Averin V. A. Part I: chapters 1 - 11. Dandarova Zh.K. In parts II, IV, V: chapter 3; part III: chapter 4. Derkach A. A., Zazykin V. G. Part VI: chapter 6. Zimnyaya I. A. Part I: chapter 12. Zinchenko V.P. Part I: chapter 13. Kostromina S. N. In Parts VI–VIII: Chapter 3. Maklakov A. G. In parts II, IV-VIII: chapter 1; part III: chapter 2. Petanova E. I. In Parts II, IV, VI–VIII: Chapter 4; part III: chapter 5. Prokofieva V. A. In parts II, IV-VIII: chapter 2; part III: chapter 3. Rean A. A. Part I: chapter 14; in parts IV, V, VIII: chapter 6. Rean A. A., Petanova E. I. Part V: chapter 4. Rozum S.I. In Parts II, IV-VIII: Chapter 5; part III: chapter 6. Sergienko E. A., Vilenskaya G. A. Part II: chapter 6. Feldstein D.I. Part III: chapter 1.
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© Averin V. A., 2014
© Vilenskaya G.A., 2014
© Dandarova Zh.K., 2014
© Derkach A.A., 2001
© Zazykin V. G., 2001
© Zimnyaya I. A., 2001
© Zinchenko V.P., 2001
© Kostromina S. N., 2014
© Maklakov A. G., 2014
© Petanova E. I., 2014
© Prokofieva V. A., 2014
© Rean A.A., 2014
© Rean A.A., compilation, general edition, 2014
© Rozum S.I., 2014
© Sergienko E. A., 2014
© Feldshtein D.I., 2001
© LLC AST Publishing House, 2015
Brief information about the authors
AVERIN Vyacheslav Afanasyevich
Professor, Doctor of Psychology, Head of the Department of Psychology and Pedagogy, Dean of the Faculty of Clinical Psychology of the St. Petersburg State Pediatric Medical Academy. Author of more than 100 works on the problems of professional formation and personal development.
DANDAROVA Zhargalma Kimovna
DERKACH Anatoly Alekseevich
Professor, Doctor of Psychology, Academician of the Russian Academy of Education, Honored Scientist of the Russian Federation, laureate of the Prize of the President of the Russian Federation in the field of education and the Government of the Russian Federation in the field of education, head of the Department of Acmeology and Psychology of Professional Activities of the Russian Academy of Public Administration under the President of the Russian Federation. Author of more than 250 works on the problems of psychology of professional development of personality, psychology of management and social psychology.
ZAZYKIN Vladimir Georgievich
Professor of the Department of Acmeology and Psychology of Professional Activities of the Russian Academy of Public Administration under the President of the Russian Federation, Doctor of Psychology, Honored Scientist of the Russian Federation, full member of the International Academy of Acmeological Sciences.
ZIMNYAYA Irina Alekseevna
Professor, Doctor of Psychology, Academician of the Russian Academy of Education, Head of the Department of the Research Center for Quality Problems in Training Specialists of the Ministry of Education of the Russian Federation. Author of more than 230 works on the problems of communication psychology, psycholinguistics, educational psychology.
ZINCHENKO Vladimir Petrovich
Professor, Doctor of Psychology, Academician of the Russian Academy of Education, honorary member of the American Academy of Arts and Sciences. Author of more than 300 papers on engineering psychology, child psychology, human development psychology, theory and methodology of psychology. Many works have been published in English, German, Spanish, Japanese and other languages.
KOSTROMINA Svetlana Nikolaevna
Doctor of Psychology, Professor of the Department of Psychology and Pedagogy of Personal Development, St. Petersburg State University. Author of about 100 works on the problems of pedagogical psychology, psychodiagnostics and psychology of child development.
Maklakov Anatoly Gennadievich
Professor, Doctor of Psychology, Head of the Department of General and Applied Psychology, Dean of the Faculty of Psychology, Leningrad State Regional University. Author of more than 200 works on problems of general psychology, psychological support of professional activity in special conditions and problems of psychological adaptation.
PETANOVA Elena Ivanovna
PhD in Psychology, Associate Professor of the Department of Psychology and Pedagogy of Personal Development, St. Petersburg State University. Author of works on problems of personality psychology and psychotherapy.
PROKOFIEVA Victoria Albertovna
PhD in Psychology, Associate Professor, Department of Practical Psychology, Leningrad State Regional University. Author of works on the problems of personality psychology and psychology of professional adaptation.
REAN Arthur Alexandrovich
Professor, Doctor of Psychology, Honored Scientist of the Russian Federation, Corresponding Member of the Russian Academy of Education, Chairman of the Scientific and Coordinating Council of the Russian Academy of Education on Family and Childhood Issues, Director of the Strong Family federal project. Author of more than 300 works on the problems of social and pedagogical psychology, psychology of personality, psychology of aggression.
ROZUM Sergey Ivanovich
PhD in Psychology, Associate Professor of the Department of Psychology and Pedagogy of Personal Development, St. Petersburg State University. Author of works on problems of general psychology and personality psychology.
SERGIENKO Elena Alekseevna
Professor, Doctor of Psychology, Member of the International Society for the Study of Infants, Head of the Laboratory of Cognitive Processes at the Institute of Psychology of the Russian Academy of Sciences. Author of more than 150 works on the problems of mental development.
VILENSKAYA Galina Alfredovna
PhD in Psychology, Senior Researcher, Laboratory of Cognitive Processes, Institute of Psychology, Russian Academy of Sciences. Author of works on problems of mental development.
FELDSHTEIN David Iosifovich
Professor, Doctor of Psychology, Academician of the Russian Academy of Education, laureate of the Presidential Prize in Education, Vice President of the Russian Academy of Education. Author of about 300 works on the problems of social development of the personality, the psychology of a teenager, the problems of developmental and pedagogical psychology. Dozens of his works have been translated into foreign languages and published in many countries around the world.
Part I
Overview of the main theories of development
Chapter 1
History of development studies
The idea of development came to psychology from other areas of science. The road to its scientific study was paved by the famous work of Charles Darwin "The Origin of Species by Means of Natural Selection ...", published in 1859. The influence of this theory, according to I.M. principle of the evolution of mental activities.
The driving factors and causes of the development of living organisms discovered by Darwin prompted researchers to study the course of the mental development of children. Darwin himself initiated such research. In 1877, he published the results of observations on the development of his eldest child, Doddy.
By studying his behavior, Darwin deepened his understanding of the evolution of innate forms of human communication.
As noted by J. Butterward and M. Harris, evolutionary theory had a significant impact on the formation of ideas in developmental psychology. The main one was that development for the first time began to be seen as a gradual adaptation of the child to the environment. Man was finally recognized as part of nature, which required a study of the similarities and differences between him and animals. In addition, Darwin's theory drew attention to the biological foundations of human nature, the genesis of human consciousness.
In 1888, Preyer's The Soul of the Child was published in Germany - the first book that opened the way for a kind of biographical direction in the literature on childhood - a book in which the author described careful observations of the psychophysiological development of his daughter during the first three years.
The most significant achievements in this area occurred in the first third of the 20th century, and they are associated with the names of such foreign and domestic scientists as A. Adler, A. Binet, J. Baldwin Karl and Charlotte Buhler, A. Gesell, E. Claparede, J. Piaget, Z. Freud, S. Hall, V. Stern, B. Arkin, M. Ya. Basov, P. P. Blonsky, L. S. Vygotsky, A. B. Zalkind, A. P. Nechaev, G. A. Fortunatov and others.
In subsequent years, domestic scientists contributed to the understanding of various aspects of human mental development: B. G. Ananiev, L. I. Bozhovich, P. Ya. Galperin, V. V. Davydov, A. N. Leontiev, M. I. Lisina, A. R. Luria, A. V. Petrovsky, S. L. Rubinstein, D. B. Elkonin, and prominent representatives of foreign psychology: A. Bandura, D. Bowlby, W. Bronfenbrenner, A. Wallon, H. Werner, L. Kohlberg, B. Skinner, E. Erickson and others.
However, despite the significant results of these studies, a common understanding of mental development has not been achieved. Instead, there are many theories, concepts and models of development that directly contradict each other. According to A. S. Asmolov, this indicates the absence of "a single logical core that would allow us to consider psychology ... as an integral system of knowledge."
There is not a single scientific work where, along with empirical data on the course of human mental development in different age periods, the entire conceptual apparatus of developmental psychology would be systematically presented. The purpose of this part of the book is to consider the basic concepts of developmental psychology, reveal its leading factors, describe the goals, principles, mechanisms and patterns that govern the process of human mental development. The main theories of development and the principles of its periodization will also be considered.
Basic Definitions of Development
Development - it is a process of irreversible, directed and regular changes, leading to the emergence of quantitative, qualitative and structural transformations of the psyche and human behavior.
The main properties of development that distinguish it from all other changes are irreversibility, direction, regularity.
The development process itself is neither universal nor homogeneous. This means that multidirectional processes operate in the course of development: “the general line of progressive development is intertwined with changes that form the so-called dead-end paths of evolution or are even directed towards regression” (Philosophical Encyclopedic Dictionary. M., 1983, p. 561).
In psychology, the problem of development is being intensively developed within the framework of genetic psychology, comparative psychology, psychogenetics, developmental psychology and acmeology.
Along with the concept of "development" in developmental psychology, there are concepts of " maturation" and " growth". For many years, development was interpreted as a process of maturation. The fact is that the very concepts of maturation and growth came from developmental biology. And if growth meant quantitative somatic changes, then maturation included all processes that spontaneously occur in the body under the influence of internally programmed and internally controlled growth impulses (Karandashev Yu. N., 1977).
This approach is formulated most consistently in spiral maturation theory A. Gesell, in which maturation was considered as a natural biological process and it was assumed that the problems arising in the course of it would resolve themselves over time. At the same time, A. Gesell emphasized that “the introduction of an individual to culture can never overcome the influence of maturation,” since the latter plays a decisive role. What is the difference between these concepts and the concept of “development”?
maturation and growth
Usually they talk about maturation and growth when they want to emphasize genetic(wider - biological) aspect of mental development. Maturation is a process, the course of which "depends on the inherited characteristics of the individual," wrote K. Koffka (1934, p. 29). Modern psychologists adhere to this point of view. In particular, G. Kraig gives the following definition: “The process of maturation consists in a sequence of pre-programmed changes not only in the appearance of the organism, but also in its complexity, integration, organization and function” (2000, p. 18).
Growth is a process of quantitative changes in the course of improving one or another mental function. “If it is not possible to detect qualitative changes, this is growth,” says D. B. Elkonin (1989).
Development, maturation and growth are interconnected as follows: maturation and growth are quantitative changes that serve as the basis for the development of qualitative changes. S. L. Rubinshtein pointed to this: “In its final form, the organism is a product not functional maturation itself, but functional development(our italics. - V.A.): it functions, developing, and develops, functioning” (Rubinshtein S. L., 1940, p. 74).
Development - this is a process of irreversible, directed and regular changes, leading to the emergence of quantitative, qualitative and structural transformations of the psyche and human behavior.
irreversibility - the ability to accumulate changes, "build on" new changes over the previous ones.
Orientation - the ability of the system to conduct a single, internally interconnected line of development.
regularity - the ability of the system to reproduce the same type of changes in different people.
genetic psychology - studies the problems of the emergence and development of mental processes, answering the question of how this or that mental movement occurs, how the processes occur, the result of which is a thought.
Comparative psychology - studies the processes of the origin of a person as a species of Homo sapiens, the origin of human consciousness, common and different in the mental activity of humans and animals.
Psychogenetics - studies the origin of individual psychological characteristics of a person, the role of the genotype and environment in their formation.
Developmental psychology - studies age-related changes in people's behavior and patterns in the acquisition of experience and knowledge throughout their lives. In other words, it focuses on the study of the mechanisms of mental development and answers the question why this happens.
Acmeology - studies objective and subjective factors, psychological mechanisms and patterns of a person's achievement of peaks (success) in his activity.
Maturation - a process, the course of which depends on the inherited characteristics of the individual.
The process of maturation consists in a sequence of pre-programmed changes not only in the appearance of the organism, but also in its complexity, integration, organization and function.
Growth - the process of quantitative changes in the course of improving one or another mental function.
Chapter 2
Forms and areas (spheres) of development
The main forms of development are phylogenesis and ontogenesis. Mental development in phylogeny is carried out through the formation of mental structures in the course of the biological evolution of a species or the sociocultural history of mankind as a whole.
In the course of ontogenesis, the formation of mental structures occurs during the life of a given individual, in other words, ontogenesis is a process of individual development of a person. In the following, speaking of development, we will mean the process of individual mental development.
Areas (spheres) mental development indicate what is being developed. Many misunderstandings in determining the mechanism of mental development arise from the confusion of different areas of human mental development. After all, each of them is qualitatively different from the other. And if all of them in their development are subject to common principles and laws, then the mechanisms of development of each will be different due to their own qualitative originality. Therefore, after the allocation of areas of mental development, their carriers should also be determined.
The following areas of development can be distinguished:
– psychophysical, which includes external(height and weight) and internal(bones, muscles, brain, glands, sense organs, constitution, neuro- and psychodynamics, psychomotor) changes in the human body;
– psychosocial, providing for changes in the emotional and personal spheres. At the same time, special attention should be paid to the importance of interpersonal relations for the formation I-concepts and self-awareness personality;
– cognitive, which includes all aspects of cognitive development, the development of abilities, including mental ones.
The qualitative content of the selected areas also indicates their carriers.
Structure individual is a carrier psychophysical properties person. carrier psychosocial properties is an personality, a cognitive - the subject of activity. The possibility of such a "linkage" is evidenced by data on the composition of these macroformations in the human structure (Ananiev B. G., 1969).
According to B. G. Ananiev, individual is a carrier biological, since a person as an individual is a set of natural, genetically determined properties, the development of which is carried out in the course of ontogenesis. In the structure of the individual, B. G. Ananiev distinguished two classes of properties: primary - age-sex and individual-typical (general somatic, constitutional, neurodynamic and bilateral features), and secondary - psychophysiological functions (sensory, mnemonic, verbal-logical, etc.) and organic needs), the results of the interaction of which are presented in temperament and inclinations.
Personality, according to B. G. Ananyev, is not the whole person, but his social quality, his psychosocial property. The initial characteristics are the status, roles, internal position of the individual, value orientations, which should always be considered within the framework of a specific social situation of personality development. These parameters determine the characteristics of the sphere of human needs and motivations. From the whole interaction of personality traits, a character is formed (Ananiev B. G., 1977, p. 371).
The properties of the individual and personality are integrated in the structure subject, which determines its readiness and ability to carry out practical and theoretical (intellectual) activities. In other words, the structure subject is a structure potentials, abilities person. The central place in the structure of the properties of the subject is occupied by intelligence, understood by B. G. Ananiev as "a multi-level organization of cognitive forces, covering the psycho-physiological processes, states and properties of the personality" and closely related to "neurodynamic, vegetative and metabolic characteristics of a person."
Thus, studying the processes of development of psychophysical (biological) properties, we reveal the dynamics of the development of a person as an individual; we judge the dynamics of the development of a person as a person by examining the processes of development of psychosocial properties, and by evaluating the degree of development of a person’s mental and other abilities, we get an idea of the course of development of a person as a subject of activity.
Phylogenesis - the process of formation of mental structures in the course of the biological evolution of a species or the socio-cultural history of mankind as a whole.
Ontogenesis - the process of individual development of a person.
Region (sphere) of mental development - mental space, consisting of elements (carriers of mental) of a certain quality.
Psychophysical properties - properties that characterize the activity of sensory (sensation) and perceptual (perception) human systems.
Psychosocial Properties - properties that characterize the activity of the emotional and personal spheres of a person.
cognitive properties - properties that characterize the activity of cognitive processes and human abilities.
I-concept - a holistic image of a person's own I, which is a relatively stable, more or less conscious system of a person's ideas about himself.
Self-awareness of the individual - a set of a person's ideas about himself (I-concept) and attitude towards it (self-esteem).
Individual (man as an individual) - a person as a single natural being, a representative of Homo sapiens, a product of phylogenetic and ontogenetic development, a carrier of individually unique, genetically determined traits.
Personality (person as a person) - in domestic psychology, these are: 1) the subject of social relations and conscious activity, the bearer of the psychosocial properties of a person; 2) the systemic quality of the individual, which is formed in joint activities and communication.
In foreign psychology, personality, as a rule, is determined on the basis of private empirical ideas developed within the framework of a particular theory of personality.
Subject of activity (a person as a subject of activity) - this is an individual, a person as a source of knowledge (subject of knowledge), communication (subject of communication) and transformation of reality (subject of labor).
Ananiev Boris Gerasimovich (1907–1972)
Outstanding Russian psychologist. He began his scientific activity as a post-graduate student at the Institute of the Brain during the lifetime of V. M. Bekhterev. In 1968–1972 Dean of the Faculty of Psychology at Leningrad State University. He is the founder of the Leningrad psychological school. Author of fundamental works in the field of sensory perception, communication psychology, pedagogical psychology. He proposed a system of human knowledge, in which data from various human sciences were integrated.
St. Petersburg: 2002 - 656 p. (Series "Psychological Encyclopedia")
This textbook gives a complete picture of current knowledge in the field of human development psychology. The book is divided into eight parts, each of which describes the features of the psychology of this age period according to the following vectors: cognitive features, affective sphere, motivational sphere, behavioral features, features of the self-concept. Particular attention is paid to the issues of age periodization and child and adolescent aggression.
The composition of the author's team of this book is unique. Nine doctors and five candidates of psychological sciences took part in the work on the book. Of these, three are academicians and two are corresponding members of the Russian Academy of Education (in the Department of Psychology). This work presents the views of different psychological schools of the country.
For a wide range of professionals in the humanities.
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CONTENT
1. HISTORY OF DEVELOPMENT RESEARCH 20
BASIC DEFINITIONS OF DEVELOPMENT 21
MATURATION AND GROWTH 22
2. FORMS AND AREAS (AREAS) OF DEVELOPMENT 24
3. DEVELOPMENT OBJECTIVES 27
SYNERGETICS 28
PURPOSE AS HOLISTIC AND WHOLE EDUCATION 29
4. GOALS OF MENTAL DEVELOPMENT. RESULTS 31
5. THE CONCEPT OF FACTORS OF MENTAL DEVELOPMENT 34
HEREDITY 34
WEDNESDAY 34
ACTIVITY 36
6. PRINCIPLES OF MENTAL DEVELOPMENT 37
7. REGULARITIES OF MENTAL DEVELOPMENT 42
8. THEORIES OF MENTAL DEVELOPMENT 45
BIOGENETIC APPROACH 47
RECAPITAL THEORIES 47
PSYCHOANALYTICAL APPROACH TO CHILD DEVELOPMENT 48
SOCIOGENETIC APPROACH 50
E. ERICKSON'S CONCEPT 50
COGNITIVE THEORIES 53
CONCEPT OF J. PIAGET 53
PERSONOGENETIC APPROACH 58
ENVIRONMENTAL MODEL OF DEVELOPMENT 59
9. THE MECHANISM OF THE MENTAL DEVELOPMENT OF THE CHILD 61
SOCIAL SITUATION OF CHILD DEVELOPMENT 61
LEADING ACTIVITIES 62
DEVELOPMENT CRISIS 63
PSYCHOLOGICAL NEW FORMATION 64
THE CONCEPT OF THE MENTAL DEVELOPMENT OF THE CHILD D. B. EL'KONIN ... 66
10. DIAGNOSIS OF AGE DEVELOPMENT 69
INDICATORS OF THE MENTAL DEVELOPMENT OF THE CHILD 70
11. METHODS OF STUDYING THE MENTAL DEVELOPMENT OF THE CHILD 72
12. PERSONAL DEVELOPMENT
13. PRINCIPLES OF PSYCHOLOGICAL PEDAGOGY 81
14. AGE PERIODIZATION 90
COMPARATIVE ANALYSIS OF PERIODIZATIONS OF DIFFERENT AUTHORS.... 91
REFERENCES 93
EMBRYO AND FETUS DEVELOPMENT 96
FIRST MONTH 96
SECOND MONTH 96
THIRD MONTH 97
FOURTH MONTH 97
FIFTH MONTH 97
SIXTH MONTH 98
SEVENTH MONTH 98
EIGHTH MONTH 99
NINTH MONTH AND NEWBORN 99
CHAPTER 1. COGNITIVE FEATURES 100
DEVELOPMENT OF SENSATIONS 100
DEVELOPMENT OF SKIN SENSITIVITY 101
DEVELOPMENT OF TASTE SENSITIVITY 101
DEVELOPMENT OF OLFACTORY SENSITIVITY 101
HEARING DEVELOPMENT 101
VISION DEVELOPMENT 102
DEVELOPMENT OF PERCEPTION 102
OBJECT PERCEPTION 103
SPEECH DEVELOPMENT 105
PERIOD OF PREPARATION OF VERBAL SPEECH 105
THE PERIOD OF INITIAL LANGUAGE ACQUISITION 107
STAGE "WORDS-SENTENCES" 107
STAGE OF TWO-THREE-WORD SENTENCES 108
DEVELOPMENT OF THINKING 109
STAGES OF DEVELOPMENT OF THINKING 110
Generalization 110
Speech acquisition 110
Comparison 110
MEMORY DEVELOPMENT 111
DEVELOPING ATTENTION 111
DEVELOPMENT OF INVOLVED ATTENTION 112
DEVELOPMENT OF VOLUNTARY ATTENTION 112
THE ROLE OF GAME IN THE DEVELOPMENT OF ATTENTION 112
SUMMARY 113
CHAPTER 2. AFFECTIVE SPHERE 114
FEATURES OF THE EMOTIONAL SPHERE OF A CHILD FROM 0 TO 2 YEARS .... 114
REVIVAL COMPLEX 115
INFLUENCE OF EMOTIONS ON PHYSIOLOGICAL PROCESSES IN A CHILD'S BODY. 117
DEVELOPING SOCIAL EMOTIONS 118
COMMUNICATION WITH ADULTS 118
DEVELOPING EMPATHY 119
NEGATIVE EMOTIONS 120
EMOTIONS OF FEAR 121
EMOTIONAL DISORDERS 121
REASONS FOR DEVIATIONS IN EMOTIONAL
CHILD DEVELOPMENT 122
SUMMARY 123
CHAPTER 3. MOTIVATIONAL SPHERE 124
NEEDS ARE THE ORIGINAL SOURCE OF MENTAL ACTIVITY
CHILD 124
AFFILIATION NEED 127
CONDITIONS FOR THE DEVELOPMENT OF THE MOTIVATION OF AFFILIATION 128
THE NEED FOR SECURITY
OR BASIC TRUST IN LIFE 129
NEED FOR NEW EXPERIENCES 130
CONDITIONS FOR THE DEVELOPMENT OF THE NEED FOR NEW. IMPRESSIONS 130
MOTIVATION FOR ACHIEVEMENT 132
SUMMARY 133
CHAPTER 4. FEATURES OF THE I-CONCEPT 135
DEVELOPMENT OF THE “BODY” I-IMAGE 136
DEVELOPMENT OF "I-IMAGE" IN INTERACTION WITH OBJECTS 137
DEVELOPMENT OF THE I-CONCEPT UNDER THE INFLUENCE OF SOCIETY 138
LOOK ME AND PARENTS 138
ME AND STRANGERS 140
REFLECTION OF "I-FACTOR" IN SPEECH 140
ATTITUDE OF THE BABY TO ITSELF 141
FORMATION OF GENDER IDENTITY 142
SUMMARY 143
FORMATION SEQUENCE
I-CONCEPTS IN INFANTS 143
CHAPTER 5. BEHAVIOR 144
DEVELOPMENT OF BODY SPACE AND PHYSICAL ACTIVITY.145
BODY SCHEME DEVELOPMENT 145
Newborn baby 145
Infancy 146
DEVELOPMENT OF INTERACTION WITH THE PHYSICAL ENVIRONMENT 147
Manipulative nature of actions 147
Functional nature of actions 147
DEVELOPMENT OF SOCIAL BEHAVIOR 148
DEVELOPMENT OF SOCIAL BEHAVIOR OF A NEWBORN BABY 150
DEVELOPMENT OF SOCIAL BEHAVIOR OF THE CHILD
AFTER THE NEWBORN PERIOD 151
Subject communication 151
Voice communication 152
IMITATION IS THE SOURCE OF CHILD DEVELOPMENT 152
INDIVIDUAL FEATURES OF CHILD DEVELOPMENT
AND DEVIATIONS 153
SYNDROME OF "HOSPITALISM" 154
SUMMARY 155
CHAPTER 6. SOCIALIZATION IN THE EARLY PERIODS OF ONTOGENESIS
HUMAN 156
BACKGROUND 156
ATTACHMENT THEORY 157
DOMESTIC CONCEPTS OF SOCIAL DEVELOPMENT 160
APPROACHES TO STUDYING THE INTERACTION OF A CHILD AND ADULT AT THE EARLY STAGES OF DEVELOPMENT
IN FOREIGN PSYCHOLOGY 162
THEORIES FOR THE FORMATION OF SOCIAL KNOWLEDGE 164
RESULTS OF AGE 168
REFERENCES 170
CHAPTER 1. FEATURES OF THE PROCESS OF CHILDHOOD DEVELOPMENT 174
CHAPTER 2. COGNITIVE FEATURES 178
DEVELOPMENT OF FEELING AND PERCEPTION 179
THE ROLE OF WORK IN THE DEVELOPMENT OF PERCEPTION 181
FEATURES OF CHILDREN'S PERCEPTION 181
MEMORY DEVELOPMENT 182
CHILDHOOD AMNESIA 182
The transition from infant to adult form of memory organization 183
SPEECH DEVELOPMENT 184
THE PERIOD OF DEVELOPMENT OF THE LANGUAGE OF THE CHILD IN THE PROCESS OF SPEECH PRACTICE 184
The first stage in the development of a child's speech, associated with practical
generalization of linguistic facts 185
The second stage in the development of a child's speech, associated with the formation
he has logical thinking 186
The third stage in the development of a child's speech, associated with the onset
language learning 186
DEVELOPMENT OF INTERNAL SPEECH 186
DEVELOPMENT OF THINKING 187
PIAGET'S THEORY: 4 STAGES IN THE DEVELOPMENT OF MIND OPERATIONS 188
THEORY OF GALPERIN: 5 STAGES OF FORMATION OF MENTAL ACTIONS... 189
DEVELOPMENT OF REPRESENTATION AND IMAGINATION 190
DEVELOPING THE PERFORMANCE 190
DEVELOPMENT OF THE IMAGINATION 191
Stages of Imagination Development 191
The affective function of the imagination 192
DEVELOPING ATTENTION 192
DIAGNOSTICS OF THE DEVELOPMENT OF COGNITIVE PROCESSES 193
SUMMARY 194
CHAPTER 3. AFFECTIVE SPHERE 195
PECULIARITIES OF THE EMOTIONAL SPHERE OF A CHILD 2-6 YEARS OLD 195
DEVELOPMENT OF EMOTIONS IN A CHILD 2-4 YEARS OLD 196
DEVELOPING A Sense OF HUMOR 197
MORAL FEELINGS 197
DEVELOPMENT OF EMOTIONS IN A CHILD 4-6 YEARS OLD 198
DEVELOPING EMPATHY 198
DEVELOPING UNDERSTANDING EMOTIONS 199
FORMATION OF HIGHER SENSES 200
DEVELOPMENT OF SOCIAL EMOTIONS 202
EMOTIONAL DISORDERS 203
FEARS 203
SUMMARY 204
CHAPTER 4. MOTIVATIONAL SPHERE 206
THREE-YEAR CRISIS: THE NEED FOR RECOGNITION, RESPECT 207
THE NEED FOR COMMUNICATION 208
COMMUNICATION WITH ADULTS 208
COMMUNICATION WITH CHILDREN 208
ACHIEVEMENT MOTIVATION 209
LEVEL OF CLAIMS 211
INFLUENCE OF PARENTS ON MOTIVATION OF ACHIEVEMENT 211
GENDER FEATURES OF MOTIVATION OF ACHIEVEMENTS 212
GAME AND DEVELOPMENT OF THE MOTIVATIONAL SPHERE 212
THE SIGNIFICANCE OF ROLE PLAY FOR THE DEVELOPMENT OF THE MOTIVATIONAL SPHERE 213
DEVELOPING A CHILD'S INTERESTS AND CURIOSITY 214
SUMMARY 215
CHAPTER 5. FEATURES OF THE I-CONCEPT 216
THE ROLE OF SPEECH IN THE FORMATION OF THE I-CONCEPT 218
THE SIGNIFICANCE OF THE OWN NAME IN THE CHILD'S I-CONCEPT 218
FORMATION OF GENDER IDENTITY I-IMAGE 219
I-IMAGE AND SELF-ESTIMATION IN CHILD GAMES 220
I-IMAGE AND EXPERIENCE OF COMMUNICATION OF THE CHILD 221
COMMUNICATION OF A CHILD WITH ADULTS 222
COMMUNICATION OF THE CHILD WITH PEERS 223
I-IMAGE AND SOCIAL PRINCIPLES 224
MAIN PROVISIONS EXPRESSING THE CONNECTION OF MORAL STANDARDS AND I-IMAGE 224
SUMMARY 225
CHAPTER 6. BEHAVIORAL CHARACTERISTICS 227
DEVELOPMENT OF MOTOR SKILLS AND PHYSICAL ACTIVITY 228
DEVELOPMENT OF "BODY SCHEME" 229
DEVELOPMENT OF SOCIAL BEHAVIOR 230
BEHAVIOR OF CHILDREN IN THE SOCIETY OF PEERS 230
GAMING DEVELOPMENT 231
COMPOSITION OF GROUP 232
STATUS 232
DEVELOPMENT OF THE CHILD AS A SUBJECT OF ACTIVITY 233
DEVELOPING SELF-CONTROL 234
LANGUAGE AS A MEANS OF ORGANIZING RANDOM ACTIONS 234
ASSOCIATION OF CONVENTIONAL NORMS 234
SUMMARY 235
RESULTS OF AGE 236
CHAPTER 1. COGNITIVE FEATURES 242
SPECIFICITY OF THE DEVELOPMENT OF MENTAL COGNITIVE PROCESSES
IN A CHILD AGED 6 TO 11 YEARS 242
DEVELOPMENT OF THINKING 243
CONSERVATION 244
CLASSIFICATION 245
SERIES 245
TRANSITivity 246
DEVELOPMENT OF LOGICAL THINKING 247
SPEECH DEVELOPMENT 247
DEVELOPMENT OF PERCEPTION AND REPRESENTATION 249
DEVELOPMENT OF PERCEPTION 249
DEVELOPMENT OF REPRESENTATIONS 250
DEVELOPING ATTENTION 251
MEMORY DEVELOPMENT 252
SCHOOL AND DEVELOPMENT OF COGNITIVE PROCESSES 254
SCHOOL READINESS 254
PSYCHODIAGNOSTICS AT SCHOOL 255
SUMMARY 256
CHAPTER 2. AFFECTIVE SPHERE 257
EXPRESSION OF EMOTIONS AND FEELINGS 257
EMOTIONAL READINESS FOR SCHOOL 258
DEVELOPING EMOTIONS IN THE PROCESS OF RELATIONSHIPS 260
RELATIONSHIPS WITH PEERS 260
RELATIONSHIPS WITH ADULTS 261
SOCIAL EMOTIONS 262
EMOTIONAL DISORDERS IN YOUNGER SCHOOL AGE. . 264
SUMMARY 265
CHAPTER 3. MOTIVATIONAL SPHERE 267
MOTIVATION OF COMMUNICATION 267
MOTIVATION OF COMMUNICATION WITH PEERS 268
MOTIVATION OF PROSOCIAL BEHAVIOR 269
FORMATION OF DEBT AS THE MAIN MORAL MOTIVATION 270
EMPATH 271
MOTIVATION OF LEARNING ACTIVITIES 271
COGNITIVE MOTIVES 272
The structure of educational and cognitive motives of a younger student 273
SOCIAL MOTIVES 274
Status, or positional, motive "to be a student" 274
Good mark motive 274
The motive of approval in the team of the class, striving for excellence
and peer recognition 275
RESEARCH ACTIVITY IN THE FIELD OF THE FORBIDDEN 275
REQUIREMENTS FOR MOTOR ACTIVITY 277
SUMMARY 277
CHAPTER 4. DEVELOPMENT OF THE I-CONCEPT 279
I-REAL AND I-PERSPECTIVE 280
BODY IMAGE AND I-CONCEPT 281
DEVELOPMENT OF SELF-ASSESSMENT 282
STRUCTURE OF SELF-ASSESSMENT. COGNITIVE INTERACTION
AND EMOTIONAL COMPONENTS OF SELF-ASSESSMENT 284
IMPACT OF SCHOOL TRAINING
FOR THE DEVELOPMENT OF THE CHILD'S SELF-ESTIMATION 285
CHILD SELF-ASSESSMENT AND SCHOOL PERFORMANCE 286
The traditional school system and self-assessment 288
Formation of low self-esteem 288
Age features of the mutual influence of self-esteem and academic performance
child 290
POSSIBILITIES FOR CORRECTION OF SELF-ASSESSMENT 291
Correction of poor progress 293
DISTURBANCES IN DEVELOPMENT 293
BORDERLINE PERSONAL STRUCTURE. FEATURES OF SELF-CONSCIOUSNESS OF CHILDREN
FROM SOCIAL RISK GROUPS 293
SUMMARY 295
CHAPTER 5. BEHAVIOR 296
DEVELOPMENT OF THE CHILD AS A SUBJECT OF ACTIVITY 296
LEADING ACTIVITIES 296
The structure of learning activities 297
DEVELOPMENT OF PHYSICAL ACTIVITY
AND MOTOR SKILLS 298
DEVELOPMENT OF GAME ACTIVITY OF THE CHILD 299
DEVELOPMENT OF FINE MOTOR 300
DEVELOPMENT OF SOCIAL BEHAVIOR 300
BEHAVIOR IN SCHOOL 300
BEHAVIOR IN THE FAMILY 301
PEER BEHAVIOR 302
Leadership 302
Friendship 303
SEX DIFFERENCES 304
SUMMARY 304
CHAPTER 6. CHILD AGGRESSION 305
INFLUENCE OF THE FAMILY ON THE DEVELOPMENT OF CHILD AGGRESSION 306
AGGRESSIVENESS AND RELATIONSHIPS WITH PEERS 309
GENDER DIFFERENCES IN THE MANIFESTATION OF AGGRESSION 310
RESULTS OF AGE 313
REFERENCES 315
CHAPTER 1. COGNITIVE FEATURES 319
DEVELOPMENT OF MENTAL COGNITIVE PROCESSES
IN ADOLESCENTS 319
DEVELOPMENT OF THINKING 319
DEVELOPMENT OF PERCEPTION AND MEMORY IN ADOLESCENTS 321
DEVELOPMENT OF THE IMAGINATION IN ADOLESCENTS 323
SPEECH DEVELOPMENT IN ADOLESCENTS 324
INTELLIGENT PEAK 324
DEVELOPMENT OF MENTAL COGNITIVE PROCESSES
IN YOUTH 326
DEVELOPMENT OF THINKING IN YOUTH AGE 326
DEVELOPING ATTENTION IN YOUTH 328
DEVELOPMENT OF CREATIVE ABILITIES IN YOUTH 328
FORMATION OF AN INDIVIDUAL STYLE OF MENTAL ACTIVITY.... 330
DIAGNOSIS OF COGNITIVE PROCESSES 331
SUMMARY 334
CHAPTER 2. AFFECTIVE SPHERE 335
EMOTIONS IN ADOLESCENTS 335
"TEENAGE COMPLEX" OF EMOTIONALITY 336
DEVELOPMENT OF SOCIAL EMOTIONS IN ADOLESCENTS 337
DEVELOPMENT OF EMOTIONS IN YOUTH 338
PALETTE OF EMOTIONS IN YOUTH AGE 338
EMOTIONAL CHARACTERISTICS OF YOUTH FRIENDSHIP AND LOVE 339
FORMING A GENERAL EMOTIONAL DIRECTION 340
EMOTIONAL CULTURE OF PERSONALITY 343
SUMMARY 343
CHAPTER 3. MOTIVATIONAL SPHERE 345
MOTIVATION OF COMMUNICATION 346
NEED TO BELONG TO THE 346 GROUP
NEED FOR FRIENDSHIP 347
MOTIVES OF COMMUNICATION WITH ADULTS 347
MOTIVATION OF LEARNING ACTIVITIES 348
MOTIVATION OF PROFESSIONAL ORIENTATION 350
Motives for entering a university and vocational school 351
THE NEED FOR AUTONOMY AND SELF-ASSESSION 351
MOTIVATION OF ADOLESCENT
AND YOUTH SEXUALITY 352
MOTIVES OF ASOCIAL BEHAVIOR 353
MOTIVES OF ADDICTION BEHAVIOR 353
MOTIVES OF DELINQUENT BEHAVIOR 355
SUMMARY 355
CHAPTER 4. DEVELOPMENT OF THE I-CONCEPT 357
CRISIS OF ADOLESCENT AGE. IDENTIFICATION OF THE PERSON
AND ROLE CONFUSION 357
DEVELOPING SELF-ASSESSMENT IN ADOLESCENTS 358
ADEQUACY OF SELF-ASSESSMENT 359
DYNAMICS OF SELF-ASSESSMENT 360
PHYSICAL APPEARANCE AND SELF-ESTIMATION 361
NATURE OF SELF-ASSESSMENT AND QUALITY OF PERSONALITY 362
EMANCIPATION OF SELF-ESTIMATION 363
DEVELOPING SELF-ASSESSMENT IN THE PROCESS OF COMMUNICATION 363
INFLUENCE OF PARENTS ON SELF-ESTIMATION 364
RELATIONSHIP OF SELF-ASSESSMENT WITH SOCIO-PSYCHOLOGICAL STATUS.... 365
SELF-ASSESSMENT AND EDUCATIONAL ASSESSMENT 366
DEVIATIONS IN DEVELOPMENT 367
AFFECT OF INADEQUACY 367
SELF-ESTIMATION IN THE STRUCTURE OF THE PERSONALITY OF A DELINQUENT TEENAGER 367
SELF-ESTIMATION OF ADOLESCENTS WITH NEUROSIS 369
SUMMARY 372
CHAPTER 5. BEHAVIOR 373
DEVELOPING INTERACTION WITH THE PHYSICAL WORLD 373
FEATURES OF PHYSICAL ACTIVITY OF ADOLESCENTS 374
GENDER DIFFERENCES 374
DEVELOPMENT OF SOCIAL BEHAVIOR 375
BEHAVIOR IN THE FAMILY 375
Emancipation reaction 375
Family conflicts 377
PEER BEHAVIOR 377
Teen groups 378
Conflicts in the group 378
Gender-role behavior 378
DEVELOPMENT OF HOBBIES, HOBBY 379
Hobby types 379
INDIVIDUALIZATION 380
SUMMARY 381
CHAPTER 6. TEENAGE AGGRESSION 383
WAYS TO PREVENT THE DEVELOPMENT OF AGGRESSION 383
INFLUENCE OF THE DEGREE OF ATTACHMENT TO PARENTS ON THE DEVELOPMENT OF AGGRESSION. . 385
AGGRESSION AND CHARACTEROLOGICAL FEATURES 386
GENDER DIFFERENCES IN THE DEVELOPMENT OF AGGRESSION IN ADOLESCENTS 387
THE DEVELOPMENT OF VARIOUS FORMS OF AGGRESSION 388
AGGRESSION AND CONFLICT 389
SELF-ESTIMATION OF THE TEENAGER AND AGGRESSIVENESS 389
AUTOAGGRESSIVE BEHAVIOR IN ADOLESCENTS 391
RESULTS OF AGE 393
REFERENCES 396
CHAPTER 1. COGNITIVE FEATURES 400
FEATURES OF THE DEVELOPMENT OF MENTAL COGNITIVE PROCESSES
IN THE PERIOD OF EARLY ADULT 400
THE CONCEPT OF AGE AND AGE HOURS 401
DEVELOPMENT OF PSYCHOPHYSIOLOGICAL
FUNCTIONS AND FEELING 402
MEMORY DEVELOPMENT 405
DEVELOPMENT OF THINKING 405
SPEECH DEVELOPMENT 407
DEVELOPING ATTENTION 409
FEATURES OF STUDENT AGE 409
CRITERIA FOR COGNITIVE MATURITY IN EARLY ADULT.411
DIALECTIC THINKING 411
OBLIGATION AND RESPONSIBILITY 412
FLEXIBILITY OF THINKING 412
SUMMARY 413
CHAPTER 2. AFFECTIVE SPHERE 414
THEORIES OF EMOTION 414
PSYCHO-PHYSIOLOGICAL THEORY OF EMOTIONS 414
W. WUNDT'S THEORY OF EMOTIONS 415
FEATURES OF THE DEVELOPMENT OF EMOTIONS IN THE PERIOD OF EARLY ADULT. . 416
LOVE AS A FUNDAMENTAL HUMAN EMOTION 417
STERNBERG'S THREE-COMPONENT THEORY OF LOVE 418
JEALY, ITS PSYCHOLOGICAL CHARACTERISTICS 419
EMOTIONS IN PARENT-CHILD RELATIONSHIPS 420
INFLUENCE OF COLOR ON THE EMOTIONAL STATE OF A HUMAN 422
SUMMARY 423
CHAPTER 3. MOTIVATIONAL SPHERE 424
FEATURES OF THE MOTIVATIONAL SPHERE OF THE PERIOD
EARLY ADULT 424
MOTIVATIONAL ATTITUDES OF THE PERIOD OF EARLY ADULTITY 425
DREAM 425
CHOOSING A LIFE STRATEGY 426
MOTIVATION OF MARRIAGE 427
FAMILY PLANNING 428
MOTIVATION OF DIVORCE 429
MOTIVATIONAL ATTITUDE FOR SINGLE LIFESTYLE 430
MOTIVATIONS FOR CHOOSING A PROFESSION 431
MOTIVATION OF PROFESSIONAL ACTIVITIES 434
MOTIVATION AND PRODUCTIVITY 435
VALUE SYSTEM ON THE THRESHOLD OF THE 30TH ANNIVERSARY 437
GENDER DIFFERENCES IN CHANGING THE VALUE SYSTEM 438
SUMMARY 439
CHAPTER 4. FEATURES OF THE I-CONCEPT 440
FEATURES OF THE DEVELOPMENT OF THE I-CONCEPT IN THE PERIOD
EARLY ADULT 440
INFLUENCE OF VALUE CONDITIONS ON THE SELF-CONCEPT 442
I-CONCEPT AS A MEANS OF PROVISION
INTERNAL CONSISTENCY 443
SELF-CONCEPT AS A SET OF EXPECTATIONS 443
THE ROLE OF PSYCHOLOGICAL PROTECTIONS IN THE SELF-CONCEPT 444
I-CONCEPT AND SELF-ESTIMATION 445
DIFFERENTIATION OF THE SELF-CONCEPT 446
I-CONCEPT AND PSYCHOLOGICAL AGE OF THE PERSON 446
THE PHENOMENON OF "AGE CONSERVATION" 447
GENDER FEATURES OF THE I-CONCEPT 448
APPEARANCE AND GENDER IDENTITY 450
DEVELOPMENT OF THE PERSONAL SELF: IDENTITY, PROXIMITY
AND GENERATIVENESS 451
CLOSENESS AND LONELINESS. . 451
I-CONCEPT AND FAMILY RELATIONSHIPS 452
SELF-CONCEPT AND THE TRANSITION TO PARENTING 453
PROFESSIONAL SELF-CONCEPT AND SELF-ASSESSMENT 454
PROFESSIONAL SELF-ASSESSMENT 456
SUMMARY 455
CHAPTER 5. BEHAVIORAL CHARACTERISTICS 456
THE MOST IMPORTANT ACTIVITIES OF AN ADULTS 456
INTERACTION WITH THE PHYSICAL WORLD 457
INDIVIDUAL STYLE OF BEHAVIOR AND ACTIVITIES 457
PERSONALITY AND INTERACTION WITH THE PHYSICAL WORLD 458
SOCIAL BEHAVIOR 459
PROFESSIONAL ACTIVITIES 459
FAMILY AND MARRIAGE RELATIONS 460
PARENTAL RELATIONSHIPS 462
LEISURE ACTIVITIES 463
SUMMARY 463
CHAPTER 6. DEVELOPMENT OF PROFESSIONALISM. STUDY PROBLEMS 465
RESULTS OF AGE 474
REFERENCES 476
CHAPTER 1. COGNITIVE FEATURES 480
FEATURES OF MENTAL COGNITIVE PROCESSES
DURING ADULT 480
DEVELOPMENT OF SENSORY FUNCTIONS OF SENSATION AND PERCEPTION 481
VISION 481
HEARING 482
DEVELOPING ATTENTION 483
DEVELOPMENT OF INTELLIGENCE 483
TYPES OF INTELLIGENCE 484
DYNAMICS OF DEVELOPMENT OF INTELLIGENCE 485
MID-LIFE CRISIS 488
THE ROLE OF HUMAN COGNITIVE DEVELOPMENT IN AVOIDING
MIDDLE AGE CRISIS 490
SUMMARY 491
CHAPTER 2. AFFECTIVE SPHERE 492
"MOOD" OF THE PERIOD OF MIDDLE ADULTS 492
IMPACT OF MARRIAGE RELATIONSHIPS ON EMOTIONAL
SPHERE OF PERSONALITY 493
THE ROLE OF EMOTIONS IN PROFESSIONAL ACTIVITIES 494
STRESS IN HUMAN LIFE IN THE PERIOD OF AVERAGE ADULT 496
STRESS AND THE DEVELOPMENT OF NEGATIVE EMOTIONS 496
STRESS SYMPTOMS 497
STRESS AND DISTRESS 498
SEX DIFFERENCES IN RESPONSE TO STRESS 499
IMPACT OF STRESS ON THE HUMAN IMMUNE SYSTEM 500
WAYS TO OVERCOME STRESS 501
SUMMARY 502
CHAPTER 3. MOTIVATIONAL SPHERE 503
FEATURES OF THE DEVELOPMENT OF THE MOTIVATIONAL SPHERE IN AVERAGE
AGE 503
MOTIVATIONAL CRISIS 504
ACHIEVEMENT MOTIVATION AND MOTIVATIONAL CRISIS 505
MEANING OF LIFE 506
GENDER DIFFERENCES IN OVERCOMING THE MOTIVATIONAL CRISIS 507
THE ROLE OF META-NEEDS IN OVERCOMING THE CRISIS 508
MOTIVATION OF FAMILY LIFE 511
MOTIVATION OF RELATIONSHIPS WITH CHILDREN AND PARENTS 511
MOTIVATION OF MARRIAGE RELATIONSHIPS 512
MOTIVATION OF PROFESSIONAL ACTIVITIES 514
MOTIVATION OF LEARNING ACTIVITIES 516
SUMMARY 517
CHAPTER 4. FEATURES OF THE I-CONCEPT 518
GENERAL FEATURES OF THE I-CONCEPT IN AGE
MIDDLE AGE 518
SELF-ACTUALIZING MATURE PERSONALITY 520
FEATURES OF SELF-ASSESSMENT OF PERSONALITY OF AGE
MIDDLE AGE 521
COGNITIVE AND EMOTIONAL COMPONENTS OF SELF-ASSESSMENT 521
INTERACTION OF PRIVATE AND GENERAL SELF-ASSESSMENTS 521
TIME ASPECT OF SELF-ASSESSMENT 522
I-IMAGE AND SELF-ESTIMATION 523
INFLUENCE OF A CRISIS LIFE SITUATION ON THE STRUCTURE OF SELF-ASSESSMENT. . 523
FEATURES OF I-CONCEPT AND SELF-CONSCIOUSNESS
BORDERLINE PERSONALITY STRUCTURE 525
Self-Concept and Role Reversal 525
EXPERIMENTS THAT CONFIRM THE CONCEPT OF SELF-PRESENTATION 527
SUMMARY 529
CHAPTER 5. BEHAVIOR 530
INTERACTION WITH THE PHYSICAL WORLD 531
SOCIAL BEHAVIOR 533
SOCIAL BEHAVIOR AND WORK 533
Professionalism 534
Professionalization and personal development 534
Change of professional activity 535
Features of behavior in family life 536
Relationships with spouses 536
Relationships with children 537
Relationships with parents 537
LEISURE DURING ADULT 538
SUMMARY 539
RESULTS OF AGE 540
REFERENCES 542
CHAPTER 1. COGNITIVE FEATURES 546
DEVELOPMENT OF SENSING AND PERCEPTION 547
CHANGES IN HEARING SENSITIVITY 547
visual impairment 547
DYNAMICS OF PSYCHOPHYSICAL FUNCTIONS 548
DEVELOPMENT OF HIGHER MENTAL PROCESSES 549
MEMORY CHANGES 551
DEVELOPMENT OF THINKING 555
WISDOM 555
REASONS FOR DECLINE IN INTELLIGENT FUNCTIONS 556
DEMENTIA 556
ALZHEIMER'S 558
Symptoms of the disease 558
Micro strokes 559
INDIRECT CAUSES OF WEAKENING OF INTELLECTUAL FUNCTIONS 559
FACTORS OF THE DEVELOPMENT OF COGNITIVE FUNCTIONS IN THE PERIOD
LATE ADULT AND OLD AGE 559
SUMMARY 561
CHAPTER 2. AFFECTIVE SPHERE 563
DIRECTIONS OF DEVELOPMENT OF THE HUMAN EMOTIONAL SPHERE 563
AGING AND SPECIFIC CHANGES IN EMOTIONAL
SPHERES 566
MAIN TYPES OF ADJUSTMENT TO OLD AGE 567
MENTAL DISTURBANCES IN THE PERIOD OF LATE ADULT AND OLD AGE .... 568
DEATH. EMOTIONAL IMPACT 569
SUMMARY 570
CHAPTER 3. MOTIVATIONAL SPHERE 572
CHANGE OF MOTIVES IN PENSIONERS 572
AGE DYNAMICS OF THE DEVELOPMENT OF MOTIVES
IN THE PERIOD OF LATE ADULT AND OLD AGE 574
LATE ADULT 574
OLD AGE 575
LATE OLD PERIOD 577
LIFE SATISFACTION AND MOTIVATIONAL
HEALTH 578
PHYSICAL HEALTH 578
ECONOMIC SITUATION 580
POSITIVE FUNCTIONING 580
IMPLEMENTATION OF THE NEED FOR SATISFACTION, WHICH BEFORE
GAVE JOB 581
MOTIVATION OF FAMILY RELATIONS 582
MOTIVATION OF MARRIAGE RELATIONSHIPS 582
RELATIONSHIPS WITH GRANDCHILDREN 583
RELATIONSHIPS WITH BROTHERS AND SISTERS 583
SUMMARY 584
CHAPTER 4. FEATURES OF THE I-CONCEPT 586
THE IMPACT OF SOCIAL STEREOTYPES ON THE SELF-CONCEPT 587
I-CONCEPT OF LATE ADULT
AS A SET OF INSTALLATIONS ON YOURSELF 589
THEORIES OF "RELATIVITY" OF AGING 589
E. ERICKSON'S CONCEPT 590
SPECIFICITY OF THE I-IMAGE AT THE STAGE OF AGING 591
THE DETERMINING CONDITION FOR THE DEVELOPMENT OF THE I-CONCEPT
IN OLD AGE 592
ADAPTIVE (PRODUCTIVE) AGING 593
NON-ADAPTIVE AGING PROCESS 595
SUMMARY 596
CHAPTER 5. BEHAVIOR 597
FACTORS DETERMINING HUMAN BEHAVIOR 597
REDUCED PSYCHOPHYSICAL POSSIBILITIES 597
GENDER 598
PERSONALITY AND PERSONALITY TYPE 598
THE THEORY OF "DESOCIATION" 600
WEALTH 600
LOSS AND LONELINESS 601
CONSCIOUSNESS OF ONE'S OWN EXISTENCE LIMITATION 602
HUMAN INTERACTION WITH THE PHYSICAL WORLD 602
Narrowing of living space 602
INTERACTION WITH OBJECTS 603
SOCIAL BEHAVIOR 604
BEHAVIOR IN THE FAMILY 604
RELIGIOUSNESS 605
HAPPY OLD AGE 605
SUMMARY 606
CHAPTER 6 DEATH AND DYING 607
FEAR OF DEATH 608
STAGES OF DYING (KUBLER-ROSS CLASSIFICATION) 608
HALLUCINATIONS OF THE DYING AND DEATH EXPERIENCES.... 609
VOLUNTARY DEATH 611
AUTO-EUTHANASIA 612
RESULTS OF AGE 614
REFERENCES 617
GLOSSARY 620
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The road of life
Our life is a long road. When you are young, it seems endless, and you live with the feeling that you have everything ahead of you and that you have a lot of time at your disposal, so much that you don’t even know how to use it and what to fill it with.
At the end of your life, when most of this road has already been passed, you look back and see that the years have flown by like one moment. You realize that you didn’t have much time, and there is very little left.
A person paves the long road of life himself according to the models given by Nature and Fate. These models of the Path provide for their periods of movement and their stops, countless opportunities, tasks and trials that are given at each stage, so that the one who walks along the path, first of all, grows and develops. Which of all this a person himself uses and what kind of road he will ultimately get depends on his own efforts and the desire to understand why and for what he builds it. This is the philosophical approach to the topic we are discussing.
Age in philosophy is one of the periods, stages, or cycles of human development. The onset of each age is accompanied by physiological changes in the body, but this is only the visible part of the iceberg. Much more interesting is what is happening simultaneously on the psychic and mental planes and how this affects a person’s way of life. For philosophy, another key question is: how does the spiritual development of a person take place in each cycle and how does it affect his fate and destiny?
Three points of view
Age is a very specific concept, but at the same time it is relative. The meaning that a person puts into it depends on what he considers the main thing in life.
If for you age is “the number of years from birth”, confirming that your physical body (and this is a natural process) is gradually but non-stop aging, and if you see your happiness in looking young and beautiful for a longer time, I’m afraid I can't make you happy. Your happiness will be short-lived: sooner or later even the best plastic surgeons turn out to be powerless before the powerful laws of Nature.
Perhaps you are one of those for whom there are two "ages" - "youth", which lasts as long as you are free, while you live for yourself, diligently avoiding responsibility, difficulties, trials and decisions; and "the end of youth" - when a "happy" life ends, because different responsibilities, problems and serious life tasks appear, and this becomes the cause of chronic depression and dissatisfaction with oneself.
Then, most likely, you simply refuse to grow up. Some psychologists call such people aging children ... Not too flattering, especially since others at the same time consider you not young, but touchingly helpless or funny, even if you are not so many years old.
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Young is the one who, regardless of age, has a living heart, a living and searching mind, who preserves the youth of the soul. His life is filled with meaning, which he finds thanks to incessant searches and efforts, strongly, subtly and deeply living everything that happens to him, thanks to the richness of his inner world. And a person of any age quickly ages prematurely, if his heart is stale, his soul and mind are devastated, and life is meaningless.
Anyone who does not recognize and overcomes the barriers and limitations that prevent the manifestation of the best qualities of the mind, soul and heart remains young. Anyone who falls into the trap of such restrictions and circumstances becomes old.
Age cycles
According to many ancient and modern philosophical and religious teachings, astrological and psychological concepts, human life is arranged in the image and likeness of the life of Nature and the Universe. It is only one big cycle of existence within other, even greater cycles of the mysterious process of Evolution, which the limited human mind cannot comprehend.
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This ancient concept has been significantly expanded by modern astrology, in particular by the well-known School of Humanistic Astrology. The Swiss astrologer A. Ruperti calls age a fertile soil in which deep experience ripens and a person's consciousness awakens, the treasures of his Soul are revealed, passing through the natural stages of its development. He draws attention to the fact that in different age cycles the same event often acquires completely different meanings: its meaning changes, the reaction of a person changes, the lessons that he must learn, and the qualities of the soul and mind that he must reveal.
Astrologer D. Rudhyar finds an interesting connection between the full cycle of integral human development during life and the full 84-year cycle of the planet Uranus.
The cycle of Uranus, in relation to human life, astrologers divide into stages in different ways: they talk about seven cycles of 12 years, 12 cycles of seven years, and three cycles of 28 years. Most often, 12 cycles of seven years are considered. Rudhyar advises to look at the first 10 seven-year cycles, from year 0 to year 70, because after that begins the repetition at another level of what has already been passed.
Years of "exams"
If the cycle of Uranus is divided into three periods of 28 years, then the 0th (year of birth), 28th, 56th and 84th years of life become key for human development. They are called critical, turning points in the deepest sense of the word - it is during these years that the strongest tests are given, drawing a line under what has already been lived through, passed. They have the real Hamletian “to be or not to be?”.
It depends on how these life exams are passed, whether the fate of a person will change radically, whether he will step into a new life or remain in the old one, condemning his soul to a slow death, even painless.
A small, just born man is not yet adapted to the new conditions of life in matter, and therefore, as the legends say, Fate gives him a friend and helper, an unearthly creature - a guardian angel. According to ancient traditions, every child under the age of seven has its own guardian angel. He protects the baby from all the dangers of life until he gets on his feet, and, most importantly, helps to keep in touch with the heavenly world, where the child came from, and the world of his own soul. If the child’s attention has not yet been completely absorbed by material things and hobbies, if his soul has not yet hardened and retained immediacy and purity, then communication with the guardian angel can be the beginning of the formation of his inner world. This is how the first questions arise about the meaning of life, about the beautiful and about the universe, the first dreams and aspirations are born, and the craving for the secret and magical remains for life.
All this is reflected in the games, drawings, stories of the child, and from them parents can get valuable information about the other, innermost, side of their baby's life.
Such inner sensitivity, the ability to see through the eyes of the heart and feel the soul of beings and things, will culminate at the age of five, then sharply decrease, and after seven years will disappear altogether if it is not strengthened in the child's consciousness before the school age begins.
We omit everything else, adding only one. Do not indulge the whims of your child! Even before school, the child must understand that he is not the center of the universe! If you fail to instill in him an elementary understanding of what is possible and what is impossible, then it will be very difficult to cope with him, and emotional outbursts can continue throughout his life.
The age period up to seven years is extremely important, because everything that happens at this time will in one way or another affect later life. If, for example, at this age there is no calcium in the child's food, then the body will suffer later. If in the life of a child there is not enough love, warmth and parental authority, friendship and understanding, then for the rest of his life a person will feel deprived and will experience enormous difficulties, building relationships with other people and trying to adapt to the social environment. But if at this age the child does not have enough food for the soul, his whole life may go to waste, he may never understand why he was born and what he lived for.
The child at this age begins to be very clearly aware of his inner self and to separate himself from his environment. At the same time and gradually, an important need awakens in him: to evaluate, reason, behave like an adult and strive to be perceived as such.The wisdom of the heart is replaced by the logic of the head, and the internal dialogue with the soul of beings and objects is replaced by a dialogue with the outside world. Television, the school, the family and the environment, that is, the entire system of education, the system of norms and principles of social behavior, as well as laws that reflect the specific life reality that he must gradually master, contribute to this significant change in consciousness.
Therefore, at this age, the role of parents and adults as teachers and mentors is extremely important, whose authority is based not on demonstrative flogging or demonstrative encouragement, but on deep mutual trust: when there is someone who knows more - an example, a kind of ideal, and one who knows less who recognizes this example and therefore follows it.
In the age cycle of 7-14 years, the main energy resources and potentials awaken in the child, so he becomes very active, dynamic, mobile, and his mind and inner world become just as dynamic, active and mobile. Few adults notice the spiritual hunger awakening at this age, the growing thirst for knowledge. The child is interested in everything - from the structure of the world to the structure of the car ... His curiosity is vital, sincere, contagious. It also gives parents a wonderful opportunity to shake off the old times, return to their youth, feel an amazing, genuine interest in everything that happens. And the most beautiful thing is when we suddenly cease to understand who is pushing whom to discover - the child us with his childish interest and ability to be surprised, or we are his inspiration of an adult in whom the child's soul spoke again.
And perhaps, missing this chance, we condemn our children to a mediocre life.
14 to 21 years old
Each age cycle has its own problems, but the crisis of adolescence is different from all others. With its scale, drama and the number of characters drawn into it, it resembles a real tragedy - Shakespeare is resting!
On the one hand, a violent reaction, whims, feelings, unpredictable behavior and thinking, romantic outbursts and a serious passion for one or the other, and right there - depression, passivity, laziness, isolation, worries about their "freshly realized" complexes, which so glorified teenage age.
All the fuss flares up due to the fact that, despite accelerated growth, physiological maturation and obvious external signs of an adult, our hero in many ways remains a child, naive and restless, and deep down wants to be taken care of, protected, fenced from the hardships of life. On the other hand, he is well aware that childhood is already over. That he is already a mature person - this is how he should look in his own eyes and, most importantly, in the eyes of others. And if a child in a teenager takes over, then the adult in him immediately tries to get rid of this child, tries not to show him.
All this leads to confusion and self-doubt. Trying to hide them and wanting to look confident, the teenager rushes from one extreme to another, behaves unnaturally.
His idea of himself is idealized, and the demands on himself and on the environment are exaggerated. This primarily concerns the appearance, which becomes the main subject of concern.
Particularly burdensome at this age is the feeling of sexual inferiority. “Is there something wrong with me?” - teenagers often ask this question, and an attempt to answer it gives rise to additional complexes and suffering: fear of the first time, timidity, shyness, fear of not being up to par, fears that the inharmonious proportions and shortcomings of his body will cause laughter ...
In this age cycle, parents should not leave the child without support and allow him to struggle with problems alone. Indifference will not speed up the overcoming of such crises. Calm, serious conversations will calm a teenager, help to understand a lot of issues and, most importantly, not get hung up on such experiences. Parents must show that there is something else in the life of a mature person, something more important, interesting and inspiring... Otherwise, we risk raising a neurotic and pathologically preoccupied person.
To help a teenager discover other horizons for himself, you do not need to invent anything: his inner world is constantly expanding and filled with a wide variety of interests, subtle feelings of beauty, romantic dreams and dreams. Adults only need to help a teenager to discover the treasures of his inner world. After all, he is essentially an incorrigible romantic and idealist. He lives with high feelings and inspiration, and therefore sometimes he feels the strength to move mountains, just give him free rein!
The soul of a teenager is that fertile ground on which the first sprouts of genuine abilities, talents, aspirations and revelations appear. Then they will form its inner core and the meaning of life.
And most importantly: if at the previous stage the child needed a parent-teacher, now he needs a parent-friend. He needs someone who could become a mirror of his feelings and experiences, someone who can be trusted with any secret. A teenager opens up only to those who have touched some thin string of his soul, his inner world. With the rest, he will behave formally, sensitively feeling falsehood and insincerity, sometimes perceiving an attempt to get closer as an "attack on himself" ... In response, alienation is born, which can develop into a protest. Parents should treat the teenager as an adult, remembering to approach him slowly, sincerely and without demanding anything in return.
As a rule, everything ends successfully by the age of 18-19, with the attainment of adulthood. Before the young man and the girl there is already another task - to become independent and independent both physically and mentally, especially in relation to parents and family.
It is believed that a young person at this age may well already be responsible for his actions. He can marry, vote, choose his profession and hobby, work and provide for himself, live independently. Here it is, the long-awaited freedom: I choose who I want, I do what I want, I myself am the master of my own destiny and manage it at my own discretion, I want - I do stupid things, I want - I pull myself together, no one is above me, I don’t owe to anyone report!.. That's right, there is only one small "but".At this age, the complex process of becoming a "full member of society" reaches its culmination. With an adult young man, society no longer stands on ceremony, it takes off all masks, and it becomes clear that it is ruled by the cruel laws of the jungle and that in fact you have only two ways: either adapt to these laws, perceive them as a necessary evil, if you want. live calmly and prosperously, or still fight for your own individuality and moral criteria, knowing that you risk being destroyed by these same laws at any moment.
This is the essence of the crisis of the life cycle of 21-28 years, this is the main task of the great maturity test - to survive in any way, but not to destroy the soul. In this struggle for survival, two basic principles of life collide face to face: the material and the spiritual. The fate of a person depends on which of them will be stronger, which will win.
It can be solved with one flash of intuition, one action at the behest of the heart, but in the same way we can destroy it with our own hands if our intuition, our soul and heart do not “work” at the right moment.
At this age, we are like people about to build a house. Everything that happens to us at this stage, all our efforts, revelations and knowledge become “building material”, which we collect bit by bit. We will start building the building itself only in the next cycle of life. But it is precisely from the material that was accumulated in the period of 21-28 years that this must be remembered. Then it will be much more difficult to find the missing elements.
28 to 35 years old
Often we hear the catchphrase: “I set myself a deadline of 30 years. By this time, you need to do a lot: take a walk and settle down, enjoy a free life and start a family, live on your parents' money and find a well-paid job, defend a candidate, perhaps even a doctoral one.
As if life ends after 30 years, and what you do not have time to achieve before this period, you are unlikely to catch up later. As a result, many major mistakes are made, hasty decisions are made, a lot of conflicts and complexes arise. We want to sit on several chairs at the same time, we want to have everything at once - and we get nothing. Our life turns into a constant race and bustle, the days are scheduled by the minute, and still we do not have enough time. Just as often, we allow ourselves the other extreme - routine, boredom, passivity, up to periodic depression, the cause of which is external and internal fatigue.
But in rare moments of stopping, our second nature makes itself felt, forced out somewhere deep into the subconscious. The soul of a romantic, a poet, an artist breaks out, and in these moments we do not recognize ourselves. The inexplicable inner nostalgia is already very strong.
The soul asks to truly love and be loved, asks for purity of heart and purity of relationships, asks for adventure, asks for beauty in all its manifestations. Music, poetry, books, nature - all this again becomes relevant. Sometimes our soul of a philosopher and scientist, thirsting for knowledge, breaks out. Suddenly we start asking questions about God, about the meaning of life, about purpose. Suddenly we realize how narrow our horizons are and how many interesting things we do not know and have missed. We want to learn, learn, develop abilities and talents, discover the world and people.
The task of the age cycle of 28-35 years is to give free rein to these deep and sincere needs and aspirations of the soul, to reveal, develop and strengthen them.
For in this way fate gives us a chance to find ourselves, to discover our Path, to discover one or another facet of our meaning of life. It is at this age that it is easiest to see it, and, oddly enough, it is at this age that life circumstances allow at least a small fraction of what has been discovered to be realized.
If the chance is missed, if our second nature does not receive the necessary food to develop, the consequences will be almost minimal until the age of 35: only deep nostalgia for a real, authentic life and dissatisfaction with oneself will remain. But already in the next age cycle, after 35 years, it can turn into a deep crisis - the famous "midlife crisis".
Chances at this age do not fall from the sky, but come along with a fundamental rethinking of everything that happened before, and are accompanied by rather difficult trials.
Everything falls into a heap - on the one hand, there are many important and difficult problems that need to be solved simultaneously, while all the usual, stereotypical methods of solving them are no longer suitable. On the other hand, fate suddenly sends opportunities that were not there before. Each of them has its pros and cons, and we are required to make a choice, clearly realizing that it is the only correct one and for a long time.
In fact, the choice we make is always the same: either the head or the heart. Or we choose a stable and calm life, ignoring the needs of the soul and heart, condemning ourselves to an empty and meaningless life. Or we choose the needs of the soul and heart, sacrificing much of what provided us with a stable and peaceful life.
Our choice must be conscious and independent. We ourselves must understand whether we found it or not, whether we made a mistake again, answering for our decisions and actions. It is impossible to make the right decision without answering two eternally relevant questions: 1) what does not suit me in my previous life and why (the criterion is the needs of the soul and heart), 2) what is most important for me, why, for what and for whom I live (same criterion)...
Finding your way is not easy. You need to stock up on patience and perseverance, because you have to go a long way of trial and error. The main thing is not to give up prematurely and not to compromise with your soul, heart or conscience. Luck is always a reward for courage, perseverance, faith, patience and, of course, love.
One way or another, if before this period the material and spiritual principles were still fighting in a person, then at this age he was already ripe in order to choose, finally and irrevocably, one of the two.
It is not for nothing that they say that all subsequent age cycles are a kind of continuation of the cycle of 28-35 years, and what happens next largely depends on how we lived this key period of our life, what we discovered in it and what priorities we set.
35 to 42 years old
In this period, a person experiences the famous “mid-life crisis” or “mid-life crisis”, which becomes a natural continuation of the incompletely lived previous - key - stage of life, the sad consequence of all the opportunities missed in it.
We start thinking again about what “should have thought before” and asking questions that should have been answered earlier.
This crisis is different for everyone. But sooner or later, the soul again begins to be tormented by questions: “Why is all this?”, “Is this my life?”, “Am I going the right way?”, “Why do I exist?”, “What is everything for? ? A person feels very lonely - internally and sometimes externally. And most of all, the feeling that there is little time left for "real life" and that it is impossible, as before, to put it off "for later."
The processes that take place during a crisis are only indirectly related to external circumstances. Therefore, many psychologists agree that such a crisis is not age-related, but deeply spiritual.
As C. G. Jung said, at this age a person again gets the opportunity to hear the voice of his Soul, his Self. He himself and his life must change radically, and all conditions have been created for this. Spirituality must take the place of rationality, Wisdom of the heart - the place of the logic of the mind.
In fact, a midlife crisis is another chance to change everything. If it is successfully overcome and we find the missing links necessary for our life to acquire a new meaning, its result can be a deep spiritual rebirth, expansion of consciousness, a new vision of the world and our destiny, and the acquisition of individuality. This confirms the experience of many prominent people who experienced an acute spiritual crisis at about 40 years old. For the same reason, many people around the age of 40 change their family, profession, lifestyle and start everything from scratch.
Often, unfortunately, a person manages to oversleep this opportunity, drown out the voice of his Soul. However, you can't run away from yourself. Sad consequences await those who succeed. Such people can turn out to be petty, embittered and confused old people, whose lonely life will be filled only with diseases, gossip and the expectation of death.
Even for those who have already found the meaning of life and their favorite work, this period is by no means simple. It is not enough to find meaning, it is not enough to know where we are going and what we want - now we have to comply with all this. The “mid-life crisis” in this case is manifested in a painful awareness of the discrepancy between the height and beauty of the cause or destination that a person has chosen, and his real abilities and capabilities. And the same deep rethinking begins again, attempts to become better and do better, overcome the boundaries of knowledge and possibilities, destroy stereotypes.
And again the same effort to hear the voice of the Soul in a different way, to discover other people and the world around us in a new way.
42 to 49 years old
It's no secret that by this age, relationships with loved ones usually turn into a habit, lose their warmth, tenderness, depth and strength. Periodically, any relationship requires its rethinking, renewal or revival. This age gives a unique chance to do it once and for all or to love your loved ones in a new way, if all these years our feeling has withstood all the tests. And for this we will have to answer the question again: “What binds us, what unites us, what holds us together? Habit? dependent on each other? material benefit? friendship? love? responsibility for others? common cause, aspirations, dreams? or both, and the other, and the third?
If in the previous cycle I had to answer the question once and for all, what is the main thing in my life, then at this age, once and for all, I need to answer the question: what is the main thing in my relationships with loved ones and the world around me?
This age provides a unique chance to re-learn Love - its various forms and states - and strengthen the bonds of the heart that bind us to other people.
Spouses who managed to go through all the crises together, by the age of 45 feel a renewal of feelings and relationships, and not because they suddenly change for the better, they simply stop blaming each other for their own problems.
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By believing that we are not only wanted but needed by others, we can generate many new ideas, initiatives, and creative plans that will benefit many.
Given the amazing opportunities that open up at this age, one must remember not only that all ages are submissive to love, but also that love cannot be replaced by surrogates. Therefore, do not immerse yourself in the virtual reality of TV shows and romance novels and do not build illusions that it will become a replacement for what is missing in life. Also (especially for men), do not think that meeting a young lady, in front of whom you can assert yourself, feel like a person who has not yet lost physical attractiveness and the potency of youth, will automatically “provide” love. Do not try to run away from your age, do not convince yourself and others that you are younger than you really are. Mature age has its own beauty and strength, which few people leave indifferent.
49 to 56 years old
If during the previous 14 most important years a person successfully solves the tasks that fate sets before him, if he stops clinging to physical youth and does not try to return it in any way (sometimes exposing himself to ridicule), if he bears his age with dignity and nobility, then fate he is richly rewarded for it. Taking youth away from the body, it restores youth to the soul.
And life seems to start anew, it becomes much more interesting than ever before. Life is deliberately relegated to the background, and all the cherished dreams of youth, which previously seemed unrealizable, again make themselves felt and find their expression in new searches, undertakings and discoveries.
Often it is at this age that brilliant ideas, inventions and works are born, in which all the spiritual forces and creative potentials of an already wise person, accumulated over many years, are most fully manifested.
Before us is a mature and experienced young man, with fire in his eyes, with an interesting outlook and ideas, with enthusiasm, cheerfulness and dynamism, which can be envied. No wonder Plato gave preference to this age, and people who managed to use its chances and reach the culmination of their spiritual and creative development assigned a special role in their ideal state.
When many people of this age, who have found themselves and live a full life, were asked if they would like to return to their youth, they happily and categorically refused.
All other options for passing the age cycle of 49-56 years, to put it mildly, do not inspire and sometimes have very sad consequences. As a rule, a person runs away into the past, loves to remember how good it was then and how bad it is now, and does nothing to change something. Sometimes it becomes like an aged, inert, passive, lazy and capricious teenager. Sometimes - on a creature tortured by life, on which all the troubles of the world have fallen, blaming the state and its own environment for all its failures, demanding that everything that it once sacrificed be returned to it.
56 to 63 years old
Now the question that until that time had lived somewhere deep in the subconscious becomes especially important and reverent: “What will remain after me?”, “To whom to pass everything that I lived, understood, achieved?”, “Who will continue my work, who will grow the tree I planted? Continuity, transfer of experience, continuation of your favorite business are becoming very relevant. And this age provides its own unique chance - to strengthen ties with those whom we can call with deep joy our like-minded people and even successors.
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The age stage of 56-63 years gives a chance to find your flock, your spiritual family. This is another happy confirmation that your life has meaning, because you are very deeply and strongly re-aware of why and for whom you live and will live as long as you have the strength.
Therefore, this age reveals in a person a special quality of personality, or it intensifies to the fullness of manifestation, if already awakened - the quality of a teacher.
A person generously shares his experience, knowledge, love, feeling a deep responsibility for those who remain after him, and teaches others, first of all, by his own example and way of life. This gives special powers: spiritual, mental and energy resources appear as if from nowhere, which a person had not previously guessed about and which otherwise would never have manifested. This gives him a special inner beauty, sophistication, nobility, illuminating his appearance. People are drawn to him and can't help but admire him. "How handsome this man is!" - sometimes they say about him, and these words are not always heard about themselves by much younger people.
Caution: in order not to miss the chance of this age, one should not limit oneself only to an attempt to strengthen family ties or solve the problem of who to leave the property acquired with sweat and blood, otherwise one can experience strong and deep disappointment!
All other options for passing this age period are not encouraging, and the problems of already obvious aging are only getting worse. Intolerance, whims, outbursts of emotions, illnesses, rigid views, old fears and stereotypes, dogmatism, all kinds of addictions - all this becomes a difficult problem.
63 to 70 years old
Before falling into winter sleep and waking up again in spring, nature delights our hearts with the beauty of golden autumn. The age cycle of 63-70 years is the golden autumn of our life, when the best, most beautiful, strongest and most valuable thing that we can give away, thanks to which we will always be remembered, should appear. This is a kind of summary of all the years we have lived, an assessment and indicator of the quality of the path we have traveled.
Our physical and mental state, our actions in this age cycle will depend on these results and this assessment. Internal satisfaction from the path traveled makes it possible to open up to new spiritual and creative potentials, which result in unique final life achievements. The despair caused by the realization that everything was wrong, and now you can’t change anything, can become a terrible brake. This state is very dangerous, because a person refuses to understand that just at the end of his life he can start everything very beautifully all over again.
Therefore, you should listen to valuable advice: you need to show and use the best qualities of the soul, mind and heart, apply all the accumulated positive experience. This is extremely important and very necessary in order to adequately complete the work of life, if we had it, or to find it if we have lived meaninglessly all our lives - this is a unique chance to redeem everything, catch up, find inner peace and leave with dignity.
This is already the age of loss - friends, relatives, loved ones are dying ... The time is approaching when at any moment we can be called there. It is necessary to gradually prepare for a meeting with eternity and determine your attitude towards death. One way or another, it is completely useless to succumb to fear, horror and denial or to hide all these feelings under the mask of indifference. The sooner we understand that no one has yet escaped from death, not because this is the end, but because it is a beautiful meeting with Eternity and the continuation of existence, the sooner another unique chance of this age will open before us. On the slope of life, when it is already time to prepare for departure and while we are still here, our soul gets the opportunity to discover the mysteries of existence beyond matter, the innermost meaning of life, which lies beyond physical forms and sensations, logic and intellectual theories, which cannot be explained in any words, but on the other hand, you can live with your Heart on the eve of your meeting with Eternity.
After 70 years
If we have lived a full life and used the many chances that fate gave us, then after 70 years our life is just beginning, and far, far beyond the ordinary.
The great German poet I. W. Goethe said: “Happy is the man who can connect the end of his life with its beginning.” To this we can only add the words of the American psychotherapist K. Whitaker: “Bernard Shaw said that youth is such a wonderful time of life that it is a shame to spend it in youth. I would add here that old age is such a wonderful time that it is a shame to wait for it so long!”
Appendix
The long life cycle from 0 to 70 years is divided into two main stages - ascending and descending (each of them, in turn, is divided into five seven-year cycles), and the culmination, the turning point from one to the other, is the age of 35 years.
The ascending stage is also called the stage of Youth or the Spring of Life, since until the age of 35 all vital forces and potentials are gradually revealed. C. G. Jung calls it the “extrovert stage”: all the energy of a person, all his mental, mental and creative potentials are directed outward. The main goals that are set before the age of 35 are most often associated with solving social problems: education, marriage, family, material well-being, social status, career, relationships.
The main problem of this period, which often causes serious mistakes and omissions, is superficiality and fuss, or, conversely, routine, the absence of deep and strong internal rethinking that could change the fate of a person.
After 35 years, with the beginning of the descending stage, a person even physiologically gradually changes, and energy, dynamism, endurance and youthful fervor and excitement become less and less. Many mistakenly think that this is the beginning of internal aging, not realizing that this is a great chance for a difficult, but fundamental change in life. From now on, all the forces and all the development of a person are directed to the depths of his soul. He must look at himself and the world around him with different eyes, discover what he had not seen or understood before, and, changing accordingly, develop new, more serious and profound criteria. That is the task of this stage.
It is no coincidence that psychologists speak of a severe midlife crisis and, at the same time, of the possibility of inner rebirth and renewal. The task before a person is not an easy one: he must show all the mental, creative and spiritual potentials that have already matured in his inner world and require implementation. This applies to all aspects of life: relationships, work, family, creativity, plans, dreams and aspirations of the soul.
A person gets a chance to fulfill all the innermost dreams of youth - not as it was seen then, but in a different, new form, sometimes unexpected, but always more real and more inspiring to the soul.
Uranus in astrology has a huge symbolic meaning. This is a mysterious planet of great spiritual adventures both on the collective and on the individual plane. Uranus simultaneously inspires and calls to search for the Path, meaning, great truths and lofty Ideals and dreams, to overcome the limitations of space and time, to new ideas and creation. He leads a person into the depths of his own soul, to the knowledge of himself. This path is not passive, but creative and dynamic. Uranus leads - through overcoming trials and difficulties - to revelations and rethinking, to profound changes, to the opening of new horizons; helps to see the goal even at the beginning of the Path and inspires stubborn and patient overcoming of all external and internal limitations. It awakens the most valuable thing in a person - his individuality.Youth and Old Age are the two ends of the long road of life... “If youth knew, if old age could” – one has to hear from different people and not always agree. Isn't it premature to sigh and be sad? Why deprive young people of the wonderful opportunity that life gives: to learn, to learn and, over the course of many years, to reveal the boundless abilities of their soul and mind? Why offend old people and deprive them of the opportunity to act and create just because of their advanced age? Why did they learn the lessons of life for many years, overcome themselves, if the vast experience that they have acquired is not needed by anyone and there is no one to pass it on to?
PSYCHOLOGICAL ENCYCLOPEDIA
HUMAN PSYCHOLOGY
FROM BIRTH TO DEATH
INFANTITY CHILDHOOD YOUTH ADULT OLD AGE
UNDER THE GENERAL EDITION OF A. A. REAN
SAINT PETERSBURG
"prime-EUROSIGN"
Publishing House "NEVA"
MOSCOW
OLMA-PRESS" 2002
BBK 88.37 UDC 159.922 P86
The authors of the relevant sections of the book are:
Averin V. A. Part 1: chapters 1-11. Dandarova Zh. K. In parts II, IV, V: chapter 3; part III: chapter 4. Derkach A. A., Zazykin V. G. Part VI: chapter 6. Winter I. A. Part I: chapter 12. Zinchenko V. P. Part I: chapter 13. Kostromina S. N. In parts VI-VIII: chapter 3. Maklakov A. G. In parts II, IV-VIII: chapter 1; part III: chapter 2. Petanova E. I. In parts II, IV, VI-VIII: chapter 4; part III: chapter 5. Prokofieva V. A. In parts II, IV-VIII: chapter 2; part III: chapter 3. Rean A. A. Part I: chapter 14; in parts IV, V, VIII: chapter 6. Rean A. A., Petanova E. I. Part V: chapter 4. Rozum S. I. In parts II, IV-VIII: chapter 5; part III: chapter 6. Sergienko E. A., Vilenskaya G. A. Part II: chapter 6. Feldstein D. I. Part III: chapter 1.
P 86 Human psychology from birth to death. - St. Petersburg: prime-EVROZNAK, 2002. - 656 p. - (Series "Psychological Encyclopedia"). ISBN 5-93878-029-2
This textbook gives a complete picture of current knowledge in the field of human development psychology. The book is divided into eight parts, each of which describes the features of the psychology of this age period according to the following vectors: cognitive features, affective sphere, motivational sphere, behavioral features, features of the self-concept. Particular attention is paid to the issues of age periodization and child and adolescent aggression.
The composition of the author's team of this book is unique. Nine doctors and five candidates of psychological sciences took part in the work on the book. Of these, three are academicians and two are corresponding members of the Russian Academy of Education (in the Department of Psychology). This work presents the views of different psychological schools of the country.
For a wide range of professionals in the humanities.
HUMAN PSYCHOLOGY FROM BIRTH TO DEATH
Editors M. Gerkusova, O. Terekhova
LP No. 000370 dated 12/30/99 ID No. 05761 dated 09/04/01
Signed for publication on March 26, 2002. Format 70 x 1081/ie. Offset printing. Offset paper. Conv. oven l. 57.4. Uch.-ed. l. 58.9. Add. circulation 4000 copies. Order No. 4067.
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© Averin V. A. 2001 © Prokofieva V. A. 2001
© Vilenskaya G. A. 2001 © Rean A. A. 2001
© Dandarova Zh. K. 2001 © Rean A. A. Compilation, © Derkach A. A. 2001 general edition. 2001
© Zazykin V. G. 2001 © Rozum S. I. 2001
© Zimnyaya I. A. 2001 © Sergienko E. A. 2001
© Zinchenko V.P. 2001 © Feldstein D.I. 2001
© Kostromina S. N. 2001 © prime EUROZNAK. 2001
© Maklakov A. G. 2001 © Series, design, ISBN 5-93878-029-2 © Petanova E. I. 2001 prime EUROSIGN. 2001
BRIEF INFORMATION ABOUT THE AUTHORS
AVERIN Vyacheslav Afanasyevich
Professor, Doctor of Psychology, Head of the Department of Psychology and Pedagogy, Dean of the Faculty of Clinical Psychology of the St. Petersburg State Pediatric Medical Academy. Author of more than 80 works on the problems of professional development and personal development.
DANDAROVA Zhargalma Kimovna
PhD in Psychology, Senior Lecturer, Department of Psychology and Pedagogy of Personal Development, St. Petersburg State University. Author of works on problems of personality psychology and pedagogical psychology.
DERKACH Anatoly Alekseevich
Professor, Doctor of Psychology, Corresponding Member of the Russian Academy of Education, Member of the Expert Council on Psychology and Pedagogy of the Higher Attestation Commission of the Russian Federation, Honored Scientist of the Russian Federation, Laureate of the Presidential Prize in Education, First Vice-Rector of the Russian Academy of Public Administration under the President of the Russian Federation. Author of more than 200 works on the problems of psychology of professional development of personality, psychology of management and social psychology.
ZAZYKIN Vladimir Georgievich
Professor, Doctor of Psychology, Professor of the Russian Academy of Public Administration under the President of the Russian Federation. Author of more than 130 papers on the problems of the psychology of professional development.
ZIMNYAYA Irina Alekseevna
Professor, Doctor of Psychology, Academician of the Russian Academy of Education, Member of the Expert Council on Psychology and Pedagogy of the Higher Attestation Commission of the Russian Federation, Head of the Department of the Research Center for Quality Problems in Training Specialists of the Ministry of Education of the Russian Federation. Author of more than 200 works on the problems of communication psychology, psycholinguistics, educational psychology.
ZINCHENKO Vladimir Petrovich
Professor, Doctor of Psychology, Academician of the Russian Academy of Education, Honorary Member of the American Academy of Arts and Sciences, Head of the Center for Comprehensive Human Studies of the Russian Academy of Education. Author of more than 300 papers on engineering psychology, child psychology, human development psychology, theory and methodology of psychology. Many works have been published in English, German, Spanish, Japanese and other languages.
KOSTROMINA Svetlana Nikolaevna
PhD in Psychology, Associate Professor of the Department of Psychology and Pedagogy of Personal Development, St. Petersburg State University. Author of works on problems of pedagogical psychology, psychodiagnostics and psychology of child development.
Human psychology from birth to death
Maklakov Anatoly Gennadievich
Professor, Doctor of Psychology, Senior Researcher at the Military Medical Academy. Author of more than 150 works on problems of general psychology, psychological support of professional activity in special conditions and problems of psychological adaptation.
PETANOVA Elena Ivanovna
PhD in Psychology, Associate Professor of the Department of Psychology and Pedagogy of Personal Development, St. Petersburg State University. Author of works on problems of personality psychology and psychotherapy.
PROKOFIEVA Victoria Albertovna
PhD in Psychology, Associate Professor, Department of Practical Psychology, Leningrad State Regional University. Author of works on the problems of personality psychology and psychology of professional adaptation.
REAN Arthur Alexandrovich
Professor, Doctor of Psychology, Corresponding Member of the Russian Academy of Education, Member of the Expert Council on Psychology and Pedagogy of the Higher Attestation Commission of the Russian Federation, Expert and Member of the Board of the European Association for Working with Socially Disadvantaged Children, Professor of the Russian Academy of Public Administration under the President of the Russian Federation. Author of more than 140 works on problems of social and pedagogical psychology, psychology of personal development, psychology of aggression.
ROZUM Sergey Ivanovich
PhD in Psychology, Associate Professor of the Department of Psychology and Pedagogy of Personal Development, St. Petersburg State University. Author of works on problems of general psychology and personality psychology.
SERGIENKO Elena Alekseevna
Professor, Doctor of Psychology, Member of the International Society for the Study of Infants, Head of the Laboratory of Cognitive Processes at the Institute of Psychology of the Russian Academy of Sciences. Author of more than 110 works on problems of mental development.
VILENSKAYA Galina Alayyuedovna
PhD in Psychology, Senior Researcher, Laboratory of Cognitive Processes, Institute of Psychology, Russian Academy of Sciences. Author of works on problems of mental development.
FELDSHTEIN David Iosifovich
Professor, Doctor of Psychology, Academician of the Russian Academy of Education, laureate of the Presidential Prize in Education, Vice-President of the Russian Academy of Education, Academician-Secretary of the Department of Psychology and Developmental Physiology of the Russian Academy of Education. Author of more than 200 works on the problems of social development of personality, adolescent psychology, problems of developmental and pedagogical psychology. Dozens of works have been translated into foreign languages and published in many countries around the world.
1. HISTORY OF DEVELOPMENT RESEARCH 20
BASIC DEFINITIONS OF DEVELOPMENT 21
MATURATION AND GROWTH 22
FORMS AND AREAS (SPHERES) OF DEVELOPMENT 24
DEVELOPMENT GOALS 27
SYNERGETICS 28
PURPOSE AS HOLISTIC AND WHOLE EDUCATION 29
GOALS OF MENTAL DEVELOPMENT. RESULTS 31
CONCEPT OF FACTORS OF MENTAL DEVELOPMENT 34
HEREDITY 34
WEDNESDAY 34
ACTIVITY 36
PRINCIPLES OF MENTAL DEVELOPMENT 37
REGULARITIES OF MENTAL DEVELOPMENT 42
THEORIES OF MENTAL DEVELOPMENT 45
BIOGENETIC APPROACH 47
RECAPITAL THEORIES 47
PSYCHOANALYTICAL APPROACH TO CHILD DEVELOPMENT 48
SOCIOGENETIC APPROACH 50
E. ERICKSON'S CONCEPT 50
COGNITIVE THEORIES 53
CONCEPT OF J. PIAGET 53
PERSONOGENETIC APPROACH 58
ENVIRONMENTAL MODEL OF DEVELOPMENT 59
9. THE MECHANISM OF THE MENTAL DEVELOPMENT OF THE CHILD 61
SOCIAL SITUATION OF CHILD DEVELOPMENT 61
LEADING ACTIVITIES 62
DEVELOPMENT CRISIS 63
PSYCHOLOGICAL NEW FORMATION 64
THE CONCEPT OF THE MENTAL DEVELOPMENT OF THE CHILD D. B. EL'KONIN ... 66
10. DIAGNOSIS OF AGE DEVELOPMENT 69
INDICATORS OF THE MENTAL DEVELOPMENT OF THE CHILD 70
11. METHODS OF STUDYING THE MENTAL DEVELOPMENT OF THE CHILD 72
75
12. PERSONAL DEVELOPMENT
6? CONTENT
PRINCIPLES OF PSYCHOLOGICAL PEDAGOGY 81
AGE PERIODIZATION 90
COMPARATIVE ANALYSIS OF PERIODIZATIONS OF DIFFERENT AUTHORS.... 91
REFERENCES 93
EMBRYO AND FETUS DEVELOPMENT 96
FIRST MONTH 96
SECOND MONTH 96
THIRD MONTH 97
FOURTH MONTH 97
FIFTH MONTH 97
SIXTH MONTH 98
SEVENTH MONTH 98
EIGHTH MONTH 99
NINTH MONTH AND NEWBORN 99
CHAPTER 1. COGNITIVE FEATURES 100
DEVELOPMENT OF SENSATIONS 100
DEVELOPMENT OF SKIN SENSITIVITY 101
DEVELOPMENT OF TASTE SENSITIVITY 101
DEVELOPMENT OF OLFACTORY SENSITIVITY 101
HEARING DEVELOPMENT 101
VISION DEVELOPMENT 102
DEVELOPMENT OF PERCEPTION 102
OBJECT PERCEPTION 103
SPEECH DEVELOPMENT 105
PERIOD OF PREPARATION OF VERBAL SPEECH 105
THE PERIOD OF INITIAL LANGUAGE ACQUISITION 107
STAGE "WORDS-SENTENCES" 107
STAGE OF TWO-THREE-WORD SENTENCES 108
DEVELOPMENT OF THINKING 109
STAGES OF DEVELOPMENT OF THINKING 110
Generalization 110
Speech acquisition 110
Comparison 110
MEMORY DEVELOPMENT 111
DEVELOPING ATTENTION 111
DEVELOPMENT OF INVOLVED ATTENTION 112
DEVELOPMENT OF VOLUNTARY ATTENTION 112
THE ROLE OF GAME IN THE DEVELOPMENT OF ATTENTION 112
SUMMARY 113
CHAPTER 2. AFFECTIVE SPHERE 114
FEATURES OF THE EMOTIONAL SPHERE OF A CHILD FROM 0 TO 2 YEARS .... 114
REVIVAL COMPLEX 115
INFLUENCE OF EMOTIONS ON PHYSIOLOGICAL PROCESSES IN A CHILD'S BODY. 117
DEVELOPING SOCIAL EMOTIONS 118
COMMUNICATION WITH ADULTS 118
CONTENTS 7
DEVELOPING EMPATHY 119
NEGATIVE EMOTIONS 120
EMOTIONS OF FEAR 121
EMOTIONAL DISORDERS 121
REASONS FOR DEVIATIONS IN EMOTIONAL
CHILD DEVELOPMENT 122
SUMMARY 123
CHAPTER 3. MOTIVATIONAL SPHERE 124
NEEDS ARE THE ORIGINAL SOURCE OF MENTAL ACTIVITY
CHILD 124
AFFILIATION NEED 127
CONDITIONS FOR THE DEVELOPMENT OF THE MOTIVATION OF AFFILIATION 128
THE NEED FOR SECURITY
OR BASIC TRUST IN LIFE 129
NEED FOR NEW EXPERIENCES 130
CONDITIONS FOR THE DEVELOPMENT OF THE NEED FOR NEW. IMPRESSIONS 130
MOTIVATION FOR ACHIEVEMENT 132
SUMMARY 133
CHAPTER 4. FEATURES OF THE I-CONCEPT 135
DEVELOPMENT OF THE “BODY” I-IMAGE 136
DEVELOPMENT OF "I-IMAGE" IN INTERACTION WITH OBJECTS 137
DEVELOPMENT OF THE I-CONCEPT UNDER THE INFLUENCE OF SOCIETY 138
LOOK ME AND PARENTS 138
ME AND STRANGERS 140
REFLECTION OF "I-FACTOR" IN SPEECH 140
ATTITUDE OF THE BABY TO ITSELF 141
FORMATION OF GENDER IDENTITY 142
SUMMARY 143
FORMATION SEQUENCE
I-CONCEPTS IN INFANTS 143
CHAPTER 5. BEHAVIOR 144
DEVELOPMENT OF BODY SPACE AND PHYSICAL ACTIVITY.145
BODY SCHEME DEVELOPMENT 145
Newborn baby 145
Infancy 146
DEVELOPMENT OF INTERACTION WITH THE PHYSICAL ENVIRONMENT 147
Manipulative nature of actions 147
Functional nature of actions 147
DEVELOPMENT OF SOCIAL BEHAVIOR 148
DEVELOPMENT OF SOCIAL BEHAVIOR OF A NEWBORN BABY 150
DEVELOPMENT OF SOCIAL BEHAVIOR OF THE CHILD
AFTER THE NEWBORN PERIOD 151
Subject communication 151
Voice communication 152
IMITATION IS THE SOURCE OF CHILD DEVELOPMENT 152
INDIVIDUAL FEATURES OF CHILD DEVELOPMENT
AND DEVIATIONS 153
SYNDROME OF "HOSPITALISM" 154
SUMMARY 155
eight ? CONTENTS
CHAPTER 6. SOCIALIZATION IN THE EARLY PERIODS OF ONTOGENESIS
HUMAN 156
BACKGROUND 156
ATTACHMENT THEORY 157
DOMESTIC CONCEPTS OF SOCIAL DEVELOPMENT 160
APPROACHES TO STUDYING THE INTERACTION OF A CHILD AND ADULT AT THE EARLY STAGES OF DEVELOPMENT
IN FOREIGN PSYCHOLOGY 162
THEORIES FOR THE FORMATION OF SOCIAL KNOWLEDGE 164
RESULTS OF AGE 168
REFERENCES 170
CHAPTER 1. FEATURES OF THE PROCESS OF CHILDHOOD DEVELOPMENT 174
CHAPTER 2. COGNITIVE FEATURES 178
DEVELOPMENT OF FEELING AND PERCEPTION 179
THE ROLE OF WORK IN THE DEVELOPMENT OF PERCEPTION 181
FEATURES OF CHILDREN'S PERCEPTION 181
MEMORY DEVELOPMENT 182
CHILDHOOD AMNESIA 182
The transition from infant to adult form of memory organization 183
SPEECH DEVELOPMENT 184
THE PERIOD OF DEVELOPMENT OF THE LANGUAGE OF THE CHILD IN THE PROCESS OF SPEECH PRACTICE 184
The first stage in the development of a child's speech, associated with practical
generalization of linguistic facts 185
The second stage in the development of a child's speech, associated with the formation
he has logical thinking 186
The third stage in the development of a child's speech, associated with the onset
language learning 186
DEVELOPMENT OF INTERNAL SPEECH 186
DEVELOPMENT OF THINKING 187
PIAGET'S THEORY: 4 STAGES IN THE DEVELOPMENT OF MIND OPERATIONS 188
THEORY OF GALPERIN: 5 STAGES OF FORMATION OF MENTAL ACTIONS... 189
DEVELOPMENT OF REPRESENTATION AND IMAGINATION 190
DEVELOPING THE PERFORMANCE 190
DEVELOPMENT OF THE IMAGINATION 191
Stages of Imagination Development 191
The affective function of the imagination 192
DEVELOPING ATTENTION 192
DIAGNOSTICS OF THE DEVELOPMENT OF COGNITIVE PROCESSES 193
SUMMARY 194
CHAPTER 3. AFFECTIVE SPHERE 195
PECULIARITIES OF THE EMOTIONAL SPHERE OF A CHILD 2-6 YEARS OLD 195
DEVELOPMENT OF EMOTIONS IN A CHILD 2-4 YEARS OLD 196
DEVELOPING A Sense OF HUMOR 197
MORAL FEELINGS 197
DEVELOPMENT OF EMOTIONS IN A CHILD 4-6 YEARS OLD 198
DEVELOPING EMPATHY 198
DEVELOPING UNDERSTANDING EMOTIONS 199
0Shhhhhhhhhhhhhhhhh
FORMATION OF HIGHER SENSES 200
DEVELOPMENT OF SOCIAL EMOTIONS 202
EMOTIONAL DISORDERS 203
FEARS 203
SUMMARY 204
CHAPTER 4. MOTIVATIONAL SPHERE 206
THREE-YEAR CRISIS: THE NEED FOR RECOGNITION, RESPECT 207
THE NEED FOR COMMUNICATION 208
COMMUNICATION WITH ADULTS 208
COMMUNICATION WITH CHILDREN 208
ACHIEVEMENT MOTIVATION 209
LEVEL OF CLAIMS 211
INFLUENCE OF PARENTS ON MOTIVATION OF ACHIEVEMENT 211
GENDER FEATURES OF MOTIVATION OF ACHIEVEMENTS 212
GAME AND DEVELOPMENT OF THE MOTIVATIONAL SPHERE 212
THE SIGNIFICANCE OF ROLE PLAY FOR THE DEVELOPMENT OF THE MOTIVATIONAL SPHERE 213
DEVELOPING A CHILD'S INTERESTS AND CURIOSITY 214
SUMMARY 215
CHAPTER 5. FEATURES OF THE I-CONCEPT 216
THE ROLE OF SPEECH IN THE FORMATION OF THE I-CONCEPT 218
THE SIGNIFICANCE OF THE OWN NAME IN THE CHILD'S I-CONCEPT 218
FORMATION OF GENDER IDENTITY I-IMAGE 219
I-IMAGE AND SELF-ESTIMATION IN CHILD GAMES 220
I-IMAGE AND EXPERIENCE OF COMMUNICATION OF THE CHILD 221
COMMUNICATION OF A CHILD WITH ADULTS 222
COMMUNICATION OF THE CHILD WITH PEERS 223
I-IMAGE AND SOCIAL PRINCIPLES 224
MAIN PROVISIONS EXPRESSING THE CONNECTION OF MORAL STANDARDS AND I-IMAGE 224SUMMARY 225
CHAPTER 6. BEHAVIORAL CHARACTERISTICS 227
DEVELOPMENT OF MOTOR SKILLS AND PHYSICAL ACTIVITY 228
DEVELOPMENT OF "BODY SCHEME" 229
DEVELOPMENT OF SOCIAL BEHAVIOR 230
BEHAVIOR OF CHILDREN IN THE SOCIETY OF PEERS 230
GAMING DEVELOPMENT 231
COMPOSITION OF GROUP 232
STATUS 232
DEVELOPMENT OF THE CHILD AS A SUBJECT OF ACTIVITY 233
DEVELOPING SELF-CONTROL 234
LANGUAGE AS A MEANS OF ORGANIZING RANDOM ACTIONS 234
ASSOCIATION OF CONVENTIONAL NORMS 234
SUMMARY 235
RESULTS OF AGE 236
238
BIBLIOGRAPHY
ten ? CONTENT
CHAPTER 1. COGNITIVE FEATURES 242
SPECIFICITY OF THE DEVELOPMENT OF MENTAL COGNITIVE PROCESSES
IN A CHILD AGED 6 TO 11 YEARS 242
DEVELOPMENT OF THINKING 243
CONSERVATION 244
CLASSIFICATION 245
SERIES 245
TRANSITivity 246
DEVELOPMENT OF LOGICAL THINKING 247
SPEECH DEVELOPMENT 247
DEVELOPMENT OF PERCEPTION AND REPRESENTATION 249
DEVELOPMENT OF PERCEPTION 249
DEVELOPMENT OF REPRESENTATIONS 250
DEVELOPING ATTENTION 251
MEMORY DEVELOPMENT 252
SCHOOL AND DEVELOPMENT OF COGNITIVE PROCESSES 254
SCHOOL READINESS 254
PSYCHODIAGNOSTICS AT SCHOOL 255
SUMMARY 256
CHAPTER 2. AFFECTIVE SPHERE 257
EXPRESSION OF EMOTIONS AND FEELINGS 257
EMOTIONAL READINESS FOR SCHOOL 258
DEVELOPING EMOTIONS IN THE PROCESS OF RELATIONSHIPS 260
RELATIONSHIPS WITH PEERS 260
RELATIONSHIPS WITH ADULTS 261
SOCIAL EMOTIONS 262
EMOTIONAL DISORDERS IN YOUNGER SCHOOL AGE. . 264SUMMARY 265
CHAPTER 3. MOTIVATIONAL SPHERE 267
MOTIVATION OF COMMUNICATION 267
MOTIVATION OF COMMUNICATION WITH PEERS 268
MOTIVATION OF PROSOCIAL BEHAVIOR 269
FORMATION OF DEBT AS THE MAIN MORAL MOTIVATION 270
EMPATH 271
MOTIVATION OF LEARNING ACTIVITIES 271
COGNITIVE MOTIVES 272
The structure of educational and cognitive motives of a younger student 273
SOCIAL MOTIVES 274
Status, or positional, motive "to be a student" 274
Good mark motive 274
The motive of approval in the team of the class, striving for excellence
and peer recognition 275
RESEARCH ACTIVITY IN THE FIELD OF THE FORBIDDEN 275
REQUIREMENTS FOR MOTOR ACTIVITY 277
SUMMARY 277
CONTENT? eleven
CHAPTER 4. DEVELOPMENT OF THE I-CONCEPT 279
I-REAL AND I-PERSPECTIVE 280
BODY IMAGE AND I-CONCEPT 281
DEVELOPMENT OF SELF-ASSESSMENT 282
STRUCTURE OF SELF-ASSESSMENT. COGNITIVE INTERACTION
AND EMOTIONAL COMPONENTS OF SELF-ASSESSMENT 284
IMPACT OF SCHOOL TRAINING
FOR THE DEVELOPMENT OF THE CHILD'S SELF-ESTIMATION 285
CHILD SELF-ASSESSMENT AND SCHOOL PERFORMANCE 286
The traditional school system and self-assessment 288
Formation of low self-esteem 288
Age features of mutual influence of self-assessment and progress of the child 290
POSSIBILITIES FOR CORRECTION OF SELF-ASSESSMENT 291
Correction of poor progress 293
DISTURBANCES IN DEVELOPMENT 293
BORDERLINE PERSONAL STRUCTURE. FEATURES OF SELF-CONSCIOUSNESS OF CHILDREN
FROM SOCIAL RISK GROUPS 293
SUMMARY 295
CHAPTER 5. BEHAVIOR 296
DEVELOPMENT OF THE CHILD AS A SUBJECT OF ACTIVITY 296
LEADING ACTIVITIES 296
The structure of learning activities 297
DEVELOPMENT OF PHYSICAL ACTIVITY
AND MOTOR SKILLS 298
DEVELOPMENT OF GAME ACTIVITY OF THE CHILD 299
DEVELOPMENT OF FINE MOTOR 300
DEVELOPMENT OF SOCIAL BEHAVIOR 300
BEHAVIOR IN SCHOOL 300
BEHAVIOR IN THE FAMILY 301
PEER BEHAVIOR 302
Leadership 302
Friendship 303
SEX DIFFERENCES 304
SUMMARY 304
CHAPTER 6. CHILD AGGRESSION 305
INFLUENCE OF THE FAMILY ON THE DEVELOPMENT OF CHILD AGGRESSION 306
AGGRESSIVENESS AND RELATIONSHIPS WITH PEERS 309
GENDER DIFFERENCES IN THE MANIFESTATION OF AGGRESSION 310
RESULTS OF AGE 313
REFERENCES 315
CHAPTER 1. COGNITIVE FEATURES 319
IN ADOLESCENTS 319
DEVELOPMENT OF THINKING 319
DEVELOPMENT OF PERCEPTION AND MEMORY IN ADOLESCENTS 321
DEVELOPMENT OF THE IMAGINATION IN ADOLESCENTS 323
12 ? CONTENT
SPEECH DEVELOPMENT IN ADOLESCENTS 324
INTELLIGENT PEAK 324
DEVELOPMENT OF MENTAL COGNITIVE PROCESSES
IN YOUTH 326
DEVELOPMENT OF THINKING IN YOUTH AGE 326
DEVELOPING ATTENTION IN YOUTH 328
DEVELOPMENT OF CREATIVE ABILITIES IN YOUTH 328
FORMATION OF AN INDIVIDUAL STYLE OF MENTAL ACTIVITY.... 330
DIAGNOSIS OF COGNITIVE PROCESSES 331
SUMMARY 334
CHAPTER 2. AFFECTIVE SPHERE 335
EMOTIONS IN ADOLESCENTS 335
"TEENAGE COMPLEX" OF EMOTIONALITY 336
DEVELOPMENT OF SOCIAL EMOTIONS IN ADOLESCENTS 337
DEVELOPMENT OF EMOTIONS IN YOUTH 338
PALETTE OF EMOTIONS IN YOUTH AGE 338
EMOTIONAL CHARACTERISTICS OF YOUTH FRIENDSHIP AND LOVE 339
FORMING A GENERAL EMOTIONAL DIRECTION 340
EMOTIONAL CULTURE OF PERSONALITY 343
SUMMARY 343
CHAPTER 3. MOTIVATIONAL SPHERE 345
MOTIVATION OF COMMUNICATION 346
NEED TO BELONG TO THE 346 GROUP
NEED FOR FRIENDSHIP 347
MOTIVES OF COMMUNICATION WITH ADULTS 347
MOTIVATION OF LEARNING ACTIVITIES 348
MOTIVATION OF PROFESSIONAL ORIENTATION 350
Motives for entering a university and vocational school 351
THE NEED FOR AUTONOMY AND SELF-ASSESSION 351
MOTIVATION OF ADOLESCENT
AND YOUTH SEXUALITY 352
MOTIVES OF ASOCIAL BEHAVIOR 353
MOTIVES OF ADDICTION BEHAVIOR 353
MOTIVES OF DELINQUENT BEHAVIOR 355
SUMMARY 355
CHAPTER 4. DEVELOPMENT OF THE I-CONCEPT 357
CRISIS OF ADOLESCENT AGE. IDENTIFICATION OF THE PERSON
AND ROLE CONFUSION 357
DEVELOPING SELF-ASSESSMENT IN ADOLESCENTS 358
ADEQUACY OF SELF-ASSESSMENT 359
DYNAMICS OF SELF-ASSESSMENT 360
PHYSICAL APPEARANCE AND SELF-ESTIMATION 361
NATURE OF SELF-ASSESSMENT AND QUALITY OF PERSONALITY 362
EMANCIPATION OF SELF-ESTIMATION 363
DEVELOPING SELF-ASSESSMENT IN THE PROCESS OF COMMUNICATION 363
INFLUENCE OF PARENTS ON SELF-ESTIMATION 364
RELATIONSHIP OF SELF-ASSESSMENT WITH SOCIO-PSYCHOLOGICAL STATUS.... 365SELF-ASSESSMENT AND PEDAGOGICAL ASSESSMENT 366
shhhhhcontent? thirteen
DEVIATIONS IN DEVELOPMENT 367
AFFECT OF INADEQUACY 367
SELF-ESTIMATION IN THE STRUCTURE OF THE PERSONALITY OF A DELINQUENT TEENAGER 367
SELF-ESTIMATION OF ADOLESCENTS WITH NEUROSIS 369
SUMMARY 372
CHAPTER 5. BEHAVIOR 373
DEVELOPING INTERACTION WITH THE PHYSICAL WORLD 373
FEATURES OF PHYSICAL ACTIVITY OF ADOLESCENTS 374
GENDER DIFFERENCES 374
DEVELOPMENT OF SOCIAL BEHAVIOR 375
BEHAVIOR IN THE FAMILY 375
Emancipation reaction 375
Family conflicts 377
PEER BEHAVIOR 377
Teen groups 378
Conflicts in the group 378
Gender-role behavior 378
DEVELOPMENT OF HOBBIES, HOBBY 379
Hobby types 379
INDIVIDUALIZATION 380
SUMMARY 381
CHAPTER 6. TEENAGE AGGRESSION 383
WAYS TO PREVENT THE DEVELOPMENT OF AGGRESSION 383
INFLUENCE OF THE DEGREE OF ATTACHMENT TO PARENTS ON THE DEVELOPMENT OF AGGRESSION. . 385
AGGRESSION AND CHARACTEROLOGICAL FEATURES 386
GENDER DIFFERENCES IN THE DEVELOPMENT OF AGGRESSION IN ADOLESCENTS 387
THE DEVELOPMENT OF VARIOUS FORMS OF AGGRESSION 388
AGGRESSION AND CONFLICT 389
SELF-ESTIMATION OF THE TEENAGER AND AGGRESSIVENESS 389
AUTOAGGRESSIVE BEHAVIOR IN ADOLESCENTS 391
RESULTS OF AGE 393
REFERENCES 396
CHAPTER 1. COGNITIVE FEATURES 400
FEATURES OF THE DEVELOPMENT OF MENTAL COGNITIVE PROCESSES
IN THE PERIOD OF EARLY ADULT 400
THE CONCEPT OF AGE AND AGE HOURS 401
DEVELOPMENT OF PSYCHOPHYSIOLOGICAL
FUNCTIONS AND FEELING 402
MEMORY DEVELOPMENT 405
DEVELOPMENT OF THINKING 405
SPEECH DEVELOPMENT 407
DEVELOPING ATTENTION 409
FEATURES OF STUDENT AGE 409
CRITERIA FOR COGNITIVE MATURITY IN EARLY ADULT.411
DIALECTIC THINKING 411
OBLIGATION AND RESPONSIBILITY 412
14th CONTENT SHSHSHSHNSSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSH
FLEXIBILITY OF THINKING 412
SUMMARY 413
CHAPTER 2. AFFECTIVE SPHERE 414
THEORIES OF EMOTION 414
PSYCHO-PHYSIOLOGICAL THEORY OF EMOTIONS 414
W. WUNDT'S THEORY OF EMOTIONS 415
FEATURES OF THE DEVELOPMENT OF EMOTIONS IN THE PERIOD OF EARLY ADULT. . 416
LOVE AS A FUNDAMENTAL HUMAN EMOTION 417
STERNBERG'S THREE-COMPONENT THEORY OF LOVE 418
JEALY, ITS PSYCHOLOGICAL CHARACTERISTICS 419
EMOTIONS IN PARENT-CHILD RELATIONSHIPS 420
INFLUENCE OF COLOR ON THE EMOTIONAL STATE OF A HUMAN 422
SUMMARY 423
CHAPTER 3. MOTIVATIONAL SPHERE 424
FEATURES OF THE MOTIVATIONAL SPHERE OF THE PERIOD
EARLY ADULT 424
MOTIVATIONAL ATTITUDES OF THE PERIOD OF EARLY ADULTITY 425
DREAM 425
CHOOSING A LIFE STRATEGY 426
MOTIVATION OF MARRIAGE 427
FAMILY PLANNING 428
MOTIVATION OF DIVORCE 429
MOTIVATIONAL ATTITUDE FOR SINGLE LIFESTYLE 430
MOTIVATIONS FOR CHOOSING A PROFESSION 431
MOTIVATION OF PROFESSIONAL ACTIVITIES 434
MOTIVATION AND PRODUCTIVITY 435
VALUE SYSTEM ON THE THRESHOLD OF THE 30TH ANNIVERSARY 437
GENDER DIFFERENCES IN CHANGING THE VALUE SYSTEM 438
SUMMARY 439
CHAPTER 4. FEATURES OF THE I-CONCEPT 440
FEATURES OF THE DEVELOPMENT OF THE I-CONCEPT IN THE PERIOD
EARLY ADULT 440
INFLUENCE OF VALUE CONDITIONS ON THE SELF-CONCEPT 442
I-CONCEPT AS A MEANS OF PROVISION
INTERNAL CONSISTENCY 443
SELF-CONCEPT AS A SET OF EXPECTATIONS 443
THE ROLE OF PSYCHOLOGICAL PROTECTIONS IN THE SELF-CONCEPT 444
I-CONCEPT AND SELF-ESTIMATION 445
DIFFERENTIATION OF THE SELF-CONCEPT 446
I-CONCEPT AND PSYCHOLOGICAL AGE OF THE PERSON 446
THE PHENOMENON OF "AGE CONSERVATION" 447
GENDER FEATURES OF THE I-CONCEPT 448
APPEARANCE AND GENDER IDENTITY 450
DEVELOPMENT OF THE PERSONAL SELF: IDENTITY, PROXIMITY
AND GENERATIVENESS 451
CLOSENESS AND LONELINESS. . 451
I-CONCEPT AND FAMILY RELATIONSHIPS 452
SELF-CONCEPT AND THE TRANSITION TO PARENTING 453
PROFESSIONAL SELF-CONCEPT AND SELF-ASSESSMENT 454
PROFESSIONAL SELF-ASSESSMENT 456
SUMMARY 455
SHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSH
CHAPTER 5. BEHAVIORAL CHARACTERISTICS 456
THE MOST IMPORTANT ACTIVITIES OF AN ADULTS 456
INTERACTION WITH THE PHYSICAL WORLD 457
INDIVIDUAL STYLE OF BEHAVIOR AND ACTIVITIES 457
PERSONALITY AND INTERACTION WITH THE PHYSICAL WORLD 458
SOCIAL BEHAVIOR 459
PROFESSIONAL ACTIVITIES 459
FAMILY AND MARRIAGE RELATIONS 460
PARENTAL RELATIONSHIPS 462
LEISURE ACTIVITIES 463
SUMMARY 463
CHAPTER 6. DEVELOPMENT OF PROFESSIONALISM. STUDY PROBLEMS 465
RESULTS OF AGE 474
REFERENCES 476
CHAPTER 1. COGNITIVE FEATURES 480
FEATURES OF MENTAL COGNITIVE PROCESSES
DURING ADULT 480
DEVELOPMENT OF SENSORY FUNCTIONS OF SENSATION AND PERCEPTION 481
VISION 481
HEARING 482
DEVELOPING ATTENTION 483
DEVELOPMENT OF INTELLIGENCE 483
TYPES OF INTELLIGENCE 484
DYNAMICS OF DEVELOPMENT OF INTELLIGENCE 485
MID-LIFE CRISIS 488
THE ROLE OF HUMAN COGNITIVE DEVELOPMENT IN AVOIDING
MIDDLE AGE CRISIS 490
SUMMARY 491
CHAPTER 2. AFFECTIVE SPHERE 492
"MOOD" OF THE PERIOD OF MIDDLE ADULTS 492
IMPACT OF MARRIAGE RELATIONSHIPS ON EMOTIONAL
SPHERE OF PERSONALITY 493
THE ROLE OF EMOTIONS IN PROFESSIONAL ACTIVITIES 494
STRESS IN HUMAN LIFE IN THE PERIOD OF AVERAGE ADULT 496
STRESS AND THE DEVELOPMENT OF NEGATIVE EMOTIONS 496
STRESS SYMPTOMS 497
STRESS AND DISTRESS 498
SEX DIFFERENCES IN RESPONSE TO STRESS 499
IMPACT OF STRESS ON THE HUMAN IMMUNE SYSTEM 500
WAYS TO OVERCOME STRESS 501
SUMMARY 502
CHAPTER 3. MOTIVATIONAL SPHERE 503
FEATURES OF THE DEVELOPMENT OF THE MOTIVATIONAL SPHERE IN AVERAGE
AGE 503
MOTIVATIONAL CRISIS 504
sixteen ? CONTENT
ACHIEVEMENT MOTIVATION AND MOTIVATIONAL CRISIS 505
MEANING OF LIFE 506
GENDER DIFFERENCES IN OVERCOMING THE MOTIVATIONAL CRISIS 507
THE ROLE OF META-NEEDS IN OVERCOMING THE CRISIS 508
MOTIVATION OF FAMILY LIFE 511
MOTIVATION OF RELATIONSHIPS WITH CHILDREN AND PARENTS 511
MOTIVATION OF MARRIAGE RELATIONSHIPS 512
MOTIVATION OF PROFESSIONAL ACTIVITIES 514
MOTIVATION OF LEARNING ACTIVITIES 516
SUMMARY 517
CHAPTER 4. FEATURES OF THE I-CONCEPT 518
GENERAL FEATURES OF THE I-CONCEPT IN AGE
MIDDLE AGE 518
SELF-ACTUALIZING MATURE PERSONALITY 520
FEATURES OF SELF-ASSESSMENT OF PERSONALITY OF AGE
MIDDLE AGE 521
COGNITIVE AND EMOTIONAL COMPONENTS OF SELF-ASSESSMENT 521
INTERACTION OF PRIVATE AND GENERAL SELF-ASSESSMENTS 521
TIME ASPECT OF SELF-ASSESSMENT 522
I-IMAGE AND SELF-ESTIMATION 523
INFLUENCE OF A CRISIS LIFE SITUATION ON THE STRUCTURE OF SELF-ASSESSMENT. . 523
FEATURES OF I-CONCEPT AND SELF-CONSCIOUSNESS
BORDERLINE PERSONALITY STRUCTURE 525
Self-Concept and Role Reversal 525
EXPERIMENTS THAT CONFIRM THE CONCEPT OF SELF-PRESENTATION 527
SUMMARY 529
CHAPTER 5. BEHAVIOR 530
INTERACTION WITH THE PHYSICAL WORLD 531
SOCIAL BEHAVIOR 533
SOCIAL BEHAVIOR AND WORK 533
Professionalism 534
Professionalization and personal development 534
Change of professional activity 535
Features of behavior in family life 536
Relationships with spouses 536
Relationships with children 537
Relationships with parents 537
LEISURE DURING ADULT 538
SUMMARY 539
RESULTS OF AGE 540
REFERENCES 542
CHAPTER 1. COGNITIVE FEATURES 546
DEVELOPMENT OF SENSING AND PERCEPTION 547
CHANGES IN HEARING SENSITIVITY 547
visual impairment 547
DYNAMICS OF PSYCHOPHYSICAL FUNCTIONS 548
CONTENT? 17
DEVELOPMENT OF HIGHER MENTAL PROCESSES 549
MEMORY CHANGES 551
DEVELOPMENT OF THINKING 555
WISDOM 555
REASONS FOR DECLINE IN INTELLIGENT FUNCTIONS 556
DEMENTIA 556
ALZHEIMER'S 558
Symptoms of the disease 558
Micro strokes 559
INDIRECT CAUSES OF WEAKENING OF INTELLECTUAL FUNCTIONS 559
FACTORS OF THE DEVELOPMENT OF COGNITIVE FUNCTIONS IN THE PERIOD
LATE ADULT AND OLD AGE 559
SUMMARY 561
CHAPTER 2. AFFECTIVE SPHERE 563
DIRECTIONS OF DEVELOPMENT OF THE HUMAN EMOTIONAL SPHERE 563
AGING AND SPECIFIC CHANGES IN EMOTIONAL
SPHERES 566
MAIN TYPES OF ADJUSTMENT TO OLD AGE 567
MENTAL DISTURBANCES IN THE PERIOD OF LATE ADULT AND OLD AGE .... 568
DEATH. EMOTIONAL IMPACT 569
SUMMARY 570
CHAPTER 3. MOTIVATIONAL SPHERE 572
CHANGE OF MOTIVES IN PENSIONERS 572
AGE DYNAMICS OF THE DEVELOPMENT OF MOTIVES
IN THE PERIOD OF LATE ADULT AND OLD AGE 574
LATE ADULT 574
OLD AGE 575
LATE OLD PERIOD 577
LIFE SATISFACTION AND MOTIVATIONAL
HEALTH 578
PHYSICAL HEALTH 578
ECONOMIC SITUATION 580
POSITIVE FUNCTIONING 580
IMPLEMENTATION OF THE NEED FOR SATISFACTION, WHICH BEFORE
GAVE JOB 581
MOTIVATION OF FAMILY RELATIONS 582
MOTIVATION OF MARRIAGE RELATIONSHIPS 582
RELATIONSHIPS WITH GRANDCHILDREN 583
RELATIONSHIPS WITH BROTHERS AND SISTERS 583
SUMMARY 584
CHAPTER 4. FEATURES OF THE I-CONCEPT 586
THE IMPACT OF SOCIAL STEREOTYPES ON THE SELF-CONCEPT 587
I-CONCEPT OF LATE ADULT
AS A SET OF INSTALLATIONS ON YOURSELF 589
THEORIES OF "RELATIVITY" OF AGING 589
E. ERICKSON'S CONCEPT 590
SPECIFICITY OF THE I-IMAGE AT THE STAGE OF AGING 591
THE DETERMINING CONDITION FOR THE DEVELOPMENT OF THE I-CONCEPT
IN OLD AGE 592
eighteen ? CONTENT
ADAPTIVE (PRODUCTIVE) AGING 593
NON-ADAPTIVE AGING PROCESS 595
SUMMARY 596
CHAPTER 5. BEHAVIOR 597
FACTORS DETERMINING HUMAN BEHAVIOR 597
REDUCED PSYCHOPHYSICAL POSSIBILITIES 597
GENDER 598
PERSONALITY AND PERSONALITY TYPE 598
THE THEORY OF "DESOCIATION" 600
WEALTH 600
LOSS AND LONELINESS 601
CONSCIOUSNESS OF ONE'S OWN EXISTENCE LIMITATION 602
HUMAN INTERACTION WITH THE PHYSICAL WORLD 602
Narrowing of living space 602
INTERACTION WITH OBJECTS 603
SOCIAL BEHAVIOR 604
BEHAVIOR IN THE FAMILY 604
RELIGIOUSNESS 605
HAPPY OLD AGE 605
SUMMARY 606
CHAPTER 6 DEATH AND DYING 607
FEAR OF DEATH 608
STAGES OF DYING (KUBLER-ROSS CLASSIFICATION) 608
HALLUCINATIONS OF THE DYING AND DEATH EXPERIENCES.... 609
VOLUNTARY DEATH 611
AUTO-EUTHANASIA 612
RESULTS OF AGE 614
REFERENCES 617
GLOSSARY 620
part
REVIEW
MAIN THEORIES OF DEVELOPMENT
1
HISTORY OF DEVELOPMENT RESEARCH
The idea of development came to psychology from other areas of science. The road to its scientific study was paved by the famous work of Charles Darwin "The Origin of Species by Means of Natural Selection ...", which was published in 1859. The influence of this theory, according to I. M. Sechenov, was that it forced naturalists " recognize in principle the evolution of mental activities.
The driving factors and causes of the development of living organisms discovered by Darwin prompted researchers to study the course of the mental development of children. Darwin himself initiated such research. In 1877, he published the results of observations on the development of his eldest child, Doddy.
By studying his behavior, Darwin deepened his understanding of the evolution of innate forms of human communication.
As noted by J. Butterward and M. Harris, evolutionary theory had a significant impact on the formation of ideas in developmental psychology. The main one was that development for the first time began to be seen as a gradual adaptation of the child to the environment. Man was finally recognized as part of nature, which required a study of the similarities and differences between him and animals. In addition, Darwin's theory drew attention to the biological foundations of human nature, the genesis of human consciousness.
In 1888, Preyer's work The Soul of a Child was published in Germany - the first book that opened the way for a kind of biographical direction in literature on childhood - a book in which the author described careful observations of the psychophysiological development of his daughter during the first 3 years.
The most significant achievements in this area occurred in the first third of the 20th century, and they are associated with the names of such foreign and domestic scientists as A. Adler, A. Wiene, J. Baldwin Karl and Charlotte Buhler, A. Gesell, E. Claparede, J. Piaget, 3. Freud, S. Hall, V. Stern, B. Arkin, M. Ya. Basov, P. P. Blonsky, L. S. Vygotsky, A. B. Zalkind, A. P. Nechaev, G. A. Fortunatov and others.
In subsequent years, domestic scientists contributed to the understanding of various aspects of human mental development: B. G. Ananiev, L. I. Bozhovich, P. Ya. Galperin, V. V. Davydov, A. N. Leontiev,
HISTORY OF DEVELOPMENT RESEARCH AND 21
M. I. Lisina, A. R. Luria, A. V. Petrovsky, S. L. Rubinstein, D. B. Elkonin, and prominent representatives of foreign psychology: A. Bandura, D. Bowlby, W. Bronfenbrenner , A. Vallon, X. Werner, L. Kolberg, B. Skinner, E. Erickson and others.
However, despite the significant results of these studies, a common understanding of mental development has not been achieved. Instead, there are many theories, concepts and models of development that directly contradict each other. According to A. S. Asmolov, this indicates the absence of "a single logical core that would allow us to consider psychology ... as an integral system of knowledge."
There is not a single scientific work where, along with empirical data on the course of human mental development in different age periods, the entire conceptual apparatus of developmental psychology would be systematically presented. The purpose of this part of the book is to consider the basic concepts of developmental psychology, reveal its leading factors, describe the goals, principles, mechanisms and patterns that govern the process of human mental development. The main theories of development and the principles of its periodization will also be considered.
BASIC DEFINITIONS OF DEVELOPMENT
The main properties of development that distinguish it from all other changes are irreversibility, directionality, regularity.
The development process itself is neither universal nor homogeneous. This means that multidirectional processes operate in the course of development: “the general line of progressive development is intertwined with changes that form the so-called dead-end paths of evolution or are even directed towards regression” (Philosophical Encyclopedic Dictionary. M., 1983, p. 561).
Development is a process of irreversible, directed and regular changes, leading to the emergence of quantitative, qualitative and structural transformations of the human psyche and behavior.
Irreversibility - the ability to accumulate changes, "build on" new changes over the previous ones.
Orientation - the ability of the system to conduct a single, internally interconnected line of development.
Pattern - the ability of the system to reproduce the same type of changes in different people.
22? Part I. Overview of the main developmental theories
Genetic psychology - studies the problems of the emergence and development of mental processes, answering the question of how this or that mental movement occurs, how processes occur, the result of which is a thought.
Comparative psychology - studies the processes of the origin of man as a species of Homo sapiens, the origin of human consciousness, common and different in the mental activity of humans and animals.
Psychogenetics - studies the origin of individual psychological characteristics of a person, the role of the genotype and environment in their formation.
Developmental psychology - studies age-related changes in people's behavior and patterns in their acquisition of experience and knowledge throughout their lives. In other words, it focuses on the study of the mechanisms of mental development and answers the question why this happens.
Acmeology - studies objective and subjective factors, psychological mechanisms and patterns of a person's achievement of peaks (success) in his activity.
In psychology, the problem of development is being intensively developed within the framework of genetic psychology, comparative psychology, psychogenetics, developmental psychology, and acmeology.
Along with the concept of "development" in developmental psychology, there are the concepts of "maturation" and "growth". For many years, development was interpreted as a process of maturation. The fact is that the very concepts of maturation and growth came from developmental biology. And if growth meant quantitative somatic changes, then maturation included all processes that spontaneously occur in the body under the influence of internally programmed and internally controlled growth impulses (Karandashev Yu. N., 1977).
This approach was formulated most consistently in A. Gesell's spiral theory of maturation, within which maturation was considered as a natural biological process and it was assumed that the problems arising in the course of it would eventually resolve themselves. At the same time, A. Gesell emphasized that “the introduction of an individual to culture can never overcome the influence of maturation,” since the latter plays a decisive role. What is the difference between these concepts and the concept of “development”?
MATURATION AND GROWTH
Usually they talk about maturation and growth when they want to emphasize the genetic (biological) aspect of mental development. Maturation is a process, the course of which “depends on the inherited characteristics of the individual,” wrote K. Koffka (KoffkaK., 1934, p. 29). Modern psychologists adhere to this point of view. In particular, G. Craig gives the following definition: “The process of maturation consists in a sequence of pre-programmed changes not only in the appearance of the organism, but also in its complexity, integration, organization and function” (Craig G., 2000, p. 18).
Growth is a process of quantitative changes in the course of improving one or another mental function. “If it is not possible to detect qualitative changes, this is growth,” says D. B. Elkonin (Elko-nin D. V., 1989).
SHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHSHST history of researches of development I 23
Maturation is a process, the course of which depends on the inherited characteristics of the individual.
The process of maturation consists in a sequence of pre-programmed changes not only in the appearance of the organism, but also in its complexity, integration, organization and function.
Growth is a process of quantitative changes in the course of improving one or another mental function.
Development, maturation and growth are interconnected as follows: maturation and growth are quantitative changes that serve as the basis for the development of qualitative changes. This was also pointed out by S. L. Rubinshtein: “In its final form, the organism is a product not of functional maturation itself, but of functional development (our italics - V.A.): it functions, developing, and develops, functioning” ( Rubinstein S. L., 1940, p. 74).
FORMS AND AREAS (SPHERES) OF DEVELOPMENT
The main forms of development are phylogenesis and ontogenesis. Mental development in phylogeny is carried out through the formation of mental structures in the course of the biological evolution of a species or the sociocultural history of mankind as a whole.
In the course of ontogenesis, the formation of mental structures occurs during the life of a given individual, in other words, ontogenesis is a process of individual development of a person. In the following, speaking of development, we will mean the process of individual mental development.
Areas (spheres) of mental development indicate what exactly is developing. Many misunderstandings in determining the mechanism of mental development arise from the confusion of different areas of human mental development. After all, each of them is qualitatively different from the other. And if all of them in their development are subject to common principles and laws, then the mechanisms of development of each will be different due to their own qualitative originality. Therefore, after the allocation of areas of mental development, their carriers should also be determined.
The following areas of development can be distinguished:
psychophysical, which includes external (height and weight) and internal (bones, muscles, brain, glands, sensory organs, constitution, neuro- and psychodynamics, psychomotor) changes in the human body;
psychosocial, involving changes in the emotional and personal spheres. At the same time, one should especially point out the importance of interpersonal relations for the formation of the self-concept and self-awareness of the individual;
or- cognitive, including all aspects of cognitive development, development of abilities, including mental ones.
The qualitative content of the selected areas also indicates their carriers.
Phylogeny is the process of formation of mental structures in the course of the biological evolution of a species or the sociocultural history of mankind as a whole.
Ontogenesis is the process of individual development of a person.
The area (sphere) of mental development is a mental space, consisting of elements (carriers of mental) of a certain quality.
FORMS AND AREAS (SPHERES) OF DEVELOPMENT? 25
Psychophysical properties - properties that characterize the activity of sensory (sensation) and perceptual (perception) systems of a person.
Psychosocial properties - properties that characterize the activity of the emotional and personal spheres of a person.
Cognitive properties - properties that characterize the activity of cognitive processes and human abilities.
I-concept is a holistic image of a person's own I, which is a relatively stable, more or less conscious system of a person's ideas about himself.
Self-consciousness of a person is a set of a person's ideas about himself (I-concept) and attitude towards it (self-esteem).
An individual (man as an individual) is a man as a single natural being, a representative of Homo sapiens, a product of phylogenetic and ontogenetic development, a carrier of individually unique, genetically determined traits.
Personality (a person as a person) - in domestic psychology is: 1) the subject of social relations and conscious activity, the bearer of the psychosocial properties of a person; 2) the systemic quality of the individual, which is formed in joint activities and communication.
In foreign psychology, personality, as a rule, is determined on the basis of private empirical ideas developed within the framework of a particular theory of personality.
The subject of activity (a person as a subject of activity) is an individual, a person as a source of knowledge (subject of knowledge), communication (subject of communication) and transformation of reality (subject of labor).
The structure of the individual is the bearer of the psychophysical properties of a person. The bearer of psychosocial properties is the personality, and cognitive properties - the subject of activity. The possibility of such a "linkage" is evidenced by data on the composition of these macroformations in the human structure (Ananiev B. G., 1969).
According to B. G. Ananiev, the individual is a carrier of the biological, since a person as an individual is a combination of natural, genetically determined properties, the development of which is carried out in the course of ontogenesis. In the structure of the individual, B. G. Ananiev distinguished two classes of properties: primary - age-sex and individual-typical (general somatic, constitutional, neurodynamic and bilateral features), and secondary - psychophysiological functions (sensory, mnemonic, verbal-logical, etc.) and organic needs), the results of the interaction of which are presented in temperament and inclinations.
ANANIEV BORIS GERASIMOVICH (1907-1972)
Outstanding Russian psychologist. He began his scientific activity as a post-graduate student at the Institute of the Brain during the lifetime of V. M. Bekhterev. In 1968-1972. Dean of the Faculty of Psychology at Leningrad State University. He is the founder of the Leningrad psychological school. Author of fundamental works in the field of sensory perception, communication psychology, pedagogical psychology. He proposed a system of human knowledge, in which data from various human sciences were integrated.
26? Part I. Basic Theories of Development
Personality, according to B. G. Ananiev, is not the whole person, but his social quality, his psychosocial property. The initial characteristics are the status, roles, internal position of the individual, value orientations, which should always be considered within the framework of a specific social situation of personality development. These parameters determine the characteristics of the sphere of human needs and motivations. From the whole interaction of personality traits, a character is formed (Ananiev B. G., 1977, p. 371).
The properties of the individual and personality are integrated in the structure of the subject, which determines his readiness and ability to carry out practical and theoretical (intellectual) activities. In other words, the structure of the subject is the structure of human potentials and abilities. The central place in the structure of the subject's properties is occupied by the intellect, understood by B. G. Ananiev as "a multi-level organization of cognitive forces, covering psycho-physiological processes, states and personality traits" and closely related to "neurodynamic, vegetative and metabolic characteristics of a person."
Thus, studying the processes of development of psychophysical (biological) properties, we reveal the dynamics of the development of a person as an individual; we judge the dynamics of the development of a person as a person by examining the processes of development of psychosocial properties, and by evaluating the degree of development of a person’s mental and other abilities, we get an idea of the course of development of a person as a subject of activity.
G
DEVELOPMENT GOALS
Scientists involved in developmental psychology traditionally try to answer the questions: “why does it develop” and “how does it develop”, that is, to establish the causes of mental development and its mechanism. However, if development itself is an irreversible, natural and directed process, then it is appropriate to ask one more question: where is this process directed? What is development for? Simply put, what is the goal or goals of human development? For the first time, the idea of target determination of the development process was expressed by I. M. Sechenov in the works of the 1990s. However, it was not understood by his contemporaries, and only in the 20th century. was most fully developed in the works of N. A. Bernshtein (Bernshtein N. A., 1990).
On the basis of his developments, movements were restored in the wounded during the Great Patriotic War, and in the post-war years, skills were formed in athletes. In addition, Bernstein's developments were used in the design of walking automata, as well as other computer-controlled devices.
The general theory of the construction of movements that he created was set forth in the monograph On the Construction of Movements (1947).
In the concept of active self-regulation formulated by him, the goal is “a model of the future required by the body encoded in the brain”; it “conditions the processes that should be combined in the concept of purposefulness. The latter includes all the motivation of the body's struggle to achieve the goal and leads to the development and consolidation of appropriate mechanisms for its implementation.
Thus, the entire content of the course of a person's mental development is subordinated to a certain goal, and the content of this goal determines the content of the development process.
BERNSTEIN NIKOLAI ALEKSANDROVICH (1896-1966)
Domestic psychophysiologist. He created and applied new research methods - kymo-cyclography and cyclogrammetry, with the help of which he studied human movements (in the process of labor, playing sports, etc.). The analysis of the received research allowed him to develop the concept of the physiology of activity and the formation of human movements in normal and pathological conditions. In the course of ongoing research, Bernstein formulated the idea of a "reflex ring".
28? Part 1.
PSYCHOLOGICAL ENCYCLOPEDIA
HUMAN PSYCHOLOGY
FROM BIRTH TO DEATH
INFANTITY CHILDHOOD YOUTH ADULT OLD AGE
UNDER THE GENERAL EDITION OF A. A. REAN
SAINT PETERSBURG
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Averin V. A. Part 1: chapters 1-11. Dandarova Zh.K. In parts II, IV, V: chapter 3; part III: chapter 4. Derkach A. A., Zazykin V. G. Part VI: chapter 6. Zimnyaya I. A. Part I: chapter 12. Zinchenko V.P. Part I: chapter 13. Kostromina S. N. In Parts VI-VIII: Chapter 3. Maklakov A. G. In parts II, IV-VIII: chapter 1; part III: chapter 2. Petanova E. I. In parts II, IV, VI-VIII: chapter 4; part III: chapter 5. Prokofieva V. A. In parts II, IV-VIII: chapter 2; part III: chapter 3. Rean A. A. Part I: chapter 14; in parts IV, V, VIII: chapter 6. Rean A. A., Petanova E. I. Part V: chapter 4. Rozum S. I. V parts II, IV-VIII: chapter 5; part III: chapter 6. Sergienko E. A., Vilenskaya G. A. Part II: chapter 6. Feldstein D.I. Part III: chapter 1.
P 86 Human psychology from birth to death.- St. Petersburg: prime-EVROZNAK, 2002. - 656 p. - (Series "Psychological Encyclopedia"). ISBN 5-93878-029-2
This textbook gives a complete picture of current knowledge in the field of human development psychology. The book is divided into eight parts, each of which describes the features of the psychology of this age period according to the following vectors: cognitive features, affective sphere, motivational sphere, behavioral features, features of the self-concept. Particular attention is paid to the issues of age periodization and child and adolescent aggression.
The composition of the author's team of this book is unique. Nine doctors and five candidates of psychological sciences took part in the work on the book. Of these, three are academicians and two are corresponding members of the Russian Academy of Education (in the Department of Psychology). This work presents the views of different psychological schools of the country.
For a wide range of professionals in the humanities.
HUMAN PSYCHOLOGY FROM BIRTH TO DEATH
Editors M. Gerkusova, O. Terekhova
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© Dandarova Zh.K. 2001
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© Derkach A. A. 2001 general edition. 2001
© Zazykin V. G. 2001 © Rozum S. I. 2001
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