Fundamental (basic, primary) emotions. Fundamental emotions (according to K. Izard)

The object of study in this theory is private emotions, each of which is considered separately from the others as an independent emotional-motivational process. K. Izard (2000, p. 55) postulates five main theses:

1) the main motivational system of human existence is formed by 10 basic emotions:
joy,
sadness,
anger,
disgust,
contempt,
fear,
shame/embarrassment
guilt,
astonishment,
interest;

2) each basic emotion has unique motivational functions and implies specific form experiences;

3) fundamental emotions are experienced in different ways and affect the cognitive sphere and human behavior in different ways;

4) emotional processes interact with drives, with homeostatic, perceptual, cognitive and motor processes and influence them;

5) in turn, drives, homeostatic, perceptual, cognitive and motor processes affect the course of the emotional process.

In his theory, K. Izard defines emotions as a complex process, including neurophysiological, neuromuscular and sensory-experiential aspects, as a result of which he considers emotion as a system. Some emotions, due to their underlying innate mechanisms, are organized hierarchically.

The sources of emotions are neural and neuromuscular activators (hormones and neurotransmitters, drugs, changes in brain blood temperature and subsequent neurochemical processes), affective activators (pain, sexual desire, fatigue, other emotion) and cognitive activators (evaluation, attribution, memory, anticipation).

Speaking about basic emotions, K. Izard highlights some of their features:

1) basic emotions always have distinct and specific neural substrates;

2) the basic emotion manifests itself with the help of an expressive and specific configuration of facial muscle movements (facial expressions);

3) the basic emotion is accompanied by a distinct and specific experience, realized by the person;

4) basic emotions arose as a result of evolutionary biological processes;

5) the basic emotion has an organizing and motivating effect on a person, serves his adaptation.

However, K. Izard himself admits that some emotions classified as basic do not have all these features. Thus, the emotion of guilt does not have a distinct mimic and pantomimic expression. On the other hand, some researchers attribute other characteristics to basic emotions.

At the end of the article on the site a remark was made:

Obviously, those emotions that have deep phylogenetic roots, i.e., are present not only in humans, but also in animals, can be called basic. So, S. Chevalier-Skolnikov (S. Chevalier-Skolnikoff, 1973) rightly points out that the ways of emotional expression indicate the fundamental nature of emotions only if their phylogenetic origin is traced, that is, if there is an expressive similarity in the expression of emotions in facial expressions in humans and other primates. Therefore, such discrete emotions, inherent only to man, as shame and guilt, do not apply to them. Interest and shyness can hardly be called emotions either.

Without denying the motivational significance of emotions, it is difficult to agree with K. Izard that emotions are the main motivational system of the body and, as fundamental personal processes, give meaning and significance to human existence. Motivation is much more complicated than it seems to K. Izard, and emotions act only as one of the motivators that influence decision making and human behavior. In the same way, the meaning and significance of human existence is determined not only by emotions, but also by values, social needs, etc. It is somewhat strange to consider emotions, on the one hand, as the motivational system of the body, and on the other, as a fundamental personal process.

17 Basic emotions + non-verb.doc

Response plan

1. 
   Basic emotions.
   1. 
      
   2. 
      selection criteria.
2. 
   Theories of basic emotions.
   1. 
      K. Izard's approach.
   2. 
      P. Ekman's approach.
   3. 
      Plutchik's approach.
   4. 
      
3. 
   

Answer:

1. 
   Basic emotions.
   1. 
      Study and main characteristics.

There is an idea that there is a limited list of basic emotions that have an innate basis.

Attempts to define a set of "fundamental" or "basic" ("basal") emotions have a long tradition in Europe. Many have been doing this. In all cases, a different number of emotions were offered, and the most various ways their classifications.

Not all emotionally expressive expressions are innate. Some of them have been found to be acquired in a lifetime as a result of training and education. First of all, this conclusion refers to gestures as a way of culturally conditioned external expression of emotional states and human relations to something. In the 80s. 20th century A holistic research program was carried out, based on the concept of the existence of a limited set of basic emotions and concentrated on the analysis of facial expressions. This program is proposed to be called the 1997 Facial Expression Research Program. Its main postulates are formulated in different ways depending on what is the focus of particular authors. Let's try to list the provisions that seem to be the most typical for the Facial Expression Research Program.

1. A person has a limited set of basic emotions. They most often include: joy, anger, fear, grief, surprise, disgust. Somewhat less often: contempt, shame. Sometimes and some other emotions. As a rule, the list includes from 5 to 10 titles.

2. The main features of BE: congenital, earlier occurrence in onto- and phylogenesis, distinct and specific neuroanatomical basis, cross-cultural universality, specific mimic manifestation.

1. 
   ^ selection criteria.

1. 
   The presence of specific facial expressions is a necessary and sufficient sign for EB isolation. Only emotions that have their own specific mimic expressions can claim the status of basic ones, and, on the contrary, the identification of a stable mimic pattern indicates that it expresses some BE. Facial expressions associated with BE are genetically determined; they are triggered by innate programs and are universal for all cultures.
2. 
   BE-specific facial expressions are easily recognized by representatives of different cultures, including those that are far from each other. There are culturally determined rules for the expression of emotions, leading to the strengthening, weakening or change of individual facial patterns. However, BEs easily penetrate these distortions and are recognized by observers.
3. 
   The meaning of "basic" facial expressions is invariant and independent of context. This means that BEs are recognized by facial expressions even when other information (about the situation, human behavior, etc.) does not correspond to facial expressions.
4. 
   All other human emotions are variants of the basic ones or the result of their mixing. Thus, the variants of anger are irritation and rage. Anxiety can be interpreted as a mixture of fear, grief, anger, shame and interest.
5. 
   The subjective experience of emotions arises under the influence of efferent signals entering the CNS from the facial muscles. It is thanks to this information that a person “knows” what emotion he is experiencing. This provision is a direct successor to James-Lange's peripheral theory of emotions. It follows from this that the deliberate construction and retention by a person of a certain mimic pattern generates a pattern of efferent signals corresponding to a certain emotion, which, in turn, leads to the subjective experience of this emotion.

1. 
   ^ Theories of basic emotions.

1. 
   K. Izard's approach.

The differential theory of emotions defines emotions as complex processes that have neurophysiological, neuromuscular and sensory-experiential aspects.1. The neurophysiological aspect defines emotion as a function of somatic nervous system.2. At the neuromuscular level, it manifests itself in the form of mimic activity. 3. At the sensory level - emotion is represented by experience.

Criteria for basic emotions (Izard): 1. Basic emotions have distinct and specific neural substrates. 2. Basic emotion manifests itself with the help of an expressive and specific configuration of facial muscle movements (facial expressions). 3. basic emotion entails a distinct and specific experience that is recognized by a person. 4. basic emotions arose as a result of evolutionary biological processes. 5. basic emotion has an organizing and motivating effect on a person, serves his adaptation. These criteria, according to the author, correspond to such emotions as joy, interest, surprise, sadness, anger, disgust, contempt, fear, shame, guilt.

1. 
   ^ P. Ekman's approach.

1. 
   ^ Plutchik's approach.

Plutchik defines emotion as a complex somatic reaction associated with a specific adaptive biological process common to all living organisms.

1. 
   Summary table by approaches.

1. 
   ^ The position of social constructivism.

Social constructivism criticizes the idea of ​​the existence of basic emotions. In different cultures, there are different emotions that seem basic to the representatives of these cultures. Analyzed culture, attitude to emotions. Different cultures focus on different emotions. For example, the Japanese emotion amae (full acceptance of me by another person, a sense of belonging, love from someone, a feeling that someone will take care of you). We can say that for the Japanese this emotion is basic. It is not basic for us. There are no words to describe it.

1. 
   Non-verbal communication: system, directions of study, mechanisms and accuracy of meaning determination.

1. 
   Basic systems of non-verbal communication
2. 
   Goals of non-verbal communication
3. 
   Directions for the study of nonverbals.
4. 
   Mechanisms for determining the content of non-verbal messages.

1. The transmission of any information is possible only through signs, more precisely sign systems. There are several sign systems that are used in the communicative process, respectively, they can build a classification of communicative processes. In a rough division, verbal and non-verbal communications are distinguished.

Non-verbal communication includes the following main sign systems:

1. 
   optical-kinetic
2. 
   para-and extralinguistics
3. 
   organization of space and time of the communication process
4. 
   visual contact
5. 
   haptics (touching someone or something)
6. 
   olfaction (the language of smells. Smells help a person to present himself)
7. 
   Gastika (language of food and drink) Food and drink can help determine participants' moods. They can be indicative of a relationship with a person.

It includes gestures, facial expressions, pantomime, gait. On the whole, the optical-kinetic system appears as a more or less clearly perceived property of the general motility of various parts of the body. Initially, research in this area was carried out by C. Darwin, who studied the expression of emotions in animals and humans. It is the general motor skills of various parts of the body that reflects the emotional reactions of a person, so the inclusion of an optical-kinetic system of signs in the communication system gives nuances to communication. These nuances are ambiguous when interpreting communication in different cultures. The significance of the optical-kinetic system of signs in communication is so great that a special area of ​​research has now emerged - kinesics, which studies them.

Poses(interpretation of poses can be carried out according to the following parameters):

1. 
   depending on the stage of communication (how a person enters and how he leaves contact)
2. 
   types of communication (sympathy-dislike, submission-dominance, involvement-alienation)
3. 
   psychophysiological states (tense-relaxed, active-passive)
4. 
   correspondence of partners' poses to each other (synchronous-non-synchronous)
5. 
   orientation of postures
6. 
   correspondence of postures to other elements of expression (harmony)

1. 
   participation in the creation of 1-2 hands
2. 
   crossing, symmetrical arrangement of hands
3. 
   centrifugal (away from oneself) - centripetal (towards oneself)
4. 
   ambiguity - ambiguity

1. 
   gestures-symbols=emblems - have a precise verbal meaning
2. 
   illustrators
3. 
   movements to express emotions
4. 
   gestures-regulators
5. 
   adapter gestures (chacking, smacking)

facial expressions includes the following options:

1. Stable signals (skin color, face shape)

2. Relatively stable signals (undergoing changes during life - wrinkles)

3. Unstable signals (short-term changes, movement of facial muscles, redness)

Paralinguistics and Extralinguistics are also "additions" to verbal communication. The paralinguistic system is a vocalization system, i.e. voice quality, its range, tonality. Extralinguistic system - the inclusion of pauses in speech, other inclusions, such as coughing, crying, laughter, the very pace of speech. All of these additions increase semantically meaningful information.

Organization of space and time of the communication process also acts as a special sign system. Proxemics- as a special area dealing with the norms of the spatial and temporal organization of communication, it currently has a large amount of experimental material. The founder of proxemics E. Hall, who calls proxemics "spatial psychology", studied the first forms of spatial organization of communication in animals.

Hall fixed norms for approaching a person to a partner on communication, characteristic of American culture: intimate distance (0-45cm), personal distance (45-120cm), social distance (120-400cm), public distance (400-750cm) Each of them is characteristic of special situations of communication.

^ Spatial organization communication can also be varied, which will affect the effectiveness of communication.

1. 
   front organization. The communicator is in front of the audience. A communicator in such a space is able to dominate, is able to manage, this increases the possibility of negotiating. The downside is that there is feedback reduction. The role space is clearly defined. The territory of the communicator is always larger than the territory of 1 recipient.
2. 
   circular arrangement. Often there is a change in the roles of the communicator and the recipient, they all have a formally equal territory. The possibilities of visual contact are equalized. The communicator has less ability to manage, the recipients have more opportunity to agree, more feedback. However, the information is often distorted, it is superimposed, and the participants actively work with it.
3. 
   mixed arrangement (birdie, chief's table) There is a possibility of visual contact with everyone and everyone else has the possibility of contact with each other. There is a tolerance of the communicator, more opportunities to reach an agreement with the recipients. His relatives sit closer to the communicator, he listens to what they say, the opposition sits opposite.
4. 
   "negotiation table". 2 groups, 2 leaders. Leaders sit opposite each other, strong participants on the right hand. Weak on the left - thanks to this, the communication process does not get out of control

visual contact (the movement of the eyes, their size, the exchange of glances, the duration of the gaze, the change in the statics and dynamics of the gaze are studied. Avoiding it, etc.)

2. Goals of non-verbal communication

1. 
   transmission and receipt of information (clarification of the content of a verbal message; as an equivalent to a verbal message; feedback method)
2. 
   Strengthening the cognitive activity of the communicator
3. 
   Strengthening the cognitive activity of the recipient
4. 
   Change of attitudes and motivation to activity
5. 
   Maintaining a verbal message
6. 
   Emotional contagion
7. 
   Self-regulation by the communicator of his emotional state
8. 
   Self-disclosure, the expression by the communicator of one's emotions
9. 
   Self-presentation of the communicator
10. 
    Expression of attitude towards a partner and determination of his status

Each sign system uses its own signs. Which can be considered as codes. To build a code understandable to everyone, to study the system, it is necessary to single out some units within each system of signs.

One of the attempts in the field of kinetics belongs to K. . Birdwhistle. He proposed to single out a unit of human body movement. Body movements are divided into units, and then more are formed from these units. complex structures. The set of units is a kind of alphabet of body movements. It is proposed to consider kin, or kinema, as the smallest semantic unit. (50-60 separate kinemas are allocated: nods, turns of the head, nose, cheeks, etc.) Although a single kin does not carry an independent meaning, when it changes, the whole system changes. From kinems, kinemorphs are formed, which are perceived in a situation of communication. On this basis, a dictionary of body movements was built. The body was divided into 8 zones and kinas were recorded for each of them, only then could a dictionary be obtained. However, this technique has been criticized due to its underdevelopment and inapplicability for different cultures.

^ P. Ekman - classified emotions. (FAST technique - facial affect technique) The face was divided into three zones by horizontal lines. Then, 6 main emotions are distinguished (surprise, fear. Disgust, joy, grief, anger) most often expressed using facial expressions. Fixation of emotions in the zone allows you to register more or less definite facial movements. Additional emotions are formed by superimposing the main ones.

^ Leonhard system. For each state, there is a dominant part of the face: forehead mines - fear, attention; chin and nose - disgust, desire; mouth - surprise; eye area - satisfaction, sympathy, evaluation; cheek area - suffering and sorrow; non-specific mines - mines of laughter, tears, embarrassment; integral mines - neglect, admiration, happiness ..

4. Mechanisms for determining the content of non-verbal messages.

1. 
   Categorization: people have a standard of emotional state:

• 
  Generalized recognition (good-bad)
• 
  Differentiated recognition (certain emotion)

1. nature of emotions (basic emotions; intensity of emotional state, negative emotions)

2. Features of the standard (standards, including dynamic and integral characteristics; standards, including mimic signs and gestures)

2 .Imitation of non-verbal behavior

Methods for teaching non-verbal comprehension

1. 
   role-playing games
2. 
   Feedback
3. 
   recognition of the values ​​of non-verbal indicators from photos and videos.

1. 
   The need to take into account several parameters of non-verbal behavior
2. 
   Dependence on the situation (distance to the interlocutor, the presence of a partner, the readiness of the interlocutors, the employment of the verbal channel)
3. 
   Intergroup differences
4. 
   individual differences (appearance, anxiety, autism, masculinity-femininity, need for communication, authoritarianism)

1. 
   Technique of free semantic assessment of non-verbal behavior (Labushskaya)
2. 
   reviewing non-verbal behavior followed by scoring the communicator on a range of personality traits
3. 
   Questionnaire "Socio-psychological characteristics of the subject of communication"
4. 
   demonstration of non-verbal behavior followed by an assessment of the cognitive activity and emotional state of the communicator.
5. 
   Demonstration of non-verbal behavior followed by assessment of cognitive activity and emotional state of the recipient
6. 
   Demonstration of non-verbal behavior, followed by an assessment of the persuasiveness of the message
7. 
   Observation of the non-verbalism of the participants in the experiment and its subsequent comparison with their state
8. 
   Modeling a situation, inducing certain states, and observing non-verbals.
9. 
   Replaying emotional states by respondents.

1. 
   Correlating the emotional states of the respondents with the situations that caused them
2. 
   Recognition of the photo of the standard of the emotional state
3. 
   Recognition of the emotional state by voice
4. 
   Recognition of the emotional state by a number of images
5. 
   Recognizing the meaning of emotions from video recordings.

Basic or primary emotions These are 10 basic emotions: five positive and five negative. All about Positive emotions and Negative emotions and their types, as well as characteristics. Psychologists very often use such a concept as fundamental (basic, primary) emotions. After all, an emotion is considered fundamental if it has its own mechanism of occurrence (a specific internally determined nervous substrate), is expressed outside by special mimic or neuro-mimic means, and is a subjective experience (i.e., has a phenomenological quality).
Fundamental emotions include 10 basic emotions: five positive and five negative.

Positive emotions:

1. Interest (curiosity, interest) - an emotional state that contributes to the development of skills, abilities, knowledge acquisition, motivates learning. Interest is a positive emotion that motivates learning, development of skills and abilities, and creative aspirations.

2. Joy is an emotion in which we become self-confident, begin to understand that we do not live in vain, that our life is full of deep meaning. We feel loved, needed, we are satisfied with ourselves and the world. We are full of energy, we are confident that we will overcome any difficulties. Joy is positive emotional arousal arising when it becomes possible to sufficiently fully satisfy the actual need, the probability of which up to this point was low or uncertain.

3. Surprise is generated by a sudden change in stimulation. The cause of the occurrence are sudden, unexpected events. Surprise is a sharp increase in neural stimulation resulting from some unexpected event. The emergence of this emotion contributes to the instantaneous orientation of all cognitive processes to the object that caused surprise.

4. Shame is characterized by the awareness of the inconsistency of one's own thoughts, actions and appearance not only with the expectations of other people, but also with one's own ideas about proper behavior and external image. Shame arises as an experience of inconsistency (real or only apparent) between the norm of behavior and actual behavior, predicting condemning or sharply negative assessments of others. Shame motivates the desire to hide, to disappear.

5. Guilt - an intense feeling of being wrong about a person or group of people. Guilt can be felt in itself when a person realizes that her act conflicts with her character. Guilt stimulates thought processes associated with the realization of guilt and the search for ways to correct the situation. Guilt is an emotion similar to shame, since it also arises as a result of a mismatch between expected and actual behavior. However, shame can give rise to any mistakes, while guilt arises from violations of a moral nature, moreover, in situations in which a person feels personal responsibility.

negative emotions:

1. Grief in its composition is predominantly an emotion of sadness, and the main cause is loss (temporary - separation, permanent - death), real, imaginary, physical or psycho-logical. Grief helps strengthen social bonds and group unity. Grief is an emotion, due to a complex of reasons associated with irreparable life losses.

2. Anger is an emotional state that proceeds in the form of an affect and is caused by the sudden appearance of a significant obstacle on the way to satisfying a need that is extremely important for the subject, and has a sthenic character. Anger can cause a desire to punish, it can help mobilize forces, give rise to a sense of confidence in the correctness of one's own actions.

3. Disgust - an emotional state, it is caused by objects (objects, people, circumstances, etc.), the collision with which (physical interaction, communication, etc.) is in conflict with the moral or aesthetic principles and attitudes of the subject. Disgust combined with anger can motivate in personal relationships aggressive behavior, the desire to get rid of someone or something. Disgust often occurs along with anger, but has its own characteristics and is otherwise subjectively experienced.

4. Contempt is a cold emotion, behavior, soup - rouse this emotion, does not cause public approval. Neglecting a person, we feel superior to her. This is more than indifference, contempt is always fed up with the sense of the value and significance of one's own "I" in comparison with the "I" of another person. Contempt is an emotion that reflects the loss by another person or a whole group of its significance for the individual, the latter's experience of his advantage over them.

5. Fear is an emotion that arises in situations of threat to the biological or social existence of a person and is directed at a source of real or imagined danger. An individual in a psychological state of fear tends to change his behavior. Fear makes a person depressed, anxious, striving to avoid an unpleasant situation, and sometimes paralyzes her activity. Fear is an experience caused by receiving direct or indirect information about a real or imaginary threat, the expectation of failure in performing an action due to the situation that has arisen. It is believed that fear is one of the strongest negative emotions. Fear can paralyze a person, and vice versa - mobilize her energy.
Some authors single out intellectual emotions, sometimes they are called emotions of a higher order due to their direct connection with the creative process as a level of human activity. Important intellectual emotions are doubt, confidence, conjecture, surprise, pleasure, etc. Intellectual emotions can be both positive and negative.

My classification of emotional processes S.L. Rubinstein built on three levels:
1. The level of organic emotional sensitivity- associated with organic needs. This is an emotional coloring, an emotional tone of sensations.
2. Level of objective feelings- expressed in the conscious experience of a person's relationship to the world (through an attitude to a particular subject). This includes intellectual, aesthetic, moral and other emotions that distinguish depending on the subject area to which they are addressed.
3. The level of generalized worldview feelings. These are humor, irony, a sense of the tragic, comic, sublime, etc., which can act as more or less separate states, but mainly reflect the worldview of a person.

On a functional basis, the content of which is the assessment of the meaning of various life phenomena, two groups of emotional phenomena are distinguished: leading And derivatives.
Leading emotions signal the meaning of the object of a particular need. They precede activity and ensure the transformation of the object of need into a motive. This class includes biological, social and actually psychological emotions.
Derived emotions arise already in the process of activity and show the attitude of the individual to what contributes or hinders the satisfaction of his needs. Such emotions arise in specific situations and evaluate the meaning of phenomena due to the attitude of the subject to the leading motive of the current activity. These are, for example, the emotions of success - failure, signaling to the individual about the degree of success of his activity. In turn, derivative emotions are divided into ascertainable, predictive and generalizing.
Ascertained emotions"Designate" successful or unsuccessful attempts of the individual to achieve the goal, predictive - they function in situations that are repeatedly repeated. Based on the ascertained, they signal about possible outcome one or another course of action. Generalizing emotions interact with leaders and stimulate activity in anticipation of quick success or slow down in anticipation of possible difficulties and failures.
On a structural basis, emotional phenomena are divided on the: emotional tone of sensations, actually emotions , affects , moods , passions , stress and frustration .
Emotional tone- the simplest form of emotions, which has the form of vague sensations that accompany vital influences of taste, temperature, pain and other nature. Most often, this is a feeling of satisfaction or dissatisfaction, and they evaluate the degree of favorable effect on the body of certain stimuli (W. Wundt, M. Groth).
A genetically late form of this type of emotion is an emotional sensual tone, due to which this or that object can be pleasant, funny, boring, tender, etc.

In this question, we will consider 10 basic emotions and variants (scales) of manifestations of each of them; Let us briefly characterize each emotion so that the educator has a clear idea of ​​what is hidden behind each concept. Then you can more clearly imagine what and how to educate the child.

Each of these emotions performs several functions:

• biological - directs blood, energy resources;
• motivating effect- directs and induces perception, thinking, behavior;

social function- provides, organizes the interaction of the child with people.

It must be remembered that emotions are immutable; only the form of their manifestation changes. Joy is always joy; sadness - sadness, but the form of manifestation in childhood, adolescence, maturity - is different.

Scale of differential emotions

Exploring the features of the child's experience when experiencing basic emotions, scientists (Bartlett, Izard, Knowles, and others) proceeded from this. That emotional experience is a multifaceted phenomenon that reflects different aspects of human feelings, thinking and behavior. Each of the 10 basic emotions is represented by three effective states through which they manifest.

The most important emotion in a person is interest, because. It is this emotion that ensures the working capacity of a child, a person.

So, sometimes in a lesson a child turns off, spins, interferes with others - it means that he is not interested. And the educator is straining himself, using all sorts of administrative attitudes: here, now I will punish; if you interfere - you won’t go for a walk with us; you turn around with me, turn around - then you will get it, etc.

And all you have to do is come up and say: “You probably came up with something new, unusual, but you don’t know how to do it. Tell me in my ear what you think, I will try to help you if I can ... (or something like that).

With this type of communication, an attempt is made to activate interest child to his actions; and if it works out, then there will be the child's actions in modeling, drawing, storytelling, etc.

And if not? Then the educator should use any tricks, specials. effects to achieve this. Well, for example, children don’t want, they can’t, slap the rhythm, repeat movements, remember the sequence of operations - attach bright pieces of fabric, toys, light bulbs to your legs and arms, body and let the children repeat the rhythm of movement, sequence of actions, etc.

Change, animation, novelty- this is a far from complete list of reasons that are of interest. Remember this and use in your work not the same visual aids, but a variety of diagrams, tables, etc.

Come to work in different clothes, different make-up; change your slippers (or parts of them, pompoms, attach pieces of multi-colored fabrics, etc.) kindergarten and pay attention to the kids.

What color are my slippers today? What has changed in them? Why? Try to determine my mood, and if you can, correct it.”

Approximate symbolism of flowers: blue slippers - sadness; red slippers - joy; green slippers - pleasure...

And another fact! The brain of a newborn child has almost 90% of the nerve cells of the brain of an adult, but this is not a fully developed substratum. Considering that the formation of interanalyzer connections is due to the influence of the environment, and the emotion of interest is the motivating force of the child’s constant sensory interaction with the environment, the conclusion suggests itself thatthe emotion of interest promotes brain development.

The interaction of interest with sensory, cognitive processes leads to the development of constructive, intellectual, artistic, creative forms of activity. The emotion of interest is the main motivational component of the processes of perception, attention, and cognition.

Joy cause social interaction (communication), play, overcoming perceptions, real or imagined, perseverance in achieving goals (determination, perseverance, work), etc.

Joy - positive emotion, which has great importance for the formation of social contact of the child, for his state of the body, for his mental state.

Joy cannot be planned, but we can make sure that our children experience joyful experiences more often. Main,what can and shouldto make a teacher and parents for the child is a sense of security in your relationship with him. A sense of security, joyful smiles of adults create a fertile ground for the development of exploratory activity in a child and serve as a source of joyful experiences.

The program “Development of personal principles” proposed by E. Yakovleva was built taking into account precisely these provisions.Pay attention to the instructions, value judgments that the teacher uses in his speech. Here is your arsenal for generating the emotion of joy.

Astonishment caused by a sudden change in stimulus. For example, you put a screen in front of the children, behind which the mouse ran in, and the fox ran out; or a kitten ran in - a cat ran out. Will there be surprise or not? Surprise is a very short-lived state. Its task is to prepare the child for effective adequate interaction with a new, sudden event and its consequences. The main function of surprise is to organize the child's actions at the moment of change in the environment, which would allow him to adapt.

This emotion is very important for our contingent. Which is not able to quickly rebuild. This means that in order to develop perestroika mechanisms, it is necessary to include tasks in classes that would evoke the emotion of surprise and would require children to reproduce some other actions.

For example, a bird ran behind the screen; the teacher asks the children to catch her, showing the place where she should fly from. The kids cluster around the other end of the screen, ready to catch her. And two birds fly out and one at the top of the screen, the other at the bottom. Children need to quickly reorganize their actions in order to catch these birds. And the very departure of two birds in different places caused an emotion of surprise (amazement, fright - maybe someone ...)

sadness caused by separation, separation, death, disappointment, failure to achieve the goal. The emotion of sadness is experienced as sadness, despondency, blues; intense experience of sadness causes pain to a person.

Sadness, slowing down the overall pace of a person, makes it possible to “look back”. The emotion of sadness also performs a communicative function, informing the person himself and the people around him about disharmony. Expressing sadness, the child makes it clear that he is ill, that he needs help.

Sadness can also perform a motivational function: to achieve a goal, to establish contact.

So, for example, if a child is sad, the teacher can turn to him with such phrases: “You feel bad, can I help you with something?” Or “You feel bad, sad because you didn’t… Do you want me to show you how you can fix it yourself?”

Sadness also plays an important role in the formation and development of empathy mechanisms (the ability to understand another). Sad empathy encourages the child to altruistic behavior: help the bunny, save the girl from bears, etc.

However, in practice it often happens that a child finds himself in a situation of a “vicious circle”, which does not give the child the opportunity to express sadness, anger without incurring even greater punishment. It becomes a source of self-isolation of the child, a weakly expressed individuality, an excessive fear of sadness, a source of apathy and fatigue.

For example. The teacher equally scolds the child for refusing to go to bed and for toys, and for the fact that he does not feel well. Undifferentiated scolding and constant punishment aggravate the sadness of the child, giving rise to self-protective forms of behavior, withdrawing into oneself.

The encouraging type of socialization of sadness with our contingent of children contributes to the prevention of behavioral stress, the development of mechanisms for overcoming sadness, which ultimately forms trust, honesty, and readiness to communicate with the teacher.

Anger It is caused, as a rule, by a feeling of physical or mental lack of freedom. So, for example, scientists Sampos and Stenberg (1981) found that the restriction of freedom of movement of the hands causes an anger reaction even in 4-month-old babies. Denying teenagers something encourages them to do just that.

Obstacles in achieving the goal, constant unpleasant events, a feeling of failure, disappointment in oneself, a feeling of an unfair world order, a feeling that you were deceived, betrayed, used - all these factors can act as causes of anger.

Anger mobilizes the energy necessary for self-defence, gives the individual a sense of strength and courage. And this, in turn, stimulates the individual. Stand up for your rights, i.e. protect yourself as a person! That is why it is necessary to develop in children the mechanisms by which the emotion of anger can be regulated. Anger subdues fear. But our children often have not just fears, but phobias of various kinds. And if you use anger as an “antidote” against fears. This is exactly what is done for therapeutic purposes.

Already in early infancy, crying, crying is an emotion of anger, usually caused by physical suffering, pain. For an infant, this is the most natural adaptive response. However, as one develops and acquires the ability to avoid the unpleasantness of stimulation, the anger reaction takes on other forms. With the help of parents and caregivers, the childgotta learnthose forms of behavior that will help him reduce the intensity of the cause of anger. The educator must teach the child to distinguish between situations in which actions (showing anger, punishment, resentment, refusal to act together, etc.) against the source of pain are necessary from those situations (an injection, vaccination, shampooing ...) in which such action would be inadequate).

Managing the emotions of anger, disgust and contempt is not an easy task. The unregulated influence of these emotions on thinking and behavior can lead to serious adaptation disorders and the development of psychosomatic symptoms.

Fear It consists of a number of physiological changes, expressive behavior and a specific experience, due to the expectation of threat, danger, fear of physical damage (especially in babies).

The reasons for fear can be: any emotion, the result of assessing a situation as potentially dangerous, feelings of imminent failure, a sense of one's own inadequacy, the expectation of pain.

Our kids are often afraid to go out and read a poem, sing, explain something, although they know how to do it, but they are afraid! And this fear is dictated by a feeling of inadequacy, self-doubt...

Being a very strong emotion, fear affects cognitive processes and behavior of the child.

When a baby is afraid, his attention sharply narrows, focuses on an object, an object. Strong fear creates the effect of “tunnel perception”, i.e. restriction of perception, thinking, freedom of human behavior.

On the other hand, fear is an adaptive emotion in the norm, prompting the search for a safe situation; it forces us to consider possible risk.

The process of socialization (formation) of fear in a child is largely determined by the parents. A sensible approach involves incorporating some fear, learning how to deal with fear, and developing skills to avoid or reduce the intensity of dangerous stimuli.

As described by Tomkins (1963), he finds it useful to teach his children spec. methods of confronting fear;Share with your child your own experience of fear.

I went into the forest alone, I was very scared, but I remembered that there was a small house not far away...

Once I had to perform at the New Year's party. I was very afraid that I would forget the words, but I thought, I will clap my hands 3 times and the teacher will tell me ...

- To express readiness to meet the danger together, to resist it, supporting any actions of the child to cope with fear on their own.

“You are afraid to go for an injection, but let me go first and you will hold my hand to see how it goes, then. If you want to look at the place where they gave me the injection, what was left there;

- Teach your child to avoid potentially dangerous situations: do not walk with strangers, do not eat the earth, because ... etc.

It is quite clear that there are a number of methods used by the educator in their work, which carryNegative consequences.

Among these methods:

The experience of fear is quite rare, but this does not mean a refusal to form adequate forms of behavior in the child and develop protective mechanisms in him.

Shame - unexplored emotion. However, some materials allowed us to consider it in the aspect of the child's personal development.

Shame is usually a feeling of defeat, humiliation, alienation. H. Lewis defines shame as follows: “A person experiencing shame feels himself an object of contempt and ridicule. He feels ridiculous, humiliated, small. He feels helpless, inadequate. Inability and impossibility to comprehend the situation. Shame can trigger sadness or anger, which in turn trigger feelings of shame. An adult feels like a child whose weakness is exposed to the public.

A shamed person feels that anyone has the right to laugh at him and despise him. Anyone has the right to turn away and renounce him. The shame complex combines such feelings as embarrassment, timidity, restraint, embarrassment, annoyance, humiliation” .

The causes of shame are feelings (self-disappointment, feelings of isolation, sadness, awkwardness, stiffness), and thoughts (about failures, about doing something wrong, dirty, immoral thoughts, the thought of being completely stupid, about being mocked at), and actions (immoral act, harmful to the environment).

The emotion of shame performs vital functions for a person.

First, the experience of shame increases the child's susceptibility to the feelings and assessments of others, and thus activates the self-esteem of one's "I".

Secondly, shame exposes the "I".

Thirdly, the heightened experience of shame awakens a more acute awareness of one's own body than other emotions. This attention in relation to his physical "I" makes the child pay attention to cleanliness, hygiene, clothing, etc.

The emotion of shame has a special responsiveness of the ability to personal integrity. At the first sign of an attack on the “I” (well, look how dirty you are ...) shame rises to his defense, prompting the child to resist (I am not dirty; everyone is like that; she is like that).

Negation acts as a barrier to shame, because shame is an extremely painful emotion that is painful to experience and difficult to hide. Denial is a way to push away shame. We must remember this at work. When children begin to stubbornly disagree with something, deny something, remember your preliminary actions and words.

Another way to protect against shame is suppression when people try not to think about situations that stimulate them, causing shame. Using the mechanism of suppression, a person "burns all the bridges" that could make him rethink the situation. He is satisfied with his "I", asserting himself, like a Narcissus. (Lewis, 1971).

self-affirmationThis is also one of the ways to protect against shame.

Often, children begin to brag to each other about their parents (“But my dad can ...”), or some of their own virtues (“But I can eat a whole elephant ...”), etc. What is an attempt to protect your "I". Think about how you can support the child in such a situation, find something for which you can really praise him.

Experiencing shame, the child lowers or turns his head away, hides his eyes, blushes. The ability to shame means that the child reacts to the opinions of others, and this contributes to the development of adequate forms of behavior.

Shame provides the development of self-control skills and learning independence. The emotion of shame is inextricably linked with other affects and social behavior. Shame is involved in the development of social abilities: contact, courtesy, modesty, etc. The educator in his work should pay attention to the development of an adequate manifestation of shame, the development of the child's ways of experiencing it and protecting his "I".

Guilt - this emotion, like others, has come a long way of development. A person is not taught the emotions of guilt, it is laid down by a socio-cultural factor. It does not have a pronounced mimic manifestation, but it has a strong influence on the inner life.

The cause of guilt, as a rule, is a wrong act, the results of which are then experienced. The specific function of the emotion of guilt is that it encourages child to correct the situation. But for this, he must learn to understand that his actions can harm other people. The child must understand that he is able to control his behavior, and that he is responsible for it. Many researchers (Zan-Waxler, Radke-Yarrow, King ...) note that alreadyat the age of one and a half years, children show signs of understanding the consequencesof his behaviour. Of course, these data are normal; however, this information must be taken into account. How often do we hear: “He is small and does not understand anything. He will grow up and understand.” With this approach, it is hardly possible to react to a child's awareness of guilt when committing a bad deed: he tortured a cat, hurt a friend, etc. But it is guilt that plays a key role in the process of the formation of conscience, which then acts as a regulator of moral behavior. The main prerequisite for the development of personal and social responsibility is guilt, which awakens altruism, experiences of positive emotions, and it is they that providedevelopment, assimilation by the child of higher forms of behavior: ethical, moral behavior.

We have considered the main “basic” emotions (with the exception of “disgust” and “contempt”, which are at the stage of experimental processing) in relation to the concept of “general readiness of the child for school”. It is this direction in the work of the educator with children with disabilities that allows him to most effectively cope with this task. We propose to include systematic work on the development of basic emotions and the mechanisms of their regulation in the “bypass ways of development” of an abnormal child.

And these basic emotions are considered as a range, a fan of directions of the educator's work on the development of the emotional-volitional sphere of the child, through which it will be possible to correct both behavior and speech, and thinking!

We emphasize once again that the program, the material will remain the one on which you are working. We offer you scheduling the work of a teacher for middle, senior, preparatory groups- on every day. But when implementing our approach, the educator takes the lesson from our plan and conducts it according to the scheme, which we will consider in the section "Planning the educator's classes." Here we note the fact that we suggest the educator to take the path of working on the personality of the child, his motives, emotions, his behavior, and not the assimilation of the size, shape, color, size of objects. Let this become food, material for the child to work out the emotions of joy, sadness, surprise, etc. So, considering the block of the “general readiness” of the child for school, we dwelled in detail on personal development child: the motives of a preschooler, the basic emotions of the personality.

In the “general readiness” of the child for school, domestic psychologists also include mental development(A. Zaporozhets, N.N. Podyakov, F.A. Sokhin, L.A. Wenger)

An emotion is something that is experienced as a feeling that motivates, organizes, and directs perception, thought, and action.

In the works of Darwin and in the works of modern scientists, emotions are classified as fundamental and are equally manifested in representatives of different cultures.

Fundamental emotions are provided by innate neural programs. (An innate mechanism for expressing anger suggests grinning as a demonstration of readiness to lunge at an opponent and bite him; many people in anger, on the contrary, clench their teeth and purse their lips, as if trying to soften or mask the manifestations of anger.)

Facial expressions are designed to hide or replace innate types of expressions of emotions and are extremely different among representatives of different social strata.

K. Izard singled out the following basic, “fundamental emotions”.
1. Interest (as an emotion) is a positive emotional state that contributes to the development of skills and abilities, the acquisition of knowledge, and motivates learning.
2. Joy is a positive emotional state associated with the ability to sufficiently fully satisfy an urgent need, the probability of which up to this point was small or at least uncertain.
3. Surprise - an emotional reaction that does not have a clearly expressed positive or negative sign to sudden circumstances. Surprise inhibits all previous emotions, directing attention to the object that caused it, and can turn into interest.
4. Suffering - a negative emotional state associated with received reliable or seemingly such information about the impossibility of satisfying the most important life, which up to this point seemed more or less likely, most often occurs in the form of emotional stress.
5. Anger - an emotional state, negative in sign, as a rule, proceeding in the form of affect and caused by the sudden appearance of a serious obstacle to satisfying an extremely important need for the subject.
6. Disgust - a negative emotional state caused by objects (objects, people, circumstances, etc.), contact with which (physiological interaction, communication in communication, etc.) comes into sharp conflict with the ideological, moral or aesthetic principles and attitudes of the subject. Disgust, if combined with anger, may interpersonal relationships motivate aggressive behavior, where the attack is motivated by anger, and disgust is motivated by the desire to get rid of someone or something.
7. Contempt - a negative emotional state that occurs in interpersonal relationships and is generated by a mismatch of life positions, views and behavior of the subject with life positions, views and behavior of the object of feeling. The latter are presented to the subject as base, not corresponding to accepted moral standards and aesthetic criteria.
8. Fear - a negative emotional state that manifests itself when the subject receives information about a possible threat to his life well-being, about a real or imagined danger. Unlike the emotion of suffering caused by direct blocking of the most important needs, a person experiencing the emotion of fear has only a probabilistic forecast of possible trouble and acts on the basis of this (often an insufficiently reliable or exaggerated forecast).
9. Shame - a negative state, expressed in the awareness of the inconsistency of one's own thoughts, actions and appearance not only with the expectations of others, but also with one's own ideas about proper behavior and appearance.
10. Embarrassment.

From the combination of fundamental emotions arise such complex emotional states as, for example, anxiety, which can combine fear, anger, guilt and interest. Each of these emotions underlies a whole spectrum of states that differ in severity (for example, joy - satisfaction, delight, jubilation, ecstasy, etc.).

is one of the fundamental characteristics of a person. Deprived of emotional experiences, a person could not be called a person.

Fundamental emotions are provided by innate neural programs. However, growing up, a person learns to manage innate emotionality, to one degree or another to transform it. In a person experiencing an emotion, one can fix a change in the electrical activity of the muscles of the face, brain, a change in the functioning of the circulatory and respiratory systems. Emotions can cloud the perception of the surrounding world or color it with bright colors, turn the train of thought towards creativity or melancholy, make movements light and smooth or, conversely, clumsy. Each emotion affects a person in its own way.

Interest is a positive emotion, it is experienced by a person more often than other emotions. It plays an important role in the formation and development of skills, abilities and intelligence.

Interest is the only motivation that ensures human performance and is necessary for creativity. Already from the first days of a person's life, his interest can be manifested by one single mimic movement - raised or slightly drawn together eyebrows, moving the gaze towards the object, slightly open mouth or pursing the lips. It is short-lived, lasting from ½ to 4-5 seconds, while the actual experience of emotion usually lasts longer.

An interested person looks inspired, his attention, sight and hearing are directed to the object of interest. He experiences a feeling of capture, enchantment, absorption. The phenomenology of interest is also characterized by a relatively high degree of pleasure and self-confidence and a moderate degree of impulsivity and tension. The pattern of emotions experienced in situations of interest often includes the emotion of joy. It is the emotion of interest that makes an individual engage in a certain skill or develop a certain skill for a long time. Interest forces the individual to differentiate and describe those aspects of the world that he would like to know and explore.

The emotion of interest has three functions. The biological one is that interest serves as a source of energy for behavior. Motivational functions can be attributed to one of two types. The first type is associated with internal processes that direct the individual in a certain direction or towards a certain goal. The second type is associated with social motivation, that is, with the process by which the emotional expression of an individual motivates the behavior of those around him and interacting with him. Social function: Man is first and foremost a social being, and a certain degree of social organization and order is required for his well-being and civilization.

The emotion of interest plays an important role in motivating success. Interest is necessary for the development of skills, it is he who motivates human activity aimed at improving innate abilities.

Joy is one of the simplest emotions in terms of facial expression and the ability to decipher this expression. The simplest smile occurs as a result of the contraction of just one pair of muscles - the zygomatic. These muscles, contracting, are pulled back and slightly raise the corners of the mouth.

Joy makes a person feel his unity with the world with particular acuteness. This is a heightened sense of belonging, of own belonging to the world. In a state of joyful ecstasy, a person feels unusual lightness, energy, he wants to fly, and sometimes he really feels like he has soared, and then everything acquires a different perspective for him, a different meaning, a different meaning.

The social function of joy. If communication with some person gives you joy, then you will surely trust this person, rely on him. The formation of feelings of affection and mutual trust between people is an extremely important function of the emotion of joy.

The biological function of joy. When we experience joy, all the systems of our body function easily and freely, the mind and body are in a relaxed state, and this relative physiological peace allows us to restore the expended energy.

Joy arises spontaneously when a person achieves some goal, achieves some important result for himself.

Sadness. Psychological basis sadness can be a variety of problematic situations that we face in Everyday life, unsatisfied primary needs, other emotions, as well as images, ideas and memories. The congenital mimic expression of sadness is characterized by the inner ends of the eyebrows raised and reduced to the bridge of the nose, transverse wrinkles on the forehead and lowered corners of the mouth. The main and universal problem of sadness is the feeling of loss that arises from the death of a loved one or separation from him. The experience of sadness is usually described as despondency, sadness, feelings of loneliness and isolation.

The emotion of sadness performs a number of psychological functions. The experience of grief unites people, strengthens friendships and family ties; sadness inhibits the mental and physical activity of a person and thus gives him the opportunity to think about a difficult situation; it informs the person and the surrounding people about the trouble, encourages the person to restore and strengthen ties with people.

There are three ways to regulate sadness: activation of another emotion to eliminate or reduce the intensity of the experienced sadness, cognitive regulation (switching attention and thinking), and motor regulation (by tensing voluntarily controlled muscles and physical activity).

Anger. The feeling of psychological and physical lack of freedom, as a rule, causes an emotion of anger in a person. Any obstacle to achieving the intended goal can cause anger. A forced temporary suspension of activity is perceived by a person as an obstacle, limitation, failure.

Anger is caused by an insult, wrong or unfair actions and actions of others. The facial expression of anger includes very characteristic contractions of the frontal muscles and movements of the eyebrows. The eyebrows are lowered and brought together, the skin of the forehead is tightened, forming a slight thickening on the bridge of the nose or directly above it. In an adult, deep vertical wrinkles lie between the eyebrows. In anger, a person feels that his blood is “boiling”, his face is burning, his muscles are tense. The feeling of his own strength prompts him to rush forward, to attack the offender. The stronger the anger, the greater the need for physical action, the stronger and more energetic the person feels.

Anger mobilizes the energy necessary for self-defence, gives the individual a sense of strength and courage. Self-confidence and a sense of one's own strength stimulate the individual to defend his rights, that is, to defend himself as a person. Thus, the emotion of anger performs useful feature. In addition, moderate controlled anger can be used therapeutically to suppress fear.

Disgust and contempt. The emotion of disgust is a differentiated aspect of the primitive avoidance mechanism. It has its roots in those ancient parts of the brain that provide taste sensations and eating behavior.

The facial expression of disgust is unmistakable even on the face of an infant. In addition to furrowed brows, we see a raised upper lip and lowered lower lip, resulting in an angular mouth shape. The tongue is slightly protruded, as if pushing out an unpleasant substance that has entered the mouth.

With age, a person begins to control his facial reactions, including the reaction of disgust. A person not only learns to hide his disgust or hide it behind the expression of other emotions, but also acquires the skill of "depicting" disgust when he does not actually feel it. With the help of one facial movement, you can let someone know that something in his behavior disgusts us.

The biological function of disgust is that it motivates the rejection of unpleasant or potentially harmful substances. It also plays a motivating role in establishing relationships between an extremely wide range of stimuli, on the one hand, and the reaction of avoidance - rejection, on the other.

Aversion causes us to avoid potentially unpleasant objects or "nasty situations" without directly affecting our senses. With the help of facial expressions of disgust or individual facial movements, a person signals to another person that he must change his appearance, mannerisms or behavior, otherwise he risks being rejected. The emotion of disgust probably plays a role in maintaining bodily hygiene as well. People are disgusted by dirty clothes and the smell of a dirty body, both their own and someone else's. Disgust also plays a role in setting standards for sexual behavior. A person may experience self-loathing, which leads to a decrease in self-esteem and self-rejection.

The emotion of contempt is associated with a sense of superiority. In the evolutionary perspective, contempt acted as a kind of means of preparing an individual or group to meet a dangerous adversary. All prejudices and so-called "cold-blooded" murders are caused by contempt.

Situations that activate anger often simultaneously activate the emotions of disgust and contempt. The combination of these three emotions can be seen as a triad of hostility.

Fear is an emotion that many people think of with horror. A person can experience fear in a variety of situations, but all of them are felt, perceived by a person as situations in which his calmness or safety is threatened. The intense experience of fear is remembered for a long time.

There are a number of stimuli and situations to which we are biologically predisposed to respond with fear. It's pain, and a sudden change in stimulation. But as experience is gained, a person begins to be afraid of a variety of situations, phenomena and objects. When a person experiences fear, his attention sharply narrows, focusing on an object or situation that signals us about danger.

Intense fear creates the effect of "tunnel perception", that is, it significantly limits perception, thinking and freedom of choice. In addition, fear limits the freedom of human behavior. In fear, a person ceases to belong to himself, he is driven by one single desire - to eliminate the threat, to avoid danger. Fear sometimes causes numbness, complete inability to move.

The second immediate effect of fear - its ability to motivate flight - is quite understandable and understandable. This means that the reaction of numbness and flight perform a protective function. There is no stronger motivation for finding a safe environment than fear. A moderately expressed emotion of fear helps us avoid situations that threaten our physical and mental "I". According to the ethologist Eibl-Eibesfeld, fear makes the individual seek help.

Fear Management Techniques
1. Desensitization. Developed by Walp in 1969. It is aimed at reducing individual sensitivity to objects and situations that cause fear in an individual, with the help of relaxation with repeated presentation of frightening stimuli.
2. Implosion therapy, or "explosion" therapy. The patient is asked to imagine the most traumatic event in his life using special diagnostic questions.
3. Modeling. The technique involves observing the experience of someone else's experience and imitating it.
4. Technique of mutual regulation of emotions. In order to learn to control your fear, you need to train in yourself the ability to experience and express emotions that oppose fear.

Embarrassment. In embarrassment, a person, as a rule, turns away from the interlocutor, hides his eyes, in a word, tries to avoid direct social stimulation. The experience of embarrassment is accompanied by an acute sense of inadequacy and, possibly, a sense of inferiority. The emotion of embarrassment is often accompanied by the experience of a variety of both positive and negative emotions. The emotion of embarrassment can carry adaptive functions. It can keep the child from becoming too familiar with unfamiliar objects and unsafe environments. It also has a regulating effect on the autonomic nervous system, preventing its overexcitation.

Extreme manifestations of embarrassment have a maladaptive meaning. Shyness significantly limits the circle of friendly communication and thus deprives a person of social support. In addition, embarrassment limits curiosity and hinders exploratory behavior, especially in social situations. If the positive components of embarrassment can perform adaptive functions, then the negative components show a close relationship with depression and anxiety.

Shame. Experiencing shame, a person lowers or turns his head away, hides his gaze, covers his eyes and is filled with a bashful blush, which often exacerbates the experience of shame, since it attracts the attention of both the person himself and the people around him to the face. Reports of physiological reactions accompanying the experience of shame indicate arousal of the sympathetic nervous system. Shame makes a person feel worthless, helpless and insolvent, a completely lost loser. Sometimes even sincere praise can make a person ashamed.

The emotion of shame has a dual function. The capacity for shame means that the individual tends to consider the opinions and feelings of those around him. Thus, shame contributes to greater mutual understanding between the person and the people around him and greater responsibility to society. In addition, shame encourages the individual to acquire skills, including social interaction skills. Shame exposes the "I", makes the "boundaries of the ego" transparent. But at the same time, it develops the skills of self-control and learning independence. Confronting shame and overcoming it helps a person gain a sense of personal identity and psychological freedom.

To resist shame, people use the defense mechanisms of disgust, suppression and self-affirmation. A person who is unable to resist the experience of shame is almost certainly doomed to sadness and even depression.

The guilt weighs heavily on the heart. It stimulates thought processes, as a rule, associated with the realization of wrongdoing and with the enumeration of opportunities to correct the situation. Feeling guilty, a person bows his head low or hides his eyes. The experience of guilt is accompanied by a gnawing feeling of being wrong in relation to another person or to oneself. The experience of guilt is characterized by high degree tension, moderate impulsivity and decreased self-confidence.

The specific function of guilt is that it stimulates a person to correct the situation, to restore the normal course of things. Without guilt and shame, people would not observe the norms of morality and ethics. The emotion of guilt plays a role in the development of personal and social responsibility; guilt or the expectation of guilt is directly related to the need and desire to abide by the rules of fair play. The emotion of guilt helps to feel the suffering, pain and anguish of the offended person, it makes us look for suitable words and deeds that can save a person from the pain we have caused. Guilt makes one feel responsible and thus contributes to the growth of the personality, its maturity and psychological viability.

Emotions are essential for human survival and well-being. Without emotions, that is, without being able to experience joy and sadness, anger and guilt, we would not be fully human. Emotions have become one of the hallmarks of humanity. The evolutionary significance of emotions lies in the fact that they provided a new type, new behavioral tendencies, a greater variability in behavior, necessary for the successful interaction of an individual with environment and successful adaptation.