Training is a pedagogical interaction between a student and a teacher, during which the personal qualities of the student develop. In the process of education, the student acquires knowledge about 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 perform these types educational activities corresponding personality qualities are manifested. There are cognitive (cognitive), creative (creative) and organizational qualities of the student. Let's reveal these qualities.
Cognitive qualities include:
I) physiological: the ability to see, hear, touch, smell, taste; developed performance;
ІІ) intellectual:
1) erudition, logic, insight, 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-determinate in a situation of choice, and quickly make a decision;
3) application of principles, methods, processes previously learned to solve a new situation, 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-imaginative qualities: inspiration, imagination, fantasy, associativity, daydreaming;
2) initiative, originality, originality, ability to generate ideas;
3) applying various means and methods to solving the problem, searching for their best combination and forecasting changes in the object, its development dynamics;
4) formulation of hypotheses, construction of patterns, formulas, theories.
Organizational qualities are manifested in the organization of cognition and creativity and include:
1) the ability to set and achieve goals, plan activities, adjust 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 cognition and generation of ideas.
IN educational process All groups of qualities, both creative and cognitive, should be identified and developed.
Personal qualities act as a guideline when formulating educational goals both on a global scale and on a private scale, in relation to the disciplines being studied, special courses, individual sections, and topics.
When learning methods 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 students modern methods conducting training sessions.
Self-test questions
1. What do the following terms mean: “learning”, “teaching”, “teaching”, 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 characterize the levels of mastery of educational material.
Workshop
1. Formulate a task in economics and think about what qualities of the student’s personality develop when completing it.
2. Swipe benchmarking educational paradigms according to the criteria reflected in the table. Enter the comparison results into the table.
3. Consider the features of developmental education in various concepts of its founders: the didactic principles of the concept of L. V. Zankov and the didactic principles of the concept of V. V. Davydov - D. V. Elkonin.
4. What personality qualities develop in students during educational activities?
Plan
1. Introduction. Cognitive psychology. Short story
2. Modeling of cognitive processes in psychology
2.1 Types cognitive processes
2.2 Purpose of cognitive modeling
2.3 Functional diagram of the cognitive process
3. The problem of perception in cognitive science
3.1 General model of perception
3.2 Structure of the perception model
3.3 Problems of visual code in the works of psychologists
3.4 Mechanism and patterns of the perception process
Conclusion. Significance of Cognitive Psychology Research
Bibliography
1. Introduction. Cognitive psychology. Short story
IN last years Interest in the study of cognitive processes is steadily growing. Until the early 50s, issues related to the theory of knowledge were considered in works on philosophy and logic. In the early 50s, specialists in the field of psychology began to intensively study the mechanisms of cognition. The first studies were devoted to studying the mechanisms of perception.
Currently, more complex cognitive mechanisms are being studied, such as decision-making, learning, memory, etc.
The term "cognition" began to be used not only to denote the process of formation scientific knowledge, but also to designate the psychological process of forming everyday ideas.
A natural approach to studying the phenomenon of cognition, based on data from psychological and neurophysiological studies of the mechanisms of cognition, is called cognitive science.
Currently, cognitive science is becoming an important object of research, necessary to solve one of the strategic tasks of civilization, the goal of which is to develop methods for conscious control of personality and the creation of humanoid robots.
2. Modeling of cognitive processes in psychology
Modern research cognitive functions prove that knowledge can be known, i.e. the object of research can be studied using 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 observable manifestations of the cognitive process (the field of cognitive psychology).
The neurophysiological approach explains the process of cognition based on the action of physiological mechanisms.
2.1 Types of cognitive processes
The basic basis of cognitive research is that an individual has 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 of evolutionary development. The mental model allows the individual to navigate the “real” reality and ensures his survival. This is one of the goals 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 observable through introspection, i.e. are recognized by the individual. Important feature The obvious mechanism is the purposeful nature of its activity, regulated by volitional effort. With the help of explicit mechanisms, a conscious problem is solved.
Hidden processes are studied through psychological experiments. As a result of experiments, it was shown that latent cognitive abilities are acquired, and some of them are innate. The current mainstream view is that unconscious categorization occurs at the level of hidden cognitive mechanisms that can be trained.
2.2 Purpose of cognitive modeling
The purpose of cognitive modeling is to build a model of human intellectual behavior, where consciousness is represented as an information machine.
2.3 Functional diagram of the cognitive process
To specify the cognitive process as information process functional diagrams are used. Block diagrams 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 functioning cognitive functions and intellectual functions.
The circuit consists of functional blocks:
receptor area - primary information analysis
perception systems: visual, auditory, skin-kinesthetic, gustatory, olfactory. They provide multi-level operation of information and complex reflex processes.
memory is considered 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.
representation, where the synthesis of perception, conceptual knowledge and figurative code is carried out. Representation is built in the process of shaping behavior “here” and “now”. They are built automatically, unconsciously. The construction process uses frames contained in memory or knowledge systems. Constructing 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 over the course of life.
Cognitive research studies real mental mechanisms reasoning. In cognitive research, there are two types of inferences: normative and heuristic.
By normative inference we mean a conclusion in which the subject can justify the choice of a model of relevant initial information and justify each step of reasoning.
A heuristic conclusion is reasoning that may not have a strict justification, but by following it an individual often achieves success in his activities.
3. The problem of perception in cognitive science
Research in cognitive science studies the processes of perception. Perception is studied using instrumental methods as a natural phenomenon, and introspection is given the role of a heuristic technique.
IN Lately Computer modeling is becoming an important technique in cognitive research. For example, Goldstone considered the possibility of neural networks modeling human classification abilities. It was concluded that neural networks do not fully model human classification processes.
The general trend of modern research corresponds to an engineering approach, the goal of which is to link a number of famous models 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 volitional messages and are not amenable to introspective observations.
3.1 General model of perception
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 accuracy and speed of perception.
The general model of perception is as follows:
receptors carry out primary encoding of external information and analyze it according to physical qualities (intensity, duration).
further, information travels along nerve fibers to parts of the brain located in the posterior part of the cerebral hemisphere. These departments are responsible for deep multi-stage processing of information. There, 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.
3.2 Structure of the perception model
The subject's perceptual experience is formed in the process of perceptual activity. Zinchenko identified the following types of perceptual actions:
detection of adequate task information features
examination of selected signs
As a result of perceptual action, various cognitive structures are formed.
3.3 Problems of visual code in the works of psychologists
In cognitive psychology it is formulated a large number of hypotheses 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. The mechanisms of code formation are developed in the process of evolution and depend on biological species the 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.
An object part code occurs if it is part of a stimulus:
important for solving the problem
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.
The general code of an object is a composition of two parts. Common codes are a system of codes. They have a structure and can include new codes.
It is assumed that visual codes (images) of “real” objects and codes (cognitive maps) of complex scenes of the physical world are stored in memory.
The visual code of an object contains information about its geometric characteristics, its quality, and detailed information about possible actions on it.
Two models for the emergence of codes have been proposed: the instance model and the implementation model. In the implementation model, each exposure to a stimulus causes a corresponding internal trace. The adequacy of the implementation model is confirmed by experimental results.
The following pattern is statistically reliable: the more training stimuli were offered, the more accurate and faster the recognition will be, i.e. the better the built code will be.
3.4 Mechanism and patterns of the perception process
There are principles for the functioning of perception when solving the following problems:
selecting an object from the background
generating an object code
establishing the identity and differences of objects
formation of a cognitive schema for spatial scenes
formation of representation
Perception can be thought of as a process that operates on two opposing strategies: decomposition and integration. Both strategies are used in the process of visually coding objects or scenes (systems of objects located in space). The choice of strategy is determined both by the volitional message of the individual and the nature of the stimulus material. Knowledge - both verbal and motor skills - influences the process of perception.
The accuracy and speed of perception of all types of stimuli improves as a result of training. This is explained by the fact that when a stimulus is repeated many times, its generalized code is formed and remembered, which makes the recognition process more effective.
In the process of perception, the operation of establishing similarity is often used. Objects are compared by comparing parts of objects. This method is called structural comparison.
In the background-object problem, the division between the significant and the insignificant object is represented as focusing attention on the here and now, and the background is the context of the situation. The division into background and object is relative and dynamic, i.e. the background of "here" and "now" can become an object somewhere and someday.
Research by psychologists proves the existence of innate principles of decomposition of sensory perception into objects, criteria acquired throughout life, as well as the presence of learning elements.
An important point that modern psychology points out is the close connection between perception and the subject’s skills (to imagine the whole as a collection of parts).
The type of perception aimed at decomposing a stimulus into a system of substimuli that have a certain independence is called decomposition. Decomposition occurs automatically, regardless of our consciousness. Abilities for differentiation increase with age, i.e. with the accumulation of experience.
Integration brings parts together into a whole. Through integration, unity of diversity is achieved.
Main principles of the integration process:
the ability to unite is developed with experience
parts combine into a whole if they appear together frequently. A generalized code appears.
stimuli, which are objects located in space, can be perceived as a single image, i.e. like a stage. The code of such a scene is called topological.
Accurate object recognition requires perceptual actions. A model of the perceptual cycle was developed. The algorithm of its work is as follows:
a certain set of anticipations (hypotheses) regarding the perceived object is initialized.
these anticipations determine the plan for further examination
As a result of the survey, clarification occurs: some hypotheses are discarded, others are clarified.
Representation is a cognitive structure that provides problem solving in a state of “thrownness”, when the individual needs to act, and intellectual mechanisms (logical analysis) are too slow and do not meet the time constraints imposed by the situation.
Representation is physiologically conditioned; in the process of its formation, such automatic mechanisms as comparison, automatic conceptualization, and the formation of a topological and metric code of physical space predominate. Representation depends on the perceived information, is formed “here” and “now” to solve the problems facing the individual in this moment. In representation there is a synthesis of knowledge and sensory information.
Conclusion. Significance of Cognitive Psychology Research
Ideas from cognitive psychology provide A New Look on things, which finds its practical implementation within the framework artificial intelligence and software development. For example, the project to create an autonomous intellectual platform indicates the exceptional importance of cognitive science ideas. NATO hosts many conferences on various issues in cognitive science. Work in the field of cognitive science actively interacts with research on cognitive processes conducted in related fields. Thus, cognitive studies of the functions of concepts in human cognitive activity have made it possible to take a new look at the teachings of classical semantics and formal logic as models of human thought processes.
Lecture >> Psychology... cognitive maps, etc.) and discussing with psychologist observation results, the client begins to understand what processes...learning in process cognitive or cognitive personality development. And here is the impact formula: psychologist helps...
1. Sensation as the simplest mental process.
2. Perception. Properties of perception.
3. Attention. Qualities of attention.
4. Memory. Types of memory.
5. Thinking. Types of thinking.
6. Imagination.
7. Intelligence.
1. The initial moment of the sensorimotor reaction gives rise to sensations. In a person, a sensation is identified as a result of the analysis of existing perception.
Feeling- direct sensory reflection of individual properties and qualities of what is perceived. The exception is protopathic (H. Head), more ancient, so to speak, primitive sensations, which are characterized by non-localization and undifferentiation (convey internal states as opposed to epipathic).
Sensations 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.
Anatomical and physiological apparatus specialized for receiving the effects of certain stimuli from external environment and processing them into sensations is called analyzer. Each analyzer consists of 3 parts: a receptor (converts the energy of external influences into nerve signals), conductive nerve pathways, think tank in the cerebral cortex. All analyzers have specific excitability.
Analyzer characteristics:
1. Lower and upper threshold of discrimination (sensitivity range).
2. Differential threshold (the smallest amount of difference between stimuli when they are perceived as separate).
3.Operational discrimination threshold (maximum accuracy and speed of discrimination)
4.Time threshold.
5. Latent period of the reaction (from exposure to the stimulus to the onset of sensation)
6. The intensity of the sensation is directly proportional to the logarithm of the strength of the stimulus.
2. Perception is a sensory reflection of reality and is based on the impact of the environment on the senses. Human perception creates a sensory image of an object, gives awareness of a sensory given object as a source and object of interaction. Perception ensures the integrity of the reflection of objects and situations.
Perceptual properties:
1.Integrity.
2. Constancy.
3. Structurality.
4. Meaningfulness
5.Selectivity
Types of perception: perception of objects, time, relationships, movement, space, person.
The highest forms of human perception are associated with the entire historical development of culture (for example, the perception of works of art), and are correlated with the highest mental functions of a person, including thinking.
Structure of information reception in the process of perception: Stimulus - Sense organs - Nerve impulses- Brain - Individual sensations - Holistic perception - Memory standards - Recognition of an object - Mental activity - Comprehension of an object - attention
3. Attention- the direction and concentration of a person’s consciousness on certain objects while simultaneously distracting from others.
There are involuntary, voluntary and post-voluntary attention.
Qualities of attention: concentration, switching, distribution, stability.
Sustainability of attention manifests itself in the ability to maintain attention on the subject of activity. This is a temporary characteristic of attention, the duration of its attraction to 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 concentrate on the ticking of a 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 convex and concave. In some cases, attention is characterized by frequent periodic fluctuations, in others - by greater stability. The factors influencing the stability of attention include the physiological characteristics of a person (the properties of his nervous system, the state of the body at the moment), the presence or absence of interest in the subject of activity, the presence or absence of distractions. However, most essential condition 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.
Focus, in contrast to 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, which is completely focused on the activity being performed. A . Ukhtomsky believed that concentration of attention is a consequence 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. Voluntary 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 switching 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 during 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 perform several tasks at the same time. Napoleon could simultaneously dictate up to seven important diplomatic documents to his secretaries. As a rule, combining two types of activities is possible if one of the types is brought to automaticity and does not require attention. If you get tired while performing complex species activities that require a lot of concentration, the area of its distribution narrows.
Attention span often identified with the volume of short-term memory and is determined by the amount of information that a person is able to retain in the area of increased attention. Usually it is 5-7 pieces of information.
Functions of attention. In human life and activity, attention performs many useful functions. It activates relevant and inhibits currently unnecessary psychological and physiological processes, promotes the targeted selection of information entering the body, and ensures selectivity of mental activity. Attention is associated with the direction and selectivity of cognitive processes. 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 interlocutor, he learns better and achieves greater results in professional field than an inattentive person.
Types of attention. Among the main types of attention are: natural and socially conditioned, direct and indirect, voluntary and involuntary, sensory 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 information novelty. Its physiological basis is an orienting reflex associated with the activity of the reticular formation and neurons - detectors of novelty.
Socially conditioned attention is formed in the process of education and training; it is associated with volitional regulation of behavior.
Direct attention is caused and controlled by the actual interests and needs of a person. Indirect attention requires attracting 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 by willpower of one of the opposing interests.
Sensory attention is associated with the selective work of the senses, intellectual attention is associated with concentration and direction of thought.
Psychological theories attention. Existing attention theories explore this process based different approaches. T. Ribot proposed a motor theory of attention, in which he identified the physiological basis of mental processes containing attention. It is represented by a complex of vascular, motor, voluntary and involuntary reactions. Intellectual attention is accompanied by increased blood circulation in the parts of the brain associated with thinking. Concentration of attention is associated with motor reactions of the whole organism: muscles of the face, torso, limbs, which, along with organic reactions, serve a necessary condition maintaining attention at the proper level. The essence of Ribot's concept is as follows: the body's motor reactions support and enhance attention. Individual thoughts, perceptions, and 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. D. N. Uznadze’s theory of attention is associated 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, he will form a certain attitude towards the subsequent perception of the weight of objects: he will evaluate the weight of other identical balls differently.
The main provisions of P. Ya. Galperin’s theory of attention come down to the following.
Attention is one of the aspects of orientation-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 pre-drawn 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 consolidated, stored and reproduced in the future in the form of recognition of seen objects, memories of experiences, 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.
Based on the material that is remembered, figurative, verbal-logical and emotional memory is distinguished. According to the method of accumulation of material - episodic and semantic (E. Tulving).
Based on the time of storage of information, immediate or sensory memory is distinguished, short-term and long-term.
Sensory memory is a process carried out at the receptor level. Traces are stored 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 attracted. 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. Essential characteristic short-term memory - 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 in no more than a minute. At this time, further selection of information into long-term memory occurs.
Long-term (secondary) memory stores information for an almost unlimited period. The physiological basis of this type of memory is the formation of engrams - structural and functional complexes of information imprinting. The mechanism of engram formation has not been sufficiently studied. In their formation, an important role belongs to the nucleic acids RNA and DNA, which chemically encode genetic information and information acquired during life. The most common point of view is that the storage of material in long-term memory is a property of the entire associative cerebral cortex. The potential capacity of long-term memory is practically unlimited.
In secondary memory allocate RAM, which can be considered as a prolonged short-term memory. RAM stores information from a few seconds to several days, which is determined by the motivation for saving it, after which the information can disappear from memory. random access memory. When performing any complex action, for example solving an arithmetic problem, a person carries it out in parts, keeping intermediate results “in mind.” Once the result is achieved, 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 that describes the interconnected activities 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. The transfer 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 carried out on the basis of translating thoughts into words. The processes of memorizing 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, longevity depends on the importance for the subject of the information, the method of systematization, encoding and reproduction. Memorization is facilitated by familiarity of the material, context, specificity of coding (association, or emotional coloring), motivation, deepening into the subject being studied (organization of information).
Information extraction: information is always reproduced on the basis of the coding system that was used in the memorization process, as well as in a block with accompanying elements of information systemically related to what is required. Therefore, it is always easier to find out than to simply remember.
What is commonly called forgetting is essentially an inability to recall information stored in long-term memory. Forgetting is aggravated by 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. (K.S. Lashley, D.O. Hebb suggested that the hippocampus performs this function). 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 all the past experience of the subject, rearranges the entire memory through corresponding biochemical changes, and simultaneously in all parts of the brain (of course, some areas are more , others - insignificantly).
Involuntary and voluntary memory - two stages in memory development. On the basis of involuntary memory, in which there is no intention to remember, most of a person’s life experience is formed. Arbitrary memory containing a memorization setting for the purpose next reproduction of material is necessary in human training and professional activities. B.V. Zeigarnik in his works on Gestalt psychology gives an example of the selective influence of motivation on involuntary memory. When a waiter in a cafe was asked about the dishes ordered by clients, it turned out that he better remembered the order of the clients he was supposed to serve, and had difficulty remembering dishes from the completed order, for which he had already been paid. The result of the study was the conclusion that unfinished actions are remembered twice as much as completed ones. A person involuntarily stores in memory and involuntarily reproduces what meets his current, but not yet fully satisfied needs.
Characteristics of memory processes: Memorization represents an imprint of what influenced 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, establishing a logical connection with existing information in long-term memory; thirdly, setting to remember To for a certain period; fourthly, interest in the material being memorized. The productivity of repetition depends on the intellectual saturation of the memorization process; incorporating new ways of structuring and logical processing of material with each memorization; distribution of repetitions over a certain period of time. On the contrary, repeated repetition of the text without any changes leads to someone escaping consciousness.
High-quality memorization of information is facilitated by such mnemonics as placing memorization objects in space and creating images when memorizing words. The essence of the latter is to present an imaginary situation, including words to be memorized in the form of dynamically changing unexpected images.
Storing information in memory can be dynamic (in RAM) 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 varies in degree of accuracy and completeness: the least degree of completeness is expressed in a “sense of familiarity”; with full recognition, a person unmistakably classifies an object as a certain class of objects. Retrieval of information from memory is influenced by a number of factors. 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 influenced by the time elapsed from the presentation of information to its retrieval from memory. One’s own ideas and actions are well reproduced and do not require special efforts to remember; they are stored in memory involuntarily. This technique, called the “generation effect,” is widely used in pedagogical practice. The use of game teaching methods is aimed at students’ search independent decisions that are remembered effortlessly and for a lifetime. Forgetting is expressed in the inability to remember or in erroneous reproduction. The physiological basis of forgetting is extinction inhibition in the cortex, which develops in the absence of reinforcement. As a result, the actualization of temporary nerve connections is not restored. Forgetting occurs unevenly over time. Without repetition, up to 70% of the information is retained in memory on the first day, after a month - 60%, after six months - up to 40%. The rate of forgetting is directly dependent on the volume of material, the degree of difficulty in assimilating it, and lack of interest. Personality disorders are associated with temporary memory disorders (various types of amnesia), which were studied by Z. Freud. Individual characteristics memory in people is manifested in the speed, strength, duration and accuracy of memorization, components quantitative characteristics 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 humans achieve the greatest development. It is relatively rare to meet people with 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 famous in history and culture, including Julius Caesar, Napoleon, Mozart, Gauss, the famous musicologist K. I. Sollertinsky, Scottish mathematician A. Etkin and other. The mechanism of phenomenal memory has been little studied. The point of view is expressed that people with phenomenal memory, like children, are capable of not subjecting conscious control to the process of memorizing and retrieving information from memory.
4. On the basis of memory, a person gets the opportunity to imagine, imagine and combine images related to events, objects and people that 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- indirect, generalized and purposeful cognition by the subject of significant connections and relationships of objects and phenomena, forecasting events and actions (foresight). The basis of thinking is the concept. Thinking presupposes the development of the ability to operate with abstract concepts. A necessary and integral part of the process of formation and development of thinking is the development of speech.
There are 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) practically-effective, 2) visual-figurative and 3) verbal-logical. In progress historical development these types of thinking developed sequentially.
Practical thinking- the earliest stage in the development of thinking, both phylogenetically and ontogenetically, at which mental activity has not yet separated from objective-practical activity; the solution of a mental problem is carried out only as an inseparable part of the practical problem through practical actions.
Visual-figurative thinking- this is a mental activity, during 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 and logical thinking- this is a mental activity, during 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 - sensorimotor mapping, iconic mapping and symbolic representation.
J. Piaget proposed to distinguish the following stages of development of individual thinking abilities:
sensorimotor 1-2 years
stage specific operations 3-12 years (symbolic)
stage of formal operations 4-15 years (hypothetico-deductive).
5. Imagination is a mental process of creating images, including foreseeing the final result of objective activity and a 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 detail. 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 techniques. 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 of the mental division of the original idea into its component parts (analysis) and their subsequent combination in new combinations (synthesis). Vivid examples of the analytical-synthetic nature of imagination are fairy-tale and mythological images. When creating them, the technique of agglutination is used (from the Latin, Aglutinare - to stick) - the fusion 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). In a similar way, mythological consciousness gave birth to the centaur and the sphinx, oral folk art- a hut on chicken legs, etc. A similar technique is used in artistic creativity when a literary character is a collective image of several people. In technical creativity, the use of agglutination contributed to the appearance of the accordion, trolleybus, 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 capable of programming future actions, and foreseeing the occurrence 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 a specific figurative form, in the form of vivid ideas.
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 fantasies.
The main difference between images of imagination and images of memory is associated with a different attitude towards reality. Memory images store and reproduce the results of past experiences in a relatively unchanged form. The function of imagination is to change images related to the present, past and future, as an indispensable condition any creative process. Imagination directed to the future is called a dream.
Images of the imagination distinguish by modality, They may be visual, auditory, gustatory, olfactory, tactile, kinesthetic. The greatest importance for a person is 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 a person’s ability to arbitrarily evoke appropriate images. Entering into an image with high volitional concentration can lead a person to complete identification with an imaginary character, to the loss of connection with his time and his own “I”. Research on the psychology of creativity contains many similar examples.
Passive imagination characterized by the spontaneous appearance of images without the participation of a person’s will and desire (in dreams, when the activity of consciousness weakens). With passive imagination, images are not brought to life and most often are a 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 replacement for activity with empty daydreaming (the image of Manilov in " Dead souls"N.V. Gogol). A type of passive imagination is 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 - a fantastic vision, devoid of any connection with the surrounding reality. Hallucinations occur as a result mental disorders or organic disorders.
Productive imagination associated with the conscious construction of reality by man. It lies at the basis of artistic, scientific and 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 and the Wanderers.
The individual uniqueness of imagination in different people is manifested in the brightness of images, their strength, novelty, originality, accuracy, and realism. The productivity of the imagination depends on the depth of knowledge, breadth of outlook, wealth of impressions and life experience, and the creative potential of the individual.
Functions of the imagination. 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(control through images of the processes of perception, attention, memory, thinking); 3) regulation of emotional states, allowing you to at least partially satisfy pressing needs, relieving the tension they generate; 4) management of the psychophysical states of the body(changes in breathing rhythm, body temperature, pulse rate, blood pressure), widely used in auto-training for the purpose of self-regulation.
6. American psychologist J. Guilford presents intelligence as a multidimensional phenomenon that can be assessed by character, 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. The indicated 120 private intellectual abilities are formed as possible combinations operations, contents and products of mental activity. Among the mental operations included in intellectual action, the researcher identifies: evaluation, synthesis, memorization, analysis, cognition. By product, an intellectual operation can be represented by a unit, class, relation, system, transformation or reasoning. In terms of content, it can represent action with objects, symbols, transformation of meanings, and behavior.
Domestic psychologist B. G. Ananyev considers intelligence as an integral formation of cognitive processes and functions, taking into account personal properties, accompanied by neurodynamic, autonomic 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, and social environment of a person. It is assessed by a person’s ability to make logical generalizations, independence and social maturity of thinking. The indicator of nonverbal intelligence depends on the psychophysiological characteristics of the individual, reflected in sensorimotor indicators. Its assessment takes into account the level of development of attention, perception, memory, and the speed of skill formation. 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 level intellectual development correlates with intelligence quotient and is determined as a result of an IQ test. In some Western countries, IQ is a significant factor in getting a prestigious job, promotion, etc. The average IQ level is 100 points, the maximum is 200 points. Individuals with average intelligence score on average from 84 to 116 points; those whose IQ ranges from 116 to 180 are considered people with an increased level of intelligence; people whose IQ is between 10 and 84 are considered mentally retarded.
In the psychology of thinking, much attention is paid to issues 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 shortcomings in judgment. Creative thinking is characterized by the discovery of fundamentally new knowledge, the generation of one’s own original ideas. For 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,” identified among the main signs of creative thinking: a structural vision of a problem situation, which involves a change in the functional meaning of the elements; searching 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) creating a holistic image of the situation (its figurative-conceptual model); 3) working on solving a problem (training in visualizing a problem situation); 4) the emergence of an idea for a solution (insight); 5) execution stage. From the study productive thinking Wertheimer follows that what is important is not the operational and technical procedures of thinking aimed at solving an already formulated problem, but the formulation of the problem itself, its formulation.
G. S. Altshuller developed a theory of creative tasks, identifying five levels of creativity. Problems of the first level are solved using generally accepted, obvious solutions. The means 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 solution options, and the use of tools related to one branch of knowledge. Techniques for solving problems of the third and fourth levels are associated with the involvement of knowledge from related fields with a significant change in the object. Solving level five problems involves changing the entire system in which the desired object is included. The number of options under consideration increases to hundreds of thousands; the means of solution may be beyond the scope of explanatory procedures modern science. In this regard, a discovery is initially made, and then, based on new scientific data, a creative problem is solved. According to Altshuller, difficult task must be transformed into
3.1 General model of perception
3.4 Mechanism and patterns of the perception process
Conclusion. Significance of Cognitive Psychology Research
Bibliography
1. Introduction. Cognitive psychology. Short story
In recent years, interest in the study of cognitive processes has been steadily growing. Until the early 50s, issues related to the theory of knowledge were considered in works on philosophy and logic. In the early 50s, specialists in the field of psychology began to intensively study the mechanisms of cognition. The first studies were devoted to studying the mechanisms of perception.
Currently, more complex cognitive mechanisms are being studied, such as decision-making, learning, memory, etc.
The term “cognition” began to be used not only to denote the process of formation of scientific knowledge, but also to denote the psychological process of the formation of everyday ideas.
A natural approach to studying the phenomenon of cognition, based on data from psychological and neurophysiological studies of the mechanisms of cognition, is called cognitive science.
Currently, cognitive science is becoming an important object of research, necessary to solve one of the strategic tasks of civilization, the goal of which is to develop methods for conscious control of personality and the creation of humanoid robots.
2. Modeling of cognitive processes in psychology
Modern research on cognitive functions proves that cognition can be known, i.e. the object of research can be studied using 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 observable manifestations of the cognitive process (the field of cognitive psychology).
The neurophysiological approach explains the process of cognition based on the action of physiological mechanisms.
2.1 Types of cognitive processes
The basic basis of cognitive research is that an individual has 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 of evolutionary development. The mental model allows the individual to navigate the “real” reality and ensures his survival. This is one of the goals 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 observable through introspection, i.e. are recognized by the individual. An important feature of the explicit mechanism is the purposeful nature of its activity, regulated by volitional effort. With the help of explicit mechanisms, a conscious problem is solved.
Hidden processes are studied through psychological experiments. As a result of experiments, it was shown that latent cognitive abilities are acquired, and some of them are innate. The current mainstream view is that unconscious categorization occurs at the level of hidden cognitive mechanisms that can be trained.
2.2 Purpose of cognitive modeling
The purpose of cognitive modeling is to build a model of human intellectual behavior, where consciousness is represented as an information machine.
2.3 Functional diagram of the cognitive process
Functional diagrams are used to specify the cognitive process as an information process. Block diagrams are built from functional blocks interconnected by information flows. A rough functional diagram of the cognitive process describes cognitive activity as a process of interaction between functional blocks. The scheme includes both automatic functioning cognitive functions and intellectual functions.
The circuit consists of functional blocks:
receptor area - primary information analysis
perception systems: visual, auditory, skin-kinesthetic, gustatory, olfactory. They provide multi-level operation of information and complex reflex processes.
memory is considered 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.
representation, where the synthesis of perception, conceptual knowledge and figurative code is carried out. Representation is built in the process of shaping behavior “here” and “now”. They are built automatically, unconsciously. The construction process uses frames contained in memory or knowledge systems. Constructing 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 over the course of life.
Cognitive research studies the actual mental mechanisms of reasoning. In cognitive research, there are two types of inferences: normative and heuristic.
By normative inference we mean a conclusion in which the subject can justify the choice of a model of relevant initial information and justify each step of reasoning.
A heuristic conclusion is reasoning that may not have a strict justification, but by following it an individual often achieves success in his activities.
3. The problem of perception in cognitive science
Research in cognitive science studies the processes of perception. Perception is studied using instrumental methods as a natural phenomenon, and introspection is given the role of a heuristic technique.
Recently, computer modeling has become an important technique in cognitive research. For example, Goldstone considered the possibility of neural networks modeling human classification abilities. It was concluded that neural networks do not fully model human classification processes.
General trend modern research corresponds to an engineering approach, the goal 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 volitional messages and are not amenable to introspective observations.
3.1 General model of perception
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 goal of these systems is to provide high accuracy and speed of perception.
The general model of perception is as follows:
receptors carry out primary encoding of external information and analyze it according to physical qualities (intensity, duration).
further, information travels along nerve fibers to parts of the brain located in the posterior part of the cerebral hemisphere. These departments are responsible for deep multi-stage processing of information. There, 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.
3.2 Structure of the perception model
The subject's perceptual experience is formed in the process of perceptual activity. Zinchenko identified the following types of perceptual actions:
detection of adequate task information features
examination of selected signs
As a result of perceptual action, various cognitive structures are formed.
3.3 Problems of visual code in the works of psychologists
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. The mechanisms of code formation are developed in the process of evolution and depend on the biological species of the 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.
An object part code occurs if it is part of a stimulus:
important for solving the problem
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.
Cognitive or cognitive processes - what are they? Notice the events happening around us, remember the shopping list, decide which apartment we want to rent, listen to a friend talk about his problem... What do all these actions have in common? We are able to do all this thanks to our cognitive or mental processes. In this article we will talk about what types of cognitive processes exist, how they are involved in our learning, how to improve mental processes and much more.
Cognitive or mental processes
What are cognitive or mental processes?
Speech
It's amazing that we can produce and understand different words and sounds, combine countless letters and sentences, accurately express what we want to communicate, etc. This is how we complement our body language with words. We can even speak several languages.
Speech development occurs throughout our entire life. life cycle. each person is different and can improve with practice. Some speech disorders can be particularly difficult to communicate for a variety of reasons, but people with these problems can also be helped.
Cognitive Processes in Education: Applications and Examples
In psychology, mental processes are analyzed to help improve our quality of life. It is important that we learn to develop and manage ourselves from birth. In class we encounter various types activities that test our ability to absorb knowledge, listen to our peers, or solve unexpected problems.
Cognitive processes in learning
There are various learning theories. However, with the exception of a number of defenders of the theory of associative learning, none of them ignores mental processes. On the other hand, during learning, no cognitive process occurs independently of the others. We make an effort and use all our resources to improve our study skills and achieve meaningful learning.
Cognitive Processes in Reading
When we open a book, we must recognize the letters, not be distracted, remember the words we read, relate what we read to what we learned earlier, etc.
However, we process information differently depending on whether we just want to find a passage that interests us, study for an exam, or simply want to enjoy a story.
Cognitive Processes in Writing
As for the mental processes involved in writing, the same thing happens here as in reading. We must ignore noises that interfere with our writing, ensure that our handwriting is legible, remember what we have written previously, pay attention to spelling, etc.
It is also necessary that we properly plan what we intend to write about. Is this expression too common? Will others understand what I want to convey? Does this zero look like the letter “o”?
How to improve cognitive or cognitive processes? Tips and exercises
Whether you're looking for exercises for children's cognitive development or want to improve your own mental processes, we'll give you a few general recommendations how to achieve what you want. Our cognitive abilities can be trained at any age.
1. Take care of your health
Our physical and mental health are inextricably linked with cognitive processes. There are various bad habits, and reducing our productivity in various life spheres. For example, the habit of not looking away for a long time mobile phone before going to bed, underestimating ourselves, not taking care of our relationships with other people or eating poorly have a negative impact on our mental processes.
2. Take advantage of technological advances
Today there are various exercises, such as mind games, with which you can test and train your brain in a simple and fun way. helps us better understand and develop our thought processes.
CogniFit is the leader in cognitive assessment and stimulation. Thanks to the fun exercises this platform offers, you can improve abilities such as memory, planning, recognition or visual perception. CogniFit offers exercises for cognitive development of both adults and children.
3. Celebrate your successes
Regular use of the tools allows us to mark our progress, weak sides and continue to improve. It is important to understand that it is possible to develop your cognitive processes, such as intelligence or speech. It's a matter of practice and trusting yourself.
4. Develop
Asking questions and not accepting any answer helps us become more independent and competent. Critical thinking allows us to improve our ability to think, make connections between thoughts, develop language, deeply analyze our environment, etc. Curiosity is essential for maximum use our potential.
There are many ways to develop critical thinking in children. You can ask them what motivated a person to behave in a certain way, ask them to give the arguments they used to make a particular decision, or offer to argue with a person who takes the opposite position on some issue. You can try to do this yourself.
5. Read
As we mentioned earlier, reading involves many cognitive processes. In addition to the fact that reading gives us pleasure and brings new knowledge, reading is great way learning to solve a single problem or improving our communication skills.
6. Make time for creativity
Draw, write stories, compose songs, invent dances, participate in a theater production... It doesn’t matter what exactly we choose, the important thing is that we find time to be creative. Every person is born with the ability to create, and starting to create is a matter of practice and trust in yourself.
Creative tasks are extremely beneficial for our cognitive processes. They help us develop intelligence, concentration, ability to find original ways solving problems, fixing our attention, relaxing, etc.
7. Avoid multitasking
Sometimes we don't understand how to cope with all our responsibilities. It’s logical that we try to do everything at the same time in order to finish everything as quickly as possible. However, this habit is counterproductive. It is very harmful when children do different things at the same time and are not completely absorbed in one thing.
It's amazing that we can coordinate several mental processes at once. But when we're simultaneously trying to watch a movie, answer an email, write a report for work, remember the to-do notes in our diary, and keep an eye on the oven cooking...we're probably not going to get any of the tasks done well.
You need to focus on the present to enjoy the moment and be more effective. This The best way complete further tasks correctly. If you find it difficult to concentrate on what you are doing, if you are constantly distracted, you can try.
8. If you want to help children, let them cope with difficulties on their own
It is important to support children so that they know that they can always count on our help. But if a child gets used to the fact that people around him will rush to solve all his problems at the first call, he himself will not begin to solve problems that improve his intelligence, and will not look for alternatives that contribute to the development of his basic cognitive abilities.
We need to act only when necessary. You can suggest something to the child so that he makes an effort and moves in in the right direction when solving a problem, while at the same time understanding that he can count on our support.
If you'd like to learn more about cognitive processes or want to review what you've read here, we invite you to watch this video on cognition, which covers cognitive processes in psychology.
Thank you for your attention. Are you training your mental processes?
We will be grateful for your feedback and comments on the article.
Translation by Anna Inozemtseva
