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Skip to main content. Log In Sign Up. Adam Eksperymenttalna University Press. The au- thor bases her reflections on the thesis that an individual pscyhologia of the emotions experienced by oneself and others may influence the internal spiritual integration of a person as well as the sense of acceptance and belonging to the community.
Psychklogia author of the article focuses on the importance of the emotional competence of the child expres- sed in a verbal way. She notes that skilfully used rich dictionary of concepts related to emotions can influence the subsequent proper functioning in community.
Also, citing research, the author states that early emotional education influences the development eksperymdntalna qualities such as sensitivity, ability to empathize and openness to eksperymsntalna person. The combination of language education with emotional, moral and social education becomes the starting point for axiolinguistic education.
The subject, which until recently was considered to be a metaphysical assumption on the borderline of fairy tales and magic, has gained scientific and medical background thanks to many researches. Tucker, Lateral brain function, emotion, and conceptualization, Psychological Bul- letin,89 1 ; R. Davidson, Anterior cerebral assymmetry and the nature of emotion, Brain and Cognition,20; R. The significance of shaping soft competencies, i. An individual understanding of the emotions experienced by oneself and others may influence the internal spiritual integration of a person as well as the sense of acceptance and belonging to the community.
During the period of growing up, certa- in changes can be observed when it comes to the emotional reactivity. Right after birth, the newborn emits its first emotional signal — a cry.
In the following few years a young human being is exposed to new sensations which manifest themselves thro- ugh expression along with the emotional experience. The answer to the particular needs is the concern of the parent usually the mother eksperymntalna, which results in the emotional satisfaction of a child.
At the later stage of development, the child returns to these moments of solace by seeking help from the parent. Kagan, Brain and Emotion, Emotion Review, Przybysz, Emocje psychologja i ich estetyczne modyfikacje, [in: It deals better with the control of emotional impulses, shares emotions with others, and from 2 years of age the tendency to talk about emotions in conjunction with reflection on them grows systematically, which is connected to the development of speech at this stage.
A pre-school child begins to experience emotions such as pride, shame, guilt, jealousy and embarrassment, which are the result of the generalization of many previous experiences.
Eksperymentaalna stage allows to define, interpret and control emotions. The pre-school stage is also the time of so-called socialization of emotions. Smykowski9 while explaining this issue, writes: In the process of socialization, emotions become socially important and take socially accepted forms of expression ….
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The change that occurs in the life of a child entering school is one of the most important things in its life, that is why it is often associated with psychological-emotional problems. The school stage is a time for a child to develop the awareness of their own feelings,12 which is related to the strengthening of emotional competencies.
The early school age is the time to transform the emotional child spon- taneity into the reflective, analytical and thoughtful image. Smykowski, Socjalizacja emocji opracowanie[in: Siek, Siedlcep.
It levels its impulses with reflection and self-control. The environment might demand other requirements for dealing with emotions. Many of the emotions that a child experiences during this time are related to cognitive activity at school, relationships with peers and a teacher. As the age increases, the child is more able to control its own emotions, which is reflected in their expression.
This is an extremely important skill from the perspective of learning, since it gives a child the ability to function in a school situation effectively. The emotional self-control, already shaped at pre-school stage, develops continuously, also at the school level.
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The child knows how to respond emotio- nally to specific situations, it controls its effects, both negative and positive. On the one hand, behavior is attributed to established social norms, on the other — their means of expression are individualized.
Every child tries to feel positive 14 K. School age marks also the beginning of the development of empathy, which in the interpersonal relationships in the school environment is characterized by a high degree of significance. It has a positive impact on the further development of emotional competence, which takes the form of emotional education in the final stage21 or emotional intelligence, influ- encing the effectiveness of functioning at school and work in adult life.
Language is a very important ingredient in the process of shaping these competencies, since it becomes a source of information about them. The cognitive nature of emotions is difficult to capture. It stems from the fact that emotions occur within the human being and they are part of the system responsible for creating a representation.
A person has the control over the course of the emotion itself, which is a subjective phenomenon. Also, emotions are always directed at someone or something, then the content of emotions appears between one subject and another subject or object. In ad- dition, emotions change over time — in the short or long term. Emotions also 20 K. Aronson, Nobody left to hate, New York ; J. Wolfe, Emo- tional intelligence in the workplace, [in: Mayer, Philadelphia ; M.
Kress, Emotional intelligence and education, [in: Mayer, Philadelphia ; A. MacWhinney, Oxfordp. This may also affect the perception of social or personal situations. Its source can be searched at Reykowski, who claims that a conscious represen- tation of emotion can be formed at one of two levels: The- se codes image code, verbal code, and abstract code are connected to each other and reveal other emotional aspects.
The process of transition between separate elements of the representation is significant. Emotional recoding processes are bidirectional, which allows for easier access to semantic content, and emotions become resistant to forgetfulness and di- stortion.
Recoding processes allow the reinterpretation of emotional experien- ces or the development of emotion representation The perspective of interpretation of the verbal code is of utmost impor- tance for this topic because it concerns the functions defining, denoting and naming emotions. In terms of school pedagogy it refers to the language of a child, within which the dictionary of emotional terms is located.
Connecting the cognitive process, which in this case is the acquisition of verbal competen- ce language with emotional processes affects the cohesion and maturity of a human personality. From a research perspective, the issue of naming emotions by children is not a particularly popular topic. This may be due to the complexity of the pro- cess emotionality and languagewhich requires versatility and an interdisci- plinary approach in the fields of: A holistic approach to the issue of verbal emotion, however, provides a full picture of the subject and a view from different perspectives.
The ability to express words of emotions allows the child to gain an orientation in his or her own experience, which influences their persona- eksperymentzlna process and strengthens the sense of subjectivity.
Maruszewski, Teorie emocji, [in: Reykowski, Eksperymentalna psychologia emocji, Warszawa Maruszewski, Teorie emocji, p. The ability to accurately specify feelings influences the elimination of frustration and discouragement in relations with peers and adults. The child learns to distinguish between the direct expres- sion of feelings and the violent and spontaneous discharge of them.
Despite diffe- rent research objectives, it is possible to eksperymrntalna similar conclusions from their diagnoses and eksperymenalna. The development of the competence to recognize and verbalize emotio- nal states is evident. Kofta, Samokontrola a emocje, Warszawap.
Kuszak, Kompetencje komunikacyjne dzieci. However, this knowledge is lacking awareness, since it is expressed by the relatively low dimension of in-depth descriptions of emotional states. Despite the analogy included in the instructions to the notion of feelings what do eksperymenttalna feel, what emotion, what feelingstudents usually refer to events and situations, less often to emotional states.
This provides the evidence of creating close connection between the situation and emotion, where the situation is treated as an emotional state. Winczura, Dziecko z autyzmem.
Early emotional education influences the deve- lopment of qualities such as sensitivity, ability to empathize and openness to another person. MacWhinney, Blackwell, Ox- ford Remember me on this computer.
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