The mechanism of interpersonal perception. Person's perception by person. Social perception

The theme of the relationship between teacher and student has ancient roots. Philosophers' thoughts on this topic are given in brief aphorisms: “when the student is ready, the teacher appears” and “the teaching about people is short, but knowledge is long.” Both statements imply a willingness to fully perceive the teacher or people (accurate interpretation of nonverbal communication). The development of perceptual abilities occurs according to a certain scenario. Taking them into account, as a rule, helps in many life situations to find a common language with others, and in cases of professional activity of specialists whose sphere of influence lies in the “person-to-person” area, it increases competence and success.

Meaning of the term

The word "perception" (percipere) of Latin origin literally translates as "perception". It has been known since Antiquity, but the issue of the development of perceptual abilities is being developed in detail by modern psychology. This fact does not mean that the study of the issue of completeness of perception was carried out fragmentarily. The problem of developing the perceptive abilities of an individual gained particular popularity thanks to Gottfried Leibniz. He meant by the term “perception” “vague impressions” as opposed to apperception - clear awareness of perception.

In modern psychology, perception appears along with such abilities as thinking, memory, attention, and has such properties as:

• objectivity;
• apperception;
• contextuality;
• meaningfulness;
• structure.

The scientific study of perception is carried out using empirical methods and modeling.

Causal attribution

When considering the mechanisms of social perception, one should not ignore such a fascinating phenomenon as causal attribution. Without knowing or insufficiently understanding the true motives of another individual’s behavior, people, finding themselves in conditions of information deficiency, may attribute unreliable reasons for their behavior to him. In social psychology, this phenomenon is called “causal attribution.”

By looking at how people interpret the behavior of others, scientists have discovered something called the fundamental attribution error. It occurs because people overestimate the importance of others' personality traits and underestimate the impact of the situation. Other researchers have discovered the phenomenon of “egocentric attribution.” It is based on the tendency of people to attribute success to themselves and failure to other people.

G. Kelly identified three types of attribution:

1. Personal. The reason is attributed to the one who performed the action.
2. Objective. A cause is attributed to the object upon which the action is directed.
3. Attribution related to circumstances. The cause of what happens is attributed to circumstances.

The observer usually resorts to personal attribution, and the participant, as a rule, attributes everything to circumstances. This feature is clearly visible in the attribution of success and failure.

An important issue in considering causal attribution is the question of the attitude that accompanies the process of perceiving a person by a person, especially in the formation of an impression of an unknown person. This was revealed by A. Bodylev through experiments in which different groups of people were shown a photo of the same person, accompanied by characteristics such as “writer”, “hero”, “criminal” and so on. When the installation was triggered, the verbal portraits of the same person were different. It was revealed that there are people who do not lend themselves to stereotypical perception. They are called selectively stereotypical. Having examined the mechanisms of social perception, let us now briefly talk about its effects.

Skill formation and development opportunities

All skills are formed in infancy and develop throughout almost a person’s life. Perceptual abilities are no exception. This is the most favorable period of a person’s life for the development of almost all abilities. Development occurs taking into account the characteristics of the individual development of the child.

In the period from 2 to 6 years, sensory-perceptual abilities are formed and developed. This state of affairs is due to the physiological development and improvement of the functioning of receptors. Based on this, two classifications of perceptual abilities have been adopted. This is perception by modality (visual, auditory, kinesthetic), as well as by the form of matter (space, movement, time).

Based on how these (and other) skills are formed by the age of seven, psychologists make a conclusion about readiness for learning. Sensory-perceptual abilities are basic, on the foundation of which more complex formations then appear (social-perceptual and perceptual-reflexive abilities). This happens mainly after the child identifies himself as an individual and begins to try on different social roles.

It should be noted that if for some organic reasons the process of formation of basic abilities is distorted (due to visual impairment, hearing, motor-skeletal system, other diseases), then more complex types may either not appear or appear in a distorted form. With normal development, perceptual-reflexive abilities, like others, can be developed and improved throughout life.

How empathy is similar to identification

The empathy mechanism has some similarities with the identification mechanism. In both cases, there is a person's ability to see things from another person's point of view. However, empathy, unlike identification, does not imply identifying oneself with the interlocutor. By identifying with a partner, a person accepts his behavior model and builds a similar one. By showing empathy, an individual simply takes into account the interlocutor’s line of behavior, while continuing to build his own behavior independently of him.

Empathy is considered one of the most important professional skills of a psychologist, doctor, teacher and leader. Empathic attention (listening), according to K. Rogers, is a special attitude towards a partner, based on the synthesis of identification and empathy. Inclusion in another person, allowing one to achieve openness of contact, is an identification function. Such “immersion in the interlocutor” in its pure form has negative consequences - the psychologist “gets involved” with the client’s difficulties and begins to suffer from his problems himself. This is where the empathic component comes to the rescue - the ability to distance oneself from the partner’s state. Thus, the combination of such mechanisms as person-to-person identification and empathy allows the psychologist to provide real assistance to clients.

Development programs and methods

All programs and methods for developing perceptual abilities are divided into three groups:

• complexes for children (and adults) with developmental problems;
• for children (and adults) with normal development;
• for the gifted.

They take into account not only intellectual, but also age and gender characteristics of the development of children, adolescents and adults. To determine the appropriate option, you need to read the explanatory note. It describes in detail the target audience, goals and objectives of the methodology or program.

Principles of perception

A group of psychologists, together with Max Wertheimer, a German psychologist and founder of Gestalt psychology, formulated the laws of perception, which became the theoretical basis of Gestalt psychology.

1. The principle of proximity Elements that are close to each other in space and time and that seem to us to be united in groups, we perceive together.

2. Principle of Continuity There is a tendency to follow a direction that allows observed elements to be linked into a continuous sequence or a specific orientation. In the figure we see not just individual dots, but two intersecting lines.

3. Principle of similarity Similar elements are perceived by us together, forming closed groups. Because of the color, we perceive the points in the figure as rows rather than columns.

4. Closure principle There is a tendency to complete unfinished items and fill empty spaces.

5. The principle of simplicity (the law of content, the principle of good form, the law of pregnancy) We perceive and interpret composite or complex objects as the simplest form or a combination of the simplest forms. In the figure we see three different simple figures, and not one complex one.

Pregnant gestalt means that in any conditions we strive to see the figures as complete as possible.

6. Figure-ground

We strive to organize our perception in such a way as to see the object (figure) and the background against which it appears. The object is brighter, more significant, and noticeable.

Social significance of the skill

A person gets to know himself, the people around him and the world through communication (verbal and non-verbal). On this basis, the socio-perceptual abilities of the individual are formed and developed. Understanding of the emotional experiences of the interlocutor is formed in preschoolers in the process of communication with significant adults and peers. This necessary component of communication is formed gradually, unconsciously, as an adaptation to the surrounding reality.

Communication is a process consisting of social perception, interaction (exchange of actions) and communication. The exclusion of any component leads to misunderstanding, misinterpretation of intentions, and distortion of contact between interlocutors. If adults consciously work on communication (exchange of information) and interaction almost all their lives, then with perception things are more complicated.

The formation and development of social-perceptual abilities is influenced by the child’s experience of family situations and associated emotional states. At the same time, the emotions shown by both parents have a great influence on the child. As a rule, the wider the children’s social circle, the more successfully they recognize the emotional state of their interlocutor.

If it so happens that an adult’s perceptual abilities are not formed at an insufficient level and this fact is a significant obstacle to establishing and maintaining contacts, then a lot of time and effort will have to be devoted to eliminating the problem. At the moment, special computer programs have been created to help correct the perception of the interlocutor’s emotions based on facial expressions (more precisely, facial microexpressions).

The problems of interpreting human emotional states are described in his books by the famous psychologist Paul Ekman. Since the occurrence of such a problem can significantly ruin a person’s life, special communication training courses, techniques, lists of recommendations and exercises are created.

Egocentrism

The third mechanism of interpersonal perception, unlike the previous two, complicates the knowledge of each other by individuals, and does not facilitate it. Egocentrism is a person’s concentration on his personal experiences and interests, which leads to the fact that he loses the ability to understand people with a different worldview.

Egocentrism happens:

1. Cognitive. Manifests itself in the process of thinking and perception.
2. Moral. Illustrates a person’s inability to understand the reasons for the behavior of others.
3. Communicative. Expresses disrespect for the semantic concepts of the interlocutor.

Who needs to develop perceptual abilities and why?

People working in the service sector, education, and logistics communicate with clients, colleagues, students, and consumers every day. In their professional activities, developed perceptual abilities are the key to the successful implementation of goals and objectives. And not only on the professional path.

The developed perception of the interlocutor’s state also plays a huge role at the interpersonal level of communication. Often educated and intelligent people, who are unable to “read” a person on their own, suffer from distrust and suspicion of others, which interferes with their self-realization and pushes them to erroneous actions and conclusions. After all, a person gets to know himself through communication with other people. If communication is distorted, then the image of “I” undergoes corresponding changes.

It is important for every person to have a developed perception of an interlocutor, but the mechanisms and principles for using this ability will vary among all representatives of society.

Innate behavior

Innate behavior is behavior that is genetically programmed and virtually impossible to change. Innate behaviors have been developed and refined by natural selection over many generations, and their main adaptive value is that they contribute to the survival of the species. Innate behavior includes reflexes and instincts.

The body has ready-made reflex arcs to carry out innate reflexes. The centers of unconditioned reflexes are located in the spinal cord and brain stem, that is, in the lower parts of the central nervous system. Their implementation does not necessarily require the participation of the cerebral cortex. An important role in the mechanism of unconditioned reflexes belongs to feedback - information about the result and degree of success of the action. Thanks to unconditioned reflexes, the integrity of the body is preserved, the stability of the internal environment and reproduction are maintained. Unconditioned reflexes underlie all behavioral reactions of animals and people.

The implementation of innate unconditioned reflexes is determined by the presence of corresponding needs that arise as a result of a temporary disruption of the internal constancy (homeostasis) of the body or as a result of complex interactions with the outside world.

We can say that a change in the internal constancy of the body - an increase, for example, in the amount of hormones in the blood - leads to the manifestation of sexual reflexes, and an unexpected rustle - the influence of the external world - leads to alertness and the manifestation of the orientation reflex. Thus, it can be assumed that the emergence of an internal need is actually a condition for the implementation of an unconditional reflex and, in a sense, its beginning.

Innate behavior is also called instinctive behavior. Instinctive behavior is largely based on inherited programming and does not require special training or coaching for its full implementation. This corresponds to basic innate or instinctive actions.

The concept of instinct (from the Latin instinctus - attracting) appeared in the works of philosophers in the 3rd century. It refers to the innate ability of living beings to perform certain stereotypical actions due to internal motivation in accordance with a certain inherited program. Modern science usually avoids using the term "instinct" due to the diversity and uncertainty of its interpretation. More common is the concept of “instinctive behavior”, which is understood as an innate, species-specific (characteristic of a particular species) set of behavioral actions.

The instinctive manifestations of living beings are surprisingly complex and purposeful and often defy scientific understanding.

Parents

Perceptual pedagogical abilities are the perception and understanding of the state of the interlocutor without relying on verbal information (words). Consequently, every parent who worries about their children has this ability to one degree or another. There is a directly proportional relationship between “trusting” communication with a child and the formation of pedagogical perception in adults.

During early childhood, it is mom and dad who are examples to follow and copy. Therefore, you can often hear the saying that children are a mirror of family relationships. Until the age of three, children unconsciously repeat gestures, words, intonations, and facial expressions after significant adults. Keeping this in mind, parents can fully demonstrate their pedagogical abilities in communicating with their child.

Gender characteristics of perception

There are more perceptive personalities among women than among men. Therefore, women are more successful in teaching. This feature must be kept in mind when creating a favorable psychological climate in the team. Men, compared to women, have better developed tactile perception of the world and cognition through tactile experience.

Interesting. In Russia there is a saying that a woman loves with her ears, and a man loves with her eyes. This, in a nutshell, means that representatives of the stronger sex perceive verbal information (for example, compliments) best, while gentlemen are typical visual learners.

It is known that internal perception, useful in interpersonal relationships, as well as intuition, can be developed with the help of special training and spiritual practices, as well as a teacher-psychologist. During some psychological exercises, especially at a young or childhood age, for example, in preschoolers, the main senses begin to perceive the world around them more acutely. At such moments of learning, perception becomes the leading source of knowledge.

InterpretationTranslationPerceptual activity

Human psychology from birth to death. — SPb.: PRIME-EUROZNAK. Under the general editorship of A.A. Reana. 2002.

See what “Perceptual activity” is in other dictionaries:

• perception is a holistic reflection of objects, situations and events that arises from the direct impact of physical stimuli on the receptor surfaces (see receptor) of the sense organs. Together with the processes of sensation... Great Psychological Encyclopedia
• perception - PERCEPTION is a form of sensory cognition that subjectively appears to be immediate and relates to objects (physical things, living beings, people) and objective situations (the relationships of objects, movements, events). For... ... Encyclopedia of Epistemology and Philosophy of Science
• Interpersonal cognition: methods - Skills, abilities and methods of interpersonal cognition (IK) have been studied for a long time as cognitive structural formations. So, in the 1940s. J. Bruner proposed the concept of perception, the central place in which is occupied by the concept ... ... Psychology of communication. encyclopedic Dictionary
• Perception - - 1) a subjective image of an object, phenomenon or process that directly affects the analyzer or system of analyzers (the terms “image of perception”, “perceptual image” are also used); 2) the process of forming this image... ... Dictionary-reference book for social work
• Perception is the ability to synthesize visual images from individual sensations (A.N. Leontiev). The process of perception itself presumably proceeds in several stages and with the participation of such processes. The latter are: 1. focusing on the sensory... ... Encyclopedic Dictionary of Psychology and Pedagogy
• Perception - (from Latin perceptio perception), the process of direct active reflection by the cognitive sphere of a person of external and internal objects (objects), situations, events, phenomena, etc. * * * (Latin perceptio - perception) - perception (as opposed to ... ... Encyclopedic Dictionary of Psychology and Pedagogy
• PSYCHOLOGICAL FOUNDATIONS OF THE METHOD - abstraction, automation, automatism, agrammatism, adaptation, sensory adaptation, social adaptation, adaptability, adequacy of perception, adequacy of sensations, acculturation, acmeology, acceleration, act of activity, activation,... ... New dictionary of methodological terms and concepts (theory and language teaching practice)
• PERCEPTION is a continuous sequence of internal figurative representations that arise in the cognitive system of living beings, reproducing sensory recognizable objects, events, states, etc. Initially, human knowledge is of a sensual nature.… … Philosophical Encyclopedia
• communication is a complex, multifaceted process of establishing and developing contacts between people (interpersonal communication) and groups (intergroup communication), generated by the needs of joint activities and including at least three different processes: communication... ... Great Psychological Encyclopedia
• REPRESENTATION - an image of an earlier perceived object or phenomenon (P. memory, recollection), as well as an image created by the productive imagination; form of feelings. reflection in the form of visual knowledge. In contrast to perception, P. rises above the immediate means... Philosophical Encyclopedia

Interpretation: Perceptual actions are structural units of the human perception process.
P. d. provide the conscious selection of one or another aspect of a sensory given situation, as well as the transformation of sensory information, leading to the construction of an image adequate to the objective world and the tasks of activity. Brief psychological dictionary. — Rostov-on-Don: “PHOENIX”. L.A. Karpenko, A.V. Petrovsky, M. G. Yaroshevsky. 1998.

perceptual actions
Etymology. Comes from Lat. pertertio - perception. Category. The main structural units of the perception process, ensuring the construction of an object image. Specificity. They are implemented using various sets of perceptual operations.
Psychological Dictionary. THEM. Kondakov. 2000.

PERCEPTUAL ACTIONS are the basic structural units of the human perception process.
P. d. are associated with the conscious identification of one or another aspect of a sensory given situation, as well as various kinds of transformations of sensory information, leading to the creation of an image adequate to the tasks of the activity and the objective world. The concept of P. d. was first put forward by A. V. Zaporozhets, in whose school they were most fully studied (see Theory of the development of perception through the formation of perceptual actions). Currently, the understanding of perception as a system of physical activity is widespread in Russian psychology. Close to it are the statements of such prominent foreign psychologists as J. Piaget, J. Gibson, R. Held, W. Neisser. Studies of the ontogenetic (see Ontogenesis) development of perception processes show that at first they are included in the external practical actions of the child. As the activity becomes more complex and the demands it places on the objective reflection of the situation, the process itself is distinguished, carried out in terms of a sensory image. The genetic connection of physical activity with practical actions is manifested in their extensive, external motor nature. In the movements of the hand, feeling an object (see Touch), in the movements of the eyes, tracing the visible contour, in the movements of the larynx, reproducing an audible sound, there is a continuous comparison of the image with the original, its verification and correction is carried out. Further development of activity is accompanied by a significant reduction in the motor components of P etc., as a result of which the process of perception externally takes the form of a one-time (simultaneous) act of “discretion.” These changes are determined by the development in the child of a whole system of operational units of perception and sensory standards that mediate perception and transform it from a process of image construction into a more elementary process of recognition. It is important to note that sensory standards correspond to such socially developed systems of sensory qualities as the generally accepted pitch scale of musical sounds, the “grid” of phonemes of the native language, or a system of geometric shapes. Having mastered systems of sensory standards throughout childhood, the child learns to use them as a kind of sensory standards for systematizing the properties of the surrounding reality. Any sensory action can be realized with the help of a significant number of different perceptual operations.
Of great practical importance is the study of the operational and technical side of specific perceptual (observational) types of labor activity of radar station operators, decipherers of traces of elementary particles and aerial photographs. Among them, such functions were identified and studied as signal detection, identification of information features and familiarization with them, identification, recognition (categorization), i.e., assigning a perceived object to a particular class. The process of coordinating various P.D. and their component operations in micro- and macro-intervals of time has been studied relatively little (see Method of microstructural analysis). It also seems relevant to study the semantic relationships that connect P. d. with the activity in the context of which they are carried out. Solving these problems will allow us to get closer to understanding the psychological mechanisms of aesthetic perception and visual thinking. Large psychological dictionary. — M.: Prime-EUROZNAK. Ed. B.G. Meshcheryakova, acad. V.P. Zinchenko. 2003.

Other books on request “perceptual actions” >> —>

Congruence is the correspondence of the client’s experiences with his physiological reaction and the expression of these experiences in the external plane.

Incongruence is a lack of unity in experience, lack of sincerity. The information a person conveys is ambiguous and inaccurate. Causes tension and protection.

Rogers developed client-centered therapy.

The goal of therapy is to eliminate the dissonance between real experience and self-concepts.

Conditions – phenomenological approach. An important concept in therapy is the internal locus of assessment (the personality’s ability to attribute one’s successes or failures to internal factors), which ensures the client’s autonomy. If the internal locus of assessment is formulated, then the leading locus of assessment becomes the motive for personal growth.

The motive of personal growth sets the vector of direction of all the vital forces of the individual. Rogers defines the motive of personal growth as self-realization (self-actualization).

Self-realization is possible with the ability to live in the present, here and now. A person whose self is actualized is able to live here and now. The concept of self denotes an actualized personality striving for self-actualization and integrity.

Rogers believed that therapy based on the phenomenological theory of personality should be instructive. The psychotherapist should not impose his opinion on the patient, but lead him to the right decision, which the patient makes independently. During the therapy process, the patient learns to trust himself more, his intuition, his feelings and impulses. He begins to understand himself better, and then others. As a result, that “illumination” (insight) occurs, which helps to rebuild one’s self-esteem, “restructure the gestalt,” as Rogers said after Wertheimer and Koehler. This increases congruence and enables a person to accept himself and others, improves his communication with them, reduces anxiety and tension.

Rogers's work has had a significant impact on the general understanding of the potential of the human person. He can rightfully be considered one of the founders of the movement for the general humanization of psychology.

In the 80s of the 20th century, the work of C. Rogers “Freedom to Learn” appeared, in which for the first time a person-centered approach to education was psychologically substantiated. K. Rogers, noting the underestimation of the student himself and his activity as one of the shortcomings of the traditional teaching system, proposes to organize teaching itself as activation, facilitation of the learning process.

Three universal conditions (according to C. Rogers) that form a climate that ensures growth and development:

The first element is sincerity or congruence. The more the therapist is himself in relation to the client, the less he is separated from the client by his professional or personal facade, the more likely it is that the client will change and move forward in a constructive way. Authenticity means that the therapist openly experiences the feelings and attitudes that are occurring in the moment. There is a correspondence or congruence between what is experienced at the somatic level, what is presented in consciousness, and what is expressed to the client.

The second most important attitude is acceptance, caring or recognition - an unconditional positive view of the client. When the therapist experiences a positive, nonjudgmental, accepting attitude toward the client regardless of who the client is at the moment, therapeutic progress or change is more likely. The therapist's acceptance involves allowing the client to be in whatever his immediate experience is - confusion, hurt, outrage, fear, anger, courage, love or pride. This is selfless concern. When the therapist acknowledges the client holistically rather than conditionally, progress is more likely.

The third facilitative aspect of relationship is empathic understanding. This means that the therapist accurately perceives the feelings, personal meanings experienced by the client, and communicates this perceived understanding to the client. Ideally, the therapist penetrates so deeply into the inner world of another that he can clarify not only those meanings that he is aware of, but even those that lie just below the level of awareness. This special, active brand of listening is one of the most powerful forces known to bring about change.

InterpretationTranslationperceptual fieldAviation medicine: perceptual field

Universal Russian-English dictionary. Akademik.ru. 2011.

See what a “perceptual field” is in other dictionaries:

• SENSORY FIELD - 1. See perceptual field. 2. See the area of ​​perception... Explanatory Dictionary of Psychology
• BODY - 1) the name of a material extended thing as something objectively physical; 2) inaccurate name of the material carrier of the life of an organism, in particular the human body; 3) the name of a three-dimensional figure in stereometry. Philosophical encyclopedia ... Philosophical encyclopedia
• Perceptual organization - For most psychologists, the topic of perceptual organization serves as a symbol of Gestalt psychology. It was Kurt Koffka who announced to the scientific world that perception is an organized process. Koffka sharply criticized the so-called. “constancy hypothesis” ... ... Psychological Encyclopedia
• BERKELEY - (Berkeley) George (1685 1753) English. philosopher and religious figure, one of the most prominent and consistent representatives of immaterialism in modern times. Since 1734, bishop in Cloyne (Ireland). Main works: “The Experience of a New Theory of Vision” (1709), ... ... Philosophical Encyclopedia
• CONDILLAC - (Condillac) Etienne Bonnodet (1715 1780) the only major French. empiricist philosopher. At the same time, one of the few educators who was engaged in logical research. Brother G.B. de Mably. From 1752 until the end of his life, royal censor. Grandson's teacher... ...Philosophical Encyclopedia
• PHENOMENOLOGY OF PERCEPTION - 'PHENOMENOLOGY OF PERCEPTION' ('Phénoménologie de la perception'. Paris, 1945) is the main work of Merleau Ponty, which explores the problems of the specificity of the existence of existence (see EXISTENCE) and its relationship with the world as 'vital... ... History of Philosophy: Encyclopedia
• PHENOMENOLOGY OF PERCEPTION - (Phenomenologie de la perception. Paris, 1945) the main work of Merleau Ponty, which explores the problems of the specificity of the existence of existence (see Existence) and its relationship with the world as vital communication, as ceaseless and... ... History of Philosophy: Encyclopedia
• Paul VIRILIO (b. 1932) French philosopher, social theorist, urbanist and architectural critic. He studied philosophy at the Sorbonne, was a professional artist in his youth, and was a religious activist in the 1950s. Took part in campaigns... Sociology: Encyclopedia
• Adlerian psychotherapy (adlerian psychotherapy) - The basics of AP were developed by A. Adler at the time when he was part of S. Freud's group. After separating from Freud's circle in 1911, Adler quickly expanded the basics. provisions of his theory and continued to develop it until his death in... ... Psychological Encyclopedia
• Perception (perception) - By perception, or perception, we mean both the subjective experience of receiving sensory information about the world of people, things and events, and those psychological. processes, thanks to Crimea this is accomplished. Classical theory The idea that all of our... ... Psychological Encyclopedia
• GESTALT PSYCHOLOGY - (from German Gestalt structure, image, form, configuration) one of the influential trends in psychology, trans. floor. 20th century Formed under the direct influence of philosophy. phenomenology (E. Husserl), which argued that the perception of the world is... ... Philosophical Encyclopedia

Sources used:

• https://srazu.pro/teoriya/percepciya-v-psixologii.html
• https://psihologiya_cheloveka.academic.ru/268/perceptual_activity
• https://psychology.academic.ru/3799/perceptual_actions
• https://studopedia.ru/10_219653_fenomenalnoe-pertseptivnoe-pole—eto-opit-poluchenniy-individom-v-hode-vsey-zhizni-i-yavlyayushchiysya-unikalnim-dlya-nego-igraet-bolshuyu-rol-v-formirovanii- ya-kontseptsii.html
• https://universal_ru_en.academic.ru/1980153/perceptual_field

Educators

In kindergarten, children gain experience communicating with peers and adults, who are sometimes ahead of their parents in importance. The team of the kindergarten group and parents is a fertile environment for the use of the perceptual abilities of the teacher.

The success of his professional activity directly depends on the ability to perceive in detail the state of his interlocutor and adequately interpret behavior and intentions. After all, raising a child occurs through direct communication with the teacher: in this case there are no secondary things, everything is important - facial expressions, intonation, gestures, diction, the distance between the interlocutors, the teacher’s competence in the issue under discussion, his personal position in relation to reality. After all, only the Personality (through full communication) educates the Personality.

The perceptual abilities of a teacher are the ability to perceive the student “whole”: with behavioral advantages and disadvantages, features of the development of the psychomotor sphere, communication and existing social experience of communication. The ability to “separate the wheat from the chaff,” nurture them and guide them along the path of harmonious development can be considered the talent of an educator who influences children by personal example purposefully and indirectly.

Identification

The first and main mechanism of interpersonal perception is the identification of a person by a person. From the point of view of social psychology, it confirms the fact that the simplest way to understand a partner is to liken yourself to him.

In general, identification has several interpretations:

1. Identification of oneself with another individual based on an emotional connection.
2. Assimilation of the values, roles and moral qualities of another person.
3. Copying another person's thoughts, feelings or actions.

The most comprehensive definition of identification is as follows. Identification is an understanding of a partner through his conscious or unconscious identification with himself, an attempt to feel his state, mood and attitude to the world, putting himself in his place.

Teachers

A teacher's perceptual abilities are the ability to:

• perceive the student’s psychological state;
• keep the whole class and a specific student in sight at the same time;
• differentiate the characteristic features of a student from the manifestation of a momentary state;
• evaluate students’ activities based on the results of completion (positive, negative, neutral), voicing a comprehensive analysis.

It should be noted that the requirements for the skills, abilities and competence of a teacher vary depending on the field of activity: school, college, university. Different researchers classify teacher competencies in different ways. The conclusion about the importance of a person’s pedagogical orientation in activity remains unchanged (at a high level of development of general and special abilities).

Larisa Maksimovna Mitina in her research highlights the reflexive-perceptual abilities of a teacher and their components:

• pedagogical reflection;
• pedagogical tact;
• pedagogical orientation.

All of the above skills are components of pedagogical culture. Its structure includes significant qualities:

• professional and personal;
• professional knowledge;
• professional skills;
• active pedagogical position;
• experience of creative activity.

The value of pedagogical culture is the child – his development, learning, protection and support of dignity. The developed perceptual abilities of a teacher are the foundation for joint directed activities of teacher and student within the framework of pedagogical culture.

Children of preschool and primary school age

The formation and development of perceptual abilities begins in early childhood. This is due to the child’s adaptation to the world around him and the need for development (which does not exist without communication).

The Mowgli children serve as proof of this. Since they were placed in the environment of wolves, it was possible to survive only by becoming like them (copying their behavior). This “imitation” triggered more complex biological and psychological mechanisms, which ultimately did not allow children to become full-fledged people and shortened their lives to the lifespan of a wolf.

This example makes us think about the significance of the environment (emotional, material, sensory, etc.) in which children find themselves. After all, in childhood, perceptual abilities are the “engine” of a child’s development.

Basic Concepts

Perceptivity is a basic biological process of the human psyche. This function is acquired through the senses, which take part in the formation of a complete image of objects. Perception influences the analyzers through a series of sensations caused by perception.

It is also worth saying that perceptivity is a popular subject of study among psychologists. After all, such a reflection of reality allows us to form a full-fledged image of a certain phenomenon in the human mind.

Teenagers

With age, the role of accuracy and complexity of perception only increases, and the structure becomes more complex. Therefore, the leading activity of adolescents is not learning, but communication (a treasure trove for the development of perceptual abilities). Ignoring the importance of communication for teenagers by adults is unacceptable. This is the period of painstaking cutting of the “diamond” called “communication”. Thus, the teenager gets to know himself, takes an “inventory” of the inner world and completes the formation of the “I-concept”.

Perception factors

Our perception depends on external and internal factors.

a) External factors: - intensity of the stimulus; — size of the stimulus; — stimulus contrast; - movement of the stimulus; - recognition of the stimulus.

b) Internal factors: - human attitude; — needs; - experience; — personal characteristics (self-esteem, left- or right-handedness, optimism-pessimism, etc.); - effects of perception.

The role of perceptual abilities in the life of an adult

In the structure of general personality characteristics, perception is closely related to attention, thinking, cognition, sensation and imagination. In everyday life, people with developed perceptual abilities compare favorably with their antipodes. This is expressed in volume, accuracy, completeness and speed of perception, and the emotional coloring of the process. Such people are easy to train, adapt well to the environment, have a creative attitude to work, have their own point of view on current events, and value time.

Perhaps, knowing this pattern, employers, along with professional tests, would also conduct tests for the development of perceptual abilities. Perception also plays an important role in a person’s personal development. The solution to many problems lies in the sphere of completeness and accuracy of perception. That’s why there are sayings “the box just opened” or “it’s hard to find a black cat in a dark room if it’s not there.”