 paintings. Those who didn’t like it – 28. And those who didn’t care could remember only 7 pictures. What do you think these results indicate? In which case was the best result?

Has a positive effect on learning efficiency emotional involvement, a person’s interest in the material. This means that if you want to remember it well and for a long time, make the material interesting for yourself.

It must be remembered that when memorizing the so-called "edge effect": The beginning and end are remembered better. And information that was in the middle is remembered worse.

Depending on the predominant type of mental activity, the following types of memory are distinguished: figurative, emotional, motor and verbal-logical.

Figurative memory- this is a type of memory that is based on sensations, perceptions, and ideas. A person with a figurative memory remembers faces, sights, colors of objects, sounds, smells well. Depending on which sense organ serves as the basis for memorization and reproduction, visual, auditory, olfactory, tactile and taste memory are distinguished.

Emotional- This is a memory for emotions. It has been proven that facts and situations that have a positive connotation are remembered better.

Motor memory- This is memory for movements. Included in the work when developing motor skills (walking, writing, dance and sports movements).

Verbal-logical memory– this is memory for verbal, abstract material. These are categories, concepts, judgments. This is the leading type of memory in humans.

What type of memory do you think is better?

According to psychologists, the more types of memory a person uses when memorizing, the more firmly the material is retained and the better it is reproduced. In addition, memory processes are greatly influenced by the properties and characteristics of the individual. Our memory depends on the level of development of the emotional, volitional and intellectual spheres. By developing and improving these areas, we objectively contribute to improving our memory. However, no matter what type of memory a person has, he will not be able to remember anything. If he's not careful.

4. – Before we start talking about attention, I want to tell you a story about how the Maharajah chose a minister...

Attention- this is the focus of the consciousness of a person’s mental activity on certain objects while simultaneously distracting from others. A person consciously or unconsciously focuses on certain objects and phenomena of the external world or his own sensations, distracting himself from everything else.

Attention cannot be considered an independent process, like perception or memory. Attention does not exist outside of these processes. One cannot simply be attentive, regardless of perception, memory or thinking. Attention manifests itself in specific mental processes, creating optimal conditions for mental activity.

Physiological basis attention is excitation concentration in certain areas of the cerebral cortex, while other areas of the cortex are in a state of inhibition.

Psychologists distinguish three types of attention: voluntary, involuntary and post-voluntary.

Voluntary attention- this is attention associated with a consciously set goal, with volitional effort.

Involuntary attention- this is attention, which is characterized by the fact that mental activity occurs as if on its own, without volitional efforts, without the desire to be attentive.

Imagine that now the door suddenly opens and, for example, the head teacher Tatyana Vasilievna comes in. – What will happen? No matter how busy we are, we will definitely be distracted by this noise: the mechanism of involuntary attention is triggered. But then the man came out, closed the door behind him, and had to go back to work again. Sometimes it takes a lot of willpower to do this. In this case, voluntary attention works.

Post-voluntary attention- this is attention that naturally accompanies human activity. Occurs when an activity generates interest. In this case, the tension caused by volitional effort disappears, and the person continues to work purposefully.

What causes our attention?

Attention is attracted by the novelty of impressions, the intensity of sounds and bright colors, everything unusual and unexpected. If we are bored, it is difficult for us to focus our attention, and interest increases the degree of concentration. Attention may wander if we feel unwell or are interrupted. The longer we do one thing, the less attentive we become. Therefore, it is important to switch your attention from time to time. The most important thing: each person pays attention, first of all, to what is related to his professional interests.

Attention is nearby properties.

1. Concentration is the degree of concentration on an object. For example, if during class you hear any rustling noise, spin around, and don’t understand the explanation, it means you are not concentrating. Sometimes the degree of concentration is absolutely complete, and then the surrounding world disappears for a person. This happened in Germany in 1794...

2. Attention span- this is the number of objects that can be captured by attention at the same time. Average attention span – 5-9

3. Switching- This is a conscious transfer of attention from one object to another.

4. Distribution- this is the ability to hold several objects in the sphere of attention at the same time, to perform several types of activities. For example, Julius Caesar was able to simultaneously conduct a conversation, listen to reports and write a speech.

5. Sustainability- this is a prolonged concentration of attention on an object. Often, attention in a particular person turns into an important personal trait - attentiveness. For a health worker, this trait is a professionally important quality. The opposite of attentiveness is absent-mindedness. – What can you say about such a person? There are many stories about the absent-mindedness of talented people, for example, scientists (A.P. Borodin, I. Newton). What do you think explains this absent-mindedness?

4. – There is an expression: “If God wants to punish a person, he deprives him of his reason.” Intelligence, thinking, intelligence have always been considered a human dignity, and the absence of intelligence is a great misfortune. In many fairy tales, the main character has to solve 3 riddles in order to save his life or get the hand and heart of a beautiful princess. One of the most difficult is considered to be: “What is the fastest thing in the world?” And the smart hero replies: “Human thought is the fastest.”

What is thought? Thinking? Do I need to specifically learn to think and is it possible to learn this?

Possession of reason, the ability to think is the most important difference between a person and other living beings. Thinking allows a person to adapt to the environment, set goals and achieve them, penetrate into the essence of things and phenomena, and communicate with other people.

What is thinking?

Thinking- this is an indirect and generalized reflection of reality by a person in its essential connections and relationships. Thinking is seen as a process, and thought as the result of this process.

We experience the world around us through sensations and perceptions. We see an object, taste it, touch it; we perceive color and shape and thus recognize its properties, qualities, features. But in this way we can perceive only isolated facts of the surrounding world. In the process of thinking, a person goes beyond the scope of sensory knowledge, i.e. begins to cognize such phenomena of the external world, their properties and relationships, which are not directly given in perception and therefore not observable.

For example, the following facts are known: sand is free-flowing, a cube has six sides, and an apple has a spherical shape. At the same time, the volume of the Earth, the chemical composition of glass (the main component of which is sand), the design features of a cube-shaped building, etc. - all this cannot be known through direct perception. The process of thinking helps to understand their nature.

Albert Einstein, when asked by his son what he is famous for, replied: “A blind beetle crawling on the surface of a ball believes that it is moving on a plane, but I was able to see this surface as curved.”

In thinking we deal with the reflection of the most general and essential properties, objects and phenomena. – Think about what unites us all, so different? We are all living, intelligent beings – people. When we pronounce the word “man,” we immediately understand that we are talking about a living being with consciousness, able to speak, work, etc. This is a generalized idea of who a person is.

Thinking is not only process of generalized, but also mediated knowledge of reality. The mediation of our thinking lies in the fact that we reflect reality, relying on the knowledge and skills already known, accumulated by mankind, and enshrined in language. By mastering speech and language, we learn to think. And vice versa: “He who thinks clearly speaks clearly.” Speech allows one word or phrase to reflect a whole class of concepts, the meaning of certain phenomena. Thinking allows us to foresee the course of events and the results of our own actions. For example, it is impossible to observe many disease processes occurring in the human body, however, by studying the symptoms of the disease, analyzing cause-and-effect relationships, the doctor draws a conclusion about the origins of the disease and methods of treating it.

Mental activity occurs in the form mental (mental) operations .

- Let's look at the basic mental operations .

Analysis- This is the mental division of a whole into parts. It is based on the desire to understand the whole more deeply by studying each of its parts.

Synthesis- This is the mental connection of parts into a single whole.

Comparison- this is the establishment of similarities and differences between objects and phenomena, their properties or qualitative features.

Abstraction- this is the mental selection of essential properties of objects and phenomena while simultaneously abstracting from non-essential ones. To think abstractly means to be able to consider some property, side of a cognizable object without connection with other features of the same object. (Example)

Generalization- the mental unification of objects or phenomena based on common and essential properties and characteristics for them, the process of reducing less general concepts into more general ones. (Example)

Specification- this is the selection from the general of one or another specific characteristic or property. (Example)

Systematization (classification) is the mental distribution of objects and phenomena into groups depending on similarities and differences.

All thought processes do not occur in isolation, but in various combinations.

The following are distinguished: species thinking:

Visual-effective thinking– a type of thinking that involves solving mental problems in terms of practical activities. (Examples)

Visual-figurative- a type of thinking that does not require systematic practical manipulation of an object, but in all cases presupposes a clear perception and representation of this object. Such thinking operates with visual images - drawings, diagrams, plans.

Logical (abstract) thinking- this is a type of thinking that relies on concepts and reasoning, as well as logical actions with them to obtain conclusions and conclusions.

Main forms of abstract thinking are concepts, judgments and inferences.

Concept- this is a form of thinking that reflects the most general signs and properties of objects or phenomena of the objective world, expressed in words.

Judgment– this is a form of thinking that reflects the connections between concepts, expressed in the form of affirmation or denial. Usually a judgment consists of two concepts: subject and predicate. For example, “white robe.” Any judgment can be true or false, i.e. correspond or not correspond to reality. For example: “Some students are excellent students,” “All buildings are architectural monuments.”

Inference- this is a form of thinking through which a new judgment is derived from two or more judgments - a conclusion. We obtain inference, as new knowledge, by deducing it from existing knowledge.

For example: “All fish breathe through gills.”

“Perch is a fish” “Perch breathes through gills.”

The following qualities of the mind are considered to be individual characteristics of thinking: depth, criticality, flexibility, breadth of mind, speed, originality and inquisitiveness.

How do you understand each of the properties listed?

5. Imagination- this is the mental process of creating new images of objects and phenomena by transforming existing ones. This is an advanced reflection of reality in new, unexpected and unusual combinations and connections.

Like thinking, imagination is an analytical-synthetic activity that is carried out under the influence of a consciously set goal, or feelings and experiences that possess a person at the moment.

Most often, imagination arises in a problem situation when a quick search for a solution is required. However, in contrast to thinking, anticipatory reflection (anticipating specific practical actions) in the imagination occurs in the form of vivid ideas. Thanks to our imagination, even before starting work, we can imagine the finished result of our work.

Highlight two types imagination: active and passive.

Active imagination characterized by randomness of occurrence, with the active participation of consciousness and will. A person sets a goal for himself: to invent, present something in the form of an image, and, controlling the entire process, solves a certain problem (the work of writers, artists).

Active imagination happens recreating, in which the image of an object or phenomenon is created from words, according to description; And creative.

Creative imagination- this is imagination, in which completely new images are created, completely and in parts different from everything known.

Passive imagination characterized by the involuntary emergence of images without the participation of consciousness and will (dreams, hallucinations, images arising in delirium).

Imagination has a psychotherapeutic function. Through imagination you can have a positive impact on a person’s mental state and behavior. By voluntarily evoking certain images in oneself, a person can change his own physical and mental state. For example, when we imagine a hot summer, we may feel warmth; imagining that we are in the cold, we will feel cold. There are often cases of suggestion of various diseases. Thus, medical students in the first years of training find themselves with many different diseases. This is especially evident in impressionable people with a rich imagination.

Finally, imagination allows a person to satisfy his needs to some extent. If, for example, someone has offended a person, then, imagining what he would say to the offender, the person, to a certain extent, will satisfy the need for revenge and this will calm him down.

There are cases when a careless statement by a doctor caused the patient to think that he had contracted a dangerous disease. In this case, corresponding symptoms may develop, and the so-called. iatrogenic disease. Thus, in medical institutions, when communicating with a patient, a health worker must always clearly weigh and consider every word.