The subject and tasks of psychology as a science. Child psychology Developmental psychology studies: regularities Features of the ontogenetic development of the human psyche is studied by psychology
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1. Psychology as an independent science took shape in ...
40s 19th century
80s 19th century
90s 19th century
early 20th century
2. The active intervention of the researcher in the activities of the subject in order to create conditions for establishing a psychological fact is called ...
content analysis
product analysis
conversation
experiment
3. The influence of the experimenter on the results of the experiment and their interpretation is most significant in research ...
psychophysiological
"global" individual processes (intelligence, motivation, decision making, etc.)
psychology of personality and social psychology
psychogenetic
4. A direction in psychology that studies the problems of personality development, its activity, self-actualization and self-improvement, freedom of choice and the pursuit of higher values, which is manifested in the pursuit of justice, beauty and truth, is known as ...
cognitive psychology
behaviorism
Freudianism
humanistic psychology
5. The principle requiring the establishment of causal relationships in the process of occurrence mental phenomena this is the principle...
management
development
determinism
consistency
6. Philosophical basis Humanistic psychology is..
positivism
existentialism
pragmatism
rationalism
7. The principle that requires considering mental phenomena in constant change, movement, is called the principle ...
determinism
development
transition of quantitative changes into qualitative ones
objectivity
8. Obtaining data about one's own mental processes and states at the time of their occurrence or after it is ...
observation
experiment
testing
introspection
9. The recognition of psychology as an independent science was associated with ...
creation of special research institutions
development of the method of introspection
development of the method of observation
publication of Aristotle's treatise "On the Soul"
10. A brief, standardized psychological test that attempts to evaluate a particular psychological process Or the individual as a whole is...
observation
experiment
testing
introspection
11. Socio-psychological manifestations of the personality, its relationship with people is studied by ... psychology.
differential
social
pedagogical
general
12. A purposeful, systematically carried out perception of objects in the knowledge of which a person is interested is ...
experiment
content analysis
observation
activity product analysis method
13. Psychological techniques designed on educational material and designed to assess the level of mastery educational knowledge and skills known as tests...
achievements
intellect
personalities
projective
14. A method of studying the structure and nature of interpersonal relationships of people based on measuring their interpersonal choice is called ...
content analysis
comparison method
method of social units
sociometry
15. The ability of the researcher to cause some kind of mental process or property is the main advantage ...
observations
experiment
content analysis
product analysis
16. The presence of the soul explained all the incomprehensible phenomena in human life from the point of view:
soul psychology
psychology of consciousness
behavioral psychology
psychology as a reflective activity of the brain
17. Features of the ontogenetic development of the psyche are studied by ... psychology.
medical
social
age
general
18. Distinctive feature domestic psychology- using category...
activities
unconscious
reinforcements
introspection
19. B.G. Ananiev refers the longitudinal research method to ...
organizational methods
empirical methods
data processing methods
interpretation methods
Description of the presentation Child psychology Developmental psychology studies: patterns on slides
Developmental psychology studies: the patterns of the formation of the psyche, explores the mechanisms and driving forces of this process, analyzes various approaches to understanding the nature of the psyche, its functions and genesis, explores various aspects of the formation of the psyche, its changes in the process of activity, communication. knowledge.
Child psychology is a branch of psychological science that studies the factors and patterns of child development in ontogeny. The object of study is a developing, changing in ontogenesis healthy child. The subject is the study of developmental features at each age stage, the study of the causes and mechanisms of the transition from one age period to another, the study general patterns and trends in pace and direction mental development
Tasks (theoretical) The study of the driving forces, sources and mechanisms of mental development throughout childhood. Periodization of mental development in ontogenesis. The study of age-related features and patterns of the course (emergence, formation, change, improvement, degradation, compensation) of mental processes. Establishment of age opportunities, features, patterns of implementation of various types of activities, assimilation of knowledge.
Tasks (practical) Determining the age norms of mental functions, identifying the psychological resources and creative potential of the child. Creation of a service for systematic monitoring of the course of mental development, mental health children, helping adults in a problem situation. Development of the content of age-related and clinical diagnostics. Performing the functions of psychological support, assistance in crisis periods of a child's life. Search for the most optimal forms of organization of continuous education.
The relationship between child and educational psychology lies in the fact that knowledge of the age characteristics of the child allows the teacher to competently build educational process: On the basis of taking into account the individual age characteristics of the child, Determine the content, forms and methods of development, education and training of the child, Organize a developing space, monitor development Provide psychological and pedagogical support for the development of children and families, Carry out correctional and developmental work, preventive measures, increase psychological awareness of parents
Basic concepts of child psychology Growth - quantitative somatic changes Maturation is a process of spontaneously occurring in the body under the influence of internally programmed and internally controlled growth impulses. Development is a process of irreversible, directed and regular changes, leading to the emergence of quantitative, qualitative and structural transformations of the psyche and human behavior A. A. Rean
Forms of development Phylogeny is the process of formation of mental structures in the course of biological evolution species or socio-cultural history of mankind as a whole. Ontogenesis is the process of individual development of a person from birth to death.
Areas of development Psychophysical - includes external (height, weight) and internal (bones, muscles, brain, sensory organs, constitution, neuro- and psychodynamics) changes in the child's body. Psychosocial - provides for changes in the emotional and personal spheres of the child, his interpersonal relationships, in the self-concept and self-consciousness. Cognitive - considers all aspects of cognitive development.
Development Conditions These are the variable factors without which development is impossible. AT foreign psychology- heredity and environment. Within the framework of the cultural-historical concept, these are morphophysiological features of the subtrat of mental processes (features of the brain, communication with other people). Conditions act as a mediator between the individual and the culture.
The driving forces of development are those processes during which all neoplasms appear and the most significant changes in ontogeny occur: this is the deployment of genetic programs (St. Hall, S. Buller); this is the convergence of two factors: environment and heredity (V. Stern); this is learning (L. S. Vygostsky); this is human activity in the leading form of activity (A. N. Leontiev, D. B. Elkonin); this is communication as an activity of any age (M. I. Lisina); this is a free action (V. P. Zinchenko); this is a supra-situational activity of a person (A. V. Petrovsky).
Development Factors Heredity is not only individual traits that affect behavior (for example, GNI properties), but also innate behavioral programs that contain certain time launch and development stages. Heredity creates the conditions for development Heredity is the property of living organisms to reproduce their organization; the ability to live and develop in certain conditions; provides a more effective adaptation of the body to the conditions of existence. Inherited: specific and particular characteristics, eye color, ear shape, physique, features of the activity of internal organs, metabolic programs between the cell and external environment, properties of analyzer systems, structural features of the nervous system and brain, mental and somatic diseases
development factors. Wednesday. The environment is understood as the interaction of a person with the environment. The environment is a source of development, because it contains what a person must master. The medium consists of 4 concentric structures (Bronfenbrenner). Microsystem - the structure of activities, social roles and interpersonal relationships of a person with a specific environment (family). Mesosystem is a structure of interaction between two or more environments (family and work, family and Kindergarten, family and public institutions). The exosystem is the space where significant events take place (the circle of the most frequent communication). Macrosystem_ subculture, values, traditions. This is the most influential environment that subjugates other internal systems.
Cultural-historical concept of L. S. Vygotsky Key points: At birth, a child enters a certain cultural-historical space (material objects, ideas and values) There are special objects - signs that have a dual (material and ideal) nature. Such signs are the words of human speech. Words evoke specific images in the mind of a person. The word (sign) is not only the name of an object, but also a means of the inner mental life of a person. Human behavior is carried out by means of signs, the system of which constitutes speech. Speech frees a person from the influence of the current situation and makes his behavior conscious.
Conclusions from the concept of L. S. Vygotsky child development consists in the fact that it is subject not to the action of biological laws (as in animals), but to the influence of socio-historical laws. A person does not have innate forms of behavior in the environment. Its development occurs through the appropriation of historically developed forms and methods of activity. The conditions for development within the framework of the cultural-historical paradigm are the morphophysiological features of the brain and communication - the social environment. The attitude towards the environment changes with age, and, consequently, the role of the environment in development also changes. Its influence is determined by the key experiences of the child.
Cognitive theory of development J. Piaget. Basic provisions: The intellectual development of the child occurs spontaneously in the process of his adaptation to the environment. Level intellectual development determines the degree and nature of adaptation. The child's thinking develops in the course of solving mental problems. To solve the problem, the child uses two mechanisms: assimilation and accommodation. Assimilation - the desire to change the new decision scheme and subordinate it to the old one, existing in the child's past experience Accommodation - the process of changing old schemes, developing new ideas about the object, embedding new thinking schemes into existing experience. When these mechanisms are combined, the balance of a person with the environment is established.
Stages of development of thinking according to J. Piaget Stage 1 of sensorimotor thinking (from birth to 2 years): 1 sub-period (up to 9 months) centering on one's own body (exercise of sucking reflexes; first skills and first circular reactions - turns, concentration of the gaze; coordination of vision and grasping (secondary circular reactions. Shakes the toy, focuses on sounds) 2 sub-period (9-24 months) objectification of practical intelligence: separation of means and goals (the child accidentally performed an action. Then he repeats and reinforces a new action scheme). new means to achieve a new goal The child already deliberately changes the actions to see what results it will lead to He actively explores the beginning of the internalization of schemes: after trial and error, the child combines actions leading to the correct solution (in one hand a doll, in the other - the ball. To tear off the door, puts them on the floor, chooses a place so that the door didn't hurt).
Stages in the development of thinking according to J. Piaget 2. The stage of pre-operational thinking (2-7 years) The development of symbolic functions, symbolic play, when one object is replaced by another, the child begins to act "on the mock"; there is a development of speech as a symbolic function, where the word replaces the missing objects, events, actions. But the child is not yet capable of reasoning. Appears at 5-7 years intuitive thinking, based on perception, and then - on a more dissected representation, which is based on reasoning based on visibility. The ability to build conclusions based on egocentrism is being formed (i.e., the perception of the world from only one point of view, based on visual sensations). The syncretism of thinking is characteristic, in which all the signs of an object or phenomenon are side by side, the main and secondary ones are not singled out, and the cause and effect are revealed.
Stages of development of thinking according to J. Piaget 3. Stage of specific operations (7-11 years) 8-10 years. Children are capable of abstract thinking and the construction of logical judgments according to the rules of induction and deduction, but in the presence of specific conditions of the problem. 10 - 11 years old. The child can perform system operations (coordinate system, projective concepts. Children can use evidence. They can reason, but rely on clarity.
Stages of development of thinking according to J. Piaget 4. Stage of formal operations. (11-15 years old) The child is able to perform simple mental operations(classification, seriation, correspondence) without any specific support. Children are capable of abstract thinking and the construction of logical judgments according to the rules of induction and deduction, but in the presence of specific conditions of the problem. Capable of hypothetical-deductive logic, the formation of scientific thinking.
E. Erickson's theory is based on: the psychological stages of development of the "I" in the course of focusing on the attitude towards oneself and the environment, the processes of socialization of the individual, the features of his relationship with society "I and society"; the stages of a person's life cycle are determined by the tasks that society presents to a person at different stages of his development; relations between a person and society are determined by the level of the general culture of society, its spiritual atmosphere.
Stage 1: infancy (0 - 1 year) Development task: the formation of basic trust (distrust) in the world, overcoming feelings of disunity and loneliness. Normal line: if the tasks of age are realized: his basic needs are satisfied, he was surrounded by care and attention, then responsiveness and basic trust in the world are formed. Deviant development: on the basis of distrust of the world, fearfulness and suspicion develops
Stage 2: early age (1 - 3 years) Developmental objectives: development of independence or a sense of shame Normal line: the formation of independence (or indecision) based on the struggle between a sense of shame and strong doubt in one's actions for independence and independence. As a result, autonomy and independence develop. Deviant development: otherwise, shame develops on the basis of indecision.
Stage 3: playing age (3-7 years) Development tasks: development of an active initiative and at the same time experiencing a sense of guilt and moral responsibility for one's desires. Enthusiasm or guilt develops. Normal line: entrepreneurship develops if the child invents his own activities, experiences his responsibility for his desires. Deviant Development: Guilt is based on indecisiveness and an underdeveloped sense of skill.
Stage 4: stage of education at school (7 - 10 years) Development tasks: the formation of industriousness and the ability to handle tools. Skill or a sense of inferiority develops Normal line: if a child masters some actions on the basis of interest, cognitive feelings, self-esteem, manual skill develop. Deviant development Otherwise, there is an awareness of one's own ineptitude and uselessness
Stage 5: adolescence and early adolescence (11-18 years old) Development goals: achieving identity or confusion of roles. Normal line: 11-15 years - a period of puberty and psychological integrity, awareness of oneself in the world, determining one's place in it. 16 - 18 years - a period of personal identification or confusion of social roles. The deviating line of development is manifested in uncertainty and misunderstanding of one's "I". A person does not know how to behave in accordance with his biological sex.
Stage 6: early maturity (18-30 years) Development goals: achieving intimacy - loneliness Normal line: period of searching for a life partner, establishing friendly relations, achieving intimate relationships based on respect for a partner, sexual needs, determination to maintain relationships as long as they are based on natural love relationship. Deviant line: otherwise there is a feeling of loneliness (even with the company of people: family, colleagues, friends)
Stage 7: a period of mature development (30-65 years), a period of self-realization Development tasks: resolving contradictions between universal human values and self-absorption in the process of the struggle of creative forces. development against stagnation and inertia Normal line: provides the ability to be interested in the fate of people outside their family, the future structure of the world, as a result, they develop Creative skills. Deviant line: consumerism is formed, which manifests itself in a person’s desire to use people and situations only, exclusively, for their own purposes (focus only “on themselves”)
Stage 8: the period of old age (65 years and beyond) Development tasks: the formation of the final integrity, wisdom. Normal line: a holistic idea of \u200b\u200boneself, one's life path is formed, when summing up, one gets the opinion that no mistakes were made: by and large, if life were repeated, it would have been lived the same way. The Age of Wisdom. Deviant line: understanding that life has been lived in vain, that the main opportunities have not been realized, regret about the lost time, about the life lived in vain, which leads to despair and disappointment. Self contempt
Psychosexual theory of Z. Freud Basic provisions: the main source of human behavior is the unconscious, saturated with sexual energy; sexual energy appears in a person who constantly strives for pleasure; at every age there are groups of cells, the irritation of which gives the highest pleasure. Children's sexuality is understood by Z. Freud as everything that brings bodily pleasure (sucking, stroking, emptying the intestines, etc.)
Stages of psychosexual development 1. Oral stage (0-1 year) Erogenous zone is the entire inner surface of the oral cavity: the mucous membrane of the mouth, lips, palate, tongue. The child gets pleasure when he sucks milk, and in the absence of food, a finger or any object. In a situation of impossibility of obtaining pleasure in the process of implementing the food reflex in a child, this focus remains constantly excited, which leads to neurotic reactions associated with the muscles of the oral cavity. At this stage, "IT" is formed
Stages of psychosexual development 2. Anal stage (1-3 years) The erogenous zone shifts to the intestinal mucosa. This is the time for the formation of neatness and the development of cultural and hygienic skills. If there is a violation of these processes (permanent restrictions, prohibitions, violent actions), then this can lead to the development of negative personality traits: secrecy, aggressiveness, greed. insatiability or, conversely, indifference to their needs, the experiences of other people, indifference to their needs. Fulfillment of the requirements, norms and rules imposed by adults, I help the child to socialize and form his "EGO"
Stages of psychosexual development 3. The phallic stage (3-5 years) is the highest stage of childhood sexuality, the genitals become an erogenous zone. At this age, children's sexuality shifts from focusing on themselves to attachment to adults: for boys - to their mother, for girls - to their father. At this stage, children identify themselves by referring to people of their gender. Behavior characteristic of people of a certain biological sex is formed. The society makes corresponding requirements and expectations for males and females. Formed "SUPER EGO".
Stages of psychosexual development 4. Latent stage (5-12 years) At this stage, as it were, the child's sexual development is temporarily interrupted. His interests move to the area of information about his own birth. Inclinations emanating from "IT" are well controlled, children's sexual experiences are repressed and the interests of the child are directed to communication with peers and educational activities.
Stages of psychosexual development 5. Genital stage (12-18 years) At this age, all erogenous zones are united into a single sexual system. A person takes pleasure in the course of close intimate relationships, which are one of the important components of a marital relationship, along with respect and determination to maintain the relationship as long as mutual feelings exist.
Who carries out Mother, relatives who ensure the survival of the child and satisfy his primary needs Actual need Need for the benevolent attention of an adult Contact level Personal: an adult is an affectionate, benevolent person. Communication techniques Expressive-mimic reactions, smile, look, facial expressions. gesture Result Non-specific general activity. Preparation for the act of grasping.
Who implements Team work with an adult in the course of objective activity Actual need The need for the benevolent attention of an adult, in cooperation with him Level of contact Business: adult role model, expert, assistant. The child follows the actions of an adult, imitates, repeats actions and words. Communication techniques Object-effective operations: conversation, display, selection of toys Result Development of objective activity. The development of a passive vocabulary, the correlation of the subject with the sounding word.
Who carries out Joint activities with an adult and independent activities of the child Actual need The desire of the child to communicate with an adult in order to obtain new information Level of contact Cognitive: an adult is a source of knowledge. A partner in discussing causes and connections. Methods of communication Cognitive questions, complaints, desire to discuss the phenomena of the surrounding world. Dialogue: questions and answers about a perceived situation. An adult answers the child's questions regarding the situation he is experiencing. Result Development of visual-figurative thinking and imagination.
Who carries out Communication unfolds against the background of the child's independent activity Actual need The need for cooperation and respect. The leading role is the desire for mutual assistance and cooperation Level of contact Personal: an adult as a holistic person with knowledge and skills. The adult directs the personal development of the child. Introduces the rules of relationships, teaches to empathize Communication techniques Speech Result Accumulation of moral values. Development logical thinking. Ready for learning. System of motives, arbitrariness of behavior
3 years. Separates himself from an adult. He does not yet know about himself and his qualities (I will build a house to the stars) for 4 years. Listens to other people's opinions. Evaluates others based on the evaluations of elders. Strives to act in accordance with their gender. (I'm good, so my mother said). 5 years. Listens to other people's opinions. Seeks to evaluate others based on their attitude to evaluations. (The good always do the right thing, and the bad always do the bad.) 6 years. Evaluation becomes a measure of the norms of behavior. Evaluates on the basis of accepted norms of behavior. Appreciates others better than himself. (Sasha and I are friends, but now he is behaving incorrectly) 7 years old. Tries to evaluate himself more adequately. (I myself am not a very good comrade, chatting in class. Can't hold back)
Feldshtein D. N. Childhood is the process of maturation of the younger generation to the reproduction of the future society. Elkonin D. B. Childhood is a period of appropriation of the wealth of tribal culture, during which human development is carried out Slobodchikov V. N., Isaev E. N. Childhood is a period of the formation of the human body in the unity of sensory, motor, communicative organs. The development of subjective means of regulating behavior, the formation of a personal way of being, attitudes towards oneself and other people. Zenkovsky V.V. The phenomenon of childhood lies in its intrinsic value
1. Infanticidal style (from ancient times to the 4th century AD) Children were not a value for society. 2 Throwing style (4th - 13th centuries) Transfer of children for education to third parties 3. Ambivalent style (14th - 17th centuries) Strict upbringing. Children were sometimes allowed to enter into the emotional lives of adults. 4. Obsessive style (17 - 18 centuries) The desire to completely control the child. 5. Socializing style (from the 19th to the middle of the 20th century) Preparing the child for later life. 6. Helping style (from the middle of the 20th century) Raising a child based on an individual approach.
Self-esteem is formed under the influence of praise from adults: assessment of the child's achievements, Under the influence of a sense of independence and success in the child himself. The child is aware of those qualities and characteristics of behavior that are most often assessed by an adult. If an adult is indifferent, then the child develops a negative attitude towards himself, with low self-esteem. Defense reaction: crying, screaming, rage, mental and social development, defects in the formation of feelings. The child's self-esteem depends on his position in the peer group.
Children who highlight their I through activities overestimate self-esteem. Children who highlight their I through the sphere of relationships have low self-esteem. Children with different social status in the peer group, they evaluate themselves differently: leaders often have adequate self-esteem, unpopular children overestimate themselves, and rejected children underestimate themselves.
Children with adequate self-esteem 1. Parents pay attention to the child to the extent necessary for him. 2. Evaluate his actions and actions positively, but not higher than most peers. 3. Often encouraged, but not with gifts. 4. Punished in the form of refusal to communicate. 5. Adequately evaluate physical and mental abilities. 6. Predict good school performance.
The development of a child's self-esteem depending on the style of upbringing Children with high self-esteem 1. Parents pay a lot of attention to the child. 2. Score high, consider more developed than most of their peers. 3. Very often encouraged, especially often with gifts. 4. Rarely punished. 5. Mental abilities are highly valued. Often publicly praised. 6. Expect excellent performance in school.
Children with low self-esteem 1. Parents give the child very little time. 2. Rated lower than most peers. 3. Not encouraged. 4. Often punished, reproached. 5. Low valuation. 6. Do not expect success in school and in life.
THE PASSPORT
№ | Item name | Meaning |
1. | Chair | Humanities |
2. | Author - developer | Shakirov I.K. , candidate of pedagogical sciences, associate professor |
3. | Name of the discipline | Psychology and pedagogy |
4. | The total labor intensity for curriculum | |
5. | Type of control (underline as appropriate) | Preliminary (input), current, intermediate (test) |
6. | For the specialty(s)/direction(s) of training | for directions 080200.62 "Management", 100100.62 "Service", 100800.62 "Commodity science", 260800.62 "Technology of catering products", for the specialty 036401.65 "Customs" |
7. | Quantity test tasks total by discipline, of which | |
8. | Number of tasks when testing a student | |
9. | Of these correct answers (in%): | |
10. | to grade "excellent" | |
11. | to rate "good" | |
12. | to grade "satisfactory" | |
or to obtain a "pass" score of at least | 55% and more | |
13. | Test time (in minutes) |
The passport was compiled by _________________ I. K. Shakirov
Section 1. Psychology
S: The creator of the first psychological system, set forth in the treatise "On the Soul", is ...
- Spinoza
-: Descartes
-: Koffka
+: Aristotle
S: Psychology is a science...
- about people's behavior
-: about methods of studying the individual characteristics of a person
+: about the phenomena, regularities, mechanisms of the human and animal psyche
-: about the patterns of the emergence and development of the psyche in phylogenesis
S: The hallmark of the method of introspection is…
-: application of psychological testing
-: use of laboratory equipment
+: direct, direct observation of experiences
-: "slice" nature of the organization of the experiment
S: A standardized psychological measurement procedure is provided...
- observation
+: testing
- sociometry
-: twin method
S: When conducting a _____ experiment, the subjects do not know that they are participants in it
-: laboratory
-: formative
+: natural
-: scientific
S: Psychological system for the analysis of mental life, proposed by Z Freud, - ...
-: cognitive psychology
+: depth psychology (psychoanalysis)
-: associative psychology
S: From the point of view of the representatives of psychoanalysis, the basis of human culture is ...
+: the process of transforming a person's sexual instinct into socially acceptable forms of activity
-: the conflict between the biological nature of man and the requirements of society
-: the spiritual essence of a person, manifested in creativity
-: conscious forms of transforming human activity
S: The domestic psychological theory of activity received the greatest development in the works of ...
-: A. V. Petrovsky
-: V. M. Bekhtereva
+: A. N. Leontieva
-: Plato
-: Democritus
-: Epicurus
+: Aristotle
S: The reasons for the formation of the main psychological schools become…
-: further advances in the study of physiology
-: the rise of capitalism and the improvement of the material base of research
-: the rise of Marxist psychology
+: transition to the study of the organism-environment system, social crisis, discoveries in other sciences
S: Understanding the driving force of mental development as an unconscious desire for the sublimation of drives is characteristic of the works ...
-: A.A. Leontieva, S.L. Rubinstein, L. S. Vygotsky
+: Z. Freud, A. Adler, K. Jung
-: D. Miller, W. Neisser, K. Rogers, Epicurus
-: K. Levin, G. Allport, A. Maslow, Democritus
-: L. I. Bozhovich
-: M. Ya. Basov
-: P. F. Kapterev
+: A. N. Leontiev
S: The scientist who developed the physiological basis of the doctrine of the types of temperament is ...
-: Confucius
-: F. Gall
+: I. P. Pavlov
-: Ibn - Sina
S: Most important role plays in the central nervous system ...
- diencephalon
-: spinal cord
+: large hemispheres brain
-: medulla
S: Psychophysiology as a branch of physiology and psychology studies
-: ratio between the strength of the stimulus and the magnitude of the resulting sensation
-: constitutionally - genetically determined personality disharmony
+: physiological mechanisms that ensure the implementation of mental processes and phenomena
S: From the standpoint of the theory of activity and the theory of internalization, Leontiev explains the origin of the mental as follows:
-: mental processes are formed when solving educational problems
+: in any action, even external, there is already a psychic component, and the psychic itself arises during the period of prenatal development
-: mental processes are nothing but external material actions transferred to an ideal plane and transformed
-: the psychology and behavior of a modern cultured and educated person is the result of socialization
-: In Wundt and Z Freud
-: I P Pavlov and I M Sechenov
-: L S Vygotsky and D B Elkonin
+: S L Rubinshtein and A N Leontiev
S: For the successful socialization of a teenager, it is necessary to include him in such an activity as ...
+: communication
-: teaching
-: the game
- labor
S: Action in the internal plan, which is carried out without relying on any external means, is called _______ action
-: speech
-: receptive
+: mental
- material
S: The mental activity of animals is different from mental activity person in that she:
- serves as a regulator of adaptive behavior
- aims to transform the world
+: due to biological patterns
-: wears social character
S: Purposeful activity associated with the achievement of private goals in the implementation of a broader activity is called
+: action
- behavior
-: reaction
- activity
S: One of the principles of domestic psychology is the principle ...
+: unity of consciousness and activity
- unity of thinking and intuition
- taking into account the age characteristics of a person
-: scientific
S: The cognitive component of self-awareness includes…
+: knowledge of the individual about himself
- relationship of the individual to himself
- presenting yourself
- self-management
S: The ratio of consciousness and the unconscious has been studied quite fully ...
+: C. Jung
-: Z. Freud
-: S. Groff
-: R. Descartes
S: Highest level mental reflection and self-regulation, inherent only to man, is called ...
-: intellect
- thinking
+: consciousness
-: imagination
S: Wundt defined psychology as the science of…
+: structures of consciousness
-: functions of speech
- unconscious
S: Psychology occupies a central place according to the classification of sciences:
-: V. I. Vernadsky
+: B. M. Kedrova
-: M. V. Lomonosov
-: F. Bacon
S: Pattern psychology advanced sciences(physics and chemistry) as "statics and dynamics of representations" offered:
+: I. Herbart
-: J. Mill
-: G. Fechner
-: E. Weber
S: Psychology as an independent science took shape:
- in the 40s of the XIX century.
+: in the 80s of the XIX century.
- in the 90s of the XIX century.
- at the beginning of the 20th century.
S: The idea of the inseparability of the soul and the living body and the consideration of psychology as an integral system of knowledge was first proposed by:
-: Epicurus
-: Democritus
+: Aristotle
-: B. Spinoza
S: The recognition of psychology as an independent science was due to:
+: with the creation of special research institutions
-: with the development of the method of introspection
-: with the development of the method of observation
-: with the publication of Aristotle's treatise "On the Soul"
S: The term "psychology" was introduced into scientific circulation by:
-: R. Descartes
-: G. Leibniz
+: H. Wolf
-: Aristotle
S: Psychology as a science of consciousness arose:
-: in the XV century.
- in the 16th century
+: in the XVII century.
- in the 18th century
S: Psychology as a science of behavior arose:
- in the 17th century
- in the 18th century
- in the 19th century
+: in the XX century.
S: The definition of psychology as the science of the soul was given by:
- more than three thousand years ago
+: more than two thousand years ago
- in the 16th century
- in the 17th century
S: The first ideas about the psyche were related to:
- with neuropsychism
-: with biopsychism
+: with animism
- with panpsychism
S: The definition of empirical psychology belongs to:
-: G. Leibniz
-: B. Spinoza
+: H. Wolf
-: J. Locke
S: The term "empirical psychology" was introduced by:
- in the 16th century
- in the 17th century
+: in the XVIII century.
- in the 19th century
S: The view of psychology as a science independent of philosophy was one of the first to propose:
-: E. Kraepelin
+: J. St. Mill
-: I. M. Sechenov
-: V. M. Bekhterev
S: The study of the relationship of the psyche to its bodily substrate reflects the essence of such a problem in psychology as:
+: psychophysiological
- psychosocial
-: psychopraxic
- psychognostic
S: Psychic Reflection:
-: is an exact copy of the surrounding reality
+: is selective
-: provides a photo of the impactor environment
-: does not depend on reflection conditions
S: According to idealistic ideas, the psyche is:
- an inherent property of matter
-: a property of the brain, a reflection of objective reality
-: brain function
+: image of incorporeal essence
S: The psyche in relation to its carrier does not perform the function:
-: reflections of objects of extrapsychic reality
-: accumulation of life experience
-: transformation and forecasting of external influences
+: regulation of vegetative changes
S: The most radical attempt to put psychology on a scientific basis is:
-: psychoanalysis
- gestalt psychology
+: behaviorism
-: humanistic psychology
S: The presence of the soul explained all the incomprehensible phenomena in human life from the point of view of:
+: psychology of the soul
- psychology of consciousness
-: behavioral psychology
-: psychology as a reflective activity of the brain
S: Psychology is the science of the functions of consciousness according to:
+: functionalism
- structuralism
- behaviorism
- psychoanalysis
S: According to K. Jung, that part of the human psyche, which reflects the reality external to his body, is called:
+: exopsychic
- endopsychic
- intropsychic
- extraversion
S: According to K. Jung, needs and emotions are:
- to exopsyche
+: towards endopsychics
- to intropsyche
-: to interiorization
S: A psychic phenomenon is:
- nerve impulse
-: receptor
+: interest
-: heartbeat
S: Reflection of individual properties of objects and phenomena of the material world is:
+: feeling
-: perception
-: memory
- imagination
S: Mental processes as an orienting activity of the subject in problem situations considered:
-: S. L. Rubinstein,
-: A. R. Luria
+: P. Ya. Galperin
-: A. N. Leontiev
S: The mental process of creating something new in the form of an image, representation or idea is called:
-: feeling
-: perception
- thinking
+: imagination
S: Among the most ancient concepts of psychology is the concept of:
-: motive
-: personalities
+: temperament
-: abilities
S: Features of the ontogenetic development of the psyche are studied by psychology:
-: medical
- social
+: age
-: general
S: Socio-psychological manifestations of personality, its relationships with people are studied by psychology:
-: differential
+: social
-: pedagogical
-: general
S: The scientific trend that arose at the turn of the 19th–20th centuries, due to the penetration of evolutionary ideas into pedagogy, psychology and the development of applied branches of psychology, experimental pedagogy, is called:
-: pedagogy
+: pedology
- Didactics
- psychopedagogics
S: Pedology originated:
- in the second half of the 19th century.
- at the beginning of the 20th century.
- in the middle of the XIX century.
+: at the turn of the XIX–XX centuries.
S: Pedology was declared a pseudoscience and ceased to exist in our country:
-: in 1928
-: in 1932
+: in 1936
-: in 1939
S: V. Frankl is known as the founder of:
- individual psychotherapy
- rational psychotherapy
+: logotherapy
-: social therapy
+: I. Moreno
-: V. Frankl
-: C. Horney
-: F. Perls
S: Methodology:
- is the result of the process of cognition
+: defines ways to achieve and build knowledge
-: is subject support learning activities
- is a process during which new forms of behavior and activity arise
S: criterion scientific theory in psychology is not (are):
-: relatively complete logical structure
-: principles and foundations of construction psychological theories
-: provisions, evidence, connecting theoretical constructs with existing facts, other theories
+: material purposeful activity of people to transform natural and social objects
S: For scientific psychological and spontaneous-empirical research, the general(s) are (are):
- means of knowledge
- nature of goal setting
-: requirements for the accuracy of the conceptual and terminological apparatus
+: setting goals and objectives of the study
S: In the pre-paradigm period of the development of psychology, the principle was formed as an explanatory one:
-: development
-: determinism
-: integrity
+: consistency
-: indeterminism
-: development
+: determinism
- systemic
S: Did not consider the sideistic point of view of the properties of the human psyche:
-: Plato
-: Plotinus
-: Augustine
+: Aristotle
S: The principle that requires considering mental phenomena in constant change, movement, is called the principle:
-: determinism
+: development
-: the transition of quantitative changes into qualitative ones
- objectivity
S: The philosophical trend that emphasizes the role of the mind in the acquisition of knowledge is called:
- personalism
-: existentialism
+: rationalism
- irrationalism
S: The idea of the psyche as a function necessary for human survival was established due to determinism:
-: mechanical
+: biological
- psychological
-: social
S: An approach to the study of the psyche, which determines the possibilities of mental analysis as a complex multi-level system that performs certain functions, is called:
- procedural
-: historical
+: structural and functional
- dynamic
S: Structural-functional approach refers to the level of:
-: philosophical methodology
+: general scientific methodology
S : Analysis of the general forms of scientific thinking refers to the level of:
+: philosophical methodology
-: general scientific methodology
-: special-scientific methodology
-: research methods and techniques
S: A distinctive feature of domestic psychology is the use of the category:
+: activities
- unconscious
-: reinforcements
-: introspection
S: The need to identify contradictions as a source of development and self-development of the psyche means the principle:
-: unity of content and form
+: unity and struggle of opposites
- versatility
S: The activity approach in psychology does not include the requirements of the principle:
-: the unity of the psyche and activity
-: activity mediation of interpersonal relations
-: unity of the structure of internal and external activities
+: reproduction in the ontogenesis of the psyche of the main stages of the cultural and historical development of man
S: When defining activity as an object of psychological research, such an aspect of the study of the psyche was singled out as:
- procedural
-: genetic
- philosophical
+: evolutionary
S: The mental process depends on the factors that produce it, according to the principle:
-: control
-: development
+: determinism
- systemic
S: The conditionality of mental phenomena by the action of the factors that produce them is the essence of the principle:
+: determinism
- systemic
-: development
-: control
S: As an explanatory principle in behaviorism, the principle was explicitly used:
+: determinism
-: development
-: activities
- systemic
S: Methodological basis behaviorism is:
- pantheism
+: positivism
- Neo-Thomism
-: reductionism
S: The methodology of behaviorism is closely related to:
- with irrationality
+: with a mechanistic understanding of behavior
-: with futurism
-: with evolutionism
S: Psychoanalysis in its developed form was directed to the study of personality and was formed in accordance with the principle:
- systemic
+: development
-: control
-: indeterminism
S: The specific study of personality in psychoanalysis is not conditioned by such worldview as:
-: irrationalism
-: contrasting the personal meaning of life and its dependence on the social conditions of human development
-: hypertrophy of the role of sexuality
+: rationalism
S: The philosophical basis of humanistic psychology is:
- positivism
+: existentialism
-: pragmatism
-: rationalism
S: Data about the real behavior of a person, obtained during external observation, are called:
+: L - data
-: Q-data
-: T-data
-: Z-data
S: The type of results recorded using questionnaires and other self-assessment methods is called:
-: L - data
+: Q-data
-: T-data
-: Z-data
S: An assignment of numbers to objects such that equal differences of numbers correspond to equal to the differences measured attribute or property of an object, implies the presence scales:
-: items
-: order
+: spacing
-: relationship
S: The order scale corresponds to the measurement at the level of:
-: nominal
+: ordinal
-: interval
-: relationship
S: Ranking of objects according to the severity of a certain attribute is the essence of measurements at the level:
-: nominal
+: ordinal
-: interval
-: relationship
S: It is extremely rare in psychology to use a scale:
-: items
-: order
-: intervals
+: relationship
S: The postulates to which the transformations of ordinal scales are subject do not include the following postulates:
-: trichotomy
-: asymmetries
-: transitivity
+: dichotomies
S: In the most general form, measurement scales are represented by the scale:
+: items
-: order
-: intervals
-: relationship
S: No arithmetic operations can be performed on the scale:
+: items
-: order
-: intervals
-: relationship
S: Establishing equality of relationships between individual values is allowed at the scale level:
-: items
-: order
-: intervals
+: relationship
S: B. G. Ananiev refers to the longitudinal method of research:
+: to organizational methods
-: to empirical methods
-: to methods of data processing
: to interpretive methods
S: Purposeful, systematically carried out perception of objects, in the knowledge of which the person is interested, is:
- experiment
- content analysis
+: observation
-: method of analysis of products of activity
S: Long-term and systematic observation, the study of the same people, allowing you to analyze mental development at various stages life path and on the basis of this to draw certain conclusions, it is customary to call research:
-: aerobatic
+: longitudinal
-: comparative
-: complex
S: The concept of "self-observation" is synonymous with the term:
-: introversion
-: introjection
+: introspection
-: introscopy
S: The systematic application of modeling is most characteristic of:
-: for humanistic psychology
+: for gestalt psychology
-: for psychoanalysis
-: for the psychology of consciousness
S: A brief, standardized psychological test that attempts to assess a particular mental process or personality as a whole is:
-: surveillance
-: experiment
+: testing
- introspection
S: The receipt by the subject of data about his own mental processes and states at the time of their occurrence or after it is:
-: surveillance
-: experiment
-: testing
+: introspection
S: The active intervention of the researcher in the activities of the subject in order to create conditions for the establishment of a psychological fact is called:
- content analysis
-: analysis of products of activity
-: conversation
+: experiment
S: The main method for modern psychogenetic research is not:
-: twin
- adopted children
- family
+: introspection
S: Depending on the situation, an observation can be distinguished:
+: field
-: continuous
- systematic
-: discrete
S: A method of studying the structure and nature of interpersonal relationships of people based on the measurement of their interpersonal choice is called:
- content analysis
-: comparison method
-: method of social units
+: sociometry
S: For the first time, an experimental psychological laboratory was opened:
-: W. James
-: G. Ebbinghaus
+: W. Wundt
-: H. Wolf
S: The ability of the researcher to cause some kind of mental process or property is the main advantage:
-: observations
+: experiment
-: content analysis
-: analysis of products of activity
S: Using experimental method hypotheses are tested about the presence of:
- phenomena
-: connections between phenomena
+: causal relationship between phenomena
-: correlations between phenomena
S: To establish the most general mathematical and statistical patterns allows:
-: content analysis
-: analysis of products of activity
-: conversation
-: R. Gottsdanker
+: A. F. Lazursky
-: D. Campbell
-: W. Wundt
S: The concept of "full compliance experiment" was introduced into scientific circulation by:
+: R. Gottsdanker
-: A. F. Lazursky
-: D. Campbell
-: W. Wundt
S: Intermediate between natural methods of research and methods where strict control of variables is applied is:
- thought experiment
+: quasi-experiment
-: laboratory experiment
- method of conversation
S: A characteristic that is actively changed in a psychological experiment is called a variable:
+: independent
-: dependent
-: external
-: side
S: According to D. Campbell, potentially controlled variables are experimental variables:
+: independent
- dependent
-: side
-: external
S: As a criterion for the reliability of the results, the validity achieved in the course of a real experiment compared to an ideal one is called:
+: internal
-: external
-: operational
-: constructive
Good afternoon, dear experts!
Our team of experts is pleased to welcome you to educational portal, where we provide assistance in matters related to the most popular disciplines, such as the Russian language, physics, psychology, etc. Are you interested in what are the features of the ontogenetic development of the psyche?
At the outset, I would like to point out that science psychology is multi-stage and multi-level. And in order to learn it most effectively, consider the following concepts, which we will refer to as we analyze this topic: PERSONALITY, PSYCHOLOGY, DEVELOPMENT, PSYCHE.
- PERSONALITY is a relatively stable integral system of intellectual, moral-volitional and socio-cultural qualities of a person, expressed in the individual characteristics of his consciousness and activity.
- PSYCHOLOGY is a complex and multilevel science that studies the patterns of emergence, development, and functioning of the human psyche, as well as a group of people.
- DEVELOPMENT is a complex process of transition from one state to another, more perfect, transition from an old qualitative state to a new qualitative state, from simple to complex, from lower to higher.
- PSYCHE is such a set of mental processes and phenomena (sensations, perceptions, emotions, memory, etc.)
It is worth noting that the following pattern is observed in the development of living beings: the higher the place that this living organism occupies on the scale of phylogenetic development, the more difficult it is nervous system, but the more time it takes to achieve full psychological and behavioral maturity.
Also, human being is born the least adapted to the world independent living of all creatures living on Earth, however, this is compensated by the extreme plasticity of his brain, the ability to form functional systems during his lifetime. Mental development of the child depends on the combined influence of two factors:
- biological maturation of the organism;
- interaction with the environment.
It should be added that the unevenness mental development leads to developmental crises. Examples include a one-year crisis, a three-year crisis, or adolescence crisis. I hope that this lesson passed for you educational, informative and most importantly interesting. I believe that you were able to emphasize something useful for yourself. If there are any unanswered questions, remember that you can always ask a question that concerns you, our team will be happy to consider it and justify it visually.
Good luck and success in creative activity!
Introduction
Psychology studies the regularities of the emergence, development and functioning of mental processes, states, properties of a person engaged in a particular activity, the regularities of the development and functioning of the psyche as a special form of life.
Features of psychology:
psychology is the science of the most complex concept known to mankind so far. It deals with a property of highly organized matter called the psyche;
psychology is a relatively young science. Conventionally, its scientific design is associated with 1879, when the German psychologist W. Wundt created the world's first laboratory at the University of Leipzig. experimental psychology, the issue of a psychological journal was organized, international psychological congresses were launched, and an international school was formed professional psychologists. All this made it possible to form the structure of psychological science;
psychology has a unique practical significance for any person, as it allows you to better know yourself, your capabilities, strengths and weaknesses, and therefore change yourself, manage your mental functions, actions and your behavior, better understand other people and interact with them ; it is necessary for parents and educators, as well as for every business person, in order to make responsible decisions, taking into account psychological state colleagues and partners.
Modern psychology is a widely developed field of knowledge, including a number of separate disciplines, scientific directions, branches, sections.
The purpose of this work: to study the main branches of psychology.
1. Subject, object, tasks of psychology. The place of psychology in the system of sciences
Psychology is the science of the patterns of origin, development and manifestation of the human psyche and consciousness.
The subject of psychology is: the psyche, its mechanisms and patterns as a specific form of reflection of reality, the formation psychological features human personality as a conscious subject of activity.
Figure 1 - The subject of study of psychology
The main object of psychology is social subjects, their vital connections and relationships, as well as subjective and objective factors, contributing to or hindering their achievement of peaks in life and creative activity.
The main tasks of psychology:
the study of mechanisms, patterns, qualitative features of the manifestation and development of mental phenomena;
the study of the nature and conditions for the formation of the mental characteristics of a person at different stages of its development and in various conditions;
use of acquired knowledge in various branches of practical activity.
Psychology as a field of humanitarian, anthropological knowledge is closely connected with many sciences. It occupies an intermediate position between the philosophical, natural, social and technical sciences.
Philosophy - for centuries, the phenomena that psychology is currently studying were designated by the general term "soul" and were considered the subject of one of the sections of philosophy, called psychology in the 16th century.
Pedagogy - together with psychology, they study the problems of education and training.
Medicine, physiology - supply psychology with scientific knowledge about the psyche, more precisely about its material substratum: the sense organs and higher nerve centers.
Neurophysiology and biology - led to the development of the scientific apparatus of psychology, which, thanks to the widely developed experimental work, began to separate itself from both philosophy and physiology, since the laws of the psyche established in the laboratories did not coincide with the anatomical and physiological ones. Thus, for example, it was shown that mental processes, being the product of the interaction of the individual with the external environment, are themselves an active causal factor in behavior.
Thus, modern psychology is closely connected with various fields of science and practice. It can be argued that wherever a person is involved, there is a place for psychological science. Therefore, the rapid development of psychology, its introduction into various fields of scientific and practical activity led to the emergence of various branches of psychology.
2. The main branches of psychology
Modern psychological science is a diversified field of knowledge and includes more than 40 relatively independent branches. Their occurrence is due to:
firstly, the widespread introduction of psychology in all areas of scientific and practical activity,
secondly, the emergence of new psychological knowledge.
Some branches of psychology differ from others, first of all, by the complex of problems and tasks that this or that scientific direction. At the same time, all branches of psychology can be conditionally divided into fundamental (general, or basic) and applied (special).
) The fundamental branches of psychological science have general meaning to understand and explain various mental phenomena. This is the basis that not only unites all branches of psychological science, but also serves as the basis for their development. Fundamental branches, as a rule, are united by the term "general psychology".
General psychology- a branch of psychological science, which includes theoretical and experimental studies, revealing the most general psychological patterns, theoretical principles and methods of psychology, its basic concepts and categories.
General psychology - studies the patterns of development of the psyche in the most generalized and abstract form. This is the psyche of an adult (middle-aged) normal (not sick) person (whether a man or a woman), in constant conditions of life and activity.
The main concepts of general psychology are:
mental processes;
mental properties;
mental states.
The emergence of general psychology as an independent and fundamental branch of psychological science is associated with the name of S.L. Rubinshtein, who prepared and published in 1942 the fundamental generalizing work "Fundamentals of General Psychology", which included advanced achievements of both domestic and world science.
) Applied are the branches of psychology, the achievements of which are used in practice. In most cases, with the help of applied branches of psychological science, they solve specific problems within a certain direction.
Traditionally, social, pedagogical, developmental, engineering psychology, labor psychology, clinical psychology and psychophysiology, and differential psychology are distinguished as branches of psychology.
Social Psychologystudies the socio-psychological manifestations of a person's personality, his relationship with people, with a group, the psychological compatibility of people, socio-psychological manifestations in large groups (the effect of radio, the press, fashion, rumors on various communities of people).
Pedagogical psychology studies psychological problems, patterns of development of the psyche and personality in the process of training and education.
Age-related psychology studies the ontogenesis of the psyche, that is, its development from the conception of a person to his death; patterns of development of a normal healthy person, psychological characteristics and patterns inherent in each age period: from infancy to old age, and in this regard is divided into child psychology, youth psychology and middle age, gerontopsychology (the psychology of old age).
There are a number of branches of psychology that study the psychological problems of specific types of human activity.
Labor psychologyconsiders the psyche in terms of labor activity human, patterns of development of labor skills.
Engineering psychologystudies the regularities of the processes of human interaction and modern technology in order to use them in the practice of designing, creating and operating automated control systems, new types of equipment.
medical psychologystudies the psychological characteristics of the doctor’s activity and the patient’s behavior, the manifestations and causes of various disorders in the psyche and human behavior, mental changes that occur during illness, develops psychological methods treatment and psychotherapy.
Framed clinical psychologywhich studies the manifestations and causes of various disorders in the psyche and behavior of a person, as well as the mental changes that occur during various illnesses, as a more frequent part of pathopsychology, which studies deviations in the development of the psyche, the disintegration of the psyche in various forms of brain pathology.
Psychophysiologystudies physiological basis mental activity, and differential psychology - individual differences in the psyche of people.
legal psychologystudies the psychological characteristics of legal activity (for example, the behavior of participants in the criminal process, the mental problems of the formation of the personality of the offender, the characteristics of his behavior, and so on).
differential psychologystudies the differences between individuals, between groups of individuals, as well as the causes and consequences of these differences.
Political psychologystudies psychological components political life and activities of people, their moods, opinions, feelings, value orientations, etc.
Psychology of artstudies the properties and states of an individual or a group of individuals that determine the creation and perception of artistic values, as well as the influence of these values on the life of both an individual and society as a whole.
In addition to those mentioned, there are others that are no less interesting for scientific research and branches of psychology no less significant for the practical activity of a person, including: military psychology, advertising psychology, environmental psychology, animal psychology, sports psychology, space psychology, etc.
Military psychologystudies the psychology of the personality of a warrior, the psychology of a military team and the psychological characteristics of their professional activity in her different forms and types.
pathopsychologyfocuses on the features of mental disorders due to certain deficiencies in the structure and functions of the body, in particular in children.
Parapsychologyexplores anomalous individual and socio-psychological phenomena.
Psychology of religionstudies psychological factors religious consciousness.
Environmental psychologystudies the psychological aspects of the interaction between man and the environment.
Zoopsychology(or comparative psychology) reveals the features and patterns of the psyche of animals at different stages of time development of the animal world.
Psychodiagnosticsis aimed at developing methods for identifying and measuring individual psychological characteristics of a person.
Sports Psychologyengaged in the study of the psychological characteristics of sports activities.
space psychologyincludes in the range of its problems the study of the peculiarities of mental processes occurring in the human body during space flights, including the influence on his psyche of large physical overloads, unusual environmental conditions, and the state of weightlessness. In addition, this branch of psychology elucidates the features of working capacity during a flight, in particular, if it is necessary to act in conditions of extreme lack of time, etc.
AT last years an accelerating impulse virtual psychology, which studies psychological virtual realities and is built on a specific philosophical basis.
Each of these areas uses the theoretical and methodological heritage of general psychology, but is rich in its own methods, approaches and techniques.
Note that applied industries are not isolated from each other. Most often, in one branch of psychology, knowledge or methods of its other branches are used. For example, space psychology, which deals with the problems of psychological support for human activity in space, is closely related to engineering psychology, medical psychology, etc.
All branches of psychological science arose and developed as a result of the expansion of the spheres of human activity, its rationalization and improvement. However, it is impossible to consider various branches of psychology as a simple practical application of psychological laws (obtained as a result of research, for example, in general psychology or social psychology) to certain cases of life. Only in the process of solving specific practical problems put forward by life, the practice of people, can they be correctly set and realized. theoretical problems psychology and disclosed general and particular psychological patterns.
Therefore, in each of these branches of psychology great place assigned theoretical research.
Scientific psychological research can be successful only when it is built not in the abstract, but taking into account practical problems. Studying the laws of the human psyche, psychology does this not in isolation from certain types of human activity, but in connection with them and with a special goal: to use the results of research to improve these types of activity.
The Appendix presents some industries modern psychology Currently there are more than 40 of them.
From all of the above, one can imagine how wide the range of practical applications of psychology is. Psychology is one of the fundamental, backbone scientific disciplines, the future of which lies at the intersection of sciences that at first glance seem far from it.
Conclusion
Thus, psychology is a scientific discipline that studies the patterns of functioning and development of the psyche. Psychologists are a branched science, numerous sections of which are united by one subject - the psyche. At present, psychology is a complex, branched system of scientific and practical knowledge. It distinguishes many industries that are relatively independent areas of scientific and applied research. Psychological sciences can be divided into two large groups: fundamental and applied. These sections are distinguished depending on whose psyche is being studied, what aspect of it, under what conditions.
Fundamental sciences represent the main system of phenomena, methods of their study and laws. The knowledge contained in the fundamental sciences is of general importance for understanding and explaining the psychology of people, regardless of who these people are and what specific activities they are engaged in. The fundamental sciences primarily include general psychology. In addition to it, the number of fundamental sciences can include social psychology, differential psychology, developmental psychology, as well as a number of areas of scientific research that occupy a border position between psychology and other sciences, including psychophysics, psychogenetics and psychophysiology.
Applied are the branches of science in which the psyche and human behavior are studied in various types activities and achievements of which can be used in practice (the results of fundamental research are not designed for their direct practical use). The fundamental branches of science pose and solve questions that are equally important for all sciences without exception, and applied ones are questions that are of interest mainly for the knowledge and understanding of human psychology in special types of human activity.
The most famous branches of psychology: Social, Pedagogical, Age, Labor, Engineering, Management, Legal, Political, Medical, Art, Sports, Abnormal Phenomena, Religion, Family and Marriage, Psychodiagnostics, Ecological, Psycholinguistics, Virtual, etc.
Bibliography
psychology consciousness science
1. Gippenreiter Yu.B. Introduction to General Psychology: A Course of Lectures / Yu.B. Gippenreiter. - M.: AST, 2010. - 352 p.
2. Gorbunova M.Yu. Psychology cheat sheet / M.Yu. Gorbunova, T.V. Nozhkin. - M: Allel, 2011. - 64 p.
Lukovtseva A.L. Psychology and pedagogy. Course of lectures / A.L. Lukovtsev. - M.: KDU, 2008. - 192 p.
Nemov S.R. General psychology. Short Course/ S.R. Nemov. - St. Petersburg: Peter, 2007. - 304 p.
General psychology. Textbook for universities / Ed. R.H. Tugushev. - M.: Eksmo, 2006. - 560 p.
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