A strong unbalanced type of human higher nervous activity. Type of higher nervous activity and temperament
All organisms are born with inborn reactions that help them survive. Unconditioned reflexes are distinguished by their constancy; the same response can be observed to the same stimulus.
But the world is constantly changing, and the body is forced to adapt to new conditions, and here only innate reflexes can not cope. The higher parts of the brain are included in the work, which ensure a normal existence and adaptation to constantly changing environmental conditions.
Higher nervous activity
GNI is the work of all subcortical formations and the cortex hemispheres. This is a fairly broad concept, which includes:
- Psychic activity.
- Features of behavior.
GNI properties
The main features are transmitted to a person by inheritance. The properties of VND include:
- The strength of nervous processes.
- Equilibrium.
- Mobility.
The first property is considered the most important, it is characterized by the ability of the nervous system to withstand prolonged exposure to exciting factors.
An example can be given: in airplanes, loud noise during a flight is not a strong irritant for an adult, but in children who still have weak nervous processes, it can cause prohibitive inhibition.
Balance is characterized by a high rate of development of conditioned reflexes.
Such a property as mobility depends on how quickly the processes of inhibition and excitation replace each other. People who easily switch from one activity to another have a mobile nervous system.
Types of GNI
Mental processes and behavioral reactions in each person have their own individual characteristics. The combination of strength, mobility and balance determines the type of GNI. There are several of them:
- Strong, agile and balanced.
- Strong and unbalanced.
- Strong, balanced, inert.
- Weak type.
GNI are also functions associated with speech, therefore, a person has types that are characteristic only for him, and they are associated with the interaction of the first and second signaling systems:
- Thinking. The second signal system comes to the fore. These people have well-developed abstract thinking.
- Artistic type. The 1st signal system is clearly manifested.
- Average. Both systems are balanced.
The physiology of GNA is such that the hereditary features of the course of mental processes can undergo changes under the influence of education, this is due to the fact that there is such a quality as plasticity.
sanguine
Even Hippocrates divided people into different categories with their own temperament. The features of GNI just determine the belonging of people to one or another type.
A strong nervous system with mobile processes is characteristic of sanguine people. All reflexes in such people are formed quickly, speech is loud and clear. Such people speak expressively, using gestures, but without unnecessary facial expressions.
The fading and restoration of conditional connections is easy and fast. If a child has such a temperament, then he has good abilities, lends himself well to education.
Choleric
In such people, excitatory processes predominate over inhibition. Conditioned reflexes are developed with great ease, but their inhibition, on the contrary, occurs with difficulty. Cholerics are always mobile, they cannot concentrate on one thing for a long time.
GNI is also behavior, and in people with such a temperament it often requires strict correction, especially in children. IN childhood choleric people can behave aggressively and defiantly, this is due to high excitability and weak inhibition of nervous processes.
Phlegmatic person
GNI of a person with a strong and balanced nervous system, but slow switching between mental processes is referred to as a phlegmatic temperament.
Reflexes are formed, but much more slowly. Such people speak slowly, their speech is measured and calm, without any facial expressions and gestures. The GNI of a child with such a temperament has such features that make such children assiduous, disciplined. They perform all tasks conscientiously, but slowly.
It is very important for parents and teachers to know this feature and take it into account during classes and communication.
melancholic
Types of VND differ in their properties and features of the functioning of the nervous system. If it is weak, then we can talk about a melancholy temperament.
Such people with with great difficulty tolerate the impact of strong stimuli, they begin in response to prohibitive inhibition. It is very difficult for melancholic people to get used to a new team, especially for children. All reflexes are formed slowly, after repeated combination with an unconditioned stimulus.
Movements, speech of such people are slow, measured. They usually do not make unnecessary movements. If you look from the outside at a child with such a temperament, then we can say that he is constantly afraid of something, he can never stand up for himself.
Distinctive features of higher nervous activity of a person
The physiology of GNA is such that in the presence of any temperament in a person, it is possible to develop and educate all those qualities that are simply necessary in society.
In each temperament, one can note both its positive qualities and negative ones. It is very important in the process of education not to allow undesirable personality traits to develop.
A person is characterized by the presence of a second signaling system, and this significantly complicates his behavior and mental processes.
Features can also include:
Varieties of GNI in humans are also of great practical importance, it can be characterized as follows:
- It has already been scientifically proven that most diseases of the central nervous system are directly related to the characteristics of the course of nervous processes. For example, people with a weak type can be considered potential clients of a neurosis clinic.
- The course of many diseases is also affected by the peculiarity of GNI. If the nervous system is strong, then the disease is more easily tolerated, and recovery comes faster.
- The effect of drugs on the body to some extent depends on individual characteristics GNI. This can and should be taken into account when prescribing treatment.
Most often it is determined not by the characteristics of temperament, but by the conditions of their life in society, by their relationship with reality. Features of mental processes can leave their mark, but they are not decisive.
The type of nervous activity should not be discounted, but it must be remembered that temperament is of subordinate importance and is only a prerequisite for the development of important personality traits.
3. Strong, unbalanced - choleric;
4. Weak - melancholic.
Tempera type. |
phlegmatic person |
melancholic |
sanguine |
|
Mobility | ||||
Balance |
Ancestor of the doctrine of temperament considered to be ancient Greek. doctor Hippocrates (5th century BC). Hippocrates believed that there are 4 fluids in the human tempo: - blood(sanguis) - sanguine; - mucus (phlegm) - phlegmatic person; - bile (chole) - choleric; - black bile (melan hole) - melancholic.Kretschmer highlighted, the relationship between opred. body type and temperament type. He offered 4 KOHcmumyifuoHOAbHbixbody type:
lectosomal - narrow shoulders, long thin legs, long face... picnic - "thick, tight" People: fat, big belly, round head, small neck... athletic - strong muscles, broad shoulders... dysplastics - shapeless, irregular body structure ...
3 types of temperament correspond to body types:
schizothymic have a fragile constitution, are prone to schizophrenic diseases. They are immersed in themselves, closed, ill-adapted. to those around;
cyclothymics - fragile physique, sociable, really look at the world, have sharp mood swings;
xotimics - athletic, predisposed to epilepsy, obsessed with trifles,
little impressionable.
Sheldon's theory: body types:
endomorphism - weak baggy physique, poor development of bones and muscles, internal organs.
Mesomorphism - a strong, robust body and developed bones and muscles.
Ectomorphism - fragile physique, weak muscles, long arms, thin and large
4. Warm and Nebylitsin:
1. St-in ns - Type ns - Temperament - Type of behavior.
2. Entered two saints: mobility and dynamism.
3. They said that “in a normal situation, we do not observe that, We observe character. The older a person is, the less noticeable his temperament is.
General characteristics of abilities. Classification of abilities. Abilities and talents.
Abilities are such individual psychological characteristics of a person that contribute to the successful performance of one or another activity and are not limited to the knowledge, skills and abilities that he has. The abilities that a student manifests most often relate to teaching or those types of activities "in which she is engaged additionally (drawing, music ...). The corresponding activity is necessary condition not only for performance, but also for the development of abilities.
A deep analysis of the problem of abilities was given by B.M. Thermal. According to the concept developed by him and his colleagues, abilities cannot be innate, only inclinations can be innate, i.e. "anatomical and physiological prerequisites for the formation of abilities. Inclinations in the development of abilities enter only as a starting point. Abilities developing on their basis are determined , but are not predetermined by them.
Characteristic of inclinations is that they themselves are not yet directed to anything. Inclinations influence, but not decisively, the process of formation and development of abilities that are formed for life in the process of activity and education. The assignments are:
~> Different ways of forming abilities;
>Affect the level of achievement, the speed of development.
In psychology, it is customary to distinguish between general and special abilities.
Are common-or general mental, intellectual abilities are manifested in many visas and areas of activity, including teaching.
Special - is the ability to certain types activities, for example, to certain types of art, to languages, etc. Special abilities are organically connected with general ones.
Abilities became the subject of special psychological study in the 19th century. F Galton in his works initiated the experimental and statistical study of human differences.
Abilities are revealed in the process of mastering an activity in the extent to which an individual, other things being equal, quickly and thoroughly, easily and firmly masters the methods of organizing and implementing it. They are closely connected with the general orientation of the personality, with a measure of the stability of a person's inclinations for some activity.
It is assumed that the formation of abilities occurs on the basis of inclinations. A qualitative analysis of abilities is aimed at identifying individual characteristics necessary for the effective implementation of a particular type of activity. .Quantitative measurements of abilities characterize the measure of their severity. The most common form of assessing the measure of the severity of abilities is tests (achievement test, intelligence test, creativity test).
The level and degree of development of abilities express the concepts of talent and genius.
When determining the structure of abilities as personality traits, it is always necessary to take into account genetic mechanisms and especially those properties of nervous processes that directly affect the dynamics of the development of mental processes and their properties. But it must be borne in mind that abilities do not act in isolation from the development of all other systems included in the personality as components,
Capabilities different people to one and the same same activities can have a different structure due to the individual originality of mental qualities and their combinations.
Often a person is forced to engage in some activity, not having the ability to do it. At the same time, he will consciously or unconsciously compensate for the lack of abilities, relying on the strengths of his personality.
Ability indicators can be;
>The pace of progress in mastering the activity;
>Breadth of transfer of emerging mental qualities;
>The ratio of neuropsychic costs and the final result of the activity.
The concept of character, its structure and formation. Typology of character.
Character. Character(Greek character - trait, sign, sign, feature) - a fairly stable system of human behavior in typical conditions. It varies little depending on the activity carried out (work, teaching, etc.). Forms of social relationships play a leading role in shaping a person's character. Therefore, with a certain variability of character traits due to heredity and personal experience in solving life problems, the character of people living in similar social conditions has many similar traits. One of the leading indicators of character is will(lat. voluntas - will). This is the ability of a person to achieve his goals in the face of overcoming obstacles. The basis for the implementation of volitional processes is the mediation of human behavior characteristic of a person through the use of socially developed tools or means. A process is built on it, which has significant individual variations, conscious control over certain emotional states or motives. Due to this control, the ability to act contrary to strong motivation and / or ignore strong emotional experiences is acquired. The development of will in a child, beginning with early childhood, is carried out due to the formation of conscious control over direct behavior in the assimilation of certain rules of behavior. German characterology. German characterology, dating back to the classical German philosophy, puts two main tasks at the center of all psychological research: - building a typology of characters, - developing methods for determining the type of character based on the expressive actions of an individual (body build, expression, handwriting, etc.). At the same time, the individual is interpreted as a mental-corporeal integrity, the external manifestations of which fully correspond to its inner spiritual content (opposing the spiritual as impersonal-universal). K.G. Karus (1789–1869) german doctor, philosopher, psychologist and artist, paid special attention to the question of specific material signs by which one can judge mental forces (Symbolik der menschlichen Gestalt. Leipzig, 1853), he tried to modify Gall's phrenological teaching based on data on the evolutionary development of the nervous system ( Fundamentals of cranioscopy, St. Petersburg, 1844). His ideas about the "physiognomy of nature" were further developed in the concept of L. Klages about the direct "physiognomic observation" of life itself and about the destruction of the "unconscious cosmic rhythm of nature by the human spirit". L. Klages (1872–1956), a German psychologist and irrationalist philosopher, a representative of the “philosophy of life”, a specialist in the field of characterology, the founder of scientific graphology, believed that the fundamental principles of human existence are revealed in the direct “physiognomic observation” of an individual’s life, which is fixed on symbolic language (tales, myths, hallmark which is the fusion of subject and object). F. Lersch (1898–1972), a German psychologist, a representative of understanding psychology and characterology, based on general anthropological ideas about the polarity of the relationship of an individual with the outside world, developed a rather speculative doctrine of the layers of character, in which he singled out: feelings, affects, drives); - personal "superstructure". Considering the “endotymic” basis of character, he proposed a classification of experienced drives, highlighting three levels: - the level of drives of vital being (the desire for activity, for pleasure, libido, the desire for impressions), - the level of drives of the individual I (the need for self-preservation, egoism, the will to power, the level of claims, the desire for significance, the need for recognition, the need for self-respect), - the level of drives of individual being (human participation, the desire for productive creativity, cognitive interests, love complicity, duty, artistic needs, metaphysical needs, religious quests).
Consciousness and the unconscious
Consciousness, - W. Wundt wrote, - consists only in the fact that we generally find in ourselves any mental states. "Consciousness is psychologically, from this point of view, like an inner glow, which is bright or darkened, or even fades away completely, as, for example, in a deep faint (Ladd). Therefore, it can have only purely formal properties; they are expressed by the so-called psychological laws of consciousness: unity, continuity, narrowness, etc.
According to W. James, consciousness is "the master of mental functions", that is, in fact, consciousness is identified with the subject.
Consciousness is a special mental space, a "scene" (K. Jaspers). Consciousness can be a condition of psychology, but not its subject (Natorp). Although its existence is the main and quite reliablepsychological fact, it is indefinable and derivable only from itself. Consciousness is of no quality, because it itself is a quality - the quality of mental phenomena and processes; this quality is expressed in their presentation (representation) to the subject (Stout). Quality is not disclosed, it can only be or not be.
A common feature of all the above views is the emphasis on the psychological poor quality of consciousness.
The representatives of the French sociological school (Durkheim, Halbwachs, and others) have a slightly different point of view. The psychological lack of quality of consciousness is preserved here, but consciousness is understood as a plane onto which notions, concepts that make up the content of social consciousness are projected. By this consciousness is identified with knowledge: consciousness is "co-knowledge", a product of the communication of knowledge.
Noteworthy is the system of views of L. S. Vygotsky on consciousness. He believes that consciousness is a reflection by the subject of reality, his activity, himself. "Consciously that which is transmitted as a stimulus to other systems of reflexes and evokes a response in them." "Consciousness is, as it were, contact with oneself." Consciousness is consciousness, but only in the sense that individual consciousness can exist only in the presence of social consciousness and language, which is its real substratum. Consciousness is not given initially and is not generated by nature, consciousness is generated by society, it is produced. Therefore, consciousness is not a postulate and not a condition of psychology, but its problem is the subject of concrete scientific psychological research. At the same time, the process of internalization (that is, the rotation of external activity into internal) does not consist in the fact that external activity moves into a pre-existing internal "plane of consciousness"; it is the process in which this inner plan is formed. The elements of consciousness, its "cells", according to Vygotsky, are verbal meanings.
The views on the problem of consciousness of A. N. Leontiev in many respects continue the line of Vygotsky. Leontiev believes that consciousness in its immediacy is a picture of the world that opens up to the subject, in which he himself, and his actions and states are included. Initially, consciousness exists only in the form of a mental image that reveals to the subject the world around him; at a later stage, activity also becomes an object of consciousness, the actions of other people are realized, and through them, the subject's own actions. Internal actions and operations are generated that take place in the mind, on the "plane of consciousness". Consciousness-image also becomes consciousness-reality, that is, it is transformed into a model in which one can mentally act.
According to B. G. Ananiev, “as consciousness, mental activity is a dynamic correlation of sensory and logical knowledge, their system that works as a whole and determines each individual knowledge. This working system is a state of human wakefulness, or, in other words, a specifically human characteristic wakefulness is consciousness." According to Ananiev, co-knowledge acts as component action effect. The initial facts of consciousness are the child's perception and experience of the results of his own action. Gradually, not only the effects of actions, but also the processes of the child's activity begin to be realized. Individual development of consciousness is carried out through the transition from the consciousness of individual moments of action to purposeful planned activity. In this case, the entire state of wakefulness becomes a continuous "stream of consciousness", switching from one type of activity to another. "Consciousness as an active reflection of objective reality is the regulation of practical being narrower, more concentrated, or wider, scattered; it can be more stable or less stable, fluctuating. But for all that, the description of the "field of consciousness" itself remains qualityless, structureless. Accordingly and the "laws of consciousness" that were put forward had a purely formal character: such are the laws of the relative clarity of consciousness, the continuity of consciousness, the stream of consciousness.
The laws of consciousness sometimes also include such as the law of association or the laws of integrity, pregnancy, etc. put forward by Gestalt psychology, but these laws relate to phenomena in consciousness, and not to consciousness as a special form of the psyche, and therefore are equally valid both according to in relation to his “field”, and in relation to phenomena that arise outside this “field”, both at the level of man and at the level of animals.
Along with the theory of consciousness, Marx developed the foundations of the scientific history of human consciousness. The importance of this for psychological science can hardly be overestimated.
Despite the fact that psychology has a large amount of material on the historical development of thinking, memory and other mental processes, collected mainly by cultural historians and ethnographers, the central problem - the problem of the historical stages in the formation of consciousness - remained unresolved in it.
Marx and Engels not only created a general method for the historical investigation of consciousness; they also revealed the fundamental changes that human consciousness undergoes in the course of the development of society. It's about first of all, about the stage of the initial formation of consciousness and language and about the stage of transformation of consciousness into a universal form of a specifically human psyche, when the reflection in the form of consciousness extends to the entire range of phenomena of the world surrounding a person, to his own activity and to himself. Of particular importance is Marx's teaching on the changes in consciousness that it undergoes under the conditions of the development of the social division of labor, the separation of the bulk of producers from the means of production, and the separation of theoretical activity from practical activity. The economic alienation generated by the development of private property leads to alienation, to the disintegration of people's consciousness as well. The latter is expressed in the fact that there is an inadequacy of the meaning that his activity and its product acquires for a person, their objective meaning. This disintegration of consciousness is destroyed only together with the destruction of the relations of private property that gave rise to it, with the transition from a class society to a communist one. "...Communism," wrote Marx, "already thinks of itself as the reintegration or return of man to himself, as the destruction of human self-alienation...".
These theoretical positions Marx take on a particularly relevant meaning in our time. They provide an orientation for scientific psychology in its approach to the most complex problems of changing human consciousness in a socialist, communist society, in solving those specific psychological problems that are now appearing not only in the field of educating the younger generation, but also in the field of labor organization, communication between people and in other areas. manifestations of the human personality
... The general doctrine of consciousness as the highest, specifically human form of the psyche, arising in the process of social labor and involving the functioning of language, is the most important prerequisite for human psychology. The task of psychological research is not limited to the study of phenomena and processes on the surface of consciousness, but to penetrate into its internal structure. But for this, consciousness must be considered not as a field contemplated by the subject, on which his images and concepts are projected, but as a special internal movement generated by the movement human activity.
The difficulty here already lies in isolating the category of consciousness as a psychological one, and this means understanding those real transitions that link the psyche of specific individuals and social consciousness, its forms. This, however, cannot be done without a preliminary analysis of those "generals" of individual consciousness, the movement of which characterizes its internal structure. A presentation of the experience of such an analysis, which is based on the analysis of the movement of activity, and a special chapter of the book is devoted. It is not for me, of course, to judge whether this experience is successful. I only want to draw the reader's attention to the fact that the psychological "mystery of consciousness" remains closed to any method, with the exception of the method discovered by Marx, which makes it possible to demystify the nature of the supersensible properties of social objects, to which man also belongs as a subject of consciousness"[Leontiev A. N., Activity. Consciousness. Personality. ].
The complex path of development of the category of consciousness, in the end, led to the emergence of the Marxist theory of consciousness based on the socio-biological nature of man. So, according to Marxism consciousness is the highest form of reflection of objective reality peculiar only to man, the way of his attitude to the world and himself, mediated by the universal forms of socio-historical activity of people. Consciousness is a unity of mental processes actively involved in man's comprehension of the objective world and his own existence. It arises in the process of labor, social and industrial activity of people and is inextricably linked with language. All this is true and has been known for a long time, as it is also known that the concepts of "psyche" and "consciousness" are not one and the same and they cannot be identified. Not all mental processes in a person at any given moment are included in consciousness, a number of mental processes can take place, as it were, "beyond" consciousness. Such mental experiences are called subconscious. Now, it seems to me, is the time to move on to the subconscious, considering the concept of the unconscious along the way.
“Only a very few signals from the internal and external environment are reflected in the zone of clear consciousness. At a given moment, those objects are recognized that create obstacles to the normal continuation of the regulation of behavior or, for other reasons, are significant for a person. Difficulties that have arisen or significant stimuli attract attention and, thus, become aware.After finding a new way to regulate or solve a difficult situation, control is again transferred to the subconscious.
Thus, the so-called secondary automatisms (walking, running, professional skills, etc.) belong to the sphere of the subconscious. The sphere of the subconscious also includes mental phenomena that have a subjective component that has not yet become consciousness (the psyche of infants, the sleepy state of an adult, the post-syncope state, etc.). The most interesting is that part of the sphere of the subconscious, which was developed in the teachings of Z. Freud. Freud believes that the unconscious is not so much those processes to which attention is not directed, but rather experiences suppressed by consciousness, such as against which consciousness erects powerful barriers.[Pervushina O. N. General psychology, Novosibirsk, 1996. - 1 p. ].
Starting to consider the unconscious, I will note a certain feature of the understanding of the unconscious. Unconscious often rightly understood as an action performed automatically, reflexively, when the cause did not have time to reach consciousness, for example, a defense reaction, as well as during a natural or artificial shutdown of consciousness(in a dream, during hypnosis, in a state of extreme intoxication, during sleepwalking, etc.). But the unconscious is also active mental processes that are not directly involved in the conscious attitude of the subject to reality, and therefore are not themselves conscious at the moment. In non-Marxist philosophical and psychological literature, the term of the unconscious is often used as a designation of a special area of the psyche, which has concentrated in itself eternal drives, motives, aspirations, the meaning of which is determined by instincts and is inaccessible to consciousness. This idea was most developed in Freudianism. According to this idea, the psyche is formed from three "layers": the unconscious, the subconscious and the conscious. The unconscious is the deep foundation of the psyche, which determines the entire conscious life of a person and even the fate of the individual and entire nations. Unconscious desires for pleasure and death. This postulate, put forward by Freud, is not unconditionally true, since there is no desire for death, as an unconscious one, in a person. The subconscious (or preconscious) is a special boundary area between consciousness and the unconscious. Unconscious drives break through into this area, and here a special mental "instance" generated by social life, his "super-ego" (or conscience), subjects them to strict censorship. Consciousness is a superficial manifestation of the psyche at the junction with the outside world, and it depends primarily on unconscious forces. This understanding is idealistically perverted, since the social essence of man is rejected. And his very understanding takes the form of a man - a thing in itself. Which is fundamentally wrong.
The subconscious is a characteristic of active mental processes that, although they are not at a certain moment the center of the semantic activity of consciousness, influence the course of conscious processes. What a person does not directly think about at the moment, but which is known to him in principle and is associated with the subject of his thought, can, as a semantic subtext, influence the course of thought, accompany it, and the like. In the same way, the perceived, although not directly realized, influence of the environment, situation, automatic actions (movements) is present as a subconscious perception in all conscious acts. A certain semantic role is also played by the linguistic context of speech, an unspoken thought, but as if implied by the very construction of the connection. There is nothing mystical or unknowable in the subconscious. This phenomenon is a product of conscious activity, and it includes mental processes that do not directly participate in the comprehension of those objects on which the person's attention is currently focused. Thus, the subconscious is the area of action of subconscious processes in the human psyche .
Now that we have sufficiently examined consciousness, subconsciousness and the unconscious, it is time to unite them in all the variety of their connections and contradictions. Consciousness and subconsciousness are spheres of the human psyche, in which the first is responsible for reflecting objective reality, the way a person relates to the world and himself, and the second acts as a closet of the psyche. Information displaced from consciousness can accumulate in it, and not always entirely, but often in the form of some elements, particles, this information, not directly participating in the conscious activity of a person, nevertheless, influences it. So it affects the behavior of a person, attitude to things and people around him. The reason for a person’s negative or positive attitude towards someone or something can be an unconscious, subconscious association based on once received, but long forgotten experience. This experience is an important factor in human relations due to the fact that information about it has been preserved in the subconscious. At the same time, despite its role, the subconscious is not independent or "protected" from consciousness. Just as the subconscious part of the psyche influences the conscious part, so the conscious part influences the subconscious. On his own, or with the help of a psychoanalyst, a person can deduce from the subconscious the reasons for his own behavior hidden from him, as he becomes aware of them, that is, moving from the subconscious to the conscious sphere of the psyche, the contradiction that gives rise to the problem can be successfully resolved, and the person is delivered from suffering . Thus, the information stored in the subconscious, depending on its nature and on existing social relations, is capable of harming or, which rarely anyone pays attention to, benefit by participating in human activities. Being quite hidden from the person himself, the part of the psyche, the subconscious, however, is not a sphere inaccessible to consciousness. It is able, through some efforts to decipher the symbols of its own feelings and actions, to determine their causes hidden in the subconscious. Contradictions unresolved by consciousness, being suppressed, move to the subconscious, from where they break through and influence human activity.
Of particular interest to us is the ratio of the share of consciousness and subconsciousness in human activity. This balance is not only subjective and personal, depending on certain characteristics of a person, but also specifically historical in nature, depending on the socio-historical stage of development of society and classes. It is noteworthy that as humanity moved forward, along the path of progress, the proportion of the conscious in the psyche continuously increased, while the subconscious decreased. This ratio is expressed by the ability or inability of consciousness to resolve certain contradictions, and not to suppress them, pushing them into the subconscious. This implies a high or low role of the subconscious in human activity; in people with severe mental illness, the role of consciousness (if it persists) is much lower in comparison with the role of the subconscious. The situation was similar with primitive people, although the ratio of the conscious and the unconscious had a completely different meaning. However, a common place both in the case of the mentally ill and in the example of primitive man is the noticeably higher role of the unconscious in comparison with modern man. This is because a weak consciousness cannot act as a strong deterrent to instincts, which actually releases them.
The place of the unconscious in the human mental system differs markedly from the role of conscious and subconscious processes in it. The unconscious is based, unlike them, not on the social activity of a person, not on relationships with other people, that is, not on the social nature of a person, but on his animal, biological essence. Thus, it exists independently of the conscious and unconscious spheres of the psyche. The role of the unconscious in human activity is the role of instincts, which in their manifestations may not be realized. Consciousness constantly controls the unconscious, preventing many of its manifestations, however, although the unconscious, being in such a state, is of a subordinate nature, nevertheless, consciousness can only suppress the unconscious to a limited extent, but it is not powerful to eliminate it. The relationship between the unconscious and the subconscious is rather complicated, some unconscious processes, being suppressed by consciousness, are shifted to the subconscious, from where they periodically erupt in the form of symbolic sensations or actions that are already subconscious in nature. These phenomena are especially well described by Freud using the example of human sexuality. Since the instinct of procreation and self-preservation are the strongest of human instincts, their role, as unconscious phenomena in human activity, is the greatest.
Activity, personality orientation and its formation
Activity is the basis for the formation of a person as a person.
The determining condition for the existence, development of man as a being
social is a set of different types of activities in which
person included. Mastering the activity and its complication is important
condition for the development of the human psyche. Therefore, the solution of educational problems
should be based on the psychological patterns of subordination
human activities, their dynamics. When building educational
impacts, it is necessary to take into account the nature and characteristics of various types
activities in which the child is involved, their meaning, volume and content.
IN domestic psychology concepts of personality and activity
considered as intrinsically related phenomena. Working out the problem
activity and activity of the individual, modern psychology relies on
the idea of the active character of reflection, of the origin of consciousness from
labor activity, about the leading role of labor in the behavior and activities
person. Needs are the source of personality activity. In my own way
The origin of the needs are divided into natural and cultural. Needs
are characterized by the following features. First, every need has
your subject, i.e. it is always the awareness of the need for something. Secondly,
every need acquires a specific content, depending on whether
under what conditions and in what way it is satisfied. Third,
the need has the ability to reproduce. Needs are expressed
in motives, i.e., in direct motives for activity. So,
the need for food can lead to outwardly completely different types
activities to satisfy it. These different activities and
correspond to different motives.
An important place in the system of personality orientation belongs to the worldview,
personal beliefs and ideals. The outlook has the characteristics
as scientific, systematic, logical sequence and
evidence, degree of generalization and specificity, connection with activity
and behavior. Beliefs are an important conscious motive for behavior, giving the whole
activities of the individual have a special significance and a clear focus. Beliefs
characterized, firstly, by high awareness and, secondly, by their
intimate connection with the world of the senses. It is a system of stable principles.
An important conscious motive is the ideal. The ideal is the image that
guided by the personality of the present and who determines the plan
self-education. Unconscious urges include attitudes and drives
personality.
The development of human activity leads to the emergence of its various types
and forms (play, teaching, work), which are united, subordinated. Wherein
a hierarchical ratio of motives that are motivators is established
to various types of activities. A single, interconnected system of motives
activity arising in their development, and constitutes the psychological
basis of personality.
It is known that sometimes the same motives are realized in different ways in
behavior, and different motives can have outwardly the same forms of manifestation in
behavior. For example, participation in social work, encouraged
rivalry, the desire to excel among comrades, not unambiguously
the desire of the student to benefit his class. Depending on the
the motive that guides the child, various qualities are formed
personality (in our example, respectively, individualism and collectivism).
Behavior is usually motivated not by one, but by several different
subordinates. Change of leading motives, formation of ever higher
moral motives and characterizes the development of the motivational sphere of the individual.
And the necessary changes in the ratio of motives, their hierarchy is provided
purposeful organization of activities. Therefore, in psychology it is accepted
talk about the system of motives, motivation.
School-age children participate in various types of activities.
Each of them is characterized not only by a certain composition of various
activities, but also the presence of leading activities. It manifests
private psychological processes are formed or rebuilt (in the game -
imagination, in teaching - abstract thinking, etc.), depend on it
the main mental changes of each period of a child's development
(a preschooler, for example, in the game masters the main social functions and
norms of human behavior). The development of leading activities determines
major changes in mental processes and psychological characteristics
personality of the child at this stage of his development. Therefore, a special
the organization of the leading type of activity acts as the main condition,
through which it is possible to purposefully influence the personality of the child, to
formation in him in the process of this activity of the required hierarchy
needs, motives and goals.
D.B. Elkonin found that children of preschool and adolescence
age due to the appropriate types of leading activities develops
motivational-need sphere. Junior and senior students form
intellectual, cognitive abilities, operational and technical
possibilities. Accounting for the patterns of development of the child's psyche, originality
leading types of activities, their relationship with other activities
schoolchildren can significantly optimize the educational process.
Development of the moral sphere of personality
The formation of the moral sphere of the individual involves the formation
moral consciousness and behavior of the student. Under the moral consciousness we
we will understand the reflection in the mind of a person of principles and norms
morality, regulating the relationship of people, their attitude to
public cause, to society (i.e. knowledge of moral standards and attitude towards
The child needs a large amount of moral ideas, a reserve
moral knowledge as guidelines when choosing ways of behavior in
situations that are new to them. But the assimilation of moral concepts
by itself does not yet provide the formation of moral behavior.
Psychological studies have shown that often children knowing well
moral standards, do not follow them in their behavior. Therefore the process
education cannot be reduced only to verbal influence, it is very important
organization of student activities.
It is unacceptable that verbal methods of educating students prevail
over their specific activities. The transformation of moral knowledge, concepts into
beliefs requires their consolidation in the system of motives of behavior and
their corresponding moral habits. Purposeful construction
activities of children, carried out on the basis of moral concepts and
permeated with moral emotions, forms the basis for the formation
moral behaviour. The formation of moral behavior involves
the formation of moral habits (habits for work, comradely assistance and
The moral sphere of the personality (the unity of consciousness, behavior, feelings and
habits) is most successfully formed in a specially organized system
education, where not only moral education and
practical activities of schoolchildren, but where in this activity
projected, coordinated moral relations of children with each other, with
team, with society. Under these conditions, children not only learn the amount
the above rules and norms, but also accumulate personal experience of moral
behavior, moral habits, turning into motives of behavior, in
moral convictions.
Pedagogical psychology.
Subject and tasks educational psychology, its relationship with other sciences.
The term "educational psychology" denotes two different sciences. One of them is basic science, which is the first branch of psychology. It is designed to study the nature and patterns of the process of teaching and education. Under the same term - "pedagogical psychology" applied science is also developing, the purpose of which is to use the achievements of all branches of psychology to improve pedagogical practice. Abroad, this applied part of psychology is often called school psychology. The term "educational psychology" was proposed P.F. Kapterev in 1874 ( Kapterev P.F., 1999; annotation). Initially, it existed along with other terms adopted to designate disciplines that occupy a border position between pedagogy and psychology: "pedology" (O. Khrisman, 1892), "experimental pedagogy" (E. Meiman, 1907). Experimental pedagogy and educational psychology were first interpreted as different names for the same field of knowledge ( L.S. Vygotsky,P.P. Blonsky) (see media library). During the first third of the XX century. their meanings have been differentiated. Experimental pedagogy began to be understood as a field of research aimed at applying the data of experimental psychology to pedagogical reality; pedagogical psychology - as a field of knowledge and the psychological basis of theoretical and practical pedagogy. (see Cross. 1.1)Pedagogical psychology is a branch of psychology that studies the patterns of human development in terms of training and education . It is closely related to pedagogy, child and differential psychology,psychophysiology . When considering educational psychology, like any other branch of science, it is necessary, first of all, to distinguish between the concepts of its object and subject. In the general scientific interpretation object of science refers to the realm of reality to which the study is directed.the science . Often the object of study is fixed in the very name of the science. Science subject - this is the side or sides of the object of science, by which it is represented in it. If an object exists independently of science, then the subject is formed together with it and is fixed in its conceptual system. The subject does not capture all aspects of the object, although it may include what is missing in the object. In a certain sense, the development of science is the development of its subject matter. Each object can be studied by many sciences. Thus, man is studied by physiology, sociology, biology, anthropology, and so on. But each science is based on its own subject, i.e. what exactly she studies in the object. As the analysis of the points of view of various authors shows, many scientists define the status of educational psychology in different ways, which may indicate the ambiguity of resolving the issue of the subject of educational psychology. (see animation). For example, V.A. Krutetskiy believes that pedagogical psychology "studies the patterns of mastering knowledge, skills and abilities, explores individual differences in these processes ... patterns of formation of creative active thinking in schoolchildren ... changes in the psyche, i.e. the formation of mental neoplasms" ( Krutetsky V.A., 1972. S. 7 ). Takes a completely different point of view V.V. Davydov. He proposes to consider educational psychology as a part of developmental psychology. The scientist argues this by the fact that the specificity of each age determines the nature of the manifestation of the laws of assimilation of knowledge by students, and therefore teaching any discipline should be built differently. Moreover, some disciplines at certain ages are generally inaccessible to students. This position of V.V. Davydov is due to his emphasis on the role of development, its influence on the course of education. Education is considered by him as a form, and development - as the content that is realized in it. There are a number of other points of view. In the future, we will adhere to the generally accepted interpretation, according to whichsubject of educational psychology are the facts, mechanisms and patterns of development of socio-cultural experience human, patterns of intellectual and personal development child like subject educational activities organized and managed by a teacher in different conditions of the educational process (Zimnyaya I.A., 1997; annotation ).
TYPES OF HIGHER NERVOUS ACTIVITY- a set of basic properties of the higher parts of the central nervous system (strength of nervous processes, their mobility and balance), characterizing the innate individual characteristics of the higher nervous activity of humans and animals.
The concept of "types of higher nervous activity" was introduced by IP Pavlov. He believed that the strength of nervous processes is determined by the level of performance of nerve cells, the degree of balance - by the ratio of excitation (see) and inhibition (see), and mobility - by the speed of their occurrence and termination. The combination of these properties, their ratio characterize the nervous system of a particular person or animal and determine the type of its higher nervous activity (see).
Initially, four main types of c were identified in experiments on dogs. n. e. The first type (strong, balanced, mobile) is characterized by strong processes of excitation and inhibition, balanced among themselves and characterized by high mobility. In animals with this type of c. n. both positive and negative conditioned reflexes (see) are quickly developed, to-rye are easily converted from one to another. At the same time, animals adequately respond to conditioned signals and their rapid change, easily withstand a change in the stereotype, are active, sociable, and easy to train.
The second type (strong, balanced, inert) is characteristic of animals with strong processes of excitation and inhibition, which are also balanced among themselves, but proceed slowly. Conditioned reflexes in animals with this type of c. n. etc. are developed slowly and are remade with difficulty. The developed stereotype is persistent, its destruction is accompanied by strong emotional stress; the animals themselves are usually slow.
The third type (strong, unbalanced, unrestrained) is characterized by strong processes of excitation and inhibition, but excitation processes predominate. In animals with this type of c. n. e. positive conditioned reflexes are quickly developed and negative ones are slowly developed; animals are distinguished by fussiness, a low threshold for the occurrence of an orienting-exploratory reaction (see), aggressiveness, and are difficult to train. In such animals, an experimental neurosis is relatively easily formed (see Experimental neuroses).
Animals with the fourth type c. n. (weak) are distinguished by the weakness of the processes of excitation and inhibition. They hardly develop positive and negative conditioned reflexes, and the developed reflexes are characterized by fragility, instability (under the influence of even minor changes environment positive conditioned reflexes are easily inhibited, and negative ones are disinhibited); alteration of conditioned reflexes is extremely difficult. Such animals are cowardly; they most often register experimental neuroses (I. P. Pavlov called animals with this type of V. N. D. “suppliers” of experimental neuroses).
There is a certain analogy between Pavlovian types in. n. and four types of temperament known since the time of Hippocrates (see). So, a strong balanced mobile type c. n. e. corresponds to the sanguine temperament, strong balanced inert - phlegmatic, strong unbalanced - choleric, weak - melancholic temperament. Hippocrates' ideas about temperaments were widely used by psychologists to characterize the individual predisposition of people to "spiritual movements", to which, for example, psychologists of the 19th century. attributed affects and aspirations. However, in the pre-Pavlovian period, all attempts to classify people according to the nature of their behavior were not based on strictly scientific objective research and therefore could not be used in psychology and medicine to address issues of the influence of character and individual characteristics on the course of neuropsychiatric and other human diseases.
In addition to the main four types of c. n. etc., there are intermediate ones, for example, according to P. S. Kupalov, animals with strong processes of excitation and inhibition, but with a predominance of the latter, belong to Crimea; animals with a strong (inert) excitation process; animals with a strong process of excitation and very weak inhibition. Especially big number variations described for weak type c. n. d.
There are a number of methodological techniques for determining types in. n. aimed at identifying the basic properties of nervous processes, i.e., excitation and inhibition. It is believed that the rapid development of positive and negative conditioned reflexes indicates the strength of the main nervous processes, and their slow development and instability indicate the weakness of these processes. The strength of the excitation process is estimated by the reaction to an increase in the intensity of a positive conditioned stimulus, edges in animals with a strong type of c. n. e. is manifested by an increase in the stability of the conditioned reflex and is well tolerated by animals; at a very high intensity of the stimulus, prohibitive inhibition develops (see Inhibition). In animals with a weak type of c. n. e. even a slight intensification of the stimulus causes transcendental inhibition, and often experimental neurosis. When determining the strength of excitation, the excitability of the brain is often preliminarily increased (for example, by preliminary starvation or the administration of caffeine to animals) and, against this background, the reactions of the animal to stimuli of a certain strength are studied. In this case, with a constant intensity of the conditioned stimulus, the susceptibility of the brain to it changes - in animals with strong and weak types c. n. e. effects similar to those described above occur.
The strength of the inhibitory process is determined by lengthening the time of action of the negative conditioned stimulus, which increases the tension of internal inhibition. Animals with a strong type in. n. etc. easily tolerate such exposure (according to some data, up to 6 minutes), while in animals with a weak type of c. n. e. Prolongation of the action of the inhibitory stimulus, even for a few seconds, causes deep inhibition, and often a state of experimental neurosis. The strength of the inhibitory process is also judged by its ability to quickly and completely concentrate.
The property of the balance of nervous processes is determined by the ratio of positive and negative conditioned reflexes in the course of their formation; a significant predominance of one over the other indicates an imbalance in the nervous processes.
The mobility of nervous processes is determined by the method of converting a positive conditioned reflex into a negative one, by frequent changes in these reflexes at short time intervals, or by changing the stereotype. In all cases, animals with high mobility of nervous processes easily tolerate such an impact, and animals with low mobility - with difficulty, which is used to form an experimental neurosis.
The doctrine of types in. n. created by I. P. Pavlov on the basis of an experimental analysis of the behavior of animals, was applied in the study of conditioned reflex activity in humans. In doing so, four types of c. n. etc., common to animals and humans, and three types specific to humans, due to the presence of the first and second signal systems (see). Thanks to the first signal system, the outside world is perceived as direct impressions from a variety of stimuli that act on receptors (see). The second signaling system provides awareness outside world in verbal form. Proceeding from this, IP Pavlov singled out people with a predominance of the first signal system (artistic type) and with a predominance of the second signal system (thinking type). The third type in n. are made up of people who are balanced in relation to both the first and second signal systems. Artistic people c. n. d. show a penchant for music, painting, reading fiction, to drawing; it manifests itself from early childhood, and increases with age. Thinking people c. n. d. prone to abstract thinking to philosophy.
Type c. n. e. reflects only the innate properties of the nervous system that make up the constitutional features of nervous activity (see the Constitution), that is, the genotype, but not the properties acquired under the influence of the environment. Therefore, in n. e. of humans and animals is an alloy of traits of the type (genotype) and changes acquired under the influence from the outside (from the environment). I. P. Pavlov defined this alloy as the phenotype of c. n. (her character, warehouse). There is no direct parallelism between type in. n. d. and the nature of behavior, but a certain type in, n. etc. is the soil on which a different behavior is formed.
Further study of the problem of types c. n. requires the development of new methods for determining certain properties of the nervous system. In addition, the characteristics of the properties of the nervous system when it is studied by different methods do not always coincide, which indicates limited opportunities existing approaches to assessing the integral properties of the nervous system.
Features of types of higher nervous activity in children
Type definition in. n. in children it is important to develop the right approach to solving pedagogical and medical problems. tasks. In general terms, tina's properties. n. e. child are similar to the properties of type c. n. of an adult, however, there are differences in the level of its maturation. Type studies c. n. e. in children should answer the question to what extent individual indicators c. n. d. the child can be used as the basis for diagnosing types c. And. d. an adult. It is obvious that when weakness and inertness of nervous processes are detected in childhood, effective educational measures promote the adaptation of the organism to environmental conditions.
In 1917, I. I. Krasnogorsky, on the basis of a study of motor food conditioned reflexes, identified the type c. And. in children, characterized by reduced mobility of the inhibition process. The subsequent study of conditioned reflexes in children, the analysis of speech processes brought together the approaches of I. I. Krasnogorsky and I. P. Pavlov to the assessment of types of c. n. e. Versatile characteristics of the sanguine, phlegmatic, choleric and melancholic types were given, taking into account the rate of formation, extinction and restoration of conditioned reflexes, their correspondence to the law of strength and speed; the strength and differentiation of inhibitory reactions, the duration of inhibitory phases during the development of hypnotic states; the rate of recovery of optimal excitability; the magnitude of unconditioned reflexes, etc.
A. G. Ivanov-Smolensky singled out four main types of the closing function of the cortex: labile (rapid formation of both positive and inhibitory conditioned connections), excitable (rapid formation of positive connections and slow - inhibitory), inhibitory (slow formation of positive connections and fast - brake), inertial (slow formation of bonds of both types). When determining the type of closing activity using various techniques conditioned reflexes (orienting, food, defensive) in some children, a discrepancy in typological characteristics was found, which was considered by A. G. Ivanov-Smolensky as the possibility of the existence of a “disharmonious” neurotype. An experimental study of the interaction of the first and second signal systems showed four options: adequate transmission of conditional connections from the first signal system to the second and in the opposite direction, inadequate transmission in both directions, adequate transmission in one of the two directions, and inadequate transmission in the other.
Methods for diagnosing types c. n. in children require further clarification and improvement - verification of a number of indirect indicators proposed to determine the constitutional and typological affiliation (characteristics of the respiratory and cardiovascular systems, EEG, etc.).
An important characteristic of type c. n. d. the child is his behavior, style of activity. Observation is important both in ordinary and in non-standard, “extreme” conditions, in which typological features can manifest themselves most clearly, since they are not masked by previously developed and already strengthened connections. Of particular interest is the ratio in children of type c. And. and somatic constitutional features. Significant correlations were found between these typology options.
Type studies c. n. in children, they confirmed the maximum resistance to the development of neuroses in individuals with a sanguine temperament. The excitable type is predisposed to the rapid course of infections and intoxications, and the inhibitory type is predisposed to the sluggish course with insufficient vegetative-protective mobilization. When considering the pathogenesis and ways of preventing diseases in childhood, T. century should be taken into account. n. e. For example, children with a strong, balanced and mobile type c. n. Other things being equal, they are more resistant to the development of diseases, in the origin of which cortico-visceral mechanisms matter, and in cases of pronounced hereditary predisposition - to their more favorable course.
Bibliography: Anokhin P.K. Biology and neurophysiology of the conditioned reflex, M., 1968; Ivanov-Smolensky A. G. Essays pilot study higher nervous activity of the person, M., 1971, bibliogr.; Klimov E. A. Individual style of activity depending on the typological properties of the nervous system, Kazan, 1968, bibliogr.; Kliorin A. I. and Readers V. P. Biological problems of the doctrine of human constitutions, L., 1979; Krasnogorsky N. I. Higher nervous activity child, L., 1958, bibliogr.; Nebylitsyn VD Basic properties of the human nervous system, M., 1966; Essay on the theory of temperament, ed. V. S. Merlina, Perm, 1973; Pavlov I.P. complete collection works, vol. 1 - 5, M. - L., 1940-1949; Problems of genetic psychophysiology, ed. B. F. Lomov and I. V. Ravich-Shcherbo. Moscow, 1978. Physiology of higher nervous activity of the child, ed. 3. I. Kolarova, trans. from Bulgarian, M., 1968; Khananashvili M. M. Experimental pathology of higher nervous activity, M., 1978.
M. M. Khananashvili; A. I. Kliorin (ped.).
) properties of the nervous system that determine the nature of the interaction of the organism with the environment and are reflected in all functions of the organism. The specific value of congenital and acquired - the product of the interaction of the genotype and the environment - may vary depending on the conditions. In unusual, extreme conditions, predominantly innate mechanisms of higher nervous activity come to the fore. Various combinations of the three main properties of the nervous system - the strength of the processes of excitation and inhibition, their balance and mobility - allowed I.P. Pavlov to identify four sharply defined types that differ in adaptive abilities and resistance to neurotic agents.
T. GNI is strong unbalanced - it is characterized by a strong irritable process and lagging behind in strength inhibitory, therefore, a representative of this type in difficult situations is easily prone to violations of GNI. Able to train and to a large extent improve under-braking. In accordance with the doctrine of temperaments, this is a choleric type.
T. VND balanced inert - with strong processes of excitation and inhibition and with their poor mobility, always having difficulty switching from one type of activity to another. In accordance with the doctrine of temperaments, this is a phlegmatic type.
T VND strong balanced mobile - has equally strong processes of excitation and inhibition with good mobility, which provides high adaptive capabilities and stability in difficult conditions life situations. In accordance with the doctrine of temperaments, this is a sanguine type.
T.VND weak - characterized by weakness of both nervous processes - excitation and inhibition, poorly adapts to environmental conditions, prone to neurotic disorders. In accordance with the classification of temperaments, this is a melancholic type.
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- Physiology of Higher Nervous Activity Textbook 3rd revised edition, Shulgovsky V.. The textbook was created in accordance with the Federal State Educational Standard in the direction of training "Biology" (qualification "Bachelor") ... Classical and modern ...
At the household level, most people have come across the concepts of melancholic or choleric. But how to understand why temperament is exactly what it is? It turns out that everything is determined by your type of nervous activity.
Higher nervous activity is actually congenital and developed during life reflexes, as well as important mental functions. They develop over time to adequately respond to life situations.
Characteristics of types of higher nervous activity
Using the three main characteristics, psychologists distinguish four types of nervous activity that correspond to known human temperaments. By correlating them with your life habits, you can accurately find out your temperament: choleric, phlegmatic, melancholic or sanguine.
Using these characteristics, one can understand how a person acts, how well his memory and ability to get used to a new environment are developed. The main and defining properties of nervous activity include the following concepts.
Force: implied resistance to stimuli. That is, for a strong nervous system, a longer exposure time is required for it to begin to respond. This has the advantage of a weak type of nervous system: it is sensitive and perceives the stimulus faster.
Equilibrium: this property indicates how quickly a person can move from one reaction to another. As an example, one can imagine how, in a dangerous or difficult situation, a person first becomes frightened and panics (this can be attributed to the excitation reaction), then goes into such a state of calm and gradually begins to think adequately (inhibition reaction).
Mobility: is responsible for how quickly new connections are formed in the brain, that is, how long it takes to get used to, remember something and similar things.
Temperament and types of higher nervous activity
If a person has a pronounced weak nervous system, then it is automatically assigned to an unbalanced, inert type. Therefore, a weak type has only one full-fledged variant. According to the system of temperaments, he is classified as a melancholic. This is expressed in the fact that habits are formed slowly, a person often thinks and hesitates with answers, he may have a bad memory.
At the same time, it can sometimes be called overly vulnerable and worried. Representatives of this type people have a very strong reaction to stimuli, adaptation is reduced, and nerve connections break up very quickly. The inhibition reaction is the most developed.
Strong balanced mobile the type of higher nervous activity is a uniformly developed type. Excitation and inhibition practically compensate each other, which helps to form stable bonds. This is very close to such a type of temperament as sanguine.
People who have this type of nervous activity are well oriented in new situations and places, are active, remember the necessary things quite simply and control what they forget. Usually, only that which for some reason is no longer necessary is lost in their memory. Due to the mobile nervous system, they simply switch from one thing to another.
Strong balanced inert the type is often compared with the phlegmatic temperament. These people develop habits slowly, even hard. But since their psyche is stable, they remember everything for a very long time and very well. If they are accustomed to something, then the habit will be with them throughout their lives with a very high probability.
They have developed both an excitatory reaction and an inhibition reaction, which is why in an unfamiliar situation they can come to a standstill. Switching from one to another is difficult for people of this type, they usually focus on one specific action. Sometimes the owners of this type of higher nervous activity are considered inhibited. All these qualities endow phlegmatic.
Strong unbalanced mobile the type of higher nervous activity has an explosive character. Such people usually have a poorly developed inhibition response, which may even make them aggressive or hysterical. Nerve connections are formed quite easily, but they can just as well be destroyed at an unexpected moment.
They normally navigate in a new society, being able to interact well, but if people with such a nervous system do not have enough education, they cannot control their emotions. All this corresponds to the type of temperament choleric.
It is worth mentioning that a person cannot be clearly attributed to one of these types. Nervous system is very complex in its structure, therefore, most often there is a mixture of at least two main types of nervous activity.
The type of temperament is not always compared with other human qualities, for example, extraversion or introversion. After all, a person can be emotional, but at the same time introverted. Learn about these personality characteristics in more detail in order to better understand the people around you and yourself, because there is a very big difference between them. All the best, and don't forget to press the buttons and