Human psychology. Which educational institutions in Russia do not train teaching staff? The mental reflection in the cerebral cortex of individual properties, objects and phenomena that directly affect the sense organs is called

Personality- a systemic quality that an individual acquires in interaction with the social environment.

This interaction occurs in two leading forms - communication And joint activities.

There are three main components in the structure of personality manifestations.

1) an individual is a psychosomatic organization of a personality, making it a representative of the human race.

2) persona - socially-typical formations of personality, caused by the influence of the social environment that is similar to most people.

3) individuality - a peculiar combination of characteristics that distinguishes one person from another.

2. Personality components:

Temperament- features of the neurodynamic organization of the individual.

Need-motivational sphere includes: needs (a person’s needs for life and development), motives (related to the satisfaction of certain needs) and orientation (this is a system of stable preferences and motives that orient the dynamics of a person’s development and set trends in his behavior).

Emotional-volitional sphere

Cognitive-cognitive sphere

Character- a set of stable, predominantly formed intravital properties.

Capabilities- a combination of mental properties that are a condition for performing one or more types of activity.

3. Key personality traits (system-forming):

Emotionality- a set of personality qualities that determine the dynamics of the emergence, course and cessation of emotional states, sensitivity to emotional situations.

Activity- a personality characteristic that determines the intensity, duration, frequency and variety of actions or activities of any kind performed.

Self-regulation- a systemic characteristic that reflects an individual’s ability to function sustainably in various conditions of life (regulation of one’s condition, behavior of activities).

Inducement- motivational component of character.

4.Theories of personality.

a) Trait theory. Psychologists often characterize people based on their traits. Personality traits are generalized characteristics, a number of interrelated psychological characteristics (emotionality, dominance, morality). In psychology, various personality typologies are used, which represent typological descriptions (psychological portraits) in terms of traits - (pessimist, optimist, introvert, etc.).

b) Individual construct theory. (according to Kelly)

Personality is a system of individual constructs. Constructs are means, ways of interpreting and interpreting the world. They have the form of bipolar concepts (good-bad, good-evil, etc.), but they represent personal inventions, interpretations imposed by the individual on reality. The functioning of the construct includes generalization, discrimination, prediction, and behavior control.

In practical terms, Kelly's approach allows us to determine the vision of the situation from the position of the person being examined and adjust his behavior, attitudes and needs by changing the system of psychological constructs.

The two approaches to describing personality are statistical in nature.

c) Freud's personality structure - is a dynamic model. 3 Personality contains three instances:

IT (ID)- a set of unconscious needs and desires that guide our behavior, often in addition to consciousness. This contains repressed desires, which sometimes manifest themselves in dreams, mistakes, and slips of the tongue. Main components:

libido - positive loving sexual impulses;

Thanatos - destructive aggressive impulses.

This authority is formed in early childhood; many problems of personality development lie in this area.

I (EGO)- the conscious substance of the personality, functioning in accordance with the principles of reality. It includes:

1) cognitive and executive functions;

2) will and actual goals.

This authority regulates the interaction process " it " And " superego ».

She dominates impulses, but sleeps at night, retaining the ability to censor dreams.

Super-ego- social prohibitions and norms, unconscious actions that force the “I” to avoid destructive drives emanating from “it”.

This authority is determined by the influence of culture, which opposes the biological drives of the “it”.

As a result, the substance “I” is the arena of constant struggle between the “super-ego” and “it”.

G) Theory of potentials. Personality can be characterized by its basic potentials.

Informative- determined by the volume and quality of information available to the individual.

Moral- acquired by the individual in the process of socialization - these are moral and ethical standards, life goals, beliefs, aspirations (the unity of psychological and ideological aspects in the consciousness and self-awareness of the individual).

Creative- the available repertoire of skills and abilities, abilities to act (can be creative, destructive, productive (reproductive), as well as the measure of their implementation in a certain field of activity or communication.

Communicative- the degree of sociability, the nature and strength of contacts established by an individual with other people.

Aesthetic- the level and intensity of the individual’s artistic needs and how she satisfies them. It is realized in creativity and in the consumption of works of art.

5. The concept of directionality.

One of the systemic characteristics of personality is focus- this is a set of the most important target programs that determine the semantic unity of the active and purposeful behavior of the individual. In this characteristic, two fundamental interrelated needs can be distinguished:

a) to be a person (the need for personalization) - ensures active inclusion in social connections and is conditioned by these connections, social relations.

b) in self-realization - manifests itself in the desire to realize one’s life potential (abilities, inclinations, supply of vital energy).

The focus includes "I-concept". The psychological term “I” in Russian is ambiguous. On the one hand, “I” is, as already mentioned, the result of a person’s isolation of himself from the environment, which allows him to feel and experience his own physical and mental states, to recognize himself as a subject of activity. On the other hand, a person’s own “I” is also an object of self-knowledge for him.

In this case, a person’s “I” includes his self-perception and self-understanding. In other words, how a given person sees himself and how he interprets his actions constitutes the “I”-concept of personality. This is a kind of psychology and philosophy of one’s own “I”. In accordance with his “I”-concept, a person carries out his activities. Therefore, a person’s behavior is always logical from his point of view, although it may not seem logical to other people.

Each of us not only sees himself in a certain way, but also evaluates himself and his behavior. This evaluative aspect of the “I” is called self-esteem.

According to research (Taylor, 1994), people with high self-esteem think well of themselves, set appropriate goals for themselves, take into account the opinions of other people to increase their success, and cope well with difficult situations. People with low self-esteem, on the other hand, do not think very well of themselves, often choose unrealistic goals or avoid any goals altogether, are pessimistic about the future, and react hostilely to criticism or other types of negative feedback.

In addition to general self-esteem, each person has specific, partial, assessments of his abilities in certain areas. For example, a student may have high self-esteem in general, but at the same time know that it is difficult for him to carry on a conversation with unfamiliar people and is not very musical. Another student may have low self-esteem in general but know that he is a good goalkeeper for the department's soccer team.

Research shows that a person's level of self-esteem is related to the cognitive aspects of the self-concept (Franza, 1996). Thus, people with low self-esteem have a less clearly defined and stable self-concept than people with high self-esteem. The self-concept of people with low self-esteem appears to be less complex and less flexible. There is evidence that it is self-confidence is the reason for highself-esteem, and not vice versa (i.e., the statement that high self-esteem generates a higher level of self-confidence is incorrect). So, we can assume that the first component you-strong self-esteem is self-knowledge or at least a reflection on knowing oneself. Another determinant of the level of calciumassessments, Apparently, it may be, as Franzoi notes, spo-a way by which an individual “organizes” positive and negative information about himself in memory. This is not only about the fact that the entire amount of positive information is compared with the amount of negative information, which generally determines the level of self-esteem. The main thing here is how this knowledge about oneself is “organized.” Some individuals tend to divide information about themselves into separate positive and negative categories (“I am good” and, conversely, “I am bad”). Others tend to form mental categories that contain a mixture of positive and negative information about themselves. Research shows that if people tend to divide information about themselves within their “I” concept into positive and negative and the first is more often recalled, then this cognitive style increases their self-esteem and reduces the level of depression. For those people for whom the positive aspects of the self are more important, dividing information about themselves into positive and negative may be part of the process that ultimately eliminates negative information from memory, which in turn removes such information from the self. -concepts On the other hand, for people who find the negative aspects of the self more important, it is psychologically more acceptable to mix positive and negative aspects of the self together in their minds.

The most common concept in psychology is Human- a certain biological creature with articulate speech, consciousness, the ability to create tools and use them, etc.

Human development is impossible without the active transmission of human culture to new generations.

Individual- an individual representative of the human race has a similar name in psychology.

An individual is a biological organism, a bearer of the general hypothetical hereditary properties of a given biological species.

Among these concepts, personality is a narrower concept and emphasizes the social essence of a person.

Personality in psychology- a systemic social quality acquired by an individual in objective activity and communication and characterizing the level and quality of representation of social relations in the individual.

Sensitive periods are the most favorable for the development of certain functions.

Leontyev A.N.: The 1st birth of the personality is at 3 years old, the 2nd birth of the personality occurs in adolescence (from 12 years old) - the need arises to satisfy one’s new needs.

The concepts of personality and individuality are close in meaning. Individuality is one of the aspects of personality.

Individuality- a combination of psychological characteristics of a person that make up his originality and his difference from other people.

Individuality is manifested in traits of temperament, character, habits, and in the quality of cognitive processes (i.e., thinking, memory, imagination, etc.).

Criteria for determining personality:

1. A person with a certain fairly high level of mental development.

2. The ability to overcome immediate impulses for the sake of something else, socially significant.

3. The ability to consciously manage one’s own behavior.

4. The ability to assess the consequences of a decision and the ability to be responsible for them to oneself and the society in which one lives.

5. The ability to dominate chance and change the circumstances of life in accordance with your goals and objectives.

6. Ability for self-improvement.

Personality receives its structure from the specific structure of human activity and is therefore characterized by five potentials:

1. Epistemological (cognitive) potential determined by the volume and quality of information available to the individual.

2. Axiological (value) potential is determined by the system of value orientations acquired by the personality in the process of socialization in the moral, political, religious, aesthetic spheres, i.e. ideals, life goals, beliefs and aspirations.

3. Creative potential is determined by the individual’s acquired and independently developed skills and abilities, abilities to act creatively or destructively, productively or reproductively, and the extent of their implementation in one or another area (or several areas) of labor, social-organizational and critical activity.

4. Communication potential is determined by the measure and forms of a person’s sociability, the nature and strength of the contacts he establishes with other people.

5. Artistic potential determined by the level, content, intensity of the artistic needs of the individual and how she satisfies them.

1) cognitive psychology
2) Gestalt psychology
3) behaviorism
4) domestic psychology

2. The main task of psychology is:

1) correction of social norms of behavior
2) study of the laws of mental activity
3) development of problems in the history of psychology
4) improvement of research methods

3. Mental processes include:

1) temperament
2) character
3) sensation
4) abilities

4. One of the principles of Russian psychology is the principle:

1) taking into account the age characteristics of a person
2) unity of thinking and intuition
3) unity of consciousness and activity
4) learning

5. The specific characteristics of testing are:

1) individual approach in the selection of tasks
2) the depth of the results obtained from the procedure
3) subjectivity of the results obtained
4) standardization of the procedure

6. The sign characterizing the concept of “test” is:

1) validity
2) conformity
3) attractiveness
4) associativity

7. A person’s observation of the internal plane of his own mental life is:

1) interaction
2) interference
3) introspection
4) intuition

8. A group of methods based on the phenomenon of projection are called... methods:

1) surveys
2) test
3) projective
4) empirical

9. One of the reasons for changing the subject of psychology from consciousness to behavior was:

1) increase in the number of marriages
2) urbanization and manufacturing boom
3) reduction in the number of divorces
4) population explosion

10. The methods by which the subject of science is studied are called:

1) processes
2) goals
3) methods
4) goals

11. Psychology studies individual differences between people:

1) integral
2) integrative
3) personalities
4) differential

12. The study of the psyche through communication is called:

1) conversation method
2) tests
3) observations
4) questionnaires

13. Psychology becomes an independent and experimental field of scientific knowledge:

1) in the 19th century.
2) in the 20th century.
3) in the 18th century.
4) in the 16th century.

14. The foundations of the reflex theory of the psyche were laid by the works:

1) R. Descartes, I.M. Sechenov
2) L.S. Vygotsky, S.L. Rubinstein
3) Aristotle, Hippocrates, Plato
4) Z. Freud, A. Maslow¸ K. Jung

15. The psychological direction, which believes that the subject of psychology is behavior as a set of reactions of the body to environmental stimuli, is:

1) psychoanalysis
2) humanistic psychology
3) psychology of consciousness
4) behaviorism

16. Psychological system for analyzing mental life, proposed by S. Freud:

1) humanistic psychology
2) depth psychology (psychoanalysis)
3) associative psychology
4) cognitive psychology

17. Domestic psychologist L.S. Vygotsky is the author of:

1) stratometric concept
2) cultural-historical concept of mental development
3) activity concept
4) concepts of the gradual formation of mental actions

18. Actively involved in the psychology of activity:

1) E. Kretschmer
2) S. Freud
3) V.M. Bekhterev
4) A.N. Leontyev 1) R.S. Nemov
2) L.S. Vygotsky
3) A.V. Petrovsky
4) I.M. Sechenov

20. W. Wund is the first to create:

1) psychocorrection center
2) the concept of the unconscious
3) psychological laboratory
4) reflex theory

21. The founder of the direction of psychology, who considers unconscious drives and instincts to be the source of personality activity:

1) S. Freud
2) K. Levin
3) J. Watson
4) I.M. Sechenov

22. A direction in psychology that denies consciousness and reduces the psyche to various forms of behavior is called:

1) psychoanalysis
2) Gestalt psychology
3) structuralism
4) behaviorism

23. S. Freud called that content of the psyche, which under no circumstances can enter the sphere of consciousness:

1) repressed
2) unconscious
3) resisting
4) preconscious

24. What does the central nervous system include:

1) Dorsal
2) Head

25. The structural and functional element of the nervous system is:

1) ganglion
2) neuron
3) synapse
4) axon

26. The perception of environmental signals is carried out by the nervous system with the help of:

1) detectors
2) receptors
3) analyzers
4) acceptors

27. The system of brain structures and sensory organs that provides perception, processing and storage of information is called:

1) neuron
2) impulse
3) analyzer
4) reflex

28. I.P. Pavlov, based on the degree of predominance of the second signaling system over the first, divided human higher nervous activity into:

1) artistic type
2) synthetic
3) thinking type
4) analytical-synthetic

29. Increased sensitivity as a result of the interaction of analyzers and exercise is called:

1) synesthesia
2) adaptation
3) interaction of sensations
4) sensitization

30. The executive phase of the animal’s behavior differs, first of all:

1) situationality, lack of experience
2) undirected activity
3) stereotyping
4) rigidity

31. Stages of evolutionary development of the psyche – 1) perceptual; 2) elementary sensory; 3) intelligence – they have the following order:

1) 1,2,3
2) 2,1,3
3) 3,2,1
4) 2,3,1

32. The concept of “nervous system strength” means:

1) a property of the nervous system, characterized by a predominance of excitation processes over inhibition processes
2) a property of the nervous system, characterized by the predominance of inhibition processes over excitation processes
3) a property of the nervous system that determines the performance of cortical cells and their endurance
4) a property of the nervous system that determines the speed with which one nervous process changes to another

33. A specific type of human activity is called:

1) activity
2) reflex
3) reaction
4) consciousness

34. Activity as a universal characteristic of living things has received the name in human society:

1) reflex
2) reaction
3) consciousness
4) activity

35. Activities include:

1) having a goal
2) the presence of the unconscious
3) presence of claims
4) presence of self-esteem

36. The psychological structure of activity does not include the concept:

1) operation
2) action
3) action
4) motive

37. A method of performing an action that has become automated as a result of exercises is:

1) reception
2) skill
3) habit
4) skill

38. A research method based on the transition from particular judgments to a general conclusion is called:

1) registration
2) inductive
3) ranking
4) observation

39. The idea of the future desired result is:

1) purpose
2) symbol
3) icon
4) value

40. According to A.N. Leontiev, the human personality is something other than a hierarchy:

1) values
2) needs
3) motives
4) activities

41. Higher mental functions, according to L.S. Vygotsky:

1) not mediated
2) mediated
3) have no morphological basis
4) local

42. The relationship between the purpose of an action and the motive is determined:

1) quasi-need
2) need
3) meaning
4) operation

43. The method of performing actions is called:

1) quasi-action
2) under the influence
3) operation
4) activities

44. The author of the theory of the evolution of the psyche in phylogenesis, accepted in Russian psychology, is:

1) M.Ya. Basov
2) L.I. Bozovic
3) A.N. Leontyev
4) P.F. Kapterev

45. According to A.N. Leontiev, there is no stage in the evolutionary development of the psyche:

1) perceptual psyche
2) mediated psyche
3) intelligence
4) elementary sensory psyche

46. The simplest animals are characterized by... a nervous system.

1) tubular
2) reticulate
3) nodal
4) mixed

47. The emergence of the ability for objective perception and learning is a sign of ... the stage of mental development.

1) direct
2) indirect
3) perceptual
4) elementary sensory

48. The process of development of the psyche from irritability in protozoa to human consciousness is called:

1) anthropogenesis
2) ontogeny
3) phylogeny
4) sociogenesis

49. Ontogenesis includes the period of human life from birth to death, i.e. not only progressive, but also... changes.

1) backward
2) degradation
3) evolutionary
4) regressive

50. The pace and nature of individual mental development:

1) uniquely original and independent of the social environment, communication, learning
2) uneven and due to the maturation of the body and changes in the social situation of development
3) with appropriate training and education can be accelerated indefinitely
4) are the same in time and content for all healthy individuals and are determined by the growth of the brain and nervous system

51. The main condition for the development and formation of personality in domestic psychology is (are):

1) activity
2) punishment and prohibitions
3) organizational control
4) adequate self-esteem

52. In the concept of J. Piaget, the age from 0 to 2 years corresponds to... the stage of intellectual development:

1) sensory-motor
2) preoperative
3) concrete operational
4) formal operational

53. The fundamental difference between the human psyche and animals is:

1) the presence of consciousness and self-awareness
2) using special signals for communication
3) intellectual activity
4) the use of objects of the surrounding world as a means of achieving a goal

54. The highest form of reflection, which is inherent in man, is denoted by the concept:

1) “consciousness”
2) “soul”
3) "reaction"
4) "reflex"

55. The sensory tissue of consciousness contains:

1) values
2) meanings
3) images and ideas
4) abstract inferences

56. The concept of “consciousness” is explained by such definitions as:

1) the highest level of mental activity of a person as a social being
2) the form of reflection of objective reality in the human psyche
3) the highest level of mental reflection and self-regulation, inherent only to humans
4) a set of mental processes, operations and states that are not conscious of the subject
5) everything that does not become the subject of special actions of awareness

57. Consciousness happens:

1) religious
2) superficial
3) procedural
4) long-term

58. The manifestation of the unconscious does NOT include:

1) errors, reservations
2) forgetting
3) reflection
4) dream, dreams

59. Consciousness:

1) only humans have
2) exists in humans and animals
3) not in humans or animals
4) only animals have it

60. One of the components of consciousness is:

1) instinct
2) installation
3) attraction
4) self-awareness

61. The initial source of all our knowledge about the external world and our own body is:

1) need
2) thinking
3) sensation
4) imagination

62. Mental reflection in the cerebral cortex of individual properties, objects and phenomena that directly affect the sense organs is called:

1) perception
2) feeling
3) activities
4) reflex

63. Auditory and visual sensations are... sensations.

1) tactile
2) distant
3) contact
4) interoceptive

64. The magnitude of the stimulus, which allows a person to first feel the impact and then realize it, is called:

1) contrast of sensations
2) adaptation
3) sensitivity threshold
4) upper sensitivity threshold

65. Sensation is a mental process consisting of:

1) a holistic reflection of objects in the surrounding world
2) a generalized reflection of objects and phenomena of the material world
3) reflection of individual properties of objects and phenomena of the material world
4) indirect reflection of individual properties of the physical world

66. The ability to sense is available:

1) in all living beings with a central nervous system
2) in all living beings
3) only in humans
4) in all living beings with a nervous system

67. The minimum strength of the stimulus that causes a barely noticeable sensation is called the threshold:

1) lower absolute
2) upper absolute
3) difference
4) differential

68. A holistic reflection of objects, situations and events that occurs through direct influence on the senses is called:

1) feeling
2) thinking
3) imagination
4) perception

69. The profession of a teacher belongs to the system:

1) man-technology
2) person-person
3) man-nature
4) man-sign system

70. The type of labor activity of a person, the subject of his permanent occupation is called:

1) profession
2) creativity
3) specialization
4) skill

71. The group of general pedagogical skills includes the following skills:

1) constructive
2) organizational
3) communicative
4) motor

72. The dependence of perception on the content of a person’s mental life, on the characteristics of his personality is called:

1) imagination
2) attention
3) apperception
4) perception

73. The perception of a person by a person has a special name:

1) attraction
2) reflection
3) empathy
4) social perception

74. The attribution of a visual image of perception to certain objects of the external world is called:

1) selectivity
2) objectivity
3) adequacy
4) meaningfulness

75. The illusory apparent movement of an actually stationary object is called:

1) sequential image
2) phi-phenoneme
3) dynamic effect
4) autokinetic effect

76. To consciously perceive an object means:

1) perceive an object or phenomenon while in consciousness, i.e. realizing the fact of his perception of this subject
2) attribute the perceived object to a certain group, class of objects, summarize it in a word
3) perceive the object from the point of view of needs
4) calculate the possible consequences of the interaction of these objects

77. Perception is a mental process, the essence of which is:

1) reflection in the human mind of objects or a phenomenon in the totality of its properties
2) indirect reflection of individual properties of physical objects
3) reflection of individual properties of objects and phenomena of the material world
4) abstract reflection of objects and phenomena of the material world

78. According to the nature of the goals of the activity, memory is divided into:

1) active and passive
2) figurative and logical
3) mechanical and dynamic
4) voluntary and involuntary

79. The professional orientation of a teacher’s personality includes:

1) professional intentions and inclinations
2) communication capabilities
3) teaching vocation
4) interest in the teaching profession

80. Memory processes do not include:

1) defragmentation
2) saving
3) playback
4) memorization

81. The grounds for differentiation of pedagogical specialties are:

4) subject areas of knowledge

82. Memorization with a special “remember” attitude and requiring certain volitional efforts is... memory.

1) emotional
2) involuntary
3) arbitrary
4) figurative

83. Short-term memory is a type of memory consisting of:

1) memory for individual events
2) instant capture of information
3) prompt retention and transformation of information for specific business purposes
4) retention of information in memory for a very short time

84. In relation to socialization, education acts as a mechanism:

1) acceleration
2) braking
3) identification
4) suppression

85. Nonsense syllables as material for studying the “pure laws of memory” were proposed by:

1) G. Ebbinghaus
2) B.F. Zeigarnik
3) J. Watson
4) W. Neisser

86. Amnesia occurs: 1) with local lesions of the cerebral cortex; 2) as a consequence of traumatic events; 3) as a result of the influence of hypnosis.

1) 2
2) 1,2,3
3) 1,2
4) 1

87. Short-term memory simultaneously contains on average:

1) 7 elements
2) 11 elements
3) 5 elements
4) 9 elements

88. The mental process of a generalized and indirect reflection of reality is called:

1) memory
2) thinking
3) attention
4) perception

89. Forms of thinking include:

1) judgment
2) analysis
3) presentation
4) concept

90. Schools where children, of their own free will or at the will of their parents, learn the basics of a particular religious doctrine are called:

1) communes
2) labor
3) Sunday
4) boarding school

91. Thinking operations include:

1) agglutination
2) fantasizing
3) analysis
4) generalization

92. Thinking, which is carried out using logical operations with concepts, is called... thinking.

1) verbal-logical
2) visually effective
3) visually figurative
4) autistic

93. Every act of thinking includes imagination, thanks to which it becomes possible:

1) abstraction
2) concentration of consciousness
3) extrapolation and interpolation
4) selectivity and direction of consciousness

94. The motive, the beginning of the movement of thinking is the appearance of... a situation:

1) ideal
2) problematic
3) real
4) stressful

95. Intelligence means:

1) the system of all cognitive abilities
2) direction and concentration of consciousness on a specific subject
3) general ability to cognition and solve problem problems, ensuring the success of any activity
4) vocabulary

96. Association is a connection between mental phenomena based on the following characteristics: 1) similarity; 2) contrast; 3) spatiotemporal relations; 4) cause-and-effect relationships.

1) 1,2,3,4
2) 1,2
3) 1,2,3
4) 3,4

98. The mental process of creating images, including foreseeing the final result of objective activity, is called:

1) meditation
2) feeling
3) imagination
4) abstraction

99. The property of consciousness that allows a person to create new images in the process of thinking based on past perception and cognition is:

1) feeling
2) imagination
3) intelligence
4) memory

100. Active imagination can be:

1) creative
2) visually figurative
3) restorative and creative
4) visual and auditory

101. Constructing an image of a situation based on a story is realized with ... imagination.

1) anticipating
2) reproductive
3) productive
4) anticipating

102. The method of creating images of the imagination by isolating any part, detail of the whole, is called:

1) typing
2) emphasis
3) a dream
4) schematization

103. When mastering such academic subjects as physics, chemistry, astronomy, the implementation of... the function of imagination is of great importance.

1) regulatory
2) educational
3) educational
4) emotional

104. The following types of imagination can be distinguished:

1) ideas, plans, thoughts
2) dreams, dreams, fantasy
3) typification, schematization, agglutination
4) creativity, insight

105. Typification as a mechanism of imagination is:

1) highlighting the essential, repeated in homogeneous images
2) separate merging ideas, in which differences are smoothed out, and similarities appear clearly
3) increasing or decreasing an object, as well as changing its individual parts
4) “gluing” different incompatible qualities in everyday life

106. Emphasis in the imagination is:

1) a combination of individual elements of various images of objects in new, more or less unusual combinations
2) creation of new images based on “gluing” ideas
3) increasing or decreasing an object, as well as changing its individual parts
4) emphasizing certain features

107. Attention is associated with:

1) reconstructing the image of reality
2) by likening oneself to others
3) focusing the greatest analytical and synthetic efforts on the object
4) selection of objects essential for the activity

108. The annotation plan consists of:

1) a concise statement of the position of the author of the source
2) conclusions
3) analysis of the content of the source
4) source output

109. The following forms of manifestation of attention are distinguished:

1) sensitive
2) interactive
3) sensory (visual, auditory, gustatory, etc.)
4) intellectual

110. The level of training and preparedness to perform a certain type of activity in the received area of training or specialty is called:

1) specialty
2) profession
3) qualifications
4) competitiveness

111. A person’s ability to hold a certain number of heterogeneous objects in the center of attention at the same time is called ... attention.

1) stability
2) distribution
3) concentration
4) mobility

112. The property of attention, which is associated with the possibility of simultaneously successfully performing two or more different types of activities is called:

1) switching
2) skill
3) distribution
4) abilities

113. The simplest and initial form of involuntary attention is:

1) unconditioned reflex
2) conditioned reflex
3) orientation reflex
4) motor reflex

114. The property of attention, manifested in the speed of its transfer from one object to another, is:

1) stability
2) switchability
3) concentration
4) distribution

115. The term “personality” in psychology is defined as:

1) a strong, strong-willed person who has achieved public recognition
2) a person who has reached a high level of maturity
3) a mentally healthy person engaged in socially useful activities
4) social quality acquired by an individual in objective activity and communication

116. The systemic social quality acquired by an individual in activity and communication is denoted by the concept:

1) personality
2) temperament
3) makings
4) motivation

117. A holistic psychological structure that is formed in the process of a person’s life on the basis of his assimilation of social norms of consciousness and behavior is:

1) individuality
2) individual
3) personality
4) “I-concept” of personality

118. A person as a subject of activity is characterized by:

1) activity
2) interhemispheric asymmetry
3) gender, age
4) constitution

119. A person as an individual is characterized by:

1) sense of duty
2) creativity
3) tolerance
4) average height

120. The originality of the psyche and personality of an individual, its uniqueness, uniqueness, manifested in the properties of temperament, character traits, emotional and intellectual spheres, needs and abilities, is called:

1) a person
2) personality
3) individuality
4) subject of activity

121. From the following: 1) individuality of the individual; 2) representation of the individual in the system of interpersonal relationships; 3) anatomical and physiological features; 4) imprinting personality in other people - the personality structure includes:

1) 3,4
2) 2,4
3) 1,2,4
4) 1,3

122. The cognitive component of the “I” image is:

1) what a person would have to become to meet his own internal criteria for success
2) a person’s assessment of himself, his capabilities, qualities and place among other people
3) self-respect, self-criticism, selfishness, etc.
4) idea of one’s abilities, appearance, social significance, etc.

123. Extreme variants of the character norm are called:

1) psychopathy
2) pathologies
3) accentuations
4) neuroses

124. Emotions are most closely related to (with):

1) abilities
2) imagination
3) motives
4) memories

125. The human condition caused by insurmountable difficulties arising on the way to achieving a goal is defined as:

1) euphoria
2) sadness
3) passion
4) frustration

126. A special form of experience that arises in an extreme life situation that requires a person to mobilize neuropsychological forces is called:

1) passion
2) surprise
3) affect
4) stress

127. Humanism, responsiveness, justice, dignity, shame are manifestations of... feelings.

1) ethical
2) practical
3) intellectual
4) aesthetic

128. The ability to empathize with another person is called:

1) sympathy
2) sincerity
3) reasonableness
4) empathy

129. The function of the will is:

1) personality development
2) regulation of behavior and activity
3) psychotherapeutic
4) knowledge of the surrounding reality

130. The secondary volitional quality, which consists in the ability to control the sensory side of one’s psyche and subordinate one’s behavior to the solution of consciously set tasks, is:

1) self-control
2) courage
3) responsibility
4) determination

131. It is not typical for volitional action:

1) overcoming subjective obstacles
2) the presence of a well-thought-out plan for implementing the behavioral act
3) making a conscious effort
4) direct pleasure received in the process of its execution

132. A persistent, long-term emotional state with great strength of feelings is:

1) frustration
2) mood
3) stress
4) passion

133. The set of stable individual characteristics represents:

1) character
2) temperament
3) quality
4) abilities

134. The main forms of personality orientation (according to K.K. Platonov) do not include:

1) beliefs
2) inclinations
3) interests
4) frustration

135. Individually unique properties of the psyche that determine the dynamics of a person’s mental activity are called:

1) abilities
2) temperament
3) feelings
4) character

136. The set of individual characteristics that characterize the dynamic and emotional aspects of a person’s behavior, his activities and communication is:

1) temperament
2) impressionability
3) rigidity
4) activity

137. Temperament, being..., is the basis of most personality traits.

1) social
2) congenital
3) changeable
4) purchased

138. The scientist who developed the physiological basis of the doctrine of types of temperament is:

1) Confucius
2) Ibn Sina
3) I.P. Pavlov
4) F. Gall

139. A person’s character is manifested in:

1) introversion, extraversion, anxiety, impulsiveness
2) his relationship to himself, people, activities, things
3) excessive expression of certain personality traits, bordering on psychopathy
4) plasticity, rigidity, reactivity, rate of mental reactions

140. A description of the system of characteristics characterizing a particular profession, a list of norms and requirements for an employee is called:

1) job description
2) state educational standard
3) technology
4) professiogram

141. Professional readiness for teaching activity is divided into... readiness.

1) cultural
2) practical
3) socio-economic
4) scientific and theoretical

142. Congenital anatomical and physiological characteristics that form the natural basis for the development of human abilities are called:

1) accentuations
2) inclinations
3) habits
4) skills

143. The doctrine of the types of higher nervous activity belongs to:

1) I.P. Pavlov
2) K. Jung
3) G. Eysenck
4) K. Leonhard

144. The physiological feature of temperament is:

1) type of higher nervous activity
2) reflex arc
3) reflex
4) analyzer

145. The multifaceted process of developing contacts between people, generated by the needs of joint activities, is called:

1) communication
2) affection
3) society
4) relationships

146. The actual pedagogical research methods include:

1) abstracting
2) analysis of activity products
3) observation
4) sociometry

147. The process of perception and knowledge of each other by communication partners and the establishment of mutual understanding on this basis is the content of ... the side of communication.

1) interactive
2) affective
3) integrative
4) perceptual

148. The perception of a person by a person has a special name:

1) reflection
2) attraction
3) social perception
4) empathy

149. Drawing the attention of listeners to the material presented with the help of a rhetorical question refers to ... method.

1) non-verbal
2) verbal
3) motor-sign
4) mixed

150. Nonverbal communication is the process of communication using:

1) language
2) letters
3) distances
4) facial expressions and gestures

151. The initial conceptual scheme, the leading idea, the model for posing and solving problems, dominant during a certain period is:

1) law
2) concept
3) paradigm
4) doctrine

152. The development of pedagogy is due to:

1) the progress of science and technology
2) parents’ concern for the happiness of their children
3) the objective need to prepare a person for life and work
4) increasing the role of education in social life

153. A holistic model of the educational process, systematically determining the structure and content of the activities of both parties to this process (teacher and student), with the goal of achieving the planned results, adjusted for the individual characteristics of its participants, is:

1) technology
2) plan
3) educational technology
4) project

154. B. Bloom’s taxonomy of learning goals includes:

1) knowledge and awareness
2) understanding and application
3) assessment and self-esteem
4) knowledge, understanding, application, analysis, synthesis, evaluation

155. The theory and practice of cognition, regulation and implementation by educational and educational environments of the process of socialization or resocialization of a person, the result of which is the acquisition by an individual of orientation and standard of behavior (beliefs, values, corresponding feelings and actions) - this is:

1) correctional pedagogy
2) social pedagogy
3) pedagogy
4) ethnopedagogy

156. The method of education is:

1) a set of means of educational influence
2) a set of homogeneous methods of educational influence
3) the way to achieve the goal of education
4) option for organizing an educational event

157. Class hour is:

1) form of education
2) method of education
3) means of education
4) training session

158. Which educational institutions in Russia do not train teaching staff?

1) teacher training colleges
2) pedagogical universities
3) GOU DPO
4) Municipal educational institution secondary school

159. Deviations in development caused by unfavorable forms of family upbringing and not associated with disorders of the analytical systems or the central nervous system can lead to:

1) social and pedagogical neglect
2) mental retardation
3) underdevelopment of intelligence
4) somatic weakness

160. A set of personality traits that ensures a high level of self-organization of professional activity is:

1) professional skill
2) teaching abilities
3) professional development
4) professional competence

161. A paradigm is:

1) the doctrine of the scientific method of knowledge
2) initial conceptual scheme, leading idea, model for setting and solving the problem
3) the doctrine of the principles, methods, forms, procedures of cognition and transformation of pedagogical reality
4) a collective concept that summarizes all the methods used, their tools, procedures and techniques

162. Highlight the objectives of the lesson, aimed at developing the information culture of students:

1) promote the development of children's communication skills
2) ensure the development in schoolchildren of the ability to identify the key moments of their own or someone else’s activity as a whole
3) create conditions for the development of schoolchildren’s ability to structure information
4) ensure that schoolchildren develop the skills to draw up simple and complex plans

163. In the list below, classify organizational forms of training according to the number of students (according to I.M. Cheredov):

1) frontal
2) group
3) individual
4) independent

164. Methods of forming knowledge include:

1) story
2) dispute
3) example
4) competition

165. Modern approaches to the theory and practice of education:

1) system
2) synergistic
3) active
4) personality-oriented

166.The principles of learning are:

1) methods of work on organizing the learning process
2) theses of the theory and practice of training and education, reflecting key points in the disclosure of processes, phenomena, events
3) basic principles of learning theory
4) means of folk pedagogy and modern pedagogical process

167.Pedagogical process:

1) ruler
2) complete
3) esoteric
4) antisocial

168.Learning objectives:

4) internal and external

169.Training should be of... character.

1) creative, personal
2) cycloflow
3) individual
4) polysubjective

170.Education is:

1) the result of the education process
2) the result of the processes of socialization and adaptation
3) the mechanism of the sociocultural environment for familiarization with universal human values
4) the result of obtaining a system of knowledge, abilities, skills and rational methods of mental action

171.Modern models of training organization include:

1) only models of forms of training organization
2) models of systems of principles, systems of methods, forms, types of training organization
3) models of forms and methods of organizing training
4) models of types and forms of training organization

172. The principles of learning were first formulated by:

1) Pestalozzi I.G.
2) Komensky Y.A.
3) Montaigne M.
4) Ushinsky K.D.

173. Didactics is:

1) the science of training and education, their goals, content, methods, means, organization, achieved results
2) the art of “child-breeding skills”
3) orderly activity of the teacher to achieve the learning goal
4) a system of knowledge and ways of thinking acquired during the learning process

174. Training is:

1) streamlining the didactic process according to certain criteria, giving it the necessary form in order to best achieve the goal
2) the science of education
3) orderly interaction between the teacher and students, aimed at achieving the set goal
4) category of philosophy, psychology and pedagogy

175. The form of organization of training is:

1) how the learning process is organized
2) where the learning process is organized
3) why the learning process is organized
4) for whom the learning process is organized

176. Duration of a standard lesson:

1) 40–45 minutes
2) 30 minutes
3) 90 minutes
4) 60 minutes

177. Teaching and learning are:

1) categories of training
2) teaching methods
B. forms of training
D. teaching aids

178. Pedagogical technologies are divided into:

1) general subject, subject and modular
2) general subject, subject, modular and specific methodological
3) general subject and subject
4) subject and modular

179. Education is:

1) the way to achieve the goal and objectives of training
2) a system of knowledge and ways of thinking acquired during the learning process
3) what the learning process comes to, the final consequences of the educational process

180. The learning goal is divided into components - tasks, which are divided into:

1) educational, educational and developmental
2) correctional, organizational and general didactic
3) organizational-methodological and epistemological-semantic
4) internal and external

181. Which of the lessons is not a lesson in monitoring knowledge and skills?

1) computer
2) suggestive
3) essay
4) laboratory work

182. Teaching aids can be:

1) material (technical, informational) and ideal
2) ideal and real
3) material and ideological
4) technical and aesthetic

183. Pedagogical technology is:

1) a set of operations for the design, formation and control of knowledge, skills, abilities and attitudes in accordance with the goals
2) tools for achieving the learning goal
3) a set of provisions that reveal the content of any theory, concept or category in the system of science
4) stability of the results obtained during repeated control, as well as similar results when carried out by different teachers

184. Teaching methods are:

1) ways of joint activities of teachers and students aimed at solving learning problems
2) monologue form of presentation, designed to relay the system of social experience
3) a means of self-learning and mutual learning
4) ways of understanding objective reality in the context of a multidimensional consideration of epistemological mechanisms and cognitive activity of students

185. Pedagogical technologies according to the leading factor of development are divided into:

1) biogenic and sociogenic
2) biogenic, sociogenic, psychogenic
3) suggestive, neurolinguistic
4) secular and religious

186. The educational process is determined by the following categories:

1) training and education
2) a set of categories of pedagogical science
3) a set of didactic categories
4) a set of categories of psychological and pedagogical anthropology

187. ... learning is a type of learning that is based on an algorithm in its original sense.

1) Software
2) Programmed
3) Computer
4) Modular

188. Which concept (term) is not a concept of learning theory?

1) methods of mental activity
2) the theory of the gradual formation of mental actions
3) quality of education
4) training

189. The principles of training are:

1) pedagogical conditions for cooperation and co-creation
2) mechanisms for implementing student-centered learning
3) the main provisions of any theory or concept
4) basic provisions defining the content, organizational forms and methods of the educational process in accordance with general goals and patterns

190. In Russia, he first formulated (a) principles of education:

1) Krupskaya N.K.
2) Ushinsky K.D.
3) Babansky Yu.K.
4) Makarenko A.S.

191. Education as co-creation between teacher and student was considered:

1) Komensky Y.A.
2) Shatalov V.F.
3) Bolnov O.
4) Krupskaya N.K.

192. Creative lesson and non-standard lesson are concepts:

1) identical
2) symmetrical
3) having a common basis (overlapping)
4) similar

193. What does not apply to written control?

1) test
2) message
3) essay
4) presentation

194. Control methods do not include:

1) oral control
2) written control
3) mutual assessment
4) computer control

195. Training functions and training tasks can be divided into:

1) internal and external
2) correctional, organizational and general didactic
3) organizational-methodological and epistemological-semantic
4) educational, educational and developmental

196. Training has the following categories:

1) teaching and learning
2) teaching and education
3) teaching and learning
4) socialization and adaptation

197. Secondary vocational education institutions do not include:

1) technical schools
2) lyceums
3) schools
4) colleges

198. Education is:

1) orderly activity of the teacher to achieve the learning goal
2) subject support for the educational process
3) a system of knowledge, skills and abilities acquired during the learning process
4) way of cooperation between teacher and students

199. A teaching tool is:

1) a set of ideal and material objects that allow you to solve the goals and objectives set during the learning process
2) techniques and methods for obtaining, generalizing and systematizing knowledge
3) a set of pedagogical tools for solving cognitive problems
4) all objects of the material world that are used to organize classes

200. Pedagogical technology is:

1) a form of mental activity of the individual, aimed at understanding and transforming the world and the person himself
2) a set of means and methods for reproducing theoretically based processes of training and education, allowing you to successfully achieve your goals
3) active interaction with the surrounding reality, during which a living being acts as a subject purposefully influencing the object and thus satisfying its needs
4) a practical method of achieving moral self-improvement through a person’s regulation of his bodily needs

201. Pedagogical technologies on a philosophical basis can be:

1) authoritarian and democratic
2) materialistic, idealistic and dualistic
3) reproductive and developmental
4) classroom and alternative

202. Which concept (term) is not a concept of learning theory?

1) knowledge
2) skills
3) skills
4) motivation

203. The following types of education are distinguished:

1) incomplete secondary, secondary, incomplete higher, higher
2) full-time, part-time, evening, distance learning
3) incomplete secondary, secondary, incomplete secondary vocational, secondary vocational, incomplete higher, higher, academic
4) incomplete secondary, secondary, incomplete secondary vocational, secondary vocational, incomplete higher vocational, higher vocational

204. ... is a process during which ready-made knowledge is presented to students, followed by a process of consolidation, generalization, systematization and control.

1) Suggestive learning
2) Problem-based learning
3) Reproductive training
4) Level training

205. The pedagogical process reveals the features of teaching:

1) ruled
2) concentrates
3) stepwise
4) systematically

206.Definition of the concept of “education”:

1) the concept of learning theory
2) a category not only of didactics, but also of the system of pedagogical science as a whole
3) the result of development and adaptation
4) mechanism of socialization and education

207. The system of higher pedagogical education includes the following blocks:

1) general cultural block, psychological and pedagogical block, subject block.
2) general cultural block and subject block.
3) philosophical, psychological-pedagogical, general cultural blocks
4) bachelor's and master's degrees.

208. Teaching methods are:

1) a means of controlling the cognitive activity of students, an element of culture and morality
2) ways, methods of creating favorable conditions for organizing the educational, educational process
3) mechanisms of socialization and education
4) the category of psychological and pedagogical sciences, ensuring continuity in education.

209. Control is:

1) checking the results of self-study
2) this is feedback from the teacher to the student in the teaching-learning process, providing analysis of the assimilation of knowledge, abilities, skills and stimulating the activities of both parties (both teacher and student) to optimize all parts of the educational process
3) a system of evaluation and marking activities aimed at forming an adequate understanding of objectively occurring processes in the social continuum
4) a mechanism for testing students’ knowledge, skills and abilities

210. Institutions of higher education are:

1) colleges, institutes, universities
2) colleges, institutes, universities, academies
3) institutes, universities, academies
4) lyceums, colleges, institutes, universities, academies

211. New information teaching aids do not include:

1) computer
2) slide projector
3) printer
4) modem

212. The system of principles of developmental education was first proposed by:

1) Vygotsky L.S.
2) Ivanov I.P.
3) Yakimanskaya I.S.
4) Zankov L.S.

213. Training is:

1) a system of knowledge and ways of thinking acquired during the learning process
2) what the learning process comes to, the final consequences of the educational process
3) the way to achieve the goal and objectives of training
4) orderly interaction between the teacher and students, aimed at achieving the set goal

214. Brainring lessons are based on... training.

1) problematic
2) productive
3) gaming
4) modular

215. Teaching methods translated from Greek mean:

1) learning mechanisms
2) means of achieving the learning goal
3) ways, ways to achieve the learning goal
4) teaching techniques

216. The form of organization of education in secondary school is:

1) occupation
2) lesson
3) class hour
4) hour of communication

217. A non-standard lesson differs from a standard one:

1) duration
2) shape
3) purpose
4) developed model

218. Secondary education institutions do not include:

1) evening shift school
2) lyceum
3) gymnasium
4) university

219. Teaching and learning processes should be:

1) interconnected
2) are mutually exclusive
3) discretely sharpened
4) continuous and polymorphic

220. Training in the education system can be:

1) secondary, secondary vocational, higher vocational
2) full-time daytime, full-time evening, correspondence
3) self-training and mutual training
4) state and additional

221. Which concept is not a concept of learning theory?

1) knowledge
2) skills
3) skills
4) good manners

222. The principles of learning are:

1) ways of joint activities of teachers and students aimed at achieving their goals, the process of pedagogical interaction
2) guidance for managing the process of psychological-pedagogical interaction
3) guiding ideas, regulatory requirements for the organization and implementation of the educational process
4) conditions for successful social interaction of various subjects of the socio-educational space

223. Learning as co-creation between a teacher (S1) and a student (S2) is characterized by the following model:

1) S1<=>S2
2) S1< S2
3) S1>S2
4) S1= S2

224. What does not apply to lessons:

1) workshops
2) laboratory work
3) homework
4) independent work

225. Pedagogical technology is:

1) conditions for optimizing the educational process
2) a project of a specific pedagogical system implemented in practice
3) the main provisions of the theory of learning
4) the result of interaction between teacher and student

226. Recognition of the self-worth of the individual, the realization of internal and external freedom is the principle:

1) humanism
2) continuity
3) democratization
4) integrity

227. The group of organizational-structural pedagogical functions includes ... function.

1) informational
2) Gnostic
3) constructive
4) mobilizing

228. Pedagogical creativity is not:

1) introducing qualitatively new elements into the educational process
2) anticipation of desired and prevention of undesirable results in personality development
3) the art of educating the younger generation
4) solving educational problems in changing circumstances

229. The grounds for differentiation of pedagogical specialties are:

1) types of teaching activities
2) age periods of child development
3) psychophysical and social factors in the development of the child’s personality
4) subject areas of knowledge

230. The main techniques for high-speed note-taking are:

1) hyperabbreviation
2) hieroglyphics
3) exclusion of words
4) rubrication

231. Knowledge of the provisions of pedagogical theory, the ability to analyze one’s own scientific activity are included in:

1) basic personality culture
2) methodological culture of the teacher
3) pedagogical culture
4) personality culture

232. The teaching profession refers to ... type of professional activity.

1) artonomic
2) bionomic
3) technical
4) socionomic

233. There are such types of plans as:

1) artistic
2) plan diagram
3) complex
4) combined

234. Vocational guidance is a system of such interconnected components as:

1) professional diagnostics
2) self-education
3) vocational education
4) professional selection

235. If a teacher adapts his communication to the characteristics of the audience, then his activities can be classified as ... level.

1) adaptive
2) local modeling
3) productive
4) creative

236. A form of vocational guidance that involves assisting students in choosing a profession is called:

1) interview
2) consultation
3) education
4) diagnostics

237. In accordance with the requirements of the State educational standard for higher professional education, the following types of teaching activities are distinguished:

1) analytical and diagnostic
2) educational
3) social and pedagogical
4) scientific and methodological

238. There are such types of theses as:

1) deep
2) complex
3) abstracts-quotes
4) simple

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