In the process of discussing the provisions of the theory of activity, one could get the impression that we are talking about the external practical activity of a person. In fact, this is the way it is, since it was with the analysis of external practical activity that the development of the theory of activity began.
Is there an "internal" activity? And if so, what is the “internal activity” of a person?
Let us imagine the content of that work, which is called "mental", in which a person is constantly engaged. Is it always a thought process, i.e. solution of intellectual and scientific problems? No not always. Often, mental work is in the nature of reflections, during which a person, as it were, loses the upcoming actions. “Replaying” actions in the mind is also included in the consideration of actions (an action is an action consciously performed by a person and controlled by the will, based on certain beliefs). What does a person do when he thinks what to do? Represents some action that has taken place and looks at its consequences. According to them, he chooses the act that seems to him the most appropriate.
Often the function of internal work is that it prepares external actions, economizes conditions, enables the subject to choose the necessary actions, the ability to avoid gross mistakes.
With regard to such forms of activity of the subject, the theory of activity puts forward 2 theses:
Firstly, such activity is an activity that has the same structure as the external one, but differs from it in the form of flow. Internal activity, like external activity, is motivated by emotional experiences, has its own operational and technical composition, i.e. consists of a sequence of actions and the operations that implement them. Psychophysiological functions in the organization of internal activity perform the same role as in external activity.
The difference lies in the fact that in the case of internal activity, actions are performed not with real objects, but with their images, and instead of a real material product, a mental, imaginary result is obtained.
Secondly, internal activity emerged from external practical activity through the process of internalization (Piaget, Janet, Wallon, Bruner).
interiorization called the transition, as a result of which processes external in their form with external, material objects are transformed into processes that occur in the mental plane, in the plane of consciousness.
As a result of internalization, external processes undergo a specific transformation - they are generalized, reduced and become capable of further development, which goes beyond the boundaries of the possibilities of external activity. In this case, individual actions and operations may fall out altogether.
However, it is impossible to convey a means, a way of performing any process, except in an external form - in the form of an action or in the form of external speech. Thus, higher specific human processes can be born in the interaction of man with man, i.e. as interpsychological, and only then they begin to be performed independently. At the same time, some of them lose their original external form, turning into intrapsychological ones.
External and internal activities are closely intertwined. Physical labor is becoming more and more “intellectualized” and requires the most complex mental actions to be performed, and, conversely, the work of a researcher is filled with processes that are external actions in their form. Such unity is described not only by the concept of internalization of external activity. It necessarily presupposes the existence of transitions in the opposite direction from internal to external activity. This is the process of exteriorization.
exteriorization- the process of generating external activity on the basis of a number of internal structures that have developed on the basis of the internalization of external human activity.
The transitions themselves are possible only because external and internal activities have the same structure. It is very tempting to distinguish one activity from another by comparing them in terms of goals, activities and operations. However, the main thing that distinguishes one activity from another is the distinction between their subjects. After all, it is the object of activity that gives it a certain direction.
Main literature:
1. Leontiev A.N. Activity, consciousness, personality. - M., 2005
2. Gippenreiter Yu.B. Introduction to general psychology. - St. Petersburg, 2006
3. Petrovsky A.V. General psychology. - M., 2006
4. Krysko V.G. General psychology: in schemes and comments. - St. Petersburg, 2007
5. Stolyarenko L.D. General psychology. - St. Petersburg, 2006
Work in class
Exercise 1.
Write down adjectives related to each of the three concepts: action, movement, activity.
Theoretical, impulsive, cognitive, objective, practical, mental, perceptual, ideomotor, internal, educational, labor, speech, innate, conditioned reflex, volitional, real, game, social, purposeful.
Task 2.
Write down the signs of the skill:
a) automation
b) complexity
c) purposefulness
d) conditioned reflex character
e) motivation
f) a decrease in visual control and an increase in the role of motor control
g) ease of implementation.
Based on the selected signs, determine in which examples the skill is manifested.
A. An overhead crane works in the workshop. The crane operator, using a lever, causes the hook with the load to rise or fall; another lever moves the crane across the workshop, and finally, the third lever moves the entire crane along the axis. With these levers, you can move the load in all three axes.
B. When a novice athlete learns to reload a rifle, he often whispers: "One - turn left, two - turn towards you, three - push away from you, four - turn left." As a result of training, the athlete quickly and easily loads the rifle, while examining the target and estimating the distance to it.
C. Crossing a one-way street and looking to the left towards the moving traffic, you will feel the need to look to the right when you reach the middle, even though you know that traffic cannot go from there.
D. At the beginning of training, the student thinks about whether or not to put a comma in a sentence. To do this, he remembers the rules of punctuation, chooses the appropriate ones for this case. As the student learns, he quickly puts punctuation marks.
Task 3.
What natural connection between the psyche and activity is shown in the following description?
The study of elderly people and centenarians shows that the gradual release from duties and related functions leads to a narrowing and disruption of the personality. Conversely, a constant connection with the surrounding life contributes to the preservation of personality until death. If a person for one reason or another (for example, in connection with retirement) stops professional, social activities, then this leads to profound changes in the structure of the personality - the personality begins to collapse. This in turn leads to nervous and cardiovascular diseases.
Task 4.
In which of the following examples are operations highlighted, and in which are actions:
1. To give an injection, the nurse prepares the syringe, draws the medicine, prepares the area of the body where the injection will be given.
2. When teaching nurses to give injections, students perform special tasks for preparing a syringe, taking medicine, and performing an injection on a model.
3. You need to call another city. You can carry out this procedure as follows:
a) call the code
b) order a conversation through the telephone operator
c) go to the call center.
4. To stop the car, the driver depresses the clutch and presses the brake pedal. To slow down, the driver also depresses the clutch and presses the brake pedal.
5. A woman with uterine bleeding was delivered to the gynecological clinic by ambulance. The doctor needs to stop him immediately. What is he doing - an action or an operation?
Task 5.
Tasks for the psychophysiological level of activity.
In the tasks below, determine what ability of the body is being discussed.
1. A patient came to see a neurologist. The doctor hits the knee joint with a hammer, the leg twitches.
2. You are fixing an electrical outlet. The screwdriver you are using has a damaged handle made of dielectric. You get electrocuted, you experience pain and pull your hand away.
3. One patient continuously read to his mother the place he liked in the book, immediately forgetting that he had just read it, and repeating this dozens of times in a row.
Task 6.
Tasks on the ratio of internal and external activities. In the tasks below, indicate what is internal and what is external. What processes took place.
1. You learn how to care for the sick: make the bed if the sick person cannot get up; turn the patient over, substitute the ship, etc.
2. You have been given a medical history of a patient who has undergone surgery. Tomorrow he should be transferred to the ward you supervise. In accordance with the history, you plan the entire list of manipulations that you will need to carry out after the patient enters the ward.
3. The patient (see the condition of task 2) was admitted to your ward. You carry out all the necessary manipulations. What activity are you talking about? What process took place? What is the difference between this activity and the activity described in task 1.
An exercise for coordination of movements. When they talk about the coordination of movements, they mean the consistency in the work of the muscles of different groups, aimed at achieving a certain motor effect.
1. Using a ruler, draw two parallel straight lines 30 cm long with a pencil at a distance of 2 mm from each other. Then with a pen or pencil of a different color, without stopping, try for no more than 20 seconds between them a line without a ruler.
If it touches the upper or lower border only 2-3 times, the result is good; 4–10 is average, and with more touches, the result is unsatisfactory.
2. Draw two parallel broken lines (2 mm apart) so that they resemble a saw with 3 cm high teeth and a 45 degree angle. The length of the entire broken line is 30 cm. Draw your line between them in no more than 20 seconds. Measure the total length of the touch segments.
If the length of all segments did not exceed 1 cm in total, the result is good; 1-2 - medium, more than 2 cm - unsatisfactory.
3. Use a ruler to draw a straight line and a broken line, each 30 cm long. Then, in no more than 20 seconds, draw along these lines with a pen or pencil of a different color, but without a ruler. According to the total length of the segments that have gone beyond the limits of the scheme and the number of deviations, the coordination of hand movements is judged.
If you deviated no more than 5 times, and the total length of deviations does not exceed 2 cm, then you did a good job; 6-10 deviations and 2.1-3.5 cm - the average; if all the figures are higher, it is not satisfactory.
Final control
I. Fill in the gaps:
1. An operation is a way of performing … .
2. Action is a process directed not to realization … .
3. An action characterized by automation based on repeated behavior is called … .
II. True or false?
1. Activity is inherent only to the individual.
2. One and the same action can carry out different activities and move from one to another.
3. Activity has such characteristics as objectivity, purposefulness, sociality.
III. Choose the correct answer
1. The process of accumulation of experience by a person by transforming the external elements of objective activity into an internal plan is called:
a) education
b) learning
c) interiorization
d) extrariorization
2. The attitude towards activity is experienced by a person as:
a) success or failure
b) fatigue, indifference
c) satisfaction
d) all answers are correct
3. Activity is:
a) a dynamic system of interaction of the subject with the world
b) active interaction with the surrounding reality, during which a living being acts as a subject
c) specifically human, consciousness-regulated activity generated by needs
d) all statements are true.
Subject: Personality
Target: get acquainted with the concept of personality, of self-awareness of personality; to form the concept of the socialization of the individual; track the influence of the patient's personality on the onset and course of the disease.
After studying this topic, students should
know:
The concept of personality;
The structure of the personality;
The concept of socialization, education and self-education of the individual;
The influence of the patient's personality on the onset and course of the disease;
be able to:
Distinguish biological and social in the mental development of the individual;
Correlate the concepts: personality, individual, individuality;
Use personal testing methods.
Information material:
Personality- the systemic quality of the individual, acquired in objective activity and communication and characterizing the level and quality of representation of social relations.
Individual- a person as a representative of homo sapiens with a set of natural prerequisites for the development of proper human features and qualities.
At the moment of birth, a person is not yet a person, he is just an individual. To become a person, a person must go through a certain path of development. Human society, in order to exist, must take care of the reproduction of its members, and those who are able to support its stability and development. A person becomes a personality depending on the quality and scope of those values and requirements that he learns, being included in society.
Each personality has a set of internal qualities that make up its structure. In domestic psychology, the personality structure developed by K.K. Platonov is the most common.
socially determined biologically determined
substructure substructure
Orientation education
(needs, interests,
ideals, beliefs
Biological properties
(temperament, gender, age)
Character and abilities are made up of all elements of personality substructures and, as it were, mediate their interaction. All considered substructures are closely interconnected, interact with each other and always manifest themselves in a complex.
The personality of each person is endowed only with its inherent combination of features and characteristics, which make up its originality, i.e. individuality. Since there are no two people with the same combination of features, the personality is unique in its individuality.
Therefore, the concept of "individual" is a definition of the biogenetic basis of personality, and the concept of "individuality" characterizes the versatility of personal qualities and properties.
Main literature:
1. Platonov N.K. Structure and development of personality. - M., 2002.
2. Asmolov A.G. Psychology of Personality. - M., 2001.
3. Leontiev A.N. Activity. Consciousness. Personality. - M., 2005.
4. Petrovsky A.V. Personality, activity, team. - M., 2006.
5. Krysko V.G. General psychology: in schemes and comments. - St. Petersburg, 2007.
6. Stolyarenko L.D. General psychology. - St. Petersburg, 2006
Work in class
Exercise 1.
Which of these features characterize a person as a person, and which as an individual? Write the words in two groups.
Purposefulness, stubbornness, thoughtfulness, high emotionality, diligence, pleasant voice, diction, average height, irascibility, moral education, diligence, poor spatial coordination, dark eyes, good hearing, mobility, critical mind.
Which of these properties are mainly due to social factors, and which are biological? Justify your answer.
temperament
outlook
instincts
beliefs
indifference
visual properties
mechanical memory
thinking
Attention
ear for music
type of nervous system
humanity
capabilities
Determine the relationship of the following pairs of concepts, and depict the relationship with circular diagrams.
1) individual - individuality
2) a person is an individuality
3) a person is an individual
4) personality - individual
5) society - personality
6) abilities - personality
7) creativity - individuality
Past present Future
Human life can be conditionally divided into three periods: past, present and future. Let's represent each of these periods in the form of circles of various diameters. The ratio of periods is the conditional model of psycho-
logical age
What behavior, lifestyle are characteristic of a person:
Psychological age that is older than chronological;
matches it;
Is the psychological age less than the chronological age?
Task 5.
Test "Self-assessment"
Instruction
Each person has certain ideas about the ideal of the most valuable personality traits. People are guided by these qualities in the process of self-education. What qualities do you value most in people? Different people have different ideas, and therefore the results of self-education do not match. What ideas about the ideal do you have? The following task, which is performed in two stages, will help you understand this.
1. Divide a sheet of paper into four equal parts, mark each part with Roman numerals I, II, III, IV.
2. Four sets of words are given that characterize the positive qualities of people. You must select in each set of qualities those that are more significant and valuable to you personally, which you prefer over others. What these qualities are and how many of them, everyone decides for himself.
3. Read the words of the first set of qualities carefully. Write down in a column the qualities that are most valuable to you along with their numbers on the left. Now proceed to the second set of qualities - and so on until the very end. As a result, you should get four sets of ideal qualities.
In order to create conditions for the same understanding of the qualities by all participants in the psychological examination, we give an interpretation of these qualities.
A set of personality traits
100 r first order bonus
Choose the type of work Graduation work Term paper Abstract Master's thesis Report on practice Article Report Review Test work Monograph Problem solving Business plan Answers to questions Creative work Essay Drawing Compositions Translation Presentations Typing Other Increasing the uniqueness of the text Candidate's thesis Laboratory work Help on-line
Ask for a price
A.N. Leontiev said "What directly determines the development of the child's psyche is the development of his activity, both external and internal."
Activity, according to Leontiev, is a unit of life. Activity cannot be withdrawn from social relations. Society not only determines the external conditions for the implementation of activities, but also contributes to the formation of motives, goals, methods, means to achieve the goal. Activity is included in the subject of psychology, but not as a special part, but "the function of positing the subject in objective reality and its transformation into a form of subjectivity."
The division of activities into external and internal is an artificial division. Internal activity is formed from external. The process of internalization does not consist in the fact that external activity moves to the previous plane of consciousness, it is a process in which the internal plan is formed (a strong transformation of the structure of activity, this especially applies to its operational and technical part - the reduction of the process). And the transition from the internal, mental plan of action to the external, implemented in the form of techniques and actions with the object - exteriorization.
The function of internal actions is that internal actions prepare external actions. They save human effort, making it possible to quickly select the desired action. They enable a person avoid blunders.
Internal and external activity have a common structure: it is motivated, accompanied by emotional experiences, and has its own operational and technical composition. The main difference between one activity and another is the subject of activity (this is the main thing) - actions are performed not with real objects, but with their images, instead of a real product, a mental result is obtained.
In the process of discussing the provisions of the theory of activity, one could get the impression that we are talking about the external practical activity of a person. In fact, this is the way it is, since it was with the analysis of external practical activity that the development of the theory of activity began.
Is there an "internal" activity? And if so, what is the “internal activity” of a person?
Let us imagine the content of that work, which is called "mental", in which a person is constantly engaged. Is it always a thought process, i.e. solution of intellectual and scientific problems? No not always. Often, mental work is in the nature of reflections, during which a person, as it were, loses the upcoming actions. “Replaying” actions in the mind is also included in the consideration of actions (an action is an action consciously performed by a person and controlled by the will, based on certain beliefs). What does a person do when he thinks what to do? Represents some action that has taken place and looks at its consequences. According to them, he chooses the act that seems to him the most appropriate.
Often the function of internal work is that it prepares external actions, economizes conditions, enables the subject to choose the necessary actions, the ability to avoid gross mistakes.
With regard to such forms of activity of the subject, the theory of activity puts forward 2 theses:
Firstly, such activity is an activity that has the same structure as the external one, but differs from it in the form of flow. Internal activity, like external activity, is motivated by emotional experiences, has its own operational and technical composition, i.e. consists of a sequence of actions and the operations that implement them. Psychophysiological functions in the organization of internal activity perform the same role as in external activity.
The difference lies in the fact that in the case of internal activity, actions are performed not with real objects, but with their images, and instead of a real material product, a mental, imaginary result is obtained.
Secondly, internal activity emerged from external practical activity through the process of internalization (Piaget, Janet, Wallon, Bruner).
interiorization called the transition, as a result of which processes external in their form with external, material objects are transformed into processes that occur in the mental plane, in the plane of consciousness.
As a result of internalization, external processes undergo a specific transformation - they are generalized, reduced and become capable of further development, which goes beyond the boundaries of the possibilities of external activity. In this case, individual actions and operations may fall out altogether.
However, it is impossible to convey a means, a way of performing any process, except in an external form - in the form of an action or in the form of external speech. Thus, higher specific human processes can be born in the interaction of man with man, i.e. as interpsychological, and only then they begin to be performed independently. At the same time, some of them lose their original external form, turning into intrapsychological ones.
External and internal activities are closely intertwined. Physical labor is becoming more and more “intellectualized” and requires the most complex mental actions to be performed, and, conversely, the work of a researcher is filled with processes that are external actions in their form. Such unity is described not only by the concept of internalization of external activity. It necessarily presupposes the existence of transitions in the opposite direction from internal to external activity. This is the process of exteriorization.
exteriorization- the process of generating external activity on the basis of a number of internal structures that have developed on the basis of the internalization of external human activity.
The transitions themselves are possible only because external and internal activities have the same structure. It is very tempting to distinguish one activity from another by comparing them in terms of goals, activities and operations. However, the main thing that distinguishes one activity from another is the distinction between their subjects. After all, it is the object of activity that gives it a certain direction.
Main literature:
1. Leontiev A.N. Activity, consciousness, personality. - M., 2005
2. Gippenreiter Yu.B. Introduction to general psychology. - St. Petersburg, 2006
3. Petrovsky A.V. General psychology. - M., 2006
4. Krysko V.G. General psychology: in schemes and comments. - St. Petersburg, 2007
5. Stolyarenko L.D. General psychology. - St. Petersburg, 2006
Activity is a holistic process that combines external physical (objective) and internal mental (subjective) components in an inseparable unity. In essence, they seem to be completely different and incompatible. Modern science still cannot explain the psychological nature and mechanism of their connection.
External and internal components of activity have a functional specialization. On the basis of the external components of activity, real contacts of a person with objects and phenomena of the surrounding world, their transformation, reconstruction of their properties, as well as the generation and development of mental (subjective) phenomena are carried out. The internal components of activity perform the function of motivation, goal setting, planning, orientation (cognition), decision making, regulation, control and evaluation.
In real activity, the ratio of internal and external components can be different. Depending on this, two types of activities are distinguished: external(practical) and internal(mental).
Any physical labor can serve as an example of external activity.
Learning activity is an example of internal activity.
However, we are talking only about the relative predominance of certain components. In a "pure" form, their existence in humans is impossible. However, we assume that under certain circumstances, in particular after the physical death of a person, the internal (mental) components of activity are capable of independent existence. At least, there are no facts contradicting this assumption. Human activity has the ability to develop. It is expressed in the fact that as exercises and trainings, the activity becomes more perfect, the time for its implementation decreases, energy costs decrease, the structure transforms, the number of erroneous actions decreases, their sequence and optimality change. At the same time, there is a change in the ratio of external and internal components of activity: external components are reduced and reduced while increasing the share of internal components. There is a kind of transformation of activity in form. From external, practical and deployed in time and space, it becomes internal, mental and reduced (folded). This process in psychology is called interiorization. It is in this way that the generation and development of the psyche takes place - on the basis of the transformation of activity. However, internal activity is only a component of integral activity, its side. Therefore, it is easily transformed and expressed in external components. The transition of internal components of activity to external ones is called exteriorization. This process is an essential attribute of any practical activity. For example, thought, as a mental formation, can easily be transformed into practical action. Thanks to exteriorization, we can observe through the external components of activity any mental phenomena (processes, properties, state): intentions, goals, motives, various cognitive processes, abilities, emotional experiences, character traits, self-esteem, etc. But for this it is necessary to have very high level of psychological culture.
In its origin and essence, activity is not an innate, but an educated function of a person. In other words, he does not receive it according to the laws of genetics as a given, but masters it in the process of training and education. All human (and not individual) forms of behavior are social in origin. The child does not invent them, but assimilates them. Under the guidance of adults, he learns to use objects, behave correctly in certain life situations, satisfy his needs in a socially accepted way, etc. It is in the course of mastering various types of activity that he himself develops as a subject and as a person. The social nature of objective activity is also expressed in the functional plan. When it is performed, a person is directly or indirectly related to other people who act as her co-accomplices and accomplices. This can be seen especially clearly and clearly in the conditions of joint activity, where the functions of its participants are distributed in a certain way. Considering that another person is always co-present in objective activity, it can be called collaborative activity.
We talked with you about external activities. But in addition to the external, there is also an internal activity. This activity is carried out on the plane of consciousness and comes from the external through internalization. Internalization is the process of transition of external actions to the internal plan, turning them into internal actions. If I now ask you to imagine how you cut a circle out of paper, then you will do it on the inner plane, in inner activity. Internal activity has in principle the same structure as external activity, and therefore such transitions are possible: from external activity to internal activity (internalization) and the reverse process, from internal activity to external activity (exteriorization).
Before you perform any action on the external plane (for example, cut a dress or rearrange furniture), you first do it mentally, on the plane of consciousness, and then proceed to the direct execution on the external plane. Internal activity, as well as external activity, is motivated and consists of actions and operations. However, actions are performed not with real objects, but with their images, and instead of a real product, you get a mental result. Operations and actions in internal activity are reduced, some of them drop out altogether, and all activity proceeds much faster (of course, rearranging furniture in the mind is a much less laborious and lengthy process than actually moving it). To successfully perform an action “in the mind”, you need to get used to it well in the external, material plane. For example, thinking over a chess move is possible only after the real moves of the pieces have been mastered.
So, let's conclude:
1. Consciousness cannot be considered as closed in itself and known only with the help of introspection. It must be brought into the activity of the subject.
2. Behavior cannot be considered in isolation from human consciousness. When considering behavior, consciousness must be preserved in its most important function of regulating human behavior.
