How negative emotions affect human health.
Emotions and spiritual interaction between people
Have you noticed that we feel and behave differently around other people? “The mood has changed,” we say. In fact, not only our mental mood changes, but also the physiology of our body, which instantly reacts to what is happening around us.
We perceive the “language” of the body and facial expressions, the mood of others with all our senses. Empathy, imitation, copying are inherent in us at the genetic level, and we cannot control these processes. We, like communicating vessels, transmit our moods, experiences, nervous connections to each other, “infecting” them and “infecting” others. Do you agree that feelings such as anger, fear, and indignation are very contagious? Just like laughter and smile!
The influence of emotions on health
Emotions (from Latin emoveo - shock, excite) are the subjective reactions of humans and higher animals to any external and internal stimuli. Emotions are a personal attitude, a person’s reaction to the events that happen to him; they accompany all processes of human life and are caused, among other things, by situations that exist only in the imagination.
Recently, scientists have begun to carefully study the impact of various kinds of emotions on people’s health. In small amounts, stress is even beneficial, as it helps the body stay in good shape, not become limp, and pushes it into action. However, prolonged exposure to strong emotions can lead to health problems.
Humanity has long known that emotions have a direct impact on health. Evidence of this is the widespread sayings: “All diseases come from nerves”, “You can’t buy health: the mind gives it”, “Joy makes you young, grief makes you old”, “Rust eats iron, and sadness eats the heart”, etc... Even in ancient times, doctors determined the connection of the soul (emotional component) with the physical component - the human body. The ancients knew that everything that affects the brain equally affects the body.
But during the time of Descartes, in the 17th century, this postulate was forgotten, and man was “divided” into two components: mind and body, dividing diseases as either purely physical or mental, which were shown to be treated in completely different ways.
Only recently have we again begun to look at human nature, as Hippocrates once did, in its integrity, realizing that in the study of diseases it is impossible to separate soul and body. Modern doctors recognize that the nature of almost all diseases is psychosomatic, that is, that the health of the body and spirit are interconnected and interdependent. Studying the influence of emotions on human health, scientists from different countries have come to interesting conclusions. Thus, Nobel Prize-winning neurophysiologist Charles Sherrington established the following pattern in the emergence of various diseases: first, an emotional experience arises, and after it, vegetative and somatic changes occur in the body.
German scientists went further, establishing a connection between each organ and a specific part of the brain through nerve pathways. Today, scientists are developing a theory for diagnosing diseases based on a person’s mood and expressing the possibility of preventing a disease before its development. This is facilitated by preventive therapy to improve mood and accumulate positive emotions.
It is very important to understand here that repeated grief provokes somatic diseases, and prolonged negative experiences lead to stress. It is these experiences that weaken the immune system and make us defenseless. The chronic feeling of causeless anxiety, depressive states and depressed mood are the basis for the development of many diseases. Undesirable, negative emotions include: anger, envy, fear, despondency, panic, anger, irritability. It is not by chance that Orthodoxy classifies anger, envy, and despondency as mortal sins, since each of these emotions leads to very serious illnesses with sad outcomes.
The meaning of emotions in Eastern medicine
Eastern medicine also emphasizes that mood and certain emotions can cause diseases of certain organs. For example, kidney problems can be caused by feelings of fear, weak will and lack of self-confidence. Because the kidneys are responsible for growth and development, their proper functioning is especially important in childhood. That is why children should grow up in an atmosphere of love and security. Chinese medicine calls for instilling courage and self-confidence in children. Such a child will always correspond to his age in physical development.
The main respiratory organ is the lungs. Abnormalities in lung function can be caused by sadness and sadness. Respiratory dysfunction, in turn, can cause many concomitant diseases. Treatment of atopic dermatitis in adults, from the point of view of Eastern medicine, should begin with an examination of all organs, including the lungs.
Lack of vitality and enthusiasm can negatively affect the functioning of the heart. His healthy work is hampered by poor sleep, depression and despair. The heart regulates the function of blood vessels, so its condition can be easily determined by the color of the face and tongue. Arrhythmia and rapid heartbeat are the main symptoms of cardiac dysfunction. And this, in turn, can lead to mental disorders and long-term memory disorders.
Irritation, anger and resentment affect the functioning of the liver. It is in this regard that people who are offended by someone say: “He’s sitting in my liver!” The consequences of liver imbalance can be very severe. These are breast cancer in women, headaches and dizziness.
In connection with the above, medicine encourages you to experience only positive emotions: this is the only way to maintain good health for many years! Of course, it is unlikely that you will be able to get rid of negative emotions immediately, as if by magic. But a number of useful tips will help us with this:
- First of all, it is necessary to understand that we need emotions, since the internal environment of the body must exchange energy with the external environment. And such an energy exchange will not cause harm if natural emotional programs inherent in nature are involved in it: sadness or joy, surprise or disgust, a feeling of shame or anger, interest, laughter, crying, anger, etc. The main thing is that emotions are a reaction to what is happening, and not the result of “winding up” oneself, so that they manifest themselves naturally, without anyone’s coercion, and are not exaggerated.
- Natural emotional reactions should not be restrained; it is only important to learn how to express them correctly. Moreover, you should learn to respect the expression of emotions by other people and perceive them adequately. And under no circumstances should you suppress emotions, no matter what color they may be.
On the dangers of suppressing emotions:
Suppressed emotions do not dissolve in the body without a trace, but form toxins in it, which accumulate in the tissues, poisoning the body. What are these emotions, and what is their effect on the human body? Let's take a closer look.
Suppressed anger - completely changes the flora in the gall bladder, bile duct, small intestine, worsens pitta dosha, causes inflammation of the surface of the mucous membrane of the stomach and small intestine.
Suppressed fear and anxiety - change the flora in the colon. As a result, the stomach becomes distended with gas, which accumulates in the folds of the colon, causing pain. Often this pain is mistakenly attributed to heart or liver problems.
Suppressed emotions cause an imbalance in the tridosha, which in turn affects the element of fire - agni, which is responsible for immunity in the body. A reaction to such a violation may be the occurrence of an allergy to such completely harmless phenomena as pollen, dust and flower smell.
Suppressed fear will cause disturbances in energy air flows - vata dosha.
Suppressing the fire emotions of anger and hatred can cause hypersensitivity to foods that aggravate pitta in people born with a pitta constitution. Such a person will be sensitive to hot and spicy foods.
People with a kapha constitution (prone to being overweight) who suppress the emotions of kapha dosha (attachment, greed) will have an allergic reaction to kapha food, i.e. will be sensitive to foods that aggravate kapha (dairy products). This may result in constipation and wheezing in the lungs.
Sometimes the imbalance that gives rise to a disease process may first arise in the body, and then manifest itself in the mind and consciousness - and, as a result, lead to a certain emotional background. Thus the circle is closed. The imbalance that appears first on the physical level later affects the mind through disturbances in the three doshas. As we showed above, Vata disorder provokes fear, depression and nervousness. Excess pitta in the body will cause anger, hatred and jealousy. Worsening kapha will create an exaggerated sense of possessiveness, pride and affection. Thus, there is a direct relationship between diet, habits, environment and emotional disturbances. These disorders can also be judged by indirect signs that appear in the body in the form of muscle blocks and clamps.
How to detect the problem
The physical expression of emotional stress and emotional toxins accumulated in the body are muscle tension, the causes of which can be both strong feelings and excessive strictness of upbringing, ill will of employees, lack of self-confidence, the presence of complexes, etc. If a person has not learned to get rid of negative emotions and is constantly tormented by some difficult experiences, then sooner or later they manifest themselves in muscle tension in the facial area (forehead, eyes, mouth, back of the head), neck, chest area (shoulders and arms), lumbar, as well as in the pelvis and lower extremities.
If all these conditions are temporary, and you manage to get rid of the negative emotions that provoke them, then there is no reason to worry. However, chronic muscle tightness, in turn, can lead to the development of various somatic diseases.
Let's consider some emotional states that, being in a chronic form, can cause certain diseases.
Depression - lethargic mood, regardless of circumstances, for a long time. This emotion can cause quite serious problems with the throat, namely frequent sore throats and even loss of voice.
Self-criticism- feeling guilty for everything you do. The result can be chronic headaches.
Irritation - a feeling when literally everything annoys you. In this case, do not be surprised by frequent attacks of nausea, from which medications do not help.
Resentment- feeling humiliated and insulted. Be prepared for gastrointestinal upset, chronic gastritis, ulcers, constipation and diarrhea.
Anger- causes a surge of energy that rapidly grows and suddenly splashes out. An angry person is easily upset by failures and is unable to control his feelings. His behavior is incorrect and impulsive. As a result, the liver suffers.
Joy- dissipates energy, it is dispersed and lost. When the main thing in a person’s life is to receive pleasure, he is unable to retain energy and is always looking for satisfaction and ever stronger stimulation. As a result, such a person is prone to uncontrollable anxiety, insomnia and despair. In this case, the heart is often affected.
Sadness- stops the effect of energy. A person who is lost in the experience of sadness is disconnected from the world, his feelings dry up, and his motivation fades. Protecting himself from the joys of attachment and the pain of loss, he arranges his life in such a way as to avoid risk and the vagaries of passion, and becomes inaccessible to true intimacy. Such people have asthma, constipation and frigidity.
Fear- reveals itself when survival is in question. From fear, energy drops, a person turns to stone and loses control over himself. In the life of a person overwhelmed by fear, the expectation of danger prevails, he becomes suspicious, withdraws from the world and prefers loneliness. He is critical, cynical, confident in the hostility of the world.
Isolation can cut him off from life, making him cold, hard and unspiritual. In the body this manifests itself as arthritis, deafness and senile dementia.
Thus, along with correcting your diet and lifestyle, selected by an Ayurvedic doctor in accordance with your constitutional type, it is very important to learn how to manage your emotions and take control of them.
How to work with emotions?
To answer this question, Ayurveda gives advice: emotions should be observed with detachment, with full awareness watching them unfold, comprehending their nature, and then allowing them to dissipate. When emotions are suppressed, it can cause disturbances in the mind and ultimately in body functions.
Here are some tips that, if followed consistently, will help you improve your emotional situation.
A proven method, but one that requires constant effort from you, is to be kind to others. Try to think positively and treat others kindly, so that a positive emotional attitude will help improve your health.
Practice so-called spiritual gymnastics. In ordinary life, we perform it every day, scrolling through familiar thoughts in our heads, empathizing with everything around us - sounds from the TV, tape recorder, radio, beautiful views of nature, etc. However, you need to do this purposefully, understanding which experiences are harmful to your emotional health and which ones help maintain the desired emotional background. Correct spiritual gymnastics causes corresponding physiological changes in the body. By remembering this or that event in our life, we evoke and consolidate in the body the physiology and neural connections corresponding to that event. If the recalled event was joyful and accompanied by pleasant sensations, this is beneficial. And if we turn to unpleasant memories and re-experience negative emotions, then the stress reaction is consolidated in the body on the physical and spiritual planes. Therefore, it is very important to learn to recognize and practice positive reactions.
An effective way to “remove” stress from the body is proper (not excessive) physical activity, which requires fairly high energy costs, for example, swimming, working out in the gym, running, etc. Yoga, meditation and breathing exercises are very helpful in returning to normal.
A way to get rid of mental anxiety as a consequence of stress is a confidential conversation with a loved one (good friend, relative).
Create the right thought forms. First of all, go to the mirror and look at yourself. Pay attention to the corners of your lips. Where are they directed: down or up? If the lip pattern has a downward slant, it means that something is constantly bothering you and making you sad. You have a very developed sense of escalating the situation. As soon as the unpleasant event happened, you already painted a terrible picture for yourself. This is wrong and even dangerous to health. You simply must pull yourself together right here and now, looking in the mirror. Tell yourself it's over! From now on - only positive emotions. Any situation is a test of Fate for endurance, health, and life extension. There are no hopeless situations - this must always be remembered. No wonder people say that time is our best healer, that the morning is wiser than the evening. Don’t make hasty decisions, let the situation go for a while, and the solution will come, and with it a good mood and positive emotions.
Wake up every day with a smile, listen to good pleasant music more often, communicate only with cheerful people who add a good mood and do not take away your energy.
Thus, each person himself is responsible for both the diseases from which he suffers and for recovery from them. Remember that our health, like emotions and thoughts, is in our hands!
Emotions affect people in many different ways. The same emotion affects different people differently; moreover, it has a different effect on the same person in different situations. Emotions can influence all systems of an individual, the subject as a whole.
Emotions and body.
Electrophysiological changes occur in the facial muscles during emotions. Changes occur in the electrical activity of the brain, circulatory and respiratory systems. With extreme anger or fear, the heart rate can increase by 40-60 beats per minute. Such drastic changes in somatic functions during strong emotions indicate that during emotional states all neurophysiological systems and subsystems of the body are activated to a greater or lesser extent. Such changes inevitably affect the subject's perceptions, thoughts and actions. These bodily changes can also be used to solve a number of issues, both purely medical and mental health problems. Emotion activates the autonomic nervous system, which changes the course of the endocrine and neurohumoral systems. The mind and body are in harmony to carry out action. If knowledge and actions corresponding to emotions are blocked, then psychosomatic symptoms may appear as a result.
Emotions and perception
It has long been known that emotions, like other motivational states, influence perception. A happy subject tends to perceive the world through rose-colored glasses. It is common for a person who is suffering or sad to interpret the comments of others as critical. A frightened subject tends to see only the frightening object (the effect of “narrowed vision”).
Emotions and cognitive processes
Emotions influence both somatic processes and the sphere of perception, as well as memory, thinking and imagination of a person. The effect of “narrowed vision” in perception has its analogue in the cognitive sphere. A frightened person has difficulty testing various alternatives. An angry person only has “angry thoughts.” In a state of heightened interest or excitement, the subject is so overwhelmed by curiosity that he is unable to learn or explore.
Emotions and actions
The emotions and complexes of emotions that a person experiences at a given time affect virtually everything that he does in the sphere of work, study, and play. When he is really interested in a subject, he is filled with a passionate desire to study it deeply. Feeling disgusted by any object, he strives to avoid it.
Emotions and Personality Development
Two types of factors are important when considering the relationship between emotion and personality development. The first is the genetic inclinations of the subject in the sphere of emotions. An individual's genetic makeup appears to play an important role in the acquisition of emotional traits (or thresholds) for various emotions. The second factor is the individual's personal experience and learning related to the emotional sphere and, in particular, socialized ways of expressing emotions and emotion-driven behavior. Observations of children aged 6 months to 2 years, who grew up in the same social environment (raised in a preschool institution), showed significant individual differences in emotional thresholds and emotionally charged activities.
However, when a child has a low threshold for a particular emotion, when he often experiences and expresses it, this inevitably causes a special kind of reaction from other children and surrounding adults. Such forced interaction inevitably leads to the formation of special personal characteristics. Individual emotional traits are also significantly influenced by social experiences, especially during childhood and infancy. A child who is characterized by a quick temper, a fearful child, naturally faces different reactions from his peers and adults. The social consequence, and therefore the socialization process, will vary greatly depending on the emotions most frequently experienced and expressed by the child. Emotional responses influence not only the child's personality and social development, but also intellectual development. A child with difficult experiences is significantly less inclined to explore the environment than a child with a low threshold for interest and joy. Tomkins believes that the emotion of interest is as important for the intellectual development of any person as exercise is for physical development.
Leather
Of course, our appearance is directly related to the nervous system. You can always determine exactly how you or your interlocutor feel just by looking at him: when a person is angry or embarrassed, redness appears, when he is afraid, he becomes pale. But what happens inside the body when we experience positive or negative emotions?
Doctors say that during times of stress, when we experience a lot of negative emotions, blood flow is directed primarily to those organs that the body considers most important for survival: the heart, lungs, brain, liver and kidneys. And from other organs there is an outflow of blood, for example, from the skin, which immediately senses a lack of oxygen, acquiring an unhealthy shade. That is why a prolonged feeling of stress can not only harm your beauty, but also disrupt the functioning of the entire body.
It turns out that by taking care of our nervous system, we help ourselves get rid of all the negative consequences that manifest themselves primarily on the skin. Have you noticed that the cosmetic services market is now replete with offers of procedures that lift your spirits and have a positive effect on the condition of your skin? They are created specifically to give you a feeling of comfort, joy and tranquility.
Figure
Do you like to eat sweets when you notice you are in a bad mood? Most likely, you motivate “eating stress” by the fact that a piece of pie or a huge portion of ice cream will allow you to increase the level of serotonin in your blood, which has received the loud name - “the hormone of happiness.” But let's be honest: when you're in a bad mood, your metabolism slows down, the joy hormone doesn't bring the expected effect, and in the end you end up with a double portion of disorders - excess weight and skin problems. If you want to cheer yourself up and at the same time tighten your figure, then it’s better to go to the pool or gym. Moderate physical activity copes with a bad mood “excellently”, allowing you to throw out negative energy, toning up and relaxing. And all this leads to a beautiful appearance, healthy metabolism and a beautiful figure.
Health
Surely you have heard that, for example, pregnant women need peace and good spirits so that the baby does not worry along with the mother. This is so important that even in Ancient India and Ancient China, three months after conception, they tried to surround a woman only with exquisite things, sewed clothes for her from the softest materials, and sometimes even organized concerts where they played pleasant music. It was believed that this contributed to the birth of a healthy and talented baby.
All this is not just like that, if the influence of emotions was known back in ancient times. Positive emotions contribute to the formation of endorphins in the brain—hormones of happiness—that affect the human immune system. These hormones often help us defeat diseases! Did you know that on average 90% of diseases develop when a person experiences negative emotions, that is, psychologically preparing himself for struggle?
The list of diseases that can manifest themselves due to worries, stress, and constant negative emotions is incredibly wide: here you have neuroses, depression, colds, and even cancer and autoimmune diseases! The nervous system is incredibly sensitive to external and internal influences, affecting the entire body. But if you tune in to a positive wave, you will immediately feel that life is much more pleasant for you: despondency cannot exist where there is a healthy emotional state.
Communication
Well, who wants to communicate with a person who makes you feel completely dissatisfied? No one, it seems. Therefore, do not let a bad mood affect your relationship with your loved one, friends or relatives. If you are positive in your outlook on the world, you will definitely attract the same positive people, events and circumstances. Look around: everything that surrounds you is the result of your own thoughts and emotions! How you look at the world is the result of your thinking. Whether you are aware of it or not, your dominant thoughts will definitely affect your environment.
How to set yourself up for positive emotions?
Psychologists talk about several very simple but effective ways to get rid of negative energy and find well-deserved peace and satisfaction:
Learn to express your emotions out loud! Of course, your boyfriend doesn't need to know how much you're tired of his best friend, or your boss how much he's put on your shoulders. It’s better to tell this to your friend, who will never give you away, or say everything to yourself so that no one hears you.
A good idea that all psychologists advise is to start your own personal diary, where you can write down all your experiences and even positive emotions! Let your diary not be a “black book” full of negativity for you. Write down the bright moments for which you are grateful. A feeling of gratitude improves your mood, and you yourself tune in to a positive wave.
Ready to put our advice into practice? Cosmo, together with HP, announces the launch of a new project in which famous heroes talk about the brightest moments of their lives - from the birth of a child to the first performance on stage in front of a huge audience. Follow the updates on the Cosmo website and take part in the joint competition.
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Introduction
Section 1. The influence of emotions on human learning activities
1.1 Emotions are the main mechanism for regulating human activity
1.2 Emotions - motivation or inhibition of learning activities
Conclusion on section 1
Section 2. Emotions and human labor activity
2.1 Emotions and activity
2.2 The influence of emotions on a person’s work activity
2.3 Emotion regulation
Conclusion on section 2
Conclusion
List of used literature
INconducting
The relevance of research. For a person, emotions become the subject of attention when they interfere with something, or accompany or help something. The ability to master your emotions and the ability to control them increases the psychological balance of the individual and the general level of culture. In this regard, there is a need to study this topic in order to develop the ability to control emotions when performing various types of activities. Emotions are an everyday companion of a person and influence all actions and thoughts of a person.
The problem of the influence of emotions on human activity has been studied by various scientists: psychology, pedagogy, physiology. In human activity: educational and work, emotions are a special process that has one or another influence (Rubinshtein S.L., Simonov P.V., Vygotsky L.S., Izard K.E. and others). The correct or incorrect performance of a particular activity largely depends on what emotions it is accompanied by. The works of S.L. Rubinstein, K.E. Izard, L.S. Vygotsky and other scientists comprehensively describe how emotions influence human activity. When characterizing emotions as companions of human activity, it is necessary to indicate that emotions can stimulate or inhibit activity.
The relevance of the problem raised determined the choice of topic: “The influence of emotions on a person’s work and educational activities.”
Purpose of the study - comprehensively study: theoretically and practical aspects?, how emotions influence a person’s work and educational activities.
The chosen topic determined the need to solve the following problems:
Analyze modern psychological literature on the topic under study;
Determine the influence of emotions on a person’s educational activity;
Determine whether emotions stimulate or inhibit a person’s work activity. (stimulating and inhibiting functions of emotions)
Object of study: human emotions.
Subject of study: features of the influence of emotions on human activity (educational and work).
The theoretical and methodological basis of the study consists of the works of psychologists who studied the problem of the influence of emotions on human activity: Rubinstein S.L., Vygotsky L.S., Izard K.E. and others.
Research methods:
Theoretical: historical, theoretical and comparative analysis of psychological sources.
The structure of the course work. The study consists of an introduction, two sections, conclusions, a conclusion and a list of references. The total volume of work is 28 pages.
Section 1. The influence of emotions on human learning activities
1.1 Emotions are the main mechanismregulation of human activity
Emotions are a special sphere of mental phenomena, which, in the form of direct experiences, reflects a subjective assessment of the external and internal situation, the results of one’s practical activities in terms of their significance, favorableness or unfavorability for the life activity of a given subject. According to Charles Darwin, emotions arose in the process of evolution as a means by which living beings determined the significance of certain conditions to satisfy their actual needs.
The nature of emotions is organically related to needs. Need as a need for activity in something is always accompanied by positive or negative experiences in their various variations. The nature of experiences is determined by a person’s attitude to needs and circumstances that contribute or do not contribute to their satisfaction.
Accompanying almost any manifestation of a subject’s activity, emotions serve as one of the main mechanisms of internal regulation of mental activity, behavior and other activities aimed at satisfying current needs and have a direct impact on the quality of the activity performed by him - work, study and others.
Since everything that a person does ultimately serves the purpose of satisfying his various needs, any manifestations of human activity are accompanied by emotional experiences.
The success of his interaction with the people around him, and therefore the success of his activities, depends on the emotions that a person most often experiences and displays. Emotionality affects not only the quality of activity and productivity, it even affects his intellectual development. If a person has become accustomed to a state of despondency, if he is constantly upset or depressed, he will not be as inclined as his cheerful peer to be actively curious and interact with the environment.
Emotions influence perceptual-cognitive processes. As a rule, they energize and organize thinking and activity. At the same time, a specific emotion motivates a person to specific activity in any activity. Emotions directly influence our perceptions. When experiencing joy, perception is good, human activity is better, and fear narrows perception, therefore, all processes worsen.
Cognitive processes unfolding during educational activities are almost always accompanied by positive and negative emotional experiences, which act as significant determinants that determine its success. This is explained by the fact that emotional states and feelings are capable of exerting a regulating and energizing influence both on the processes of perception, memory, thinking, imagination, and on personal manifestations (interests, needs, motives, etc.). In every cognitive process, an emotional component can be distinguished.
Cognitive activity somewhat inhibits emotional arousal, giving it direction and selectivity. Positive emotions reinforce and emotionally color the most successful and effective actions that arise during the implementation of educational tasks. With super-intense emotional arousal, the selective focus of actions is disrupted. In this case, impulsive unpredictability of behavior arises.
It has been established that emotions determine the dynamic characteristics of cognitive processes: tone, pace of activity, mood for a particular level of activity. Emotions highlight goals in the cognitive image and encourage appropriate actions.
The main functions of emotions are evaluation and motivation. It is known that the effect of emotions can be increasing (thenic) or decreasing (asthenic). Emotions express an evaluative, personal attitude towards existing, past or predicted situations, towards oneself or the activities being performed.
1.2 Emotions - stimulation or inhibition of educational activities
The emotional component is included in educational activities not as an accompaniment, but as a significant element that affects both the results of educational activities and the formation of personal structures associated with self-esteem, level of aspirations, personalization and other indicators. Therefore, the correct relationship between emotional and cognitive processes in learning acquires special significance. Underestimation of emotional components leads to a large number of difficulties and errors in organizing the learning process. Emotional factors are important not only in the initial stages of student learning. They retain the function of regulators of educational activity at subsequent stages of education.
It has been experimentally proven that the perception of verbal (verbal) and non-verbal material depends on the initial emotional state of the students. Thus, if a student begins to complete a task in a state of frustration, then he will certainly have perception errors. A restless, anxious state before exams increases the negative assessment of strangers. It has been noted that students’ perceptions largely depend on the emotional content of the stimuli affecting them. Emotionally rich activities turn out to be much more effective than emotionally unsaturated ones. The emotional background is one of the significant conditions influencing the assessment of positive or indifferent facial expressions.
A person is able to evaluate the emotional manifestations of not only the people interacting with him, but also his own. This assessment is usually made at the cognitive (conscious) and affective (emotional) levels. It is known that awareness of one’s own emotional state contributes to the development of the ability to understand oneself as a whole, in the totality of one’s properties and qualities.
Events assessed by a person as pleasant or, conversely, very unpleasant, are remembered better than indifferent events. This pattern was confirmed in experiments on the memorization of nonsense syllables: if they were combined with very attractive faces in photographs, then memorization was much better than if there were unremarkable faces in them. When determining the affective tone of words, it was found that words are capable of causing pleasant or unpleasant associations. “Emotional” words were remembered better than non-emotional words. If the words entered an emotional phase, then during reproduction their number increased significantly. It has been proven that there is an effect of selective (selective) memorization of “emotional” words. Consequently, words have a valuable emotional rank.
For a long time, the idea remained that pleasant things are remembered better than unpleasant things. However, recently there is evidence that even unpleasant information “gets stuck” in a person’s memory for a long time.
The influence of students' personal characteristics on the memorization of positive and negative emotional material was also studied. The reproduction of emotionally charged information is also influenced by a person’s initial emotional state. Induced temporary depression reduces the reproduction of pleasant information and increases the reproduction of unpleasant information. The inspired high mood leads to a decrease in the reproduction of negative events and an increase in positive events. The influence of mood on the memorization of words, phrases, stories, and episodes of personal biography was also studied. The dependence of memorizing images, words, phrases, texts on their emotional meaning and on the emotional state of a person is considered to have already been proven.
Positive emotions provide not only better results of educational activities, but also a certain emotional tone. Without them, lethargy, aggressiveness, and sometimes more pronounced emotional states easily occur: affect, frustration, depression. The consonance of emotional states, i.e. their syntony, provides both teachers and students with a wide range of positive emotions, determines the desire to please each other with their successes, contributes to the establishment of trusting interpersonal relationships, and maintains high educational motivation for quite a long time.
In the works of V.V. Davydov, devoted to developmental education, shows that emotional processes play the role of “mechanisms of emotional consolidation” and the formation of affective complexes.
The influence of a person’s emotional states on the process of thinking development was studied. It turned out that no movement of the thought process is possible without emotions. Emotions accompany the most creative types of mental activity. Even artificially induced positive emotions can have positive influence to solve problems. In a good mood, a person is more persistent and solves more problems than in a neutral state.
The development of thinking is determined primarily by intellectual emotions and feelings that arise in the process of human cognitive activity. They are included not only in rational, but also in human sensory knowledge.
Conclusionunder section 1
Thus, emotions are a mechanism for urgently identifying those areas of activity in a given situation that lead to success, and blocking unpromising areas.
Emotions significantly influence the course of human activity. As a form of personality manifestation, they act as internal motivations or inhibitions to activity and determine their dynamics. Emotions directly influence our thinking, memory and perception, what and how we see and hear, and this directly affects the successful activity of a person.
Section 2. Emotions andhuman labor activity
2.1 Emotions and activity
If everything that happens, insofar as it has one or another relation to a person and therefore causes one or another attitude on his part, can cause one or another emotion in him, then the effective connection between a person’s emotions and his own activity is especially close. An emotion with internal necessity arises from the relationship - positive or negative - of the results of an action to the need that is its motive, the original impulse.
This is a mutual connection: on the one hand, the course and outcome of human activity usually evokes certain feelings in a person, on the other hand, a person’s feelings, his emotional states influence his activity. Emotions not only determine activity, but are themselves determined by it. The very nature of emotions, their basic properties and the structure of emotional processes depend on it.
Since the objective result of human actions depends not only on the motives from which they proceed, but also on the objective conditions in which they are performed; Since, in addition, a person has many very different needs, of which one or the other acquires particular relevance, the result of an action can be either in accordance or inconsistent with the need that is most relevant for the individual in a given situation at the moment. Depending on this, the course of the subject’s own activity will give rise to positive or negative emotion, feeling associated with pleasure or displeasure. The appearance of one of these two main polar qualities of any emotional process will thus depend on the changing relationship between the course of the action and its initial motives that develops in the course of activity and in the course of activity. Objectively neutral areas in action are also possible, when certain operations are performed that do not have independent significance; they leave the personality emotionally neutral. Since man, as a conscious being, sets certain goals for himself in accordance with his needs and his orientation, we can also say that the positive or negative quality of an emotion is determined by the relationship between the goal and the result of the action.
Depending on the relationships that develop in the course of activity, other properties of emotional processes are determined. In the course of activity, there are usually critical points at which a favorable or unfavorable result for the subject, turnover or outcome of its activity is determined. Man, as a conscious being, more or less adequately foresees the approach of these critical points. When approaching such real or imaginary critical points in a person’s feeling - positive or negative - it increases voltage, reflecting the increase in tension during the action. After such a critical point in the course of action has been passed, a person’s feeling - positive or negative - begins discharge.
Finally, any event, any result of a person’s own activity in relation to his various motives or goals can acquire an “ambivalent” - simultaneously positive and negative - meaning. The more internally contradictory and conflicting the character of the course of action and the course of events it causes, the more excited the emotional state of the subject takes on. The same effect as a simultaneous conflict can be produced by a sequential contrast, a sharp transition from a positive - especially tense - emotional state to a negative one, and vice versa; it causes an excited emotional state. On the other hand, the more harmonious and conflict-free the process proceeds, the more calm the feeling is, the less sharpness and excitement there is. emotion labor educational
We have thus come to the identification of three qualities or “dimensions” of feeling. It is worth comparing their interpretation with the one given in W. Wundt’s three-dimensional theory of feelings. Wundt identified precisely these three “dimensions” (pleasure and displeasure, tension and release (resolution), excitement and calm). He tried to correlate each of these pairs with the corresponding state of pulse and respiration, with physiological visceral processes. We associate them with different attitudes towards the events in which a person is involved, with the different course of his activities. For us this connection is fundamental. The importance of visceral physiological processes, of course, is not denied, but they are assigned a different - subordinate - role; feelings of pleasure or displeasure, tension and release, etc. are, of course, caused by organic visceral changes, but these changes themselves are mostly of a derivative nature in humans; they are only “mechanisms” through which the determining influence of the relationships that a person develops with the world is exercised in the course of his activity.
Pleasure and displeasure, tension and release, excitement and calmness are not so much the basic emotions from which the rest are, as it were, composed, but only the most general qualities that characterize the infinitely diverse emotions and feelings of a person. The diversity of these feelings depends on the diversity of a person’s real life relationships that are expressed in them, and the types of activities through which they are actually carried out.
The nature of the emotional process also depends on the structure of the activity itself. Emotions, first of all, are significantly restructured during the transition from biological life activity, organic functioning to social labor activity aimed at a certain result. With the development of labor-type activities, for the first time a person develops especially characteristic emotions of action, which are fundamentally different from the emotions of functioning. It is characteristic of a person that not only the process of consumption, the use of certain goods, but also and, first of all, their production acquires an emotional character, even in the case when - as inevitably happens with the division of labor - these goods are not directly intended to serve satisfy your own needs. Emotions associated with activity occupy a particularly large place in a person, since it gives one or another - positive or negative - result. Different from elementary physical pleasure or displeasure, feelings of satisfaction or dissatisfaction with all their varieties and shades are associated primarily with the course and outcome of activity. The progress and outcome of activity are primarily associated with feelings of success, good luck, triumph, exultation and failure, failure, collapse, etc.
Moreover, in some cases the feeling is associated primarily with the result of the activity, its achievements, in others - with its very course. However, in the end, when a feeling is associated primarily with the result of an activity, this result and this success are experienced emotionally, since they are recognized as our achievements in relation to the activity that led to them. When this achievement has already been consolidated and turned into a normal state, into a newly established level that no longer requires tension, labor, or struggle for its preservation, the feeling of satisfaction relatively quickly begins to dull. What is emotionally experienced is not a stop at some frozen level, but a transition, a movement to a higher level. This can be observed in the activities of any worker who has achieved a sharp increase in labor productivity, or in the activities of a scientist who has made this or that discovery. The feeling of achieved success and triumph fades away relatively quickly, and each time the desire for new achievements flares up again, for which you need to fight and work.
In the same way, when, on the other hand, emotional experiences are given by oneself process activity, then these emotional experiences, such as joy and passion for the very process of work, overcoming difficulties, struggle, are not purely functional feelings associated only with the process of functioning. The pleasure that the labor process itself gives us is mainly pleasure associated with overcoming difficulties, that is, with achieving some partial results, with approaching the result, which is the ultimate goal of activity, with movement towards it. Thus, the feelings associated primarily with the course of activity, although different, are inseparable from the feelings associated with its outcome. Their relative difference is associated with the structure of human activity, which is divided into a number of partial operations, the result of which is not identified as a conscious goal. But just as in the objective structure of activity, an action aimed at a result recognized by the subject as a goal, and partial operations that should lead to it, are interconnected and mutually transform into each other, so are the emotional experiences associated with the course and emotional experiences associated with the outcome of the activity. The latter usually predominate in work activity. Awareness of this or that result as the goal of an action highlights it, gives it primary significance, due to which the emotional experience is oriented mainly according to it.
This attitude shifts somewhat in gaming activities. Contrary to a very common opinion, emotional experiences in the game process are in no way reduced to purely functional pleasure (with the possible exception of the child’s first, earliest, functional games, in which the initial mastery of his body takes place). A child’s play activity is not limited to functioning, but also consists of actions. Since a person’s play activity is a derivative of his work activity and develops on its basis, then in the course of play emotions, features appear that are common to those that arise from the structure of work activity. However, along with general traits, there are also specific traits in gaming activity, and therefore in gaming emotions. And the game action, based on certain motives, sets itself certain goals, but only these tasks and goals are imaginary. In accordance with these imaginary tasks and goals, the real course of the game action takes on a significantly greater share. In this regard, the game significantly increases the proportion of emotions associated with the most progress actions, with process games, although the result in the game, victory in a competition, successful solution of a problem when playing lotto, etc. are far from indifferent. This shift in the center of gravity of emotional experiences in the game is also associated with a different, game-specific relationship between the motives and goals of the activity.
A further peculiar shift of emotional experience occurs in those complex types of activity in which the development of an idea, a plan of action and its further implementation are dissected, and the first is isolated into a relatively independent theoretical activity, instead of being carried out in the course of practical activity itself. In such cases, a particularly strong emotional emphasis may lie at this initial stage. In the activities of a writer, scientist, artist, the development of the concept of one’s work can be experienced especially emotionally - more acutely than its subsequent painstaking implementation; It is the initial period of creating a plan that often provides the most intense creative joy.
K. Bühler put forward a “law” according to which, in the course of development, positive emotions move from the end of an action to its beginning. The law, so formulated, does not reveal the true causes of the phenomena that it generalizes. The real reasons for this movement during the development of positive emotions from the end of an action to its beginning lie not in the nature of emotions and the law that condemns them to travel from the end of an action to its beginning, but in changes in the development of the character and structure of the activity. Essentially, emotions, both positive and negative, can be associated with the entire course of an action and its outcome. If for a scientist or artist the initial stage of creating a concept for his work can be associated with particularly intense joy, this is explained by the fact that in this case the development of a concept or plan itself turns into a relatively independent and, moreover, very intense, intense activity that precedes its implementation, the course and the outcome of which therefore brings its own very bright joys and - sometimes - torments.
This shift in emotional experience from the end of an action to its beginning is also associated with an increase in consciousness. A small child, unable to foresee the result of his actions, cannot experience in advance, from the very beginning, the emotional effect of the subsequent result; the effect can occur only when this result has already been realized. Meanwhile, for someone who is able to foresee the results and further consequences of his actions, the experience, the ratio of the upcoming results of the action to the motives, which determines his emotional character, will be able to determine from the very beginning.
Thus, the diverse and multilateral dependence of a person’s emotions on his activities is revealed.
In turn, emotions significantly influence the course of activity. As a form of manifestation of personality needs, emotions act as internal motivations for activity. These internal motivations, expressed in feelings, are determined by the individual’s real relationship to the world around him.
In order to clarify the role of emotions in activity, it is necessary to distinguish between emotions, or feelings, and emotionality, or affectivity, as such.
Not a single real, valid emotion can be reduced to an isolated, “pure”, i.e. abstract, emotionality or affectivity. Any real emotion usually includes the unity of the affective and intellectual, experience and cognition, just as it includes, to one degree or another, the “volitional” moments of attraction, aspiration, since in general the whole person is expressed in it to one degree or another. Taken in this specific integrity, emotions serve as incentives and motives for activity. They determine the course of an individual’s activity, being themselves, in turn, conditioned by him. In psychology, they often talk about the unity of emotions, affect and intellect, believing that this expresses the overcoming of an abstract point of view that divides psychology into individual elements or functions. Meanwhile, in reality, with such formulations the researcher discovers that he is still in captivity of those ideas that he seeks to overcome. In reality, we need to talk not just about the unity of emotions and intellect in the life of an individual, but also about the unity of the emotional, or affective, and intellectual within the emotions themselves, as well as within the intellect itself.
If we now single out emotionality, or affectivity, as such in emotion, then we can say that it does not determine at all, but only regulates human activity determined by other moments; it makes the individual more or less sensitive to certain impulses, creates, as it were, a system of “gateways”, which in emotional states are set to one or another height; adapting, adapting both receptor, generally cognitive, and motor, generally effective, volitional functions, it determines the tone, pace of activity, its “tuning” to one level or another. In other words: emotionality as such, i.e. emotionality as a moment or side of emotions, primarily determines the dynamic side or aspect of activity.
It would be wrong (as, for example, K. Levin does) to transfer this position to emotions, to feelings in general. The role of feelings and emotions is not reducible to dynamics, because they themselves are not reducible to just one isolated emotional moment. The dynamic moment and the moment of direction are closely interconnected. An increase in receptivity and intensity of action is usually more or less selective in nature: in a certain emotional state, overwhelmed by a certain feeling, a person becomes more sensitive to some impulses and less to others.
2.2 The influence of emotions on a person’s work activity
The nature of the emotional process also depends on the structure of the activity. Emotions, first of all, are significantly restructured during the transition from biological life activity, organic functioning to social work activity. With the development of labor-type activities, not only the process of consumption and use of certain goods, but also their production acquires an emotional character, even in the case when - as inevitably happens with the division of labor - these goods are not directly intended to serve to satisfy one’s own needs. . In humans, emotions associated with activity occupy a special place, since it is this activity that gives a positive or negative result. Different from elementary physical pleasure or displeasure, a feeling of satisfaction or dissatisfaction with all its varieties and shades (feelings of success, luck, triumph, jubilation and failure, failure, collapse, etc.) is associated primarily with the course of activity and its result. Moreover, in some cases the feeling of satisfaction is associated primarily with the result of the activity, with its achievements, in others - with its progress. However, even when this feeling is associated primarily with the result of an activity, the result is experienced emotionally, since it is perceived as an achievement in relation to the activity that led to it. When this achievement has already been consolidated and turned into a normal state, into a newly established level that does not require stress, labor, or struggle for its preservation, the feeling of satisfaction begins to dull relatively quickly. What is emotionally experienced is not a stop at some level, but a transition, a movement to a higher level. This can be observed in the activities of any worker who has achieved a sharp increase in labor productivity. The feeling of achieved success and triumph fades relatively quickly, and each time the desire for new achievements for which you need to work flares up again. In the same way, when emotional experiences are caused by the process of activity itself, then joy and passion for the process of work, overcoming difficulties, and struggle are not feelings associated only with the process of functioning. The pleasure that the labor process gives us is mainly associated with overcoming difficulties, that is, with achieving partial results, with approaching the result, which is the ultimate goal of activity, with movement towards it.
The real reasons for the movement of positive emotions from the end of an action to its beginning lie in the change in the nature and structure of the activity. Essentially, emotions, both positive and negative, can be associated with the entire course of an action and its outcome. If for a scientist or artist the initial stage of conceiving his work can be associated with particularly intense joy, this is explained by the fact that the development of a concept or plan turns into a preliminary, relatively independent and, moreover, very intense, intense activity, the course and outcome of which therefore delivers its very bright joys, and sometimes torments.
In order to clarify the role of emotion in activity, it is necessary to distinguish between emotions, or feelings, and emotionality, or affectivity as such.
Not a single real emotion can be reduced to an isolated, pure - abstract, emotionality or affectivity. Any real emotion usually represents a unity of the affective and intellectual, experience and cognition, since it includes, to one degree or another, volitional moments, drives, aspirations, since in general the whole person is expressed in it to one degree or another. Taken in their specific integrity, emotions serve as incentives and motives for activity. They determine the course of an individual’s activity, being themselves conditioned by him. In psychology, they often talk about the unity of emotions, affect and intellect, believing that this overcomes the abstract point of view that divides psychology into separate elements or functions. Meanwhile, with such formulations the researcher only emphasizes his dependence on the ideas that he seeks to overcome. In reality, we need to talk not just about the unity of emotions and intellect in the life of an individual, but about the unity of the emotional, or affective, and intellectual within the emotions themselves, as well as within the intellect itself. If we now single out emotionality, or affectivity, as such in emotion, then we can say that it does not determine at all, but only regulates human activity determined by other moments; it makes an individual more or less sensitive to certain impulses, determines the tone, pace of activity, and its disposition to one or another level. In other words, emotionality as such, as a moment or side of emotions, primarily determines the dynamic side of activity.
2.3 Emotion regulation
Controlling the expression of your emotions. In a developed society, the role of emotions in the regulation of human activity is ignored, which leads to the loss of the ability to experience them constructively and impaired mental and somatic health. In ordinary consciousness, emotions are considered as a phenomenon that disrupts the successful functioning of a person in activity, and methods of suppressing and repressing them are imposed. However, psychological theory and practice convince us that conscious and realized emotions contribute to personality development and successful activities.
The absence of external manifestations of emotions does not mean that a person does not experience them; he can hide his experiences, drive them deeper. Restraining the demonstration of your experience makes it easier to endure pain or other unpleasant sensations.
Controlling your expression (external manifestation of emotions) manifests itself in three forms: "suppression" that is, concealing the expression of experienced emotional states; "disguise" that is, replacing the expression of an experienced emotional state with the expression of another emotion that is not experienced at the moment; "simulations" i.e., the expression of unexperienced emotions.
In the control of emotional expression, individual differences appear depending on the quality of the emotions experienced. Individuals with a stable tendency to experience negative emotions have found that, firstly, they have a higher degree of control over the expression of both positive and negative emotions; secondly, negative emotions are more often experienced than expressed (i.e., control of their expression is carried out in the form of “suppression”), and thirdly, positive emotions, on the contrary, are more often expressed than experienced (i.e., control of their expression is carried out in the form of "simulation": subjects express unexperienced emotions of joy). This is due to the fact that the expression of positive emotions favors communication and productivity. That is why people who are prone to experiencing negative emotions, due to a higher degree of control of emotional expression, are much less likely to express negative emotions, “mask” their experiences by expressing positive emotions.
In individuals with a predominance of positive emotions, no differences were found between the frequency of experiencing and the frequency of expression of various emotions, which indicates their weaker control of their emotions.
Age-related features of expression control. According to a number of authors (Kilbride, Jarczower, 1980; Malatesta, Haviland, 1982; Shennum, Bugenthal, 1982), suppression of negative emotions increases with age. While it is natural for babies to cry when they want to eat, it is unacceptable for a six-year-old child to cry because he has to wait a little longer until lunch. Children who do not gain such experience in the family may find themselves rejected outside the home. Preschoolers who cry too often tend to be disrespected by their peers (Corr, 1989).
The same is true with suppressing outbursts of anger. A study conducted by A. Caspi et al. (Caspi, Elder, Bern, 1987) showed that those children who experienced frequent attacks of anger at the age of 10 years old experienced a lot of discomfort from their anger as adults. Such people find it difficult to keep their jobs, and their marriages often break up.
At a certain age, spontaneous manifestations of joy, which are so natural for children (jumping, clapping their hands), begin to confuse children, since such manifestations are considered “childish.” However, the violent expression of their emotions even by adults, respectable people during sports competitions does not cause condemnation from the outside. Perhaps the possibility of such free expression of one’s emotions is what attracts many people to sport.
The expression of one's emotions in different cultures has some peculiarities. In Western culture, for example, it is not customary to show not only positive, but also negative emotions, for example, that you are afraid of something. Hence, the upbringing of children, especially boys, is carried out in this spirit. At the same time, as F. Tikalsky and S. Wallace write (Tikalsky, Walles, 1988), in the Navajo Indian tribe, children's fears are considered a completely normal and healthy reaction; the people of this tribe believe that a fearless child is driven by ignorance and recklessness.
One can only marvel at the wisdom of the Indians. The child should be afraid (however, this does not mean that he should be intentionally frighten, intimidate).
Most parents want their children to learn emotional regulation, that is, the ability to cope with one's emotions in socially acceptable ways.
Evoking desired emotions. Many types of human activity, especially of a creative nature, require inspiration and elation. First of all, this is the activity of artists. Some of them get so into character and get so emotionally excited that they cause physical harm to their partners. The great Russian actor A. A. Ostuzhev broke his partner’s hand. One of the actors in the drama Othello almost strangled the actress who played Desdemona. The evoked emotion also plays a big role among composers. One well-known composer in our country said that composing music is a job that requires a certain state of mind and emotional state. And he causes this state in himself. And sports activities provide many examples when emotions should not be suppressed, but, on the contrary, evoked in oneself. O. A. Sirotin (1972), for example, believes that the ability of an athlete to increase his emotional arousal before important difficult competitions is an essential factor in achieving high mobilization readiness. There is even a concept of “sports anger”. V. M. Igumenov (1971) showed that wrestlers who successfully competed at the European and World Championships had a level of emotional arousal before the competition (which the author judged by tremor) twice as high as that of the less successful ones. A.I. Gorbachev (1975), using sports referees in volleyball, showed that the more difficult the game ahead for refereeing, the greater the emotional excitement and the shorter the time for simple and complex visual-motor reactions. According to E.P. Ilyin et al. (1979), the best intellectual mobilization (as judged by the speed and accuracy of working with a proofreading test) was among students who were worried before the exam. There are also numerous cases where athletes “work themselves up” before the start or during competitions, arbitrarily causing anger in themselves, which contributes to the mobilization of capabilities.
Actualization of emotional memory and imagination as a way to evoke a certain emotional state. This technique is used as an integral part of self-regulation. A person remembers situations from his life that were accompanied by strong experiences, emotions of joy or grief, and imagines some emotional (meaningful) situations for him.
Using this technique requires some training (repeated attempts), as a result of which the effect will increase.
Recently, a new direction in managing emotional states has emerged - gelotology(from Greek gelos - laughter). Laughter has been found to have a variety of positive effects on mental and physiological processes. It suppresses pain because catecholamines and endorphins are released during laughter. The former prevent inflammation, the latter act like morphine and relieve pain. The beneficial effect of laughter on blood composition has been shown. The positive effects of laughter last throughout the day.
Laughter reduces stress and its consequences by reducing the concentration of stress hormones - norepinephrine, cortisol and dopamine. Indirectly, it increases sexuality: women who laugh often and loudly are more attractive to men.
In addition, expressive means of expressing emotions help relieve emerging neuro-emotional tension. Turbulent experiences can be dangerous to health if they are not discharged through muscle movements, exclamations, and crying. When crying, along with tears, a substance formed during strong neuro-emotional stress is removed from the body. Fifteen minutes of crying is enough to relieve excess tension.
Conclusionunder section 2
Thus, dynamic changes in emotional processes are usually directional in nature. Ultimately, the emotional process means and defines a dynamic state and a certain direction, since it expresses one or another dynamic state in a certain activity.
Emotions, like other mental processes, can be controlled, and in order for them not to interfere, but only to stimulate a person to success, it is necessary to be able to “use” them, manage them, control them.
Conclusion
So, emotions are the psychological reactions characteristic of each of us in different types of activity to good and bad, these are our anxieties and joys, our despair and pleasure. A person’s emotions are connected with his activity: activity causes a variety of experiences related to it and its results, and emotions, in turn, stimulate a person to activity, inspire him, become an internal driving force, his motives.
Emotions can cloud the perception of the world around us or color it with bright colors, turn the train of thought towards creativity or melancholy, make movements light and smooth or, conversely, clumsy. Emotions form part of our psychological activity, part of our “I”.
Emotions can influence human activity in a contradictory way - sometimes positively, increasing the individual’s adaptation and stimulating, sometimes negatively, disorganizing the activity and the subject of the activity.
Inconsistency needs to be controlled for better performance, be it academic or work. Since emotions play an important role in activity, it is necessary by any means to remove from one’s activities such emotions that can negatively affect the course and results of activity.
Positive experiences occur when the results of activities correspond to expectations, negative experiences occur when there is a discrepancy or inconsistency (dissonance) between them.
List of used literature
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4) Davydov, Vasily Vasilievich. Lectures on general psychology: textbook for universities / V. V. Davydov, 2008. - 176 p.
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6) Dubravska D.M. Fundamentals of psychology: Basic handbook. - Lviv: Svit, 2001. - 280 p.
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Introduction
Emotions- a special class of subjective psychological states that reflect, in the form of direct experiences, sensations of pleasant or unpleasant, a person’s relationship to the world and people, the process and results of his practical activity. The class of emotions includes moods, feelings, affects, passions, and stress. These are the so-called “pure” emotions. They are included in all mental processes and human states. Any manifestations of his activity are accompanied by emotional experiences. In humans, the main function of emotions is that thanks to emotions we understand each other better, we can, without using speech, judge each other’s states and better prepare for joint activities and communication. Remarkable, for example, is the fact that people belonging to different cultures are able to accurately perceive and evaluate the expressions of a human face, and determine from it such emotional states as joy, anger, sadness, fear, disgust, surprise. This, in particular, applies to those peoples who have never been in contact with each other.
This fact not only convincingly proves the innate nature of basic emotions and their expression on the face, but also the presence of a genotypically determined ability to understand them in living beings. This, as we have already seen, refers to the communication of living beings not only of the same species with each other, but also of different species with each other. It is well known that higher animals and humans are capable of perceiving and assessing each other’s emotional states by facial expressions.
1. Biological and psychological meaning of emotions
We call emotions a person’s experiences, accompanied by feelings of pleasant and unpleasant, pleasure and displeasure, as well as their various shades and combinations. Pleasure and displeasure are the simplest emotions. More complex versions of them are represented by such feelings as joy, sadness, sadness, fear, anger.
Suddenly finding ourselves close to an abyss, we experience the emotion of fear. Under the influence of this fear, we retreat to a safe zone. In itself, this situation has not yet caused us harm, but through our feeling it is reflected as a threat to our self-preservation. By signaling the immediate positive or negative meaning of various phenomena, emotions reflexively regulate our behavior, encourage or inhibit our actions.
Emotion is a general, generalized reaction of the body to vitally significant influences (from the Latin “emoveo” - I worry).
Emotions regulate mental activity not specifically, but through corresponding general mental states, influencing the course of all mental processes.
A feature of emotions is their integration - arising under appropriate emotiogenic influences, emotions capture the entire organism, unite all its functions into a corresponding generalized stereotypical behavioral act.
Emotions are an adaptive product of evolution - they are evolutionarily generalized modes of behavior in typical situations.
It is thanks to emotions that the body turns out to be extremely advantageously adapted to environmental conditions, since it, even without determining the form, type, mechanism and other parameters of the influence, can react with saving speed to it with a certain emotional state, reducing it, so to speak, to a common biological denominator, those. determine whether a particular exposure is beneficial or harmful to him.
Emotions arise in response to features of objects that are key to satisfying a certain need. Certain biologically significant properties of objects and situations cause the emotional tone of sensations. They signal the organism’s encounter with the desired or dangerous property of objects. Emotions and feelings are a subjective attitude towards objects and phenomena that arise as a result of reflecting their direct connection with actualized needs.
All emotions are objectively correlated and bivalent - they are either positive or negative (because objects either satisfy or do not satisfy the corresponding needs). Emotions encourage stereotypical forms of behavior. However, the characteristics of human emotions are determined by the general law of human mental development - higher education, higher mental functions, being formed on the basis of lower functions, rebuild them. A person’s emotional-evaluative activity is inextricably linked with his conceptual-evaluative sphere. And this sphere itself affects the emotional state of a person.
Conscious, rational regulation of behavior, on the one hand, is motivated by emotions, but, on the other hand, it resists current emotions. All volitional actions are performed in spite of strong competing emotions. A person acts, overcoming pain, thirst, hunger and all kinds of desires.
However, the lower the level of conscious regulation, the more freedom emotional and impulsive actions receive. These actions do not have conscious motivation; the goals of these actions are also not formed by consciousness, but are clearly predetermined by the nature of the impact itself (for example, impulsive removal from an object falling on us).
Emotions dominate where conscious regulation of behavior is insufficient: when there is a shortage of information for the conscious construction of actions, when there is an insufficient fund of conscious modes of behavior. But this does not mean that the more conscious the action, the less significant emotions are. Even mental actions are organized on an emotional basis.
In conscious actions, emotions provide their energy potential and strengthen the direction of action whose effectiveness is most likely. Allowing greater freedom of conscious choice of goals, emotions determine the main directions of human life.
Positive emotions, constantly combined with the satisfaction of needs, themselves become an urgent need. A person strives for positive emotions. Deprivation of emotional influences disorganizes the human psyche, and prolonged deprivation of positive emotional influences in childhood can lead to negative personality deformations.
Replacing needs, emotions themselves are in many cases an incentive to action, a motivation factor.
There are lower emotions associated with unconditional reflex activity, based on instincts and being their expression (emotions of hunger, thirst, fear, selfishness, etc.), and higher, truly human emotions - feelings.
Feelings are associated with the satisfaction of socially developed needs. Feelings of duty, love, camaraderie, shame, curiosity, etc. are formed in a person as he is included in social connections, i.e. as the individual develops as a personality. When experiencing certain feelings, a person operates with historically developed moral and aesthetic concepts (“good”, “evil”, “justice”, “beautiful”, “ugly”, etc.),
Thus, feelings, more than emotions, are associated with the second signaling system. Emotions are situationally determined; feelings can be long-lasting and stable. The most stable feelings are personality traits (honesty, humanity, etc.).
The fact of the close connection of emotions with life processes indicates the natural origin of at least the simplest emotions. In all those cases when the life of a living being freezes, is partially or completely lost, we first of all discover that its external, emotional manifestations have disappeared. An area of skin temporarily deprived of blood supply ceases to be sensitive; a physically ill person becomes apathetic, indifferent to what is happening around him, that is, insensitive. He loses the ability to respond emotionally to external influences in the same way as during the normal course of life.
All higher animals and humans have structures in the brain that are closely related to emotional life. This is the so-called limbic system, which includes clusters of nerve cells located under the cerebral cortex, in close proximity to its center, which controls the main organic processes: blood circulation, digestion, endocrine glands. Hence the close connection of emotions both with the consciousness of a person and with the states of his body.
Bearing in mind the important vital significance of emotions, Charles Darwin proposed a theory explaining the origin and purpose of those organic changes and movements that usually accompany pronounced emotions. In it, the natural scientist drew attention to the fact that pleasure and displeasure, joy, fear, anger, sadness manifest themselves in approximately the same way in both humans and apes. Charles Darwin was interested in the vital meaning of those changes in the body that accompany corresponding emotions. Having compared the facts, Darwin came to the following conclusions about the nature and role of emotions in life.
1. Internal (organic) and external (motor) manifestations of emotions play an important adaptive role in a person’s life. They set him up for certain actions and, in addition, this is a signal for him about how another living creature is configured and what he intends to do.
2. Once upon a time, in the process of evolution of living beings, those organic and motor reactions that they currently have were components of full-fledged, developed practical adaptive actions. Subsequently, their external components decreased, but their vital function remained the same. For example, a person or animal in anger bares their teeth, tenses their muscles, as if preparing for an attack, their breathing and pulse quicken. This is a signal: a living creature is ready to commit an act of aggression.
2. Development of emotions and personality development
Emotions follow a common path of development for higher mental functions - from external socially determined forms to internal mental processes. On the basis of innate reactions, the child develops a perception of the emotional state of close people around him, which over time, under the influence of increasingly complex social contacts, turns into higher emotional processes - intellectual and aesthetic, constituting the emotional wealth of the individual. A newborn baby is capable of experiencing fear, which is revealed by a strong blow or a sudden loss of balance, displeasure, which manifests itself when movements are limited, and pleasure, which occurs in response to rocking and stroking. The following needs have the innate ability to evoke emotions:
Self-preservation (fear)
Freedom of movement (anger)
Receiving a special kind of stimulation that causes a state of obvious pleasure.
It is these needs that determine the foundation of a person’s emotional life. If in an infant fear is caused only by loud sounds or loss of support, then already at the age of 3-5 years shame is formed, which builds on the innate fear, being the social form of this emotion - the fear of condemnation. It is no longer determined by the physical characteristics of the situation, but by their social meaning. Joy subsequently develops as an expectation of pleasure in connection with the growing likelihood of satisfying some need. Joy and happiness arise only through social contacts.
Positive emotions develop in a child through play and exploratory behavior. Bühler showed that the moment of experiencing pleasure in children's games shifts as the child grows and develops: the baby experiences pleasure at the moment of obtaining the desired result. In this case, the emotion of pleasure plays a final role, encouraging completion of the activity. The next stage is functional pleasure: a playing child enjoys not only the result, but also the process of the activity itself. Pleasure is now associated not with the end of the process, but with its content. At the third stage, older children begin to anticipate pleasure. The emotion in this case arises at the beginning of the play activity, and neither the result of the action nor the execution itself are central to the child’s experience.
The development of negative emotions is closely related to frustration - an emotional reaction to an obstacle to achieving a conscious goal. Frustration proceeds differently depending on whether the obstacle is overcome or a replacement goal is found. Habitual ways of resolving such a situation determine the emotions that are formed in this case. When raising a child, it is undesirable to try to achieve your demands too often through direct pressure. To achieve the desired behavior in a child, you can use his age-related characteristic - instability of attention, distract him and change the wording of the instructions. In this case, a new situation is created for the child, he will fulfill the requirement with pleasure and the negative consequences of frustration will not accumulate.
A person judges the emotional state of another by special expressive movements, facial expressions, changes in voice, etc. Evidence has been obtained that some manifestations of emotions are innate. In every society there are norms for the expression of emotions that correspond to ideas about decency, modesty, and good manners. An excess of facial, gestural or verbal expressiveness may be evidence of a lack of upbringing and, as it were, put a person outside his circle. Education teaches you how to show emotions and when to suppress them. It develops in a person such behavior that is understood by others as courage, restraint, modesty, coldness, equanimity.
Vibrancy and variety of emotional relationships make a person more interesting. He responds to a wide variety of phenomena of reality: he is excited by music and poetry, the launch of a satellite and the latest technological achievements. The richness of a person’s own experiences helps her to more deeply understand what is happening, to penetrate more subtly into the experiences of people and their relationships with each other.
Feelings and emotions contribute to a person’s deeper knowledge of himself. Thanks to experiences, a person learns his capabilities, abilities, advantages and disadvantages. A person’s experiences in a new environment often reveal something new in himself, in people, in the world of surrounding objects and phenomena.
Emotions and feelings give words, actions, and all behavior a certain flavor. Positive experiences inspire a person in his creative searches and bold aspirations.
3. The influence of emotions on human behavior
A person's behavior is largely influenced by his emotions, and different emotions have different effects on behavior. There are so-called sthenic emotions, which increase the activity of all processes in the body, and asthenic emotions, which inhibit them. As a rule, positive emotions are sthenic: satisfaction (pleasure), joy, happiness, and asthenic are negative: displeasure, grief, sadness. Let's look at each type of emotion in more detail, including mood, affect, feeling, passion and stress, in their impact on human behavior.
Mood creates a certain tone of the body, i.e. its general mood (hence the name “mood”) for activity. The productivity and quality of work of a person in a good, optimistic mood is always higher than that of a person in a pessimistic mood. A person who is optimistic is always and outwardly more attractive to others than one who is constantly in a bad mood. People around you are more willing to communicate with a person who smiles kindly than with a person who has an unkind face.
Affects play a different role in people's lives. They are able to instantly mobilize the body’s energy and resources to solve a sudden problem or overcome an unexpected obstacle. This is the main vital role of affects. In an appropriate emotional state, a person sometimes does something that he is usually not capable of. A mother, saving a child, does not feel pain, does not think about the danger to her own life. She is in a state of passion. At such a moment, a lot of energy is spent, and very uneconomically, and therefore, in order to continue normal activities, the body definitely needs rest. Affects often play a negative role, making a person’s behavior uncontrollable and even dangerous to others.
Even more significant than that of moods and affects is the vital role of feelings. They characterize a person as an individual, are quite stable and have independent motivating power. Feelings determine a person’s attitude to the world around him, and they also become moral regulators of people’s actions and relationships. The upbringing of a person from a psychological point of view is, to a large extent, the process of forming his noble feelings, which include sympathy, kindness and others. A person’s feelings, unfortunately, can also be base, for example, feelings of envy, anger, hatred. A special class includes aesthetic feelings that determine a person’s attitude to the world of beauty. The richness and variety of human feelings is a good indicator of the level of his psychological development.
Passions and stress, unlike moods, affects and feelings, play a mainly negative role in life. Strong passion suppresses other feelings, needs and interests of a person, makes him one-sidedly limited in his aspirations, and stress generally has a destructive effect on psychology, behavior, and health. Over the past few decades, much convincing evidence of this has been obtained. The famous American practical psychologist D. Carnegie in his very popular book “How to Stop Worrying and Start Living” writes that according to modern medical statistics, more than half of all hospital beds are occupied by people suffering from emotional disorders, that three quarters of patients with cardiovascular, gastric and endocrine diseases could well cure themselves if they learned to manage their emotions.
4.Emotional life of the individual
The totality of a person’s moods, affects, feelings and passions forms his emotional life and such an individual quality as emotionality. This quality can be defined as a person’s tendency to react emotionally to various life circumstances affecting him, as his ability to experience emotions of varying strength and quality, from moods to passions. Emotionality also refers to the power of influence of emotions on thinking and behavior.
When discussing human feelings, we have already noted that they can be primitive and high. What are high feelings? These are emotions that are fundamentally based on the highest morality accepted by a person, on moral norms and values of behavior. The nobility of feelings is determined not by the very nature of these feelings, but by the goals and final results of those actions that a person commits under the influence of these feelings. If a person, having accidentally done something good for another, feels joy because of this, then such a feeling can be called noble. If, on the contrary, he feels regret that someone felt better because of his actions, or, for example, the feeling depends on the fact that someone feels good, then such emotions cannot be called noble. The highest emotions of a person are the motives of behavior, i.e. they are able to motivate and guide a person, stimulate him to perform certain actions and deeds. This was once vividly described by the famous Dutch philosopher and psychologist B. Spinoza. The nature of people, he argued, is such that for the most part they feel compassion for those who feel bad, and envy those who feel good. Compassion and envy are difficult emotions to combine. However, unfortunately, they occur in life almost equally often, sometimes making people emotional two-faced Januses. At the same time, over the centuries, the great and noble minds of mankind have constantly fought and called for the elimination of ignoble feelings from people's lives.
Emotions are the impetus for achieving goals. Positive emotions contribute to better assimilation of cognitive processes. With them, a person is open to communication with others. Negative emotions interfere with normal communication. They contribute to the development of diseases by affecting the brain, which in turn affects the nervous system. Emotions are associated with cognitive processes. For example, emotions have a direct connection with perception, because Emotions are an expression of the sensual. Depending on what mood or emotional state a person is in, this is how he perceives the world around him and the situation. Emotions are also associated with sensations, only in this case sensations influence emotions. For example, touching a velvet surface makes a person feel good and gives him a feeling of comfort, but touching a rough surface makes a person feel uncomfortable.
If everything that happens, insofar as it has one or another relation on his part, can evoke certain emotions in him, then the effective connection between a person’s emotions and his own activities is especially close. An emotion with internal necessity arises from the ratio - positive or negative - of the results of an action to the need, which is its motive, the original impulse.
This is a mutual connection: on the one hand, the course and outcome of human activity usually evoke certain feelings in a person, on the other hand, a person’s feelings, his emotional states influence his activity. Emotions not only determine activity, but are themselves determined by it. The nature of emotions, their basic properties and the structure of emotional processes depend on it.
The influence of emotions on activity in its main features obeys the well-known Jerkes-Dodson rule, which postulates an optimal level of tension for each specific type of work. A decrease in emotional tone as a result of the subject’s low need or complete awareness leads to drowsiness, loss of vigilance, missing significant signals, and delayed reactions. On the other hand, an excessively high level of emotional stress disorganizes activity and complicates it with a tendency to premature reactions, reactions to extraneous, insignificant signals (false alarms), and to primitive actions such as blind search through trial and error.
Human emotions are manifested in all types of human activity and especially in artistic creativity. The artist’s own emotional sphere is reflected in the choice of subjects, in the manner of writing, in the way of developing selected themes and plots. All this taken together constitutes the individual identity of the artist.
Conclusion
The main biological significance of emotional experience is that essentially only emotional experience allows a person to quickly assess his internal state, his emerging need and quickly build an adequate form of response: be it a primitive drive or conscious social activity. Along with this, emotions are the main means of assessing need satisfaction. As a rule, the emotions that accompany any motivational arousal are classified as negative emotions. They are subjectively unpleasant. The negative emotion that accompanies motivation has important biological significance. It mobilizes a person’s efforts to satisfy the emerging need. These unpleasant emotional experiences intensify in all those cases when a person’s behavior in the external environment does not lead to the satisfaction of the emerging need, i.e. to finding appropriate reinforcement.
Life without emotions is just as impossible as life without sensations. Emotions, argued the famous naturalist Charles Darwin, arose in the process of evolution as a means by which living beings establish the significance of certain conditions to satisfy their actual needs. Emotionally expressive movements of a person - facial expressions, gestures, pantomime - perform the function of communication, i.e. informing a person of information about the state of the speaker and his attitude to what is currently happening, as well as the function of influence - exerting a certain influence on the one who is the subject of the perception of emotional and expressive movements. The interpretation of such movements by the perceiving person occurs on the basis of correlating the movement with the context in which communication takes place.
Literature
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- http://psy.rin.ru/cgi-bin/razdel.pl?r=59 Emotions – Psychology
