The role of emotions in the mental organization of a person. The role of emotions in adolescent development

Content.

1. Introduction

2. What are emotions?

3. Emergence of emotions

4. Development of emotions

5. Functions of emotions

5.1. expressive

5.2. reflective-evaluative

5.3. encouraging

5.4. trace formation

5.5. anticipatory / heuristic

5.6. synthesizing

5.7. organizing / disorganizing

5.9. stabilizing

5.10. compensatory

5.11. switching

5.12. reinforcing

5.13. "emergency" resolution

5.14. activation and mobilization of the body

6. Emotions and components that form a personality

6.1. need

6.2. motivation

6.3. behavior

6.4. activity

6.5. Lifestyle

6.6. personality experiences

6.7. the role of ethical feelings

6.9. logics

6.10. thinking

7. Physiological significance of emotions

8. Conclusion

9. Literature

Introduction.

Emotions are one of the manifestations of a person's subjective attitude to the surrounding reality and to himself. Joy, sorrow, fear, anger, compassion, bliss, pity, jealousy, indifference, love - there is no end to the words that define different types and shades of emotions.

Emotions play a very important role in human life. They are different from other mental processes, but it is difficult to separate them, because. they merge into a single human experience. For example, the perception of works of art in images is always accompanied by certain emotional experiences that express a person's attitude to what he feels. Interesting, good idea creative activity accompanied by emotions. All sorts of memories are also associated with images and carry not only information, but also feelings. The simplest taste sensations, such as sour, sweet, bitter and salty, are also so fused with emotions that they are not even encountered in life without them.

Emotions differ from sensations in that sensations are usually not accompanied by any specific subjective experiences such as pleasure or displeasure, pleasant or unpleasant. They give a person objective information about what is happening in him and outside him. Emotions express the subjective states of a person associated with his needs and motives.

Emotions are a special class of mental phenomena, processes and states that are associated with instincts, needs and motives. They reflect the surrounding world in the form of direct experience (satisfaction, joy, sadness) and they reflect the significance for the individual of the phenomena of the situation that surround him. They "tell" what is important and what is not important. Their most striking feature is their subjectivity. We talk about emotions when we have a special state - the peak of experience (according to Maslow), when a person feels that he is working to the maximum, when he feels pride in himself.

The purpose of this work is to reveal the relationship between emotions and the mental organization of a person.

Hypothesis: Emotions play a significant role in the mental organization of a person.

Of course, first of all, the mental organization of a person is understood as his needs, motives, activities, behavior and lifestyle, on which emotions depend, and which, as it were, give rise to them. They play a major role in the formation of emotions. Without emotions, it is impossible to perceive the world around us. They have a special role. Emotions are part of our "inner" and "outer" life, manifested when we are angry, happy, sad.

The American psychologist W. James, the creator of one of the first theories in which subjective emotional experience is correlated with functions, described the huge role of emotions in human life in the following words: “Imagine, if possible, that you suddenly lost all the emotions that fill you with surrounding world, and try to imagine this world as it is in itself, without your favorable or unfavorable assessment, without the hopes or fears it inspires. must be of greater importance than any other, and the totality of things and events will have no meaning, character, expression, or perspective.Everything of value, interest, and importance that each of us finds in his world is all a pure product of the contemplative personality".

What are emotions?

Emotions, or emotional experiences, usually mean a wide variety of human reactions - from violent outbursts of passion to subtle shades moods. In psychology, emotions are called processes that reflect in the form of experiences personal significance and assessment of external and internal situations for human life.

The most essential feature of emotions is their subjectivity. If such mental processes as perception and thinking allow a person to more or less objectively reflect the world around him and not dependent on him, then emotions serve to reflect the subjective attitude of a person to himself and to the world around him. It is emotions that reflect the personal significance of knowledge through inspiration, obsession, partiality and interest. About their influence on mental life, V.I. Lenin said: "Without human emotions, there has never been, is not and cannot be a human search for truth."

It is important to emphasize that emotions are not only recognized and comprehended, but also experienced. Unlike thinking, which reflects the properties and relationships of external objects, experience is a direct reflection by a person of his own states. A person always takes a certain position in relation to an event, he does not make a purely rational assessment, his position is always biased, including emotional experience. Reflecting probabilistic events, emotion determines anticipation, which is a significant link in any learning. For example, the emotion of fear makes a child avoid the fire with which he was once burned. Emotion can also anticipate favorable events.

When a person feels danger, he is in a state of anxiety - a reaction to an uncertain situation that carries a threat.

When a person is emotionally aroused, his condition is accompanied by certain physiological reactions: blood pressure, sugar content in it, pulse and respiration rate, muscle tension. W. James and G. N. Lange assumed that it is these changes that exhaust the essence of emotions. However, later it was experimentally shown that emotions always remain, even if all their physiological manifestations are excluded, i.e. there was always a subjective experience. This means that the necessary biological components do not exhaust emotions. Then it remains unclear why physiological changes are needed? Subsequently, it was found that these reactions are essential not for experiencing emotions, but for activating all the forces of the body for increased muscular activity (when fighting or fleeing), usually following a strong emotional reaction. Based on this, they came to the conclusion that emotions carry out the energy organization of a person. Such a representation allows us to understand the biological value of innate emotions. In one of his lectures, I.P. Pavlov explained the reason for the close relationship between emotions and muscle movements as follows: "If we turn to our distant ancestors, we will see that everything was based on muscles ... One cannot imagine any beast, lying for hours and getting angry without any muscular manifestations of his anger. In our ancestors, every feeling passed into the work of the muscles. For example, when a lion becomes angry, it takes the form of a fight, the fear of a hare turns into a run, etc. And among our ancestors everything poured out just as directly into any activity of the skeletal muscles: either they ran away from danger in fear, then they themselves attacked the enemy in anger, then they defended the life of their child.

P.V. Simonov proposed a concept according to which emotions are an apparatus that turns on when there is a mismatch between a vital need and the possibility of satisfying it, i.e. with a lack or significant excess of relevant information necessary to achieve the goal. At the same time, the degree emotional stress determined by the need and lack of information necessary to meet this need. However, in special occasions, in unclear situations, when a person does not have accurate information in order to organize his actions to satisfy an existing need, a different response tactic is needed, including an incentive to act in response to signals with a low probability of their reinforcement.

The parable of two frogs caught in a jar of sour cream is well known. One, convinced that it was impossible to get out, stopped resisting and died. The other continued to jump and fight, although all her movements seemed meaningless. But in the end, under the blows of the frog's paws, the sour cream thickened, turned into a lump of butter, the frog climbed on it and jumped out of the jar. This parable illustrates the role of emotions from this position: even seemingly useless actions can turn out to be saving.

The emotional tone brings together a reflection of the most common and frequently occurring signs of beneficial and harmful environmental factors that have persisted for a long time. Emotional tone allows a person to quickly respond to new signals, reducing them to a common biological denominator: useful - harmful.

Let us cite as an example the data of the Lazarus experiment, which indicate that emotions can be considered as a generalized assessment of the situation. The purpose of the experiment was to find out what the excitement of the audience depends on - on the content, i.e. from what is happening on the screen, or from the subjective assessment of what is shown. Four groups of healthy adult subjects were shown a film about the ritual custom of Australian Aborigines - initiation - the initiation of boys into men, while creating three different versions musical accompaniment. The first one (with disturbing music) suggested an interpretation: inflicting ritual wounds is a dangerous and harmful action, and the boys may die. The second (with major music) tuned in to the perception of what is happening as a long-awaited and joyful event: teenagers are looking forward to initiation into men; it is a day of joy and rejoicing. The third accompaniment was neutral and narrative, as if an anthropologist impartially told about the customs of the Australian tribes, which were not familiar to the viewer. And finally, another option - the control group watched a film without music - silent. During the demonstration of the film, all subjects were monitored. In the moments of difficult scenes depicting the ritual operation itself, the subjects of all groups showed signs of stress: changes in pulse, skin electrical conductivity, hormonal changes. The audience was calmer when they perceived the silent version, and it was most difficult for them with the first (disturbing) version of the musical accompaniment. Experiments have shown that the same movie may or may not cause a stress reaction: it all depends on how the viewer evaluates the situation on the screen. In this experiment, the score was imposed by the style of musical accompaniment. Emotional tone can be considered as a generalized cognitive evaluation. So, a child at the sight of a person in a white coat is alert, perceiving him white bathrobe as a symptom associated with the emotion of pain. He extended his attitude towards the doctor to everything that is connected with him and surrounds him.

Emotions are included in many psychologically complex states of a person, acting as their organic part. Such complex states, including thinking, attitude and emotions, are humor, irony, satire and sarcasm, which can also be interpreted as types of creativity if they take on an artistic form.

Emotions are often regarded as the sensory expression of instinctive activity. However, they are manifested not only in subjective experiences, the nature of which we can learn only from a person and, based on them, build analogies for higher animals, but also in objectively observed external manifestations, characteristic actions, facial expressions, vegetative reactions. These external manifestations are quite expressive. For example, seeing that a person is frowning, clenching his teeth and clenching his fists, you can understand without asking that he is angry.

In general, the definition of emotion is abstract and descriptive or requires further clarification. Let's look at some of these definitions. Soviet psychologists Lebedinsky and Myasishchev define emotion as an experience.

Emotions are one of the most important aspects of mental processes that characterize a person's experience of reality. Emotions express an integral expression of the altered tone of neuropsychic activity, which is reflected in all aspects of the human psyche and body.

Emotions affect both the psyche and physiology. The famous physiologist Anokhin considered the connection of emotions with the needs of the body. Anokhin wrote: “... from the physiological point of view, we are faced with the task of revealing the mechanism of those specific processes that ultimately lead to the emergence of both a negative (need) and a positive (need satisfaction) emotional state. Emotions are positive and negative. From the definition It follows that negative emotions arise when a person experiences a need, and positive emotions arise when satisfied.

Platonov K.K. wrote that emotion is a special psyche, previously formed in phylogenesis (the path that the psyche has gone through), and formed in its ontogenesis, the form of which reflections is characteristic not only of man, but also of animals, manifested both in subjective experiences and in physiological reactions, it is a reflection not of the phenomena themselves, but of their objective relationship with the needs of the organism. Emotions are divided into asthenic, weakening the vital activity of the organism, and sthenic, increasing it, and most (fear, anger) can manifest themselves in both forms. In an adult, emotions usually appear as components of feelings.

You can talk about emotions for a long time, but, in my opinion, the most important thing is that emotion is an experience. A person feels, so he experiences. Emotions are the impetus for achieving goals. Positive emotions contribute to a better assimilation of cognitive processes. With them, a person is open to communication with others. Negative emotions interfere with normal communication. They contribute to the development of diseases, affecting the brain, and those in turn on the nervous system. Emotions are associated with cognitive processes. For example, with the perception of emotions, the connection is direct, because. Emotions are expressions of the sensuous. Depending on the mood, emotional state of a person, this is how he perceives the world around him, the situation. Emotions are also associated with sensation, only in this case sensations affect emotions. For example, touching a velvet surface, a person is pleased, he has a feeling of comfort, and touching a rough surface is unpleasant for a person.

The emergence of emotions.

Why did emotions arise, why nature "could not get by" with thinking? There is an assumption that emotions were once a preform of thinking that performed the simplest and most vital functions. Indeed, a necessary condition for distinguishing relations between objects in a pure form, as happens in the process of developed thinking, is decentration - the ability to move freely in the mental field and look at an object from different points of view. In emotion, a person still retains the thread of connection of his position only with himself, he is not yet able to single out objective relations between objects, but is already able to single out the subjective to any object. It is from these positions that one can say that emotion major step on the way to the development of thinking.

In the course of evolution, emotions arose as a means of allowing living beings to determine the biological significance of the states of the body and external influences. The simplest form of emotion - emotional tone - direct experiences that accompany vital influences (taste, temperature) and encourage them to be preserved or eliminated.

Emotions by origin are a form of species experience: focusing on them, the individual performs the necessary actions (to avoid danger, procreation), the expediency of which is hidden from him. Human emotions are a product of socio-historical development. They refer to the processes of internal regulation of behavior.

I think that the simplest emotions (fear, rage) have natural origin, because they are quite closely related to life processes. This connection can be seen even from the usual example, when any creature dies, external, emotional manifestations are not found in it. Suppose even a physically ill person becomes indifferent to the phenomena that occur around him. He loses the ability to emotionally respond to external influences.

All higher animals and humans have structures in the brain that are closely related to emotional life. This is the limbic system, which includes clusters of nerve cells located under the cerebral cortex, in close proximity to its center, which controls the main organic processes: blood circulation, digestion, endocrine glands. Hence the close connection of emotions both with the consciousness of a person and with the states of his organism.

Among the emotions of humans and animals, despite all their diversity, 2 categories can be distinguished:

Positive emotions associated with the satisfaction of the needs of the individual or community;

They require a combination of two factors:

1. unmet need

2. increase in the probability of its satisfaction.

Negative emotions associated with danger, harmfulness and even a threat to life.

For their occurrence, a semantic mismatch between the predicted situation and the afferentation received from the external environment is sufficient. It is this mismatch that is observed when the animal does not find food in the feeder, receives bread instead of the expected meat, or even a blow. electric current. In this way positive emotions require a more complex central apparatus.

Summarizing this part, the following conclusions can be drawn. Emotional sensations are biologically, in the process of evolution, fixed as a kind of way to maintain the life process within its optimal boundaries and warn of the destructive nature of a lack or excess of any factors. The more complex a living being is organized, the higher the step on the evolutionary ladder it occupies, the richer is the range of all kinds of emotional states that it is able to experience. Our subjective experiences are not a direct reflection of our own organic processes. The peculiarities of the emotional states we experience are probably associated not so much with the organic changes that accompany them, but with the sensations that arise during this.

The development of emotions.

Emotions go through the path of development common to higher mental functions - from external socially determined forms to internal mental processes. On the basis of innate reactions, the child develops a perception of the emotional state of the people around him, which over time, under the influence of increasingly complex social contacts, turns into higher emotional processes - intellectual and aesthetic, constituting the emotional wealth of the individual. A newborn child is able to experience fear, which is revealed with a strong blow or a sudden loss of balance, displeasure, which manifests itself in the restriction of movements, and pleasure, which occurs in response to swaying, stroking. The following needs have an innate ability to evoke emotions:

Self-preservation (fear)

Freedom of movement (anger)

Obtaining a special kind of irritation that causes a state of sheer pleasure.

It is these needs that determine the foundation of a person's emotional life. If the baby is afraid only loud noises or loss of support, then already at the age of 3-5, shame is formed, which is built on top of innate fear, being the social form of this emotion - the fear of condemnation. It is no longer determined by the physical characteristics of the situation, but by their social significance. Anger is caused in early childhood only by restriction of freedom of movement. At the age of 2-3 years, the child develops jealousy and envy - social forms of anger. Pleasure is stimulated primarily by contact interaction - lulling, stroking. In the future, joy develops as an expectation of pleasure in connection with the growing probability of satisfaction of any need. Joy and happiness arise only with social contacts.

Positive emotions develop in the child in the game and in exploratory behavior. Buhler showed that the moment of experiencing pleasure in children's games shifts as the child grows and develops: for a child, pleasure arises at the moment the desired result is obtained. In this case, the emotion of pleasure plays the final role, encouraging the completion of the activity. The next step is functional pleasure: the playing child enjoys not only the result, but also the process of activity itself. Pleasure is no longer associated with the end of the process, but with its content. In the third stage, older children develop an anticipation of pleasure. Emotion in this case arises at the beginning of play activity, and neither the result of the action nor the performance itself is central to the child's experience.

The development of negative emotions is closely related to frustration - an emotional reaction to an obstacle to achieving a conscious goal. Frustration proceeds differently depending on whether the obstacle is overcome, a substitute goal is found. Habitual ways of resolving such a situation determine the emotions that form in this case. It is undesirable in the upbringing of a child to achieve his demands too often by direct pressure. To achieve the desired behavior in a child, you can use his age-specific feature - instability of attention, distract him and change the wording of the instructions. In this case, a new situation is created for the child, he will fulfill the requirement with pleasure and the negative consequences of frustration will not accumulate in him.

A child who lacks love and affection grows up cold and unresponsive. But in addition to love, for the emergence of emotional sensitivity, responsibility for the other is also necessary, care for younger brothers and sisters, and if there are none, then for pets. It is important not only not to create conditions for the development of negative emotions, it is equally important not to crush positive ones, because they are the basis of morality and creativity person.

A child is more emotional than an adult. The latter knows how to anticipate and can adapt, in addition, he knows how to weaken and hide the manifestation of emotions, because. it depends on volitional control. Defenselessness, lack of experience for foresight, undeveloped will contribute to emotional instability in children.

A person judges the emotional state of another by special expressive movements, facial expressions, voice changes, etc. Evidence has been obtained for the innate nature of some manifestations of emotions. In every society, there are norms for expressing emotions that correspond to ideas of decency, modesty, good breeding. An excess of facial, gestural or speech expressiveness may be evidence of a lack of education and, as it were, put a person outside his circle. Parenting teaches how to show emotions and when to suppress them. It develops in a person such behavior, which is understood by others as courage, restraint, modesty, coldness, equanimity.

Emotions are the result of N.S.

The development of emotions in ontogenesis is expressed by:

1) in the differentiation of the qualities of emotions;

2) in the complication of objects that cause an emotional response;

3) in the development of the ability to regulate emotions and their external expression.

Conclusion. In children, emotions run at an unconscious level. With age, a person can manage them both externally and internally. And in children, emotions splash out. An adult can control the expression of his emotions, but a child cannot. The older a person gets, the better he learns to manage emotions.

Functions of emotions.

To understand the role of emotions in the mental organization of a person, it is necessary to consider its main functions and its connection with other mental processes. The question of functions is key and permeates the entire psychology of emotions. Emotions perform the functions of such processing of primary information about the world, as a result of which we are able to form our own opinion about it: emotions play a role in determining the value of objects and phenomena.

Functions:

1) Expressive

Thanks to emotions, we better understand each other, we can, without using speech, judge each other's states and better prepare ourselves for joint activities and communication. For example, people are able to accurately perceive and evaluate the expressions of a human face, to determine from it such emotional states as joy, anger, sadness, fear, disgust, surprise. Along with general training body to action, individual emotional states are accompanied by specific changes in pantomime, facial expressions, and sound reactions. Whatever the original origin and purpose of these reactions, in evolution they developed and became fixed as a means of notifying the emotional state of the individual in intraspecific and interspecific communication. With the increasing role of communication in higher animals, expressive movements become a finely differentiated language, with the help of which individuals exchange information both about their state and about what is happening in the environment (signals of danger, food, etc.). This function of emotions did not lose its significance even after a more perfect form of information exchange, articulate speech, was formed in the historical development of man. Having improved itself due to the fact that coarse innate forms of expression began to be supplemented by more subtle conventional norms, assimilated in ontogenesis, emotional expression remained one of the main factors providing the so-called non-verbal communication. Those. Emotions serve to express an internal state and convey this state to others.

2) Reflective-evaluative

A rigorous analysis of views on the nature of emotions, carried out by N. Groth in the historical part of his work, as well as the provisions of modern concepts, allow us to conclude that emotions are quite unanimously recognized as performing the function of evaluation. It should be noted that the ability of emotions to make an assessment is in good agreement with their characteristics: their occurrence in significant situations, objectivity, dependence on needs, etc. The main conclusion following from the combined analysis of all these characteristics is that emotions are not an indirect product of motivational the significance of reflected objects, they directly evaluate and express this significance, they signal it to the subject. In other words, emotions are the language, the system of signals, through which the subject learns about the needful significance of what is happening. Those. animals always evaluate the significance of the situation for the needs of the body.

Dodonov wrote the following about the evaluative function: emotion is an activity that evaluates information about the external and internal world that enters the brain, which sensations and perceptions encode in the form of its subjective images. That. emotions evaluate the significance of impacts based on sensory-perceptual information. Emotion is a reflection by the human and animal brain of some actual need (its quality and magnitude) and the probability (possibility) of its satisfaction, which the brain evaluates on the basis of genetic and previously acquired individual experience. The price is in general sense This concept is always a function of two factors: demand (need) and supply (the ability to satisfy this need). This function determines the diverse regulatory functions of emotions. Emotions occupy a special place in a person's reflection of reality and the regulation of his behavior and represent a mechanism by which external stimuli are converted into motives for the body's activity, i.e. are a reflection of reality. The reflective nature of emotions lies in the self-regulation of body functions that are adequate to the nature of external and intraorganismal influences and create optimal conditions for the normal flow of reflex activity of the body.

3) Encouragement

The complete removal of emotions from the function of motivation to a large extent renders meaningless the function of evaluation they produce. Can anything more expedient follow from the assessment of what is happening, from a biological point of view, than an immediate impulse to appropriate, to master the useful and to get rid of the harmful? Therefore, there is a fundamental difference between denying the emotional nature of motivating experiences and refusing to recognize any participation of emotions in the development of these experiences. The latter signifies the recognition in nature of a significant and hardly explicable psychic imperfection. That. Emotions make us strive for something and, in this regard, organize our behavior.

4) Trace formation (A.N. Leontiev)

This function has several names: fixation-inhibition (P.K. Anokhin), reinforcement (P.V. Simonov). It indicates the ability of emotions to leave traces in the experience of an individual, fixing in him those influences and successful-failed actions that they excited. The trace-forming function is especially pronounced in cases of extreme emotional states. But the footprint itself wouldn't make sense if it wasn't possible to use it in the future. Those. trace is fixed in memory.

5) Anticipatory / Heuristic

The anticipatory function emphasizes a significant role in the actualization of fixed experience, since the actualization of traces is ahead of the development of events and the emotions that arise in this case signal a possible pleasant or unpleasant outcome. Since the anticipation of events significantly reduces the search for the right way out of the situation, a heuristic function is distinguished. Here it is important to emphasize that, stating a certain manifestation of emotions, they acutely set the task of finding out exactly how emotions do it, clarifying the psychological mechanism underlying these manifestations. Those. we know the answer before we can say it.

6) Synthesizing

We perceive not a set of spots or sounds, but a landscape and a melody, not a set of introceptive impressions, but our own body, because the emotional tone of sensations perceived simultaneously or immediately after one another merges according to certain laws. Thus, emotional experiences act as a synthesizing basis of the image, providing the possibility of a holistic and structured reflection of the mosaic variety of actual stimuli. Those. emotions help not only fix, but also organize and synthesize all other processes. Emotions begin in sensations. They permeate the entire mental life of a person. They are able to synthesize and integrate information in memory, various mental processes and some activities.

7) Organizing / disorganizing

Emotions first of all organize some activity, diverting strength and attention to it, which, naturally, can interfere with the normal flow of another activity being carried out at the same moment. By itself, emotion does not carry a disorganizing function, it all depends on the conditions in which it manifests itself. Even such a crude biological reaction as affect, which usually disorganizes a person’s activity, can be useful under certain conditions, for example, when he has to escape from a serious danger, relying solely on physical strength and endurance. This means that disruption of activity is not a direct, but a secondary manifestation of emotions, in other words, that there is as much truth in the statement about the disorganizing function of emotions as, for example, in the statement that a festive demonstration serves as a delay for vehicles.

At its core, a person is very curious. He is interested to see how another person expresses his emotions, how people solve conflict situations. Thus, emotions can rive our attention to an object or situation.

9) Stabilizing

This function and its deep connection with the processes of predicting the situation on the basis of memory traces are emphasized by the theoretical positions of P.K. Anokhin. He believed that emotional experiences were fixed in evolution as a mechanism that keeps life processes within optimal limits and prevents the destructive nature of a lack or excess of vital factors. Positive emotions appear when ideas about the future useful result, retrieved from memory, coincide with the result of a completed behavioral act. Mismatch leads to negative emotional states. Positive emotions that arise when a goal is achieved are remembered and, under the right circumstances, can be retrieved from memory to obtain the same useful result.

10) Compensatory (replacing)

Being an active state of a system of specialized brain structures, emotions affect other cerebral systems that regulate behavior, the processes of perceiving external signals and extracting engrams of these signals from memory, and the autonomic functions of the body. It is in the latter case that the compensatory significance of emotions is especially revealed.

The role of emotions is to urgently replace, compensate for the lack of knowledge at the moment. An example of a compensatory function is imitative behavior, which is so characteristic of an emotionally excited population. Since the expediency of adaptive reactions is always relative, an imitative reaction (mass panic) can turn into a real disaster. It manifests itself in the transition to responding to a wide range of supposedly significant signals. The compensatory value of negative emotions lies in their substitutive role. As for positive emotions, their compensatory function is realized through the influence on the need that initiates behavior. This function is manifested in the ability to serve as an additional means of communication between members of the community.

11) switching

From a physiological point of view, an emotion is an active state of a system of specialized brain structures that prompts a change in behavior in the direction of minimizing or maximizing this state. Since a positive emotion indicates the approach of satisfaction of a need, and a negative emotion indicates a distance from it, the subject seeks to maximize (strengthen, prolong, repeat) the first state and minimize (weaken, interrupt, prevent) the second. This function of emotions is found both in the sphere of innate forms of behavior and in the implementation of conditioned reflex activity. An assessment of the probability of satisfying a need can occur in a person not only on a conscious, but also on an unconscious level. A prime example unconscious forecasting is intuition. This function is clearly revealed in the process of competition of motives, when the dominant need is singled out, which becomes a vector of purposeful behavior. The amygdala plays a crucial role in this function.

12) reinforcing

It is revealed not only at the individual level, but also at the population level, where this function is realized through the brain mechanism of "emotional resonance", i.e. empathy. The formation, existence, extinction and features of any conditioned reflex depend on the fact of reinforcement. Under reinforcement, "Pavlov meant the action of a biologically significant stimulus, which gives a signal value to another biologically insignificant stimulus combined with it." Sometimes the immediate reinforcer is not the satisfaction of some need, but the receipt of desirable (pleasant, emotionally positive) or the elimination of unwanted (unpleasant) stimuli. The totality of currently available data indicates that the hypothalamus is a key structure for the implementation of this function.

13) The function of "emergency" resolution of the situation

It occurs in an emergency, critical situation, when the level of adrenaline in the blood rises. For example, the feeling of fear.

14) The function of activation and mobilization of the body

Emotions, which ensure the successful completion of a task, bring the body into an excited state. Sometimes weak anxiety plays the role of a mobilizing factor, manifested by concern for the outcome of the case, it enhances the sense of responsibility.

The interaction of all functions is necessary, because the absence of any affects the development of personality. Together, they are interconnected and reflect emotions.

Emotions and components that form personality.

Emotions, no matter how different they may seem, are inseparable from personality. "What pleases a person, what interests him, plunges him into despondency, worries, what seems ridiculous to him, most of all characterizes his essence, his character, individuality" (F. Kruger).

Emotions and need.

Emotions reflect the state, process and result of satisfying a need. By emotions, one can definitely judge what a person is worried about at a given moment in time, i.e. about what needs and interests are relevant to him.

First of all, emotions serve this or that need in a peculiar way, prompting them to take the necessary actions to satisfy it. A need is a program of biological or spiritual, social life activity fixed in us, which, in case of difficulty in its implementation, is signaled by a certain emotional state - the experience of neediness.

The connection between emotions and needs is indisputable, however, it is hardly legitimate to consider emotion as a function of need alone. Unsatisfied need is necessary for positive emotions no less than for negative ones. Need is a specific force of living organisms, which ensures their connection with the external environment for self-preservation and self-development, the source of activity of living systems in the world around. Hence, emotion is a reflection by the human and animal brain of some actual need (its quality and magnitude) and the probability of its satisfaction at the moment. Emotions make it possible to find out what and to what extent seems to be the most important for the body, it requires priority satisfaction.

Motivation and emotions.

Motivation - conscious or unconscious mental factor, which encourages an individual to perform certain actions and determines their direction and goals.

Main biological significance emotional experience lies in the fact that, in essence, only emotional experience allows a person to quickly assess his internal state, his emerging need and quickly build an adequate form of response: whether it is a primitive attraction or conscious social activity. Along with this, emotions are also the main means of assessing the satisfaction of needs. As a rule, the emotions accompanying any motivational excitation are referred to as emotions. negative character. They are subjectively unpleasant. The negative emotion that accompanies motivation has important biological significance. It mobilizes the efforts of a person to satisfy the need that has arisen. These unpleasant emotional experiences are intensified in all those cases when a person's behavior in the external environment does not lead to the satisfaction of the need that has arisen, i.e. to find appropriate reinforcements.

At the same time, the satisfaction of needs, on the contrary, is always associated with positive emotional experiences. A positive emotion is fixed in the memory and subsequently arises as a kind of "image" of the future whenever an appropriate motivation arises. So, emotions not only occupied important key positions in evolution between the need and its satisfaction, but were directly included in the apparatus of the acceptor of the results of the action of the corresponding motivation. Motivation is a physiological mechanism for activating the traces of those external objects stored in memory that are able to satisfy the body's need, and those actions that can lead to its satisfaction.

Emotions and behavior.

Human behavior is largely dependent on his emotions, and different emotions affect behavior in different ways. There are so-called sthenic emotions that increase the activity of all processes in the body, and asthenic emotions that slow them down. Sthenic, as a rule, are positive emotions: satisfaction (pleasure), joy, happiness, and asthenic - negative: displeasure, grief, sadness. Consider each type of emotion and its impact on human behavior.

The mood creates a certain tone of the body, i.e. his general attitude to action. The productivity and quality of labor of a person in a good, optimistic mood is always higher than that of a person in a pessimistic mood. With a kindly smiling person, those around them enter into communication with a greater desire than with a person who has an unkind face.

Affects play a different role in people's lives. They are able to instantly mobilize the energy and resources of the body to solve a sudden problem or overcome an unexpected obstacle. This is the basic vital role of affects. In an appropriate emotional state, a person sometimes does things that he is usually not capable of. Affects often play a negative role, making a person's behavior uncontrollable and even dangerous for others.

The vital role of feelings is even more significant. They characterize a person as a person, are quite stable and have an independent motivating force. Feelings determine the attitude of a person to the world around him, they also become moral regulators of actions and relationships between people. Feelings of a person can be unchanged, for example, feelings of envy, hatred.

Passion and stress play a mostly negative role in life. A strong passion suppresses other feelings, needs and interests of a person, makes him one-sidedly limited in his aspirations, and stress in general has a destructive effect on psychology and behavior, on the state of health.

emotions and activities.

If everything that happens, inasmuch as it has this or that attitude on his part, can evoke certain emotions in him, then the effective connection between the emotions of a person and his own activity is especially close. Emotion with internal necessity arises from the ratio - positive or negative - of the results of an action to the need, which is its motive, the initial impulse.

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

The influence of emotions on activity in its main features obeys the well-known Jerkes-Dodson rule, which postulates the optimal level of stress for each specific type of work. A decrease in emotional tone as a result of a small need or completeness of the subject's awareness leads to drowsiness, loss of vigilance, missing significant signals, and slow reactions. On the other hand, an excessively high level of emotional stress disorganizes activity, complicates it with a tendency to premature reactions, reactions to extraneous, insignificant signals (false alarms), to primitive actions such as blind search by trial and error.

Human emotions are manifested in all types of human activity and especially in artistic creation. The artist's own emotional sphere is reflected in the choice of subjects, in the manner of writing, in the way of developing selected themes and subjects. All this taken together makes up the individual originality of the artist.

Emotions and lifestyle.

At the level of historical forms of human existence, when an individual acts as a person, and not as an organism, emotional processes are associated not only with organic, but also with spiritual needs, with tendencies and attitudes of the personality and various forms of activity. The objective relations that a person enters into in the process of satisfying his needs give rise to various feelings. Developing in progress labor activity forms of cooperation give rise to diverse social feelings. Human feelings express in the form of experience the real relationship of a person as a social being with the world, primarily with other people. Thus, the feelings of a person, without, of course, being separated from the organism and its psychophysical mechanisms, go far beyond the narrow framework of mere intraorganic states, spreading to the entire boundless expanse of the world that a person in his practical and theoretical activity knows and changes. Each new subject area that is created in social practice and reflected in human consciousness gives rise to new feelings, and in new feelings a new relation of man to the world is established. Attitude to nature, to the existence of objects is mediated social relations of people. They also mediate human feelings. Participation in public life forms public feelings. Objective obligations in relation to other people, turning into obligations in relation to oneself, form the moral feelings of a person. The existence of such feelings suggests the whole world human relations. A person's feelings are mediated and conditioned by real social relations in which a person is included, by the mores or customs of a given social environment and its ideology. Taking root in a person, ideology also affects his feelings. The process of forming a person's feelings is inseparable from the whole process of the formation of his personality.

The highest feelings of a person are processes determined by ideal - intellectual, ethical, aesthetic - motives. Man's feelings are the most vivid expression of "nature made man," and this is connected with that exciting charm that comes from any genuine feeling.

Emotions and experiences of the individual.

Emotions, feelings of a person are more or less complex formations. Unlike perceptions, which always give an image that reflects an object or phenomenon of the objective world, emotions, although fundamentally sensual, are not visual, they express not the properties of the object, but the state of the subject, modifications of the internal state and its relation to the environment. They usually emerge in consciousness in connection with some images, which, being as if saturated with them, act as their carriers. The degree of consciousness of emotional experience can be different, depending on the extent to which the very attitude that is experienced in emotion is realized. It is a well-known everyday fact that one can experience, experience - and very intensely - this or that feeling, completely inadequately realizing its true nature. This is explained by the fact that to realize one's feeling means not just to experience it as an experience, but also to correlate it with the object or person that causes it and to which it is directed. Each somewhat bright personality has its own more or less pronounced emotional structure and style, its main palette of feelings, in which it predominantly perceives the world.

The role of ethical feelings.

Feelings such as love for the Motherland, a sense of duty, responsibility for the assigned work or for the trust rendered, increase efficiency, energy, make a person able to overcome seemingly insurmountable difficulties under normal conditions. Complex moral feelings become the motive of many volitional actions. Emotional motives in human activity are associated with the formation of an evaluative attitude towards the goals and objectives of this activity, and its results, are associated with an assessment of their social significance. They develop along with the formation of the worldview and moral personality traits.

Will and emotions.

The will is very closely connected with emotions, and for its manifestation, a feeling is indispensable that "feeds" it. Without an appropriate emotion, a volitional act is quickly depleted, ceases to have such a value for a person that would justify willpower. Very often in a person's actions it is difficult to separate emotions from will, because they are generated by objects to which volitional effort is also directed.

Logic and emotions in our life.

Logic helps to think not only in work, in scientific and any other form of creativity. It is a powerful weapon in the fight against the internal states of a person, with his shortcomings, with the difficulties of life.

Emotions and thinking.

It's like two branches of a tree; emotions and thinking have the same origins and are closely intertwined with each other in their functioning at higher levels. Ancient emotions were a preform of thinking that performed its simplest and most vital functions. Emotions significantly influence thinking. The result of mental operations will depend on the sign of emotions

Shingarov pointed to the connection of emotions with self-regulation. Emotion is a form of reflection of reality, the essence of which lies in the self-regulation of body functions, according to the requirements and conditions of the outside world.

Leontiev associated emotion with relationships, significance and meaning. "Emotions are a special class of mental processes and states associated with instincts, needs and motives. Emotions perform the function of regulating the activity of the subject, by reflecting the significance of external and internal situations for the implementation of his life.

Waldman wrote about the connection of emotions with personal meaning, that emotion is a form of mental reflective function, where the attitude to the surrounding information comes to the fore, where information signals are transformed in a personal way.

According to Reikovsky, emotional processes are driven by factors that are significant to the individual.

Waldman, in co-authorship with Evartun and Kozlovskaya, pointed to a connection with what is beneficial or harmful to the body. Emotions as a form of reflecting the biological quality of reflecting its usefulness or harmfulness to the body, entering the functional system of behavioral growth, can largely modulate its direction and final result.

Thus, our research has shown that emotions play a significant role in the formation of personality. And a person as a person controls emotions to a greater or lesser extent.

Physiological meaning of emotions.

Human emotions are important in optimizing all the activities of the body. Negative emotions are a signal of violation of constancy internal environment organism and thereby contribute to the harmonious flow of life processes. Positive emotions are a kind of "reward" to the body for the work it expended in the process of achieving a useful result. Thus, positive emotions are the strongest means of fixing conditioned reflex reactions that are useful for the body (P.V. Simonov). Consequently, positive emotions are the strongest stimulus for evolution, a disturber of peace and stabilization, without which social progress itself would be impossible. Indeed, in a person, positive emotions are always caused by success in his activities, for example, a scientific discovery made, an excellent mark in an exam.

Emotions contribute to the concentration of all the body's reserves necessary for the fastest achievement of a beneficial effect. This concentration of all the forces of the body helps us to successfully cope with difficulties. This is especially important in stressful situations resulting from the action of superstrong stimuli on the body, such as life-threatening factors, or great physical and mental stress.

Conclusion.

What is the role of emotions? Emotions, firstly, reflect in their quality the nature of the course of various life processes. Secondly, they control these processes, activating or inhibiting them, depending on the need. Here life processes are understood as those that are connected with the satisfaction of human needs.

The emotional life of a person, his experiences have become the object of research by physiologists and doctors today. Not only because a person, by virtue of his natural curiosity, strives to penetrate into the most reserved corners of his being, not only because the modeling of emotions promises new stage in the development of cybernetic machines. But also because we classify a large number of diseases of modern man as neurogenic. These are hypertension, atherosclerosis, myocardial infarction, many gastrointestinal diseases, skin and other diseases. Negative emotions play a fatal role in the occurrence of these diseases.

Doctors have long noticed the connection between the individual predominance of certain emotions and a predisposition to certain diseases. M.I. Astvatsaturov said that the heart is affected by fear, the liver by anger, and the stomach by apathy.

The significance of emotions and feelings in the process of reflecting reality in a person's life is not limited to the simple fact that under the influence of one or another external social and natural factor, a person experiences one or another feeling. Knowledge of the essence of emotions and their role in human life is possible only when determining the place of this complex phenomenon in the structure of mental functions in a holistic reflection and change of reality.

The special importance of emotions and feelings for all mental activity is determined by the fact that they are, as it were, between cognitive and volitional activity and, linking them, as already emphasized, are most directly related to what is called the activity of human consciousness. K.D. Ushinsky wrote that nothing expresses the essence of a person and his attitude to the world as much as his "feelings". He said that the voice of not a separate thought, not a separate decision, but the entire content of the human soul and its structure is heard in them.

As we found out, the role of emotions is great. They, like the colors of the rainbow, color the world, only color it into emotional states. Without emotions, the world would be boring, monotonous. It seems to me that without emotions, life on earth would also end; would lead to the extinction of mankind. Emotions are part of a person's life. After all, what happiness is to love, to rejoice, to have fun. But even such emotions as sadness, hatred, grief and resentment are important for a person. They form in him feelings of compassion, perseverance, as well as the ability to achieve goals and the ability to experience.

Literature.

1. Simonov P.V. Theory of reflection and psychophysiology of emotions // M: Science, 1970

2. Pavlov P.I. Journal of VND// v.47, issue 2, M: Nauka, 1997

3. Psychology of emotions. Texts. // ed. VC. Vilyunas, Yu.B. Gippenreiter. M: Publishing house of Moscow State University, 1984

4. Granovskaya R.M. Elements of practical psychology//L, 1985

5. James W. Psychology//

6. Voronin L.G., Kolbanovsky V.N., Mash R.D. Physiology of GNI and Psychology// M: Enlightenment, 1977

7. Anokhin P.K. Memoirs of contemporaries, journalism.// M: Nauka, 1990

8. Dictionary of practical psychologist // Minsk: Harvest, 1998

9. Simonov P.V. human GNI. Motivational-emotional aspects // M: Science, 1975Galperin S.I. Physiology of man and animals // M, 1970

1. Dodonov B.I. In the world of emotions // K: Publishing house of political literature of Ukraine, 1987
2. Dodonov B.I. Emotion as a value // M: Publishing house of political literature, 1978
3. Rubinshtein S.L. Fundamentals of General Psychology // M: Pedagogy, 1989
4. Physiology of man and animals // ed. A.B. Kogan, M: graduate School, 1984, v.2
5. Simonov P.V. Emotional brain//M: Science, 1981
6. Shingarov G.Kh. Emotions and feelings as a form of reflection of reality // M: Science, 1971
7. Reikovsky Ya. Experimental psychology of emotions.// M, 1979
8. Ermolaev Yu.A. Age physiology // M: Higher school, 1985
9. Vasiliev I.A. Emotions and thinking // M, 1980
10. Popular Medical Encyclopedia// ed. B.V. Petrovsky, M: Soviet Encyclopedia, 1987
11. Bloom F., Leizerson A., Hofstadter L. Brain, mind and behavior // M: Mir, 1988
12. Physiological features of positive and negative emotional states.// Academy of Sciences of the USSR, M: Nauka, 1972
13. Simonov P.V. Temperament. Character. Personality.// M: 198

1. Explanatory dictionary of the Russian language. Advocate- A lawyer who is entrusted with the provision of legal assistance to citizens and organizations, including the protection of someone's interests in court, a defender.

2. Legal Encyclopedia /Tikhomirova L.A./, M.98. Advocate- a lawyer providing professional legal assistance through consultations, defending the accused in court, etc.

3. Large legal dictionary / under. ed. AND I. Sukhareva/, M. 97 Advocate- a lawyer, a member of the Bar Association, designed to provide legal assistance to individuals and legal entities.

4. Encyclopedic legal. dictionary /edited by V.E.Krutskikh/, M.98. Advocate- a member of the Bar Association, designed to provide legal assistance to individuals and legal entities. A lawyer, acting as a representative or defender, is authorized to: represent the rights and legitimate interests of persons who have applied for a legal help, in all state and public organizations, the competence of the cat's includes the resolution of relevant issues; request, through legal advice, certificates, characteristics and other documents necessary in connection with the provision of legal assistance from state and public organizations, cat. are obliged to issue these documents or their copies in accordance with the established procedure. A lawyer can't. interrogated as a witness about the circumstances, cat. became known to him in connection with the performance of his obligations as a defender or representative. A lawyer is not entitled to simultaneously represent the interests of persons who contradict each other, or if he was a judge, prosecutor, expert, etc. in this case. A lawyer is not entitled to disclose information communicated to him by a client in connection with the provision of legal services. help.

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Stability-variability.

After Cattell and Scheier, after the research of Spielberg, many scientists consider emotions as a dual phenomenon: both as a state and as a trait. Emotional states can last from a few seconds to several hours and be more or less intense. In exceptional cases, an intense emotional state may persist longer than the above periods, but even in this case it may be evidence of mental disorders. A person with a low anger emotion threshold is more irascible and more likely to be angry and therefore score high on the anger scale.

Innateness is acquisition.

As shown in the works of Darwin (Darwin, 1872, 1877) and in the works of modern scientists (Ekman, Friesen, Ellsworth 1972; Izard, 1971), emotions are equally manifested in representatives of various cultures living on different continents; even primitive tribes that have no contact with Western civilization are not an exception. The data presented in Tables 1-1 and 1-2 provide convincing evidence that fundamental emotions are provided by innate neural programs. However, this fact - the fact of the existence of fundamental emotions by a genetic mechanism - does not mean at all that there are some unshakable, unmodifiable aspects in a person's emotional life. On the contrary, almost any person, growing up, learns to manage innate emotionality, to one degree or another transform it. Sociocultural influences and individual experience not only help a person acquire certain expressive skills, but also largely determine the relationship that is established between certain stimuli and a certain emotion, and also determine the behavioral patterns that accompany a particular emotion.

Most researchers of behavior are inclined to agree that practically any behavioral reaction, any behavioral complex requires some practice, experience. However, innate emotional expressions seem to be an exception to this Murphy's law. This trend can be explained precisely by the blind, “lack of use” of the eyes, since it is the movement of the eyes and the mimic mechanisms of the gaze that are extremely important for emotional expressiveness.

1.8. The assignment of emotions.

We have seen that feelings and mood serve as indicators of the inner state of the individual. He can (although not necessarily) use them to correct unfavorable working conditions of the organism. In contrast, emotions are aimed at the acquisition of acceptable objects. We are pursuing a goal that we very much desire and achieve it without any sense of effort; but for us a heavy burden is the effort required to achieve a goal that we should have reached, but which we do not care much about. It must be borne in mind that the "negative" emotion and the "negative" movement associated with it are in fact positive states - after all, something happens in this case. Movement is called negative because it moves away from that which causes it. Consequently, a negative movement is always a movement towards something better, and not just from some existing evil.

Moreover, the emotional reaction in negative emotional states is rarely the result of a single object or an uncomplicated state of mind.

Sadness, which at first glance seems extremely depressing, also has a positive content: it directs us to something (no matter what) constructive and uplifting. More complex are the cases where sadness is caused by loss. Here we have negative emotion reinforced and supported by the emotion of resistance. It is the emotion of resistance that cements our connection to the cause of our sadness.

Emotions arise as a result of a value judgment, made initially on the basis of sensory attraction and repulsion, but based on this alone, one cannot judge what is good for a person and what is bad. The basis for such a judgment should be a reasonable estimate.

An object can cause pleasant feelings and satisfaction, but be harmful from a rational point of view. Therefore, in order for emotion to serve as a means of self-affirmation, it is necessary to establish harmony between the objects of emotion and the life goals of the individual. If these objects are perceived in their true value, if they are considered from the point of view of the final goals of a person, then the judgment about how acceptable they are for a person will be objective and adequate. .

So, the purpose of emotions is that emotions are aimed at mastering primitive objects.

The role of emotions in human life.

2.1. The interaction of emotions and social relationships.

Psychology has relatively recently turned to a serious study of the problem of emotions. With regard to emotions, there are a variety of opinions - some scientists argue that emotions have nothing to do with behavior. But there is also an opposite approach. We believe that emotions constitute the primary motivational system of a person.

Emotions appeared in humans in the process of evolution. Each emotion performed certain adaptive functions in the process of human evolution.

A comprehensive definition of the phenomenon of emotion should include physiological, expressive and empirical components. Emotion arises as a result of neurophysiological processes, which in turn can be caused by both internal and external factors. When an emotion arises in response to a mental image, symbol, representation, then we can talk about a formed connection between thought and feeling, or about an affective-cognitive structure.

Vivid and expressive emotional states have long attracted the attention of scientists, but the science of emotions should study not only these extremely short experiences. There are stable individual differences in the frequency and intensity of different people experiencing certain emotions, and these differences can be studied and described in terms of "emotional trait" and "emotional threshold".

For reasons of convenience, we divide emotions into positive and negative based on their sensory or experiential characteristics. However, we must remember that each emotion (joy, fear) can be both positive and negative, depending on how much it helps or hinders the adaptation of the individual in a particular situation.

The influence of emotions on a person is generalized, but each emotion affects him in his own way. The experience of emotion changes the level of electrical activity of the brain, dictates which muscles of the face and body should be tense or relaxed, controls the endocrine, circulatory and respiratory systems of the body.

Depending on the individual height of the emotional threshold, some children more often, while others less often experience and show one or another emotion, and this largely determines their relationship with people around them. On the other hand, the reaction of others to the emotional manifestations of the child directly affects the formation of his emotional style and the formation of certain personality traits.

[11, p. 40.]

Psychologists, like philosophers and educators, do not have a single point of view regarding the role that emotions play in human life. So, some of them, considering reason as a characteristic of a truly human in a person, argue that the meaning of human existence should be precisely cognitive-intellectual activity. In our society, and not only in ours, a person, having begun learning in early childhood, continues his education as he grows up until he reaches maturity; At the same time, education itself is most often understood as a process of getting to know facts and mastering theories, as a process of accumulating information.

But other scientists, despite the enthusiasm for the process of cognition. Despite the fact that the intellect has become their tool of production, and science their destiny, they still tend to classify a person as an emotional being or, perhaps, an emotional-social one. In their opinion, the very meaning of our existence has an affective, emotional nature: we surround ourselves with those people and things to which we are emotionally attached. They argue that learning through experience is no less, if not more, important than the accumulation of information.

One of the first to speak about the important role of emotion in people's behavior was Leeper, a leading specialist in personality theory, and Maurer, an outstanding specialist in the psychology of learning. Maurer argued that "emotions are one of the key, virtually indispensable, factors in those changes in behavior or outcomes that we call 'learning'" (Mawrer, 1960). Maurer had to recognize the viciousness of the distrustful and contemptuous attitude towards the emotions of their humiliation before the intellect, which is generally accepted for Western civilization. “If the arguments presented are correct, then emotions are extremely important for the very existence of a living organism and do not at all deserve such opposition to “reason”.” (Mawrer, 1960).

The most significant theories. Established within the framework of this approach. Based on a number of general premises. The main of which is the idea that emotions serve as an organizing and motivating factor in human behavior, his personal development and relations with the outside world.

Despite the fact that scientists have not yet reached a consensus on the nature of emotions and their meanings. The theoretical and practical achievements of the last decade make it possible to single out the psychology of differential emotions as an independent discipline.

So, speaking about the interaction of emotions and social relations, we must assume that emotions constitute the primary motivational system of a person.

Interaction of emotions, processes of personality development and social relations.

Emotions experienced by a person have a direct impact on the quality of the activities performed by him - his work, study, games. For example. Dean is a student passionate about the subject and full of passionate desire to study it thoroughly, to comprehend to the subtleties. The other is disgusted with the subject being studied and, naturally, looks for an excuse not to study it. It is easy to imagine what emotions the learning process will evoke in each of these two students: for the first one, it will bring the joy and happiness of learning, for the second, the eternal fear of failing the exam. [ 17, p. 294]

Emotions and personality development.

When considering the interaction of emotions and personality development, two factors must be taken into account.

The first of them is the influence of heredity on the emotional make-up of a person. One gets the impression that genetic prerequisites play an important role in the formation of emotionality or, to be more precise, 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. For example: observations of Russian children aged 6 months to 2 years, who were in the same social conditions (children were brought up in a preschool institution, where they were surrounded by an atmosphere of love. Attention and care, and basic life skills were instilled). Found significant individual differences in emotional manifestations and the level of emotional thresholds (Izard, 1977). 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 from other children and adults. This kind of 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 acquired in infancy and early childhood. The success of his interaction with the people around him depends on the emotions that the child most often experiences and shows, which means. The success of its social development, socialization. Emotionality affects not only the formation of personality traits and the social development of the child, it even affects his intellectual development. [12, p. 467]

Emotions, marriage and parenting.

Features of a person’s emotional make-up, his emotional responsiveness largely determine both the method of courtship and the choice of a partner for life together. Unfortunately, psychologists have not paid due attention to the study of the role that emotions play in courtship in married life, however, data from behavioral studies suggest the existence of 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 run counter to his experiences and ways of expressing emotions. On the other hand, preferences are often given to a person with a similar emotional profile - with the same thresholds of experience and with the same ways of emotional expression.

Emotions affect not only sexual attraction and relationships between spouses, they largely determine parental feelings and attitudes. The curiosity of the child, his joy. Disgust or fear causes an emotional response in parents in accordance with their individual thresholds for these emotions.

THE ROLE OF EMOTIONS AND THEM ROLES AT LIFE HUMAN IN INTERPRETATION OF VARIOUS THEORIES For the first time emotional...

Ministry of General and Vocational Education

South Ural State University

Department of General and Developmental Psychology

Course work

in psychology

The role of emotions in the mental organization of a person.

Completed by: Denisenko V.S.

Scientific adviser: Melnikova N.N.

Checked by: Polev D.M.

Chelyabinsk - 1999

1. Introduction

2. What are emotions?

3. Emergence of emotions

4. Development of emotions

5. Functions of emotions

1. expressive

2. reflective-evaluative

3. encouraging

4. trace formation

5. anticipatory/heuristic

6. synthesizing

7. organizing / disorganizing

9. stabilizing

10. compensatory

11. switching

12. reinforcing

13. "emergency" resolution of the situation

14. activation and mobilization of the body

6. Emotions and components that form a personality

1. need

2. motivation

3. behavior

4. activity

5. lifestyle

6. personality experiences

7. the role of ethical feelings

10. thinking

7. Physiological significance of emotions

8. Conclusion

9. Literature

Introduction.

Emotions are one of the manifestations of a person's subjective attitude to

surrounding reality and to oneself. Joy, sorrow, fear,

anger, compassion, bliss, pity, jealousy, indifference, love-

there is no end to the words that define different kinds and shades

Emotions play a very important role in human life. They differ

from other mental processes, but it is difficult to separate them, because they

merge into a single human experience. For example, perception

works of art in images is always accompanied by one or another

emotional experiences expressing a person's attitude to

what he feels. Interesting, successful thought, creative activity

accompanied by emotions. Various kinds of memories are also associated with

images and carry not only information, but also a feeling.

The simplest taste sensations such as sour, sweet, bitter and

salty, are also so merged with emotions that without them you can’t even

meet in life.

Emotions differ from sensations in that sensations are no

specific subjective experiences such as pleasure or

displeasure, pleasant or unpleasant, is usually not accompanied.

They give a person objective information about what is happening in him.

and outside of it. Emotions express the subjective states of a person,

related to his needs and motives.

Emotions are a special class of mental phenomena, processes and

states that are associated with instincts, needs and motives.

They reflect the world around them in the form of direct experience.

(satisfaction, joy, sadness) and they reflect the significance for

individual phenomena of the situation that surround him. They say that

important and what is not important. Their most striking feature is their

subjectivity. We talk about emotions when we have

a special state - the peak of experience (according to Maslow), when a person

feels he is doing his best when he is proud of

The aim of this work is to reveal the relationship between

emotions and mental organization of a person.

Hypothesis: Emotions play a significant role in mental

human organization.

Of course, first of all, under the mental organization

a person understands his needs, motives, activities, behavior

and way of life, on which emotions depend, and which, as it were,

engender. They play a major role in the formation of emotions. Without

emotions it is impossible to perceive the world around. They have a special role.

Emotions are part of our "inner" and "outer" life,

manifested when we are angry, happy, sad.

American psychologist W. James - the creator of one of the first theories,

in which subjective emotional experience correlates with functions, -

Described the huge role of emotions in human life in the following words:

"Imagine, if possible, that you suddenly lost all

emotions that fill you with the world around you, and try

imagine this world as it is in itself, without your

favorable or unfavorable appraisal, without the hopes they inspire or

concerns. This kind of aloof and lifeless performance will

almost impossible for you. After all, there is not a single part of the universe in it.

must be of greater importance than any other, and all

the totality of things and events will not have meaning, character,

expressions or perspectives. Everything valuable, interesting and important that

each of us finds in his own world - all this is a pure product

contemplative person."

What are emotions?

Under emotions, or emotional experiences, usually

imply a wide variety of human reactions - from violent explosions

passion to subtle shades of mood. In psychology, emotions are called

processes that reflect in the form of experiences personal significance and evaluation

external and internal situations for human life.

The most essential feature of emotions is their

subjectivity. If such mental processes as perception and

thinking, allow a person to more or less objectively reflect

the world around and not dependent on it, then emotions serve to reflect

subjective relationship of a person to himself and to his environment

the world. It is emotions that reflect the personal significance of knowledge through

inspiration, obsession, passion and interest. about their impact on

mental life V. I. Lenin said this: "Without human emotions

has never been, is not and cannot be human search

It is important to emphasize that emotions are not only conscious and

understood, but also experienced. Unlike thinking, which reflects

properties and relations of external objects, experience is

a direct reflection by a person of his own states.

A person always takes a certain position in relation to an event,

he does not make a purely rational assessment, his position is always

biased, including emotional experience. Reflecting probabilistic

events, emotion determines anticipation, which is a significant link

any learning. For example, the emotion of fear causes a child to avoid

the fire with which he had once been burned. Emotion can anticipate and

auspicious events.

When a person feels danger, he is in

a state of anxiety - a reaction to an uncertain situation that carries in

yourself a threat.

When a person is emotionally aroused, his condition is accompanied by

certain physiological reactions: blood pressure, content

it contains sugar, pulse and respiration rate, muscle tension. W. James and

G.N. Lange assumed that it was these changes that exhausted

essence of emotion. However, later it was experimentally

it is shown that emotions always remain, even if all of them are excluded

physiological manifestations, i.e. has always been subjective.

experience. This means that the necessary biological components are not

run out of emotions. Then it remains unclear why

physiological changes? Subsequently, it was found that these

reactions are essential not for experiencing emotions, but for activating all

forces of the body for increased muscular activity (when fighting or

flight), which usually follows a strong emotional reaction.

Based on this, they came to the conclusion that emotions carry out

human energy organization. This presentation allows

understand the biological value of innate emotions. In one of his

lectures, I.P. Pavlov explained the reason for the close links between emotions and

muscle movements as follows: "If we turn to our

remote ancestors, we will see that everything there was based on

muscles ... It is impossible to imagine any animal lying for hours

and angry without any muscular manifestations of his anger. Our

ancestors, every feeling passed into the work of the muscles. For example, when

the lion is angry, then this results in him in the form of a fight, the fear of a hare

goes into a run, etc. And our ancestors all poured out the same way

directly into any activity of the skeletal muscles: then

they ran away from danger in fear, then in anger they themselves attacked

enemy, they were protecting the life of their child."

P.V. Simonov proposed a concept according to which emotions

are an apparatus that turns on when there is a mismatch between

vital need and the possibility of its satisfaction, i.e. at

lack or significant excess of up-to-date information necessary

to achieve the goal. At the same time, the degree of emotional stress

determined by the need and lack of information necessary for

satisfy this need. However, in special cases, in unclear

situations where a person does not have accurate information in order to

to organize their actions to meet the existing

needs, a different response tactic is needed, including an incentive to

actions in response to signals with a low probability of their

reinforcements.

There is a well-known parable about two frogs that got into a jar of

sour cream. One, convinced that it was impossible to get out, stopped

resistance and died. The other continued to jump and fight, although all

her movements seemed meaningless. But in the end sour cream underneath

thickened by blows of the frog's paws, turned into a lump of butter, the frog

climbed on it and jumped out of the jar. This parable illustrates the role

emotions from the specified position: even useless at first glance

actions can be life-saving.

The emotional tone brings together the reflection of the most

common and common signs of beneficial and harmful factors

external environment, stably persisting for a long time

time. Emotional tone allows a person to quickly respond to

new signals, reducing them to a common biological denominator: useful

Let us give as an example the data of the Lazarus experiment,

which indicate that emotions can be seen as

general assessment of the situation. The aim of the experiment was to find out

what the excitement of the audience depends on - from the content, i.e. because of

happens on the screen, or from a subjective assessment of what

show. Four groups of healthy adult subjects were shown

a film about the ritual custom of the Australian aborigines - initiation

– the initiation of boys into men, while creating three different versions

musical accompaniment. The first (with disturbing music) prompted

interpretation: the application of ritual wounds is a dangerous and harmful action, and

boys can die. The second (with major music) - tuned to

perception of what is happening as a long-awaited and joyful event:

teenagers look forward to initiation into men; it's a day of joy and

jubilation. The third accompaniment was neutral narrative,

as if a scientist - an anthropologist impartially talked about

familiar to the viewer customs of the Australian tribes. And finally, one more

option - the control group watched the film without music - silent. In

During the demonstration of the film, all subjects were monitored. AT

minutes of heavy scenes depicting the ritual operation itself,

The subjects of all groups showed signs of stress:

changes in heart rate, electrical conductivity of the skin, hormonal changes.

The audience was calmer when they perceived the silent version, and harder

all they had at the first (disturbing) version of the musical

escorts. Experiments have shown that the same movie

may or may not cause a stress response: it all depends

on how the viewer evaluates the situation on the screen. AT

In this experiment, the evaluation was imposed by the style of the musical

escorts. Emotional tone can be seen as a generalized

cognitive assessment. So, a child at the sight of a man in a white coat

wary, perceiving his white coat as a sign with which

associated with the emotion of pain. He extended his relationship to the doctor to everything,

what is connected with it and surrounds it.

Emotions enter many psychologically complex states

person, acting as their organic part. Such complex

states that include thinking, attitude and emotions are humor,

irony, satire and sarcasm, which can also be interpreted as types

creativity, if they take on an artistic form.

Emotions are often viewed as a sensual expression

instinctive activity. However, they appear not only in

subjective experiences, the nature of which we can only learn

in humans and, based on them, build analogies for higher animals, but

and in objectively observable external manifestations characteristic

actions, facial expressions, vegetative reactions. These outward manifestations

quite expressive. For example, seeing that a person frowns,

clenching his teeth and clenching his fists, you can understand without questioning that he

experiencing anger.

In general, the definition of emotion is abstract and descriptive.

or require further clarification. Let's consider some of these

definitions. Soviet psychologists Lebedinsky and Myasishchev give

definition of emotion as an experience.

Emotions are one of the most important aspects of mental processes,

describing the human experience of reality. Emotions

express the integral expression of the altered tone of the neuro-

mental activity, reflected in all aspects of the psyche and

human body.

Emotions affect both the psyche and physiology. Renowned physiologist

Anokhin considered the relationship of emotions with the needs of the body. Anokhin

wrote: "... from the physiological point of view, we are faced with the task of revealing

the mechanism of those specific processes that ultimately lead to

to the emergence of both negative (need) and positive

(satisfaction of needs) emotional state. Emotions happen

positive and negative. It follows from the definition that

Negative emotions occur when a person experiences

need, and positive - with satisfaction.

Platonov K.K. wrote that emotion is special, earlier than others

formed in phylogeny (the path that the psyche has passed)

psyche and formed in its ontogenesis, the form of which is a reflection,

characteristic not only of man, but also of animals, manifested as

subjective experiences, and in physiological reactions, it is

a reflection not of the phenomena themselves, but of their objective relationship with needs

organism. Emotions are divided into asthenic, weakening

the vital activity of the organism, and sthenic, increasing it, moreover

the majority (fear, anger) can appear in both forms. At

adult human emotions usually appear as components of feelings.

You can talk a lot about emotions for a long time, but, in my opinion, the most

The main thing is that emotion is an experience. Human

feels means experiences. Emotions are the impetus for achievement

goals. Positive emotions contribute to better assimilation

cognitive processes. With them, a person is open to communication with

others. Negative emotions interfere with normal communication. They are

contribute to the development of diseases by affecting the brain, and those in their

turn on the nervous system. Emotions are related to cognitive

processes. For example, with the perception of emotions, the connection is direct, because. emotions-

it is an expression of the sensuous. Depending on which person

mood, emotional state, so he perceives the environment

world situation. Also, emotions are associated with sensation, only in this case

Feelings affect emotions. For example, touching the velvet surface,

a person is pleased, he has a feeling of comfort, and touching

rough - a person is unpleasant.

The emergence of emotions.

Why did emotions arise, why nature "could not do without"

thinking? There is an assumption that once emotions were a preform

thinking that carried out the simplest and most vital

functions. Indeed, a necessary condition for distinguishing relations

between objects in a pure form, as it happens in the process

developed thinking is decentration - the ability to freely

move around in the mental field and look at the object from different points

vision. In emotion, a person still retains the thread of connection of his position

only with himself, he is not yet able to single out objective

relations between objects, but is already able to highlight the subjective to

to any subject. It is from these positions that one can say that

Emotion is the most important step in the development of thinking.

In the course of evolution, emotions arose as a means of allowing the living

beings to determine the biological significance of the states of the organism and

external influences. The simplest form of emotion is the emotional tone.

immediate experiences accompanying vital

influences (taste, temperature) and encourage them to preserve

or elimination.

Emotions by origin are a form of species experience:

focusing on them, the individual performs the necessary actions (according to

avoidance of danger, procreation), the expediency of which from

him is hidden. Human emotions are a product of socio-historical

development. They relate to the processes of internal regulation.

behavior.

I think that the simplest emotions (fear, rage) have a natural

origin, because they are closely related to life

processes. This connection can be seen even from the usual example, when any

the living being dies, no outer,

emotional manifestations. Suppose even a physically ill person

becomes indifferent to the phenomena that occur around

him. He loses the ability to emotionally respond to external

impact.

All higher animals and humans have structures in the brain that closely

associated with emotional life. This is the limbic system

clusters of nerve cells located under the cerebral cortex

brain, in close proximity to its center, which controls

basic organic processes: circulation, digestion,

endocrine glands. Hence the close connection of emotions with

human consciousness, and with the states of his body.

Among the emotions of man and animals, despite all their diversity,

Positive emotions associated with the satisfaction of needs

individual or community;

They require a combination of two factors:

1. unmet need

2. increase in the probability of its satisfaction.

Negative emotions associated with danger, harmfulness, and even

a threat to life.

Semantic mismatch is sufficient for their occurrence.

between the predicted situation and the afferentation received from

external environment. It is this discrepancy that is observed in the case

when the animal does not find food in the feeder, instead of the expected

meat bread or even electric shock. In this way

positive emotions require a more complex central

device.

Summarizing this part, the following conclusions can be drawn.

Emotional sensations are biologically fixed in the process of evolution

as a peculiar way of maintaining the life process in its

optimal boundaries and warn of the destructive nature

deficiency or excess of any factors. The more difficult

organized living being than a higher rung on

evolutionary ladder it occupies, the richer that gamut of all possible

emotional states that it is capable of experiencing. Our

subjective experiences are not immediate, direct

reflection of its own organic processes. With features

emotional states we experience are connected, probably not

as many organic changes accompanying them as arising

while feeling.

The development of emotions.

Emotions pass the way of development, common for higher mental functions,

from external socially determined forms to internal mental

processes. On the basis of congenital reactions, the child develops

perception of the emotional state of those close to him,

which over time, under the influence of increasingly complex social contacts,

turns into higher emotional processes - intellectual and

aesthetic, constituting the emotional wealth of the individual.

A newborn child is able to experience fear, which is revealed when

a strong blow or sudden loss of balance, displeasure,

manifested by restriction of movements, and the pleasure that occurs in

response to rocking, stroking. innate ability to evoke

Emotions have the following needs:

Self-preservation (fear)

Freedom of movement (anger)

Receiving a special kind of irritation that causes a state of explicit

pleasure.

It is these needs that determine the foundation of emotional life.

person. If an infant is only afraid of loud noises

or loss of support, then already in 3-5 years shame is formed, which

builds on the innate fear, being a social form of this

emotions - fear of condemnation. It is no longer defined by physical

characteristics of the situation, but their social significance. Anger is called

in early childhood only by restriction of freedom of movement. At 2-3 years old

the child develops jealousy and envy, social forms of anger.

Pleasure is stimulated primarily by contact interaction -

lulling, stroking. In the future, joy develops as

expectation of pleasure due to the growing probability of satisfaction

any need. Joy and happiness arise only when

social contacts.

Positive emotions develop in the child in the game and in

exploratory behavior. Buhler showed that the moment of experiencing

pleasure in children's games shifts as they grow and develop

child: the baby has pleasure at the moment of receiving the desired

result. In this case, the emotion of pleasure belongs to the final

a role that encourages completion of activities. Next step-

functional pleasure: gives the playing child

pleasure is not only the result, but also the process of activity itself.

Pleasure is no longer associated with the end of the process, but with its

anticipation of pleasure. Emotion in this case arises at the beginning

game activity, and neither the result of the action nor the execution itself

are central to the child's experience.

The development of negative emotions is closely related to frustration

an emotional reaction to an obstacle to achieving a conscious goal.

Frustration proceeds differently depending on whether the

obstacle, replacement target found. Usual ways to resolve

such a situation is determined by the emotions that are formed in this case. Undesirable

when raising a child too often to achieve their

requirements by direct pressure. To achieve the desired behavior

child, you can use his age feature -

instability of attention, divert it and change the wording

instructions. In this case, a new situation is created for the child, he

fulfill the requirement with pleasure and he will not accumulate

negative consequences of frustration.

A child who lacks love and affection grows up cold and

not responsive. But besides love for the emergence of emotional

sensitivity is necessary and responsibility for the other, care for the younger

brothers and sisters, and if there are none, then about domestic animals. Important

not only not to create conditions for the development of negative emotions, not

it is less important not to suppress the positive ones, because they are the basis of

morality and human creativity.

A child is more emotional than an adult. The latter can

anticipate and can adapt, in addition, he knows how to weaken and

hide the manifestation of emotions, because it depends on volitional control.

Vulnerability, lack of forethought experience,

undeveloped will contribute to emotional instability in children.

A person judges the emotional state of another according to special

expressive movements, facial expressions, voice changes, etc. Received

evidence of the innateness of some manifestations of emotions. In every

society

there are norms for the expression of emotions that correspond to ideas about

decency, modesty, upbringing. Excess mime,

gestural or verbal expressiveness may be

evidence of a lack of education and how to put a person out of

his circle. Education teaches how to show emotions and when to

suppress. It develops in a person a behavior that

understood by others as courage, restraint, modesty,

coldness, imperturbability.

Emotions are the result of N.S.

The development of emotions in ontogenesis is expressed by:

1) in the differentiation of the qualities of emotions;

2) in the complication of objects that cause an emotional response;

3) in the development of the ability to regulate emotions and their external expression.

Conclusion. In children, emotions run at an unconscious level. With age

a person can control them both externally and internally. And in children

emotions spill out. Adult can control the expression

their emotions, but the child does not. The older one gets, the better

he learns to control his emotions.

Functions of emotions.

To understand the role of emotions in the mental organization of a person, one needs to

consider its main functions and its relationship with other mental

processes. The question of function is the key and pervading

psychology of emotions. Emotions perform the functions of such processing of the primary

information about the world, as a result of which we are able to

to form an opinion about him: emotions play a role in determining

values ​​of objects and phenomena.

1) Expressive

Thanks to emotions, we understand each other better, we can,

using speech, judge each other's states and better

engage in collaborative activities and communication. For example,

people are able to accurately perceive and evaluate expressions

human face, to determine on it such emotional states

like joy, anger, sadness, fear, disgust, surprise. Along with

general preparation of the body for action, individual emotional

conditions are accompanied by specific changes in pantomime,

facial expressions, sound reactions. Whatever the original

the origin and purpose of these reactions, in evolution they developed and

were also fixed as a means of warning about the emotional state

individual in intraspecific and interspecific communication. With the rise of the role

communication in higher animals, expressive movements become subtly

differentiated language by which individuals exchange

information both about their condition and about what is happening in

environment (signals of danger, food, etc.). This function of emotions is not

lost its significance even after the historical development

of a person, a more perfect form of information exchange has been formed -

articulate speech. Self-improved thanks to the fact that

coarse innate forms of expression began to be complemented by more subtle ones

conventional norms learned in ontogeny, emotional

expression has remained one of the main factors providing so

called non-verbal communication. Those. emotions are for

expressing an internal state and communicating that state to others.

2) Reflective-evaluative

A rigorous analysis of views on the nature of emotions, carried out by

N. Grot in the historical part of his work, as well as the provisions

modern concepts allow us to conclude that emotions are enough

are unanimously recognized as having an evaluation function. It should be noted,

that the ability of emotions to evaluate is in good agreement with their

characteristics: their occurrence in significant situations,

objectivity, dependence on needs, etc. The main conclusion,

resulting from the combined analysis of all these characteristics,

is that emotions are not a mediated product

the motivational significance of the reflected objects, by them this significance

directly evaluated and expressed, they signal it

subject. In other words, emotions are that language, that system.

signals, through which the subject learns about the need

the significance of what is happening. Those. animals always appreciate the importance

situations for the needs of the body.

Dodonov wrote the following about the evaluation function: there is an emotion

activity that evaluates information entering the brain about external and

inner world, which sensations and perceptions encode in the form of his

subjective images. That. emotions evaluate the significance of impacts on

basis of sensory-perceptual information. Emotion is a reflection

brains of humans and animals of any actual need (its

quality and magnitude) and the probability (possibility) of its satisfaction,

which the brain evaluates based on genetic and previously acquired

individual experience. The price in the most general sense of this concept is always

is a function of two factors: demand (need) and supply

(opportunities to meet this need). This function

determines the diverse regulatory functions of emotions. Emotions

occupy a special place in a person's reflection of reality and

regulation of his behavior and represent a mechanism, with the help of

which external stimuli turn into motives for activity

organism, i.e. are a reflection of reality.

The reflective nature of emotions lies in the self-regulation of functions

organism, adequate to the nature of external and intraorganismal

impacts and creating optimal conditions for normal

flow of reflex activity of the body.

3) Encouragement

The complete removal of emotions from the function of motivation to a large extent

least makes sense the function of evaluation they produce. Is it from

assessment of what is happening can follow, from a biological point of view,

anything more expedient than an immediate inducement to appropriate,

seize the useful and get rid of the harmful? Therefore, there is

the fundamental difference between the denial of an emotional nature

motivating experiences and a refusal to acknowledge any

participation of emotions in the development of these experiences. The latter means

recognition in nature of a mental significant and hardly anything

understandable imperfection. That. emotions make you want to

something and in connection with this organize our behavior.

4) Trace formation (A.N. Leontiev)

This function has several names: fixing-braking

(P.K. Anokhin), reinforcements (P.V. Simonov). She points to

the ability of emotions to leave traces in the experience of the individual, fixing in it

those impacts and successful-failed actions that

excited. The trace-forming function is especially pronounced in

cases of extreme emotional states. But the trace itself is not

would make sense if it were not possible to use it in

the future. Those. trace is fixed in memory.

5) Anticipatory / Heuristic

The anticipatory function emphasizes a significant role in

actualization of fixed experience, since the actualization of traces

ahead of the development of events and the resulting emotions

signal a possible pleasant or unpleasant outcome.

Since anticipation of events significantly reduces the search

correct way out of the situation, allocate a heuristic function. Here

It is important to emphasize that, stating a certain manifestation of emotions,

they are keenly challenged to figure out exactly how emotions do it,

elucidate the psychological mechanism underlying these

manifestations. Those. we know the answer before we can say it.

6) Synthesizing

We perceive not a set of spots or sounds, but a landscape and a melody, not

many introceptive impressions, but your body, because

emotional tone of sensations perceived simultaneously or

directly one after another, merges according to certain laws.

teenager psychology personality emotion

Emotions - a special class of subjective psychological states, reflecting in the form of direct experiences, sensations of pleasant and unpleasant, a person's attitude to the world and people, the process and results of his practical activity. The class of emotions includes moods, feelings, affects, passions, stresses. These are the so-called "pure" emotions. They are included in all mental processes and human states. Any manifestations of his activity are accompanied by emotional experiences.

In humans, the main function of emotions is that, thanks to emotions, we better understand each other, we can, without using speech, judge each other's states and better prepare ourselves for joint activities and communication. Remarkable, for example, is the fact that people belonging to different cultures, are able to accurately perceive and evaluate the expression of a human face, determine from it such emotional states as joy, anger, sadness, fear, disgust, surprise.

This fact not only convincingly proves the innate nature of the main emotions and their expression on the face, but also the presence of a genotypically determined ability to understand them in living beings.

However, far from all emotionally expressive expressions are innate. Some of them have been found to be acquired in a lifetime as a result of training and education. First of all this conclusion treat gestures as a way of culturally conditioned external expression of emotional states and affective attitudes of a person to something.

Life without emotions is just as impossible as life without sensations. Emotions, as the famous naturalist C. Darwin argued, arose in the process of evolution as a means by which living beings establish the significance of certain conditions to meet their urgent needs. Emotionally expressive human movements - facial expressions, gestures, pantomime - perform the function of communication, i.e. communication to a person of information about the state of the speaker and his attitude to what is happening at the moment, as well as the function of influence - exerting a certain influence on the one who is the subject of perception of emotionally expressive movements.

We often think that emotions and feelings are one and the same. Emotions, in the strict sense of the word, are the immediate, temporary experience of a feeling. Therefore, the concept of "emotion" is narrower than the concept of "feeling".

In the process of evolution, emotions arose as a means that allows living beings to determine the biological significance of the state of the body and external influences. Emotions by origin are a form of species experience: focusing on them, the individual performs the necessary actions (for example, avoids danger, continues the race), the expediency of which remains hidden for him. Emotions are also important for acquiring individual experience. In this case, emotions are triggered by situations and signals that precede direct emotion-causing influences, which allows the subject to prepare for them in advance.

Being a subjective form of expressing needs, emotions precede activities to satisfy them, prompting and directing it.

The emotional life of a person is filled with diverse content: emotions express an evaluative attitude to certain conditions that contribute to or hinder the implementation of an activity (for example, fear, anger), to specific achievements in it (joy, chagrin), to current or possible situations, etc.

The attitude towards reflected phenomena as the main property of emotions is presented in their qualitative characteristics (these include the sign - positive / negative - and modality - surprise, joy, disgust, indignation, anxiety, sadness, etc.), in the dynamics of the flow of the emotions themselves - duration , intensity, etc. - and their external expression (emotional expression) - in facial expressions, speech, pantomime.

In humans, the main function of emotions is that, thanks to emotions, we better understand each other, we can, without using speech, judge each other's states and better prepare ourselves for joint activities and communication. Remarkable, for example, is the fact that people belonging to different cultures are able to accurately perceive and evaluate the expressions of a human face, to determine from it such emotional states as joy, anger, sadness, fear, disgust, surprise.

The second most important function of emotions is expressive and communicative, it is also the most important factor in the regulation of cognitive processes.

Emotions act as an internal language, as a system of signals through which the subject learns about the needful significance of what is happening.

Some of the emotionally expressive expressions are innate, some, as it was found, are acquired in vivo as a result of training and education. First of all, this conclusion refers to gestures as a way of culturally conditioned external expression of emotional states.

In terms of influence on human activity, emotions are divided into sthenic and asthenic. Sthenic emotions stimulate activity, increase the energy and tension of a person, induce him to actions, statements. Under the influence of such emotions, it becomes difficult for an individual to remain silent, to remain inactive, and a willingness to “turn mountains” is manifested. And vice versa, sometimes experiences cause a kind of stiffness, passivity - then in question about basthenic emotions.

Emotions are relatively weakly manifested in external behavior, sometimes from the outside they are generally invisible to an outsider if a person knows how to hide his feelings well. They, accompanying this or that behavioral act, are not even always realized, although any behavior is associated with emotions, since it is aimed at satisfying a need. The emotional experience of a person is much broader than the experience of his individual experiences. Human emotions are manifested in all types of human activity and especially in artistic creation. The artist's own emotional sphere is reflected in the choice of subjects, in the manner of writing, in the way of developing selected themes and subjects. All this taken together constitutes the artist's individual originality.

They are able to accurately perceive and evaluate the expressions of a human face, to determine from it such emotional states as joy, anger, sadness, fear, disgust, surprise.

In this paper, the following issues will be considered: the concept of emotions, the role of emotions in human life, the classification of emotions, emotional state, emotional reactions.

Emotions play an important role in a person's life and affect his activity in various ways. Thus, the purpose of the work is to consider the role of emotions in human life.

The concept of emotions

Emotions are a kind of personal attitude of a person to the surrounding reality and to himself.

Emotions do not exist outside of human cognition and activity. They reflect the personal significance of external and internal stimuli, situations, events for a person, that is, what worries him, and are expressed in the form of experiences.

The term "emotion" is also used in broad sense, when by it they mean a holistic emotional reaction of a person, including not only a mental component - an experience, but also specific physiological changes in the body that accompany this experience. Animals also have emotions, but in humans they acquire a special depth, have many shades and combinations.

Emotions arose in phylogeny as a signal about the biological state of the organism after certain influences on it and are now a form of species experience that allows individual individuals to perform, focusing on them, the necessary actions, the expediency of which is unclear to him. But these actions ensure the satisfaction of vital needs. So, negative emotions accompanying the feeling of hunger, make us look for ways to satisfy this need, which, in turn, is aimed at maintaining the normal functioning of the body.

AT depending on the personal (tastes, interests, moral attitudes, experience) and temperamental characteristics of people, as well as on the situation in which they are, the same reason can cause them different emotions.

Emotions vary in intensity and duration, as well as in the degree of awareness of the cause of their occurrence. In this regard, moods, emotions and affects are distinguished.

Under the mood understandemotional well-being of a person, affecting his behavior, thoughts and experiences for a more or less long time. The mood changes depending on the circumstances.

In critical conditions, when the subject is unable to find a quick and reasonable way out of a dangerous situation, a special kind of emotional processes arises - affect. During an affect, a person often loses self-control and performs actions, in which he later bitterly repents. Affects seldom lead to the desired end, because they are done without thought.

2. Classification of emotions

1. The simplest existing classification of emotions proposes to divide them into two types: experienced by the individual as negative and experienced by the individual as positive.

2. The German philosopher I. Kant shared emotions into sthenic (activating a person, increasing his readiness for activity) and asthenic (relaxing, tiring a person, causing lethargy).

3. The classification proposed by W. Wundt suggests characterizing emotions in three areas:

Pleasure-displeasure;

Voltage-discharge;

Excitation-inhibition.

4. American psychologist K. Izard identifies the following fundamental emotions:

interest-excitement;

joy;

astonishment;

grief-suffering;

anger;

disgust;

contempt;

shame;

guilt.

All other emotional reactions of individuals, according to Izard, are derivative and complex, i.e. arise on the basis of several fundamental.

5. Domestic psychologist B. Dodonov offers an even more complex classification of emotions:

3. The role of emotions

Emotions are special form reflection of the external world or the internal state of a person, associated with the satisfaction or dissatisfaction of his organic or social needs, with the implementation or loss of his life goals. Emotions in a person's life play the following roles: reflective-evaluative, protective function, managing, mobilizing function, compensatory function, signaling, disorganizing.

Reflective-evaluative role of emotions. Emotions give subjective coloring to what is happening around us and in ourselves. This means that different people can react emotionally to the same event in completely different ways. For example, for fans, the loss of their favorite team will cause disappointment, grief, for fans of the opposing team, joy. And a certain work of art can cause opposite emotions in different people. No wonder the people say: "There is no comrade for the taste and color."

Emotions help to evaluate not only past or ongoing actions and events, but also future ones, being included in the process of probabilistic forecasting (anticipation of pleasure when a person goes to the theater, or expectation of unpleasant experiences after an exam, when a student did not have time to how to prepare him).

The governing role of emotions. In addition to reflecting the reality surrounding a person and his attitude to a particular object or event, emotions are also important for controlling human behavior, being one of the psychophysiological mechanisms of this control. After all, the emergence of one or another attitude to an object affects motivation, the process of making a decision about an action or deed, and the physiological changes accompanying emotions affect the quality of activity, human performance. Playing a role that controls human behavior and activities, emotions perform a variety of positive functions: protective, mobilizing, sanctioning (switching), compensatory, signaling, reinforcing (stabilizing), which are often combined with each other.

Protective function of emotions associated with fear. It warns a person about a real or imaginary danger, thereby contributing to a better thinking of the situation that has arisen, a more thorough determination of the likelihood of success or failure. Thus, fear protects a person from unpleasant consequences for him, and possibly from death.

Mobilizing function of emotions it manifests itself, for example, in the fact that fear can contribute to the mobilization of a person’s reserves due to the release of an additional amount of adrenaline into the blood, for example, in its active defensive form (flight rescue). Promotes the mobilization of the body's forces and inspiration, joy.

Compensatory function of emotions consists in compensating for information missing for making a decision or making a judgment about something. The emotion arising from a collision with an unfamiliar object will give this object an appropriate color (a bad person met or a good one) due to its similarity with previously encountered objects. Although with the help of emotion a person makes a generalized and not always justified assessment of the object and situation, it still helps him get out of the impasse when he does not know what to do in this situation.

The presence of emotions in reflective-evaluative and compensatoryfunctions makes it possible manifestation and the sanctioning function of emotions (to make contact with the object or not).

The signaling function of emotions associated with the impact of a person or animal on another living object. Emotion, as a rule, has an external expression (expression), with the help of which a person or animal informs another about his condition. This helps mutual understanding in communication, the prevention of aggression on the part of another person or animal, the recognition of the needs and conditions that the other subject currently has. The signaling function of emotions is often combined with its protective function: a frightening look in a moment of danger helps to intimidate another person or animal.

Academician P.K. Anokhin emphasized that emotions are important for fixing and stabilizing the rational behavior of animals and humans. Positive emotions that arise when a goal is achieved are remembered and, in the appropriate situation, can be retrieved from memory to obtain the same useful result. Negative emotions retrieved from memory, on the contrary, warn against repeating mistakes. From Anokhin's point of view, emotional experiences are fixed in evolution as a mechanism that keeps life processes within optimal limits and prevents the destructive nature of a lack or excess of vital factors.

Disorganizing role of emotions. Fear can disrupt a person's behavior associated with the achievement of a goal, causing him to have a passive defensive reaction (stupor with strong fear, refusal to complete the task). The disorganizing role of emotions is also visible in anger, when a person strives to achieve a goal at all costs, stupidly repeating the same actions that do not lead to success.

The positive role of emotions is not directly associated with positive emotions, and the negative role is not associated with negative ones. The latter can serve as an incentive for a person's self-improvement, while the former can be a reason for self-complacency, complacency. Much depends on the purposefulness of a person, on the conditions of his upbringing.

4. Emotional states

The simplest and oldest form of experiencing emotions is the emotional tone of sensations. Any signal perceived by our analyzers causes a certain emotional reaction - positive or negative. At every moment of time, we are affected by a huge number of stimuli, and each of them is emotionally experienced by us.

If the total number of stimuli that cause a positive emotional reaction is greater, then we feel good at the moment - calm, relaxed, satisfied. If, on the contrary, there are more negatively affecting stimuli, then we feel "out of our element", "uncomfortable", tense, restless. Especially important for the formation of the general emotional tone of sensations are odor stimuli. The sense of smell is the oldest of analyzers. Through the autonomic nervous system, it is closely connected with the activity of the endocrine glands and significantly affects the general condition of the body - including the general emotional tone.

Mood is an emotional state that for a long time colors the entire mental life of a person. There are two types of moods:

emotional undifferentiated background (elevated or depressed);

a clearly identifiable state (boredom, sadness, joy)

The factors that cause a certain mood can be very different: from physiological to highly spiritual. So, for example, indigestion, guilt for an unseemly act or thought, a conflict situation in the family, dissatisfaction with the level of work done contribute to the formation bad mood, but, say, a feeling of well-being of the body after a ski trip or a good sleep, a job well done, a meeting with a dear person, a good book cause good mood. The specificity of this emotional state is that a person, being in a certain mood, perceives all signals from the environment colored in the same emotional tones, even if rationally he is able to adequately evaluate them.

frustration - a state of acute experience of an unsatisfied need, the realization of the impossibility of achieving any significant goal.

The factors that cause this state are called frustrators, and the situations in which this state occurs are called frustration situations. Frustrators can be wide range factors: physiological (deprivation of sleep, food, cold, thirst, unmet sexual needs, etc.), psychological (lack of communication, lack of information, ethical internal conflicts, etc.)

A person in a state of frustration experiences a whole range of negative emotional experiences: irritation, guilt, disappointment, despair.

Stress - a reaction to a change in living conditions, the process of adaptation to a new situation, "a non-specific response of the body to any requirement made to it"

Depending on the type of stressors, they are divided into:

Affect - a strong and relatively short-term emotional state associated with abrupt change important living conditions for the individual. The reason for the emergence of affect is the experience by a person of an internal conflict between his inclinations, aspirations and desires, or a contradiction between the requirements imposed on him by others (or by himself) and the ability to fulfill these requirements. Affect develops in critical, unexpected, often dangerous situations when a person cannot find a way out of them.

Signs of affect:

Depression - an emotional state characterized by a negative emotional background, a general decrease in vitality, weakness volitional processes, weakening of memory, thought processes, inability to concentrate. A person in a state of depression experiences painful experiences, despair, longing. Characteristic are thoughts about one's own worthlessness, about the impossibility of preventing the onset of some terrible events, fear of the future, feelings of guilt for past events. Prolonged severe depression can lead to suicide attempts. Depression in healthy people can be the result of chronic stress, prolonged overstrain, mental trauma.

The senses - one of the main forms of a person's experience of his attitude to objects, events and other people. In ontogeny, feelings appear later than situational emotions; they represent a personal level.

experiences by a person of his attitude to the world and depend on the culture of the society in which the person was brought up, the degree of his development. In other words, the stimuli that cause negative or positive emotions have the same effect on a person of primitive culture and on a modern highly educated Englishman, but the factors that cause a feeling of shame or indignation will be completely different. An important difference between feelings and emotions is that feelings are relatively stable and constant, while emotions are situational in nature, i.e. are a response to a particular situation. At the same time, feelings and emotions are closely related, because every feeling is experienced and found precisely in concrete emotions. Moreover, if in the first years of life it is emotions that are the basis for the formation of feelings, then as the personality develops, feelings begin to determine the content of situational emotions.

Passion - a strong, persistent, all-encompassing feeling that dominates other human motives and leads to a focus on the subject of passion of all his aspirations and forces. The reasons for the formation of passions are almost exclusively associated with unconscious complexes that require realization in the sphere of consciousness. Like any unconscious drives, these complexes cannot be realized in their present form and therefore undergo change, sublimation, in order to overcome the censorship of the I. Being a consequence of an unfavorable personal experience of an individual, passions, at the same time, often become the driving force behind great deeds, feats, discoveries that require the greatest tension and concentration of forces, which would be impossible under other conditions for the formation of a personality.

5. External expression of emotions, emotional reactions

Considering the activity of the brain, we paid attention to the fact that from each perceived irritation to the cortex hemispheres comes two streams of impulses. One goes directly to the cortical part of the corresponding analyzer, where it turns out what we feel and perceive; the second passing through reticular formation and the limbic system of the nuclei of the old cortex, finds out the significance of this irritation for the body. This general assessment underlies the emergence of various emotional experiences. Emotions by the mechanisms of occurrence are reflex. This was also pointed out by I.M. Sechenov. He called emotions reflexes with an amplified end.

A person who thinks or decides to act needs time, and the answer needs a certain delay. Another thing is emotions. Depending on the character, they either cause violent movements, or, on the contrary, depress them. In both cases, they enhance the final third of the reflex.

Analysis of facial and pantomimic reactions that accompany different emotions showed that each emotion is characterized by specific movements of the facial muscles, a special expression of the eyes, a certain posture and characteristic movements of the limbs. The beginnings of these mimic and pantomimic movements can be observed in the animal kingdom. In humans, they, like all other mental processes, have changed in the process. public history and influenced by culture.

The actions described above are usually referred to as emotional reactions. Emotional reactions - smiling, laughing, crying, excited speech, impulsive actions or complete immobility - are usually characterized by a clear connection with the events that caused them.

Emotional reactions in many cases help to determine the attitude to what is happening, to restore justice, to more fully experience successes and failures in labor and sports competition. They promote contact between people. artists, writers). Understanding and the ability to reproduce is the most important stage in teaching actors the art of intonation, facial expressions, and gestures.

Modern practice psychological preparation people to various types of activities, their social training allows them to develop skills of competence in communication, the most important component of which is the perception and understanding of each other by people.

6. Managing emotions

What helps people manage their emotions and is it easy for everyone?

Observations show that, depending on the individual characteristics of a person, both the rise and fall of feelings can lead to different results.

For some people, failure or loss gives up, while for others, failure stimulates the will to win and mobilizes physical and spiritual forces to achieve the goal.

Some people can get dizzy from success, and under the influence of success they stop working properly and are critical of their work. For others, on the contrary, luck, which gives a mood of confidence and cheerfulness, causes a desire to work even better.

Like all mental processes, emotions are controlled by consciousness. In the experience of each feeling there is consciousness, which barks an assessment of what is happening and influences the course of the feeling itself. It can suppress the manifestation of feelings, if necessary, or, on the contrary, give full scope for their expression, in other words, control them.

Only in certain pathological conditions, when the inhibitory function of the cortex weakens, do the affects, as an excessive manifestation of our emotions, get out of the control of consciousness. Such, for example, are hysterical reactions - alternating laughter with violent crying and seizures.

A normal person does not remain at the mercy of his feelings and moods, but seeks to control them, does not boast of victories and does not lose heart in case of failures, but tries to maintain an even mood and a sober attitude to reality.

To relieve emotional stress contribute to:

Conclusion

Emotions are mental phenomena that reflect personal significance and assessment of external and internal situations for human life in the form of experiences. Emotions serve to reflect the subjective attitude of a person to himself and to the world around him.

Emotions play an important role in a person's life and affect his activity in various ways.

Emotions are essential for human survival and well-being. Without emotions, that is, without being able to experience joy and sadness, anger and guilt, we would not be fully human..

An emotion is something that is experienced as a feeling that motivates, organizes, and directs perception, thought, and action.

Emotion motivates. It mobilizes energy, and this energy is in some cases felt by the subject as a tendency to act. Almost any person, growing up, learns to manage innate emotionality, to one degree or another transform it.

Most scientists, like ordinary people, divide emotions into: positive and negative. But, it would be more correct to consider that there are emotions that contribute to an increase in psychological entropy, and emotions that, on the contrary, facilitate constructive behavior. Such an approach makes it possible to attribute this or that emotion to the category of positive or negative, depending on what effect it has on intrapersonal processes and the processes of interaction of the individual with the immediate social environment. Emotions affect the body and mind of a person, they affect almost all aspects of his existence. An angry or frightened person's pulse may be 40 to 60 beats per minute higher than normal. This indicates that almost all neurophysiological and somatic systems of the body are involved in the process of experiencing emotions. Emotion activates the autonomic nervous system, which in turn affects the endocrine and neurohumoral systems. Mind and body require action.

8. References