Under activities is understood as the activity of the subject, aimed at changing the world, at the production or generation of a certain objectified product of material or spiritual culture. Human activity appears first as a practical, material activity. Then theoretical activity is separated from it. Any activity usually consists of a series of acts - actions or deeds based on certain motives or motives and aimed at a specific goal. Since this goal can be achieved under various conditions different ways (<операциями>) or paths (<методами>), the action acts as a solution to the problem.
The activity of the subject is always associated with some need. Being an expression of the subject's need for something, the need causes his search activity, in which the plasticity of activity is manifested - its assimilation to the properties of objects that exist independently of it.
The concept of activity is necessarily connected with the concept of motive. There is no activity without a motive:<немотивированная>activity is an activity that is not devoid of a motive, but an activity with a subjectively and objectively hidden motive. Activities are usually carried out by some set of actions, subject to particular goals, which can be distinguished from common purpose. The role of a common goal is performed by a conscious motive.
The processes that provide the relationship between the internal and external aspects of the activity are called internalization and externalization.
Interiorization- transition from outside to inside; a psychological concept that means the formation of mental actions and the internal plan of consciousness through the assimilation by an individual of external actions with objects and social forms of communication. Internalization consists not in a simple transfer of external activity to the internal plane of consciousness, but in the formation of this very consciousness.
Thanks to internalization, the human psyche acquires the ability to operate with images of objects that are currently absent from its field of vision. A person goes beyond the given moment, freely "in the mind" moves into the past and into the future, in time and space.
Animals do not possess this ability; they cannot arbitrarily go beyond the framework of the present situation. The word is an important instrument of internalization, and speech action is the means of an arbitrary transition from one situation to another. The word singles out and fixes in itself the essential properties of things and the ways of operating with information developed by the practice of mankind. Human action ceases to be dependent on a situation given from outside, which determines the entire behavior of the animal.
From this it is clear that the mastery of the correct use of words is at the same time the assimilation of the essential properties of things and the methods of operating information. A person, through the word, assimilates the experience of all mankind, that is, tens and hundreds of previous generations, as well as people and groups that are hundreds and thousands of kilometers away from him.
exteriorization- the process, the reverse of internalization, is the transition from the inside to the outside. A psychological concept that means the transition of actions from an internal and folded form to the form of an extended action. Examples of exteriorization: the objectification of our ideas, the creation of an object according to a predetermined plan.
formation of the spiritual world of the individual, internal structures psyche by reflecting external social relations and adapting to the variability of social life.
Great Definition
Incomplete definition ↓
INTERIORIZATION
French iiiteriorisalion, from lat. interior - internal), transition from outside to inside. Witnesses I. entered psychology after the work of representatives of the French. sociological schools (Durkheim and others), where it was associated with the concept of socialization, meaning the borrowing of the main. categories individual consciousness from the realm of society. representations. Fundamental importance received in the cultural and historical. Vygotsky's theories; one of the main provisions of this theory was that every truly human. the form of the psyche initially develops as an external, social form communication between people and only then, as a result of I., it becomes mental. process otd. individual. The stages of I. are traced in detail in works devoted to mental actions, where it is shown that I. is not a simple transition to action in terms of representations (Piaget), but the formation of internal. plane of consciousness.
Interiorization
(from lat. interior - internal) - the formation of internal structures of the human psyche due to the assimilation of the structures of external social activity. The concept of I. was introduced by French psychologists (P. Janet, J. Piaget, A. Vallon, and others). In a similar sense, I. was understood by representatives of the symbolic interactionism. Concepts similar to I. are used in psychoanalysis to explain how in ontogenesis and phylogenesis, under the influence of the structure of interindividual relations, passing "inside" the psyche, a structure is formed unconscious(individual or collective), which in turn determines the structure of consciousness.
Brief psychological dictionary. - Rostov-on-Don: PHOENIX. L.A. Karpenko, A.V. Petrovsky, M. G. Yaroshevsky. 1998 .
Interiorization
The process of formation of the internal structures of the psyche, determined by the assimilation of the structures and symbols of external social activity. AT domestic psychology internalization is interpreted as the transformation of the structure of objective activity into the structure of the internal plane of consciousness. Otherwise, the transformation of interpsychological (interpersonal) relationships into intrapsychological (intrapersonal, relationships with oneself). It must be distinguished from any form of receiving "from the outside", processing and storage "inside" the psyche of sign information ( and ). The following stages of internalization are distinguished in the ontogene:
1 ) an adult acts on a child with a word, prompting him to do something;
2 ) the child adopts the method of address and begins to influence the word on the adult;
3 ) the child begins to influence the word on himself.
These stages are traced in particular when observing children's egocentric speech. Later, the concept of internalization was extended by P. Ya. Galperin to the formation of mental actions. It formed the basis for understanding the nature of internal activity as a derivative of external activity. practical activities with the preservation of the same structure, was expressed in the understanding of the individual as a structure formed by the internalization of social relations. In the theory of activity, internalization is the transfer of the corresponding actions related to external activity into the mental, internal Plan. During internalization, external activity, without changing its fundamental structure, is strongly transformed - this especially applies to its operational part. Concepts similar to internalization are used in psychoanalysis to explain how in ontogenesis and phylogeny, under the influence of the structure of interindividual relations, passing "inside" the psyche, the structure of the unconscious (individual or collective) is formed, which in turn determines the structure of consciousness.
Dictionary practical psychologist. - M.: AST, Harvest. S. Yu. Golovin. 1998
INTERIORIZATION
(from lat. interior- internal) - lit.: transition from outside to inside; psychological concept, meaning the formation of stable structural and functional units consciousness through the assimilation of external actions with objects and the mastery of external sign means (for example, the formation of inner speech from external speech). Sometimes broadly interpreted in the sense of any assimilation of information, knowledge,roles, value preferences, etc. In theory L.FROM.Vygotsky basically it is about the formation of internal means of conscious activity from external means communication within the framework of joint activities; In other words, the concept of I. Vygotsky referred to the formation of a “systemic” structure of consciousness (as opposed to a “semantic” structure). However, I. does not complete the process of formation higher mental functions, more is required (or ).
In the works of Vygotsky there are the following. syn. "I.": rotation, internalization. Vygotsky called the 4th stage of his initial scheme for the development of higher mental functions the "stage of rotation." In English dictionaries, the term "I." does not occur. Close in sound and meaning is the term "internalization", which is largely loaded with psychoanalytic meaning. see also , , , , . (B. M.)
Big psychological dictionary. - M.: Prime-EVROZNAK. Ed. B.G. Meshcheryakova, acad. V.P. Zinchenko. 2003 .
Interiorization
INTERIORIZATION (With. 282) (from French interiorisation - transition from outside to inside, from lat. interior- internal) - the formation of internal structures of the human psyche through the assimilation of external social activity. This term is used by representatives of different directions and schools in psychology - in accordance with their understanding of the mechanisms of development of the psyche. For domestic science, in particular the cultural-historical theory of the development of higher mental functions and the activity approach that took shape on its basis, the concept of internalization is one of the key ones.
The concept of internalization was introduced into the scientific lexicon by representatives of the French sociological school (E. Durkheim and others). In their works, it was associated with the concept of socialization and meant the borrowing of the main categories of individual consciousness from the sphere of social representations; the transfer of social consciousness to the individual, in which the location, but not the nature of the phenomenon, changed. In a meaning similar in meaning, it was used by the French psychologist P. Janet, later A. Vallon and others.
J. Piaget in his operational theory of the development of the intellect emphasized the role of internalization in the formation of operations, a combination of generalized and abbreviated, reciprocal actions. In terms of perception, in the field of external objects, each action is directed only to its result, it excludes the simultaneous opposite. Only in an ideal plan is it possible to construct a scheme of two such actions and derive from their mutually canceling results the "principle of conservation" of the basic properties of things, the basic constants objective world. But the formation of such an internal plan did not constitute an independent problem in Piaget's theory, but acted as a natural consequence of the development of thinking: to the well-known " mental age“The child is able to trace the change of an object in only one direction, and as he approaches this age, he begins to catch other changes that are simultaneous and compensate for the first. Then the child begins to link them and comes to broader schemes of actions, to "operations" and to the selection of various constants. physical quantities. For Piaget, internalization is a phenomenon secondary to logical development thinking and means the creation of a plan of ideal, actually logical constructions.
It is curious that in modern English-language psychological dictionaries there is no term internalization, the closest in meaning and sound is the concept internalization which is also used in psychoanalysis. For psychoanalysts, internalization is a mental process or set of processes by which relationships with real or imagined objects are transformed into internal representations and structures. This concept is used for a generalized description of the processes of absorption, introjection and identification, through which interpersonal relationships become intrapersonal, embodied in the corresponding images, functions, structures, conflicts. In modern psychoanalysis, the problem of internalization is debatable, in the specialized literature (R. Schafer, W. Meisner, G. Lewald, etc.) the question of whether absorption, introjection and identification are different stages, levels of internalization, whether they have any -either a hierarchy, or all these processes are identical and are carried out in parallel to each other.
The concept of internalization received fundamental importance in the cultural-historical theory of L.S. Vygotsky, where it is seen as the transformation of external objective activity into the structure of the internal plane of consciousness. At the same time, Vygotsky mainly used the term rotation(synonym interiorization), by which he understood the transformation of external means and methods of activity into internal ones, the development of internally mediated actions from externally mediated actions.
One of the main provisions of Vygotsky's theory was that any truly human form of the psyche initially takes shape as an external social form of communication between people and only then, as a result of internalization, becomes the mental process of an individual. It is in this transition from external, expanded, collective forms of activity to internal, folded, individual forms of its implementation, that is, in the process of internalization, the transformation of the interpsychic into the intrapsychic, that the mental development of a person takes place.
A.N.Leontiev specified and developed a number of Vygotsky's provisions in his works. In particular, he introduced into psychology the proposition that the individual assigns achievements of previous generations.
In his works, Leontiev consistently holds the idea that the study of the process of transforming his external joint activity into an individual one, regulated by internal formations, is of fundamental and key importance for understanding the development of the child's psyche, that is, the study of internalization joint activity and related mental functions. The need for internalization is determined by the fact that the central content of the development of the child is appropriation their achievements historical development humanity, which initially appear before him in the form of external objects and equally external verbal knowledge. The child can reflect their specific social significance in his consciousness only by carrying out activities in relation to them that are adequate to those that are embodied and objectified in them.
The child cannot develop and perform this activity on his own. She must always build up surrounding people in interaction and communication with the child, that is, in external joint activity, in which actions are detailed. Executing them allows the child to assign the associated values. In the future, independent advancement of the child's thought is possible only on the basis of already internalized historical experience.
Such an understanding of the necessity and essence of internalization is internally connected with the theory of the development of the human psyche, according to which this development occurs not through the manifestation of innate and hereditary species behavior, not through its adaptation to a changing environment, but through appropriations individuals of the achievements of human culture.
These provisions of Leontiev's theory serve as an essential concretization of the general genetic law mental development child, formulated by Vygotsky.
Data theoretical constructions Leontiev received a concrete psychological reflection in the understanding of the processes of education and upbringing. According to Leontiev, in order to build a mental action in a child, its content should first be given in an external objective (or exteriorized) form, and then, by transforming, generalizing and reducing it with the help of speech (i.e., by internalization), turn this action into a proper mental one. .
In other words, knowledge can be fully assimilated by a child only when he performs certain objective and mental actions that are specially formed in him. However, when taking action to address certain tasks, a person acquires not only specific knowledge, but also the corresponding mental abilities and ways of behavior. This is the main idea activity approach to the processes of education and upbringing.
According to Leontiev, every concept is a product of activity, which is why the concept cannot be transferred to the student, he cannot be taught. But it is possible to organize, build an activity adequate to the concept.
The stages of assimilation of mental actions and concepts were carefully studied and described by P. Ya. Galperin. One of the key explanatory terms in the theory of the stage-by-stage planned formation of mental actions and concepts was the term of internalization. According to Galperin, the initially developed material action in the process of internalization is generalized, reduced, and at its final stage (in the mental plane) acquires the character of a mental process.
Halperin's research changed ideas about the nature of the "internal plan" and the process of internalization: he managed to show that the mental plane is not an empty vessel in which something is placed, the mental plane is formed, formed during and as a result of internalization. This process is carried out in different ways: at the beginning, when the mental plan is just being formed (this is usually the youngest school age), and then, when a new mental action is formed on the basis of the existing mental plan and joins the system of previous mental actions. But the main thing, Galperin emphasized, is that the transfer to the mental plane is the process of its formation, and not a simple replenishment with new content.
The formation of mental action does not end with the transition to the mental plane. Not the transition itself to the mental plane, but only further changes in the action transform it into a new, concrete, particular mental phenomenon. According to Galperin, the study phased formation mental actions and concepts for the first time reveals the meaning of "transition from outside to inside" as a condition for the transformation of a non-psychic phenomenon into a mental one.
Despite the fact that Galperin actively used the term internalization, he saw its limitations and one-sidedness. He believed that the understanding of internalization as a transition from the outside to the inside is nothing more than a metaphor, because it emphasizes one side, namely the origin from the outside, and does not indicate at all what is passing, i.e. actual psychological content.
The problem of interiorization was also touched upon in the works of S.L. Rubinshtein. In psychological circles, his criticism of Galperin for understanding internalization as a mechanism for the formation of internal mental activity from external material. He believed that internalization is not a “mechanism”, but only a result, a characteristic. The direction in which the process takes place: internalization leads not from material external activity, devoid of internal mental components, but from one way of existence mental processes- as a component of external practical action- to another way of their existence, relatively independent of external material action.
Apparently, between all the considered psychological concepts there are not contradictions, but differences, not substantive differences, but an analysis of different aspects of the complex phenomenon of internalization.
This testifies to the ambiguity of the concept of internalization. However, terminological complexity does not prevent the construction of numerous psychological research based on internalization mechanisms. In particular, the stages of assimilation of mental actions and concepts described by Galperin (material materialized, external speech, internal speech, mental) have not only received experimental confirmation, but are also actively used in teaching practice. The development of issues of the content of education (what to teach) and the organization of assimilation processes (how to teach), as well as the diagnosis of mental actions already existing in a child on the basis of Galperin's theory, are successfully carried out not only by psychologists, but also by teachers.
Popular psychological encyclopedia. - M.: Eksmo. S.S. Stepanov. 2005 .
Synonyms:See what "interiorization" is in other dictionaries:
INTERIORIZATION- (French iiiteriorisalion, from Latin interior internal), transition from outside to inside. Witnesses I. entered psychology after the work of representatives of the French. sociological schools (Durkheim et al.), where it was associated with the concept of socialization, meaning ... ... Philosophical Encyclopedia
The child is born, and he immediately begins to contact the world, to know it. He is like a sponge greedily absorbing a huge amount of information coming from the environment. Sounds, colors, light and darkness, sensations of cold and heat, taste - all this is new and incomprehensible. Memory, thinking, perception, emotions - all mental functions are in their infancy. The impetus for their rapid development is the process of internalization.
Interiorization: what is it?
The concept of internalization was first used by a group of French sociologists to refer to the elements of socialization. Individual development of a person as a member of society depends on his acceptance of the values of society. The formation of consciousness directly depends on the borrowing of the cultural, ideological, moral values of society.
Internalization is the process of the formation of the human psyche through the assimilation of activities, the integration of social experience and full-scale development. The term was formed from two words: lat. interior - "internal" and fr. intériorisation - "transition from outside to inside".
Internalization in psychology
In psychology, internalization is the formation of mental processes through the assimilation of activities accepted in society. For the first time, French psychologists J. Piaget, P. Janet, A. Vallon spoke about this phenomenon in psychology. The Soviet psychologist L. S. Vygotsky also dealt closely with this issue. According to his theory, the formation of the psyche occurs through the introduction of external social factors. Initially, there is an acceptance of the mechanism of relationships and the life order of society, which, thanks to the process of internalization, become components of the psyche.
The formation of personality according to P. Ya. Galperin
Work in this direction was continued by the Soviet scientist P. Ya. Galperin. His merit lies in the fact that he continued the line of studying this phenomenon, set by L. S. Vygotsky, which differed from the opinion of foreign scientists. J. Piaget assigned interiorization a secondary importance in the formation of the psyche up to a certain age, in the foreground was logical thinking. The transition from the non-psychic to the psychic (that is, as a material action) becomes an internal process and is not illuminated.
On the contrary, L. S. Vygotsky, and then P. Ya. Galperin, insist that internalization is the key mechanism for transferring an external impression to an internal plan at all stages of development. The question of the transition from the non-psychic plane to the psychic one is being deeply studied.
Activity transformation
The psychological mechanism of internalization consists in the transformation of external activity into components of the psyche. This happens in the process of communication and learning.
Meaningful actions are carried out as a result of the experience of interaction with the world, since internalization in psychology is a transition “from outside to inside”, which becomes the basis for the formation of mental activity. Galperin deduced the following parameters of activity transformation: the level of performance, the measure of generalization, the number of operations, the degree of mastering the skill.
The formation of mental activity
The formation of mental actions, according to Galperin, goes through several stages:
- Motivational. The best basis for motivation is natural cognitive interest.
- Approximate. The manipulations of the teacher are monitored, and a scheme of future actions is drawn up.
- Material. A direct action is carried out with the object.
- External speech. On the this stage actions are spoken out loud.
- External speech about yourself. Here, what was previously spoken aloud is said to oneself, which significantly reduces the time of action.
- mental action. All actions take place in the mind, with great speed at the level of automatism, which indicates the assimilation of the skill.
Start
The interaction of a born child with the world occurs with the help of a close environment. An example of internalization at this age can be observed in the games of the mother with the baby, in the way of communicating with him, in the manner of speech.
Mom showed the baby a rattle for the first time. The child looks, he is interested: what is it there so bright and noisy - and the motivational stage is turned on based on cognitive interest. The kid watches incessantly as the mother rattles the rattle and names the object - the indicative stage is in action. Next, the mother puts the toy in the child’s hand, and this process continues until the baby learns to hold the object in her hands - the stage of actions with the object. Mom constantly pronounces the name of the toy and the method of action with it, the child tries to repeat after it - the stage of external speech. Repeating actions to oneself leads to a mental operation - the baby sees a rattle, takes it, rattles, receiving a positive emotional charge. Actions, having reached the stage of automatism, indicate a learned skill. The child will act this way not only with a particular toy, but with other rattles too. Thus, the process of transformation of external actions into internal mental activity takes place. Throughout preschool age the formation of the child's psyche occurs through the internalization of actions in interaction with various objects and concepts directly in the game.
School adaptation
School education is based on mental activity. The study at school of such subjects as physics, mathematics, history, chemistry, etc., assumes that the student will be given certain requirements, one of which is the ability to perform actions not only on objects and paper, but also in the mind, with great speed, and preferably automatically. The mechanism of internalization of personality will also depend on the type nervous system(someone grasps everything on the fly, while for someone this process proceeds at a very slow pace), such as temperament, from motivation. And here the division of children into those who master the school curriculum and those who are lagging behind is very clear. As can be seen from the stages of development of mental activity, motivation is an impulse to external action.
The lack of cognitive interest, which is the basis of school motivation, leads to poor assimilation of school material and low academic performance. Not only the features of the nervous system play an important role here, but also social adaptation- a measure of the entry of the individual into society.
Social adaptation
Social internalization also begins at birth. Here, the following levels of the relationship of the individual with society are distinguished:
- close circle of friends (parents, brothers, sisters and other relatives);
- middle circle (neighbors, Kindergarten, school, friends, etc.);
- far circle ( small homeland and country of birth in general).
In communicating with relatives, the child adopts, that is, internalizes, family values - this is the type of parental relationship, family interests, behavior patterns with others, religious preferences and attitudes towards the world as a whole.
Going beyond the family, the child observes the patterns of relationships adopted by people with whom he often contacts, and can adopt their ways of acting.
Being born in a particular country also leaves a special imprint on a person's self-determination: cultural and religious traditions, language of communication, National cuisine, moral values and personalities that society has chosen as its heroes. For example, in the Soviet society of the 30s and 40s of the last century, pilots, Stakhanovists, party leaders were heroes, and the younger generation wanted to be like them. Then the heroes were cosmonauts, "new Russians", oligarchs, etc. Success in society will depend on the level of a person's compliance with external ideals currently accepted in society.
The role of communication
Communication in the process of internalization plays an important role. It determines consciousness: with whom a person communicates and accepts his authority, those values he is able to adopt. For example, at the initial stage of life, parents are an indisputable authority for a child, and everything that parents say is perceived as truth in the highest instance. As the child grows older, he compares the values that his parents cultivate with the priorities of society.
Here a person can choose any orientation, depending on his nature. As a rule, a person prefers the life familiar from childhood.
The role of communication has another aspect in interiorization. The syndrome of hospitalism revealed an important component of speech and tactile contacts in infancy. There are known cases of refuseniks (children left by their parents in maternity hospitals after birth), who lived in hospitals for up to three years. Communication with the world of such children was limited by the medical framework. After that, the children ended up in shelters, where it turned out that although they understand their native speech and have sufficient passive vocabulary, but they prefer to communicate in their invented language, many lacked hygiene skills (they did not know how to brush their teeth, wash their hands with soap, etc.). Staying in an orphanage with peers and the pedagogical influence of adults corrected the personality of these children for the better.
learning experience
The value of experience in the process of internalization is difficult to overestimate. Thanks to him, a person chooses one or another system of values, which will determine the worldview and ways of interacting with others. Despite popular belief, experience cannot be transferred. You can transfer knowledge, secrets of skill, certain nuances of activity, but the experience will always be individual. In the same situation, different people will learn different lessons. Therefore, it is a priori impossible to protect a child from mistakes. You can teach him to anticipate situations to some extent, but no more. In addition, the acquisition of negative experiences leads to the development of a stronger and more stable personality.
The process of transforming social experience in human development is of great importance, since internalization is not only the acquisition of new knowledge, but also the transformation of the personality on the internal mental plane.
INTERIORIZATION- the process of formation of the internal structures of the psyche, determined by the assimilation of the structures and symbols of external social activity. In domestic psychology, internalization is interpreted as the transformation of the structure of objective activity into the structure of the internal plane of consciousness. Otherwise, the transformation of interpsychological (interpersonal) relationships into intrapsychological (intrapersonal, relationships with oneself). It must be distinguished from any form of receiving "from the outside", processing and storing "inside" the psyche of sign information (perception and memory). The following stages of internalization are distinguished in the ontogene:
1) an adult acts on a child with a word, prompting him to do something;
2) the child adopts the method of address and begins to influence the word on the adult;
3) the child begins to influence himself with the word. These stages are traced in particular when observing children's egocentric speech. Later, the concept of internalization was extended by P. Ya. Galperin to the formation of mental actions. It formed the basis for understanding the nature of internal activity as a derivative of external, practical activity with the preservation of the same structure, expressed in the understanding of the individual as a structure formed by the internalization of social relations. In the theory of activity, internalization is the transfer of the corresponding actions related to external activity into the mental, internal Plan. During internalization, external activity, without changing its fundamental structure, is strongly transformed - this is especially true of its operational part. Concepts similar to internalization are used in psychoanalysis to explain how in ontogenesis and phylogeny, under the influence of the structure of interindividual relations, passing "inside" the psyche, the structure of the unconscious (individual or collective) is formed, which in turn determines the structure of consciousness.
(Golovin S.Yu. Dictionary of practical psychologist - Minsk, 1998)
INTERIORIZATION(from lat. interior- internal) - lit.: transition from outside to inside; psychological concept meaning the formation of stable structural and functional units consciousness through the assimilation of external actions with objects and mastery of external sign means (for example, the formation of internal speech from external speech). Sometimes broadly interpreted in the sense of any assimilation of information, knowledge,roles, value preferences, etc. In theory L.FROM.Vygotsky basically it is about the formation of internal means of conscious activity from external means communication within the framework of joint activities; In other words, the concept of I. Vygotsky referred to the formation of a “systemic” structure of consciousness (as opposed to a “semantic” structure). However, I. does not complete the process of formation higher mental functions, still needed intellectualization(or rationalization).
In the works of Vygotsky there are the following. syn. "I.": rotation, internalization. Vygotsky called the 4th stage of his initial scheme for the development of higher mental functions the "stage of rotation." In English dictionaries, the term "I." does not occur. Close in sound and meaning is the term "internalization", which is largely loaded with psychoanalytic meaning. see also Theory of the gradual formation of mental actions,The theory of the development of perception through the formation of perceptual actions,mental actions,assimilation,Doctrine. (B. M.)
(Zinchenko V.P., Meshcheryakov B.G. Big psychological dictionary - 3rd ed., 2002)