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Strength of the nervous system. What are the features of the nervous system of a weak type

Strength of the nervous system. What are the features of the nervous system of a weak type

30.09.2019

According to Pavlov I.P. , the strength of the nervous system is characterized by the endurance of nerve cells, i.e. their ability to withstand prolonged or very strong excitation without going into a state of extreme inhibition. An indicator of the strength of the nervous system is the limit of working capacity, determined by the intensity of the stimulus when signs of transcendental inhibition first appear.

Teplov B.M. pointed out that the following group of indicators correlates with the threshold of translimiting inhibition, as the main indicator of the strength of the nervous system:

1. Resistance to the inhibitory action of extraneous stimuli. The main experimental test is a comparison of the magnitude of absolute visual thresholds measured in silence and under the action of a metronome knock, or the magnitude of auditory thresholds measured in darkness and under the action of pulsating light. A strong nervous system is less susceptible to the inhibitory action of extraneous stimuli.

2. Some features of the concentration of excitation in the visual analyzer. These features are experimentally revealed by the so-called induction technique, the meaning of which is to compare the magnitude of the absolute visual threshold for point stimuli in an empty dark field of vision and in the presence of other additional point stimuli of different intensity in the field of view. In a strong nervous system, the processes are more concentrated.

3. The magnitude of the absolute thresholds of vision and hearing. The greater the strength of the nervous system, the greater the thresholds, or in other words, the less the sensitivity of the nervous system.

4. Characteristics of the manifestation of the law of force. The law of force is that an increase in the intensity of stimulation entails an increase in the speed of the reaction. This law is more clearly manifested in a strong nervous system.

Teplov B.M. believed that the question of the relationship between the strength of the nervous system and sensitivity is fundamentally important, since it concerns a broader question - can a weak type of nervous system be considered "bad" or inferior. His studies show that a weak nervous system has both positive (high sensitivity) and negative (low endurance) sides. The same applies to a strong nervous system.

A tapping test is also used to assess the properties of the nervous system. It usually consists in the ability to put the maximum number of points in a circle in a limited time. The tapping test also reflects the functional state of the motor sphere. Thus, it is possible to assess the overall performance of a person: with a weak nervous system, fatigue due to physical and mental stress occurs faster than with a strong one. This test is used to assess the lability properties of the nervous system, i.e. the ability of nerve cells to quickly move from a state of inhibition to excitation and vice versa, and to determine the speed capabilities of the motor analyzer. The type of graph obtained based on the change in the frequency of pressing suggests the presence of a strong or weak type of nervous system in the subjects. The drop in frequency, which manifests itself as a decrease in the curve, is an indicator of the weak type. The absence of a decrease in frequency and its increase indicates a strong type.

So, the strength of the nervous system reflects the ability of nerve cells to withstand, without passing into a state of inhibition, either a very strong or long-acting, although not strong, excitation. A weak nervous system, however, has an increased sensitivity, or synthesis, the ability to distinguish super-weak signals. In order for a strong nervous system to turn on, it is necessary to create situations of increased motivation. For a weak nervous system, increased motivation can lead to prohibitive inhibition and poor results. A carrier of a strong nervous system should have the best performance at the end of a workout, and a carrier of a weak nervous system should have it at the beginning. The increase in muscle strength occurs in athletes with a strong nervous system to a greater extent when using near-limit loads, and in athletes with a weak nervous system - when using volumetric loads of medium intensity. Carriers of a weak nervous system have a higher risk of developing emotional breakdowns under the influence of heavy loads.

Conclusions for chapter 1

1 The main volitional efforts are the conscious motives of the activity performed, which perform a meaningful, guiding, simulating function.

2. For the manifestation of volitional efforts, information is needed about the course of wrestling and the state of the athlete's body.

3. Better or worse temperaments - each of them has its positive sides, so the main efforts should be directed not to reworking the temperament, but to the reasonable use of its merits and leveling its negative sides.

4. Impacts (stressors) can be very different, but regardless of their characteristics, they lead to a chain of similar changes that provide adaptation.

5. If under physiological stress, the adaptation syndrome occurs at the moment of meeting with the stimulus, then under mental stress, adaptation precedes the situation, occurs in advance.

6. A strong nervous system is less susceptible to the inhibitory action of extraneous stimuli.

7. In a strong nervous system, processes are more concentrated.

8. In a weak nervous system, increased motivation can lead to prohibitive inhibition and poor results.

The ability to change behavior in accordance with changing living conditions. The measure of this property of the nervous system is the speed of transition from one action to another, from a passive state to an active one, and vice versa, the opposite of mobility is the inertness of nervous processes.

According to the teachings of IP Pavlov, the individual characteristics of behavior, the dynamics of the course of mental activity depend on individual differences in the activity of the nervous system. The basis of individual differences in nervous activity is the manifestation and correlation of the properties of the two main nervous processes - excitation and inhibition.

Three properties of excitation and inhibition processes were established:

1) the strength of the processes of excitation and inhibition,

2) the balance of the processes of excitation and inhibition,

3) mobility (changeability) of the processes of excitation and inhibition.

The strength of nervous processes is expressed in the ability of nerve cells to endure prolonged or short-term, but very concentrated excitation and inhibition. This determines the performance (endurance) of the nerve cell.

Weakness of nervous processes is characterized by the inability of nerve cells to withstand prolonged and concentrated excitation and inhibition. Under the action of very strong stimuli, nerve cells quickly pass into a state of protective inhibition. Thus, in a weak nervous system, nerve cells are characterized by low efficiency, their energy is quickly depleted. But on the other hand, a weak nervous system has great sensitivity: even to weak stimuli, it gives an appropriate reaction.

An important property of higher nervous activity is the balance of nervous processes, that is, the proportional ratio of excitation and inhibition. In some people, these two processes are mutually balanced, while in others this balance is not observed: either the process of inhibition or excitation predominates.

One of the main properties of higher nervous activity is the mobility of nervous processes. The mobility of the nervous system is characterized by the rapidity of the processes of excitation and inhibition, the rapidity of their occurrence and termination (when life conditions require it), the speed of movement of nervous processes (irradiation and concentration), the rapidity of the appearance of the nervous process in response to irritation, the rapidity of the formation of new conditioned connections, the development of and dynamic stereotype changes.

Combinations of these properties of the nervous processes of excitation and inhibition formed the basis for determining the type of higher nervous activity. Depending on the combination of strength, mobility and balance of the processes of excitation and inhibition, four main types of higher nervous activity are distinguished.

Weak type. Representatives of the weak type of the nervous system cannot withstand strong, prolonged and concentrated stimuli. Weak are the processes of inhibition and excitation. Under the action of strong stimuli, the development of conditioned reflexes is delayed. Along with this, there is a high sensitivity (i.e., a low threshold) to the actions of stimuli.

Strong balanced type. Distinguished by a strong nervous system, it is characterized by an imbalance in the basic nervous processes - the predominance of excitation processes over inhibition processes.

Strong balanced mobile type. The processes of inhibition and excitation are strong and balanced, but their speed, mobility, and rapid change of nervous processes lead to a relative instability of the nervous connections.

Strong balanced inert type. Strong and balanced nervous processes are characterized by low mobility. Representatives of this type are outwardly always calm, even, difficult to excite.

The type of higher nervous activity refers to natural higher data; this is an innate property of the nervous system. On this physiological basis, various systems of conditioned connections can be formed, i.e., in the process of life, these conditioned connections will form differently in different people: this will be the manifestation of the type of higher nervous activity. Temperament is a manifestation of the type of higher nervous activity in human activity and behavior.

Features of a person's mental activity, which determine his actions, behavior, habits, interests, knowledge, are formed in the process of a person's individual life, in the process of education. The type of higher nervous activity gives originality to human behavior, leaves a characteristic imprint on the whole appearance of a person - determines the mobility of his mental processes, their stability, but does not determine either the behavior, or actions of a person, or his beliefs, or moral principles.

Choleric- the personality is unbalanced, unrestrained, quick-tempered, even unbridled. Choleric temperament is characterized by great intensity and vivid expression of emotional experiences and the speed of their flow. The choleric is characterized by irascibility and quickness, which immediately follows violent outbursts of feelings. A choleric person is a hot, passionate person, characterized by a sharp change in feelings, which are always deep in him, capture him entirely. He deeply and strongly experiences both joys and sorrows, which finds its (sometimes violent) expression in his facial expressions and actions. With difficulty performs monotonous work, reactions are fast, strong. He gets down to business with ardor, but quickly cools down - a "disregard" mood appears.

In communication, impatient and harsh. Facial expressions and movements are energetic, the pace of work is fast. Often teenagers with such temperament disrupt lessons, get into fights, generally cause a lot of trouble to parents and teachers. These are fervent, fighting, active guys. They become ringleaders among their peers, involving them in various romantic ventures.

melancholic- unbalanced, deeply experiencing any event with a sluggish and weak external response. The reaction is slow. Features of the melancholic temperament are manifested externally: facial expressions and movements are slow, monotonous, restrained, poor, the voice is quiet, inexpressive.

Sensitive, vulnerable, afraid of difficulties, characterized by increased anxiety. Avoids unexpected situations. Prefers to perform actions that do not require mental stress.

The feelings and moods of the melancholic are monotonous and at the same time very stable.

Melancholic children cannot resist injustice, often fall under the influence of others, they are teased, offended. It is often difficult for these guys in a team. Melancholic teens are often timid and shy, and may burst into tears easily.

sanguine- the person is balanced, his reactions differ in speed and moderate strength, however, he is distinguished by a relatively weak intensity of mental processes and a quick change of some mental processes by others. He quickly masters new professional knowledge, can work for a long time without getting tired, provided that the work is varied. The sanguine person is characterized by the ease and speed of the emergence of new emotional states, which, however, quickly replacing each other, do not leave a deep trace in his mind.

Usually a sanguine person is distinguished by rich facial expressions, his emotional experiences are accompanied by a variety of expressive movements. This is a cheerful person, characterized by great mobility. The speed of mental processes is associated with external mobility in a sanguine person: he is impressionable, quickly responds to external stimuli and is less focused and deepened in his personal experiences.

Sanguine easily copes with tasks that require quick wit, unless these tasks are particularly difficult and serious. He easily takes on different cases, but at the same time he easily forgets about them, becoming interested in new ones.

Phlegmatic

Outwardly, a person of a phlegmatic temperament is distinguished, first of all, by low mobility, his movements are very slow and even lethargic, not energetic, one cannot expect quick actions from him. Phlegmatic is also characterized by weak emotional excitability. His feelings and moods are distinguished by an even character and change slowly. This is a calm, measured person in his actions. He rarely comes out of an even, calm emotional state, he can rarely be seen very agitated, affective manifestations of personality are alien to him.

Facial expressions and gestures of the phlegmatic are monotonous, inexpressive, speech is slow, devoid of liveliness, not accompanied by expressive movements.

Scholars give different definitions to the terms "extrovert" and "introvert". For the classification of K. Leonhard, the priority was human attitude to information, to the reaction to the events of the external environment: extroverts are susceptible to such information, react to it; introverts, on the other hand, can ignore the external environment to a greater extent, focusing on their own inner world.

Due to differences in approach, K. Leonhard makes the main conclusion that introvert - the personality is more strong-willed, strong, resistant to influence from outside.extroverts in this regard, they are less resistant - they easily influenced by others and, unlike introverts, they can change their internal attitudes depending on the external environment.

Circle of friends introverts rather narrow, they are prone to philosophizing, introspection. Some of them oppose themselves to the environment, and therefore do not follow the changing circumstances at all, lagging behind the pace of life. As a rule, introverts categorically do not tolerate interference in their lives, in their attitudes and in their inner world. Such individuals are used to following their principles and beliefs to the end. extroverts they adapt better to changing conditions, make acquaintances more easily and expand their social circle, are open to new things, including new information. They are ready to sacrifice their beliefs for the sake of a certain goal, easily yield to other people. Not prone to introspection, some extroverts can even be reproached for frivolity.

Mental self-regulation - This control of one's psycho-emotional state, achieved by a person's influence on himself with the help of words, mental images, control of muscle tone and breathing.

Character- this is the framework of the personality, which includes only the most pronounced and closely interconnected personality traits that are clearly manifested in various types of activity. All character traits are personality traits, but not all personality traits are character traits. Character- an individual combination of the most stable, essential personality traits, manifested in human behavior, in a certain respect: 1) to yourself(degree of exactingness, criticality, self-assessment); 2) to other people(individualism or collectivism, selfishness or altruism, cruelty or kindness, indifference or sensitivity, rudeness or politeness, deceit or truthfulness, etc.); 3) to assigned work(laziness or hard work, accuracy or carelessness, initiative or passivity, perseverance or impatience, responsibility or irresponsibility, organization, etc.); 4) are reflected in the character volitional qualities: willingness to overcome obstacles, mental and physical pain, the degree of perseverance, independence, determination, discipline. Character of a person is an alloy of innate properties of higher nervous activity with individual traits acquired during life. Separate properties of character depend on each other, are connected with each other and form an integral organization, which is called character structure. There are two groups of traits in the character structure. Under character trait understand certain features of a person’s personality that systematically manifest themselves in various types of his activities and by which one can judge his possible actions under certain conditions. TO first group include features that express the orientation of the individual (sustainable needs, attitudes, interests, inclinations, ideals, goals), a system of relations to the surrounding reality and are individually peculiar ways of implementing these relations. To the second group include intellectual, volitional and emotional character traits.

Accentuation of character and personality- this is an excessive expression of individual character traits, this is an extreme version of the norm bordering on psychopathy.

Character accents: 1. Hyperthymic type. He is distinguished by an elevated mood, optimistic, extremely contactable, quickly switches from one thing to another. Does not complete the work begun, not disciplined, prone to immoral acts, optional, self-esteem is overestimated. Conflict, often acts as the initiator of conflicts. 2.Disty type - opposite to the hyperthymic type. He is distinguished by a pessimistic mood, non-contact, prefers loneliness, leads a secluded life, is prone to low self-esteem. Rarely comes into conflict with others. Highly appreciates friendship, justice. 3.Cycloid type . It is characterized by fairly frequent periodic mood swings. During the period of mood rise, the behavior is hyperthymic, and during the recession, it is distimic. Self-esteem is unstable. Conflict, especially during the period of raising the mood. In conflict, unpredictable. 4. excitable type . Differs in low contact in communication. Boring, gloomy, prone to rudeness and abuse. Unaccommodating in a team, domineering in a family. In an emotionally calm state, conscientious, accurate. In a state of emotional arousal, he is quick-tempered, has poor control over his behavior. Conflict, often acts as the initiator of conflicts, is active in the conflict. 5. stuck type . It is distinguished by moderate sociability, boring, prone to moralizing, often takes the position of a "parent". Strives for high performance in any business, makes high demands on himself, is sensitive to social justice. Touchy, vulnerable, suspicious, vengeful, jealous. Self-esteem is inadequate. Conflict, usually acts as the initiator of conflicts, is active in the conflict. 6. Pedantic type . Distinguished by conscientiousness, accuracy, seriousness in business. In official relations - a bureaucrat, a formalist, easily concedes leadership to others. Rarely enters into conflicts. However, its formalism can provoke conflict situations. In conflict, he behaves passively. 7. Alarm type. Differs in low contact, self-doubt, minor mood. Self-esteem is low. At the same time, he is characterized by such features as friendliness, self-criticism, diligence. Rarely enters into conflicts, playing a passive role in them, the prevailing strategies of behavior in a conflict are withdrawal and concession. 8. Emotive type. Differs in the desire to communicate in a narrow circle. Establishes good contacts only with a small select circle of people. Overly sensitive. Tearful. At the same time, he is characterized by kindness, compassion, a heightened sense of duty, diligence. Rarely comes into conflict. In conflicts, he plays a passive role, is prone to concessions. 9. Demonstrative type. It is distinguished by the ease of establishing contacts, the desire for leadership, the thirst for power and glory. Prone to intrigue. Attractive, artistic. At the same time, people of this type are selfish, hypocritical, boastful. Conflict. active in conflict. 10. Exalted type ( from lat. exaltatio - enthusiastic, excited state, painful animation). Differs in high contact. Loquacious, loving. Attached and attentive to friends and relatives, subject to momentary moods. Sincerely experience other people's problems.

Mechanisms of development and formation of character

Character usually means the totality of some outstanding mental properties of an individual. This refers to those mental properties that are formed after the birth of a person. Temperament, for example, has physiological and genetic roots, therefore it does not apply to character, because it was formed in many respects even before birth. He, in turn, can either promote or hinder the development of certain character traits.

Character is formed in the process of personality development, its social relations.

Character traits are formed at three levels:

physiological - based on temperament,

social - under the influence of society

at the level of consciousness - self-formation of character.

The main condition for the development and formation of a person's character is, of course, the social environment. In simple words, all those people who surround a person in the process of growing up and not only. There is no need to talk about the clear boundaries of this process, because the character is "filled" with various features throughout life.

It should be noted that the formation of a person's character is characterized by a number of certain conditions and features at different age stages.

Periods of character formation

Although the character begins to form from the first months, nevertheless, a special Sensitive period of life is distinguished. This period falls approximately at the age of 2-3 to 9-10 years, when children communicate a lot and actively both with surrounding adults and with peers, they are readily accepted, imitating everyone and everything. During this period, they are open to almost any outside influence. Children readily accept any new experience, imitating everything and everything. Adults at this time still enjoy the boundless trust of the child, so they have the opportunity to influence him with a word, deed and action.

For the formation of the character of the child, the style of communication of the surrounding people is important:

Adults with adults

Adults with children

Children with children.

The style of communication of adults with each other in front of the child, the way of communication with him himself are very important for the formation of character.

The child both adopts the style of communication and tries to adapt to it, which in turn also affects the formation of character. It is generally accepted that the way the mother and father act in relation to the child, after many years, becomes the way he treats his children, when the child becomes an adult and acquires his own family. However, this is both true and not true. The child does not just adopt communication styles, he criticizes them in his own way. The older the child and the more developed his intellect and the more willingly he uses the possibilities of his mind, the more critical he is. That is why the core of character always includes a person's attitude to the truth. The inquisitiveness of the child's mind cannot but leave an imprint on the formation of his character.

Some of the first traits in a person's character are:

kindness-selfishness,

sociability, isolation,

Responsiveness is indifference.

Studies show that these character traits begin to form long before the beginning of the school period of life, even as early as infancy.

Later, other character traits are formed:

industriousness, laziness

Neatness, inaccuracy

Good faith-malice,

Responsibility, irresponsibility

Persistence is cowardice.

These qualities, however, also begin to form in preschool childhood. They are formed and fixed in games and available types of domestic work and other household activities.

Of great importance for the development of character traits is stimulation from adults. Both low demands and very high demands can adversely affect the formation of character.

In the preschool period, mainly those traits that constantly receive support are preserved and consolidated.

In the elementary grades of the school, character traits are formed that manifest themselves in relationships with people. This is facilitated by the expansion of the sphere of communication of the child with others due to the many new school friends, adult teachers. If what a child as a person has acquired at home receives support at school, then the corresponding character traits are fixed in him and most often remain throughout his entire life. If the newly gained experience of communicating with peers, teachers, other adults does not confirm as correct those characteristic forms of behavior that the child acquired at home, then a gradual breakdown of character begins, which is usually accompanied by pronounced internal and external conflicts. The resulting restructuring of character does not always lead to a positive result. Most often, there is a partial change in character traits and a compromise between what the child was taught at home and what the school requires of him.

At school, the child begins to live a full social life, to communicate with a large number of people, including little known to him. The responsibility of the child for the result of the activity increases. They start comparing him to other kids. Therefore, it is in elementary school that such an important character trait as self-attitude is formed. School success can build confidence in one's own intellectual usefulness. Failures can form a kind of "loser complex": the child stops trying, because he is still a "loser".

In adolescence, strong-willed character traits actively develop. In early youth, the basic moral, ideological foundations of the personality are finally formed, which most people carry through the rest of their lives. By the end of school, the character finally develops. Further, the character is formed and transformed throughout life, but not so much that it becomes unrecognizable. Now a person becomes the creator of his character as a result of self-education.

Types of wrong upbringing and character types with pathologies

The social environment is, of course, a very important condition for the formation of character. But equally important is education. The role of upbringing in the formation of character cannot be ruled out, since improper upbringing can cause certain pathologies in the character. Education can be classified as purposeful or spontaneous.

According to the goals of education can be divided into three types:

education for the educator

education for society

education for the student.

Parenting for the educator is aimed at developing traits that facilitate parenting, such as obedience.

The task of education for society is the formation of socially significant features (for example, law-abiding); education for the educated person sets the task of forming such character traits that are beneficial for the person himself, capable of harmonizing his existence.

Capabilities- individual psychological characteristics of a person, manifested in activity and are a condition for its success. From the level of development abilities the speed, ease and strength of the process of mastering knowledge, skills and abilities depend, but they themselves capabilities are not limited to knowledge, skills and abilities.

Abilities are called general a person, which in one way or another are manifested in all types of his activity. These are the ability to learn, the general mental abilities of a person, his ability to work. They are based on the general skills required in each field of activity, in particular, such as the ability to understand tasks, plan and organize their execution using the means available in human experience, reveal the connections of those things to which the activity relates, master new methods of work, overcome difficulties on the way to the goal.

Under special understand ability, which are clearly manifested in separate, special areas of activity (for example, stage, musical, sports, etc.).

The division of general and special abilities is conditional. Actually, we are talking about general and special aspects in human abilities that exist in interconnection. General abilities are manifested in special, that is, in abilities for some specific, specific activity. With the development of special abilities, their general aspects also develop.

giftedness- the presence in a person of favorable inclinations and abilities for any one or several types of activity. About giftedness a person can be judged by the nature of the development of abilities and the acquisition of knowledge, skills, abilities, by success and the level of achievements in professional work.

At the heart of any ability lies inclinations. The inclinations are understood as primary, natural (biological) features with which a person is born and which mature in the process of his development. These are mainly congenital anatomical and physiological features of the structure of the body, the motor apparatus, sensory organs, the neurodynamic properties of the brain, the features of the functional asymmetry of the cerebral hemispheres, etc. It is the originality of individual characteristics that acts as natural inclinations. Inclinations do not contain abilities and do not guarantee their development. They may or may not turn into abilities, depending on the upbringing and activities of the person. In the absence of proper upbringing and activity, even great inclinations will not become abilities, and with appropriate upbringing and activity, even abilities of a sufficiently high level can develop from small inclinations.

BM Teplov points out some conditions for the formation of abilities. Abilities themselves cannot be innate. Only inclinations can be congenital. The makings of Teplov understood as some anatomical and physiological features. Inclinations underlie the development of abilities, and abilities are the result of development. If the ability itself is not innate, therefore, it is formed in postnatal ontogenesis (it is important to pay attention to the fact that Teplov separates the terms "innate" and "hereditary"; "innate" - manifested from the moment of birth and formed under the influence of both hereditary and and environmental factors, "hereditary" - formed under the influence of heredity factors and manifested both immediately after birth and at any other time in a person's life). Abilities are formed in activity. Teplov writes that "... the ability cannot arise outside the corresponding specific objective activity" . Thus, ability refers to that which arises in the activity corresponding to it. It also affects the success of this activity. Ability begins to exist only together with activity. It cannot appear before the implementation of the activities corresponding to it has begun. Moreover, abilities are not only manifested in activities. They are created in it.

In psychology, there are three concepts of ability:

A) the theory of heredity of abilities,

B) the theory of acquired abilities,

C) acquired and natural in abilities.

1. The theory of heredity of abilities dates back to Plato, who argued that abilities are of biological origin, i.e. their manifestation depends entirely on who was the parent of the child, on what traits are inherited. Training and education can only change the speed of their appearance, but they will always manifest themselves in one way or another. www.pclever.ru

The approach to the hereditary nature of abilities is reflected in views that link a person's abilities with the size of his brain. But these studies have not been confirmed.

2. The theory of acquired abilities connects abilities exclusively with the environment and upbringing. Back in the 18th century K.A. Helvetius said that with the help of special education, genius can be formed. Supporters of this direction refer to cases when children from the most backward and primitive tribes, having received appropriate training, did not differ in any way from educated Europeans.

Cases are also cited as examples when, for some reason, a child is deprived of the opportunity to communicate with adults and peers. As a result, a person in the full sense of the word does not come out of him.

The American scientist W. Ashby argues that abilities and even genius are determined by acquired properties, and in particular by what pre-program and program of intellectual activity were formed in a person in childhood and in later life, spontaneously and consciously in the learning process. For one, the program allows you to solve creative problems, while for the other, only reproductive ones. W. Ashby considers working capacity to be the second factor of abilities.

However, this conception has also met with objections. Life observations and special studies show that the natural prerequisites for abilities cannot be denied. In a number of professions, they are of particular importance.

3. Acquired and natural in abilities. This concept, which combines the above theories, is confirmed by practice and special studies.

Researchers divide abilities into natural and acquired. The division is very conditional. Heredity is included, of course, as one of the conditions in the development of man, but his abilities are not a direct function of his heredity. First of all, the hereditary and acquired in the specific characteristics of the personality form an inseparable unity; already because of this, it is impossible to attribute any specific mental properties of a person to the expense of heredity alone.

Feel - this is the simplest mental cognitive process of reflecting the individual properties of objects and phenomena of the surrounding world, as well as the internal states of the body, arising from their direct impact on the senses.

Types and classification of sensations. According to the five sense organs known to the ancient Greeks, the following types of sensations are distinguished: visual, auditory, gustatory, olfactory, tactile (tactile). In addition, there are intermediate sensations between tactile and auditory - vibration. There are also complex sensations, consisting of several independent analytical systems: for example, touch is tactile and muscular-articular sensations; skin sensations include tactile, temperature and pain. There are organic sensations (hunger, thirst, nausea, etc.), static sensations, sensations of balance, reflecting the position of the body in space.

There are various bases for classifying sensations.
The oldest classification of sensations includes five points (according to the number of sense organs):
- smell,
- taste,
- touch,
- vision
- hearing.
B.G. Ananiev singled out eleven types of sensations.
The English physiologist C. Sherrington proposed a systematic classification of sensations. At the first level, sensations are divided into three main types:
- interoceptive,
- proprioceptive
- exteroceptive.
Interoceptive combine signals that reach us from the internal environment of the body. Proprioceptive transmit information about the position in space of the body in general and the musculoskeletal system in particular. Exteroceptive provide signals from the outside world.

Interoceptive sensations

They signal the state of the internal processes of the body. They arise due to receptors located:
- on the walls of the stomach, intestines, heart, blood vessels and other organs,
- inside the muscles and other organs.
As it turned out, this is the most ancient and most elementary group of sensations. Receptors that receive information about the state of internal organs are called internal receptors. Interoceptive sensations are among the least conscious and most diffuse forms of sensation. They, characteristically, always retain their closeness to emotional states in consciousness.
Also interoceptive sensations are often called organic.

proprioceptive sensations

They transmit signals about the position of the body in space, thus forming the afferent basis of human movements, playing a decisive role in their regulation. Proprioceptive sensations include:
- a sense of balance (static sensation),
- motor (kinesthetic) sensation.
Proprioceptive sensitivity receptors are found in muscles and joints (tendons, ligaments). These receptors are called Paccini bodies.
The role of proprioceptors is well studied in physiology and psychophysiology. Their role as the afferent basis of movements in animals and humans was studied in detail in the works of A.A. Orbeli, P.K. Anokhin, N.A. Bernstein.
Peripheral balance receptors are located in the semicircular canals of the inner ear.

Exteroceptive sensations

They bring information from the outside world to the consciousness of a person. Exteroceptive sensations are divided into:
- contact (taste and touch),
- distant (hearing, sight and smell).
The sense of smell, according to many authors, occupies an intermediate position between contact and distant sensations. Formally, olfactory sensations occur at a distance from the object, but the smell itself is a kind of object (we can say that this is a cloud of gas). And then it turns out that the nose is in direct contact with this object. You can also notice that the object itself has already ceased to exist, but the smell from it remains (for example, a tree burned down, but the smoke from it remained). The sense of smell also plays a huge role in the perception of the quality of the food being eaten.

Intermodal Feelings

There are sensations that cannot be associated with any particular modality. Such sensations are called intermodal. These include vibrational sensitivity, in which tactile-motor and auditory sensations are integrated. L.E. Komendantov believes that tactile-vibrational sensitivity is one of the forms of sound perception. Tactile perception of sound vibration is understood as diffuse sound sensitivity. Vibrational sensitivity plays a huge role in the life of the deaf and deaf-blind-mute. The deaf-blind, due to the high development of vibration sensitivity, learned about the approach of a truck and other modes of transport at a great distance.

A person is arranged in such a way that he almost daily worries about his loved ones and worries about things that are important to him, because modern life constantly throws him stressful situations. All this has a negative impact on the central as well as the autonomic nervous system. Moreover, such an impact does not go unnoticed. Negative emotions lead to the development of physical and mental pathologies. After all, we know that "all diseases are from the nerves."

The nervous system and its strength

Which people are the most stressed? Of course, those who have a weak type of nervous system. Moreover, according to experts, with each new generation the number of such people is constantly increasing.

This or that margin of safety, which distinguishes the nervous system, is given to each person from birth. This indicator indicates the performance and endurance of all nerve cells in our body. If the National Assembly has sufficient strength, then it is able to withstand any, sometimes even the strongest excitations. Cell inhibition does not occur in this case. Thus, the difference between people with a strong and weak nervous system is that the first of them are able to withstand superstrong stimuli. And if the National Assembly is weak? Then its owners cannot boast of patience. They are unable to withstand exposure to strong stimuli. It is difficult for them to retain the information that has come to them. That is why people with weak nerves share it with everyone, sometimes even with the first people they meet. After all, in such situations, the National Assembly starts to slow down or stops working altogether.

However, a weak nervous system also has its advantages. For example, it has an increased sensitivity and is able to easily distinguish between super-weak signals.

Signs of weak NS in adults

What is the difference between a person whom nature could not endow with a strong nervous system? First of all, he shows indifference in most issues. Such a reaction suggests that the individual perceives any blows of fate without expressing his protest. A weak type of nervous system makes a person lazy. Moreover, this can be observed not only in relation to its psychological, but also physical characteristics. This is confirmed by people who live in poverty and do not make any attempts to correct the situation and change their position in society.

Another sign of a weak nervous system is indecision. A person who is characterized by increased sensitivity is ready to obey everyone. Sometimes such people are possessed to such an extent that they turn into living robots.

Considering the characteristics of a weak nervous system, it is worth noting the constant doubts of its owners. Such a person often makes excuses, thereby trying to disguise his failures. And he doubts not only himself. The distrust of people with a weak nervous system is also caused by the one who tries to help him in this or that matter. This is sometimes expressed in envy of someone who is more successful and better in this life.

What else applies to the characteristics of a weak nervous system? By excitement, expressed in anxiety, such people stand out from all the others. Such manifestations clearly indicate a significantly reduced indicator of nerve strength. Constant anxiety often leads a person to mental disorders and even breakdowns. After all, such people live in constant fear. Fears take away their vitality and age prematurely. It should be understood that certain worries, and sometimes great difficulties, are possible for each person. However, people who have a strong nervous system meet them quite calmly on their life path, trying to find a way out of this situation. Excessive anxiety will not help solve the problem. It only takes away health and brings old age closer.

It is also possible to identify a person with a weak nervous system by the extreme caution shown by him. In order to realize their own plans and ideas, such people always need the right moment, which they constantly wait for. This sometimes becomes a habit. As a result, overly cautious people become pessimists, as they constantly think about a possible failure that could ruin their life's work. All this translates into indigestion, nervousness, inactive blood circulation and many other diseases and negative factors.

Signs of weak NS at an early age

What is characteristic of impressionable children? From an early age, they are extremely sensitive and receptive. At the same time, the child’s weak nervous system allows him to easily notice even the most insignificant changes that occur in the mood of the people around him. In addition, such children hear even the faintest sounds, rustles, and see slight shades. Such a child can even notice what is inaccessible to many of his environment. This, for example, is a slight shadow of annoyance or a spark of joy on the interlocutor's face, as well as minor changes in a person's gait, in his suit, movements made by him that are invisible to many.

With a weak nervous system in a child, he has a very emotional process of reading books and watching movies. The plot captures these children so much that tears can often be seen in their eyes. And even after reading and watching, despite the fact that the events that made you worry are already in the past, memories of them cause inexplicable pain in the soul of a child with a weak nervous system.

Such children have increased nervousness and sensitivity in those cases when they find themselves in an unusual and unfamiliar environment and have to do or decide something on their own. And let it be even some trifle, but the tension of the child can be seen even in his face.

Children with a weak nervous system stand out from all others in physical work and in educational activities. It is much easier for a teacher to work with such students. He easily teaches them to carefully perform everyday activities, unlike children with a strong type of nervous system, especially choleric and sanguine. Impressive students perform better in a monotonous environment. It is not difficult for such children to get used to the daily routine. The fact is that monotonous activity does not cause much excitement, which in a child with a weak nervous system is a kind of protection against overexpenditure and fatigue. All this should be taken into account by teachers and parents of impressionable children, without loading them, among other things, with intense and prolonged mental or physical work. After all, such tasks will be too tiring for a small person.

It should also be borne in mind that children with a weak nervous system get tired very quickly when new conditions are created. That is, their education in the first and fifth grade becomes especially difficult. They can work best at home, where no one can disturb them, or sitting at a separate table in a quiet library. In the case of creating a tense and noisy environment, students with a weak nervous system do not cope well with the task. After all, easy tasks for them immediately become difficult. When passing exams, as well as during other exciting events, such children are usually lethargic or passive, noisy or irritable. They look sick or weak.

Impressive students, unlike their peers who have a strong nervous system, are often constrained in cases that require them to act according to the prevailing situation. If the teacher asks such children an unexpected question, then it is difficult for them to answer it immediately. As a rule, at such moments the student has a confused look and a tense face, not knowing where to put himself.

When passing exams, such children show excessive excitement. This leads to loss of appetite, to the occurrence of insomnia, or is fraught with nightmares. In such situations, any feasible task seems overwhelming, and an already solved task that has the wrong answer. After passing exams, sensitive children calm down and are perplexed about their past worries. But in the event of similar circumstances, this will certainly happen again.

Impressive kids sometimes get offended because of a trifle. They may even cry if the conversation ended before they arrived, or if a joke (not on them) was passed on that made everyone laugh.

The connection between body and mind

Every change that occurs in the human body will certainly affect its health. That is why in medicine there is such a direction as psychosomatics, which establishes a connection between the mental processes occurring in the human body and its physiological state.

Any stress factor causes a protective reaction of the body, which is expressed in muscle tension. This allows a person to maintain health. After all, when the body is tense, the soul is relaxed. When such situations occur infrequently, they do not carry any negative consequences for the body. However, when accidental psychotraumas degenerate into protracted stresses, a person becomes ill. His pathology belongs to the psychosomatic type, which causes difficulties in making an accurate diagnosis. While doctors are looking for the origins of the disease, a person loses vigor and sleep, efficiency and energy. His ability to enjoy life disappears, and minor inconveniences gradually develop into significant problems.

Failures in the physiological processes of the body lead to pathologies of the mental sphere. A person has to live, experiencing chronic fatigue, irritation, anxiety and vague anxiety. Within a short time, this condition develops into a neurotic disorder, which significantly worsens the quality of life.

What to do with a weak nervous system? How to maintain health and prevent the development of many diseases? To achieve a significant effect, simple methods will help, which will be described below.

hardening

How to strengthen a weak nervous system? The most effective method that gives excellent results in this direction is winter swimming. It allows you not only to put your nerves in order and improve your health, but also to engage in the development of willpower.

With regular procedures, the body will gradually get used to cold water. Such persistence is very beneficial for health, but to obtain a positive result, you will need to follow certain rules, namely:

produce a gradual increase in the degree of cooling;
perform procedures regularly.

Physical activity

All living things must move, and do it as actively as possible. This will allow the body to constantly expend the accumulated stress hormones in it.

With regular physical activity, a person's performance increases. His brain is saturated with oxygen, and the body increases its resistance to stress. In addition, physical activity is an excellent prevention of many diseases. The most useful during its implementation is the removal of mental and nervous tension.

The best option for such activities are walks in the fresh air. After all, they are simple physical exercises with hardening and psychological rest. Such walks quickly strengthen the nervous system. And if you walk in the fresh air every day for at least 30 minutes, then a positive result will not be long in coming. It will show up in a couple of weeks.

Tourism produces no less effect on the increase in the strength of the nervous system. Of course, it will take more time, but in this case it is possible to get a positive result in just a few days.

Sports will also help to strengthen the nerves. It is especially effective to engage in such types of it as:

aerobics;
rock climbing;
yoga;
fitness;
Pilates;
martial arts.

The most important condition for this is the regularity and quality of the classes.

Bad habits

Restoring nerves, while receiving a positive result, is possible only if you refuse alcohol, cigarettes or psychoactive substances. The absence of bad habits in a person is the main condition for the health of the body.

For example, many people believe that alcohol is practically harmless. However, even with a rare use of small amounts of alcoholic beverages, there is an increased excitation of the nervous system and malfunctions in its work. Regular drinking leads to the development of various diseases. These ailments also negatively affect the nervous system.

As for smoking, it reduces a person's attentiveness, memory, and even the level of intelligence. A similar effect is due to the narrowing of the vessels of the brain, which provokes oxygen starvation, as well as due to the ingestion of toxic substances that are present in cigarettes into the body.

Even a cup of coffee negatively affects the nervous system. At first, it increases the activity of NS, and then sharply reduces it. Gradually, the nervous system is depleted. The same thing happens with energy drinks.

Proper nutrition

There are a number of products that can strengthen the human psyche and nervous system. That is why, to obtain the desired result, you will need to include in the menu:

Nuts, cottage cheese, soy, fish and chicken meat. They contain proteins responsible for the work of reflexes and the entire central nervous system.
Fats. Their use allows you to increase efficiency, strengthen emotional health and tone the central nervous system.
Carbohydrates. Their main source is cereals, which provide energy to the brain and help strengthen the nerves.
Vitamins of group B (1,6 and 12), as well as A, C, D and E. Fish and nuts, vegetables and fruits, bran, eggs and oatmeal can saturate the body with them.
Minerals (magnesium, iron, calcium, zinc). Their presence in the body contributes to the production of substances that contribute to the functioning and strengthening of the central nervous system. The greatest amount of minerals contains chicory and chocolate, milk and cereals, nuts, vegetables and fish.

Daily regime

Healthy and deep sleep can give the nervous system more strength. During rest, the body is restored and cells are renewed.

But early waking up, frequent awakenings, superficial sleep and lack of sleep loosen the nerves. In the absence of normal rest, a person becomes apathetic and lethargic, he hardly concentrates and thinks poorly. Often, lack of sleep manifests itself in communication in the form of outbreaks of aggression and irritation.

Nature

There is another ideal assistant that allows you to form a strong psyche and a healthy nervous system. It is nature that heals itself. A person will only need to leave the city, sit on the river bank and start admiring the sun, which is reflected in the water. Communication with nature makes a person inspired and peaceful. It normalizes the nervous system and sometimes even cures physical ailments.

According to academic concepts, the strength of the nervous system is an innate indicator. It is used to indicate the endurance and performance of nerve cells, and we completely agree with this. The strength of the nervous system "reflects the ability of nerve cells to withstand, without going into an inhibitory state, either very strong or long-acting, although not strong, excitation." With this definition, we are offered to classify all persons - quick-tempered, impatient, impulsive, prone to emotional breakdowns - as a strong nervous system: after all, their nerve cells withstand short-term excitation, "without going into a state of inhibition." With this we can no longer agree.

If, nevertheless, we move away from the classical definition and use the concept of “strength of the nervous system” in its semi-everyday, everyday, understandable meaning, then pressure and maintaining activity should be considered only one of the manifestations of this force, but not the only one. The strength of the nervous system also reveals itself in the restraint of undesirable elements of activity: the strength of inhibition must balance the strength of excitation. In order for the nervous system to really be able to withstand a sufficiently long excitation, cellular energy must be spent economically and rationally; there must be protective, protective, constructive braking. Braking is a necessary component of the overall Strength. Inhibition coordinates the activity of the nervous system.

A. I. Solzhenitsyn argued that people with a strong nervous system survived in the Stalinist camps. Its distinctive property is the ability to endure superstrong stimuli. A weak nervous system does not hold the signal well, burns out like a candle when it cannot answer the offender or hit back. Remember the wonderful scenes of school life: he has you in the side with a compass, and you with his book on the head. And it doesn’t matter what the teacher arranges for both of you now! By the way, if the events developed according to this scenario and the teacher took an active part in the "combat operations", then he definitely had a weak nervous system.

A person with a weak nervous system not only cannot wait (endure), he also has difficulty retaining new information (concerning himself and others) and constantly “leaks” it on the way literally to the first person he meets. That is why a psychologist, when organizing personal growth training, seeks to build a schedule of classes as closely as possible and keep clients as long as possible within this group, inside this room (about six hours), preventing people with a weak nervous system from simply being discharged outside.

Looking at the history of the country, one comes to the conclusion that our ancestors had a predominantly strong nervous system. Our great-grandfathers and grandfathers had a predominantly strong nervous system, but they were controlled by people, for the most part, with a weak nervous system! And no matter how much each individual modern person would like to look “strong”, every year, with each new generation, the concentration of people who are carriers of a weak nervous system increases. It's just that a weak nervous system has its own indisputable advantage, which we deliberately kept silent about above.

A weak nervous system is not able to tolerate superstrong stimuli. It either immediately turns off (the inhibitory process prevails over excitation), or it is "carried away" without any brakes, with unpredictable consequences (inhibition does not have time to cope with excitation). A weak nervous system, however, has an increased sensitivity, or high sensitivity, the ability to distinguish super-weak signals. A weak nervous system is characterized by the ability to finely distinguish similar stimuli. This is its advantage over the strong.

The negative relationship between the strength of the nervous system and the sensitivity of the analyzer equalizes the capabilities of both nervous systems. For example, teachers - owners of a weaker system - are often nervous in the classroom, behave less balanced, but better reflect, in a number of situations, the dynamics of interpersonal relations in the classroom. Teachers - carriers of a strong nervous system - have better endurance and unimpressibility. Children painted a chair with chalk - it does not matter. The chair was pushed under the table. They work calmly and without hysterics. However, they feel the student in the lesson worse.

The recent increase in the concentration of representatives of the weak nervous system is by no means an accidental phenomenon. In persons with a weak nervous system, conditioned reflexes are formed faster. They are easier to learn, more likely to grasp, which is explained by the high dynamism of the excitatory process. A weak nervous system learns the educational material logically designed, connected by a common idea, better. A strong nervous system has the advantage of storing large amounts of information of little use for semantic processing. In a weak nervous system, the rate of enumeration of options for solving a problem per unit of time is higher. She quickly adapts, acclimatizes, adjusts, settles down. Persons with a weak nervous system also tend to continue education to a greater extent.

If we consider in more detail the behavior of the weak and strong nervous systems in the educational process, we can find a number of interesting patterns. A weak nervous system is included in the learning process immediately. With prolonged hard work, she begins to make mistakes and falls out of the process: the student gets tired. For example, in younger adolescents, this is expressed in physical activity, pampering in the classroom, if they do not change the form of tasks after 5-8 minutes. The high endurance and working capacity of a strong nervous system is overshadowed by another circumstance. A strong nervous system is not distracted during the lesson and does not lose its working capacity, only it does not turn on so quickly, the process of working out takes longer.

A student with a strong nervous system should be presented with assignments from simple to complex. For a weak nervous system, tasks should be set in the reverse order (from complex to simple), that is, do not read morality at the beginning of the lesson, but "take the bull by the horns."

A weak nervous system begins to work quickly, also quickly undermines its energy reserves and therefore continues to work costly. If a weak nervous system is intimidated by the complexity or volume of the upcoming work, then it can work out its resource psychologically or morally even before the start of real activity (having previously scrolled through the “all the horror” of the upcoming test in my head). Middle school teachers make the strategic mistake of escalating the situation before a final test or exam. A weak nervous system copes with a test or exam worse than it is able to study during the year, from lesson to lesson. The university system of education does not leave any chances for a weak nervous system at all.

A strong nervous system, whether it be studying or some other type of activity, usually does not work to its full potential. In order for a strong nervous system to turn on, it is necessary, on the contrary, to create situations of increased motivation: to scare with an exam or by the authorities, to put a couple of "triples" for warning (preferably in public), to hit the table with a fist, to set deadlines, to announce a general mobilization or to issue a Chinese warning. A weak nervous system does not tolerate public forms of censure, takes bad grades hard, cannot continue to work, falls out of the rut, goes into destructive activity, defiantly sabotages orders, accumulates resentment or anger, breaks down. A strong nervous system, organized in time by negative reinforcement, can show simply phenomenal results by the time of control.

When it comes to the behavior of a leader with a weak nervous system, then the strength of his "cavalry attacks" will decrease from time to time. At first, in relation to a subordinate with a strong nervous system, he (the boss) looks invincible and scary, then he slowly turns sour and begins to think that he, too, “does not need more than anyone”, although he still tries to create a gloomy look. As for the most subordinate with a strong nervous system ... (Why is it necessary for a subordinate? Yes, because people with a strong nervous system are not in a hurry to become bosses.) So, as for a subordinate with a strong nervous system, then God forbid, if such a person will someday be your superiors. At first, everything will be like under Alexei Mikhailovich Tishaish, but when he feels the responsibility, when he gets to know the business qualities of his yesterday's comrades in depth, then with a consistent and methodical pressure in a fairly noble manner, he will "take out all the liver out of you." People with a strong nervous system are just brutally stubborn.

People with a weak nervous system have a natural inclination to manage and command. First, they have much less patience to look at "all this stagnation" or "all this mess." Secondly, they have enough sympathy and empathy to have time to enlist the support of the widest possible range of people.

Organizational abilities are entirely built on a weak nervous system, but in order to achieve success in this matter, one must learn to consciously and creatively use one's life energy at a higher level. Because of their lack of self-control, many budding leaders spend their lives struggling with the challenges they create. Self-respect (for one's nervous system), self-awareness (for one's nervous system) and self-control - only this unity can give a person strength that nature did not give him.

Of course, the strength of the nervous system is an innate indicator, but this does not mean that we should give up. Psychologists have come up with as many as 5 strength gradations on this score: “weak”, “medium weak”, “medium”, “medium strong”, “strong”. All variations of the weak-semi-strong nervous system are the result of repeated exposure, habituation to the stimulus, the result of conscious education and self-education. A teacher with a weak nervous system, to whom children constantly paint a chair with chalk, sooner or later will pull himself together and imitate a strong nervous system! If you were born with a weak nervous system, then it will remain with you. And when you once again encounter some unusual, unusual, new strong stimulus, you will again and again demonstrate to yourself and those around you just a weak nervous system. But that's no reason to stop!

To decide on the strength-weakness of the nervous system means to provide a fairly exhaustive description of oneself and others. This means behind several "random manifestations of the character" of a partner to see such a bunch of properties, such a bunch of possible behaviors that it allows you to read another person like a book, to predict his actions and intentions; gives you the opportunity to feel in a state of flight, when others are just walking on the ground! Sometimes a few separate episodes, sketches, clashes are enough to know for sure who you are dealing with: you can rely on or not, what to expect in a minute, in a day, in a year, is it possible to approach this or that issue, is it possible to be friends, can whether to love.