Methodology "The need for communication" The methodology was developed by Yu. M. Orlov (1978). Instruction Now you will be read a number of provisions. If you agree with them, then next to the position number write “yes” on your piece of paper, if you don’t agree, write “no.” The text of the questionnaire (list

Methodology "Need for achievement" The methodology for measuring the need (motive) for achievement was developed by Yu. M. Orlov. The concept of the need for achievement originates from the concept of F. Hoppe "I-level"

THE NEED TO BE INVOLVED AND THE NEED FOR RECOGNITION Acquisition of needs in another person, in society as necessary, in their environment, the development of needs for organizing this environment in a way that is convenient for oneself and contributing to its well-being, that is, the need for

What is a cognitive need?

Three whales of cognitive need

The cognitive need did not immediately acquire the rights of citizenship. For a long time, scientists believed that this need only serves all others. You need to eat, and you need to find food, to find out where it is, how to get it - that is the cognitive need arises. Some are friends, some are enemies, whose territory is again a cognitive need for help. In a word, hunger, thirst, the instinct of procreation, the protection of offspring - the cognitive need serves only as a means of their satisfaction.

That is why we know less about cognitive need than about others. It took a lot of research, a lot of controversy among scientists (sometimes bloody in a scientific sense, of course) to make a serious conversation about cognitive need possible. First of all, its independence was proved. Let's describe some experiments. The first experiment is rather unusual. A person is immersed in water; the water is not particularly warm or cold, about 34 degrees. The face is covered with a paraffin mask, so that the person can neither see nor hear. He also cannot move in water. There is a button that the subject can press if he becomes completely unbearable. All organic needs are fully met by necessity.

It turned out that most of the subjects did not last long in this state. Some take two to three hours, some take a little more. All, without exception, characterize their condition in the water as extremely difficult. Some subjects experienced mental disorders, however, they disappeared rather quickly.

What's going on? A person has a very comfortable temperature environment, nothing threatens him, he does not experience either hunger or thirst - and nevertheless, he has extremely negative emotions. He feels bad!

Psychologists came to the conclusion that a special need is at work here - the need for impressions, the need for an influx of new information. The need for impressions is one of the elementary manifestations of the cognitive need.

Then they decided to change the experience somewhat. Now the subject was no longer immersed in water, but was left in an ordinary room. True, not quite ordinary. The room was closed from external influences, no sounds reached here, there were no windows in it. The subject was thus completely isolated from the outside world. As in the previous experiment, all natural human needs were fully satisfied, he knew for sure that nothing threatened him. As soon as he is completely unbearable, he can file conventional sign and the experiment will be terminated.

It turned out that a long stay in this psychological chamber was extremely painful for the subjects. And although their stay in these conditions was measured not in hours, but in days, the condition of the subjects at the exit was very difficult. And precisely because the cognitive need was not satisfied. As soon as a person was given appropriate intellectual food (books, paper, etc., the experimental picture changed dramatically.

The independence of cognitive needs from organic needs is already demonstrated by young children. They vividly show this need (reaching for a toy, looking at their surroundings) precisely when they do not experience either hunger or thirst, when nothing bothers them.

Of course, the cognitive need of a person is completely and only a human characteristic. However, animals also have certain prerequisites for its development, and some of the roots of this need can be traced on them.

Here is an experiment demonstrating the independence of the cognitive need in animals.

Bananas have just been placed in the monkey's cage. A monkey from another cage stretches out its paw to them. The grate is large, so a little effort and the neighbor will take all the bananas. But at this time a box appears in the cage, in which something mysteriously knocks (it's just a metronome). The monkey has a difficult choice, a struggle of motives, as psychologists say. Which one to prefer? The monkey chooses a box (although not all monkeys do this, and, in addition, the monkey must be well fed).

Now psychologists are convinced that the cognitive need is not a servant of other needs, but an independent, independent science of the individual.

New knowledge, new information is always a means of satisfying cognitive needs. It was the absence of new impressions that caused in people the difficult condition that arose in the experiments described above.

New knowledge, of course, does not at all mean the need to move to a new object every time. Take, for example, reading books - perhaps the most common way to satisfy a cognitive need. Very often, while rereading a familiar book, you suddenly discover something completely new in it. There is even evidence that people who are prone to re-reading books are distinguished by a special depth of mind. And one well-known literary critic believes that any serious book must be read by all means twice. From the first time, the reader learns only the plot of the work or set specific facts; the very idea of ​​the author, his super task can be learned, already knowing all this specifics. An interesting point of view!

By the way, one of the definitions of creativity means getting new information from well-known objects. (Everyone knows what it is; there is someone who does not know it, and the result is a discovery).

The following is also very important: the acquisition of new knowledge does not extinguish the cognitive need, but, on the contrary, enhances it. The cognitive need in a developed form becomes unsaturated - the more a person learns, the more he wants to know.

In this sense (as in many other respects) the cognitive need is fundamentally different from any organic needs. In the latter, you can sharply draw the line: the need to eat (the person is hungry, thirsty) or disappeared, satisfied (the person is full, does not feel thirsty).

It is impossible to satisfy a real cognitive need: it is limitless, as knowledge itself is limitless.

For a long time there was a debate as to how the cognitive need operates - actively or passively.

Supporters of the first point of view believed that as soon as a person begins to get used to environment, he has a specific state of boredom, and he himself is looking for new impressions, new information. There is a need for knowledge. Whatever this need is expressed in, it is always active. A person reads books, sets up experiments, or at worst goes to the cinema, buys an illustrated magazine.

Proponents of the second point of view believed that the cognitive need is something like a mirror in which everything is reflected. Something appeared in the field of vision - a person makes an assessment (consciously or unconsciously), whether it is new or already familiar, interesting or not very interesting, worth considering or not. If this is new, interesting, then the cognitive need begins to act. In other words, a cognitive need arises when there are already opportunities for its satisfaction. It is not boredom, that is, an internal need makes a person look for something new, but external stimuli cause a state of cognitive need. A person passively follows a new stimulus, new problem, unable to leave them.

The controversy was resolved by several very striking experiments. Here are just a few of them.

In the same experiment in a psychological chamber, which was described above, there were several subjects in whom a serious condition did not appear at all (or was very smoothed out), despite a long stay in the chamber. It turns out that these subjects found a source of satisfaction of the cognitive need for vigorous activity. They wrote poems, came up with problems. One of the subjects, a mathematician by education, recalling and re-deriving a theorem that he once learned, at the same time deduced several new ones. By the way, these days his condition has improved dramatically, and in terms of the total points, he endured this very difficult test better than anyone else.

The activity of the cognitive need is especially pronounced in children.

The Belgian scientist Nütten conducted such an experiment. In the experimental room, two machines were installed - A and B. Machine A is all shiny with multi-colored bulbs, bright handles - Machine B looks much simpler, there is nothing colorful or bright in it, but in this machine the handles can be moved in depending on this, turn the bulbs on and off yourself.

When the five-year-old children who participated in the experiment entered the room, then, of course, they first of all paid attention to the smart automaton A. After playing with it, they discovered the automaton B, and it turned out to be the most interesting for them. Children moved handles, turned on and off light bulbs - in a word, showed cognitive activity.

The experience changed in every possible way, but the conclusion turned out to be the same every time: to the most elegant, bright object, kids prefer one with which they can actively act. (Think about which toys children love the most.)

Now scientists no longer doubt: the cognitive need is characterized primarily by activity.

... Scientists continue to struggle with the famous Fermat's theorem, although its conclusion has long been known. It is unknown how it was proven. In a number of sciences - astronomy, biology, medicine - the most complex experiments are being carried out, the results of which will be known only to distant descendants (for example, experiments on long-term anabiosis of animals).

Of course, on a scientific scale, this work is quite understandable. However, what motivates each individual scientist who undertakes work, the result of which is already known, or, on the contrary, will certainly not be known to him? The motivation here is not at all simple, but there is no doubt that there is also a need for the very process of seeking the truth.

The student wants to independently solve the problem (there are still such students), although the solution can be obtained from a neighbor.

Ask a friend a riddle and immediately offer a solution, and you will see how your subject's face will stretch out. You ruined for him a small, but still a feast of the mind - the opportunity to find out for himself the solution of this trifling problem.

Even in the distorted cognitive need - the love of detectives - there is the joy of intellectual quest. (It is said that an English lover of detectives filed for divorce from his wife only because she wrote the name of the culprit in the margin. The court found his statement to be well founded.) Montaigne cites a funny fact. Once, when Democritus ate figs that smelled of honey during lunch, he suddenly wondered where this unusual sweetness came from in figs, and to find out, he got up from the table, wanting to inspect the place where these figs were plucked ... His maid, finding out why he was alarmed, laughing, told him not to bother himself: she simply put the figs in a jar of honey. Democritus was annoyed that she deprived him of the reason to investigate and took away from him the object that aroused his curiosity. Go away, he told her, you caused me trouble; I will still look for the cause of this phenomenon as if it were natural. And he did not fail to find some true basis for explaining this phenomenon, although it was false and imaginary.

Of course, like any activity, cognitive activity, driven by a cognitive need, has its own specific goals, your circle of actions planned by the result. And the cognitive need also means an orientation towards a certain result. However, the orientation towards the result sets only the direction of the movement of thought. The cognitive need is, first of all, the need for movement towards the result, in the very process of cognition.

The end result is not possible here. Any knowledge, any result is only a milestone, a stage on the path of knowledge.

The activity of the cognitive need, the desire for the process of cognition itself is possible only due to another feature of this need - the pleasure from mental stress, the positive emotional state associated with it. The cognitive need is therefore manifested, developed, and strengthened as a need, because together with it, the mechanism of positive emotions is activated. Without emotions, there is no need, including a cognitive one.

Cognitive activity (but not a need) can be carried out (and sometimes very successfully) without such pleasure - from the desire to earn an A, a diploma, and world fame.

The student is diligently studying so that they do not scold at home. A student sits over textbooks during a session to receive a scholarship. This does not apply to a cognitive need. But here the same student, having come back from school and having barely dined, grabs a book about animals and, forgetting about everything, reads until he finishes. After swallowing one book, he takes up the next. Each time the need for knowledge grows. And the more this need is reinforced, the stronger it becomes.

In its highest development, the cognitive need becomes, as already mentioned, unsaturated. Impossible to re-recognize.

The joy at the moment of intellectual activity (which some people experience more, others less intensely, but which is familiar to everyone) can now be registered. Whole line strictly physiological indicators (electroencephalographic, biochemical) indicate that at the moment of intellectual exertion, together with the part of the brain occupied with mental work, as a rule, the center of positive emotions is excited. For some people, this connection is so strong and strong that the deprivation of intellectual activity leads them to a serious condition.

What exactly does the feeling of pleasure include in full-fledged intellectual activity?

Some scientists believe that the point here is in the mental tone, which becomes optimally high at the moment of intense mental activity, that is, high activity itself is pleasant. Others believe that joy, pleasure is the result of a certain connection between the center of positive emotions and the activity of the brain departments in charge of mental work. We turn on one, simultaneously turn on the other. Evolution, so to speak, made sure that Noto became hargsth, and chose such a mechanism. Still others believe that at the moment of successful intellectual activity there is, as it were, a relaxation of the search, problematic tension; this produces a sense of satisfaction.

We will not go into scientific controversies in which scientific truth should be born. The fact remains: full-fledged mental activity causes a feeling of joy, pleasure, and this feeling in the process of intellectual activity is strengthened and strengthened.

So, the cognitive need is based on three pillars: activity, the need for the very process of mental activity and the pleasure of mental work.

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Ministry of Health and social development population of the Russian Federation

Ministry of Health of the Stavropol Territory

GBOU SPO SK "Pyatigorsk Medical College"

Human cognitive needs: to know, be able, understand, explore

Performed:

4th year student

Groups No. 462

Rabaeva Angelica

Checked:

Teacher:

Fomina T.A.

Pyatigorsk 2014

Introduction

1. Humanistic psychology

3. Determination of needs

4. Types of needs

5. Development of needs. The concept of professional significant features motivational-need-spheres of personality

Introduction

A person's needs know no boundaries, the more a person has and knows, the more needs. Nowadays, when a rich world of material and spiritual possibilities is bustling around us, needs play a special role - the role of our guide. Needs are our engine, they guide us, make us go forward and not stop there.

But at the same time there is negative sides... Needs are often confusing and prevent us from determining the true goal, they also instill in us a number of complexes and shortcomings.

The world of needs is as rich as our imagination, and since I am only an amateur in the field of psychology and pedagogy, I suggest turning to the works of famous authors.

1. Humanistic psychology

Humanistic psychology is a direction in psychology, the subject of study of which is a holistic person in his higher, specific only for a person manifestations, including the development and self-actualization of a personality, its higher values ​​and meanings, love, creativity, freedom, responsibility, autonomy, experiences of the world, mental health, "deep interpersonal communication" etc.

Humanistic psychology formed as a psychological trend in the early 1960s, opposing itself, on the one hand, to behaviorism, which was criticized for the mechanistic approach to human psychology by analogy with animal psychology, for considering human behavior as completely dependent on external stimuli, and, on the other hand, psychoanalysis, criticized for the idea of ​​a person's mental life as fully determined by unconscious drives and complexes. Representatives of the humanistic direction strive to build a completely new, fundamentally different methodology of human cognition as a unique object of research.

The main methodological principles and provisions of the humanistic direction are as follows:

Man is whole and must be studied in his wholeness;

Each person is unique, so the analysis of individual cases is no less justified than statistical generalizations;

A person is open to the world, a person's experience of the world and himself in the world is the main psychological reality;

Human life should be considered as a single process of becoming and being a person;

Man has the potential for continuous development and self-realization, which are part of his nature;

A person has a certain degree of freedom from external determination due to the meanings and values ​​by which he is guided in his choice;

Man is an active, intentional, creative being.

The main representatives of this trend are A. Maslow, V. Frankl, C. Buhler, R. May, F. Barron, and others.

A. Maslow is known as one of the founders of the humanistic direction in psychology. He is best known for his hierarchical model of motivation. According to this concept, seven classes of needs consistently appear in a person from birth and accompany his growing up:

Physiological (organic) needs such as hunger, thirst, sex drive, etc .;

Security needs - the need to feel protected, to get rid of fear and failure, from aggressiveness;

The need for belonging and love - the need to belong to a community, to be close to people, to be recognized and accepted by them;

Needs of respect (veneration) - the need to achieve success, approval, recognition, authority;

Cognitive needs - the need to know, be able, understand, research;

Aesthetic needs - the need for harmony, symmetry, order, beauty;

Self-actualization needs - the need to realize their goals, abilities, development of their own personality.

B. Frankl believed that the main driving force personality development is a striving for meaning, the absence of which creates an "existential vacuum" and can lead to the most sad consequences, up to and including suicide.

2. What is a cognitive need?

Three whales of cognitive need

The cognitive need did not immediately acquire the rights of citizenship. For a long time, scientists believed that this need only serves all others. You need to eat, and you need to find food, to find out where it is, how to get it - that is the cognitive need arises. Some are friends, some are enemies, whose territory is again a cognitive need for help. In a word, hunger, thirst, the instinct of procreation, the protection of offspring - the cognitive need serves only as a means of their satisfaction.

That is why we know less about cognitive need than about others. It took a lot of research, a lot of controversy among scientists (sometimes bloody in a scientific sense, of course) to make a serious conversation about cognitive need possible. First of all, its independence was proved. Let's describe some experiments. The first experiment is rather unusual. A person is immersed in water; the water is not particularly warm or cold, about 34 degrees. The face is covered with a paraffin mask, so that the person can neither see nor hear. He also cannot move in water. There is a button that the subject can press if he becomes completely unbearable. All organic needs are fully met by necessity.

It turned out that most of the subjects did not last long in this state. Some take two to three hours, some take a little more. All, without exception, characterize their condition in the water as extremely difficult. Some of the subjects developed mental disorders, although they disappeared rather quickly.

What's going on? A person has a very comfortable temperature of the environment, nothing threatens him, he does not experience either hunger or thirst - and nevertheless, he has extremely negative emotions. He feels bad!

Psychologists came to the conclusion that a special need is at work here - the need for impressions, the need for an influx of new information. The need for impressions is one of the elementary manifestations of the cognitive need.

Then they decided to change the experience somewhat. Now the subject was no longer immersed in water, but was left in an ordinary room. True, not quite ordinary. The room was closed from external influences, no sounds reached here, there were no windows in it. The subject was thus completely isolated from the outside world. As in the previous experiment, all natural human needs were fully satisfied, he knew for sure that nothing threatened him. As soon as he is completely unbearable, he can give a conventional sign, and the experiment will be terminated.

It turned out that a long stay in this psychological chamber was extremely painful for the subjects. And although their stay in these conditions was measured not in hours, but in days, the condition of the subjects at the exit was very difficult. And precisely because the cognitive need was not satisfied. As soon as a person was given appropriate intellectual food (books, paper, etc., the experimental picture changed dramatically.

The independence of cognitive needs from organic needs is already demonstrated by young children. They vividly show this need (reaching for a toy, looking at their surroundings) precisely when they do not experience either hunger or thirst, when nothing bothers them.

Of course, the cognitive need of a person is completely and only a human characteristic. However, animals also have certain prerequisites for its development, and some of the roots of this need can be traced on them.

Here is an experiment demonstrating the independence of the cognitive need in animals.

Bananas have just been placed in the monkey's cage. A monkey from another cage stretches out its paw to them. The grate is large, so a little effort and the neighbor will take all the bananas. But at this time a box appears in the cage, in which something mysteriously knocks (it's just a metronome). The monkey has a difficult choice, a struggle of motives, as psychologists say. Which one to prefer? The monkey chooses a box (although not all monkeys do this, and, in addition, the monkey must be well fed).

Now psychologists are convinced that the cognitive need is not a servant of other needs, but an independent, independent science of the individual.

New knowledge, new information is always a means of satisfying cognitive needs. It was the absence of new impressions that caused in people the difficult condition that arose in the experiments described above.

New knowledge, of course, does not at all mean the need to move to a new object every time. Take, for example, reading books - perhaps the most common way to satisfy a cognitive need. Very often, while rereading a familiar book, you suddenly discover something completely new in it. There is even evidence that people who are prone to re-reading books are distinguished by a special depth of mind. And one well-known literary critic believes that any serious book must be read by all means twice. From the first time, the reader learns only the plot of the work or a set of specific facts; the very idea of ​​the author, his super task can be learned, already knowing all this specifics. An interesting point of view!

By the way, one of the definitions of creativity means getting new information from well-known objects. (Everyone knows what it is; there is someone who does not know it, and the result is a discovery).

The following is also very important: the acquisition of new knowledge does not extinguish the cognitive need, but, on the contrary, enhances it. The cognitive need in a developed form becomes unsaturated - the more a person learns, the more he wants to know.

In this sense (as in many other respects) the cognitive need is fundamentally different from any organic needs. In the latter, you can sharply draw the line: the need to eat (the person is hungry, thirsty) or disappeared, satisfied (the person is full, does not feel thirsty).

It is impossible to satisfy a real cognitive need: it is limitless, as knowledge itself is limitless.

For a long time there was a debate as to how the cognitive need operates - actively or passively.

The supporters of the first point of view believed that as soon as a person begins to get used to the environment, he has a specific state of boredom, and he himself is looking for new impressions, new information. There is a need for knowledge. Whatever this need is expressed in, it is always active. A person reads books, sets up experiments, or at worst goes to the cinema, buys an illustrated magazine.

Proponents of the second point of view believed that the cognitive need is something like a mirror in which everything is reflected. Something appeared in the field of vision - a person makes an assessment (consciously or unconsciously), whether it is new or already familiar, interesting or not very interesting, worth considering or not. If this is new, interesting, then the cognitive need begins to act. In other words, a cognitive need arises when there are already opportunities for its satisfaction. It is not boredom, that is, an internal need makes a person look for something new, but external stimuli cause a state of cognitive need. A person passively follows a new stimulus, a new problem, unable to get away from them.

The controversy was resolved by several very striking experiments. Here are just a few of them.

In the same experiment in a psychological chamber, which was described above, there were several subjects in whom a serious condition did not appear at all (or was very smoothed out), despite a long stay in the chamber. It turns out that these subjects found a source of satisfaction of the cognitive need for vigorous activity. They wrote poems, came up with problems. One of the subjects, a mathematician by education, recalling and re-deriving a theorem that he once learned, at the same time deduced several new ones. By the way, these days his condition has improved dramatically, and in terms of the total points, he endured this very difficult test better than anyone else.

The activity of the cognitive need is especially pronounced in children.

The Belgian scientist Nütten conducted such an experiment. In the experimental room, two machines were installed - A and B. Machine A is all shiny with multi-colored bulbs, bright handles - Machine B looks much simpler, there is nothing colorful or bright in it, but in this machine the handles can be moved in depending on this, turn the bulbs on and off yourself.

When the five-year-old children who participated in the experiment entered the room, then, of course, they first of all paid attention to the smart automaton A. After playing with it, they discovered the automaton B, and it turned out to be the most interesting for them. Children moved handles, turned on and off light bulbs - in a word, showed cognitive activity.

The experience changed in every possible way, but the conclusion turned out to be the same every time: to the most elegant, bright object, kids prefer one with which they can actively act. (Think about which toys children love the most.)

Now scientists no longer doubt: the cognitive need is characterized primarily by activity.

... Scientists continue to struggle with the famous Fermat's theorem, although its conclusion has long been known. It is unknown how it was proven. In a number of sciences - astronomy, biology, medicine - the most complex experiments are being carried out, the results of which will be known only to distant descendants (for example, experiments on long-term anabiosis of animals).

Of course, on a scientific scale, this work is quite understandable. However, what motivates each individual scientist who undertakes work, the result of which is already known, or, on the contrary, will certainly not be known to him? The motivation here is not at all simple, but there is no doubt that there is also a need for the very process of seeking the truth.

The student wants to independently solve the problem (there are still such students), although the solution can be obtained from a neighbor.

Ask a friend a riddle and immediately offer a solution, and you will see how your subject's face will stretch out. You ruined for him a small, but still a feast of the mind - the opportunity to find out for himself the solution of this trifling problem.

Even in the distorted cognitive need - the love of detectives - there is the joy of intellectual quest. (It is said that an English lover of detectives filed for divorce from his wife only because she wrote the name of the culprit in the margin. The court found his statement to be well founded.) Montaigne cites a funny fact. Once, when Democritus ate figs that smelled of honey during lunch, he suddenly wondered where this unusual sweetness came from in figs, and to find out, he got up from the table, wanting to inspect the place where these figs were plucked ... His maid, finding out why he was alarmed, laughing, told him not to bother himself: she simply put the figs in a jar of honey. Democritus was annoyed that she deprived him of the reason to investigate and took away from him the object that aroused his curiosity. Go away, he told her, you caused me trouble; I will still look for the cause of this phenomenon as if it were natural. And he did not fail to find some true basis for explaining this phenomenon, although it was false and imaginary.

Of course, like any activity, cognitive activity, driven by a cognitive need, has its own specific goals, its own range of planned actions based on the result. And the cognitive need also means an orientation towards a certain result. However, the orientation towards the result sets only the direction of the movement of thought. The cognitive need is, first of all, the need for movement towards the result, in the very process of cognition.

The end result is not possible here. Any knowledge, any result is only a milestone, a stage on the path of knowledge.

The activity of the cognitive need, the desire for the process of cognition itself is possible only due to another feature of this need - the pleasure from mental stress, the positive emotional state associated with it. The cognitive need is therefore manifested, developed, and strengthened as a need, because together with it, the mechanism of positive emotions is activated. Without emotions, there is no need, including a cognitive one.

Cognitive activity (but not a need) can be carried out (and sometimes very successfully) without such pleasure - from the desire to earn an A, a diploma, and world fame.

The student is diligently studying so that they do not scold at home. A student sits over textbooks during a session to receive a scholarship. This does not apply to a cognitive need. But here the same student, having come back from school and having barely dined, grabs a book about animals and, forgetting about everything, reads until he finishes. After swallowing one book, he takes up the next. Each time the need for knowledge grows. And the more this need is reinforced, the stronger it becomes.

In its highest development, the cognitive need becomes, as already mentioned, unsaturated. Impossible to re-recognize.

The joy at the moment of intellectual activity (which some people experience more, others less intensely, but which is familiar to everyone) can now be registered. A number of strictly physiological indicators (electroencephalographic, biochemical) indicate that at the moment of intellectual exertion, together with the part of the brain occupied with mental work, as a rule, the center of positive emotions is excited. For some people, this connection is so strong and strong that the deprivation of intellectual activity leads them to a serious condition.

What exactly does the feeling of pleasure include in full-fledged intellectual activity?

Some scientists believe that the point here is in the mental tone, which becomes optimally high at the moment of intense mental activity, that is, high activity itself is pleasant. Others believe that joy, pleasure is the result of a certain connection between the center of positive emotions and the activity of the brain departments in charge of mental work. We turn on one, simultaneously turn on the other. Evolution, so to speak, made sure that Noto became hargsth, and chose such a mechanism. Still others believe that at the moment of successful intellectual activity there is, as it were, a relaxation of the search, problematic tension; this produces a sense of satisfaction.

We will not go into scientific controversies in which scientific truth should be born. The fact remains: full-fledged mental activity causes a feeling of joy, pleasure, and this feeling in the process of intellectual activity is strengthened and strengthened.

So, the cognitive need is based on three pillars: activity, the need for the very process of mental activity and the pleasure of mental work.

3. Determination of needs

A.G. Maklakov: Need is the initial form of activity of living organisms. Need can be described as a periodically arising state of tension in the body of living beings. The occurrence of this condition in a person is caused by a lack of a substance in the body or the absence of an object necessary for an individual. This is a state of the body's objective need for something that lies outside of it and constitutes necessary condition its normal functioning is called a need.

A need is the state of a person's need in certain conditions of life and activity or material objects. The need, like any state of personality, is always associated with the presence of a person's feelings of satisfaction or dissatisfaction. All living beings have needs, and this is how living nature differs from non-living nature. Another of its differences, also related to needs, is the selectivity of the response of a living thing to exactly what constitutes the subject of needs, that is, to what the body lacks at a given time. The need activates the body, stimulates its behavior aimed at finding what is required.

The quantity and quality of needs that living beings have depends on the level of their organization, on the way and living conditions, on the place occupied by the corresponding organism on the evolutionary ladder. Least of all needs are in plants that only need certain biochemical and physical conditions existence. Most of all the diverse needs of a person who, in addition to physical and organic needs, also has spiritual and social ones. Social needs are expressed in the desire of a person to live in society, to interact with other people.

The main characteristics of human needs are strength, frequency of occurrence and method of satisfaction. An additional, but very significant characteristic, especially when it comes about the personality, is the objective content of the need, that is, the totality of those objects of material and spiritual culture, with the help of which this need can be satisfied.

4. Types of needs

Human modern society is engaged various types activities. It is hardly possible to classify all types of activity, since in order to represent and describe all types of human activity, it is necessary to list the most important for this person needs, and the number of needs is very large, due to the individual characteristics of people.

However, it is possible to generalize and highlight the main types of activity inherent in all people. They will match common needs, which can be found in almost all people without exception, or rather, those types of social human activity, in which each person inevitably includes in the process of his individual development.

Distinguish between needs:

by areas of activity:

labor needs

knowledge

by object of needs:

material

spiritual

ethical

aesthetic, etc.

by importance:

dominant / minor

central / peripheral

by temporary stability:

sustainable

situational

by functional role:

natural

culturally driven

by subject of needs:

group

individual

collective

public

Desire (specified need) - a need that has taken on a specific form in accordance with the cultural level and personality of the individual with the historical, geographical and other factors of the country or region

Need is a state of an individual created by the need he experiences for something. There are various classifications of needs, one of the most significant of them was proposed by P.V. Simonov, he believed that human needs can be divided into biological, or organic (the need for food, water, oxygen, etc.), and social. Social needs should include, first of all, the need for contacts with their own kind and the need for external impressions, or cognitive need. These needs begin to manifest themselves in a person in the very early age and persist throughout his life.

An important contribution to the classification of needs was made by the American psychologist A. Maslow. The most detailed his ideas are set out in the 1954 book "Motivation and Personality" (Motivation and Personality).

Maslow himself identifies 5 levels of needs, without putting them in a hierarchical sequence:

1. Physiological: hunger, thirst, sex drive, etc.

2. Existential: security of existence, comfort, constancy of living conditions.

3. Social: social connections, communication, affection, caring for others and attention to oneself, joint activities.

4. Prestigious: self-esteem, respect from others, recognition, achievement of success and appreciation, career development.

5. Spiritual: cognition, self-actualization, self-expression, self-identification.

Later, a more detailed classification was drawn up. There are seven main levels (priorities) in the system:

1. (lowest) Physiological needs: hunger, thirst, sex drive, etc.

2. The need for security: a sense of confidence, getting rid of fear and failure.

3. The need for belonging and love.

4. Need for respect: achievement of success, approval, recognition.

5. Cognitive needs: to know, be able to, explore.

6. Aesthetic needs: harmony, order, beauty.

7. (highest) The need for self-actualization: the realization of their goals, abilities, the development of their own personality.

As the lower needs are satisfied, the needs of a higher level become more and more urgent, but this does not mean at all that the place of the previous need is taken by a new one only when the former is fully satisfied. Also, the needs are not in an unbreakable sequence and do not have fixed positions, as shown in the diagram. This pattern takes place as the most stable, but for different people mutual arrangement needs may vary.

5. Development of needs. The concept of professionally significant features of the motivational-need-sphere of the individual

There are two stages in the development of each need. The first stage is the period until the first meeting with an object that satisfies the need. The second stage is after this meeting.

As a rule, at the first stage, the need for the subject turns out to be hidden, "not deciphered". A person may experience a feeling of some kind of tension, but at the same time not be aware of what caused this condition. From the side of behavior, the state of a person during this period is expressed in anxiety or a constant search for something. In the course of the search activity, the need usually meets its object, which ends the first stage of the “life” of the need. The process of "recognizing" the need for its object was called the objectification of the need.

In the act of objectification, a motive is born. The motive is also defined as an object of need, or an objectified need. It is through the motive that the need receives its concretization and becomes comprehensible to the subject. Following the objectification of a need and the appearance of a motive, human behavior changes dramatically. If earlier it was undirected, then with the appearance of a motive it gets its direction, because the motive is what the action is performed for.

The goal is called the immediately-perceived result, at which the action is currently directed, associated with the activity that satisfies the actual need. Psychologically, the goal is that content of consciousness that is perceived by a person as an immediate and immediate expected result of his activity. Needs, goals and motives are the main components of a person's motivational sphere.

Motive (from Lat. Set in motion, push) is the inner stimulus of activity, giving it a personal meaning. Those. it is a stimulus to action, a reason underlying the choice of actions and deeds. Motives can be conscious and unconscious.

Conscious - this is when a person is aware of what prompts him to activity, what is the content of his needs. They are characterized by interests, beliefs, aspirations. Unconscious - this is when a person is not aware of what prompts him to activity.

Motives can be divided into external and internal. External (situational or narrow motives) include such motivators as: punishment and reward, threat and demand, group pressure and expectation of future benefits, etc. Internal motives (broad) are those that induce a person to act as their goal. For example, interest in the classes themselves, curiosity, the need for information, etc.

Motivation is a combination of psychological reasons that explain human behavior, its beginning, direction and activity. Motivation is a process continuous selection decisions based on weighting behavioral alternatives.

Motivation is a rational explanation by the subject of the reasons for action and deeds by indicating socially acceptable circumstances for him and society.

Higher motives form the value core of the personality, the rejection of which is experienced by a person as a rejection of himself. In 1908, American psychologists Yerkes and Dodson, while studying motives, derived the law of optimal motivation, according to which, as the strength of motivation increases, the quality of activity first increases and then gradually decreases.

The motivational sphere of a person, from the point of view of its development, can be assessed according to the following parameters: breadth, flexibility, and hierarchy. The breadth of the motivational sphere is understood as a qualitative variety of motivational factors - dispositions (motives), needs and goals. The more a person has a variety of motives, needs and goals, the more developed is his motivational sphere.

The flexibility of the motivational sphere is expressed in the fact that in order to satisfy the motivational impulse more general(higher level) more varied motivational stimuli can be used more low level... For example, the motivational sphere of a person is more flexible, which, depending on the circumstances of satisfaction of the same motive, can use more diverse means than another person. For example, for one individual, the need for knowledge can be satisfied only with the help of television, radio and cinema, while for another the means of satisfying it are also various books, periodicals, and communication with people. The latter's motivational sphere, by definition, will be more flexible.

It should be noted that breadth and flexibility characterize a person's motivational sphere in different ways. Latitude is the diversity of the potential range of objects that can serve for a given person as a means of satisfying an actual need, and flexibility is the mobility of connections that exist between different levels of the hierarchical organization of the motivational sphere: between motives and needs, motives and goals, needs and goals.

The next characteristic of the motivational sphere is the hierarchy of motives. Some motives and goals are stronger than others and arise more often; others are weaker and less frequently updated. The more differences in the strength and frequency of actualization of motivational formations of a certain level, the higher the hierarchy of the motivational sphere.

It should be noted that the problem of studying motivation has always attracted the attention of researchers. Therefore, there are many different concepts and theories on the motives, motivation and orientation of the individual. Consider in general outline some of them.

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People cannot live without needs. Everyone has a cognitive need. In some, the need is expressed in a scientific passion, while in others, in love for crosswords and detective stories, etc.

Need - an objective need of the body in certain conditions that ensure its life and development. All needs are characterized, first of all, by subject matter, i.e. focus on a specific object. The object to which the need is directed is the immediate stimulus of activity. The need is characterized by their periodic updating.

Human needs do not remain unchanged: some needs become more complex, others die off and new needs arise.

At the heart of a change in need lies, on the one hand, a change in the range of objects that satisfy the need, on the other, a change in the way from satisfaction.

The encyclopedic dictionary gives the following definition of a need: "A need is internal state, expressing the dependence of a living organism on the specific conditions of personality activity ".

The pedagogical dictionary gives the following definition of need: "Needs are the need for something objectively necessary to support the life and development of the human personality, society as a whole."

The pedagogical significance of needs stems from their role in personality development. Therefore, only such a pedagogical influence will lead to the desired result, which correctly takes into account the needs of the child, adolescent and which, in one way or another, is aimed at raising these needs, through various motives of the child's activity.

The concept of cognitive need has come a long way to date, on which there was a complete denial of need as an independent one and "exaltation" of it as central in the hierarchy of human needs. Since the 1950s, it has been shown that the cognitive need does not "serve" other needs, but is an independent need of the individual, which has its own tasks in the structure of behavior. A number of aspects of the cognitive need, namely its structure, dynamics, connection with other needs, remains the subject of serious discussion. The very definition of the essence of the cognitive need is also controversial.

Cognitive need and its formation in the psychological and pedagogical literature have not been sufficiently studied. V recent times interest in this problem has increased, firstly, in connection with the study of the patterns of all-round personality development, a component of which is the development of cognitive needs, and secondly, in connection with the study of the motivational regulation of mental activity, and in particular the motivational conditioning of creative thinking.

O.K. Tikhomirova emphasized the importance of analyzing the needs for the development of new knowledge, which, along with the needs for the search for knowledge, are related to the intellectual cognitive needs themselves. However, on the way to solving this problem, difficulties arise, primarily of a methodological nature.

The cognitive need, according to V.S. Yurkevich, is based on three pillars: activity, the need for the very process of mental activity and the pleasure of mental work.

A cognitive need, if it is caused precisely by a cognitive need, may not be related to the specific practical goals of the individual (the possibility of reward, social success, etc.) and in this sense the cognitive need is "disinterested". This makes it possible to separate the cognitive need, directed precisely by the need for cognition, from the activity motivated by other needs: "the need for achievements," "the need for success," etc.

Often you have to listen to that towards the end primary school the need for learning in general fades away, hence the interest in learning is lost, and learning is a supporting link in the formation of the cognitive need. Well, fading leads to dissatisfaction learning activities... All activity begins with needs.

According to A.N. Leontiev, the need is the orientation of the child's activity, mental condition creating a prerequisite for activity. However, the need in itself does not determine the nature of the activity, this is explained by the fact that in the very "need" state the object and satisfaction are not cruelly recorded: one and the same need can be satisfied by different objects, in different ways. The object of its satisfaction is determined only when a person begins to act - this leads, as psychologists say, to "objectification" of the need. But without the need, the child's activity does not awaken, he does not have motives, he is not ready to set goals.

According to L.I.Bozhovich, every child is characterized by a need for new impressions, which turns into an unsaturated cognitive need. If the student does not actualize this broad cognitive need, which creates a readiness for learning activity, then he does not move on to other, more active forms of behavior. For example, to the setting of goals, if the teacher fails to rely on the cognitive needs of schoolchildren and use them for self-setting goals by the students, then he has no choice but to set ready-made goals for the students.

In cases where the need for general cognitive activity is not expressed in the forms of independence of the student's educational activity, difficulties arise in working with the student: his unfulfilled needs can find a way out in stubbornness, conflict and other undesirable forms of behavior.

And, finally, it is important for the teacher to specifically use the question of the content of educational activity in which the need is realized. The so-called non-saturable need can be satisfied in different ways in educational activities - it depends on the conditions educational work, teacher requirements. In some cases, the cognitive need can be satisfied by getting good grades, in others - with properly organized educational activity - by the student's orientation to the inner content of educational activity, the methods of actions performed. In the course of the educational activity itself - depending on the conditions of its organization, its general atmosphere, the type of communication with the teacher - the learning needs are formed, rebuilt, and improved. In the process of educational activity, not only the indicative component of needs itself changes, but also the social attitudes of learning - the need to be included in socially significant work, to another person, the need for self-improvement, etc. All this creates the basis for the formation of a specifically human need for activity, for creation.

Cognitive need in the most typical form primarily acts as a situationally arising cognitive need generated by conditions specific task, communication features interpersonal interaction... A situationally generated cognitive need arises in the conditions of such intellectual tasks, in the process of solving which a problem situation arises, requiring the subject to "discover" new knowledge or a method of action that ensures the solution of the task. Cognitive need, therefore, is born in situations of a task, the conditions of which are primarily subjectively known and familiar. It is only in the very process of solving that the discrepancy between the used habitual methods of action and the requirements of the problem, constituting its "hidden" conditions, is revealed, the impossibility of its solution with the help of known methods... Discovered in this way the requirements of the task appear as "new", presented by the intellectual task to mental activity. New requirements of the mental task act as a source of situational generation of cognitive needs and a condition for the emergence of cognitive search activity aimed at discovering the unknown. Thus, a situationally generated cognitive need arises on the basis of new requirements "presented" to cognitive activity by the emerging problem situation. It can also be said that the cognitive need arises in the context of a problem situation. Needs need to be developed and strengthened in order to evoke in the child the desire to develop his capabilities, to self-educate his abilities.

Further research showed that the desire for knowledge, or, in other words, the cognitive need, is most responsible for the level of development of mental abilities. It is thanks to the highly developed need for cognition (at present there are several concepts to denote the desire for mental activity: mental activity, cognitive need, intellectual activity) that children develop abilities, and the more the better. V.S. Yurkevich in his work highlights the main characteristics of the cognitive need.

1. Cognitive need is, first of all, the need for new information, however, new information itself can appear in a variety of forms: in a new stimulus ( new color object, unexpected sound, unusual shape), in new knowledge about the object (its purpose, device, etc.), and finally, in new system ideas about the world (scientific knowledge, science in general). And the most elementary and most complex ways of satisfying the cognitive need as a whole characterize the same cognitive need, however, depending on these methods, the levels of development of the cognitive need differ.

If the baby's cognitive need is met a new rattle, with a new unusual sound (the level of need for impressions), then a preschooler, in order to satisfy his passion for knowledge, already needs children's books, films and stories of adults. The age from two to five years is the age of "why" when a child actively tries to understand the world around him. it First stage another level is curiosity. In his further development, in a teenager or senior student, the cognitive need reaches a higher level - purposeful activity, when the student strives for a special area of ​​knowledge and on this basis his interests and inclinations arise, develop, and strengthen.

Without going into the analysis of each of the levels, it can be emphasized that, appearing from the birth of a child and being an integral characteristic of the life of every person, the cognitive need fundamentally changes with age, gradually becoming more complex, while more complex levels of cognitive need are replaced by more elementary ones. With age, the differences between children and, accordingly, adults in the complexity of the ways of satisfying cognitive needs increase sharply. Each person, child or adult, in one way or another, presents different levels of satisfaction of the cognitive need, however, one of the levels is the leading one, and the general level of intellectual development depends on it.

2. It is from the fact of the existence of different ways of satisfying the cognitive need that the fact of the “non-saturation” of the cognitive need follows.

A person needs new knowledge, new stimuli almost at every moment of life, without this a person literally falls ill.

The cognitive need is one of the few that cannot be fully satisfied. It always manifests itself (excluding sleep time, of course), either in a more complex (different types of cognition), or in the most simplified form.

3. Cognitive need is independent of the tasks of adaptation to specific situation and is aimed primarily at the process of cognition itself. The "disinterestedness" of the cognitive need, its orientation mainly towards the process, and not towards the result - essential characteristic this need. A student who truly loves mathematics is happy with every new task and will not be happy at all if he is suddenly given ready-made solution... But not only mathematically gifted children show this need to "break their heads". The pleasure of the process of cognition itself, in whatever form it is, is familiar to every person, and this is a characteristic feature of the cognitive need.

4. Closely related to this feature - orientation to the process of cognition - and another feature of the cognitive need, namely a close relationship with positive emotions.

A student who truly loves mathematics is happy. It is the feeling of pleasure, joy that distinguishes mental activity, performed on the basis of cognitive needs, from cognitive activity, directed by other needs.

The student studies diligently to earn praise or not to be scolded at home. This does not apply to a cognitive need. But here the same student, having come from school, grabs at a book about animals and, forgetting about everything, reads until he finishes. Those. the student is engaged in his own hunt, he likes it, evokes vivid positive emotions. This is a cognitive need.

Joy at the moment of cognitive activity initiated precisely by cognitive need can now be registered. A number of physiological indicators indicate that at the moment of intellectual tension, together with the part of the brain engaged in mental work, the center of positive emotions is always excited (provided that mental tension is caused precisely by the need for cognition, and not by any other need, say fear of not completing the task). For some people, this connection is so strong and strong that the deprivation of intellectual activity leads them to a serious condition. The fact of the connection between the cognitive need and positive emotions is important, firstly, for diagnosing the nature of cognitive activity, and secondly, for developing the necessary strategy and tactics for the development of cognitive need. The specific content of the process of development of the cognitive need with the allocation of levels of its development was usually not the subject of special research. The problem of the levels of development of the cognitive need was elaborated in the most detail by V.S. Ilyin, who singled out four of its levels (orientation and familiarization need, curiosity, need - thought, passion), and V.S. Yurkevich identified three levels: the need for impressions, curiosity, purposeful cognitive need.

V.S. Yurkevich characterized the levels as follows, at the first level of cognitive need the main role the so-called need for impressions plays, which is expressed in the individual's desire for new stimuli, in his reaction to new impressions coming to him from outside. At the initial level of the cognitive need, there is still no desire to acquire new knowledge - this is the need for new stimuli. The level of need is most pronounced in infants and young children. preschool age, retaining a certain value in the future. The next level is curiosity, at which there is already a personal selection of the information that comes to him and which he himself is able to receive. The cognitive need at this level is much more purposeful, interests arise and strengthens, various forms of personal attitude to knowledge. Only at this level does the need for knowledge appear. However, at this level, the cognitive need is not yet sufficiently defined and is associated with social objectives, has a spontaneous emotional and often narrowly individual character. Curiosity is especially pronounced in adolescents, we can say that the age of curiosity is the whole school age... At this age, curiosity is formed, is experiencing a "heyday" and is replaced next step cognitive needs. The third level is the level of purposeful cognitive need, the need itself is not spontaneous, but reflects life values personality. It is this stage of the cognitive need that manifests itself as a stable aspiration of the individual to a particular area of ​​knowledge, as the formation of the inclination of his particular activity. There are certain reasons to believe that the previous levels of the cognitive need are not completely lost, but as if removed, subsequently being included in it as one of the components of this more developed level of cognition.

V.S. Yurkevich identifies two forms of cognitive need:

The need for knowledge can manifest itself in the form of assimilation of ready-made knowledge (the need for assimilation of impressions, integration, their systematization and the need for the accumulation of knowledge);

The need for research activities in order to obtain new knowledge. The first is the least active form of cognitive need. As a result of this form, new knowledge is assimilated, but not created. The second is a more active form, directly aimed at acquiring new knowledge. Students with one or another form of cognitive need differ markedly. Schoolchildren with a need to assimilate knowledge are inclined to memorize factual material; they often have a particularly clear system for storing it. Students with a research need try to come up with the correct answer themselves, solve unfamiliar problems with interest, and love "tricky" questions. These forms differ precisely in the degree of participation of different needs. Cognitive need contributes to the intensive development of intellectual processes (perception, thinking, imagination). The formation of a cognitive need has a positive effect on the development of motivation and personality: a type of motivation is formed, where the cognitive need becomes the leading motive, a personality of high intellectual activity is formed, having a thirst for incessant search and reflection, the speed and accuracy of the perception of educational material increases, the logic of thinking, the desire to penetrate into the depth the issue under study, the need for tasks requiring independence, a creative approach to tasks of increased difficulty increases, knowledge becomes large in volume. The transition of the cognitive need to the next level is associated with further development the student's personality, his motivational sphere, with the expansion and deepening of the quality of knowledge. This gives new qualities that she possessed at the first and second levels. In classrooms where the cognitive need reaches such a level of development, there are individual students in whom it develops into passion, into a thirst for contemplation on a subject. These are usually students of outstanding ability. Cognitive need develops in different ways, including information technology.