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Awareness and understanding of the created situation (cognitive element)

A correct understanding of the existing problems, their causes and ways to eliminate them, the awareness of the imperfection of their present state of existence, the analysis of the signs of problems show that in each case our desires contradict the laws of existence, but since it is not in our power to change these laws, it remains to change our desires.

Human development is carried out only in the process of its realized activity, because in other cases there is no conscious decision-making process. By "activity" here is meant any process leading to a change in the inner or outer worlds of man, i.e. process with a fixed result of its flow. The definition of life by I.R. Prigogine allows us to assert that a person is constantly in a state of activity, since the essence of his life is the never-ending, purposeful exchanges of matter, energy and information.

Awareness about significant aspects of the life situation (information element). Decision-making is the basis of human development because it is always a problem. The essence of the decision-making problem lies in the ever-present lack of information necessary for making a decision, as well as in the excess motives and disorder of their relations.

The lack of information is due to the presence in the system of the "consciousness" of the filter of the perceived perception, which passes on to the level of reflection and conscious comprehension only an insignificant part of it coming into the system "man". As a rule, some of the information that comes through sensory systems is aimed at perceiving the outside world. Information from internal sensory systems (on the management of the musculoskeletal system, digestion, etc.) is interpreted extremely rarely, for example, when it comes in the form of pain.
Information from extrasensory systems is also fixed infrequently at a conscious level and is usually qualified as an intuitive insight, when the conscious level is not the primary information itself, but the result of some processing done at the levels of the unconscious.

The filter of perceived perception acts as a protective mechanism, giving to the levels of the realized only that amount of information that the brain of a particular person is capable of processing and passing through itself, performing in the "person" system the functions of a link between consciousness and the human body form. Most clearly, these functions are modeled in a computer, where the graphics adapter plays the role of such an interface. The more speed and more RAM the graphics adapter has, the more information can be output from the operating system (computer consciousness) to an external device - a monitor.

Lack of information leads to the struggle of hypotheses in the mind of the individual, and the excess of motives, chaotically interacting with each other - leads to a corresponding struggle of motives in the process of human decision making. Two main directions of development directly result from this: a comprehensive perfection of all human systems aimed at expanding the filter of perceived perception, and moral and ethical perfection of the personality, as a result of which an orderly hierarchically structured system of motives is formed, ideally excluding their struggle in the decision-making process.
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Awareness and understanding of the created situation (cognitive element)

  1. Understanding the individuality of man as a value
    To understand the essence of a person's personality, one should try to answer several questions. - What does man want? The answer to this question will reveal the direction of the individual - her needs, motives, goals, interests, ideals, beliefs, outlook, attitudes - what can a person do? This is a question of abilities (general and special, about the level of these abilities, talent - what is it?
  2. Acmeological understanding of man as an individual
    Plan 1. Individual and individuality. 2. Typology of individualities. 3. Temperament. 4. Distribution of inherited traits. Key words: individual, genotype, phenotype, individuality, psychological types, formal psychological properties, temperament. - individual - man as a single natural being, representative of the species Homo sapiens, a product of phylogenetic and
  3. Acmeological understanding of man as an individual
    Plan 1. Individual and individuality. 2. Typology of individualities. 3. Temperament. 4. Distribution of inherited traits. Key words: individual, genotype, phenotype, individuality, psychological types, formal psychological properties, temperament. - individual - man as a single natural being, representative of the species Homo sapiens, a product of phylogenetic and
  4. The unity of existential provisions about man and the world in the theories of the personality of SL Rubinshtein and V. Frankl
    Unity in understanding the essence of human existence, the development of man in the world in the theories of the personality of SL Rubinstein and V. Frankl, is evidently due to the ideological affinity and personal similarity of these two major psychologists of the 20th century. - experience of experiencing the most difficult life situations during the Great Patriotic War of 1941-1945. and "peaceful advanced" (in the words of V.Vysotsky): concentration camps -
  5. HOW THE JOKES ARE CREATED
    Praising the author, they misinterpret his name, scolding - never. Emile Meek In this chapter ... · Standard reasons · Elements of language masks · Cliché parts In this chapter we will use terms that are already good for us
  6. The importance of connective tissue elements, endothelial cells and cellular elements of blood in the mechanisms of inflammation
    The role of connective tissue elements in the development of the inflammatory process is extremely important. Sometimes inflammation is identified with the reaction of a histion, the structural unit of connective tissue, to the action of an alterating factor. As is known, connective tissue consists of cells, fibers and the main substance. Specific fixed cells are fibroblasts and reticular cells,
  7. Awareness
    No matter how you may think that you are all well aware and ready to start the program right now, experience has shown that not everyone understands what they will have to do. Therefore, do this little introductory lesson: read these words carefully, then repeat them out loud, and best of all, copy it by hand to the paper: I AM AWARE OF WHAT MY FOOD PRINCIPLE AND LIFE STYLE HAVE
  8. Awareness
    No matter how you may think that you are all well aware and ready to start the Program right now, experience has shown that not everyone understands what they will have to do. So do this little introductory lesson: read these words carefully, then repeat them out loud, and best of all, handwritten to paper: I REALIZE THAT MY FOOD, THINKING, AND IMAGE
  9. Practical mastery of the language and awareness of speech
    In the preschool age, the circle of children's contacts expands. Becoming more independent, children go beyond the narrow family relationship and begin to communicate with a wider range of people, especially peers. Expansion of the circle of communication requires the child to fully master the means of communication, the main one of which is speech. High demands on the development of speech are made by a more complex
  10. Stage 1. Awareness of own attitude to feminism
    At the beginning of the discussion, students are asked to name their associations for the word "feminism". Associations are recorded on the board. The teacher discusses with students what feelings this concept causes, what is the relation to feminism in our society. The students are then asked to complete the questionnaire (Appendix 1). The best option is when the teacher reads the questions, and the students
  11. Theory of cognitive dissonance
    We learned how settings go into behavior, but it happens that the behavior goes into the installation. The most influential description of this sequence of events was the theory of cognitive dissonance, proposed by Leon Festinger. As in all theories of cognitive consonance, this theory implies the existence of a person's need for cognitive coherence; two cognitions, not
  12. Morphological elements of skin rashes primary elements of skin rashes and their evolution (infiltrative)
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  13. Cognitive approach
    Today, most individuals psychology experts will not declare themselves as "pure" adherents of any of the three approaches described above, and the differences between these approaches are no longer as dramatic as they were in the past. The reason is that most modern specialists in the theory of personality, along with representatives of other sections of psychology, have become more
  14. COGNITIVE APPROACH A. BEKA
    One of the most prominent representatives of the direction of the cognitive approach in psychological training and psychotherapy is A. Beck. Here I present his ideas. Cognitive therapy originated in the depths of psychoanalysis, the first theoretical source, and was a response to the return to consciousness of a greater role than is recognized in psychoanalysis, and behavioral therapy. As representatives of these schools claim,
  15. Cognitive components of emotions
    When we experience an event or action, we interpret the situation from the standpoint of our personal goals and well-being ("I won the match and feel happy" or "I failed the exam and feel overwhelmed"). This interpretation is called cognitive evaluation. Strength and differentiation of emotions Obviously, the strength of emotional experience depends on our assessment of the situation.
  16. COGNITIVE PSYCHOTHERAPY
    At the heart of some modern approaches to the study of posttraumatic disorders is the "evaluation theory of stress", emphasizing the role of causal attribution and attributive styles. Depending on how the causes of stress are explained, overcoming it is either focusing on the problem (trying to change the situation) or concentrating on the emotional side
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