Employees of the Institute of Oriental Studies of the Russian Academy of Sciences. "An antiderivative and integral)"

Department of Mathematics, Physics and Computer Science

Final qualifying work

"Development of mathematical abilities of high school students

(using the example of studying a topic:

"An antiderivative and integral)"

Bibliography

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Application

Annex 1

School Test of Mental Development (STID)

Task No. 1A.

The tasks consist of interrogative sentences. Each of them is missing one word. Of the five words given, you must underline the one that correctly completes this sentence. You can only underline one word.

1. The initial letters of the first name and patronymic are called...?

a) monogram; b) initials; c) autograph; d) index; d) anagram.

2. Humane is...?

a) public; b) humane; c) professional; d) aggressive; d) dismissive.

3. The system of views on nature and society is...?

a) dream; b) assessment; c) worldview; d) outlook; d) illusion.

4. Are the words “democracy” and... the same in meaning?

a) anarchy; b) absolutism; c) democracy; d) dynasty; d) classes.

5. The science of breeding the best breeds of animals and plant varieties is called...?

a) bionics; b) chemistry; c) selection; d) botany; d) physiology.

6. A short note, a condensed summary of the contents of a book, lecture, report - is this...?

a) paragraph; b) quote; c) rubric; d) excerpt; d) outline.

7. Well-read, deep and broad knowledge - this. . .?

a) intelligence; b) experience; c) erudition; d) talent; d) conceit.

8. Lack of interest and lively active participation in the environment is...?

a) rationality; b) passivity; c) sensitivity; d) inconsistency; d) callousness.

9. A set of laws relating to any area of ​​human life and activity is called...?

a) revolution; b) resolution; c) tradition; d) code; d) project.

10. The opposite of hypocritical is...?

a) sincere; b) contradictory; c) fake; d) polite; d) decisive.

11. If the dispute ends in mutual concessions, then they talk about...?

a) compromise; b) communication; c) association; d) negotiations; d) contradictions.

12. Ethics is the doctrine of...?

a) psyche; b) morality; in nature; d) society; d) art.

13. The opposite of “identical” is...?

a) identical; b) the only one; c) impressive; d) different; d) isolated.

14. Liberation from dependence, prejudice, equal rights - is this...?

a) law; b) emigration; c) view; d) action; d) emancipation.

15. Opposition is...?

a) opposition; b) consent; c) opinion; d) politics; d) decision.

Tasks No. 2A.

For the word that appears on the left side of the form, you need to select from the four proposed words one that would coincide with it in meaning, that is, the word is a synonym. This word must be emphasized. It is fashionable to choose only one word.

1. Progressive - a) intellectual; b) advanced; c) dexterous; d) retarded.

2. Cancellation - a) signing; b) cancellation; c) message; d) delay.

3. Ideal - a) fantasy; b) future; c) wisdom; d) perfection.

4. Argument - a) argument; b) consent; c) dispute; d) phrase.

5. Myth - a) antiquity; b) creativity; c) legend; d) science,

6. Immoral - a) stable; b) difficult; c) unpleasant; d) immoral.

7. Analysis - a) facts; b) analysis; c) criticism; d) skill.

8. Standard - a) copy; b) shape; c) basis; d) sample.

9. Spherical - a) oblong; b) spherical; c) empty; d) volumetric.

10. Social - a) accepted; b) free; c) planned; d) public.

11. Gravity - a) attraction; b) repulsion; c) weightlessness; d) rise.

13. Export - a) sale; b) goods; c) export; d) trade.

14. Effective - a) necessary; b) effective; c) decisive; d) special.

15. Morality - a) ethics; b) development; c) abilities; d) right. .

Tasks No. 3A.

You are given three words. There is a certain connection between the first and second words. There is a similar, same connection between the third and one of the five words offered to choose from. You should find this word and underline it.

1. Verb: conjugate = noun:?

a) change; b) form; c) consume; d) incline; d) write.

2. Cold: hot = movement:?

a) inertia; b) peace; c) molecule; d) interaction.

3. Columbus: traveler = earthquake:?

a) discoverer; b) formation of mountains; c) eruption; d) victims; d) natural phenomenon.

4. Addend: sum = factors:?

a) difference; b) divisor; c) work; d) multiplication; d) number.

5. Slave owners: bourgeoisie = slaves:?

a) slave system; b) bourgeoisie; c) slave owners; d) hired workers; d) prisoners.

6. Fern: spore = pine:?

a) bump; b) needle; c) plant; d) seed; d) spruce.

7. Poem: poetry == story:?

a) book; b) writer; c) story; d) offer; d) prose.

8. Mountains: height - climate:?

a) relief; b) temperature; c) nature; d) geographic latitude; d) vegetation.

9. Plant: stem = cell:?

a) core; b) chromosome; c) protein; d) enzyme; d) division.

10. Wealth: poverty = serfdom:?

a) serfs; b) personal freedom; c) inequality; d) private property; d) feudal system.

11. Start: finish = prologue:?

a) title; b) introduction; c) culmination; d) action; e) epilogue.

Candidate of Economic Sciences

Center for Energy and Transport Research

Senior Researcher

Scientific interests:

Processes of regional economic, energy and transport integration in Eurasia, problems and prospects for socio-economic development, the influence of the Islamic factor on interregional cooperation.

List of major scientific publications

Monographs and other individual works

1. Aristova L.B. (co-authored with Semenova N.K.) Monograph: Energy (hydrocarbon) projects in Central Asia: potential risks and opportunities for increasing competition between Russia and China / Ed. A.I. Salitsky / Institute of Oriental Studies of the Russian Academy of Sciences. – M.: Center for Strategic Conjuncture, 2014. – 108 p.
2. Aristova L.B. (co-authored with Semenova N.K.) Russia’s geopolitical chance: transport system in the RF-PRC-CA format / L.B. Aristova, N.K. Semenov; Rep. ed. A.I. Salitsky / Institute of Oriental Studies of the Russian Academy of Sciences. - M.: White Wind, 2017. -216 p.

List of articles in journals listed by the Higher Attestation Commission:

1. Center for Energy and Transport Research of the Institute of Oriental Studies of the Russian Academy of Sciences (co-authored with S.S. Goncharenko and N.K. Semenova) / Russian Academy of Sciences. Magazine "Vostok/Oriens".
2. Research on transport and energy issues (co-authored with Semenova N.K.) / Russian Academy of Sciences. Magazine "Vostok/Oriens".
3. Ural Cossacks in Australia / "Asia and Africa today" No. 5. 2015 pp.67-70

List of articles in scientific collections:

1. Problems and prospects of the MTC of Russia and Kazakhstan / Yearbook “Eastern Analytics” No. 3, Institute of Oriental Studies RAS, M. 2012.
2. “Railway transport of Kazakhstan, state and prospects in the field of integration with China” / “Management of the development of large-scale systems MLSD2012.” Sixth International Scientific and Practical Conference of the IPU RAS, October 1-3, 2012, Moscow. - Materials: in 2 volumes / total. Ed.: S.N. Vasiliev, A.D. Tsvirkun. – M.: IPU RAS, 2012. – 1 volume (plenary reports, sections 1-4). – 409 p. pp. 19-20.
3. Intensification of the economy of Kazakhstan: free economic zones / edited by Doctor of Economics, Professor V.P. Tikhomirov / Innovative development of modern economy: theory and practice: collection of materials of the VII International Scientific and Practical Conference of Students, Postgraduate Students and Young Scientists. November 10, 2012, EAOI. M. 2012. P.145-148
4. Aristova L.B. / Management of the development of large-scale systems (MLSD, 2013): Proceedings of the Seventh International Conference September 30 – October 2, 2013., Moscow: in 2 volumes / Institute of Problems Ex. named after V.A. Trapeznikova Ross. acd. sciences; edited by S.N. Vasiliev, A.D. Tsvirkun. –T.2 Sections 4-10. –M.: IPU RAS, 2013.-445С. ISBN 978-5-91450-138-6-(vol. I I). P.78-80.
5. Innovation policy in the transport sector of Kazakhstan / Eurasian space: priorities of socio-economic development: collection of materials of the III International Scientific and Practical Conference. April 12, 2013, Moscow. - M.: Publishing house. EAOI Center, 2013.-404 p.
6. Innovative transport projects in the formation of social policy in Central Asian countries / Innovative development of modern economy: theory and practice: collection of materials of the IX International Scientific and Practical Conference, November 21, 2013, Moscow. Eurasian Open Institute.-M.: Publishing house. EAOI Center, 2013.
7. Innovative transport connections between the European Union and Central Asia / 35th Scientific and Practical Conference May 20, 2013. Materials. 150 copies MGAVT. pp. 34-35.
8. Political aspects and features of energy cooperation and competition in the format “Russia – Central Asia – China” (co-authored with Semenova N.K.) / International scientific and practical conference “Eurasianism: from dialogue to interaction”. To the 20th anniversary of the speech of the President of Kazakhstan N.A. Nazarbayev. Collection of reports. In the back: Mos. State M.V. Lomonosov University, Institute of Asian and African Countries.
9. Potential and prospects for cooperation between the PRC and the Russian Federation in the field of traditional and non-traditional energy (co-authored with Semenova N.K.) / Collection of works of the Research Center of the Shanghai Cooperation Organization (SCO) at the Shanghai Academy of Social Sciences (SHAON) Shanghai, 2014
10. Cooperation between China, Russia, and Central Asian countries in the energy sector / IV International Scientific and Practical Conference "Eurasian Space: Priorities of Socio-Economic Development". M.: EAOI 2014. P.158-160.
11. Railway projects and MTC in Kazakhstan / Collection. IV International Scientific and Practical Conference "Innovative Development of Modern Economy" M.: EAOI 2014. P. 89-91.
12. Transport and international tourism in the development of the economy of Kazakhstan /Materials: V International Scientific and Practical Conference “Eurasian Space: Priorities of Socio-Economic Development”. April 15, 2015 Eurasian Open Institute. P.278-280.
13. Kazakhstan: transport strategy in the system of international transport corridors (ITC) (co-authored with Semenova N.K.) / “Managing the development of large-scale systems (MLSD)”: Proceedings of the Eighth International Conference, September 29-Oct 1. 2015, Moscow: in 2 volumes / Institute of Problems Ex. Them. V.A. Trapeznikova Ross. acad. sciences; under general ed. S.N. Vasilyeva, A.D. Tsvirkuna. T.2: Sections 5-12. M.: IPU RAS, 2015. – 401 p.
14. Cross-border cooperation between Russia and Kazakhstan in the transport sector: problems and achievements” (co-authored with Semenova N.K.) / From Turkic ale to the Kazakh Khanate: international scientific and practical conference, Moscow, November 15-17, 2015, collection of reports. Moscow State University named after M.V. Lomonosov, Institute of Asian and African Countries. M.: Sotsium Publishing House, 2015. 316 p. 19.75
15. Development of transport dialogue in the format “Russian Federation - Central Asia - China” (co-authored with Semenova N.K.) / “Management of the development of large-scale systems” (MLSD" 2016): materials of the Ninth International Conference, October 3-5, 2016 ., Moscow: in 2 volumes / Institute of Problems under the management named after V.A. Trapeznikov Russian Academic Sciences, under the general editorship of S.N. Vasiliev, A.D. Tsvirkun - T. 2: Sections 5-13. M.: IPU RAS, 2016. 442 pp. ISBN978-5-91450-185-0 (vol. II) pp. 52-57
16. Article “Analysis of constructive and negative (constraining factors in the development of transport dialogue in the Russian Federation-PRC format” / “Management of the development of large-scale systems” (MLSD" 2016): materials of the Ninth International Conference, October 3-5, 2016, Moscow: in 2 volumes / Institute of Problems of Management named after V.A. Trapeznikov Russian Academic Sciences, edited by S.N. Vasiliev, A.D. Tsvirkun - Vol. 2: Sections 5- 13. -M.: IPU RAS, 2016. 442 pp. ISBN 978-5-91450-185-0 (vol. II) P.51-52
17. New transport policy in the “RF-CA-PRC” format. / Center for the Study of General Problems of the Modern East of the Institute of Oriental Studies of the Russian Academy of Sciences (CIOPSV) 03/14-16/2016. M.: IV RAS, 2016. - p.89. P.59-61
18. Aristova L.B. (co-authored with N.K. Semenova) Emigration of the Cossacks to Manchuria (1930-45) during the Japanese occupation / Theses and reports of the 8th scientific inter-institutional conference “Russian Diaspora in the Eastern Countries” Rep. ed.: Panarina D.S. Institute of Oriental Studies of the Russian Academy of Sciences. - M.: 2017. - 187 p. P.3-9.
19. Aristova L.B. (co-authored with N.K. Semenova) Formation of transport policies in the “RF-CA-PRC” format // Management of Large-scale Systems Development (MLSD"2016) = Management of Large-scale Sistem Development (MLSD"2016): Proceedings of the Ninth International . Conf., October 3-5, 2016, Moscow: in 2 volumes / Institute of Problems Ex. them. V.A. Trapeznikova Ross. acad. sciences; [under general Ed. S.N. Vasilyeva, A.D. Tsvirkuna]. – T. 1. -M.: IPU RAS, 2016. -430 s. ISBN 978-5-91450-189-8 pp. 407-414
20. Aristova L.B. (co-authored with Urazova E.I.) Tourist complex of Turkey, state, problems, prospects / Management of the development of large-scale systems” (MLSD’2017): materials of the Tenth International. conference, 2-4 Oct. 2017, Moscow: in 2 volumes / Institute of Problems Ex. them. V.A. Trapeznikova Ross. acad.sciences; under general ed. S.N. Vasilyeva, A.D. Tsvirkuna. –T.2: Sections 5-13. –M.: IPU RAS, 2017. – 465 p.
21. Aristova L. B. Optimization and stimulation of the tourism sector in Central Asia / Economic, socio-political, ethno-confessional problems of Afro-Asian countries. – M.: IV RAS. P.132-135.?artid=7246

List of chapters in coll. monographs (4 or more authors)

1. Siberia and the Far East in the long-term development of the integrated transport infrastructure of Eurasia / Collective monograph “Siberia and the Far East in the long-term development of the integrated transport infrastructure of Eurasia,” scientifically edited by S.N. Vasilyeva, A.P. Khomenko, S.S. Goncharenko, V.I. Suslova, V.A. Persianova, T.A. Prokofieva, S.N. Epifantseva, Yu.B. Kashtanova, T.N. Esikova, D.V. Razumova - Moscow-Irkutsk-Novosibirsk. IrGUPS, IPU RAS, IEOPP SB RAS, IV RAS. Irkutsk: Irkutsk State Transport University, 2012.- 621 p. P.298-300
2. The Great Tea Road: history, development prospects / Transport and industrial potential of the countries of the Caspian region: status, problems, development prospects. Collect. monograph. Under scientific ed. S.N. Vasilyeva, V.E. Menevich, V.V. Naumkina, S.S. Gonch arenko, V.A. Persianova - M., Federation Council of the Russian Federation. – 600 s. 2012. ISBN 978-597810-077.6 pp. 162-173
3. Formation of “transport policies” in “RF-CA-PRC” (co-authored with Aristova L.B.) / Management of the development of large-scale systems (MLSD"2016) proceedings of the ninth international conference. M.: IPU RAS, 2016. P. 407- 414.

Monographs, book chapters and articles published in collaboration with foreign researchers

1. Article in Chinese. (co-authored with Semenova N.K.) Zhongguo he elosy zai chhuantong he fei chhuantong nenguan lingui de hetzotianli yu tianting (China and Russia, potential and prospects for cooperation in the energy sector) 中国和俄罗斯在传统和非传统能源领域的合作潜力 与前景/ Collection of the Research Center of the Shanghai Cooperation Organization (SCO) at the Shanghai Academy of Social Sciences (SHAON), Shanghai, 2014.
2. Article in English. (co-authored with Semenova N.K.) Energy (hydrocarbon) projects in CA: the national interests of Russia & China / Collection of works of the Shanghai Cooperation Organization (SCO) Research Center at the Shanghai Academy of Social Sciences (SHAON) Shanghai, 2014
3. Article in English. (co-authored with Semenova N.K.) Potential and Prospects of cooperation between China and Russia in the field of energy / Collection of works of the Research Center of the Shanghai Cooperation Organization (SCO) at the Shanghai Academy of Social Sciences (SHAON) Shanghai, 2014
4. Aristova L.B. (Co-authors: Tomberg I.R., Luzyanin S.G., Semenova N.K., Pan Dawei (PRC), Sun Yongxiang (PRC), Yang Yuli (PRC), Zhang Jianrong (PRC), Li Lifan (PRC) Collective monograph: Potential and prospects for cooperation between the PRC and the Russian Federation in the field of traditional and non-traditional energy / Editor-in-chief S. G. Luzyanin; Compiled by N. K. Semenova / Institute of Oriental Studies of the Russian Academy of Sciences. - M.: Center for Strategic Conjuncture, 2014. – 254 s
5. Energy projects of Central Asia and the Caspian Sea: issues of development and security (co-authored with Semenova N.K.) / Scientific notes of AT and SO: collection of scientific works of teachers “Topical issues of socio-economic development of Kazakhstan: problems and prospects” / Comp. S.T. Kapanova -. Uralsk Kazakhstan. 2014 – 316 p.
6. A key element of the “One Belt – One Road” strategy in Central Asia (co-authored with Semenova N.K.) // Materials of the International Scientific and Practical Conference “Kazakhstanis - a Nation of a Common Future”, April 29-30, 2016, Uralsk. Part IIҚ 18 Kazakhstandyktar – Bolashagy birtutas ult = Kazakhstanis – nation of common future = Citizens of Kazakhstan – nation of common future Khalyk. Gyl.-tәzh. conf. mat. - Oral: BKITU baspasy (West Kazakhstan Innovation and Technology University), Uralsk, Kazakhstan. 2016, 2016. - 403b. ISBN 978-601-7885-12-0. P.227-232
7. Aristova L.B. (co-authored with N.K. Semenova) Current elements of the “one belt, one road” strategy in Central Asia / Materials of the International Scientific and Practical Conference “Oriental Studies in Kazakhstan: Achievements and Prospects” “Kazakhstandagy shygystanushylyk zertteuler: zhetistikteri men bolashagy” atty Khalykaralyk gylymi-tazhiribelik conference material gifts. Almaty 2017. - 380 p. ISBN – 978-601-7001-1 P.44-52

Participation in conferences:

2012

1. Report “Transport policy of Russia and Kazakhstan at the present stage.” Round table "Transport strategies of Eurasian states: reality and prospects." 03/14/2012, IV RAS, Moscow
2. Report “Prospects for cooperation between the Russian Federation and the Republic of Kazakhstan in transport sector. Business summit of the group on innovative development of the Russian Federation (transport, energy). April 1, 2012. Ministry of Economic Development of the Russian Federation. Moscow
3. Report “Russian-Afghan Economic Cooperation”, IV Conference “Afghanistan and Pakistan: Current State and Development Prospects”. 04/02/2012 IV RAS, Moscow
4. Report “Railway transport of the Republic of Kazakhstan in the field of international transport Europe-Asia”, II International Scientific and Practical Conference “Eurasian Space: Priorities of Socio-Economic Development”. 04/12/2012 Eurasian Open Institute. Moscow
5. Report "State Policy of Kazakhstan in the Sphere of Tourism", 2nd International Scientific and Practical Conference "Transport and Industrial Potential of the Countries of the Caspian Region: State of the Art, Problems, Prospects for Integration." IV RAS, May 25, 2012, Moscow
6. Report “Railway transport of Kazakhstan, state and prospects in the field of integration with China”, VI International Scientific and Practical Conference “Management of the Development of Large-Scale Systems MLSD-2012”. IPU RAS, October 1-3, 2012, Moscow
7. Report “Prospects for economic cooperation between the Republic of Kazakhstan and Central Asian countries.” Business summit “International experience in the implementation of innovative technologies and the possibility of its application in the spheres of the innovative economy of Russia.” Organizer: Integration Center for Economic Innovation. 01.11.2012 Chamber of Commerce and Industry of the Russian Federation. Business center. Moscow
8. Report “Results of the meeting of representatives of the Institute of Oriental Studies of the Russian Academy of Sciences with scientists from the Shanghai Academy of Social Sciences” International Russian-Chinese round with the participation of the working group of the Institute of Central Asia of the Academy of Social Sciences of the XUAR of the People's Republic of China, led by Professor Meng Nan. 11/15/2012 IV RAS, Moscow
9. Report “International transport corridors in Kazakhstan”. VIII International Scientific and Practical Conference “Innovative Development of the Modern Economy: Theory and Practice.” November 15, 2012 Eurasian Open Institute, Moscow
10. Report “State and prospects of foreign economic relations of Kazakhstan” International scientific and practical conference “Free economic zones on international transport corridors - centers of intensive regional and sectoral development.” December 14, 2012. IV RAS, Moscow.

2013

1. Report. Innovative policy in the transport sector of Kazakhstan III International Scientific and Practical Conference “Eurasian Space: Priorities of Socio-Economic Development”. April 12, 2013 Eurasian Open Institute. Moscow city.
2. Report Prospects for the development of the Aktau port / Third international scientific and practical conference “Transport and industrial potential of the countries of the Caspian region: status, problems, prospects for integration.” May 31, 2013, IV RAS, Moscow.
3. Report The tourism sector of Kazakhstan is a new sector of the country's economy: economics and transport at the Seventh International Conference Management of the Development of Large-Scale Systems (MLSD, 2013) September 30 - October 2, 2013 IPU RAS. Moscow
4. Report Innovative transport projects in the formation of social policy in Central Asian countries at the IX International Scientific and Practical Conference “Innovative Development of the Modern Economy: Theory and Practice”, Eurasian Open Institute (EAOI). November 21, 2013 Moscow.
5. Report Export-import relations of Kazakhstan and port development. Third international scientific and practical conference “INTERNATIONAL TRANSPORT CORRIDORS AND ZONES OF INTENSIVE DEVELOPMENT IN THE SYSTEM OF EURASIAN PRIORITIES OF RUSSIA” December 13, 2013, Institute of Oriental Studies RAS
6. Report Prospects for the development of non-traditional energy sources in Russia and cooperation with neighboring states / Third international scientific and practical conference “INTERNATIONAL TRANSPORT CORRIDORS AND ZONES OF INTENSIVE DEVELOPMENT IN THE SYSTEM OF EURASIAN PRIORITIES OF RUSSIA” December 13, 2013, Institute of Oriental Studies RAS

2014

1. Report: (co-authored by Semenova N.K.) Political aspects and features of energy cooperation and competition in the format “Russia – Central Asia – China” / International scientific and practical conference “Eurasianism: from dialogue to interaction”. To the 20th anniversary of the speech of the President of Kazakhstan N.A. Nazarbayev. Institute of Asian and African countries. March 11-12, 2014
2. Report: Cooperation between China, Russia and Central Asian countries in the field of energy / IV International Scientific and Practical Conference “Eurasian Space: Priorities of Socio-Economic Development” April 10, 2014 EAOI
3. Report: Port of Aktau in the transport system of Kazakhstan / Seventh Caspian Energy Forum “Caspian Energy - World Energy”. International Economic Forum “Caspian Dialogue, 2014” April 14, 2014, Congress Center of the Russian Chamber of Commerce and Industry, Moscow. St. Ilyinka, house 6.
4. Report: Traditional and non-traditional energy in the Russian Federation, Central Asian countries and cooperation with China. IV International Scientific and Practical Conference “Transport and industrial potential of the countries of the Caspian region: state, problems, prospects for integration” June 4, 2014, Institute of Oriental Studies RAS, Moscow
5. Report: The Caspian macroregion in the Eurasian space (problems, prospects) of the XII All-Russian meeting on management problems “Management of the development of large-scale systems (MLSD)” (Russia, Moscow, Institute of Management Problems named after V.A. Trapeznikov RAS, June 16-19, 2014 Moscow.
6. Report: Railway projects and international transport complex in Kazakhstan / IV International Scientific and Practical Conference "Innovative Development of the Modern Economy" November 20, 2014 EAOI 2014
7. Report: The importance of the Aktau port in the transport system of Kazakhstan / Fourth international scientific and practical conference “Free economic zones on international transport corridors - centers of intensive economic growth and innovative development of regions” November 23, 2014, Institute of Oriental Studies RAS.

2015

1. The message “Russia’s geopolitical chance is the development of transport projects in Central Asia.” Round table "Russia in the EAEU and BRICS: an innovative breakthrough." Moscow Economic Forum Organizers: Industrial Union “New Commonwealth”, Moscow State University, Institute of Economics of the Russian Academy of Sciences March 26, Moscow State University. Moscow, Lomonosovsky prospect. d.27. k.1).
2. Report “Transport and international tourism in the development of the economy of Kazakhstan.” Section “Development of an integrated economy within the framework of the Eurasian Economic Union and challenges of economic integration.” V International Scientific and Practical Conference “Eurasian Space: Priorities of Socio-Economic Development”. April 15, 2015 Eurasian Open Institute, Moscow, st. Podemnaya, 12. Number of participants: 170 people.
3. Message “Participation of Central Asian countries in the New Silk Road project: challenges and prospects.” International Forum “Caspian Dialogue, 2015”. April 15, 2015 Congress Center of the Russian Chamber of Commerce and Industry, Moscow. St. Ilyinka, house 6. Number of participants: 1000 people.
4. Report “Pages of History. Russian emigration (England) (Sir Boris Petrovich Uvarov, Dame Olga Uvarova).” “Problems of the Russian Diaspora” 6th scientific conference “Russian Diaspora in the Eastern Countries” Organizer: Center for Southeast Asia, Australia and Oceania, Institute of Oriental Studies of the Russian Academy of Sciences, April 30, 2015, Institute of Oriental Studies of the Russian Academy of Sciences, Moscow, Rozhdestvenka str., no. 12.
5. Report “Transport of Kazakhstan and Central Asian countries in the conditions of economic cooperation”. V international scientific and practical conference “Transport and industrial potential of the countries of the Caspian region: state, problems, prospects for integration.” May 28, 2015 Institute of Oriental Studies of the Russian Academy of Sciences, Moscow, Rozhdestvenka str., 12.
6. Report (co-authored with Semenova N.K.) “Kazakhstan: transport strategy in the system of international transport corridors (ITC).” Eighth international conference "Managing the development of large-scale systems." September 29-October 1, 2015 IPU RAS, Moscow, st. Profsoyuznaya, 65.
7. Report (co-authored with Semenova N.K.) “Kazakhstan: transport strategy in the system of international transport corridors (ITC).” International scientific and practical conference: “From Turkic ale to the Kazakh Khanate.” Institute of Asian and African Countries, Moscow State University. November 16, 2015 Center for Oriental Literature of the Russian State Library, Moscow, st. Mokhovaya, 6.
8. Report “Formation of “transport policies” at the intra-country, inter-country level and in the “RF – Central Asia – PRC” format. V international scientific and practical conference "Free economic zones on international transport corridors - centers of intensive economic growth and innovative development of regions." December 18, 2015, Institute of Oriental Studies of the Russian Academy of Sciences, Moscow, st. Rozhdestvenka, 12.

2016

1. Report “Priorities of transport policy in the format “RF-CA-PRC” // International Forum “Caspian Dialogue - 2016”. Section “Economic cooperation with the countries of the Caspian region. Prospects in times of crisis. Council "Science and Innovation of the Caspian Sea". April 14, 2016 Congress Center of the Russian Chamber of Commerce and Industry. Moscow city. St. Ilyinka, 6.
2. Report: New transport policy in the “RF-CA-PRC” format / Annual international scientific conference “Economic, socio-political, ethno-confessional problems of the countries of the East”. Sections 1. Economic and socio-political problems of the countries of the East. 14-16.03.2016 IV RAS, st. Christmas 12.
3. Report: Optimization and stimulation of the tourism sector in Central Asia. / 21st International Scientific and Practical Conference “Current Problems of Management-2016”. November 23-24, 2016 Section “Optimization and stimulation of the tourism sector in Central Asia.” Federal State Budgetary Educational Institution of Higher Professional Education "State University of Management", Moscow, Ryazansky Ave., 99.
4. Report (co-authored with Semenova N.K.): “Russia and China in Central Asia: conceptual foundations of transport policy” / 21st International Scientific and Practical Conference “Current Problems of Management-2016”. November 23-24, 2016 Section “Russia and the world: history and political science.” Federal State Budgetary Educational Institution of Higher Professional Education "State University of Management", Moscow, Ryazansky Ave., 99.
5. Report “New Eurasian Transport Policy” / International Scientific and Practical Conference “Transport Systems: Development Trends” (Development Trends in Transport Systems – TRANSYSTRENDS). Panel discussion 2. “Cross-cultural and socio-economic dimension of the Trans-Siberian Railway and Eurasian corridors.” September 26-27, 2016 Moscow State Transport University of Emperor Nicholas II (MGUPS (MIIT), Moscow, Obraztsova str., 9, building 9.
6. Report "Analysis of constructive and negative (constraining factors in the development of transport dialogue in the Russian Federation-PRC format" / Ninth International Conference "Management of the Development of Large-Scale Systems" (MLSD "2016), Section 5: Management of fuel and energy, infrastructure and other systems, October 03 - October 5, 2016. Moscow, Institute of Management Problems named after V. A. Trapeznikov RAS, Profsoyuznaya str., 65.
7. Report (co-authored with Semenova N.K.) Development of transport dialogue in the format “Russia – Central Asia – China” / Ninth International Conference “Management of the Development of Large-Scale Systems” (MLSD"2016), Section 5: Management of fuel and energy, infrastructure and other systems, October 3 - October 5, 2016. Moscow, V. A. Trapeznikov Institute of Management Problems of the Russian Academy of Sciences, Profsoyuznaya str., 65.
8. Report “Analysis of constructive and negative (restraining) factors in the development of transport dialogue in the format “Russian Federation - Central Asia - China” / Round table “Current issues of water communications in Eurasia” 04/13/2016. Moscow, MGAVT, Novodanilovskaya embankment, 2, building 1, room 525.
9. Report “Socio-economic foundations of emigration of the Cossacks of Russia” / 7th Inter-Institute Scientific Conference on the Study of the Russian Diaspora in Eastern Countries. Organizers: Interdepartmental group and the Center for Southeast Asia, Australia and Oceania of the Institute of Oriental Studies of the Russian Academy of Sciences. June 1–2, 2016 IV RAS

2017

1. Aristova L.B. Report (co-authored with Semenova N.K.) Russia and China in Central Asia: conceptual foundations of transport policy / Sixth International Scientific and Practical Conference “International Transport Corridors and Promising Zones of Intensive Development in the Context of the Challenges of Globalization-2016.” Organizer: Federal State Budgetary Institution of Science Institute of Oriental Studies of the Russian Academy of Sciences. December 22, 2016 Moscow, st. Rozhdestvenka, 12 Number of participants 100 people. (including 3 foreign people)..
2. Aristova L.B. Report “Connecting the Silk Road Economic Belt and the Eurasian Economic Union.” International Economic Forum “Caspian Dialogue, 2017”. Forum organizers: MGIMO, International Institute of Energy Policy and Diplomacy, Caspian Science and Innovation Council, RosCon ICC. April 14, 2017 Moscow, MGIMO (U) Ministry of Foreign Affairs of Russia, Vernadsky Ave., 76. Number of participants: 400 people. (including 80 foreign people).http://www.caspiansovet.ru/kd/kd_2017/PROGRAM%20obn%2011%2004%202017.pdf
3. Aristova L.B. (co-authored with Urazova E.I.) Development of tourism business in Turkey. Sixth international scientific and practical conference “The role of transport and industrial potential of Russia in border regions in conditions of increased risk - 2017”. Organizers: CETI IV RAS, Institute of Economic Problems named after. G.P. Luzin Kola Scientific Center of the Russian Academy of Sciences, Institute of Economics and Organization of Industrial Production SB RAS, Institute of Management Problems named after. V.A. Trapeznikova RAS, Euro-Asian Transport Innovation Center, Institute of Economics and Transport Development of JSC Russian Railways, State University of Management, Far Eastern Research Institute of the Marine Fleet, JSC DNIIMF, Moscow State Transport University (MIIT), Volga State Academy of Water Transport. May 23, 2017 Moscow, st. Rozhdestvenka, 12. Number of participants 65 people. (including 3 foreign people)..pdf
4. Aristova L.B. Tourist complex of Turkey, state, problems, prospects. Tenth International Conference “Management of Large-Scale Systems Development” (MLSD’2017). Section 6. Management of transport systems. Conference organizer: Federal State Budgetary Institution of Science Institute of Management Problems named after. V.A. Trapeznikov Russian Academy of Sciences. With the support of: Department of Energy, Mechanical Engineering, Mechanics and Control Processes of the Russian Academy of Sciences (OEMMPU RAS), Russian National Committee on Automatic Control, Scientific Council of the Russian Academy of Sciences on Complex Problems of Control and Automation. Moscow, IPU RAS, October 2-4, 2017 Number of participants: 350 people. (including 15 foreign people). http://mlsd2017.ipu.ru/sites/default/files/news /PROGRAM%20MLSD%272017.pdf
5. Aristova L.B. Active participation in the discussion. Russian-Chinese round table “One Belt - One Road” - scientific routes of the project.” Organizers: CETI IV RAS, CIS BSV IV RAS. September 22, 2017 Moscow, st. Rozhdestvenka, 12. Number of participants 20 people. (including 7 foreign people).
6. Aristova L.B. Report “Optimization and stimulation of the tourism sector in Central Asia.” IV International Scientific and Practical Conference “Analytics of Development, Security and Cooperation: Greater Eurasia - 2030”. Organizers: Association "Analytics" together with the Public Chamber of the Russian Federation; Scientific Council of the Russian Academy of Sciences on complex problems of Eurasian economic integration, modernization, competitiveness and sustainable development; Institute of Scientific Information for Social Sciences of the Russian Academy of Sciences; Institute of Economic Strategies RAS; Institute of Law and National Security of RANEPA; EAEU Institute; JSC "Control Systems". November 29, 2017 Public Chamber of the Russian Federation, Moscow, Miusskaya Square, 7, building 1 https://www.oprf.ru/ru/press/news/2017/newsitem/41585. Number of participants: 500 people. (including 100 foreign people).
7. Aristova L.B. Report (co-authored with E.I. Urazova) “Railway transport in Turkey: state and prospects.” Sixth International Scientific and Practical Conference "International Transport Corridors and Promising Zones of Intensive Development in the Conditions of Globalization - 2017". Organizers: Institute of Oriental Studies of the Russian Academy of Sciences, Institute of Management Problems named after. V.A. Trapeznikova RAS, Institute of Economics and Organization of Industrial Production SB RAS, Euro-Asian Transport Innovation Center, Institute of Economics and Transport Development, Institute of Economic Problems named after. G.P. Luzin of the Kola Scientific Center of the Russian Academy of Sciences, Russian University of Management (MIIT), Volga State Academy of Water Transport. December 19, 2017 Moscow, st. Rozhdestvenka, 12 Number of participants 100 people. (including 5 foreign people)..
8. Aristova L.B. Report “Optimization and stimulation of the tourism sector in Central Asia.” Conference "Economic, socio-political, ethno-confessional problems of the countries of the East." Organizers: Center for Research of General Problems of the Modern East of the Institute of Oriental Studies of the Russian Academy of Sciences (CIOPSV). March 13, 2017. Moscow, IV RAS, st. Rozhdestvenka 12. Number of participants 95 people?artid=7246
9. Aristova L.B. Report (co-authored with Semenova N.K.) Emigration of the Cossacks to Manchuria (1930-45) during the Japanese occupation. Eighth inter-institutional scientific conference “Russian Diaspora in Eastern Countries”, May 18, 2017. Organizers: Center for Southeast Asia, Australia and Oceania. Moscow, st. Rozhdestvenka, 12. Number of participants: 40 people. (including 2 foreign people). http://site

Foreign:

1. Seminar (organization and holding) “Development of Russian-Chinese relations in the light of the Russian Federation’s strategy for the development of Siberia and the Far East” 10.16.2012 Shanghai Academy of Social Sciences (SHAON), China, Shanghai
2. Round table “The role of the SCO in ensuring security in Central Asia” of the Institute of International Relations SHAON, Institute of Euro-Asian Studies SHAON, Center for Russian Studies of the Shanghai Academy of Social Sciences. Report in English language and presentation of slides “Political measurements of power cooperation in Central Asia region” 10/19/2012 SHAON, China, Shanghai.
3. Consultative meeting “Problems and prospects for the development of the SCO” with specialists from the SCO Research Center of the Shanghai Academy of Social Sciences, Dr. Pan Davei, Dr. Li Lifan, Dr. Zhang Jianrong. 10/23/2012 SHAON, China, Shanghai.
4. International scientific and practical conference “Kazakhstanis - a nation of a common future”, dedicated to the 25th anniversary of Independence of the Republic of Kazakhstan. Section5. Current problems and prospects for the development of the economy of Kazakhstan. (co-authored with Semenova N.K.) Poster presentation “A key element of the “One Belt – One Road” strategy in Central Asia.” April 29-30, 2016, West Kazakhstan Engineering and Technology University (WKTU). Uralsk. The Republic of Kazakhstan.
5. International scientific and practical conference “Oriental studies in Kazakhstan: achievements and prospects”, dedicated to the 20th anniversary of the creation of the Institute of Oriental Studies named after. R.B. Suleimenov and the 25th anniversary of independence of the Republic of Kazakhstan.
6. Poster presentation (co-authored with Semenova N.K.) “Issues of implementing the strategy “Economic Belt of the Silk Road” in Central Asia” October 12-13, 2016 Institute of Oriental Studies named after. R.B. Suleimenov of the Science Committee of the Ministry of Education and Science of the Republic of Kazakhstan, Almaty, st. Kurmangazy 29.

• Candidate of Philological Sciences: Voronezh State University, specialty 10.02.05 “Romance languages”

Postgraduate studies: Voronezh State Pedagogical University, specialty “10.02.05 Romance languages”

Specialty: Voronezh State Pedagogical University, specialty “Foreign Language”

Additional education / Advanced training / Internships

​Additional education

"Russian as a foreign language". Voronezh State University. Certificate of teaching Russian as a foreign language (year of completion: 2008).

Training

• Advanced training course under the program “Organization of the educational process in foreign language education: planning and monitoring the achievement of educational results.” 02/19/18-03/06/18 Federal State Autonomous Educational Institution of Additional Professional Education of Agro-Industrial Complex and PPRO. Certificate: 72 hours
• Assises universitaires du français "L"enseignement du français à des étudiants débutants". Organizers: French Embassy in the Russian Federation, French Institute in Russia, RANEPA under the President of the Russian Federation. 10/9/17-10/11/17. Moscow, Russian Federation. Certificate: 18 ac. hours.
• Assises universitaires du français "Les dimensions culturelles de l"enseignement - apprentissage du français en Russie". Organizer: French Embassy in the Russian Federation. 10/03/2016-10/05/2016. Moscow, Russian Federation. Certificate: 28 academic hours.
• Course on training teachers-examiners for DELF-DALF oral and written examinations. Organizer: French Embassy in the Russian Federation. 7.09.2015-11.09.2015. Moscow, RF. DELF DALF Examiner Certificate (levels A1-C2).
• Advanced training course under the program "New in language research and methods of teaching it." Organizer: MGIMO (U) Ministry of Foreign Affairs of the Russian Federation. 04/24/2015 – 04/25/2015. Moscow, RF. Certificate: 30 ac. hours.

• Methodological seminar of the Hachette publishing house "Totem: la nouvelle méthode vidéo pour les grands adolescents et adultes". Organizer: publishing house "Hachette". 05/19/2014. Moscow, RF. Certificate.
• Advanced training course "Basics of organizing and conducting training courses in the LMS eFront system." Organizer: CPC NRU HSE. 11/18/2013-12/6/2013. Moscow, RF. Certificate: 24 academic hours.
• International scientific and methodological seminar "Academic mobility (Assises universitaires du français)". Organizers: French Embassy in the Russian Federation, Moscow State Educational Institution. 6.11.2013-8.11.2013. Moscow, RF. Certificate: 24 academic hours.
• Methodological seminar of the publishing house "Didier": "New things in teaching the French language." Organizers: French Embassy in the Russian Federation, French Institute in Russia (Institut français de Russie). 3.06.2013. Moscow, RF. Certificate.
• Seminaire de formation, Lipetsk, Lipetsk State Pedagogical University. 03/13/2013 - 03/15/2013. Organizer: French Embassy in the Russian Federation. Certificate: 12 academic hours.
• International scientific and methodological seminar "Le français à visée professionnelle" ("Assises du français universitaire"), Moscow, PFUR, 7.11.12-9.11.12. Organizers: French Embassy in the Russian Federation, RUDN University. Certificate 24 academic hours.
• Course on training teachers-examiners for DELF-DALF oral and written examinations. Organizer: French Embassy in the Russian Federation. 01/27/2012-03/02/2012. Moscow, RF. DELF DALF Examiner Certificate (levels A1, A2, B1, B2, C1).
• XXI All-Russian Seminar of French language teachers "France, Francophonie and Russophonie today: teaching foreign languages ​​in the context of plurilingualism and intercultural communication." Organizers: Association of Teachers of French Language Practitioners, French Embassy in the Russian Federation. 01/29/2012-02/04/2012. Ivanteevka, Russian Federation. Certificate 72 academic hours.
• International scientific and methodological seminar "Le système éducatif français" ("Journées pédagogiques à l'Ambassade de France"). Organizer - French Embassy in the Russian Federation. 11/18/2011. Moscow, RF. Certificate.

Internships

• Scientific linguistic internship at the Hebrew University of Jerusalem (Jerusalem, Israel). 06/22/2015 - 07/19/2015.
• Scientific and methodological linguistic internship at universities in France and Germany. University of Heidelberg (Heidelberg, Germany), Sorbonne (Paris, France). 06/23/2014-07/31/2014. Certificate: 100 academic hours.
• Language internship: University of Rennes 2 (France, January 2004 - June 2004).

Final qualifying works of students

• Bachelor's degree

Wu T. -. “Lexico-semantic and pragmatic features of the functioning of Anglo-American borrowings in the modern French press

Terchanyan M. K. “Stylistic and pragmatic features of headings of popular science texts (based on the material of the French press).” Department of Foreign Languages, 2019

• Master's degree

Vinogradova L. N. “Features of the assimilation of French borrowings in English, Spanish and Russian languages ​​(based on the material of modern works of fiction)

Timofeeva I. N. “Linguistic representation of the concept “femme” in the artistic picture of the world by Marie Ndiaye.” Department of Foreign Languages, 2017

Full list of WRCs

Conferences

• XI RAMI Convention “Dialectics of Empire: Revolution vs Continuity” (Moscow). Report: Humor as a way of manipulating public consciousness in modern France (based on the material of the satirical press)
• III International Scientific and Practical Conference "Strategies of Intercultural Communication in the Modern World: Culture, Education, Politics" (Moscow). Report: “French satirical publications “Charlie Hebdo” and “Le Canard Enchaîné” as a tool for influencing public consciousness.”
• Annual interuniversity scientific and practical seminar “French language: theory and practice of teaching” (Moscow). Report: Modern approaches to teaching French as a foreign language in Germany and Israel
• The Society for French Studies 57th Annual Conference University of Glasgow (Glasgow). Report: Qui, comment et de quoi fait rire la presse française: moyens linguistiques de la représentation du comique dans le “Charlie Hebdo” et “le Canard Enchaîné”
• II International Scientific and Practical Conference “Strategies of Intercultural Communication in the Modern World: Culture, Education, Politics” (Moscow). Report: Linguistic means of expressing the comic in modern French literature (based on the novels of F. Guen, S. Benchetrit, G. Delacour)
• International scientific and practical conference "INNO Magic: new things in language research and methods of teaching it" (Moscow). Report: Linguistic means of creating a comic image of politicians in the modern French satirical press
• Translation as a means of interaction between cultures (Krakow). Report: Cultural and anthropological aspect of teaching a foreign language: experience of teaching French at the National Research University Higher School of Economics
• Annual interuniversity scientific and practical seminar "French language: theory and practice of teaching." Conditions and methods of increasing motivation for learning a foreign language among students of non-linguistic specialties. (Moscow). Report: "iGadgets in a French class at a university: fashionable or necessary?"
• Annual international Conference “Professionally oriented teaching of foreign languages ​​and translation at universities” (Moscow). Report: Film as a tool for developing tolerance in French classes
• Herzen readings. Foreign languages ​​(St. Petersburg). Report: French verbal behavior in standard communicative areas
• Annual inter-university scientific and practical seminar "French language: theory and practice of teaching. French language at university: content, forms and methods of teaching, adaptation to pan-European requirements." (Moscow). Report: Main content and evaluation criteria for international DELF-DALF exams
• Man and his language (St. Petersburg). Report: Invective vocabulary as a means of forming the image of a person in the work of L.F. Selina "Voyage au bout de la nuit"
• The magic of INNO: New technologies in the language training of international affairs specialists (Moscow). Report: Internet tablet as a means of teaching a foreign language (using the example of French language classes in history departments)
• Annual interuniversity scientific and practical seminar "French language: theory and practice of teaching. French language at university: new standards and technologies" (Moscow). Report: Standardized control and alternative forms of control of the level of development of linguistic competencies in the language education system.

Publications 24

Article by Aristov V.N. // Bulletin of the Novosibirsk State University. Series: Linguistics and intercultural communication. 2016. No. 3. P. 75-85.

Article by Aristov V.N. // Bulletin of the Novosibirsk State University. Series: Linguistics and intercultural communication. 2016. T. 14. No. 1. P. 86-94.

Chapter of the book by Aristova V.N. // In the book: Philological sciences at MGIMO: Collection of scientific works Vol. 53 (68). M.: MGIMO-University, 2014. P. 82-90.

Chapter of the book by Nikolaeva I.V., Aristova V.N. // In the book: Translation as a means of interaction between cultures: Materials of the international scientific conference. M.: Moscow University Publishing House, 2014. pp. 328-340.

• Chapter of the book by Aristova V.N. // In the book: Man and his language: materials of the anniversary XVI International Conference of the Scientific School-Seminar named after Professor L.M. Skrelina. St. Petersburg : Publishing and Trading House "Skifia", 2013. pp. 107-112.

  Chapter of the book by Aristov V.N. // In the book: The Phenomenon of Man. Current problems of social sciences, humanities and education. Podolsk: Your House, 2013. pp. 22-27.

  Chapter of the book by Aristova V.N. // In the book: Professionally oriented teaching of foreign languages ​​and translation at universities: Materials of the Annual International Scientific and Practical Conference, Moscow, RUDN University, April 19-20, 2013. M.: RUDN Publishing House, 2013. pp. 19-24.

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1 FAR EASTERN STATE UNIVERSITY PACIFIC INSTITUTE OF DISTANCE EDUCATION AND TECHNOLOGY I. L. Aristova GENERAL PSYCHOLOGY Motivation, emotions, will VLADIVOSTOK 2003 3

2 CHAPTER DISCIPLINE PROGRAM... 5 ABSTRACT... 7 INTRODUCTION... 7 MODULE 1. GENERAL ISSUES IN THE PSYCHOLOGY OF MOTIVATION... 8 Chapter 1.1 The concept of motivation Human activity, its forms and determinants Understanding motivation in various psychological directions Models of motivation Need as the basis of motivation Definition of motive and motivation. Concept of A. N. Leontyev The problem of the specifics of human motivation Chapter 1.2 Internal and external motivation General characteristics of internal and external motivation The concept of internal motivation by E. Deci The role of childhood in the development of internal motivation Stages of motive formation “Shortened” motivation Individual characteristics of motivation Chapter 1.3 Motive as a complex formation Structure and functions of motive The problem of polymotivation of behavior Types of motivational formations. Motivational sphere of personality The problem of awareness of motives Chapter 1.4 Causal attribution Causal attribution Models of causal attribution Errors in causal attribution Chapter 1.5 Ontogenetic aspects of motivation The period of infancy The period of early childhood (1-3 years) The period of preschool childhood The period of primary school age The period of middle school age The period of senior school age Chapter 1.6 Motivation and effectiveness of activity Strength of motive Strength of motive and effectiveness of activity Motivational potential of various types of stimulation Module 2. Motivation of behavior and activity Chapter 2.1 Motivation of professional activity Stages of development of professional interests of schoolchildren General characteristics of motivation for work activity Concepts of motivation for work activity Chapter 2.2 Motives of achievement, affiliations, authorities

3 2.2.1 Achievement motive Affiliation motive Power motive Help motive MODULE 3. PSYCHOLOGY OF EMOTIONS Chapter 3.1 Origin of emotions Origin of emotions Characteristics of emotions. Expression of emotions The impact of emotions on a person Chapter 3.2 Definition and types of emotional experiences. Their functions Definition of emotional experiences Classification of emotional experiences. Diagnosis of traces of affect Functions of emotions Chapter 3.3 Theories of emotions James-Lange theory Cannon-Bard theory Shakhter's two-factor theory Evolutionary theories of emotions. Theory of differential emotions Information theory of emotions Chapter 3. 4 Stress The concept of stress G. Selye Psychological stress MODULE 4. PSYCHOLOGY OF WILL Chapter The idea of ​​the volitional process The history of the development of the concept of “will”. Approaches to the study of will Definition of will Stages of the volitional process Traditional and modern understanding of will. Functional structure of voluntary control Chapter 4.2 Will and personality Volitional qualities of the individual. Their classification Structure of volitional qualities Origin of voluntary reactions Ontogenetic features of volitional behavior Development of volitional qualities of a person GLOSSARY LITERATURE Basic Additional

4 Discipline program Module 1. General issues of the psychology of motivation...12 hours Chapter 1.1 The concept of motivation...5 hours Human activity, its forms and determinants Understanding motivation in various psychological directions Models of motivation Need as the basis of motivation Definition of motive and motivation. Concept of A. N. Leontiev The problem of the specifics of human motivation Chapter 1.2 Internal and external motivation...2 hours General characteristics of internal and external motivation The concept of internal motivation by E. Deci The role of childhood in the development of internal motivation Stages of motive formation “Shortened” motivation Individual characteristics of motivation Chapter 1.3 Motive as a complex formation...2 hours The structure and functions of motive The problem of polymotivation of behavior Types of motivational formations. Motivational sphere of personality The problem of awareness of motives Chapter 1.4 Causal attribution... 1 hour Causal attribution Models of causal attribution Errors in causal attribution Chapter 1.5 Ontogenetic aspects of motivation... 1 hour The period of infancy The period of early childhood (1-3 years) The period of preschool childhood The period of primary school age Period of middle school age Period of senior school age Chapter 1.6 Motivation and performance efficiency... 1 hour Strength of motive Strength of motive and performance effectiveness Motivational potential of various types of stimulation Module 2. Motivation of behavior and activity... 6 hours Chapter 2.1 Motivation of professional activity. ..2 hours Stages of development of professional interests of schoolchildren General characteristics of work motivation Concepts of work motivation 5

5 Chapter 2.2 Motives of achievement, affiliation, power...4 hours Motive of achievement Motive of affiliation Motive of power Motive of help Module 3. Psychology of emotions...10 hours Chapter 3.1 Origin of emotions...2 hours Origin of emotions Characteristics of emotions. Expression of emotions The impact of emotions on a person Chapter 3.2 Definition and types of emotional experiences. Their functions2 hours Definition of emotional experiences Classification of emotional experiences. Diagnosis of traces of affect Functions of emotions Chapter 3.3 Theories of emotions...4 hours James-Lange theory Cannon-Bard theory 3.3.3 Two-factor theory of Shakhter Evolutionary theories of emotions. Theory of differential emotions Information theory of emotions Chapter 3.4 Stress...2 hours The concept of stress G. Selye Psychological stress Module 4. Psychology of will...6 hours Chapter 4. 1 Idea of ​​the volitional process...2 hours History of the development of the concept of “will” . Approaches to the study of will Definition of will Stages of the volitional process Traditional and modern understanding of will. Functional structure of voluntary control Chapter 4.2 Will and personality...4 hours Volitional qualities of the individual. Their classification Structure of volitional qualities Origin of voluntary reactions Ontogenetic features of volitional behavior Development of volitional qualities of the individual 6

6 Abstract Course “General Psychology. Motivation, emotions, will” is included in the program of compulsory disciplines in the curriculum for the specialization of psychology. Its goal is to master the theoretical and methodological foundations of the psychology of motivation and the psychology of internal regulation of activity, which includes sections devoted to the psychology of emotions and will. Particular attention is paid to highlighting the role of motivational and volitional processes in the development of personality. The course is designed in such a way that the student receives basic knowledge on these issues, is able to analyze different points of view and is able to navigate the literature on this issue. Introduction Course program “General psychology. Motivation, emotions, will” is compiled in accordance with the requirements of the state educational standard for higher professional education. The course includes the study of the following issues: needs and motivation; the problem of motivation in the psychology of activity; theories of motivation in foreign psychology; motivation of certain types of activities; empirical studies of motivation; main directions of development of ideas about emotions; purpose and types of emotional processes; emotional states; experimental study of emotions; will and volitional processes, the concept of will in psychology, signs of volitional phenomena, voluntary and volitional, will as the highest level of regulation, volitional processes and their study. The purpose of the course is to form in students a system of knowledge about the features of the current state and development trends of general psychology, in particular: the psychology of motivation, emotions and will, as well as students’ mastery of knowledge about the essence of the processes of motivation, emotions and volitional phenomena of the individual, understanding the significance of these psychological phenomena in the formation personality. In the section “Psychology of Motivation” the following can be identified as the main topics: the history of the study of the determination of human and animal activity, the interpretation of motivation in various theories of personality, internal and external motivation, motive as a process and as a result, the problem of multimotivation of activity, achievement motivation, motivational sphere personality. Such aspects of the section as motivational properties of the individual and the motivational sphere of the individual seem to be important and relevant. The section “Psychology of Emotions” examines the origin and role of emotions in human life, types of emotional experiences, theories of emotions, and experimental study of emotions. Particularly highlighted are such aspects as the functions of emotions and different views on the nature of emotions. The section “Psychology of Will” covers the following topics: the concept of will and its place in the history of science, Yu. Kul’s theory of action control, functions of volitional processes, emotional-volitional regulation, volitional personality traits. The main attention is paid to the systemic nature of the concept of will and the problem of the formation of volitional qualities of the individual. The teaching of the course is related to other courses of the state educational standard: “Developmental Psychology”, “Personality Psychology”, “Social Psychology” and is based on their content. Knowledge and consideration of the ontogenetic aspects of motivation for volitional regulation makes it possible to effectively organize the interaction of an adult with a child, and this contributes to the child’s personal development, in particular, the formation of his internal motivation. A person with developed internal motivation receives satisfaction from the activity itself and strives to achieve high goals. This is facilitated by the developed sphere of internal regulation of activities. 7

7 The proposed computer educational and practical manual includes a glossary that will allow you to more fully understand the essence of basic concepts. Final certification is carried out on the basis of computer testing. Test tasks are completely based on the material in the manual. To successfully pass the test, you do not need to study additional material. We built the course not only to solve narrowly professional problems, but also taking into account the need to solve general educational problems. The author of the manual sincerely wishes you success in studying psychology and, in particular, the sections proposed in this manual. Module 1. General issues in the psychology of motivation Chapter 1.1 The concept of motivation In this chapter we will look at various forms of human activity, identify those that are associated with the psychology of motivation, and analyze what can determine motivated human behavior. Next, we will dwell on the understanding of motivation in various psychological directions and in various theories of personality, consider models of motivation, give a definition of motive and motivation. Human activity, its forms and determinants The life of any person is a continuous flow of activity. These are his actions, verbal activity, his mental activity of experiences, thoughts, feelings. Thus, the forms of activity are extremely diverse, and some of them are inevitably related to the psychology of motivation, the problems of which include such forms of activity that are characterized by a focus on achieving a goal, i.e. the question “why” this action occurs is possible. We should not forget that there are, of course, mechanisms for this process, but they reveal how this or that action is performed. Activity can be involuntary (reflex activity, sleep, dreams, etc.) and voluntary (actions, skills, etc.). In turn, voluntary activity can be divided into normative and individual. Normative voluntary activity does not require an answer to the question “why” a person performs this behavior. It is determined by the traditions of a given society, norms, subculture. In such cases, motivation is indicated by violating norms rather than following them. The individual form of activity assumes that a person himself chooses a certain behavior. Of course, this division is conditional, and there are no hard boundaries between the identified forms of activity. The reasons for changes in behavior can be both personal and situational. At the same time, personal and situational reasons act not as a sum of factors, but as a kind of alloy. Despite the fact that this position seems quite obvious, there have been attempts to explain behavior only by personal or only by situational reasons. For example, the concept of “behavioral field” introduced by Barker in the 60s of the last century limited behavior to forms corresponding to a given place and time, i.e. acknowledged the impact of the situation. A school, a restaurant, a sports ground set the patterns of behavior, and personal characteristics are practically not taken into account. Of course, one cannot deny the existence of sociocultural ways of implementing activities, but they are not the only determinants of human behavior. Actual behavior is a function of a continuous, multidirectional process of interaction between the individual and the situation. The individual is active, pursues his goals, and motivational factors have a significant influence on behavior. From the side of the situation, the decisive moment is its meaning for the individual. 8

8 In addition, the position of the observer influences how we interpret the cause of behavior in any given situation. With external observation, i.e. When we observe someone's behavior, we pay primary attention to the action, and we see the reasons for the behavior in the person himself. During self-observation, we, as a rule, know our own motives for behavior quite well and therefore pay the main attention to the situation and, accordingly, explain the behavior by situational reasons. In addition, it must be remembered that the same behavior can have completely different motives. Remember the words from the song “Hotel California”: “some dance to remember, some dance to forget.” The same idea can be perfectly illustrated by the eating behavior of people. People don't always eat just because they're hungry. Loneliness and stress can also serve as motives for eating behavior. Understanding motivation in various psychological directions When starting to study motivation, it is advisable to look at how this phenomenon was interpreted in various psychological directions, as well as in different theories of personality. Psychoanalytic theories of motivation arise at the end of the 19th century and are associated with Freud's teachings on the unconscious and drives. According to Freud, people are complex energy systems. His views were significantly influenced by discoveries in physics and physiology, in particular, the law of conservation of energy. Freud postulates that people's behavior is activated by one energy, its quantity is unchanged, it can only change its state. This energy is a neurophysiological state of arousal produced by bodily needs. The goal of any behavior is to reduce tension. Freud argued that all human activity is controlled by instincts. Freud attached decisive importance in the organization of human behavior to the unconscious core, formed by drives (mainly sexual and aggressive), which require satisfaction, but are blocked by the “super-ego”, internalized values ​​and norms that have become internal in the process of socialization. Freud was convinced that he had found unconscious processes that govern activity. He represented the unconscious as a continuous change and clash of drives. In 1915, his book “Inclinations and Their Fates” was published, which contained a fairly well-formed theory of motivation. It is assumed that the mental apparatus must, first of all, cope with internal stimuli. At the same time, drives can manifest themselves in different ways: for example, if the energy of drive is high, but there is no object, sublimation is possible. The mental life of a person is presented as a hierarchy of three mechanisms: the superego is moral control, the ego is a mechanism of adaptation to reality, and the ego is the search for pleasure. Adult personality is viewed as the result of the development of drives; the large role of childhood in the development of personality is recognized. Features of the passage of the Oedipus complex affect the subsequent development of the child. In addition, Freud believed that many social psychological phenomena can be understood in the context of instinctual displacement. According to Freud, the entire structure of modern civilization is a product of the displacement of sexual and aggressive energy. In behaviorist theories, behavior proceeds according to the “stimulus-response” formula. Behaviorists believed that under motivation, experimental psychology studies needs and drives that are purely physiological in nature. For them, the problem of motivation does not exist, since, in their opinion, the dynamic condition of behavior is the reactivity of the organism, i.e. the ability to specifically respond to a stimulus. But the body does not always respond to a stimulus, which is why the concept of motivation was introduced, which was reduced to purely physiological mechanisms (differences in sensitivity, etc.). The influence of reinforcement on human behavior is also being studied. In the second half of the 20th century, cognitive theories appeared that recognized the leading role of consciousness in the determination of behavior. Along with them, new concepts appear and are explored: social needs, cognitive factors, cognitive dissonance, expectation of success and fear of failure, etc. For example, in A. Bandura’s social-cognitive theory of personality, along with the social origins of behavior, an important role is assigned to cognitive processes . It is recognized that behavior is possible in the absence of reward. To explain some aspects of personality functioning, A. Bandura included in the theory 9

9 cognitive mechanism of self-efficacy. Self-efficacy stems from the ability to shape one's behavior, vicarious experience, verbal persuasion, and emotional uplift. Self-efficacy is considered as the ability of people to realize their abilities to build behavior in accordance with a task or situation. A person’s idea of ​​his self-efficacy in a given situation determines his actions in the event of a discrepancy between internal standards and the success of actions. For example, a person does not achieve the goal he has set for himself. If he has formed a sufficiently high idea of ​​​​his self-efficacy in solving such problems, he will persistently strive for the goal. If the perception of self-efficacy in such situations is low, he will most likely abandon the goal. Thus, when there is a discrepancy between internal standards and the success of actions, the idea of ​​self-efficacy is the main factor determining human behavior. Within the framework of the humanistic direction of psychology, we will dwell on the views of A. Maslow and C. Rogers. According to Rogers, the organism has one fundamental tendency and one desire to actualize, preserve and expand itself, i.e. man is active by nature. Rogers attaches particular importance in the process of personality development to the image of the “I,” in particular, to the congruence or incongruence between the image of the “I” and experience. If the experience does not agree with a person’s self-image, then defensive reactions (distortion or denial) are possible. A person strives to preserve his image of “I” even when it contains negative aspects, and new experiences contain positive ones. Let's say Pavel has an idea of ​​himself as an unsuccessful student. Then receiving a positive mark on the exam may be considered by him as an accident, luck, and not correlated with his personal achievements. In 1959, Rogers introduced the concept of the need for positive evaluation. He views it as the cause of the conflict between subjective experience and the self-concept. Unconditional positive assessment, unconditional parental acceptance of the child, when the child is accepted by the parents for who he is, promotes healthy mental development and creates conditions for the unhindered “incorporation” of new experience into the child’s already existing self-concept. “Conditional” positive assessment - the imposition of conditions that the child must fulfill in order to maintain parental love - leads to the denial of subjective experience. However, in fairness, it should be noted that the main point is how children perceive parental attitude. Rogers' approach was part of the human potential movement, which has been called the third force in psychology in opposition to psychoanalysis and behaviorism. This also includes Abraham Maslow. He owns one of the most famous models of motivation. Maslow proposed to consider human motivation as a hierarchy of five main levels: Physiological needs...the need for oxygen, water, food, physical health and comfort Security...The need for protection from danger, attack, threat Love and friendship...need in kind and loving relationships with other people Respect, recognition...the need to feel valued by others and by oneself Self-actualization...The need to develop and realize one's full potential 10

10 Fig. 1 Hierarchy of basic needs according to Maslow According to A. Maslow, a person must first satisfy the needs of a lower level (deficit needs), and this is a condition for beginning to satisfy the needs of higher levels (existential needs). However, the rule of sequential transition from lower to higher levels of the hierarchy has not received empirical confirmation. Moreover, Maslow himself later noted that any behavioral act is determined by many motives. Maslow wrote that if we talk about motivational determinants, then behavior, as a rule, is determined not by one individual need, but by a combination of several or all basic needs. The concept of a measure of need satisfaction was introduced, which allows us to better understand the thesis about the actualization of a higher need after the satisfaction of a lower one. At the same time, the process of actualization is gradual and not explosive. And although attempts to experimentally confirm Maslow's theory have not yielded a definitive answer, his approach to understanding motivation is still very common and influential among managers. We have already noted that natural scientific discoveries influenced theories of personality (for example, man as an energy system in psychoanalysis). Since the 60s of the last century, we have witnessed a revolution in the psychology of the cognitive revolution. This revolution ran parallel to the technological revolution, the leading forces of which were the computer and new ways of processing information. As a result, a new model of a person appears, a model of a complex information processor, and new terms and categories. We will focus on only one point, namely, where is motivation included in cognitive activity? Let's consider two categories of cognitive processes: motivated and unmotivated. Cognitive psychologists initially focused on studying unmotivated cognitive processes. For example, self-schemas were considered only as an apparatus for organizing units of information, which does not have any motivational specificity. As we can see, no special motivational principles are involved here yet. However, it cannot be denied that motivation influences information processing and that there are certain categories and schemas that have motivational properties. Thus, psychologists of the cognitive direction identified two motives associated with the Self - the motive of verification (self-confirmation) and the motive of self-aggrandizement. Swann tried to find a motivational justification for these motives. In his opinion, people persistently seek to obtain evidence from others that confirms their self-schemas, and present themselves to others in such a way as to generate this evidence. The reason, according to Swann, is that 11

11 people have a need for internal consistency and predictability of events. At the same time, confirmation is sought even when a person has a negative self-schema. However, there is also evidence in favor of the fact that a person has a tendency to see himself in a positive light, i.e. in favor of the presence of a self-aggrandizement motive. Following this motive, we strive to create and maintain a positive self-image. We do not have a definitive answer to the question of what happens when these two motives come into conflict with each other. The information that is available today suggests that people, as a rule, prefer to receive positive information about themselves, but if they have a negative image of themselves, then they prefer negative information (Pervin L., John O., c) Models of motivation So, we see that in different psychological directions different motivational aspects are highlighted. But all this diversity of views can be reduced to three main models of motivation. Godefroy calls them theories of motivation, but we will talk about models of motivation. These are the biological drive model, the optimal motivation model, and the cognitive motivation model. The biological drive model primarily explains the motivation to satisfy primary needs. A deviation in the physiological balance leads to the emergence of a biological impulse aimed at satisfying a specific need. The longer or more severely the balance is disturbed, the stronger the motivation will be. Rice. 2 Model of biological drives “Maintaining an equilibrium in which the body does not experience any needs is called homeostasis. Hence, homeostatic behavior is behavior that is aimed at eliminating motivation by satisfying the need that caused it” (Goedefroy, p. 241). But this model does not explain all types of motivation. As an additional model, the hydromechanical model proposed by Lorenz to explain instinctive forms of behavior is used. It partially allows us to explain the connections between the physiological state of the body and incoming external stimuli. The optimal activation model was proposed in the 1950s by Duffy and Hebb and is largely based on the Yerkes-Dodson law. According to this model, the optimal activation level does not correspond to the zero level. 12

12 Fig. 3 Hydromechanical model of Lorenz 1 reservoir of “energy”, replenished by excitation of nervous mechanisms; 2 external stimuli; 3 implementation of behavior (more or less depending on the strength of internal and external factors); 4 threshold for the implementation of a particular reaction. Rice. 4 The Optimal Motivation Model Some people need more motivation, while others can only tolerate a limited amount of stimulation. In addition, the optimal level of activation is influenced by a person's mental state (for example, during sleep and wakefulness we need completely different levels of activation). But this model is also mechanistic and does not explain why people choose certain behaviors. The cognitive model of motivation was created within the framework of cognitive psychology. For cognitive scientists, a person is always active. We are constantly busy with something, but what exactly will we be 13

13 to do, we decide for ourselves, i.e. we involve the thinking process, choice, etc. Then, contrary to previous models, there is no special force that comes into play only when the balance is disturbed. Bolles (1974) views motivation as a mechanism of choice that operates not only on the basis of external motivations, but primarily on the determination of the best opportunity, taking into account the physiological state, emotions, memory, etc. According to Deci (1975), we are more attracted to activities that develop our sense of competence. As evidence, we use the fact that better results are often achieved by people who organize their own work and control. External reward, according to cognitive scientists, more often leads to a decrease in internal motivation. Nytten (1980) believes that our choices of actions are guided by our goals and plans for the future. The more important the goals, the more strongly they determine the choice. It is emphasized that the incentive is not so much the goals themselves as the intention to achieve them. It appears that the motivation models we have examined are complementary rather than contradictory. The choice of cognitive activity can be adequately carried out when the body is optimally activated and its basic needs are satisfied. A more detailed, although rather condensed, coverage of individual needs can be found in the above-mentioned work by Godefroy. Need as the basis of motivation. If we look deeper into the study of the determination of human and animal activity (a detailed analysis of views on this issue is presented in the work of E. P. Ilyin “Motivation and Motives” , 2000), then the role assigned to needs in the process of historical development of motivation is clearly visible. Most thinkers recognize needs as a universal property of living systems. We find a concentrated expression of this thought in Holbach, who believed that needs, through motives that are real or imaginary objects, activate the mind, feelings, and will. Thus, the question of needs is connected with the problem of motivation through its function. There is currently no unity in the interpretation of needs. A number of authors understand need as a need, others as an object of satisfaction of a need, as the absence of a good, as a necessity, etc. The most generalized interpretation of needs seems to us by V. S. Magun, given by him in his work “Needs and Psychology of Social Activity of the Individual” (1983). He based his approach on the concept of preservation and development (improvement) of the subject. The phenomena of conservation and development are perceived as manifestations of the subject’s well-being, and the term “good” was introduced to denote them. The same term denotes the processes and states of the subject and the external environment, which are the reasons for the preservation and development of the subject. The absence of any good is called the need for this good. Thus, the appearance of a good destroys or reduces the need for it. If we compare this interpretation with the understanding of need as a need or necessity, it is clear that it has great explanatory capabilities. So need is a lack, a reduced amount of something. But it is well known that there are two types of deviations from favorable states through deficiency and through excess, and the middle zone is optimal for development and functioning. For example, L. Levy and L. Anderson summarized a huge amount of material on the influence of the environment and population on the quality of life and came to the conclusion that the quality of life decreases under the influence of both redundancy and insufficiency in a number of environmental factors (parental care, communication, freedom of action etc.). Thus, despite differences in the understanding of needs, most researchers see them as the driving force of activity. Definition of motive and motivation. Concept of A. N. Leontyev So, we see that the range of issues related to the phenomenon of motivation is quite wide. Different authors touch on different aspects of motivation. Some (Yakobson, Obukhovsky) highlight the existence of distant goals as an essential element of motivation, others 14

14 (Viliunas) include any examples of the caring attitude of living beings to individual influences as motivation phenomena. Of course, the definition of a phenomenon cannot but depend on the position of the researcher. Let's look at a few definitions. Jacobson (1966) defined motivation as the whole complex of factors that direct and motivate human behavior. In the psychological dictionary edited by A.V. Petrovsky and M.G. Yaroshevsky (1990), motivation is understood as motivation that causes the activity of the body and determines its direction. S. L. Rubinstein interpreted motivation as a determination realized through the psyche. V. K. Vilyunas in his work “Psychological Mechanisms of Biological Motivation” notes that the term “motivation” in modern literature is used as a generic concept to designate the entire set of psychological formations and processes that encourage and direct behavior towards vital conditions and objects, and determine bias , selectivity and ultimate purposefulness of mental reflection and the activity regulated by it. As can be seen from the above definitions, a certain unity of views has developed in the understanding of motivation. However, there are differences in the definition of the essence of motives. In the dictionary “Psychology” edited by A.V. Petrovsky and M.G. Yaroshevsky, motive is understood as: 1) motivation for activity related to satisfying the needs of the subject; a set of external or internal conditions that cause the subject’s activity and determine its direction; 2) the object (material or ideal) that motivates and determines the choice of direction of activity, for the sake of which it is carried out; 3) the conscious reason underlying the choice of actions and actions of the individual. The general thing is that motive is understood as an impulse, as a mental phenomenon. A unique interpretation of motives is presented in the works of A. N. Leontiev, who owns one of the most formalized theories of motivation. In accordance with his concept, motives are considered as “objectified” needs. Leontyev Alexey Nikolaevich () - Soviet psychologist, Doctor of Psychology, professor, academician of the Academy of Pedagogical Sciences of the USSR, laureate of the Lenin Prize. In the 30s, A. N. Leontiev, having united around himself a group of young researchers (L. I. Bozhovich, P. Ya. Galperin, A. V. Zaporozhets, P. I. Zinchenko, etc.), began to develop the problem activities in psychology. In the concept of activity developed by A. N. Leontyev, first of all, the most fundamental and fundamental theoretical and methodological problems of psychology were illuminated. In his work “Needs, Motives and Emotions” A. N. Leontiev sets out his views on needs and motives. He writes that the first prerequisite for any activity is a subject with needs. The presence of needs in a subject is the same fundamental condition of his existence as metabolism. Actually, these are different expressions of the same thing. In its primary biological forms, need is a state of the organism that expresses its objective need for a supplement that lies outside of it. After all, life is a disjointed existence: no living system as a separate entity can maintain its internal dynamic balance and is not capable of developing if it is excluded from the interaction that forms a wider system; in short, it also includes elements external to this living system , separated from it. From what has been said, the main characteristic of needs follows - their objectivity. Actually, a need is a need for something that lies outside the body; the latter is its subject. As for the so-called functional needs (for example, the need for movement), they constitute a special class of states that either meet the conditions that arise in the so-called “internal economy” of organisms (the need for rest after intense activity, etc. ), or are derivatives that arise in the process of realizing objective needs (for example, the need to complete an act). The change and development of needs occurs through the change and development of objects that meet them and in which they are “objectified” and specified. The presence of a need is a necessary prerequisite for any activity, but the need itself is not yet capable of giving the activity a certain direction. The presence of a person’s need for music creates in him a corresponding selectivity, but nothing yet 15

15 talks about what a person will do to satisfy this need. Maybe he will remember the announced concert and this will direct his actions, or maybe the sounds of broadcast music will reach him and he will simply stay at the radio or TV. But it may also happen that the object of need is not presented to the subject in any way: neither in the field of his perception, nor in the mental plane, in the imagination; then no directed activity that meets this need can arise in him. What is the only motivator of directed activity is not the need itself, but the object that meets this need. The object of need - material or ideal, sensually perceived or given only in imagination, in the mental plane - we call the motive of activity. So, the psychological analysis of needs must be transformed into an analysis of motives. This transformation, however, encounters a serious difficulty: it requires a decisive abandonment of subjectivist concepts of motivation and that confusion of concepts relating to different levels and different “mechanisms” of regulation of activity, which is so often allowed in the doctrine of motives. From the point of view of the doctrine of the objectivity of the motives of human activity, the category of motives should first of all exclude subjective experiences, which are a reflection of those “superorganic” needs that are correlated with motives. These experiences (desires, desires, aspirations) are not motives for the same reasons that they are not sensations of hunger or thirst: by themselves they are not capable of causing directed activity. One can, however, talk about objective desires, aspirations, etc., but by doing this we only postpone the analysis; after all, further disclosure of what the object of a given desire or aspiration is is nothing more than an indication of the corresponding motive. Refusing to consider subjective experiences of this kind as motives for activity, of course, does not at all mean denying their real function in the regulation of activity. They perform the same function of subjective needs and their dynamics that interoceptive sensations perform at elementary psychological levels - the function of selective activation of systems that implement the subject’s activities. A special place is occupied by hedonistic concepts, according to which human activity is subject to the principle of “maximizing positive and minimizing negative emotions,” i.e. e. aimed at achieving experiences of pleasure, enjoyment, and avoiding experiences of suffering. For these concepts, emotions are the motives of activity. Sometimes emotions are given decisive importance, but more often they are included, along with other factors, among the so-called “motivational variables”. Unlike goals, which are always, of course, conscious, motives, as a rule, are not actually recognized by the subject: when we perform certain actions - external, practical or verbal, mental - then we usually are not aware of the motives, which motivate them. A person’s experience of an acute desire to achieve the goal opening before him, which subjectively distinguishes it as a strong positive “field vector,” in itself does not say anything about what the meaning-forming motive driving him is. Perhaps the motive is precisely this goal, but this is a special case; Usually the motive does not coincide with the goal, it lies behind it. Therefore, its detection constitutes a special task: the task of recognizing the motive. Since we are talking about the awareness of meaning-forming motives, this task can be described in another way, namely as the task of understanding the personal meaning (namely personal meaning, and not objective meaning!), which certain actions and their goals have for a person. The tasks of understanding motives are generated by the need to find oneself in the system of life relationships and therefore arise only at a certain stage of personal development, when true self-awareness is formed. Therefore, such a task simply does not exist for children. When a child has the desire to go to school, to become a schoolchild, he, of course, knows what they do at school and why he needs to study. But the leading motive behind this desire is hidden from him, although he does not find it difficult to explain - motivations that often simply repeat what he has heard. This motive can only be clarified through special research. 16

16 Later, at the stage of formation of the consciousness of one’s “I”, the work of identifying meaning-forming motives is carried out by the subject himself. He has to follow the same path as objective research, with the difference, however, that he can do without analyzing his external reactions to certain events: the connection of events with motives, their personal meaning is directly signaled by the thoughts that arise in him. emotional experiences. Thus, the term “motive” is used not to denote the experience of a need, but to denote the objective in which this need is specified in given conditions and to which activity is directed. A. N. Leontyev proposes to call the motive of activity the object of need, material or ideal, sensually perceived or given only in imagination. Analyzing this concept, V.K. Vilyunas in his work “Psychological Mechanisms of Human Motivation” (1990) notes that, according to Leontiev, only the final goals of activity are called motives, i.e. those goals, objects, results that have independent motivational significance. The meaning that various circumstances, acting as intermediate goals, temporarily acquire is called “meaning,” and the process, as a result of which motives seem to lend their meaning to these circumstances, is called the process of meaning formation. The phenomenon of acquiring the properties and functions of a motive by individual intermediate means-goals is called the “shift of motive to goal.” The author notes that explaining the ontogenetic development of motivation by the process of objectification of needs was typical for Soviet psychology. The theory has been criticized by a number of researchers. The main drawback was the actual removal of the motive from the framework of the mental. The problem of the specifics of human motivation. Significant successes in understanding the causality of human behavior were achieved by the philosophers of Ancient Greece and Ancient Rome. However, their views also suffered from certain shortcomings, caused primarily by the fact that man was completely separated from the animal. Human motivation was associated only with reason and will. The behavior of animals was viewed as unreasonable, unfree, controlled by unconscious biological forces. Gradually there was a rapprochement of extreme positions. This was largely facilitated by the evolutionary teachings of Charles Darwin. On the one hand, intelligent forms of behavior in animals began to be studied, on the other hand, instincts and reflexes in humans, considered as motivational factors. Some naturalists even allowed for a qualitative identification of the psyche of animals and humans, which was generally erroneous. However, the question of how the motivation of animals and humans developed in phylogeny remains unclear. E. P. Ilyin analyzes the similarities and differences in the behavior of animals and humans and points out the following points. Animals and humans have anticipation of future results, and selectivity of behavior is manifested. Thus, L. Harris studied the selectivity of eating behavior depending on biological needs. If you give rats food that lacks vitamin B, and then offer them a choice of food that contains and does not contain this vitamin, the rats very quickly learn to choose food with the vitamin. Some products, as Young showed, are chosen because of the characteristics of the product itself. Thus, some harmful substances turn out to be more attractive. Young proposed the term "appetite" to describe the preference for certain foods that are not related to organic needs. Obviously the preference is based on taste sensations, since cutting the taste nerves eliminated these preferences. In experiments with the expectation of a reward, the animal develops a readiness to receive a certain food; in the case of substitution, not food, but search behavior is observed. All this indicates that the goals of human actions have a biological background. However, this fact should not obscure the differences. If we consider the needs of animals and humans, we will see that animals do not have social needs, and the biological needs of humans are significantly different from the biological needs of animals. The range of objects that satisfy biological needs also differs. U 17

In animals it is strictly defined and limited by nature itself, but in humans it is practically unlimited, socially conditioned, and the search itself is carried out with the participation of a second signaling system. Reflexes and instincts “think” for animals. Even when in higher animals there is a “struggle of motives” (for example, the need for food and the instinct of self-defense) or manifestations of “willpower,” we can talk about motivation here only to the extent that this behavior is voluntary. In any case, the motivation of humans and animals (if we can talk about such at all) is not equivalent. Human motivation is social in nature, it meets the needs of society, it is diverse, changeable, historical, and its important distinguishing feature is that it is mediated by intellect, speech, and consciousness. This explains its stability and supra-situational nature. Chapter 1.2 Internal and external motivation This chapter presents a general description of internal and external motivation, examines the concept of internal motivation, analyzes some aspects of the influence of childhood on the formation of internal motivation, motivation is considered as a process in which certain stages are identified, presented with varying degrees of completeness, and Some individual characteristics of motivation are also discussed. General characteristics of internal and external motivation. As we have already noted, most psychologists consider motivation as a determination of behavior, therefore internal and external motivation can be distinguished. In Western psychological literature, the terms “extreme motivation” and “intrinsic motivation” are used. Extrinsic motivation is motivation determined by external conditions and circumstances, and intrinsic motivation is internal motivation associated with personal dispositions. As you remember, one of the models of motivation linked human behavior with the mechanism of homeostasis, with the desire to restore balance. However, not all facts fit into this model, which inevitably gave rise to doubts about its universality. R. Woodworth and R. White were among the first to talk about the body’s desire to function, about the need for the nervous system to be active. According to this point of view, a person lives for the sake of mastering the world, and not just to satisfy organic homeostatic needs. This motivation is called the motivation to increase competence, and its mechanism can be conditionally called the mechanism of heterostasis, i.e. deviations from balance, focus on finding something new, on development and self-actualization. It seemed logical enough that in the recent past the first point of view prevailed: in order to live, a person must receive nutrients, energy, etc. This caused a search for the desired object and could lead to a fairly long chain of actions. A revision of views began in the 50s of the 20th century, in particular, in connection with new experimental data. These data indicated the need for active exploration of the world, inherent even in higher primates. Thus, monkeys could refuse food in order to “play” and satisfy a sense of curiosity. Researchers note that this tendency can, of course, be considered as a biological need of the nervous system, but it is qualitatively different from other biological needs. It does not have a specific subject, is practically not saturated, and is not associated with a decrease in voltage. An analysis of personality theories has shown that the concepts of homeostasis and heterostasis are used by various authors to characterize the nature of personality in terms of motivation. However, as a rule, these concepts are viewed as diametrically opposed, which does not correspond to the real phenomenology of mental life. Personality is characterized by both the desire for internal integrity, stress relief, and development. At different age periods, in different life situations, we can talk about the dominance of one or another mechanism. In addition, the influence of individual characteristics affects the degree of possible and required stress. Then internal motivation is the driving force of those types of activities that are caused by heterostatic mechanisms. Intrinsic motivation is characterized by the desire 18

18 to novelty, the motive of avoiding boredom, the desire for physical activity, for effective exploration of the world (cf. Assagioli’s skillful will), as well as the desire for self-determination and self-realization. However, a person cannot help but depend on the society in which he lives. This dependence was considered by French and Raven (1959) when they analyzed the power motive. Taking into account the additions made somewhat later, we can talk about the following types of influence: reward power coercive power normative power expert power referent dependence information dependence Thus, motivation can acquire an externally organized character. For example, B. Skinner explained behavior exclusively by external reinforcements, while H. Heckhausen explained it by internal ones. E.P. Ilyin believes that it would be more appropriate to talk about externally stimulated, externally organized motivation, because external factors must be transformed into internal ones, and about internally organized motivation. However, the terms “intrinsic motivation” and “extrinsic motivation” have become established in the psychological literature. We will use them in the further presentation of the material, taking into account the comments made. The concept of internal motivation by E. Deci The concept of internal motivation by Edward Deci (1980, 1995) emphasizes the importance of internal, immanently inherent in a person, driving forces. Our task is to understand these forces and help awaken those that can lead to effective results. It must be remembered that the main motivators are in the human soul, and not outside it. It is this approach that is implemented in the motivational training of E. Sidorenko, who proposes to use “internal energy, rather than constructing ingenious external levers” (Sidorenko, p. 89). Analyzing the concept of internal motivation by E. Deci, E. Sidorenko notes that, at first glance, it is similar to the concept of paratelic activity by M. Apter (1982). In particular, M. Apter found that at every moment in time each of us is in either a telic or paratelic state of motivation. The telic state is characterized by the fact that a person is primarily focused on some goal. In the paratelic state, on the contrary, a person focuses on the sensations from the process of current activity. Other authors refer to it as process-based motivation. However, despite the fact that internal motivation is the desire to perform an activity for the sake of the activity itself, for the sake of the pleasure that the process of activity itself gives us, its source is still the need for autonomy and self-determination. The process component is not the core of the concept of intrinsic motivation, although it is very important. Its essence, first of all, is that it is vitally important for a person to be self-determining, independent, not controlled from the outside, but acting in accordance with his “internal” motivation. When people's lives begin to be motivated, or rather controlled, by money, then people lose some of their authenticity. “Alienation begins with people losing contact with their inner motivation, with the vitality and joyful excitement that all children possess, with the ability to do something for the sake of doing it” (quoted in: Sidorenko, p90). Experiments showed that when subjects were paid to work on interesting puzzles, they lost interest in solving them. Awards can and should be used, but primarily as a way to express recognition and respect, and not as motivators. 19

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Among the native Astrakhan residents there is hardly anyone who has not heard the name Aristov. And many of those who are now over fifty knew him personally. And there are many still alive who fought under his command in the memorable January days of 1918.

The brightest pages in the biography of Mina Lvovich Aristov, a fearless warrior of the revolution, are associated with these historical days for Astrakhan.

A descendant of one of the Moscow archers exiled for the riot in Krasny Yar, M. L. Aristov was born on November 11, 1887 in the family of a Cossack, who rose to the rank of senior constable, was elected ataman of the village, and retired with the rank of retired collegiate registrar.

Having moved to live in Astrakhan, Aristov’s father, at the military expense, assigned his son to a Cossack boarding school at the so-called classical gymnasium. In the turbulent year of 1905, when the struggle of the working class caused ferment among the advanced part of the student youth, M. Aristov joined the student organization of the RSDLP, became part of a military group to work among the Cossacks, and took an active part in the movement of students of secondary educational institutions. In response to this, repression by the Cossack authorities followed: Mina Aristov was expelled from the boarding school and put under arrest for ten days.

The unbridled rampant reaction after the defeat of the revolution of 1905-1907, the treacherous murder of a friend, Cossack revolutionary Alexander Mordvintsev, pushed Aristov to think about the attitude towards the Cossack class: after all, the Cossacks showed themselves to be a reliable support of the tsarist autocracy. The decision is ripening to break with the class that has stained itself with the blood of the fighters of the revolution.

After graduating from high school, Mina Aristov goes to Kyiv and enters the law faculty of the university. But in December 1907, Aristov was expelled from the university for participating in student riots and sent to Astrakhan. The Astrakhan Cossack authorities, of course, did not greet the exiled student kindly: by order of the commander of the Kazan Military District, Mina Aristov was taken into military service and, for “proper training,” was enrolled in the 1st Astrakhan Cossack Regiment, establishing secret supervision over him. The following year, apparently based on recognition of the innate inclination of every Cossack to lifelong military service, the command sent Aristov to the Orenburg Cossack Junker School. After graduating in 1910, the young officer Aristov served again in the 1st Astrakhan Cossack Regiment. Sometimes he is entrusted with the management of one or another village of the Cossack army.

The year 1914 arrives, the first world imperialist war. Aristov - on the German front, commands a hundred in the 2nd, and then in the 1st Astrakhan Cossack regiment.

The imperialist war for interests alien to the people, mediocrity and “direct betrayal of some tsarist ministers and persons from the high command, poor supply of the front with weapons, uniforms and food, the catastrophic breakdown of the entire economy of tsarist Russia - all this was the cause of growing discontent not only at the front, but also in the rear, especially in the largest cities of the country Petrograd, Moscow, etc. The Bolsheviks, despite the cruel punishments, in the rear and at the front, tirelessly expose the unjust nature of this anti-people war, explain Lenin’s slogan: turn the imperialist war into a civil war.

And finally, thunder struck: the February Revolution of 1917 was accomplished. Like a mighty hurricane, a wave of popular anger swept away the tsarist autocracy, which had rotted at the roots. However, power was seized by the bourgeoisie and its accomplices - the Mensheviks and Socialist Revolutionaries. Their Provisional Government immediately set a course for “war to a victorious end,” postponing indefinitely the resolution of all issues of concern to the people, including the question of land. Such a policy, of course, did not in any way meet the interests and aspirations of the broad masses. Therefore, their discontent continued to grow. Neither subtle tricks and promises, nor the introduction of the death penalty at the front, nor Menshevik-Socialist Revolutionary demagoguery helped the Provisional Government. Lenin's ideas and Bolshevik truth sank ever deeper into the hearts and heads of workers and peasants in the rear and their sons at the front.

In April 1917, the 1st Congress of Soldiers, Workers and Peasants' Deputies of the Western Front was convened in Minsk. Podesaul Aristov is delegated to the congress as a representative from the Turkestan Cossack division. At the congress of soldiers opposed to the provisional government, Aristov was elected to the presidium and then a member of the executive committee. And at the congress itself, and especially after it, ‘Aristov, from Lenin’s position, explains to the soldiers the most pressing issue for them about war and peace, exposes the treacherous policies of the Socialist Revolutionaries and Mensheviks, and leads the fight against the forces of counter-revolution led by the front headquarters.

After the bloody July days in Petrograd, persecution intensified and cases of physical violence not only against the Bolsheviks, but also against those soldiers and officers who sympathized with them at least a little, became more frequent. Aristov could no longer remain in the same place. With the permission of the executive committee and the party organization, under the guise of a vacation, he leaves the front and goes home.

Astrakhan at that time, like many other cities, lived a busy life. Everything foreshadowed impending terrible events. The anti-popular foreign and domestic policy of the Provisional Government did much more to dispel the illusions of the first days and months of the revolution among the working masses. Astrakhan workers, poor catchers (fishermen) and farmers were increasingly becoming convinced in practice who their friends were and who their enemies were. The influence of the Bolsheviks grew among the working people.

The time has come for the Astrakhan Leninists to finally break with the Menshevik compromisers, who continued to categorically support Kerensky’s Provisional Government. Aristov arrived just at the moment when the urgent need for a break arose, and took an active part in its implementation, in the creation of a combat-ready Bolshevik organization in Astrakhan.

1st combat headquarters of the Red Guard and partisans. 1st Volunteer Separate Rifle Company of the Red Guard and Partisans

Aristov, with the help of other like-minded Cossacks (Botaev, Zaburunov, Antshtov, Bityutsky, Donskoy, Nagibin, Kompanenkov and others), conducts propaganda and agitation mainly among the Cossacks, trying to tear away the working strata of the Cossacks from the Cossack counter-revolutionary elites with the truthful Bolshevik word and win over the working strata of the Cossacks to the side of the Soviets. Although this was not fully achieved then, the work of the Bolshevik-Cossacks was not in vain. It gave rise to doubts and hesitations among a significant part of the Cossack lower classes and determined the “chill” with which the working Cossacks, deceptively “involved* in the struggle by their higher authorities, took part in the January battles, in which the question of what to do in the war had to be decided with weapons and blood. Astrakhan power - Soviet, revolutionary or bourgeois, counter-revolutionary.

Workers, soldiers, labor hunters and peasants of the Astrakhan province became increasingly aware of the rightness of the Bolsheviks and increasingly followed Bolshevik slogans. However, even after the victory of the October Revolution in the center, the balance of forces in Astrakhan was not in favor of the Soviets. Therefore, the Bolshevik organization at this stage considered its main task not only to win over the majority of the working class of Astrakhan, but also to create revolutionary armed forces capable of defeating the large forces of the Astrakhan counter-revolution in the struggle for the establishment of Soviet power.

For this purpose, Red Guard detachments are being created at the factories, and persistent work is being carried out to attract the soldiers of the only army unit in Astrakhan - the 156th Infantry Regiment - to the side of Soviet power. At the beginning of December, this work yielded the first serious result: the soldiers drove out the former White Guard commander and, on the recommendation of the Bolshevik faction of the Council, elected Bolshevik M. L. Aristov as regimental commander. Over the course of a month, Aristov, with the help of other party members, carried out the most difficult work in that situation to transform the 156th regiment into a combat unit.

Having carefully prepared and choosing an opportune moment - the eve of the Congress of Soviets, which was supposed to proclaim Soviet power on the territory of the Astrakhan province, the counter-revolution treacherously lit the fire of civil war. On the night of January 12, 1918, a mortal struggle between labor and capital, revolution and counter-revolution, began in Astrakhan.

This unequal struggle of the working people against their oppressors was truly heroic. The enemies of the October Revolution had a military force trained and armed with artillery, machine guns and rifles: Cossacks, officers, Kalmyk and other White Guard detachments, advantageously located in advance in the most important points of the city and the surrounding area according to the plan of the leadership headquarters of the counter-revolution. In the ranks of the defenders of the revolution there are poorly trained and poorly armed detachments of workers. The Red Guard and the only military unit, which is also not fully combat-ready, is the 156th Regiment. The regiment's units, in addition to the fortress, were stationed in a number of other places. As a result of a sudden attack by the counter-revolution, they were mostly disarmed. And these insignificant forces - without guns, with only two machine guns and a small number of guns of outdated models - had to not only resist regular units and well-armed White Guard detachments, but also win, and at any cost clear Astrakhan of the White Guard evil spirits, since the significance was too great Astrakhan and the entire Lower Volga region for the young Soviet Republic, both economically and strategically.

By the decision of the committee, the party organization of the Bolsheviks and the Council of Workers, Soldiers and Lovets, Deputies of Astrakhan, M. L. Aristov, on the eve of the January events, was appointed chairman of the Military Revolutionary Committee, and with the outbreak of hostilities - commander of all revolutionary armed forces.

Strike committees at enterprises and the Central Strike Committee, headed by the energetic Nikolai. In Weimar they mobilized workers to support the Revolutionary Committee - they created workers' squads, organized the production of cartridges and weapons. At the call of the Bolsheviks, detachments of catchers, fishing workers and food carts moved from the villages to the fortress. The main burden of leading the organization of the defense of the citadel of Astrakhan workers - the Kremlin and the approaches to it from the continuously advancing White Guards fell on the shoulders of M. L. Aristov. According to his plan and command, barriers were set up, firing points were established, reconnaissance searches, forays, counterattacks were carried out, and finally, on February 7 (January 25, old style), a general offensive was carried out, culminating in a complete victory over the counter-revolution. For this victory, Mina Lvovich Aristov earned the eternal gratitude of the working people of Astrakhan.

This victory did not come cheap: the defenders of Soviet power suffered considerable casualties, great destruction

were caused to the city, especially to the buildings in which the White Guards were holed up. M. L. Aristov responded well to the accusations of “critics” (there were such “critics”) in 1925 in his memoirs:

“Those who do not want to understand the full importance of the struggle of the working people of Astrakhan, who do not want to see the enormous results that the victory of the working people of Astrakhan brought, would need to spend at least a few hours in the conditions of that time, especially in the first stage of the struggle...

Only a phraseologist, a dreamer, an ideologist of the petty-bourgeois persuasion, with the idea of ​​the decisive role of the individual in history, can blame the struggling workers, cut off from the whole world, empty-handed, with sticks and wooden pikes, against well-armed, well-organized detachments led by highly qualified specialists in all fields of technology and science,” to blame the fighters of the revolution for the burning of buildings in the city center forced by circumstances.

The January victory of 1918 was the most outstanding event in the history of the struggle of the Astrakhan proletariat. She proved that the sacrifices made were not in vain under the conditions of that time.

With the establishment of Soviet power in Astrakhan and the province, Aristov became the first military commissar. And from the spring of 1918, for many months, he led communist shock troops, fought against the Dagestan and Guryev counter-revolutions, fought with the units of General Dratsenko in the Lagan region, suppressed kulak uprisings in the villages of the Astrakhan province, fought with hordes of General Mamontov. In the following months - until the end of the civil war - Aristov was on different fronts outside the Astrakhan province. He commands a brigade of the 5th Cavalry Division and is the commander of the 7th Composite Cavalry Division.

In February 1921, due to a breaking point, Aristov was evacuated to Astrakhan. Here, after demobilization, he goes to cooperative work, where he remains for several years.

In 1925, the workers of the Astrakhan province elected M. L. Aristov to the responsible post of chairman of the provincial executive committee. At the same time, he is elected as a member of the All-Russian Central Executive Committee and the Central Executive Committee. THE USSR. In 1926 - 1929 Aristov works in Moscow, in the apparatus of the highest authority of the federation - in the All-Russian Central Executive Committee.

In the last years of his life, Aristov was at economic work in Moscow, and then, due to a serious illness, retired.

An honest and selfless person, a strong-willed and brave warrior, a devoted and persistent fighter of the Leninist party - this was always the old Bolshevik Mina Lvovich Aristov. Thus he died prematurely. In his last letter, on the verge of death, Aristov, who had no children, wrote to his sister: “Tell all my nephews and nieces to be devoted to communism, for only it gives a person complete liberation from evil and oppression.”

From the book: Soldiers of October. Historical and biographical essays about participants in the struggle for Soviet power in Astrakhan and the Astrakhan province. Publishing house of the newspaper "Volga" 1958 N.I. Tolkachev Circulation 10,000.

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