Cognitive psychology is one of the most popular scientific areas of foreign psychology. The term "cognitive" in translation into Russian means cognitive. This direction of research was mainly formed in the 1960s, and the results of the first stage of its development were summed up in the monograph Cognitive Psychology by W. Neisser, published in 1967. It gave the name to the new direction of psychological thought. R. Solso, in a book published later with the same title, writes that cognitive psychology studies how people receive information about the world, how this information is represented by a person, how it is stored in memory and converted into knowledge, and how this knowledge affects our attention and behavior. Thus, almost all cognitive processes are covered - from sensations to perception, pattern recognition, memory, concept formation, thinking, imagination. The main directions of cognitive psychology, which has become widespread in many countries over several decades, also usually include research on the problems of the psychology of the development of cognitive structures, on the psychology of language and speech, and on the development of cognitive theories of human and artificial intelligence.
The emergence of cognitive psychology is sometimes called a kind of revolution in foreign (primarily American) psychological science. Indeed, since the 1920s the study of images-representations, attention, thinking, perception was sharply slowed down, and in American psychology these processes were actually ignored altogether. D. Watson, the founder of behaviorism, referring to methodological difficulties, even suggested that these "mystical" terms should not be used. In behaviorism, which dominated American psychology in the first half of the 20th century, such a view was due to the very interpretation of the subject of psychology. The representatives of psychoanalysis were just as little interested in cognitive processes, where completely different concepts became central: need, motivation, instinct, etc. That is why the emergence of cognitive psychology was met with great enthusiasm by many psychologists, the number of studies has grown rapidly, and so far its successes are undeniable and impressive.
So, cognitive psychology is based on the idea of a person as a system engaged in searching for information about objects and events in the surrounding world, as well as processing and storing incoming information. At the same time, individual cognitive processes ensure the implementation of different stages of information processing. One of the main reasons that led to the emergence of this approach is considered by many to be the creation of computers, so they often talk about the use of the “computer metaphor” by cognitivists. Even the term "information processing" itself was borrowed from computer scientists. This implies a hidden or explicit statement about the similarity between computer operations and cognitive processes inherent in man. The computer metaphor largely determines the postulates accepted by most cognitive psychologists.
It is assumed that information is processed in stages, and at each stage, the processing stage, it is for a certain time and is presented in various forms. It is processed using various regulatory processes (pattern recognition, attention, repetition of information, etc.). It is also believed that it is important to establish what are the limits of a person's ability to process information at each stage, in each block. The "block" representation of the models of information processing proposed by cognitivists is quite common. Visual images of blocks in the form of rectangles with inscriptions inside them are usually connected by arrows that show the direction of the “flow” of information. Such block diagrams were initially very simple and even primitive, but now, under the influence of ever new experimental results, they often become so complex and cumbersome that they force model authors to abandon the presentation of the information processing process in the form of "linear chains" of rigidly connected blocks with each other. Refinement and improvement of the proposed models is a process that goes on almost continuously in cognitive psychology, since research results constantly appear that “do not fit” into the previous models. This is probably the fate of all "hypothetical constructions".
As a criticism of the cognitive approach to the study of cognitive processes, its following features should be noted. Cognitivists, speaking about cognition, usually abstract from emotions, intentions, needs, i.e. from what a person knows and acts for. In addition, in most models, the process of processing information is carried out "automatically". This completely ignores the conscious activity of the subject, his conscious choice of methods, means, strategies for processing information, as well as their dependence on the activity that cognitive processes usually “serve” (or which they themselves sometimes are).
Two more important remarks can be found in W. Neisser's book Cognition and Reality. He notes that cognition, as a rule, does not begin with the receipt of some information by the analyzers, but with its anticipation, prediction, with an active search for certain information, while in most models proposed by cognitivists this is not taken into account at all. W. Neisser also discusses in detail the problem of "environmental validity" of research results. He points out that the laboratory situations of research in cognitive psychology are extremely artificial, they almost never occur in life, in everyday activities. It is necessary to take into account the experience, the cognitive skills of people, and not be limited to experiments where inexperienced subjects have to perform new and meaningless tasks.
In conclusion, it should be noted that, despite a number of limitations and shortcomings of cognitive psychology, its representatives obtained a lot of important data that make the process of cognition as a whole more understandable, and many patterns of individual cognitive processes were established. Very interesting, for example, are the results of studying the representation of knowledge in human memory, the mechanisms that ensure selectivity of perception, and so on. In addition, the relationship of various cognitive processes, which was ignored in the framework of the "functional" approach, is convincingly shown. Finally, in cognitive psychology developed a large number of witty, original methods of experimental research of cognitive processes.
1. Feeling as the simplest mental process.
2. Perception. properties of perception.
3. Attention. quality of attention.
4. Memory. Types of memory.
5. Thinking. Types of thinking.
6. Imagination.
7. Intelligence.
1. The initial moment of the sensorimotor reaction generates sensations. In a person, sensation stands out as a result of the analysis of available perception.
Feeling- direct sensory reflection of individual properties and qualities of the perceived. The exception is protopathic (H. Head) more ancient, so to speak, primitive sensations, which are characterized by non-localization and non-differentiation (transmit internal states, in contrast to epipathic ones).
Feelings are classified as follows:
1) exteroceptive (external)
a) distant (visual, auditory)
b) contact (tactile, gustatory, olfactory)
2) interoceptive (organic)
3) proprioceptive (kinesthetic) - movement and balance.
Known so-called. synesthesia - for example, color hearing, color-thermal synesthesia.
The anatomical and physiological apparatus, specialized for receiving the effects of certain stimuli from the external environment and processing them into sensations, is called analyzer. Each analyzer consists of 3 parts: a receptor (converts the energy of external influence into nerve signals), nerve pathways, and a brain center in the cerebral cortex. All analyzers have specific excitability.
Characteristics of analyzers:
1.Lower and upper threshold discrimination (sensitivity range).
2. Differential threshold (the smallest difference between stimuli when they are perceived as separate).
3.Operative discrimination threshold ( maximum accuracy and discrimination speed)
4.Time threshold.
5. Latent period of the reaction (from exposure to the stimulus to the onset of sensation)
6. The intensity of sensation is directly proportional to the logarithm of the strength of the stimulus.
2. Perception is a sensual reflection of reality and is based on the impact of the environment on the senses. Perception of a person creates a sensual image of an object, gives awareness of a sensually given object as a source and object of interaction. Perception ensures the integrity of the reflection of objects and situations.
Perception properties:
1. Integrity.
2. Constancy.
3. Structure.
4. Meaningfulness
5. Selectivity
Types of perception: perception of objects, time, relationships, movement, space, person.
The higher forms of human perception are associated with the entire historical development of culture (for example, the perception of works of art), correlated with the higher mental functions of a person, including thinking.
The structure of information reception in the process of perception: Irritant - Sense organs - Nerve impulses - Brain - Separate sensations - Holistic perception- Standards of memory - Recognition of an object - Mental activity - Comprehension of an object - attention
3. Attention- the focus and concentration of human consciousness on certain objects while distracting from others.
Allocate involuntary, voluntary and post-voluntary attention.
Qualities of attention: concentration, switching, distribution, stability.
Sustainability of attention manifested in the ability to maintain attention on the subject of activity. This is a temporal characteristic of attention, the duration of its attraction to the code and the same object. Experimental studies, conducted by N. Lange, found that attention is subject to periodic fluctuations with periods from 2 - 3 seconds to 12 seconds. So, if a person tries to focus on the ticking of the clock, he will either hear it or not hear it. Another example: if you observe the image of a truncated pyramid for a certain time, it will alternately appear either convex or concave. In some cases, attention is characterized by frequent periodic fluctuations, in others - greater stability. Among the factors affecting the stability of attention are the physiological characteristics of a person (the properties of his nervous system, the state of the organism at the moment), the presence or absence of interest in the subject of activity, the presence or absence of distractions. However, the most essential condition for the stability of attention is the possibility of revealing new aspects in the subject of concentration, in other words, the subject of attention must develop, revealing its new content.
concentration of attention, unlike absent-mindedness, it expresses the degree of concentration of attention on some objects and its distraction from others. An exciting activity can absorb all the attention that is fully focused on the activity performed. A . Ukhtomsky believed that the concentration of attention is the result of excitation in the dominant focus with simultaneous inhibition of other areas of the brain.
Switching attention expressed in the speed of its transfer from one type of activity to another. Arbitrary transfer of attention can be caused by volitional concentration on another object, involuntary switching of attention can be caused by random interest. or the body's need for rest. Ease of shifting attention different people is different and depends on the person's attitude to the previous and subsequent activities: the more interesting the activity, the easier it is to switch to it. Switching attention can be developed in the process of training.
Distribution of attention expressed in the ability to perform several different actions in parallel. According to legend, the phenomenal abilities of Julius Caesar allowed him to simultaneously perform several tasks. Napoleon could simultaneously dictate to his secretaries up to seven responsible diplomatic documents. As a rule, the combination of two types of activity is possible if one of the types is brought to automatism and does not require attention. When you get tired while doing it complex types activities that require a high concentration of attention, the area of its distribution narrows.
attention span often associated with volume short term memory and is determined by the amount of information that a person is able to store in the sphere heightened attention. Usually it is 5-7 units of information.
attention functions. In the life and activity of a person, attention performs a lot useful features. It activates the current and inhibits currently unnecessary psychological and physiological processes, promotes the targeted selection of information entering the body, and ensures the selectivity of mental activity. Directivity and selectivity of cognitive processes are connected with attention. Attention determines the accuracy of perception, the strength of memorization, the productivity of mental activity, that is, the effectiveness of all cognitive activity. In the process of communication, attention contributes to better mutual understanding and timely prevention of interpersonal conflicts. An attentive person is always perceived as a pleasant conversationalist, he learns better and achieves greater results in the professional field than an inattentive person.
types of attention. Among the main types of attention, there are: natural and socially conditioned, direct and indirect, voluntary and involuntary, sensual and intellectual attention.
Natural attention is inherent in a person from birth, it is expressed in the ability to selectively respond to external and internal stimuli containing elements of informational novelty. Its physiological basis is an orienting reflex associated with the activity of the reticular formation and neurons - novelty detectors.
Socially conditioned attention is formed in the process of education and training, it is associated with volitional regulation of behavior.
Immediate attention is evoked and driven by the actual interests and needs of the individual. Indirect attention requires the involvement of special means: words, gestures, etc.
According to the participation of the will, they distinguish: involuntary attention, not associated with volitional regulation, and voluntary attention, including the struggle of motives, conscious goal setting, suppression of one of the opposing interests by an effort of will.
Sensual attention is associated with the selective work of the senses, intellectual - with the concentration and direction of thought.
Psychological theories of attention. Existing theories of attention explore this process based on various approaches. T. Ribot proposed a motor theory of attention, in which he revealed the physiological basis of mental processes that contain attention. It is represented by a complex of vascular, motor, voluntary and involuntary reactions. Intellectual attention is accompanied by an increase in blood circulation in the parts of the brain associated with thinking. Concentration of attention is associated with the motor reactions of the whole organism: the muscles of the face, trunk, limbs, which, along with organic reactions, serve necessary condition maintaining attention at the right level. The essence of Ribot's concept is as follows: the body's motor reactions support and enhance attention. Separate thoughts, perceptions, memories receive special clarity and intensity if they are supported by physical activity. The ability to control movements, according to Ribot, is the secret of voluntary attention. The theory of attention by D. N. Uznadze is connected with the concept of attitude. The attitude is formed in the process of experience and represents a person's reaction to subsequent influences. For example, if a person is given balls of the same volume, but different in weight, in his hands, a certain attitude will be formed for the subsequent perception of the weight of objects: he will evaluate the weight of other identical balls in different ways.
The main provisions of the theory of attention P. Ya. Galperin are as follows.
Attention is one of the aspects of orienting-research activity.
The function of attention is to control the implementation of conscious actions. Each action includes indicative, executive and control components. The latter is attention as such.
Unlike other mental processes that produce a result, attention does not have a specific product.
Voluntary attention is carried out according to a predetermined plan.
All acts of voluntary and involuntary attention are the result of the formation of new mental actions.
3. Perceptions, in which a person is given the surrounding reality, usually do not disappear without a trace. They are fixed, preserved and reproduced in the future in the form of recognition of seen objects, recollection of the experienced, recollection of the past, i.e. through memory.
Memory- a number of complex mental processes that carry out the acquisition, selection, preservation and reproduction of information.
According to the material that is remembered, they distinguish figurative, verbal-logical and emotional memory. According to the method of accumulation of material - episodic and semantic (E. Tulving).
According to the time of storing information, direct, or sensory memory is distinguished, short-term and long-term.
Sensory memory is a process carried out at the level of receptors. Traces are preserved in it for about 1/4 second. During this time, the so-called. the reticular formation (lower parts of the brain) selects those signals to which the attention of higher parts will be drawn. After 1 second, the traces are erased and the sensory memory is filled with new signals. Short-term memory is the processes of primary processing and interpretation of information, lasting about 20 seconds. Retention of material in short-term memory exists due to the circulation of electrical potentials of excited neurons in the cerebral cortex. An essential characteristic of short-term memory is its small and structurally strictly limited capacity (7 elements).
If the information does not scroll, i.e. it is not introduced again and again, it is not repeated - it is forgotten no longer than a minute later. At this time, there is a further selection of information selection in long-term memory.
Long-term (secondary) memory stores information for an almost unlimited period of time. The physiological basis of this type of memory is the formation of engrams - structural and functional complexes of imprinting information. The mechanism of engram formation is not well understood. An important role in their formation belongs to nucleic acids RNA and DNA, which carry out chemical coding of genetic and information acquired in the process of life. The most common is the point of view, according to which the preservation of material in long-term memory is a property of the entire associative cortex of the brain. The potential amount of long-term memory is practically unlimited.
allocated in secondary memory working memory, which can be considered as a prolonged short-term crush. Working memory stores information from a few seconds to several days, which is determined by the motivation for its retention, after which the information may disappear from working memory. Performing any complex action, for example, solving an arithmetic problem, a person performs it in parts, keeping intermediate results "in mind". Upon reaching the result, the waste material may be forgotten. The volume of operational memory blocks affects the success of the activity.
American scientists R. Atkinson and R. Shifrin presented a concept describing the interconnected activity of short-term and long-term memory. The process of transferring information from short-term memory to long-term memory is somewhat similar to the process of entering information into an electronic computer. The computer stores information in binary codes, the information entered into it must be presented in this form. Translation of information from short-term to long-term memory is carried out on the basis of acoustic coding. In long-term memory, information is stored in the form of semantic codes and structures associated with thinking. The process of extracting information from long-term memory is based on the translation of thoughts into words. The processes of storing and reproducing information cannot occur in parallel, their mechanisms are oppositely directed.
Long-term memory is associated with changes in the RNA structures of brain cells. The capacity and duration of long-term memory are, in principle, unlimited. In each specific case, the duration depends on the importance for the subject of information, the method of systematization, coding and reproduction. Facilitates the memorization of the familiarity of the material, the context, the specificity of coding (association, or emotional coloring), motivation, deepening into the subject under study (organization of information).
Information Extraction: information is always reproduced based on the coding system that was used in the memorization process, as well as in a block with related information elements that are systemically related to the required one. Therefore, it is always easier to learn than to simply remember.
What is called forgetting is essentially the inability to reproduce information stored in long-term memory. Forgetting exacerbates the non-use of information, interference (layering) of information, especially retroactive interference - the transition after receiving information to a new type of activity that requires activity and perception of new information, suppression - active forgetting of the unpleasant.
For some time, scientists have been trying to find a memory center in the brain, similar to visual, auditory, etc. (C.S. Lashley, D.O. Hebb suggested that this function is performed by the hippocampus). This approach is contradicted by the holographic hypothesis of K.G. Pribram. According to Pribram, both in holography, each part of the plate contains information about the image as a whole, and in memory, new information interacts with the entire past experience of the subject, restructures the entire memory through appropriate biochemical changes, and simultaneously in all parts of the brain (of course, there are more , others - slightly).
Involuntary and voluntary memory - two stages in the development of memory. On the basis of involuntary memory, in which there is no setting for memorization, a large part of a person's life experience is formed. Arbitrary memory, containing the setting for memorization for the purpose of subsequent reproduction of the material, is necessary in the training and professional activities of a person. BV Zeigarnik in his works on Gestalt psychology gives an example of the selective effect of motivation on involuntary memory. When a waiter in a cafe was asked about the dishes ordered by customers, it turned out that he remembered better the order of the customers he had to serve, and had difficulty remembering the dishes from the completed order, for which he had already been paid. The result of the study was the conclusion that incomplete actions are remembered twice as well as completed ones. A person involuntarily stores in memory and involuntarily reproduces what meets his actual, but not yet fully satisfied needs.
Characteristics of memory processes: Memorization It is an imprint of what affected a person, the preservation in the cerebral cortex of some traces of excitation, the degree of strength of which varies. The following factors contribute to better memorization: firstly, repeated repetition of perceived information; secondly, the establishment of a logical connection with the already available information in long-term memory; thirdly, setting for memorization To a certain period; fourthly, interest in the material to be remembered. The productivity of repetitions depends on the intellectual saturation of the memorization process; inclusion of new ways of structuring and logical processing of the material with each memorization; distribution of repetitions over a period of time. On the contrary, repeated repetition of the text without any changes leads to escape from consciousness.
High-quality memorization of information is facilitated by such mnemonics as the placement of memorization objects in space, the creation of images when memorizing words. The essence of the latter consists in presenting an imaginary situation, including words for memorization in the form of dynamically changing unexpected images.
Storage of information in memory can be dynamic (in random access memory) or static (in long-term memory). With dynamic preservation, the material is almost not subject to change; with static preservation, it is reconstructed.
Reproduction of information. Recognition can be different in terms of accuracy and completeness: the smallest degree of completeness is expressed in the "sense of familiarity", with full recognition, a person accurately classifies an object as belonging to a certain class of objects. A number of factors affect the retrieval of information from memory. It is much better to reproduce what seems meaningful. Unexpected information is reproduced more easily. That is why the technique of memorizing words is accompanied by inventing incredible, atypical combinations of objects. The proximity of information in meaning or form also contributes to high-quality reproduction. The quality of information reproduction is affected by the time elapsed from the presentation of information to its retrieval from memory. Their own ideas and actions are well reproduced, which do not require special efforts to memorize, they are stored in memory involuntarily. This technique, called the "generation effect", is widely used in pedagogical practice. The use of gaming teaching methods is aimed at finding students independent decisions that are remembered effortlessly and for a lifetime. Forgetting expressed in the inability to remember or in erroneous reproduction. The physiological basis of forgetting is the extinction inhibition in the cortex, which develops in the absence of reinforcement. As a result, the actualization of temporary neural connections is not restored. Forgetting proceeds unevenly over time. Without repetition on the first day, up to 70% of information is stored in memory, after a month - 60%, after six months - up to 40%. The speed of forgetting is directly dependent on the amount of material, the degree of difficulty in mastering it, and the lack of interest. Personality disorders are associated with temporary memory disorders (various types of amnesia), which were studied by 3. Freud. Individual characteristics people's memories are manifested in the speed, strength, duration and accuracy of memorization, which make up the quantitative characteristics of memory. Qualitative differences are manifested in the dominance of verbal-logical, emotional, figurative, motor and other types of memory and their functioning. The types of memory that are most often used by a person reach the greatest development. It is relatively rare to meet people with a phenomenal memory, who have the ability to reproduce a huge amount of information. Paradoxically, phenomenal memory is more common in mentally retarded people, as well as in certain personalities well-known in history and culture, including Julius Caesar, Napoleon, Mozart, Gauss, the famous musicologist K. I. Sollertinsky, the Scottish mathematician A. Etkin and other. The mechanism of phenomenal memory is little understood. The point of view is expressed that people with a phenomenal memory, like children, are able not to subject the process of memorization and retrieval of information from memory to conscious control.
4. On the basis of memory, a person gets the opportunity to imagine, imagine and combine images related to events, objects and people who are not physically in front of him at the moment. All these abilities stimulate the transition to the highest form of active reflection - thinking.
Thinking- mediated, generalized and purposeful knowledge by the subject of essential connections and relations of objects and phenomena, forecasting of events and actions (foresight). The basis of thinking is the concept. Thinking involves the development of the ability to operate with abstract concepts. Necessary and integral part the process of formation and development of thinking is the development of speech.
Allocate such operational components of thinking: analysis, synthesis, comparison, abstraction, generalization, classification, systematization.
Depending on the content of the mental task, it is customary to distinguish three types of thinking: 1) practical-effective, 2) visual-figurative, and 3) verbal-logical. In progress historical development these kinds of thinking have evolved sequentially.
Action-Practical Thinking- the earliest, both phylogenetically and ontogenetically, the stage of development of thinking, at which mental activity has not yet separated from the subject-practical, the solution of a mental task is carried out only as an inseparable part of a practical task through practical actions.
Visual-figurative thinking- this is a mental activity, in the process of which the content of the mental task is represented by a certain set of images (generalized, but at the same time visual, specific ideas about reality).
Verbal-logical thinking- this is a mental activity, in the process of which the interpretation of the content and the solution of the problem is carried out by operating with abstract concepts.
D.S. Bruner called the listed stages of thinking respectively - sensory-motor display, iconic display and symbolic representation.
J. Piaget suggested distinguishing the following stages in the development of individual mental abilities:
sensorimotor 1-2 years
stage of concrete operations 3-12 years (symbolic)
stage of formal operations 4-15 years (hypothetical-deductive).
5. Imagination is a mental process of creating images, including the prediction of the final result of objective activity and the program of actions to achieve it. Imagination is one of the most mysterious phenomena of the psyche: psychologists know almost nothing about its anatomical and physiological basis. Traditionally, imagination is associated with the activity of the right hemisphere of the brain, although it would be more correct to take into account the interconnected work of the right and left hemispheres. The specificity of the right hemisphere is to present a certain holistic picture of reality, without detailing. Function the left hemisphere is the ordering of this information, the expression of its content in speech. The relationship between image and thought in creative processes has allowed some researchers to define imagination as "visual thinking", thinking in images.
Imagination occupies an intermediate position between perception, thinking and memory. The connection between imagination and thinking is manifested in the analytical-synthetic nature of its methods. New images arise on the basis of ideas already contained in the human mind, thanks to the operations of analysis and synthesis. The process of imagination consists in the mental division of the original representation into its component parts (analysis) with their subsequent connection in new combinations (synthesis). Fairy-tale and mythological images are vivid examples of the analytical-synthetic nature of the imagination. When creating them, the agglutination technique is used (from Lat, Aglutinare - to stick) - the merging of parts of several objects into one image (for example, the image of a mermaid as a combination of elements of a female figure, a fish tail and algae). Similarly, the mythological consciousness gave rise to the centaur and the sphinx, the oral folk art- a hut on chicken legs, etc. A similar technique is used in artistic creation, when a literary character is a collective image of several people. In technical creativity, the use of the agglutination technique contributed to the emergence of the accordion, trolley bus, seaplane, video recorder, and computer. As A. Einstein rightly noted, the inventor finds a new combination of already known means.
Like thinking, imagination "turns on" in a problem situation, is able to program future actions, to foresee the onset of possible events in the future. The main difference between imagination and thinking is that thinking operates with concepts, presenting knowledge about the world in a generalized and indirect form; imagination manifests itself in concrete figurative form, in the form of vivid representations.
The difference between imagination and perception is that its images do not always correspond to reality, they may contain elements of fiction. Imagination, the images of which do not correspond to reality, is called fantasy.
The main difference between images of the imagination and images of memory is associated with a different attitude to reality. Memory images store and reproduce the results of past experience in a relatively unchanged form. The function of the imagination is to change images relating to the present, past and future, as an indispensable condition for any creative process. Imagination directed towards the future is called dream.
The images of the imagination distinguish by modality, They may be visual, auditory, gustatory, olfactory, tactile, kinesthetic. The most important for a person are visual and auditory species imagination.
Psychologists distinguish such types of imagination as active and passive, as well as productive and reproductive. .
active imagination associated with the ability of a person to arbitrarily evoke appropriate images in himself. Entry into the image with a high volitional concentration can lead a person to complete identification of himself with an imaginary character, to the loss of connection with his time and his own "I". Research on the psychology of creativity contains many such examples.
passive imagination characterized by the spontaneous appearance of images without the participation of the will and desire of a person (in dreams, with a weakening of the activity of consciousness). With passive imagination, images do not come to life and are most often the product of the work of the subconscious (in a dream as a partial satisfaction of an important need that cannot be realized in life) or become a substitute for empty daydreaming (the image of Manilov in " Dead souls"N.V. Gogol). A kind of passive imagination are dreams, in which the connection of imagination with the needs of the individual is manifested. As a rule, dreams are associated with a desire idealized by the future. One form of passive imagination is hallucination - fantastic vision, devoid of any connection with the surrounding reality. Hallucinations occur as a result of mental disorders or organic disorders.
Productive imagination associated with the conscious construction of reality by man. It underlies artistic and scientific-technical creativity. A striking example of the use of creative imagination in literature are the works of A. S. Pushkin, N. V. Gogol, M. Bulgakov, J. Verne, G. Wells, O. Huxley, J. Orwell and others.
reproductive imagination reproduces reality with minor changes, allowing for some elements of fantasy. In painting, examples of reproductive imagination are the paintings of Shishkin, the Wanderers.
The individual originality of the imagination of different people is manifested in the brightness of the images, their strength, novelty, originality, accuracy, realism. The productivity of the imagination depends on the depth of knowledge, breadth of outlook, richness of impressions and life experience, creativity personality.
Imagination functions. In human life, imagination performs a number of functions: 1) planning and programming activities(visualization of programs, assessment of their correctness); 2) voluntary regulation of cognitive processes(management through images of the processes of perception, attention, memory, thinking); 3) regulation of emotional states, allowing at least partial satisfaction of urgent needs, relieving the tension generated by them; 4) management of the psychophysical states of the body(change in the rhythm of breathing, body temperature, pulse rate, blood pressure), widely used in auto-training for the purpose of self-regulation.
6. The American psychologist J. Gilford presents intelligence as a multidimensional phenomenon that can be assessed by its nature, product and content. The model of intelligence, according to Guilford, includes 120 intellectual processes, considered as separate abilities, which are reduced to 15 factors, 5 operations, 4 types of content and 6 types of products of mental activity. These 120 private intellectual abilities are formed as possible combinations of operations, contents and products of mental activity. Among the mental operations included in the intellectual action, the researcher identifies: evaluation, synthesis, memorization, analysis, cognition. By product, an intellectual operation can be represented by a unit, a class, a relation, a system, a transformation, or a reasoning. In terms of content, it can represent an action with objects, symbols, transformation of meanings, behavior.
Domestic psychologist B. G. Ananiev considers intelligence as an integral formation of cognitive processes and functions, taking into account personal properties, accompanied by neurodynamic, vegetative and metabolic characteristics. The latter determine the measure of intellectual tension and the degree of its usefulness or harm to human health.
The structure of intelligence includes verbal and non-verbal intelligence. The first reflects the specifics of the verbal-logical form of intelligence and depends on the level of education, experience, culture, social environment of a person. It is evaluated by a person's ability to logical generalizations, independence and social maturity of thinking. The indicator of non-verbal intelligence depends on the psycho-physiological characteristics of the individual, reflected in sensorimotor indicators. Its assessment takes into account the level of development of attention, perception, memory, the speed of formation of skills. In general, intelligence is considered as a structure of cognitive abilities, in which thinking abilities play a decisive role.
Many researchers and practitioners of science and education correlate the level of intellectual development with the IQ and are determined as a result of the IQ test. In some Western countries intelligence quotient is significant factor when getting a prestigious job, promotion, etc. The average level of IQ is 100 points, the maximum is 200 points. Persons with average intelligence gain an average of 84 to 116 points; those whose intelligence quotient is in the range from 116 to 180 are considered people with an increased level of intelligence; people with an IQ between 10 and 84 are considered mentally retarded.
In the psychology of thinking, much attention is paid to questions of creativity. Representatives of American neobehaviorism G. Lindsay, K. Hull, R. Thompson note the difference between critical and creative ways of thinking. Critical thinking is aimed at evaluating the thoughts of other people, identifying flaws in judgments. Creative thinking is characterized by the discovery of fundamentally new knowledge, the generation of one's own original ideas. On formation creative thinking influence not only the development of abilities, the depth of knowledge, but also the characterological properties and motivation of the individual.
An influential representative of Gestalt psychology, M. Wertheimer, in his work "Productive Thinking" singled out among the main features of creative thinking: a structural vision of a problem situation, suggesting a change in the functional meaning of elements; search for a deeper understanding of the problem under study. He considers productive thinking as "visual thinking", highlighting its main stages: 1) the emergence of a topic and the mobilization of creative forces to solve it; 2) creation of a holistic image of the situation (its figurative-conceptual model); 3) work on solving the problem (training in visualization of the problem situation); 4) the emergence of the idea of a solution (insight); 5) stage of execution. It follows from Wertheimer's study of productive thinking that it is not the operational-technical procedures of thinking aimed at solving an already formulated problem that are important, but the very formulation of the problem, its formulation.
G. S. Altshuller developed the theory of creative tasks, identifying five levels of creativity. The tasks of the first level are solved using generally accepted, obvious solutions. The tools used to solve them are limited to a narrow area. Solving problems of the second level requires some modification of the object, revision of a dozen solutions, the use of tools related to one branch of knowledge. Methods for solving problems of the third and fourth levels are associated with the involvement of knowledge from related areas with a significant change in the object. Solving problems of the fifth level involves changing the entire system, which includes the desired object. The number of options considered increases to hundreds of thousands, the means of solution may be beyond the explanatory procedures of modern science. In this regard, a discovery is first made, and then, based on new scientific data, a creative task is solved. According to Altshuller, a difficult task must be transformed into a challenge.
Training is pedagogical interaction student and teacher, during which the personal qualities of the student develop. In the process of education, the student acquires knowledge about the objects and objects of the surrounding world, creates a subjectively new or objectively new product. Its activities are carried out at the reproductive and productive levels. When students carry out these types of educational activities, the corresponding personality traits are manifested. Allocate cognitive (informative), creative (creative) and organizational-activity qualities of the student. Let's explore these qualities.
Cognitive qualities include:
І) physiological: the ability to see, hear, touch, smell, taste; developed working capacity;
ІІ) intellectual:
1) erudition, logic, insight, the ability to see and resolve contradictions, analyze and synthesize material, establish relationships between elements and parts of the whole;
2) the ability to develop a value judgment about ideas, decisions, methods, the ability to self-determine in a situation of choice, to quickly make a decision;
3) application of the principles, methods, processes, previously learned, to the solution of a new situation, the embodiment of knowledge in spiritual and material forms.
Creative qualities ensure the creation of a subjectively or objectively new educational product. Creative qualities are:
1) emotional-figurative qualities: inspiration, imagination, fantasy, associativity, daydreaming;
2) initiative, originality, originality, ability to generate ideas;
3) application to problem solving various means, methods, search for them the best combination and forecast of object changes, its development dynamics;
4) formulating hypotheses, constructing patterns, formulas, theories.
Organizational qualities are manifested in the organization of knowledge and creativity, include:
1) the ability to set and achieve goals, plan activities, adjust the stages of activities, conduct introspection and self-assessment;
2) the ability to interact with other subjects of education and the outside world, the ability to argue;
3) the ability to organize the creativity of others, joint knowledge and generation of ideas.
In the educational process, all groups of qualities, both creative and cognitive, should be identified and developed.
Personal qualities serve as a guideline in the formulation of educational goals both on a global scale and in a particular one, in relation to the studied disciplines, special courses, individual sections, topics.
When teaching the methodology of teaching economic disciplines, cognitive, creative and organizational qualities develop, which contributes to further intellectual development, individual perception of the educational process and creative use by students of modern methods of conducting training sessions.
Questions for self-examination
1. What do the following terms mean: "learning", "teaching", "learning", and "education"?
3. What are the substantive foundations of the teaching paradigm and the learning paradigm?
4. By what criteria are the two named paradigms compared?
5. Name and describe the levels of assimilation of educational material.
Workshop
1. Formulate a task in economics and think over what qualities of the student's personality develop during its implementation.
2. Swipe comparative analysis paradigms of education according to the criteria reflected in the table. Enter the results of the comparison in the table.
3. Consider the features of developmental education in various concepts of its founders: didactic principles concepts of L. V. Zankov and didactic principles of the concept of V. V. Davydov - D. V. Elkonin.
4. What personality traits do students develop in the course of educational activities?
Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.
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Tver - 2008
Topic: "General characteristics of cognitive processes"
Introduction…………………………………………………………..…….3
Characteristics of cognitive processes…………………..………....4
1. Feelings………....…………………………………………………..5
2. Perception…………………………………………………………….6
3. Presentation…………………………………………………………7
4. Imagination…………………………………………………….......7
5. Memory………………………………………………………………….8
6. Attention…………………………………………………………….9
7. Thinking…………………………………………………………..10
List of used literature………………………………..12
Introduction
A person is the only consciously acting being, and before performing any action, any behavioral act, he must perceive the situation, evaluate it, analyze it, remember his goals and make a decision. And having made a decision, he continues to accompany his practical activity with a whole set of mental-cognitive processes. Many social sciences characterize these processes, but psychology gives them the most complete characterization.
cognitive psychology is the scientific study of the thinking mind.
Cognitive psychology covers the entire range of mental processes, from sensation to perception, neuroscience, pattern recognition, attention, consciousness, learning, memory, concept formation, thinking, imagination, memory, language, intelligence, emotions, and developmental processes; it concerns all kinds of spheres of behavior.
cognitive processes
Cognitive psychology studies the processes of acquiring, transforming, representing, storing and retrieving knowledge from memory, as well as how this knowledge directs our attention and controls our reactions.
At the same time, psychology proceeds from the following processes. Cognitive psychology / R. Solso. -- 6th ed. - St. Petersburg: Peter, 2006. :
Outside of us and independently of us there is an objective reality
This reality affects our senses and thus creates a subjective image of this reality.
Such cognitive processes as sensation, perception, representation, memory, imagination, thinking, speech and attention are involved in the creation of this subjective image.
Each of these processes performs its specific role in the overall cognitive process.
Cognition goes from living contemplation to abstract thinking and from it to practice, while practice is the goal of cognition and the criterion for the truth of the knowledge gained
The first stage of cognition, which is called the stage of sensory reflection, is served by sensations, perceptions and ideas. The second degree of cognition, which is called the stage of abstract logical reflection, is served primarily by thinking and speech. And both of these steps are served by attention and memory.
Thanks to the functioning of Psychology and Pedagogy, we have the opportunity to know, remember not only what is happening at the moment, but also what was once a long time ago, and what may happen in the future. In relation to the past - we analyze, to the future - we predict.
In order to better understand any cognitive process, remember:
a) what is the process of reflection
b) that each cognitive process reflects something of its own
c) reflects objective reality when there is a contact, and when there are no such contacts
d) each cognitive process is characterized by some of its regularities, its classification and place in the general cognitive process.
cognitive processes Modern psychology: Reference Guide / Ed. V.N. Druzhinina. - M.: Infra-M, 1999. (Reference books "INFRA-M") - these are aspects of mental "behavior" that relate to abstract manipulations with the material. The term is usually used in relation to such concepts as thinking, memory and perception.
Cognitive (cognitive) processes - thought processes that give us the ability to both explain and foresee.
Cognitive processes are different in complexity and adequacy levels of reflection of reality that form a system
The simplest cognitive process is sensation. Feeling- the process of reflection, human consciousness, individual properties, signs, qualities, objects and objects with their direct impact on the senses. Sensation is characterized by thresholds of sensations, minimum and maximum, adaptation, successive images, the phenomenon of contrast, etc.
Vision minimum stimulus strength (48 km)
Basic sensations: visual, tactile, gustatory, sound, olfactory. Sensations are provided by the work of the analyzer.
Perception- a holistic reflection of objects, situations and events that occurs with the direct impact of physical stimuli on the receptor surfaces of the sense organs.
In other words, perception is the process of reflection in the human mind in objects and phenomena as a whole, at the moment of their impact on the sense organs (table, chair, window, etc.)
Of all the types of modalities (sight, hearing, smell, etc.), vision has become the leading one for a person.
Perception has the following properties:
1. Constancy - the relative constancy of the size, shape and color of objects under changing conditions of their perception within certain limits.
2. Objectivity - highlighting the figure against the background. The background is always indefinite and unlimited, while the object has a contour.
3. Integrity - the internal organic relationship of parts and the whole in the image.
4. Generalization - referring the image to a certain class of objects that have a name
5. Apperception - the dependence of perception on the characteristics of a person's personality, on his experience.
Structure of perception:
Structured material is remembered better and faster.
“Unlike sensations, which reflect only individual properties of objects, in the image of perception, the entire object is represented as a unit of interaction, in the aggregate of its invariant properties. The image of perception acts as a result of the synthesis of sensations, the possibility of which, according to A.N. Leontiev, arose in phylogeny in connection with the transition of living beings from a homogeneous, objectively unformed environment to an environment, objectively formalized. Depending on the biological significance in the perceived object, either one or the other quality may turn out to be the leading one, which determines the information from which analyzer will be recognized as a priority.
In accordance with this, visual, auditory, tactile, gustatory and olfactory perceptions are distinguished. At the same time, a particularly important role in all types of perception is played by motor, or kinesthetic sensations, which regulate the real relationship of the subject with the object according to the feedback principle. In particular, in visual perception, along with the actual visual sensations (colors, light), the kinesthetic sensations that accompany eye movements (accommodation, convergence and divergence, tracking) are also integrated. Cognitive psychology / R. Solso. -- 6th ed. -- St. Petersburg: Peter, 2006
Also in the process of auditory perception, weak movements of the articulatory apparatus play an active role. It is typical for a person that the images of his perception integrate the use of speech.
Performance- this is an image of previously perceived objects and phenomena and their properties and qualities. They can be deliberate, professional. They can be representations of memory and imagination.
Imagination- this is the mental process of creating a new one in the form of an image, representation or idea.
A person can mentally imagine what he did not perceive or did not do in the past, he may have images of objects and phenomena that he had not encountered before.
The process of imagination is peculiar only to man and is a necessary condition for his labor activity.
The ability to “jump ahead” and foresee the occurrence of certain events in the future shows the close connection between imagination and thinking. Like thinking, imagination arises in a problem situation and is motivated by the needs of the individual.
There are the following types of imagination:
Arbitrary and non-arbitrary
Recreative and creative
Places of man
A person uses the following techniques:
Reception of hyperbolization (increase and decrease in something)
accentuation
Typing
Compound various parts(agglutination)
According to the degree of activity, there are two types of imagination: passive and active. For passive imagination characteristic is the creation of images that are not brought to life, programs that are not implemented. A manifestation of passive imagination can be dreams, hallucinations.
active imagination can be recreative and creative. The recreating imagination creates images that correspond to the description; it manifests itself when reading literature, examining drawings, etc. Creative imagination is expressed in the creation of a new, original image, idea. special kind imagination is dream Psychology and Pedagogy: Textbook for High Schools / Compiled and editor-in-chief A.A. Radugin; Scientific editor E.A. Krotkov. - M: Center, 2003 as an image of the desired future. The dream is a necessary condition for the realization of the creative forces of man.
Memory- a form of mental reflection, which consists in fixing, preserving and subsequent reproduction of past experience, making it possible to reuse it in activity or return to the sphere of consciousness.
Memory is based associations, or connections. Objects or phenomena connected in reality are connected in the memory of a person. Having met with one of these objects, we can, by association, recall another associated with it. To memorize something means to connect memorization with what is already known, to form an association.
There are three main links in the structure of memory: memorization of perceived information, its preservation and retrieval of what has been preserved.
One of the quantitative indicators to evaluate the productivity memorization, is the amount of memory, i.e. the number of elements, or units of information, that a person can reproduce immediately after memorization. On average, the amount of immediate memory ranges from 5 to 9 units of information.
Forgetting is a natural and even necessary process that frees up memory for new information. The process of forgetting occurs during sleep.
Memorization methods can be divided into two groups: mnemotechnical, used where the material is not subject to semantic analysis or special memorization is required, and techniques associated with intellectual work on the material.
Mnemotechnical techniques include the method of grouping material. Another technique is associative, when a similarity is established between a memorized object and a long-familiar one. The keyword method helps to remember the chain of information.
There are two fundamental requirements, without which the productive work of memory is impossible: 1) the presence of motivation, interest; 2) the ability to see and observe.
Attention- orientation and concentration of consciousness on any real and ideal object.
According to their origin and methods of implementation, two types of attention are distinguished: involuntary and voluntary. involuntary attention arises and is maintained regardless of the goals facing a person. In these cases, the activity captures a person by itself, because of its fascination.
Arbitrary attention driven by conscious purpose. It is closely related to the human will.
The main properties of attention are stability, concentration, distribution, switchability and volume.
Sustainability- this is a temporal characteristic of attention, the duration of attracting attention to the same object.
Concentration attention is the degree or intensity of concentration.
Distribution attention - the subjectively experienced ability of a person to keep a certain number of heterogeneous objects in the center of attention at the same time. It is this ability that allows you to perform several actions at once.
switchability attention - the speed of transition from one activity to another. Poor shifting of attention leads to absent-mindedness.
Volume Attention is the ability to simultaneously perceive several objects independent of each other.
Thinking- the process of cognitive activity of an individual, characterized by a generalized and indirect reflection of reality.
The main mental operations are analysis, synthesis, comparison, abstraction, concretization and generalization.
Analysis- mental decomposition of the whole into parts.
Synthesis- this is a mental union of parts, properties, actions into a single whole.
Comparison- establishing similarities or differences between objects or phenomena.
Abstraction consists in the fact that the subject, isolating any properties, signs of the object, is distracted from the rest.
Specification- the return of thought from the general and abstract to the concrete in order to reveal the content.
Generalization- mental association of objects and phenomena according to their common and essential features.
List of used literature:
1. Cognitive psychology / R. Solso. -- 6th ed. - St. Petersburg: Peter, 2006. - 589 p.
2. Psychology and pedagogy: Textbook for universities / Compiled and editor-in-chief A.A. Radugin; Scientific editor E.A. Krotkov. - M: Center, 2003. - 256 p.
3. Psychology and pedagogy in questions and answers: Proc. allowance. - M.: TK Velby, publishing house Prospekt, 2004.
4. Modern psychology: Reference guide / Ed. V.N. Druzhinina. - M.: Infra-M, 1999. (Reference books "INFRA-M").
Perception as a holistic reflection of objects, situations, phenomena, characteristics and psychological justification. Properties and types of perception: space, movement and time. Patterns of the emergence and development of perception, its physiological basis.
abstract, added 03/15/2011
The concept and types of sensations, their physiological basis. Basic properties of perception. Essence, functions and properties of attention and memory as complex mental processes. Types of thinking and operations of mental activity. Imagination as a mental process.
course of lectures, added 02/12/2011
Characterization of sensations, perception (arbitrary, intentional), representation, attention, imagination, thinking (deduction, analogy), memory (figurative, motor, emotional, verbal-logical) and speech as mental cognitive processes.
abstract, added 02/16/2010
The essence of attention, its physiological basis. The concept of attention in psychology. Voluntary and involuntary attention. Types, basic properties, development of concentration in younger students. The ability to voluntarily direct and maintain attention.
abstract, added 11/15/2008
Higher psychological functions (perception, sensation, memory). Types, properties of attention. Functions of emotions. Emotional and mental states. Types and forms of thinking. Characteristics and properties of consciousness. The concept of personality and individual, types of accentuations.
cheat sheet, added 11/10/2010
The concept of orientation and concentration of consciousness. Attention as a property of mental processes, its physiological basis. Processes in the cerebral cortex: excitation and inhibition. Orienting reflex, voluntary and involuntary attention.
abstract, added 06/25/2009
General functions of attention. types of attention. Voluntary and involuntary attention. properties of attention. Possibility of purposeful formation of attention. Using involuntary attention and promoting the development of voluntary.
lecture, added 09/12/2007
Forms and methods of organization human activity. The subject of cognitive activity. The main characteristics of attention. Arbitrary and involuntary attention, its concentration and distribution. The main features of human sensation and perception.
term paper, added 01/03/2012
General characteristics of sensory-perceptual processes. Essence and features of sensations. General characteristics of perceptions. Essence of imagination. Attention, memory, thinking, speech. Emotional processes and formations in the human psyche. Emotions, feelings, will.
thesis, added 01/04/2009
The concept, essence and stages of development of attention. Orientation and focus. Types (passive, post-voluntary, voluntary and involuntary) and forms of attention (sensory-perceptual, intellectual, motor). Research and tests for attention.
3.1 General model of perception
3.4 Mechanism and patterns of the process of perception
Conclusion. Significance of Cognitive Psychology Research
Bibliography
In recent years, interest in the study of cognitive processes has been steadily growing. Until the beginning of the 1950s, questions related to the theory of knowledge were considered in works on philosophy and logic. In the early 1950s, specialists in the field of psychology began to intensively study the mechanisms of cognition. The first studies were devoted to the study of the mechanisms of perception.
Currently, more complex cognitive mechanisms are being studied, such as the mechanism of decision making, learning, memory, etc.
The term "knowledge" began to be used not only to refer to the process of the formation of scientific knowledge, but also to refer to the psychological process of the formation of everyday ideas.
A natural approach to the study of the phenomenon of cognition, based on the data of psychological and neurophysiological studies of the mechanisms of cognition, is called cognitology.
At present, cognitology is becoming an important object of research, necessary for solving one of the strategic tasks of civilization, the purpose of which is to develop methods for conscious control of a personality and the creation of humanoid robots.
Modern studies of cognitive functions prove that cognition can be known, i.e. the object of study can be studied by means of the same object. Research tools can be:
the ability to sense perception,
introspection of the mental and intellectual life of the subject.
There are 2 methodological approaches to the study of cognitive processes: phenomenological and neurophysiological.
The phenomenological approach describes the observed manifestations of the process of cognition (a field of cognitive psychology).
The neurophysiological approach explains the process of cognition based on the action of physiological mechanisms.
The basic basis of cognitive research is that before the individual there are two realities: mental and "real" (objective). "Real" reality is given to a person through the senses. It does not change as a result of the cognitive process.
The mental model is constructed by the individual in the process of cognition and is given to him from birth as a product evolutionary development. The mental model allows the individual to navigate in the "real" reality and ensures his survival. This is one of the purposes of the cognitive process.
Traditionally, psychology recognizes two types of cognitive processes: explicit and automatic (hidden, subconscious). They are interdependent.
Explicit mechanisms of cognition are available for observation with the help of introspection, i.e. perceived by the individual. An important feature of an explicit mechanism is the purposeful nature of its activity, regulated by volitional effort. With the help of explicit mechanisms, a perceived problem is solved.
Hidden processes are studied with the help of psychological experiments. As a result of experiments, it was shown that latent cognitive abilities are acquired, and some of them are innate. The modern dominant point of view - unconscious categorization occurs at the level of hidden mechanisms of cognition that are amenable to training.
The purpose of cognitive modeling is to build a model of human intellectual behavior, where consciousness is represented as an information machine.
Functional diagrams are used to specify the cognitive process as an information process. Blocks - schemes are built from functional blocks interconnected by information flows. rough functional diagram cognitive process describes cognitive activity as a process of interaction of functional blocks. The scheme includes both automatic operating cognitive functions and intellectual functions.
The scheme consists of functional blocks:
area of receptors - primary analysis of information
perception systems: visual, auditory, skin-kinesthetic, gustatory, olfactory. They provide multi-level work of information and complex reflex processes.
memory is seen as a complex repository of knowledge and sensory information. The most important issue that memory researchers are trying to solve is the study of the mechanism of knowledge representation in memory and the functions performed by memory in various cognitive processes.
representations, where the synthesis of perception, conceptual knowledge and figurative code is carried out. Representation is built in the process of forming behavior "here" and "now". They are built automatically, unconsciously. In the process of construction, the frames contained in memory or knowledge systems are used. The construction of a frame-based representation consists of finding a suitable representation and updating it according to the perceived information. The ability to generate representations is innate and can be improved in the course of life.
Cognitive research studies the actual mental mechanisms of reasoning. In cognitive research, there are two types of inference: normative and heuristic.
A normative inference is understood as a conclusion in which the subject can justify the choice of a model of relevant initial information and justify each step of the reasoning.
Heuristic inference is reasoning that may not have a rigorous justification, but by following them the individual often achieves success in his activity.
Research in cognitive science studies the processes of perception. Perception is studied by instrumental methods, as a natural phenomenon, and introspection is assigned the role of a heuristic technique.
IN Lately computer modeling is becoming an important method of cognitive research. For example, Goldstone considered the possibility of neural networks modeling a person's ability to classify. It was concluded that neural networks do not fully model the processes of human classification.
The general trend of modern research corresponds to an engineering approach, the purpose of which is to link a number of known models of individual aspects of perception into a single system:
formation of a code (image) of a perceived object
comparison of information received from the senses with codes
the formation of a representation in which both conceptual knowledge and information perceived "here" and "now" are presented.
All these functions have a high degree of automaticity, do not depend on a volitional message and are not amenable to introspective observations.
It has now been proven that human perception has a creative power, the actions of which are subject to certain objective laws.
The perception system is divided into subsystems: visual, olfactory, auditory, skin-kinesthetic and gustatory. They are adaptive systems capable of learning and anticipating situations. The purpose of these systems is to provide high precision and speed of perception.
The general model of perception is as follows:
receptors carry out the primary coding of external information and its analysis by physical qualities (intensity, duration).
further, the information through the nerve fibers enters the parts of the brain located in the back of the cerebral hemisphere. These departments are responsible for deep multi-stage processing of information. In the same place, a plan of perceptual actions is formed and images are formed.
The process is controlled by innate and acquired skills, as well as with the help of attention, which in turn depends on the tasks solved by the individual and his volitional efforts. By studying innate and acquired skills, it is possible to reconstruct the algorithm of their work.
The perceptual experience of the subject is formed in the process of perceptual activity. Zinchenko identified the following types of perceptual actions:
detection of adequate tasks of information signs
examination of selected signs
As a result of perceptual action, various cognitive structures are formed.
In cognitive psychology, a large number of hypotheses have been formulated regarding cognitive structures automatically formed in the process of perception.
The hypothesis that figurative schemes are associated with visual codes requires careful consideration. In codes, information is presented in a compressed and generalized form. Code formation mechanisms have been developed in the process of evolution and depend on species perceiver and his genetically determined abilities.
To understand the visual code, psychologists distinguish between the code of a part of an object and the general code of an object.
The object part code occurs if it is part of a stimulus:
important for problem solving
has some independence from other parts of the stimulus
occurs quite often when training on such stimuli. Part code cannot exist in isolation without being part of something.
