Abstracts to ... "

Section IV Speech therapy

5. Zhmurov, V. A. Great encyclopedia of psychiatry / V. A. Zhmurov. - 2nd ed. - M., 2012.

6. Lalaeva, RI, Germakovska, A. Modern ideas about dyscalculia // Abstracts to the report on the II All-Russia. ped. readings on correctional pedagogy and special psychology. - M., 2007.

7. Leushina, AM Formation of elementary mathematical representations in children of preschool age / AM Leushina. - M .: Education, 1974.

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1971. – № 4.

UDC 37 BBK 74.37 I. V. Yanchenko

ACTIVATION OF SPEECH IN CHILDREN WITH GENERAL SPEECH UNDER DEVELOPMENT

(II level of speech development)

BY MEANS OF SENSOMOTIVE ACTIVITIES

Annotation. The article examines the conditions necessary to activate the speech of children with the II level of speech development; the clinical variety of manifestations of general speech underdevelopment is analyzed; describes the long-term practical experience of using sensorimotor activity in the system of speech therapy classes.

Key words: younger preschool age, the second level of speech development, alalia, rhinolalia, dysarthria, sensorimotor activity, dominant sensory images, polysensory mode of information exchange.

ACTIVIZATION OF SPEECH FOR CHILDREN

WITH GENERAL UNDERDEVELOPMENT OF SPEECH (II LEVEL OF DEVELOPMENT)

USING METHODS OF SENSORIMOTOR ACTIVITIES

Abstract. The article contains information about conditions, which are necessary for activation of speech for children with second level of speech development. The variety of manifestations of the General underdevelopment of speech were analyzed in it. Long-term practice experience of using sensormotor activity in speech therapy classes is also described in the article.

Key words: junior pre-school age, second level of speech development, sensormotor alalia, rhinolalia, the delay in speech development, sensormotor activity, the dominant sensory images.

The modern stage of development of correctional pedagogy is characterized by increased attention to the study of children of younger preschool age with complex forms of speech disorders. The severity of the problem is that a large number of children are currently being identified given age with speech disorders. Moreover, only 22% of children have physiological defects, while 49% are pathological forms that do not fit into the framework of normal ontogenesis. therefore early diagnosis and timely pedagogical assistance is relevant in modern domestic speech therapy.

In this paper, a complex speech disorder is considered, as a result of which the formation of all components of the speech system in children with normal hearing and intact intellect is impaired - general speech underdevelopment (OHP).

In children of younger preschool age (from 3 to 4 years old), the second level of speech development is most often found, presented in literary sources as the beginnings of common speech [R. E. Levina, 1968]. Special studies of children with this form of speech pathology have shown a clinical variety of manifestations of general speech underdevelopment, which determine the mechanism of occurrence, structure and dynamics of speech impairment. The characteristics of the speech of such children are: the use of a simple monosyllabic phrase; rough grammatics in word agreement; an abundance of violations of the syllabic structure of the word; phonetic-phonemic defects [N. S. Zhukova, 2000; T. B. Filicheva, G. V. Chirkina, 1999]. It is customary to distinguish three groups: children of the first group have only signs TSPI Bulletin Humanities of general underdevelopment; in children of the second group, the speech defect is combined with a number of neurological syndromes; the cause of speech underdevelopment in children of the third group is designated as motor alalia [E. M. Mastyukova, 1998].

Younger preschool age is the age of sensory (sensory) cognition of the environment. Researchers in the field of special psychology [L. A. Wenger, 1988; A.F. Luria, 1969; LS Vygotsky, 1996] believe that the combination of sensory experience with the word is the first stage of cognition of the world. Sensomotor development is also the most important factor in activating a child's speech, it cannot be formed in isolation from thinking, memory, attention, perception and depends on the level of their development. Behind every word must be what it means; the need for an object and actions with it prompts the child to name the object with a word. In the process of forming associative connections between visual, auditory, tactile, olfactory and gustatory stimuli, perception processes develop, which are necessary to increase the level of speech. Therefore, a sufficiently early sensorimotor start of purposeful work can ensure the prevention of many secondary developmental disorders.

This statement is especially significant for children with the II level of speech development. Most of these children need to be created special conditions for the perception and processing of information preceding the formation of the phrase. Therefore, the development of speech should be carried out in close relationship with sensorimotor activity, which is due to the mutual coordination of sensory and motor components. By eliminating the gaps in sensorimotor development, the speech therapist receives a solid foundation for activating the speech of such children. However, in fact, in correctional and educational practice, there is often a depletion of sensorimotor skills, hyper-attraction with logical and speech information, and the isolated use of symbolic operation. In most cases, children are offered information in audio-visual mode and kineticokinesthetic exercises.

It is important in the work of a speech therapist to follow the sequence of stages in the process of receiving, processing and transmitting information. According to the development of neuropsycholinguistics (J. Piaget, L. S. Vygotsky, A. R. Luria), the assimilation of the incoming information takes place at the sensorimotor, symbolic, logical, linguistic levels. The main stage is sensorimotor.

It is here that the child tests a cognized object or phenomenon and receives a holistic polysensory perception of the information received. The approbation of an object or event as a future plot of an utterance, as well as the assimilation of sensorimotor standards, allows a child with general underdevelopment to activate speech function.

However, parents and teachers often ignore such an important stage in the formation of a “speaking person” as the conjugation of speech with actions (discussing everyday, work, visual processes), which Vygotsky called egocentric speech. It is necessary to develop the skills and abilities of linking the content of events and speech forms of its expression, harmonizing non-verbal and verbal methods of mastering information, as well as for the formation of intentions and a plan for the activity of the statement. In children with the second level of speech development, the function of conjugation of speech with actions suffers, they find it difficult to accurately select and coordinate the content of the future utterance and lexical forms. To generate a phrase, such children need to create special conditions for the perception and processing of information through the awakening of interest in speech utterance through testing in the mode of sensory dominance of objects and actions.

Our many years of practical experience in speech therapy work in kindergarten confirms that the structure of the defect in children with general speech underdevelopment is heterogeneous and is due to the specifics of the conclusion in accordance with the clinical and pedagogical classification.

The characteristics of the speech components of children with the II level of speech development caused by motor (sensorimotor) alalia were as follows:

coherent speech was at the stage of formation;

it contained a huge number of incorrect uses of the grammatical forms of the word;

children have been choosing suitable endings for a long time, which is why speech often acquired a chanted character;

the dictionary was at a limited everyday level;

children correctly pronounced only words with a simple syllabic structure.

In the structure of the defect in children with the II level of speech due to closed rhinolalia, the following were observed:

rude specific violations sound pronunciation, caused by crevices of various types, they made the speech of children illegible and incomprehensible to others;

defects in prosody of speech, which grossly disturbed the rhythmic and intonational quality of speech, affecting its nasal character and monotony;

Section IV Speech therapy the lack of formation of large lexical and grammatical layers and skills of coherent speech due to limited communication with peers;

communication was carried out through the use of a limited stock of commonly used words.

In children with the II level of speech development caused by dysarthria (an erased form of dysarthria), it was noted:

pronounced neurological symptoms;

general motor awkwardness;

gross pronunciation disorders due to insufficient innervation of the muscles of the speech apparatus;

defects of the prosodic side of speech - inexpressiveness of voice data, chanting of speech;

insufficiently formed phonemic processes;

poor vocabulary and grammatical errors;

difficulties in composing stories, retelling.

Analysis of speech therapy methods of correction in children with general speech underdevelopment (level II) showed the possibility of a unified pedagogical approach to manifestations of speech underdevelopment in children, heterogeneous in their etiology.

In correctional and developmental work with such children, we have identified three areas:

1) development of the sensorimotor sphere;

2) activation of the dictionary by means of sensorimotor activity;

3) the formation of a coherent statement with an emphasis on the sequence of dominant sensorimotor images as potential points of the plan.

Let's consider in more detail each of the listed areas.

In the development of the sensorimotor sphere, we used the developments of domestic psychologists L.A. Venger, E.G. Pilyugina.

Our work system included:

development of visual perception of colors: discrimination, naming of colors, classification by color, row formation by color intensity;

development of visual and tactile perception of quantities: distinction, naming, classification, transformation of forms;

development of visual and tactile perception of quantities: distinction, naming, classification, transformation, comparison in magnitude, series formation in magnitude;

development of visual and tactile perception of the texture of objects: distinction, naming, classification;

development of visual and tactile perception of spatial relationships: understanding, naming, orientation, transformation;

development of auditory perception of non-speech sounds;

development of tempo-rhythmic feeling: recognition and reproduction of tempo-rhythmic structures.

In the process of learning, the child mastered sensory standards to determine the relationship of the revealed properties and qualities of a given object to the properties and qualities of other objects.

Only then did the accuracy of perception appear, the ability to analyze the properties of objects, to compare them, to generalize, to compare the results of perception, was formed. The assimilation of sensory standards - a system of geometric shapes, a scale of magnitude, a color spectrum, spatial and temporal orientations, a pitch range, a scale of musical sounds, a phonetic system of a language - is a complex and lengthy process. It means not just the ability to correctly name this or that property of an object: a child needs to have clear ideas for analyzing and highlighting the properties of a wide variety of objects in the most different situations... Therefore such great importance is assigned to sensorimotor actions: in order to get to know an object practically, you need to touch it with your hands, squeeze it, stroke it, roll it, smell it, taste it. Traditionally, we have used two main sensorimotor methods - examination and comparison.

The activation of the dictionary by means of sensorimotor activity was carried out by us in accordance with the methodological developments of O. E. Gromova. In her work "Formation of the initial children's vocabulary" she suggests using natural objects as visual aids... At the same time, we suggested that children actively act with these objects: not only examine objects, but also play with them, feel with closed eyes, sniff, taste.

OE Gromova distinguishes the preparatory stage and three stages of the main cycle. At the end of each cycle, a final lesson is held, in which all the material covered is briefly repeated.

TSPI Bulletin Humanities The main cycle of classes was preceded by a preparatory period, the duration of which was determined by the child's readiness to interact with an adult, passive-active vocabulary, general motor mobility and motor dexterity. By the end of this initial period, the child was getting used to the room in which later classes were held;

got acquainted with a speech therapist, emotionally accepting him into his “inner circle”; was able to fix his attention for a short time on certain movements, actions of an adult, his facial expressions, gestures and, if possible, imitate them; performed speech instructions addressed to him.

In the main cycle, there was a gradual complication of the speech material, while the tasks assumed the development of all components of the speech system. Speech therapy work, provided for by this stage, was aimed at mastering the elementary everyday speech by children and activating the communicative function of speech. As a result, children acquired the skills of inflection of masculine and feminine nouns within all cases of the singular and plural, as well as the skills of changing individual, well-known verbs by faces. The children also learned the syllable structure of three-syllable and some four-syllable words, but simplifications of consonant groups were still allowed. Gradually, the transition from words to a phrase consisting of 3-4 words was carried out, with an emphasis on the connection between words using endings.

All the tasks on sensing were harmoniously included by us in the thematic cycle of classes on the formation of the lexical and grammatical components of the language. So, consolidating the theme "Vegetables", the children compared the shape and color of objects: "a tomato is like a circle, a cucumber is like an oval"; "The red circle looks like a tomato and the orange triangle looks like a carrot." Taste standards in the topic "Fruit" children learn not by hearsay, but in a pleasant and "tasty" game "What's on your teeth?"

We are enthusiastically studying the topic “Clothes”, because in the hands of children there are sensory boards, on the basis of which preschoolers determine the texture of fabric, fur, leather: “the fur is as soft, warm, fluffy as my hat; flannel fabric is soft, warm, cozy, like my pajamas. "

As a result of working with sensory material in a specially organized developmental environment, children acquired the following concepts and skills: collecting objects according to the principle of increasing-decreasing (the concepts of “large - small,“ thin - fat ”); selected pairs of colors, their shades; distinguished between rough and smooth surfaces; selected objects according to the degree of their roughness; determined the tissue. Note that in the process of object-related activity, the child also developed fine and gross motor skills of the hands.

According to the technique of G.A. Vanyukhina, sensorimotor activity helps to activate the coherent speech of children with the II level of speech development. The main goal of this method is to determine the sensory dominant of the event (visual, auditory, tactile, gustatory, emotional) and to establish the sequence of perceived images.

It is based on traditional ways formation of a coherent statement: short and complete answers to questions, retelling, story, oral composition, description of productive activity. The innovative technologies of this method include the means for the development of coherent speech of children, namely the dominant sensory images: the selection and coordination of the content of the future utterance and the lexical forms of its expression occurs when the object or event is tested as the future plot of the utterance. The main help of a speech therapist to children consists in coordinating the speech and non-speech image of events and translating the internal sensory plane from direct sensations into the external symbolic plane.

To do this, it is necessary to ask leading questions, at the same time discuss the emerging images in the form of a passive-active monologue by jointly compiling a sample of the story with the teacher. On individual remedial classes it is necessary to use the method of comparing and contrasting objects, to find similarities and differences between them, to improve the ability to differentiate objects in size, shape and color. It is recommended to use games with listening to audio cassettes with the sounds of pets and birds, various interesting lighting effects, use natural and household materials.

The formation of an oral utterance is based on the patterns of phrasal ontogenesis and includes the complication of the syntactic stereotype: monosyllabic sentences - the first forms of words - a two-part sentence - a sentence of several words - a complex sentence - a detailed story. When moving along the evolutionary steps of generating a phrase, children with level II need to create special conditions for the perception and processing of information, as well as in the guiding help of the teacher.

The indicated patterns of phrase formation make it possible to compose an algorithm for the learning process for coherent statements.

A. Filling the future story with non-speech and speech content:

1) "living" the plot with an emphasis on the sequence of dominant sensory images as potential points of the plan;

2) simultaneous discussion of events through the teacher's commentary speech, mixed dialogues, egocentric speech.

Section IV Speech therapy

B. Collecting the story:

1) "living" the plot based on the signal subject-schematic plan in the footsteps of dominant memories;

2) simultaneous discussion of the emerging images in the form of a passive-active monologue by means of drawing up a sample of the story, semi-conjugate speech, reflected speech together with the teacher.

B. Self-storytelling:

1) variable repetition of the story when circumstances change.

All three stages of the development of coherent speech provide a nature-friendly educational, developmental and correctional-developmental environment, activates the compensatory capabilities of the body. As a result, children mastered the methods of sensory cognition, visual-figurative thinking, replenished vocabulary, improved the use of grammatical structures.

The dynamic study of the speech of children during intermediate and final diagnostics consistently shows that the components of the speech system in children who previously have a general underdevelopment of speech (II level of speech development) are changing. Thanks to the use of sensorimotor activity in the speech therapy system, we achieve positive dynamics in all components of the speech system. As a result of correctional work, it becomes possible to gradually replace the elements of speech underdevelopment of the II level with new elements of the III level.

Indeed, the system of correctional speech therapy work to activate speech by means of sensorimotor activity contributes to the appearance in children with this form of speech pathology, regardless of the conclusion in accordance with the clinical and pedagogical classification, a number of changes:

1) the formation of motivation for learning, cognitive and speech activity, interest in classes;

2) development of perception of form, color, size, space;

3) actualization of the skills of observation, comparison, selection characteristic features objects and phenomena, groupings on these grounds;

4) activation of the dictionary on lexical topics in conjunction with the development of sensations, perception, attention, memory, imagination;

5) drawing attention to the grammatical design of the phrase;

6) the emergence of coherent speech.

Thus, theoretical research in the field of speech therapy, special psychology, neuropsychology, as well as our practical experience allows us to draw the following conclusions:

the child's sensory experience (motor, visual, auditory) is not isolated from speech processes, but is a stage in their formation;

the state of speech abilities, abilities and skills of children depends on the level of development of their sensory-perceptual system;

in children with OHP (II level of speech development), at all cognitive levels, direct (situational) perception is preserved, on the basis of which it is necessary to develop complex compensatory and correctional educational work;

speech therapy technologies for diagnostics, correction and prevention of general speech underdevelopment should provide a polysensory mode of information exchange;

an appeal to polysensory foundations will ensure the integrity and phasing of perception, the right to choose cognitive paths.

We emphasize once again that early learning is especially important in the development of children of primary preschool age, during which mental functions are especially sensitive to external influences. The main task of preschool teachers is to create optimal conditions for the development of speech. Therefore, speech therapists and educators need to know the sensory typology of children, educate them with polysensory sensitivity and organize corrective educational work based on the sensorimotor mode.

BIBLIOGRAPHIC LIST

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Unpleasant words, start fighting or biting. Why is this happening? Indeed, sometimes such behavior is unreasonable and unreasonable. It seems that everything is supposedly in order, you and your child are not with ... "the forming of the secondary linguistic personality: materials of scientific conference in memory of Professor S. S. Solov ..." creative development and humanitarian education ”(GBOU DOD KKTsTRiGO) APPROVED Director of the GBOU DOD KKTSTRiGO Velichko L.M. minutes of the pedagogical council from "_" 20_y. No._ WORKING PROGRAM OF THE EDUCATIONAL DISCIPLINE "Znayushki" (name about ... ", we will delete it within 1-2 working days.

Article from Zhmurov V.A. "Great Encyclopedia of Psychiatry", 2nd ed., 2012

The "Definition of Love" section consists of several articles:

Love (from the common Slavic "love" - any, beloved, causing passion, irresistible desire) is a term that does not have a clear scientific definition, used in different meanings:

1. strong attachment to someone or something; in everyday consciousness, love for a person is often identified with psychological and / or physical addiction an individual from this person, characterized by reluctance and, as it seems to the lover, the inability to live without the object of affection, on the one hand, and the inability to build long and lasting, deep relationships with him, in particular, marriage, on the other. It is this kind of love that is one of the most frequent causes of family conflicts, divorces ("they did not agree with the character"), as well as suicides, especially in adolescence (unhappy love). An excellent description of such love is presented in “ Garnet bracelet"A.I. Kuprin. Genuine love, such as some psychologists and writers imagine it, does not entail any hostility, or aggression or auto-aggression, moreover, it persists even after the object of love itself physically disappears;

2. in psychopathology - fanatical attachment, endless devotion of the patient to someone, based on idealization and the willingness to accept the fruits of his imagination, inflamed with desires, for reality. Such love, as a manifestation of a painful addiction, at any moment can be replaced by an equally burning and blind hatred. Generally speaking, the psychopathology of the feeling of love has not been adequately explored;

3. a stable feeling of affection for a person with a desire to be close to him and concern for his well-being;

4. an emotional state opposite to hatred; 5. in psychoanalysis - a) Eros - personified force or root cause; b) an unacceptable emotion subject to inhibition, capable of sublimation or subject to perversion. Instinct theory holds that all forms of love are essentially derivatives of instinct and that their function is to provide satisfaction to instinct. In psychoanalysis, Oedipus love is distinguished - love for a parent or his substitute, infantile love (dependent love) and genital love, which is not synonymous with sexual desire, that is, it is love that a person who has reached maturity, genital level of development is capable of. Object-theory assumes that different types love is the manifestation of the need to build relationships with objects.

The distinction between love, which recognizes the needs and the very existence of the other, and love, which is not capable of this, is usually achieved by contrasting object love and love with infantile or dependent love; 6. a term often used to ennoble the physiological need for sexual relations with someone who is able to arouse sexual desire. So, Americans have an expression "to make love", that is, sex. In general, this term, which would seem to be more adequate to define tender, passionate and spiritualized, romantic feelings in gender relations, harmoniously combining altruism and sexuality, actually balances on the verge of discrediting, since for some not quite clear reasons it is used in the continuum meanings from love of God to animal lust. Apparently, and this applies not only to love, it does not make sense at all to define this or that feeling outside the personal context, since there are no abstract feelings, but there are different levels the development of any feeling, just as there are types of personalities different in their maturity; 7. purely physiological aspect of love.

In the Russian Federation, there are now many stores with names such as "everything for love", where unlicensed aphrodisiacs are distributed uncontrollably, the use of which poses a serious threat to consumers' health and psychological well-being (deaths are even known famous people For example, it was reported that Sobchak, the former mayor of St. Petersburg, who escaped criminal prosecution through the efforts of Yeltsin's future successor, died due to the use of Viagra), as well as artificial substitutes for objects and objects of sexual attraction. In the pre-war USSR, only one case of using a rubber analogue of the penis became known, the last one was discovered in 1937 during a search of Yagoda (Enokh Gershenovich), the People's Commissar of Internal Affairs of the USSR. This surrogate penis was used by the People's Commissar in sexual relations with his own wife; he reserved his own for intimate relations with the wife of M. Gorky's son.

There are different classifications of love. So, Hatfield and Walster distinguish between passionate love (characterized by intense emotional experiences and a mixture of various feelings, such as tenderness and sexuality, delight and suffering, excruciating anxiety and relief, altuism and jealousy) and friendly love (associated with less intense emotions, combines in feelings of companionship and deep affection; companionship, understanding and concern for the well-being of others). J. Lee distinguishes six types of love: 1. eros - romantic and sexual love, imbued with a passionate desire to fully know the loved one; 2. mania - obsessive, all-consuming and demanding love, often accompanied by pain and excruciating anxiety due to an insatiable need for attention from someone else; 3. ludus - self-centered, playful love, seen as a kind of competition in which to win; 4. storge - friendly love, lasting serene love that arises between two close friends; 5. agape - sacred, reverent and focused on him (her) love, always patient, all-forgiving and meek; 6. pragma - practical and rational love, expressed only after establishing whether a given partner is a "good party".

There are also male and female love. There are some differences between them (Hatfield, 2005), the significance of which definitely needs to be clarified, if one does not accept the hypothesis that men and women differ significantly from each other in socio-psychological terms.

2. Men, apparently, fall in love faster than women, because first of all they tend to pay attention to the external qualities of women, but here the cosmetic industry too often misleads them and is far ahead of their too straightforward ideas about the ratio of form and content. Men, as the mentioned author suggests, also need more time to completely stop loving their chosen one, and they seem to experience a breakup more acutely, probably due to the absence of another, with the exception of their former girlfriend, a person whom they could confide in.

3. In their love, women more often, in comparison with men, experience feelings of excruciating suffering, on the one hand, and ecstatic delight, on the other, which should indicate a significant deficit of rationality in women;

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Adaptation- 1. in evolutionary theory - any structural or behavioral change that is important for the survival of an individual and a species; 2. in social psychology - a change in the system of the individual's relations in the socio-psychological and cultural terms, serving the purpose of adapting to a new social environment; 3.in psychiatry - the process of preserving, developing and accumulating positive personal and mental changes that allow the patient to preserve or restore his ability to work, interpersonal relationships, self-respect, reputation and ultimately regain the ability to exist independently on a painful or somewhat reduced, but nevertheless satisfactory level of functioning. 4. in psychology - temporary changes in the sensitivity of the sense organs, its increase or decrease.

11. V. Zelensky, Dictionary of Analytical Psychology.

ADAPTATION(Adaptation; Anpassung) - the process of entering into agreement with the external world, on the one hand, and with one's own unique psychological characteristics, on the other (see also neurosis), which implies the ability to recognize subjective images, images of the external world, as well as the ability to effectively affect the environment.

Adaptive processes are called alloplastic, when an individual changes the environment in favor of his needs and desires; they are also called autoplastic, when internal or mental modifications occur in response to the perception of the external world.

"Before making a goal of individuation for oneself, one must achieve another goal of education, namely, adaptation to the minimum of collective norms necessary for existence: a plant intended for the fullest development of its abilities must first of all be able to grow in the soil in which it planted (PS, par. 725).

The continuous flow of life again and again requires fresh adaptation. Adaptation is never achieved once and for all. (CW 8, par. 143). Man is not a machine, in the sense that he can constantly maintain the same working output. He is able to satisfy the requirements of external necessity in an ideal way only if he is also adapted to his own inner world, that is, if he is in harmony with himself. Conversely, he will be able to adapt to his inner world and achieve harmony with himself when he is adapted to the conditions of the external environment "(CW 8, par. 75).

In his typological model, Jung described two essentially different types of adaptation - introversion and extraversion. He also linked disorders of adaptation with the onset of neurosis.

Adaptation is the central concept linking analytical psychology to biology. Adaptation, which has active and passive components, should be distinguished from fitness, which is a predominantly passive autoplastic phenomenon.

Classical psychoanalysis assumes that the infant satisfies his desires, guided only by the principle of pleasure without taking into account external reality, by hallucinatory fulfillment of desires and does not have his own ego or mental structure. Here adaptation is considered as a function imposed on the developing individual from the outside, as a result of his experience of frustration. However, there is an alternative view, according to which the infant begins life already adapted to the environment and its adaptation becomes more complicated as it grows and gains experience.

12.I. Kondakov, Psychological Dictionary, 2000

Adaptation

Word formation. Comes from lat. adaptare - to adapt.

Specificity. The process in which assimilation and accommodation are combined.

13. N.I. Konyukhov, Applied aspects of modern psychology: terms, laws, concepts, methods / Reference book. 1992 year

Adaptation

(from Lat. adapto - to adapt) - an adaptation, a change in the sensitivity of the analyzer (sense organ) to the effect of a stimulus or in the absence of it A. manifests itself in all types of sensations. Distinguish between physiological, socio-psychological. A.'s processes are aimed at maintaining homeostasis.

14. R. Corsini, A. Auerbach, Psychological Encyclopedia.

Adaptation(adaptation) Similar to pl. other terms in psychology, A. has several. values. But all these meanings are based on the concept conveyed by its Latin root adaptare - to adapt. Among ethologists, it is generally accepted that behavior typical of a species is the end product of evolutionary processes; each physical and the behavioral characteristics of the species are rez-t and at the same time a contribution to its adaptive radiation. Such A. occurs at the genetic level and requires a change of plural for its completion. generations. In contrast to this genetic A. phenotypic A., sometimes occupying only several. seconds, take place throughout the life of an individual. The results of phenotypic A. are not transmitted to offspring, although the ability to such A. is inherited. This concept implies that the change in the individual is caused by the action of a prolonged, but non-toxic, non-traumatic and non-fatiguing stimulus, or by the cessation of action and the absence of the usual stimulus, as in weightlessness. Dr. examples of such A. is a gradual decrease in the sensation of cold after immersion of hands in water; subjective decrease in sound volume after several. seconds after the start of the sound; restoration of vision (black and white) in a dark room after exposure to bright light; restoration of normal color vision after leaving the room in bright light.
15. G. Craig, Developmental Psychology. (Dictionary of the book).

Adaptation(adaptation). In Piaget's theory, the process by which the schemes existing in the infant are refined, modified and developed.

16. A Brief Dictionary of Psychiatry, 2002.

Adaptation(ICD 309.9) - in a broader sense, means the adaptation of the body to environment, and in a narrower sense - "general adaptation syndrome" (Selye), which means changes in the body that appear in response to stress. As a synonym for the term "adaptation", the term "adaptation" is often used, but english word"adjustment" has no exact equivalent in other languages, so the term "adjustment" is preferred.

17. A short dictionary of psychological terms.

ADAPTATION(Latin adapto - I adapt) - adaptation of the sense organs to the characteristics of the stimuli acting on them in order to better perceive them and protect the receptors from excessive overload.

18. B. Meshcheryakov, Zinchenko V. Big psychological dictionary. 2004.

ADAPTATION(from Lat. adaptore - to adapt) - in a broad sense - adaptation to changing external and internal conditions. A. human has two aspects: biological and psychological. The biological aspect of A., which is common to humans and animals, includes the adaptation of the organism (biological being) to stable and changing environmental conditions; temperature, atmospheric pressure, humidity, light and other physical conditions, as well as changes in the body: disease, loss of c.-l. body or limitation of its functions (see also Acclimation). The manifestations of biological A. include a number of psychophysiological processes, for example. light adaptation

Orthodox psychologist Konstantin Yatskevich answers Svetlana Koppel-Kovtun's questions

- Hearing about the next legislative initiative to protect moral values, I thought: disintegrating morality. And the ways to keep people within the framework are strange, produced by the same disintegration. A vicious circle turns out. If you fence each person with a palisade of laws (often ambiguous), a person will not become more moral - maybe even the opposite. Where do you see the root of the problem? What is the reason for the ever-increasing immorality?

- Thank you for another collection of deep questions on these bright Easter days. You have raised the question very concretely and correctly. The situation looks exactly like this, with the absence and weakening internal control from the side of conscience and morality of the soul, the authorities are trying to shift the emphasis to external control from the side of public morality. According to the general logic, there seems to be nothing seditious in this action of toughening the responsibility for insulting the feelings of believers. Nevertheless, from the point of view of Christian psychology, there is a catch, which lies in knowing precisely the deep psychology of the work of morality and morality.

So, from the point of view of Orthodox psychology, morality and morality are completely different levels of control over humanity. The difference between them is fundamental. If morality is a deeper level of control of behavior, working at the institutional level of the soul and heart through the instrument of conscience, then morality is a more superficial social level of control, working at the level of thinking and reason, rather than conscience. Simply put, morality works from within the personality and does not need a controller for it, while morality works through analysis and choice and needs a controller of the norms of social morality.

This situation is practically expressed in the fact that the law "on offending feelings", as a moral norm, needs a system of moral interpretation and control over performance, while a similar moral norm, activated from within the personality, would not assume this, but worked according to the principle of the inner attitude of the soul to respect the feelings of believers. By the way, along with morality and morality, there is a deeper level of personal control - spirituality, which is the same morality, but at the level of the commandments of the highest spiritual and moral law (the Law of God). This level can be considered primary and institutional.

Unfortunately, we live in the period of the end of the world, which is increasingly plunging into infernality, immorality and immorality. Hence the inevitable fall general level spirituality, morality and morality under the pressure of liberated (customs cleared) egoism and pragmatism, which does not consider anyone or anything. This is the root cause, which can be defined as the loss of control on the part of the heart and conscience (morality) and movement in the wake of the pragmatic ego of reason, to restrict the unrestrained freedom of which the "palisade" of the law is put.

But we understand that this is only a part of the measures related to the side of morality, and, therefore, there must be a part of the measures related to morality, about which no one speaks.

- Can morality be created or at least retained by purely repressive measures? Or do you just need pretexts to create repressive legislation? What is morality in general, and how can you do it moral person and society?

- According to the definition of morality, given by Protopresbyter V. Borshanovsky, as "the ineradicable desire of the human spirit to evaluate consciously free actions and states of a person, on the basis of the innate human spirit of the idea of good, the expression of which is conscience," morality, in principle, cannot be provided with repressive measures, as well to achieve love with brute force. It is still possible to establish one or another morality in society with the help of brute force, and that is only formally, but morality is not. For morality, you need the disposition not so much of reason as of heart and soul, and you cannot break into the soul of both personality and people with brute force. What is needed for the soul is not punitive, but educational and upbringing tools of love, which are sorely lacking today.

Speaking about morality, one should honestly admit that in the true, i.e. the essential meaning of this concept, or rather the category, modern man very little is known already, and above all because the true meaning of the category of morality is already very much distorted at the present time. Today, in the public and individual consciousness, there is for the most part an already strongly changed and emasculated concept of morality, which reflects exclusively the superficial side of this category, and not the deep essence, which is spiritual.

In general, we have a paradoxical situation with morality. With all the understanding by the majority of experts that morality is the only true basis for developing in a person the most value-wise civic consciousness, thinking and worldview, which is called moral, it is almost impossible to find the concept and, most importantly, the correct definition of morality today. Judge for yourself, we have done real research work with primary sources just to find the most accurate definition of morality. So where does the understanding of this category in society come from, if in all primary sources morality is synonymous with morality, which is fundamentally wrong?

To confirm this situation, it is enough to take the most authoritative sources of information that define morality today:

Vocabulary practical psychologist, S.Yu. Golovin. 1998 year

Morality is the regulating function of human behavior. According to Z. Freud, its essence is reduced to the limitation of drives.

Oxford Explanatory Dictionary of Psychology, ed. A. Reber, 2002

a) Morality - General tendency to behave in a way that is consistent with the moral code of society. This term means what kind of behavior.

b) Morality - Principles or patterns of behavior that are manifestations of principles, evaluated in terms of their correctness or incorrectness.

Dictionary of the conflictologist, Antsupov A.Ya., Shipilov A.I., 2009

Morality - See Morality.

Great Encyclopedia of Psychiatry, 2nd ed. Zhmurov V.A., 2012

Morality - (common Slavic, cf. lit. "noras" - will, desire, desire) - The general tendency to behave in a way that corresponds to the moral code of society. This term means that this behavior is arbitrary; one who obeys this code against his will is not considered moral.

Free Electronic Encyclopedia Wikipedia, 2013

Morality is a term most often used in speech and literature as a synonym for morality, sometimes ethics. In a narrower sense, morality is the internal attitude of the individual to act in accordance with his conscience and free will - in contrast to morality, which, along with the law, is an external requirement for the behavior of the individual.

Glossary of terms in general and social pedagogy, A.S. Voronin - 2006

Morality is a special form of social knowledge and a kind public relations, one of the main ways of regulating human actions in society with the help of norms. Unlike simple norms or traditions, moral norms are justified in the form of the ideals of good and evil, ought, justice, etc. (1)

The system of internal human rights, based on the humanistic values of kindness, justice, decency, compassion, willingness to help. (2)

Large encyclopedic Dictionary, 2000

Morality - See Morality.

Ozhegov Dictionary, "Az", 1992

Morality - Internal, spiritual qualities that guide a person, ethical standards; rules of conduct determined by these qualities.

Only in one source, the work of Protopresbyter Vasily Borshchanovsky (1872-1961) "Life in Christ", was it possible to find the most complete and essential definition of morality:

"Morality in general is an ineradicable striving of the human spirit to evaluate consciously free actions and states of a person, on the basis of the idea of goodness innate to the human spirit, the expression of which is conscience."

Thus, morality is the voluntary fulfillment by a person of certain obligations and norms of the highest moral law (the Law of God) without an external evaluator. Those. morality is institutionally much deeper than morality, since it does not come from a formal law, but from the very conscience and good will of a person. Morality, on the other hand, is a generally accepted set of norms and social rules for regulating behavior, which always implies the presence of an external evaluating subject and the corresponding institution of morality. At the same time, moral norms may not be shared internally by a person with the outward appearance of their observance.

Thus, speaking of morality, which is related to the deep characteristic of the human spirit (its temper), at first from the spiritual category it was reduced to the moral side, and then to the purely external and formal side of social decency (ideological). At the same time, the essential (spiritual) side of the category of morality simply fell out of sight and context. psychological research... Therefore, morality, as it were, formally and theoretically exists, but in essence there is no correct understanding of it. And if there is no correct understanding, then there can be no embodiment of an image that is absent in public and individual consciousness.

Making a person and society moral, based on the definition of morality, can only be the spirit of conciliarity and unity of the whole society on a single value, i.e. spiritual and moral basis. As you understand for Russia, this value basis is Christian and, in particular, Orthodox, but not in a modern and up to the limit formalized and ecumenized form, but in the essential, i.e. moral and ascetic and monastic, personifying true triumph and strength of mind.

- Is it possible to determine the border of a person's private life, beyond which the law should not cross? How to distinguish personal, private, from socially significant, general? Are there any criteria?

- It is very difficult to define such a boundary in the moral understanding for each and every one, since it is deeply personal. In academic psychology, such a border is defined, and it is the border of the ego (I), any transition of which is considered a transition to a personality and is rigidly suppressed. But this applies to the ego of the personality, which protects its inviolable "I" from any criticism, including the therapeutic one.

Speaking of a moral person, such a line is much more difficult, if not impossible, to draw, since a moral person should not hide or defend himself from anyone or anything if his conscience is clear. Thus, a moral person has practically no personal boundaries in the form and dimensions that they have in the ego of the person. Conscience, as the inner consciousness of good and evil, can be considered the boundary of a moral personality.

As for the official law for modern society, then the situation here is completely different, due to the fact that there are catastrophically few moral people today against the background of egoists - pragmatists. It is for this reason that the definition and observance of the boundaries of the individual and private life is necessary, and this boundary should apparently be a kind of "golden mean" of balance between the personal and the collective, striving for the dominance of the collective over the personal. In the meantime, there is a preponderance of the personal over the collective, which is fatal to morality.

- What happens to the psyche of a person who is placed in a repressive space? Can children from families where parents are too strict with them serve as a good example?

- If a person is placed in a repressive environment, then from the point of view of any psychology, including Orthodox, two things happen: either destruction or adaptation with the development of protective instruments of consciousness. The second case (adaptation) is much more interesting and more useful in a spiritual and moral sense, but on one condition - when a person realizes and accepts difficulties (repressions) as a challenge and incentive to achieve perfection due to these difficulties. After all, it is no secret that without the appropriate difficulties, like simulators, these or those qualities are simply not developed, and the principle of intensive training equally works both in relation to the body and to the soul. The main thing is that the corresponding loads are real, and not prohibitive and not destructive for the individual. In general, I am a supporter of strictness in upbringing, since I myself went through a strict upbringing with "execution", ie real assault in childhood by the mother, whom I am grateful for, the Kingdom of Heaven. Today, to the very depths of my soul, I am grateful, yes, yes, immensely grateful and grateful to the very depths of my soul for those children's tears and mental and physical pain that I had to experience. To be honest to the end, then realizing today all my uncontrollability, insolence, laziness and slyness at that time, it seems to me that that strictness of my mother towards me was not even enough and could have been even stricter. Such is the paradox of overestimating educational means and methods. Now I already know for sure who and what in me was so indignant and offended at that time - my precious ego, as the basis of selfhood and inviolability, and at the same time the core of deceit, hypocrisy and lies. Then I did not understand this and could not understand, but my mother knew this and purposefully put the right foundation in me in such a cruel-looking way. And she achieved her goal. For this I am now infinitely grateful to her, although I can no longer express words of gratitude and gratitude, except in prayer for my parents.

In any difficulty and severity, the main thing is the goal, which can be defined as changing the personality in order to perfect it, and not humiliate it. When this educational goal is achieved with the help of difficulties and severity, which can be called the tools and trainers of love, then this goal justifies all means, and severity with difficulty turns from instruments of "punishment" into the most effective tools education and love, since one cannot flirt with egoism and evil, one cannot play at indulgence and gratification.

- How to preserve human dignity in the face of constant assassination attempts? Where to look for support? What to be afraid of?

- What dignity, in what and before whom? - that is the question. The dignity of conscience is one dignity in the face of the heart and God, and the dignity of selfhood is another dignity in the face of one's selfishness and self-importance (pride), and these dignities must be distinguished. The first dignity must have wisdom, courage, prudence and truth, as divine qualities, and therefore it must be stable and unshakable, and behind the second dignity there are conceit, self-confidence, arrogance and slyness, which make him irritable, vain and touchy, that is, ... completely unstable. That is why support and stability must be sought not outside, but inside, i.e. in the heart, conscience and morality, but you need to fear external pride, vanity and conceit, behind which lies and selfishness are often hidden, as the basis of human damage. This is the eternal dilemma of two centers of concentration of the personality - the mind of the head and the mind of the heart, which ignorant people unsuccessfully solve all their lives, while deeply religious people know well that the dignity of the soul is determined by its inner moral content and content, or, more simply, by the purity of conscience. and morality.

- Negativism in people today reaches the limit, I know many people are afraid to ask questions in Russian-speaking professional forums, only for fear of being rudely ridiculed, but not getting the necessary advice. There is no such boorish frenzy on Western sites - what's the matter? And what can be opposed to this?

- The fear of being ridiculed is, first of all, a lack of courage to defend the truth, which cannot be mocked in principle, or the desire not to lose one's “positive” or “correct” reputation (reputation) in the eyes of the majority. Behind this is the social psychology of the interaction between the environment and the individual, which, as it were, tests (tempts) everyone for an individual conscience, stability and determination in the search for truth. On our forum sites, there is really more "homeyness", that is, spontaneity, straightforwardness and rudeness due to our mentality. There is more "tolerance" and "false positiveness" on the western platforms, i.e. indifference or tolerance to any opinion without outbursts of rejection and aggression. At the same time, it is still unknown what is better for truth and righteousness.

As for me, it is precisely in the difficulty of seeking and defending the truth that its value lies, which contributes to the training of stability, determination and determination as components of courage. Therefore, you should not be indignant at forum rudeness and insolence, which are natural for anonymity and irresponsibility, but you need to use them to test your own irritability and train equanimity and stability in the truth.

- How not to lose goodwill towards each other if intolerance is being built up in society? A few professional tips on how not to get angry if everything around pushes in this direction? And why is it important?

- From the point of view of the paradigm of Orthodox psychology, benevolence is a deeply moral feeling and quality that comes from the heart, not from the mind. It is precisely the mind, through the distraction of attention, that loses this heartfelt benevolence and purity, remembering it when it is already lost and clogged. This means that you just need to not lose it by maintaining a direct connection with it, like the connection of the mind with the heart or thinking with the conscience.

Today we are all psychologically educated and concerned about infectious, antiviral and psychological protection, we all know today about the hygiene and ecology of industrial, household, personal, intimate, etc., but about spiritual, moral hygiene, perhaps the most important for the health of the soul and the feeling of the world, we know almost nothing. It is because of this that there is constant pollution, clogging, or, in modern terms, "infection" of our spiritual and spiritual sphere and, in particular, conscience and morality, which are responsible for the quality of goodwill and peace.

Benevolence is akin to grace and therefore it can be maintained and accumulated in oneself, and this is not a very difficult process that involves "hygiene of the soul." Those. you just need to regularly monitor the purity of conscience, as an instrument of morality, by keeping peace in the soul and correct spiritual life, in which there must certainly be time for "health and hygiene" procedures for the conscience, heart and soul. These "procedures" are nothing more than the communication of the soul with God in prayer through the heart. At the same time, the mind should be only a tacit witness to this mysterious and repentant dialogue.