INSTRUCTIONS AND PROPHECIES OF THE Blessed MOTHER ALIPIA GOLOSEEVSKY, Kyiv...
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Completed by: Lysenko T.A. EMOTIONS
Objective: To give students an idea of emotions. To form the ability to recognize, control their emotional states and correlate them with the requirements of the profession.
Emotions are a special class of subjective mental states that reflect in the form of direct experiences the process and results of practical activities aimed at meeting the actual needs of a person. emotions
Emotions are direct experience in the moment.
Mood is a relatively weakly expressed emotional state that captures the entire personality for some time and is reflected in the activity and behavior of a person. Affects are a short-term, violently flowing emotional reaction, which has the character of an emotional explosion.
Mood Affects Passion Stable, long-term emotional state. They differ: By duration (short-term, long-term (several days, weeks)) By severity; By control of the will. Reasons for mood: Events, health conditions, Environment, weather, etc. A strong, short-term, rapidly flowing emotional state, characterized by a change in consciousness and a violation of volitional control. Release of the subcortex from the restraining regulatory influence of the cerebral cortex. Arises as a result of action, deed and their correspondence to needs and goals. The laws of development of affect: The more powerful the motivational stimulus, the more effort is expended to implement it, and the smaller the result, the stronger the affect. Emotional state, increased tension, a fusion of emotions, motives, feelings, concentrated around the object of passion. Distinguishing features: Speed, turbulence of flow, pronounced organic changes, motor reactions, is the result of an accumulated emotional state.
Sthenic emotions - (from the Greek "stenos" - strength). Increase activity, energy, cause rise, excitement, cheerfulness, tension. Asthenic emotions - ("asthenos" - weakness, impotence). Reduce activity, human energy, inhibit vital activity
Classification of emotions: By quality, intensity, depth, awareness, functions performed, impact on the body; According to the psychological processes with which they are associated; By subject content and focus on oneself, others, present, past, future.
Emotions are manifested: In facial expressions (expressive facial movements) In pantomime (expressive movements of the whole body - posture, gesture) In vocal-voice facial expressions (intonation, expressive pauses, raising or lowering the voice, semantic stress)
The image of the mouth in various emotional states a - normal, b - gentle, c - mournful, d - very dissatisfied, e - stubborn, f - stubborn and dissatisfied, g - attentive, h - dissatisfied and attentive, and - angry and mocking.
Test for understanding the language of facial expressions Here are sixteen facial expressions in which sixteen emotional states of a person are encoded. Try to decipher each in two or three words, then make a note and compare with the answers.
Answers to the test: Indifference Gloominess Hostility Surprise Fun Great anger Sadness Shyness Poor health Sideways glance Anger Stormy joy Deep sadness Skepticism Question Sorrow
The key to self-management by emotions is the awareness of one's goals and the correlation of specific values with them: Removal of emotional tension is an arbitrary transfer of attention, its concentration not on the result, but on the analysis of the causes, tactics; Appeal to a person who is worried for help; Increasing the volume of information about an exciting problem; Reassessment of the significance of the situation according to the principle “I didn’t really want to”.
You need to know this: With moral overload, strong physical exertion is needed; With tension, fear - physical relaxation of the muscles of the body.
THANK YOU FOR YOUR ATTENTION
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N. A. Nekrasov in the poem “Shyness”: Step proudly, confident voice, Whatever they say, their speech is good. .Strange, useless hands stick out, Words freeze on my lips... I smile - slow, hard. My smile is not in a smile. I want to joke - a flat joke, I will blush painfully.
Emotions in life are the most diverse human reactions - from violent outbursts of passion to subtle shades of mood.
The sequence of the appearance of emotions and feelings in children of early preschool age (P. Young). The general pattern of development of the child's emotional sphere from birth to adulthood is determined by the socialization of the content and forms of manifestation of emotions. Already eight weeks old babies are familiar with simple states of discontent and satisfaction. The older the child, the more difficult feelings he experiences. At the age of 5, he is already familiar with joy and sadness, envy, and it has been proven that the connections in the brain that are responsible for emotions are among the first to form after the child is born. empathy, pride and shame. Consequently, his emotions become more and more complex. And often the baby himself may not understand what is happening to him. The fact is that emotions develop unevenly, as if layering one on top of the other. Each subsequent emotional layer is more and more complex. This process is almost complete when the child is 10 years old.
Already eight weeks old babies are familiar with simple states of discontent and satisfaction. The older the child, the more difficult feelings he experiences. At the age of 5, he is already familiar with joy and sadness, envy, and it has been proven that the connections in the brain that are responsible for emotions are among the first to form after the child is born. empathy, pride and shame. Consequently, his emotions become more and more complex. And often the baby himself may not understand what is happening to him. The fact is that emotions develop unevenly, as if layering one on top of the other. Each subsequent emotional layer is more and more complex. This process is almost complete when the child is 10 years old.
Basic (fundamental) emotions: Joy Surprise Suffering Anger Disgust Contempt Fear Shame
Types of emotions: affect - intense, violent and short-term emotional outburst (anger, rage, horror, stormy joy, deep grief, despair); feelings are a type of emotional states; emotions proper are longer states, a distinctive feature of which is a reaction not only to current events, but also to probable and remembered ones; sentiments; emotional stress.
Feelings are another type of emotional states - even longer than emotions, mental states that have an objective character.
There are feelings: Moral (moral) Aesthetic Intellectual
Aesthetic feelings They find their expression in the emotional attitude of a person to beauty in art, the surrounding life, nature, which can cause a special feeling of admiration. Like emotions in general, aesthetic feelings are not isolated from the general orientation of the personality, the system of its values. Intellectual feelings include those that arise in the process of cognitive activity. This is curiosity, curiosity, surprise, a sense of newness, a sense of humor. Moral feelings arise in the process of life, when the child understands the requirements placed on him and tries to correlate them with his own actions, giving them an assessment. At the age of four or five, the child is already familiar with such feelings as pride and shame. At the same time, there is a feeling of friendship.
It is necessary to form in the child the concept of good and bad, beautiful and ugly. He must have a thirst for knowledge. As a rule, higher feelings (intellectual, aesthetic and moral) begin to form at the age of two or three years. Moral: moral (sense of duty, humanity, benevolence, love, friendship, patriotism, sympathy, etc.); immoral (greed, selfishness, cruelty, etc.)
Intellectual: Surprise, Curiosity, Inquisitiveness, Confidence, Doubt, etc.
Aesthetic: Delight, joy, contempt, disgust, anguish, suffering, etc.
Interest A positive emotional state that stimulates the development of skills and abilities, contributes to the acquisition of knowledge, acts as a motive for learning, encourages creative aspirations. Interest shown in relation to other people contributes to the development of emotionally rich interpersonal relationships Joy A positive emotional state, which is associated with the emergence of the opportunity to sufficiently satisfy an urgent need, the likelihood of which until now was either impossible or uncertain. One of the most desirable people. In its essence, it is more a product of events and phenomena than a direct aspiration. Surprise Depending on the situation, both positive and negative emotional reactions can be characterized. It arises in response to suddenly arisen circumstances, causing inhibition of all previous emotions and directing all the attention of a person to the object that caused it. Under certain circumstances, it can turn into interest. Suffering A negatively colored emotional state. The appearance is associated with the receipt of reliable (or inaccurate) information about the impossibility of satisfying a vital need, which until now seemed to be more or less possible. It is characterized by the appearance of a feeling of loneliness, devastation, decreased activity, self-pity Anger A negatively colored emotional state that can be caused by a sudden large obstacle to satisfying an extremely important need for a person. It manifests itself in the form of a strong outwardly expressed reaction (reddening of the skin, increased heart rate, muscle tension), accompanied by a feeling of strength, often uncontrolled aggression towards an obstacle or an object that embodies it Disgust Negative emotional state. It is caused by a certain object (object, other person, phenomenon, circumstance), direct interaction with which (physical contact, observation) sharply contradicts the principles (ideological, moral or aesthetic) of a person. Contributes to the emergence of an irresistible desire to get rid of the object that caused it. In combination with anger, it can act as a motivating factor for aggressive behavior. Contempt A negative emotional state caused by the views, life position and behavior of the object in the process of communicating with him, which seem to the subject of communication to be inconsistent with accepted norms and rules, his own attitudes and values. They lead to depersonalization of the object that caused this emotional state. Fear A negative emotional state. It can be caused by obtaining information about a real or1 perceived threat to the life well-being, integrity of the subject. Stimulates the development of a person's lack of confidence in their strengths and capabilities, can paralyze the will to act. But in other cases, depending on the personality characteristics of a person and specific circumstances, it can contribute to an increase in activity Shame A negative emotional state caused by a person’s awareness of the mismatch of his own thoughts, desires, actions, appearance with the expectations of others and his own Guilt Negatively colored emotional state that appears when violation of moral and (or) ethical norms by the subject in a situation for which he is personally responsible. The main emotional features of a person include the following: 1. Anxiety 2. Love 3. Depression 4. Hostility Love occupies a special place in the life of every person, is a source of enrichment life and joy. There are many types of love, and each of them has unique characteristics and each is a special complex of affects. Common in all types of love: it connects people with each other, and this connection has an evolutionary-biological, socio-cultural and personal significance. Love
Love for a child Love for the Motherland Love for a friend Sense of duty
Anxiety is a complex of fundamental emotions that includes fear and emotions such as grief, anger, shame, guilt, and sometimes interest-excitement. Depression is a complex of emotions that includes grief, anger, disgust, contempt, fear, guilt, and timidity. Anger, disgust, and contempt can be directed towards oneself (inwardly directed hostility) and towards others (outwardly directed hostility). Depression also includes such affective factors as poor physical health, reduced sexuality, increased fatigue, which are often by-products of depression, but also have motivational qualities for the development of depression. Hostility is the interaction of the fundamental emotions of anger, disgust and contempt, sometimes leading to aggression. When combined with a specific set of knowledge about the objects at which hostility is directed, it develops into hatred. The highest manifestation of feelings - passion - an alloy of emotions, motives, feelings, concentrated around a certain type of activity or subject.
If for some reason it suddenly became very sad to someone, And you don’t know how to be, To cheer him up, You take a glass of laughter, Loud laughter from baskets, A spoonful of loose laughter And a little giggle. jokes, Bake in hot jokes. Who will try a piece - Will certainly laugh!
Literature Levitov N.D. About the mental states of a person. M., 2004. Simonov P.V. The theory of reflection and psycho-negation of emotions. M., 2006. Shingarov G.K. Emotions and feelings as a form of reflection of reality. M., 2003. Enikeev. General psychology: a textbook for universities. – M.: Prior, 2000 http://www.nachideti.ru/vospitanie/01-chto-takoe.html
Diana Lanchkina
Presentation "Our emotions and feelings"
The use of ICT in the work of a teacher-psychologist with children in kindergarten allows:
Present information on the monitor screen in a playful way, which arouses great interest in children, as this corresponds to the main activity of a preschooler - a game;
Brightly, figuratively, in a form accessible to preschoolers, present new material, which corresponds to the visual-figurative thinking of preschool children;
Attract the attention of children with movement, sound, animation;
Develop exploratory behavior in preschoolers;
To expand the creative possibilities of the teacher.
Using multimedia presentations in remedial and developmental classes allows:
Visually introduce children to feelings, emotions and moods of people;
Teach expressions emotional states;
Strengthen facial skills that help reduce emotional stress.
When used in this work presentations the following tasks:
Teaching children to understand their own emotional condition;
Express your feelings and recognize the feelings of others;
When demonstrating presentations are used followingTCO:
PC and (or) interactive board.
In building presentations used:
Pictograms with an image feelings of joy, fear, surprise, sadness, fright, calmness, anger, complacency, pride;
Benefit "ABC of Moods".
Relaxation music "Relaxation. Sea. Cries of seagulls".
Methods and techniques used in working with interactive board:
a) verbal (use of explanations, verbal instructions, explanations);
b) visual (slide show with emotions) ;
c) practical (performing various verbal and visual tasks).
Related publications:
All of us in our lives experience certain emotions and feelings, I often catch moments of their vivid expression among my pupils in the nursery.
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Theme of the lesson: "Emotions and feelings." Type of lesson: lesson-presentation of new material. The purpose of the lesson: to get a general idea of \u200b\u200bthe emotions and feelings of a person and systematize the knowledge gained; develop the ability to consciously express their emotions and feelings, the skills of emotional self-control; Lesson objectives: To form students' general idea of human emotions and feelings; develop communication skills and empathy properties.
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Emotions are the experiences of a particular person associated with the satisfaction or dissatisfaction of his interests. Under the influence of emotions, a person is able to commit a heroic deed or a crime. The significance of emotions in a person's life is expressed in their functions: reflective-evaluative (emotions evaluate the significance of objects and situations for achieving goals and meeting the needs of the subject); incentive (from the assessment of what is happening follows the impulse to action - attraction, desire, desire, directed towards or away from the object); - activating (directly related to the incentive. Emotional states affect the dynamics of the course of activity, its pace and rhythm in different ways. Emotions of joy, confidence in success give a person additional strength, encourage more intense and strenuous work); regulatory (emotions affect the direction and implementation of the subject's activity. The emergence of one or another emotional attitude to an object, object, phenomenon affects motivation at all stages of the activity); synthesizing (emotions connect, synthesize into a single whole separate events and facts conjugated in time and space); meaning formation. (emotions serve as a signal of the semantic power of the motive); - protective (such a strong emotional experience as fear warns a person about a real or imaginary danger, thereby contributing to a better thinking through the situation that has arisen, a more thorough determination of the likelihood of success or failure. Thus, fear protects a person from unpleasant consequences, and possibly from death); expressive (emotions, due to their expressive component, take part in establishing contact with other people in the process of communicating with them and influencing them).
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Depending on the modality, the quality of experiences, K. Izard identified ten fundamental emotions. The first three emotions are classified as positive, the remaining seven are negative. Interest-excitement is a feeling of capture, curiosity, this is the most frequently experienced positive emotion, which is an exceptionally important type of motivation in the development of skills, knowledge, and thinking. Interest is the only motivation that can support the implementation of daily, habitual, routine work. A person experiencing the emotion of interest has a desire to explore, to intervene, to expand his experience; approach the person or object that has aroused interest in a new way. With intense interest, a person feels inspired and animated.
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Joy is characterized by a sense of confidence and significance, a sense of being able to cope with difficulties and enjoy life. Joy is accompanied by satisfaction with oneself, surrounding people and the world. It is often accompanied by feelings of strength and energy. The result of the combination of joy and a sense of one's own strength is the connection of joy with feelings of superiority and freedom, the feeling that a person is more than he is in his usual state. Joy is a feeling that arises when one realizes one's potential. Obstacles to self-realization are obstacles to the emergence of joy.
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Surprise is a transient emotion: it comes quickly and passes just as quickly. Unlike other emotions, surprise does not motivate behavior over time.
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Suffering is the most common negative emotion. It is usually dominant in grief and depression. The psychological causes of suffering include many problematic situations in everyday life. The experience of suffering is described as despondency, discouragement, discouragement, loneliness, a sense of isolation. Suffering informs both the suffering person himself and those around him that he is ill, and encourages the person to take certain actions: to do something to reduce suffering, eliminate its cause, or change one's attitude towards the object that serves as the cause. The worst form of suffering is grief. Loss is its source. The deepest grief occurs, for example, with the loss of a loved one. The state of grief is very difficult for every person.
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anger - a negative emotional state caused by the sudden appearance of a serious obstacle to the satisfaction of an extremely important need
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disgust - a negative emotional state caused by objects (objects, people, circumstances, etc.), contact with which comes into sharp conflict with the moral or aesthetic attitudes of the subject
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contempt - a negative emotional state that occurs in interpersonal relationships and is generated by a mismatch of life positions, views and behavior of the subject with life positions, views and behavior of another, which is the object of this feeling
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fear - a negative emotional state that appears when the subject receives information about a real or imagined danger
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shame - a negative emotional state, expressed in the awareness of the inconsistency of one's own thoughts, actions and appearance not only with the expectations of others, but also with one's own ideas about appropriate behavior and appearance
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Guilt comes from doing the wrong thing. Usually people feel guilty when they realize that they have broken a rule and overstepped the boundaries of their own beliefs. They may also feel guilty for not accepting responsibility. Guilt is associated primarily with the condemnation of one's act by the person himself, regardless of how this act was or may be treated.
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Everything new that happens in the life and activity of a person is perceived and expressed in new feelings and experiences. The formation of feelings is a necessary condition for the development of a person as a person. They are formed as the individual consciousness develops under the influence of the educational influences of the family, education, culture and other factors. Feeling is a special form of a person's attitude to the phenomena of reality, due to their compliance or non-compliance with human needs, characterized by relative stability. Thanks to the feeling, you can find out the emotional attitude of a person to certain things, determine his moral convictions and the characteristics of the inner world of a person.
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Functions of the senses: - motivational - feelings motivate behavior; - signal - feelings signal to a person about the need significance of objects and encourage them to direct activity towards them; - evaluative - feelings help determine the significance of everything that happens; - the function synthesizing the basis of the image - reflects the variety of stimuli in the form of whole and structural formations; - expressive function - provides non-verbal communication.
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Moral or moral feelings are a form of experiencing a value or vice versa, the inadmissibility of other actions, deeds, thoughts, intentions of a person from the point of view of the attitude required of him to society, to the interests of society, to the norms of behavior developed by society. These experiences can arise only on the basis of correlating actions, actions of people with norms that express social requirements for human behavior. They depend on the knowledge of the norms of behavior, the requirements of morality adopted in a given society, express the attitude of a person towards other people. Such feelings include feelings of camaraderie, friendship, love, reflecting varying degrees of attachment to certain people, the need to communicate with them.
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Intellectual feelings are associated with the cognitive activity of people, with the satisfaction of curiosity, cognitive interests, with the search for truth, with the solution of a mental problem. Aesthetic feelings are the experience of something as beautiful. In the most typical and vivid form, they arise when perceiving works of art (natural phenomena, people's actions, things). They develop in connection with the development of art. It is music that awakens our musical feeling. These feelings are a person's attitude to the beautiful and the ugly, associated with the understanding of beauty, harmony, the sublime and the tragic. These include a sense of humor, irony, malice, mockery, sarcasm, a sense of the tragic, dramatic.
The spiritual life of a person is filled with many successive various experiences, such as surprise, anxiety, joy, shame, etc. They are called emotions. Emotions allow a person to navigate the world around him in terms of its significance: usefulness - harmfulness, importance - unimportance. Any emotion that arises in a person acts as a vital internal signal for him, orienting and guiding his subsequent thoughts and actions. At the same time, he may not even be aware of their true causes and grounds, but remain confident in their legitimacy. The level of personal inner trust in emotional signals always remains as high as possible.
Specialists distinguish between the concept of "emotion" and the concepts of "feeling", "affect", "mood" and "experience". Unlike feelings, emotions do not have an object attachment: they arise not in relation to someone or something, but in relation to the situation as a whole. "I'm scared" is an emotion, and "I'm scared of this person" is a feeling. In this regard, emotions, unlike feelings, cannot be ambivalent: as soon as the attitude towards something becomes both bad and good at the same time, this something can be called an object, and emotional processes in relation to it are feelings. Unlike affects, emotions can have practically no external manifestations, are much longer in time and weaker in strength. In addition, affects are perceived by the subject as states of his “I”, and emotions as states occurring “in him”. This is especially noticeable when emotions are a reaction to an affect, for example, when a person feels fear for their future, as a reaction to a just experienced outburst of anger (affect). Unlike moods, emotions can change quite quickly and flow quite intensely. By experiences, they usually understand the exclusively subjective-psychic side of emotional processes, not including physiological components.
One of the most important features of emotions is their ideational nature, that is, the ability to form in relation to situations and events that may not actually occur at the moment, and exist only in the form of ideas about experienced, expected or imaginary situations. Another important feature is their ability to generalize and communicate (emotions can be transferred between people or animals), which is why emotional experience includes not only individual experiences, but also emotional empathy that arises during communication, perception of works of art, and the like.
Valence (tone). All emotions are characterized by valency (or tone), that is, they can be either positive or negative. The number of types of negative emotions found in humans is several times greater than the number of types of positive emotions. Intensity. Emotions can vary in intensity (strength). The stronger the emotion, the stronger its physiological manifestations. The intensity of emotion in each case is usually affected by a large number of factors. In general terms, their contribution can be estimated by Simonov's formula. In addition, the intensity of emotions may depend on the usefulness and functional integrity of the central and autonomic nervous system. So in patients with spinal cord injury, the maximum decrease in the intensity of emotions is observed when the integrity of its cervical segments is violated.
Stenicity. Depending on the influence on activity, emotions are divided into sthenic (from other Greek σθένος strength) and asthenic (from other Greek σθένεια impotence). Sthenic emotions encourage active activity, mobilize human strength (joy, enthusiasm, and others). Asthenic emotions relax or paralyze forces (longing, sadness, and others). Content. Emotions are different in content, reflecting different aspects of the meaning of the situations that caused them. Dozens of different emotions stand out, and the number of negative emotions is several times greater than the number of positive ones. Each type of emotion is accompanied by a specific physiological reaction, in connection with which some scientists in the past put forward theories that emotions are the result of physiological reactions (the theory of William James and Karl Lang), which, however, was refuted experimentally (experiments on a dog with a transplanted B P. Demikhov with the second head). The works of Paul Ekman are also built on the connection of specific types of emotions with specific physiological reactions.
Emotions manifest themselves as external behavior and as a restructuring of the internal environment of the body, with the goal of adapting the body to its environment. For example, the emotion of fear prepares the body for “avoidance behavior”: the orienting reflex is activated, activating the brain system, the work of the sense organs is enhanced, adrenaline is released into the blood, the work of the heart muscle, the respiratory system is enhanced, the muscles tense up, the work of the digestive organs slows down, and the like.
The fact that many physiological changes associated with emotions manifest themselves in the activation of the autonomic nervous system is of great practical importance: in clinical and research practice, such parameters as blood pressure, pulse, respiration, pupillary response, skin condition are widely used. (including skin hair elevation), activity of external secretion glands, blood glucose level. Before emotions appear in consciousness (at the level of the cerebral cortex), information from external receptors is processed at the level of the subcortex, hypothalamus, hippocampus, reaching the cingulate gyrus. The system of the hypothalamus and amygdala provide the reaction of the body at the level of the simplest, basic forms of behavior.
Even Charles Darwin, characterizing emotions in evolutionary terms, drew attention to their connection with instinctive forms of behavior. As he showed, facial reactions are characteristic even of children blind from birth. Such basic manifestations of emotions are innate in nature and are characteristic not only of humans, but also of higher animal primates, dogs and others.
The main types and forms of human emotions. Given these properties, it is theoretically possible to distinguish countless different types and forms of emotions. However, only a few of them are known and well described. For example, the American psychologist K. Izard singled out a number of fundamental emotions. 1. Interest-excitation is experienced as a feeling of capture and curiosity in relation to something or someone, as a desire to explore, learn, expand one's horizons, intervene in events. It acts as a sufficiently strong and effective motive for activities corresponding in content, especially cognitive ones. The emotion of interest is actualized by the situations of the subject's collision with the corresponding object or information, situations of unusualness, inconsistency and novelty.
2. The opposite of interest is the emotion of boredom. It occurs in situations of monotony and monotony. 3. Surprise is pretty close to the emotion of interest. Occurs in similar situations of novelty, unusualness and inconsistency. However, it is a rather fleeting emotion. It acts as a strong cognitive motive that encourages appropriate actions: find out, find out, clarify, make sure, etc.
4. The emotion of joy arises in situations of realization of the basic personal needs and capabilities of a person. It is experienced as a state of pleasure and enjoyment of life, as a feeling of satisfaction with oneself, other people and the world around. Often accompanied by a sense of empowerment, empowerment and optimism. 5. The emotion of suffering is opposite in sign to the emotion of joy. It can be experienced as a state of despondency, passivity, discouragement, discouragement, loneliness, depression, and in an extremely acute form - grief. It arises in situations of deprivation (deprivation or significant limitation of opportunities to satisfy) the basic vital needs, motives and aspirations of the individual, with the loss of loved ones. Suffering has very serious consequences for a person and is one of the most important conditions for spiritual development.
6. The emotion of anger arises in response to an obstacle in achieving a person's passionately desired life goals, as well as in situations that limit the possibilities of self-realization. Among the causes of anger may be personal insult and humiliation of a person or his loved ones, deceit, blackmail, destruction of a state of joy, desecration of ideals and bright values, etc. Anger gives rise to a surge of strength and an irresistible desire to deal with the offender. Strong anger can develop into a state of rage and passion. In this case, a person loses self-control and the ability to consciously control his actions. The strength of anger depends on the degree of unexpectedness of the occurrence of the causes that give rise to it, as well as on the significance of the infringed personal needs, attitudes and values. Most often, anger is directed at other people. However, it can also be directed at itself.
7. The emotion of shame arises in situations where the subject discovers a discrepancy between his actions, views, thoughts, desires, personal qualities, relationships, features of appearance, social characteristics shared by him with the moral and aesthetic standards. This is especially acute against the background of comparing oneself with others (most others, significant others). At the same time, the subject feels bad, worthless, helpless, small, weak, worthless, unworthy, stupid, unattractive, a failure, etc. It seems to him that everyone sees his shortcomings and despise him. Therefore, he feels an acute desire to retire, disappear, "fall through the ground." A mild form of shame is presented as a state of shyness. Shame paralyzes the work of the intellect, has a strong influence on the actions and deeds of a person, captures consciousness, activates the protective mechanisms of the individual. Overcoming shame and a worthy way out of the corresponding life situation are complex personal problems.
8. The opposite of shame is the emotion of pride. It arises in situations when a person is at the height of moral and aesthetic requirements. He experiences his significance, importance, dignity, value, etc. and seeks to demonstrate all this to other people. Based on the emotions of shame and pride, a stable attitude towards oneself develops. 9. The emotion of disgust arises in relation to objects, phenomena or people that largely do not meet the moral and aesthetic requirements of the subject. They are perceived as ugly, disgusting, disgusting, etc. These can be actions, thoughts and desires of people, specific objects, products of activity, etc. The emotion of disgust gives rise to a desire to change the corresponding object (improve, improve), destroy it or distance itself from it.
10. The emotion of contempt in its essence corresponds to the emotion of disgust. However, it occurs only in relation to people when their behavior, thoughts, actions or some personal qualities do not meet the moral requirements of the subject. At the same time, he experiences a feeling of superiority, pride and a desire to move away from the despised person or group of people.
11. The emotion of guilt arises in situations where a person realizes his involvement or responsibility for the damage, suffering, failure, inconvenience and hardship of other people. At the same time, he experiences a feeling of remorse and condemnation of himself (did not have time, could not, did not warn, was cowardly, etc.), a desire to atone for his guilt (to help the victim, ask for forgiveness, explain himself). The ability to take responsibility for one's own actions, experience guilt and atone for guilt is one of the most important criteria for personal maturity.
12. The emotion of fear arises in situations of danger and threat to the physical or personal existence of a person. Depending on the degree of this threat, it can be experienced as a state of uncertainty, anxiety, anticipation of trouble, insecurity, danger, intense horror, turning into an uncontrollable affect. The ability to overcome one's fear is regarded as the strength and courage of a person.
Simonov's formula. The formula created by the Soviet psychophysiologist Pavel Vasilyevich Simonov, which in a brief symbolic form represents the totality of factors influencing the emergence and nature of emotion, has gained wide recognition. where E is an emotion, its degree, quality and sign; P the strength and quality of the actual need; (In-Is) assessment of probability (possibility of meeting the need based on innate and ontogenetic experience; In information about the means that are predictively necessary to meet the need; Is information about the existing means that the subject actually has. This formula is not used to obtain specific quantitative values, but only to illustrate the very principle of the formation of positive or negative emotions of various strengths.
Formula by K. V. Anokhin. Simonov's formula contains the value Ying, information about the means that are predictively necessary to meet the need. This means that the need has not yet been satisfied, that is, the situation to satisfy the need has not yet ended. Emotions that arise before the end of the situation are called antecedents. Thus, Simonov's formula is applicable, at best, only to previous emotions. In addition to the previous ones, there are so-called ascertaining emotions that arise after the end of the situation. For ascertaining emotions, Konstantin Vladimirovich Anokhin developed a theory of emotions, which states that the sign and strength of emotions are determined by the degree of achievement of the goal. If the goal is achieved, then there is a positive emotion, if not achieved, then a negative one.
Facial expressions are a universal way of expressing emotions among people, regardless of race and social affiliation. The emotion recognition center is located in the right hemisphere of the brain and has a different localization from the facial recognition center. There is a so-called phenomenon of "emotional infection" emotions, especially among herd animals, manifested in the behavior of one individual, cause similar emotions in other individuals that observe these manifestations. In the human environment, this effect is also present and is especially noticeable in the behavior of crowds.
