Ability to set goals on your own initiative. General psychology test on the topic: Temperament and character

1 Which theories of temperament does W. Sheldon’s theory relate to?

humoral
+constitutional
behavioral
neurodynamic

2 Accentuations are such natural options for character development that
not typical:
increased vulnerability
decreased ability to socially adapt
+increased ability for social adaptation
disturbance of the motivational sphere with dominance of ambivalent states

3.Not high level mental activity, slowness of movements, fatigue, high emotional sensitivity is characteristic of:
sanguine
choleric
phlegmatic
+melancholic

4. Personality traits: modesty, self-criticism, selfishness, characterize the attitude of the individual:
to other people
to activities
+to yourself
to public and personal responsibility

5. Strong, balanced and agile type nervous system for P.I. Pavlov is typical for:
phlegmatic
+sanguine
choleric
melancholic

6. For the first time, a psychological description of the “portraits” of various temperaments was given by:
Aristotle
+Hippocrates
I. Kant
Plato

7. Strong, unbalanced type of nervous system behind P.I. Pavlov is typical for:
+choleric
sanguine
sanguine
phlegmatic
melancholic

8. The ability to set goals and act on own initiative and find ways to solve them, characterizes a person as:
decisive
+ purposeful
persistent
independent

9. Kretschmer said that isolation, emotional vulnerability, and fatigue are characteristic of:
+ asthenics
picnics
athletes
dysplastics

10. The concept of extraversion and introversion was developed:
3. Freud
+K. Jung
A. Adler
K. Rogers

11. The type of temperament that is characterized by slight vulnerability, a tendency to deep experiences, is characteristic of:
+melancholic
choleric
sanguine
phlegmatic

12. Concepts such as: self-criticism, modesty, pride characterize:
attitude to others
personality's attitude towards things
+ a system of relationships between a person and himself
features of the activity

13. The type of temperament that is distinguished by mobility, sociability and responsiveness is characteristic of:
choleric
+sanguine
choleric
phlegmatic
melancholic

14. According to E. Kretschmer, aggressiveness and lust for power characterize;
dysplasticity
picnic
asthenics
+athletics

15. Accuracy, thrift and generosity are:
traits that manifest themselves towards others
+ traits that characterize a person’s attitude towards things
system of relationships between a person and himself
traits that show attitude towards activity

16. The formal-dynamic side of behavior is characterized by:
+temperament
focus
mood
capabilities

17Is it possible to change the type of temperament
Yes
+No
It takes a lot of effort
In young years

18.NN. – a typical representative of the melancholic type of temperament. Formation of which character trait will require the least effort from him:
determination
+gullibility
initiative
impulsiveness

19. Stable individual personality traits that develop and manifest themselves in activity and communication are:
capabilities
+character
temperament
makings

21. A. is a representative of the sanguine type of temperament. Which character trait is easier to develop in him?
+ sociability
discipline
responsiveness
hard work

22. Sensitive reaction in response to the force of external influence is an indicator of:
reactivity
+sensitivity
activity
plasticity and rigidity

23 Natural basis of temperament:
brain
+type of nervous system
dynamic stereotype
nervous processes

24 Type of temperament, which is characterized by increased impressionability and touchiness:
choleric
sanguine
phlegmatic person
+melancholic

25 Type of temperament, which is characterized by hot temper and haste in action:
+choleric
sanguine
phlegmatic person
melancholic

26 What characterizes temperament:
+quick start-up
Politeness
accuracy
hard work

27 What is a character trait for a melancholic temperament:
reactivity and activity
+ emotional excitability
plasticity and rigidity
sensitivity and sensitivity

28 The doctrine of types of higher nervous activity as the physiological basis of temperament belongs to:
+Pavlova
Ilyin
Hippocrates
Ukhtomsky

29 A process opposite to excitation, which leads to a slowdown or delay in the conduction of impulses in the nerve centers:
+braking
dynamism
melancholy
lability

30 Character is
+ Stable personality traits that determine a person’s attitude towards people, towards himself, towards the work performed

A set of properties that characterize the dynamic features of the course of all mental processes and human behavior, their strength, speed, occurrence, cessation and change

Genetically determined phenomenon

^ 12. It was believed that bodily fluids play a special role in determining temperament:

a) until the end of the 18th century;

b) until the middle of the 19th century;

c) until the end of the 19th century;

d) until the middle of the 20th century.

12. Character

1. The set of stable individual characteristics of a person, which develops and manifests itself in activity and communication, is:

a) temperament;

b) abilities;

c) character;

d) makings.

^ 2. Character can be considered pathological if it:

a) relatively stable over time;

b) has a total manifestation;

c) socially maladjusted;

d) all answers are correct.

^ 3. Character accents:

a) extreme variants of normal characters;

b) peculiar sharpenings of character;

c) have a hidden and explicit form;

d) all answers are correct.

^ 4. Determinants of character traits should be sought:

a) in the characteristics of the genotypic background;

b) taking into account environmental influences;

c) in the summation of genotypic and environmental influences;

d) all answers are correct.

^ 5. Concepts of extraversion/introversion were developed by:

a) A. Adler;

b) 3. Freud;

c) K. Jung;

d) K. Rogers.

6. The ability to set goals on one’s own initiative and find ways to solve them characterizes a person as:

a) purposeful;

b) decisive;

c) persistent;

d) independent.

^ 7. Integrity in relation to character is its:

b) line;

c) quality;

d) accentuation.

8. K. Leongard studied character accentuations:

a) in children of primary school age;

b) in adolescents;

c) among young men;

d) in adults

^ 13. Emotions and will

1. A strong, persistent, long-lasting feeling that captures a person and owns him is called:

a) affect;

b) passion;

c) mood;

d) feeling.

2. A state of increasing emotional tension that occurs in conflict situations, obstacles associated with strong motivation-threat to the well-being of the individual are:

a) affect;

b) frustration;

c) mood;

d) stress.

^ H. Human feelings are:

a) the emotional tone of the sensation process;

b) organic well-being of the individual;

c) feelings associated with the satisfaction of organic needs;

d) all answers are incorrect.

^ 4. Emotions are a reflection in the form of experiences of pleasant and unpleasant processes and results of practical activities, such as

a) direct;

b) indirect;

c) conscious;

d) rational.

^ 5. Emotions cannot be characterized as mental reactions that are the subject’s attitude to life circumstances:

a) express;

b) reflect;

c) represent;

d) determine.

^ 6. The fact that persistent experiences guide our behavior, support it, force us to overcome obstacles encountered along the way

a) expressive (expressive);

b) signal;

c) regulatory;

d) interfering.

^ 7. Emotional processes and states in the life of an organism perform the function(s):

a) only adaptive;

b) only mobilization;

c) only adaptive and integrative;

d) adaptive, mobilization and integrative.

^ 8. Grounds for separation mental states into intellectual, volitional and emotional is (are):

a) the role of personality and situation in the emergence of emotions;

b) dominant (leading) components;

c) flow time;

d) degree of depth.

^ 9. The experience of satisfying a need for something is called :

a) interest;

b) joy;

c) surprise;

d) bewilderment.

10. The longest emotional state that colors all human behavior is called:

a) own emotion;

b) affect;

c) mood;

d) feeling.

14. Communication

1. The tendency to preserve the once created idea of ​​​​another person is the essence of the effect:

a) halo;

b) sequences;

c) inertia;

d) stereotyping.

2. The fact that, having seen some main (in our opinion) quality in a person, we tend to see in another person other properties that are in harmony with this quality, is the effect:

a) primacy;

b) halo;

c) Pygmalion;

d) social facilitation.

^ 3. Incorrect attitude towards each other in the process of communication refers to communication barriers:

a) physical;

b) socio-psychological;

c) incorrect attitude of consciousness;

d) organizational and psychological.

^ 4. The other person is considered as an equal partner in communication, as a colleague in the modern search for knowledge in the style of activity:

c) liberal;

d) conniving.

^ 5. Understanding emotional state another person refers to the skills:

a) interpersonal communication;

b) perception and understanding of each other;

c) interpersonal interaction;

d) group interaction.

6. One of the main mechanisms of interpersonal perception in communication, characterized by understanding and interpreting another person by identifying oneself with him, is interpreted as:

b) stereotyping;

c) empathy;

d) identification.

^ 7. Gestures, facial expressions and pantomime are means of communication:

a) optical-kinetic;

b) paralinguistic;

c) extralinguistic;

d) spatiotemporal.

^ 8. Pronunciation, timbre, pitch and volume of voice refer to means of communication:

a) optical-kinetic;

b) paralinguistic;

c) extralinguistic;

d) spatiotemporal.

9. Settings:

a) are determined only by our opinions and beliefs;

b) are the result of the influences to which we are exposed since childhood;

c) change with great difficulty after the twentieth year of life.

^ 10. Social roles are associated with:

a) social status;

b) the behavior that other group members expect from a person;

c) the actual behavior of a person.

^ 15. Small groups

1. The process of emotional penetration into the inner world of another person, into his thoughts, feelings, expectations:

a) causal attribution;

b) socio-psychological reflection;

c) empathy;

d) all answers are incorrect.

^ 2. Interpersonal mechanisms of perception:

a) rigid;

b) conservative;

c) have an extrapersonal nature;

d) all answers are incorrect.

3. Intergroup mechanisms of perception:

a) thin;

b) flexible;

c) individualized;

d) all answers are incorrect.

^ 4. Interpersonal mechanisms:

a) a means of ensuring the integration of individual actions in joint group activities;

b) serves interaction with other groups;

c) all answers are correct.

^ 5. The mechanism of social perception by group members of each other is:

a) socio-psychological reflection;

b) causal attribution;

c) identification;

d) all answers are correct.

^ 6. The process of likening oneself to another, identifying oneself with others:

a) identification;

b) stereotyping;

c) conformism;

d) all answers are incorrect.

^ 7. Interpersonal social perception is updated in:

a) familiar conditions, when interacting with well-known people;

b) unusual conditions, during contacts with unfamiliar or completely unfamiliar people;

c) all answers are incorrect.

^ 8. The process of attributing reasons to explain another person's behavior is:

a) physiological reduction;

b) causal attribution;

c) group identification;

d) all answers are correct.

^ 9. Decentralization as a mechanism of social education:

a) close to the identification mechanism;

b) identical to physiognomic reduction;

c) opposite to conformity;

d) all answers are correct.

^ 10. A small group, the opinion and assessment of which is significant for the individual, is a group:

a) membership;

b) informal;

c) formal; >

d) reference

^ 16. Subject and stages of development of pedagogy

1. Indicate the correct definition of pedagogy:

a) art, which is based on the advanced achievements of all sciences;

b) the science of the laws of development of education, developing goals, objectives, methods, and content of education;

c) science, which has its own subject and methods of study;

d) all answers are correct.

^ 2. The leading factor in personality development is:

a) heredity;

b) heredity and environment;

c) education;

3. Indicate the correct definition of education in the narrow pedagogical sense:

b) a targeted, systematic process of influencing an individual in order to prepare him for working life;

c) a purposeful, systematic process of influencing an individual in order to form character, norms and rules of behavior in society, and worldview.

^ 4. The subject of pedagogy is:

a) the process of formation of the personality of a developing person;

b) history of the development of human society;

c) the process of education;

d) all answers are correct.

^ 5. The historical nature of education is indicated by the change:

a) types educational institutions;

d) all answers are correct.

^ 6. The role of education in the life and development of society is:

a) in the transfer of socio-historical experience from the older generation to the younger;

b) in preparing for work, in the development and training of the younger generation;

c) in helping people unite in the struggle for survival, in uniting them into a team;

d) all answers are correct.

^ 7. What determined the development of pedagogy as a science?

a) the process of science and technology;

b) parents’ concern for the happiness of their children;

c) increasing the role of education in public life;

G) biological law preservation of the species.

^ 8. Special pedagogical science that develops theoretical foundations, principles, methods, forms, means of raising and educating children with visual impairments is:

a) typhlopedagogy;

b) oligophrenopedagogy;

c) pedagogy of the deaf;

d) all answers are incorrect.

^ 9. Who owns the pedagogical work “Emil, or On Education”?

a) J. J. Rousseau;

b) R. Owen;

c) I.G. Pestalozzi;

d) V.A. Diesterweg.

10. Pedagogy as an independent science arose:

a) in the 17th century;

b) in the 18th century;

c) in the 20th century;

d) in the 16th century.

^ 11. What tasks are set for pedagogical science:

a) study of human nature;

b) studying the problems of education and training in the modern world;

c) knowledge of the laws of education, equipping practicing teachers with knowledge of the theory of the educational process;

d) study of education as a factor in the spiritual development of people.

17. Education

1. Education is understood and described as:

a) level;

b) process;

c) system;

d) all answers are correct.

^ 2. The concept of “education” was first mentioned in pedagogical articles in:

a) XVI century;

b) XUL century;

c) XVI century;

d) XIX century.

3. Until the middle of the 19th century, the concept of “education” was used as:

a) synonym for education;

b) synonymous with learning theory;

c) generic concept in relation to learning;

d) specific concept in relation to learning.

^ 4. The primacy of means over goals, educational objectives over meaning is the essence of the education paradigm:

a) cultural;

b) technocratic;

c) paedocentric;

d) societal.

^ 5. Principles government controlled society act as a standard for the educational paradigm:

a) cultural;

b) technocratic;

c) paedocentric;

d) societal.

^ 6. The criteria for distinguishing theoretical and applied education are:

a) type and quality of mastering scientific concepts;

b) type of dominant content of education;

c) the type and skill of mastering human activity;

d) the type of predominance of the focus and content of education.

7. An education model that ensures the transfer and assimilation of only such cultural values, that allow young man painlessly fit into existing social structures is called:

a) the model of education as a state-departmental organization;

b) model of developmental education;

c) traditional model of education;

d) rationalistic model of education.

^ 8. The education system is:

a) a set of interacting successions educational programs and state educational standards, a network of educational institutions implementing them, education authorities;

b) a network of educational institutions of various types;

c) educational space” under centralized control.

^ 18. Pedagogical process

1. What is the integrity of the pedagogical process?

a) in the subordination of all the processes that form it to the main, common and unified goal - the formation of a comprehensively and harmoniously developed personality;

b) that the processes that make up the pedagogical process have much in common with each other;

c) the fact that the pedagogical process is not divided into component parts;

d) the fact that all processes that make up the pedagogical process have a common methodological basis.

^ 2. The pedagogical process is:

a) directed and organized interaction between educators and students, realizing the goals of education and upbringing in the conditions of the pedagogical system;

b) the unity of socialization, education and self-development;

c) the process of transferring knowledge to the younger generation;

d) all answers are correct.

^ 3. The principles of the holistic pedagogical process are:

a) a system of initial, basic requirements for education and training, which determines the content, forms and methods of the pedagogical process and ensures its success;

b) conditions for successful learning;

c) requirements ensuring optimal pedagogical interaction;

d) all answers are incorrect.

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1. W. Sheldon’s theory refers to theories of temperament:
humoral
constitutional
neurodynamic
behavioral

2. Accentuations are such options for character development that
not typical:
increased vulnerability
decreased ability to socially adapt
violation of the need-motivational sphere in the form of dominance of ambivalent states
increasing the ability to socially adapt

3. A low level of mental activity, slowness of movements, rapid fatigue, and high emotional sensitivity are characterized by:
sanguine
choleric
phlegmatic person
melancholic

4. Personality traits such as modesty and self-criticism, selfishness, characterize the attitude of the individual:
to people
to activities
to public and personal responsibility
to yourself

5. According to I.P. Pavlov, a strong, balanced and mobile type of nervous system is characteristic of:
sanguine people
phlegmatic
choleric people
melancholic

6. A psychological description of the “portraits” of various temperaments was first given by:
Hippocrates
Galen
I. Kant
Plato

7. According to I.P. Pavlov, a strong, unbalanced type of nervous system is characteristic of:
sanguine people
phlegmatic
choleric people
melancholic

8. The ability to set goals on one’s own initiative and find ways to solve them characterizes a person as:
purposeful
decisive
persistent
independent

9. According to E. Kretschmer, isolation, emotional vulnerability, and fatigue are characteristic of:
picnics
asthenics
athletes
dysplastics

10. Ideas about extraversion/introversion were developed by:
A. Adler
3. Freud
K. Jung
K. Rogers

11. The type of temperament, characterized by slight vulnerability and a tendency to deep experiences, is inherent in:
choleric
sanguine
phlegmatic
melancholic

12. Self-criticism, modesty, pride characterize:
personality's attitude towards things
attitude to others
system of relationships between a person and himself
features of the activity

13. The type of temperament, characterized by mobility, a tendency to frequently change impressions, responsiveness and sociability, is characteristic of:
choleric
sanguine
phlegmatic
melancholic

14. According to E. Kretschmer, aggressiveness and lust for power characterize;
picnics
asthenics
athletes
dysplastics

15. Accuracy, frugality, generosity are:
traits that characterize a person’s attitude towards things
traits exhibited towards others
system of relationships between a person and himself
traits that show attitude towards activity

16. The formal-dynamic side of behavior is characterized by:
focus
temperament
character
capabilities

17. Many people are dissatisfied with their temperament and would like to change it. Is it possible:
temperament is a very stable biopsychic formation that is impossible change
Even ancient philosophers argued that “everything flows, everything changes”: methods of activity, motives of behavior, character and, naturally, human temperament change
temperament changes with age
only strong personalities can change their temperament

18.NN. – a typical representative of the melancholic type of temperament. Which of the following character traits will require the least effort to develop:
gullibility
determination
initiative
integrity

19. The set of stable individual characteristics of a person, which develops and manifests itself in activity and communication, is:
temperament
capabilities
character
makings

21. N. – a representative of the sanguine type of temperament. Which character trait is easier to develop in him?
discipline
sociability
responsiveness
hard work

22. The response to the smallest force of external influence is an indicator:
sensitivity
reactivity
activity
plasticity and rigidity

Key points in the history of teachings about character. Character is usually defined as a holistic and stable individual structure of a person’s mental life, as a “whole individuality,” as a special mental mechanism that ensures (realized in) the stability of the direction of a person’s response to socially significant situations and circumstances. As a subject of a special branch - ethology - character was introduced by the English psychologists D. Mill and A. Bain ("On the Study of Character", 1861) and - characterology - by the German psychologists J. Bansen ("Essays on Characterology", 1867) and Klages ( "Principles of Characterology", 1910). But even before this, the topic of character occupied a significant place in works on psychology. At the same time, the task of classifying character types was posed more often than others. Therefore, turning specifically to attempts to classify character types, we can highlight those properties - signs that make up the content of the concept itself. Let us note the key points along this path until the time when character becomes the subject of special scientific research.

One of the first works in the history of European culture devoted to the classification of characters is the treatise of Theophrastus (“the possessor of divine speech”) “Characters”. It contained descriptions of 31 types. The type was determined on the basis of dominance in the character of a particular trait; the predominance of flattery in character gives the type of flatterer, talkativeness - talker, etc. In Theophrastus, character appears as an imprint (stamp) of certain moral vices of the environment. In the 17th century the future member of the French Academy La Bruyère publishes a study “Characters or Morals of Our Time,” placing Theophrastus’ “Characters” at the beginning of his book. It contains 1120 character sketches, distributed in chapters corresponding to the circumstances in which these characters appear: “City”, “Court”, “Nobles”, “Sovereign”, etc. For the author himself, the study had an ethical, psychological, moralizing and satirical meaning. La Bruyère points out that it reveals the root causes of vices and weaknesses, allows one to foresee what people will say and do, and teaches one not to be surprised by the bad and frivolous actions that fill their lives.

In the 18th century Lavater's Physiognomy is becoming widespread. He views character as a product of fate and the embodiment of fate, and connects it with social origin (" aristocratic character"), I am convinced of the possibility of determining the type of character by the structure and expression of the face.

In the 19th century the idea of ​​morpho-neurological conditioning of character became widely known thanks to Gall's phrenology. Based on numerous anatomical studies and observations of different groups of people, Gall came to the conclusion that the centers of mental life are not concentrated in the ventricles of the brain, as was then believed, but are localized in the cerebral convolutions. Although Gall's anatomical work had an experimental basis, the classification of mental abilities he proposed was a completely arbitrary construction.

Since the middle of the 19th century. the study of character is carried out from the standpoint of empirical psychology. Character is understood as a set of elements of consciousness - feelings, will, intellect, and the type of character is established based on the predominance of one or another element. For example, one of the founders of modern characterology, A. Ben, divided characters into emotional, volitional and intellectual. Largely under the influence of Bain, the French psychologist T. Ribot developed his concept of character. Ribot based his definition of character types on two mental functions: feeling and will, assigning the intellect the role of only an additional factor. For the concept of character, according to Ribot, two characteristics are essential: unity and stability. Accordingly, Ribot divides all characters into two classes: sensitive and strong-willed. Each of these classes includes several subclasses. In the class of sensitive characters, they are meek, contemplative, and emotional. The class of strong-willed characters is divided into two according to the parameter of strength: mediocre active and great active.

In addition, Ribot establishes a third, additional class - apathetic characters, who are distinguished by weak activity, weak feelings, but a more active mind. This class is divided into two subclasses: the purely apathetic type (“little sensitivity, little activity, little intelligence”), the second subclass, depending on the direction of the strongly expressed mind, is again divided into practical and speculative characters. Ribot classifies mixed types as apathetic-active (“calculating”), sensitive-active, apathetic-sensual and moderate characters. From among the mentioned “pure” types, Ribot excludes “amorphous” and “unstable” characters. These are acquired characters. There is nothing innate about them, they are plastic and amenable to any influence. They are products solely of circumstances, environment, upbringing, influence of people, objects surrounding them. There are a lot of them, legion. Unstable characters are the dregs and sediments of civilization; they do not have unity and constancy and therefore cannot be included in the classification.

Among the domestic researchers of character problems of the early 20th century, we will name only one - A.F. Lazursky. He wrote the monograph "Essay on the Science of Characters." Character, according to Lazursky, is a set of basic inclinations. Character together with temperament form the core of personality. Personality, in turn, is considered by him as a complex functional unity, including the endopsyche (an innate, although changing during life, neuropsychic component) and the exopsyche (acquired, conditioned by external influences and expressing the relationship of the personality component).<...>

Operationalization definition of the concept of "character". IN In the semantic environment of the word “character,” two areas are distinguished. Within the framework of one, character acts as stability and constancy, allowing one to identify behavior and determine its belonging to a specific subject. Character is a custom, a habitual way of acting and reacting. A characteristic is a description, a highlighting of distinctive qualities, advantages and disadvantages, sometimes enshrined in a document (“he presented a brilliant characteristic”). Characteristic – characteristic exclusively of something specific (“this is characteristic of it”). To characterize someone or something - to discover their characteristic features, features. Character is defined as strong, strong-willed, firm, meek, weak, depending on the extent to which behavioral traits are determined by external circumstances. External forms of behavior are defined in the same way as manners (bad, good, strange). If external behavior does not express the inner essence, but only copies or imitates someone, then it is defined as mannerism. If we emphasize that these manners are devoid of simplicity and naturalness, then they become affectation for us.

Within another area, character is defined as directionality and indicates the stability of orientation. Here it is close to the concept of “character”. A kind or cool disposition is the same as a kind or cool character. Parameters, on operationalization which is guided by the version of the definition formulated by us, the legitimacy of which is confirmed both by the history of the issue and the practice of its commonly used use, obviously they are: stability/instability and direction. In relation to the concept of character, resilience is naturally interpreted as strength or tolerance in relation to unfavorable external influences, as well as independence from external circumstances (the ability to overcome them). Among the many aspects of directionality, one of the most obvious is the one in which it can be assessed either as instrumental or as trans-situational. In other words, it is important to differentiate people depending on whether they react to current circumstances, using them as means (tools) to achieve their goals, sometimes replacing goals with means, or whether they tend to ignore (neglect) rapidly changing circumstances. This parameter can be designated in the same way as rigidity/flexibility, sometimes as dogmatism/skepticism (relativism).

The analysis carried out inclines us to use data first extrospective observations. Therefore, it is necessary to set scales for external observation and evaluation. Examples of statements that form a tolerance scale include the following:

1. Stays calm when everyone around you is excited. (Yes.)

2. Does not give in to provocations. (Yes.)

3. Doesn't trust rumors. (Yes.)

4. Strives to ingratiate himself with everyone. (No.)

5. Agrees with everyone. (No.)

6. Characterized by excessive willingness to obey. (No.)

7. Knows how to insist on his own. (Yes.)

Examples of statements that form a rigidity/flexibility scale include the following:

1. Prone to formal relationships. (Yes.)

2. Avoids controversy. (Yes.)

3. Easily agrees with the suggestions of other group members. (No.)

4. Avoids meetings and group gatherings. (Yes.)

5. Inclined to cooperate. (No.)

6. Values ​​the opinions of others. (No.)

7. Is sensitive to comments made to me by other group members. (Yes.)

Phenomenology of character accentuations. The description of the variety of character types should be supplemented by a description of the variety of character accentuations. If character as a whole is defined by us as a stable direction of response, then when character is burdened by accentuation, certain painful disorders come to the fore. Accentuations are such options for character development that are characterized by: 1) violation need-motivational spheres in the form of dominance of ambivalent states; 2) decreased ability to socially adapt; 3) increased vulnerability, sensitivity to certain types of influences that cause an inadequate response (reduced resistance).

The following classes of accentuations can be distinguished. Asthenic, including disorders of psychasthenic, neurasthenic and sensitive types. Dysthymic, combining disorders of hyperthymic, hypothymic and cycloid types. Sociopathic, within which violations of conformal, nonconformal and paranoid kind. “Psychopathic”, including variants of schizoid, epileptoid and hysteroid disorders. Here is a brief description of them.

Psychasthenic.The dominant behavioral traits are indecision, anxious suspiciousness in the form of expectations of unfavorable events, anxiety for the well-being of one’s loved ones, a tendency to reasoning, introspection. Indecision manifests itself in long and painful hesitation when it is necessary to make an independent choice. However, when a decision is made, impatience comes to the fore, the desire to immediately implement it. As overcompensation indecision, self-confident, categorical judgments, exaggerated determination (recklessness) can be observed. Ritual actions and attention to signs become protection against constant anxiety. As a compensatory formation against anxiety in front of the new, unfamiliar, there is a pedantic tendency towards order, an unchanging regime, any violation of which provokes anxiety. Compensatory formations can also be a tendency to carefully plan upcoming activities, good awareness, and high competence.

Neurotic.In the foreground of mental appearance are such traits as increased fatigue, irritability, a tendency to hypochondria, fear, and timidity. Fatigue quickly sets in both during mental exercise and in a competitive environment under physical and emotional stress. Irritability manifests itself in sudden emotional outbursts, often arising for insignificant reasons and easily giving way to remorse and tears.

Sensitive . First of all, timidity and shyness are noted, which are easily detected in front of strangers and in unfamiliar surroundings. Difficulties in communicating with everyone except close ones, as a result of which sometimes a false impression of isolation and isolation from others arises. Excessive demands on oneself take the form of constant remorse. Striving for overcompensation takes the form of self-affirmation not in the area where abilities can be revealed, but where he feels his own weakness. A timid and shy person can put on the guise of artificial cheerfulness, swagger, and arrogance, but in an unexpected situation he quickly gives in. He often strives to occupy public positions, where timidity is compensated by the authority of the organization, and performs well the formal part of the functions entrusted to him. Situations of excessive attention from others are difficult to bear, especially ill will, ridicule, suspicion of unseemly actions.

Hypertim . Characterized by an increased need for an influx of life experiences, social recognition, familiarity, and adventurism. Does not tolerate strict discipline and strictly regulated control. Shows resourcefulness in unusual situations. He treats rules and laws lightly, sometimes cynically. Sloppy, unnecessary. Doesn't cope well with work that requires perseverance and painstakingness. They are characterized by high self-esteem and a tendency to make rosy plans for the future, which are easily forgotten and replaced by new ones.

Hypotim . They are characterized by a constantly low mood, increased anxiety, and the expectation that something unpleasant is about to happen. Glimpses of improvement in mood are accompanied by an exacerbation of anxiety: joy must be paid for with new misfortunes (“laughing leads to tears”). He often experiences feelings of guilt and inferiority: it seems that he is to blame for something, that others look down on him. Due to difficulties he falls into despair and is incapable of volitional effort. Constantly feeling unwell. After sleep, a long period of warming up is required. Characterized by motor lethargy and retardation. Objectively, it needs to create and maintain a strengthening (tonic) mode of life.

Cyclotime . Defining Feature – unmotivated sharp fluctuations in mood, which then persist for a long time (months). Everything depends on the mood in which cyclothyme is in a given period: well-being, performance, and sociability. According to the mood, the future is sometimes painted with rainbow colors, sometimes it seems gray and bleak, and the past appears sometimes as a chain of favorable events, sometimes as consisting entirely of failures and injustices, and the everyday environment seems sometimes malicious, sometimes benevolent.

Conformist.It is distinguished by a reduced need for individualization, there is low initiative, a tendency towards the banal, stereotyped, generally accepted, impersonality. Trying to always correspond to the environment, he cannot resist it. Internal discomfort occurs when something stands out from his usual environment. There is an unmotivated hostility towards those who do not follow generally accepted standards.

Nonconformist.A pronounced need to act contrary to established rules dominates, combined with lack of will when it comes to fulfilling duties, duty, and achieving imperative goals set from outside. There is no life perspective. Social connections are weakened, there is a noticeable craving for random companies that promise entertainment and an easy change of impressions. Attraction to idle pastime.

Paranoid . It is distinguished, first of all, by increased conflict potential due to the persistent desire to introduce innovations. Suspicious: perceives people who do not share his views as unscrupulous and unkind. There is rigidity of behavior. Indifference or reluctance to accept the projects proposed to him makes him even more determined to achieve his goal. Characterized by concentration, fixation on the goal, a reduced ability to understand others and empathy.

Schizoid . In the foreground of the mental appearance is alienation from others. Disinterest in understanding others and being understood by others. A schizoid is characterized by isolation, immersion in the world of internal experiences and thoughts, which are often divorced from everyday life and, as it were, opposed to it. Extravagance of behavior, hobbies, and their pretentiousness are noted, which, however, do not serve as a way to attract attention to oneself, but express indifference to the environment. The weakness of intuition and empathy emphasizes the impression of coldness and callousness. These traits may be exacerbated by rapid depletion of interest in interpersonal interactions.

Epileptoid . A characteristic feature is periods of unreasonably melancholy mood, when the epileptoid becomes hot-tempered, irritable, and prone to sadistic reactions. There is touchiness, the burden of negative emotions persists for a long time and requires release through revenge, in addition, limitedness and concentration on the once chosen range of interests are noticeable. Careful, scrupulous implementation of the established order may be accompanied by irritation when someone destroys this order. Asymmetry in interpersonal relationships is manifested in the following: he considers it his duty to give advice and teach, but does not tolerate an edifying attitude towards himself. There is a tendency towards thorough, detailed, unhurried explanations and irritation when interrupted, not allowed to finish, or rushed. Successfully copes with work that requires careful, punctual execution of instructions,

Hysteroid . The dominant feature of this type of accentuation is insatiable egocentrism: a thirst for constant attention to one’s person from others, admiration, surprise, veneration, sympathy. Does not tolerate indifferent attitude towards himself, preferring indignation or hatred towards himself. On this basis, a tendency to fantasize develops, through which the need to see and imagine oneself in an unusual light is realized. The absence of deep, sincere, lasting feelings is combined with expressive behavior, theatricality of experiences, and a tendency to show off and pose. Empathy is well developed. Without sufficient sthenicity, the ability to subjugate others, he can occupy a leading position in the group for a short time due to the ability to express emerging moods. He gives in to difficulties, especially if there is no chance to concentrate attention on himself. The psychologically dominant trait is also manifested in the appearance, which is entirely focused on attracting attention: agitation, conspicuous clothing, jewelry, loud laughter, various voice modulations. Social contacts, although extensive, are superficial and unstable; they are maintained as long as they reinforce the egocentric orientation.

(Ginetsinsky V.I. Propaedeutic course general psychology.

Study guide. – Electronic version–

cit. in Psychology in texts. Reader.

Textbook for medical students

/ Comp. and general editing by E.V. Osmina and T.F. Kabirova

– Izhevsk, 2003, pp. 137-140)