What are the phases of developing a dynamic stereotype. Dynamic stereotypes - good or bad? The role of dynamic stereotype in the learning process

You will learn what a dynamic stereotype is and about its examples from this article.

What is dynamic stereotype?

A dynamic stereotype is a developed, strictly fixed system of unconditioned and conditioned reflexes, which are constantly alternating. In order for its formation to be successful, a certain sequence of actions of unconditioned and conditioned stimuli must be present. In the Central Nervous System, in response to this reaction, sources of excitement arise that provide the emergence of a dynamic stereotype.

In other words, a dynamic stereotype is a certain sequence of actions that arise in response to environmental stimuli.

The process of developing a stereotype is a complex synthesizing activity of the cortex. In general, it is very difficult to develop, but if the stereotype has already been developed, then its "life" should be maintained through the intense work of cortical activity, and most actions become automatic. They persist for a long time and are the foundation of human behavior. Dynamic stereotypes are difficult to redo. Therefore, it is worth paying special attention to the methods of teaching and educating children from the first year of life.

Dynamic stereotype examples

The dynamic stereotype of human examples is quite easy to give. Such a stereotype can be a favorite hobby, equestrian sports, playing the piano, or skiing. They are even the foundation for activities such as running, walking, using cutlery, jumping, writing, and so on. Astronauts, athletes, bouncers, ballet dancers, and musicians are well aware of the dynamic stereotype. And because they learn a certain set of movements, which are later performed automatically without the help of the nervous system.

Stress Arrangement: DYNAMIC STEREOTI

DYNAMIC STEREOTYPE - a fixed system of temporary neural connections (conditioned reflexes), providing a certain intensity and sequence of reactions. D. s. is formed with a sufficiently long exposure to a system of the same stimuli (i.e., an external stereotype). D.'s education process consists not only in strengthening the conditioned reflexes included in it, but also in combining them into an integral system. Therefore, for example, if a dog develops a number of positive and inhibitory reflexes, which are repeated daily in the same sequence and at equal intervals, then after a certain time the use of one of them (better than a weak one) will reproduce the entire system of reactions ...

D.'s education with. represents an intense nervous work. On the other hand, the prevailing stereotype is characterized by lightness, clarity and constancy of reactions, which to a large extent saves the expenditure of nervous energy for performing activities. This is his biological. value. D.'s inertia with. is not a negative quality. It relieves the body of the need to adapt to random and short-term changes in external conditions. D.'s inexpediency with. under changing conditions it is corrected by its "dynamism", the ability to restructure. When the external stereotype changes, the system of temporary connections is corrected, transformed by new influences.

D. s. - physiological. the basis of many psihich phenomena. human activity, for example, skills, habits, relationships, acquired needs, etc. The system of D. with. is a physiological. the basis of stable features of personality behavior.

Knowledge of the patterns of formation of D. with. useful for the correct organization of training. D. with., As the basis of skills, provides not only ease, accuracy, but also the automation of activity. Unloading the consciousness from constant control over each operation, the formed skills make it possible to focus on a more general and holistic management of activities, create the prerequisites for creativity. Taking into account the peculiarities of the functioning of D. with. important in educational work... The creation of a clear rhythm of the alternation of work and rest, the organization of a rational regime provide a vigorous state of the body and high productivity of activity. Alteration of D. with. presents great difficulties for the nervous system. Therefore, it is very important in the learning process to seek from the student from the very beginning of mastering the correct skills and abilities, since retraining, that is, the establishment of a new school of thought, has a harmful effect on nervous system studying, negatively affects the quality of their knowledge. Features of D.'s violation by page. it is necessary to know for understanding and preventing the psychic. Personality "crises", to-rye can arise when changing the lifestyle or the nature of human activity. “... Often, - wrote IP Pavlov, - difficult feelings when changing the usual way of life, when the habitual activities are terminated, when loved ones are lost, not to mention mental crises and the breakdown of beliefs, have their physiological basis to a large extent precisely in the change, in the violation of the old dynamic stereotype and in the difficulty of setting the new one ”(Paulie, sobr. soch., vol. 3, book 2, 1951, pp. 243 - 44). Sharp violations of D. page. can in some cases have serious consequences, up to neurosis, and. G. Vatsuro. Leningrad.

Complex shapes synthetic activities the cerebral cortex is expressed in phenomena designated by the concept of a dynamic stereotype.

In the experiments of the Russian physiologist E. A. Asratyan, dogs developed conditioned reflexes in a certain sequence to various stimuli (for example, bell, beat of a metronome, hiss, light, touch). Then, after the development and consolidation of conditioned reflexes, one conditioned signal, light, was applied to each of the stimuli, and different conditioned reflexes were obtained on this signal, as in the sequential action of all the above stimuli.

This indicates that individual conditioned reflexes in a certain situation can be linked together in complexes. If a number of conditioned reflexes are carried out in a strictly defined order with approximately the same time intervals and this entire complex is repeated many times, then a single system will be formed in the brain with a specific sequence of reflex reactions, i.e. previously disparate reflexes are linked into a single complex. The neurons of the brain, while possessing great functional mobility, can nevertheless steadfastly maintain the system of responses to repeated conditioned stimuli. A dynamic stereotype arises, which is expressed in the fact that a constant and stable system of responses is developed on the system of various conditioned signals, acting always one after the other after a certain time. In the future, if only the first stimulus is applied, then all other reactions will develop in response.

A whole system of conditioned reflex activity is formed from the multitude of conditioned reflexes that are formed during life. Such a system of interconnected conditioned reflexes, where each occupies a certain place in time and space, forms a dynamic stereotype of behavior.

Dynamic stereotype - a fixed system of conditioned and unconditioned reflexes, combined into a single functional complex, which is formed under the influence of stereotypically repeated changes and influences of the external and internal environment, i.e. under the influence of a stereotype of stimuli.

Stimulus stereotype- a complex of signals that are located in a strictly defined order in space and time, and are invariably repeated in the same order. The stereotype of stimuli causes the same stereotyped change in functional states in the cerebral cortex, a change in reactions. With repeated repetition of the system of stimuli, such a sequential change of states is fixed, synthesized into a single whole, into a single chain of reflexes, which is easily reproduced not only by this system of stimuli, but also by one of the stimuli of this system. Under the influence of other stimuli, the stereotype can change; therefore, the ability to combine a number of individual reflex acts into a system is called dynamic stereotype.

The peculiarity of the dynamic stereotype is that it is developed with difficulty, since when it is developed, the nerve centers of the cerebral cortex carry out intense analytical and synthetic work, creating a single chain of conditioned reflex connections that determines stereotyped motor acts. At the beginning of the development of a dynamic stereotype, connections are formed between individual motor reflexes. These connections are improved to a certain level, then for some time the improvement of temporary connections stops, and therefore the speed and results of actions are temporarily worsened, as the body switches to a new mode of operation. Further, the results of the formation of conditioned chain reflexes and the development of a skill improve again. There may be several such "waves", after which the results of motor acts become more stable, and the number of unnecessary movements is reduced

Stereotyped movements are characterized by the following features:

1. Stereotyped movements are easier to perform, since they are carried out with maximum speed, with minimum energy costs, with the transition of reflexes from the sphere of consciousness to the sphere of subconsciousness.

2. The existing stereotype directs the formation of new skills in its own way.

3. The stereotype allows you to adequately respond to environmental conditions, despite some changes in the environment.

Alteration of the existing stereotype presents a significant difficulty for the body, since a stereotyped reaction is not just a reflex, but a complex multistage complex. In people with a weak nervous system, breaking the stereotype can lead to nervous breakdowns. The process of restructuring stereotypes depends on the nature of stimuli, characteristics of the nervous system, age and functional state of the body.

Already in the laboratory of I.P. Pavlov, it was suggested that the process of synthesis of various chain reflexes (when the end of one reflex triggers the next reflex) is the basis of human skills (speech, professional, sports, etc.). The formation of dynamic stereotypes in the first years of a person's life is especially important, since dynamic stereotyping underlies the processes of education and upbringing, the development of various habits, skills and a certain system of behavior in a child. It is these early dynamic stereotypes that are especially strong and largely determine the entire lifestyle of an adult. Thanks to dynamic stereotypes, relatively stable forms of behavior arise in society, in relationships with other people, in assessing current events and responding to them. The biological significance of dynamic stereotypes boils down to freeing the cortical centers from solving standard problems in order to ensure the implementation of more complex ones that require heuristic thinking.

Complex analytical and synthetic processes in the cerebral cortex provide systematic functioning of the higher parts of the brain, which makes it easier

work in the perception of complex signals, in the organization of responses. A good illustration of the consistency in the work of the cortex is the phenomenon of a dynamic stereotype discovered by Pavlov in higher nervous activity... This phenomenon was first studied in a dog during the development of conditioned reflexes to a set of stereotypically presented conditioned stimuli. The protocol of the experiment, presented below, reflects the order of presentation of musical notes of various octaves to the animal, among which the note DO was reinforced, and the note FA was not reinforced. The interval between stimuli was 8-12 minutes. As a result of repeated presentations of "positive", that is, reinforced by food, and "negative", that is, musical sounds not reinforced by food, the dog developed a stereotype of responses (Table 3). This manifested itself in

that it was possible, instead of nine different notes, to show the dog the first note of DO and repeat it 9 times at the usual intervals. As a result, the dog reproduces a developed stereotype of external responses, that is, the dog will react to the nine-fold repetition of one note as an alternation of positive and negative conditioned signals. Consequently, the dog developed a stereotype of conditioned reflex responses to an external stereotype of stimuli, consisting of alternating positive (salivation) and negative (differential inhibition) reactions. This stereotype is quite strong, since the presentation of one first stimulus nine times does not change the characteristic stereotyped response, consisting of positive and negative reactions. Moreover, it is possible to present to the dog only the first stimulus - the note DO - and observe the implementation of the entire program of stereotyped responses.

What is the internal mechanism of the dynamic stereotype? It is based on complex synthesis processes between successively excited centers of the cerebral cortex with stereotyped presentation of conditioned stimuli. As a result, the successively excited centers in the auditory cortex of the cerebral hemispheres, which are responsible for the perception of each of the presented musical notes, form a chain due to the emergence of temporary connections between these centers. As a result, the excitation of the first center upon presentation of the first note of DO3, causing its own response, at the same time serves as a signal for the excitation of the second center, which leads to the realization of the second conditioned reflex response and causes the excitation of the third center, etc. Thus, the excitation of the first center serves as a signal of the sequential excitation of the second, third, and subsequent centers, which results in the reproduction of a system of stereotyped conditioned responses. Consequently, the cause of the second, third and subsequent conditioned reactions may not be a conditioned stimulus, but the excitation of the preceding nerve centers. Such conditioned reflexes, shortened from the afferent end, are called shortened conditioned reflexes of type 2 (Kupalov). Shortened conditioned reflexes of type 1 play an important role in organizing the dynamic stereotype. These reflexes are associated with the mobilizing action of the situational stimuli, which, without causing conditioned reflexes, nevertheless tune certain nerve centers to specific activity. Because of this, situational stimuli can play the role of a switch in conditioned reflex activity. Thus, we know that in response to one and the same conditioned stimulus, for example, light, in one room it is possible to develop a conditioned salivary reflex in an animal, in another room a conditioned defensive reflex.

When developing a dynamic stereotype, the situational stimuli also prepare, tune the entire chain of nerve centers for a certain activity, however, the excitation of the centers caused by the situation

outwardly does not manifest itself, which allows us to speak of conditioned reflexes of type 1 shortened from the efferent end.

Thus, the dynamic stereotype is based on complex processes of unification, synthesis of excited centers in the cortex with the formation of temporary connections between them, which makes it possible to implement a dynamic stereotype through a system of shortened conditioned reflexes of types 1 and 2.

When a dog develops a dynamic stereotype, its emotional state changes sharply towards the prevalence of negative emotions. Pavlov came to the conclusion that the negative emotions arising in the animal in the form of aggression, refusal to stand in the pen, tearing off the small devices reflect the difficulty of forming stereotyped responses to a complex system of external stimuli in animals. The development of a stereotype is a "big nervous work" accompanied by the subjective experiences of the animal in the form of negative emotions. Therefore, not all dogs can form a dynamic stereotype, which is determined by the innate properties of the nervous system, in particular, its endurance. However, when a dynamic stereotype is developed in an animal, negative emotions are replaced by a calm, characteristic emotional state for this dog. The animal again becomes friendly and communicative, accurately reacts with a system of stereotyped responses to an external stereotype of conditioned signals.

If, however, slightly change the order of external stimuli, for example, swap the positions of the notes DO5 and FA4 (see the experiment protocol), this will lead to the emergence of negative emotions in the animal, which may result in a breakdown of higher nervous activity. If, nevertheless, a new modification of the old stereotype is developed in the dog, then the animal again calms down and reacts with a response system in accordance with the new order of conditioned stimuli. What happens if you return to the old stereotype, which the animal has so hard abandoned? It turned out that this is again accompanied by the emergence of negative emotions. All these observations indicate that not only the development of a dynamic stereotype, but also its alteration is invariably associated with the emergence of negative emotions in animals.

The phenomena of a dynamic stereotype accompany a person throughout his life. Moreover, each age period has its own

stereotypes, that is, everyday, social habits. So, children under 3 years old who are at home develop children's stereotypes - reactions to constant communication with their mothers to loved ones, which form the child's certain skills of hygiene, nutrition, and play. Children's stereotypes reflect a child's life in accordance with a specific household way, where games, walks, reading children's books, etc. alternate. Since the formation of early conditioned reflexes follows the imprinting mechanism, children's stereotypes are unusually strong, which explains the conservatism and pedantry in behavior inherent in little couples. A small failure in external conditions is perceived by the child painfully, that is, it is accompanied by the appearance of negative emotions, which are clearly manifested in the form of crying, whims, stubbornness. This condition is observed in a baby if, instead of a mother, another person begins to feed him, read a book to him, etc. Childhood stereotypes, being replaced by adults, however, are never destroyed and can emerge in case of a serious illness, in old age, when a person becomes irritable, capricious and egocentric, that is, shows the features of early childhood.

The first serious breakdown of the child's household stereotype occurs when the child is sent to kindergarten... The child is surrounded by everything new, new requirements are presented to him, adaptation to which, as a rule, is extremely painful for children. The old stereotype must give way to a new one, which leads to the emergence of strong negative emotions. But why psychologists advise parents to first bring their child to kindergarten for only a few hours and gradually increase the duration of his stay there. Thus, the acuteness of feelings is removed, that is, the psychological load on the child is reduced, which can lead to the development of neuroses that already require special treatment.

For ordinary children with a healthy psyche, the process of restructuring, that is, the development of a new kindergarten stereotype, ends on average within one month, and now the child happily goes to kindergarten, where friends, games, walks, music lessons and other joys of children's life are waiting for him. A new life stereotype has formed for several years, and life according to a new schedule, new social rules is accompanied by

positive emotions, which is manifested in a good, even mood of the child, his physical and social activity, contact.

The transition of a child from kindergarten to school stereotype is also very painful, but the established stereotype of a familiar life and communication in school age accompanied by positive emotions, so strong that sometimes people continue to maintain friendship with school friends all their lives.

Consideration of the change in life stereotypes in a person can be continued until his old age, when retirement becomes extremely difficult for a person from a psychological point of view, since this is due to the refusal to be actively involved in a familiar team. You can avoid severe depressive conditions in old age if you take care of choosing an interesting business in advance - raising grandchildren, caring for animals, flowers, etc. If this is not done, then severe psychological experiences can lead to the development of depression and various diseases.

Thus, in a person's life, education and stereotypes change in accordance with age periods all the time. Hence the name dynamic stereotype, that is, a stereotype that is constantly changing over a long life, which ensures the adaptation of a person to the new requirements of his physical and social environment.

Consistency in the work of the cerebral cortex, clearly manifested in a dynamic stereotype, is of fundamental importance for maintaining a person's long-term working capacity, his health and longevity. Pavlov, who gave 60 years of his life to science, argued that his high working capacity was maintained due to a constant daily routine that was unchanged for many decades, where periods of intense mental activity and periods of active rest were reasonably alternated. Life according to the stereotype is easy, Pavlov argued, since each previous activity is a stimulus for the next, thereby creating the well-known automatism in actions and deeds, the ease of switching from one form of activity to another. It is this ease, automatism when performing the usual set of various tasks during the day that is the basis of those positive emotions that invariably accompany an established lifestyle, that is, a stable dynamic stereotype.

Questions and tasks for self-control

1. List the conditions necessary for the development of conditioned reflexes.

2. Give a comparative description of conditioned and unconditioned reflexes.

3. What are the differences in the views of I.P. Pavlova and P.K. Anokhin about the mechanism of the formation of a temporary connection?

4. What are the stages of the formation of a conditioned reflex?

5. Give a definition of the concept of "dominant", list character traits dominant focus. Trace the relationship between dominant and conditioned reflex.

6. Consider the different classifications of conditioned reflexes.

7. Describe the inhibition of conditioned reflexes. Give examples of various types of external and internal inhibition from your own life practice, justify their physiological significance.

8. What characterizes the interaction of different types of inhibition of conditioned reflexes?

9. Give a definition of the concept of "dynamic stereotype", consider its characteristic features and meaning in purposeful behavior.

Are all reflexes unconditioned? Substantiate your opinion.

What does the word "dynamics" mean?

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

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

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

Acquired forms of behavior are formed in every person in the process of life. Conditioned reflexes are the result of multiple combinations of an indifferent stimulus with a vital one. Conditioned reflexes can be both positive (in the case of reinforcement) and negative (inhibitory) as a result of systematic non-reinforcement.

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

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

3. A dynamic stereotype is at the heart of all skills and habits. Try to prove this by the example of the formation of writing skills.

You need to write the same word in mirror type: from right to left. Make 10 attempts, noting the elapsed time each time. Set a time against each attempt. Then build a graph. Plot the number of attempts on the abscissa, and time on the ordinate. Typically, the first time the exercise is performed, the graph does not show a smooth curve with constantly improving results. For most people, the most noticeable shifts occur between the first and second attempts. Then there comes a moment when the results stop improving (the so-called plateau), and after that, having worsened for a while, they continue to increase again. Let us explain this dynamics of skill formation. The first system of connections is far from perfect, and a person unconsciously seeks new ways to solve a problem. They often give more modest results, at least in the beginning. Then the performance improves. These waves usually occur more than once until the skill is finally stabilized.

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

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

It is a little difficult to perceive without special education, but to understand the topic, it is advisable to familiarize yourself.

A dynamic stereotype is a fixed system of temporary neural connections (conditioned reflexes), formed in response to a stably repetitive system of stimuli and allowing one to perform certain actions without significant stress of consciousness.

The term "dynamic" emphasizes the functional nature of this physiological formation:

• its formation and consolidation only after appropriate exercises;
• the possibility of its alteration;
• extinction with long breaks;
• aggravated by fatigue, strong emotions and illness.

The term "stereotype" refers to:

• tightness, integrity of education;
• repetition tendencies;
• known automatic flow.

I.P. Pavlov spread the concept of a dynamic stereotype very broadly: from the simplest methods of human actions to his lifestyle, way of thinking.

The peculiarities of dynamic stereotypes are that they:

• facilitate the implementation of standard, repetitive actions (multiple repetition of the same processes in the central nervous system leads to their maximum differentiation, severity, makes the implementation of a dynamic stereotype easy, economical, automatic; at the same time, this frees up the rest of the brain for creative work);
• ensure the long-term preservation of the experience of actions in familiar conditions, as well as the willingness to act as efficiently as possible if these conditions arise in the future;
• cause, through the mechanism of temporary communication, an increase in readiness for future activities;
• ensure the best use of past experience in new conditions, for the development of new connections (an adult, having found himself in new conditions, is not at all like a newborn, in particular, because he is trying to understand the situation that has arisen on the basis of his experience, using everything valuable in him, i.e. e. modifies and dynamic stereotypes, adapting them to new conditions);
• quite often they direct many brain processes for some time, since, having arisen as a result of some single excitation - "push", the stereotype begins to unfold according to the usual pattern and dominate in the higher nervous activity.

So, if you follow the logic of I.P. Pavlova, the dynamic stereotype is habit act the same under the same conditions when minimal participation of consciousness and minimal expenditure of energy based on past experience.

When is it good? Quite right - when everything is good around! The surrounding reality does not need to be changed, it is not necessary to leave the comfort zone, and to strive for something new is also not necessary.

And if everything is not good around? And if everything (or almost everything) is bad around? After all, dynamic stereotypes are formed not only in the process of developing useful skills and habits, but also harmful ones. There are plenty of examples! From the well-known bad habits such as smoking to the habit of starting to run (lose weight, get treatment, work ...) on Monday or the habit of considering everyone around him as villains, and money as evil.

And in this case, we must remember the words from the last paragraph of the quotation from Hoomer's library, cited above: dynamic stereotypes direct many brain processes for some time, since, having arisen as a result of some single excitation - "push", the stereotype begins to unfold along the usual scheme and dominate in higher nervous activity.

Translated from the medical language, this means that not a human deliberately does something, but an established habit (dynamic stereotype) guides a person. Moreover, he leads until he realizes this and decides to change the surrounding reality, leaving his usual comfort zone and risking starting to do something else in order to get a different result.

Some dynamic stereotypes (beliefs, references to one's own experience, the habit of listening to authorities, fears of the future, of the unknown, of lack of money, of criminals ...) are very stable and do not allow themselves to be changed just like that, keeping the human consciousness captive. And here you need to understand that ALL dynamic stereotypes are the experience of the PAST. And the situations of the surrounding reality are changing faster and faster ...

A natural question arises: is it logical to use the baggage of the past in the future? Is it logical to ride a horse in the hope of overtaking a modern locomotive? Probably, the answer will be the same for everyone.

But then another question arises: how to break a stable dynamic stereotype in order to replace it with a new one that corresponds to reality or a set goal?

This is why we need a joint practical work specialist and client in the framework of the "Path of Health" program. Diagnostics allows you to identify pathological dynamic stereotypes, and the advice of a specialist helps not only to draw up an individual algorithm for replacing unnecessary dynamic stereotypes with the desired ones (with the help of our specialists, as well as using eniomodulators), but also to bring each person to a result.