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1. DynamicstereotypeAndhiseducation

1.1 Physiologicalmechanismeducationdynamicstereotype

dynamic stereotype physiological

In the 1920s and 1930s, the physiological school of I.P. Pavlov was actively studying the phenomenon that Pavlov called “dynamic stereotypy.” The Russian physiological school’s idea of a stereotype is based on the ability of the brain to record similar changes in the environment and respond accordingly to these changes.

The definition of a dynamic stereotype (according to I.P. Pavlov) is a coherent, balanced system of internal processes in the cerebral hemispheres, corresponding to the external system of conditioned stimuli. (Wikipedia) “Countless irritations of varying quality and intensity continuously fall on the cerebral hemispheres, both from the external world and from the internal environment of the body itself. Some of them are just being studied (indicative reflex), others already have a wide variety of unconditioned and conditioned actions. All of this occurs , collides, interacts and must eventually be systematized, balanced, so to speak, end up in a dynamic stereotype" (1)

A dynamic stereotype (from the Greek solid and “typos” - imprint) is a stable system of conditioned reflexes formed in the central nervous system as a result of repeated repetition of conditioned stimuli of a very different order in a given sequence and at certain intervals. (Conditioned reflexes are acquired in the process of training, industrial experience, etc.).

A dynamic stereotype in the labor process manifests itself as a system of motor conditioned reflexes. Therefore, it is often called a motor or working dynamic stereotype. Its condition characterizes the level of human performance.

The body adapts to stereotypically repeated external influences by developing a system of reactions. A dynamic stereotype is the physiological basis of many phenomena of human mental activity, for example, skills, habits, acquired needs, etc. A complex of dynamic stereotypes represents the physiological basis of stable characteristics of an individual’s behavior.

A dynamic stereotype is an expression of a special principle of brain functioning - systematicity. This principle is that the brain reacts to complex environmental influences not as a series of individual isolated stimuli, but as an integral system. External stereotype - a fixed sequence of influences is reflected in the internal neuro-dynamic stereotype. External stereotypes are all integral objects and phenomena (they always represent a certain set of characteristics): familiar surroundings, sequence of events, way of life, etc.

Breaking a habitual stereotype always causes severe nervous tension (subjectively this is expressed in melancholy, despondency, nervousness, irritability, etc.). No matter how difficult it is to break an old stereotype, new conditions form a new stereotype (which is why it is called dynamic).

As a result of repeated functioning, it becomes more and more fixed and, in turn, becomes more and more difficult to change.

Dynamic stereotypes are especially stable in older people and in people with a weak type of nervous activity, with reduced mobility of nervous processes.

The habitual system of actions, causing relief from nervous work, is subjectively felt in the form of positive emotions. “The processes of establishing a stereotype, completing the installation, supporting the stereotype and violating it are subjectively diverse positive and negative feelings.”

Various conditioned reflexes constantly interact with each other. If stimuli are repeated in a certain order, then a relationship is formed between them, characterized by a stereotypical sequence of occurrence of responses. In this case, the reflexes correspond not so much to a given stimulus as to the place of the stimulus in their sequential chain.

The stereotype of external manifestations of reactions in the form of secretion or movement was called by I. P. Pavlov a dynamic stereotype or functional systematicity. The term “dynamic” emphasizes the functional nature of this stereotype (its formation and consolidation only after appropriate exercises, the possibility of its alteration, extinction during long breaks, deterioration due to fatigue, strong emotions, illnesses, etc.). The dynamic stereotype in relation to sensory conditioned reflexes is clearly manifested in food reflexes. For example, if in experiments on a dog a system of positive and negative conditioned stimuli is used for a long time, alternating them at certain intervals in strict sequence, then this is recorded by the nervous system. Each stimulus applied at a place strictly fixed for it in the stereotype, in accordance with the law of stimulus strength, corresponds to a certain magnitude of response (E. A. Asratyan, P. S. Kupalov, etc.). A stereotype can be revealed by replacing all conditioned stimuli with one of them, usually of medium strength. This stimulus, applied in a stereotype instead of other conditioned stimuli of this stereotype, evokes responses, the magnitude of which corresponds to the responses to the replaced stimuli. In place of a negative stimulus, a positive signal causes a very weak conditioned (in particular, salivary) reaction.

In the motor activity of an athlete, the stereotype is manifested, for example, in the sequence of phases of complex gymnastic, weightlifting and other standard movements.

A dynamic stereotype can be associated not only with individual vegetative or motor functions, but also with the integral activity of the body, the mode of human life. The formation of such dynamic stereotypes is of great importance for a person. The social environment influencing him - everyday life, study, work, as a rule, remains relatively constant for a more or less long time (home and work regimes, their pace, etc.). Due to the trace excitation of cells in the nerve centers, the stereotype is imprinted on them in the form of a complex functional system in which all the influencing components of the environment merge into a single synthetic complex. Thus, a stereotype can be characterized as a system of conditioned reflexes to a set of stimuli in the natural environment. Consistency makes activities easier. A person who is accustomed to doing the same work day after day usually performs it with greater ease.

However, the formation of a strong dynamic stereotype can, along with a positive meaning, also have a negative one. The habit of acting according to. a certain standard makes it difficult to adapt to new work conditions and a new lifestyle. In some cases, when the situation changes, a strong dynamic stereotype delays the body’s adaptation to reactions that are more appropriate to the new working and living conditions. Changing the usual forms of work and lifestyle is difficult and can lead to disruption of certain body functions, especially in older people. Therefore, as I.P. Pavlov pointed out, the establishment of a dynamic stereotype is positive under standard conditions of activity and negative when these conditions vary and change sharply. This also applies to physical exercise. For standardly performed movements, establishing a stereotype is useful, but for those that change (sports games, martial arts) it is undesirable.(2)

1.2 Reworkstereotype

I. P. Pavlov gives a vivid example of this from his student life. One of his comrades in secondary school eagerly studied history and with particular love did written work on the causes and consequences of various historical events, but he ended up in the natural sciences department. Classes at this faculty did not satisfy the student and even put him in a sad mood. He fell into deep despondency with persistent attempts at suicide. Only thanks to the intervention of Pavlov and his other comrades, who began to take the young man almost by force to lectures at the Faculty of Law, his mood noticeably changed. He recovered quickly. He transferred to the Faculty of Law, graduated with success and got rid of his illness. I. P. Pavlov explains this case by saying that the student, having become accustomed to freely connecting certain phenomena in his school work, tried to do the same when studying natural sciences. But the facts he encountered did not allow him to handle himself as freely as he did with verbal material when studying history. Repeated failures created a heavy mood, ending in a disorder of higher nervous activity, depression.

And in the laboratory of I.P. Pavlov, according to his stories, with complex tasks, with the formation of a new and difficult dynamic stereotype, one had to deal with the painful state of dogs, with chronic nervous diseases, with neuroses, for which they then had to be treated. Studying the dynamic stereotypy of the higher part of the brain, I. P. Pavlov came to the conclusion about the most important significance of this phenomenon for humans. Developing a new stereotype requires the expenditure of nervous energy. The main thing in establishing a new stereotype is gradualism and training. Everything new and difficult should be approached calmly, without haste. Every time you start complex work, you should never rush, you need to give time to get into this complex work, to mobilize in an orderly manner, and not in a senseless, fussy manner.

The peculiarity of a dynamic stereotype is that it is not something stationary that predetermines the activity of the organism for the rest of its life.

Remaking a stereotype in some cases is a difficult process for the nervous system. To develop a new stereotype, you must first extinguish the old one. But a well-established stereotype is difficult to get rid of; it can appear again when the conditions to which it corresponded arise. (3)

1.3 ZmeaningeducationconditionalreflexesontimeForcorrectorganizationsregimeday

The dynamic stereotype plays an important role in teaching and raising children. If a child goes to bed and wakes up at the same time every day, has breakfast and lunch, does morning exercises, carries out hardening procedures, etc., then the child develops a time reflex. The consistent repetition of these actions forms in the child a dynamic stereotype of nervous processes in the cerebral cortex, that is, conditioned reflexes are created.

The reflex system is the main form of activity of the nervous system. . All reflexes are usually divided into unconditioned and conditioned.

Unconditioned reflexes are innate, genetically programmed reactions of the body, characteristic of all animals and humans.

Conditioned reflexes are individual, acquired reactions of higher animals and humans, developed as a result of learning (experience). Conditioned reflexes are always individually unique.

For the formation of a conditioned reflex, the following essential conditions are necessary:

Presence of a conditioned stimulus

Availability of unconditional reinforcement;

The conditioned stimulus must always somewhat precede the unconditional reinforcement, that is, serve as a biologically significant signal; the conditioned stimulus, in terms of the strength of its effect, must be weaker than the unconditioned stimulus; finally, for the formation of a conditioned reflex, a normal (active) functional state of the nervous system is necessary, especially its leading part - the brain. Any change can be a conditioned stimulus! Powerful factors contributing to the formation of conditioned reflex activity are reward and punishment. At the same time, we understand the words “reward” and “punishment” in a broader sense than simply “satisfying hunger” or “painful influence.” It is in this sense that these factors are widely used in the process of teaching and raising a child, and every teacher and parent is well aware of their effective action. True, up to 3 years of age, “food reinforcement” is also of key importance for the development of useful reflexes in a child. However, then “verbal encouragement” acquires leading importance as reinforcement in the development of useful conditioned reflexes. Experiments show that in children over 5 years old, with the help of praise, you can develop any useful reflex in 100% of cases.

Thus, educational work, in its essence, is always associated with the development in children and adolescents of various conditioned reflex reactions or their complex interconnected systems.

Classification of conditioned reflexes due to their large number is difficult. There are exteroceptive conditioned reflexes formed when exteroceptors are stimulated; interoceptive reflexes formed by irritation of receptors located in internal organs; and proprioceptive, arising from stimulation of muscle receptors.

There are natural and artificial conditioned reflexes. The former are formed by the action of natural unconditioned stimuli on the receptors, the latter by the action of indifferent stimuli. For example, the release of saliva in a child at the sight of his favorite candies is a natural conditioned reflex, and the release of saliva that occurs in a hungry child at the sight of dinnerware is an artificial reflex.

The interaction of positive and negative conditioned reflexes is important for the adequate interaction of the body with the external environment. Such an important feature of a child’s behavior as discipline is associated precisely with the interaction of these reflexes. In physical education lessons, in order to suppress self-preservation reactions and feelings of fear, for example, when performing gymnastic exercises on the uneven bars, students’ defensive negative conditioned reflexes are inhibited and positive motor ones are activated.

A special place, as mentioned above, is occupied by conditioned reflexes for time, the formation of which is associated with stimuli regularly repeated at the same time, for example, with food intake. That is why, by the time of eating, the functional activity of the digestive organs increases, which has a biological meaning. Such rhythmicity of physiological processes underlies the rational organization of the daily routine of preschool and school-age children and is a necessary factor in the highly productive activity of an adult. Timed reflexes, obviously, should be classified as a group of so-called trace conditioned reflexes. These reflexes are developed if unconditional reinforcement is given 10-20 s after the final action of the conditioned stimulus. In some cases, it is possible to develop trace reflexes even after a 1-2 minute pause.

Imitation reflexes, which are also a type of conditioned reflexes, are important in a child’s life. To develop them, it is not necessary to take part in the experiment; it is enough to be its “spectator”. (4)

2. Sexualupbringingchildrenpreschoolage

2.1 Meaningsexualeducation

A deep understanding of the problem of educating the younger generation inevitably affects the issues of sex education, and here it is appropriate to quote the statement of Anton Semenovich Makarenko: “The question of sex education becomes difficult only when it is considered separately and when it is given too much importance, isolating it from the general mass of other educational questions." It is difficult to disagree with this, but, nevertheless, the diversity of human life requires highlighting the most pressing issues in the process of forming and educating the younger generation. The formation of a harmoniously developed, healthy personality, literate in matters of gender and sexual relationships is the prerogative of sex education for the younger generation. V.G. Belinsky owns the wonderful words: “Moral purity does not at all lie in ignorance, but implies the preservation of virtue with sufficient awareness.”

Sex education is a process aimed at developing in an individual qualities, traits, properties, and behavior that determine the attitude of the individual towards members of society that is necessary for society. As representatives of a certain gender.

The goal of sex education is to develop in the younger generation a correct and healthy understanding of the essence of moral norms of behavior in the field of gender relations and the need to be guided by these norms in all spheres of life. The implementation of this goal allows us to achieve a high level of health of citizens, and, consequently, create a prosperous healthy society.

To achieve this goal, the following tasks must be solved:

To form an individual’s understanding of communication skills with representatives of different sexes, as well as a sense of responsibility to society for these relationships;

To promote the child’s development of personal hygiene skills, maintaining a healthy lifestyle on issues related to gender;

To develop in the minds of adolescents the values of marriage and a healthy family;

To promote the formation in adolescents of an adequate understanding of adulthood, its essence, true signs, manifestations, qualities.

When implementing sex education, the following principles must be taken into account:

High ideological orientation, which is determined by the concept of the non-alternative value of human health, the importance of preserving and strengthening it;

Unity of educational influences of family, school, society;

Full use of the possibilities of school disciplines for educational work, and not just focusing on biology or physical education lessons;

Consistency, systematicity, continuity of educational influence in lessons and outside of school hours.

The means of educational influence include:

Timely reaction of adults to the behavioral characteristics of children and adolescents, the meaning and content of their games, conversations, activities, hobbies, choices and social circles;

Examples of correct sexual behavior of adults, their attitude towards representatives of different sexes, manners and nature of communication between adults in mixed-sex and same-sex communities, etc.;

Providing targeted information on issues of children and adolescents related to gender issues and sexual behavior. Information can be presented orally, in printed form, audio-video material, and works of art play an important role.

Sex education is a component of a holistic pedagogical process, which, in addition to education, includes self-education, training and self-education, education and self-education in its unity, ensuring the effectiveness of sex education. Sex education is related to moral, physical, aesthetic, mental and labor. This connection is aimed at developing feelings, consciousness and behavioral skills in children.

For example, in the process of labor education, we create the idea that the work of people of different sexes has its own specifics, which is associated with physiological characteristics and the historical aspect of human development: the work of men traditionally involves more severe physical activity than the work of women. The connection between sex education and physical education is similar: in physical education classes, it is necessary to take into account the load for girls and boys, as well as the choice of exercises that develop different qualities and form a certain relationship to the style of behavior (figure, gait, dynamics of movements).

Sex education is associated with aesthetics, for example, in the organization of leisure, where the preferences of children are taken into account, depending on gender differences. This connection is manifested in children’s acquaintance with etiquette, norms of behavior, and concepts of beauty.

In the process of forming a knowledge system, a connection between sex education and mental education is revealed: taking into account the peculiarities of thinking of children of different sexes when mastering educational material. The connection between sex education and moral education is revealed in children’s acquaintance with elementary concepts of morality, the role of people of different sexes in society, and children’s orientation towards their upcoming social function. The formation of personality and its gender-role socialization is carried out in the activities of communication, both with adults and with peers. In the process of communication, the child receives information in the family, from other people around him.

2.2 Mmethodssexualeducationchildrenpreschoolage

Sex education for children is aimed at developing the principles of masculinity and femininity in representatives of the opposite sex. The development of appropriate methods was carried out in the research of L.V. Gradusova (gender-role education for boys), E.V. Kudryavtseva (gender-role education of girls), L.A. Arutyunova, N.K. Ledovskikh, carried out under the scientific guidance of T.A. Repina, other scientists, as well as practical workers. To form ideas about masculinity and femininity, oral folk art and fiction are widely used. So, from fairy tales, works based on epics, for example, “The Bogatyrskaya Outpost” (text by V.I. Kalita), stories about the defenders of the Fatherland, in particular about A.V. Suvorov from the wonderful book by A.O. Ishimova’s “History of Russia for Children”, children will learn about such qualities of masculinity as courage, perseverance, responsibility, willingness to help the weak, chivalry, inherent not only in adult men, but also in boys. The stories and poems of S.Ya. tell about the courageous actions of people in times of peace. Marshak “Fire”, “The Story of an Unknown Hero” and others.

With the help of fairy tales, poems and stories, ideas about caring, peacefulness, and tolerance for the shortcomings of others are formed. By the way, there is an opinion that such fairy tales as “The Scarlet Flower”, “The Frog Princess”, “The Snow Queen” influence children on a subconscious level, being a kind of sex education textbook for the little ones. After all, each of these fairy tales is an educational masterpiece, a real hymn to the creative power of love (see: Komarova E. The Frog Princess // Teacher's newspaper. 1990. N 43. P. 31).

The work carried out in kindergarten is supported and continued by parents. It is very important that the father and older brother emphasize her feminine side in the girl and be especially attentive to her: a bouquet for her mother on March 8th and a small bouquet for her daughter or sister. If the son dresses himself, then in his presence you can give your daughter a coat or offer her to do it herself, to look after her sister: “Look, son, what a beautiful girl is growing up in our family.”

During ethical conversations, ideas about masculinity and femininity are clarified. Conversations can be conducted individually with the child. This is the conversation that the famous artist, director, and public figure R.A. had. Bykova with her eldest son:

Man to Oleg

Yesterday my dad told me that I am already a man. Men are not afraid to stay without their mother, Men are tempered and dress themselves. The man is very proud - He is not rude to his neighbor, He eats two plates of porridge at lunch, He is not afraid of the beeches that might suddenly come. The man knows the letters and counting to ten. But if I really, really miss my mom, my dad allows me to shed a man’s tear. Wipe one right away, Otherwise they will start pouring, And so that no one sees, Turn away now. But I can’t cry, There is an important reason - Yesterday my dad told me that he and I are men.

It is advisable to conduct conversations both with boys and girls separately in the form of “secret meetings”, “heart-to-heart conversations”, and with all children together, for example, about gentle and strong hands, about the beauty and benefits of the work of folk craftsmen and craftswomen, emphasizing the need for certain male and feminine qualities for a particular craft. The literary quiz “Good fellows and beautiful maidens” helps to summarize the ideas children have received.

The same means and methods, accompanied by examination of illustrations and reproductions of artists’ paintings, are later used to develop children’s ideas about happy families, good relationships between parents, sisters and brothers, and their mutual assistance.

It is very important to form ideas about what men and women should be like, but it cannot be limited to this. We need to help the child realize them. To do this, first of all, natural ones are used and problem situations are created that are close to the life experience of children. The teacher talks about what once happened in a neighboring kindergarten or where he worked before, and asks what the boys and girls of their group would have done in this or that case. Theatrical problem situations are also created when fairy-tale characters - fairies, knights - demonstrate several models of behavior, and children choose the most correct one, that is, socially approved (N.K. Ledovskikh).

To implement ideas about gender-role behavior, it is also necessary to organize various types of activities, for which it is important to develop certain work skills and abilities in children. With the participation and supervision of an adult, boys can be taught: to cut thick cardboard; use a jigsaw when working with plywood; use a hammer and nails to knock together a planting box; fasten parts of doll furniture using special glue or screws; repair toys; perform physical work within their power, for example, if necessary, move tables and chairs from one room to another or take them out to the veranda. For boys of older preschool age, it should become commonplace to give up their mother’s seat in public transport and help carry a bag of groceries. And even if it is not such a heavy burden, the child should feel the load. Then his work will not be a game of help, but real help. And the mother’s words: “I’m so glad that a real man is growing up in the family!” - will be perceived by the son as a real reward.

Girls should be taught sewing, knitting (then they will enjoy playing in the atelier), setting the table, being involved in interior design, and developing the ability to care for babies. In the family they learn housework: vacuuming, washing dishes, baking pies.

It is advisable to differentiate the same work task, for example, to put the kindergarten area in order, for boys and girls so that it becomes attractive to both: girls rake up fallen leaves, put them on a wheelbarrow, and boys take it to the designated place, unloaded. Getting involved in folk crafts, girls learn to spin, and boys learn to cut carved frames for windows. The program of children's parties (at home and in preschool institutions) and leisure evenings is enlivened by attractions, competitions for the best housewife, for the most skillful assistant.

But in addition to the received ideas, acquired skills and abilities, children must develop the necessary motivation when the assigned standards of male and female behavior become internal regulators. That is why the adult’s influence on the child’s emotional sphere, approval and positive assessment of his socially valuable gender-role behavior are so important. A child will experience great joy and a sense of satisfaction if he is awarded a homemade badge or order “For kindness and heroic strength,” “For helping the fair sex,” or “For a noble deed.”

A significant place in sex education belongs to various types of games, including dramatization and construction games. At the initiative of the children and with the help of the teacher, role-playing games with heroic themes are developed (L.V. Gradusova). Children of both sexes participate in games that reflect the interesting, busy life of the family: “Family on a camping trip”, “Waiting for guests”, “We are going to visit” (N.K. Ledovskikh), “A baby is born”. They are drawn into the Russian folk games familiar to us from childhood: “Willow-willow”, “Spinning”, “Yasha”, where boys choose a “bride” from among the playing girls, sometimes kissing her. In Russian folk culture, it has always been envisaged to cultivate kind, gentle feelings for each other in girls and boys. Children enjoy playing similar games common in other cultures.

Sex education is aimed at ensuring that today's children, becoming adults, can create a happy, harmonious family. One of the most important conditions for the implementation of such a distant goal is to overcome the disunity between boys and girls in the preschool years, the formation of friendly relations among them, a culture of communication, and respect for each other. For this purpose, joint activities (play, work, art) that are interesting for children of both sexes are organized, and the previously mentioned means and methods are used.

Answers to pressing questions. For centuries, people have viewed everything related to gender as shameful and non-negotiable. To this day, according to scientific research, children receive the information they are interested in mainly outside the home, in most cases from older “well-informed” children in the yard. But the information acquired in this way can negatively affect the child’s attitude towards gender, cause a negative reaction, and give rise to a misconception about gender relations as something dirty. Therefore, parents and teachers should give all information on gender issues to children in a timely manner. Children can be interested in a lot of things: from about three years old they ask questions about the anatomical differences between the sexes, find out where babies come from, from about four years old - how they got into their mother’s tummy and how they managed to get out of it. There may be an interest in the father's participation in childbirth. Usually the child’s first questions are still simple and funny, caused not by sexual motives, but by his characteristic curiosity. This feature was noticed by K.I. Chukovsky in his book “From Two to Five”:

· Mom, who was born first: you or me?

· Dad, when you were little, were you a boy or a girl?

· Mom will give birth to girls, and dad will give birth to boys?

· When I was born, how did you know that I was Yurochka?

· Mom, who gave birth to me? You? I knew it. If it were dad, then I would have a mustache.

· Can a rooster completely, completely forget that he is a rooster and lay an egg?

It is necessary to answer children’s questions, even if they were unexpected for parents or seemed “outrageous,” in a calm atmosphere, without raising your voice and without resorting to punishment for curiosity, and possibly indecent expressions used by the child. It is recommended not to say everything that adults themselves know. Explanations should be simple, clear, understandable to the child and not distort the truth. To the question “Where do children come from?” Initially, you can answer this way: “Children are born by mothers. I gave birth to you and your brother. Anyutka, your girlfriend, was born by her mother.” In the future, when the child grows up, the answer to such a question, perhaps more complex, should also be more detailed and detailed.

Researchers of the problem under discussion and practicing teachers express polar opinions on the technology of answer: according to some, it should be explained without allegory and substitution with examples from the life of animals and plants (V.E. Kagan, O.K. Loseva); according to others, analogies with the life of animals and plants are quite appropriate (T.A. Kulikova and others). Teachers and parents have the right to choose, apparently, the version of explanation that they consider more acceptable for themselves. The main thing is that it does not contain “bare physiology”, naturalism, it would allow children to get an idea of the good relationship between parents, their love, respect for each other and mutual responsibility, that the birth of a child is a great joy and the whole family is preparing for this event in advance. Let your child feel his own worth, joy and gratitude for being born and loved.

When answering “thorny” questions from children, one must tell the truth, and only the truth, at a level they can understand. Answers like: they found you in cabbage, bought you in a store, brought you from a stork are unacceptable. This is important for maintaining the child’s trust in adults, creating immunity against distorted and vulgarized “street” information, and developing a healthy and natural attitude towards gender. The content of the answer should be interesting to the child, encouraging him to ask the question to people close to him next time. It is advisable that before entering school the child already has information about gender differences and procreation received from parents or educators. (5)

List of sources used

1. Dynamic stereotype - http://logic-cor.narod.ru/

2. Dynamic stereotype - http://ucheba-legko.ru/

3.Remaking the stereotype - http://bank.napishem.com/r

4. Textbook for the course “Age-related anatomy, physiology and hygiene” Compiled by: O.V. Grigorieva; M. Khamatova. http://www.google.ru/

5. Isaev D. N., Kagan V. E. Sex education of children: Medical and psychological

aspects.-- Ed. 2nd, revised and additional - L.: Medicine, 1988. - 160 e., ill.

6. Sex education of preschool children Material for a lecture on the course of preschool pedagogy for faculties of preschool education http://www.ivalex.vistcom.ru/

7.The essence of sex education. Medical aspect of the goals and objectives of sex education and education of the younger generation. Principles, methods and means of sex education and enlightenment - http://medicedu.ru/hi

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37. Inhibition of conditioned reflexes, its types and age characteristics.

I.P. Pavlov identified two types of inhibition of conditioned reflexes - unconditioned (external) and conditioned (internal) inhibition.

Unconditional inhibition. The complete stop of a reflex that has begun or a decrease in its activity under the influence of changes in the external environment is called unconditioned inhibition. Under the influence of a new stimulus (noise penetrating from outside, changes in lighting, etc.), another (special) focus of excitation is created in the cerebral cortex, delaying or interrupting the reflex act that has begun. It was found that the younger the conditioned reflex, the easier it is to inhibit. This is due to the development of the induction process in the central nervous system. Since inhibition is caused by an external stimulus, Pavlov called it external, or inductive, inhibition. Unconditioned inhibition occurs suddenly, it is characteristic of the body from birth and is characteristic of the entire central nervous system.

External inhibition can be observed in children working in a team, when any noise entering the room disrupts the course of the reflex act. For example, during a lesson, the children heard a sharp squeal of car brakes. Students turn towards a strong stimulus, lose attention, balance and rational posture. As a result, errors, etc. may occur.

Unconditional inhibition can occur without the appearance of a second source of excitation. This happens when the functioning of the cells of the cerebral cortex decreases or completely stops due to the great strength of the stimulus. To prevent destruction, cells enter a state of inhibition. This type of inhibition is called transcendental; it plays a protective role in the body.

Conditioned (internal) inhibition. This type of inhibition is characteristic of the higher parts of the central nervous system and develops only in the absence of reinforcement of the conditioned signal by an unconditioned stimulus, i.e., when two foci of excitation do not coincide in time. It is developed gradually during the process of ontogenesis, sometimes with great difficulty. Extinction and differentiation conditioned inhibition are distinguished.

Extinction inhibition develops if the repetition of a conditioned signal is not reinforced by an unconditioned one. For example, a predator appears less often in those places where the amount of prey has decreased, because the previously developed conditioned reflex fades away due to the lack of food reinforcement, which was the conditioned stimulus. This helps animals adapt to changing living conditions.

Are all reflexes unconditioned? Justify your opinion.

What does the word "dynamics" mean?

No, there are conditioned reflexes, for example Pavlov's experiment with the dog.

This is an increase or decrease in some parameters. When we know the initial result and begin to track further numbers from it.

1. List the forms of the acquired behavior program, starting with the conditioned reflex.

Acquired forms of behavior are formed in every person during life. Conditioned reflexes are the result of repeated combinations of an indifferent stimulus with a vitally significant one. Conditioned reflexes can be either positive (in case of reinforcement) or negative (inhibitory) as a result of systematic non-reinforcement.

2. What is a dynamic stereotype and how is it formed?

A dynamic stereotype is a system of conditioned connections that has developed in the brain as a result of repeated repetition of the entire program of the same actions in the same sequence. A dynamic stereotype underlies skills and habits, is developed throughout life and can be rebuilt or rejected. Breaking a dynamic stereotype causes negative emotions.

3. The dynamic stereotype underlies all skills and habits. Try to prove this using the example of developing writing skills.

You need to write the same word in a mirror font: from right to left. Make 10 attempts, noting the time taken each time. Put a time against each attempt. Then build a graph. On the abscissa axis put the numbers of attempts, on the ordinate axis - time. Typically, when an exercise is performed for the first time, the graph does not show a smooth curve with constantly improving results. For most people, the most noticeable changes are observed between the first and second attempts. Then there comes a moment when the results stop improving (the so-called plateau), and after this, having worsened for some time, they continue to increase again. Let us explain this dynamics of skill formation. The first system of connections is far from perfect, and the person unconsciously looks for new ways to solve the problem. They often produce more modest results, at least initially. Then the performance improves. Such waves usually occur more than once until the skill finally stabilizes.

4. How does conditioned reflex activity differ from rational activity?

Rational activity is the beginning of thinking, since it is based on a generalization of past experience. Rational activity does not reflect previously found connections, but, predicting the possibility of new ones, helps a person build his behavior. Temporary connections between phenomena, in contrast to conditioned reflexes, are established spontaneously, by guessing, which is then tested in practice. Unlike conditioned reflexes and dynamic stereotypes, rational activity does not reflect previously found connections between phenomena, but predicts the possibility of the emergence of new ones.