General psychology of mutes. Section I

Meaning psychological knowledge for teaching and raising children.Psychological aspects education. It is fundamentally impossible to solve the problems of teaching and raising children without the participation of psychologists. The need for the teacher to know general psychology: the origin, functioning and development of mental processes, states and properties of a person. Meaning developmental psychology for pedagogy. The role of differential psychology, psychophysiology, genetic psychology for the education and upbringing of children. Psychodiagnostic problems and psychological counseling in pedagogical practice. Using data from medical psychology, pathopsychology and social psychology. The problem of professional psychological preparedness of teachers and educators. The contribution of occupational psychology, psychotherapy and psychocorrection to solving educational problems.

Definition of psychology as a science. Examples of phenomena studied by modern psychology. Availability and difficulty scientific knowledge. Change and expansion of the subject of psychology from ancient times to the present day, its replenishment with theories and methods of other sciences. The system of phenomena that are studied in modern psychology, the vital role of relevant phenomena. Division psychic phenomena into processes, properties and states. Behavior and activity as a subject of psychology. Basic general and specific (abstract and concrete) concepts with the help of which phenomena studied in psychology are described.

Basic branches of psychology. Psychology as a complex system of developing sciences, closely related to the main types human activity. General and special branches of psychology. Fundamental and applied areas of psychology. General psychology, its structure. Branch psychological sciences. a brief description of various psychological sciences.

Research methods in psychology. The problem of the method of psychological research. Brief information from the history of research methods in psychology. Observation and introspection, their cognitive role. Survey, experiment and psychological tests. The connection between the methods of psychology and the methods of other sciences. Modeling in psychology. Advantages and disadvantages of each method, optimal conditions its application in practice. The importance of mathematics in obtaining reliable psychological knowledge. The introduction of computer and other technology into psychological experiments.

Preface........................................................ ........................................................ ......3

Section I. Introduction to Psychology.........................................................................5

Chapter 1. The subject of psychology, its tasks and methods.............................................

The importance of psychological knowledge for learning and

raising children........................................................ ................................6

Psychology as a science................................................... .........................8

Main branches of psychology......................................................... ......... 12

Research methods in psychology......................................................... . 16

Chapter 2. Natural scientific foundations of psychology...............................................28

Structure, functioning and properties of the central nervous

human systems........................................................ ...............................29

Human psyche and brain: principles and general mechanisms

communications........................................................ ...................................................42

Anatomical and physiological representation in the brain

mental processes and human states.................................... 52

Genetic roots of psychology and behavior...................................72

Chapter 3. Psychology and human sciences..............................................................91

Psychology and history................................................... ...................92

Psychology and philosophy................................................... ................95

Psychology and Sociology................................................................. ................97

Psychology and pedagogy............................................... .................106

Chapter 4. Development of the human and animal psyche.............................................109

The origins of the psyche of living beings.................................................... ......BY

The formation of lower forms of behavior and psyche..................................113

Development of higher mental functions in humans.........................122

Comparison of the human and animal psyches....................................125

Chapter 5. Human consciousness......................,.........................................................132

The nature of human consciousness................................................................... ......-

The emergence and development of consciousness...................................................136

Consciousness and unconsciousness................................................................... ............139

Section II. Psychology of activity and cognitive processes...................145

Chapter 6. Activities.........................................................................................-

Concept and structure of human activity...................................-

Types and development of human activity...................................152

Activity and mental processes...................................................156

Abilities, skills and habits.................................................... ............158

Chapter 7. Sensation and perception......................................................................165

The concept of sensations......................................................... ...................166

Measuring and changing sensations.................................................... .173

Perception, its types and properties.................................................. .......181

Laws of perception........................................................ ...........................190

Chapter 8. Attention..............................................................................................201

Phenomena and definition of attention.................................................. ...202

Functions and types of attention............................................................. ...............206

Psychological theories of attention................................................................... 208

Development of attention................................................................ ........................211

Chapter 9. Memory................................................................................................217

General idea of ​​memory......................................................... .......218

Types of memory and their features................................................................... .......219

Individual differences in memory in people....................................228

Theories and laws of memory................................................................... ...................232

Formation and development of memory................................................................... ...243

Chapter 10. Imagination.......................................................................................260

Definition and types of imagination.................................................................. .....-

Functions of imagination, its development.................................................... 265

Imagination and creativity......................................................... ...............266

Imagination and organic processes...................................................268

Chapter 11. Thinking...........................................................................................273

Nature and types of thinking.................................................. ...............274

Features of creative thinking...................................................282

Theories of thinking in psychology.................................................. .....294

Development of thinking................................................... ........................298

Chapter 12. Speech....................................................................................................311

Speech and its functions.................................................. ............................312

Speech as a means of communication......................................................... ...............318

Speech as a tool of thinking................................................................... ......323

Correlation of thinking and speech.................................................... ......324

Section III. Psychology of Personality................................................ ...........................335

Chapter 13. Introduction to personality psychology..........................................................-

General idea of ​​personality......................................................... ....336

History of personality research................................................................ ....338

Modern theories of personality........................................................ .......341

Formation and development of personality...................................................356

The problem of personality stability......................................................... ...362

Chapter 14. Abilities.......................................................................................373

The concept of abilities................................................................... ...................374

Abilities, inclinations and individual differences of people.........379

The nature of human abilities...................................................386

Development of abilities................................................... ....................388

Chapter 15. Temperament......................................................................................394

Types of temperaments................................................... ........................-

Properties of temperament................................................... ...................397

Temperament and individual style activities...................400

Temperament and personality........................................................ ...............401

Chapter 16. Character............................................................................................405

Definition of character................................................... ....................-

Typology of characters................................................... ...........................407

Character formation......................................................... ................418

Personality and character of a person.............................................................. ..........420

Chapter 17. Will....................................................................................................424

The concept of will......................................................... ...................................-

Theories of will................................................... ....................................427

Volitional regulation of behavior................................................... ..........429

Development of the human will.............................................................. ...............432

Chapter 18. Emotions...............................................................................................435

Types and role of emotions in human life...................................................436

Psychological theories of emotions................................................................... .... 445

Emotions and personality......................................................... ........................... 452

Chapter 19. Motivation.........................................................................................461

Motive and motivation................................................................... ........................462

Psychological theories of motivation................................................................. 469

Motivation and activity................................................................... .............. 484

Motivation and personality....................................................................496

GU section. Psychology of human relationships...................................511

Chapter 20. Communication................................................................................................-

Concept and kinds communication........................................................ .............. 512

The role of communication in mental development person........................516

Techniques and methods of communication.................................................. .............519

Development of communication........................................................ ...........................522

Chapter 21. Small group and team.................................................................528

Concepts small group and the team........................................-

Phenomenology of small groups................................................................... ..........538

Interpersonal relationships in groups and teams.................................547

Effectiveness of group activities...................................................558

Chapter 22. Personality in the group..............................................................................572

Positive impact of community on the individual...................................573

Negative influence of the cash group...................................576

People's perception and understanding of each other...................................585

Well-being of the individual in the group.................................................. .....593

Chapter 23. Intimate interpersonal relationships.............................................601

Friendship................................................. ...............................................-

Love................................................. ............................................ 604

Enmity................................................... ............................................ 609

Loneliness................................................. ...................................613

Chapter 24. Brief historical sketch of the development of psychology...........................623

The emergence of psychological knowledge................................................... 624

Development of psychology since the Renaissance

to the middle XIX V................................................. ...........................627

Transformation of psychological knowledge since the middle of the 19th century.

until the second half of the 20th century................................................... ...................630

Formation and current state psychology

in our country............................................... ................................644

Dictionary of basic psychological concepts.......................................................651

Social Psychology studies human relationships, phenomena that arise in the process of communication and interaction of people with each other in various kinds groups, in particular in the family, school, student and teaching teams. Such knowledge is necessary for psychological proper organization education.

Pedagogical psychology combines all information related to training and education. Special attention here refers to the justification and development of methods of training and education of people of different ages.

The following three branches of psychology are - medical and pathopsychology, and psychotherapy - deal with deviations from the norm in the human psyche and behavior. The task of these branches of psychological science is to explain the causes of possible mental disorders and justify methods of their prevention and treatment. Such knowledge is necessary where the teacher deals with so-called difficult, including pedagogically neglected, children or people in need of psychological help. Legal psychology considers a person’s assimilation of legal norms and rules of behavior and is also needed for education. Psychodiagnostics poses and solves the problems of psychological assessment of the level of development of children and their differentiation.

The study of psychological sciences begins with general psychology, since without a sufficiently deep knowledge of the basic concepts introduced in the course of general psychology, it will be impossible to understand the material contained in the special sections of the course. However, what is proposed in the first book of the textbook is not general psychology in pure form. Rather, it is a thematic selection of materials from various areas of psychological science that are important for the education and upbringing of children, although they are, of course, based on general psychological knowledge.

RESEARCH METHODS IN PSYCHOLOGY

Scientific research methods are those techniques and means by which scientists obtain reliable information that is then used to build scientific theories and development of practical recommendations. The strength of science largely depends on the perfection of research methods, on how much they valid And reliable, how quickly and effectively this branch of knowledge is able to perceive and use all the newest, most advanced that appears in the methods of other sciences. Where this can be done, there is usually a noticeable breakthrough in knowledge of the world.

All of the above applies to psychology. Its phenomena are so complex and unique, so difficult to study, that throughout the history of this science its successes have directly depended on the perfection of the research methods used. Over time, it integrated methods from a variety of sciences. These are methods of philosophy and sociology, mathematics and physics, computer science and cybernetics, physiology and medicine, biology and history, and a number of other sciences.

Thanks to the use of methods of natural and exact sciences, psychology, starting from the second half of the last century, became an independent science and began to actively develop. Until this point, psychological knowledge was obtained mainly through introspection (introspection), speculative reasoning, and observation of the behavior of other people. Analysis and reasonable generalization this kind life facts played a positive role in the history of psychology. They served as the basis for the construction of the first scientific theories explaining the essence of psychological phenomena and human behavior. However, the subjectivity of these methods, their lack of reliability and complexity were the reasons that psychology for a long time remained a philosophizing, non-experimental science, capable of suggesting, but not proving, the cause-and-effect relationships that exist between mental and other phenomena. At the same time, due to excessively expressed theorizing, it was actually divorced from practice.

The intention to make it a real, more or less accurate, practically useful science, not only describing, but also explaining phenomena, was associated with the introduction of laboratory experiment and measurement into it. Attempts to quantify psychological phenomena have been made since the second half of XIX V. One of the first such attempts was the discovery and formulation of a series of laws connecting the strength of human sensations with stimuli expressed in physical quantities that affect the body. These include laws Bouguer-Weber, Weber-Fechner, Stevens, representing mathematical formulas, with the help of which the connection between physical stimuli and human sensations is determined, as well as absolute and relative thresholds of sensations.

This should also include First stage development of differential psychological research (end XIX c.), when methods began to be used to identify common psychological properties and abilities that distinguish people from each other mathematical statistics.

Subsequently, already in XX century, the trend of using mathematical models and calculations has become widespread in the most different industries psychology. Not a single serious scientific psychological study can do without them now.

Since the late 80s XIX V. in psychology, special technical instruments and devices began to be created and used for conducting laboratory experimental scientific research. A pioneer in this regard was the German scientist W. Wundt, who organized the work of the first psychological laboratory in Leipzig. Technical instruments and devices allowed the researcher to set up and conduct a controlled and controlled scientific experiment, dose the effects of physical stimuli to which a person should react, and measure his reactions. At first these were quite simple technical devices, mostly mechanical. At first XX V. they were joined by electrical devices, and in our time, many types of modern equipment are used in psychological laboratory research, including radio, video and electronic equipment, including computers.

Along with mathematization and technicalization, research in psychology has not yet lost its importance traditional methods collection of scientific information, including such as observation, introspection And survey. There are several reasons for maintaining their significance. The first is that the phenomena studied in psychology are complex and unique, and they cannot always be studied using methods borrowed from other sciences. For the study of such subtle phenomena that psychology deals with, the methods of natural and exact sciences are in many cases not suitable. Observation and self-observation make it possible to capture much of what is practically inaccessible to instruments, indescribable with the help of precise mathematical formulas. Self-observation is often used in cases where the researcher himself, and not from the words of other people or from the readings of soulless instruments, wants to obtain information about sensations, emotional experiences, images, ideas, thoughts accompanying a particular behavioral act.

However, observational data, and especially self-observation, almost always require testing for validity and reliability. Where possible, this data should be controlled by other, more objective methods, in particular mathematical calculations.

In table 2 presents the methods that are used in modern psychology to collect so-called primary data, those. information subject to further clarification and processing.

table 2

Basic methods of psychological research and their variants used to collect primary data

Observationhas several options. External observation is a way of collecting data about a person's psychology and behavior by directly observing him from the outside. Internal observation, or self-observation, is used when a research psychologist sets himself the task of studying a phenomenon of interest to him in the form in which it is directly presented in his mind. Internally perceiving the corresponding phenomenon, the psychologist, as it were, observes it (for example, his images, feelings, thoughts, experiences) or uses similar data communicated to him by other people who themselves conduct introspection on his instructions.

Free observation does not have a pre-established framework, program, or procedure for its implementation. It can change the subject or object of observation, its nature during the observation itself, depending on the wishes of the observer. Standardized observation, on the other hand, is predefined and clearly limited in terms of what is observed. It is conducted according to a certain, pre-thought-out program and strictly follows it, regardless of what happens during the process of observation with the object or the observer himself.

With participant observation (it is most often used in general, developmental, educational and social psychology), the researcher acts as a direct participant in the process over which he is observing. For example, a psychologist can solve a problem in his mind while simultaneously observing himself. Another option for participant observation: while exploring relationships between people, the experimenter can engage in communication with the people being observed, while at the same time continuing to observe the relationships developing between them and these people. Third-party observation, unlike participant observation, does not imply the personal participation of the observer in the process that he is studying.

Each of these types of observation has its own characteristics and is used where it can give the most reliable results. External observation, for example, is less subjective than self-observation and is usually used where the features to be observed can easily be isolated and assessed from the outside. Internal observation is irreplaceable and often acts as the only available method of collecting psychological data in cases where there are no reliable external signs of the phenomenon of interest to the researcher. It is advisable to carry out free observation in cases where it is impossible to determine exactly what should be observed, when the signs of the phenomenon being studied and its probable course are not known to the researcher in advance. Standardized observation, on the contrary, is best used when the researcher has an accurate and fairly complete list of features related to the phenomenon being studied.

Participant observation is useful in the case when a psychologist can give a correct assessment of a phenomenon only by experiencing it himself. However, if, under the influence of the personal participation of the researcher, his perception and understanding of the event may be distorted, then it is better to turn to third-party observation, the use of which allows a more objective judgment of what is being observed.

Surveyis a method in which a person answers a series of questions asked to him. There are several survey options, and each has its own advantages and disadvantages. Let's look at them.

Oral questioning is used in cases where it is desirable to observe the behavior and reactions of the person answering the questions. This type of survey allows you to penetrate deeper into human psychology than a written survey, but requires special preparation, training and, as a rule, a lot of time to conduct the research. The answers of the subjects obtained during an oral interview significantly depend on the personality of the person conducting the interview, and on the individual characteristics of the person answering the questions, and on the behavior of both persons in the interview situation.

A written survey allows you to cover large quantity of people. Its most common form is a questionnaire. But its disadvantage is that when using a questionnaire, it is impossible to take into account in advance the reactions of the respondent to the content of its questions and, based on this, change them.

A free survey is a type of oral or written survey in which the list of questions asked and possible answers to them is not limited in advance to a certain framework. Survey of this type allows you to flexibly change research tactics, the content of the questions asked, and receive non-standard answers to them. In turn, a standardized survey, in which the questions and the nature of possible answers to them are determined in advance and are usually limited within a fairly narrow framework, is more economical in time and material costs than a free survey.

Testsare specialized methods of psychodiagnostic examination, using which you can obtain an accurate quantitative or qualitative characteristic of the phenomenon being studied. Tests differ from other research methods in that they require a clear procedure for collecting and processing primary data, as well as the originality of their subsequent interpretation. With the help of tests you can study and compare psychology different people, give differentiated and comparable assessments.

Test options: questionnaire test and task test. The test questionnaire is based on a system of pre-thought-out, carefully selected and tested questions from the point of view of their validity and reliability, the answers to which can be used to judge the psychological qualities of the subjects.

The test task involves assessing a person’s psychology and behavior based on what he does. In tests of this type, the subject is offered a series of special tasks, based on the results of which they judge the presence or absence and degree of development of the quality being studied.

The test questionnaire and test task are applicable to people of different ages, belonging to different cultures, having different levels of education, different professions and different life experiences. It's theirs positive side. The disadvantage is that when using tests, the subject can consciously influence the results obtained at will, especially if he knows in advance how the test is structured and how his psychology and behavior will be assessed based on its results 1 . In addition, the test questionnaire and test task are not applicable in cases where psychological properties and characteristics are to be studied, the existence of which the subject cannot be completely sure of, is not aware of, or does not consciously want to admit their presence in himself. Such characteristics include, for example, many negative personal qualities and motives of behavior. This drawback applies to all research methods based on self-control, i.e. associated with the use of speech and behavioral consciously controlled reactions.

In these cases, the third type of tests is usually used - projective. The basis of such tests is the mechanism of projection, according to which a person tends to attribute his unconscious qualities, especially shortcomings, to other people. Projective tests are designed to study the psychological and behavioral characteristics of people that cause negative attitudes. Using tests of this kind, the psychology of the subject is judged on the basis of how he perceives and evaluates situations, the psychology and behavior of people, what personal properties, motives, positive or negative character he attributes to them.

Using a projective test, the psychologist uses it to introduce the subject into an imaginary, plot-undefined situation, subject to arbitrary interpretation. Such a situation could be, for example, the search for a certain meaning in a picture that depicts unknown people, who are not clear about what they are doing. We need to answer the questions of who these people are, what they are concerned about, what they think, and what will happen next. Based on the meaningful interpretation of the answers, the respondents’ own psychology is judged.

Projective type tests place increased demands on the level of education and intellectual maturity of the test takers, and this is the main practical limitation of their applicability. In addition, such tests require a lot of special preparation and high professional qualifications from the psychologist himself.

Specifics experiment as a method of psychological research lies in the fact that it purposefully and thoughtfully creates an artificial situation in which the property being studied is highlighted, manifested and assessed best. The main advantage of the experiment is that it allows, more reliably than all other methods, to draw conclusions about the cause-and-effect relationships of the phenomenon under study with other phenomena, and to scientifically explain the origin of the phenomenon and its development. However, organizing and conducting a real psychological experiment that meets all the requirements in practice can be difficult, which is why it is less common in scientific research than other methods.

There are two main types of experiment: natural and laboratory. They differ from each other in that they allow one to study the psychology and behavior of people in conditions that are remote or close to reality. A natural experiment is organized and carried out in ordinary life conditions, where the experimenter practically does not interfere with the course of events, recording them as they unfold on their own. A laboratory experiment involves creating some artificial situation in which the property being studied can best be studied.

The data obtained in a natural experiment best corresponds to the typical life behavior of an individual, the real psychology of people, but is not always accurate due to the lack of the experimenter’s ability to strictly control the influence of various factors on the property being studied. The results of a laboratory experiment, on the contrary, are superior in accuracy, but inferior in the degree of naturalness - correspondence to life.

Modelingas a method is used in the case when the study of a phenomenon of interest to a scientist by simple observation, survey, test or experiment is difficult or impossible due to complexity or inaccessibility. Then they resort to creating an artificial model of the phenomenon being studied, repeating its main parameters and expected properties. This model is used to study in detail this phenomenon and draw conclusions about its nature.

Models can be technical, logical, mathematical, cybernetic. A mathematical model is an expression or formula that includes variables and relationships between them, reproducing elements and relationships in the phenomenon being studied. Technical modeling involves the creation of a device or device that, in its action, resembles what is being studied. Cybernetic modeling is based on the use of concepts from the field of computer science and cybernetics as model elements. Logic modeling is based on the ideas and symbolism used in mathematical logic.

The most famous examples of mathematical modeling in psychology are formulas expressing the Bouguer-Weber, Weber-Fechner and Stevens laws. Logic modeling is widely used in studying human thinking and comparing it with computer problem solving. We encounter many different examples of technical modeling in scientific research devoted to the study of human perception and memory. These are attempts to build perceptrons - machines capable, like humans, of perceiving and processing sensory information, remembering and reproducing it.

An illustration of cybernetic modeling is the use in psychology of the ideas of mathematical programming on a computer. The development of computer software over the past few decades has opened up new prospects for psychology to study processes of interest to it and human behavior, since it turned out that the mental operations used by people, the logic of their reasoning when solving problems are very close to the operations and logic on the basis of which Computer programs are being developed. This led to attempts to represent and describe human behavior and his psychology by analogy with the operation of electronic computing devices. The pioneers in this regard in psychology were famous American scientists D. Miller, Y. Galanter, K. Pribram 1 . Noting the presence in the body of the same complex, hierarchically constructed system of behavior regulation that characterizes the structure and functioning of computer programs, they concluded that human behavior can be described in a similar way.

In addition to the listed methods intended for collecting primary information, are widely used in psychology various ways and techniques for processing this data, their logical and mathematical analysis to obtain secondary results, i.e. facts and conclusions arising from the interpretation of processed primary information. For this purpose, in particular, various methods are used mathematical statistics, without which it is often impossible to obtain reliable information about the phenomena being studied, as well as methods qualitative analysis.

Topics and questions for discussion at seminars Topic 1. The importance of psychological knowledge for teaching and raising children.

1.Psychological problems of training and education.

2. The importance of various psychological knowledge for teaching practice.

Teat a 2. Definition of psychology as a science.

1. Examples of phenomena that psychology studies, their difference from phenomena studied by other sciences.

2. Historical transformation of definitions of the subject of psychology.

3. Basic concepts with the help of which psychological phenomena are described, their classification.

4.Psychology as a system of developing sciences. The main branches of psychology, knowledge of which is necessary for teaching and raising children.

Schiller D., Galanter Y., Pribram K. Plans and structure of behavior // History of foreign psychology: 30-60s XX century. Texts. - M., 1986.

© Nemov R. S, 2004

© LLC “Humanitarian Publishing Center VLADOS”, 2004

* * *

Preface

This publication is a textbook on psychology for higher pedagogical educational institutions. It consists of three books, including a complete basic course of psychological knowledge necessary for a teacher, educator and manager working in the education system. This course includes information from different areas psychological science that is directly or indirectly related to the education and upbringing of children: general psychology, psychophysiology, social psychology, psychodiagnostics, management psychology and some other psychological disciplines.

This first book of the textbook contains general basics psychological knowledge necessary for a deeper understanding and better assimilation of special branches of psychology related to pedagogical activity.

The text of the textbook is equipped with the necessary methodological apparatus that may be needed by both the teacher and students. This apparatus includes fragments of the course program, presented in the form of a summary at the beginning of each chapter of the textbook. This part of the text is highlighted by the words “summary”, which follow immediately after the chapter title. The names of individual paragraphs corresponding to the issues discussed in lectures and seminars, in summary highlighted. At the end of each chapter there are topics and questions for discussion in seminar classes, questions for exams and tests, as well as topics recommended for writing essays and conducting independent research. research work students.

Each chapter ends with a list of references on the topic. It includes mainly works published within the last twenty years. The list of references is divided into three groups: I – literature intended for preparation for seminar classes.

It is assumed that the student working on an essay, report, or engaged in self-education is already familiar with the primary sources included in Group I, used in seminar classes. Accordingly, it is understood that a person who begins to conduct independent scientific research on a given topic and turns to literature from group III, is already familiar with the primary sources classified as groups I and P. In other words, the list uses the cumulative principle of presenting recommended literature.

The layout of literary primary sources and related references is as follows. First, the list gives the title of the work with the corresponding bibliographic data. Then in brackets - the name of the problems and issues on which information can be found in this primary source, indicating the pages. Sometimes the wording of problems and questions corresponds to the names of sections, chapters and paragraphs of the cited books, sometimes they differ from them. A title that differs from that in the original source is given if the book title does not accurately reflect the thematic content of the text in terms of its correspondence to the topic being studied in the course program.

At the end of the textbook there is a dictionary of basic psychological concepts. Its task is to introduce complete and succinct definitions of the basic scientific concepts of the course.

Section I. Introduction to Psychology

Chapter 1. The subject of psychology, its tasks and methods

The importance of psychological knowledge for teaching and raising children. Psychological aspects of education. It is fundamentally impossible to solve the problems of teaching and raising children without the participation of psychologists. The need for the teacher to know general psychology: the origin, functioning and development of mental processes, states and properties of a person. The importance of developmental psychology for pedagogy. The role of differential psychology, psychophysiology, genetic psychology for the education and upbringing of children. Psychodiagnostic problems and psychological counseling in pedagogical practice. Using data from medical psychology, pathopsychology and social psychology. The problem of professional psychological preparedness of teachers and educators. The contribution of occupational psychology, psychotherapy and psychocorrection to solving educational problems.

Definition of psychology as a science. Examples of phenomena studied by modern psychology. Accessibility and difficulty of their scientific knowledge. Change and expansion of the subject of psychology from ancient times to the present day, its replenishment with theories and methods of other sciences. The system of phenomena that are studied in modern psychology, the vital role of the corresponding phenomena. Division of mental phenomena into processes, properties and states. Behavior and activity as a subject of psychology. Basic general and specific (abstract and concrete) concepts with the help of which phenomena studied in psychology are described.

Basic branches of psychology. Psychology as a complex system of developing sciences, closely related to the main types of human activity. General and special branches of psychology. Fundamental and applied areas of psychology. General psychology, its structure. Branch psychological sciences. Brief description of various psychological sciences.

Research methods in psychology. The problem of the method of psychological research. Brief information from the history of research methods in psychology. Observation and introspection, their cognitive role. Survey, experiment and psychological tests. The connection between the methods of psychology and the methods of other sciences. Modeling in psychology. Advantages and disadvantages of each method, optimal conditions for its application in practice. The importance of mathematics for obtaining reliable psychological knowledge. The introduction of computer and other technology into a psychological experiment.

Psychology

In three books4th edition

Book 1

GENERAL BASICS OF PSYCHOLOGY

Russian Federation

as a textbook for students

higher pedagogical educational institutions

UDC 159.9(075.8) BBK 88x73

Nemov R.S.

H50 Psychology: Textbook. for students higher ped. textbook establishments:

In 3 books. - 4th ed. - M.: Humanite. ed. VLADOS center,2003. - Book1: General fundamentals of psychology. - 688 p. ISBN 5-691-00552-9. ISBN 5-691-00553-7(1).

The textbook was prepared in accordance with the new program in psychology, designed for 250 classroom hours, i.e., for the study of psychology over four semesters. Book 1 contains the general foundations of psychological knowledge, as well as knowledge from the field of psychophysiology, the psychology of human activity and cognitive processes, personality psychology, interpersonal relationships, social psychology, and the history of psychology.

UDC 159.9(075.8) BBK 88ya73

© Nemov R.S, 1997

© Humanitarian Publishing Center “VLADOS”, 1997

© Cover art. ISBN 5-691-00552-9 Humanitarian Publishing Center

ISBN 5-691-00553-7(1) “VLADOS”, 1997

Preface

PREFACE

This publication is a textbook on psychology for higher pedagogical educational institutions. It consists of three books, including a complete basic course of psychological knowledge necessary for a teacher, educator and manager working in the education system. This course includes information from various areas of psychological science that are directly or indirectly related to the education and upbringing of children: general psychology, psychophysiology, social psychology, psychodiagnostics, management psychology and some other psychological disciplines.

This first book of the textbook contains the general foundations of psychological knowledge necessary for a deeper understanding and better assimilation of special sections of psychology related to pedagogical activities.

The text of the textbook is equipped with the necessary methodological apparatus that may be needed by both the teacher and students. This apparatus includes fragments of the course program, presented in the form of a summary at the beginning of each chapter of the textbook. This part of the text is highlighted by the words “summary”, which follow immediately after the chapter title. The titles of individual paragraphs corresponding to the issues discussed in lectures and seminars are indicated in the summary. At the end of each chapter there are topics and questions for discussion in seminar classes, questions for exams and tests, as well as topics recommended for writing essays and conducting independent research work for students.

Each chapter ends with a list of references on the topic. It includes mainly works published within the last twenty years. The list of references is divided into three groups:

I - literature intended for preparation for seminar classes.

It is assumed that the student working on an essay, report, or engaged in self-education is already familiar with the primary sources included in Group I, used in seminar classes. Accordingly, it is assumed that a person who begins to conduct independent scientific research on a given topic and turns to literature from group III is already familiar with the primary sources classified as groups I and II. In other words, the list uses the cumulative principle of presenting recommended literature.

The layout of literary primary sources and related references is as follows. First, the list gives the title of the work with the corresponding bibliographic data. Then in brackets - the name of the problems and issues on which information can be found in this primary source, indicating the pages. Sometimes the wording of problems and questions corresponds to the names of sections, chapters and paragraphs of the cited books, sometimes they differ from them. A title that differs from that in the original source is given if the book title does not accurately reflect the thematic content of the text in terms of its correspondence to the topic being studied in the course program.

At the end of the textbook there is a dictionary of basic psychological concepts 1. Its task is to introduce complete and succinct definitions of the basic scientific concepts of the course.

■In the dictionary of the second book, the most difficult psychological concepts are repeated for their better assimilation, as well as to eliminate the need for the reader to repeatedly turn to the first book in order to remember the content of a particular concept.