- Introduction
- First signal system
- Second signal system
- Features of the second signal system
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The term "higher nervous activity" was first introduced into science by IP Pavlov, who considered it equivalent to the concept of mental activity. All forms of mental activity, including human thinking and consciousness, Pavlov considered elements of higher nervous activity.
Ivan Petrovich Pavlov (1849-1936)
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The difference between human GNI and animal GNI
- A person in the process of his social labor activity a fundamentally new signal system arises and reaches a high level of development.
- The signaling system is a system of conditionally and unconditionally reflex connections of the higher nervous system of animals (including humans) and the surrounding world. Distinguish between the first and second signal systems.
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The first signaling system is a conditioned reflex activity of the cerebral cortex, associated with the perception through receptors of direct specific stimuli (signals) of the external world (light, color, sound, t ° ...).
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I. P. Pavlov wrote: This is the first signal system of reality, which we have in common with animals.
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the second signaling system (signal signals). conditioned reflex activity of the cerebral cortex associated with the perception of signals of any kind (speech, gestures), and each of these signals has a correspondence in the I signal system and is able to close the reflex. According to I.P. Pavlov, an extraordinary addition to the mechanisms of nervous activity is the II signal system, which arose as a result of human labor activity and the appearance of speech.
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The activity of the II signal system is manifested in conditioned speech reflexes. The word heard, spoken (speech), visible (writing, the alphabet of the deaf and dumb), tangible (the alphabet of the blind) is a conditioned stimulus, a signal about specific environmental stimuli, that is, a “signal of signals”.
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“The word,” writes I.P. Pavlov, “made up our second, special signal system of reality, being a signal of the first signals.”
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The frontal lobes and cerebral centers of speech are involved in the formation of reflexes of the II signaling system.
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- A special human feature of GNI is associated with the II signal system - the ability to distract and generalize the signals coming through the 1st signal system. The signal meaning of a word is associated not with a simple sound combination, but with its semantic content.
- II signal system provides abstract thinking in the form of conclusions, concepts, judgments.
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Features of the II signal system.
1) Available only in humans.
2) The formation of conditioned reflexes based on the I signal system based on speech activity.
3) Provides the perception of information in the form of symbols (words, signs, formulas, gestures).
4) The frontal lobes are involved in the formation of speech reflexes.
5) Provides abstract human thinking.
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In all people, the second signaling system prevails over the first. The degree of this predominance varies. This gives grounds to divide the higher nervous activity of a person into three types:
- thoughtful
- art
- medium (mixed).
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The mental type includes persons with a significant predominance of the second signal system over the first. They have more developed abstract thinking (mathematicians, philosophers); a direct reflection of reality occurs in them in insufficiently vivid images.
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The artistic type includes people with a lesser predominance of the second signaling system over the first. They are characterized by liveliness, brightness of specific images (artists, writers, actors, designers, inventors, etc.).
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- The average, or mixed, type of people occupies an intermediate position between the first two.
- The excessive predominance of the second signal system, bordering on its separation from the first signal system, is an undesirable quality of a person.
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It must be remembered, said I.P. Pavlov, that the second signal system matters through the first signal system and in connection with the latter, and if it breaks away from the first signal system, then you turn out to be an idle talker, a talker and you will not find a place for yourself in life ".
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People with an excessive predominance of the first signal system, as a rule, have a less developed tendency to abstract, theorize.
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- The relationship of the first and second signal systems
- The physical structure of a sign does not depend on the object it denotes. The same phenomenon, object, thought can be expressed using different sound combinations and in different languages. Verbal signals combine two properties: semantic (content) and physical (sound in oral speech, the outline of letters and words in writing). With the help of the word, the transition is made from the sensory image of the first signal system to the concept, representation of the second signal system.
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summary of other presentations"Higher nervous activity" - Higher divisions of the nervous system. The study of higher nervous activity. Experiment on the development of conditioned reflexes. Types of conditional (acquired) inhibition. Forms of behavior. The concept of innate and acquired forms of behavior. dominant focus. Reflexes. General signs of conditioned reflexes. unconditioned reflexes. Insight. chain of innate reflexes. Brain functions. Conditioned reflexes. Inhibition of the conditioned reflex.
"The vegetative part of the nervous system" - Pilomotor reflex. orthoclinostatic reflex. Raynaud's disease. Trial with pilocarpine. Reflex nerve pathway of salivation. Bernard syndrome. Bulbar department. mesencephalic section. Sacred department. autonomic nervous system. Dermographism. Sympathetic crises. Research methodology. Salivation. solar reflex. Cold test. Functions of internal organs. limbic system. Parasympathetic part of the autonomic nervous system.
"Autonomic autonomic nervous system" - Sympathetic, parasympathetic and metasympathetic divisions. Functions not needed to overcome sudden load. The parasympathetic nuclei lie in the midbrain and medulla oblongata. The process of the first cell (preganglionic) ends in the ganglion. effects of the parasympathetic system. Sympathetic NS. Fibers extending from the nuclei, vegetative nodes. The sympathetic nuclei are located in the spinal cord, in the lateral horns.
"The work of the human nervous system" - Find a match. M. Gorky. The reflex principle of the nervous system. knee reflex. Active state of neurons. Sechenov Ivan Mikhailovich Ivan Petrovich Pavlov. The concept of reflex. Reflex arc. Comparison of unconditioned and conditioned reflexes.
"Central Nervous System" - Spinal Cord. Subcortical (basal) nuclei. Physiological role of the central nervous system. Stato-kinetic reflexes. Reticular or mesh formation. In animals, a number of reflexes are being studied. Cerebellum. medulla oblongata and pons. limbic system. Midbrain. Conductive activity of the spinal cord. Intermediate brain. Motor neurons are located in the 5th layer of the cerebral cortex.
"Physiology of GNI" - Cochlear implant. Brains in a barrel. Formation of a global workspace. psychophysiological problem. Association of neurons. Theories of consciousness. Decreased metabolic activity. Variety of different states of consciousness. Body and spirit. Difficult problem. Consciousness. vegetative state. Physiology of higher nervous activity. global workspace. The problem of consciousness in cognitive science.
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FEATURES OF THE HIGHER NERVOUS ACTIVITY OF THE HUMAN. COGNITIVE PROCESSES.
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FEATURES OF THE HIGHER NERVOUS ACTIVITY OF THE HUMAN
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The main difference between man and other creatures:
Consciousness Speech ability Ability to work Public life
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Consciousness is the highest form of mental reflection of objective reality, peculiar only to man.
Human consciousness is the ability to separate oneself ("I") from other people and environment(“not me”), an adequate reflection of reality. Consciousness is based on communication between people, develops as individual life experience is acquired, and is associated with speech (language).
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Speech Speech is a form of communication that has developed in the process of human historical evolution and is mediated by language. Functions of speech: Speech is the most perfect capacious, accurate and high-speed means of communication between people. Speech serves as a tool for the implementation of many mental functions, raising them to the level of clear awareness and opening up the possibility of arbitrarily regulating and controlling mental processes. Speech provides an individual with a communication channel for obtaining information from the universal human socio-historical experience.
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Types of speech
External Communication between people using conversation or technical devices
Internal Focused on self. Has a folded, abbreviated character.
Written Oral Dialogue Monologue
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Functions of speech In communication In thinking
Communication (communication) The transfer of certain information to each other.
Expression The transfer of an emotional attitude to a person.
Signaling Through the word the object, action is indicated
Generalization Each word already generalizes and this allows thinking to be realized.
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Labor Labor is a fundamental form of human activity, in the process of which the entire set of objects necessary for satisfying needs is created. In the process of evolution, a person has developed adaptations to work, the thumb is opposed to the rest.
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Man is a biosocial being.
Life, development, upbringing in society is a key condition for the normal development of a person, transformation into a personality. There are cases when people from birth lived outside of human society, were brought up among animals. In such cases, of the two principles, social and biological, only one remained in man - biological. Such people acquired the habits of animals, lost the ability to articulate speech, lagged far behind in mental development, and even after returning to human society did not take root in it.
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COGNITIVE PROCESSES.
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Cognition is a process of human activity, the main content of which is the reflection of objective reality in his mind, and the result is the acquisition of new knowledge about the world around him.
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The first step in cognition is SENSING Direct reaction of the nervous system to the fact of reality (irritation)
For example: we hear the singing of a nightingale, i.e. sound waves of different lengths irritate the nerve cells of the ear, and the signals from the neuron go to the brain.
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At the second stage of cognition, the mechanism of PERCEPTION works. Primary holistic analysis of nerve signals in the brain. If the sensation of sound is just a chaotic vibration, then PERCEPTION puts the chaos into a melody.
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Thinking operations:
Analysis Synthesis Comparison Generalization Abstraction
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Types of thinking
BY FORM Visual-effective Visual-figurative Abstract-logical
BY THE NATURE OF THE TASKS Theoretical Practical
BY THE DEGREE OF NOVELTY AND ORIGINALITY Reproductive Creative
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Memory is the memorization, preservation and subsequent reproduction by a person of his experience. Without memory, learning, thinking, and skill cannot take place.
Basic memory processes
memory save playback
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Types of memory long-term short-term
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mechanical logic
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visual auditory motor
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How to remember a lot, quickly and reliably
It is very important to focus on what you want to learn and not get distracted. Retell what you have read to other people. When reading in a whisper, you should not pronounce the words, or mentally pronounce what you read in this moment. Write down what you read The text that is most important to you is best read in the morning, when the brain works at its best, or in the afternoon, if you wake up hard. Repeat what has been learned. For the first time, update everything in memory 40 minutes after memorization. Repeat on the same day, 2-3 times. Then, if you remember, the next day one or two repetitions. And then, one repetition with an interval of 7-10 days.
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Every person has an imagination. Imagination images are fixed with the help of speech and can be transmitted to other people in the form artistic images or scientific assumptions, which will then be analyzed by logical thinking and used in the construction of ideas when creating new things.
Imagination
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Distinguish between active and passive imagination. Active imagination allows a person to imagine what will be the result before starting his work. These images allow you to bring the product to the required level, whether it is homemade in the hands of a child or spaceship in the drawings of the general designer. Active imagination should be distinguished from passive imagination, which replaces active actions.
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The first and second signal systems and their interaction
Pavlov called the conditioned reflex activity of the cerebral cortex the signal activity of the brain. 1 signal system - signals entering the brain, which are caused by objects and phenomena that act on the senses (resulting in sensations, perceptions, ideas). It is found in humans and animals. 2 signal system - Word. Only man has.
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Both signaling systems are in constant interaction. If the signals of the second signal system (words) have no support in the first signal system (do not reflect what was received through it), then they become incomprehensible. Yes, the word foreign language, which we do not know, does not tell us anything, since behind this word there is no concrete content for us.
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This presentation is used in the study of the topic - the higher nervous activity of a person, in biology lessons in grade 8. It includes the basic concepts related to this topic, as well as tests to determine various kinds memory and attention.
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Theme of the lesson: Higher nervous activity The objectives of the lesson: - define the higher nervous activity of a person and consider its manifestations - characterize the various manifestations of higher nervous activity (thinking, speech, memory, etc.) and establish their role in human life - conduct tests that allow evaluate the characteristics of different types of memory and attention stability
The higher nervous activity of a person is the activity of the brain associated with his psyche. The main manifestations of higher nervous activity: Thinking Speech Memory Attention Emotions Will
Thinking is the highest stage of cognition, the process of indirect reflection of objective reality, which establishes connections and relationships between cognitive processes. Types of thinking: By form: visual-effective, visual-figurative, abstract-logical. By the nature of the tasks: theoretical, practical. By the degree of novelty and originality: reproductive (reproducing), productive (creative).
Mental operations: Analysis is the mental division of objects and phenomena into parts. Synthesis is the mental union of parts or properties into a whole. Comparison is a comparison of objects and phenomena, finding similarities and differences between them. Generalization is a mental association of objects and phenomena according to their common features. Abstraction - the selection of some features and distraction from others.
Speech (the second signal system) is the material basis of thinking. Functions of speech: In communication: Communication is the transfer of certain information, thoughts, feelings to each other. Expression is the transfer of an emotional attitude towards the person to whom it is addressed. In thinking: Signaling - an object, action, state is denoted through a word. Generalization - each word already generalizes and this allows thinking to be realized.
Types of speech: External Communication between people through conversation. Internal Focused on self. It has a folded, abbreviated character. Oral Differs in a reduced number of words and simple grammatical construction Written Very clear intent. Complex semantic program. Affective No intention. Very simple, limited "Ah!", "Well, wait a minute!". Dialogic Speech in which all its participants are equally active. Monologic Makes high demands on the speaker (report, lecture).
Memory is a form of mental reflection, which consists in fixing, preserving and subsequent reproduction of past experience. Types of memory: According to the duration of storage: long-term, short-term operational. According to the predominance of one or another modality: visual, auditory, motor. By level of organization: visual-figurative, verbal-logical, emotional
Experience No. 1 Revealing the volume of short-term memory Within 1 minute, carefully read the proposed words and try to remember them. Within 5 minutes, write down all the words that you managed to remember, in any order. Count the number of correctly spelled words, give yourself 1 point for each correct word. Compare the result with the table and draw a conclusion.
Hay, key, plane, train, picture, month, singer, radio, grass, pass, car, heart, bouquet, pavement, century, film, aroma, mountains, ocean, stillness, calendar, man, woman, abstraction, helicopter
Determination of characteristics of memory capacity Number of points Memory characteristic 6 or less Memory capacity is low. It is advisable to train your memory regularly. 7-12 The amount of memory is slightly below average. 13 - 17 Memory is good. 18 - 21 Memory capacity is excellent. Over 21 Your memory is phenomenal
Experiment No. 2 Determining the amount of visual memory Determine the amount of your visual memory: within 1 minute, study the figures in figure No. 1, and then find them in figure No. 2. Calculate the percentage of figures named correctly.
Figure #1
Figure #2
Examination
Visual memory indicators 90 - 100% - excellent 70 - 90% - very good 50 - 70% - good 30 - 50% - satisfactory 10 -30% - bad 0 -10% - very bad
Experiment No. 3 Studying the stability of attention Look carefully at the picture, which shows the projection of a truncated pyramid for 30 seconds. With each change in perception, without looking at the notebook, make a stroke. After the end of the experiment, double the result and compare with the table.
Evaluation of the nature of attention stability Frequency of image change Characteristics of attention Not more than 11 times Very stable 12-20 times Medium stability More than 20 times Insufficiently stable
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Features of the higher nervous activity of man. The teachings of I.P. Pavlova about signaling systems Developed by the teacher of the 1st category Kisilishina A.V.
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Creation of the doctrine of higher nervous activity Higher nervous activity (HNA) is a set of unconditioned and conditioned reflexes, as well as mental functions that provide adequate behavior in changing natural and social conditions. The founder of the doctrine of GNA is I.M. Sechenov, who believed that all human mental activity is based on reflexes. I.P. Pavlov experimentally confirmed the validity of the views of I.M. Sechenov and developed a method for objective assessment of the functions of the higher parts of the brain - the method of conditioned reflexes I.P. Pavlov experimentally confirmed the validity of the views of I.M. Sechenov and created the doctrine of conditioned and unconditioned reflexes. For the first it is characteristic: these are congenital reflexes, are inherited (swallowing, salivation, breathing); are specific, characteristic of all individuals of a given species; have constant reflex arcs; relatively constant; carried out in response to a certain irritation; reflex arcs close in the spinal cord or subcortical nodes of the brain. An example of an unconditioned reflex is salivation in a dog with a salivary gland fistula. When food enters the oral cavity, the receptors of the tongue are excited, the processes of sensory neurons transmit the excitation to the medulla oblongata, where the salivary center is located, then the excitation is transmitted through the motor neurons to the salivary gland and salivation begins. Unconditioned reflexes include food, respiratory, defensive, sexual, orienting reflexes. A certain sequence of unconditioned reflexes that determines some forms of behavior is called instinct. An example of instinctive activity is the construction of a trapping net by a cross-spider, a dam by beavers. Conditioned reflexes are characterized by: acquired by the body during life; individual, formed on the basis of personal life experience; do not have ready-made reflex arcs, arcs are formed under certain conditions; fickle, may disappear (slow down); are formed on the basis of innate reflexes in response to any irritation; carried out by the activity of the cerebral cortex. The formation of a conditioned reflex occurs when an indifferent stimulus is combined in time with an unconditioned one. The indifferent stimulus must precede the unconditioned one. Then it becomes conditional. For the formation of a strong temporary connection, it is necessary to repeatedly reinforce the conditioned stimulus with an unconditioned one. The action of an indifferent stimulus leads to the appearance of excitation in the nerve center of the cortex, then excitation occurs in another nerve center under the action of an unconditioned stimulus, and a temporary connection arises between them. With repeated combinations, this connection becomes stronger, a conditioned reflex to a given stimulus is developed. An example is the secretion of saliva in response to the type of food, its smell, at the time of feeding, to any conditioned food stimulus. In the cerebral cortex, along with the processes of excitation, processes of inhibition also take place. There are two types of braking - external and internal. external braking. Occurs as a result of the action of a new stimulus. A new focus of excitation inhibits the existing focus. It is characteristic not only for the cortex, but also for the lower parts of the central nervous system, therefore the second name is unconditioned inhibition. For example, extraneous noise inhibits salivation in a dog. Internal inhibition develops only in the cortex. Hence the second name - conditional inhibition. An indispensable condition is the non-reinforcement of the conditioned stimulus by the unconditioned one. If the reflex to light developed in the dog is not reinforced with food, then the reflex weakens and disappears. In nature, unreinforced conditioned reflexes are inhibited and new ones are formed. For example, the drying up of a reservoir from which animals drank will lead to the fact that they will stop coming to it and will find a new reservoir. There will be inhibition of some conditioned reflexes and the formation of new ones. Another type of internal inhibition is differentiation. If one stimulus is reinforced, and the one close to it is not reinforced, then a conditioned reflex reaction will occur only to the reinforced stimulus. For example, by the nature of the conditional knock on the door, you can determine who came - your own or others. Higher nervous activity is inherent in both man and animals. In animals, higher nervous activity depends on the complexity of the nervous system, the more complex it is, the less role play the instincts, the greater the role played by learning. For example, the offspring of the cross-spider appear in the spring, when the parents have already died, but young spiders are able to build a trapping web, their behavior is quite hard-coded. And human children raised by animals will never become full-fledged people due to the lack of proper education. Unlike animals, the human cortex has a greater ability to perceive patterns in the surrounding world. And the main difference between the higher nervous activity of people is associated with the presence of speech - the second signal system according to I.P. Pavlov. The first signaling system delivers information directly through the sense organs, the second signaling system is associated with the perception of words heard during pronunciation or visible during reading. With the development of the second signaling system, it became possible to store and transmit information to the next generations, a basis appeared for the development of abstract thinking, consciousness. “The word,” wrote I.P. Pavlov, “made us people.”
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GNI of humans and animals The basis of GNI is conditioned reflexes that arise during the life of the organism The patterns of conditioned reflex activity established for animals are also characteristic of humans. Unlike animals, a person is able to: perceive the meaning of a word, perceive the properties of objects, phenomena, perceive human experiences, think generally, communicate with each other using speech. Stimuli for the formation of conditioned reflexes in humans are not only factors external environment(heat, cold, light, smell), but also words denoting a particular object, phenomenon
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high development rational activity (thinking) The dependence of the level of thinking on the level of development of the nervous system, which is the most developed in a person Awareness of the internal processes of life (consciousness) Conscious reflection of reality that regulates the purposeful systematic activity of a person not just as an organism, but as a subject of socio-historical activity Features of human GNI
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The teachings of I.P. Pavlova about signaling systems In the study of GNI I.P. Pavlov identified two signaling systems. The first signaling system (according to his teaching) receives stimuli caused by the direct action of "external agents" - objects or phenomena on our senses. With the help of the first signaling system, we see, hear, touch, smell. The word, speech, according to the teachings of I.P. Pavlov, constituted the second, specific only for a person, signal system. “The word,” wrote I.P. Pavlov, “made us people”
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I.P. Pavlov believed that the cerebral cortex can be represented as a collection of centers of various analyzers. It is believed that the center consists of a nucleus, which has a certain localization in the cortex, between which there are scattered elements belonging to different analyzers. This allows us to speak about the dynamic localization of functions in the cortex of the cerebral hemispheres. At the same time, the functions of the cortical fields are associated with the opposite half of the human body, because. all the paths connecting them necessarily cross. IP Pavlov divided all analyzer centers into two signal systems.
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He referred to the FIRST SIGNAL SYSTEM (SI) those centers that receive signals from an external or internal environment in the form of sensations, impressions, ideas (with the exception of speech and words). These centers are present in both animals and humans. They are located in both hemispheres, given from birth and are not restored when destroyed. These include (drawings): 1, 2, 3 - cores of general sensitivity (temperature, pain, tactile and proprioceptive). 4, 6 - the core of the motor analyzer. It has developed cells of the 5th layer of the cortex, which innervate the muscles of the opposite half of the body. The muscles of the body are projected onto the anterior central gyrus (motor field) and the near-central lobule, as it were, upside down (motor homunculus). 8 - premotor field.
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46 - combined turn of the head and eyes. This nucleus receives impulses from the receptors of the muscles of the eyeball and from representation in the cortex of the retina (from field 17). 5, 7 - stereognosia. The receptors of the upper limb are projected into this center to recognize objects by touch. 40 - praxia. Implementation of all complex combined movements acquired as a result of practical activities, mostly professional. 41, 42, 52 - the core of the auditory analyzer (on the convolutions of Heschl), fibers from the left and right ear approach its cells, therefore, a unilateral lesion of the core does not lead to complete hearing loss: 41 - the primary field, it perceives impulses, 42 - the psychological field , auditory memory, 52 - evaluation field, with its help we navigate in space. 17, 18, 19 - the core of the visual analyzer, fibers from the lateral side of the retina of the eye of its half of the body, as well as from the medial retina of the opposite half of the body, approach its cells. Therefore, complete cortical blindness occurs when the centers of both hemispheres are affected: 17 - primary field, 18 - psychological, 19 - evaluative. A, E, 11 - the core of the olfactory analyzer, located in the most ancient structures of the cerebral cortex (in the hook and hippocampus) 43 - the core of the taste analyzer. As V. M. Bekhterev noted, this analyzer is closely interconnected with the olfactory fields of both hemispheres.
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SECOND SIGNALING SYSTEM (SII) is available only in humans. It is due to the development of speech and, as I. P. Pavlov believed, is "signals of signals." They represent a distraction from reality, allow the generalization of information and form the basis of higher thinking. Speech and mental functions are performed with the participation of the entire cortex. However, certain fields can be distinguished, which have strictly defined speech functions. Speech centers develop after birth, usually in the left hemisphere (there are exceptions for left-handers). If they are lost, a person can again develop speech centers, but in this case other fields will take over their function.
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44 - the core of the motor analyzer of written speech, innervates the thin muscles of the hand and fingers. For left-handers, this center is located in the right hemisphere. With the destruction of this center, there is a loss of the ability to write - agrophy. 45 - the core of the motor analyzer of oral speech (Brock). Innervates the muscles of the larynx, tongue, lips, and others involved in articulation. Motor aphasia is the loss of the ability to pronounce words. 47 - speech analyzer of singing, allows you to pronounce words in a singsong voice Used to restore speech in children with stuttering. Amusia is the loss of the ability to sing. 22 - the core of the sensitive analyzer of auditory speech (Wernicke), we perceive and distinguish speech by ear, its destruction is sensory aphasia. The patient continues to speak fluently, but does not understand the meaninglessness of what was said. 39 - the core of a sensitive analyzer of visual speech, we perceive and distinguish letters and symbols on paper with the help of the organs of vision. The loss of this ability is sensory alexia. In the right hemisphere 39 the field is connected with orientation in space. "Free", "unoccupied" by the centers of the analyzers of the field of the cortex, are located mainly in the region of the frontal pole, as well as between the temporal and occipital lobes. They belong to the associative zone. This zone is important for creative and critical thinking, for programming their actions, for comparing the result with the program, etc. In other animals, these fields are poorly developed.
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TWO SIGNAL SYSTEMS OF REALITY The first signal system of reality, common to both humans and animals: it deals with specific images of the external world; this is the system of our direct sensations, perceptions, impressions from specific objects and phenomena of the surrounding world; into signals of various types of body activity is the physiological basis of specific (objective) thinking and sensations
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TWO SIGNAL SYSTEMS OF REALITY The second signal system of reality is developed only in humans: this word is audible, visible (written) and pronounced, which gives a name to an object and contains a generalization; this is a communicative function of the human brain and a function of reflecting objective patterns; it arose on the basis of the first signal system is the basis of abstract (distracted) thinking is the highest regulator of human behavior
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Language and speech Language is a means of expressing thought and a form of existence of thought. Language consolidates the results of the work of thinking in sentences, makes it possible to exchange thoughts. One and the same phenomenon, an object in different languages is indicated by words that have different sounds and spellings, abstract concepts are created from these verbal (verbal) signals.
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Language and speech A good word can increase efficiency, promote good mood. A word carelessly uttered in the presence of a patient can significantly worsen his condition. Speech makes it possible to create scientific concepts, formulate laws. Speech can participate in the regulation of the activity of various organs with the help of the word. Verbal stimuli are physiologically active factors, they change the functions of internal organs, the intensity of metabolic processes, affect the muscular and sensory systems.
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Speech perception occurs with the help of speech-motor and speech-auditory analyzers (Wernicke's center). Physiological bases of speech. The functions of the motor, auditory, visual analyzers and frontal parts of the brain ensure the activity of the second signaling system. Speech regulation is associated with the starting and regulatory role of the cortex, which receives afferent impulses from the receptors of the muscles, tendons and ligaments of the vocal apparatus and respiratory muscles. The cortical nucleus of the speech-motor analyzer is located in the region of the second and third frontal gyri - Broca's speech-motor center.
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The first level is the unconscious, its basis is unconditioned reflexes The second level is the subconscious, its basis is the first signal system The third level is conscious, its basis is the second signal system Levels of the human GNI mechanism Word (speech) functions: analytical; signaling about a particular subject, the word distinguishes it from a group of others synthetic; the word as an irritant has a generalizing meaning for a person
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The mechanism of generalization is inherent in a person in the properties of the word as a signal of signals. The word in this quality is formed due to its participation and education. a large number temporary connections. Generalization and abstraction are based on two principles: the formation of a system in the cerebral cortex; gradual reduction of the signal image. Generalization mechanism, explains the formation of new concepts. In this case, the transformation of words into integrators of various levels should be regarded as the development of broader concepts in schoolchildren. Such changes lead to the construction of an increasingly complex system and to a wider development of the scope of integration. The extinction of conditional connections included in this system narrows the scope of integration and makes it difficult to form new concepts. It follows that the formation of concepts in the physiological sense has a reflex nature, i.e. its basis is the formation of temporary connections to a speech conditioned signal with adequate unconditional reflex reinforcement. Physiological mechanism of generalization
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Description of the slide:
A.S. Makarenko, influencing the word (through the second signal system) and reinforcing the action (through the first signal system), normalized the behavior even in very "difficult" children. A.S. Makarenko proved that the interaction of signal systems contributes to: the formation of cognitive, labor, play activities the development of moral education violation of the manifestations of the second signal system. The first signaling system gets out of control of the second signaling system: children quickly develop behavioral breakdowns, resentment, tearfulness, and aggressiveness appear. Elimination of broken relationships between systems Breaking relationships between systems
19 slide
Description of the slide:
The second signaling system is more easily subjected to fatigue and inhibition. Therefore, in primary school classes should be structured so that lessons that require the predominant activity of the second signaling system (for example, mathematics) alternate with lessons in which the activity of the first signaling system would prevail (for example, natural science). Interaction of signaling systems In a younger child school age in connection with the insufficient development of the second signal system, visual thinking predominates, and therefore his memory has a predominantly visual-figurative character. In school methodological practice primary school subject visibility acts both as an object of study and as a source of knowledge acquired by students in the learning process
20 slide
Description of the slide:
The interaction of signaling systems "Living Word" of the teacher is already a means of visualization. educational process acts both as an object of study and as a source of knowledge acquired by students in the learning process. The visibility of learning is a means of organizing a variety of student activities and is used by the teacher to ensure that learning is most effective, accessible and contributes to the development of children. The joint action of words and visual aids contributes to the emergence of students' attention, maintains their interest in the issue under study. Interaction between verbal explanation and visualization
21 slide
Description of the slide:
Interaction of signal systems Interaction between the concrete and the abstract The word is a conditional signal for the student's activity, and visualization is a means of perception. The essence of the phenomenon is perceived by students from a verbal explanation, and visualization only serves as a means of confirming the correctness of what is being explained. The teacher can apply each method separately or both together, but one should always remember that in physiological terms they are not unambiguous. The combination of a word with visualization is effective only if the teacher finds the means to establish the relationship between the first and second signal systems of reality.
22 slide
Description of the slide:
Types of GNI of a person Depending on the predominance of the first or second signal system in the perception of reality, I.P. Pavlov distinguished: the artistic type is artists and musicians, people with imaginative thinking, in whom the first signal system predominates; the thinking type is scientists and philosophers, people with a logical one, in which the first second system of the mixed type prevails - these are the majority of people in whom the first and second signal systems create nervous processes of the same strength, an extremely rare typological variant, which includes very rare people, which have a particularly strong development of both the first and second signal systems. These people are capable of both artistic and scientific creativity, I.P. Pavlov attributed Leonardo da Vinci to the number of such brilliant personalities
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