The influence of stress and emotions on immunity. How positive emotions affect a person

Emotions affect people in many different ways. The same emotion has different effects on different people Moreover, it has different effects on the same person in different situations. Emotions can influence all systems of an individual, the subject as a whole.

Emotions and body.

Electrophysiological changes occur in the facial muscles during emotions. Changes occur in the electrical activity of the brain, in the circulatory and respiratory systems Oh. With extreme anger or fear, the heart rate can increase by 40-60 beats per minute. Such sudden changes in somatic functions during strong emotion indicate that during emotional states, all neurophysiological systems and subsystems of the body are activated to a greater or lesser extent. Such changes inevitably affect the subject's perceptions, thoughts and actions. These bodily changes can also be used to solve a number of issues, both purely medical and mental health problems. Emotion activates the autonomous nervous system, which changes the course of the endocrine and neurohumoral systems. The mind and body are in harmony to carry out action. If knowledge and actions corresponding to emotions are blocked, then psychosomatic symptoms may appear as a result.

Emotions and perception

It has long been known that emotions, like other motivational states, influence perception. A happy subject tends to perceive the world through rose-colored glasses. It is common for a person who is suffering or sad to interpret the comments of others as critical. A frightened subject tends to see only the frightening object (the effect of “narrowed vision”).

Emotions and cognitive processes

Emotions influence both somatic processes and the sphere of perception, as well as memory, thinking and imagination of a person. The effect of “narrowed vision” in perception has its analogue in the cognitive sphere. A frightened person has difficulty testing various alternatives. An angry person only has “angry thoughts.” In a state of heightened interest or excitement, the subject is so overwhelmed by curiosity that he is unable to learn or explore.

Emotions and actions

The emotions and complexes of emotions that a person experiences at a given time affect virtually everything that he does in the sphere of work, study, and play. When he is really interested in a subject, he is filled with a passionate desire to study it deeply. Feeling disgusted by any object, he strives to avoid it.

Emotions and Personality Development

Two types of factors are important when considering the relationship between emotion and personality development. The first is the genetic inclinations of the subject in the sphere of emotions. The individual's genetic make-up apparently plays a role important role in the acquisition of emotional traits (or thresholds) for various emotions. The second factor is the individual's personal experience and learning related to the emotional sphere and, in particular, socialized ways of expressing emotions and emotion-driven behavior. Observations of children aged 6 months to 2 years who grew up in the same social environment (were brought up in preschool institution), showed significant individual differences in emotional thresholds and emotionally charged activities.

However, when a child has a low threshold for a particular emotion, when he often experiences and expresses it, this inevitably causes a special kind of reaction from other children and surrounding adults. Such forced interaction inevitably leads to the formation of special personal characteristics. Individual emotional traits are also significantly influenced by social experiences, especially during childhood and infancy. A child who is characterized by a quick temper, a fearful child, naturally faces different reactions from his peers and adults. The social consequence, and therefore the socialization process, will vary greatly depending on the emotions most frequently experienced and expressed by the child. Emotional responses influence not only personal characteristics and social child development, but also on intellectual development. A child with difficult experiences is significantly less inclined to explore the environment than a child with a low threshold for interest and joy. Tomkins believes that the emotion of interest is as important for the intellectual development of any person as exercise is for physical development.

Leather

Of course ours appearance directly related to the nervous system. You can always determine exactly how you or your interlocutor feel just by looking at him: when a person is angry or embarrassed, redness appears, when he is afraid, he becomes pale. But what happens inside the body when we experience positive or negative emotions?

Doctors say that during times of stress, when we experience a lot of negative emotions, blood flow is directed primarily to those organs that the body considers most important for survival: the heart, lungs, brain, liver and kidneys. And from other organs there is an outflow of blood, for example, from the skin, which immediately senses a lack of oxygen, acquiring an unhealthy shade. That is why a prolonged feeling of stress can not only harm your beauty, but also disrupt the functioning of the entire body.

It turns out that by taking care of our nervous system, we help ourselves get rid of all the negative consequences that manifest themselves primarily on the skin. Have you noticed that the cosmetic services market is now replete with offers of procedures that lift your spirits and have a positive effect on the condition of your skin? They are created specifically to give you a feeling of comfort, joy and tranquility.

Figure

Do you like to eat sweets when you notice you are in a bad mood? Most likely, you motivate “eating stress” by the fact that a piece of pie or a huge portion of ice cream will allow you to increase the level of serotonin in your blood, which has received the loud name - “the hormone of happiness.” But let's be honest: when you're in a bad mood, your metabolism slows down, the joy hormone doesn't bring the expected effect, and in the end you end up with a double portion of disorders - excess weight and skin problems. If you want to cheer yourself up and at the same time tighten your figure, then it’s better to go to the pool or gym. Moderate physical exercise cope with a bad mood “excellently”, allowing you to throw out negative energy, tone up and relax. And all this leads to a beautiful appearance, healthy metabolism and a beautiful figure.

Health

Surely you have heard that, for example, pregnant women need peace and good spirits so that the baby does not worry along with the mother. This is so important that even Ancient India and in Ancient China, three months after conception, they tried to surround a woman only with exquisite things, sewed clothes for her from the softest materials, and sometimes even organized concerts where they played pleasant music. It was believed that this contributed to the birth of a healthy and talented baby.

All this is not just like that, if the influence of emotions was known back in ancient times. Positive emotions contribute to the formation of endorphins in the brain—hormones of happiness—that affect the human immune system. These hormones often help us defeat diseases! Did you know that on average 90% of diseases develop when a person experiences negative emotions, that is, psychologically preparing himself for struggle?

The list of diseases that can manifest themselves due to worries, stress, constant negative emotions is incredibly wide: here you have neuroses, depression, colds and even cancer and autoimmune diseases! The nervous system is incredibly sensitive to external and internal influences, affecting the entire body. But if you tune in to a positive wave, you will immediately feel that life is much more pleasant for you: despondency cannot exist where there is a healthy emotional state.

Communication

Well, who wants to communicate with a person who makes you feel completely dissatisfied? No one, it seems. So don't let bad mood influence your relationship with your loved one, friends or relatives. If you are positive in your outlook on the world, you will definitely attract the same positive people, events and circumstances. Look around: everything that surrounds you is the result of your own thoughts and emotions! How you look at the world is the result of your thinking. Whether you are aware of it or not, your dominant thoughts will definitely affect your environment.

How to set yourself up for positive emotions?

Psychologists talk about several very simple, but effective ways get rid of negative energy and find the peace and satisfaction you deserve:

Learn to express your emotions out loud! Of course, your boyfriend doesn't need to know how much you're tired of his best friend, or your boss how much he's put on your shoulders. It’s better to tell this to your friend, who will never give you away, or say everything to yourself so that no one hears you.

A good idea that all psychologists advise is to start your own personal diary, where you can write down all your experiences and even positive emotions! Let your diary not be a “black book” full of negativity for you. Write down the bright moments for which you are grateful. A feeling of gratitude improves your mood, and you yourself tune in to a positive wave.

Ready to put our advice into practice? Cosmo, together with HP, announces the launch of a new project in which famous heroes talk about the brightest moments of their lives - from the birth of a child to the first performance on stage in front of a huge audience. Follow the updates on the Cosmo website and take part in the joint competition.

The impact of emotions on humans K. Izard

Emotions affect a person's body and mind, they influence almost every aspect of his existence. In subsequent chapters, we will look in detail at how specific emotions affect various aspects of human biological, physiological, and social functioning. Here we are only in the most general outline Let us outline the enormous influence that emotions have on our lives.

Emotions and body

In a person experiencing an emotion, a change in the electrical activity of the facial muscles can be recorded (Rusalova, Izard, Simonov, 1975; Schwartz, Fair, Greenberg, Freedman, Klerman, 1974). Some changes are also observed in the electrical activity of the brain, in the functioning of the circulatory and respiratory systems (Simonov, 1975). The pulse of an angry or frightened person can be 40-60 beats per minute higher than normal (Rusalova et al., 1975). Such sharp changes in somatic indicators when a person experiences a strong emotion indicate that almost all neuro-physiological and somatic systems of the body are involved in this process. These changes inevitably affect the individual's perception, thinking and behavior, and in extreme cases can lead to somatic and mental disorders. Emotion activates the autonomic nervous system, which in turn affects the endocrine and neurohumoral systems. The mind and body require action. If, for one reason or another, behavior that is adequate to emotions is impossible for an individual, he or she faces psychosomatic disorders (Dunbar, 1954). But it is not at all necessary to experience a psychosomatic crisis to feel how powerfully emotions have an impact on almost all somatic and physiological functions of the body. The influence of emotions on human physiology is discussed in detail in the recent work of Thompson (1988).

If you delve into your memory, you will probably remember moments when you had to experience fear - and your heart was pounding, your breathing was interrupted, your hands were trembling, and your legs became weak. You may be able to remember when you were overcome with anger. At such moments, you felt every beat of your loudly beating heart, the blood rushed to your face, and all your muscles were tense and ready for action. You wanted to rush at the offender with your fists to give vent to this tension. Remember moments of grief or sadness - probably then you felt an incomprehensible, inexplicable heaviness in all your limbs, and your muscles were sluggish and lifeless. You felt a dull, aching pain in your chest, tears streaming down your face, or you, trying to hold them back, winced from silent sobs.

Or imagine that you seem to be charged with electricity, that your whole body is vibrating with energy rushing out and that the blood is pulsating in your temples, in your fingertips, in every cell of your body. You want to dance, jump, scream - to throw out the joy that overwhelms you. Or remember how something shocked you or someone delighted you so much that you forgot about yourself and, spellbound, with all your thoughts and body, rushed to the object of lust and curiosity. An outside observer, if he is attentive, can determine from one posture, from several characteristic movements of a person, what emotion he is experiencing in currently(Sogon, Matsutani, 1989).

Whatever the emotion experienced by a person - powerful or barely expressed - it always causes physiological changes in his body, and these changes are sometimes so serious that they cannot be ignored. Of course, with smoothed, indistinct emotions, somatic changes are not so clearly expressed - without reaching the threshold of awareness, they often go unnoticed. But we should not underestimate the importance of such unconscious, subliminal processes for the body. Somatic reactions to a mild emotion are not as intense as a violent reaction to a strong emotional experience, but the duration of exposure to a subthreshold emotion can be very long. What we call “mood” is usually formed under the influence of just such emotions. Prolonged negative emotion, even of moderate intensity, can be extremely dangerous and ultimately even lead to physical or mental disorders. results latest research in the field of neurophysiology suggest that emotions and mood even influence the immune system, reducing resistance to disease (Marx, 1985). If you experience anger, anxiety or depression for a long time - even if these emotions are mild - then you are more likely to get an acute respiratory infection, the flu, or contract an intestinal infection. Everyone knows that these are viral diseases, but the causative agents of these diseases are always present in one quantity or another in the body. And if chronic stress, prolonged experience negative emotion weaken the immune system, the body provides them with favorable soil for reproduction and pathogenic influence.

Interaction of emotions, personality development processes and social relationships

The emotions experienced by a person have a direct impact on the quality of the activity he performs - his work, study, play. For example, one student is passionate about a subject and is full of a passionate desire to study it thoroughly, to comprehend it to its subtleties. Another person is disgusted by the subject being studied and, naturally, looks for a reason not to study it. It is easy to imagine what emotions the educational process will evoke in each of these two students: for the first it will bring joy and happiness of learning, for the second - the eternal fear of failure in the exam.

Emotions and Personality Development. When considering the interaction between emotions and personality development, two factors need to be taken into account. The first of them is the influence of heredity on the emotional makeup of the individual. It seems that genetic preconditions play an important role in the formation of emotionality or, more precisely, in establishing the thresholds for experiencing a particular emotion. The second factor of interaction is individual experience and learning in the part that relates to the emotional sphere. This refers to skills in expressing emotions and behavior patterns associated with emotions. Observations of Russian children aged from 6 months to 2 years, who were in the same social conditions(children raised in preschool, where they were surrounded by an atmosphere of love, attention and care and basic life skills were taught), found significant individual differences in emotional expression and in the level of emotional thresholds (Izard, 1977). For those who doubt the significance of the genetic prerequisites for emotionality, who are ready to challenge the role of the heredity factor in the formation of individual characteristics of emotional experiences, emotional expression and emotional behavior, I advise you to observe such seemingly identical children for several hours.

If a child has a low threshold for experiencing some emotion, if he often experiences and often shows it, this inevitably causes a special kind of reaction and a special kind of attitude towards him on the part of other children and adults. This kind of the interaction of genetic and external factors inevitably leads to the formation of distinct personal characteristics.

It can be said that the emotional traits of an individual are largely determined by the characteristics of his social experience, especially the experience acquired in infancy and early childhood. A child who is prone to a temper, a fearful child, or a smiling child is naturally met with different technique in the world of peers and adults. The success of his interaction with the people around him, and therefore the success of his social development and socialization, depends on the emotions that a child most often experiences and displays. Emotionality affects not only the formation of personality traits and social development of a child, it even affects his intellectual development. If a child has become accustomed to a state of despondency, if he is constantly upset or depressed, he will not be as inclined as his cheerful peer to active curiosity and exploration. environment. Tomkins (1962) considers curiosity to be an emotion that plays the same role in a person's intellectual development as exercise plays in his physical development.

Emotions and sex. As early as 1935, Beach (1935) stated that fear and copulation are incompatible. He came to this conclusion after conducting experiments on rats, but the pattern he discovered can be applied to relationships between people, which is supported not only by common sense, but also by clinical observation data. Sexual attraction is almost always accompanied by one emotion or another. When combined with anger and contempt, it degenerates into sadism or sexual violence. The combination of sexual desire and guilt can lead to masochism or impotence. In love and in marriage, sexual attraction causes joyful excitement in partners, an acute experience of sensual pleasure and leaves behind the most vivid impressions.

Emotions, marriage and parenthood. The characteristics of a person’s emotional makeup and his emotional responsiveness largely determine both the method of courtship and the choice of a partner for life together. Unfortunately, psychologists have not paid much attention to the role that emotions play in courtship and marital life, but research in related fields suggests two trends. On the one hand, when choosing a partner, a person strives to ensure that the emotional experiences and expression of a potential life partner do not contradict his experiences and ways of expressing emotions. On the other hand, preference is often given to a person with a similar emotional profile - with the same thresholds of experience and with the same methods of emotional expression.

Emotions affect not only sexual attraction and on the relationship between spouses, they largely determine parental feelings and attitudes. A child's curiosity, joy, disgust or fear evokes an emotional response in parents in accordance with their individual thresholds for these emotions.

Emotions and perceptual-cognitive processes

The most general and fundamental principle of human behavior is that emotions energize and organize thinking and action. An intense emotion causes a surge of energy in a person and... But it would be a deep mistake to stop there and consider that emotions simply cause general excitement or a feeling of a surge of energy and. A specific emotion motivates a person to specific activity - and this is the first sign that emotion organizes thinking and activity. Emotions directly influence our perception, what and how we see and hear. So, for example, when experiencing joy, a person perceives everything in a rosy light. Fear narrows our perception, forcing us to see only the frightening object or, perhaps, only the way to escape from it. This is the only thing a person can perceive, the only thing his mind is occupied with when he experiences fear. In anger, a person is angry with the whole world and sees it in black colors, and spurred by interest in an object, phenomenon or person, he longs to explore and comprehend it.

Many years ago, we conducted an experiment (Izard, Nagler, Randall, Fox, 1965) in which we examined the influence of emotions on the perceptual-cognitive domain. The subjects were divided into two groups. The experimenter treated one group kindly and courteously, but showed hostility towards the other. All subjects were given stereoscopes, through which they were asked to look at photographs of people in various emotionally expressive states. (A stereoscope is a device that allows the subject to simultaneously present two images, one of which he perceives with the left eye, and the other with the right; in this case, he perceives a single three-dimensional image that corresponds to either the left or right image, or is a combination of both.) Experimenter randomly inserted pairs of photographs into the devices with images of cheerful and angry people, and the subjects assessed the condition of the person depicted in them. At the same time, irritated subjects from the group with which the experimenter treated them impolitely more often saw angry and angry faces in the stereoscope, while subjects from the control group, on the contrary, more often assessed the state of the people depicted in the photographs as joyful and satisfied. This experiment clearly demonstrated how emotions can influence the perceptual and cognitive spheres of a person. A number of other experiments are devoted to studying this influence.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

Introduction

Section 1. The influence of emotions on educational activities person

1.1 Emotions are the main mechanism for regulating human activity

1.2 Emotions - motivation or inhibition of learning activities

Conclusion on section 1

Section 2. Emotions and human labor activity

2.1 Emotions and activity

2.2 The influence of emotions on a person’s work activity

2.3 Emotion regulation

Conclusion on section 2

Conclusion

List of used literature

INconducting

The relevance of research. For a person, emotions become the subject of attention when they interfere with something, or accompany or help something. The ability to master your emotions and the ability to control them increases the psychological balance of the individual and the general level of culture. In this regard, there is a need to study this topic in order to develop the ability to control emotions when performing various types activities. Emotions are an everyday companion of a person and influence all actions and thoughts of a person.

The problem of the influence of emotions on human activity has been studied by various scientists: psychology, pedagogy, physiology. IN human activity: educational and work, emotions are a special process that has one or another influence (Rubinshtein S.L., Simonov P.V., Vygotsky L.S., Izard K.E. and others). The correct or incorrect performance of a particular activity largely depends on what emotions it is accompanied by. The works of S.L. Rubinstein, K.E. Izard, L.S. Vygotsky and other scientists comprehensively describe how emotions influence human activity. When characterizing emotions as companions of human activity, it is necessary to indicate that emotions can stimulate or inhibit activity.

The relevance of the problem raised determined the choice of topic: “The influence of emotions on a person’s work and educational activities.”

Purpose of the study - comprehensively study: theoretically and practical aspects?, how emotions influence a person’s work and educational activities.

The chosen topic determined the need to solve the following problems:

Analyze modern psychological literature on the topic under study;

Determine the influence of emotions on a person’s educational activity;

Determine whether emotions stimulate or inhibit a person’s work activity. (stimulating and inhibiting functions of emotions)

Object of study: human emotions.

Subject of study: features of the influence of emotions on human activity (educational and work).

The theoretical and methodological basis of the study consists of the works of psychologists who studied the problem of the influence of emotions on human activity: Rubinstein S.L., Vygotsky L.S., Izard K.E. and others.

Research methods:

Theoretical: historical, theoretical and comparative analysis of psychological sources.

The structure of the course work. The study consists of an introduction, two sections, conclusions, a conclusion and a list of references. The total volume of work is 28 pages.

Section 1. The influence of emotions on human learning activities

1.1 Emotions are the main mechanismregulation of human activity

Emotions are a special sphere psychic phenomena, which in the form of direct experiences reflects a subjective assessment of the external and internal situation, the results of one’s practical activities in terms of their significance, favorableness or unfavorability for the life activity of a given subject. According to Charles Darwin, emotions arose in the process of evolution as a means by which living creatures determined the significance of certain conditions to satisfy their actual needs.

The nature of emotions is organically related to needs. Need as a need for activity in something is always accompanied by positive or negative experiences in their various variations. The nature of experiences is determined by a person’s attitude to needs and circumstances that contribute or do not contribute to their satisfaction.

Accompanying almost any manifestation of a subject’s activity, emotions serve as one of the main mechanisms of internal regulation of mental activity, behavior and other activities aimed at satisfying current needs and have a direct impact on the quality of the activity performed by him - work, study and others.

Since everything that a person does ultimately serves the purpose of satisfying his various needs, any manifestations of human activity are accompanied by emotional experiences.

The success of his interaction with the people around him, and therefore the success of his activities, depends on the emotions that a person most often experiences and displays. Emotionality affects not only the quality of activity and productivity, it even affects his intellectual development. If a person has become accustomed to a state of despondency, if he is constantly upset or depressed, he will not be as inclined as his cheerful peer to be actively curious and interact with the environment.

Emotions influence perceptual-cognitive processes. As a rule, they energize and organize thinking and activity. At the same time, a specific emotion motivates a person to specific activity in any activity. Emotions directly influence our perceptions. When experiencing joy, perception is good, human activity is better, and fear narrows perception, therefore, all processes worsen.

Cognitive processes unfolding during educational activities are almost always accompanied by positive and negative emotional experiences, which act as significant determinants that determine its success. This is explained by the fact that emotional states and feelings are capable of exerting a regulating and energizing influence both on the processes of perception, memory, thinking, imagination, and on personal manifestations (interests, needs, motives, etc.). In every cognitive process, an emotional component can be distinguished.

Cognitive activity somewhat inhibits emotional arousal, giving it direction and selectivity. Positive emotions reinforce and emotionally color the most successful and effective actions that arise during the implementation of educational tasks. With super-intense emotional arousal, the selective focus of actions is disrupted. In this case, impulsive unpredictability of behavior arises.

It has been established that emotions determine the dynamic characteristics of cognitive processes: tone, pace of activity, mood for a particular level of activity. Emotions highlight goals in the cognitive image and encourage appropriate actions.

The main functions of emotions are evaluation and motivation. It is known that the effect of emotions can be increasing (thenic) or decreasing (asthenic). Emotions express an evaluative, personal attitude towards existing, past or predicted situations, towards oneself or the activities being performed.

1.2 Emotions - stimulation or inhibition of educational activities

The emotional component is included in educational activities not as an accompaniment, but as a significant element that affects both the results of educational activities and the formation of personal structures associated with self-esteem, level of aspirations, personalization and other indicators. Therefore, the correct relationship between emotional and cognitive processes in learning acquires special significance. Underestimation of emotional components leads to a large number of difficulties and errors in organizing the learning process. Emotional factors are important not only in the initial stages of student learning. They retain the function of regulators of educational activity at subsequent stages of education.

It has been experimentally proven that the perception of verbal (verbal) and non-verbal material depends on the initial emotional state of the students. Thus, if a student begins to complete a task in a state of frustration, then he will certainly have perception errors. Restless, anxiety before exams reinforces negative assessments strangers. It has been noted that students’ perceptions largely depend on the emotional content of the stimuli affecting them. Emotionally rich activities turn out to be much more effective than emotionally unsaturated ones. The emotional background is one of the significant conditions influencing the assessment of positive or indifferent facial expressions.

A person is able to evaluate the emotional manifestations of not only the people interacting with him, but also his own. This assessment is usually made at the cognitive (conscious) and affective (emotional) levels. It is known that awareness of one’s own emotional state contributes to the development of the ability to understand oneself as a whole, in the totality of one’s properties and qualities.

Events assessed by a person as pleasant or, conversely, very unpleasant, are remembered better than indifferent events. This pattern was confirmed in experiments on the memorization of nonsense syllables: if they were combined with very attractive faces in photographs, then memorization was much better than if there were unremarkable faces in them. When determining the affective tone of words, it was found that words are capable of causing pleasant or unpleasant associations. “Emotional” words were remembered better than non-emotional words. If the words entered an emotional phase, then during reproduction their number increased significantly. It has been proven that there is an effect of selective (selective) memorization of “emotional” words. Consequently, words have a valuable emotional rank.

For a long time, the idea remained that pleasant things are remembered better than unpleasant things. However, in Lately There is evidence that unpleasant information “gets stuck” in a person’s memory for a long time.

The influence of students' personal characteristics on the memorization of positive and negative emotional material was also studied. The reproduction of emotionally charged information is also influenced by a person’s initial emotional state. Induced temporary depression reduces the reproduction of pleasant information and increases the reproduction of unpleasant information. The inspired high mood leads to a decrease in the reproduction of negative events and an increase in positive events. The influence of mood on the memorization of words, phrases, stories, and episodes of personal biography was also studied. The dependence of memorizing images, words, phrases, texts on their emotional meaning and on the emotional state of a person is considered to have already been proven.

Positive emotions provide not only better results of educational activities, but also a certain emotional tone. Without them, lethargy, aggressiveness, and sometimes more pronounced emotional states easily occur: affect, frustration, depression. Consonance emotional states, i.e. their syntony, provides both teachers and students with a wide range of positive emotions, determines the desire to please each other with their successes, contributes to the establishment of trust interpersonal relationships, maintains high educational motivation for quite a long time.

In the works of V.V. Davydov, devoted to developmental education, shows that emotional processes play the role of “mechanisms of emotional consolidation” and the formation of affective complexes.

The influence of a person’s emotional states on the process of thinking development was studied. It turned out that no movement of the thought process is possible without emotions. Emotions accompany the most creative types mental activity. Even artificially induced positive emotions can have a positive impact on problem solving. In a good mood, a person has greater persistence, he decides large quantity tasks than in the neutral state.

The development of thinking is determined primarily by intellectual emotions and feelings that arise in the process of human cognitive activity. They are included not only in rational, but also in human sensory knowledge.

Conclusionunder section 1

Thus, emotions are a mechanism for urgently identifying those areas of activity in a given situation that lead to success, and blocking unpromising areas.

Emotions significantly influence the course of human activity. As a form of personality manifestation, they act as internal motivations or inhibitions to activity and determine their dynamics. Emotions directly influence our thinking, memory and perception, what and how we see and hear, and this directly affects the successful activity of a person.

Section 2. Emotions andhuman labor activity

2.1 Emotions and activity

If everything that happens, insofar as it has one or another relation to a person and therefore causes one or another attitude on his part, can cause one or another emotion in him, then the effective connection between a person’s emotions and his own activity is especially close. An emotion with internal necessity arises from the relationship - positive or negative - of the results of an action to the need that is its motive, the original impulse.

This is a mutual connection: on the one hand, the course and outcome of human activity usually evokes certain feelings in a person, on the other hand, a person’s feelings, his emotional states influence his activity. Emotions not only determine activity, but are themselves determined by it. The very nature of emotions, their basic properties and the structure of emotional processes depend on it.

Since the objective result of human actions depends not only on the motives from which they proceed, but also on the objective conditions in which they are performed; Since, in addition, a person has many very different needs, of which one or the other acquires special relevance, the result of an action can be either in accordance or incompatible with the most relevant for the individual in a given situation. this moment need. Depending on this, the course of the subject’s own activity will give rise to positive or negative emotion, feeling associated with pleasure or displeasure. The appearance of one of these two main polar qualities of any emotional process will thus depend on the changing relationship between the course of the action and its initial motives that develops in the course of activity and in the course of activity. Objectively neutral areas in action are also possible, when certain operations are performed that do not have independent significance; they leave the personality emotionally neutral. Since man, as a conscious being, sets certain goals for himself in accordance with his needs and his orientation, we can also say that positive or negative quality emotions are determined by the relationship between the goal and the result of the action.

Depending on the relationships that develop in the course of activity, other properties of emotional processes are determined. In the course of activity, there are usually critical points at which a favorable or unfavorable result for the subject, turnover or outcome of its activity is determined. Man, as a conscious being, more or less adequately foresees the approach of these critical points. When approaching such real or imaginary critical points in a person’s feeling - positive or negative - it increases voltage, reflecting the increase in tension during the action. After such critical point passed in the course of action, in a person’s feeling - positive or negative - comes discharge.

Finally, any event, any result of a person’s own activity in relation to his various motives or goals can acquire an “ambivalent” - simultaneously positive and negative - meaning. The more internally contradictory, conflictual nature takes the course of the action and the course of events caused by it, the more excited the emotional state of the subject takes on. The same effect as a simultaneous conflict can be produced by a sequential contrast, a sharp transition from a positive - especially tense - emotional state to a negative one, and vice versa; it causes an excited emotional state. On the other hand, the more harmonious and conflict-free the process proceeds, the more calm the feeling is, the less sharpness and excitement there is. emotion labor educational

We have thus come to the selection three qualities or "dimensions" of feeling. It is worth comparing their interpretation with the one given in W. Wundt’s three-dimensional theory of feelings. Wundt identified precisely these three “dimensions” (pleasure and displeasure, tension and release (resolution), excitement and calm). He tried to correlate each of these pairs with the corresponding state of pulse and respiration, with physiological visceral processes. We associate them with different attitudes towards the events in which a person is involved, with the different course of his activities. For us this connection is fundamental. The importance of visceral physiological processes, of course, is not denied, but they are assigned a different - subordinate - role; feelings of pleasure or displeasure, tension and release, etc. are, of course, caused by organic visceral changes, but these changes themselves are mostly of a derivative nature in humans; they are only “mechanisms” through which the determining influence of the relationships that a person develops with the world is exercised in the course of his activity.

Pleasure and displeasure, tension and release, excitement and calmness are not so much the basic emotions from which the rest are, as it were, composed, but only the most general qualities that characterize the infinitely diverse emotions and feelings of a person. The diversity of these feelings depends on the diversity of a person’s real life relationships that are expressed in them, and the types of activities through which they are actually carried out.

The nature of the emotional process also depends on the structure of the activity itself. Emotions, first of all, are significantly restructured during the transition from biological life activity, organic functioning to social labor activity aimed at a specific result. With the development of labor-type activities, for the first time a person develops especially characteristic emotions of action, which are fundamentally different from the emotions of functioning. It is characteristic of a person that not only the process of consumption, the use of certain goods, but also and, first of all, their production acquires an emotional character, even in the case when - as inevitably happens with the division of labor - these goods are not directly intended to serve satisfy your own needs. Emotions associated with activity occupy a particularly large place in a person, since it gives one or another - positive or negative - result. Different from elementary physical pleasure or displeasure, feelings of satisfaction or dissatisfaction with all their varieties and shades are associated primarily with the course and outcome of activity. The progress and outcome of activity are primarily associated with feelings of success, good luck, triumph, exultation and failure, failure, collapse, etc.

Moreover, in some cases the feeling is associated primarily with the result of the activity, its achievements, in others - with its very course. However, in the end, when a feeling is associated primarily with the result of an activity, this result and this success are experienced emotionally, since they are recognized as our achievements in relation to the activity that led to them. When this achievement has already been consolidated and turned into a normal state, into a newly established level that no longer requires tension, labor, or struggle for its preservation, the feeling of satisfaction relatively quickly begins to dull. What is emotionally experienced is not a stop at some frozen level, but a transition, a movement to a more high level. This can be observed in the activities of any worker who has achieved a sharp increase in labor productivity, or in the activities of a scientist who has made this or that discovery. The feeling of achieved success and triumph fades away relatively quickly, and each time the desire for new achievements flares up again, for which you need to fight and work.

In the same way, when, on the other hand, emotional experiences are given by oneself process activity, then these emotional experiences, such as joy and passion for the very process of work, overcoming difficulties, struggle, are not purely functional feelings associated only with the process of functioning. The pleasure that the labor process itself gives us is mainly pleasure associated with overcoming difficulties, that is, with achieving some partial results, with approaching the result, which is the ultimate goal of activity, with movement towards it. Thus, the feelings associated primarily with the course of activity, although different, are inseparable from the feelings associated with its outcome. Their relative difference is associated with the structure of human activity, which is divided into a number of partial operations, the result of which is not identified as a conscious goal. But just as in the objective structure of activity, action is aimed at a result perceived by the subject as a goal, and partial operations, which should lead to it, are interconnected and mutually transform into each other, so the emotional experiences associated with the course and the emotional experiences associated with the outcome of the activity are interconnected and mutually transform into each other. The latter usually predominate in work activity. Awareness of this or that result as the goal of an action highlights it, gives it primary significance, due to which the emotional experience is oriented mainly according to it.

This relationship shifts somewhat in play activity. Contrary to very common belief and emotional experiences in gameplay are in no way reduced to purely functional pleasure (with the possible exception of the child’s first, earliest, functional games, in which the initial mastery of his body takes place). A child’s play activity is not limited to functioning, but also consists of actions. Since a person’s play activity is a derivative of his work activity and develops on its basis, then in the course of play emotions, features appear that are common to those that arise from the structure of work activity. However, along with general traits, there are also specific traits in gaming activity, and therefore in gaming emotions. And the game action, based on certain motives, sets itself certain goals, but only these tasks and goals are imaginary. In accordance with these imaginary tasks and goals, the real course of the game action becomes much larger specific gravity. In this regard, the game significantly increases the proportion of emotions associated with the most progress actions, with process games, although the result in the game, victory in a competition, successful solution of a problem when playing lotto, etc. are far from indifferent. This shift in the center of gravity of emotional experiences in the game is also associated with a different, game-specific relationship between the motives and goals of the activity.

A further peculiar shift of emotional experience occurs in those complex types of activity in which the development of an idea, a plan of action and its further implementation are dissected, and the first is isolated into a relatively independent theoretical activity, instead of being carried out in the course of practical activity itself. In such cases, a particularly strong emotional emphasis may lie at this initial stage. In the activities of a writer, scientist, artist, the development of the concept of one’s work can be experienced especially emotionally - more acutely than its subsequent painstaking implementation; It is the initial period of creating a plan that often provides the most intense creative joy.

K. Bühler put forward a “law” according to which, in the course of development, positive emotions move from the end of an action to its beginning. The law, so formulated, does not reveal the true causes of the phenomena that it generalizes. The real reasons for this movement during the development of positive emotions from the end of an action to its beginning lie not in the nature of emotions and the law that condemns them to travel from the end of an action to its beginning, but in changes in the development of the character and structure of the activity. Essentially, emotions, both positive and negative, can be associated with the entire course of an action and its outcome. If for a scientist or artist a particularly intense joy can be associated First stage creating a concept for your work, this is explained by the fact that in this case the development of a concept or plan itself turns into a relatively independent and, moreover, very intense, intense activity preceding its implementation, the course and outcome of which therefore bring their own very bright joys and - sometimes - flour.

This shift in emotional experience from the end of an action to its beginning is also associated with an increase in consciousness. Small child, unable to foresee the result of his actions, cannot experience in advance, from the very beginning emotional effect from the subsequent result; the effect can occur only when this result has already been realized. Meanwhile, for someone who is able to foresee the results and further consequences of his actions, the experience, the ratio of the upcoming results of the action to the motives, which determines his emotional character, will be able to determine from the very beginning.

Thus, the diverse and multilateral dependence of a person’s emotions on his activities is revealed.

In turn, emotions significantly influence the course of activity. As a form of manifestation of personality needs, emotions act as internal motivations for activity. These internal motivations, expressed in feelings, are determined by the individual’s real relationship to the world around him.

In order to clarify the role of emotions in activity, it is necessary to distinguish between emotions, or feelings, and emotionality, or affectivity, as such.

Not a single real, valid emotion can be reduced to an isolated, “pure”, i.e. abstract, emotionality or affectivity. Any real emotion usually includes the unity of the affective and intellectual, experience and cognition, just as it includes, to one degree or another, the “volitional” moments of attraction, aspiration, since in general the whole person is expressed in it to one degree or another. Taken in this specific integrity, emotions serve as incentives and motives for activity. They determine the course of an individual’s activity, being themselves, in turn, conditioned by him. In psychology, they often talk about the unity of emotions, affect and intellect, believing that this expresses the overcoming of an abstract point of view that divides psychology into individual elements or functions. Meanwhile, in reality, with such formulations the researcher discovers that he is still in captivity of those ideas that he seeks to overcome. In reality, we need to talk not just about the unity of emotions and intellect in the life of an individual, but also about the unity of the emotional, or affective, and intellectual within the emotions themselves, as well as within the intellect itself.

If we now single out emotionality, or affectivity, as such in emotion, then we can say that it does not determine at all, but only regulates human activity determined by other moments; it makes the individual more or less sensitive to certain impulses, creates, as it were, a system of “gateways”, which in emotional states are set to one or another height; adapting, adapting both receptor, generally cognitive, and motor, generally effective, volitional functions, it determines the tone, pace of activity, its “tuning” to one level or another. In other words: emotionality as such, i.e. emotionality as a moment or side of emotions, primarily determines the dynamic side or aspect of activity.

It would be wrong (as, for example, K. Levin does) to transfer this position to emotions, to feelings in general. The role of feelings and emotions is not reducible to dynamics, because they themselves are not reducible to just one isolated emotional moment. The dynamic moment and the moment of direction are closely interconnected. An increase in receptivity and intensity of action is usually more or less selective in nature: in a certain emotional state, overwhelmed by a certain feeling, a person becomes more sensitive to some impulses and less to others.

2.2 The influence of emotions on a person’s work activity

The nature of the emotional process also depends on the structure of the activity. Emotions, first of all, are significantly restructured during the transition from biological life activity, organic functioning to social work activity. With the development of labor-type activities, not only the process of consumption and use of certain goods, but also their production acquires an emotional character, even in the case when - as inevitably happens with the division of labor - these goods are not directly intended to serve to satisfy one’s own needs. . In a person, emotions associated with activity occupy a special place, since it is this activity that gives positive or negative result. Different from elementary physical pleasure or displeasure, a feeling of satisfaction or dissatisfaction with all its varieties and shades (feelings of success, luck, triumph, jubilation and failure, failure, collapse, etc.) is associated primarily with the course of activity and its result. Moreover, in some cases the feeling of satisfaction is associated primarily with the result of the activity, with its achievements, in others - with its progress. However, even when this feeling is associated primarily with the result of an activity, the result is experienced emotionally, since it is perceived as an achievement in relation to the activity that led to it. When this achievement has already been consolidated and turned into a normal state, into a newly established level that does not require stress, labor, or struggle for its preservation, the feeling of satisfaction begins to dull relatively quickly. What is emotionally experienced is not a stop at some level, but a transition, a movement to a higher level. This can be observed in the activities of any worker who has achieved a sharp increase in labor productivity. The feeling of achieved success and triumph fades relatively quickly, and each time the desire for new achievements for which you need to work flares up again. In the same way, when emotional experiences are caused by the process of activity itself, then joy and passion for the process of work, overcoming difficulties, and struggle are not feelings associated only with the process of functioning. The pleasure that the labor process gives us is mainly associated with overcoming difficulties, that is, with achieving partial results, with approaching the result, which is the ultimate goal of activity, with movement towards it.

The real reasons for the movement of positive emotions from the end of an action to its beginning lie in the change in the nature and structure of the activity. Essentially, emotions, both positive and negative, can be associated with the entire course of an action and its outcome. If for a scientist or artist the initial stage of conceiving his work can be associated with particularly intense joy, this is explained by the fact that the development of a concept or plan turns into a preliminary, relatively independent and, moreover, very intense, intense activity, the course and outcome of which therefore delivers its very bright joys, and sometimes torments.

In order to clarify the role of emotion in activity, it is necessary to distinguish between emotions, or feelings, and emotionality, or affectivity as such.

Not a single real emotion can be reduced to an isolated, pure - abstract, emotionality or affectivity. Any real emotion usually represents a unity of affective and intellectual, experience and cognition, since it includes, to one degree or another, volitional moments, drives, aspirations, since in general the whole person is expressed in it to one degree or another. Taken in their specific integrity, emotions serve as incentives and motives for activity. They determine the course of an individual’s activity, being themselves conditioned by him. In psychology, they often talk about the unity of emotions, affect and intellect, believing that this overcomes the abstract point of view that divides psychology into separate elements or functions. Meanwhile, with such formulations the researcher only emphasizes his dependence on the ideas that he seeks to overcome. In reality, we need to talk not just about the unity of emotions and intellect in the life of an individual, but about the unity of the emotional, or affective, and intellectual within the emotions themselves, as well as within the intellect itself. If we now single out emotionality, or affectivity, as such in emotion, then we can say that it does not determine at all, but only regulates human activity determined by other moments; it makes an individual more or less sensitive to certain impulses, determines the tone, pace of activity, and its disposition to one or another level. In other words, emotionality as such, as a moment or side of emotions, primarily determines the dynamic side of activity.

2.3 Emotion regulation

Controlling the expression of your emotions. In a developed society, the role of emotions in the regulation of human activity is ignored, which leads to the loss of the ability to experience them constructively and impaired mental and somatic health. In ordinary consciousness, emotions are considered as a phenomenon that disrupts the successful functioning of a person in activity, and methods of suppressing and repressing them are imposed. However, psychological theory and practice convince us that conscious and realized emotions contribute to personality development and successful activities.

The absence of external manifestations of emotions does not mean that a person does not experience them; he can hide his experiences, drive them deeper. Restraining the demonstration of your experience makes it easier to endure pain or other unpleasant sensations.

Controlling your expression external manifestation emotions) manifests itself in three forms: "suppression" that is, concealing the expression of experienced emotional states; "disguise" that is, replacing the expression of an experienced emotional state with the expression of another emotion that is not experienced at the moment; "simulations" i.e., the expression of unexperienced emotions.

In the control of emotional expression, individual differences appear depending on the quality of the emotions experienced. Individuals with a stable tendency to experience negative emotions have found that, firstly, they have a higher degree of control over the expression of both positive and negative emotions; secondly, negative emotions are more often experienced than expressed (i.e., control of their expression is carried out in the form of “suppression”), and thirdly, positive emotions, on the contrary, are more often expressed than experienced (i.e., control of their expression is carried out in the form of "simulation": subjects express unexperienced emotions of joy). This is due to the fact that the expression of positive emotions favors communication and productivity. That is why people who are prone to experiencing negative emotions, due to a higher degree of control of emotional expression, are much less likely to express negative emotions, “mask” their experiences by expressing positive emotions.

In individuals with a predominance of positive emotions, no differences were found between the frequency of experiencing and the frequency of expression of various emotions, which indicates their weaker control of their emotions.

Age-related features of expression control. According to a number of authors (Kilbride, Jarczower, 1980; Malatesta, Haviland, 1982; Shennum, Bugenthal, 1982), suppression of negative emotions increases with age. While it is natural for babies to cry when they want to eat, it is unacceptable for a six-year-old child to cry because he has to wait a little longer until lunch. Children who do not gain such experience in the family may find themselves rejected outside the home. Preschoolers who cry too often tend to be disrespected by their peers (Corr, 1989).

The same is true with suppressing outbursts of anger. A study conducted by A. Caspi et al. (Caspi, Elder, Bern, 1987) showed that those children who experienced frequent attacks of anger at the age of 10 years old experienced a lot of discomfort from their anger as adults. Such people find it difficult to keep their jobs, and their marriages often break up.

At a certain age, spontaneous manifestations of joy, which are so natural for children (jumping, clapping their hands), begin to confuse children, since such manifestations are considered “childish.” However, the violent expression of their emotions even by adults, respectable people during sports competitions does not cause condemnation from the outside. Perhaps the possibility of such free expression of one’s emotions is what attracts many people to sport.

The expression of one's emotions in different cultures has some peculiarities. IN Western culture It is not customary, for example, to show not only positive, but also negative emotions, for example, that you are afraid of something. Hence, the upbringing of children, especially boys, is carried out in this spirit. At the same time, as F. Tikalsky and S. Wallace write (Tikalsky, Walles, 1988), in the Navajo Indian tribe, children's fears are considered a completely normal and healthy reaction; the people of this tribe believe that a fearless child is driven by ignorance and recklessness.

One can only marvel at the wisdom of the Indians. The child should be afraid (however, this does not mean that he should be intentionally frighten, intimidate).

Most parents want their children to learn emotional regulation, that is, the ability to cope with one's emotions in socially acceptable ways.

Evoking desired emotions. Many types of human activity, especially of a creative nature, require inspiration and elation. First of all, this is the activity of artists. Some of them get so into character and get so emotionally excited that they cause physical harm to their partners. The great Russian actor A. A. Ostuzhev broke his partner’s hand. One of the actors in the drama Othello almost strangled the actress who played Desdemona. The evoked emotion also plays a big role among composers. One well-known composer in our country said that composing music is a job that requires a certain state of mind and emotional state. And he causes this state in himself. And sports activities provide many examples when emotions should not be suppressed, but, on the contrary, evoked in oneself. O. A. Sirotin (1972), for example, believes that the ability of an athlete to increase his emotional arousal before important difficult competitions is an essential factor in achieving high mobilization readiness. There is even a concept of “sports anger”. V. M. Igumenov (1971) showed that wrestlers who successfully competed at the European and World Championships had a level of emotional excitement(which the author judged by tremor) was twice as high as that of the less successful. A. I. Gorbachev (1975) on sports referees in volleyball showed that the more difficult the game ahead for refereeing, the greater the emotional excitement and the shorter the time for simple and complex visual-motor reactions. According to E.P. Ilyin et al. (1979), the best intellectual mobilization (as judged by the speed and accuracy of working with a proofreading test) was among students who were worried before the exam. There are also numerous cases where athletes “work themselves up” before the start or during competitions, arbitrarily causing anger in themselves, which contributes to the mobilization of capabilities.

Actualization of emotional memory and imagination as a way to evoke a certain emotional state. This technique is used as an integral part of self-regulation. A person remembers situations from his life that were accompanied by strong experiences, emotions of joy or grief, and imagines some emotional (meaningful) situations for him.

Using this technique requires some training (repeated attempts), as a result of which the effect will increase.

Recently, a new direction in managing emotional states has emerged - gelotology(from Greek gelos - laughter). Laughter has been found to have a variety of positive effects on mental and physiological processes. It suppresses pain because catecholamines and endorphins are released during laughter. The former prevent inflammation, the latter act like morphine and relieve pain. Shown beneficial influence laughter on the composition of the blood. The positive effects of laughter last throughout the day.

Laughter reduces stress and its consequences by reducing the concentration of stress hormones - norepinephrine, cortisol and dopamine. Indirectly, it increases sexuality: women who laugh often and loudly are more attractive to men.

Besides, expressive means expressions of emotions contribute to the release of emerging neuro-emotional tension. Turbulent experiences can be dangerous to health if they are not discharged through muscle movements, exclamations, and crying. When crying, along with tears, a substance formed during strong neuro-emotional stress is removed from the body. Fifteen minutes of crying is enough to relieve excess tension.

Conclusionunder section 2

Thus, dynamic changes in emotional processes are usually directional in nature. Ultimately, the emotional process means and defines a dynamic state and a certain direction, since it expresses one or another dynamic state in a certain activity.

Emotions, like other mental processes, can be controlled, and in order for them not to interfere, but only to stimulate a person to success, it is necessary to be able to “use” them, manage them, control them.

Conclusion

So, emotions are characteristic of each of us psychological reactions in different types of activities for good and bad, these are our anxieties and joys, our despair and pleasure. A person’s emotions are connected with his activity: activity causes a variety of experiences related to it and its results, and emotions, in turn, stimulate a person to activity, inspire him, become an internal driving force, his motives.

Emotions can cloud the perception of the world around us or color it with bright colors, turn the train of thought towards creativity or melancholy, make movements light and smooth or, conversely, clumsy. Emotions form part of our psychological activity, part of our “I”.

Emotions can influence human activity in a contradictory way - sometimes positively, increasing the individual’s adaptation and stimulating, sometimes negatively, disorganizing the activity and the subject of the activity.

Inconsistency needs to be controlled for better performance, be it academic or work. Since emotions play an important role in activity, it is necessary by any means to remove from one’s activities such emotions that can negatively affect the course and results of activity.

Positive experiences occur when the results of activities correspond to expectations, negative experiences occur when there is a discrepancy or inconsistency (dissonance) between them.

List of used literature

1) Aristova I.L. General psychology. Motivation, emotions, will. DVGU, 2003. 105 p.

2) Vygotsky L.S. Teaching about emotions. Publisher: YoYo Media, 2012. 160 p..

3) Gamezo M.V., Domashenko I.A. Atlas on psychology: Information method, manual “Human Psychology”. - M.: Pedagogical Society of Russia, 2004. - 276 p.

4) Davydov, Vasily Vasilievich. Lectures on general psychology: textbook for universities / V. V. Davydov, 2008. - 176 p.

5) Dmitrieva N. Yu. General psychology: lecture notes, series “Exam in your pocket”: Moscow; 2007. - 75 p.

6) Dubravska D.M. Fundamentals of psychology: Basic handbook. - Lviv: Svit, 2001. - 280 p.

7) Izard K.E. Psychology of emotions. - St. Petersburg, 2000. 464 p.

8) Ilyin E. P. Emotions and feelings. - St. Petersburg: Peter, 2001. - 752 s.

9) Cordwell M. Psychology. A - Z: Dictionary-reference book / Transl. from English K. S. Tkachenko. - M.: FAIR PRESS, 2000. - 448 p.

10) Leontyev A.N. Lectures on general psychology. - M.: Smysl, 2000. - 511 p.

11) Maklakov A.G. General psychology: Textbook for universities. - St. Petersburg: Peter, 2011. - 583 p.

12) Maksimenko S.D. General psychology. M.: “Refl-book”, K.: “Vakler” - 2004. - 528 p.

13) M "yasoyid P.A. Foreign psychology: Basic handbook. - Vishcha School, 2000. - 479 p.

14) Nurkova V.V., Berezanskaya N.B. Psychology. Textbook. - M: Yurayt-Izdat, 2004 - 484 p.

15) Psychological Dictionary/ Ed. Zinchenko V.P. - 2nd ed., revised. and additional - M.: Pedagogy-Press, 2005. - 440 p.

16) Rubinshtein S.L. Fundamentals of general psychology: Textbook for universities, 2003.- 713 p.

17) Stepanov V.E., Stupnitsky V.P. Psychology: Textbook for universities. - M.: Publishing and trading corporation "Dashkov and Co", 2004. - 576 p.

18) Stolyarenko L.D. Basics of psychology. Third edition, revised and expanded. Series "Textbooks, teaching aids" Rostov-on-Don: “Phoenix”, 2000. -672 p.

19) Sorokun P.A. C 655 General psychology. Pskov: PGPI, 2003 - 312 p.

20) Uznadze D. N. General psychology / Transl. from Georgian E. Sh. Chomakhidze; Ed. I. V. Imedadze. -- M.: Meaning; St. Petersburg: Peter, 2004. -- 413 p.

21) Ekman P. Psychology of emotions. I know what you feel. 2nd ed. / Per. from English . - St. Petersburg: Peter, 2010. - 334 p.

Posted on Allbest.ru

...