Regulation

Orientation

Control

Human activity has the following main characteristics: motive, goal, subject, structure and means.

Motive activity is called what motivates it, for the sake of which it is carried out. The motive is usually a human need, which is satisfied in the course and with the help of this activity. The motives of human activity can be very diverse:

organic;

functional;

material;

social;

spiritual.

Organic motives are aimed at satisfying the natural needs of the body (production of food, housing, clothing, etc.).

Functional motives are satisfied through various cultural forms of activity (sports).

Material motives encourage a person to engage in activities aimed at creating household items, various things and tools in the form of products that serve natural needs.

Social motives give rise to various types of activities aimed at taking a certain place in society, gaining recognition and respect from those around them.

Spiritual motives underlie those activities that are associated with human self-improvement. The type of human activity is determined by its dominant motive (since all human activity is multimotivated, i.e., stimulated by several different motives).

As goals activity is its product, and motives and goals may not coincide. Why a person acts a certain way is often not the same as why he acts. When we are dealing with activity in which there is no conscious goal, then there is no activity in the human sense of the word, but there is impulsive behavior, which is driven directly by needs and emotions.

Deed- an action, performing which a person realizes its significance for other people, i.e. its social meaning.

Subject activity is called what it directly deals with. So, for example, the subject cognitive activity is any kind of information, the subject educational activities– knowledge, skills and abilities, subject labor activity– created material product.

IN structure activities usually identify actions and operations as their main components. An action is a part of an activity that has an independent, human-conscious goal.

Action has a structure similar to activity: goal - motive, method - result. There are actions:

sensory- actions to perceive an object;

motor– motor actions;

strong-willed– actions associated with the manifestation of volitional efforts;

mental;

mnemonic– memory actions;

external subject– actions are aimed at changing the state or properties of the external world;

mental- actions performed during internally consciousness.

As funds For a person to carry out activities, they are the tools that he uses when performing certain actions and operations. The development of means of activity leads to its improvement, as a result of which the activity becomes more productive and of higher quality.

Every human activity has external and internal components. TO internal components include anatomical and physiological structures and processes involved in the control of activity by the central nervous system, as well as psychological processes and states included in the regulation of activity. TO external components include various movements associated with the practical implementation of activities.

The ratio of internal and external components of activity is not constant. As activities develop and transform, a systematic transition of external components into internal ones takes place. He is accompanied by them interiorization And automation. If any difficulties arise in activity, during its restoration associated with disturbances of internal components, a reverse transition occurs - exteriorization: reduced, automated components of activity unfold, appear externally, internal ones again become external, consciously controlled.

Considering the problem of human activity, we distinguish:

sensorimotor processes;

ideomotor processes;

emotional-motor processes.

Sensorimotor processes– these are the processes in which the connection between perception and movement is carried out. They distinguish four mental acts:

• 1) sensory moment of reaction - the process of perception;
• 2) central point reactions - more or less complex processes associated with the processing of what is perceived, sometimes discrimination, recognition, evaluation and choice;
• 3) motor moment of reaction - processes that determine the beginning and course of movement;
• 4) sensory movement corrections (feedback).

Ideomotor processes connect the idea of ​​movement with the execution of the movement. The problem of the image and its role in the regulation of motor acts is the central problem of the psychology of correct human movements.

Emotional-motor processes– these are processes that connect the execution of movements with emotions, feelings, and mental states experienced by a person.

Every human activity has external and internal components.

TO internal These include anatomical and physiological structures and processes involved in the control of activity by the central nervous system, as well as psychological processes and states included in the regulation of activity (layout in the apartment).

The internal component of activity is a structure consisting of 3 complexes:

1. The motivational complex (substructure) represents at the a) mental level individual "I" person and is expressed through “I want”, “I need”. It can be conscious or unconscious. In addition to the individual I (immediate desire), this complex includes: b) subjective component, representing the interests of surrounding people. These interests may coincide, conflict or be replaced. And also c) supra-individual activity, which is subject only to a person’s personal goals, includes knowledge of the universal Self. d) spontaneous, natural activity;

2. Target includes activity aimed at achieving specific goals by the subject. These goals can be final and intermediate, and activity, accordingly, can be collapsed, mechanical or expanded, mental;

3. The instrumental substructure of internal activity includes tools of a specific kind, developed on the basis of natural functions (organs of the human body, psychophysiological functions associated with these organs, operations associated with motor activity).

TO external components can include a variety of movements associated with the practical implementation of activities.

The external organization of activity includes 3 substructures:

1. Activity itself is the largest unit of activity analysis, determined by motivational activity.

2. Action - associated with goals and responsible for behavioral processes.

3. Operations are determined by the instrumental basis of activity. That is, on the third substructure, the external and internal coincide.

The ratio of internal and external components of activity is not constant. As activities develop and transform, a systematic transition of external components into internal ones takes place. It is accompanied by their internalization and automation. When difficulties arise in activity, when it is restored, associated with violations of internal components, a reverse transition occurs - exteriorization: reduced, automated components of activity unfold, appear externally, internal ones again become external, consciously controlled.

Life in all its forms is associated with movements, and as it develops, motor activity takes on more and more advanced forms. Elementary, simple living beings are much more active than the most complexly organized plants. A person is able to create conditions for himself and live in any environment and anywhere in the world. None Living being unable to compare with it in diversity, distribution and forms of activity.

Plant activity is practically limited by the exchange of substances with the environment. Animal activity includes elementary forms of exploration of this environment and learning. Human activity is very diverse. In addition to all the types and forms characteristic of animals, it contains a special form called activity.

Activity can be defined as a specific type of human activity aimed at cognition and creative transformation of the surrounding world, including oneself and the conditions of one’s existence. In activity, a person creates objects of material and spiritual culture, transforms his abilities, preserves and improves nature, builds society, creates something that would not exist in nature without his activity. Due to the productive, creative nature of his activity, man has created sign systems, tools for influencing himself and nature. Using these tools, he built modern society, cities, machines, with their help he produced new consumer goods, material and spiritual culture, and ultimately transformed himself. The historical progress that has taken place over the past few tens of thousands of years owes its origin to activity. To satisfy their needs, animals use only what nature has provided them. In other words, human activity manifests itself and continues in creations; it is productive, and not just consumerist in nature.

The forms and methods of organizing human activity also differ from the activity of animals. Almost all of them are associated with complex motor skills that animals do not have - skills and abilities acquired as a result of conscious, purposeful, organized learning. Already with early childhood The child is specially taught how to use household items and various tools in a human way, which transform the movements of the limbs given by nature. Objective activity arises, which differs from the natural activity of animals.

Animals only consume what is given to them by nature. Man, on the contrary, creates more than he consumes.

Activities are always purposeful, active, aimed at creating some product. Human activity has the following main characteristics: motive, goal, subject, structure and means. The motive of an activity is what prompts it, for the sake of which it is carried out. The motive is usually a specific need that is satisfied in the course and with the help of this activity.

The goal of an activity is its product. It can represent a real physical object created by a person, certain knowledge, skills and abilities acquired in the course of activity, a creative result (thought, idea, theory, work of art).

The subject of an activity is what it directly deals with. So, for example, the subject of cognitive activity is all kinds of information, the subject of educational activity is knowledge, skills and abilities, the subject of labor activity is the created material product.

Every activity has a certain structure. It usually identifies actions and operations as the main components of activity. An action is a part of an activity that has a completely independent, human-conscious goal. An operation is a method of carrying out an action.

The means of carrying out activities for a person are those tools that he uses when performing certain actions and operations.

Every human activity has external and internal components. Internal ones include anatomical and physiological structures and processes involved in the control of activity by the central nervous system, as well as psychological processes and states included in the regulation of activity. External components include various movements associated with the practical implementation of activities.

Activities and mental processes

Mental processes: perception, attention, imagination, memory, thinking, speech - act as the most important components of any human activity. Without the participation of mental processes, human activity is impossible; they act as its integral internal moments.

Perception in the process of practical activity acquires its most important human qualities. In activity, its main types are formed: perception of depth, direction and speed of movement, time and space.

Imagination is also connected with activity. Firstly, a person is not able to imagine or imagine something that has never appeared in experience, was not an element, subject, condition or moment of any activity. The texture of imagination is a reflection, although not a literal one, of the experience of practical activity.

This applies even more to memory. Memorization is carried out in activity and itself represents a special kind of mnemonic activity, which contains actions and operations aimed at preparing the material for better memorization.

Recall also involves performing certain actions aimed at promptly and accurately recalling the material imprinted in memory.

Thinking in a number of its forms is identical to practical activity. In more developed forms - figurative and logical - the activity moment appears in it in the form of internal, mental actions and operations.

Speech is also a special kind of activity, so the phrase “speech activity” is often used to characterize it. Consequently, any activity is a combination of internal and external, mental and behavioral actions and operations.

Types and development of human activity

U modern man There are many different activities, the number of which roughly corresponds to the number of needs.

The strength of a need refers to the significance of the corresponding need for a person, its relevance, frequency of occurrence and motivating potential.

Quantity is the number of various needs that a person has and from time to time become relevant for him.

By the uniqueness of a need we mean items and objects with the help of which a particular need can be sufficiently fully satisfied. this person, as well as the preferred way to satisfy this and other needs.

Communication is the first type of activity that arises in the process individual development man, followed by play, learning and work.

Communication is considered as a type of activity aimed at the exchange of information between communicating people. In direct communication, people are in direct contact with each other, know and see each other, directly exchange verbal or nonverbal information, without using any aids.

A game is a type of activity that does not result in the production of any material or ideal product (with the exception of business and design games of adults and children).

There are several types of games: Individual games are a type of activity when one person is engaged in the game, group games include several individuals. Object games are associated with the inclusion of any objects in a person’s play activity. Story games unfold according to a certain scenario, reproducing it in basic detail. Role-playing games allow human behavior limited to a certain role that he takes on in the game. Finally, games with rules are governed by a certain system of rules of conduct for their participants. Often in life there are mixed types of games: subject-role-playing, plot-role-playing, plot-based games with rules, etc.

Labor occupies a special place in the system of human activity. It was thanks to labor that man built a modern society, created objects of material and spiritual culture, and transformed the conditions of his life in such a way that he discovered prospects for further, almost unlimited development.

When they talk about the development of human activity, they mean the following aspects of the progressive transformation of activity:

1. Phylogenetic development of the human activity system.

2. Inclusion of a person in various types of activities in the process of his individual development (ontogenesis).

3. Changes occurring within individual activities as they develop.

4. Differentiation of activities, in the process of which others are born from some activities due to the isolation and transformation of individual actions into independent types of activity. The phylogenetic transformation of the system of human activities essentially coincides with the history of the socio-economic development of mankind.

In the process of development of activity, its internal transformations occur. Firstly, the activity is enriched with new subject content. Secondly, activities have new means of implementation that speed up their progress and improve results. Thirdly, in the process of development of activity, automation of individual operations and other components of activity occurs, they turn into skills and abilities. Finally, fourthly, as a result of the development of activity, new types of activity can be separated from it, isolated and further independently developed.

CONCEPT AND TYPES OF COMMUNICATION

Considering the way of life of various higher animals and humans, we notice that two aspects stand out in it: contacts with nature and contacts with living beings. We called the first type of contacts activity, and it has already been discussed in Chapter 6. The second type of contacts is characterized by the fact that the parties interacting with each other are living beings, organism with organism, exchanging information. This type of intraspecific and interspecific contact is called communication. Communication is characteristic of all higher living beings, but at the human level it takes on the most perfect forms, becoming conscious and mediated by speech. The following aspects are distinguished in communication: content, goal and means. Content is information that is transmitted from one living being to another in inter-individual contacts. The content of communication can be information about the internal motivational or emotional state of a living being. One person can convey information about existing needs to another, counting on potential participation in their satisfaction. Through communication, data about their emotional states(satisfaction, joy, anger, sadness, suffering, etc.), aimed at setting up another living being for contacts in a certain way. The same information is transmitted from person to person and serves as a means of interpersonal adjustment. We behave differently towards an angry or suffering person, for example, than towards someone who is well-disposed and experiencing joy. "1

In humans, the content of communication is much broader than in animals. People exchange information with each other that represents knowledge about the world, rich, lifetime experience, knowledge, abilities, skills and abilities. Human communication is multi-subject, it is the most diverse in its internal content.

The purpose of communication is what a person does for this type of activity. In animals, the purpose of communication may be to encourage another living being to take certain actions, or to warn that it is necessary to refrain from any action. The mother, for example, warns the baby of danger with her voice or movement; Some animals in the herd can warn others that they have perceived vital signals.

A person’s number of communication goals increases. In addition to those listed above, they include the transfer and receipt of objective knowledge about the world, training and education, coordination of reasonable actions of people in their joint activities, establishment and clarification of personal and business relationships, and much more. If in animals the goals of communication usually do not go beyond satisfying their biological needs, then in humans they are a means of satisfying many different needs: social, cultural, cognitive, creative, aesthetic, the needs of intellectual growth, moral development and a number of others. No less significant are the differences in means of communication. The latter can be defined as methods of encoding, transmitting, processing and decoding information transmitted in the process of communication from one living being to another.

Encoding information is a way of transmitting it from one living being to another. For example, information can be transmitted through direct bodily contacts: touching the body, hands, etc. Information can be transmitted and perceived by people at a distance, through the senses (observations by one person of the movements of another or the perception of sound signals produced by him).

Man, in addition to all these natural methods of transmitting information, has many that are invented and improved by him. This is language and other sign systems, writing in its various types and forms (texts, diagrams, drawings, drawings), technical means of recording, transmitting and storing information (radio and video technology; mechanical, magnetic, laser and other forms of recording). In terms of his ingenuity in choosing the means and methods of intraspecific communication, man is far ahead of all living creatures known to us that live on planet Earth.

Depending on the content, goals and means, communication can be divided into several types. In terms of content, it can be presented as material (exchange of objects and products of activity), cognitive (exchange of knowledge), conditional (exchange of mental or physiological states), motivational (exchange of motivations, goals, interests, motives, needs), activity (exchange of actions, operations, abilities, skills). In material communication, subjects, being engaged in individual activity, exchange its products, which, in turn, serve as a means of satisfying their actual needs. In conditional communication, people exert influence on each other, calculated to lead each other to a certain physical or mental condition. For example, to cheer you up or, on the contrary, to ruin it; excite or calm each other, and ultimately have a certain impact on each other’s well-being.

Motivational communication has as its content the transfer to each other of certain motivations, attitudes or readiness to act in a certain direction. As an example of such communication, we can name cases when one person wants to ensure that another has a certain desire to arise or disappear, so that someone has a certain attitude towards action, a certain need is actualized. An illustration of cognitive and activity-based communication can be communication associated with various types of cognitive or educational activities. Here, information is transmitted from subject to subject that expands horizons, improves and develops abilities. By purpose, communication is divided into biological and social in accordance with the needs it serves. Biological is communication necessary for the maintenance, preservation and development of the organism. It is associated with the satisfaction of basic organic needs. Social communication pursues the goals of expanding and strengthening interpersonal contacts, establishing and developing interpersonal relationships, personal growth individual. There are as many private goals of communication as there are subtypes of biological and social needs.

By means of communication, communication can be direct and indirect, direct and indirect. Direct communication is carried out with the help of natural organs given to a living being by nature: hands, head, torso, vocal cords etc. Indirect communication is associated with the use of special means and tools for organizing communication and exchanging information. These are either natural objects (a stick, a thrown stone, a footprint on the ground, etc.) or cultural ones (sign systems, recordings of symbols on various media, print, radio, television, etc.).

Direct communication involves personal contacts and direct perception of each other by communicating people in the very act of communication, for example, bodily contacts, conversations of people with each other, their communication in cases where they see and directly react to each other’s actions.

Indirect communication is carried out through intermediaries, who can be other people (for example, negotiations between conflicting parties at the interstate, interethnic, group, family levels).

Man differs from animals in that he has a special, vital need for communication, and also in the fact that he spends most of his time communicating with other people.

Among the types of communication, one can also distinguish business and personal, instrumental and targeted. Business conversation usually included as a private moment" in any joint productive activity of people and serves as a means of improving the quality of this activity. Its content is what people are doing, and not the problems that affect them inner world. Unlike business, personal communication, on the contrary, is concentrated mainly around psychological problems internal nature, those interests and needs that deeply and intimately affect a person’s personality: searching for the meaning of life, determining one’s attitude towards significant person, to what is happening around, the resolution of any internal conflict and so on.

Instrumental can be called communication that is not an end in itself, is not stimulated by an independent need, but pursues some other goal other than obtaining satisfaction from the act of communication itself. Target is communication, which in itself serves as a means of satisfying a specific need, in this case the need for communication.

In human life, communication does not exist as a separate process or an independent form of activity. It is included in individual or group practical activity, which can neither arise nor be realized without intensive and versatile communication.

There are differences between activity and communication as types of human activity. The result of an activity is usually the creation of some material or ideal object or product (for example, the formulation of an idea, thought, statement). The result of communication is the mutual influence of people on each other. Activity is mainly a form of activity that develops a person intellectually, and communication is a type of activity that mainly shapes and develops him as a person. But activity can also participate in a person’s personal transformation, just as communication can participate in his intellectual development. Both activity and communication should therefore be considered as interconnected aspects of social activity developing a person.

The most important types of communication among people are verbal and non-verbal. Nonverbal communication does not involve the use of audible speech or natural language as a means of communication. Nonverbal is communication through facial expressions, gestures and pantomime, through direct sensory or bodily contact. These are tactile, visual, auditory, olfactory and other sensations and images received from another person. Most nonverbal forms and means of communication in humans are innate and allow him to interact, achieving mutual understanding at the emotional and behavioral levels, not only with his own kind, but also with other living beings. Many of the higher animals, including most notably dogs, monkeys and dolphins, are given the ability to communicate non-verbally with each other and with humans.

Verbal communication is inherent only to man and as a mandatory condition involves language acquisition. In terms of its communicative capabilities, it is much richer than all types and forms of nonverbal communication, although in life it cannot completely replace it. And the very development of verbal communication initially certainly relies on non-verbal means communications.

Bibliography

To prepare this work, materials were used from the site http://www.shpori4all.narod.ru/

Every human activity has external and internal components.

TO internal These include anatomical and physiological structures and processes involved in the control of activity by the central nervous system, as well as psychological processes and states included in the regulation of activity (layout in the apartment).

The internal component of activity is a structure consisting of 3 complexes:

1. motivational complex (substructure) represents at a) mental level individual "I" person and is expressed through “I want”, “I need”. It can be conscious or unconscious. In addition to the individual I (immediate desire), this complex includes: b) subjective component, representing the interests of surrounding people. These interests may coincide, conflict or be replaced. And also c) supra-individual activity, which is subject only to a person’s personal goals, includes knowledge of the universal Self. d) spontaneous, natural activity;

2.target includes activity aimed at achieving specific goals by the subject. These goals can be final and intermediate, and activity, accordingly, can be collapsed, mechanical or expanded, mental;

3. the instrumental substructure of internal activity includes tools of a specific kind, developed on the basis of natural functions (organs of the human body, psychophysiological functions associated with these organs, operations associated with motor activity).

TO external components can include a variety of movements associated with the practical implementation of activities.

The external organization of activity includes 3 substructures:

1. Activity itself is the largest unit of activity analysis, determined by motivational activity.

2. Action - associated with goals and responsible for behavioral processes.

3. Operations are determined by the instrumental basis of activity. That is, on substructure 3, the external and internal coincide.

The ratio of internal and external components of activity is not constant. As activities develop and transform, a systematic transition of external components into internal ones takes place. It is accompanied by their internalization and automation. When difficulties arise in activity, when it is restored, associated with violations of internal components, a reverse transition occurs - exteriorization: reduced, automated components of activity unfold, appear externally, internal ones again become external, consciously controlled.

Skills, abilities, habits

Skills- elements of activity that allow you to do something with high quality(perform an action, operation, series of actions accurately and correctly). Skills include automatically performed parts called skills, but in general represent consciously controlled parts of the activity, at least in the main intermediate points and the final goal.

Skills– fully automated, instinct-like components of skills, implemented at the level of unconscious control.

Skills and abilities are divided into several types:

1.Motor include a variety of movements, complex and simple, components of the external, motor aspects of activity. (in sports activities)

2.Cognitive skills include abilities associated with searching, perceiving, remembering and processing information.

3. Theoretical skills are associated with abstract intelligence, expressing the ability to analyze, generalize material, build hypotheses, theories (in creative work).

Great importance exercises help in the formation of all types of skills. Thanks to them, skills are automated, skills and activities are improved in general. Exercises are necessary both at the stage of developing skills and abilities, and in the process of maintaining them. Without constant, systematic exercises, skills and abilities are lost and lose their qualities.

Another element of activity is habit. It differs in that it represents a non-productive element of activity. If skills are related to solving a problem, involve obtaining a product and are quite flexible, then habits are an inflexible part of an activity that a person performs mechanically and does not have a conscious goal or an explicit product. Unlike a simple skill, a habit can be consciously controlled to a certain extent. But it differs from skill in that it is not always reasonable and useful. Habits as elements of activity are the least flexible parts of it.

Bibliography

Main literature:

1. Introduction to psychology / General. Ed. A.V. Petrovsky. – M., 1997.-P.262-276, 407-417.

2. Gippenreiter Yu.B. Introduction to general psychology. Lecture course. – M., 1996.- P. 99-114, 114-134.

3. Nemov R.S. Psychology. In 3 books. Book 1. General Basics psychology. – M., 1995.- Ch. 6, 19.

4. Rubinshtein S.L. Basics general psychology. - St. Petersburg, 1999.- Ch. 13, 14, 15.

additional literature:

5. Godefroy J. What is psychology.: In 2 vols. - T. 1. - M.: Mir, 1992. - P. 264.

6. Heckhausen H. Motivations and activities. – M.: Pedagogy, 1986. - P. 33-34.

Basic Concepts: motivation, need, need cycle, motive, goal, shift of motive to goal, focus, attitude, interest, belief, worldview, activity, subject, activity, internal activity, interiorization, exteriorization; structure of activity, action, operation, psychophysiological functions; need, basic needs, goal, motive, classification of motives, hierarchy, subordination of motives, motivation; content of activity, game, learning, work, ability, skill, habit.