One of the attributes of adaptation that can be considered as part of the development of human intelligence is assimilation. This is a kind of conditional mechanism, thanks to which an individual has the opportunity to put into practice previously acquired skills and abilities without subjecting them to significant transformation. What this mechanism is and who introduced this concept into psychology, we will describe in more detail below.

Basic terms and concepts

The world learned about such a concept as assimilation thanks to Jean Piaget, who was the founder of the Center for Genetic Psychology in Geneva (1955). While developing his theory about the direction of knowledge of nature in psychology (genetic epistemology), he first spoke about assimilation, using the term in the context of the manifestation of an individual’s adaptive abilities in a changing environment.

Along with the term “assimilation,” a designation for another process arose in psychology (also thanks to the greatest psychologist of our time, Jean Piaget). According to his version, these processes are connected, and therefore the existence of one of them without the second is simply impossible.

According to the scientist, assimilation is not only the opposite of accommodation, but is also closely interrelated with it. Such a psychological connection ensures the harmonious existence of these two mechanisms in the human consciousness and represents the area of ​​​​genuine intelligence. If we draw a parallel with biology, balancing assimilation and accommodation allows us to judge a person's cognitive performance.

The views and theories that Professor J. Piaget once voiced regarding assimilation became very popular, which ensured their recognition in psychology. They are so firmly rooted in psychology that modern scientists do not question their reliability.

At the same time, in order to find out the meaning of the word “assimilation” and get a more detailed interpretation of the term from a psychological point of view, one should study the nature of the phenomenon more deeply.

Jean Piaget considered assimilating processes to be proof of the existence of structures. Essentially, this is a statement that the influence of factors in an individual's external environment can change or influence his behavior patterns to the extent that the individual's relationship with the existing structure is strong.

Assimilation, as one of the attributes that determines the adaptation of an individual, plays an important role in a person’s study of the environment. In the process of adapting to society, it is common for a person to acquire new information, skills and experience, by assimilating which he gets the opportunity to realize his ideas. At the same time, the acquired information can be assimilated to correspond to already existing ideas and behavior patterns.

The most striking example of the existence of structures is in children at an early age. Each child constantly absorbs new information and acquires new skills, adapting them to previously established ideas about the environment. But even in adulthood, such processes do not stop in our consciousness.

When encountering previously unknown phenomena, objects or events, an adult interprets the experience gained. Thanks to this, he is able to modify his own ideas and knowledge about the world with assimilated data, constantly making amendments to the base that was formed in his consciousness much earlier.

How the mechanisms work, according to the scientist (example)

According to Piaget's ideas, there are only two options that determine human adaptation processes. Let's look at each of them with an example.

Let's say someone you know has a daughter whom you considered the embodiment of “holiness.” However, this girl commits an offense before your eyes that (as you thought) she was not capable of. What will change in your mind? How will you apply the new information?

1st option. The new information will be assimilated by your consciousness in such a way that you will not change your idea of ​​the girl and will not pay attention to her behavior. Instead, you will assume that she was only repeating the bad example of her more ill-mannered peers. As a result, you will still think that this girl is good, but you will already be aware of the “dark side” of her personality.

2nd option. Using the accommodation method to process the information received, you will consider the girl’s behavior unacceptable and radically change your opinion about the child. Thus, during accommodation, opposite processes occur that do not allow information to be assimilated; as a result, it is not the acquired experience that changes, but previously formed ideas.

As you can see, assimilation is the simplest option for an individual to adapt to something new, which is due to the ease of adding new information to existing knowledge. And the information that will be assimilated by a person will sometimes allow him to consider new ideas from an angle that would best correspond to the subject’s already existing ideas. Author: Elena Suvorova

2. Phenomena arising from the assimilation of the unconscious

The consequences of the assimilation of the unconscious entail very remarkable phenomena. For some subjects, the consequence of this process is an undeniable and even tiresomely emphasized ego-consciousness: they know everything, they are informed about everything that happens in their unconscious, they know and understand everything that emerges in the depths of the unconscious. Others, on the contrary, having become familiar with the contents of the unconscious, become more and more discouraged; they lose self-esteem, lose self-confidence and reach dull humility when encountering extraordinary and incomprehensible phenomena from the sphere of the unconscious. The former, in exaggerated self-aggrandizement, take upon themselves responsibility for their unconscious, which goes too far, beyond any real possibility; others ultimately abdicate all responsibility, suppressed by the oppressive consciousness of their powerlessness in the face of fate, which makes itself known through the unconscious.

However, if you analyze these two types more carefully, you will find that behind the optimistic self-awareness of the first lies helplessness, although unconscious, but very deep, perhaps deeper than in a person of the second type; his conscious optimism is nothing more than an unsuccessful compensation. On the contrary, behind the pessimistic humility of the second type lies a stubborn will, also unconscious, but confident and persistent and in its strength many times greater than the conscious optimism of the first type.

This state of personality is successfully characterized by the term “godlikeness,” which Adler paid special attention to in his time. When the devil wrote the words of the serpent in the student’s memorial book: “Eritis sicut Deus scientes bonum et malum,” he added:

Snake, my grandmother, follow the saying,

Having lost the likeness of God in prison!

(I.-V. Goethe. Faust. I. Faust's workroom)

“Godlikeness” is, admittedly, not a scientific concept, but it perfectly describes the mental state in question. We still have to explore the question of the origin of such a mental state, as well as why it received the name “godlikeness.” This very word indicates what exactly the patient’s abnormal condition is. The anomaly is that the patient ascribes to himself qualities that are not characteristic of him and which do not belong to him: after all, resemblance to the sacred means resemblance to a spirit that surpasses the spirit of man.

If we analyze the concept of godlikeness for psychological purposes, we find that it expresses not only this dynamic phenomenon, which I studied in my work “Metamorphoses and Symbols of Libido,” but also a certain mental function, distinguished by supra-individual, collective qualities. It must not be forgotten that the individual is not only a single, isolated being, but is also a part of society, so that the human mind is at once an isolated, completely individual fact and a collective function. And just as the individual is inherent in certain social functions or drives that are contrary to his personal, egocentric interests, so the human mind is inherent in functions and drives that, due to their collective nature, are contrary to personal mental functions. Every person is born with a fully differentiated brain, capable of a variety of mental functions. A person ontogenetically could neither acquire nor develop such functions. But as the brains of entire generations gradually differentiate, the function of thinking possible at this high level of differentiation becomes collective and universal. This fact, by the way, also explains the fact that in the unconscious of entire peoples and races, the most distant from each other in time and space, there are amazing coincidences, for example, a striking (unusual) correspondence of original (autochthonous) mythical forms and motifs.

Thanks to the universal similarity in the structure of the brain, the possibility of the existence of a universal mental function, identical for all people, arises. This function is what we call collective psychic or the collective psyche. The collective psyche, in turn, is divided into collective mind And collective soul. Since there are differences corresponding to race, tribe and family, there is also a collective psyche due to race, tribe or family, but less profound than the "universal" collective psyche. The collective psyche embraces, in the words of Pierre Janet, “parties inf?rieures” of mental functions, namely those areas of individual mental function that are once and for all established and exist everywhere, innate and automatically operating, i.e. areas that are superpersonal or impersonal. Personal consciousness and the unconscious constitute the “parties superieures” of mental functions, that is, those parts that were acquired and developed ontogenetically and were the result of personal differentiation.

So, an individual who has added to his ontogenetically acquired mental contents also the collective mental, inherent in him a priori and unconsciously, thus illegitimately expands the area of ​​his personality and accordingly suffers from the consequences. And the consequences are as follows: on the one hand, since the collective psyche consists of “partie inferieure” mental functions and is subordinated to the personality, which serves as the basis, it burdens and devalues ​​the personality. This manifests itself in a belittling of ego-consciousness and an unconscious exaggeration of self-importance, reaching the point of a painful manifestation of the will to power. On the other hand, since this collective psyche is higher than the personality, being for it its native soil, on which only personal differences are possible, and the mental function is the same for all individuals, the introduction of the collective psyche to the personality causes a hypertrophy of ego-consciousness, which in the unconscious in turn compensated by feelings of inferiority and self-abasement.

By assimilating the unconscious, we attach the collective psyche to the area of ​​personal mental functions, where the personal sphere decomposes into a number of paired groups, combined in contrast, forming “pairs of opposites.” We have already mentioned this pair of opposites: megalomania = feelings of inferiority. This pair is especially clearly revealed in neurosis. There are many other contrasting pairings; I will give only one thing: good and evil. (“Scientеs bonum et malum!”) The formation of such a pair is accompanied by an increase and decrease in the feeling of self-confidence. The composition of the collective psyche, among other things, also includes virtues and vices inherent in an individual person. And here people of one type consider collective virtue to be their personal merit; people of another type consider collective vice to be their personal fault. Both are delusions, just like delusions of grandeur or self-deprecation. For imaginary virtues and imaginary vices are nothing more than moral paired combinations of contrast, embedded in the collective psyche, made accessible to our sensations or artificially brought to awareness. How inherent in the collective psyche these pairs of opposites are, we see in the example of primitive people, whose virtues are praised by some observers, while by other observers they are equally zealously condemned as vices. For primitive man, whose personal difference is, as we know, only in its infancy, both are true, for his mentality is predominantly collective in nature. Primitive man is more or less identical with the collective psyche; therefore, he has collective virtues and vices that are not inherent in his personality as such and do not cause internal discord in him. Discord arises when conscious and personal mental development begins and when the mind reaches the knowledge of the incompatibility of contradictory mental phenomena. And this causes a struggle associated with the process repression. When a person wants to be good, he is forced to repress everything evil; it could be called the lost paradise of the collective psyche.

As soon as the collective psyche becomes conscious, the process of repression begins; this is necessary for the development of the individual because collective psychology and personal psychology are in a sense mutually exclusive. History teaches us that as soon as any psychological attitude acquires collective value, the process of splitting immediately begins. Nowhere is this more evident than in the history of religion. A collective attitude is always dangerous for the individual, even when it is necessary. It is dangerous because it too easily captures and drowns out personal originality. A collective attitude in general and always is capable of capturing and drowning out the individual, for the collective psyche is nothing more than a product of the psychological differentiation of the powerful herd instinct in man. Collective feeling, collective thinking and collective effort are relatively easy compared to individual functions or individual efforts; this can easily lead to the dissolution of the individual in the collective, which is so dangerous for its development. The damage incurred by the individual associated with such a process is unconsciously compensated, since in psychology everything is compensated by forced fusion and unconscious identification with the collective psyche.

It is necessary to constantly remember that during the analysis of the unconscious, collective psychology merges with individual psychology; this merger leads to the distressing consequences discussed above. These consequences have a detrimental effect on the vital feelings of the subject himself or cause people around the patient to suffer if he has any power over them. The fact is that the subject, identifying his personal psyche with the collective psyche, will certainly impose on others the demands of his own unconscious, for identification with the collective psyche always evokes in the subject a feeling of universal significance (“god-likeness”); and such a feeling forces him to simply not take into account the psychology of his neighbors, with a psychology of a different kind.

We can avoid many serious mistakes if we clearly understand, first, that there are a wide variety of psychological types and that the psychology of these types cannot be forcibly squeezed into the framework of our own type. Absolute mutual understanding between individuals of different types is almost unthinkable; It is absolutely impossible to understand another individuality. Therefore, respect for someone else’s personality during analysis is not only desirable, but also absolutely necessary, otherwise the development of the analysand’s personality can be completely stifled.

Let us also note that different types of people understand freedom differently: some think that they provide their neighbors with freedom when they provide them with freedom actions; others - when they allow their freedom thoughts. It is necessary to provide both in analysis because it allows the analyst to create an atmosphere of spontaneity and integrity. An exaggerated desire to understand or educate the patient can be as detrimental as no understanding at all. By analyzing the unconscious, we reveal the real existence of collective motives and forms of human thinking, its feelings and bring it to consciousness; but a conscious person cannot fully assimilate the functions of the collective psyche without harm to himself. From the above it follows that when applying the psychoanalytic method, one should never lose sight of the extremely important goal, namely the individual development of the subject. If we perceive the collective psyche as our personal property - no matter in a good or bad sense - then our personality will be subject to such temptation or oppression from which it is almost impossible to escape. Therefore, a precise distinction between the individual psyche and the collective psyche is urgently required in analysis. But it is not easy to draw such a sharp line, because everything individual grows out of the collective psyche and is closely connected with it. As a result, it is difficult to say which mental elements can be called collective and which individual. There is no doubt, for example, that archaic-symbolic manifestations, so often found in fantasies and dreams, belong to collective factors. All basic instincts and all fundamental forms of thinking are also collective in nature. Collectively, everything that people, by common agreement, recognize as universal, as well as everything that is universally understood, expressed and carried out. Careful observation reveals how enormous a number of collective elements are hidden in our so-called individual psychology, and our surprise only increases from this. There are so many collective elements that the individual, so to speak, is completely drowned in them. But individuality is an absolute psychological necessity: therefore, in view of the enormous predominance of collective elements, it becomes clear to us how carefully and carefully we must handle “individuality,” this tender sprout, so that the collective elements do not completely strangle it.

Man has the ability to imitation; this ability, from a collective point of view, is very useful; it endlessly harms individuality. Collective psychology is completely unthinkable without imitation, because without imitation mass organizations are impossible, and the state and social system is impossible. In a certain sense, society is created not by force of law, but thanks to the desire of people to imitate, as well as through suggestion and moral contamination. We see every day how people use the mechanism of imitation, or rather, how they abuse it in order to differentiate the individual. To achieve this goal, people simply imitate some outstanding personality - his high qualities or remarkable deeds; With this technique, people achieve imaginary superiority over their environment. The consequence of this is, so to speak, punishment, which lies in the fact that the similarity of the subject’s psyche with the psyche of his environment, which exists in spite of everything, increases to the unconscious, but obsessive enslavement of the subject by the psyche of his environment, from which he wanted to stand out. Such an attempt at individual differentiation, falsified by imitation, usually fails and degenerates into affectation; a person remains at the same level on which he stood before, and, moreover, becomes even more sterile than before. In order to find out what, strictly speaking, is individual in us, it is necessary to think thoroughly about it; the fruit of such reflections may be the realization of how great the difficulties are in discovering individuality in oneself.

From the book People Who Play Games [Book 2] by Bern Eric

DIFFICULTIES ARISING IN CHILDHOOD Plots and characters The age from six to ten years in psychoanalysis is called the latent period. At this time, the child tries to see and quickly learn as much as possible about the whole world. At this time he has only a vague idea of

From the book Basic Course of Analytical Psychology, or Jungian Breviary author Zelensky Valery Vsevolodovich

Healing through the assimilation of complexes Jung notes that the treatment of neuroses is carried out through the assimilation of unconscious contents by the Ego-conscious, minimizing their autonomy and thereby expanding the horizons of the personality. The unconscious is not at all demonic

From the book Training Technology: Theory and Practice by Vopel Klaus

6. DIFFICULTIES ARISING. WHAT TO DO WITH THEM? The previous chapter showed how important it is to promptly see and work through problems that arise in the process of group development. This chapter describes the most common problems and suggests options for working with

From the book How to Communicate Profitably and Enjoy It author Gummesson Elizabeth

Emotions arising from satisfaction

From the book Pseudoscience and the Paranormal [Critical View] by Jonathan Smith

From the book Through trials - to a new life. The causes of our diseases by Dalke Rudiger

Problems that arise during pregnancy Increased sensitivity to odors Problems that arise during pregnancy demonstrate the shadow side of the opportunities that have arisen. Increased sensitivity to odors, which may be accompanied by nausea, is

From the book Early Development Methodology by Glen Doman. From 0 to 4 years author Straube E. A.

Problems that arise during childbirth The main reasons why labor turns into a crisis are related to two circumstances: insufficient trust and lack of strength to help push the baby out. If during pregnancy there is no complete communication between the child and mother

From the book Essays on the Psychology of the Unconscious [collection] author Jung Carl Gustav

From the book The Path of Least Resistance by Fritz Robert

II. Phenomena arising from the assimilation of the unconscious The process of assimilation of the unconscious leads to a number of very remarkable phenomena. In some patients it leads to an unmistakable and often unpleasant accentuation of ego-consciousness and increased self-confidence;

From the book Missing Without a Trace... Psychotherapeutic work with relatives of missing people author Preitler Barbara

The beginning of assimilation Perhaps the assimilation stage has been neglected because for a significant period of time growth and development do not have external manifestations. Sometimes quite a long period of time passes, but it seems to us that nothing is happening and nothing is happening to us.

From the author's book

Deepening Assimilation The closer you come to realizing the vision, the deeper the assimilation process becomes. When I entered the Boston Conservatory, one of my teachers was clarinetist Atilio Poto. The first task he gave me turned out to be

From the author's book

Embodiment is the Key to Assimilation “What you embody is what you create” – this principle expresses the quintessence of assimilation. Embodiment should not be confused with behavior. Embodying love is not the same as acting like a lover. Bringing peace to life is one thing

From the author's book

Two Phases of Assimilation Assimilation—like embodiment—has two phases: internalization and externalization. Your creation first grows within you, and then the moment expresses itself outward - when you show what you have created to the light. During the assimilation process you

From the author's book

Application of Assimilation in Life What you assimilate into yourself tends to manifest itself outwardly. Internal changes often lead to external changes. You will not be able to make changes in all external circumstances, but you can definitely change your inner world.

From the author's book

Feelings that arise at the completion stage Typically, two types of feelings are associated with obtaining a result or completing a job. The first type is feelings of joy and contentment. This is how writer Virginia Woolf described her feelings upon completion.

From the author's book

5. Enforced disappearances due to terror and war People who live in hot spots and are faced with the disappearance of relatives almost never have the opportunity to address their questions and their despair to any government

Attribute, aspect of adaptation. The content of A. is the assimilation of certain material by already existing patterns of behavior, “pulling” a real event to the cognitive structures of the individual. According to Piaget, cognitive assimilation is not fundamentally different from biological.

Assimilation is inseparable from accommodation in any act of adaptation or adaptation. In the early stages of development, any mental operation represents a compromise between 2 tendencies: A. and accommodation. A. Piaget calls the primary “deforming”, because when a new object meets an existing scheme, its features are distorted, and the scheme changes as a result of accommodation. The antagonism of A. and accommodation gives rise to the irreversibility of thought. When Assimilation and Accommodation begin to complement each other, the child's thinking changes. The transition to objectivity, reciprocity, and relationality is based on the progressive interaction of A. and accommodation. When harmony is established between the two tendencies, reversibility of thought occurs, liberation from egocentrism.

Any logical contradiction, according to Piaget, is the result of a genetically existing conflict between accommodation and A., and such a situation is biologically inevitable. (E.V. Filippova)

Dictionary of a practical psychologist. S.Yu. Golovin

Assimilation- according to J. Piaget - a mechanism that ensures the use of previously acquired skills and abilities in new conditions without their significant change: through it, a new object or situation is combined with a set of objects or another situation for which a scheme already exists.

Great encyclopedia of psychiatry. Zhmurov V.A.

Assimilation (Latin assimilare - to assimilate; modifying, to liken to someone or something)

1. digestion;
2. inclusion of new ideas in the already accumulated “apperceptive mass”,
3. according to J. Piaget, this is the use of existing cognitive schemes to assimilate new experience (see Accommodation);
4. assimilation of unpleasant experience in an acceptable way, without rejecting it;
5. changing the outside world in accordance with your needs;
6. according to A. Kempinski, assimilation represents the inclusion of external impressions and the formation of functional structures that determine certain psychological reactions.

Neurology. Complete explanatory dictionary. Nikiforov A.S.

no meaning or interpretation of the word

Oxford Dictionary of Psychology

Assimilation, the main meaning is to accept, absorb or connect. This term has many meanings that cannot be avoided here. All of the special uses below reflect the general meaning to at least some extent.

1. In physiology, the absorption and transformation of food into protoplasm.
2. Hering's theory of vision involves the anabolism of photochemicals in the retina.
3. In Herbart's theory, when new ideas are incorporated into an already existing apperceptive mass, they can be said to be assimilated.
4. In Piaget's approach to development: the application of a general framework to a specific person, object, or event. See the term accompanying this in Piaget's theory - accommodation (3).
5. In early approaches to the study of memory, the term was proposed to refer to the "law" of memory, according to which new objects or events must be assimilated into the existing cognitive structure before they can be recalled.
6. In standard psychodynamic approaches it has often been said that certain pathologies, deficiencies, or simply unpleasant facts are assimilated if they are incorporated in an acceptable way into personal experience. The corresponding antonyms for this meaning are repression and suppression.
7. In Jung's theory, this term was used to describe the process of changing objects, events or ideas in order to meet the needs of the individual.
8. In Thorndike's theory, the term was used in relation to situations where an animal used a previously acquired reaction in a new situation, when there was quite a lot in common between both situations.
9. In phonetics, the process by which two phonemes acquire common characteristics or become identical.
10. In sociology, the unification of groups or individuals with radically different data into one group with common properties. The process here may be unidirectional, with one being absorbed by the other, or there may be a mutual mixing of both.

There may be other uses in psychology, but it seems clear that the term is already experiencing information overload. Some special uses in phrases are given below.

subject area of ​​the term

OBJECT, ASSIMILATION- modification or change in the perceived form or function of an object over time. Jung used this phrase to describe changes that he believed were driven by the needs of the individual. Gestalt psychologists and some modern memory theorists use the term to refer to changes in the representation of an object in memory over time, with the proviso that these changes bring memories of the object more in line with what is typical for that category. See assimilation.

GENERALIZED ASSIMILATION- see assimilation, generalizing.

MUTUAL ASSIMILATION- see assimilation, mutual.

ASSIMILATION, MUTUAL- in Piaget’s theory, mutual assimilation (4) of two schemes, in which each of them is preserved, but is changed by the assimilable components of the other. Piaget proposed that the interrelated development of visual and motor circuits is explained by this process.

ASSIMILATION, REPRODUCTING In Piaget's theory, the basic form is assimilation (4), based on the fact that the child repeats the same reaction to an object or external situation whenever it occurs. For example, understanding an object every time it appears, according to this theory, allows the child to assimilate its various features and properties. This type precedes recognitive assimilation.

Scientific and everyday psychology: basic concepts, differences between them. 3(9 –19), 6(208 – 215), 8

The problem of assimilation of human real-psychological experience 6(208 – 215), 8.

The place of psychology in the system of human sciences. Branches of modern psychology. 1, 2, 3.

Psychology as a science of the soul: ancient ideas about the relationship between soul and body. 2(20 – 25), 3(22 – 29), 5(dialogue 2), 4(57 – 63), 7(30 – 52).

Psychology as a science of consciousness: introspective psychology. 9, 5

Psychology as a science of behavior: behaviorism. 9, 5

Gestalt psychology and psychoanalysis. 9, 5

Domestic psychology. 9, 5

Literature

Any textbooks on psychology.

Gippenreiter Yu. B. Introduction to general psychology. – M., 1988

Gippenreiter Yu. B. Introduction to general psychology. – M., 1996

Godefroy J. What is psychology. – M., 1992.

Sokolova E.E. Thirteen dialogues about psychology. – M, 1995.

Allport G. Personality: a problem of science or art? / Psychology of Personality. Texts. – M, 1982.

Yaroshevsky M.G., Antsyferova L.I. Development and current state of foreign psychology. – M., 1980.

Slobodchikov V.I., Isaev E.I. Human psychology. – M., 1995.

Zhdan A.N. History of psychology. – M., 1990.

Development of the psyche in phylogenesis. Consciousness as the highest stage of mental reflection

Stages of mental development: elementary sensory, perceptual stage of mental development, animal intelligence. 1(45-53), 2(209-230-239), 3(3-10).

Group forms of behavior and communication processes in animals. 4(79-81), 5(59-81), 6, 5

Basic patterns of development of the animal psyche. 4(63-68),2(251-261), 7.10

Social behavior of animals. 8, 9, 10, 19 (223-245)

Prerequisites for the emergence of consciousness. 12(68-), 18, 11

Structure of consciousness (according to A.N. Leontiev, K.K. Platonov) 12(62-68), 16(124-158, 265-280).

Conscious and unconscious mental processes. The concept of installation (according to D.N. Uznadze). 15(202-309), 17(353-375), 18.14(146-350)

Literature

Gamezo M.V., Domashenko I.A. Atlas of psychology. – M., 1986.

Leontyev A.N. Problems of mental development. – M., 1981.

General psychology / Ed. V.V. Bogoslovsky. – M, 1981.

General psychology / Ed. A.V. Petrovsky. – M., 1986

Tinbergen N. Animal behavior. – M., 1985.

Fabry K.E. Fundamentals of zoopsychology. – M., 1993

Rubinshtein S.L. Fundamentals of general psychology; in 2 vols. – M., 1989. vol.1. pp.146-155.

Krushinsky L.V. Biological foundations of rational activity. – M., 1977. p.9-12, 27-59, 140-144, 244-246.

Tinbergen N. Social behavior of animals. – M., 1995.

Fabry K.E. Instrumental actions of animals. // Series “Biology”, No. 4, 1980.

Gippentater Yu.B. Introduction to general psychology. – M., 1998.

Platonov K.K. Structure and development of personality. – M., 1988.

Steinmets A.E. A manual for independent work in general psychology. - Smolensk. 1986. Problems No. 12, 15-18.

Uznadze D.N. Attitude theory. - M-Voronezh. 1997.

Freud Z. Psychopathology of everyday life // Psychology of the unconscious. – M., 1989.

Leontyev A.N. Activity. Consciousness. Personality. – M., 1977.

Bassin F.V. the problem of the unconscious (about unconscious forms of higher nervous activity). – M., 1968.

Sokolova E.E. Thirteen dialogues about psychology. – M., 1995.

Z.A.Zorina, I.I.Poletaeva Animal psychology. Elementary thinking of animals. – M., 2001. – 320 p., p.

Assimilation

According to J. Piaget, it is a mechanism that ensures the use of previously acquired skills and abilities in new conditions without significantly changing them: through it, a new object or situation is combined with a set of objects or another situation for which a scheme already exists.

Dictionary of a practical psychologist. - M.: AST, Harvest. S. Yu. Golovin. 1998.

Assimilation Etymology.

Comes from Lat. assimilatio - fusion, assimilation, assimilation.

Category.

Theoretical construct of the operational concept of intelligence by J. Piaget.

Specificity.

Assimilation of material through its inclusion in already existing patterns of behavior. It is carried out by analogy with biological assimilation.

Context.

In the act of adaptation, assimilation is closely related to accommodation. In the early stages of a child’s development, the encounter of a new object with an existing schema leads to a distortion of the properties of the object and to a change in the schema itself, while the thought is irreversible. When a balance is established between assimilation and accommodation, a reversibility of thought occurs and a change from an egocentric position to a relative one.

Psychological Dictionary. THEM. Kondakov. 2000.

ASSIMILATION

(from lat. assimilatio - fusion, assimilation, assimilation) - in the concept of intelligence development AND.Piaget - attribute, aspect adaptation. The content of A. is the assimilation of certain material by already existing patterns of behavior, “pulling” a real event to the cognitive structures of the individual. According to Piaget, cognitive A. is not fundamentally different from biological. A. inseparable from accommodation in any act of adaptation, adaptation. In the early stages of development, any mental operation represents a compromise between 2 tendencies: A. and accommodation. A. Piaget calls the primary “deforming”, because when a new object meets an existing scheme, its features are distorted, and the scheme changes as a result of accommodation. The antagonism of A. and accommodation gives rise to irreversibility of thought. When A. and accommodation begin to complement each other, the child’s thinking changes. The transition to objectivity, reciprocity, and relationality is based on the progressive interaction of A. and accommodation. When harmony is established between 2 tendencies, reversibility of thought, exemption from egocentrism. Any logical contradiction, according to Piaget, is the result of a genetically existing conflict between accommodation and A., and such a situation is biologically inevitable. (E.V. Filippova.)

Large psychological dictionary. - M.: Prime-EVROZNAK. Ed. B.G. Meshcheryakova, acad. V.P. Zinchenko. 2003 .

Assimilation

A term used by Jean Piaget in his theory of intellectual development. It denotes a child's interpretation of the world around him in the context of the existing concept. For example, a baby calling every man "Daddy" demonstrates the belief that all men are daddies. His interpretation of the social structure of the adult world is based on this premise. Together with the process of accommodation, assimilation helps the child adapt to the world around him.

Psychology. AND I. Dictionary reference / Transl. from English K. S. Tkachenko. - M.: FAIR PRESS. Mike Cordwell. 2000.

Synonyms:

See what “assimilation” is in other dictionaries:

ASSIMILATION- (Latin assimilatio, from assimilare to liken). Equation, likening, for example, in phonetics, likening neighboring sounds to one another; in physiology, the likening of substances absorbed by an animal to the substances of one’s own body. Dictionary of foreign words,... ... Dictionary of foreign words of the Russian language

ASSIMILATION- (from Latin ad to and similis similar), such processing of substances entering a plant or animal organism from outside, as a result of which the latter become an integral part of the body’s cells. A. proteins with chemicals. side the most mysterious stage... ... Great Medical Encyclopedia

ASSIMILATION- (from Latin assimilatio), 1) assimilation, merging (for example, assimilation of sounds, assimilation of peoples); assimilation. 2) (Biological) absorption of nutrients by living organisms, their transformation as a result of biochemical reactions into... ... Modern encyclopedia

ASSIMILATION- (from Latin assimilatio) ..1) assimilation, merging, assimilation2)] In ethnography, the merging of one people with another with the loss of one of them of its language, culture, national identity. There is a distinction between natural assimilation that occurs upon contact... ... Big Encyclopedic Dictionary

ASSIMILATION- ASSIMILATION, assimilation, women. (lat. assimilatio) (book). Action under Ch. assimilate and assimilate. Assimilation of sounds (likening one sound to another in a word; ling.). Assimilation of nationalities. Ushakov's explanatory dictionary. D.N. Ushakov... ... Ushakov's Explanatory Dictionary

Assimilation- (Lat. assimilatio sіңіsu, ұқсасу, ңдеSu) үлкень енікаліқ orḍad sāṇy kem zəne sayasi mәdeniyetі men аleumettіk zhaғdayy tomen khalyktyn ozіnің ulttyk bolmysynan ayyrlyp , bassy khalyk arasynda sinip ketui kubylysy. Philosophy of ethnostardyn, halyktardyn... Philosophy terminerdin sozdigi

Assimilation- (from the Latin assimilatio fusion, assimilation, assimilation) a construct of the operational concept of intelligence by J. Piaget, expressing the assimilation of material due to its inclusion in already existing patterns of behavior. It is carried out by analogy with biological... Psychological Dictionary

Assimilation- in geology, the process of complete assimilation and melting of foreign material (side sections, etc.) in intruded magma, without preserving relics of the material frame of the absorbed sections, with the formation of hybrid magma,... ... Geological encyclopedia

ASSIMILATION- a process that results in members of the same ethnicity. groups lose their originally existing culture and adopt the culture of another ethnic group. groups with which they are in close proximity. contact. This process can occur... ... Encyclopedia of Cultural Studies

assimilation- melting, merging, assimilation, assimilation, assimilation, assimilation Dictionary of Russian synonyms. assimilation noun, number of synonyms: 7 assimilation (4) ... Synonym dictionary

Books

• , E.V. Bondarenko, J. Bagana, The monograph is devoted to the study of the influence of the French language on Middle English dialects. The Norman conquest of England in 1066 contributed to the creation of a complex linguistic situation. IN… Category: Linguistics and linguistics Series: Scientific thought. Linguistics Publisher: INFRA-M, Manufacturer: INFRA-M, Buy for 678 UAH (Ukraine only)
• Assimilation of borrowings from the French language in Middle English dialects, Bagana J., The monograph is devoted to the study of the influence of the French language on Middle English dialects. The Norman conquest of England in 1066 contributed to the creation of a complex linguistic situation. In… Category: