Abstract: The influence of emotions on human life. The influence of emotions on labor and educational activities of a person

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

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 educational activity

Section 1 Conclusion

Section 2. Emotions and labor activity of a person

2.1 Emotions and activities

2.2 The influence of emotions on a person's work activity

2.3 Emotion regulation

Section 2 Conclusion

Conclusion

List of used literature

ATkeeping

The relevance of research. For a person, emotions become the subject of attention when they interfere with something, or accompany something, help. The ability to control one's 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 form the ability to control emotions when performing various kinds activities. Emotions are a daily companion of a person and influence all actions and thoughts of a person.

The problem of the influence of emotions on human activity was studied by various scientists: psychology, pedagogy, physiology. In human activity: educational and labor, 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 this or that activity largely depends on what emotions it is accompanied by. The works of S.L. Rubinshtein, K.E. Izard, L.S. Vygotsky and other scientists exhaustively describe how emotions affect human activity. 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 led to the choice of the topic: "The influence of emotions on the labor and educational activities of a person."

Purpose of the study - comprehensively study: in theoretical and practical aspects?, how emotions affect the work and educational activities of a person.

The chosen topic necessitated the following tasks:

Analyze modern psychological literature on the topic under study;

To determine the influence of emotions on the educational activity of a person;

Determine whether emotions stimulate or inhibit a person's labor activity. (stimulating and inhibitory functions of emotions)

Object of study: human emotions.

Subject of study: features of the influence of emotions on human activity (educational and labor).

The theoretical and methodological basis of the study is the works of psychologists who studied the problem of the influence of emotions on human activity: Rubinshtein 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 amount of work - 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 activity in terms of their significance, favorable or unfavorable for the life 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 for satisfying their actual needs.

The nature of emotions is organically connected with needs. The 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 the attitude of a person to needs and circumstances that contribute or do not contribute to their satisfaction.

Accompanying almost any manifestation of the activity of the subject, emotions serve as one of the main mechanisms of internal regulation of mental activity, behavior and other activities aimed at meeting urgent needs and have a direct impact on the quality of the activity performed by him - labor, educational and other.

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 hence the success of his activities, depends on the emotions that a person most often experiences and shows. Emotionality affects not only the quality of activity, productivity, it even affects his intellectual development. If a person has got used to the state of despondency, if he is constantly upset or depressed, he will not be prone to active curiosity, to interaction with the environment, to the same extent as his cheerful peer.

Emotions influence perceptual-cognitive processes. As a rule, they energize and organize thinking and activity. At the same time, a specific emotion induces a person to a specific activity in any activity. Emotions directly affect our perception. That, experiencing joy, perception is good, human activity is better, and fear narrows perception, therefore, all processes worsen.

Cognitive processes unfolding in the course of educational activity 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 occur during the implementation of educational tasks. With superintense emotional arousal, the selective orientation of actions is violated. 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 one or another level of activity. Emotions are distinguished in the cognitive image of the goal and prompt to appropriate actions.

The main functions of emotions are evaluation and motivation. It is known that the action of emotions can be reinforcing (sthenic) or lowering (asthenic). Emotions express an evaluative, personal attitude to existing, past or predictable situations, to oneself or to ongoing activities.

1.2 Emotions - motivation or inhibition of educational activity

The emotional component is included in the educational activity not as an accompanying one, but as a significant element that affects both the results of educational activities and the formation of personal structures associated with self-esteem, the level of claims, personalization and other indicators. Therefore, the correct correlation of emotional and cognitive processes in learning is of particular importance. Underestimation of emotional components leads to a large number of difficulties and errors in the organization of the learning process. Emotional factors are important not only at the initial stages of student learning. They retain the function of regulators of educational activity at subsequent levels 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 trainees. So, if a student starts to perform a task in a state of frustration, then he will definitely have errors of perception. Restless, anxious state before exams reinforces the negative assessment of strangers. It has been noted that the perception of students to a large extent also depends on the emotional content of the stimuli affecting them. Emotionally rich activity is much more effective than emotionally unsaturated one. The emotional background is one of the significant conditions that affect 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 evaluation is usually done 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 be aware of oneself as a whole, in the aggregate of one's properties and qualities.

Events that a person evaluates 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 memory was much better than if they had unremarkable faces. When determining the affective tonality of words, it was found that words can evoke pleasant or unpleasant associations. "Emotional" words were remembered better than non-emotional ones. If the words entered the emotional phase, then during reproduction their number increased significantly. It is proved that there is an effect of selective (selective) memorization of "emotional" words. Consequently, words have a valuable emotional rank.

For a long time, the notion persisted that pleasant things are remembered better than unpleasant ones. However, recently there is evidence that even unpleasant information “gets stuck” in a person’s memory for a long time.

We also studied the influence of students' personal characteristics on the memorization of positive and negative emotional material. The initial emotional state of a person also affects the reproduction of emotionally colored information. Suggested temporal depression reduces the reproduction of pleasant information and increases the reproduction of unpleasant information. Suggested elation leads to a decrease in the reproduction of negative and an increase in positive events. The influence of mood on the memorization of words, phrases, stories, 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 already considered 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: affects, frustrations, depressions easily set in. The consonance of emotional states, i.e. their syntonicity, 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 learning motivation for quite a long time.

In the works of V.V. Davydov devoted to developmental education, it is shown that emotional processes play the role of "mechanisms of emotional fixation", the formation of affective complexes.

The influence of human 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 a positive impact on problem solving. In a good mood, a person has more perseverance, he 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 sensual knowledge of a person.

Conclusionunder section 1

Thus, emotions are a mechanism for urgently determining those areas of activity in a given situation that lead to success, and blocking unpromising areas.

Emotions significantly affect the course of human activity. As a form of personality manifestation, they act as internal urges or inhibitions to activity and determine their dynamics. Emotions directly affect 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 activities

If everything that happens, in so far as it has this or that relation to a person and therefore causes this or that attitude on his part, can evoke certain emotions in him, then the effective connection between the emotions of a person and his own activity is especially close. An emotion with an inner necessity arises from the ratio - positive or negative - of the results of an action to the need, which is its motive, the initial impulse.

This relationship is mutual: 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 affect his activity. Emotions not only determine activity, but are themselves conditioned 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, moreover, a person has many very different needs, of which either one or the other acquires special relevance, the result of an action may turn out to be either in accordance with or in disagreement with the most relevant for the individual in a given situation on this moment need. Depending on this, the course of one's own activity will generate in the subject positive or negative emotion, feeling associated with pleasure or displeasure. The appearance of one of these two basic polar qualities of any emotional process will thus depend on the changing relationship between the course of action and its initial impulses 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 have no independent significance; they leave the person emotionally neutral. Since a person, as a conscious being, sets certain goals for himself in accordance with his needs, his orientation, it can also be said 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 his 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 - increases voltage, which reflects the increase in voltage during the action. After such a critical point in the course of action has been passed, in a person's feeling - positive or negative - comes discharge.

Finally, any event, any result of a person's own activity in relation to his various motives or goals can acquire an "ambivalent" - both positive and negative - meaning. The more internally contradictory, conflicting nature the course of the action and the course of events caused by it takes, the more excited the emotional state of the subject takes on. The same effect as a simultaneous conflict can produce a consistent 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 harmoniously, conflict-free the process proceeds, the more calm the feeling is, the less timidity and excitement. emotion labor educational

We have thus come to distinguish three qualities or "dimensions" of feeling. It is worth comparing their interpretation with the one given in the three-dimensional theory of feelings by W. Wundt. Wundt singled out precisely these three "dimensions" (pleasure and displeasure, tension and discharge (permission), excitation and calm). He tried to correlate each of these pairs with the corresponding state of the pulse and respiration, with physiological visceral processes. We associate them with a different attitude to the events in which a person is included, with a different course of his activity. For us, this connection is fundamental. The significance of visceral physiological processes, of course, is not denied, but they are given a different - subordinate - role; feelings of pleasure or displeasure, tension and discharge, etc., are, of course, due to organic visceral changes, but these changes themselves are for the most part derivative in a person; they are only "mechanisms" through which the determining influence of the relationships that develop between a person and the world in the course of his activity is carried out.

Pleasure and displeasure, tension and discharge, excitement and calmness are not so much the basic emotions from which the rest seem to be made up, but only the most general qualities that characterize the infinitely diverse emotions, feelings of a person. The diversity of these feelings depends on the diversity of a person's real life relationships, which are expressed in them, and the types of activities through which they are actually carried out.

The nature of the emotional process further depends on the very structure of the activity. Emotions, first of all, are significantly rebuilt during the transition from biological life activity, organic functioning to social labor activity aimed at a certain result. With the development of labor-type activity, for the first time, a person develops emotions of action that are especially characteristic of him, fundamentally different from the emotions of functioning. It is typical for a person that not only the process of consumption, use of certain goods, but also, and above all, their production, acquires an emotional character, even in the case when - as is inevitably the case with the division of labor - these goods are not directly intended to serve for satisfy their 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 primarily associated with the course and outcome of activity. First of all, feelings of success, good luck, triumph, rejoicing and failure, failure, collapse, etc. are connected with the course and outcome of activity.

Moreover, in some cases, the feeling is associated mainly with the result of the activity, its achievements, in others - with the very course of it. However, in the end, when the feeling is associated primarily with the result of the activity, this result and this success are experienced emotionally, since they are recognized as our achievements in their 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, struggle to maintain it, the feeling of satisfaction begins to fade relatively quickly. 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, in the activities of a scientist who has made this or that discovery. The feeling of success achieved, of triumph fades relatively quickly, and each time the desire for new achievements flares up again, for the sake of which you need to fight and work.

In the same way, when, on the other hand, emotional experiences are given by process activity, then these emotional experiences, such as: joy and enthusiasm for the very process of labor, overcoming difficulties, struggle, are not purely functional feelings associated only with the process of functioning. The pleasure that the process of labor itself gives us is basically the pleasure associated with overcoming difficulties, that is, with the achievement of certain 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 connected with the structure of human activity, which is divided into a number of partial operations, the result of which is not singled out as a conscious goal. But just as in the objective structure of activity, an action aimed at a result perceived 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 interrelated and mutually transform into each other. experiences associated with the outcome of activity. The latter usually predominate in work activity. Awareness of this or that result as the goal of the action singles it out, gives it a priority value, due to which the emotional experience is mainly oriented towards it.

This attitude shifts somewhat in play activity. Contrary to a very common opinion, emotional experiences in the game process cannot be reduced to purely functional pleasure (with the exception of the first, earliest, functional games of the child, in which the initial mastery of his body takes place). The child's play activity is not limited to functioning, but also consists of actions. Since the play activity of a person is a derivative of his work activity and develops on its basis, then in the course of play emotions there are features that are common with those that follow from the structure of work activity. However, along with common features, there are specific features in play activity, and therefore in play emotions. And the game action, proceeding from various 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 play action acquires a much greater specific weight. In this regard, the share of emotions associated with the most move actions, with process games, although the result is in the game, victory in a competition, successful solution of a problem when playing loto, etc., are far from being indifferent. This shift in the center of gravity of emotional experiences in play is also associated with a different, specific for it, correlation of motives and goals of activity.

A further peculiar displacement of emotional experience takes place 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 singled out as 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 on 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 conception that often produces the most intense creative joys.

K. Buhler put forward a "law" according to which, in the course of development, positive emotions move from the end of the action to its beginning. The law thus formulated does not reveal the true causes of the phenomena it generalizes. The real reasons for this movement in the course of the development of positive emotions from the end of the action to its beginning lie not in the nature of emotions and the law that dooms them to wander from the end of the action to its beginning, but in the change in the course of development of the nature and structure of the activity. Essentially, emotions, both positive and negative, can be associated with the entire course of action and with its outcome. If for a scientist or artist the initial stage of creating the concept of his work can be associated with especially intense joy, this is due to the fact that in this case the development of an idea or plan itself turns into a relatively independent and, moreover, very intense, intensive activity, the course and the outcome of which therefore bring their very bright joys and - sometimes - torments.

This shift of emotional experience from the end of the action to its beginning is also associated with the growth of consciousness. A small child, unable to foresee the result of his actions, cannot even in advance, from the very beginning, experience the emotional effect of the subsequent result; the effect can come only when this result has already been realized. Meanwhile, for someone who is able to foresee the results and further consequences of his actions, experience, the ratio of the upcoming results of an action to motives, which determines its emotional character, can be determined from the very beginning.

Thus, the diverse and many-sided dependence of a person's emotions on his activity is revealed.

In turn, emotions significantly affect the course of activity. As a form of manifestation of the needs of the individual, emotions act as internal motivations for activity. These inner impulses, 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, real emotion can be reduced to an isolated, "pure", i.e., abstract, emotionality or affectivity. Any real emotion usually includes the unity of 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 concrete integrity, emotions serve as motivations, motives for activity. They determine the course of the individual's activity, being themselves in turn conditioned by it. In psychology, one often speaks of the unity of emotions, affect, and intellect, believing that this expresses the overcoming of an abstract point of view that divides psychology into separate elements, or functions. Meanwhile, in reality, by such formulations, the researcher discovers that he is still a prisoner of those ideas that he seeks to overcome. In fact, one must speak not only of the unity of emotions and intellect in the life of a person, but also of the unity of the emotional, or affective, and intellectual within the emotions themselves, as well as within the intellect itself.

If we now distinguish emotionality, or affectivity, as such, in emotions, then it will be possible to 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” that are set to one or another height in emotional states; adapting, adapting both receptor, generally cognitive, and motor, generally effective, volitional functions it determines the tone, pace of activity, its "tuning" to a particular level. In other words: emotionality as such, i.e., emotionality as a moment or side of emotions, determines primarily the dynamic side or aspect of activity.

It would be wrong (as does, for example, K. Levin) 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 a single emotional moment taken in isolation. The dynamic moment and the direction moment are closely interconnected. An increase in susceptibility and intensity of action is usually more or less selective: in a certain emotional state, embraced by a certain feeling, a person becomes more sensitive to one urge 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 substantially restructured during the transition from biological life activity, organic functioning to social labor activity. With the development of labor-type activity, not only the process of consumption, use of certain goods, but also their production acquires an emotional character, even in the case when - as is inevitably the case with the division of labor - these goods are not directly intended to serve to satisfy one's own needs. . In a person, emotions associated with activity occupy a special place, since it is it that gives a positive or negative result. Different from elementary physical pleasure or displeasure, the feeling of satisfaction or dissatisfaction with all its varieties and shades (feelings of success, good luck, triumph, exultation and failure, failure, collapse, etc.) is associated primarily with the course of activity and its result. At the same time, in some cases, the feeling of satisfaction is associated mainly with the result of the activity, with its achievements, in others - with its course. However, even when this feeling is associated primarily with the result of the activity, the result is experienced emotionally, since it is recognized as an achievement 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 does not require tension, labor, struggle to maintain it, the feeling of satisfaction begins to fade 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 success, of triumph, fades relatively quickly, and each time the desire for new achievements flares up again, for which you need to work. In the same way, when emotional experiences cause the very process of activity, then joy and enthusiasm for the process of work, overcoming difficulties, struggle are not feelings associated only with the process of functioning. The pleasure that the process of work gives us, mainly associated with overcoming difficulties, that is, with the achievement of 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 a change in the nature and structure of the activity. Essentially, emotions, both positive and negative, can be associated with the entire course of action and with its outcome. If for a scientist or artist the initial stage of the conception of his work can be associated with especially intense joy, this is due to the fact that the development of an idea or plan turns into a preliminary, relatively independent and, moreover, very intense, intense activity, the course and outcome of which therefore deliver their 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 is reducible to an isolated, pure - abstract, emotionality or affectivity. Any real emotion is usually a unity of 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 a concrete integrity, emotions serve as motivations, motives for activity. They determine the course of the individual's activity, being themselves conditioned by it. In psychology, one often talks about the unity of emotions, affect, and intellect, believing that by this they overcome 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 fact, one must speak not simply of the unity of emotions and intellect in the life of a person, but of the unity of the emotional, or affective, and intellectual within the emotions themselves, as well as within the intellect itself. If we now distinguish emotionality, or affectivity, as such, in emotions, then it will be possible to 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 motives, determines the tone, pace of activity, its mood at one level or another. In other words, emotionality as such, as a moment or side of emotions, predominately 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 a loss of the ability to constructively experience them and a violation of mental and somatic health. In ordinary consciousness, emotions are considered as a phenomenon that disrupts the successful functioning of a person in activity, and ways of suppressing and repressing them are imposed. However, psychological theory and practice convince us that conscious and realized emotions contribute to the development of personality and successful activity.

The absence of an external manifestation of emotions does not mean that a person does not experience them, he can hide his feelings, drive them deep. Restraining the demonstration of one's experience makes it easier to endure pain or other unpleasant sensations.

Control of one's expression (external manifestation of emotions) manifests itself in three forms: "suppression" that is, hiding the expression of experienced emotional states; "disguise" that is, replacing the expression of an experienced emotional state with an expression of another emotion that is not currently experienced; "simulations" i.e., the expression of emotions that are not experienced.

In the control of emotional expression, individual differences appear depending on the quality of the experienced emotions. In individuals with a stable tendency to experience negative emotions, it was revealed 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., their expression is controlled in the form of “suppression”, and thirdly, positive emotions, on the contrary, are more often expressed than experienced (i.e., their expression is controlled in the form of "simulation": the subjects express not experienced emotions of joy). This is due to the fact that the expression of positive emotions favors the implementation of communication and productivity. That is why people 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 with the expression of positive emotions.

In persons with a predominance of positive emotions, no differences were found between the frequency of experience and the frequency of expression of various emotions, which indicates a 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. If it is natural for babies to cry when they want to eat, then it is unacceptable for a six-year-old child to cry about having to wait a little before dinner. Children who do not have such experience in the family may be rejected outside the home. Preschoolers who cry too often are generally not respected by their peers (Corr, 1989).

The same is true with the suppression of outbursts of anger. A study conducted by A. Caspi et al. (Caspi, Elder, Bern, 1987) showed that those children who experienced frequent bouts of anger at the age of 10, as adults, experienced many inconveniences from their anger. Such people find it difficult to keep their jobs, and their marriages often break up.

At a certain age, spontaneous manifestation of joy, which is so natural for babies (jumping, clapping), begins to embarrass children, since such manifestations are considered "childish". However, the violent expression of their emotions even by adults, respectable people during sports does not cause condemnation from the outside. Perhaps it is the possibility of such a free expression of one's emotions that sports attracts many people.

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; people of this tribe believe that a fearless child is led 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 intentionally frighten, intimidate).

Most parents want their children to learn emotional regulation, that is, the ability to deal with one's emotions in socially acceptable ways.

Arousing desired emotions. Many types of human activity, especially of a creative nature, require inspiration and spiritual uplift. First of all, this is the activity of artists. Some of them get so into character and emotionally aroused that they cause physical harm to their partners. The great Russian actor A. A. Ostuzhev broke his partner's arm. One of the actors in the drama "Othello" almost strangled the actress who played Desdemona. The evoked emotion also plays an important role in composers. One well-known composer in our country said that composing music is a work that requires a certain mental attitude, emotional state. And this state he causes in himself. Yes, and sports activities give many examples when emotions should not be suppressed, but, on the contrary, should be evoked in oneself. OA Sirotin (1972), for example, believes that the ability of an athlete to increase his emotional arousal before responsible difficult competitions is an essential factor in achieving high mobilization readiness. There is even the concept of "sports anger". V. M. Igumenov (1971) showed that wrestlers who successfully performed at the European and World Championships had a level of emotional arousal before the competition (which the author judged by tremor) was twice as high as that of less successful wrestlers. A. I. Gorbachev (1975) on sports referees in volleyball showed that the more difficult the upcoming game for refereeing, the greater the emotional excitement and the shorter the time for a simple and complex visual-motor reaction. According to E. P. Ilyin et al. (1979), the best intellectual mobilization (as judged by the speed and accuracy of work with the proofreading test) was among students who were worried before the exam. There are also numerous cases when athletes "turn on" themselves before the start or during the competition, arbitrarily causing anger in themselves, which contributes to the mobilization of opportunities.

Actualization of emotional memory and imagination as a way to call a certain emotional state. This technique is used as an integral part of self-regulation. A person recalls situations from his life that were accompanied by strong feelings, emotions of joy or grief, imagines some emotional (significant) situations for him.

The use of this technique requires some training (repeated attempts), as a result of which the effect will increase.

Recently, a new direction in the management of emotional states has declared itself - helotology(from Greek. gelos- laugh). It has been established that laughter has a variety of positive effects on mental and physiological processes. It suppresses pain, as the hormones catecholamines and endorphins are released during laughter. The former prevent inflammation, the latter act like morphine, anesthetize. The beneficial effect of laughter on the composition of the blood is shown. The positive effect of laughter persists throughout the day.

Laughter reduces stress and its effects 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 contribute to the discharge of the resulting neuro-emotional stress. Stormy experiences can be dangerous to health if they are not discharged with the help of muscle movements, exclamations, crying. When crying, along with tears, a substance is excreted from the body, which is formed during strong neuro-emotional stress. Fifteen minutes of crying is enough to defuse excess tension.

Conclusionunder section 2

Thus, dynamic changes in emotional processes are usually directional. Ultimately, the emotional process means and determines a dynamic state and a certain direction, since it expresses this or that dynamic state in a certain activity.

Emotions, like other processes of the psyche, are controllable and in order for them not to interfere, but only to stimulate a person to success, it is necessary to be able to “use”, manage, control them.

Conclusion

So, emotions are the psychological reactions inherent in each of us in various activities to good and bad, these are our anxieties and joys, our despair and pleasure. Emotions of a person are connected with his activity: activity causes various feelings of attitude towards 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 surrounding world or color it with bright colors, turn the train of thought towards creativity or melancholy, make movements light and smooth or, conversely, clumsy. Emotions are part of our psychological activity, part of our "I".

Emotions can influence a person's activity in a contradictory way - sometimes positively, increasing the adaptation of the individual and stimulating, sometimes negatively, disorganizing the activity and the subject of activity.

Inconsistency must be controlled for better activities, whether educational or labor. Since emotions play an important role in activity, it is necessary by any means to remove from your activity such emotions that can adversely affect the course and results of activity.

Positive experiences occur when the results of activities meet expectations, negative ones occur if there is a discrepancy or inconsistency (dissonance) between them.

List of used literature

1) Aristova I.L. General psychology. Motivation, emotions, will. FEGU, 2003. 105 p.

2) Vygotsky L.S. Teaching about emotions. Publisher: YOYO Media, 2012. 160 p..

3) Gamezo M.V., Domashenko I.A. Atlas of psychology: Inform.-method, manual "Human Psychology". - M.: Pedagogical Society of Russia, 2004. - 276 p.

4) Davydov, Vasily Vasilyevich. Lectures on general psychology: textbook for universities / V. V. Davydov, 2008.- 176 p.

5) Dmitrieva N. Yu. General psychology: lecture notes, series "Exam in the pocket": Moscow; 2007. - 75 p.

6) Dubravska D.M. Fundamentals of psychology: Heading guide. - Lviv: World, 2001. - 280 p.

7) Izard K.E. Psychology of emotions. - St. Petersburg, 2000. 464 p.

8) Ilyin E.P. Emotions and feelings. - St. Petersburg: Peter, 2001. - 752 p.

9) Cordwell M. Psychology. A - Z: Dictionary-reference book / Per. from English. K. S. Tkachenko. - M.: FAIR-PRESS, 2000. - 448 p.

10) Leontiev A.N. Lectures on General Psychology. - M.: Meaning, 2000. - 511 p.

11) Maklakov A.G. General psychology: Textbook for universities. - St. Petersburg: Peter, 2011. - 583 p.

12) Maksimenko S.D. General psychology. M.: "Refl-book", K.: "Vakler" - 2004. - 528 p.

13) M "yasoid P.A. Zagal'na psikhologiya: Primary help. - Vishcha school, 2000. - 479 p.

14) Nurkova V.V., Berezanskaya N.B. Psychology. Textbook. - M: Yurayt-Izdat, 2004 - 484 p.

15) Psychological Dictionary / Ed. Zinchenko V.P. - 2nd ed., revised. and additional - M.: Pedagogy-Press, 2005. - 440 p.

16) Rubinstein S.L. Fundamentals of General Psychology: Textbook for High Schools, 2003.- 713 p.

17) Stepanov V.E., Stupnitsky V.P. Psychology: Textbook for universities. - M.: Publishing and Trade Corporation "Dashkov and Co", 2004. - 576 p.

18) Stolyarenko L.D. Fundamentals of psychology. Third edition, revised and enlarged. Series "Textbooks, teaching aids". Rostov-on-Don: "Phoenix", 2000. -672 p.

19) Sorokun P.A. С 655 General psychology. Pskov: PSPI, 2003 - 312 p.

20) Uznadze D. N. General psychology / Per. from Georgian E. Sh. Chomakhidze; Ed. I. V. Imedadze. - M.: Meaning; St. Petersburg: Peter, 2004. - 413 p.

21) Ekman P. Psychology of emotions. I know what you feel. 2nd ed. / Per. from English . - St. Petersburg: Piter, 2010. - 334 p.

Hosted on Allbest.ru

...

Emotions and body.

In the muscles of the face during emotions, electrophysiological changes occur. Changes occur in the electrical activity of the brain, in the circulatory and respiratory systems. With strong anger or fear, the heart rate can increase by 40-60 beats per minute. Such abrupt changes in somatic functions during a strong emotion indicate that during emotional states, all neurophysiological systems and subsystems of the body are turned on to a greater or lesser extent. Such changes inevitably affect the perception, thoughts and actions of the subject. These bodily changes can also be used to address a range of issues, both purely medical and mental health issues. Emotion activates the autonomic nervous system, which changes the course of the endocrine and neurohumoral systems. Mind and body are in harmony for action. If the 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, affect perception. A delighted subject tends to perceive the world through rose-colored glasses. A distressed or saddened person tends to interpret the comments of others as critical. A frightened subject tends to see only a frightening object (the effect of "narrowed vision").

Emotions and cognitive processes

Emotions affect 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 counterpart in the cognitive sphere. A frightened person is hardly able to test various alternatives. An angry person has only "angry thoughts." In a state of heightened interest or arousal, the subject is so overwhelmed with curiosity that he is unable to learn and explore.

Emotions and actions

Emotions and complexes of emotions that a person experiences at a given time affect virtually everything that he does in the field of work, study, and play. When he is really interested in a subject, he is full of a passionate desire to study it deeply. Feeling disgust for any object, he seeks to avoid it.

Emotions and personality development

Two kinds of factors are important when considering the relationship between emotion and personality development. The first is the subject's genetic inclinations in the sphere of emotions. An individual's genetic make-up seems to play an important role in acquiring 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 behavior driven by emotions. Observations of children aged 6 months to 2 years who grew up in the same social environment (brought up in a preschool institution) showed significant individual differences in emotional thresholds and emotionally charged activities.

However, when a child has a low threshold for any particular emotion, when he experiences and expresses it often, it inevitably causes a special kind of reaction from other children and adults around him. Such forced interaction inevitably leads to the formation of special personal characteristics. Individual emotional traits are also significantly affected by the inclusion of social experience, especially in childhood and infancy. A child who is characterized by a short temper, a child who is shy, naturally encounters various reactions from his peers and adults. The social consequence, and therefore the process of socialization, will vary greatly depending on the emotions most commonly experienced and expressed by the child. Emotional responses affect not only the personality characteristics and social development of the child, but also intellectual development. A child with difficult experiences is significantly less likely 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 to the intellectual development of any person as exercise is to physical development.

First principle
Second principle
Third principle
Fourth principle
Emotion as an accelerator

The importance of emotions in human life is incredibly high. It turns out that emotions are a useful tool that can be actively used. It has been proven that a low degree of emotion brings disorganization, and a high degree leads to rapid exhaustion.

For each person, the basic emotion settings work, but you can organize them for yourself, create optimal modes. Let's see how it works, what are the four main laws in this area.

First principle

The higher the emotional arousal, the better the person performs his work. The effectiveness of actions increases. Gradually, emotional arousal reaches its peak, which is also known as the optimal emotional state. Then, if the emotional arousal continues to grow, then the efficiency of work performance decreases. It's confirmed Yerkes-Dodson law. It says that there is an optimal emotional-motivational level to which one must strive. If emotions exceed this bar, then a person loses the desire to learn, he is only interested in the result. There is a fear of not getting this result. Too strong emotions become your enemy, they influence the appearance of another kind of activity, they concentrate your attention not on what is needed at the moment.

Second principle

This principle explains the influence of emotions on a person, follows from the law of force of IP Pavlov. The law says that excitation can turn into extreme inhibition if strong stimuli act on the body.

One of the most powerful stimuli is anxiety. We all know the situation when, due to excitement, we cannot concentrate on doing the work, we forget elementary things that previously did not cause difficulties. For example, the first flight of a flight school cadet will be held under the strict control of the commander, who will voice all the actions for landing the aircraft. Although the cadet knew the whole procedure perfectly, he forgot everything because of the excitement. Joy can also be destructive. Too much joy from the upcoming victory can affect the performance of the athlete, and he will show a worse result than he could show.

The second principle is not so simple, there are a number of reservations here. A high level of arousal has a positive effect on the performance of simple actions. A person invigorates, ceases to be lethargic and passive. Cases of medium complexity should be accompanied by medium excitement. And when performing serious tasks, it is worth reducing the influence of emotions on human activity in order to do them well.

If you feel a high level of arousal, then it is better not to start difficult tasks. Switch to something that does not require serious brain activity. Clear your desk, put your papers in order. In a calm state, it is worth paying attention to more complex matters. So it is possible achieve maximum concentration and efficiency.

Sometimes increased arousal occurs during a work or school day when difficult tasks must be completed. In this case, anxiety or tension cannot be stimulated. Try to remove the excitement. You can briefly switch to simpler actions, joke, use supportive gestures to remove the influence of emotions.

Third principle

The higher the emotional stress, the worse we make choices. The centers of excitation gain strength, they begin to dominate memory. So we stop see the right solutions. Intense emotions cause counterarguments to be ignored. The person considers himself absolutely right.

Fourth principle

This principle is similar to the reverse lane rule. There are two groups of emotions. The first is active, positive human emotions, also called sthenic. These include those feelings that favorably affect the body, for example, admiration, joy, surprise. The second group is passive emotions, also called asthenic. Boredom, sadness, apathy, shame. They negatively affect the life processes of our body. Both groups of emotions work on the principle of one-way traffic.

The work of sthenic emotions occurs as follows. If a person experiences joy or surprise, then his brain and other organs receive additional nutrition due to the expansion of blood vessels. Fatigue is unusual for a person, on the contrary, he tries to work more, to be in motion. We are familiar with this situation, when joy forces us to run, scream, jump with delight, laugh out loud and gesticulate strongly. We feel additional energy, a force that makes us move. A joyful person feels a surge of cheerfulness. Moreover, the expansion of blood vessels stimulates the brain to work productively. A person can have bright and extraordinary ideas, he thinks faster and thinks better. In all areas, there is a positive role of emotions in human life.

The opposite effect of emotions on a person is observed with asthenic emotions. Blood vessels narrow, which is why the internal organs and, most importantly, the brain are malnourished, anemia. Sadness (or other asthenic emotions) stimulate pallor of the skin, a decrease in temperature. The person may feel chills and difficulty breathing. Naturally, the quality of mental activity decreases, apathy and lethargy occur. A person loses interest in performing tasks, thinks more slowly. Asthenic emotions provoke fatigue and weakness. There is a desire to sit down, as the legs stop holding. If passive emotions have a long-term effect on the body, then all life processes begin to experience their negative impact (there may be depression, get out from which is not always easy).

The one-way rule discussed above works in the case of unambiguous emotions. This rule has minor exceptions. But 90% of unequivocal emotions can either reduce human potential or increase it.

But the influence of emotions on human activity cannot be so simple. There are also ambiguous emotions that act as reverse lanes. They can have different directions, on which it depends whether the effect on the body will be favorable or negative.

To better understand the principle of work will help such an emotion as anger. If anger is used as a psychological influence on the environment, then the effectiveness of the group and its balance are destroyed. Emotions and behavior of a person in a group change. But anger can stimulate the inner strength of a person, which, on the contrary, increases the efficiency of his work.

Anger can have a positive effect on conflict situations when they develop slowly. It stimulates the emergence of disagreements that have not previously appeared, have not been discussed. Anger aggravates the conflict, which leads to its resolution. Therefore, human emotions can be divided into the following groups:

unequivocal emotions that positively affect activity;
unequivocal emotions that negatively affect activity;
ambiguous emotions that have a dual effect depending on their direction.

Emotion as an accelerator

The influence of emotions on human activity can significantly increase its effectiveness. Various emotions are responsible for this. The impact is not only on the intellectual sphere, but also on other areas of life. The group of emotions that positively affect activity includes:

Adoption. Trust begins with acceptance. Trust projects security and faith in a person, opinion, or situation. With trust, we can completely rely on the other, save ourselves from the need to control, from studying a certain issue.
Confidence. Trust causes many emotions, some of them polar. For example, trust can stimulate both love and hate. It can cause various conditions - both comfort and stress. The atmosphere of trust is favorable, but this feeling itself is not a motivation. Usually the beginning of work on many projects begins with acceptance and trust. They go hand in hand with performance. The lower the trust, the lower the efficiency. Its presence determines the internal atmosphere in any team. There is a positive influence of emotions on human activity.
Expectation. Expectation is related to our ideas about the result. It arises even before the result has appeared, it expresses the emotion of anticipation. Expectation is more powerful than acceptance and trust. It stimulates human activity, he is ready to perform any work that will be aimed at achieving the desired result.
Joy. This positive emotion causes feelings of satisfaction and activity. It appears very rapidly, often bordering on the strength of affect. A person feels joy when he receives a desired or pleasant gift, news, and so on. Creativity is strongly associated with joy and interest. These emotions combine to set us up for a constructive and productive creative process. Even if the joy is not related to the work process, the positive impact of this emotion can be transferred to the activity, increase its effectiveness. Joy is a strong stimulus, only surprise will be greater in strength.
Astonishment. This emotion is caused by a strong impression of an unusual or strange object or event. Surprise is often called the emotion responsible for clearing the channels, because. it is this that prepares the nerve pathways for activity, frees them. With the help of surprise, we can highlight and note something new and unusual for us. A person distinguishes the old from the new, stimulates attention to an atypical situation, makes her analyze it. Thus, the efficiency of mental activity increases, since the brain wants to fully study the phenomenon or event that aroused surprise in it.
Delight. Admiration occurs for a short period of time. Sometimes this feeling is confused with delight. The difference lies in the direction - admiration appears for a specific person or object. Of all the emotions described, admiration is the strongest. It significantly affects the activity and activity, makes you work to get a result. If a person feels admiration, it means that he sees a certain positive quality. When subordinates follow the conduct of successful negotiations, they try to achieve the same heights that their leader reached. When a project delights its participants, their responsibility for the result increases. And if admiration coexists with interest, then this symbiosis is already becoming a sure recipe for success.

Having understood and understood how emotions affect our activities and life in general, we can learn to control them. Development of emotional intelligence- one of the stages in building inner harmony and a serious step towards great success.

Emotions play an extremely important role in human behavior and activities.

Reflective-evaluative role of emotions. Emotions give subjective coloring to what is happening around us and in ourselves. This means that different people can react emotionally to the same event in completely different ways. For example, for fans, the loss of their favorite team causes disappointment, grief, for the fans of the opposing team, joy. And a certain work of art can cause opposite emotions in different people. No wonder the people say: "There is no comrade for the taste and color."

Emotions help to evaluate not only past or current actions and events, but also future ones, being included in the process of probable forecasting (anticipating pleasure when a person goes to the theater, or expecting unpleasant experiences of an exam when a student did not have time to properly prepare for it.)

The governing role of emotions. In addition to reflecting the reality surrounding a person and his attitude to a particular object or event, emotions are also important for controlling human behavior, being one of the psychophysiological mechanisms of this control. After all, the emergence of one or another attitude to an object affects motivation, the process of making a decision about an action or deed, and the physiological changes accompanying emotions affect the quality of activity, a person’s performance. Playing a role that controls human behavior and activity, emotions perform a variety of functions. positive functions: protective, mobilizing, sanctioning (switching), compensatory, signaling, reinforcing (stabilizing), which are often combined with each other.

Protective function of emotions associated with fear. It warns a person about a real or imaginary danger, thereby contributing to a better thinking through the situation that has arisen, a more thorough determination of the likelihood of success or failure. Thus, fear protects a person from unpleasant consequences for him, and possibly from death.

Mobilizing function of emotions manifests itself, for example, in the fact that fear can contribute to the mobilization of human reserves due to the release of an additional amount of adrenaline into the blood, for example, in its active-defensive form (flight). Promotes the mobilization of the body's forces and inspiration, joy.

Compensatory function of emotions consists in compensating for information that is missing for making a decision or making a judgment about something. The emotion arising from a collision with an unfamiliar object gives this object an appropriate coloring (a bad person met or a good one) due to its similarity with previously encountered objects. Although with the help of emotion a person makes a generalized and not always justified assessment of the object and situation, it still helps him get out of the impasse when he does not know what to do in this situation.

The presence of emotions of reflective-evaluative and compensatory functions makes it possible to manifest and the sanctioning function of emotions(to make contact with the object or not).

The signaling function of emotions associated with the impact of a person or animal on another object. Emotion, as a rule, has an external expression (expression), with the help of which a person or animal informs another about his condition. This helps mutual understanding in communication, the prevention of aggression on the part of another person or animal, the recognition of needs or conditions that another subject currently has. Even a baby knows about this function, who uses it to achieve his goals: after all, crying, screaming, suffering facial expressions cause sympathy in parents and adults, and in other children - an understanding that they did something bad. The signaling function of emotions is often combined with its protective function: a frightening appearance in a moment of danger helps to intimidate another person or animal.

Academician PK Anokhin emphasized that emotions are important for fixing and stabilizing the rational behavior of animals and humans. Positive emotions that arise when a goal is achieved are remembered and, in the appropriate situation, can be retrieved from memory to obtain the same useful result. Negative emotions retrieved from memory, on the contrary, warn against repeating mistakes. From Anokhin's point of view, emotional experiences have become entrenched in evolution as a mechanism that

keeps vital processes within optimal limits and prevents the destructive nature of a lack or excess of vital factors.1)

Disorganizing role of emotions. Fear can disrupt a person's behavior associated with the achievement of a goal, causing him to have a passive-defensive reaction (stupor with strong fear, refusal to complete the task). The disorganizing role of emotions is also visible in anger, when a person strives to achieve a goal at all costs, stupidly repeating the same actions that do not lead to success.

With strong excitement, it can be difficult for a person to concentrate on a task, he may forget what the emu needs to do. One flight school cadet, during his first solo flight, forgot how to land the plane, and was able to do this only under dictation from the ground of his commander. In another case, due to strong excitement, the gymnast (national champion) forgot, having gone to the projectile, the beginning of the exercise and received a zero mark.

The positive role of emotions is not directly associated with positive ones, but the negative role with negative ones. The latter can serve as an incentive for self-improvement of a person, and the former can be a reason for self-complacency, complacency. Much depends on the purposefulness of a person, on the conditions of his upbringing.

one). Druzhinin VN. Psychology. SPb: Piter. 2009.- p.131.

Health

What we think and feel directly affects how we live. Our health is linked to our lifestyle, genetics and disease susceptibility. But beyond that, there is a strong relationship between your emotional state and your health.

The ability to deal with emotions, especially negative ones, is an important part of our vitality. The emotions we keep inside can one day explode and become a real disaster. for ourselves. That's why it's important to release them.

Strong emotional health is quite rare these days. Negative emotions such as anxiety, stress, fear, anger, jealousy, hatred, doubt and irritability can significantly affect our health.

Layoffs, marital turmoil, financial hardship, and the death of loved ones can be detrimental to our mental health and affect our health.

Here's how emotions can destroy our health.

The impact of emotions on health

1. Anger: heart and liver

Anger is a strong emotion that arises in response to despair, pain, disappointment and threat. If you take action right away and express it properly, anger can be good for your health. But in most cases, anger destroys our health.

In particular, anger affects our logical abilities and increases the risk of cardiovascular disease.

Anger leads to constriction of blood vessels, increased heart rate, blood pressure, and rapid breathing. If this happens frequently, it leads to wear and tear of the walls of the arteries.

A 2015 study found that the risk of a heart attack increases 8.5 times two hours after an outburst of intense anger.

Anger also raises levels of cytokines (molecules that cause inflammation), which increases the risk of developing arthritis, diabetes and cancer.

To better manage your anger, get regular physical activity, learn relaxation techniques, or see a therapist.

2. Anxiety: stomach and spleen

Chronic anxiety can lead to a range of health problems. It affects spleen and weakens the stomach. When we worry a lot, our body is attacked by chemicals that make us react with a sick or weak stomach.

Anxiety or fixation on something can lead to problems such as nausea, diarrhea, stomach problems and other chronic disorders.

Excessive anxiety is associated with chest pain, high blood pressure, weakened immune system, and premature aging.

Severe anxiety also harms our personal relationships, disrupts sleep, and can make us distracted and inattentive to our health.

3. Sadness or grief: lungs

Of the many emotions we experience in life, sadness is the longest lasting emotion.

Sadness or longing weakens the lungs, causing fatigue and difficulty in breathing.

It disrupts the natural flow of breathing by constricting the lungs and bronchi. When you are overwhelmed with grief or sadness, air can no longer flow easily in and out of your lungs, which can lead to asthma attacks and bronchial diseases.

Depression and melancholy also spoil the skin, cause constipation and low oxygen levels in the blood. People suffering from depression tend to gain or lose weight and are easily addicted to drugs and other harmful substances.

If you're sad, don't hold back your tears, because that way you can release those emotions.

4. Stress: heart and brain

Each person experiences and reacts to stress differently. A little stress is good for your health and can help you get through your daily tasks.

However, if the stress becomes too much, it can lead to high blood pressure, asthma, stomach ulcers and irritable bowel syndrome.

As you know, stress is one of the main culprits for the occurrence of heart disease. It raises blood pressure and cholesterol levels, and also serves as an impetus for bad habits such as smoking, physical inactivity and overeating. All these factors can damage the walls of blood vessels and lead to heart disease.

Stress can also lead to a number of diseases such as:

Asthmatic disorders

· Hair loss

Mouth ulcers and excessive dryness

Mental problems: insomnia, headaches, irritability

Cardiovascular disease and hypertension

Neck and shoulder pain, musculoskeletal pain, lower back pain, nervous tics

Skin rashes, psoriasis and eczema

· Disorders of the reproductive system: menstrual disorders, recurrence of genital infections in women and impotence and premature ejaculation in men.

Diseases of the digestive system: gastritis, gastric and duodenal ulcers, ulcerative colitis and irritable bowel

Connection between emotions and organs

5. Loneliness: heart

Loneliness is a condition that makes a person cry and fall into deep melancholy.

Loneliness is a serious health hazard. When we're lonely, our brains release more stress hormones like cortisol, which cause depression. This in turn affects blood pressure and sleep quality.

Studies have shown that loneliness increases the chances of developing mental illness, and is also a risk factor for coronary heart disease and stroke.

In addition, loneliness has a negative effect on the immune system. Lonely people are more likely to develop inflammation in response to stress, which can weaken the immune system.

6. Fear: adrenal glands and kidneys

Fear leads to anxiety, which wears us down. kidneys, adrenal glands and reproductive system.

The situation when fear arises leads to a decrease in the flow of energy in the body and makes it defend itself. This leads to a slowing of the respiratory rate and blood circulation, which causes a state of stagnation, due to which our limbs practically freeze with fear.

Most of all, fear affects the kidneys, and this leads to frequent urination and other kidney problems.

Fear also causes the adrenal glands to produce more stress hormones, which have a devastating effect on the body.

Strong fear can cause pain and disease of the adrenal glands, kidneys and lower back and urinary tract diseases. In children, this emotion can be expressed through urinary incontinence which is closely related to anxiety and self-doubt.

7. Shock: kidneys and heart

Shock is a manifestation of trauma caused by an unexpected situation that knocks you down.

A sudden shock can upset the balance in the body, causing overexcitation and fear.

A strong shock can undermine our health, especially the kidneys and heart. A traumatic reaction leads to the production of a large amount of adrenaline, which is deposited in the kidneys. This leads to heart palpitations, insomnia, stress and anxiety. The shock can even change the structure of the brain, affecting areas of emotion and survival.

The physical consequences of emotional trauma or shock are often low energy, pale skin, shortness of breath, palpitations, sleep and digestive disturbances, sexual dysfunction, and chronic pain.

8. Irritability and hatred: liver and heart

Emotions of hate and irritability can affect gut and heart health, leading to chest pain, hypertension and heart palpitations.

Both of these emotions increase the risk of high blood pressure. Irritable people are also more prone to cellular aging than good-natured people.

Irritability is also bad for the liver. When verbally expressing hatred, a person exhales condensed molecules containing toxins that damage the liver and gallbladder.

9. Jealousy and envy: the brain, gallbladder and liver

Jealousy, despair and envy directly affect our brain, gallbladder and liver.

As you know, jealousy leads to slow thinking and impairs the ability to see clearly.

In addition, jealousy causes symptoms of stress, anxiety and depression, which leads to excessive production of adrenaline and norepinephrine in the blood.

Jealousy has a negative effect on the gallbladder and leads to stagnation of blood in the liver. This causes a weakened immune system, insomnia, increased blood pressure, palpitations, high cholesterol and poor digestion.

10. Anxiety: stomach, spleen, pancreas

Anxiety is a normal part of life. Anxiety can increase breathing and heart rate, increase concentration and blood flow to the brain, which can be beneficial to health.

However, when anxiety becomes a part of life, it has a devastating effects on physical and mental health.

Gastrointestinal diseases are often closely associated with anxiety. It affects the stomach, spleen, and pancreas, which can lead to problems such as indigestion, constipation, ulcerative colitis.

Anxiety disorders are often a risk factor for the development of a number of chronic diseases, such as coronary heart disease.