Scientific electronic library. Definition of love

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We bring to your attention the journals published by the publishing house "Academy of Natural History"

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

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

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

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

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

3. a steady feeling of disposition towards some person with a desire to be close to him and concern for his well-being;

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

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

In the Russian Federation, many stores with names like “everything for love” have now appeared, where unlicensed aphrodisiacs are distributed uncontrollably, the use of which poses a serious threat to consumers’ health and psychological well-being (even famous people have died, for example, it was reported that Sobchak, the former mayor of St. Petersburg, who avoided prosecution through the efforts of Yeltsin's future successor, died in connection with the use of Viagra), as well as artificial substitutes for objects and objects of sexual desire. In the pre-war USSR, only one case of the use of a rubber analogue of the penis became known, the latter was discovered in 1937 during a search of Yagoda (Enoch Gershenovich), People's Commissar of Internal Affairs of the USSR. The People's Commissar used this surrogate of the penis in sexual relations with his own wife, he reserved his own for intimate relations with the wife of M. Gorky's son.

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

Distinguish between male and female love. Some differences have been identified between them (Hatfield, 2005), the significance of which definitely needs to be clarified if we do not accept the hypothesis that men and women are significantly different from each other in socio-psychological terms.

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

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

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

11. V. Zelensky, Dictionary of Analytical Psychology.

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

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

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

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

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

Adaptation is a central concept linking analytical psychology to biology. An adaptation that has active and passive components must be distinguished from an adaptation that is predominantly a passive autoplastic phenomenon.

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

12. I. Kondakov, Psychological Dictionary, 2000

Adaptation

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

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

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

Adaptation

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

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

Adaptation(adaptation) Like many others. other terms in psychology, A. has several. values. But at the heart of all these meanings is the concept conveyed by its Latin root adaptare - to adapt. It is generally accepted among ethologists that species-typical behavior is the end product of evolutionary processes; each physical and the behavioral characteristic of the species - the result and at the same time the contribution to its adaptive radiation. Such A. occurs at the genetic level and requires a change in plural for its completion. generations. In contrast to this genetic A., phenotypic A., which sometimes occupy only a few. seconds, take place throughout the life of an individual. The results of phenotypic A. are not transmitted to offspring, although the ability for such A. is inherited. This concept implies that the change in the individual is caused by the action of a long-term, but non-toxic, non-traumatic and non-tiring stimulus, or the cessation of the action and the absence of the habitual stimulus, as in weightlessness. Dr. examples of such A. is the gradual decrease in the feeling of cold after immersing hands in water; subjective decrease in sound volume through several. seconds after the start of sounding; restoration of vision (black and white) in a dark room after exposure to bright light; restoration of normal color vision after leaving the room in bright light.
15. G. Kraig, Developmental Psychology. (Dictionary of the book).

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

16. Concise Dictionary of Psychiatry, 2002

Adaptation(ICD 309.9) - in a broader sense means the adaptation of the body to the environment, and in a narrower sense - "general adaptation syndrome" (Selye), which refers to changes in the body that appear in response to stress. As a synonym for the term "adaptation", the term "adaptation" is often used, but the English word "adjustment" does not have an exact equivalent in other languages, so the term "adaptation" is preferred.

17. Brief dictionary of psychological terms.

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

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

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

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

- When I heard about another legislative initiative to protect moral values, I thought: decaying morality. And the ways to keep people within limits are strange, produced by the same disintegration. A vicious circle occurs. If you fence each person with a fence of laws (often ambiguous), a person will not become more moral - maybe even vice versa. Where do you see the root of the problem? What is the cause of the ever-increasing immorality?

— Thank you for another collection of deep questions in these bright Easter days. Your question is very specific and correct. The situation looks exactly like this, in the absence and weakening of internal control on the part of conscience and morality of the soul, the authorities are trying to shift the focus to external control on the part of public morality. According to the general logic, there seems to be nothing seditious in this action of toughening responsibility for insulting the feelings of believers. Nevertheless, from the point of view of Christian psychology, there is a catch here, which lies in knowing exactly the depth psychology of the work of morality and morality.

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

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

Unfortunately, we live in the period of the end of the world, which is increasingly immersed in infernality, immorality and immorality. Hence the inevitable decline in the general level of spirituality, morality and morality under the pressure of liberated (customs cleared) egoism and pragmatism, which does not take into account anyone and nothing. This is the root cause, which can be defined as the loss of control on the part of the heart and conscience (morality) and the movement on the occasion of the pragmatic ego of reason, to limit the unrestrained freedom of which the "palisade" of the law is put up.

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

Can morality be created or even maintained by purely repressive measures? Or just need excuses to create repressive legislation? What is morality in general, and how can a person and society be made moral?

- According to the definition of morality given by Archpriest V. Borshchanovsky, as “the ineradicable desire of the human spirit to evaluate the consciously free actions and states of a person, on the basis of the idea of ​​goodness innate in the human spirit, the expression of which is conscience”, morality, in principle, cannot be provided with repressive measures, as well as achieve love through brute force. One or another morality can still be approved in society with the help of brute force, and then only formally, but morality is not. Morality requires the disposition not so much of the mind as of the heart and soul, and you cannot break into the soul and personality and the people with brute force. The soul needs not punitive, but educational tools of love, which are sorely lacking today.

Speaking of morality, one should honestly admit that in the true, i.e. The essential meaning of this concept, or rather the category, is already known very little to modern man, and primarily because the true meaning of the category of morality is now very much distorted. Today, in the public and individual consciousness, for the most part, there is already a greatly changed and emasculated concept of morality, which reflects only the superficial side of this category, and not the deep essence, which is spiritual.

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

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

Dictionary of practical psychologist, S.Yu. Golovin. 1998

Morality - Regulatory function of human behavior. According to Z. Freud, its essence comes down to limiting drives.

Oxford Dictionary of Psychology, ed. A. Rebera, 2002

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

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

Conflictology Dictionary, Antsupov A.Ya., Shipilov A.I., 2009

Morality - See morality.

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

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

Free electronic encyclopedia Wikipedia, 2013

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

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

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

A system of internal human rights based on the humanistic values ​​of kindness, justice, decency, empathy, and willingness to help. (2)

Big Encyclopedic Dictionary, 2000

Morality - See morality.

Dictionary Ozhegov, "Az", 1992

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

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

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

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

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

To make a person and society moral, based on the definition of morality, can only be the spirit of conciliarity and unity of the whole society on a single value, i.e. spiritual and moral basis. As you understand, for Russia this value base is Christian and, in particular, Orthodox, but not in a modern and extremely formalized and ecumenical form, but in an essential, i.e. moral, ascetic and monastic, personifying true triumph and fortitude.

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

- It is very difficult to determine such a boundary in the moral sense for everyone and everyone, since it is deeply personal. In academic psychology, such a border is defined, and it is the border of the ego (I), any transition of which is considered a transition to the personality and is severely suppressed. But this applies to the ego of a person who protects his inviolable "I" from any criticism, including therapeutic.

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

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

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

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

In any difficulty and severity, the main thing is the goal, which can be defined as a change in personality for the purpose of its perfection, and not humiliation. When this educational goal is achieved with the help of difficulties and strictness, which can be called tools and simulators of love, then this goal justifies all means, and strictness with difficulty turns from tools of "punishment" into the most effective tools of education and love, because with egoism and evil you can’t flirt, you can’t play indulgence and gratification.

- How to maintain human dignity in the face of constant encroachment on it? Where to look for support? What to fear?

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

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

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

As for me, it is precisely in the difficulty of finding and upholding the truth that its value lies, which contributes to the training of stability, determination and determination, as components of courage. Therefore, one should not be outraged by forum rudeness and impudence, which are natural for anonymity and irresponsibility, but one should use them to test one's own irritability and train equanimity and stability in the truth.

- How not to lose goodwill towards each other, if intolerance is escalated in society? Some professional advice on how not to get embittered if everything around you is pushing in this direction? And why is it important?

– From the point of view of the paradigm of Orthodox psychology, benevolence is a deeply moral feeling and quality that comes from the heart, and not from the mind. Exactly, it is the mind, through distraction of attention, that loses this cordial benevolence and purity, remembering it when it is already lost and clogged. This means that it must simply not be lost by maintaining a direct connection with it, as a connection between the mind and the heart or thinking with conscience.

We are all psychologically educated today and are concerned about infectious, antiviral and psychological protection, today we all know about industrial, domestic, personal, intimate hygiene and ecology, and about spiritual, moral hygiene, perhaps the most important for the health of the soul and sensations of the world, we know almost nothing. It is precisely because of this that constant pollution, clogging or, in modern terms, “infection” of our soul-spiritual sphere and, in particular, conscience and morality, which are responsible for the quality of goodwill and peace, occurs.

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

"5. Zhmurov, V. A. Big Encyclopedia of Psychiatry / V. A. Zhmurov. - 2nd ed. - M., 2012. 6. Lalaeva, R. I., Germakovska, A. Modern ideas about dyscalculia // Abstracts to ... "

Section IV Speech Therapy

5. Zhmurov, V. A. Big Encyclopedia of Psychiatry / V. A. Zhmurov. - 2nd ed. - M., 2012.

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

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

8. Oxford Dictionary of Psychology / ed. A. Ribs. - M., 2002.

9. Pevzner, M. S. Separation of children with acalculia syndrome from oligophrenic children // Children with developmental disabilities. - M .: Pedagogy, 1966.

10. Richterman, T. D. Formation of ideas about time in preschool children / T. D. Richterman. – M.: Enlightenment, 1982.

11. Kondratieva, S. Yu. Prevention of dyscalculia in preschool children with mental retardation (ZPR): author. dis. … cand. ped. Sciences / S. Yu. Kondratieva. - St. Petersburg, 2006.

12. Kos, L. Vyvinova dyskalkulia ako porucha matematicnuch schopnosti v detakom veka // Otasky defektogie.

1971. – № 4.

UDC 37 LBC 74.37 I. V. Yanchenko

ACTIVATION OF SPEECH OF CHILDREN WITH GENERAL SPEECH UNDEVELOPMENT

MEANS OF SENSO-MOTOR ACTIVITY

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

ACTIVIZATION OF SPEECH FOR CHILDREN

WITH GENERAL UNDERDEVELOPMENT OF SPEECH (II LEVEL OF DEVELOPMENT)

USING METHODS OF SENSORIMOTOR ACTIVITIES

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

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

This paper considers a complex speech disorder, as a result of which the formation of all components of the speech system in children with normal hearing and intact intelligence is impaired - general speech underdevelopment (GSD).

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

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

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

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

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

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

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

The characteristics of the speech components of children with the IInd level of speech development, due to motor (sensory-motor) alalia, were as follows:

coherent speech was at the stage of formation;

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

children spent a long time choosing suitable endings, because of which speech often acquired a scrambled character;

the dictionary was at a limited household level;

children correctly pronounce only words of a simple syllabic structure.

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

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

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

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

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

In children with the IInd level of speech development, due to dysarthria (erased form of dysarthria), it was noted:

pronounced neurological symptoms;

general motor awkwardness;

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

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

insufficiently formed phonemic processes;

poverty of the dictionary and the presence of grammatical errors;

difficulties in compiling stories, retelling.

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

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

1) development of the sensorimotor sphere;

2) vocabulary activation by means of sensorimotor activity;

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

Let's take a closer look at each of these areas.

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

Our system of work included:

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

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

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

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

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

development of auditory perception of non-speech sounds;

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

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

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

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

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

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

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

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

All sensory tasks were harmoniously included by us in the thematic cycle of classes on the formation of lexical and grammatical components of the language. So, reinforcing the topic “Vegetables”, the children compared the shape and color of objects: “a tomato is like a circle, a cucumber is like an oval”; "the red circle looks like a tomato and the orange triangle looks like a carrot." Taste standards in the topic "Fruits" children learn firsthand, but in a pleasant and "tasty" game "What's on the tooth?"

We study the topic “Clothes” with enthusiasm, because in the hands of children there are sensory boards, based on which preschoolers determine the texture of fabric, fur, skin: “fur is so soft, warm, fluffy, like my hat; flannelette fabric is soft, warm, cozy, like my pajamas.”

As a result of working with sensory material in a specially organized developmental environment, children acquired the following concepts and skills: they collected objects according to the principle of increase-decrease (the concepts "big - small," thin - thick "); picked up pairs of colors, their shades; distinguished between rough and smooth surfaces; selected objects according to their degree of roughness; tissue was determined. It should be noted that in the process of objective activity, the child also developed fine and gross motor skills of the hands.

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

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

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

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

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

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

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

2) simultaneous discussion of events through the commenting speech of the teacher, mixed dialogues, egocentric speech.

Section IV Speech Therapy

B. Collecting a story:

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

2) simultaneous discussion of emerging images in the form of a passive-active monologue by jointly with the teacher compiling a sample story, semi-conjugated speech, reflected speech.

B. Self-narration:

1) Variable repetition of the story when circumstances change.

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

A dynamic study of children's speech during intermediate and final diagnostics consistently shows that the components of the speech system in children who previously had a general underdevelopment of speech (II level of speech development) are changing. Through the use of sensorimotor activity in the system of speech therapy classes, we achieve positive dynamics in all components of the speech system. As a result of corrective work, it becomes possible to gradually replace the elements of speech underdevelopment of the IInd level with new elements of the IIIrd level.

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

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

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

3) updating the skills of observation, comparison, highlighting the characteristic features of objects and phenomena, grouping according to these features;

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

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

6) the appearance of coherent speech.

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

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

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

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

logopedic technologies for diagnosing, correcting and preventing general underdevelopment of speech should provide a polysensory mode of information exchange;

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

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

REFERENCES

1. Vanyukhina, G. A. Ecologization of the logopedic process from the standpoint of the principle of natural conformity // Speech therapist: scientific and methodological journal. - 2005. - No. 2. - S. 18-25.

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