Understand and Cognize Yourself : ìåòîäè÷åñêèå ðàçðàáîòêè ê ñïåöêóðñó «Ïîéìè è ïîçíàé
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Ñîñòàâèòåëü:
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Ò.Þ., ó÷èòåëü âûñøåé êàòåãîðèè, ó÷èòåëü-ìàñòåð, ïîáåäèòåëü Ðîññèéñêî-Àìåðèêàíñêîãî êîíêóðñà ó÷èòåëåé àíãëèéñêîãî
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ïðåïîäàâàíèÿ ðàçëè÷íûõ àñïåêòîâ àíãëèéñêîãî ÿçûêà, êîíöåïöèè ôîðìèðîâàíèÿ
êóëüòóðû îáùåíèÿ ñòàðøåêëàññíèêîâ ñðåäñòâàìè àíãëèéñêîãî ÿçûêà,
Ïðåäíàçíà÷åíû äëÿ
îáó÷àþùèõñÿ â ñòàðøèõ êëàññàõ ñ óãëóáëåííûì èçó÷åíèåì àíãëèéñêîãî ÿçûêà, â
ãèìíàçèÿõ, â êîëëåäæàõ, â ïåäàãîãè÷åñêèõ óíèâåðñèòåòàõ íà ôàêóëüòåòå
èíîñòðàííûõ ÿçûêîâ, íà ôàêóëüòåòå
ïñèõîëîãèè, à òàêæå äëÿ ó÷èòåëåé è
ïðåïîäàâàòåëåé àíãëèéñêîãî ÿçûêà, âåäóùèõ êóðñ «Understand and Cognize Yourself».
Ðåöåíçåíò:
Õàììàòîâà Ñ.À., äîêòîð ïñèõîëîãè÷åñêèõ íàóê, ïðåïîäàâàòåëü àíãëèéñêîãî
ÿçûêà
Course “Cognize Yourself”.
The Problem of Communication and Some Aspects of
the Development of the Communicative Abilities of Pupils at the Lessons of
English.
I.
The meaning of the word “Communication”
The
word “îáùåíèå”
is analyzed according to the “Russian-English Dictionary” by Benukh
(M,1964), and according to Harrap’s “English Pocket
Dictionary” (edited by Collin,1984).
“The
Russian-English Dictionary” gives the variants of the translation of the word “îáùåíèå”:
1) intercourse –a) a reproductive act between
male and female;
b) (formal)
communication between people.
2) dealings
– business/affairs
3) contact – n. a) a touch;
b) a person, whom
you know/whom you’ve contacted;
-v. c)
to get into communication with someone.
4) communication n.-act of communicating/passing of information.
5) communion, n.-a fellowship with someone.
This
work is devoted to the problem of giving and receiving information, and the
development
of communicative abilities at the lessons of the English language, that’s why the
word
“communication”
in the meaning of “îáùåíèå”
is taken.
II.
The Problem of Communication in the Works
of Well-Known Scientists of Russia.
The problem of
communication was observed in the works of Bekhterev V.M., Myasitchev V.N.,
Ananyev B.G.,
Vygodsky L.S., Lomov B.F., Parigin B.D., etc.
V.M.
Bekhterev (1857-1927) was one of the first scientists to explore this
problem, and it was at the
beginning of our century when this celebrated
scientist insisted on the complex study of the man.
According to Bekhterev, the basis of such
studies is the analysis of the outward forms of the
behavior of
people according to outside influence:
1) printed or
oral words; 2) people of far- distant places and of different epochs,
3) joint activities; 4) hardships, 5) moments of happiness serve to unite people;
Non-verbal, para- linguistic characteristics
of communication are tactile, visual, kinetic, acoustic.
They
were dwelt upon by him in details. Kozlova V.A. analyzing the works of Bekhterev V.M.,
stresses
the importance of the word as a unit of measurement of reflex activity in
communication,
and she draws our attention to different levels
of speaking activity of people which depend on:
1)
the factors of medium;
2)
the levels of speech activity of each member of the group. According to
Bekhterev’s
experiment,
it turns out that there is the difference of speech activity of the group
according to the
speech activity of the partners.
Thus a) two children with low speech
activity form a low- excitable but harmonious group
where
each member takes an equal part in speech activity, b) if a child with high
speech activity is
included into this group the activity of the
group increases and it becomes highly excitable
but
not harmonious.
Myasitchev N.V. analyzing
communication, describes the word as the mighty
physiological
factor
which is able to change the work of brains (even in pathological level).
The influence of the word is
connected with its meaning. But one and the same word
influences different groups in different ways depending
on the personal qualities of each
member. The meaningful, expressive and effective
elements… are expressed not only in speech itself
but
in mobile features of the face and in pantomimic full of emotional
components.
Myasitchev indicates the structure
of the communicative activity consisting of 3 components:
1) the
attitude to the activity itself; 2) the attitude to other people;3) the
attitude to oneself
(to
himself or herself ). And he emphasizes the necessity to make the partner his
or her ally and
to
provide him or her with warm relations.
AnanyevB.G. characterizes
communication as a phenomenon which is both social and
individual. That’s why social and individual qualities
have indissoluble ties in the important
means
of communication, i.e. in the language. The individual manifestations of
the language are :
1) speech;
2) pantomimic features and gestures become non-verbal forms of communication
when
expressive behavior has the communicative function.
Besides verbal and non-verbal means of
communication Ananyev indicates 3) the inner aspect of it, i.e. the studying of
each other.
Ananyev B.G. says:”There is an
interconnection at any level and at any complexity
( intricacy) of behavior among:
a) the
information about people
and relationship between them;
b) the
communication and self-control ruling the behavior;
c) the transformation of the inner world of
the person”.
Vygotsky L.S. thinks
communication to be of paramount importance in the development of
mentality: the communication and interaction
in the early ontogenesis (i.e. the individual development
of the organism since the beginning up to the
end of life) change the structure of mental
(psychological) process, i.e. communication precedes the
mental processes (activities),…,defines their
structure.
Abulkhanova-Slavskaya writes
that the following elements are found in communication: 1) the
object,
which is spoken about ( the information side, the solution of the
problem); 2) the
process
of communication (its peculiarities and nuances ).
She thinks that communication may be
understood as special means for an individual to live
with
the help of other individuals and as the means of relations among them.
Kuchinsky T.M. says that
communication is often considered to be a dialogue or discussion. It
means two or more sides to take part in the
process of understanding (or misunderstanding), mutual
influence,
mutual estimation. Communication sides may be united in only one person if he
(she)
carries
an “inner dialogue”.
Lomov B.G. considers that
communication is thought to be communicating sides with the
exchange
of the opinions, information experience.
Rubinstein
S.L. describes communication as:
-the
attitude to the world,
-the
attitude to others,
-the attitude
to oneself.
In
other words “communication” is considered to be the process of the interaction
of individuals:
1)
with the attitude of people to each other giving and receiving
information, solving problem which
are important for all the sides of this
interaction, influencing each other;
2) with
the attitude of each person to the world which is perceived through individual
peculiarities
of
one’s own structure of personality using one’s own life experience;
3) with
the attitude to oneself.
Bakhtin M.M.
indicates the following structures of communication processes:
1)
a communicator (communicant) –a subject
giving information;
2) a
receiver -a person who gets the
information;
3) a field of communication -a situation where
the information can be given and received;
4) the information itself which is passed
through the field of communication;
5) the canals
of communication - the means of the information passing.
Kovalev L.G. distinguishes 3
main points of the process of communication:
1)
the means of influence;
2)
the means of interaction;
3)
the means of reflecting the influence and mutual influence.
Information
within Communication
Parigin B.D. points out 3 types of verbal information
according to the level and nature of its influence
on the mentality of a person:
1) report
(ñîîáùåíèå);
2) persuasion (óáåæäåíèå);
3) suggestion (âíóøåíèå).
According to “The Advanced Learner’s
Dictionary of Current English” by A.Hornby
1)
a report – a detailed account after an
investigation;
2)
persuasion – the power of persuading ( of
leading a person by arguments to believe something or to
think
in a certain way);
3)
suggestion – the process of bringing an idea to the mind by associating it
with other ideas.
According
to the contents of the information there are 3 language groups that can be
indicated:
1)
cognitive (ïîçíàâàòåëüíàÿ) information which is connected with the
actual meaning;
2)
indicative information which indicates
the psychological nature of the communicator, his
qualities, his personal inclinations, emotional state
which helps to outline the attitude of the
communicator to
himself and to others, and to
understand which role is taken by him in the
process of communication when he is a
participant of interaction.
The Development of Communicative Abilities
A child learns the rules of behavior, understands
the necessity to act according to these rules
and
to give marks to his own behavior only through communication with adults,
children, teenagers
comparing his behavior, his activity to the activity of the others in the certain
group he belongs to.
A child partakes in different
activities together with people around him and he is included into
different groups. He is involved into
different relations that become the starting point of his attitude
to
the group, society and himself. …On the basis of these inner attitudes
the so-called communicative
abilities are formed. The mutual
understanding is formed with the help
of
the experience being brought by life that leads not only to the development of
the motives and the
means
of communication but to organize oneself.
The
constant development of practical knowledge is the most important resource
for
other features of the
character, including the
attitude to oneself.
Motives
that are integral parts of each person, influence the electoral system of
communication,
the volume of communication, the breath of communication and the
activity of communication.
Personality and
Communication
The Meaning of the
Words
The
word “personality” inquired the meaning “individuality” in its contacts and
relations.
According to “Harrap’s Pocket
Dictionary”:
human
– referring to mankind;
human
being – a person;
individuality
– a quality which makes each person differ from all others;
person
(individual)- a single person;
personality
–a) a character,
b) a famous
person;
persona
– a person’s character as seen by others;
specimen
– a sample (an example ) which is selected for study or exhibition
According to “The Advanced Learner’s
Dictionary of Current English” by A. Hornby:
human
– a) a man or mankind ( contrasted with
animals or God );
b) showing the feelings,
qualities of man;
individuality
– a) the state or quality of being individual or existing separately ;
b)
all the characteristics that belong to an individual and mark him out
from others;
person
–a) a human being , a man, a woman, a child;
b) the living body of a human
being, the other form;
c) ( grammar ) each of the 3
classes of personal pronouns;
personality
–a) the state of being a person, existence as an individual;
b) the
distinctive features that altogether
make up a person’s character;
c) a person ( especially the one who has a
distinctive character );
d) (usually in plural)
impolite criticism of a person, his appearance, character
.
The Derivation of the
Word “Personality”
Defining the word “personality” we come
across the difference in the meaning of the word.
The Latin word “persona” (ïåðñîíà) meant a “mask” (ìàñêà, ëè÷èíà). At the ancient
theatre
an
actor put on a mask which characterized the main contents of the character
(role).
By its origin this word goes
further to the ancient Etruscan
tribes (ýòðóñêè).
They
inhabited
the Northern part (north-eastern part) of the Apennine peninsula and
they had been ruling
a
major part of it including Rome up to the 6th century before our
era. They had a highly developed
material culture and had their own alphabet which hasn’t been decoded (deciphered) yet. The classical
Latin Language appeared much later.
Many words assimilated in the Latin
Language. One of them was the word “persona” which came
from the Etruscan tribes in the meaning of
the word “mask” which was a usual attribute of the ancient
theatre.
Analyzing the word “persona” in the
classical Latin language G. Rainfolder draws our attention
to its 5 main meanings:
1) a
mask of an actor;
2) a
role performed by an actor;
3) a
character, a nature, a temper of a person without associating him with the theatre;
4) a
human being;
5) a
grammatical person ( eg. The 3-d person singular).
The word “role”,
according to the conception of G.Moreno, is derived from the Latin word
“rotulus”
meaning a roll (scroll-ñâèòîê, ìàíóñêðèïò) which was used
to write down the text of a play for a
prompter in
ancient Greece and Rome. Later when an actor
read his role from the roll, the
role was understood to be close to the meaning
“persona’, “mask”.
Then the
word “persona” was taken for the notion
“öàðñêàÿ ïåðñîíà”,”ïåðñîíà Îòå÷åñòâà”,
etc.
Shakespeare accepted the same way of
the analysis of the word “role”: “The
whole world is the
theatre, the actors are people and each plays not a
single role”.
The interference into the role of an
ancient actor is the attempt to come to the contact (to
communicate
) with mythological models with the
help of a gesture, a pose, a mask.
Later the mask “glued” (stuck) to
the actor and meant:
6) “the
inner world of a character”, then it left the stage of the theatre and got a
new life in the
real life .
In the ancient Rome the word “persona” was used as:
7) a
man in front of the law. But a slave whose body and work belonged to the master
couldn’t
have any persona, i.e. he was not considered to be a personality.
In the Russian language the word “ëè÷íîñòü” (personality) had
been used as an insult
for a
long time ( for example: nobody can use personalities), i.e. this word was used
as
a)
negative attitude of one individual to another,
b) a biting (êîëêèé) reply, insult.
And
now it’s clear why Pushkin A.S. created such words:
Èíàÿ áðàíü,
êîíå÷íî, íåïðèëè÷íîñòü
Íåëüçÿ ïèñàòü: òàêîé-òî äå
ñòàðèê,
Êîçåë â î÷êàõ, ïëþãàâûé
êëåâåòíèê,
È çîë è ïîäë, âñå ýòî
áóäåò ëè÷íîñòü.
Not
all the words are decent
We may not write a old man is
A goat wearing eye -
glasses
That is mean and angry –
All these are
personalities.
Even in L.N. Tolstoy’s “War and
Peace” we can find the following passage:
“×åì
äàëüøå îíè (ïðåíèÿ) ïðîäîëæàëèñü, òåì áîëüøå ðàçãîðàëèñü ñïîðû, äîõîäèâøèå äî
êðèêîâ è ëè÷íîñòåé»
«The
more they (debates) went on the more arguments appeared evoking cries and
mentioning personalities”.
The second meaning of this word was
developing in parallel with the first
one. Thus Ruditchev A.N. asked: “Âåäàåøü ëè òû, îò ÷åãî çàâèñèò òâîÿ îñîáåííîñòü, òâîÿ
ëè÷íîñòü, ÷òî åñòü òû?»
“Do
you realize what your individuality, your personality depend on? What are you?
The
word “personality ” acquired the meaning “individuality” in its social contacts
and relations. But even now exclamations: ”Don’t mention personalities” exist.
The
Psychological Meaning of the Word “Personality” and Social Roles
In Psychology there are
two meanings of the word “personality”:
1) this is any person having conscience;
2) this is a person who has reached the certain
level of mental development.
The well -
known psychologist Bozhovich L.I. characterizes this level as the ability of a person to receive and to
go through himself and to realize himself as a single whole which is different
from other people and which is expressed in the meaning “I”.
Bozhovich
thinks that mental development helps to rule the behavior, activity of the
person and to some extent the mental activity itself.
But what can be said about children and teenagers? They
say:” We must consider a baby to be a personality. We must respect the
personality of a child”. Is it a contradiction?
Leontyev A.N. considers
the personality to be born twice;
1) first, when a child demonstrates his
celebrated slogan:” I will do it myself” ( This is the revolution of the age);
2) second,
when a conscious personality appears.
Step by step the word
was understood as a social role of a person. Some thinkers and researchers
consider “social roles” to be an essential definition of “the structure of the
personality”.
Kon I.S. modifies this theory and adds the following
notions: “interest”, “motive”,
“ instruction “,
“orientation”. Thus Kon describes “a personality” as a unity of role-structures
and self- awareness, the consciousness of self.
The same position is taken by Kusmina Ye.S. and
Andreyeva G.M. According to that theory each person has many roles, e.g.
a role of Father, a role of an engineer, a role of a deputy, a role of the husband, a role of an
interlocutor. Each role requires a special behavior, i.e. a special mask to
play the role.
FATHER - may
be active, kind, often smiling, reliable;
ENGINEER
–
accurate, punctual, unsociable;
HUSBAND
– attentive,
responsible, reliable;
DEPUTY
- strict, punctual,
attentive, reserved;
INTERLOCUTOR
– attentive, understanding, patient.
Playing a role helps to feel that
you belong to the society, to a certain group of people. So those were
social roles.
A number of Russian and foreign
sociologists and social psychologists indicate different aspects in the
definition of the notion “role”. Merton R. Considers the role to be self-bred
instructions of social expectations that influence the behavior of a person
according to the orientation towards values.
The behavior of a person according
to G.Mead is defined by his attitude to
regulate his deeds (actions) analyzing the actions of others.
W.Coutu differentiates the terms
“taking (accepting) roles” and “playing roles”.
T. Newcomb makes distinctions
between the roles which are given by the society (a person is under some
definite public expectations ) and the roles characterizing the behavior of
definite persons according to the popularity of the role and demands made on
this role.
T. Parsons using the notion “role”
strives to display that there are at least 3 levels of integration:
psychological, social and cultural.
Developing the psychological theory of
the role J.Moreno understood the role
to be the process of the creation of the structure of the whole human behavior
which is defined by the influence of
small groups.
The Role. The Mask.
The Hypocrisy. Differences Among These Notions
According to Dobrovich A. There is a strong difference between a role and a mask. A mask is a way to communicate without communication. There
is the mask of politeness, the mask of modesty, the mask of sympathy, the mask
of independence, the mask of undue familiarity, etc.
Generally speaking each mask says:”
I am doing and speaking what is required in this case”. Each person has learned
these patterns, those standard gestures, intonations, the movements of the
mobile features of the face which are supposed to be a protection from a passing blow, that is from the
interlocutor. From the variety of the masks at the ball one chooses the mask of
a hare, the second chooses the mask of a tiger, the third chooses the mask of a
jester.
“Tiger” hopes people will be afraid
of him because he is aggressive; “hare” thinks he will not be paid attention to
because he’s small; “jester” knows that he is in the center of people’s
attention, that people sympathize with him.
But the mask and the role are not
synonyms. .A mask is used as a shield
when we want to avoid the real contact.
A role shows the desire to
communicate in an active form. A mask is a
step off the interlocutor. A role is
a step towards the interlocutor. The behavior in the mask, which is put on, is
ready to be acted though we do not know about this readiness. The behavior in
the role is always spontaneous.
But if we usually put on masks and
play roles, what is our real self? And what is the difference between playing
roles and hypocrisy?
Hypocrisy
means to be opposite to what you really are, to feel opposite to what you
really feel. Hypocrisy is the behavior, which shields insincerity with the help
of kindheartedness and charity, which is false.
Role
means a part played by someone (in a play or in a real life), i.e. a role
is a usual behavior which becomes the essential part of a person in a certain
situation.
Role-1) the part played
by an actor as the leading role; the title-role is the name of the character
from whom the title of the play is taken.( eg. “Hamlet”); 2) a part played in a real life, a person’s
function.
Role may
be used: 1) to show a character on the stage, 2) to get the manner
of the behavior, 3) to exchange the roles ( metaphorical, figurative meaning).
Kon I.S. writes: “A mask is not me.
It deals by no means with me. A mask is put on to conceal the real face, to
free from social conditions, to take anonymity or to take possession of another
shell (face).
A
mask is independent, merry,
spontaneous”.
Kolominsky Ya.L. gives us a very interesting example in order to
show the difference in some notions. Everybody knows that cats and dogs are not
alike having individual features in their forms, color and their behavior. But
nobody can call them personalities, even if we deal with a very clever horse or
dog.
There is no doubt that all newly
born babies are very much alike, but only at first sight. Each of them is an
individual, a person but not a personality.
A human being will have been
becoming a personality during his life. And we often say and hear such
exclamations:” Oh, he is a real personality!” or “She’s by no means a
personality!”
THE STRUCTURE OF THE
PERSONALITY
In order to understand
other people and to give them opportunity to understand you it’s necessary to
cognize yourself. Different scientists give different structures of the
personality that comes into the contact with the world beginning the
communication.
Rober M. and Tilman F. attracted readers
by the following idea. They drew people’s attention to 3 phases of early
childhood when 1) a child is interested in different parts of his body, 2) analyses his adequacies and differences with
the world and 3) the appearance of “Me”.
I. O-1 months
II. 18 months-2 years
III.
2-6 years
“Super me” and “Real Me”
“Super Me” arises
at the 2 –nd stage.
The needs of a child come to a
conflict with the demands of the society presented by parents. Prohibitions and
duties are experienced by the child as the pressure from outside, and he usually
resists to this pressure but often obeys. Having started to speak he repeats
the prohibition to himself comparing himself with parents in order to fasten
this command not to take this or that thing. Later he will entirely connect
this prohibition with himself. So "“Super
Me” is formed in order to stand up to his own desires and bents.
“Real
Me”. During the first years of life the child gets acquainted with the
norms of the social medium and begins learning and understanding them. This is
the time when his own personality is being modeled. This “Real Me” is
developing between the needs (biological and social), and “Super Me” solving
the conflicts between needs and “Super Me”.
NEEDS often
conflict SUPER ME
REAL ME
Must solve the conflict
For example:
Tooth-ache I’m to go to the
is great. It is dentist. I
shall have
necessary to go to go to the
dentist
to the dentist.
The
Need Super Me
I must make
myself visit the
dentist. (Conscious:
the understanding of
the
necessity).
Real Me
(solves the problem)
Rober
M.A. and Tilman F. think that it’s very important to form the image of “Me”
(self) in the right way as the further
development of the personality starts from this stage. In order for the “Me” of
the child to be formed properly, it’ s necessary that the child should imagine
himself in the proper way.
1. During
his first months he perceives himself as anything that is different from the
surrounding nature.
2. At the age of 15-30 months he begins to
realize his body, his borders and people around him (Parents and other people
are quite different from him).
When
he is 3 - 6 years old he knows about his
own “Me”. He understands that he can take, have, and sometimes… give.
If earlier he called himself by his
name in the same way the adults call him, now he says “I”. This is the
perception of self.
Our “Me” begins from the attitude of
others to us, with the fact what we
are for others.
THREE SELVES
Berne`
E. Suggests the 3-component structure of each person consisting of
1) the
role of “a child”,
2) the
role of “an adult”,
3) the role of “a parent”.
But
each man has his own percentage of these roles.
The
state “Parent” fulfils the following
function:
1) this
role gives the opportunity to act as if a person were a parent of his own
children and different actions are done automatically;
The
state “Adult”
1) is
necessary for individual survival, rational analysis of the information,
affective communication with other people;
The
state ”Child”
1) is characterized by intuition, creativity,
spontaneity, rejoice;
can
be capricious, dependent or obedient
In
fact “Parent” is a part of us which
controls the behavior and makes people follow stereotypes.
“Adult”
is a part of us which cognizes the world.
“Child”
is a part of us which is affective and impulsive.
According
to the percentage of these features a man possesses this or that behavior. The
research work of Petrovsky V.A. shows that:
1) if
a person has got more features of the “Adult” which is considered by Berne E.
as an adaptive type, he is considered to be a person who goes along with
others, tactful, modest, follows the advice of the teachers, balanced, respects
grown- ups, disciplinary;
2) if
a person has got more features of the
“Child” which is considered by Berne
as a rebellious child,
he’s a person with impulsiveness, painful reactions on reprimands, with poor
control of himself, the absence of respect toward teachers, inattentive, with
low level of intellect, with usual conflicts with others, he wanders from the
theme of the conversation, from the theme of the lesson;
3) if
a person possesses more features of the “Parent” which is considered by Berne
to be a careful parent, he is a person who likes to subdue others, to
show, to command, to take care of teachers, parents without being asked.
The
experiment held by Petrovsky V.A. and Novozhonova R.E. with the help of the
Inquiry of Liri T., shows that the
pupils of the 9-th form give the following characteristics to the categories
“Parent”, “Adult”, “Child”.
PARENTS ADULTS CHILDREN
1) want
to cooperate-79% want to
cooperate-100% ask for help-92%
2) are
self confident-92% are self
confident-100% search for
approval-96%
3) are
respected-87% are
respected-100% are trustful
–87%
4) possess
sefrespect-92% possess
selfrespect-100% boastful-83%
5)
understand when they are not right - 92% -92% touchy –
79%
5) encourage
others-92% are
sociable-92% feel
confusion-79%
6) are
attentive-87% are critical to
themselves-96% are full of contradictions-83%
7) are
ready to help-92% order and command-92% are suggestable-79%
8) are
mild and kindhearted-83% are businesslike-96% are dependent- 79%
9)
are strict but just-75% are tough if necessary-83% like to compete-83%
EXERCISES
THE
DERIVATION OF THE WORD “Personality”
I Choose the right variant,
1) The
word persona meant :a) a dress; b)a
costume; c)a mask;
2) The
word “persona” goes back to the ancient : a) Celtic tribes; b) Etruscan tribes; c) Norman tribes;
3) These
tribes inhabited the major part of the ; a)Apennine
peninsula; b) Crimean Peninsula; c)Florida peninsula;
4) The
alphabet of the Etruscan tribes : a)hasn’t
been deciphered; b) has been deciphered; c) was deciphered in 1996.
5) The
classical Latin language : a) appeared before the Etruscan language; b)
appeared after the Etruscan language;
c) was existing in parallel with the Etruscan language.
II Match the sentences with the
Explanations of the word “personality”
that were used in the Russian Dictionary of 1847:
1) Not
a single personality must be borne at the office. c
2) Nobody
can use personalities.
b
3) Do
you realize what your personality depends on? a
a) an
individuality;
b) a
biting reply;
c) a
negative attitude of one person to another.
III Find
out the Meanings of the word “personality” in the classical Latin language:
a) a
theatre, b) a stage, c) a mask, d) a
peninsula, e) tribes, f) a role, g) curtains, h) character,
i)
a human being, j) a grammatical person,
k) law, l) a rule, m) a person in front
of the law
IV What
expressions are really used with the word “personality”:
a) a persona of the
Fatherland;
b) a
persona of the Motherland;
c) a Royal persona.
V
Translate the following words created by W. Shakespeare:
All the world’s stage,
And
all the men and women merely players;
They
have their exits and their entrances;
And
one man in time plays many parts.
VI
Indicate 2 main Psychological meanings of the word “personality”:
1) any person having consciousness;
2) any
newly born baby;
3) any
child;
4) a person, who has reached the certain level of mental development.
VII
Use the sequence of tenses:
1) Leontyev
A.N. said:” The personality is born twice”.
2) He
was sure: ”First the personality is born when a child demonstrates his
celebrated slogan”
3) The
child proclaimed: “I’ll do it myself”.
4) Leontyev
thought: “The second birth of the personality happens when a conscious
personality appears.
THE STRUCTURE OF THE PERSONALITY
Age characteristics.
1. Match the phases of the physical growth of
the child and characteristics of mental abilities:
1) 0-1,5years
c
2) 1,5
–2,5 years a
3) 2,5-6
years b
a) he
begins to realize his body, his borders, forms, he understands that he is
different comparing with other people;
b) He
knows about his own “Me”, he knows that he can take and sometimes give
something;
c) He
perceives himself as something different from the surrounding nature.
2. Right or wrong? If the statement is
wrong, give the right variant.
1) “Super
Me” arises at the 1-st stage. F
2) The
needs of the child do not come to the conflict with the demands of the society
presented by parents. F
3) Prohibitions
and duties are experienced by the child as the pressure from outside. T
4) Having
started to speak the child will repeat the prohibitions to himself in order to
train them. F
5) Later
the child will entirely connect this prohibition with himself but not with his
parents. T
6) “Super
Me” is formed not to be able to stand up to the temptations, wishes,
desires. F
7) “Real
Me” is formed when the child can understand and explain the norms of the
society following them. T
8) “Real
Me” is formed after “Super Me”. F
3.Choose the right
variant:
1)
real Me
needs super Me
conflict must solve
the problem
2) needs conflict super Me
real Me (must solve the problem)
3) needs (the first stage) super
Me (the 2-nd stage real Me (the 3-d stage)
3. Look at the example.
Create your own variant.
Tooth - ache is great. I’m to go to the dentist
It
is necessary to go I shall have to go to
to the
dentist to the dentist
(THE NEED) (SUPER ME)
I must make
myself visit
the doctor.
Conscious: understanding.
( Real Me
solves the problem )
THREE
ROLES OF ME (3 - SELVES) BY BERNE.
1.Match the roles and
their functions
The
functions of the …
1) role
of the “Child”… c
2) role
of the “Adult”… a
3) role
of the “Parent”… b
is…
a) to
cognize the world, to normalize the relations between the role of the “Child”
and the role of the “Parent”.
b) To
come to the decisions, to make us follow stereotypes, to control our behavior.
c)To
be merry, unbalanced
2. Find out the names
Berne had given to the roles
The
role of the “Parent”
a) a
strict parent, b) an old parent, c) a young parent, d) a careful parent.
The
role of the “Adult”
a)
a wise adult, b) a clever type, c) a
logical type, d) an adaptive type, e)
a realistic type
The role of the “Child”
a) an
obedient child, b) a disobedient child, c)
a rebellious child, d) a calm child, e) an arguing child
3.Study the following Characteristics and write
Down the numbers of those ones that you have in your character:
1) I
like to go along with others.
2) I’m
rather tactful.
3) I’m
modest.
4) I
follow the advice of others.
5) I
follow the advice of parents.
6) I
respect grown- ups who communicate with.
7) I’m
disciplinary.
8) I’m not balanced.
9) I’m
impulsive.
10) My
reaction on reprimands is painful
11) I
don’t control myself.
12) I
like to fight with others.
13) I’m
inattentive at the lessons.
14) I
don’t appreciate grown- ups, surrounding me at school and at home.
15) I
like to show new things, new ideas and thoughts to others.
16) I
like to command.
17) I
like to take care of my parents
18) I
like to take care of my teachers.
19) I
like to subdue people around me, who I contact with.
20) I
like to help adults without being asked.
21) I
like to be a leader.
IV.
What
features of the character refer to the role “Child”, the role “Adult”, the role
“Parent”? Use the statements of task
III.
Now compare your results with the following key:
1
– 7 sentences (Adult ) 15-21
sentences (Parent)
8
– 14 sentences (Child)
V. Study the features of the character of pupils
according to the percentage of the roles (studied and analyzed by Petrovsky ). Find characteristics to yourself.
1. If
a pupil has more features of the “Adult”
, he is a person who goes along with others, tactful, modest, follows the
advice of the teachers, respects grown-ups, disciplinary (an adaptive type)
2. If
a pupil has more features of the “Child”, he is a person who is unbalanced,
impulsive, reacts painfully on reprimands, controls himself poorly, doesn’t
respect teachers, inattentive at the lessons, fights with others ( a rebellious
child ).
3. If
a pupil possesses more features of the “Parent”, which is characterized by Berne as a “careful parent”, he is a
person who likes to subdue others, to show, to command, to take care of
teachers and parents, to help them without being asked.
VI.
THE ROLE,
THE MASK, THE HYPOCRISY
Match the words and the meanings (1-3 and
A-C):
|
À.The desire to
communicate. It is a step towards the interlocutor |
|
B.The opposite to what you are |
|
C. is used as a shield. It is a step off the interlocutor |
1. The
hypocrisy B
2. The
mask C
3. The
role A
THE TYPOLOGY OF THE
PERSONALITY
Rober
M. and Tilman F. Give examples studied by different scientists that may help
students to analyze themselves from the point of view of different approaches.
1.
Physiological Typology of Kreck.
· picnic – a
broad , heavy man; one of his features
is the lack of emotional stability; he possesses the sense of
collectivism .
· asthenia type – a
weak, thin person, his
contact with people is limited, he is lack of realism.
· athletic- a
strong, bony person with calm, quiet
character, but he is able to burst into stormy emotions unexpectedly.
2.
Pavlov’s Typology
(from
the point of view of Rober and Tilman)
·
balanced
– reactions in problem situations are adequate
(sanguine);
· excited
– acquires active skills with ease (choleric);
· brake
– acquire active skills with difficulty but easily acquires skills connected
with brake (phlegmatic);
· inert
– is not able to get new skills (melancholic)
3.Aisenk’s Typology
It
consists of the analysis of person’s alarm and the degree of the desire to
communicate with people
·
introverts with the small degree of alarm
(phlegmatic);
·
introverts with the large degree of alarm
(melancholic);
·
extraverts with the large degree of alarm
(choleric);
·
extraverts with the small degree of alarm
(sanguine).
alarm
1
2
extraversion
3
4.The
Typology of Heisman
It
is considered to be the mostly acceptable for everyday life. The elements of
the character are observed as the unity of 3 principle parts.
Emotions (E+ or
E-). This
part shows the level of emotion arisen
by this or that situation. If the degree of emotions is large, “E+” is used, if
the degree of emotions is little, “E-“ is taken.
Activity (A+ or A-)
Activity means the need of actions in the fulfillment of the plan or plot: some
people can’t stand the idleness or stoppage. In this case “A+” is used.
Primary (P) and
Secondary (S).
P. Such
people do not stay under the impression of the
experienced event for a long time. They live within the present time and they
are easy to adapt for the situation. They are
able to work intensively and hard but not for a long time. Hard work
exhausts them. They like unexpected events and hate the routine life.
S.
Such people resemble accumulators that can be
charged. They can remain under the
impression for a long time. For example they can remember the situation
that provoked their rage. They can’t
forgive the offence. The loss of another person or creature is
experienced painfully. The mood of such people is usually calm, even. One can
seldom see them depressed. They can work for distant aims, they are hardworking
and patient.
According to these characteristics
8types of the character are observed.
1) E+ A-
P nervous;
2) E+ A-
S sentimental;
3) E+ A+
P very active, stormy;
4) E+ A+
S passionate;
5) E- A+
P sanguine;
6) E- A+
S phlegmatic;
7) E- A-
P careless;
8) E- A-
S indifferent.
1.
E+ A-
P NERVOUS
Such
a person possesses strong unsystematic emotions. A nervous person is a slave of
the present period of time. He is unstable, inclined to cruelty and
suspiciousness but is easy to become reconciled (ñìèðèâøèìñÿ ñ)
with the situation (reconciles himself to his fate). He has got alive but not
methodical mind: impulsive, uneven activity. He is very touchy but his emotions
change quickly. He doesn’t feel comfortable at home and needs a large amount of
friends outside. He doesn’t think about the events of the past. He doesn’t use
the lessons of the past. He usually does things that he considers convenient
for the present moment. He is inclined to lie. A person of this character
subdues the truth to the present moment and present desire. He believes others
to act in the same way. He is self-satisfied and likes when others confirm his
image. His influence on the group is very weak. As for his work, it’s necessary
to hold him in firm frames, showing what to do and how to do. You may not be
afraid to be in conflict with him because it’s easy to make it up. It’s
difficult for him to fulfill monotonous labor..
2.
E+ A-
S SENTIMENTAL
A
sentimental person possesses great sensitivity. But if a nervous person is not
attached to his impressions (joy or grief), a sentimental person experiences
them long, and usually returns to his impressions.
He is very dreamy and has a stable
nature. He likes solitude. One or two friends are quite enough for him. Such a
person is rather industrious but it’s difficult for him to come to a decision.
“Secondary” makes him experience everything that happens to him or what is
told. He doesn’t usually think of present, he remembers past and thinks about
future. Rude attitude to him is the best way to make him reserved.
A person with such a character is
hesitant and not rational, he is shy and sensitive. He wants to be treated with
tenderness and kindheartedness. It’s not worth doing anything against his
habits.
3.
E+ A+
P STORMY, ACTIVE
Thanks to his “primary” this
character possesses great power, courage, initiative and absolute freedom. He
is very helpful, sympathizes with others and doesn’t conceal his feelings, He
is very frank but changeable. He’s often cheerful and is often in high spirit.
Such a person may be characterized to be a bright soul of the society, a
romantic. But he may also be rude. Obstacles do not frighten him, he is able to avoid them thanks to his
creativeness. A person with such a
character is boastful, likes to exaggerate. He is very trustful and not
capricious. He participates in common affairs actively and does everything which
is necessary. He cannot exist without sympathy of people
surrounding him. He is not an unforgiving person but he shouldn’t be insulted
in front of people: it may cause stormy, inadequate reaction. Work which
requires immediate fulfillment should be given to this character in order to
use his abilities and cheerfulness. But it should be taken into account that
his attention can be distracted with ease.
4. E+ A+
S PASSIONATE
These are people of the idea and
they spend their life, their time being devoted to their work. They like order.
Their reactions are resolute but without explosion (the reaction may be
aggressive only if it has been reserved for a long time). In this case they
burst into rage. Their brains are quick and reliable. Success is experienced
quietly and modestly. Such people don’t mind to change their mind. So if such a
person is appointed a leader, the authority must be sure that his point of view
is the same as theirs. And it is impossible to give one and the same work to 2
people of such a character.
5.
E- A+
P SANGUINE
A person with this type of the
character is rational. It is very easy for him to adapt for different
situations. He is easy going and optimistic. This is a businessman. He is not
greatly excited. His “primary” gives him calmness and courage. His mind is
broad and inclined to generalize everything, Such a person likes accuracy,
objectiveness and thorough approach to problems. His reason is clear and open
to any problem. He is very responsible for everything he does.
6.
E- A+
S PHLEGMATIC
The most noticeable feature of such
a person is coldness and, as the result, exceptional calmness.
A
phlegmatic refers to such people who greet others staidly (calmly, sedately),
coldly without emotions. He is not inclined to fellowship and prefers loneliness.
He is not talkative and reduces conversations to the solution of the main
problem. Sometimes when he is in his best, he may afford a tactless joke. He is
true to himself and to his friends. Exceptional cases make him lie in order not
to disturb the balance of relations. While working he likes to order and
fulfils this duty quietly. He likes tidiness and cleanliness. This problem may
become real mania. He is not afraid to work with all his might but only when it
brings profit. His mind works rather slowly but effectively because this
sluggishness is explained by the desire to know the reason of events. A
phlegmatic may be persuaded only by arguments. He is very useful and helpful at
the stage of projecting and preparing for work. His calmness, ability to
organize people, his balance are very important.
7.
E- A-
P CARELESS
This person is very inert. He never
does more than he is asked to. His mind is simple and he will easily put off
till tomorrow what he can do today. His actions are deprived of elementary
punctuality.
8.
E- A-
S INDIFFERENT
He is indifferent to everything he
does. He is able to fulfill the work rather satisfactory if it demands order.
He is always in an even spirit, receives satisfaction from being alone.
TEMPERAMENTS
In order to communicate in the
proper way it’s important to pay attention to the fact that each person has his
own peculiar features. The peculiarities of the temperament and character
(temper) will help us to find the proper way to communicate if we know negative
and positive features of them.
Temperaments
are individual characteristics of mentality (psychology) of each person that
reveal themselves in different activities independently of contents, aims
(purposes), motives. According to Pavlov the peculiarities of the
temperament are indicated by the qualities of the nervous system:
1) the
capacity (the power) of the process of excitement and inhibition (òîðìîæåíèå),
2) the
balance (óðàâíîâåøåííîñòü),
3) the mobility
of the nervous system, i.e. the speed of the replacement of
excitement and inhibition.
Traditionally
4 types of temperaments are observed: sanguine,
choleric, melancholic, phlegmatic.
Aizenk studies
introversion, extraversion and neurotic affects (alarm)
Introversion is
the immersion into oneself, i.e. a person is eager to think, to analyze things
and himself without additional contact.
Extraversion
is a person’s peculiarity which
indicates the desire to communicate, to be in contact with others.
Alarm
is close to the feeling of fear.
TEST
(Aizenk)
Instruction:
answer “yes” if you agree with the statement;
answer ”no” if you don’t agree with the statement
Questions:
1. Do
you like animation, ado, excitement coming and going around you (îæèâëåíèå è
ñóåòà âîêðóã)?
2. Do
you often have the feeling of alarm that you want something but you do not know
what you want?
3. Do
you consider yourself to be a person who can always find a necessary word to
answer?
4. Do
you sometimes feel happy or sad without
any reason?
5. Do
you usually stay alone (silent), not in the center of the company ?
6. Did
you always do everything you were asked to, when you were a child?
7.
Are you sometime sulky with somebody? (Do
you sometimes sulk at somebody?) (äóòüñÿ
íà êoãî
- ëèáî)
8. Do
you prefer to stop the quarrel with silence?
9. Are
you a clever person?
10. Do
you like to be among people?
11. Do
you often have sleeplessness? ( sleepless nights )
12. Do
you believe in different bad signs? (token-çíàê, omen-ïðåäçíàìåíîâàíèå)
13. Could
you call yourself careless (irresponsible)?
14. Do
you take the decision too late?
15. Do
you like to work alone?
16. Do
you often feel indifference and feel tired without any reason?
17. Are
you lively (quick)?
18. Do
you sometimes laugh at indecent
(improper, immodest) jokes?
19. Does
anything bother (bore, pester- íàäîåäàåò, áåñïîêîèò) you so much that you
feel fed up (ñûòûì
ïî ãîðëî),
20. Do
you feel uncomfortable in bright, smart clothes?
21. Do
your thoughts often fly away when you want to concentrate your attention at
something?
22. Can
you transform your thoughts into words quickly?
23. Do you often find yourself in abstracted
forgetfulness (ðàññåÿííîå
çàáûòüå)?
24. Are
you absolutely free from prejudices?
25. Do
you like tricky jokes?
26. Do
you often think about your past?
27. Do
you like tasty food?
28. If
you are irritated with anything, do you need a person to tell him everything?
29. If
you need money because of a serious reason, will you agree to sell one of your
things?
30. Do
you sometimes boast a bit?
31. Are
you sometimes sensitive?
32. Do
you prefer to stay at home alone rather than to go to a dull party?
33. Are
you sometimes excited so much that you cannot stay at one place?
34. Do
you like to plan things in details and beforehand?
35. Do you sometimes feel dizzy (÷óâñòâîâàòü ãîëîâîêðóæåíèå)?
36. Do
you always answer private letters immediately after reading them?
37. Do
you do everything better if you are alone?
38. Do
you sometimes feel breathless (îäûøêà)
even if you haven’t done any hard work?
39. Are
you a careless person who doesn’t want to do everything better?
40. Are
you sometimes too nervous and it prevents you from the deed to be fulfilled?
41. Do
you prefer to plan rather than to do?
42. Do
you sometimes postpone the things to be done for tomorrow?
43. Are
you being nervous when you use a lift?
44. Do
you show initiative when you get acquainted with anybody?
45. Do
you have headache?
46. Do
you consider the things to be arranged and normalized without your effort?
47. Is
it difficult for you to get asleep?
48. Do
you sometimes lie?
49. Do
you sometimes say the first thing that comes to your mind?
50. Will
it take you a long period of time to undergo the confusion (embarrassment)?
51. Are
you usually reserved (unsociable, exclusive)?
52. Do
you often come across troubles (mishaps) because of your thoughtless actions?
53. Do
you like joking and telling funny stories?
54. Do
you prefer to win rather than to lose?
55. Are
you usually shy?
56. Do
you think that it’s worth taking a risk even if the chance to win is not large
(even if the chance to win is not in your favor)?
57. Do you often have a sinking sensation? (÷àñòî ëè ó âàñ ñîñåò ïîä ëîæå÷êîé)
Lexicon
for the test “Temperaments” ( by Aizenk)
1.animation
– îæèâëåíèå
ado – ñóåòà
excitement – âîçáóæäåíèå
2. alarm – òðåâîãà
3.consider
– ñ÷èòàòü
4.
reason- ïðè÷èíà
5.to stay alone (silent)-îñòàâàòüñÿ îäíîìó ( õðàíèòü ìîë÷àíèå)
6.when you were asked – êîãäà âàñ ñïðàøèâàëè
7.
to be sulky with smb. – äóòüñÿ
íà êîãî-ëèáî
to sulk at smb.
8. to stop the quarrel with silence – îñòàíîâèòü ññîðó ìîë÷àíèåì
9. to be a clever person – to be an
intelligent person
10
to be among people – áûòü
ñðåäè ëþäåé
11.
sleeplessness (sleepless night) – áåññîííèöà
12.
bad signs (token, omen) – çíàê
( ïðåäçíàìåíîâàíèå)
13.
careless ( irresponsible ) - áåñïå÷íûé
14.
to take the decision – ïðèíèìàòü
ðåøåíèå
15.
to work alone – ðàáîòàòü îäíîìó
16
to feel indifference – ÷óâñòâîâàòü áåçðàçëè÷èå
17
lively
– æèâîé
quick – áûñòðûé
18.
to laugh at – ñìåÿòüñÿ íàä
indecent - íåïðèëè÷íûé
improper- íåñîîòâåòñòâóþùèé
immodest-íåñêðîìíûé
19.
to feel fed up – ÷óâñòâîâàòü ñåáÿ ñûòûì ïî ãîðëî
bother
(bore, pester) – íàñêó÷èòü
20.
uncomfortable – íåóþòíî,
íåóäîáíî
smart – íàðÿäíûé
21.
to concentrate your attention – ñîñðåäîòî÷èòü
âíèìàíèå
22.
to transform thoughts into words – ïðåîáðàçîâàòü
ìûñëè â ñëîâà
23.
to find oneself in abstract forgetfulness – íàõîäèòüñÿ
â ðàññåÿííîì çàáûòüè
24.
absolutely – àáñîëþòíî
prejudices – ïðåäðàññóäêè
25.
tricky jokes – êàâåðçíûå
øóòêè
27.
tasty food – âêóñíàÿ
åäà
28.
to be irritable with – áûòü
ðàçäðàæåííûì
÷-ë
29.
a serious reason – ñåðüåçíàÿ ïðè÷èíà
to borrow – çàíèìàòü, áðàòü â äîëã, îäàëæèâàòü ó êîãî-òî
to lend – äàâàòü â äîëã, îäàëæèâàòü êîìó-ëèáî
30.
to boast - õâàñòàòüñÿ
31.
sensitive
- ÷óâñòâèòåëüíûé
sentimental – ñåíòèìåíòàëüíûé
touchy – ðàíèìûé, îáèä÷èâûé
32.
a dull party – ñêó÷íàÿ âå÷åðèíêà
33.
excited – âîçáóæäåííûé
34.
to plan things in details – ïëàíèðîâàòü
ïîäðîáíî
beforehand – çàðàíåå
35.
to feel dizzy – ÷óâñòâîâàòü ãîëîâîêðóæåíèå
36.a
private letter-÷àñòíîå
ïèñüìî
37.
to work in a group-ðàáîòàòü
â ãðóïïå
38.
to feel breathless – ÷óâñòâîâàòü
îäûøêó
39.
a careless person – áåñïå÷íûé
÷åëîâåê
40
to prevent – ïðåäîòâðàòèòü
42.
to postpone things – îòêëàäûâàòü âûïîëíåíèå âåùåé
43.to
use the lift – èñïîëüçîâàòü
ëèôò
44.
to show the initiative – ïîêàçûâàòü
(ïðîÿâëÿòü èíèöèàòèâó)
to get acquainted with – ïîçíàêîìèòüñÿ ñ ê-ë
45.
headache – ãîëîâíàÿ
áîëü
46.
to arrange things –óñòðàèâàòü , ïðèâîäèòü â ïîðÿäîê
to
normalize things – íîðìàëèçîâàòü
effort – óñèëèå
47.
to fall asleep – çàñíóòü
48.
to lie-lied-lied –ëãàòü
(liar – ëãóí)
to lie-lay-lain –ëåæàòü
to lay-laid-laid- êëàñòü, íàêðûâàòü
49.
to come to mind – ïðèõîäèòü
íà óì
50.
undergo – ïðåâîçìî÷ü,
ïåðåáîðîòü
confusion (embarrassment) –ñìóùåíèå
51.
reserved –çàìêíóòûé,
ñäåðæàííûé
unsociable – íåîáùèòåëüíûé
exclusive – çàìêíóòûé
52.
to come across troubles – âñòðåòèòüñÿ
ñ òðóäíîñòÿìè
53.
to joke – øóòèòü
54.
to win-won won –âûèãðûâàòü
to lose-lost-lost –ïðîèãðûâàòü, òåðÿòü
56.
It’s worth taking a risk – ñòîèò
ðèñêíóòü
…is
not in your favor – íå
â âàøó ïîëüçó
58. a
sinking sensation – ñîñàòü
ïîä ëîæå÷êîé (the feeling as if
you wanted to eat or
as
if you were afraid of smth)
The
key for Aizenk’s test……………………………………………………………………
Instructions
for the key:
A. Count
the number of answers coinciding with the corresponding answers “Yes” or “No in
each column: extraversion, alarm, insincerity.
1.If
the answers of the following questions are “Yes”, mark them with the circle
[O]. (1,3,10,17,22,25,28,29,44,49,53,56,)
If the answers to the following questions are
“NO”, mark them with the circle, too. [O] : (5,8,15,20,32,34,37,51)
The sum of answers, marked [O], shows the level of extraversion-introversion
2. If
the answers of the following questions are “Yes”, mark them with the “plus”[+]
: (2,4,11,14,16,19,21,23,26,31,33,38,40,41,42,47,50,52,55,57)
The
sum of answers, marked [+], shows the degree of alarm ( the degree of neurotic
quality)
3.If the answers to the
following questions are “Yes”, mark them with the sign [V] (13,24,36).
If the answers to the following questions
are “No”, mark them with the sign [V],
too,(6,7,9,12,18,27,30,35,39,42,48,45,46,54)
B. 1. Count
the number of the answers with the mark “V”.
It is insincerity. If you have the
number of them more than 5, the test is not analyzed
2.
Count the number of answers with the mark [O].
It’s extraversion. If the number of
answers with this mark is 10 or less than 10, the person is an introvert. If
the number of answers with the mark [O] is more than 10, the person is an extravert.
8-10
points show that the person is an introvert but he can work with the group
without any difficulty. 10-13 points indicate that the person is an extravert
but he can also work alone.
Count the number of answers with the mark
[+]. It’s alarm. 11-13 marks mean that the person reacts adequately on different stresses.
The less number means that the person is very calm. 0-5 points indicate that
the person is indifferent to other people and situations. More than 13 points
show that the person is rather touchy, nervous, very anxious about everything.
Mark
the sum of [O] answers on the horizontal axis (the axis of
extraversion-introversion). Mark the sum of [+] answers on the vertical axis
(the axis of alarm). Find the crossing of indicated points on the circle
scheme.
For
example: you have 15 answers (points) with the mark [O] and 11 answers (points) with the mark [+]. 15 points will be
marked on the horizontal axis [O], 11points will be marked on the vertical axis
[+]
I.
If it is the 1-st
quarter (I), you are a melancholic
II.
If it is the 2-nd
quarter (II), you are a choleric
III.
If it is the 3-d
quarter (III), you are a sanguine.
IV.
If it is the 4-th quarter (IV), you are a phlegmatic.
In
the mentioned above example the cross of lines is in the 2-nd quarter. That’s
why we may say that the person is a choleric.
The Peculiarities
of the Temperaments
Each temperament has its positive
and negative qualities which help us to do something or prevent us from doing
something. If we know them, we can regulate our character to some extent.
Choleric (Pushkin, Suvorov)
Positive
+
Negative -
|
Passionate, active,
determined, such a person doesn’t get flustered because of difficulties; he
(she) is persistent in overcoming difficulties, resolute |
Uncontrolled, violent,
impatient, too excited |
Melancholic
(Gogol, Tchaikovsky)
|
Phlegmatic ( Krylov, Kutuzov)
|
Calm,
reserved, controlling himself (herself) in different situations |
Sluggish, slow,
leisurely. He (she ) expresses his (her) feelings in the least degree
and emotions are concealed (hidden);
he (she) cannot redirect or distribute attention quickly (at once) |
Sanguine (Lermontov, Napoleon)
|
Alive, cheerful,
energetic, active, sociable; has ability to
get accustomed to a new situation; he (she) redirects and distributes
his attention quickly and productively; his (her) mind is flexible; such a
person is a good organizer |
He (she) is not eager
to do every-day, usual, rough work;
wants to transfer his energy for more interesting activity He (she) can
overestimate, overate his (her) abilities and results of the work, does not
always realize his (her) mistakes or short-comings; may be unstable in
behavior, light minded, showing amateurish skills (dilettantism) |
According to Pavlov:
A choleric
has a strong, mobile, unbalanced nervous system.
A melancholic has
a weak, not mobile, unbalanced nervous system.
A phlegmatic has
a strong, not mobile, balanced nervous system.
A sanguine
has a strong, balanced nervous system.
The dictionary by Hornby gives the
following explanation for the notion “temperament”: a temperament is
characterized as individual peculiarities given by nature and expressed in a
complex of psychological manifestations. The side of the personality which
arises from a combination of mental and emotional characteristics
As it has already been mentioned
Aizenk pays attention to the need of communication (introversion-extraversion)
and the level of alarm. According to him:
1) if
a person is an introvert with a high
level of alarm, he (she) is a melancholic;
2) if
a person is an extravert with a high
level of alarm, he (she) is a choleric;
3) if
a person is an extravert with a low level of alarm, he (she) is a sanguine;
4) if
a person is an introvert with a low level
of alarm, he (she) is a phlegmatic.
We should take into account the meanings of the
words dealing with temperaments that are used by Hornby:
Melancholic –
sad, often in low spirits, with
tendency to sadness or gloom.
Choleric –is
made angry easily.
Sanguine
– hopeful’ optimistic, cheerful
Phlegmatic –
calm, sluggish (slow).
Introvert-
a person focusing (concentrating) attention to himself (herself); to the inner
world: wishing to stay alone and think about different problems.
Extravert
– a person interested in surroundings (environments) wishing to communicate
with people.
1 alarm 2
melancholic choleric
introversion……… . …………….. extraversion
phlegmatic sanguine
4 calmness 3
THE
METHODICS OF STUDYING
TEMPERAMENTS
(by
A.Belov}
Instruction.
Mark those features, which you possess, with a
plus (+). ( Those features must be observed as your usual behavior but not as
isolated cases of your behavior, not as occasional, sporadic, casual cases). So
put the sign “+” if you
A.
1) are
restless, fussy;
2) are
hot-tempered, irascible, uneven, short-winded
(íåâûäåðæàííûé);
3) are
impatient;
4) are
harsh, sharp, blunt (ðåçêèé),
straightforward (ïðÿìîëèíåéíûé),
rigid, inflexible (íåãèáêèé);
5) are
resolute, decided, determined (ðåøèòåëüíûé);
6) are
stubborn ( óïðÿìûé
);
7) are
ready-witted;
8) work
with jerks, tugs, spurts ( ðàáîòàòü
ðûâêàìè)
9) like
to risk;
10) are
forgiving and not touchy;
11) possess
fluent, passionate speech, intonation;
12) are
unbalanced, hot-tempered;
13) are
aggressive;
14) are
intolerant to defects, faults, shortcomings of others (íåòåðïèì ê
íåäîñòàòêàì)
15) possess
expressive mobile features of the face;
16) are
able to act and decide what to do quickly;
17) are
longing to achieve new results tirelessly ( untiringly- íåóòîìèìî );
18) possess
sharp, jerky (abrupt ) movements (ðåçêèå,
ïîðûâèñòûå
äâèæåíèÿ);
19) are
persistent, dogged in the achievement of the aim;
20) are
inclined to changes of mood,
you are a choleric.
B.
1) are
merry and cheerful;
2) are
energetic and businesslike;
3) do
not often finish the deed you have begun;
4) are
inclined to overestimate yourself;
5) are
able to grasp everything which is new;
6) are
unstable in your interests and inclinations;
7) stand
up difficulties and troubles with ease;
8) adapt
to new circumstances easily;
9) begin
any new undertaking actively with enthusiasm;
10) usually lose
interest in the deed which becomes boring to you;
11) are
quick to start any new work and can easily redirect your energy from one kind
of work to another;
12) are
oppressed by monotonous, everyday (week-day) ordinary (îäíîîáðàçíûé), laborious
work (êðîïîòëèâû)æ
13) are
sociable, communicative, careful, sympathetic(îòçûâ÷èâûé), responsive (æèâî ðåàãèðóþùèé),
do not feel shy with new people;
14) are
of great endurance, tough, wiry (âûíîñëèâûé),
able-bodied (òðóäîñïîñîáíûé),
industrious;
15) possess long, quick, clear, well-defined
speech accompanied (followed) with lively gestures, expressive mobile features
of the face;
16) preserve
self-control in unexpected difficult situations;
17) always
possess cheerful mood (high spirit);
18) fall
asleep and awake quickly;
19) are
often distracted (ðàññåÿííûé)
and are too hurry to take decisions;
20) are
inclined to glide without studying the depth of the subject, i.e. to show
amateurishness(the style of a dilettante),
you are a sanguine.
C.
1) are
calm and cold-bloodied (cool, composed);
2) are
consistent (ëîãè÷íî
ìûñëÿùèé),
thorough (îáñòîÿòåëüíûé)
in deeds
3) are
careful and reasonable, cautious (îñìîòðèòåëüíûé);
4) are
able to wait;
5) are
short-spoken, silent (reticent), do not like to talk much;
6) possess
calm, even (steady, rhythmical) speech which is pronounced with pauses without
vividly shown emotions, gestures and
mobile features of the face;
7) reserved
and patient;
8) finish
each started work;
9) do
not waist energy;
10) keep
the usual plan of the day, time-table, system of work;
11) control
impulses (gusts, bursts, outbursts) with ease;
12) are
not receptive, susceptible (âîñïðèèì÷èâ)
to approval and censure (ïîðèöàíèå),
reprehension (ïîðèöàíèå),
blame, accusation (îáâèíåíèå);
13) are not malicious (íå çëîáíûé),
are lenient (mild, soft, tolerant)
towards caustic remarks (êîëêîñòè)
addressed to you.
14) are
stable in your attitudes and interests
15) are
slow to join in the work;
16) are
equal in the attitude towards others;
17) like
accuracy and order in everything;
18) get
used to new situations and surroundings with difficulty;
19) possess
self-control;
20) awake in the morning with difficulty,
you are a phlegmatic.
D.
1) are shy and timid (çàñòåí÷èâûé);
2)
are lost in new surroundings;
3)
are difficult to make contacts with new people;
4) do not
believe in yourself;
5)
are easy to stand loneliness (âûäåðæèâàòü
îäèíî÷åñòâî);
6) feel depression and bewilderment (perplexity=ðàñòåðÿííîñòü
) when you fail;
8) are
inclined to stay alone with your thoughts;
9) are
tired and weary after a very short period of work;
10) possess
weak, slow speech sometimes coming to a whisper;
11) adapt
(adjust) yourself for the character of the companion;
12) are
too receptive for blame;
13) often
feel alarm;
14) make
a high demand on yourself and on others;
15) are
inclined to suspiciousness (suspicion) and hypochondria [ai] (ìíèòåëüíîñòü);
16) are
easily hurt and painfully sensitive;
17) are
too touchy;
18) are
secretive (ñêðûòíûé),
19) are
not active, are shy;
20) are
meek without a murmur (áåçðîïîòíî
ïîêîðíû);
21) long
(want) to arouse (evoke) sympathy and help of others,
you are
a melancholic.
Lexicon
for the test “Temperaments” by A.Belov.
A.
1)
restless – íåñïîêîéíûé;
fussy – ñóåòëèâûé;
2)
hot tempered ( irascible) – íåâûäåðæàííûé;
3) impatient
– íåòåðïåëèâûé;
4) sharp,
harsh, blunt – ðåçêèé;
straight-forward
– ïðÿìîëèíåéíûé;
rigid,
inflexible – íåãèáêèé;
5) resolute
(decided, determined ) – ðåøèòåëüíûé;
6) stubborn
– óïðÿìûé;
7) ready-witted
(ingenious, resourceful) – íàõîä÷èâûé;
8) jerk
(tug, spurt) ðûâîê;
9) to
risk – ðèñêîâàòü;
10) forgiving
–ïðîùàþùèé;
not
touchy – íåîáèä÷èâûé;
11) to
possess – èìåòü;
fluent
– áûñòðûé;
passionate – ñòðàñòíûé
12) unbalanced – íåóðàâíîâåøåííûé;
hot tempered – íåóðàâíîâåøåííûé, ãîðÿ÷èé;
13) aggressive gamecock – àãðåññèâíûé çàáèÿêà;
tease – çàäèðà;
14) intolerant – íåòåðïèìûé ê ÷-ë;
defects – äåôåêòû, íåäîñòàòêè;
faults – îøèáêè;
shortcomings – íåäîñòàòêè;
15) to possess – èìåòü, îáëàäàòü;
expressive
– âûðàçèòåëüíûé;
mobile features – ìèìèêà;
17) to be longing to achieve – ñòðåìèòüñÿ;
tirelessly ( untiringly ) – íåóñòàííî;
18) sharp – ðåçêèé;
jerky – îáðûâèñòûé,
îòðûâèñòûé;
abrupt – îòðûâèñòûé;
19) persistent – óïîðíûé;
dogged
– óïîðíûé, íàñòîé÷èâûé;
21) to be inclined – èìåòü ñêëîííîñòü;
mood
– íàñòðîåíèå;
B.
2) business-like – äåëîâîé
4) to be inclined – áûòü
ñêëîííûì
to overestimate – ïåðåîöåíèòü
6) unstable - íåñòàáèëüíûé
inclination – íàêëîííîñòè
6) to stand up difficulties – âûñòîÿòü ïåðåä
òðóäíîñòÿìè
troubles
– íåïðèÿòíîñòè, òðóäíîñòè
with ease – ñ ëåãêîñòüþ
8) adapt - àäàïòèðîâàòüñÿ
circumstances - îáñòîÿòåëüñòâà
9) undertaking – ïðåäïðèÿòèå, ìåðîïðèÿòèå
with enthusiasm – ñ ýíòóçèàçìîì
10)
to lose interest in – òåðÿòü
èíòåðåñ ê
10) boring – ñêó÷íûé, óòîìèòåëüíûé
redirect – ïåðåêëþ÷àòü, íàïðàâëÿòü â äðóãóþ ñòîðîíó
11) to
be oppressed – áûòü
óãíåòåííûì
monotonous
– ìîíîòîííûé
ordinary
- îáû÷íûé,
îäíîîáðàçíûé
laborious
( close, intricate) work- êðîïîòëèâûé
12) sociable
– îáùèòåëüíûé
communicative – êîììóíèêàáåëüíûé
careful (sympathetic) – îòçûâ÷èâûé
responsive – îòâåòñòâåííûé, æèâî ðåàãèðóþùèé
13) to
be of great endurance (to be tough, to be wiry)- âûíîñëèâûé
able - bodied – òðóäîñïîñîáíûé
14) well-defined
(distinct)- îò÷åòëèâûé
lively gestures – âûðàçèòåëüíàÿ æåñòèêóëÿöèÿ
expressive – âûðàçèòåëüíûé
well
- defined – îò÷åòëèâûé
mobile features of the face – ìèìèêà
15) preserve
– ñîõðàíÿòü
self-control
– ñàìîêîíòðîëü
unexpected
– íåîæèäàííûé
16) cheerful
mood (high spirit) – õîðîøåå
íàñòðîåíèå
17) to
fall asleep – çàñíóòü
awake
– awoke –a woken – ïðîñûïàòüñÿ
18) distracted
– ðàññåÿííûé
to
take a decision – ïðèíèìàòü
ðåøåíèå
19) to
be inclined – áûòü ñêëîííûì
without studying the depth of the subject – áåç èçó÷åíèÿ
ãëóáèíû ïðåäìåòà
to show amateurishness – ïðîÿâëÿòü
äèëåòàíèçì
to glide – ñêîëüçèòü ïî ïîâåðõíîñòè
Ñ.
1) cold
blooded (cool, composed) - õëàäíîêðîâíûé
2)
consistent – ëîãè÷íûé
thorough – îáñòîÿòåëüíûé
3)
careful – çàáîòëèâûé
reasonable
– ðàçóìíûé
cautious
- îñìîòðèòåëüíûé
5) short-spoken (reticent)- ìàëî ãîâîðÿùèé
6) possess – èìåòü
calm - ñïîêîéíûé
even – ðîâíûé
steady – ñòàáèëüíûé
rhythmical – ðèòìè÷íûé
pauses – ïàóçû
vividly shown emotions – ÿðêî âûðàæåííûå ýìîöèè
gestures
– æåñòû
mobile features of the face – ìèìèêà
7) reserved
– ñäåðæàííûé
patient – òåðïåëèâûé
9) waste – òðàòèòü
11) impulse –èìïóëüñ
gust (burst, outburst) of
anger – âçðûâ
ãíåâà
with ease – c ëåãêîñòüþ
12) receptive
(susceptible) – âîñïðèèì÷èâûé
approval
– îäîáðåíèå
censure (reprehension) – ïîðèöàíèå
blame
– îáâèíåíèå
accusation
– îáâèíåíèå
13)
malicious - çëîáíûé
lenient [i:] (indulgent) – ìÿãêèé, òåðïèìûé
caustic remarks – êîëêîñòè
13) stable
– ñòàáèëüíûé
to join in the work – âêëþ÷àòüñÿ â ðàáîòó
15) redirect – íàïðàâëÿòü â äðóãîå ðóñëî
16) equal – ðàâíûé
17) accuracy – àêêóðàòíîñòü
18)
to get used – ïðèâûêàòü
19) possess
– èìåòü
20) to awake-awoke- awaken - ïðîáóæäàòüñÿ
D.
1)
timid
– çàñòåí÷èâûé
2)
to be lost – ïîòåðÿòüñÿ, ðàñòåðÿòüñÿ
surrounding – îêðóæåíèå
3)
to make contacts – óñòàíàâëèâàòü êîíòàêòû
4)
to be easy to do smth. – ëåãêî âûïîëíÿòü ÷òî-ëèáî
to stand - âûíîñèòü,
âûñòîÿòü
loneliness
– îäèíî÷åñòâî
5) bewilderment
– ðàññåÿííîñòü
to fail – òåðïåòü íåóäà÷ó 7) to be inclined to – áûòü ñêëîííûì
ê
8) to
be weary – áûòü óñòàâøèì
9) slow speech – ìåäëåííàÿ ðå÷ü
whisper – øåïîò
10) adapt – àäàïòèðîâàòüñÿ
11) receptive – âîñïðèèì÷èâûé
blame – îáâèíåíèå, ïîðèöàíèå
13) demand
on oneself – òðåáîâàíèå
ê ñåáå
14) to be inclined to
– áûòü ñêëîííûì ê
suspiciousness – ïîäîçðèòåëüíîñòü
hypochondria
[ai] - ìíèòåëüíîñòü
15) are easily hurt – ñ ëåãêîñòüþ ðàíèì
sensitive – ÷óâñòâèòåëüíûé
painfully – áîëåçíåííî
16) touchy – îáèä÷èâûé
17) secretive – ñêðûòíûé unsociable – íåîáùèòåëüíûé
share – ðàçäåëÿòü
19) to be meek without a murmur – áåçðîïîòíî ïîêîðíûé
20) to long – î÷åíü æåëàòü
arouse [au] – áóäèòü, âîçáóæäàòü (÷óâñòâà, ñòðàñòè, ýíåðãèþ) evoke-
âîçáóæäàòü (âîñïîìèíàíèÿ, âîñõèùåíèå)
The key ( Studies of
Temperaments by A.Belov ) In order to find the
formula of the temperament you will use the following formula:
XA
= (NA X 100%)
: Z
XB
= ( NB x 100%) : Z
XC
= ( NC X 100%)
: Z
XD
= ( ND x
100%) :Z,
where
XA – the percentage of
the features of a choleric
XB
- the
percentage of the features of a sanguine
XC
– the percentage of the features of a phlegmatic
XD –
the percentage of the features of a melancholic
Z – the sum of pluses in all the columns (
A+ B+C+D ) i.e.
Z = NA+NB+NC+ND,
Where
NA – the sum of
pluses in “A” column ( choleric ),
NB
– the sum of pluses in “B” column
(sanguine),
NC
– the sum of pluses in “C” column (phlegmatic)
ND
– the sum of pluses in “D” column ( melancholic )
.
Example: A column B column C
column D column
+=13 +=9
+=12 +=4 (Z=38)
XA=
(NA x
100%) : Z = ( 13 x 100% ) : 38 = 39,5 %
XB=
( NB x
100%) : Z = ( 9 x 100% ) : 38 = 23,7 %
XC=
(NC x 100%)
: Z = ( 12 x 100% ) :38 = 31,6 %
XD=
( ND x 100%)
: Z = ( 4 x 100 %) : 38 = 10,5 %
The
formula of the temperament - Ft
Ft
= 39,5 Ch + 23,7 S + 31,6 Ph + 10,5 M
THE NEED OF
COMMUNICATION
(Orlov
V.M., Shkurkin V.I. )
ÌÃÏÈ «Âîïðîñû ýêñïåðèìåíòàëüíîé
ïñèõîëîãèè»
1974
The need of communication is one of the main
social needs of a human being. It has its roots and arises in the process of
the accumulation of the experience in the interaction of people. The basis is
the need of emotional contact. The need of communication is manifested
in the wish of the person to belong to this or that group, to be its
member, to interact with it, to take part in the collective activity, to be
together, to help and to be helped. This need leads to the refusal of egoistic
directives and instructions. Each person wants to shorten the distance between
himself and other members of the group. So the need of communication
stimulates him to make contacts to co-operate (to collaborate) with others; the
communication becomes the aim of this activity.
The need of communication is shown in different
manifestations:
a) in
emotional manifestations it is in the form of the statements :”I like”; “I’m
fond of”;
b) in
self esteem : “I’m a communicative person”, “ I’m a sociable person”, “I
consider myself to be…”;
c) in
the estimation of other people, estimation of their characters, their peculiar
features;
d) in
the ways of the achievement of this need.
People with high degree of the Need of
communication may be characterized
as people
-
longing (wishing) for keeping or
restoration of good relations between and among people;
-
having the ability to forgive a misdeed
in order to keep or to restore good relations;
-
having the inclination to take care of
others;
-
who are easy to share thoughts with;
-
having the inclination to broaden (expand) the field of communication;
-
having the inclination to set good
relations with many people;
-
having the desire to take part in
collective undertakings with the aim to set high spirit and warm relations;
-
having the storm of emotions and
emotional experience (ïåðåæèâàíèÿ)
in the rupture ( breaking off ) of good relations with others;
-
who are eager to help other people;
-
who
can give up their own
conveniences in the sake of others.
THE
TEST
Instruction:
If you agree with the statement, put a plus (+).
If you don’t agree
with the statement, put a minus (-).
1. It’s
interesting to me to take part in different parties.
2. I
can suppress the wishes if they are contrary to the wishes of my friends.
3. I
like to show my sympathy to people.
4. I’m
eager to get influence.
5. I
feel that I have more rights than duties when I mean my relations with friends.
6. When
I get to know about the success of my friend, I feel that my spirit becomes
lower.
7. In
order for me to be satisfied with myself, I must help somebody.
8. My
anxiety goes away when I am amongst my friends whom I work with.
9. I’m
bothered with my friends.
10. When
I fulfill some serious work, the presence of people irritates me.
11. When
I am forced to speak, I tell only a part of the truth, which will not hurt my
friend.
12. If
it is a difficult situation, I think not about myself but about a person who is
dear to me.
13. My
friends’ troubles hurt me as if they were my own troubles; and I may become
sick.
14. It’s
pleasure for me to help others even if it brings additional troubles and
difficulties to me.
15. Because
of my respect towards my friends I can agree with him even if he is not right.
16. I
like adventure stories rather than stories about love.
17. The
scenes of violence and coercion (ïðèíóæäåíèå,
íàñèëèå)
in films are hateful for me.
18. When
I am alone, I feel more alarm and tension compared to the situation when I am
amongst people.
19. I
consider the communication with people to be the greatest value and happiness
in life.
20. I
feel sorry for homeless dogs and cats.
21. I
prefer to have fewer friends but close and reliable.
22. I
like to be among people.
23. I
take it close to my heart when I quarrel with my close friends and relatives.
24. I’m
sure, I have more friends than others
do.
25. I
have more wish to achieve the results in different situations than to acquire
friends.
26. I
trust my intuition and imagination but not the opinions of others when I argue
about familiar and
unfamiliar people.
27. I
think that it’s of great importance to develop the wealth because communication
with people is less important.
28. I
pity people who do not have close friends or relatives.
29. People
are not always grateful (thankful) to me.
30. I
like to read about disinterested (áåñêîðûñòíîé)
love and friendship.
31. For
the sake of my friend I can deny my interests ( sacrifice my interests )
32. When
I was a child, I was a member of the company which was one unit where the
members were together.
33. If
I were a journalist I would like to
write about friendship.
LEXICON
1) to
take part in – ïðèíèìàòü
ó÷àñòèå;
2) to
suppress wishes – ïîäàâëÿòü
æåëàíèÿ
contrary – â ïðîòèâîïîëîæíîñòü
3)
sympathy – ñèìïàòèÿ
4) to
be eager to get influence – æàæäàòü
ïîëó÷èòü âëèÿíèå
5)
rights and duties – ïðàâà è îáÿçàííîñòè
6) to
get to know – óçíàâàòü
7) to
be satisfied with oneself – áûòü
óäîâëåòâîðåííûì
ñîáîé
8) anxiety
– áåñïîêîéñòâî
9) to
be bothered with – óòîìèòüñÿ
îò ê-ë
10) to
irritate – ðàçäðàæàòü
11) to
be forced to do smth – áûòü
âûíóæäåííûì
ñäåëàòü ÷-ë
to hurt smb.- ïðè÷èíèòü áîëü ê-ë
12) a
difficult situation – òðóäíàÿ
ñèòóàöèÿ
13) troubles – íåïðèÿòíîñòè ( to trouble – áåñïîêîèòü )
to become sick – ÷óâñòâîâàòü íåäîìîãàíèå
14) additional difficulties –äîïîëíèòåëüíûå òðóäíîñòè
15) respect towards smb – óâàæåíèå ê ê-ë
16) adventure stories – ïðèêëþ÷åí÷åñêèå ðàññêàçû
17) scenes
of violence and coercion – ñöåíû
æåñòîêîñòè
è íàñèëèÿ
18) alarm and tension – òðåâîãà è íàïðÿæåíèå
compared to – â ñðàâíåíèè
19) to consider – ñ÷èòàòü, ïîëàãàòü, äóìàòü
greatest value – âåëè÷àéøàÿ öåííîñòü
20) to feel sorry – ÷óâñòâîâàòü æàëîñòü
21)
close and reliable friends – áëèçêèå
è íàäåæíûå äðóçüÿ
23)to take close to one’s heart – ïðèíèìàòü áëèçêî
ê ñåðäöó
quarrel - ññîðà
25) to achieve the results – äîñòèãàòü ðåçóëüòàòà
to acquire friends – ïðèîáðåòàòü äðóçåé
26) to trust the intuition – äîâåðÿòü èíòóèöèè
to trust the imagination – äîâåðÿòü âîîáðàæåíèþ
27) to develop the wealth – ðàçâèâàòü áëàãîñîñòîÿíèå
29) to be grateful (to be thankful) – áûòü áëàãîäàðíûì
30) disinterested love and friendship – áåñêîðûñòíàÿ ëþáîâü è
äðóæáà
31) for the sake of my friend – ðàäè ñâîåãî
äðóãà
to deny interests- îòêàçàòüñÿ îò èíòåðåñîâ
32) the company which was one unit – êîìïàíèÿ, êîòîðàÿ áûëà
åäèíûì öåëûì
33)
a journalist - æóðíàëèñò
____________________________________________________________
The
Key: (+) 1,2,7,8,11,12,13,14,18,19,20,21,22,23,24,26,28,30,31,32,33
(-) 3,4,5,6,9,10,15,16,25,27,29 ________________________
|
Indicators |
Low
level |
Bellow
middle level |
Middle
|
Higher
than middle |
High
|
|
Need
of Communication |
|
|
|
|
|
|
men |
3-21 |
22-23 |
24-25 |
26-27 |
29-32 |
|
women |
20-23 |
24-26 |
27-28 |
29-30 |
31-33 |
The list of answers
Îïðåäåëåíèå óðîâíÿ ïîòðåáíîñòè â îáùåíèè
|
¹ |
S t a t e m e n t |
Yes\Now |
|
1 |
It is interesting for me to
participate in different parties |
|
|
2 |
I can suppress the wishes if
they are contrary to the wishes of my friends |
|
|
3 |
I like to show my sympathy
to people |
|
|
4 |
I’m eager to get influence
on people |
|
|
5 |
I feel that I have more
rights than duties when I mean my relations with friends |
|
|
6 |
When I get to know about the
success of my friend, I feel that my spirit becomes low |
|
|
7 |
In order for me to be
satisfied with myself I must help somebody |
|
|
8 |
My anxiety goes away when
I’m among my friends whom I work with |
|
|
9 |
I’m bothered with my friends |
|
|
10 |
When I fulfill some serious work, the presence of people
irritates me |
|
|
11 |
When I’m forced to speak, I
tell only a part of the truth which will not hurt my friend |
|
|
12 |
If it is a difficult
situation, I think not about myself but about a person who is dear to me |
|
|
13 |
My friends’ troubles hurt me
as if they were my own ones and I may become sick |
|
|
14 |
It’s pleasure for me to help
others even if it brings additional troubles and difficulties for me |
|
|
15 |
Because of my respect
towards my friend I can agree with him even if he is not right |
|
|
16 |
I like adventure stories
more than stories about love |
|
|
17 |
The scenes of violence and
coercion (íàñèëèå) in
films are hateful for me |
|
|
18 |
When I’m alone I feel more
alarm and tension compared to the situation when I’m among people |
|
|
19 |
I consider the communication
with people to be the greatest value and happiness in life |
|
|
20 |
I feel sorry for homeless
cats and dogs |
|
|
21 |
I prefer to have fewer
friends but close and reliable |
|
|
22 |
I like to be amongst people |
|
|
23 |
I take it close to my heart
when I quarrel with my close friends
and relatives |
|
|
24 |
I’m sure I have more friends
than others do |
|
|
25 |
I have more wish to achieve
results in different situations than to acquire friends |
|
|
26 |
I trust my intuition and
imagination but not thre opinions of others when I argue about familiar and
unfamiliar people |
|
|
27 |
I think it’s of great
importance to develop the wealth because the communication with people is
less important |
|
|
28 |
I pity people who do not
have close people or relatives |
|
|
29 |
People are not always
grateful (thankful) to me |
|
|
30 |
I like to read about
disinterested love and friendship |
|
|
31 |
For the sake of my friend I
can deny my own interests |
|
|
32 |
When I was a child, I was a
member of a company which was one unit where the members were always together |
|
|
33 |
If I were a journalist, I
would write about friendship |
|
THE NEED OF ACHIEVEMENT
(by Orlov V.M.,
ShkurkinV.I.)
Instructions: If
you agree with the statement, answer “Yes”.
If you do not agree with
the statement, answer ”No”.
1. I
think that the success in the life of each person depends on a chance but not
on counting.
2. If
I am deprived of my favorite occupation, the life will lose its meaning.
3. As
for me I think that the most important thing in every affair is the process of
its fulfillment but not the result.
4. I
consider people to suffer more from their failure at their work than from their
bad relations with their relatives (parents, sisters, brothers, husbands,
wives).
5. As
far as I consider, the majority of people have distant purposes but not distant
ones.
6. I
have had more success than failure in my life.
7. I
like emotional people more than active ones.
8. Even
in ordinary work I try to modify some elements.
9. Absorbed
by the thoughts about the success I can
forget about precautionary measurements.
10. My
parents thought me to be a lazy child.
11. I
think that circumstances but not me cause the failure.
12. My
parents controlled me greatly.
13. I
have more patience than abilities.
14. Laziness
but not doubt in the success makes me refuse my intentions.
15. I
think that I’m a self-confident person.
16. For
the sake of the success I could risk even if the chance was very little.
17. I’m
not a diligent person.
18. When
everything is OK, my energy increases.
19. If
I were a journalist, I would rather write about original (genuine)
investigations of people than about accidents.
20. My
relatives don’t usually share my plans.
21. The
level of my demands towards life is lower than that of my comrades.
22. I
think that I have more persistence than abilities.
LEXICON.
1) success
in life – óñïåõè
æèçíè
to depend on – áûòü çàâèñèìûì
îò êîãî-ëèáî (÷åãî - ëèáî)
chance
– øàíñ
counting
– ðàñ÷åò
2) to
be deprived of one’s favorite occupation – áûòü
ëèøåííûì ëþáèìîãî çàíÿòèÿ.
3) affair - äåëî
the
process of its fulfillment – ïðîöåññ
âûïîëíåíèÿ
4) to suffer from failure – ñòðàäàòü îò íåóäà÷è ( ïîðàæåíèÿ)
bad
relations – ïëîõèå
îòíîøåíèÿ
5) as
far as I consider – ïî
ìîåìó ìíåíèþ
the majority of people – áîëüøèíñòâî ëþäåé
distant purposes – äàëüíèå öåëè
7) emotional people – ýìîöèîíàëüíûå ëþäè
active people – àêòèâíûå ëþäè
8) ordinary work – îáû÷íàÿ, ïîâñåäíåâíàÿ ðàáîòà
to modify some elements – ìîäåðíèçèðîâàòü, íåêîòîðûå ýëåìåíòû
9) absorbed by the thoughts – ïîãëîùåííûé ìûñëÿìè
11) circumstances cause the failure –
îáñòîÿòåëüñòâà
âûçûâàþò íåóäà÷ó
13) to
control strictly – ñòðîãî
êîíòðîëèðîâàòü
abilities
– ñïîñîáíîñòè
14) laziness
– ëåíü
doubt in success – íåóâåðåííîñòü â óñïåõå
15) a
self-confident person – ñàìîóâåðåííûé
÷åëîâåê
16) for
the sake of success – ðàäè
óñïåõà
17) diligent – ïðèëåæíûé, óñèä÷èâûé
18) to increase –óâåëè÷èâàòüñÿ
increase
– óâåëè÷åíèå
19) original
(genuine) investigations – îðèãèíàëüíûå
îòêðûòèÿ
20) to share plans – ðàçäåëÿòü ( ïîääåðæèâàòü) ïëàíû
21) demands
towards life – òðåáîâàíèÿ
ê æèçíè
22) persistence
– óïîðñòâî
The key (+) 2,4,5,6,8,15,16,18,19,22
(-) 1,3,7,9,10,11,12,13,14,17,20,21
|
Indicators |
Low
level |
Bellow
middle level |
Middle
|
Higher
than middle |
High
|
|
Need
of Achievement |
|
|
|
|
|
|
men |
2-10 |
11-12 |
13-14 |
15-16 |
17-21 |
|
women |
6-10 |
11-12 |
13-14 |
15-16 |
17-22 |
Self
– esteem.
Task 1. Read and translate the following information
One of the most important factors in our life is
the understanding of our selves. If we can understand our real inner world and
people around us, we can estimate ourselves in the proper way too, we can find
more contacts with others. Usually we speak about 3 Me’s (3 selves) of each of
us.
If all these “selves” are close to
each other, it’s easier for us to communicate.
Self which
is seen by each of us, our imagination
of ourselves.
O
Self which
is seen by others, i.e. the imagination of others, their vision of us. O *
Self which
is our real soul, which is not vividly seen. (real)
A person can value himself in
different ways. Sometimes his own mark for his actions and abilities does not
always coincide with the opinion of others and with the real state of things.
Self – estimation may be high, real,
low.
The higher level of self-esteem
can be formed by means of the removal of difficulties (that is, when a child’s
parents remove all difficulties from his (her) way). As the result of such breeding there will be different quarrels
with friends, classmates, later with colleagues. It will lead to misunderstanding.
The
lower level of self-esteem does not give the opportunity to reveal all the
abilities and possibilities of person’s mind, body and heart. The lower level
of self-estimation deprives a person of “wings”. It’s usually formed in an
early childhood when grown-ups doesn’t give their shy child an opportunity to
realize that he can achieve good results.
The
real level of self-esteem is very
important to be formed in order to understand others and to be understood by
others, in order to achieve good results. But the process of the formation of
such a level is not a simple task
Task
2.
Exercises
What
do you think about the pupils’ level of self-esteem in the following
situations?
Situation 1 Nick is an active boy. He wants to take
part in different undertakings and shows the enthusiasm in being responsible
for many duties. But it’s often when he can’t finish this or that deed
explaining that he is very busy. Step by step his friends do not want to
believe him. What is the level of his self estimation?
Situation 2. Igor is not an active boy. He doesn’t
want to be responsible for many things. But if he starts this or that deed, he
usually succeeds (he is a success).
Situation 3. Alice is a very active girl. She is always
eager to lead different deeds. She is very busy since morning till night doing
her homework, going to music school, organizing evening parties, giving advice
to her friends. Though she is very tired, she is always satisfied with the
results of her work. Others think that she is a real leader.
Situation 4. Mary is a shy girl. She works hard at home
learning different subjects. Usually she is well prepared for literature,
history and English. But she tries not to answer because her heart is beating
fast and she thinks that she’ll fail. When she is asked to answer she produces
the impression that she is not ready. But if she is asked some questions, she
usually answers.
Situation 5. There is a
legend about Daedolus, a skilful architect and engineer and his son Ikarus who
wanted to cross the sea flying over it in order to escape from the king who
appreciated Daedolus’ talent and didn’t let him go anywhere. Using the wings
that had been constructed by Daedolus, they started their way. Ikarus, being
excited by the flight, wanted to fly higher and higher to the Sun. But the Wax
melted and the wings were burnt by the rays of the Sun He fell down into the
waters of the sea and died.
What do you think about his
self-esteem?
The key:
1-higher; 2- real; 3- real; 4- lower; 5- higher
Task
3 Read and translate the following information.
Self - Esteem, the Level of
Aspiration within Communication.
B.G. Ananyev wrote that it might be
possible to go over the structure of your own personality, your own character
only through awareness of your own actions, through their estimation made by
other people (that is the correct estimation of others is the only condition
for the right self – esteem.
Self-esteem and the level of
aspiration were studied by K.Levin, I.Dembo, L.Festinger. K. Rogers joins them underlining the
importance of comparison in the creation of self-estimation.
The influence of the referent group
on the formation of the self-estimation and the level of aspiration is very large.
That’s why the object of studies is a group (family, school, class).
This phenominon is emphasized by
R.Berns, L.V. Borozdina, A.K. Yerofeev. A.R. Tolmasova indicates that there are
two sides in the formation of self-esteem; 1) the pressure of norms, marks and
expectations of the group; 2) the activity of the person himself.
It’s very often when this problem is
solved with the help of the alternative: either the person accepts the norms of
the group, i.e. demonstrates his conforming behavior, or keeps his own
self-level and his own self-esteem. But in the second case the confrontation
with the group is evident. Thus, for example, G.M. Andreyeva says that the
representatives of the group grasp the norms of the group and behave in the way
the others expect. A.V. Petrovsky writes that the groups of the high level of
the development are interested in the fact for each member to be able to reveal
the maximum of his abilities and, accordingly, such groups do not destroy the
plans of those who are searching for self-position and for the positive image
of self.
S.Coopersmith analyzed the
dependence of self-estimation and the level of aspiration upon the style of
breeding in the family. The results of the research work show that the low level of self-estimation
(self-esteem ) is the result of the subordinate position in the family, when
the principle aim of upbringing is the desire of parents to adapt their
children to their own demands. The middle level of self-esteem is formed in
the family, where a child is accepted in the way he is, but his independent
activity is limited. The high level of
self-esteem and the level of aspiration
of a child are observed in the families where he is involved in the solution of
different problems where the width of his independent actions is not limited,
the demands are clear and logical.
Pedagogical Influence on the Level of Aspiration
and the Level of Self-Esteem The
theme is discussed by R.Berns, L.I. Bozhovich, A.L. Lipkina, N.Yu. Maksimova,
etc. One of the points is the indication of an individual norm for each pupil (
when the results of each pupil are compared not with the results of others but
with his own results). It will lead to the larger responsibility for further
results, and it’ll create the personal standard, real demands to himself
(herself) and real self-esteem. This progress will help pupils to stand up
success and failure. This statement is also proved by Khekhauzen.
M.Tajfal, J.C. draws the attention of the readers to the idea
that social groups and the members of social groups are bound with either
positive (+) or negative (-) estimation. The fact, that people try to retain
and to rise the self-esteem with the help of comparison with another group.
Similar views are expressed by G.M.
Andreyeva, N.N. Bogomolova, A.M. Petrovskaya who dwell on the subjective value
of the referent group for “I-image”.
The research workers choose the
approach of “identity” (M.Tajfal, J.C. Turner). They describe 2 main strategies
of the group.
The first strategy changes criteria
(the search of new criteria, the change of self-esteem from “-“ to ”+”, the
search for a group of lower status for the comparison).
The second strategy, vice versa,
supposes an active struggle for the real raising of the status. And it is always
accompanied with the rising of the level of aspiration.
I.S.
Kon considers the high degree of the Need of achievements to go along with the
low level Need of Affiliation (the need to receive new members for the group).
L.V. Bozhovich and E.E. Danilova got
the results of reflected differences in
the levels of aspiration, self-estimation concerning men and women. The authors
suppose these differences to be formed because of cultural stereotypes.
Task 4
Answer the following Questions
1.
What is the only condition for the right
understanding of your self-esteem?
- Who studied self
esteem?
- What influences the
formation of self-esteem?
- When is the
confrontation with the group evident?
- What group lets
each member reveal his (her) maximum abilities
- What is the result
of the subordinate position in the family?
- What is the result
of the co-operation in the family?
- What pedagogical
influence leads to higher results of pupils and their responsibility?
The
key
1. the condition is the correct understanding of
others.
2. L.V.Borozdina,
A/R/Yerofeeva, K.Levin, I.Dembo, L.Festinger, K.Rogers, R.Berns, etc..
3.
The referent group does.
4. The confrontation is evident when a person
does not accept the norms of the group).
5.
The group with high level of the development does.
6.
The result is the formation of
low level of self esteem.
7. The formation of high level
of self-esteem.
8. It is in the case when
a teacher compares the results of a pupil with his previous result
but not
with the results of others.
Task 5
INTERACTIVE GAMES
I.
Exchanging
the opinions. Work in pairs.
Each of you has a card with the
following information (Which is written on
both sides):
The name of the neighbor_________________
The
slowest
1……………………5……………………….10 The
fastest
The least
hones 1……………………5………………………10 The most honest
The least
polite 1 ……………………5…………………… 10
The most polite
The least
reliable 1……………………5……………………. .
10 The most reliable
The least
accurate 1……………………5……………………… 10 The most accurate
The least
responsible1……………………5…………………… 10 The most responsible
The least
careful 1……………………5…………………… 10
The most careful
The least
diligent 1……………………
5.………………………10 The most diligent
The least
curious 1…………………… 5………………………
10 The most curious
The least
intelligent
1……………………5……………………….10 The most
intelligent
Each of you in the pair writes
down the name of your neighbor and
marks the position
of
the neighbor’s characteristics on the card. For example:
The slowest 1….*.5.…10 The fastest
In this case we see that the mark shows the position of the
category closer to the
lowest one.
The next step of work is to exchange the cards but without showing the
results of the analysis to your neighbor ( turn the cards to have
the blank on the other side). Each of you
write down
your own name and analyze own qualities
(one card gives the information about you
from
the point of view of your neighbor and from your point of view). After
the procedure compare
the results on both sides of the card to see how
much the results differ from the
partner’s opinion. If the pupil’s marks are lower than
the neighbor’s opinion, the level of
self-esteem
is low. If the pupil’s marks are higher than the neighbor’s ones, the level of
self-esteem is
too high. If
the marks of both pupils are almost the same, the level of self esteem is
adequate (real).
Task 6. The Round Table discussion. You know one
another and are supposed to be able to
characterize
others. Each of you is given a list of positive and negative adjectives that
can
help you to
analyze yourselves and the others. The instruction is: characterizing
yourselves
use 5
positive adjectives and six negative ones. Characterizing others use six
positive
adjectives and
5 negative ones {the logics is that one should be more critical to
himself
(herself) than to others}. Using
negative adjectives use the words always,
usually,
often, seldom, from time to time.
|
Positive Characteristics |
Negative characteristics |
|
Kind Humanistic Realistic Hardworking Diligent Persistent Tolerant Understanding (caring) Democratic Curious Reliable Decent Generous Creative Intelligent (clever) etc |
Unkind Wicked Dreaming Lazy Not diligent Stubborn Intolerant Indifferent Authoritative Nosy Unreliable Indecent Greedy Lazy thinking Thinking not deeply Etc |
LEXICON
|
Positive Characteristics |
Negative characteristics |
|
Kind
- äîáðûé Humanistic
– ÷åëîâå÷íûé Realistic-ðåàëèñòè÷íûé Hardworking-
òðóäîëþáèâûé Diligent
-ïðèëåæíûé Persistent-íàñòîé÷èâûé Tolerant
-òîëåðàíòíûé Understanding
(caring)
-ïîíèìàþùèé Democratic
- äåìîêðàòè÷åñêèé Curious
- ëþáîçíàòåëüíûé Reliable- íàäåæíûé Decent - ïîðÿäî÷íûé Generous - ùåäðûé Creative - òâîð÷åñêèé Intelligent (clever) -
óìíûé |
Unkind
- íåäîáðûé Wicked
- çëîé Dreaming
– ìå÷òàòåëüíûé (âèòàþùèé â îáëàêàõ) Lazy
- ëåíèâûé Not diligent
- íåïðèëåæíûé Stubborn
-óïðÿìûé Intolerant
– íå âîñïðèíèìàþùèé äðóãîå ìíåíèå Indifferent
- áåçðàçëè÷íûé Authoritative
- àâòîðèòàðíûé Nosy
– ëþáîïûòíûé (ñóþùèé íîñ â äåëà äðóãèõ)
) Unreliable
- íåíàäåæíûé Indecent - íåïîðÿäî÷íûé Greedy
- æàäíûé Lazy thinking
– ëåíèâî äóìàþùèé Thinking not deeply
– íåãëóáîêî äóìàþùèé |
Words 1) to be explained in Russian 2) and
to be
translated into English
À. Àêêóðàòíîñòü, àêòèâíîñòü,
àëüòðóèñòè÷íîñòü, àïàòè÷íîñòü.
Á.
Áàëàãóðñòâî, áäèòåëüíîñòü, áåçàëàáåðíîñòü, áåçâîëèå, áåççàáîòíîñòü, áåççàñòåí÷èâîñòü, áåçíðàâñòâåííîñòü,
áåçîòâåòñòâåííîñòü,
áåçðàññóäñòâî,
áåñêîðûñòíîñòü,
áåñïå÷íîñòü,
áåñïðèíöèïíîñòü,
áåññòðàøèå, áåñòàêòíîñòü, áåñõàðàêòåðíîñòü, áåñöåðåìîííîñòü,
áåçûäåéíîñòü,
áåçûíèöèàòèâíîñòü,
áëàãîðàçóìèå, áîëòîâëèâîñòü, áîÿçëèâîñòü.
Â. Âåæëèâîñòü, âåëèêîäóøèå, âåðíîñòü, âåñåëîñòü, âëàñòíîñòü,
âëàñòîëþáèâîñòü,
âíèìàòåëüíîñòü,
âîçáóäèìîñòü, âîð÷ëèâîñòü, âîñòîðæåííîñòü, âïå÷àòëèòåëüíîñòü, âñïûëü÷èâîñòü, âûíîñëèâîñòü, âûñîêîìåðèå.
Ã. Ãîðäîñòü, ãîðÿ÷íîñòü,
ãðóáîñòü, ãóìàííîñòü.
Ä.
Äàëüíîâèäíîñòü,
äâóëè÷íîñòü, äåëèêàòíîñòü, äåëîâèòîñòü, äåëÿ÷åñòâî,
äåðçîñòü, äåñïîòè÷íîñòü, äèñöèïëèíèðîâàííîñòü, äîáðîäóøèå,
äîáðîæåëàòåëüíîñòü, äîáðîòà, äîâåð÷èâîñòü.
Æ. Æàäíîñòü, æåñòîêîñòü,
æèçíåðàäîñòíîñòü.
Ç.
Çàâèñòëèâîñòü,
çàíîñ÷èâîñòü,
çàñòåí÷èâîñòü, çëîïàìÿòíîñòü.
È.
Èäåéíîñòü, èçáàëîâàííîñòü, èíèöèàòèâíîñòü, èíòåëëèãåíòíîñòü,
èñïîëíèòåëüíîñòü.
Ê.
Êîëëåêòèâèçì, êðèòè÷íîñòü, êðîòîñòü.
Ë.
Ëàñêîâîñòü, ëåãêîâåðèå, ëåãêîìûñëèå, ëæèâîñòü, ëèöåìåðèå, ëóêàâîñòü,
ëüñòèâîñòü,
ëþáîçíàòåëüíîñòü, ëþáîïûòñòâî.
Ì.
Ìåäëèòåëüíîñòü,
ìåëàíõîëè÷íîñòü,
ìå÷òàòåëüíîñòü, ìíèòåëüíîñòü, ìîë÷àëèâîñòü, ìðà÷íîñòü, ìñòèòåëüíîñòü.
Í.
Íàèâíîñòü, íàñìåøëèâîñòü, íàñòîé÷èâîñòü, íàõîä÷èâîñòü,
íåáðåæíîñòü,
íåâíèìàòåëüíîñòü,
íåâîçìóòèìîñòü,
íåäîâåð÷èâîñòü, íåçàâèñèìîñòü, íåêðèòè÷íîñòü, íåëþäèìîñòü,
íåïðàêòè÷íîñòü,
íåïðèõîòëèâîñòü,
íåðåøèòåëüíîñòü,
íåòåðïåëèâîñòü, íåóæèâ÷èâîñòü.
Î.
Îáèä÷èâîñòü, îáùèòåëüíîñòü, îáúåêòèâíîñòü, îðãàíèçîâàííîñòü,
îñòîðîæíîñòü, îñòðîóìèå, îòçûâ÷èâîñòü, îòêðîâåííîñòü.
Ï.
Ïàññèâíîñòü,
ïåññèìèñòè÷íîñòü,
ïîâåðõíîñòíîñòü,
ïîäîçðèòåëüíîñòü,
ïîñòîÿíñòâî, ïðàêòè÷íîñòü, ïðåäïðèèì÷èâîñòü, ïðèâåòëèâîñòü,
ïðèäèð÷èâîñòü,
ïðèíöèïèàëüíîñòü,
ïðîâîðíîñòü, ïóãëèâîñòü, ïóíêòóàëüíîñòü.
Ð.
Ðàäóøèå, ðàññåÿííîñòü, ðàñ÷åòëèâîñòü, ðåøèòåëüíîñòü.
Ñ.
Ñàìîìíåíèå,
ñàìîíàäåÿííîñòü,
ñàìîñòîÿòåëüíîñòü,
ñàìîóâåðåííîñòü,
ñäåðæàííîñòü, ñêðîìíîñòü, ñêðûòíîñòü,
ñëàáîâîëèå, ñëàáîõàðàêòåðíîñòü, ñìåëîñòü,
ñïðàâåäëèâîñòü, ñòàðàòåëüíîñòü.
Ò.
Òàêòè÷íîñòü, òðóäîëþáèå, òîðîïëèâîñòü, òùåñëàâèå.
Ó.
Óãîäëèâîñòü, óæèâ÷èâîñòü, óïðÿìñòâî,
óñåðäèå.
Ô.
Ôëåãìàòè÷íîñòü.
Õ.
Õàëàòíîñòü, õâàñòëèâîñòü, õèòðîñòü,
õðàáðîñòü.
Ö.
Öåëåóñòðåìëåííîñòü.
×.
×åñòíîñòü, ÷óâñòâèòåëüíîñòü.
Ø. Øóòëèâîñòü,
øóòîâñòâî, øóìëèâîñòü.
Ý.
Ýãîèñòè÷íîñòü, ýêñïàíñèâíîñòü, ýêñöåíòðè÷íîñòü.
BEHAVIOUR
Shuster
A. analyses the basis of the behavior and writes that the person’s ability to
estimate both his own behavior and the behavior of other people plays the
essential role in bringing up and the ability to communicate.
Psychological dictionary defines an
act to be the unit of measurement of the behavior.
The same point of view is shared by
the specialists of ethics. Behavior is the total
combination of actions within their general purposeful trend; the action is
the moment of behavior, its component.
Besides, behavior and activity are
realized in different types of relationships.
In activity the relations are: subject
– object;
subject – subject.
In
behavior the relations are: subject – subject;
Subject – object – subject.
The
behavior of a person has been developing for the whole history of human
society. Specific forms of historical and social behavior are created under the
influence of social – historical processes.
Epochal types of reactions,
understanding of right and wrong, permitted and prohibited, valuable and
invaluable are the basis for such regulators of behavior as shame, fear, honor.
Shtoltz H. and Rudolph R. underline
the following: “ Moral and valuable behavior are defined by the knowledge of
moral norms that must be taken into account while acting or being active”.
Lock G. thinks that an act may be
shown by both states: being active and being passive, i.e. abstention from
acting is also an act that may be estimated and marked to be a moral act.
An interesting opinion is expressed
by Ikonnikova S.N. She considers that the ways to express an act have a lot of
meanings and can’t be observed only as a kind of a reaction or activity.
An action may be expressed by acting
or being passive (silence, passivity, indifference), by the position expressed
in words, in attitude, in looks, in tone.
Rybakova N.V. agrees with those
words: “The position of concealing something (being silent on the point), indifference at the moment when it is
necessary to pronounce a word of truth is considered to be negative. But there are situations when
silence, self-control (restraint) are
equal to the greatest heroic moral deed (act)… An act may be expressed by a
word, in a gesture, in a look, in a
tone, in the activity aimed at overcoming physical barriers and searching for
the truth”.
The problems of the act are
reflected in the works of Rubinstein S.L.(1946), Uznadze D.N.(1960), Bozhovich
L.I. (1975, 1979), Merlin V.S. (1970), Bodalev A.A. (1965).
It’s evident that acts show the
attitude of one towards another person and they can express friendliness,
gratitude, kindness, attention, care, protection, support but may show opposite
qualities, i.e. humiliation (óíèæåíèå,
îñêîðáëåíèå),
hurting indifference, haughtiness (âûñîêîåðèå).
Ananyeva, analyzing behavior and
activity, says that there are interconnected and interwoven forms”. But
activity refers to the sphere of vital functions that do not depend on the fact
if there is anybody else who is present here at the moment of these actions.
Behavior is expressed in the social- communicative actions. So behavior cannot
be expressed without the presence (at least in the thoughts, imaginary) of one or more persons. In other words
behavior is always the demonstration of the character.
According to the review of the works devoted to the theme “Behavior, Actions” the following ethical
and psychological characteristics can be defined.
1. Behavior
is one of the off-sides characterizing the life activity of a person. 2. Behavior may characterize the person’s
attitude towards activity, people, society.
3. The relationships subject-subject
and subject-object-subject are
realized in the behavior. 4. Behavior
always has the character of manifestation. 5. The basis of the behavior is a
strong-willed character. 6. An act always consists of 2 parts that may be
called the plot of the act and the result of it. 7. In the act one can see the relations between the subject who
is fulfilling the act, and the subject existing in the situation. 8. The act is
always meaningful to the society. 9. The relationships, shown by an act, can be
positive, negative, neutral.
These are the points of the analysis made by
Shuster V.A.
It’s necessary to say that the
behavior is always the reaction on
the situation that is called
by one more subject and that’s why may be
considered to be an important element of communication. In order to
communicate in a proper way it’s important to behave without hurting the
partner
COMMUNICATION AND PERCEPTION OF OTHERS
Ananyev
B.G. writes: “It may be possible to go over the structure of your own character
only through your awareness of your own actions, through their estimation made
by other people. The correct estimation of others is the only condition for
right self-esteem”. He gives the following argument to prove this statement :
“Experiments demonstrate that a child shows the features of the character of
other people better than his own ones, besides it appears that very often when
his own features of character are described by him being the reflection of the
opinion of other people”.
The same tendency may be found in
Bozhovich’s works and Chesnokova works. Snegireva T.V.and Platon K.N. say that
the process of understanding and cognizing others is a very serious process
going through different constructions. But it’s not possible to communicate
without the understanding the partner and his role in the definite situation.
The problem of Personal Perception of another person is vividly shown in Kelly”s
works, in his psychology of personal constructions. He created the instrument
to – The Role Repertoire Test. Snegireva T.N. and Platon K.N. say that the
Role Repertoire Test offers the analysis of the cognitive process of personal
perception and the individual structure of organization of this process.
In the theory of Kelly G. the object
of the analysis of the cognitive process is “complexity – simplicity”. The person, whose cognitive structure of
personal perception is “simple”, doesn’t use a very large number of stereotyped
notions which are usually grouped together. Such a person may be supposed not
to understand other people, to forecast their actions and to construct
relations among them effectively and adequately.
People whose cognitive structure is
“simple” doesn’t use a very large number of stereotyped notions which are
usually grouped together. Such a person is supposed not to understand other
people.
People whose cognitive structure of
personal perception is “complex” proved to use broader sphere of notions giving
more adequate, keen, individual characteristics to other people.
Snegireva T.V. and Platonov K.N.
define Kelly’s test to be the movement from simple, global, inseparable
cognitive structures to complex structures where the differentiation of notions
used by a person are used within the larger scale of variations while
perceiving and cognizing himself and others.
G.
Kelly considers this moment to be the leading tendency of age development in
the sphere of personal perception. Besides, it is supposed that on each age
level children may differ according to their individual peculiarities and
according to the complexity of the interpretation of communication. Kelly’s
Role Repertoire Test consists of two parts:
1) the list of roles, 2) instruction, 3) repertoire set.
The
list of important people surrounding him consists of 20 roles:
1.I
2.
Mother
3.
Father
4. Sister
( or a very close relative, cousin)
5. Brother
6. Grandmother
or grandfather
7. A
favorite friend
8. A
former friend with whom you do not meet any more
9. A
boy or a girl ( a man or a woman ) you like
10. A
person who doesn’t love you
11. A
person whom you sympathize with.
12. A
person whom you are afraid of because he can trouble you.
13. An attractive person whom you like.
14. Your
favorite teacher (lecturer).
15. A
teacher (a lecturer) you do not like.
16. Your
neighbor (of the school desk or the house).
17. A
person you’ve met and you are eager to continue the acquaintance.
18. A
clever person.
19. The
most just person.
20. A
happy person whom you are acquainted with.
The
Repertoire Set is a table with repertoire roles (horizontal line) and personal
qualities written in the left vertical column (constructors). The marks that
are used to characterize each quality of each role are from “1” to “5”points.
“1” - means that the quality is
expressed in the least degree.
“5” -means that the quality is
expressed in the largest degree.
Snegireva
T.V. and Platon K.N. explain that the constructor is the main unit in Kelly’s
theory. A constructor is the meaningful comparison of opposite qualities
(
kind- wicked; clever-silly).
A person under the experiment (a
respondent) is offered Triads of roles and according to the instruction he
carries out the comparison of people in these triads he must formulate in words
or in phrases what main quality makes two of them resemble each other and at
the same time what quality differs the two of this triad from the third one .
PERCEPTION AND STEREOTYPES
So the perception of other people is
a very difficult problem though we do it every day and compare people willingly
or unwillingly. But each participant of intercourse should know one more trap,
which can lead to wrong understanding and to the wrong image of the partner.
Even those people whose “constructors” are “complex” can be misled by
stereotypes, and the information, which is received by us, is usually interpreted
passing through stereotypes.
M.A. Rober and F. Tilman write that
our perception of the things and people depends not only on the instructions of
those who surround us, but on the image and ideas accepted by the society.
These are stereotypes, i.e. imaginations that
operate without any objective reason. As it has been proved, all
stereotypes are based only on the need to generalize.
This type of perception often
prevents people from mutual understanding, especially if people are of
different cultures.
Ya.Kolominsky gives the example of
Geinz Knoblox, a German writer who was able to reflect stereotypes with humor.
-
If the leader of the firm comes to work
on time, he is said to do it in order to criticize subordinates.
-
If the principal is late, he is said to be forgiven by the
auditory because he is a leader.
-
If the director asks about the
subordinate’s family, he is said to interfere with the affairs of people.
-
If he asks nothing about the families of
his subordinates, he is said to be indifferent to others.
-
If the leader of the company asks to
submit the proposals, he is said to do everything in a hurry.
-
If he does everything slowly, he is
accused of being hesitant (irresolute).
-
If he wants to broaden his department, to
hire more people, he is thought to be very arrogant.
-
If he doesn’t want to do it, if he is not
going to broaden the staff, he is accused of the fact that he wants to exploit
the staff.
-
If he follows laws and instructions, he
is announced of being a bureaucrat.
-
If he avoids instructions and doesn’t
accept rules, he is proclaimed to be an unconscious person.
-
If he is joking, his jokes are considered
to be foolish.
-
If he does not, he is claimed to be a
person who never smiles.
-
If his department is marked to work well,
he is understood to overcome all the difficulties only with help of talented
people he works with.
-
If his department works badly, he is
considered to be a foolish leader, and his staff deserves a better chief.
V.V.
Safonova writes that stereotypes are a part of human life though they may
present one-sided, exaggerated and even prejudiced views of religious, racial,
ethnic groups of people. Nationality stereotypes are often described in
anecdotes, humorous stories, private
diaries.
RUMOURS
Rumors
may give one more way to misunderstanding. And in real communication on high
level it is necessary to account for rumors and not to take rumors into account
as the primary element of the interlocutor’s characteristic.
M.A. Rober writes that there are
disturbing and optimistic rumors, dark and pink rumors making noise, taking
news from one person to another in an informal way. People spreading rumors
express their own opinion, usually using exaggerations. It goes on
unconsciously. It is only some fears or some hopes being taken as the reality.
So, as a rule, such rumors are proclaimed to be a real consequence of events.
The ideal soil for rumors is an event, which may be understood to be
frightening for the security of people. Modern psychologists underline that
rumors are used to relax some strain (to slacken, ease some strain), that is
evoked by this or that situation that is understood as an unpleasant situation.
The motion of the rumors depends on
the importance of the event surrounded by the anxious contents, contents that
are rather vague and are difficult to be checked.
Olport formulated the “law” of
rumors.
R
= f ( I x
A )
, i.e.
Rumor,function,Importance,Ambiguity(äâóñìûñëåííîñòü)
Rumors are the function of the importance of the event multiplied by the
Ambiguity.
Being spread they turn into shorter
and more laconic aphorism which is easy to be understood and to be conveyed to
others.
Inclination to spreading rumors is
supposed to belong to people with a high level of suggestibility (âíóøàåìîñòü) The canals for
spreading rumors are usually informal.
SUGGESTIBILITY
D.B. Parigin dwells upon suggestibility
in his book “Social Psychology”. He writes that suggestibility is based on
uncritical perception and on inability to control the current of coming
information consciously. The essential condition of suggestible influence is
the authoritative source of information on the one hand, and the absence of
resistance on the other hand.
A.A. Bodalev, having carried out an
experiment, proved the importance of the instruction suggested to people based
on outward appearance (âíåøíèõ
äàííûõ)
of people described.
The group of adult people was shown the portraits of some people. But
each person was given the instructions without being listened to by others.
Each participant of the experiment was given the opportunity to see the
portrait within 5 seconds. The disposition of each portrait was accompanied by
a certain instruction. The information for each participant was quite
different.
The instructions were the following:
1) “Now
you will see the portrait of a teacher” or
the portrait of an actress (the portrait was one and the same, but the
instructions were different).
2) “You
will see a portrait of a “hero” or
“…the portrait of a “murderer” (the portrait is the same).
3) “Now
you will see the portrait of a writer” or “the portrait of a scientist” (the
portrait is the same).
The
task was to give a verbal portrait of photographs. The answers were divided
into 3 groups. The first group included the participants who were greatly
influenced by the instruction (35,3%). The second group consisted of the people
who were not under the influence of the instructions (54%). The third group
contained the people who resisted the influence (10, 7%).
Here are the examples of the descriptions
given under the influence of the instructions. One and the same portrait was
given with different instructions. So the descriptions were mostly dependent on
the given instruction.
|
The instruction - “a
“murderer” The man has gone to seed(îïóñòèâøèéñÿ), very fury, hardened. The look is
angry |
The instruction - “a
hero” A resolute face, courageous, with right features of the
face. He may be a hero of a
significant fight |
|
The instruction “a
writer” An open face, large features, expressive eyes. Such a
person loves life and people |
The instruction “a
scientist” The head is large, the forehead is high
and broad. The forehead of a real scientist |
As it is seen, the system of
stereotypes and suggestibility is taken into account by a lot of people.
Students should know this system in order to be more just while communicating
with people. This system is connected with perception and reflection.
THE REFLECTION OF THE
INFLUENCE AND MUTUAL INFLUENCE IN THE
PROCESS OF COMMUNICATION.
INTERRACTION
A.G. Kovalev writes that a person
correlates first of all different influences among themselves, and secondly
correlates these influences with social practice. Social experience is the basis of genuine knowledge,
impression and the person’s reflection of social and psychological influence.
The most important factor of people’s interaction in the process of
communication is the personal perception of another person. K.Marx underlined
the importance of that moment as a factor of the development of the person’s
consciousness. “…he (a person) was born without any mirror in his hands, … and
first he looks at another person as if it were a mirror. Only when the Man
Peter treats the Man Paul as if it were he, the Man Peter begins treating
himself understanding that he is a Man”.
A.A.Bodalev marks that the whole
process of communication begins with the person’s influence on another person
and ends with the responsive reaction, i.e. the personal perception of another
person and the behavior according to the portrait which has been created in the
mind of the receiver are the elements influencing the way of communication. The
same tendency can be seen in L.I. Bozhovich’s works
The first perception of others
begins with the appearance of the person, his clothes, his manners. Then the
idea of his thoughts, the contents of his speech are taken into account. The
mind of the receiver (interlocutor) grasps and remembers the first sight and it
goes through other elements of perception: tone, suggestibility, rumors,
stereotypes, contents of the conversation.
Contents
----------------------------------------------------- contents
Stereotypes
--------------------------------------------------stereotypes
Rumors--------------------------------------------------------rumors
Tone-----------------------------------------------------------tone
Suggestibility------------------------------------------------suggestibility
Appearance
--------------------------------------------------appearance
All these moments must be taken into
account in the pedagogical psychology in order to give the right impulse to the
students and in order to teach them to be critical clearing the way towards the
understanding of another person and at, the same moment, to give them the
assurance that the information of the teacher is just.