The success of pianistic work depends on the "psychological" setting of the child, which is necessary to achieve the result. When playing the piano, it's not so much in the position of the hands, but in the "position" of the head. The child must understand what he is doing, he needs to be set up correctly.

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MOUDOD Choir School "Youth of Russia"

METHODOLOGICAL WORK

"Methods for the development of emotional-figurative thinking in piano lessons"

class teacher

piano

Boyko T.N.

Ramenskoye - 2012

Many years of "peering" into the process of pianistic work led me to the opinion that the success of this work depends on the "psychological" adjustment of the child, which is necessary to achieve the result. When playing the piano, it's not so much in the position of the hands, but in the "position" of the head. The child must understand what he is doing, he needs to be set up correctly.

Joseph Hoffman said: "If the brain is busy with something else, ... classes are a complete waste of time." A clearly outlined, clearly set, clearly realized goal is the first condition for success in any kind of work. Today's educators, unlike previous generations of educators, face challenging psychological problems their students. It is necessary to create comfortable conditions for the assimilation of educational material. Each teacher is looking for his own ways of solving problems - liberation from internal psychological clamps, the development of emotional-figurative thinking, which has a beneficial effect on the growth of technical skills and in working on an artistic image.

A “living task”, that is, the aspiration of consciousness, mainly not to the movement being made, but to what it is being done for – this is where success in the development of technical problems lies. "Listen to the music that you are going to play" - how to achieve this?

The initial teaching of music to children is aimed at developing the musical data of the child. It is at this time that the success of further education is predetermined, which to a greater extent depends on the child's desire and interest in classes. If we analyze the path of development of musical data in a child, we will be convinced that the interest shown in sounds lies at the basis. But interest arises not in any arbitrary combination of sounds. This combination should cause in the child either an emotional experience, or figurative representation that creates a particular mood. Finding the right tone, creating the right atmosphere is the key to a successful lesson. Talk and reason with the student on an equal footing, but do not forget that the child has a specific opinion. Shared experience of music the most important contact which is often critical to success. By pulling these invisible threads and awakening response strings in the student, we create the conditions for vivid musical impressions.

Working with a student is a creative process. Everything that we want to teach should not be dictated, but jointly, as if anew, discovered, including the child in active work - this is the main task of the problem-search method.

Skillfully using this method, which I propose below, you can make the most elementary tasks interesting and exciting. Sometimes we underestimate the child's ability to think and understand and, wanting to imitate him, fall into a primitive and false tone. Children instantly feel it - it repels them. And then it is pointless to try to arouse in the child an interest in what you offer, because. his attention is absorbed by the wrong tone and closed to the perception of anything else.

It is important to instill confidence in the teacher in the child. From this begins the authority of the teacher, necessary for further work with the child.

From the first lesson, you need to explain to the child that music is a language. Imagine a child comes to school, not knowing the letters, not knowing how to write, and they say to him: "Write an essay on a given topic by tomorrow." The child has horror in his eyes - "I can't do anything!". He also comes to music lessons without knowing anything and it began - hearing, rhythm, memory and much more "beautiful" (Notes!). And he wants to play right away, here you need to create conditions so that he wants to find out theoretical terms so that he wants to develop the skills necessary for owning an instrument, so that he hears you, and hearing is the ability to hear and comprehend.

To visualize the figurative perception of music, for example, I perform musical fairy tale“Gingerbread Man”, while saying that I haven’t read it for a long time and urge me to help. I use various strokes, timbres, show various rhythmic patterns, etc. - the child gets acquainted with the concepts of "mode", "meter", "rhythm", "pitch". I play an instrument and talk. I show a kolobok (arpeggio) - in major and minor, and children are most often positive, they choose a "major", kolobok. Those. I ask them a question - which bun do they like best? I encourage them to work together. Musical works are a theater of musical living images. The composer does not just connect several melodies, he makes them interact like actors in a play. The child learns to listen and understand all the intricacies of the musical plot.

I bring to the concept of "major" and "minor" - a bun is cheerful and sad, that there are high and low sounds, for example - a wolf, a hare, a fox.

Music is a part of a person's personal world, it is new knowledge, and learning something new is a gradual increase in knowledge and experience.

Psychologists divide learning into several stages, one of which is the “voicing stage”, i.e. voicing what is written. Our task is to see graphic image notes and associate it with the voice.

Sight - sign - inner sound - larynx - voice - hearing - evaluation of sounds - in any language it works at the same time.

You can only pronounce the name of a letter or note with your voice. At 3-4 years old, a person may well sing, play and read music, developing his mind for successful learning in music and other sciences.

We learn to pronounce the musical alphabet, which will help the child to quickly read from a sheet in the future. A very good way for this is offered by our compatriot, and now an American teacher, Elena Hainer, who correctly considers the scale not as a separate ascending or descending movement, but as a complete vicious circle of one system. The art of music is based on auditory sensations.

Even finger gymnastics on the lid of the piano can be turned into a game where each finger is a dwarf who can fall, squat, dance, and jump.

The development of emotional-figurative thinking is also facilitated by the development of harmonic hearing. By endowing harmonic functions with the character of fairy-tale characters, we help the child to color auditory associations, giving free rein to fantasy. We are building a beautiful castle where fairy-tale characters live.

The first skill of playing by notes - I tell you that each note has its own house on the key, where they should get from the rulers (5 rulers - where the notes live - 5 letters), and the keys are the voices that they sound. You can flip the rulers vertically and map keys and rulers.

Everything happens in a playful way, we always return to the fairy tale "Gingerbread Man" and a beautiful castle.

Such a construction of the lesson, when we combine learning, play and a fairy tale, frees the child from a formal approach to the subject, makes the lesson rich, visual, and most importantly, complex musical concepts and terms become simple and accessible.

We try to develop the child's talent, keeping it fresh and immediacy of feelings, through emotional-figurative thinking at piano lessons.

Bibliography:

1. G. Kogan "At the gates of mastery", publishing house "Music", Moscow, 1969
2. G. Kogan "The work of a pianist", publishing house "Music", Moscow, 1969
3. I. Hoffman "Piano game", publishing house "Music", Moscow, 1974
4. T.I. Smirnova "Piano - intensive course", publishing house "CSDK", Moscow, 1999
5. G.M. Tsypin "Psychology of musical activity", Moscow, "Interpraks", 1994
6. S.A. Budassi "Personality and emotions", publishing house "ROU", Moscow, 1996
7. E.M. Timakin "Education of a pianist", publishing house "Soviet composer", Moscow, 1989
8. Scientific and methodological journal "Musical Psychology", No. 3, Moscow, "Interpraks", 2011

Human feelings are the emotional attitude of the human personality to the surrounding reality. “Nothing, neither words, nor even our actions,” wrote K.D. Ushinsky, “expresses ourselves and our attitude to the world so clearly, so truly, as our feelings: they hear the character of not a separate thought, not a separate decision but the whole content of our soul and its structure.

At various moments of life, we either rejoice, then we are upset, then we are indignant or admire, we love, hate, etc. The term "emotion" (from Latin emovere - I shake, excite) means an indifferent attitude to various events and situations in direct experience Currently; different situations - different emotional states of a person.

The importance of emotions and feelings in learning activities is enormous. If the student experiences pleasant feelings and emotions in the lesson, he is interested, not afraid, he is enthusiastic, then he will study well, and if the student is indifferent in the lesson, there will be many problems in his learning activities.

L.S. Vygotsky wrote: “Do we want to achieve better memory on the part of students or more successful work of thought - all the same, we must take care that both activities are stimulated emotionally. Experience and research have shown that an emotion-colored fact is remembered stronger and stronger than an indifferent one. Only that knowledge can be instilled, which has passed through the feeling of the student. Everything else is dead knowledge that kills every living relationship to the world.

What needs to be done in order to teach children to respond emotionally, to love and understand music?

To answer this question, it is necessary to dwell on the content of these concepts. TO LOVE music means to feel the need to communicate with it, to experience it, i.e. experience joy, excitement, sadness, listening to or performing it. TO UNDERSTAND music means to perceive it consciously, being aware of its content. Sometimes these concepts are identified, and there is a close relationship between them, i.e. perception consciously and emotionally. The question may arise: is it necessary to understand music in order to love it? After all, we know many life examples when listeners (both adults and children), very little, and even knowing nothing about it, love and experience music. However, it is safe to say that the perception of people who have training and knowledge about music is deeper, brighter and more meaningful. And, what is especially important, the range of works that they are able to perceive emotionally is more complex and wider. No wonder the structure of musical abilities is outstanding scientist professor BM Teplov included not only hearing, but also emotional responsiveness to music. Ability purposeful perception necessary for the perception, understanding of the idea of ​​a musical work, for understanding the musical language.

The development of musical perception involves:

1. The direct impact of the musical sound fabric on the mind of the listener through his senses;
2. Direct emotional reaction listen la;
3. The desire to realize, comprehend the immediacy of the impression of a musical work.

Sunset and watching this beautiful sight is not just admiring. This is an observation that enriches life experience and increases the degree of perception and cheerfulness. In the same way, music, taken as a contemplative phenomenon, can be tried to be taken beyond the hypnotic immersion in it for the sake of the emotional suggestion emanating from it.

The purpose and task of music pedagogy is the development of sound skills through a reasonable observation of musical phenomena. First - in their purely musical nature, then - in connection with the content of sound images, and, finally, within the limits of the explanation of musical symbolism - recording (expressive and pictorial).

We should not be limited to quick conclusions on a few data. For one person, musicality will affect the ability to remember sung or played phrases, for another - in a sensitive conversation about the experienced impression of the music heard. Therefore, it is necessary to reveal musical instincts with caution and using various methods of "capturing musicality" and finding out the degree of interest in music.

Performing skills develop in children more quickly if they rely on images of music, and emotionality is more pronounced if they are familiar with the means of expression that create these images. It is known that students primary school concrete visual-figurative thinking is especially characteristic. In this regard, the introduction of visual aids into classes is quite justified (pictures are models that take into account the color solution, because it gives it a disorganization): warm colors - purple, red, orange, golden, yellow (perceived as active and exciting); cold colors - purple, blue, green, greenish-yellow (as peaceful and calm). (Attachment 1)

And now, dear teachers, I wanted to ask you, what do you think, can every child be gifted?

Agree, the success of each child depends on adults. It is necessary to give a chance to see your gift, because the word giftedness comes from the word gift, and each of us has it!

K. Paustovsky noted that a gifted person has “any thought, any topic, random item cause an inexhaustible stream of associations. Associations are directly related to the sphere of human emotion. They have the ability to excite, stir the soul, cause influx of feelings. This process is especially strong if the associations carry some personal meaning, are associated with something significant for a person. But how to develop associative thinking, teach to think creatively, imagine? How to teach to create images that expressexperiences, thoughts, feelings? Not a single teacher can say exactly how and in what way this or that image should be born into the world in the work of the student. Active creative imagination, associative thinking cannot be a direct consequence of the assimilation and repetition of something taught by another person. This is the independent creation of new, original images. An associative game in the field of music is based on an association: sensation - representation. It can be seen as a form of learning and creative development in whichThere are two principles at the same time: cognitive and play. Unlike training sessions, in associative games, cognitive tasks are not set directly (when the teacher explains, teaches), but indirectly - students acquire knowledge by playing (the developmental task in such games is, as it were, disguised), the motive is the natural desire of the child to play, to perform certain game actions.

The main tasks of association games:

• develop associative thinking, creative imagination of children, the ability to produce extraordinary ideas and images;
• develop the ability to convey emotions, feelings, images through sounds, facial expressions, movements, colors;
• to teach children to recognize and analyze the sounds of the world around them;
• give an idea of various characteristics the same type of sound phenomenon;
• to teach children to independently create sound works on a given topic.(appendix 2)

The problem of music perception is one of the most difficult problems, because of the subjectivity of this process. Any person who has a simple physical hearing can determine where the music sounds, and where - just the noise produced by various objects. It is not given to everyone to hear in the sounds of music the reflection of the subtlest spiritual movements and the expression of serious and deep feelings. To develop musical perception means to teach you to experience the feelings and moods expressed by the composer with the help of a special way. organized sounds, include the listener in the process of active co-creation and empathy with ideas and images expressed in the language of non-verbal communication, understand the means by which the artist (composer, performer) achieves this aesthetic effect of influence.

The choice of methods and techniques is determined by:

• age and individual features children;
• their interests;
• level of training;
• goals and objectives musical development children;
• forms of organization of musical activity;
• volume and quality of musical information;
• the skill of the teacher.
• verbal methods(story, conversation, lecture)
• visual (performing works of art, showing illustrations, drawings, photographs, etc.)
• practical (exercises in the implementation of certain methods of action).

All of these methods have their own specifics and contribute to increasing the effectiveness of training.

Ways to apply such activities that children need in any musical activity:

1. The method of first orientation is a method of listening.

Children gradually master voluntary auditory attention.

2. A way to differentiate musical phenomena by comparing their contrasting and similar relationships.

Children are capable of comparing the simplest individual properties of sounds, contrasting musical images and various musical arrangements.

3. The way of orientation in music as in an emotional phenomenon.

Music should always excite, delight the child, cause individual experiences, give rise to thoughts. Gradually, comparisons of musical works arise, the most beloved of them appear, a selective attitude is created, the first assessments appear - the first manifestations of musical taste. This enriches the personality of the child, serves as a means of its comprehensive development.

4. Ways of creative attitude to music lessons.

Thanks to mastering these methods, children develop creative imagination in the process of perceiving musical images.
(Appendix 3)

The question of whether a teacher should be emotional or not has never been music pedagogy. Emotional teachers, sensitive to music, possessing a vivid figurative word, possessing the plasticity of movements, artistic, able to expressively perform a piece of music have always been valued. Psychology has long proven that the strongest memory is emotional. The most boring lesson of "dry" mathematics in an emotional teacher is remembered for a long time, and assimilation occurs several times faster.

Teachers should remember that before achieving expressive performance, emotional response, it is necessary to overcome technical difficulties, psychological stiffness, and sometimes fear and self-doubt. The psychological health of the teacher is the key to the psychological health of students. If you make a generalized "portrait" of a psychologically healthy person, you can get the following. Psychologically healthy man- is, first of all, a spontaneous and creative person, cheerful and cheerful, open and knowing himself and the world around him. Such a person places responsibility for his life, first of all, on himself and learns from adverse situations. He is in constant development and, of course, contributes to the development of other people. Thus, we can say that the “key” word for describing psychological health is the word “harmony”, or “balance”. Has a sense of humor, can laugh at himself and is always sure that: EVERYTHING WILL BE HEALTHY!

It's not a secret for anyone that the profession of a teacher belongs to the category of stressful ones, since a state of emotional tension is constantly noted in pedagogical activity. After being in tense situations, the teacher often feels overwhelmed, depressed, and wants to relax. In some cases, emotional tension reaches a critical point and the result is a loss of self-control and self-control.

A modern teacher must have the skills to relieve stress that may arise in the process of work. This is necessary to preserve the health of not only the teacher himself, but also the students. We all know that there are different ways to relieve stress:

• NATURAL WAYS OF REGULATION OF THE ORGANISM;
• RELAXATION;
• VISUALIZATION;

A companion of stress is a muscle clamp: a release of psychomuscular tension.(Annex 4)

Nature has generously rewarded man. She gave everything in order to see, hear, feel, feel the world around. She allowed him to hear all the variety of sound colors that exist around him.

An ideal school graduate is not an erudite with a broad outlook, but a person who knows how to set goals, achieve them, communicate effectively, live in an information and multicultural world, conscious choice and bear responsibility for it, solve problems, including non-standard ones, be the master of your life. And only a happy, mentally healthy teacher will be able to bring up a worthy replacement!

Attachment 1.
Color and its meaning have always interested humanity.

The psychology of color

Psychology of red color: it promotes effective memorization, stimulates the nervous system, activates emotions, raises the vitality of the individual. In addition, the red color creates a sense of security, confidence and has a positive effect on the oppressed emotional state.
Psychology of orange color: liberates a person's emotions, significantly reduces his discomfort, helps to forgive another person, let go of an insoluble situation, contributes to the emergence of a good mood and an optimistic position of the individual.

Psychology of blue: it develops psychic abilities. "Clears" thinking - frees from uncertainty, anxieties and fears, activates intuition, leads to a smooth adoption of the right decision. Also Blue colour somewhat "cools" - reduces the emotionality of the individual.
Psychology of yellow color: activates positive emotions, frees from negative ones, promotes better concentration of thoughts, helps to perceive new ideas and accept different points of view.

Psychology of green color: it promotes empathy, helps in the interaction of people with each other, forms harmony in relationships. In addition to the above, the green color has a calming effect, stabilizes the mental state.

Appendix 2
"Imagine and hear."

Before the game, the teacher can address the students with the following words: “You have heard more than once how the door slams and creaks, the bell rings, the child cries, the thunder rumbles. But can you hear the cloud talking? May be; does it sing or sigh? Imagine, and you will hear unusual sounds or come up with your own, unknown to anyone yet.

Children are offered:

a) describe or draw your favorite sounds;
b) imagine how a soft fluffy cloud sounds. Describe and draw the sound of a cloud;
c) imagine and draw the sound of sour cucumber, red apple, etc.;
d) imagine how a big puddle sounds after the rain. Describe and draw the sound of a large and a small puddle.

"Emotions". For the game, cards are used with written on them emotional characteristics(joy, sadness, rage, tenderness, etc.). Cards are distributed to participants. Everyone is trying to voice and convey this or that emotion in movement or facial expressions. The group tries to identify what they heard.

"Colors". For the game, from 4 to 6 colored cards (red, blue, green, yellow, black, white) are used, which are laid out according to the class. Children choose the color that best matches their inner mood at the moment, and are divided into groups. The teacher asks the participants to:

1. in turn, voice the color as they hear it to themselves;
2. sound "color palette" the whole group.

"Find your sound." To play, the teacher will need a variety of small items (keys, nails, jars, bottles, paper, cups, spoons and other “musical instruments”) from which sounds can be extracted. Children are invited, by manipulating these objects and extracting various sounds from them (knocking, scraping, stroking, rustling, ringing, etc.), to find their favorite timbre, sound, combination. After the sounds are identified, everyone reproduces his find and tries to explain why he chose this particular sound or combination, what image, color appears when perceiving this sound.

"Consonances". The goal of the game is to find harmonizing combinations with your sound, with your current mood. This game is a continuation of the previous one - Find Your Sound.

One of the children is invited to go out into the circle and perform their sound, like their composition, their mood. The rest listen to these sounds, trying to feel the possibility of connecting their sound with the sounder. Any participant can go into a circle and start playing his sound together with another, if he feels that his sound is appropriate, and the resulting consonance is quite euphonious and harmonious. During the game, if there is a feeling of inconvenience, inharmony of your sound with the sounds of other participants, you can stop performing and exit from "composition".

"Blind". The class is divided into groups. Children are invited to create a piece of music on a theme given by the teacher. Extracting sounds from various objects, musical instruments, the group tries to convey a given image. Then comes the performance in groups. Listeners, closing their eyes, are trying to determine what the play is about, what images the creators of the play wanted to convey, its name.

"Timbres and Images". Children are invited to listen to the same melody, program piece performed by various musical instruments. Participants write down and then tell how the image that arose during perception changed depending on the change in timbre. The game can be used when studying the topic "Timbre"

"Connoisseurs of Song". The children sing a well-known song. When the song ends, the teacher quickly approaches one of the students and says a word or line from the song. The one to whom the teacher is addressing must immediately say the next word or line of the song. Which of the guys is wrong - gets up. WE PLAY WITH SONGS.

TASKS
1. Remember the song: sing a verse from any New Year's song, starting with the letter made by the leader.
2. Finish the song: offer a line from the song, and the guys sing the verse.
3. Guess the song: describe in a few words in a humorous tone the content of the song, and the competitors name the song.
4. Think of a song: the child thinks of a song, and the guessers ask him questions, considering that the answer will be only “yes” or “no”, call or sing an “unknown” song.
5. Fold the song: participants receive sheets of paper with lines of lyrics for several songs and select the song indicated by the leader.
6. Recognize the song: offer funny drawings - riddles that will reflect general content songs, a variant with a rebus is possible, in which a line from the song is encrypted.
7. Draw a song: one of the guys has to draw the content of a given song so that his team members can guess it.
8. Restore the song: the children are given a sheet on which the song is written with the omission of some words. You can restore the song from memory, you can choose the right words from those written on the pieces of paper, or you can offer to choose a picture with a suitable image.
9. Correct the song: a song with errors is written on the sheet: words are rearranged or replaced, lines or couplets are swapped. Who will fix it the fastest?
10. Show Song: This competition will require acting skills to use gestures, facial expressions and materials at hand to perform a given song silently. Command execution is possible.
11. Tell the song: convey the content of the song in your own words. The most successful answer is the one that made everyone laugh.
12. Name a line from the song: an “inverted” phrase is used, namely: words are selected - antonyms for a line from a famous song, in order to guess, the guys also need to pick up the necessary antonyms (an oak died in the field - a Christmas tree was born in the forest).
13. Sing a song: songs and participants are determined by lottery, who must sing the selected song to the soundtrack or karaoke.
14. Re-singing of rivals: the team sings in chorus one verse of the song chosen at will, then counts up to three in chorus and the rivals must begin to sing one verse of another song, and then pass the baton. Whoever, after the count, cannot start singing or repeats a song that has already been played, has lost.
15. Sing a song: take turns pulling out items from a black box or bag and hum a verse where this item “came across” (a toy or a picture of a wolf, a hare, a mouse, a horse, an old man, etc.)

Appendix 3

The use of a wide arsenal various methods music education and education, as well as modern technologies:

1.personally-oriented learning;
2.design technologies;
3.problem learning technologies;
4.technologies for the development of critical thinking;
5.computer technology;
6.ICT;
7. compilation of a cluster;
8.brain attack;
9.cinquain;
10. questioning technique -
contributes to the formation of cognitive motivation of schoolchildren in music classes.

Appendix 4

Stress test for professional burnout.

You are offered statements with which you:
agree (yes), (3 points)
disagree (no), (1 point)
they are true in some cases (sometimes). (2 points)

I am drawn to teaching.
- I have no desire to communicate after work.
- I have "bad" children in the group.
- If there is a mood, I will show complicity and sympathy for the child, if there is no mood, I do not consider it necessary.
- Wanting to simplify the solution of professional tasks, I can simplify the duties that require emotional costs.

The results of the test are confidential and everyone decides whether the information received is worth sharing with others.

Key:
5-8 points - You are not subject to burnout syndrome;
9-12 points - there is a formation of professional deformations in the form of emotional burnout;
13-15 points - burnout syndrome is developing.

Test "Do you know how to be happy?"

Everyone has moments in life when you feel happy. There are others when you hate yourself and the whole world. Probably, it cannot be otherwise... And yet you secretly envy people who - at least outwardly - always look pleased with themselves, they are philosophical about what is happening around. What category of people do you belong to? Can you be happy? Maybe our test will help you answer this question.
For each question, choose one of the three answers.
Each answer a is 0 points, 6 is 1 point, and b is 2 points.

1. When you sometimes think about your life, do you come to the conclusion that
a) everything was more bad than good,
b) was more good than bad,
c) Everything was great.

2. At the end of the day usually
a) dissatisfied with themselves
b) think that the day could have gone better,
c) go to sleep feeling satisfied.

3. When you look in the mirror, you think
a) "Oh, my God, time is merciless!"
b) "Well, it's still quite good!",
c) Everything is fine!

4. If you find out about a big win of someone you know, you think
a) "Well, I'll never be lucky!",
b) "Ah, hell! Why not me?",
c) "One day I'll be so lucky!".

5. If you hear on the radio, learn from the newspapers about any incident, say to yourself:
a) "That's how it will be with me one day!",
b) "Fortunately, this trouble has passed me!",
c) "These reporters deliberately stir up passions!".

6. When you wake up in the morning, most often
a) don't want to think about anything
b) weigh what the coming day has in store for us,
c) happy that a new day has begun, and there may be new surprises.

7. Think about your buddies:
a) they are not as interesting and responsive as we would like,
b) of course, and they have flaws, but in general they are quite tolerable,
c) wonderful people!

8. Comparing yourself to others, find that
a) "I'm underestimated"
b) "I'm not worse than the rest",
c) "I'm fit to be a leader, and this, perhaps, is recognized by everyone!"

9. If your weight has increased by four to five kilograms
a) panic
b) think that there is nothing special about it,
c) immediately go on a diet and exercise hard,

10. If you are depressed
a) curse fate
b) know that bad mood will pass,
c) try to have fun.

17-20 points, you are such a happy person that it is hard to believe that this is possible! Enjoy life, do not pay attention to troubles and worldly hardships. You are a cheerful person, others like you with your optimism, but ... Are you too superficial and light-hearted about everything that happens? Maybe a little sobriety and skepticism won't hurt you?

13-16 points, you are probably an “optimally” happy person, and there are clearly more joys in your life than sorrows. You are brave, cold-blooded, you have a sober mindset and an easy character. Do not panic when faced with difficulties, soberly assess them "It is convenient for those around you.

8-12 points, happiness and unhappiness for you are expressed famous formula"50 x 50". If you want to tip the scales in your favor, try not to give in to difficulties, meet them stoically, rely on friends, do not leave them in trouble.

0-7 points, You are used to looking at everything through black glasses, you think that fate has prepared for you the fate of an unlucky person, and even sometimes flaunt it. Is it worth it? Try to spend more time in the company of cheerful, optimistic people. It would be nice to get carried away with something, find a “hobby”.

Tikhomirova E. P

Abay, Karaganda

In the history of psychology, there are quite unusual at first glance attempts to distinguish types of thinking based on the relationship of two mental processes: intellectual and emotional. As a result, such concepts as "emotional thinking", "emotional intelligence" arise. This article sheds some light on these concepts.

Supporting articles:

AT recent decades the term “emotional thinking” began to be used, which, according to the meaning of its authors, includes the provision on uncertainty in the process of thinking. This means that when a person thinks emotionally, he does not determine the course of his thoughts with the help of logic and mathematics.

Emotions and thinking in modern philosophical and psychological literature are considered as closely related, but fundamentally heterogeneous processes. When classifying mental phenomena, thinking is traditionally combined with sensations, perceptions, and some other internal activities into a group of cognitive processes, and emotion is either singled out as an independent category, or “added” to will. Sometimes emotions and thinking are combined into "emotional thinking", but in the sense of a scientific metaphor. This means that thinking turns from rational into proper emotional when its main tendency leads to the inclusion of feelings, desires in its process and result, gives out these subjective moments as objective properties of material things and connections themselves independent of consciousness.

Emotional thinking is closest to natural thinking, since words are weak regulators for it. But in the world of civilization, where rationality helps to survive, emotional thinking makes a person weak and vulnerable. It should not be assumed that emotional thinking is characteristic of women, not in lesser degree men can be attached to it. After all, it is not about the manifestation of feelings, but about the influence of feelings on thinking. A person who thinks emotionally is guided in his choice more often by taste, sensation, feeling, intuition. Emotional thinking enhances impressionability. On the one hand, this leads to cheerfulness and carelessness, on the other hand, to excessive nervousness and depression. Opposites are caused by the same cause. Influence only verbally on a person with emotional thinking difficult and inappropriate.

Figurative and emotional thinking are inseparable parts of the mind. They play a huge role in the process of thinking and are closely related to each other. The first is always present in the process of thinking, the second helps the figurative to achieve moments of insight into thought, to develop new original thoughts. About the ratio of figurative and emotional thinking, one can say this: figurative thinking is a burning fire, and emotional thinking is logs thrown into the fire so that it burns better.

When a person acquires knowledge of any thing, his mind retains the image of this thing along with emotional coloring this image. In the future, a person can remake this thing, based on its image and emotionality. In this case, emotional thinking gives him the opportunity to remake this thing in an original way. When a painter depicts a person on his canvas, he starts from the image of a person, and then his emotional thinking suggests what features to give him.

Man has been using figurative thinking since ancient, prehistoric times, from the time when he had the first thought about the world around him. More can be said: the animal state of man, the animal world, gave people imaginative thinking, and without it, a person would not have language, conversation and, of course, art. The process of imaginative thinking is fast, even instantaneous in comparison with logical thinking. And the faster a person has figurative thinking, the more talented he is.

Emotional thinking is widespread in Everyday life person. Nature awarded some people with this gift to a greater extent (their minority), others to a lesser extent (their majority), some, she did not give emotional thinking at all. At the same time, one should not assume that this type of thinking is inherent, as a rule, only artists. They also have strong imaginative thinking. There can be no artist without imaginative thinking, and a person with emotional thinking does not always become an artist. Such people with developed emotional thinking can be called creative people.

It should be noted that both without emotionally thinking people, and without emotionally thinking people (who are the absolute majority), humanity could not develop. The former, by virtue of emotional insights, give ideas, make discoveries, invent new things, the latter put these insights into practice, and very talentedly. Some complement others, and a collective fruitful mind is obtained.

In general, in psychology it is customary to distinguish between primary and secondary mental processes. Accordingly, two types of mental activity are distinguished: the first is characteristic of mental functions unconscious, the second - conscious thinking. The thinking of the primary process reveals condensation and displacement, i.e. images often merge and can easily replace and symbolize each other; this process uses mobile energy, ignores the categories of space and time, and is governed by the pleasure principle, i.e. reduces the displeasure of instinctive tension by hallucinatory wish fulfillment. In topographical terms, it is a way of thinking that operates in the Eid. The thinking of the secondary process obeys the rules of grammar and formal logic, uses associated energy and is governed by the reality principle, i.e. reduces the displeasure of instinctive tension through adaptive behavior. Freud considered primary processes to be ontogenetically and phylogenetically earlier than secondary processes—hence the terminology—and considered weak adaptability to be an inherent property of them. All ego development is secondary to the repression of primary processes. Secondary processes, in his opinion, developed on an equal footing and simultaneously with the ego, and with adaptation to the external world and are closely related to verbal thinking. An example of primary processes - dreams, secondary - thought. Dreaming, imaginative and creative activity (imagination and creativity), and emotional thinking are mixed manifestations of both processes. These two processes are reminiscent of discursive and non-discursive symbolism.

Subconscious and emotions

Much has been said about the fact that emotions permeate our whole life. We emphasize here only some information about emotions that are not mentioned so often.

The subconscious controls everything. physical processes. It is a place where emotions are born, behavior patterns are formed. This is the part of the brain where all fears, anxieties, expectations, etc. live.

The subconscious mind is the mechanism that

a) performs automatic actions for us (walks, breathes, etc.)
b) analyzes the information coming from the senses (including thoughts and imagination) and issues a recommendation for survival in the form of an emotion.

Also, the subconscious and emotions can be clues to achieve some previously set (seriously or jokingly) goal.

That's why you can call the subconscious mind an autopilot. To some extent, the autopilot resists you taking the controls away from it. It requires effort, it is difficult to manage your attention, but it is possible. Then the autopilot will also get used to it.

Emotions are the language of the subconscious. Emotion is a reflection of the state of the subconscious mind. Our subconscious mind speaks to us in the language of emotions. They reflect our experiences and feelings. If we are in a good mood, it means that our internal organs are normal, and when we take our bad mood out on other people, our subconscious signals that not everything is in order in the body.

In addition, emotions also arise as a result of a discrepancy between our capabilities and needs. Naturally, if we cannot satisfy our desires, then we experience negative emotions. Otherwise, the emotions will be positive. The problem is that a person does not always understand what the subconscious mind is trying to tell him. And it can speak to us through dreams, visions and even hallucinations. Often in dreams we see a warning or foresee something - thus the subconscious mind tells us that it is necessary to pay attention to the state of health. Disease often occurs due to excess negative emotions- the body is overexcited, and the nervous system reacts nervous breakdowns and psychoses.

negative emotions also arise because habitual stereotypes behaviors, i.e. habits. It can also be caused by the fact that the needs of a person are not satisfied, and the so-called dominant of desire arises. In this case, all the thoughts of a person are focused on achieving the desired, and this turns into an obsession.

It is generally accepted that positive emotions are stronger than negative ones (in the sense that good triumphs over evil), however, in this case, the desired is presented as reality. Of course, it’s more pleasant to think this way, but in practice we have the following pattern:

Properties	Emotions are positive	Emotions are negative
Lifespan:		Large (up to life)
Regeneration (mostly)		External and internal
Deactualization
Ability to be re-caused by the same cause
Recall effect	Decreasing fast	growing steadily
In the presence of several reasons, the strength of emotions	Does not stack	Are summed up
The ability to form a semantic complex	Missing
Indirect Initiation Ability	Missing

Emotions at the subconscious level. Most of us will agree that emotions arise as a result of certain events and we usually understand the reason that causes them. For example, at the sight of an ice-cream stall, a child becomes indescribably delighted, and at the sight of a barking dog, it becomes frightened and starts to cry. Recent studies have shown that emotions can be evoked not only on a conscious, but also subconscious level, and also manipulated. Dutch psychologists Kirsten Reiss and Didrik Stapel of the Tilburg Institute for the Study of Behavioral Economics were the first to conduct a series of experiments proving that a person does not need to be aware that an event has influenced his mood or feelings. Scientists have hypothesized that, since a person is able to react quickly and unconsciously to certain stimuli, he can also react to emotional events without realizing it: “You are more likely to survive if you stop at the sight of a snarling grizzly bear. and you won't move. And you do not need to understand what caused such a reaction, ”explains Rice and Stapel.

To find out whether certain emotions can be aroused in a person at a subconscious level, psychologists analyzed the thoughts and feelings of the participants in the experiment and observed their behavior. This study is based on the theory that a person is able to perceive information that causes certain emotions automatically. The participants in the experiment were divided into three groups and warned that short-term flashes would appear on the monitor screen. Then they were asked to press the “P” key if the flashes flickered on the right side of the display, and “L” if on the left. In reality, the "flashes" were subliminal images specially chosen to evoke fear, disgust, or neutral emotions. The pictures flashed at different rates, resulting in the participants not being fully aware of what they were seeing on the screen. In other words, the subjects had no idea that they were shown pictures of growling dogs, dirty toilets, or neutral images like horses or chairs.

To find out what effect these images have on cognitive perception, feelings and behavior, participants were asked to take three tests. To study cognitive perception, they made up different words by substituting the missing letters. The result was words expressing disgust, fear, anger, words with a common negative, positive and neutral connotation. In the second test, on a 7-point scale, participants assessed their mood, the degree of feeling of fear, disgust, satisfaction, relief, pride, anger, shame and joy. To assess behavior, the subjects were asked to participate in either a “bad food test” or a “scary movie test.” In theory, the participants who were shown pictures with disgusting images would hardly want to try something tasteless. At the end, the researchers asked the participants each time more specific questions about the pictures that affected their subconscious, to find out how much they understood the goals and objectives of the experiment.

Interesting results published in the issue of the scientific journal of the Association of Psychologists Psychological Science largely confirm the theory of the Dutch researchers. Subjects who were shown subconsciously disgusting pictures formed words that meant something disgusting and tended to choose the "scary movie test." The same was true for participants who viewed fear-inducing pictures. They chose words expressing fear and "tasteless food test." The psychologists found that after participants were exposed to a fast-frequency (120ms) emotional stimulus, they experienced a general negative mood accompanied by a specific feeling, such as fear after seeing scary pictures. After an ultra-fast (40ms) scan, there was negative state without any emotion.

So, psychologists from the Netherlands for the first time managed to prove in their experiments that very specific emotions can occur in a person without realizing the reason that causes them, and that the general mood can turn into a certain emotion. Despite the fact that the experiments do not reveal exactly how a person eventually becomes aware of their emotions, scientists have put forward an additional hypothesis. “When emotions reach their peak, a person becomes aware of them, knowing his own actions and bodily reactions; and vice versa, when emotions are less expressed, a person practically does not pay attention to his little relevant actions and bodily reactions.

Emotional thinking hypothesis

The problem of classifying types of thinking

Psychological science in the course of its historical development gradually separated from philosophy, therefore it is no coincidence that the field of attention of psychologists first of all came to the kind of thinking that originally occupied philosophers - verbal-logical (reasoning) thinking, characterized by the use of concepts, logical constructions that exist and function on the basis of language.

According to the type of tasks to be solved and the structural and dynamic features associated with them, theoretical and practical thinking. Theoretical thinking is the knowledge of patterns, rules. It is most consistently studied in the context of the psychology of scientific creativity. The main task of practical thinking is the preparation of the physical transformation of reality: setting a goal, creating a plan, project, scheme.

Intuitive thinking is distinguished from analytical (logical) thinking in three ways: temporal (the time of the process), structural (division into stages) and the level of flow (consciousness or unconsciousness). Analytical thinking is deployed in time, has clearly defined stages, is largely represented in the mind thinking person. The intuitive is characterized by the speed of flow, the absence of clearly defined stages, and minimal awareness.

Realistic and autistic thinking is also differentiated. The first is directed mainly to the outside world, regulated by logical laws, and the second is connected with the realization of human desires (who among us has not passed off the wishful thinking as really existing!). Sometimes the term "egocentric thinking" is used, characterizing, first of all, the inability to accept the point of view of another person.

The basis for distinguishing between productive and reproductive thinking serves as the degree of novelty obtained in the process of mental activity of the product in relation to the knowledge of the subject. It is also necessary to distinguish involuntary thought processes from arbitrary ones: for example, involuntary transformations of dream images and purposeful solution of mental problems.

Distinguish between divergent and convergent thinking.

Divergent thinking (from the Latin divergere - to diverge) is a method of creative thinking, usually used to solve problems and tasks. It consists in finding many solutions to the same problem.

convergent thinking(from Lat. convergere converge) is based on the strategy of precise use of pre-learned algorithms for solving a specific problem, i.e. when instructions are given on the sequence and content of elementary operations to solve this problem.

There are special tests of divergent abilities, for example, the Gestalt and Jackson's test: the test subject needs to find as many ways as possible to use objects such as a brick, a piece of cardboard, a bucket, a rope, a cardboard box, a towel.

Methods divergent thinking are brainstorming, memory mapping, etc.

The above list is far from complete. So, for example, ZI Kalmykova single out verbal-logical and intuitive-practical components of productive thinking. Complicated Relationships, existing between types of thinking, to a large extent have not yet been identified, but the main thing is clear: the term "thinking" in psychology designates qualitatively heterogeneous processes.

In the history of psychology, there can also be noted, at first glance, quite unusual attempts to single out types of thinking based on the relationship of two mental processes: intellectual and emotional. As a result, such concepts as "emotional thinking", "emotional intelligence" arise. Let us conduct a comprehensive analysis of this approach to the classification of types of thinking. It should be noted that similar ideas are presented in other sections. psychological science. For example, the term "affective memory" is widely used (Tikhomirov, 1984). With regard to the problems of the relationship between emotions and thinking, such a classification can be "two-sided" in nature. For example, when classifying emotional states, one can speak not only about "intellectual emotions", but also about "intellectual aggression", "intellectual stress", "intellectual frustration" (ibid.).

The peculiarity of the problems associated with the analysis of the relationship between emotions and thinking lies in the fact that it often appears at the intersection of the teachings about thinking and the teachings about emotions, occupying a peripheral position here and there. The psychological characteristics of the thinking process will be essentially incomplete without considering the role of emotional processes in the real search for a solution, in the formation of mental reflection at the level of thinking. An analysis of the motivational conditioning of thinking is not enough to specify the most important theoretical position about the subjectivity of thinking. It is necessary to characterize emotions that reflect the relationship between motives (needs) and success or the possibility of successful implementation of the subject's activity corresponding to them.

Approaches to the problem of identifying "emotional thinking"
The terms "emotional thinking", "emotional intelligence", as a rule, reflected the attempts of researchers to analyze the relationship between intellectual and emotional processes. These attempts often led to the identification specific species intellectual processes in which emotions and feelings play special role. The point of view, according to which emotions and feelings have a mainly negative impact on cognition, has become widespread. Such a position reflected the well-known facts of the “victory” of feelings over reason. Within the framework of this approach, the facts of the distortion of the process of reflecting reality under the influence of emotions were absolutized: such, for example, are the ideas about the “logic of feelings” by T. Ribot and about “autistic thinking” by E. Bleiler.

At the same time, another interpretation of the term "emotional intelligence" has been noted in the psychological literature. So, in the concept of "emotional intelligence" proposed by J. Mayer and P. Salovey, the key concept is defined "as the ability to control feelings and emotions, one's own and other people, the ability to distinguish them and the ability to use this information to control one's thoughts and actions." Thus, another aspect of the relationship between emotions and thinking is considered, namely, the influence of intellectual processes on emotions and feelings. In this case, we can rather talk about the "victory" of the mind over the senses.

Along with emotional intelligence such interconnected categories as emotional thinking and emotional competence require clarification. Emotional competence is defined, in particular, as the ability to act with the internal environment of one's feelings and desires, a person's openness to experience, his feelings. As can be seen, there are extensional definitions here as well. Emotional thinking, due to the semantic uncertainty of the concept, is often identified with emotional intelligence or, on the contrary, is understood as a kind of defective component of the thought process that reduces the objectivity of knowledge. In our opinion, emotional competence is a set of knowledge, skills and abilities that allow making adequate decisions and acting on the basis of the results of intellectual processing of external and internal emotional information. In its turn, emotional thinking is the process of processing emotional information.

The noted approaches to the definition of the concepts of "emotional intelligence" and "emotional thinking" reflect the current situation in the field of studying intellectual processes. Nominated by L.S. Vygotsky, the thesis of “the unity of affect and intellect” can be expressed in two qualitatively heterogeneous forms: the intellect can control drives, releasing consciousness from the captivity of passions, and the intellect can serve drives, plunging consciousness into an illusory, desirable world. The subject's ability to regulate his own behavior is considered as a criterion of "intellectual maturity". A high level of intellectual maturity contributes to the perception by the subject of any event as it objectively occurs, i.e. without distorting reality (or with a significant approximation to this level of perception of reality). This corresponds to the readiness of the subject to control and change the motives and goals of his own behavior under the influence of objective requirements and conditions of the activity performed. At a low level of intellectual maturity (in situations of cognitive deficits or blocking of intellectual processes due to the influence of various stress factors, depression, etc.), it is assumed that the subject is inclined to implement various options for defensive behavior, while his intellectual activity will manifest in specific forms.

The regulatory approach to the study of intelligence has emerged as an independent scientific direction relatively recently. M.A. Kholodnaya (1997) notes that L. Thurstone (Thurstone, 1924) was one of the first to formulate and substantiate the ideas of the regulatory approach. As part of this direction intelligence is considered not only as a mechanism for processing information, but also as a mechanism for controlling and regulating the mental and behavioral activity of the subject. In accordance with this provision, Thurstone distinguished between "reason" or "intelligence" and "reason" or "wisdom". Intelligence is manifested in the ability of the subject to control and regulate impulsive urges. The presence of this ability allows the subject to slow down his impulsive impulses or suspend their implementation until the moment when the current situation is analyzed and comprehended. This strategy allows you to choose the most appropriate way of behavior for a given person.

The analysis of the relationship between emotional and thought processes is due to both theoretical and practical problems psychology. In this situation, there is a need historical analysis developed in psychology approaches to the study of these relationships.

Relationships between emotions and thinking in classical philosophy
Without denying the merits of L. Thurstone (Thurstone, 1924) and R. Sternberg (Sternberg, 1988, 1993) in substantiating the regulatory approach as an independent scientific direction in the field of intelligence study, we note that many of the main problems of the relationship between thinking and emotions were put forward by philosophers antiquity. In Plato's famous dialogue Phaedo, Socrates speaks of a person's emotions and feelings as a kind of barrier to the knowledge of truth. “The body fills us with desires, passions, fears, and such a mass of all kinds of absurd ghosts that, believe the word, because of it, it’s really completely impossible for us to think about anything!” The desire to “clear” the mind from the passions of the body that interfere with the search for truth leads to ideas that the knowledge of any subject should be approached “by means of thought alone (as far as possible)”, without involving either feelings or sensations. A true thinker must strive in the process of cognition to separate himself from everything bodily and arm himself with only “pure” thought “by itself”. Thus, the presence of passions in the life of a real person allows us to distinguish, as it were, two types of thinking: real, i.e. distorted and "contaminated" by passions, and "cleansed" of them. Following this logic, Socrates comes to the conclusion that in order to achieve "pure knowledge" it is necessary to part with the body, and this is possible only after death. Only by descending into Hades, a person can join "the mind in all its purity." However, in real life we are the closer to pure knowledge, the more we limit our connection with the body and "we will not be infected by its nature."

To the greatest extent, the ability to control their passions is inherent in philosophers, connoisseurs of wisdom. A true philosopher is characterized by "the ability not to be carried away by passions, but to treat them with restraint, with disdain." Based on this point of view, differences between people are sought, in particular, in specific strategies for controlling the passions of the body. Thus, it is recognized that the ability to regulate one's feelings, to manage them is inherent not only in philosophers, but to one degree or another in other people. However, there are certain qualitative differences in the method of management itself. "Intemperate people" cannot resist the passions of the body, they completely submit to them, showing submission to pleasures and inability to control their desires. Moderate people with "blunt reason" may abstain "from certain pleasures simply because they are afraid of losing others, ardently desire them and are completely in their power." Thus, people who surrender to some pleasures can conquer others in this way, in other words, "they are temperate precisely because of intemperance."

However, by exchanging one pleasure for another, “fear for fear”, “sorrow for grief”, a person makes a “wrong exchange”. Only the mind, according to Socrates, is the only correct exchange coin, for which everything should be given. Therefore, true virtue is always associated with reason, while “it doesn’t matter whether pleasures, fears, and everything else like that accompany it or not” (ibid.). Separated from reason, virtue becomes “an empty appearance”, “frail and false”. “Meanwhile, the true is indeed a purification from all (passions), and prudence, justice, courage and reason itself are the means of such purification.” Thus, three main theses are put forward, which, to one degree or another, will be inherent in many attempts to analyze the relationship between emotions and thinking.

Firstly, it is noted that feelings, passions associated with the bodily existence of a person, have a mainly negative impact on the mind, on the search for truth. Secondly, it is suggested that it is necessary to “purify” the mind from the negative influence of passions, since the knowledge of the truth requires a “pure” thought. Thirdly, various ways (which might be called "techniques") of controlling and controlling the passions of the body are indicated. Mind itself acts as the main means of "cleansing" the mind from the negative influence of the passions of the body, which allows you to control your feelings, manage them and thereby resist the negative influence of passions on the process of cognition. The very problem of individual differences in the ability of the subject to exercise such control over emotional processes is clearly distinguished.

The idea of ​​the "primacy of reason" dominated the philosophy of antiquity. The Stoics regarded affects as "corruption of the mind" and believed that a person should be "treated" for them, as if they were a disease. Only a mind liberated from any affect will be able to correctly guide behavior.

At the same time, it is necessary to note some inconsistency in the ideas of ancient philosophers about the negative role of emotions in thinking. For example, arguing in the dialogue "Ion" about the essence artistic creativity, Socrates speaks of its divine origin. He notes that any good poet can create only thanks to divine power in a special state of "inspiration and obsession", when "there will be no more reason in him." God, depriving poets of reason, "through them gives us his voice." The dialogue "Phileb" (Plato, 1971) speaks of a special kind of "true, pure pleasures" that arise not only from contemplating beautiful colors and shapes, listening to melodies, but also from doing science. These true pure pleasures are not mixed with suffering, they are proportionate. They are almost "relatives of Reason and Mind."

Thus, the philosophers of antiquity put forward a very important position characterizing the relationship of emotions and thinking. They first paid attention to special kind emotional experiences, sharply different from others both in the nature of their manifestations and in their role in the process of cognition. It's about about the so-called "mental pleasures", the source of which is the cognitive activity itself. “Mental pleasures and sufferings”, in comparison with other types of human emotional experiences, were considered by philosophers of antiquity as some kind of higher, “pure” experiences, divorced from everyday life, from more “lower” needs and passions of the body. Surprise occupies a special place among these “pure” and sublime feelings, which not only does not “contaminate” the mind, leading it away from the knowledge of the truth, but, on the contrary, according to Aristotle, is a kind of incentive for cognitive activity.

Rene Descartes (1989) singled out in human "passions" (or, on modern language, in emotional processes) two sides - spiritual and physical. The problem of managing passions also appears, as it were, in two planes. For example, seeing something terrible that causes fear, a person can take flight without any assistance from the soul, only "in a bodily way." However, if the soul has a special "power", it can intervene and radically change a person's behavior. She can, in particular, prevent him from fleeing and force him to stay in place despite the fear experienced. To describe a specific control mechanism that causes a person to change his behavior, Descartes uses "machine-like" terminology. The soul acts on the body through a kind of tender air, called "animal spirits." She "rocks the iron" and forces these "spirits" to follow other paths. However, even strong soul desire and will alone are not enough to conquer passions. That's when the intellect enters the arena. According to Descartes, passions can be conquered intellectually. To do this, you need to know the truth and be well aware of the possible consequences of a particular behavior (for example, fleeing from danger).

Thus, it is argued that thinking does not always govern "passions". The intellect is considered as a kind of supreme power over emotional processes, which has its own special ways and means of control.

Analyzing the rationalistic doctrine of Descartes about passions, A.N. Zhdan notes the important role of special inner emotions of the soul, which are directed to "non-material objects". These emotions include “intellectual joy from thinking about something that is only intelligible” (Zhdan, 1997).

In the doctrine of affects, developed by Spinoza (1936), the nature and origin of affects are analyzed. Much attention in this teaching is given to the role and power of the human mind in the fight against affects. Spinoza argues with the ideas of the Stoics about the possibilities of curbing and limitless control of affects. He calls the impotence and limited possibilities of a person in this struggle "slavery". This slavery is manifested in the fact that passions are more powerful than knowledge. Affects can bring not only harm, but also benefit, increasing the abilities of the body. However, all affects can mislead a person, making him a toy of fortune. The victory of reason over affects leads to human freedom.

At the same time, the taming of emotions does not in itself mean bliss. This special affect, the highest satisfaction, "intellectual love of the world" arises in the process of knowing the highest kind. A.N. Zhdan notes that in this way "the idea of ​​the need for the unity of intellect and affect is affirmed" in contrast to the ideas about the negative role of emotions in the process of cognition.

An analysis of philosophical literature allows us to single out a number of fundamentally important issues concerning the relationship between emotions and thinking, the solution of which requires a proper psychological, including experimental, approach.

Psychological approaches to the correlation of emotions and thinking
"Emotional thinking" (G. Mayer's concept). Heinrich Mayer (Maier, 1908), who singled out two types of thinking - judging and emotional - considers the motivating mechanisms of the thought process as a criterion. Judgmental thinking is stimulated by cognitive interest, emotional - by "needs of feeling and will." Emotional thinking, in turn, is divided into volitional and affective. The latter is most closely associated with aesthetic and religious thinking.

According to I.I. Lapshina (1914), by delimiting thinking into emotional and judging, Mayer was able to largely dispel the intellectualistic prejudice, according to which the leading role in the initiation of thinking was given to cognitive interests. Mayer emphasizes that in the acts of emotional thinking the process of cognition is, as it were, obscured and acts only as a side tool. It is relegated to the background, since the focus is on achieving some practical goal.

For this conceptual approach, it is important to search for similar and distinctive characteristics two kinds of thinking. In particular, it is noted that similar logical processes (interpretation, objectification, activity of the categorical apparatus) are observed in judging and emotional thinking. However, objectification in acts of affective thinking is illusory, since the images of fantasy refer to imaginary reality. In this situation, the mechanism of "affective self-hypnosis" operates. The form of verbal expression of affective ideas is also specific. Thus, Mayer emphasizes that it would be erroneous to consider interjections characteristic of acts of affective thinking as a verbal expression of this type of representation, since they are not sentences or their rudiments. An affective shout can easily be replaced by other forms of sound expression, such as whistling.

Of fundamental importance is also the study of the relationship between emotions and cognition. According to Mayer, the existence of representation without sensory tone is impossible, as well as the existence of feeling without a cognitive correlate. If any mental state is assessed as indifferent, then such an assessment should be considered only as relative, not absolute. In this case, we can talk about some unrecognized sensual tone that lies below the threshold of discrimination. It is impossible to speak about the complete absence of representation of the object of feeling, since there are always some elements of this representation.

If we turn to the terminology now accepted in Russian psychological literature, it is easy to see that Mayer's concept of "emotional thinking" is very close to the concept of "practical thinking" presented in the work of B. M. Teplov "The Mind of a Commander" (1961). Therefore, it is wrong to take "emotional thinking" (according to Mayer) as an independent type of thinking. Mayer's work not only lacks specific psychological studies of emotional and affective thinking, but does not even distinguish them clearly from the whole variety of human mental processes (Tikhomirov, 1984).

Autistic thinking (E. Bleuler's concept). Considering the phenomenon of autism, E. Bleiler (1926) came to the conclusion that waking dreaming is a special, little-studied form of thinking. Crazy ideas that seem like complete nonsense, a chaotic random accumulation of some mental images, in fact, are subject to quite definite and accessible laws. Autistic thinking is determined by the affective needs of the subject, his desires, fears, etc. Bleuler identifies two main principles that govern autistic thinking: the striving of affect to preserve (as a result, the logical value of representations ascending to a certain affect is hypertrophied, and the value of representations that contradict this affect decreases) and the desire to receive and preserve pleasures and positive experiences (unpleasant representations). encounter defense mechanisms and are rejected). These principles are contradictory in the case of negative affects, and in the case of positive ones they act in concert.

Bleuler noted the impossibility of a sharp distinction between autistic and realistic thinking, since affective elements are also present in realistic thinking. He hypothesized that there various forms autistic thinking, differing in the degree of departure from reality. The thought process includes autistic and realistic elements in various quantitative and qualitative ratios. Despite the lack of a clear boundary, autistic thinking is generally the opposite of realistic thinking in its goals, functions and mechanisms. Realistic thinking is designed to adequately reflect reality; it is the realism of the mechanisms of thinking that allows a person to survive in a hostile world, getting food for himself, defending himself from danger, etc. Very often, realistic thinking is forced to suppress the numerous desires and drives of the subject in order to achieve some significant goal. Autistic thinking, on the contrary, takes little account of reality and logic, which reflects the real relationships between objects and events. One of the main goals of autism, according to Bleuler, is the representation of the subject's unfulfilled desires as fulfilled. Autism does not deny real experience subject, but uses only those concepts and connections that do not contradict this goal. That is why many, even the most fundamental, aspects of the surrounding world are ignored. The autistic ideas themselves can be expressed in complex symbols that are often very difficult to recognize.

Arguing with Z. Freud, E. Bleiler points out that "autistic thinking" does not coincide with the "unconscious", moreover, these concepts should be strictly differentiated. Autistic thinking can be both conscious and unconscious.

Many of the phenomena that prompted Bleuler to introduce the concept of autistic thinking have received an unexpected development in our days in connection with the widespread introduction of new information technologies. The role of fantasies, dreams, "mental living" in situations created by one's own imagination has changed significantly in the course of historical development. In modern society, daydreaming, "daydreaming", so common in the romantic era, more often became the subject of pathopsychological research than a characteristic of the norm. Attempts to stimulate such altered states of consciousness with the help of narcotic drugs are persecuted or, in any case, not encouraged by society. Computer systems virtual reality make it possible to implement socially approved forms of expanding symbolic experience (Nosov, 1994). According to available data, the generation and implementation of new forms of symbolic experience, the transformation of imagination processes, “computer dreams” can contribute to the emergence of a number of phenomena that have the same negative effect on subjects (especially children and adolescents) as drugs. This is manifested in the escape from reality through the preoccupation with computer games or the so-called "Internet addiction". Neutralization of these negative consequences is possible only on the basis of a detailed study of the phenomenology and mechanisms of autistic thinking.

Multiplicity of types of intelligence (G. Gardner's concept). Howard Gardner (Gardner, 1983) proposes to move from the idea of ​​a single intelligence to the idea of ​​the existence of qualitatively different types of intelligence. According to this author, the following main types of intelligence can be distinguished: linguistic, musical, logical-mathematical, spatial, bodily-kinesthetic and personal. The latter, in turn, includes intrapersonal and interpersonal personal intelligence. All these types are independent of each other and function as certain individual systems obeying its own laws. Everyone takes his special place in evolutionary development (for example, it is assumed that musical intelligence arose earlier than others). All are necessary for the full realization of personality. listed species intellect. However, it is argued that under the influence of heredity, education and other factors, some types of intelligence can develop in some people much stronger than others.

With regard to the problems of the relationship between emotions and thinking, "personal intelligence" is of the greatest interest, in which Gardner distinguishes two sides - intrapersonal and interpersonal. Intrapersonal intelligence is associated with the tasks of self-management. According to Gardner, it is thanks to the existence of this type of intelligence that a person can control his feelings and emotions, realize, distinguish and analyze them, and also use the information received in his activities. Interpersonal intelligence is related to the problems of interaction between people. It is the ability to identify, analyze and understand the needs and feelings of other people, their intentions. With its help, a person can predict the behavior of other people in different situations and manage them.

Thus, in the concept of G. Gardner, instead of one special (“emotional”) type of intelligence, two qualitatively different types are responsible for understanding and managing emotional processes.

"Emotional intelligence" (the concept of J. Mayer and P. Salovey). Proposed by modern American psychologists P. Salovey and J. Mayer (Mayer, Salovey, 1993; Salovey, Mayer, 1994) the concept of "emotional intelligence" also claims to highlight a special type of intellectual processes. However, the criterion for classification varies. It is not the role of emotions in intellectual processes that comes to the fore, but, on the contrary, the role of intelligence in understanding emotions and feelings and controlling them.

The idea of ​​"emotional intelligence" partially overlaps with the concept of "interpersonal intelligence" introduced by Gardner (Gardner, 1983). Mayer and Salovey argue that the distinction between emotional intelligence and general intelligence can be made more validly than the distinction between general and social intelligence. As a rule, it is not possible to make such a distinction, because general intelligence plays an extremely large role in social life person. It is assumed that the following specific mechanisms may underlie emotional intelligence.

a) emotionality. People can differ significantly from each other in the frequency and amplitude of changes in dominant emotional states. In accordance with this, one can speak of a rich or, on the contrary, a poor repertoire of emotions. The emotional states experienced by the subject affect the assessment of the likelihood and plausibility of events. With sharp mood swings, assessments can change just as sharply: people build alternative life plans. This experience allows the subject to adjust to future surprises. Moods also affect the alignment of life priorities. Emotions that arise when the subject's expectations do not coincide with actual events can direct a person's attention to himself, contribute to the improvement of the process of setting priorities between life goals. Emotional people have access to higher-level processes: attention to feelings, the accuracy of their recognition, the formation and use of regulatory strategies. At the same time, it is noted that people who are confident in their ability to regulate emotions, in case of failure, can change their mood faster and more efficiently.

b) The regulation of emotional states can lead to an increase or decrease in the information necessary to solve a problem. The emotional state experienced by the subject, as it were, “dictates” the reduction of experience (“don’t think about it”, “I won’t react”, “it’s not worth my attention”) or, on the contrary, contributes to the expansion of experience (“find out more”, “ respond to that feeling." Severe stress disrupts intellectual activity.

c) Ability (special ability) to encode and decode emotional representations.

P. Salovey and J. Mayer include three main aspects in the concept of emotional intelligence:

1. Accurate assessment and expression of emotions. It has been experimentally established that the ability of children to recognize emotions improves with age. Four-year-old children identify emotions on the face in 50% of cases, six-year-olds - in 75%. Some emotions are recognized earlier, others later. Thus, the correct identification of emotions of happiness and disgust is possible already at the age of 4. Children quite quickly master the words intended to express emotional states.

Age development does not always lead to an increase in accuracy in the recognition of emotional states. Some adults are unable to properly assess own emotions and insensitive to other people's emotional states. They have considerable difficulty in recognizing the feelings expressed on the faces of other people. Significant individual differences are observed both in the ability to express their emotions with the help of facial expressions, and in the ability to express them with the help of words. People who are unable to use the emotional vocabulary to express emotions and feelings are called alexithymics. Mayer and Salovey note that alexithymics are highly susceptible to various psychosomatic illnesses. In those cases when adults, when trying to express emotions, replace “emotional words” with non-emotional ones, they experience a weakening of empathy.

Individual differences are observed not only in the degree of accuracy with which people can describe emotional states, but also in the degree to which they pay attention to these states. This can manifest itself, in particular, in a tendency to tell others about distress, about various physiological symptoms in stressful situations, etc.

2. Adaptive emotion regulation. The desire and ability to control and manage their emotions is the most important aspect mental development person. Research shows that as early as four years old, children are aware of the ability to regulate their feelings. In doing so, they may use different strategies. Mayer and Salovey point to the existence of at least two strategies for regulating cognitive experience: cognitive ("think", "evaluate - it's not so bad") and behavioral ("go and do what you want"). At the same time, it is noted that both adolescents and children aged 4-6 can equally well recognize effective and ineffective strategies for controlling emotions.

The theory of emotional intelligence also includes the ability of the subject to adequately regulate the emotions and feelings of other people. This ability allows you to succeed in oratory, acting, etc. In addition, the presence of this ability allows you to successfully communicate with people, as well as solve many life problems. To refer to the extreme degree of manipulation of the feelings of other people, the authors use the terms "sociopathy" or "Machiavellianism". It is also assumed that "people with charisma" resort to the regulation of other people's emotions to a lesser extent. The effectiveness of one or another emotion regulation strategy also depends on the specific goals of interaction between people. When the main goal of the interaction is to help others, the winning strategy is to focus on their feelings and minimize (in certain situations) the manifestation of their own emotional states.

3. Application of knowledge based on emotions. Meyer and Salovey note that emotions and moods influence problem-solving processes. The features of this influence depend both on the type of emotions and on the type of tasks being solved. The emotion of happiness promotes creative and inductive decisions, while sadness promotes deductive decisions and consideration of many possible options. An inappropriate mood can undermine effective decision making. It is also assumed that a person with a developed emotional intelligence has an intuitive ability to assess which cognitive tasks can be solved more easily (with less stress) in a particular emotional state. The authors point out that the emotion of happiness increases the efficiency of categorization, for example, when classifying phenomena that are not related to the problem being solved or are not related to it. Effective categorization of this kind helps in the search creative solutions. Happy people are more self-confident and show more perseverance in trying to find a solution to a problem.

Sense theory of thinking
The semantic theory of thinking (Tikhomirov, 1984), which has been developed since the mid-1960s, is designed to explain the semantic regulation of specific mental activity. The main concept in this theory is the concept of a dynamic semantic system (DSS), first introduced by L.S. Vygotsky (1982). It seems to us productive to consider DSS as a functional system of regulation that unfolds in the course of mental activity (the most developed idea of ​​a functional system belongs to P. K. Anokhin).

The semantic theory of thinking is based on the position of L.S. Vygotsky on the connection between intellect and affect. “... A deterministic analysis of thinking necessarily involves the discovery of the driving motives of thought, needs and interests, motives and tendencies that direct the movement of thought in one direction or another” (Vygotsky, 1982). There is also a reverse influence of thinking on the affective, volitional side. mental life. An analysis that divides a complex whole into units shows that “there is a dynamic semantic system, which is a unity of affective and intellectual processes. It shows that every idea contains in a revised form the affective relation of a person to the reality represented in this idea.

In the works of A.N. Leontiev's thinking is considered as an activity that has "affective regulation, directly expressing its partiality" (Leontiev, 1967). “Like practical activity, internal activities also meets certain needs and, accordingly, experiences the regulating effect of emotions” (Leontiev, 1964). Within the framework of the activity approach, a notion has been developed according to which “in fact, activity is based on“ a functional system of integrated and cognitive processes, that in a person, thanks to this system, emotions become “intelligent, and intellectual processes acquire an emotional-figurative character, become semantic”. VK Vilyunas (1976) notes that emotions violate the equivalence of landmarks in a situation of choice, highlighting only some of them. Thus, emotions contribute to the selection of goals.

In the theory under consideration, the solution of mental problems is understood as the formation, development and interaction of various operational semantic formations. The concept of DSS allows one to adequately describe the most important aspects of the thought process: the development of the meanings of the final goal, intermediate goal and subgoals, the emergence of ideas, as well as the formation of the meanings of the elements and the meaning of the situation as a whole. At the same time, it is emphasized that these processes are carried out in the unity and interaction of the cognitive and emotional aspects.

The central structural formation of the DSS for the regulation of activity in solving problems is the meaning of the ultimate goal, which goes through a number of stages of formation and formation. Under the influence of the meaning of the final goal, the meaning of the situation develops, mediated by the development of the operational meanings of the elements of the situation. The meaning of the final goal simultaneously determines the formation of the meanings of intermediate goals (which determine the selectivity and regulation of activity at the stage of finding a solution), and ultimately the formation and development of the operational meaning of the situation (in the direction of its narrowing).

The very development of meanings proceeds under the regulatory influence of the process of goal formation. The goal mediates the movement of meanings in activity, and from it to critical depends on how the fate of meaning in activity develops. Goal formation is interpreted as a process of constant development of the meaning of the goal by concretizing and enriching it by identifying new subject connections and relationships. Goal formation, understood in this way, is mediated by the development of the meanings of various kinds of formations: elements and actions with them, the situation as a whole, attempts and re-examinations of the situation. The thought process is a unity of the processes of goal and meaning formation.

The laws of semantic dynamics in the course of regulation of the solution of mental problems show a single process of development of meanings. This process can take place at different levels, which continuously interact with each other.

Unlike most of the approaches discussed above, according to which emotions have only a negative impact on cognition2, distorting the reflection of reality, positive functions of emotions are also developed in this theory. In particular, a special kind of emotions, called "intellectual", is specially distinguished and analyzed.

Intellectual emotions are anticipatory and heuristic; they signal the generation of semantic new formations in mental activity and perform an integrative function, uniting these new formations into wholes of a higher level. They also carry out a fine regulation of mental activity and influence its structure in accordance with semantic development. This function of emotions is based on the fact that emotional development is an aspect of semantic development. Emotions "set the task of meaning", are "sensual tissue of meaning".

Effective mental activity is based on DSS - a functional system of integrated cognitive and emotional processes, in which emotions become "smart", since they are estimates of semantic neoplasms obtained in the course of a holistic-intuitive processing of subject content. This processing has an emotional-figurative character and is semantic in its essence. DSS goes through a number of stages in its formation along with the deployment of activities. At the stage of initiation, there is an emotional anticipation and selection of the object of mental activity, which is a gnostic contradiction. At the goal-formation stage, a general project for transforming the problem situation is emotionally anticipated and highlighted. This moment of “emotional solution” of the problem is preceded by the processes of shifting emotional zones and emotional cumulation. The emotional zone is a search area containing emotionally colored components. Cumulation of emotions - an increase in the emotional coloring of a component during the transition from one emotional zone to another. General project is developed with the help of concretization and is reduced to the form of an acceptor of the results of an action. The process of concretization also includes intellectual emotions that evaluate intermediate products this process. At the stage of implementation, emotions are involved in the detection and support of specific actions corresponding to the acceptor of results.

The specific mechanisms by which the influence of intellectual emotions on mental activity is carried out are emotional reinforcement, emotional guidance and emotional correction.

The first mechanism ensures the consolidation of some components of mental activity (such as an element, a method of acting with it, a decision principle, an intermediate result), which, in the course of the search, acquire meaning and emotional coloring for the subject. These emotionally colored components determine the meaning of some areas of search, are used in solving this problem and are subsequently transferred to solving other problems.

The second mechanism ensures the return of the search to the previously emotionally colored components, which were isolated as a result of the functioning of the mechanism of emotional fixation. The return is carried out according to semantic connections, and intellectual emotion is a signal of an “adequate” return. Emotional induction is based on the comparison of semantic regulators of different levels (personal and operational meanings), which occurs through holistic-intuitive processes of subject content processing.

The third mechanism (emotional correction) provides a change in the nature of search actions under the influence of an intellectual emotion that has arisen (for example, choosing a direction and fixing the search area, reducing the volume of the search area, the emergence of a new goal-setting tactic). More generally, under emotional correction behavior is understood as bringing the general direction and dynamics of behavior in line with the meaning of this situation and the actions performed in it for the subject, to meet his needs and interests, to realize his value orientations. With regard to mental activity, a change in the nature of search actions means that intellectual emotions perform not only a signal (presenting), but also an incentive function. They encourage the subject to search for new ways of transforming the problem situation, to recall from memory, and in the absence of it, to create new means of transforming the problem situation.

So, in modern psychological literature, two main points of view have been developed regarding the degree of representation and the role of emotions in various classifications mental activity. On the one hand, the negative role of emotional processes, their ability to have a devastating effect on mental activity, is emphasized. On the other hand, the principles of the regulatory approach that arose in antiquity and have taken shape at the present time are based on the ability to control emotional processes by intellectual processes.

Both directions are characterized by insufficient consideration of the specific role of emotional processes that have arisen in mental activity and are generated by motives called to life. intrinsic motivation, i.e. those contradictions that arise within the cognitive field. Limiting themselves to stating the phenomena of "maintenance of control" over emotions, both considered directions do not attempt to penetrate into the real mental mechanisms and determinants of the participation of emotions in mental activity. It is impossible to speak about the possible complementarity of the two research traditions: each of them, in fact, denies the opposite.

It seems to us (and the experience of considering the relationship between emotional and thought processes in the history of psychology confirms this) that the solution of the difficult problem can be achieved only by analyzing the psychological mechanisms of regulation of real mental activity. It is on this theoretical and experimental basis that the question of the expediency and necessity of singling out "emotional thinking" as an independent type of mental activity can be resolved. Numerous studies have shown that the conceptual apparatus developed within the framework of the semantic theory of thinking (and, above all, the concept of DSS) makes it possible to describe not only the phenomenology of the mutual influence of emotional and mental processes, but also the specific mechanisms by which emotions affect mental activity.

9. IMAGINATIONAL AND EMOTIONAL THINKING

Figurative and emotional thinking are inseparable parts of the mind. They play a huge role in the process of thinking and are closely related to each other. The first is always present in the process of thinking, the second helps the figurative to achieve moments of insight into thought, to develop new original thoughts. About the ratio of figurative and emotional thinking, one can say this: figurative thinking is a burning fire, and emotional thinking is logs thrown into the fire so that it burns better.

When a person acquires knowledge about a thing, his mind retains the image of this thing along with the emotional coloring of this image. In the future, a person can remake this thing, based on its image and emotionality. In this case, emotional thinking gives him the opportunity to remake this thing in an original way. When a painter depicts a person on his canvas, he starts from the image of a person, and then his emotional thinking suggests what features to give him.

Man has been using figurative thinking since ancient, prehistoric times, from the time when he had the first thought about the world around him. More can be said: the animal state of man, the animal world, gave people imaginative thinking, and without it, a person would not have language, conversation and, of course, art. The process of imaginative thinking is fast, even instantaneous in comparison with logical thinking. And the faster a person has figurative thinking, the more talented he is.

Emotional thinking is widespread in everyday life. Nature awarded some people with this gift to a greater extent (their minority), others to a lesser extent (their majority), some, she did not give emotional thinking at all. At the same time, one should not assume that this type of thinking is inherent in only artists. They also have strong imaginative thinking. There can be no artist without imaginative thinking, and a person with emotional thinking does not always become an artist. Such people with developed emotional thinking can be called creative people.

It should be noted that both without emotionally thinking people, and without emotionally thinking people (who are the absolute majority), humanity could not develop. The former, by virtue of emotional insights, give ideas, make discoveries, invent new things, the latter put these insights into practice, and very talentedly. Some complement others, and a collective fruitful mind is obtained. Today the idea of ​​combining emotional and logical thinking underlies the creation of artificial intelligence - a quantum computer.

Let us give an example of emotional and non-emotional thinking from our life. The newspaper MK (18.11.1998) published an interview with Russian politician Boris Nemtsov.

Answering the correspondent's question "What annoys you the most in people?", Nemtsov said:

"Stupidity. Absolute misunderstanding of elementary things, unwillingness to learn, animal perception of the world…”.

Nemtsov is wrong. What irritates him in people is not "stupidity" and not "absolute misunderstanding of elementary things." In fact, such people lack emotional thinking and cannot think the way Nemtsov thinks, who is undoubtedly a creative person with emotional thinking.

How does the human mind carry out figurative and emotional thinking? Conventionally, we can say that it occurs in three stages.

First stage. The mind perceives reality (thing, structure, sound, color, etc.) with the help of sight, hearing and other possibilities of the organism. This is the outer part of the image, with which the mind becomes acquainted.

The second stage is reflection, during which the image is formed.

The third stage is emotional thinking, the purpose of which is to change the created image, to introduce something new into it, which did not previously exist in reality.

The most important third step. Most people with imaginative and emotional thinking cannot overcome this stage, i.e., bring something new, original into the existing reality. As a result, plans, sketches, sketches remain plans, sketches, sketches. We can say that the third stage is the lot of geniuses and talented people. The time for passing through all three stages can be instantaneous, it can take several days, or it can last several years. This is because at the first stage the human mind is in the world of imagination, creating an image with elements of fantasy. At the second stage, the mind begins to objectively approach the creation of an image, reaches a certain accumulation of knowledge about the image. At this stage, he can stop and go no further. He will complicate the image and come to the rational contemplation of the image and calm down on this, because the mind may not have enough emotions to move on to the third stage.

To verbal forms of thinking includes figurative and practical thinking common to man and higher animals. A person can, without words, be aware of the motives that prompt him to speak, the situational conditions of communication, and only then turn to language to materialize the message. With the help of gestures, facial expressions and other non-verbal means, impulses, a question, an affirmation, a denial are often transmitted. The verbal part of the utterance is superimposed on the preceding one.

nonverbal part. The structure of preverbal thinking can only be preliminary, initial, fleeting.

Forms of thinking are sensual and abstract thinking.

a) Sensual thinking.

The direct connection of a person with reality is carried out with the help of the senses: sight, touch, hearing, smell, taste. Feelings of a person are channels for obtaining various information about reality. Differ

the following forms sensory thinking: sensation, perception, representation.

Sensation is a mental process of reflection by the brain of the properties of objects and phenomena as a result of their impact on human feelings. Feeling is a reflection of only individual properties of the object.

Perception is a direct reflection of an object or phenomenon as a whole, as a combination of certain features.

Representation is a mental process that allows you to recreate in a person’s thinking a sensually visual image of an object as a whole based on previous perceptions.

It is usually emphasized that abstract thinking is associated with the word, since there is a generalization behind any word. However, language is not divorced from sensory forms of thought.

1. Sensual forms of thinking are reflected in denotative meanings
nominative units. A.A. Potebnya wrote: “A word can equally express
and sensible image and concept”, i.e. concrete and abstract meaning.
One of the main functions of a word as a linguistic sign is perceptual
function, when in communication the word acts as a substitute for an object or phenomenon
reality. Abstraction, which is attached to the word, remains with
such an application "behind the scenes". It is known to all speakers of this language.
and is rarely reported. Specific subject matter
has not only a word, but also other nominative units of the language:
phrases, phraseological units, sentences.

Abstraction does not contradict sensual forms of thinking, as it grows out of them, is based on them. The general exists in separate objects and phenomena, in sensual forms of their perception, and then passes into verbal meanings.

2. Sensual forms of thinking are reflected in content and internal
word form. The word is not a mathematical sign, and its meaning is not only
from classification, general features. The meaning of the word is formed
historically and reflects a subjective approach in the cognition of the signified
phenomena. For example, the meaning of the word "cold" among Russians differs significantly in
its content from the meaning of this word among the Brazilians. characteristic feature, which, as an image, forms the basis of the name and becomes the internal form of the new designation, also reflects the sensory perception of the object. This is clearly seen in the example of words with a clear internal form: camelina, mother hen, plantain, boletus, snowdrop, ragamuffin, squirrel, yolk. Speakers are clearly aware of the difference between the inner form of a word and its meaning.

3. Sensual forms of thinking are expressed individual meanings of words. For example, in works of art, words are involved in creating a subjective author's image of reality. In such cases, the meanings of words grow with different meanings and perform a pictorial function. From Pasternak: rumbling slush; from Yesenin: like smoke from white apple trees.

Already with one of its sound side, external form, the word evokes in the mind of a person a visual-sensory image of the designated object.

Consequently, both in its formation and in its further application as a commonly used sign, the word does not break with sensible forms of thought.

b) Abstract thinking.

Thought reaches completion only in the concept. A subjective, oscillating, intuitive mental structure can only pass into a clear, logical structure through signs. The outstanding Russian teacher K.D. Ushinsky: “The word raises the rational work to the highest level. Each word is to us the same as the number of a book in a library; this number hides a whole creation that cost us a lot of work in its time ... The words, the meaning of which we understand, make us the owners of a huge library of our memory, these are arbitrary icons that we put on countless creations, which we have developed.

The specific connections of language and thought are coordinated by the right and left hemispheres of the brain. Neurolinguistic mechanisms of thinking and language are studied by a special science - neurolinguistics, which was formed in our country in the second half of the 20th century. Its creator is Alexander Romanovich Luria.

The brain is made up of 10 billion nerve cells- neurons and their connections - axons. The combination of neurons creates physiological basis images that arise in all areas of the cortex as a result of brain activity. Excitation of one combination of neurons causes other combinations of neurons, which leads to the formation of concepts. A thought is formed by a combination of neurons that differ in size, shape, and density.

Sensory-figurative, concrete thinking is associated with the right hemisphere of the cerebral cortex, and abstract thinking is associated with the left hemisphere.

L.S. Vygotsky suggested schematically designating the connection between language and thinking in the form of two intersecting circles. The area of ​​intersection of both circles shows the inseparable connection of these phenomena. The squares of both circles that are not included in the intersection zone emphasize the specificity of language and thinking. These specific areas are studied, on the one hand, in psychology, logic, philosophy, and on the other hand, in linguistics. The area of ​​intersection of language and thinking is not the same for various people and depends on the specifics of their intellectual activity. Writers, journalists, philologists have a larger area of ​​intersection of language and thinking than composers, chess players, mathematicians, designers, operating in their own creative activity non-linguistic characters.

Connection between abstract forms thinking and language is quite well researched. Abstract thinking has two forms: concept and judgment. concept is defined as a set of distinctive, learned in practice, essential features, according to which objects, their signs, actions and relations are distinguished and identified in thinking.

Lev Semyonovich Vygotsky (1896-1934)

A concept is a classificatory thought in its nature. With its help, the analysis and synthesis of reflected objects and phenomena, their differentiation and integration is carried out.

Concepts are expressed in language words and various forms of combinations of words: a truck is a truck, a flywheel is a flywheel, a dining room is a dining room, to make a mistake is to make a mistake. The concept can be denoted by an abbreviation and the corresponding nominative combination of words: university - higher educational institution, Youth theater - theater of the young spectator, collective farm - collective farm. AT artificial languages the concept can be denoted by any symbol that replaces the verbal designation of the concept (Morse code).

Most linguists are of the opinion that not all categories of words express concepts. For example, service parts of speech do not designate concepts due to the abstractness and formality of their meanings. Personal names do not designate concepts, since they do not have a specific content outside of relation to a specific person. In this case, the question remains unresolved as to what form of thought is associated with lexical meanings of these words.

Logicians believe that non-significant parts of speech express concepts. This point of view is more true. Service parts of speech were formed on the basis of significant parts speech. With the development of abstraction and the "weathering" of material content, the sign of such a concept gradually lost its structure, lost its inner form, and acquired a tendency to shrink. But this process cannot change the form of thought contained in the word. Non-significant parts of speech also denote concepts. Only the signs of concepts denoted by such words are abstract, formal and uninformative. But abstractness and lack of information do not exclude conceptuality.

Mathematicians and logicians have no doubt that conjunction, disjunction, implication, expressing certain relations between concepts and judgments, are full-fledged mathematical concepts. In the language, the prototype of these relations are connecting, adversative, conditional conjunctions that have not lost their semantic and functional relationship with mathematical terms.

The meaning of a personal name is also classificatory; it contains a range differential signs denoting: a) a person; b) his gender; c) the class of certain persons designated by the given name; d) belonging to a certain national language; e) a set of grammatical indicators. An anthroponym, denoting a specific person, contains a meaning that is formed by a certain circle of people who know this person. Thus, personal names, like common nouns, have different levels of semantics - abstract and concrete. Ignoring by linguists the abstract, classificatory level of semantics of personal names suggests that they confuse conceptuality with concrete informativeness.

human thought can reach different degrees of abstraction and generalization, but the form of thought does not change. Lexical, grammatical, derivational meanings act as classifications of varying degrees of abstraction. They contain the same form of thought, only in varying degrees of development and development and in their different functions.

Judgment is defined as a thought in which something is affirmed or denied. The linguistic form of expressing a judgment is declarative sentence. The judgment is binomial, it includes the subject (the subject of speech) and the predicate, that is, what is said about the subject of speech. The subject coincides with the subject group, the predicate with the predicate group.

The new that is attributed to the subject of speech is connected with the predicate, but the new is not always expressed by the predicate. Any member of a sentence can be communicatively and logically new in a judgment. A universal means of highlighting a logical predicate in a language is logical stress.

In addition, a logical predicate can be expressed by attributive and demonstrative pronouns, particles, introductory words, word order. In some languages, special morphemes and auxiliary words are used to highlight a logical predicate. The subject of judgment can also be expressed by a morpheme, for example in Russian - by the end of a conjugated verb in definite personal sentences: I'm going, you're going.

In linguistics, it is believed that not every sentence expresses a judgment. Interrogative, imperative, conditional sentences, from this point of view, do not express a judgment. At the same time, the question of what form of thought

expressed in these sentences.

A number of scientists believe that in such proposals one should see a special

a kind of thought that has a cognitive value and contains a judgment. These sentences contain a judgment in an implicit form, implicitly. For example, interrogative sentences: Who brought these books? Who will answer this question? suggest an affirmative or negative answer. V.V. Vinogradov wrote: “After all, even in a question something is expressed, communicated and understood. The question can also be true or false. The required predicate was not disclosed in the question. But the question also contains folded (implicit) or indefinite predicates, providing the very possibility of pointing to the desired predicate.