At the same time, a person has specific structural features of the body inherent only to him. Some of them are related to
the origin of man from primates, but most of the specific signs appeared in connection with his work activity. This is an upright posture, powerfully developed muscles of the lower extremities, an arched foot with a strongly developed first toe, a mobile hand, a spine with four curves, the pelvis located at an angle of 60° to the horizontal, a very large brain in terms of mass and volume, large sizes of the brain and small sizes of the facial skulls, binocular vision, limited fertility, etc.
The decisive step on the path from ape to man was upright posture. After the onset of the Ice Age, monkeys, who previously led an arboreal lifestyle and did not retreat to the equator, had to switch to living in open spaces. The tall and dense grass of the African savannah during the rainy season forced them to often rise on their hind limbs to navigate the terrain. At the same time, they often used their forelimbs to throw stones, sticks, and carry food, which shifted the center of gravity of the body to the hind limbs.
The transition to upright walking led to a change in the morphology of the lower extremities, which became a supporting organ. The lower limb acquired flattened foot with longitudinal arching, which softened the load on the spinal column.
The hand underwent enormous changes, the main function of which became grasping, and this did not require any serious anatomical transformations. There was an increasing opposition of the thumb relative to the palm, which made it possible to grasp a stone or stick and hit it with force. At the same time, the length and mobility of the fingers increased slightly.
After the human ancestor stood on his feet and rose above the surface of the earth, his the eyes moved to the frontally parallel plane, the fields of vision of both eyes began to overlap. This provided binocular depth perception and led to the development of visual structures in the brain, but the price for new vision abilities was a deteriorated sense of smell.
But the main differences between humans and animals are fixed in the material carrier of the mind - brain. It is no coincidence that the sign that separates apes from humans is considered to be a brain mass of 750 ᴦ. It is with this brain mass that a child masters speech. Of course, the speech of ancient people was very primitive, but it expressed the qualitative difference between the higher nervous activity of humans and the higher nervous activity of animals.
The brains of our ancestors continually expanded during biological evolution. Thus, in Australopithecines the brain volume was 500-600 cm 3, in Pithecanthropus - up to 900 cm 3, in Sinanthropus - up to 1000 cm 3. The brain volume of Neanderthals was, on average, larger than that of
modern man 1. However, there is no direct relationship between brain volume and human abilities. Thus, the French writer A. France had a rather small brain in volume - no more than 1000 cm 3, and the brain of I.S. Turgenev was very large - 2012 cm 3.
Of course, the mass and volume of the human brain is not all that distinguishes our brain from the brain of animals. After all, both the whale and the elephant have a larger brain mass than a human. The determining role is played not by the mass of the brain matter, but by its structure. How does the human brain differ, for example, from the brain of its closest relatives - primates? Strange as it may seem, fundamental differences in the structure of the brain of humans and chimpanzees were discovered only in the second half of the 20th century.
It was discovered that in the course of evolution it began to increase significantly degree of filling of the skull with brain matter. This figure reaches 94% in humans versus 50% in reptiles. The shape of the skull changed towards rounding and growth in height, the brow ridges and the cranial ridge disappeared. A new type of folding of the brain began to develop with a predominance of the radial direction of the main grooves, which contributed to the enlargement of the hemispheres. Due to the fact that the enlargement of the fetal head of a newborn reached the limit of the width of the birth canal, the child began to be born with an evolutionarily premature brain. During fetal development, the human brain reaches less than 25% of its future volume, while in chimpanzees it reaches 65%.
It has been found that the simplest structural unit of the brain is not a nerve cell (neuron), as previously thought, but a structural ensemble of neurons with complex but fixed branching relationships. One ensemble usually controls either one process or one function of the body. The evolution of the brain, its complication, is due to the growing organization and orderliness of the functioning of structural ensembles that combine individual functions into complex behavioral reactions.
The structural units of the brain develop in the form of vertical columns, which include both cells of the ancient parts of the brain located in the lower layers, and cells of younger formations located above these layers. However, in the structure of the brain we can distinguish ancient sections that are formed at the embryonic stage, and young sections (cerebral cortex), which mainly develop at the postembryonic stage, or after the birth of a child.
The new cerebral cortex consists of 600 million vertical columns formed by approximately 50 billion neurons. In an adult
1 The average brain size of a modern person is 1400 cm 3 in men and 1270 cm 3 in women.
The new bark occupies 95-96% of the total area, and the old bark accounts for only 4%. During evolution, there was a change in the specific ratio of ancient and young parts of the brain. In lower apes, the frontal lobes occupy 10% of the cortex, in higher apes - 15%, and in humans - 25%, which is a record for the animal world. It is the frontal lobes that control social behavior.
A quantitative increase in ensembles of nerve cells occurs mainly due to the restructuring of old sections and the use of released neurons, and qualitative changes are initiated by the complication of connections, an increase in their number and the breadth of cell connections of the entire structural ensemble.
The structural ensembles of the human and primate brains, responsible for such functions as vision, hearing, motor reactions of the legs and body, practically do not differ from each other. Significant differences have been identified in the size and connections of the structural ensembles that control human speech and motor reactions of the arms, especially the hands, which determine a person’s ability to work.
At the end of the 1950s. research began brain asymmetry, and in the 1970s. P. Lindsay and D. Norman created a well-founded theory. It turned out that when the left hemisphere is destroyed, the purposefulness of actions is lost, the content of ideas about the past and future changes. So, the future begins with that event, which has long passed, but accidentally surfaced in memory. Violation of the integrity of the right hemisphere leads to disorders of the sensory and emotional spheres of human activity, and the ability to perform practical actions is lost. Disruption of communication between the hemispheres of the brain (a similar operation is sometimes performed to treat epilepsy) leads to the emergence of two streams of consciousness. Each hemisphere independently stores information and processes external impressions, which leads to a “split personality.”
However, it was found that a whole brain functions differently than a dissected one. There is a continuous exchange of information between the hemispheres of the brain, since each hemisphere has a certain specialization. The right hemisphere is associated with vivid emotional imagery, the dominance of sensuality over verbal forms. The world around him is perceived intuitively, with an instant reflection of many signs. The left hemisphere gives a person the opportunity to engage in abstract diagrams, verbal concepts, and provides logical thinking.
On this basis, it was concluded that in the course of evolution, a functional asymmetry of the brain was formed, which
led to the fact that the left hemisphere was associated with logical thinking, and the right hemisphere with intuition. Their interaction follows the rule of complementarity: logic is corrected by sensory perception, and emotions are corrected by abstract schemes. This type of brain functioning has given humans enormous benefits.
Asymmetry of the human brain is formed immediately after birth. After birth, the child’s brain functions on the principle of duplication of hemispheres, as happens in other mammals. In this case, information is received and processed in a mirror-cross mode: the left hemisphere perceives the world on the right, and the right hemisphere perceives the world on the left. Both hemispheres are homogeneous in structure and functionally interchangeable. It is in this regard that in a small child the speech areas are not firmly fixed, and they begin to develop in two hemispheres at once. But later, speech centers migrate from the right hemisphere to the left, and it becomes dominant. So, gradually the left hemisphere takes on the functions of speech and logical thinking, and the right hemisphere takes over the control of movement coordination and fixation of geometric connections of objects.
It is important to note one more characteristic circumstance. The structure of ensembles of nerve cells, their connections and all other features of the human brain are programmed by the genetic apparatus. The development of speech and motor-labor structural ensembles of the human brain is inherited by children from their parents. But it is not speech or labor skills as such that are inherited, but only the potential for their subsequent acquisition. Genetic potential is realized only if, from early childhood, a child is raised and educated in a community of people, in constant communication with them. Rare cases when children are raised by animals (about 30 such examples are known to science), after which they are found and returned to people, show that they can never fully master speech or acquire sufficiently complex work skills necessary for conscious activity. For this reason, the story about Mowgli is nothing more than a beautiful fairy tale. The realization of genetic potential is limited in time by strict age limits. If the deadlines are missed, the potential fades, and the person remains at the level of primate development. For the same reason, children who grow up in orphanages and do not receive enough attention from adults often lag behind in development, although they do not have any organic disorders.
However, for a long time in the process of anthropogenesis, predominantly evolutionary factors of genetic variability and selection acted. Changing the conditions of the su-
The march of human ancestors created strong selection pressure in favor of the survival of individuals and groups with characteristics that contributed to the progressive development of upright walking, ability to work, improvement of the upper limbs and cognitive activity of the brain. Natural selection has preserved characteristics that stimulated a joint search for food, protection from predatory animals, care for offspring, etc., which in turn contributed to the development of herding as the initial stage in the development of sociality.
Specific human characteristics - concept and types. Classification and features of the category “Specific Human Features” 2017, 2018.
"The Origin of Man on Earth" - Accessory nipples; Claws on individual fingers; Strongly developed fangs. 7. Is evolution finished now? 5. Similarities between humans and animals. Now poisonous clouds are floating here. The kinship of man with animals, according to Darwin, is confirmed by the existence of rudiments and atavisms. Therefore, not one of Darwin’s opponents could object to rudiments and atavisms.
“Biology of Human Origins” - Independent distribution of tasks within groups. “Looking into the past, bare your heads.” “As you look to the future, roll up your sleeves.” B.Shaw. Web site. Ancient people are paleoanthropes. Municipal educational institution of secondary school in the village of Tersa. Learn to competently evaluate the reliability of the information received. What are the driving forces of anthropogenesis, biological and social factors?
"Man and Ape" - Fossil Apes. Modern people. As a result, modern women have difficulty giving birth. Contents: New data on the origin of man. The most important thing is that the newly discovered species made tools. New data on the origin of man. Stages of human origin. E. Dubois called the discovered creature an ape-man - Pithecanthropus.
“Man and his development” - Many (both men and women) go into the informal sector. The word ECONOMY is implicit in both categories. Women's problems: from the sphere of human rights or from the sphere of economics? However... Human development is a breakthrough (storming the palace). Translated by: Alexey SKREBNEV [email protected]. Equality and justice.
“The Origin of Races” - Each large race is divided into small races, or anthropological types. The process of human origin is called anthropogenesis. Evidence for the evolutionary origins of man. Evolution of primates. In Indonesia, the South Asian race predominates. Races and ethnicity. Human Origins. Labor begins with the manufacture of tools.
“The Origin of Man” - 16. 4 – Australopithecus. 8 – Neanderthal; 10. 14. Evolutionary paths of development of primates. 5. 7. 9. 3 – Ramapithecus; 9 – Cro-Magnon; 17 – gibbons; 6. Ears.
There are 18 presentations in total
How does a person differ from an animal? First of all, the ability to think, reason and express your thoughts using articulate speech.
Concept of thinking
Thinking is the highest stage of human cognition, awareness of those aspects of the world that cannot be directly perceived by humans. Thanks to thinking, a person not only adapts to environmental conditions, like an animal, but also actively transforms it.
Human thinking consists of three interrelated factors: concept, judgment and inference. At the concept stage, a person monitors the natural processes that occur in the life of society or the environment. Thanks to such observations, a person begins to realize their truth or falsity, and develop his own opinion about them - this is the stage of judgment.
An inference connects several judgments, thanks to which a person develops a model of further behavior or creates new options for judgments about surrounding things and ongoing events.
Speech concept
Speech is a form of human communication that occurs through the use of language. Speech allows a person not only to understand the world around him, but also to transmit information to other people. Speech is inextricably linked with the process of thinking. Its existence is impossible without a thought process.
After all, speech is, first of all, a materially tangible form of thought. Speech represents not only the human structure of linguistic structures, but also the ability to perceive them logically. The main function of speech is the communicative function, due to which individuals communicate with each other, including information exchange.
Based on the form of communication, speech is classified into oral and written speech. Oral speech refers to a person's ability to speak and listen, written language refers to reading and writing.
Human ability to be creative
Creativity is a process of human activity, during which he creates new spiritual or material values. A person's ability to be creative comes from his ability to think.
The ability to be creative and its relationship with thinking can be considered in the following diagram:
I watch other people dance (the first phase of thinking is the concept). I think it's beautiful (the second phase of thinking is judgment). I know how to improve this dance (third phase of thinking - inference). I myself dance a dance that I have improved (creativity).
We see that a person’s ability to be creative is a combination of analysis and synthesis. The English psychologist G. Wallace deduced the main phases of creative thinking:
1. Preparation- a person formulates a problem and considers the main ways to solve it.
2. Incubation- a person forgets about the previously set tasks of creative implementation and completely switches to other things. Very often, at this stage, attempts at creative realization stop completely.
3. Insight- on an intuitive level, a person returns to the idea of creative realization.
Modern anthropological sciences include the following properties of human development as characteristic features: integrity, inconsistency, non-frontality, heterochromacy, disequilibrium, reversibility.
The integrity of anthropogenesis is manifested in the following.
Both the individual development of a person (ontogenesis) and the development of a species (phylogeny) are complex changes: appearance, physiological processes, lifestyle, type of occupation, psychological functions, behavior, spiritual world, etc. Any changes accompanying individual human development or phylogeny , do not exist separately from each other, are mutually represented, mutually determine each other.
Not only quantitative changes occurring in the human body cause certain qualitative changes in a particular person, the species as a whole, but also a qualitative leap in the development of an individual or group of people provokes a change in the “quantitative” indicators (height, weight, etc.) of the individual organism. In the process of individual development, numerous components of ontogenesis are interdependent and mutually regulate each other: growth stimulates certain forms of self-realization, socialization to a certain extent depends on maturation, etc.
All factors and conditions of human development do not act in parallel, but in a complex interconnection with each other. They correlate with each other, each of them has a greater/lesser impact on the whole person. The real and potential spheres of human life and activity in the process of phylo- and ontogenesis also interpenetrate and mutually determine each other.
The contradictory nature of human development is revealed in the fact that man and humanity change all the time and at the same time remain identical to themselves. It is due to the super complex, holographic integrity of the person himself. Human development includes processes of two types: the simultaneous complex implementation of initial capabilities and abilities and the acquisition of fundamentally new properties. These processes are interconnected and manifest themselves in changes at different levels: physical, neurodynamic, physiological, psychological, social, etc.
For example, initially the ancestors Homo sapiens As living beings, they were characterized by upright walking, a certain structure of the brain, the instinct to procreate and satisfy their vital needs, the ability to respond to external and internal stimuli, to master their habitat, to perceive current biological time and space, and these features were improved. Over time, specific parts of the brain developed; the anatomical and physiological structure of the body has become more complex; new abilities appeared (to make tools, to communicate using words, to obey generally accepted rules, to create animal cults and burial rites, etc.); interest arose in “useless” creativity (decorating the body and clothing, creating toys and rock paintings); ways of satisfying vital needs increasingly began to be mediated by moral and spiritual attitudes; the instinct of procreation was harmonized with the hedonistic function of sexual love (it is significant for humans not only as a condition for the birth of offspring, but also as a spiritual interaction between people).
Human development includes opposing trends: differentiation - integration, waste - restoration, chaos - harmony, loss - acquisition, regressive and progressive transformations. For example, it is known: the development of the ability to distinguish more and more shades of color (differentiation) is associated with an increase in the ability to recreate the image of a whole object from one seen detail (integration). To master the ability to read, you must learn to simultaneously differentiate letters and integrate them into syllables, words, and then into sentences; differentiate between printed and handwritten text - and integrate the meaning of the text.
The interaction of contradictory tendencies of ontogenesis is in dynamic equilibrium. Thus, acquisitions, as a rule, turn out to be due to losses: new capabilities of the body, complication of mental functions, transition of abilities and skills to a new quality, changes in anthropometric indicators, streamlining of organic processes, that is, any “novelty”, as a rule, is accompanied by more or less visual collapsing, turning into a rudiment, going into the “buffer” of some previous capabilities, functions, skills and other features that have become no longer relevant in the new period of life.
There are a number of clear examples of the relationship between gains and losses in the process of ontogenesis. Thus, the rise in the linguistic abilities of preschoolers (from three to five years old) prepares the maturation of those parts of the brain that are responsible for the ability to read and assimilate written culture, but at the same time, mastery (of an older preschooler, a junior schoolchild) of reading extinguishes the linguistic talent of children: their need in word creation, special responsiveness to words and nr.
The maturation of the cerebral cortex at primary school age makes the child’s behavior more arbitrary, his statements more tactful, but due to the suppression of the subcortex, the spontaneity and sincerity of the younger schoolchild is lost. Due to the maturation of the cortex, involuntary, fast, universal, although “superficial” memorization also fades, but the ability to remember purposefully, selectively, deeply and for a longer period appears. “Easy” (as defined by K. D. Ushinsky), unrestricted children’s imagination is replaced by productive, meaningful creativity.
Expanding the child’s life experience leads to his “sophistication” - and reduces the ability to be surprised, admire, and extinguishes curiosity. The need for new impressions, which a child satisfies in any situation (he knows how to get them by watching a puddle, examining a rag, a pebble, etc.), is the potential for his development. The same need for an adult is a source of painful experiences, stress, etc.
Everything that is lost as development progresses was not useless or unworthy of man. (It’s not for nothing that artists and poets are looking for ways to develop a child’s spontaneity of perception of the world, the brightness of imagination. Scientists are developing ways to quickly and easily master information, as in childhood. Businessmen learn to play, etc.) Moreover, without such “destruction” » a number of previous properties make it impossible for new characteristics to emerge, for new properties and capabilities to emerge, or for the improvement of previously existing functions.
It is interesting that sometimes in the process of development what was curtailed and rejected, after some time is reborn in the form of a new quality. For example, the subcortex of the brain, which faded into the background at the age of 12, due to a hormonal explosion, begins to determine the child’s behavior again, making him again more spontaneous, overly emotional, less strong-willed, etc. And from the age of 16, the cortex again determines behavior, internal state, arbitrariness of self-expression, etc.
In that rare case, when the curtailment of the characteristics of previous age stages does not occur, and they persist into adulthood, the phenomenon of giftedness may arise 1 . But the remaining “childish” capabilities (gullibility, spontaneity, non-criticism, a penchant for play, etc.) can not only decorate the life of an adult. They, not meeting many of the requirements of adult life, often complicate it. Therefore, we can say that “losses” are not only natural, but also necessary.
The inconsistency of development also reveals itself in phylogenesis: limiting one’s needs (for example, introducing taboos, formulating laws, rules, norms of general life) has become the basis of human greatness.
Modern science is increasingly inclined to believe that development is a dialectical, contradictory unity of regressive and progressive transformations.
Non-frontal development (term by A. A. Bodalev) is manifested in the fact that the rates of biological, psychological, social development of a person (both in phylo- and ontogenesis) do not coincide with each other. Thus, it is known that the different peoples and tribes currently inhabiting the Earth, despite the information revolution, globalization, etc., are still at fundamentally different stages of development: some live in the Stone Age, others in the Middle Ages, others in the post-industrial world, etc. Another thing is known: the rates of change in different structures of any person are not the same. A person’s achievement of a high level of physiological maturity does not occur simultaneously with the achievement of intellectual, volitional, and social maturity. In infants, sensory skills are ahead of motor skills; at a certain period, the child’s passive speech is ahead of active speech, etc. The non-frontality of development manifests itself especially clearly in adolescence, when different systems of the body grow and change at different rates: vascular and bone, nervous and muscular, etc., which makes this period of life quite difficult. It is interesting that even so acutely manifested in adolescence, nefrontality does not destroy the integrity of the process of ontogenesis, the integrity of the person.
Heterochrony - the uneven distribution over time of changes occurring during phylo- and ontogenesis - has long been comprehended by science. The fact of heterochrony is confirmed, in particular, by the fact that the periods of age-related development traditionally identified by science are periods of life that differ in the number of years. For example, the period of infancy (according to A.G. Asmolov) is almost a year, the first childhood is four years, and the newborn period is generally ten days.
The heterochronicity of human development is also indicated by the following fact: the transition from childhood to adolescence, from youth to maturity occurs in every culture at the same calendar dates (in each culture - at its own), and the transition to old age of representatives of the same culture is very individualized. For example, one European may consider himself (and actually be) an old man already at 40, while another may perceive himself and be identified by others as a young man even at 75.
The imbalance of human development is revealed in the fact that phylo- and ontogenesis are non-monotonic processes. On the contrary, in each of them (according to the synergetic approach) both quiet periods and jumps, “explosions” (bifurcation zones) are found. And if in a quiet period development obeys certain laws and its results and features can be predicted, then in the bifurcation zone development depends, first of all, on chance and turns out to be unpredictable. An essential feature of human development is, therefore, the orderliness, equivalence of patterns and accidents, as well as discreteness and discontinuity of the process.
Human ontogenesis in modern science is not considered as a linear or spiral process with elements of repetition and cyclicity. It is interpreted as a wave-like and oscillatory process, with deviations either “minus” or “plus”. This is due to the fact that the nature of the activity of the Sun, which determines the development of all living things, has an oscillatory nature.
The transition from quieter periods to bifurcation occurs in the form of a qualitative leap and is due, according to L. II. Gumilyov, the uneven distribution of chemical energy in the Universe, the existence of the so-called “waves of life”, causing surges and declines in the activity of not only natural forces, but also the passion of individuals, populations, nations.
Reversibility. Traditionally, both phylo- and ontogenesis were considered as processes directed in one direction - towards humanization. Modern science asserts: the opposite movement is also possible - towards dehumanization. The reversibility of ontogenesis is confirmed, in particular, by the fate of the Mowgli children discovered back in the 17th century. in Germany, then in India, etc. Their return to the human way of life occurred with great difficulty, they learned to speak poorly or not at all, tried to walk on all fours, lap from a plate, and often physically did not survive among people. Thus, the famous Amala lived only four years, and her sister Kamala died two months after returning from the jungle.
Recently, in Russia, the appearance of Mowgli children has been recorded and attempts are being made to humanize them. It has been noted that over the years of living among dogs, wolves, and cats, a child’s hair grows, his eyesight becomes sharper, and the ability to understand the language of animals appears. Physically, these children are more developed than their peers, they turn out to be very flexible, resilient, etc. Returning to a human way of life costs such a child and the adults around him a lot of work, but still initially leads to good results. Children adapt so much that they are able to learn, some even well. But after a while, degradation begins: they again begin to bark, climb trees, eat grass, and lick their wounds. It becomes difficult and unpleasant for them to walk like a human, they lose memory, communication skills, stop smiling, etc. It is not yet known what their future fate will be.
The question of the possibility of degradation of the entire modern human species remains open, but it seems that a positive answer to it is incorrect and not convincing.
Both phylo- and ontogenesis are processes both occurring at the present time and infinitely extending into the past and future; human development as a whole is always an incomplete process.
Until recently, it was believed that human evolution was completed, and evolutionary mechanisms no longer served to change the species, but only to preserve it. Indeed, numerous data confirm: the morphological evolution of man is completely completed, the body of modern man is basically the same as it was 3.5 thousand years ago; his basic needs do not change, etc. However, modern genetics proves that human DNA contains the possibility of its continuous evolution as a species, i.e. phylogenesis is an ongoing process.
The direction of evolution today is the creation of a universal human brain, collective will, universal social memory, the establishment of a scale of common values, rules for its protection and preservation, etc. It is impossible not to admit that this process is already taking place (in particular, thanks to the activities of the UN, UNESCO, the Club of Rome, World Olympiads, international space stations, committees, etc.), but it is not easy, oscillating, and inconsistent.
The incompleteness of ontogenesis is manifested in the fact that each person changes externally and internally throughout his life. Some of these changes are obvious, others are hidden, in some acquisitions predominate, in others - destruction, losses, but they are characteristic of any period of a person’s life, the development of which is thus always incomplete. It is known that even in old age, when many brain cells die, new connections are formed between the remaining cells, compensating for the activity of the dead cells.
Topic: Teachings of I.P. Pavlova about the first and second signal systems. Types of GNI. Modern ideas about the mechanisms of sleep and wakefulness.
Specific features of human VND
Analysis and synthesis of direct signals coming from visual, auditory and other receptors constitute 1 signaling system. Characteristic of animals and humans.
Verbal signals, speech constitute 2 signaling system. The word is a signal stimulus.
The activity of the cortex is caused by words, both when communicating with other people and in private. Ideas about objects and phenomena are conveyed in words without direct contact with reality. There is a certain danger in this of separation from the truth, a distortion of reality. Therefore, the connection between the first and second signaling systems is very important, i.e. the story must be confirmed by the show.
The second signaling system constitutes the physiological basis of abstract thinking, in which both hemispheres participate.
The second signaling system is gradually being formed. A newborn has only sounds. In the second half of life, the beginnings of speech activity and the need to get rid of congenital sucking movements appear. If this automatism does not weaken, then speech becomes unclear. The suction action of the tongue contributes to the incorrect pronunciation of some sounds ( r, l, w, f, s etc.)
This defect can remain for life, although sucking automatism disappears.
By the end of the first year of life, the word acquires an independent meaning. At two years of age, a second signaling system is formed.
At 6-7 years old, the word acquires leading meaning.
The development of speech motor functions must occur at a strictly defined time. Later, speech no longer develops. Speech in children growing up among animals can develop during training no later than 5 years of age. Apparently, by this age the formation of the parts of the brain that provide speech function is completed.
Types of VND
The type of GNI is a set of individual properties of the nervous system, which determines the characteristics of the psychophysiological mechanisms of the relationship between the body and the environment.
When determining the type of internal income, the following are taken into account:
Rate of formation of conditioned reflexes (CR)
The magnitude of the conditioned reflex
Strength of the conditioned reflex
The rate of irradiation and concentration of excitation and inhibition processes, etc.
Pavlov based on: strength, balance,
The mobility of the processes of excitation and inhibition has been identified as 3 strong and 1 weak type of VND
Extreme types of IRR have been identified, but mixed types are more common. The human genotype, under the influence of environment and upbringing, turns into a phenotype.
Strong, unbalanced, unrestrained (choleric).
The person is stubborn, impatient, prone to risk, can be aggressive, impatient with the shortcomings of others, and is subject to sudden mood swings. Straightforward, unforgiving.
Strong, balanced, agile (sanguine)
He easily gets used to new conditions, is sociable, prone to self-overestimation, and is burdened by monotony. Easily experiences troubles. Sometimes he is not collected and shows haste in decisions.
Strong, balanced, inert (phlegmatic)
He is silent, even in his relationships with others, loves neatness and order in everything. Unhurried, knows how to wait. Not prone to rapid mood changes. Low sensitivity to approval and censure. Has difficulty adapting to new things.
Weak type (melancholic)
Shy, shy. Lost in a new environment. Doesn't believe in himself, is suspicious, impressionable. Difficult to make contacts, subject to influence. Easily tolerates loneliness. Sensitive to approval and blame.
Based on the relationship between 1 and 2 signal systems (SS), Pavlov distinguished three types of human GNI.
Artistic (1 SS predominates)
Thinking (2 SS predominates)
Medium type (SS balance)