The child sees a lot of things, but does not notice: “He looks, but does not see, listens, but does not hear.” Why is observation needed and how to develop it? Preschool childhood is a carefree time, many adults believe. “Your whole life is ahead, you still have to learn everything!” However, in order to learn, a child must be able to listen and hear, look and see, analyze, compare, and be able to observe.

Observation is not just an involuntary perception of surrounding objects and phenomena, but a purposeful activity subordinated to a specific cognitive task. Observations enrich the child’s understanding of the world around him, serve as the basis for the formation of generalizing concepts, and teach him to establish cause-and-effect relationships. It is the basis for the development of thinking: the ability to analyze, compare, classify, generalize, and draw conclusions. In the process of observing and reporting observations, children's speech develops.

The child begins to observe from the first days of life. First this passive observation. He sees surrounding objects, adults, and gradually begins to recognize the people around him and objects that are significant to him. The more adults communicate with the baby, the brighter and more diverse the world around them, the higher the potential for the development of observation skills.

It’s not uncommon to see parents walking with their baby “in parallel” - the baby is sitting in a stroller, mom or dad is pushing the stroller, but at this time they are completely busy with their own business (listening to music through headphones, talking with friends, etc.). The bright sun, blue sky, sparrows and doves, the beauty of the surrounding world go unnoticed. Of course, the child sees everything, but notices little on his own.

The leading role in the formation of observation skills belongs to parents, and walking is the most effective way.

When walking with your child, pay attention to the weather conditions. On a clear sunny day, on a bright blue sky, on leaves shimmering in the sun, on green grass, on trembling drops of dew, on a cloudy day - on a dark sky, large or small drops of rain, hail, thunder, rainbows, birds, trees and shrubs, flowers, etc.

Many parents, in an effort to develop their child, visit many different public places (Zoo, circus, cinema, parks, etc.) and travel a lot. But not all stipulate What they see with the child is paid attention to new phenomena, objects, and compared with what is already familiar. As a result, the child comes to kindergarten or to school with photographs of the trip, but can’t tell you anything at all. Parents are perplexed: “How is it possible, remember, they were there... so interesting...”. And the child answers: “I didn’t see. I don't remember". Of course, he could have forgotten, but most likely the impression of what he saw did not leave a trace in his memory because the phenomenon or object went unnoticed. You can develop your powers of observation with the help of special simple tasks. While walking, ask your child to find two identical objects (two dandelion leaves, two identical daisies, two pebbles, etc.). He will willingly begin searching, and will bring you numerous pairs of objects that at first seem very similar. Look at them together carefully. You will see that they are very similar, but still not the same. Gradually, the child will come to the conclusion that in nature there are no identical objects at all, that nature never copies itself. He will begin to learn to look closely, to see many signs where he did not see them before.

Particular attention should be paid to the color scheme of the surrounding world. The human eye can distinguish a huge number of shades of colors, but there are much fewer words to describe them. Having learned the primary colors, the child begins to focus on them. Draw the child's attention to the multicolored world around him. In summer everything is green. But compare a leaf of lilac, chestnut, birch, a sprig of dill and burdock: the difference is obvious. The palette of shades of green is very diverse, just like all others.

Draw the child’s attention to the shapes of surrounding objects, try to find similar ones. Offer to tell what this or that object looks like. The sound spectrum of the surrounding world is very diverse. While walking in the forest, listen to the birds singing. Compare whether bird voices are heard near your house. What does city noise consist of? What does rain sound like? Is the stream babbling? Is the river noisy? Drops ringing? Is the wind whistling? Does the snow creak? What can ring, creak, whistle, or make noise? Gradually, the child will learn to hear non-speech sounds and will conclude that, for example, a person, a bird, the wind, a whistle can whistle, but all these sounds are different. Such experience contributes to the development of auditory attention, the formation of phonetic-phonemic concepts, replenishes vocabulary, develops speech in general, and helps to learn how to build cause-and-effect relationships. Teach your child to see individual details of objects, train them to recognize the whole by one detail. For example, a bicycle has a steering wheel, a seat, pedals, a frame, and a bell. The handlebar is part of the bicycle. Play the game “What part is missing?”

From large real objects, move on to examining nature: trees, insects, animals, flowers, etc. Invite your child to describe the appearance (for example, of a beetle), action, behavior, similarities and differences. Gradually, the child will begin to independently notice things that he had not paid attention to before.

You can develop imagination, observation, and the ability to highlight the main thing with the help of various games. Place several similar objects on the table, let the child look at them and talk about one of them to choose from, and you should find out what object they are talking about. You can play games.

“What does it look like?”

First you ask the child: what and why does an orange, for example, look like? Then you change roles, and the child himself tells you the objects whose “relatives” you must find. The winner is the one who finds more objects that are somewhat similar to the one offered.

"Listen and find"

An adult describes the appearance of a tree (flower, bush, toy, etc.) - its size, color, shape of leaves, presence of seeds and fruits. The child determines what kind of tree it is. Then the participants change roles.

“What has changed?”

Object pictures are laid out on the table. At a signal from an adult, the child closes his eyes. And you remove one picture. The child must find out which picture was taken. Gradually the number of pictures increases. The adult changes one picture to another, the child must say which picture disappeared and which appeared. First, the pictures are arranged one after another, then in the form of a plate, then mixed.

Every adult can come up with many similar games. It is important that these games are not separate episodes, but become an exciting everyday activity that you can do on the way to kindergarten, during a walk, and on vacation. In this case, the much-needed quality, observation, will be fully formed and will gradually become a tool for acquiring new knowledge. Observation is a form of sensory knowledge of the world, thanks to which people can distinguish similar objects, sounds, smells, recognize familiar faces, etc. An observant person feels reality better and orients himself in space more freely. By improving this quality, you simultaneously develop perseverance, attentiveness, the ability to concentrate and finish the job you start. In addition, classes to develop observation skills will allow you to get to know your child better and look at the world through his eyes.

Attentiveness and observation are important components of every person’s life. But sometimes we meet people, or we ourselves are those who are simply not used to being attentive since childhood. Usually such people look around, but do not notice anything. It's all about a person's habit of observation.

General concepts

If you approach someone from your family and ask them to describe in detail what a garage at their dacha looks like, you will be surprised that people simply do not pay attention to some seemingly obvious details. Someone will speak out against it and say that paying attention to details is an overload of memory and cluttering the brain with unnecessary information. On the one hand, this is true, but on the other hand, it is a good habit. Firstly, such skills will allow you to quickly grasp the essence and make an analysis, and secondly, they can be an excellent help in resolving unfavorable situations. So character traits or personality traits such as attention and observation are more important than ever.

What is mindfulness and attention?

First of all, mindfulness presupposes a certain attitude towards the people around you. This is not only the ability to observe, but also to react in a timely manner to the state of others, to be sensitive and understanding. Mindfulness has a significant impact on cognitive performance, intelligence and intelligence, and also has a positive effect on work performance. But the concept of “attention” already has a different character - it is a selective focus on a specific object and complete concentration on it.

What is observation

First of all, this concept reflects a person’s ability to pay attention to the essential properties and details of both people and phenomena and objects. And if many people believe that the ability to notice even the smallest details is a useless skill, then they are deeply mistaken, because observation is important both in the professional sphere and in life in general.

Why develop observation skills?

This skill is important in life. Psychologists highlight specific reasons why every person should pay attention to the development of observation:

• First of all, observation makes it possible to understand much better everything that is happening around, what is hidden from the eyes of ordinary people. The ability to see similarities in different things and differences in similar things is a real art.
• The development of observation helps to reveal the potential, the essence of another person, and also allows you to foresee his future actions.
• A high level of observation allows people to as soon as possible assess the situation and make an informed decision.
• Observation is a source of inspiration, new ideas, the ability to see something new in familiar things. Many great scientists, artists, writers, inventors created precisely because they were able to see something new and bright in the dullness.

Today, observation is the basis of most professions. Keeping abreast of events and not getting lost in the gray mass is the task modern society.

How to develop observation skills?

The level of observation is directly proportional to the level of memory development. So how can you learn to truly see? It is worth noting that to develop a skill, you should not only remember what you saw or heard in detail, but also pass the received information through yourself. Never close yourself off from new knowledge, be more receptive, and in the process of observation, do not forget to think and analyze so that the information received remains and does not disappear along with your thoughts. For example, K. G. Paustovsky, the great Russian writer, believed that the ability to “see” is based on the sensitivity of the visual analyzer. He wrote that observation is an acquired skill. You can train yourself with the following exercise. The Russian writer suggested that people look at everything around them every day for a month with the thought that right now you will need to draw in detail what you see. Look at people like this, at nature, at the objects and phenomena around you. You will be surprised how much you didn’t notice before, and after a while it will become a habit.

Development exercises

In addition to Paustovsky’s exercise, there are two more simple, but very effective ways develop personal observation skills:

• Exercise No. 1 is the simplest and most effective. Its essence lies in the ability to see ordinary things. Take some object, the first thing that comes to hand. It could be a phone, a book, an iron, a cup, and place it in front of you. Calmly, and most importantly, very carefully, examine the thing, try to remember it as accurately as possible. Now you should close your eyes and mentally recreate the image exactly with all the details. Then you can open your eyes again, look at the object and understand what was missing in your mental images. And then we close our eyes again in order to improve the image that has formed in our head.
• When you cope with the first exercise with a bang, you can move on to the second. Now you need to transfer the mental image to paper. And it doesn’t matter at all whether you draw like Salvador Dali or like a five-year-old child. Just picture what you imagine in your head. When the item is drawn, look at it live and add the missing details

These simple exercises will help develop a skill such as human observation. After just a few weeks of training, you will see a noticeable result that will please you. Now you will not look at the world as before, now even in the most ordinary things you can see something unknown.

We see a lot of things, but at the same time we do not notice everything, and all because we have not developed the skills of observation, which, first of all, consists in our ability to see the main properties of various objects and people.

But there is good news - it’s never too late to engage in self-development, you can start right now, and our article will tell you in which direction to move.

An outside observer can sometimes understand the situation better
than the one who is part of it.
Roger Zelazny. Chronicles of Amber

How to develop observation skills?

There is no need to fall into despair just because your powers of observation leave much to be desired. This only means that you will have to spend some time developing it.

By the way, there are simple but very effective exercises for this:

1. Pick up any thing and look at it carefully, trying to remember even the most insignificant details. After this, close your eyes and mentally imagine this thing in every detail. Then you can open your eyes and look at your subject again, noting what exactly you didn’t remember - close your eyes and complement the existing image with new details. And so on until your brain displays the object as it looks in reality.
2. If the first exercise works, then set aside the item you have chosen and transfer its image onto paper from memory. Again, you must provide all the details.
3. Take something and pay attention to its details, and not to the image as a whole. In this way, you will learn to remember individual parts of the whole, and then, based on them, draw conclusions.
4. Let someone puts a dozen different objects on the table that you look at for a few seconds, and then turn away. Try to remember all these items and describe in detail.
5. In the evenings remember how your day went, who you saw and what you said, remember all the details and incidents- this will teach you observation skills.

Observant people can see much more with their eyes than others. It is thanks to the development of the skill of observation that they can easily understand the emotions and feelings of a person that he does not speak out loud.

How to determine other people's emotions?

It’s no longer a secret that all people’s body language is mostly the same, and no matter what they do, they won’t be able to change it. You can, of course, learn to control all these manifestations, but this is not accessible to every person.

Therefore, knowing how people’s basic emotions manifest themselves, you can characterize their state and choose the appropriate line of communication:

• If a person is angry, then his eyebrows lower, he compresses his lips, and a deep wrinkle lies along his forehead.
• If your interlocutor is disgusted, the corners of his lips will rise, his eyes will squint, and his nose and forehead will wrinkle.
• When experiencing fear, a person will open his eyes wide, open his mouth slightly and raise his eyebrows.
• If he feels, then the corners of his mouth are raised and his eyes narrow.
• During sadness, the eyes are also narrowed, the eyebrows and mouth droop, and the chin trembles.
• If a person is surprised, then his pupils are dilated, his mouth is slightly open, and his eyebrows are raised.
• Contempt is expressed by squinting the eyes and lifting one corner of the mouth.

What to remember

When analyzing, remember that a person extremely rarely experiences only one emotion - as a rule, you can see a combination of them. Therefore, first you still need to properly study each emotion separately, and then their combination, and then you definitely won’t go wrong.

If you need to develop your powers of observation, then perhaps these seemingly simple exercises will help you.

Step by step, you will be able to better remember people’s faces, as well as the furnishings of an apartment, office, describe what you see around...

Exercise 1.

One of the simplest, but best exercises for developing observation skills is the ability to “see” everyday things. It may seem easy, but try it and you will see otherwise.

Set before yourself some very an ordinary thing(bright colors are better because they are easier to remember). Let's assume that it will be a book, an apple... Look at it calmly for some time, but carefully and intelligently, trying to imprint it in your memory.

Then close your eyes and try to remember this thing as accurately as possible. Try to remember its size, details and “photograph” all this in your memory. Then open your eyes, take another look at the thing, and see what else is missing in your vision.

Carefully note these overlooked details, then close your eyes again and try to perfect the image, look at the thing again and continue in this way until you are able to form a completely clear mental image of the thing in all its details. A little practice will give you amazing skill in such exercises: it will fully reward you for your work and prepare you for further work.

Exercise 2.

Having completely mastered the first exercise, take one of the objects you have studied and try to draw its shape and details. Do not be afraid that you are not an artist, you just need to develop your powers of observation and ability to remember what you see.

For the first time, take yourself something light, and you are unlikely to be disappointed. The success of your drawings will depend not on your artistic talent, but on the details that you remember and put on paper. In a short time you will be able to look at a thing just once and then make a sketch with all the main details.

Of course, it is not the object itself that should serve as your model, but its “mental” image. Having noticed all the details of the object, take a second look at it and see if you forgot anything; in a word, do as in the first exercise. In both exercises, change the object of observation more often, because this helps improve the skill of remembering and will give good training to your observation skills.

Exercise 3.

Start by looking at the details rather than memorizing the general appearance of the item. They say that intelligent observation is the most difficult art. Don't try to "perceive" the entire object at first glance. This is a matter of subsequent experiments, after you have already achieved some progress. Perceive individual details of the subject, remember them in your mind, then move on to the next details, etc.

For example, take a face. There is nothing more annoying than forgetting the faces of people we meet. Many owe their failure only to a lack of observation in this direction.

The mistake many of us make is that we try to remember the face as a whole, but not in detail. Start practicing on your acquaintances, then move on to strangers, and soon you will be surprised at the ease with which you remember details in the appearance of others.

Take a close look at the nose, eyes, mouth, chin, hair color, general head shape, etc. You will see that it will be easy for you to remember the nose of one, the eyes of another, the chin of a third, etc.

However, even before that, sit down and try to describe the appearance of one of your closest friends. You will be surprised at the lack of clarity in your presentation. You have never taken a good look at them in detail. If this is so, how can you hope to remember strangers? Start by looking at everyone you meet and carefully studying their appearance, and then take a pencil and try to describe their appearance in words. This exercise is very interesting, and from the very first steps you will notice rapid progress.

A similar exercise is detailed observation of buildings. First, try to describe a building that you walk past every day. You will be able to form a vague idea of ​​its general appearance, shape, color, etc. But as to the number of windows on each floor, the location and size of the doors, the shape of the roof, gates, chimneys, cornices, decorations, etc., you will find that you are not able to give yourself a clear account of this.

You'll feel like you've never really seen the house, right? You just looked at him. Start by looking closely at the building on your way, later mentally reproducing its details and see how much you remember.

The next day, work on the same building and look at the new details (and there will be a lot of them). Continue in this way until you have a complete image of this structure. This is a very valuable way to develop observation skills.

Exercise 4.

Place at least seven items on the table and cover them with something, such as a napkin or scarf. Remove the napkin, count to ten, then, closing the things again, ask those participating in this game to describe the objects they saw on paper as fully as possible.

Those present can be brought to the table one by one and allowed to write down their impressions at the other end of the room. Over time, the number of objects lying on the table can be increased to fifteen.

It is amazing what skill some people achieve in observation in this way. Such exercises are very common in India, where yogis are practiced in this way. The abilities developed by this method sharpen your powers of observation to such an extent that you will easily see many things that others will not notice, and thereby receive significant help in business.

This category of exercises also includes the exercise of Houdin, who walked past shop windows and then recalled the objects on display. These exercises will diversify your work and will help develop observation and concentration while the observer is surrounded by extraneous sounds and people.

Exercise 5.

I saw a game in the village that is an excellent tool for developing observation skills. It is somewhat different from the above exercises in the sense that the objects change and one must quickly focus one's attention on them to get a clear impression.

The point is this: someone must stand behind a screen or curtain and for one second show some object from there to those standing on the other side. Those who have developed the ability to grasp quickly will be able to describe the subject with amazing clarity and detail. It is possible to show several things at the same time after the practitioners have had enough practice.

Exercise 6.

For training, they show a domino bone and ask them to name the number of points immediately, without counting. Then they put two dice, etc. With a little practice, anyone can instantly recite the total number of points. An easier version of this exercise consists of quickly holding a card in front of the practitioner’s eyes and asking him to say its suit and name. You should proceed slowly at first, increasing your speed gradually until a quick glance at the map is enough.

Exercise 7.

Many people can grasp the content of an article at a glance. Journalists are often able to grasp the meaning of an article just by looking at it for a few seconds. Reviewers also have this ability.

It's all about practice. Start by reading a few words at a glance, then whole phrases, passages, etc. When developing mental abilities, one should act as one does when developing muscles - first we develop one muscle, then we gradually reach a whole group of muscles.

Exercise 8.

It is very useful to create a mental description of the room and its furnishings. Many women do this without any preliminary exercises. Men's observation in this direction is not great and they need to develop it. Many women seem to “see” anything that interests them, and many of them never forget what they see.

Enter the room and make a quick inspection of its furnishings, trying to get a good “mental photograph” of the largest number of objects, the size of the room, the height, the color of the wallpaper, the number of windows and doors, chairs, tables, carpets, paintings, etc.

Then leave the room and, having written down what you saw, compare the recording with the original. Repeat until you achieve perfect results. With such practice, you will be able to accurately describe any place you visit without any difficulty, because your ability to observe automatically records impressions, having been subjected to the above training.

Exercise 9.

In the evening you should review your day's activities and try to remember and write down the things and persons you met and saw. You will be surprised at the smallness of what you can remember at first and the amount you will remember after a little practice. This is not only the art of remembering, but also the art of observing. Your subconscious mind will understand the need to clearly notice objects and put them in their proper place.

3.3. System of exercises for developing observation skills

This section proposes a system of exercises for developing observation skills. Its basis is the theoretical material about observation and observation, which is presented in the previous chapters.

Defining observation as a mental property and revealing its connections with various aspects of the psyche, as well as with the content of activity, allows us to answer the question: what does it mean to train observation? The most general answer is that you need to train in observation, and since observation is understood as a process of purposeful perception, exercises in it form the basis for training observation.

A more specific answer to the question posed is that it is necessary to practice observation techniques, on the one hand, and on the other, to develop each of the identified components of observation (perceptual, conceptual, empathic, predictive). These are two reasons for selecting and creating a system of exercises. These foundations are interconnected and complement each other. Exercises that develop, for example, sensitivity to dynamic facial movements, may be aimed at practicing one of the elements of observation.

With this relationship in mind, we selected exercises and structured the training as a whole.

The exercises in the first section are aimed at getting to know a person as an object of observation. This is necessary to know what you need to see, what to peer into, what to distinguish when observing a person. The following types of exercises are provided here: the human body as an object of observation, the human head as an object of observation, external manifestations of mental processes, states and properties of a person (postures, posture, gestures, facial expressions, etc.).

The second section of the training is devoted to practicing individual elements of observation as the basis for developing observation skills. Observation begins with setting a goal, then, based on the work of the visual analyzer and the properties of perception, the observed information is analyzed and processed. Therefore, exercises are needed to practice focus and develop appropriate perceptual properties. This section provides the following types of exercises: the purposes of observation and their influence on its result, differentiation of observed signs characterizing a person’s mental states, practicing selectivity and meaningfulness of perception.

IN professional activity observation is not an end in itself, but a means or condition for successfully solving professional problems. Therefore, the training requires exercises that include solving such problems. To perform such exercises, you will need to rely on the skills developed through previous exercises. In professions of the “person-to-person” type, there are tasks common to different specialties, the success of which is based on observation. These are tasks for understanding through observation of processes occurring during the interaction of people (conclusions, conclusions from observations, their explanation and interpretation). Another type of task is predicting the development of situations, people’s behavior, and their relationships, also through observation. Solving these problems forms both the conceptual component of observation and empathy. The third section of the training contains the following types of exercises: inferences based on observation, understanding and interpretation of observed actions of people based on their external manifestations, anticipation of the development of movements, actions, and behavior of a person based on observation.

Thus, the training contains sections aimed at developing the perceptual, conceptual and empathic components of observation and foresight based on it

To assess the effectiveness of the training, a number of control tasks are provided, which are offered to participants twice: at the first lesson and at the last. Since the tasks are the same, it becomes possible to compare the results and, therefore, evaluate the effectiveness of the training.

When selecting tasks for control, we took into account the following circumstance. If the result of observation is the understanding and prediction of people's behavior, then its effectiveness will depend on the completeness and accuracy of the information that was available to the observer during perception. The greater the volume of such information, the less the need to see details, peer, and differentiate subtle features. Tasks in accordance with the amount of information necessary to understand and predict what is being observed can be ranked as follows: a situation and a person in it are observed; a person is observed outside the situation; only elements of appearance are observed that carry information about the person, his condition and situation; only elements of each of the means of expressing the state are observed (for example, the mouth as an expresser of facial expressions, eyes or gesture). Therefore, in control exercises the amount of information about the observed person and his external manifestations is consciously regulated. We have chosen the most stringent criterion, i.e., during control it is proposed to characterize mental states based on the elements of certain expressive means.

The given exercises are addressed to teachers who conduct practical classes in psychology and who set themselves the task of developing professional skills in students through their subject. important qualities, including observation. These exercises can be successfully performed in practical classes in any of the psychological disciplines, where they can be given 15–20 minutes.

Training program and content

Training program

First section of the training includes two types of exercises. Some of them are aimed at getting acquainted with general and individual features of appearance (physique, head structure, facial features, etc.), others - at getting acquainted with the means through which a mental state or property is expressed in appearance (gesture, facial expressions, pantomime , posture, etc.).

The exercises in this section are based on materials that have been accumulated in practical psychology and are presented in the works of A. A. Bodalev, A. V. Vikulov, F. Leser, A. Stangl, P. Ekman, etc. If the explanations given in this chapter are not enough for the leader of the lesson, you can refer to the relevant literature (see. list at the end of the book).

The classes offer material that is designed to introduce certain features of people's appearance. There are also exercises for memorizing and updating this information. In other classes, information material has no independent meaning, so it is included in the exercises.

The exercises are structured in the following sequence:

People's body types;

General and individual body features;

Human head and face;

General and special signs of the structure of the human head and face;

Exercises to differentiate common and distinctive features physique, structure of the head, face of a person;

Exercises for memorizing general and distinctive features of a person’s physique, head structure, and face;

Gestures, postures, posture, facial expressions, physiognomic mask;

Exercises to “read” expressive human movements.

LESSON 1

Target: introduce the external appearance of a person as an object of observation; conduct one slice to evaluate the effectiveness of the training.

Required material: rice. 1-22.

Conducting a lesson

After getting to know the group, finding out professional interests, and possibly the motives for coming to the training, the facilitator should talk in sufficient detail and clearly about observation as a professional property of a person. At the same time, it is necessary to show the connection of this property both with sensory processes, and with memory and thinking, with the interests and emotional properties of a person. Here it is appropriate to give examples of the manifestation of observation in the everyday life of people and in their professional activities (teachers, customs officers, investigators, doctors, sellers, parents, etc.). All these examples should show that understanding and perceptual anticipation of the behavior of other people in situations of short or single contact largely depend on the development of observation. Many examples can be borrowed from Conan Doyle. Here's one of them.

Holmes asks Dr. Watson:

“I wonder what you can tell from this girl’s appearance.” Describe her to me.

“Well, she was wearing a gray-blue straw hat with a large brim and a brick-red feather. Black vest with black bugle bead trim. The dress is brown... with a strip of scarlet velvet at the neck and on the sleeves. Gray gloves, frayed on the index finger right hand. I didn't see the shoe. In the ears there are gold earrings in the form of small round pendants. In general, this girl is quite independent and somewhat vulgar, good-natured and carefree.

– Never rely on the general impression, my friend, focus on the little things. I always look at a woman's sleeves first. When dealing with men, it's probably best to start at the knees of your trousers. As you noticed, this girl’s sleeves were lined with velvet, and this is a material that is easily wiped, so it retains marks well. The double line just above the wrist, in the place where the typist touches the table with his hand, is perfectly visible. A manual typewriter leaves exactly the same mark, but only on the left hand, and on the outside of the wrist, and with Miss... the mark went through the entire wrist. Then I looked at the face and, seeing traces of pince-nez, made a conclusion about myopia and working on a typewriter, which surprised her very much (Conan Doyle A. The Adventures of Sherlock Holmes. – Perm, 1979. – P. 59).

The presenter can analyze the example given, finding out the difference in perception between the two characters. It should be especially emphasized that both of them make conclusions that are based on observations carried out over a short period of time.

In cases where a person has been known for a long time or has the opportunity to get acquainted with various aspects of his life, the mechanisms for understanding this person and predicting his behavior are completely different. This can be an analysis of past behavior, comparison of a given person’s behavior with the behavior of various reference groups, memorization of typical reactions and forms of behavior for a given person in a given life situation, etc.

The presenter can introduce the main sections of the program and formulate the goals of the training: learn to differentiate subtle changes in the course of mental states, understand and anticipate people’s behavior based on observing their external, perceived manifestations.

If after the explanations you become interested and want to achieve good results, you can offer to do homework in addition to the exercises done in class. The provided homework greatly expands the field of observation and allows real life check the effectiveness of individual lessons.

The final point that the facilitator should make is that all participants in the session, including the facilitator, will be objects of observation and understanding. If this message does not raise any objections, then in classes you can use the group as a model for performing certain exercises.

After this introductory conversation You can go directly to the content of the lesson.

Exercise 1 is aimed at getting to know body types, as well as highlighting typical and individual body features.

The exercise begins with a message from the presenter about body types according to E. Kretschmer (given from the book: Stangl A. Body language. – M., 1988. – P. 88. You can also use the book: Harrison J. and others. Human biology. – M., 1968).

Rice is used. 1–3, when working with which you should pay attention to the criteria that distinguish one body type from another: the length of the limbs, torso, muscle cover and its tone, the shape of individual parts of the body, fat deposits, etc.

After identifying general body features, you can move on to analyzing individual ones, which, as a rule, are determined not only by genotype, but also by gender, age, nationality, and even type of professional activity.

To identify common and individual characteristics, you can use a prepared set of photographs. If photographs are selected taking into account different ages, gender, profession, etc., then when analyzing them, after determining the general body type, you need to find signs that can be classified as special in the physique of certain categories of people.

Exercise 2 helps to consolidate knowledge about body types and their use when observing people.

Each training participant is asked to give a description of the physique of any person known to other members of the group. It is important that only body features are included in the description. The presenter should offer the task in such a way that everyone completes it, that is, makes a description. It is recommended to describe first the general and then the individual characteristics of the physique. After 5–7 minutes, the task completion is checked. Everyone reads out a portrait of their physique, and the rest of the group must determine who it is.

Exercise 3 aimed at becoming familiar with the general and distinctive features of the structure of the head and face.

The exercise begins with a message from the presenter, who consistently reveals the general features of the structure of the head and face: the shape of the head, the nature of the profile, the oval of the face, the size of the ears, the shape of the nose, etc. To do this, you need to use the appropriate figs. 413 (Fig. 5 and 6 taken from the book: H. Luck, E. Muhleitner (42)).

The demonstration of the drawings is accompanied by a list of general features of the structure of the head and face, which include the shape of the head, the oval of the face, the length of the hair, the shape and size of the eyes, the shape of the nose, etc. It is better if some of them are written down.

Then you can move on to demonstrating special features of the structure of the head and face. At the same time, attention should be paid to the fact that the information reported is useful as a starting point for targeted observation of people. The skill of an observer lies in the ability to see both general and distinctive features faces.

It is advisable for training participants to write down the main types of head shape, face shape, hairline, structure of ears, eyes, lips, chin, nose, eyebrows, etc. This is quite a large and varied material, it is difficult to remember it from one presentation, therefore The recordings can serve for some time as a basis for recognizing the signs observed in people.

The information obtained must be immediately included in the exercise. The presenter gives the task: without additionally examining your neighbor, describe the structure of his face and head, using the signs mentioned above. After completing the task, you can carefully look at your neighbor, check your description, and most importantly, make clarifications and additions. You definitely need to record for yourself what new things were seen when you looked at them purposefully.

Here it would be appropriate to pay attention to the specifics of observation. You can look repeatedly, perceive, but not notice the details or not differentiate them. Thanks to observation, the ability to distinguish between subtle things or to see different things in similar things is developed.

Exercises 4 and 5 They involve, on the one hand, consolidating knowledge about the general and distinctive features of the structure of the head and face, and on the other, mastering the ability to express in words the features seen.

The participants in the classes are given the task of giving a verbal description of the portrait (Fig. 14). The task is being checked. When analyzing, it is necessary to evaluate to what extent knowledge of the signs of a person’s appearance from previous exercises is used.

Then the exercise is modified: a verbal portrait is given, from which you need to create a graphic portrait, reflecting the characteristics indicated in the portrait (Fig. 15).

Labeling any of the seen signs or their differences with a word takes the observed facts to a new level of reflection, allowing them to be generalized and more subtly differentiated. The meaning of what is seen also changes. Thanks to the word, these signs begin to be systematized and realized.

Exercise 6(control, first section) is carried out in the first lesson in order to use its results to evaluate the effectiveness of the training. The results obtained in this lesson will be compared with those shown by the training participants when performing the same exercises in the last lesson. The essence of the exercises is to use very little information (elements of facial expressions) to determine the mental state that it conveys. After communicating the purpose of the exercise, you can proceed to its implementation. The presenter demonstrates images of mouth facial expressions.

Homework. Select drawings, photographs, etc. depicting people who differ in physique, head structure, and facial features, taking into account the ability to highlight general and special features of appearance. Make up questions or come up with assignments for these materials for training participants. Participants carefully examine them and, in accordance with the numbering of the images, write down the names of those mental states that are conveyed by facial expressions of the mouth (Fig. 16–18). Then Fig. is shown. 19 with the image of facial expressions of the eyes. The task remains the same: you need to determine what mental state these eyes convey.

Class participants record their observations on a protocol form.

Protocol form for performing control exercises

The true meanings of facial expressions are reported after completing these tasks in the last lesson. They are given in the list of drawings at the end of the book. Then the number of errors is calculated.

Exercise 7 carried out with the aim of consolidating information about the structure of the human body, head and face. You can use Fig. to perform the exercise. 20–22, which show portraits of men.

The group is divided into three subgroups. One subgroup leaves the audience. The presenter shows the portraits to the training participants. One of the subgroups describes one portrait, the other describes another, and no one describes the third portrait. Verbal portraits it must be compiled in such a way that absent group members can determine from the description who is depicted.

When analyzing the results, attention is paid to what features turned out to be significant in identifying the portrait and its verbal description. If there are errors, then you need to analyze the reasons that led to them: inaccurate words to express signs appearance, incorrect identification of features, absence of significant distinctive features in the description, etc.

Homework: select drawings, photographs, etc. depicting people who differ in physique, head structure, facial features, taking into account the ability to highlight general and special features of appearance. Make up questions or come up with assignments for these materials for class participants.

LESSON 2

Target: familiarization with the means of expressing mental states and human properties.

Required material: rice. 23–33.

Conducting a lesson

You can start the lesson by working on identifying the general and distinctive features of the physique, head, face, using the materials that the training participants prepared when performing homework. The purpose of this work is to consolidate the information received in the previous lesson.

Detailed material systematizing external manifestations inner world person, can be found in Anton Stangl’s book “Body Language” (Moscow, 1988). We will limit ourselves to only listing these funds and briefly describing them. Exercises are provided to familiarize yourself with these means of expression and recognize each of them.

Gait– characteristics of human movements when walking: tension and relaxation of movements, rhythmicity or irregularity of movements, coordination of movements of arms and legs, amplitude of the swing of arms and legs, foot placement, torso tilt, etc.

The most important signs of gait: speed, step size, degree of tension, coordination of movements of the arms, legs and torso, placement of the toes.

Observations of people's different gaits led to the identification of some common types of gait: fast, swift, mincing, swinging, jumping, wobbling, shuffling, proud, smooth, slow (swimming), etc.

These types of gaits, as emphasized by A. Stangl and others, have a close connection with some stable human properties: character traits, temperament, self-esteem, as well as with age and gender. For example, a “swinging” gait is more common in men, and a wobbling gait is more common in women; shuffling - in the elderly, and swift - in the young.

Gestures– hand movements aimed at conveying knowledge (making a message), expressing feelings, attitudes, and expressing will.

The features of gestures are determined by some traditional forms of transmitting these types of information. For example, the methods of greeting accepted in a given society, gestures of emotional support, expressions of disagreement, grief, etc. Thus, in Polynesia, greeting is expressed by hugging and rubbing each other’s backs. In Borneo, men grab each other between the elbow and hand as a sign of greeting. The owner of the house puts his hand on the guest’s shoulder and strokes it with his palm, etc.

Gestures are one of the means of communication, and it is natural that they acquire some general, understandable meaning for a particular group of people. At the same time, gestures are very individual, especially in cases where they are not used consciously as a means of communication, but are an unconscious expression of states experienced by a person.

Some gestures become essential characteristics of a person, and he is even recognized by them. As a rule, these are gestures of emotional states: rubbing hands, twitching mustaches, beards, eyebrows, scratching the back of the head, wiggling the nose, etc.

A gesture is formed by the movement of the arm, hand, location of the hand, direction of the palm, movement and position of the fingers. You need to pay attention to all these movements - the originators of gesture - because through them it is given certain meaning gesture in general.

A. Stangl provides evidence that there is some connection between body type and hand. Asthenic type: flexible, delicate hand, poorly developed muscles, narrow and long fingers, thin, brittle nails. Picnic type: short, wide, dense arm, consistent with the roundness of the type in general; the palm is well “stuffed”, like a pillow, soft, warm; short, thick fingers. Athletic type: large, bony, muscular arm, wide rectangular palm, especially strong finger – thumb.

Poses– static expression internal state a person through the position of the body and its parts. In the absence of all other means (verbal, facial expressions, gestures), through posture you can convey not only your mental state, but also your attitude and even convey the news.

The components of a pose are the position of the body and its parts in relation to each other and to the interlocutor, muscle tension, and the location of the body in space. Significant for a pose are the directions of the body, arms, their turns, and the head, the position of which in some poses takes on the main function in transmitting information. The direction of rotation of the head in relation to the body and partner, the tone of the cervical part are included in the formation of the semantic content of the pose.

Unlike verbal means of communication, which are used by a person primarily consciously and purposefully, gestures, and especially postures, are often an unconscious means of expressing mental states. Therefore, nonverbal means, which include gestures and postures, help to understand the motives of behavior and truly experienced feelings to a greater extent than words.

Facial expressions- a dynamic facial expression that develops through the folds on the forehead, the expression of the eyes, mouth movements, facial movements in the nose area, and is also determined by the degree of mobility of these parts of the face.

Let us highlight the most important facial expressions (according to A. Stangl).

Folds on the forehead: horizontal, vertical (folds of concentration), simultaneously vertical and horizontal, turning into each other (“folds of hope”).

Eyes: degree of openness - staring, completely open, curtained, covered or squinted, closed; direction of view – straight, lateral, below, above, “wandering in the sky”, “evading”; movement of the gaze - firm-indefinite, calm-sluggish, lively (restless).

Nose area and taste reactions: nasolabial fold (“fold of intensity”), wrinkling of the nose (“suffering fold”), unpleasant taste reactions, searching facial expression.

Mouth: degree of openness – open, closed, clenched, clenched, jaw clenching, lower jaw extended, lips pursed; impression – full, soft, sharp, hard; direction of the corners of the mouth - raised, lowered, stretched, tending to the center of the mouth.

Laughter and smile: a completely open smile, a relaxed smile, a grin, a crooked, one-sided smile, a sweet smile, a sarcastic grin, a primitive grin.

Degree of mobility of facial expressions: very mobile (change of forms quickly following each other), sedentary (rare change of forms), connection with the degree of tension and the number of expressions.

All of the listed facial phenomena should become the subject of vision, isolation, and differentiation when observing facial expressions, since it is thanks to them that the semantic expression of facial expressions is created.

In this lesson, each of the means of expressing human mental states will be reviewed and included in the exercises. At the same time, it is important to form an attitude among training participants that postures, facial expressions, gestures, etc. are objects of observation through which this or that mental state is expressed. The task is to learn to see each of these elements in the flow of human motor activity.

Exercise 8 introduces various types of gestures aimed at transmitting certain information to others.

Various gestures are demonstrated: thinking, critical evaluation, focused attention, hiding true intentions, surprise, defensive reaction, complacency, difficulty in answering, etc. It is proposed to “read” the meaning of the gesture (“What does this gesture say?”), and then find out through which elements of the gesture this information was received. What is the difference between this gesture and similar ones, what details (or one detail) are essential for changing the meaning of the gesture?

The exercise uses drawings presented in works (25), (39), and nature.

Exercise 9. Based on the description of the gesture, reproduce it and determine what state it conveys. The answer indicated in parentheses is reported after completing the exercise: 1) the dominant hand, insulting, attacking and actively grasping another object, bent at the elbow with a clenched fist, rigid, tense (aggressiveness); 2) the hand is unobtrusive, soft, sluggish, passive, conducting, calling for concentration (soft instructions); 3) a hand with the index finger raised up, confident (pointing gesture). (Based on materials from the book: Chugunova E. S. et al. A comprehensive socio-psychological methodology for studying the personality of an engineer. – L.: Leningrad State University Publishing House, 1991.)

Exercise 10 introduces various poses.

As in the previous exercise, the task is not only to “read” the meaning of the pose, but also to realize through which of its constituent elements the pose acquires this or that meaning. At the same time, the elements that create a pose are those specific signs that a person observes: the position of the torso, the tone of its muscles, the relationship in the location of the torso and head, the position of the arms, the position of the legs, auto-contacts of the arms, legs, etc. To perform the exercise Fig. are used. 24–27.

The information contained in the figures can be supplemented. To do this, the presenter organizes a game - names the semantic meaning of the pose, for example: convey in the pose fatigue or readiness to respond to a greeting, reluctance to say hello, concentration on your thoughts, etc. Participants must complete the task. The teacher evaluates where the transfer of semantic meaning was more accurate. To eliminate the influence of facial expressions and gestures on the perception of postures, you can perform the task with your back to the group.

Exercise 11 trains the skill of “reading” and targeted perception of poses.

The facilitator invites each group member to express one or another state in a pose, the names of which can be written on pre-prepared cards. For example: concern, readiness to take decisive action, threat, bliss, disdain, arrogance, curiosity, etc. Each participant prepares a pose and then demonstrates it to the group. The group’s task is to determine what state the performer conveys in the pose.

When analyzing the results, it is necessary to compare the contents of the card and the answer that everyone gave when “reading” the pose, and determine the cause of the errors: incorrect transmission of the state in the pose or incorrect reading. It is imperative to emphasize successful, vivid ways of expressing states through posture.

The exercise can be continued. Each group member himself thinks about the state that he would like to convey in the pose. He then demonstrates the pose and the group determines what it means. In this case, it is advisable, as before, to exclude other means of expression– facial expressions, gestures, i.e. it is better to demonstrate poses while standing with your back to the group.

When performing this and similar exercises, it is important for the leader to remember that the purpose of the exercise is not limited to establishing the semantic meaning of a pose or gesture. To develop observation skills, it is necessary to highlight those elements that are the main carriers of meaning, and for this it is worth varying them. Then their role in organizing posture, gesture, and facial expressions becomes obvious. For example, having identified the position of the head as the main feature of a pose, try to change its position, and then determine what happened to the perception of the entire pose under the influence of this change.

Exercise 12. The task is suggested: observe the poses depicted in the pictures: a pose of readiness for action, authoritarianism, closedness, self-control. Analyze those elements that distinguish one pose from another, determine the semantic content of each pose. You can use illustrative material from works (25, 39).

Exercise 13 is carried out with the aim of introducing such static expressive means as posture and physiognomic mask.

Both of these means are formed under the influence of typical human postures and facial expressions. It is typicality that leads to the fact that in the wrinkles, folds of the face, in the position of the body, arms, legs, the most frequently repeated expression seems to freeze. We can say that a physiognomic mask is a frozen facial expression that is most typical for a particular person. The physiognomic mask is formed not only through wrinkles, but also through the direction of nasal folds, corners of the mouth, forehead folds, and the tone of the facial muscles.

Posture “freezes” in the typical human position of the body (bending, turning, etc.), the position of the head in relation to the body (lowered, tilted back, tilted towards the shoulder), stoop, tension-relaxation of the muscles of the abdomen, back, and forearm. To get acquainted with the types of posture and physiognomic mask, Fig. is used. 28–30.

You can continue this exercise by characterizing the posture of the group members: proud, shy, tense and expectant, collected, independent, etc. With friendly relations in the group, you can determine the features of the posture of each other and the leader, and most importantly, very carefully try to identify the posture with mental characteristics.

Exercise 14 dedicated to facial expressions – dynamic facial expressions.

You need to start by identifying those signs of facial expressions that form it, and then move on to analyzing facial expressions in different mental states. Fig. can be used as illustrative material. 31–33 and the information provided by the overview of facial expressions, as well as the drawings available in Whiteside R. “What Faces Say” (37).

The training part of the exercise is as follows. Group members receive cards with the name of the facial expression that they have to portray. Once prepared, they show the expression to the group and the group determines what it means. During the exercise, it becomes clear why some facial expressions are misunderstood, due to which the correct result is obtained. The exercise will be more successful if the presenter himself takes an active part in demonstrating facial expressions and deciphering the facial expressions of group members.

The following facial expressions should be included in task cards: surprise, stubbornness, suspicion, disdain, distrust, pleasure, threat, goodwill, arrogance, envy, fatigue, etc.

When performing the exercise, you need to exclude other means of expression (gestures, postures) and try to use only your face.

Exercise 15 aimed at differentiating elements of facial expressions and poses. Its goal is to highlight and show how one or another element of facial expression or posture affects them as a whole, changing the semantic content.

The exercise is structured as follows. In the first part, the presenter offers a task: look at his facial expressions and determine its meaning. He himself acts like this: at first a calm face, then only the facial expressions of the mouth change, and all other elements of the face remain unchanged, that is, they are at rest. Each change in mouth expression is observed by group members, who say that something new has appeared in this or that mouth expression. Then only the expression of the eyes changes. The work is carried out in the same way. Finally, only the location of the eyebrows and forehead folds changes, and all other elements of facial expression are again at rest. To conduct this exercise, the teacher needs to prepare accordingly and realistically assess his capabilities in performing a particular facial mask.

The second part of the exercise is as follows. The presenter assumes a pose, such as arrogance. Then he sequentially changes the position of various parts of the body - the originators of this pose. First, he changes the position of the head, then the arms, body, legs, etc. Each time the participants record changes in the meaning of the pose, determine under the influence of which changes a new meaning appears, and which changes in the elements of the pose do not affect it.

Homework:

1. Select images of poses, posture, facial expressions, and a physiognomic mask in order to invite group participants to “read” their meanings at the next lesson.

2. Prepare images of poses, facial expressions, posture, and gestures to demonstrate to group members. It is better to write down the names of mental states that will be expressed through this or that posture, gesture, facial expression. This exercise trains the ability not only to read other people’s expressive means, but also to purposefully use them yourself.

3. Group participants are offered a program for observing expressive movements of people (see the method of observing expressive movements by A.V. Vikulov). Based on it, participants will consolidate and automate the skills that are developed in classes. It is recommended to use observation of people in all available life situations.

Second section of the training

This section is aimed at practicing individual elements of observation as targeted perception. The section includes the following types of exercises: practicing the purpose of observation, exercises to differentiate observed features, exercises in selectivity of perception.

At the discretion of the teacher, the exercises included in this section can, of course, be supplemented. From our point of view, this is the minimum type of exercise that is necessary to form a person’s purposeful perception.

The first type of exercise should develop in group members the ability to change people's perceptions and their behavior depending on changing goals. It is important to develop the habit of starting any observation by setting and understanding the purpose of the observation. This skill in professional activities should be automated.

Untargeted perception in professional activities sometimes leads to irretrievable loss of information or serious mistakes. The teacher, without assessing the psychological state of the student or his parents upon meeting, will not be able to find accurate and effective means of communication; a doctor who is not in the habit of judging based on his gaze emotional state the patient or note the dynamics of these conditions, will not be able to correctly interpret the results of the examination or diagnosis.

Purposefulness in the perception of a partner in the conditions of interaction with him is one of the elements of professionalism. The habit of purposeful perception in “person-to-person” professions becomes the basis for the development of professional observation.

The second type of exercises included in this section is aimed at developing sensitivity to those objects that are leading in the perception of a person: facial expressions, postures, gestures, posture. At the same time, it becomes important to know the elements themselves through which they are created, and to differentiate their dynamics. The success of these exercises will depend on the results obtained by group members in previous classes. Exercises of this type are designed to develop the ability to distinguish subtle things, to differentiate initial and newly emerging signs.

Finally, the third type of exercise in the second section is aimed at developing selectivity of perception, and consequently, observation. When performing these exercises, the ability to see the same object of perception either as a figure or as a background is formed, the ability to select from a variety of objects that which corresponds to the purpose of observation. For example, with a holistic perception of a person, to see only the eyes or, conversely, by observing the person’s eyes, to understand the general state.

LESSON 3

Target: developing the ability to conduct observation in accordance with the goal, to see different sides of the observed objects depending on the goals.

Required material: rice. 34–39, any subject picture.

Conducting a lesson

Like the previous one, this lesson can be started by checking your homework, which involved training in reading facial expressions, poses, posture, etc. Then the purpose of this lesson is stated and the exercises begin.

Exercise 16 carried out in order to show the meaning of the target during observation.

To complete the exercise, you need to take a plot picture, preferably with a complex composition and several image plans, with several actors. After demonstrating it, the presenter asks the group to write for three minutes what is depicted on it. As a rule, when checking the task, it turns out that, looking at the same image, the participants saw different things in it. The presenter asks to read the descriptions again and use them to determine for what purpose one or another group member was looking at the picture. As a rule, the majority had no purpose in mind. For the rest, the differences in description may be due precisely to the fact that they set different goals for perceiving the picture. If there are no obvious differences in the description of the painting among the training participants, then the facilitator himself sets a goal, in accordance with which the subject of the painting is observed.

Based on the results of this exercise, it is concluded that under the influence of the goal, the point of view on the perception of events and people changes.

Exercise 17. The same object is being monitored, but for different purposes.

To perform the exercise, you can use any painting, for example E.I. Repin’s “L. N. Tolstoy on vacation in the forest" (1891). Descriptions can be made orally. After demonstrating the painting, the presenter gives the following tasks: describe the nature, the hero of the painting, the means that the artist used to convey the attitude towards the hero of the painting, determine by what features of the image one can judge the artist’s attitude towards L. N. Tolstoy.

When commenting on the results, you need to pay attention to the fact that the content of the information obtained during observation changed under the influence of the goal.

Exercise 18 performed using Fig. 34, 35. After demonstrating the drawings, a task is given: each group member sets an observation goal (it is better to formulate it in writing), and then aloud gives his description of what was observed. The rest of the group must determine the purpose of the description.

Examples of changing the goal when perceiving the same picture: description of images in the foreground, description of weather conditions, description of the sea, etc.

The exercise is repeated twice. When observing again, you need to choose a new goal and select information in accordance with it. The dependence between the goal and the selected features is emphasized when summing up.

Exercise 19. Group members receive a task: to describe a friend, relative, colleague, themselves (one of their choice), but first with the goal of introducing them to their friends, then as a recommendation for getting a job, then with the purpose of selecting a married couple, etc. .

The point of the exercise is to see how the characteristic changes when the purpose of observation changes. The goal determines the angle of view on a person; under its influence, some signs, qualities, and properties of a person stand out as leading, main, and others as secondary.

When analyzing, you can focus on the following questions:

1. What are the significant differences in the characteristics of the same person?

2. What was the influence of the goal on the selection of selected properties and qualities?

3. Does the essence of a person change depending on the changing goals of his characteristics? What's changing?

When performing this and other exercises, the leader must conduct the work in such a way that each group member completes the tasks himself, and not limit himself to only analyzing the work of others.

Exercise 20– training in setting observation goals and tracing the dependence of the selectivity of perception on the goal of observation. In the exercise, the subject of perception becomes either the appearance or the mental qualities of a person.

The group receives the task: to give a portrait of the appearance of a person known to everyone (this could be a teacher, politician, mutual friend, writer, actor, etc.). It is important that this is a portrait of appearance. The description of the portrait is recorded, and the description group will know whose portrait it is.

Then the task changes: you need, without using any signs of appearance, to give a psychological description of the same person.

The goal influences the selection of features included in the characteristics of a person in the first and second cases.

Exercise 21. The group is given the task of remembering the faces so that later they can find out who they belong to. This unusual goal immediately changes the attitude towards the choice of observable signs; they become those that make it easier to distinguish one person from another, and better remember his special signs.

After communicating the purpose of the exercise, the task is proposed: carefully examine the people depicted in the pictures, remember their first and last names (Fig. 36–39). You are given 30 seconds to memorize (according to F. Lerez). Then, in a different order, without indicating names and surnames, the image of the same people is again given. You must indicate the first and last name of each person. The exercise is considered completed correctly if the names and surnames are indicated correctly.

If it turns out that the results of this exercise are low, it can be repeated in several more classes until all participants have a sufficiently high result.

Homework:

1. Remind about the observation program that was given in the last lesson, encourage group members to continue their observations in all possible situations of interaction with people.

2. Conduct self-observation for various purposes. Observe yourself and describe:

How does your good mood manifest itself?

What are the signs of a bad mood?

How did you know that you are hungry, you are cold, you are hot.

To perform the exercise, you need to focus on yourself, your feelings, memories of them, that is, look into yourself.

LESSON 4

Target: development of differentiation of perception when observing people; developing the ability to distinguish observed signs.

Required material: rice. 40–53, a set of objects for performing objective actions with them.

Conducting a lesson

After checking the homework and communicating the purpose of this lesson, it is useful to explain the essence of the exercises that will be performed. This clarification concerns the selection of exercises.

In professional activities, when interacting, people have different amounts of information necessary to understand by observation a person and the motives of his actions. In cases where the information for observation is sufficiently complete, i.e., you can see both the situation and the place where it is occurring, and the person in full growth, in the dynamics of his postures, and facial expressions and gestures, the likelihood of correct understanding is much greater than when information limited for observation (for example, when only by gesture it is necessary to reconstruct the image of the whole person, imagine what he is doing, what situation he is involved in, etc.). The less data there is for perception, the more sensitive the eye should be, the more subtle and differentiated the observation. In this regard, the exercises are structured in such a way that information about the observed person becomes increasingly limited.

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