Ontogenesis(from the Greek ontos - being and genesis - birth, origin) is a process of individual development; the formation of the basic structures of the psyche of the individual during his childhood and further life. According to the theory of the German biologist Ernst Haeckel, individual development (ontogeny) is an abbreviated development of the human race (phylogeny), i.e. in the process of his individual development, the child repeats the stages of the history of mankind.

The development of the human psyche in the process of his life (in ontogenesis) includes a complex interweaving of several lines of development: psychosomatic (development of the nervous system); sexual development; age-related changes; cognitive development of cognitive mental processes (perception, memory, thinking, speech, intelligence); emotional and volitional development; personal development; moral development; development of activities and skills. For scientific purposes, each of the directions in the development of the human psyche is analyzed, although in real life all these types of development are closely intertwined, interrelated and determined by both hereditary (genetic) factors and the effects of the external social environment.

A genotype is an innate, genetically predetermined characteristic of an organism. But since the organism develops and exists in a certain environment to which it adapts, acquired qualities are formed; genetically predetermined properties of the organism develop and manifest themselves in a peculiar way. As a result, a phenotype is formed. The interaction of heredity, congenitality, conditions of intrauterine development and personal experience occurs in a complex way, causing individual differences in people. Heredity allows very wide boundaries for the development of behavior. Within these boundaries, the result of development will depend on external environment habitat: this or that environmental factor will manifest itself in different ways depending on the specifics of heredity. On the other hand, the same hereditary factor will manifest itself in different ways in different environmental conditions.

The external environment includes a set of various stimuli (air, food, family environment, influence of friends, educational conditions, cultural and national norms of behavior, etc.), to which the individual reacts throughout his life and which affect his psychological development, personality traits, physical health, etc. The debate about which of the factors - heredity or the environment - is of decisive importance has not stopped until now, only transferred to the experimental sphere.

Thus, the English psychologist Hans Jurgen Eysenck believes that intelligence is 20% determined by the influence of the environment and 80% - by the influence of heredity. Same-sex twins have almost the same heredity, and the correlation coefficient of their IQ is 0.9. Diverse twins, brothers and sisters are genetically similar, but not identical in their heredity. The correlation coefficient of their intelligence is 0.5. At the same At the same time, twins of the same sex, raised in different conditions, will differ. For example, one of the twins can become a criminal, and the other is an excellent lawyer.

Thus, the interaction of heredity and the environment determines the individual characteristics of the human psyche. The dispute between psychologists about which of the factors is decisive in the development process - heredity or the environment, led to the emergence convergence theory both factors. Its founder, William Stern, believed that both hereditary giftedness and the environment determine the laws of child development. In other words, development is the result of the convergence of internal inclinations with external conditions of life.

Human life and activity are conditioned by the unity and interaction of biological and social factors, with the latter playing the leading role.

Child mental development- this is the process of developing his abilities through mastering the content of human culture. The sources of development are:

• 1) interaction of a child with reality, mainly social, with an adult ( L. S. Vygotsky);
• 2) the child's assimilation of social experience, embodied in the products of material and spiritual production (A.V. Zaporozhets).

Description of the presentation Child psychology Developmental psychology studies: patterns on slides

Developmental psychology studies: the laws of the formation of the psyche, explores the mechanisms and driving forces of this process, analyzes various approaches to understanding the nature of the psyche, its functions and genesis, explores various aspects of the formation of the psyche, its changes in the process of activity, communication. knowledge.

Child psychology is a branch of psychological science that studies the factors and patterns of child development in ontogenesis. The object of study is a developing healthy child changing in ontogenesis. Subject - the study of the characteristics of development at each age stage, the study of the causes and mechanisms of the transition from one age period to another, the study general patterns and trends in pace and direction mental development

Tasks (theoretical) Studying the driving forces, sources and mechanisms of mental development throughout childhood. Periodization of mental development in ontogenesis. Study of age characteristics and regularities of the course (occurrence, formation, change, improvement, degradation, compensation) of mental processes. Establishment of age-related capabilities, characteristics, patterns of implementation different types activities, assimilation of knowledge.

Tasks (practical) Determination of age norms of mental functions, identification of psychological resources and creative potential of the child. Creation of a service for systematic monitoring of the course of mental development, mental health children, helping adults in a problem situation. Development of content for age and clinical diagnosis... Performing the functions of psychological support, assistance in crisis periods of a child's life. Search for the most optimal forms of organizing lifelong education.

The relationship between the nursery and educational psychology lies in the fact that Knowledge of the age characteristics of the child allows the teacher to competently build educational process: On the basis of taking into account the individual and age characteristics of the child, Determine the content, forms and methods of development, upbringing and education of the child, Organize a developmental space, monitor development Provide psychological and pedagogical support for the development of children and families, Conduct correctional and developmental work, preventive measures, increase psychological literacy of parents

Basic concepts of child psychology Growth - quantitative somatic changes Maturation is a process of spontaneously occurring in the body under the influence of internally programmed and internally controlled growth impulses. Development is a process of irreversible, directed and regular changes, leading to the emergence of quantitative, qualitative and structural transformations of the psyche and human behavior A.A. Rean

Forms of development Phylogenesis is the process of formation of mental structures in the course of the biological evolution of a species or the socio-cultural history of mankind as a whole. Ontogenesis is the process of individual development of a person from birth to death.

Areas of development Psychophysical - includes external (height, weight) and internal (bones, muscles, brain, sensory organs, constitution, neuro- and psychodynamics) changes in the child's body. Psychosocial - provides for changes in the emotional and personal spheres of the child, his interpersonal relationships, in the self-concept and self-awareness. Cognitive - considers all aspects of cognitive development.

Development conditions These are variable factors, without which development is impossible. In foreign psychology - heredity and environment. Within the framework of the cultural-historical concept, these are the morphophysiological features of the subtraction of mental processes (features of the brain, communication with other people). Conditions play the role of a mediator between the individual and the culture.

The driving forces of development are those processes during which all neoplasms appear and the most significant changes in ontogenesis occur: this is the deployment of genetic programs (St. Hall, S. Bueller); it is the convergence of two factors: environment and heredity (V. Stern); this training (L. S. Vygostky); it is human activity in the leading kind of activity (A. N. Leont'ev, D. B. Elkonin); this communication as an activity of any age (MI Lisina); it is a free action (V. P. Zinchenko); it is a person's oversituational activity (A.V. Petrovsky).

Development factors Heredity is not only individual traits that influence behavior (for example, the properties of GNI), but also congenital behavioral programs that contain specific start-up times and developmental stages. Heredity creates conditions for development Heredity is the property of living organisms to reproduce their organization; ability to live and develop in certain conditions; provides a more effective adaptation of the body to the conditions of existence. Inherited: species and particular traits, eye color, ear shape, physique, activity internal organs, metabolic programs between the cell and the external environment, the properties of the analyzer systems, the structural features of the nervous system and the brain, mental and somatic diseases

Development factors. Wednesday. The environment is understood as the interaction of a person with the outside world. The environment is the source of development, since it contains what a person must master. The medium consists of 4 concentric structures (at Bronfenbrenner). Microsystem - the structure of activities, social roles and interpersonal relationships of a person with a specific environment (family). Mesosystem - the structure of interaction of two or more environments (family and work, family and Kindergarten, family and public institutions). An ecosystem is a space where significant events take place (the circle of the most frequent communication). Macrosystem_ subculture, values, traditions. It is the most influential environment that dominates other internal systems.

The cultural and historical concept of L. S. Vygotsky Basic provisions: At birth, a child falls into a certain cultural and historical space (material objects, ideas and values) There are special objects - signs that have a double (material and ideal) nature. Such signs are the words of human speech. Words evoke specific images in the mind of a person. A word (sign) is not only the name of an object, but also a means of a person's inner mental life. Human behavior is carried out by means of signs, the system of which constitutes speech. Speech frees a person from the influence of the present situation and makes his behavior conscious.

Conclusions from the concept of L.S. A person does not have innate forms of behavior in the environment. Its development occurs through the appropriation of historically developed forms and methods of activity. The conditions of development within the framework of the cultural-historical paradigm are the morphophysiological features of the brain and communication - the social environment. Attitude to the environment changes with age, and, consequently, the role of the environment in development also changes. Its influence is determined by the key experiences of the child.

Cognitive theory of development by J. Piaget. Key points: The child's intellectual development occurs spontaneously in the process of his adaptation to the environment. The level of intellectual development determines the degree and nature of adaptation. The child's thinking develops in the course of the decision mental tasks... To solve the problem, the child uses two mechanisms: assimilation and accommodation. Assimilation is the desire to change a new scheme of solution and to subordinate it to the old one, existing in the child's past experience. Accommodation is the process of changing old schemes, developing new ideas about the object, embedding new thinking schemes into the existing experience. When these mechanisms are combined, a person's balance with the environment is established.

Stages of thinking development according to J. Piaget 1 Stage of sensorimotor thinking (from birth to 2 years): 1 sub-period (up to 9 months) centering on one's own body (exercise of co-cell reflexes; first skills and first circular reactions - turns, gaze concentration; coordination of vision and grasping (secondary circular reactions. Shakes the toy, focuses on the sounds.) Subperiod 2 (9 -24 months) objectification of practical intelligence: separation of means and goals (the child accidentally performed an action. Then it repeats and reinforces a new scheme of action). The emergence of new means for achieving a new goal The child already deliberately changes actions. in the other - a ball. did not hurt).

Stages of development of thinking according to J. Piaget 2. Stage of preoperative thinking (2-7 years) Development of symbolic functions, symbolic play, when one object is replaced by another, the child begins to act "on the crumb"; speech develops as a symbolic function, where the word replaces the absent objects, events, actions. But the child is not yet capable of reasoning. At the age of 5-7 years, intuitive thinking appears, based on perception, and then on a more dismembered representation, which is based on reasoning based on visualization. The ability to build conclusions based on egocentrism is formed (that is, the perception of the world from only one point of view, based on visual sensations). Syncretism of thinking is characteristic, in which all the signs of an object or phenomenon are arranged side by side, the main and secondary ones are not distinguished, and cause and effect are revealed.

Stages of thinking development according to J. Piaget 3. Stage of specific operations (7-11 years) 8-10 years. Children are capable of abstract thinking and building logical judgments according to the rules of induction and deduction, but in the presence of specific conditions of the problem. 10-11 years old. A child can perform systemic operations (coordinate system, projective concepts. Children can use evidence. They can reason, but based on visualization.

Stages of development of thinking according to J. Piaget 4. Stage of formal operations. (11-15 years old) A child is able to perform simple mental operations (classification, serialization, matching) without any specific support. Children are capable of abstract thinking and building logical judgments according to the rules of induction and deduction, but in the presence of specific conditions of the problem. They are capable of hypothetical-deductive logic, the formation of scientific thinking.

The theory of E. Erickson is based on: the psychological stages of development of the "I" in the course of orientation towards the attitude to oneself and to the environment, the processes of socialization of the individual, the peculiarities of his relationship with society "I and society"; stages of a person's life cycle are determined by the tasks that society presents to a person at different stages of his development; relations between a person and society are determined by the level of the general culture of the society, its spiritual atmosphere.

Stage 1: infancy(0 - 1 year) Development challenge: building basic trust (distrust) in the world, overcoming feelings of disunity and loneliness. Normal line: if the tasks of the age are realized: his basic needs are satisfied, he was surrounded by care and attention, then responsiveness and basic trust in the world are formed. Deviating development: on the basis of distrust of the world develops, fearfulness and suspicion

Stage 2: early age (1 - 3 years) Development tasks: development of independence or a sense of shame Normal line: the formation of independence (or indecision) based on the struggle between the feeling of shame and strong doubt in their actions for independence and independence. As a result, autonomy and independence develops. Deviant development: Otherwise, a sense of shame develops on the basis of indecision.

Stage 3: playing age (3 - 7 years) Development objectives: development of active initiative and at the same time experiencing a sense of guilt and moral responsibility for their desires. Entrepreneurship or guilt develops. Normal line: entrepreneurship develops if the child comes up with activities for himself, experiences his responsibility for his desires. Deviant development: the feeling of guilt is based on indecision and not enough developed feeling skill.

Stage 4: the stage of education at school (7 - 10 years) Development objectives: the formation of hard work and the ability to handle tools. Develops skill or a feeling of inferiority Normal line: if a child, on the basis of interest, masters some actions, cognitive feelings, self-esteem, and manual skill develop. Deviant development Otherwise, there is a realization of one's own ineptitude and uselessness

Stage 5: adolescence and early adolescence (11 - 18 years) Development objectives: achievement of identity or confusion of roles. Normal line: 11-15 years - the period of puberty and psychological integrity, awareness of oneself in the world, determination of one's place in it. 16 - 18 years - the period of identification of a person or confusion of social roles. The deviating line of development manifests itself in uncertainty and misunderstanding of one's "I". A person does not know how to behave in accordance with his biological sex.

Stage 6: early maturity (18 - 30 years old) Development tasks: achieving intimacy - loneliness Normal line: the period of searching for a companion in life, establishing friendly relationships, achieving intimate relationships based on respect for a partner, sexual needs, determination to maintain relationships while they are based on natural love relationship. Diverging line: otherwise there is a feeling of loneliness (even with people: family, colleagues, friends)

Stage 7: a period of mature development (30-65 years), a period of self-realization. Development objectives: solving the contradictions between universal values ​​and self-absorption in the process of the struggle of creative forces. development against stagnation and inertia Normal line: provides the ability to be interested in the fate of people outside of their family, the future structure of the world, as a result develop Creative skills... Deviating line: consumerism is formed, which manifests itself in a person's desire to use people and situations only, exclusively, for their own purposes (focus only "on themselves")

Stage 8: the period of old age (65 years and beyond) Development objectives: the formation of the final integrity, wisdom. Normal line: a holistic idea of ​​oneself, one's life path is formed, when summing up the results, one gets the opinion that no mistakes have been made: by and large, if life was repeated, it would have been lived the same way. Age of wisdom. Deviating line: understanding that life has been lived in vain, that basic opportunities have not been realized, regret about wasted time, about wasted life, which leads to despair and disappointment. Contempt yourself

Psychosexual theory of Z. Freud Basic provisions: the main source of human behavior is the unconscious, saturated with sexual energy; sexual energy appears in a person who is constantly striving for pleasure; at every age there are groups of cells, the irritation of which gives the highest pleasure. Children's sexuality is understood by Z. Freud as everything that brings bodily pleasure (sucking, stroking, emptying the intestines, etc.)

Stages of psychosexual development 1. Oral stage (0-1 years) The erogenous zone is the entire inner surface of the oral cavity: the mucous membrane of the mouth, lips, palate, tongue. The child gets pleasure when sucking milk, and in the absence of food, a finger or any object. In a situation where it is impossible to get pleasure in the process of implementing the food reflex in a child, this focus remains constantly excited, which leads to neurotic reactions associated with the muscles of the oral cavity. At this stage, "IT" is formed

Stages of psychosexual development 2. Anal stage (1-3 years) The erogenous zone is shifted to the intestinal mucosa. This is the time of neatness formation and cultivation of cultural and hygienic skills. If there is a violation of these processes (constant restrictions, prohibitions, violent actions), then this can lead to the development of negative personality traits: secrecy, aggressiveness, greed. insatiability or, conversely, indifference to their needs, the experiences of other people, indifference to their needs. Fulfillment of the requirements, norms and rules imposed by adults, I help the child to socialize and form his "EGO"

Stages of psychosexual development 3. Phallic stage (3-5 years) - the highest stage of child sexuality, the genitals become an erogenous zone. At this age, child sexuality shifts from self-orientation to attachment to adults: in boys - to mother, in girls - to father. At this stage, children identify themselves by referring to people of the same gender. Behavior characteristic of people of a certain biological sex is formed. The society makes corresponding demands and expectations for both males and females. "SUPER EGO" is being formed.

Stages of psychosexual development 4. Latent stage (5-12 years) At this stage, as it were, the child's sexual development is temporarily interrupted. His interests shift to the field of information about his own birth. The drives emanating from "IT" are well controlled, children's sexual experiences are repressed and the child's interests are directed towards communication with peers and educational activities.

Stages of psychosexual development 5. Genital stage (12-18 years) At this age, all erogenous zones are united into a single sexual system. A person gets pleasure in the course of close intimate relationships, which constitute one of the important components of a marital relationship, along with respect and determination to maintain the relationship as long as there are mutual feelings.

Who does it Mother, relatives who ensure the child's survival and satisfy his primary needs Actual need The need for benevolent attention of an adult Level of contact Personal: an adult is an affectionate, benevolent person. Communication techniques Expressive-facial reactions, smile, glance, facial expressions. gesture Result Non-specific general activity. Preparing for the act of grasping.

Who carries out Joint activities with an adult in the course of substantive activity Actual need The need for the benevolent attention of an adult, in cooperation with him Level of contact Business: adult role model, expert, assistant. The child follows the actions of an adult, imitates, repeats actions and words. Methods of communication Subject-action operations: conversation, showing, selection of toys Result Development of objective activity. Development of a passive vocabulary, correlation of the subject with the sounding word.

Who carries out Joint activity with an adult and independent activity of a child Actual need The desire of a child to communicate with an adult for the sake of obtaining new information Level of contact Cognitive: an adult is the source of knowledge. Partner for discussion of reasons and connections. Methods of communication Cognitive questions, complaints, desire to discuss the phenomena of the surrounding world. Dialogue: questions and answers about the perceived situation. An adult answers the child's questions about the situation he is experiencing. Result Development of visual-figurative thinking and imagination.

Who carries out Communication unfolds against the background of the child's independent activity Actual need The need for cooperation and respect. The leading role is the desire for mutual assistance and cooperation. Level of contact. Personal: an adult as an integral person with knowledge and skills. The adult leads the personal development of the child. Introduces the rules of relationships, teaches empathy Methods of communication Speech Result The accumulation of moral and ethical values. Development logical thinking... Readiness to learn. System of motives, arbitrariness of behavior

3 years. Separates himself from the adult. He still does not know about himself and his qualities (I will build a house up to the stars) 4 years. Listens to other people's opinions. Assesses others based on the assessments of elders. Seeks to act in accordance with his gender. (I'm good, my mom said so). 5 years. Listens to other people's opinions. Seeks to evaluate others on the basis of their attitude towards evaluations. (The good one always does the right thing, and the bad one does the bad thing.) 6 years. Evaluation becomes the yardstick for norms of behavior. Evaluates based on accepted norms of behavior. Appreciates others better than himself. (Sasha and I are friends, but now he is behaving incorrectly) 7 years old. He tries to assess himself more adequately. (I myself am not a very good companion, chatting in class. Can't hold back)

Feldshtein DN Childhood is the process of maturation of the younger generation to the reproduction of the future society. Elkonin D. B. Childhood is the period of appropriation of the wealth of the tribal culture, during which the development of man is carried out Slobodchikov V. N., Isaev E. N. Childhood is the period of the formation of the human body in the unity of sensory, motor, communicative organs. The development of subjective means of regulating behavior, the formation of a personal way of being, attitudes towards oneself and other people. Zenkovsky V.V. The phenomenon of childhood lies in its intrinsic value

1. Infanticidal style (from ancient times to the 4th century AD) Children were not valuable to society. 2 Throwing style (4th - 13th centuries) Transfer of children for upbringing to third parties 3. Ambivalent style (14th - 17th centuries) Strict upbringing. Children were sometimes allowed to enter the emotional life of adults. 4. Obsessive style (17th - 18th centuries) The desire to completely control the child. 5. Socializing style (from the 19th to the middle of the 20th century) Preparing the child for later life. 6. Helping style (from the middle of the 20th century) Raising a child based on an individual approach.

Self-esteem is formed under the influence of the praise of adults: the assessment of the child's achievements, Under the influence of the child's sense of independence and success. The child is aware of those qualities and features of behavior that are most often assessed by an adult. If an adult is indifferent, then the child develops a negative attitude towards himself, with low self-esteem. Defensive reaction: crying, screaming, rage, mental and social development, defects in the formation of feelings. A child's self-esteem depends on his position in the peer group.

Children who distinguish their I through activity overestimate their self-esteem. Children who highlight their I through the sphere of relationships have low self-esteem. Children with different social status in the peer group assess themselves differently: leaders more often have adequate self-esteem, unpopular children overestimate themselves, rejected children underestimate themselves.

Children with adequate self-esteem 1. Parents pay attention to the child to the extent necessary for him. 2. Evaluate his actions and actions positively, but not higher than most peers. 3. Often encouraged, but not gifts. 4. Punished by refusing to communicate. 5. Adequately assess physical and mental abilities. 6. Forecast good progress at school.

The development of a child's self-esteem, depending on the style of upbringing Children with high self-esteem 1. Parents pay a lot of attention to the child. 2. They rate high, are considered more developed than most of their peers. 3. Very often encouraged, especially often with gifts. 4. Rarely punished. 5. Valuing intelligence is very high. Often praised in public. 6. Expect excellent school performance.

Children with low self-esteem 1. Parents devote very little time to their child. 2. Rate lower than most peers. 3. They are not encouraged. 4. Often punished, reproached. 5. Low scores. 6. Do not expect success in school and in life.

PASSPORT

№	Item name	Meaning
1.	Department	Humanities
2.	Author - developer	Shakirov I.K. , Ph.D., associate professor
3.	Name of the discipline	Psychology and pedagogy
4.	Total labor intensity for curriculum
5.	Control type (underline as required)	Preliminary (input), current, intermediate (offset)
6.	For specialty (s) / direction (s) of training	for directions 080200.62 "Management", 100100.62 "Service", 100800.62 "Commodity Science", 260800.62 "Technology of Public Catering Products", for specialty 036401.65 "Customs"
7.	The number of test items in total by discipline, of which
8.	Number of tasks when testing a student
9.	Of these, the correct answers (in%):
10.	for "excellent"
11.	to assess "good"
12.	to assess "satisfactory"
	or to get the grade "pass" at least	55% and more
13.	Testing time (in minutes)

The passport was made by _________________ I.K.Shakirov

Section 1. Psychology

S: The creator of the first psychological system described in the treatise "On the Soul" is ...

-: Spinoza

-: Descartes

-: Koffka

+: Aristotle

S: Psychology is a science ...

-: about human behavior

-: on the methods of studying the individual characteristics of a person

+: about phenomena, patterns, mechanisms of human and animal psyche

-: on the laws of the emergence and development of the psyche in phylogenesis

S: The hallmark of the introspection method is ...

-: application of psychological testing

-: use of laboratory equipment

+: direct, direct observation of experiences

-: "slice" nature of the organization of the experiment

S: A standardized procedure for psychological measurements is provided by ...

-: by observation

+: testing

-: sociometry

-: by the twin method

S: When conducting a _____ experiment, the subjects do not know that they are participants

-: laboratory

-: formative

+: natural

-: scientific

S: The psychological system for analyzing mental life, proposed by Z Freud, - ...

-: cognitive psychology

+: depth psychology (psychoanalysis)

-: associative psychology

S: From the point of view of the representatives of psychoanalysis, the basis of human culture is ...

+: the process of transforming a person's sexual instinct into socially acceptable forms of activity

-: the conflict between the biological nature of man and the requirements of society

-: the spiritual essence of a person, manifested in creativity

-: conscious forms of transformative human activity

S: The Russian psychological theory of activity received the greatest development in the works ...

-: A. V. Petrovsky

-: V. M. Bekhtereva

+: A. N. Leontieva

-: Plato

-: Democritus

-: Epicurus

+: Aristotle

S: The reasons for the formation of the main psychological schools were ...

-: further advances in physiology research

-: the flourishing of capitalism and the improvement of the material base of research

-: the flowering of Marxist psychology

+: transition to the study of the organism-environment system, a crisis social situation, discoveries in other sciences

S: Understanding the driving force of mental development as an unconscious desire to sublimate drives is characteristic of works ...

-: A. A. Leontyeva, S. L. Rubinstein, L. S. Vygotsky

+: Z. Freud, A. Adler, K. Jung

-: D. Miller, W. Neisser, K. Rogers, Epicurus

-: K. Levin, G. Allport, A. Maslow, Democritus

-: L. I. Bozhovich

-: M. Ya.Basov

-: P.F.Kapterev

+: A. N. Leontiev

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

-: Confucius

-: F. Gall

+: I.P. Pavlov

-: Ibn - Sina

S: The most important role in the central nervous system plays (they) ...

-: diencephalon

-: spinal cord

+: cerebral hemispheres

-: medulla

S: Psychophysiology as a branch of physiology and psychology studies

-: quantitative relationship between the strength of the stimulus and the magnitude of the sensation arising

-: constitutionally - genetically determined personality disharmony

+: physiological mechanisms that ensure the implementation of mental processes and phenomena

S: From the standpoint of the theory of activity and the theory of interiorization, the origin of the psychic AN Leontiev explains as follows:

-: mental processes are formed when solving educational problems

+: in any action, even external, there is already a mental component, and the mental itself arises during the period of intrauterine development

-: mental processes are nothing more than external material actions transferred to the ideal plan and transformed

-: the psychology and behavior of a modern cultured and educated person is the result of socialization

-: In Wundt and Z Freud

-: IP Pavlov and IM Sechenov

-: LS Vygotsky and DB Elkonin

+: SL Rubinstein and AN Leontiev

S: For the successful socialization of a teenager, it is necessary to include him in such a type of activity as ...

+: communication

-: teaching

-: the game

-: labor

S: An action in the inner plan that is carried out without relying on any external means is called _______ action

-: speech

-: receptive

+: mental

-: material

S: The mental activity of animals is different from mental activity person in that she:

-: serves as a regulator of adaptive behavior

-: aims to transform the world

+: due to biological laws

-: is social in nature

S: Purposeful activity related to the achievement of private goals in the implementation of broader activities is called

+: action

-: behavior

-: by reaction

-: activities

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

+: unity of consciousness and activity

-: unity of thinking and intuition

-: taking into account the age characteristics of a person

-: scientific

S: The cognitive component of self-awareness includes ...

+: knowledge of the personality about oneself

-: the attitude of the individual to himself

-: presentation of yourself

-: self-control

S: The relationship between consciousness and unconsciousness has been studied quite fully ...

+: K. Jung

-: S. Freud

-: S. Groff

-: R. Descartes

S: The highest level of psychic reflection and self-regulation, inherent only in humans, is called ...

-: intelligence

-: thinking

+: conscious

-: imagination

S: Wundt defined psychology as the science of ...

+: structures of consciousness

-: speech functions

-: unconscious

-: cognitive processes

S: Psychology is central to the classification of sciences:

-: V.I. Vernadsky

+: B. M. Kedrova

-: M. V. Lomonosov

-: F. Bacon

S: To build psychology on the model of developed sciences (physics and chemistry) as "statics and dynamics of representations" suggested:

+: I. Herbart

-: J. Mill

-: G. Fechner

-: E. Weber

S: Psychology as an independent science took shape:

-: in the 40s of the XIX century.

+: in the 80s of the XIX century.

-: in the 90s of the XIX century.

-: at the beginning of the XX century.

S: The idea of ​​the indivisibility of the soul and the living body and the consideration of psychology as an integral system of knowledge was first proposed by:

-: Epicurus

-: Democritus

+: Aristotle

-: B. Spinoza

S: The recognition of psychology as an independent science was associated with:

+: with the creation of special research institutions

-: with the development of the introspection method

-: with the development of the observation method

-: with the release of Aristotle's treatise "On the Soul"

S: The term "psychology" was introduced into scientific circulation:

-: R. Descartes

-: G. Leibniz

+: H. Wolf

-: Aristotle

S: Psychology as a science of consciousness emerged:

-: in the XV century.

-: in the XVI century.

+: in the 17th century.

-: in the XVIII century.

S: Psychology as a science of behavior originated:

-: in the XVII century.

-: in the XVIII century.

-: in the XIX century.

+: in the XX century.

S: The definition of psychology as a science of the soul was given by:

-: more than three thousand years ago

+: more than two thousand years ago

-: in the XVI century.

-: in the XVII century.

S: The first ideas about the psyche were related:

-: with neuropsychism

-: with biopsychism

+: with animism

-: with panpsychism

S: The definition of empirical psychology belongs to:

-: G. Leibniz

-: B. Spinoze

+: H. Wolf

-: J. Locke

S: The term "empirical psychology" was introduced:

-: in the XVI century.

-: in the XVII century.

+: in the 18th century.

-: in the XIX century.

S: The view of psychology as a science independent of philosophy was one of the first to suggest:

-: E. Kraepelin

+: J.St. Mill

-: I.M.Sechenov

-: V. M. Bekhterev

S: The study of the relationship of the psyche to its bodily substrate reflects the essence of such a problem in psychology as:

+: psychophysiological

-: psychosocial

-: psychopraxic

-: psychognostic

S: Psychic reflection:

-: is an exact copy of the surrounding reality

+: Selective

-: Provides a photograph of the impacting environment

-: independent of reflection conditions

S: According to idealistic ideas, the psyche is:

-: an inherent property of matter

-: a property of the brain, a reflection of objective reality

-: brain function

+: image of an ethereal entity

S: The psyche in relation to its carrier does not perform the function:

-: reflections of objects of extrapsychic reality

-: accumulation of life experience

-: transformation and forecasting of external influences

+: regulation of vegetative changes

S: The most radical attempt to put psychology on a natural science basis is:

-: psychoanalysis

-: gestalt psychology

+: behaviorism

-: humanistic psychology

S: The presence of a soul explained all the incomprehensible phenomena in a person's life from the point of view:

+: psychology of the soul

-: psychology of consciousness

-: behavioral psychology

-: psychology as the reflective activity of the brain

S: Psychology is the science of the functions of consciousness according to:

+: functionalism

-: structuralism

-: behaviorism

-: psychoanalysis

S: According to K. Jung, that part of the human psyche that reflects the external reality in relation to his body is called:

+: exopsychic

-: endopsychics

-: intropsychics

-: by extroversion

S: According to K. Jung, needs and emotions are:

-: to exopsychic

+: to endopsychic

-: Intropsychic

-: to interiorization

S: The mental phenomenon is:

-: nerve impulse

-: receptor

+: interest

-: heartbeat

S: Reflection of individual properties of objects and phenomena of the material world represents:

+: sensation

-: perception

-: memory

-: imagination

S: Mental processes as an orienting activity of the subject in problem situations was considered by:

-: S. L. Rubinstein,

-: A.R. Luria

+: P. Ya. Halperin

-: A. N. Leontiev

S: The mental process of creating something new in the form of an image, representation or idea is called:

-: sensation

-: by perception

-: thinking

+: imagination

S: Among the most ancient concepts of psychology is the concept:

-: motive

-: personality

+: temperament

-: abilities

S: Features of the ontogenetic development of the psyche are studied by psychology:

-: medical

-: social

+: age

-: general

S: Socio-psychological manifestations of a person, her relationship with people are studied by psychology:

-: differential

+: social

-: pedagogical

-: general

S: The scientific trend that emerged at the turn of the 19th-20th centuries, due to the penetration of evolutionary ideas into pedagogy, psychology and the development of applied branches of psychology, experimental pedagogy, is called:

-: pedagogy

+: pedology

-: didactics

-: psychopedagogy

S: Pedology has arisen:

-: in the second half of the XIX century.

-: at the beginning of the XX century.

-: in the middle of the XIX century.

+: at the turn of the XIX – XX centuries.

S: Pedology was declared a pseudoscience and ceased to exist in our country:

-: in 1928

-: in 1932

+: in 1936

-: in 1939

S: V. Frankl is known as the founder of:

-: individual psychotherapy

-: rational psychotherapy

+: logotherapy

-: social therapy

+: J. Moreno

-: V. Frankl

-: K. Horney

-: F. Perls

S: Methodology:

-: represents the result of the cognitive process

+: defines ways to achieve and build knowledge

-: is a substantive support for educational activities

-: is the process by which new forms of behavior and activity arise

S: The criterion of scientific theory in psychology is not (are):

-: relatively complete logical structure

-: principles and foundations of building psychological theories

-: propositions, proofs, connecting theoretical constructs with available facts, other theories

+: material purposeful activity of people to transform natural and social objects

S: For scientific psychological and spontaneous empirical research, the common (s) are (are):

-: means of cognition

-: the nature of goal-setting

-: requirements for the accuracy of the conceptual and terminological apparatus

+: setting goals and objectives of the study

S: In the pre-paradigmatic period of the development of psychology, the following principle was formed as an explanatory one:

-: development

-: determinism

-: integrity

+: consistency

-: indeterminism

-: development

+: determinism

-: consistency

S: Siderealistic property view human psyche did not consider:

-: Plato

-: Plotinus

-: Augustine

+: Aristotle

S: The principle that requires considering mental phenomena in constant change, movement, is called the principle:

-: determinism

+: development

-: the transition of quantitative changes to qualitative

-: objectivity

S: A philosophical movement that emphasizes the role of reason in the acquisition of knowledge is called:

-: personalism

-: existentialism

+: rationalism

-: irrationalism

S: The concept of the psyche as a function necessary for human survival was established by virtue of determinism:

-: mechanical

+: biological

-: psychological

-: social

S: The approach to the study of the psyche, which determines the possibilities of mental analysis as a complex multi-level system that performs certain functions, is called:

-: procedural

-: historical

+: structural and functional

-: dynamic

S: The structural-functional approach refers to the level:

-: philosophical methodology

+: general scientific methodology

S : Analysis of general forms of scientific thinking refers to the level:

+: philosophical methodology

-: general scientific methodology

-: special scientific methodology

-: research methods and techniques

S: A distinctive feature of Russian psychology is the use of the category:

+: activities

-: unconscious

-: reinforcements

-: introspection

S: The need to identify contradictions as a source of development and self-development of the psyche means the principle:

-: unity of content and form

+: unity and struggle of opposites

-: comprehensiveness

S: The activity approach in psychology does not include the requirements of the principle:

-: the unity of the psyche and activity

-: activity mediation of interpersonal relations

-: the unity of the structure of internal and external activities

+: reproduction in the ontogenesis of the psyche of the main stages of the cultural and historical development of a person

S: When defining activity as an object of psychological research, such an aspect of the study of the psyche was singled out as:

-: procedural

-: genetic

-: philosophical

+: evolutionary

S: The mental process depends on the factors producing it according to the principle:

-: controls

-: development

+: determinism

-: consistency

S: The conditioning of mental phenomena by the action of the factors that produce them is the essence of the principle:

+: determinism

-: consistency

-: development

-: controls

S: Behaviorism explicitly used the principle as explanatory:

+: determinism

-: development

-: activities

-: consistency

S: The methodological basis of behaviorism is:

-: pantheism

+: positivism

-: neo-Thomism

-: reductionism

S: Behaviorism methodology is closely related:

-: with irrationalism

+: with a mechanistic understanding of behavior

-: with futurism

-: with evolutionism

S: Psychoanalysis in its developed form was aimed at studying the personality and was formed in accordance with the principle:

-: consistency

+: development

-: controls

-: indeterminism

S: The specific study of personality in psychoanalysis is not conditioned by such worldview orientation, as:

-: irrationalism

-: opposition of the personal meaning of life and its dependence on the social conditions of human development

-: hypertrophy of the role of sexuality

+: rationalism

S: The philosophical foundation of humanistic psychology is:

-: positivism

+: existentialism

-: pragmatism

-: rationalism

S: Data on the real behavior of a person obtained during external observation are called:

+: L - data

-: Q-data

-: T-data

-: Z-data

S: The type of results recorded by questionnaires and other self-assessment methods is called:

-: L - data

+: Q-data

-: T-data

-: Z-data

S: Such assignment of numbers to objects, in which equal differences of numbers correspond to equal differences of the measured characteristic or property of the object, presupposes the presence of scales:

-: titles

-: order

+: intervals

-: relationship

S: The scale of the order corresponds to the measurement at the level:

-: nominal

+: ordinal

-: interval

-: relationship

S: Ranking of objects according to the severity of a certain feature is the essence of measurements at the level:

-: nominal

+: ordinal

-: interval

-: relationship

S: It is extremely rare in psychology that the scale is used:

-: titles

-: order

-: intervals

+: relationship

S: Among the postulates, which obey the transformations of ordinal scales, do not include the postulates:

-: trichotomy

-: asymmetry

-: transitivity

+: dichotomies

S: In the most general form, measurement scales are represented by the scale:

+: titles

-: order

-: intervals

-: relationship

S: You cannot perform any arithmetic operations on the scale:

+: titles

-: order

-: intervals

-: relationship

S: Equality of relations between individual values ​​is permissible at the scale level:

-: titles

-: order

-: intervals

+: relationship

S: B.G. Ananiev refers to the longitudinal research method:

+: to organizational methods

-: to empirical methods

-: to methods of data processing

: towards interpretation methods

S: Purposeful, systematically carried out perception of objects, in the knowledge of which the person is interested, is:

-: by experiment

-: content analysis

+: by observation

-: by the method of analysis of products of activity

S: Long-term and systematic observation, the study of the same people, allowing you to analyze mental development on different stages life path and on the basis of this to draw certain conclusions, it is customary to call research:

-: aerobatic

+: longitudinal

-: comparative

-: comprehensive

S: The concept of "self-observation" is synonymous with the term:

-: introversion

-: introjection

+: introspection

-: introscopy

S: Systematic application of modeling is most typical:

-: for humanistic psychology

+: for gestalt psychology

-: for psychoanalysis

-: for the psychology of consciousness

S: A short, standardized psychological test, as a result of which an attempt is made to evaluate a particular mental process or personality as a whole, is:

-: observation

-: experiment

+: testing

-: self-observation

S: Obtaining data by the subject about his own mental processes and states at the time of their course or after it is:

-: observation

-: experiment

-: testing

+: self-observation

S: The active intervention of the researcher in the activity of the subject in order to create conditions for establishing a psychological fact is called:

-: content analysis

-: analysis of products of activity

-: conversation

+: experiment

S: The main method for modern psychogenetic research is not:

-: twin

-: adopted children

-: family

+: introspection

S: Depending on the situation, observation can be distinguished:

+: field

-: solid

-: systematic,

-: discrete

S: A method of studying the structure and nature of interpersonal relationships of people on the basis of measuring their interpersonal choice is called:

-: content analysis

-: by comparison

-: by the method of social units

+: sociometry

S: For the first time, an experimental psychological laboratory was opened:

-: W. James

-: G. Ebbinghaus

+: W. Wundt

-: H. Wolf

S: The ability of the researcher to cause some kind of mental process or property is the main advantage:

-: observations

+: experiment

-: content analysis

-: analysis of products of activity

S: Using the experimental method, hypotheses about the presence of:

-: phenomena

-: connections between phenomena

+: a causal relationship between phenomena

-: correlations between phenomena

S: To establish the most general mathematical and statistical laws allows:

-: content analysis

-: analysis of activity products

-: conversation

-: R. Gottsdanker

+: A.F. Lazursky

-: D. Campbell

-: V. Wundt

S: The concept of "full compliance experiment" was introduced into scientific circulation by:

+: R. Gottsdanker

-: A. F. Lazursky

-: D. Campbell

-: V. Wundt

S: The intermediate between natural methods of research and methods where strict control of variables is applied is:

-: thought experiment

+: quasi-experiment

-: laboratory experiment

-: conversation method

S: Actively changeable in psychological experiment the characteristic is called a variable:

+: independent

-: dependent

-: external

-: side

S: According to D. Campbell, potentially controlled variables refer to experimental variables:

+: independent

-: addicted

-: side

-: external

S: As a criterion for the reliability of the results, the validity achieved in a real experiment compared to an ideal one is called:

+: internal

-: external

-: operational

-: construct

Developmental psychology and age-related psychology: lecture notes Karatyan TV

LECTURE No. 1. Developmental psychology as a branch of psychology

Developmental psychology- a section of psychology that studies the age dynamics of the development of the human psyche, ontogeny of mental processes and psychological qualities of a person. Developmental psychology can be called "developmental psychology", although this term is not entirely accurate. In developmental psychology, development is studied only in connection with a certain chronological age. Developmental psychology studies not only age stages human ontogenesis, she also considers various processes of mental development in general. Therefore, it would be more correct to assume that developmental psychology is one of the branches of developmental psychology. Almost all researchers believe that development is a change over time. Developmental psychology answers the questions of what and how exactly changes; as subject developmental psychology studies regular changes a person in time and related phenomena and features of human life.

Currently, there are many textbooks on child psychology in the world. The science of the mental development of a child - child psychology- originated as a branch of comparative psychology at the end of the 19th century. The objective conditions for the formation of child psychology, which developed by the end of the 19th century, were associated with the intensive development of industry, with a new level of social life, which created the need for the emergence of a modern school. The teachers were interested in the question: how to teach and educate children? Parents and teachers stopped considering physical punishment as an effective method of education - more democratic families appeared.

The task of understanding little man became one of the main ones. The child's desire to understand himself as an adult prompted researchers to take a closer look at childhood. They came to the conclusion that only through the study of the psychology of the child lies the path to understanding what the psychology of an adult is. The starting point for systematic research in child psychology is the book of the German Darwinist scientist Wilhelm Preyer « Soul of a child "... In it, he describes the results of daily observations of the development of his own son, paying attention to the development of the senses, motor skills, will, reason and language. Despite the fact that observations of the development of a child were conducted long before the appearance of W. Preyer's book, its indisputable priority is determined by the appeal to the study of the earliest years of a child's life and the introduction into child psychology of the method of objective observation, developed by analogy with the methods of natural sciences. From the modern point of view, V. Preyer's views are perceived as naive, limited by the level of development of science in the 19th century. For example, he considered the child's mental development as a particular biological version. However, W. Preyer was the first to make the transition from introspective to objective research of the child's psyche. Therefore, according to the unanimous recognition of psychologists, he is considered the founder of child psychology. As a rule, developmental psychology studies the patterns of mental development of a healthy person and is a branch of psychological knowledge. On this basis, there are child, adolescent, adolescent psychology, adult psychology and gerontopsychology.

Ontogenesis(from the Greek. on, ontos- "existence, birth, origin") - the process of development of an individual organism. In psychology ontogenesis- the formation of the basic structures of the psyche of the individual during his childhood; the study of ontogenesis is the main task of child psychology. From the standpoint of Russian psychology, the main content of ontogenesis is objective activity and child communication(first of all cooperative activity- communication with an adult). In the course of interiorization, the child “rotates”, “appropriates” social, sign-symbolic structures and means of this activity and communication, on the basis of which his consciousness and personality are formed. Common for Russian psychologists is also the understanding of the formation of the psyche, consciousness, personality in ontogenesis as social processes, carried out in conditions of active, purposeful development.

Thus, the focus of study and research is human- a being that embodies the highest stage of life development, a subject of social and historical activity. Man is a system in which the physical and mental, genetically determined and formed in vivo, natural, social and spiritual form an indissoluble unity.

A person acts as an organism endowed with a psyche; individual (which means his belonging to the genus homosapiens); individuality (characterizing the difference between one individual and another); subject (making changes in the surrounding world, in other people and in himself); carrier of roles (gender, professional, conventional, etc.); “I-image” (system of ideas, self-esteem, level of aspirations, etc.); personality (as a systemic social quality of an individual, his personalization, reflected subjectivity in other people and in himself as in another).

A person is the subject of study of a number of sciences: anthropology, sociology, ethnography, pedagogy, anatomy, physiology, etc. Almost all psychology is addressed to the problem of a person as an individual involved in social relations, his development in the processes of education and upbringing, his formation in activities and communication ... The objectively existing diversity of human manifestations in the evolution of nature, the history of society and in its own life has created its images, which explicitly or latently exist in culture at certain stages of its development.

In sociological, psychological and pedagogical concepts, there are the following " images of a person " that have a direct impact on research and practical work with people:

1) "Sentient person"- a person as a sum of knowledge, abilities and skills; a person as a "device for information processing";

2) "Human consumer", that is, a person in need, as a system of instincts and needs;

3) "Programmed man" that is, in behavioral sciences, a person appears as a system of reactions, in social sciences - as a repertoire of social roles;

4) "Active person"- this is a person who makes a choice;

5) a person as an exponent of meanings and values.

In pedagogy, they proceed from the image of a “sensing person”, and the concept of a person is reduced to the sum of knowledge, his actions are regarded as a product of past experience, and the process of education is replaced by convictions, persuasions, that is, purely verbal influences.

As a result of the predominance of such an approach in teaching and upbringing, the process of "impoverishment of the soul when enriched with information" takes place.

The image of man as a repository of needs, instincts and drives has become established in a number of areas of psychology, primarily under the influence of psychoanalysis. Many founders of directions ( individual psychology– A. Adler , neopsychoanalysis– E. Fromm and others) proceeded in their concepts from the image of a “person in need”, deriving psychological patterns from the study of the dynamics of realization and satisfaction of various needs.

The image of the "programmed person" determines the ideas about him in sociobiology, which studies human development as the deployment of genetic programs in behaviorism, reflexology and nonbehaviorism, sociological and socio-psychological role concepts of a person (behavior is considered as playing out the role programs and life scenarios learned during socialization).

If the interpretation of a person in psychology is based on the image of a “programmed person”, then the impact one way or another comes down to a successful selection of stimuli and reinforcements to which living social automata must obediently respond.

The image of a "person-doer" is the basis for building cultural-historical psychology, a system-activity approach to understanding a person, humanistic psychoanalysis and existential logotherapy... Here he is understood as the subject of a responsible choice generated by life in society, striving to achieve goals and defending one or another social way of life by his actions.

Both concrete actions in relation to him and theoretical schemes for analyzing his development depend on the images of a person in culture and science. The predominance of the images of a “sensing person”, “a needy person” and a “programmed person” largely determined the real fact of the discrepancy between the individual, personality and individuality and the separate formation of bioenergetic, sociogenetic and personogenetic orientations of human knowledge.

In their isolation, a metaphysical scheme for the determination of human development is manifested under the influence of two factors - Wednesday and heredity... Within the framework of the historical-evolutionary approach, a fundamentally different scheme of the determination of development is being developed. In this scheme, the properties of a person as an individual are considered as "impersonal" prerequisites for development, which in the course of life can become a product of this development. The social environment is also a source rather than a factor that directly determines human behavior. As a condition for the implementation of activities, the social environment carries those norms, values, roles, ceremonies, tools, systems of signs that the individual faces. The foundations and driving force of human development are joint activities and communication, through which movement is carried out in the world of people, its introduction to culture.

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From book Social Psychology: lecture notes the author Melnikova Nadezhda Anatolyevna

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LECTURE No. 1. Subject, tasks and methodology of social psychology Social psychology as an independent branch of scientific knowledge began to form in late xix V., although the concept itself began to be widely used only after 1908 Some questions of social psychology

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LECTURE No. 11. Problems of a small group in social psychology A small group is a small group, whose members are united by common social activities and are in direct personal communication, which is the basis for the emergence

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LECTURE No. 23. Methods and means of research in social psychology The development of socio-psychological research in our country was largely stimulated by the needs of practice. This left an imprint on the formation of the most scientific

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LECTURE No. 4 Practical application of labor psychology 1. Organizational psychology Organizational psychology, or labor psychology is an applied science, where practice, work in the "field" is of decisive importance. The main conductors of labor psychology are psychologists,

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Developmental Psychology Issues If trauma interrupts all transitional processes and, therefore, destroys all religious experiences, then the question arises as to how these processes can be given a new beginning. The main question can be formulated as follows: “What

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1. Psychology as an independent science took shape in ...
40s XIX century.
80s XIX century.
90s XIX century.
early XX century.

2. The active intervention of the researcher in the activity of the subject in order to create conditions for the establishment of a psychological fact is called ...
content analysis
analysis of activity products
conversation
experiment

3. The influence of the experimenter on the results of the experiment and their interpretation is most significant in research ...
psychophysiological
"Global" individual processes (intelligence, motivation, decision-making, etc.)
personality psychology and social psychology
psychogenetic

4. The direction in psychology that studies the problems of personality development, its activity, self-actualization and self-improvement, freedom of choice and striving for higher values, which manifests itself in the desire for justice, beauty and truth, is known as ...
cognitive psychology
behaviorism
Freudianism
humanistic psychology

5. The principle requiring the establishment of cause-and-effect relationships in the process of the emergence of mental phenomena is a principle ...
management
development
determinism
consistency

6. The philosophical basis of humanistic psychology is ..
positivism
existentialism
pragmatism
rationalism

7. The principle that requires considering mental phenomena in constant change, movement, is called the principle ...
determinism
development
transition of quantitative changes to qualitative
objectivity

8. Obtaining data on one's own mental processes and states at the time of their course or after it is ...
observation
experiment
testing
introspection

9. The recognition of psychology as an independent science was associated with ...
the creation of special research institutions
development of introspection method
development of observation method
the release of Aristotle's treatise "On the Soul"

10. A short, standardized psychological test, as a result of which an attempt is made to evaluate a particular psychological process or personality as a whole is ...
observation
experiment
testing
introspection

11. Socio-psychological manifestations of personality, its relationship with people is studied by ... psychology.
differential
social
pedagogical
general

12. Purposeful, systematically carried out perception of objects, in the knowledge of which a person is interested, is ...
experiment
content analysis
observation
method of analysis of products of activity

13. Psychological techniques constructed on teaching material and designed to assess the level of mastery of educational knowledge and skills are known as tests ...
achievements
intelligence
personality
projective

14. The method of researching the structure and nature of interpersonal relations of people on the basis of measuring their interpersonal choice is called ...
content analysis
comparison method
method of social units
sociometry

15. The ability of the researcher to cause some kind of mental process or property is the main advantage ...
observation
experiment
content analysis
analysis of activity products

16. The presence of a soul explained all the incomprehensible phenomena in a person's life from the point of view:
psychology of the soul
psychology of consciousness
behavioral psychology
psychology as a reflective activity of the brain

17. Features of ontogenetic development of the psyche are studied by ... psychology.
medical
social
age
general

18. A distinctive feature of Russian psychology is the use of the category ...
activities
unconscious
reinforcements
introspection

19. B.G. Ananiev refers the longitudinal research method to ...
organizational methods
empirical methods
data processing methods
interpretation methods