The influence of emotions on a person’s work and educational activities. Emotions, their influence on human health and behavior

emotions feeling education

Emotional education of a person is not only one of the significant goals of education, but also an equally important component of its content. P.K. Anokhin Anokhin Pyotr Konstantinovich - Soviet physiologist, creator of the theory of functional systems, academician of the USSR Academy of Medical Sciences (1945) and the USSR Academy of Sciences (1966), laureate of the Lenin Prize (1972). wrote: “Producing almost instantaneous integration (unification into a single whole) of all functions of the body, emotions themselves and first of all can be an absolute signal of a beneficial or harmful effect on the body, often even before the localization of the effects and the specific mechanism of the body’s response are determined ". Thanks to the timely occurrence of emotion, the body has the opportunity to adapt extremely advantageously to environmental conditions. He is able to quickly react with great speed to an external influence, without yet determining its type, shape, and other particular specific parameters. Positive emotions and feelings (joy, bliss, sympathy) create an optimistic mood in a person and contribute to the development of his volitional sphere. Positive emotional arousal improves the performance of easier tasks and makes it more difficult to perform more complex ones. But at the same time, positive emotions associated with achieving success contribute to an increase, and negative emotions associated with failure - a decrease in the level of performance of activities and learning. Positive emotions have a significant impact on the course of any activity, including educational activities. The regulatory role of emotions and feelings increases if they not only accompany this or that activity, but also precede it, anticipate it, which prepares a person for inclusion in this activity. Thus, emotions themselves depend on activity and exert their influence on it.

Physiologically, positive emotions and feelings, influencing the human nervous system, contribute to the health of the body, while negative ones destroy it and lead to various diseases. Positive emotions and feelings have a powerful effect on behavior and thinking.

1) Positive thinking. When a person is in a good mood, he thinks differently than when he is in a bad mood. Studies have shown that a good mood is manifested in positive free associations, in the composition of funny stories when surveyed on the TAT (thematic apperception test). TAT includes a set of cards with pictures of vague content that allow for arbitrary interpretation by subjects who receive instructions to write a story for each picture. Interpretation of responses allows one to judge personality traits, as well as the temporary, current state of the subject, his mood), favorable descriptions of social situations, perception of oneself as a socially competent person, a sense of self-confidence and self-esteem.

2) Memory. In a good mood, it is easier to remember joyful events in life or words filled with positive meaning. The generally accepted explanation for this phenomenon is that memory is based on a network of associative connections between events and ideas. They interact with emotions, and at the moment when an individual is in a certain emotional state, his memory is tuned to events associated with this particular state.

3) Problem solving. People in a good mood approach problems differently than those in a neutral or sad mood. The former are distinguished by increased reaction, the ability to develop the simplest solution strategy and accept the first solution found. Experiments have shown that stimulating good mood (positive emotions) leads to original and varied word associations, suggesting a potentially wider creative range. All this helps to increase creative output and has a beneficial effect on the problem-solving process.

4) Help, altruism and sympathy. Many studies have shown that happy people are characterized by qualities such as generosity and willingness to help others. These same qualities are also characteristic of people whose good mood was caused by artificial stimulation of positive experiences (receiving small gifts, remembering pleasant events, etc.). People in a good mood believe that helping others is a compensatory and useful action that helps maintain a positive emotional state. Observations show that people who are in a good mood and notice a discrepancy between their own condition and the condition of others try to somehow balance this inequality. It has been established that the environment also has a significant influence on relationships between people.

A negative emotion disorganizes the activities that lead to its occurrence, but organizes actions aimed at reducing or eliminating harmful effects. Emotional tension arises. It is characterized by a temporary decrease in the stability of mental and psychomotor processes, which, in turn, is accompanied by various fairly pronounced vegetative reactions and external manifestations of emotions.

An emotional factor can have a very strong influence on a person and even lead to much more profound pathological changes in organs and tissues than any strong physical impact. There are known cases of death not only from great grief, but also from too much joy. Thus, the famous philosopher Sophocles died at the moment when the crowd gave him a thunderous ovation on the occasion of the presentation of his brilliant tragedy.

Mental stress, especially the so-called negative emotions - fear, envy, hatred, melancholy, grief, sadness, despondency, anger - weaken the normal activity of the central nervous system and the entire body. They can not only cause serious illnesses, but also cause the onset of premature old age. Research shows that a person who is constantly anxious will experience weakened vision over time. Practice also speaks to this: people who have cried a lot and experienced great anxiety have weak eyes. An aggressive feeling also has a negative impact on a person. In the structure of aggressive behavior, feelings are the force (expression) that activates and to one degree or another accompanies aggression, ensuring the unity and interpenetration of its sides: internal (aggression) and external (aggressive action). Aggressive feeling is, first of all, a person’s ability to experience such emotional states as anger, anger, hostility, revenge, resentment, pleasure and others. People can be plunged into such states by both unconscious (for example, heat, noise, crowded conditions) and conscious (jealousy, competition and other) reasons. The formation and development of aggression is carried out on the interweaving of feelings and thoughts. And the more thoughts dominate, the stronger and more sophisticated aggressive actions will be, because only thought can conflict, direct and plan aggression.

Many are accustomed to thinking that negative emotions and feelings (grief, contempt, envy, fear, anxiety, hatred, shame) form lack of will and weakness. However, such an alternative division is not always justified: negative emotions also contain a “rational” grain. Anyone who is deprived of the feeling of sadness is as pitiful as a person who does not know what joy is or has lost the sense of humor. If there are not too many negative emotions, they stimulate and force you to look for new solutions, approaches, and methods.

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Introduction

Section 1. The influence of emotions on human learning activities

1.1 Emotions are the main mechanism for regulating human activity

1.2 Emotions - motivation or inhibition of learning activities

Conclusion on section 1

Section 2. Emotions and human labor activity

2.1 Emotions and activity

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

2.3 Emotion regulation

Conclusion on section 2

Conclusion

List of used literature

INconducting

The relevance of research. For a person, emotions become the subject of attention when they interfere with something, or accompany or help something. The ability to master your emotions and the ability to control them increases the psychological balance of the individual and the general level of culture. In this regard, there is a need to study this topic in order to develop the ability to control emotions when performing various types of activities. Emotions are an everyday companion of a person and influence all actions and thoughts of a person.

The problem of the influence of emotions on human activity has been studied by various scientists: psychology, pedagogy, physiology. In human activity: educational and work, emotions are a special process that has one or another influence (Rubinshtein S.L., Simonov P.V., Vygotsky L.S., Izard K.E. and others). The correct or incorrect performance of a particular activity largely depends on what emotions it is accompanied by. The works of S.L. Rubinstein, K.E. Izard, L.S. Vygotsky and other scientists comprehensively describe how emotions influence human activity. When characterizing emotions as companions of human activity, it is necessary to indicate that emotions can stimulate or inhibit activity.

The relevance of the problem raised determined the choice of topic: “The influence of emotions on a person’s work and educational activities.”

Purpose of the study - comprehensively study: theoretically and practical aspects?, how emotions influence a person’s work and educational activities.

The chosen topic determined the need to solve the following problems:

Analyze modern psychological literature on the topic under study;

Determine the influence of emotions on a person’s educational activity;

Determine whether emotions stimulate or inhibit a person’s work activity. (stimulating and inhibiting functions of emotions)

Object of study: human emotions.

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

The theoretical and methodological basis of the study consists of the works of psychologists who studied the problem of the influence of emotions on human activity: Rubinstein S.L., Vygotsky L.S., Izard K.E. and others.

Research methods:

Theoretical: historical, theoretical and comparative analysis of psychological sources.

The structure of the course work. The study consists of an introduction, two sections, conclusions, a conclusion and a list of references. The total volume of work is 28 pages.

Section 1. The influence of emotions on human learning activities

1.1 Emotions are the main mechanismregulation of human activity

Emotions are a special sphere of mental phenomena, which, in the form of direct experiences, reflects a subjective assessment of the external and internal situation, the results of one’s practical activities in terms of their significance, favorableness or unfavorability for the life activity of a given subject. According to Charles Darwin, emotions arose in the process of evolution as a means by which living beings determined the significance of certain conditions to satisfy their actual needs.

The nature of emotions is organically related to needs. Need as a need for activity in something is always accompanied by positive or negative experiences in their various variations. The nature of experiences is determined by a person’s attitude to needs and circumstances that contribute or do not contribute to their satisfaction.

Accompanying almost any manifestation of a subject’s activity, emotions serve as one of the main mechanisms of internal regulation of mental activity, behavior and other activities aimed at satisfying current needs and have a direct impact on the quality of the activity performed by him - work, study and others.

Since everything that a person does ultimately serves the purpose of satisfying his various needs, any manifestations of human activity are accompanied by emotional experiences.

The success of his interaction with the people around him, and therefore the success of his activities, depends on the emotions that a person most often experiences and displays. Emotionality affects not only the quality of activity and productivity, it even affects his intellectual development. If a person has become accustomed to a state of despondency, if he is constantly upset or depressed, he will not be as inclined as his cheerful peer to be actively curious and interact with the environment.

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

Cognitive processes unfolding during educational activities are almost always accompanied by positive and negative emotional experiences, which act as significant determinants that determine its success. This is explained by the fact that emotional states and feelings are capable of exerting a regulating and energizing influence both on the processes of perception, memory, thinking, imagination, and on personal manifestations (interests, needs, motives, etc.). In every cognitive process, an emotional component can be distinguished.

Cognitive activity somewhat inhibits emotional arousal, giving it direction and selectivity. Positive emotions reinforce and emotionally color the most successful and effective actions that arise during the implementation of educational tasks. With super-intense emotional arousal, the selective focus of actions is disrupted. In this case, impulsive unpredictability of behavior arises.

It has been established that emotions determine the dynamic characteristics of cognitive processes: tone, pace of activity, mood for a particular level of activity. Emotions highlight goals in the cognitive image and encourage appropriate actions.

The main functions of emotions are evaluation and motivation. It is known that the effect of emotions can be increasing (thenic) or decreasing (asthenic). Emotions express an evaluative, personal attitude towards existing, past or predicted situations, towards oneself or the activities being performed.

1.2 Emotions - stimulation or inhibition of educational activities

The emotional component is included in educational activities not as an accompaniment, but as a significant element that affects both the results of educational activities and the formation of personal structures associated with self-esteem, level of aspirations, personalization and other indicators. Therefore, the correct relationship between emotional and cognitive processes in learning acquires special significance. Underestimation of emotional components leads to a large number of difficulties and errors in organizing the learning process. Emotional factors are important not only in the initial stages of student learning. They retain the function of regulators of educational activity at subsequent stages of education.

It has been experimentally proven that the perception of verbal (verbal) and non-verbal material depends on the initial emotional state of the students. Thus, if a student begins to complete a task in a state of frustration, then he will certainly have perception errors. A restless, anxious state before exams increases the negative assessment of strangers. It has been noted that students’ perceptions largely depend on the emotional content of the stimuli affecting them. Emotionally rich activities turn out to be much more effective than emotionally unsaturated ones. The emotional background is one of the significant conditions influencing the assessment of positive or indifferent facial expressions.

A person is able to evaluate the emotional manifestations of not only the people interacting with him, but also his own. This assessment is usually made at the cognitive (conscious) and affective (emotional) levels. It is known that awareness of one’s own emotional state contributes to the development of the ability to understand oneself as a whole, in the totality of one’s properties and qualities.

Events assessed by a person as pleasant or, conversely, very unpleasant, are remembered better than indifferent events. This pattern was confirmed in experiments on the memorization of nonsense syllables: if they were combined with very attractive faces in photographs, then memorization was much better than if there were unremarkable faces in them. When determining the affective tone of words, it was found that words are capable of causing pleasant or unpleasant associations. “Emotional” words were remembered better than non-emotional words. If the words entered an emotional phase, then during reproduction their number increased significantly. It has been proven that there is an effect of selective (selective) memorization of “emotional” words. Consequently, words have a valuable emotional rank.

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

The influence of students' personal characteristics on the memorization of positive and negative emotional material was also studied. The reproduction of emotionally charged information is also influenced by a person’s initial emotional state. Induced temporary depression reduces the reproduction of pleasant information and increases the reproduction of unpleasant information. The inspired high mood leads to a decrease in the reproduction of negative events and an increase in positive events. The influence of mood on the memorization of words, phrases, stories, and episodes of personal biography was also studied. The dependence of memorizing images, words, phrases, texts on their emotional meaning and on the emotional state of a person is considered to have already been proven.

Positive emotions provide not only better results of educational activities, but also a certain emotional tone. Without them, lethargy, aggressiveness, and sometimes more pronounced emotional states easily occur: affect, frustration, depression. The consonance of emotional states, i.e. their syntony, provides both teachers and students with a wide range of positive emotions, determines the desire to please each other with their successes, contributes to the establishment of trusting interpersonal relationships, and maintains high educational motivation for quite a long time.

In the works of V.V. Davydov, devoted to developmental education, shows that emotional processes play the role of “mechanisms of emotional consolidation” and the formation of affective complexes.

The influence of a person’s emotional states on the process of thinking development was studied. It turned out that no movement of the thought process is possible without emotions. Emotions accompany the most creative types of mental activity. Even artificially induced positive emotions can have a positive impact on problem solving. In a good mood, a person is more persistent and solves more problems than in a neutral state.

The development of thinking is determined primarily by intellectual emotions and feelings that arise in the process of human cognitive activity. They are included not only in rational, but also in human sensory knowledge.

Conclusionunder section 1

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

Emotions significantly influence the course of human activity. As a form of personality manifestation, they act as internal motivations or inhibitions to activity and determine their dynamics. Emotions directly influence our thinking, memory and perception, what and how we see and hear, and this directly affects the successful activity of a person.

Section 2. Emotions andhuman labor activity

2.1 Emotions and activity

If everything that happens, insofar as it has one or another relation to a person and therefore causes one or another attitude on his part, can cause one or another emotion in him, then the effective connection between a person’s emotions and his own activity is especially close. An emotion with internal necessity arises from the relationship - positive or negative - of the results of an action to the need that is its motive, the original impulse.

This is a mutual connection: on the one hand, the course and outcome of human activity usually evokes certain feelings in a person, on the other hand, a person’s feelings, his emotional states influence his activity. Emotions not only determine activity, but are themselves determined by it. The very nature of emotions, their basic properties and the structure of emotional processes depend on it.

Since the objective result of human actions depends not only on the motives from which they proceed, but also on the objective conditions in which they are performed; Since, in addition, a person has many very different needs, of which one or the other acquires particular relevance, the result of an action can be either in accordance or inconsistent with the need that is most relevant for the individual in a given situation at the moment. Depending on this, the course of the subject’s own activity will give rise to positive or negative emotion, feeling associated with pleasure or displeasure. The appearance of one of these two main polar qualities of any emotional process will thus depend on the changing relationship between the course of the action and its initial motives that develops in the course of activity and in the course of activity. Objectively neutral areas in action are also possible, when certain operations are performed that do not have independent significance; they leave the personality emotionally neutral. Since man, as a conscious being, sets certain goals for himself in accordance with his needs and his orientation, we can also say that the positive or negative quality of an emotion is determined by the relationship between the goal and the result of the action.

Depending on the relationships that develop in the course of activity, other properties of emotional processes are determined. In the course of activity, there are usually critical points at which a favorable or unfavorable result for the subject, turnover or outcome of its activity is determined. Man, as a conscious being, more or less adequately foresees the approach of these critical points. When approaching such real or imaginary critical points in a person’s feeling - positive or negative - it increases voltage, reflecting the increase in tension during the action. After such a critical point in the course of action has been passed, a person’s feeling - positive or negative - begins discharge.

Finally, any event, any result of a person’s own activity in relation to his various motives or goals can acquire an “ambivalent” - simultaneously positive and negative - meaning. The more internally contradictory and conflicting the character of the course of action and the course of events it causes, the more excited the emotional state of the subject takes on. The same effect as a simultaneous conflict can be produced by a sequential contrast, a sharp transition from a positive - especially tense - emotional state to a negative one, and vice versa; it causes an excited emotional state. On the other hand, the more harmonious and conflict-free the process proceeds, the more calm the feeling is, the less sharpness and excitement there is. emotion labor educational

We have thus come to the identification of three qualities or “dimensions” of feeling. It is worth comparing their interpretation with the one given in W. Wundt’s three-dimensional theory of feelings. Wundt identified precisely these three “dimensions” (pleasure and displeasure, tension and release (resolution), excitement and calm). He tried to correlate each of these pairs with the corresponding state of pulse and respiration, with physiological visceral processes. We associate them with different attitudes towards the events in which a person is involved, with the different course of his activities. For us this connection is fundamental. The importance of visceral physiological processes, of course, is not denied, but they are assigned a different - subordinate - role; feelings of pleasure or displeasure, tension and release, etc. are, of course, caused by organic visceral changes, but these changes themselves are mostly of a derivative nature in humans; they are only “mechanisms” through which the determining influence of the relationships that a person develops with the world is exercised in the course of his activity.

Pleasure and displeasure, tension and release, excitement and calmness are not so much the basic emotions from which the rest are, as it were, composed, but only the most general qualities that characterize the infinitely diverse emotions and feelings of a person. The diversity of these feelings depends on the diversity of a person’s real life relationships that are expressed in them, and the types of activities through which they are actually carried out.

The nature of the emotional process also depends on the structure of the activity itself. Emotions, first of all, are significantly restructured during the transition from biological life activity, organic functioning to social labor activity aimed at a certain result. With the development of labor-type activities, for the first time a person develops especially characteristic emotions of action, which are fundamentally different from the emotions of functioning. It is characteristic of a person that not only the process of consumption, the use of certain goods, but also and, first of all, their production acquires an emotional character, even in the case when - as inevitably happens with the division of labor - these goods are not directly intended to serve satisfy your own needs. Emotions associated with activity occupy a particularly large place in a person, since it gives one or another - positive or negative - result. Different from elementary physical pleasure or displeasure, feelings of satisfaction or dissatisfaction with all their varieties and shades are associated primarily with the course and outcome of activity. The progress and outcome of activity are primarily associated with feelings of success, good luck, triumph, exultation and failure, failure, collapse, etc.

Moreover, in some cases the feeling is associated primarily with the result of the activity, its achievements, in others - with its very course. However, in the end, when a feeling is associated primarily with the result of an activity, this result and this success are experienced emotionally, since they are recognized as our achievements in relation to the activity that led to them. When this achievement has already been consolidated and turned into a normal state, into a newly established level that no longer requires tension, labor, or struggle for its preservation, the feeling of satisfaction relatively quickly begins to dull. What is emotionally experienced is not a stop at some frozen level, but a transition, a movement to a higher level. This can be observed in the activities of any worker who has achieved a sharp increase in labor productivity, or in the activities of a scientist who has made this or that discovery. The feeling of achieved success and triumph fades away relatively quickly, and each time the desire for new achievements flares up again, for which you need to fight and work.

In the same way, when, on the other hand, emotional experiences are given by oneself process activity, then these emotional experiences, such as joy and passion for the very process of work, overcoming difficulties, struggle, are not purely functional feelings associated only with the process of functioning. The pleasure that the labor process itself gives us is mainly pleasure associated with overcoming difficulties, that is, with achieving some partial results, with approaching the result, which is the ultimate goal of activity, with movement towards it. Thus, the feelings associated primarily with the course of activity, although different, are inseparable from the feelings associated with its outcome. Their relative difference is associated with the structure of human activity, which is divided into a number of partial operations, the result of which is not identified as a conscious goal. But just as in the objective structure of activity, an action aimed at a result recognized by the subject as a goal, and partial operations that should lead to it, are interconnected and mutually transform into each other, so are the emotional experiences associated with the course and emotional experiences associated with the outcome of the activity. The latter usually predominate in work activity. Awareness of this or that result as the goal of an action highlights it, gives it primary significance, due to which the emotional experience is oriented mainly according to it.

This attitude shifts somewhat in gaming activities. Contrary to a very common opinion, emotional experiences in the game process are in no way reduced to purely functional pleasure (with the possible exception of the child’s first, earliest, functional games, in which the initial mastery of his body takes place). A child’s play activity is not limited to functioning, but also consists of actions. Since a person’s play activity is a derivative of his work activity and develops on its basis, then in the course of play emotions, features appear that are common to those that arise from the structure of work activity. However, along with general traits, there are also specific traits in gaming activity, and therefore in gaming emotions. And the game action, based on certain motives, sets itself certain goals, but only these tasks and goals are imaginary. In accordance with these imaginary tasks and goals, the real course of the game action takes on a significantly greater share. In this regard, the game significantly increases the proportion of emotions associated with the most progress actions, with process games, although the result in the game, victory in a competition, successful solution of a problem when playing lotto, etc. are far from indifferent. This shift in the center of gravity of emotional experiences in the game is also associated with a different, game-specific relationship between the motives and goals of the activity.

A further peculiar shift of emotional experience occurs in those complex types of activity in which the development of an idea, a plan of action and its further implementation are dissected, and the first is isolated into a relatively independent theoretical activity, instead of being carried out in the course of practical activity itself. In such cases, a particularly strong emotional emphasis may lie at this initial stage. In the activities of a writer, scientist, artist, the development of the concept of one’s work can be experienced especially emotionally - more acutely than its subsequent painstaking implementation; It is the initial period of creating a plan that often provides the most intense creative joy.

K. Bühler put forward a “law” according to which, in the course of development, positive emotions move from the end of an action to its beginning. The law, so formulated, does not reveal the true causes of the phenomena that it generalizes. The real reasons for this movement during the development of positive emotions from the end of an action to its beginning lie not in the nature of emotions and the law that condemns them to travel from the end of an action to its beginning, but in changes in the development of the character and structure of the activity. Essentially, emotions, both positive and negative, can be associated with the entire course of an action and its outcome. If for a scientist or artist the initial stage of creating a concept for his work can be associated with particularly intense joy, this is explained by the fact that in this case the development of a concept or plan itself turns into a relatively independent and, moreover, very intense, intense activity that precedes its implementation, the course and the outcome of which therefore brings its own very bright joys and - sometimes - torments.

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

Thus, the diverse and multilateral dependence of a person’s emotions on his activities is revealed.

In turn, emotions significantly influence the course of activity. As a form of manifestation of personality needs, emotions act as internal motivations for activity. These internal motivations, expressed in feelings, are determined by the individual’s real relationship to the world around him.

In order to clarify the role of emotions in activity, it is necessary to distinguish between emotions, or feelings, and emotionality, or affectivity, as such.

Not a single real, valid emotion can be reduced to an isolated, “pure”, i.e. abstract, emotionality or affectivity. Any real emotion usually includes the unity of the affective and intellectual, experience and cognition, just as it includes, to one degree or another, the “volitional” moments of attraction, aspiration, since in general the whole person is expressed in it to one degree or another. Taken in this specific integrity, emotions serve as incentives and motives for activity. They determine the course of an individual’s activity, being themselves, in turn, conditioned by him. In psychology, they often talk about the unity of emotions, affect and intellect, believing that this expresses the overcoming of an abstract point of view that divides psychology into individual elements or functions. Meanwhile, in reality, with such formulations the researcher discovers that he is still in captivity of those ideas that he seeks to overcome. In reality, we need to talk not just about the unity of emotions and intellect in the life of an individual, but also about the unity of the emotional, or affective, and intellectual within the emotions themselves, as well as within the intellect itself.

If we now single out emotionality, or affectivity, as such in emotion, then we can say that it does not determine at all, but only regulates human activity determined by other moments; it makes the individual more or less sensitive to certain impulses, creates, as it were, a system of “gateways”, which in emotional states are set to one or another height; adapting, adapting both receptor, generally cognitive, and motor, generally effective, volitional functions, it determines the tone, pace of activity, its “tuning” to one level or another. In other words: emotionality as such, i.e. emotionality as a moment or side of emotions, primarily determines the dynamic side or aspect of activity.

It would be wrong (as, for example, K. Levin does) to transfer this position to emotions, to feelings in general. The role of feelings and emotions is not reducible to dynamics, because they themselves are not reducible to just one isolated emotional moment. The dynamic moment and the moment of direction are closely interconnected. An increase in receptivity and intensity of action is usually more or less selective in nature: in a certain emotional state, overwhelmed by a certain feeling, a person becomes more sensitive to some impulses and less to others.

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

The nature of the emotional process also depends on the structure of the activity. Emotions, first of all, are significantly restructured during the transition from biological life activity, organic functioning to social work activity. With the development of labor-type activities, not only the process of consumption and use of certain goods, but also their production acquires an emotional character, even in the case when - as inevitably happens with the division of labor - these goods are not directly intended to serve to satisfy one’s own needs. . In humans, emotions associated with activity occupy a special place, since it is this activity that gives a positive or negative result. Different from elementary physical pleasure or displeasure, a feeling of satisfaction or dissatisfaction with all its varieties and shades (feelings of success, luck, triumph, jubilation and failure, failure, collapse, etc.) is associated primarily with the course of activity and its result. Moreover, in some cases the feeling of satisfaction is associated primarily with the result of the activity, with its achievements, in others - with its progress. However, even when this feeling is associated primarily with the result of an activity, the result is experienced emotionally, since it is perceived as an achievement in relation to the activity that led to it. When this achievement has already been consolidated and turned into a normal state, into a newly established level that does not require stress, labor, or struggle for its preservation, the feeling of satisfaction begins to dull relatively quickly. What is emotionally experienced is not a stop at some level, but a transition, a movement to a higher level. This can be observed in the activities of any worker who has achieved a sharp increase in labor productivity. The feeling of achieved success and triumph fades relatively quickly, and each time the desire for new achievements for which you need to work flares up again. In the same way, when emotional experiences are caused by the process of activity itself, then joy and passion for the process of work, overcoming difficulties, and struggle are not feelings associated only with the process of functioning. The pleasure that the labor process gives us is mainly associated with overcoming difficulties, that is, with achieving partial results, with approaching the result, which is the ultimate goal of activity, with movement towards it.

The real reasons for the movement of positive emotions from the end of an action to its beginning lie in the change in the nature and structure of the activity. Essentially, emotions, both positive and negative, can be associated with the entire course of an action and its outcome. If for a scientist or artist the initial stage of conceiving his work can be associated with particularly intense joy, this is explained by the fact that the development of a concept or plan turns into a preliminary, relatively independent and, moreover, very intense, intense activity, the course and outcome of which therefore delivers its very bright joys, and sometimes torments.

In order to clarify the role of emotion in activity, it is necessary to distinguish between emotions, or feelings, and emotionality, or affectivity as such.

Not a single real emotion can be reduced to an isolated, pure - abstract, emotionality or affectivity. Any real emotion usually represents a unity of the affective and intellectual, experience and cognition, since it includes, to one degree or another, volitional moments, drives, aspirations, since in general the whole person is expressed in it to one degree or another. Taken in their specific integrity, emotions serve as incentives and motives for activity. They determine the course of an individual’s activity, being themselves conditioned by him. In psychology, they often talk about the unity of emotions, affect and intellect, believing that this overcomes the abstract point of view that divides psychology into separate elements or functions. Meanwhile, with such formulations the researcher only emphasizes his dependence on the ideas that he seeks to overcome. In reality, we need to talk not just about the unity of emotions and intellect in the life of an individual, but about the unity of the emotional, or affective, and intellectual within the emotions themselves, as well as within the intellect itself. If we now single out emotionality, or affectivity, as such in emotion, then we can say that it does not determine at all, but only regulates human activity determined by other moments; it makes an individual more or less sensitive to certain impulses, determines the tone, pace of activity, and its disposition to one or another level. In other words, emotionality as such, as a moment or side of emotions, primarily determines the dynamic side of activity.

2.3 Emotion regulation

Controlling the expression of your emotions. In a developed society, the role of emotions in the regulation of human activity is ignored, which leads to the loss of the ability to experience them constructively and impaired mental and somatic health. In ordinary consciousness, emotions are considered as a phenomenon that disrupts the successful functioning of a person in activity, and methods of suppressing and repressing them are imposed. However, psychological theory and practice convince us that conscious and realized emotions contribute to personality development and successful activities.

The absence of external manifestations of emotions does not mean that a person does not experience them; he can hide his experiences, drive them deeper. Restraining the demonstration of your experience makes it easier to endure pain or other unpleasant sensations.

Controlling your expression (external manifestation of emotions) manifests itself in three forms: "suppression" that is, concealing the expression of experienced emotional states; "disguise" that is, replacing the expression of an experienced emotional state with the expression of another emotion that is not experienced at the moment; "simulations" i.e., the expression of unexperienced emotions.

In the control of emotional expression, individual differences appear depending on the quality of the emotions experienced. Individuals with a stable tendency to experience negative emotions have found that, firstly, they have a higher degree of control over the expression of both positive and negative emotions; secondly, negative emotions are more often experienced than expressed (i.e., control of their expression is carried out in the form of “suppression”), and thirdly, positive emotions, on the contrary, are more often expressed than experienced (i.e., control of their expression is carried out in the form of "simulation": subjects express unexperienced emotions of joy). This is due to the fact that the expression of positive emotions favors communication and productivity. That is why people who are prone to experiencing negative emotions, due to a higher degree of control of emotional expression, are much less likely to express negative emotions, “mask” their experiences by expressing positive emotions.

In individuals with a predominance of positive emotions, no differences were found between the frequency of experiencing and the frequency of expression of various emotions, which indicates their weaker control of their emotions.

Age-related features of expression control. According to a number of authors (Kilbride, Jarczower, 1980; Malatesta, Haviland, 1982; Shennum, Bugenthal, 1982), suppression of negative emotions increases with age. While it is natural for babies to cry when they want to eat, it is unacceptable for a six-year-old child to cry because he has to wait a little longer until lunch. Children who do not gain such experience in the family may find themselves rejected outside the home. Preschoolers who cry too often tend to be disrespected by their peers (Corr, 1989).

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

At a certain age, spontaneous manifestations of joy, which are so natural for children (jumping, clapping their hands), begin to confuse children, since such manifestations are considered “childish.” However, the violent expression of their emotions even by adults, respectable people during sports competitions does not cause condemnation from the outside. Perhaps the possibility of such free expression of one’s emotions is what attracts many people to sport.

The expression of one's emotions in different cultures has some peculiarities. In Western culture, for example, it is not customary to show not only positive, but also negative emotions, for example, that you are afraid of something. Hence, the upbringing of children, especially boys, is carried out in this spirit. At the same time, as F. Tikalsky and S. Wallace write (Tikalsky, Walles, 1988), in the Navajo Indian tribe, children's fears are considered a completely normal and healthy reaction; the people of this tribe believe that a fearless child is driven by ignorance and recklessness.

One can only marvel at the wisdom of the Indians. The child should be afraid (however, this does not mean that he should be intentionally frighten, intimidate).

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

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

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

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

Recently, a new direction in managing emotional states has emerged - gelotology(from Greek gelos - laughter). Laughter has been found to have a variety of positive effects on mental and physiological processes. It suppresses pain because catecholamines and endorphins are released during laughter. The former prevent inflammation, the latter act like morphine and relieve pain. The beneficial effect of laughter on blood composition has been shown. The positive effects of laughter last throughout the day.

Laughter reduces stress and its consequences by reducing the concentration of stress hormones - norepinephrine, cortisol and dopamine. Indirectly, it increases sexuality: women who laugh often and loudly are more attractive to men.

In addition, expressive means of expressing emotions help relieve emerging neuro-emotional tension. Turbulent experiences can be dangerous to health if they are not discharged through muscle movements, exclamations, and crying. When crying, along with tears, a substance formed during strong neuro-emotional stress is removed from the body. Fifteen minutes of crying is enough to relieve excess tension.

Conclusionunder section 2

Thus, dynamic changes in emotional processes are usually directional in nature. Ultimately, the emotional process means and defines a dynamic state and a certain direction, since it expresses one or another dynamic state in a certain activity.

Emotions, like other mental processes, can be controlled, and in order for them not to interfere, but only to stimulate a person to success, it is necessary to be able to “use” them, manage them, control them.

Conclusion

So, emotions are the psychological reactions characteristic of each of us in different types of activity to good and bad, these are our anxieties and joys, our despair and pleasure. A person’s emotions are connected with his activity: activity causes a variety of experiences related to it and its results, and emotions, in turn, stimulate a person to activity, inspire him, become an internal driving force, his motives.

Emotions can cloud the perception of the world around us or color it with bright colors, turn the train of thought towards creativity or melancholy, make movements light and smooth or, conversely, clumsy. Emotions form part of our psychological activity, part of our “I”.

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

Inconsistency needs to be controlled for better performance, be it academic or work. Since emotions play an important role in activity, it is necessary by any means to remove from one’s activities such emotions that can negatively affect the course and results of activity.

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

List of used literature

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

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

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

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

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

6) Dubravska D.M. Fundamentals of psychology: Basic handbook. - Lviv: Svit, 2001. - 280 p.

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

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

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

10) Leontyev A.N. Lectures on general psychology. - M.: Smysl, 2000. - 511 p.

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

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

13) M "yasoyid P.A. Foreign psychology: Basic handbook. - Vishcha School, 2000. - 479 p.

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

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

16) Rubinshtein S.L. Fundamentals of general psychology: Textbook for universities, 2003.- 713 p.

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

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

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

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

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

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The influence of emotions on health

1. Anger: heart and liver

Anger is a strong emotion that arises in response to despair, pain, disappointment and threat. If dealt with immediately and expressed correctly, anger can have health benefits. But in most cases, anger destroys our health.

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

Anger causes blood vessels to constrict, increasing heart rate, blood pressure, and rapid breathing. If this happens frequently, it causes wear and tear on the artery walls.

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

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

To better manage your anger, engage in regular physical activity, learn relaxation techniques, or see a psychologist.

2. Concern: stomach and spleen

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

Worrying or obsessing over something can lead to problems such as nausea, diarrhea, stomach problems and other chronic disorders.

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

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

3. Sadness or grief: mild

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

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

It disrupts the natural flow of breathing, narrowing the lungs and bronchi. When you are overwhelmed with grief or sadness, air cannot move easily in and out of your lungs, which can lead to asthma attacks and bronchial diseases.

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

If you're feeling sad, there's no need to hold back your tears because this way you can release those emotions.

4. Stress: Heart and Brain

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

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

As you know, stress is one of the main causes of heart disease. It increases blood pressure and cholesterol levels, and also promotes bad habits such as smoking, physical inactivity and overeating. All these factors can damage the walls of blood vessels and lead to heart disease.

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

Asthmatic disorders

· Hair loss

Mouth ulcers and excessive dryness

Mental problems: insomnia, headaches, irritability

· Cardiovascular diseases and hypertension

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

Skin rashes, psoriasis and eczema

· Reproductive system disorders: menstrual irregularities, relapses of sexually transmitted infections in women and impotence and premature ejaculation in men.

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

The connection between emotions and organs

5. Loneliness: the heart

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

Loneliness is a serious health risk. When we are lonely, our brain produces more stress hormones such as cortisol, which cause depression. This in turn affects blood pressure and sleep quality.

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

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

6. Fear: adrenal glands and kidneys

Fear leads to anxiety, which debilitates our kidneys, adrenal glands and reproductive system.

A situation where fear arises leads to a decrease in the flow of energy in the body and causes it to defend itself. This leads to a slowdown in breathing rate and blood circulation, which causes a state of congestion that makes our limbs almost freeze in fear.

Fear affects the kidneys the most, and this leads to frequent urination and other kidney problems.

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

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

7. Shock: kidneys and heart

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

Sudden shock can upset the balance of the body, causing overexcitement and fear.

Severe shock can undermine our health, especially the kidneys and heart. A traumatic reaction leads to the production of large amounts of adrenaline, which settles on the kidneys. This leads to increased heart rate, insomnia, stress and anxiety. Shock can even change the structure of the brain, affecting areas of emotion and survival.

The physical consequences of emotional trauma or shock often include low energy, pale skin, difficulty breathing, rapid heart rate, sleep and digestive disorders, sexual dysfunction, and chronic pain.

8. Irritability and hatred: liver and heart

Hateful emotions and irritability can affect gut and heart health, leading to chest pain, hypertension and palpitations.

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

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

9. Jealousy and Envy: Brain, Gallbladder and Liver

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

Jealousy is known to slow your thinking and impair your ability to see clearly.

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

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

10. Anxiety: stomach, spleen, pancreas

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

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

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

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

Introduction

Emotions and their characteristics

Chapter 2.
Conclusion
Bibliography

Introduction

Every adult in his life has repeatedly experienced certain emotions and feelings from early childhood. Emotions and feelings constitute a special, very important aspect of a person’s inner life. A person’s emotional manifestations are very diverse: joy, grief, fear, anger, surprise, sadness, anxiety, admiration, contempt, etc. The world of emotional experiences permeates all aspects of life: relationships with other people, activity, communication and cognition. Emotions and feelings motivate a person to action, influence decision-making and setting life goals, determine behavior, and simply turn out to be necessary in overcoming the difficulties of everyday life. Thanks to feelings and emotions, a person perceives the world around him not as an extraneous phenomenon, but takes an active part in it and experiences certain experiences.

But psychologists do not have a common point of view regarding the role that feelings and emotions play in a person’s life. Thus, some of them, believing reason to be a characteristic of the truly human in man, argue that the meaning of human existence should be precisely cognitive-intellectual activity. Other scientists classify humans as emotional beings. In their opinion, the very meaning of human existence is of an affective, emotional nature, i.e. a person surrounds himself with people and objects to which he is emotionally attached.

Thus, scientists have still not been able to come to a consensus regarding the nature and meaning of emotions and feelings in human life, so this topic is relevant today.

The purpose of the essay is to determine the role of emotions and feelings in human life.

Objectives: 1) describe the characteristics of the essence of emotions;

2) study the distinctive features of emotions and feelings;

4) identify the influence of feelings and emotions on the personality.

Chapter 1. Emotions and feelings as psychological processes

1.1. Emotions and their characteristics

In the first half of the 20th century, psychologists began to talk about affects as emotional reactions aimed at defusing emerging emotional arousal. Thus, S. L. Rubinstein used the terms “emotional” and “affective” as equivalent: “... the three-fold division of mental phenomena into intellectual, emotional and volitional cannot be maintained. The primary, main thing is the two-part division of mental processes into intellectual and affective...” 1 . Today, emotion is understood as an experience, emotional excitement. Emotions mobilize energy, and this energy is in some cases felt by the subject as a tendency to perform an action. They guide the individual’s mental and physical activity and direct it in a certain direction. For example, if a person is overwhelmed with anger, then he will not run away, and if a person is frightened, then he is unlikely to decide to commit aggression.

Emotions or emotional responses are characterized by positive or negative experiences, influence on behavior and activity (stimulating or inhibitory), intensity (depth of experiences and the magnitude of physiological changes), duration of occurrence (short-term or long-term), objectivity (degree of awareness and connection with a specific object).

In addition to the main characteristics, psychologist E. D. Chomskaya identifies such characteristics as the reactivity of emotions (speed of occurrence or change), quality (connection with need), and the degree of their voluntary control.

1) A sign of emotional response. Depending on what experiences a person has (positive - pleasure or negative - disgust), the emotional response is marked with a “+” or “-” sign. It should be noted, however, that this division is largely arbitrary and at least does not correspond to the positive or negative role of emotions for a given person in a specific situation. For example, an emotion such as fear is unconditionally classified as negative, but it certainly has a positive meaning for animals and humans, and in addition, it can bring pleasure to humans. K. Izard notes the positive role of such negative emotions as shame. In addition, he notes that joy, manifested in the form of schadenfreude, can bring the same harm to the person experiencing it as anger.

Therefore, K. Izard believes that “instead of talking about negative and positive emotions, it would be more correct to consider that there are emotions that contribute to an increase in psychological entropy 2 , and emotions, which, on the contrary, facilitate constructive behavior. This approach allows us to classify a particular emotion as positive or negative, depending on the impact it has on intrapersonal processes and the processes of interaction of the individual with the immediate social environment, taking into account more general ethological and environmental factors.” 3

2) Intensity of emotional response. A high degree of positive emotional response is called bliss. For example, a person experiences bliss when warming himself by the fire after a long stay in the cold or, conversely, drinking a cold drink in hot weather. Bliss is characterized by a pleasant sensation spreading throughout the body. The highest degree of positive emotional response is called ecstasy, or an ecstatic state. This may be a religious ecstasy, experienced by medieval mystics, and currently observed among members of some religious sects; this state is also characteristic of shamans. Usually people experience ecstasy when they experience the height of happiness. This state is characterized by the fact that it captures the entire consciousness of a person, becomes dominant, due to which the external world disappears in subjective perception, and the person is outside of time and space.

3) Duration of emotional response. Emotional reactions can vary in duration: from fleeting experiences to states that last hours and days.

4) Objectivity as a characteristic of emotional response. As V.K. Vilyunas writes 4 , a person is delighted or indignant, he can be sad or proud of someone or something. So-called pointless emotions usually also have a subject, only less specific (for example, anxiety can be caused by the situation as a whole: night, forest, unfriendly environment) orunconscious (when the mood is spoiled by failure, which a person cannot admit).

Since the time when philosophers and natural scientists began to seriously think about the nature and essence of emotions, two main positions have emerged. Scientists occupying one of them, the intellectualist one, most clearly designated by I.-F. Herbart, argued that organic manifestations of emotions are a consequence of mental phenomena. According to Herbart, emotion is a connection that is established between ideas. Emotion is a mental disorder caused by a mismatch (conflict) between ideas. This affective state involuntarily causes vegetative changes.

Representatives of another position - sensualists - on the contrary, stated that organic reactions influence mental phenomena. These two positions were later developed in cognitive theories of emotions and in the peripheral theory of emotions by W. James - G. Lange. -

“Peripheral” theory W. Jam - G. Lange.American psychologist W. James put forward a “peripheral” theory of emotions, based on the fact that emotions are associated with certain physiological reactions. Joy, from his point of view, is a combination of two phenomena: increased motor innervation and dilation of blood vessels. This is where the expressive expression of this emotion comes from: fast, strong movements, loud speech, laughter. Sadness, on the contrary, is a consequence of weakening motor innervation and narrowing of blood vessels. Hence the sluggish, slow movements, weakness and soundlessness of the voice, relaxation and silence.

From the perspective of the James-Lange theory, the act of occurrence of emotion is as follows:

stimulus - the occurrence of physiological changes - signals about these changes to the brain - emotion (emotional experience).

The meaning of this paradoxical statement is that an arbitrary change in facial expressions and pantomimes leads to the involuntary appearance of the corresponding emotion.

Mimic means of expression.The human face has the greatest ability to express various emotional shades. Leonardo da Vinci also said that eyebrows and mouth change differently for different reasons for crying, and L.N. Tolstoy described 85 shades of eye expression and 97 shades of a smile, revealing a person’s emotional state (restrained, tense, artificial, sad, contemptuous, sardonic, joyful, sincere, etc.).

Reykovsky 5 notes that the formation of facial expressions of emotions is influenced by three factors:

innate species-typical facial patterns corresponding to certain emotional states;
acquired, learned, socialized ways of expressing emotions, voluntarily controlled;
individual expressive characteristics that give specific and social forms of facial expression specific features characteristic only of a given individual.

As G. Oster and P. Ekman note, a person is born with a ready-made mechanism for expressing emotions through facial expressions. All facial muscles necessary for expressing various emotions are formed during the 15-18th week of uterine development, and changes in “facial expression” take place starting from the 20th week. Most frequently exhibited facial patterns 6 are a smile (with pleasure) and a “sour face” (with disgust). Differences in smiles appear as early as 10 months of age. The child reacts to the mother with a smile, which activates the zygomaticus major muscle and the orbicularis oculi muscle. When a stranger approaches, the child also smiles, but activation occurs only in the zygomaticus major muscle; the orbicularis oculi muscle does not respond. With age, the range of smiles expands.

P. Ekman and K. Izard described the facial signs of primary, or basic, emotions (joy, grief, disgust-contempt, surprise, anger, fear) and identified three autonomous areas of the face: the forehead and eyebrows, the eye area (eyes, eyelids, base of the nose) and lower part of the face (nose, cheeks, mouth, jaw, chin). The conducted research made it possible to develop unique “formulas” of facial expressions that record characteristic changes in each of the three zones of the face, as well as to construct photo standards of facial expressions of a number of emotions. So, for example, in fear, the eyebrows are raised and shifted, the upper eyelids are raised, the mouth is open, the lips are stretched and tense, but in surprise, the eyebrows are raised high and rounded, the upper eyelids are raised and the lower ones are lowered, the mouth is open, lips and teeth are separated.

Types of emotions. The nature of the emotional attitude towards different objects is manifested in a person’s experience of positive or negative emotions. According to Lazarus 7 , we can distinguish 16 different emotions, of which 4 are positive, 9 are negative and 3 emotions - hope, compassion and gratitude - are mixed.

Positive emotions are:

happiness - experiencing the successful implementation of the goal;

pride - strengthening of identity due to obtaining a valuable result;

relief - relieving the tension that arose when achieving the goal;

Love - desire or experience of attachment.

Negative emotions are:

anger - emotional reaction to insult, resentment directed against the individual;

fright - response to significant physical danger;

guilt - an experience that arose as a result of violation of the boundaries of moral norms;

shame - the experience of the impossibility of living in accordance with the ideal Self;

sadness - experience of irretrievable loss;

envy - desire for something that another has;

jealousy - the threat of losing the love and affection of another;

disgust - action and reaction to an unpleasant object or idea;

fear - reaction to an uncertain situation and a situation of real threat.

Emotions are usually difficult to explain conceptually. A common technique remains the expression of an emotional state through a description of the accompanying bodily sensations.

1.2. The relationship between feelings and emotions in a person’s personality

Today, the concept of “feeling” has been mixed with the designation of sensations (“feeling of pain”), the return of consciousness after fainting (“coming to one’s senses”), self-esteem (self-esteem, sense of inferiority), intellectual processes and human states. For example, K. D. Ushinsky in his work “Man as a Subject of Education” examines in detail such “mental feelings” as a feeling of similarity and difference, a feeling of mental tension, a feeling of expectation, a feeling of surprise, a feeling of deception, a feeling of doubt (indecisiveness), a sense of confidence, a sense of irreconcilable contrast, a sense of success. Unfortunately, this is the case not only in the past, but also now.

The fact that feelings and emotions are closely interrelated does not require discussion. The question is not this, but what is included in these concepts and what is the relationship between them. Attempts to separate the concepts of “feeling” and “emotion” have been made for a long time. Even W. McDougall wrote that “the terms “emotion” and “feeling”... are used with great uncertainty and confusion, which corresponds to the uncertainty and diversity of opinions about the foundations, conditions of occurrence and functions of the processes to which these terms relate” . He writes that there are two primary and fundamental forms of feeling - pleasure and pain, or satisfaction and dissatisfaction, which color and determine to some, at least insignificant, extent all the aspirations of the organism. As the organism develops, it becomes capable of experiencing a whole range of feelings, which are a combination, a mixture of pleasure and pain; as a result, feelings such as hope, anxiety, despair, hopelessness, remorse, and sadness appear. Such complex feelings in everyday speech are called emotions. McDougall believes that it is appropriate to call these complex “derived emotions” feelings. They arise after a person’s aspirations have been successfully or unsuccessfully fulfilled. True emotions precede success or failure and do not depend on them. They do not have a direct effect on changing the strength of aspirations. They only reveal to the self-conscious organism the nature of the acting impulses, that is, the existing needs.

Complex feelings, according to McDougall, depend on the development of cognitive functions and are secondary in relation to this process. They are unique to humans, although their simplest forms are probably also available to higher animals. True emotions appear at much earlier stages of evolutionary development.

W. McDougall's attempt to separate emotions and feelings cannot be considered successful. The criteria he gives for such a distinction are too vague, and the attribution of one or another emotional phenomenon to feelings or emotions is poorly justified and understandable. For example, there is no precise distinction between the “mixed emotion” of shame, disgrace and phenomena classified by him as feelings such as remorse and despair. Both of them can appear after the fulfillment or non-fulfillment of aspirations.

In the "Philosophical Dictionary" 8 the author of an article on feelings and emotions sees the difference between emotions and feelings in the duration of the experience: for emotions themselves they are short-term, but for feelings they are long-term, stable.

The Psychology dictionary says that “feelings are one of the main forms of a person’s experience of his relationship to objects and phenomena of reality, characterized by relative stability.” 9 But experiencing your attitude towards something is an emotion. Consequently, here too the feeling is understood as a stable emotion. But emotions are often called feelings, and vice versa, feelings are called emotions even by those scientists who, in principle, differentiate between them.

A. G. Maklakov, 10 Considering feelings as one of the types of emotional states, he declares the following as signs differentiating emotions and feelings.

1. Emotions, as a rule, are of the nature of an indicative reaction, that is, they carry primary information about the lack or excess of something, so they are often vague and not sufficiently conscious (for example, a vague feeling of something). Feelings, on the contrary, in most cases are objective and concrete. Such a phenomenon as a “vague feeling” (for example, “vague torment”) speaks of the uncertainty of feelings and is considered by the author as a process of transition from emotional sensations to feelings.

2. Emotions are more associated with biological processes, and feelings - with the social sphere.

3. Emotions are more associated with the area of the unconscious, and feelings are maximally represented in our consciousness.

4. Emotions most often do not have a specific external manifestation, but feelings do.

5. Emotions are short-term, but feelings are long-lasting, reflecting a stable attitude towards any specific objects.

Feelings are expressed through certain emotions depending on the situation in which the object for which the person feels is found.For example, a mother, loving her child, will experience different emotions during his exam session, depending on what the result of the exams will be. When a child goes to an exam, the mother will be anxious; when he reports a successful exam, she will be happy, and if she fails, she will be disappointed, annoyed, and angry. This and similar examples show that emotions and feelings are not the same thing.

Thus, there is no direct correspondence between feelings and emotions: the same emotion can express different feelings, and the same feeling can be expressed in different emotions.Without outwardly showing emotions, a person hides his feelings from others.

Characteristics of emotional relationships.Feelings as emotional relationships are characterized from various aspects.

1) Relationship sign. It is believed that the attitude can be positive, negative, indifferent. A person has a positive attitude towards what attracts him, a negative attitude towards what repels him, causes disgust, displeasure. A true indifferent attitude can only be towards objects that are insignificant for a person (that is, those that do not arouse his interest or are not important to him).

2) Intensity of emotional relationships. Differences in the intensity of feelings are visible at least in the following series: a positive attitude towards an acquaintance - friendship - love. As subjective relationships develop, their intensity changes, often quite dramatically. Sometimes a small push is enough for a positive attitude not only to decrease in intensity, but even to change in modality, that is, it becomes negative.

3) Stability of emotional relationships. Emotional relationships are not always characterized by stability. Children's relationships are especially unstable. So, during one hour of playing together, children can quarrel and make peace several times. In adults, some emotional relationships can be quite stable, taking the form of rigid attitudes, conservatism of views, or expressing a principled position of the individual.

4) Breadth of emotional relationships. Each personality, in the process of its development, develops a complex multidimensional, multilevel and dynamic system of subjective relationships. The more objects a person expresses his attitude to, the wider this system, the richer the personality itself, the greater, as E. Erikson puts it, “radii of significant relationships.”

5) Generalization and differentiation of relations. The diversity or narrowness of relationships is closely related to another characteristic - the differentiation of relationships. For example, primary schoolchildren in most cases are satisfied with both the lesson itself in any subject and its various aspects: relationships with the teacher, results achieved, conditions in which lessons are held, etc. Their subjective attitudes often arise under the influence random events (I liked the first lesson, it means it’s interesting to study this subject). This generalized positive attitude most likely indicates the immaturity of younger schoolchildren as individuals, their inability to separate one factor from another in their assessments. Generalization of emotional relationships arises when a person generalizes emotional impressions and knowledge and is guided by them in expressing his attitude towards something. For example, a person’s positive attitude towards physical education will be generalized and stable, and the need to engage in physical education will become his belief if he understands the role of any physical education activities for his development and regularly enjoys them.

6) Subjectivity of emotional relationships. Feelings are characterized by subjectivity, since the same phenomena can have different meanings for different people. Moreover, a number of feelings are characterized by their intimacy, that is, the deeply personal meaning of experiences, their intimacy.

Classification of feelings.The traditional division of feelings into lower and higher does not reflect actual reality and is due only to the fact that emotions that reflect the biological essence of a person are also taken as feelings. Feelings reflect the social essence of a person and can reach a high degree of generalization.(love for the Motherland, hatred for the enemy, etc.).

Based on which sphere of social phenomena becomes the object of higher feelings, they are divided into three groups: moral, intellectual and aesthetic. 11

Moral call the feelings that a person experiences in connection with the awareness of the compliance or non-compliance of his behavior with the requirements of public morality. They reflect varying degrees of attachment to certain people, the need to communicate with them, and attitude towards them. Positive moral feelings include feelings of benevolence, pity, tenderness, sympathy, friendship, camaraderie, collectivism, patriotism, duty, etc. Negative moral feelings include feelings of individualism, selfishness, enmity, envy, gloating, hatred, ill will, etc.

Intelligentare feelings associated with human cognitive activity. These include curiosity, curiosity, surprise, joy in solving a problem, a feeling of clarity or fuzzy thoughts, bewilderment, a feeling of conjecture, a feeling of confidence, doubt. Aesthetic are feelings associated with the experience of pleasure or displeasure caused by the beauty or ugliness of perceived objects, be they natural phenomena, works of art or people, as well as their actions and actions. This is an understanding of beauty, harmony, the sublime, the tragic and the comic. These feelings are realized through emotions, which in their intensity range from mild excitement to deep excitement, from emotions of pleasure to aesthetic delight.

Thus, the question of the specific composition of feelings remains open. Most of the so-called feelings are emotions, and many are not emotional attitudes at all, that is, they do not express a biased attitude towards someone or something. These are many of the moral sentiments highlighted in ethics.

Chapter 2. The influence of feelings and emotions on a person’s personality

Emotional education of a person is not only one of the significant goals of education, but also an equally important component of its content. P. K. Anokhin 12 wrote: “Producing almost instantaneous integration (unification into a single whole) of all functions of the body, emotions themselves and first of all can be an absolute signal of a beneficial or harmful effect on the body, often even before the localization of the effects and the specific mechanism of the body’s response are determined ". Thanks to the timely occurrence of emotion, the body has the opportunity to adapt extremely advantageously to environmental conditions. He is able to quickly react with great speed to an external influence, without yet determining its type, shape, and other particular specific parameters. Positive emotions and feelings (joy, bliss, sympathy) create an optimistic mood in a person and contribute to the development of his volitional sphere. Positive emotional arousal improves the performance of easier tasks and makes it more difficult to perform more complex ones. But at the same time, positive emotions associated with achieving success contribute to an increase, and negative emotions associated with failure - a decrease in the level of performance of activities and learning. Positive emotions have a significant impact on the course of any activity, including educational activities. The regulatory role of emotions and feelings increases if they not only accompany this or that activity, but also precede it, anticipate it, which prepares a person for inclusion in this activity. Thus, emotions themselves depend on activity and exert their influence on it.

Conclusion

Undoubtedly, the role of emotions in human life is extremely important. Emotions are a specific group of mental states of a subjective nature, which are expressed in the form of experiences and sensations of a positive or negative nature, a person’s perception of the world around him and people, his own actions and the results of actions. The group of emotions includes feelings and passions, moods and affects, as well as stress. All mental processes occur accompanied by these states. In other words, any manifestation of human activity is colored by some kind of emotion. It is thanks to emotions and feelings that people better find language with others and are able, without using verbal signals, to draw conclusions about the state of their neighbor.

Various emotional moments are included in the content of all mental processes - perception, memory, thinking, etc. Feelings determine the brightness and completeness of our perceptions, they influence the speed and strength of memorization. Emotionally charged facts are remembered faster and more firmly. Feelings involuntarily activate or, conversely, inhibit thinking processes. They stimulate the activity of our imagination, give our speech persuasiveness, brightness and liveliness. Feelings trigger and stimulate our actions. The strength and persistence of volitional actions is largely determined by feelings. They enrich the content of human life. People with poor and weak emotional experiences become dry, petty pedants. Positive emotions and feelings, along with negative ones, increase our energy and productivity.

Also, do not forget about the physical condition of the human body. Emotions and feelings affect many internal organs, such as the heart and vision. There are several suggestions that a positive attitude may protect a person from health problems throughout life. For example, happier people are more likely to take a proactive approach to anti-aging, usually by exercising regularly and spending more time doing healthy activities. At the same time, these people may avoid unhealthy behaviors such as smoking and risky sex.Scientists have proven that people who have experienced more positive emotions and feelings in their lives than negative ones live much longer. On the one hand, negative feelings and emotions can not only cause serious illnesses, but also lead to the onset of premature old age. On the other hand, they motivate a person to solve pressing problems and change what does not suit him. Fear is necessary for survival and staying safe. Guilt encourages cooperation. Anger motivates the search for justice.

Often negative emotions convey important information to a person, and therefore sometimes they even surpass positive emotions in usefulness. Sadness signals a loss, fear a threat, and anger warns of an unworthy act.

Thus, the role of emotions, both positive and negative, is extremely important for a person. Feelings and emotions are an integral part of personality. They promote personal growth and enrich it.

Bibliography.

Vilyunas V.K. Psychology of emotional phenomena. M.: Publishing house Mosk. University, 2003
Ilyin E.P. Emotions and feelings. - St. Petersburg: Peter, 2001
Psychological Dictionary
Rubinshtein S.L. Fundamentals of general psychology. St. Petersburg: Publishing house "Piter", 2000
Rudik P. A. Psychology: Textbook. - M. - 2006
Philosophical Dictionary

1 Rubinshtein S.L. Fundamentals of general psychology. St. Petersburg: Publishing house "Peter", 2000 - p. 269

2 Entropy (in psychoanalytic theory) - the degree to which psychic energy becomes unavailable for use after investing it in a certain object. Oxford Explanatory Dictionary of Psychology / Ed. A.Rebera, 2012

3 Izard K.E. Psychology of emotions. - St. Petersburg: Publishing House "Peter" - 2008

4 Vilyunas V.K. Psychology of emotional phenomena. M.: Publishing house Mosk. University, 2003.

5 Reikovsky Ya. Experimental psychology of emotions. - M.: JSC Publishing Group "Progress" - 2009

6 Pattern is a systematically repeating, stable element or sequence of elements of behavior. Brief explanatory psychological and psychiatric dictionary

7 Arnold Lazarus (b. 1932) Doctor of Psychology, Professor Emeritus in the Graduate School of Applied and Professional Psychology at Rutgers University.

8 http://gufo.me/content_fil/chuvstva-8274.html

9 http://www.psychologist.ru/dictionary_of_terms/index.htm?id=2846

10 Maklakov A.G. General psychology - Peter Publishing House - 2001

11 Rudik P. A. Psychology: Textbook. - M., 2006

12 Anokhin Pyotr Konstantinovich - Soviet physiologist, creator of the theory of functional systems, academician of the USSR Academy of Medical Sciences (1945) and the USSR Academy of Sciences (1966), laureate of the Lenin Prize (1972).

Emotions accompany us from birth until death, but few people realize how important emotions are. What are emotions? Emotions are a person’s attitude towards various events occurring in his life. It should be noted that emotions have been studied very poorly by scientists. Therefore, the opinions of the authors regarding such a concept as human emotions differ greatly.

In order to understand what emotions are, it is necessary to draw a general conclusion based on all opinions. Emotions are a person’s reaction to current events. They have a great influence on human activity, and in most cases are responsible for his actions.

This means that thanks to emotions, a person is able to experience feelings such as fear, joy, anger, pleasure, hatred and others.

Emotions are not the cause of experiences. They only regulate human activity.

Emotions have accompanied humanity since ancient times. They have gone through a long period of evolution and have changed a lot since the beginning of life. At first, emotions could be called the primitive instincts of man, for example, movement and other actions inherent in man by nature. In the process of evolution, they developed, acquiring an emotional character and lost their instinctive character. Thus, instincts acquired individuality and allowed a person to evaluate the current situation, as well as take part in it at his own discretion.

The role of emotions in life

The role of emotions is very great. They are the basis of human existence. For example, thanks to various emotions, such as joy, hatred or fear, people are able to convey their feelings and experiences to each other. Emotional outbursts are usually accompanied by active gestures, changes in intonation or even skin color, for example, redness.

It is difficult to imagine a person without emotion. In some situations, people are able to restrain their impulses, but in most cases it is very difficult for them. A person who looks at life with an empty gaze ceases to see any interest in it and completely loses his further goal. Any actions do not bring him the desired satisfaction. An apathetic state can cause deep depression. However, often a person finds a way to return to his previous life.

Emotions can be perceived as signals sent to a person by the body. For example, if a person’s emotions are positive, this means that he is happy with everything and is in harmony with the world around him. If a person shows negative emotions, then something is seriously bothering him.

Emotions have a significant impact on a person's life. A person’s perception of the world around them directly depends on them. A person who experiences positive emotions, such as joy and happiness, views the world and people around him in a positive way. And those suffering from difficult experiences and negative emotions evaluate the environment only in dark colors.

It is also worth noting that emotions have a strong influence on a person’s mental processes and performance. Being in a negative state, a person can almost never do hard work. His brain cannot concentrate on a specific task.

In some cases, the reasons for poor performance may depend on personal perception, for which emotions are responsible. If a person absolutely does not like the work he is forced to do, then in most cases he will not be able to complete the work quickly and efficiently.

Strong emotional impulses can lead to unexpected consequences. For example, being a person is capable of a terrible act, for which he will later not be able to answer if he is in a state of severe emotional shock. When in a state of passion, people often commit monstrous acts.

Classification

People can be very different from each other. They may live in different countries, be brought up according to different customs, but in most cases their emotions are similar. Animals have a unique ability to understand human emotions. For example, a cat or dog perfectly senses the owner’s mood. If a person is in a good mood, the animal will definitely approach him. Feeling the slightest sign of anger and aggression, the pet will try to stay away from the person.

Scientists cannot yet fully formulate a definition of this phenomenon. It is not clear exactly how animals feel hatred or joy coming from a person. However, almost every person can confirm this phenomenon.

Emotions are different and are divided into several types. They have the ability to quickly replace each other. A person can be depressed and suddenly regain vitality. An unusual surge of strength can also be replaced by apathy and a desire to hide from the world. Being sad and sorrowful, a person can suddenly become cheerful and joyful.

People have a hard time hiding their emotions. Often they are immediately reflected on a person’s face, and in order to avoid this, you need to have incredible control over yourself.

Trying to hide their true feelings, they can give themselves away with gestures, facial expressions, or even their voice.

In general, emotions can be divided into three main groups.

Positive;
Negative;
Neutral;

Positive emotions include joy, laughter, happiness, pleasure, love, sympathy, admiration, bliss and others. They bring only positive feelings to a person and make his life much better.

Negative emotions usually include envy, anger, hatred, resentment, fear, disgust, regret and others. Such emotions drive a person into a depressed state and significantly worsen his life.

Neutral emotions include surprise, curiosity and indifference. Often such emotions do not carry any special subtext and are not of significant interest to a person.

Influence

As mentioned above, emotions have a great influence on a person’s life. Some people don't tend to give in to emotions. They experience them, but cannot fully feel them. Such people can be called dispassionate and cold. They are unable to correctly assess their own feelings.

Human emotions really have not only a moral, but also a physical impact on a person. For example, if a person experiences severe fear, he is unable to think or make sudden movements. The body of a person experiencing fear may become numb, and in some cases he wants to run away without looking back.

Being sad, a person is unable to take an active part in the life of society. He wants to quickly hide from the world around him, does not want to carry on a conversation and prefers loneliness.

Joy also changes a person's life. Positive emotions contribute to the production of the happiness hormone. A person feels an unexpected surge of strength, and readily begins new achievements.

Long-term stress can have a serious impact on human health. Negative emotions contribute to the deterioration of the cardiovascular system. Impaired heart function can lead to serious consequences. Continuous negative emotions have a detrimental effect on the human body.

It is also worth noting a separate group of human emotions. Affects are very strong human emotions. In such a state, a person can commit an unexpected, unusual act. In some cases it is hatred, fear or a desire to protect oneself.

Human feelings

A person's emotions and feelings are closely related to his personality. They indicate a person’s inner experiences, his desires and secret fears. Most people cannot fully express their emotions, they are afraid of it and try to hide their true feelings. In this case, you should seriously think about the reason for this behavior. People who are unable to express their feelings can face serious problems. In the future, they will not be able to correctly assess the life situation and cope with difficulties. Many people never find the strength to admit their true feelings and experiences.

If a person is absolutely healthy, he definitely experiences feelings and emotions. The world around him has a constant impact on him. Emotions and feelings are a direct response to such influences. Alexithymia is a disease in which a person is unable to experience feelings.

Such people really do not know what feelings and emotions are. Often their problems come from early childhood. This behavior is to blame for adults who failed to give children the attention they deserve. Alexithymics prefer to seek the meaning of life, develop as a person, and consider emotions a waste of time. They claim they don't feel anything. In reality, such people are simply unable to cope with their feelings. It is easier for them not to pay attention to them than to acknowledge their presence.

There is a type of people who are capable of consciously erasing emotions from life. They prefer not to feel anything and not burden themselves with unnecessary worries. Having experienced many life shocks, they come to the conclusion that feelings and emotions do not lead to good things. However, it should be remembered that living without emotions is very difficult. Such an existence will not bring joy to a person. It is important to understand that even negative emotions can teach a person a certain lesson in life. You shouldn’t turn off your emotions and become bitter against the whole world.