From the observations of psychologists, educators, social workers it is obvious that the excessive talkativeness of students during lessons, frequent conflicts between classmates, the systematic absence of lessons and even ill health are caused by an unfavorable, tense situation in the family, formed due to a number of failures in public and labor the activities of parents of students or the unwillingness of parents to systematically monitor their children, which should be presented to the school at least two times per study quarter for interviews with teachers subject E. In this regard, the students do not show interest in the teaching, motivating the uselessness of studying any subjects and, more often of mathematics, and, therefore, some studied subjects and their leading teachers do not deserve attention, they do not need to comprehend,

As a result of experimental judgments it is established that positive emotions significantly influence the immersion of a person in any activity – labor, leisure. There are two main ranges of emotional manifestations: pleasantly-unpleasant (in other words, happy-sad) and activation-inhibition (or degree of agitation).

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The data examined show that under the influence of emotions all kinds of cognitive processes: perception, imagination, memory, thinking are subject to certain modifications. As a result of such modifications, they acquire primarily selectivity and direction.

Changes occurring in cognitive processes are related to the content of the ongoing emotional process: negative emotions contribute to negative thinking, positive – positive. Speaking about the content of emotions, they have a peculiar organization of brain processes, the specific features of which can be determined by pointing out a threefold relation to the external world: the attitude to the circumstances that lead it into an active state; attitude to action (what kind of behavior it causes), as well as its reflection in the consciousness of the subject. Emotion is a peculiar, specifically organized activity of the brain, and differences in its content are differences in organization (as we know, in humans only a few components of emotions have their own innate organization, most of what constitutes the reaction of anger, fear, anxiety,

When such organized activity is actualized, changes are made in those orienting (cognitive) actions that are close to it in meaning. The emerging emotional process can be compared with an activation wave that selectively captures all those cognitive structures of a person that are related to this process in its meaning.

It is quite generalized that emotions selectively contribute to one cognitive process and inhibit others. A more precise definition of the conditions on which the influence of emotions depends on cognitive processes requires an analysis of those factors that determine this influence. Existing data allow us to conclude that the modifying effect of emotions depends, firstly on strength, secondly on the characteristics of the cognitive process and, thirdly, on the subject, that is, his specific and relatively stable traits.

Since there is no special scale for measuring the intensity of emotions, it is therefore impossible to determine it with sufficient accuracy. Based on qualitative criteria, it is possible to single out the levels of intensity of emotions by linking certain changes in cognitive processes with taking off:

neutral state, absence of a clearly expressed emotional process;
a moderate level of emotion: the emotion is already sufficiently distinct to be recognized, but not yet so strong as to disrupt the course of action; expressive reactions appear;
high level of intensity of emotions: emotion guides the actions of a person, the person behaves emotionally, displays anger, joy, anxiety: such a high level of intensity can get expression either in an acute form, that is, in the form of affect (in this case, the activity of a person submits to the discharge of this emotion ), or in chronic form, when a person for a long time feels “at the mercy of emotion” (in this case, his behavior is more differentiated, as he performs different actions, but a certain emotional state is preserved and continuously intervenes in the course of the performed activity, in this form often manifests: anguish, resentment, complacency, sexual arousal, hunger, etc.);
a very high level (maximum) of the intensity of emotion: a complete disconnection of all non-emotional mechanisms that govern human behavior. So it is manifested: rage, rage, despair, panic, etc.
Based on a series of experiments conducted in this area by Bruner and Goodman, foreign psychologists, groups of children of different social status, the following conclusions were drawn: in most people, positive emotions contribute more to cognitive actions than negative ones. The influence of moderate intensity emotions on cognitive processes manifests itself more clearly: the strength of this emotion does not affect the ability to self-control, but one can observe changes in cognitive processes, errors in perception, which consist in “matching” the perceived material with the content of emotion.

It is known that in our country there was the highest level of social security in comparison with other states of the world, which can not be said today.

Inflation, unemployment, crisis and many other things do not cause positive emotions, and consequently do not contribute to the development of the cognitive process in the same direction as its teacher, guided by the requirements of the standard, programs, modern technologies.

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