The internal components of human activity are. The specifics of human activity. The concept and structure of human activity

In its development, human activity goes through the following aspects of progressive transformation: 1) phylogenetic development of the system of human activity; 2) the inclusion of a person in various activities in the process of his individual development; 3) changes occurring within certain types of activities as they develop; 4) the differentiation of activities, in the process of which from some activities others are born due to the isolation and transformation of individual actions into independent types of activities.

Phylogenetic transformation the system of human activities coincides in essence with the history of the socio-economic development of mankind. Integration and differentiation social structures were accompanied by the emergence of people with new types of activities, the economy. The process of integrating a growing individual into the existing system of activities is called socialization... Moreover, each of the named types of activity is first assimilated in the most elementary form, and then becomes more complicated and improved.

In the process of development activity, its internal transformations take place: 1) activity is enriched with new subject content; 2) the activity has new means of implementation, which accelerate its course and improve the results; 3) in the process of development of activities, the automation of individual operations and other components of activities occurs;

4) as a result of the development of activity, new types of activity can emerge from it, separate and further develop independently.

Activity has external and internal components.

Internal include: 1) anatomical and physiological structures and processes involved in the management of activities by the central nervous system; 2) psychological processes and structures included in the regulation of activity.

External components include a variety of movements associated with the practical implementation of activities.

The ratio of internal and external components of activity is not constant. External objective activity is, as it were, preceded by internal activity. Subject actions over objects are replaced by ideal (mental) operations. The process of such a transition from external action to internal ideal is called interiorization... Thus, interiorization is the formation of the internal structures of the human psyche due to the assimilation of the structures of external activity.

In turn exteriorization is a process of generating external actions, statements based on the transformation of a number of internal structures that have developed on the basis of the interiorization of external conscious human activity.

External objective activity can be considered as the exteriorization of internal, mental activity, since a person in the process of activity always implements an ideally presented plan of action. Thus, external activity is controlled by an internal plan of action.

In its development, human activity goes through the following aspects of progressive transformation: 1) phylogenetic development of the system of human activity; 2) the inclusion of a person in various activities in the process of his individual development; 3) changes occurring within certain types of activities as they develop; 4) the differentiation of activities, in the process of which from some activities others are born due to the isolation and transformation of individual actions into independent types of activities.

The phylogenetic transformation of the system of human activities essentially coincides with the history of the socio-economic development of mankind. Integration and differentiation of social structures was accompanied by the emergence of new types of activity and economy among people. The process of integrating a growing individual into the existing system of activities is called socialization... Moreover, each of the named types of activity is first assimilated in the most elementary form, and then becomes more complicated and improved.

In the process of development of activity, its internal transformations take place: 1) the activity is enriched with new subject content; 2) the activity has new means of implementation, which accelerate its course and improve the results; 3) in the process of development of activities, the automation of individual operations and other components of activities occurs;

4) as a result of the development of activity, new types of activity can emerge from it, separate and further develop independently.

Activity has external and internal components.

Internal include: 1) anatomical and physiological structures and processes involved in the management of activities by the central nervous system; 2) psychological processes and structures included in the regulation of activity.

The external components include a variety of movements associated with the practical implementation of activities.

The ratio of internal and external components of activity is not constant. External objective activity is, as it were, preceded by internal activity. Objective actions on objects are replaced by ideal (mental) operations. The process of such a transition from an external action to an internal ideal is called interiorization. Thus, interiorization is the formation of the internal structures of the human psyche due to the assimilation of the structures of external activity.

In turn, exteriorization is a process of generating external actions, statements based on the transformation of a number of internal structures that have developed on the basis of interiorization of external conscious human activity.

46.Main activities and their characteristics

1. Traditionally, it is considered that the main and psychologically main division of activity into its types is the differentiation of activity into labor, educational and play. Labor activity differs from the other two types in that it involves the receipt of any socially significant product, result. For play and learning activity, this result is not socially, but individually significant and consists in the subject's assimilation of socially developed experience, knowledge, etc. the process of activity itself, not its result. These types of activity replace each other in ontogenesis and are designated by the concept of "leading type" of activity for each of the main age stages. Leading is such an activity, the implementation of which determines the emergence and formation of the basic psychological neoplasms of a person at any stage of his development.

2. Equally fundamental and general is the separation of individual and joint activities. Joint activity is realized, in contrast to the individual, by the so-called collective subject, that is, by two or more people who have a common motive and a common goal. Other important signs of joint activity are the spatial and temporal presence of the participants in the activity, the role and instrumental differentiation of the participants in one or another of its tasks, the presence of a controlling (organizing) component - either a leader or a leader. Joint activity is also internally heterogeneous and is subdivided into subtypes: for example, directly joint activity - “activity together” and indirectly joint activity - “activity side by side”.

3. The most traditional is, apparently, the classification of activities according to their subject area, that is, according to professional affiliation. As a result, all those professions that exist today are distinguished, as well as specializations within these professions. So, there is a classification developed by E. A. Klimov, where five main types of professional activity are distinguished: "man - technology", "man - man", "man - nature", "man - sign", "man - artistic image" ...

4. It is customary to divide activities into executive and managerial (organizational) ones. The first is characterized by the fact that the subject of labor directly affects his object, although he contacts with other subjects. The second (managerial) usually does not provide for such a direct impact. However, it necessarily presupposes the organization of other people by one subject of activity, as well as the hierarchy of their subordination.

5. In applied terms, it is important to divide the activity into direct and indirect. In the first case, a person directly affects the object and just as directly receives information from it. In the second case, information about the subject of labor is transmitted to a person through mediating links: in the form of tables on the screen or in any other symbolic form. This is, for example, an operator-type activity.

Every human activity has external and internal components. The inner component of human activity: anatomical and physiological structures and processes involved in the management of activities by the central nervous system, as well as psychological processes and conditions involved in the regulation of activities. TO external components can be attributed to a variety of movements associated with the practical implementation of activities.

The ratio of internal and external components of activity is not constant. With the development and transformation of activities, a systematic transition of external components to internal ones takes place. He is accompanied by them interiorization and automation. If any difficulties arise in the activity, during its restoration, associated with violations of internal components, the reverse transition occurs - exteriorization: reduced, automated components of activity unfold, manifest themselves outside, internal ones again become external, consciously controlled.

10. The concept of communication. Communication structure.

Communication is a multifaceted process of developing contacts between people, generated by the needs of joint activities. Communication includes the exchange of information between its participants, which can be characterized as the communicative side of communication. The second side of communication is the interaction of those communicating - the exchange in the process of speech, not only words, but also actions, deeds. And finally, the third side of communication involves the perception of the communicants of each other.

Given the complexity of communication, it is necessary to somehow designate it structure so that you can then analyze each item. The structure of communication can be approached in different ways, as well as the definition of its functions. We propose to characterize the structure of communication by highlighting three interrelated sides in it: communicative, interactive and perceptual.

The communicative side of communication, or communication in the narrow sense of the word, consists in the exchange of information between communicating individuals.

Interactive side consists in organizing interaction between communicating individuals, i.e. in the exchange of not only knowledge, ideas, but also actions.

Perceptual side communication means the process of perception and knowledge of each other by communication partners and the establishment on this basis of mutual understanding.

15. The concept of sensations, types of sensations.

Sensation - This is the simplest mental process, consisting in the reflection of individual properties of objects and phenomena of the material world, as well as the internal states of the body under the direct influence of stimuli on the corresponding receptors.

The sense organs receive, select, accumulate information and transmit it to the brain, which receives and processes this huge and inexhaustible stream every second. As a result, there is an adequate reflection of the surrounding world and the state of the organism itself. On this basis, nerve impulses are formed that go to the executive organs responsible for regulating body temperature, the work of the digestive organs, movement organs, endocrine glands, for adjusting the sense organs themselves, etc. And all this is extremely hard work, consisting of many thousands of operations per second, is performed continuously.

4) as a result of the development of activity, new types of activity can emerge from it, separate and further develop independently.

Activity has external and internal components.

The external components include a variety of movements associated with the practical implementation of activities.

46. Main activities and their characteristics

47. Mastering the activity: abilities, skills, habits. Each action has a motor and sensory component (execution, control and regulation are the functions of these components). Methods of execution, control and regulation are called methods of activity, partial automation of movements is called a skill. Activity - specifically human, consciousness-regulated activity, generated by needs and aimed at cognition and transformation outside world and the person himself. Activity has a complex structure, usually several levels are distinguished: actions, operations, psychophysiological functions. Actions are aimed at changing the state or properties of objects in the external world, they are composed of certain movements. ON THE. Bernstein proposed the principle of motion control, he called it the principle of sensory correction, meaning corrections made to impulses based on sensory information about the course of movement. In this regard, various structural elements of activity are distinguished: abilities, skills, habits. Skills are ways of successfully performing an action, corresponding to the goals and conditions of activity, they always rely on knowledge. A skill is a fully automated component of an activity that is formed during an exercise. Skill means the formation in the cerebral cortex and the functioning of a stable system of temporary neural connections, called a dynamic stereotype. Skills and abilities can be divided into educational, sports, hygienic, as well as: - motor skills (formed in the process of physical labor, sports, studies); - mental (formed in the process of observation, planning, production of oral and written calculations, etc.). The importance of skills and abilities is great: they facilitate physical and mental efforts, introduce a certain rhythm and stability into human activity, creating conditions for creativity. Functional components of a skill: 1. Learning as a pure component of a skill (a system of reaction, coordination, etc.). 2. Adaptation to specific conditions. There are three main stages in the formation of a skill: 1. Analytical - initial acquaintance with movement and mastering of individual elements of actions. 2. Synthetic - combining elements into a holistic action. 3. Automation - exercise with the aim of giving the action smoothness, the desired speed, relieve tension. Stages of motor skills formation: 1. Comprehension of the skill. (A clear understanding of the goal, but a vague understanding of ways to achieve it, gross mistakes when trying to perform actions.) 2. Conscious, but inept performance (Despite intense concentration, voluntary attention, a lot of unnecessary movements, the lack of a positive transfer of this skill). 3. Automation of a skill (more and more high-quality performance of an action with weakening voluntary attention or the emergence of the possibility of its redistribution; elimination of unnecessary movements; the emergence of a positive transfer of skill). 4. Highly automated skill (precise, economical, sustainable performance of an action, which has become a means of performing another, more complex action). 5. Deautomation of a skill (optional stage) - deterioration of skill performance, revival of old mistakes. 6. Secondary automation of the skill - restoration of the characteristics of the 4th stage. Thus, it can be seen that the skill is formed as a result of exercises, i.e. purposeful and systematic repetitions of actions, and as the exercise progresses, quantitative changes turn into qualitative ones. The acquired skills and abilities influence the formation of new skills and abilities. This influence can be both positive (transfer - a previously developed skill facilitates the acquisition of a similar skill), and negative (interference - a weakening of new skills under the influence of previously developed ones, due to their similarity). To maintain a skill, they should be used systematically, otherwise de-automation occurs when speed, lightness, smoothness, and other qualities of an automated action are lost. The skill can be formed through: - simple demonstration; - explanation; - a combination of display and explanation. The conditions that ensure the successful formation of a skill include: the number of exercises, their pace and distribution in time, as well as knowledge of the results. Reasons affecting the productivity of the skill: - objective (design of equipment, its condition, working conditions); - subjective: - physiological (fatigue, health status); - mental (attitude to activity, self-confidence, mood, skill dynamics). Habits are a need-based component of action. They can, to a certain extent, be deliberately controlled, but they are not always reasonable and useful. Ways of forming habits: - through imitation; - as a result of repeated repetition of actions; - through conscious, purposeful efforts, for example, by positive reinforcement of desired behavior. The theory of levels of building movements N.A. Bernstein. The essence of the theory: depending on what information the feedback signals carry, afferent signals arrive at different sensitive centers of the brain and, accordingly, switch to motor pathways at different levels. The levels are understood as morphological layers in the central nervous system. Each level has its own motor manifestations and each level has its own class of movements. In the organization of complex movements, as a rule, several levels are involved at once - the one on which the movement is built - the leading level. In the human consciousness, only the components of movement are presented, which are built on the leading level, the work of the background levels, as a rule, is not realized. Formally, one and the same movement can be built on different levels. The leading level of building movement is determined by the meaning, the task of the movement. Level A is the lowest and phylogenetically most ancient; has no independent meaning, but is responsible for an important aspect of movement - muscle tone. It receives signals indicating the degree of muscle tension, as well as from the organs of balance. Own movements of the level: involuntary trembling, chattering teeth from cold and fear, etc. Level B - the level of synergies. It processes signals that report the relative position and movement of various parts of the body. The level solves the problem of internal coordination of complex motor ensembles. Own movements of the level: movements that do not require taking into account the external space, for example, facial expressions, stretching, etc. Level C is the level of the spatial field, signals from sight, hearing, touch are sent to it, i.e. all information about the external space. Own movements of the level: movements adapted to the spatial properties of the object, to their shape, position, weight, etc., for example, walking, jumping, acrobatics, shooting, etc. Level D - the level of object actions, cortical level, in charge of the organization of actions with objects (almost exclusively owned by a person). The level's own movements: instrumental actions, manipulations with objects, for example, lacing shoes, peeling potatoes, etc. A characteristic feature of the movements of this level is that they are consistent with the logic of the object; rather, these are actions, not movements, since the motor composition of the movement is not completely fixed in them, but only the final objective result is given. This level does not care about the way the actions are performed. Level E - the level of intellectual motor acts, such as speech movements, writing, etc. The movements of this level are determined not by subject, but by verbal meaning.

Life in all its forms is associated with movements, and as it develops, motor activity acquires more and more perfect forms. Elementary, simplest living creatures are much more active than the most complexly organized plants. A person is able to create conditions for himself and live in any environment and at any point the globe... Not a single living creature is able to compare with him in diversity, distribution and forms of activity.

Plant activity is practically limited by the exchange of substances with environment... Animal activity includes elementary forms of exploring this environment and learning. Human activity is very diverse. In addition to all types and forms characteristic of animals, it contains special form called an activity.

Activity can be defined as a specific type of human activity aimed at cognition and creative transformation of the surrounding world, including oneself and the conditions of one's existence. In activity, a person creates objects of material and spiritual culture, transforms his abilities, preserves and improves nature, builds society, creates something that did not exist in nature without his activity. As a result of the productive, creative nature of his activities, man has created sign systems, tools for influencing himself and nature. Using these tools, he built modern society, cities, cars, with their help he produced new consumer goods, material and spiritual culture and ultimately transformed himself. The historical progress that has taken place over the past several tens of thousands of years owes its origin precisely to activity. To satisfy their needs, animals use only what nature has provided them. In other words, human activity manifests itself and continues in creations, it is productive, and not just consumer in nature.

The forms and methods of organizing human activity also differ from the activity of animals. Almost all of them are associated with complex motor skills and abilities that animals do not have - skills and abilities acquired as a result of conscious purposeful organized learning. From early childhood, the child is specially taught to use household items in a human way, various tools that transform the movements of the limbs given by nature. Objective activity arises, which differs from the natural activity of animals.

Animals only consume what is given to them by nature. Man, on the other hand, creates more than consumes.

Activities are always purposeful, active, aimed at creating a certain product. Human activity has the following main characteristics: motive, goal, object, structure and means. The motive of activity is what prompts it, for the sake of which it is carried out. The motive is usually a specific need, which is satisfied in the course and with the help of this activity.

The goal of an activity is its product. He can represent the real physical object created by a person, certain knowledge, skills and abilities acquired in the course of activities, a creative result (thought, idea, theory, work of art).

The subject of activity is what it directly deals with. So, for example, the subject cognitive activities is any kind of information, the subject of educational activity - knowledge, skills and abilities, the subject labor activity- created material product.

Every activity has a definite structure. It usually identifies actions and operations as the main components of activities. An action is a part of an activity that has a completely independent, human-conscious goal. An operation refers to a way of performing an action.

The tools that he uses when performing certain actions and operations act as means of carrying out activities for a person.

Every human activity has external and internal components. Internal ones include anatomical and physiological structures and processes involved in the management of activity by the central nervous system, as well as psychological processes and conditions involved in the regulation of activity. The external components include a variety of movements associated with the practical implementation of activities.

Activity and mental processes

Mental processes: perception, attention, imagination, memory, thinking, speech - act as the most important components of any human activity. Without the participation of mental processes, human activity is impossible, they act as its integral internal moments.

Perception in the process of practical activity acquires its most important human qualities. In activity, its main types are formed: the perception of depth, direction and speed of movement, time and space.

Imagination is also related to activity. First, a person is not able to imagine or imagine something that has never appeared in experience, was not an element, object, condition or moment of any activity. The texture of the imagination is a reflection, albeit not literally, of the experience of practical activity.

This applies even more to memory. Memorization is carried out in activity and is itself a special kind of mnemonic activity, which contains actions and operations aimed at preparing material for better memorization.

Recalling also involves performing certain actions aimed at remembering the material imprinted in memory in time and accurately.

Thinking in a number of its forms is identical to practical activity. In more developed forms - figurative and logical - the activity moment appears in it in the form of internal, mental actions and operations.

Speech is also a special kind of activity, so that often, when characterizing it, they use the phrase "speech activity". Consequently, any activity is a combination of internal and external, mental and behavioral actions and operations.

Types and development of human activity

Have modern man there are many different types of activities, the number of which roughly corresponds to the number of available needs.

The strength of the need means the value of the corresponding need for a person, its relevance, frequency of occurrence and incentive potential.

Quantity is the number of various needs that a person has and from time to time become relevant to him.

The originality of the need means objects and objects with the help of which this or that need can be sufficiently fully satisfied by this person as well as the preferred way of meeting this and other needs.

Communication is the first activity that arises in the process of individual development of a person, followed by play, study and work.

Communication is considered as a type of activity aimed at the exchange of information between communicating people. In direct communication, people are in direct contact with each other, know and see each other, directly exchange verbal or non-verbal information, without using any aids.

A game is an activity that does not result in the production of any material or ideal product (with the exception of business and design games for adults and children).

There are several types of games: Individual games are a type of activity when one person is engaged in a game, group games include several individuals. Object games are associated with the inclusion of any objects in a person's game activity. Plot games unfold according to a specific scenario, reproducing it in basic detail. Role-playing games allow for a person's behavior that is limited to a certain role that he takes on in the game. Finally, games with rules are governed by a certain system of rules of behavior for their participants. Often in life there are mixed types of games: subject-role-playing, plot-role, plot games with rules, etc.

Labor occupies a special place in the system of human activity. It is thanks to labor that man has built a modern society, created objects of material and spiritual culture, transformed the conditions of his life in such a way that he discovered the prospects for further, practically unlimited development.

When they talk about the development of human activity, they mean the following aspects of the progressive transformation of activity:

1. Phylogenetic development of the human activity system.

2. The inclusion of a person in various activities in the process of his individual development (ontogeny).

3. Changes occurring within certain types of activities as they develop.

4. Differentiation of activities, in the process of which from some activities others are born due to the isolation and transformation of individual actions into independent types of activities. The phylogenetic transformation of the system of human activities essentially coincides with the history of the socio-economic development of mankind.

In the process of development of an activity, its internal transformations take place. First, the activity is enriched with new subject content. Secondly, the activity has new means of implementation, which accelerate its course and improve the results. Thirdly, in the process of development of activity, the automation of individual operations and other components of activity takes place, they turn into skills and abilities. Finally, fourthly, as a result of the development of activity, new types of activity can emerge from it, separate and further develop independently.

CONCEPT AND TYPES OF COMMUNICATION

Considering the way of life of various higher animals and humans, we notice that two sides stand out in it: contacts with nature and contacts with living beings. We called the first type of contacts activity, and it has already been considered in Chapter 6. The second type of contacts is characterized by the fact that the interacting parties are living beings, an organism with an organism, exchanging information. This type of intraspecific and interspecific contact is called communication. Communication is characteristic of all higher living beings, but at the human level it takes on the most perfect forms, becoming conscious and mediated by speech. The following aspects are distinguished in communication: content, purpose and means. Content is information that is transmitted from one living being to another in interindividual contacts. The content of communication can be information about the internal motivational or emotional state of a living being. One person can pass on information to another about existing needs, counting on potential participation in their satisfaction. Through communication from one living creature to another, data about their emotional states(contentment, joy, anger, sadness, suffering, etc.) oriented towards in a certain way set up another living being for contacts. The same information is transmitted from person to person and serves as a means of interpersonal adjustment. For example, we behave differently towards an angry or suffering person than we do towards someone who is sympathetic and joyful. "one

In humans, the content of communication is much wider than that of animals. People exchange information with each other, representing knowledge about the world, rich, lifetime acquired experience, knowledge, abilities, skills and abilities. Human communication is multidimensional, it is the most diverse in its inner content.

The purpose of communication is what a person has for this type of activity. In animals, the purpose of communication can be the inducement of another living creature to certain actions, a warning that it is necessary to refrain from any action. The mother, for example, by voice or movement, warns the cub of the danger; some animals in the herd can warn others that vital signals are being sensed by them.

For a person, the number of communication goals increases. In addition to those listed above, they include the transfer and receipt of objective knowledge about the world, training and education, the coordination of reasonable actions of people in their joint activities, the establishment and clarification of personal and business relationships, and much more. If in animals the goals of communication usually do not go beyond the satisfaction of biological needs that are relevant to them, then in humans they represent a means of satisfying many diverse needs: social, cultural, cognitive, creative, aesthetic, needs for intellectual growth, moral development and a number of others. The differences in the means of communication are no less significant. The latter can be defined as methods of coding, transmission, processing and decryption of information transmitted in the process of communication from one living being to another.

Encoding information is a way of transferring it from one being to another. For example, information can be transmitted through direct bodily contacts: by touching the body, hands, etc. Information can be transmitted and perceived by people at a distance, through the senses (observation by one person of the movements of another or the perception of sound signals produced by him).

A person, in addition to all these data from nature, ways of transmitting information, there are many that are invented and improved by him. These are language and other sign systems, writing in its various forms and forms (texts, diagrams, drawings, drawings), technical means of recording, transmitting and storing information (radio and video equipment; mechanical, magnetic, laser and other forms of recording). In his ingenuity in the choice of means and methods of intraspecific communication, man has far outstripped all living beings known to us living on planet Earth.

Depending on the content, goals and means, communication can be divided into several types. In terms of content, it can be presented as material (exchange of objects and products of activity), cognitive (exchange of knowledge), conditional (exchange of mental or physiological states), motivational (exchange of motives, goals, interests, motives, needs), activity (exchange of actions, operations, skills, skills). In material communication, the subjects, being busy individual activities, exchange its products, which, in turn, serve as a means of satisfying their actual needs. In conditioned communication, people influence each other, calculated to bring each other into a certain physical or mental state. For example, to cheer up or, on the contrary, spoil it; to excite or soothe each other, and ultimately - to have a certain effect on the well-being of each other.

Motivational communication has as its content the transmission to each other of certain motives, attitudes or readiness to act in a certain direction. As an example of such communication, one can name the cases when one person wants to ensure that the other has or disappears some desire, so that someone has a certain attitude towards action, some need is actualized. Cognitive and activity communication can be illustrated by communication associated with different kinds cognitive or educational activities. Here information is transmitted from subject to subject, expanding horizons, improving and developing abilities. By goals, communication is divided into biological and social in accordance with the needs it serves. Biological is the communication necessary for the maintenance, preservation and development of the organism. It deals with the satisfaction of basic organic needs. Social communication pursues the goal of expanding and strengthening interpersonal contacts, establishing and developing interpersonal relationships, personal growth the individual. There are as many private goals of communication as there are subspecies of biological and social needs.

By means of communication, communication can be direct and mediated, direct and indirect. Direct communication is carried out with the help of natural organs given to a living being by nature: hands, head, torso, vocal cords, etc. Mediated communication is associated with the use of special means and tools for organizing communication and exchange of information. These are either natural objects (a stick, a thrown stone, a footprint on the ground, etc.), or cultural (sign systems, recordings of symbols on various media, print, radio, television, etc.).

Direct communication presupposes personal contacts and direct perception of people communicating with each other in the very act of communication, for example, bodily contacts, conversations of people with each other, their communication in those cases when they see and directly react to each other's actions.

Indirect communication is carried out through intermediaries who can be other people (for example, negotiations between conflicting parties at the interstate, interethnic, group, family levels).

A person differs from animals in that he has a special, vital need for communication, as well as the fact that he spends most of his time in communication with other people.

Among the types of communication, one can also distinguish business and personal, instrumental and targeted. Business communication is usually included as a private moment "in any joint productive activity people and serves as a means of improving the quality of this activity. Its content is what people are doing, not the problems that affect their inner world. In contrast to business, personal communication, on the contrary, is concentrated mainly around psychological problems internal character, those interests and needs that deeply and intimately affect a person's personality: the search for the meaning of life, determination of one's attitude to significant person, to what is happening around, the permission of any internal conflict etc.

Communication can be called instrumental, which is not an end in itself, is not stimulated by an independent need, but pursues some other goal than getting satisfaction from the very act of communication. Purposeful is communication, which in itself serves as a means of satisfying a specific need, in this case, the need for communication.

In human life, communication does not exist as an isolated and process or independent form activity. It is included in an individual or group practical activities, which can neither arise nor be realized without intensive and versatile communication.

There are differences between activity and communication as types of human activity. The result of the activity is usually the creation of some material or ideal object, product (for example, the formulation of an idea, thought, statement). The result of communication is the mutual influence of people on each other. Activity is basically an intellectually developing form of a person's activity, and communication is a type of activity, mainly shaping and developing him as a person. But activity can also participate in the personal transformation of a person, as well as communication in his intellectual development. Both activity and communication should therefore be considered as interrelated aspects of social activity developing a person.

The most important types of communication in humans are verbal and non-verbal. Non-verbal communication does not involve the use of sound speech, natural language as a means of communication. Non-verbal communication is communication using facial expressions, gestures and pantomime, through direct sensory or bodily contacts. These are tactile, visual, auditory, olfactory and other sensations and images received from another person. Most of the non-verbal forms and means of communication in a person are innate and allow him to interact, achieving mutual understanding on the emotional and behavioral levels, not only with his own kind, but also with other living beings. Many of the higher animals, including most of all dogs, monkeys and dolphins, are given the ability to communicate non-verbally with each other and with humans.

Verbal communication is inherent only in humans and in quality prerequisite assumes language acquisition. In terms of its communicative capabilities, it is much richer than all types and forms of non-verbal communication, although in life it cannot completely replace it. And the very development of verbal communication initially necessarily relies on non-verbal means of communication.

Bibliography

For the preparation of this work were used materials from the site shpori4all.narod.ru/