The description of the variety of character types should be supplemented by a description of the variety of character accentuations. If the character as a whole is defined by us as a stable direction of response, then when the character is burdened with accentuation, certain painful violations come to the fore. Accentuations are such variants of character development that are characterized by: 1) a violation of the need-motivational sphere in the form of dominance of ambivalent states, 2) a decrease in the ability to social adaptation, 3) increased vulnerability, sensitivity to certain kinds of influences that cause inadequate response (reduced resistance). The following classes of accentuations can be distinguished. Asthenic, including disorders of the psychasthenic, neurasthenic and sensitive type. Dysthymic, combining disorders of the hyperthymic, hypothymic and cycloid type. Sociopathic, within which it is necessary to distinguish violations of the conformal, nonconformal and paranoid type. "Psychopathic", including variants of schizoid, epileptoid and hysteroid disorders. We give a brief description of them.
Psychasthenic. The dominant features of behavior are indecisiveness, anxious suspiciousness in the form of expectations of adverse events, anxiety for the well-being of their loved ones, a tendency to reasoning, introspection, introspection. Indecision is manifested in long and painful hesitation when it is necessary to make an independent choice. However, when a decision is made, impatience, the desire to immediately fulfill it, comes to the fore. Self-confident, peremptory judgments, exaggerated determination (recklessness) can be observed as hypercompensation for indecision. Ritual actions, attention to signs become protection from constant anxiety. As a compensatory education against anxiety in front of a new, unfamiliar, there is a pedantic tendency to order, an unchanging regime, any violation of which provokes anxiety. As compensatory formations, there can also be a tendency to carefully plan future activities, good awareness, and high competence.
Neurotic. In the foreground of the mental appearance are such features as increased fatigue, irritability, a tendency to hypochondria, fears, timidity. Fatigue quickly sets in during mental exercises, and in a competitive environment with physical and emotional stress. Irritability is manifested by sudden affective outbursts, often arising on an insignificant occasion and easily replaced by repentance and tears.
Sensitive. First of all, timidity and shyness are noted, easily detected in front of strangers and in unfamiliar surroundings. Difficulties in communicating with everyone except relatives, as a result, sometimes there is a false impression of isolation, isolation from others. Excessive demands on oneself take the form of constant remorse. The desire for hypercompensation takes the form of self-affirmation not in the area where abilities can be revealed, but where it feels its own weakness. Timid and shy can put on the guise of artificial cheerfulness, swagger, arrogance, but in an unexpected situation he quickly gives up. Often seeks to occupy public positions, where timidity is compensated by the authority of the organization, performs well the formal part of the functions entrusted to him. Situations of excessive attention from others, especially hostility, ridicule, suspicions of unseemly acts, are difficult to bear.
Hyperthym. Characterized by an increased need for an influx of life experiences, social recognition, familiarity, adventurism. Poorly tolerates strict discipline, strictly regulated control. Shows resourcefulness in unusual situations. He treats rules and laws lightly, sometimes cynically. Inaccurate, optional. Poorly copes with work that requires perseverance, painstaking work. Inflated self-esteem and a tendency to build bright plans for the future are inherent, which are easily forgotten and replaced by new ones.
The study of the socio-psychological climate of small commercial enterprises.
A study of the socio-psychological climate was carried out for 4 selected trade enterprises (Tables 2-5). Tab. 2. Enterprise 1. employees Socio-psychol. climate High Medium Low Unfavorable 1. 34 2. 38 3. 29 4. 40 5. 45 6. ...
Harry Stack Sullivan
Harry Stack Sullivan is the creator of a new concept known as the "interpersonal theory of psychiatry". Its main principle, as far as personality is concerned, is this: personality is "a relatively stable pattern of interpersonal situations that arise periodically that characterize a person's life" (1953, p. 111 ...
conclusions
The purpose of the ascertaining experiment was to diagnose the initial level of development of auditory-speech memory in preschool children with general underdevelopment of speech. For this purpose, methods for diagnosing the auditory memory of preschool children were selected, children were selected for an experimental study, they were examined, conclusions were formulated about the initial level of development ...
Order writing a unique work
" xml:lang="en-EN" lang="en-EN">CHARACTER
;color:#000000" xml:lang="en-EN" lang="en-EN">1. Set of stable individual features personality, which develops and manifests itself in activity and communication, is:
;color:#000000" xml:lang="en-EN" lang="en-EN">-temperament
;color:#000000" xml:lang="en-EN" lang="en-EN">-abilities
;color:#ff0000" xml:lang="en-US" lang="en-US">-;color:#ff0000" xml:lang="en-EN" lang="en-EN">character
;color:#000000" xml:lang="en-EN" lang="en-EN">-makings
;color:#000000" xml:lang="en-EN" lang="en-EN">2. In character, personality is manifested more from the outside:
;color:#ff0000" xml:lang="en-US" lang="en-US">-;color:#ff0000" xml:lang="en-EN" lang="en-EN">meaningful
;color:#000000" xml:lang="en-EN" lang="en-EN">-dynamic
;color:#000000" xml:lang="en-EN" lang="en-EN">-procedural
;color:#000000" xml:lang="en-EN" lang="en-EN">-structural
;color:#000000" xml:lang="en-EN" lang="en-EN">3. One of the founders of modern characterology is:
;color:#ff0000" xml:lang="en-US" lang="en-US">-;color:#ff0000" xml:lang="en-EN" lang="en-EN">A. Ben
;color:#000000" xml:lang="en-EN" lang="en-EN">-T. Ribot
;color:#000000" xml:lang="en-EN" lang="en-EN">-Socrates
;color:#000000" xml:lang="en-EN" lang="en-EN">-Plato
;color:#000000" xml:lang="en-EN" lang="en-EN">4.;color:#000000" xml:lang="en-US" lang="en-US">XIX;color:#000000" xml:lang="en-EN" lang="en-EN"> c. the idea of morpho-neurological conditioning of character has become widely known thanks to:
;color:#000000" xml:lang="en-EN" lang="en-EN">-Lavater's physiognomy
;color:#ff0000" xml:lang="en-US" lang="en-US">-;color:#ff0000" xml:lang="en-EN" lang="en-EN">Gallian phrenology
;color:#000000" xml:lang="en-EN" lang="en-EN">-Husserl's Phenomenology
;color:#000000" xml:lang="en-EN" lang="en-EN">-Laplace determinism
" xml:lang="en-EN" lang="en-EN">5.;color:#000000" xml:lang="en-EN" lang="en-EN">Extraversion/introversion concepts were developed by:
;color:#000000" xml:lang="en-EN" lang="en-EN">-A. Adler
;color:#000000" xml:lang="en-EN" lang="en-EN">-3. Freud
;color:#000000" xml:lang="en-US" lang="en-US">-;color:#ff0000" xml:lang="en-EN" lang="en-EN">K. Jung
;color:#000000" xml:lang="en-EN" lang="en-EN">-C. Rogers
;color:#000000" xml:lang="en-EN" lang="en-EN">6. The nature of character traits as a manifestation of the libidinal source 3. Freud interpreted as:
;color:#ff0000" xml:lang="en-US" lang="en-US">-;color:#ff0000" xml:lang="en-EN" lang="en-EN">dynamic
;color:#000000" xml:lang="en-EN" lang="en-EN">-meaningful
;color:#000000" xml:lang="en-EN" lang="en-EN">-personal-semantic
;color:#000000" xml:lang="en-EN" lang="en-EN">-motivational-need
;color:#000000" xml:lang="en-EN" lang="en-EN">7. The fact that the character must correspond to the somatic (bodily) constitution of a person was believed by:
;color:#000000" xml:lang="en-EN" lang="en-EN">-E. Fromm
;color:#ff0000" xml:lang="en-US" lang="en-US">-;color:#ff0000" xml:lang="en-EN" lang="en-EN">E. Kretschmer
;color:#000000" xml:lang="en-EN" lang="en-EN">-W. Frankl
;color:#000000" xml:lang="en-EN" lang="en-EN">-G. Eisenk
;color:#000000" xml:lang="en-EN" lang="en-EN">8. Accuracy, frugality, generosity are:
;color:#ff0000" xml:lang="en-EN" lang="en-EN">-features characterizing the attitude of a person to things
;color:#000000" xml:lang="en-EN" lang="en-EN">-features that appear in relation to others
;color:#000000" xml:lang="en-EN" lang="en-EN">-system of a person's relationship to himself
;color:#000000" xml:lang="en-EN" lang="en-EN">-features that appear in the activity
;color:#000000" xml:lang="en-EN" lang="en-EN">9. Such personality traits as modesty and self-criticism, selfishness characterize the attitude of a person:
;color:#000000" xml:lang="en-EN" lang="en-EN">-for people
;color:#000000" xml:lang="en-EN" lang="en-EN">-to activity
;color:#000000" xml:lang="en-EN" lang="en-EN">-to public and personal responsibility
;color:#ff0000" xml:lang="en-US" lang="en-US">-;color:#ff0000" xml:lang="en-EN" lang="en-EN">to me
;color:#000000" xml:lang="en-EN" lang="en-EN">10. The ability to set goals on one's own initiative and find ways to solve them characterizes a person as:
;color:#000000" xml:lang="en-EN" lang="en-EN">-purposeful
;color:#000000" xml:lang="en-EN" lang="en-EN">-resolute
;color:#000000" xml:lang="en-EN" lang="en-EN">-persistent
;color:#ff0000" xml:lang="en-US" lang="en-US">-;color:#ff0000" xml:lang="en-EN" lang="en-EN">independent
;color:#000000" xml:lang="en-EN" lang="en-EN">11. Integrity with respect to a character is its:
;color:#000000" xml:lang="en-EN" lang="en-EN">-type
;color:#000000" xml:lang="en-EN" lang="en-EN">-bar
;color:#ff0000" xml:lang="en-US" lang="en-US">-;color:#ff0000" xml:lang="en-EN" lang="en-EN">quality
;color:#000000" xml:lang="en-EN" lang="en-EN">-accentuation
;color:#000000" xml:lang="en-EN" lang="en-EN">12. The strength in relation to the character is his:
;color:#000000" xml:lang="en-EN" lang="en-EN">-type
;color:#000000" xml:lang="en-EN" lang="en-EN">-bar
;color:#ff0000" xml:lang="en-US" lang="en-US">-;color:#ff0000" xml:lang="en-EN" lang="en-EN">quality
;color:#000000" xml:lang="en-EN" lang="en-EN">-accentuation
;color:#000000" xml:lang="en-EN" lang="en-EN">13. According to W. Sheldon, isolation, fluctuating emotions, stubbornness and poor adaptability are characteristic of:
;color:#ff0000" xml:lang="en-US" lang="en-US">-;color:#ff0000" xml:lang="en-EN" lang="en-EN">schizothymia
;color:#000000" xml:lang="en-EN" lang="en-EN">-cyclothymic
;color:#000000" xml:lang="en-EN" lang="en-EN">-xotimics
;color:#000000" xml:lang="en-EN" lang="en-EN">-psychasthenic
;color:#000000" xml:lang="en-EN" lang="en-EN">14. Accentuations are such variants of character development that are not characteristic of:
;color:#000000" xml:lang="en-EN" lang="en-EN">-increased vulnerability
;color:#000000" xml:lang="en-EN" lang="en-EN">-decreased ability for social adaptation
;color:#000000" xml:lang="en-EN" lang="en-EN">-violation of the need-motivational sphere in the form of dominance of ambivalent states
;color:#ff0000" xml:lang="en-EN" lang="en-EN">-improving the ability to social adaptation
;color:#000000" xml:lang="en-EN" lang="en-EN">15. According to P. B. Gannushkin, extreme irritability with bouts of melancholy, fear, anger, stubbornness, resentment, cruelty, conflict – main features:
;color:#000000" xml:lang="en-EN" lang="en-EN">-cycloids
;color:#000000" xml:lang="en-EN" lang="en-EN">-schizoids
;color:#000000" xml:lang="en-EN" lang="en-EN">-psychasthenics
;color:#ff0000" xml:lang="en-US" lang="en-US">-;color:#ff0000" xml:lang="en-EN" lang="en-EN">epileptoids
;color:#000000" xml:lang="en-EN" lang="en-EN">16. According to P. B. Gannushkin, increased impressionability, excitability, rapid mental exhaustion, irritability, indecision are characteristic of:
;color:#ff0000" xml:lang="en-US" lang="en-US">-;color:#ff0000" xml:lang="en-EN" lang="en-EN">asthenikov
;color:#000000" xml:lang="en-EN" lang="en-EN">-schizoids
;color:#000000" xml:lang="en-EN" lang="en-EN">-psychasthenics
;color:#000000" xml:lang="en-EN" lang="en-EN">-epileptoids
;color:#000000" xml:lang="en-EN" lang="en-EN">17. Self-criticism, modesty, pride characterize:
;color:#000000" xml:lang="en-EN" lang="en-EN">-relation of a person to things
;color:#000000" xml:lang="en-EN" lang="en-EN">-relation to others
;color:#ff0000" xml:lang="en-EN" lang="en-EN">-system of a person's relationship to himself
;color:#000000" xml:lang="en-EN" lang="en-EN">-features of activity flow
;color:#000000" xml:lang="en-EN" lang="en-EN">18. Two types of psychopathy in the book "Clinic of Psychopathies, Their Statistics, Dynamics, Systematics" described:
;color:#000000" xml:lang="en-EN" lang="en-EN">-B.V. Zeigarnik
;color:#ff0000" xml:lang="en-US" lang="en-US">-;color:#ff0000" xml:lang="en-EN" lang="en-EN">P.B. Gannushkin
;color:#000000" xml:lang="en-EN" lang="en-EN">-A.E. Lichko
;color:#000000" xml:lang="en-EN" lang="en-EN">-C. Leonhard
^ 12. It was believed that bodily fluids play a special role in the determination of temperament:
a) until the end of the 18th century;
b) until the middle of the XIX century;
c) until the end of the 19th century;
d) until the middle of the 20th century.
12. Character
1. The totality of stable individual characteristics of a person, which develops and manifests itself in activity and communication, is:
a) temperament;
b) abilities;
c) character;
d) deposits.
^ 2. A character can be considered pathological if it:
a) relatively stable over time;
b) has a total manifestation;
c) socially maladapted;
d) all answers are correct.
^ 3. Character accentuations:
a) extreme variants of normal characters;
b) peculiar sharpening of character;
c) have a hidden and explicit form;
d) all answers are correct.
^ 4. Determinants of character properties should be sought:
a) in the features of the genotypic background;
b) in accounting for environmental influences;
c) in the summation of genotypic and environmental influences;
d) all answers are correct.
^ 5. Ideas about extraversion/introversion have been developed by:
a) A. Adler;
b) 3. Freud;
c) K. Jung;
d) K. Rogers.
6. The ability to set goals on their own initiative and find ways to solve them characterizes a person as:
a) purposeful;
b) decisive;
c) persistent;
d) independent.
^ 7. Integrity in relation to character is his:
b) a trait;
c) quality;
d) accentuation.
8. K. Leonhard studied character accentuations:
a) in children of primary school age;
b) in adolescents;
c) in boys;
d) in adults
^ 13. Emotions and will
1. A strong, persistent, lasting feeling that captures a person and owns him is called:
a) affect;
b) passion;
c) mood;
d) feeling.
2. A state of increasing emotional stress that occurs in conflict situations, the obstacles associated with strong motivation-a threat to the well-being of the individual are:
a) affect;
b) frustration;
c) mood;
d) stress.
^ H. Human feelings are:
a) the emotional tone of the sensation process;
b) the organic well-being of the individual;
c) feelings associated with the satisfaction of organic needs;
d) all answers are wrong.
^ 4. Emotions are such a reflection in the form of experiences of pleasant and unpleasant processes and results of practical activity, as
a) directly;
b) indirect;
c) conscious;
d) rational.
^ 5. Emotions cannot be characterized as mental reactions, which the attitude of the subject to life circumstances:
a) express;
b) reflect;
c) are;
d) determine.
^ 6. In the fact that persistent experiences direct our behavior, support it, make us overcome the obstacles encountered on the way
a) expressive (expressive);
b) signal;
c) regulatory;
d) interfering.
^ 7. Emotional processes and states in the life of the organism perform the function (s):
a) only adaptive;
b) only mobilization;
c) only adaptive and integrative;
d) adaptive, mobilization and integrative.
^ 8. The basis for the division of mental states into intellectual, volitional and emotional is (are):
a) the role of the person and the situation in the emergence of emotions;
b) dominant (leading) components;
c) flow time;
d) degree of depth.
^ 9. The experience of satisfying a need for something is called :
a) interest;
b) joy;
c) surprise
d) bewilderment.
10. The longest emotional state that colors all human behavior is called:
a) own emotion;
b) affect;
c) mood;
d) feeling.
14. Communication
1. The tendency to preserve the once created idea of another person is the essence of the effect:
a) halo;
b) sequences;
c) inertia;
d) stereotyping.
2. The fact that, having seen some main (in our opinion) quality in a person, we tend to see in another person other properties that are in harmony with this quality, the effect consists:
a) primacy;
b) halo;
c) Pygmalion;
d) social facilitation.
^ 3. Wrong attitude in the process of communication to each other refers to the barriers of communication:
a) physical;
b) socio-psychological;
c) incorrect setting of consciousness;
d) organizational and psychological.
^ 4. The other person is considered as an equal partner in communication, as a colleague in the modern search for knowledge with the style of activity:
c) liberal;
d) permissive.
^ 5. Understanding emotional state another person refers to skills:
a) interpersonal communication;
b) perception and understanding of each other;
c) interpersonal interaction;
d) group interaction.
6. One of the main mechanisms of interpersonal perception in communication, characterized by the understanding and interpretation of another person by identifying oneself with him, is interpreted as:
b) stereotyping;
c) empathy;
d) identification.
^ 7. Gestures, facial expressions and pantomime are means of communication:
a) opto-kinetic;
b) paralinguistic;
c) extralinguistic;
d) space-time.
^ 8. Pronunciation, timbre, pitch and loudness of the voice refer to the means of communication:
a) opto-kinetic;
b) paralinguistic;
c) extralinguistic;
d) space-time.
9. Settings:
a) are determined only by our opinions and beliefs;
b) are the result of those influences to which we are exposed from childhood;
c) change with great difficulty after the twentieth year of life.
^ 10. Social roles are associated with:
a) social position;
b) the behavior that other members of the group expect from a person;
c) the actual behavior of the person.
^ 15. Small groups
1. The process of emotional penetration into the inner world of another person, into his thoughts, feelings, expectations:
a) causal attribution;
b) socio-psychological reflection;
c) empathy;
d) all answers are wrong.
^ 2. Interpersonal mechanisms of perception:
a) rigid;
b) conservative;
c) have an impersonal character;
d) all answers are wrong.
3. Intergroup mechanisms of perception:
a) thin;
b) flexible;
c) individualized;
d) all answers are wrong.
^ 4. Interpersonal mechanisms:
a) a means of ensuring the integration of individual actions in joint group activities;
b) maintains interaction with other groups;
c) all answers are correct.
^ 5. The mechanism of social perception by group members of each other is:
a) socio-psychological reflection;
b) causal attribution;
c) identification;
d) all answers are correct.
^ 6. The process of likening oneself to another, identifying oneself with others:
a) identification;
b) stereotyping;
c) conformism;
d) all answers are wrong.
^ 7. Interpersonal social perception is updated in:
a) familiar conditions, with the interaction of well-known people;
b) unusual conditions, in contacts with unfamiliar and completely unfamiliar people;
c) all answers are wrong.
^ 8. The process of attributing reasons that explain the behavior of another person is:
a) physiological reduction;
b) causal attribution;
c) group identification;
d) all answers are correct.
^ 9. Decentralization as a mechanism of social education:
a) close to the identification mechanism;
b) is identical to physiognomic reduction;
c) opposite to conformity;
d) all answers are correct.
^ 10. A small group, the opinion and assessment of which is significant for the individual, is a group:
a) membership;
b) informal;
c) formal; >
d) reference
^ 16. Subject and stages of development of pedagogy
1. Indicate the correct definition of pedagogy:
a) art, which is based on the advanced achievements of all sciences;
b) the science of the laws of development of education, which develops the goals, objectives, methods, content of education;
c) a science that has its own subject and methods of study;
d) all answers are correct.
^ 2. The leading factor in personality development is:
a) heredity;
b) heredity and environment;
c) education;
3. Indicate the correct definition of education in the narrow pedagogical sense:
b) a purposeful systematic process of influencing a person in order to prepare him for working life;
c) a targeted systematic process of influencing a person in order to form the character, norms and rules of behavior in society, worldview.
^ 4. The subject of pedagogy is:
a) the process of becoming the personality of a developing person;
b) the history of the development of human society;
c) the process of education;
d) all answers are correct.
^ 5. The historical nature of education is indicated by a change:
a) types educational institutions;
d) all answers are correct.
^ 6. The role of education in the life and development of society is:
a) in the transfer of socio-historical experience from the older generation to the younger;
b) in the preparation for work, in the development and training of the younger generation;
c) in helping people unite in the struggle for survival, in rallying them into a team;
d) all answers are correct.
^ 7. What determined the development of pedagogy as a science?
a) the process of science and technology;
b) parents' concern for the happiness of children;
c) increasing the role of education in public life;
d) the biological law of conservation of the genus.
^ 8. Special pedagogical science that develops the theoretical foundations, principles, methods, forms, means of upbringing and education of children with visual impairment is:
a) typhlopedagogy;
b) oligophrenopedagogy;
c) deaf pedagogy;
d) all answers are wrong.
^ 9. Who owns the pedagogical work "Emil, or On Education"?
a) J. J. Rousseau;
b) R. Owen;
c) I.G. Pestalozzi;
d) V.A. Disterweg.
10. Pedagogy as an independent science arose:
a) in the 17th century;
b) in the 18th century;
c) in the 20th century;
d) in the 16th century.
^ 11. What tasks are set for pedagogical science:
a) the study of human nature;
b) studying the problems of education and training in the modern world;
c) knowledge of the laws of education, arming practitioners with knowledge of the theory of the educational process;
d) the study of education as a factor in the spiritual development of people.
17. Education
1. Education is understood and described as:
a) level;
b) process;
c) system;
d) all answers are correct.
^ 2. The concept of "education" is first mentioned in pedagogical articles in:
a) 16th century
b) the 17th century;
c) XVIII century;
d) 19th century.
3. Until the middle of the 19th century, the concept of "education" was used as:
a) a synonym for education;
b) a synonym for learning theory;
c) a generic concept in relation to learning;
d) a species concept in relation to learning.
^ 4. The primacy of the means over the goal, the tasks of education over the meaning is the essence of the education paradigm:
a) cultural;
b) technocratic;
c) pedocentric;
d) societal.
^ 5. Principles government controlled society act as a model of the paradigm of education:
a) cultural;
b) technocratic;
c) pedocentric;
d) societal.
^ 6. The criterion for the allocation of theoretical and applied education are:
a) the type and quality of mastering scientific concepts;
b) the type of the dominant content of education;
c) the type and skill of mastering human activity;
d) the type of predominance of the direction and content of education.
7. A model of education that ensures the transfer and assimilation of only such cultural values that allow young man seamlessly fit into existing social structures is called:
a) a model of education as a state-departmental organization;
b) a model of developing education;
c) the traditional model of education;
d) rationalistic model of education.
^ 8. The education system is:
a) a set of interacting successive educational programs and state educational standards, a network of educational institutions implementing them, educational authorities;
b) a network of educational institutions of various types;
c) educational space” under centralized control.
^ 18. Pedagogical process
1. What is the integrity of the pedagogical process?
a) in the subordination of all the processes that form it to the main, common and single goal - the formation of a comprehensively and harmoniously developed personality;
b) that the processes that form the pedagogical process have much in common with each other;
c) that the pedagogical process is not divided into component parts;
d) that all the processes that form the pedagogical process have a common methodological basis.
^ 2. The pedagogical process is:
a) directed and organized interaction of educators and pupils, realizing the goals of education and upbringing in the conditions of the pedagogical system;
b) the unity of socialization, education and self-development;
c) the process of transferring knowledge to the younger generation;
d) all answers are correct.
^ 3. Principles of integrity pedagogical process- this:
a) a system of initial, basic requirements for education and training, which determines the content, forms and methods of the pedagogical process and ensures its success;
b) conditions for successful learning;
c) requirements that ensure optimal pedagogical interaction;
d) all answers are wrong.
Key points in the history of the doctrine of character. Character is usually defined as a holistic and stable individual warehouse of a person's mental life, as a "whole individuality", as a special mental mechanism that ensures (realized in) the stability of the orientation of a person's response to socially significant situations and circumstances. As a subject of a special branch - ethology - character appeared with the English psychologists D. Mill and A. Bain ("On the Study of Character", 1861) and - characterology - with the German psychologists J. Banzen ("Essays on Characterology", 1867) and Klages ( "Principles of characterology", 1910). But even before that, the theme of character occupied a significant place in works on psychology. At the same time, the task of classifying types of characters was posed more often than others. Therefore, turning specifically to attempts to classify types of characters, one can single out those properties - signs that make up the content of the concept itself. Let us note the key points along this path until the time when character becomes the subject of special scientific research.
One of the first works in the history of European culture devoted to the classification of characters is the treatise of Theophrastus ("the owner of divine speech") "Characters". It contained a description of 31 types. The type was determined on the basis of the dominance in the character of one or another trait; the predominance in the character of flattery gives the type of flatterer, talkativeness - a talker, etc. In Theophrastus, character acts as an imprint (brand) of certain moral vices of the environment. In the 17th century the future member of the French Academy La Bruyère publishes the study "Characters or mores of our time", placing Theophrastus' "Characters" at the beginning of his book. It contains 1120 characterological sketches, divided into chapters, corresponding to the circumstances in which these characters are manifested: "City", "Courtyard", "Nobles", "Sovereign", etc. For the author himself, the study had an ethical-psychological, moralizing and satirical meaning. La Bruyère points out that it reveals the root causes of vices and weaknesses, allows you to foresee what people will say and do, teaches you not to be surprised at the bad and frivolous deeds that fill their lives.
In the XVIII century. Lavater's "Physiognomy" is widely used. He considers character as a product of fate and the embodiment of rock, connects it with social origin (" aristocratic character"), I am convinced of the possibility of determining the type of character by the structure and expression of the face.
In the 19th century the idea of morpho-neurological conditioning of character became widely known thanks to Gall's phrenology. On the basis of numerous anatomical studies and observations on different groups of people, Gall came to the conclusion that the centers of mental life are not concentrated in the ventricles of the brain, as was then believed, but are localized in the cerebral convolutions. Although Gall's anatomical work had an experimental basis, the classification of mental abilities he proposed was a completely arbitrary construction.
Since the middle of the XIX century. the study of character is already being conducted from the standpoint of empirical psychology. Character is understood as a set of elements of consciousness - feelings, will, intellect, and the type of character is established on the basis of the predominance of one or another element. So, for example, one of the founders of modern characterology A. Ben divided characters into emotional, strong-willed and intellectual. To a large extent, under the influence of Bain, the French psychologist T. Ribot developed his concept of character. Ribot put two mental functions as the basis for determining character types: feeling and will, relegating the intellect to the role of only an additional factor. For the concept of character, according to Ribot, two features are essential: unity and stability. Accordingly, Ribot divides all characters into two classes: sensitive and strong-willed. Each of these classes includes several subclasses. In the class of sensitive characters, they are meek, contemplative, emotional. The class of strong-willed characters is divided into two according to the strength parameter: mediocre active and great active.
In addition, Ribot establishes a third, additional class - apathetic characters, which are distinguished by weak activity, weak feelings, but a more active mind. This class is divided into two subclasses: a purely apathetic type ("little sensitivity, little activity, little mind"), the second subclass, depending on the direction of the strongly expressed mind, is again divided into practical and speculative characters. Ribot refers to mixed types as apathetic-active ("prudent"), sensitive-active, apathetic-sensual and moderate characters. From among the "pure" types mentioned, Ribot excludes "amorphous" and "unstable" characters. These are acquired characters. There is nothing innate in them, they are plastic and amenable to any influence. They are products exclusively of circumstances, environment, upbringing, influence of people, objects around them. There are a lot of them, legion. Unstable characters are the dregs and sediments of civilization, they do not have unity and constancy and therefore cannot be included in the classification.
Among the domestic researchers of the problems of the nature of the early XX century, we will name only one - A.F. Lazursky. He wrote a monograph "Essay on the science of characters." Character, according to Lazursky, is a set of basic inclinations. Character together with temperament form the core of personality. Personality, in turn, is considered by him as a complex functional unity, including endopsyche (an inborn, although changing during life, neuropsychic component) and exopsyche (acquired, conditioned by external influences and expressing the relationship of the personality component).<...>
Operationalization definition of "character". IN Semantic surroundings of the word "character" are divided into two areas. Within the framework of one, character acts as stability and constancy, which makes it possible to identify behavior, to determine its belonging to a particular subject. Character is a custom, a habitual way of acting, reacting. A characteristic is a description, a highlighting of distinctive qualities, advantages and disadvantages, sometimes enshrined in a document (“he presented a brilliant characteristic”). Characteristic - peculiar exclusively to something specific ("it is characteristic of him"). To characterize someone or something - to find their characteristic features, features. Character is defined as strong, strong-willed, firm, meek, weak, depending on how the behavioral traits are determined by external circumstances. External forms of behavior are defined in the same way as manners (bad, good, strange). If external behavior does not express the inner essence, but only copies, imitates someone, then it is defined as mannerism. If we emphasize that these manners are devoid of simplicity and naturalness, then they become affectation for us.
Within another field, character is defined as directionality and indicates the persistence of orientation. Here it is close to the concept of "temper". A kind or cool disposition is the same as a kind or cool character. parameters, on operationalization which is oriented by the variant of the definition formulated by us, the legitimacy of which is confirmed by both the history of the issue and the practice of its commonly used use, obviously, are: stability / instability and direction. With regard to the concept of character, sustainability is naturally interpreted as strength or tolerance in relation to adverse external influences, as well as independence from external circumstances (the ability to overcome them). Among the many aspects of orientation, one of the most obvious is the one in which it can be assessed as either instrumental or transsituational. In other words, it is important to differentiate people depending on whether they react to existing circumstances, using them as means (tools) to achieve their goals, sometimes replacing goals with means, or they tend to ignore (neglect) rapidly changing circumstances. This parameter can be described in the same way as rigidity / flexibility, sometimes as dogmatism / skepticism (relativism).
The analysis carried out inclines to the use of data in the first place. extraspective observations. Therefore, it is required to set scales for external observation and evaluation. Examples of statements that form the scale of tolerance are the following:
1. Stays calm when everyone around is excited. (Yes.)
2. Does not give in to provocations. (Yes.)
3. Doesn't trust rumors. (Yes.)
4. Strives to ingratiate himself with everyone. (No.)
5. Agrees with everyone. (Not.)
6. Differs in excessive readiness to obey. (Not.)
7. Knows how to insist on his own. (Yes.)
Examples of statements that form the rigidity/flexibility scale can be the following:
1. Inclined to formal relationships. (Yes.)
2. Avoids controversy. (Yes.)
3. Easily agrees with the proposals of other members of the group. (Not.)
4. Avoids meetings and gatherings in a group. (Yes.)
5. Inclined to cooperate. (Not.)
6. Treasures the opinions of others. (Not.)
7. Painfully refers to comments addressed to him by other members of the group. (Yes.)
Phenomenology of character accentuations. The description of the variety of character types should be supplemented by a description of the variety of character accentuations. If the character as a whole is defined by us as a stable direction of response, then when the character is burdened with accentuation, certain painful violations come to the fore. Accentuations are such options for the development of character, which are characterized by: 1) violation need-motivational spheres in the form of dominance of ambivalent states; 2) reduced ability to social adaptation; 3) increased vulnerability, sensitivity to certain kinds of influences that cause inadequate response (reduced resistance).
The following classes of accentuations can be distinguished. Asthenic, including disorders of the psychasthenic, neurasthenic and sensitive type. Dysthymic, combining disorders of the hyperthymic, hypothymic and cycloid type. sociopathic, within which it is necessary to distinguish violations of conformal, nonconformal and paranoid kind. "Psychopathic", including variants of schizoid, epileptoid and hysteroid disorders. We give a brief description of them.
Psychasthenic.The dominant features of behavior are indecisiveness, anxious suspiciousness in the form of expectations of adverse events, anxiety for the well-being of their loved ones, a tendency to reasoning, introspection-introspection. Indecision is manifested in long and painful hesitation when it is necessary to make an independent choice. However, when a decision is made, impatience, the desire to immediately fulfill it, comes to the fore. As overcompensation self-confident, peremptory judgments, exaggerated determination (recklessness) can be observed. Ritual actions, attention to signs become protection from constant anxiety. As a compensatory education against anxiety in front of a new, unfamiliar, there is a pedantic tendency to order, an unchanging regime, any violation of which provokes anxiety. As compensatory formations, there can also be a tendency to carefully plan future activities, good awareness, and high competence.
Neurotic.In the foreground of the mental appearance are such features as increased fatigue, irritability, a tendency to hypochondria, fears, timidity. Fatigue quickly sets in during mental exercises, and in a competitive environment with physical and emotional stress. Irritability is manifested by sudden affective outbursts, often arising on an insignificant occasion and easily replaced by repentance and tears.
sensitive . First of all, timidity and shyness are noted, easily detected in front of strangers and in unfamiliar surroundings. Difficulties in communicating with everyone except relatives, as a result, sometimes there is a false impression of isolation, isolation from others. Excessive demands on oneself take the form of constant remorse. Committed to overcompensation takes the form of self-affirmation not in the area where abilities can be revealed, but where he feels his own weakness. Timid and shy can put on the guise of artificial cheerfulness, swagger, arrogance, but in an unexpected situation he quickly gives up. Often seeks to occupy public positions, where timidity is compensated by the authority of the organization, performs well the formal part of the functions entrusted to him. Situations of excessive attention from others, especially hostility, ridicule, suspicions of unseemly acts, are difficult to bear.
Hyperthym . Characterized by an increased need for an influx of life experiences, social recognition, familiarity, adventurism. Poorly tolerates strict discipline, strictly regulated control. Shows resourcefulness in unusual situations. He treats rules and laws lightly, sometimes cynically. Inaccurate, optional. Poorly copes with work that requires perseverance, painstaking work. Inflated self-esteem and a tendency to build bright plans for the future are inherent, which are easily forgotten and replaced by new ones.
Hypothym . They are distinguished by a constantly lowered mood, increased anxiety, the expectation that something unpleasant is about to happen. Glimpses of improvement in mood are accompanied by an exacerbation of anxiety: you have to pay for joy with new misfortunes ("laugh - to tears"). Often feels guilty, inferior: it seems that he is guilty of something, that others look down on him. From difficulties falls into despair, is not capable of strong-willed effort. Constantly feeling unwell. After sleep, a long period of working out is required. Characterized by motor lethargy, lethargy. Objectively needs to create and maintain a strengthening (tonic) mode of life.
Cyclothym . defining feature - unmotivated sharp fluctuations in mood, then persisting for a long (months) time. Everything depends on the mood in which cyclothym is in a given period: well-being, working capacity, and sociability. According to the mood, the future is now colored with iridescent colors, now it seems gray and bleak, and the past appears either as a chain of favorable events, or as entirely consisting of failures and injustices, and the everyday environment seems either malicious or benevolent.
Conformist.It is distinguished by a reduced need for individualization, there is low initiative, a tendency to the banal, stereotyped, generally accepted, impersonality. Striving always to conform to the environment, he cannot resist it. Internal discomfort occurs when something stands out from its usual environment. Unmotivated hostility towards those who do not follow generally accepted standards is characteristic.
Nonconformist.A pronounced need to act contrary to established rules dominates, combined with lack of will when it comes to the performance of duties, duty, and the achievement of goals imperatively set from outside. There is no life perspective. Social ties are weakened, there is a noticeable craving for random companies that promise entertainment, an easy change of impressions. Attraction to idle pastime.
Paranoid . It is distinguished, first of all, by increased conflict due to the persistent desire to introduce innovations. Suspicious: perceives people who do not share his views as unscrupulous, unfriendly. There is a rigid behavior. Indifference or unwillingness to accept the projects proposed by him even more set him up to achieve his goal. Characterized by focus, fixation on the goal, reduced ability to understand others, to empathy.
Schizoid . In the foreground of the mental appearance is alienation from others. Disinterest in understanding others and being understood by others. The schizoid is characterized by isolation, immersion in the world of inner experiences and thoughts, which are often divorced from everyday life and, as it were, opposed to it. Extravagance of behavior, hobbies, their pretentiousness are noted, which, however, do not serve as a way to attract attention to themselves, but express indifference to the environment. The weakness of intuition and empathy emphasizes the impression of coldness, callousness. These traits can be enhanced as a result of the rapid depletion of interest in interpersonal interaction.
epileptoid . A characteristic feature is periods of unreasonably melancholy mood, when the epileptoid becomes quick-tempered, irritable, prone to sadistic reactions. Touchiness takes place, the load of negative emotions persists for a long time and requires defusing through revenge, in addition, limitedness, focus on once chosen circle of interests are noticeable. Accurate, scrupulous execution of the established order may be accompanied by irritation when someone destroys this order. Asymmetry in interpersonal relationships is manifested in the following: he considers it his duty to give advice, teach, but does not tolerate an edifying attitude towards himself. There is a tendency to detailed, detailed, unhurried explanations and irritation when interrupted, not allowed to finish, rushed. Successfully copes with work that requires careful, punctual implementation of instructions,
Hysteroid . The dominant feature of this type of accentuation is insatiable egocentrism: a thirst for constant attention to one's person from others, admiration, surprise, reverence, sympathy. He does not tolerate indifferent attitude towards himself, preferring indignation or hatred in his address. On this basis, a tendency to fantasize develops, through which the need to see and present oneself in an unusual light is realized. The absence of deep, sincere, stable feelings is combined with the expressiveness of behavior, theatricality of experiences, a penchant for drawing, posturing. Well developed empathy. Lacking sufficient sthenicity, the ability to subjugate others, it can take a leading position in the group for a short time due to the ability to express emerging moods. He succumbs to difficulties, especially if there is no chance to focus on his person. The psychologically dominant feature is also manifested in the appearance, which is all focused on attracting attention: agitation, conspicuous clothing, jewelry, loud laughter, various voice modulations. Social contacts, although extensive, are superficial and unstable, maintained as long as they reinforce the egocentric orientation.
(Ginetsinsky V.I. Propaedeutic course general psychology.
Study guide. - Electronic version–
cit. in Psychology in texts. Reader.
Textbook for medical students
/ Comp. and the general edition of E.V. Osmin and T.F. Kabirova
- Izhevsk, 2003, pp. 137-140)