Brief psychological dictionary Karpenko Petrovsky. Brief psychological dictionary. Approximate word search
1. A.V. Petrovsky and M.G. Yaroshevsky. Psychology. Dictionary. M .: Politizdat, 1990, p. 167.
2. M.I. Stankin "Psychology of communication". M.: Institute of practice. psychology, 1996, p. 164. .
voluminous questions: “Why does conformism manifest itself?”, And “Who shows conformity?”. Drawing conclusions about the chapter, the American author draws attention to the fact that social psychology should be supplemented by attention to the power of social pressure with attention to the capabilities of the individual. We are not puppets. In a group, we are best we are aware of how we differ from others. This problem is given great importance in this textbook, and the significant contribution of psychologists involved in this field is used.
The textbook by G.M. Andreeva shows the Lasswell model of the communication process, which includes five elements, such as: communicator, text, channel, audience and efficiency. Approximately the same model of the communicative process is described on the pages of an American textbook, which shows four factors of this process: the "communicator", the message itself, the channel and the audience. Using this model, D. Myers gives an example of the latter's action in the process of being drawn into a sect. unique for domestic social psychology, since, apparently, no developments or studies in this regard have yet been observed.
Moving on to the next chapter, which is called "the influence of groups", we can already compare it with our section " Social Psychology groups" in the domestic textbook. But let's see in what direction the consideration of this issue will go in the American textbook. So the group: "two or more persons who interact with each other, influence each other for more than a few moments and perceive themselves as us." Let's turn to the psychological dictionary of A.V. Petrovsky and see that only the definition of a small group is similar to the one described above in the American version. "Small group - from.
a relatively small number of directly contacting individuals united by common goals or objectives.
This chapter looks at three examples of such collective influences as, "social facilitation" - an increase in dominant reactions in the presence of others; "social laziness" - the tendency of people to make less effort when they combine their efforts for a common goal; and "deindividualization" - the loss of self-awareness and fear of self-esteem. Of particular interest is the problem of leadership, which is also described in detail in the textbook by G.M. Andreeva. Leadership in the American textbook is defined as a process by which certain members of the group motivate and lead the group. How can be seen from the pages of D. Myers does not set such clear boundaries between the concepts of leader and manager. However, in the American textbook, notations appear, in addition to the official and unofficial nature of leadership, the role of target and social leaders. Target leaders organize work, set standards and focus on achieving the goal . Social leaders bring the team together, resolve conflicts and provide support. Target leaders often use a directive style to give the right orders, they focus the attention and efforts of the group on the task before it. Social leaders often manifest a democratic leadership style, in which power is delegated to group members and their participation in decision-making is encouraged. As can be seen from the text, only two leadership styles are presented in the American version: directive and democratic. At the same time, G.M. Andreeva describes three leadership styles, such as: authoritarian, democratic and permissive styles. .
The next chapter introduces us to the penetration of social psychology into the realm of justice, and more specifically to the jury. Like all other experiments in social psychology, the laboratory experiments described here help us formulate theoretical positions and principles that we can apply when interpreting the more complex world of our daily life.
Summing up the second part of "Social Influences", we note the most important sections of our study, such as "Conformism", "Beliefs", "Group Influence" and "Leadership". The last section, "Social Psychology and Justice", is of interest to us in terms of penetration American social psychology into the US justice system. Having analyzed how we think about each other, and how we influence each other, we finally come to the third aspect of social psychology - how we relate to each other. Our feelings and actions are negative towards people and sometimes positive. Chapters eleven and twelve, "Prejudices" and "Aggression," deal with the unpleasant aspects of human relationships. Prejudices are unjustifiably negative attitudes. They also have emotional roots. Prejudices provide a sense of social superiority, and can also facilitate masking feelings of inferiority .Aggression - physical or verbal behavior aimed at harming someone bo. There are two different types of aggression: hostile (anger) and instrumental (goal).
The factors influencing aggression are very convincingly described, as well as: aversive cases, arousal, climate (heat), pornography, television and group influences. Conducting a comparative analysis of the section "group influences" in the American textbook, and the section "spontaneous groups and mass movements" in textbook G.M.Andreeva, with.
it is remarkable the use of rather similar terms, such as "infection" and "dissipation of responsibility" and "deindividualization" - a concept that we have already considered above.
The title of the next chapter speaks for itself: "- Attraction and closeness." Not a single chapter so easily yielded to a certain analysis and synthesis like this one. After all, wherever a person lives, his relationships with others - really existing or expected - determine the mood of his thoughts and the coloring of emotions. Having found a soul mate - a person who supports us and whom we can trust, we feel that we are accepted and appreciated for who we are. Falling in love, we feel irrepressible joy, longing for love and affection, we spend billions on cosmetics, outfits and diets.
Turning to the definition of altruism, one can be horrified by so many examples given at the very beginning of the chapter. Having collected and compared examples of indifference and callousness, and vice versa, manifestations of feelings of compassion and help, the author is already leading to an independent "decoding" of this concept. Altruism is a motive helping someone, not consciously connected with their own selfish interests. Altruism is selfishness on the contrary. Asking the question "Why do we provide assistance?", We get an answer that is rather contradictory in its essence. help us, respond with help, the norm of social responsibility forces us to help, etc. D. Myers distinguishes two types of altruism:
1. - Altruism based on reciprocity;
2. - ALTRUISM without any additional conditions. .
People tend to help when they already see that others have rushed to help, or when they are in no hurry. And finally, there is an amazing phenomenon: "Good mood - good deeds."
In crisis situations, in cases of extreme need, women are more likely to receive help than men, although help comes from the latter. Women are also more likely to seek help. We are most inclined to help those who need and deserve help, as well as those who looks like us.
The final chapter of this tutorial deals with the problem of conflict and reconciliation. Conflict is a perceived incompatibility of actions or goals. Why do conflicts flare up?
In the course of socio-psychological research, several reasons for this have been identified. It is characteristic that these reasons are the same at all levels of social conflicts, whether they are interpersonal, intergroup or international conflicts. Using the example of the "Mirror perception" phenomenon, a trend leading to an arms race is traced. Examples of the most recent confrontation between the superpowers of the USSR and the USA fit in very relevantly in this textbook.
Exploring the problem of conflicts, D. Myers delved into international conflicts, not properly displaying interpersonal and intergroup ones. And again, there are no clear boundaries for separating conflicts, he feels some unstructuredness with sufficient thoughtfulness of the textbook. Although conflicts are easily generated and fueled by social dilemmas, competition and distortions perception, some equally powerful forces such as contact, cooperation, communication and reconciliation can turn hostility into harmony. .
23 A C L U C E N I E
Finally, I would like to express my point of view on this textbook by conducting my own research. There is no reason to disagree with the opinion of Professor A.L. Svenitsky about the uniqueness of this textbook and its unconditional influence on our social psychology and psychologists. in favor of an American textbook. But it should be noted right away that American social psychology and Russian social psychology are two different approaches, two completely different topics and topics for studying social psychology, various aspects of research problems, etc. In American social psychology, the main emphasis is on the personality and its study, on the personality and its behavior in the group. In our domestic social psychology, the emphasis is on the group, interactions in the group and the team. G. M. Andreeva, for example, is given special importance. Collectivism in an American textbook is nothing more than a cultural approach opposite to individualism. You can not compare the definitions in our domestic sources, they are obviously different, but you don’t want to return to the concept and meaning of individualism, for example, in A.V. Petrovsky’s textbook, trying to find something positive in it.
Considerable attention is paid to the problem of conformity in the American textbook, a number of issues that require further research and reflection are raised. The problem of conformism, unfortunately, does not exist in our country, judging by the sources. All references, if any, refer mainly to American authors and their research .
Based on these few comparisons, we can conclude about a completely different approach to the study of social psychology, which was described above, based mainly on practical research data. Theorized domestic social psychology is inferior to the American one, at least in areas of application. in this study, a brief excursion through all the chapters, and, accordingly, brief conclusions on them. Throughout the study, the author tried to compare, almost "two different social psychologies from textbooks." - any fundamental comparison in his research. Trying to make a comparison on certain problems and issues, the author eventually came up with a comparison of the definitions of some basic psychological problems. P approach to the study of social psychology in American and domestic social psychology.
The textbook by D. Myers, as already described above, contains a huge number of various kinds of publications, practical research, examples from various sources.
In his research, the author mainly took the textbook "Social Psychology" by G.M. Andreeva and came to the conclusion that this source should undoubtedly be republished and supported both by practical research and "a convincing number of convincing examples", etc. Despite the fact that a new edition of the textbook by G.M. Andreeva was taken for this study, it is not very different.
The same applies to A.V. Petrovsky's textbook "Social Psychology", which simply needs to be republished anew, ridding it of ideological foundations, focusing on the current constantly changing situation. This also applies to our entire social psychology as a whole, which can be guided , for example, to the American one, but in turn there is confidence that it will continue to develop along its own path.
2B I B L I O G R A P I A
1. G.M.ANDREEVA "SOCIAL PSYCHOLOGY". TEXTBOOK FOR HIGHER
EDUCATIONAL INSTITUTIONS. - M.: ASPECT PRESS, 1997.
PETER, 1997.
3. T.V.KUTASOVA "READER ON SOCIAL PSYCHOLOGY". UCHE-
BNOE BENEFITS FOR STUDENTS. - M.: INTERNATIONAL-
THIS PED. ACADEMY, 1994.
4. A.V. PETROVSKY "SOCIAL PSYCHOLOGY". TUTORIAL FOR
STUDENTS PED.IN-TOV. - M.: ENLIGHTENMENT,
5. A.V. PETROVSKY, M.G. YAROSHEVSKY. "PSYCHOLOGY". VOCABULARY. -
M.: POLITIZDAT, 1990.
6. M.I. STANKIN "PSYCHOLOGY OF COMMUNICATION". LECTURE COURSE.- M.: INS-
TITUT PRACTICAL PSYCHOLOGY, 1996.
2MOSCOW CITY PEDAGOGICAL
2UNIVERSITY
Course work on the topic: "Comparative analysis of domestic and
American Social Psychology"
Student of the Faculty of Psychology
Third year, first group
Ernesto Rodriguez.
2Moscow, 1998
2B INTRODUCTION
21. INTRODUCTION TO SOCIAL PSYCHOLOGY
22. SOCIAL THOUGHT
23. SOCIAL IMPACTS
24. SOCIAL RELATIONS
23 A C L U C E N I E
2B I B L I O G R A P I A
This term paper was written in the Lexicon, and translated into Word. Surrendered: May, 1998. Prof. Glotochkin A.D. Rating: 5 points. For comparison, a book by D. Myers was taken, see the list of references
And the observer (M. Storms experiment) Figure 4 3.3. G.M. Andreeva, N.N. Bogomolova, L.A. Petrovskaya. Theories of dyadic interaction (Andreeva G.M., Bogomolova N.N., Petrovskaya L.A. Modern social psychology in the West (theoretical directions). M .: Publishing House of Moscow University, 1978. S. 70-83 ) Behavioral orientation includes as one of the methodological principles ...
Approach its own psychological study. As an example of the use of one of the most famous psychosemantic methods - a private semantic differential - one can cite a study of ethnic stereotypes of Americans, Afghans, Indians, Cubans, Poles, Russians, Finns and Japanese among Soviet students, conducted by E. L. Koneva under the guidance of V. S. Ageeva. ...
St. Petersburg: Prime-Eurosign, 2003. - 632 p. - ISBN 5-93878-086-1. Many students and teachers call this book the main psychological book in the country, because a good dictionary is the basis for both theoretical research and practical work. This book has stood the test of time. Here is the latest edition famous dictionary. The dictionary contains more than 1600 articles, more than 160 domestic authors. The volume of the dictionary compared to previous editions (`Psychological Dictionary`, 1983, 1996) has doubled. The dictionary is built in a fundamentally new way: each article is published in the author's edition; most terms have English equivalents. A new system of cross-references has been introduced, so it is possible to find significantly large quantity concepts and terms than the number of articles themselves. Many articles, as is customary in the tradition of fundamental dictionaries, have additions written either by editors or by external authors.
Large psychological dictionary can be called a fundamental book, which is of great interest not only to students, specialists, but also to people psychological knowledge for whom it has become an indispensable need to meet cognitive, professional and personal interests. Preface.
Personalities.
List of authors.
List of abbreviations and list of symbols.
Dictionary entries A-Z
Thematic subject index.
General scientific, methodological and philosophical concepts.
Related humanities (linguistics, ethnography, etc.).
Related information-cybernetic sciences.
Related biomedical sciences.
Methods of psychology and other sciences (including methods of statistics).
Branches of psychology.
Age psychology and developmental psychology.
Zoopsychology, ethology and comparative psychology.
Engineering psychology, labor psychology and ergonomics.
medical psychology, pathopsychology (see also neuropsychology, psychotherapy and psychocorrection).
Neuropsychology.
General psychology.
Psychology of sensations and perception.
Psychology of attention.
Psychology of memory.
Psychology of thinking and imagination.
Psychology of emotions, motivation and will.
Parapsychology.
Pedagogical psychology and psychological education service.
Psychogenetics.
Psycholinguistics and psychosemantics.
Psychology of art, psychology of creativity.
Psychology of consciousness, behavior and personality, differential psychology.
Psychology of management.
Psychometrics.
Psychomotor.
Psychotherapy and psychocorrection.
Psychophysics.
Psychophysiology and psychopharmacology.
Sexology and sexopathology.
Social psychology (including the psychology of communication and interpersonal relationships).
Special psychology.
Ethnopsychology.
Legal psychology.
Directions, concepts, approaches and schools of psychology, history of psychology.
Activity approach.
Behavioral psychology.
Gestalt psychology.
cognitive psychology.
Cultural-historical psychology and psychology of activity.
Psychoanalysis.
Other.
Personalities.
Illusions of perception (- error, delusion)- inadequate reflection of the perceived object and its properties. Sometimes the term "Illusions of Perception" refers to the very configurations of stimuli that cause such inadequate perception. Currently, the most studied are the illusory effects observed in the visual perception of two-dimensional contour images. These so-called "optical-geometric illusions" consist in the apparent distortion of the metric relationships between image fragments (see Fig. 1).
The phenomenon of luminance contrast belongs to another class of Illusion. So, a gray stripe on a light background seems darker than on a black one. Many illusions of visible movement are known: autokinetic movement (chaotic movements of an objectively stationary light source observed in complete darkness), stroboscopic movement (the appearance of an impression of a moving object upon the rapid sequential presentation of two stationary stimuli in close spatial proximity), induced movement (apparent movement of an immovable object in direction opposite to the movement of the surrounding background). K I. in. non-visual nature can be attributed, for example, Charpentier's illusion: of two objects of equal weight, but different sizes, the smaller one seems heavier.
There are also various installation illusions, studied in detail by D. N. Uznadze and his students. Some Illusions of Perception are of a complex nature: for example, in a weightless situation, with unusual stimulation of the vestibular apparatus, the assessment of the position of visual and acoustic objects is disturbed. There are also illusions of touch, time, color, temperature, etc.
There is currently no single theory explaining all IVs. It is generally accepted that illusory effects, as shown by the German scientist G. Helmholtz, are the result of the work in unusual conditions of the same perception mechanisms, which under normal conditions ensure its constancy. Numerous studies are devoted to the discovery of the determinants of the optical and physiological nature of illusions. Their appearance is explained by the structural features of the eye, the specifics of the processes of encoding and decoding information, the effects of irradiation, contrast, etc. The studies fix the social determinants of the transformation of images - features of the motivational and need spheres, the influence of emotional factors, past experience, the level of intellectual development. The transformation of images of objective reality occurs under the influence of integral formations of the personality: attitudes, semantic formations, "pictures of the world". By changing the characteristics of the perception of illusions, one can determine the global characteristics and qualities of a person - his state in a situation of perception (fatigue, activity), character and type of personality, status and self-esteem, pathological changes, susceptibility to suggestion.
Recently, experimental data have been obtained, indicating a change in the vision of illusions by the subjects of perception in a situation of actualizing their image of a significant other. In these studies, the emphasis is shifted from the study of the characteristics of perception to the study of the personal qualities of a person (see Reflected subjectivity).
Illusions- distorted perception of real-life objects and phenomena. Healthy people have I. physiological and physical, pathogenetically not associated with disorders of thinking or consciousness. An example of a physical illusion: a spoon partially immersed in a glass of water is perceived as broken; physiological illusion: from two equal lines, equipped at the ends sharp corners, directed inward or outward, the first seems shorter.
- Illusions affective- arise under the influence of affect - fear, anxiety, depression.
- Verbal illusions- contain individual words or phrases.
- Illusions of Consciousness- the feeling of the patient, indicating that someone is allegedly nearby. According to the author, these I. are a sign of the formation of hallucinations and delusions. Syn.: I. embodied consciousness.
- Installation illusions[Uznadze D.N., 1930] - a form of physiological illusions. One of the types of illusions of perception of mass, volume, size. It occurs when pairs of objects are repeatedly compared, while in a preliminary series of experiments, prerequisites are created for the appearance of an illusion, which is revealed in the main (control) series of experiments. For example, if you lift a pair of objects of different mass at the same time with both hands several times, and then another pair of the same mass, then the object that was in the hand, in which it was previously lighter, will seem heavier than in the other hand (contrast illusion) . Mechanisms I.u. are explained from the standpoint of D.N. Uznadze by the formation of internal unconscious states (settings) in a person, which prepare him for the perception of further events and are a factor guiding conscious activity. I.u. are used as one of the methodological techniques for studying the installation.
- Illusions are epileptic- disturbances of perception, which are significant, sometimes the only clinical manifestations of some focal epileptic seizures that occur when the epileptogenic focus is localized in the cortex of the temporal lobe adjacent to the sensory area. Distinguish I.e. perceptual, when the observed object is perceived distorted and not recognized, and apperceptive, in which the object is recognized, but perversely compared with previous experience (the phenomena of “already seen”, “already heard”, “already experienced” or, conversely, “never seen” , "never heard", "never experienced"). This group includes I.e. incoherence, unreality, observed in epileptic dream-like states.
Illusion- basically any stimulus situation where one cannot predict what will be perceived prima facie from a simple analysis of the physical stimulus. Often there are illusions that are characterized as "erroneous perception", a designation that is not quite correct and does not reflect the essence of the phenomenon. Mach bands, for example, are illusions, but they are not "erroneous perceptions". Rather, it is a perception that is the result of some retinal and/or cortical processes that cannot be predicted simply from the characteristics of the stimulus itself. If there is a "mistake" here, then it is made by psychologists who do not yet understand the mechanisms that cause these illusions. For a better understanding of these issues, see separate articles on some of the more common illusions: Hering illusion, Mach bands, moon illusion, Muller-Lyer illusion, Poggendorff illusion, etc.
Note that the concept of illusion is separate from such concepts as hallucination and delusion. Illusions are normal, relatively stable phenomena, occurring in different observers and subject to constant rules. Hallucinations are highly idiosyncratic, and while there is an obsessive sense of their reality, there are no patterns that are common to all people. Delusions are best viewed as erroneous beliefs. The adjective is illusory.
PERSONALITY ORIENTATION
The term personality orientation goes back to the works of W. Stern (Richtungsdipositionen) and is translated as “the dominant correct attitude”. Solving the issue of orientation always involves an indication of what the personality is directed to, therefore, they talk about the orientation of the interests, tastes, views, desires of a person, which indicates the selectivity, individuality and uniqueness of the individual.
Orientation acts as the leading content characteristic of the personality, its system-forming property, which determines its entire psychological make-up.
In different concepts, the orientation is revealed in different ways: as a “dynamic tendency” (Rubinshtein), “sense-forming motive” (Leontiev), “dominant attitude” (Myasishchev), “subjective relations of the personality” (Lomov), “dynamic organization of the essential forces of a person” (Prangishvili), "the main life orientation" (Ananiev).
In the study of the orientation of personality in domestic psychology formed various scientific schools and directions:
1) understanding of orientation through needs and motives (S.L. Rubinshtein, A.N. Leontiev, L.I. Bozhovich, Yu.M. Orlov);
2) the theory of significance (N.F. Dobrynin);
3) the theory of personality relations (V.N. Myasishchev, B.F. Lomov);
4) installation theory (D.N. Uznadze).
A. V. Petrovsky and M. G. Yaroshevsky (dictionary)
In the psychological dictionary edited by A.V. Petrovsky and M.G. Yaroshevsky, the following definition of the orientation of the personality is given: “The orientation of the personality is set of sustainable motives, orienting the activity of the individual and relatively independent of the actual situations. The orientation of a personality is characterized by its interests, inclinations, beliefs, ideals, in which the worldview of a person is expressed ”(Psychology. Dictionary. / Under the general editorship of A.V. Petrovsky, M.G. Yaroshevsky. - M., 1990. - p. 230).
The same dictionary reveals the components that make up the orientation of the personality.
Interests- a form of manifestation of a cognitive need, ensuring the orientation of the individual to the realization of the goals of activity and thereby contributing to orientation, familiarization with new facts. Interest can turn into addiction.
inclinations- the selective orientation of the individual to a certain activity, which encourages him to engage in it. The basis of the propensity is a deep, stable need of the individual in a particular activity, the desire to improve the skills associated with this activity.
Beliefs- a conscious need of the individual, prompting her to act in accordance with her value orientations. The content of needs, acting in the form of persuasion, reflects a certain understanding of nature and society. Forming an ordered system of views (political, philosophical, aesthetic, natural sciences, etc.), the totality of beliefs acts as a person's worldview.
