Communication includes certain ways in which individuals influence each other; the main ones are infection, suggestion, imitation.
Contagion is an unconscious, involuntary exposure of an individual to certain mental states. Infection acts as a form of spontaneously manifesting internal mechanism of human behavior. The mechanism of socio-psychological infection comes down to the effect of multiple mutual reinforcement of the emotional effects of people communicating with each other.
A special situation in which exposure through contamination increases is the situation panic. Panic arises among the masses of people as a certain emotional condition. The immediate cause of panic is the appearance of any news that can cause a kind of shock.
Suggestion is the purposeful, unreasoned influence of one person on another or on a group. With suggestion, an influence is exerted on another, based on the uncritical perception of a message or information.
Unlike infection, which is usually non-verbal in nature (dancing, games, music, emotions, etc.), the suggestion is against, verbal character, those. carried out through voice communication. Suggestion acts with particular force on impressionable people who, at the same time, do not have a sufficiently developed ability for independent logical thinking, do not have firm life principles and beliefs, and are unsure of themselves.
Imitation as a way of influencing manifests itself in following an example, pattern through its reproduction. Imitation is of particular importance in the process of human mental development.
Psychological self-education
Questions for discussion and reflection
1. Philosopher E.V. Ilyenkov asserts that “personality arises when an individual begins independently, as a subject, to carry out external activities according to the norms and standards given to him from the outside - by the culture in whose bosom he wakes up to human life, to human activity."
2. The outstanding teacher V.A. Sukhomlinsky writes: “The root of all difficulties and failures in lessons in the overwhelming majority of cases lies in the teacher’s forgetting that a lesson is a joint work of children and a teacher, that the success of this work is determined primarily by those relationships, that develop between teachers and students.”
Is it possible to believe that the structure of relationships between schoolchildren in the classroom includes connections and relationships between schoolchildren and teachers?
3. If “personality begins, is realized and realizes itself in real actions,” then what are the possibilities of school in the formation of personality?
4. According to UNESCO, in developed countries, about 80% of all information received by children 12-15 years old is obtained not at school, but in the process of extracurricular communication. What pedagogical conclusions can be drawn based on this fact?
5. Why is the first impression of schoolchildren about the teacher such an important factor in their interaction in educational work?
6. Psychologist T.V. Dragunova characterizes adolescence as follows: “A teenager very clearly manifests, on the one hand, the desire to communicate and collaborate with peers, the desire to live a collective life, to have close comrades, a friend... The experience of loneliness is difficult and unbearable for a teenager... The merits of a peer he likes often make a teenager see and realize the lack of those qualities that appeal to him and are valued by his comrades. There will be a desire to be the same and even better. The comrade becomes a role model for the teenager.”
What, in your opinion, is unique about the relationship between activity, community and consciousness of a teenager? Can the given characteristics be used in relation to the initial period of student life?
Literature to read
Andreeva G.M. Social Psychology. M., 1994.
Bozhovich L.I. Personality and its formation in childhood. M., 1968.
Bodalev A.A. Personality and communication . M., 1983.
Bodalev A.A. On the relationship between communication and relationships // Issues. psychology. 1994. No. 1.
Buber M. Me and You. M., 1993.
Vinogradova M.D., Pervin I.B. Collective cognitive activity and education of schoolchildren. M., 1977.
Gippenreiter Yu.B. Introduction to general psychology. M., 1988.
Gordeeva N.D., Zinchenko V.P. Functional structure of action. M., 1982.
Davydov V.V. The concept of activity and psyche in the works of A.N. Leontiev // Problems of developmental education. M., 1986. P.217-224.
Dobrovich A. B. To the teacher about the psychology and psychohygiene of communication. M., 1987.
Kan-Kalik V.A. To the teacher about pedagogical communication. M., 1987.
Levitan K.M. Fundamentals of pedagogical deontology. M., 1994.
Leontyev A.A. Pedagogical communication. M., 1979.
Leontyev A.N. Activity. Consciousness. Personality. M., 1979.
Mudrik A.V. Communication as a factor in the education of schoolchildren. M., 1984.
Communication and optimization of collaboration / Ed. G.M.Andreeva, J.Yanousheka. M., 1987.
Petrovsky A.V. Personality. Activity. Team. M., 1982.
Parygin B.D. Fundamentals of socio-psychological theory. M., 1971.
Rubinshtein S.L. Basics general psychology: In 2 vols. M., 1989. T.2.
Slobodchikov V.I. Psychological problems of the formation of a person’s inner world // Issues. psychology. 1991. No. 2.
Feigenberg E.I., Asmolov A.G. Cultural-historical concept and possibilities of using non-verbal communication in the restorative education of the individual // Issues. psychology. 1994. No. 6.
Tsukerman G.A. Types of communication in teaching. Tomsk, 1994.
Elkonin D.B. Psychology of the game. M., 1978.
Unconscious involuntary susceptibility of an individual to certain mental states. In this case, it is not the conscious transmission/reception of some information or pattern of behavior that occurs, but the transmission of a certain emotional state (mental state). Since all this takes place en masse, multiple mutual intensification of the emotional states of communicating people is observed.
Religious ecstasies;
Mass psychoses;
Panic (a consequence of a lack or excess of information about frightening or incomprehensible news). But if in a situation of panic there is a person who is able to offer a model of behavior that will restore the normal emotional state of the crowd, the panic can be stopped;
Emotional contagion in situations of mass spectacles. It has been established that for infection to occur, it is necessary to establish a commonality of assessments (a popular artist, a fascist leader, etc.), which is greatly facilitated by preliminary applause.
Infection is not only an asocial mechanism. A positive example can be infection by personal example in war, when carrying out rescue work in disaster zones, etc. How to run it? Unfortunately, this issue has been practically unexplored.
Purposeful, unreasoned influence of one person on another or on a group. Here, unlike infection, information is transmitted, but it is perceived uncritically.
Differences between the mechanism of suggestion and the mechanism of infection:
Contagion - empathy by the entire mass of people (including the leader) of the general mental state; during suggestion, the suggestor is not subjected to the same condition as the receiving individuals.
Suggestion is usually verbal; During infection, other means are also used (exclamations, rhythms, etc.)
The differences between the mechanism of suggestion and persuasion are as follows.
Suggestion directly causes a certain mental state, without the need for evidence and logic; here it is not agreement that is achieved, but simply the acceptance of information as a ready-made conclusion; u. occurs by a logical method, and the conclusion is made by the person being convinced. In other words, persuasion is an intellectual influence, and suggestion is an emotional-volitional influence. Hence the factors of the effectiveness of social suggestion:
In general, children are more suggestible than adults;
People who are tired, weakened physically and emotionally are more suggestible;
Thus, suggestion refers to manipulative methods of influencing the audience. Methods of resistance to suggestion and methods of removing this mental self-defense (counter-counter-suggestion) have been studied.
We find examples of suggestion in propaganda and advertising. Both formally appeal to logic and consciousness, but the method of suggestion is used very widely. In particular, a special concept has been developed here (a specific image of a perceived object, when the perspective of perception is deliberately shifted and only certain sides of the object are emphasized). The image thickens the colors of the image that the advertiser needs and, thereby, serves as a mechanism of suggestion. In addition, a well-constructed image addresses the emotional side of perception, which facilitates suggestion.
An individual’s reproduction of traits and patterns of demonstrated behavior. There are imitation-fashion and imitation-custom, imitation within one social class and imitation of one class to another. The following laws of mass imitation are formulated:
Internal models evoke imitation earlier than external ones. For example, the spirit of religion begins to be imitated earlier than rituals;
The lowest on the social ladder imitate the highest (the province - the center, the nobility - royal court etc.).
All the mentioned mechanisms of influence on members of a spontaneous group, of course, are not one-sided. Always exists and reverse movement- from the individual to the impact exerted on her, and its intensity depends on the degree of criticality of the individuals who make up the spontaneous group.
Introduction. 3
1. Infection. 4
2. Imitation. eleven
Conclusion. 18
References.. 19
Introduction
If we proceed from the fact that social psychology, first of all, analyzes those patterns of human behavior and activity that are determined by the fact that people are included in real social groups, then the first empirical fact, which this science faces, is the fact of communication and interaction between people. According to what laws do these processes develop, what determines their various forms, what is their structure; finally, what place do they occupy throughout complex system human relations?
One of the important mechanisms of communication and interaction between people is the processes of mental imitation and infection.
I consider the topic of the test to be relevant, since the problems and mechanisms of human interaction are inextricably linked both in the professional and social life of an individual.
The purpose of the test is to reveal the topic Psychic contagion and imitation.
Independent work tasks:
Reveal the essence of the concepts of mental infection and imitation;
Reveal the meaning of infection and imitation for public and social life;
Give examples of manifestations of mental infection and imitation in a person’s public and personal life.
1. Infection
The Encyclopedia of Sociology gives the following definition of mental infection. Mental contagion is a collective name for a number of events and phenomena of an individual mental and socio-psychological order in the behavior of people, the prerequisites for which are the mechanisms of suggestion and imitation. The determining factor for mental infection is the clear dominance of the emotional component of its implementation and manifestation. Mental contamination is closely connected with such a phenomenon as “fashion”, as well as with precedents for such phenomena as collective phobias (fears) of various types. The first attempt at a strictly sociological explanation of the phenomena of mental infection was carried out by G. Le Bon in his project for reconstructing the behavior of human “crowds”.
According to Andreeva, infection with for a long time was studied as a special method of influence that in a certain way integrates large masses of people, especially in connection with the emergence of such phenomena as religious ecstasies, mass psychoses, etc. The phenomenon of infection was known, apparently, at the most early stages human history and had diverse manifestations: massive outbreaks of various states of mind that arise during ritual dances, sports excitement, situations of panic, etc.
Contagion can be defined as the unconscious, involuntary exposure of an individual to certain mental states. It manifests itself not through more or less conscious acceptance of some information or patterns of behavior, but through the transmission of a certain emotional state, or “mental mood.” Since this emotional state occurs in the mass, a mechanism of multiple mutual reinforcement operates. emotional impacts communicating people. The individual here does not experience organized deliberate pressure, but simply unconsciously assimilates patterns of someone’s behavior, only by obeying him. Many researchers have noted the presence of a special “contagion reaction” that occurs especially in large open audiences, when the emotional state is intensified through repeated reflection according to the usual chain reaction models. The effect takes place primarily in a disorganized community, most often in a crowd, which acts as a kind of accelerator that “accelerates” a certain emotional state.
I found the following psychological interpretation of mental infection. Contagion is the unconscious involuntary exposure of an individual to certain mental states. In this case, it is not the conscious transmission/reception of some information or pattern of behavior that occurs, but the transmission of a certain emotional state (mental state). Since all this takes place en masse, there is a multiple mutual strengthening of the emotional states of communicating people.
Religious ecstasies;
Mass psychoses;
Panic (a consequence of a lack or excess of information about frightening or incomprehensible news). But if in a situation of panic there is a person who is able to offer a model of behavior that will restore the normal emotional state of the crowd, the panic can be stopped;
Emotional contagion in situations of mass spectacles. It has been established that for infection to occur, it is necessary to establish a commonality of assessments (a popular artist, a fascist leader, etc.), which is greatly facilitated by preliminary applause.
Contagion plays an important role in various socio-psychological phenomena. The role of infection in the emergence of “mental epidemics” among large groups population. These include cliques, dances of St. Vitus, the excesses of a fanatical crowd, a craze for fashion, various trends in art, literature, medicine, etc. The content of these dominant emotions determines the content of mental infection. It plays an important role in social life. Skillful use of mental contagion is an essential component of the work of a teacher, leader, and any educator in general.
Infection is not only an asocial mechanism. A positive example can be infection by personal example in war, when carrying out rescue work in disaster zones, etc. The example of a commander raising his unit to attack, the call of a party leader directing actions is contagious. large masses people, a teacher who captivates his students.
A special situation, according to Andreeva, where the impact through infection increases, is a situation of panic. Panic occurs among a lot of people as a certain emotional state, resulting either from a lack of information about some frightening or incomprehensible news, or from an excess of this information. The term itself comes from the name greek god Pan, the patron saint of shepherds, pastures and herds, who with his anger caused the madness of the herd, rushing into the fire or abyss for an insignificant reason. The immediate cause of panic is the appearance of some news that can cause a kind of shock. Subsequently, panic increases in strength when the considered mechanism of mutual multiple reflection comes into play. The infection that occurs during panic should not be underestimated, including in modern societies. A widely known example is the emergence of mass panic in the United States on October 30, 1938, after a broadcast organized by the NBC radio company based on the book by H. Wells “The War of the Worlds.” Masses of radio listeners of various age and educational backgrounds (according to official data, about 1,200,000 people) experienced a state close to mass psychosis, believing in the invasion of Martians on Earth. Although many of them knew for sure that a dramatization of a literary work was being broadcast on the radio (this was explained three times by the announcer), approximately 400 thousand people “personally” witnessed the “appearance of the Martians.” This phenomenon was specially analyzed by American psychologists.
Panic is one of those phenomena that is extremely difficult to study. It cannot be directly observed, firstly, because the timing of its occurrence is never known in advance, Secondly, because in a situation of panic it is very difficult to remain an observer: this is its strength and lies in the fact that any person, finding himself “inside” the system of panic, to one degree or another succumbs to it.
Research on panic remains at the level of descriptions made after its peak. These descriptions made it possible to identify the main cycles that are characteristic of the entire process as a whole. Knowing these cycles is very important to stop panicking. This is possible provided that there are forces capable of introducing an element of rationality into a situation of panic, and in a certain way seizing leadership in this situation. In addition to knowledge of cycles, it is also necessary to understand the psychological mechanism of panic, in particular such a feature of infection as the unconscious adoption of certain patterns of behavior. If in a situation of panic there is a person who can offer a model of behavior that helps restore the normal emotional state of the crowd, it is possible to stop the panic.
An important question When studying contagion, the question is about the role played by the level of generality of assessments and attitudes characteristic of the mass of people susceptible to mental contagion. Although this issue has not been sufficiently studied in science, forms of using these characteristics in a situation of infection have been found in practice. Thus, in conditions of mass spectacles, a stimulus that includes the generality of assessments preceding infection, for example, popular actor, are applause. They can play the role of an impulse, after which the situation will develop according to the laws of infection. Knowledge of such a mechanism was used, in particular, in fascist propaganda, where a special concept was developed to increase the effectiveness of influencing an open audience by bringing it to open excitement: to a state of ecstasy. Others often resort to these techniques. political leaders.
The extent to which different audiences are susceptible to infection depends, of course, both on the general level of development of the individuals composing the audience and, more specifically, on the level of development of their self-awareness. In this sense, it is true that in modern societies infection plays a much smaller role than in initial stages human history. Porshnev (1968) rightly noted that the higher the level of development of society, the more critical the attitude of individuals towards the forces that automatically drag them down the path of certain actions or experiences, the weaker, therefore, the effect of the infection mechanism.
The tradition that has developed in social psychology usually considers the phenomenon of infection in conditions of antisocial and disorganized behavior (various natural disasters etc.), however, this type of behavior can also have manifestations in mass conscious, social action. Interpreting them from the point of view of only infection processes reduces the significance of these actions, but taking into account the infection factor, for example, during various rallies and demonstrations is necessary. The task of social psychology is to provide a specific analysis of the mechanism of infection, its forms in situations of various social significance. In particular, the question of the role of infection in organized, socially approved behavior, for example, infection by personal example in various mass production situations, during rescue operations in situations of various disasters, etc., remains practically unexplored. It is possible that in these cases some new aspects of the infection phenomenon will be revealed, for example, its compensatory function in conditions of insufficient organization, etc.
It is important to note that the growth of self-awareness does not cancel such forms of mental infection that manifest themselves in mass social movements, especially during periods of social instability, for example, in conditions of radical social transformations.
It makes sense to consider, so to speak, the consumer side of mental infection. The infection mechanism most often manifests itself in conditions of random, unplanned purchases and queues. Here advertising is distributed and acts instantly. However, the role of contagion in advertising has not been sufficiently studied; it is often identified with imitation.
G. Lebon, analyzing such a mental mechanism of social influence as contagion, wrote that mental contagion, or, as he called it, “mental contagion,” is most characteristic of the crowd and contributes to the formation of special properties in it. “Infection is a phenomenon,” writes G. Le Bon, “which is easy to indicate, but not to explain; it should be classified as a hypnotic phenomenon... In a crowd, every feeling, every action is contagious, the author writes, and to such an extent that the individual very easily sacrifices his personal interests to the collective interest. This behavior, however, contradicts human nature, and therefore a person is capable of it only when he is part of the crowd.”
In practice, the phenomenon of mental contagion as a method of advertising influence manifests itself during public events, especially among young people gathered in discos “for relaxation,” where specific music and lighting effects (strobe lights, etc.) are used as a special stimulating emotional background. This impact, together with large physical activity provides an increase in the amount of liquid consumed, tonic drinks, beer, low-alcohol drinks, etc. In this case, the young man often makes a purchase because he feels thirst, which is also experienced by those around him. Discotheques sell souvenirs, clothes, records and other attributes of a “party member” belonging to a certain category of fans of a particular musical genre. And the “communication” itself in a circle of like-minded people represents a kind of jointly experienced emotional state, which is advertised as a “disco show” and for which the organizers receive a lot of money. Sometimes, to enhance the effect of “psychic infection”, discotheques are criminally distributed narcotic substances, for example, the popular drug "ecstasy", which not only activates physical capabilities dancing man and increases the need for fluid, but also enhances the effect of mental infection, makes young people want to do what everyone else is doing, and thereby like each other.
2. Imitation
According to the psychological interpretation, imitation is an individual’s reproduction of traits and patterns of demonstrated behavior.
Imitation also refers to mechanisms and ways of people influencing each other, including in conditions of mass behavior, although its role in other groups, especially in special types of activities, is also quite large. Imitation has a number of common features with the phenomenon of infection, but its specificity lies in the fact that it is not a simple acceptance external features the behavior of another person or mass mental states, but the individual’s reproduction of the traits and patterns of demonstrated behavior.
There are imitation-fashion and imitation-custom, imitation within one social class and imitation of one class to another. The following laws of mass imitation are formulated:
Internal models evoke imitation earlier than external ones. For example, the spirit of religion begins to be imitated earlier than rituals;
The lowest on the social ladder imitate the highest (the province - the center, the nobility - the royal court, etc.).
All the mentioned mechanisms of influence on members of a spontaneous group, of course, are not one-sided. There is always a reverse movement - from the individual to the influence exerted on him, and its intensity depends on the degree of criticality of the individuals who make up the spontaneous group.
In the history of social psychology, imitation has received a lot of attention. As already noted, the development of ideas about the role of imitation in society is characteristic of the concept of G. Tarde, who owns the so-called theory of imitation. In basic terms, this theory boils down to the following: the fundamental principle of the development and existence of society is imitation. It is through imitation that group norms and values emerge. Imitation acts as a special case of the more general “world law of repetition.” If in the animal world this law is realized through heredity, then in human society- through imitation. It acts as a source of progress: periodically, inventions are made in society, which are imitated by the masses. These discoveries and inventions subsequently enter the structure of society and are again mastered through imitation. It is involuntary, and can be considered as a “kind of hypnotism”, when “the reproduction of one brain cliché is carried out by the sensitive plate of another brain” (Tard, 1892).
Social conflicts occurring in society are explained by contradictions between possible directions of imitation. Therefore, the nature of these conflicts is similar to the nature of conflicts in the individual consciousness, when a person simply experiences hesitation, choosing a new pattern of behavior. There are several types of imitation: logical and extra-logical, internal and external, imitation-fashion and imitation-custom, imitation within one social class and imitation of one class to another. Analysis of these different types of imitation made it possible to formulate the laws of imitation, among which, for example, are the following: imitation is carried out from internal to external (i.e., internal models evoke imitation earlier than external ones: the spirit of religion is imitated earlier than rituals); the lower (meaning those lower on the social ladder) imitate the higher (the province - the center, the nobility - the royal court), etc.
It is easy to see that such a concept provides a classic example of the absolutization of the role of imitation in society, when all social problems are considered from the point of view of the action of some psychological mechanism. As E. Durkheim rightly noted, with this approach, a wide variety of social phenomena are mixed together. Meanwhile, a child’s imitation of an adult, for example, develops according to completely different laws than the relationship of classes in society.
However, if we ignore the absolutization of the idea of imitation, we can highlight very useful considerations in the analysis proposed by Tardom: today, rather, not only they, but a fairly solid practice of experimental research makes it possible to establish the actual characteristics of this specific means of psychological influence. Special meaning Of course, imitation is part of the child's development. It is in child psychology that the bulk of experimental research on imitation is carried out. However, as long as the phenomenon is included in the fabric of communication, these studies have a certain socio-psychological interest. Thus, research into the mechanism of imitation became the subject of a special theory of imitation, developed within the framework of a neo-behaviorist orientation by N. Miller, D. Dollard and A. Bandura. Based on the concept of “reinforcement”, A. Bandura describes three ways of following a reinforced behavior “model”, i.e. role model:
a) when new reactions can arise through observation of the model,
b) when observing the reward or punishment of a model can strengthen or weaken the inhibition of behavior,
c) when observing a model can contribute to the actualization of those patterns of behavior that were previously known to the observer.
Obviously, all three of these methods of imitation can also manifest themselves in situations of mass behavior. IN in this case the mechanism of imitation acts in close connection with the mechanisms of infection and suggestion.
In each case, the implementation of influence using the above methods encounters one or another degree of criticality of the individuals who make up the mass. Impact generally cannot be considered as a unidirectional process: there is always a reverse movement - from the individual to the influence exerted on it. All this takes on special significance in spontaneous groups. Spontaneous groups and what is demonstrated in them mass behavior and mass consciousness are an essential component of various social movements.
Considering various aspects of psychological imitation, I consider it appropriate to mention “consumer” imitation.
Many advertisers pay attention to the fact that in advertising the method of creating conditions for imitation works most effectively in cases where what is advertised is what is prestigious for a person, what is bought by him in order to be like a famous, popular, authoritative person.
In the works of L.I. Bozovic, it is shown that, for example, the development of children’s motivation occurs from imitation to conscious goal setting. Thus, in her opinion, there is reason to believe that the mechanism of “blind” imitation will have a stronger impact on children early age and adolescents than adults.
G. Craig believes that in children imitation plays an important role in language acquisition. A child learns his first words through hearing and imitation. According to G. Craig, this is how most of the vocabulary a child, since he cannot invent words himself and discover their meaning to himself. However, “how a child masters syntax,” the author writes, “is not so easy to explain. Although the child constructs some phrases by imitating others, such a grammatical form as “amn"t I” (“this is not me”) is certainly his own invention. It is also doubtful that the child could hear the phrase “Baba sleep” anywhere. "Even when adults begin to imitate a child's style of speech or try to correct the child's mistakes, children still continue to use their own constructions that could not be learned through direct copying, if only because the speech of adults does not contain such role models."
Many young mothers repeatedly note that their young children, who do not yet know how to speak properly, love to watch advertising and, at the same time, are completely indifferent to other television programs. Very often they express concern about whether television broadcasters are using any special technologies to influence young children that are harmful to their mental health. It should be noted that from a marketing point of view, such technologies would be meaningless, because children who cannot speak will in no way be able to influence their parents and, therefore, stimulate the number of sales of advertised products. The effect most likely occurs only at the perceptual level, that is, as a result of attracting the attention of children by advertising. The speed and change of frames in advertising, sound, variety, brightness and contrast of colors most often differ from regular broadcasts. Apparently this is what attracts young children. They react to advertising inserts in the same way as to the sounds of a rattle, with the help of which adults try to attract the attention of a child.
Without any doubt, imitation plays a significant role in the sphere of advertising influence on consumers and varies significantly in nature. In particular, imitation of advertising by adolescents and adults occurs on the basis of various psychological patterns. In adults, imitation of an advertising character is more often determined by the coincidence of what they see with what is determined by their value orientations, as well as motivation and needs, the desire to be like a successful authoritative person. However, if the behavior of adults when perceiving advertising was based only on imitation, this would lead to contradictions with the formed personal motivation and would certainly destroy the system of individual goal setting.
Examples of imitation can be observed in different age stages individual development person. Y. A. Komensky also wrote in his works “Great Didactics” and “Mother’s School” about imitation as a property of children “... to imitate everything that others do before their eyes.” Due to the fact that “they learn to imitate before they learn,” the great teacher strongly advised parents to “constantly show their children good examples”, and teachers in their teaching and educational activities use “examples, both taken from life and from history.” The imitation mechanism continues to be the leading one in shaping behavior for several years. In the first years of life, a child’s perception and thinking are purely concrete; it is much easier for him to copy a visual example than to follow instructions. Over time, thinking becomes more and more abstract, the child gains the ability to abstract from visual examples and build his behavior on the basis mental representations and concepts. The role of imitation in mental development decreases, but does not disappear. In fact, the mechanism of imitation never disappears. After all, adults, for example, dress to a greater or lesser extent in accordance with fashion, that is, they try to imitate certain standards. And it happens that they directly (albeit often unconsciously) copy the behavior of those people whose achievements are desirable for ourselves.
Conclusion
In conclusion, it can be noted that there are the following types psychological influence in the process of communication: infection, suggestion and imitation. Within the framework of this test, only infection and imitation are considered.
1. Contagion can be defined as the unconscious involuntary exposure of an individual to certain mental states. It manifests itself not through more or less conscious acceptance of some information or patterns of behavior, but through the transmission of a certain emotional state, or “mental mood” (B.D. Parygin).
Religious ecstasies;
Mass psychoses;
Emotional contagion in situations of mass spectacles.
2. Imitation. Its specificity, in contrast to infection and suggestion, is that it involves not simply accepting the external features of another person’s behavior, but reproducing the features and images of the demonstrated behavior. Because the we're talking about about the assimilation of the proposed behavioral models, there are two plans for imitation: or to a specific person, or norms of behavior developed by the group.
There are imitation-fashion and imitation-custom, imitation within one social class and imitation of one class to another.
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Since the mental state is not static, and can change over time, over the course of a day or even a couple of minutes, we are primarily interested in how and following what method can be achieved to change the state of the viewer during the performance.
Speaking about the dynamics of changes in mental states, we must first of all understand that depending on the state of the individual at the moment, the level of susceptibility to influence will be different. Physical fatigue, relaxation, time pressure, and even hunger can affect an individual's susceptibility. But in view of the focus of the work on interaction with the audience, we will take the average version of the viewer.
Usually, a spectator who comes to a performance or concert is in a joyful, cheerful state. He is cheerful, a little excited about the upcoming action and most often does not have those negative factors, which affect susceptibility to suggestion. The only thing that distinguishes the viewer is that he himself wants to be influenced by the actors acting on stage. Also has an impact environment. The atmosphere of the theater, a large number of people waiting for the action to begin on stage, a large number of The lights and the auditorium itself already influence the individual even before the action begins. All this creates a favorable environment for perceiving what is happening on stage and being exposed to the emotional state of others and actors.
One type of impact is contamination. Infection belongs to a special method of psychological influence on a person in the process of communication and interaction, which is carried out not through consciousness and intellect, but through the emotional sphere of a person. It is one of the most ancient ways integration of group activities and is characterized by spontaneity, since it occurs primarily in situations of significant crowds of people - in stadiums, concert halls, carnivals, rallies, etc. In social psychology, contagion is the process of transferring an emotional state from one individual to another at the level of mental contact. Infection occurs through the transmission of a mental mood endowed with a large emotional charge. Researchers such as G.P. Andreeva, G. Lebon, argue that infection is both a product of the influence on others of the great energy of the mental state of an individual or group, and a person’s ability to perceive, empathize with this state, and participate. The effectiveness of the power of mental infection lies in a direct dependence on the depth and brightness of emotional excitement coming from the communicator. At the same time, it is significant psychological readiness recipient up to emotional response to the corresponding influence. A strong catalyst for emotional arousal is explosive forms of expression of emotions generated by the positive or negative emotional state of people, in particular contagious laughter, crying, etc.
Infection is transmitted from one individual to another through the transmission of an emotional state, and not through the conscious acceptance of any information and patterns of behavior. Therefore, infection is an unconscious, involuntary exposure of an individual to the mental states of others. Infection tends to occur in large numbers of people. Being in the midst of a crowd, an individual does not experience deliberate pressure, but unconsciously assimilates images of other people's behavior and begins to behave accordingly. Also among the masses of people there is a mechanism for multiple amplification of emotions.
When we talk about theater and audiences, we consider them as "the assembled audience." A crowded public is a collection of people who have similar expectations of certain experiences or are interested in the same subject. General interest and polarization of attitudes around one object or event are the basis for its isolation. .
"Under certain conditions - and, moreover, only under these conditions - an assembly of people presents completely new features that characterize individuals included in this collection. The conscious personality disappears. The crowd becomes what I would say, for lack of a better expression, an organized crowd, or a spiritualized crowd, constituting a single being and subject to the law of the spiritual unity of the crowd."
Most researchers have come to the conclusion that when people interact within a crowd, their emotional state is the same or has the same direction of action, be it panic, global inspiration, etc.
In general, “a gathered public is an accumulation of a certain number of people who have a similar expectation of certain experiences or are interested in the same subject. This common interest and polarization of attitudes around the same subject or event is the basis for its isolation. The next feature is readiness to react in some similar way. This similarity of attitudes, orientation and readiness for action is the basis for unifying the public."
The mechanism of psychological unification, in general, is quite obvious. After the external physical connection in one room (the public rarely acts on the street), under the influence of exposure to all the same stimuli, certain similar or common reactions, experiences or stable orientations are formed among the public. Such an audience usually quickly becomes aware of the moods that arise in it, which enhances the impressions caused by the action of a general stimulus.
Speaking about the dynamics of the transfer of a mental state from one individual to another, it should be noted that the greater the number of people on whom this influence is directed, the faster emotions spread within the group. This happens due to the fact that when large cluster people, the response resonance to an actor's remark or action on stage has a greater amplification in proportion to the number of people to whom it was directed. (Wilson?) All the actors interviewed, without exception, confirmed the fact that with an empty hall it is much more difficult to evoke the desired reaction from the audience, compared to if the hall is sold out.
It should also be noted that the use of recognizable images causes a more violent and rapid reaction from the crowd compared to new material. This technique is very often used in comedy programs and shows, where there is a first "key joke" consisting of a fact and an unexpected comparison, then after a while there is a "final joke" consisting of another fact, but with the same unexpected comparison as in first. If the quality of both jokes is acceptable, the reaction to the “final joke” is more intense, since the audience creates a recognizable image.
In works of the tragic type, what is happening on stage is perceived by the viewer differently than in entertainment genres. A phenomenon called “catharsis” occurs - a release from our fears and shocks, a release of tension that follows a powerful explosion of suppressed emotions caused by a theatrical production.
Very often operas produce this effect due to the tragic content of most of them. But when talking about performances of the musical genre, it is important to remember that, unlike dramatic works, where the characters’ lines can be modified, synonyms and stage directions can be used, this is unacceptable in most musical works. This seemingly minus, upon closer examination, turns out to be one of the main advantages and the most effective methods influence on the auditorium. The musical accompaniment of performances plays a vital role in the perception stage action, it can emphasize important points plays, increase tension or, conversely, instill calm in the audience. When staging dramatic performances, directors are often faced with the difficulty of choosing appropriate music, but musical theater is freed from this problem by composers, most of whom deliberately included elements in their music that influence the audience and cause a certain state in it. In contrast to the musical content of the performance special property There are also pauses used by actors. Peter Brook in his book “Empty Space” describes the following incident: During a meeting with students, an amateur actor was called onto the stage from the audience and asked to read a monologue from “Henry V,” in which the names of the murdered French and Englishmen are named and it is said how many Both of them died, and the mere sight of a volume of Shakespeare was enough to awaken many conditioned reflexes related to reading poetry. His voice sounded unnatural because he tried his best to make his speech noble and significant; he diligently presented every word, put meaningless emphasis, his tongue barely obeyed him, he behaved tensely and uncertainly, and they listened to him inattentively and restlessly. Then Peter Brook asked the actor to pause after each name. After the first name, the relative silence became tense. This tension was transferred to the actor, he felt that an emotional connection had been established between him and the listeners, he stopped thinking about himself, all his attention was concentrated on what he was talking about. Now the concentration of the listeners actively helped him: his intonations became simpler, he found the right rhythm, this in turn increased the interest of the listeners, and finally a two-way flow of thoughts and feelings arose."
Based on the above, we can assume that pauses have the ability to attract the viewer’s attention and give time to realize what is happening on stage. But we can also say that you should not abuse pauses so that the actor’s speech does not turn into a torn text of individual words.
When interacting with the public not for the purpose of entertainment, but for example, during political agitation, speakers, in this case political speakers, also use certain techniques to obtain a certain psychological state, and therefore the desired reaction. In his book, G. Wilson cites two basic principles, derived by Atkinson, on which such tricks are built:
First, you need to give the audience preparatory signals indicating that the speaker will soon expect to hear applause,
Secondly, the exact moment when the audience should burst into applause should be indicated as clearly and unambiguously as possible. For these purposes, the methods of “three-part list” and “two-part contrast” are used.
The “three-part list” consists of three interconnected ideas, the first two are pronounced with an ascending intonation, the third with a descending intonation. This sequence serves as an allusion to applause.
A “two-part contrast” consists of contrasting two statements that are similar in form but opposite in content, one of which may carry an uncertain or even negative meaning, while the second serves as a positive explanation. Thanks to this construction of the phrase, the audience feels exactly when it should “enter the game.” The use of contrasts in political speech is very similar to the use of punchlines by comic actors to elicit programmed laughter from the audience. If the structure and timing of the lines are accurate, the initially sympathetic audience will laugh even if they do not hear the expected joke.
Such techniques are not new and have been used in art for quite a long time, for example, many Italian composers added a loud staccato passage at the end of arias; such orchestral imitation also serves as a signal for applause. All these techniques can be classified as predictable public reactions
But the most important factor influencing the viewer’s mental state is, of course, the performer himself. The artist's fame plays a major role in the audience's reaction to what is happening.
A.K. Bobrov, who worked in the musical theater of Kuzbass, was extremely popular with the public, and caused a reaction from the audience even before appearing on stage by giving a line from behind the scenes, thereby warning the audience about his entrance and seeking a reaction from the audience. Naturally, the inclusion of such a “game” with the viewer can yield certain results, but this method can only be suitable for experienced and famous actors
Correlating the above, we can confidently say that using the comprehensive application of the methods described above and the artist’s own charm, it will be possible to achieve any desired result from the audience, leading them along.
Conclusions to the first chapter
A mental state is a complex and diverse, fairly stable, but changing mental phenomenon that can be changed and controlled by special techniques.
When an actor interacts with the audience, it is important to take into account many factors, such as the theme of the performance, the number of spectators in the hall, key points, pre-built by the director, the complexity of the material for perception, musical accompaniment and, of course, the contact of the performer himself with the audience.
The main forms of influence of an individual on a group of people are infection and imitation.
Contagion can be defined as the unconscious, involuntary exposure of an individual to certain mental states. It manifests itself not through more or less conscious acceptance of some information or patterns of behavior, but through the transmission of a certain emotional state, or “mental mood.” Examples: religious ecstasies; mass psychoses; panic; emotional contagion in a situation of mass spectacles.
Imitation. Its specificity, in contrast to infection and suggestion, is that it involves not simply accepting the external features of another person’s behavior, but reproducing the features and images of the demonstrated behavior. Since we are talking about the assimilation of proposed models of behavior, there are two plans for imitation: either a specific person, or the norms of behavior developed by the group.
In the theater, infection manifests itself as the transfer of the performer’s emotional mood to the audience, and imitation as a process taking place within the audience, a chain reaction of applause, the public’s delight or its indignation.
For successful activities It is important for an actor to know all these techniques and be able to use them in the process of work.
Method of persuasion. This method is used in messages aimed at changing a person’s views, his relationships, and forming new ones. Conviction is main method impact, is extremely widely used in practical activities.
^ Persuasion is understood, on the one hand, as a diverse influence on a person with the aim of developing certain qualities in him and getting rid of others, and on the other hand - motivation for a certain activity. The main components of persuasion are information (story), explanation, evidence and refutation, and conversation.
In order to encourage a person to act, information plays an important role, which is necessary because a person, before doing something, must be convinced that it is worth doing. In order to induce the person of interest to the desired practical activity, the communicator should first of all inform him about the value of the goal and the likelihood of achieving it, that is, convince him of the advisability of the action. Information can be provided in different ways and means. One of them is the story.
Story is a lively and imaginative presentation of information with the aim of communicating to the object the facts and conclusions necessary to motivate him to action. Being in a form free from any canons, the story allows the communicator to convince and convince the interlocutor.
Analyzing clarification As one of the components of persuasion, its most typical types can be distinguished: schematic, narrative, reasoning and problematic.
A schematic explanation is appropriate when instructing, when the interlocutor must assimilate, or rather, remember the information being communicated. This explanation is clear, in clear language, in short phrases. Narrative explanation is a presentation of facts in the form of a living story that leads to appropriate conclusions with logical consistency.
Reasoning explanation consists in the fact that we pose questions to the interlocutor, forcing him to think about them, and through a series of logical reasoning we ourselves lead him to the desired conclusion. The problem explanation differs from the previous ones in that the communicator does not provide answers to the questions posed. The interested person himself comes to the answers, but the material for clarification is presented to him in such a way that it leads him to the conclusion that we need.
One should also take into account here the elements of evidence that are built according to the laws of logic and which indicate that the evidence will be very effective if it is based on facts that are either correct in their essence or are perceived by the interlocutor as correct. The logic of evidence is associated with the specifics of the relationship between thesis and argument: thesis- this is a position the truth or logic of which must be revealed; argument- this is a position from which the truth of the thesis being proven follows.
The more carefully we select our arguments, the more convincing the proof will be. These include: reliable facts; definition of the basic concepts of a specific field of knowledge; provisions whose truth has been previously proven. The most important thing for practical communicative activities are facts. People are used to relying on facts. Facts create in them the appropriate mood to perceive reality and form an attitude.
From a logical point of view refutation has the same nature as evidence. By proving one idea to the interlocutor, the communicator thereby refutes another. Refutation deals with criticism of the established views of the person of interest, with the destruction of old ones and the formation of new ones. Hence, in the process of refutation, it is necessary to use psychological methods along with logical ones. The success of a rebuttal has a lot to do with interview tactics. In fact, the entire process of persuasion depends on how the conversation is structured and how it is conducted.
Large role in carrying out conversations questions from the communicator play. Depending on the functions performed, questions can be: leading, probing, direct, situational, clarifying and approving.
The conversation usually begins with a leading question. This question is framed in such a way that it inspires the interlocutor to present his ideas. The question should feel that the communicator is ready to share the point of view of his interlocutor. The question can aggravate, or vice versa, weaken the vigilance of the interlocutor. Therefore, the formulation of the leading question should be treated with particular care.
If you need to obtain any information, apply probing questions, which come in three types:
a) specific (“What do you say about?..”);
b) veiled (“So how?”, “So what?”);
c) suggestive (“Maybe you’ll think about it?”, “How would you rate this?”, etc.)
When you need to confuse your interlocutor, they use direct questions, requiring a “yes” or “no” answer (“Were you there?”). This function also uses alternative questions: “If this is not so, then what do you think?”
The strategy for posing a question is simple: having posed a question, you need to wait for an answer. Silence is the most important stimulant speech activity interlocutor. On the one hand, silence allows the interlocutor to collect his thoughts, and on the other hand, it forces him to speak out more quickly. The interlocutor here is stimulated subconsciously.
Also important are situational questions. the main objective their goal is to encourage the interlocutor to be active. These questions model a similar situation: “But suppose you were in his place?” After this, it is always appropriate to begin a phrase with questions: “What?”, “How?”, “To what extent”?” And etc.
^ Clarifying questions should apply to the entire conversation (“So what do you want?”). However, if you ask it in this form, the interlocutor begins to think that his partner decided everything in advance or did not listen to him attentively. Therefore, it is better to say a phrase to which the answer must be “yes”: “So you think that “A” is wrong?” - "Yes". They can go for this affirmative questions: “You and I agree on the main thing, don’t we?”
At the end of the conversation, questions should be asked to summarize the results. The sequence of asking questions should be as follows:
“Well, have we discussed the main thing?”
“What did we find out?”
“What conclusions have we come to?”
1) do not sit on the edge of your chair, it seems that you want to force the conversation;
do not spin around in your chair, this indicates uncertainty and indecision;
don’t waste time, think through the plan more carefully;
do not rush, haste leads to miscalculations;
ask questions skillfully, a well-posed question is already half the battle;
use the pronoun “I” as little as possible;
do not look down on your interlocutor;
do not ask unnecessary questions, they alarm the interlocutor;
don’t get excited, it’s best if you feel warmth in your speech;
do not pretend to be a soothsayer;
do not draw conclusions for your interlocutor;
Make as few promises as possible.
The process of persuasion should always help the object of our interest to understand confusing, contradictory circumstances, to accept correct solution, identify mistakes made, realize your guilt. In order for the method of persuasion to produce the necessary results, it is necessary to excite the mental activity of the person being persuaded, to direct it so that it leads the person being persuaded to the very conclusions of which they want to convince him. It is also necessary to predict the course of his thoughts, change the arguments, the direction of belief in connection with his identified doubts.
^ Persuasion in all cases is a process that includes the following basic elements:
presentation of certain arguments;
transmission of information confirming the correctness of the arguments presented;
listening to doubts and objections;
presentation of new arguments taking into account objections;
repetition of individual arguments and elements of transmitted information in order to more fully influence the course thought processes convinced.
Of course, the process of persuasion presupposes the obligatory clarification of arguments and objections on the part of the person being persuaded. He may agree with the arguments, doubt them, or express a negative attitude towards them. If there are doubts or denial is expressed during the persuasion process, it is necessary to find out the reason and, taking it into account, resume the persuasion process with new arguments, additional information, repetition of arguments in a different way, which can help change the attitude of the person being persuaded towards them.
It should be noted that the belief must satisfy the following requirements:
meet the level of development of the person being persuaded; be built taking into account age, educational, professional and other individual mental characteristics given person;
be consistent, logical, evidence-based;
excite the mental activity of the person being persuaded;
contain both a generalization of the situation, conclusions, and specific facts;
contain an analysis of mutually known facts;
the person who persuades must sincerely believe in what he is convincing;
^ Coercion method . It is known that it is not always possible to achieve success by influencing a person with persuasion. Often we have to resort to coercion. It should be noted, however, that naked coercion, isolated from persuasion, is harmful in many cases. It is important that the target to some extent understands the inevitability of coercive measures taken against him. And this is achieved, as a rule, in the case when coercion is preceded by persuasion. This methodological position should become the basis for choosing coercion as a method of influencing a person in practical activities.
By its nature, coercion is divided into physical and psychological. Physical coercion is based on the use of force (we do not consider it). Psychological coercion acts as an inducement of the person of interest to a certain activity contrary to his wishes. The very fact of coercion is present in persuasion. However, here the object of interest, after carrying out explanatory work with him, consciously, without emotional pressure from the communicator, fulfills what is prescribed. In the process of psychological coercion, the object fulfills the order in a state of strong internal protest. And only external circumstances force him to obey.
That's why the most important condition the use of the coercion method is an external prerequisite. If there is no such prerequisite, coercion becomes meaningless. In conditions of practical activity, such a prerequisite for coercion is a feeling of fear, which in its primitive form is associated with an unconditional defensive reflex and is most elementally manifested in the mechanisms of the self-preservation instinct. Social nature fear is very complex and has not yet been studied. However, it has long been known that fear is caused and intensified when a person is aware of, and sometimes acutely experiences, his weakness. The communicator must know this pattern and clearly understand that fear has little effect on a strong person. For a person, unstable fear is the strongest motivating factor. This means that coercion is associated not only with external factors, but also, of course, with internal, psychological ones.
It should be noted here that when assessing the possibility of using coercion against a particular person, you need to mentally take his point of view and draw conclusions about whether this person, say, after presenting him with compromising materials,
rials feelings of fear. If the person of interest, having comprehended the situation, evaluates it for himself as dangerous, he will be to some extent gripped by fear. The use of coercion here is justified and, one might say, even prepared. If the person of interest in this situation does not perceive danger and fear does not arise, then the use of coercion will be meaningless.
The emergence of a feeling of fear indicates that a person is directly involved in experiencing the situation. But since people experience differently, then, of course, they will treat the same materials presented differently. Of course, over-emotional, shy people, as a rule, overestimate the seriousness of the troubles that suddenly arise in them. Purposeful energetic pressure on them can intensify the excitement that has arisen in them and bring it to the level of fear. Less sensitive natures, on the contrary, underestimate this seriousness, and therefore methodical “processing” is required so that a feeling of fear arises in them.
In practical activities, the main methods of psychological coercion are: prohibition, categorical demand, warning and threat.
Prohibition suggests an inhibitory effect on the individual. It comes in two forms:
a) prohibition of impulsive actions;
b) prohibition of illegal behavior that borders on coercion and persuasion. The use of a prohibition in many cases does not affect the relationship between the communicator and the interlocutor.
^ Categorical requirement lies in the power of the order and can only be effective when the communicator has very great authority with the target. In other cases, this technique may be useless and sometimes even harmful. In many respects, a categorical requirement is identical to a prohibition, but among the methods of coercion it is more significant than a prohibition.
Warning, as a rule, it replaces the beginning of a new stage in the relationship with the object of influence. If before the warning these relationships are characterized by mutual trust, then with its use they take on the color of dominance on the part of the communicator. The meaning of the warning is that the communicator causes anxiety in the target, and accordingly, on its basis, a desire to prevent negative consequences for oneself (the interlocutor). In the warning, in addition to the content, great importance has a tone. It must be impressive, with an element of threat. All this proves obvious pressure on the object and causes mainly negative feelings in him; a predominant feeling of anxiety and fear for the consequences of his behavior appears. This is what prompts the interlocutor to make certain efforts on himself and obey the communicator’s instructions.
Threat crowns the hierarchy of coercion, bringing the interlocutor to a state of intense experience, generating a feeling of fear. In order to use a threat, it must create a feeling of fear in the interlocutor.
Psychological research, especially recently, shows that there are people who are very resistant to fear. Therefore, it is quite difficult to apply coercion to them. In order to exert psychological influence on such persons, the method of suggestion is used.
^ Method of suggestion. Let us note that suggestion is one of the means of mutual influence between people in the process of their communication. The peculiarity of suggestion is that it influences the behavior of the object of influence unnoticed by him. Uncontrollably penetrating the psyche, the inspired idea is realized in the form of actions. At the same time, the person himself evaluates his actions as self-evident.
Practical activities are rich in the most various elements communication represents a vast area for suggestion. From this it is clear that mastering at least some of the techniques of suggestion is very important for any communicator.
The word "suggestion" has a number of meanings. We will consider suggestion as a specific effect on a person in the waking state. Such suggestion, as a rule, is not characterized by uncontrollability, but only by dulled consciousness and a decrease in criticality in the person of interest.
It should be noted that suggestion as a method of influencing a person is a psychological influence perceived by the object without proper control of consciousness. The suggestive effect is based on a specific quality of the human psyche - suggestibility, that is, the ability to perceive suggestion. In order to use the techniques of suggestion, you must be able to identify suggestible people and determine the state of their maximum suggestibility.
The degree of suggestibility depends mainly on the nature of the social role performed by the individual, a sharp change in which, as a rule, creates favorable conditions for increasing suggestibility. And vice versa, an increase in the significance of the social role being performed leads to an increase in the independence of the object, based on a critical attitude towards one’s actions.
A communicator, if he carefully observes the person he is interested in, can always say with confidence whether this person’s level of suggestibility has increased or decreased.
Practice shows that suggestibility is also influenced by properties nervous system person. K.I. Platonov noted that one of the reasons for the weak suggestibility characteristic of some individuals may be the prevalence of the second signaling system over the first (mental type of nervous system) with high balance and mobility of the main cortical processes. Suggestibles, as a rule, belong to the expressed artistic type nervous system. Suggestibility also depends on a person’s mental state and anxiety. Suggestibility is closely related to the characteristics of the human psyche.
This indicates the fact that the communicator, using the methods of studying personality available to him, has the opportunity to draw a conclusion about the suggestibility of the interlocutor of interest. However, in doing so, he must certainly take into account the attitude of this person to the suggested influence.
Recently, research has proven that, despite the theoretical possibility of transferring the psyche of the person of interest to a state of reduced criticality, it is almost impossible to quickly instill in him an idea that contradicts his moral principles. This proposal is also supported by the fact that in the waking state and in light phases of hypnosis, it is almost impossible to force the subject, through suggestion, to commit actions that are unlawful to his beliefs and views. It should be noted, however, that all this in no way indicates the low applicability of the method of suggestion in the waking state. Among other methods of suggestion, it is the most effective.
The simplest, but at the same time the most reliable way to introduce the object of influence into the background state is muscle relaxation (relaxation). Its essence lies in the fact that during relaxation, the cerebral cortex of the suggestible person is to a certain extent freed from side effects and is prepared to perceive the words of the suggestor. If a meeting with the person of interest takes place in an intimate setting, then there is every opportunity to ensure muscle relaxation of the latter. This is facilitated by soft and dim light, calm tones of the environment, monotonous sounds (muffled music, distant traffic noise, sea waves etc.). In such conditions, when focusing attention on the words of the communicator, the object of influence is brought to a state of increased suggestibility. For many, it can be enhanced by the optimal dose of alcohol. Solitude is not always useful, since in some cases it creates anxiety in the subject.
ABOUT high degree relaxation of the object of influence can be judged by a number of signs: the torso thrown back on the back of a chair or chair, a flushed face, shiny eyes, legs freely apart, arms straightened or slightly bent at the elbows. A figure bent over the table, bent legs, a wandering gaze, wrinkles on the forehead and vertical folds on the bridge of the nose indicate the subject’s tense state. At the same time, both “relaxation” and emotional tension, paralyzing thinking, enhance suggestibility. The introduced idea is presented in both cases, as a rule, by direct suggestion: in conditions of relaxation, the technique of instruction is more often used, and in conditions of tension, commands or orders. If the object of our interest is in a state of strong tense anticipation, then these techniques turn out to be little effective; In order for the suggested idea to achieve its goal, that is, to take root in the psyche of the suggestible, it is necessary to relieve this tension. If the object of influence does not show signs of either relaxation or tension, then the background state necessary for suggestion can be caused by identification, that is, identifying oneself with the object according to aspects that are significant to it. Identification with the object of influence is facilitated if the suggestor:
looks at things, facts, events through the eyes of the object;
treats his thoughts and desires sympathetically;
evokes positive emotions in him.
^ Method of setting and varying mental tasks. Influence is carried out not only by transmitting certain positive information. Information impact can take place in the form of posing a question - a mental task. Its main essence comes down to setting tasks for the purpose of developing and directing the thought processes of the persons affected.
The impact is:
techniques for posing a problem (question);
the direction of thought processes as a result of posing a problem (question);
providing assistance in solving a given mental problem. The formulation of a mental task in the process of communication is carried out using questions. Therefore, to achieve the goals of the method, it is necessary to carefully study the features, types of questions, possible options behavior when setting them.
You can not only pose a question, but also express your attitude to certain facts in it. For this we use:
various interrogative particles;
types of speech intonation;
combination of question form with facial expressions.
In practical activities, using this method, the process of remembering by association is also realized. By asking a series of questions about the development of a certain event, one achieves a significant revival of temporary connections and restoration in memory of facts and events that develop in parallel to the event in relation to which questions were posed - mental tasks for recall.
With the help of setting mental tasks, they initiate the process of analyzing their actions, which is an indispensable condition for making certain volitional decisions, changing their attitude towards their behavior and actions. This cannot be achieved by transmitting information alone or by persuasion alone. It is necessary that the active processing of all the facts, all the transmitted arguments, be carried out by the person who is directly affected. This role is played by the method of setting mental tasks.
The above methods of influence refer to intentional, directed influence, in which a person deliberately selects the right words to achieve a certain goal, touches the corresponding aspects of the soul, and looks for suitable forms of argumentation.
TO unintended influence include infection and imitation. It does not have specific goals, but arises for some reason. This may be natural charm that immediately attracts a person, or, on the contrary, something extremely unpleasant in appearance and manners that repels and causes fear.
^ Contagion is an unconscious, involuntary exposure of an individual to certain mental states. It manifests itself through the transmission of a certain emotional state. Since this emotional state occurs in a mass of people, a mechanism of multiple mutual reinforcement of the emotional effects of communicating people operates. The individual here does not experience organized, deliberate pressure, but simply unconsciously assimilates patterns of someone else's behavior, only by obeying him. The extent to which different audiences are susceptible to infection depends, of course, on the general level of development of the individuals composing the audience, and more specifically, on the level of development of their self-awareness.
Imitation- this is a conscious or unconscious repetition, reproduction by a person of the psychological characteristics and behavior of other people, i.e. copying the behavior and speech of another person. There are two types of imitation:
1. simple– in which there is no conflict associated with the execution of the act of imitation.
2. imitation, in which a person initially experiences conflict or a feeling of discomfort about whether he should or should not imitate other people.
However, if a person sees that other people behave in a similar way, then the strength of his internal resistance to imitation decreases. Imitation is one of the main mechanisms of human socialization, the acquisition of useful experience and those psychological properties, which characterize him as a developed personality.
Imitation manifests itself from childhood, as copying the behavior patterns of parents, then significant adults, social authorities, and idols.
Questions for self-control:
Describe psychological impact as a category of communication.
What conditions must be taken into account for the success of psychological influence?
List the main methods of psychological influence.
What factors should be taken into account when influencing by the method of transmitting information?
How does the method of persuasion differ from the method of coercion?
How to skillfully use pedagogical practice method of suggestion?
What is the peculiarity and usefulness of the method of setting and varying mental tasks?
Topic 5.. Developing an audience-centered lecture strategy.
Scheme of step-by-step preparation of a lecture.
Topic selection and definition target setting.
Selection and primary processing of material.
Scheme of step-by-step preparation of a lecture:
Analytical stage – problem analysis Topics; formulation of main questions; searching for answers to basic questions in theory. ^ Summary: theoretical concept lectures.
Strategic stage– determination of the “image” of the audience; formulation of the target setting; definition of the task of the super task; formulation of the thesis and advertising headline. Result: working thesis and advertising title of the lecture.
^ Tactical stage – selection of facts, arguments, illustrations; selection of methods and techniques that activate the mental activity of listeners; choosing media that attracts attention and interest different stages; development of lecture composition. Result: overall plan and the composition of the lecture.
Editorial stage – proofreading (correction of incorrectly and inaccurately used words and expressions); replacement of expressions characteristic writing, shapes oral speech; clarification complex terms and concepts, getting rid of unnecessary words, repetitions, dissonant combinations; search for the most striking, effective words and expressions; clearing text from speech stamps. Result: edited, spoken text of the lecture.
^ Working (classroom) stage – orientation to a specific audience and adjustment of lecture tactics in accordance with the real situation; delivering a lecture, establishing contact with listeners; changing tactics in the process of self-control and as a result " feedback"with listeners. Bottom line: lecture given.
^ Final stage – self-analysis (understanding the reasons for advantages and disadvantages, successes and failures); study and analysis of listener opinions; improving the lecture text taking into account the results of the final control. Bottom line : edited text and lecture outline.
Every speech should have a topic, a general purpose and a specific purpose.
Choose a topic that suits your knowledge and interests.
Avoid copying from magazine articles or books - think for yourself.
Choose a range of topics on which training can provide more knowledge than your audience possesses.
Choose a relevant topic that matches the current interests and state of mind of those gathered, i.e. must match the audience.
The topic should be quite important, interesting and understandable. Whether the topic is important and exciting depends on:
the main interests of the audience;
group interests;
topical interests;
specific interests;
novelty of the topic;
the beginnings of the conflict embedded in the topic (controversial issues).