Emotional assessment of the action. Emotional-evaluative component. positive emotional

Emotional tone of sensations.

Sensations are the result of the impact of visual, auditory, tactile and olfactory-gustatory psychological releasers on certain sense organs. Sensations not only carry information about the quantitative and qualitative characteristics of stimuli entering external receptors, but are always accompanied by one or another emotional tone, signaling to a person about the significance of these stimuli for his life. A positive emotional tone encourages a person to maintain the impact of the stimulus, and a negative one to interrupt it. So, the emotional tone of tactile sensations that arise in a person who came home from a cold street in winter and leaned against a warm stove causes a desire to cling to it more strongly, and the emotional tone of sensations that arise when in contact with fire causes a desire to pull his hand away as soon as possible.

Accordingly, if a person receives positive releasers from a natural object, then he seeks to maintain the emerging positive emotional tone of sensations and continue to interact with this natural object, and if negative ones are received, he tries to avoid contact with it.

Thus, sensations act as a kind of “filter” in the process of forming an attitude: positive ones contribute to the further formation of a positive attitude, and negative ones “block” it.

The impact of behavioral (vital) releasers is handled somewhat differently. In this case, the most important role is played by the mechanism of comparison, on the basis of which parallelism with a person is established. Sometimes the very fact of such parallelism already contributes to a positive attitude towards a natural object.

For example, it is enough to see a funny, waddling gait of a penguin, decorated with a strict tailcoat and a snow-white shirt-front, so reminiscent of the clothes of noble English lords, to experience a feeling of tenderness.

“She (the monkey) slept on her side at one end of the cage, where she made herself a comfortable bed of dry banana leaves. Her own hand served as a pillow, and an old sack received from us, with which she diligently covered herself with the ends under her arms, served as a blanket.

Wa! Fon exclaimed in surprise. - She sleeps like a human.

Yes, yes, - members of the council picked up, - she sleeps like a man!

Once the parallelism is established, the vital manifestations or behavior of a natural object are usually judged by analogy with a human being. For this assessment, criteria are used, which are based on the ethical norms of human ethics.

For example, a small lap dog “boldly” rushes at a huge dog that ran up to the owner, bursts into barking, trying to intimidate the “enemy” and “save” the owner. Such self-sacrifice, devotion, from the point of view of human ethics, is a model of the behavior of a true friend.

If the vital manifestations or behavior of a natural object correspond to the ethical standards imposed on a person, they are given a positive emotional assessment, if they do not comply, a negative one is given.

It should be noted that a contradiction often arises between human ethical principles, according to which the behavior (vital manifestations) of a natural object is evaluated, and environmental expediency. In this case, even the environmentally appropriate behavior of a natural object causes a negative emotional reaction. For example, in some birds, in particular, in the white crane (Siberian Crane), two chicks hatch from the eggs, but the parents feed only one, dooming the second to death. This is ecologically expedient, since cranes are not able to feed two chicks and one of them is a “spare” in case of pathological development.
second embryo. But, from the point of view of human morality, we are talking about "infanticide", which, of course, can contribute to the formation of a negative attitude towards the Siberian Crane.

_____________________________

1 DurrellJ. Hounds of Bafut. pp. 318-319.

It should be noted that in some cases, the vital manifestations or behavior of a natural object are irrelevant to ethical standards: for example, a cat washes its muzzle with its paw - this behavioral act cannot be assessed as “moral” or “immoral”, as appropriate or inappropriate to ethical standards.

Emotional assessment arising under the influence of behavioral (vital) psychological releasers plays the same function in the formation of a subjective attitude towards a natural object as the emotional tone of sensations arising under the influence of other perceptual channel releasers: a positive one causes a desire to continue interaction with this natural object, a negative - avoid contact with him.

Thus, the mechanisms for processing behavioral (vital) releasers are the comparison of vital manifestations and behavior of a natural object with human vital manifestations and behavior and their emotional evaluation in terms of human ethical criteria.

As a result of the action of the described mechanisms for processing the psychological releasers of the perceptual channel, a natural object becomes attractive or unattractive for a person. To an attractive natural object, a person is formed attraction, i.e. still undifferentiated, unconscious or poorly conscious need for interaction with him.

Such an attraction lays the foundation for the further formation of a positive attitude towards this natural object. Firstly, it makes a person more sensitive, more sensitive to the effects of perceptual channel releasers, and secondly, it contributes to the functioning of other channels. The formed attraction to a natural object can be expressed both in the search and collection of information about it (then the further formation of the attitude goes through the cognitive channel), and in the purposeful desire for practical interaction with it (then the attitude continues to form already through the practical channel).

Electrical stimulation of the brain. Stimulation of different parts of the brain through implanted electrodes often causes emotional experiences in patients, as well as peculiar behavioral changes in animals.
By stimulating various parts of the hypothalamus in a cat, for example, a “flight” response can be obtained, when the animal is desperately looking for shelter. Stimulation of the formations of the midbrain leads to activation with a positive or negative emotional coloring or to a state of calm. Irritation of the anterior and lower surface of the temporal lobe causes a feeling of fear; anterior and posterior sections of the hypothalamus - anxiety and rage; partitions - pleasures; amygdala - fear, rage and anger, and in some cases, pleasure.
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Brain destruction. Partially, the influence of damage to different parts of the brain was analyzed above when the problem of the morphophysiological substrate of emotions was considered. The clinic of focal brain lesions provides a lot of information about how damage to the frontal lobes of the brain, the left and right hemispheres affect the course of a person's emotional experiences.
Along with this, there is a large array of experimental animal studies in which the targeted destruction or removal of individual emotiogenic zones was carried out in order to identify the effects of this intervention.

Diagnostics of emotional experiences. Physiological manifestations of emotional experiences of a healthy person are widely studied in the laboratory. In this case, as a rule, the method of psychological modeling is used, i.e. either conditions are created that directly cause emotional stress in the individual (for example, critical remarks about his activities in the conditions of the experiment), or the subject is presented with external stimuli that knowingly provoke the emergence of certain emotions (for example, photographs that cause disgust). When studying the physiological correlates of emotional experiences, data obtained at rest and during emotional stress are usually compared.

The study of facial expressions. You can often tell by the expression on a person's face what feelings they are experiencing. Features of facial expressions during the experience of emotions are called facial expression. In the works of P. Ekman, a special technique for identifying emotions by facial expressions was developed. There is an atlas of facial expression photo references for 6 basic emotions: anger, fear, sadness, disgust, surprise, joy. In addition, the anatomy of the facial muscles was studied in detail, 24 variants of reactions of individual muscles and 20 variants reflecting the work of muscle groups were identified. A direct comparison of the strength of experience with the activity of facial muscles was carried out.

Skin electrical activity (EAK), measured from the surface of the palm, is widely used as an indicator of a person's emotional states. By the value of EAC or GSR (galvanic skin reaction), one can determine the level of emotional stress of a person (moreover, the type of mathematical relationship between the strength of emotions and GSR amplitude has been established). At the same time, it is almost impossible to establish a qualitative characteristic of the experienced emotion based on GSR, i.e. say what kind of emotion the person is experiencing. It is assumed that the phasic and tonic components of the GSR may have a different relationship to the quality and intensity of experienced emotions. Moreover, phasic GSR is to a greater extent an indicator of the intensity and, to a lesser extent, of the specificity of emotions.

Reactions of the cardiovascular system. Changes in the activity of the heart, regardless of whether it is a decrease or increase in heart rate, serve as the most reliable objective indicators of the degree of emotional stress in a person compared to other autonomic functions in the presence of two conditions: emotional experience is characterized by strong stress and is not accompanied by physical activity .

Electroencephalographic (EEG) indicators of emotions. Experimental studies indicate that EEG indicators of emotional stress can be distinguished. It has been established that the state of rest is characterized by the predominance of synchronizing influences, which corresponds to a well-defined alpha rhythm.

Static methods of EEG in the assessment of emotions. A special direction in the study of the physiology of emotions are studies that use statistical methods for evaluating EEG spectra, spatiotemporal synchronization of biopotentials, evoked potentials, and infraslow rhythmic brain activity.

Question 35

Classifications of emotional states

The American researcher of emotions K. Izard believes that there are fundamental and derivative (forming a complex of derivatives) emotions. The scientist attributed to the fundamental emotions:

interest - a positive emotional state that contributes to the development of skills and abilities, the acquisition of knowledge that motivates learning;

joy - a positive emotional state associated with the ability to fully satisfy an urgent need;

surprise - an emotional reaction that does not have a clearly expressed positive or negative sign to suddenly arising circumstances. Surprise inhibits all previous emotions, directing attention to the object that caused it, and can turn into interest;

suffering - a negative emotional state associated with the received reliable (or seeming such) information about the impossibility of satisfying the most important vital needs, which up to this point seemed more or less likely;

anger - a negative emotional state that proceeds in the form of an affect, caused by the sudden appearance of a serious obstacle to satisfying an extremely important need for the subject;

disgust - a negative emotional state caused by objects (objects, people, circumstances), contact with which conflicts with ideological, moral or aesthetic principles and attitudes;

contempt - a negative emotional state that occurs in interpersonal relationships and is generated by a mismatch of life positions, views and behavior of the subject with life positions, views and behavior of the subject of feelings. The latter are presented to the subject as base, not corresponding to moral standards;

fear - a negative emotional state that manifests itself when the subject receives information about a possible threat to his life well-being, real or imagined danger. Unlike suffering, this is only a probable forecast of possible trouble;

shame - a negative emotional state, which is expressed in the awareness of the inconsistency of one's own thoughts, actions, appearance with the expectations of others or one's ideas about appropriate behavior and appearance.

In the presented classification of emotions, positive and negative emotional experiences are distinguished. Positive emotions and feelings arise when needs are met or in the hope of their satisfaction. In the above list of K. Izard, positive emotional experiences of a person include joy and interest. Negative emotions and feelings arise when needs are not met. K. Izard attributed to them suffering, anger, disgust, contempt, fear, shame. Sometimes they also distinguish vague emotions and feelings that arise in an unfamiliar situation, are characterized by instability and ease of changing positive and negative emotions. Surprise, confusion B.I. can be attributed to uncertain emotions and feelings. Dodonov in his work "Emotions as a Value" noted that negative emotions perform a more important biological function than positive ones. Negative emotions are an alarm signal, a cry of the body that this situation is disastrous for it. Positive emotion is a signal of the return of well-being. In life, situations are often observed when a person simultaneously experiences opposite emotions and feelings (joy - sadness, pleasure - suffering, etc.). The combination of two inconsistent, conflicting emotional relationships is called ambivalence.

Question

The meaning of the term "motivation". Dispositional and situational motivation

Motivation- motivation to action; a dynamic process of a psychophysiological plan that controls human behavior, determines its direction, organization, activity and stability; a person's ability to actively satisfy his needs.

Sometimes all psychological factors that, as it were, from the inside, from a person determine his behavior, are called personal dispositions. Then, respectively, one speaks of dispositional And situational motivations as analogues of internal and external determination of behavior.

Dispositional and situational motivation are not independent. Dispositions can be actualized under the influence of a certain situation, and, on the contrary, the activation of certain dispositions (motives, needs) leads to a change in the situation, or rather, its perception by the subject. In this case, his attention becomes selective, and the subject himself biasedly perceives and evaluates the situation, based on current interests and needs. Practically any human action should therefore be considered as doubly determined: dispositionally and situationally.

The behavior of the individual in situations that seem to be the same seems to be quite diverse, and this diversity is difficult to explain by referring only to the situation. It has been established, for example, that even to the same questions a person answers differently depending on where and how these questions are asked to him. In this regard, it makes sense to define the situation not physically, but psychologically, as it appears to the subject in his perception and experiences, i.e. how a person understands and appreciates it.

The famous German psychologist K. Levin showed that each person perceives and evaluates the same situation in a characteristic way for him, and these assessments do not coincide for different people. In addition, the same person, depending on the state in which he is, can perceive the same situation in different ways. This is especially true for intellectually developed people who have extensive life experience and are able to extract a lot of useful things from any situation, see it from different angles and act in it in different ways.

Momentary, actual behavior of a person should be considered not as a reaction to certain internal or external stimuli, but as a result of the continuous interaction of his dispositions with the situation. This suggests considering motivation as a cyclical process of continuous mutual influence and transformation, in which the subject of action and the situation mutually influence each other, and the result of this is really observable behavior. Motivation in this case is conceived as a process continuous choice and decision making based on the weighting of behavioral alternatives.

It is not superfluous to note that the issue of grades-assessments is very significant for children. With them, they “report” to their parents, with their help they compete with each other, and often, based on how teachers give marks, they make their judgment about the subject, and about a particular teacher, and about the school as a whole. At the first stages of education, at primary school age, curiosity, direct interest in the environment, on the one hand, and the desire to perform socially significant activities, on the other hand, determine a positive attitude to learning and related emotional experiences about the grades received. Lag in learning, bad grades are most often acute, to tears are experienced by children. Self-esteem in primary school age is formed mainly under the influence of teacher assessments. It is important for kids that the assessment is universally recognized.

From the attitude of parents and teachers to the child depends on his attitude towards himself (self-esteem), self-respect. All this affects the development of the individual.

The level of claims is formed under the influence of successes and failures in previous activities. The student who often fails expects further failure, and vice versa, success in the previous activity predisposes to the expectation of success in the future.

The predominance of failure in the educational activities of lagging behind children, constantly reinforced by low marks for their work as a teacher, steadily leads to an increase in self-doubt and feelings of inferiority in such children. Although the younger student reacts violently to events that touch him, he acquires the ability to suppress unwanted emotional reactions with an effort of will. Feldstein notes that children of 10-11 years old are distinguished by a peculiar attitude towards themselves: about 34% of boys and 26% of girls treat themselves completely negatively. The rest also note positive traits in themselves, although the negative ones still outweigh.

So, the emotional sphere of younger students is characterized by:

1. Easy responsiveness to ongoing events and coloring of perception, imagination, mental and physical activity with emotions;

2. The immediacy and frankness of expressing one's feelings (joy, sadness, fear, pleasure or displeasure);

3. In the process of educational activity, the child experiences fear as a premonition of troubles, failures, lack of confidence in his abilities, inability to cope with the task;

4. Great emotional instability, frequent change of mood;

5. Emotional factors for younger students are not only communication with peers and games, but also academic success and assessment of these successes by teachers and parents;

The impact of assessment on the emotional state of adolescents

Adolescents pay much less attention to their studies. The sphere of life of adolescents is noticeably expanding: they participate in various circles, sports sections, devote a lot of time to communication and entertainment.

The vast majority of teenagers are rather indifferent to their studies, and performance in the middle classes usually declines. The most important feature of adolescents is a gradual departure from the direct transfer of adult assessments to self-assessment. The child increasingly relies on his internal criteria, compares himself with other people: adults, peers.

The main value of assessment for students of this age is that it gives them the opportunity to take a higher position in the class. If the same position can be taken in the class due to the manifestation of other qualities, the significance of the assessment falls.

Through the prism of the public opinion of the class, the guys also perceive their teachers. Therefore, younger teenagers come into conflict with teachers, violate discipline and, feeling the silent approval of classmates, do not experience unpleasant subjective experiences.

In adolescence, various disorders often occur, including in educational activities. In the vast majority, these disorders are associated with problems in communicating with someone important to the teenager (parents, peers, teachers). Evaluation in adolescence acts as a catalyst for worsening or improving communication with peers.

The emotional sphere of adolescents is characterized by:

1. Very high emotional excitability, therefore teenagers are characterized by irascibility, violent manifestations of their feelings, strangeness: they passionately take up an interesting business, defend their views, are ready to “explode” at the slightest injustice to themselves and their comrades;

2. Greater stability of emotional experiences compared to younger students: in particular, adolescents do not forget insults for a long time;

3. Increased readiness to expect fear, manifested in anxiety. It evokes various emotions, including the fear of appearing ridiculous;

4. A strongly developed sense of belonging to a group, so they are more painfully experiencing the disapproval of their comrades than the disapproval of adults. They are afraid of being rejected by the group.

The impact of assessment on the emotional state of high school students

At senior school age, the connection between academic and professional interests becomes permanent and strong. The choice of a profession at this age is of great importance for the formation of interest in academic subjects. Moreover, the choice of a profession affects not only the emergence of interest in the relevant school knowledge, but also its character; it arouses, for example, the interest of senior schoolchildren in how knowledge is obtained, how certain facts and patterns are established.

High school students tend to have a differentiated attitude to academic subjects, depending on their professional intentions. This also explains the usually different attitude to the marks obtained in individual subjects. If an unsatisfactory grade is obtained in a subject that is not included in the scope of the student's future professional interests, then his attitude towards it will be calmer than towards the grade in the subject of interest.

At this age, the sharpness of perception of peers is dulled, informal, confidential communication with adults becomes more important. Evaluation of significant adults can affect the student's self-esteem, his attitude to the subject and, as a result, the choice of life and professional path.

In addition, in any age period, the attitude towards assessment depends on the personality characteristics of the student: character, temperament, self-esteem, communication. In general, for any age, the form in which the assessment is expressed is important. Thus, in older school age, in comparison with adolescence, the nature of the relationship between the choice of a profession and the educational interests of students changes.

The emotional sphere of high school students is characterized by:

1. The variety of feelings experienced, especially moral and socio-political;

2. Greater than in middle school students, the stability of emotions and feelings;

3. The ability to empathize, i.e. the ability to respond to the feelings of others close to them

One of the essential characteristics of problem-solving activity is that the subjects' assessments of the initial situation, its elements, and possible actions in the situation underwent a number of changes in the search process.

Let us dwell specifically on the ratio of subjective assessments of the subject (subjective scale of values) and objective value characteristics.

Possible dissociation of verbal and emotional assessments and the leading and regulating role of emotional assessments. Evaluations by the subjects of actions, elements, etc. can be twofold: verbal and non-verbal (emotional reactions).

When analyzing the process of search activity (subjects F.V., G.B., M.N.), there were cases of emotional consolidation (repeated emotional coloring) of actions or a sequence of actions and repeated return to them despite the previously produced “logical” proof of their incorrectness. We give as an example an excerpt from the speech reasoning of the subject F. V. (etude II), which is an assessment of the positively emotionally colored 4th attempt at a solution.

“... If I change, then I remain with only one elephant and that's it. No, this option is clearly out!. . »

Nevertheless, in the 19th attempt, in which there is an “emotional solution” of the problem and a transition to an objectively correct general plan, the subject uses the 4th attempt, despite the fact that during its implementation he came to the conclusion that this solution option is inappropriate. As the analysis of problem solving histories showed, only objectively correct actions or actions having an “indirectly” objectively correct meaning, i.e. actions that are carriers of an objectively correct principle, were accompanied by emotional coloring. Consequently, it can be argued that emotions, acting as if against the verbally formulated results of individual intellectual processes, performed a positive function of correcting the search activity of the subjects for objectively correct actions. So, for example, subject M.N., when solving the first etude, despite the negative outcomes of the 3rd, 4th and 5th attempts, emotionally reinforces their initial objectively significant action Kcss-b7! (Fig. 5), i.e., we can assume that the subject is increasingly asserting himself in the emotional assessment of his correctness, despite the logical proof of the incorrectness of his attempts. Thus, in this case, emotional

Rice. 5. Tasks for the subjects

Study solution

1 KpcS-b71 Leb-b6+

2 Kpb7-a7i g7-g6

3 Le2-el "Kpa5-b5

4 Le1-e5+ Krb5-sb

5 Le5-b+ Kr„

and white wins

Study solution

1 Cdl-g4 Bc7-b6+

2 Krez-f4 Bb6 gl

3 Ne5-f3 + Kpel-f1"

4 Cg4-h3 + Kpfl-f2

and white wins

Note chess studies that were offered to the subjects for solving are presented in the collection A Gerbstmaia "Selected Chess Studies" M, 1964

mental assessments and perform the function of “guiding” to objectively correct actions, opposing the verbally formulated results of individual intellectual operations. As for the subject F.V., he, unlike the subject M.N., after performing an objectively correct initial action Kcs8-b7! refuses it as a result of the negative outcome of the 9th attempt, in the structure of which it was included, but on the 11th again returns to it with repeated emotional consolidation and finding its meaning, and the subject G.B., in connection with the emotional evaluating the action of Kc8-b7!, returns to it six times in the course of its search activity, although the outcomes of the attempts are negative.

However, for what reasons is the emotional coloring of precisely objectively correct actions carried out? In the future, we will reflect the mechanisms of "emotional development" of actions with objectively significant elements (emotional assessments of actions are generated from their previous ones), but the reasons for the emergence of the 1st emotional activation itself in the process of solving a problem are also interesting. Let us consider one of the special cases, namely, the conditions for the occurrence of the 1st emotional activation in the subject F. V. (etude II).

For the first time, the 4th attempt is positively emotionally colored, the previous attempts are neutral. This is caused, as can be assumed, by the following factors: all three attempts do not contain objectively correct actions, only in the 1st attempt the move Cdl-e2 is the bearer of an objectively correct principle, since it represents the bishop's retreat from the battle. However, this action does not have a positive emotional connotation for two possible reasons.

1. The very structure of the attempt has neither subjective nor objective significance and does not evoke any emotionally colored associations in the subject related to past “emotional experience”, as a result of which an objectively correct idea (preservation of the elephant) is not immediately emotionally evaluated.

2. The subject does not have "emotional experience", which he acquires in the process of solving a given problem directly, because "indirectly" an objectively correct action (move Cd 1-e2) is performed in the first attempt to solve.

Then the question arises - why don't attempts, in connection with their negative outcomes, have a negative emotional coloring? There are also several possible reasons. Firstly, these are the very first attempts at a solution and the subject still has a lot of time, moreover, they are always subjectively regarded as familiarization with the situation, therefore, their negative outcome does not particularly upset the subject. In addition, much depends on the structure of the attempt, on the preliminary plan and on what meaning the subject puts into this particular attempt, because there are cases when, starting the next attempt at a solution, the subject is almost sure in advance that this combination will not lead him to a positive result. result, and its implementation occurs exclusively for the purpose of verification. In the 4th attempt, the subject performs two objectively correct actions (Cb6:gl and Ne5-f3+), and in his speech reasoning he does not express his attitude towards these actions in any way, however, in the process of their implementation, emotional activation occurs.

Here is an excerpt from the speech reasoning of the subject:

“... So, now White is the king e3 on d3, black with the bishop from b6 captures gl, white the knight from e5 to f3 with a check, then black retreats with the king to 12 . . . »

The mechanism of the emergence of emotional activation, as can be assumed, lies in the past emotional experience. Performing objectively correct actions in this structure of an attempt, the subject on a purely emotional level notes, for example, the successful position of the horse, based on his past, not only intellectual, but also emotional experience, because in his practice he met, albeit remotely, but a similar combination that led to him to success and, therefore, was positively emotionally “fixed”. We are talking in this case about the “emotional level” because the 4th attempt did not lead

subject to a positive result and at the end her he refused to implement it.

Here is an excerpt from the written report of the subject, taken after solving the problem:

“... when I first made the knight's move to f3, for some reason it seemed to me that this was a successful and necessary move, however, I did not come to the solution of the problem, but later on I repeatedly returned to it, and this also helped to solve task... I even think that something like this has happened to me before...”

Therefore, based on the statement of the subject, a hypothesis is possible about an emotionally colored association, as a result of which this or that action is emotionally colored in the process of solving the problem. The hypothesis is also supported by the fact that the retrospective reports of the subjects are based on emotionally colored periods of searching for a solution to the problem, i.e., mostly emotionally colored information is remembered, which is used in subsequent activities.

Due to the fact that the subject repeatedly returns to the emotionally fixed 4th attempt, despite the verbally formulated assessment of its incorrectness (". . . no, this option, apparently, disappears! . . "), it can be argued that emotional assessments turned out to be more “true” in this case than verbal assessments, for, as we have already said, only objectively correct actions were positively emotionally colored.

It should be noted that in the subjects F.V., G.B. and M.N., when solving etudes I and II, finding the meaning of all objectively difficult and significant actions was preceded by vivid emotional reactions, and vice versa, there was no emotional coloring of objectively incorrect or insignificant actions.

Therefore, in the process of search activity there was a formation of a subjective scale of values, which completely coincided with the objective scale. From this we can conclude that emotions clearly reflected the objective complexity of the task and were a necessary mechanism for finding its solution.

Negative functions of emotional evaluations (mismatch between subjective and objective scales of value characteristics). As has been shown, emotional mechanisms are necessary to achieve an objectively correct solution to a problem. However, emotional activation takes part in the search process in those cases when intellectual tasks are unresolved. In this regard, the question arises, what role do emotions play in the process of search activity, which does not lead to an objectively correct result?

To solve this problem, a special experiment was set up, consisting in the following: the subject G.K., a chess player of the 3rd category, was offered a chess

etude I, which was solved by the subjects F. V., G. B., M. N. and which could be solved only by first-rate students.

Let's analyze the process of finding a solution to the study by the subjects

As the history of problem solving shows, emotional mechanisms played a negative role in the course of search activity.

In the 5th attempt, the subject gives a positive emotional coloring of the move Re2-e5+, which is objectively incorrect. Starting the 6th attempt from this move, the subject gives a repeated and even stronger emotional coloring. Thus, there is an increase in the emotional evaluation of an objectively incorrect action performed in various, also objectively incorrect, combinations. In the 15th attempt there is a positive emotional evaluation of an objectively correct, but not significant action - Crab-b5, performed in an objectively incorrect situation. Consequently, there is a discrepancy between the subjective and objective scales of values. In the 16th attempt, the subject for the third time gives an emotional coloring of an objectively incorrect action - the move Re2-e5+. In other words, the subject is firmly “attached” to this action and, considering it especially significant for finding a solution to the problem, uses it in various combinations.

Of particular interest is the 17th attempt, in which the subject actually solved the problem, i.e. committed the most difficult and objectively correct actions in an objectively correct combination. It remained for the subject to make a few more insignificant half-moves, and the problem would have been finally solved. However, at the very moment when the subject, it would seem, is on the verge of a decision, he renounces his actions, declaring that in the current situation White will not achieve a win. This phenomenon is caused by the fact that in the emotional plan the objectively correct actions performed are not reflected, the subject does not evaluate them emotionally and, therefore, they are not “fixed”, as a result of which the significance of these actions for the subject is not disclosed.

In the 20th attempt, the subject performs a combination in which he uses emotionally colored actions - Le2-e5+ and Crab-b5. The attempt has a bright positive emotional coloring, and as a result, on the basis of emotional mechanisms, there is a sharp reduction in the search zone and fixing it in an objectively incorrect area, because in the 20th attempt, where the subject expresses the following thought “... yes, this situation more or less suitable. . . ”, there is an “emotional solution” to the problem.

The 21st and 22nd attempts are a positively emotionally colored test and the final implementation of the solution idea found.

Thus, based on the analysis of the search activity process, we can conclude that the emotional activation that occurs in this process carries not only positive functions.

Emotional mechanisms can fix the subject on objectively incorrect actions or emphasize objectively correct actions that do not have a predominant value for finding a solution, i.e. there is a discrepancy between the objective and subjective scales of values. In both cases, an objectively correct solution of the problem is not achieved. Consequently, the concept of "qualification level" in a particular area of ​​mental activity (which includes past intellectual experience, the ability to analyze a situation, the ability to operate with the elements of this situation, etc.) also includes emotional assessments corresponding to the objective significance of certain actions in a situation. Based on the foregoing, the following main conclusions can be drawn.

1. At certain stages of the process of searching for a solution to a problem, emotional assessments, opposing verbally formulated assessments of the results of intellectual operations, perform a positive function of “correcting” search activity for objectively correct actions, i.e., emotional assessments turn out to be more “correct” than verbalized assessments.

2. To find an objectively correct solution to the problem, one of the necessary conditions is the coincidence of the subjective and objective scales of value characteristics.

3. Formation of the subjective significance of the action

Based on the analysis of problem solving histories, it can be argued that in the course of the search activity of the subjects, there is a change in emotional assessments, and sometimes their increase. The process of increasing emotional assessments in the subjects F. V., M. N. and G. B. was observed in relation to actions with objectively significant elements Le2 - etude I and Cdl-etude II (Fig. 6).

As shown in § 1, this process prepares the emergence of a new objectively correct general idea and, as a result, the solution of the problem.

Thus, there is a process of "emotional development", in connection with the actions of objectively significant elements in the course of the search for a solution, which we will analyze.

Solution of etude I. First of all, let us trace the fate of the emotional coloring of actions with an objectively significant element (Le2) for all subjects.

Subject F.V.

2. Non-linearity of emotional coloring (the presence of actions with an element, the emotional coloring of which is not registered).

Rice. 6. Subject MN Etude I. Anticipatory emotional evaluation of objectively significant actions Kcs8-b7! and Kr7-a7!

Subject G. B.

1. An increase in emotional coloring.

3. Changes in the sign of emotional coloring were not observed. Subject M.N.

1. An increase in emotional coloring.

2. Non-linearity of emotional coloring.

3. Changes in the sign of emotional coloring were not observed. Consequently, the fate of the emotional coloring of actions with

element Le2 to the given parameters for all subjects is unambiguous. In etude I there is an objectively significant (valuable) action with an element of the situation Le2 (as a component of a correct plan for achieving

goals) - Le2-el!! In all three subjects, periods of significant emotional activation are associated with it. In order to trace the birth of the subjective significance of this action, let us consider successively all the actions that the subjects perform with this element (reflected in speech reasoning).

In the process of finding a solution to the problem subjects F.V. for the first time, an action with the element Le2 (Le2-e5+) is emotionally colored in the first attempt at a solution, because it is with this element that the subject achieves the realization of the original plan, although with weak protection of the “enemy”. It can be assumed that the subject had an emotionally colored association caused by his past emotional experience, which explains the emotional coloring of the very first attempt at a solution 3 . In the second attempt, the action with the rook has not a direct, but an indirect emotional coloring, because it is performed and emotionally colored in combination with the objectively correct move Rg6-b6. As a result, there is an emotional fixation of a specific action with the element, namely: Le2-e5+.

The 3rd and 4th attempts do not contain actions with the rook and are not emotional at all, since they are even an incomplete repetition of the previous solution attempts: the 3rd is a repetition of the 1st, and the 4th is a repetition of the 2nd.

The 5th attempt contains an action with the element (Le2-e5+), but also does not have an emotional coloring, because it is, again, a repetition of the 1st attempt.

The 6th attempt, as well as the action with the element (move Le2-e5+), included in its structure, does not have an emotional coloring due to the fact that the attempt is made by the subject as obviously unacceptable, because he is sure in advance (this is reflected in his verbal reasoning ) that the combination will not lead him to a positive result and its implementation is solely for verification purposes.

In the 7th attempt, the subject performs an interesting combination of actions with the element - check with the move Re2-e5+, which was already emotionally fixed in previous attempts at a solution, and a return to the original square (move Re5-e2), i.e., giving the tempo to Black. Such a combination, as we have already said, contains an objectively correct meaning (giving tempo to Black, because the objectively correct action is the move of the rook Re2-el!! and is "expectant", putting Black in the position of zugzwang). The whole combination of actions with an element in the 7th attempt has a positive emotional connotation.

As a result, this combination is emotionally fixed, which is expressed in its use by the subject in subsequent solution attempts - in the 8th, 9th, 10th, 11th, 12th, 13th, 15th. All these attempts, except for the 8th and 10th, are positive.

An analysis of the possible mechanisms of an emotionally colored association is carried out in § 2.

Rice. 7. Subject F V. Etude I. Emotional assessment of the generalized principle of action Le2-e3

emotional coloring, where actions with an element are colored either directly or in a certain combination. The 8th attempt at a solution is not emotional due to the fact that it is a repetition of the previous 7th attempt. The 10th attempt is not emotionally colored on the basis of the same mechanisms, because it consists of a combination of previous attempts - the 2nd and the end of the 9th.

In the 15th attempt, the subject performs his tactical maneuver with the rook after the initial four objectively correct semi-

dov. It can be assumed that this combination acted as a kind of base that prepared the move Le2-e3, which the subject makes in the 16th attempt. Although the move Le2-e3 does not directly lead to the achievement of the goal, it had a great subjective significance for the subject, which was expressed in a significant emotional coloring of this action that preceded its naming (Fig. 7). The point is that finding the action Le2-e3 contributed to the solution of the problem to a large extent, because it contains some objectively correct meaning (implements a tactical device - to give Black a tempo). The subject “felt” that there was some rational idea here, that is, he assessed the significance of the action on a purely emotional level. The move Re2-e3 is generated by a combination of two moves by the rook Le2-e5+ and Re5-e2, which the subject makes in previous attempts, in other words, Re2-e3, as it were, combines the two actions Re2-e5+ and Re5-e2, because the provision of the tempo achieved in this case by one action, not two.

Thus, a positive estimate of some values a certain action. The initial bearer of this meaning may be an action that cannot directly achieve the goal. Only then is such a carrier of a positively evaluated value found that can achieve the goal.

In the next branch of the 16th attempt, on the basis of the move Le2-e3, the subject makes the already objectively correct move Le2-el! However, the significance of this action is not realized by the subject, because it is performed in an objectively incorrect combination.

In the next 17th attempt, which is built on the basis of the 16th attempt b, action with the rook Re2-el!! is not emotionally colored, because an objectively correct action is again performed in an objectively incorrect combination, and again its meaning is not found. And only in the 18th attempt in an objectively correct combination does the subject evaluate the move Re2-ell! verbally and emotionally, finally finding its meaning in combination with the objectively correct move Krb7-a71

Here is an excerpt from the subject's speech report:

". . . (it means that something must be done, some kind of intermediate move! But if now it is really done pmosec.rv sec, (pause) I sec. | 25 sec. ^y > of course!!! King on a7, after of this I take 13 ° with a river and go to I? 5 p e “-el!! ...” (j is the moment of occurrence of emotional arousal).

The final formation of the meaning of action Le2-ell! for 35 sec. precedes the moment of occurrence of the most significant emotional activation in the course of solving the problem, which is expressed in an increase in heart rate by 30 beats/min and in a drop in electrical skin resistance by 6 kb (Fig. 8), which is an “emotional solution” to the problem (causes a sharp curtailment of the search zone) and which acts as the climax

Rice. 8. Subject FV Etude I. Anticipatory emotional evaluation of an objectively significant action (a specific bearer of a generalized principle) Le2-e!!!

"emotional development" of the subject, in connection with the performance of actions with an objectively significant element Le2.

Let us consider a similar process of "emotional development" in the subject G.B.

The 1st emotional reaction associated with the analyzed element occurs only in the 9th attempt, i.e., at a certain stage of research activity. Before this period, there are

actions with the rook in the 2nd, 4th, 5th, 6th and 7th attempts. All these actions are different variants of operations with the element - checks to the black king from the squares e5, e6, as well as waiting moves, which is objectively correct.

However, these actions, which are carriers of an objectively correct principle, are not emotionally colored due to the fact that they are performed during the period of "mechanical" calculation, and the subject does not subjectively evaluate them as significant (for more details on the specifics of the method of "mechanical" calculation, see § 4). Conversely, actions with an objectively significant element Le2 are immediately emotionally colored as soon as the subject chooses a new solution tactic and rethinks the initial situation. The subject abandons the method of "mechanical" calculation after the 7th attempt to solve the problem, and the 8th attempt already has an emotional coloring that arises for the first time in the process of solving the problem, but the 8th attempt does not contain operations with the rook, so it can be argued that that actions with the element are colored immediately after choosing a new solution tactic, because this emotional coloring occurs in the 9th attempt.

The 9th attempt contains two actions with the element - the moves Re2--e5+ and Re5-el. Such a combination is not objectively correct, but it contains the idea of ​​giving tempo to the black pieces, which is an objectively correct technique, therefore, the actions with the element in this attempt contain a valuable objective value.

The 10th attempt does not contain actions with the element, and on the 11th the subject performs an objectively significant action Le2-el!!, which follows from the combination with the element performed by the subject in the 9th attempt, because the move is Le2-el!! also contains the idea of ​​giving a tempo to Black and, as it were, combines in tactics the two actions Re2-e5+ and Re5-el (we observed a similar preparation for the formation of the meaning of the move Re2-el!! in the subject F. V. when solving this problem) . The action with the element, which is objectively correct, in the 11th attempt has an even brighter emotional coloring than in the 9th (increased heart rate from 70 beats/min to 90 beats/min and a drop in electrical skin resistance by 3.5 com at 9 -th attempt, in the 11th attempt, an increase in heart rate from 65 beats / min to 95 beats / min and a drop in electrical skin resistance of 5 com). Nevertheless, the formation of the meaning of the move Re2-el!! in the 11th attempt it did not happen, because it is performed in an absolutely wrong combination, its evaluation as significant occurs on a purely emotional level.

In the 12th attempt, the subject again performs an objectively correct action with the analyzed element - Le2-el!! in a combination that is objectively correct in terms of the sequence of actions with the elements of the situation, but contains one erroneous action with a significant element, namely: Kb7-c7 instead of the necessary Kb7-a7! Performing action Le2-e!!! in the new

a more correct combination, in contrast to the 11th attempt, causes a repeated emotional coloring of this action, i.e., there is an even stronger emotional fixation of an objectively correct action and an operation with an element that is especially significant for solving the problem.

In the 13th attempt, the actions with the rook do not have an emotional coloring, because, due to the negative outcome of the 12th attempt, the subject returns to the previously analyzed combinations, and as a result, the 13th attempt is built on the basis of the 5th attempt a and the 11th attempts a that do not contain any objectively significant information.

Starting the implementation of the 14th attempt, the subject immediately performs five objectively correct actions, including the operation with the rook (the move Re2-el!!). At the beginning of this attempt, the subject forms the meaning of another objectively correct action - Kb7-a7!, which, in turn, generates the formation of the meaning of the Le2-el!! action, because the initial combination of the 14th attempt is now absolutely objectively correct.

Objectively correct action Krb7-a7! in combination with the action Re2-el 11 has a bright emotional coloring, therefore, we can say that the move Re2-el!! thrice emotionally colored in the process of solving the problem.

The final formation of the meaning of the actions Krb7-a71 and Le2-esh at the beginning of the 14th attempt for 20 sec. preceded by an "emotional solution" of the problem, which causes for 4.5 minutes. an increase in vegetative shifts, expressed (during this period) in a drop in electrical skin resistance by 8.5 k and an increase in heart rate from 70 to 110 beats / min. Both reactions occurred simultaneously (Fig. 9).

After the "emotional decision" (as always in such cases), there was a sharp curtailment of the search area and finding a solution to the problem. Consequently, the increase in emotional arousal can be interpreted as "... anticipation" of the final decision on the emotional level.

Based on the data obtained, it can be concluded that the process of "emotional development" associated with the objectively significant element Cdl, as well as with the element Le2, is closely related to the development of its meaning. Nevertheless, the mechanisms for the formation of the meaning of the Cdl element have individual characteristics for each subject, namely: the sign of the emotional evaluation of actions with an objectively significant element changed in the subject F.V. depending on the operations performed with this element, and objectively correct actions were positively evaluated (“preservation”), and negatively - objectively incorrect (“sacrifice”). In subject G.B., the sign of emotional evaluation of actions with the element remained constant - positive, because these actions were directly or indirectly objectively correct.

Rice. 9. Subject G. B. Etude I. Emotional anticipation of the final solution of the problem

Based on assessments of specific actions with the element (negative emotional assessments of the “victim”), the subject F.V. re-evaluates the general principle (rejection of the idea that arose at the beginning of the possibility of the victim and the conclusion about the need to preserve the element, which is the “key” to solving the problem).

In subject G.B., the same action with an objectively significant element was performed in the aspect of various general ideas of the decision. This is due to the fact that the subject gave a different meaning to both the element itself and the direct action with it in each individual case.

If the subjects F.V. and G.B. in the course of search activity experience an increase in emotional assessments of actions with the element Cdl, then in the subject M.N. fixing an objectively significant action with this element. However, the subject M. N. observed a peculiar correlation of emotional assessments of a specific action with an objectively significant element and “direction”.

Summing up the analysis of the process of "emotional development", which was carried out on the material of two tasks, we can draw the following main conclusion: in all subjects, the final formation of the meaning of actions with objectively significant elements of the situation Le2 (etude I) and Cdl (etude II) was preceded by an "emotional decision » tasks causing a sharp curtailment of the search area, which acted as the climax of "emotional development".

Let's take a closer look at offspring emotional assessments of actions with objectively significant elements.

Let us represent schematically the process of "emotional development" associated with actions with objectively significant elements Le2 (etude I) and Cdl (etude II) for each subject.

As can be seen from Scheme 1, each emotional evaluation of a certain action with an element is generated by another one that precedes it. Indeed, a positive emotional evaluation of an action with an element (not leading to a goal) serves as the basis for a positive emotional evaluation of the combination of this action with another action that also does not lead to a goal, but as a result of this combination, the subject reveals for himself the objectively correct

Scheme 1 test f. in.

Indirect* positive emotional evaluation of an objectively incorrect action with an element (Move Re2 - e5+)	generates	a positive emotional assessment of the combination of actions with the element (moves Re2 - e5 + and Re5 - e2), which contains an objectively correct generalized principle
	generates
a positive emotional assessment of an action with an element (move Le2 - e3), which combines two actions in tactical sense (Le2 - e5 +, Ds5 - e2) and contains the same generalized principle	generates	a positive emotional assessment of an objectively correct action with an element (move Le2 - el!") and the formation of its meaning.

* An indirect emotional assessment of any action means that this action is not directly emotionally colored, but is included in a whole sequence of actions that has a general emotional coloring.

Scheme 2 subject Mr. B.

A positive emotional assessment of the combination of actions with an element (moves Re2 - e5 + and Re5 - el), which contains an objectively correct generalized principle	generates	a positive emotional assessment of an objectively correct action! Le2 - el!!, perfect
	generates	in an objectively wrong combination
a positive emotional assessment of the objectively correct action Le2 - e1M, performed in a combination close to the objectively correct
	generates
		positive emotional
		evaluation of an objectively correct action
		action Le2 - eP, committed in volume activation of the correct combination, and the formation of its meaning.

meaning (principle). In turn, the emotional evaluation of a combination of actions with an element gives rise to an emotional evaluation of an action that combines the tactical meaning of the previous two actions in combination. And finally, a positive emotional evaluation of an already objectively correct action is born directly from the emotional evaluation of an action that contains an objectively correct generalized meaning.

Therefore, as can be observed in this case, a positive emotional assessment of an objectively correct action with an element is born from a positively emotionally colored combination of actions with this element, which contains an objectively correct principle. Further, a positive emotional evaluation of an objectively correct action performed in an incorrect combination gives rise to a repeated emotional evaluation of an action with an element already performed in a combination close to the objectively correct one. And finally, there is an emotional evaluation of an objectively correct action with an element, generated from its previous one, performed in an objectively correct combination, and the formation of the meaning of this action with an element.

Scheme 3

Positive emotional evaluation of the action with the element Le2 - c2, containing the	generates	a positive emotional assessment of a combination of actions with an element (moves Re2 - c2 and Rc2 - cl), containing the same principle
an objectively true generalized principle
		generates
a positive emotional assessment of an objectively correct action with the Le2 element - el!i and the formation of its meaning.

Situation element Cdl

subject F. v.

positive emotional evaluation of the 4th solution attempt, in which the subject keeps element (layer)	generates	negative emotional assessments of the need to sacrifice an element (elephant), in connection with the implementation of the initial general plan
	generates generates
positive emotional assessment of the conclusion about the need save element "in general"		a positive emotional assessment of a specific objectively correct action with an element (movecdl- g4 I) and the formation of its meaning.

Based on Scheme 3, we can conclude that a positive emotional assessment of combinations of actions with an element, which contains an objectively true generalized principle, is generated from a positive emotional assessment of an action with this element, which contains the same principle.

And further, as a result of an emotional assessment of a combination of actions with an element - an emotional assessment of an objectively correct action with it, because this combination contains the meaning (tactical device) of an objectively correct action.

As can be seen in Scheme 4, the overall positive emotional evaluation of the attempt, which is built on the preservation of the element (i.e., the indirect emotional evaluation of "preservation"), generates negative emotional evaluations of the need for the sacrifice of this element, in connection with the implementation of the initial erroneous general plan. Negative emotional assessments, in turn, serve as the basis for direct positive emotional consolidation of the conclusion about the need to preserve the element, and already on the basis of this emotional assessment - a positive emotional assessment of a specific action with this element, namely the move Cdl-g4!.

Consequently, the sign of emotional assessments changed depending on the operations performed by the subject with the element, and

subject d. b.

Scheme 6

as a result Positive emotions give rise to negative ones and, conversely, negative emotions give rise to positive ones.

Consequently, as Scheme 5 shows, the original idea of ​​saving the element receives an indirect emotional evaluation, because the preliminary plan of the attempt is evaluated, in the structure of which this idea enters. This indirect assessment already generates a direct emotional assessment of the "preservation" of the element, which in turn generates an emotional assessment of a specific objectively correct action with the element.

Scheme 6 shows that the emotional assessment of an objectively correct and meaningful action with a situation element in this case is prepared by an emotional assessment of the general idea of ​​\u200b\u200bpreserving the element and then an emotional assessment of the specific "direction" of actions with this element.

Thus, based on the analysis of the mechanisms for generating emotional assessments, the following conclusions can be drawn.

1. Each emotional evaluation of the generalized meaning of a certain action and the action itself with objectively significant elements is prepared by another, preceding it (except for the first emotional evaluation).

2. Emotional assessments of specific actions with elements can be prepared not only by emotional assessments of previous actions with these elements, but also by emotionally colored combinations of actions with them, which are, as it were, indirect carriers of objectively correct values, as well as by general emotional assessments of previous attempts to solve, preliminary plans these attempts, the "direction" of actions and simply the conclusions made in the process of search activity. Therefore, it is impossible to understand the history of emotional assessments of individual elements of the situation, abstracting from the emotional assessments of attempts at a solution as a whole, assessments of the situation, and assessments of both the general and preliminary ideas for a solution.

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cognitive component

As a cognitive component, there are two forms of ``I-concept"" - real and ideal.

The real ``I-concept'' is the person's idea of ​​himself, of ``what I am''.

`ʻI am ideal'' is a person's idea of ​​his desires: ``what I would like to be''. The "I-Ideal" reflects the signs that a person would like to have, which he values ​​and strives for.

Emotional-evaluative component

The emotional-evaluative component is the core of the ``I-concept'', which includes self-esteem, the level of claims, and self-attitude.

The degree of adequacy of the ``I-concept"' is related to the adequacy of the self-assessment of the individual. Self-esteem personality is an assessment by a person of himself, his capabilities, qualities and place among other people. Relationships with people around him, his creativity, exactingness towards himself, his attitude to successes and failures depend on the self-esteem of the individual, thus self-esteem affects the effectiveness of the personality, its further development. The starting point of the self-assessment report is social interaction: relationships with other people in the process of activity and communication. Knowing the qualities of another person, a person receives the necessary information that allows him to work out his own assessment. In the future, the already established assessment of ``I'' is constantly compared by the person with what she sees in other people.

The self-esteem that has developed in an individual can be both adequate (a person correctly evaluates himself) and inadequate (overestimated or underestimated), which affects the level of a person's claims.

Claim level personality - the degree of difficulty of the goals to which a person strives and the achievement of which seems attractive and possible to him. The level of aspirations of a person is influenced both by the dynamics of success and failure in a particular activity, and by the dynamics of successes and failures throughout the life path. The level of claims can be adequate: a person chooses goals that correspond to his abilities, skills and capabilities, or inadequate - overestimated or underestimated. An overestimated level of claims, when a person sets himself too complex, unrealizable goals, is the result of an overestimated self-esteem of the individual. The underestimated level of claims is the result of low self-esteem of the individual.

The defining component of the ``I-concept"' is self-respect- a generalized attitude of a person to himself, characterized by the ratio of his actual achievements to the level of his claims. The self-esteem of a person is directly proportional to the amount of success achieved by him and inversely proportional to the level of claims. A high level of self-esteem creates a sense of comfort in a person, stimulates the development of its level of claims. A low level leads to acute dissatisfaction with oneself, provokes neuroses and depression.

Formation and development of the ``I-concept'' The ``I-concept'' of a person is the result of a long process of development that begins at birth and continues throughout life. One of the most developed theories of the staged development of the ``I-concept'' was proposed by the American psychologist Gordon Allport.

1 The first stage is the feeling of your body. The infant is not aware of himself as a separate entity, so he does not distinguish between what is ``mine'' and what is ``not mine''. However, during the first year of life, babies begin to become aware of many sensations that come from the muscles, tendons, ligaments, and internal sense organs. These repeated sensations form the bodily self. As a result, babies begin to distinguish themselves from other objects.

2 - a sense of self-identity, the child is aware of himself as a certain and most important person. The most significant starting point for the emergence of a sense of integrity and continuity of ``I'' over time is the child's own name. At 2-3 years old, having learned his name, the child begins to comprehend that he remains the same person, despite all the changes in his growth and in his interaction with the outside world.

3 - the formation of self-esteem. Initially, a sense of self-esteem manifests itself as a sense of pride that a child experiences when he does something on his own. Thus, self-esteem depends on the successful completion of a task by a child. Later, at the age of four or five, self-esteem takes on a connotation. Peer recognition also becomes an important source of new self-esteem throughout childhood.

4 expansion of the boundaries of the self. By the age of 4-6, the child begins to realize that he owns not only his own physical body, but also significant elements of the world around him, including people. During this period, children learn to comprehend the meaning of ``my''.

5 at the age of 5-6 years, the image of "I" begins to form. This is the time when the child begins to learn what parents and other people expect from him, how they want him to be. It is during this period that the child begins to understand the difference between `ʻI am good'' and `ʻI am bad''. The goals and aspirations of the individual begin to reflect the expectations of other people significant to him.

6 (6 - 12 years old) conscious rational self-management. The individual at this stage uses abstract reasoning and applies logic to solve everyday problems. The child does not yet trust himself enough to be morally independent. Rather, he dogmatically believes that his family, peer group, religion, teachers, and others are always right. This stage of self development reflects strong conformity, moral and social obedience.

7 in adolescence and adolescence, the ``I-concept'', a holistic feeling of ``I''" is formed (setting promising goals, perseverance in finding ways to solve the tasks set, the feeling that life has meaning). However, even in adulthood, this desire develops, because a new stage of the search for self-identity, a new self-consciousness is unfolding.

Stage 8 is associated with a person's unique ability to self-knowledge and self-esteem.