What is the name of the form of manifestation of cognitive need. Development of cognitive needs of children of senior preschool age in the field of additional education. Types of human needs

special need

The previous chapters give an idea that a special need for mental search, for mental exertion is most characteristic of gifted children, even those whose unusual abilities are not immediately visible.

The need for mental activity is indicated in the scientific literature by various terms that are similar in meaning: mental activity, cognitive need, research need. This is not exactly the same thing, but still about one thing - about the need to "wiggle your brains", about the pleasure of thinking, the joy of learning. To designate this very general feature of the category of children that interests us, we will here use the expression "cognitive need".

In psychology, the cognitive need did not immediately acquire the rights of citizenship. For a long time, scientists believed that this need only serves all others. One has to eat, but food needs to be eaten, to find out where it is, how to get it, and this is where the cognitive need arises. Who are friends, who are enemies, whose territory is again a cognitive need for help. It was believed that hunger, thirst, the instinct of procreation, the protection of offspring are primary - the cognitive need serves only as a means of satisfying them. Therefore, we know less about the cognitive need than about others.

It took a lot of research and debate among scientists to recognize that the need for cognition is not a "servant" of other needs, but an independent, independent need. (Of course, this independence is relative: all needs are closely interconnected, forming a complex and fairly fixed system for the individual.) Yes. there is a special need for impressions, for the influx of new information, for cognition.

Unsaturation

The cognitive need is characterized primarily by activity: a person himself is looking for a change of impressions, new information, he needs the process of cognition itself.

This need is also distinguished by the following: the acquisition of new knowledge does not extinguish, but, on the contrary, strengthens it. As knowledge is enriched, the desire for knowledge grows. The cognitive need in a developed form becomes unacceptable - the more a person learns, the more he wants to know. In this sense, it is fundamentally different from any organic needs. In the latter, one can sharply draw a line - the need is there (the person is hungry, thirsty) or it has disappeared, satisfied (the person is full, does not feel thirsty). A real cognitive need cannot be satisfied. It is boundless, as knowledge itself is boundless. And here there is no satiety - it is impossible to "recognize".

Of course, cognitive activity, like any other, has its own specific goals, setting a certain result. However, in this case, the focus on the result sets only the direction of the movement of thought. The end result here is impossible. Any knowledge, any result is only a milestone, a stage on the path of knowledge.

Joy of knowledge

Relentless activity, striving for the very process of cognition is possible only due to another feature of this need - the pleasure of mental stress. The desire for knowledge develops and strengthens because the mechanism of positive emotions turns on along with it. Without emotions, there is no need, including cognitive.

Joy during intellectual activity (which some people experience more, others less intensely, but which is familiar to many) can now be recorded. A number of strictly physiological indicators (electroencephalographic, biochemical) indicate that at the moment of intellectual stress, along with the part of the brain occupied with mental work, as a rule, the center of positive emotions is also excited. For some people, this connection is so strong and strong that the deprivation of intellectual activity leads them to a serious condition.

What exactly “turns on” the feeling of pleasure during full-fledged intellectual activity? Some scientists believe that the matter here is in the mental tone, which becomes optimally high at the moment of mental stress (that is, high activity in itself is pleasant). Others believe that joy, pleasure is the result of a certain connection between the center of positive emotions and the activity of the brain departments that are in charge of mental work. We turn on one, and the other turns on at the same time. Evolution, so to speak, saw to it that homo became sapiens, and chose such a mechanism. Still others believe that at the moment of successful intellectual activity, there is a kind of discharge of the search, problematic tension - this produces a feeling of satisfaction. Whichever point of view is more correct, the fact remains: full-fledged mental activity causes a feeling of joy, pleasure, which in the process of intellectual activity is enhanced and strengthened.

So, the cognitive need stands on three "pillars": activity, the need for the very process of mental activity and the pleasure of mental labor.

In the course of age-related changes, different stages in the development of a cognitive need, its qualitatively different levels, clearly appear.

The need for experiences

The first level can be called the level of need for impressions. This is the initial level, a kind of foundation of cognitive aspirations. The biological prerequisite for the need for impressions is the orienting reflex (the “what is it?” reflex). A classic example is a baby turning its head towards a rattle. A very tiny child rejoices at a new sound (not too sharp), a new colored object. This is where mental activity begins. New stimuli do not yet form a definite system in the child, but they prepare the basis for understanding his surroundings. In children, the activity of cognitive needs is especially pronounced.

The Belgian scientist Nutten conducted such an experiment.

In the experimental room, two automatic machines were installed - A and B. Automatic machine A - all shiny, with multi-colored light bulbs, bright pens. Machine B is much simpler and more modest in appearance, there is nothing colorful or bright in it, but on the other hand, you can move the handles and, depending on this, turn the lights on and off yourself.

When the five-year-old children who participated in the experiment entered the room, of course, they first of all paid attention to the elegant machine gun A. After playing with it, they discovered machine B, and it turned out to be the most interesting for them. The children moved the handles, turned on and off the light bulbs - in a word, they showed cognitive activity.

The experience changed in every possible way, but the conclusion turned out to be the same every time: the kids prefer the most elegant, bright object the one with which they can actively act (remember which (toys children love the most).

Psychologists have established that the more diverse the stimuli received by the child in the early period, the more intensively his mind develops. Whereas in children brought up in a monotonous environment, deprived of attention and richness of impressions (for example, in some orphanages), there is not only a lag in development, they even fall ill. This disease has a corresponding name - hospitalism. The main cause of gospptalism is the lack of incentives, the lack of impression.

Becoming curiosity

The need for impressions gradually turns into curiosity, which can be considered as the second level of development of the cognitive need. At two or three years old, all children love to learn - to ask questions, to listen when they are read to; love to break toys to see what's inside. Even then, the child begins endless “why”: “Why is the sun shining?”, “Why is the wind blowing?”, “Why is the car driving itself?” and even “Why does the cat squint when I stroke it?”. In these “why” questions, the desire is not only to find out, but often to reflect, not just to get information, but to put thinking to work. By the time he enters school, the child already has his own, albeit very naive, picture of the world.

At the level of curiosity, interest is shown not in a separate stimulus, but in the object as a whole, in certain activities. Such curiosity is already largely due to education and is associated with age-related maturation. However, even at this level, cognitive activity is more spontaneous than purposeful.

Curiosity, directed in all directions, reaches its apogee in a teenager (“auto-moto-bike-photo-cinema-radio circle”).

Formation of inclinations

And, finally, the third level of cognitive need is reached when it is already mediated by socially significant tasks. Now its manifestations are not spontaneous, but are associated with the development of more stable inclinations, for example, with the intention to determine the future field of activity.

Cognitive striving at this third, highest level takes on a different character than before: not so much directly emotional as consciously purposeful. At the same time, naturally, the role of external factors increases (to a greater extent - orientation to the result, to specific achievements), but still the need for knowledge does not cease to satisfy internal needs, continues to be joyful, giving a feeling of fullness of life.

It is essential that each subsequent level not only absorbs the previous one, but necessarily slows it down, partially cancels it. If this does not happen, then the development of the cognitive need is delayed, remains at a more primitive level, albeit a pronounced one. The role of certain manifestations of this need depends on what age stage they are confined to.

The need is cognitive

More precisely - the need for external impressions. As such, as the need to acquire new knowledge, it develops only in situations that contribute to the realization of the need for this knowledge for life and activity.

The development of the need for knowledge is closely connected with the general development of the personality, with its ability and skills to find answers to vital questions in the content of the studied sciences and in external reality.

Dictionary of practical psychologist. - M.: AST, Harvest. S. Yu. Golovin. 1998 .

See what "cognitive need" is in other dictionaries:

The need is cognitive- the need felt by a person for the missing knowledge, method or conditions of action required to achieve the goal when performing a theoretical or practical task ... Modern educational process: basic concepts and terms

- (in psychology) the state of the individual, created by the experience he needs in the objects necessary for his existence and development, and acting as a source of his activity. P. acts as such a state of personality, thanks to rum it is carried out ... ... Great Psychological Encyclopedia

COGEN- (Cohen) Hermann (1842 1918) German philosopher, founder and prominent representative of the Marburg school of neo-Kantianism. Major works: 'Kant's Theory of Experience' (1885), 'Kant's Justification of Ethics' (1877), 'Kant's Justification of Aesthetics' (1889), 'Logic… ... History of Philosophy: Encyclopedia

Economics of a country- (National economy) The country's economy is public relations to ensure the country's wealth and the well-being of its citizens The role of the national economy in the life of the state, the essence, functions, sectors and indicators of the country's economy, the structure of countries ... ... Encyclopedia of the investor

PSYCHOLOGY- the science of psychic reality, about how an individual feels, perceives, feels, thinks and acts. For a deeper understanding of the human psyche, psychologists are exploring the mental regulation of animal behavior and the functioning of such ... ... Collier Encyclopedia

ART AND SCIENCE- two ways of human exploration of the world, interconnected and interacting with each other throughout the history of culture. I. and n. they come close in that they reflect reality and cognize it, but they differ in origins and in their subject, ... ... Aesthetics: Dictionary

be interested- ▲ to feel the need to perceive to be interested, to feel the need to perceive smth. inquire. interest inner craving for to l. activities; focus of attention; need, craving for perception, knowledge of what l; ... ... Ideographic Dictionary of the Russian Language

PHILOSOPHY- (from Greek phileo love, sophia wisdom, philosophia love of wisdom) a special form of social consciousness and knowledge of the world, developing a system of knowledge about the fundamental principles and foundations of human existence, about the most general essential ... ... Philosophical Encyclopedia

METHODOLOGY- (from the method of the game. Word, concept, doctrine), a system of principles and methods of organizing and constructing theoretical. and practical activities, as well as the doctrine of this system. Initially, M. was implicitly represented in the practical. forms of relationship... Philosophical Encyclopedia

Cinema for children and youth- the field of cinematography. The terms children's cinema, teenage cinema, cinema for children and youth are rather conditional and are used by analogy, for example, with the term children's literature, ch.o. for convenience in a professional ... ... Pedagogical terminological dictionary

What is a cognitive need?

Three whales of cognitive need

The cognitive need did not immediately acquire the rights of citizenship. For a long time, scientists believed that this need only serves all others. You need to eat, but you need to find food, find out where it is, how to get it - this is where the cognitive need arises. Who are friends, who are enemies, whose territory is again a cognitive need for help. In a word, hunger, thirst, the instinct of procreation, the protection of offspring - the cognitive need serves only as a means of satisfying them.

That is why we know less about the cognitive need than about others. It took a lot of research, a lot of debate among scientists (sometimes bloody in the scientific sense, of course), to make a serious discussion about the cognitive need possible. First of all, its independence was proved. We describe several experiments. The first experiment is rather unusual. The man plunges into the water; the water is not particularly warm and not cold, about 34 degrees. The face is covered with a paraffin mask so that the person cannot see or hear. He also cannot move in water. There is a button that the subject can press if he becomes completely unbearable. All organic needs of necessity are fully satisfied.

It turned out that most of the subjects do not withstand long in this state. Some - two or three hours, some - a little more. All, without exception, characterize their condition in the water as extremely difficult. Some subjects experienced mental disorders, however, they disappeared rather quickly.

What is going on? A person has a very comfortable temperature of the environment, nothing threatens him, he does not experience either hunger or thirst - and yet he has extremely negative emotions. He's bad!

Psychologists have come to the conclusion that a special need is at work here - the need for impressions, the need for an influx of new information. The need for impressions is one of the elementary manifestations of the cognitive need.

Then the experience decided to change a little. Now the subject was no longer immersed in water, but left in an ordinary room. True, not quite normal. The room was closed from external influences, no sounds of any kind reached here, there were no windows in it. The subject was thus completely isolated from the outside world. As in the previous experiment, all the natural needs of a person were completely satisfied, he knew for sure that nothing threatened him. As soon as he is completely unbearable, he can give a signal, and the experiment will be terminated.

It turned out that a long stay in this psychological chamber was extremely painful for the subjects. And although their stay in these conditions was no longer measured in hours, but in days, the condition of the subjects at the exit was very difficult. And precisely because the cognitive need was not satisfied. As soon as a person was given appropriate intellectual food (books, paper, etc.), the experimental picture changed dramatically.

The independence of cognitive needs from organic needs is already demonstrated by young children. They vividly show this need (stretch for a toy, look around) just when they feel neither hunger nor thirst, when nothing bothers them.

Of course, the cognitive need of a person is completely and only a human characteristic. However, animals also have certain prerequisites for its development; some of the roots of this need can be traced to them.

Here is an experiment demonstrating the independence of the cognitive need in animals.

Bananas have just been placed in the cage where the monkey is sitting. A monkey from another cage extends its paw towards them. The grate is large, so a little effort - and the neighbor will take all the bananas. But at this time, a box appears in the cage, in which something mysteriously knocks (it's just a metronome). The monkey has a difficult choice, a struggle of motives, as psychologists say. What to prefer? The monkey chooses the box (although not all monkeys do this, and besides, the monkey must be sufficiently fed).

Now psychologists are convinced that the cognitive need is not a servant of other needs, but an independent, independent science of the individual.

The means of satisfying the cognitive need is always new knowledge, new information. It was the absence of new impressions that caused in people that grave condition that arose in the experiments described above.

New knowledge, of course, does not at all mean the need to move to a new object every time. Take, for example, reading books - perhaps the most common way to satisfy a cognitive need. Very often, rereading a book you already know, you suddenly discover something completely new in it. There is even evidence that people who are prone to re-reading books are distinguished by a special depth of mind. And one well-known literary critic believes that any serious book must be read twice without fail. From the first time, the reader learns only the plot of the work or a set of specific facts; the very same idea of ​​the author, his most important task can be assimilated, already knowing all this specifics. Curious point of view!

By the way, one of the definitions of creativity means getting new information from familiar objects. (Everyone knows what it is; there is someone who doesn't know it, and the result is a discovery.)

The following is also very important: the acquisition of new knowledge does not extinguish the cognitive need, but, on the contrary, strengthens it. The cognitive need in a developed form becomes unsaturated - the more a person learns, the more he wants to know.

In this sense (as in many other respects) the cognitive need is fundamentally different from any organic need. In the latter, one can sharply draw a line: the need is there (the person is hungry, thirsty) or has disappeared, satisfied (the person is full, does not feel thirsty).

A real cognitive need cannot be satisfied: it is boundless, as knowledge itself is boundless.

For a long time there was a dispute about how the cognitive need operates - actively or passively.

Proponents of the first point of view believed that as soon as a person begins to get used to the environment, he has a specific state of boredom, and he himself is looking for new experiences, new information. There is a need for knowledge. Whatever this need is expressed, it is always active. A person reads books, makes experiments or, at worst, goes to the cinema, buys an illustrated magazine.

Supporters of the second point of view believed that the cognitive need is something like a mirror in which everything is reflected. Something appeared in the field of view - a person makes an assessment (consciously or unconsciously), whether it is new or already familiar, interesting or not, worth considering or not worth considering. If it is new, interesting, then the cognitive need begins to act. In other words, a cognitive need arises when there are already opportunities to satisfy it. Not boredom, i.e., an internal need makes a person look for something new, and external stimuli cause a state of cognitive need. A person passively follows a new stimulus, a new problem, unable to get away from them.

The dispute was settled by several very striking experiments. We present only some of them.

In the same experiment in the psychological chamber, which was described above, there were several subjects in whom a serious condition did not appear at all (or was very smoothed out), despite a long stay in the chamber. It turns out that these subjects found a source of satisfaction of the cognitive need in vigorous activity. They composed poems, came up with problems. One of the subjects, a mathematician by education, recalling and re-deriving a theorem he had once learned, at the same time deduced several new ones. By the way, these days his condition improved dramatically, and in terms of the total points he endured this very difficult test best of all.

The activity of the cognitive need is especially pronounced in children.

The Belgian scientist Nutten conducted such an experiment. In the experimental room, two automata were installed - A and B. Automaton A was all shiny with multi-colored light bulbs, bright handles. Automator B looked much simpler, there was nothing colorful or bright in it, but on the other hand, in this automaton, the handles could be moved in Depending on this, turn on and off the light bulbs yourself.

When the five-year-old children who participated in the experiment entered the room, then, of course, they first of all paid attention to the elegant machine gun A. After playing with it, they found machine B, and it turned out to be the most interesting for them. The children moved the handles, turned on and off the light bulbs - in a word, they showed cognitive activity.

The experience changed in every possible way, but the conclusion each time turned out to be the same: the kids prefer the most elegant, bright object the one with which they can actively act. (Remember which toys children love the most.)

Now scientists no longer doubt: the cognitive need is characterized primarily by activity.

... Scientists continue to struggle with the famous Fermat's theorem, although its conclusion has long been known. It is not known how it was proven. In a number of sciences - astronomy, biology, medicine - the most complex experiments are being conducted, the results of which will be known only to distant descendants (for example, experiments on long-term suspended animation of animals).

Of course, on the scale of all science, this work is quite understandable. However, what motivates each individual scientist who undertakes work, the result of which is already known, or, on the contrary, will certainly not be known to him? The motivation here is not at all simple, but there is no doubt that there is a need for the very process of searching for truth.

The student wants to solve the problem on his own (there are still such students), although the solution can be obtained from a neighbor.

Ask a friend a riddle and immediately offer a clue, and you will see how your subject's face will stretch. You spoiled for him a small, but still a holiday of the mind - the opportunity to find out on your own to solve this trifling task.

Even in the distorted cognitive need - the love of detective stories - there is the joy of intellectual search. (It is said that an English detective lover filed for divorce from his wife only because she wrote the name of the criminal in the margin. The court considered his statement well-founded.) Montaigne gives an amusing fact. Once, when Democritus was eating figs that smelled of honey during dinner, he suddenly thought about where this unusual sweetness came from in figs, and in order to find out, he got up from the table, wanting to inspect the place where these figs were plucked. . His maid, having learned why he was alarmed, laughingly told him not to trouble himself: she simply put the figs in a honey vessel. Democritus was annoyed that she had deprived him of an opportunity to investigate and had taken away from him the object that aroused his curiosity. Go away, he told her, you have caused me trouble; I will still look for the cause of this phenomenon as if it were natural. And he did not fail to find some true basis for explaining this phenomenon, although it was false and imaginary.

Of course, like any activity, cognitive activity, driven by a cognitive need, has its own specific goals, its own range of actions planned based on the result. And the cognitive need also means orientation to a certain result. However, orientation to the result sets only the direction of movement of thought. The cognitive need, first of all, is the need for movement towards a result, in the very process of cognition.

The end result here is impossible. Any knowledge, any result is only a milestone, a stage on the path of knowledge.

The activity of the cognitive need, the desire for the process of cognition itself is possible only due to another feature of this need - the pleasure from mental stress, the positive emotional state associated with it. Therefore, the cognitive need manifests itself, develops, strengthens as a need, because the mechanism of positive emotions is turned on along with it. Without emotions, there is no need, including cognitive.

Cognitive activity (but not a need) can be carried out (and sometimes very successfully) without such pleasure - out of a desire to earn an A, a diploma, world fame.

The student diligently studies so that they do not scold at home. A student sits over textbooks during a session to receive a scholarship. This does not apply to cognitive needs. But here is the same student, having come from school and having barely had lunch, grabs a book about animals and, forgetting about everything, reads until he finishes. Having swallowed one book, he takes on the next. Every time the need for knowledge grows. And the more this need is reinforced, the stronger it becomes.

In its highest development, the cognitive need becomes, as already mentioned, insatiable. Impossible to recognise.

Joy at the moment of intellectual activity (which some people experience more, others less intensely, but which is familiar to everyone) can now be registered. A number of strictly physiological indicators (electroencephalographic, biochemical) indicate that at the moment of intellectual stress, along with the part of the brain occupied with mental work, as a rule, the center of positive emotions is also excited. For some people, this connection is so strong and strong that the deprivation of intellectual activity leads them to a serious condition.

What exactly includes the feeling of pleasure in full-fledged intellectual activity?

Some scientists believe that the matter here is in the mental tone, which becomes optimally high at the time of intense mental activity, i.e. high activity in itself is pleasant. Others believe that joy, pleasure is the result of a certain connection between the center of positive emotions and the activity of the brain departments that are in charge of mental work. We turn on one, and the other turns on at the same time. Evolution, so to speak, saw to it that Noto became hargsth, and chose such a mechanism. Still others believe that at the moment of successful intellectual activity, there is, as it were, a discharge of the search, problematic tension; this produces a sense of satisfaction.

We will not go into scientific disputes in which scientific truth should be born. The fact remains: full-fledged mental activity causes a feeling of joy, pleasure, and this feeling in the process of intellectual activity intensifies and strengthens.

So, the cognitive need stands on three pillars: activity, the need for the very process of mental activity and the pleasure of mental labor.

Summarizing a large amount of empirical data, I came to the conclusion that as early as the third or fifth week of life, a child has a need for external impressions, the appearance

which marks the transition from newborn to infancy. This need will play a decisive role in all further development of the child. The new need is significantly different from the simple organic needs that appeared earlier - for food and warmth. If the "engine" of the latter is to a greater extent the desire to overcome negative emotions (to get rid of unpleasant sensations, discomfort), then the new need is based on positive emotion - the elementary joy of knowledge. Therefore, this need is classified as "unsatisfied". If the need for food loses its stimulating power as it is saturated, then new impressions not only cause new positive emotions, but also develop curiosity.

The years of pre-preschool and preschool childhood pass under the sign of the rapid development of this need - to know such a complex and at the same time such an attractive world around.

And then the child comes to the threshold of the school. By this time, his cognitive need reaches a new level, which is expressed in the emergence of interest in solving cognitive problems proper, acquiring new knowledge and skills in the learning process. This need finds its satisfaction in schooling.

However, some time passes, and a strange, paradoxical situation arises. The mental functions of the child improve - observation, logical memory, basic mental operations (analysis, synthesis, abstraction, generalization) develop, attention becomes more stable, and at the same time, the cognitive need as such in many cases not only does not rise to a higher level, but manifests itself much less clearly than at the previous age stage. Researchers describe groups of children whose "cognitive potential" declines significantly with age. Psychologist Z.I. Kalmykova, having studied in detail the peculiarities of the thinking of such children, notes that the older the children, the greater the gap between verbal formulations and the specific reality that they should reflect. These schoolchildren seem to formulate generalized judgments, but verbal formulations mask the passivity of thought, the desire to escape from intellectual tension. Productive thinking (thinking, acting as the ability to acquire new knowledge, the ability to learn) is replaced by a mechanical reproduction of known provisions.

What are the reasons for this phenomenon? Isn't it the result of the age characteristics of children? Partly yes. In modern science

the thesis about the presence of the so-called sensitive periods in the mental development of the child is substantiated. The essence of this thesis is that each age period has its own special, unique opportunities.<...>

On closer examination, it becomes obvious that, in fact, we are not talking about a decrease in cognitive motivation, but about some change in its direction. Thus, a special study showed that a junior schoolchild who is beginning systematic education for the first time usually has to begin with mastering the outer side of objects and phenomena. It is this ability that develops especially intensively - to absorb external signs, to remember them without any significant comprehension and processing. Psychologists characterize this ability to cognize the outer side of reality as an age-related feature of a younger student. In this respect, younger schoolchildren differ unfavorably from children of preschool age, whose mental activity, as is known, is aimed at clarifying the causes of what is happening around ("why?"). But perhaps the reason for the predominant development of this ability in younger students is the peculiarities of the organization of the educational process in elementary school, which really focuses to a large extent on the description of the external features of objects and memorization? ..

Cognitive need and personal position of the student

The manifestation of a cognitive need essentially depends on the personal position of the student. Let us recall in this connection the problem-based learning that has become widespread in recent years. It should be noted that at present there are a number of works on this issue. We want to emphasize only one, but very important, aspect of it, which, apparently, is not given enough attention: problem-based learning is addressed to the student's personality.

As you know, problem-based learning implies the presence of a problem situation, which is characterized by a mismatch between the knowledge already known to the student and the task that needs to be solved. In order to do this, you need to find a new way to complete the task, find the means to achieve the goal. However, what has been said is only the external side of problem-based learning. For us, the changes that occur in the student's personality are more important.<...>

Problem-based learning does not impose knowledge on the student. It is based on his interests, based on faith in the ability of the child, by virtue of his intellect. The true essence of problem-based learning is respect for the child's personality. Such training

changes his personality. The student ceases to be a "dependent", a "consumer" of knowledge, he ceases to be only a student, and in a certain sense becomes a teacher's comrade-in-arms, solving the problem together with him. This new position also forms a different attitude towards knowledge that is "assigned" as if by itself in the process of solving a problem, and most importantly: intellectual activity is activated not due to an artificially introduced motive (as was the case, for example, in a special experiment, when a psychologist achieved significant increasing intellectual activity, giving out attractive pictures for the child as a reward for the correct solution of the problem). Thanks to the new position, the student begins to get satisfaction from the very process of acquiring knowledge. And this means that problem-based learning puts students in a situation somewhat similar to that in which gifted children find themselves: it contributes to the formation of a propensity for mental work.

However, problem-based learning is only one of the ways to develop a cognitive need. The teacher may use other methods to achieve this goal. It is only important that the applied method puts the student in an active position in relation to knowledge.<...>

The highest (and most difficult) stage in the development of students' cognitive needs is the development of such a position in which they consciously begin to work on the formation of educational and cognitive motivation in themselves. When organizing such work, it should be taken into account that the motivation for learning activities is different for different groups of schoolchildren. So, for weakly successful people, "avoidance motivation" is characteristic. The strongest motive that prompts such students to learn lessons is the desire to avoid bad grades, troubles from teachers and parents. High-performing students have stronger cognitive motivation. Studies show that in order to form educational and cognitive motivation, it is necessary to organize learning activities in such a way that students are guided not only by the knowledge itself, but also by the method of obtaining knowledge. In this case, the teacher evaluates not only the results of the work, but also how these results were obtained; while students themselves are involved in the process of such assessment.

Putting the student in an active position in relation to the acquired knowledge is a condition not only for the development of cognitive needs, but also for the effective education of his abilities.

Chudnovsky V.E. Ability education and formation
personality. - M., 1986. - S. 32-40.

See: Bozhovich L.I. Personality and its formation in childhood: A psychological study. - M., 1968.

See: Productive thinking as the basis of learning. - M., 1981.-S. 113. 178

cognitive need - more precisely - the need for external impressions. As such, as the need to acquire new knowledge, it develops only in situations that contribute to the realization of the need for this knowledge for life and activity. The development of the need for knowledge is closely connected with the general development of the personality, with its ability and skills to find answers to vital questions in the content of the studied sciences and in external reality.

Levels :

1) the initial level of this need is the need for impressions. At this level, the individual responds first to the novelty of the stimulus. The need for impressions is the foundation of the cognitive need.

2) the need for knowledge (curiosity). It is expressed in interest in the subject, inclination to study it, love for reading books, etc. The cognitive need at the level of curiosity is spontaneous and emotional in nature and most often does not have a socially significant product of activity.

3) At the highest level, the cognitive need has the character of purposeful activity and leads to socially significant results.

Forms:

1) The first form of manifestation of the need for knowledge is the assimilation of ready-made knowledge (the assimilation of knowledge, its integration, systematization and, finally, the need for the accumulation of knowledge).

2) Its second form is the study of reality in order to obtain new knowledge, analysis of impressions, interest in problem situations and, finally, the desire for purposeful creative activity.

The cognitive need also differs in the breadth and depth of knowledge, in the intensity (extensiveness) of cognitive activity. The circle of activities in which the student is included is motivated by various needs. In the learning process, it is important for the teacher to support, in particular, the development of the child's cognitive needs: in the lower grades, his curiosity, in the middle and older grades, the need for creative activity. Need,<находя>an object capable of satisfying it becomes a motive directing the corresponding activity. Age dynamics of the development of cognitive needs. In psychology, the cognitive need did not immediately acquire the rights of citizenship. For a long time, scientists believed that this need only serves all others. Interest in knowing the real world is one of the most fundamental and significant in child development. Psychologist L. I. Bozhovich, summarizing a large amount of empirical data, came to the conclusion that already on third to fifth week of life the child develops a need for external impressions, the appearance of which marks the transition from newborn to infancy. This need will play a decisive role in all further development of the child. The new need is significantly different from the simple organic needs that appeared earlier - for food and warmth. If the "engine" of the latter is to a greater extent the desire to overcome negative emotions (to get rid of unpleasant sensations, discomfort), then the new need is based on positive emotion - the elementary joy of knowledge. Therefore, this need is classified as "unsatisfied". If the need for food loses its stimulating power as it is saturated, then new impressions not only cause new positive emotions, but also develop curiosity. Years of pre-preschool and preschool childhood pass under the sign of the rapid development of this need - to know such a complex and at the same time such an attractive world around. And so the child comes to school door. By this time, his cognitive need reaches a new level, which is expressed in the emergence of interest in solving cognitive problems proper, acquiring new knowledge and skills in the learning process. This need finds its satisfaction in schooling. However, some time passes, and a strange, paradoxical situation arises. The mental functions of the child are improving - observation, logical memory, basic mental operations (analysis, synthesis, abstraction, generalization) develop, attention becomes more stable, and at the same time the cognitive need as such in many cases not only does not rise to a higher level, but manifests itself much less clearly than at the previous age stage. Researchers describe groups of children whose "cognitive potential" declines significantly with age. Psychologist Z.I. Kalmykova, having studied in detail the peculiarities of the thinking of such children, notes that the older the children, the greater the gap between verbal formulations and the specific reality that they should reflect. These schoolchildren seem to formulate generalized judgments, but verbal formulations mask the passivity of thought, the desire to escape from intellectual tension. Productive thinking (thinking, acting as the ability to acquire new knowledge, the ability to learn) is replaced by a mechanical reproduction of known provisions. The manifestation of a cognitive need essentially depends on the personal position of the student. The manifestation of a cognitive need essentially depends on the personal position of the student. Putting the student in an active position in relation to the acquired knowledge is a condition not only for the development of cognitive needs, but also for the effective education of his abilities.

55. The concept of giftedness J. Renzulli. Among the modern foreign concepts of giftedness, the most popular is the theory of Joseph Renzuli. He believes that the behavior of a gifted person reflects the interaction between three main groups of qualities: these are above-average general or special abilities, a high level of involvement in the task, and a high level of creativity. A gifted person possesses them or is capable of developing this system of qualities and applying it to any potentially valuable field of human activity. According to the theory of J. Renzulli, giftedness there is a combination of three main characteristics: intellectual ability (above average), creativity and perseverance (task-oriented motivation). In addition, in his theoretical model knowledge (erudition) and a favorable environment are taken into account(scheme). It is fundamentally important that J. Renzulli proposes to consider gifted not only the one who is superior to his peers in all three main parameters, but also the one who demonstrates a high level in at least one of them. Thus, the pool of gifted is vastly expanded from the small percentage of children who are usually identified by intelligence, creativity, or achievement tests.